Download Daily Lecture and Discussion Notes

G l e n c o e
Daily Lecture
and Discussion Notes
To The Teacher
The Daily Lecture and Discussion Notes booklet for Glencoe World History provides detailed
outlines for each section of the student textbook, page number references, and discussion
questions to encourage student participation in classroom activities. Each section begins with
a short, high-interest “Did You Know?” anecdote.
Copyright © by The McGraw-Hill Companies, Inc. All rights reserved. Permission is granted to
reproduce the material contained herein on the condition that such material be reproduced only for
classroom use; be provided to students, teachers, and families without charge; and be used solely
in conjunction with Glencoe World History. Any other reproduction, for use or sale, is prohibited
without written permission of the publisher.
Send all inquiries to:
Glencoe/McGraw-Hill
8787 Orion Place
Columbus, Ohio 43240-4027
ISBN 0-07-829441-X
Printed in the United States of America
1 2 3 4 5 6 7 8 9 10
079
08 07 06 05 04 03 02
Table of Contents
To the Teacher.........................................................................................................ii
Chapter 1: The First Humans
Daily Lecture Notes 1-1: Early Humans...................................................................1
Daily Lecture Notes 1-2: The Neolithic Revolution and the Rise of Civilization ......4
Chapter 2: Western Asia and Egypt
Daily Lecture Notes 2-1: Civilization Begins in Mesopotamia .................................6
Daily Lecture Notes 2-2: Egyptian Civilization: “The Gift of the Nile”...................10
Daily Lecture Notes 2-3: New Centers of Civilization............................................15
Daily Lecture Notes 2-4: The Rise of New Empires ...............................................18
Chapter 3: India and China
Daily Lecture Notes 3-1: Early Civilization in India ...............................................20
Daily Lecture Notes 3-2: New Empires in India.....................................................26
Daily Lecture Notes 3-3: Early Chinese Civilizations .............................................30
Daily Lecture Notes 3-4: Rise and Fall of Chinese Empires ...................................35
Chapter 4: Ancient Greece
Daily Lecture Notes 4-1: The First Greek Civilizations ..........................................38
Daily Lecture Notes 4-2: The Greek City-States.....................................................42
Daily Lecture Notes 4-3: Classical Greece .............................................................46
Daily Lecture Notes 4-4: The Culture of Classical Greece......................................50
Daily Lecture Notes 4-5: Alexander and the Hellenistic Kingdoms........................55
Chapter 5: Rome and the Rise of Christianity
Daily Lecture Notes 5-1: The Rise of Rome ...........................................................58
Daily Lecture Notes 5-2: From Republic to Empire................................................62
Daily Lecture Notes 5-3: Culture and Society in the Roman World.......................67
Daily Lecture Notes 5-4: The Development of Christianity....................................71
Daily Lecture Notes 5-5: Decline and Fall..............................................................74
Chapter 6: The World of Islam
Daily Lecture Notes 6-1: The Rise of Islam............................................................77
Daily Lecture Notes 6-2: The Arab Empire and Its Successors...............................80
Daily Lecture Notes 6-3: Islamic Civilization .........................................................84
Daily Lecture Notes 6-4: The Culture of Islam.......................................................86
Chapter 7: Early African Civilizations
Daily Lecture Notes 7-1: The Development of Civilizations in Africa ....................89
Daily Lecture Notes 7-2: Kingdoms and States of Africa .......................................92
Daily Lecture Notes 7-3: African Society and Culture............................................97
iii
Chapter 8: The Asian World
Daily Lecture Notes 8-1: China Reunified............................................................101
Daily Lecture Notes 8-2: The Mongols and China ...............................................105
Daily Lecture Notes 8-3: Early Japan and Korea .................................................109
Daily Lecture Notes 8-4: India after the Guptas ..................................................113
Daily Lecture Notes 8-5: Civilization in Southeast Asia .......................................117
Chapter 9: Emerging Europe and the Byzantine Empire
Daily Lecture Notes 9-1: Transforming the Roman World...................................121
Daily Lecture Notes 9-2: Feudalism.....................................................................125
Daily Lecture Notes 9-3: The Growth of European Kingdoms .............................128
Daily Lecture Notes 9-4: The Byzantine Empire and the Crusades ......................132
Chapter 10: Europe in the Middle Ages
Daily Lecture Notes 10-1: Peasants, Trade, and Cities .........................................137
Daily Lecture Notes 10-2: Christianity and Medieval Civilization ........................143
Daily Lecture Notes 10-3: The Culture of the High Middle Ages .........................147
Daily Lecture Notes 10-4: The Late Middle Ages .................................................150
Chapter 11: The Americas
Daily Lecture Notes 11-1: The Peoples of North America....................................155
Daily Lecture Notes 11-2: Early Civilizations in Mesoamerica .............................158
Daily Lecture Notes 11-3: Early Civilizations in South America...........................162
Chapter 12: Renaissance and Reformation
Daily Lecture Notes 12-1: The Renaissance .........................................................165
Daily Lecture Notes 12-2: The Intellectual and Artistic Renaissance....................169
Daily Lecture Notes 12-3: The Protestant Reformation .......................................173
Daily Lecture Notes 12-4: The Spread of Protestantism and the
Catholic Response ...............................................................................................177
Chapter 13: The Age of Exploration
Daily Lecture Notes 13-1: Exploration and Expansion .........................................181
Daily Lecture Notes 13-2: Africa in an Age of Transition.....................................186
Daily Lecture Notes 13-3: Southeast Asia in the Era of the Spice Trade ..............189
Chapter 14: Crisis and Absolutism in Europe
Daily Lecture Notes 14-1: Europe in Crisis: The Wars of Religion .......................192
Daily Lecture Notes 14-2: Social Crises, War, and Revolution .............................195
Daily Lecture Notes 14-3: Response to Crisis: Absolutism...................................199
Daily Lecture Notes 14-4: The World of European Culture..................................203
Chapter 15: The Muslim Empires
Daily Lecture Notes 15-1: The Ottoman Empire ..................................................206
Daily Lecture Notes 15-2: The Rule of the Safavids .............................................211
Daily Lecture Notes 15-3: The Grandeur of the Moguls ......................................214
iv
Chapter 16: The East Asian World
Daily Lecture Notes 16-1: China at Its Height......................................................218
Daily Lecture Notes 16-2: Chinese Society and Culture .......................................221
Daily Lecture Notes 16-3: Tokugawa Japan and Korea ........................................223
Chapter 17: Revolution and Enlightenment
Daily Lecture Notes 17-1: The Scientific Revolution ............................................227
Daily Lecture Notes 17-2: The Enlightenment......................................................232
Daily Lecture Notes 17-3: The Impact of the Enlightenment................................237
Daily Lecture Notes 17-4: Colonial Empires and the American Revolution..........241
Chapter 18: The French Revolution and Napoleon
Daily Lecture Notes 18-1: The French Revolution Begins ....................................245
Daily Lecture Notes 18-2: Radical Revolution and Reaction ................................249
Daily Lecture Notes 18-3: The Age of Napoleon..................................................253
Chapter 19: Industrialization and Nationalism
Daily Lecture Notes 19-1: The Industrial Revolution ...........................................258
Daily Lecture Notes 19-2: Reaction and Revolution.............................................262
Daily Lecture Notes 19-3: National Unification and the National State ...............266
Daily Lecture Notes 19-4: Culture: Romanticism and Realism .............................272
Chapter 20: Mass Society and Democracy
Daily Lecture Notes 20-1: The Growth of Industrial Prosperity ..........................275
Daily Lecture Notes 20-2: The Emergence of Mass Society .................................278
Daily Lecture Notes 20-3: The National State and Democracy ............................283
Daily Lecture Notes 20-4: Toward the Modern Consciousness ............................288
Chapter 21: The Height of Imperialism
Daily Lecture Notes 21-1: Colonial Rule in Southeast Asia..................................292
Daily Lecture Notes 21-2: Empire Building in Africa ...........................................296
Daily Lecture Notes 21-3: British Rule in India....................................................301
Daily Lecture Notes 21-4: Nation Building in Latin America ...............................305
Chapter 22: East Asia Under Challenge
Daily Lecture Notes 22-1: The Decline of the Qing Dynasty................................310
Daily Lecture Notes 22-2: Revolution in China....................................................315
Daily Lecture Notes 22-3: Rise of Modern Japan.................................................318
Chapter 23: War and Revolution
Daily Lecture Notes 23-1: The Road to World War I ...........................................323
Daily Lecture Notes 23-2: The War .....................................................................326
Daily Lecture Notes 23-3: The Russian Revolution ..............................................330
Daily Lecture Notes 23-4: End of the War...........................................................334
Chapter 24: The West Between the Wars
Daily Lecture Notes 24-1: The Futile Search for Stability ....................................337
v
Daily Lecture Notes 24-2: The Rise of Dictatorial Regimes .................................341
Daily Lecture Notes 24-3: Hitler and Nazi Germany............................................345
Daily Lecture Notes 24-4: Cultural and Intellectual Trends .................................348
Chapter 25: Nationalism Around the World
Daily Lecture Notes 25-1: Nationalism in the Middle East ..................................351
Daily Lecture Notes 25-2: Nationalism in Africa and Asia...................................355
Daily Lecture Notes 25-3: Revolutionary Chaos in China ....................................359
Daily Lecture Notes 25-4: Nationalism in Latin America .....................................362
Chapter 26: World War II
Daily Lecture Notes 26-1: Paths to War ..............................................................366
Daily Lecture Notes 26-2: The Course of World War II .......................................369
Daily Lecture Notes 26-3: The New Order and the Holocaust.............................374
Daily Lecture Notes 26-4: The Home Front and the Aftermath of the War .........378
Chapter 27: Cold War and Postwar Changes
Daily Lecture Notes 27-1: Development of the Cold War....................................383
Daily Lecture Notes 27-2: The Soviet Union and Eastern Europe ........................387
Daily Lecture Notes 27-3: Western Europe and North America...........................390
Chapter 28: The Contemporary Western World
Daily Lecture Notes 28-1: Decline of the Soviet Union........................................394
Daily Lecture Notes 28-2: Eastern Europe ...........................................................396
Daily Lecture Notes 28-3: Europe and North America.........................................398
Daily Lecture Notes 28-4: Western Society and Culture ......................................401
Chapter 29: Latin America
Daily Lecture Notes 29-1: General Trends in Latin America ................................405
Daily Lecture Notes 29-2: Mexico, Cuba, and Central America ...........................407
Daily Lecture Notes 29-3: The Nations of South America....................................409
Chapter 30: Africa and the Middle East
Daily Lecture Notes 30-1: Independence in Africa ..............................................412
Daily Lecture Notes 30-2: Conflict in the Middle East .........................................415
Chapter 31: Asia and the Pacific
Daily Lecture Notes 31-1: Communist China .......................................................419
Daily Lecture Notes 31-2: Independent States in South and Southeast Asia........422
Daily Lecture Notes 31-3: Japan and the Pacific ..................................................425
Chapter 32: Challenges and Hopes for the Future
Daily Lecture Notes 32-1: The Challenges of Our World.....................................428
Daily Lecture Notes 32-2: Global Visions ............................................................431
vi
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 1, Section 1
?
Did You Know
Early hominids called australopithecines were
primarily herbivores, but the development of stone tools, which
allowed them to remove flesh from animal carcasses, meant that
later hominids, such as Homo habilis, could eat meat regularly.
I.
Before History (pages 19–21)
A. The period before history—prehistory—is the period for which we have no written
records. We know about prehistory from archaeological and biological information.
B. Archaeologists and anthropologists create theories based on this information.
Archaeology studies the structure of past societies by analyzing the artifacts—tools,
household items, weapons, buildings, artworks, religious figures, etc.—people left
behind. Anthropology focuses more on culture by studying artifacts and human
remains—human fossils.
C. For example, by studying tools and weapons scientists create theories about the economic and military structures of a society. Examining bones and hides tells us about
the diet of people.
D. Archaeologists and anthropologists use scientific methods to create their theories. One
of the most important scientific tasks is dating prehistorical artifacts and fossils.
E. One valuable dating method is radiocarbon dating. This method dates accurately up to
50,000 years old. Thermoluminescence measures accurately up to 200,000 years old.
F. Biological methods such as DNA and blood molecule analyses also give us information about the societies of prehistory.
Discussion Question
What artifacts from contemporary culture would best show contemporary ways of life,
beliefs, and values to archaeologists and anthropologists ten thousand years from now?
Explain what these artifacts would teach future peoples about us. (Answers will vary.
Answers should show an understanding of what an artifact can reveal about a culture.)
II. Early Stages of Development (pages 21–22)
A. The earliest humanlike beings, called australopithecines (“southern apes”) by their
discoverer, Donald Johanson, lived in Africa three to four million years ago.
B. Australopithecines were the first hominids (creatures that walk upright) to make
stone tools.
turn
1
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 1, Section 1
C. Homo erectus marks the next stage of human development. This species dates from
about 1.5 million years ago. These hominids used larger and more varied tools, and
were the first to move into parts of Europe and Asia. They could migrate into colder
areas because they were the first brings to make fires deliberately.
D. Homo sapiens (“wise human being”) emerged about 250,000 years ago. Two subgroups developed from Homo sapiens: Neanderthals and Homo sapiens sapiens. The
Neanderthals died out.
E. Homo sapiens sapiens was the first group that looked like us. They appeared in
Africa between 150,000 and 200,000 years ago. All humans today belong to this
subspecies of Homo sapiens.
Discussion Question
The discovery of Neanderthals is considered evidence for the theory of evolution, the
view that all living things are the product of millions of years of inherited change,
because it shows that other types of hominids had once existed and become extinct.
How might this point be considered evidence for the theory of evolution? (People consider
this evidence for evolution because it shows that species change over time and that change has to
do with adaptation. The Neanderthals died out because they could not adapt.)
III. The Hunter-Gatherers of the Old Stone Age (pages 22–25)
A. A basic distinguishing feature of human beings is making and using tools. Early tools
were made of stone. Therefore, the term Paleolithic Age (“Old Stone Age”) designates
the earliest period of human history. The Paleolithic Age is from 2,500,000 to 10,000 B.C.
B. Paleolithic people hunted game and gathered nuts, berries, fruits, and wild grains.
Over the centuries they developed better hunting tools like spears, bows and arrows,
harpoons, and fishhooks.
C. They were nomads (people who move from place to place) because they had to follow
the vegetation cycles and animal migrations. Scientists speculate these nomads lived in
bands of twenty to thirty people.
D. Most of Paleolithic life was organized around and devoted to finding food.
E. Probably both men and women found food, with men hunting and women gathering.
Women probably stayed close to camp because of bearing and raising children.
F. Paleolithic men and women may have been roughly equal because they shared the
vital responsibility of finding food. Probably both made decisions that affected the
group.
turn
2
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 1, Section 1
G. The word technology refers to what we make to sustain ourselves and control our
environment. Stone tools were made by using a harder stone like flint to create an
edge on another stone. The most common early stone tool was the hand axe. Later
Paleolithic people added a handle to the stone axe. These tools were used to kill and
butcher animals, cut plants, dig up roots, and cut branches to build shelter.
H. Early shelter was in caves. Later Paleolithic people fashioned houses and huts, often
using wood as a frame that was then covered with hides. Sometimes they used animal
bones for the frame.
I. Paleolithic people used fire systematically as long ago as five hundred thousand years.
Fire gave warmth, it fostered a sense of community, it scared away wild animals,
flushed out animals for hunting, and cooked food. Fire was especially important as a
source of warmth during the Ice Ages, the most recent of which lasted from about
100,000 to 8000 B.C.
J. That even Paleolithic people created art shows that art is important to human life. One
of the largest discoveries of Paleolithic art, done between 25,000 and 12,000 B.C., is at
Lascaux, France.
K. The paintings are in underground caves. Most of the images are of animals. Probably
these paintings were used in magical or religious rituals to bring about a successful
hunt.
Discussion Question
The Paleolithic cave paintings probably were part of a magical or religious ritual to
ensure a successful hunt. Few people in contemporary times believe art has this kind of
power, yet art continues to be a vital human activity. What are other functions of art?
(Answers will vary. Possible answers are that we learn from art and that we get pleasure from
experiencing the beautiful.)
end
3
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 1, Section 2
?
Did You Know
Early civilizations’ food surpluses were made
possible by a variety of agricultural innovations. Among these was
the crossbreeding of crops. In the Indus Valley, for example, crossing local goatsface grass with Western Asiatic enmer wheat
produced bread-wheat.
I.
The Neolithic Revolution (pages 27–30)
A. Human survival depends on the systematic growing and storing of food, an accomplishment of the people of the Neolithic Age.
B. After the end of the last Ice Age (8000 B.C.), the Neolithic Revolution began. The word
neolithic is Greek for “new stone.” The revolution was a change from hunting and
gathering to systematic agriculture.
C. Systematic agriculture means planting crops and domesticating (taming) animals for
food, clothing, and work. Some historians believe that this agricultural revolution was
the single most important event in human history.
D. The ability to acquire food regularly gave humans greater control over their environment and made it possible to give up nomadic ways of life for settling into
communities, a step vital for the development of civilization.
E. Systematic agriculture developed all over the world between 8000 and 5000 B.C.
Mesoamericans (inhabitants of present-day Mexico and Central America), for example, grew beans, squash, and maize (corn). Systematic agriculture gave rise to
permanent settlements, which historians call Neolithic farming villages. One was
Jericho, in Palestine. The largest was Çatal Hüyük, in present-day Turkey.
F. Archaeologists found 12 products that were grown in Çatal Hüyük and evidence of
widespread domestication of animals. Because of increased food production and storage, people had more food than they needed. These surpluses allowed some people to
do work other than farming. Artisans made such things as jewelry and weapons.
These items fostered trade.
G. Çatal Hüyük also had shrines to and statues of gods and goddesses. These show that
religion was gaining importance during the Neolithic period.
H. The Neolithic period brought many important changes: more complex communities
were developed, trade caused people to specialize and a division of labor developed,
basic crops were first cultivated, and cloth was first woven.
turn
4
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 1, Section 2
I. Men became more active in farming and herding, which took them away from the
home. Women did more domestic tasks like weaving. As men took on more responsibility
for obtaining food and protecting the settlements, they played a more dominant role.
J. Between 4000 and 3000 B.C., people learned to use metals. First they used copper. Then
people mixed copper and tin to make bronze, a more durable metal. Historians call the
period when bronze was in widespread use (3000 to 1200 B.C.) the Bronze Age.
Discussion Question
In what ways did the development of agriculture make life better or worse for Neolithic
people? (Answers will vary. Students should show an understanding of the changes agriculture
caused in Neolithic life.)
II. The Emergence of Civilization (pages 30–31)
A. Culture is a people’s way of life. A civilization is a complex culture. Historians have
identified six characteristics of civilization: cities, government, religion, social structures, writing, and art. The first civilizations and cities developed in river valleys.
B. Generally, the first governments were led by monarchs (kings or queens) who organized armies to protect their subjects and made laws to regulate their lives. Religions
explained the working of nature and the existence of things. A class of priests developed to perform rituals for pleasing the deities. Many rulers claimed their power came
from the divine. Some rulers even claimed to be divine themselves.
C. Social structures developed based on economic status. Rulers, priests, officials, and
warriors were the upper classes. Below them was a class of free farmers, traders,
artisans, and craftspeople. Below them were slaves and servants.
D. Writing was used to keep records and for creative expression through literature. Arts
such as painting and sculpture were developed to portray natural forces or gods and
goddesses on temples and shrines.
Discussion Question
Why do you think so many civilizations arose in river valleys? (Answers will vary.
Students should demonstrate an understanding of the needs of a civilization and the resources
that a river environment provides.)
end
5
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 2, Section 1
?
Did You Know
One of the most interesting objects discovered
by archaeologists in the Mesopotamian city of Ur was the so-called
“Standard of Ur,” a wooden box decorated with images of peace on
one side and images of war on the other. The box’s beauty testifies
to the artistic talent of the Sumerians.
I.
The Impact of Geography (pages 37–38)
A. Mesopotamia is at the eastern end of the Fertile Crescent, an arc of land from the
Mediterranean Sea to the Persian Gulf.
B. Mesopotamia (“between the rivers”) is the valley between the Tigris and Euphrates
Rivers. These rivers often overflow and leave silt, which makes the soil rich for a
flourishing agricultural economy. Mesopotamian civilization was one of history’s
important early civilizations to grow in a river valley.
C. Developing consistent agriculture required controlling the water supply. People in
Mesopotamia, therefore, developed a system of drainage ditches and irrigation works.
The resulting large food supply made possible significant population growth and the
emergence of civilization in Mesopotamia.
D. Ancient Mesopotamia covered three general areas: Assyria, Akkad, and Sumer. Several
peoples lived in these areas.
E. Mesopotamian civilization involved many peoples. The Sumerians developed the first
Mesopotamian civilization.
Discussion Question
Consider the area where you live. What roles has geography played in how your area
has developed physically, commercially, and culturally? (Answers will vary. Students
should show an understanding of the geography of their area and its possible effects on development. For example, the Ohio River made Cincinnati a commercial center in the 1840s and
1850s.)
II. The City-States of Ancient Mesopotamia (pages 38–40)
A. By 3000 B.C. the Sumerians had formed a number of city-states centered around cities
such as Ur and Uruk. These states controlled the surrounding countryside politically
and economically. City-states were the basic political unit of the Sumerian civilization.
turn
6
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 2, Section 1
B. The Sumerians built largely with mud bricks. Using them they invented the arch and
the dome and built some of the largest brick buildings in the world.
C. The most important building in each city was the temple. Often it was built on top of a
massive stepped tower called a ziggurat. Sumerians believed gods and goddesses
owned and ruled the cities. The Sumerian state was a theocracy, then—a government
by divine authority.
D. Priests and priestesses were important figures politically as well as religiously.
Eventually, ruling power passed more into the hands of kings, who traced their
authority back to the divine.
E. The Sumerian economy was principally agricultural, but manufacturing, for example
of metalwork, and trade, for example of wheat, were important. The invention of the
wheel around 3000 B.C. facilitated trade.
F. The Sumerian city-states had three classes: nobles, commoners, and slaves. Nobles
included the royal family, royal officials, priests, and their families. Commoners
worked for large estates as farmers, merchants, fishers, and craftspeople. Around
90 percent of the people were farmers.
G. Slaves principally worked on large building projects, wove cloth, and worked the
farms of the nobles.
Discussion Question
The Sumerian city-states were theocracies (theo meaning “god” and cracy meaning
“rule”). In a theocracy, government authority is founded upon divine authority. The
United States is a democracy. On what authority is its governmental power based?
(Governmental authority in a democracy [demo meaning “the people”] is based on the consent of
the people governed.)
III. Empires in Ancient Mesopotamia (pages 40–41)
A. The Akkadians lived north of the Sumerian city-states. The Akkadians are called a
Semitic people because they spoke a Semitic language.
B. Around 2340 B.C. the leader of the Akkadians, Sargon, conquered the Sumerian citystates and set up the world’s first empire.
C. An empire is a large political unit that controls many peoples and territories. The rise
and fall of empires is an important part of history.
D. In 1792 B.C. Hammurabi of Babylon, a city-state south of Akkad, established a new
empire over much of both Akkad and Sumer.
turn
7
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 2, Section 1
Discussion Question
Building empires is a constant feature of history. What might have motivated Sargon to
create the first empire? Compare and contrast that with the motivations for the British
Empire and the attempt by the Nazis to build an empire. (Answers will vary. Students
should show an understanding of different possible causes of building empires such as economics,
power, ideology, and defense.)
IV. The Code of Hammurabi (pages 41–42)
A. The Code of Hammurabi is one of the world’s most important early systems of law. It
calls for harsh punishments against criminals. The principle of retaliation (“an eye for
an eye, a tooth for a tooth”) is fundamental in Hammurabi’s code.
B. Punishments varied according to social status. A crime committed against a noble
brought a harsher punishment than the same crime committed against a commoner.
C. Hammurabi’s code punished public officials who failed in their duties or were corrupt.
It also had what we would call consumer protection provisions, for example, holding
builders responsible for the quality of their work. If a building collapsed and killed
someone, the builder was executed. Damages had to be paid to people injured.
D. The largest group of laws in the code covered marriage and the family. Parents
arranged marriages, and the bride and groom had to sign a marriage contract to be
officially married.
E. Hammurabi’s code expresses the patriarchal nature of Mesopotamian society. Women
had fewer privileges and rights than men. The code also enforced obedience of children to parents. A father could cut off the hand of a son who had hit him, for example.
Discussion Question
Hammurabi’s code was applied differently to different classes of people. Where in the
U.S. Constitution is this practice forbidden? Give reasons for why the unequal application of the law is unjust. If you think it is just, explain why. (The U.S. Constitution forbids
applying law differently to different classes of people in the Fourteenth Amendment, where it
calls for the “equal protection of the laws.” Answers will vary on the justice question. Try to get
students to consider the question of what is relevant to justly applying the law and what is not.
Presumably, social and economic standing are not.)
turn
8
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 2, Section 1
V.
The Importance of Religion (page 42)
A. Due to the harsh physical environment and famines, Mesopotamians believed that the
world was controlled by often destructive supernatural forces and deities.
B. The Mesopotamians were polytheistic because they believed in many gods and goddesses. They identified three thousand of them.
C. Human beings were to serve and obey the gods and goddesses. Sumerians believed
that human beings were created to do the manual labor the gods and goddesses were
not willing to do. As inferior beings, people could never be sure what the deities might
do to help or hurt them.
Discussion Question
How did Sumerians view their place in the world? (They were at the mercy of unpredictable
forces.)
VI. The Creativity of the Sumerians (pages 42–43)
A. The Sumerians were important inventors. They created a system of writing called
cuneiform (“wedge-shaped”). They used a reed stylus to make wedge-shaped markings on clay tablets, which were then baked in the sun.
B. Writing was used for record keeping, teaching, and law. A new class of scribes (writers
and copyists) arose. Being a scribe was the key to a successful career for an upper-class
Mesopotamian boy. Writing also passed on cultural knowledge from generation to
generation, sometimes in new ways.
C. The Epic of Gilgamesh, the most important piece of Mesopotamian literature, teaches
the lesson that only the gods are immortal. Gilgamesh is wise and strong, a being who
is part human and part god. Gilgamesh befriends a hairy beast named Enkidu. When
Enkidu dies, Gilgamesh feels the pain of his friend’s death, and he searches for the
secret of immortality. He fails.
D. The Sumerians invented important technologies, such as the wagon wheel. In mathematics they invented a number system based on 60, and they made advances in
applying geometry to engineering.
E. In astronomy, the Sumerians charted the constellations using their number system of 60.
Discussion Question
What tool of measurement based on 60 do we use today? (Watches and clocks measure time
using a system of 60.)
end
9
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 2, Section 2
?
Did You Know
The funeral boat used to transport the body of
King Khufu from Memphis to Giza was 141 feet long.
Archaeologists have reassembled the craft according to the shipwright’s original instructions, which were discovered with the
craft’s pieces next to Khufu’s tomb.
I.
The Impact of Geography (pages 45–46)
A. Running over 4,000 miles, the Nile is the longest river in the world. It begins in the
heart of Africa and runs north to the Mediterranean. The northern part is called Lower
Egypt and the southern part is called Upper Egypt.
B. The most important fact about the Nile is that it floods each year, enriching the soil
around it. The surplus of food Egyptian farmers could grow in this fertile soil made
Egypt prosperous. The Nile also served as a great highway that enhanced transportation and communication. In these ways the Nile was a unifying influence on Egypt.
C. Unlike Mesopotamia, Egypt had geographical barriers that protected it from invasion:
the deserts to the west and east, the Red Sea to the east, the Mediterranean Sea to the
north, and rapids in the southern Nile.
D. Geography gave the Egyptians a sense of confidence and added to the noteworthy
continuity of Egyptian civilization for thousands of years.
Discussion Question
Consider important geographical influences on the United States, like rivers, mountain
ranges, and deserts. For two of them, explain how they affected the development of the
United States. (Answers will vary. One possible answer is about how cities began along major
rivers, like the Ohio and Mississippi Rivers. Another possible answer is about how agriculture
developed around such rivers and how they served as a highway for trade, transportation, and
communication. A third possible answer is about how the cities of the Southwest have needed
extensive irrigation systems and water works to grow.)
II. The Importance of Religion (pages 46–47)
A. Religion gave the Egyptians a sense of security and timelessness. The Egyptians were
also polytheistic. Two groups of gods—the land gods and sun gods—were especially
important.
turn
10
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 2, Section 2
B. The sun was worshipped as the source of life. The sun god was named Atum or Re.
The Egyptian ruler was called Son of Re, the sun god in earthly form.
C. Two important river and land gods were Osiris and Isis. They were husband and wife.
Isis brought Osiris back to life after his brother, Seth, had cut up his body into 14
pieces. Osiris had an important role as a symbol of rebirth, whether after physical
death or through the rebirth of the land when flooded by the Nile. Isis’s bringing
together the parts of Osiris’s body each spring symbolized the new life that the floods
brought.
Discussion Question
Why were the Mesopotamian and ancient Egyptian religions polytheistic? (Answers will
vary. Perhaps the best answer is that the polytheism reflects the idea that the divine is in or controls different forces of nature. Different deities are identified with the different forces. Later,
contrast this view with the Hebrew God, who creates nature but is not in it.)
III. The Course of Egyptian History (pages 47–51)
A. Historians divide Egyptian history into three major periods of stability, peace, and
cultural flourishing: the Old Kingdom, the Middle Kingdom, and the New Kingdom.
Periods of upheaval fell between them.
B. Egyptian history began around 3100 B.C. when Menes created the first royal dynasty
in Egypt. A dynasty is a family of rulers. Their right to rule is passed on through the
family.
C. The Old Kingdom lasted from 2700 to 2200 B.C. Egyptian rulers became known as
pharaohs. Pharaoh means “great house” or “palace.”
D. Egyptian pharaohs had absolute power. However, they were aided first by their families and by then a large bureaucracy—an administrative organization of officials and
regular procedures—that developed during the Old Kingdom.
E. The vizier (“steward of the whole land”) held the most important position next to the
pharaoh. The vizier headed the bureaucracy and reported directly to the pharaoh.
Egypt was divided into 42 provinces, each with its own governor.
F. The pyramids were built during the Old Kingdom. They served as tombs for the
pharaohs and their families. They contained food, weapons, artwork, and household
goods for the person in the afterlife. Egyptians believed that a person’s spiritual body
(ka) could survive the death of the physical body if the physical body were properly
preserved through mummification.
turn
11
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 2, Section 2
G. In mummification a body was slowly dried to keep it from rotting. It was done in
workshops that priests ran for wealthy families. Workers would first remove certain
internal organs, placing them in four special jars put in the tomb with the mummy.
They also removed the brain through the nose. Then the body was covered with salt to
absorb moisture. Later, workers filled the body with spices and wrapped it in resinsoaked linen. This process took about 70 days. Then a lifelike mask of the deceased
was placed over the head and shoulders of the mummy. Finally, the mummy was
sealed in a case and placed in its tomb.
H. The mummy of Ramses the Great has remained intact for 3,000 years. Symbols of
Osiris decorate his coffin.
I. The largest pyramid was for King Khofu, built around 2540 B.C. in Giza. It covers 13
acres. Historians are still amazed at the builders’ precision. Huge stones are fitted so
closely that a hair cannot be pushed between them.
J. The Great Sphinx is also at Giza. It has the body of a lion and head of a man; some
historians believe it is there to guard the sacred site.
K. The Middle Kingdom was between 2050 and 1652 B.C. Egyptians later portrayed
this time as a golden age. Egypt expanded into Nubia, and trade reached into
Mesopotamia and Crete.
L. The pharaohs had a new concern for the people during the Middle Kingdom. The
pharaoh was now portrayed as a shepherd of the people. He was expected to build
public works and provide for the people’s welfare. Swampland was drained and a
new canal connected the Nile River and the Red Sea.
M. Invasion by the Hyskos people of Western Asia ended the Middle Kingdom.
Egyptians learned to use bronze and horse-drawn war chariots from the Hyskos.
N. The New Kingdom lasted from 1567 to 1085 B.C. During this period Egypt created
an empire.
O. The New Kingdom pharaohs were tremendously wealthy. The first female pharaoh,
Hatshepsut, and others built fabulous temples. Hers is at Deir el Bahri, near Thebes.
P. Akhenaton tried to make Egyptians monotheistic and worship only the sun god.
Many believed this change would upset the cosmic order and destroy Egypt. After
Akhenaton’s death, the boy-pharaoh Tutankhamen restored the old gods and
polytheism.
Q. Akhenaton’s religious reforms caused upheavals that led the Egyptians to lose their
empire.
R. Ramses II (1279–1213 B.C.) (the Great) regained some of the empire. New invasions by
the “Sea Peoples” then ended the Egyptian Empire once and for all. The New Kingdom
collapsed in 1085 B.C.
turn
12
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 2, Section 2
S. For the next thousand years, Libyans, Nubians, Persians, and Macedonians dominated
Egypt.
T. The pharaoh Cleopatra VII unsuccessfully tried to reassert Egypt’s independence. Her
alliance with Rome brought defeat, her suicide, and Roman rule over Egypt.
Discussion Question
Page 51 of your text has a brief profile of Hatshepsut. Read the inscription she left at
Deir el Bahri, expressing her anxiety about what people in the future will think of her.
From what you know of Hatshepsut, what do you think of her? (Answers will vary.
Student answers should demonstrate some knowledge of how pharaohs ruled and of Hatshepsut.)
IV. Society in Ancient Egypt and Daily Life in Ancient Egypt (pages 51–52)
A. Egyptian society was organized like a pyramid. The pharaoh was at the top. He was
surrounded by a ruling class of nobles and priests. They ran the government and managed their extensive land and wealth.
B. The next class was made up of merchants and artisans. Below them was a class of
peasants, who usually worked land held by the upper class, and provided revenues,
military service, and forced labor for the state.
C. Egyptians married young. The husband was the master, but the wife ran the household and educated the children. Women kept their property, even in marriage.
Marriages could end in divorce, which included compensation for the women. Some
women were merchants, priestesses, and even pharaohs.
D. Parents arranged marriages. Their chief concerns were family and property. However,
remaining Egyptian poetry and advice books suggest that romance and caring were
important parts of Egyptian marriages.
Discussion Question
Most societies have given more power, rights, and privileges to men than to women.
Why do you think that is? (Answers will vary. Answers probably will consider one or more of
the following: biological differences between men and women, the social effects of bearing and
nursing children, and a need to control.)
turn
13
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 2, Section 2
V.
Writing and Education and Achievements in Art and Science (pages 52–53)
A. Writing emerged in Egypt around 3000 B.C. Egyptians used a system called hieroglyphics (“priest-carvings”), which used pictures and abstract forms. Later, Egyptians
used a simplified version called hieratic script. Hieratic script was written on papyrus.
B. Hieratic script was used for record keeping, business transactions, and the general
needs of daily life. Because of these tasks, the class of scribes was very important in
Egypt. Upper-class boys trained to be scribes from age 10. The training took many
years.
C. Pyramids, temples, and other monuments show the architectural and artistic achievements of the Egyptians.
D. Artists followed a distinctive style. For example, human bodies were shown as a combination of profile, semiprofile, and frontal views to get an accurate picture.
E. For their monumental building projects and their vital surveys of flooded land,
Egyptians made important advances in geometry. They calculated area and volume.
F. Because of mummification, Egyptians became experts in human anatomy.
Archaeologists have discovered directions from Egyptian doctors about using splints,
bandages, and compresses for treating fractures and wounds. Other ancient civilizations acquired medical knowledge from the Egyptians.
Discussion Question
The word geometry means “land measuring.” This etymology refers to the Egyptian
practice of surveying lands around the Nile. Why was land surveying so important to
the Egyptians? (All classes of Egyptian society depended on the success of Egypt’s abundant
agriculture, which depended on knowing the flood patterns of the Nile. The Egyptians would plan
their fields geometrically according to these patterns.)
end
14
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 2, Section 3
?
Did You Know
To this day, more than 2,400 years after it was
written, strict rules govern the production and treatment of the
Torah. Every copy of the Torah is written in Hebrew by a calligrapher on vellum or parchment. When reading from the Torah, Jews
use a pointer called a yad; no one is allowed to touch the scrolls.
I.
The Role of Nomadic Peoples (pages 54–55)
A. Another ancient civilization flourished in central Asia around 4,000 years ago in what
are now Turkmenistan and Uzbekistan.
B. These people built mud-brick buildings, used bronze tools, built irrigation works, and
probably had writing.
C. Pastoral nomads lived on the fringes of these civilizations. These groups hunted and
gathered, did small farming, and domesticated animals. They moved along regular
routes to pasture their animals. Sometimes they overran settled communities and
established states.
D. One of the most important groups of pastoral nomads was the Indo-Europeans. The
term Indo-European refers to peoples who spoke languages derived from the same parent language. Indo-European languages include Greek, Latin, Sanskrit, and the
Germanic languages. One Indo-European group melded with natives in Anatolia—
modern-day Turkey—to form the Hittite kingdom.
E. Between 1600 and 1200 B.C., the Hittites created an empire in western Asia. Its capital
was Hattusha, in modern Turkey. They were the first Indo-Europeans to use iron.
F. When the Hittite Empire was destroyed, smaller city-states and kingdoms emerged in
the area of Syria and Palestine.
Discussion Question
The Hittites were the first Indo-European people to use iron. What are the advantages of
using iron over bronze or stone for tools and weapons? What metal has been so important in modern production? (The chief advantage of iron is that it is stronger. Iron tools and
weapons, therefore, are more effective and last longer than bronze or stone tools and weapons.
Steel is the most important modern metal.)
turn
15
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 2, Section 3
II. The Phoenicians (pages 55–56)
A. The Phoenicians were an important new group in this area. The Phoenicians lived on
a narrow band of the Mediterranean coast only 120 miles long.
B. After the downfall of the Hittites and the Egyptians, the Phoenicians began to assert
their power. That power was based on trade.
C. The Phoenicians were such prominent traders because of their ships and seafaring skills.
D. Trading took the Phoenicians as far as Britain and Africa’s west coast. The Phoenicians
set up colonies. Carthage in North Africa is the most famous Phoenician colony.
E. The Phoenicians are most known for their alphabet of 22 letters. They could spell out
all the words in the Phoenician language. This alphabet was passed on to the Greeks.
The Roman alphabet we use is based on Greek.
Discussion Question
The Phoenician alphabet was phonetic. What are advantages and disadvantages of a
phonetic writing system? (Answers will vary. If each letter has a corresponding sound, any
word can be written by combining the letters. Disadvantages might include that the visual representation of an idea [a written word] has no relationship to its meaning.)
III. The “Children of Israel” (pages 56–60)
A. The Israelites were a Semitic people living in Palestine along the eastern Mediterranean Sea. Archaeological evidence indicates they emerged as a distinct group
between 1200 and 1000 B.C. The Israelites soon established a kingdom known as Israel.
B. The Israelites were not particularly important politically. Their main contribution to
history was their religion, Judaism. Judaism still flourishes as a major religion, and it
influenced both Christianity and Islam.
C. Israel ruled Palestine. Its capital was Jerusalem. King Solomon who ruled from 970 to
930 B.C., was Israel’s first great king. Solomon was known for his wisdom. Most importantly, he built the temple in Jerusalem. To this day the Jewish people take this temple
as the symbolic center of Israel and Judaism.
D. After Solomon, the kingdom divided into two parts. The Kingdom of Israel was made
up of ten tribes. The Kingdom of Judah to the south was made up of two tribes. In
772 B.C, the Assyrians conquered and scattered the ten tribes of Israel. They lost their
Hebrew identity. It is this event that gave rise to the idea of the “ten lost tribes” of Israel.
E. The Chaldeans conquered Assyria and the Kingdom of Judah, destroying the temple
in Jerusalem in 586 B.C. Many upper-class captives were sent to Babylonia.
turn
16
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 2, Section 3
F. After the Persians conquered the Chaldeans, the people of Judah were permitted to
return. The Kingdom of Judah was reborn and the temple rebuilt. The people of Judah
survived even conquest by Alexander the Great, eventually becoming known as the
Jews and giving their name to Judaism.
G. Jewish belief says there is one God, Yahweh. The belief in one God only is called
monotheism. Yahweh created and rules the world. God, however, is not in nature;
natural phenomena are not divine. All people are Yahweh’s servants, not just a certain
tribe or nation.
H. The three most important aspects of the Jewish religion are the covenant, the law, and
the prophets.
I. The covenant is the agreement between God and his people. The Jews could fulfill the
covenant by obeying the law of God, called the Ten Commandments.
J. The Jews believed that religious teachers, called prophets, were sent by God. The
prophets generally warned the people of Israel about Yahweh’s punishment should
they not follow the law.
K. The prophets also added a new element to the Jewish tradition. Prophets like Isaiah
expressed concern for all humanity and the hope that someday all people would follow the law of the God of Israel in a time of peace. People would show compassion to
each other. They also would care for social justice and the condition of the poor and
unfortunate.
L. Judaism was unique in western Asia and Egypt. Its most distinctive feature is its
monotheism. Further, the ideas of Judaism were written down, so people besides
priests and rulers could have religious knowledge and know God’s will. The Jews also
would not accept the gods or goddesses of their neighbors.
M. Conflicts in Canaan between the Israelites and other groups are ancient. When the
Israelites entered Canaan around 1220 B.C., they fought with the Philistines. To beat
them they united around a new king, Saul. Saul was defeated, but David later defeated
the Philistines. Conflicts continue, today between Israelis and Arabs.
Discussion Question
Much of the history in this section is based on the Hebrew Bible. How is the Bible similar to and different from other historical sources? (Answers will vary. Students should
mention that many people consider the Bible to be divinely inspired, unlike most histories. For
example, Jewish belief says Yaweh revealed the Ten Commandments, recorded in the Old
Testament, directly to Moses.)
end
17
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 2, Section 4
I.
The Assyrian Empire (pages 61–62)
A. The Assyrians of the upper Tigris River formed the Assyrian Empire by 700 B.C. They
were known for their military prowess. Their military power came from using iron
and a large, well-disciplined army of infantry, cavalry, and archers, often on chariots.
They also used terror to subdue people, laying waste to people’s lands and torturing
captives.
B. A king with absolute power ruled the Assyrian Empire. The empire was organized
well with local officials directly responsible to the king.
C. The Assyrians developed an efficient communication system in order to administer
their empire. They set up a network of posts with horses carrying messages. It was
said that a message could go from a governor anywhere in the empire to the king and
be answered back in one week.
D. The Assyrian king Ashurbanipal founded one of the world’s first libraries. This library
has provided a great deal of information about Southwest Asian civilizations.
Discussion Question
The Assyrians were known as lethal warriors. One of the reasons they were successful in
war was the terror tactics they used, devastating conquered populations and committing
atrocities on captives. Should armies follow moral standards as they fight wars, or
should anything go as long as it serves victory? (Answers will vary. Students should show
they understand the issues in justifying means and ends.)
