World War I UNIT FIVE. ALEX STANDARDS 11. Describe the impact of European nationalism and Western imperialism as forces of global transformation, including.

World War I

UNIT FIVE

ALEX STANDARDS

• 11. Describe the impact of European nationalism and Western imperialism as forces of global transformation, including the unification of Italy and Germany, the rise of Japan's power in East Asia, economic roots of imperialism, imperialist ideology, colonialism and national rivalries, and United States' imperialism

• #12 Explain causes and consequences of World War I, including imperialism, militarism, nationalism, and the alliance system.

• #13 Explain challenges of the post-World War I period.

PROBLEMS WITH IMPERIALISM

• Paternalism: treating the people of conquered areas like children

• Assimilation: adoption of a conqueror’s culture by the conquered

• These two policies caused the conquered peoples to resent their conqueror’s, rising tensions and causing rebellion

• Reduced local warfare• Increased literacy• Longer life-spans• Economic expansion• Industrialization • More goods on the market

• People lost control of their land

• Resistance cost the lives of thousands

• Famines resulted from overselling crops

• Loss of culture• Division of tribal lands caused

long-term conflict

THE LEGACY OF COLONIAL RULE

Negative Effects Positive Effects

RESISTING IMPERIALISM

• China continued to oppose westernization out of pride for their culture.

• They were able to do so as they were largely self-sufficient, having all the food, tools, minerals, and luxury goods they needed.

• Europeans, wanting to trade with China, were eager to find an item the Chinese didn’t have that they would buy in large quantities. In the late 18th century, they found it – opium.

THE OPIUM WAR

• Opium, a habit-forming narcotic developed from the poppy plant, was originally used for medical uses, but grew to be a recreational drug.

• By 1835, 12 million Chinese people were addicted to opium, and the emperor was furious with how the drug had impacted his country.

• Refusing to give up the trade, British merchants fought against the Chinese in the Opium War of 1839. Taking place mostly at sea, British steamships easily overpowered the outdated wooden ships of the Chinese.

TREATY OF NANJING

• Defeated, the Chinese signed the Treaty of Nanjing in 1842. • This treaty gave Britain the island of Hong Kong.• An additional treaty secured exterritorial rights (foreigners were

not subject to the laws of the country they were visiting) in a few Chinese ports for Britain and the U.S.

QUESTIONS TO ANSWER:• In complete sentences, use your notes to answer the following

questions:1. What policies drove conquered people to resist imperial

rule?2. What was one negative and one positive effect of

imperialism?3. What was one reason China resisted westernization?4. What caused the Opium War?5. What are extraterritorial rights?

ACTIVITY: THE ART OF POLITICS

• You will be creating your own nation and making decisions for its’ progress.

• You will need to screenshot each stage and record it on your sheet to prove you did it.

• Begin by logging on to ars-regendi.com

GROWING PROBLEMS IN CHINA

• Overpopulation• Widespread Hunger• Opium Addiction• Rebellions

GROWING FOREIGN INFLUENCE

• The various problems facing China pushed leaders to start to consider more westernized reforms and policies, while others clung to their traditional ways. Disagreements over China’s future left the nation divided.

• Knowing of the internal conflict, other countries took advantage and began attacking China, giving Europe and Japan more and more control of China’s economy.

OPEN DOOR POLICY (1899)

• Fearing foreign influence would shut off access to their long-time trading partner, the U.S. proposed the Open Door Policy, which guaranteed all nations could trade with China. The Chinese were still at the mercy of foreign powers, but they were safe from colonization.

REFORMS

• Humiliated by their loss of power, many Chinese pressed for strong reforms. Emperor Guangxu began the process of modernizing China by reorganizing the education system, strengthening the economy, and streamlining the government.

• Dowager Empress Cixi was called back to court by angry Qing officials, and she reversed the reforms and imprisoned Guangxu.

BOXER REBELLION (1900)• The Chinese people were angry with the growing power of foreign

nations and resented those that were adopting foreign culture.• A secret organization formed called the Society of Righteous and

Harmonious Fists, known as “the Boxers”. They fought against foreign privilege and the rule of the Dowager Empress, attacking the city of Beijing. Months later, a multinational force defeated the Boxers.

