Transcript HSS.WH.10.2.4 - Ramos' World History Class

Created by Sharon Wilson
ck122.k12.sd.us/600px-World_Map_1689.JPG
HSS.WH. 10.1.1
Analyze the similarities and differences in Judeo-Christian
and Greco-Roman views of law, reason and faith, and
duties of the individual.
• Judeo-Christian
beliefs are
monotheistic; based
on one God.
• Greco-Roman
beliefs are
polytheistic; based
on many Gods.
Monotheistic
Polytheistic
www.thesecularparent.com/.../2010/05/God.jpg
nuindil.com/images/greco-roman%20gods-large.bmp
HSS.WH. 10.1.2
Trace the development of the Western political ideas of
the rule of law and illegitimacy of tyranny, using
selections from Plato's Republic and Aristotle's Politics.
Plato and Aristotle
• Plato believed that the ideal society
government should be controlled by
a group of philosopher who were
trained to be rulers; sometimes
referred to as “philosopher kings”.
• Aristotle believed that government
actions must adhere to the LAW.
• Both ancient Athens and the modern
Western politics believes that
individual achievement, dignity, and
worth are central to the political
system.
• Aristotle believed that law maintained
the stability of a nation.
www.glue.umd.edu/.../plato%20and%20aristotle.jpg
HSS.WH.10.2.1
Compare the major ideas of philosophers and their
effects on the democratic revolutions in England, the
United States, France, and Latin America (e.g., John
Locke, Charles-Louis Montesquieu, Jean-Jacques
Rousseau, Simón Bolívar, Thomas Jefferson, James
Madison).
• John Locke was known for his belief that “life, liberty, and
property” are natural rights that should be protected by
government.
• In the Virginia Declaration of Rights, 1776, John Locke was
quoted as the basis for what Virginia thought were natural
rights of all citizens.
• Charles-Louis Montesquieu is best known for his arguments
for separation of governmental powers.
• Thomas Jefferson used the natural rights ideas of John Locke
into The Declaration of Independence when the colonists
declared independence from Britain.
HSS.WH.10.2.2
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 United States Declaration of Independence and the French
Declaration of Rights of Man and the Citizen both emphasized
that government had to protect the natural rights of people.
• The French Declaration of Rights of Man and the Citizen
granted rights to the laboring class.
• The Magna Carta was the first document to encourage the
principle of limitation of governmental power.
• The United States included the Bill of Rights as the first 10
amendments to the Constitution to guarantee protection for
people from government.
HSS.WH.10.2.3
Understand the unique character of the American
Revolution, its spread to other parts of the world, and its
continuing significance to other nations.
 Unlike the French Revolution, the American
Revolution produced a lasting Constitution.
 Simon Bolivar led much of the liberation of South
America from the rule of Spain.
 The American Revolution and the Enlightenment
period were the inspiration for the revolutions of
South America.
 The greatest similarity between the French
Revolution and the American Revolution was they
both favored representative governments.
pbs.org
HSS.WH.10.2.4
Explain how the ideology of the French Revolution
led
France to develop from constitutional monarchy to
democratic despotism to the Napoleonic empire.
 Each of the following were causes for the French
Revolution:
 The Third Estate objected to the powers held by the Church;
including the collection of taxes.
 The noble class was engaged in conspicuous consumption
which enraged the poor who were struggling to survive.
 The noble and religious estates wanted to limit the rights of
the Third Estate.
 The Reign of Terror in the French Revolution used
violence to crush suspected enemies of the
Revolution.
 The fall of the Bastille is an example of the popular
protests during the French Revolution.
stephenhicks.org
HSS.WH.10.2.4
Explain how the ideology of the French
Revolution led France to develop from
constitutional monarchy to democratic
despotism to the Napoleonic empire.
 When members of the Third Estate took the Tennis
Court Oath (1789) at the start of the French
Revolution, they were trying to draft a new national
constitution which established the power of the
people over the monarchy.
 Napoleon was able to seize control of France
because of the weakness of the French government.