II. The Persian Empire (pages 62–64)
A. After the Assyrian Empire collapsed, the Chaldean king Nebuchadnezzar made
Babylonia the leading state of western Asia. Babylon became one of the greatest cities
of the ancient world. Babylonia did not last long; the Persians conquered it in 539 B.C.
B. The Persians were a nomadic, Indo-European people living in what is today southwest Iran. One family unified the different groups. One member, Cyrus, created a
powerful Persian state from Asia Minor to western India.
C. Cyrus ruled from 559 to 530 B.C. He captured Babylon, treating his new subjects with
noteworthy restraint, and he allowed the Jews to return to Jerusalem.
D. His sons extended the Persian Empire. Cambyses successfully invaded Egypt. Darius
(521–486 B.C.) extended the empire into India and Europe. He created the largest
empire the world had known.
turn
18
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 2, Section 4
E. Darius strengthened the Persian government by dividing the empire into 20 provinces,
called satrapies. A governor, or satrap (“protector of the kingdom”), collected taxes,
handled legal matters, and recruited soldiers. The Persians established a communication system using horses and regular posts known as the Royal Road, from Lydia to
the empire’s capital at Susa.
F. Much of the Persian Empire’s power was due to its military. The empire had a standing army from the entire empire. At its core was an elite group called the Immortals
because anyone who was killed was immediately replaced. The Immortals were made
up of ten thousand cavalry and ten thousand infantry.
G. The Persian Empire declined for a set of reasons common to the decline of empires.
The kings became more isolated at court and lived lives of tremendous luxury. They
levied high taxes that weakened the people’s loyalty.
H. At the same time, factions were struggling for control of the throne. Of the nine rulers
after Darius, six were murdered in plots. These bloody struggles weakened the Persian
monarchy (rule by a king or queen), and Alexander the Great conquered Persia during
the 330s B.C.
I. The most original Persian cultural contribution was its religion of Zoroastrianism.
Persian tradition says that Zoroaster was born in 660 B.C. He had visions that caused
him to be declared a prophet. His teachings were written in the sacred book of
Zoroastrianism, the Zend Avesta.
J. Zoroaster taught monotheism. The universe was permeated by the good of the
supreme god Ahuramazda, who brought all into being. There is an evil spirit, named
Ahriman, however. People have free will to choose between the two, but eventually,
good will triumph over evil. In the last judgment at the end of the world, good and
evil will separate. The good would go to a happy eternal life, the evil to damnation.
Discussion Question
Both Judaism and Zoroastrianism teach monotheism. What might be a reason for believing in monotheism and not polytheism? (Answers will vary. Perhaps the best answer is that
if the concept of God is of a being who is omnipotent and perfect, then logically there can be only
one God.)
end
19
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 3, Section 1
?
Did You Know
During the twentieth century there arose a
notion of an “Aryan race”—a Germanic people who supposedly
were responsible for all the progress that mankind had made.
Anthropologists have repudiated this notion. Nonetheless, it
became the basis of the Nazi policy of exterminating “non-Aryans”
during the 1930s and 1940s.
I.
The Land of India (pages 71–72)
A. The Indian subcontinent hangs down from the southern edge of Asia. Its diverse
geography has a number of core regions.
B. In the north are the highest mountains in the world, the Himalaya. Just south of the
Himalaya is the rich valley of the Ganges River, one of the most important regions of
Indian culture. The relatively dry Indus River valley lies to the west. It runs through
modern-day Pakistan.
C. The Deccan lies south of these two river valleys. It is a hilly and dry plateau extending
from the southern Ganges valley to the southern end of India. Lush plains, historically
the most densely populated regions in India, lie on the east and west coasts.
D. The monsoons are the most important feature of the Indian climate. Monsoons are seasonal wind patterns. The southwest monsoons bring the heavy rain on which Indian
farmers have depended to grow their crops. If the rains are too light or heavy, early or
late, crops are destroyed and thousands of Indians likely starve.
Discussion Question
An area of America in the twentieth century suffered a devastating drought, as portions
of India do if the monsoon rains are insufficient. What was this drought, when did it
happen, and what were its effects? (The drought created the Dust Bowl in the early 1930s,
during the Great Depression. The drought was principally in the Midwest. It ruined thousands of
family farms and caused many Americans to go west in search of work.)
II. India’s First Civilization (pages 72–73)
A. Early civilization in India developed in the Indus River valley. A civilization flourished
there from 3000 to 1500 B.C. Archaeologists have found remains of over a thousand
settlements in this area.
turn
20
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 3, Section 1
B. Two sites have ruins of the major cities Harappa and Mohenjo-Daro. The advanced
civilization that flourished for hundreds of years in these cities is called the Harappan
or Indus civilization.
C. Each of these cities had around 35,000 people and each was planned carefully. The
cities had a grid of streets and were divided into walled neighborhoods. Some houses
were as high as three stories. Buildings were constructed of mud bricks. Public wells
supplied water, and bathrooms used an advanced drainage system. A chute system
took household trash to public garbage bins. The careful structure of these cities
showed that this civilization had a well-organized government.
D. Harappan rulers based their power on a belief in divine assistance. As in all ancient
civilizations, religion and political power were linked closely.
E. Priests probably performed rituals to a fertility goddess to guarantee a good annual
harvest. The Harappan economy depended on agriculture. The chief crops were
wheat, barley, and peas.
F. The Indus valley civilization traded extensively with Mesopotamia. They traded copper, lumber, and various luxury goods for Sumerian textiles and food. Much of the
trade was by ship through the Persian Gulf, which lies between present-day Saudi
Arabia and Iran
Discussion Question
Ancient priests commonly performed rituals and ceremonies to try and influence the
deities. What contemporary religious practices continue this attempt to communicate
with the will of God? Why might the gods listen to human beings? (Answers to both questions will vary. Possible answers are prayer and confession to a priest, who conveys God’s will.
The gods might listen from compassion or a sense of justice.)
III. The Arrival of the Aryans (pages 74–75)
A. Aryan invaders ended the civilization of the Indus River valley by conquering the
Harappans. The Aryans were a nomadic Indo-European people living in central Asia.
Around 1500 B.C. they moved south across the Hindu Kush mountain range into
northern India.
B. The Aryans created a new Indian society. Like other nomadic people, the Aryans
excelled at war. By 1000 B.C. they had extended their control throughout India.
C. In India these nomadic warriors gave up the pastoral life for regular farming. The
introduction of iron helped make this change, especially the introduction of the iron
plow, which could be used to clear the dense jungle growth along the Ganges.
Irrigation systems turned the area into productive farmland.
turn
21
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 3, Section 1
D. Wheat, barley, and millet were grown in the north. Rice was grown in the fertile river
valleys. Vegetables, grains, cotton, and spices such as cinnamon and pepper were
grown in the south.
E. As nomads, the Aryans had no written language. They developed their first written
language, Sanskrit, around 1000 B.C. They wrote down the religious rituals, legends,
and chants that previously had been passed down orally.
F. Early Aryan writings also reveal that between 1500 B.C. and 400 B.C., Aryan leaders
known as rajas (princes) dominated India. Each carved out a small state and fought
other Aryan chieftains.
Discussion Question
The most ancient cultures passed on their culture orally. After the invention of writing,
people wrote down their ideas, traditions, norms, and stories to pass on to future generations. What are the advantages and disadvantages of these two ways of passing on
cultural knowledge? (Answers will vary. The advantages of one method tend to be the disadvantages of the other. Possible advantages of the oral are that people remember better what is
passed on, and this method tends to create more of a sense of community. Possible advantages of
the written are that the knowledge is available to more people, and it is not the possession of a
class of special interpreters.)
IV. Society in Ancient India (pages 75–76)
A. The Aryan conquest had a lasting effect on India. The meeting of conquered and conqueror created a set of social institutions and class divisions that last to this day.
B. The caste system was one of the most important Indian social creations. It set up a
rigid hierarchy of classes that determines a person’s occupation, economic potential,
and social status. In part it was based on skin color.
C. There were five major classes, or castes. The top two castes were the Aryan ruling
elites, the priests and warriors. The highest were members of the priestly class, or
Brahmans. The warriors were called Kshatriyas.
D. The third caste was made up of commoners, who for the most part were merchants.
Members of this caste were called the Vaisyas. Below this were the Sudras, who made
up most of the Indian population. They were the darker-skinned natives the Aryans
had conquered. Most were peasants who did manual labor, and their rights were
limited.
E. The Untouchables made up the lowest rung of Indian society. They performed jobs
considered degrading by Indian society, like collecting trash and handling the dead.
They made up about 5 percent of ancient India’s population.
turn
22
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 3, Section 1
F. The life of an Untouchable was difficult. They were not considered human and their
presence was considered harmful. They lived in ghettos. When they traveled they had
to tap sticks together so others would know they were coming and could avoid them.
G. The family was the basic unit of ancient Indian society. The ideal was to have an
extended family of three generations under one roof.
H. The oldest male had legal authority over the entire family, which made the family unit
patriarchal. Generally, only males could inherit property and were educated. Women
could not be priests. Divorce was forbidden, but men could take a second wife if the
first was not able to bear children. Children were important primarily because they
were to take care of their aging and elderly parents.
I. Marriages were arranged. Men married after 12 years of study. Girls married young
because they were an economic drain on the family.
J. Perhaps the strongest instance of male domination in India is suttee. In India the dead
were burned on funeral pyres. Suttee required a wife to throw herself on her dead husband’s funeral pyre and die herself. Those who refused were disgraced.
Discussion Question
Many modern Westerners believe that suttee was a barbaric custom. Yet at one time suttee was important in Indian culture. Do people have a right to judge the cultural
practices of a different culture? Why or why not? (Answers will vary. Students should show
they understand the issues involved, such as whether or not there is a shared human nature and
the difference between having a right to judge the customs of others and a right to force others to
change their customs.)
V.
Hinduism (page 77)
A. The religion of Hinduism is based on Aryan religious beliefs. We know about Aryan
religious beliefs from the Vedas, a collection of hymns and ceremonies. The Vedas
make up the oldest Hindu sacred text.
B. Hinduism is the religion of most of the Indian people. Early Hindus believed in an
ultimate reality (God) called Brahman. The individual self, or atman, had the duty to
come to know this ultimate reality. Then the self would merge with Brahman after
death.
C. The idea of reincarnation came into Hinduism in the 500s B.C. Reincarnation is the
idea that after death the individual soul is reborn in a different form. After many
existences the soul may unite with Brahman, the goal of all individuals.
turn
23
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 3, Section 1
D. Karma is an important part of this process. Karma refers to the idea that people’s
actions determine their form of rebirth and the class into which they are reborn, if
reborn as a person.
E. The divine law, or dharma, rules karma. This law requires all people to do their duty.
Duties vary with one’s caste. The higher the class the higher the social duties and
expectations.
F. The system of reincarnation provided a religious basis for the caste system. For example, the fewer privileges of the lower classes were justified by saying they were less
deserving due to their karma. Reincarnation also gave hope to the lower classes, however. They had a way to move up in the caste system.
G. Yoga (“union”) was developed as a practice to achieve oneness with God. This union
was a kind of dreamless sleep.
H. Hinduism has more than 33,000 deities. The three chief ones are Brahma the Creator,
Vishnu the Preserver, and Siva the Destroyer. The many gods and goddesses give ordinary Hindus a way to express their everyday religious feelings. Through devotion at a
temple they seek not only salvation but also a way of getting the ordinary things of life.
Discussion Question
All societies have had a social hierarchy. The Indian caste system is only one of the most
rigid. Why do human beings have this need to structure society in terms of higher and
lower classes? (Answers will vary. Possible answers are to create social order, to exploit others,
and to feel valuable, if one is a member of a higher class.)
VI. Buddhism (pages 78–79)
A. In the sixth century B.C. a new doctrine called Buddhism appeared in northern India
and rivaled Hinduism. Its founder was Siddhartha Gautama, known as the Buddha
(“Enlightened One”).
B. Siddhartha lived a privileged, sheltered life among great wealth. Then he became
aware of life’s sufferings—death, disease, and old age. He gave up his rich life to find
the meaning of life and the cure for human suffering.
C. At first he was an ascetic and practiced self-denial. Abusing his body did not bring
Siddhartha enlightenment, however. He entered a period of intense meditation and
one evening reached enlightenment. He spent the rest of his life teaching what he
learned.
turn
24
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 3, Section 1
D. These teachings are the basis of Buddhism. The physical realm is illusion. Desire’s
attachments to the physical cause suffering. Giving up these attachments leads to wisdom, or bodhi. Achieving wisdom is a key step in achieving nirvana, or ultimate
reality, in a reunion with the Great World Soul.
E. The essential Buddhist teachings concern the Four Noble Truths and the way to
achieve these truths, taking the Middle, or Eightfold, Path. Siddhartha accepted reincarnation but rejected the Hindu caste system. For this reason Buddhism appealed to
those in the lower castes. After Siddhartha’s death in 480 B.C., his followers spread the
message throughout India. Monasteries were established to promote Buddhism.
Discussion Question
Buddhism teaches that humans suffer due to desire’s attachments. What do you think
this idea of desire becoming attached to things means? Do attachments cause suffering?
(Answers to both questions will vary. A good way to answer both is to explain that according to
the Buddhists, people create a false idea of their reality by identifying themselves with the objects
of their desires. Living with a false idea of human reality causes people suffering.)
end
25
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 3, Section 2
?
Did You Know
Committed to spreading impartiality, cheerfulness, truthfulness, and goodness throughout his kingdom, Asoka
once said, “All men are my children. As for my own children, I
desire that they may be provided with all the welfare and happiness
of this world and of the next, so do I desire for all men as well.”
I.
The Mauryan Dynasty (pages 81–82)
A. After 400 B.C., India faced new threats from the west—first from Persia, then from
Greece and Macedonia, under Alexander the Great.
B. Alexander invaded northern India in 327 B.C. He left quickly, but his invasion gave rise
to the first Indian dynasty.
C. Chandragupta Maurya, who ruled from 324 to 301 B.C., founded the new Indian state.
This first Indian Empire was highly centralized and governed by an ideal of exercising
power impartially.
D. The empire was divided into provinces, ruled by governors. The king had a large
army and secret police.
E. The Mauryan Empire flourished under the reign of Asoka, Chandragupta Maurya’s
grandson. Most consider Asoka the greatest Indian ruler ever. He converted to
Buddhism and governed in accordance with Buddhist ideals. His kindness was legendary. He set up hospitals for people and animals, and a system of shade trees and
shelters for travelers.
F. India flourished economically under Asoka. It became an important crossroads in a
commercial network from the Pacific Rim to Southwest Asia and the Mediterranean
Sea.
G. Asoka died in 232 B.C. The empire then declined. The last Mauryan ruler was killed in
183 B.C., and India fell into disunity.
Discussion Question
The Buddha taught that people should have compassion for all sentient (feeling) creatures and always try to not harm them. What in Asoka’s way of governing embodies
this idea? (Compassion motivated him to set up the hospitals for people and animals, and to provide shelter and shade for travelers.)
turn
26
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 3, Section 2
II. The Kushan Kingdom and the Silk Road (pages 83–84)
A. In the first century A.D. nomadic warriors established the Kushan kingdom in what is
now Afghanistan. It spread south as far as the central Ganges Valley.
B. The Kushans prospered by the trade that went through their country. Most of the trade
was between the Roman Empire and China, along a 4,000 mile route called the Silk
Road. It reached from Changan in China to Antioch in Syria on the coast of the
Mediterranean Sea.
C. Because camel caravans were dangerous and expensive, merchants shipped only luxury goods on the Silk Road. Chinese merchants traded silk, spices, tea, and porcelain.
Indian merchants shipped ivory, jewels, and textiles. The Romans traded glass, jewels,
and clothes.
D. The Romans especially desired silk. The Roman name for China was Serica, or “Land
of Silk.”
Discussion Question
What are the most important trade routes for contemporary America? Why? (Answers
will vary. Students should show an understanding of some of the country’s major trade routes—
for example, the nation’s system of interstate highways, and shipping lanes and ports—and the
kinds of goods that move along these routes—for example, pineapples and sugar from Hawaii.)
III. The Kingdom of the Guptas (pages 84–85)
A. Persian invaders ended the Kushan kingdom in the third century A.D. Chandragupta, a
local prince, established a new kingdom in 320. His son, Samudragupta, expanded the
empire. He was famous for his physique and exploits in war.
B. The kingdom of the Guptas became the dominant political force in northern India. It
created a new age of Indian civilization, especially under its greatest ruler,
Chandragupta II, who ruled from 375 to 415.
C. A Chinese Buddhist monk named Faxian described the greatness of its culture. (See
page 87.) He spent several years in northern India, and admired the virtuousness of
the government, its tolerance of Buddhism, and the region’s economic prosperity.
D. The Gupta Empire prospered principally from mining, farming, and trade. The Gupta
rulers owned gold mines, silver mines, and vast lands. They traded salt, cloth, and
iron domestically and as far away as China and the Mediterranean.
E. The Gupta Empire profited greatly from religious trade with religious pilgrims.
Pilgrims travel to religious sites to worship. Cities famous for their temples and as
religious centers rose up along the main Indian trade routes.
turn
27
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 3, Section 2
F. Later Gupta rulers lived extravagantly, which weakened the people’s loyalty. In the
fifth century A.D., invasion by nomadic Huns from the northwest weakened the
empire. It finally died out completely by the end of the seventh century. North India
would not be reunited for hundreds of years.
Discussion Question
Empires and dynasties often declined in part because the rulers increasingly lived lives
of great luxury. How might this lead to a government’s decline? (This tendency of ancient
rulers to concern themselves with opulent living caused them to increase taxes unjustly to support their extravagance, caused the lower classes to resent their rulers, caused the rulers to lose
touch with their subjects, and caused powerful lords to covet the throne.)
IV. The World of Indian Culture (pages 85–86)
A. India has one of the richest cultures in world history. Indian civilization has made contributions in the arts and sciences. Consider literature, architecture, and science.
B. The Vedas are the earliest known Indian literature. These Aryan texts are religious.
Originally passed down orally, eventually they were written down in Sanskrit.
C. With writing came the early Indian epic poems, the Mahabharata and the Ramayana.
Both recount the legendary deeds of great warriors.
D. The Mahabharata was probably written around 100 B.C. It is the world’s longest written
poem. It describes a war between cousins for control of the kingdom.
E. The most famous part of the poem is the Bhagavad Gita, in which the god Krishna on
the eve of a battle expresses an important idea of Indian society: When deciding how
to act, do not consider success or failure, but only the action’s morality.
F. The Ramayana recounts how the fictional ruler Rama is banished from his kingdom
and has to fight a demon that kidnapped his wife. This text also teaches moral lessons.
Rama stands as the ideal Aryan hero, and Sita embodies perfect wifely loyalty to her
husband. These books remain important in Indian culture to this day.
G. Kalidasa is one of ancient India’s most famous authors. His poem, The Cloud
Messenger, remains one of the most popular poems in Sanskrit.
H. Early Indian architecture flourished during the Mauryan Empire, especially under
Asoka. He wanted to spread the ideas of Buddhism, and so he built many religious
structures.
I. The three principal religious structures were the pillar, the stupa, and the rock chamber. The pillars marked sites pertinent to the Buddha’s life. A carving with a Buddhist
message topped these huge pillars.
turn
28
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 3, Section 2
J. Stupas were built like burial mounds and held relics of the Buddha, such as a lock of
hair. Stupas rose quite high and each was surrounded by a spire. Legend said that in
order to spread Buddhism, Asoka ordered the construction of eighty-four thousand
stupas.
K. Rock chambers carved out of mountainsides served as houses for monks and halls for
religious ceremonies.
L. Ancient Indian scientists were most known for astronomy. They chartered the movements of the heavenly bodies, recognized that Earth was a sphere, and believed rightly
that Earth rotated on its axis and revolved around the sun.
M. Ancient Indian mathematicians were very important. Aryabhata was the Gupta
Empire’s most famous mathematician. He devised a decimal system of counting in
tens, unknown anywhere else in the world. Arab scholars adopted this system, and
European traders spread it throughout Europe. Indian mathematicians also introduced
the concept of zero.
Discussion Question
Most ancient people believed mistakenly that the sun revolved around the earth. Why
did they, and what does this show about knowledge? (Ancient people believed the sun
revolved around the earth because this is how it appears to everyday perception. This fact shows
that knowledge often comes from looking beyond or behind appearances.)
end
29
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 3, Section 3
?
Did You Know
Confucius established teaching as a vocation in
China. Before Confucius, aristocratic families hired tutors to educate
their sons in specific arts and government officials instructed their
subordinates, but Confucius believed that all human beings could
benefit from self-cultivation.
I.
The Geography of China (pages 88–89)
A. One of the greatest food-producing areas of the ancient world developed in the valleys
of two rivers in China—the Huang He (Yellow River, so named for its rich, yellow silt)
and the Chang Jiang (Yangtze River).
B. The Huang He, which flows from Mongolia to the Pacific Ocean, is 2,900 miles long. The
Chang Jiang, which stretches across central China to the Yellow Sea, is 3,400 miles long.
C. Only 12 percent of China can be used for agriculture. Mountains and deserts cover
much of the remaining countryside.
D. These forbidding features isolated the Chinese from other Asian people. The
Mongolian, Indo-European, and Turkish peoples who lived along China’s frontiers
often warred with the Chinese.
Discussion Question
What geographical features have helped protect the United States from invasion?
(Answers will vary. The chief geographical features are the Atlantic and Pacific Oceans, and the
distance they put between America and most of the world.)
II. The Shang Dynasty (pages 89–91)
A. Chinese history begins with the Xia dynasty, over four thousand years ago. Not much
is known about this dynasty.
B. The Xia was replaced by the Shang dynasty (1750 to 1122 B.C.). An aristocracy—an
upper class whose wealth is based on land and whose power is passed on from one
generation to another—dominated this farming society.
C. The king ruled over a system of territories run by aristocratic warlords and was
expected to defend the empire. There was a strong central government. The king’s
importance is shown by the ritual sacrifice performed at his death; corpses of servants
were placed in the king’s tomb.
turn
30
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 3, Section 3
D. The Chinese believed that supernatural forces could help with worldly life. To get this
help, priests read oracle bones. A king’s question to the gods would be etched on a
bone. The bones were heated until they cracked. Priests would interpret the meaning
of the cracks. These bones are a valuable source of information about the Shang period.
E. Most of the Shang were peasants, with much smaller groups of artisans, merchants,
and slaves.
F. The Chinese believed strongly in life after death. This belief is the basis for the Chinese
veneration of ancestors, known in the West as “ancestor worship.” The Chinese
believed that the spirits of family ancestors could bring good or bad fortune to the
living family, so they treated the spirits well.
G. The annual festival called Qingming (“Clear and Bright”) was for the ancestors.
Families cleaned the family graves and brought food for their ancestors’ spirits.
H. The Shang’s bronze objects are among the most admired Chinese arts.
Discussion Question
Many ancient religions performed sacrifices to win the favor of the gods or spirits. How
was sacrifice supposed to influence them favorably? (Answers may vary. The basic idea is
twofold: the person sacrificing is giving up something for the deity or spirit and giving it a gift.)
III. The Zhou Dynasty (pages 91–94)
A. The leader of the Zhou territory revolted against the Shang king and established the
Zhou dynasty, which lasted from 1122 to 256 B.C., making it China’s longest dynasty.
B. The Zhou king continued the Shang political structure and royal duties, but the
bureaucracy expanded.
C. The king was believed to connect Heaven and Earth. Among the king’s most important duties was performing rituals to strengthen the link between Heaven and Earth.
D. The Chinese began to develop a theory of government. The Zhou dynasty claimed it
ruled by the Mandate of Heaven. This view stated that Heaven, an impersonal law of
nature, kept order in the world through the Zhou king. This concept became a basic
part of Chinese political theory.
E. Under the Mandate of Heaven, the king was expected to be virtuous and to rule with
goodness and efficiency. The king was expected to rule according to the proper “Way,”
called the Dao. If he did, the gods would be pleased.
turn
31
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 3, Section 3
F. Events like a bad harvest were signs that the gods were not pleased and grounds for
overthrowing the king. The Mandate of Heaven, then, set forth a right of revolution. It
also implied that the king himself was not divine.
G. The Mandate of Heaven helped legitimate the dynastic cycles that governed Chinese
history from its beginning to A.D. 1912.
H. Later Zhou rulers were weak and corrupt. Civil war finally broke out in 403 B.C. Thus
began the period known as the “Period of the Warring States.”
I. Warfare had changed in China. Armies used iron weapons and were divided into
infantry and cavalry. Cavalry was armed with the powerful crossbow, which the
Chinese invented.
J. Peasants worked on land owned by the aristocracy, along with a little land of their
own. Artisans and merchants lived in walled towns. The merchants were the local
lord’s property. Slaves also existed. Trade was principally local, along with importing
salt, cloth, iron, and luxury goods.
K. By the sixth century B.C., farmers were using large-scale water works for their fields.
Using iron plowshares increased food production because farmers could cultivate
more land. The Chinese population reached fifty million people in the late Zhou
dynasty, in part due to the increased food production.
L. Silk was one of China’s most important exports. Chinese silk from this period has been
found all over central Asia and as far as Athens, Greece.
M. The Chinese had, and have, strong beliefs about the family. It was both the basic economic unit and a symbol of the social order. Most important to Chinese family life is
the concept of filial piety.
N. Filial piety refers to the duty of family members to subordinate their needs to the male
head of the family and the older generations. It is an important Confucian
concept.
O. Men dominated Chinese society. Men were considered so important because they were
responsible for providing food for the family and caring for their patents later in life.
Men governed society, and were warriors and scholars. Women raised children and
stayed at home.
P. Perhaps the most important cultural contribution of ancient China is the Chinese written language. It was primarily pictographic and ideographic.
Q. Pictographs are picture symbols, called characters. Ideographs combine two or more
pictographs. Each character is associated with a sound. Generally, this step leads cultures to replace character writing with phonetic (sound) writing. The Chinese
language, however, has not completely abandoned its original form.
turn
32
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 3, Section 3
Discussion Question
The Chinese concept of filial piety says that grown children have an obligation to take
care of their elderly parents at the expense of their own needs. What important Western
concepts seem to conflict with this ideal of filial piety? (Answers will vary. Two likely
answers concern the Western concepts of self-sufficiency and individuality. Each conflicts with
the Chinese concept of filial piety.)
IV. The Chinese Philosophies (pages 94–97)
A. From 500 to 200 B.C., three schools of thought about human nature and the universe
developed in China—Confucianism, Daoism, and Legalism. Chinese philosophers
were concerned with how to live best in this world.
B. Confucius was known to the Chinese as the First Teacher. He was born in 551 B.C.
Motivated by Chinese society’s moral decay and violence, Confucius tried to convince
those in power to follow his ideas; his followers wrote down his sayings in the
Analects. Confucianism, the system of Confucius’s ideas, has been a basic part of
Chinese history. Confucius tried to show the Chinese how to restore order to society.
C. His ideas were political and ethical, not spiritual. If people followed the Dao (Way)
and acted in harmony with the universe’s purposes, people would prosper.
D. Confucius’s ideas of duty and humanity are perhaps his most important. Duty dictates
that individuals subordinate their needs to the needs of family and community.
Further, everyone should be governed by the Five Constant Relationships. Most
important is duty to parents. Finally, rulers must set a good example if society is going
to prosper. Confucius’s idea of humanity emphasizes compassion and empathy
towards others because “all men are brothers.”
E. One of Confucius’s most historically important political ideas was that government
service should not be the province of the rich and noble, but of those with superior
talent and virtuous character.
F. Daoism was a system of ideas based on the teachings of Laozi. Daoism’s chief ideas
are in the book Dao De Jing (The Way of the Dao). It expresses the proper forms of
behavior for people on Earth. Daoists believe that the way to follow the Dao is inaction, not action. People should act spontaneously and let nature take its course.
G. Legalism was a third philosophy. Unlike Confucianism or Daoism, Legalism believed
human beings were essentially evil. Legalism’s formula for social order was having a
strong ruler and harsh, impersonal laws, both of which made people obedient through
fear.
turn
33
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 3, Section 3
Discussion Question
Is human nature basically good or evil? If so, which? (Answers will vary. Students should
show an understanding of the issues involved. For example, human beings may naturally be born
with the potential for good and evil. How people are raised and educated will influence how they
develop. So the question may not be one of a fixed trait, but of human development.)
end
34
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 3, Section 4
?
Did You Know
The Han government collected songs—
ceremonial verses and folk ballads—and their musical scores
through its Music Bureau. The longest of the folk ballads tells the
tragic tale of a young married couple that committed suicide
because of the cruelty of the husband’s mother.
I.
The Qin Dynasty (221–206 B.C.) (pages 98–100)
A. The Qin dynasty emerged in 221 B.C. from China’s bloody civil wars between 400 B.C.
and 200 B.C. Qin Shihuangdi established the dynasty.
B. The Qin dynasty adopted Legalism. Political opponents of the regime (the government in power) were imprisoned or executed. Books that opposed the official views
were burned. The Qin made the central government stronger. The government was
divided into three ministries: the civil, the military, and the censorate. Members of the
censorate checked on government officials to make sure they were doing their jobs.
Future Chinese dynasties adopted this practice and kept this structure.
C. Qin Shihuangdi unified the Chinese world by creating a monetary system and a road
system. He extended the empire south to modern-day Vietnam. The harsh rule of the
Qin dynasty angered many people. The dynasty fell in 206 B.C.
D. The Qin emperor was concerned with the Xiongnu, a nomadic people who lived near
the Gobi. The Xiongnu had mastered warfare from horseback. They attacked the
Chinese living in the north. To protect these people, Qin Shihuangdi built a system of
walls called the Great Wall of China. The Great Wall standing today was built 1,500
years later.
Discussion Question
Qin Shihuangdi unified the Chinese world in part by creating a monetary system. How
would this unify a region? What else might unify a region? (The monetary system unifies a
region by making its people economically interdependent. Other things that might unify a region
are a common language, religion or enemy. Accept other relevant answers.)
turn
35
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 3, Section 4
II. The Han Dynasty (202 B.C–A.D. 220) and Culture in Qin and Han China
(pages 100–103)
A. The Han dynasty was one of China’s greatest dynasties. It emerged in 202 B.C. and was
founded by Liu Bang, who was of peasant origin. He replaced Legalism with
Confucianism. He kept the division of the central government into three ministries
and the division of the empire into provinces.
B. The Han rulers continued to choose government officials by merit and not birth. The
Han instituted the civil service examination and established schools to train candidates
for government service. This system for training officials influenced China for two
thousand years. Students learned Confucius’s teachings, Chinese history, and Chinese
law. Han Wudi added land to the south to the empire, as far as the South China Sea,
in what is today northern Vietnam.
C. The free peasants suffered during the Han period. Military service and a month’s
forced labor each year were required. The tripling of the population shrank the size of
the individual farm plot to about one acre a person—barely enough to survive. Free
farmers became tenant farmers.
D. Technology progressed under the Han. There were advances in textile manufacturing,
water mills, and iron casting, the latter leading to the invention of steel. The invention
of the rudder and fore-and-aft rigging made sailing into the wind possible for the
first time. Chinese traders were able to sail into the Indian Ocean, expanding trade
tremendously.
E. Paper was developed in the Han period.
F. Over time, Han rulers too involved with pleasure weakened the government. The aristocratic families filled the power void, often corruptly and brutally. Peasant revolts
became common. The Han dynasty fell in A.D. 220. Civil wars followed, and the next
dynasty was not established for four hundred years.
G. The Qin and Han dynasties were known for their cultural achievements. The key
Confucian works were printed in a set. Generations of Chinese schoolchildren learned
the norms of proper behavior from these texts.
H. The most remarkable artistic discovery was of a burial pit containing thousands of
life-size, lifelike, terra-cotta (hardened clay) soldiers. Archaeologists believe they are
replicas of Qin Shihuangdi’s imperial guard accompanying him to the next world.
Their most striking feature is the individuality of the faces, which reflect the different
ethnic types in the army.
turn
36
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 3, Section 4
Discussion Question
Historical changes often follow technological changes. What modern technological
changes have had an impact on history? (Answers will vary. A prime example is the invention of the internal combustion engine, which expanded trade, affected war, and closed distances
among people in all countries.)
end
37
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 4, Section 1
?
Did You Know
One of the adventures in Homer’s Odyssey
involved a one-eyed giant called a Cyclops. He shut Odysseus in a
cave and blocked the entrance with a gigantic boulder. To escape,
Odysseus made the Cyclops drunk, blinded him while he slept, and
escaped by clinging to the belly of a sheep let out to pasture.
Odysseus was known for being crafty.
I.
The Impact of Geography (pages 109–110)
A. Greece is a mountainous peninsula about the size of Louisiana. The mountains and the
sea were the most important geographical influences on Greece. The many mountain
ranges caused small, independent communities to develop different ways of life. Their
size and independence probably encouraged political participation within, and war
among, the different communities.
B. Greece has many ports, inlets, and islands. The Greeks became seafarers. They sailed
into the Aegean, the Black, and the Mediterranean Seas, making contact with the outside world and spreading colonies and trade throughout the Mediterranean area.
Discussion Question
What part of the American geography functioned for the European settlers as the sea
did for the Greeks? (Answers may vary, but the best answer is that the great expanse of land
westward that created the frontier experience affected the European settlers as the sea did the
Greeks. Both led to economic and cultural expansion, as well as conquest and war.)
II. The Minoan Civilization (pages 110–111)
A. By 2800 B.C., a Bronze Age civilization called the Minoan civilization was established
on Crete. It was named after the legendary king of Crete, Minos, by the British archaeologist Arthur Evans, who dug on Crete. The Minoan civilization flourished between
2000 and 1450 B.C.
B. Evans discovered the remains of a rich trading culture based on seafaring at the city of
Knossos. The Minoans sailed to southern Greece and Egypt for trade.
C. The elaborate palace at Knossos contained many brightly colored rooms for living,
workshops for making vases, ivory figurines, and jewelry, and bathrooms with drains.
Giant jars for oil, wine, and grain held the taxes paid to the king.
turn
38
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 4, Section 1
D. The Minoan civilization on Crete suffered a catastrophe around 1450 B.C. Some historians believe that a tidal wave caused by a volcanic eruption on the island of Thera was
the cause. Others believe the civilization was destroyed by an invasion of mainland
Greeks known as the Mycenaeans.
Discussion Question
Consider the machines, conveniences, and knowledge that are so much a part of contemporary everyday life. Vehicles move us around quickly, stoves build our fires,
information comes easily into our homes and schools, etc. Now imagine everyday
Minoan life. What do you think are the chief differences between their culture and our
own? (Answers will vary. Accept any relevant, thoughtful answer. Possible good answers would
consider how physical labor was much more a part of Minoan life and how medicine is better
now.)
III. The First Greek State: Mycenae (pages 111–112)
A. The term Mycenaean comes from Mycenae, a fortified site in Greece first discovered by
the German archaeologist Heinrich Schliemann. The Mycenaean civilization thrived
between 1600 and 1100 B.C., reaching its height between 1400 and 1200 B.C.
B. It was made up of an alliance of powerful monarchies, each living in a fortified center
within large stone walls. The rest of the population lived outside these walls. One
interesting architectural feature is the large beehive-shaped tholos tombs, where the
royal family was buried.
C. The Mycenaeans had a warrior culture. Their murals show the typical occupations of a
warrior aristocracy—hunting and fighting. They also developed an extensive commercial network. Their pottery has been found throughout the Mediterranean area. They
conquered some of the Greek islands, perhaps even Crete.
D. The most famous of their supposed military adventures comes to us in the poetry of
Homer. According to Homer, the Mycenaeans sacked the city of Troy, on the northwestern coast of modern Turkey, around 1250 B.C. Agamemnon, king of Mycenae, led
them. Ever since Schliemann’s excavation of Troy (see Chapter 1), some people have
believed Homer’s account is based in fact, but no one is certain.
E. The Mycenaean states began to war on each other, and earthquakes damaged their civilization. It collapsed by 1100 B.C. after new waves of invaders moved into Greece from
the north.
turn
39
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 4, Section 1
Discussion Question
The Mycenaean culture was based on warfare. What values do you think are important
to a warrior culture? (Courage and honor are the two values generally most important to a
warrior culture, the first because of the bravery needed to fight and the second because honor recognizes the glory such cultures found in war.)
IV. The Greeks in a Dark Age (pages 112–113)
A. The period from 1100 to 750 B.C. in Greece is called the Dark Age because few records
of that period exist. Both population and food production fell. Around 850 B.C. farming
revived and the basis of a new Greek civilization began to be formed.
B. During the Dark Age, many Greeks immigrated to the west coast of modern Turkey to
Ionia. The Aeolians settled in northern Greece and colonized Lesbos; the Dorians
established themselves in the Peloponnesus and southern Greek islands.
C. Iron replaced bronze during the Dark Age, improving weaponry and farming. During
the eighth century B.C., the Greeks adopted the Phoenician alphabet, which made reading and writing simpler.
D. The works of Homer, one of the world’s great poets, appeared near the end of the
Dark Age. Homer’s two great epic poems were the Iliad and the Odyssey. An epic
poem is a long poem that tells of a great hero’s deeds. Homer’s epic poems were
based on stories passed down for generations.
E. The Iliad takes place during the Trojan War. Paris, a Trojan prince, kidnaps Helen, the
wife of the king of Sparta. The Mycenaean Greeks lay siege to Troy for ten years, finally
taking the city with the famous Trojan horse. The Iliad, however, is more a tale about
the destruction caused by the anger of the Greek hero Achilles. The Odyssey tells of the
Greek hero Odysseus’ ten-year return to his home and family.
F. Both of Homer’s poems gave the Greeks an ideal past and a set of values. The values
in them were used to educate Greek males for generations. Fathers even had their sons
memorize all of Homer to learn how to act well and be virtuous men.
G. The basic Homeric values were courage and honor. The Greek hero struggled for
excellence, or arete, which is won in a struggle or contest. Through fighting and protecting family and friends, the man preserves his and his family’s honor. He also wins
an honorable reputation, the sign of arete.
turn
40
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 4, Section 1
Discussion Question
What are the limitations of the values of courage and honor as understood by the
Mycenaean Homeric culture? What values might supplement or replace them? (Answers
will vary. Accept relevant, thoughtful answers. One good line of criticism would point out the
violence that is so much a part of a warrior culture and the need for cooperation in the shrunken,
contemporary world.)
end
41
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 4, Section 2
?
Did You Know
An Athenian who was ostracized could return
after 10 years and could keep his property. Exile in the later Roman
sense involved loss of property and status, usually for life.
I.
The Polis: Center of Greek Life (pages 115–116)
A. By 750 B.C., the polis (city-state) became the central focus of Greek life. (Our word politics comes from the word polis.) It was a town, city, or village serving as a center where
people met for political, economic, social, and religious activities.
B. The main gathering place was usually on a hill, topped with a fortified area called the
acropolis. This was a refuge and sometimes a place for religious or other public buildings. Below was the agora, an open area for people to assemble and for a market.
C. City-states varied in size. Most were between a few hundred and several thousand
people. By contrast, Athens’ population exceeded three hundred thousand by the fifth
century B.C.
D. Most of all the polis was a community of people who shared an identity and goals.
There were three classes: citizens with political rights (adult males), citizens without
political rights (women and children), and noncitizens (slaves and resident aliens).
E. Responsibilities accompanied rights. As the Greek philosopher Aristotle stated, “We
must regard every citizen as belonging to the state.” This loyalty, however, made the
city-states fiercely patriotic and distrustful of each other. The city-states’ independence
helped bring Greece to ruin by city-states warring with each other.
F. A new military system based on hoplites developed by 700 B.C. Hoplites were infantry
who carried a shield, sword, and spear. They fought shoulder to shoulder in a formation called a phalanx. This close formation made the hoplites a powerful force.
Discussion Question
Why did the phalanx make the hoplites such a powerful fighting force? (Fighting shoulder to shoulder meant that the hoplites’ shields formed a wall of protection. They could thrust out
from the wall with their spears to keep the enemy at bay or to kill the enemy.)
turn
42
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 4, Section 2
II. Greek Colonies (pages 116–117)
A. Between 750 and 550 B.C., many Greeks settled distant lands. The growth of trade and
wanting good farmland were two motives. Each colony became a new polis and
spread Greek culture and ideas. Colonies were founded in Italy, France, Spain, and
northern Africa. The Greeks also settled along the shores of the Black Sea, setting up
cities on the Hellespont and Bosporus. The most notable was Byzantium, which later
became Constantinople and then Istanbul.
B. Increased trade and industry in such exports as pottery, wine, and fish and such
imports as lumber, grain, and slaves created a new wealthy class of merchants who
wanted political power. They found it hard to get because of the ruling aristocrats.
Discussion Question
Were the Greek motives for colonization similar to or different from the American
motives to settle the West? Before answering, clarify what you think the American
motives were. (The motive of wanting good farmland is the same in both cases, but the
Americans were not so concerned with expanding trade, even though trade naturally expanded as
people settled the West. However, one area of American expansion that was concerned with trade
was the South’s movement west to increase cotton production. Much of the cotton was exported
to Britain.)
III. Tyranny in the City-States (pages 117–118)
A. The creation of this new wealthy class led to the rise of tyrants in the Greek citystates. They were not necessarily oppressive rulers. In this sense, the word tyrant simply refers to a leader who seized power by force from the ruling aristocrats. Because
the aristocrats oppressed them, the peasants supported the tyrants.
B. Tyrants seized and kept power by using hired soldiers. They built new walls and temples, which glorified their cities and made them popular. By the end of the sixth
century B.C., however, tyrants had fallen out of favor. Their rule contradicted the rule
of law that was a Greek ideal.
C. The end of tyranny allowed new classes to participate in government. Some city-states
became democracies, ruled by the many. Others became oligarchies, ruled by the few.
Athens and Sparta show the differences between these two kinds of government.
turn
43
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 4, Section 2
Discussion Question
The Greeks finally overthrew tyranny because it contradicted the rule of law. How did it
contradict the rule of law, and why is the rule of law important to a society? (The rule of
the Greek tyrants contradicted the rule of law because they held power through the force of a hired
army. The rule of law is important to a society because if the laws are just and applied correctly,
the rule of law keeps the peace, puts appropriate bounds on freedom, and recognizes equality.)
IV. Sparta (pages 118–120)
A. Like many Greek city-states, Sparta needed more land. It gained land through conquest of the neighboring Laconians and Messenians. These peoples became serfs who
worked for the Spartans. They were called helots, from the Greek for “capture.”
B. To maintain power over the helots, Sparta created a military state. Between 800 and
600 B.C., the lives of the Spartans were rigidly controlled and disciplined. Boys learned
military discipline, entered the military at 20, and lived in the barracks until 30. They
ate all meals in public dining halls. They ate a foul broth of pork boiled in animal
blood, vinegar, and salt.
