BRVGS World History Work and Checklist 4.3.20 BRVGS World History Students and Parents

BRVGS World History Work and Checklist 4.3.20 BRVGS World History Students and Parents,

Please see the outline for upcoming work. We do not require or expect that students will work the week of Spring Break (April 6 through 10), but wanted to get this to everyone, for those who would like to get ahead.

Submissions of required work can be made to teachers by:

● Creating and sharing a Google Doc with your teacher and emailing him or her when the assignment is complete ● Printing or writing answers and mailing them to BRVGS at 14455 James Madison Hwy, Palmyra, VA 22963

Completion of Assignments 1 and 2 AND the “Upcoming Assignments” listed at the bottom of the page are required for students to receive BRVGS graduation credit for the BRVGS World History course. Please note that while the assignments below will NOT be graded on an “A, B C” basis, they will be evaluated for successful completion by teachers. “Successful completion” means that all components of the assignment are done and reflect real thought and effort in student work.

Please also note individual teachers may require their own additional activities, per their local instructional guidelines for the remainder of this school year. Please contact your BRVGS World History teacher or BRVGS Director Marc Carraway at [email protected] for questions.

Assignment 1: Information Packet for the World Wars and Between - (Pages 1- 39) The purpose of this packet is to provide students with clear knowledge of people, places and events that they will need to know in future social studies courses in high school and beyond. It is due to be completed by April 24th.

1. Students should complete the World History Content Packet # 1: The World Wars and Between - Pages 1-10

2. Students should complete 2 of the 5 “Choice” options ● Choice 1 - Impacts of WWI on Different Regions of the World - Pages 11-14 ● Choice 2 - Appeasement - Pages 15-21 ● Choice 3 - 1918 flu pandemic vs the 2020 coronavirus pandemic - Page 22 (will require internet if chosen) ● Choice 4 - Genocide DBQs - Pages 23-32 ● Choice 5 - World War II & the Atomic Bomb DBQs - Pages 33-39

3. Students may use this online pdf World History text as a resource for this assignment. Please contact Ms. Bunovich at BRVGS by calling 804-787-0886 to request an offline thumb drive version if needed.

Assignment 2: Completion of the World History Semester 2 “Technology and Ethics” Project - (Page 40-44)

Please see requirements for the “presentation” component of the WH “Technology and Ethics” Project on page 40. This assignment is due to be submitted to your teachers or to BRVGS by 4:00 PM on April 24th. We will survey students the week of April 13th to find out which option you choose to complete this project.

In addition to the presentation, you must submit the final draft of your Project Paper to turnitin.com (or mail it to BRVGS at the address above) if you have not already submitted it. ALL final papers must be submitted no later than May 1st, but please check with your individual teacher with details/requirements for your class.

Upcoming Assignments:

● April 24th: Packet # 2 (The Cold War Era) will be sent out to students and parents. This will be a smaller packet than the World Wars packet. ● April 24th: Book assignment: One Day In the Life of Ivan Denisovich. BRVGS will send an online version of the book to students, and, only if absolutely necessary, will mail copies to students. ● May 1st: Packet # 3 (The Contemporary World) will be sent out to students and parents. This will also be a smaller packet than the World Wars packet.

1 Assignment 1: Information Packet for the World Wars and Between

FEEL FREE TO WRITE ANSWERS ON YOUR OWN PAPER IF NEEDED FOR MORE ROOM

World War I - World War II

World War I and the Russian Revolution Chapter 29 - starts on pg. 838 or 958 of PDF textbook

Causes of World War I - Explain how each of the following were considered to be a cause of WWI Nationalism

Imperialism

Militarism

Tangled Alliances

Which cause do you think was most responsible for the start of WWI. Please explain why you chose that cause.

Reasons for Entering the War, July - August 1914 Using the information in your online textbook, complete the chart below.

Country Allied With Reasons for Entering the War

Austria-Hungary Germany

Germany Wanted to stand by its one dependable ally

Serbia Attacked by Austria-Hungary after assassination of Archduke

Serbia, France, Britain Wanted to defend Slavic peoples in Serbia

France Wanted to avoid facing Germany alone in a war

Neutral Invaded by Germany

Britain France and Russia

2 Please summarize or define the following people, terms, places, and/or events of World War I.

Kaiser Wilhelm

Archduke Franz Ferdinand

Central Powers

Allies

Schlieffen Plan

Unrestricted Submarine Warfare

Woodrow Wilson

Fourteen Points

Self-Determination

Questions Please answer each question.

1. Describe what trench warfare was and what the conditions were like for the soldiers in the trenches.

2. New Weapons of War - Describe how each was used or what made it effective. a. Poison Gas:

b. Machine Gun:

c. Tanks:

d. Submarines:

3. Explain why Russia was not the best ally.

4. What was the goal of the Gallipoli Campaign?

5. Explain how the sinking of the Lusitania and the Zimmerman note led to the U.S. entering the war. 3 6. The Second Battle of the Marne is one of the last battles of WWI. Why do you think the Germans lost here?

7. Describe 4 legacies of World War I.

8. Fourteen Points was President Wilson’s plan for peace. Listed below are a few of the points. Read each one and summarize it in your own words.

SUMMARY:

SUMMARY

9. Based on the Treaty of Versailles that ended WWI, what were the stipulations for Germany?

10. Why do you think Germany was forced to accept most of the blame?

4 11. Looking at the two maps, list 5 countries that were created as a result of WWI.

12. The Ottoman Empire was forced to give up almost all of their former empire. Mandates were created and were under the control of Britain or France with the idea that they would eventually get their independence. Identify the mandates of each country. a. Britain:

b. France:

Chapter 30 - starts on pg. 867 or 987 of PDF textbook

Russian Revolution-- Please summarize or define the following people, terms, places, and/or events Autocracy

Alexander III

Nicholas II

Vladimir Lenin

Proletariat

Bolsheviks

New Economic Policy (NEP)

Questions Please answer each question.

1. Explain at least 3 measures that Czar Alexander III used to create autocracy rule in Russia.

2. Why did rapid industrialization stir discontent among Russians?

3. How did Karl Marx influence Russia during rapid industrialization?

5 3. Between 1904 to 1917, Russia faced one crisis after another that will hurt Czar Nicholas II’s power. Summarize each of these crises by explaining how it hurt Russia or Nicholas II’s power: a. The Russo-Japanese War

b. Bloody Sunday of 1905

c. WWI

4. Why did Nicholas II abdicate his throne?

5. How did Lenin return to Russia?

6. What slogan did Lenin use to get factory workers to storm the Winter Palace?

7. Why did the Bolsheviks’ treaty with Germany in 1918 cause a civil war in Russia?

8. Why do you think the US sent aid and money to support the White Army and how will this decision impact the United States’ relationship with Russia?

9. After the civil war ended, Lenin tried to revise and restructure the Russian economy based on the New Economic Policy or the NEP. Was this policy a success or failure, please explain why or why not.

10. After Lenin renamed the Bolsheviks party the Communist Party, he suffered a stroke in 1922, who took over the Communist Party after Lenin’s death?

6 Great Depression

Causes of the Worldwide Depression - For each cause, use your textbook to explain how it contributed to the worldwide depression.

German reparations

Overproduction of U.S. Industry

High Protective Tariffs Hawley-Smoot tariff was instituted in the U.S. which put a tax on all foreign goods; in retaliation, many other countries put their own tariffs on imported goods in place. Led to a decrease of international trade by almost 65%.

Excessive Expansion of Credit allowed many American citizens to afford “big ticket” items like cars, but did so at Credit the expense of the economy. More credit meant less money in circulation.

Stock Market Crash 1929

Questions 1. How did the collapse of the U.S. economy negatively affect the rest of the world?

2. Which country fared better -- Great Britain or France? Why?

3. What did President Roosevelt and the New Deal do to restore the nation’s faith in the economy?

The Interwar Period The economic dislocations following WWI led to unstable political conditions. The worldwide depression in the 1930s set the stage for the rise of dictators in the Soviet Union, Germany, Italy, and Japan.