• Despite the defeat, the Chinese realized they should do more to resist foreign rule, which included embracing change to make their country stronger.

QUESTIONS TO ANSWER

• In complete sentences, use your notes to answer the following questions:1. What four problems did China face?2. How did Japan and other countries gain more control

of China’s economy?3. What did the Open Door Policy allow for?4. Name one reform instituted by Emperor Guangxu.5. What was the result of the Boxer Rebellion?

THE ISOLATION OF JAPAN

• A rigid feudal system kept Japan in relative peace and prosperity for most of its existence.

• Beyond trading with Chinese and Dutch merchants, and diplomatic relations with Korea, Japan remained shut off from other nations.

DEMAND FOR TRADE GROWS

• After repeated attempts to encourage trade with Japan, the nations of Europe and North America grew tired of their resistance.

• In 1853, U.S. Commodore Matthew Perry attacked Tokyo Harbor, easily overpowering the wooden Japanese ships and gaining entrance to Japan.

TREATY OF KANAGAWA

• Perry brought the Tokugawa shogun a letter from President Fillmore, expressing the U.S. wish to trade with Japan.

• In the Treaty of Kanagawa, Japan opened two ports to U.S. trade. By 1860, this right extended to other nations.

MEJI ERA

• Angered that he gave in to the demands of foreigners, the Tokugawa shogun stepped down and was replaced by a young emperor, Mutsuhito, who named his reign “Meji”, meaning “enlightened rule”.

• Hoping to counter Western influence, the emperor decided to modernize Japan, adopting a constitution, starting a public education system, and embracing industrialization.

• By 1890, Japan gained enough political, economic and military growth to rival the nations of the West.

IMPERIAL JAPAN ATTACKS

• Determined to show the world their strength, Japan began military campaigns against China, Russia and Korea.

• Through these campaigns, Japan gained its first colonies, and brought Korea under Japanese control.

QUESTIONS TO ANSWER• In complete sentences, use your notes to answer the following

questions:1. What kept Japan in relative peace and prosperity?2. How did Matthew Perry gain entrance to Japan?3. What was decided in the Treaty of Kanagawa?4. What did the emperor do in hopes of countering western

influence?5. What three countries did Japan attack and what did they

gain from those military campaigns?

THE MONROE DOCTRINE

• The U.S. feared that Latin America would soon fall prey to Europe, and be reconquered by their original nations.

• In 1823, President James Monroe issued the Monroe Doctrine, which stated that the American continents could never again fall to colonial rule by European powers.

THE ROOSEVELT COROLLARY

• In 1904, President T. Roosevelt issued an extension of the Monroe Doctrine, known as the Roosevelt Corollary, which gave the U.S. the right to act as an international police power in the Western Hemisphere.

• The U.S. used this power for decades, intervening in Latin American countries for decades, much to the displeasure of the Latin American citizens.

ACTIVITY: DOCTRINE DISSECTION

• In groups, you will view a series of political cartoons dealing with the Monroe Doctrine and the Roosevelt Corollary. You will have five minutes to view the cartoon and answer the following questions in complete sentences:1. What is the cartoon of? 2. Which document is this cartoon portraying? How do you

know? (NOTE: Just because it says “Monroe Doctrine”, doesn’t mean that is the topic.)

3. Does the artist portray the document as a negative or positive action? How do you know?

4. Provide your own title for the image that briefly describes the point being made.

PEACE IN EUROPE ENDS

• Nearly thirty years of peace had been maintained in Europe at the turn of the 20th century, with efforts to outlaw war and encourage cooperation.

• Nationalism (devotion or loyalty to one’s nation) and imperialism (a policy of extending a country's power through diplomacy or military force) was pushing the nations of Europe to compete, building a rivalry fueled by mistrust and fear.

RISING TENSIONS

• Militarism: the policy of glorifying military power and keeping an army prepared for war

• An arms race forced the nations of Europe to think they needed to have the most powerful military, and having a large standing army made the citizens feel more patriotic.

