COMPENDIUM OF LESSONS IN WORLD HISTORY 2

Break the chain of COVID19 Infection

• Wear face mask
• Frequent hand washing
• Proper hygiene
• Use alcohol and sanitizer
• Always observe physical distancing
• Cover your mouth when coughing and sneezing

These instructional activities will be good for two weeks

Preliminaries

University Vision
A synergistic multi-campus university producing competent, value laden and globally competitive
graduates who are proactive in promoting the socio-economic prosperity of the country.

University Mission
The University shall primarily provide advanced education, higher technological professional instruction
and training in the fields of agriculture, arts and sciences, business and industry, computer and information
technology, education, engineering, environmental sciences, fisheries, forestry, law and criminal justice,
medicine and allied sciences and other related fields of study. It shall intensify its research, extension and
production functions and provide progressive leadership in its areas of specialization.

Core Values
Excellence
Integrity
Accountability

Quality Policy
We commit to provide quality instruction, research, extension and production grounded on
excellence, integrity and accountability as we move towards exceeding stakeholders’ satisfaction in
compliance with relevant requirements and well-defined continual improvement measures
“Dekalidad na edukasyon, Kinabuhi na mainuswagon”

Subject Teacher’s Contact Detail

Name: ______CENBY EPPIE G. GAYTOS___

Contact No.: ______09977730794__________

Email Address: [email protected]____

Preliminary Activity:
A. Vision and Mission
• What personal and professional qualities should you possess to become globally
competitive graduate?
COMPENDIUM OF LESSONS IN WORLD HISTORY 2

•How will the University prepare you to become professional in your chosen field of
specialization?
B. Course Content, Requirements and Marking System (Please read the course guide)

CHAPTER 1: CONNECTING HEMISPHERES

Lesson 1. EUROPEAN RENAISSANCE AND REFORMATION

Introduction
The Renaissance was a fervent period of European cultural, artistic, political and economic
“rebirth” following the Middle Ages. Generally described as taking place from the 14th century to
the 17th century, the Renaissance promoted the rediscovery of classica l philosophy, literature
and art. Some of the greatest thinkers, authors, statesmen, scientists and artists in human history
thrived during this era, while global exploration opened up new lands and cultures to European
commerce. The Renaissance is credite d with bridging the gap between the Middle Ages and
modern-day civilization. (History.com editors)

Learning Outcomes:
After completing this unit, the student will be able to:
1. Discuss Italian Renaissance
2. Explain the significant events in this particular period in history
3. Give the impact of this era to modern day society

Lesson Proper

A. ITALY: BIRTHPLACE OF THE RENAISSANCE

During the Middle Ages, a period that took place between the fall of ancient Rome in 476
A.D. and the beginning of the 14th century, Europeans made few advances in science and
art.
Also known as the “Dark Ages,” the era is often branded as a time of war, ignorance,
famine and pandemics such as the Black Death.
Some historians, however, believe that such grim depictions of the Middle Ages were
greatly exaggerated, though many agree that there was relatively little regard for ancient
Greek and Roman philosophies and learning at the time.(History.com editors)
Toward the end of the 14th century A.D., a handful of Italian thinkers declared that they
were living in a new age. The barbarous,
unenlightened “Middle Ages” were over, they
said; the new age would be a “rinascità” (“rebirth”)
of learning and literature, art and culture. This
was the birth of the period now known as the
Renaissance. For centuries, sc holars have
agreed that the Italian Renaissance (another
word for “rebirth”) happened just that way: that
between the 14th century and the 17th century, a
new, modern way of thinking about the world and
man’s place in it replaced an old, backward one.
In fact, the Renaissance (in Italy and in other
parts of Europe) was considerably more
complicated than that: For one thing, in many
ways the period we call the Renaissance was not
so different from the era that preceded it.
However, many of the scientific, artistic and
cultural achievements of the so -called
Renaissance do share common themes, most
notably the humanistic belief that man was the
center of his own universe.
(https://www.history.com)
COMPENDIUM OF LESSONS IN WORLD HISTORY 2

The Italian Renaissance in Context

Fifteenth-century Italy was unlike any other place in Europe. It was divided into
independent city-states, each with a different form of government. Florence, where the
Italian Renaissance began, was an ind ependent republic. It was also a banking and
commercial capital and, after London and Constantinople, the third-largest city in Europe.
Wealthy Florentines flaunted their money and power by becoming patrons, or supporters,
of artists and intellectuals. In this way, the city became the cultural center of Europe and
of the Renaissance . (https://www.history.com)

What Was the Italian Renaissance?

The Italian Renaissance was a period in European history that was marked by a renewed interest in history,
literature and the arts, and it is often credited with marking the end of the Medieval period in Europe. Medieval
times are frequently referred to as the Dark Ages. The Renaissance, by contrast, is commonly described as
an enlightenment. Florence is well regarded as the birthplace of the Italian Renaissance. The elites and high
society members in that city were among the first to embrace a love of the arts, and it was this love that
turned the popular view away from reliance on the Catholic Church and the government and toward the
production of ideas and individual thought.
In many ways, the Italian Renaissance began as leaders and influential citizens started to challenge the ways
in which they had been taught to think. They started to intellectually rebel against age-old doctrines of
government, education and religion, and they began defining new ideals separated from established
institutions. Whereas most Italian citizens had been subservient to feuding and warring governments and the
strict dictates of the Orthodox Catholic Church during the Medieval era, they began to break away and rely
more on independent thought during the Renaissance.
Artwork, literature and musical compositions are some of the things for which the Italian Renaissance is best
known. It was during this period that Leonardo da Vinci painted his masterpieces, and it was when
Michelangelo di Lodovico Buonarroti Simoni reached the height of his sculpting and artistry. Scientific
achievements by Galileo Galilei and his contemporaries in many ways revolutionized the way that people
saw the world. The Renaissance was essentially an awakening to individual expression and discovery. In
this sense, Renaissance and culture largely go hand in hand.

There are no fixed dates that can be pinned to the Italian Renaissance, because it represented a slow ebbing
and flowing of ideas rather then the start and end of a regime. Just the same, it generally is believed that the
Renaissance began in the late 1400s and lasted until about 1600. It began in Florence and from there slowly
spread throughout the major cities of Italy and eventually throughout Europe.
Although the Italian Renaissance is largely taught as a major cultural and sociological shift, it began among
the elite and was in many ways contained within that class. Not a lot is believed to have changed for peasants
and serfs during this period, and most of them likely were unaware that much had shifted at all from Medieval
times. Only after the Renaissance had really taken hold among the influential members of the ruling class
did changes that affected all citizens start being wrought.

Assessment

Answer this on a separate piece of paper.

1. What is the Italian Renaissance?
2. What were the significant events in this particular period in history?
3. How did the Italian Renaissance impact modern day society?
COMPENDIUM OF LESSONS IN WORLD HISTORY 2

References:
1. https://www.history.com/topics/renaissance/italian-renaissance
2. https://www.history.com/topics/renaissance/renaissance
3. https://www.wisegeek.com/what-was-the-italian-renaissance.htm

Lesson 1. CONNECTING HEMISPHERES

B. HUMANISM

Introduction
During the 14th century, a cultural movement called humanism began to gain momentum in Italy.
Among its many principles, humanism promoted the idea that man was the center of his own
universe, and people should embrace human achievements in education, classical arts, literature
and science.

Learning Outcomes:
After completing this unit, the student will be able to:
1. Define Humanism
2. Discuss the Geniuses from this era and their significant contribution to humanity.

Lesson Proper

In 1450, the invention of the Gutenberg printing press allowed for improved communication
throughout Europe and for ideas to spread more quickly.
As a result of this advance in communication, little -known texts from early humanist authors such
as those by Francesco Petrarch and Giovanni Boccaccio, which promoted the renewal of
traditional Greek and Roman culture and values, were printed and distributed to the masses.
Additionally, many scholars believe advances in international finance and trade impacted culture
in Europe and set the stage for the Renaissance.

Medici Family

https://newsofthenewage.wordpress.com/

The Renaissance started in Florence, Italy, a place with a rich cultural history where wealthy
citizens could afford to support budding artists.
Members of the powerful Medici family, which ruled Florence for more than 60 years, were
famous backers of the movement.
COMPENDIUM OF LESSONS IN WORLD HISTORY 2

Great Italian writers, artists, politicians and others declared that they were participating in an
intellectual and artistic revolution that would be much different from what they experienced during
the Dark Ages.
The movement first expanded to other Italian city -states, such as Venice, Milan, Bologna, Ferrara
and Rome. Then, during the 15th century, Renaissance ideas spread from Italy to France an d
then throughout western and northern Europe.
Although other European countries experienced their Renaissance later than Italy, the impacts
were still revolutionary.

Renaissance Geniuses
Some of the most famous and groundbreaking Renaissance intellectuals, artists, scientists and
writers include the likes of:
• Leonardo da Vinci (1452–1519): Italian painter, architect, inventor, and “Renaissance man”
responsible for painting “The Mona Lisa” and “The Last Supper.
• Desiderius Erasmus (1466–1536): Scholar from Holland who defined the humanist
movement in Northern Europe. Translator of the New Testament into Gre ek.
• Rene Descartes (1596–1650): French philosopher and mathematician regarded as the
father of modern philosophy. Famous for stating, “I think; therefore I am.”
• Galileo (1564-1642): Italian astronomer, physicist and engineer whose pioneering work with
telescopes enabled him to describes the moons of Jupiter and rings of Saturn. Placed under
house arrest for his views of a heliocentric universe.
• Nicolaus Copernicus (1473–1543): Mathematician and astronomer who made first modern
scientific argument for the concept of a heliocentric solar system.
• Thomas Hobbes (1588–1679): English philosopher and author of “Leviathan.”
• Geoffrey Chaucer (1343–1400): English poet and author of “The Canterbury Tales.”
• Giotto (1266-1337): Italian painter and architect whose more realistic depictions of human
emotions influenced generations of artists. Best known for his frescoes in the Scrovegni
Chapel in Padua.
• Dante (1265–1321): Italian philosopher, poet, writer and political thinker who authored “The
Divine Comedy.”
• Niccolo Machiavelli (1469–1527): Italian diplomat and philosopher famous for writing “The
Prince” and “The Discourses on Livy.”
• Titian (1488–1576): Italian painter celebrated for his portraits of Pope Paul III and Charles
I and his later religious and mythical paintings like “Venus and Adonis” and
"Metamorphoses."
• William Tyndale (1494–1536): English biblical translator, humanist and scholar burned at
the stake for translating the Bible into English.
• William Byrd (1539/40–1623): English composer known for his development of the English
madrigal and his religious organ music.
• John Milton (1608–1674): English poet and historian who wrote the epic poem “Paradise
Lost.”
• William Shakespeare (1564–1616): England’s “national poet” and the most famous
playwright of all time, celebrated for his sonnets and plays like “Romeo and Juliet.”
• Donatello (1386–1466): Italian sculptor celebrated for lifelike sculptures like “David,”
commissioned by the Medici family.
• Sandro Botticelli (1445–1510): Italian painter of “Birth of Venus.”
• Raphael (1483–1520): Italian painter who learned from da Vinci and Michelangelo. Best
known for his paintings of the Madonna and “The School of Athens.”
• Michelangelo (1475–1564): Italian sculptor, painter, and architect who carved “David” and
painted The Sistine Chapel in Rome .

Renaissance Art, Architecture and Science

Art, architecture and science were closely linked during the Renaissance. In fact, it was a unique
time when these fields of study fused together seamlessly.
For instance, artists like da Vinci incorporated scie ntific principles, such as anatomy into their
work, so they could recreate the human body with extraordinary precision.
Architects such as Filippo Brunelleschi studied mathematics to accurately engineer and design
immense buildings with expansive domes.
Scientific discoveries led to major shifts in thinking: Galileo and Descartes presented a new view
of astrology and mathematics, while Copernicus proposed that the Sun, not the Earth, was the
center of the solar system.
Renaissance art was characterized by realism and naturalism. Artists strived to depict people
and objects in a true-to-life way.
COMPENDIUM OF LESSONS IN WORLD HISTORY 2

They used techniques, such as perspective, shadows and light to add dep th to their work.
Emotion was another quality that artists tried to infuse into their pieces.
Some of the most famous artistic works that were produced during the Renaissance include:
• The Mona Lisa (Da Vinci)
• The Last Supper (Da Vinci)
• Statue of David (Michelangelo)
• The Birth of Venus (Botticelli)
• The Creation of Adam (Michelangelo)

Renaissance Exploration
While many artists and thinkers used their talents to express new ideas, some Europeans took
to the seas to learn more about the world around them. In a period known as the Age of Discovery,
several important explorations were made.
Voyagers launched expeditions to travel the entire globe. They discovered new shipping routes
to the Americas, India and the Far East, and explorers trekked across areas that weren’t fully
mapped.
Famous journeys were taken by Ferdinand Magellan, Christopher Columbus, Amerigo
Vespucci (after whom America is named), Marco Polo, Ponce de Leon, Vasco Núñez de
Balboa, Hernando De Soto and other explorers.

Renaissance Religion
Humanism encouraged Europeans to question the role of the Roman Catholic church during the
Renaissance.
As more people learned how to read, write and interpret ideas, they began to closely examine
and critique religion as they knew it. Also, the printing press allowed for texts, including the Bible,
to be easily reproduced and widely read by the people, themselves, for the first time.
In the 16th century, Martin Luther, a German monk, led the Protestant Reformation – a
revolutionary movement that caused a split in the Catholic church. Luther questioned many of
the practices of the church and whether they aligned with the teachings of the Bible.
As a result, a new form of Christianity, known as Protestantism, was created.

Assessment

Answer this on a separate piece of paper.

1. Research Activity / Quiz

The following are significant contributors to the Renaissance, these includes writers, scientists and artists.
Complete the table with the necessary data.

AUTHOR COUNTRY MASTERPIECE THEME DISCUSSED

Giovanni Boccaccio
Geoffrey Chaucer
Desiderius Erasmus
Thomas More
William Shakespeare

AUTHOR COUNTRY CONTRIBUTION TO SCIENCE

Nicolaus Copernicus
Francis Bacon
Galileo Galilei
Johannes Kepler
Isaac Newton

PAINTER COUNTRY MASTERPIECE CHARACTERISTICS OF

THE WORK
Donatello
(Donato di Niccolo di Betto
Bardi)
Leonardo Da Vinci
Michelangelo
COMPENDIUM OF LESSONS IN WORLD HISTORY 2

(Michelangelo Bounarroti)
Raphael
(Raffaello Sanzio)
El Greco
(Domenicos Theotocopoulos)
Rembrandt
(Rembrandt Harmenazoon Van
Rijn)

Reference:
1. https://www.history.com/topics/renaissance/renaissance

Lesson 1. CONNECTING HEMISPHERES

C. MARTIN LUTHER AND THE REFORMATION

Introduction
Martin Luther was a seminal figure in the Protestant Reformation; he strongly disputed the claim
that freedom from God’s punishment for sin could be purchased with money, famously argued
in his Ninety-five Theses of 1517.

Learning Outcomes:
After completing this unit, the student will be able to:
1. Describe Luther’s criticisms of the Catholic Church
2. Give a summary of the Ninety- five Theses
3. Explain Luther’s role in the Reformation movement

Lesson Proper

ShareFaith/Magazine

KEY POINTS
o Martin Luther was a German professor of theology, composer, priest, monk and seminal figure
in the Protestant Reformation.
o Luther strongly disputed the claim that freedom from God’s punishment for sin could be
purchased with money, called indulgences, which he argued in his Ninety-five Theses of 1517.
o When confronted by the church for his critiques, he refused to renounce his writings and was
excommunicated by the pope and deemed an outlaw by the emperor.
COMPENDIUM OF LESSONS IN WORLD HISTORY 2

o Luther’s translation of the Bible into the vernacular made it more accessible to the laity, an event
that had a tremendous impact on both the church and German culture.
TERMS
• Ninety-five Theses. A list of propositions for an academic disputation written by Martin Luther in
1517. They advanced Luther’s positions against what he saw as abusive practices by preachers
selling plenary indulgences, which were certificates that would reduce the temporal punishment
for sins committed by the purchaser or their loved ones in purgatory.
• Excommunication. An institutional act of religious censure used to deprive, suspend, or limit
membership in a religious community or to restrict certain rights within it.
• Indulgences. A way to reduce the amount of punishment one has to undergo for sins, usually
through the saying of prayers or good works, which during the middle ages included paying for
church buildings or other projects.

Martin Luther (November 10, 1483–February 18, 1546) was a German professor of theology, composer,
priest, monk and seminal figure in the Protestant Reformation. Luther came to reject several teachings and
practices of the Roman Catholic Church. He strongly disputed the claim that freedom from God’s punishment
for sin could be purchased with money, proposing an academic discussion of the practice and efficacy of
indulgences in his Ninety-five Theses of 1517. His refusal to renounce all of his writings at the demand of
Pope Leo X in 1520 and the Holy Roman Emperor Charles V at the Diet of Worms in 1521 resulted in his
excommunication by the pope and condemnation as an outlaw by the emperor.
Luther taught that salvation and, subsequently, eternal life are not earned by good deeds but are received
only as the free gift of God’s grace through the believer’s faith in Jesus Christ as redeemer from sin. His
theology challenged the authority and office of the pope by teaching that the Bible is the only source of
divinely revealed knowledge from God, and opposed priestly intervention for the forgiveness of sins by
considering all baptized Christians to be a holy priesthood. Those who identify with these, and all of Luther’s
wider teachings, are called Lutherans, though Luther insisted on Christian or Evangelical as the only
acceptable names for individuals who professed Christ.
His translation of the Bible into the vernacular (instead of Latin) made it more accessible to the laity, an event
that had a tremendous impact on both the church and German culture. It fostered the development of a
standard version of the German language, added several principles to the art of translation, and influenced
the writing of an English translation, the Tyndale Bible. His hymns influenced the development of singing in
Protestant churches. His marriage to Katharina von Bora, a former nun, set a model for the practice of clerical
marriage, allowing Protestant clergy to marry.
In two of his later works, Luther expressed antagonistic views toward Jews, writing that Jewish homes and
synagogues should be destroyed, their money confiscated, and their liberty curtailed. Condemned by virtually
every Lutheran denomination, these statements and their influence on antisemitism have contributed to his
controversial status.

Personal Life
Martin Luther was born to Hans Luther and his wife Margarethe on November 10, 1483, in Eisleben, Saxony,
then part of the Holy Roman Empire. Hans Luther was ambitious for himself and his family, and he was
determined to see Martin, his eldest son, become a lawyer.
In 1501, at the age of nineteen, Martin entered the University of Erfurt. In accordance with his father’s wishes,
he enrolled in law school at the same university that year, but dropped out almost immediately, believing that
law represented uncertainty. Luther sought assurances about life and was drawn to theology and philosophy,
expressing particular interest in Aristotle, William of Ockham, and Gabriel Biel.
He was deeply influenced by two tutors, Bartholomaeus Arnoldi von Usingen and Jodocus Trutfetter, who
taught him to be suspicious of even the greatest thinkers and to test everything himself by experience.
Philosophy proved to be unsatisfying, offering assurance about the use of reason but no assurance about
loving God, which to Luther was more important. Reason could not lead men to God, he felt, and he thereafter
developed a love-hate relationship with Aristotle over the latter’s emphasis on reason. For Luther, reason
could be used to question men and institutions, but not God. Human beings could learn about God only
through divine revelation, he believed, and scripture therefore became increasingly important to him.
Luther dedicated himself to the Augustinian order, devoting himself to fasting, long hours in prayer,
pilgrimage, and frequent confession. In 1507, he was ordained to the priesthood, and in 1508, von Staupitz,
first dean of the newly founded University of Wittenberg, sent for Luther to teach theology. He was made
provincial vicar of Saxony and Thuringia by his religious order in 1515. This meant he was to visit and oversee
eleven monasteries in his province.

Start of The Reformation

In 1516, Johann Tetzel, a Dominican friar and papal commissioner for indulgences, was sent to Germany by
the Roman Catholic Church to sell indulgences to raise money to rebuild St. Peter’s Basilica in Rome. Roman
Catholic theology stated that faith alone, whether fiduciary or dogmatic, cannot justify man; justification rather
COMPENDIUM OF LESSONS IN WORLD HISTORY 2

depends only on such faith as is active in charity and good works. The benefits of good works could be
obtained by donating money to the church.
On October 31, 1517, Luther wrote to his bishop, Albert of Mainz, protesting the sale of indulgences. He
enclosed in his letter a copy of his “Disputation of Martin Luther on the Power and Efficacy of Indulgences,”
which came to be known as the Ninety-five Theses. Historian Hans Hillerbrand writes that Luther had no
intention of confronting the church, but saw his disputation as a scholarly objection to church practices, and
the tone of the writing is accordingly “searching, rather than doctrinaire.” Hillerbrand writes that there is
nevertheless an undercurrent of challenge in several of the theses, particularly in Thesis 86, which asks,
“Why does the pope, whose wealth today is greater than the wealth of the richest Crassus, build the basilica
of St. Peter with the money of poor believers rather than with his own money?”
The first thesis has become famous: “When our Lord and Master Jesus Christ said, ‘Repent,’ he willed the
entire life of believers to be one of repentance.” In the first few theses Luther develops the idea of repentance
as the Christian’s inner struggle with sin rather than the external system of sacramental confession.
In theses 41–47 Luther begins to criticize indulgences on the basis that they discourage works of mercy by
those who purchase them. Here he begins to use the phrase, “Christians are to be taught…” to state how he
thinks people should be instructed on the value of indulgences. They should be taught that giving to the poor
is incomparably more important than buying indulgences, that buying an indulgence rather than giving to the
poor invites God’s wrath, and that doing good works makes a person better while buying indulgences does
not.
Luther objected to a saying attributed to Johann Tetzel that “As soon as the coin in the coffer rings, the soul
from purgatory springs.” He insisted that, since forgiveness was God’s alone to grant, those who claimed
that indulgences absolved buyers from all punishments and granted them salvation were in error. Luther
closes the Theses by exhorting Christians to imitate Christ even if it brings pain and suffering, because
enduring punishment and entering heaven is preferable to false security.
It was not until January 1518 that friends of Luther translated the Ninety-five Theses from Latin into German
and printed and widely copied it, making the controversy one of the first to be aided by the printing press.
Within two weeks, copies of the theses had spread throughout Germany; within two months, they had spread
throughout Europe.

Excommunication And Later Life

On June 15, 1520, the pope warned Luther, with the papal bull Exsurge Domine, that he risked
excommunication unless he recanted forty-one sentences drawn from his writings, including the Ninety-five
Theses, within sixty days. That autumn, Johann Eck proclaimed the bull in Meissen and other towns. Karl
von Miltitz, a papal nuncio, attempted to broker a solution, but Luther, who had sent the pope a copy of On
the Freedom of a Christian in October, publicly set fire to the bull and decretals at Wittenberg on December
10, 1520, an act he defended in Why the Pope and his Recent Book are Burned and Assertions Concerning
All Articles. As a consequence, Luther was excommunicated by Pope Leo X on January 3, 1521, in the
bull Decet Romanum Pontificem.
The enforcement of the ban on the Ninety-five Theses fell to the secular authorities. On April 18, 1521, Luther
appeared as ordered before the Diet of Worms. This was a general assembly of the estates of the Holy Roman
Empire that took place in Worms, a town on the Rhine. It was conducted from January 28 to May 25, 1521, with
Emperor Charles V presiding. Prince Frederick III, Elector of Saxony, obtained a safe conduct for Luther to and
from the meeting.
Johann Eck, speaking on behalf of the empire as assistant of the Archbishop of Trier, presented Luther with copies
of his writings laid out on a table and asked him if the books were his, and whether he stood by their contents.
Luther confirmed he was their author, but requested time to think about the answer to the second question. He
prayed, consulted friends, and gave his response the next day:

“Unless I am convinced by the testimony of the Scriptures or by clear reason (for I do not trust either in the
pope or in councils alone, since it is well known that they have often erred and contradicted themselves), I
am bound by the Scriptures I have quoted and my conscience is captive to the Word of God. I cannot and
will not recant anything, since it is neither safe nor right to go against conscience. May God help me. Amen.”

Over the next five days, private conferences were held to determine Luther’s fate. The emperor presented the
final draft of the Edict of Worms on May 25, 1521, which declared Luther an outlaw, banned his literature, and
required his arrest: “We want him to be apprehended and punished as a notorious heretic.” It also made it a crime
for anyone in Germany to give Luther food or shelter, and permitted anyone to kill Luther without legal
consequence.
By 1526, Luther found himself increasingly occupied in organizing a new church, later called the Lutheran Church,
and for the rest of his life would continue building the Protestant movement.
An apoplectic stroke on February 18, 1546, deprived him of his speech, and he died shortly afterwards, at 2:45
a.m., aged sixty-two, in Eisleben, the city of his birth. He was buried in the Castle Church in Wittenberg, beneath
the pulpit.
COMPENDIUM OF LESSONS IN WORLD HISTORY 2

For Additional Inputs, watch the following videos about Luther and the Reformation. Use the following links;
https://www.youtube.com/watch?v=1o8oIELbNxE
https://www.youtube.com/watch?v=1qeRj_qfNM0

The End of the Italian Renaissance

By the end of the 15th century, Italy was being torn apart by one war after another. The kings of
England, France and Spain, along with the Pope and the Holy Roman Emperor, battled for control of
the wealthy peninsula. At the same time, the Catholic Church, which was itself wracked with scandal
and corruption, had begun a violent crackdown on dissenters. In 1545, the Coun cil of Trent officially
established the Roman Inquisition. In this climate, humanism was akin to heresy. The Italian
Renaissance was over.

Assessment
Answer this on a separate piece of paper.
1. What were Luther’s criticisms of the Catholic Church?
2. What is the Ninety – Five Theses? Give a summary of its content.
3. What was Luther’s role in the Reformation Movement?

Reference:
1. https://courses.lumenlearning.com/suny-hccc-worldhistory/chapter/luther-and-protestantism/

REMINDER:
Submit this learning material securely packaged (please provide an extra plastic
envelope intended for the second set of learning materials) to the campus security
personnel or as advised by your subject teacher, on the prescribed date.
COMPENDIUM OF LESSONS IN WORLD HISTORY 2

Name: _____________________________________ Course & Year: ______________ Date of Submission: _________________

Course Code: ____________________ Course Description:_______________________________________________________
B. The Expansion of the Muslim World

Introduction:
Over a period of a few hundred years, Islam spread from its place of origin in the Arabian Peninsula all the way to modern Spain in
the west and northern India in the east.
Islam traveled through these regions in many ways. Sometimes it was carried in great caravans or sea vessels traversing vast trade
networks on land and sea, and other times it was transferred through military conquest and the work of missionaries. As Islamic
ideas and cultures came into contact with new societies, they were expressed in unique ways and ultimately took on diverse forms.

Lesson Outcomes:
1. Discuss the Ottoman Empire
2. Create a timeline of the Ottoman Empire

Lesson Proper:
A. THE OTTOMANS BUILD A VAST EMPIRE
KEY IDEA: The Ottomans established a Muslim Empire that combined many cultures and lasted for more than 600 years.

Turks Settle In Byzantium

 In 1300, the world of the eastern Mediterranean was seeing changes.
 The Byzantine Empire was fading.
 The Seljuk Turk state had been destroyed by the Mongols.
Warriors for Islam
 Anatolia, the area of modern Turkey, was now inhabited by groups of nomadic Turks.
 They saw themselves as ghazis, or warriors for Islam. They formed military groups and raided the lands where non-
Muslims lived.
Osman Establishes a State
 The most successful ghazi was Osman.
 Western Europeans took his name to be Othman and called his followers Ottomans.
 Between 1300 and 1326, Osman built a strong but small kingdom in Anatolia.
Rise of Sultans
 Leaders who came after Osman called themselves sultans, or “ones with power.”
 They extended the kingdom by buying land, forming alliances with other chieftains, and conquering everyone they could.
Leaders in Warfare
 The military success of the Ottomans was aided by gunpowder—especially as used in cannons.
Ottomans Administer Their Empire
 The Ottomans ruled kindly through local officials appointed by the sultan.
 Muslims had to serve in the army but paid no taxes.
 Non-Muslims paid the tax but did not have to serve in the army. Many joined Islam simply to avoid the tax.
 Most people in their empire adjusted quickly to their easy rule.
Mehmet I
 In Anatolia, the four sons of the last sultan fought for control of the empire. Mehmet I won control, and his son and the four
following sultans brought the Ottoman Empire to its greatest power.
Mehmet II Attacks Constantinople
 One of them—Mehmet II—took power in 1451 and captured Constantinople.
 At first, his ships were unable to sail near the city because barriers blocked the way. So he had his soldiers drag the ships
over hills so they could be launched on another side of Constantinople.
Constantinople Falls to the Ottomans
 After several weeks of fighting, the Ottoman force was simply too strong for the tiny army left in the city.
 In 1453, Constantinople finally fell to the Ottomans. Mehmet made the city his capital, which was renamed Istanbul.
Mehmet II Takes Control of the Hagia Sophia Cathedral
 The famous and beautiful church of the Hagia Sophia, built by the emperor Justinian became a mosque.
 The rebuilt city became home to people from all over the Ottoman Empire.
Selim the Grim
 Other emperors used conquest to make the empire grow. After 1514, Selim the Grim took Persia, Syria, and Palestine.
 He then captured Arabia, took the Muslim holy cities of Medina and Mecca, and gained control of Egypt.
Suleiman I
 Selim’s son, Suleiman I, brought the Ottoman Empire to its greatest size and most impressive achievements.
 He conquered parts of southeastern Europe by 1525. He won control of the entire eastern Mediterranean Sea and took
North Africa as far west as Tripoli.
The Empire Reaches its Limits
 Although he was defeated in a battle for Vienna in 1529, his Ottoman Empire remained huge.
 Suleiman ruled his empire with a highly structured government.

Janissaries Protect the Sultan

 Serving the royal family and the government were thousands of slaves. Among them was an elite group of soldiers called
janissaries.
COMPENDIUM OF LESSONS IN WORLD HISTORY 2

 They were Christians taken as children and made slaves with personal loyalty to the sultan. They were trained as soldiers
and fought fiercely for the sultan.
Highly Structured Social Organization
 Other slaves held important government jobs.
 The empire allowed people to follow their own religion.
 Jews and Christians were not mistreated by the Ottomans.
Suleiman the Lawgiver
 Suleiman revised the laws of the empire, which won him the name Suleiman the Lawgiver.
 Suleiman also oversaw an empire that was full of accomplished works of art. Using an excellent architect, he built many
fine buildings in his capital.
The Ottoman Empire Begins to Decline
 The empire lasted long after Suleiman but spent the next few hundred years in decline.
 None of the sultans were as accomplished as he had been, and the Ottoman Empire’s power slipped.

B. CULTURAL BLENDING IN THE OTTOMAN

The Safavid Empire
KEY IDEA: Many world cultures incorporate influences from various peoples and traditions.