Russia p. 874 or pdf 994 Please summarize or define the following people, terms, places, and/or events.

Totalitarianism

Great Purge

Command Economy

Five Year Plans

Collective Farms

7 Questions 1. In your opinion were Stalin’s Five Year Plans successful? Why or why not?

2. In your opinion was Stalin’s plan of collectivization of farms successful? Why or why not?

Italy, Germany, and Japan - Starting on p. 910 or 1030 PDF Please summarize or define the following people, terms, places, and events.

Fascism

Benito Mussolini

Adolf Hitler

Nazism

Anti-Semitism

Questions Section 3 1. What are the similarities and differences between fascism and communism?

2. List 3 ways Germans “made war on the Jews.”

Section 4 3. How were the militarists able to take control of Japan?

4. What was the main motivation behind Japanese expansion?

5. When and why did Japan invade Manchuria?

6. Who did Japan invade next?

8 7. Why was the German invasion of the Rhineland seen as a “turning point in the march toward war”?

8. Looking at the aggressive behavior of Italy, Germany, and Japan, who or what was supposed to stop them?

9. Why didn’t they put forth more effort to stop these actions?

World War II Definitions and Key Terms Higher Level Thinking Questions

Chapter 32 - starts on pg. 922 or 1042 of PDF WWII--Please summarize or define the following people, terms, places, and/or eventsI NonAggression Pact

Blitzkrieg

Axis Powers

Allies

FDR

Truman

Eisenhower

MacArthur

Marshall

Churchill

Questions Please explain how each of the following events led to a cause of WWII

1. Japan invades Manchuria and China

2. Mussolini attacks Ethiopia

3. Hitler defies the Treaty of Versailles

4. Civil War in Spain

9 5. The USA follows an isolationist policy

6. The German Reich Expands

7. Britain’s and France’s choose appeasement

8. The NonAggression Pact

9. Germany’s Lightning Attack

Questions Please fill out the chart below Major Battles/Events of WW2 Battle Date Summary of Event (MUST explain what happened and allied or axis victory)

Invasion of Poland

Fall of France

Battle of Britain

German Invasion of Russia

Pearl Harbor

Invasion of Italy

D-Day

Atomic Bombs

10 Please answer the question on the Holocaust

1. What were the Nuremberg Laws passed in 1935?

2. What was the “Night of Broken Glass” or Kristallnacht?

3. What was the “Final Solution”?

4. What does genocide mean?

5. Explain 5 facts of when, where, and how the SS officers hunted down Jews.

6. What was the “Final Solution” in 1942?

7. Please explain an example of Jewish resistance to the Holocaust.

Examples of Genocide Around the World

Location Victims/Number Killed Year(s)

Ottoman Turks Turkey Christian Armenians (1 - 1.5 million) April 1915 - 1918

Jews, Gypsies, disabled, Slavic peoples, Jehovah Nazis Eastern Europe 1941 - 1945 Witnesses, homosexuals (Over 6 million)

Joseph Stalin Soviet Union Ukranians - most were starved to death (7 million) 1932 - 1933

Artists, intellectuals, monks, Muslims, Vietnamese, Thai Pol Pot Cambodia 1975 - 1979 people (2 million)

Hutus Rwanda Tutsi - political opponents of Hutus (800,000) 1994

Bosnian Serbs Bosnia Bosnian Muslims and Bosian Croats (100,000) 1992 - 1995

11 CHOICE 1 - EFFECTS OF WWI ON WORLD REGIONS

WESTERN EUROPE (Including Germany): At the end of WWI, it became questionable whether or not W.E. was powerful enough to continue its domination as world power. Britain’s empire was under attack by nationalist movements and many other European nations’ colonies were pushing for independence after promises of moves toward self-governance and independence were ignored. However, independence for most colonies would not come until after World War II (later 1940s-1960s). France experienced massive casualties and suffered immense property damage because most of the battles along the Western Front were fought on French soil. As a result, France and Britain hoped to prevent the aggressors of WWI from waging another war – especially Germany. Germany was in a fine mess at the end of the First World War. After the Treaty of Versailles was signed as an end result of the Paris Peace Conference (1919), Germany was forced to pay massive reparations to France and Britain. Also because of this treaty, Germany had to admit war guilt, had limited military and naval powers, and lost its empire in Europe and overseas. Japan was the big winner of Germany’s lost colonies in Asia. In order to regain their former glory and solve the terrible economic crises that gripped their nations after WWI, totalitarian leaders like Hitler and Mussolini came to power. Their goal was to unite their people under nationalism making a strong power, without “impurities.” Revenge on the Allied Powers was a major goal. They would seek this revenge in WWII.

OTTOMANS, EGYPT, & THE MIDDLE EAST The Allied powers promised the Arab people that if they gave the Allies support during WWI to fight the Ottomans, they would be free to form independent Arab nations. As a result of their loss to the Allied Powers and the decisions of the Paris Peace Conference, the Ottoman Empire was dissolved. Out of the Ottoman Empire came the Republic of Turkey (established by reform-minded Ataturk) and the Middle Eastern core was divided by Britain and France into mandates (ex. Iraq, Syria, Palestine) that they oversaw on behalf of the League of Nations. The promise was that these mandates would receive independence once functioning democracies were established in each. In addition, during the war, Britain promised with the Balfour Declaration that the Jews would return to their homeland in the Middle East. This would fulfill one of the key goals of the Zionist Movement that had gained in strength before WWI of Jews receiving their homeland once again in Palestine (Israel). This promise would bring Arabs, the British, and Jews into conflict once Arabs realized that British promises of independence before the war would not be met and that Arabs would be forced to give up control of areas of their homeland to Jewish outsiders. Jews began to immigrate to Palestine after WWI. In Egypt, the war caused inflation, food shortages, and starvation. When Egyptian representatives’ call for a hearing at the Paris Peace Conference was ignored by the Allied Powers, revolts against British authority were sparked in Egypt. The revolts were suppressed, but at high costs. The Wafd Party encouraged Egyptian nationalists to unify Egypt and gain independence. The British finally began to withdraw in 1922; however the Khedival Regime was preserved and Britain promised to intervene in Egypt if it ever faced foreign threats. The Suez Canal was still of strategic importance to Britain’s empire. The khedives continued to ignore the needs of Egypt’s peasantry. In 1952, Gamal Abdul Nasser, an Egyptian nationalist, carried out a coup against the Khedives and established a new government. Nasser seized the Suez Canal for Egypt alone.

SOUTHEAST ASIA (including Vietnam [French Indochina) At the start of World War I, Indochina, or what is now Vietnam, was under French control. It was originally intended to be a source of raw materials and natural resources; but as the war gained momentum, the Southeast Asians were used as troops. The British recruited troops from Burma, while the French used Vietnamese troops. Throughout the war, Indochina was promised independence at the end of the war as long as they continued to support the war effort. Ho Chi Minh, a western-educated nationalist leader in Indochina, traveled to the Paris Peace Conference, hoping to gain support of the Allied Powers so there would be pressure on France to grant Indochina (Vietnam) its independence. His requests were ignored and felt further outrage toward the Western world. The failure of Western European rulers to address Ho Chi Minh’s complaints would prove a mistake when he later rose to become the leader of the communist troops during the Vietnam War in which he fought against both the French and the USA.

RUSSIA 12 The effects that World War I had on Russia were intense. From changes in governmental structure to realizing their backwardness from the modern world, it is evident that Russia changed drastically from WWI. Attempts of social reform, including eventual demands by Lenin and his Bolsheviks for communism, caused an unstable government structure that eventually led to a civil war in 1917. Before and during early WWI, Russia lacked in weapon advancements and modern technology (despite their recent, rapid industrialization process since 1861) which led to the highest number of casualties in the world as a result of the war. Nicholas II’s leadership which was already in question due to his unwillingness to give up absolute power, was further undermined when he proved to be a weak military leader on the Eastern Front. This, along with false reforms from Russia’s government, caused peasant revolt and labor protest. The end result was the forced abdication of the last czar, failed attempts at an unpopular parliamentary structure (largely because it insisted on continuing the war against Germany), and the eventual creation of a communist regime. After WWI, Russia was faced with international problems (fears of communist influence) which led to their being banned from attending the League of Nations and the development of the Soviet Union (USSR) under Vladimir Lenin.