C. Spartans could marry at 20 and vote in the assembly at 30. They stayed in the army
until 60. Spartan women lived at home while their husbands lived in the barracks.
Thus, they had more freedom of movement and greater power than women in other
Greek city-states. They were expected to remain fit to bear and raise healthy children.
They expected their husbands and sons to be brave in battle, to win or be killed.
D. Two kings who led the Spartan army headed the Spartan oligarchy. Five men known
as ephors were responsible for the youths’ education and the citizens’ conduct. A
council of two kings and 28 men over 60 years of age decided on the issues the assembly would vote on. The assembly did not debate, but only voted.
E. Sparta closed itself off from the outside world. Travelers and travel were discouraged,
except for military reasons. Spartans frowned upon new ideas and the arts. Only the
art of war mattered.
Discussion Question
Sparta kept its strict discipline in part by closing itself off from outside influences and
new ideas. Why was doing so important to maintaining their authoritarian society?
(Answers will vary. Accept any relevant, thoughtful answer. A good answer is that being open to
new and foreign ideas and influences could be a basis for criticizing society and the government.)
turn
44
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 4, Section 2
V.
Athens (page 120)
A. A king ruled early Athens. By the seventh century B.C., however, it was ruled by an oligarchy of aristocrats who owned the best land and controlled political life.
B. By the end of the seventh century B.C., however, Athens had serious economic and
political troubles. Many Athenian farmers were sold into slavery for nonpayment of
their debts to aristocrats. Cries arose to cancel the debts and give land to the poor.
C. The reformist aristocrat Solon was appointed leader in 594 B.C. to handle these problems. He canceled the debts but did not give land to the poor. Because the poor could
not obtain land, internal strife continued. It led to tyranny.
D. Pisistratus seized power in 560 B.C. He helped the merchants and gave the poor land.
Even so, the Athenians revolted against his son and ended the tyranny in 510 B.C. The
Athenians appointed the reformer Cleisthenes leader in 508 B.C.
E. He created a new council of five hundred to propose laws and supervise the treasury
and foreign affairs. Under Cleisthenes, the assembly of all male citizens had final
authority to pass laws after free and open debate. For this reason, Cleisthenes’ reforms
laid the foundation for Athenian democracy.
Discussion Question
Should Solon have canceled the debts of the poor? (Answers will vary. Accept any answer
that is relevant and thoughtful. The following are two important considerations: Were the poor
really responsible for going into debt, or was the system rigged, perhaps by high interest on
loans? What about the effect on innocents—for example, the children of the poor?)
end
45
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 4, Section 3
?
Did You Know
Themistocles was the Athenian commander
who defeated the Persians at Salamis. When he argued later that
Athens should move its capital because of a possible attack by
Sparta, the Athenian assembly ostracized him.
I.
The Challenge of Persia (pages 121–122)
A. The Greeks came into contact with the Persian Empire to the east. The Ionian Greek
cities in western Asia Minor revolted against the Persians in 499 B.C. Darius, the
Persian ruler, sought revenge.
B. In 490 B.C., the heavily outnumbered Athenians defeated the Persians at the Battle of
Marathon, only 26 miles from Athens.
C. After Darius died, Xerxes became the Persian king. He vowed revenge, which caused
the Athenians to build a navy. By 480 B.C., the Athenian fleet was about two hundred
strong. Xerxes invaded with a massive army: 150,000 troops, 700 naval ships, and hundreds of supply ships. Nine thousand Greeks held them off for two days at the pass of
Thermopylae, until a traitor showed the Persians a mountain path to outflank the
Greeks.
D. The Athenians abandoned their city. But near the island of Salamis, the swifter Greek
navy outmaneuvered the Persian ships and defeated their navy. A few months later, at
Plataea, the Greeks formed their largest army ever and defeated the Persians.
Discussion Question
The outnumbered Greeks defeated the Persians at Salamis because their ships were
faster. What other wars show that mere size and strength do not always bring victory?
(Three examples are the British defeat of the Spanish Armada, the American colonists’ picking off
the British troops marching in close order, and the North Vietnamese and Viet Cong guerrilla
war against the United States.)
II. The Growth of the Athenian Empire and The Age of Pericles (page 123)
A. After the Persian defeat, Athens became the leader of the Greek world. The Athenians
formed a defensive alliance called the Delian League, headquartered on the island of
Delos.
turn
46
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 4, Section 3
B. Under Athenian leadership, the league expelled the Persians from almost all the Greek
city-states in the Aegean. The League’s chief officials were Athenians, and its treasury
was moved from Delos to Athens in 454 B.C. By controlling the Delian League, the
Athenians created an empire.
C. Under Pericles, the prime figure in Athenian politics between 461 and 429 B.C., Athens
expanded its empire. Democracy and culture thrived at home. This period, now called
the Age of Pericles, was the height of Athenian power and brilliance.
D. Pericles turned Athens into a direct democracy. The people participated in government decision making through mass meetings. Every male citizen could participate in
the general assembly and vote on major issues.
E. Most residents were not citizens, however. Forty-three thousand male citizens over 18
made up the assembly, but only a few thousand attended regularly. The assembly
passed all laws, elected public officials, and decided on war and foreign policy.
Anyone could speak.
F. Pericles made lower-class citizens eligible for public office, and he paid officeholders.
In these ways poor citizens could participate in political life. Ten officials known as
generals directed the policy of the Athenian government.
G. The Athenians developed ostracism to protect themselves from overly ambitious
politicians. If six thousand assembly members voted so, a person was banned from
the city for 10 years.
H. Pericles used the Delian League’s treasury to rebuild Athens after the Persians looted
and burned it. Athens became the center of Greek culture as art, architecture, and philosophy flourished. Pericles boasted that Athens had become the “school of Greece.”
The expansion of Athens frightened the other Greek city-states, especially Sparta. War
was on the horizon.
Discussion Question
Historians refer to the Age of Pericles as Greece’s “Golden Age.” Do you think they are
justified in doing so? (Answers will vary. Accept answers that show an understanding of why
Pericles’ rule earned this title.)
III. The Great Peloponnesian War (pages 124–125)
A. The Greek world divided between the Athenian Empire and Sparta. Athens and Sparta
had built very different kinds of societies, and Sparta and its allies feared the growth
of the Athenian Empire. After a series of disputes, the Great Peloponnesian War
broke out in 431 B.C.
turn
47
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 4, Section 3
B. Athens planned to win by staying behind its walls and receiving supplies from its
colonies and powerful navy. The Spartans surrounded Athens and hoped the Athenian
army would come out and fight. Pericles knew that the Spartan army would win in
open battle, so the Athenians stayed behind their walls.
C. In 430 B.C., a plague broke out in Athens. One third of the people were killed. Pericles
died in 429 B.C. Nonetheless, the Athenians fought on for another 27 years. Athens was
finally defeated in 405 B.C. when its navy was defeated. Its walls were torn down, the
Athenian Empire was destroyed, and the war ended.
D. The Peloponnesian War weakened the Greek city-states and ruined cooperation among
them. For the next 70 years, Sparta, Athens, and Thebes struggled for domination.
These internal struggles caused the Greeks to ignore the growing power of
Macedonia, an oversight that cost the Greeks their freedom.
Discussion Question
The Great Peloponnesian War was a civil war. Even after they are over, civil wars can
leave a lot of disunity and disagreement. What is a contemporary American political
debate left over from our civil war? (The debate is over whether or not certain southern states
should fly the Confederate flag over their capitals or have it as part of their state flags.)
IV. Daily Life in Classical Athens (pages 124–125)
A. Athens had the largest population of any fifth-century B.C. Greek city-state, about
150,000 citizens and 35,000 foreigners before the plague of 430 B.C. Only male citizens
had political power. Foreigners were protected by the laws and shared some responsibilities, such as military service and funding of festivals.
B. Athens also had about 100,000 slaves. Slavery was common in the ancient world, and
many Athenians owned at least one slave. They worked in industry, the fields, and the
household. State-owned slaves worked on public construction projects.
C. The Athenian economy was based largely on farming and trade. Grapes and olives
were cultivated for wine and olive oil. Athens had to import from 50 to 80 percent of
its grain, a basic item in the Athenian diet. Trade was important, therefore. Building its
port at nearby Piraievs helped Athens become the leading trader it was in the fifthcentury Greek world.
D. Women were citizens who could participate in religious festivals but had no other
public life. They could not own property beyond personal items, and always had a
male guardian. If they left the house, they had to have a companion. An Athenian
woman was expected to be a good wife, bear children, and keep up the household.
Girls did not get a formal education and married around 14 or 15.
turn
48
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 4, Section 3
Discussion Question
Why was denying women an education part of controlling them? (People are controlled
more easily if they do not think for themselves, and denying women an education was a way of
making sure they would not think so much for themselves.)
end
49
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 4, Section 4
?
Did You Know
Phidias’s statue of Zeus for the Temple of Zeus
at Olympia is considered one of the Seven Wonders of the Ancient
World. The statue, fashioned of ivory and gold, stood 42 feet high—
about seven times life size—and occupied the full height of the
temple.
I.
Greek Religion (pages 127–129)
A. Religion affected all aspects of Greek life because Greeks considered religion necessary
for the well-being of the state. Temples to the gods and goddesses were the major
buildings in Greek cities.
B. Homer described the deities of Greek religion. Most important were the twelve gods
and goddesses that lived on Mount Olympus. The chief god and father of the gods
was Zeus; Athena was the goddess of wisdom and crafts; Apollo was the god of the
sun and poetry; Aphrodite was the goddess of love; Zeus’s brother, Poseidon, was the
god of the sea.
C. Greek religion did not have a body of doctrine, nor was it focused on morality.
Principally, it was focused on making the deities look favorably on people. Hence,
rituals—ceremonies or rites—were the most important element of Greek religion. After
death, the spirits of most people, good or bad, went to a gloomy underworld ruled by
Hades.
D. Religious festivals were used to honor the gods and goddesses. These festivals included
athletic events. The games at Olympia honoring Zeus, first held in 776 B.C., are the
basis of the modern Olympic Games.
E. The Greeks wanted to know the will of the gods and goddesses. To this end, they consulted oracles, sacred shrines where priests or priestesses revealed the future through
interpreting the will of the deities. The most famous oracle was at the shrine to Apollo
at Delphi, on the side of Mount Parnassus overlooking the Gulf of Corinth. Representatives of states and individuals traveled to this oracle.
F. The responses of the priests and priestesses often could be interpreted in more than
one way. For example, Croesus, king of Lydia, asked the oracle if he should go to war
with the Persians. The oracle replied that if he did he would destroy a great empire.
Thinking he would destroy the Persians, Croesus went to war and destroyed his own
empire.
turn
50
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 4, Section 4
Discussion Question
What lesson might one learn from how Croesus responded to the oracle at Delphi? (The
lesson is to not let religion fit one’s own purposes and to make sure to think through what one
hears or learns. Quick judgment often is false judgment. Accept other answers that show an
understanding of where Croesus went wrong.)
II. Greek Drama (page 129)
A. The Greeks, principally in Athens, created Western drama. Plays were presented as
part of religious festivals. The original Greek dramas were tragedies, presented in
trilogies around a common theme. Only one complete trilogy survives today, the
Oresteia by Aeschylus. It tells about the fate of Agamemnon and his family after he
returned from the Trojan War. Evil acts are shown to breed evil and suffering, but in
the end reason triumphs over evil.
B. Another famous Athenian playwright was Sophocles, whose most famous play was
Oedipus Rex. Even though Oedipus knows an oracle has foretold he will kill his father
and marry his mother, he commits these tragic acts. A third important Athenian
dramatist, Euripides, created more realistic characters and showed more of an interest
in real-life situations and individual psychology. He also questioned traditional values;
for example, he showed the horrors of war and sympathized with its victims, especially
women and children.
C. Greek tragedies examined such universal themes as the nature of good and evil, the
rights of the individual, the role of the gods in life, and the nature of human beings.
D. Greek comedy developed later, and criticized society to invoke a reaction.
Aristophanes is the most important Greek comic playwright.
Discussion Question
Through human history comedy has often been used to criticize the powerful and
expose the hypocritical. Why has comedy been able to serve these functions? (One
answer is two-fold: on a political level, invoking laughter can mask the criticism; on an individual level, invoking laughter can make it easier to swallow criticism because laughter often refers
to a universal dimension of human experience and so says, “We all are like this.” Accept any
answer that shows an understanding of how people respond to comedy.)
turn
51
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 4, Section 4
III. Greek Philosophy (pages130–132)
A. Philosophy (“love of wisdom”) refers to an organized system of rational thought.
Early Greek philosophers were concerned with the nature of the universe explained
through unifying principles. For example, Pythagoras taught that the essence of the
universe was found in music and numbers.
B. In the fifth century B.C., Socrates, Plato, and Aristotle raised questions that have been
debated ever since. Socrates taught many pupils but accepted no payment. He
believed the goal of education was only to improve the individual’s soul. He introduced a way of teaching still used today called the Socratic method. It uses a process
of question and answer to get students to understand things for themselves.
C. Socrates said, “The unexamined life is not worth living.” The belief in the individual’s
power to reason was an important contribution of Greek culture.
D. Socrates and his pupils questioned authority. After losing the Peloponnesian War,
Athenians did not trust open debate. Socrates was tried and convicted of corrupting
the youth. He was sentenced to death and died by drinking hemlock, in 399 B.C.
E. Plato was one of Socrates’ students and considered by many the greatest Western
philosopher. He was preoccupied with the nature of reality and how we know reality.
F. According to Plato, an ideal world of Forms is the highest reality. Only a mind fully
trained by philosophy can grasp the nature of the Forms. The material objects that
appear in the physical world (e.g., a particular tree) are images or shadows of these
universal Forms (e.g., treeness).
G. Plato was concerned that the city-states be virtuous—just and rational. Only then
could citizens achieve a good life. He explained his ideas about government in The
Republic, in which he outlines the structure of the ideal, virtuous state.
H. The ideal state has three groups—rulers, motivated by wisdom, warriors, motivated
by courage, and commoners, motivated by desire. Only when balance was instilled by
the rule of a philosopher-king, who had learned about true justice and virtue, would
there be a just state. Then individuals could life the good life.
I. Plato also believed that men and women should have the same education and equal
access to all positions.
J. Plato established a school in Athens called the Academy. His most important pupil
was Aristotle, who studied there for 20 years. Aristotle did not believe in a world of
ideal Forms. He thought of forms, or essences, as part of the things of the material
world. We know treeness, for example, by examining individual trees.
K. Aristotle was interested, therefore, in analyzing and classifying things by observation
and investigation. In this way we could know reality. He wrote on ethics, logic, politics, poetry, astronomy, geology, biology, and physics.
turn
52
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 4, Section 4
L. Like Plato, Aristotle was interested in the best form of government, one that would
rationally direct human affairs. He tried to find this form of government by analyzing
existing governments. He looked at the constitutions of 158 states and found three
good forms: monarchy, aristocracy, and constitutional government. Of these, the third
was the best. Aristotle’s ideas about government are in his Politics.
Discussion Question
What idea of human nature underlies Socrates’ statement that “The unexamined life is
not worth living”? (It is the idea that human beings are capable of rational autonomy. Human
beings are able to direct their own affairs well based on knowledge and reason. Indeed, the only
way to live well and virtuously is to be guided by reason and autonomy. Accept other answers
that show an understanding of Socrates’ statement.)
IV. The Writing of History (page 132)
A. The writing of history began with Herodotus and his History of the Persian Wars. He
understood the conflict as a war between Greek freedom and Persian despotism.
Herodotus traveled widely and was a great storyteller.
B. Many consider Thucydides the greatest historian of the ancient world. He was an
Athenian general who was exiled for a defeat. During this time he wrote his History of
the Peloponnesian War. Unlike Herodotus, Thucydides explained events by human
causes more than by divine forces. He also emphasized having accurate facts and had
great insight into human psychology and the human condition. He believed studying
history was beneficial for understanding the present.
Discussion Question
In Shakespeare’s Julius Caesar, Julius Caesar says, “Men at some time are masters of their
fates/The fault, dear Brutus, is not in our stars/But in ourselves....” Which of the ancient
Greek historians is more likely to agree? Why? (Thucydides. He looked more to human causes
of the events of human history.)
V.
The Classical Ideals of Greek Art (pages132–133)
A. The standards of classical Greek art dominated most of Western art history. Classical
Greek art was concerned with expressing eternal ideals that would rationally civilize
the emotions through the moderation, balance, and harmony of the artwork. Classical
Greek art’s chief subject matter was an ideally beautiful human being.
turn
53
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 4, Section 4
B. The most important architectural form was the temple dedicated to a god or goddess.
The greatest example is the Parthenon, built between 447 and 432 B.C. and dedicated to
the patron goddess of Athens, Athena. It showed Athens’ pride in itself and exemplified the principles of classical architecture: calm, clarity, and freedom from
unnecessary detail.
C. Greek sculpture often depicted idealized, lifelike male nudes. The sculptor Polyclitus,
in his book the Doryphoros, explained the ideal proportions based on mathematical
ratios found in nature that he used to create his idealized nudes.
Discussion Question
How does classical Greek art’s ideals complement the philosophical idea of Socrates’
about the value of examining life? (Classical Greek art’s emphasis on the beauty of the human
being complements Socrates’ idea that human beings have the rational power to direct their own
affairs. Both appreciate the human as human.)
end
54
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 4, Section 5
?
Did You Know
Archimedes was so proud of his discovery of
the relationship between the sphere and the cylinder that he left
instructions for his tomb to be marked with a sphere inscribed in a
cylinder. The Roman senator Cicero found the tomb, overgrown
with vegetation, 150 years after Archimedes was killed by the
Romans at Syracuse.
I.
The Threat of Macedonia and Alexander the Great (pages 138–140)
A. The Greeks viewed their northern neighbors, the Macedonians, as barbarians because
they were rural people who did not live in city-states. By the end of the fifth century
B.C., however, Macedonia was a powerful kingdom.
B. In 359 B.C., Philip II became king of Macedonia. He admired Greek culture and wanted
to unite all of Greece under Macedonian rule. The Macedonian army crushed an army
of Greek city-states at the Battle of Chaeronea in 338 B.C. He insisted that the conquered
Greek city-states form a league under his control and help him conquer Persia. Before
he could fulfill his goal, he was assassinated.
C. Alexander the Great, Philip’s son, became king of Macedonia when only 20. He had
been educated by the great Greek philosopher Aristotle. Alexander considered nonGreeks the equal of Greeks and envisioned a world in which mixed cultures would
live together. To this end, he married two Persian princesses and encouraged his generals to marry Persian princesses.
D. His father had taught him military tactics and leadership. Alexander moved immediately to fulfill his father’s dream of conquering Persia. Alexander wanted glory,
empire, and revenge for the Persian burning of Athens in 480 B.C.
E. Alexander entered Asia Minor in 334 B.C. with an army of thirty-seven thousand
Macedonians and Greeks, including five thousand cavalry. By 331 B.C., Alexander had
conquered the Persian Empire and established the city of Alexandria in Egypt. It was
and is one of the most important cities in Egypt and the Mediterranean area.
F. Alexander was not content. By 327 B.C. he had moved through present-day Pakistan
into northern India. Weary from many hard battles, his soldiers refused to continue on
and Alexander agreed to return home. In 323 B.C., he died in Babylon, exhausted from
wounds, fever, and alcohol.
G. Alexander’s military success was due to his courage and a mastery of military tactics.
He modeled himself on Achilles, the Greek hero of the Trojan War. His example
inspired his men to follow him.
turn
55
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 4, Section 5
H. Alexander created a new age, called the Hellenistic Era. The word Hellenistic means
“to imitate Greeks.” This era saw the expansion of the Greek language and ideas to the
non-Greek world of Southwest Asia and beyond.
Discussion Question
Alexander and his father admired ancient Greek culture greatly. What do you think is
admirable about it? What is not? (Answers will vary. Accept any answer that shows an
understanding of ancient Greek culture and life. Probable points of appreciation are the courage
of the ancient Greeks, Athenian democracy, and the classical arts. Probable points of criticism are
the warlike nature of the Mycenaeans and Spartans, the position of women in ancient Athens and
elsewhere, and the common use of slaves.)
II. The Hellenistic Kingdoms (page141)
A. After Alexander’s death, his empire fell apart as Macedonian generals vied for power.
There were four Hellenistic kingdoms: Macedonia, Syria, Pergamum in western Asia
Minor, and Egypt. All were conquered later by the Romans.
B. Unlike Alexander, these Hellenistic monarchs included only Greeks and Macedonians
in their ruling class.
C. In Egypt, Alexander founded Alexandria, which became the largest city in the
Mediterranean region by the first century B.C. Later Hellenistic rulers also founded
cities and military settlements. As well, they encouraged Greek colonization in
Southwest Asia. These cities became home to many Greek immigrants, who were
recruits in the army, workers who contributed to the economy, and artists who spread
Greek culture.
Discussion Question
Why did these Hellenistic kings use only Greeks and Macedonians in their government?
(They wanted to maintain their political and social privileges over the Persians. They did not
want to share power.)
III. Hellenistic Culture (pages142–143)
A. The Hellenistic Age saw considerable cultural achievement, especially in science and
philosophy. The most important cultural center was Alexandria, home to scholars of
all kinds—philosophers, scientists, and writers. Alexandria’s library was the largest of
its kind, with over five hundred thousand scrolls.
turn
56
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 4, Section 5
B. Founding and rebuilding cities provided opportunities for architects and sculptors.
The baths, theaters, and temples that characterized the Greek homeland lined the
streets of the Hellenistic cities. Hellenistic sculptors added realism and emotion to the
classical period’s technical skill.
C. Important advances in mathematics and astronomy were made during the Hellenistic
Age. Aristarchus developed the theory that the sun is the center of the universe and
that the earth rotates around the sun. Eratosthenes determined that Earth is round and
nearly calculated the correct circumference of the Earth. Euclid wrote a textbook on
plane geometry, the Elements, that was used up to modern times.
D. Archimedes was one of the most important Hellenistic scientists. He established the
value of pi and did important work in the geometry of spheres and cylinders. He also
invented machines to repel attackers during his city’s siege and, perhaps, the
Archimedes screw, used in pumping and irrigation. It is said that when he discovered
specific gravity while in the bath, he jumped up and ran down the street naked shouting, “Eureka!” (“I have found it!”) He thought levers were so significant that
reportedly he told the king of Syracuse, “Give me a lever and a place to stand on and I
will move the earth.”
E. Athens remained a center for philosophy. It became the center of two new schools of
thought, Epicureanism and Stoicism. Epicurus believed that human beings were free
to follow their self-interest. Happiness was the goal of life, and happiness was
achieved by pursuing pleasure, the only true good. Pleasure, however, was not satisfying physical appetites but rather the freedom from anxiety that comes from a mind at
rest. Achieving this peace meant removing oneself from public life, but not social life.
Life could only be fulfilled when centered on virtuous friendship.
F. A teacher named Zeno founded Stoicism. This school of thought also emphasized
achieving happiness. For the Stoics, however, happiness was gained by living in harmony with the will of God. Then life’s problems could not disturb a person. Stoics also
regarded public service as noble and did not remove themselves from public life.
Discussion Question
Many Greek philosophers emphasized the importance of friendship to a happy and virtuous life. What value do friends add to life? Can one be happy without friends?
(Answers will vary. Answers should show an understanding of what a friend is and what friends
mean to people.)
end
57
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 5, Section 1
?
Did You Know
A Yugoslavian man traveling through Egypt in
the nineteenth century discovered the longest Etruscan inscription
known. Originally a roll of linen cloth, the 1,300-word inscription—
which included a calendar and instructions for sacrifice—had been
cut into strips to be wrapped around a mummy.
I.
The Land and Peoples of Italy (pages 149–150)
A. Italy is a peninsula about 750 miles long north to south. The Apennine Mountains run
down the middle. Three important fertile plains ideal for farming are along the Po
River; the plain of Latium, where Rome is located; and the plain of Campania, south
of Latium. Italy’s extensive farmland allowed it to support a large population.
B. Rome was favorably located 18 miles inland on the Tiber River. It had easy access to
the sea but was safe from pirates. It was easily defended because it was built on seven
hills. Rome also was located on a north-south traffic route in Italy.
C. Because the Italian peninsula juts out into the Mediterranean, it naturally was a stopping point for east-west Mediterranean trade and travel. This position helped Rome
win and maintain its Mediterranean empire.
D. Indo-European peoples moved into Italy from about 1500 to 1000 B.C. One group was
the Latins in the region of Latium. Herders and farmers who lived on Rome’s hills,
they spoke Latin, an Indo-European language. After 800 B.C., Greeks and Etruscans
moved into Italy.
E. The Greeks settled in southern Italy, giving the Romans their alphabet and artistic
models for sculpture, architecture, and literature. The Greeks also occupied parts of
Sicily. The Etruscans had more impact on early Rome’s development. After 650 B.C.
they controlled most of Rome and Latium. The Etruscans turned Rome from a village
into a city and gave the Romans their mode of dress—toga and short cloak. The organization of the Roman army was modeled on the Etruscan army.
Discussion Question
Historians claim that the Etruscans influenced the Romans more than the Greeks, even
though the Greeks gave the Romans their alphabet and models for the arts. Explain. (The
Romans never fully adopted the ideals of classical Greek culture. The Greeks excelled in philosophy and art, but the Romans were practical. They knew how to conquer, govern, make laws, and
build. Courage, duty, and determination were the prime virtues, not artistic excellence.)
turn
58
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 5, Section 1
II. The Roman Republic (pages 150–151)
A. Early Rome was ruled by kings, some of whom were Etruscan. In 509 B.C. the Romans
overthrew the last Etruscan king and established a republic. In a republic the leader is
not a king and certain citizens have the right to vote.
B. Enemies surrounded Rome, and so the young republic began a long period of continuous warfare. By 264 B.C. Rome had defeated the other states of Latium, the people of
the central Apennines, the Greeks in the south, and the last Etruscan settlements in the
north. Rome now controlled almost all of Italy.
C. To rule, the Romans devised the Roman Confederation. Some people—especially the
Latins—had full Roman citizenship. Other groups were allies who controlled their
local affairs but gave soldiers to Rome. Such people could become Roman citizens.
D. Romans believed that their success was due to three virtues: duty, courage, and discipline. Examples like that of Cincinnatus (see page 155), found in the writings of the
Roman historian Livy, provided models of these virtues for the Romans.
E. The Romans were successful as well because they were good diplomats who were
shrewd in extending Roman citizenship and allowing states to run their internal
affairs. They also were skilled, persistent soldiers and brilliant strategists. For example,
they built towns throughout conquered Italy and connected them with roads, allowing
soldiers to be deployed quickly. Finally, in law and politics the Romans were practical
and created institutions that responded effectively to problems.
Discussion Question
Why did extending Roman citizenship to conquered peoples help Rome expand its
empire? (Granting conquered people citizenship gave them a stake in Rome’s growth and success. They were much less likely to revolt, therefore, and more likely to contribute to the empire.)
III. The Roman State (pages 152–153)
A. The Romans distrusted kingship because of their experience of Etruscan kings. They
built a different form of government.
B. Early Rome was divided into two groups, the patricians and the plebeians. The former were the large landowners who formed Rome’s ruling class. The latter were
smaller landowning farmers, craftspeople, and merchants. Members of both groups
were citizens and could vote. Only patricians could be elected to political office.
turn
59
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 5, Section 1
C. The chief executive officers of the Roman Republic were the consuls and praetors. Two
consuls ran the government and led the army into battle. The praetor directed the civil
law, law applied to citizens. Later another praetor was added to handle the law as it
applied to noncitizens.
D. The Roman Senate was especially important. About three hundred patricians who
served for life made up the original Senate. At first only an advisory body, by the third
century B.C. it had the force of law.
E. The most important people’s assembly was the centuriate assembly. It elected the consuls and praetors, and passed laws. It was organized by classes based on wealth, so
the wealthiest citizens always were the majority.
F. Often there was conflict between the plebeians and patricians. The plebeians wanted
political and social equality, especially because they fought in the army to protect Rome.
Finally, in 471 B.C. a popular assembly called the council of the plebs was created.
Officials called the tribunes of the plebs were empowered to protect the plebeians. By
the fourth century B.C. plebeians could be counsels and in 287 B.C. the council of the
plebs received the right to pass laws for all Rome. Despite these gains, a wealthy ruling class dominated political life.
G. One of Rome’s most important contributions was its system of law. Rome’s first code
of law, the Twelve Tables, was adopted in 450 B.C. Later Romans adopted a more
sophisticated system of civil law, which applied to Roman citizens only.
H. As Rome expanded, legal questions arose that involved Romans and non-Romans. A
body of law known as the Law of Nations arose to handle some of these cases.
Romans identified the Law of Nations with natural, or universal, law. Its standards of
justice applied to all people equally and used principles recognized today: a person is
innocent until proven otherwise, the accused has a right to a defense before a judge,
and judges should decide cases based on evidence.
Discussion Question
At one point the plebeians fought to protect Rome even though they were not the political or social equals of the patricians. History shows that often groups are put in this
position. African-Americans were in this position for many of America’s wars. Some
people argue they still are. Assume for the moment that such a group wants to have
political and social equality. Should people in the group serve their country or refuse to
fight? (Answers will vary. Accept answers that understand the unfairness of asking such a
group to fight and the issue of the best way to go about changing the situation of inequality.
History shows that fighting for a country can advance a group’s status in that country.)
turn
60
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 5, Section 1
IV. Rome Conquers the Mediterranean (pages 153–154)
A. Rome faced a strong power in the Mediterranean—Carthage. Founded by the
Phoenicians around 800 B.C. on the coast of North Africa, Carthage had a large trading
empire in the western Mediterranean. The presence of Carthaginians in Sicily worried
the Romans. The two groups began a long struggle in 264 B.C. for control of the
Mediterranean area.
B. The First Punic War, between Rome and Carthage, began when Rome sent troops to
Sicily. Romans realized that to win the war they needed a large navy, which they built.
Rome defeated Carthage’s navy, and in 241 B.C. Carthage gave up its rights to Sicily
and paid money to Rome. Sicily became Rome’s first province.
C. Carthage wanted revenge. Hannibal, the greatest Carthaginian general, began the
Second Punic War, which lasted from 218 to 201 B.C. To take the war to Rome,
Hannibal entered Spain, moved east, and then crossed the Alps with a large army,
including six thousand horses and elephants. Many soldiers and animals died during
the crossing, but Rome was still under a real threat.
D. At the Battle of Cannae, Rome lost almost forty thousand men. In response, Rome
raised another army. Meanwhile, Hannibal roamed throughout Italy but could not successfully attack the major cities. In a brilliant move, Rome attacked Carthage, forcing
the recall of Hannibal. At the Battle of Zama, Rome crushed Hannibal’s forces. Spain
became a Roman province, and Rome controlled the western Mediterranean.
E. Fifty years later the Romans fought the Third Punic War. In 146 B.C. Roman soldiers
sacked Carthage. Fifty thousand men, women, and children were sold into slavery.
The territory of Carthage became a Roman province called Africa.
F. In the second century B.C. Rome also conquered Macedonia and Greece. Each was put
under Roman control. Rome now was master of the Mediterranean Sea.
Discussion Question
Hannibal famously crossed the Alps with elephants to be used in battle. Few of them
survived the trip, but some did. What do you think the reaction was of the Roman soldiers to elephants in battle? (The few elephants that survived terrified the Romans, as one
could imagine on being faced with a charging elephant. Who knows how history would have been
different if all of Hannibal’s elephants had survived.)
end
61
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 5, Section 2
?
Did You Know
In the Roman calendar, the thirteenth or fifteenth day of the month was known as the “ides.” According to
legend, Julius Caesar was warned by a soothsayer to “beware the
ides of March.” Ignoring the warning, Caesar entered the Senate on
the ides (March 15, 44 B.C.) and was assassinated.
I.
Growing Inequality and Unrest and A New Role for the Army (pages 156–157)
A. By the second century B.C. the Senate, made up mostly of the landed aristocracy, governed Rome. The Senate and political offices were increasingly controlled by a small
group of wealthy, powerful families.
B. The backbone of Rome’s army and state had always been the small farmers, but now
many lost their lands to large, wealthy landowners. They formed a new urban class of
landless poor, and Rome suffered growing economic and social unrest.
C. The brothers Tiberius and Gaius Gracchus, reform-minded aristocrats, believed that
the problem was the decline of the small farmer. They called for laws giving the public
land of the aristocrats back to the landless poor. In 133 B.C. a group of senators killed
Tiberius. Later, his brother Gaius was killed. Discontent and unrest grew.
D. A change in the army worsened matters. In the first century B.C. a general named
Marius recruited soldiers from among the landless poor and promised them land if
they swore allegiance to him. Traditionally, the small landowning farmers had made
up the army, and their loyalty was to the state. After Marius, generals became political,
and individual generals gained great power.
E. Sulla was the next general to wield great political power. He was given command of a
war in Asia Minor. The council of the plebs tried to give the command to Marius. Civil
war broke out, and Sulla won by seizing Rome in 82 B.C. In an effort to restore a traditional Roman republic, Sulla restored power to the Senate and took away most of the
powers of the popular assemblies. His example of seizing power militarily would be
repeated, to Rome’s detriment.
turn
62
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 5, Section 2
Discussion Question
History often shows a conflict between rural and urban parts of society. Many people
have argued that society is better or worse as rural or urban. In early American history,
for example, and in line with the Gracchus brothers, Thomas Jefferson argued that society
and the economy in the United States should be based on small farming. He believed
that farming led to certain healthy character traits and that urban life led to vice. Are
there virtues and vices that tend to apply to rural life and others to urban life? What are
they? (Answers will vary. Accept answers that understand the different demands of rural and
urban life.)
II. The Collapse of the Republic (pages 157–158)
A. From 82 to 31 B.C. civil wars beset Rome. Three men—Crassus, Pompey, and Julius
Caesar—emerged victorious. Crassus was wealthy and the other two were military
commanders and heroes. They combined their power to form the First Triumvirate in
60 B.C. A triumvirate is a government by three people with equal power.
B. Each man had a military command. When Crassus was killed, the Senate decided that
rule by Pompey alone would be best, and it ordered Julius Caesar to give up his command. He refused. He kept his loyal army and moved into Italy illegally by crossing
the Rubicon River. (Our expression “to cross the Rubicon” means unable to return.)
C. Caesar defeated Pompey and became dictator in 47 B.C. A dictator is an absolute ruler.
Yet he knew Rome needed reforms. He gave land to the poor and expanded the Senate
to 900. He filled the Senate with his supporters, thereby weakening its power. A group
of leading senators assassinated Caesar in 44 B.C.
D. Octavian, Antony, and Lepidus formed the Second Triumvirate after Caesar’s death.
Soon, however, Octavian and Antony divided the Roman world between themselves:
Octavian took the west and Antony took the east. Inevitably, they came into conflict.
Antony allied with Egypt’s queen Cleopatra VII. They also were lovers. Octavian
defeated them at the Battle of Actium in 31 B.C. Both fled to Egypt and committed suicide a year later. The civil wars and the Roman Republic ended. A new period of
Roman history known as the Age of Augustus began in 31 B.C.
turn
63
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 5, Section 2
Discussion Question
Commenting on Rome’s civil strife, the first century B.C. Roman historian Sallust says
that the lust for money (greed) and the lust for power (extreme ambition) are the roots of
all evils. He gives his reasons on page 156 of your textbook. Is Sallust correct about the
effects of greed and extreme ambition? (Answers will vary. Accept answers that understand
Sallust’s views concerning the effects of these two on people’s characters and answers that argue
for other effects of greed and extreme ambition on character.)
III. The Age of Augustus (page 159)
A. Octavian proclaimed “the restoration of the Republic” in 27 B.C. He gave only some
power to the Senate and became Rome’s first emperor. The same year the Senate
awarded him the title of Augustus, or “the revered one.”
B. Augustus was popular even though the army was his chief source of power. The
Senate gave him the title of imperator, or commander in chief. We get our word
emperor from this word.
C. Augustus had an army of 28 legions of 5,000 troops each. Only citizens could be in
the legions. Others could serve in auxiliary forces, which numbered around 130,000
under Augustus. He also established the praetorian guard of 9,000 men to protect
the emperor.
D. Augustus stabilized Rome’s frontiers and conquered new areas. German warriors
wiped out three Roman legions, however; the defeat taught Augustus that Rome’s
power was limited, knowledge that devastated him. For months he beat his head
against the door and shouted, “Varus, [the defeated commander] give me back my
legions!”
Discussion Question
Why did Augustus feel the need to establish a special, very large guard to protect the
emperor? What does this say about the Roman form of government? (Augustus felt this
need because of the long history of civil war between and assassination of Roman leaders.
Needing such a large, protective guard probably says that too much power was concentrated in
the hands of the emperor. Naturally, others coveted such power, which led to systematic distrust
and could lead to instability.)
turn
64
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 5, Section 2
IV. The Early Empire (pages 159–162)
A. The period called the Early Empire lasted from A.D. 14 to 180. After Augustus, the
emperor was allowed to pick his successor from his family, adopted or natural. The
first four emperors after Augustus were from his family: Tiberius, Caligula, Claudius,
and Nero. Under them the emperor gained more power and became more corrupt.
B. Nero, for example, had anyone he wanted out of his way simply killed, including his
own mother. Lacking an army, the Senate could not oppose Nero. His legions finally
revolted against him, and he committed suicide.
C. At the beginning of the second century, a series of five so-called good emperors led
Rome: Nerva, Trajan, Hadrian, Antoninus Pius, and Marcus Aurelius. They created a
time of peace and prosperity called the Pax Romana (“Roman Peace”). It lasted for
almost a hundred years. The good emperors stopped arbitrary executions, respected
the ruling class, and maintained peace. They took more power from the Senate; officials appointed and directed by the emperor ran the government. They adopted
capable men into their families as successors. Some instituted programs to help the
people, such as helping the poor to educate their children, and some oversaw widespread building projects of aqueducts, bridges, roads, and harbors.
D. During the Early Empire, Rome at first expanded further. Under Trajan, Roman rule
went into Dacia (Romania), Mesopotamia, and the Sinai Peninsula. Hadrian realized
that the empire was getting too large to rule, however, and withdrew troops from
Mesopotamia and became defensive along Rome’s frontiers. He strengthened fortifications between the Rhine and Danube Rivers. He also built a wall (Hadrian’s Wall) in
northern Britain to keep out the Scots. Even so, defending the empire became increasingly difficult.
E. By the second century, the Roman Empire covered about three and a half million square
miles. Its population probably was over fifty million. The imperial government helped
unify the empire by acknowledging local customs and granting Roman citizenship. In
A.D. 212 the emperor Caracalla gave Roman citizenship to all free people in the empire.
F. Cities were important in the spread of Roman culture, Roman law, and the Latin language in the western part of the empire. Greek was used in the east. The mixture of
Roman and Greek culture that resulted from the Roman Empire’s spread is called the
Greco-Roman civilization.
G. The Early Empire was prosperous. Internal peace helped trade grow. Trade went
beyond the empire’s frontiers, even including silk goods from China. Large amounts
of grain were imported to feed the poor and luxury items came in for the rich.
turn
65
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 5, Section 2
H. Farming remained the basis of Rome’s prosperity and the work of most of the people.
Landed estates called latifundia dominated farming. Largely slave labor raised sheep
and cattle on these estates. There were many small peasant farms as well. There also
was a huge gap between rich and poor in Roman society. Small farmers often depended
on the huge estates of the wealthy, who lived extravagant lives. Many poor lived in the
cities. Thousands of unemployed people depended on the emperor’s handouts of
grain to survive.
Discussion Question
Lord Acton of Britain (1834–1902) wrote, “Power tends to corrupt and absolute power
corrupts absolutely.” The first emperors of the Early Empire confirm this view of
absolute power. Is the view true? If so, why? If not, why not? (Answers will vary. Accept
any answer that is relevant and thoughtful. One good answer would argue that we need the
advice, restraint, shame and other influences of others to guide us in our actions and decisions.
Those who have absolute power usually isolate themselves from such influences because they
think they have no equals. Therefore, they are more vulnerable to corruption.)
end
66
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 5, Section 3
?
Did You Know
Nero thought himself a skilled poet and lyre
player. About five years into his reign he began to give theater
performances. To the Romans these antics violated decorum, particularly since Nero played not only heroes on stage but also pregnant
women and enslaved persons.
I.
Roman Art and Architecture and Roman Literature (pages 163–165)
A. In the third and second centuries B.C., the Romans developed a taste for Greek art.
Greek statues adorned their cities and homes. Reproductions became popular. Roman
sculptors added realistic, even unpleasant features to the idealized Greek forms.
B. In line with their practical bent, the Romans excelled at architecture. The Romans created forms based on curved lines: the dome, arch, and vault. They were also first-class
engineers who built enduring roads, bridges, and aqueducts. They built 50,000 miles
worth of roads throughout the empire. The city of Rome’s many aqueducts supplied
one million people with water.
C. Latin literature’s high point was during the Age of Augustus. Its most distinguished
poet was Virgil from Mantua, who wrote his epic poem the Aeneid in honor of
Augustus. The character Aeneas displays the virtues of the ideal Roman—duty, piety,
and loyalty. In founding Rome, Aeneas starts it on its divine mission to rule the world.
D. Horace was another important Augustan poet. In his Satires he pokes fun at the weaknesses, follies, and vices of the human race. The most important prose work of this
time was Livy’s History of Rome. He traced the history of Rome from its inception to
9 B.C. He celebrated Rome’s greatness and understood history in terms of moral
lessons. Thus he used stories to show the virtues that made Rome great. He did not
always get his facts straight, however.
Discussion Question
Livy believed studying history was profitable because we could learn from the past’s
good and bad examples, making the present and future better. Does history show that
people learn from history? (Answers will vary. Probably the best answer is that in some areas
of life—such as in science and technology—we have improved upon the past, but in others, such
as in relations among societies, we still make the same blunders. Accept relevant, thoughtful
answers. They should show an understanding of the problems of applying the past to the present
and future, such as not knowing the full consequences of our decisions and actions.)
turn
67
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 5, Section 3
II. The Roman Family (pages 165–166)
A. The Roman family was headed by the paterfamilias, the dominant male. The household also included his wife, sons with their wives and children, unmarried daughters,
and slaves.
B. Unlike the Greeks, the Romans raised their children at home. All upper-class Roman
children learned to read. Teachers often were Greek slaves because prospering in the
empire required knowing both Greek and Latin.
C. Roman boys learned reading and writing, moral principles, family values, law, and
physical training. Roman males ended their childhood at 16 with a special ceremony.
They exchanged their purple-edge togas for the white toga of manhood. Some upperclass girls were educated privately or in primary schools. At the time the boys entered
secondary schools, however, Roman girls were getting married.
D. Like the Greeks, Roman males believed the weakness of women made it necessary for
them to have male guardians. The paterfamilias usually was the guardian. He also
arranged the marriages of his daughters.