The Savavids Build a Shi’a Empire

 Throughout history, different peoples have lived together, and their cultures have influenced one another.
 Often these people have blended one culture with another. This can be due to trade, conquest, movement of people from
one area to another, or conversion to a new religion.
A Religious Brotherhood
 This kind of blending took place in the Safavid Empire of Persia.
 The Safavids began as members of an Islamic group that claimed to be related to the prophet Muhammad.
 In the 1400s, they became allied with the Shi’a, a branch of Islam.
The Shi’s Build a Religious Army
 The major group of Muslims, the Sunnis, persecuted the Shi’a for their views. The Safavids, fearing their strong neighbors
who were Sunni Muslims, decided to build a strong army to protect themselves.
Isma’il Conquers Persia
 In 1499, a 14-year-old leader named Isma’il led this army to conquer Iran.
 He took the traditional Persian title of shah, or king, and made the new empire a state of Shi’a. He destroyed Baghdad’s
Sunni population.
 Ottoman Turk rulers—who were Sunni Muslims—in turn killed all the Shi’a that they met. This conflict between the two
groups of Muslims continues today.
Cultural Blending During the Reign of Shah Abbas
 The Safavids reached their height in the late 1500s under Shah Abbas.
 He reformed the military, making two armies that were loyal to him and him alone.
 He also gave new weapons to the army to make them better fighters.
 He reformed the government, getting rid of corrupt officials.
 He also brought gifted artists to his empire, who helped make his capital and other cities very beautiful.
Persian Rugs Become Prized in Europe
 In taking these steps, Shah Abbas drew on good ideas from other cultures.
 He used Chinese artists and enjoyed good relations with nations of Europe.
 Through this contact, the demand for Persian rugs increased greatly in Europe. In this period, rug-making, which had
simply been a local craft in Persia, was changed into a major industry for the country.
The Dynasty Declines Quickly
 As with the Ottoman Empire, the Safavid Empire began to decline soon after it had reached its greatest height.
 Shah Abbas had killed or injured his most talented sons—just as Suleiman had done—fearing that they would seize power
from him.
 As a result, a weak and ineffective grandson became shah after him. Under his poor leadership, the empire lost power.
The Safavid Legacy
 While the empire fell, the blended culture that the Safavid Empire had created continued.
 The main elements of that culture were the joining together of the Persian tradition of learning and sophistication and the
devout faith of the Shi’a.
 These elements are found in Iran even today.

C. THE MUGHAL EMPIRE IN INDIA

Mughal dynasty, Mughal also spelled Mogul, Persian Mughūl (“Mongol”), Muslim dynasty of Turkic-Mongol origin that ruled most
of northern India from the early 16th to the mid-18th century. After that time it continued to exist as a considerably reduced and
increasingly powerless entity until the mid-19th century. The Mughal dynasty was notable for its more than two centuries of effective
rule over much of India; for the ability of its rulers, who through seven generations maintained a record of unusual talent; and for its
administrative organization. A further distinction was the attempt of the Mughals, who were Muslims, to integrate Hindus and Muslims
into a united Indian state.

Task: Watch the video on Early Muslim Expansion https://www.youtube.com/watch?v=r2cEIDZwG5M

Assessment:
1. What is the Ottoman empire?
2. How did the Ottomans create their successful empire?
3. Create a timeline of the Ottoman empire.

References:
https://www.khanacademy.org/humanities/world-history/medieval-times/spread-of-islam/a/the-rise-of-islamic-empires-and-states
https://www.lew-port.com/cms/lib/NY19000328/Centricity/Domain/93/chapter%2018%20book%20student.pdf
http://www.menifee.k12.ky.us/userfiles/147/Classes/16552/The%20Ottoman%20Empire%20Powerpoint.ppt
https://www.britannica.com/topic/Mughal-dynasty
COMPENDIUM OF LESSONS IN WORLD HISTORY 2

C. Age of Exploration
Introduction:
The era known as the Age of Exploration, sometimes called the Age of Discovery, officially began in the early 15th century
and lasted through the 17th century. The period is characterized as a time when Europeans began exploring the world by
sea in search of new trading routes, wealth, and knowledge. The impact of the Age of Exploration would permanently alter
the world and transform geography into the modern science it is today.

Lesson Outcomes:
1. Discuss the events that led to the age of exploration
2. Explain the impact of the age of exploration to modern society

Lesson Proper:

Impact of the Age of Exploration

➢ Explorers learned more about areas such as Africa and the Americas and brought that knowledge back to Europe.
➢ Massive wealth accrued to European colonizers due to trade in goods, spices, and precious metals.
➢ Methods of navigation and mapping improved, switching from traditional portolan charts to the world's first nautical maps.
➢ New food, plants, and animals were exchanged between the colonies and Europe.
➢ Indigenous people were decimated by Europeans, from a combined impact of disease, overwork, and massacres.
➢ The workforce needed to support the massive plantations in the New World, led to the trade of enslaved people, which
lasted for 300 years and had an enormous impact on Africa.
➢ The impact persists to this day, with many of the world's former colonies still considered the "developing" world, while
colonizers are the First World countries, holding a majority of the world's wealth and annual income.

a. Europeans Explore the East

The Birth of the Age of Exploration

Many nations were looking for goods such as silver and gold, but one of the biggest reasons for exploration was the desire to find a
new route for the spice and silk trades.
When the Ottoman Empire took control of Constantinople in 1453, it blocked European access to the area, severely limiting trade. In
addition, it also blocked access to North Africa and the Red Sea, two very important trade routes to the Far East.
The first of the journeys associated with the Age of Discovery were conducted by the Portuguese. Although the Portuguese, Spanish,
Italians, and others had been plying the Mediterranean for generations, most sailors kept well within sight of land or traveled known
routes between ports. Prince Henry the Navigator changed that, encouraging explorers to sail beyond the mapped routes and
discover new trade routes to West Africa.
Portuguese explorers discovered the Madeira Islands in 1419 and the Azores in 1427. Over the coming decades, they would push
farther south along the African coast, reaching the coast of present-day Senegal by the 1440s and the Cape of Good Hope by 1490.
The Discovery of the New World
Less than a decade later, in 1498, Vasco da Gama would follow this route all the way to India.
While the Portuguese were opening new sea routes along Africa, the Spanish also dreamed of finding new trade routes to the Far
East. Christopher Columbus, an Italian working for the Spanish monarchy, made his first journey in 1492. Instead of reaching India,
Columbus found the island of San Salvador in what is known today as the Bahamas. He also explored the island of Hispaniola, home
of modern-day Haiti and the Dominican Republic.
Columbus would lead three more voyages to the Caribbean, exploring parts of Cuba and the Central American coast. The Portuguese
also reached the New World when explorer Pedro Alvares Cabral explored Brazil, setting off a conflict between Spain and Portugal
over the newly claimed lands. As a result, the Treaty of Tordesillas officially divided the world in half in 1494.
Columbus' journeys opened the door for the Spanish conquest of the Americas. During the next century, men such as Hernan Cortes
and Francisco Pizarro would decimate the Aztecs of Mexico, the Incas of Peru, and other indigenous peoples of the Americas. By
the end of the Age of Exploration, Spain would rule from the Southwestern United States to the southernmost reaches of Chile and
Argentina.
Opening the Americas
Great Britain and France also began seeking new trade routes and lands across the ocean. In 1497, John Cabot, an Italian explorer
working for the English, reached what is believed to be the coast of Newfoundland. A number of French and English explorers
followed, including Giovanni da Verrazano, who discovered the entrance to the Hudson River in 1524, and Henry Hudson, who
mapped the island of Manhattan first in 1609.
Over the next decades, the French, Dutch, and British would all vie for dominance. England established the first permanent colony
in North America at Jamestown, Va., in 1607. Samuel du Champlain founded Quebec City in 1608, and Holland established a trading
outpost in present-day New York City in 1624.
Other important voyages of exploration during this era included Ferdinand Magellan's attempted circumnavigation of the globe, the
search for a trade route to Asia through the Northwest Passage, and Captain James Cook's voyages that allowed him to map various
areas and travel as far as Alaska.
The End of the Era
The Age of Exploration ended in the early 17th century after technological advancements and increased knowledge of the world
allowed Europeans to travel easily across the globe by sea. The creation of permanent settlements and colonies created a network
of communication and trade, therefore ending the need to search for new routes.
It is important to note that exploration did not cease entirely at this time. Eastern Australia was not officially claimed for Britain by
Capt. James Cook until 1770, while much of the Arctic and Antarctic were not explored until the 20th century. Much of Africa also
was unexplored by Westerners until the late 19th century and early 20th century.
Contributions to Science
The Age of Exploration had a significant impact on geography. By traveling to different regions around the globe, explorers were able
to learn more about areas such as Africa and the Americas and bring that knowledge back to Europe.
Methods of navigation and mapping improved as a result of the travels of people such as Prince Henry the Navigator. Prior to his
expeditions, navigators had used traditional portolan charts, which were based on coastlines and ports of call, keeping sailors close
to shore.
The Spanish and Portuguese explorers who journeyed into the unknown created the world's first nautical maps, delineating not just
the geography of the lands they found but also the seaward routes and ocean currents that led them there. As technology advanced
and known territory expanded, maps and mapmaking became more and more sophisticated.
COMPENDIUM OF LESSONS IN WORLD HISTORY 2

These explorations also introduced a whole new world of flora and fauna to Europeans. Corn, now a staple of much of the world's
diet, was unknown to Westerners until the time of the Spanish conquest, as were sweet potatoes and peanuts. Likewise, Europeans
had never seen turkeys, llamas, or squirrels before setting foot in the Americas.
The Age of Exploration served as a stepping stone for geographic knowledge. It allowed more people to see and study various areas
around the world, which increased geographic study, giving us the basis for much of the knowledge we have today.
Long-Term Impact
The effects of colonization still persist as well, with many of the world's former colonies still considered the "developing" world and
the colonizers the First World countries, holding a majority of the world's wealth and receiving a majority of its annual income.

b. China Limits European Contacts

China Under the Powerful Ming Dynasty

What occurred during the Ming Dynasty?
Mongol rule in China ended in 1368 when Hongwu led a rebel army that took control of the country. He declared himself the first
emperor of the Ming Dynasty, which was to last for almost 300 years. Hongwu began his rule by increasing the amount of food
produced and improving the government. Later he grew suspicious and untrusting. He caused the deaths of many people whom he
suspected of plotting against him. His son Yonglo continued his better policies. He also launched a major effort at making contact
with other Asian peoples. Beginning in 1405, an admiral named Zheng He led several voyages to Southeast Asia, India, Arabia, and
Africa. Wherever he went, he gave away gifts to show Chinese superiority. Eventually the Chinese changed their position on foreign
trade. They began to isolate themselves. China allowed Europeans to trade officially at only three ports, but illegal trade took place
all along the coast. Europeans wanted Chinese silk and ceramics, and they paid silver for them. Manufacturing never grew very large
in China, however. The Confucian ideas that shaped Chinese thinking said that farming was a better way of life, so manufacturing
was heavily taxed. Missionaries entered China at this time, bringing both Christianity and technology
Manchus Found the Qing Dynasty
How did China change during the Qing Dynasty?
The Ming Dynasty lost power because the government could not solve several problems. Manchus, people who came from a land
north of China called Manchuria, took control of the country in 1644. They started the Qing Dynasty. Two important emperors were
Kangxi and his grandson Qian-long. They brought China to its largest size, increased its wealth, and sponsored an increase in artistic
production. The Chinese insisted that Europeans had to follow certain rules in order to continue trading with them. These rules
include trading only at special ports and paying fees. The Dutch were willing to do so, and they carried on the largest share of trade
with China. The British, though, did not agree to following these rules. At the same time, a feeling of national pride was rising in
Korea, which had long been dominated by China.
Life in Ming and Qing China
What was life like in China under the Ming and Qing?
In China, the production of rice and the long period of peace gave the people better lives. In the 1600s and 1700s, the number of
people in China almost doubled. The huge majority of these people were farmers. Because of the use of fertilizer and better irrigation,
they could grow more food. The level of nutrition improved. This caused the population to grow. In Chinese families, sons were
valued over daughters. It was believed that only sons could carry out family religious duties and tend to the family farm. For that
reason, many infant girls were killed, and adult women had few rights. The invasions by the foreigners from Manchuria and the
pressure from European traders bothered the Chinese. They tried to preserve their traditions and their isolation. Artists created books
and paintings that showed traditional Chinese values and ideas. Plays about Chinese history and heroes were popular. They helped
to unify the Chinese people.

c. Japan Returns to Isolation

Feudalism in Japan
• “Warring States”- time in Japanese’s history
• Samurai- seized control of old feudal estates. Offered peasants protection in return for loyalty.
• Daimyo: Warrior chieftains, became lords in a new kind of Japanese feudalism.
– Similar to European feudalism.
Oda Nobunaga
• Brutal and ambitious daimyo who defeated his rivals and seized the imperial capital Kyoto in 1568.
• Motto= “Rule the empire by force”.
• First to use firearms effectively in Japan
• Was not able to unify Japan.
• Seppuku= the ritual suicide of a samurai
Toyotomi Hideyoshi
• Nobunaga’s best general- continued leader’s mission.
• Set out to destroy the daimyo that remained hostile.
• Combined brute force with political alliances, he controlled most of the country.
• Eventually conquered both Korea and China.
Tokugawa Ieyasu
• Completed the unification of Japan.
• He became the sole ruler = Shogun.
• Moved the capital to Edo(small fishing village) became the city of Tokyo.
• Tamed the daimyo by setting up an “alternate attendance policy”. = restoring centralized government to Japan.
• Founded the Tokugawa Shogunate
Tokugawa Shogunate
• Held power in Japan until 1867
• Shoguns followed Ieyasu advice: “ Take care of the people. Strive to be virtuous. Never neglect to protect the country.”
• Brought welcome into Japan
Life in Tokugawa Japan
• Stability, prosperity, and isolation under Tokugawa shoguns.
• Farmers produced more food and population rose.
• Merchants and wealthy prospered.
• Majority of peasants were heavily taxed
• Japanese culture spread
Society in Tokugawa Japan
COMPENDIUM OF LESSONS IN WORLD HISTORY 2

• Emperor had the top rank(figurehead).

• Shogun- military commander- was the actual ruler.
• Daimyo- powerful samurai
• Samurai warriors came next.
• Peasants and artisans.
• Merchants were at the bottom but moved their way up as the economy suspended.
• Peasant farmers bore main tax burden.
• Shift from rural to urban societies.
• Women found jobs in entertainment, textile, manufacturing, and publishing.
• Most women worked in the fields, managed the household, cared for children, and obeyed their husband without question.
Culture in Tokugawa Shogunate
• Traditional culture strived
• Plays/dramas based on ancient warriors and their courage in battle.
• Hung paintings that showed scenes from classical literature.
• Haiku- 5-7-5 Syllable, 3 line verse poetry, this presented images rather than ideas.
• Kabuki= theater
Trade/Technology
• Portuguese hoped to get involved with trade in China and Southeast Asia.
• Brought: clocks, eyeglasses, tobacco, firearms, and other items from Europe.
• Daimyo welcomed them and their cannons and muskets
– Purchased weapons from the Portuguese and soon began their own production.
Christian Missionaries
• Christian missionaries began arriving in Japan, came along with trade.
• Missionaries were changing traditional Japanese beliefs and sometimes involved themselves in local politics.
• Christian Rebels started un up rise against the shogunate- decided Christianity was the root of the uprising.
Japan in Isolation
• Persecution of Christians was part of an attempt to control foreign ideas. –
• “closed country policy”.
• Nagasaki- remained open port to Dutch and Chinese merchants.
• Japanese were forbidden to leave for fear of bringing back foreign ideas.

Assessment:
1. What were the events that led to the age of exploration? Discuss each.
2. What are the impacts of the age of exploration to modern society?
3. Who did the social structure in Japan differ from the social structure in China?

References:
https://www.thoughtco.com/age-of-exploration-1435006
https://www.longbranch.k12.nj.us/cms/lib/NJ01001766/Centricity/Domain/661/WJD19BAD.pdf

D. The Atlantic World

Introduction:
Atlantic World history refers to relationships and interactions between the peoples of the Americas, Africa and Europe, from the
fifteenth through the nineteenth century, as these regions came to constitute a single, integrated system, joined rather than separated
by the Atlantic Ocean. Its study focuses on themes such as migration and colonialism; the African slave trade, New World slavery
and its abolition; trans-oceanic commerce and the development of history’s first worldwide cash economy; violence, mixing and
transculturation among Europeans, Africans and indigenous Americans; negotiation of knowledge about medicine, geography and
the natural world; and the evolution of imperial systems and the wars of Independence.

Lesson Outcomes:
1. Discuss the Atlantic World History
2. Discuss how Spain established an American Empire
3. Discuss the Atlantic Slave Trade
4. Explain the Columbian Exchange and Global Trade

Lesson Proper:

a. Spain Builds an American Empire

➢ The voyages of Columbus prompt the Spanish to establish colonies in the Americas.
➢ First encounters:
• Genoese sea captain Christopher Columbus reaches Americas (1492)
• Thinks he is in East Indies, calls natives “las indios”- Indians
• Actually, lands on an island, probably in the Bahamas.
• Unable to find gold, he claims many islands for Spain
• In 1493, he sets out for the Americas again with a large fleet
• Spain aims to set up colonies – lands controlled by a foreign nation
➢ Other Explorers Take to the Seas
• Pedro Alvares Cabral claims Brazil for Portugal (1500)
• Amerigo Vespucci identifies South America as new continent (1501)
• In 1507, German mapmaker names the continent America
• Vasco Núñez de Balboa reaches the Pacific Ocean
• Ferdinand Magellan leaves to sail around the world (1519)
• Magellan is killed, but some of his men return to Spain in 1522
➢ Spanish Conquests in Mexico
Conquistadors
• In 1519, Hernando Cortés—Spanish adventurer— lands in Mexico
COMPENDIUM OF LESSONS IN WORLD HISTORY 2

• He and others become known as conquistadors— Spanish conquerors

Cortés Conquers the Aztecs
• Cortés and 600 men reach Aztec capital of Tenochtitlán
• By 1521, they conquer Aztec empire
• Conquest aided by superior weapons, Native American allies
• European diseases wipe out large numbers of Aztecs
➢ Spanish Conquests in Peru
Another Conquistador
• Spanish conqueror Francisco Pizarro leads force to Peru in 1532
Pizarro Subdues the Inca
• Pizarro kills Atahualpa—Inca ruler—and defeats the Inca
Spain’s Pattern of Conquest
• Spanish men and Native American women have children
• Result is large mestizo—mixed Spanish and native— population
• Encomienda system—Spanish force Native Americans to work for them
The Portuguese in Brazil
In 1530s, Portuguese settle in Brazil, begin growing sugar
➢ Spain’s Influence Expands
Growth of Spanish Power
• Conquests in Americas bring great wealth to Spain
• Spain enlarges its navy to protect ships carrying treasure
Conquistadors Push North
• Juan Ponce de León claims Florida for Spain (1513)
• In 1540s, Francisco Coronado explores Southwest, finds little gold
• Catholic priests set up missions in Southwest
• In early 1600s, Spanish establish capital of Santa Fe
➢ Opposition to Spanish Rule
Protests Against Mistreatment
• Catholic priests protest mistreatment of Native Americans
African Slavery and Native Resistance
• Spain abolishes encomienda system (1542)
• Need for workers in mines and on farms met with enslaved Africans
• Some Native Americans resist Spanish conquerors
• In 1680, Popé leads rebellion against Spanish in modern New Mexico
• Spanish driven out, but return 12 years later to stay

b. European Nations Settle in North America

Several European nations fight for control of North America, and England emerges victorious.

Competing Claims in North America

➢ Other European Claims in North America
• French, English, Dutch start colonies in North America
➢ Explorers Establish New France
• Samuel de Champlain founds Quebec
• New France—French colony in North America
• New France includes Great Lakes and Mississippi River valley
➢ A Trading Empire
• New France is very large but has few inhabitants
• Main activity of the colony is the fur trade
The English Arrive in North America
➢ The First English Colony
• King James permits investors to start North American colony
• In 1607, colonists found Jamestown—English settlement in Virginia
➢ The Settlement at Jamestown
• Early years very difficult; many die, but settlement takes hold
➢ Puritans Create a “New England”
• Pilgrims—group persecuted for religion—found Plymouth in 1620
• Puritans—group seeking religious freedom—settle in Massachusetts
• Many families in Massachusetts colony, which begins to grow

c. The Atlantic Slave Trade

To meet their growing labor needs, Europeans enslave millions of Africans in the Americas.
The Causes of African Slavery
➢ Slavery in Africa
• Slavery has existed in Africa for centuries, but been minor practice
• Spread of Islam produces more slavery in Africa
• In African, Muslim lands, slaves have some rights

➢ The Demand for Africans

• Need for workers in Americas raises demand for enslaved Africans
• Africans withstand diseases, have farming skills, unlikely to escape
• Atlantic slave trade—forced movement of many Africans to Americas

➢ Spain and Portugal Lead the Way

• By 1650, about 300,000 enslaved Africans in Spanish colonies
• Portugal brings many more slaves to sugar plantations in Brazil
➢ England Dominates the Slave Trade
• From 1690 to 1807, England dominates slave trade
COMPENDIUM OF LESSONS IN WORLD HISTORY 2

• About 400,000 enslaved Africans brought to North American colonies

➢ African Cooperation and Resistance
• Many African rulers capture people to be sold into slavery
• Later, some rulers protest the trade

d. The Columbian Exchange and Global Trade

The colonization of the Americas introduces new items into Eastern and Western hemispheres.

➢ The Columbian Exchange

• Columbian Exchange—global transfer of food, plants, animals
• Corn, potatoes from Americas become crops in Eastern Hemisphere
• New animals, plants introduced by Europeans take hold in Americas
• European diseases kill millions of Native Americans
➢ Changing Economies
• Wealth from Americas, growth of trade changes business in Europe
➢ The Rise of Capitalism
• New economic system—capitalism—based on private property, profit
• Increase in business leads to inflation—rising prices—in Europe
• Hauls of gold, silver from Americas cause high inflation in Spain
➢ Joint-Stock Companies
• Joint-stock company lets investors share risk, profits of business
• These companies help fund colonies in America
The Growth of Mercantilism
➢ New Economic Policy
• Policy of mercantilism emphasizes national wealth as source of power
➢ Balance of Trade
• One way for nation to increase wealth: gather gold, silver
• Favorable balance of trade when nation sells more goods than it buys
• Colonies provide raw materials that home country uses to make goods
➢ Economic Revolution Changes European Society
• Economic changes spur growth of towns, rise of merchant class
• Still, most people are poor and live in rural areas

Assessment:
1. What were the significant events of the Atlantic World history?
2. How was Spain able to establish an American empire?
3. What European nations settled in American? What were the causes of this migration?
4. What events led to the Atlantic slave trade?
5. What is the Columbian exchange and how did this affect the Global trade?

References:
https://www.brown.edu/academics/history/people/faculty/atlantic-
world#:~:text=Atlantic%20World%20history%20refers%20to,separated%20by%20the%20Atlantic%20Ocean.
https://www.saralandboe.org/site/handlers/filedownload.ashx?moduleinstanceid=4136&dataid=2623&FileName=CHAPTER%2
018.pdf

E. Absolutism to Revolution
Introduction:
The Age of Absolutism (1650 – 1789)
➢ Begins with the reign of Louis XIV of France
➢ Enlightenment ideas challenge absolutism
➢ Ends with Revolution
What is Absolutism?
➢ A purposeful attempt by rulers to control all aspects of life in the lands they ruled.
➢ Based on the Divine right of kings
God appointed all monarchs to rule therefore they can rule as they see fit
Characteristics of Absolutism
1. Divine Right of Kings
2. Unlimited power and control
➢ Centralized government
➢ Controls all decisions, taxes, religion, laws
➢ Fights wars to expand territory
➢ High taxes allow them to build fancy palaces

Lesson Outcomes:
1. Define absolutism
2. Discuss the age of absolutism
3. Discuss the absolute monarchs in Europe

Lesson Proper:

1. Absolute Monarchs in Europe

a. Spain’s Empire and European Absolutism
➢ 1500’s Spain first modern European power
➢ Unified country, religion
➢ Huge New World Empire
➢ Silver and gold from new world fueled Spanish economy
COMPENDIUM OF LESSONS IN WORLD HISTORY 2

➢ 1519 Charles V (Charles I) ruled Spain and Hapsburg Empire)

➢ Philipp was very religious and very aggressive
➢ Took control of Portugal and all of their territory in the East indies Africa
➢ Empire provided Philipp with great wealth
➢ Gold and silver from the Americas poured into Spain
➢ It allowed Philipp to keep a huge army
➢ Philipp was also deeply religious
➢ Reformation was going on in Europe and Philipp was a devout Catholic
➢ He believed it was his duty to defend the Catholic faith from Protestants and Muslims
➢ Fought against Ottomans and Protestant armies across Europe, used wealth to pay for army and navy
➢ Used Inquisition to enforce religious unity
Golden Age of Spanish Art and Literature
-Wealth allowed Spanish to support art
Two great painters:
1. El Greco
2. Velazquez
Literature
1. Miguel de Cervantes – Don Quixote
The Spanish empire Weakens
➢ Netherlands was Protestant and had a prosperous middle class involved in international trade
➢ Netherlands controlled by Spain and Philipp taxed them and took steps to crush Protestantism
➢ Dutch fought them for 11 years and in 1579 they declared independence from Spain
Defeat of the Spanish Armada
➢ 1580’s main rival to Spain was England
➢ England supported the Dutch against Spain
➢ Philip II builds huge navy to defeat the English Armada
➢ 1588 Armada defeated by the English
1600’s Spanish power declines
➢ Wars drained wealth
➢ Treasure from Americas led to neglect of farming, commerce, caused inflation
➢ Expulsion of Muslims and Jews deprived economy of skilled artisans, merchants, scholars
➢ Philipp’s successors were not as able
➢ Spain’s rulers also taxed the lower classes
Independent Dutch Prosper
➢ 1600’s Dutch had best banks and artists
➢ Rembrandt – greatest artist of the period
➢ Jan Vermeer painted pictures of Dutch domestic life
Dutch trading empire
➢ Stability of government allowed Dutch to focus on economic growth
➢ Dutch had largest fleet of ships in the world and used the Dutch East India Company to control the spice trade in
the East Indies and Asia
➢ Replaced the Italians as bankers of Europe

Absolutism in Europe
➢ 1400 – 1700’s – European rulers claimed they had the authority to rule without limits
➢ Rulers were called ABSOLUTE MONARCHS
➢ Believed in DIVINE RIGHT
➢ Rulers did not have to answer their subjects

b. The Reign of Louis XIV

Louis XIV (1638-1715) was king of France from 1643 to 1715. He brought the French monarchy to its peak of absolute
power and made France the dominant power in Europe. His reign is also associated with the greatest age of French
culture and art.
After the chaos of the Wars of Religion, the French monarchy had been reestablished by Louis XIV's grandfather, Henry
IV. Successive rulers and ministers (Henry himself, Louis XIII, Cardinal Richelieu, and Cardinal Mazarin) had done all in
their power to make the king absolute ruler within France and to make France, instead of the Hapsburg coalition of Spain
and the empire, the dominant power in Europe. By the time Louis assumed personal control, the groundwork for final
success had been laid. It was Louis who brought the work to completion, enforcing his will over France and Europe to an
unprecedented extent and establishing the administrative machinery that made France a modern state.
Louis was born at Saint-Germain on Sept. 5, 1638, the son of Louis XIII and his wife, Anne of Austria. His birth was
greeted with immense national rejoicing, and he was hailed as le Dieudonné, "the God-given." On May 16, 1643, his
father died, and Louis became king. As he was only 4, the country was governed by his mother as regent; this meant, in
effect, by Cardinal Mazarin, with whom Anne was in love. The successive rebellions known as the Fronde failed to
dislodge Mazarin, although they left the boy king with a lifelong horror of rebellion and a resentment of Paris, where the
uprising had started. Mazarin remained in power for the rest of his life, and only when he died, on March 9, 1661, did
Louis astonish the court by announcing that hence-forward he would direct his government himself. He meant what he
said. The government remained under Louis's personal control for the next 54 years.
His Character
Unlike his father, Louis enjoyed excellent health almost all his life. His appetites for food, hunting, and sex were enormous,
and he had a passion, unusual in those days, for fresh air and walking. Though not tall, he was extremely impressive in
appearance due to his great dignity and royal presence, particularly as he grew older and left his youthful exuberance
behind. While he frequently displayed gross and even brutal selfishness, he was courteous, considerate, and good-
natured, and he showed great loyalty to his friends and his servants. His concept of his royal position was undoubtedly
arrogant, but he was always conscious of his duty as king and sincerely believed that he was devoting himself to the
wellbeing of his subjects. He detested inefficiency, corruption, and the abuse of privilege and stamped them out wherever
he encountered them. However, his own passion for personal glory led him to drag France into a series of wars, ultimately
COMPENDIUM OF LESSONS IN WORLD HISTORY 2

at appalling cost to his people. On his deathbed he confessed to having loved war too much, but there are no signs that
he really understood what his passion had cost his country.
Louis began with a team of excellent ministers inherited from Mazarin, but only now put to full and proper use. The most
important were Michel Le Tellier, in charge of military affairs (assisted, and ultimately succeeded, by his son the Marquis
de Louvois), and Jean Baptiste Colbert, whose immense sphere included the navy, the royal household, religion, cultural
activities, colonies, and the whole direction of the economy. Nicolas Fouquet, who as superintendent of finances had
been Mazarin's most important lieutenant, was regarded by Louis as dangerous. He was charged with peculation, found
guilty, and imprisoned; Louis intervened to change his sentence from banishment to imprisonment for life. This
uncharacteristic act of injustice reveals Louis's fear of another Fronde.
There was no first minister. Louis had resolved to allow no minister primacy after Mazarin, and in fact he preferred to
keep his ministers divided into mutually hostile groups. He himself supported his ministers without reservation if he
thought them right and never yielded to pressure to get rid of them; but he never allowed them to become presumptuous.
Always suspicious of any subject who might grow too powerful, he would not allow any great nobles, even his own brother,
onto the council.
Military Activities
For the next 11 years Louis's primary commitment was the restoration of the French economy to health and vigor after
the neglect of Mazarin's time. In 1672, however, exasperated at his failure to destroy the economic supremacy of the
Dutch, he invaded their country, assisted by England whose king, Charles II, was on his payroll. Instead of the easy
triumph he had expected, he found himself faced by dogged Dutch resistance, resolutely led by William of Orange and
supported by a growing number of allies. The war lasted for 6 years and ended with Dutch economic ascendancy as
strong as ever. France had acquired Franche-Comté from Spain and useful gains in the Spanish Netherlands, but at the
cost of permanently abandoning the economic and fiscal progress made by Colbert down to 1672. For the rest of the
reign the economic progress of France was first halted and then reversed.
Louis then pursued a policy of deliberate, though limited, aggression, bullying his neighbors and encroaching on their
territory. This aroused increasing fear and resentment in Europe, and Louis was finally confronted by a coalition which
plunged him into the War of the League of Augsburg. This war, which lasted from 1689 till 1697, left France in possession
of Strasbourg, which Louis had seized in 1681, but exhausted and in no shape to meet the still greater war that was about
to break out.
This was the War of the Spanish Succession. The last Spanish Hapsburg, Charles II, was certain to die without children
and would leave a vast inheritance. To avoid conflict, the two claimants to the inheritance, Louis and the Emperor, had
already reached an agreement to divide this inheritance between them. Just before his death, however, Charles offered
to make Louis's grandson Philip his sole heir, with the stipulation that if Louis refused, the inheritance was to pass
undivided to the Emperor's younger son. Louis considered that this offer made his previous agreement invalid and against
the advice of his council accepted it. This inevitably meant war with Austria, but it was owing to Louis's greed and
tactlessness that Britain and Holland were brought in as well. Once again France found itself facing an immense coalition,
and this time it had only begun to recover from the last war.
This final war lasted from 1701 to 1714 and did France incalculable damage. Thanks to the courage and determination
of Louis and his people, the fighting did not end in disaster. Philip retained the Spanish throne, and the only losses of
territory France suffered were overseas. But the country had suffered years of appalling hardship; the population was
sharply reduced by famine; industry and commerce were at a standstill; and the peasantry was crushed by an
unprecedented load of taxation. The King's death the next year was greeted with a relief almost as great as the joy that
had welcomed his birth.
Domestic Policy
Louis's religion was a rather unintelligent and bigoted Catholicism. At the same time he regarded himself as God's deputy
in France and would allow no challenge to his authority, from the Pope or anyone else. As a result, he was involved in a
series of unedifying quarrels with successive popes, which dragged on for years of futile stalemate and gave rise to the
probably baseless suspicion that he might be contemplating a break with the Church on the lines of Henry VIII.
To reassure Catholic opinion as to his orthodoxy, Louis kept up a steady pressure against the Protestants in France.
Finally, in 1685, he revoked the Edict of Nantes (by which Protestants had been granted toleration in 1598), forbade the
practice of the Calvinist religion in France (he was less concerned about Lutherans), expelled all Calvinist pastors, and
forbade lay Protestants, under savage penalties, to emigrate. There was great indignation abroad, even in Catholic
circles, but in the intolerant atmosphere then prevailing in Catholic France, Louis's action was very popular.
At intervals throughout his reign Louis mounted a campaign against the Jansenists, a rigorist sect within the Catholic
Church. He became so bitter toward them that he ended by reversing his antipapal policy in the hope of enlisting the
Pope's support. This was forthcoming, and the Jansenists were condemned by the bull Unigenitus in 1713; but this
interference outraged French national feeling, and the Jansenist cause gained considerably in popularity as a result.
Neither the government of France by a group of overlapping councils nor the administration of the provinces by intendants
(royal agents equipped with full powers in every field) originated with Louis, but he took over these systems, making them
more comprehensive and efficient, and extending the system of intendants for the first time to the whole of France.
Government became much more efficient in his day, but much of this efficiency was lost after his death. It also became
more bureaucratic, and this change was permanent. Increasingly, the affairs of provincial France came to be decided by
the council, and local initiative was discouraged. Remembering the Fronde, Louis no doubt believed that anything was
better than the semianarchy of the old days; but it can be argued that he carried the spirit of regimentation a good deal
too far. Governmental overcentralization is a source of endless friction in France to this day. Louis neither initiated this
centralization nor carried it to its final completion, but he certainly accelerated it.
The basic factor in the Fronde had been noble anarchy, and Louis was determined to keep the nobility in line. All through
his reign he did his best to undercut the independent position of the nobles and turn them, particularly the richer and more
powerful of them, into courtiers. In this he was largely successful. Versailles, which became the seat of government in
1682 (although the palace was still far from completion), became the magnet to which the nobility were attracted. No
nobleman could hope for appointment to any important position without paying assiduous court at Versailles. The cult of
monarchy, which Louis deliberately strengthened to the utmost of his ability, made them in any case flock to Versailles of
their own free will; exclusion from the charmed circle of the court came to be regarded as social death. Louis has been
criticized by some historians for turning the French nobility into gilded parasites, but it may be doubted, as the Fronde
demonstrated, whether they were fit to play any more constructive role. Although he preferred to select his generals, his
bishops, and (contrary to legend) his ministers from the nobility, Louis did not make the mistake of his successors and
exclude the Third Estate from all the best positions. He made some of his appointments from the bourgeoisie.
COMPENDIUM OF LESSONS IN WORLD HISTORY 2

