Name: Teacher:

Conflict:

#whythedrama?

Course Packet 2nd Six Week Grading Period

Section 2: Conflict If found, please return to teacher’s box.

Introductory Activity ­ #whythedrama? Let’s face it, conflict is all around us ­ and it always has been around us. This course pack is all about conflicts from history, but before we get to that, let’s think for a minute about the drama we have going on in our own lives. We all have some, whether we like to admit it or not. You are going to be given a minute to write down as many conflicts as you can remember that you have experienced in the past two weeks. It can be with a friend, family member, teammate, teacher, etc. It doesn’t have to a big fight ­ just a simple disagreement will do. __________________________________________________________________________________________________

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Now, share some that you are comfortable with. Let’s see if we can come up with any similarities and start to try to answer the question: WHY THE DRAMA? Why does conflict always happen?

Acknowledgements

This course pack was designed and edited by the World History PLC

at South Central High School in Winterville, North Carolina. This course pack can be reproduced for classroom use only and may not be used for commercial purposes. Activities and documents found in this course pack were adapted and modified from the following

sources:

Amber Rehn History Alive!

New York State Social Studies Resource Toolkit SAS Curriculum Pathways

Stanford History Education Group Theresa Noonan’s Document­Based Assessment for Global History

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Table of Contents

Class Calendar…………………………………….……………………………………………… pg 3 Investigation 4:Religious Conflict …………………………………………………………...…….. pg 4 ­ pg 17 Investigation 5: Political Conflict ………………………………………………………...………. pg 18 ­ pg 36 Investigation 6: Ethnic Conflict………………………………………………….…..……………. pg 37 ­ pg 48

World History Teachers Teacher Name Location Phone # Email

Jennifer Bryan 628/622 252­285­9657 bryanj@pitt.k12.nc.us

Elyse Cannon 628 252­564­9506 cannone@pitt.k12.nc.us

Kate Peterson 632 252­226­9612 petersk@pitt.k12.nc.us

Lauren Piner 625 252­912­9108 pinerl@pitt.k12.nc.us

Course Website: www.schsworld.weebly.com

Helpful Reminders for World History: My E­mail:_______________________________________________@students.pittschools.org Study Island Login ID: _______________________________________________ Computer/Folder Number: ___________________ Teacher Website: ________________________________________________________________ Other log­ins:

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MARCH

Monday Tuesday Wednesday Thursday Friday

1 2 3 4

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9 10 11

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15 16 17 18

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22 23 24 25 No School

APRIL

Monday Tuesday Wednesday Thursday Friday

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5 6 7 8

11 12 13 14 15

Reminders:_________________________________________________________________________________________

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Investigation 4 Question: How has religion led to conflict over time? Investigation 4 Standards: Developing Mastery

Investigation 4: Religious Conflict Standards

WH.2.5 Analyze the development and growth of major Eastern and Western religions.

In my own words:

WH.3.2 Explain how religious and secular struggles for authority impacted the structure of government and society in Europe, Asia, and Africa.

In my own words:

Investigation 4 Key Terms: Use the space below to write your own definition of the terms.

Christianity

Moksha Protestant Reformation

Islam

Nirvana Martin Luther

Judaism

Abraham Indulgence

Hinduism

Crusades Inquisition

Buddhism

Protestant Catholic Church

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Investigation 4 Background Information

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5 Major World Religions

Religion: Founder: Original Location: Sacred Text: 3 Major Beliefs:

Religious Symbol

Religion: Founder: Original Location: Sacred Text: 3 Major Beliefs:

Religious Symbol

Religion: Founder: Original Location: Sacred Text: 3 Major Beliefs:

Religious Symbol

Religion: Founder: Original Location: Sacred Text: 3 Major Beliefs:

Religious Symbol

Religion: Founder: Original Location: Sacred Text: 3 Major Beliefs:

Religious Symbol

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World Religions Map Activity Directions: The spread of Hinduism, Buddhism, and Christianity are shown on the map. Color each line, and update your key. Add the lines that show the spread of Islam and Judaism to the map below. (Hint: watch the EduCanon video. Answer ALL of the questions as you watch the video. )

EduCanon link: www.educanon.com/public/32491/260607

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Abrahamic Religions Activity Directions: Use the Primary and Secondary Source Documents below to complete the Abrahamic Religions Chart.

Primary Source Documents for Abrahamic Religions Chart Overview As the symbolic ancestor of Judaism, Christianity and Islam, Abraham is so central to all three monotheisms that they are often called the “Abrahamic religions.” For the Jews, God entered into a covenant with Abraham, in which Abraham recognized God as the supreme and sole deity while God promised Abraham that his progeny would multiply and extend into countless generations. In the New Testament, Abraham is at the root of the genealogy that culminates in Jesus, who broadens the Abrahamic covenant so that it applies to all of humanity, not just the Jewish people. For Muslims, Abraham is the original monotheist. The Qur’an even calls Islam the “religion of Abraham.” According to Muslim tradition, Abraham’s son Ishmael, through his wife Hagar, becomes the ancestor of the Arabs. monotheism ­ religious belief in one god progeny ­ children/descendants covenant ­ promise genealogy ­ family tree sole deity ­ one god culminates ­ ends in

Quotes from Religious Text Judaism “Now the Lord said to Abram, ‘Go from your country and your kindred and your father’s house to the land that I will show you. I will make you of a great nation, and I will bless you, and make your name great, so that you will be a blessing. I will bless those who bless you, and the one who curses you I will curse; and in you all the families of the earth shall be blessed.” (Genesis 12: 1­3) Christianity “You are the descendants of the prophets and of the covenant that God gave to your ancestors, saying to Abraham, ‘And in your descendants all the families of the earth shall be blessed’.” (Acts 3:25) Islam “And remember that Abraham was tried by his Lord with certain commands, which he fulfilled; He said: ‘I will make thee an Imam to the nations’.” (Qur’an 2: 124) Imam ­ religious leader in Islam

Abrahamic Religions Chart

Question/Source Judaism Christianity Islam

According to the “overview” how is Abraham significant for each religion?

Who are the important figures in each religion?

Choose one important figure for each religion. Why is this person an important figure for that religion?

Christianity: The Temple Mount

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According to the New Testament, the Temple of Jerusalem played a significant role in the life of Jesus. After his birth (around 4 BCE), Jesus was dedicated at the Temple in accordance with the Law of Moses (Luke 2:22­28). When he was a boy, he impressed the Jewish teachers with his knowledge (Luke 2:41­52). Jesus was later tempted by Satan to jump off the Temple to prove his status (Matthew 4:1­11, Mark 1:12­13 and Luke 4:1­13) and he angrily overturned tables of moneychangers during the “Cleansing of the Temple” (Matthew 21:12, Mark 11: 15­19, Luke 19: 45­48, John 2:14). significant ­ very important money changers ­ people who change one currency for another Islam: Dome of the Rock

The magnificent golden Dome of the Rock dominates the vast 35 acre Temple Mount, the area known to Muslims as Haram esh­Sharif (the Noble Sanctuary). At its southern end, immediately in front of you as you enter the area from the Western Wall plaza (the only gate for non­Muslims), is the large, black­domed al­Aqsa Mosque, the third in holiness for Muslims everywhere.

Jerusalem is not mentioned in the Qur’an, but Muhammad’s night ride is. Awakened by the archangel Gabriel, he was taken on the fabulous winged horse el­Burak to the masjid al­aqsa, the “farthermost place”. From there he rose to heaven, met God face to face, received the teachings of Islam, and returned to Mecca the same night. Tradition has it that the masjid al­aqsa was none other than Jerusalem, and the great rock the very spot from which the prophet ascended. Mecca ­ located in Saudi Arabia this is considered the birthplace of Muhammad and the holiest place for Muslims

Judaism: The Temple Mount

King Solomon erected the first great Jewish temple here in 957 BCE when it housed the original tablets upon which God gave Moses the commandments; Nebuchadnezzar destroyed it four centuries later. In 34 BCE, King Herod built the greatest religious complex in the eastern Roman Empire ­ which the Romans leveled in 70 CE. (At Temple Mount’s foot, a surviving fragment of Herod’s wall is known as the Wailing Wall because, for centuries, Jews have crowded here to mourn the loss of their temple.) The prayer section of the Western Wall is an unforgettable sight, the cracks of its chalky yellow white stone stuffed with prayers written on bits of paper; Orthodox Jews stand chanting and swaying…

[Contained within the Temple Mount complex, according to Judaism, is] the rock where Abraham proved his faith by nearly sacrificing his son Isaac. erected ­ built Orthodox ­ original or traditional Directions: Complete the chart using the documents above.

