The War to End All Wars Just War Theory
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Crager on Burkman, 'Japan and the League of Nations: Empire and World Order, 1914-1938'
H-US-Japan Crager on Burkman, 'Japan and the League of Nations: Empire and World Order, 1914-1938' Review published on Wednesday, March 11, 2009 Thomas W. Burkman. Japan and the League of Nations: Empire and World Order, 1914-1938. Honolulu: University of Hawaii Press, 2008. xv + 289 pp. $58.00 (cloth), ISBN 978-0-8248-2982-7. Reviewed by Kelly E. Crager (Texas Tech University)Published on H-US-Japan (March, 2009) Commissioned by Yone Sugita Japanese Interwar Diplomacy In Japan and the League of Nations, Thomas W. Burkman recounts the history of Japan's foreign affairs from the close of World War I through the beginning of the Second Sino-Japanese War. Traditional understanding of Japan's role in the world during this era has been grossly simplified, according to the author, and a new and more balanced treatment of this topic was necessary to help bring about a fuller understanding of the developments in East Asia and the Pacific region prior to the Second World War. Although generally considered to have been an aggressive world power that largely eschewed international involvement to pursue its national interests, the empire, as Burkman insists, was very much committed to the promotion of ideals espoused by Woodrow Wilson and embodied in the League of Nations. Even though the Japanese readily embraced internationalist ideas, and participated fully, Japanese internationalism was influenced by peculiarly Japanese ideas concerning power and place. The author believes that when Wilsonian internationalism began to wane and when the economic pressures of the global depression began to set in, Japanese policymakers sought to protect national interests in the region rather than holding fast to internationalist policies that would make the empire vulnerable to foreign powers. -
United States Navy and World War I: 1914–1922
Cover: During World War I, convoys carried almost two million men to Europe. In this 1920 oil painting “A Fast Convoy” by Burnell Poole, the destroyer USS Allen (DD-66) is shown escorting USS Leviathan (SP-1326). Throughout the course of the war, Leviathan transported more than 98,000 troops. Naval History and Heritage Command 1 United States Navy and World War I: 1914–1922 Frank A. Blazich Jr., PhD Naval History and Heritage Command Introduction This document is intended to provide readers with a chronological progression of the activities of the United States Navy and its involvement with World War I as an outside observer, active participant, and victor engaged in the war’s lingering effects in the postwar period. The document is not a comprehensive timeline of every action, policy decision, or ship movement. What is provided is a glimpse into how the 20th century’s first global conflict influenced the Navy and its evolution throughout the conflict and the immediate aftermath. The source base is predominately composed of the published records of the Navy and the primary materials gathered under the supervision of Captain Dudley Knox in the Historical Section in the Office of Naval Records and Library. A thorough chronology remains to be written on the Navy’s actions in regard to World War I. The nationality of all vessels, unless otherwise listed, is the United States. All errors and omissions are solely those of the author. Table of Contents 1914..................................................................................................................................................1 -
CAUSES of WORLD WAR I Objective: Analyze the Causes of World War I
CAUSES of WORLD WAR I Objective: Analyze the causes of World War I. Do Now: What are some holidays during which people celebrate pride in their national heritage? Causes of World War I - MANIA M ilitarism – policy of building up strong military forces to prepare for war Alliances - agreements between nations to aid and protect one another ationalism – pride in or devotion to one’s Ncountry I mperialism – when one country takes over another country economically and politically Assassination – murder of Austrian Archduke Franz Ferdinand Causes of WWI - Militarism Total Defense Expenditures for the Great Powers [Ger., A-H, It., Fr., Br., Rus.] in millions of £s (British pounds). 1870 1880 1890 1900 1910 1914 94 130 154 268 289 398 1910-1914 Increase in Defense Expenditures France 10% Britain 13% Russia 39% Germany 73% Causes of WWI - Alliances Triple Entente: Triple Alliance: Great Britain Germany France Austria-Hungary Russia Italy Causes of WWI - Nationalism Causes of WWI - Nationalism Pan-Germanism - movement to unify the people of all German speaking countries Germanic Countries Austria * Luxembourg Belgium Netherlands Denmark Norway Iceland Sweden Germany * Switzerland * Liechtenstein United * Kingdom * = German speaking country Causes of WWI - Nationalism Pan-Slavism - movement to unify all of the Slavic people Imperialism: European conquest of Africa Causes of WWI - Imperialism Causes of WWI - Imperialism The “Spark” Causes of WWI - Assassination Austrian Archduke Franz Ferdinand visited the city of Sarajevo in Bosnia – a country that was under the control of Austria. Archduke Franz Ferdinand and his wife Duchess Sophie in Sarajevo, Bosnia, on June 28th, 1914. Causes of WWI - Assassination Austrian Archduke Franz Ferdinand and his wife were killed in Bosnia by a Serbian nationalist who believed that Bosnia should belong to Serbia. -
