Allied Powers Nicholas II Sun Yixian Mohandas K. Gandhi Central … Global Packets... · Part I- Research Directions: You will be working individually to study and examine the world

Name____________________________________________ Mr. Fiege, Global 10, Room 103

Allied Powers Nicholas II Sun Yixian Mohandas K. Gandhi

Central Powers Bolsheviks Jiang Jieshi Civil disobedience

Trench Warfare Lenin Mao Zedong Salt March

14 Points Totalitarian May Fourth Movement Armenian Genocide

Treaty of Versailles Joseph Stalin Long March Mustafa Kemal

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Name_______________________ Date___________

Global Studies 10

Unit IV- World in conflict leads to war, revolution, and nationalism

Purpose: The Industrial Revolution created great technological advancements which benefited many

individuals as well as nations. The growth of technology and

industry pushed nations to far parts of the globe in a race to obtain

natural resources, colonies and new markets. As the 20th century

began, certain ethnic groups desired for independence from

dominate countries. While these dominate nations sought to gain

more control over these people and other nations. All of these

events would eventually collide together in a war for power and

influence in Europe, though that war in Europe would spread to

other parts of the globe. As the war spread, it disrupted the social, economic and political life of people

everywhere. As the war concluded, the major powers involved in the conflict sought new ways to resolve their

issues, while some nations who had been colonized sought a different vision; freedom from foreign control and

a radical way of governing their people, communism. The world of the early 20th century was in conflict and

unfortunately those initial reasons for conflict will not be resolved any time soon.

Part I- Research

Directions: You will be working individually to study and examine the world in conflict. This time period was

a major turning point for the people who lived during this time. Their social, economic and political life was

completely altered. You will demonstrate your knowledge of the world in conflict by completing a thematic

essay, a dbq and an individual project. To do all this your research will be done for homework and will be done

by using readings based on the book Modern World History; Patterns of Interaction. While you read you will

need to generate the definitions for key vocabulary words as well as answering focus questions. Both of these

are found in this packet. By the time you are done reading you should be able to answer the questions below.

1- How, where, when and why did the world in conflict begin?

2- What type of social, economic and political changes and continuities existed as a result of these

conflicts?

3- How, where, when and why did Russian and Chinese Revolutions begin?

4- What type of social, economic and political changes and continuities existed as a result of the Russian

and Chinese Revolutions?

5- How did nationalism contribute to the creation of modern India and Turkey?

6- Decide how the world in conflict impacted all members of society.

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Part III- Unit Exam Thematic Essay Question

(June, 2006)

Part IV-Unit Exam DBQ Question

(August, 2003)

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Part II- World in Conflict-Time Capsule

Directions: Time capsules are great ways for individuals to reflect and understand a certain time

period of their life. For historians, time capsules offer a window in to the

past, to allow contemporaries a chance to see what mattered most to people

from a different time. You will be creating a time capsule from the

perspective of a 15 year old person living in the year 1914 and spanning 25

years to the year 1939. Your time capsule must include at least one artifact

to represent World War I, the Russian Revolution, the Chinese Revolution,

and nationalism in either India or Turkey. Artifacts can consist of journal

entries, newspaper articles (which you write), photographs with memories

written about the picture or any other item you can think of. Your artifacts

must explain how your life or the life of people from that region was

impacted by each event. Focus your responses by thinking about political,

cultural or economic changes. The time capsule will be due at the end of the

unit, though you may turn in each artifact after we finish studying the time period. Be creative and

reflective, this will count as an essay grade! Your project will be graded as follows:

Qualities Exceeds (11-15 points) Meets (6-10 points) Needs Work ( 0-5 points) Comments

Completion

of task and

on time

Has 1 item from each time

period which describes and

explains a political,

cultural, or economic

impact as a result of the

time period. May have

more than one artifact to

represent a time period.

Has 1 item from each time

period which describes a

political, cultural, or

economic event from the

time period but explanation

of the impact is unclear.

All time periods are not

represented and/or the items

only describe a political,

cultural, or economic event

from the time period. May

lack explanation of impact

or impact was

misinterpreted.

Accuracy

Historical information

described in items 100%

correct and used effectively

to describe and explain the

impacts of the events


described in items is 75%

correct and used effectively

to describe and/or explain

the impacts of the events


described in items 25%

correct. Information may be

misinterpreted.

Quality of

Work

All Items visually

appealing. For example; it

is easy to read, attention to

detail is obvious in that

student takes time to make

the items look antique and

or authentic. This can be

used as a model project.

Some items visually

appealing (Generally easy

to read, some color, some

attention to detail)

Projects appear to have

been put together “last

minute”. Little to no

attention to details

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Name___________________ Date____________

Unit IV World in Conflict:

The Start of the “Great War”, World War I

In the early 1900’s

Europe had been at peace

for almost thirty years. An

entire generation of people

had become ignorant to

the horrors of war since

they did not fight in one.

Many people in Europe

joined groups to promote

peace and since there had

been a long period without

war, many thought that

the progress that had

been made in society over

the past fifty years with

the industrial revolution

and the age of imperialism reduced the need for war. To further promote this idea of pacifism

(policy of not fighting) people met several times between 1843 and 1907 to urge others to the

idea of peace. While this movement for peace was built on the idea of progress, progress also

fueled the ideas of nationalism, and military power, however these ideas would soon plunge

Europe into war.

There were four main causes for the start of World War I. The first one was nationalism.

In the late 1700’s and throughout the 18 and 1900’s new countries were gaining independence

and creating territories that were united by common languages, customs and traditions. Some of

the countries were Germany, Italy and Austria-Hungary. As these countries began to unite, the

people of these regions began to feel a since of nationalism that they never had before. They had

a deep feeling of attachment to their own nation. Fueling this sense of nationalism was the quest

for power and money. The common method of obtaining both of these was through imperialism.

As these European countries began to take over more land in Africa, Asia and Eastern Europe, the

pride that the people felt for the mother countries grew. This force helped unify the people of a

country and gave them the sense that their country was better than others. This type of

nationalism is beneficial for a country, it helps to unite it; however, it also helped to promote an

unhealthy competition between countries. They competed economically, and they competed for

neighboring land. Imperialism helped to build up a countries nationalism but this pursuit for

more colonies was another force that helped lead to war. France and Germany, each seeking

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control of parts of Africa, almost came to war twice in the early 1900s. Such competition bred

mistrust. By 1900, six nations were rivals for power in Europe. These nations, called the Great

Powers, were Germany, Austria-Hungary, Great Britain, Russia, Italy, and France.

The feeling of nationalism driven by the policy of imperialism created great tension among

the countries of Europe. Since France and Germany came close to war it was obvious to the major

European powers that the best way to protect themselves and their colonies was to have a

powerful military. The Great Powers began building large arsenals, or stock piles of weapons. The

generals of the countries believed the best plan of action was to have a massive army that would

be ready to mobilize (move to the battlefront in little time). In order to get large numbers of

troops to be a part of these armies, leaders taped into the nationalistic feelings of the people. It

was glorious and honorable to join the army and protect your country. This growing arms race or

increase in weapons and the military was the third factor leading to war, and it is called

militarism, which is the policy of glorifying military power and keeping an army prepared for war

during peace time. Each country in Europe—except Great Britain—built a large army, though

Great Britain had the best navy in the world. Though this policy of militarism seems to make

sense in a time period when countries felt a need for protection, many saw these growing armies

like gasoline added to a small fire. The result would be explosive.

With the increase in military power among the Great Powers and the growing rivalry

between them, the nations felt it was necessary to make alliances with one another, pledging

support in times of attack or at least a promise that one country would not attack another.

Fearing that France would want revenge for its defeat in the Franco-Prussian War, Otto von

Bismarck, who was the leader of Prussia, which would soon become Germany, set out to isolate

France by making alliances with all of its neighboring countries. In 1879, he formed a Triple

Alliance with Austria- Hungary and Italy, and in 1887 he signed a treaty with Russia aligning

them with Germany, Austria-Hungary and Italy. Bismarck knew this alliance was weak since

Russia and Austria-Hungary had been fighting over territory in the

Balkans, which was a part of the Ottoman Empire. If those two were to go

at it over this land, the alliance system would fail. In 1890 Wilhelm II

became kaiser, or emperor, of Germany; he got rid of Bismarck and

followed his own policy. He let the agreement with Russia expire, and

Russia quickly allied itself with France. This alliance meant that Germany

would have to fight enemies on east and west borders if there were a war

with either country. Wilhelm II then moved to make the German navy larger. Britain grew

alarmed and began to build more ships of its own. It made a Triple Entente alliance with France

and Russia. The six Great Powers had now formed two camps: Germany, Austria-Hungary, and

Italy against Britain, France, and Russia.

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Meanwhile, trouble was brewing in the Balkans, in

southeastern Europe. The Ottoman Empire, which controlled this

area, was breaking apart. Some of the groups that had broken

away from their Turkish rulers were Bulgaria, Greece, and

Serbia. Both Austria-Hungary and Russia wanted some of this

land. In addition, the kingdom of Serbia, was in this region, and

it wanted to bring other Slavic peoples who lived in the Balkans

under its control. In 1908, Austria-Hungary seized Bosnia and

Herzegovina. These lands had Slavic peoples, and the Serbs

were angered. However, their Russian allies were unwilling to

support them, and they backed down. By 1914, the situation was different. Serbia had gained

land in other parts of the region and felt strong. Austria worried that Serbia might interfere with

its control of Bosnia and Herzegovina. This area of the Balkans was symbolically called the

“powder keg of Europe”. A powder keg is a barrel

used to store gun powder, if the barrel is exposed to

some type of flame, no matter how small it was, the

barrel would explode. The Balkans fit this description

since it was a region so ready for a fight. All it

needed was one incident to set it off, and that

incident would be gun shots from a lone gunman. On

June 28, 1914, the heir to the Austro-Hungarian

throne, Archduke Franz Ferdinand and his wife,

Sophie were visiting the capital city of Bosnia, which

was Sarajevo. The couple was assassinated as they were traveling in their open aired car through

the streets of Sarajevo. A 19-year old, Serbian named

Gavrilo Princip, a member of The Black Hand, a secret

nationalistic group committed to ridding Bosnia of

Austrian rule, shot the royal couple at point-blank

range. Since the assassin was of Serbian origin,

Austria-Hungary decided to punish the country of

Serbia for the assassination. Austria gave Serbia an

ultimatum, which is a list of demands that if not met,

would lead to serious consequences. The list consisted of terms that Serbia would find hard to

accept such as ending all anti-Austrian activity and allowing Austria to send its own investigators

into Serbia to conduct its own investigation of the assassination. Serbia gave in to most of the

demands since they knew not giving in would led to war. Austria-Hungary though was already

mobilizing for war and declared war on Serbia. Russia came to Serbia’s defense. Britain, Italy and

Germany urged Austria and Russia to negotiate, but the countries were too involved to try and

stop the process of war. Once Russia entered the war it began to move troops along its border

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with Germany, since Germany was an ally of Austria. Germany saw this as an act of aggression

and on August 1, 1914, declared war on Russia. Assuming that Russia’s ally France would join the

war, Germany declared war on them as well. The fear of many had been realized by the action of

one gunman and the first major modernized war was about to begin. The foundation of alliances

that was designed to maintain peace throughout Europe was now the foundation for a war that

would last four years and be fought on nearly all parts of the world.

