SOCIAL STUDIES World History & Geography CURRICULUM FRAMEWORK. The Age of Revolution

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1 CURRICULUM FRAMEWORK SOCIAL STUDIES World History & Geography The Age of Revolution Weeks STATE STANDARDS W.1 Compare the major ideas of philosophers and their effects on the democratic revolutions in England, the United States, France, and Latin America including John Locke, Charles-Louis Montesquieu, Jean-Jacques Rousseau, Simón Bolívar, Toussaint L Ouverture, and Thomas Jefferson. W.2 Analyze the principles of the Magna Carta (1215), the English Bill of Rights (1689), the American Declaration of Independence (1776), and the French Declaration of the Rights of Man and the Citizen (1789) citing textual evidence. W.3 Conduct a short research project summarizing the important causes and events of the French Revolution including Enlightenment political thought, comparison to the American Revolution, economic troubles, rising middle class, government corruption and incompetence, Estates General, storming of the Bastille, execution of Louis XVI, the Terror, and the rise and fall of Napoléon. W.4 Draw evidence from informational texts to explain how the ideology of the French Revolution led France to evolve from a constitutional monarchy to democratic despotism to the Napoleonic Empire. W.5 Describe how nationalism spread across Europe with Napoléon then repressed for a generation under the Congress of Vienna and Concert of Europe until the Revolutions of BIG IDEAS The ideas of the Enlightenment inspired revolutionaries in Europe and overseas to seek for radical changes in economics, government, and society. Relevance: These documents, individuals and philosophies stand as some of the most important in recent history and serve as inspiration for people and governments around the world. TNSS: W.1, W.2 The beginning of the French Revolution of 1789, along with each phase and faction involved, represents a set of beliefs and group and class interests that were to become common in most world societies ever since. Relevance: The French Revolution empowered citizens in Europe and overseas to pursue change and it became a significant factor in ending economic, political, and social oppression around the world. TNSS: W.3, W.4 The decision makers at the Congress of Vienna had the goal of restoring peace after the French Revolution and the wars with Napoleon. These leaders were able to create a lasting peace in Europe that lasted until Relevance: The Congress of Vienna and the Concert of Europe serves as a foundation for the United Nations, which is built on the same principle of keeping and restoring peace around the globe. TNSS: W.5 GUIDING QUESTIONS How were major political reforms and revolutions of the late eighteenth and early nineteenth centuries influenced by Enlightenment thinkers? What were the causes and effects of the French Revolution and how did the Revolution lead to the Napoleonic Empire? How did the Congress of Vienna and the Concert of Europe insure peace in Europe? Shelby County Schools 1 of 4

2 CURRICULUM FRAMEWORK SOCIAL STUDIES World History & Geography SUGGESTED ACTIVITIES 1. Write a dialogue between two Enlightenment thinkers as if they were analyzing a current economic, political, or social issue. Suggestion: have students create the conversation using an animation website or program (for example, GoAnimate) 2. Citing textual evidence, conduct a debate in which students address the purpose of government. 3. Create a table of Enlightenment Thinkers that identifies their key works and summarizes each individual s ideas. Include in the chart a quote that best represents the main idea of each thinker. 4. Organize the class as it were a salon in Paris during this time period. Participants research one of several philosophers or revolutionaries (e.g., Montesquieu or Rousseau) and respond in character to predetermined focus questions or topics. 5. Create a poster that analyzes an important document of the Age of Revolution using a reading strategy. (See Resources). 6. Rewrite, dramatize, or illustrate a passage, quote, or excerpt from one of the key documents from this time period. 7. Student groups will compose an original revolutionary song that incorporates Enlightenment ideas and details of either the English Glorious Revolution, American Revolution, French Revolution, or the wars of independence in Latin American. 8. Draw a social pyramid that represents the class and political structure of pre-revolutionary France. (Include details regarding each class) 9. Have students work with a partner to write brief profiles of various French citizens: priest, manufacturer, peasant, member of the royal family, apprentice, and nobleman. In the profile, students should identify the pre-revolutionary social class to which citizen belong to, any grievances each might have had, and suggestions to the king for changes that need to take place. Suggestion After assigning roles, have the class participate in a simulation that reflects the feudal society that pre-revolutionary France maintained. ( 10. Students suppose they are living during the Age of Revolution. Have them choose an event and write two letters to the editor, one from the viewpoint of a revolutionary and another from the viewpoint of someone in the monarchy. 11. List changes that occurred during the different phases of the French Revolution. Ask students to assess whether the changes made France a better or worse place for its citizens. 12. Produce a flowchart of Napoleon s rise and eventual defeat. Next, categorize each event as an accomplishment or a mistake. Use the flowchart to explain whether Napoleon had a positive or negative impact on France. 13. Create an annotated or illustrated timeline of French Revolution events. Develop a color system that can be used to color code events and their relationship with Enlightenment ideals. (Example: using red to code an event that could be associated with Hobbes' perspective of an absolute government being the best model of government) 14. Distribute a selection of pre-revolutionary cartoons. Students write explanations or interpretations of the cartoons. As an alternative assignment, students create their own cartoons after studying samples. 15. Students map the movement of democratic ideas, enlightenment, and reform during the seventeenth and eighteenth centuries. Also, identify and locate earlier cultures around the world where democratic practices and ideas existed in some form. 16. Make a list of symbols used by our government today to help shape American views and opinions about our nation and the ideals for which it stands. Compare and contrast these with symbols of the French Revolution. 17. Groups work together to create an infographic that graphically represents various characteristics and issues of a selected or chosen revolution. RESOURCES 1. The Official Website of France 2. French Revolution 3. Liberty, Equality, Fraternity. Exploring the French Revolution The Glorious Revolution Shelby County Schools 2 of 4

3 CURRICULUM FRAMEWORK SOCIAL STUDIES World History & Geography 5. Liberty! The American Revolution 6. Was the American Revolution Inevitable? 7. The History of Latin America: the Independence Era ( ) 8. A Revolution in Haiti 9. Enlightenment Age of Enlightenment Magna Carta The English Bill of Rights Declaration of Independence Declaration of the Rights of Man and Citizen Napoleon Bonaparte Concert of Europe Mary Wollstonecraft s Vindication of the Rights of Women Montesquieu s Spirit of the Law Immanuel Kant s Critique of Pure Reason John Locke s Second Treatise of Government (pdf) orias.berkeley.edu/summer2004/final%20drafts/locke.pdf 21. Thomas Hobbes Leviathan Jean Jacques Rousseau s The Social Contract READING PRIMARY SOURCE STRATEGIES 23. APPARTS SOAPSTone PAPER Shelby County Schools 3 of 4

4 CURRICULUM FRAMEWORK SOCIAL STUDIES World History & Geography ASSESSMENT 1. Re-create the ending of the Congress of Vienna. Assign students a country that attended the Congress of Vienna (Great Britain, France, Russia, Austria, and Prussia) and either assign them a specific role or allow them to choose a role within the group. Students will participate in a press conference that details the finishing of the treaty. Encourage them to cite evidence from Internet resources and/or the textbook in preparing and writing statements Select either a philosopher from the Enlightenment or a figure form the Revolutions. Explain how his/her actions, beliefs, and/or works contribute to improving society. Shelby County Schools 4 of 4

5 CURRICULUM FRAMEWORK SOCIAL STUDIES World History & Geography STATE STANDARDS The Industrial Revolution Weeks W.6 Describe the growth of population, rural to urban migration, and growth of cities. W.7 Explain the connections among natural resources, entrepreneurship, labor, and capital in an industrial economy including the reasons why the Industrial Revolution began in England. W.8 Write an informative piece analyzing the emergence of capitalism as a dominant economic pattern and the responses to it, including Utopianism, Social Democracy, Socialism and Communism, Adam Smith, Robert Owen, and Karl Marx. W.9 Evaluate multiple sources presented in diverse media or other formats describing the emergence of Romanticism in art and literature including the poetry of William Blake and William Wordsworth, social criticism including the novels of Charles Dickens, and the move away from Classicism in Europe. W.10 Explain how scientific and technological changes and new forms of energy brought about massive social, economic, and cultural demographic changes including the inventions and discoveries of James Watt, Eli Whitney, Henry Bessemer, Louis Pasteur, and Thomas Edison. W.11 Analyze the evolution of work and labor including the work of William Wilberforce and the demise of the slave trade, problems caused by harsh working conditions, and the effect of immigration, mining and manufacturing, division of labor, the union movement, and the impact of social and political reform. W.12 Participate effectively in collaborative discussions explaining the vast increases in productivity and wealth, growth of a middle class, and general rise in the standard of living and life span. BIG IDEAS Great Britain possessed an abundance of natural resources, available capital, and the political support that encouraged economic growth and innovations. Relevance: Combining these and other factors allowed Great Britain to transition from an agrarian society to an industrial leader. Along with Britain s lead in the industrial revolution emerged the rise of the factory system, which is common in today s industrialized nations. These factors allowed for new technologies and energy resources to take root and flourish. TNSS: W.7 New ways of thinking regarding economics and government emerged because of the wants and needs of business leaders and politicians. Relevance: Due to the industrial growth, new political systems, such as communism and socialism, arose that emphasized the power of the working class. However, as time progressed few nations remain communist, while nearly every government and economic system today include elements of capitalism. TNSS: W.8 Industrial production increased dramatically during the 1800s, bringing wealth and power to governments and capitalists. Industrialization also had various effects on society, including the daily living and working conditions of the common people. Relevance: The Industrial Revolution changed the face of nations, giving rise to urban centers and population expansion. It created a specialized and interdependent economic life and made the urban worker dependent on the will of the employer. The Industrial Revolution also provided an improvement in living standards that remains a primary goal of less developed nations. Industrialization gave rise to sweeping increases in production capacity and would affect all basic human needs, including food production, medicine, housing, and clothing. It also impacted cultural aspects of society, bring new forms of art and literature to the forefront. Society developed the ability to have more things faster, it would be able to develop better things. These industrialization processes continue today. A major point is that humans gave up much of their self sufficiency, even as meager as it was, for more things but perhaps less genuine control of their own economic destiny and control. Most were now dependent upon industry to provide the majority of the items of their life. TNSS: W.6, W.9, W.10, W.11, W.12 Shelby County Schools 1 of 4

6 CURRICULUM FRAMEWORK SOCIAL STUDIES World History & Geography GUIDING QUESTIONS What factors allowed Britain to lead the way in the Industrial Revolution? Which of the key factors was the most influential in Britain leading the way in the Industrial Revolution? What new ideas about government and economics were fostered as a result of the Industrial Revolution? Which was the most effective solution for the challenges of the Industrial Revolution? What social and technological movements emerged in response to the Industrial Revolution? SUGGESTED ACTIVITIES 1. To demonstrate the influence of technology, have students chart the use of machines and machine-made items during a normal day from the time they wake up to going to sleep at night. 2. Hall of Fame - ask students choose an inventor or invention of that era that they think would earn a place in a fictional Hall of Fame. Research information to prepare a presentation that explains the development of each invention/inventor and its/their impact on society. 3. Poll at least 10 other individuals on whether society is experiencing an agricultural revolution, population explosion, or technological revolution. Write a brief essay that examines the data and findings. 4. After reviewing the factors that allowed Britain to lead the way in the Industrial Revolution, have students rank each factor based on its impact and justify their decisions using contextual evidence. 5. Students will create a fictional company and create a business plan that includes examples of each of the factors that allowed Britain to be at the forefront of the Industrial Revolution. (for example, how are they planning to acquire capital) 6. Develop a scripted tour of a factory during the Industrial Revolution. 7. Discuss the benefits and challenges of Industrialization and whether they still exist in today s society. 8. Create a poster for one of the political systems. 9. Map countries or regions that are associated with each of the economic systems and/or political systems. Write a brief essay that centers on inferences based on the map(s). 10. Create a graphic organizer that identifies key inventors and their contributions. 11. Using publishing software (if applicable) create an infographic that focuses on an invention during this time period and its importance today. 12. Within a Socratic Seminar, categorize and discuss the positive and negative effects industrialization had on daily life during the Industrial Revolution. 13. Scan newspaper headlines for present-day examples of the pros and cons of city life and the effects of technologies on daily life. Have students take headlines and have them produce a collage that highlights their research. 14. Write, illustrate, or otherwise depict how the Industrial Age impacted various areas of daily life. 15. Create an organization that would provide help to an area of society that was being negatively impacted by the Industrial Revolution. Include reasons for starting the organization and a description of what the organization would actually be doing. Have students set up presentations that will be judged by community leaders or other stakeholders. Extend Sort organizations based on topics/issues. Provide recognition by having a best in class (i.e. working conditions, education, etc ) 16. Division of Labor/Cottage Industry Simulations Create an advertisement for one of the inventions of that era using a modern advertising technique and/or format. 18. Communism vs. Capitalism Heaven on Earth: The Rise and Fall of Socialism (PBS) Suppose your class has been an agricultural/feudal society that wants to transition to a modern industrial nation. Where do you start (i.e. education, government, economy, other ) and why? Shelby County Schools 2 of 4

7 CURRICULUM FRAMEWORK SOCIAL STUDIES World History & Geography RESOURCES 1. William Wilberforce John Stuart Mill On Liberty 3. Charles Darwin Origin of Species Louis Blanc Organization of Work 5. Karl Marx and Friedrich Engels Communist Manifesto 6. Adam Smith Wealth of Nations 7. Thomas Malthus Essay on Principle Population 8. Robert Owen and Utopianism What is Social Democracy? (YouTube) Socialism The Principles of Communism Communism Saved the American Worker (Article) Why the Industrial Revolution happened in Britain Industrial Revolution Linking Population, Poverty, and Development (current) Adam Smith Robert Owen Karl Marx Samples of Romantic Era Art Romanticism Romanticism Composers (YouTube) Shelby County Schools 3 of 4

8 CURRICULUM FRAMEWORK SOCIAL STUDIES World History & Geography 22. William Blake William Wordsworth Charles Dickens Inventors and Inventions of the Industrial Revolution Standards of Living and Modern Economic Growth (Article) Still Waiting for Nike To Do It (Article) Capitalism Urbanization Writing Resources 1. Informative/Expository Essay (W.8) Socratic Seminars (W.12) ASSESSMENT Have students imagine they are members of a revolutionary group that just overthrew their local or national government. Now they must decide to install a new government (can only choose from those that are discussed during this era). To assist in making their decision, have students chart the strengths and weaknesses of each political system. Students and/or groups must justify their choice in an essay or writing piece (i.e. political speech). Extend Student groups can record their speeches or present them in class. Also, students could create propaganda that highlights their choice. Shelby County Schools 4 of 4

9 CURRICULUM FRAMEWORK SOCIAL STUDIES World History & Geography STATE STANDARDS Unification and Imperialism Weeks W.13 Summarize the causes, course, and consequences of unification in Italy and Germany including the role of Giuseppe Garibaldi and Otto von Bismarck. W.14 Cite strong and thorough textual evidence to support analysis of the causes of 19th century European imperialism, the role of Social Darwinism, the desire for increased political power, and the search for natural resources and new markets as prelude to the Berlin Conference. W.15 Describe the Berlin Conference and the rise of modern colonialism in the 19th century and describe the impact of colonization on indigenous populations by such nations as England, France, Germany, Italy, Spain, and the United States. W.16 Analyze the political, social, and industrial revolution in Japan (Meiji Restoration) and its growing role in international affairs. W.17 Compare the progression of imperialistic claims on the African continent using historical maps. W.18 Students describe the independence struggles of the colonized regions of the world including imperialism in Africa (Zulu Wars, Ashanti Wars, and Ethiopia s struggle to remain independent). W.19 Explain the growing influence of the West in China, the Boxer Rebellion, Sun Yat-sen, and the Xinhai Revolution. W.20 Explain the transfer in 1858 of government to Great Britain on the Indian Subcontinent following the Sepoy Rebellion. W.21 Describe American imperialism in the Philippines and the Philippine-American War led by Emilio Aguinaldo. W.22 Cite evidence from text to describe the movements led by Emiliano Zapata, Francisco Madero, Pancho Villa, and Venustiano Carranza in Mexico stemming from the desire for land reform and democratic participation. BIG IDEAS Unification in Germany and Italy was brought about by the efforts of nationalism and furthered by strong political and military leaders. Relevance: Leaders of Germany and Italy were determined to maintain economic strength as well as military power. These goals would eventually lead to each country s participation in the world wars of the early twentieth-century. Today, both countries serve as industrial leaders and influential members of the European community. TNSS: W.13 Armed with new economic, political and military power gained by the Industrial Revolution, Western nations set out on a mission to colonize the rest of the world. Relevance: The Industrial Revolution led Europe to new highs in economic levels and prosperity and caused the need for additional resources and markets to sell goods. This heightened the European competition for colonization and led to increased militarism due to defense of overseas investment. Another effect was the idea of European or Western superiority over the ethnicities of the distant areas being colonized and an increased level of racism and racist policies. TNSS: W.14, W.15 For Europeans and other industrialized nations, conquering countries was a way to increase power and spread their culture to new places. To the natives living in these lands, imperialism was viewed less favorably. However, there were some groups and countries who chose to adopt Western culture; meanwhile, others attempted to resist Western imperialism. Relevance: While European countries prospered, nations of Africa, Asia, the Americas, and the Pacific Ocean were left to face the consequences of imperialism. Some weaker nations, for example Japan and China, received the necessary means to develop and become global leaders in today s economy. Others were destroyed by political and economic instability, along with social exploitation, as exemplified by the continuous struggles in Africa today. TNSS: W.16, W.17, W.18, W.19, W.20, W.21, W.22 Shelby County Schools 1 of 4

