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.
Judaism and Christianity both
value the individual. The 10 Commandments teaches that all people matter and
that they are all subservient to the law. Women were venerated under
Judeo-Christian culture. The Greeks and the Romans value rule of law or
1. Analyze the similarities and differences in Judeo-Christian and Greco-Roman views of law, reason and faith, and duties of the individual.
The people who had the Ten Commandments are known as the Judeo Christians while the Romans had the 12 tables. Many of the teachings in these commandments were basically under the Roman law. Considering this, faith was totally different. Greco Roman life was known as polytheistic which something was thought immoral in Christian practices. Many or all of the women were not free in the east which means that they were not treated equally. Judeo-Christians and Greco-Romans relied on laws and religion. Judeo-Christianity is monotheistic and Greco-Romans and polytheistic. Both of them were the blocks of western civilization. Human life was venerated for both and justice value was also venerated. Greco-Romans were more into reason and Judeo-Christianity was more into faith.
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.
The rule that is known to be the brightest is called Meritocracy. Although you may be smart has no connection or very little connection between being honest and having common sense .Plato's views on tyranny was perfect in many ways. For example, no certain leader should gain too much power. This is because it is least likely for this certain person to gain control over the whole country. The smartest leader ruling over everyone else is being classified as the Philosopher Kings. Aristotle was anti democracy. Plato’s republic is based on reason. Reason why there is a law and government is to keep order. Law is valued in western civilization. The laws were there to avoid chaos.
3. Consider the influence of the
Some people in the World would have liked to have a liberal democracy while some wanted a different type of government. The French revolution was that to fight against this terrible monarchy which helped with the right of women and the freedom of the men. For example, the French revolution was sparked by our revolution against the British, and led them to revolt. The Declaration of the Rights of man and citizen were sparked from our constitution as well. Constitution promotes world freedom. It perpetuated world democracy like in
10.2 Students compare and contrast the Glorious Revolution of
They all promote change
through revolution and lead to new government. They involve conflict between
the people. Another similarity is that they promote individual freedom or civil
liberties. A difference is that the American Revolution made a new nation and
the other two rebuilt the nations. Another similarity is that they removed
power from the kings. Some effects there were are transitions from royal
authority to the authority of the people. The
1. Compare the major ideas of philosophers and their effects on the democratic revolutions in England, the United States, France, and
The philosophers' ideas greatly affected the democratic revolutions. In many aspects, their beliefs on free speech, human rights, and freedoms led the way for democracy in other countries. They did not believe that the monarchy system was correct, that power should be given to the people, which they should not be ruled over. Social contracts were also followed, that the government owes a certain amount to the people. A shift from faith to reason occurs that tangible things are greater than faith. John Locke believed in life, liberty, and property. He also believed that the rulers were responsible for the well being of people. He also said that people should have the right to rebel against unjust rulers (social contract). Montesquieu believed that there should be branches in the government like the executive branch, legislative, and judicial branch to limit powers of the leader. Rousseau believed that all people are good but was corrupted by society. He was also pro democracy. He questioned the majority. Simone Bolivar was a Latin revolutionary. Thomas Jefferson wrote the declaration. James Madison thought of the principles of the declaration.
2. List the principles of the Magna Carta, the English Bill of Rights (1689), the American Declaration of
These documents chronicled democratic ideas such as power directly to the people, related to human rights, "life, liberty, the pursuit of happiness." Things won't necessarily be handed to you, but you have the chance to work for it. The documents also led into one another, ideas from one directly affected the following. The Magna Carta reduced the power of the king and gave the belief that men were born free. It also forms a powerful parliament. All of them made the government serve the people rather then the people serving the government. The English Bill of Rights limited the monarchs power and put the power in the hands of parliament. The American Declaration of Independence declared autonomy from King George III of
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 showed other countries that unjust rules could be fought, and a country could escape its Monarch. Also, the Declaration of Independence led to other famous documents, especially in
4. Explain how the ideology of the French Revolution led
The French Revolution was a peasant revolt that overturned the French monarchy, which was spurned on by Napoleon. As the revolution occurred, Napoleon stepped in and became a dictator, and ruled the country. They believed in individual rights, or democracy. Napoleon was an over seer of the democracy in
5. Discuss how nationalism spread across
When Napoleon steps out of power, nationalism falls short, since he no longer controls the military. Metternich proposes a return to monarchy that revolutions cause nothing but trouble, so the nationalism faded. Napoleon spread nationalism in
10.3 Students analyze the effects of the Industrial Revolution in
There was global trade, new
technology, pollution, new jobs, labor abuse, and an increase in train. The
labor abuse involved children and working hazards. Social mobility was also
another thing that came from the Revolutions. The Industrial Revolutions also
influenced imperialism. It also colonized the
1. Analyze why
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).