Links Between the Abrahamic Religions Chart

Question Judaism Christianity Islam

Why is the Temple Mount important?

What places on the Temple Mount / Haram Al­Sharif were important to each religion?

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The Abrahamic Religions Three of the world’s major religions ­ the monotheist traditions of Judaism, Christianity, and Islam ­ were all

born in the Middle East and are all inextricably linked to one another. Christianity was born from within the Jewish tradition, and Islam developed from both Christianity and Judaism.

While there have been differences among these religions, there was a rich cultural interchange between Jews, Christians, and Muslims that took place in Islamic Spain and other places over centuries. Judaism is the oldest surviving monotheistic religion, arising in the eastern Mediterranean in the second millennium BCE. Abraham is traditionally considered to be the first Jew and to have made a covenant with God. Because Judaism, Christianity, and Islam all recognize Abraham as their first prophet, they are also called the Abrahamic religions. monotheist ­ religion with only one God covenant ­ agreement inextricably ­ impossible to escape from prophet ­ somebody who interprets divine will interchange ­ exchange things What Jews Believe

Jews believe in one god and his prophets, with special respect for Moses as the prophet to whom God gave the law. Jewish law is embodied in the Torah and Talmud.

Judaism is more concerned with actions than dogma. In other words, observance of rules regulating human behavior has been of more concern than debates over beliefs in the Jewish tradition. According to Orthodox Judaism, Jewish law, or halakhah, includes 613 commandments given by God in the Torah, as well as rules and practices elaborated by scholars and custom. Jewish law covers matters such as prayer and ritual, diet, rules regulating personal status (marriage, divorce, birth, death, inheritance, etc.), and observance of holidays (like Yom Kippur, the Day of Atonement; and Passover). Torah and Talmud ­ holy books of Judaism dogma ­ beliefs commandments ­ rules from God elaborated ­ given more detail

What Christians Believe

Christianity developed out of the monotheistic tradition of Judaism; Jesus, its founder, was a member of the Jewish community in Roman Palestine. Its holy scriptures are the Old Testament (the Jewish Torah with additions), and the New Testament (written by the followers of Jesus after his death and containing the life story of Jesus and other early Christian writings).

Christians believe that God includes: the Father, the Son (Jesus Christ), and the Holy Spirit. Jesus is considered the son of God, born to the virgin Mary and come to Earth to offer a better life here and in the afterlife through Christianity. After Jesus was killed by the Romans, he rose from the dead and ascended into heaven.

Christians believe in an afterlife where those who have repented for sins and professed a faith in Jesus as the son of God will reside in heaven with God, and those who have lived an unrepentant life of sin will be punished in hell. Scriptures ­ holy books of Christianity ascended ­ move upward afterlife ­ life after death unrepentant ­ not sorry, unapologetic What Muslims Believe

Muslims believe that Allah sent his revelation, the Qur’an, to the prophet Muhammad in the seventh century CE to share with mankind. The Qur’an contains verses about worshiping one god, and treating others properly. The Hadith, which describes Muhammad’s life, proscribes law for the community based on the Qur’an, and explains how certain rituals should be performed.

Observant Muslims practice five principles (pillars) of Islam: orally declaring their faith; praying five times a day; fasting in the daylight hours during the month of Ramadan; giving a share of their income to charity; and making a

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pilgrimage to Mecca at least once in their lifetime if they can afford it. Many Muslims also observe dietary rules, in origin similar to those of Judaism, that forbid certain foods (like pork), outlaw alcohol, and dictate how animals should be slaughtered for food. Muslims believe in a Day of Judgement, when righteous souls will go to heaven and wrongdoers will go to hell. Allah ­ the Arabic word for God Revelation ­ divine information Qur’an ­ holy book of Islam Hadith ­ another holy book of Islam proscribe ­ make illegal or ban fasting ­ going without food rituals ­formal activities that are done in a certain way and usually at certain times of the day or year pilgrimage to Mecca ­ religious journey to the most sacred place in the Islamic religion righteous ­ following the rules of the religion and being a good person Complete the following Tree Map for the Abrahamic Religions. Title your Tree Map: Abrahamic Religions. The topic of each branch should be one of the three Abrahamic religions: Judaism, Christianity and Islam. Below each topic, list three beliefs of that religion.

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Eastern Religions’ Text Activity Compare and contrast teachings of Buddhism and Hinduism by reading the following texts from each faith. Be sure to annotate each document as you read!

Hinduism and the Bhagavad Gita About the Reading: One of Hinduism’s most sacred texts, the Bhagavad Gita was written as a dialogue between a warrior named Arjuna and Krishna, an avatar, or human form, of the Hindu God, Vishnu. In this passage, Krishna, as a divine being, advises Arjuna about how to obtain moksha and eternal happiness.

“That devotee of mine, who hates no being, who is friendly and compassionate, who

is free from egoism, and from (the idea that this or that is) mine, to whom happiness

and misery are alike, who is forgiving, contented, constantly devoted, self­restricted,

and firm in his determinations, and whose mind and understanding are devoted to

me, he is dear to me. He through whom the world is not agitated, and who is not

agitated by the world, who is free from joy and anger and fear and agitation, he too

is dear to me. That devotee of mine, who is unconcerned, pure, assiduous, impartial,

free from distress, who abandons all actions (for fruit), he is dear to me. He who is

full of devotion to me, who feels no joy and no aversion, who does not grieve and

does not desire, who abandons (both what is) agreeable and (what is) disagreeable, he

is dear to me. He who is alike to friend and foe, as also in honour and dishonour,

who is alike in cold and heat, pleasure and pain, who is free from attachments, to

whom praise and blame are like, who is taciturn, and contented with anything

whatever (that comes), who is homeless, and of a steady mind, and full of devotion,

that man is dear to me. But those devotees who, imbued with faith, and (regarding)

me as their highest (goal), resort to this holy (means for attaining) immortality, as

stated, they are extremely dear to me.” ­ Bhagavad Gita

1.Who is the intended audience of this text? 2. How can you tell? 3. Why is Krishna giving advice to Arjuna? 4.What qualities does Krishna say will help a person achieve eternal happiness when he or she dies?

Buddhism and the Dhammapada About the Reading: Many of the sacred texts of Buddhism record the words of the Buddha. Among them is the Dhammapada, which is believed to include the answers to questions asked of Buddha on various occasions. The Dhammapada is particularly sacred to the Theravada Buddhists, but Mahayana Buddhists read it as well.

“All that we are is the result of what we have thought: it is founded on our

thoughts, it is made up of our thoughts. If a man speaks or acts with an evil thought,

pain follows him, as the wheel follows the foot of the ox that draws the carriage.

1.Who is the intended audience for this text? 2. How do you know?

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All that we are is the result of what we have thought: it is founded on our

thoughts, it is made up of our thoughts. If a man speaks or acts with a pure thought,

happiness follows him, like a shadow that never leaves him.

“He abused me, he beat me, he defeated me, he robbed me,” ­ in those who

harbour such thoughts hatred will never cease.

“He abused me, he beat me, he defeated me, he robbed me,” ­ in those who

do not harbour such thoughts hatred will cease.

For hatred does not cease by hatred at any time: hatred ceases by love, this is

an old rule.

The world does not know that we all must come to an end here; ­ but those

who know it, their quarrels cease at once.

He who lives looking for pleasures only, his senses uncontrolled, immoderate

in his food idle and weak, Mara (the tempter) will certainly overthrow him, as the

wind throws down a weak tree.

He who lives without looking for pleasures, his senses well controlled,

moderate in his food, faithful and strong, him Mara will certainly not overthrow, any

more than the wind throws down a rocky mountain.” ­ Dhammapada

3.What qualities does the Buddha say a person should try to master to find enlightenment?

Complete the Double Bubble chart below to compare and contrast the sacred texts of Hinduism (Bhagavad Gita) and Buddhism (Dhammapada).

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Featured Sources Activity: Perspectives of the Crusades Directions: Read the following primary source documents describing the First Crusade and answer the questions. Be sure to annotate as you read each source.

Document A; Raymond d’Aguiliers (eyewitness to the First Crusade)followed crusading armies to Jerusalem and wrote a history of his experiences. This was written sometime after the First Crusade. Underline any words, phrases, or sentences that indicate that this document was written from a Crusader’s perspective.