1. Define the following words in the boxes below

mobilize

militarism Triple Alliance

Triple Entente

“Powder Keg of Europe” ultimatum

Archduke Ferdinand Wilhelm II & Kaiser Alliances

2. Using complete sentences, or a drawing that labels key ideas, explain how the assassination of the Archduke

Ferdinand led Europe into World War I

Written Summery Visual Summery

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2. There are four MAIN causes for the World War I. In the chart below summarize how each of the following contributed to

the start this “Great War”.

MAIN Causes of World

War I

In the space provided summarize how each of the following terms contributed to the start of World War I. THIS NEEDS TO BE COMPLETED, IT WILL BE CHECKED!

Militarism

Alliances

Imperialism

Nationalism

3. Decide which cause seemed to have the most influence in the start of World War I.

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Name______________________ Date___________

Unit IV- World in Conflict

Assassination of Archduke Franz Ferdinand

Purpose: The assassination of Archduke Ferdinand and his wife

Sofia but into motion one of the most destructive wars humanity

has fought, World War I. The assassination was nothing special

or sophisticated, but more a series of random acts put together.

Looking at these acts will help understand the motives behind the

assassination and the connection to World War I.

Part I- “Nationalism leads to Murder”

Directions: Read the excerpt from an eyewitness account of one of the terrorists a part of the

assassination. After you have read the account describe what occurred at each stage of the

assassination. You can use sentences or draw out the stages of the assassination.

Describe the Stage Stages of the Assassination Draw the Stage

Ferdinand to Sarajevo

Planning the Assassination

Failures of the Terrorists

Escape

Assassination

Capture

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2. Using the eyewitness account, justify this statement; “nationalism led to murder in Sarajevo!”

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Part II- “The most successful terrorist attack in modern history” Directions: Watch the dvd clip on the assassination of Archduke Ferdinand and answer the

following questions.

1. Summarize what Franz Ferdinand wanted to accomplish for Austria.

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2. Explain the goal of the “Black Hand” group

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3. Decide the significance of Austria blaming Serbia for the actions of the Blank Hand group.

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4. What reasons did the historian give to support his statement; “the assassination of Archduke

Ferdinand was the most successful terrorist attack in history”?

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Name___________________ Date____________


World War I Consumes Europe

The system of alliances turned the war between Austria-Hungary and Serbia into a wider war since

there was no international peace keeping organization in existence to try and help countries solve problems

without war. Since the problems could not be resolved through diplomatic ways, Russia began to mobilize

against Austria-Hungary. Figuring that Germany would support Austria-Hungary, Russia moved troops

against Germany as well. Germany declared war on Russia. Soon after, it also declared war on France,

Russia’s ally.

Germany had a plan for winning the war on two fronts.

It was called the Schlieffen Plan and it was for a rapid push by

German troops through France, with the idea of quickly

defeating that nation, so that Germany could turn and face

Russia in the east. To capture France quickly, Germany needed

to move through Belgium, which was a neutral country,

meaning it was not aligned with any one country. Belgium did

not allow Germany permission to do this and so Germany

invaded neutral Belgium which outraged one of its closest allies,

Britain. On August 4, 1914 Britain declared war on Germany.

France, Britain, and Russia became the Allied Powers and

were later joined by Italy, which broke from Germany and

Austria-Hungary. Italy believed that Germany started an

unprovoked attack on Belgium and felt that violated their Triple Alliance agreement signed in the late

1800’s. Japan joined the allies soon after Britain declared war. The Allied Powers fought against Germany,

Austria-Hungary, Bulgaria and the Ottoman Empire. This group was known as the Central Powers since

they were all located in the center of Europe.

After the German army moved almost to Paris, French

defenses strengthened and stopped them in

September 1914. Both sides became bogged down in a bloody

conflict in the northern part of France known as the Western

Front. Soldiers dug deep trenches into the ground, protecting

themselves with barbed wire and machine guns. This new style

of fighting called trench warfare consisted of troops digging

tunnels and forts underground in order to be protected from the

machine gun fire and the artillery shells. The trenches would

eventually become filled with

mud, rats and disease. As

soldiers died their bodies would

pile up and be left to decompose

or be used to reinforce the trench. As the soldiers continued to stand in the

mud their feet would become infected with a fungus called gangrene, which

eats away at the flesh. Many soldiers would have to have their feet and or

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legs amputated (cut off) in order to stop the spread of the infection on their body. The soldiers also suffered

from a lack of food, and many suffered psychological effects called shell shock, which is when the sight,

smell or sound of something connected to war would send

the soldiers into a panic attack. Some were unable to

communicate or express emotions after being involved in

battle. Even though the trench warfare appears to be a

counterproductive form of fighting, the Generals still hoped

to win ground with massed attacks of huge armies. But,

when soldiers left the trenches to storm enemy lines, they

faced powerful new weapons. Machine guns, tanks, poison

gas, and larger pieces of artillery killed hundreds of

thousands of soldiers. The weapons were all invented as a

means to break the stalemate that had occurred on the

Western Front. A stalemate is when neither side is wining;

they are at a stand still. The main military strategy was to

keep sending troops into battle and using technology to kill

as many enemy troops as possible so that the other side

could advance and take over the land that could no longer

be protected. This strategy would cost both sides

thousands and thousands of lives. Two examples of this

would be in Verdun, France where the Germans launched

an attack. Each side lost 300,000 men and the Germans

gained 4 miles of territory. In the Battle of the Somme

each side suffered 500,000 causalities, or troops that

could no longer return to battle, either because they were

wounded or had been killed. The Battle of the Somme

allowed the British to gain five miles of territory. At the beginning of the war the generals believed the new

technology in warfare would make this war go quickly. Advances in technology would continue, to include bi-

planes, submarines and flame throwers. However, all that was accomplished with this new technology was a

faster way of killing and wounding thousands and thousands of people and prolonging the war.

The war on the Eastern Front, which was the battle between Russia and Germany, showed more

movement at first—but it was equally destructive. Russian armies attacked both Germany and Austria-

Hungary. After some early success, they were driven back in both places. Russia had several disadvantages

going into World War I. First, Russia did not have a fully industrial economy prior to the start of the war,

which prevented it from producing the weapons, ammunition, clothes, boots, blankets, and food her troops

needed. In addition Russian allies could not get supplies to Russia since Germany was blockading off the

Baltic Sea and the Ottoman Empire controlled the access to the Black Sea. These were the only warm water

ports which Russia had access to. The only advantage Russia had was its huge population and they sent

millions of men to war. The large Russian army provided a constant threat to Germany, preventing it from

putting its full resources against the allies in the west. In the attempt to end the war, both sides will take the

fight to other parts of the world, to the lands that each side colonized. If the colonizes were taken over the

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mother countries would not have access to raw materials to make weapons. This action will truly make this

war a World War.

1. Define the following words in the boxes below based on the reading

Schlieffen Plan Allied Powers Central Powers

Western Front

Trench Warfare Shell Shock

Stalemate Causalities Eastern Front

2. Technology during World War I changed the way war would be fought forever. On one side of the chart list the new weapons that were invented and used in WWI. On the other side summarize why the weapons were created and how the new technology impacted the course of the war; be sure to include the battles at Verdun and Somme.

List of New Weapons

and War Fare

Written Summery

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3. Explain the advantages and disadvantages that Russia faced on the Eastern Front.

Advantages Disadvantages

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Memories of World War I

Purpose: All Quiet on the Western Front was written by Erich Maria Remarque. It is a novel based on his experiences fighting in the Great War as a 19 year old German soldier named Paul. Directions: While watching the selected scenes find information to answer the following questions.

1- Throughout the clips shown identify the various forms of World War technology used.

2- Based on the opening scene how does the director try

show how people could get shell shock. 3- Provide examples of German nationalism used by the

boys’ professor. 4- Based on what the boys were told in college and what they faced on the battle front, decide if the war experience was an accurate description.

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Shell Shock:Shell Shock:Shell Shock:Shell Shock: the reaction to World War I technologythe reaction to World War I technologythe reaction to World War I technologythe reaction to World War I technology

1. Describe how soldiers felt about World War I when they went to war.

2. Describe how “shell shock” can be

demonstrated.

3. Describe the treatments for “shell shock” 4. Explain why soldiers began a mutiny.

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Name___________________ Date____________


World War I Becomes a World War

The war became a world war soon after it started in 1914. The

Ottoman Empire and Bulgaria joined the Central Powers. Japan joined

the Allies as well as Italy in 1915. The only major world power not

fighting in the war was the United States of America. The added allies

didn’t really give much of an advantage to either side. It just allowed

generals new areas to attack in hopes of defeating each other. In order

to cripple the Central Powers and give aid to the Russians, the war

moved into Southwest Asia when the Allies hoped to take a part of the

Ottoman Empire called the Dardanelles. That would allow them to

capture Constantinople—the Ottoman capital—and send desperate

supplies to Russia through the Black Sea. Since Russia was land locked

by Central Powers and since their country was not as industrialized as

other European countries, the Russians were in serious need of supplies

like food and weapons. Gaining control of the Ottoman Empire and the

entrance to the Black Sea would benefit the Allies. The attack would be known as the Gallipoli Campaign,

since that was the name of the peninsula that needed to be taken first. The attack failed and resulted in

another stalemate, with great loss of life. Determined to conquer the Ottoman Empire, a British officer

named T. E. Lawrence helped lead an Arab nationalist revolt against Ottoman rule. As a result, the Allies

were able to capture several important cities in Southwest Asia, such as Baghdad in Iraq, Jerusalem in what

was then Palestine and Damascus in Syria. T.E. Lawrence would later be known as Lawrence of Arabia,

the leader of guerrilla raids against the Turks. The war stretched further as Japan took German colonies in

China and the Pacific Ocean. The Allies also captured three of the four German colonies in Africa. The

colonists were encouraged to join in on the war effort. Some worked for the Allied cause producing weapons

and supplies while others fought in the various armies. Many people felt that being a part of the war effort

would grant them independence once the war was over. This involvement in the war would benefit the

imperialist countries during the war but would become a source for increased nationalism after the war.