CHINA The effects of WWI were devastating and humiliating for China. This is mainly because Japan took land from China in the Shandong Peninsula and other territories in China that were formally under the influence of Germany, as a result of the Paris Peace Conference’s Treaty of Versailles. These loses caused China’s people to form nationalistic th ideals to unite together to remove the Japanese and oppose other Western domination. This led to the May 4 Movement (1919), a mass protest movement amongst mainly western-educated students who attempted to transform China’s government into a liberal democracy, to revolt against China’s old ways (such as Confucianism), and to protest Japanese occupation and the injustice of the Treaty of Versailles. China felt that they had been ignored by the Allied Powers despite the fact that China had thrown its support behind them during the war Japan, however, had beneficial effects as an outcome of WWI. . Japan was the true winner in the region of East Asia. Japan’s decision to ally with the Allied Powers allowed them to become a greater imperial power from the land that was granted to them by the Treaty of Versailles. Since they only mainly fought with Germany in WWI, their casualties were not of the great quantities of other major powers. Japan continued to grow in might and marched further down the path of imperialism.

SUB-SAHARAN AFRICA As African colonizers, the Europeans entered the world war without knowing the future of their colonies. Forcible recruitments of the Africans and their extraction of raw materials (such as oil, jute, and cotton) for war supplies further fueled the African independence movements. Also, Africa began to see all of the European mistakes of the war and started to wonder if the Europeans were truly the supreme race. This led to nationalism and anti-colonial settlements throughout Africa. However, like most other European colonies, African colonies would not gain independence until after WWII (1950s-1960s, for most). The British and other Europeans made promises to their colonies that all would be well after the war. These promises were not kept and more independent movements paired with nationalistic ideals were rampant. The idea of Pan-Africanism (the hopes of uniting ALL Africans for the sake of opposing European domination) became popular, but had limited success. African-American civil rights activists like Marcus Garvey and W.E.B. DuBois encouraged these ideas and influenced elite African nationalist leaders. Also, the Negritude Movement, a literary movement amongst western-education African writers, sought to glorify African culture and race (“Black is beautiful”) in opposition to the popular European view of white racial superiority. It would take a while longer before African colonies were able to unite on a large scale to resist European colonial rule.

USA Like Japan, the US was taken even more seriously on the global stage as a result of their economic and military might in support of the Allied Powers. The war effort proved a boom to the US economy, military successes beginning in 1917 pushed the once mighty Germany Empire to the point of surrender, and the US attempted to lead the peace settlements that followed WWI (President Woodrow Wilson). However, despite the US suggestion of the development of the League of Nations and hopes of self-determination (allowing a group of people determine for themselves the form of gov’t they wish and without the influence of outside nations), the Paris Peace Conference exposed Europe’s (esp. Britain’s and France’s) plans to maintain their superiority. The US never joined the League of Nations. The US retreated 13 into a foreign policy of isolationism until war broke out between Germany and its American allies. This began a gradual process of opening up again, until the US became fully involved in the war upon Japan’s attack on Pearl Harbor (Dec. 1941). The 1920s was a period of economic prosperity for the US, but this was shattered by a global depression that began in 1929 and lasted until the outbreak of WWII.

SOUTH ASIA Before 1918, India’s nationalist movements were fragmented, but gained focus and intensity following the conclusion of WWI. India was used by Britain as a source of raw materials (ex. cotton) for the war effort, troops, and as a limited industrialized area (one of the few colonies that experienced industrialization). Despite promises by the British for moves toward self-governing and, soon, independence, for India’s support in the war, these promises were soon forgotten. British rule became ever more economically monopolistic and crushed Indian civil liberties (Rowlatt Acts). The British oftentimes violently crushed protests against the continuation of the Raj and its unfair restrictions on civil liberties (Amritsar Massacre). In response, western-educated nationalist leaders such as Nehru and Gandhi (members of the Indian National Congress [INC]) and Jinnah (Muslim League) each pursued their own strategies for independence. They built a mass base of support. Gandhi and Nehru sought to maintain India’s unity with Hindus and Muslims while seeking independence from the British through actions of civil disobedience and passive resistance (satyagraha). Jinnah and the Muslim League demanded independence from Britain that would result in a separate nation for Muslims (Pakistan). To gain support for this demand, the Muslim League threw their support behind Britain during WWII while Gandhi and Nehru continued their application of satyagraha. In 1947, independence finally came, but the nation was partitioned into a secular India with a Hindu majority (led by the Indian National Congress Party and Nehru as P.M.) and an Islamic Pakistan (led by the Muslim Leage and Jinnah as P.M.). The partition of India led to devastating refugee migrations of Hindus and Muslims fleeing to their respective nations. More than 500,000 were killed in religious fighting during these migrations. Tensions between India and Pakistan remain tense, especially since both produced nuclear weapon arsenals th by the later 20 century.

INTERNATIONAL DEVELOPMENTS Apart from the enormous costs of war for all involved both human and financial, WWI created fallout that impacted nearly every region of the world. Attempts at resolving the causes of conflict at the Paris Peace Conference (1919) in all reality heightened tensions and created new crises that would threaten the continued powerful position of Western Europe in the world. The Treaty of Versailles (as part of the Paris Peace Conference) guaranteed the development of a vengeful Germany and Italy in Europe and gave concessions to Japan in East Asia and the Pacific. European imperialism continued despite many promises before the war of gradual moves toward colonial self-rule. Colonial nationalists were ignored at the Paris Peace Conference. Nationalist movements, usually led by native western-education elite pushed for independence using strategies such as civil disobedience and violence. This meeting also saw the breakup of the Ottoman Empire and the division of the Middle East into mandates. However, some cultural groups in Europe, however, did see their hopes of self-determination met (ex. Slavs = Yugoslavia, Poles = Poland). An attempt at internationalism (the principle of cooperation among nations through such actions as diplomacy for the promotion of the common good including the avoidance of war [vs. nationalism]) was seen in the development of the League of Nations. Nonetheless, this international diplomatic organization proved limited in its abilities to prevent aggression by other powers (ex. Hitler and Tojo). Russia experienced revolutions in 1917 that ultimately led to the establishment of the communist Soviet Union under the leadership of Vladimir Lenin. The US and Japan were taken even more seriously as global powers. Japan proceeded on its course towards being the major imperialistic power in Asia and the Pacific.

STATUS OF WOMEN IN WESTERN EUROPE & THE USA Due to labor shortages during WWI, women replaced men in many jobs. They assumed a greater role in heavy industry for the sake of the war effort and to replace the great number of male workers whom had gone off to fight. This challenged the “natural” gender roles of women as the homemaker. However, this trend did not last. After the war, most women resumed their domestic duties while men returned to their jobs. Nonetheless, this aid by women for the war effort infused many women with a sense of independence. This was shown in the 1920s by the new modern woman: carefree and risqué. The women’s suffrage movement intensified. Many Western European nations and America extended the right to vote (suffrage) to women (USA = 1919, Britain = 1923).

14 Effects of World War I on World Regions

Directions: Using the information sheet that can be found in Google Classroom, complete the chart that identifies the effects of World War I on World Regions.

Positive or Explanation as to how the area was affected either positively or Region Negative Effect negatively. T his can be done in a bulleted list, but should be in (+ or -) your own words.

Western Europe

Ottomans/Egypt/Middle

East

SE Asia (Including

Vietnam)

Russia

China

Sub-Saharan Africa

U.S.

South Asia

International

Developments

Women (Western

Europe and U.S.) 15 CHOICE 2 - Appeasement

Appeasement Timeline

March 13, 1938 Germany annexes Austria.