“Finally, our men took possession of the walls and towers, and wonderful sights to be seen. Some of our men (and this was more merciful) cut off the heads of their enemies; others shot them with arrows, so that they fell from the towers. It was necessary to pick one’s way over the bodies of men and horses. In the Temple of Solomon, men rode in blood up to their knees and bridle reins. Indeed, it was a just and splendid judgement of God that this place should be filled with the blood of the unbelievers, since it had suffered so long from their blasphemies. Some of the enemy took refuge in the Tower of David, and, petitioning Count Raymond for protection, surrendered the Tower into his hands. How the pilgrims rejoiced and exulted and sang a new song to the Lord! On this day, the children of the apostles regained the city and fatherland for God and the fathers.” Temple of Solomon: a Jewish temple, first destroyed by the Babylonians and then the Romans. The Muslims later built the Al­Aqsa Mosque and the Dome of the Rock on the same site. bridle reins: headgear and rope used to control a horse blasphemies: speech or behavior that is inappropriate towards God.

1. Explain why you underlined the parts that you did.

Document B: Ibn al­Athir was an Arab historian who wrote a history of the first three crusades, though he only witnessed the third one. The following passage describes the siege of Jerusalem during the First Crusade. Underline any words, phrases, or sentences that indicate that this document was written from a Muslim perspective.

“Jerusalem was taken from the north on the morning of July 15, 1099. The population was put to the sword by the Franks, who pillaged the area for a week. A band of Muslims barricaded themselves into the Tower of David and fought on for several days. They were granted their lives in return for surrendering. The Franks honored their word, and the group left by night for Ascalon. In the Al­Aqsa Mosque the Franks slaughtered more than 70,000 people among them a large number of Imams and Muslim scholars, devout men who had left their homelands to live lives of religious seclusion in the Holy Place. The Franks stripped the Dome of the Rock of more than forty silver candelabra and more than twenty gold ones, and a great deal more booty. Refugees reached Baghdad and told the Caliph’s ministers a story that wrung their hearts and brought tears to their eyes. They begged for help, weeping so that their hearers wept with them as they described the sufferings of the Muslims in that Holy City: the men killed, the women and children taken prisoner, the homes pillaged.” Al­Aqsa Mosque: Temple of Solomon Caliph: Islamic ruler Franks: Christians devout: very religious pillaged: rob violently

1.Explain why you chose to underline these parts. 2. Identify two similarities between Document A and Document B. 3. Identify two differences between Document A and Document B.

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Document C Underline any words, phrases or sentences that might indicate the perspective of the document’s author. “At the noon hour on Friday, with trumpets sounding, amid great commotion the Franks entered the city… Men joyfully rushed into the city to pursue and kill the wicked enemies, as their comrades were already doing. Many of our enemies fled to the roof of the temple of Solomon, and were shot with arrows, so that they fell to the ground dead. In this temple almost 10,000 were killed. Indeed, if you had been there you would have seen our feet colored to our ankles with the blood of the slain. But what more shall I relate? None of them were left alive; neither women nor children were spared.”

1.Which document is Document C more similar to? (circle)

Document A

Document B 2.Explain your choice. Use three specific examples from the documents in your explanation:

a. ______________________________________________

______________________________________________

______________________________________________

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b. ______________________________________________

______________________________________________

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c. ______________________________________________

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Do you think this document is from a Christian or Muslim perspective? Why?

__________________________________________________________________________________________________

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Featured Sources Activity: Martin Luther and the Reformation

Background information: The Catholic Church began a practice of gaining wealth from the selling of indulgences in the 11th century. In order to finance large scale art projects and architectural projects (St. Peter’s Basilica), indulgences were promoted and sold by priests. An indulgence is the grant of a pardon that the church claimed would lessen the time a soul spent in purgatory, the “in­between” or “waiting area” between heaven and hell.

Reformation Timeline

1517 Johann Tetzel travels throughout Germany preaching on the benefits indulgences.**

Oct. 31, 1517 Martin Luther sends his 95 Theses with a letter to the Archbishop of Mainz.

1518 Pope Leo calls on Luther to take back the 95 Theses, but Luther refuses.

June 15, 1520 The Pope excommunicates Martin Luther from the Catholic Church.

1521 The Holy Roman Emperor, Charles V, declares Luther a criminal and attempts to arrest him.

1521 Frederick, a German prince, pledges his support to Luther and grants his protection at his castle.

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1521­1545 Luther’s ideas spread throughout Europe and gain more and more support. Over the new twenty years, it becomes clear that an irreversible break has occurred between the Catholic Church and the Protestant movement

Document A: The Introduction to the 95 Theses As a young man, Martin Luther became increasingly bothered by the practice of granting sinners indulgences to buy their way out of punishment for their sins. In 1517, Luther decided to write up his criticisms of indulgences and to send them to the Archbishop of Mainz. Luther’s criticisms, known as the 95 Theses Against Indulgences, eventually made their way to the Pope, who responded by attacking Luther and eventually excommunicating him from the Catholic Church. The passage below is an excerpt from the letter Luther sent to the Archbishop of Mainz with the 95 Theses. “The grace of God be with you in all its fullness and power!

Spare me, Most Reverend Father in Christ and Most Illustrious Price, that I, the dregs of humanity, have so much boldness that I have dared to think of writing a letter to someone of your Sublimity…

Papal indulgences for the building of St. Peter’s are circulating under your most distinguished name. I do not bring accusation against the outcries of the preachers, which I have not heard, so much as I grieve over the wholly false impressions which the people have conceived from the indulgences. The unhappy souls believe that if they have purchased letters of indulgence they are sure of their salvation.” ~Martin Luther’s letter to the Archbishop of Mainz, 1517

illustrious: respected and admired

sublimity: something of pure beauty dregs: a worthless part of something

distinguished: well­respected 1.When was this document written? 2. What was Luther’s purpose in writing it? 3.How would you describe Luther’s tone in this document? 4.According to this document, why did Luther challenge the Catholic Church?

Document B: Against Catholicism As Luther gained popularity, some of his followers began to write down things that Luther said in private. These notes were well known as Luther’s Table Talk and were collected and published in the 1560s. The following is presumed to be from Luther’s Table Talk in 1535. “The main reason I fell out with the pope was this: the pope boasted that he was the head of the Church, and condemned all that would not be under his power and authority. He said, although Christ is the head of the Church, there must be a physical head of the Church upon earth. With this I could have been content, if he head taught the gospel pure and clear, and not introduced human inventions and lies. Further, he took power, rule, and authority over the Christian Church, and over the Holy Scriptures, the Word of God. No man can explain the Scriptures. The pope did and he made himself lord over the Church, proclaiming the Church at the same time a powerful mother, an empress over the Scriptures. This could not be tolerated. Those who, against God’s Word, boast of the Church’s authority, are mere idiots. The pope gives

1.When was this document written? 2.What was its purpose? 3.How would you describe Luther’s tone in this document? 4.According to this document, why did Luther challenge the Catholic Church?

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more power to the Church, which is begotten and born, than to the Bible, which has conceived and born the Church.”

­ Luther’s Table Talk, 1535

What are the differences between Luther’s account from 1517 and his account of 1535?

Difference in: 1517 1535

Tone

Place in Life

Disagreement with the Church

Using specific evidence from BOTH documents and the timeline, answer the following question in 3­5 sentences: Why did Martin Luther’s account of his break with the Church change between 1517 and 1535? __________________________________________________________________________________________________

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Investigation 4 Focus Question: How has religion led to conflict over time? Answer in 3­5 complete sentences. Give at least 3 SPECIFIC examples. __________________________________________________________________________________________________

__________________________________________________________________________________________________

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Kazi # 4: Religious Conflict You will make a Common Craft Video! A Common Craft Video is a video created by a group of 3­4 students using drawings and cutouts to explain their topic. See the class website: schsworld.weebly.com for a link to the Common Craft presentation and rubric. My Topic: ___________________________________________________________ My Group Members:

1. _____________________________________ 3. _____________________________________ 2. _____________________________________ 4. _____________________________________

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Investigation 5 Question: What fueled political conflict in the 20th century?

Investigation 5 Standards Developing Mastery

WH.7.2 Analyze the increase in economic and military competition among nations in terms of the influences of nationalism, imperialism, militarism, and industrialization.

In my own words:

WH.8.1 Evaluate global wars in terms of how they challenged political and economic power structures and gave rise to new balances of power.