The only access Germany has to water ports is from

the North Sea and the Baltic Sea. Shipments for goods from

lands outside of Europe had to come this way. The British

realized this and used their strong navy to create a blockade

of all supplies from reaching Germany. The blockade along

with poor harvests led to a shortage in the food supply for

the Germans and their troops. In response, the Germans

increased their submarine attacks on ships that brought food

and supplies to the Allies. This policy would be known as unrestricted submarine warfare. Basically the

Germans used their U-Boats or Unterseeboot (its literal meaning: "undersea boat"), the German word for

submarine, to attack any ship that was on its way to Britain. The Germans issued warnings to all passenger

ships and sea merchants that they would attack any ship if they say it necessary. The Germans had

followed the policy earlier in the war and sank the RMS Lusitania, a British passenger ship that also carried

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Americans. 1,1,98 people died, among them, 128 Americans. Americans

and the U.S. President Woodrow Wilson were outraged at the attack but

did not enter the war. When the Germans began their unrestricted

submarine warfare policy, the second time more US ships were attacked

and the American people grew angry. Then the British intercepted a

secret telegram. A telegram was a method of communication where

beeps and clicks were sent across great distances using wires. The

beeps and clicks all represented letters, which were translated to make

a message. Telegrams were the main form of communication at this time. The telegram soon to be known

as the Zimmerman Telegram was from Germany to German ambassador in Mexico. The Germans wanted

the ambassador to talk with the Mexican government to start a war with the

USA. If they did the Germans would help the Mexicans out with the goal of

regaining land lost to the United States in the 1840s. News of this plan by the

Germans and the submarine attacks turned many Americans against Germany.

In April 1917, Congress declared war on Germany.

By that year, the war had had a terrible impact, socially, economically

and politically. Millions were killed and the lives of many more were radically

changed. This “Great War,” as it was called, was a total war, which meant that

it demanded all the resources of the countries that fought it. Governments took control of factories, telling

them what to produce and how much of it to make. Governments rationed food and other goods, limiting

how much people could buy and hold. That way they were sure to provide needed supplies to the armies in

the field. They used propaganda to generate support

for the war. Propaganda is giving out of information

that is based on one side of the story. Its purpose is to

persuade people, in this instance it was done to keep

up morale and the support for the war. This was done

through news reports played before movies, cartoons

and posters. In each instance the enemy was made to

look like some type of monster encouraging people to

defeat the evil forces. Governments also took steps to

put down any dissent against the war by censoring

news about the war and peoples opinion about the

war. Social changes occurred for women, with so many men in the field; women played a growing role in

the economies of the countries at war. They worked in factories, offices, and shops. They built planes and

tanks, grew food and made clothing. These changes had a positive impact on people’s attitudes toward what

kind of work women could do.

In 1917, the United States entered the war, and Russia left it. Suffering during the war chipped

away at the Russian people’s support for the czar. In March, he stepped down. The new government hoped

to continue fighting the war, but the Russian armies refused. Just months later, a new revolution struck.

Communists seized Russia’s government. They quickly made a treaty with Germany, giving up huge

amounts of land in return for peace. This was a big loss for the Allies since now Germany and the Central

Powers could focus their energy on the Western Front. As a result Germany tried one final attack in March of

1918. Once again, the German army nearly reached Paris. The soldiers were tired, supplies were short, and

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mutinies occurred. The Allies—now with fresh American troops— drove the Germans back. Soon after this

Bulgaria and the Ottoman Empire surrendered. In October, a revolution toppled the emperor of Austria-

Hungary. In November, Kaiser Wilhelm II was forced to step down in Germany. The new government agreed

to stop fighting, and on November 11, 1918, Germany signed an armistice with the Allies or an agreement

to stop fighting. Europe was finally at peace. This day would later be acknowledged in the United States as

Armistice Day which will later be changed to Veterans Day, a day to remember all those that have served in

war.

1. Define the following words in the boxes below. When defining them be sure to add in how these words helped to make this war a World War, except for armistice.

Gallipoli Campaign blockade U-Boats

unrestricted submarine warfare Zimmerman Telegram total war

rationed Propaganda armistice

2. World War I changed many countries governments focus to total war. On one side list the social, economic and political changes that occurred as a result of total war. In the other column give your opinion on the governments power during total war, do you think it is necessary or abusive.

List the social economic and political changes made during Total War

Opinion on Total War

Social-

Economic-

Political-

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DAYS THAT SHOOK THE WORLD

11/11/191811/11/191811/11/191811/11/1918

Directions: While watching the clip answer the following questions.

1. How did the leaders of Austria- Hungry and Germany bring the end of WWI?

2. Why was there a difference between the USA ideas of

peace and France/Britain's idea of peace? 3. What impacts did the war have on the countries that

fought in it?

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Name___________________ Date____________ Unit IV World in Conflict:

The End of World War I and its Legacy

The fighting and the killing for World War I ended on

November 11, 1918, however, a new struggle was about to begin. The

European nations that had spent the last four years in bitter conflict

needed to create some kind of peace. On January 18, 1919, a

conference was called to make not only a plan for peace but to

establish a new balance of power in Europe and the world. The

conference was held at the Palace of Versailles, the old home of King

Louis XVI. The delegates or representatives from various countries met

for one year at Versailles and vigorously debated the peace treaty. 32

countries sent delegates to the Paris Peace Conference in Paris. The main leaders were Woodrow Wilson

of the United States, Georges Clemenceau of France, and David Lloyd George of Britain. Germany and

the rest of the Central Powers were not represented and Russia did not send any delegates because they

were fighting a civil war.

President Wilson’s vision of a peace plan was one that would create world peace not just a plan to

punish the Central Powers for losing the war. His plan was called the Fourteen Points, and each one dealt

with a different issue with the hope of creating world peace. Points one through five dealt with ending secret

treaties and alliances, as well allowing the “absolute freedom of navigation upon the seas” which would

hopefully make ocean travel safer. Point 3 called for the removal of economic barriers between countries so

that there would be free trade. Point 4 asked for a reduction in the size of armies and navies by world

powers. The fifth point dealt with the world colonies and it called for the boundary for each colony to be re-

drawn with input from native people of those lands. Point 6 asked that Russia get back all land that was

taken over and that Russia should be allowed the time to deal with it’s civil war. Russia should also receive

assistance from other countries as she rebuilds. Points 7-13 then dealt with returning power back to the

original governments of countries that were taken over by the Central powers. In addition it speaks of

making the Ottoman Empire into Turkey and allowing the different ethnic groups of the Empire to have their

own nation as well as the making the Dardanelles open for free passage so that any one can sail from the

Mediterranean Sea to the Black Sea. This was a problem in the war and was one reason that Russia became

short of supplies. The last six points just mentioned are based on the concept of self-determination, which

is allowing people to decide for themselves what type of government they wished to live under. If self-

determination is agreed upon it would move power away from imperial countries and give it back to the

native people, which is an idea that goes against imperialism. To reduce the need for alliances, Wilson’s last

point was the creation of a world organization that could police the actions of nations with the hope of

preventing future wars. Wilson envisioned that the organization would represent the rights of big and small

countries.

President Wilson viewed the post war world and the peace process differently than Britain and

especially France, which had lost 1 million soldiers and had much of it land and towns destroyed since most

of the battles occurred in France. The United States joined the war late and fought for only one year and

none of the fighting occurred on the mainland of the USA. The rest of the Allies that had been involved in the

war were in it for a much a longer time and had suffered greatly as a result of the war. Their vision for

creating peace was to punish the strongest member of the Central Powers, Germany. After long debates, the

26

leaders finally agreed on a peace settlement called the

Treaty of Versailles. The treaty called for a League

of Nations—which was the world organization that

Wilson wanted, that would represent countries in

solving any international problems through

negotiations, not war. It would include 32 nations, with

the United States, Britain, France, Japan, and Italy

making up the leadership. Germany was left out of the

League on purpose and Russia was left out since it

withdrew from the war early and had adopted

communism as its form of government. The rest of the

Allies were not pleased with this and decided to leave

Russia out of the League of Nations.

The Treaty of Versailles was used as a means to establish a balance of power once again in Europe.

Similar to the Congress of Vienna which met after the defeat of Napoleon in the 1800s, The Treaty of

Versailles redrew the map of Europe and made it so Germany would not be able to become a dominate

power in Europe. The Congress of Vienna tried to make France less powerful. In this instance it was France

that pushed for stronger limitations on Germany since they suffered so much as a result of Germany. France

wanted limits on trade especially for Germany so that it could not rebuild its army. Great Britain however,

did not want to see Germany too restricted since then that would mean France could become a stronger

power in Europe. However, both countries wanted to hold onto their imperial empires and not allow self-

determination to take affect. Losing those empires would hurt these countries economically at a time when

they needed all the finical power they could get. The final plan that was agreed upon primarily impacted

Germany. First, the treaty took away German land in Europe, especially the territory known as Alsace-

Lorraine in France and in addition France’s border would be moved east to the Rhine River. Germany’s

former colonies in Africa and Asia were given to the Allies to govern until they decided which were ready for

independence. Limits were placed on the size of Germany’s armed forces, as well as prohibiting them from

making weapons, buying or building submarines or an air force. Finally, Article 231 stated that Germany was

to blame for the war and as a

result would have to pay $33

billion in war reparations or

reimbursements to the Allies

for the damage the war

caused to their countries over

thirty years. Besides

punishing Germany the

treaty also created new

nations and broke apart old

ones. Poland,

Czechoslovakia, and

Yugoslavia were all declared

independent. Finland,

Estonia, Latvia, and

27

Lithuania—once part of Russia—were made independent nations as well. The Ottoman Empire was broken up

and what was left of the Ottoman Empire which became Turkey.