Chamberlain meets with Hitler in Godesberg, Germany. Hitler claims Sudetenland Sept. 22-24, 1938 region of Czechoslovakia would be final German demand for territory.

Sept. 29, 1938 Germany, Italy, Great Britain, and France sign the Munich Agreement.

March 14-15, 1939 Germany breaks the Munich Agreement and occupies the rest of Czech lands.

March 31, 1939 France and Great Britain agree to support Poland against Nazi aggression.

Germany and the Soviet Union sign the Nazi-Soviet Pact, dividing Eastern Europe Aug. 23, 1939 into spheres of influence.

Sept. 1, 1939 Germany invades Poland.

Sept. 3, 1939 Honoring their support of Poland, Great Britain and France declare war on Germany.

Document A: Neville Chamberlain (Modified) Neville Chamberlain met with Adolf Hitler twice in 1938 to discuss Germany’s aggressive foreign policy. On September 30, 1938, they signed the Munich Pact, which gave the Sudetenland of Czechoslovakia to Germany. In exchange, Hitler agreed that Germany would not seek to acquire additional territory. In this excerpt, Chamberlain defends the agreement in front of the United Kingdom’s House of Commons.

What is the alternative to this bleak and barren policy of the inevitability of war? In my view it is that we should seek by all means in our power to avoid war, by analyzing possible causes, by trying to remove them, by discussion in a spirit of collaboration and good will. I cannot believe that such a program would be rejected by the people of this country, even if it does mean the establishment of personal contact with dictators. . . .

I do indeed believe that we may yet secure peace for our time, but I never meant to suggest that we should do that by disarmament, until we can induce others to disarm too. Our past experience has shown us only too clearly that weakness in armed strength means weakness in diplomacy, and if we want to secure a lasting peace, I realize that diplomacy cannot be effective unless . . . behind the diplomacy is the strength to give effect. . . .

I cannot help feeling that if, after all, war had come upon us, the people of this Country would have lost their spiritual faith altogether. As it turned out the other way, I think we have all seen something like a new spiritual revival, and I know that everywhere there is a strong desire among the people to record their readiness to serve their Country, where-ever or however their services could be most useful.

Source: Neville Chamberlain to the House of Commons, October 5, 1938.

Vocabulary

induce: convince

17 Document B: Winston Churchill (Modified)

Winston Churchill was the loudest and most important critic of Chamberlain’s policy of appeasement. He believed that Hitler and Germany needed to be dealt with more firmly. The following excerpt is from part of a speech Churchill made to the House of Commons as they debated the Munich Agreement.

I will begin by saying what everybody would like to ignore or forget but which must nevertheless be stated, namely, that we have sustained a total . . . defeat. . . .The utmost he [Chamberlain] has been able to gain for Czechoslovakia and in the matters which were in dispute has been that the German dictator, instead of snatching his victuals from the table, has been content to have them served to him course by course. . . . I have always held the view that the maintenance of peace depends upon the accumulation of deterrents against the aggressor, coupled with a sincere effort to redress grievances. . . . After the [German] seizure of Austria in March . . . I ventured to . . . pledge that in conjunction with France and other powers they would guarantee the security of Czechoslovakia while the Sudeten-Deutsch question was being examined either by a League of Nations Commission or some other impartial body, and I still believe that if that course had been followed events would not have fallen into this disastrous state. . . .

I venture to think that in the future the Czechoslovak State cannot be maintained as an independent entity. You will find that in a period of time, which may not be measured by years, but may be measured only by months, Czechoslovakia will be engulfed in the Nazi regime. . . . We are in the presence of a disaster of the first magnitude which has befallen Great Britain and France. . . . This is only the beginning of the reckoning.

Source: Winston Churchill to the House of Commons, October 5, 1938.

Vocabulary

victuals: food

redress: to make right

impartial: fair and just

deterrents: prevention strategies

engulfed: consumed

18 Document C: Bartlett (Modified)

Vernon Bartlett was an outspoken critic of the Munich Agreement. He was elected to Parliament in 1938, in part, because of his opposition to appeasement. He was in Godesberg, Germany, working as a reporter when Chamberlain and Hitler met on September 22, 1938. He wrote about the meeting in his book And Now, Tomorrow (1960). The following is an excerpt from the book.

The mood of the German officials when it was announced that the Prime Minister (Chamberlain) would not see the Chancellor (Hitler) again was one almost of panic. This meant either war or a Hitler surrender. The crowds that applauded Chamberlain as he drove along the Rhine consisted not so much of ardent nationalists, delighted that a foreign statesman had come to make obeisance to their Fuehrer, as of ordinary human beings who wanted to be kept out of war.

Since history cannot - thank God - repeat itself, one cannot produce proof to support one's opinions, but I am firmly convinced that, had Chamberlain stood firm at Godesberg, Hitler would either have climbed down or would have begun war with far less support from his own people than he had a year later.

The British forces, one is told, were scandalously unprepared, and were able to make good some of their defects (become better prepared) during that year. But meanwhile the Western Allies lost the Czechoslovak Army - one of the best on the Continent - defending a country (Czechoslovakia) from which the German armies could be out-flanked.

Source: Vernon Bartlett, And Now, Tomorrow, 1960.

Vocabulary

obeisance: respect

scandalously: worthy of public outrage

out-flanked: out-maneuver an enemy

Document D: Henry Channon (Modified) Henry Channon was born in America but became a member of Parliament in Britain in 1935. Throughout his life, he kept a detailed diary. The entry below is from the day that Hitler invaded Czechoslovakia, March 15, 1939.

Hitler has entered Prague, apparently, and Czechoslovakia has ceased to exist. No balder, bolder departure from the written bond has ever been committed in history. The manner of it surpassed comprehension, and his callous desertion of the Prime Minister is stupefying...The PM must be discouraged and horrified...I thought he looked miserable. His whole policy of appeasement is in ruins. Munich is a torn-up episode. Yet never has he been proved more abundantly right for he gave us six months of peace in which we re-armed, and he was right to try appeasement.

Source: Henry Channon, diary entry, March 15, 1939.

Document E: Lord Halifax (Modified)

Lord Halifax was the British Foreign Secretary from 1938 –1940 and was a key figure in supporting the policy of appeasement. In 1957 he wrote his memoirs, which included long sections devoted to defending the policy of appeasement. The following excerpt comes from his memoirs, Fulness of Days, and attempts to give one reason why appeasement was a good policy.

When all has been said, one fact remains dominant and unchallengeable. When war did come a year later [in 1939] it found a country and Commonwealth (the United Kingdom) wholly united within itself, convinced to the foundations of soul and conscience that every conceivable effort had been made to find the way of sparing Europe the ordeal of war, and that no alternative remained. And that was the best thing that Chamberlain did.

Source: The Earl of Halifax, The Fulness of Days, 1957.

20 Appeasement: Guiding Questions

Document A: Chamberlain

1) (Sourcing) When and where did this speech take place? What was Chamberlain’s goal for the Munich Agreement?

2) (Context) Why might people in England in 1938 have supported appeasement?

3) (Close reading) What did Chamberlain claim England should do while pursuing the policy of appeasement?

Document B: Churchill

1) (Sourcing) When and where did this speech take place? What was Churchill’s purpose?

2) (Close reading) What did Churchill mean when he said that instead of being forced to “snatch” his “victuals from the table,” Hitler had “them served to him course by course”?

3) (Context) In the second paragraph, what did Churchill claim could have prevented Germany from taking the Sudetenland? Did he offer any evidence for this claim?

4) (Context) What did Churchill predict will happen in Czechoslovakia?

Document C: Bartlett

1) (Sourcing) When was this document written? What was Bartlett’s purpose in writing it?

2) (Close reading) What did Bartlett claim Hitler would have done if Chamberlain had “stood firm” and not pursued appeasement? What, if any, evidence did Bartlett offer to support this claim?

3) (Context) What point did Bartlett make about the British and Czechoslovakian armies?