In my own words:

WH.8.3 Analyze the “new” balance of power and the search for peace and stability in terms of how each has influenced global interactions since the last half of the twentieth century.

In my own words:

Investigation 5: Key Terms: use the space below to write your own definition of the terms.

Imperialism

Militarism Reparations

Fascism

Marshall Plan Nationalism

Armistice

League of Nations Communism

NATO

Alliances Treaty of Versailles

Nazism

Capitalism Warsaw Pact

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Investigation 5: Background Information

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I See… (Identify five symbols in the image above) I Think… (I think each symbol represents..) I Wonder... (I have these three questions about the political cartoon...)

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Featured Sources Activity: Focus Question: Is Germany to blame for the start of World War I?

1. Log into www.sasinschools.com and access activity #933. Your username is scentral. No password is required. 2. Watch the four background movies. As you watch, complete the chart below and think about how the information

might help you answer the focus question.

Who Are They?

Austro­Hungarian Empire

Kaiser Wilhelm II

Czar Nicholas

Define the term, how did it lead to WWI?

Imperialism

Nationalism

Alliance Systems

Militarism

Crisis in the Balkans

3. Identify three pieces of information that you learned from the background movies that might help you answer the focus question. 1. _______________________________________________________________________________________

2. ________________________________________________________________________________________

3. ________________________________________________________________________________________

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4. Read the documents below and answer the questions that accompany them:

Document A: Letter from the Emperor of Austria­Hungary to Kaiser Wilhelm II of Germany (July 2, 1914) About the Document: An excerpt of a letter written by Emperor Franz Josef a few days after the assassination of his nephew in Sarajevo, Bosnia. By Your warm and sympathetic condolence You have given me

renewed proof that I have in You a sincere friend worthy of

confidence and that I may count upon You in every hour of grave

trial.

The attack directed against my poor nephew is the direct

consequence of the agitation carried on by the Russian and Serbian

Pan­Slavists whose sole aim is the weakening of the Triple Alliance

and the destruction of my Empire.

1. Let’s source this document: a. Who is the author? b. When was it written? c. Where was it written?

d. Who is the intended audience? How do you know?

2.What can you INFER from the line, “that I may count upon You in every hour of grave trial”? 3. According to this document, who is to blame for the beginning of World War I?

4. Why does Franz Josef think that the Russians and Serbians want to destroy the Austro­Hungarian Empire? 5.From this document, what do you discover about which countries are allies of one another?

Document B: Austrian Ambassador's Report on Level of German Support (July 5, 1914) About the Document: Austria­Hungary's ambassador met with the German kaiser a week after the assassination of the Austrian archduke. This report conveys his impressions on the question of German support for military action against Serbia. After lunch, when I again called attention to the seriousness of the situation, the Kaiser authorized me to inform our gracious Majesty that we might in this case, as in all others, rely on Germany's full support ... as far as our action against Serbia was concerned ... Russia's attitude will no doubt be hostile, but to this he had been for years prepared, and should a war between Austria­Hungary and Russia be unavoidable, we might be convinced that Germany, our old faithful ally, would stand at our side. 1 Let’s source this document:

a. Who is the author? b. When was it written? c. Where was it written? d. Who is the intended audience? How do you know?

2. What is the “situation” to which the ambassador refers to in line 1 of the document? 3.What does the Kaiser pledge to do according to this report?

4.How does this report predict that Russia will respond to Germany’s actions?

5. How might Germany have been prepared for war? Look up statistics on Germany’s army in 1914.

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Document C: Personal Correspondence Between the German Kaiser and the Russian Czar (Summer 1914) About the Document: With Europe on the brink of war in the summer of 1914, Kaiser Wilhelm II of Germany and Czar Nicholas II of Russia engaged in a personal correspondence. The kaiser sought assurance from the czar that Russia would not militarily support Serbia in a war against Austria­Hungary. In the telegrams, Kaiser Wilhelm II is "Willy," and Czar Nicholas II is "Nicky." Kaiser Wilhelm, Czar Nicholas, and King George V of England were cousins. July 29, 1:00 A.M. Tsar Nicholas to Kaiser Wilhelm In this serious moment, I appeal to you to help me. An ignoble war has been declared to a weak country. The indignation in Russia shared fully by me is enormous. I foresee that very soon I shall be overwhelmed by the pressure forced upon me and be forced to take extreme measures which will lead to war. To try and avoid such a calamity as a European war I beg you in the name of our old friendship to do what you can to stop your allies from going too far. ­ Nicky

July 29, 6:30 P.M. Kaiser Wilhelm to Tsar Nicholas I received your telegram and share your wish that peace should be maintained. But as I told you in my first telegram, I cannot consider Austria's action against Servia an "ignoble" war. Austria knows by experience that Serbian promises on paper are wholly unreliable... I therefore suggest that it would be quite possible for Russia to remain a spectator of the Austro­Serbian conflict without involving Europe in the most horrible war she ever witnessed ... Of course military measures on the part of Russia would be looked upon by Austria as a calamity we both wish to avoid and jeopardize my position as mediator which I readily accepted on your appeal to my friendship and my help. ­ Willy

July 29, 8:20 P.M. Tsar Nicholas to Kaiser Wilhelm Thanks for your telegram conciliatory and friendly. Whereas official message presented today by your ambassador to my minister was conveyed in a very different tone. Beg you to explain this divergency! It would be right to give over the Austro­Servian

1.What does Tsar Nicholas believe he will soon have to do? 2. What does Tsar Nicholas ask Kaiser Wilhelm to do?

1.What is the Kaiser’s response to the Tsar’s request? 2.What is the tone of this telegram?

1. According to this telegram, the communication between the German ambassador and the Russian minister was tense. How is the language used in this telegram an attempt to avoid tension?

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problem to the Hague conference. Trust in your wisdom and friendship. Your loving Nicky

July 31, 1914 Kaiser Wilhelm to Tsar Nicholas On your appeal to my friendship and your call for assistance I began to mediate between your and the Austro­Hungarian Government. While this action was proceeding your troops were mobilised (put into action) against Austro­Hungary, my ally. [T]hereby, as I have already pointed out to you, my mediation has been made almost illusory (misleading). I have nevertheless continued my action. I now receive authentic news of serious preparations for war on my Eastern frontier. Responsibility for the safety of my empire forces preventive measures of defense upon me. In my endeavors (efforts) to maintain the peace of the world I have gone to the utmost limit possible. The responsibility for the disaster which is now threatening the whole civilized world will not be laid at my door. In this moment it still lies in your power to avert it ... Willy.

August 1 Tsar Nicholas to Kaiser Wilhelm I received your telegram. Understand you are obliged to mobilise but wish to have the same guarantee from you as I gave you, that these measures do not mean war and that we shall continue negotiating for the benefit of our countries and universal peace deal to all our hearts. Our long proved friendship must succeed, with God's help, in avoiding bloodshed. Anxiously, full of confidence await your answer. Nicky August 1 Kaiser Wilhelm to Tsar Nicholas Thanks for your telegram. I yesterday pointed out to your government the way by which alone war may be avoided. Although I requested an answer for noon today, no telegram from my ambassador conveying an answer from your Government has reached me as yet. I therefore have been obliged to mobilise my army. Immediate affirmative clear and unmistakable answer from your government is the only way to avoid endless misery. Until I have received this answer alas, I am unable to discuss the subject of your telegram. As a matter of fact I must request you to immediately order your troops on no account to commit the slightest act of trespassing over our frontiers. Willy

1. According to the telegram, what action did Russia take? Why is this a problem for Kaiser Wilhelm?

2. How is the German empire now affected? What does the Kaiser feel like he must now do?

3. According to this document, who is to blame for the beginning of World War I?

1.In these last two telegrams, what is each side demanding from the other?

2.Why do you think these two cousins ultimately could not peacefully resolve this conflict?

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Document D: French President's Address Following German Declarations of War (August 4, 1914) About the Document: Germany declared war on both France and Russia on August 4, 1914. French president, Raymond Poincaré, responds to Germany's actions in this address to the French National Assembly. GENTLEMEN,­France has just been the object of a violent and premeditated attack, which is an insolent defiance of the law of nations. Before any declaration of war has been sent to us, even before the German Ambassador had asked for his passports, our territory has been violated.... On the very morrow (morning) of the day when we and our allies were publicly expressing our hope of seeing negotiations ... Germany suddenly declared war upon Russia, she has invaded the territory of Luxembourg, she has outrageously insulted the noble Belgian nation, our neighbour and our friend, and attempted treacherously to fall upon us while we were in the midst of diplomatic conversation. Let’s source this document:

a. Who is the author? b. When was it written? c. Where was it written? d. Who is the intended audience? How do you know?