THE TRIPLE ALLIANCE

• Otto von Bismarck, who had unified Germany through war, had turned to ensuring peace in Europe. He believed the greatest threat to this peace was France, and sought to make sure they were without allies.

• Bismarck formed the Triple Alliance, uniting Italy, Germany and Austria-Hungary. Later, he signed a treaty with Russia, making them allies.

SHIFTING ALLIES

• Bismarck’s strides to keep the peace were undone by Kaiser Wilhelm II, who focused on military might and did not wish to share power with anyone.

• After Wilhelm failed to renew their treaty, Russia responded by making France its ally. If Germany engaged in war with either country, they’d be fighting a two-front war.

• The Triple Entente, the union of Britain, France and Russia, was formed after Wilhelm began a shipbuilding program to give Germany the largest navy.

• With the Triple Alliance and the Triple Entente, a dispute between any two powers would bring all of Europe into war.

BALKAN CRISIS

• The Ottoman Empire was in decline, and more countries broke away from Turkish rule and formed new nations.

• Russia supported the nationalist efforts, but Austria-Hungary did not, which created more tension between the two nations.

• Fearing the results of rebellion, Austria took over Bosnia and Herzegovina. Serbia vowed to return the nations to independence, while Austria vowed to crush any efforts to undermine their authority.

SHOT HEARD ‘ROUND THE WORLD

• On June 28, 1914, a member of the Black Hand, a secret society committed to ridding Bosnia of Austrian rule, assassinated Archduke Ferdinand, the heir to the Austrian throne, and his wife.

• Because the assassin was Serbian, Austria used the murders as an excuse to punish Serbia, and presented a lengthy ultimatum.

• Although Serbia agreed to most of the demands, Austria was still set on war. The leaders of Europe hoped to find a compromise, but it was too late.

ACTIVITY: WAR POSTERS

• Find a partner or two and create a poster, convincing people to join the war effort.

• Make it original, colorful, and obvious as to which side you’re encouraging people to join.

• Use all available space!• Project Grade: 50 pts• Color/Creativity: 20 pts• Spelling/Grammar: 10 pts• Declarative Point: 20 pts

THE GREAT WAR BEGINS

• With the declaration of war, the nations of Europe mobilized. Millions of soldiers marched off to war in the summer of 1914, convinced the war would be short.

• The two sides:• Central Powers: Germany & Austria-Hungary• Allies: Great Britain, France, Russia, Italy, & Japan

STALEMATE ON THE WESTERN FRONT

• The early stages of war took place in France, known as the Western Front, and both sides were deadlocked.

• Germany developed the Schlieffen Plan, which called for defeating France and then rushing to the east to fight Russia.

• Initially, the plan worked and German forces had almost made it to Paris, but the Allies regrouped and forced them to retreat. Their plan was ruined, and the stalemate continued.

WAR

• In order to avoid enemy fire, the soldiers built trenches to protect themselves. Fighting from the trenches cost hundreds of lives with little to gain in return.

• Loss of life was not only from the fighting, but life in the trenches. Men slept in cold mud, food and water were scarce, and diseases spread quickly.

• Despite the advances – machine-guns, armored tanks, poison gas and larger artillery – the war was not coming to a swift end as expected.

RUSSIA STRUGGLES ON THE EASTERN FRONT

• Germany and Russia were locked in battle along the border they shared, costing hundred of lives, with more soldiers arriving from their allies every day.

• Russia’s war effort was suffering due to their lack of industrialization. Food, guns, ammunition, clothes, and blankets were running short, and Russia’s allies had no way to help.

• The one saving grace for Russia was its numbers, which kept the German forces at bay for years.

ACTIVITY: TRENCH WARFARE

• The class will divide in half, and elect a general.• Each student will create a paper ball to hurl at the other side, but

you can only throw when you stand up, and you’re only safe when you’re hiding behind the desks.

• The general will remain untouched, but call out when someone on the opposing side is hit. After three hits, you’re “dead” and can no longer play.

• When everyone is “dead”, the other side wins.