Culture and Art

The reign of Louis XIV is often equated with the great age of French culture. In fact, this age began under Richelieu and
was clearly over some years before Louis died. Nor did he do very much to help it. In the 1660s he indulged in some
patronage of writers, but his benevolence was capriciously bestowed, frequently on secondrate men, and it dried up
almost entirely when economic conditions worsened after 1672. Nevertheless, Jean Racine and Molière were
substantially helped by Louis, and it was largely thanks to the king that Molière's plays were performed in spite of
conservative opposition. The King's enthusiasm for building (Versailles, Marly, Trianon, and others), while costing the
country more than it could afford, certainly furnished artists and architects with valuable commissions, and the King's love
of musical spectacles offered a golden opportunity for composers. The flowering of painting, architecture, music, and
landscape gardening in France at this time must be largely credited to Louis.
Personal Life
Louis was married to Maria Theresa, daughter of Philip IV of Spain, as part of the settlement by which Mazarin ended the
Spanish war. He married her reluctantly (he was in love with Mazarin's own niece at the time) and made no pretense of
being faithful to her; but he was fond of her after his fashion, and at her death observed, "This is the first sorrow she has
ever caused me. " Overcharged with sexual energy practically all his life, he had a number of mistresses, whose jealousy
of each other was a principal topic of court gossip. By the two bestknown, Louise de La Vallière and Athénaïs de
Montespan, he had a number of illegitimate children, of whom he was very fond; his fatherly attempts to secure for them,
after his death, a position above their station caused a good deal of trouble. His attention was finally caught by Françoise
Scarron, who had become the governess of these children; he made her Marquise de Maintenon and settled down in
domestic respectability with her. In later life he became very puritanical, and Madame de Maintenon has sometimes been
blamed for this, but it seems likely that the change was inherent in Louis's own nature.
Louis did not allow the pursuit of pleasure to interfere with his professional duties; all his life he worked indefatigably at
the business of government. He also fancied himself, without justification, as a soldier and derived much pleasure from
conducting lengthy sieges of towns that were bound to surrender in any case and giving his generals unsought and
unwelcome advice as to how to conduct their campaigns.
The King's last years were darkened not only by the successive disasters of the war and the desperate condition of his
people but by a series of personal tragedies. In quick succession his son, the two grandsons still with him, and one of his
two infant great-grandsons died. With them died his grandson's wife, the young Duchess of Burgundy, whom Louis
adored. Only his other greatgrandson survived, to succeed him at the age of 5 as Louis XV. When Louis died, France
had long been sick of him, and his funeral procession was insulted in the streets.
History can see him in a fairer perspective. He was not "Louis the Great, " as he was sycophantically hailed in his lifetime;
he was a man of average intelligence and human failings who committed many blunders and several crimes.
Nevertheless, he did his duty as he saw it, with a quite exceptional conscientiousness and devotion. He saw himself as
responsible to God for the well-being of his people, and though his interpretation of this responsibility was often strange,
it was always sincere. More than any other man except Richelieu, he was the architect of the French national state. The
greatness which France achieved in his lifetime was largely his doing.
Further Reading on Louis XIV
There is no definitive biography of Louis. John B. Wolf, Louis XIV (1968), is in general satisfactory for Louis himself but
leaves gaps in its coverage of the reign. A valuable recent work, with emphasis on France rather than on Louis and with
an immensely useful picture of the economic and social situation in his reign, is Pierre Goubert, Louis XIV and Twenty
Million Frenchmen, translated by Anne Carter (1970). W. H. Lewis, Louis XIV: An Informal Portrait (1959), does not
purport to give the whole picture but brings Louis to life as a man and is written in a delightful style. For background
reading on the period, Lewis's The Splendid Century (1953) presents a series of fascinating insights into the France of
Louis XIV, as well as filling out the picture of Louis himself. A more complete presentation of the entire period is in Geoffrey
Treasure, Seventeenth-century France (1966).

c. Central European Monarchs Clash

• Ferdinand II – Holy Roman emperor

– Bohemia did not trust Catholic stranger
– Ferdy closed a few Protestant churches
– Sends in army to put down riots
• German princes (Protestant) decided to challenge Ferdy
• Leads to Thirty Years’ War (1618-1648)
COMPENDIUM OF LESSONS IN WORLD HISTORY 2

• First 12 years= Haps winning (Austrian/Spanish)

– Men allowed to plunder and rob Ger. villages
– Last 18 years= Haps losing (Sweden helps out)
– Gustavus Adolphus brought his army in (died in battle)
– Richelieu sent troops to help the Protestants against the Hapsburg
Ended war (1648)
• weakened Hapsburg states
• France get German areas
• German princes no longer H.R.E.
• New negotiation style (sit down and talk about it)

Prussia Challenges Austria

• Prussia
– Germans states came together
– Frederick William (the Elector) built an army
• Taxed people to pay for army
• Created absolute monarchy and kings
– Junkers bought by Frederick William I (army officers)
– Frederick II (the Great)
• Military rule but softer, religious toleration, reform
Silesia (War of Austrian Succession)
• Frederick wanted for resources
– Sent army in to occupy
• Owned by a woman (Theresa)
– Hungarian & British help
– Lost Silesia in Treaty of Aix-la-Chapelle
Seven Years’ War
War fought in Europe, India, and North America
-No change in Europe
-France lost N. Amer. colonies
-Britain got India by itself

d. Absolute Rulers of Russia

Peter the Great makes many changes in Russia to try to make it more like western Europe

The First Czar

➢ Ivan the Terrible
In 1533, Ivan the Terrible becomes king of Russia
Struggles for power with boyars—landowning nobles.
Seizes power and is crowned czar, meaning “caesar”
➢ Rule by Terror
In 1560, Ivan turns against boyars, kills them, seizes lands
➢ Rise of the Romanovs
Ivan’s heir is weak, leading to period of turmoil
In 1613, Michael Romanov becomes czar
Peter the Great Comes to Power
➢ The Rise of Peter
Peter the Great becomes czar in 1696, begins to reform Russia
➢ Russia Contrasts with Europe
Cut off geographically from Europe
Culturally isolated, little contact with western Europe
COMPENDIUM OF LESSONS IN WORLD HISTORY 2

Religious differences widen gap

Peter Rules Absolutely
➢ Peter Visits the West
In 1697, Peter visits western Europe to learn European ways
➢ Peter’s Goal
Goal of westernization—using western Europe as a model for change
➢ Peter’s Reforms
Brings Orthodox Church under state control
Reduces power of great landowners
Modernizes army by having European officers train soldiers
Westernizing Russia
Introduces potatoes
Starts Russia’s first newspaper
Raises women’s status
Adopts Western fashion
Advances education
Establishing St. Petersburg
Peter wants a seaport that will make travel to West easier.
Fights Sweden to win port on Baltic Sea
In 1703, begins building new capital called St. Petersburg.
Building city takes many years, many serfs die in process.
By the time of Peter’s death, Russia is force to be reckoned with in Europe

e. Parliament Limits the Power of the English Monarch

Parliament Limits the English Monarchy
Explain the conflicts that led to changes to the English political system.
Limits on power/ English political system
By: Michelle Pelletier
Absolute rulers here were overthrown, so in England, the parliament gained power. After the English Civil War, people
didn’t like the cavaliers of the people who supported King Charles, so Oliver Cromwell started defeating them. After
revolutions occurred, Charles II came, and his period was known restoration. He introduced the habeas corpus, meaning
to have the body. This meant people had rights. At the end England changed form an absolute monarch to a constitutional
monarchy. They created the Bill of Rights to make clear the limits of royal power:
➢ Not suspending parliament's laws
➢ no levying of taxes without asking the parliament
➢ no interfering with freedom of speech in Parliament
➢ no penalty for a citizen who petitions the king about grievances
After that, no British monarch could rule without the consent of the Parliament. Then, the cabinet system develop in order
to represent the parliament.

The constants conflicts between the Parliament and Charles I, who only called the parliament for money due to his war
with both Spain and France led to the English Civil War (1642-1651). Those who remain royal to the King were called
royalist or cavaliers and roundheads supporters of Parliament. During this period the general later on first lord protector of
the commonwealth of England, Oliver Crownwell, whose new model army began defeating the Cavaliers. In 1647, they
held the king prisoner and sentenced him to death. Now with Cromwell on the power; monarchy and the House of Lords
were abolished. He establishes a commonwealth. He drafts the first written constitution of any modern European state. He
died in 1658.
In 1659, the Parliament voted to ask the elder son of Charles I to rule England. Because he restores the monarchy, the
period of his rule is called the Restoration. During Charles’s reign, Parliament passed an important guarantee of freedom,
habeas corpus or ´´to have the body´´; which were the first steps towards constitutional monarchy. Because of the habeas
corpus, monarch could not put someone in jail simply for opposing the ruler. Moving on, during the William and Mary reign
they vowed to recognize the Parliament as their partner in governing. Now England became a constitutional monarchy. To
make clear the limits of royal power, Parliament drafted a Bill of Ringhts in 1689.
BY: Vicente Gomez

Task: Additional readings on given links / references

See masterpieces (artworks, literary pieces, architecture of this era)

Additional Readings:
https://www.abss.k12.nc.us/cms/lib/NC01001905/Centricity/Domain/2830/Central%20European%20Monarchs%20Class.pdf
https://www.harnett.k12.nc.us/cms/lib/NC02214543/Centricity/Domain/2340/21.4%20absolute%20rulers%20of%20russia.
pdf
www.redlandsusd.net: Parliament Limits the English Monarchy_ppt

Assessment:
1. What is absolutism?
2. Create a timeline of the absolute monarchs in Europe
3. What was the first European Empire? How did this country rise to power?
4. What is a monarchy and what were the powerful monarchies in Europe? Explain each.
5. Who were the absolute rulers in Russia?
6. What are the functions of a parliament and how was it able to limit the power of the English Monarch?

References:
www.polk.k12.ga.us
https://www.slideshare.net/akashag11111/absolutism-and-revolution
https://www.history.com/topics/france/louis-xiv
https://biography.yourdictionary.com/louis-xiv
sequim-hs.ss14.sharpschool.com
COMPENDIUM OF LESSONS IN WORLD HISTORY 2

www.docs.k12.oh.us
http://cdaworldhistory.wikidot.com/parliament-limits-the-english-
monarchy#:~:text=At%20the%20end%20England%20changed,Not%20suspending%20parliament's%20laws

2. Enlightenment and Revolution

Introduction:
European politics, philosophy, science and communications were radically reoriented during the course of the “long 18th century”
(1685-1815) as part of a movement referred to by its participants as the Age of Reason, or simply the Enlightenment.
Enlightenment thinkers in Britain, in France and throughout Europe questioned traditional authority and embraced the notion that
humanity could be improved through rational change. The Enlightenment produced numerous books, essays, inventions,
scientific discoveries, laws, wars and revolutions. The American and French Revolutions were directly inspired by Enlightenment
ideals and respectively marked the peak of its influence and the beginning of its decline. The Enlightenment ultimately gave way
to 19th-century Romanticism.
The Early Enlightenment: 1685-1730
The Enlightenment’s important 17th-century precursors included the Englishmen Francis Bacon and Thomas Hobbes, the
Frenchman René Descartes and the key natural philosophers of the Scientific Revolution, including Galileo Galilei, Johannes
Kepler and Gottfried Wilhelm Leibniz. Its roots are usually traced to 1680s England, where in the span of three years Isaac
Newton published his “Principia Mathematica” (1686) and John Locke his “Essay Concerning Human Understanding” (1689)—
two works that provided the scientific, mathematical and philosophical toolkit for the Enlightenment’s major advances.

Lesson Outcomes:
1. Discuss the scientific revolution
2. Explain the enlightenment in Europe
3. Discuss how enlightenment spread
4. Explain the American revolution

Lesson Proper:
a. The Scientific Revolution
Scientific Revolution, drastic change in scientific thought that took place during the 16th and 17th centuries. A new view
of nature emerged during the Scientific Revolution, replacing the Greek view that had dominated science for almost 2,000 years.
Science became an autonomous discipline, distinct from both philosophy and technology, and it came to be regarded as having
utilitarian goals. By the end of this period, it may not be too much to say that science had replaced Christianity as the focal point
of European civilization. Out of the ferment of the Renaissance and Reformation there arose a new view of science, bringing about
the following transformations: the reeducation of common sense in favour of abstract reasoning; the substitution of a quantitative
for a qualitative view of nature; the view of nature as a machine rather than as an organism; the development of an
experimental, scientific method that sought definite answers to certain limited questions couched in the framework of specific
theories; and the acceptance of new criteria for explanation, stressing the “how” rather than the “why” that had characterized
the Aristotelian search for final causes.

b. The Enlightenment in Europe

European politics, philosophy, science and communications were radically reoriented during the course of the “long 18th century”
(1685-1815) as part of a movement referred to by its participants as the Age of Reason, or simply the Enlightenment. Enlightenment
thinkers in Britain, in France and throughout Europe questioned traditional authority and embraced the notion that humanity could
be improved through rational change. The Enlightenment produced numerous books, essays, inventions, scientific discoveries,
laws, wars and revolutions. The American and French Revolutions were directly inspired by Enlightenment ideals and respectively
marked the peak of its influence and the beginning of its decline. The Enlightenment ultimately gave way to 19th-century
Romanticism.
The Early Enlightenment: 1685-1730
The Enlightenment’s important 17th-century precursors included the Englishmen Francis Bacon and Thomas Hobbes, the
Frenchman René Descartes and the key natural philosophers of the Scientific Revolution, including Galileo Galilei, Johannes
Kepler and Gottfried Wilhelm Leibniz. Its roots are usually traced to 1680s England, where in the span of three years Isaac
Newton published his “Principia Mathematica” (1686) and John Locke his “Essay Concerning Human Understanding” (1689)—two
works that provided the scientific, mathematical and philosophical toolkit for the Enlightenment’s major advances.
Locke argued that human nature was mutable and that knowledge was gained through accumulated experience rather than by
accessing some sort of outside truth. Newton’s calculus and optical theories provided the powerful Enlightenment metaphors for
precisely measured change and illumination.
There was no single, unified Enlightenment. Instead, it is possible to speak of the French Enlightenment, the Scottish
Enlightenment and the English, German, Swiss or American Enlightenment. Individual Enlightenment thinkers often had very
different approaches. Locke differed from David Hume, Jean-Jacques Rousseau from Voltaire, Thomas Jefferson from Frederick
the Great. Their differences and disagreements, though, emerged out of the common Enlightenment themes of rational questioning
and belief in progress through dialogue.
The High Enlightenment: 1730-1780
Centered on the dialogues and publications of the French “philosophes” (Voltaire, Rousseau, Montesquieu, Buffon and Denis
Diderot), the High Enlightenment might best be summed up by one historian’s summary of Voltaire’s “Philosophical Dictionary”: “a
chaos of clear ideas.” Foremost among these was the notion that everything in the universe could be rationally demystified and
cataloged. The signature publication of the period was Diderot’s “Encyclopédie” (1751-77), which brought together leading authors
to produce an ambitious compilation of human knowledge.
It was an age of enlightened despots like Frederick the Great, who unified, rationalized and modernized Prussia in between brutal
multi-year wars with Austria, and of enlightened would-be revolutionaries like Thomas Paine and Thomas Jefferson, whose
“Declaration of Independence” (1776) framed the American Revolution in terms taken from of Locke’s essays.
It was also a time of religious (and anti-religious) innovation, as Christians sought to reposition their faith along rational lines and
deists and materialists argued that the universe seemed to determine its own course without God’s intervention. Locke, along with
French philosopher Pierre Bayle, began to champion the idea of the separation of Church and State. Secret societies—like the
Freemasons, the Bavarian Illuminati and the Rosicrucians—flourished, offering European men (and a few women) new modes of
fellowship, esoteric ritual and mutual assistance. Coffeehouses, newspapers and literary salons emerged as new venues for ideas
to circulate.
The Late Enlightenment and Beyond: 1780-1815
COMPENDIUM OF LESSONS IN WORLD HISTORY 2

The French Revolution of 1789 was the culmination of the High Enlightenment vision of throwing out the old authorities to remake
society along rational lines, but it devolved into bloody terror that showed the limits of its own ideas and led, a decade later, to the
rise of Napoleon. Still, its goal of egalitarianism attracted the admiration of the early feminist Mary Wollstonecraft (mother of
“Frankenstein” author Mary Shelley) and inspired both the Haitian war of independence and the radical racial inclusivism of
Paraguay’s first post-independence government.
Enlightened rationality gave way to the wildness of Romanticism, but 19th-century Liberalism and Classicism—not to mention
20th-century Modernism—all owe a heavy debt to the thinkers of the Enlightenment.

c. The Enlightenment Spreads

A World of Ideas
• Salons
– social gatherings where philosophers, writers, artists, and other great intellects met to discuss ideas
Diderot’s Encyclopedia
• Marie-Therese Geoffrin
• Financed Denis Diderot’s project known as an Encyclopedia
– Was a large set of books to which many leading scholars of Europe contributed articles and essays
– The first volume was published in 1751
– It angered the French government and the Catholic Church so the censors banned it
• It supposedly fostered “moral corruption, irreligion, and unbelief
• The Encyclopedia was just an example of what was actually going on
– The Enlightenment was growing amongst the middle and upper classes, those who could afford books and were
literate and just low enough to be annoyed by those in power
New Artistic Style
• Neoclassical Style Emerges
– Baroque
– grand, ornate design
– Versailles is a really good example of Baroque architecture
– Then (as always) styles started to change to neoclassical:
• Artists and architects used lighter, simple, and elegant styles that borrowed ideas and themes from classical Greece and
Rome
• This becomes known as the neoclassical style because it is “new classical”
Changes in Music
– Old Style: dramatic organ and choral music
• Johann Sebastian Bach of Germany
• George Friedrich Handel of England
– During the Enlightenment a lighter style of music known as classical emerged
• Franz Joseph Haydn
• Wolfgang Amadeus Mozart
• Ludwig van Beethoven
• Changes in Literature
– This is the first time you get novels in the modern sense, lengthy works of prose fiction
• They have plots, use suspense, and explored character thoughts and feelings
• They were widely popular with middle-class audience who liked the stories written in everyday language
– Samuel Richardson wrote Pamela which is widely considered the first English novel
• Its about a young serving girl who refuses the advances of her master
• Enlightened Despots
– monarchs who embraced the new ideas and made reforms that reflected the Enlightenment spirit

Frederick the Great

• Born to the House of Hohenzollern to Frederick William I of Prussia and Princess Sophia-Dorothea – the sister of George II
of Britain
• King of Prussia (1740-1786)
– With his ally Great Britain, he helped to spark the Seven Years’ War by invading French Saxony
• Which he ended up losing land in by the way, only barely managing to hold onto Silesia which made him popular
– Known more for his Enlightenment changes:
• Known for calling himself the “first servant of the state”
• Granted religious freedoms
• Reduced censorship
• Improved education
• Reformed the justice system and abolished the use of torture
• But there were limits
– He did not personally agree with serfdom but needed the support of his wealthy landowners to make his
changes so serfdom stayed
Joseph II
• King of Austria (1780-1790)
– Son and successor of Maria Theresa
– Introduced legal reforms and freedom of the press
– Supported freedom of worship
– Abolished serfdom and orders that peasants be paid for their labor with cash
• The nobles didn’t like this too much
– Unfortunately, most of these changes were undone after Joseph’s death in Vienna in 1790
• He died very lonely, for all the changes he had tried to make in the country
• He had been married twice but both of his wives had died because of smallpox and he had no children
• His brother, his successor, did not visit him at all when he was ill
Catherine the Great
• Ruled Russia from 1762 – 1796
COMPENDIUM OF LESSONS IN WORLD HISTORY 2

• Wrote many letters to Voltaire

• 1767 she formed a commission to review Russia’s laws
– She presented a list of reforms based on Montesquieu and Beccaria
• Allowing religious toleration
• Abolishing torture and capital punishment
– Unfortunately, none of these goals were implemented and she had to settle for limited reforms
• She favored (and tried to end serfdom) until 1773 when there was a massive uprising of peasants
– Her army crushed the rebellion and she decided to keep the support of the nobles and her throne
• She wanted a port in the Black Sea, because without it Russia is pretty much landlocked
– She got it after two wars with the Ottomans
• She also expanded Russian control into Poland
– This would help to remove Poland from the map for more than a century because not only would this spark Russia
grabbing land but Prussia and Austria did the same
• This was known as the First Partition of Poland

d. The American Revolution

American Revolution, also called United States War of Independence or American Revolutionary War, (1775–83),
insurrection by which 13 of Great Britain’s North American colonies won political independence and went on to form the United
States of America. The war followed more than a decade of growing estrangement between the British crown and a large and
influential segment of its North American colonies that was caused by British attempts to assert greater control over colonial
affairs after having long adhered to a policy of salutary neglect. Until early in 1778 the conflict was a civil war within the British
Empire, but afterward it became an international war as France (in 1778) and Spain (in 1779) joined the colonies
against Britain. Meanwhile, the Netherlands, which provided both official recognition of the United States and financial support
for it, was engaged in its own war against Britain. From the beginning, sea power was vital in determining the course of the
war, lending to British strategy a flexibility that helped compensate for the comparatively small numbers of troops sent to
America and ultimately enabling the French to help bring about the final British surrender at Yorktown.

Task: Watch the youtube video; https://www.youtube.com/watch?v=vzo8vnxSARg

https://www.youtube.com/watch?v=HlUiSBXQHCw

Additional Readings:
http://images.pcmac.org/SiSFiles/Schools/AL/MobileCounty/MurphyHigh/Uploads/Presentations/Ch_6_Sec_3.pdf ; The
Enlightenment Spreads

Assessment:
1. What is the Scientific revolution?
2. What sparked the enlightenment in Europe? Explain how this happened.
3. How did the enlightenment spread?
4. When did the American Revolution start? What instances led to this event?

References:
https://www.history.com/topics/british-history/enlightenment
https://www.britannica.com/science/Scientific-Revolution
https://www.history.com/topics/british-
history/enlightenment#:~:text=European%20politics%2C%20philosophy%2C%20science%20and,Reason%2C%20or%20simpl
y%20the%20Enlightenment.&text=The%20Enlightenment%20ultimately%20gave%20way%20to%2019th%2Dcentury%20Rom
anticism.
https://www.hudson.k12.oh.us/cms/lib08/OH01914911/Centricity/Domain/1276/The%20Enlightenment%20Spreads.pdf
https://www.britannica.com/event/American-Revolution

3. The French Revolution and Napoleon

Introduction:
In the 1700s, France was considered the most advanced country of Europe. It had a large population and a prosperous foreign
trade. It was the center of the Enlightenment, and France’s culture was widely praised and imitated by the rest of the world.
However, the appearance of success was deceiving. There was great unrest in France, caused by bad harvests, high prices, high
taxes, and disturbing questions raised by the Enlightenment ideas of Locke, Rousseau, and Voltaire.

Lesson Outcomes:
1. Discuss the French Revolution
2. Explain how Napoleon forged his Empire
3. Describe the collapse of Napoleon’s empire
4. Explain the Congress of Vienna

Lesson Proper:
a. The French Revolution Begins
The French Revolution was a watershed event in modern European history that began in 1789 and ended in the late 1790s with
the ascent of Napoleon Bonaparte. During this period, French citizens razed and redesigned their country’s political landscape,
uprooting centuries-old institutions such as absolute monarchy and the feudal system. The upheaval was caused by widespread
discontent with the French monarchy and the poor economic policies of King Louis XVI, who met his death by guillotine, as did his
wife Marie Antoinette. Although it failed to achieve all of its goals and at times degenerated into a chaotic bloodbath, the French
Revolution played a critical role in shaping modern nations by showing the world the power inherent in the will of the people.
Causes of the French Revolution
As the 18th century drew to a close, France’s costly involvement in the American Revolution, and extravagant spending by
King Louis XVI and his predecessor, had left the country on the brink of bankruptcy.
COMPENDIUM OF LESSONS IN WORLD HISTORY 2

Not only were the royal coffers depleted, but two decades of poor harvests, drought, cattle disease and skyrocketing bread prices
had kindled unrest among peasants and the urban poor. Many expressed their desperation and resentment toward a regime that
imposed heavy taxes – yet failed to provide any relief – by rioting, looting and striking.
In the fall of 1786, Louis XVI’s controller general, Charles Alexandre de Calonne, proposed a financial reform package that included
a universal land tax from which the privileged classes would no longer be exempt.
To garner support for these measures and forestall a growing aristocratic revolt, the king summoned the Estates-General (les états
généraux) – an assembly representing France’s clergy, nobility and middle class – for the first time since 1614.
The meeting was scheduled for May 5, 1789; in the meantime, delegates of the three estates from each locality would compile
lists of grievances (cahiers de doléances) to present to the king.
Rise of the Third Estate
France’s population had changed considerably since 1614. The non-aristocratic members of the Third Estate now represented 98
percent of the people but could still be outvoted by the other two bodies.
In the lead-up to the May 5 meeting, the Third Estate began to mobilize support for equal representation and the abolishment of
the noble veto—in other words, they wanted voting by head and not by status.
While all of the orders shared a common desire for fiscal and judicial reform as well as a more representative form of government,
the nobles in particular were loath to give up the privileges they enjoyed under the traditional system.
Tennis Court Oath
By the time the Estates-General convened at Versailles, the highly public debate over its voting process had erupted into hostility
between the three orders, eclipsing the original purpose of the meeting and the authority of the man who had convened it.
On June 17, with talks over procedure stalled, the Third Estate met alone and formally adopted the title of National Assembly;
three days later, they met in a nearby indoor tennis court and took the so-called Tennis Court Oath (serment du jeu de paume),
vowing not to disperse until constitutional reform had been achieved.
Within a week, most of the clerical deputies and 47 liberal nobles had joined them, and on June 27 Louis XVI grudgingly absorbed
all three orders into the new assembly.
The Bastille and the Great Fear
On June 12, as the National Assembly (known as the National Constituent Assembly during its work on a constitution) continued
to meet at Versailles, fear and violence consumed the capital.
Though enthusiastic about the recent breakdown of royal power, Parisians grew panicked as rumors of an impending military coup
began to circulate. A popular insurgency culminated on July 14 when rioters stormed the Bastille fortress in an attempt to secure
gunpowder and weapons; many consider this event, now commemorated in France as a national holiday, as the start of the French
Revolution.
The wave of revolutionary fervor and widespread hysteria quickly swept the countryside. Revolting against years of exploitation,
peasants looted and burned the homes of tax collectors, landlords and the seigniorial elite.
Known as the Great Fear (la Grande peur), the agrarian insurrection hastened the growing exodus of nobles from the country and
inspired the National Constituent Assembly to abolish feudalism on August 4, 1789, signing what the historian Georges Lefebvre
later called the “death certificate of the old order.”
Declaration of the Rights of Man and of the Citizen
On August 4, the Assembly adopted the Declaration of the Rights of Man and of the Citizen (Déclaration des droits de l’homme et
du citoyen), a statement of democratic principles grounded in the philosophical and political ideas of Enlightenment thinkers
like Jean-Jacques Rousseau.
The document proclaimed the Assembly’s commitment to replace the ancien régime with a system based on equal opportunity,
freedom of speech, popular sovereignty and representative government.
Drafting a formal constitution proved much more of a challenge for the National Constituent Assembly, which had the added burden
of functioning as a legislature during harsh economic times.
For months, its members wrestled with fundamental questions about the shape and expanse of France’s new political landscape.
For instance, who would be responsible for electing delegates? Would the clergy owe allegiance to the Roman Catholic Church or
the French government? Perhaps most importantly, how much authority would the king, his public image further weakened after a
failed attempt to flee the country in June 1791, retain?
Adopted on September 3, 1791, France’s first written constitution echoed the more moderate voices in the Assembly, establishing
a constitutional monarchy in which the king enjoyed royal veto power and the ability to appoint ministers. This compromise did not
sit well with influential radicals like Maximilien de Robespierre, Camille Desmoulins and Georges Danton, who began drumming
up popular support for a more republican form of government and for the trial of Louis XVI.

