Joey Martinet
10TH GRADE STANDARDS
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.
1. Analyze the similarities and differences in Judeo-Christian and Greco-Roman views of law, reason and faith, and duties of the individual.
Both Judeo-Christian and Greco-Romans believed in good morals and following the laws of the nations as well as the laws of the gods. Both of these cultures believed in the ideas that all people and equal and have a right to choose their leaders. Both cultures basically had early democratic ideas. The Christians had the 10 commandments to follow and the Romans had the 12 tables to follow. Both were strong believers in good morals and democratic ideas. The Athenians had the first form of direct democracy.
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 emphasized on the importance of reason and Aristotle was a student of Plato. Aristotle developed his own ideas about the best kind of government. He studied monarchy, aristocracy, and democracy he would find good and bad examples of all of them. Plato and Aristotle were both suspicious about democracy because they though it could lead to mob role. Aristotle started a school of branches. He questioned how people lived and decided to guiding force of learning. Plato rejected Athenian democracy because it condemned Socrates. Plato wanted to analyze every aspect of a person's life. He divided the people up into workers, soldiers, and philosophers.
3. Consider the influence of the U.S. Constitution on political systems in the contemporary world.
After the creation and success of the US constitution many countries around the world took the path of democracy. Even know many countries are changing their traditional governments to ones of democracy. In Iraq a new democratic government is being created. Most of the world wants a democratic experience and those who do not want it have never experienced it.
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.
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).
The philosophers mostly wanted all the same things. Prosperity, peace and equality. They wanted people to be treated equally and given a fair opportunity to go up or down in social status. John Locke wanted freedom and revolution against England. "French contributions to democracy were made in the 1700's by such political thinkers as Montesquieu, Voltaire, and Jean Jacques Rousseau. Their writings helped bring about the French Revolution, which began in 1789. Montesquieu argued that political freedom requires the separation of the executive, legislative, and judicial powers of government. Voltaire spoke out against government invasion of individual rights and freedoms. Rousseau declared in his book The Social Contract (1762) that people "have a duty to obey only legitimate powers." The only rightful rulers, he added, were, ultimately, the people."
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).
Magna Carta is a long list of feudal rights, affirmed by the king. It protects privileges and the barons which included a few clauses recognizing the rights of the townspeople and the church. It contained two basic ideas that would shape and mold the government. It made sure the monarch would obey the law. The declaration of independence grants people life, liberty, and the pursuit of happiness. They offer several rights to citizens making all people equal. Our declaration of independence was impacted by the magna carta and the English Bill of Rights.
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 set an example to other nations to not be suppressed by bad rules and other nations that just over tax and suppress the people. Brittan was a nation with many colonies, including America. When America signed the Declaration of Independence and broke away from the King this was a sign to other nations that they could do it too, and that they would be able to beat the British as well.
4. Explain how the ideology of the French Revolution led France to develop from constitutional monarchy to democratic despotism to the Napoleonic empire.
During the French Revolution the citizens always wanted a better government. After they overthrew the government they had a temporary democratic government which was overthrown by the people again. The people couldn't find a government they were happ with.
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.
The French had lots of victories over other nations and with Napoleon and his leadership, so the Congress of Vienna led by a prince that stated that democracy was the devil and Napoleon was the cause of it. So Europe was put under monarchy power as a cause of the Congress of Vienna. However later people realized that it was all just a trick and that Napoleon was a tad power hungry, but he did have the idea of giving the people some power as long as it was okay with him. But it eventually went towards democracy, because the monarchy was still corrupt and Democracy was still going to shine through.
10.3 Students analyze the effects of the Industrial Revolution in England, France, Germany, Japan, and the United States.
1. Analyze why England was the first country to industrialize.
They were the first country to industrialize because it had access to mineral energy sources such as coal and they had colonies which supplies these things. In 1850 England was freed from the constraint of funding both food and raw materials from a limited agricultural sector.
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).