2. According to Poincare, what was so surprising about Germany’s actions?

3. Aside declaring war on France and Russia, what other countries does Germany invade?

4. According to this document, who is to blame for beginning World War I?

Using evidence from the documents, respond to the Focus Question:

Is Germany to blame for the start of World War I? Why or why not? Provide at least two specific pieces of evidence to support your response.

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Featured Sources Activity 2 Focus Question: How did the peace that ended World War I lead to World War II?

Haus Publishing X’s and O’s. Directions: Compare the two maps above of Europe before the war and Europe after the war. On the 1914 map, place an X over the countries and empires that did not exist after World War I. On the 1923 map, circle the new, or renamed countries. Think About It: Given what you know about World War I, why did the map of Europe change so drastically after World War I?

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What issues might Germany’s boundary changes caused?

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The Russian Empire changed to the USSR during World War I. Look up what the USSR stood for and the type of government that existed there. __________________________________________________________________

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Translating a Political Cartoon: Directions: Using the “I See, I Think, I Wonder” strategy, break down and analyze the message of this political cartoon.

iSEE: Make a list of everything you see.

iTHINK: Write two sentences explaining what you think the meaning of the cartoon is.

iWONDER: Write down three questions you have about the political cartoon.

iResearch: Using the resources provided, look for answers to your questions. Record that information here.

iConclude: Write a three sentences summary about the message of the political cartoon and how it connects to the focus question.

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The Axis Powers Reaction to the Treaty of Versailles. In 1940, Japan, Italy, and Germany signed the Tripartite Pact, creating a military alliance known as the Axis Powers. Several years earlier, the three countries felt the effects of the Treaty of Versailles. In the documents that follow, look for similarities and differences in each country’s opinion of the outcome of the Treaty of Versailles.

Document A: Speech on the Treaty of Versailles (April 17, 1923) Adolf Hitler

With the armistice begins the humiliation of Germany… So long as this Treaty stands there can be no resurrection of the

German people..the Treaty was made in order to bring 20 million Germans to their deaths and to ruin the German nation. But those who made the Treaty cannot set it aside. As its foundation our Movement formulated three demands:

1. Setting aside of the Peace Treaty. 2. Unification of all Germans. 3. Land and soil [Grund und Boden] to feed our nation.

Our movement could formulate these demands, since it was not our Movement which caused the War, it has not made the Republic, it did not sign the Peace Treaty.

There is thus one thing which is the first task of this Movement: it

desires to make the German once more National, that his Fatherland shall stand for him above everything else. It desires to teach our people to understand afresh the truth of the old saying: He who will not be a hammer must be an anvil. An anvil we are today, and that anvil will be beaten until out of the anvil we fashion once more a hammer, a German sword! Note: Text of speech from Aspects of Western Civilization, Volume II, Perry Rogers, ed.; Prentice Hall (2000)

1, Let’s source this document: a.Who is the author? b. When was it written? c. Where was it written? d. Who is the intended audience? How do you know? 2.How does Hitler describe the effects of the Treaty of Versailles?

3. What do you think Hitler is referring to when he says “our Movement”?

4. What are Hitler’s goals for “the movement”?

Document B: Japan and the Treaty of Versailles from SAS Curriculum Pathways In 1914 Japan entered World War I on the Allied side. The Japanese hoped to gain control of German territories in the Pacific and in China. Japan attended the Versailles Peace Conference along with the 26 other allied nations.

However, the Big Four (the United States, Great Britain, France, and Italy) controlled the conference. For example, a Japanese proposal calling for racial equality was voted down by the western powers. In the final treaty Japan gained some territory in the Pacific, but received only a small portion of German claims in China. Japan was not satisfied with this outcome and felt slighted by the western powers.

1.Why was Japan unsatisfied with the Treaty of Versailles?

2. Why might have Japan wanted German territories in China and the Pacific? (hint: think about imperialism)?

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Document C: “The Italian Situation” Excerpt from: “The many problems and failures of Liberal Italy led the establishment to turn to Mussolini”Dr. John Pollard. Trinity Hall, Cambridge, 2004.

In the first place, though Italy had been victorious in the First World War that victory had been painfully earned. Even worse, many Italians believed that they had been cheated by their Allies ­ Britain, France and the USA ­ of just territorial gains, especially from the German and Turkish empires, at the Paris Peace Conference of 1919. A particular grievance was the fact that the town of Fiume (now Rijeka in Croatia), with a slender Italian­speaking majority, had been awarded to the new Kingdom of Yugoslavia and not to Italy...So many Italians talked bitterly about their ‘mutilated victory’ and the right­wing parties in Italy, the Nationalists [Vitorrio Orlando’s party] and Fascists [Benito Mussolini’s party], made a lot of political capital [gain, value] out of blaming this on the weakness of the ruling liberal­conservative politicians.

1. What does Italy’s reaction have in common with Japan’s reaction?

2. How was Italy different from Germany in the outcome of the war?

3. Which political party took the blame for the outcome of the Treaty of Versailles in Italy? Which Italian political party benefitted from getting to blame the other?

League of Nations Reading 1. Log on to Actively Learn and complete the League of Nations assignments. 2. After reading, fill in the Tree Map evaluating the strengths/weaknesses of the League of Nations.

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The Policy of Appeasement and World War II Cartoon A Cartoon B

Complete the following statements for two the cartoons above

Cartoon A Cartoon B

I see

I see

Cartoon A reminds me of

Cartoon B reminds me of

I think the artist’s purpose was

I think the artist’s purpose was

I think the intended audience is

I think the intended audience is

I think the significance of this cartoon is

I think the significance of the cartoon is

Questions I have about this cartoon are

Questions I have about this cartoon are

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WWII Timeline

European Theater Pacific Theater

September 3, 1939: Great Britain and France declare war on Germany after Germany invades Poland

December 8, 1941: U.S. Declares war on Japan after attack on Pearl Harbor

July­October 10, 1940: Battle of Britain April 18, 1942: Doolittle bombing raid on Tokyo

June 22, 1941: Germany invades U.S.S.R. June 3­6, 1942: Battle of Midway

December 11, 1941: Germany and Italy declare war on US

June 30, 1943: “Island hopping” strategy in Solomon Islands begins

October 23, 1942: Battle of El Alamein October 20, 1944: General MacArthur lands in Philippines

June 6, 1944: Allies invade Normandy (D­Day) February 19 ­ March 26, 1945: Invasion of Iwo Jima

December 16­February 7, 1944: Battle of the Bulge (last significant German offensive)

August 6, 1945: Atomic bomb dropped on Hiroshima

February 4­11, 1945: Yalta Conference August 9, 1945: Atomic bomb dropped on Nagasaki

May 7, 1945: Germany surrenders, WWII in Europe ends August 14, 1945: Japan agrees to surrender

1. Which happened earlier, the declaration of war by Great Britain on Germany or the declaration of war by the US

on Japan? __________________________________________________________________________________

2. How many months after Germany did Japan surrender? ______________________________________________

3. What is the span (number of years) of these timelines? _______________________________________________

4. What do you think the atmosphere was like when Harry S. Truman became the president of the United States on

April 12, 1945? ______________________________________________________________________________

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Using evidence from the documents, respond to the Focus Question: Focus Question: How did the peace that ended World War I lead to World War II? Provide at least three specific pieces of evidence to support your response. __________________________________________________________________________________________________

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The Atomic Bomb SHEG How should we remember the dropping of the atomic bomb?

1. Write down everything you know about the dropping of the atomic bomb at the end of WWII. Use the Two Historical Narratives document to answer the following questions

a. In 1­2 sentences each, explain the two narratives (stories) about Hiroshima. ________________________

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b. Which narrative do you agree with more? Why? _____________________________________________ __________________________________________________________________________________________________

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Atomic Bomb SHEG Activity: Choosing Sides

Use the documents provided by your teacher to complete the questions below:

You are a historian who specializes in Japanese history. In particular, you are very familiar with the Japanese experiences of Hiroshima and Nagasaki.

1. Read documents A­E 2. Read documents again and highlight or underline

quotes, facts, images and information that supports the Hiroshima as Victimization narrative. In other words, look for information that proves that America was wrong to drop the atomic bomb.