b. Revolution Brings Reform and Terror

French Revolution Turns Radical

In April 1792, the newly elected Legislative Assembly declared war on Austria and Prussia, where it believed that French émigrés
were building counterrevolutionary alliances; it also hoped to spread its revolutionary ideals across Europe through warfare.
On the domestic front, meanwhile, the political crisis took a radical turn when a group of insurgents led by the extremist Jacobins
attacked the royal residence in Paris and arrested the king on August 10, 1792.
The following month, amid a wave of violence in which Parisian insurrectionists massacred hundreds of accused
counterrevolutionaries, the Legislative Assembly was replaced by the National Convention, which proclaimed the abolition of the
monarchy and the establishment of the French republic.
On January 21, 1793, it sent King Louis XVI, condemned to death for high treason and crimes against the state, to the guillotine;
his wife Marie-Antoinette suffered the same fate nine months later.
Reign of Terror
Following the king’s execution, war with various European powers and intense divisions within the National Convention ushered
the French Revolution into its most violent and turbulent phase.
In June 1793, the Jacobins seized control of the National Convention from the more moderate Girondins and instituted a series of
radical measures, including the establishment of a new calendar and the eradication of Christianity.
They also unleashed the bloody Reign of Terror (la Terreur), a 10-month period in which suspected enemies of the revolution were
guillotined by the thousands. Many of the killings were carried out under orders from Robespierre, who dominated the draconian
Committee of Public Safety until his own execution on July 28, 1794.
His death marked the beginning of the Thermidorian Reaction, a moderate phase in which the French people revolted against the
Reign of Terror’s excesses.
French Revolution Ends: Napoleon’s Rise
On August 22, 1795, the National Convention, composed largely of Girondins who had survived the Reign of Terror, approved a
new constitution that created France’s first bicameral legislature.
COMPENDIUM OF LESSONS IN WORLD HISTORY 2

Executive power would lie in the hands of a five-member Directory (Directoire) appointed by parliament. Royalists and Jacobins
protested the new regime but were swiftly silenced by the army, now led by a young and successful general named Napoleon
Bonaparte.
The Directory’s four years in power were riddled with financial crises, popular discontent, inefficiency and, above all, political
corruption. By the late 1790s, the directors relied almost entirely on the military to maintain their authority and had ceded much of
their power to the generals in the field.
On November 9, 1799, as frustration with their leadership reached a fever pitch, Bonaparte staged a coup d’état, abolishing the
Directory and appointing himself France’s “first consul.” The event marked the end of the French Revolution and the beginning of
the Napoleonic era, in which France would come to dominate much of continental Europe.

c. Napoleon Forges an Empire

Napoleon Bonaparte was born in 1769 on the Mediterranean island of Corsica. When he was nine years old, his parents sent him
to a military school. In 1785, at the age of 16, he finished school and became a lieutenant in the artillery. When the Revolution
broke out, Napoleon joined the army of the new government.
Hero of the Hour in October 1795, fate handed the young officer a chance for glory. When royalist rebels marched on the National
Convention, a government official told Napoleon to defend the delegates. Napoleon and his gunners greeted the thousands of
royalists with a cannonade. Within minutes, the attackers fled in panic and confusion. Napoleon Bonaparte became the hero of
the hour and was hailed throughout Paris as the savior of the French republic.
In 1796, the Directory appointed Napoleon to lead a French army against the forces of Austria and the Kingdom of Sardinia.
Crossing the Alps, the young general swept into Italy and won a series of remarkable victories. Next, in an attempt to protect
French trade interests and to disrupt British trade with India, Napoleon led an expedition to Egypt. But he was unable to repeat the
successes he had achieved in Europe. His army was pinned down in Egypt, and the British admiral Horatio Nelson defeated his
naval forces. However, Napoleon managed to keep stories about his setbacks out of the newspapers and thereby remained a
great hero to the people of France.
Coup d’État By 1799, the Directory had lost control of the political situation and the confidence of the French people. When
Napoleon returned from Egypt, his friends urged him to seize political power. Napoleon took action in early November 1799. Troops
under his command surrounded the national legislature and drove out most of its members. The lawmakers who remained then
voted to dissolve the Directory. In its place, they established a group of three consuls, one of whom was Napoleon. Napoleon
quickly took the title of first consul and assumed the powers of a dictator. A sudden seizure of power like Napoleon’s is known as
a coup—from the French phrase coup d’état (KOO day•TAH), or “blow to the state.” At the time of Napoleon’s coup, France was
still at war. In 1799, Britain, Austria, and Russia joined forces with one goal in mind, to drive Napoleon from power. Once again,
Napoleon rode from Paris at the head of his troops. Eventually, as a result of war and diplomacy, all three nations signed peace
agreements with France. By 1802, Europe was at peace for the first time in ten years. Napoleon was free to focus his energies on
restoring order in France.
Napoleon Rules France
At first, Napoleon pretended to be the constitutionally chosen leader of a free republic. In 1800, a plebiscite (PLEHB•ih•SYT), or
vote of the people, was held to approve a new constitution. Desperate for strong leadership, the people voted overwhelmingly in
favor of the constitution. This gave all real power to Napoleon as first consul. Restoring Order at Home Napoleon did not try to
return the nation to the days of Louis XVI. Rather, he kept many of the changes that had come with the Revolution. In general, he
supported laws that would both strengthen the central government and achieve some of the goals of the Revolution. His first task
was to get the economy on a solid footing. Napoleon set up an efficient method of tax collection and established a national banking
system. In addition to ensuring the government a steady supply of tax money, these actions promoted sound financial management
and better control of the economy. Napoleon also took steps to end corruption and inefficiency in government. He dismissed
corrupt officials and, in order to provide the government with trained officials, set up lycées, or government-run public schools.
These lycées were open to male students of all backgrounds. Graduates were appointed to public office on the basis of merit
rather than family connections. One area where Napoleon disregarded changes introduced by the Revolution was religion. Both
the clergy and many peasants wanted to restore the position of the Church in France. Responding to their wishes, Napoleon signed
a concordat, or agreement, with Pope Pius VII. This established a new relationship between church and state. The government
recognized the influence of the Church, but rejected Church control in national affairs. The concordat gained Napoleon the support
of the organized Church as well as the majority of the French people. Napoleon thought that his greatest work was his
comprehensive system of laws, known as the Napoleonic Code. This gave the country a uniform set of laws and eliminated many
injustices. However, it actually limited liberty and promoted order and authority over individual rights. For example, freedom of
speech and of the press, established during the Revolution, were restricted under the code. The code also restored slavery in the
French colonies of the Caribbean. Napoleon Crowned as Emperor In 1804, Napoleon decided to make himself emperor, and the
French voters supported him. On December 2, 1804, dressed in a splendid robe of purple velvet, Napoleon walked down the long
aisle of Notre Dame Cathedral in Paris. The pope waited for him with a glittering crown. As thousands watched, the new emperor
took the crown from the pope and placed it on his own head. With this gesture, Napoleon signaled that he was more powerful than
the Church, which had traditionally crowned the rulers of France.
Napoleon Creates an Empire
Napoleon was not content simply to be master of France. He wanted to control the rest of Europe and to reassert French power
in the Americas. He envisioned his western empire including Louisiana, Florida, French Guiana, and the French West Indies. He
knew that the key to this area was the sugar-producing colony of Saint Domingue (now called Haiti) on the island of Hispaniola.
Loss of American Territories In 1789, when the ideas of the Revolution reached the planters in Saint Domingue, they demanded
that the National Assembly give them the same privileges as the people of France. Eventually, enslaved Africans in the colony
demanded their rights too—in other words, their freedom. A civil war erupted, and enslaved Africans under the leadership of
Toussaint L’Ouverture seized control of the colony. In 1801, Napoleon decided to take back the colony and restore its productive
sugar industry. However, the French forces were devastated by disease. And the rebels proved to be fierce fighters. After the
failure of the expedition to Saint Domingue, Napoleon decided to cut his losses in the Americas. He offered to sell all of the
Louisiana Territory to the United States, and in 1803 President Jefferson’s administration agreed to purchase the land for $15
million. Napoleon saw a twofold benefit to the sale. First, he would gain money to finance operations in Europe. Second, he would
punish the British. “The sale assures forever the power of the United States,” he observed, “and I have given England a rival who,
sooner or later, will humble her pride.” Conquering Europe Having abandoned his imperial ambitions in the New World, Napoleon
turned his attention to Europe. He had already annexed the Austrian Netherlands and parts of Italy to France and set up a puppet
government in Switzerland. Now he looked to expand his influence further. Fearful of his ambitions, the British persuaded Russia,
Austria, and Sweden to join them against France. Napoleon met this challenge with his usual boldness. In a series of brilliant
battles, he crushed the opposition. (See the map on page 232.) The commanders of the enemy armies could never predict his
next move and often took heavy losses. After the Battle of Austerlitz in 1805, Napoleon issued a proclamation expressing his pride
COMPENDIUM OF LESSONS IN WORLD HISTORY 2

in his troops: In time, Napoleon’s battlefield successes forced the rulers of Austria, Prussia, and Russia to sign peace treaties.
These successes also enabled him to build the largest European empire since that of the Romans. France’s only major enemy left
undefeated was the great naval power, Britain. The Battle of Trafalgar In his drive for a European empire, Napoleon lost only one
major battle, the Battle of Trafalgar (truh•FAL•guhr). This naval defeat, however, was more important than all of his victories on
land. The battle took place in 1805 off the southwest coast of Spain. The British commander, Horatio Nelson, was as brilliant in
warfare at sea as Napoleon was in warfare on land. In a bold maneuver, he split the larger French fleet, capturing many ships.
(See the map inset on the opposite page.) The destruction of the French fleet had two major results. First, it ensured the supremacy
of the British navy for the next 100 years. Second, it forced Napoleon to give up his plans of invading Britain. He had to look for
another way to control his powerful enemy across the English Channel. Eventually, Napoleon’s extravagant efforts to crush Britain
would lead to his own undoing. The French Empire During the first decade of the 1800s, Napoleon’s victories had given him
mastery over most of Europe. By 1812, the only areas of Europe free from Napoleon’s control were Britain, Portugal, Sweden, and
the Ottoman Empire. In addition to the lands of the French Empire, Napoleon also controlled numerous supposedly independent
countries. (See the map on the opposite page.) These included Spain, the Grand Duchy of Warsaw, and a number of German
kingdoms in Central Europe. The rulers of these countries were Napoleon’s puppets; some, in fact, were members of his family.
Furthermore, the powerful countries of Russia, Prussia, and Austria were loosely attached to Napoleon’s empire through alliances.
Although not totally under Napoleon’s control, they were easily manipulated by threats of military action. The French Empire was
huge but unstable. Napoleon was able to maintain it at its greatest extent for only five years—from 1807 to 1812. Then it quickly
fell to pieces. Its sudden collapse was caused in part by Napoleon’s actions.

d. The Collapse of Napoleon’s Empire

Napoleon’s Costly Mistakes:

Napoleon’s own personality posed a threat to his empire. His love of power pushed him to expand his empire. His efforts to
extend French rule led to his empire’s collapse.
Napoleon made three costly mistakes. His first mistake was caused by his desire to crush Britain. He wanted to hurt the British
economy. So in 1806 he ordered a blockade or closing of ports. This was an effort to stop all trade between Britain and the other
European nations. Napoleon called this policy the Continental System. It was suppose to make continental Europe more self-
sufficient.
The effort failed because some Europeans secretly brought in British goods. At the same time the British put their blockade
around Europe. Because the british navy was so strong, it worked well. Soon the French economy, along with others on the
European continent, weakened.
Napoleon’s second mistake was to make his brother king of Spain in 1808. The Spanish people were loyal to their own king.
With help from Britain, bands of peasant fighters fought Napoleon for five years. Napoleon lost 300,000 troops during this
Peninsular War.

Napoleon’s third mistake was perhaps his worst. In 1812, he tried to conquer Russia, far to the east. He entered Russia with
more than 400,000 soldiers. As the Russians retreated, however, they burned their fields and killed livestock so Napoleon’s
armies could not eat what they left behind.
Although the French got as far as Moscow, winter was coming. Napoleon was forced to order his soldiers to head back. On the
way home, bitter cold, hunger and Russian attacks killed thousands. Thousands more deserted. By the time Napoleon’s army
left Russian territory, only 10,000 of his soldiers were able to fight.
Napoleon’s Downfall:
Other leaders saw that Napoleon was no weaker. Britain, Russia, Prussia, Sweden and Austria joined forces and attacked
France. Napoleon was defeated at the Battle of Leipzig, in Germany, in 1813. In 1814, Napoleon gave up his throne and was
exiled, or sent away, to the tiny island of Elba off the Italian coast.
Louis XVIII took the throne in Paris. But he quickly became unpopular. The peasants feared the new king would undo the land
reforms of the Revolution.
News of Louis XVIII’s trouble was all Napoleon needed to try to regain his empire. In March 1815, he escaped from Elba and
boldly returned to France. He took power and raised another army.
The rest of the European powers raised armies to fight against Napoleon. Led by the Duke of Wellington, they defeated
Napoleon in his final battle at Waterloo. This defeat ended Napoleon’s last attempt at power, which was called the Hundred
Days. He was then sent to the far-off island of St. Helena in the southern Atlantic Ocean. He died there in 1821.
COMPENDIUM OF LESSONS IN WORLD HISTORY 2

d. The Congress of Vienna

Congress of Vienna, assembly in 1814–15 that reorganized Europe after the Napoleonic Wars. It began in September
1814, five months after Napoleon I’s first abdication and completed its “Final Act” in June 1815, shortly before
the Waterloo campaign and the final defeat of Napoleon. The settlement was the most-comprehensive treaty that Europe
had ever seen.
Preliminaries
Austria, Prussia, Russia, and Great Britain, the four powers that were chiefly instrumental in the overthrow of Napoleon, had
concluded a special alliance among themselves with the Treaty of Chaumont, on March 9, 1814, a month before Napoleon’s
first abdication. The subsequent treaties of peace with France, signed on May 30 not only by the “four” but also
by Sweden and Portugal and on July 20 by Spain, stipulated that all former belligerents should send plenipotentiaries to a
congress in Vienna. Nevertheless, the “four” still intended to reserve the real decision making for themselves.

Europe: 1812
Delegates
Representatives began to arrive in Vienna toward the end of September 1814. All of Europe sent its most-important
statesmen. Klemens, prince von Metternich, principal minister of Austria, represented his emperor, Francis II. Tsar Alexander
I of Russia directed his own diplomacy. King Frederick William III of Prussia had Karl, prince von Hardenberg, as his principal
minister. Great Britain was represented by its foreign minister, Viscount Castlereagh. When Castlereagh had to return to his
parliamentary duties, the duke of Wellington replaced him, and Lord Clancarty was principal representative after the duke’s
departure. The restored Louis XVIII of France sent Charles-Maurice de Talleyrand. Spain, Portugal, and Sweden had only
men of moderate ability to represent them. Many of the rulers of the minor states of Europe put in an appearance. With them
came a host of courtiers, secretaries, and ladies to enjoy the magnificent social life of the Austrian court.
Assisting Metternich as host, Friedrich Gentz played a vital role in the management of protocol and in the secretarial
organization of the congress. The social side of the congress was, in fact, one of the causes of the long and unexpected delay
in producing a result, for Metternich at least sometimes subordinated business to pleasure.
Procedure
The procedure of the congress was determined by the difficulty and complexity of the issues to be solved. First there was the
problem of the organization of the congress, for which there was no precedent. The “four” were determined to keep the
management of the main problems entirely in their own hands, but since they had rather rashly summoned a congress, they
had to pay some attention to it. Thus, the ministers of Austria, Prussia, Russia, and Great Britain assembled early for
discussions and finally agreed, on September 22, 1814, that the “four” should be those to decide the future of all the conquered
territories. They were then to communicate their decisions to France and Spain. The full congress was to be summoned only
when all was ready.
Such was the situation that Talleyrand found when he arrived on September 24. He refused to accept it and was supported
by Spain’s representative, the marqués de Labrador. Talleyrand denied that either the “four” or the “six” (including France and
Spain) was a legally constituted body and desired that the congress should be summoned to elect a directing committee. If
any other body had rights in the matter, it was the group of powers—Austria, Great Britain, Prussia, Russia, Sweden, Spain,
and Portugal—that had signed the 1814 Treaty of Paris with France (thus, the “eight”), which ended the Napoleonic Wars for
the first time. The core four were much disturbed, knowing that the smaller powers would support Talleyrand if they gave him
the chance of appealing to them. They had no intention of giving way, however, and refused to summon a meeting of all the
representatives. The opening of the congress was postponed until November 1. No solution could be found, however, and
after a meeting of the “eight” on October 30, the opening was again postponed.
Meanwhile, work proceeded without the sanction of the main body of plenipotentiaries. The “four” discussed the main territorial
problems informally among themselves. The “eight” assumed the formal direction of the congress; a committee of German
states met to draw up a constitution for Germany, and a special committee on Switzerland was appointed by the “four.”
Talleyrand was thus excluded from the main work of the congress, but his protests on behalf of the smaller powers grew
fainter as he realized that the “four” were not in agreement; Castlereagh and Metternich gradually won his confidence and at
last insisted on Bourbon France’s being admitted to the core group. It was that committee of five that was the real Congress
of Vienna. Between January 7 and February 13, 1815, it settled the frontiers of all territories north of the Alps and laid the
foundations for the settlement of Italy. Meanwhile, the committee of eight dealt with more-general matters. The congress as a
representative body of all Europe never met.
Decisions Of The Congress
The major points of friction occurred over the disposition of Poland and Saxony, the conflicting claims of Sweden, Denmark,
and Russia, and the adjustment of the borders of the German states. In general, Russia and Prussia were opposed
by Austria, France, and England, which at one point (January 3, 1815) went so far as to conclude a secret treaty of defensive
alliance. The major final agreements were as follows.
COMPENDIUM OF LESSONS IN WORLD HISTORY 2

Europe: 1815
In return for acquiring Poland, Alexander gave back Galicia to Austria and gave Thorn and a region around it to
Prussia; Kraków was made a free town. The rest of the Duchy of Warsaw was incorporated as a separate kingdom under the
Russian emperor’s sovereignty. Prussia got two-fifths of Saxony and was compensated by extensive additions
in Westphalia and on the left bank of the Rhine River. It was Castlereagh who insisted on Prussian acceptance of the latter
territory, with which it had been suggested the king of Saxony should be compensated. Castlereagh wanted Prussia to guard
the territories of the Rhine region against France and act as a buttress to the new Kingdom of the Netherlands,
which comprised both the former United Provinces and Belgium. Austria was compensated by Lombardy and Venice and got
back most of Tirol. Bavaria, Württemberg, and Baden on the whole did well. Hanover was also enlarged. The outline of a
constitution, a loose confederation, was drawn up for Germany—a triumph for Metternich. Denmark lost Norway to Sweden
but got Lauenburg, while Swedish Pomerania went to Prussia. Switzerland was given a new constitution.
In Italy, Piedmont absorbed Genoa; Tuscany and Modena went to an Austrian archduke; and the Duchy of Parma and
Piacenza was given to Marie-Louise, consort of the deposed Napoleon. The Papal States were restored to the pope, and
Naples went to the Sicilian Bourbons.
Valuable articles were agreed to on the free navigation of international rivers and diplomatic precedence. Castlereagh’s great
efforts for the abolition of the slave trade were rewarded only by a pious declaration.
The Final Act of the Congress of Vienna comprised all the agreements in one great instrument. It was signed on June 9, 1815,
by the “eight” (except Spain, which refused as a protest against the Italian settlement). All the other powers subsequently
acceded to it. As a result, the political boundaries laid down by the Congress of Vienna lasted, except for one or two changes,
for more than 40 years. The statesmen had successfully worked out the principle of a balance of power. However, the idea of
nationality had been almost entirely ignored—necessarily so because it was not yet ready for expression. Territories had been
bartered about without much reference to the wishes of their inhabitants. Until an even greater settlement took place
at Versailles after World War I, it was customary for historians to condemn the statesmen of Vienna. It was later realized how
difficult their task was, as was the fact that they secured for Europe a period of peace, which was its cardinal need. The
statesmen failed, however, to give to international relations any organ by which their work could be adapted to the new forces
of the 19th century, and it was ultimately doomed to destruction.

Assessment:
1. What is the French Revolution? What were the events that led to the French Revolution?
2. How was Napoleon able to build an empire?
3. What was Napoleon’s last attempt at power, and where did it end?
4. What is the Congress of Vienna? What purpose did its existence serve?

References:
https://historywithmrgreen.com/page2/assets/The%20French%20Revolution%20Begins.pdf
https://www.history.com/topics/france/french-
revolution#:~:text=A%20popular%20insurgency%20culminated%20on,start%20of%20the%20French%20Revolution.
https://www.cbsd.org/cms/lib010/PA01916442/Centricity/Domain/1864/Napoleon.pdf
https://sites.google.com/a/dansvillecsd.org/migliore/lessons/unit-2/napoleon-s-empire-collapses
https://www.britannica.com/event/Congress-of-Vienna/Decisions-of-the-congress

4. Nationalist Revolutions Sweep the East

Introduction:
Lesson Outcomes:
1. Discuss how Latin American win their freedom
2. Explain the disruptions caused by the revolutions in Europe
3. Describe the Europe’s emergence from the revolution

Lesson Proper:
a. Latin American Wins Independence
In the early 1800s, colonial peoples throughout Latin America followed the example of the French Revolution. In the name of
freedom and equality, they fought for their independence.
The first to do so was the French colony of Saint Domingue, on the island of Hispaniola. Almost all of the people who lived in
the colony were slaves of African origin. In 1791, about 100,000 of them rose in revolt. Toussaint L’Ouverture became the leader.
By 1801, he had moved to the eastern part of the island and freed the slaves there. In 1804, the former colony declared its
independence as Haiti.
In Latin America, society was divided into six classes of people. Peninsulares—those born in Spain—were at the top. Next came
creoles, or Spaniards who had been born in Latin America. Below them were mestizos, with mixed European and Indian
ancestry. Next were mulattos, with mixed European and African ancestry, and Africans. At the bottom were Indians. Creoles felt
COMPENDIUM OF LESSONS IN WORLD HISTORY 2

that they were unfairly treated by the government and the peninsulares. This bad feeling boiled over when Napoleon overthrew
the king of Spain and named his own brother as king. Creoles in Latin America had no loyalty to the new king and revolted.
However, even after the old king was restored, they did not give up their fight for freedom.
Two leaders pushed much of South America to independence. Simón Bolívar was a writer, fighter, and political thinker. He
survived defeats and exile to win independence for Venezuela in 1821. José de San Martín helped win independence for
Argentina in 1816 and Chile in 1818. Bolívar led their combined armies to a great victory in 1824 that gave independence to all
the former Spanish colonies.
In Mexico, mestizos and Indians led the fight for independence. The struggle began in 1810 when Miguel Hidalgo, a village
priest, called for a revolt against Spanish rule. Creoles united with the Spanish government to put down this revolt by the lower
classes, whom they feared. Fighting continued until 1815, when the creoles won. In 1820, a new government took charge in
Spain. Fearing that they would lose their rights this time, the creoles now united with the rebels and fought for independence. In
1821, Spain accepted Mexico’s independence. In 1823, the region of Central America separated itself from Mexico.
In Brazil, independence took a different turn. When Napoleon’s armies entered Portugal in 1807, the royal family escaped to
Brazil, its largest colony. For the next 14 years, it was the center of the Portuguese empire. By the time Napoleon was defeated,
the people of Brazil wanted their independence. In 1822, 8,000 creoles signed a paper asking the son of Portugal’s king to rule
an independent Brazil. He agreed, and Brazil became free that year through a bloodless revolt.
The wars of independence hurt the societies and economies of Latin America. Turmoil continued in the region. Local leaders
disagreed and split the new countries up into smaller units. In 1830, the territory of Gran Colombia divided into Colombia,
Ecuador, and Venezuela. In 1841, the United Provinces of Central America split into five republics.

b. Europe Faces Revolutions

In the first half of the 1800s, three forces struggled for power within the countries of Europe. Conservatives supported the kings
who had ruled these lands for many centuries. These were nobles and other people who owned large amounts of property.
Liberals wanted to give more power to elected legislatures. They were typically middle-class merchants and business people.
They wanted to limit voting rights to people who were 3 educated and owned property. Radicals wanted the end of rule by kings
and full voting rights for all people, even the poor.
At the same time, another movement arose in Europe—nationalism. This was the belief that a person’s loyalty should go not to
the country’s ruler but to the nation itself. Nationalists thought that people with a common language and culture were a nation
and had the right to their own government. This idea grew out of the French Revolution. The first people to win self-rule during
this period were the Greeks. For centuries, Greece had been part of the Ottoman Empire. In 1821, Greeks revolted against this
Turkish rule. Rulers in Europe did not like the idea of revolts, but the Greek cause was popular. Other nations gave aid to the
Greeks, helping to defeat the Ottomans’ forces in 1827. The Greeks won their independence by 1830.
Other revolts broke out. In 1830, the Belgians declared their independence from rule by the Dutch. Nationalists began a long
struggle to unify all of Italy, which had been broken into many different states. Poles revolted against Russian rule. Conservatives
managed to put down these rebellions. However, new ones broke out again in 1848 among Hungarians and Czechs. Once
again, they were put down forcefully.
Events differed in France. Riots in 1830 forced the king to flee and put a new king in his place. A new revolt broke out in 1848
that overthrew the king and established a republic. However, the radicals who had won this victory fell to arguing over how much
France should be changed. Some wanted only political changes. Others wanted social and economic changes that would help
the poor. When these forces fought in the streets, the French gave up on the radical program. They introduced a new
government, with a legislature and a strong president. The new president was Louis-Napoleon, Napoleon Bonaparte’s nephew.
He later named himself emperor of France. He built railroads and promoted the growth of France’s industry. The economy
revived and more people had jobs.
Russia in the early 1800s had yet to build an industrial economy. The biggest problem was that serfdom still existed there.
Peasants were bound to the nobles whose land they worked. Russia’s rulers did not wish to free the serfs, though. They feared
they would lose the support of the nobles. In the 1850s, the Russian army lost a war to take over part of the Ottoman Empire.
The new ruler of Russia, Alexander II, decided that Russia’s lack of a modern economy caused the defeat. He decided to begin
many reforms.
The first, in 1861, was to free the serfs. Though it seemed bold, Alexander’s move went only part way. Nobles kept half their
land and were paid for the half that went to the peasants. The former serfs were not given the land. They had to pay for it, and
this debt kept them still tied to the land. The czar’s efforts to make changes ended short when he was assassinated in 1881.
Alexander III, his successor, brought back tight control over the country. He did move to make the economy more industrial,
however.

c. The Emergence of European Revolution

Nationalists thought that many factors linked people to one another. First was nationality, or a common ethnic ancestry. Shared
language, culture, history, and religion were also seen as ties that connected people. People with these traits were thought to
have the right to a land they could call their own. Groups with their own government were called nation-states. Leaders began
to see that this feeling could be a powerful force for uniting a people. The French Revolution was a prime example of this.
Some rulers saw it differently. Feelings of nationalism threatened to break apart three aging empires. The Austrian Empire was
forced to split in two parts, Austria and Hungary. However, nationalist feeling continued to plague these rulers for 40 years and
the kingdoms later broke up into several smaller states. In Russia, harsh rule and a policy of forcing other peoples to adopt
Russian ways helped produce a revolution in 1917 that overthrew the czar. The Ottoman Empire, like the other two, broke apart
around the time of World War I.
Italians used national feeling to build a nation, not destroy an empire. Large parts of Italy were ruled by the kings of Austria and
Spain. Nationalists tried to unite the nation in 1848, but the revolt was beaten down. Hopes rested with the Italian king of the
state of Piedmont-Sardinia. His chief minister, Count Cavour, worked to expand the king’s control over other areas of the north.
Meanwhile, Giuseppi Garibaldi led an army of patriots that won control of southern areas. He put those areas under control of
the king. In 1866, the area around Venice was added to the king’s control. Four years later, the king completed the uniting of
Italy. Problems remained, however. The Italian government could not solve Italy’s economic problems.
Germany had also been divided into many different states for many centuries. Since 1815, 39 states had joined in a league
called the German Confederation. Prussia and Austria-Hungary controlled this group. Over time, Prussia rose to become more
powerful. Leading this move was prime minister Otto von Bismarck. He joined with Austria to gain control of new lands. He then
quickly turned against Austria, defeating it in war to gain even more territory. Other German states formed a new confederation
that Prussia alone controlled. Bismarck’s next step was to win the loyalty of the remaining German areas in the south. He
purposefully angered a weak France so that it would declare war on Prussia. When the Prussian army won, Bismarck reached
his goal. The war with France had given the southern German states a nationalistic feeling. They joined the other states in
naming the king of Prussia as head of united Germany.
COMPENDIUM OF LESSONS IN WORLD HISTORY 2

As a result of these events, the balance of power in Europe had changed. Germany and Britain were the strongest powers,
followed by France. Austria, Russia, and Italy were all even weaker.

In the early 1800s, the Enlightenment was replaced by another movement, called romanticism. This movement in art and ideas
showed great interest in nature and in the thoughts and feelings of the individual person. Gone was the idea that reason and
order 6 were good things. Romantic thinkers valued feeling, not reason, and nature, not society. Romantic thinkers held idealized
views of the past as simpler, better times. They valued the common people. As a result, they enjoyed folk stories, songs, and
traditions. They also supported calls for democracy. However, not all romantic artists and thinkers supported these ideas.
Romantic writers had different themes. French writer Victor Hugo—who wrote The Hunchback of Notre Dame—told stories of
the poor individual who fights against an unfair society. English poet William Wordsworth wrote poems that celebrated the beauty
of nature. Novels such as Mary Shelley’s Frankenstein were horror tales about good and evil.
Romanticism was important in music as well. Composers wrote music that tried to appeal to the hearts and souls of listeners.
The German Ludwig van Beethoven was the foremost of these composers.
In the middle 1800s, however, the grim realities of industrial life made the dreams of romanticism seem silly. A new movement
arose—realism. Artists and writers tried to show life as it really was. They used their art to protest social conditions that they
thought were unfair. French writer Emile Zola’s books revealed harsh working conditions for the poor, which led to new laws
aimed at helping those people. In England, Charles Dickens wrote many novels that showed how poor people suffered in the
new industrial economy. A new device, the camera, was developed in this period. Photographers could use it to capture a real
moment on film. In the 1860s, Parisian painters reacted against the realistic style. This new art style—impressionism—was an
“impression” of a subject or moment. It emphasized light and shimmering colors.

Assessment:
1. Discuss how Latin American win their freedom
2. Explain the disruptions caused by the revolutions in Europe
3. Describe the Europe’s emergence from the revolution

Values Integration:
1. There is a strong tension between Pro – Administration parties and Anti – Administration parties in this country. But with the
sense of NATIONALISM in mind, what do you think should people really do to help this country achieve its goals and progress
as a nation?
2. “May we think of freedom not as the right to do as we please, but as the opportunity to do what is right.”- Peter Marshall
-How would this statement relate to you? Explain thoroughly.