As designed, the treaty never made a lasting peace. Though it did address some of the problems

that caused the war in the first place; militarism, alliances, imperialism and nationalism, it did so in a limited

way and only against Germany, which wasn’t totally fair since all of the Great powers were to blame for this

war. Since Germany had to accept full blame for the war and the treaty impacted the political, social, and

economic life of the Germans, a sense of bitterness towards the rest of the world was felt by the Germans.

There were other added stresses to this weak peace agreement as well. First the United States Senate never

approved either the Treaty of Versailles or joining the League of Nations. Without the world’s leading

industrial and economic power supporting the League of Nations it was uncertain as to how effective this

organization would be. In addition the Colonial peoples in Africa and Asia had hoped that they could win

their independence as a result of Germany being defeated and for their involvement in the war. They were

angry when the treaty did not allow for that and placed them under the control of the Allies. Japan and Italy

were also upset with the treaty. A motive for both countries to join the war was the possibility of winning

more land. They were angered with the few territorial gains they made. At the time leaders and people may

not have been able to predict how all these concerns would impact the peace that was created. However it is

obvious now that the so called peace that was created will fall to pieces.

The legacy of The Great War is that it forever changed the social, economic and political course of

modern history. Many of the world issues and problems that occurred in the past 100 plus years can be

traced back to World War I. Russia was so negatively impacted by the war it became the first country to

become communist. The new nations in Eastern Europe and the colonies formed in Africa and Asia at the end

of the war would struggle throughout the next one hundred years as they try to build power or become

independent nations. The short term social effects of the war include a loss of about 8.5 million soldiers with

another 21 million wounded. Many of these soldiers were men from the same age bracket and many from

the same neighborhoods and towns, basically erasing a whole generation of people that could no longer

contribute to society. Millions of civilians were killed and countless others were displaced from their homes

because they had been destroyed or new governments mistreated the people. Along with this massive death

and destruction, the war had an emotional cost. People felt disillusioned since all the suffering did not seem

to have a purpose. The Treaty of Versailles didn’t really seem to change anything and life was similar if not

worse than when the war started. The art and literature of the years after the war reflected a new sense of

hopelessness in people. The art also focused on the new mechanized technology showing dark, melancholy

tones. The economies of the warring nations had suffered serious damage, too. Farms were destroyed and

factories ruined. One estimate said the war had caused $338 billion in damage. With all of this destruction it

will become a tremendous burden for war torn countries to provide for the basic needs of its people. In order

to rebuild many of these nations became debtor nations, in which they owed money to other nations, which

further slowed the recovery process. Politically, the end of the war brought in the League of Nations as a

new political force. The economic system of communism was also brought in as a form of government for

Russia. The use of communism as a form of government changed Russia’s relationship with other nations

and the idea would soon be seen as a threat. In the end the social, political and economic impacts of the

World War I are really the causes of the Second World War, proving that history does repeat itself.

28

1. Describe the following words as they relate to the end of World War I.

Paris Peace Conference

Wilson’s 14 Points Treaty of Versailles

League of Nations

Self-Determination Reparations

2. Since MAIN started World War I, which treaty tried to fix those problems the most? Identify how each area was dealt with in each treaty.

Treaty Militarism Alliances Imperialism Nationalism

Wilson’s

14 Points

Treaty of

Versailles

3. You are a delegate at the Paris Peace Conference representing either Great Britain or France. After looking at

both plans you need to explain why you support the Treaty of Versailles. In the space below come up with at least five reasons for why the Treaty of Versailles is better than the 14 Points.

Top Five Reasons Why the Treaty of Versailles is Better for my Country than the 14 Points

1. 2. 3. 4. 5.

29

Causes of

World War I Wilson’s 14 Points Treaty of Versailles

Militarism

Alliances

Imperialism

Nationalism

Determine which peace plan resolves the

conflict of WWI? Directions: Compare the summary's of the 14 Points and the Treaty of Versailles to see how each one addresses the causes of World War I. When you find information which states how a particular cause will be dealt with, summarize it in the appropriate space below.

30

31

Name____________________ Date_______________


Focus: Russian Revolution

To understand the reasons for the Russian Revolution it is important to know how the empire of

Russia was created and who created it. During the time the Roman Empire was beginning to crumble, there

were a group of people called the Slavs-or people from the forests north of the Black Sea, that lived in what

is today eastern Russia. The area stretched from the Ural Mountains to the Black Sea on the south and the

Baltic Sea in the north. Slow-moving rivers in the region have moved people and goods for centuries. Three

great rivers, the Dnieper (Nee-puhr), the Don, and the Volga, run from the heart of the forests to the

Black Sea or the Caspian Sea. The Slavs lived in the forest areas, working as

farmers and traders. In the 800s, some Vikings came from Scandinavia, in the

north and journeyed down the extensive river systems of Russia in their

longboats, designed to navigate on shallow rivers or the open ocean. The

motives for the Vikings to make this journey as well as to invade other parts of

Europe, Iceland, Greenland and North America are complex; the first was a land shortage in Scandinavia

pushing the Vikings south for more land. Second, improved iron production created stronger tools and

weapons which made fighting easier and more effective. Finally there was a need for new markets for

trading. As the Vikings settled into Russia they built forts along the rivers and blended with the Slavs. The

Vikings ability to blend and absorb other’s cultures was common in all the lands they settled in. The Vikings

and Slavs culture started to blend and the result was a new culture of people known as the Rus. While

divisions between Vikings and Slavs disappeared, the society was sharply split between the great mass of

peasants and the few nobles or boyars. This division between the peasants and the boyars will bring

problems to Russia for the next 800 years.

As Russia evolved and grew, it traded with the Byzantine Empire, both in goods and ideas. Russia

adopted the Eastern Orthodox Christian religion created in the Byzantine Empire. To help spread this religion

a new alphabet was created based on the Byzantine alphabet. This trade of ideas and goods allowed Russia

to grow. The rulers of early Russia helped it to become wealthy and cultured, however fighting between

royal families in 1054 would lead to division in early Russia and as a result trade declined, cutting the wealth

of the key trading cities. Then worse troubles appeared. Nomadic fighters from central Asia, the Mongols,

began to conquer many different areas. In the middle 1200s, they reached Kiev one of the main trading

cities of Russia. They quickly overran the Russian state, killing many people. The Mongols held control of the

area for more than 200 years. While the Mongols had been fierce conquerors, they were not harsh rulers. As

long as the Russian people did not rebel against the Mongols, they could keep their customs. The Mongols

allowed the Russians to continue following their Eastern Christian religion. The Church helped settle any

differences between the Mongol rulers and the Russian people. The Mongols made the Russians pay tribute,

a sum of money that was owed every year. They used Russian nobles to collect the tribute. One of those

nobles, Alexander Nevsky, grew to power. His heirs became princes of

Moscow, which they later used as a base of power. Control by the Mongols

had important effects on Russia. First, it isolated the Russians from Western

Europe cutting them off from many new ideas and inventions as a result,

Russian society lacked behind Europe’s technological and ideological advances

for many years. Second, rule by the Mongols united many different areas of Russia under one central

32

authority. Before then, what is now Russia had been ruled by a number of different princes. Third, Mongol

rule led to the rise of Moscow. That city had a good location near three major rivers: the Dnieper, Don, and

Volga and by controlling these rivers Moscow had an advantage with trade and controlling other parts of

Europe. By the 1320s, under Prince Ivan I of Moscow, this position could be used to expand the power of

Moscow. Over time, Ivan and his successors added to the land that Moscow controlled. In the late 1400s,

under Ivan III, Russia grew to be a mighty empire. In 1453, the Byzantine Empire had fallen, defeated by

the Turks. In 1472, Ivan married the niece of the last Byzantine emperor, linking himself to that historic

throne. From then on, he called himself czar, which was the Russian version of Caesar. In 1480, Ivan finally

broke with the Mongols. He refused to pay that year’s tribute. Because the Mongols did not respond

militarily, Russia had in effect won its independence from Mongol rule. This started a new era of absolutism

for Russia that would last for another 500 years.

Rulers like Ivan the Terrible used terror to control the large Russian Empire while Peter the Great

tried to break down the cultural isolation Russia had from Europe through westernization during the later

1600’s. The enlightened despot, Catherine the Great tried to bring reforms to Russia and end the use if

serfdom in Russia. After a serf uprising she decided not to grant freedom to the serfs and so Russia would

continue to follow this policy which created a large and extremely poor peasant class, while a small number

of boyars or the landowners continued to live a lavish lifestyle. The Age of Enlightenment and the European

revolutions for independence of the 1800’s began to influence the people of Russia. Secret revolutionary

groups formed in the early 1800’s and students rioted against the harsh rule of the Czars. Some reforms did

occur only to stop in 1881 when the czar, Alexander II was killed by radical students. The new czar,

Alexander III, took back control of the Russian government. He cracked down on anyone who seemed to

threaten his government. He also oppressed all non-Russian peoples who lived within the Russian empire,

especially Jews. New laws were created that encouraged prejudice against Jews making it so they could not

buy land or live with other Russians. Pogroms, or organized violence against the Jews occurred throughout

Russia as Jewish homes, businesses and synagogues were destroyed.

In 1894, his son Nicholas II became czar and continued the strong rule. He

launched a program aimed at building up Russia’s industry. Russia quickly became a

leading producer of steel in the world. It was during this time that Russia built the

Trans-Siberian Railroad, the world’s longest railroad, connecting all of the Russian

Empire. However, this rapid industrial growth brought

problems. Working conditions were poor, wages were

low, and children were forced to work. Workers grew angry and often went on

strike. Revolutionary groups wanted to topple the government. Some followed

the teachings of Karl Marx and believed that the working class or proletariat

would overthrow the Czar. In 1903, they argued about how to carry out their

revolution, and they split into two groups. One group—the Bolsheviks—was made up of people that were

willing to give up everything for their belief in communism. Vladimir Ilyich Ulyanov led this group, but he

was known as Lenin. He fled Russia a few years later to await a better time to push his ideas.