3. Record your main points in the space below.

You are a historian who specializes in American history. In particular, you are very familiar with the American experiences during WWII and President Truman’s decision to drop the atomic bomb.

1. Read documents A­E 2. Read documents again and highlight or underline

quotes, facts, images and information that supports the Hiroshima as Triumph narrative. In other words, look for information that proves America was right to drop the atomic bomb.

3. Record your main points in the space below.

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Featured Sources: Political Conflict ­ adapted from Stanford History Education Group Focus Question: Who was primarily responsible for the Cold War ­ the United States or the Soviet Union?

Timeline of the Early Cold War

1945: February 4­11 ­ Yalta Conference

1945: August 6 ­ United States first used atomic bomb in war

1945: August 14 ­ Japanese surrenders, ending World War II

1946: March ­ Winston Churchill delivers "Iron Curtain" speech

1947: March ­ Truman announces Truman Doctrine

1947: June ­ Marshall Plan is announced

1948: February ­ Communist takeover in Czechoslovakia

1948: June 24 ­ Berlin blockade begins, Berlin Airlift begins

1949: July ­ NATO treaty ratified by democratic nations of Western Europe and the United States

1949: May 12 ­ Berlin Blockade ends

1949: September ­ Mao Zedong, a communist, takes control of China

1949: September ­ Soviets explode first atomic bomb

1955: May – Soviet satellite communist countries sign Warsaw Pact

Document A: The Iron Curtain Speech (Modified) It is my duty, however, to place before you certain facts about the

present position in Europe. From Stettin in the Baltic to Trieste in the Adriatic an iron curtain has descended across the Continent. Behind that line lie all the capitals of the ancient states of Central and Eastern Europe. Warsaw, Berlin, Prague, Vienna, Budapest, Belgrade, Bucharest and Sofia; all these famous cities and the populations around them lie in what I must call the Soviet sphere, and all are subject, in one form or another, not only to Soviet influence but to a very high and in some cases increasing measure of control from Moscow.

In a great number of countries, far from the Russian frontiers and throughout the world, Communist fifth columns are established and work in complete unity and absolute obedience to the directions they receive from the Communist center.

I do not believe that Soviet Russia desires war. What they desire is the fruits of war and the indefinite expansion of their power and doctrines.

But what we have to consider here today while time remains, is the permanent prevention of war and the establishment of conditions of freedom and democracy as rapidly as possible in all countries.

Source: Excerpt the “Iron Curtain Speech” delivered by Winston

Churchill, March 1946 in Fulton, Missouri.

1. Who was Winston Churchill?

2.Why would Americans trust what he has

to say about the Soviet Union?

3. What does Churchill claim that

the Soviet Union wanted?

Document B: The Truman Doctrine (Modified) The United States has received from the Greek Government an urgent appeal for financial and economic assistance…Greece is in desperate need

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of financial and economic assistance to enable it to resume purchases of food, clothing, fuel, and seeds. The very existence of the Greek state is today threatened by the terrorist activities of several thousand armed men, led by Communists, who defy the government's authority. . . . Greece must have assistance if it is to become a self­supporting and self­respecting democracy. The United States must supply this assistance. . . . No other nation is willing and able to provide the necessary support for a democratic Greek government. One of the primary objectives of the foreign policy of the United States is the creation of conditions in which we and other nations will be able to work out a way of life free from coercion. It is necessary only to glance at a map to realize that the survival and integrity of the Greek nation are of grave importance in a much wider situation. If Greece should fall under the control of an armed minority, the effect upon its neighbor, Turkey, would be immediate and serious. Confusion and disorder might well spread throughout the entire Middle East. . . . Should we fail to aid Greece and Turkey in this fateful hour, the effect will be far reaching to the West as well as to the East. The free peoples of the world look to us for support in maintaining their freedoms. If we falter in our leadership, we may endanger the peace of the world. And we shall surely endanger the welfare of this nation. Great responsibilities have been placed upon us by the swift movement of events.

Source: Excerpt from the “Truman Doctrine Speech,” President Truman to Congress on March 12, 1947.

1. Why did Truman believe Greece needed

American aid in 1947?

2. What does Truman mean when he

claims, “Should we fail to aid Greece and

Turkey in this fateful hour, the effect will

be far reaching to the West as well as to

the East”?

3.Does Truman present American policy

as offensive or defensive? What words or

phrases does Truman use to present policy

this way?

Now that you’ve read these first two documents, record your hypothesis to the focus question: Who was primarily responsible for the Cold War­ the United States or the Soviet Union. Use evidence from the documents to support your response. ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Document C: Soviet Ambassador Telegram (Modified) The foreign policy of the United States, which reflects the imperialist tendencies of American monopolistic capital, is characterized in the postwar period by a striving for world supremacy. This is the real meaning of the many statements by President Truman and other representatives of American ruling circles; that the United States has the right to lead the world. All the forces of American diplomacy ­­ the army, the air force, the navy, industry, and science ­­ are enlisted in the service of this foreign policy. For this purpose broad plans for expansion have

1. Who was Nicholas Novikov? When did he write this telegram?

2. How does Novikov describe the United

States? What evidence does he use to

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been developed and are being implemented through diplomacy and the establishment of a system of naval and air bases stretching far beyond the boundaries of the United States, through the arms race, and through the creation of ever newer types of weapons. . . . During the Second World War . . . [American leaders] calculated that the United States of America, if it could avoid direct participation in the war, would enter it only at the last minute, when it could easily affect the outcome of the war, completely ensuring its interests. In this regard, it was thought that the main competitors of the United States would be crushed or greatly weakened in the war, and the United States by virtue of this circumstance would assume the role of the most powerful factor in resolving the fundamental questions of the postwar world.

Source: Excerpt from a telegram sent by Soviet Ambassador Nikolai Novikov to Soviet Leadership in September 1946.

support his description?

3. What does Novikov claim the United States planned during World War II?

Document D: Henry Wallace (Modified) I have been increasingly disturbed about the trend of international affairs since the end of the war.

How do American actions appear to other nations? I mean actions [like] the Bikini tests of the atomic bomb and continued production of bombs, the plan to arm Latin America with our weapons, and the effort to secure air bases spread over half the globe from which the other half of the globe can be bombed. I cannot but feel that these actions must make it look to the rest of the world as if we were only paying lip service to peace at the conference table.

These facts rather make it appear either (1) that we are preparing ourselves to win the war which we regard as inevitable or (2) that we are trying to build up a predominance [largest amount] of force to intimidate the rest of mankind.

Our interest in establishing democracy in Eastern Europe, where democracy by and large has never existed, seems to [the Soviets] an attempt to reestablish the encirclement of unfriendly neighbors which might serve as a springboard of still another effort to destroy [them]. Source: Secretary of Commerce and former Vice President Henry A. Wallace letter to President Harry S. Truman, July 23, 1946. Truman asked Wallace to resign shortly after this letter

1. Who was Henry Wallace? When did he write this letter?

2. What is Wallace’s main argument?

3. How does Wallace’s description of American foreign policy compare to Truman and Novikov’s

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Now that you’ve read the remaining documents, respond again to the focus question: Who was primarily responsible for the Cold War­ the United States or the Soviet Union. Use evidence from the documents to support your response. __________________________________________________________________________________________________

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Think About It: Did your hypothesis change? How? __________________________________________________________________ __________________________________________________________________________________________________

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Investigation #5: Kazi ­ (Performance Task) Investigation #2’s Kazi will be a classroom seminar. Your teacher will review the expectations of the seminar with you. Use theses questions below to help prepare you for participation in the seminar.

Classroom Discussion Prompts: 1. Is it important to assign blame for a conflict? 2. What are the benefits of assigning blame in a conflict? 3. What are the consequences of assigning blame in a conflict? 4. Could the three conflicts from this investigation have been avoided or lessened if blame had been removed from

the picture? 5. How does this lesson about blame in political conflict relate to our own personal conflicts? 6. How does this lesson about blame relate to today’s political conflicts?

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Investigation 6 Question: How do differences in ethnicity cause conflict?

Investigation 6 Standards: Developing Mastery

WH.7.3 Analyze economic and political rivalries, ethnic and regional conflicts, and nationalism and imperialism as underlying causes of war.

In my own words:

Investigation 1: Key Terms: use the space below to write your own definition of the terms.