 The main goal of the Congress of Vienna followed
the defeat of Napoleon; the Great Powers redrew
boundaries to create a balance of power between
European nations.
davidstuff.com
HSS.WH.10.2.5
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.
• Between 1815-1848, The Congress
of Vienna and the Concert of Europe
suppressed nationalism by ensuring
a balance of power between nations.
• The Concert of Europe was to
ensure that there would not be a
major war across Europe.
• The best description of the idea of
nationalism that spread across
Europe at the time of Napoleon was
the people, not the king, constituted
the nation.
• The Napoleonic Wars was the
primary means of the spread of
nationalism throughout Europe..
figuren-modellbau.de
HSS.WH.10.3.1
Analyze why England was the first country
to industrialize.
• The agricultural changes which took place in
England during the 1600s contributed to England’s
later industrial development by producing more food
with fewer workers.
• The geographical advantage for England during the
Industrial Revolution was the navigable rivers and
natural harbors.
• The most significant outcome of enclosure in
England was the movement of poor farmers from
casahistoria.net
their farms into the cities.
HSS.WH.10.3.2
Examine how scientific and technological changes and new
forms of energy brought about massive social, economic, and
cultural change (e.g., the inventions and discoveries of
James Watt, Eli Whitney, Henry Bessemer, Louis Pasteur,
Thomas Edison).
• Louis Pasteur’s research into germ theory in the 19th
century is significant because it proved that cleanliness
helps to prevent infections.
• Among inventions created during the Industrial
Revolution of the 1800s were the cotton gin, indoor
electric light, and the steam engine.
http://en.wikipedia.org/wiki/Louis_Pasteur
Electric Light Bulb Thomas Edison
Cotton Gin- Eli Whitney
Steam Engine James Watt
Sewing Machine- Elias Howe
Steamboat- Robert Fulton
coolest-gadgets.com
jimonlight.com
teachers.egfi-k12.org
Telegraph Samuel Morse
danieldaquanaldens.blogspot.com
dailycognition.com
HSS.WH.10.3.3
Describe the growth of population, rural to urban
migration, and growth of cities associated with the
Industrial Revolution.
• The primary reason that so many people
moved to cities was to take advantage of the
economic opportunities.
• In the early 19th century, the most likely place
for an industrial city to develop was near a
source of energy.
apworldhistorywiki.wikispaces.com
HSS.WH.10.3.4
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
• In the 19th Century, labor unions developed
mostly in response to wages and working
conditions.
• The union movement in England in the 19th
century was started by skilled workers because
they were powerful and harder to replace.
• Unions benefited most when immigrant
laborers were willing to work for lower wages
than native-born laborers.
webs.rps205.com
HSS.WH.10.3.5
Understand the connections among natural resources,
entrepreneurship, labor, and capital in an industrial
economy.
• To increase production output during the
Industrial Revolution, businesses primarily
invested in machinery.
• In the mid-1700s, trade contributed to the early
growth of an industrial economy in Great Britain
because it gave British entrepreneurs the
capital needed to open new factories.
http://timeforeverymantostir.blogspot.com/2010/11/lessons-of-2010.html
money.howstuffworks.com
HSS.WH.10.3.5
Understand the connections among
natural resources, entrepreneurship,
labor, and capital in an industrial
economy.
• When the American Civil War decreased
Europe’s supply of cotton from the American
South, European factory owners turned to
Egypt and India as new sources for cotton.
• In a capitalist economic system, private
citizens own and control the means of
production.
• The three main components required for
production in the Industrial Revolution land,
labor, and capital.
reichert.bgsu.wikispaces.net
HSS.WH.10.3.6
Analyze the emergence of capitalism as a dominate
economic pattern and the response to it, including
Utopianism, Social Democracy, Socialism, and Communism.
• Karl Marx believed that
capitalism would eventually
collapse and be replaced by
communism because he thought
capitalism would caused workers
to be badly mistreated.