That time came after Russia suffered a huge defeat at the hands of Japan in the Russo-Japanese

War that started in 1904. Japan was battling Russia for control of Manchuria in northern China. The defeat

showed how powerful the small country of Japan was and how weak the large Russian Empire was. Another

event that showed the signs of revolution was in early 1905, the Russian army killed hundreds of hungry

workers who had peacefully gathered to ask for relief and reform. 200,000 workers and their families

33

marched on Czar Nicholas II palace. The guards got nervous and open fired on the unarmed people, killing

between 500-1,000 people. The event was called “Bloody Sunday” and will led to strikes and protest. As a

result, Nicholas was forced to make some reforms to take place such as the creation of the Duma, which was

Russia’s first parliament, though the czar would dismiss the governing body ten weeks later. The suffering

caused by World War I was the final blow against the czar’s rule. In just the first few months of war, Russia

had four million soldiers killed, wounded, or captured. As the war worsened, the czar moved his

headquarters to the eastern front and left his wife to run the government. She did not listen to advisors but

to Rasputin, a “holy-man” that helped the royal family. Alexandra placed a lot of faith in Rasputin and

listened to his ideas about reducing reforms. His ideas made the people of Russia upset and they wanted to

gain control. As the war continued on, soldiers refused to fight because of low morale and a lack of supplies.

The troops gave up fighting and headed back home. Once they got home, they found prices had shot sky

high, and people were starving because of the blockade Germany had around Russia.

In March 1917, almost 200,000 workers took to the streets of Petrograd to protest high prices.

Soldiers shot into the crowd but as the protest went on the troops joined the protestors and they fired at

their officers. This local protest resulted in more uprisings and would become the March Revolution. This

revolution forced Czar Nicholas II to step down. A year later, he and his family were executed. A provisional

or temporary government led by Alexsandr Kerenskii formed. This new government soon failed for several

reasons. First, this new government tried to incorporate democratic ideas that were something the people of

Russia had no experience with or understanding. Second, Kerenskii kept Russia in the World War I which

was a very unpopular war with most people since the war created shortages of food, inflated prices which led

to an increase in poverty, crime and violence. These decisions cost him the support of soldiers who did not

want to fight any longer as well as workers and the peasants who wanted an end to food shortages. The

Bolshevik party used the frustration the people had to gain support for their ideas as well as used anti-war

propaganda to convince people that the war was wrong and the new

government did not care about the needs of the people. In the midst

of this unrest, Lenin, with help from Germany, returned from his exile

to Russia, determined to bring about his revolution. His slogan

“Peace, Land, and Bread” was soon taken up by many people and

Lenin quickly gained support since Lenin promised the people an end

to war, their own land and food in their stomachs. Across the country

workers, peasants and soldiers formed local councils called soviets,

which controlled the government in the local areas. These soviets

started to incorporate the ideas of Lenin and Karl Marx. Finally, the

boiling point occurred in October of 1917, armed workers known as

the Bolshevik Red Guard stormed the Winter Palace and took control of government offices in what was

called the Bolshevik Revolution or the October Revolution.

The provisional government fell, Lenin and his followers took control of Russia. To win the peasants’

support, Lenin ordered all farmland to be divided up and given to them. Workers given control of the

factories, and bosses kicked out, some beaten and abused. To gain further support Lenin agreed to a peace

treaty with Germany called the Treaty of Brest-Litovsk. It gave away large amounts of Russian land to

Germany, but it ended the war. The provisions or the conditions of the treaty upset many people and

created mistrust towards the Bolsheviks. The forces against the Bolsheviks formed the White army and

fought against them. The USA and other Allies supported this white army. These countries did not want to

34

see Lenin’s government take hold since it incorporated the ideas of a state-controlled economy, taking away

private property, which goes against the beliefs of capitalism and lassie-fare economics. Lenin was using Karl

Marx’s economic theory of Communism as a form of government in Russia. Even with Allied support, the civil

war lasted three years and the fighting and the famine that followed the war killed 15 million Russians. In

the end, though, Lenin’s Red Army won.

The civil war was over and communism had gone from an economic idea to a form of government in

Russia. The civil war affected Russia socially, economically and politically. Socially, millions of people died

because of the fighting, starvation and a flue epidemic. In addition, communism changed the social structure

of the Russians. In theory, there were no more social classes and everyone was equal. Rich people had to

give up their houses and their land and share it with others. All the work that people did was for the benefit

of the people not for ones own benefit. Economically, the communist revolution meant that there was no

longer any private ownership of businesses or houses. To make such an extreme change hurt the economy

of Russia so in 1921, Lenin launched a new plan to rebuild the Russian economy. It allowed for some private

ownership of property, relaxing Lenin’s desire for a complete state control economy. Peasants were allowed

to sell the surplus food and goods they had for a profit as opposed to only working for the good of the

people. The government did control major industries, banks, and communication. Politically he changed the

government to form a new nation in an attempt to unite the large and diverse population of Russia. The new

government consisted of organizing the soviets that had formed under the control of the communist party

and under the new capital city of Moscow. The Union of Soviet Socialist Republics (USSR) commonly known

as the Soviet Union replaced the Russian Empire. The Bolsheviks changed their name to the communist

party based on the ideas of Karl Marx and the government did have characteristics of socialism and a

democracy. Even though this new government had democratic ideas the only political party that was in

control was the communist party so their ideas were the only ones that got expressed. By the late 1920s,

the partially state-controlled economy had come back and the farms and factories were producing as much

as they had before World War I. Lenin however, would not live long after his major reforms. He died in 1924

of poor health. His death though would bring on another dramatic experience for the people of the Soviet

Union, one that would result in more spilled blood.

1. Define the following words as they relate to the Russian Revolution.

Dnieper, Don & Volga boyars Czar

Ivan the Terrible, Peter the

Great, Catherine the Great

Alexander III Pogrom

35

Nicholas II Trans-Siberian Railroad proletariat

Bolsheviks Lenin Bloody Sunday

March Revolution “Peace Land & Bread” soviets

October Revolution Treaty of Brest-Litovsk Soviet Union

2. Explain how the Vikings, the Byzantine Empire and the Mongols influenced the development of early Russia.

Vikings Byzantine

Empire

Mongols

36

3. The Russian Revolution can be traced back to how the Czars ruled Russia. For each of the Czars listed identify one

thing they did or believed in and then decide how that action could create tensions between the social classes of Russia.

Russian Czars Describe one action or belief of the Czar Explain how these actions of the Czar led to tension?

Ivan the Terrible

Peter the Great

Catherine the Great

Alexander III

Nicholas II

4. Explain how the following events pushed Russia towards a revolution.

Event Reasons this will lead toward revolution

Russo-Japanese

War

“Bloody Sunday”

World War I

5. The Russian Revolution consisted of many revolutions. It is important to know what each brought to Russia.

March Revolution October Revolution Creation of the USSR

List the reasons the provisional government failed.

List the changes Lenin made to gain the support of the people

What were the social, economic & political changes these revolutions brought

37

Name_____________ Date________

World in Conflict: Russian Revolution

Stage 1- The Faberge Eggs

Purpose: The Faberge Eggs were crafted and given as

gifts throughout the reign of the Tsars, Alexander III and

Nicholas II. The Eggs serve as a symbol of the Romanov

dynasty as well as a the end of the dynasty.

Directions: From watching the DVD “The Faberge

Eggs” take notes to answer the questions that follow.

Then take the information and illustrate the “Proletariat

egg” below, to highlight some of the causes of the

Russian revolution.

1. Why are the eggs given as gifts in the Romanov

family?

2. Contrast the life of the rich with the poor in Russia

3. Describe Nichalos II as a leader

4. Explain how the eggs symbolize the end of the dynasty.

38

39

Political

P.O.V

Economic

P.O.VSocial

P.O.V

Believes the worker class and the farmers are more important than the bosses and leaders. Wants to eliminate all social groupings making the rich poor, taking all their possessions and having them be used and controlled by “the people”

P.O.V.P.O.V.P.O.V.P.O.V.

40

Political

P.O.V

Economi

c P.O.VSocial

P.O.V

41

Name____________________ Date_______________


Focus: Russian Revolution-Life Under the Totalitarian Rule of Stalin

Joseph Stalin joined Lenin’s revolutionary movement. Over time, he

slowly built up his power. When Lenin died in 1924, Stalin took control of the

Communist Party. He was less interested than Lenin was in promoting

revolution around the world. He wanted to increase the power of the Soviet

Union. To achieve that, he abandoned Lenin’s New Economic Program, which

had included some forms of capitalism and instead built a command

economy—one in which the government makes all decisions of economic life.

These decisions include what to make, who makes it, how much to make and

where it will be sold. In order to enforce such a radical economic system,

Stalin become a dictator and created a totalitarian government. This is a

form of government that has total economic, political, and social control over

its people. The characteristics of totalitarian leaders are; they often come to

power after a time of great change or uncertainty in a country, they are very

dynamic and charismatic (people are attracted to them) which helps to unite

people with a common goal or vision. Totalitarian leaders encourage people to devote their total loyalty to

them and not be critical of ideas. As the leader gains in popularity he is seen as a symbol of the country and

as a role model. A totalitarian leader will eventually demand total obedience and authority over the

government and expects that his people will make any sacrifice for the good of government. In order to

maintain control of the people the leader will use propaganda to glorify his beliefs as well as use terror and a

secret police force to eliminate dissenters (people who speak out against him). Totalitarian leaders will place

most of the country’s resources into industrialization and militarism. Totalitarian government goes against

the primary values of western civilizations, namely; personal freedom, use of reason and human dignity. It is

because of these major differences that totalitarian governments and western democratic governments will

experience tensions throughout the rest of the 20th century.