World Geography: Unit 6
World Geography: Unit 6 How did the colonization of Africa shape its political and cultural geography? This instructional task engages students in content related to the following grade-level expectations: • WG.1.4 Use geographic representations to locate the world’s continents, major landforms, major bodies of water and major countries and to solve geographic problems • WG.3.1 Analyze how cooperation, conflict, and self-interest impact the cultural, political, and economic regions of the world and relations between nations Content • WG.4.3 Identify and analyze distinguishing human characteristics of a given place to determine their influence on historical events • WG.4.4 Evaluate the impact of historical events on culture and relationships among groups • WG.6.3 Analyze the distribution of resources and describe their impact on human systems (past, present, and future) In this instructional task, students develop and express claims through discussions and writing which Claims examine the effect of colonization on African development. This instructional task helps students explore and develop claims around the content from unit 6: Unit Connection • How does the history of colonization continue to affect the economic and social aspects of African countries today? (WG.1.4, WG.3.1, WG.4.3, WG.4.4, WG.6.3) Formative Formative Formative Formative Performance Task 1 Performance Task 2 Performance Task 3 Performance Task 4 How and why did the How did European What perspectives exist How did colonization Supporting Questions colonization of Africa countries politically on the colonization of impact Africa? begin? divide Africa? Africa? Students will analyze Students will explore Students will analyze Students will examine the origins of the European countries political cartoons on the lingering effects of Tasks colonization in Africa. -
World War I 1914-1918
A Significant War Over 16 million people died in WWI and over 20 million were wounded, totaling over 37 million. There are 317 million people in the United States today. That means, that if the casualties from WWI were applied to the United States today, one in every nine people would be dead or wounded. That is how much of an impact this war had on the world, especially Europe, and why it is important to know and understand. World War I What was the correlation between the Age of Imperialism and the outbreak of World War I? Long Term Causes Militarism- Glorifying Military Power Keeping a large standing army prepared for war Arms race for military technology Long Term Causes Nationalism- Deep Devotion to One’s Nation Competition and Rivalry developed between European nations for territory and markets (Example France and Germany- Alsace-Lorraine) Long Term Causes Imperialism- European competition for colonies Quest for colonies often almost led to war Imperialism led to rivalry and mistrust amongst European nations Long Term Causes Alliance System- Designed to keep peace in Europe, instead pushed continent towards war Many Alliances made in secret By 1907 two major alliances: Triple Alliance and Triple Entente The Two Sides Triple Alliance Triple Entente Germany England Austria-Hungary France Italy Russia Central Powers Allied Powers Germany England, France, Austria-Hungary Russia, United Ottoman Empire States, Italy, Serbia, Belgium, Switzerland Game of Allegiance Did it get confusing trying to keep your allegiances -
UNESCO – United Nations Educational, Scientific and Cultural Organization News (Bi-Monthly); United Nations Task Trative Apparatus of Its Own
UNESCO – United Nations Educational, Scientific and Cultural Organization News (bi-monthly); United Nations Task trative apparatus of its own. (The Com- Force on Environment and Human Settle- mittee worked as advisory organ from ments: Report to the Secretary-General, 1922 until 1946 when its role was taken 15 June 1998, New York 1998. over by UNESCO.) Internet: Homepage of UNEP: www. In 1925, France, responding to a re- unep.org; UNEP Industry and Environment quest by the Assembly of the → League Unit: www.unepie.org/; International Insti- of Nations, after the latter had been un- tute for Sustainable Development, Earth Ne- gotiations Bulletin (reports on the sessions able to secure funding to maintain a sig- of the Governing Council of UNEP and on nificant office in Geneva, created the In- other important UNEP meetings): www.iisd. ternational Institute for Intellectual Co- ca; further: www.ecologic-events.de/ieg-con operation, a legally independent institu- ference/en/index.htm; www.reformtheun.org/ tion with a secretariat of its own, fi- index.php/united_nations/c495?theme=alt 2. nanced by the French government. The International Committee of Intellectual Co-operation continued to exist as the UNESCO – United Nations Institute’s Board of Trustees. Educational, Scientific and Cultural From the beginning, conflicts sur- Organization rounded the creation of UNESCO: Should it be a governmental or a non- I. Introduction governmental organization? (→ NGOs) UNESCO (United Nations Educational, Should the Organization be concerned Scientific and Cultural Organization) solely with education and culture was founded on the initiative of the (“UNECO”) or should it encompass fur- Conference of Allied Ministers of Edu- ther areas, such as science and commu- cation, set up during World War II. -