10 CURRICULUM FRAMEWORK SOCIAL STUDIES World History & Geography GUIDING QUESTIONS What conditions favored unification in Germany and Italy? How did Otto von Bismarck and Giuseppe Garibaldi lead the drive for unification in their respective countries? What challenges did each new country face after unification? When does a stronger nation have the right to take over a weaker country? How did the nations of Africa, Asia, the Americas, and Oceania react to the new imperialism of industrialized European countries? SUGGESTED ACTIVITIES 1. Construct an annotated timeline that parallels the unifications of Germany and Italy. 2. Make a chart comparing Bismarck s and Garibaldi s personalities, ideas on government, and their role in unification for their respective countries. Assess whether there were any correlations between the personalities and ideas of government with their roles in unification. 3. Write an editorial about the problems faced by Italy or Germany either before or after unification. 4. Compose a brief news article presenting research regarding one of the various types (religious, royal, or political) or examples of resistance by Africans during European imperialism. 5. Create a poster/advertisement that illustrates one of the motives for new imperialism. 6. Suppose students are living in the second half of the 1800s and have them write a letter to the editor arguing in favor of or opposing imperialism. 7. Organize a debate on whether or not imperialism was advantageous for the peoples of Africa, Asia, India, Latin America, or Oceania. 8. Write a letter from a sepoy to Queen Victoria or British government protesting the policies of the East India Company. 9. Design a propaganda poster advocating change and representing the ideas of either the Boxers, Chinese nationalists, or Sun Yatsen. 10. Hold a classroom discussion focusing on the various reactions of colonized countries. Begin by dividing the class into three groups: agrees with cooperation, resist imperialism, and neutrality. The first two groups should try and persuade the third group by using contextual information (while the first two groups are gathering research and constructing arguments, the third group could be preparing questions to ask the other groups). Suggestion Use data from different countries from World Bank to create a fictional country that represents the class Produce an infographic on change within one area of a colonized country. 12. Create a four-column chart that lists the colonized countries, when colonized, why colonized, and by whom they were colonized. In addition, assign groups of students create a series of overlapping or continental maps that reflect the same information. 13. Construct a bulletin board that explores the topic of European imperialism in Asia, Africa, and Latin America from 1800 to The bulletin board should include many different media, such as maps, captions, political cartoons, charts, graphs, artwork, letters, and journals. Suggestions have students work in smaller groups and use digital format (Prezi) to present a draft of their bulletin board. 14. Work in groups to complete a four-page newspaper covering life in the Age of Imperialism. Each group will have to create a different page: a front page, a national news page, an editorial page, and a human-interest page. 15. After reviewing Kipling s White Man s Burden and other responses to it, students are to create a modern poem focusing on a burden of their choice. Suggestion Students could compose a poem that focuses on the burden of being a high school student. RESOURCES 1. White Man s Burden (by Rudyard Kipling) 2. The Black Man s Burden (H.T. Johnson s poem) (Edward D. Morel s response) Shelby County Schools 2 of 4

11 CURRICULUM FRAMEWORK SOCIAL STUDIES World History & Geography 3. The Poor Man s Burden (by Labor Lampoon Kipling) 4. Burden Questions and Poems 5. Joseph Conrad s Heart of Darkness 6. An Image of Africa: Racism in Conrad s Heart of Darkness (Excerpt) by Chinua Achebe 7. Otto von Bismarck Bismarck s Letter to Minister von Manteuffel 9. Unification of Germany Was Bismarck the Key Factor in the Unification of Germany? (article) Giuseppe Garibaldi Italian Unification Social Darwinism Motives for Imperialism Berlin Conference and the Scramble for Africa (map) (map) 16. Impact of Imperialism on Africa Today Africa Resistance (p.5-10) 18. Zulu Wars Ashanti Wars Ethiopia Liberia Shelby County Schools 3 of 4

12 CURRICULUM FRAMEWORK SOCIAL STUDIES World History & Geography 22. Stanley and Livingstone Chinua Achebe Things Fall Apart (Teacher s Guide) 24. British Imperialism in India Sepoy Rebellion (The Rising with subtitles) 26. Imperialism in China (Sphere of Influence map) 27. Boxer Rebellion Sun Yat-sen Xinhai Revolution Open Door Policy The Philippines and American Imperialism Mexican Revolution ASSESSMENT Upon completing the unit of study, students will gather in cooperative groups and formulate a series of rules that will assist imperialist nations in governing colonial territories. Groups should consider various facets of ruling a colony, such as government structure, economic systems, retaining colonial culture, etc. After completing the task, student groups will convene in a mock Imperial Conference in which a final set of rules will be compiled. Shelby County Schools 4 of 4

13 CURRICULUM FRAMEWORK SOCIAL STUDIES World History & Geography STATE STANDARDS Interwar Changes Weeks W.33 Explain how the outcome of World War I contributed to nationalist movements in the Middle East, India, Africa, and Southeast Asia. W.34 Analyze various accounts of the impact of World War I on women and minorities. W.35 Integrate multiple sources of information presented in diverse media explaining the influence of World War I on literature, art, and intellectual life, including Pablo Picasso, the Lost Generation, and the rise of Jazz music. W.36 Compare the impact of restrictive monetary and trade policies. W.37 Describe the collapse of international economies in 1929 that led to the Great Depression, including the relationships that had been forged between the United States and European economies after World War I. W.38 Gather information from multiple sources describing issues of overproduction, unemployment, and inflation. BIG IDEAS After World War I, many regions expected reforms or independence for their support during the war. In most instances, freedoms did not come automatically, forcing nationalist movements in Africa, Asia and the Middle East to fight for reforms. Relevance: Nationalist movements between that rose between World War I and World War II gave the world a spectrum famous reformers such as Mohandas Gandhi. Where Gandhi was a man of peace there were many other men of violence who saw themselves as reformers, the creation of new nations and the rise of new world powers which would play an integral part in history for most of the twentieth century. TNSS: W.33 World War I changed the economic and political lives of millions, but it also brought considerable social changes for women and minorities. Relevance: Life following the war provided women and minorities new opportunities. Women assumed new roles in the workplace and in politics through gaining the right to vote. These new rights allow women today to serve in leadership positions in various aspects of society. Although minorities gained some economic power through access to new fields of work while millions were fighting World War I in Europe they continued to face discrimination despite their efforts in the cause helping to achieve victory. However, aspects of minority cultures flourished and became a mainstay in Western societies. TNSS: W.34, W.35 In reaction to the destruction of World War I, many groups and individuals within the societies and cultures of Europe, the United States and other parts of the world became disillusioned with governments and the morality of humans. This new perspective gave way to radical changes in art, literature, and music. Relevance: Artists, musicians, and writers abandoned traditional forms in exchange of new innovative styles and techniques. These changes allowed for new art styles and literary movements that are still present in today s society. TNSS: W.35 The Great Depression, an economic crisis that began in the United States, quickly spread throughout the world causing nations to assess the role and purpose of government. Relevance: The Great Depression left a lasting impact on governments and economic systems around the world. Critics still argue about primary causes, the expansion of the role of the government in the economy, and the direct involvement the government has within the lives of its citizens. Coupled with the despair and hopelessness of the war, the depression laid the foundation for radical dictators to rise to power and lead the world into another world war. TNSS: W.36, W.37, W.38 Shelby County Schools 1 of 4

14 CURRICULUM FRAMEWORK SOCIAL STUDIES World History & Geography GUIDING QUESTIONS How did nationalism and the desire for change shape world events in the early 1900s after World War I? What gains did women and minorities make during the postwar era of the 1920s and 1930s? What changes did Western society and culture experience after WWI? What were the primary causes of the global economic collapse of the 1930s? How did the governments of the United States and Europe react? SUGGESTED ACTIVITIES 1. Write a letter from the perspective of a colonial nationalist that urges people to break from traditional cultural norms and adopt the new Western customs of their colonizers. Have students consider resistance and what arguments should be used to make the letter effective. 2. Write a report that compares historical problems of the past and present in a specific region/country. Focus should be on whether any current events are influenced by events that occurred after World War I. 3. Research individual nationalists and give class presentations about the person, his or her life, beliefs and goals, and methods used to accomplish their goals. 4. Create a persuasive pamphlet encouraging citizens to unite against a common enemy. 5. Write newspaper headlines that summarize major developments in a chosen or assigned nationalistic movement. Choose one of the headlines and create an original illustration to accompany it. 6. Create a timeline of events for a country affected by post-wwi nationalism movement. Categorize each event as positive or negative and write a brief analysis of their findings. 7. Simulate a mock League of Nations meeting in which students address the nationalism movements and provide response to the events taken place in each of the countries/regions. 8. Develop a flag that would symbolize a country s post-wwi nationalist movement. 9. Locate and label on a map countries and events associated with the 1920s and 1930s nationalism movements around the world. 10. Choose a poem from the Harlem Renaissance that best depicts the time period. Students will read the passage out loud, give their interpretation of its meaning, and explain how it reflects the social changes that took place after World War I. 11. Create a chart that identifies the new artistic and literary movements of this era, their styles, key artists, and what they stood for. Create an image or a written document that would exemplify the movement. 12. Gather various artistic, musical, and writings to produce a museum exhibit that highlights the culture and society of the 1920s and 1930s. Along with the exhibit, students should a program that includes the name of the exhibit and background on each piece. 13. Research the New Deal programs created by the United States during the Great Depression. Choose an issue and create an original New Deal program. Include the issue, name of the program, abbreviation, and description. To extend this activity, use publishing or office documents to create a propaganda poster supporting your New Deal program. 14. Debate which cause was most responsible for the Great Depression. 15. Rewrite the famous Great Depression song Brother Can You Spare a Dime to reflect economic and social conditions of today. 16. Using a web-based graphic design program, students will use their knowledge of abstract art to create an image that depicts the time period. Along with the image, students will write a brief explanation that relates their work to the art movements of the 1920s and 1930s. RESOURCES 1. Pan-Africanism 2. Apartheid in South Africa 3. African National Congress Shelby County Schools 2 of 4

15 CURRICULUM FRAMEWORK SOCIAL STUDIES World History & Geography 4. Back to Africa with Marcus Garvey 5. The Negritude Movement 6. Egyptian Independence 7. Ataturk 8. The Establishment of the Republic of Turkey 9. Reza Khan Pan-Arabism Zionism Balfour Declaration The Amritsar Massacre Teachings of Mahatma Gandhi Civil Disobedience The May Fourth Movement Chinese Civil War The Long March The 1920s Harlem Renaissance Jazz Great Depression Shelby County Schools 3 of 4

16 CURRICULUM FRAMEWORK SOCIAL STUDIES World History & Geography 23. Post-WWI Women Lost Generation Ernest Hemingway T.S. Eliot F. Scott Fitzgerald Gertrude Stein Pablo Picasso Art Movements of the 1920s and 1930s Salvador Dali ASSESSMENT Simulate an early-1930s radio interview program in which students will take on the roles of domestic and international experts. Three members of the group will be leaders with knowledge of the recent global nationalism movements, the cultural movements of the time period, and the economic depression. Another member will serve as facilitator and ask questions periodically. Groups will have to compose an original script that details the main ideas, events, and individuals involved within each category. Extend Student groups could present their program before the rest of the class, or use an audio program to record the interviews ahead of time and broadcast them. Shelby County Schools 4 of 4

17 CURRICULUM FRAMEWORK SOCIAL STUDIES World History & Geography STATE STANDARDS World War I Weeks W.23 Evaluate primary source documents while analyzing the role of political and economic rivalries, ethnic and ideological conflicts, domestic discontent, disorder, propaganda, and nationalism in mobilizing the civilian population in leading to the outbreak of World War I. W.24 Trace the principal theaters of battle, major battles, and major turning points of World War I. W.25 Analyze the importance of geographic factors in military decisions and outcomes. W.26 Explain how the Russian Revolution and the entry of the United States into the conflict affected the course and outcome of the war. W.27 Argue human rights violations and genocide, including the Armenian genocide in Turkey, through collaborative discussions. W.28 Explain the nature of the war and its human costs (military and civilian) on all sides of the conflict, including unprecedented loss of life from prolonged trench warfare. W.29 Trace advances in weaponry, the belief that the Great War would end war, and disarmament movements. W.30 Describe the effects of the war and resulting peace treaties on population movement, environmental changes resulting from trench warfare, the international economy, and shifts in the geographic and political borders of Europe and the Middle East. W.31 Analyze the aims and negotiating roles of world leaders, including Woodrow Wilson s Fourteen Points, and the causes and effects of the United States rejection of the League of Nations on world politics. W.32 Compare the conflicting aims and aspirations of the conferees at Versailles and the Treaty of Versailles economic and moral effects on Germany. BIG IDEAS World War I escalated from a localized conflict between two countries because of underlying issues at the turn of the century. Relevance: Historians continue to debate about that actual cause of The Great War. Alliances, international rivalries and nationalism will continue to factor into the causes of future conflicts, both on the local and global scale. TNSS: W.23 World War I was fought on several fronts across Europe, the Atlantic Ocean and in European colonies across the globe. Relevance: In parts of Europe this is referred to as The Great War because it was so large and affected so many. It was also carried out in distant colonies around the globe and involved so many countries that it earned the moniker of a World War. TNSS: W.24, W.25 The United States tried to remain neutral but was eventually brought in to the conflict by hostile acts that threatened the lives of American citizens. Relevance: This war set a precedent for intervention by the United States in future conflicts over the next century that directly and indirectly affected the security of America and its citizens. TNSS: W.26 Previous unrest and the impact of World War I led to the Communist control of Russia. Relevance: The October Revolution of 1917 in Russia was transformed the monarchy into the Soviet Union, a totalitarian state controlled by a powerful and imposing government that would completely differ from the cultural, economic, and political ideals of the United States. TNSS: W:26 Despite heavy loss of life and property, the war came to a stalemate which required countries to adjust the way they would fight future wars. Relevance: These adjustments allowed for the emergence of new technologies, strategies and rules of engagement that set the foundation for the modern warfare that is present today. TNSS: W.27, W.28, W.29 Shelby County Schools 1 of 3

18 CURRICULUM FRAMEWORK SOCIAL STUDIES World History & Geography The Treaty of Versailles affected a change in the political conditions within Europe and around the world. Relevance: The disregard for Germany along with the economic hardships brought about by the war combined to create an uncertain environment in Europe that would lead to the rise of powerful leaders and eventually another world war. TNSS: W.30, W.31, W.32 GUIDING QUESTIONS What are the leading arguments and theories regarding the cause(s) of World War I? What made World War I more deadly than previous wars? How did America s entrance into the war bring about a turning point for the Allies? What is the relationship between World War I and the Russian Revolution of 1917? Was the Treaty of Versailles a reasonable and effective settlement for lasting world peace? SUGGESTED ACTIVITIES 1. On a map of Europe before World War I, have students locate and label all of the countries involved in World War I along with coding which alliance they are members of. 2. Students will be assigned a country in Europe and then write a few paragraphs that describes the position of their assigned country prior to the beginning of World War I. Then have students present their position to the class. 3. Have students create a chart that cites factual information to support the various causes of the war. 4. Students will create a graphic organizer that compares and contrasts the change in war between World War I and the Napoleon Bonaparte conflict of Students will create a multimedia presentation that details aspects of the various battlefronts. (Western Front, Eastern Front, Elsewhere in Europe, and the Atlantic Ocean) 6. Students will write a poem or a letter home from the viewpoint of a soldier from one of the battlefronts of World War I. 7. Using Google Maps, students will create a virtual field trip that includes the major battles fought during WWI. Included should be an itinerary that covers information regarding each battle. 8. Students will list each new form of technology created during World War I, its description, and its effects on soldiers and the war. Then write a paragraph explaining which innovation had the greatest impact on the war. 9. Divide students into groups and have each group create a radio talk show that discusses whether America should join the war. (group members should include the host, an isolationist, and an interventionist) 10. Serving as members of Woodrow Wilson s advisors, students will reduce the Fourteen Points peace plan to Seven Points. Students have the options of eliminating, combining, or creating new terms. Students should also justify their actions. 11. Students will compose four diary entries of a soldier during World War I. The entries should focus on the following four events: Enlistment or being drafted During battle End of the War Signing of the Treaty of Versailles 12. Students will construct an annotated and/or illustrated timeline of the events surrounding the Russian Revolution. 13. Create a propaganda poster that assesses whether Lenin delivered on his promises of Peace, Land and Bread. 14. On a blank map, have students draw, locate, and label what Europe looked like after World War I. RESOURCES 1. The Great War. Shelby County Schools 2 of 3