Stalin focused on industry and agriculture as areas of improvement for the U.S.S.R. since those were

areas the U.S.S.R were behind in. All of the countries resources

were devoted toward this effort. In order to reach the

unrealistically high goals that Stalin set, he created a series of

Five-Year Plans, which were production goals in the areas of

industry and agriculture. The industrial goals emphasized an

increase in the production of iron, coal, oil, and steel. In order

to meet the goals set by the Five-Year Plans the Soviet people

were expected to sacrifice and do without consumer goods

such as food, housing, and clothing for many years. To

increase industrial production the U.S.S.R had to invest in new types of technology from other countries. To

pay for this Stalin forced the people in to large farms and started a farming revolution. The government took

control of the farms that people owned. It put them together in large, government owned farms called

collective farms. These farms would then raise food for the whole country and would be taken by the

government then distributed throughout the country. Certain regions were expected to grow a certain

42

amount of food. If they didn’t they would be punished. Stalin began a series of genocides (mass killings)

against his own people. One of his methods was to use famine. The people of the Ukraine resisted collective

farms and did not work the farms. As a result Stalin increased the required amount of food from that region.

Once the government came in and took the food they required there was none left for the people of the

Ukraine. It is estimated that 4 million people starved to death as a result of this policy. From 1932 to 1937

Stalin began eliminating the kulaks or wealthy peasants he felt were hurting the Five –Year Plan and the

other peasants. Millions were killed, and millions more were sent to the Gulags or work camps in the cold,

northern region of Siberia. With these brutal methods, Stalin got farm output to rise some however the

peasants did not fully cooperate and so the goals were not completely met. In order to maintain a

totalitarian government where government officials determined where people lived and worked Stalin used

various “weapons” against his people. The first was expanding on

the secret police created by Lenin. The secret police hunted down

and persecuted anyone that was believed to not support Stalin’s

view of communism or spoke about life in the Soviet Union. Stalin

also believed in the theory of “aggravation of the class struggle

along with the development of socialism”, which basically meant

Stalin believed that people needed to be obressed and controled at

all times otherwise they may seek to take over the communist

government. If that happened, socialism would never meet its final

goal of true communism. Stalin took this theory to the extrem in

the mid-1930s, he turned against “enemies”—both real and imagined—within the Communist Party.

Thousands were arrested and sent to exile or killed in what would be called the Great Purge which means

“to remove people considered by the group in power to be "undesirable" from a government, political party,

a profession, or from community or society as a whole, often by violent means. Hundreds of Communist

leaders, ones that helped bring about the Communist Revolution of 1917, were arrested, forced to confess to

crimes that they did not commit and were then executed. When the purges ended in 1939 it was believed

that 8 to 13 million people were killed as a result of Stalin’s purge. Stalin also

used propaganda to keep control. Official literature and posters were seen every

where trying to indoctrinate or mold peoples’ minds into believing what the

government says even though the people may be exposed to the truth. This

literature praised the government and its success. Any writings that expressed a

different view were seized and their authors punished. The propaganda usually

was used in the newspapers, radio, and the movies as well as posters. This work

influenced a new style of art called Socialist realism, which praised Soviet life,

communist values and the workers. Stalin’s government also moved against

religion. Churches were destroyed, and church leaders killed or sent into exile.

Stalin completely changed Soviet society. Women enjoyed equal rights—though

rights were few. They filled all kinds of jobs on the farms and in factories. They studied for careers that had

been closed to them before. People in general were more educated. Along with learning new skills, however,

they also were given a constant barrage of propaganda in favor of the government.

43

1. Define the following words as they relate to life in the Soviet Union under Stalin.

Joseph Stalin Command Economy Totalitarianism

Five- Year Plans Collective Farms kulaks

Gulags The Great Purges Socialist Realism

2. Communism did change the roles of women and others. Describe what those changes were then decide if those changes were beneficial. Use information for the reading to help support or judgment.

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44

3. Using the characteristics listed in question 2 provide examples of how Stalin was a totalitarian leader

Totalitarian Leader Characteristics

Examples from Stalin’s Rule

come to power after a time of great change or

uncertainty in a country

dynamic and charismatic (people are attracted to them) which helps to unite

people with a common goal or vision

encourage people to devote their total loyalty to them and not be critical of ideas

leader gains in popularity he is seen as a symbol of

the country and as a role mode

demand total obedience and authority over the government and expects that his people will make

any sacrifice for the good of government

leader will use propaganda to glorify his beliefs as well as use terror and a

secret police force to eliminate dissenters

place most of the country’s resources into industrialization and militarism

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Name_______________________ Date__________________

World in Conflict: Life After the Russian Revolution The Leadership of Stalin

Purpose: In 1932 the ruling Communist party put forth a

decree called the “reorganization of the Literary and Art

Institutions,” which determined that the party would control the

arts in the Soviet Union. Propaganda posters were produced in

great numbers from that date onward, made by artists with

different artistic backgrounds who quickly had to adapt to the

party’s new rules on the posters’ subject matter and style.

Under Stalin’s reign, these posters depicted the Communist

party’s vision of the “new Soviet society”. They showed positive

scenes of technological progress, collective farm work, and

military courage during World War II. These posters were

advertisements for the Communist party; their purpose was to secure the people’s support for the revolution and

for the government programs and to mobilize the masses behind the war effort. The artistic style used for the

posters was “Socialist Realism”. This style was to show images that were clear, emphatic and easily

recognizable. Though these posters were all over the Soviet Union, the people who saw them often realized the

lies that were behind them.

Directions: You will act as a Soviet journalist who works for the government paper called Pravda. Your task is

to write an article about life in the Soviet Union under Stalin. However, you secretly desire to smuggle this article

out of the Soviet Union to communicate to other nations the issues you face under the totalitarian rule of Joseph

Stalin. In order to write this article you must conduct research by examining the Socialist Realism posters and

government information as well as seek out the underground reality of life in the Soviet Union. Some of your

fellow reporters have the real information that you need to put in your article to help tell others what life is really

like. Complete the tasks below to discover the real Soviet Union.

Task 1- With your partner read the government information supplied to you. On the back of this sheet, write

down 3 to four pieces of information, that shows either the social, economic and/or political accomplishments of

the Soviet government.

Task 2- When you are done with the reading, look around the room for the poster that corresponds with the

information you learned. Looking at the poster write on your paper how the artists communicated the social,

economic and or political accomplishments you discovered in the text. This can be completed by describing the

poster or sketching the images on your paper.

Task 3- Once you have completed the poster stage, get your information checked by the official Pravda editor

(Mr. Fiege). If he accepts your ideas he will give you another fact finding assignment. Repeat tasks 1, 2, and 3

until you have completed four pieces of information.

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NOTE: Along your journeys, you need to look for people who have the real information about these issues. You

may ask these people if they have the information but you must do so secretively. If the Editor catches you

gathering this “unofficial information” you will arrested and sent to the “gulags” for hard labor.

Information Topic: Official Government Information

Social Accomplishments

Economic Accomplishments

Political Accomplishments

Information from the Poster (what does the propaganda poster want you to believe about this topic)

Real Life Real Life Real Life Real Life Soviet InformationSoviet InformationSoviet InformationSoviet Information

Social Social Social Social AccomplishmentsAccomplishmentsAccomplishmentsAccomplishments

Economic Economic Economic Economic AccomplishmentsAccomplishmentsAccomplishmentsAccomplishments

Political Political Political Political AccomplishmentsAccomplishmentsAccomplishmentsAccomplishments

47









Real Life Soviet InformationReal Life Soviet InformationReal Life Soviet InformationReal Life Soviet Information



PoliPoliPoliPolitical tical tical tical AccomplishmentsAccomplishmentsAccomplishmentsAccomplishments

48









Real Life Soviet InformationReal Life Soviet InformationReal Life Soviet InformationReal Life Soviet Information




49









RRRReal Life Soviet Informationeal Life Soviet Informationeal Life Soviet Informationeal Life Soviet Information




50

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Name_____________________ Life in the Soviet Union Under Stalin Date__________

Ukrainian Famine

Execution By Hunger, by Miron Dolot. This book is a first hand account

of a family who lived during the famine of 1932-1933 in the Ukraine, a

region of the Soviet Union. While reading the account, compare how

collectivization is like serfdom and describe some of the ordeals or

hardships people faced during the famine.

The Purges Under Stalin Journey into the Whirlwind, by Eugenia Semyonovna Ginzburg. This

book is a first hand account of a woman who went from a respected

Communist leader to her imprisonment as a “terrorist and traitor to the

communist party”. While reading her account, describe how she was

arrested and how she was treated in prison.

Compare how collectivization is like serfdom

Description of arrest

Describe some of the ordeals or hardships people faced during the

famine

Description of her treatment in prison

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Name____________________ Date_______________

Unit III World in Conflict:

Focus: Chinese Nationalism

The Russian Revolution occurred for three main reasons; the gap between the peasants and the

upper class, a devastating World War and ineffective leaders. China, like Russia, was also plagued with

problems that would lead it toward revolution. The large, peasant country of China was seeking its own voice

and a means to end the imperial control of its people. When we last looked at

China they had been forced into western domination by the imperialist nations

of Great Britain, USA, Germany and many others. Many Chinese resented these

spheres of influence that the foreign nations had over their economy and

country. Early nationalist movements like the Boxer Rebellion and the Taiping

Rebellion pushed the Qing or the Manchu Dynasty, to create some reforms,

though most did little to improve the quality of life for the Chinese or further its

independence from foreign control. By 1908 the Empress Dowager passed away

leaving her replacement, a three year-old boy, to rule. The boy would only have traditional imperial power

and the new government that was set up, was a representative democracy though was still heavily

influenced by supporters of the former Manchu Dynasty. This new government had little support and little

power. For many Chinese it was time for them to reclaim China from the Manchu Dynasty and the western

powers that had imperialized their country. Some wanted to modernize China so it could regain power. One

of these nationalist leaders was Sun Yixian (Sun Yat-sen or soon yeeshyahn).

Sun was from an area near Hong Kong where he spent his child hood and then went to Hawaii to live

with his brother. Sun Yixian adapted to American culture easily and accepted Christianity

as well as democratic ideas. He went on to be trained as a doctor in Hong Kong but when

he tried to get a job in an area of China that was under the influence of Portugal, he was

denied the job because his degree did not come from a Portuguese school. Sun at this

point realized it was time for China to end its humiliation of being controlled by western

powers. He would eventually create a group called the Kuomintang, or Nationalist Party.

On October 10, 1911, a poorly planned attack by supporters of the nationalist party surprisingly resulted in

toppling the Qing (Manchu) Dynasty. Sun was in America when the event happened, raising money for his

cause. He was telegraphed about the incident and was asked to become president of the new republic in

1912.