References:
https://www.britannica.com/place/Latin-America/The-independence-of-Latin-America
https://kmhs.typepad.com/files/ch-24-summary.pdf

REMINDER:
Submit this learning material securely packaged (please provide an extra plastic envelope intended for the second
set of learning materials) to the campus security personnel or as advised by your subject teacher, on the prescribed
date.

Prepared by: Checked and Approved:

CENBY EPPIE G. GAYTOS ALVIN B. LACABA, Ed.D.

Instructor III / Head, BEED Program Dean, College of Education
COMPENDIUM OF LESSONS IN WORLD HISTORY 2

Name: _____________________________________ Course & Year: ______________ Date of Submission: _________________

Course Code: _______________ Course Description: _____________________________________________________________

F. Industrialism and the Race for Empire

Introduction:
Industrial Revolution, in modern history, the process of change from an agrarian and handicraft economy to one dominated
by industry and machine manufacturing. This process began in Britain in the 18th century and from there spread to other parts of the
world. Although used earlier by French writers, the term Industrial Revolution was first popularized by the English economic
historian Arnold Toynbee (1852–83) to describe Britain’s economic development from 1760 to 1840. Since Toynbee’s time the term
has been more broadly applied.

Lesson Outcomes:
1. Discuss the beginnings of Industrialization
2. Explain industrialization in Europe
3. Discuss how industrialization spread
4. Describe how reforming the industrial world happened

Lesson Proper:
1. The Industrial Revolution
a. The Beginnings of Industrialization
The main features involved in the Industrial Revolution were technological, socioeconomic, and cultural. The technological changes
included the following: (1) the use of new basic materials, chiefly iron and steel, (2) the use of new energy sources, including both
fuels and motive power, such as coal, the steam engine, electricity, petroleum, and the internal-combustion engine, (3)
the invention of new machines, such as the spinning jenny and the power loom that permitted increased production with a smaller
expenditure of human energy, (4) a new organization of work known as the factory system, which entailed increased division of
labour and specialization of function, (5) important developments in transportation and communication, including the
steam locomotive, steamship, automobile, airplane, telegraph, and radio, and (6) the increasing application of science to industry.
These technological changes made possible a tremendously increased use of natural resources and the mass production of
manufactured goods.

There were also many new developments in nonindustrial spheres, including the following: (1) agricultural improvements that made
possible the provision of food for a larger nonagricultural population, (2) economic changes that resulted in a wider distribution of
wealth, the decline of land as a source of wealth in the face of rising industrial production, and increased international trade, (3)
political changes reflecting the shift in economic power, as well as new state policies corresponding to the needs of an industrialized
society, (4) sweeping social changes, including the growth of cities, the development of working-class movements, and the
emergence of new patterns of authority, and (5) cultural transformations of a broad order. Workers acquired new and distinctive
skills, and their relation to their tasks shifted; instead of being craftsmen working with hand tools, they became machine operators,
subject to factory discipline. Finally, there was a psychological change: confidence in the ability to use resources and to master
nature was heightened.

The First Industrial Revolution

In the period 1760 to 1830 the Industrial Revolution was largely confined to Britain. Aware of their head start, the British forbade the
export of machinery, skilled workers, and manufacturing techniques. The British monopoly could not last forever, especially since
some Britons saw profitable industrial opportunities abroad, while continental European businessmen sought to lure British know-
how to their countries. Two Englishmen, William and John Cockerill, brought the Industrial Revolution to Belgium by developing
machine shops at Liège (c. 1807), and Belgium became the first country in continental Europe to be transformed economically. Like
its British progenitor, the Belgian Industrial Revolution centred in iron, coal, and textiles.
France was more slowly and less thoroughly industrialized than either Britain or Belgium. While Britain was establishing its industrial
leadership, France was immersed in its Revolution, and the uncertain political situation discouraged large investments in
industrial innovations. By 1848 France had become an industrial power, but, despite great growth under the Second Empire, it
remained behind Britain.
Other European countries lagged far behind. Their bourgeoisie lacked the wealth, power, and opportunities of their British, French,
and Belgian counterparts. Political conditions in the other nations also hindered industrial expansion. Germany, for example, despite
vast resources of coal and iron, did not begin its industrial expansion until after national unity was achieved in 1870. Once begun,
Germany’s industrial production grew so rapidly that by the turn of the century that nation was outproducing Britain in steel and had
become the world leader in the chemical industries. The rise of U.S. industrial power in the 19th and 20th centuries also far
outstripped European efforts. And Japan too joined the Industrial Revolution with striking success.
The eastern European countries were behind early in the 20th century. It was not until the five-year plans that the Soviet
Union became a major industrial power, telescoping into a few decades the industrialization that had taken a century and a half in
Britain. The mid-20th century witnessed the spread of the Industrial Revolution into hitherto nonindustrialized areas such
as China and India.
COMPENDIUM OF LESSONS IN WORLD HISTORY 2

The Second Industrial Revolution

Despite considerable overlapping with the “old,” there was mounting evidence for a “new” Industrial Revolution in the late 19th and
20th centuries. In terms of basic materials, modern industry began to exploit many natural and synthetic resources not hitherto
utilized: lighter metals, new alloys, and synthetic products such as plastics, as well as new energy sources. Combined with these
were developments in machines, tools, and computers that gave rise to the automatic factory. Although some segments of industry
were almost completely mechanized in the early to mid-19th century, automatic operation, as distinct from the assembly line, first
achieved major significance in the second half of the 20th century.

Ownership of the means of production also underwent changes. The oligarchical ownership of the means of production that
characterized the Industrial Revolution in the early to mid-19th century gave way to a wider distribution of ownership through purchase
of common stocks by individuals and by institutions such as insurance companies. In the first half of the 20th century, many countries
of Europe socialized basic sectors of their economies. There was also during that period a change in political theories: instead of
the laissez-faire ideas that dominated the economic and social thought of the classical Industrial Revolution, governments generally
moved into the social and economic realm to meet the needs of their more complex industrial societies. That trend was reversed in
the United States and the United Kingdom beginning in the 1980s.

b. Industrialization in Europe

The Industrial Revolution marked a period of development in the latter half of the 18th century that transformed largely rural, agrarian
societies in Europe and America into industrialized, urban ones.
Goods that had once been painstakingly crafted by hand started to be produced in mass quantities by machines in factories, thanks
to the introduction of new machines and techniques in textiles, iron making and other industries.

Fueled by the game-changing use of steam power, the Industrial Revolution began in Britain and spread to the rest of the world,
including the United States, by the 1830s and ‘40s. Modern historians often refer to this period as the First Industrial Revolution, to
set it apart from a second period of industrialization that took place from the late 19th to early 20th centuries and saw rapid advances
in the steel, electric and automobile industries.

England: Birthplace of the Industrial Revolution

Thanks in part to its damp climate, ideal for raising sheep, Britain had a long history of producing textiles like wool, linen and cotton.
But prior to the Industrial Revolution, the British textile business was a true “cottage industry,” with the work performed in small
workshops or even homes by individual spinners, weavers and dyers.
Starting in the mid-18th century, innovations like the flying shuttle, the spinning jenny, the water frame and the power loom made
weaving cloth and spinning yarn and thread much easier. Producing cloth became faster and required less time and far less human
labor.
More efficient, mechanized production meant Britain’s new textile factories could meet the growing demand for cloth both at home
and abroad, where the nation’s many overseas colonies provided a captive market for its goods. In addition to textiles, the British
iron industry also adopted new innovations.
Chief among the new techniques was the smelting of iron ore with coke (a material made by heating coal) instead of the traditional
charcoal. This method was both cheaper and produced higher-quality material, enabling Britain’s iron and steel production to expand
in response to demand created by the Napoleonic Wars (1803-15) and the later growth of the railroad industry.

Impact of Steam Power

An icon of the Industrial Revolution broke onto the scene in the early 1700s, when Thomas Newcomen designed the prototype for
the first modern steam engine. Called the “atmospheric steam engine,” Newcomen’s invention was originally applied to power the
machines used to pump water out of mine shafts.
In the 1760s, Scottish engineer James Watt began tinkering with one of Newcomen’s models, adding a separate water condenser
that made it far more efficient. Watt later collaborated with Matthew Boulton to invent a steam engine with a rotary motion, a key
innovation that would allow steam power to spread across British industries, including flour, paper, and cotton mills, iron works,
distilleries, waterworks and canals.
Just as steam engines needed coal, steam power allowed miners to go deeper and extract more of this relatively cheap energy
source. The demand for coal skyrocketed throughout the Industrial Revolution and beyond, as it would be needed to run not only the
factories used to produce manufactured goods, but also the railroads and steamships used for transporting them.

Transportation During the Industrial Revolution

Britain’s road network, which had been relatively primitive prior to industrialization, soon saw substantial improvements, and more
than 2,000 miles of canals were in use across Britain by 1815.
In the early 1800s, Richard Trevithick debuted a steam-powered locomotive, and in 1830 similar locomotives started transporting
freight (and passengers) between the industrial hubs of Manchester and Liverpool. By that time, steam-powered boats and ships
were already in wide use, carrying goods along Britain’s rivers and canals as well as across the Atlantic.

Communication and Banking in the Industrial Revolution

The latter part of the Industrial Revolution also saw key advances in communication methods, as people increasingly saw the need
to communicate efficiently over long distances. In 1837, British inventors William Cooke and Charles Wheatstone patented the first
commercial telegraphy system, even as Samuel Morse and other inventors worked on their own versions in the United States. Cooke
and Wheatstone’s system would be used for railroad signalling, as the speed of the new trains had created a need for more
sophisticated means of communication.
Banks and industrial financiers rose to new prominent during the period, as well as a factory system dependent on owners and
managers. A stock exchange was established in London in the 1770s; the New York Stock Exchange was founded in the early
1790s.
In 1776, Scottish social philosopher Adam Smith (1723-1790), who is regarded as the founder of modern economics, published The
Wealth of Nations. In it, Smith promoted an economic system based on free enterprise, the private ownership of means of production,
and lack of government interference.
COMPENDIUM OF LESSONS IN WORLD HISTORY 2

Working Conditions
Though many people in Britain had begun moving to the cities from rural areas before the Industrial Revolution, this process
accelerated dramatically with industrialization, as the rise of large factories turned smaller towns into major cities over the span of
decades. This rapid urbanization brought significant challenges, as overcrowded cities suffered from pollution, inadequate sanitation
and a lack of clean drinking water.
Meanwhile, even as industrialization increased economic output overall and improved the standard of living for the middle and upper
classes, poor and working class people continued to struggle. The mechanization of labor created by technological innovation had
made working in factories increasingly tedious (and sometimes dangerous), and many workers were forced to work long hours for
pitifully low wages. Such dramatic changes fueled opposition to industrialization, including the “Luddites,” known for their violent
resistance to changes in Britain’s textile industry.

Did you know? The word "luddite" refers to a person who is opposed to technological change. The term is derived from a group of
early 19th century English workers who attacked factories and destroyed machinery as a means of protest. They were supposedly
led by a man named Ned Ludd, though he may have been an apocryphal figure.

In the decades to come, outrage over substandard working and living conditions would fuel the formation of labor unions, as well as
the passage of new child labor laws and public health regulations in both Britain and the United States, all aimed at improving life for
working class and poor citizens who had been negatively impacted by industrialization.

c. Industrialization Spreads
Countries noticed the benefits, both economically and politically, of industrialization that first occurred in Great Britain. Thus, industrialization
spreads to Europe, the United States, Russia, and Japan. France adopted industrialization after their wars ended over attempts for German
unification, and once Germany unified, they became a leader in coal and steel production.
The United States, Russia, and Japan followed Europe’s lead on industrializing. The U.S. population grew through immigration throughout the
1800s, so they had a large labor source. Immigration to the U.S. was generally from Ireland, China, and Germany in the mid 1800s, but by the
late 1800s, immigration expands to include southern and eastern Europe as well as Japan.
This translated into the U.S. being a leading industrial power by 1900 because it provided cheap labor sources for factories, especially for
immigrants settling in the northeastern part of the United States. Russia used government-led industrialization, focusing on transportation, such
as the construction of the Trans-Siberian railroads. Japan industrialized for defensive purposes in order to protect their traditions.

Production Increases, But Not Everywhere

Steam-powered industrial production increased in European countries and the U.S. Steam-powered technology led to increased production of
goods in factories, and it allowed steamships to significantly improve transportation speeds and reliability. This allows the shipping of goods to
take place globally, and it leads to places that did not industrialize to change.
Middle Eastern and Asian countries did continue to produce goods, but they did not produce nearly as much as industrialized
countries. Shipbuilding in India and Southeast Asia, iron works in India, and textile production in India and Egypt all decline in comparison to the
amount of industrialized countries production. Europe, Russia, Japan, and the United States out-produced non-industrialized areas. Innovations
in technology, such as harnessing energy from fossil fuels, shifts economic global dominance from East Asia to Europe.

d. Reforming the Industrial World

• Wide gap between the rich and the poor in industrialized countries during 19 th century
• Business leaders felt government should stay out of economic affairs
• Economic reformers felt governments needed to have an active role in economics
• Workers are beginning to demand more rights and protection
Laissez Faire Economics
• Letting business/industry owners set working conditions without interference
• Adam Smith
▫ Economic professor
▫ Wealth of Nations- defended idea of free market/economy
• Smith’s Argument
▫ Law of Self-Interest- people work for their own good
▫ Law of Competition- competition forces people to make better products
▫ Law of supply & demand- enough goods produced @ lowest possible price to meet demand in a market
economy
Capitalism
• Economic system
• Factors of production are privately owned and $ is invested in business to make a profit
• This idea helped cause Industrial Revolution
• Oppose government efforts to help poor workers
• Believed that creating minimum wage jobs and better working conditions would….
1. Upset free market system
2. Lower profits
3. Undermine production of wealth
Rise of Socialism
• Opposite of laissez-faire/capitalism
▫ Believed government should intervene
• Utilitarians
▫ Believed an idea/practice was only good if it proved useful
▫ Believed it was unfair that workers worked so hard for such little pay in such bad conditions
▫ Felt government should eliminate wealth differences in people
• Utopian Society- everyone works to produce goods for community (nobody is paid)
• Robert Owen- British factory owner
▫ Wouldn’t allow children under 10 to work
▫ Provided free schooling
▫ Traveled to U.S. and set up utopian community called New Harmony, Indiana
COMPENDIUM OF LESSONS IN WORLD HISTORY 2

▫ Lasted 3 years, but led to other utopian communities starting

• Socialism
▫ Offset the effects of industrialization
▫ Factors of production owned by the public and operate for welfare of all
▫ Argued that government should plan the economy rather than rely on free market capitalism
▫ Government control of industries would end poverty and promote equality
Communism
• Karl Marx- German socialist
▫ Developed radical form of socialism (Marxism)
▫ Communist Manifesto- described communism as a form of socialism where all production is owned by the people
or state
▫ Workers shared profits to benefit all
▫ Did NOT believe in private property
▫ Inspired Vladimir Lenin (Russia), Mao Zedong (China), & Fidel Castro (Cuba)
Labor Unions
• Factory workers faced long hours, dirty & dangerous conditions, and the threat of being fired
• 1800s people joined together in volunteer labor associations called UNIONS.
▫ Spoke for all workers
▫ Bargained for better wages/conditions
▫ Could strike (not work) if factory owners refused demands
Labor Reforms
• Investigations of child labor occurred in
▫ Factory Act- no children un age 10
▫ Kids from 13-17 no more than 12 hrs.
• Mines Act
▫ Prevented women & children from working underground
• Ten Hours Act
▫ Limited work day for 10 hrs. for women & children
• 1904- U.S. ended child labor
Reform Movement
• Slavery
▫ William Wilberforce- argued for abolition in Great Britain
▫ Ended in most of the western hemisphere by late 1800s
• Women’s Rights
▫ More opportunities
▫ Higher wages
▫ Safer conditions
▫ International Council for Women- 1888
• Education
▫ Horace Mann
▫ Free public education for children
• Prison
▫ Alexis de Tocqueville
▫ Argued for prison reforms

Tasks:
Additional Readings:
https://historywithmrgreen.com/page2/assets/Industrialization%20Spreads.pdf

Watch the videos about the;

Industrial Revolution: Crash Course European History #24 https://www.youtube.com/watch?v=zjK7PWmRRyg
https://www.khanacademy.org/humanities/big-history-project/acceleration/bhp-acceleration/v/bhp-industrial-revolution-crashcourse

Assessment:
1. How did industrialization begin?
2. How did the industrialization in Europe emerge?
3. How did industrialization spread to the rest of the world? Explain how it started to spread and its coverage.
4. What is Capitalism and how is it different from socialism?
5. What is the reform movement and what instances led to these events?

References:
https://www.britannica.com/event/Industrial-Revolution
https://www.history.com/topics/industrial-revolution/industrial-revolution
https://www.britannica.com/event/Industrial-Revolution
https://www.britannica.com/topic/history-of-Europe/The-Industrial-Revolution#ref58404
https://fiveable.me/ap-world/unit-5/spread-industrialization/study-guide/n11YQJjAFoI3HB1Iv8LP
www.cville.k12.ky.us › userfiles › Classes › Ch.9 Sec.4

G. The World at War

Introduction:
World War I, also called First World War or Great War, an international conflict that in 1914–18 embroiled most of the nations
of Europe along with Russia, the United States, the Middle East, and other regions. The war pitted the Central Powers—
mainly Germany, Austria-Hungary, and Turkey—against the Allies—mainly France, Great Britain, Russia, Italy, Japan, and, from
COMPENDIUM OF LESSONS IN WORLD HISTORY 2

1917, the United States. It ended with the defeat of the Central Powers. The war was virtually unprecedented in the slaughter,
carnage, and destruction it caused.
Lesson Outcomes:
1. Discuss what caused World War I
2. Explain the countries that got involved in the War
3. Discuss the effects of the war on Europe
4. Discuss the role of the League of Nations on the war

Lesson Proper:
1. The First World War
a. Marching Towards War
At the turn of the 20th century, the nations of Europe had been largely at peace with one another for nearly 30 years. This was no
accident. Efforts to outlaw war and achieve a permanent peace had been gaining momentum in Europe since the middle of the 19th
century. By 1900, hundreds of peace organizations were active. In addition, peace congresses convened regularly between 1843
and 1907. Some Europeans believed that progress had made war a thing of the past. Yet in a little more than a decade, a massive
war would engulf Europe and spread across the globe.
Rising Tensions in Europe
While peace and harmony characterized much of Europe at the beginning of the 1900s, there were less visible—and darker—forces
at work as well. Below the surface of peace and goodwill, Europe witnessed several gradual developments that would ultimately help
propel the continent into war.

The Rise of Nationalism

One such development was the growth of nationalism, or a deep devotion to one’s nation. Nationalism can serve as a unifying force
within a country. However, it also can cause intense competition among nations, with each seeking to overpower the other. By the
turn of the 20th century, a fierce rivalry indeed had developed among Europe’s Great Powers. Those nations were Germany, Austria-
Hungary, Great Britain, Russia, Italy, and France. This increasing rivalry among European nations stemmed from several sources.
Competition for materials and markets was one. Territorial disputes were another. France, for example, had never gotten over the
loss of AlsaceLorraine to Germany in the Franco-Prussian War (1870). Austria-Hungary and Russia both tried to dominate in the
Balkans, a region in southeast Europe. Within the Balkans, the intense nationalism of Serbs, Bulgarians, Romanians, and other
ethnic groups led to demands for independence.

Imperialism and Militarism

Another force that helped set the stage for war in Europe was imperialism. The nations of Europe competed fiercely for colonies in
Africa and Asia. The quest for colonies sometimes pushed European nations to the brink of war. As European countries continued
to compete for overseas empires, their sense of rivalry and mistrust of one another deepened.
Yet another troubling development throughout the early years of the 20th century was the rise of a dangerous European arms race.
The nations of Europe believed that to be truly great, they needed to have a powerful military. By 1914, all the Great Powers except
Britain had large standing armies. In addition, military experts stressed the importance of being able to quickly mobilize, or organize
and move troops in case of a war. Generals in each country developed highly detailed plans for such a mobilization.
The policy of glorifying military power and keeping an army prepared for war was known as militarism. Having a large and strong
standing army made citizens feel patriotic. However, it also frightened some people. As early as 1895, Frédéric Passy, a prominent
peace activist, expressed a concern that many shared:

PRIMARY SOURCE
The entire able-bodied population are preparing to massacre one another; though no one, it is true, wants to attack, and everybody
protests his love of peace and determination to maintain it, yet the whole world feels that it only requires some unforeseen incident,
some unpreventable accident, for the spark to fall in a flash . . . and blow all Europe sky-high.
FRÉDÉRIC PASSY, quoted in Nobel: The Man and His Prizes

Tangled Alliances
Growing rivalries and mutual mistrust had led to the creation of several military alliances among the Great Powers as early as the
1870s. This alliance system had been designed to keep peace in Europe. But it would instead help push the continent into war.

Bismarck Forges Early Pacts

Between 1864 and 1871, Prussia’s blood-and-iron chancellor, Otto von Bismarck, freely used war to unify Germany. After 1871,
however, Bismarck declared Germany to be a “satisfied power.” He then turned his energies to maintaining peace in Europe.
Bismarck saw France as the greatest threat to peace. He believed that France still wanted revenge for its defeat in the Franco-
Prussian War. Bismarck’s first goal, therefore, was to isolate France. “As long as it is without allies,” Bismarck stressed, “France
poses no danger to us.” In 1879, Bismarck formed the Dual Alliance between Germany and AustriaHungary. Three years later, Italy
joined the two countries, forming the Triple Alliance. In 1881, Bismarck took yet another possible ally away from France by making
a treaty with Russia.

Shifting Alliances Threaten Peace

In 1890, Germany’s foreign policy changed dramatically. That year, Kaiser Wilhelm II—who two years earlier had become ruler of
Germany—forced Bismarck to resign. A proud and stubborn man, Wilhelm II did not wish to share power with anyone. Besides
wanting to assert his own power, the new kaiser was eager to show the world just how mighty Germany had become. The army was
his greatest pride. “I and the army were born for one another,” Wilhelm declared shortly after taking power.

Wilhelm let his nation’s treaty with Russia lapse in 1890. Russia responded by forming a defensive military alliance with France in
1892 and 1894. Such an alliance had been Bismarck’s fear. War with either Russia or France would make Germany the enemy of
both. Germany would then be forced to fight a two-front war, or a war on both its eastern and western borders.
Next, Wilhelm began a tremendous shipbuilding program in an effort to make the German navy equal to that of the mighty British
fleet. Alarmed, Great Britain formed an entente, or alliance, with France. In 1907, Britain made another entente, this time with both
France and Russia. The Triple Entente, as it was called, did not bind Britain to fight with France and Russia. However, it did almost
certainly ensure that Britain would not fight against them.
By 1907, two rival camps existed in Europe. On one side was the Triple Alliance—Germany, Austria-Hungary, and Italy. On the other
side was the Triple Entente—Great Britain, France, and Russia. A dispute between two rival powers could draw all the nations of
Europe into war.
COMPENDIUM OF LESSONS IN WORLD HISTORY 2

Crisis in the Balkans Nowhere was that dispute more likely to occur than on the Balkan Peninsula. This mountainous peninsula in
the southeastern corner of Europe was home to an assortment of ethnic groups. With a long history of nationalist uprisings and ethnic
clashes, the Balkans was known as the “powder keg” of Europe.

A Restless Region
By the early 1900s, the Ottoman Empire, which included the Balkan region, was in rapid decline. While some Balkan groups struggled
to free themselves from the Ottoman Turks, others already had succeeded in breaking away from their Turkish rulers. These peoples
had formed new nations, including Bulgaria, Greece, Montenegro, Romania, and Serbia.
Nationalism was a powerful force in these countries. Each group longed to extend its borders. Serbia, for example, had a large Slavic
population. It hoped to absorb all the Slavs on the Balkan Peninsula. Russia, itself a mostly Slavic nation, supported Serbian
nationalism. However, Serbia’s powerful northern neighbor, Austria-Hungary, opposed such an effort. Austria feared that efforts to
create a Slavic state would stir rebellion among its Slavic population.
In 1908, Austria annexed, or took over, Bosnia and Herzegovina. These were two Balkan areas with large Slavic populations. Serbian
leaders, who had sought to rule these provinces, were outraged. In the years that followed, tensions between Serbia and Austria
steadily rose. The Serbs continually vowed to take Bosnia and Herzegovina away from Austria. In response, Austria-Hungary vowed
to crush any Serbian effort to undermine its authority in the Balkans.

A Shot Rings Throughout Europe

Into this poisoned atmosphere of mutual dislike and mistrust stepped the heir to the Austro-Hungarian throne, Archduke Franz
Ferdinand, and his wife, Sophie. On June 28, 1914, the couple paid a state visit to Sarajevo, the capital of Bosnia. It would be their
last. The royal pair was shot at point-blank range as they rode through the streets of Sarajevo in an open car. The killer was Gavrilo
Princip, a 19-year-old Serbian and member of the Black Hand. The Black Hand was a secret society committed to ridding Bosnia of
Austrian rule.
Because the assassin was a Serbian, Austria decided to use the murders as an excuse to punish Serbia. On July 23, Austria
presented Serbia with an ultimatum containing numerous demands. Serbia knew that refusing the ultimatum would lead to war
against the more powerful Austria. Therefore, Serbian leaders agreed to most of Austria’s demands. They offered to have several
others settled by an international conference.
Austria, however, was in no mood to negotiate. The nation’s leaders, it seemed, had already settled on war. On July 28, Austria
rejected Serbia’s offer and declared war. That same day, Russia, an ally of Serbia with its largely Slavic population, took action.
Russian leaders ordered the mobilization of troops toward the Austrian border.
Leaders all over Europe suddenly took notice. The fragile European stability seemed ready to collapse into armed conflict. The British
foreign minister, the Italian government, and even Kaiser Wilhelm himself urged Austria and Russia to negotiate. But it was too late.
The machinery of war had been set in motion.

b. Europe Plunges into War

By 1914, Europe was divided into two rival camps. One alliance, the Triple Entente, included Great Britain, France, and Russia. The
other, known as the Triple Alliance, included Germany, Austria-Hungary, and Italy. Austria-Hungary’s declaration of war against
Serbia set off a chain reaction within the alliance system. The countries of Europe followed through on their pledges to support one
another. As a result, nearly all of Europe soon joined what would be the largest, most destructive war the world had yet seen.

The Great War Begins

In response to Austria’s declaration of war, Russia, Serbia’s ally, began moving its army toward the Russian-Austrian border.
Expecting Germany to join Austria, Russia also mobilized along the German border. To Germany, Russia’s mobilization amounted
to a declaration of war. On August 1, the German government declared war on Russia.
Russia looked to its ally France for help. Germany, however, did not even wait for France to react. Two days after declaring war on
Russia, Germany also declared war on France. Soon afterward, Great Britain declared war on Germany. Much of Europe was now
locked in battle.

Nations Take Sides

By mid-August 1914, the battle lines were clearly drawn. On one side were Germany and Austria-Hungary. They were known as the
Central Powers because of their location in the heart of Europe. Bulgaria and the Ottoman Empire would later join the Central Powers
in the hopes of regaining lost territories. On the other side were Great Britain, France, and Russia. Together, they were known as
the Allied Powers or the Allies. Japan joined the Allies within weeks. Italy joined later. Italy had been a member of the Triple Alliance
with Germany and Austria-Hungary. However, the Italians joined the other side after accusing their former partners of unjustly starting
the war. In the late summer of 1914, millions of soldiers marched happily off to battle, convinced that the war would be short. Only a
few people foresaw the horror ahead. One of them was Britain’s foreign minister, Sir Edward Grey. Staring out over London at
nightfall, Grey said sadly to a friend, “The lamps are going out all over Europe. We shall not see them lit again in our lifetime.”

A Bloody Stalemate
It did not take long for Sir Edward Grey’s prediction to ring true. As the summer of 1914 turned to fall, the war turned into a long and
bloody stalemate, or deadlock, along the battlefields of France. This deadlocked region in northern France became known as the
Western Front.

The Conflict Grinds Along

Facing a war on two fronts, Germany had developed a battle strategy known as the Schlieffen Plan, named after its designer, General
Alfred Graf von Schlieffen (SHLEE•fuhn). The plan called for attacking and defeating France in the west and then rushing east to
fight Russia. The Germans felt they could carry out such a plan because Russia lagged behind the rest of Europe in its railroad
system and thus would take longer to supply its front lines. Nonetheless, speed was vital to the Schlieffen Plan. German leaders
knew they needed to win a quick victory over France.
Early on, it appeared that Germany would do just that. By early September, German forces had swept into France and reached the
outskirts of Paris. A major German victory appeared just days away. On September 5, however, the Allies regrouped and attacked
the Germans northeast of Paris, in the valley of the Marne River. Every available soldier was hurled into the struggle. When
reinforcements were needed, more than 600 taxicabs rushed soldiers from Paris to the front. After four days of fighting, the German
generals gave the order to retreat.
Although it was only the first major clash on the Western Front, the First Battle of the Marne was perhaps the single most important
event of the war. The defeat of the Germans left the Schlieffen Plan in ruins. A quick victory in the west no longer seemed possible.
In the east, Russian forces had already invaded Germany. Germany was going to have to fight a long war on two fronts. Realizing
COMPENDIUM OF LESSONS IN WORLD HISTORY 2

this, the German high command sent thousands of troops from France to aid its forces in the east. Meanwhile, the war on the Western
Front settled into a stalemate.

War in the Trenches

By early 1915, opposing armies on the Western Front had dug miles of parallel trenches to protect themselves from enemy fire. This
set the stage for what became known as trench warfare. In this type of warfare, soldiers fought each other from trenches. And armies
traded huge losses of human life for pitifully small land gains.
Life in the trenches was pure misery. “The men slept in mud, washed in mud, ate mud, and dreamed mud,” wrote one soldier. The
trenches swarmed with rats. Fresh food was nonexistent. Sleep was nearly impossible. The space between the opposing trenches
won the grim name “no man’s land.” When the officers ordered an attack, their men went over the top of their trenches into this
bombed-out landscape. There, they usually met murderous rounds of machine-gun fire. Staying put, however, did not ensure one’s
safety. Artillery fire brought death right into the trenches. “Shells of all calibers kept raining on our sector,” wrote one French soldier.
“The trenches disappeared, filled with earth . . . the air was unbreathable. Our blinded, wounded, crawling, and shouting soldiers
kept falling on top of us and died splashing us with blood. It was living hell.” The Western Front had become a “terrain of death.” It
stretched nearly 500 miles from the North Sea to the Swiss border. A British officer described it in a letter:

PRIMARY SOU RCE

Imagine a broad belt, ten miles or so in width, stretching from the Channel to the German frontier near Basle, which is positively
littered with the bodies of men and scarified with their rude graves; in which farms, villages and cottages are shapeless heaps of
blackened masonry; in which fields, roads and trees are pitted and torn and twisted by shells and disfigured by dead horses, cattle,
sheep and goats, scattered in every attitude of repulsive distortion and dismemberment.
VALENTINE FLEMING, quoted in The First World War

Military strategists were at a loss. New tools of war—machine guns, poison gas, armored tanks, larger artillery—had not delivered
the fast-moving war they had expected. All this new technology did was kill greater numbers of people more effectively.
The slaughter reached a peak in 1916. In February, the Germans launched a massive attack against the French near Verdun. Each
side lost more than 300,000 men. In July, the British army tried to relieve the pressure on the French. British forces attacked the
Germans northwest of Verdun, in the valley of the Somme River. In the first day of battle alone, more than 20,000 British soldiers
were killed. By the time the Battle of the Somme ended in November, each side had suffered more than half a million casualties.
What did the warring sides gain? Near Verdun, the Germans advanced about four miles. In the Somme valley, the British gained
about five miles.