19 CURRICULUM FRAMEWORK SOCIAL STUDIES World History & Geography 2. Assassination of Archduke Franz Ferdinand 3. Causes of World War I (video) 4. Pre-World War I Era in Europe: Interactive Map 5. World War I in Photos 10 Galleries 6. Trench warfare 6. Soldier poems 7. New technologies All Quiet on Western Front selection faculty.kirkwood.edu/ryost/hist201/nationalism/remarque1929.doc (Microsoft Word) 9. Map of major battles Soldier diary entries Woodrow Wilson s Fourteen Points Treaty of Versailles document WWI Propaganda posters collection Wilfred Owen s Dulce et Decorum Est Zimmerman Telegram The Russian Revolution ASSESSMENT Serving as representatives of assigned countries, students will rework the stipulations of the World War I peace treaty. Using various primary and secondary sources, students will discuss national boundaries, reparations, colonies, disarmament, and other issues. After taking time to study and discuss the different documents and issues, students will work cooperatively to create their own peace treaty. Shelby County Schools 3 of 3

20 CURRICULUM FRAMEWORK SOCIAL STUDIES World History& Geography World War II Weeks STATE STANDARDS W.47 Identify and locate the Allied and Axis powers and explain the major battles of the Pacific and European theaters of war including the blitzkrieg, Dunkirk, Battle of Britain, Stalingrad, Normandy, Midway, Battle of the Bulge, Iwo Jima, and island hopping. W.48 Analyze the major turning points of the war, key strategic decisions, and the resulting war conferences and political resolutions, with emphasis on the importance of geographic factors. W.49 Utilize primary and secondary sources to describe the contributions and roles of leaders during the war, including Winston Churchill, Franklin Delano Roosevelt, Emperor Hirohito, Hideki Tojo, Adolf Hitler, Benito Mussolini, Joseph Stalin, Harry Truman, Douglas MacArthur, and Dwight Eisenhower. W.50 Write an opinion piece on the impact of the Holocaust on the Jewish populations in Europe and Israel. W.51 Analyze the decision to use nuclear weapons to end World War II. W.52 Describe the casualties of the war, with particular attention to the civilian and military losses in Russia, Germany, Britain, the United States, China, and Japan. W.53 Evaluate the goals, leadership and postwar plans of the principal Allied leaders regarding the Atlantic, Yalta and Potsdam Conferences using textual evidence. BIG IDEAS World War II was a global war in its true sense as no part of the world was exempt from its impact. The war itself was fought in various areas around the globe, predominately in Europe and in the Pacific Ocean. Each front required soldiers and leaders to adapt to their environment in order to achieve success. Relevance: The impact of the war was felt throughout the military units of each side, but also on the home fronts as well. New technologies were developed for the purpose of aiding the military, but would eventually be adjusted to accommodate everyday life. For example, the electronic computer was invented to aid in the calculations of artillery. Today, computers are an essential part of society. TNSS: W.47, W.48 World War II brought together a diverse and dynamic group of leaders. Relevance: During the course of the war, leaders from the Allies and Axis would alter the course of history and shape political, economic, and cultural aspects of people throughout the world. On this victorious side democratically elected leaders combined efforts, materials and forces with autocratic dictators to defeat Germany and Japan. World War II brought an unprecedented new dynamic to war harm to large numbers of civilian non-combatants. Relevance: This war affected the civilian populations of virtually every country involved in a very negative manner. Cities in Europe, particularly in the United Kingdom, Germany and Japan, were reduced to rubble by bombing raids from the sky carried out by massive waves of airplanes and even primitive missiles towards the end of the war. Many times such bombings targeted factories that affected war production but at other times they were clear attacks on the civilians of one of the warring nations with the sole intent of terror, death and destruction. Terrible fighting within large cities also caused civilian death and destruction, such as Stalingrad. Because of the large numbers of mobilized units air, ground and water the fighting was no longer confined just to a standard battlefield. Trying to supply the large armies for both sides also caused shortages and rationing of food and other materials and sometimes even starvation of the common people. TNSS: W.50, W.51, W.52 Shelby County Schools 1 of 5

21 CURRICULUM FRAMEWORK SOCIAL STUDIES World History& Geography Nazi Germany attempted to eradicate the Jewish population of its own country and eventually all of Europe for no reason other than sheer hatred. Of the estimated 12 million Jews living in Europe at the start of the war over half were systematically and horrifically murdered by the Nazis. They were killed in their homes, shot at mass grave sites, starved/worked to death in concentration camps for labor purposes or shot and/or gassed in extermination camps. Relevance: The Holocaust provides students an opportunity to examine moral and ethical behavior and what it means to be a responsible citizen. Students should gain an understanding of the severity of prejudice, racism and stereotyping and what can happen if it goes unchecked. German Jews were stripped of rights, citizenship, property and eventually life while most of their country and the world stood by and watched. The killings only intensified as the war expanded east where larger number of Jewish families resided. Few, including the United States and United Kingdom, did anything to stop the horrors. One of the ultimate results is the later creation of the modern state of Israel. The United States was not free from human rights violations during the war. After the attack on Pearl Harbor fear, frenzy and racism caused the American government to strip most Japanese-Americans of their rights and property. Relevance: Japanese-Americans were removed from their homes and businesses, particularly on the west coast, and placed in internment camps in the western mountain regions and as far east as Arkansas. It did not matter if they were natural born, 2 nd or 3 rd generation Americans, or recent immigrants, they were all considered dangerous and moved inland from the west coast. The internment camps were nothing like the concentration camps of the Nazis as they did not force Japanese-Americans into slave labor or seek to kill them, but they were still a very large shock to the lives of those who were interned. These actions were sanctioned and conducted by the federal government who later apologized for the actions and the clear violation of the rights and freedom of the internees. Some Japanese were drafted into military service during this time and fought with valor and distinction for the United States in the European theater. TNSS: W.52 The controversial use of atomic weapons forced Japan s unconditional surrender but also ushered in a nuclear age. Relevance: The atomic bomb immediately changed the political and social landscape of the world. Nuclear weapons were and are still a viable means of warfare. Political leaders were cautious in how international relations were conducted and no longer was national security just physical but the element of psychology was added. For ordinary citizens, the atomic age brought with it the constant fear of a possible nuclear attack. Despite the negative impacts, governments harnessed the abilities of atomic and nuclear energy to create a new power source. Also, political leaders pushed for the increase of math and science within school curriculum. But the question of morality regarding the use of atomic bombs on Hiroshima and Nagasaki and the death and destruction they wrought still lingers today. TNSS: W.51 During World War II, Allied leaders met several times to negotiate agreements to address conditions and procedures once the war had ended. These meetings are critical in understanding how the Cold War developed. Relevance: Many Cold War disputes have their origins in the agreements and disagreements of World War II conferences and meetings. The United States had a distinct disadvantage after the death of Franklin Roosevelt and the ascension of Harry Truman to the presidency. Although Truman had been vice-president he was not kept in the loop on many of the previous meetings, agendas and agreements. TNSS: W.52 GUIDING QUESTIONS How did the war experience in Europe differ from that in the Pacific? What roles did various leaders play in the outcome of WWII? What factors contributed to the allowing of the Holocaust and how did it affect the Jewish population in Europe? What were some of the arguments for and against using the atomic bomb? How did the end of the war begin to shape the postwar world? Shelby County Schools 2 of 5

22 CURRICULUM FRAMEWORK SOCIAL STUDIES World History& Geography SUGGESTED ACTIVITIES 1. Write a series of six to eight newspaper headlines that summarize the course of the war. Encourage students to include not only battles but also important speeches by leaders involved in the war. 2. Write journal entries that chronicle the course of the war or a specific event/battle. Suggest students to include what life was like, include the actual fighting, the physical destruction, difficulties and hardships faced during the war. 3. Debate or discuss who bears the greatest responsibility for the Holocaust Hitler and other top officials who developed the plan, those who carried out the orders, or those who stood by and allowed it to happen. 4. Take the role of an Axis or Allied general of a specific battle and using outside research develop an assessment of the situation and a plan of action. Make sure to include relevant data, such as size of both armies and equipment. Have students offer reasons for the recommendations regarding their plan of action. 5. Using a virtual map program (Google Maps) identify key locations during the war and summarize the Axis and Allied positions there. 6. Debate Truman s decision to drop the atomic bomb. If students disagree, they should explain how they think the war would have ended otherwise and what casualties would have been suffered. Suggestions Instead of debate, have students write an essay. 7. Form student groups who will become newspaper journalists reporting on World War II. Publish a two page newspaper for a specific day during the war. Include several war-related articles as well as other items such as political cartoons, weather, sports, local news, and advertisements. (All items must be original works) 8. Design a World War II memorial. Plan the location and explain the reasoning for the memorial. (Use Google Maps or something similar to provide a map of the location) 9. Use World War II photos and a movie making computer program to create a brief documentary about one aspect of the war, for example, one of the state objectives. Extend Use a publishing program or software to create a movie poster that could be distributed along with the movie. 10. D-Day: June 6, Students will evaluate and determine possible sites for the Allied invasion of France Create direction signs pointing the way to and describing important World War II locations Generate a series of postage stamps commemorating each year of the war. Designs should be original and come with an explanation and reasoning. 13. Design a World War II propaganda poster intended to galvanize public support for the war effort. The poster s focus should be from the perspective of a leading figure from the war. 14. Using publishing software, create and illustrate a fictional magazine cover that could be found during the war. Suggestion Divide class into groups and assign each group a different audience for their magazine. For example, American women in the workforce or European resistance fighters. 15. Write a press release from an important figure during World War II describing a significant event from the war. 16. Research the trial of one person tried for war crimes after the war had ended. Write a brief of the case against the person and discuss the case presented against the person, the defense, the verdict, the sentence and the remainder of that person s life. Offer an evaluation of if the punishment fit the supposed crime. 17. Research the life of a Holocaust survivor. What did they endure during the war? How did they survive? What did they do after the war? How did their life proceed forward? 18. Research and write a account of daily life, or journal entry, of a civilian citizen living in the capital of a major city of one of the following countries from during the war: Germany, Poland, France, Russia, Denmark, Italy, United Kingdom, United States (east coast), United States (west coast), Japan or China. Students should include something about what the person does in daily life, how they are personally affected by the war and what their thoughts on the entire war as a person living in that time period are. Shelby County Schools 3 of 5

23 CURRICULUM FRAMEWORK SOCIAL STUDIES World History& Geography RESOURCES 1. World War II: Interactive Map 2. British National Archives Interactive Map 3. World War II and the Holocaust Animated Map 4. Google Earth World War II Battles: The Western Front 5. Creating a Virtual Field Trip Using Google Earth World War II in Photos 20 Galleries 7. Total Politics World War II Speeches 8. Winston Churchill Selected Speeches Winston Churchill FDR Speeches FDR and Foreign Affairs Franklin Delano Roosevelt Japanese Emperor Hirohito Japanese General Hideki Tojo Hitler s World War II Speeches Benito Mussolini Speeches Joseph Stalin Speeches Continuing the Fight: Harry S. Truman and WWII U.S. General Douglas MacArthur primary sources Shelby County Schools 4 of 5

24 CURRICULUM FRAMEWORK SOCIAL STUDIES World History& Geography 20. U.S. General Eisenhower s D-Day speeches United States Holocaust Memorial Museum The Holocaust A People s History of the Holocaust and Genocide Denying the Holocaust (article) The Atomic Bomb and the End of World War II: A Collection of Primary Sources The Real Reason America Used Nuclear Weapons Against Japan. (article) Bombing of Hiroshima and Nagasaki By the Numbers: World War II s atomic bombs World War II Casualties Cost of World War II (pages 52-53) 31. Postwar Conferences (with questions) (text and videos) Alternative World War II Plans that Would Have Changed History (Article) ASSESSMENT Students will participate in a fictional peace conference to determine the aftermath of the war. The teacher will need to divide students into groups of three to six, depending on the class size. Then individual students will be assigned to be diplomats of an Allied member (Great Britain, United States, or Soviet Union). Countries could have one to three diplomats depending on class size. After concluding previous lessons, students should identify various issues facing the Allied and Axis nations at the end of the war; for example, war crimes against the Jews or the future use of atomic/nuclear weapons. Country members should research the goals and/or viewpoints each country had regarding the topics and their own needs. After completing the research, diplomats will be separated into distinct peace conferences, which will contain students from each of the Allied countries. Students should be given ample time to discuss and formulate their own agreements. Conclude the assessment by having each conference present their final agreements and have students participate in a class discussion over the content. For additional information visit and Shelby County Schools 5 of 5

25 CURRICULUM FRAMEWORK SOCIAL STUDIES World History & Geography STATE STANDARDS The Cold War weeks W.54 Summarize the reasons for the establishment of the United Nations and the main ideas of the Universal Declaration of Human Rights and their impact on the globalization of diplomacy and conflict and the balance of power. W.55 Describe the nature of reconstruction in Europe after 1945, including the purpose of the Marshall Plan, creation of NATO and division of Germany. W.56 Explain the origins, significance and effect of the establishment of the State of Israel. W.57 Summarize, using text evidence, the functions of the Warsaw Pact, SEATO, NATO and the Organization of American States. W.58 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. W.59 Analyze the Chinese Civil War, the rise of Mao Zedong and the triumph of the Communist Revolution in China. W.60 Trace Soviet aggression in Eastern Europe, the 1956 uprising in Hungary, conflicts involving Berlin and the Berlin Wall and the Prague Spring. W.61 Describe the Soviet-United States competition in the Middle East, Africa and Afghanistan. W.62 Describe the Soviet-United States competition in Asia with particular attention to the Korean War and Vietnam War and describe the environmental changes due to carpet bombing, Napalm and Agent Orange. W.63 Explain the rise and consequences of the communist revolution in Cambodia led by Pol Pot and the Khmer Rouge, including the Cambodian Genocide and forced social engineering policies. W.64 Analyze multiple perspectives on the United States and Soviet conflicts involving Latin America, including the Cuban Missile Crisis. W.65 Explain the impact of the defense buildups and the impact of the arms control agreements, including the ABM and SALT treaties. W.66 Draw evidence from literary or informational texts to support analysis, reflection, and research describing how the work of scientists in the 20th century influenced historical events, changed the lives of the general populace, and led to further scientific research including Albert Einstein, Enrico Fermi, J. Robert Oppenheimer, Edward Teller, Werner von Braun, Jonas Salk, James Watson and Francis Crick. W.67 Identify Africa s climate, physical processes, geographical features, resources, human modifications and population patterns and list the major natural resources and their relationship to the economy of the region. W.68 Describe the development and goals of nationalist movements in Africa, including the ideas and importance of nationalist leaders, including Jomo Kenyatta, Patrice Lumumba and Gamal Abdel Nasser. W.69 Explain the fight against and dismantling of the apartheid system in South Africa, including the role of Nelson Mandela and the African National Congress in ending apartheid. W.70 Evaluate the challenges in Africa, including its geopolitical, cultural, military and economic significance and the international relationships in which Africa is involved including the civil war in the Democratic Republic of Congo. W.71 Identify the climate, physical processes, geographical features, human modifications and population patterns of Asia and list the major natural resources and their relationship to the economy of the region. W.72 Conduct a short research project describing the consequences of the political and economic upheavals in China, including the Great Leap Forward, the Cultural Revolution, the Tiananmen Square uprising and relations with Tibet and Taiwan. W.73 List the reasons for, and the effects of, the partition of the Indian subcontinent into India and Pakistan in W.74 Explain the historical factors that created a stable democratic government in India and the role of Mohandas Gandhi, Jawaharlal Nehru and Indira Gandhi in its development. W.75 Explain why the Chinese and Indian governments have sought to control population growth and the methods they use. W.76 Analyze Asia s postwar economic rise, including Japan s adaptation of western technology and industrial growth, China s economic modernization under Dèng Xiaopíng and India s economic growth through market-oriented reforms as well as the economic growth of Hong Kong, Republic of Korea, Singapore and Taiwan. W.77 Delineate and evaluate the argument in a text describing the economic crises, soaring national debts and the intervention of the International Monetary Fund (IMF) and the World Bank. W.78 Identify the climate, physical processes, the North Atlantic Current, geographical features, human modifications and population patterns of Europe and list the major natural resources and their relationship to the economy of the region. W.79 Write an informational piece describing the weaknesses of the Soviet command economy, the burdens of Soviet military commitments and its eventual collapse. W.80 Describe the uprisings in Poland (1952), Hungary (1956), and Czechoslovakia (1968) and those countries resurgence in the 1970s and 1980s as people in the former Soviet satellites sought freedom from Soviet control. W.81 Explore the role of various leaders who helped lead the collapse of communism and transformation of Eastern Europe including Ronald Reagan, Václav Havel, Margaret Thatcher and Lech Walesa using multimedia resources. W.82 Evaluate the consequences of the Soviet Union s breakup, including the development of market economies, political and social Shelby County Schools 1 of 6