21 Document D: Channon

1) (Sourcing/Context) When was this document written? What had just happened?

2) (Context) Why did Channon claim appeasement was the right policy? What, if any, evidence did he use to back this claim?

Document E: Lord Halifax

1) (Source) When was this document written? What was Halifax’s purpose for writing it?

2) (Context) Why did Halifax claim appeasement was the right policy? What, if any, evidence did he use to back this claim?

Appeasement Hypotheses

Hypothesis #1: After reading Documents A and B, create a hypothesis to answer the question: Was appeasement the right policy for England in 1938? Cite evidence from the documents to support your answer.

Hypothesis #2: After reading Documents C, D, and E, create a hypothesis regarding the question: Was appeasement the right policy for England in 1938? Cite evidence from the documents to support your answer.

22 CHOICE 3 - Research the 1918 flu pandemic with the 2020 coronavirus and write a letter to someone from 1918 comparing and contrasting our experience with the Coronavirus with their experience with the 1918 flu pandemic. (would require internet)

23 CHOICE 4 - DBQs DOCUMENT-BASED QUESTIONS

This question is based on the accompanying documents. The question is designed to test your ability to work with historical documents. Some of these documents have been edited for the purposes of this question. As you analyze the documents, take into account the source of each document and any point of view that may be presented in the document.

Historical Context: Throughout history, governments have adopted policies or have taken actions that have contributed to the denial of human rights to certain groups. These groups include Ukrainians, Cambodians, and Rwandans. This denial of human rights has had an impact on the region in which it occurred as well as on the international community.

Task: Using the information from the documents and your knowledge of global history, answer the questions that follow each document in Part A. Your answers to the questions will help you write the Part B essay in which you will be asked to

Select two groups mentioned in the historical context whose human rights have been denied and for each ● Describe the historical circumstances that contributed to the denial of this group’s human rights ● Explain how a specific policy or action contributed to the denial of this group’s human rights ● Discuss the impact this denial of human rights has had on the region in which it occurred and/or on the international community

In developing your answers to Part III, be sure to keep these general definitions in mind: (a) describe means “to illustrate something in words or tell about it”

(b) explain means “to make plain or understandable; to give reasons for or causes of; to show the logical development or relationships of”

24 Part A Short-Answer Questions

Directions: Analyze the documents and answer the short-answer questions that follow each document in the space provided.

Document 1 …Stalin came to power after Lenin’s death in 1924, inheriting a government that was still struggling to control an unwieldy empire. The new premier [leader] soon turned his attention toward Ukraine, the largest and most troublesome of the non-Russian Soviet republics. The Ukrainians were a fiercely independent people, given to ignoring directives from Moscow and stubbornly maintaining their individualistic, agrarian way of life. That independent spirit made them a problem. At a time when Stalin wanted to build a strong industrial base, they clung to their rural peasant traditions. At a time when he wanted to abolish private ownership of land, they refused to surrender their farms. In short, the Ukrainians had become a threat to the revolution….

Source: Linda Jacobs Altman, Genocide: The Systematic Killing of a People, Enslow Publishers

1 What was one way in which the Ukrainian people were a threat to Stalin’s power according to Linda Jacobs Altman? [1]

______

Document 2 In 1929, Stalin’s policy of all-out collectivization had disastrous effects on agricultural productivity. He increased the amount of grain to be exported from Ukraine. This action resulted in famine among the Ukrainian peasants and resistance among the landowners.

Addendum to the minutes of [December 6, 1932] Politburo [meeting] No. 93. The Council of People’s Commissars and the Central Committee resolve:

To place the following villages on the black list for overt disruption of the grain collection plan and for malicious sabotage, organized by kulak [wealthy Ukrainian farmers] and counterrevolutionary elements: …

The following measures should be undertaken with respect to these villages: 1. Immediate cessation [stoppage] of delivery of goods, complete suspension of cooperative and state trade in the villages, and removal of all available goods from cooperative and state stores.…

The Council of People’s Commissars and the Central Committee call upon all collective and private farmers who are honest and dedicated to Soviet rule to organize all their efforts for a merciless struggle against kulaks and their accomplices in order to: defeat in their villages the kulak sabotage of grain collection; fulfill honestly and conscientiously their grain collection obligations to the Soviet authorities; and strengthen collective farms. CHAIRMAN OF THE COUNCIL OF PEOPLE’S COMMISSARS OF THE UKRAINIAN SOVIET SOCIALIST REPUBLIC — V. CHUBAR. SECRETARY OF THE CENTRAL COMMITTEE OF THE COMMUNIST PARTY (BOLSHEVIK) OF UKRAINE — S. KOSIOR. 6 December 1932.

Source: Soviet Archives Exhibit, Library of Congress (adapted)

2 According to this document, what was one action the Soviet government proposed to enforce its policies of collectivization and grain quotas? [1]

______

Document 3 This is an excerpt from a speech given by Dr. Oleh W. Gerus in 2001 at the unveiling of a monument in Manitoba, Canada, to the victims of the famine-genocide in Ukraine.

…What have been the historical consequences of the Great Famine-Genocide? By ravaging the country side, the famine not only destroyed millions of innocent human beings—estimates range from 4 to 10 million—but also retarded [slowed] by generations the natural evolution [development] of Ukrainian nationhood. The traditional Ukrainian values of hope, individualism and hard work disappeared. Fear, apathy and alcoholism became the hallmarks of the collective farm. Cities of Ukraine remained bastions [strongholds] of Russification. In general, the traumatized survivors found themselves voiceless cogs in the huge bureaucratic machine that the Soviet Union had become….

Source: Dr. Oleh W. Gerus, “The Great Ukrainian Famine-Genocide,” Centre for Ukrainian Canadian Studies, University of Manitoba, August 4, 2001 (adapted)

3 What were two consequences of the great famine-genocide in Ukraine according to Oleh W. Gerus? [2]

(1)______

______

(2)______

______

Document 4 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)

4 According to Ben Kiernan, what were two problems Cambodia faced during Lon Nol’s rule that enabled Pol Pot to rise to power? [2]

(1)______

______

(2)______

______

Document 5 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, health care 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 1975-1979,” The History Place

5 Based on this History Place article, what was one action taken by Pol Pot’s government that contributed directly to human rights violations against the Cambodian people? [1] ______

______

Document 6 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…. — Teeda Butt Mam

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

6 According to this eyewitness account, what were two results of Khmer Rouge rule in Cambodia? [2]

(1)______

______

(2)______

______

Document 7 In 1998, President Bill Clinton traveled to Rwanda to pay America’s respects to those who suffered and died in the Rwandan genocide. During the visit, a panel discussion was held and later aired by Frontline. This is an excerpt from the transcript of that broadcast.

…NARRATOR: In 1993, Rwanda, one of Africa’s smallest countries with just seven million citizens, was a deeply troubled country with a deeply troubled past. Decades earlier, under colonial rule, the Belgians had used the Tutsis, Rwanda’s aristocracy, to enforce their rule over the Hutu majority, who were mostly poor farmers.

PHILIP GOUREVITCH, “The New Yorker”: The Belgians created an idea whereby the Tutsi were a master race, the Hutu an inferior race. And ethnic identity cards were issued. Much like in South Africa, an apartheid-like system was imposed. All privileges went to the Tutsi minority, and the Hutu majority was almost in bondage.

At independence in the late ’50s and early ’60s, this system was reversed. The majority Hutu rebelled, seized power, in the name of majority rule imposed an apartheid-like system in reverse and oppressed the Tutsi bitterly.

NARRATOR: Faced with discrimination and increasing Hutu violence, most Tutsis fled to neighboring countries, where they formed a guerrilla army, the Rwandan Patriotic Front.

In 1990, the rebel Tutsis invaded Rwanda and forced peace talks with Juvenal Habyarimana, the Hutu president. Anxious to stay in power himself, Habyarimana signed a peace treaty agreeing to share power with the Tutsis….