Through his experience of living in the United States and Japan, Sun had come up with ideas on

what China needed and he called them the “Three Principles of the People”. Those principles dealt with

“nationalism, democracy, and people’s livelihood” or how they made money. He wanted political and

economic rights for all Chinese people and an end to foreign control of China. These goals were not very

clear and people thought it sounded good but no one knew how it would be accomplished. In any event, the

nationalist revolution that had begun pretty much by accident was losing focus and support. Six weeks after

becoming president of the new Republic of China he turned over his presidency to Yuan Shikai, a general

that people knew and respected. However Yuan did not uphold the revolutionary ideas and became a

military dictator. After Yuan died in 1916, civil war broke out. China began to split apart into different

regions controlled by local warlords. Sun could not reorganize his Kuomintang to gain control and so China

54

continued to fall a part. The Chinese people suffered terribly with millions dieing of famine as a result of the

warlord armies destroying crops and the road systems to get crops around.

During this civil war, World War I was going on and China’s leaders hoped to win the support of the

Allies during World War I. The thought was if China supports its imperialist controllers, after the war China

could be rewarded with independence, so in 1917 China declared war on Germany. When the war ended,

though, they were disappointed. Instead of giving China freedom from foreign influence, the Treaty of

Versailles merely changed masters. The parts of China that had

been controlled by Germany were handed over to Japan. Angry

Chinese protested and on May 4, 1919 over 3,000 students

protested in Tiananmen Square against imperial rule and their

new masters, the Japanese. This protest would spark others and

be called the May Fourth Movement. Workers, professionals,

and merchants joined together to show their support for an

independent China. Sun Yixian tried to use this new surge of

Nationalism to gain support for his Kuomintang organization,

however, many of the young people involved in the protests believed that democracy was not going to work.

The communist ideas of Karl Marx and Lenin seem to meet the needs of the people better.

In the 1920s, rebels began to look to Marxism and the Russian Revolution for a solution to China’s

problems. The Russian Revolution was one that involved a mostly rural, agrarian society (people that earn

a living mostly by farming) like China’s. The rebels thought this political and economic model would work

better than capitalism and democracy. Sun Yixian joined with these rebels in trying to defeat the warlords

who ruled many parts of China. He began to get frustrated with the western democratic nations lack of

support for his organization and sought help from Lenin and the Soviet Union. Lenin’s theory on communism

was that the communist revolution needed to occur throughout the world so he was eager to help and

spread communism. He sent military advisors and equipment for the rebels to fight off the warlords.

Sun died in 1925, and Jiang Jieshi became leader of the Kuomintang. Jiang

Jieshi came from a family of merchants and had many supporters who were business

people. China had experienced a slight economic boom after World War I as people from

the west began to journey to Asia and China. This emerging middle class now feared

Communist ideas about government control of economic life. Jiang agreed with them,

however, he did not move against the Communists at first. Together the two groups help

to defeat the remaining warlords that divided China. Once the warlords had been defeated, Jiang focused his

attention towards the members of the Communist party. In 1927 his forces struck against them in large

cities like Shanghai. Only a few Communists survived, and they were forced into hiding. In 1928, Jiang

became president of the Nationalist Republic of China. The United States and Great Britain supported the

new Chinese government while the Soviet Union did not as a result of the killings of so many communist

supporters.

The reforms and changes that occurred under Jiang greatly impacted the larger cities and urban areas of

China. Living conditions and economic opportunities increased for the business owners, bankers, and

merchants. These new reforms did little to improve the life of the majority of the people in

China, the peasants. The peasants soon found a voice with the remaining communists that

had fled the massacres ordered by Jiang. The Communists that escaped were under the

direction of Mao Zedong, a revolutionary leader that studied the communist ideas of Marx

55

and Lenin. When Lenin led the revolution in Russia he focused on organizing the working class that lived in

the cities. Through this the revolution erupted. In China the people power needed

for a revolution would not be located in the cities but in the country side. Millions

of peasants that lived in rural regions of China were quick to support the ideas of

Mao. He built an army of peasants in the southeastern portion of China. That

army struck quickly against Jiang’s forces and once again China was in a civil

war. In 1933, Jiang’s army completely surrounded the mountain base the

communists were located in. Mao and his followers realized their time and

supplies were running out so they began what would become the famous Long

March of 6,000 miles to the north. Mao’s Army fought the Nationalists while they

fled, crossing swampland and battling hunger and disease. Of the 100,000 people

that started the journey it is believed that 10-30,000 Communist supporters survived to hide out in the

caves of Northwestern China. At the same time, China had other problems. In 1931, Japan invaded the part

of China called Manchuria. They took control there and six years later began a new invasion of other areas.

They were able to quickly seize large parts of the country since China was involved in a civil war. The

Japanese invasion killed thousands and destroyed key cities as well as more farmland. The Japanese threat

created a temporary truce between Jiang and the Communists, while they joined together to defend China

from Japan. Soon China and other countries in Asia would experience another tremendous change and

struggle, that of World War II.

1. Define the following words by how they connect to Chinese Nationalism.

Sun Yixian

Kuomintang “Three Principles of the People”

May Fourth Movement

Jiang Jieshi Mao Zedong

Long March agrarian society Review- Nationalism

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2. Explain why China was heading towards a revolution in the early 1900s. For your answer use complete sentences and write the reasons in a logical order.

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3. Nationalism in China was led by many people with very different ideas on how China could become more independent.

The various leaders would often make speeches to the people to tell them their ideas. Using the pictures below and the

information from the readings, make a list of 3 things these leaders would say to explain how China should be more

independent. Include at least one action these leaders did to get their goals accomplished.

Sun Yixian

Jiang Jieshi

Mao Zedong

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Name____________________ Date_______________


Focus: Nationalism in India

When we last looked at India, Great Britain was the imperialist power in charge of India. The sphere

of influence that Great Britain had over India had made this country very dependent on Great Britain. As

Britain maintained control over India for two centuries, cultural diffusion did exist between the two cultures.

People from Great Britain learned about Hinduism,

Indian music, and literature while many upper class

Indians were educated in British schools. Because of

this western education, they learned about the

Western ideals of nationalism and democracy. They

also grew angry at British domination of Indian life.

Indians had made small steps at achieving

independence when the Indian National Congress

Party and the Muslim League were formed after the

Sepoy Rebellion. These groups were created to try

and voice the concerns and issues of Indians and

the large Muslim population of Indians.

As imperial control continued, World War I erupted in Europe. The war continued to escalate and as

a result, Great Britain demanded more support from its colonies. Indians, like the Chinese, believed that if

they willingly participated in supporting Great Britain, they would get independence. In fact, the British

promised to make changes to the government of India, ones that would give the Indian people greater

control of their own nation. More than a million Indians served in the British army

in World War I. During the war, Indians had won some political reforms, one

being Indians represented all branches of the Indian government. After the war,

though, returning Indian soldiers were treated as second-class citizens. Further

reforms were not made. Radical Indian nationalists led violent protests to show

their hatred of British rule. In order to put down the protests and to suppress

further protests, Britain passed the Rowlatt Act in 1919. This act allowed the

government to arrest protestors and keep them in jail without a trial, for up to

two years. Indians exposed to western laws and rights realized how hypocritical

this was, since people in Great Britain had this right. This act increased more outrage and protests. One

main one consisted of about 10,000 Indians, both Hindus and Muslims, which was a big accomplishment

since these two groups seldom got along. The British had banned such public meetings, but the crowd was

mostly unaware of that fact. The crowd that assembled were unarmed and had gathered to have a festival

as well as hear speeches from key nationalist leaders. General Reginald Dyer commanded his British troops

to open fire on the crowd, killing several hundred people, women and children included. This event would

become known as the massacre at Amritsar and would spark further protests and

support for Indian independence.

Mohandas K. Gandhi became the leader of India’s protest movement. Gandhi

was a lawyer, trained in Great Britain and had used his legal skills and intelligence to

fight against Indian discrimination in the British controlled region of South Africa. It was

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in South Africa that Gandhi realized the importance of satyagraha (SUH-tyah-grah-ha) or “truth force”.

Basically it is the belief of fighting injustice through passive resistance or civil disobedience, which is

purposely breaking a law that is seen as unjust. Gandhi brought his ideas and beliefs to India to help lead

the “fight” for Indian nationalism and to secure rights for all Indians. Gandhi’s beliefs and speeches showed

influence from many different belief systems, such as Hinduism, Islam, Christianity and western concepts

dealing with natural rights. The methods Gandhi used to “fight” against the British consisted of a widespread

campaign of “noncooperation” with the British. This meant boycotting British goods and British schools. He

called on people to stop paying British taxes, or voting in British-run elections. While getting people to do

these things Gandhi also convinced his followers not to use violence. Using violence to Gandhi meant that

their cause was not just. To him when there was a bad law or injustice, breaking that law was the right thing

to do. When something was right, there was no need to physically fight about it. As the protesting went on,

British jails filled with thousands of Indians who broke British laws in order to protest them, in spite of this

the protests continued.

The boycotts organized by Gandhi were one of the most effective means of getting Indian concerns

heard. Many Indians resented British laws that forced them to buy

salt or cloth from Great Britain. Doing this forced India to be

dependent upon Great Britain economically. To hurt Britain and

raise awareness for Indian rights, Gandhi organized a huge march

to the sea to make salt by evaporating sea water. At a related

march, police beat many people that were protesting the salt tax.

This last event would be known as the Salt March and was

covered by British newspapers. The British troops beat the unarmed protestors with clubs seriously injuring

the protestors. Once the news of the event got back to Great Britain and around the world, sympathy for

Indian nationalism increased and more pressure was put on the British government to give up its control of

India. In addition, Gandhi had asked his followers to make their own cloth and not buy British cloth. This and

other boycotts were hurting Great Britain’s economy, since they were still recovering from World War I debt.

Finally in 1935, the British passed a law that allowed for local

Indian self-government. The Government of India Act allowed

for Indian provinces to have more control over local decisions.

The Act was kind of like training wheels for India as they learned

how to be their own independent nation. The goal was to make

them like Canada where they would govern themselves but still

be a part of the British Empire. But Great Britain didn’t believe

that India would be able to run a government by themselves.