The Battle on the Eastern Front

Even as the war on the Western Front claimed thousands of lives, both sides were sending millions more men to fight on the Eastern
Front. This area was a stretch of battlefield along the German and Russian border. Here, Russians and Serbs battled Germans and
Austro-Hungarians. The war in the east was a more mobile war than that in the west. Here too, however, slaughter and stalemate
were common.

Early Fighting
At the beginning of the war, Russian forces had launched an attack into both Austria and Germany. At the end of August, Germany
counterattacked near the town of Tannenberg. During the four-day battle, the Germans crushed the The New Weapons of War
Poison Gas Soldiers wore masks like those shown at left to protect themselves from poison gas. Gas was introduced by the Germans
but used by both sides. Some gases caused blindness or severe blisters, others death by choking. Machine Gun The machine gun,
COMPENDIUM OF LESSONS IN WORLD HISTORY 2

which fires ammunition automatically, was much improved by the time of World War I. The gun, shown to the left, could wipe out
waves of attackers and thus made it difficult for forces to advance. Tank The tank, shown to the left, was an armored combat vehicle
that moved on chain tracks— and thus could cross many types of terrain. It was introduced by the British in 1916 at the Battle of the
Somme. Submarine In 1914, the Germans introduced the submarine as an effective warship. The submarine’s primary weapon
against ships was the torpedo, an underwater missile. invading Russian army and drove it into full retreat. More than 30,000 Russian
soldiers were killed. Russia fared somewhat better against the Austrians. Russian forces defeated the Austrians twice in September
1914, driving deep into their country. Not until December of that year did the Austrian army manage to turn the tide. Austria defeated
the Russians and eventually pushed them out of Austria-Hungary.

Russia Struggles
By 1916, Russia’s war effort was near collapse. Unlike the nations of western Europe, Russia had yet to become industrialized. As
a result, the Russian army was continually short on food, guns, ammunition, clothes, boots, and blankets. Moreover, the Allied supply
shipments to Russia were sharply limited by German control of the Baltic Sea, combined with Germany’s relentless submarine
campaign in the North Sea and beyond. In the south, the Ottomans still controlled the straits leading from the Mediterranean to the
Black Sea. The Russian army had only one asset—its numbers. Throughout the war the Russian army suffered a staggering number
of battlefield losses. Yet the army continually rebuilt its ranks from the country’s enormous population. For more than three years,
the battered Russian army managed to tie up hundreds of thousands of German troops in the east. As a result, Germany could not
hurl its full fighting force at the west.
Germany and her allies, however, were concerned with more than just the Eastern or Western Fronts. As the war raged on, fighting
spread beyond Europe to Africa, as well as to Southwest and Southeast Asia. In the years after it began, the massive European
conflict indeed became a world war.

c. The League of Nations

The League of Nations was an international diplomatic group developed after World War I as a way to solve disputes between
countries before they erupted into open warfare. A precursor to the United Nations, the League achieved some victories but had a
mixed record of success, sometimes putting self-interest before becoming involved with conflict resolution, while also contending
with governments that did not recognize its authority. The League effectively ceased operations during World War II.
The League of Nations has its origins in the Fourteen Points speech of President Woodrow Wilson, part of a presentation given in
January 1918 outlining of his ideas for peace after the carnage of World War I. Wilson envisioned an organization that was charged
with resolving conflicts before they exploded into bloodshed and warfare.
By December of the same year, Wilson left for Paris to transform his 14 Points into what would become the Treaty of Versailles.
Seven months later, he returned to the United States with a treaty that included the idea for what became the League of Nations.
Republican Congressman from Massachusetts -Henry led a battle against the treaty. Lodge believed both the treaty and the League
undercut U.S. autonomy in international matters.
In response, Wilson took the debate to the American people, embarking on a 27-day train journey to sell the treaty to live audiences
but cut his tour short due to exhaustion and sickness. Upon arriving back in Washington, D.C., Wilson had a stroke.
Congress did not ratify the treaty, and the United States refused to take part in the League of Nations. Isolationists in Congress
feared it would draw the United Sates into international affairs unnecessarily.

Paris Peace Conference

In other countries, the League of Nations was a more popular idea.
Under the leadership of Lord Cecil, the British Parliament created the Phillimore Committee as an exploratory body and announced
support of it. French liberals followed, with the leaders of Sweden, Switzerland, Belgium, Greece, Czechoslovakia and other smaller
nations responding in kind.
In 1919 the structure and process of the League were laid out in a covenant developed by all the countries taking part in the Paris
Peace Conference. The League began organizational work in the fall of 1919, spending its first 10 months with a headquarters in
London before moving to Geneva.
The Covenant of the League of Nations went into effect on January 10, 1920, formally instituting the League of Nations. By 1920, 48
countries had joined.

League of Nations Plays it Safe

The League struggled for the right opportunity to assert its authority. Secretary-general Sir Eric Drummond believed that failure was
likely to damage the burgeoning organization, so it was best not to insinuate itself into just any dispute.
When Russia, which was not a member of the League, attacked a port in Persia in 1920, Persia appealed to the League for help.
The League refused to take part, believing that Russia would not acknowledge their jurisdiction and that would damage the League’s
authority.
Adding to the growing pains, some European countries had a hard time handing over autonomy when seeking help with disputes.
There were situations in which the League had no choice but to get involved. From 1919 to 1935, the League acted as a trustee of
a tiny region between France and Germany called the Saar. The League became the 15-year custodian of the coal-rich area to allow
it time to determine on its own which of the two countries it wished to join, with Germany being the eventual choice.
A similar situation happened in Danzig, which was set-up as a free city by the Treaty of Versailles and became the center of a dispute
between Germany and Poland. The League administered Danzig for several years before it fell back under German rule.

Disputes Solved by the League of Nations

Poland was in frequent distress, fearing for its independence against threats from neighboring Russia, which in 1920 occupied the
city of Vilna and handed it over to Lithuanian allies. Following a demand that Poland recognize Lithuanian independence, the League
became involved.
Vilna was returned to Poland, but hostilities with Lithuania continued. The League was also brought in as Poland grappled with
Germany about Upper Silesia and with Czechoslovakia over the town of Teschen.
Other areas of dispute that the League got involved in included the squabble between Finland and Sweden over the Aaland Islands,
disputes between Hungary and Rumania, Finland’s separate quarrels with Russia, Yugoslavia and Austria, a border argument
between Albania and Greece, and the tussle between France and England over Morocco.
In 1923, following the murder of Italian General Enrico Tellini and his staff within the borders of Greece, Benito Mussolini retaliated
by bombing and invading the Greek island Corfu. Greece requested the League’s help, but Mussolini refused to work with it.
The League was left on the sidelines watching as the dispute was solved instead by the Conference of Ambassadors, an Allied group
that was later made part of the League.
COMPENDIUM OF LESSONS IN WORLD HISTORY 2

The Incident at Petrich followed two years later. It’s unclear precisely how the debacle in the border town of Petrich in Bulgaria
started, but it resulted in the deaths of a Greek captain and retaliation from Greece in the form of invasion.
Bulgaria apologized and begged the League for help. The League decreed a settlement that was accepted by both countries.

Larger Efforts by the League of Nations

Other League efforts include the Geneva Protocol, devised in the 1920s to limit what is now understood as chemical and biological
weaponry, and the World Disarmament Conference in the 1930s, which was meant to make disarmament a reality but failed
after Adolf Hitler broke away from the conference and the League in 1933.
In 1920 the League created its Mandates Commission, charged with protecting minorities. Its suggestions about Africa were treated
seriously by France and Belgium but ignored by South Africa. In 1929, the Mandates Commission helped Iraq join the League.
The Mandates Commission also got involved in tensions in Palestine between the incoming Jewish population and Palestinian Arabs,
though any hopes of sustaining peace there was further complicated by Nazi persecution of the Jews, which lead to a rise in
immigration to Palestine.
The League was also involved in the Kellogg-Briand Pact of 1928, which sought to outlaw war. It was successfully adapted by over
60 countries. Put to the test when Japan invaded Mongolia in 1931, the League proved incapable of enforcing the pact.

Why Did the League of Nations Fail?

When World War II broke out, most members of the League were not involved and claimed neutrality, but members France and
Germany were.
In 1940, League members Denmark, Norway, Luxembourg, Belgium, the Netherlands and France all fell to Hitler. Switzerland
became nervous about hosting an organization perceived as an Allied one, and the League began to dismantle its offices.
Soon the Allies endorsed the idea of the United Nations, which held its first planning conference in San Francisco in 1944, effectively
ending any need for the League of Nations to make a post-war return.

Assessment:
1. What caused World War I?
2. How did the other countries get involved in the War? Create a timeline or a Concept Map showing all countries involved,
from where it started up to where it ended.
3. How did World War I affect Europe? Create a table showing the effects;
EFFECTS
NUMBER OF POLITICAL ECONOMY MENTAL HEALTH EDUCATION,
COUNTRY POPULATION STATUS OF THE OF THE ARTS, MUSIC,
COUNTRY POPULATION LITERATURE
(HUMANITIES)

4. What was the League of Nations? Why did it fail?

References:
https://www.sps186.org/downloads/basic/815927/ch29_1.pdf
https://www.sps186.org/downloads/basic/584821/ch29_2.pdf
https://www.history.com/topics/world-war-i/league-of-nations

2. World War II

Introduction:
World War II was the biggest and deadliest war in history, involving more than 30 countries. Sparked by the 1939
Nazi invasion of Poland, the war dragged on for six bloody years until the Allies defeated Nazi Germany and Japan
in 1945.
The instability created in Europe by the First World War (1914 -18) set the stage for another international conflict –
World War II–which broke out two decades later and would prove even more devastating. Rising to power in an
economically and politically unstable Germany, Adolf Hitler Adolf Hitler, leader of the Nazi Party, rearmed the nation
and signed strategic treaties with Italy and Japan to further his ambitions of world domination. Hitler’s invasion of
Poland in September 1939 drove Great Britain and France to declare war on Germany, marking the beginning of
World War II. Over the next six years, the conflict would take more lives and des troy more land and property around
the globe than any previous war. Among the estimated 45 -60 million people killed were 6 million Jews murdered in
Nazi concentration camps as part of Hitler’s diabolical “Final Solution,” now known as the Holocaust.

Lesson Outcomes:
1. Discuss how World War II started.
2. Discuss the leaders and decision makers and their participation in World War II.
3. Mention the countries involved in World War II and explain how these countries became involved in the war.
4. Discuss what events led to the surrender of the enemy forces.
5. Create a timeline for World War II

Lesson Proper:
a. Hitler’s Lightning War
During the 1930s, Hitler played on the hopes and fears of the Western democracies. Each time the Nazi dictator grabbed new
territory, he would declare an end to his demands. Peace seemed guaranteed—until Hitler moved again. After his moves into
the Rhineland, Austria, and Czechoslovakia, Hitler turned his eyes to Poland. After World War I, the Allies had cut out the
Polish Corridor from German territory to give Poland access to the sea. In 1939, Hitler demanded that the Polish Corridor be
returned to Germany.
COMPENDIUM OF LESSONS IN WORLD HISTORY 2

Germany Sparks a New War in Europe

At this point, as you recall from Chapter 31, Soviet dictator Joseph Stalin signed a ten-year nonaggression pact with Hitler.
After being excluded from the Munich Conference, Stalin was not eager to join with the West. Also, Hitler had promised him
territory. In a secret part of the pact, Germany and the Soviet Union agreed to divide Poland between them. They also agreed
that the USSR could take over Finland and the Baltic countries of Lithuania, Latvia, and Estonia.

Germany’s Lightning Attack

After signing this nonaggression pact, Hitler quickly moved ahead with plans to conquer Poland. His surprise attack took place
at dawn on September 1, 1939. German tanks and troop trucks rumbled across the Polish border. At the same time, German
aircraft and artillery began a merciless bombing of Poland’s capital, Warsaw. France and Great Britain declared war on
Germany on September 3. But Poland fell some time before those nations could make any military response. After his victory,
Hitler annexed the western half of Poland. That region had a large German population. The German invasion of Poland was
the first test of Germany’s newest military strategy—the blitzkrieg (BLIHTS•kreeg), or “lightning war.” It involved using fast-
moving airplanes and tanks, followed by massive infantry forces, to take enemy defenders by surprise and quickly overwhelm
them. In the case of Poland, the strategy worked.

The Soviets Make Their Move

On September 17, Stalin sent Soviet troops to occupy the eastern half of Poland. Stalin then moved to annex countries to the
north of Poland. Lithuania, Latvia, and Estonia fell without a struggle, but Finland resisted. In November, Stalin sent nearly
one million Soviet troops into Finland. The Soviets expected to win a quick victory, so they were not prepared for winter fighting.
This was a crucial mistake.
The Finns were outnumbered and outgunned, but they fiercely defended their country. In the freezing winter weather, soldiers
on skis swiftly attacked Soviet positions. In contrast, the Soviets struggled to make progress through the deep snow. The
Soviets suffered heavy losses, but they finally won through sheer force of numbers. By March 1940, Stalin had forced the
Finns to accept his surrender terms.

The Phony War

After they declared war on Germany, the French and British had mobilized their armies. They stationed their troops along the
Maginot (MAZH•uh•NOH) Line, a system of fortifications along France’s border with Germany. There they waited for the
Germans to attack—but nothing happened. With little to do, the bored Allied soldiers stared eastward toward the enemy.
Equally bored, German soldiers stared back from their Siegfried Line a few miles away. Germans jokingly called it the sitzkrieg,
or “sitting war.” Some newspapers referred to it simply as “the phony war.” Suddenly, on April 9, 1940, the calm ended. Hitler
launched a surprise invasion of Denmark and Norway. In just four hours after the attack, Denmark fell. Two months later,
Norway surrendered as well. The Germans then began to build bases along the Norwegian and Danish coasts from which
they could launch strikes on Great Britain.

The Fall of France

In May of 1940, Hitler began a dramatic sweep through the Netherlands, Belgium, and Luxembourg. This was part of a strategy
to strike at France. Keeping the Allies’ attention on those countries, Hitler then sent an even larger force of tanks and troops
to slice through the Ardennes (ahr•DEHN). This was a heavily wooded area in northern France, Luxembourg, and Belgium.
Moving through the forest, the Germans “squeezed between” the Maginot Line. From there, they moved across France and
reached the country’s northern coast in ten days.

Rescue at Dunkirk
After reaching the French coast, the German forces swung north again and joined with German troops in Belgium. By the end
of May 1940, the Germans had trapped the Allied forces around the northern French city of Lille (leel). Outnumbered,
outgunned, and pounded from the air, the Allies retreated to the beaches of Dunkirk, a French port city near the Belgian border.
They were trapped with their backs to the sea. In one of the most heroic acts of the war, Great Britain set out to rescue the
army. It sent a fleet of about 850 ships across the English Channel to Dunkirk. Along with Royal Navy ships, civilian craft—
yachts, lifeboats, motorboats, paddle steamers, and fishing boats—joined the rescue effort. From May 26 to June 4, this
amateur armada, under heavy fire from German bombers, sailed back and forth from Britain to Dunkirk. The boats carried
some 338,000 battle-weary soldiers to safety.

France Falls
Following Dunkirk, resistance in France began to crumble. By June 14, the Germans had taken Paris. Accepting the inevitable,
French leaders surrendered on June 22, 1940. The Germans took control of the northern part of the country. They left the
southern part to a puppet government headed by Marshal Philippe Pétain (pay•TAN), a French hero from World War I. The
headquarters of this government was in the city of Vichy (VEESH•ee). After France fell, Charles de Gaulle (duh GOHL), a
French general, set up a government-in-exile in London. He committed all his energy to reconquering France. In a radio
broadcast from England, de Gaulle called on the people of France to join him in resisting the Germans:

PRIMARY SOURCE
It is the bounden [obligatory] duty of all Frenchmen who still bear arms to continue the struggle. For them to lay down their
arms, to evacuate any position of military importance, or agree to hand over any part of French territory, however small, to
enemy control would be a crime against our country.
GENERAL CHARLES DE GAULLE, quoted in Charles de Gaulle: A Biography

De Gaulle went on to organize the Free French military forces that battled the Nazis until France was liberated in 1944.

The Battle of Britain

With the fall of France, Great Britain stood alone against the Nazis. Winston Churchill, the new British prime minister, had
already declared that his nation would never give in. In a rousing speech, he proclaimed, “We shall fight on the beaches, we
shall fight on the landing grounds, we shall fight in the fields and in the streets . . . we shall never surrender.” Hitler now turned
his mind to an invasion of Great Britain. His plan was first to knock out the Royal Air Force (RAF) and then to land more than
250,000 soldiers on England’s shores.
In the summer of 1940, the Luftwaffe (LOOFT•VAHF•uh), Germany’s air force, began bombing Great Britain. At first, the
Germans targeted British airfields and aircraft factories. Then, on September 7, 1940, they began focusing on the cities,
especially London, to break British morale. Despite the destruction and loss of life, the British did not waver.
COMPENDIUM OF LESSONS IN WORLD HISTORY 2

The RAF, although badly outnumbered, began to hit back hard. Two technological devices helped turn the tide in the RAF’s
favor. One was an electronic tracking system known as radar. Developed in the late 1930s, radar could tell the number, speed,
and direction of incoming warplanes. The other device was a German code-making machine named Enigma. A complete
Enigma machine had been smuggled into Great Britain in the late 1930s. Enigma enabled the British to decode German secret
messages. With information gathered by these devices, RAF fliers could quickly launch attacks on the enemy. To avoid the
RAF’s attacks, the Germans gave up daylight raids in October 1940 in favor of night bombing. At sunset, the wail of sirens
filled the air as Londoners flocked to the subways, which served as air-raid shelters. Some rode out the bombing raids at home
in smaller air-raid shelters or basements. This Battle of Britain continued until May 10, 1941. Stunned by British resistance,
Hitler decided to call off his attacks. Instead, he focused on the Mediterranean and Eastern Europe. The Battle of Britain taught
the Allies a crucial lesson. Hitler’s attacks could be blocked.

The Mediterranean and the Eastern Front

The stubborn resistance of the British in the Battle of Britain caused a shift in Hitler’s strategy in Europe. He decided to deal
with Great Britain later. He then turned his attention east to the Mediterranean area and the Balkans—and to the ultimate prize,
the Soviet Union.

Axis Forces Attack North Africa

Germany’s first objective in the Mediterranean region was North Africa, mainly because of Hitler’s partner, Mussolini. Despite
its alliance with Germany, Italy had remained neutral at the beginning of the war. With Hitler’s conquest of France, however,
Mussolini knew he had to take action. After declaring war on France and Great Britain, Mussolini moved into France. Mussolini
took his next step in North Africa in September 1940. While the Battle of Britain was raging, he ordered his army to attack
British-controlled Egypt. Egypt’s Suez Canal was key to reaching the oil fields of the Middle East. Within a week, Italian troops
had pushed 60 miles inside Egypt, forcing British units back. Then both sides dug in and waited.

Britain Strikes Back

Finally, in December, the British struck back. The result was a disaster for the Italians. By February 1941, the British had swept
500 miles across North Africa and had taken 130,000 Italian prisoners. Hitler had to step in to save his Axis partner. To
reinforce the Italians, Hitler sent a crack German tank force, the Afrika Korps, under the command of General Erwin Rommel.
In late March 1941, Rommel’s Afrika Korps attacked. Caught by surprise, British forces retreated east to Tobruk, Libya.
After fierce fighting for Tobruk, the British began to drive Rommel back. By mid-January 1942, Rommel had retreated to where
he had started. By June 1942, the tide of battle turned again. Rommel regrouped, pushed the British back across the desert,
and seized Tobruk—a shattering loss for the Allies. Rommel’s successes in North Africa earned him the nickname “Desert
Fox.”

The War in the Balkans

While Rommel campaigned in North Africa, other German generals were active in the Balkans. Hitler had begun planning to
attack his ally, the USSR, as early as the summer of 1940. The Balkan countries of southeastern Europe were key to Hitler’s
invasion plan. Hitler wanted to build bases in southeastern Europe for the attack on the Soviet Union. He also wanted to make
sure that the British did not interfere.
To prepare for his invasion, Hitler moved to expand his influence in the Balkans. By early 1941, through the threat of force, he
had persuaded Bulgaria, Romania, and Hungary to join the Axis powers. Yugoslavia and Greece, which had proBritish
governments, resisted. In early April 1941, Hitler invaded both countries. Yugoslavia fell in 11 days. Greece surrendered in
17. In Athens, the Nazis celebrated their victory by raising swastikas on the Acropolis.

Hitler Invades the Soviet Union

With the Balkans firmly in control, Hitler could move ahead with Operation Barbarossa, his plan to invade the Soviet Union.
Early in the morning of June 22, 1941, the roar of German tanks and aircraft announced the beginning of the invasion. The
Soviet Union was not prepared for this attack. Although it had the largest army in the world, its troops were neither well
equipped nor well trained. The invasion rolled on week after week until the Germans had pushed 500 miles inside the Soviet
Union. As the Soviet troops retreated, they burned and destroyed everything in the enemy’s path. The Russians had used this
scorched-earth strategy against Napoleon.
On September 8, German forces put Leningrad under siege. By early November, the city was completely cut off from the rest
of the Soviet Union. To force a surrender, Hitler was ready to starve the city’s more than 2.5 million inhabitants. German bombs
destroyed warehouses where food was stored. Desperately hungry, people began eating cattle and horse feed, as well as
cats and dogs and, finally, crows and rats. Nearly one million people died in Leningrad during the winter of 1941–1942. Yet
the city refused to fall.
Impatient with the progress in Leningrad, Hitler looked to Moscow, the capital and heart of the Soviet Union. A Nazi drive on
the capital began on October 2, 1941. By December, the Germans had advanced to the outskirts of Moscow. Soviet General
Georgi Zhukov (ZHOO•kuhf) counterattacked. As temperatures fell, the Germans, in summer uniforms, retreated. Ignoring
Napoleon’s winter defeat 130 years before, Hitler sent his generals a stunning order: “No retreat!” German troops dug in about
125 miles west of Moscow. They held the line against the Soviets until March 1943. Hitler’s advance on the Soviet Union
gained nothing but cost the Germans 500,000 lives.

The United States Aids Its Allies

Most Americans felt that the United States should not get involved in the war. Between 1935 and 1937, Congress passed a
series of Neutrality Acts. The laws made it illegal to sell arms or lend money to nations at war. But President Roosevelt knew
that if the Allies fell, the United States would be drawn into the war. In September 1939, he asked Congress to allow the Allies
to buy American arms. The Allies would pay cash and then carry the goods on their own ships.
Under the Lend-Lease Act, passed in March 1941, the president could lend or lease arms and other supplies to any country
vital to the United States. By the summer of 1941, the U.S. Navy was escorting British ships carrying U.S. arms. In response,
Hitler ordered his submarines to sink any cargo ships they met.
Although the United States had not yet entered the war, Roosevelt and Churchill met secretly and issued a joint declaration
called the Atlantic Charter. It upheld free trade among nations and the right of people to choose their own government. The
charter later served as the Allies’ peace plan at the end of World War II.
On September 4, a German U-boat fired on a U.S. destroyer in the Atlantic. In response, Roosevelt ordered navy commanders
to shoot German submarines on sight. The United States was now involved in an undeclared naval war with Hitler. To almost
everyone’s surprise, however, the attack that actually drew the United States into the war did not come from Germany. It came
from Japan.
COMPENDIUM OF LESSONS IN WORLD HISTORY 2

b. The Holocaust
Holocaust, Hebrew Shoʾah (“Catastrophe”), Yiddish and Hebrew Ḥurban (“Destruction”), the systematic state-sponsored
killing of six million Jewish men, women, and children and millions of others by NaziGermany and its collaborators during World
War II. The Germans called this “the final solution to the Jewish question.” Yiddish-speaking Jews and survivors in the years
immediately following their liberation called the murder of the Jews the Ḥurban, the word used to describe the destruction of
the First Temple in Jerusalem by the Babylonians in 586 BCE and the destruction of the Second Temple by the Romans in
70 CE. Shoʾah (“Catastrophe”) is the term preferred by Israelis and the French, most especially after Claude Lanzmann’s
masterful 1985 motion picture documentary of that title. It is also preferred by people who speak Hebrew and by those who
want to be more particular about the Jewish experience or who are uncomfortable with the religious connotations of the word
Holocaust. Less universal and more particular, Shoʾah emphasizes the annihilation of the Jews, not the totality of Nazi victims.
More particular terms also were used by Raul Hilberg, who called his pioneering work The Destruction of the European Jews,
and Lucy S. Dawidowicz, who entitled her book on the Holocaust The War Against the Jews. In part she showed how Germany
fought two wars simultaneously: World War II and the racial war against the Jews. The Allies fought only the World War. The
word Holocaust is derived from the Greek holokauston, a translation of the Hebrew word ʿolah, meaning a
burnt sacrifice offered whole to God. This word was chosen because in the ultimate manifestation of the Nazi killing program—
the extermination camps—the bodies of the victims were consumed whole in crematoria and open fires.
Even before the Nazis came to power in Germany in 1933, they had made no secret of their anti-Semitism. As early as
1919 Adolf Hitler had written, “Rational anti-Semitism, however, must lead to systematic legal opposition.…Its final objective
must unswervingly be the removal of the Jews altogether.” In Mein Kampf (“My Struggle”; 1925–27), Hitler further developed
the idea of the Jews as an evil race struggling for world domination. Nazi anti-Semitism was rooted in religious anti-Semitism
and enhanced by political anti-Semitism. To this the Nazis added a further dimension: racial anti-Semitism. Nazi
racial ideology characterized the Jews as Untermenschen (German: “subhumans”). The Nazis portrayed the Jews as
a race and not as a religious group. Religious anti-Semitism could be resolved by conversion, political anti-Semitism by
expulsion. Ultimately, the logic of Nazi racial anti-Semitism led to annihilation.
Hitler’s worldview revolved around two concepts: territorial expansion (that is, greater Lebensraum—“living space”—for the
German people) and racial supremacy. After World War I the Allies denied Germany colonies in Africa, so Hitler sought to
expand German territory and secure food and resources—scarce during World War I—in Europe itself. Hitler viewed the Jews
as racial polluters, a cancer on German society in what has been termed by Holocaust survivor and historian Saul Friedländer
“redemptive anti-Semitism,” focused on redeeming Germany from its ills and ridding it of a cancer on the body politic. Historian
Timothy Snyder characterized the struggle as even more elemental, as “zoological,” and “ecological,” a struggle of the species.
Hitler opposed Jews for the values they brought into the world. Social justice and compassionate assistance to the weak stood
in the way of what he perceived as the natural order, in which the powerful exercise unrestrained power. In Hitler’s view, such
restraint on the exercise of power would inevitably lead to the weakening, even the defeat, of the master race.

c. The Allies Turn the Tide

In early 1942, it seemed likely that the Allies would lose. Hitler was in control of most of Europe and North Africa. His forces
were advancing deep into the Soviet Union. Japan was advancing across Asia and the Pacific. The Japanese had captured
Hong Kong and Singapore and had driven the United States out of the Philippines. However, later that year, the Allies began
to have successes. There were several key turning points in the war. (See chart.) The United States Navy won a major victory
at the Battle of Midway in the Pacific. American planes sank four Japanese aircraft carriers. This prevented Japan from
attacking Hawaii again. Allied troops drove the Germans from North Africa and then invaded Italy. Meanwhile, the Soviets
slowly pushed the Germans back west. Finally came D-Day—June 6, 1944. The Allies landed an invasion force on the beaches
of Normandy in northern France. By August, Allied troops entered Paris. The Allies began moving east toward Germany. By
1945, American troops were closing in on Berlin, the German capital, from the west. Soviet troops advanced from the east.
Allied air forces pounded the city. Hitler committed suicide rather than surrender, but Germany had lost the war. On May 8,
1945, the Allies celebrated victory in Europe. Sadly, after leading the country through the Great Depression and World War II,
President Roosevelt died one month before the Germans surrendered.
COMPENDIUM OF LESSONS IN WORLD HISTORY 2

d. Victory in Europe and the Pacific

In 1942 and 1943, the Allies turned back the Axis advances. In the last two years of the war, 1944 and 1945, they delivered the
final, crushing blow. They attacked Germany from the west and east, and the United States advanced across the Pacific to the
doorstep of Japan. In the process, Americans created a new form of weapon that would change both warfare and global politics.

Planning Germany’s Defeat

Throughout 1943, Roosevelt, Churchill, and Stalin squabbled over when they would start a second front in France. Up to that point,
Soviet troops had done most of the fighting in Europe. Stalin insisted that Britain and the United States carry more of the military
burden by attacking Germany in the west, thereby forcing Germany to divide its troops. Roosevelt sympathized with Stalin’s
position, but Churchill hesitated and delayed. Recalling the slaughter of British troops on the Western Front in World War I, he was
not anxious to see history repeat itself. He argued that the German U-boat presence was too great in the English Channel and that
the Allies needed more landing craft, more equipment, and better-trained soldiers. In November 1943, Roosevelt and Churchill
traveled to Teheran, Iran, for their first face-to-face meeting with Stalin. Churchill continued to voice reservations about a cross-
channel invasion, but FDR sided with Stalin. Reluctantly, Churchill agreed. After years of war, British and American soldiers would
invade France and begin their march toward Germany. At the end of the Teheran Conference, the Big Three issued a joint
statement that gave no hint of their earlier disagreements:

PRIMARY SOURCE
“We have reached complete agreement as to the scope and timing of the operations to be undertaken from the east, west and
south. The common understanding which we have here reached guarantees that victory will be ours. . . . No power on earth can
prevent our destroying the German armies by land, their U Boats by sea, and their war planes from the air.”
—Declaration of the Three Powers, December 1, 1943

Six months after the Teheran Conference, the plan to open a second front in France became reality. The massive Allied invasion
of France was given the code name Operation Overlord.

D-Day Invasion of Normandy

Overlord involved the most experienced Allied officers in Europe. American General Dwight D. Eisenhower again served as
Supreme Commander. British General Bernard Montgomery served as commander of the ground forces, while General Omar
Bradley led the United States First Army.

Eisenhower Plans the Invasion

Overlord involved landing 21 American divisions and 26 British, Canadian, and Polish divisions on a 50-mile stretch of beaches in
Normandy. The fleet was the largest ever assembled, comprising more than 4,400 ships and landing crafts. The plan dictated
striking five beaches in Normandy (code-named Utah, Omaha, Gold, Juno, and Sword), but it also involved an elaborate deception.
The Allies created a fictional army under General Patton. Although the army existed only on paper, the Allies set up fake
headquarters in southeast England across the English Channel from Calais, equipped with wood and cardboard tanks, useless
ships, and detectable radio traffic. The Allies hoped to convince the Germans that the Allied attack would come at Calais, not
farther west in Normandy. In the end, the deception worked. Hitler ordered his top tank division to Calais.