E. The legal minimum age for girls to marry was 12, though 14 was more common. The
age for boys was 14. Divorce was introduced in the third century B.C. and was easy to
obtain. Both men and women could sue for divorce.
F. By the second century A.D. the paterfamilias no longer had complete authority in the
family. For example, he could not sell his children into slavery or have them put to
death. Women increasingly were not required to have a male guardian. Upper-class
women could own, sell, and inherit property. Unlike Greek wives, Roman wives were
not segregated from men in the home.
G. Outside the home women could attend the races, the theater, and events in the
amphitheater. In the latter two places they had their own seating section, however,
and women could not participate directly in politics.
Discussion Question
Greek and Roman men believed women needed male guardians because of their physical weakness. Greek and Roman women were excluded from politics. What beliefs about
women have historically supported this practice? (Two good answers are the beliefs that
women have a natural place in the home and that women are too emotional to deliberate rationally
about matters of policy and justice. Accept other relevant, thoughtful answers.)
turn
68
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 5, Section 3
III. Slavery (pages 166–167)
A. No people relied on slavery as much as the Romans. Before the third century B.C., even
a small Roman farmer would have one or two slaves. The wealthy had more.
B. As Rome conquered the Mediterranean area, large numbers of war captives were
brought to Italy as slaves. Greeks were prized as tutors, musicians, doctors and artists.
Slaves worked in shops, kept house, waited tables, were personal servants, and made
crafts. They built roads and public buildings. Conditions often were pitiful. One
Roman writer argued that it was cheaper to work slaves to death and replace them
than to care for them.
C. Masters feared slave revolts. Punishments were harsh: the murder of a master by a
slave might mean all the remaining household’s slaves would be killed. The most
famous slave revolt in Italy was led by the gladiator Spartacus in 73 B.C. Seventy thousand slaves joined up with Spartacus, and they defeated several Roman armies before
being defeated themselves in 71 B.C. Spartacus was killed and thousands of his followers were crucified.
Discussion Question
Crucifixion is a painful way to die and was a common form of execution in the ancient
world. The modern world often tries to execute by more humane methods, such as
lethal injection. Does a violent criminal, such as a murderer, deserve this consideration?
(Answers will vary. Answers should show an understanding of the relevant issues, such as a) the
rights a person gives up by acting illegally and b) those executing not wanting to act in the same
manner as the murderer.)
IV. Daily Life in The City of Rome (pages 167–168)
A. Rome had the largest population of any city in the empire, close to one million by the
time of Augustus. Rome was overcrowded and noisy. Wagons and carts were banned
during the day, but their noise at night made sleeping difficult. Even though Augustus
organized a police force, Rome could be dangerous. One also might be soaked by the
filth thrown from the windows of one of Rome’s huge apartment buildings.
B. The poor lived in apartment blocks called insulae. As tall as six stories, these badly
constructed buildings often collapsed. Fires were a constant threat and hard to put out.
C. High rents forced entire families to live in one room. The apartments did not have
plumbing or central heating. These uncomfortable conditions made many Romans
spend most of their time in the street.
turn
69
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 5, Section 3
D. Rome was adorned with unequaled public buildings, such as baths, temples, theaters,
and markets. Beginning with Augustus, the city’s two hundred thousand poor
received free grain from the emperor.
E. The people were entertained by grand public spectacles and entertainments. The most
popular were the gladiatorial contests, in which animals, slaves, and condemned criminals would fight to the death. Horse and chariot races at the Circus Maximus were
also popular, as were dramatic performances.
Discussion Question
What two months of the year are named after Roman emperors? (July is named after
Julius Caesar, and August is named after Augustus.)
end
70
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 5, Section 4
?
Did You Know
Trained as a rabbi and believing Christianity
threatened Judaism, Paul (known as Saul in the Jewish community)
persecuted the early Christians. Only after Jesus’ death did Paul
convert to Christianity and become one of its leading apostles.
I.
Background: Roman Religion (pages 169–170)
A. Augustus revived traditional Roman religious festivals and ceremonies to bring
back the Roman state religion. It focused on the worship of a number of gods and
goddesses—including Jupiter, Juno, Minerva, and Mars—based on the Greek
Olympian deities. Beginning with Augustus, emperors often were declared gods.
B. The Romans believed that observing the proper rituals brought them into a right relationship with the gods, which guaranteed peace and prosperity. They also believed
that their success at empire building meant the gods favored them.
C. The Romans were tolerant of local religions and worship. Many Romans were drawn
to the religions of the eastern areas they had conquered. These religions gave a more
spiritual experience to them, promised entry into a higher reality, and taught of a life
after death superior to the present one.
Discussion Question
What are the Greek originals of the Roman deities Jupiter, Juno, Minerva, and Mars?
(Jupiter is Zeus, leader and father of the gods, Juno is his wife Hera, queen of the gods, Minerva
is Athena, goddess of wisdom, and Mars is Ares, the god of war.)
II. The Jewish Background and The Rise of Christianity (pages 170–172)
A. By A.D. 6, Judaea, which covered the lands of the ancient kingdom of Judah, was a
Roman province under the direction of a procurator. Unrest was common in Judaea,
even among factions of Jews.
B. Among the Jews, the Sadducees counseled cooperating with the Romans, the Essenes
awaited a Messiah who would save Israel from oppression and establish a paradise on
Earth, and the Zealots advocated overthrowing Roman rule. A revolt begun in 66 was
crushed by the Romans, who destroyed the temple in Jerusalem.
turn
71
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 5, Section 4
C. Jesus, a Jew, began to preach in the midst of this conflict. Jesus taught that inner transformation was most important, not adhering to laws or rituals. He claimed that the
Golden Rule summed up the Jewish teachings. He commanded that we love God and
love each other, treating all as our neighbors. Jesus taught the virtues that would be
the basis of medieval Western civilization: humility, charity, and love of others.
D. The Judaeans turned Jesus over to the Romans as a subversive because they thought
he might cause people to revolt against Rome. The procurator, Pontius Pilate, ordered
his crucifixion. Followers of Jesus believed he overcame death, however. Many Jewish
followers believed he was the Messiah who had come to save Israel.
E. Simon Peter was a prominent figure in early Christianity. Peter and the other disciples
taught that Jesus was the Savior and Son of God who had come to Earth to save all
people. Jesus’ death could make up for people’s sins and offer them salvation. Another
prominent leader was Paul of Tarsus. Paul followed Jesus’ command to preach the
gospel to both Jews and non-Jews, or Gentiles. He founded many Christian communities in Asia Minor and along the Aegean Sea.
F. After word spread that Jesus had overcome death, people converted in droves. Only
60 days after his crucifixion, Jerusalem alone had ten thousand converts. Paul wrote
letters (epistles) to Christian communities and other disciples may have written down
Jesus’ sayings. Between A.D. 40 and 100, these became the basis of the written Gospels
(“the good news”). The Gospels tell of Jesus’ life and teachings, and form the basis of
the New Testament, the second part of the Christian Bible.
G. Christianity’s basic values differed from Greco-Roman values. Even so, at first the
Romans paid little attention to the spread of Christianity. That attitude changed.
Romans came to see Christianity as harmful to public order and morals because
Christians would not worship the Roman gods. This was an act of treason, a capital
crime. Christians believed, however, in one God only and that worshipping false gods
would endanger their salvation.
H. Roman persecution of Christians began under Nero (A.D. 54–68), who blamed them for
the fire that burned much of Rome. He subjected them to cruel deaths. Until the end of
the next century, persecution lessened, though it continued to a degree. By the end of
the rule of five good emperors, Christians made up a small but strong minority.
Discussion Question
Some people argue that to live fully one must be willing to die for something one
believes in, as some early Christians did. Would you die for a belief, and if so, what?
Why? If not, why not? (Answers will vary. Accept any relevant, thoughtful answers.)
turn
72
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 5, Section 4
III. The Triumph of Christianity (pages 172–174)
A. Roman persecution strengthened Christianity by forcing it to become more organized.
The emerging control over Christian communities by bishops was important to this
change. The Christian Church was creating a distinction between the clergy (church
leaders) and the laity (everyday church members).
B. For a number of reasons, Christianity grew steadily. First, it was more personal than
the Roman religion and offered eternal life and salvation. Second, it was familiar
because it was like other religions that offered immortality through the sacrificial
death of a savior-god. Third, it fulfilled the human need to belong. Christians formed
communities based on love and care. Christianity was especially attractive to the poor
and powerless. Everyone, regardless of status, could gain salvation and all were equal
in the eyes of God.
C. Emperors in the third century began new waves of persecution, ending with the great
persecution by Diocletian at the beginning of the fourth century. Christianity was too
strong for force to destroy it, however. Christianity prospered in the fourth century.
Constantine became the first Christian emperor. In 313 his Edict of Milan officially
sanctioned tolerating Christianity. Under Theodosius the Great, the Romans adopted
Christianity as their official religion.
Discussion Question
Why do you think the Romans eventually decreed Christianity their official religion?
(Answers will vary. Accept relevant, thoughtful answers. One good answer is that they were
tired of their culture and lives of conquest and war. Another is that the Christian promise of
salvation persuaded them.)
end
73
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 5, Section 5
?
Did You Know
Commodus, emperor from A.D. 180 to 192,
renamed Rome the Colony of Commodus. He imagined he was the
god Hercules and entered the arena to fight as a gladiator or to kill
lions with bow and arrow. He was known as a cruel ruler. When he
announced that he would assume the consulship dressed as a gladiator, his advisors had a champion wrestler strangle him.
I.
The Decline (pages 175–177)
A. A long period of unrest followed the death of the last good emperor, Marcus Aurelius,
in A.D. 180. For a period Rome was ruled by the Severans, whose motto was “pay the
soldiers and ignore everyone else.” After their rule ended, between 235 and 284, Rome
was ruled by whoever had the army to seize it. There were 22 emperors over these
years; twenty died violently.
B. Simultaneously, the Roman Empire suffered invasions by Persians and Germanic peoples. Invasions, civil wars, and plague almost caused the Roman economy to collapse
in the third century. Trade and small industry declined, and there was a labor shortage
due to plague. Farm production declined on fields ravaged by invaders.
C. Money was short, but Rome needed soldiers more than ever. By the mid-third century,
the state was depending on hired Germanic soldiers. They had no loyalty to Rome, nor
did they understand Roman tradition.
D. At the end of the third and the beginning of the fourth centuries, the emperors
Diocletian and Constantine revived Rome, founding a state called the Late Roman
Empire. It had a new governmental structure, a rigid economic and social system, and
a new religion—Christianity.
E. Diocletian ruled from 284 to 305. Believing the empire was too large to have only one
ruler, he divided the empire into four sections, each with its own ruler, including himself. His military power, however, made him the ultimate authority. Constantine, who
ruled from 306 to 337, extended many of Diocletian’s policies.
F. Both expanded the bureaucracy and enlarged the army to five hundred thousand
troops. Expanding the civil service and the military drained the treasury. To fight inflation, Diocletian issued strict wage and price controls for the entire empire. They did
not work. Both emperors issued edicts forcing people to stay in their jobs, which made
basic jobs like being a baker hereditary. Small, free farmers increasingly were in debt to
large landowners.
turn
74
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 5, Section 5
G. In 324 Constantine became the sole ruler of Rome. His biggest project was constructing
a new capital city in the east on the site of Byzantium on the shores of the Bosporus.
Founded for defensive purposes, the city eventually was named Constantinople
(present-day Istanbul). Calling it his “New Rome,” Constantine filled the city with
a forum, palaces, an amphitheater, and other signs of Roman and civic glory. It became
a center of the Eastern Roman Empire and one of the world’s greatest cities.
H. The policies of Diocletian and Constantine were based on coercion and control. In the
long run, therefore, they stifled the vitality Rome needed to revive.
Discussion Question
Look on a world map and explain why Istanbul (Byzantium, Constantinople) is in such
an important strategic military position. (It can control the waterway through the Black Sea
from Russia and Asia to the Mediterranean Sea.)
II. The Fall (pages 177–178)
A. The empire restored by Diocletian and Constantinople continued for another hundredplus years. It had two capitals, Rome in the west and Constantinople in the east.
B. In the second half of the fourth century, Huns from Asia moved into eastern Europe
and put pressure on the Germanic Visigoths. The Visigoths moved south, crossing the
Danube into Roman territory. Initially Roman allies, the Visigoths revolted and defeated
a Roman army in 378. More Germans crossed into Roman territory. In 410 the
Visigoths sacked the city of Rome. In 455, another group, called the Vandals, also
sacked the city. Our modern word vandal comes from the name of this ruthless tribe. In
476, the western emperor, Romulus Augustulus, was deposed by the Germanic head of
the army. This event is usually taken as the fall of the Western Roman Empire. The
Eastern Roman Empire, the Byzantine Empire, continued on.
C. Many theories have been proposed to explain the fall of the Roman Empire:
Christianity weakened Rome’s military virtues; Roman values declined as non-Italians
gained prominent positions; lead poisoning from water pipes and vessels caused a
mental decline; slavery held Rome back from advancing technologically; Rome’s political system proved unworkable. Probably there is some truth in all or most of these
explanations.
turn
75
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 5, Section 5
Discussion Question
Which of the explanations of Rome’s fall seems most plausible? (Answers will vary. Accept
answers that are able to weigh the effects of various influences and give reasons for ranking the
influences.)
end
76
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 6, Section 1
?
Did You Know
Ramadan is an important holiday for Muslims.
They fast from sunrise to sunset during Ramadan, the ninth month
of the year. Because the beginning and end of Ramadan are
declared when a trustworthy witness testifies before the authorities
that the new moon has been sighted, a cloudy sky can delay or prolong the fast.
I.
The Arabs (pages 191–192)
A. The Arabs were a nomadic, Semitic-speaking people who lived in the Arabian
Peninsula, a harsh desert with little water. The hostile surroundings made the Arabs
move continually to water and feed their animals.
B. Arabs organized into loosely connected, independent tribes to help each other with
their difficult lives. A sheikh, chosen from a leading family by a council of elders, led
each tribe. Early Arabs herded sheep and farmed on the oases of the Arabian
Peninsula. After the camel was domesticated in the first millennium B.C., Arabs
expanded the caravan trade and became major carriers between the Persian Gulf and
the Mediterranean Sea.
C. Most early Arabs were polytheistic, but Allah (Arabic for “God”) was the supreme
God. They traced their ancestry to Abraham and his son Ishmael, who were believed
to have built a shrine called the Kaaba at Makkah (Mecca). The cornerstone of the
Kaaba, the Black Stone, was revered for its association with Abraham.
D. By the sixth century A.D. the trade route through Makkah to modern Yemen and across
the Indian Ocean became popular. Communities along this route flourished. Tensions
arose between the wealthy merchant class and the poorer clanspeople and slaves.
Discussion Question
Tension arose among early Arabs between the rich and poor classes. What are some
examples of that kind of tension in the history of the United States? (Answers will vary.
Numerous examples come from the history of the relations between industrial and manufacturing
workers—miners and factory workers, for example—and their employers.
turn
77
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 6, Section 1
II. The Life of Muhammad (pages 192–193)
A. Muhammad was born into a merchant family in Makkah. He was orphaned early. He
became a caravan manager and married his boss, a rich widow named Khadija.
Muhammad was deeply troubled by the gap in his area between the rich merchants,
who he thought were greedy, and most Makkans, who he thought were simple and
honest. He went to the hills to meditate on the matter.
B. While meditating, Muslims believe, Muhammad received revelations from God. Islam
teaches that the messages were given by the angel Gabriel, who told Muhammad to
recite what he heard.
C. Muhammad came to believe that Allah had revealed himself partially through Moses
(Judaism) and Jesus (Christianity), and that Allah’s final revelations were to him. The
Quran, the holy scriptures of Islam, came out of these revelations. (The word Islam
means “submission to the will of Allah.”) The Quran contains the ethical guidelines for
Muslims, those who practice Islam. Islam has only one God, Allah, and Muhammad is
his prophet.
D. Muhammad set out to convince the people of Makkah that his revelations were true.
His wife was his first convert, but after preaching for three years he had only 30 followers. They were persecuted. In 622 he and some of his followers moved north to
Yathrib, later renamed Madinah (Medina: “city of the prophet”). This journey is
known as the Hijrah, and 622 is the first year of the Muslim calendar. Muhammad
won support from residents of Madinah and Bedouins, Arabs in the desert. These
formed the first community of practicing Muslims.
E. Muhammad did not separate political and religious authority. Submission to the will
of Allah meant submitting to his prophet, and Muhammad became a religious, political, and military leader. He assembled a military force to defend his community. His
military victories soon attracted many followers.
F. In 630 Muhammad returned to Makkah with ten thousand soldiers. The city surrendered and many residents converted to Islam. Muhammad declared the Kaaba a
sacred shrine. Two years later, Muhammad died, as Islam was first spreading throughout the Arabian Peninsula.
turn
78
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 6, Section 1
Discussion Question
Muhammad did not separate religion and politics as we are supposed to do in America.
He believed that the state should establish a religion, something forbidden by the United
States Constitution. Is it important that politics and religion be separated? Why or why
not? (Answers will vary. Accept answers that show an understanding of the relevant issues. Two
are the right to religious freedom and the effects of claiming God has a particular political affiliation. Students may argue for negative or positive effects.)
III. The Teachings of Muhammad (pages 193–194)
A. Islam is monotheistic. Allah is the all-powerful Creator of everything. Islam offers salvation and the hope of an afterlife for those who subject themselves to Allah’s will.
B. Muhammad is not considered divine, as Jesus is. He is a prophet who conveys Allah’s
final revelation. To do Allah’s will, one must follow an ethical code comprised of the
Five Pillars of Islam: Believe in Allah and Muhammad as his prophet; pray to Allah
five times a day with public prayer on Fridays; give alms to the poor and unfortunate;
observe the holy month of Ramadan, especially by fasting; make a pilgrimage to
Makkah once, if possible. This pilgrimage is called the hajj.
C. Islam is more a way of life than a set of beliefs. After the prophet’s death, Muslim
scholars drew up a law code called the shari’ah. It provides guidelines for daily living,
and much of it comes from the Quran. Muslims must follow sound principles, such as
honesty and justice. Muslims may not gamble, eat pork, drink alcoholic beverages, or
be dishonest.
Discussion Question
What are some similarities among Islam, Judaism, and Christianity? (All three religions
are monotheistic and believe in the same God; all three dictate laws of behavior, and all three
stress the importance of faith.)
end
79
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 6, Section 2
?
Did You Know
During the creation of the Arab Empire, the
caliphs prohibited the destruction of Christian and Jewish houses of
worship, pictures, and artifacts. The second caliph, Umar, upon
entering Jerusalem, protected Christian churches and religious artifacts. Other Arab conquerors preserved the Egyptian Sphinx and
the impressive artwork of Persia.
I.
Creation of an Arab Empire (pages 196–198)
A. Muhammad’s death left his followers with a problem of succession. He had no son,
and his daughters could not lead in such a male-dominated society. Some of
Muhammad’s closest followers chose Abu Bakr, Muhammad’s father-in-law. He was
named caliph, or successor to Muhammad.
B. Islam grew under Abu Bakr. Muslims expanded over Arabia and beyond. Muhammad
had used the Arabic custom of raiding one’s enemies. To spread the movement, Abu
Bakr did as well. The Quran calls this activity “struggle in the way of God,” or jihad.
Abu Bakr warred on neighboring peoples. By 650, Egypt, the Byzantine province of
Syria, and the Persian Empire were part of the Arab Empire.
C. The Arabs were fierce fighters led by brilliant generals. Military courage was enhanced
by the belief that a warrior killed in battle was assured a place in Paradise.
D. The first two caliphs to rule after Abu Bakr’s death were killed. In 656, Muhammad’s
son-in-law, Ali, became caliph, but he was also assassinated after ruling for five years.
E. Arab administrators were tolerant in their conquered territories. Some places retained
local governments, and no one was forced to convert to Islam. Those who did not convert were required to be loyal to Muslim rule and pay taxes.
Discussion Question
Compare the creation of the Arab Empire with the creation of the Roman Empire and
the Empire of Alexander the Great. (All depended on the military, and they conquered some of
the same land. The Roman and Arab expansion took several generations, while Alexander created
his in just a few years.)
II. The Umayyads (pages 198–199)
A. In 661 the general Mu’awiyah became caliph. He was a rival of Ali, and was known
for one major virtue: he used force only if necessary. He made the office of caliph
(caliphate) hereditary and began the Umayyad dynasty. Since he had been governor
of Syria, he moved the capital of the Arab Empire from Madinah to Damascus.
turn
80
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 6, Section 2
B. At the beginning of the eighth century, Arabs conquered and converted the Berbers, a
pastoral people who lived on the coast of North Africa. Around 710, combined Arab
and Berber forces occupied southern Spain. By 725 most of Spain was a Muslim state.
In 732, Arab forces were defeated at the Battle of Tours in present-day France, bringing
an end to Arab expansion in Europe.
C. In 717 Muslims attacked Constantinople, but their navy was defeated by the Byzantine
Empire. This created an uneasy frontier in southern Asia Minor between the Byzantine
Empire and the Islamic world. Arab power now extended east in Mesopotamia and
Persia, north into central Asia, and into the southern and eastern Mediterranean parts
of the old Roman Empire.
D. Internal struggles threatened the Umayyad Empire’s stability. Local administrators
favored Arabs, and revolts broke out. The most important was led by Hussein, second
son of Ali. In 680 he battled against Umayyad rule. Most of his followers defected,
however, and he fought 10,000 soldiers with only 72 warriors. All died.
E. This struggle caused Islam to split into two groups, the Shiite and the Sunni. The former say the descendents of Ali are the rulers of Islam, and the latter claim that the
descendents of the Umayyads are the true caliphs. This split continues today. Most
Muslims are Sunnis, but much of Iraq and Iran consider themselves Shiites.
Discussion Question
History shows that religions commonly break into factions that then distrust each other
and often treat each other badly. Why are these splits such common occurrences?
(Answers will vary. Accept relevant, thoughtful answers. One good answer is that believers find
holding the correct beliefs fundamental to their faith. Variations from correct belief are hard to
tolerate, therefore.)
III. The Abbasid Dynasty (pages 199–201)
A. Because of both favoritism toward Arabs and Umayyad corruption, resentment against
Umayyad rule grew. In 750, Abu al-Abbas overthrew the Umayyad dynasty and
founded the Abbasid dynasty, which lasted until 1258.
B. In 762 the Abbasids built a new capital at Baghdad, on the Tigris River. This location
took advantage of river and caravan traffic. This move eastward increased Persian
influence and created a new outlook. Not warriors, but judges, merchants, and government officials were the heroes. Also, all Muslims, Arab or not, could now hold both
civil and military offices.
turn
81
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 6, Section 2
C. The ninth-century Abbasid dynasty thrived. The reign of Harun al-Rashid is considered the dynasty’s golden age. He was known for his charity and patronage of the arts.
His son al-Ma’mun was a great patron of learning. He supported astronomical investigations and created a foundation for translating Greek works.
D. This time also saw economic prosperity. Baghdad became the center of a huge trade
empire extending into Asia, Africa, and Europe. Under the Abbasids, the caliph
became more regal and the bureaucracy more complex. A council headed by a prime
minister, or vizier, advised the caliph. During council meetings, the caliph sat behind a
screen and whispered his orders to the vizier.
E. The Abbasid Empire had problems. It experienced much fighting over succession to
the caliphate. Harun al-Rashid’s two sons almost destroyed Baghdad when they
fought to succeed him. Vast wealth led to financial corruption, and a shortage of qualified Arabs to fill key government positions enabled non-Arabs, such as Persians and
Turks, to become a dominant force in the military and bureaucracy. This aided disintegration. Finally, the rulers of the provinces began to break from the central
government. Spain established its own caliphate. Morocco became independent, and
in 973 Egypt established a dynasty under the Fatimids, with its capital at Cairo.
Discussion Question
Rejecting the Umayyad favoritism towards Arabs, the Abbasid Empire took advantage
of the diversity of its peoples to build its civilization. Do you think the United States
uses its diversity similarly? (Answers will vary. Students should support their answers with
examples.)
IV. The Seljuk Turks and The Crusades (pages 201–202)
A. The Fatimid dynasty soon became the center of Islamic civilization. The dynasty
played a major role in trade because of its position in the Nile delta. They created a
strong army by hiring non-native soldiers. One group was the Seljuk Turks.
B. The Seljuk Turks were a nomadic people from central Asia. They had converted to
Islam and prospered as soldiers for the Abbasid caliphate. By the eleventh century
they had taken over the eastern part of the Abbasid Empire. In 1055 a Turkish leader
captured Baghdad and took over the empire. His title was sultan, “holder of power.”
The Seljuk Turks held the political and military power in the Abbasid Empire.
C. In 1071 the Byzantines challenged the Turks, who defeated them. The Turks took over
the Anatolian Peninsula. The Byzantine Empire turned to the West for help.
turn
82
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 6, Section 2
D. The Byzantine emperor Alexius I asked the Christian states of Europe for help against
the Turks. Many Europeans agreed, and a series of crusades began in 1096. At first the
crusaders put the Muslims on the defensive. In 1169, however, Saladin took control of
Egypt, ending the Fatimid dynasty. He also took the offensive, and in 1187 Saladin’s
army destroyed the Christian forces in the kingdom of Jerusalem.
E. The chief effect of the Crusades was to breed centuries of mistrust between Muslims
and Christians.
Discussion Question
The Crusades were a Christian holy war. Does the concept of a “holy war” make sense
to you? Why or why not? (Answers will vary. Accept relevant, thoughtful answers. One probable answer will argue there is a contradiction between the slaughter of war and the idea of the
holy, or sacred, since God is love and war is violent. Some may argue that warring in the name of
God is blasphemy. Others may say that war can sometimes be just.)
V.
The Mongols (page 202)
A. The Mongols were a pastoral people who came out of the Gobi in the early thirteenth
century and took control of much of the known world (see Chapter 8). They were
highly destructive conquerors whose goal was to create such terror that people would
not fight back. In 1258 the Mongols seized Persia and Mesopotamia. Their leader
Hülegü hated Islam. He destroyed Baghdad, and the Abbasid caliphate ended.
B. The Mongols advanced as far as the Red Sea, but they failed to conquer Egypt, in part
because of the resistance from the Mamluks. The Mamluks were Turkish slave-soldiers
who had seized power after overthrowing the administration Saladin set up.
C. Mongol rulers began to convert to Islam, and they intermarried with local peoples.
They also began to rebuild some cities. By the fourteenth century, the Mongol Empire
split into separate kingdoms, and the Islamic Empire begun in the seventh and eighth
centuries ended. Because the Mongols had destroyed Baghdad, Cairo again became
the center of Islamic civilization.
Discussion Question
What did the Mongols do to strike terror into the people they were fighting? (They
burned cities to the ground, they destroyed dams, and they reduced farming villages to mass
starvation by ruining the land.)
end
83
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 6, Section 3
?
Did You Know
Moses Maimonides (1135–1204), the Jewish
philosopher, served as the Egyptian ruler’s doctor. He also had a
private practice in Egypt and lectured before other doctors at the
state hospital. He became a physician because his father and brother
both died shortly after the family’s arrival in Egypt, leaving Moses
as the family’s sole money earner.
I.
Prosperity in the Islamic World (pages 203–205)
A. The period of the Arab Empire generally was prosperous. Much of it was based on the
extensive trade by ship and camel. Camel caravans went from Morocco in the far west
to countries beyond the Caspian Sea.
B. Trade began to prosper around 750 under the Abbasid dynasty. Gold and slaves came
from south of the Sahara, gold and ivory from East Africa. India contributed sandalwood, spices, and textiles, while China contributed silk and porcelain. Egypt provided
grain, and Iraq provided linens, dates, and jewels. Banking and coin usage developed,
making the exchanges easier.
C. Large, magnificent cities came to prominence, Baghdad under the Abbasids and Cairo
under the Fatimids. These and Damascus were the administrative, cultural, and economic centers of their regions. Islamic cities generally surpassed the cities of the
largely rural Europe of the time. The Islamic city of Córdoba in Spain was Europe’s
greatest city after Constantinople.
D. Islamic cities had their own physical appearance. The palaces and mosques were the
most impressive buildings. They also had public buildings with fountains, public
baths, and marketplaces (bazaars). The bazaar (covered market) was a vital part of
every Muslim city or town. Inspectors guaranteed the quality of goods. Bazaars also
had craftspeople and offered services such as laundries.
E. Although the Arab Empire was urban for its time, most people farmed or herded.
Early in the empire, free peasants owned most of the farmland. Then wealthy
landowners amassed large estates in certain areas of the empire. The free peasant
farmers along the Nile farmed the way their ancestors had.
turn
84
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 6, Section 3
Discussion Question
Why are cities important to history? (Answers will vary. Accept any relevant, thoughtful
answers. One good answer is that cities are where new ideas, practices, and innovations commonly occur, often because they are places where different groups interact.)
II. Islamic Society (pages 205–206)
A. Muslims live their lives in accordance with Allah’s teachings revealed in the Quran,
compiled in 635. Human beings should live as Allah has decreed.
B. Islam claims that all people are equal in the eyes of Allah. Such was not always the
case in the Arab Empire, however. For example, it had a well-defined upper class of
ruling families, wealthy merchants, and other elites.
C. One group clearly not considered equal was slaves. Slavery was widespread in the
Arab Empire. Because Muslims could not be slaves, most of the slaves came from
southern Africa or Asia. Many were captives of war. Slaves often served as soldiers.
Many of these were eventually freed, and some exercised considerable power. Women
slaves often were domestic servants. Islamic law said to treat slaves fairly, and setting
slaves free was considered a good act.
D. Women also were not treated equally. The Quran does tell men to treat women respectfully, and women could own and inherit property. Nevertheless, men dominated in the
Arab Empire. Every woman had a male guardian. Women were secluded at home and
kept from social contacts with men outside their families.
E. Parents or guardians arranged marriages for their children. Muslim men could have
up to four wives, but most had fewer because of having to pay a dowry to the bride.
Only the wealthy could afford multiple dowries. Although women had a right to
divorce, in practice the right was extended only to men. Women covered much of their
bodies when appearing in public, a custom that continues in many Islamic societies
today. This custom, however, owes more to traditional Arab practice than to the Quran.
F. Despite these restrictions, the position of women in Islamic society was an improvement over earlier times when women had often been treated like slaves.
Discussion Question
Some contemporary Islamic women argue that covering their bodies so thoroughly with
clothes makes them freer than Western women because Western women always have to
worry about how they look to men. Do you agree? Why or why not? (Answers will vary.
Accept any relevant, thoughtful answers.)
end
85
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 6, Section 4
?
Did You Know
Seeing Muslim women with their heads covered is an increasingly common experience in the United States.
Muslim women cover their hair because the Quran teaches that
women should be modest.
I.
Preservation of Knowledge and Philosophy, Science, and History
(pages 207–208)
A. During the first few centuries of the Arab Empire, Arab scholars read and translated
into Arabic works by Plato and Aristotle. The translations were put into a library in
Baghdad called the House of Wisdom. Mathematics texts were brought from India.
B. Papermaking was introduced from China, which aided this scholarly work. By the end
of the eighth century, paper factories had been established in Baghdad. Booksellers
and libraries followed.
C. Europeans recovered the works of Aristotle and other Greek philosophers through the
Muslim world. When Aristotle’s works made it to Europe, they were accompanied
by brilliant commentaries by Arab scholars. One of the most important scholars was
Ibn-Rushd, who wrote commentaries on almost all of Aristotle’s works.
D. Islamic scholars also made contributions to mathematics and the natural sciences.
They created algebra and passed on India’s numeral system, known as “Arabic” in
Europe. Baghdad had an observatory where scientists studied and named many stars.
Muslims also perfected the astrolabe, used by sailors to determine their location by
observing the position of stars and planets. This instrument enabled Europeans to sail
to the Americas.
E. Muslims also developed medicine as a field study. The famous philosopher and scientist Ibn Sina wrote a medical encyclopedia and showed how unsanitary conditions
could spread contagious diseases. His medical works, translated into Latin, were standard in medieval European universities.
F. Arabic scholars helped European intellectual life develop in the twelfth and thirteenth
centuries, laying the basis for the Renaissance.
G. In his Muqaddimah (Introduction to History), the Islamic historian Ibn-Khaldun argued
that history was cyclical, going through regular cycles of birth, growth, and decay.
He tried to understand the political and social factors that determine the changes in
history.
turn
86
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 6, Section 4
Discussion Question
What factors most determine changes in history? (Answers will vary. Accept any relevant,
thoughtful answer. Some factors are economics, land, geography, lust for power, religion, and
violence.)
II. Literature (pages 208–209)
A. Muslims believed the Quran was their greatest work of literature, but pre-Islamic
forms continued to be used. One of the most familiar works of Middle Eastern
literature is the Rubaiyat of Omar Khayyám, who was a poet, astronomer and mathematician. He composed his poems orally. In his work he wondered about the meaning
of life when life was so transitory.
B. Another important work of Arabic literature is The Arabian Nights, also called The 1001
Nights. It is a collection of folktales, fables, and romances that combine the natural and
supernatural. The stories were first told orally, and then written down over many
years. The story of Aladdin was added in the eighteenth century.
Discussion Question
Why is understanding a people’s literature helpful for understanding their history?
(Literature is one way of grasping a people’s imagination, the imagination is one way people
articulate their values, desires, and interpretations of meaning, and history moves, in part, by
commitments to value, desires, and an interpretation of life’s meaning.)
III. Art and Architecture (pages 209–210)
A. Islamic art blends the Arabic, Turkish, and Persian traditions. Its highest expression is
found in the mosques, which represent Islam’s spirit.
B. The Great Mosque of Samarra is the largest mosque ever built. In present-day Iraq, it
covers 10 acres. Its minaret is famous. The minaret is the tower from which the crier,
or muezzin, calls the faithful to prayer five times a day. The minaret of Samarra is
nearly 90 feet high with an impressive, unusual spiral staircase to the top. Another
famous mosque is in Córdoba, Spain. Its 514 columns make the building into a “forest
of trees” jutting upward, giving the building a light, airy feel.
turn
87
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 6, Section 4
C. Palaces also reflected the glory of Islam. They were designed around a central courtyard surrounded by high arcades and massive gate-towers. They also served as
fortresses. A gallery over the entrance had holes for pouring boiling oil on attackers.
This feature became a part of European castles. The Alhambra in Granada, Spain, is
the finest Islamic palace. Every inch of its surface is decorated in floral and abstract
patterns, some done in such detail that they look like lace.
D. Most decorations on Islamic art are of repeated Arabic letters, plants, and abstract figures. These geometric patterns are called arabesques. They cover an object’s surface
completely.
E. No representation of Muhammad is in any Islamic art. The Hadith, an early collection
of the prophet’s sayings, warns against imitating God by creating pictures of living
things. From early on, therefore, no representation of a living thing appears in Islamic
religious art.
Discussion Question
Why did not only the mosques, but also the palaces, reflect the glory of Islam? (The
Muslim religion combines spiritual and political power into one.)
end
88
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 7, Section 1
?
Did You Know
Meroitic, the language spoken by the Kush in
Meroë, remains largely undeciphered. Only a small number of
Meroitic words and a small portion of the grammar are known—
and the relationship between Meroitic and other languages is a
mystery.
I.
The Land of Africa and The Climate of Africa (pages 223–225)
A. Africa is the second largest continent. (Asia is the largest.) It stretches for almost five
thousand miles and is surrounded by two seas and two oceans.
B. Africa has many geographical zones. Mountainous along the Mediterranean coast, just
south lies the Sahara, Earth’s largest desert. Southwest of this desert, grasslands and
then tropical jungle cover the hump of Africa jutting into the Atlantic Ocean.
C. To the east lie snowcapped mountains, upland plateaus, and lakes. Here also is the
Great Rift Valley, where mountains rise above deep canyons and wild animals populate grasslands. Farther south lies the dense vegetation of the Congo basin, through
which the mighty Congo River runs. Farther to the south, the rain forests fade into
hills, plateaus, and then deserts.
D. Africa has four distinct climate zones, each with a different way of life. The mild
climate—moderate rainfall and mild temperatures—of the northern coast and southern
tip creates fertile land and abundant crops. The Sahara in the continent’s north and the
Kalahari, a desert in the south, cover 40 percent of Africa.
E. A third climate zone is the rain forest along the equator, about 10 percent of the continent. Heavy rains and heat make for dense forests and disease-carrying insects, such
as the tsetse fly, which carries sleeping sickness. To help keep the tsetse fly away,
people in the area do not raise animals. Farming and travel is minimal. A final climate
zone is the savannas. These are broad grasslands dotted with shrubs and small trees.
North and south of the rain forests, these cover about 40 percent of Africa. The rain
allows for farming and animal herding, though the rain is unreliable.
Discussion Question
How does the geography of Africa compare to the geography of the United States? (Both
have a diverse geography. Each has great rivers, and the American prairie is comparable to the
African grasslands. Africa, however, has much more coastline, desert, and jungle, though there
are rain forests in Hawaii and Washington. The United States is more mountainous.)
turn
89
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 7, Section 1
II. Emerging Civilization and the Rise of Islam (pages 225–226)
A. About seven or eight thousand years ago, the mastery of farming gave rise to the first
civilizations in Africa: Egypt, Kush, and Axum.
B. A busy trade in ivory, ebony, frankincense, and leopard skins between Egypt and
Nubia to its south developed by 2000 B.C. Around 1000 B.C. Nubia freed itself from
Egyptian control and became the independent state of Kush.
C. In 750 B.C. the Kushites conquered Egypt, but the Assyrians, whose iron weapons
overmatched the bronze and stone of the Kushites, drove them out of Egypt. The
Kushites returned to their original lands.
D. The Kush economy was first based on farming, but soon Kush became a major trading
state. Its center was the city of Meroë, located on a new trade route. The city had a
large supply of iron, and the Kushites began making iron weapons and tools.
E. Kush was a major trading empire for several hundred years. It provided iron, ivory,
gold, ebony, and slaves to the Roman Empire, Arabia, and India in return for such luxury goods as jewelry and silver lamps.
F. Kush flourished from 250 B.C. to A.D. 150. Then a new power, Axum, caused its decline.
Axum was founded by a colony of Arabs in what is now Ethiopia. It became an independent state that combined Arab and African cultures.
G. Axum prospered because it was located on the Red Sea and the trading route between
India and the Mediterranean. It exported ivory, myrrh, and slaves, and imported textiles, metal goods, wine, and olive oil. For a time Axum and Kush competed for control
of the ivory trade. In the fourth century A.D. King Ezana of Axum conquered Kush.
H. Its religion was Axumite civilization’s most distinctive feature. In A.D. 324 King Ezana
converted to Christianity and he made it the official religion of Axum. Shipwrecked
Syrians had introduced Christianity to Axum. Within a few centuries Islam brought
important challenges to the kingdom of Axum.
I. In 641 Arab forces took control of Egypt. By the early eighth century, the entire coastal
region of North Africa to the Strait of Gibraltar was under Arab rule.
J. By the eighth century, a number of Muslim trading states had been established on the
African coast of the Red Sea. For centuries the relations between Christian Axum and
the Muslim states were fairly peaceful.
K. In the twelfth century problems arose. The coastal Muslim states moved inland to
wrest control of the slave and ivory trades from Axum. Axum fought back. By the
early fifteenth century. Axum and the Muslim state of Adal were in a growing conflict.
turn
90
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 7, Section 1
Discussion Question
Within a few hundred years of its beginning, Islam spread through much of the northern
half of Africa. In what area of the world did Christianity spread after the fifteenth
century? (Christianity spread through the Americas due to conquest, trade, and colonization.)
end
91
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 7, Section 2
?
Did You Know
Mansa Musa, the Islamic ruler of Mali, was
accompanied on his pilgrimage to Makkah by a caravan consisting
of 60,000 men and a baggage train of 80 camels, each carrying 300
pounds of gold.
I.
The Kingdom of Ghana (pages 228–230)
A. In the eighth century, many trading states emerged in West Africa south of the Sahara.
The first of the great trading states was Ghana. It emerged in the Niger valley grasslands, between the Sahara and the tropical forest along the coast. Most of the people
were farmers who lived in villages that together formed the kingdom of Ghana.
Modern Ghana is east of this area.
B. The kings of Ghana were strong, wealthy rulers who ruled without benefit of law. For
public appearances such as holding audiences and hearing grievances, the kings
appeared amid great pomp in resplendent robes, gold jewelry, and turbans trimmed
with gold.
C. To protect their kingdom and enforce their dictates, the Ghanaian kings had a welltrained army of thousands of soldiers.
D. Ghana prospered from its iron and gold supplies. The blacksmiths of Ghana were
highly prized because they were skilled at making iron tools and weapons. The center
of Ghana was near one of the biggest gold-producing areas in all of Africa. This location made Ghana the hub of a huge trade empire.
E. In exchange for gold and iron products, Muslim merchants brought textiles, horses,
metal goods, and salt. Salt was important for preserving and spicing food. Also,
people needed salt to replace the salt their bodies lost in the hot climate. Eventually,
Ghana also exported ivory, ostrich feathers, hides, and slaves.
F. Exchanging goods in Ghana was done by silent trade. At a boundary line no foreigner
was permitted to pass, foreign merchants would place their wares and then leave. The
Ghanaians would then come and leave a quantity of gold for the goods. If on returning the traders liked the amount of gold, they would take it and leave. If not, they
would go away, and the Ghanaians would come back and leave more gold, or not. In
this way the parties worked out a mutually agreeable exchange.
G. Berbers, a nomadic people whose camel caravans were called the “fleets of the
desert,” carried much of the trade across the desert. Camels needed little food for days
and could survive by drinking large quantities of water infrequently. The caravans
took 40 to 60 days to reach their destinations. Typically, up to a hundred camels traveled at about three miles an hour.
turn
92
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 7, Section 2
H. The merchants of Ghana traded such tropical items as bananas and palm oil. They
often became wealthy, and the kings prospered from this trade by imposing taxes on
imports and exports. Muslim merchants often acted as middlemen between the local
traders and the Berbers.
Discussion Question
Sometimes salt was used as money in Africa. What English word preserves this connection between salt and money? (The word is salary. The root of the word, sal, is Latin for salt.
At one time salt was part of the pay of Roman soldiers. Salt was valuable in the Roman Empire,
and the soldiers needed the salt on long, hot marches.)
II. The Kingdom of Mali (pages 230–231)
A. The kingdom of Ghana, weakened by wars, collapsed in 1200. The greatest trading
state that arose in its place was Mali, which Sundiata Keita established in the midthirteenth century.
B. Sundiata (the word means “lion prince”) captured the Ghanaian capital in 1240. He
united the people of Mali and created a strong government. Extending from the
Atlantic coast to the trading center of Timbuktu, Mali built its wealth and power on
the gold and salt trade. Most of the people were farmers, however, who grew
sorghum, millet, and rice. The farmers lived in villages with local rulers. These religious and administrative leaders sent tax revenues to the king.