The engine, patented in 1769, greatly increased the economy of the Newcomen machine by avoiding the loss of steam that occurred in alternate heating and cooling of the engine cylinder. It was more powerful, more reliable and used only about a third as much coal as its predecessor. You could travel making it possible to import and export.
3. Describe the growth of population, rural to urban migration, and growth of cities associated with the Industrial Revolution.
The population of Europe shot up from 120 to 190 million. The birthrate over ruled the death rate because the agricultural revolution reduced the risk of famine because women ate better therefore they were healthier and had stronger babies. Other diseases faded away.
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.
Work and labor had guilds that were in a situation that you could only work if you were in this type of union and workers were given the choice to work 20 hours of known at all there were no worker laws. Immigration was used as a cheap form of labor especially y in the United States were you basically see profiteers of slave labor.
5. Understand the connections among natural resources, entrepreneurship, labor, and capital in an industrial economy.
Most countries that are pretty powerful want a good industrial economy and an abundance of natural resources. Natural Resources yield Urbanization, and successful Entrepreneurship led to good commerce, which also yielded urbanization labor, Capital: profit you re-invest to grow your business.
6. Analyze the emergence of capitalism as a dominant economic pattern and the responses to it, including Utopianism, Social Democracy, Socialism, and Communism.
Capitalism, free market and laisefaire the government had no control making it possible to become monopoly. Social democracy spread the idea and theme and the communism got everything. When capitalism didn't work countries turn to socialism and communism. With out government intervention companies flourish, but they also yield monopolies.
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.
As the technology and sciences of the world changed so did the literature. Instead of writing about past events or political theory men started to write and read for the fun of it. They started writing novels of adventures and romance, which were very appealing to human senses. These types of writings were an instant success and since then people have been writing like this. Charles Dickens wrote good critical analysis' of the Industrialization. Classesism is dead, social mobility is the new case. Romanticism is an exaggeration.
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 colonial-ism (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).
They want to expand. They had they ability to become a bigger country so they looked at the third world countries and educated them. Social darwism is used saying that they were taking over because they wanted cheaper laor and better markets. They did it because they said they could.
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.
These nations attempted to colonize in Africa and Asia. The Africans did not want to be colonized by the Europeans. They Europeans went into Third World Countries, or what were considered that then, and used the colonies for resources, labor, etc.
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.
Imperialism was good for the colonizers, as they had complete and total rule over the economy of they place they were colonizing. They felt that they were superior and rationalized exploiting them and using their national resources. For the colonized, they lost control of they're societies due to people coming over and taking control of their economy and government. Some of the natives, however, enjoyed the new technologies being shown to them. The long term responses: fear in the Middle East, Africa, and Asia.
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 first half of the 20th century saw the gradual disintegration of the old order in China and the turbulent preparation for a new society. Foreign political philosophies undermined the traditional governmental system, nationalism became the strongest activating force, and civil wars and Japanese invasion tore the vast country and retarded its modernization. Although the revolution ushered in a republic, China had virtually no preparation for democracy. A three-way settlement ended the revolution-abdication by the dynasty; relinquishment of the provisional presidency by Sun Yat-sen in favour of Yüan Shih-k'ai, regarded as the indispensable man to restore unity; and Yüan's promise to establish a republican government. This placed at the head of state an autocrat by temperament and training, and the revolutionaries had only a minority position in the new national governments.
10.5 Students analyze the causes and course of the First World War.
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."
The British felt threatened by Germany's economic growth. The Germans were making more factories and out producing the old economic strong hold, Britain. Imperialism divided the European nations and in the early 1099s the competition for colonies brought France and Germany to the prink of war. Before the war the arms race began and all the great powers started building up their armies.
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, climate).
World War I was what we call a total war. In a total war, all of a nations resources go into the war effort. Governments drafted men to fight the war. They raised taxes to pay the costs of fighting. They rationed, or limited the supply of goods, so that they could supply the military. They used the press to publish propaganda that made the enemy look bad. Propaganda is the spreading of ideas to promote a cause or damage an oppossing cause. Geographic factors: mountains, lakes, rivers, desert, all contributed to harsh conditions during WWI.