Heroes Storm the Beaches

On June 6, 1944— known as D-Day—the Allies hit Germany in force. More than 11,000 planes prepared the way, attempting to
destroy German communication and transportation networks and soften Nazi beach defenses. At 6:30 A.M., after a rough crossing
of the English Channel, the first troops landed. On four of the beaches, the landings were only lightly opposed and casualties
relatively low. But at Omaha, one of the two beaches assigned to American forces, the Germans offered stiff opposition. On the
cliffs overlooking the beach, the Germans had dug trenches and built small concrete pillbox structures from which heavy artillery
could be fired. They had the beach covered with a wide variety of deadly guns. They had also heavily mined the beaches. When
the first American soldiers landed, they stepped out of their landing crafts into a rainstorm of bullets, shells, and death. Some crafts
dumped their occupants too far from the beach; soldiers, weighted down by heavy packs, drowned. One writer called D-Day “the
longest day.” For many Americans, it was a very short day—and their last on Earth. Some fought bravely and died. Others fought
bravely and survived. By the end of the day, the Allies had gained a toehold in France. Within a month, more than one million Allied
troops had landed at Normandy. Berlin, the capital of Germany, was still a long road ahead, but the Allies had taken the first, and
most important, step on that road.
COMPENDIUM OF LESSONS IN WORLD HISTORY 2

Winston Churchill gave U.S. forces full credit for the Allied victory at the Battle of the Bulge:

PRIMARY SOURCES
“The United States troops have done almost all the fighting and have suffered almost all the losses. They have
suffered losses almost equal to those of both sides at the Battle of Gettysburg. . . . [The Battle of the Bulge] will, I
believe, be regarded as an ever-famous American victory.”
—Winston Churchill, Address to the House of Commons, January 18, 1945
COMPENDIUM OF LESSONS IN WORLD HISTORY 2

Battle of the Bulge

The Battle of the Bulge was the last Nazi offensive of the war. After its failure, the German armies were in constant retreat. survived.
Rommel took poison to escape being put on trial. Claiming that fate was on his side, Hitler refused to surrender to the advancing
troops.

Germany Counterattacks
In December 1944, Hitler ordered a counterattack. With Allied troops strung out between the English Channel and the Alps, German
forces massed near the Ardennes. Hitler’s scenario called for English speaking German soldiers in U.S. uniforms to cut telephone
lines, change road signs, and spread confusion. German tanks would then secure communication and transportation hubs.
The counterattack, known as the Battle of the Bulge, almost succeeded. The Germans caught the Allies by surprise, created a
bulge in the American line, and captured several key towns. Snowy, cloudy skies prevented the Allies from exploiting their air
superiority. But at the Belgian town of Bastogne (bas TOHN), American forces held despite frostbite and brutal German assaults.
Then, on December 23, the skies cleared and Allied bombers attacked German positions. After reinforcements arrived, the Allies
went back on the offensive, steadily pushing the Germans out of France. The Battle of the Bulge was a desperate attempt to drive
a wedge between American and British forces. Instead, it crippled Germany by using its reserves and demoralizing its troops.
Ultimately, it shortened the time Hitler had left.

Allies Push to Victory

By January, the Soviet Army had reached the Oder River outside Berlin. The Allies also advanced northward in Italy. In April 1945,
Mussolini tried to flee to Switzerland but was captured and executed. By this time, American and British troops had crossed the
Rhine River into Germany. In April, a U.S. army reached the Elbe River, 50 miles west of Berlin. Allied forces were now in position
for an all-out assault against Hitler’s capital. Hitler was by now a physical wreck: shaken by tremors, paranoid from drugs, and kept
alive by mad dreams of a final victory. He gave orders that no one followed and planned campaigns that no one would ever fight.
Finally, on April 30, he and a few of his closest associates committed suicide. His “Thousand Year Reich” had lasted only a dozen
years. On May 7, in a little French schoolhouse that had served as Eisenhower’s headquarters, Germany surrendered. Americans
celebrated V-E (Victory in Europe) Day. Sadly, FDR did not see the momentous day. He had died a few weeks earlier. It would be
up to the new President, Harry S. Truman, to see the nation through to final victory.

Advancing in the Pacific

While war still raged in Europe, American forces in the Pacific had been advancing in giant leaps. They followed an island-hopping
strategy, capturing some Japanese-held islands and ignoring others in a steady path toward Japan. From Tarawa and Makin in
the Gilbert Islands, American forces jumped ahead to Eniwetok and Kwajalein in the Marshall Islands. Then, they took another
leap to Saipan, Tinian, and Guam in the Mariana Islands.

Japanese Troops Fight to the Death

American forces took each island only after a nearly unbelievable life-and death struggle. Time and again, Japanese defenders
fought virtually to the last man. Rather than surrender, many Japanese troops readily killed themselves. At the same time, Japanese
kamikaze (kah muh KAH zee) pilots deliberately crashed their planes into American ships. By the end of the war, more than 3,000
Japanese pilots had died in kamikaze missions. Their deaths, however, did not prevent General Douglas MacArthur from retaking
the Philippines or the United States Navy from sinking Japanese ships.

American Forces Near Japan

One of the fiercest battles in the islandhopping campaign took place in February and March 1945. On Iwo Jima (EE woh JEE muh),
a 5-mile-long island 650 miles southeast of Tokyo, United States Marines faced a dug-in, determined enemy. In 36 days of fighting,
more than 23,000 marines became casualties. But they took the island. The famous photograph of six marines (including Native
American Ira Hayes) planting the American flag on Iwo Jima symbolized the heroic sacrifice of American soldiers.
The fight for Okinawa (oh kuh NAH wuh) in April 1945 was even deadlier. Only 340 miles from Japan, Okinawa contained a vital
air base, necessary for the planned invasion of Japan. Taking Okinawa was the most complex and costly operation in the Pacific
COMPENDIUM OF LESSONS IN WORLD HISTORY 2

campaign, involving half a million troops and 1,213 warships. U.S. forces finally took Okinawa but at a cost of roughly 50,000
casualties.
From Okinawa and other Pacific bases, American pilots could bomb the Japanese home islands. Short on pilots and aircraft, low
on fuel and ammunition, Japan was virtually defenseless. American bombers hit factories, military bases, and cities. In a single
night in March 1945, B-29 bombers destroyed 16 square miles of Tokyo. The raid killed over 83,000 Japanese—more than either
of the later atomic bombs—and injured 100,000 more.

e. The End of World War II

The Atomic Bomb Ends the War Advances in technology, as well as the troops, helped determine the outcome of World War II.
(See the Quick Study chart.) Allied and Axis scientists labored to make planes faster, bombs deadlier, and weapons more accurate.
The most crucial scientific development of all was the atomic bomb.

The Manhattan Project Develops the A-Bomb

The atomic bomb began with an idea. In the early 1930s, scientists learned how to split the nuclei of certain elements. They also
discovered that this process of nuclear fission released tremendous energy. Over the next decade, they learned more about the
nature of the atom, the effect of a chain reaction, and the military uses of uranium.

Early in the war, Albert Einstein, the world’s most famous scientist, signed a letter that alerted President Roosevelt about the need
to proceed with atomic development. In 1942, FDR gave the highest national priority to the development of an atomic bomb. The
program, code-named the Manhattan Project, cost several billion dollars and employed tens of thousands of people.
The two primary leaders of the project were General Leslie Groves and physicist J. Robert Oppenheimer. Groves was responsible
for building facilities, acquiring the necessary materials, recruiting scientists, and providing security. Oppenheimer ran the scientific
aspect of the project from the construction site in Los Alamos, New Mexico. Scientists working on the project included many
refugees from Europe, including Enrico Fermi, developer of the first atomic reactor. Security on the Manhattan Project was tight.
People worked on small parts of the puzzle, little realizing the whole picture.
On the morning of July 16, 1945, in a barren area outside of Alamogordo, New Mexico, the first atomic bomb was tested. The flash
of light was clearly visible 180 miles away, and the sound was heard at a distance of 100 miles. Watching the blast, Oppenheimer
recalled the following line from a Hindu poem: “Now I am become Death, the destroyer of Worlds.”
The general’s thoughts were less poetic. Turning to an aide, Groves said, “The war’s over. One or two of those things and Japan
will be finished.”

Truman Makes His Decision

The decision to use the bomb fell directly on the narrow shoulders of Harry Truman. The new President fully understood the ethical
issues presented by using the bomb, especially against civilians. At the same time, he also knew that the Axis Powers had nuclear
scientists, and there was no way to tell how close they were to developing their own bomb. Ultimately, Truman’s chief priority was
to save American lives. His military advisers predicted that, in light of the ferocious defense waged by Japanese soldiers during
the island-hopping campaign, an invasion of Japan might cost as many as 1,000,000 American casualties.
In truth, Truman did not agonize over the decision to use the atomic bomb against Japan. For the President, abstract ethical issues
did not outweigh very real American lives and an opportunity to end the war. Later, some critics would condemn Truman’s decision.
But in the late summer of 1945, no one close to him did so.

Hiroshima and Nagasaki Are Destroyed

On August 6, 1945, U.S. pilots dropped an atomic bomb on Hiroshima. It exploded at 9:14 A.M. One survivor of the blast later
recalled the first moments:

PRIMARY SOURCES
“After I noticed the flash, white clouds spread over the blue sky. It was amazing. It was as if blue morning-glories had suddenly
bloomed up in the sky. . . . Then came the heat wave. It was very, very hot. Even though there was a window glass in front of me,
I felt really hot. It was as if I was looking directly into a kitchen oven.”
—Isao Kita, Hiroshima Witness

Within two minutes, more than 60,000 of Hiroshima’s 344,000 residents were dead or missing.
Over the next three days, Japanese leaders debated whether to surrender or continue to fight. Then, on August 9, two events
rocked Japan. First, the Soviet Union declared war against Japan and invaded Manchuria. Next, the United States dropped a
second atomic bomb on Nagasaki, killing 35,000 residents.
COMPENDIUM OF LESSONS IN WORLD HISTORY 2

Debate continued at the highest levels of Japanese government. Finally, Emperor Hirohito made the decision to surrender. On
August 15, the Allies celebrated V-J (Victory in Japan) Day. Japan officially surrendered on September 2 aboard the USS Missouri.
The most costly war in history was over. As many as 60,000,000 people, mostly civilians, had died in the conflict.
Additional Tasks:
1. Additional Readings regarding the Allies Turn the Tide;
https://monetteclass.weebly.com/uploads/2/5/9/4/25942392/ch29_s03.pdf
https://www.sasd.us/cms/lib6/PA01000821/Centricity/Domain/160/Chapter%2011%20PowerPoint%20PDF.pdf
Additional Readings regarding the Holocaust
https://encyclopedia.ushmm.org/content/en/article/world-war-ii-in-the-pacific

2. Watch these videos regarding the Allies Turn the Tide;

https://www.khanacademy.org/humanities/us-history/rise-to-world-power/us-wwii/v/1942-tide-turning-in-world-war-ii-in-
europe
https://www.youtube.com/watch?v=AGbgF1SEV0c

Assessment:
1. What events led to the start of World War 2?
2. Who were the Leaders and Decision Makers (for each participating country) in World War 2? What were their participation
in the war? Explain each.
3. What were the countries involved in the war? How did these countries became involved in the war?
4. What were the events that led to the surrender of the enemy forces? Discuss the strategies used by the allies.
5. Create a timeline for World War II.

References:
https://www.sps186.org/downloads/basic/584799/ch32_1.pdf
https://www.history.com/topics/world-war-ii/world-war-ii-history
https://www.britannica.com/event/Holocaust
https://www.crsd.org/cms/lib/PA01000188/Centricity/Domain/294/4.%20The%20Allies%20Turn%20the%20Tide.pdf
http://dperkins.pbworks.com/w/file/fetch/52095460/ch27%20section4%20summary%20paragraph.pdf
file:///C:/Users/Dell/Downloads/ch15_Sec3p482to491.pdf

H. The World Since 1945

Introduction:
◼ After WWII, the USA and the USSR emerged as superpowers – nations stronger than other powerful nations
◼ Each created a military alliance made up of nations they protected or occupied
◼ The USA helped form the North Atlantic Treaty Organization (NATO), comprised of W. European allies

Lesson Outcomes:
1. Discuss how the Cold War unfolded
2. Describe industrialized democracies
3. Explain how communism spread in East Asia
4. Describe the war in Southeast Asia
5. Discuss the end of the Cold War

Lesson Proper:
1. The Cold War
a. The Cold War Unfolds
After World War II, the United States and the Soviet Union emerged as superpowers. They each created military alliances
made up of nations they protected or occupied. THE UNITED STATES HELPED FORM THE NORTH ATLANTIC TREATY
ORGANIZATION (NATO), WHICH COMPRISED WESTERN EUROPEAN ALLIES. The Soviet Union signed the Warsaw
Pact with Eastern European countries. The line between the democratic West and communist East was called the Iron
Curtain. Many revolts challenging Soviet domination were extinguished with military force.
The superpowers also engaged in a weapons race-both developed nuclear weapons. To reduce the threat of war, the two
sides held several disarmament talks. One agreement was intended to limit the use of anti-ballistic missiles (abms). These
weapons were designed to shoot down missiles launched by hostile nations. The abms were considered a threat because
they could give one side more protection, which might encourage it to attack. Then during the 1980s, President Ronald
Reagan proposed a missile defense program called "Star Wars." Other agreement limited the number of nuclear weapons
that nations could maintain, which eased Cold War tensions. This period was called the era of detente. It ended, however,
when the Soviet Union invaded Afghanistan in 1979.
During the 1950s, Fidel Castro led a revolution in Cuba and be came its leader. To bring Castro's communist regime, U.S.
President John F. Kennedy supported an invasion of Cuba, but the attempt failed. One year later, the Soviet sent nuclear
missiles to Cuba. Many feared a nuclear war. After the United States blockaded Cuba, Soviet leader Nikita Khrushchev
agreed to remove the missiles.
The Soviet wanted to spread communist ideology around the globe. When Khrushchev came to power, he eased censorship
and increased tolerance. However, repression returned under Leonid Brezhnev. American leaders followed a policy of
containment. This was a strategy of keeping communism from spreading to other nations. In addition, a "red scare" in the
United States resulted in Senator Joseph McCarthy leading an internal hunt for communists in the government and military.
The House Un-American Activities Committee (HUAC) also sought out communist sympathizers.

b. The Industrialized Democracies

How did the United States, Western Europe, and Japan achieve economic prosperity and strengthen democracy during the
Cold War years?
The United States prospered during the Cold War and played a central role in global politics.
• American business expanded into markets around the world.
• The long postwar peace spread an economic boom.
COMPENDIUM OF LESSONS IN WORLD HISTORY 2

• The headquarters of the United Nations was built in the U.S., as were those of the World Bank and International
Monetary Fund.
• During this time period, recessions were brief.
• Many Americans grew more affluent and moved to suburbs and to the Sunbelt. Government programs made buying
a house easier.
• American culture became popular abroad and much of the world embraced U.S. movies, music, and television.
America experienced boom times during the1950s and1960s.
• recession – a period when the economy shrinks
For example, America depended on oil from the Middle East. A political crisis there in the 1970sled to a drop in
production and higher prices. As the world economy became more integrated, some problems arose. This led to a
serious recession in the United States beginning in 1974.
The promise of opportunity and equality was not the reality for minorities or women after World War II. African
Americans in particular faced segregation and discrimination.
• segregation – forced separation by race, sex, religion, or ethnicity
• discrimination – unequal treatment or barriers suffered by minorities
• The movement sought to extend equal rights to all Americans.
• Congress outlawed segregation, protected voting rights, and made discrimination in housing and jobs illegal. The civil
rights movement began in 1956 with Dr. Martin Luther King, Jr., as its leader.
• Dr. Martin Luther King, Jr. – a gifted preacher who emerged as a leader of the civil rights movement in the 1950s
• Its goal was to help the poor and elderly.
• In the 1980s, the Republicans called for cutbacks in government spending and cuts in taxes.
• Ronald Reagan was elected and cut taxes. However, the rise in military spending at the same time increased the
national budget deficit. The U.S. government expanded in the 1960sto offer social programs.
Konrad Adenauer, West Germany’s chancellor, guided rebuilding. The nation created a modern industrial base.
When communism declined, the two Germanys reunited in 1990.After World War II ended, Western Europe faced
the task of rebuilding. Germany was divided into two separate countries, democratic West Germany and
communist East Germany.
Europe underwent many changes after World War II.
• Britain’s economy was slow to recover, even with money from the U.S. through the Marshall Plan.
• Britain, Belgium, France, and the Netherlands all granted independence to many of their former colonies overseas.
• Much of Europe experienced an economic boom in the1950s and 1960s.
• Konrad Adenauer – West Germany’s chancellor from 1949 to1963, who guided the nation’s rebuilding
• Some worked to extend the welfare state, in which the government increases its responsibility for the needs of its
people.
• However, this system led to higher taxes. During the 1980s and 1990s, most European nations moved to limit social
welfare benefits.
• The European Community was formed in 1957to establish free trade among members. European nations expanded
social benefits to their citizens and moved toward greater economic cooperation.
• welfare state – a country with a market economy but with increased government responsibility for the social and
economic needs of its people
• European Community – an organization of European nations dedicated to establishing free trade among all member
nations for all products
• A new constitution created a parliamentary democracy.
• The education system was opened to all people, including women.
• Land was given to small farmers and funds from the U.S. were used to rebuild cities.
• The American occupation ended in 1952.Japan lay in ruins at the end of World War II, but American occupation
brought change.
Japan experienced an economic boom in the 1950s.
• Its gross domestic product (GDP) grew year after year, as Japan focused on producing goods to export.
• The nation built modern factories very quickly and didn’t spend much money on its military. The country had a
disciplined and educated workforce. This created a trade surplus for Japan.
• gross domestic product (GDP) – the total value of all goods and services produced in a nation in a particular year
The United States benefited from lack of war damage and high global demand for goods and services. Western
Europe benefited from the Marshall Plan and social welfare programs. West Germany and Japan were able to build
modern industries after wartime destruction. Japan benefited from America’s military support and strong export
sales

c. Communism Spreads in East Asia

➢ In the late 1940s, communism made advances in East Asia. With their victory in China in 1949, communists gained
control of ONE FIFTH of the world's people.
➢ By the end of WWII, the Chinese Commuinsts, led by MAO ZEDONG had gained control of much of northern China.
➢ Mao led a communist revolution in China against the nationalists and won. The reasons for his victory are:
1. HE GAINED SUPPORT FROM THE PEASANT POPULATION
2. THE NATIONALISTS HAD BROUGHT ABOUT ECONOMIC HARDHIPS
3. CONTROLED RAIL-WAYS AND CAPTURED NATIONALSIST CITIES
➢ Mao's made some major changes in Chinese Society:
1. He discouraged the practice of BUDDHISM, CONFUCIANISM, and OTHER TRADITIONAL CHINESE
BELIEFES.
2. Called for collectivism.
➢ Great Leap Forward (1958-1960)
➢ It was Mao's program to urge people to make a superhuman effort to increase farm and industrial output. To do this
he created communes. Howerver this FAILED and led to famine.
➢ Cultural Revolution (1966)
➢ Mao launched this with the goal to purge China of "bourgeois" tendencies. He brought this upon the TEENAGE
generation.
➢ Although Stalin had helped Mao gain power in China, DISTRUST between the two caused them to "split."
• The distrust had its roots in the territorial disputes between tsarist Russia and dynastic China.
COMPENDIUM OF LESSONS IN WORLD HISTORY 2

• Western fears of a strong alliance between Russia and China had proved unfounded.
➢ The US originally backed the Nationalists in an effort to keep Communism out of China.
• As the Cold War dragged on, the US saw the "split" between Russia and China as an OPPURTUNITY TO
ISOLATE THE SOVIET UNION.
• The US began to back the Communist People's Republic of China.
• It was a strategic move for the U.S.
➢ Prior Chinese leader, Jiang Jieshi, and the Nationalists that fled China set-up a dictatorship in TAIWAN.
• They ruled under marshall law as a one-party dictatorship
• One-party rule ended in the 1980s and mainland China wanted Taiwan to be rejoined with China, but Taiwan's
government resisted. Is Taiwan a country, or a province of China?
➢ South Korea was led by a NONCOMMUNIST LEADER: SYNGMAN RHEE
➢ With the help of the U.N., South Korea was able to advance to north to the Yalu River, along the Chinese Border
➢ The U.S. advance alarmed Chinese leader, Mao Zedong and led him to send hundreds of thousands of troops to
help communist North Korea.
➢ With Chinese help, North Korea was able to push the US lead South Koreans back to the 38th Parallel and the war
then turned into a STALEMATE.
• In 1953, an armistice was signed and the fighting ended.
➢ After the war, South Korea slowly rebuilt its economy. By the mid-1960s, South Korea's economy had leapt ahead.
• After years of protest, the government held direct elections in 1987, beginning a successful transition to
democracy.
➢ In North Korea, under Ki Il Sung, the command economy increased output for a time, but their economy slowed in
the late 1960s.
• Kim's emphasis on self-reliance kept North Korea isolated and poor.
• Kim created a personality cult that constantly glorified Kim as the "Great Leader" in propaganda.
• After its Soviet and Chinese allies undertook economic reforms in the 1980s, North Korea clung to hard-lined
communism.
Communism Spreads in East Asia
➢ The nation of Korea occupies a peninsula on China's northwestern border
➢ The North and South were divided by the U.S. and Soviet Union after WWII (Like Berlin!). The divider,
temporarily, was the 38TH PARALLEL of latitude.
The Korean War
➢ Communism in China
➢ North Korea was led by a COMMUNIST DICTATOR: KIM IL SUNG
➢ He set up a COMMUNIST ONE-PARTY TOTALITARIAN STATE: The People's Republic of China
➢ Korean War Veterans Memorial, Washington, D.C.
➢ North Korea attacked the South in early 1950 in an attempt to reunite Korea. Their advance wasn't stopped
until THE UNITED NATIONS helped the South and stopped the advance at the Pusan Perimeter

d. War in Southeast Asia

A product of the Cold War, the Southeast Asia War (1961-1973) began with communist attempts to overthrow non-
communist governments in the region. United States participation in the Southeast Asia War resulted from the policy of
"containment," which aimed to prevent communism from expanding beyond its early Cold War borders. The containment
strategy seldom led to major combat, but as with the Korean War (1950-1953), the US committed large military forces to
protect an allied, non-communist government.
The main U.S. goal in the Southeast Asia War was to protect South Vietnam -- initially from a local communist insurgency
and later from conquest by communist North Vietnam. The U.S. also hoped to prevent the spread of communism to other
nearby countries. Although popularly known as the Vietnam War, U.S. efforts included military action not only in South
and North Vietnam, but also in neighboring Southeast Asian countries.
For many years in the early 20th century, the people of Southeast Asia struggled for independence from France. The U.S.
gave France military assistance in fighting insurgents.
After the French defeat in 1954, Indochina was divided into North Vietnam, South Vietnam, Laos and Cambodia. A
demilitarized zone formed the border between North and South Vietnam. North Vietnam, under Ho Chi Minh, became a
communist nation. Concurrently, the U.S. sponsored the creation of the eight-nation Southeast Asia Treaty Organization
(SEATO) to protect Cambodia, Laos and South Vietnam from the spread of communism.
North Vietnam soon declared its intention to reunite with South Vietnam -- by military means if necessary. In 1959 it began
supplying a terrorist campaign in South Vietnam carried out by southern Vietnamese communist Viet Cong guerillas.
Later, North Vietnam also began supporting communist guerillas in Laos.
What started as a small U.S. program to train the South Vietnamese army in 1961 grew into a massive military effort. U.S.
combat operations began in South Vietnam, and eventually spread to North Vietnam, Laos and Cambodia. The increasing
U.S. commitment aimed to combat local communist insurgents, North Vietnamese troops, and the flow of supplies
supporting them.

e. The end of Cold War

Throughout the 1980s, the Soviet Union fought an increasingly frustrating war in Afghanistan. At the same time, the Soviet
economy faced the continuously escalating costs of the arms race. Dissent at home grew while the stagnant economy
faltered under the combined burden. Attempted reforms at home left the Soviet Union unwilling to rebuff challenges to its
control in Eastern Europe. During 1989 and 1990, the Berlin Wall came down, borders opened, and free elections ousted
Communist regimes everywhere in eastern Europe. In late 1991 the Soviet Union itself dissolved into its component
republics. With stunning speed, the Iron Curtain was lifted and the Cold War came to an end.
During the Cold War, the United States invested heavily in submarine technology to counter a much larger Soviet submarine
force. Technological superiority proved a winning but expensive strategy. How expensive is hard to say. Determining the
cost of any advanced military technological system produced in relatively small numbers raises complex problems. There
are no price lists for nuclear-powered submarines. A 1998 study estimated that the United States spent $2 trillion in 1996
dollars (to account for inflation) on all strategic nuclear forces throughout the Cold War. Submarines took about one-third
the total: $320.5 billion for the ballistic-missile submarine program, plus $97 billion for the missiles; $46 billion for the
COMPENDIUM OF LESSONS IN WORLD HISTORY 2

submarine share of naval nuclear propulsion research, development, testing, production, and operations; and $220 billion
for attack submarine construction, weapons, and related systems.
Nuclear-powered submarines also took almost one-third of the Navy's shipbuilding funds between 1952 and 1991—19%
for fast attacks, 12% for boomers—and, at peak strength, comprised just under one-third of the U.S. Navy's fighting fleet.
Although submarines cost relatively more than surface ships to buy, they are cheaper to operate. Not only do submarines
have smaller crews, the purchase price includes the cost of fuel. Nuclear-powered submarines steam for years between
refuelings while conventionally powered warships must refill their fuel tanks every few days.
American attempts to develop underwater boats achieved some success during the Revolutionary War and the Civil War.
Unfortunately, such boats usually proved more dangerous to their crews than their targets. Only in the 1890s did John
Holland and Simon Lake develop practical submersible boats. The U.S. Navy purchased its first submarine from Holland
on 11 April 1900, the traditional birthday of the U.S. Submarine Force.
Quickly adopted by nations throughout the world, improved submarines influenced the course of both world wars, though
they remained essentially surface ships able to hide only temporarily under water. During World War II, the U.S. force of
large, fast, long-range fleet submarines played a major role in winning the Pacific war by sinking so much Japanese
shipping.
In the ten years after the war, a series of technological innovations, culminating in nuclear propulsion, transformed the
submarine into a true underwater boat, faster beneath the surface than above and able to remain submerged indefinitely.

Assessment:
1. How did the United States, Western Europe, and Japan achieve economic prosperity and strengthen democracy during
the Cold War years?
2. What countries were involved in the Cold War? How did this war begin?
3. What are the so -called industrialized democracies?
4. How did communism spread in Southeast Asia?
5. How did the War in Southeast Asia develop?
6. How did the Cold War end?

Additional Tasks:
1. Additional Readings:
The Cold War Unfolds
https://www.slideshare.net/ahirmahesh1993/world-after-1945-1
http://mrbelloblog.com/wp-content/uploads/2015/03/1-The-Cold-War-Unfolds1.pdf
https://www.slideshare.net/MrAguiar/301-the-cold-war-unfolds
Industrialized Democracies
https://msyoshidaworld.files.wordpress.com/2014/06/chapter-15-section-2.pdf

2. Watch these Podcasts:

https://www.acoldwar.com/?gclid=Cj0KCQjwnqH7BRDdARIsACTSAdst4oootrrHKPEMkZK2jPDZbD8eo0qxyojGUTwP357
URvhDS13JdowaAgjcEALw_wcB

References:
http://mrbelloblog.com/wp-content/uploads/2015/03/1-The-Cold-War-Unfolds1.pdf
https://www.gradesaver.com/application-essays/medical-school/baylor-college-medical-school/q-and-a/133-5-the-cold-war-unfolds-
132801
https://4.files.edl.io/c92f/10/17/18/125636-fd86c022-0e3c-4e9c-afcc-32cc27ae9ff1.pdf
https://www.nationalmuseum.af.mil/Visit/Museum-Exhibits/Fact-Sheets/Display/Article/195959/the-southeast-asia-war-vietnam-
laos-and-cambodia/#:~:text=A%20product%20of%20the%20Cold,communist%20governments%20in%20the%20region.
https://monetteclass.weebly.com/uploads/2/5/9/4/25942392/30_s03.pdf
https://americanhistory.si.edu/subs/history/subsbeforenuc/index.html
https://www.slideshare.net/MrAguiar/302-i-ndustrialized-democracies
https://prezi.com/eriop4-ofavz/chapter-30-section-3-communism-spreads-in-east-asia/?fallback=1

2. New Nations Emerge

Introduction:
Across the Atlantic from South America, the peoples of Africa were joining the world family of nations. Starting with Sudan;
Morocco and Tunisia in 1956 and Ghana in 1957, 30 African nations had won their independence by the end of 1963. U.S. leaders
welcomed these new nations, whose emergence from colonial status seemed to recall America's own past. The U.S. Ambassador
to the United Nations under President Kennedy, Adlai E. Stevenson, predicted an increasingly important role for the new African
states in the world forum.
One of Stevenson's first acts was to cast the U.S. vote in support of an African-sponsored proposal calling for a U.N.
investigation of racial disorders in the Portuguese colony of Angola in Africa. Both publicly and privately, the United States urged
Portugal to accept self-determination for its African territories. Ambassador Stevenson also called for an end to the apartheid policy
of the Republic of South Africa and supported a U.N. resolution asking member nations not to sell or ship arms to that country.
Eruption of civil strife in the Republic of the Congo, after it had won its independence from Belgium in 1960, introduced the
U.N. to the complex and challenging problems of the new Africa. At the request of President Joseph Kasavubu, a U.N. force went to
the Congo, first to restore order and protect lives, and later, in 1961, to help reunite the mineral-rich Katanga province with the rest
of the country.
Although some Americans criticized the U.N. military action in Katanga as an unwarranted interference in the affairs of the
Congo, the U.S. government supported the U.N. goal of a united Congo as the only workable answer to the country's economic and
political problems. To this end, the United States contributed $170 million in funds, food, and services toward the U.N. effort. By
1963, a united Republic of the Congo had emerged.
U.S. government assistance, totalling more than $ 1 ,500 million by 1964, went to a majority of new African nations as loans
and grants and as large shipments of food. The loans were intended principally for development of electric power, health,
communications, and sanitation, while the outright grants went mainly for education and agriculture. In Algeria, Dahomey, Ethiopia,
COMPENDIUM OF LESSONS IN WORLD HISTORY 2

Morocco, Somalia, Sudan, Tanzania, and Tunisia, American food was used as partial wages in food-for-work programs to combat
unemployment while providing needed public works. Hundreds of American doctors, nurses, teachers, and technicians journeyed to
Africa to contribute their services.

Lesson Outcomes:
1. Discuss the Independent Nations of South Asia
2. Explain the New Nations of Southeast Asia
3. Describe how Africa gained its independence
4. Discuss the modern Middle East

Lesson Proper:
a. Independent Nations of South Asia

Independence Bring Partition

– Two New Nations Emerge
• Britain gives India independence 1947
• Violence between Hindus and Muslims was increasing at the time, so there needed to be a way to prevent the violence from
becoming a civil war.
• In the end, India was partitioned into three areas and two countries

– Refugees Flee Amid Violence

• Once the borders were made known, millions of Muslims and Hindus took to the roads to get on the right side of the borders.
• During the change, religious fanatics attacked the other side, and millions died on the road (Sikhs attacked Muslims and vice
versa)

– Struggles Over Kashmir

• India and Pakistan have fought several wars over Kashmir

– A Nuclear Arms Race

• Both India and Pakistan worked to develop nuclear weapons and both managed to test their first weapons in 1998

– Conflict Divides Sri Lanka

• The Island of Ceylon gained its independence from Britain in 1948, and renamed itself Sri Lanka. The majority of Sri Lankans
are Buddhists, though a minority are Muslim (the Tamil). After many years of conflict, the government finally routed the
Tamil Tigers in 2009.