26 CURRICULUM FRAMEWORK SOCIAL STUDIES World History & Geography instability, ethnic struggles, oil and gas politics and the dangers of the spread of weapons and technologies of mass destruction to rogue states and terrorist organizations. W.83 Write an opinion piece using valid reasoning and relevant and sufficient evidence on the creation of greater European economic and political unity, including The European Union and the Euro. W.84 Analyze the climate, physical processes, geographical features, human modifications and population patterns of Central America and list the major natural resources and their relationship to the economy of the region. W.85 Explain the struggle for economic autonomy, political sovereignty and social justice that led to revolutions in Guatemala and Cuba and armed insurgencies and civil war in many parts of Central America. W.86 Compare the rise of military dictatorships in Argentina, Brazil and Guatemala and the shift to democracy. W.87 Evaluate the presence and influence of the United States in Latin America, including economic sanctions, military intervention in the War on Drugs, Organization of American States (OAS) and the Panama Canal. Primary Documents and Supporting Texts to Read: Winston Churchill s Iron Curtain Speech ; Joseph Stalin s Response to Churchill s Iron Curtain Speech Primary Documents and Supporting Texts to Consider: Harry S. Truman s Truman Doctrine ; excerpts from Mohandas Gandhi s Indian Home Rule ; excerpts from Václav Havel s The Power of the Powerless BIG IDEAS Conflict between the USA and USSR (including their vicarious wars) divided the world into competing camps as both sought to become the world s dominant power. Relevance: Tensions between Russia and the West (Western Europe and the USA) are rinsing again today. Knowing the history of the USSR and communist Eastern Europe can teach us about these conflicts. TNSS: W60, W61, W62, 63, W64, W65 Rapid technological advances changed the nature of warfare and communication. Relevance: Advances in medicine, communication, transportation, and weaponry changed how people lived and behaved after World War II. TNSS: W65, W66 Africa faced the challenges of decolonization, civil wars and apartheid. Relevance: Some of the fastest growing economies in world are in Africa today. The discovery of oil in various parts of Africa is speeding this growth. It is important to understand how the current African nations came to exist in order to understand current conflicts in Africa and how young they are on today s political and economic stage. TNSS: W67, W68, W69, W70 China once again became an industrial world power. Relevance: China began the Twentieth Century as a poor agrarian society fraught with civil war and outside imperialist control. After World War II it suffered through Mao s Great Leap Forward and Cultural Revolution to become the major world economic and political power that it is today. TNSS: W59, W71, W72, W75, W76 After World War II, British decolonization in the Indian subcontinent led to violent religious and political divisions. Relevance: India and Pakistan are in a state of conflict today. Both nations possess nuclear weapons, leading to fears that these tensions could lead to a nuclear holocaust. Thus, it is important to study the history of how these nations came to be antagonist toward one another. TNSS: W71, W73, W74, W75 Shelby County Schools 2 of 6

27 CURRICULUM FRAMEWORK SOCIAL STUDIES World History & Geography Many nations are struggling to overcome population explosions and environmental degradation. Relevance: The world, both developing and more developed, faces current issues with population expansion due to increased food supply and advances in medicine, environmental degradation because growing populations are seeking more access to natural resources or arable land to grow food. These are unintended consequences of advances in technology. The US and USSR sought to influence areas of the world with monetary and military support. TNSS: W67, W71, W78, W84 Many Asian nations became leaders in the global economy. Relevance: South Korea was one of the world s poorest countries at the end of the Korean Conflict. However, it now has one of the strongest economies in the world. Japan surged with American rebuilding assistance after World War II and China is emerging as a financial center of the world as they are one of the world's leading producers of products and generating trillions of dollars in income. TNSS: W58, W59, W76, W77, Russia and Eastern European nations transitioned from Communist nations within the Warsaw Pact to independent nations with capitalist economic systems. Relevance: Eastern European nations are trying to balance their desire for protection by NATO from Russian influence and their reliance on natural resources and energy from Russia. Many believe Russia s recent actions indicate that it is seeking a return to it s imperial past. Germany has struggled to reduce the disparities between East and West after reunification TNSS: W57, W58, W78, W79, W80, W81, W82 Western European nations worked toward greater cooperation through the creation of the European Union. Relevance: Since World War II European nations have moved toward greater cooperation and a more unified system of government. Despite this trend there are many euroskeptics who do not like giving up elements of their national sovereignty to the EU. Some areas of ongoing contention are the use of the Euro as currency and the economic rescue of poorer EU nations along with the fiscal austerity that was imposed on those nations. TNSS: W57, W78, W83 Latin American nations shifted from military dictatorships to democracies. Relevance: The transition to stable democracies continues throughout Latin American. Many countries are moving forward but others (Venezuela) have returned to semi-dictatorial governments. Many Latin American nations are also struggling to balance the search for justice for victims of the military regimes with maintaining a stable democracy and creating added divisions between the populace. TNSS: W84, W85, W86, W87 GUIDING QUESTIONS 1. Compare and contrast the effects of the conflict between the USA and the USSR on various regions of the world. 2. How did advances in technology affect the lives of people after World War II? 3. Evaluate which scientists most advanced our understanding of the universe in the second half of the Twentieth Century. 4. Analyze the factors that led to the rapid economic growth of many Asian nations after World War II. 5. Analyze the efforts of the leaders of decolonization movements and their results in Africa and Asia. 6. Compare the factors that led to fall of communism in Eastern Europe and Russia. 7. Trace the spread of democracies and the fall of totalitarian regimes during the second half of the Twentieth Century. Have they always been successful? Are there patterns or similarities to notice? Shelby County Schools 3 of 6

28 CURRICULUM FRAMEWORK SOCIAL STUDIES World History & Geography SUGGESTED ACTIVITIES Research how various Easter European nations became communist after World War II. How They Became Communist Nations Chart Activity (Appendix _) Research important individuals who participated in the Cold War. They will then portray each Cold War participant in an meet and greet exchange. (Appendix _) Research various twentieth century world leaders and take a selfie with 7 items that are symbolic of the significance of that world leader. A costume may be one of the seven items. Twentieth Century World Leaders Selfie Project. This project can also accommodate researching leading scientists influenced by the Cold War. (Appendix _) Assign each student a nation from the developing world that rejected colonialism after World War II. Students will research that nation s decolonization efforts and complete a chart. They will each share what they learned with the rest of the class. Decolonization Project (Appendix _) Map the Warsaw Pact members and NATO during the Cold War using your textbook and the internet. Cold War Europe Map. (Appendix _) Chart the major events in Eastern Europe during the Cold War. Eastern Bloc Events Activity. (Appendix _) Use primary source documents relating to the Cultural Revolution in China to answer questions. (Appendix _) Simulate India-Pakistan peace talks. Create an illustrated timeline depicting the major developments in European unification. Each student will be assigned a decade beginning with They should research events leading to unification and plot those on an timeline creating some sort of illustration for each event. Compare and contrast Winston Churchill s Iron Curtain Speech with Josef Stalin s response. Create a venn diagram illustrating the similarities and differences between three of the following Latin American dictators: Anastasion Somoza Garcia (Nicaragua), Augusto Pinochet (Chile), Humberto de Alencar Castelo Branco (Brazil), Hugo Chavez (Venzuela), and Jose Rafael Videla (Argentina). RESOURCES 1. How They Became Communist Nations Chart Activity (Appendix 1) 2. Twentieth Century Leaders Selfie Activity (Appendix 2) 3. Decolonization Project (Appendix 3) George Orwell Article (Appendix 4) 5. Cold War Europe Map Activity (Appendix 5) 6. East European Block Chart Activity (Appendix 6) 7. The Cold War s Hot Kitchen New York Times article by William Safire (Appendix 7) 8. The Soviet Gulag Foreign Policy Research Institute article by David Satter (Appendix 8) 9. Cold War Meet and Greet Activity (Appendix 9) 10. Vietnam Project from (Appendix 10) 11. Sixteen Points Cultural Revolution Primary Source Documents and Questions (Appendix 11) 12. Fall of Communism Chart (Appendix 12) 13. Mikhail Gorbachev Article (Appendix 13) 14. Vaclav Havel Article (Appendix 14) Useful Websites: Mount Holyoke College Collection of Cold War Documents The Making of History Library of Congress Soviet Archives Shelby County Schools 4 of 6

29 CURRICULUM FRAMEWORK SOCIAL STUDIES World History & Geography The Hungarian Uprising of Teaching Guide to Alexander Solzhenitsyn s A Day in the Life of Ivan Denisovich Winston Churchill s Iron Curtain Speech Curtain.htm Josef Stalin s response to Churchill s Iron Curtain Speech Harry Truman s Truman Doctrine Speech Vaclav Havel s The Power of the Powerless speech Collection of Gandhi Primary Source Documents %20Gandhi%20Documents.doc Lesson and Activities Related to India- Pakistan Relations European Unification/European Union Primary Source Documents: Andrea, A. J., & Overfield. J. H. (2009) The Human Record: Sources of Global History Vol. 2. Boston: Houghton Mifflin. Social Conditions Among Bantu Women and Girls. Charlotte Maxeke Indian Home Rule. Mohandas Gandhi Letter to the French Chamber of Deputies. Nguyen Thai Hoc Report on an Investigation of the Peasant Movement in Hunan and Strategic Problem of China s Revolutionary War. Mao Zedong A Native of Yan an. Cao Ming The Long Telegram. George Kennan Telegram, September 27, Nikolai Novikov Debate Regarding Indian in the House of Commons, March Caldwell, A. R., & Beeler, J. (2011). Sources of Western Society: Volume 2. Boston: Bedford/St. Martin s. An American Plan to Rebuild a Shattered Europe, June 5, George C. Marshall Excerpt from A Day in the Life of Ivan Denisovich: The Stalinist Gulag. Alexander Solzhenitsyn Witness to the Birth of the Atomic Age. Generals Leslie Groves and Thomas F. Farrell Shelby County Schools 5 of 6

30 CURRICULUM FRAMEWORK SOCIAL STUDIES World History & Geography Lualdi, K. J. (2009). Sources of the Making of the West, Peoples and Cultures: Vol. II. Boston: Bedford/St. Martin s. Stalin and the Western Threat: The Formation of the Communist Information Bureau (Cominform) Truman and the Soviet Threat: National Security Council, Paper Number Throwing Off Colonialism: Ho Chi Minh, Declaration of Independence of the Republic of Vietnam The Hungarian Uprising: Birth of Mefesz. Bela Liptak Perry, M., Peden, J. R., & Von, L. T. (2003). Sources of the Western Tradition: volume II. Boston: Houghton Mifflin. Iron Curtain Speech. Winston Churchill Report to the Twentieth Party Congress. Nikita Khruschchev The New Class: An Analysis of the Communist System. Milovan Djilas The Hungarian Revolution. Andor Heller The Evils of Colonialism. Frantz Fanon India s Resentment of the British. Jawaharlal Nehru Imperialism s Benefits by and Anti-Imperialist African Sherman, D. (1991). Western Civilization: Images and Interpretations, from the Renaissance to the Present. New York: McGraw-Hill. The Truman Doctrine and the Marshall Plan. US Congressional Record The Fearful Choice: Nuclear Weapons. Philip Toynbee Declaration Against Colonialism. United Nations General Assembly The Cold War and European Integration, Origins of the Cold War, The Cold War: The Communist Perspective, ASSESSMENT 1. Using the information that you learned in this unit, write an essay answering one of the following questions: a. How did the Cold War impact the daily lives of people around the world? b. What problems result from the tension between the USA and the USSR and what efforts were made to resolve these problems. 2. Create an illustrated timeline of the ten events during the Cold War that you believe were the most important. Explain why you chose each event. Shelby County Schools 6 of 6

31 Name! Date How did they become communist nations? Poland

32 east Germany East Berlin 2

33 Czechoslovakia Hungary 3

34 Yugoslavia Romania 4

35 Bulgaria 5

36 selfies in world history You will be assigned a person from the Twentieth Century. You are to create a selfie as if you are each personality. You may do the bathroom mirror thing or have someone take the photo for you. You must be in the photo. In each photo, you are to have 7 props associated with that person s role in History. One of the props may be a costume. Be creative and have fun with this assignment. You will present your selfie to the class, explaining the significance of your props and turn in a written explanation. Your photos are due on.

37 Nikita Khrushchev Leonid Brezhnev Winston Churchill Josef Stalin Harry Truman Dwight Eisenhower Alexander Dubcek Mohandas Gandhi Ali Jinnah Charles de Gaulle Ho Chi Minh Ngo Dinh Diem Pol Pot Mikhail Gorbachev Margaret Thatcher Andrei Sakharov Lech Walesa Vladimir Putin Ayatollah Khomeini Shah Reza Pahlavi Anwar Sadat Emperor Hirohito Mao Zedong Deng Xiaoping Fidel Castro Daniel Ortega Augusto Pinochet Nelson Mandela Idi Amin Indira Gandhi Eva Peron Kemal Ataturk Vladimir Lenin Pope John Paul II Golda Meir Mata Hari Marie Curie Emmeline Pankhurst Che Guevara Albert Einstein Typhoid Mary Ayn Rand Simone de Beauvoir Mary Leakey Maria Montessori Coco Chanel

38 Decolonization and Vicarious Cold War Project Your Country: Colonizing Country Leaders of Colonizing Country during Decolonization Date of Independence How was independence achieved? Leaders of the Decolonization Movement Name

39 Decolonization and Vicarious Cold War Project Your Country: How did the Cold War affect this country? How was the Cold War fought vicariously in this country? Name

40 from George Orwell Under the rule of Joseph Stalin and Adolf Hitler, Russia and Germany in the 1930s became increasingly totalitarian, placing every aspect of life under strict control of the state. The sinister nature of these police states soon became apparent, and criticism mounted. One writer who attacked totalitarianism was the English novelist and essayist George Orwell. In his novel 1984, Orwell presented a devastating picture of how totalitarianism crushed the individual. In the following excerpt, the main character begins his first act of rebellion against the state. THINK THROUGH HISTORY: Drawing Conclusions What is the worst part about the life Orwell describes? It was a bright cold day in April, and the clocks were striking thirteen. Winston Smith, his chin nuzzled into his breast in an effort to escape the vile wind, slipped quickly through the glass doors of Victory Mansions, though not quickly enough to prevent a swirl of gritty dust from entering along with him. The hallway smelt of boiled cabbage and old rag mats. At one end of it a colored poster, too large for indoor display, had been tacked to the wall. It depicted simply an enormous face, more than a meter wide: the face of a man of about forty-five, with a heavy black mustache and ruggedly handsome features. Winston made for the stairs. It was no use trying the lift. Even at the best of times it was seldom working, and at present the electric current was cut off during daylight hours. It was part of the economy drive in preparation for Hate Week. The flat was seven flights up, and Winston, who was thirty-nine, and had a varicose ulcer above his right ankle, went slowly, resting several times on the way. On each landing, opposite the lift shaft, the poster with the enormous face gazed from the wall. It was one of those pictures which are so contrived that the eyes follow you about when you move. Big Brother Is Watching You, the caption beneath it ran. Inside the flat a fruity voice was reading out a list of figures which had something to do with the production of pig iron. The voice came from an oblong metal plaque like a dulled mirror which formed part of the surface of the right-hand wall. Winston turned a switch and the voice sank somewhat, though the words were still distinguishable. The instrument (the telescreen, it was called) could be dimmed, but there was no way of shutting it off completely. He moved over to the window: a smallish, frail figure, the meagerness of his body merely emphasized by the blue overalls which were the uniform of the Party. His hair was very fair, his World History: Patterns of Interaction McDougal Littell Inc. 1