3. Explain how the Russian Revolution and the entry of the United States affected the course and outcome of the war.
By 1917, Europe had seen too much death and ruin. In Russia, low morale, or spirits, led to revolution. Early in 1918, the new leader signed a treaty with Germany that took Russia out of the war. Russia's withdrawl was good news for the Central Powers. However, there was good news for the allies too. The United States was no longer neutral. In April 1917, the United States declared war on Germany. With new soldiers and supplies from the United States, the Allies gained control. The other Central Powers had given up, and the Germans stood alone. they asked for an end to the fighting. On November 11, 1918, an armistice, or agreement to end fighting, was declared. The Great War was over.
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.
World War I was truly a world war with participants drawn from five continents and military actions spread around the globe. There were some specific outcomes and impacts for Africans as a result of WWI. These include the fact that military conscription (draft) of numerous African colonial subjects into European armies generated great amounts of anger. But the war had more concrete consequences. Africans who fought alongside European whites found out that these "masters" were ordinary people, not supermen. Furthermore Africans expected to be rewarded for their service to their colonial masters with social and constitutional changes as well as economic concessions in ways that would improve their living conditions at home. The educated elites followed up on President Woodrow Wilson's (United States) call to reorganize governments on the basis of national self-determination. The term means that people should be independent and live within political boundaries that corresponded to where they lived.
5. Discuss human rights violations and genocide, including the Ottoman government's actions against Armenian citizens.
The greatest single disaster in the history of the Armenians came with the outbreak of World War I. In 1915 the Young Turk government resolved to deport the whole Armenian population of about 1,750,000 to Syria and Mesopotamia. It regarded the Turkish Armenians-despite pledges of loyalty by many-as a dangerous foreign element bent on conspiring with the pro-Christian tsarist enemy to upset the Ottoman campaign in the east. In what would later be known as the "first genocide" of the 20th century, hundreds of thousands of Armenians were driven from their homes, massacred, or marched until they died. The death toll of Armenians in Turkey has been estimated at between 600,000 and 1,500,000 in the years from 1915 to 1923. Tens of thousands emigrated to Russia, Lebanon, Syria, France, and the United States, and the western part of the historical homeland of the Armenian people was emptied of Armenians. Turkish government never admitted to the genocide.
10.6 Students analyze the effects of the First World War.
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 States's rejection of the League of Nations on world politics.
The Treaty of Versailles was bitterly criticized by the Germans, who complained that it had been "dictated" to them, that it violated the spirit of the Fourteen Points, and that it demanded intolerable sacrifices that would wreck their economy. In the years after it was ratified the Treaty of Versailles was revised and altered, mostly in Germany's favour. Numerous concessions were made to Germany before the rise of Adolf Hitler, and by 1938 only the territorial settlement articles remained.
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.
World War 1 had a great effect on all of the people involved and on everyone who saw what was going on. The war was at the time the greatest war that the world had seen, and it was known as the Great War. It was a struggle between Europe's great powers, and they were all aligned into two different alliances. The alliances caused rifts between the European countries and they also were affected by the rise in nationalism in the European countries.
3. Understand the widespread disillusionment with prewar institutions, authorities, and values that resulted in a void that was later filled by totalitarians.
The rise of nationalism. Europe avoided major wars in the 100 years before World War I began. Although small wars broke out, they did not involve many countries. But during the 1800's, a force swept across the continent that helped bring about the Great War. The force was nationalism--the belief that loyalty to a person's nation and its political and economic goals comes before any other public loyalty. That exaggerated form of patriotism increased the possibility of war because a nation's goals inevitably came into conflict with the goals of one or more other nations.
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).