Building a Nation in India

• Nehru Confronts Social Problems
– Though the first Indian prime minister worked to erase the class divisions created by the caste system, but generally the
higher casts get better treatment.

• A Woman Leads India

– Indira Ghandi

• Sikhs Rebel
– The religious sect of Sikhs wanted independence for the province of Punjab, and occupied the Golden Temple. Indira
ordered the military to oust them, and thousands died. Sikh members of Indira’s bodyguard assassinated her, inciting
religious violence.

• Religious Unrest Threatens India

– Violence continues to break out in the form of murders, terrorism

Pakistan and Bangladesh Take Different Paths

• The Two Pakistans Grow Apart
– East and West Pakistan had problems started right off. Western Pakistan dominated the legislature, but Eastern Pakistan
had a larger population, and they represented different ethnic groups.

• Bangladesh Breaks Away

– In 1971, Eastern Pakistan declared independence, renamed Bangladesh.

• Pakistan's Shaky Government

– Many disagreements over the role of government, secular or religious. Often the government was simply taken over by the
military.

• Islamic Fundamentalism Grows

– The Afghan war brought many refugees to the border areas of Pakistan, largely not controlled by the government. Refugees
attended Madras as, learning the Koran, returned to Afghanistan after the war as the Taliban.

• Bangladesh Struggles
– Poverty and Floods

• Finding an Independent Path

– These two countries represented just two of the 90 or so new nations that emerged after WWII, and many of them decided to
not align themselves with either the US or Russia during the Cold War.

b. New Nations of Southeast Asia

– Southeast Asia had been mainly colonized by Europeans for some time, but the Japanese occupation during WWII broke
the European powers hold on these areas.
COMPENDIUM OF LESSONS IN WORLD HISTORY 2

• Mainland Contrasts
• Thailand and Malaysia prosper as market economies
• Myanmar’s autocratic government

– Malaysia Prospers
• Oil, Singapore

– Myanmar Suffers
• Military dictatorship

Indonesia’s Size Poses Challenges

• Democracy Falters
– Once occupied by the Dutch, declared independent in 1949. Archipelago of 13,000 islands. Most populous Muslim nation in
the world (90% Muslim)
– Sukarno, first president, faced a failed coup attempt in 1965, but the following year the head of the army, Suharto, overthrew
the government, claiming communists were trying to take over. Suharto was dictator for the next 32 years. (CIA likely
involved, shock doctrine)

• East Timor Fights for Freedom

– Indonesia takes over East Timor 1975, genocide of the indigenous population. East Timor finally gained independence in
2002

• Ethnic Conflicts and Natural Disasters

– Throughout the region, ethnic conflicts and religious conflicts, as well as volcanoes, hurricanes (typhoons), earthquakes, and
tsunamis cause major disruptions.

Philippines Seeks Democracy

– Philippines gained independence after WWII from US, though US maintained military bases on the islands until 1991 when
Mt Pinatubo erupted, endangering the main fleet base at Subic Bay.

• Marcos Becomes a Dictator

– As with most former colonies, the majority of the population was poor, with a few wealthy elites. Though the government was
democratic, President Marcos declared himself dictator, and had his populist rival Aquino murdered.

• Filipinos Demand Democracy

– In 1986, forced to hold elections, Marcos found himself loosing to the wife of his former rival, Corazon Aquino. Succeeding
presidents struggled to keep democracy going, even with a communist rebellion in the southern islands
• Clashes With Rebels Drags On

c. African Nations Gain Independence

– A Geographically Diverse Continent
– Colonies Demand Independence
• Peace Leaders
• Military Coups
• Ethnic Violence
• Cultural Violence
• Aids

Africans Build New Nations

• Confronting Ethnic Divisions
– Ethnic loyalty over nationalism
– European Boundaries

• Dictators Seize Power

– Usually the largest ethnic or cultural group manage to take control of the governments, then use it for the benefit of the Tribe,
not the nation.
– Wealthy Elite
– Corporations
– Debt

• Moving Towards Democracy

– In return for access to world markets and finance for investment, many African nations are choosing to comply with calls for
democracy and tolerance, and even freeing opposition leaders from prison.

• Foreigners Jostle for Independence

– Many former colonies remained under some obligation or debt to foreign powers. This new form of financial imperialism is
proving very powerful.

The Stories of African Nations

• Algeria
– Armed insurrection against the French
– Terrorism, violations of liberties

• South Africa
– End of Apartheid

• Sierra Leon
– Blood Diamonds
COMPENDIUM OF LESSONS IN WORLD HISTORY 2

• Liberia
– Colony of ex slaves

• Somalia
– Breakdown of government
– Warlords

• Israel
• Iraq
• Iran
• Oil
• Egypt as leader of the Islamic World?

d. The Modern Middle East

Task: Internet Research: Go to this link to read on The Modern Middle East
http://pohlmanpavilion.weebly.com/uploads/2/1/2/6/21268594/chapter_19_section_4_text_for_online.pdf

Assessment:
1. What are the independent nations of South Asia? Discuss how these nations gained their independence.
2. What were the new nations of Southeast Asia?
3. How did Africa gain its independence? Why is Africa not as progressive as other continents?
4. What are the current issues and challenges of the Modern Middle East?

References:
http://www.let.rug.nl/usa/outlines/history-1990/modern-america/new-nations-emerge-in-africa.php
http://www.socstudcphs.org/yahoo_site_admin/assets/docs/WorldHistoryChapter16.293121315.pdf
http://pohlmanpavilion.weebly.com/uploads/2/1/2/6/21268594/chapter_19_section_4_text_for_online.pdf

3. Regional Conflicts
Introduction:
Regional conflicts present their own set of unique challenges to the international community. These conflicts may be political,
economic, environmental, or social in nature, but are deeply tied to a sense of place. These conflicts can only be resolved with
multiple nations involved.

Lesson Outcomes:
1. Discuss the conflicts that divide nations
2. Discuss the struggles in Africa
3. Explain the Conflicts in the Middle East

Lesson Proper:
a. Conflicts Divide Nations
Ethnic Differences Lead to Conflicts
In recent decades, many wars and conflicts have arisen over ethnic differences Example: in Sri Lanka, Sinhalese Buddhists are the
majority Sinhalese nationalists forbade the use of the Tamil language and made Sinhalese the official language This and other
policies led to a civil war between the Buddhists and Tamils Tamils agreed to a ceasefire when the government agreed to negotiations
over a separate Tamil government.

Malaysia and Singapore

Malaysia and Singapore have great ethnic and religious diversity but little internal conflict. Both countries enjoy peace because they
have tried to distribute economic resources and political power fairly among their ethnic and religious groups.

Sri Lanka
COMPENDIUM OF LESSONS IN WORLD HISTORY 2

Northern Ireland
Northern Ireland was the scene of another long-term conflict In 1922, the Protestant majority in six northern counties voted to remain
part of Britain when Ireland became independent However, many Catholics in those counties wanted to join with Ireland, which has
a Catholic majority Beginning in the 1960s, extremists on both sides turned to violence and fighting (religious conflict) Peace talks
dragged on for years as violence continued.
Finally, in 1998, Protestants and Catholics signed the Good Friday Agreement, a peace accord that finally ended the violence
between Protestants and Catholics.

Ethnic Tensions in the Former USSR

After the fall of the Soviet Union, any minorities in several former republics wanted independence For example, ethnic Armenians
fought for freedom against Azerbaijanis The fiercest struggle occurred in Chechnya where Muslim Chechen nationalists fought to
free Chechnya from Russian control Russia crushed a Muslim Chechen revolt in the mid-1990s that killed many civilians Both sides
committed war crimes against humanity When a 1997 peace treaty failed, some Chechens turned to terrorism and extreme violence

Former Soviet Union

COMPENDIUM OF LESSONS IN WORLD HISTORY 2

Chechnya

Yugoslavia Ethnic tensions tore apart Yugoslavia in the 1990s Before 1991, Yugoslavia was a multiethnic, communist country The
Serbs dominated Yugoslavia, which was controlled by the Communist Party The fall of communism resulted in nationalist unrest and
fighting between Serbs and Croats in Croatia Soon the fighting spread to neighboring Bosnia.
During the war, all sides committed horrible human atrocities In Bosnia, the Serbs conducted a vicious campaign of ethnic cleansing,
the killing or forcible removal of people of different ethnicities from an area by aggressors so that only the ethnic group of the
aggressors remains Thousands of Bosnians and Croats were murdered in mass executions and placed in mass graves Croatian and
Bosnian fighters took revenge Croats launched an ethnic cleansing campaign to drive ethnic Serbs from parts of Croatia The ethnic
cleansing ignited painful memories of the Holocaust In 1995, the war in Bosnia ended with the signing of the Dayton Accords (peace
agreement).
Then, however, another ethnic crisis broke out in the Serbian province of Kosovo Ethnic Albanians made up about 90% of Kosovo’s
population The rest of the population was mostly Serbian In 1989, Serbian nationalist president Slobodan Milosevic began oppressing
the ethnic Albanians in Kosovo Milosevic wanted to exterminate the ethnic Albanians living in Kosovo Ten years later in 1999, NATO
launched air strikes against Serbia to stop the ethnic cleansing campaign NATO air strikes eventually forced the former Yugoslavia
to withdraw its forces from Kosovo UN and NATO forces eventually restored peace through military intervention and effective air
strikes on Bosnian Serb targets.
Kosovo Serbia wanted to ethnically cleanse (eliminate) Kosovo of the ethnic Albanian population.
COMPENDIUM OF LESSONS IN WORLD HISTORY 2

b. Struggles in Africa
Today’s Issues in Africa
– Most of today’s independent African nations are dealing with economic, health, educational, and political problems.

Poor Africa – Quick Facts

– Despite all of Africa’s wealthy resources, Africa is the poorest continent on Earth.
– 300 million people in Africa live on less than $1 a day.
– Those same 300 million do not have access to clean water.
– 1/3 of the population is malnourished.
– Less than half the population has access to hospitals or doctors.
– What can be done?

Africa’s Economy
 Africa is rich in natural resources, yet most countries do little manufacturing
– They sell raw materials to industrialized countries
 This has limited Africa’s economic growth, political stability.
 Other countries get rich while few in Africa do.
 In fact, most African countries are worse off today than in 1960!
– average incomes have decreased
 African countries lack crucial infrastructure such as roads, airports, railroads, ports.
 Many people have little access to computers or high technology.
 Newly independent countries borrowed money to build economies
– total debt of sub- Saharan governments was $227 billion by 1997
– many Western leaders push to forgive Africa’s debts

One Commodity Countries

 “One-commodity” countries rely on export of one or two commodities
– commodity —agricultural or mining product that can be sold
– value varies daily based on worldwide supply and demand
– this makes “one-commodity” nations’ economies unstable
 Economists want Africans to diversify — create variety in economies
 Ethiopia is one of the largest producers of coffee in the world.
 What would happen if there was a severe drought or famine?
 What if war broke out?
 What if…

Improving Education
 Uneducated populace is a large barrier to economic development.
 Half the children in Africa are enrolled in school and less than 1/3 of them ever completes school.
 Average schooling time for women in Africa is 1.2 years in last 40 years.
 In Angola and Somalia, civil wars have destroyed school systems.

Reversing Brain Drain

 Many of Africa’s best and brightest end up migrating to western nations.
 This is known as “brain drain”.
 Many urge them to return and help out their nations.

Health Issues
 Epidemic diseases are killing Africa’s people in huge numbers.
 African nations and countries around the world are using a variety of methods, including education, to eradicate disease.
 Cholera —sometimes fatal infection
– spread by poor sanitation, lack of clean water
 Malaria —often-fatal infectious disease marked by chills, fever
– carried by mosquitoes; resistant to drugs due to overuse
 Acquired immune deficiency syndrome (AIDS) —caused by HIV virus
– 70% of adult, 80% of child AIDS cases are in Africa
COMPENDIUM OF LESSONS IN WORLD HISTORY 2

– often paired with tuberculosis—infectious respiratory infection

AIDS Plagues the Continent

 AIDS has become a pandemic in Africa.
– A pandemic is an uncontrollable outbreak of a disease, affecting a large population over a wide geographic area.
 Of all 40 million people worldwide living with HIV/AIDS, 26 million cases are in Africa
 3 million died from AIDS worldwide in 2000
– million lived in sub-Saharan Africa
 In Swaziland, 3 of 4 deaths were from AIDS
– life expectancy has fallen from 58 years to 39

 Many countries are trying to fight disease epidemics in their countries

 Educating the masses on the problems
 Outside agencies have funded immunization and treatment
 In some areas this has helped, but the struggle continues.

Apartheid in South Africa

 In the 1800’s, the British had established themselves as the dominant culture in South Africa by defeating the Zulu tribe in war.
 The descendants of these people highly advocated the separation of races within the territory.
 This racial separation is known as apartheid.
 Even though the population of people was 75% black and only 15% white, social contact between blacks and whites was banned
and they established segregated schools, hospitals, and neighborhoods Whites received the best land.
 In 1912, the African National Congress (ANC) is organized.
 A young man named Nelson Mandela emerged as one of the leader of the ANC in 1949.
 Mandela led the struggle to end apartheid.
 Nelson Mandela was arrested in 1962 and sentenced to life in prison for conspiracy to overthrow the government.
 He spent 27 years in prison and was released in 1990.
 He then went on to become South Africa’s president from 1994- 1999!
 The 2009 science-fiction film District 9 takes place in South Africa.
 In the film, aliens land on Earth and are immediately segregated from the human population.
 Shot in “documentary style”, the title and premise of District 9 is an allegory and inspired by events that took place in the real Sixth
Congressional District (District 6) , in Cape Town, South Africa during the apartheid era.

Effects of Colonialism
 Before the 19th century, Africa was home to great empires, rich cultures
 By the end of the 19th century, Africa was a place of poverty and violence
 Many of Africa’s problems stem from European colonialism.
 Portuguese first established coastal trading stations in the 1400’s.
 By the mid-1800s, Europeans seek Africa’s rich natural resources
– need raw materials for industrial economies, markets to sell goods
COMPENDIUM OF LESSONS IN WORLD HISTORY 2

 Berlin Conference (1884-85) sets rules for dividing up Africa amongst powerful European nations This was called the Scramble
for Africa.

Europeans Exploited Africa

 European colonizers exploited Africa’s resources, people
 This concept, which took place in the 1800’s through modern times, is known as colonialism.
– Millions sold into slavery or died from harsh working conditions
– Land was mined, drilled; environment was ignored

Europeans Leave Africa

 European control begins to fade in 20th century
– Most countries gain independence in 1960s
 Despite leaving, there is long-term damage to cultural and ethnic boundaries, economy
Blood Diamonds
 Europeans put so much emphasis on resources such as gold and diamonds, that wars erupt over
control of the trade.
 When these valuable minerals fall into the hands of warlords or corrupt governments, the money is
usually used to finance continued war efforts and not back into the local economy to benefit the people.
 Often times, these warlords kill or maim people that stand in their way.
 They also kidnap and take slaves to work in the mines. This includes children
 A 2006 film starring Leonardo DiCaprio.
 The title refers to blood diamonds, which are diamonds mined in African war zones and sold to finance
conflicts, and thereby profit warlords and diamond companies across the world.

War
 In addition to war over the diamonds, colonialism caused many territorial and ethnic
disputes amongst the natives.
 While under European rule, territories of the people were ignored.
 When the Europeans left, wars immediately broke out to take back territory or re-
establish ethnic boundaries that had existed prior to European arrival.

Rwanda Genocide
 In 1994, for about 100 days, around one million people were slaughtered as a
result of ethnic genocide in the small country of Rwanda.
 The roots of this conflict were due to colonialism which had built up ethnic tension
in the country.
 The Belgians, who had colonized Rwanda maintained a divide between the two
main ethnic groups, the Hutus and the Tutsis.
 The Hutus
– were the majority, 84%
– Short, darker skin, broad noses
– traditional African looking

 The Tutsis
– minority group, 15%
– tall and fair skinned
– “Europeanlike” features
COMPENDIUM OF LESSONS IN WORLD HISTORY 2

 The Belgians maintained distinction between the two by issuing two separate ID cards for the different races.
 The Tutsis were generally treated better than the Hutus.
 In fact, when the Belgians ended their rule, they gave most land and power to Tutsi people.
 This left the Hutus to take up positions as poor laborers.
 Tensions rapidly began to build between the two groups.
 In April of 1994, a plane carrying the Rwandan president (a Hutu) was shot down killing everyone on board.
 There was no evidence to show who perpetrated the crime, but it was almost immediately blamed on Tutsis.
 The UN immediately sent aid to the country for fear of war but the talks of peace were useless.
 Hutu military groups then systematically set out to murder all the Tutsis they could reach, regardless of
age or sex.
 Hutu civilians were told to kill their Tutsi neighbors or face being killed themselves.
 They were even told that they could have the Tutsi land if they killed them.
 Killings quickly took place throughout most of the country.
 When the violence was finished, it was estimated anywhere from 800,000-over 1 million were dead.
 Women were raped, children left without parents and many people fled the country.
 Efforts have been made for peace, but the conflict spilt over into other countries and the region remains
unstable as further wars have broken out since.
 A 2004 film starring Don Cheadle based on the true events during 1994 Rwanda.
 Cheadle plays hotelier Paul Rusesabagina, who attempts to save his fellow citizens from the ravages
of the Rwandan Genocide.
 The film has been compared to an “African Schindler’s List”.

c. Conflicts in the Middle East

The Arab-Israeli Conflict

ZIONISM
In 1896 following the appearance of anti-Semitism in Europe, Theodore Herzl, the founder of Zionism, tried to find a political solution
for the problem in his book, 'The Jewish State'. He advocated the creation of a Jewish state in Argentina or Palestine.

THE BALFOUR DECLARATION

Britain occupied the region at the end of the World War I in 1918 and was assigned as the mandatory power by the League of Nations
on 25 April 1920.
Then in 1917, the British Foreign Minister Arthur Balfour committed Britain to work towards “the establishment in Palestine of a
national home for the Jewish people,” in a letter to leading Zionist Lord Rothschild. It is known as the” Balfour Declaration”

Wars Divide the Land

UN Partition Plan
Britain, which had ruled Palestine since 1920, handed over responsibility for solving the
Zionist-Arab problem to the UN in 1947.
The UN recommended splitting the territory into separate Jewish and Palestinian states. The
partition plan gave:
• 56.47% of Palestine to the Jewish state
• 43.53% to the Arab state
• An international enclave around Jerusalem.
• On 29 November 1947, 33 countries of the UN General Assembly voted for partition, 13
voted against and 10 abstained.

Which Countries are most likely to vote against the U.N. Partition Plan?
COMPENDIUM OF LESSONS IN WORLD HISTORY 2

Israel’s War for Independence

The State of Israel, the first Jewish state for nearly 2,000 years, was proclaimed on May 14, 1948 in Tel Aviv. The declaration came
into effect the following day as the last British troops withdrew.
The day after the state of Israel was declared five Arab armies from Jordan, Egypt, Lebanon, Syria and Iraq immediately invaded
Israel but were repulsed, and the Israeli army crushed pockets of resistance. Armistices established Israel's borders on the frontier
of most of the earlier British Mandate Palestine.

Series of Wars and Conflicts

Suez Crisis
– Six-Day War – 1967
– Yom Kippur War – 1973

Formation of the PLO

In January 1964, the Palestinians created a genuinely independent organization when Yasser Arafat took over the chairmanship of
the Palestine Liberation Organization (PLO) in 1969. His Fatah organization was gaining notoriety with its armed operations against
Israel. Fatah fighters inflicted heavy casualties on Israeli troops at Karameh in Jordan in 1968.

Terrorism
• In the 1970s, under Yasser Arafat's leadership, PLO factions and other militant Palestinian groups launched a series of attacks on
Israeli and other targets.
• One such attack took place at the Munich Olympics in 1972 in which 11 Israeli athletes were killed.

The PLO Struggles for Recognition

Arafat at the United Nations
• But while the PLO pursued the armed struggle to "liberate all of Palestine," Arafat made a dramatic first appearance at the United
Nations in 1974 mooting a peaceful solution.
• He condemned the Zionist project, but concluded: The speech was a watershed in the Palestinians' search for international
recognition of their cause. "Today I have come bearing an olive branch and a freedom fighter's gun. Do not let the olive branch fall
from my hand."

The Camp David Accords, 1979

In 1979, after intensive negotiations conducted by the U.S., Israel and Egypt signed the Camp David accords. A peace treaty was
concluded and Israel returned the Sinai desert to the Egyptians. President Sadat of Egypt became the first Arab leader to visit the
Jewish state and in a sign of the new relations between the two countries, he addressed the Israeli parliament, the Knesset

Sadat Assassinated
Sadat was assassinated in 1981 by Islamist elements in the Egyptian army, who opposed peace with Israel, during national
celebrations to mark the anniversary of the October war.

Palestinian Intifada
• Protest took the form of civil disobedience, general strikes, boycotts on Israeli products, graffiti, and barricades, but it was the stone-
throwing demonstrations against the heavily-armed occupation troops that captured international attention.
• The Israeli Defense Forces responded and there was heavy loss of life among Palestinian civilians.
• More than 1,000 died in clashes which lasted until 1993. A mass uprising - or intifada against the Israeli occupation began in Gaza
and quickly spread to the West Bank.

The Oslo Peace Process

• The PLO, meanwhile, wanted to make peace talks work because of the weakness of its position due to the Gulf War in 1991.
• The Palestinians consented to recognize Israel in return for the beginning of phased dismantling of Israel's occupation.
• Negotiations culminated in the Declaration of Principles, signed on the White House lawn and sealed with a historic first handshake
between Rabin and Yasser Arafat watched by 400 million people around the world. The election of the left-wing Labour government
in June 1992, led by Yitzhak Rabin, triggered a period of frenetic Israeli-Arab peacemaking in the mid-1990s.

Jordan-Israeli Peace
• In July 1994 Prime Minister Mr. Rabin and King Hussein of Jordan signed a peace agreement ending 46 years of war and strained
relations.
• The agreement, which was signed at the White House in the presence of U.S. President Bill Clinton, laid the groundwork for a full
peace treaty

Turning Point
Rabin Assassinated
• Oslo II was greeted with little enthusiasm by Palestinians, while Israel's religious right was furious at the "surrender of Jewish land".
• Amid an incitement campaign against Israeli Prime Minister Yitzhak Rabin, a Jewish religious extremist assassinated him on 4
November, sending shock waves around the world.
• The dovish Shimon Peres, architect of the faltering peace process, became prime minister.

Talks Fail, New Intifada Starts!

•After the withdrawal from Lebanon in May 2000, attention turned back to Yasser Arafat, who was under pressure from Barak and
US President Bill Clinton to abandon gradual negotiations and launch an all-out push for a final settlement at the presidential retreat
at Camp David. Two weeks of talks failed to come up with acceptable solutions to the status of Jerusalem and the right of return of
Palestinian refugees.
• In the uncertainty of the ensuing impasse, Ariel Sharon, the veteran right-winger who succeeded Binyamin Netanyahu as Likud
leader, toured the al- Aqsa/Temple Mount complex in Jerusalem on 28 September. Sharon's critics saw it as a highly provocative
move. Palestinian demonstrations followed, quickly developing into what became known as the al-Aqsa intifada, or uprising.

Terrorist Attacks Continue

-Second Intifiada
Bombing the Arafat Compound
COMPENDIUM OF LESSONS IN WORLD HISTORY 2

Israeli Response
"Peace requires a new and different Palestinian leadership so that a Palestinian state can be born," President George W. Bush

A “Two – State” Solution

”Road Map to Peace”
• The "road map" for peace is a plan to resolve the Israeli-Palestinian conflict proposed by the United States, the European Union,
Russia, and the United Nations.
• The principles of the plan calls for an independent Palestinian state living side by side with the Israeli state in peace. Bush was the
first U.S. President to explicitly call for such a Palestinian state.
• The first step on the road map was the appointment of the first-ever Palestinian Prime Minister Mahmoud Abbas (also known as
Abu Mazen) by Palestinian leader Yasser Arafat.

Arafat Dies!
• Yasser Arafat, the champion of Palestinian statehood, died on Thursday 11th November, at age 75 in a military hospital in France.
• As a world-famous terrorist, the life of Arafat was full of controversy. While his own people in Palestine have responded to his death
with deep sorrow and grief, world leaders and religious bodies around the wrld express their new hope for peace to be brought to
war-torn Palestine.

Hamas wins elections Opposes “Two-State” solution

Palestinian Terrorism
• Many groups want to destroy Israel (PLO has recognized Israel’s right to exist)
•Hamas and other groups use bombings, kidnappings, and rocket launches from Gaza

Hateful Propaganda
•Use of doctored photos to alter world opinion
•Hamas uses civilians as human shields to use their deaths as propaganda against Israel
•Indoctrination the youth on both sides
•Radicals on both sides vilify the “Other”

Israeli Troops
•Launched military campaign against Hamas in Gaza after it found tunnel network created by Hamas in preparation for terrorist
attacks and kidnappings.
•Israel wants military posts in Jordan valley
•Israel uses a series of checkpoints to limit travel of Palestinians

Palestinian Refugees
•726,000 refugees forced out during war in 1948
•4.4 million Palestinian refugees around the world
•Israel has built a barrier to protect Israeli settlements in the West Bank.
•Israel will not allow return of refugees to Israel, but will allow them to return to future Palestinian state
Jerusalem
•Israel annexed East Jerusalem
•Palestinian state wants Jerusalem as its capital
•Sacred city to Islam, Judaism and Christianity – Old City is proving difficult to divide.

Israeli Settlements
•380,000 Jews occupy 123 official and 100 unofficial settlements in the West Bank
•20,000 Jews live on Golan Heights •Barriers, fences, checkpoints limit freedoms of Palestinians
•Israel has removed settlements in the Sinai and Gaza.
Security Fence or Apartheid Wall?
*Supporters: The barrier is necessary to protect Israeli civilians from Palestinian terrorism
* Opponents: The barrier is an illegal attempt to annex Palestinian land, violates international law and severely restricts Palestinians’
ability to travel freely within the West Bank and to access work in Israel.

Assessment:
1. Choose to answer 1 (ONLY) question:
a. What event led to nationalist unrest in the former Yugoslavia?
b. Who was Slobodan Milosevic?
c. Define “ethnic cleansing”.
d. What agreement ended the violence between Catholics and Protestants in Northern Ireland?
COMPENDIUM OF LESSONS IN WORLD HISTORY 2

2. What do you think are the reasons why Africa is poor? Give justifications to your answers.
3. What are the current issues of the African continent? Discuss each.
4. What are the countries involved in the conflicts in the Middle East? Discuss each.

Additional Tasks:
1. Read the article in this link to reinforce understanding of Conflicts that Divide Nations
http://pohlmanpavilion.weebly.com/uploads/2/1/2/6/21268594/chapter_20_sec_1_text_for_online.pdf

References:
https://cisac.fsi.stanford.edu/research/regional_conflict_and_cooperation#:~:text=Regional%20conflicts%20present%20their%20
own,resolved%20with%20multiple%20nations%20involved
https://slideplayer.com/slide/4521390/
https://www.slideserve.com/hunter-blankenship/struggles-in-africa
https://www.slideshare.net/e007534/todays-issues-in-africa

5. The Developing World

Introduction:
– “Modernization” & wealth as a result of the Industrial Revolution
– The nineteenth century dual: a few rich industrialized countries and many poor unindustrialized countries / colonies
– Today: “More recently, this global division of labor gave away to a new one: The wealthy minority is increasingly engaged in
office work and the masses in hand-on manufacturing jobs on the global assembly line as well as in agriculture and raw
material production.”

Lesson Outcomes:
1. Discuss the Challenges of Development
b. Explain how Africa Seeks a Better Future
c. Describe the roles of China and India: Two Giants in Asia
d. Discuss how Latin America Builds Democracy

Lesson Proper:
a. The Challenges of Development
Today, the problems facing developing countries revolve around what are generally called “structural constraints” to development.
First among these is geography—not just in the historical sense described above—but also in the more contemporary aspect that a
modern economy cannot function without a division and diversification of labor. Thus, countries with small populations may have
trouble developing and gaining access to markets, while landlocked countries may struggle to integrate with global markets and
expand their economies.
Other common constraints on development are high economic poverty, hunger, high mortality rates, unsafe water supplies, poor
education systems, corrupt governments, war, and poor sanitation. These factors all combine to create what the World Bank calls
“poverty traps”—cycles that must be broken for countries to develop.
Countries can avoid poverty traps, however, with strong policies. Likewise, geographic advantages do not always result in sound
development in cases when governments squander valuable natural resources. The World Bank, therefore, recommends that
countries focus on six areas of policy to improve chances of development:
– Investment in education and health
– Increasing productivity of small farms
– Improving infrastructure (for example, roads)
– Developing an industrial policy to promote manufacturing
– Promoting democracy and human rights
– Ensuring environmental protection

b. Africa Seeks a Better Future

Additional Task: Search on this link to get to the topic: https://www.powershow.com/view4/844730-
YzljZ/Africa_Seeks_a_Better_Future_powerpoint_ppt_presentation

c. China and India: Two Giants in Asia

Additional Task: Search on this link to get to the topic:
http://pohlmanpavilion.weebly.com/uploads/2/1/2/6/21268594/chapter_21_sec_3_text_for_online.pdf

d. Latin America Builds Democracy

Additional Task: Search on this link to get to the topic: https://prezi.com/vpdgev96-0wu/latin-america-builds-democracy/

Assessment:
1. What are today’s challenges for development? Discuss each.
2. What are the steps taken by Africa to secure a brighter future?
3. Why are China and India considered as the Two Giants of Asia? Discuss your answer from an economic perspective.
4. How is Latin America building its democracy?

References:
http://www.people.vcu.edu/~wnewmann/The%20Developing%20World.ppt
https://faculty.washington.edu/beyers/Chapter14_Warf_ed5.ppt
http://www.globalization101.org/problems-of-development-
today/#:~:text=Other%20common%20constraints%20on%20development,%2C%20war%2C%20and%20poor%20sanitation.
COMPENDIUM OF LESSONS IN WORLD HISTORY 2

6. The World Today

Lesson Outcomes:
1. Identify the industrialized nations after the Cold War
2. Discuss Globalization
3. Explain the social and environmental challenges of today
4. Describe one’s security in a dangerous world
5. Discuss the advantages in Science and Technology

Research Activity: Submit your handwritten/printed output for this research activity.
a. Industrialized Nations After the Cold War
b. Globalization
c. Social and Environmental Challenges
d. Security in a Dangerous World
e. Advances in Science and Technology

Assessment:
1. What are the Industrialized Nations? Enumerate
2. How is Globalization defined?
3. How can you secure your security in today’s dangerous world?
4. What are today’s advances in Science and Technology? Discuss 2 of your most liked advances.

Values Integration:
5. With everything else learned in this subject, answer the following questions;
a. How would you contribute to the peace and order in society?
b. When can you consider that you are a functioning member of society?
c. What can you do to help this country become great?

REMINDER:
Submit this learning material securely packaged (please provide an extra plastic envelope intended for the second
set of learning materials) to the campus security personnel or as advised by your subject teacher, on the prescribed
date.

Prepared by: Checked and Approved:

CENBY EPPIE G. GAYTOS ALVIN B. LACABA, Ed.D.

Instructor III / Head, BEED Program Dean, College of Education