Arab­Israeli Conflict

Balfour Declaration Nelson Mandela

ANC

Collectivized Palestine

PLO

Segregation Khmer Rouge

Pol Pot

Israel Apartheid

Civil Disobedience

Genocide War Crimes

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Investigation 6 Background Information:

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Map of Asia Directions: Using your table map and/or the World History Atlas book, color and update the key for the following

Asian countries.

** Add Cambodia to your key***

Featured Sources Activities: The Khmer Rouge and the Cambodian Genocide

Document 1: In 1970, Lon Nol overthrew Prince Norodom Sihanouk and became the leader of Cambodia. The Vietnam War had destabilized Cambodia’s government and Lon Nol used this situation to gain power. …Richard Nixon’s May 1970 invasion of Cambodia (undertaken without informing Lon Nol’s new government) followed simultaneous invasions by Saigon and Vietnamese Communist forces. It created 130,000 new Khmer [Cambodian mountain people] refugees, according to the Pentagon. By 1971, 60 percent of refugees surveyed in Cambodia’s towns gave U.S. bombing as the main cause of their displacement. The U.S. bombardment of the Cambodian countryside continued until 1973, when Congress imposed a halt. Nearly half of the 540,000 tons of bombs were dropped in the last six months. From the ashes of rural Cambodia arose Pol Pot’s Communist Party of Kampuchea (CPK). It used the bombing’s devastation and massacre of civilians as recruitment propaganda and as an excuse for its brutal, radical policies and its purge of moderate Communists and Sihanoukists. This is clear from contemporary U.S. government documents and from interviews in Cambodia with peasant survivors of the bombing….

Source: Ben Kiernan, The Pol Pot Regime: Race, Power, and Genocide in Cambodia under the Khmer Rouge, 1975–79, Yale University Press (adapted)

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According to Ben Kiernan, what were two problems Cambodia faced during Lon Nol’s rule that enabled Pol Pot to rise to power? __________________________________________________________________________________________ ________________________________________________________________________________________________ Document 2: Pol Pot came to power in April 1975. He overthrew Lon Nol in a coup d’état and attempted to create a utopian agrarian society. …He [Pol Pot] began by declaring, “This is Year Zero,” and that society was about to be “purified.” Capitalism, Western culture, city life, religion, and all foreign influences were to be extinguished in favor of an extreme form of peasant Communism. All foreigners were thus expelled, embassies closed, and any foreign economic or medical assistance was refused. The use of foreign languages was banned. Newspapers and television stations were shut down, radios and bicycles confiscated, and mail and telephone usage curtailed. Money was forbidden. All businesses were shuttered, religion banned, education halted, healthcare eliminated, and parental authority revoked. Thus Cambodia was sealed off from the outside world. All of Cambodia’s cities were then forcibly evacuated. At Phnom Penh, two million inhabitants were evacuated on foot into the countryside at gunpoint. As many as 20,000 died along the way.…

Source: “Genocide in the 20th Century: Pol Pot in Cambodia 1975­1979,” The History Place Based on the document, what was one action taken by Pol Pot’s government that contributed directly to human rights violations against the Cambodian people? ______________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________

Document 3: Teeda Butt Mam is a survivor of the Khmer Rouge. This excerpt is an eyewitness account of her experience in Cambodia. …”I traveled with my family from the heart of the country to the border of Thailand. It was devastating to witness the destruction of my homeland that had occurred in only four years. Buddhist temples were turned into prisons. Statues of Buddha and artwork were vandalized. Schools were turned into Khmer Rouge headquarters where people were interrogated, tortured, killed, and buried. School yards were turned into killing fields. Old marketplaces were empty. Books were burned. Factories were left to rust. Plantations were without tending and bore no fruit….”

Source: Teeda Butt Mam, “Worms from Our Skin,” Children of Cambodia’s Killing Fields, Yale University Press

According to this eyewitness account, what were two results of Khmer Rouge rule in Cambodia? _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ Document 5 and Document 6 Document 5: (excerpted articles from the UN Declaration of Human Rights)

Right to equality Right to life, liberty and personal security Freedom from slavery Freedom from torture and degrading treatment Right to equality before the law Freedom from arbitrary arrest and exile Right to fair public hearing Right to free movement Right to a nationality and the freedom to change it Right to marriage and family

Document 6: “From the middle of the 1975 to 1978, between one and three million Cambodians, out of a population of seven million, died at the hands of Pol Pot’s Khmer Rouge. Former government employees, military officials, and those labeled “intellectuals” were executed in the hundreds of thousands. Others were killed by disease, exhaustion and malnutrition during forced evacuations, migrations, and labor. Families were broken apart and communal living was established; men and women were compelled to marry partners selected by the state. Education and religious practices were forbidden.

Source: David Hawk, The New Republic, “The Killing of Cambodia”, 1982

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According to Document 5 and Document 6, which human rights were violated during the Cambodian genocide? ____________________________________________________________________________________________________________________________________________________________________________________________________

The 8 Stages of Genocide Using the information on the left side of the chart, trace the events and policies that led to the Cambodian genocide.

Stage Event or Policy within Cambodia

1. Classification ­ All cultures put people into categories creating “us and them” by ethnicity, race, religion or nationality

Society was divided into two groups, capitalists, which were considered “tainted” by outside influence, and peasants or laborers, who were considered “pure”.

2. Symbolization – We give names or symbols to the classifications.

3. Dehumanization – One group denies the humanity of the other group. Members are equated with animals, vermin, insects or diseases.

4. Organization – Genocide is always organized, usually by the state, though sometimes informally or by terrorist groups.

5. Polarization – Extremists drive groups apart. Hate groups broadcast polarizing propaganda and may target moderates.

6. Preparation – Victims are identified and separated out because of their ethnic or religious identity

7. Extermination – Extermination begins, and quickly becomes the mass killing legally called “genocide.”

8. Denial – Denial always follows a genocide. It is among the surest indicators of further genocidal massacres. The perpetrators deny that they committed any crimes, and often blame 3 what happened on the victims

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Map of Africa Using your table map or World History Atlas, color and label South Africa, Egypt, Ethiopia, Algeria, Congo,

Kenya, Madagascar, Nigeria, the Atlantic Ocean and the Indian Ocean

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Featured Sources Activity: South African Apartheid Document 1: Timeline of South African History

1651: Dutch settlers arrive in South Africa. In 1756, they import slaves from West Africa, Malaysia, and India, establishing the dominance of whites over nonwhites in the region. 1867: Diamond mining begins in South Africa. Africans are given the most dangerous jobs, are paid far less than white workers, and are housed in fenced, patrolled barracks. Oppressive conditions and constant surveillance keep Africans from organizing for better wages and working conditions. 1910: The Union of South Africa is formed. English and Dutch are made official languages.Blacks can vote but cannot hold office. 1912: The African National Congress is formed. This political party aims to organize Africans in the struggle for civil rights. 1913: The Native Lands Act gives 7.3% of the country's land to Africans, who make up 80% of the population. Africans are prohibited from owning land outside their region. Africans are allowed to be on white land only if they are working for whites. 1946: African mine workers are paid twelve times less than their white counterparts. Over 75,000 Africans go on strike in support of higher wages. Police use violence to force the unarmed workers back to their jobs. Over 1000 workers are injured or killed. 1948: The Afrikaner National Party wins elections on a platform of strict racial segregation. Apartheid becomes the law of the land.

What are two ways that Africans were discriminated against by the white government? _________________________________________________________________________________________________ __________________________________________________________________________________________________ What happened when Africans tried to protest poor working conditions? _________________________________________________________________________________________________ __________________________________________________________________________________________________ Document 2: Statistical Comparison (1978)

According to the table, what are three ways that whites had better living conditions than blacks in South Africa in 1978? ____________________________________________ ____________________________________________ ____________________________________________

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Document 3: The Apartheid Laws of South Africa

Prohibition of Mixed Marriages Act, of 1949 Prohibited (made illegal) marriages between white people and people of other races. Group Areas Act, of 1950 Forced physical separation between races by creating different townships (neighborhoods) for different races Pass Laws, of 1952 Forced black people to carry identification with them at all times. It was a criminal offence to be unable to produce a pass when required to do so by police. No black person could leave his/her township unless going to work, and must show pass upon entering the white township. Reservation of Separate Amenities Act, of 1953 Forced segregation of all public building and public transportation with the goal of ending contact between whites and other races. “White Only” and “Non­Whites Only” signs were put up. Terrorism Act, of 1967 Any person who uses violence to protest against the government of South Africa may be put in jail without trial. White men who encourage Africans to disobey the apartheid laws may be fined, jailed, or both.