Later career. After World War I (1914-1918), Picasso moved from cubism to a style derived from classical art, characterized by huge and stately figures. By the late 1920's, he had turned to a flat, cubist-related style. In these works, he concentrated mainly on two themes: the artist and model, and the bullfight. The masterpiece of this period is Guernica (1937). This mural painting expresses the terror of the bombing of the town of Guernica during the Spanish Civil War (1936-1939).
10.7 Students analyze the rise of totalitarian governments after World War I.
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 people of Russia were tired of putting up with the Czars stuff this caused them to revolt. For the two years Lenin was in power he used his communist government this caused the people to believe that communism was a good thing the consequences were that they thought Stalin would also be a good leader for Russia.
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).
At the time Stalin was coming to power the economy was very low and he promised them a steady economy and food on the table. The political policy at the time was just changed from a monarchy to at revolutionary government to a communist government he promised them a stead communist government. He bought of many members of government and killed many people to get to power. If you ever spoke against him you would be killed.
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 privated 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.
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.
This was an agreement that they would leave each other alone. The rape of Nan king was when the Japanese went into china and abused the Chinese like the Nazis to the Jews. This was rape and murder and an attempt to destroy their race. These are all totalitarian regimes that are trying to collect and build empires.
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.
Europe and the US were disgraced by things like movies and television while many people in the countries that were against us did not have that
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.
Germany, Poland, Denmark, Luxembourg, the Netherlands, Belgium, Norway, and France were all the Allied and Axis powers. Great Britain and France hoped that the Soviet Union would help defend Poland. Hitler and Stalin stunned the world by becoming allies. On September 1, 1939, Germany invaded Poland and began WWII. In 1939, Soviet forces invaded Poland from the east side. Great Britain and France declared war on Germany on September 3, 1939. In April 1940, German forces invaded Norway. They conquered Denmark on the west. Norway fell to the Germans in June 1940. The conquest of Norway secured Germany's shipments of iron ore. Norway also provided bases for German submarines and aircraft. Belgium, Luxemburg, and the Netherlands all hoped to remain neutral after World War II began but requested Allied help when Germany launched a "blitzkrieg" against them. German troops entered Paris on June 14, 1940. The French government had already fled the capital.
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, Dwight Eisenhower).
The political leaders during WWII varied in characteristics. Churchill was a combination of soldier, writer, artist, and statesman. During WWII, Roosevelt and Winston Churchill, Great Britains prime minister, personally determined Allied military and naval strategy in the West. They gave priority to Germany's defeat and, in view of Hitler's claim that Germany was never defeated, only betrayed, in the first war, insisted on unconditional surrender."
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.
The Nazis wanted to create a racially elite society. So in order to do this, Himmler Hitler's companion, decided to get rid of all the racially impure people. Jews, and other different people that weren't Aryan, got put in separate areas and eventually got deported. The final solution was to exterminate all Jews and any one else that was different. However the Jews were considered the main scapegoat, and were exterminated in mass killings and some Jews often died of fatigue.
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.
WWII Chinese deaths are estimated at 1.3 million military and 10 million civilians. It is not clear in net records if these estimates of multi-million Chinese civilian deaths include those of the earlier 1930's Japanese aggression. To discuss just one aspect of WWII in China, after Doolittle's bombing raids on Tokyo, the Japanese invaded the area of China that the bombers landed in, they occupied 20,000 square miles, and slaughtered every man, woman, and child some 250,000 civilians were killed in this one action.
10.9 Students analyze the international developments in the post-World World War II world.
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.
Yalta Conference was one of the most important meetings of key Allied leaders during World War II (1939-1945). These leaders were President Franklin D. Roosevelt of the United States, Prime Minister Winston Churchill of Britain, and Premier Joseph Stalin of the Soviet Union. Their countries became known as the "Big Three." The conference took place at Yalta, a famous Black Sea resort in the Crimea, from Feb. 4 to 11, 1945. Through the years, decisions made there regarding divisions in Europe have stirred bitter debates.
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.