• Communism, a political and
philosophical movement, called
for community ownership of
property brought about by a
workers' revolution.
cafepress.com
HSS WH. 10.3.7
.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.
• The social criticism of Charles Dickens’s
novels Hard Times and David Copperfield
was a response to conditions brought
about by industrialization.
• Classicism sought to imitate the arts of
ancient Greece and Rome. Tradition,
reason, and symmetry were prized. The
forms of plays and musical compositions
followed particular rules; painters and
architects incorporated subjects and
images from the ancient world.
• Romanticism emphasized love of nature,
emotional expression, individual
experience, and the importance of
ordinary people and folk traditions.
channelishop.com
teamliquid.net
HSS.WH.10.4.1
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).
• By the end of the 1800s, colonies were generally seen
as a sign of a country’s relative power.
• Industrialization allowed Japan to expend resources on
military and colonial expansion.
• The United States annexed the Hawaiian Islands in
1898 to establish a naval base and fueling station in
the Pacific.
• The copper mines of central Africa were very attractive
to 19th century European Imperialists.
authentichistory.com
HSS.WH.10.4.1
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).
Imperialism and Colonization
• The darken portions of the map
indicate the empire of Great Britain
by 1920.
• The annexation of the Philippines in
1898 raised moral issues within the
United States concerning the search
for national hegemony (authority
over another country).
• At the Berlin Conference in 1884,
decisions were made to divide Africa
based on the claims of fourteen
European nations.
mrfaught.org
HSS.WH.10.4.2
Suez Canal, 1869
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.
 In the 19h century, the British commonly referred to the
Suez Canal in Egypt as the “Lifeline of the Empire”
because it provided a strategic shipping route to British
colonies.
 The African colonies were taken from Germany as
penalty for its role in World War .
 In the era of New Imperialism, the following were examples
of the colonization:
• India was colonized by Great Britain
• The Philippine Islands were colonized first by Spain, later
controlled by the United States.
• Morocco was colonized by France
• Libya was colonized by Italy.
modernhistorian.blogspot.com
HSS.WH.10.4.3
Explain imperialism from the perspective of the colonizers
and the colonized and the immediate and long-term
responses by the people under colonial rule.
• In 1900, anti-foreign sentiment in China led to an
uprising known as the Boxer Rebellion.
• As a European Imperial power, Italy was defeated by
the unified regions and people of Ethiopia under the
leadership of Menelik II.
• As a result of the Sepoy Mutiny (First War of
Independence) of 1857, rule of India was transferred
to the British government.
fresno.k12.ca.us
HSS.WH.10.4.3
Explain imperialism from the
perspective of the colonizers and the
colonized and the immediate and longterm responses by the people under
colonial rule.
• The reason European colonists believe they had the
right to colonize Africa was because they had more
wealth and power.
• Under the French colonial policy known as
paternalism, the people in the colonies were
governed by bureaucrats from France.
• One of the results of European colonial rule in Africa
was that cash crops replaced subsistence
agriculture.
mrfaught.org
HSS.WH.10.4.4
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 role of ideology and
religion.
 The collapse of the last Chinese
Empire in 1912 was caused by the
imperial government’s failure to
control foreign influences.
 Mohandas Gandhi used his
philosophy of nonviolent
noncooperation in an effort to
achieve India’s independence from
Great Britain.
 By 1914, Ethiopia and Liberia were
the only two African countries to
retain their independence.
factbook.org
HSS.WH.10.5.1
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 civilian population in support of
‘total war”.
• Great Britain, France, and Russia formed the Triple
Entente in 1907 to respond to the increased military
power of Germany.
• According to some historians, Europe’s system of
alliances prior to 1914 increased the likelihood that
small disputes would develop into large-scaled wars.
• During World War I, U.S. propaganda posters often
portrayed German soldiers as violators of human
rights.
• Great Britain’s stated reason for declaring war on
Germany in 1914 was the German invasion of
Belgium.
xtimeline.com
HSS.WH.10.5.1
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 civilian population in support of
‘total war”.