Source: “The Triumph of Evil,” Frontline, January 26, 1999

7 According to this Frontline transcript excerpt, what were two causes of conflict between the Hutus and the Tutsi in Rwanda? [2]

(1)______

______

(2)______

______

Document 8 After the assassination of President Juvenal Habyarimana on April 6, 1994, radical Hutus attempted to exert control over Rwanda.

…The Hutu officials who took over the government organized the murders [of Tutsis] nationwide. They used the government-run radio and press to do this. They also used the private newspapers and a private radio station, known as Radio Television des Mille Collines (RTLM). RTLM told the population to look for the “enemies” and to kill them. Those Tutsi and Hutu [opposing the government] who could, fled to safety in neighboring countries, to Europe, or to Canada and the United States. Meanwhile, when the murders started, the RPF [Tutsi-led Rwandan Patriotic Front] in Uganda invaded Rwanda again….

Source: Aimable Twagilimana, Teenage Refugees from Rwanda Speak Out, Globe Fearon Educational Publisher

8 According to Aimable Twagilimana, what was one action taken by Hutu officials against their “enemies”? [1]

______

Document 9a

…Over the course of the genocide nearly one million people were killed, and more than three million fled to other countries, creating the world’s worst ever refugee crisis. Only then did the West respond, launching the largest aid effort in human history, which finally concluded two years later in March of 1996. Soon after, war broke out in several neighboring countries causing almost all of the refugees to return home by 1997. Post-genocide, a Unity government was formed [in Rwanda], and in 2000, Paul Kagame, former head of the RPF, was elected transition president. Kagame was then elected to a regular term in the country’s first standard elections in 2003. The United Nations established the International Criminal Tribunal for Rwanda, which has been trying high-level Hutu officials for crimes against humanity, while local governments have resorted to tribal councils, called gacaca, to sanction the estimated 80,000 people involved in the genocide….

Source: Terry George, ed., Hotel Rwanda, Newmarket Press Document 9b

Source: UN High Commissioner for Refugees, December 1994 (adapted)

9 Based on these documents, state two effects of genocide on Rwanda. [2]

(1)______

______

(2)______

______32 Part B Essay

Directions: Write a well-organized essay that includes an introduction, several paragraphs, and a conclusion. Use evidence from at least four documents in your essay. Support your response with relevant facts, examples, and details. Include additional outside information.

Task: Using the information from the documents and your knowledge of global history, write an essay in which you

Guidelines: In your essay, be sure to ● Develop all aspects of the task ● Incorporate information from at least four documents ● Incorporate relevant outside information ● Support the theme with relevant facts, examples, and details ● Use a logical and clear plan of organization, including an introduction and a conclusion that are beyond a restatement of the theme

33 CHOICE 5 - WWII & the Atomic Bomb

Historical Context: World War II & the atomic bomb

The US decision to drop atomic bombs on the Japanese cities of Hiroshima and Nagasaki in August 1945 has generated much controversy over the years. Some argue that the bombing was necessary to end World War II, while others believed that more than 200,000 civilians died in vain.

Task:

Using the information from the eight documents in part A and your knowledge of US history, write an essay in Part B in which you

● Discuss the different perspectives on the US decision to drop the atomic bomb on Hiroshima and Nagasaki during World War II. ○ Explain the arguments of those in support of using the atomic bomb ○ Explain the arguments of those against using the atomic bomb

● discuss means “to make observations about something using facts, reasoning, and argument; to present in some detail” ● explain means “to make plain or understandable; to give reasons for or causes of; to show the logical development or relationships of”

34 Part A | Short Answer Questions | Directions: Analyze the documents and answer the short-answer questions that follow in the space provided.

Document 1:

….I had then set up a committee of top men and had asked them study with great care the implications the new weapons might have for us. It was their recommendation that the bomb be used against the enemy as soon as it could be done. They recommended that it should be used without specific warning and against a target that would clearly show its devastating strength. I had realized, of course, that an atomic bomb explosion would inflict damage and casualties beyond imagination. On the other hand, the scientific advisers of the committee reported, "We can propose no technical demonstration likely to bring an end to the war; we see no acceptable alternative to direct military use." It was their conclusion that no technical demonstration they might propose, such as over a deserted island, would be likely to bring the war to an end. It had to be used against an enemy target. ... I regarded the bomb as a military weapon and never had any doubt that it should be used. The top military advisers to the President recommended its use, and when I talked to Churchill he unhesitatingly told me that he favored the use of the atomic bomb if it might aid to end the war. Source: Harry Truman Memoirs 1955 pages 419 - 423 | original source

1) Why did the committee advising President Truman recommend that the bomb should not be demonstrated and instead should be used against the enemy?

______

2) Why did Churchill favor the use of the atomic bomb?

______

35 Document 2: The use of this barbarous weapon at Hiroshima and Nagasaki was of no material assistance in our war against Japan. The Japanese were already defeated and ready to surrender. . . .

In being the first to use it, we . . . adopted an ethical standard common to the barbarians of the Dark Ages. I was not taught to make war in that fashion, and wars cannot be won by destroying women and children.

It is my opinion at the present time that a surrender of Japan can be arranged with terms that can be accepted by Japan and that will make fully satisfactory provisions for America's defense against future trans-Pacific aggression. Source: Admiral William E. Leahy, Chief of Staff for President Harry Truman, I Was There 1950 | Source 1) Why did Admiral Leahy feel the use of the bomb on Japan was unnecessary?

______

2) Why did Admiral Leahy feel the use of the bomb was ethically and morally incorrect?

______

Document 3: The face of war is the face of death; death is an inevitable part of every order that a wartime leader gives. The decision to use the atomic bomb was a decision that brought death to over a hundred thousand Japanese. No explanation can change that fact and I do not wish to gloss it over. But this deliberate, premeditated destruction was our least abhorrent [horrid] choice. The destruction of Hiroshima and Nagasaki put an end to the Japanese war. It stopped the fire raids and the strangling blockade; it ended the ghastly specter of a clash of great land armies. Source: Secretary of War, Harry Stimson, The Decision to use the Atomic Bomb, Harpers Magazine 1950 | Source

1) What is the argument in support of using the bomb that Secretary Stimson is making when he writes: “The face of war is the face of death; death is an inevitable part of every order that a wartime leader gives” ?

______

2) Why does Secretary Stimson think that the use of the bomb was the right choice?

______

______36 Document 4: "How can a human being with any claim to a sense of moral responsibility deliberately let loose an instrument of destruction which can at one stroke annihilate an appalling segment of mankind? This is not war: this is not even murder; this is purely a crime. This is a crime against God and humanity which strikes at the very basis of moral existence. What meaning is there in any international law, in any rule of human conduct, in any concept of right and wrong, if the very foundations of morality are to be overthrown as the use of this instrument of total destruction threatens to do?" Source: Nippon Times (Tokyo) August 10, 1945

1) According to this source, why shouldn’t the United States have used the atomic bomb?

______

Document 5: "The view where a moment before all had been so bright and sunny was now dark and hazy... What had happened? All over the right side of my body I was bleeding... My private nurse set about examining my wounds without speaking a word. No one spoke... Why was everyone so quiet? The heat finally became too intense to endure... Those who could fled; those who could not perished...Hiroshima was no longer a city but a burned-over prairie. To the east and to the west everything was flattened. The distant mountains seemed nearer than I could ever remember... How small Hiroshima was with its houses gone.” Source: Michihiko Hachiya, Hiroshima Diary: The Journal of a Japanese Physician August 6 - September 30, 1945

1) What observations did the doctor make about the effects of the bombing on Hiroshima?

______

Document 6: We were on garrison duty in France for about a month, and in August, we got great news: we weren't going to the Pacific. The U.S. dropped a bomb on Hiroshima, the Japanese surrendered, and the war was over. We were so relieved. It was the greatest thing that could have happened. Somebody once said to me that the bomb was the worst thing that ever happened, that the U.S. could have found other ways. I said, "Yeah, like what? Me and all my buddies jumping in Tokyo, and the Allied forces going in, and all of us getting killed? Millions more Allied soldiers getting killed?" When the Japanese bombed Pearl Harbor were they concerned about how many lives they took? We should have dropped eighteen bombs as far as I'm concerned. The Japanese should have stayed out of it if they didn't want bombs dropped. The end of the war was good news to us. We knew we were going home soon.