The nature of the Cold War began to change in the 1960's. Neither the East nor the West remained a monolith (united bloc). Communist China challenged Soviet leadership. China accused the Soviet Union of betraying Communism and being secretly allied with the United States. Some Communist countries followed China's leadership, and others remained loyal to the U.S.S.R. Among the nations of the Western bloc, France harshly criticized many U.S. policies and demanded independent leadership in Europe. West Germany also acted independently of U.S. policies. It searched for new economic and political relationships with other European countries, including East Germany.
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 guaranteed American aid to free nations resisting Communist propaganda or sabotage. The Marshall Plan encouraged European nations to work together for economic recovery after World War II (1939-1945). In June 1947, the United States agreed to administer aid to Europe if the countries would meet to decide what they needed. The official name of the plan was the European Recovery Program. It is called the Marshall Plan because Secretary of State George C. Marshall first suggested it. The Containment Policy. In the fall of 1946, Greek Communists revolted against the Greek government. Great Britain had been giving military and economic aid to Greece. But the British told the United States they could no longer give enough help to the Greeks. The British also warned that they could not help Turkey resist Communist pressure.
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).
In a little more than four years after Japan's surrender, the CCP and the People's Liberation Army (PLA) conquered mainland China, and, on Oct. 1, 1949, the People's Republic of China was established, with its capital at Peking. The factors that brought this about were many and complex and subject to widely varying interpretation, but the basic fact was a Communist military triumph growing out of a profound and popularly based revolution. The process may be perceived in three phases: (1) from August 1945 to the end of 1946, the Nationalists and Communists raced to take over Japanese-held territories, built up their forces, and fought many limited engagements while still conducting negotiations for a peaceful settlement; (2) during 1947 and the first half of 1948, after initial Nationalist success, the strategic balance turned in favour of the Communists; (3) the Communists won smashing victories in the latter part of 1948 and 1949. His leadership. Mao formed the Chinese into a tightly controlled society more quickly than most observers thought possible. After taking power, he made an alliance with the Soviets, who helped strengthen the Chinese army when Chinese forces aided North Korea during the Korean War (1950-1953). After the war, Mao began programs to expand agricultural and industrial production. In 1958, a crash program called the Great Leap Forward failed. In the 1960's, a split developed between China and the Soviet Union. Mao ordered nuclear research that led to Chinese nuclear explosions in the 1960's.
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.
During the late 1940's, the U.S.S.R. gained increasing influence over the Polish government. In 1949, a U.S.S.R. military officer, Konstantin Rokossovsky, was made Poland's defense minister. Polish Communists suspected of disloyalty to the U.S.S.R. were removed from power. They included Wladyslaw Gomulka, who, as first secretary, held the most powerful post in Poland. He was removed from his post in 1948 and imprisoned in 1951. In 1952, Poland adopted a constitution patterned after that of the U.S.S.R. The government took control of industries and forced farmers to give up their land and work on collective farms. As part of an antireligion campaign, the Communists imprisoned Stefan Cardinal Wyszyski, head of the Roman Catholic Church in Poland.
During the 1950's, many Poles began to express discontent with government policies and resentment of domination by the U.S.S.R.
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.
Nationalism in the Middle East was a result of wanting freedom from other ruling countries. These countries such as Britain promised their smaller counterparts freedom if they helped to fight in the war. However, Britain didn't keep its promise so people felt the urge to rebel and cause a nationalistic movement. The Holocaust wanted to give Jews an opportunity to rule and govern their own country after all of the suffering they had suffered as a result of WWII. Following the Ottoman defeat in World War I, the League of Nations made Palestine a mandated territory of Britain. According to the bmandate, Britain was to help Palestinian Jews build a national home. Many Zionists viewed the mandate as support for increased Jewish immigration to Palestine. But the British, fearful of the hostility of the large Arab population, proposed limits on Jewish immigration. These limitations, however, were not enforced.
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.