C. One of Mali’s richest and most powerful kings was Mansa Musa. He ruled from 1307
to 1337. He doubled Mali’s size. He created a strong government with local governors
whom he appointed. His pilgrimage to Makkah is legendary. Everywhere he went he
gave gold to his hosts and purchased from merchants with gold. He put so much gold
into circulation so quickly that its value fell.
D. This pilgrimage left an impression of Mansa Musa as a great ruler of a powerful kingdom. He left another legacy: Earlier Malian rulers had converted to Islam, but he
ordered that mosques be built and encouraged the study of the Quran. He brought in
Islamic architects. The most famous mosque is the Sankore mosque in Timbuktu,
which also became a center of learning. He imported scholars and books to spread the
word of Allah.
E. Mansa Musa was Mali’s last powerful leader. By 1359 civil war divided Mali.
turn
93
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 7, Section 2
Discussion Question
Why would increasing the gold supply dramatically make its value fall? (The answer is
the workings of supply and demand. The more there is of a product, service, or commodity the
more sellers need to clear their inventories. Dropping the price (economic value) of something is
the best way to clear the expanded inventory.)
III. The Kingdom of Songhai (page 231)
A. Like Egypt’s Nile River, West Africa’s Niger River floods annually and leaves rich soil
for farming and raising cattle. Southeast of Timbuktu, the Songhai people established
themselves along the Niger.
B. In 1009 a ruler named Kossi converted to Islam and established the Dia dynasty.
Prosperity ensued with the city of Gao as the chief trade center of Songhai. Songhai
expanded under the leadership of Sunni Ali, who created the Sunni dynasty in 1464.
C. Sunni Ali spent most of his time on military campaigns. His conquests of the cities of
Timbuktu and Jenne were especially important because they gave Songhai control of
the trading empire that had made Ghana and Mali prosper.
D. The Songhai Empire reached its height under Muhammad Ture. A devout Muslim,
he overthrew Sunni Ali’s son in 1493 and created the Askia (“usurper”) dynasty. He
created an empire that stretched a thousand miles along the Niger River. He also
created a strong central government with local provinces under the leadership of governors he appointed. The Songhai cities prospered as never before.
E. The Songhai Empire came to an end after Muhammad Ture’s death. Near the end of
the sixteenth century, forces from Morocco occupied much of Songhai. As one observer
noted, conditions changed. “Danger took the place of security, poverty of wealth, and
distress and violence of peace.” Songhai became a remnant of its former self.
Discussion Question
Gold has always been highly prized. Why? (Answers will vary. Answers should show an
understanding of the aesthetic quality of gold, the psychology of wanting status, the psychology
of putting monetary value on hard metals, or other relevant considerations. Accept relevant,
thoughtful answers.)
IV. Societies in East Africa (pages 232–234)
A. Various small states and societies took root in eastern Africa. Islam influenced many
of them strongly. They lived by hunting and gathering, and raising livestock.
turn
94
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 7, Section 2
B. New peoples migrated into eastern Africa from the west beginning in the first millennium B.C. Farming peoples who spoke dialects of the Bantu languages moved into East
Africa and the Congo River basin, not as conquerors but as communities.
C. These people practiced subsistence farming using iron and stone tools. Subsistence
farming is growing just enough crops for personal use, not for sale. They grew grains,
yams, melons, and beans. Women tilled the fields and cared for the children, and men
tended the herds, hunted, and traded locally. They traded salt, animal products, copper, and iron ore.
D. On the eastern coast, some people began to trade regionally. The growth of Islam in
the seventh and eighth centuries A.D. brought increased trade to the trading communities along the eastern coast. Arab and Persian traders settled in these ports.
Mogadishu, Mombasa, and Kilwa were three of the most important ports.
E. Kilwa was a magnificent city of its day. In the fourteenth century, two monumental
buildings were constructed in Kilwa of coral from the cliffs along the shore: the Great
Mosque and the Husuni Kubwa palace. The latter was on top of the cliffs and had
over a hundred rooms. The wealthy built houses near these two buildings and
adorned them with Chinese porcelain and indoor plumbing. The Arab traveler Ibn
Battuta (see page 235) called Kilwa “one of the most beautiful towns in the world.”
The Portuguese sacked Kilwa in 1505 and destroyed its major buildings.
F. A mixed African-Arabian culture eventually known as Swahili emerged throughout
the coastal area. Members of the ruling groups often intermarried, and Islam and
Islamic culture blended with the African cultures. The term Swahili (“peoples of the
coast”) was also applied to the area’s major language. It is the national language today
of Kenya and Tanzania.
Discussion Question
What was the chief mechanism of Islam’s spread through eastern Africa? (The chief mechanism was trading.)
V.
States and Stateless Societies in South Africa (page 234)
A. States formed more slowly in the southern half of Africa. There people lived in stateless societies—groups of independent villages organized by clans and led by a local
ruler or clan head. In the eleventh century A.D. some of these independent villages
began to consolidate, forming the first states.
turn
95
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 7, Section 2
B. From 1300 to 1450 the wealthiest and most powerful state was Zimbabwe. It prospered from trading gold with Swahili communities. The ruins of its capital, Great
Zimbabwe, show the kingdom’s power. It overlooks the Zambezi River. The Great
Enclosure, whose exact purpose is not known, dominated the capital. It was an oval
space surrounded by a massive wall 17 feet thick, 32 feet high, and 800 feet long.
C. Smaller, walled enclosures built with a mudlike cement on stone foundations were
nearby, and the royal palace was built in the valley below. A high, stone wall also surrounded the palace.
D. The walls of Great Zimbabwe are unusual. People stacked granite blocks to build the
walls. They did not use mortar. The city was abandoned by the fifteenth century, however, possibly because the land had been overgrazed or because of a natural disaster.
Discussion Question
What could have been the purpose of the Great Enclosure? (Answers may vary. Accept any
answer that shows an understanding of how such a site must have been used for important cultural purposes. The following are some good answers: religious ceremonies, government business
and state ceremonies, or games.)
end
96
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 7, Section 3
?
Did You Know
Slaves brought African religious practices that
still exist to the Americas. In Brazil, for example, a religion called
Candomblé thrives. It mixes Yoruba, Bantu, and Fon influences.
Brazil has thousands of practicing centers of Candomblé. The
guardians and leaders of this religious tradition are usually black
women.
I.
Aspects of African Society (pages 236–238)
A. African towns often began as fortified walled villages and grew into larger communities. They became the centers of government and an economic life organized around
the marketplace. Artisans skilled in metalworking, woodworking, and pottery making
lived in them, as did farmers who worked the neighboring fields.
B. The relationship between African kings and subjects was beneficial to both. The gulf
between ruler and subject was not great. Kings often held audiences to hear the people’s complaints. Merchants received favors from the king, and merchants paid the
king taxes. To help trade, the kings tried to maintain law and order.
C. The sense of identity for most people was determined by their membership in an
extended family and a lineage group. Extended families lived in small, round
dwellings of packed mud topped with a thatched roof.
D. Extended families were combined into lineage groups, the basic building blocks of
African society. All members claimed descent from a common ancestor. Elders held
much power over members of the group. Members of extended families and lineage
groups were expected to care for and support each other.
E. Women were subordinate to men. They often worked in the fields, but some became
merchants. There were important differences between the role of women in Africa and
elsewhere. Many African societies were matrilineal—descent was traced through the
mother, not patrilineal (descent traced through the father). Women often could inherit
property, and the husband often moved into his wife’s house.
F. African villages typically had a process for educating young people and preparing
them for adult participation in the community. For example, by the fifteenth century in
the Congo, up to age six boys and girls learned language, family history, and the songs
that gave meaning to their lives from their mothers. Then boys were sent to the “house
of the men” and girls to the “house of the women.”
turn
97
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 7, Section 3
G. Fathers then taught the boys to hunt and fish, grow plants, and clear the fields.
Mothers taught girls learned how to care for a house and tend the fields. They also
learned how to be good wives and mothers. Marriage and motherhood were their
entrance into the community. At puberty young people entered the community fully.
This change was marked by an initiation ceremony. The young people were isolated
from the community and underwent a ritual ceremony in which they symbolically
died and were reborn.
H. Slavery had been practiced in Africa since ancient times. Slaves were used for forced
labor or were sold. Slaves were captives, debtors, war prisoners, and some criminals.
They were not necessarily seen as inferior. They could be trusted servants and respected
for their talents and skills. Even so, life was hard with long hours of hard toil for most
slaves. Domestic slaves had the easiest life. Slaves in Muslim societies were able to win
their freedom more easily than in other kinds of societies.
Discussion Question
Many cultures have initiations or rites of passage to signal when young people become
full, adult participants in the community. Are there such rites for American young people? (Answers will vary. Accept answers that understand the function of such rituals. Probably
the best answer is that American society does not have such official rituals. Marriage and career
may serve some of the same function, however.)
II. Religious Beliefs in Africa (pages 238–240)
A. African religions shared a belief in a single creator god. The Yoruba peoples in
Nigeria, for example, believed that their chief god sent his son Oduduwa from Heaven
in a canoe to create the first humans. Many slaves transported to America practiced
the Yoruba religion.
B. Sometimes a group of lesser gods joined the creator god. The Ashanti people of Ghana
believed in a supreme being named Nyame, whose sons were the lesser gods. Each
son had a different purpose; for example one was the rainmaker and another brought
the sun. Ashanti gods could not always be trusted, so people had to appease them to
avoid their anger. Some people believed that the creator god originally lived on Earth
but left out of disgust at human behavior. The creator god was also merciful and could
be pacified by proper behavior.
C. Rituals were one was to communicate with the gods. A special class of diviners usually
performed the rituals. Diviners believe they have the power to tell the future by working with supernatural forces. They were used to protect the interests of the ruler, his
subjects, and the community.
turn
98
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 7, Section 3
D. Ancestors were important in African religion. Rituals dedicated to ancestors were
important because it was believed ancestors could influence the lives of their descendents for good or evil by being closer to the gods.
E. Many African religions believed in an afterlife. Human life consisted of two stages:
life on Earth and an afterlife in which the soul floated in the atmosphere for eternity.
Ancestral souls lived in the afterlife as long as the lineage group performed ceremonies in their names.
F. Due to trade, Islam influenced African spiritual life. At first only individuals converted,
and rulers did not stop the practice. Some rulers then converted, beginning with the
royal family of Gao at the end of the tenth century. By the end of the fifteenth century,
much of the population in the grasslands south of the Sahara had joined those in
North Africa in accepting Islam. Christianity was more successful in making converts
in the mountains of Ethiopia. Islam did not win many converts in East Africa until
many members of the Swahili upper class converted in the twelfth and thirteenth
centuries.
G. Islam and African native religions could conflict. Islam, for example, rejected spirit
worship. Islam’s strict separation of men and women did not fit with the more informal customs of the African cultures.
Discussion Question
Both Chinese and many African cultures stress ancestor worship. Why? (Answers may
vary. Accept answers that show an understanding of such issues as the human need to be connected to our pasts, the explanatory role of understanding our origins, and the strength of family
ties in understanding our identities. Accept other relevant, thoughtful answers.)
III. African Culture (pages 240–241)
A. As in most places at the time, early African arts served religion. The earliest African art
form was rock painting. The most famous examples, dating back to 4000 B.C., are in the
Tassili Mountains of the central Sahara. They show the life of the people as it changed
from hunting to herding to trading.
B. Wood carvers throughout Africa made amazing masks and statues, often representing
gods, spirits, or ancestral figures. The objects were believed to embody their subjects’
spiritual powers. The Nok culture of Nigeria is the oldest known culture in West
Africa to have made sculpture. Their impressive terra-cotta human figures and heads
are believed to have had religious significance.
turn
99
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 7, Section 3
C. In the thirteenth and fourteenth centuries, metal workers at Ife, capital of the Yoruba
and now in southern Nigeria, produced bronze and iron statues. These may have
influenced artists in Benin in West Africa. The Benin bronze sculptures of kings’
heads, figures, and animals are rivaled only by the Chinese sculptures of the time.
D. African music and dance served a religious purpose. Dancing was a means of communicating with the spirits. Dance movements represented sprits expressing themselves
through humans. The strong rhythmic pattern and call and response of African music
and dance influenced modern Western music. Spirituals and work songs developed
into blues, gospel, jazz, ragtime, and rock and roll.
E. African music was used to pass on to the young information about the history of
the community, folk legends, and religious traditions. Storytelling, usually by priests
or griots, served the same purpose. Oral tradition worked in the absence of written
language.
Discussion Question
Are cultural information, history, and values passed on orally in the United States?
(Yes, television and movies are in part oral media, though they use visuals more than ancient
oral traditions.)
end
100
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 8, Section 1
?
Did You Know
The Tang was the only dynasty that allowed a
female to become “emperor.” Empress Wu, a woman who had
clawed her way out of her position as a concubine by murdering
her own daughter and then framing the childless empress for the
crime, was known as a harsh ruler. She also lowered taxes, supported the arts, and put civil service examination graduates in the
highest government positions, however.
I.
The Sui Dynasty and The Tang Dynasty (pages 247–249)
A. China fell into chaos after the Han dynasty ended in 220. In 581 the Sui dynasty was
set up. It was short-lived, but the Sui dynasty did unify China under the emperor’s
authority.
B. Emperor Sui Yangdi built the Grand Canal that linked the Huang He (Yellow River)
and the Chang Jiang (Yangtze River), making it easier to ship rice north to south. He
used forced labor to build the canal. This practice, extravagant living, high taxes, and
military failures caused a rebellion and the dynasty ended.
C. The Tang dynasty lasted from 618 to 907. Tang rulers began by instituting reforms,
restoring the civil service examination for recruiting civilian bureaucrats and trying to
stabilize the economy by giving land to peasants and breaking up the power of large
landowners.
D. They extended China’s control to the area north of the Himalaya, known as Tibet.
Neighboring states like Korea offered tribute to powerful China, and China’s court had
diplomatic relations with the states of Southeast Asia.
E. Like the Han, the Tang dynasty brought about its own destruction. Tang rulers were
not able to prevent plotting and government corruption. Tang Xuanzang was a particularly unfortunate emperor. He was in love with a commoner’s daughter. When a
general rebelled and demanded someone pay for the war and strife in his country, the
emperor invited his beloved to hang herself, which she did. It is said that for the rest
of his life, the emperor “washed his face every day with a fountain of tears.”
F. The Uighurs, a northern tribal group of Turkic-speaking people, ended the Tang
dynasty in the early tenth century. They were hired to fight for the Tang, but overthrew them instead. China again entered civil war.
turn
101
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 8, Section 1
Discussion Question
The Grand Canal aided shipping by linking China’s two great rivers. What are some
other important canals in world history? (The Erie Canal was vital for the first movement
westward for settlers coming from the eastern part of America. The Panama Canal made a huge
difference for moving goods between the Atlantic and Pacific Oceans, and the Suez Canal opened
a water route between the Mediterranean Sea and the Red Sea and the Indian Ocean.)
II. The Song Dynasty (pages 249–250)
A. The Song ruled from 960 to 1279, during a period of economic and cultural achievement. The Uighurs were a problem, however. Their threat caused the imperial court to
move from Changan to Hangzhou. The Song lost control of Tibet.
B. To stay in power the Song became allies with the Mongols, a nomadic people living in
the Gobi. Within a few years the Mongols turned on the Song, overthrew the dynasty,
and created a Mongol dynasty.
C. Using the civil service exam to pick civil servants by merit undermined the power of
the aristocrats and created a new class of scholar-gentry. Passing the exam was crucial
for a government career. Preparation for it began at a young age. Over years students
memorized many Confucian classics. A text’s meaning was explained only after it was
completely memorized. Manual labor was forbidden to these students. The Song introduced the practice of “name covering.” Test graders did not know the name of the
students whose exams they were grading.
Discussion Question
Boys preparing for the Chinese civil service examination had to memorize Confucian
texts before learning what they meant. Teaching now downplays such memorization. Is
there any educational value for students to memorize poems, texts, etc.? (Answers will
vary. Accept relevant, thoughtful answers. Make sure students do more than just express a desire
not to have to memorize.)
III. Government and the Economy (pages 250–251)
A. It was seven hundred years from the beginning of the Sui to the end of the Song
dynasties. China was a monarchy that had a large bureaucracy. Outside the capital,
government had a structure of provinces, districts and villages.
B. Agriculture, manufacturing, and trade grew dramatically during these seven hundred
years.
turn
102
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 8, Section 1
C. China was still primarily a farming society. The majority of the peasants had become
serfs or slaves for wealthy, large landowners. The Song tried to weaken their power
and help the poor peasants get their own land.
D. These reform efforts and advances in farming techniques created an abundance of
food.
E. Technological advances added products and stimulated trade. The Chinese began to
make steel, which was used to make swords and sickles. The introduction of cotton
made new kinds of clothes.
F. Gunpowder was invented during the Tang dynasty. It was used to make explosives
and a weapon called a fire-lance, which shot out flame and projectiles up to 40 yards.
G. Woodblock printing was developed during the Tang dynasty. Books could be mass
produced. The first complete book to be printed was a Buddhist work, printed in 868.
In the eleventh century the Chinese invented movable type.
H. Long-distance trade revived with the Tang’s unification of much of Southwest Asia.
The Silk Road was renewed and thrived, and caravans carried goods back and forth
from China to the countries of South Asia and Southwest Asia. This and domestic
trade made Changan, estimated population of two million, the richest city in the world
during the Tang period.
Discussion Question
What might motivate a powerful dynasty to help the poor? (Answers will vary. Two good
answers are a) a concern for their plight and social justice and b) a desire to make allies of such a
large population in the struggle with the aristocrats and local nobles. Accept relevant, thoughtful
answers.)
IV. Chinese Society (page 252)
A. In the thirteenth century Marco Polo described the Song capital of Hangzhou, saying
that “So many pleasures may be found that one fancies himself to be in Paradise.” Life
was good in these cities for the wealthy.
B. People found new ways to communicate with the invention of block printing in the
eighth century. The vast majority of Chinese lived off the land in villages. Most hardly
left their villages during their lifetimes. The gulf between rich and poor was reduced
a bit, however, and a more complex mixture of landowners, free peasants, sharecroppers, and landless laborers emerged.
turn
103
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 8, Section 1
C. The most significant change was the rise of the landed gentry. They controlled much
land and produced much of the civil service candidates. These scholar-gentry replaced
the landed aristocracy as the political and economic elite of Chinese society.
D. The status of women in Chinese society was low. As elsewhere in the world, female
children were considered less desirable than male children. Female infants might even
be killed if there were not enough food for all. Wives became part of their husbands’
families. Her parents provided a dowry (money or goods) to her husband when the
woman married. Poor families often sold their daughters to wealthy villagers.
Discussion Question
What might have been the effects of the invention of block printing? One effect was that
images or writing could be more easily reproduced and more people had access to them.)
end
104
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 8, Section 2
?
Did You Know
Genghis Khan used homing pigeons as messengers for military and political instructions. As he expanded his
territory, he set up pigeon relay posts across Asia and much of eastern Europe; the pigeons transmitted instructions to his capital for
the governing of his distant dominions.
I.
The Mongol Empire (pages 253–254)
A. The Mongols came from present-day Mongolia. They were organized loosely into
clans. Temujin gradually unified the Mongols. In 1206 he was elected Genghis Khan
(“strong ruler”) at a massive meeting in the Gobi. He devoted himself to conquest.
B. The Mongols created the largest land empire in history comprising much of the
Eurasian landmass. Its capital was at Karakorum.
C. Genghis Khan died in 1227. Following Mongol custom, the empire was divided among
his sons into several khanates. Mongol forces soon attacked the Persians, Abbasids
(see Chapter 6), and the Song.
D. In attacking the Song, the Mongols first experienced gunpowder and the fire-lance.
The latter evolved into more effective handguns and cannons. By the early fourteenth
century foreigners in the employ of Mongol rulers brought gunpowder and firearms
to Europe.
Discussion Question
What imported inventions have had a large effect on America? (Answers will vary.
Students should offer examples. If they cannot think of any foreign inventions, ask them to
name recent inventions that have influenced them greatly.)
II. The Mongol Dynasty in China (pages 254–255)
A. In 1279 Kublai Khan completed conquering the Song. He established the Yuan
dynasty in China. He established the capital at Khanbaliq (“the city of the Khan”),
now known as Beijing.
B. Under Kublai Khan, Mongol forces advanced against Vietnam, Java, Sumatra, and
Japan. Mongol military tactics, such as cavalry charges and siege warfare, were not
effective in these largely tropical, hilly regions. These Mongol campaigns failed.
C. The Mongols were successful at ruling China. The adapted to the Chinese political
system and used Chinese bureaucrats. The Mongols formed their own class,
however, staffing the highest positions in the bureaucracy.
turn
105
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 8, Section 2
D. Over time the Mongol dynasty won the support of the Chinese people, in part due to
the economic prosperity and social stability the Mongols brought.
E. Marco Polo wrote glowingly of Khanbaliq. His stories of the glories of China seemed
unbelievable to Europeans.
F. The Mongol dynasty finally fell apart due to problems that affected the other dynasties: too much spending on foreign conquests, corruption at court, growing internal
instability. In 1368, Zhu Yuanzhang, the son of a peasant, formed an army, ended the
Mongol dynasty, and established the Ming dynasty.
Discussion Question
What poem are the following lines from? “But oh! That deep romantic chasm which
slanted/Down the green hill athwart a cedarn cover! A savage place! as holy and
enchanted/as e’er beneath a waning moon was haunted/By woman wailing for her
demon-lover.” (Kubla Khan, by the English romantic poet Samuel Taylor Coleridge.)
III. Religion and Government (pages 255–256)
A. By the time of the Sui and Tang dynasties, Buddhism and Daoism had emerged to
rival Confucianism. Confucianism reemerged at the end of the Tang period, and held
its dominance until the early twentieth century.
B. Buddhism came to China in the first century A.D. Indian merchants and missionaries
brought it. Because of the instability after the collapse of the Han dynasty, both
Buddhism and Daoism attracted many people, especially the ruling classes, intellectuals, and the wealthy.
C. Early Tang rulers supported monasteries, and Buddhists and Daoists became advisors
at court. Ultimately, however, both were criticized and attacked.
D. Buddhism was attacked for being a foreign religion. Also, the Buddhist monasteries
held lands and serfs, and with these holdings came corruption.
E. During the late Tang period, the government destroyed many Buddhist temples and
forced thousands of monks to return to secular life. Buddhism and Daoism no longer
enjoyed state support.
F. Official support went to a revived Confucianism, Neo-Confucianism. It differs from
the original Confucianism. It teaches that the world is real, not illusory, and that fulfillment comes from participation in the world.
turn
106
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 8, Section 2
G. Neo-Confucianists divide the world into material and spiritual worlds. Humans link
the two. We live in the material world but are linked with the Supreme Ultimate. The
goal of humans is to unify with the Supreme Ultimate, through a careful examination
of the moral principles that rule the universe.
Discussion Question
Many Eastern religions emphasize that the material realm of sense perception is an illusion. What does that idea mean? (Answers will vary. Accept relevant, thoughtful answers.
The basic idea is that there is a non-material structure of permanence beneath changing appearances, or illusions.)
IV. A Golden Age in Literature and Art (pages 256–257)
A. The invention of printing during the Tang dynasty helped make literature available
and popular. The period between the Tang and Ming dynasties was a great age of
Chinese literature. Art also flourished.
B. Poetry was the highest literary art of the time. Some 2,200 authors wrote at least 48,000
poems. They celebrated the beauty of nature, the changes of seasons, and the joys of
friendship. The expressed the sadness of parting and life’s brevity.
C. Li Bo and Duo Fu were two of the time’s most popular poets. One of Li Bo’s poems
has been memorized by Chinese schoolchildren for centuries. He was a free spirit
known for his nature poetry. Duo Fu was a serious Confucian concerned with social
justice and the plight of the poor.
D. Landscape painting reached its height during the Song and Mongol dynasties. Painters
went into the mountains to paint and find the Dao, or Way, in nature. The word for
landscape in Chinese means “mountain-water” and reflects the Daoist search for balance between Earth and water.
E. Chinese artists tried to depict the idea of the landscape, not how it appeared realistically. Empty spaces were left in the paintings because Daoists believe one cannot know
the whole truth. Daoist influence also caused the people to be quite small in these
landscapes, not dominating but living within nature.
F. Ceramics, and especially Tang-period porcelain, a ceramic made of fine clay baked at
very high temperatures, flourished. The technique for making porcelain did not reach
Europe until the eighteenth century.
turn
107
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 8, Section 2
Discussion Question
Look at Li Bo’s poem on page 256 of your text. What does it say about Chinese culture
that generations of Chinese schoolchildren have learned this poem? (Answers will vary.
Accept relevant, thoughtful answers. Make sure students connect their answers to the poem.)
end
108
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 8, Section 3
?
Did You Know
The Zen Buddhist tea ceremony consists of
the host’s bringing tea utensils into the room, offering the guests
sweets, and then preparing and serving the guests tea made of pulverized tea leaf in hot water. The prepared tea is usually thin and
frothy with a mildly astringent flavor. A light meal may precede the
serving of sweets and tea.
I.
The Geography of Japan (pages 263–264)
A. Chinese and Japanese societies have always been very different. One reason is the differing geographies.
B. Japan is a chain of many islands. The population is concentrated on Hokkaido, the
main island of Honshu, Kyushu, and Shikoku. Japan’s total land size is about equal
to the state of Montana.
C. Much of Japan is mountainous. About 20 percent of the land can be farmed. Japan is
prone to earthquakes. An earthquake almost destroyed Tokyo in 1923.
D. Because of being geographically isolated, the Japanese developed a number of unique
qualities, which contributed to the Japanese belief that they had a destiny separate
from other peoples.
Discussion Question
From Japanese geography, what do you think is a larger source of protein for the Japanese,
beef or fish? (Fish, because it is a nation of islands. Since much of Japan is mountainous, there
is not much land for grazing cattle. In recent times, more and more Japanese are eating beef.
II. The Rise of the Japanese State (pages 264–265)
A. Japanese first settled in the Yamato plain near present-day Osaka and Kyoto. Society
was comprised of clans, and the people were divided into a small aristocratic class and
a later group of farmers, artisans, and servants. Local rulers protected the population
in return for a share of the harvest.
B. One Yamato clan gained supremacy and, in effect, ruled Japan. Other families continued to compete for power, however.
turn
109
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 8, Section 3
C. Shotoku Taishi (early seventh century) tried to unify the clans to resist Chinese invasion. To do this, he imitated to a degree the Chinese structure of government. He
wanted a supreme ruler over a centralized government to limit the aristocrats’ power
and enhance his own. The ruler was portrayed as a divine figure and the symbol of
Japan.
D. His successors continued to emulate the Chinese model. They formed administrative
districts. The rural village was the basic governmental unit. A new tax system was set
up so taxes went directly to the government, not local aristocrats, and all farmland
technically belonged to the state.
E. After Shotoku Taishi’s death (622), the Fujiwara clan gained power. In 710 the ruler
moved the capital to Nara, and began to use the title “son of Heaven.” The central
government declined because the noble families were able to keep taxes from the lands
for themselves.
F. In 794 the emperor moved the capital to nearby Heian, present-day Kyoto. The government was returning to the decentralized system that existed before Shotoku Taishi.
More and more peasants gave their lands to the aristocrats to avoid paying high taxes
to them, becoming tenant farmers.
G. Landed aristocrats increasingly turned to military power to pursue their interests. This
led to the creation of the samurai (“those who serve”) class. They were like knights
and had their own code, called Bushido (“the way of the warrior”). Above all the
samurai were loyal to their lord and employer.
H. By the late twelfth century Japanese wealthy families were embroiled in almost constant civil war. Finally, the nobleman Minamoto Yoritomo defeated several rivals and
set up his power near modern Tokyo. He created a more centralized government,
called the shogunate, under a military ruler, or shogun. He, not the emperor, had the
real power.
I. Yoritomo’s Kamakura shogunate lasted from 1192 to 1333. This system came just in
time. In 1281 Kublai Kahn invaded Japan with vastly superior forces. A typhoon, however, destroyed almost the entire Mongol fleet. Japan would not have foreign invaders
again until 1945.
J. The power of local aristocrats grew during the fourteenth and fifteenth centuries.
Heads of noble families, called daimyo (“great names”), controlled vast landed estates
that were tax exempt. The daimyo relied on the samurai, and a loose coalition of noble
families came into power.
K. By 1500 central power had disappeared. The disastrous Onin War, a civil war, almost
destroyed Kyoto. The rivalries of powerful lords plunged Japan into virtual chaos.
turn
110
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 8, Section 3
Discussion Question
What are some powerful, wealthy families from American history? (Three examples are the
Roosevelts, Kennedys, and Rockefellers.)
III. Life in Early Japan (page 266)
A. Early Japan was largely a farming society. Due to abundant rainfall, many farmers
grew wet rice, rice grown in flooded fields.
B. Trade and manufacturing began to develop during the Kamakura period. Industries
such as paper, iron casting, and porcelain emerged. Foreign trade with Korea and
China emerged in the eleventh century.
C. Women may have had a certain level of equality with men in early Japan. An eighthcentury law guaranteed inheritance rights for women. Abandoned wives could
divorce and remarry.
D. Even so, women were considered subordinate to men. A husband could divorce on the
grounds of the wife talking too much, having a serious illness, or being unable to produce a male child.
E. Women played an active role in various levels of society. Some were prominent at
court, some known for artistic and literary talents. Women often appear in the paintings of the time planting, threshing, and acting as salespersons and entertainers.
F. Early Japanese worshipped spirits called kami they believed resided in nature. They
also believed their own ancestors were in the air around them. These beliefs evolved
into a kind of state religion called Shinto (“the Sacred Way” or “the Way of the Gods”)
still practiced today.
G. Shinto evolved into a state doctrine connected to a belief in the divinity of the emperor
and the sacredness of the Japanese nation. According to legend the first emperor was
descended from the sun goddess, Amaterasu.
H. Some Japanese turned to Buddhism, brought from China during the sixth century. The
sect called Zen became most popular. Zen beliefs became part of the samurai warrior’s
code.
I. According to Zen, there are different ways to achieve enlightenment, a state of pure
being. Some say it can come suddenly, others that it can be achieved only through
strong self-discipline, especially meditation.
J. From the ninth to the twelfth centuries, women were the most productive writers of
prose in Japan. Men in early Japan believed prose fiction was merely “vulgar gossip.”
Women wrote diaries, stories, and novels to pass the time.
turn
111
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 8, Section 3
K. This tradition produced on the of the world’s great novels, the Tale of Genji, written by
Murasaki Shikibu around the year 1000. The novel traces the life of the noble Genji as
he moves from youthful adventure to a life of sadness and compassion in his later
years. Throughout he tries to remain in favor with the powerful in Japan.
L. Landscape served as the means of expression in Japanese art and architecture. The
landscape around the fourteenth-century Golden Pavilion in Kyoto shows a harmony
of garden, water, and architecture. It is one of the world’s treasures.
Discussion Question
Who are some contemporary female fiction writers? (Toni Morrison, Joyce Carol Oates,
and J.K. Rowling. Ask students to name female writers they have enjoyed, either as children or
adolescents.)
IV. The Emergence of Korea (page 267)
A. The Korean Peninsula is only slightly larger than Minnesota. It is mountainous. No
society in Asia was more influenced by the Chinese model than Korea.
B. In 109 B.C. the northern part of the peninsula came under Chinese control. The Koreans
drove them out in the third century A.D. Three kingdoms emerged: Koguryo in the
north, Paekche in the southwest, and Silla in the southeast. They were bitter rivals
from the fourth to the seventh centuries.
C. Silla gained control. Korea sank into civil war after the king of Silla was assassinated.
In the tenth century the Koryo (root of the word Korea) dynasty arose in the north. To
unify the country, it adopted Chinese political institutions and stayed in power for
four hundred years.
D. Mongols seized the northern part of Korea in the thirteenth century. The Koryo
dynasty stayed in power. Mongol rule was harsh, however, especially for the thousands of people forced to make ships for Kublai Khan’s invasion of Japan.
E. In 1392 Yi Song-gye seized power and founded the Yi dynasty in Korea.
Discussion Question
Why is it not surprising that the Chinese political model influenced Korea more than
any other Asian country? (Geographically, Korea is really a peninsula of China.)
end
112
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 8, Section 4
?
Did You Know
In India, as in many other Asian countries, the
elephant is the work animal for such projects as clearing land. Cows
generally are not put to work in India because Hindus believe they
are sacred, a belief that has given us our expression sacred cow.
According to legend, the Hindu hero Prithu changed himself into a
cow to encourage his countrymen to be vegetarians.
I.
The Decline of Buddhism (pages 268–269)
A. Buddhism was popular among the Indian people for hundreds of years. A split developed in the followers of Buddhism in India. One group believed it was following the
original teaching of the Buddha. Its members called themselves the school of Theravada
(“the teachings of the elders”). They saw Buddhism as a way of life, not a religion centered on individual salvation. They claimed that understanding one’s self is the chief
way to gain nirvana, or release from the “wheel of life.”
B. Another view of Buddhism stressed that nirvana was achieved through devotion to
the Buddha. This school is known as Mahayana Buddhism. Its members claimed that
Theravada teachings were too strict for ordinary people. To Mahayana, Buddhism is a
religion, not a philosophy. The Buddha was not just a wise man but also a divine figure. Nirvana is a true heaven. Through devotion to the Buddha people can achieve
salvation in this heaven after death.
C. Ultimately, neither sect remained popular in India. Hinduism and Islam became more
accepted. Both schools of Buddhism were successful abroad, however, with monks
carrying them to China, Korea, Japan, and Southeast Asia, where people still practice
Buddhism extensively.
Discussion Question
What might influence people to follow one view of Buddhism over another? (Answers
will vary. Accept thoughtful, relevant answers.)
II. The Eastward Expansion of Islam (page 269)
A. In the early eighth century Islam became popular in the northern Indian subcontinent.
It had a major impact on Indian civilization.
B. One reason for this success is it arrived at a time of political disunity. The Gupta
Empire had collapsed, and India’s almost 70 states warred with each other.
turn
113
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 8, Section 4
C. At the end of the tenth century, Islam expanded as rebellious Turkish slaves founded
an Islamic state known as Ghazni, in present-day Afghanistan. The founder’s son,
Mahmud of Ghazni, took power in 997. He attacked neighboring Hindu kingdoms
and greatly expanded his state.
D. Hindu warriors called Rajputs fought Mahmud in the north. Mahmud’s cavalry outfought their slower infantry and elephants, however. By 1200 Muslim power was
spread over north India, creating a new Muslim state known as the Sultanate of
Delhi. In the next century, this state extended its power into the Deccan Plateau.
Discussion Question
What do you know about Islamic beliefs? (List on the board what the class comes up with.
This exercise will review Chapter 6.)
III. The Impact of Timur Lenk (page 269–270)
A. The Sultanate of Delhi declined by the end of the fourteenth century. A new military
forced raided Delhi and then retreated, but not before massacring 100,000 Hindu prisoners. The commander was Timur Lenk (Tamerlane).
B. Timur Lenk ruled a Mongol state based in Samarkand. He seized power in 1369 and
began conquering. He placed Mesopotamia and the region east of the Caspian Sea
under his control. He died in 1405.
C. His death removed a major threat from the various states of the Indian subcontinent.
By the early sixteenth century two new challenges appeared: the Moguls, a newly
emerging nomadic power form the north, and the Portuguese traders arriving by sea
searching for gold and spices.
Discussion Question
What principle for treating war prisoners is recognized by just war theory? (The principle
of humanity: A person does not lose basic rights in virtue of being a war prisoner, a position
Timur Lenk clearly did not hold.)
IV. Islam and Indian Society (page 270)
A. Since the Indian Muslim rulers saw themselves as foreign conquerors, they strictly
separated the Muslim ruling class and the mass of the Hindu population.
turn
114
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 8, Section 4
B. Muslim rulers tended to be tolerant of other faiths. At most they used peaceful means
to encourage people to convert to Islam. The sheer number of Hindus convinced some
Muslim rulers that the population could not be converted to Islam.
C. Muslim rulers did impose Muslim customs on the Hindus. In general, the relationship
between Muslim and Hindu was that of conqueror and conquered, and so marked by
suspicion and dislike rather than friendship and understanding. Hatred and violence
between Hindus and Muslims have plagued Indian history. For example, in 1992 a
mob of Hindu militants sacked a Muslim mosque in northern India. The mosque was
built centuries ago on a Hindu sacred site.
Discussion Question
What country was created to try to alleviate the Hindu and Muslim conflicts in India?
(The Muslim state of Pakistan, created in 1947.)
V.
Economy and Daily Life (pages 270–271)
A. Between 500 and 1500 most Indians farmed their own small plots. They paid a share
of their harvest to a landlord, basically a tax collector for the local lord. Many people,
such as landed elites and rich merchants, during this period lived in cities, however.
B. Many rulers were fabulously wealthy. One maharaja (great king) had more than a hundred thousand soldiers in his pay, nine hundred elephants, and twenty thousand
horses. Another kept a thousand women to sweep his palace. They went before him as
he walked.
C. India’s chief source of wealth was agriculture, but it also was a trade center between
Southwest and East Asia. Internal trade declined during periods of internal strife.
Foreign trade remained high, especially in the south and along the northwestern coast.
Both areas were on the traditional trade routes to Southwest Asia and the
Mediterranean Sea.
Discussion Question
From this and the previous chapters of your text, what patterns do you see in the economic relations between the rich and poor in the ancient world? (Answers will vary. Accept
relevant, thoughtful answers. One good answer is that commonly the peasants struggled with
keeping their own land and avoiding having to become tenant farmers of the landed aristocracy.)
turn
115
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 8, Section 4
VI. The Wonder of Indian Culture (pages 271–272)
A. Indian arts flourished between 500 and 1500. Two of the most important were architecture and prose literature.
B. Indian architects built magnificent Hindu temples. Each had a central shrine surrounded
by a tower, a hall for worshippers, an entryway, and a porch, all set in a courtyard. The
temples and tower were complex and ornate.
C. The greatest temples probably are at Khajuraho. Of the 80 built there, 20 are still standing. They all are buttressed (supported by stone walls) at various levels on the sides.
This gives a sense of upward movement similar to the sacred Mount Kailasa in the
Himalaya.
D. Prose was established in India by the sixth and seventh centuries. By contrast,
the novel did not appear in Japan until the tenth century and Europe until the
seventeenth.
E. One of the greatest masters of Sanskrit prose was Dandin, who wrote The Ten Princes
in the seventh century. The book fuses history and fiction. Dandin’s powers of observation and humor give his writing vitality.
Discussion Question
Are poetry and prose suited to expressing different kinds of things better than the other?
(Answers will vary. Accept relevant, thoughtful answers. Prose may be better able to carry a
story and develop character, although great epic poems like Homer’s do both well. Poetry may be
better at expressing intuitive insights about things.)
end
116
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 8, Section 5
?
Did You Know
The site of Trinil on Java is famous for the 1891
discovery by the Dutch army surgeon Eugène Dubois of the first
fossilized remains of Homo erectus, or “Java man.” The fossils mean
that the island was the site of human activity as early as 800,000
years ago.
I.
The Land and People of Southeast Asia (pages 273–274)
A. Southeast Asia lies between China and Japan. The mainland region extending southward from China to the tip of the Malay Peninsula and the extensive archipelago
(chain of islands) that makes up modern Indonesia and the Philippines comprise
Southeast Asia. Ancient mariners called the area the “golden region” or “golden
islands.” It contains a vast mixture of races, cultures, and religions.
B. The mainland has many mountain ranges, between which are fertile valleys. The
densely forested mountains often contain malaria-carrying mosquitoes. Therefore,
the people in the valleys were often cut off from each other.
C. Southeast Asia is one of the few parts of Asia that never unified under a single government. Rather, separate and distinctive cultures developed, with different languages,
religions, and other cultural practices.
Discussion Question
Did geography affect the fact that Southeast Asia never unified under a single government? (The likely answer is “Yes.” The combination of the many mountain ranges with the
deadly insects in them helped to keep people from unifying.)
II. The Formation of States (pages 274–276)
A. Between 500 and 1500, states that adapted Chinese and Indian models to their own
needs developed throughout Southeast Asia.
B. The Vietnamese were one of the first people in Southeast Asia to develop their own
culture and state. China conquered Vietnam in 111 B.C. They failed for centuries to
make Vietnam part of China.
C. Vietnamese rulers adapted the Chinese model of governing, however, after overthrowing the Chinese in the tenth century. The new Vietnamese state—Dai Viet (Great Viet)—
adopted Confucianism, Chinese court rituals, and the civil service examination. The
state was a dynamic force that expanded southward to the Gulf of Thailand by 1600.
turn
117
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 8, Section 5
D. The kingdom of Angkor arose in the ninth century in present-day Cambodia, after the
powerful leader Jayavarman united the Khmer people. He was crowned god-king in
802. Angkor (Khmer Empire) was the most powerful mainland state in Southeast Asia.
E. To Angkor’s west was the Burman kingdom of Pagan. Angkor declined with the
arrival of the Thai people in the fourteenth century. In the eleventh or twelfth centuries, the Thai began moving southward in encouraged by the Mongol invasion of
China. The Thai converted to Buddhism and borrowed Indian political practices, but
evolved their own distinct blend that became the culture of present-day Thailand.
F. The Burmans migrated from Tibet beginning in the seventh century A.D., probably to
escape advancing Chinese armies. They were pastoral, but they took up farming after
their arrival in Southeast Asia. They converted to Buddhism and established the kingdom of Pagan, which was active in the sea trade throughout the region. Pagan
declined in the late thirteenth century due to attacks from the Mongols.
G. The Malay Peninsula and Indonesian Archipelago were tied to the trade that passed
east through the Indian Ocean. The area did not unite under a single ruler and peoples
lived in several different communities. Two states did finally emerge. Srivijaya dominated the trade through the Strait of Malacca beginning in the eighth century.
Sailendra emerged in eastern Java.
H. Later the kingdom of Majapahit became the region’s greatest empire. Then around
1400 the Islamic state of Melaka began to form. The small town of Melaka on the western coast of the Malay Peninsula soon became the area’s major trading post.
Eventually almost the entire population of the region was converted to Islam and was
part of the Sultanate of Melaka.
Discussion Question
Historical events often have effects for hundreds and even thousands of years. What
twentieth-century historical event was deeply affected by the long Chinese attempt to
rule Vietnam after 111 B.C.? (During Vietnam’s Communist struggle with France and the
United States in the twentieth century, the Vietnamese Communists were reluctant to get help
from the Chinese.)