Alliance System
Alliance System Triple Alliance Triple Entente How did the nations of Europe find themselves in this situation? In order to answer this question you need to focus on the events that occurred in continental Europe following the end of the Franco-Prussian War of 1870-71. Germany’s role is very important. Historical Context – 1870’s Great Britain had adopted a policy of “Splendid Isolation” – which meant that it had chosen to stay out of the affairs of the nations of continental Europe as long as these nations did nothing to challenge the British status as the dominant global superpower. Traditional Order France – British Enemy #1 Germany – Viewed as friendly state Following the end of the Franco- Prussian War of 1870-71 German unification is complete. Kaiser Wilhelm the First makes the decision to establish Germany as the dominant power in Continental Europe. He will challenge France to do this but has no intentions of challenging Great Britain. Task is given to his most senior advisor – Otto Von Bismarck. Bismarck initiates an elaborate system of alliances aimed at isolating France within the confines of continental Europe. • Dual Alliance – 1879 ( Austria-Hungary ) • Triple Alliance – 1882 (adds Italy ) • Reinsurance Treaty with Russia - 1887 Dual Alliance / Triple Alliance / Reinsurance Treaty These alliances accomplish two things for Germany • Isolates France • Does this without angering Great Britain • Avoids imperialism • No naval challenge Turning Point - 1888 Kaiser Wilhelm 1 dies and is replaced by his “ambitious” son – Wilhelm II. Wilhelm II makes several mistakes Fires Bismarck Allows Reinsurance Treaty with Russia to lapse – causes Russia to turn to France. -
The Alliance System Before 1900
How and why did the Alliance System form? L/O – To understand the key features of the alliance system before 1914 Starter – How was the most powerful nation in Europe? Who was second? What is an Alliance? An alliance is an agreement between one or more states to work together. Alliances usually involve making promises to protect the other country against nations who are not in the alliance. These promises are usually made by the signing of treaties. Why were Alliances made? The aim of forming alliances was to achieve collective security – having alliances with other powerful countries deterred your enemies from attacking you. If a country started a war with one nation it would have to fight all its allies as well. Alliances were often made in reaction to national rivalries – when one country felt threatened by another, it often looked to secure friendships with other nations. By 1900, Europe was full of national rivalries. Why were alliances made? There were two main sources of national rivalries: The creation of Germany in 1871 out of the many smaller Germanic states had been opposed by France, resulting in the Franco-Prussian War of 1870–71. The Germans invaded France and forced the French to sign a humiliating peace treaty. This meant that France and Germany hated each other. The Ottoman (Turkish) Empire in Eastern Europe was crumbling. Russia sought to take advantage of this to expand west into the Balkans. Austria-Hungary wanted to prevent Russian expansion. National Rivalries A dinner party The Rise of Germany • By 1900, the Great Powers in Europe were beginning to divide themselves into two separate groups. -
1 PARIS 1919: ITALY POSITION PAPER War Experience The
PARIS 1919: ITALY POSITION PAPER War Experience The conflict was a tremendous strain for a society already divided between a prosperous, industrializing north and an agrarian, tradition-bound, and less affluent south. The great promise of genuine unification of the 1860s remained elusive. Italy’s economy had grown only slowly, and Italy’s brief forays into foreign affairs had been quite embarrassing, and in the case of its defeat by the Ethiopians at Aduwa in 1896, downright humiliating. When the First War broke out, Italy was allied to its traditional enemy Austria-Hungary as well as to Germany. Under the terms of the Triple Alliance, however, Italy was only obliged to defend its allies if they were attacked first. The Italians used the fact that Austria-Hungary had declared on Serbia as a reason to remain neutral. In any event, at that early stage, little enthusiasm was present among Italians for entering a conflict that many believed had little to do with their nation’s interest. As the war dragged on, however, an increasing number of liberals, republicans, socialists and nationalists, certainly not mutually exclusive, began arguing for intervention on the Allied side. By 1915, when negotiations with the Allies commenced in this regard, the latter appeared to be doing quite well. In addition, and perhaps more importantly, the Allies were prepared to offer Italy a better deal than the Central Powers. First and foremost, Italy coveted Austro-Hungarian territory. The Allies, for their part, were anxious to break the deadlock of the Western Front by attacking the enemy elsewhere. -