They continued to oppress India by making movies about India

and how the British had to constantly put down the revolts of the violent Indians. Gunga Din is an example

of this racist propaganda. With this new self-rule, India had new challenges to face, mainly dealing with the

tensions between Hindus and Muslims. Both had different views on how to run the government which would

impact India for years to come and lead to the assassination of Gandhi in 1948.

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1. Define the following words by how they connect to Indian Nationalism.

Rowlatt Act in 1919

massacre at Amritsar Mohandas K. Gandhi

civil disobedience &

“noncooperation”

Salt March Government of India Act

2. Nationalism in India was mainly headed by Mohandas K. Gandhi. His ideas incorporated many different

beliefs and knowledge of different government systems. He gave many speeches but few interviews. If you

were to interview Gandhi what three questions would you ask him about his life and his struggle for

Indian independence? Once you come up with the questions, answer them as you think Gandhi would have.

Be sure to include information about his ideas and methods for obtaining independence mentioned

in the reading.

Questions for Gandhi Gandhi’s Responses

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3. Describe how each event lead India towards independence

Event Connecting the event to Indian Nationalism

1. Cultural diffusion

2. World War I

3. Rowland Act of 1919

4. massacre at Amritsar

5. Civil Disobedience

6. Salt March

7. Government of India Act

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GandhiGandhiGandhiGandhi

His triumph changed the world forever, (1982)

When Mohandas Gandhi first set foot in British India, he had already been to Britain and South Africa, and

had created quite a stir for the betterment of the people. But in India, he realized that he had first to live the life

of a peasant to understand what it is to be an Indian. This resolve will lead him to accomplish great thing. He

would shed his westerners clothing and don a simple loincloth. He would mobilize awareness of local industry

and created less dependence on imported clothing and material. To gain awareness for these issues he

organized the historic Dandee march for withdrawal of the salt tax, participated in a fast unto death to stop the

virtual slaughter of British troops, and would be imprisoned several times.

Gandhi will soon realize that it is not enough to be just an Indian, for India has many facets - Muslim, Hindu,

Sikh, Jewish, and Christian. The British relied on these many facets as an excuse for their continuance as they

wanted to ensure that the minorities are not oppressed.

The World Wars of 1914 and 1944 having taken its toll on Europe, and on Britain in particular, the weary

British finally decided to leave India in 1947 - not the India they had conquered - but an India that was ready

to be divided in East Pakistan and West Pakistan. Now after the much awaited independence was the real test

for Gandhi - a test that will make him or break him - as he started a fast unto death to try and stop the violence

that was threatening to break out into a civil war.

Explain how the following experiences in Gandhi’s life Explain how the following experiences in Gandhi’s life Explain how the following experiences in Gandhi’s life Explain how the following experiences in Gandhi’s life

demonstrate that he is a nationalist leader. In addition explain how demonstrate that he is a nationalist leader. In addition explain how demonstrate that he is a nationalist leader. In addition explain how demonstrate that he is a nationalist leader. In addition explain how 1.1.1.1. His work in South Africa.His work in South Africa.His work in South Africa.His work in South Africa.

2.2.2.2. The Amritsar Massacre The Amritsar Massacre The Amritsar Massacre The Amritsar Massacre

3. Speech to the Hindus and Muslims.3. Speech to the Hindus and Muslims.3. Speech to the Hindus and Muslims.3. Speech to the Hindus and Muslims.

4. The Salt March.4. The Salt March.4. The Salt March.4. The Salt March.

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Directions: Complete the two short answer questions that follow by using the

QSAC method. Points will be awarded for completing QSAC. In addition, write out

the answer to the three bullets using Mohandas Gandhi. You must incorporate

information from the documents in your answer. You are allowed to use your

packet to help you.

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Using Mohandas Gandhi, complete the tasks below.

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Name____________________ Date_______________


Focus: Nationalism in Turkey and the Middle East

The Ottoman Empire was one of the longest consecutive empires in history. Throughout

the 1800 and 1900s the size of the empire began to shrink and eventually the ideas of

nationalism and independence from other European nations began to

crack the Ottoman Empire. In the mid 1870s Turkish leaders realized

they needed to reform and under the influence of young Turkish

intellectuals that had been educated in Western Europe, a constitutional

monarchy was established. The sultan or king of Turkey did not

acknowledge the constitution and decided to oppress political expression.

He blamed the revolutionary ideas on the Armenians, an ethnic group

that lived in Turkey who were also Christian. This was an issue since the

Ottoman Empire was primarily an Islamic community. This group served as a scapegoat or

someone to blame for problems that had little to do with the problem. Under Sultan Abdul

Hamid II allowed for the massacre of over 200,000 Armenians. As the Sultan continued his

absolute rule, the young Turkish revolutionaries formed a nationalist group commonly known as

the “Young Turks”. They eventually led a military take over in 1908 and created a constitutional

monarchy. The new government faced new problems with loss of territory in Europe and Africa

and the leadership of the Empire went to extreme nationalists that believed Turkey should

become completely independent and be filled with people of Turkish heritage. To do this, the

minority ethnic groups living in the region needed to be removed. Again, the Armenians were

targeted with an estimated 300,000 lives taken.

The Young Turks were in control of the Ottoman

Empire when Arch Duke Ferdinand was assassinated in

Sarajevo. The Ottoman Empire allied with the Central

Powers, Germany, Austria-Hungary and Bulgaria. As the war

went on, the Ottoman Empire suffered great losses and

were under direct attack by the Allies. One example was the

battle for the Dardanelles in 1915, which was the gateway

to the capital city of the Ottoman Empire,

Istanbul. The Allies wanted this region to

help Russia by getting supplies to them

and taking over the Ottoman Empire. The

attack failed but eventually the Great War

would take its toll on the people of the

Ottoman Empire. The Young Turks and

extreme nationalists within Turkey grew

68

frustrated by the constant losses in the war and needed something to blame for their ineffective

leadership. Again, the scapegoats were the Armenians; and the government blamed them and

accused the Armenians of working with the Allies so the Empire would lose. To focus the anger of

the public about the war away from them the Young Turks authorized a systematic extermination

of the Armenians on beginning April 24, 1915. Armenian men were rounded up and massacred

(mass murdered). Women and children were sent on long marches into the desert. Armenian

leaders, both political and religious were executed in public, churches were destroyed and homes

were confiscated or taken away and given to Turkish people. Some Armenia’s escaped to the

Soviet Union and eventually set up a republic there after World War I. When the genocide

(planned destruction of a people because of its religion, race or nationality) was over two million

out of the three million Armenians were murdered. The event would be known as the Armenian

Genocide.

After the war the Ottoman Empire was broken up by the Treaty of

Versailles. Turkey became a new country still in headed by weak leaders. Turkey

was invaded by Greece and struggled for independence until 1922 when Mustafa

Kemal, (also known as Ataturk, or “father of the Turks”) a military commander,

became the leader of a new republic in Turkey. He took many steps to modernize

society and the economy in Turkey. He

made dramatic changes to this Islamic

country by separating the Islamic law given

or shariah with national law. He created a

new legal system based on the legal system

used in Europe. The roles of women

changed and they were allowed the right to

vote and hold public office. Kemal’s main

emphasis was making Turkey a modern

country. He incorporated western ideas on

industry and fashion. He outlawed some of

the traditional head gear and outfits to be replaced by

business suits and top hats. Under his leadership

Turkey would form a new national identity and culture.

Kemal was well respected and seen as a hero though

he denied that the Armenian Genocide ever occurred

which is still the official policy of the Turkish

government.

World War I impacted other countries in this

region as well such as Persia and the Arabian

Peninsula. The ancient land of Persia had been under

the influence of Britain and Russia prior to the war. After the war, Great Britain tried to take over

69

the portion dominated by Russia. This inspired people in Persia to rise up and fight for their

independence. Reza Shah Pahlavi was a commander that led a revolt in Persia that won

independence from Britain. He also modernized his country by building roads, schools, rail roads

and promoted industrial growth and increased the rights of women. He kept power for himself

and did not establish a democratic government however; he would change the name of Persia to

Iran. On the Arabian Peninsula a new leader emerged, Abd al-Aziz Ibn Saud (sah-OOD) united

different groups into one kingdom, which he called Saudi Arabia. While he took steps to

modernize life in his land, he kept the traditional practices of Islam strong. As nationalism spread

through out this region another development would occur that would challenge independence.

Starting in the 1920s, Southwest Asia saw a major new economic change. Western companies

discovered large reserves of oil in several countries in this part of the world. Oil brought huge

sums of money to these countries. The desire to tap into this wealth also persuaded Western

countries to try to gain power in the area though economic development.

The impact of World War I was one that created dramatic change for many nations around

the world. Imperialism around the world was changing and the fight for independence resulted in

new nations, new ideas about government and new leaders. Europe was extremely impacted by

the end of World War economic, socially and politically. The political impacts on Europe brought in

totalitarianism to many countries with horrific consequences.

1. Define the following words by how they connect to Nationalism in Turkey and the Middle

East.

Armenians Sultan Abdul Hamid II scapegoat

genocide

Armenian Genocide Mustafa Kemal

Reza Shah Pahlavi Abd al-Aziz Ibn Saud Review- Nationalism

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2. Summarize the stages of the persecution of the Armenians by the Turks.

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3. Describe the reforms made by Mustfa Kemal.

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4. Summarize the actions and results of the nationalism in Iran and Saudi Arabia.

Actions & Results of Nationalism In Iran Actions & Results of Nationalism in Saudi

Arabia

5. The story of Turkish independence has taken some time. Use the timeline below to fill in the

events that connect to the periods given and give a brief description of the event.

1870---------------------------1908--------------------------1915--------------------------1922

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The Turkish government denies an “Armenian Genocide”. They acknowledge there was conflict between the Armenians and Turks in the late 18 & 1900’s though they say it was as a result of a civil war. The documentary you are about to watch establishes a time line and key events indicating some type of planned assault on the Armenians.

Directions: While watching the film focus on the following tasks: 1. Describe who the Armenians are 2. Describe what the Ottoman Empire was like 3. Describe the issue between the Armenians and the Turks 4. Describe how the Young Turks tried to create nationalism in Turkey. 5. Describe the stages of the Armenian genocide.

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Documents

Allied Powers Nicholas II Sun Yixian Mohandas K. Gandhi Central … Global Packets... · Part I- Research Directions: You will be working individually to study and examine the world