III. Economic Forces and Social Structures (page 277)
A. Southeast Asian states can be divided into two groups—agricultural societies and
trading societies—depending on the basis of their economies. Agricultural societies
did some trading, of course.
turn
118
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 8, Section 5
B. Trade reached its height after the Muslim conquest of northern India. Demand for
spices rose, adding to the amount of trade, as European and Southeast Asian wealth
grew around the same time. Merchants from India and the Arabian Peninsula sailed to
the Indonesian islands to bring back cloves, pepper, nutmeg, cinnamon, and precious
woods like teak and sandalwood that the wealthy in China and Europe wanted.
C. Hereditary aristocrats topped the social ladder in most Southeast Asian societies, holding political and economic power. They lived in the cities. Angkor Thom was one, with
royal palaces and parks, a large parade ground, reservoirs, and temples.
D. Farmers, fishers, artisans, and merchants made up the rest of the population. Most
people were rice farmers who lived at a subsistence level and paid heavy rent or taxes
to local landlords or rulers.
E. Women in most Southeast Asian societies had more rights than they did in China or
India. Women worked side by side with men in the fields and often participated in
trade.
Discussion Question
In ancient cultures women often were denied property rights. Why was that a common
way to make men more powerful socially? (Answers will vary. Accept relevant, thoughtful
answers. Two good possibilities are that a) family names were tied to owning and passing down
property and b) the practice kept women from being independent.)
IV. Culture and Religion (pages 277–278)
A. Chinese culture affected Vietnam. Indian influence prevailed in most of the rest of
Southeast Asia. Architecture is the best example of the latter influence, for example the
temple of Angkor Wat in present-day Cambodia. It rises like a 200-foot mountain in a
series of three terraces, and huge walls surround it. Constructing it took forty years
and as much stone as Egypt’s Great Pyramid.
B. Hinduism and Buddhism moved into Southeast Asia beginning in the first millennium
A.D. However, old faiths blended with the new. The king played an important role in
this process. The ruler was seen as a living link between the people and the gods.
C. Buddhism began to have a real impact with the introduction of Theravada in the
eleventh century, initially in Burma. Eventually, Buddhism became the religion of the
masses of people in Southeast Asia. Part of the reason is that it teaches that people can
seek nirvana through their own efforts, they do not need priests or rulers. In addition,
it tolerated local gods, and so it did not threaten established faiths.
turn
119
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 8, Section 5
Discussion Question
What about the beliefs and practices of Buddhism might attract a convert? (Answers will
vary. Accept relevant, thoughtful answers. Two possible good answers are how it promises an
escape from suffering and how it emphasizes compassion for all living things.)
end
120
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 9, Section 1
?
Did You Know
Although Christians generally rejected the
ancient Egyptian practice of embalming, considering it to be a
pagan custom that mutilated the corpse, Charlemagne’s embalmed
and well-dressed corpse was placed in a sitting position in his tomb
at Aachen, in present-day Germany.
I.
The New Germanic Kingdoms (pages 285–287)
A. Germanic peoples began moving into Roman territory by the third century. The
Visigoths occupied Spain and Italy until the Ostrogoths took control of Italy in the
fifth century. By 500 the Western Roman Empire had become a number of states ruled
by German kings. Although these kingdoms kept the Roman governmental structure,
Germanic warriors dominated the native populations and eventually excluded
Romans from holding power.
B. The Germanic Angles and Saxons moved into Britain in the fifth century. Eventually
these people became the Anglo-Saxons.
C. The only German kingdom to last long was the Franks. Clovis, who converted to
Christianity around 500, established the Frankish kingdom. Clovis had resisted the
pleas of his wife to convert, but during a battle that was going badly he called on
Jesus, promising to believe and be baptized if Jesus came to his aid. After his plea, the
enemy fled and Clovis converted.
D. His conversion won Clovis the support of the Roman Catholic Church, as the
Christian church in Rome had become known. By 510 Clovis had established a
Frankish kingdom from the Pyrenees to present-day western Germany. Following
Frankish custom, after Clovis’s death his sons divided the kingdom among
themselves.
E. Germans and Romans intermarried and created a new society in which German customs had an important role. The extended family was the center of German society.
They worked the land together and protected each other in violent times.
F. The German concept of the family affected crime and punishment, say for murder. In
the Roman system, as in ours, most crimes are considered offenses against the state,
not the person. Thus, a court hears evidence and makes a judgment. Germanic law,
however, was personal. One person injuring another often led to a savage blood feud.
G. A system using a fine called a wergild (“money for a man”) developed to avoid bloodshed after crimes such as murder. The wrongdoer paid the injured party’s family a set
amount of money, which varied by social status.
turn
121
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 9, Section 1
H. The ordeal was one Germanic way of determining guilt. The practice was based on the
belief that the gods would not let an innocent person be punished. If the accused was
unharmed after a physical trial (ordeal), he or she was presumed innocent.
Discussion Question
Why do you think the Frankish custom was for a kingdom to be divided among the
king’s sons after his death? (This practice helped to avoid conflicts over who would rule. All
the sons got a piece of the pie.)
II. The Role of the Church (pages 287–288)
A. Christianity had become the supreme religion of the Roman Empire by the end of the
fourth century. By this time the church had developed a system of organization. Priests
headed local communities called parishes. A group of parishes was headed by a bishop,
whose area of authority was called a bishopric, or diocese. Bishoprics were joined
under the direction of an archbishop.
B. The bishop of Rome came to claim he was the leader of what was now called the
Roman Catholic Church. The claim was based on the belief that Jesus gave Peter the
keys to Heaven. Peter was considered the chief apostle and the first bishop of Rome.
The bishops that succeeded him in Rome came to be called popes, from the Latin word
papa, “father.”
C. Western Christians came to accept the pope as the Church’s leader, but they could not
agree on the extent of the pope’s power. Pope Gregory I strengthened the power of the
papacy. He was pope from 590 to 604. He took political control of Rome and its surrounding territories, later known as the Papal States. He extended papal authority
over the Western Church and actively converted non-Christians through the monastic
movement.
D. A monk is a man who separates himself from worldly, everyday life to dedicate himself entirely to God. Monasticism is the practice of living the life of a monk. In the
sixth century, Saint Benedict founded an order of monks and wrote rules for their
practice.
E. Benedict’s rules divided the day into activities, emphasizing prayer and much physical
labor to keep the monks busy. Idleness was “the enemy of the soul.” Prayer was the
proper “Work of God.” Monks meditated and read privately. They prayed together
seven times a day. All aspects of Benedictine life were communal.
turn
122
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 9, Section 1
F. An abbot (“father”) ruled each Benedictine monastery. Monks were to obey the will of
the abbot. Monks took a vow of poverty. The monks’ dedication made them the new
heroes of Christian civilization. They also were the social workers of the community,
and monasteries became centers of learning.
G. The monks worked to spread Christianity throughout Europe. English and Irish
monks were especially enthusiastic missionaries—people sent out to carry a religious
message.
H. Women, called nuns, also began to withdraw from the world to dedicate themselves to
God. Nuns lived in convents headed by abbesses. Many of them belonged to royal
houses. The abbess Hilda founded a monastery in Whitby in 657, where she was
responsible for giving learning an important role in the monastery. Five future bishops
were educated under her direction.
Discussion Question
What did Benedict mean when he said, “Idleness is the enemy of the soul”? (Answers
will vary. Accept relevant, thoughtful answers. One good answer is that idleness might allow the
mind, heart, and desires to wander, making the person more vulnerable to temptation.)
III. Charlemagne and the Carolingians (pages 289–290)
A. In the 600s and 700s the Frankish kings lost their power to the chief officers of the
king’s household, called mayors of the palace. One of these mayors, Pepin, assumed
the kingship. His son became king after Pepin’s death in 768.
B. Pepin’s son was Charles the Great, or Charlemagne, one of history’s greatest kings.
Charlemagne was curious, driven, and intelligent. He was a strong warrior and statesman, and a devout Christian. Although illiterate, he strongly supported learning.
C. He ruled from 768 to 814. He expanded the Frankish kingdom into what became known
as the Carolingian Empire, which covered much of western and central Europe.
D. Charlemagne’s household staff and counts (German nobles) administered the empire
locally. To keep the counts in line, Charlemagne established the missi dominici (“messengers of the lord king”), two men sent to make sure the king’s wishes were followed.
E. Charlemagne’s power and prestige grew. In 800 Charlemagne was crowned emperor
of the Romans (see page 284). This testifies to the enduring nature of the idea of the
Roman Empire. The coronation also symbolized the coming together of the Roman,
Christian, and Germanic elements that forged European civilization. The spiritual
leader of western Christendom had crowned a Germanic king Roman emperor.
turn
123
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 9, Section 1
F. Charlemagne’s desire to promote learning led to what has been called the Carolingian
Renaissance (rebirth). There was renewed interest in Latin culture and classical works—
works of the Greeks and Romans.
G. Monasteries played an important role in this revival of learning. Benedictine monks
copied Christian and classical Latin manuscripts in scriptoria, or writing rooms. Most
of the Roman works we have today exist because Carolingian monks copied them.
Discussion Question
Compare and contrast Charlemagne’s attempts to create European unity with those of
European leaders today and the European Union. (Answers will vary. Students should support their answers with examples. There are more contrasts than similarities. Probably the largest
point of contrast is that unity now is more economic than in Charlemagne’s day. Also, religious
differences are respected or tolerated, and no European state sponsors missionaries. A similarity
is the importance of knowledge, now more the exchange and sharing of information rather than
classical or religious learning. Also, in Aachen, Germany, the Charlemagne Prize is awarded each
year in May for contributions to European unity.)
end
124
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 9, Section 2
?
Did You Know
Feudal relationships were like a pyramid, with
the king at the top, the lords in the middle, each of whom served a
lord of the next higher rank, and peasants at the bottom. A lady, or
noblewoman, had few rights even though she often had extensive
responsibilities running the household and estates.
I.
The Invaders (pages 291–292)
A. The Carolingian Empire began to fall apart soon after Charlemagne’s death in 814. By
844 the empire had been divided into three kingdoms by Charlemagne’s grandsons.
Invasions also added to the disintegration.
B. Muslims invaded southern France and the Magyars from western Asia settled on the
plains of Hungary and invaded western Europe. The most far-reaching attacks were
from the Norsemen (Northmen) of Scandinavia, also called the Vikings. The Germanic
people’s love of adventure and the spoils of war probably led them to invade areas of
Europe. They sacked towns, destroyed churches, and defeated armies.
C. The Vikings were superb warriors, sailors, and shipbuilders. Their famous ships were
long and narrow with carved, arched prows. These dragon ships carried about 50 men.
Their construction allowed sailing up shallow rivers to attack inland. By the mid-ninth
century, Vikings began to settle areas of Europe. The Franks had a policy of settling
and Christianizing the Vikings. In 911 a Frankish ruler gave a band of Vikings the land
that became known as Normandy.
Discussion Question
What did the Vikings do long before 1492? (Evidence in Canada shows that Vikings were the
first Europeans to sail to the Americas. It was not the Spanish and Christopher Columbus. The
Vikings did not colonize where they landed, however.)
II. The Development of Feudalism (pages 292–294)
A. Invaders posed a threat to the safety of the people, especially in the absence of a strong
central government. People began to turn to local landed aristocrats or nobles to protect them. This change led to the new political, social system called feudalism. It arose
between 800 and 900 and thrived for four hundred years. Similar systems were found
in Japan and among the Aztec.
B. At the heart of this system was the idea of vassalage. It came from Germanic society,
where warriors swore an oath to their leader. By the eighth century a man who
turn
served a lord militarily was known as a vassal.
125
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 9, Section 2
C. The Frankish army initially was made up of foot soldiers in mail (armor made of metal
links or plates) armed with swords and horsemen who threw spears. In the eighth century, larger horses and the stirrup were introduced. Horsemen now wore mail and
used long lances as battering rams. For the next five hundred years, heavily armored
cavalry called knights dominated warfare. They had great prestige and formed the
backbone of the European aristocracy.
D. In the Early Middle Ages (500–1000), wealth was based on owning land. There was little trade. When nobles wanted men to fight for them, the nobles granted the vassal a
piece of land that supported the vassal and his family. The relationship between lord
and vassal was made official by a public act of homage of vassal to the lord. Loyalty to
one’s lord was feudalism’s chief virtue.
E. By the ninth century the land the lord granted to a vassal was known as a fief. Vassals
had political authority in their fiefs. The number of separate powerful lords and vassals increased; many different people were now responsible for keeping order.
F. Feudalism became complicated. Kings had vassals who themselves had vassals.
Feudalism came to be characterized by a set of unwritten rules known as the feudal
contract. These rules determined the relationship between lord and vassal. The major
obligation of a vassal was military service, about 40 days a year.
G. Vassals also were summoned to advise the lord and had financial obligations to the
lord on such occasions as the marriage of the lord’s eldest daughter, knighting of his
eldest son, or ransoming the lord. The lord had responsibilities to the vassal. He supported the vassal with a land grant and protected him militarily and in court.
H. The growing number of castles made visible the growth of the nobility in the High
Middle Ages (1000 to 1300). They were permanent residences and fortresses. Castles
had two parts, the motte—a natural or artificially created hill—and the bailey—an open
space. The castle’s central building, the keep, was built on the motte. All were encircled
by large, stone walls. The keep included a great hall where the lord held court and
received visitors, and people ate and even slept. As lords got wealthier, the castles
became more complex and ornate.
Discussion Question
What changes made it possible for heavily armored knights to use lances as they did?
(The larger horses could carry the weight of armored horsemen and stirrups kept the knights on
their horses when they fought with large lances and used them as battering rams.)
turn
126
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 9, Section 2
III. The Nobility of the Middle Ages and Aristocratic Women (pages 295–296)
A. In the Middle Ages, nobles dominated European society. The main concern of many
was warfare. The nobles were kings, dukes, counts, barons, and even bishops and
archbishops. They formed a wealthy aristocracy, or nobility, with political, economic
and social power. The institution of knighthood united lords and knights in the aristocracy. Trained as warriors but with no adult responsibilities, young knights began to
hold tournaments in the twelfth century. These were contests for knights to show their
skills. The joust became the main attraction.
B. In the eleventh and twelfth centuries, under the influence of the Church, an ideal of
civilized behavior among the nobility evolved. It was called chivalry. Knights were to
defend the Church and defenseless people, treat captives as honored guests, and fight
for glory and not material rewards.
C. Women could legally hold property, but most women still remained under the control
of men—first their fathers, then their husbands. The lady of the castle commonly had
to manage the often large household, the estate, and the financial accounts.
D. Feudalism saw many strong women who advised, and sometimes dominated, their
husbands. One of the most famous was Eleanor of Aquitaine. An heiress to the duchy
of Aquitaine in southwestern France, at 15 she married King Louis VII of France. The
unhappy marriage was annulled, and only eight weeks later Eleanor married the duke
who became Henry II of England. They also had a stormy relationship. Eleanor spent
most of her time in Aquitaine, where she created a brilliant court. Two of her eight
children became kings of England.
Discussion Question
Why in the male-dominated society of feudal Europe did noble women often have to
manage the households, estates, and financial accounts of their families? (The lords were
often away at court or at war.)
end
127
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 9, Section 3
?
Did You Know
Eleanor of Aquitaine helped turn the court of
Poitiers, frequented by the most famous troubadours of her time,
into a center of poetry. She was a patron of the two dominant poetic
movements of the time: the courtly love tradition and the historical
“legends of Brittany.”
I.
England in the High Middle Ages (pages 297–299)
A. Since King Alfred the Great had united various Anglo-Saxon kingdoms in the late
ninth century, Anglo-Saxon kings had ruled England.
B. In 1066 an army commanded by William of Normandy defeated King Harold of
England at the Battle of Hastings. William was crowned king of England. He gave
fiefs to Norman knights and all rulers had to swear loyalty to him as the ruler of
England. The French-speaking Normans and the Anglo-Saxon nobility gradually
merged into a new English culture. William took the first census in western Europe
since Roman times, known as the Domesday Book. He also developed the system of
taxation and royal courts earlier Anglo-Saxon kings had begun.
C. Henry II, who ruled from 1154 to 1189, enlarged the power of the English monarchy.
He expanded the royal courts’ powers to cover more criminal and property cases.
Because royal courts were all over the land, a body of common law—law common to
the whole kingdom—began to replace varying local codes.
D. Henry claimed he had the right to punish the clergy in royal courts. Thomas à Becket,
archbishop of Canterbury, disagreed. The angry king expressed his desire to be rid of
Becket. Four knights took the challenge and killed the archbishop in the cathedral. An
outraged public caused Henry to back off his struggle with the Church.
E. Resenting the monarchy’s expanding power, many nobles rebelled against King John.
In 1215 at Runnymeade, John was forced to agree to a document of rights called the
Magna Carta, or Great Charter. The Magna Carta recognized the longstanding feudal
idea of mutual rights and obligations between lord and vassal.
F. In the thirteenth century during the reign of Edward I, the English Parliament
emerged. Parliament was an important step in developing a representative government. Under Edward I it granted taxes and passed laws. It was composed of two
knights from each county, two people from each town, and all of England’s nobles and
bishops. Later, nobles and church lords formed the House of Lords, and knights and
townspeople formed the House of Commons. These two houses still make up the
British Parliament.
turn
128
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 9, Section 3
Discussion Question
What later political movements did the Magna Carta affect? (The Magna Carta was used
against the idea that a monarch’s power was absolute. Therefore, it affected all movements that
tried to restrict the power of the king, including the American democratic movement for independence from Britain.)
II. The French Kingdom (page 299)
A. The west Frankish lands formed the core of the eventual kingdom of France. After the
death of the last Carolingian king in 987, the west Frankish nobles chose Hugh Capet
as king, establishing the Capetians dynasty of French kings. The Capetians had little
power. Their domain included only the area around Paris. Many of the French dukes
were more powerful than the Capetian kings.
B. The French monarchy’s power grew under King Philip II Augustus, who ruled from
1180 to 1223. Through making war Philip took back the French territories of
Normandy, Maine, Anjou, and Aquitaine from the English. He thereby greatly
increased the income and power of the French monarchy.
C. Capetian rulers after Philip continued to add lands to the royal domain. Philip IV, also
known as Philip the Fair, greatly expanded the royal bureaucracy. He also began the
first French parliament, the Estates-General, by meeting with representatives of the
three estates (classes): clergy (first estate), nobles (second estate), and townspeople
(third estate).
Discussion Question
What group is now sometimes called the Fourth Estate? (The group is journalists. Have
students discuss how journalists gained so much power in the modern world that they were honored with their own class. One relevant consideration is the importance of information in the
modern world; another concerns the power journalists wield.)
III. The Holy Roman Empire (page 300)
A. In the tenth century powerful Saxon dukes became kings of the eastern Frankish kingdom. The best-known was Otto I, who was crowned emperor of the Romans by the
pope in return for protecting him.
turn
129
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 9, Section 3
B. As leaders of a new Roman Empire, the German kings tried to rule both German and
Italian lands. Frederick I considered Italy the center of a “holy empire,” hence the
name Holy Roman Empire. An alliance of northern Italian cities and the pope defeated
Frederick’s army in 1176. They were afraid he wanted to rule all of Italy. Frederick II
was also unsuccessful in establishing rule over a strong, centralized Italian state.
C. The struggle between popes and emperors had profound effects on the Holy Roman
Empire. With the emperor gone to war, the German nobles created many independent
states. The German monarch could not maintain a strong monarchy. Unlike England
and France, neither Italy nor Germany created a national monarchy in the Middle
Ages. They both consisted of small states and did not unify until the nineteenth
century.
Discussion Question
The French philosopher Voltaire observed ironically that the Holy Roman Empire was
not holy, Roman, or an empire. What do you think he meant? (He meant that its origin and
actions were not holy; it was not Roman because eastern Frankish Saxons headed it; and it was
not an empire because the “emperors” never were able to conquer Italy and other former parts of
the Roman Empire, as they wished. They did not have the power or lands associated with empire.)
IV. Central and Eastern Europe and The Development of Russia (pages 300–301)
A. The Slavic peoples of central Europe gradually divided into three groups: western,
southern, and eastern Slavs. Western Slavs formed the Polish and Bohemian kingdoms. German monks had converted the Czechs in Bohemia and the Slavs in Poland
to Christianity. Non-Slavic Hungary was also converted. The Poles, Czechs, and
Hungarians accepted western Christianity—the Roman Catholic Church.
B. The southern and eastern Slavs took a different route. Beginning in 863 two Byzantine
missionary brothers, Cyril and Methodius, converted the eastern Slavs to Eastern
Orthodox Christianity. The southern Slavs included the Croats, Serbs, and Bulgarians.
The Croats accepted the Roman Catholic Church, but the other two groups accepted
Eastern Orthodoxy. Accepting Eastern Orthodoxy meant that those people’s cultural
life was linked to the Byzantine state.
C. Eastern Slavs had also settled in present-day Ukraine and Russia. They encountered
Swedish Vikings, who came for plunder and trade. The Vikings came to dominate the
native peoples, who called the Viking rulers the Rus. The name Russia is derived from
this term.
turn
130
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 9, Section 3
D. The Viking leader Oleg created the Rus principality of Kiev in the tenth century.
Successors expanded Kiev until it included territory between the Baltic and Black Seas
and the Danube and Volga Rivers. Through intermarriage the Vikings were assimilated
into the Slavic population.
E. The growth of Kiev attracted Byzantine missionaries. The Rus ruler Vladimir accepted
Eastern Orthodox Christianity for himself and his people in 988. It became the state
religion. Civil wars and invasions brought an end to the first Russian state of Kiev
in 1169.
F. In the thirteenth century, Mongols conquered Russia. They occupied Russia and
required Russian princes to pay them tribute. One powerful prince, Alexander
Nevsky, defeated an invading German army in 1242. The khan, leader of the western
Mongols, rewarded Nevsky with the title of grand-prince. His descendents became
princes of Moscow and then leaders of all Russia.
Discussion Question
Should religions and churches send missionaries to areas with different faiths, or is
doing so a violation of those the missionaries are there to convert? (Answers will vary.
Accept relevant, thoughtful answers. One relevant consideration is that people do not have to
accept what the missionaries teach; another is that missionaries can be part of eradicating an
indigenous culture.)
end
131
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 9, Section 4
?
Did You Know
In the Middle Ages churches generally took a
very long time to construct, but Hagia Sophia was built in the
amazingly short period of five years, 10 months, and four days.
I.
The Reign of Justinian (pages 303–304)
A. In the fifth century, as Germanic tribes moved into the western part of the Roman
Empire, the Eastern Roman Empire continued to exist.
B. Justinian became emperor of the Eastern Roman Empire in 527. He wanted to restore
the full Roman Empire. By 552 he almost had, but only three years after his death in
565, the Lombards had conquered much of Italy. Other areas were soon lost.
C. Justinian’s most important contribution was his codification of Roman law in The
Body of Civil Law. It was the basis of imperial law until the Eastern Roman Empire
ended in 1453. It also became the basis for much of the legal system of Europe.
Discussion Question
Why is having a consistent, basic body of law important to a civilization? (Answers will
vary. Accept relevant, thoughtful answers. One good answer is that such a body of law provides a
basis for the stability and peace necessary for a culture and civilization to flourish.)
II. From Eastern Roman Empire to Byzantine Empire (pages 304–305)
A. Justinian’s conquests left the Eastern Roman Empire in serious trouble: too much territory far from Constantinople to protect, an empty treasury, a population decline due
to plague, and renewed threats along its frontiers. The most serious challenge was
Islam, which created a powerful new unified Arab force that invaded the Eastern
Roman Empire.
B. The empire lost Syria and Palestine after a defeat at Yarmuk in 636. In the north
Bulgars defeated the empire’s forces and created a kingdom in the lower Danube
Valley.
C. By the beginning of the eighth century, the much-reduced Eastern Roman Empire consisted only of the eastern Balkans and Asia Minor. Historians call this smaller Eastern
Roman empire the Byzantine Empire. It was its own distinctive civilization and lasted
until 1453.
turn
132
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 9, Section 4
D. The Byzantine Empire was both Christian and Greek. Greek became the empire’s official language, but the empire was built on the Eastern Orthodox Church. A great deal
of artistic talent went into church building, church ceremonies, and church decoration
to honor this Christian faith.
E. The emperor’s power was absolute because he was seen as chosen by God and
crowned in sacred ceremonies. He exercised political control over the Eastern
Orthodox Church because he appointed the head of the Church, called the patriarch.
Byzantines believed that God had commanded their state to preserve the true
Christian faith.
Discussion Question
What is the origin of the name Byzantine in Byzantine Empire? (The word means an inhabitant of Byzantium, which was the name of the ancient Greek colony that became Constantinople.)
III. Life in Constantinople (page 305)
A. Justinian rebuilt Constantinople in 532 after riots had destroyed much of the city.
Constantinople was the largest city in Europe during the Middle Ages, with a population estimated in the hundreds of thousands.
B. Up to the twelfth century Constantinople was Europe’s chief center for trading goods
between West and East. Europe prized Chinese silk, spices from Southeast Asia, spices,
ivory and jewelry from India, wheat and furs from Russia, and honey and flax from
the Balkans.
C. Justinian smuggled in silkworms from China. Silk cloth became the city’s most lucrative product.
D. Constantinople’s appearance in the Middle Ages is due largely to Justinian’s sixthcentury rebuilding program. He built an immense palace, hundreds of churches, a
Hippodrome, and extensive public works, including immense underground reservoirs
for the city’s water supply.
E. His greatest building was the Hagia Sophia—Church of the Holy Wisdom—completed
in 537. An enormous dome crowns four large piers. The dome seems to float in space.
Forty-two windows ring the base, which creates an incredible play of light in the
church. The light symbolizes the presence of God in the world.
turn
133
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 9, Section 4
Discussion Question
Consider your state capital or Washington D.C. What building or buildings dominate
the city? What are the effects of the architecture, or what does the architecture symbolize? (Answers will vary, Accept relevant, thoughtful answers. Students should be specific with
their examples and reasons.)
IV. New Heights and New Problems (pages 305–306)
A. The Byzantine Empire expanded under a new dynasty of emperors, the Macedonians.
They ruled from 867 to 1081. They expanded the empire to include Bulgaria, Cyprus,
Crete, and Syria.
B. The Macedonians helped the economy by expanding trade with the West, especially of
silks and metalworks. Constantinople continued to prosper.
C. Incompetent successors to the Macedonian dynasty undid most of its gains. Internal
struggles for power by military leaders and aristocratic families led to the late
eleventh-century political and social disorder in the empire.
D. The Byzantine Empire was also troubled by a growing split between the Eastern
Orthodox Church and the Roman Catholic Church. The Eastern Church would not
accept the pope as the head of the Christian faith. In 1054 Pope Leo IX and Patriarch
Michael Cerularius excommunicated each other. This created a schism, or separation,
between these two branches of Christianity. The schism has not completely healed
even today.
E. The empire was threatened from abroad as well. The Seljuk Turks, who moved into
Asia Minor, were the greatest threat. Asia Minor was the empire’s chief source of food
and workers. In 1071 a Turkish army defeated Byzantine forces at Manzikert. Emperor
Alexius I turned to Europe for help.
Discussion Question
Why was silk so highly prized? (Answers will vary. Accept relevant, thoughtful answers.
Some good considerations are that silk came from the East, which was exciting and exotic to
the European imagination, silk has a wonderful texture, and owning and wearing silk signified
status.)
turn
134
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 9, Section 4
V.
The Crusades (pages 306–308)
A. From the eleventh to the thirteenth centuries, European Christians went on a series of
military campaigns to regain the Holy Land from the Muslims, regarded as infidels
(nonbelievers). These expeditions are known as the Crusades. They started when Pope
Urban II agreed to Alexius I’s request. Among other reasons the pope wanted to provide
papal leadership for a great cause. At the Council of Clement in 1095, Pope Urban II
urged Christians to take up arms in a holy war.
B. Warriors from western Europe, especially France, joined up. Some were moved by the
cause; others were moved by adventure, the prospect of fighting, and an opportunity
to gain territory, riches, or even a title.
C. The First Crusade had an army of several thousand cavalry and ten thousand infantry.
The crusaders went down the Palestinian coast and reached Jerusalem in 1099. They
took the city and massacred thousand of inhabitants.
D. The victors formed four Latin crusader states, which were surrounded by Muslims.
These kingdoms depended on supplies from Europe coming through Italian cities.
Genoa, Pisa, and especially Venice grew rich and powerful.
E. In the 1120s the Muslims began to strike back. When one of the Latin states fell, the
monastic leader Saint Bernard of Clairvaux attained the help of King Louis VII of
France and Emperor Conrad III of Germany in a Second Crusade. It failed entirely.
F. In 1187 Jerusalem fell to the Muslims under Saladin. Three Christian rulers then
agreed to lead a Third Crusade: Emperor Frederick Barbarossa of Germany; Richard I
(Richard the Lionhearted) of England; and Philip II Augustus of France. The Crusade
was not successful. Frederick drowned while swimming, Philip went home, and
Richard negotiated an agreement with Saladin allowing Christian pilgrims access to
Jerusalem.
G. After Saladin’s death in 1193, Pope Innocent III started a Fourth Crusade. The
Venetian leaders of the Fourth Crusade, however, saw an opportunity to neutralize
their largest commercial competitor, the Byzantine Empire. The crusaders sacked
Constantinople in 1204.
H. A Byzantine army recaptured the city in 1261, but the empire was never again a great
Mediterranean power. The shrunken empire continued for another 190 years until the
Ottoman Turks conquered it in 1453.
I. As a final gasp of the Crusades, there were two “children’s crusades.” In 1212 a
German youth named Nicholas of Cologne brought thousands of children to the pope,
saying that God had inspired him to lead the children to the Holy Land. The pope sent
them home. At about the same time, a group of twenty thousand French children
sailed for the Holy Land. Two ships went down at sea, and the remainder of the
turn
children was sold into slavery on reaching North Africa.
135
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 9, Section 4
J. Historians disagree on the effects of the Crusades. Certainly they benefited some
Italian cities economically, but the states probably would have grown economically
anyway. One unhappy effect was that the first widespread European attacks on the
Jews began during the Crusades because as the “murderers of Christ” Jews were as
much infidels as Muslims. The massacre of Jews became an aspect of medieval
European life.
Discussion Question
What does calling the Jews the “murderers of Christ” mean? (Anti-Semites have always
made this claim based on the fact that Jewish powers were instrumental in having Christ arrested
by the Romans and, more importantly, when given the chance to set the condemned Christ free,
the Jewish crowd set the thief Barabbas free instead.)
end
136
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 10, Section 1
?
Did You Know
A serf required the permission of his lord to
change his occupation or dispose of his property. A serf could
become a freedman only through formal emancipation or escape.
I.
The New Agriculture (pages 315–317)
A. The number of people almost doubled in Europe between 1000 and 1300, from 38 to 74
million people. One reason is that increased stability and peace enabled food production to rise dramatically.
B. Food production increased also because a climate change improved growing conditions and more land was cleared for cultivation. Europe had more farmland in 1200
than it does today.
C. Technological changes also aided farming. Water and wind power began to do jobs
once done by humans or animals. Also, iron was used to make scythes, axes, hoes,
saws, hammers, and nails. Most importantly iron was used to make the carruca, a
heavy, wheeled plow with an iron plowshare pulled by animal teams. A new horse
collar, that distributed the weight throughout the horse’s shoulders, and the horseshoe
allowed horses to replace the slow oxen to pull the extremely heavy carruca.
D. Using this heavy-wheeled plow led to the growth of farming villages. The plow was
so expensive that communities bought one plow. People also shared animals. The shift
from a two-field to a three-field system of crop rotation also increased food production. Earlier, peasants had one part of their field lie fallow and the other was
cultivated. Now, one part of the field was planted in the fall with grains for a summer
harvest, a second part was planted in spring with different grains for a fall harvest,
and the third would lie fallow. Only one-third of the land now was not being used,
and the rotation kept the soil from being exhausted so quickly.
Discussion Question
Why does crop rotation enrich a field’s soil? (Using different crops and letting fields lie
fallow allow the soil’s nutrients to be replenished or not be used up so fast.)
II. The Manorial System (pages 317–318)
A. Medieval landholding nobles were a military elite who needed the leisure to pursue
the arts of war. Peasants worked the lords’ landed estates on the fiefs of the vassals.
These estates provided the needed economic support for the nobles.
turn
137
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 10, Section 1
B. These agricultural estates were called manors. Increasing numbers of free peasants
became serfs—peasants legally bound to the land. Serfs worked the lord’s land,
helped maintain the estate, paid rent, and were under the lord’s control. By 800 probably 60 percent of western Europeans were serfs.
C. Up to one-half of a manor’s lands typically belonged to the lord. Serfs raised food for
themselves on the remainder. Serfs paid rent by giving a share of what they raised for
themselves. They also paid to use the lord’s pastures and fishing ponds, and paid for
services like having their grain milled into flour. The serfs were obligated to tithe to
the village church.
D. Lords had a variety of legal rights over their serfs. Serfs needed the lord’s permission
to marry anyone outside of the manor and to leave the manor. Often lords had the
right to try peasants in their own courts.
E. Serfs, however, were not slaves. Usually, a serf’s land could not be taken away, and
serfs’ responsibilities were fixed. The lord was obligated to protect his serfs.
Discussion Question
Compare the feudal manor to the plantation of the antebellum South in the United
States. (Answers will vary. Accept relevant, thoughtful answers. Students should back up their
answers with specifics about the lives of the lords and the plantation owners, on the one hand,
and the serfs and the slaves, on the other hand.)
III. Daily Life of the Peasantry (pages 318–319)
A. European peasant life was simple with little privacy. The peasants’ one- or two-room
cottages were built with wood frames surrounded by sticks. Spaces between the sticks
were filled with straw and rubble, and then plastered over with clay. Roofs were
thatched. A central hearth was used for heating and cooking. There were few windows
and no chimney. Smoke escaped out cracks and through the thatch.
B. The peasant’s diet was adequate. The staple was bread baked in community ovens.
The dark, heavy bread was nutritious because it contained wheat, rye, barley, millet,
and oats. Peasants usually ate meat only on feast days such as Easter and Christmas.
Peasants raised vegetables and fruit, and made cheese. Chickens gave eggs.
C. Grains were important also for making ale, the most common drink of the poor in
northern Europe. Medieval Europeans consumed great quantities of alcohol, which
may account for the large number of accidental deaths found in court records.
turn
138
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 10, Section 1
D. The seasons largely determined peasant life and work. Harvest time, August and
September, was especially hectic. In October peasants prepared the ground for winter
planting. November brought the slaughtering of excess animals because usually there
was not enough food to keep them alive all winter. Meat was preserved with salt.
February and March brought plowing for spring planting. Summer was a time for
lighter work on the estates.
E. A peasant’s life was not all labor because of the numerous Catholic feast days, or holidays. The three great feasts were Christmas, Easter, and Pentecost. Other feast days
were dedicated to saints or the Virgin Mary. More than 50 days a year were essentially
holidays.
F. The village church was a crucial part of the manorial system. The priests taught the
basic Christian ideas to enable peasants to achieve salvation. However, most priests
were peasants who could not read, so just how well the Christian message was communicated to the serfs is not known. Probably they saw God as a force to be appeased
to help with the harvest.
G. Women had a difficult but important role in manorial life. They worked the fields and
had children. Their ability to manage the household could determine if the family survived hard times.
Discussion Question
What do you think is the most fundamental difference between life for the medieval
peasant and life for the small farmer in the United States? What is the same? (Answers
will vary. Two good differences concern the lack of privacy in the medieval peasant cottage and
the lack of meat in the medieval diet. A good similarity is how in both cases people are beholden to
the seasons.)
IV. The Revival of Trade (pages 319–320)
A. In the eleventh and twelfth centuries, a revival of trade and the associated growth of
towns and cities changed the economic foundation of Europe from being almost exclusively agricultural.
B. Italian cities took the lead. Venice developed a mercantile fleet and became a major
trading center by the end of the tenth century. The Italian cities traded mainly in the
Mediterranean area.
C. The towns of Flanders—the area along the coast of present-day Belgium and northern
France— traded in northern Europe. These were most known for woolen cloth.
Flemish towns like Bruges and Ghent became centers for the trade and manufacture
of this cloth.
turn
139
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 10, Section 1
D. To encourage exchange between Flanders and Italy, the counts of Champagne in northern France held six trade fairs a year. Northern merchants exchanged furs, woolen
cloth, tin, and honey for the cloth and swords of northern Italy and the silks, sugar,
and spices from the East.
E. Demand for gold and silver arose at trading fairs and markets. A money economy—an
economic system based on money, rather than barter—arose. Trading companies and
banks began to manage the exchange and sale of goods. These new practices were part
of the rise of commercial capitalism—an economic system in which people invested in
trade and goods to make profits.
Discussion Question
What are the advantages of a money economy over a barter economy? (The chief advantage is that to barter one must find a person who has what you want and wants what you have,
which is quite economically inefficient.)
V.
The Growth of Cities (pages 320–321)
A. Expanding trades led to a revival of cities. Merchants began to settle in the old Roman
cities. Artisans followed. They brought skills to make goods that merchants could sell.
B. New cities and towns were founded, especially in northern Europe. Typically, a group
of merchants built a settlement near a castle for the trade and the lord’s protection. If
the settlement prospered, walls were built to protect it. The merchants and artisans of
these cities later came to be called burghers or bourgeoisie, from the German word
burg, which means “a walled enclosure.”
C. Medieval cities were comparatively small. A large trading city would have only about
five thousand inhabitants. In 1200 London had only thirty thousand people. The large
Italian cities had about one hundred thousand inhabitants. Constantinople and the
major Arab cities were much larger, however.
D. The towns were tied to the lords and land around them. Lords wanted to treat the
townspeople as vassals or serfs, but the inhabitants saw things differently. By 1100
townspeople had the right to buy and sell property, freedom from military service to
the lord, and laws guaranteeing their freedom.
E. Some towns had the right to govern themselves. Over time the cities developed their
own governments. Only males born in the city or who had lived there a long time
were citizens. These often elected a city council, who served as judges and local legislators. Elections were carefully rigged to make sure only the patricians, members of
the wealthiest and most powerful families, won.
turn
140
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 10, Section 1
Discussion Question
Why do you think elections were rigged to elect the patricians? (The elections were rigged
so that the interests of the wealthy and powerful were protected.)
VI. Daily Life in the Medieval City (pages 321–322)
A. Medieval towns were surrounded by stone walls, which were expensive. Therefore,
the space inside was filled tightly. Thus, houses were close to each other, and the
streets were narrow.
B. Fire was a great danger because houses were wooden up to the fourteenth century. It
was also a constant threat because candles and wood fires were used for light and
heat. Once a fire started, putting it out was difficult.
C. The physical environment of the towns was unpleasant. The cities and towns were
dirty and smelled of human and animal waste. Air pollution from the ubiquitous
wood fires was a problem. Blood from slaughtered animals and chemicals from such
activities as tanning went into the rivers. Cities relied on wells for drinking water.
D. Medieval cities had private and public baths. The great plague and pressure because of
the nudity permitted in the baths closed them in the fourteenth century.
E. There were many more men than women in medieval cities. Women could lead quite
independent lives even though they were expected to fulfill the usual roles of taking
care of the house and raising children. They could lead fairly independent lives
because they helped their husbands at their trades and sometimes carried on his trade
after his death.
Discussion Question
What would bother you most about living in a medieval town or city? (Answers will vary.
Accept any relevant, thoughtful answer. Make sure students are specific.)
VII. Industry and Guilds (page 322)
A. Medieval cities became important manufacturing centers for such goods as cloth, metalwork, shoes, and leather goods. Beginning in the twelfth century, craftspeople
organized into business associations called guilds. They played a leading role in urban
economic life. Almost every craft had a guild, as did some kinds of merchants.
B. Craft guilds directed almost every aspect of the production process. They set quality
standards, specified methods of production, and fixed the prices for the finished products. Guilds determined how many people could enter a guild and the procedure
turn
for entering.
141
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 10, Section 1
C. A person who wanted to learn a trade first became an apprentice to a master craftsperson at around age 10. Apprentices received room and board, but no pay. After learning
for five to seven years, apprentices became journeymen. They worked for wages for
other masters. To become a master, the journeymen had to produce a masterpiece, a
finished product in their craft. The journeyman was admitted to the guild or not based
on this work.
Discussion Question
What contemporary institution resembles the medieval guild in some ways? (The contemporary union bears a resemblance to the medieval guild. Unions look out for the interests of
workers, and many unions have apprenticeship programs.)
end
142
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 10, Section 2
?
Did You Know
The term heresy comes from the Greek word
hairesis, which simply signified holding a particular set of philosophical opinions. The term heresy took on a negative meaning in
Christianity. According to the Catholic Church, a person is guilty of
a material but not formal heresy if he or she does not know that he
or she is denying a doctrine of the Church.
I.
The Papal Monarchy (pages 323–325)
A. The papal control of the Papal States in central Italy kept the popes involved in politics, often at the expense of their spiritual duties. The Church became increasingly
involved in the feudal system. Bishops and abbots came to hold their offices as grants
from nobles, and so were vassals. These bishops and abbots often cared little about
spiritual duties.
B. By the eleventh century Church leaders realized the need to be free from the interference of lords in the appointment of Church officials. Pope Gregory VII decided to
fight the practice of lay investiture.
C. When an individual became a Church official he was given a ring and a staff as symbols of the authority he was invested with. Secular, or lay, officials began granting this
investiture. Pope Gregory VII saw the need to stop this practice. Only then could the
Church regain its freedom, the sole right to appoint clergy and run its own affairs. If
secular rulers did not accept this, the pope would remove them. Gregory VII believed
the pope’s authority extended over all rulers.
D. Gregory VII found himself in conflict with Henry IV, the German king, over his views.
The German kings had appointed high-ranking Church officials for years and made
these officials vassals, to fight the power of the nobles. Gregory finally issued a decree
forbidding lay investiture.
E. The struggle between Gregory VII and Henry IV became known as the Investiture
Controversy. In 1122 a new German king and a new pope reached an agreement called
the Concordat of Worms. Church officials first elected the German bishop. The new
bishop then paid homage to the king as his lord, and the king invested him with the
symbols of earthly office. A representative of the pope then invested the bishop with
symbols of his spiritual office.
turn
143
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 10, Section 2
F. The twelfth-century popes were most interested in strengthening papal power and
building a strong administrative system. The Catholic Church reached the height of its
political power during the papacy of Pope Innocent III. He believed the pope was the
supreme judge and ruler of European affairs. To exercise his power, Innocent III especially used the interdict. An interdict forbids a priest to give the sacraments (Christian
rites) to a particular group of people. People under interdiction lost the comforts and
blessing of religion, and so they exerted pressure against their ruler to follow the
pope’s wishes.
Discussion Question
On what basis might Gregory VII and other popes have believed they had authority
over secular monarchs? (Their argument was that they were the representative of God’s power
and authority, and God’s power and authority outweighed human power and authority.)
II. New Religious Orders (pages 325–327)
A. A wave of religious enthusiasm seized Europe in the first half of the twelfth century
and led to a spectacular growth in the number of monasteries and new orders.