U.S. JOINS THE FIGHT• Germany began the policy of unrestricted submarine warfare, in

which their submarines would sink any ship without warning in the waters around Britain. They executed this policy in January of 1917, sinking a British passenger ship, the Lusitania, killing over a thousand people, including 128 Americans.

• Germany caused further outrage by claiming they’d help Mexico re-conquer the land they lost to the U.S.

• Angered by Germany’s actions, the U.S. joined the war effort on the side of the Allies in April of 1917.

TOTAL WAR

• World War I became a total war, meaning that countries devoted all their resources to the war effort.

• Wartime government took control of the economy, telling factories what to produce and ensuring all able-bodied citizens were put to work.

• With goods in short supply, governments were forced to ration, meaning people could only buy small amounts of items needed for the war effort.

• News of the war was censored, and propaganda was used to persuade the citizens everything was going well.

WOMEN FOR WAR

• With all the men on the battlefield, women were called upon to take up the jobs and responsibilities they left behind.

• Women also experienced the war first-hand, as nurses.

CIVIL UNREST IN RUSSIA

• In addition to the great loss of life, shortages of food and fuel due to the war effort left the people of Russia angry, and pushed them toward revolution. New governments came and went, ending in the seizure of power by Communist leader Vladimir Lenin.

• Lenin wanted an end to Russia’s part in the war, so they signed a treaty with Germany and withdrew their forces.

QUESTIONS TO ANSWER:

• In complete sentences, use your notes to answer the following questions:1. Why did the U.S. join the war?2. What is a total war?3. What is a ration?4. Name one way women contributed to the war effort.5. Why did Lenin sign a treaty with Germany?

AN END TO THE WAR

• With Russia gone, Germany could focus all of its efforts on France. They made several strides by May 1918, but the men and supplies had weakened.

• With the help of the U.S., the Central Powers began to crumble, surrendering to the Allies.

• Kaiser Wilhelm II stepped down, and the war ended on November 11, 1918.

• World War I left all countries involved, even the victors, broken. Their economy, their people, their way of life – all had been affected, all had been changed.

ALLIES MEET & DEBATE

• After the war, the leaders of the Allies met to discuss the future of Europe – President Woodrow Wilson (U.S.), Georges Clemenceau (France), David Lloyd George (G.B.), and Vittorio Orlando (Italy).

FOURTEEN POINTS

• Developed by Wilson, this plan provided a series of points to ensure everlasting peace, guided by the idea of self-determination (allowing people to decide what government they want to live under).

• The final point created the League of Nations, the precursor to the U.N.

TREATY OF VERSAILLES

• Signed by Germany and the Allied powers, the Treaty of Versailles officially ended the war and included the adoption of Wilson’s Fourteen Point Plan.

• The “war guilt clause” punished Germany for their part in the war, and required them to pay reparations to the Allies.

• Four other treaties were signed, all creating feelings of bitterness and betrayal among both the victors and the defeated.

OTHER GRIEVANCES

• The German people felt cheated, and the expense of war and reparations hit them hard.

• The people of Asia and Africa who assisted in the war effort felt betrayed by the Allies who ignored their requests for independence.

• Japan and Italy only entered the war to gain land, and got far less than they had hoped for.

• The U.S. decided to stay out of European affairs.

HONORS ACTIVITY: CAUSES AND EFFECTS

• On the provided worksheet, please arrange the list of events into four categories – long-term causes, immediate causes, long-term effects, and immediate effects.

• Once finished with the chart, highlight or underline those that you believe led to our next unit, World War II, and explain why you think so. You must highlight at least three.

ACTIVITY: CAUSES & EFFECTS - EVENTS• Many nations feel bitter and betrayed• A generation of Europeans are killed or wounded• Nationalism spurs competition among the European nations• Militarism leads to large standing armies• Forces that helped cause the war remain• Dynasties fall in Germany, Austria-Hungary, and Russia• New countries are created• The alliance system requires nations to support their allies• The assassination of Archduke Ferdinand prompts Austria to declare war on

Serbia• Imperialism deepens national rivalries• The alliance system divides Europe into two rival camps• League of Nations is created

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