The League of Nations
CFMUNESCO Cividale del Friuli Model United Nations UNESCO HISTORICAL COMMITTEE BOOKLET 2020 1920 – The League of Nations INDEX Part 1 - Work in the Historical Committee…………………………………………………..…page 3 Part 2 - Historical Background…………………………………………………………………page 6 Part 2.1 Historical Background - Aftermath of the world……………………………………...page 6 Part 2.2 Historical Background - Paris Peace Conference………………………………….…..page 9 Part 2.3 Historical Background - The League of Nations………………………………….….page 15 Part 2.4 Historical Background - First session of the League of Nations……………………..page 20 Part 3 - Chronology……………………………………………………………………………page 22 Part 4 - Nations and characters represented……………………………………………….…..page 23 Part 5 - Historical documents……………………………………………………….…………page 24 Sources……………………………………………………………………………….………..page 32 2 Historical Committee Booklet Part 1- Work in the Historical Committee A Historical Committee is a specialised committee that will be part of CFMUNESCO 2020. Its rules of procedure are slightly different from those of other MUN committees and so this Booklet is necessary to future delegates to understand them well. 1. How will the Historical committee work? A Historical Committee is a committee focused on historical events, which occurred in past times. For this reason, throughout the conference, delegates will have to pretend they are taking a step back into the past. The discussion will cover the period after the end of the Great War, from the Paris Peace Conference in 1919 until the approval of the Locarno Pact on the 1st December 1925. Delegates will discuss about real crises that endangered the stability of our world in the above mentioned period. The crises discussed occurred in different years and, during the debate, they will be discussed following their chronological order. -
University of North Texas Libraries Primary Source Adventures: Failed Diplomacy: the Zimmermann Telegram
Primary A cartoon about Source American’s attitude Adventures: towards the war Failed in Europe. Diplomacy: The Zimmermann Telegram The New York Times Current History: The European War July- September Vol. XII, 565. University of North Texas Libraries Primary Baseball Source World Series Adventures: cartoon parody Failed of trench warfare. Diplomacy: The Zimmermann Telegram Dallas Morning News, August 1917 1. University of North Texas Libraries Primary The coded form of the Source Zimmermann Telegram Adventures: Failed Diplomacy: The Zimmermann Telegram Zimmermann Telegram as Received by the German Ambassador to Mexico, 01/19/1917 Record Group 59: General Records of the Department of State, 1756 – 1979 National Archives and Records Administration ARC Identifier 302025 University of North Texas Libraries Primary The Source Zimmermann Adventures: Telegram decoded Failed message Diplomacy: The Zimmermann Telegram Zimmermann Telegram – Decoded Message, Record Group 59: General Records of the Department of State, 1756-1979 National Archives and Records Administration. ARC Identifier 302022. University of North Texas Libraries A copy of the telegram circulated through the United States Senate Primary Source Adventures: Failed Diplomacy: The Zimmermann Telegram U.S. Congressional Record, Senate Second Session of the 64th Congress vol. LIV, 1917. 4596 University of North Texas Libraries The Senate’s request for more information about the telegram Primary Source Adventures: Failed Diplomacy: The Zimmermann Telegram U.S. Congressional Record, Senate -
Why Did the United States Enter World War I in 1917?
Why did the United States Enter World War I in 1917? Matt Moore Mankato West High School Mankato, Minnesota Grade Level: 9 - 12 Objectives: At the conclusion of this lesson, students will be able to Explain why the United States hesitated to get involved in World War I at its onset Explain the series of events that eventually drew the United States into World War Guiding Question: Why did the United States enter World War I in 1917? Connections to Common Core: CCSS.ELA-Literacy.RH.6-8.1 - Cite specific textual evidence to support analysis of primary and secondary sources. CCSS.ELA-Literacy.RH.6-8.2 - Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. CCSS.ELA-Literacy.RH.6-8.6 - Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts). Connections to C3 Framework: D2.His.1.9-12 – Evaluate how historical events and developments were shaped by unique circumstances of time and place as well as broader historical contexts. D2.His.5.9-12 – Analyze how historical contexts shaped and continue to shape people’s perspectives. D2.His.11.9-12 – Critique the usefulness of historical sources for a specific historical inquiry based on their maker, date, place of origin, intended audience, and purpose. D2.His.14.9-12 – Analyze multiple and complex causes and effects of events in the past. D2.His.16.9-12 – Integrate evidence from multiple relevant historical sources and interpretations into a reasoned argument about the past.