41 from 1984 face naturally sanguine, his skin roughened by coarse soap and blunt razor blades and the cold of the winter that had just ended. Outside, even through the shut window pane, the world looked cold. Down in the street little eddies of wind were whirling dust and torn paper into spirals, and though the sun was shining and the sky a harsh blue, there seemed to be no color in anything except the posters that were plastered everywhere. The black-mustachio d face gazed down from every commanding corner. There was one on the house front immediately opposite. Big Brother Is Watching You, the caption said, while the dark eyes looked deep into Winston s own. Down at street level another poster, torn at one corner, flapped fitfully in the wind, alternately covering and uncovering the single word INGSOC. In the far distance a helicopter skimmed down between the roofs, hovered for an instant like a blue-bottle, and darted away again with a curving flight. It was the Police Patrol, snooping into people s windows. The patrols did not matter, however. Only the Thought Police mattered. Behind Winston s back the voice from the telescreen was still babbling away about pig iron and the overfulfillment of the Ninth Three-Year Plan. The telescreen received and transmitted simultaneously. Any sound that Winston made, above the level of a very low whisper, would be picked up by it; moreover, so long as he remained within the field of vision which the metal plaque commanded, he could be seen as well as heard. There was of course no way of knowing whether you were being watched at any given moment. How often, or on what system, the Thought Police plugged in on any individual wire was guesswork. It was even conceivable that they watched everybody all the time. But at any rate they could plug in your wire whenever they wanted to. You had to live did live, from habit that became instinct in the assumption that every sound you made was overheard, and, except in darkness, every movement scrutinized.... For some reason the telescreen in the living room was in an unusual position. Instead of being placed, as was normal, in the end wall, where it could command the whole room, it was in the longer wall, opposite the window. To one side of it there was a shallow alcove in which Winston was now sitting and which, when the flats were built, had probably been intended to hold bookshelves. By sitting in the alcove, and keeping well back, Winston was able to remain outside the range of the telescreen, so far as sight went. He could be heard, of course, but so long as he stayed in his present position he could not be seen. It was partly the unusual geography of the room that had suggested to him the thing that he was now about to do. But it had also been suggested by the book that he had just taken out of the drawer. It was a peculiarly beautiful book. Its smooth creamy paper, a little yellowed by age, was of a kind that had not been manufactured for at least forty years past. He could guess, however, that the book was much older than that. He had seen it lying in the window of a frowsy little junk shop in a slummy quarter of the town (just what quarter he did not now remember) and had been stricken immediately by an overwhelming desire to possess it. Party members were supposed World History: Patterns of Interaction McDougal Littell Inc. 2

42 from 1984 not to go into ordinary shops ( dealing on the free market, it was called), but the rule was not strictly kept, because there were various things such as shoelaces and razor blades which it was impossible to get hold of in any other way. He had given a quick glance up and down the street and then had slipped inside and bought the book for two dollars fifty. At the time he was not conscious of wanting it for any particular purpose. He had carried it guiltily home in his brief case. Even with nothing written in it, it was a compromising possession. The thing that he was about to do was to open a diary. This was not illegal (nothing was illegal, since there were no longer any laws), but if detected it was reasonably certain that it would be punished by death, or at least by twenty-five years in a forced-labor camp. Source: Excerpt from 1984 by George Orwell (New York: Times Mirror, 1949), pp Copyright 1949 by Harcourt Brace & Company and renewed 1977 by Sonia Brownell Orwell. Reprinted by permission of Harcourt Brace & Company. World History: Patterns of Interaction McDougal Littell Inc. 3

43 from 1984 THINK THROUGH HISTORY: ANSWER The main emphasis in this excerpt is the government s constant surveillance of individuals. People are watched even at home. There is no privacy. Acts of individuality are punishable by death. World History: Patterns of Interaction McDougal Littell Inc. 4

44 Name!!!!!!! Date Cold War Europe

45 Name! The Eastern Bloc Events Event Date Cause What Happened? Result People Involved Building of the Berlin Wall Berlin Airlift

46 Event Date Cause What Happened? Result People Involved Launch of Sputnik Cuban Missile Crisis

47 Event Date Cause What Happened? Result People Involved Hungaria n Revolt Prague Spring

48 Event Date Cause What Happened? Result People Involved Soviet Invasion of Afghanistan Soviet Rulers Timeline Stalin Kruschev Brezhnev Andropov Chernenko Gorbachev

49 Op-Ed Contributor - The Cold War s Hot Kitchen - NYTimes.com 7/24/09 9:51 PM July 24, 2009 OP-ED CONTRIBUTOR The Cold War s Hot Kitchen By WILLIAM SAFIRE Washington EXACTLY one-half century ago, one of the great confrontational moments of the cold war seized the world s attention: Nikita Khrushchev, bombastic anti-capitalist leader of the Soviet Union, and Richard Nixon, vice president of the United States with the reputation of a hard-line anticommunist, came to rhetorical grips in the model kitchen of the typical American house at the 1959 American exhibition at Sokolniki Park in Moscow. I was in that kitchen, not because I then had anything to do with Nixon, the exhibition s official host, but as a young press agent for the American company that built the house. The exhibit was designed to show Russians that free enterprise produced goods that made life better for average Americans. However, my client s house was not on the official tour. Instead, Nik and Dick, as the adversaries were promptly dubbed, were steered into the RCA color television exhibit, a consumer marvel at the time. This display of technical superiority must have irritated the Russian leader, who noticed the taping going on and demanded a full translation of his remarks be broadcast in English in the United States. Nixon, in his role as genial host, readily agreed, expressing a hope for similar treatment of his remarks in Russia. Khrushchev then promptly denounced a recent proclamation by the United States of Captive Nations Week dedicated to praying for peoples enslaved by the Soviet Union as an example of thoughtless provocation. You have churned the water yourselves, he warned the vice president. What black cat crossed your path and confused you? Then he wrapped his arms around a nearby Russian workman: Does this man look like a slave laborer? Nixon, trying to be Mr. Nice Guy, noted that Russian and American workers had cooperated in building the exhibition and added: There must be an exchange of ideas. After all, you don t know everything At which point Khrushchev snapped, If I don t know everything, you don t know anything about communism except fear of it. On the defensive, Nixon said, The way you dominate the conversation... if you were in the United States Senate you would be accused of filibustering. Coming out of the RCA studio and being led into the innocuous Pepsi exhibit, Nixon looked glum; by playing the gracious host in the face of an aggressive debater, he had made a mistake soon to be replayed by leaders around the world. His military aide, Maj. Don Hughes, was looking around for a venue off the planned route where the vice president could regroup in front of the Page 1 of 4

50 Op-Ed Contributor - The Cold War s Hot Kitchen - NYTimes.com 7/24/09 9:51 PM for a venue off the planned route where the vice president could regroup in front of the crowd of reporters. I hollered at Major Hughes, This way to the typical American house! He didn t hesitate, steering Nixon, Khrushchev and their entourages off the path and toward the structure we called the Splitnik, because it had a path cut through the middle to allow crowds to walk through the interior. Problem: the momentum of the following crowd threatened to push the party all the way through the house without stopping. Thanks to Gilbert Robinson, a coordinator of the exhibition (and later head of State Department public diplomacy in the Reagan years), I arranged to make a certain section of fence disappear, allowing a crowd from the other side to spill in and trapping the official party inside the house. Nixon made a beeline to the railing that exposed the kitchen. Nixon: I want to show you this kitchen. It s like those of houses in California. See that built-in washing machine? Khrushchev: We have such things. Nixon: What we want to do is make more easy the life of our housewives. Khrushchev: We do not have the capitalist attitude toward women. Next problem: during this opening banter, I was in the kitchen, but the principals backs were to the reporters, who couldn t hear. Harrison Salisbury of The Times, who spoke Russian, was trying to squeeze past burly Russian guards into the kitchen; I explained to them that he was the refrigerator demonstrator. They let Harrison in; he sat on the floor and took notes for the press pool. Because the Russian press had derided the American claim that the house was affordable to workers calling it a Taj Mahal Nixon noted that this house cost $14,000, and a government-guaranteed veterans mortgage made it possible for a steelworker earning $3 an hour to buy it for $100 a month. Khrushchev was sarcastic: We have peasants who also can afford to spend $14,000 for a house. Nixon eventually steered the topic of competition to weapons. Would it not be better to compete in the relative merit of washing machines than in the strength of rockets? Yes, but your generals say we must compete in rockets, responded the Soviet leader. We are strong and we can beat you. Nixon, aware that the Soviets then led the United States in rocket thrust, finessed that: In this day and age to argue who is stronger completely misses the point. With modern weapons it just does not make sense. If war comes we both lose. Khrushchev started to interrupt, but Nixon pressed: I hope the prime minister understands all the implications of what I just said... Whether you place either one of the powerful nations in a Page 2 of 4

51 Op-Ed Contributor - The Cold War s Hot Kitchen - NYTimes.com 7/24/09 9:51 PM the implications of what I just said... Whether you place either one of the powerful nations in a position so that they have no choice but to accept dictation or fight, then you are playing with the most destructive power in the world. Khrushchev fell silent, and Nixon continued: When we sit down at a conference table it cannot be all one way. One side cannot put an ultimatum to another. Khrushchev: Our country has never been guided by ultimatums... It sounds like a threat. Nixon: Who is threatening? Khrushchev: You want to threaten us indirectly. We have powerful weapons, too, and ours are better than yours if you want to compete. Nixon: Immaterial... I don t think peace is helped by reiterating that you have more strength than us, because that is a threat, too. As Nixon gained strength in the debate and his opponent grew defensive, Elliott Erwitt of Magnum Photos talked his way past the guards and captured Nixon gently jabbing his finger into the surprised Khrushchev s chest. The guards eventually caught on to my entry trick, and when I tried to get the Associated Press photographer Hans Von Nolde in as garbage disposal unit demonstrator, it turned out that General Electric did not have such an appliance in that low-cost kitchen. In desperation, Hans lobbed his camera over the heads of the debaters into my arms. When I thought the shot was taken, I tossed the camera back. You had your finger over the aperture, idiot! shouted Hans, and passed it back, drawing glares from the guards. More careful this time, I composed a shot with Nixon gesticulating and Khrushchev listening (and including my boss s wife, Jinx Falkenburg, in the background). A beefy Russian bureaucrat elbowed his way into the picture and I couldn t crop him out without losing the washing machine on the right. I clicked the shutter, including all the Kremlin big shots and the interloper (catching him with his eyes closed; served him right). The Associated Press quickly put it on its wire service before Russian censors could clamp down on transmissions, making their leader look less than dominant, and it made front pages around the world. WESTERN news coverage made Nixon the winner of what Salisbury had originally slugged the Sokolniki summit but Harrison was willing to change that slug-line to the equally alliterative kitchen conference at my plea (my client was the house builder, not Nixon and certainly not the Russian park). Curiously, when the RCA television tape of the first part of the confrontation was telecast days later in which a friendly Nixon had let Khrushchev push him around the relatively small audience watched it with the mindset from the press that Nixon had stood up to the bully. The print message had already penetrated, especially when reinforced by the Erwitt photo of Nixon s finger jab. Page 3 of 4

52 Op-Ed Contributor - The Cold War s Hot Kitchen - NYTimes.com 7/24/09 9:51 PM As madcap as many of the sidelights of that day were, they took place against a tense backdrop. The Soviet leadership, already master of much of Europe and then allied with China, was determined to dominate the world, to spread communism and undermine capitalism; that was no myth, and the ultimate victory of the West over that spread of dictatorship was by no means as certain as it seems in hindsight. At such a moment, the leadership s assessment of its main opponent s will to resist if necessary, to fight becomes a major factor in national strategy. Intelligence agencies strain to get such top-level personal assessments right. The shrewd Khrushchev came away from his personal duel of words with Nixon persuaded that the advocate of capitalism was not just toughminded but strong-willed; he later said that he did all he could to bring about Nixon s defeat in his 1960 presidential campaign. After John F. Kennedy won, the new president had a June 1961 summit meeting in Vienna with Khrushchev, and gloomily told the Times reporter James Reston afterward that he just beat the hell out of me. Assessing Kennedy as a soft touch, Khrushchev put up the Berlin Wall and then shipped Soviet missiles to Cuba; it took that nuclear confrontation to show the Russian that his personal assessment of Kennedy s will was quite mistaken. A few hours after the kitchen conference, at our ambassador s residence, I was introduced to Nixon, who showed his grasp of capitalism s priorities by commenting, We really put your kitchen on the map, didn t we? At a state dinner 13 years later, accompanying President Nixon to Moscow as a speechwriter, I recognized the bureaucrat who had pushed his way into my kitchen picture and ultimately to the top of the Communist heap: Leonid Brezhnev. William Safire, a former Times Op-Ed columnist, writes the On Language column in The Times Magazine. Copyright 2009 The New York Times Company Privacy Policy Terms of Service Search Corrections RSS First Look Help Contact Us Work for Us Site Map Page 4 of 4

53 Foreign Policy Research Institute FOOTNOTES Vol. 12, No.17 The Newsletter of the Marvin Wachman Fund for International Education June 2007 THE SOVIET GULAG By David Satter David Satter is Senior Fellow at the Hudson Institute, Research Fellow at the Hoover Institution and author of Age of Delirium: The Decline and Fall of the Soviet Union (Yale 2001) and Darkness at Dawn: The Rise of the Russian Criminal State (Yale, 2004). This essay is based on his presentation at Living Without Freedom, a History Institute for Teachers sponsored by FPRI s Marvin Wachman Fund for International Education, May 5-6, 2007, held at and cosponsored by the National Constitution Center and the National Liberty Museum in Philadelphia. FPRI's History Institute program is chaired by David Eisenhower and Walter A. McDougall and receives core support from the Annenberg Foundation. The program on Living without Freedom was supported by a grant from the Lynde and Harry Bradley Foundation. See for videocasts and texts of this and other lectures. Not all the mechanisms of repression in unfree societies are violent. People can be conditioned to obey, and once the proper conditions have been put in place, the influence of mass conformity renders people powerless to resist even what they know intuitively is a false political ideology and a false interpretation of reality. Russia s role in the history of repression is central. Just as freedom and democracy moved outward from Philadelphia s Independence Hall, the murderous form of totalitarian domination that existed in the 20th century had its origin in the Bolsheviks forcible seizure of power in Petrograd in The idea that the state is entitled to total control over the individual and that life should be organized to imitate the precepts of a demented ideology was soon accepted not only in the Soviet Union but in Nazi Germany and later, Eastern Europe, as well as in China, Vietnam, and North Korea. At one time, almost half of the world s population was under the sway of the ideas that became dominant in Russia when the Bolsheviks seized power. This event was announced by a Paris newspaper with the headline, The Maximalists are the Masters of Petrograd. The Soviet Union was the first nation in history to be founded explicitly on the basis of atheism, and it endowed itself with the attributes of God. Russian and Soviet citizens were told There is no God, there is only the party. For many years educated people in the U.S. ridiculed those who argued, often without a great deal of philosophical background, that the theory of dialectical materialism defined a system that, by its nature, had to be evil. In fact, however, those who called attention to the inevitable implications of the theory of dialectical materialism were right. It could only be the basis of a system that was radically evil. Dialectical materialism is the ontological core of Marxism- Leninism. It holds that everything that exists is matter in motion. There is no god, no soul, and no spirit. Proceeding from this base, Marx then offered the theory of historical materialism that sought to describe the evolution of history. According to this theory, history was driven by the interaction of material forces with progress embodied in the forward movement of the historically most progressive class. This was identified as the working class. Lenin added to this cosmology by substituting for the working class, the disciplined revolutionary party. No one noticed that substituting the party, a conspiratorial organization, for the working class, which supposedly acted blindly in its own interest, destroyed the core of Marxist theory. What was important was that a universal theory that justified the total control of the individual and the destruction of all moral standards had been joined to a mechanism for realizing that theory, the totalitarian party. A party had been created that could then aspire to rule on the basis of a claimed monopoly on truth. The Bolsheviks conviction that they were operating according to a strictly scientific and therefore infallible theory, which was a reliable tool for transforming society, gave them the wherewithal to commit unprecedented crimes. During the last 120 years of the Tsarist regime, roughly 3,500 people were executed for political crimes, most of them in the 20th century in the years of revolutionary terror. The Bolshevik regime exceeded that figure within its first four months and the situation rapidly became worse. As discontent spread throughout the country, Felix