B. The most important new order was the Cistercians, founded by a group of disgruntled
Benedictine monks in 1098. The order spread rapidly throughout Europe. Cistercians
were strict. They had only one robe and ate a simple diet; their churches and monastic
buildings had no decorations.
C. Cistercians were more active in the world than Benedictine monks. They took their
religion to the people outside of the monastery.
D. The number of women joining religious houses grew dramatically. Most nuns came
from the landed aristocracy. Female intellectuals like Hildegard of Bingen found convents a haven for their activities. Hildegard of Bingen became abbess of a convent, and
she was also one of the first women composers. She contributed to the genre called
Gregorian chant. She was also sought out for her advice as a mystic and prophetess.
E. The Franciscans and Dominicans emerged in the thirteenth century. Each had a strong
impact on the lives of ordinary people. Saint Francis of Assisi founded the Franciscans. Born into wealth, he had a series of spiritual experiences that led him to abandon
material pursuits and preach poverty. His simplicity, joy, and love attracted followers.
Franciscans rejected all property and lived by working and begging for food.
F. The Franciscans became popular with the poor, among whom they lived and whom
they helped. Unlike many other religious orders, the Franciscans lived in the world
and undertook missionary work.
turn
144
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 10, Section 2
G. The Spanish priest Dominic de Guzmán founded the Dominicans to defend Church
teachings from heresy—the denial of basic Church doctrines. People who denied
Church doctrines were called heretics. Dominic believed that the best way to combat
heresy was to have an order of men who lived in poverty and preached effectively.
H. The Church’s wish to discover and deal with heretics led to the Inquisition, or Holy
Office. This court was instituted to try heretics, and it developed a regular way to deal
with them. Heretics who confessed performed public penance and were punished, for
example by flogging. From 1252 on, those who did not confess voluntarily were tortured until they confessed. Many who did not confess were considered guilty and
were executed by the state. Relapsed heretics were also subject to execution. For
Christians of the thirteenth century, using force to save souls was the right thing to do.
Heresy was a crime against God, and people’s salvation hung in the balance.
Discussion Question
Why did most nuns in the High Middle Ages come from the aristocracy? (Convents were
convenient for families who were unable or unwilling to find husbands for their daughters, for
aristocratic women who did not wish to marry and had the option not to, or for widows.)
III. Popular Religion in the High Middle Ages (pages 327–328)
A. The sacraments of the Catholic Church, such as baptism, marriage, and Communion,
were very important to ordinary people. The sacraments were a means for receiving
God’s grace and were necessary for salvation. Only clergy could give the sacraments,
which made people dependent on the clergy.
B. Venerating saints was also important to ordinary people. Saints had a special position
in Heaven and could ask for favors before the throne of God. The apostles were recognized throughout Europe as saints. Local saints such as Saint Nicholas, the patron
saint of children and the inspiration for Santa Claus, sprang up (see page 327). The
Virgin Mary was the most highly regarded saint of the High Middle Ages. Many
European churches in the twelfth and thirteenth centuries were dedicated to her.
C. Emphasis on the saints was tied to the use of relics, usually bones of saints or objects
connected with the saints. They were worshipped because they offered a connection
between the earthly world and God, they could heal, or they produced other miracles.
D. Medieval Christians also believed that a pilgrimage to a holy shrine produced a spiritual benefit. The Holy City of Jerusalem was the greatest such site. Rome, with its
relics of Saint Peter, and Santiago de Compostela, supposedly where the apostle Saint
James is buried, were also important pilgrimage destinations.
turn
145
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 10, Section 2
Discussion Question
Medieval Christians believed that relics produced miracles, especially of healing. What
is a miracle in the religious sense? (In the religious sense a miracle is an event that occurs but
does not adhere to the laws of the realm of nature. The event’s cause must be divine grace, it is
believed.)
end
146
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 10, Section 3
?
Did You Know
The magnificent Gothic cathedral at Reims was
the site of the coronation of French kings. The first Frankish king,
Clovis, was crowned by Saint Rémy, archbishop of Reims, in the
town where the cathedral was later built. From the ninth century it
was claimed that a dove had descended from the heavens with
sacred oil for anointing Clovis. Miraculously, the oil never dried up,
and later kings supposedly were anointed with it.
I.
The Rise of Universities (pages 329–330)
A. The modern-day university is a product of the High Middle Ages. The word university
comes from the Latin universitas, meaning “corporation” or “guild.” Medieval universities were guilds that produced educated and trained individuals.
B. The first university appeared in Bologna, Italy. A great teacher of Roman law named
Irnerius attracted students there from all over Europe. To protect their rights, students
at Bologna formed a guild, which was chartered in 1158. The charter gave the guild the
right to govern its own affairs. The first university in northern Europe was the
University of Paris. In the second half of the twelfth century, some students left Paris
and went to England, founding a university at Oxford. There were 80 European universities by 1500.
C. Students began their university education with the traditional liberal arts: grammar,
rhetoric, logic, arithmetic, geometry, music, and astronomy. Medieval universities
taught through the lecture method. Teachers read from the few existing copies of
books and added their commentary. There were no written exams. To graduate, the
student had an oral examination with a committee of teachers. The student would
receive a bachelor of arts and later might earn a master of arts, if he passed. No
women attended these universities.
D. A student could go on to study law, medicine, or theology—the study of religion and
God. A student who passed the oral exam in one of these received a doctoral degree.
E. Universities provided the teachers, administrators, lawyers, and medical doctors for
medieval society.
turn
147
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 10, Section 3
Discussion Question
In 1500 there were 80 universities in all of Europe. Thousands of universities now exist
in the United States. What accounts for the difference? (Answers will vary. Accept relevant,
thoughtful answers. Two good responses would mention democratization and the need to train a
large workforce.)
II. The Development of Scholasticism (pages 330–331)
A. Theology was the most highly regarded subject at medieval universities. The philosophical and theological system known as scholasticism became very important in the
eleventh century.
B. The main point of scholasticism was to harmonize Christian teachings with Greek philosophy, especially Aristotle. The works of Aristotle were introduced to Europe in the
twelfth century, largely through the work of Muslim and Jewish scholars. Aristotle had
arrived at his conclusions through rational thought, however, not faith, and some ideas
contradicted Church teachings.
C. Saint Thomas Aquinas made the most important attempt to reconcile Aristotle with
Christianity, to reconcile the knowledge through Scripture with the knowledge gained
through reason and experience. Aquinas is best known for his Summa Theologica (a
summa was a summary of all knowledge on a given subject).
D. This masterpiece was organized by the logical method of investigation used by
scholasticism. Aquinas first posed a question, then cited sources offering opposing
opinions on the question, and then reconciling them and arriving at his own conclusions. Aquinas believed that the truths of reason and the truths of faith did not
contradict. Reason and experience could arrive at truths about the physical universe,
but reason and experience unaided by faith could not grasp spiritual truths.
Discussion Question
Can we come to know the deepest religious truths by use of our reason and experience,
or do we need faith for access to the divine? (Answers will vary. Accept relevant, thoughtful;
answers. One good line of argument would doubt that reason and experience can penetrate to
deeper religious truths because by definition they transcend the realm of nature.)
turn
148
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 10, Section 3
III. Vernacular Literature and Architecture (pages 331–333)
A. Latin was the universal language of medieval civilization. In the twelfth century new
literature was being written in the vernacular—the everyday language of particular
regions, such as Spanish or English. Educated people at courts and in the cities took an
interest in vernacular literature, often as a new source of entertainment.
B. The most popular vernacular literature was troubadour poetry, chiefly the product of
nobles and knights. It told of a knight’s love for a lady who inspired him, usually from
afar, to be a braver knight.
C. The chanson de geste, or heroic epic, was another type of vernacular literature. The
earliest and finest example is the Song of Roland, which appeared in French around
1100. Heroic epics describe battles and political contests. The epic world was one of
combat. Women played little or no role in this literature.
D. In the eleventh and twelfth centuries, an explosion of building in medieval Europe,
especially of churches, took place. Initially, these cathedrals were in the Romanesque
style, built in the basilica shape favored in the late Roman Empire. The Romanesque
basilica was topped with a long, round, stone arched structure called a barrel vault.
E. Because stone roofs were so heavy, the churches needed massive pillars and had little
space for windows. The Romanesque churches, therefore, were dark and resembled
fortresses.
F. In the twelfth century the new, Gothic style appeared. The Gothic cathedral is one of
the artistic triumphs of the High Middle Ages. Two innovations made it possible.
G. One innovation was replacing the barrel vault with ribbed vaults and pointed arches.
The Gothic cathedrals rose higher, therefore, creating an impression of the building
reaching towards God.
H. The other innovation was the flying buttress—a heavy, arched, stone support on the
outside of the building. This distributed the weight of the church’s vaulted ceilings
and eliminated the think heavy walls of the Romanesque style. Since Gothic cathedrals
had fairly thin walls, they could have windows, which were filled with magnificent
stained glass. The windows also created a play of natural light inside the cathedral;
natural light was believed to be a symbol of the divine light of God.
I. With its soaring towers and light-filled interior, the Gothic cathedral testifies to an age
when most people believed in a spiritual world.
Discussion Question
Troubadour poetry was the dominant form of love poetry for its time. Where do we
principally get something like love poetry in modern culture? (Popular music.)
end
149
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 10, Section 4
?
Did You Know
Some of William Shakespeare’s plays, for
example The Life of King Henry the Fifth, concern people and places
of the Hundred Years’ War.
I.
The Black Death (pages 335–336)
A. In the fourteenth century some catastrophic changes took place in Europe. The worst
was the Black Death. It was the most devastating natural disaster in European history.
It horrified people and seemed an incomprehensible evil force.
B. Bubonic plague was the most common form of the Black Death. Black rats infested
with fleas carrying a deadly bacterium spread it. Italian merchants brought it from
Caffa, on the Black Sea.
C. Usually the Black Death followed trade routes. Between 1347 and 1351 it ravaged most
of Europe. Possibly as many as 38 million people died in those four years, out of a
total population of 75 million. The Italian cities were hit hardest, losing 50 to 60 percent of their population.
D. Many people believed the plague was a punishment sent by God for their sins or was
caused by the devil. The plague led to an outbreak of anti-Semitism—hostility toward
Jews (see page 341). Persecution was the worst in Germany. Some people thought that
the Jews had caused the plague by poisoning their towns’ wells. Many Jews fled eastward, especially to Poland, where the king protected them.
E. The death of so many people had strong economic consequences. Trade declined; the
shortage of workers made the price of labor rise. The lowered demand for food resulted in falling prices.
F. Landlords were paying more for labor as their incomes declined. Some peasants
bargained with their lords to pay rent instead of owing services. This change in
effect freed them from serfdom, which had been declining throughout the High
Middle Ages.
Discussion Question
The Black Death caused some people to persecute Jews. Some say that AIDS is a similar
epidemic of our time. Has it caused persecution or something comparable? (Answers will
vary. Accept relevant, thoughtful answers. Students should give examples. It seems reasonable to
say that AIDS has not caused widespread persecution like that of the Jews during the Middle
Ages, but it has caused widespread discrimination.)
turn
150
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 10, Section 4
II. The Decline of Church Power (page 337)
A. The Roman Catholic popes reached the height of their power in the thirteenth century.
A series of problems in the next century lessened the Church’s political position.
B. European kings grew unwilling to accept the papal claims of supremacy over both
religious and secular matters, as the struggle between Pope Boniface VIII and King
Philip IV of France shows. Their struggle had serious consequences for the papacy.
C. Philip claimed he had the right to tax the clergy. The pope said that in order to pay
taxes, the clergy would need the pope’s consent. Philip rejected this position and sent
troops to bring Boniface to France for trial. The pope escaped but soon died from
shock. Philip then engineered to have a Frenchman, Clement V, elected pope in 1305.
D. The new pope established himself at Avignon, not Rome. The popes lived there from
1305 to 1377. The pope not living in Rome seemed improper, as did the splendor of
how the popes lived in Avignon. Pope Gregory XI recognized the decline in papal
prestige and returned to Rome in 1377. He died soon after his return.
E. The citizens of Rome told the cardinals to elect an Italian pope or fear for their lives.
The terrified cardinals elected one—Pope Urban VI. Soon a group of French cardinals
declared the election invalid and chose a Frenchman as pope. He went to Avignon.
There now were two popes, beginning what has been called the Great Schism of the
Church.
F. The Great Schism lasted from 1378 to 1417 and divided Europe politically. It also damaged the Church. Each pope denounced the other as the anti-Christ, and people’s faith
in the papacy and the Church was shaken. At a council in 1417, a new pope acceptable
to all parties was elected, ending the Great Schism.
G. This crisis in the Catholic Church led to cries for an end to the clergy’s corruption and
the papacy’s excessive power. One protesting group was the Czech reformers led by
John Hus. He was accused of heresy and burned at the stake in 1415.
H. By the early 1400s, then, the Church had lost much of its political power. The pope no
longer could assert supremacy over the state. The papacy and Church also lost much
of their spiritual authority.
Discussion Question
How could the French king have engineered the papal election? (Answers will vary. The
two most likely answers are the king engineered the election through intimidation and through
promising rewards like power and position.)
turn
151
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 10, Section 4
III. The Hundred Years’ War (pages 337–339)
A. In addition to economic crises, plague, and the decline of the Church, political instability was also a problem for the late Middle Ages.
B. In the thirteenth century, England still had a small possession in France, the duchy of
Gascony. King Philip VI of France tried to take it back, and King Edward III of
England declared war on Philip in 1337. Thus began the Hundred Years’ War between
England and France. It continued until 1453.
C. The war began in an explosion of knightly enthusiasm. However, the war was a turning point in the history of warfare because peasant foot soldiers won the chief battles
in this war.
D. The English foot soldiers were armed not only with pikes, but the deadly longbow,
which replaced the formerly favored crossbow. The longbow had great striking power,
long range, and a rapid rate of fire.
E. The war’s first major battle was at Crécy in 1346. The arrows of the English archers
devastated the French cavalry. The English king, Henry V, was eager to conquer all of
France even though the English did not have the resources. At the Battle of Agincourt
(1415), 1,500 French nobles died on the battlefield. The English were masters of northern France.
F. Joan of Arc, a French peasant woman, stepped in to aid France and the timid ruler of
southern France, Charles. Joan of Arc was born in 1412. She was deeply religious and
experienced visions. She believed her favorite saints commanded her to free France. In
1429 Joan’s sincerity and simplicity convinced Charles to let her accompany the French
army to Orléans. Inspired by Joan’s faith, the army captured the city.
G. Joan was captured in 1430. The Inquisition tried her for witchcraft. She was condemned as a heretic and executed. Even so, she inspired the French army, which after
defeats of the English at Normandy and Aquitaine, won the war in 1453. The French
success was also helped by the use of the cannon, made possible by the invention of
gunpowder.
Discussion Question
What weapons significantly changed warfare in the twentieth century, as the longbow
once did? (Answers will vary. Two good answers are the airplane, because of bombing, and the
automatic weapon, because of how many rounds it can shoot in a row.)
turn
152
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 10, Section 4
IV. Political Recovery (pages 339–340)
A. The fourteenth-century European monarchies experienced many difficulties over succession and finances. The fifteenth century saw a recovery of the centralized power of
monarchies, however. Some historians refer to these reestablished states as the new
monarchies. This term apples especially to France, England, and Spain.
B. The Hundred Years’ War left France exhausted. Even so, the kings used the new
French national feeling to reestablish royal power. King Louis XI, who ruled from 1461
to 1483, greatly advanced the French state. He strengthened the use of the taille—an
annual direct tax on property or land—as a permanent tax imposed by royal authority.
This gave Louis the income that helped create a strong foundation for the monarchy.
C. The Hundred Years’ War also strained England’s economy. England faced more turmoil with the civil conflicts known as the War of the Roses broke out. Noble factions
tried to control the monarchy until 1485, when Henry Tudor established a new
dynasty.
D. Henry tried to establish a strong royal government. He abolished the nobles’ private
armies. He won support for his monarchy by his thrift and not overtaxing the nobles
and middle class.
E. A strong national monarchy also emerged in Spain. Muslims had conquered much of
Spain by 725. During the Middle Ages, soldieries of several independent Christian
kingdoms had tried to win back Spain.
F. Two of the strongest kingdoms were Aragon and Castile. When Isabella of Castile
married Ferdinand of Aragon in 1469, it was a big step towards unifying power in
Spain. The two rulers also had a policy of adhering strictly to Catholicism. In 1492 they
expelled all Jews from Spain. Muslims were “encouraged” to convert to Catholicism.
Within a few years, all professed Muslims were also expelled from Spain. To be
Spanish was to be Catholic.
G. The Holy Roman Empire did not develop a strong monarchical authority. After 1438
the Hapsburg dynasty held the position of Holy Roman emperor. By the mid-fifteenth
century these wealthy rulers were playing an important role in Europe.
H. Religious differences made it hard for rulers in eastern Europe to unify their states. In
Poland, the nobles established the right to elect their king, which weakened the
monarchy. Since the thirteenth century, Russia had been under the control of the
Mongols. Gradually the princes of Moscow gained power by using their relation with
the khan to increase their wealth and landholdings. The great prince Ivan III established a new Russian state. By 1480 he had thrown off the yoke of the Mongols.
turn
153
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 10, Section 4
Discussion Question
Which religions were so much at odds with each other in eastern Europe that a strong
monarchy did not develop in the area? (The three principal religions were Catholicism,
Eastern Orthodoxy, and Islam.)
end
154
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 11, Section 1
?
Did You Know
Maize, or corn, which originated in the
Americas, is now one of the most widely distributed of the world’s
food plants. Only wheat exceeds it in acreage. Although the United
States produces about half the world’s total output of corn, a corn
crop matures somewhere in the world every month of the year.
I.
The Lands of the Americas and The First Americans (pages 347–348)
A. The Americas stretch about nine thousand miles from the Arctic Ocean to Cape Horn
at the tip of South America. Ice-covered lands, dense forests, river valleys ideal for
hunting and farming, coastlines, tropical forests, and deserts are all part of the
Americas.
B. Two major mountain ranges—the Rocky Mountains and Andes—run along the western side of the Americas. Broad valleys with fertile farmland run between these ranges
and eastern mountains. Two great rives are the Mississippi and the Amazon.
C. Between 100,000 and 8,000 years ago, the last Ice Age left a land bridge between Asia
and North America in the Bering Strait. Hunters and gatherers, probably pursuing
herds of bison and caribou, crossed the bridge as the glaciers receded.
Discussion Question
How do we know about the early peoples of North America? (Archaeologists and anthropologists developed theories about them based on finding artifacts, fossils, and other remnants of
the past.)
II. The Peoples of North America (pages 348–350)
A. About 4000 B.C. the Inuit moved into North America from Asia. Most settled into the
cold, harsh, treeless tundra on the coasts south of the Arctic. They became skilled
hunters and fishers, using harpoons and spears of antler or narwhal tusk. Homes were
made of stones and turf.
B. Igloos, made of snow, were only temporary shelters for travelers.
C. Around 1000 B.C. farming villages appeared in the Eastern Woodlands—the North
American land stretching in the east, from the Great Lakes to the Gulf of Mexico. The
Hopewell peoples of the Ohio River valley are the best known. They are also known
as the Mound Builders. Elaborate earth mounds, some built in the shapes of animals,
were used by them as tombs or for ceremonies.
turn
155
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 11, Section 1
D. A shift to full-time farming around A.D. 700 created a prosperous culture in the
Mississippi River valley from present-day Ohio to the Gulf of Mexico. Corn, squash,
and beans were grown together so as to provide plants with nutrients and shade.
E. Cities began to appear. At the site of Cahokia, near modern-day East St. Louis, Illinois,
archaeologists found a burial mound with a base larger than that of the Great Pyramid
of Egypt. Cahokia was the seat of government for much of the Mississippian culture,
which collapsed in the thirteenth century for unknown reasons.
F. The Iroquois lived northeast of the Mississippi culture. They lived in longhouses built
of wooden poles covered with bark. Each was 150 to 200 feet long and housed about a
dozen families.
G. The men were hunters and warriors. The women owned the longhouses, gathered
wild plants, planted the seeds, cared for the children, and harvested the crops—most
importantly, corn, beans, and squash, called the “three sisters.”
H. Wars and blood feuds were common among the Iroquois. Legend says that sometime
in the 1400s the Iroquois people were torn apart by warfare. A leader named
Deganawida preached the need for peace, and one who listened was Hiawatha. From
their combined efforts came the Great Peace, which created the Iroquois League of five
major groups that banded together. One of the laws of the Great Peace made its principles clear: do not act on self-interest, act for the welfare of the whole, act with the good
of future generations in mind.
I. A group of 50 representatives met in the Grand Council to settle differences among
league members. Iroquois society was organized into clans of related families. The
clan mothers, who were chosen by the women of the clan, chose the members of the
Grand Council. Council representatives were instructed to be firm but tender, not to
act from anger, and to deliberate judiciously. Some scholars believe that Benjamin
Franklin used the Iroquois League as a model when he drew up his Plan of Union for
the British colonies.
J. West of the Mississippi River basin, Plains Indians cultivated the “three sisters” and
hunted buffalo, often by driving a frightened herd over a cliff. The Plains Indians ate
the meat, used the skins for clothing, and made tools from the bones. They also made
their circular tepees from buffalo skins stretched over wooden poles.
K. The Anasazi established an extensive farming society in the Southwest, a dry part of
North America covering present-day New Mexico, Arizona, Utah, and Colorado.
Between A.D. 500 and 1200 they used canals and earthen dams to turn parts of the
desert into fertile gardens. They were known for their pottery, and used stone and
adobe (sun-dried bricks) to build multi-storied pueblos that could house many people.
turn
156
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 11, Section 1
L. Two of the most important Anasazi centers were Chaco Canyon and Mesa Verde.
Chaco Canyon’s Pueblo Bonito was a large pueblo complex with six hundred rooms
that could hold over a thousand people. A 50-year series of droughts caused the site to
be abandoned. Mesa Verde, now a national park, is in Colorado. It is a remarkable
complex of buildings in the recesses of the cliff walls. Prolonged drought also caused
the abandonment of Mesa Verde.
Discussion Question
Are the three principles cited from the Great Peace good principles to live by? Why or
why not? (Answers will vary. Make sure students reason out their responses. Accept relevant,
thoughtful answers.)
end
157
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 11, Section 2
?
Did You Know
All of La Venta’s major structures are set on an
axis 8° west of north, probably in alignment with some star or constellation. A 100-foot-high clay mound shaped like a pyramid or
fluted cone, perhaps to represent a volcano, dominates the site.
I.
The Olmec and Teotihuacán (pages 352–353)
A. Mesoamerica is the name for areas of Mexico and Central America that were civilized
before the Spaniards arrived. The Olmec civilization began around 1200 B.C. in the hot,
swampy lowlands on the coast south of Veracruz, Mexico. Olmec peoples farmed
along the area’s muddy riverbanks.
B. The Olmec had large cities, such as La Venta, that were centers of religious festivals.
The Olmec carved colossal stone heads, probably to represent the gods. Around 400
B.C. the Olmec civilization declined, then collapsed.
C. Teotihuacán (“Place of the Gods”) was Mesoamerica’s first major city. It was the capital
of a kingdom that arose around 250 B.C. and collapsed about A.D. 800. Most inhabitants
were farmers, but the city was a trade center as well. Tools, weapons, pottery, and jewelry were traded as far as North America. Built near modern Mexico City, Teotihuacán
had as many as 150,000 residents. Temples and palaces were located along the Avenue
of the Dead. The massive Pyramid of the Sun dominated the city.
Discussion Qusestion
The main thoroughfare in Teotihuacán was known as the Avenue of the Dead.
Remembering that the street had many temples, why might it have had that name?
(The most likely possibility is that human sacrifice was performed in the temples.)
II. The Maya and Toltec (pages 353–355)
A. On the Yucatán Peninsula east of Teotihuacán, the highly sophisticated Mayan civilization flourished between A.D. 300 and 900. It covered much of Central America and
southern Mexico. The Maya built splendid temples and pyramids, and developed a
complicated calendar.
B. Mayan cities were built around a central pyramid topped with a temple to the gods.
Nearby were temples, palaces, and a sacred ball court. Urban centers such as Tikal (in
present-day Guatemala) may have had a hundred thousand inhabitants.
C. Mayan civilization was composed of city-states governed by a hereditary ruling class.
The states warred on each other. Captured nobles and war leaders were used for
turn
human sacrifice. Other war captives were enslaved.
158
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 11, Section 2
D. Mayan rulers claimed to be descended from the gods. A class of scribes helped the
rulers. Mayan society also had townspeople who were artisans, officials, and merchants. Most Mayans were farmers, however. Labor divided along traditional gender
lines.
E. The belief that all life is in the hands of divine powers was crucial to Mayan civilization. Itzamna was the supreme god, and some gods, like the jaguar god of the night,
were evil. Like other ancient peoples in Central America, one way the Maya appeased
the gods was through human sacrifice. Human sacrifice was also performed on certain
ceremonial occasions.
F. The walls of the ball courts were covered with images of war and sacrifice. The exact
rules of the game that was played are unknown, but we do know that small teams
tried to send a ball through a hoop using their hips. The game had a religious meaning
because the court symbolized the world, and the ball represented the sun and the
moon. The defeated team was sacrificed.
G. The Mayans created a writing system using hieroglyphs, or pictures. Unfortunately,
the Spaniards assumed the writings were evil because they were not Christian, and
they destroyed many Mayan books, a pattern the Spanish would repeat throughout
their conquest in the Americas. They would apply their own religious view to the
native civilizations. This practice helped to bring an end to these civilizations.
H. Many of the writings recorded dates in the Mayan calendar called the Long Count.
The Long Count was based on a belief in cycles of creation and destruction. The Maya
believed our present world was created in 3114 B.C. and would end on December 23,
A.D. 2012. Many other hieroglyphs recorded important events in Mayan history, especially events in the lives of Mayan rulers.
I. Priests used a sacred calendar of 260 days to foretell the future and know the omens
associated with each day. Only priests could read and use the calendar.
J. The Toltec were a fierce and warlike people who conquered the Mayan lands of
Guatemala and the northern Yucatán. They also built great palaces and pyramids, controlling the upper Yucatán Peninsula from Chichén Itzá. They came to power around
A.D. 900 and declined around 1200.
Discussion Question
What does it say about the Spanish that they destroyed so much of the native culture in
the Americas they conquered? (Answers will vary. Accept relevant, thoughtful answers. One
possible good answer is their Catholicism made the Spanish believe they were helping the natives.
Another is that dogmatism made them arrogant.)
turn
159
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 11, Section 2
III. The Aztec (pages 356–358)
A. Sometime during the twelfth century A.D., the Aztec began a long migration to the
Valley of Mexico. They established their capital at Tenochtitlán on an island in the
middle of Lake Texcoco, where Mexico City is now.
B. According to legend, the Aztec believed that a sign would come from the god of war
and of the sun, Huitzilopochtli, telling them where to settle. In 1325 they were driven
into the swamps and islands of Lake Texcoco, where they saw an eagle standing on a
cactus growing out of a rock, the sign that had been foretold.
C. They built a magnificent city of temples, other public buildings, and roadways linking
the islands and mainland. They also consolidated their rule over much of what is modern Mexico. The kingdom was a collection of semi-independent territories governed by
lords. The Aztec ruler supported the lords in return for tribute—goods or money paid
by conquered peoples to their conqueror.
D. By 1500 up to four million Aztec lived in the Valley of Mexico and its environs. Power
was in the hands of the king, who claimed descent from the gods. A council assisted
him. The population consisted of commoners, indentured servants, and slaves, who
were war captives and worked in the houses of the wealthy. The indentured servants
were landless laborers who worked the fields of the wealthy. Most people were commoners and farmers. Merchants also lived in the cities.
E. Boys and girls had different roles from birth. The midwife said to a newborn boy, “You
must understand that your home is not here where you have been born, for you are a
warrior.” She said to the newborn girl, “As the heart stays in the body, so you must
stay in the house.”
F. Women were not equal to men, but could inherit property and enter into contracts,
something not often allowed in other world cultures of the time. They were also
allowed to be priestesses.
G. Huitzilopochtli was a particularly important god. Another was Quetzalcoatl, the
feathered serpent. According to Aztec tradition, this being left his homeland and
vowed to return in triumph. This became part of a legend about a prince whose return
from exile would be preceded by a sign of an arrow through a sapling. When the
Aztec saw the Spanish with a cross on their breastplates, they mistook the Spanish for
Quetzalcoatl’s representatives because the cross looked like the sign they awaited.
H. Aztec religion was based on the belief in an unending struggle between the forces of
good and evil, which led to the creation and destruction of a series of worlds. The
Aztec practiced human sacrifice to postpone the day of destruction of their world, the
fifth world.
turn
160
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 11, Section 2
I. Aztec culture featured monumental architecture. A massive pyramid at the center of
the capital was topped with shrines to the gods and an altar for human sacrifice.
J. The lords in the eastern provinces wanted greater independence from the Aztec king.
Areas that had not been conquered wanted to remain free. In 1519 a Spanish force
under the command of Hernán Cortés marched to Tenochtitlán. He had only 550 soldiers and 16 horses, but he made allies with the city-states that had tired of Aztec rule.
Cortés was greeted warmly by the Aztec king, Montezuma, who believed his visitor
represented Quetzalcoatl. Montezuma offered gifts of gold and a palace to use.
K. Tensions arose between the Aztec and Spanish. In 1520 the local population revolted
and drove the Spaniards from the city, killing many. Many Aztec also soon died from
European diseases. They had no immunity to them. Cortés received troops from his
local allies, and in four months the city surrendered to his forces. The use of gunpowder also aided the Spanish considerably in their battles with the Aztec. They
leveled the Aztec buildings and used the stones to construct government buildings
and churches.
Discussion Question
What do you think the Aztec midwives were saying when they compared a woman’s
life in the home to the heart in the body? (Answers will vary. Answers should try to unpack
the simile specifically by relating the woman to the heart and the home to the body.)
end
161
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 11, Section 3
?
Did You Know
Descendants of the Inca still live and farm in
the Andean highlands from Ecuador to Bolivia. Known as the
Quechua—after their language, adapted from the language of the
Inca Empire—they have been the subjects of numerous studies
about physiological adaptation to high-altitude living.
I.
Early Civilizations (pages 359–360)
A. Located in Peru, Caral is believed to be the oldest major city in the Western hemisphere, one thousand years older than those previously known. It had stone buildings
for officials, grand residences, and apartments. Caral’s inhabitants developed an irrigation system. Caral was abandoned between 2000 and 1500 B.C.
B. After 1000 B.C. another advanced civilization appeared near the Pacific coast just south
of the border of Ecuador. An urban center arose at Moche, amid irrigated fields.
Farmers grew enough maize (corn), peanuts, potatoes, and cotton to supply much
of the region.
C. The Moche led lives centered on warfare. They had no written language, but we know
about them from images on their pottery. The authority of the Moche rulers extended
far along the coast.
Discussion Question
What kinds of images on the Moche’s pottery do you think have taught us that their
lives centered on warfare? (The pottery has images of warriors, prisoners, and sacrificial
victims.)
II. The Inca (pages 360–362)
A. The Moche civilization collapsed around A.D. 700. A new power—the kingdom of
Chimor—arose a few hundred years later. This was destroyed by people who created
a more spectacular empire—the Inca.
B. In the late 1300s the Inca were a small community in the area of Cuzco, a city high in
the mountains of Peru. In the 1440s the Inca, under the leadership of the powerful
Pachacuti, began to conquer the entire region. Eventually the Incan Empire went as far
as Ecuador, central Chile, and the edge of the Amazon basin. It included twelve million people.
turn
162
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 11, Section 3
C. The Incan state was built on war. All young men had to serve in the army, which numbered two hundred thousand. Supplies were carried on the backs of llamas because
like other cultures in the Americas the Inca did not use the wheel. Once the Inca controlled an area, the inhabitants learned Quechua—the Incan language.
D. To instill organization and order, Pachacuti divided the empire into four quarters,
which in turn were divided into provinces, each with about ten thousand residents.
At the top of the entire system was the emperor, who was believed to be descended
from Inti, the sun god.
E. Forced labor was an integral part of the state. All subjects were responsible for labor
service several weeks each year. Laborers were moved to other parts of the empire to
take part in building projects. Sometimes whole communities were moved. The Inca
built 24,800 miles of roads. Two major north-south highways had connecting routes
between them. Rest houses located a day’s walk apart and storage depots were placed
along the roads. Bridges, including some of the finest pre-modern suspension bridges,
spanned ravines and waterways.
F. Incan society was highly regimented. Men and women had to marry someone from
their own social group. Women either worked in the home or were priestesses. In rural
areas the people farmed on terraced farms watered by irrigation systems.
G. The Inca were great builders. The building in the capital of Cuzco dazzled European
visitors. The ruins of the abandoned city Machu Picchu show their architectural
genius. It was built on mountain peaks above the Urubamba River. In one part a long
stairway leads to an elegant stone known to the Inca as the “hitching post of the sun.”
It may have been used as a solar observatory. During sun festivals, the people gathered there to chant to the sun god.
H. Instead of a writing system, the Inca used a system of knotted strings called the
quipu (see page 363). They had a highly developed tradition of court theater consisting
of both tragic and comic works. Plays often recounted valiant deeds. Members of the
nobility or senior officials were the actors. Poetry also was recited, accompanied
by music.
I. The first Spanish expedition arrived in the central Andes in 1530, under the command
of Francisco Pizarro. Though he had only a small band of about 180 men, Pizarro had
some things the Inca did not: steel weapons, gunpowder, and horses. The Incan
Empire experienced a smallpox epidemic. Like the Aztec, the Inca were not immune to
European diseases. The emperor died of smallpox.
J. When the emperor died, his sons fought a civil war for control. Atahuallpa defeated
his brother, but Pizarro then captured and executed Atahuallpa. Pizarro then captured
the capital Cuzco with the help of Incan allies. By 1535 Pizarro had established a new
capital at Lima for a new colony of the Spanish Empire.
turn
163
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 11, Section 3
Discussion Question
Why would some Inca ally with Pizarro against the Incan Empire? (Answers will vary.
Accept relevant, thoughtful answers. Some possibilities are resentment against the rulers,
promises of power, and promises of riches.)
end
164
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 12, Section 1
?
Did You Know
The three-volume Gutenberg Bible was organized into two 42-line columns per page. In the later stages of
production, six people worked simultaneously on composing the
type. About 40 Gutenberg Bibles are still in existence, including perfect copies in the U.S. Library of Congress, the French Bibliothèque
Nationale, and the British Library.
I.
The Italian Renaissance (pages 375–376)
A. The word renaissance means rebirth. The Italian Renaissance, which spread to the rest
of Europe, occurred between 1350 and 1550. The rebirth was of the ancient Greek and
Roman worlds.
B. Italy of the Renaissance was largely an urban society. The powerful city-states of the
Middle Ages became political, economic, and social centers. A secular, or worldly,
viewpoint developed in this urban society as increasing wealth created new opportunities for material enjoyment.
C. The Renaissance was also an age when the power of the Church declined, and society
recovered from the plagues and instability of the Middle Ages. Part of this recovery
was a rebirth of interest in the ancient Greek and Roman cultures.
D. A new view of human beings that emphasized individual ability and worth emerged
in the Renaissance. The well-rounded, universal person was capable of achievements
in many areas of life. For example, Leonardo da Vinci was a painter, sculptor, architect, inventor, and mathematician.
E. The upper classes were more affected by the Italian Renaissance than the lower classes,
and they embraced its ideals more. Even so, many of the intellectual and artistic
achievements were hard to ignore. Churches, wealthy homes, and public buildings
displayed art that celebrated the human body, classical antiquity, and religious and
secular themes.
Discussion Question
What term in English expresses the Renaissance ideal of a well-rounded, multi-talented
person? (The term is Renaissance man.)
turn
165
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 12, Section 1
II. The Italian States (pages 376–378)
A. The northern and central Italian city-states of Milan, Venice, and Florence played crucial roles in the Italian politics of the time. They prospered from trade with the
Byzantine, Islamic, and Mediterranean civilizations. They set up trading centers in the
east during the Crusades, and they exchanged goods with merchants in England and
the Netherlands.
B. The wealthy city of Milan was located in the north at the crossroads of the main trade
routes from Italian coastal cities to the Alpine passes. After the last Visconti family
ruler died in 1447, Francesco Sforza conquered the city with a band of mercenaries—
soldiers for hire. He made himself duke. Like the Viscontis, Sforza built a strong
centralized state with an efficient tax system that generated large revenues for the
government.
C. Venice was a link between Asia and western Europe. Traders from all over the world
came there. A small group of wealthy merchants ran the city to serve their interests.
Due to its trade empire, Venice was an international power.
D. The republic of Florence dominated the Tuscany region. In the fourteenth century a
wealthy group of merchants controlled the Florentine government, led a series of successful wars against their neighbors, and established Florence as a major city-state. In
1434, Cosimo de’ Medici took control of Florence. He, and later his grandson Lorenzo
de’ Medici, dominated Florence when it was the cultural center of Italy.
E. In the late 1440s, Florence’s economy declined because of English and Flemish competition for the cloth market. At the same time a Dominican preacher named Girolamo
Savonarola condemned the Medicis’ corruption and excesses. Many people followed
him, causing the Medicis to give them control of Florence. Eventually people tired of
Savonarola’s regulations on gambling, swearing, dancing, painting, and other such
activities. He was convicted of heresy and executed in 1498 after criticizing the pope.
The Medicis returned to power.
F. Attracted by Italy’s riches, Charles VIII of France led an army of thirty thousand men
into Italy in 1494. He occupied Naples in the south. Northern Italian states asked Spain
to help. For the next 30 years, France and Spain made Italy their battleground.
G. In 1527 thousands of Spanish troops along with mercenaries arrived at Rome. They
had not been paid for months and demanded money. The leader let them sack Rome
as their pay. The soldiers went crazy in a frenzy of bloodshed and looting. The authorities had to establish order. This sacking of Rome ended the wars and left Spain a
dominant force in Italy.
turn
166
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 12, Section 1
Discussion Question
What are the world’s largest trading cities today? (Answers will vary. Some good answers
are New York, Tokyo, Paris, and Rome.)
III. Machiavelli and the New Statecraft (pages 378–379)
A. The Prince by Niccolò Machiavelli is one of the most influential works on political
power in the western world. It concerns how to get and keep political power.
Previously authors had stressed that princes should be ethical and follow Christian
principles. Machiavelli argued the prince’s attitude toward power should be based on
understanding that human nature is self-interested.
B. A prince, therefore, should not act on moral principles but on behalf of the interests of
the state. Machiavelli was among the first to abandon morality as the basis for analyzing political activity. His views influenced political leaders who followed.
Discussion Question
Should political leaders adhere to basic moral principles when pursuing the state’s
affairs or just look out for the state’s interests? (Answers will vary. Accept relevant, thoughtful answers. Students should give examples. One interesting possibility to explore is that it may
be in a state’s interest to adhere to fundamental moral principles.)
IV. Renaissance Society (pages 379–381)
A. The Renaissance saw some changes in the medieval division of society into three
estates, or social classes.
B. The noble or aristocrat was expected to fulfill certain ideals. The Italian Baldassare
Castiglione expressed these in The Book of the Courtier. He described the characteristics
of a perfect Renaissance noble. Nobles were expected to have talent, character, and
grace. They also had to develop two skills: they had to perform military and physical
exercises, and they had to gain a classical education and enrich life with the arts. The
noble also had to follow a standard of conduct. Nobles were to show their achievements with grace. The goal of the perfect noble was to serve his prince honestly.
Nobles followed Castiglione’s principles for centuries.
turn
167
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 12, Section 1
C. Peasants made up 85 to 90 percent of the total European population, except in highly
urban centers. Serfdom decreased with the decline of the manorial system. More peasants became legally free. Townspeople comprised the remainder of the third estate.
Patricians, burghers, and workers and the unemployed made up the three classes of
the towns. Patricians had wealth from trade, banking, and industry. The burghers were
shopkeepers, artisans, and guild members who provided goods and services for the
townspeople.
D. Workers made pitiful wages. During the late 1300s and the 1400s, urban poverty
increased dramatically.
E. To maintain the family, parents arranged marriages, often to strengthen family or business ties. The agreement between families was sealed with a marriage contract, which
included the terms of the dowry, a sum of money the bride’s family paid to the groom.
F. The father-husband was the center of the Italian family. He gave it his name, managed
the finances, and made decisions that determine his children’s lives. The mother’s role
was to supervise the household. The father’s authority over his children was absolute.
Children did not become adults simply by reaching an age. Rather, the father had to
go before a judge and formally free a child from his authority for that person to be recognized as an adult.
Discussion Question
What are the criteria that indicate a person has reached adulthood today? (Answers will
vary. Accept relevant, thoughtful answers. Develop a list of criteria on which the class agrees.)
end
168
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 12, Section 2
?
Did You Know
The first recorded patent for an industrial
invention was granted in 1421 in Florence to the architect Filippo
Brunelleschi. The patent gave him a three-year monopoly on the
manufacture of a barge with hoisting gear used to transport marble.
I.
Italian Renaissance Humanism (pages 382–383)
A. The secularism and individualism of the Renaissance was most apparent in its intellectual and artistic movements. One intellectual movement was humanism.
B. Humanism was based on the classics, the literary works of ancient Greece and Rome.
Humanists studied the subjects that are now known as the humanities—for example,
poetry, philosophy, and history.
C. Petrarch (fourteenth century) did the most to foster humanism’s development. He
generated a movement of finding forgotten Latin manuscripts, especially in monastic
libraries. He emphasized using pure classical Latin (Roman Latin, not medieval Latin).
Cicero was the model for prose and Virgil for poetry.
D. Fourteenth-century humanists had emphasized that the intellectual life was solitary,
rejecting family and community engagement. Humanists of the early 1400s took an
interest in civic life. They believed that the humanities and humanists should serve the
state. Many humanists served as secretaries to popes and princes.
Discussion Question
What might have been the effect on many people of the new study of the classics and
the humanities? (People felt freed from the constrictions of medieval life and felt a new sense of
discovery and self-reliance.)
II. Vernacular Literature (page 383)
A. Some writers wrote in the language of their regions, such as Italian, English, or French.
In the fourteenth century the Italian works of Dante and the English works of Geoffrey
Chaucer helped make such vernacular literature more popular.
B. Dante’s vernacular masterpiece is the Divine Comedy. This long poem is in three parts:
Hell, Purgatory, and Heaven (Paradise). Dante is led on an imaginary journey through
these realms, ending in Paradise, where he beholds God: “the love that moves the sun
and the other stars.”
turn
169
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 12, Section 2
C. Chaucer’s most famous vernacular work is The Canterbury Tales. His beauty of expression and clear and forceful language helped make his dialect the chief ancestor of
modern English. This collection of stories is told by a group of 29 pilgrims going to the
tomb of Saint Thomas à Becket at Canterbury. Chaucer portrays the entire range of
English society.