Threats to unity. Soviet control over Eastern Europe ended in 1989. Popular support for reform unseated most of the Communist parties that had controlled Eastern European countries. Powerful popular movements in many regions of the Soviet Union had long demanded greater freedom from the central government. Such movements began to gain strength during the late 1980's, particularly in the Baltic republics of Estonia, Latvia, and Lithuania. In 1990, Lithuania declared independence, and Estonia and Latvia called for a gradual separation from the Soviet Union. By the end of 1990, all 15 republics had declared that laws passed by their legislatures took precedence over laws passed by the central government.
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 United Nations has two main goals: peace and human dignity. If fighting between two or more countries breaks out anywhere, the UN may be asked to try to stop it. After the fighting stops, the UN may help work out ways to keep it from starting again. But the UN tries above all to deal with problems and disputes before they lead to fighting. It seeks the causes of war and tries to find ways to eliminate them. Southeast Asia Treaty Organization (SEATO) was an alliance of eight nations that signed the Southeast Asia Collective Defense Treaty in Manila, the Philippines, on Sept. 8, 1954. The members were Australia, Britain, France, New Zealand, Pakistan, the Philippines, Thailand, and the United States. Pakistan withdrew in 1972. SEATO was dissolved in 1977. North Atlantic Treaty Organization (NATO) is a military alliance consisting of the United States, Canada, and 14 other Western countries. The 14 countries are Belgium, Denmark, France, Germany, Greece, Iceland, Italy, Luxembourg, the Netherlands, Norway, Portugal, Spain, Turkey, and the United Kingdom.
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.
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…. The 1950's and 1960's were years of radical change in the Middle East. A new generation led by young army officers took over the governments of many Arab states. They overthrew leaders who had cooperated with Great Britain and France. They hoped to bring about a political unification of the Arab world and to remove any European influence. Gamal Abdel Nasser, the leader of Egypt, became the symbol of these hopes. In 1956, Nasser seized the Suez Canal in Egypt from its British and French owners. In response to Nasser's action, Britain, France, and Israel invaded Egypt. Pressure from the United States, the Soviet Union, and other nations forced the invaders to withdraw.
2. Describe the recent history of the regions, including political divisions and systems, key leaders, religious issues, natural features, resources, and population patterns.
In the Middle East…A revolution occurred in Iran in 1979. Muslim religious leader Ayatollah Ruhollah Khomeini and his followers took control of the government. Khomeini declared Iran to be an Islamic republic. From 1980 until 1988, Iran and Iraq fought a war over territorial disputes and other disagreements.
The Arab-Israeli conflict flared up again at the end of 1987. Arabs in the Gaza Strip and the West Bank began demonstrating against Israel's occupation. Violence erupted between Israeli troops and the demonstrators. In August 1990, Iraq invaded Kuwait. The United States and other nations sent military forces to Saudi Arabia to defend that country against a possible Iraqi invasion. These nations and Saudi Arabia formed an allied military coalition. In January 1991, war broke out between Iraq and these nations. In February, the allied coalition defeated Iraq and forced its troops to leave Kuwait.
3. Discuss the important trends in the regions today and whether they appear to serve the cause of individual freedom and democracy.
In the Middle East regions there is more democracy than what would normally be if a dictator was still in power. However with the Middle East and Saddam Hussein being dead and/or gone people are gaining more freedom and given more opportunities to speak their mind and how they feel. In Africa people are given more basic rights and are given a chance to be free and vote which was a major step. In Mexico regions people were greatly influenced by the US and it's decisions to go and do things democratically. People liked having and opportunity to do things for themselves and wanted at least something like a republic or other form of government which gave them some power.
10.11 Students analyze the integration of countries into the world economy and the information, technological, and communications revolutions (e.g., television, satellites, computers).
The U.S. and other nations depend on one another for many vital goods and services, through world trade and dinance. 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 (a reason why we saw gas prices raising before the war started). 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 compact disc player, telephones, fax machines, satellites, and videotape recorders, Even newspapers are an important part of communication.