In what ways did the apartheid laws help whites maintain control over non­whites? _________________________________________________________________________________________________ __________________________________________________________________________________________________ Which law do you think was the most unjust? Why? _________________________________________________________________________________________________ __________________________________________________________________________________________________ Document 4: Speech from Nelson Mandela

Africans want to be paid a living wage. Africans want to perform work which they are capable of doing, and not work which the Government declares them to be capable of. Africans want to be allowed to live where they obtain work, and not be removed from an area because they were not born there. Africans want to be allowed to own land in places where they work, and not to be obliged to live in rented houses which they can never call their own. Africans want to be part of the general population, and not confined to living in their own ghettos. African men want to have their wives and children to live with them where they work, and not be forced into an unnatural existence in men's hostels. African women want to be with their menfolk and not be left permanently widowed in the Reserves. Africans want to be allowed out after eleven o'clock at night and not to be confined to their rooms like little children. Africans want to be allowed to travel in their own country and to seek work where they want to and not where the Labor Bureau tells them to. Africans want a just share in the whole of South Africa; they want security and a stake in society. . . During my lifetime I have dedicated myself to this struggle of the African people. I have fought against white domination, and I have fought against black domination. I have cherished the ideal of a democratic and free society in which all persons live together in harmony and with equal opportunities. It is an ideal which I hope to live for and to achieve. But if needs be, it is an ideal for which I am prepared to die.

According to Mandela, what do Africans want? (List 3 specific changes) _________________________________________________________________________________________________ __________________________________________________________________________________________________

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What is Mandela’s ultimate dream, described in his final statement? _________________________________________________________________________________________________ __________________________________________________________________________________________________ Document 5: End of Apartheid

Desmond Tutu was a black Anglican bishop and civil rights leader. Tutu and other activists convinced foreign nations and businesses to limit trade and investment in segregated South Africa. Over time, these nonviolent means of protest had a strong effect. F.W. de Klerk, a white South African, became president of South Africa in 1989. He realized that the time for reform was long past. De Klerk legalized the ANC and released Mandela in 1990. He also abandoned apartheid and repealed segregation laws. In 1994, an election was held in which South Africans of all races could vote. The people elected Mandela for their new president.

How did Desmond Tutu put pressure on the Apartheid government of South Africa to change? _________________________________________________________________________________________________ __________________________________________________________________________________________________ What role did F. W. de Klerk have in ending Apartheid? _________________________________________________________________________________________________ __________________________________________________________________________________________________

Map of the Middle East Using your table map or World History Atlas, color and label the following places:

Lebanon, Israel, Iraq, Syria, Egypt. Jordan, Turkey, Iran, Afghanistan, Pakistan, Saudi Arabia

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Featured Sources: The Arab­Israeli Conflict Historical Context: In 1947, the United Nations drew up a plan dividing Palestine into two states, Jewish and Arab, which the Arabs rejected. The next year, Israel was established as an independent nation according to the United Nations guidelines. As a result of the 1967 war, Israel gained control of the West Bank and Gaza Strip. Gaza was unilaterally given to the Palestinians in 2005. Palestinians still do not have an independent state of their own. Despite ongoing conflict between the Israelis and Palestinians, many on both sides still hope for peace. Document 1: The Balfour Declaration, November 2, 1917 During the First World War, British policy became gradually committed to the idea of establishing a Jewish home in Palestine (Eretz Yisrael). After discussions in the British Cabinet, and consultation with Zionist leaders, the decision was made known in the form of a letter by Arthur James Lord Balfour to Lord Rothschild. The letter represents the first political recognition of Zionist aims by a Great Power. Foreign Office November 2nd, 1917

Dear Lord Rothschild, I have much pleasure in conveying to you, on behalf of His Majesty's Government, the following declaration of

sympathy with Jewish Zionist aspirations which has been submitted to, and approved by, the Cabinet. "His Majesty's Government view with favour the establishment in Palestine of a national home for the Jewish people, and will use their best endeavours to facilitate the achievement of this object, it being clearly understood that nothing shall be done which may prejudice the civil and religious rights of existing non­Jewish communities in Palestine, or the rights and political status enjoyed by Jews in any other country." I should be grateful if you would bring this declaration to the knowledge of the Zionist Federation.

Yours sincerely, Arthur James Balfour

Why did Arthur James Balfour write this letter to Lord Rothschild?______________________________________ __________________________________________________________________________________________________

What groups may feel prejudiced by this Declaration?___________________________________________________ __________________________________________________________________________________________________ Document 2: From “The Zionist Case” by Golda Meir “As I have said, we came to Palestine to do away with the helplessness of the Jewish people through our own endeavors. Therefore, you will realize what it meant for us to watch from here millions of Jews being slaughtered during these years of war…We Jews only want that which is given naturally to all peoples of the world to be masters of our own fate…We are certain that given an opportunity of bringing in large masses of Jews into this country, of opening the doors of Palestine to all Jews who wish to come here, we can…create a free Jewish society built on the basis of cooperation, equality and mutual aid.” Why did Jews come to Palestine? What is it they wanted?_________________________________________________ __________________________________________________________________________________________________ Document 3: From “Children of a 10th Class God” by Nihaya Qawasmi “Late at night when everything is quiet I think about how I will ever forgive the Israelis for what they did to me. I don’t mean stealing my homeland, killing my people, turning me into a refugee, or depriving me from having a Palestinian state. I’m talking about myself – what they did to my personality. I wish I had a normal life: no tension, no rage, no hatred, no hard feelings toward anybody. Even if they leave my country and give me back my rights, how will I overcome these feelings inside me?” What do the Palestinians accuse the Israelis of doing?____________________________________________________ __________________________________________________________________________________________________ Document 4: Statement by President Nasser to Members of the Egyptian National Assembly, 29 May 1967: Then came the events of 1956 ­ the Suez battle. We all know what happened in 1956. When we rose to demand our rights, Britain, France and Israel opposed us, and we were faced with the tripartite aggression. We resisted, however, and proclaimed that we would fight to the last drop of our blood. God gave us success and God's victory was great…

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…Preparations have already been made. We are now ready to confront Israel. They have claimed many things about the 1956 Suez war, but no one believed them after the secrets of the 1956 collusion were uncovered ­ that mean collusion in which Israel took part. Now we are ready for the confrontation. We are now ready to deal with the entire Palestine question. The issue now at hand is not the Gulf of Aqaba, the Straits of Tiran, or the withdrawal of the UNEF, but the rights of the Palestine people. It is the aggression which took place in Palestine in 1948 with the collaboration of Britain and the United States. It is the expulsion of the Arabs from Palestine, the usurpation of their rights, and the plunder of their property. It is the disavowal of all the UN resolutions in favour of the Palestinian people… What was the result of the 1956 Suez battle?_________________________________________________________ What do the Egyptians argue is the issue at hand in this document? _______________________________________________________________________________________________ Document 5: Excerpt from the Hamas Charter "After Palestine, the Zionists aspire to expand from the Nile to the Euphrates. When they will have digested the region they overtook, they will aspire to further expansion, and so on. Their plan is embodied in the "Protocols of the Elders of Zion", and their present conduct is the best proof of what we are saying." "Israel will exist and will continue to exist until Islam will obliterate it, just as it obliterated others before it." (The Martyr, Imam Hassan al­Banna, of blessed memory). "The Islamic Resistance Movement believes that the land of Palestine is an Islamic Waqf consecrated for future Muslim generations until Judgement Day. It, or any part of it, should not be squandered: it, or any part of it, should not be given up. " What does Hamas believe the Zionists aspire to do? _______________________________________________________________________________________________ According to Hamas, what will need to happen to stop Zionist expansion? _______________________________________________________________________________________________ Document 6: Maps of Palestine

What changed in the land of Palestine from 1947­2006? _________________________________________________ _________________________________________________ _________________________________________________

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Kazi #3: Classify three Ethnic Conflicts Fill in the Tree Map to classify Cambodian Genocide, Apartheid, and Arab­Israeli Conflict. Each of your

branches should include a 5 (or more!) sentence creative summary which references the causes and effects of each conflict.

Cambodian Genocide Summary: _____________________________________________________________________ ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Apartheid Summary: _______________________________________________________________________________ ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Arab­Israeli Conflict Summary: _____________________________________________________________________ ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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