54 Dzerzhinsky, founder of the Soviet secret police (originally called the Cheka, later the NKVD), introduced the Red Terror, which distinguished a person s guilt from his actions. Now people were going to be killed on the basis not of individual guilt, but of belonging to a specific class. One of Dzerzhinsky s deputies, Martyn Latsis, wrote in the Cheka periodical, Krasny Terror (Red Terror) that during investigations, it was not necessary to look for evidence that the accused acted in word and deed against Soviet power. The first question to be put to him is, To what class does he belong? What is his origin? What is his education or profession? It is these questions that ought to determine his fate. Under these circumstances, the Red Terror spread throughout the former Russian empire wherever the Bolsheviks had power and became an instrument for destroying members of the so-called possessing class. The Red Terror was met with White Terror. The Whites also employed mass killing, particularly in Ukraine, where 150,000 Ukrainian Jews were murdered. Once the White Terror had died out, however, the Red Terror became institutionalized. Its emphasis on the destruction of hostile classes became integral to the policies of the communist regime. The communist leaders believed that since it was the key to all aspects of life, they had to control the economy, which they could then run on the basis of orders, like the post office. This was directly opposed to the ethos of a market economy that operates on the basis of millions of signals that reflect the desires of consumers and the reactions of producers. The free market was eliminated when, after the end of the civil war, the policy known as war communism was instituted. As a result, the economy ground to a halt. In March 1921, the government cut food rations to major cities by 30 percent. A group of sailors in the Kronstadt naval base near Petrograd who had been the most loyal backers of the Bolshevik revolution revolted and were mercilessly suppressed by troops under the command of Marshal Mikhail Tukhachevsky, who was to become Russia s military leader and most ruthless suppresser of opposition to the Bolsheviks (and, in 1937, himself a victim of Stalin s purges). At the same time, peasants who had suffered under the requisition system--because in the absence of a market, the grain they raised was taken from them, often leaving them not enough to eat rebelled, triggering a massive peasant revolt centered in Tambov. Lenin, seriously worried, demanded the most brutal methods to suppress the revolt. Those methods included killing the oldest son in any family known to have had contact with the insurgents and attacking the insurgents in their forest redoubts with poison gas. This was the first use of poison gas against a civilian population ever, and it was successful. The peasants rebellion was suppressed. But the conditions that had led to that rebellion caused mass hardship in the countryside and eventually a famine in large parts of Russia and Ukraine. It was only timely American assistance that prevented an even greater catastrophe. It is nonetheless estimated that 5 million people died of starvation. In the years that followed, the communist leaders came to understand that they were going to render the country incapable of doing anything if they continued with their insane policies. They instituted what became known as the New Economic Policy (NEP), which allowed Russia s overwhelmingly peasant population to exist in more or less free-market conditions. There were still government requisitions, but the peasants were allowed to raise their own food to trade among themselves and sell to the government or cities, and the country began to recover. But this was just a brief truce while the regime prepared for the next round in the war against its own people. In the late 1920s, the Stalinist leadership decided that the time had come to collectivize agriculture in Russia. After all, if people are free to market their products and to decide how much they re going to sell, they can refuse to sell. At the same time, Stalin was convinced that war was coming and anxious to build the Soviet Union s industrial base. There were no resources to do that. The only way to do it was to take the grain from the countryside, export it for hard currency, and use the hard currency to purchase machinery. The first step in the subjugation of the peasantry was called dekulakization. Millions of people were identified as kulaks (kulak in Russian means fist). Soviet propaganda claimed they were the exploiters of the countryside. In fact, they were merely the most progressive and industrious peasants. A kulak was someone who perhaps had two cows instead of one. During those years, the NKVD was inundated with letters from party officials asking them how to identify a kulak. But there was never a precise definition. Anyone who opposed collectivization, who lived a little bit better or was a little more politically aware, was rounded up and deported, often sent to uninhabited areas of Siberia and Central Asia where the mortality rate was horrific. At the same time, dekulakization terrorized the rest of the peasants, who then agreed to go into collective farms. But this wasn t the end of the horror. The government increased its demands from the newly formed collective farms for grain that they could be sold abroad for help in financing industrialization. If the government took 15 percent of the harvest under the NEP, in the first years of dekulakization this was raised to percent. By 1932 it was up to 40 percent, which left virtually nothing for the rural population. The peasants fought back by stealing and sabotaging the process of grain requisition, and the Politburo decided to starve them into submission. The countryside became a huge death camp. Peasants were not allowed to leave their villages. The cities were off limits, the railroad stations were guarded, and the peasants were left without food. In , Ukraine but also parts of Russia, the Volga valley, and Kazakstan, the areas where there had been the greatest resistance to the Bolshevik grain requisitions in the 1920s, were the scene of an artificial famine. The Soviet Union and Ukraine raised enough grain to both export it and feed the population, but not on the scale that the government was demanding. Probably 6-7 million people starved to death under conditions that defy description. People resorted to cannibalism. Only a few books describe this, notably Execution by Hunger: The Hidden Holocaust (1987), by Ukrainian famine survivor Miron Dolot, and Robert Conquest s The Harvest of Sorrow (1986). It s one of the least heralded great crimes of the 20th century, and it still stands

55 as the Soviet regime s greatest single crime. Tragically, it achieved its purpose. All resistance was broken. From that point on, the Soviet government didn t have to worry about negotiating with peasants or meeting their needs. Although food supplies and production collapsed, the regime controlled what production there was. The regime then began to turn on itself. The process of destroying the last base of potential social resistance, the peasantry, had given the leadership a taste for blood and convinced Stalin that he could commit atrocities on a mass scale. At the same time, it made Stalin and the people around him even less willing to tolerate disagreement within the party. Up to this time, there was some limited ability to disagree within the party. That area of tolerated discourse became narrower and narrower. In part because of the famine, however, dissatisfaction with Stalin began to rise in party circles. At 1934 party congress, the Congress of the Victors, there were signs that the party leader in Leningrad was gaining support. This worried Stalin a great deal. He became convinced that he had to eliminate those people who had made the revolution, who had some tradition of thinking for themselves and who potentially could oppose his rule. The result was what became known as the Great Terror. Stalin established his total control over the secret police, which sent out quotas for each region for the number of people to be killed as counterrevolutionaries or arrested and sent to labor camps. The general population was now exposed to some of the horror that had been unleashed in the countryside. Black vans traveled the streets at night, disgorging NKVD officers who wore special boots with cleats. The sound of those cleats on the steps meant that someone was going to be arrested. People were up all night listening for the cleats, for the sound of the elevator, to see what floor it stopped on. They would hear the banging on doors, followed by a search of an apartment. The victim would be arrested in front of his wife and children. Children would say said goodbye, never to see that person again. Of course, the regime s idea was to stamp out all opposition. The way to do that was to generate denunciations, just as during the Spanish Inquisition. Did anyone say a disloyal word, tell a joke, have a foreign relative, travel abroad, associate with someone who had been arrested? Had anyone failed to denounce someone who had been arrested? One woman who was in Moscow during those years told me that if a foreigner approached on the street, people scattered like mice, afraid to be seen even talking to a foreigner. In one memoir, a Russian recalls how one day his mathematics teacher, who had a Lithuanian name, did not show up for class. Another teacher took over the class. The class never learned what had happened to the former teacher. Fifty years later, when lists of the names of those who had been shot began to be published in St. Petersburg, he found his teacher s name. He finally understood what had happened to him. People disappeared and no one dared say a word or ask or even show sympathy. The usual charges were counterrevolutionary or terrorist activities, and the newspapers were full of purported confessions. The contagious effect of terror was such that when an individual was arrested, his entire factory or office would unanimously demand he be mercilessly executed. Those who attended the meetings where such demands were made often feared that if they did not loudly support them, they would be next. To help a family member of a person who had been arrested was an act of supreme courage in those years. By the time the great terror was over, 800,000 people had been shot. Another 800,000 were arrested and sent to labor camps where almost none of them survived. With all potential intellectual or political opposition crushed, the terror finally abated, in part because even with the NKVD s fertile imagination, there was almost no one left to arrest on political grounds. But the arrests continued on other grounds. The regime was based on slave labor. The Soviet system was still inefficient, and it still needed slaves. During WWII a number of nationalities were accused of disloyalty--the Chechens, the Ingushy, the Kalmyks, the Volga Germans--and deported to labor camps. When Soviet prisoners of war and civilians who were deported to Germany and used as slave labor returned home, many of them were arrested and sent to the camps. So after WWII, even though the number of shootings had been reduced, there were 5 million people in various forms of confinement: labor camps, prisons, and exile. This only began to change with Stalin s death in Although Khrushchev had been an active participant in the purges while they were going on, to the point of personally singling out for death his loyal subordinates, he did take the initiative to free the prisoners. Millions of people were released from the camps and returned home. In 1956, after destroying the archives that showed his own participation, Khrushchev denounced Stalin s crimes. Under Khrushchev, a new situation developed. People began to lose some of their fear and to gain confidence that if they did not engage in political activity, they were safe from the secret police. But at the same time their mentality had been changed. A friend in Russia described it to me as follows: If you take a herd of animals and kill one in ten in front of all the others, you don t have to keep on killing in order to get them to go in the desired direction. All you have to do is crack the whip. The modern, post-stalinist Soviet system had been formed. From this point on, it was the memory of terror passed on from father to son that engendered obedience. The regime also, however, relied on a system of repression that could be applied to take care of those who did not passively comply on their own. This system consisted of three parts: repression at the work place, incarceration in political labor camps and commitment to psychiatric hospitals. The most important part was seemingly the most innocuous: repression in the collectives. In the Soviet Union, there was no private enterprise. All means of production were controlled by the state. Whatever your work, you worked for the government. In every collective, there was a party organization. You could not form a society of anglers, or stamp collectors, for instance, without it being controlled by the government and having its own party organization. The party was centralized and dominated at every level by people who were concerned only to carry out the dictates of the Central Committee, which was dominated by the Politburo. There was little opportunity for opposition activities or

56 thought. The system began to work on basic human instincts: the desire not to think, to do what one is told, to revert to the dependency of childhood, to identify with power, to channel aggressivity toward a supposedly hostile outside world, to feel oneself part of a movement and the vanguard of the enlightened part of humanity against which the unenlightened and unprogressive part of humanity was constantly plotting. Against this background, if someone showed the slightest sign of resistance, it was relatively easy for that person to be neutralized. The KGB would be informed by the party organization, and they would determine what steps to take. The free thinker could be demoted or fired and left with no choice but to survive by menial labor. If this type of repression did not work, the next step was to sentence a dissenter to a term in a labor camp or put him in a psychiatric hospital. In 1965, Yuli Daniel and Andrei Sinyavsky, who had published books abroad, were put on trial for anti-soviet agitation. The medieval spectacle of imprisoning people for what they wrote, however, gained worldwide attention. The first Russian intellectuals found the courage to protest. Many of them were arrested, and other intellectuals signed petitions in their defense. This was the first stirring in decades of the country s free spirit, and was followed by protests over the invasion of Czechoslovakia and then activities connected with the signing in 1975 of the Helsinki agreements, which pledged the Soviet Union to respect human rights in return for Western acquiescence to the territorial status-quo in Europe. Of course the regime had not the slightest intention to honor this pledge, but the fact that it had made it, gave dissidents a way of challenging the regime. They formed an independent group to monitor compliance, which put the government in an embarrassing position. It couldn t just arrest these people for monitoring its compliance, so for a couple of years it allowed the dissidents to emigrate or harassed them, before beginning mass arrests in The dissidents were put in special labor camps. Compared to the Stalin era, there were not a large number of political prisoners, perhaps a couple of hundred, and, in a almost all cases, they were incarcerated for writing and circulating truthful information. This dissident material was self published and so became known as samizdat. It was produced with hundreds of typewriters on onion skin paper with numerous carbon copies. The content was often information about political prisoners, petitions, protests, banned literature, anything that was censored. The samizdat machine was inefficient by today s standards. But once it began working, it produced an amazing amount of material. The regime fought the dissidents, seeking in the labor camps, where people were tortured psychologically and physically, to get them to admit the error of their ways and say publicly, best of all on television, that they were loyal Soviet citizens who had been misled. Very few succumbed to the pressure, but it did happen. Another category of dissidents didn t consciously set about challenging the regime, as the democratic dissidents had, but by their actions implicitly demonstrated that the regime was a totalitarian dictatorship--for example, by trying to cross the border into Finland or alternatively by taking the regime s promises seriously and demanding their rights. For such a person, first there were psychiatric evaluations, then psychiatric hospitals and behavior modification drugs, the equivalent of Room 101 in George Orwell s 1984, the place where you were subjected to what you most feared. In this way, the system of repression operated until the accession to power of Gorbachev and the beginning of perestroika. Total control over information and the attempt to enforce the ideology were abandoned. Prisoners were freed. These were revolutionary changes, and, as a result of them, the Soviet Union collapsed. But the habits of mind shaped by repression continued to exist and they threaten the prospects for freedom in Post-Soviet Russia. Russia today is plagued by a lack of respect for law and human life and a lack of understanding of democracy. This is the main obstacle to creating a better future. Where an individual feels no protection and where he can at any moment be victimized, he inevitably seeks protection in an authoritarian system. FOREIGN POLICY RESEARCH INSTITUTE, 1528 Walnut Street, Suite 610, Philadelphia, PA For information, contact Alan Luxenberg, (215) , ext. 105.

57 Cold War Meet & Greet Party We will have a Cold War Meet & Greet Party in class. Every student will draw the name of a Cold War figure. Over the weekend of May 4-5 you will need to research your specific person. Calling Card You will need to create a calling card for your figure on an index card. Place a picture of your person on the card, you may draw or use a picture from the Internet or a book. Your card must include your figure s leadership title or profession. You must also have a brief explanation of your figure s significance to the Cold War. Include any other interesting facts that you find out about your figure. Meet & Greet Party On the day of the party you will enter the classroom in character. You should have a prop that represents your character (face mask, item that represents their culture or personality). Having a costume might make it easier to stay in character. If you don t know how to pronounce your figure s name, find out in advance. You will visit and interact with other characters as if at a party. You should carry your calling card with you. You need to actively engage in conversations with the other characters during the Meet & Greet Party. If you need to periodically pause to take a few notes that is fine but be sure to join the party again quickly. Remember, this Meet & Greet Party is providing you with additional information about the Cold War and some of the major leaders and figures from this time period. Calling Card Grade: M Picture M Brief explanation of their significance to the Cold War M Position/Profession, Accomplishments, Influence, Interesting factoids TOTAL POSSIBLE POINTS: 30 points Meet & Greet Grade: M In character M Conversing with other characters all period TOTAL POSSIBLE POINTS: 20 points OVER

58 Cold War Figures who will be at the Meet & Greet Party: 1. Vyacheslav Molotov 2. Erich Honecker 3. Václav Havel 4. Lech Walesa 5. Margaret Thatcher 6. Pope John Paul II 7. Conrad Schumann 8. Willy Brandt 9. Konrad Adenauer 10. Alexander Dubček 11. Imry (or Imre) Nagy 12. Josip Tito 13. Wladyslaw Gomulka 14. Janos Kadar 15. Charles de Gaulle 16. Wojciech Jaruzelski 17. Herbert Marcuse 18. Walter Ulbricht 19. Georgios (or George) Papadopoulos 20. Nicolae Ceauşescu 21. Nikita Khrushchev 22. Leonid Brezhnev 23. Mikhail Gorbachev 24. Erich Mielke 25. Helmut Kohl

59 VIETNAM PROJECT A STUDY IN DEPTH The purpose of this assignment is: To give you a better idea of the main events and people during the Vietnam War in America; To show that you can work independently and do your own research; To show your design and artistic skills by producing a piece of practical display work. This assignment will take up all of your history homeworks for the remainder of this term and you will be given some, if not all of your history lessons to complete this assignment. You will be expected to take your research to EVERY lesson. Do not think you can leave it to the last week to complete the assignment. It must represent at least 2 hours work (= 3 homeworks). Your project may be hand written or word-processed. Planning You must produce a plan in class, listing the different tasks that you think you will be carrying out. (attached is a sheet to help you complete this task). Finding Information Initially you will be given some information to start you off. You may also be given access in lessons to the library and internet. However, this does not mean that you should depend on the resources given to you. When you have used information, you must write as part of your project a list of the books, this should be set out: Title, Author(s). FINALLY you will be asked in one of your final lessons to present one aspect of your research project to the class. You must be prepared Ms Tasker