Source: Stephen Ambrose - Band of Brothers (the Book) 2001 - Interview with Soldier William “Wild Bill” Guarnere | Source 1) Why was this soldier in support of the use of the atomic bomb?

______

______37 Document 7:

Why the bomb was needed or justified: Why the bomb was not needed, or unjustified:

● Japan was ready to call it quits anyway. More ● The Japanese had demonstrated near-fanatical than 60 of its cities had been destroyed by resistance, fighting to almost the last man on conventional bombing, the home islands were Pacific islands, committing mass suicide on being blockaded by the American Navy, and the Saipan and unleashing kamikaze attacks at Soviet Union entered the war by attacking Okinawa. Fire bombing had killed 100,000 in Japanese troops in Manchuria. Tokyo with no discernible political effect. ● American refusal to modify its "unconditional ● With only two bombs ready (and a third on the surrender" demand to allow the Japanese to keep way by late August 1945) it was too risky to their emperor needlessly prolonged Japan's "waste" one in a demonstration over an resistance. unpopulated area such as Tokyo’s harbor. Only ● A demonstration explosion over Tokyo harbor the atomic bomb could jolt Japan's leadership to would have convinced Japan's leaders to quit surrender. without killing many people. ● An invasion of Japan would have caused ● The bomb was used partly to justify the $2 billion casualties on both sides that could easily have spent on its development. exceeded the toll at Hiroshima and Nagasaki. ● Immediate use of the bomb convinced the world of its horror and prevented future use when nuclear stockpiles were far larger.

Source: Bill Dietrich: Seattle Times Reporter 1995 | Source

1) According to this table, what were the arguments for and against a demonstration of the bomb in Tokyo Harbor?

______

38 Document 8:

1) Describe the effects of the bombing, as seen in these photographs.

______

39 Part B: Essay

Historical Context: World War II & the atomic bomb

The US decision to drop the atomic bomb on the Japanese cities of Hiroshima and Nagasaki in August 1945 has generated much controversy over the years. Some argue that the bombing was necessary to end World War II, while others believed that more than 200,000 civilians died in vain.

Task: Using the information from the eight documents in part A and your knowledge of US history, write an essay in Part B in which you

Guidelines:

In your essay, be sure to:

● Develop all aspects of the task ● Incorporate information from at least four documents ● Incorporate relevant outside information ● Support the theme with relevant facts, examples, and details ● Use a logical and clear plan of organization, including an introduction and a conclusion that are beyond a restatement of the theme

40 BRVGS World History Semester 2 Project Completion Guidelines

IMPORTANT: Students must submit their final draft paper to receive credit for this project. Significant improvements over your rough draft may increase your overall course grade.

The goal for the remainder of this project is for students to use the information that they researched and wrote about to create a persuasive “virtual presentation” or written product to support their assigned topic and “Pro” or “Con” position. Students may do this as an individual activity, or with some OR all of your same-group classmates.

Individual activities (choose one of the 3 options listed here):

1. Write an “Op-Ed” piece (see next pages for examples of 2 “good” Op-Eds and 1 “poor” one). This can be submitted electronically OR written by hand and returned to BRVGS by mail. 2. Create and draw a comic that supports your point and your specific “pro or con” position with clear information. 3. Create a slideshow with a minimum of three information slides, PLUS a citation slide at end a. Slide 1 introduces and the outlines the issues b. Slide 2 provides one strong piece of supporting evidence for your assigned “Pro/Con” position c. Slide 3 recommends a solution for your topic scenario. d. Presentation information should be provided either in the “speaker notes” section of the slideshow OR as a “voiceover” on each slide (Ms. Outten can assist with how do that) e. Slides should have strong images or graphs, and no more than 6 words each.

OR Group activity: any number of students from a topic group (within your class only) can be a “group,” (so if you had 4 or 5 people in your originally-assigned group, but if only 2 or 3 people want to do the group project, that is OK).

1. The group will create a slideshow, following the guidelines from the project website. The first slide must be an “introduction” slide, contributed to by all group members, that explains the issue and scenario. 2. Slides should have strong images or graphs, and no more than 6 words each. 3. Each group member will create 2 slides, each explaining a point in support of the group’s assigned “Pro/Con” position - Slides should be mostly images or graphs. 4. Presentation information should be provided either in the “speaker notes” section of the slideshow OR as a “voiceover” on each slide (Ms. Outten can assist with how do that) 5. Individual students in the group MAY opt to do one slide and a brief (40 seconds to 1 minute) video presentation, rather than two slides, to embed in the slideshow 6. A conclusion slide, with a specific recommendation in relation to the group’s scenario and position, must be created by the group, PLUS a citation slide for all specific information and pics.

Successful completion of this project means that a student has done the following:

1. The student or group has successfully introduced the topic - why is this an important topic in relation to the topic scenario, and what do you hope to prove about your assigned Pro or Con position. 2. Every individual must provide 2 factual, cited pieces of evidence to support your Pro or Con position. (so if you do the Op-Ed or comic as an individual, they must include two specific pieces of evidence) 3. All factual evidence must be cited. 4. The scenario for your topic must be addressed in your work (what would you recommend in relation to the scenario, according to your assigned “Pro/Con” position?) 5. The work must reflect factual, research-based information about your topic 6. All grammar and spelling must be correct and all writing should be clear and “professional” in tone

Please note that while this work will not be given a grade of “A,” “B” or “C,” successful completion of this assignment is required for BRVGS graduation credit.

41 OP-ED PIECES

TWO GOOD EXAMPLES: The New Untouchables and Japanese Democracy, Reborn ONE POOR EXAMPLE: A Gentleman, Yes, But Not Yet a Scholar

Good Example: The New Untouchables - By Thomas L. Friedman - The New York Times, October 21, 2009

Last summer I attended a talk by Michelle Rhee, the dynamic chancellor of public schools in Washington. Just before the session began, a man came up, introduced himself as Todd Martin and whispered to me that what Rhee was about to speak about our struggling public schools was actually a critical, but unspoken, reason for the Great Recession.

There's something to that. While the subprime mortgage mess involved a huge ethical breakdown on Wall Street, it coincided with an education breakdown on Main Street precisely when technology and open borders were enabling so many more people to compete with Americans for middle-class jobs.

In our subprime era, we thought we could have the American dream a house and yard with nothing down. This version of the American dream was delivered not by improving education, productivity and savings, but by Wall Street alchemy and borrowed money from Asia.

A year ago, it all exploded. Now that we are picking up the pieces, we need to understand that it is not only our financial system that needs a reboot and an upgrade, but also our public school system. Otherwise, the jobless recovery won't be just a passing phase, but our future.

"Our education failure is the largest contributing factor to the decline of the American worker's global competitiveness, particularly at the middle and bottom ranges," argued Martin, a former global executive with PepsiCo and Kraft Europe and now an international investor. "This loss of competitiveness has weakened the American worker's production of wealth, precisely when technology brought global competition much closer to home. So over a decade, American workers have maintained their standard of living by borrowing and overconsuming vis-à-vis their real income. When the Great Recession wiped out all the credit and asset bubbles that made that overconsumption possible, it left too many American workers not only deeper in debt than ever, but out of a job and lacking the skills to compete globally."

This problem will be reversed only when the decline in worker competitiveness reverses when we create enough new jobs and educated workers that are worth, say, $40-an-hour compared with the global alternatives. If we don't, there's no telling how "jobless" this recovery will be.

A Washington lawyer friend recently told me about layoffs at his firm. I asked him who was getting axed. He said it was interesting: lawyers who were used to just showing up and having work handed to them were the first to go because with the bursting of the credit bubble, that flow of work just isn't there. But those who have the ability to imagine new services, new opportunities and new ways to recruit work were being retained. They are the new untouchables.