World War I
Propaganda
• One major reason for the tension between France
and Germany before World War I was that France
wanted to regain lands previously seized by
Germany.
• Prior to the World War I, competition for colonies in
Africa and Asia was an important source of conflict
between European nations.
• The main purpose of propaganda during World War I
was to influence public opinion.
freewebs.com
HSS.WH.10.5.1
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 civilian population in support of
‘total war”.
This propaganda poster
was created during World
War I to involve the
average citizen in the war
effort.
thefullwiki.org
The Balkans were known
as the "powder keg" of
Europe prior to World War
I because the area had a
long history of ethnic
disputes and nationalism.
schule.suedtirol.it
HSS.WH.10.5.2
Examine the principal theaters of battles, major
turning points, and the importance of geographic
factors in military decisions and outcomes (e.g.,
topography, waterways, distance, and climate.)
• Most of the combat on the Western Front in World War I took
place in a relatively small area because of the immobility of
trench warfare.
• Trench warfare in World War I was characterized by heavy
casualties and little territorial gain.
• The Schlieffen Plan was designed by the German military to
avoid the problem of fighting Allied powers on two fronts.
• The best description of the goal of the Schlieffen Plan was to
force France to surrender quickly, then stop the Russian
advance.
• The United States' decision to enter World War I was influenced
by the Germans‘ use of unrestricted submarine warfare.
goose426.glogster.com
HSS.WH.10.5.3
Explain how the Russian
Revolution and the entry of the
United States affected the
course and outcome of the war.
Lenin and the
Russian Revolution
• Russia’s participation in World War I affected it’s
empire through economic hardships which resulted in
the downfall of the czar.
• American military and financial intervention in World
War I was directly responsible for the outcome of the
war.
• When the United States entered World War I, the
immediate effect on the war was that the United States’
entry broke the stalemate on the Western Front.
• The impact of the Russian Revolution on World War I
was a shift in the balance of power in favor of Germany.
xtimeline.com
HSS.WH.10.5.4
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.
 One contribution of overseas colonies to the Allied
effort during World War I was that they provided large
numbers of soldiers to reinforce the Allied armies.
 Great Britain recruited colonial troops from India in
World War I.
 During World War I, fewer American soldiers were killed
than those of any other major power mainly because the
U.S. entered the war later than the other countries.
 The First World War has been described as a total war,
a term which means that the countries involved
devoted all their resources to the war effort.
jcs-group.com
HSS.WH.10.6.1
Analyze the aims and negotiating roles of world leaders, the
terms and influences of the Treaty of Versailles and
Woodrow Wilson’s Fourteen Points, and the causes and
effects of United States rejection of the League of Nations
on world politics.
• President Wilson stated that the Fourteen Points would
provide a lasting and just peace.
• Following World War I, a major goal of France and Great
Britain at the Conference of Versailles was to keep
Germany from rebuilding its military forces.
• Vittorio Orlando, the Italian leader, aimed for taking over
territory from Austria-Hungry during the creation of the
Treaty of Versailles.
• At the Paris Peace Conference in 1919, both Britain and
France wanted to restrict German military power
permanently.
myhistoryclass.ne
t
HSS.WH.10.6.1
Analyze the aims and negotiating roles of
world leaders, the terms and influences of the
Treaty of Versailles and Woodrow Wilson’s
Fourteen Points, and the causes and effects
of United States rejection of the League of
Nations on world politics.
• The League of Nations, as proposed by President
Woodrow Wilson in 1918, was mainly designed to do
which of the following give countries a way to resolve
issues without going to war.
• In the Paris Peace Conference to end World War I,
France rejected the establishment of a League of
Nations.
• The Treaty of Versailles require of Germany to accept
of sole responsibility for the war.
bubbleblowers.com
crwflags.com
This concludes part I of the review.
You may continue with Part II if your
teacher wants you to continue.
Presented by Sharon Wilson- March, 2011
Suggested uses: Teacher instruction and Student Review
Test Preparation