These new changes allowed urbanization to occur, which completely changed the economy, led to new jobs and opportunities, and changed the course of history, which, in turn, made living conditions much better. The steam engine allowed people to travel at much faster speeds, as well as import/export. The assembly line also made a large difference. Steam engine helped make commercial travel. Eli Whitney invented the cotton gin which resulted in new wardrobes. Sterilization (medicines).
3. Describe the growth of population, rural to urban migration, and growth of cities associated with the Industrial Revolution.
With more jobs on the horizon, cities became an economic hub, so if a person was going to make a living, moving to a city would be the only way. Also, many factories and certain jobs were only available in cities. Cities soon became overcrowded, so housing was less than expected. The rural would go from the rural areas into the cities to try and get jobs to support their families. It was a transition from farms to cities. There were pollution and plumbing problems. The cities were not ready for urban growth. To urbanize, a surplus of crops were also needed to feed the people in the cities.
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.
Labor Unions rose up, and were called guilds. Many people could only take certain jobs if you were inside a guild, but you got many benefits from it. Immigration is used as a cheap form of labor, especially in slavery.
5. Understand the connections among natural resources, entrepreneurship, labor, and capital in an industrial economy.
Natural resources were necessary to start an economy, and laborers were needed to find these resources. Natural resources fueled Industrialization. Capital equals investment equals business and growth of innovation. Capital is the money invested to make a business bigger. In all nations around the world right now, they are looking for inexpensive workers so they can drive up their profit.
6. Analyze the emergence of capitalism as a dominant economic pattern and the responses to it, including Utopianism, Social Democracy, Socialism, and Communism.
Capitalism rose as 'social Darwinism', ruled with laissez-faire, free market economy. No government intervention with many jobs. The downside is that monopolies occur, if one person gets something good, he can take over everything. Utopianism isn't plausible, since 'heaven on earth' isn't possible. Social Democracy is democratic propaganda, essentially, 'spreading democratic themes throughout the world.' Socialism -> 'everyone gets the same'. Communism -> 'workers get the same'. Industrialization creates competition which equals capitalism. Utopianism, heaven on earth, is fantasy. In Utopianism, it will devoid of government intervention. Utopianism is against Darwinism or “Survival of the Fittest.” Social democracy spreads a message globally that says its against communism. Socialism is a Utopian in nature. It has total equality for all. Communism is birthed out of socialism. In Communism the workers are equal but the government gets wealthy. In socialism workers lack incentive.
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
Romanticism is an exaggeration of sorts, to cover up the darkness of the past, an 'escape' of sorts. Social criticism shows both the light and darkness in a situation, as in Dickens' "Tale of two cities." Classicism is moved away from, since someone can now change their social status, and will no longer have "born poor die poor.” Romanticism is fantasy exaggeration from life’s reality. It deals with human emotion like love, sadness, and anger. Social criticism is social class levels. Capitalism is rich getting richer and the poor getting poorer. Industrialization leads to competition which leads to capitalism and away from classicism, which means you can now have social mobility. Capitalism and Industrialization needed each other to prosper.