60 to answer any questions. Part 1: Overview You must include 2 sides giving an overview of the following events: Historical overview The French in Vietnam ( ) French Indochina America s growing commitment to Vietnam ( ) the so-called Civil War period America takes charge! The Quagmire ( ) Vietnamisation ( ) Epilogue ( ) Part 2: A significant event that changed the Vietnam War Choose 1 of the following: Dien Bien Phu (1954) Operation Rolling Thunder The Tet Offensive My Lai Massacre Your written work must show that you understand 1. Why it happened; 2. The main event(s) that shaped the war; 3. What the consequences of the event was. You must write it in your own words. Copying from texts will gain 0 marks. You may illustrate in anyway you wish. Part 3: A leader Choose one of the following to research and find out how they were important in shaping the events of the war: Vietnamese leaders Ho Chi Minh Ngo Dinh Diem Nguyen Van Thieu American leaders Ike Eisenhower J F Kennedy L B Johnson

61 Some sentences are given below to help you introduce your figure; you must not just copy biographical information from Encarta or other sources. It must answer the question how did they influence or have an impact on the Vietnam War: I have chosen to write about, who was born in. I have found out about this person. I discovered that. I also learned that. It was interesting that. Finally. As my research has shown, was most important because he Part 4: Creative work This is the only part of the project where you can work as a group. Choose one of the following aspects of the Vietnam War, research and plan it and decide on a medium to symbolise the impact, this would be the ideal area for art work, woodwork, use of drama, poetry, music, etc. It must have some written preparation. If you choose drama, then it must be presented to your class and scripted. You must also hand in the planning work and explain clearly what inspired your work. If it is a picture or film, then you must get a copy and include it in the final copy of your work. Vietnam is known as the first TV war research the role of the media (photography, journalism, films, poetry, art) on the war; The war at home in America (you might like to focus on one particular area: anti-war protest, music, Vietnam Vets The Vietnamese people and their culture Weapons and technological developments (e.g. Napalm, defoliants: Agent Orange, Helicopters ) The lessons from Vietnam: the impact on (American/ Western) society today. (War memorials or photos may be a good source of stimulus) Ms Tasker

62 Primary Source Document with Questions (DBQs) THE S I X T E E N P O I N T S : GUIDELINES FOR THE GREAT PROLETARIAN CULTURAL REVOLUTION (1966) Introduction Communist Party Chairman Mao Zedong ( ) had lost a substantial degree of power in the aftermath of the disastrous Great Leap Forward ( ). As a result, the Communist Party pursued a number of social and economic policies, of which Mao did not approve. In 1966, the Chairman launched the Great Proletarian Cultural Revolution as a way of attacking his enemies within the Party leadership, most notably President Liu Shaoqi ( ) and Vice Premier Deng Xiaoping ( ). The document below is an early statement of Mao s goals as articulated in a decision of the Party Central Committee. Document Excerpts with Questions (Longer selection follows this section) From Sources of Chinese Tradition: From 1600 Through the Twentieth Century, compiled by Wm. Theodore de Bary and Richard Lufrano, 2nd ed., vol. 2 (New York: Columbia University Press, 2000), Columbia University Press. Reproduced with the permission of the publisher. All rights reserved. The Sixteen Points: Guidelines for the Great Proletarian Cultural Revolution (1966) Although the bourgeoisie has been overthrown, it is still trying to use the old ideas, culture, and customs, and habits of the exploiting classes to corrupt the masses, capture their minds, and endeavor to stage a comeback. The proletariat must do just the opposite: it must meet head on every challenge of the bourgeoisie in the ideological field and use the new ideas, culture, customs, and habits of the proletariat to change the mental outlook of the whole of society. At present our objective is to struggle against and crush those persons in authority who are taking the capitalist road, to criticize and repudiate the reactionary bourgeois academic authorities and the ideology of the bourgeoisie and all other exploiting classes and transform education, literature, and art and all other parts of the superstructure that do not correspond to the socialist economic base, so as to facilitate the consolidation and development of the socialist system. The masses of the workers, peasants, soldiers, revolutionary intellectuals, and revolutionary cadres form the main force in this Great Cultural Revolution. Large numbers of revolutionary young people, previously unknown, have become courageous and daring pathbreakers.

63 Primary Source Document, with Questions (DBQ) on THE SIX TEEN P OIN TS: GUIDELINES FOR THE GREAT PROLETARIAN CULTURAL REVOLUTION (1966) Questions: 1. Mao Zedong and the Communist Party s Central Committee do not state the names of those persons in authority who are taking the capitalist road. If you were a Chinese person reading this in 1966, and if you yourself were not clear on exactly which individuals were the targets, what would you do? 2. What steps would you take to carry out this Central Committee policy in your own local community or your own high school, college, or university? 3. If you identified yourself as a revolutionary intellectual, whom would you attack and overthrow? Longer Selection From Sources of Chinese Tradition: From 1600 Through the Twentieth Century, compiled by Wm. Theodore de Bary and Richard Lufrano, 2nd ed., vol. 2 (New York: Columbia University Press, 2000), Columbia University Press. Reproduced with the permission of the publisher. All rights reserved. The Sixteen Points: Guidelines for the Great Proletarian Cultural Revolution (1966) 1. A New Stage in the Socialist Revolution The Great Proletarian Cultural Revolution now unfolding is a great revolution that touches people to their very soul and constitutes a new stage in the development of the socialist revolution in our country, a deeper and more extensive stage. Although the bourgeoisie has been overthrown, it is still trying to use the old ideas, culture and customs, and habits of the exploiting classes to corrupt the masses, capture their minds, and endeavor to stage a comeback. The proletariat must do just the opposite: it must meet head on every challenge of the bourgeoisie in the ideological field and use the new ideas, culture, customs, and habits of the proletariat to change the mental outlook of the whole of society. At present our objective is to struggle against and crush those persons in authority who are taking the capitalist road, to criticize and repudiate the reactionary bourgeois academic authorities and the ideology of the bourgeoisie and all other exploiting classes, and transform education, literature, and art and all other parts of the superstructure that do not correspond to the socialist economic base, so as to facilitate the consolidation and development of the socialist system. 2. The Main Current and the Zigzags The masses of the workers, peasants, soldiers, revolutionary intellectuals, and revolutionary cadres form the main force in this Great Cultural Revolution. Large numbers of revolutionary young people, previously unknown, have become courageous and daring pathbreakers. They are vigorous in action and intelligent. Through the media of big character Asia for Educators Columbia University Page 2 of 3

64 Primary Source Document, with Questions (DBQ) on THE SIX TEEN P OIN TS: GUIDELINES FOR THE GREAT PROLETARIAN CULTURAL REVOLUTION (1966) posters and great debates, they argue things out, expose and criticize thoroughly, and launch resolute attacks on the open and hidden representatives of the bourgeoisie. Since the Cultural Revolution is a revolution, it inevitably meets with resistance. This resistance comes chiefly from those in authority who have wormed their way into the party and are taking the capitalist road. It also comes from the old force of habit in society. At present, this resistance is still fairly strong and stubborn. However, the Great Proletarian Cultural Revolution is, after all, an irresistible general trend. There is abundant evidence that such resistance will crumble fast once the masses become fully aroused. 9. Cultural Revolutionary Groups, Committees, and Congresses Many new things have begun to emerge in the Great Proletarian Cultural Revolution. The cultural revolutionary groups, committees, and other organizational forms created by the masses in many schools and units are something new and of great historic importance. These cultural revolutionary groups, committees, and congresses are excellent new forms of organization whereby under the leadership of the Communist Party the masses are educating themselves. They are an excellent bridge to keep our party in close contact with the masses. They are organs of power of the Proletarian Cultural Revolution. The cultural revolutionary groups, committees, and congresses should not be temporary organizations but permanent, standing mass organizations. They are suitable not only for colleges, schools, government, and other organizations but generally also for factories, mines, and other enterprises, urban districts, and villages. It is necessary to institute a system of general elections, like that of the Paris Commune, for electing members to the cultural revolutionary groups and committees and delegates to the cultural revolutionary congress. Asia for Educators Columbia University Page 3 of 3

65 Fall of Communism in Europe Definition and Importance Glasnost Perestroika Important Individuals How did the Communist Regime Collapse in this country? USSR Name

66 Important Individuals How did the Communist Regime Collapse in this country? Poland Hungary Czechoslovakia 2

67 Important Individuals How did the Communist Regime Collapse in this country? Romania (Describe the Re-Unification of Germany) East Germany (DDR) 3

68 Mikhail Gorbachev (1931-) One of the most noteworthy figures of the twentieth century, Mikhail Sergeyevich Gorbachev sought to transform the Soviet Union into a more democratic, productive state. Consequently, he attempted to usher in perestroika, glasnost, and demokratizatsiia. Ultimately, however, his reform efforts led to the disintegration of the Soviet-bloc regimes in Eastern Europe and the communist superpower itself. What led Gorbachev to adopt such radical measures? Why did they result in the collapse of communist states and the Soviet Union itself? * * * * * Mikhail Gorbachev s native community of Privol noye, a village in the agrarian district of Stavropol, located in southwestern Russia, endured the twin horrors of the collectivization campaign of the 1930s and German occupation during World War II. His parents were peasants, who welcomed the birth of their son Mikhail in Mikhail heard tales of a grandfather, considered something of a prosperous kulak by other peasants, who had been singled out for persecution by Stalin s secret police. A top-notch student, Gorbachev joined the Communist Youth League in 1946, when the party was held in high regard by many Russians after the Red Army had helped to liberate much of Eastern Europe from Nazi control. Praised as an industrious farm laborer himself, Gorbachev was awarded the Red Banner of Labor in Three years later, he was admitted into the ranks of the Communist Party. The next year, he began studying law at Moscow University. There, he met Raisa Titorenko, a lovely philosophy student, who helped to teach him English and eventually married him. In 1956, the twenty-five year-old lawyer was selected first secretary of the Communist Youth League for his home province of Stavropol, where he headed the collective farms. He began ascending the ranks of the local party apparatus. With the backing of party General Secretary Leonid Brezhnev, Gorbachev, in early 1970, was chosen first secretary of the

69 committee of the Communist Party of the Soviet Union (CPSU) in Stavropol Territory. This appointment was viewed as a distinct honor for a relatively young party official like Gorbachev. More important still, within a year, he was named to the party s Central Committee. Over the course of the next decade-and-a-half, Gorbachev continued to be mentored by top party officials, including Mikhail Suslov and Yuri Andropov, who headed the KGB. In late 1978, Gorbachev moved to Moscow, where he took on the role of Central Committee secretary in charge of agriculture. Along with a small group of like-minded young party members, Gorbachev believed that reforms were necessary to heighten productivity and improve working conditions. It was increasingly clear to them, but not to many at the highest levels of the Communist Party, that such reforms were required to overcome bureaucratic stasis and corruption. In 1979, Gorbachev served on the party s Central Committee. With Andropov s full backing, Gorbachev, in October 1980, became a member of the Politburo, which determined policymaking for both the party and the Soviet Union. Gradually, Gorbachev became more intimately involved with carving out party positions on economics, ideology, and even international affairs. The increasingly geriatric Soviet leadership began to fade away, starting with the death of General Secretary Brezhnev in November Gorbachev s mentor Andropov lasted barely over a year in office before succumbing to illness, while his replacement Konstantin Chernenko died in March At that point, the party hierarchy chose the now fifty-four year-old Gorbachev as the new Soviet premier. Determined to combat corruption and incompetence, the dynamic and energetic Gorbachev adopted a program of perestroika, calling for the restructuring of Soviet society, and glasnost, demanding greater openness. Within a short while, Gorbachev was also insisting on the need for demokratizatsiia or the ushering in of democratic practices.

70 Increasingly, he sought to liberalize Soviet politics and culture, in an effort to eradicate the vestiges of Leninist-Stalinist terrors. Gorbachev s attempts to reform the Soviet Union internally proved less successful but equally dramatic. In 1987, he convinced the Central Committee of the Communist Party to accept the gradual introduction of a market economy. The following year, that party apparatus backed the appearance of small business enterprises and cooperatives. In September 1988, Gorbachev was picked to head the Supreme Soviet and called for a revision of the constitution. With Gorbachev s support, a Congress of People s Deputies, made up of elected representatives, emerged. That legislative body devised a new Supreme Soviet, which picked Gorbachev as chairman in May The next year, other elections were held throughout the 15 republics that made up the USSR; the results lessened the hold of the CPSU. Also, in 1990, the Congress of People s Deputies, at Gorbachev s bidding, terminated the political monopoly held by the Communist Party since the early days of the Revolution. Gorbachev, who was named president of the Soviet state by the Congress, watched as non-communist parties thrived as his campaigns for perestroika, glasnost, and demokratizatsiia proceeded. Notwithstanding threats and sometimes withering criticisms from other communist leaders, Gorbachev continued to encourage religious toleration, greater artistic and journalistic freedom, and fewer restrictions on travel. All the while, Gorbachev attempted to improve the Soviet Union s relationship with other nations, including its fiercest competitor, the United States. To that end, the Soviet premier participated in a number of summit meetings with American presidents Ronald Reagan and George H. W. Bush, which effectively terminated the Cold War. Eventually, these leaders agreed to eliminate land-based intermediate and short-range nuclear missiles and, through the

71 Strategic Arms Reduction Treaty, to reduce other nuclear stockpiles. Gorbachev also decided to withdraw Soviet forces from Afghanistan, improve relations with Israel, and even support the United States-led campaign to attack Iraq in early 1991 following the invasion of Kuwait by Saddam Hussein s army. As his determined effort to transform the Soviet Union proceeded apace, communist regimes throughout Eastern Europe, long a Soviet stronghold, began to unravel. In a startling turn of events for many, Gorbachev refused to prop up those governments, allowing instead for their dismantling. In a fashion that reversed the old domino theory, communist governments, starting in 1989, began to collapse. The East German state crumbled, represented so graphically by the tearing down of the Berlin Wall. In 1990, Gorbachev allowed for the reunification of Germany, which had long been bitterly opposed by Soviet leaders. He also removed Soviet troops from not only Germany, but also Poland, Hungary, and Czechoslovakia, which experienced dramatic social and political upheavals of their own. Due to his refusal to serve, in effect, as the last czar, Gorbachev was named the winner of the 1990 Nobel Peace Prize. Despite the stunning developments in Eastern Europe, Gorbachev determinedly fought against the disintegration of the Soviet Union. Consequently, he called on Soviet military troops to shackle secessionist nationalists in Lithuania and other constituent republics. Nevertheless, those republics established new governments that insisted on independence from the Soviet Union. Mounting economic difficulties eroded popular support for Gorbachev himself, while communist hard-liners were increasingly troubled by his reform efforts. In August 1991, those same kinds of communist diehards moved to oust Gorbachev from power. Opposition to the coup, led by Boris Yeltstin, a Gorbachev ally turned rival, restored Gorbachev to power. That proved to be short-lived, however, and Gorbachev, now terribly unpopular in his homeland,

72 resigned his office, as the Soviet Union continued to dissolve. A chastened Gorbachev later acknowledged, My greatest misfortune and my deepest sorrow is that it was not possible to keep the country in one piece. Remaining greatly esteemed beyond his own shores, Gorbachev produced bestsellers, delivered speeches for up to $100,000 around the globe, and headed the Gorbachev Foundation in San Francisco. He became devoted to the emergence of a nuclear-free world. In addition, he believed that a new world order must be ushered in. That required transcending political, religious, and philosophical differences, and moves to understand and help one another an act in concert for a better future. Suggested Readings Brown, Archie. The Gorbachev Factor (1995). Gorbachev, Mikhail, Memoirs (1996). Remnick, David. Lenin s Tomb: The Last Days of the Soviet Empire (1993).