That is the key to understanding our full education challenge today. Those who are waiting for this recession to end so someone can again hand them work could have a long wait. Those with the imagination to make themselves untouchables to invent smarter ways to do old jobs, energy-saving ways to provide new services, new ways to attract old customers or new ways to combine existing technologies will thrive. Therefore, we not only need a higher percentage of our kids graduating from high school and college more education but we need more of them with the right education.

As the Harvard University labor expert Lawrence Katz explains it: "If you think about the labor market today, the top half of the college market, those with the high-end analytical and problem-solving skills who can compete on the world market or game the financial system or deal with new government regulations, have done great. But the bottom half of the top, those engineers and programmers working on more routine tasks and not actively engaged in developing new ideas or 42 recombining existing technologies or thinking about what new customers want, have done poorly. They've been much more exposed to global competitors that make them easily substitutable."

Those at the high end of the bottom half high school grads in construction or manufacturing have been clobbered by global competition and immigration, added Katz. "But those who have some interpersonal skills the salesperson who can deal with customers face to face or the home contractor who can help you redesign your kitchen without going to an architect have done well."

Just being an average accountant, lawyer, contractor or assembly-line worker is not the ticket it used to be. As Daniel Pink, the author of "A Whole New Mind," puts it: In a world in which more and more average work can be done by a computer, robot or talented foreigner faster, cheaper "and just as well," vanilla doesn't cut it anymore. It's all about what chocolate sauce, whipped cream and cherry you can put on top. So our schools have a doubly hard task now not just improving reading, writing and arithmetic but entrepreneurship, innovation and creativity.

Bottom line: We're not going back to the good old days without fixing our schools as well as our banks.

Good Example: Japanese Democracy Reborn - By Ian Burma - The Globe and Mail, August 31, 2009

Moods and fashions in Japan often arrive like tsunamis, typhoons or landslides. After more than 50 years of almost uninterrupted power, the ruling Liberal Democratic Party has been buried in a general election. Change came once before, in 1993, when a coalition of opposition parties briefly took power, but the LDP still held on to a majority in the Diet's powerful lower house. Sunday, even that last bastion fell.

The world, fixated on China's rise, was slow to pay attention to this seismic shift in the politics of the globe's second-largest economy. Japanese politics has a dull image in the world's press. Most editors, when they cover Japan at all, prefer stories about the zaniness of its popular youth culture, or the wilder shores of Japanese sex.

The main reason for this is, of course, that Japanese politics was dull, at least since the mid-1950s, when the LDP consolidated its monopoly on power. Only real aficionados could be bothered to follow the ups and downs of the ruling party's factional bosses, many of whom were from established political families, and most of whom relied on shady financing. Corruption scandals erupted from time to time, but these, too, were usually part of intraparty manoeuvres to rein in those who got too big for their britches.

The system worked in a fashion: Factional bosses took turns as prime minister, palms were greased by various business interests, more or less capable bureaucrats decided on domestic economic policies and the United States took care of Japan's security (and much of its foreign policy).

Some thought this system would last forever. Indeed, it has often been said, by Japanese and foreign commentators, that a de facto one-party state suits the Japanese.

Stability, based on soft authoritarianism, is the Asian way, now followed by China. Asians don't like the messy contentiousness of parliamentary democracy. Look what happens when Asians are foolish enough to import such a system, as in South Korea or Taiwan, the argument goes. Instead of civilized debate, they have filibusters and fisticuffs.

But, notwithstanding the occasional bust-ups, Korean and Taiwanese democracies seem remarkably robust. And the argument that Japanese, or other Asians, are culturally averse to political competition is not historically true.

In fact, Japanese history is full of strife and rebellion, and Japan was the first independent Asian country with a multiparty system. Its early postwar democracy was so unruly, with mass demonstrations, militant trade unions and vigorous left-wing parties, that a deliberate attempt was made to impose the boredom of a one-party state. 43 This happened in the mid-1950s – not for cultural reasons, but entirely because of politics. Like Italy, a close parallel, Japan was a front-line Cold War state. Domestic conservatives, and the U.S. government, worried about a Communist takeover.

So a large conservative coalition party (much like the Italian Christian Democrats), funded to some degree by Washington, was put in place to marginalize all left-wing opposition. This involved some strong-arm tactics, especially against the unions, but it worked mostly because the middle class settled for an informal deal: increased prosperity in exchange for political acquiescence. The “LDP state” was based on the promise, given by prime minister Ikeda Hayato in 1960, that family incomes would soon be doubled.

Increasingly marginalized, the opposition dwindled into an impotent force, mere window-dressing to a one-party state. But one-party rule breeds complacency, corruption and political sclerosis. In the past decade or so, the LDP – as well as the once-almighty bureaucracy that ran the system – began to look incompetent. Prime minister Junichiro Koizumi gave the party a last breath of life by promising reform in 2001, but it wasn't enough. The patience of Japan's middle class finally cracked.

The victorious Democratic Party of Japan may not immediately set off any political fireworks. Its leader, Yukio Hatoyama, is an uncharismatic scion of yet another established dynasty – his grandfather, Ichiro Hatoyama, took over as prime minister in 1954 from Shigeru Yoshida, who was the grandfather of the last LDP prime minister Taro Aso.

The DPJ's aims are excellent: more authority to elected politicians, less bureaucratic meddling, less dependence on the United States, better relations with Asian neighbours, more power to voters and less to big business. Whether Mr. Hatoyama and his colleagues have the wherewithal to achieve these aims is an open question, but it would be wrong to belittle the importance of what has happened.

Even if the DPJ fails to implement most of its reforms in short order, the fact that Japanese voters opted for change will invigorate their country's democracy. Even if the system were to become like Japan's democracy in the 1920s, with two more or less conservative parties, this would still be preferable to a one-party state. Any opposition is better than none. It keeps the government on its toes.

A firm rejection of the one-party state will also reverberate far beyond Japan's borders. It shows clearly that the desire for political choice is not confined to a few fortunate countries in the West. This is a vital lesson, especially at a time when China's economic success is convincing too many leaders that citizens, especially but not only in Asia, want to be treated like children.

Poor Example: A Gentleman, Yes, But Not Yet a Scholar - by A. B. Stoddard - A.B. Stoddard’s Blog, April 14, 2009

Aren't you just dying to know what Sen. John McCain (R-Ariz.) is saying about his friends in high places at Arizona State University? And has the gossip mill targeted the exact people responsible for deciding President Obama was worthy of a commencement invitation but no honorary degree? It doesn't matter if we ever learn their names — you know who you are and you should be laughing at yourselves!

I can't imagine how that meeting went. Let's invite the president of the United States — a new president, an immensely popular president, the first African-American president — to be our speaker. Wait, he hasn't really spent enough time in his field to earn the degree typically conferred upon each speaker at graduation. But he's so appealing, we'll invite him anyway.

"It's our practice to recognize an individual for his body of work, somebody who's been in their position for a long time," Sharon Keeler, an ASU spokeswoman, told The Associated Press at the time. "His body of work is yet to come. That's why we're not recognizing him with a degree at the beginning of his presidency." 44 Apparently the nationwide shock was more than ASU could stand, because on Sunday they suddenly announced the creation of a Barack Obama scholarship program. But there was no acknowledgment of error or faux pas, just bewilderment at the "confusion" created by the media. When in doubt, blame the media (it works for Sarah Palin).

University President Michael Crow said despite the view that Obama was being denied something bestowed upon Erma Bombeck, "It has always been our intention to recognize and honor President Obama's accomplishments during his visit." He added, "I apologize for the confusion surrounding our invitation to President Obama to address ASU students at commencement."

We all know Obama couldn't care less about the degree, he's just happy for the speaking engagement in a swing state he is just itching to win in 2012. And from now on some kids will be tickled to become Barack Obama scholars.

Everybody wins except for those oh-so-selective big cheeses at ASU who thought it was a good idea to keep a president out of an exclusive club.