10.4 Students analyze
patterns of global change in the era of New Imperialism in at least two of the
following regions or countries:
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 Darwinism is used saying that they were taking over because they wanted cheaper labor and better markets. They did it because they said they could. Social Darwinism takes over for resources and rationalizes it for them selves. Social Darwinism is survival of it the fittest. Industrialization fuels colonialism also known as Imperialism. The annexation of territory is also fueled by industrialization. The British controlled
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
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
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
The first half of the 20th century saw the gradual disintegration of the old order in
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
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,
World War I was what we call a total war. In a total war, all of nation's 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 opposing cause. Geographic factors: mountains, lakes, rivers, desert, all contributed to harsh conditions during WWI. There was a two front war for the Germans. There was grid lock in the trenches.
3. Explain how the Russian Revolution and the entry of the
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 (
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
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' 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
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
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
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.
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
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 communist produced a
democratic and socialist constitution. Lenin created a secret police to
enforce his will. The secret place was a gulag. Family members
would sell out their own family just for Lenin.
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).
Stalin was the general
secretary and used that job to find out information about
3. Analyze the rise, aggression, and human costs of totalitarian regimes (Fascist and Communist) in
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
2. Understand the role of appeasement, nonintervention (isolationism), and the domestic distractions in
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.
4. Describe the political, diplomatic, and military leaders during the war (e.g., Winston Churchill,
The political leaders during WWII varied in characteristics. Churchill was a combination of soldier, writer, artist, and statesman. During WWII, Roosevelt and Winston Churchill,
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. The final solution for Hitler’s plan was to exterminate the Jewish people in
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. The European infrastructure was destroyed. They lose their best and brightest talent due to the war. The Russians and the Germans lose the most people. They lose millions of people. At the end of the war,
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
An agreement reached at the
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.
American fear of communist attack, Truman's dislike of Stalin, Russia's fear of the Americans atomic bomb, Russians dislike of capitalism, Russians actions in the Soviet zone of Germany, America's refusal to share nuclear secrets, Russians expansion west into Eastern Europe and broken election promises, Russians fear of American attack, Russians need for a secure western border, and Russians aim of spreading world communism, are some of the causes of the cold war. It was an Ideological war. It was
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.
Addressing a joint session of Congress on
4. Analyze the Chinese Civil War, the rise of Mao Tse-tung, and the subsequent political and economic upheavals in
The story of the Chinese
civil war is the tale of a failed state in which numerous domestic political
and military factions are struggling for power, while aggressive foreign powers
are impinging on Chinese sovereignty, and at the same time the entire world is
plunged into the Great Depression, WWII, and the
early stages of the Cold War. The 1989 student uprising at
5. Describe the uprisings in
Government-controlled elections in 1947 gave the Communists full control, and in 1952
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.
Expressions of nationalism in the Arab world before & after the demise of the
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.
By the time Gorbachev would usher in the process that would lead to the political collapse of the Soviet Union and the resultant dismantling of the Soviet administrative command economy through his programs of Glasnost (political openness) and Perestroika (economic restructuring), the Soviet economy suffered from both hidden inflation and pervasive supply shortages; NUKES-poor
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 or Warsaw Treaty was a military alliance of the Eastern European Soviet Bloc countries intended to organize against the perceived threat from the NATO alliance, established in 1949, but specifically spurred by the integration of a "re-militarized" West Germany into NATO with the Western nations' ratification of the Paris agreements. The treaty was drafted by Khrushchev in 1955 and signed in
10.10 Students analyze instances of nation-building in the contemporary world in at least two of the following regions or countries: the
All of these nations have begun some kind of nation building to reestablish their country and to regain balance. Not many of these countries are headed toward democracy, but some such as
1. Understand the challenges in the regions, including their geopolitical, cultural, military, and economic significance and the international relationships in which they are involved.
2. Describe the recent history of the regions, including political divisions and systems, key leaders, religious issues, natural features, resources, and population patterns.
The recent history is that it was extremely frightening in every single way shape and form.
3. Discuss the important trends in the regions today and whether they appear to serve the cause of individual freedom and democracy.
10.11 Students analyze the integration of countries into the world economy and the information, technological, and communications revolutions (e.g., television, satellites, computers).