73 Vaclav Havel (1936-) The Czech playwright and statesman Vaclav Havel served as a moral exemplar of one man who battled against an authoritarian system. A renowned literary craftsman, Havel watched in dismay as the Prague Spring that attempted to meld socialism and liberty was crushed in the summer of Twice imprisoned because of his association with human rights groups such as Charter 77, Havel, spearheading the Velvet Revolution, was elected president of his home country in How could a political dissident like Havel become a head of state? What political ideals enabled him to maintain the struggle for personal freedom? * * * * * Vaclav Havel was born into an affluent family, well regarded in both business and intellectual circles, in Prague on October 5, His bourgeois background precluded Havel from continuing his formal education once his compulsory school was completed. Consequently, he initiated a four-year apprenticeship as a technician in a chemistry laboratory, but also took evening classes in a secondary class. After finishing high school in 1954, he was denied admission into any humanities program in Czechoslovakia, due to political reasons. Instead, he enrolled in the Economics Faculty of the Czech Technical University in Prague, where he studied for two more years. In 1956, he met Olga Spilchalova, whom he married eight years later. Havel also began halting efforts involving his own literary creations, influenced by such poets as Jaroslav Seifert, Vladimir Holand, and Jiri Kolar, whose work was banned due to the Stalinist strictures of the day. In the fall of 1956, as the Hungarian revolution was meeting its fate, Havel attended a three-day conference that brought together young writers and cultural figures. A firestorm arose when Havel, who was part of Group 42 that goaded older writers, asked why those in attendance did not support the banned poets. Why should there be concerns expressed about forgotten poets, when socialism itself was imperiled in Hungary?, one critic

74 retorted. Havel responded in kind, asking what was the point of the conference if Czech poets were ignored. After completing a period of mandatory military service, Havel obtained a job as a stage technician in 1960 at the ABC Theatre, before moving over to the Theatre on the Balustrade. His first plays began to appear, including The Garden Party (1963), which employed techniques from the Theatre of the Absurd to critically examine Czechoslovakian society under communist rule; the Theatre of the Absurd included playwrights like Samuel Beckett, Eugene Ionesco, Jean Genet, and Harold Pinter, who shared the belief of the existentialists that life was largely meaningless and absurd but required, at least for some, man to struggle nevertheless. The Memorandum (1965) and The Increased Difficulty of Concentration (1968) also conveyed Havel s dismay with Czech culture and society. The acclaim accorded his work led Havel to believe that every act of social self-awareness immediately opened the way for even more radical acts. Each act weakened the repressive system. A leading member of the Czechoslovak Writers Union, Havel also served on the editorial board of a non-communist literary journal, Tvar. Havel worried that even the reform communists or antidogmatists who belonged to the Writers Union, worked for publishing houses, or guided literary journals demonstrated little backbone when confronted by inflexible party members. He fought a losing battle to prevent Tvar from being shut down by government officials. Havel and his compatriots determined that they should fight only for those concrete causes, and be prepared to fight unswervingly to the end. In 1967, he graduated from the Academy of Dramatic Arts. Thus, throughout this period, Havel was intimately tied to the cultural and literary renaissance that culminated with the so-called Prague Spring in 1967 and 1968, a flowering that Alexander Dubcek, the Czech Communist Party leader, encouraged. Havel helped to establish

75 the Circle of Independent Writers, which was a branch of the Writers Union, and was soon elected chairman of the new group. He also wrote, On the Theme of an Opposition, which urged the establishment of an opposition political party. In mid-1968, Tvar briefly reappeared before it was closed down again. That fate was ensured after the Soviet sent troops into Czechoslovakia in August Havel contended that passive resistance alone would not blot out communist tyranny. He declared, Freedom and legality are the sine qua non of any normal, healthy social organism, whether purportedly socialist or not. Havel signed a petition condemning the takeover of the Czech government by Gustav Husak, who had supplanted Dubcek as head of state. Havel, along with other petitioners, was charged with subversion, although the trial was eventually adjourned. The Writers Union was disbanded and Havel s work effectively banned from libraries and the theatre. For a period, Havel spent more of his time crafting new plays, including The Conspirators, The Beggar s Opera, and The Mountain Hotel. More important, he crafted the Vanek triology, a series of one-act plays focusing on the protagonist, Ferdinand Vanek, a dissident writer harassed by officialdom. In 1975, Havel penned a letter to President Husak, warning of mounting frustration in Czech society. Two years later, Havel helped to establish a Committee for the Defense of the Unjustly Persecuted (VONS) and to birth Charter 77, a human rights movement. Charter 77, as its manifesto claimed, sought to track those who had been indicted because of the expression of beliefs or who had suffered police or judicial abuse. The document soon contained hundreds of signature. The heavy-hand of Czech justice began to befall Havel himself. In October 1977, he received a fourteen-month suspension for subversion, which was suspended for three years. Arrested once more in January 1978, Havel was let out of prison in March without charges

76 having been filed. Later in the year, the harassment intensified, leading to his essay, House Arrest and Attendant Phenomena. Havel also wrote The Power of the Powerlesss, bemoaning communist totalitarianism and the impotent, defeated, and morally bankrupt individuals who dwelled in societies ruled by the party. In late May 1979, Havel, along with nine other members of VON, was back in jail, having been charged with the crime of subversion. The trial eventually targeted six individuals, including Havel, resulting in their convictions. Havel received a four-and-a-half year sentence. While imprisoned, Havel wrote a series of philosophically and personally-drawn letters to his wife Olga. In January 1983, Havel informed Olga that he had become quite ill, with his temperature bumping past 104. Somehow, the letter reached her, notwithstanding censorship, and a new campaign was initiated for his release. Worried that Havel might become a martyr, authorities released him only months before his would be completed. After recuperating, Havel returned to his writing, producing Largo Desolato (1984) and Temptation (1985), which explored the individual s battle against an oppressive bureaucracy. His moving Letters to Olga appeared in Now, more than ever, Havel was viewed as the leading figure in the Czech human rights movement. Havel helped to author A Few Sentences, criticizing the repressive ways of the government. Ten thousand affixed their signatures to this petition. He also served on the editorial board of Lidove Noviny, a samizdatstyled newspaper, which he contributed to as well; samizdat publications criticizing communist policies had appeared earlier in the Soviet Union. In January 1989, Havel was again arrested and was charged with incitement and obstruction. In May, however, he was released, as the influence of Gorbachev s campaigns of liberalization began to sweep through the Soviet bloc. On November 17, the government violently responded to a student protest gathering, held as a reminder of the Nazis closure of universities in Czechoslovakia. A meeting two days later

77 resulted in formation of Civic Forum, which brought together groups and individuals who cried out for sweeping political and economic changes. The dominant figure in Civic Forum and the non-violent Velvet Revolution associated with it was Vaclav Havel. On December 29, 1989, the Federal Assembly of Czechoslovakia elected the oft-arrested, long incarcerated Havel president. Havel called for free elections, which were held in July 1990 and resulted in his reelection and the election of Alexander Dubcek as chairman of the national legislative body. While Havel possessed great moral stature due to his stalwart record as a champion of human rights and as one who had been victimized by an authoritarian state, clashes emerged between Czechs and Slovaks; eventually, a decision was made to create separate republics. When the results of the presidential election in July 1992 failed to provide him with a majority of votes, Havel soon resigned from office, in accordance with constitutional mandates. In January 1993, Havel was elected president of the new Czech Republic. His beloved wife Olga, suffering from a debilitating illness, died in 1996, the same year Havel required lung surgery. The following January, Havel married his friend Dagmar Veskrnova. In January 1998, he was reelected president of the Czech Republic. As a new millenium approached, Havel reflected on the human condition. The collapse of the Soviet Union and the communist states in Eastern Europe, he contended, had afforded an opportunity for new moral leaders. He believed that freedom and responsibility were intertwined: If freedom has no such responsibility associated with it, then it loses content, it loses sense, and it also loses weight. As for politics, Havel insisted that the only kind that truly makes sense is one that is guided by conscience.

78 Suggested Readings Havel, Vaclav. Letters to Olga: June 1979-September 1982 (1988). Kerry Kennedy Cuomo. Speak truth to Power: Human Rights Defenders Who Are Changing Our World (2000).

79 CURRICULUM FRAMEWORK SOCIAL STUDIES World History & Geography STATE STANDARDS Contemporary World Since weeks W.88 Explain the importance of trade and regional trade treaties, including NAFTA, MERCOSUR, CAFTA, and CARICOM. W.89 Trace the impact of drug trafficking on and movements of people to the United States, their monetary and affective connections to their homelands, and return migration to Latin America. W.90 Evaluate the geographic impact, such as the growing innovations of technical geographical tools including GPS and GIS, these resources are having on retail, transportation, communication, and tech industries. W.91 Identify the weaknesses and strength of the oil-rich Persian Gulf states, including Saudi Arabia, Kuwait, and others. W.92 Analyze the use of geo-technology in the search for new sources of oil and the geographic causes and effects of transitioning to alternative energy sources. W.93 Analyze reactions by surrounding Arab countries of the U.N. decision to establish Israel, the four Arab-Israeli Wars, and the rise of the Palestinian Liberation Organization. W.94 Analyze the attempts to secure peace in the Middle East, including the Camp David Accords and the Oslo Accords. W.95 Summarize the Iranian Revolution of after Khomeini, the Iranian hostage crisis, and more recent nuclear issues. W.96 Explain the defeat of the Soviet Union and the rise of the Mujahedin and the Taliban in Afghanistan. W.97 Determine the central ideas of a text describing the origin and course of the Rwanda Genocide. W.98 Describe the impact of the collapse of the Soviet Union on Eastern Bloc nations, including the Balkans. W.99 Examine the effects of German reunification on both Western and Eastern Germany. W.100 Using census data and population pyramids, identify and describe the demographic changes worldwide since W.101 Initiate and participate in collaborative discussions explaining the origins of the Persian Gulf War and the postwar actions of Saddam Hussein. W.102 Describe Islamic revivalism and radicalism, including Muslim communities in Europe. W.103 Trace the increase in terrorist attacks against Israel, Europe, and the United States. W.104 Utilize primary and secondary sources describing America s response to, and the wider international consequences of, the September 11, 2001 terrorist attacks, including the United States invasion of Afghanistan and Iraq. Primary Documents and Supporting Texts to Read: The World is Flat, Thomas Friedman BIG IDEAS New international organizations were formed to promote peace and free trade. Relevance: In pursuit of increased revenues and the need for key natural resources, particularly oil, growth in international cooperation has risen sharply throughout the world. Nations have worked together to bring greater peace to the Middle East and the Balkans. Many nations also agreed to new treaties to remove trade barriers to increase the distribution of products throughout their region and the world. Asian nations, especially China, have taken great advantage of these opportunities. TNSS: W.88, W.94 The United States has struggled to control the influx of narcotics and people from Latin America. Relevance: The War on Drugs and Immigration Reform are important issues that American politicians dispute regularly. Has the War on Drugs been successful and worth the effort of is it a waste of government resources? With two states recently approving the use of marijuana for recreational purposes and several more allowing or investigating its use for medicinal use, what does the future hold? What should the United States do about illegal immigration? The government knows it takes place and does very little to control it on our southern border. Further, what recognition should we give to illegal immigrants who have been in the country for several years and have tried to live good, decent and quiet lives? How do we address families of mixed status (adults and older children not citizens but younger children born in the United States are)? The United States is not the only country dealing with such an issue. Several European countries are also dealing with problems stemming from immigration particularly from Africa to Europe. TNSS: W.89 Shelby County Schools 1 of 4

80 CURRICULUM FRAMEWORK SOCIAL STUDIES World History & Geography Technology has revolutionized the communication and energy industries. Relevance: GPS and GIS, the internet and mobile communication devices changed the way we live and interact with one another. The world is a much more connected place because of them. Communications across great distances are now hardly a challenge and have allowed families to move farther apart but not feel it as much. Advances in transportation have also made the world a much smaller place. To consider that one of our local businesses, FedEx, will happily take a package anywhere in the world your ask them to and deliver it tomorrow is almost unbelievable. New technologies, such as fracking, have changed the way we produce oil and natural gas and have expanded options to keep the world supplied with fossil fuels much longer than scientists thought we could 10 or 20 years ago. New ways of finding fossil fuel deposits have also increased their supply. TNSS: W.90, W.92 The Holocaust was one of the most horrific events in history and many world leaders and their countries vowed to never let anything similar happen again. In 1994 the small African country of Rwanda experienced their own version of such horrors. How did it happen and what caused the world to permit the unscrupulous murders taking place? Relevance: Estimates range from 500,000 to 1,000,000 innocent civilians were murdered in a 100 day period. Few knew, but fewer reacted. United Nations actions and troops deployments eventually ended the affair, but far too late for many. The current crises in the Central African Republic, Darfur and South Sudan are now seen in light of the world s inaction during the Rwandan genocide. Are there reasons we may not pay close attention to some countries but rush to the aid of others? TNSS: W.97 Eastern European nations struggle to transition from communist autocracies to free market democracies. Relevance: It is not easy in today s world to make a major switch in the type of government a country employs. There are many facets of life that are affected and if processes are interrupted by a change in government citizens are not always happy. Eastern European countries are still experiencing this alteration in life. A major issue being faced is the loss of skilled professionals who have taken advantage of fewer travel restrictions and have moved to other European nations that pay higher wages. This leaves the home country struggling to build after the change in political policy. This also affects retirees because increase in prices due to democratization and more freedom may leave them virtually unable to survive on fixed retirement pensions. The current crisis in the Ukraine demonstrates why many former Warsaw Pact countries joined NATO after the fall of communism. TNSS: W.98, W.99 The relationship between Israelis and Palestinians continues to destabilize the Middle East. Relevance: The founding of Israel as a modern nation in 1948 raised many questions regarding the influx of newer Jewish immigrants to the region and Palestinians who were already there. Conflict between Israel and the West Bank/Gaza Strip continues today. Many Muslims across the world do not like the idea of the State of Israel and one of the holiest sites in Islam, the Dome of the Rock, is located in Jerusalem. It is important to understand the full history of the conflict in order to create a lasting peace in the future. TNSS: W.93, W.94 Because of its petroleum wealth and the recent wars fought there, the Middle East has been a major focus of international affairs since Relevance: Coalitions of nations, including the United States and several European countries, were formed to go to war in Kuwait and Iraq. What role did the petroleum industry play in these wars? TNSS: W.91, W.93, W.101 The radicalization of Islam led to the creation of Islamic theocracies and terrorist attacks by fundamentalist groups. Relevance: Every religion is subject to interpretation of its ideals and practices, from both those within and without. A small number of Muslims have interpreted certain facets of their teachings to include violence in the name of their religion and have carried out attacks on government of civilian institutions bases, buildings, neighborhoods, checkpoints, airplanes in an attempt to justify and further their faith. In many of these instances it involves the death of the attacker as well, thus the term suicide bombings or suicide attacks. Islam is not the only major world religion to carry out attacks or wars in the name of religion as Christian groups have often resorted to violence in the name of religion. TNSS: W.95, W.96, W.102, W.103, W.104 Shelby County Schools 2 of 4

81 CURRICULUM FRAMEWORK SOCIAL STUDIES World History & Geography GUIDING QUESTIONS 1. Explain how conflict in the Middle East has affected international relations throughout the world. 2. Describe the changes in the environment and population that have changed the lives of people. 3. Analyze the reactions to immigration and drug trafficking throughout the world. 4. Analyze international reaction to conflict and genocide in Africa. 5. How have technological changes affected the lives of people during this era? 6. Trace the history of the current tensions between India and Pakistan. 7. How is Europe different since the fall of communism in Eastern Europe? SUGGESTED ACTIVITIES NAFTA Lesson Plan Latin American Trade Deficit (MERCOSUR) Lesson Plan War Next Door Lesson (War on Drugs) Door_Lp.pdf Immigration Reform Lesson Plans Lessons on the Rwandan Genocide Reunification of Germany Lessons Israeli and Palestinian Conflict Lessons September 11 Attack Lessons Islamic Terrorism Lesson Shelby County Schools 3 of 4

82 CURRICULUM FRAMEWORK SOCIAL STUDIES World History & Geography Create map illustrating immigration trends since Research census data and create population pyramids. These population pyramids may highlight differences within neighborhoods/cities/states or highlight the differences between countries around the world. Write an essay analyzing the responses to the 9/11 Attack around the world. RESOURCES 1. Hotel Rwanda DVD 2. Michael Robinson s website at Houston High School for Population Pyramid activities Census Data: 4. Immigration Data: 5. Chronology of German Reunification: 6. Chronology of the War on Drugs: ASSESSMENT 1. Write an essay analyzing how international events and trends have changed lives of average Americans. 2. Create idea webs illustrating how the following events/ideas changed the world: 9/11, the internet, immigration, and the fall of communism. 3. Create a Top 10 List of the most important/influential people in the world between 1990 and You may expand the list to a Top 15 or 20 List. You may also distinguish between men and women or American and non-americans. Write an extension explanation why each of your choices should be included in the list. Shelby County Schools 4 of 4