D. Christine de Pizan was a woman who wrote in French. Her 1404 book, The Book of the
City of Ladies denounced the many male writers who argued that women by nature are
not able to learn and are easily swayed. She argued that women could learn if they
were able to attend the same schools as men.
Discussion Question
Does contemporary society in general treat girls and boys equally in terms of educational
capacities and opportunities? (Answers will vary. Students should use examples. Accept relevant, thoughtful answers.)
III. Education in the Renaissance (pages 383–384)
A. Renaissance humanists believed that education could dramatically change human
beings. They wrote books on education and opened schools.
B. Liberal studies—history, moral philosophy, rhetoric, grammar and logic, poetry, mathematics, astronomy, and music—was at the core of humanist schools because it was
thought that these subjects allowed individuals to reach their full potential. Liberal
studies helped people attain virtue and wisdom, which develop the highest gifts that
ennoble people. Liberally educated people also learned the rhetorical skills to persuade others to take the path of wisdom and virtue.
C. Following the Greek ideal, humanist educators also stressed physical education,
including dancing.
D. The goal of humanist education was to create complete citizens. Humanist schools
provided the model for the basic education of the European ruling classes until the
twentieth century.
E. Females rarely attended these schools. Those that did received an education that
emphasized religion, morals, and domestic, artistic skills like singing and lute playing,
so they could become good Christian wives and mothers. They were not taught mathematics or rhetoric.
turn
170
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 12, Section 2
Discussion Question
What are the true goals of education? (Answers will vary. Accept relevant, thoughtful
answers. Obvious possibilities are individual development, civic participation, and employment.)
IV. The Artistic Renaissance in Italy (pages 384–386)
A. Renaissance artists sought to imitate nature in their works so viewers would see the
reality of what they were portraying. They also had a new world perspective, one in
which human beings were the “center and measure of all things.” Many of the artistic
breakthroughs occurred in Florence.
B. Masaccio’s fifteenth-century frescoes are considered the first masterpieces of early
Renaissance art (1400–1490). A fresco is a painting done on wet plaster with waterbased paints. Unlike the flat figures of medieval painting, Masaccio’s figures have
depth because he used the laws of perspective to create the illusion of three
dimensions.
C. The realism of perspective became a signature of Renaissance painting. The study
using geometry of the laws of perspective and the organization of space and light, and
the study of human movement and anatomy perfected this realistic style of painting.
The realistic portrayal of individual persons, especially the human nude, became one
of the chief aims of Italian Renaissance art.
D. There were similar stunning advances in sculpture. Donatello modeled his figures on
Greek and Roman statues. Among his most famous works is the realistic, freestanding
figure of Saint George.
E. The architect Filippo Brunelleschi created a new architecture based on Roman classical
buildings. His church of San Lorenzo in Florence does not overwhelm the worshipper,
as Gothic cathedrals might, but offers a space to fit human needs. Renaissance architects also sought to reflect a human-centered world.
F. The last stage of Renaissance painting is called the High Renaissance (1490–1520). The
artistic giants Leonardo da Vinci, Raphael, and Michelangelo dominated this period.
Leonardo mastered realistic painting, but his goal was to create idealized forms to capture the perfection of nature and the individual.
G. By age 25, Raphael was recognized as one of Italy’s greatest painters. His madonnas,
in which he also tried to achieve an ideal beauty surpassing human standards, were
especially admired. His famous fresco, School of Athens, reveals a world of balance,
harmony, and order—the underlying principles of classical art.
turn
171
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 12, Section 2
H. Michelangelo was an accomplished painter, sculptor, and architects known for his
great passion and energy. His paintings on the ceiling of the Sistine Chapel in Rome
show the beauty of an idealized human being who reflects divine beauty. The more
beautiful the body, the more godlike the figure.
Discussion Question
Look at Raphael’s painting School of Athens on page 386 of your textbook. The figures
under the arch are the Greek philosophers Plato (left) and Aristotle (right). Remembering what you learned about the differences between their philosophies, why is Plato
pointing to the heavens and Aristotle pointing to the earth? (Plato is pointing to the realm
of ideal Forms that he believed contained reality, while Aristotle is indicating that reality is found
in the realm of observation and experience.)
V.
The Northern Artistic Renaissance (pages 386–387)
A. The artists of the Low Countries—present-day Belgium, Luxembourg, and the
Netherlands—took a different approach to realistically portraying the world. They
illustrated books and wooden panels for altarpieces, in part because their Gothic
cathedrals did not have the wall space of the Italian churches on which to paint frescoes. The small scale made the northern painters masters of detail.
B. The most important artistic center in the north was Flanders. The Flemish painter Jan
van Eyck was among the first to use oil paint, which allowed the artist to use a wide
variety of colors and create fine details. Each detail was appointed as it was seen. At
first, northern Renaissance painters did not study the laws of perspective, however,
but achieved realism through observing reality.
C. Then such artists as the German Albrecht Dürer incorporated the laws of perspective.
His famous Adoration of the Magi keeps the northern emphasis on details but fits them
together harmoniously according to the laws of perspective. Like the Italian artists of
the High Renaissance, Dürer tried to achieve a standard of ideal beauty based on a
careful examination of the human form.
Discussion Question
In the classroom library, look up the term genre painting. What is it, and why do you
think it most notably flourished in the painting of seventeenth-century Holland? (Genre
painting is the painting of scenes from everyday life. One reason it flourished in seventeenthcentury Holland is that it developed from the painting in the northern Renaissance because of
the latter’s emphasis on the material details of the scenes being painted.)
end
172
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 12, Section 3
?
Did You Know
Half the proceeds of the German sales of
indulgences was to be used to pay off the large debt of the archbishop and elector Albert of Mainz, who had incurred the debt to pay
the pope for his appointment to office.
I.
Erasmus and Christian Humanism (pages 389–390)
A. The Protestant Reformation, begun by Martin Luther in the early sixteenth century,
divided the western Church into Catholic and Protestant groups. Earlier developments
set the stage for this event.
B. Italian humanism spread to northern Europe creating a movement called Christian
humanism. Christian humanists believed in the ability of human beings to reason and
improve themselves. They wanted to reform the Catholic Church. This reform would
occur through developing inner piety, or religious feeling, based on studying the
works of Christianity.
C. The best known Christian humanist was Desiderius Erasmus. He developed what he
called “the philosophy of Christ,” meant to show people how to live good lives on a
daily basis rather than how to achieve salvation. He stressed inward piety, not external
observance of rules and rituals. To reform the Church, Erasmus wanted to spread the
philosophy of Christ, educate people about Christianity, and criticize the abuses of the
Church. In his 1509 work The Praise of Folly, he especially criticized the monks.
Erasmus did not want to break away from the Church, as later reformers would. Yet
people of his day said, “Erasmus laid the egg that Luther hatched.”
Discussion Question
Why might the clergy object to the movement of Christian humanism? (Its belief in the
ability of human beings to reason and improve themselves would lessen the need for the clergy
and the Church to teach and lead people.)
II. Religion on the Eve of the Reformation (pages 390–391)
A. People were calling for reform in part because of corruption in the Catholic Church.
Between 1450 and 1520 a series of popes failed to meet the Church’s spiritual needs.
They were more concerned with the political interests of the Papal States. Julius II, the
“warrior-pope,” even led armies against his enemies. Many people were disgusted
with him and the Catholic Church.
turn
173
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 12, Section 3
B. Many Church officials used their offices to advance their careers and wealth, and
many local priests seemed ignorant of their spiritual duties, especially instructing the
faithful on achieving salvation—acceptance into Heaven. As a result, obtaining salvation became almost mechanical, for example by collecting relics. Venerating a saint
could gain an indulgence—release form all or part of punishment for sin—according
to the Church of the time.
C. Some people sought salvation in the popular mystical movement called the Modern
Devotion, which stressed the need to follow the teaching of Jesus, not Church dogma.
Most people found the Church unconcerned with their spiritual needs. This environment helps explain Luther’s ideas.
Discussion Question
Why might Christians have been so disgusted with Pope Julius II? (They believed that it
was unholy for a Christian, spiritual leader to be a military commander. As one critic wrote,
“How, O bishop standing in the room of the Apostles, dare you teach the people the things that
pertain to war?”)
III. Martin Luther (pages 391–393)
A. Martin Luther was a monk and professor at the University of Wittenberg, where he
lectured on the Bible. Though his study of the Bible, Luther came to reject the Catholic
teaching that both faith and good works were necessary for salvation. He believed
human deeds were powerless to affect God and that salvation was through faith alone.
God grants salvation to the faithful because he is merciful. The idea of justification
(being made right before God) by faith alone is the Protestant Reformation’s chief
teaching. For all Protestants, the Bible, not the Church, became the primary source of
religious truth.
B. The widespread selling of indulgences upset Luther. This practice simply harmed people’s chances of salvation, he believed. Angered by the practice, in 1517 Luther posted
his Ninety-five Theses on the door of the Castle Church in Wittenberg. They attacked
abuses in selling indulgences. Thousands of copies were printed.
C. In 1520 Luther called for the German princes to overthrow the papacy and establish a
reformed German church. Luther wanted to keep only two sacraments—baptism and
Communion—and called for the clergy to marry. Luther continued to emphasize his
new doctrine of salvation.
turn
174
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 12, Section 3
D. The Church excommunicated Luther in 1521. He was summoned to appear before the
imperial diet (legislative assembly) of the Holy Roman Empire in the city of Worms.
The emperor Charles V thought he could get Luther to change his ideas. Luther
refused, which outraged the emperor. The Edict of Worms made Luther an outlaw in
the empire. His books were to be burned and Luther delivered to the emperor.
Luther’s local ruler, however, protected him.
E. Luther’s religious movement soon became a revolution. It gained support from many
German rulers, who took control of Catholic churches and formed state churches
supervised by the government. Luther set up new services to replace the Mass, featuring Bible readings, preaching the word of God, and song. His doctrine became known
as Lutheranism, the first Protestant faith.
Discussion Question
Why, according to Luther, would buying indulgences interfere with a person’s possibility
of salvation? (If people thought they could get into Heaven through buying indulgences, they
would not attend to the quality of their faith.)
IV. Politics in the German Reformation (page 393)
A. From the beginning Luther’s movement was tied to politics. He believed the state was
called by God to maintain the peace and order necessary to spread the gospel. The
Holy Roman Emperor Charles V ruled an empire consisting of Spain, the Austrian
lands, Bohemia, Hungary, the Low Countries, Milan, Naples, and Spanish territories
in the New World. He wanted to keep all this Catholic and under the control of his
Hapsburg dynasty, but he faced many problems.
B. Charles V’s chief political problem was his rivalry with Francis I, king of France. Pope
Clement VII also opposed him. The pope joined the side of the French in their wars
with Charles V. Charles also had to send troops against the advancing Ottoman
Empire. Finally, many individual rulers of the German states supported Luther.
C. Charles was forced to make peace with the Lutheran princes, which he did in 1555
with the Peace of Augsburg. It accepted the division of Christianity within Germany.
German states could choose between Catholicism and Lutheranism. All states would
have the same legal rights. Rulers could choose their subjects’ religion. The settlement
did not recognize the right of subjects to choose their own religion, however, so it did
not recognize religious tolerance for individuals.
turn
175
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 12, Section 3
Discussion Question
What right that was not recognized by the Peace of Augsburg began to be recognized in
the seventeenth century and was fully recognized in the U.S. Constitution? (The right of
individuals to worship according to their consciences.)
end
176
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 12, Section 4
?
Did You Know
On May 2, 1536, King Henry VIII of England
committed Anne Boleyn—his second wife, who had failed to bear
him a son—to the Tower of London on a charge of adultery. Tried
by a court of her peers and unanimously convicted, Boleyn was
beheaded on May 19. On May 30, Henry married Jane Seymour.
I.
The Zwinglian Reformation and Calvin and Calvinism (pages 395–397)
A. With the Peace of Augsburg, the ideal of Christian unity was lost forever. Huldrych
Zwingli, a priest in Zürich, began a new Christian group in Switzerland. Relics and
images were forbidden in the city, and a new service of scripture reading, prayer, and
sermons replaced the Catholic Mass.
B. The Swiss and German reformers sought an alliance, but they could not agree on
the meaning of the sacrament of Communion. In 1531 Zwingli was killed in a war
between Protestant and Catholic states in Switzerland. John Calvin assumed the leadership of Protestantism in Switzerland.
C. John Calvin fled Catholic France for Switzerland after he converted to Protestantism.
He placed a new emphasis on the all-powerful nature of God—what Calvin called the
“power, grace, and glory of God.” This led him to the important idea of predestination, which meant that God in an “eternal decree” had determined in advance who
would be saved (the elect) and who would be damned (the reprobate).
D. Despite his injunction to the contrary, Calvin’s followers came to believe they were certain of salvation and were doing God’s work on Earth. Calvinism became a dynamic,
activist faith. In 1536 Calvin began to reform the city of Geneva. He created a church
government and a body called the Consistory, which enforced moral discipline. He set
up a court to oversee the moral life and doctrinal purity of Genevans. People who
deviated could be punished, even for such “crimes” as dancing and gambling.
E. Calvin’s success in Geneva made it a powerful center of Protestantism. Missionaries
trained in Geneva were sent throughout the world. By the mid-sixteenth century,
Calvinism had replaced Lutheranism as the most important form of Protestantism.
turn
177
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 12, Section 4
Discussion Question
Does Calvin’s doctrine of predestination make sense to you? (Answers will vary. Accept
relevant, thoughtful answers. One consideration is that predestination seems to have the counterintuitive implication that salvation does not depend on how one lives one’s life or how one uses
the God-given gifts of intelligence and will.)
II. The Reformation in England (pages 397–398)
A. Not religion but politics brought about the English Reformation. King Henry VIII
wanted to divorce his first wife, Catherine of Aragon, whom he thought could not give
him a male heir. The pope was unwilling to annul (declare invalid) his marriage, however, and Henry turned to England’s church courts. The archbishop of Canterbury
ruled that Henry’s marriage to Catherine was null and void.
B. Henry then married Anne Boleyn, who was crowned queen and who gave birth to a
girl. She later would become Queen Elizabeth I.
C. At Henry’s request, in 1534 Parliament moved to break England’s Catholic Church
away from the pope in Rome. The Act of Supremacy of 1534 ruled that the king was
the supreme head of the new Church of England. The king controlled religious doctrine, clerical appointments, and discipline. Thomas More famously opposed the king
and was beheaded.
D. Henry dissolved the monasteries and sold their land and possessions to the wealthy.
This gave him more money and supporters. He stuck close to Catholic teachings, however. The sickly nine-year-old Edward VI succeeded him. During his reign, church
officials moved the Church of England, also called the Anglican Church, in a
Protestant direction. Clergy could now marry and a new church service developed.
E. Henry’s daughter Mary came to the throne in 1553. She wanted to return England to
Catholicism, but her actions had the opposite effect. She earned the name “Bloody
Mary” by having 300 Protestants burned as heretics. By the end of her reign, England
was more Protestant than ever.
Discussion Question
For what reason do you think Thomas More opposed King Henry VIII? (Thomas More
believed that religious authority should be in the hands of religious leaders and that the supreme
authority of the Church was the pope. Also, he knew that Henry was moving against the Church
out of self-interest.)
turn
178
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 12, Section 4
III. The Anabaptists and Effects on the Role of Women (pages 398–400)
A. The radical Anabaptists rejected the involvement of the state in church affairs. To them
the true Christian church was a voluntary community of adult believers who had
undergone spiritual rebirth and had then been baptized. This belief in adult baptism
separated the Anabaptists from both Catholics and Protestants, who baptized infants.
B. Based on New Testament accounts of early Christianity, Anabaptists considered all
believers equal. Any member of the community could be a minister because all
Christians were considered priests. Women were often excluded from the ministry,
however.
C. Anabaptists believed in the complete separation of church and state. Government was
not to even have political authority over real Christians. Anabaptists would not hold
office or bear arms. They took literally the biblical commandment to not kill. Their
political and religious beliefs caused Anabaptists to be branded dangerous radicals.
Protestants and Catholics agreed on the need to persecute Anabaptists.
D. Contemporary Mennonites and Amish are Anabaptist communities.
E. Protestants developed a new view of the family. It had rejected the idea that special
holiness stemmed from celibacy, and the family was placed at the center of human life.
Protestants extolled the “mutual love between man and wife.” Protestantism continued the traditional subservience and obedience of the wife, however. Woman’s role
was to bear children. This function was part of the divine plan, according to Luther
and Calvin. Protestantism did not change women’s subordinate place in society.
Discussion Question
The Amish and Mennonites refuse to fight in wars. The American government allows
them to forego military service. Is the government correct in this position? (Answers will
vary. Accept relevant, thoughtful answers. One good answer is that the government’s recognizing the right to be a pacifist speaks is consistent with American ideals because this recognizes
freedom of conscience.)
IV. The Catholic Reformation (pages 400–401)
A. By the mid-sixteenth century, things did not look good for Catholicism due to the
spread of Protestantism. However, the Catholic Church revitalized in the sixteenth century for three chief reasons: the Jesuits, reform of the papacy, and the Council of Trent.
turn
179
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 12, Section 4
B. A Spanish nobleman named Ignatius of Loyola founded the Society of Jesus, known
as the Jesuits. The pope recognized Loyola and his followers as a religious order in
1540. Jesuits took a special vow of obedience to the pope. They used education to
spread their message. They were successful in restoring Catholicism to parts of
Germany and eastern Europe, and in spreading it to other parts of the world.
C. Pope Paul III saw the need to reform the papacy and appointed a Reform Commission
in 1537 to determine the Church’s ills. It blamed the corrupt policies of the popes.
Pope Paul III also convened the Council of Trent.
D. In 1545 a group of cardinals, archbishops, abbots, and theologians met in Trent. The
council met off and on there for 18 years. Its final decrees reaffirmed traditional
Catholic teachings in opposition to Protestant beliefs. Both faith and works were needed
for salvation. The seven sacraments, the Catholic view of Communion (Eucharist), and
clerical celibacy were upheld. Belief in purgatory and the use of indulgences was
strengthened, though selling indulgences was forbidden.
E. After the Council of Trent, the Roman Catholic Church had a clear body of doctrine
and was unified under the pope. It had a renewed spirit of confidence.
Discussion Question
What is the Catholic belief in purgatory? (Purgatory is the state in which the souls who have
died in grace work off their sins before entering into Heaven.)
end
180
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 13, Section 1
?
Did You Know
The captain of the only ship from Magellan’s
voyage that actually encircled the globe and returned to Spain
received from the Spanish ruler a globe with the inscription Primus
circumdedisti me (You were the first to encircle me) to add to his coat
of arms.
I.
Motives and Means (pages 407–409)
A. Europeans had long been attracted to Asia. Many people, including Christopher
Columbus, were fascinated by Marco Polo’s account of his travels to the court of
Kublai Khan and the exotic East. Fourteenth-century conquests by the Ottoman
Empire made traveling to the East by land difficult. Europeans wanted a route by sea.
B. The desire for wealth was a large part of European expansion. Merchants, adventurers,
and government officials hoped to find precious metals in and expand trade with the
East, especially trade in spices. Another motive was religious, the desire to spread the
Catholic faith to native peoples.
C. Adventure and glory comprised another motive for European expansion. “God, glory,
and gold,” then, were the motives.
D. By the fifteenth century the European monarchies had expanded their power and
resources to a point of being able to support ambitious expansion. Europeans had also
reached a level of technology that made a series of regular, long voyages possible.
E. Europeans acquired much of this technology from Arabs. Arab navigators and mathematicians had drawn charts, called portolani (records) showing coastlines and distances
between ports. By 1500, cartography—the art and science of mapmaking—had developed to where Europeans had fairly accurate maps of where they wanted to explore.
The compass showed the ship’s direction, and the astrolabe (also developed by Arabs)
showed its latitude, information needed for such long voyages. Europeans also were
able to build ships that could sail against the wind.
Discussion Question
Which of the three motives for European expansion do you think was the strongest for
most of the captains and sailors who made Europe’s initial voyages in search of the
East? Why do you think so? (Answers will vary. Make sure students give reasons for their
positions. Most answers will reveal the students’ views about human nature.)
turn
181
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 13, Section 1
II. The Portuguese Trading Empire (pages 409–410)
A. Portugal took the lead in European exploration. In 1420, Prince Henry the Navigator
sponsored Portuguese fleets that sailed along the western coast of Africa. They found
gold. Europeans called the southern coast of West Africa the Gold Coast.
B. In 1488, Bartholomeu Dias rounded the tip of Africa looking for a route to India. Vasco
da Gama made the trip to the port of Calcutta in India in 1498. He took on a cargo of
spices and returned to make a profit of several thousand percent. The route became
well traveled.
C. Portuguese fleets took control of the spice trade from the Muslims by force. In 1510,
Admiral Alfonso de Albuquerque set up a Portuguese port at Goa, on the western
coast of India. He then sailed on to Melaka on the Malay Peninsula. This was a thriving port for the spice trade.
D. From Melaka, the Portuguese made expeditions to China and the Moluccas, known as
the Spice Islands. In the Spice Islands they signed a treaty with a local ruler for the
purchase and export of cloves to Europe. This treaty gave Portugal control of the spice
trade. Its trading empire was complete. Portugal had neither the power, people, or
desire to colonize Asian regions, however.
Discussion Question
Why was the spice trade so lucrative? (Answers will vary. One good answer is that the
European diet was fairly uniform and bland. Another is that the East had a hold on the European
imagination.)
III. Voyages to the Americas (pages 410–412)
A. As the Portuguese sailed east to reach the source of the spice trade, the Spanish sailed
west to find it. Spain had more resources and people than Portugal, and it established
an overseas empire quite different form the Portuguese trading posts.
B. Convinced that the circumference of the Earth was not as great as others thought,
Italian Christopher Columbus believed he could reach Asia by sailing west. Financed
by Queen Isabella of Spain, in 1492 he reached and explored the coastline Cuba. He
believed he had reached Asia. In his four voyages he explored many Caribbean Islands
and Honduras—all of which he called the Indies.
C. Both Spain and Portugal feared the other would claim some of its newly “discovered”
territories. They resolved the problem by agreeing on a line of demarcation dividing
their new domains. In the 1494 Treaty of Tordesillas, they decided on a north-to-south
line through the Atlantic Ocean and the easternmost part of South America.
turn
Portugal claimed the unexplored territories east of the line, Spain to the west.
182
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 13, Section 1
D. Other countries realized that Columbus had discovered a new frontier. Explorers from
many countries joined the race to the Americas. Venetian John Cabot explored the
New England coastline for England. Florentine Amerigo Vespucci went on several
voyages and wrote letters describing what he saw. They led to the name America (after
Amerigo) for the new lands
E. Europeans called these lands the New World, but in fact they had had flourishing civilizations for centuries before the Europeans arrived.
Discussion Question
Portuguese is widely spoken in one country in the Americas. What country is that, and
how did Portuguese come to be the dominant language? (The country is Brazil. The Treaty
of Tordesillas gave Portugal claim to it because the eastern part of Brazil fell on Portugal’s side of
the demarcation line.)
IV. The Spanish Empire (page 412)
A. The Spanish conquerors of the Americas—known as conquistadors—had incredible
success due to guns and determination. By 1550, Spain controlled northern Mexico.
Shortly thereafter, Francisco Pizarro took control of the Inca Empire in the Peruvian
Andes. Within 30 years, the western part of Latin America, as Europeans called it, was
under Spanish control.
B. The Spanish created a system of colonial administration. Queen Isabella declared that
the natives (called Indians after the Spanish word Indios, or “inhabitants of the Indies”)
were her subjects. She gave the Spanish the right, called encomienda, to use the natives
as laborers.
C. The Spanish were supposed to protect Native Americans, but few of them worried
about this matter. Forced labor, starvation, and disease took a huge toll on the Native
Americans. European diseases ravaged the native populations, who lacked immunity
to such diseases as smallpox. Haiti had a population of 100,000 when Columbus
arrived. By 1570, only 300 Native Americans had survived. Mexico’s population
dropped from 25 million to 3 million.
D. Catholic missionaries converted and baptized hundreds of thousands of native peoples. They also brought parishes, schools, and hospitals. European religion, culture,
language, and government replaced the native structures.
turn
183
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 13, Section 1
Discussion Question
Much of contemporary culture insists that Native American replace the word Indian.
What is the argument for the change? Do you think paying attention to the names of
peoples and groups is important for society? (Answers will vary. Accept relevant, thoughtful
answers. The chief argument for changing such terms probably is that native people should not
bear the names given them by colonial masters because it tends to perpetuate the effacement of
their own history and because people have a right to determine their identities.)
V.
Economic Impact and Competition (pages 412–413)
A. Europeans sought silver and gold wherever they went in the Americas. One Aztec
commented that the conquistadors “longed and lusted for gold. Their bodies swelled
with greed; they hungered like pigs for that gold.” Silver was found in Mexico and
modern Bolivia.
B. In addition to gold and silver, sugar, cotton, dyes, vanilla, and hides from livestock
flowed into Spain. Native agricultural products such as potatoes, coffee, corn, and
tobacco were shipped to Europe.
C. Portuguese expansion in the East also created an economic impact. Portugal soon challenged the Italian states as the chief entry point for eastern spices, jewels, silk, carpets,
ivory, leather, and perfumes.
D. Other European countries soon sought similar economic benefits for themselves.
E. By the end of the sixteenth century, the Spanish had established themselves in the
Philippine Islands, where Ferdinand Magellan had landed earlier and was killed by
the natives. It was a base for Spanish trade across the Pacific Ocean.
F. Several rivals entered the trading scene. At the beginning of the seventeenth century,
an English fleet sailed to India and established trade on the northwestern coast. Trade
with Southeast Asia followed.
G. The Dutch arrived in India in 1595. The Dutch formed the East India Company and
competed with the English and the Portuguese. The Dutch also formed the West India
Company for trade in the Americas. The Dutch colony of New Netherlands was in
modern New York. Names like Staten Island and Harlem come from the Dutch.
H. After 1650, rivalry with the English and the French ended the Dutch commercial enterprise in the Americas. The English seized New Netherlands and renamed it New York.
Canada became a French colony.
I. The English established the Massachusetts Bay Colony in 1630. Soon its numbers
increased to forty thousand. By 1700, England has established a colonial empire
along North America’s eastern seaboard.
turn
184
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 13, Section 1
J. European nations in the 1500s and 1600s established many colonies in the Americas
and the East. A colony is a settlement of people living in a new territory, linked with
the parent country by trade and governmental control.
K. Colonies and trading posts greatly increased international trade. Colonies played
an important role in the theory of mercantilism, a set of principles that dominated
seventeenth-century economic thought. According to this theory, a nation’s prosperity
depended on a large supply of bullion (gold and silver) because bullion gave a country a favorable balance of trade—the difference in value between what a nation
imports and what it exports over time.
L. Nations wanted a favorable balance of trade, which means that the value of exported
goods is greater than the value of imported goods. Governments stimulated export
industries and trade by granting subsidies to new industries, improving transportation
systems, and placing high tariffs (taxes) on foreign goods to keep them out of the
parent country.
M. Colonies were important as sources of raw materials for the parent country and markets for the parent country’s finished goods.
Discussion Question
Historians call the complex interchange between Europe and the Americas begun in the
fifteenth century the “Columbian Exchange,” after Columbus. On balance, was this
exchange beneficial or non-beneficial for the world? (Answers will vary. Accept relevant,
thoughtful answers. Students should be specific about the effects of the exchange.)
end
185
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 13, Section 2
?
Did You Know
Historians define a slave as having the following characteristics: a slave is a form of property, either movable or
immovable; a slave is the object of law, not its subject, and is not
able to enter into contracts; a slave has fewer rights than his or her
owner; few, if any, limits exist on how slaves may be abused; the
product of the slave’s labor belongs to someone else; a slave has
few, if any, political rights.
I.
The Slave Trade (pages 415–417)
A. In the fifteenth century the primary market for African slaves was Southwest Asia,
where they were used principally as domestic servants. Some European countries also
had slaves, used as servants for wealthy families.
B. The demand for slaves rose dramatically with the European voyages to the Americas
and the planting of sugar cane there. Plantations, large agricultural estates, were set
up on the eastern coast of Brazil and on islands in the Caribbean to grow sugar cane.
Growing cane is labor intensive. The small native population, much of which had died
from European diseases, could not provide the labor. African slaves were imported to
meet the need.
C. A Spanish ship carried the first boatload of African slaves to the Americas in 1518. The
trade grew tremendously in the next two centuries, becoming part of the New World
economy’s triangular trade.
D. This pattern of triangular trade connected Europe, Africa and Asia, and the Americas.
European merchants carried goods to Africa, where they traded for slaves. The slaves
were shipped to and sold in the Americas. European merchants then bought tobacco,
molasses, sugar, and cotton for sale in Europe.
E. An estimated 275,000 African slaves were exported during the sixteenth century. Over
a million were shipped in the seventeenth century, and six million in the eighteenth
century. Up to ten million slaves in all were shipped from Africa to the Americas.
F. One reason for the high numbers was the death rate. Many slaves died on the Middle
Passage, the journey to the Americas that was the middle leg of the triangular trade
route. Many of those who survived died of diseases after arriving. Since succeeding
generations developed immunities, death rates were higher for newly arrived slaves
than for those who were born and raised in the Americas.
G. Before the Europeans entered the scene, most slaves in Africa were war captives.
Europeans bought slaves in return for guns, gold, and other European goods.
turn
186
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 13, Section 2
H. Some local rulers became concerned about the impact of the slave trade on their societies. In a letter to the king of Portugal in 1526, King Afonso of Congo said, “so great
is the corruption that our country is being completely depopulated.” These protests
were ignored, and many other local rulers profited from the slave trade.
I. The slave trade depopulated areas, deprived many African communities of their
youngest and strongest men and women, and increased local warfare as different
traders and rulers competed with each other and raided neighbors for slaves.
J. One Dutch slave trader remarked, “From us they have learned strife, quarreling,
drunkenness, trickery, theft, unbridled desire for what is not one’s own, misdeeds
unknown to them before, and the accursed lust for gold.”
K. Some African states, such as the brilliant and creative Benin, were devastated by the
slave trade. As their population declined and warfare increased, the people lost faith in
their gods, their art deteriorated, and human sacrifice increased. Benin became brutal
and corrupt. Later, it took years to discover the brilliance of the earlier culture
destroyed by slavery.
Discussion Question
What corruption did King Afonso have in mind? (He meant the way that his people and the
Europeans gave up their souls for greed. The Portuguese also tried to assassinate him because
they thought he was hiding gold. King Afonso converted to Christianity and remained a devout
Christian.)
II. Political and Social Structures (pages 417–418)
A. Only in a few areas, such as South Africa and Mozambique, were there signs of a
permanent European presence. Generally, European influence did not extend beyond
slave trade in the coastal regions.
B. In general, traditional African political systems continued. Monarchy was common by
the sixteenth century. Some were highly centralized, and the king was considered
almost divine.
C. Other African states were collections of small principalities tied by kinship or other
loyalties. Ashanti on the Gold Coast is a good example. To provide visible evidence of
local ties to the king, each local ruler had a ceremonial stool of office that symbolized
the kinship ties linking the rulers together. The king had an exquisite golden stool to
symbolize the unity of the entire state.
D. In such societies as the Ibo of eastern Nigeria, Africans lived in small political units
with authority vested in a village leader. The Ibo region produced more slaves than
almost any other area of Africa.
turn
187
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 13, Section 2
E. Europeans did cause some changes in Africa. The Songhai trading empire was weakened when slave trade routes shifted to the coast. This change also led to the
emergence of a new Moroccan dynasty in the late sixteenth century. Morocco wanted
to control the Saharan gold and salt trade. In 1590, Moroccan forces defeated the
Songhai army and occupied the trading center of Timbuktu.
F. Foreigners also influenced African religious life. The main impact was from Islam. It
became dominant in North Africa and spread southward into the states of West Africa.
Christianity was established only in South Africa and Ethiopia.
Discussion Question
What symbols of authority does the American president have? (Answers will vary. Some
obvious possibilities are the seal of the presidency and the right to live in the White House.)
end
188
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 13, Section 3
?
Did You Know
General Phraya Chakkri became the Thai
monarch in 1782 and founded the royal dynasty that still rules
Thailand today. Chakkri built a new capital called Bangkok, still
Thailand’s capital, after the Burmese army sacked the previous Thai
capital in 1767. He renamed the Thai kingdom Siam.
I.
Emerging Mainland States (pages 419–420)
A. In 1500, mainland Southeast Asia was relatively stable. From Burma to Vietnam, kingdoms with their own ethnic, linguistic, and cultural characteristics were being formed.
B. Conflicts did erupt between the emerging states. Burma and Thailand clashed. The
Vietnamese began their “March to the South.” By the end of the fifteenth century, they
subdued the rival state of Champa. They then took control of the Mekong delta from
the Khmer, a monarchy that virtually disappeared by 1800.
C. Muslim merchants penetrated the Malay Peninsula and the Indonesian archipelago.
The major impact of Islam came in the fifteenth century with the rise of the new sultanate at Melaka. Melaka was powerful because of its strategic location and the spice
trade’s rapid growth. Melaka shortly became the leading power in the region.
D. The European success in creating trading empires in the East and conquering the
Americas owed much to the use of gunpowder and cannons. For example, the heavy
cannon of the Portuguese ships made defeating the lighter Muslim fleets easy. The
Ottoman and Safavid Empires also used gunpowder effectively, causing historians to
label them and others “gunpowder empires.”
Discussion Question
The late twentieth century saw the emergence of a group in Southeast Asia that claimed
the name of Khmer. Who were they, what country did they control, and what are they
most known for? (The group was the communist Khmer Rouge (red), it controlled modern
Cambodia after the Vietnam War, and it is most known for brutal repression and genocide.)
II. The Arrival of Europeans (pages 420–422)
A. In 1511, the Portuguese seized Melaka and soon occupied the Moluccas, or Spice
Islands. They were the chief source of the spices that attracted the Portuguese to the
Indian Ocean.
turn
189
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 13, Section 3
B. The Portuguese were able to establish only trading posts and way stations en route to
the Spice Islands. That situation changed with the arrival of the English and Dutch
traders, who were better financed than the Portuguese. In the early 1600s, the Dutch
gradually pushed the Portuguese out of the spice trade. The Dutch also drove the
English out of the spice trade. The English were reduced to one port on the coast of
Sumatra, and the Dutch occupied most of the formerly Portuguese forts along the
trade routes, including Ceylon (present-day Sri Lanka).
C. The Dutch began to consolidate their political and military control over the entire area.
They brought the island of Java under their control and established a fort there to protect their possessions in the East. They used tactics such as trying to dominate the
clove trade by limiting cultivation to one island and forcing others to stop growing
and trading the spice.
D. Europeans had less impact on the Southeast Asian mainland than on the Malay
Peninsula and Indonesia. The Portuguese established limited trade relations with
several mainland states (part of the continent, as opposed to peninsulas and offshore
islands), including Thailand, Burma, Vietnam, and what remained of the old Angkor
kingdom in Cambodia. European states also tried to gain missionary privileges. The
mainland states generally were able to unite and drive the Europeans out.
E. Civil war in Vietnam temporarily divided the country into two separate states. By the
mid-seventeenth century, Europeans began to take sides in local politics. Soon, however, it became clear that the economic opportunities were limited and many Europeans
pulled out. French missionaries tried to stay, but they were blocked in their efforts by
authorities who saw Catholicism as a threat to the prestige of the Vietnamese emperor.
F. The mainland states of Burma, Thailand, and Vietnam were able to resist the
Europeans partly because they had strong monarchies that resisted foreign intrusion.
Non-mainland states had less political unity. They were also victims of the fact that
they were so rich in the spices that the Europeans coveted.
Discussion Question
The slang term java for coffee came into nineteenth-century American usage. Why is this
a term for coffee? (The reference is to the coffee-producing island of Java that the Dutch controlled centuries ago.)
III. Religious and Political Systems (page 422)
A. Between 1500 and 1800 religious beliefs changed in Southeast Asia. Islam and
Christianity made converts in the non-mainland states and the Philippines. Buddhism
was advancing in the mainland and became dominant from Burma to Vietnam.
turn
190
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 13, Section 3
B. Politically, Southeast Asia evolved into four styles of monarchy: Buddhist, Javanese,
Islamic, and Vietnamese.
C. The Buddhist style of kingship became the chief form of government in Burma,
Thailand, Laos, and Cambodia. The king was considered superior to other human
beings, serving as the link between human society and the universe.
D. Javanese kingship was rooted in Indian political traditions. Like Buddhist kings,
Javanese rulers were believed to have a sacred quality, maintaining the balance
between the material and spiritual worlds. The palace was designed to represent the
center of the universe.
E. Islamic sultans on the Malay Peninsula and some islands of the Indonesian archipelago were viewed as mortal, though with special qualities. They were defenders of the
faith and staffed the bureaucracy—a body of nonelective government officials—with
aristocrats.
F. Vietnamese kingship followed the Chinese model. The Vietnamese emperor ruled by
Confucian principles. He was seen as a mortal appointed by Heaven to rule because of
his talent and virtue. He also was an intermediary between Heaven and Earth.
Discussion Question
Why might people believe that their ruler was an intermediary between Heaven and
Earth? (Answers will vary. Accept relevant, thoughtful answers. One good explanation is that
this way they thought their ruler had the ability to maintain order in their lives and intercede
with the gods on their behalf.)
end
191
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 14, Section 1
?
Did You Know
During the reign of her half sister Mary,
Elizabeth I was arrested and sent to the Tower of London on suspicion of contributing to a plot to overthrow the government and
restore Protestantism. Two months of interrogation and spying
revealed no conclusive evidence of treason, therefore, Elizabeth was
released from the tower and placed in close custody for a year.
I.
The French Wars of Religion (pages 429–430)
A. Calvinism and Catholicism had become militant (combative) religions by 1560. Their
struggle for converts and against each other was the main cause of Europe’s sixteenthcentury religious wars.
B. The French civil wars known as the French Wars of Religion (1562–1598) were shattering. The Huguenots were French Protestants influenced by John Calvin. Only 7
percent of the population, Huguenots made up almost 50 percent of the nobility,
including the house of Bourbon, which ruled Navarre and was next in line for the
Valois dynasty.
C. The Valois monarchy was strongly Catholic. A group in France called the ultraCatholics also strongly opposed the Huguenots.
D. Many townspeople were willing to help nobles weaken the monarchy, so they became
a base of opposition against the Catholic king. Civil war raged for 30 years until in
1589, Henry of Navarre, leader of the Huguenots, succeeded to the throne as Henry IV.
E. He converted to Catholicism because he realized that a Protestant would not have the
support of French Catholics. He issued the Edict of Nantes in 1598. It recognized
Catholicism as France’s official religion, but gave the Huguenots the right to worship
and to have all political privileges, such as holding office.
Discussion Question
You are now almost halfway through your history text. Is studying history useful, interesting, or important? Why or why not? (Answers will vary. Accept relevant, thoughtful
answers. Use the occasion to review by making sure students use examples from the course in
their answers.)
turn
192
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 14, Section 1
II. Philip II and Militant Catholicism (pages 430–431)
A. King Philip II of Spain was the greatest supporter of militant Catholicism. He ruled
from 1556 to 1598, and his reign began a period of cultural and political greatness
in Spain.
B. Philip II wanted to consolidate control over his lands—Spain, the Netherlands, and
possessions in Italy and the Americas. He strengthened his control of his domain by
insisting on strict adherence to Catholicism and support for the monarchy. Spain saw
itself as the nation God chose to save Catholic Christianity from the Protestant heretics.
C. Philip II became a champion of Catholicism. Under Spain’s leadership he formed a
Holy League against the Turks. He roundly defeated their fleet in the famous Battle of
Lepanto in 1571.
D. The Spanish Netherlands—modern Netherlands and Belgium—was very rich. Nobles
there resented Philip II trying to consolidate his control of their lands. He also tried to
crush Calvinism there. When Calvinists began to destroy church statues, Philip sent
ten thousand troops to stop the rebellion.
E. In the north, the Dutch prince William the Silent offered growing resistance to Philip.
In 1609, a 12-year truce stopped the wars. The north became the United Provinces of
the Netherlands, which was one of Europe’s great powers and the core of the modern
Dutch state.
F. Spain was the world’s most populous empire when Philip’s reign ended in 1598. It
seemed a great power, but in reality Philip had bankrupted the country by spending
too much on war. His successor continued to overspend, now on court life. Further,
Spain’s armed forces were out-of-date and the government was inefficient. Real power
shifted to England.
Discussion Question
Given its small size, how did the United Provinces of Netherlands become so powerful?
(It ran a highly successful trading empire.).
III. The England of Elizabeth (pages 431–432)
A. Elizabeth Tudor ascended to the throne of England in 1558. During her reign, this
small island became the leader of the Protestant nations and laid the foundation for
becoming a world empire.
turn
193
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 14, Section 1
B. Elizabeth quickly tried to resolve the religious conflicts. She repealed laws favoring
Catholics. A new Act of Supremacy named her as “the only supreme governor” of
church and state. The Church of England practiced a moderate Protestantism.
C. Elizabeth was moderate in foreign affairs as well. She tried to keep France and Spain
from becoming too powerful by supporting first one and then the other, balancing
their power. Even so, she could not escape a conflict with Spain. Philip II had long
toyed with the idea of invading England to return it to Catholicism.
D. In 1588, Spain sent an armada—a fleet of warships—to invade England. Yet the fleet
that sailed had neither the manpower nor the ships to be victorious. The Spanish fleet
was battered in numerous encounters and finally sailed home by a northward route
around Scotland and Ireland, where storms sank many ships.
Discussion Question
Page 433 has an excerpt from a famous speech Queen Elizabeth gave toward the end of
her reign. What is her main point? (She says that the relation she has had with her subjects
and with England is one of mutual love, not of self-interest, gain, and the like. Accept other
answers that are supported with examples from the excerpt.)
end
194
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 14, Section 2
?
Did You Know
After the restoration of King Charles II, Oliver
Cromwell’s embalmed remains were dug out of his Westminster
Abbey tomb and hung up at Tyburn, where criminals were executed.
His body was then buried beneath the gallows. Cromwell’s head,
however, was stuck on a pole on top of Westminster Hall for the
duration of Charles II’s reign.
I.
Economic and Social Crises (pages 434–435)
A. From 1560 to 1650, Europe experienced economic and social crises. One economic
problem was inflation—rising prices—due to the influx of gold from the Americas
and increased demand for land and food as the population grew.
B. By 1600, an economic slowdown had hit Europe. For example, Spain’s economy seriously fell by the 1640s because New World mines were producing less silver, pirates
grabbed much of what was bound for Spain, and the loss of Muslim and Jewish merchants and artisans.
C. By 1620, population began to decline, especially in central and southern Europe.
Warfare, plague, and famine all contributed to the population decline and general
social tension.
Discussion Question
Why might an influx of currency raise prices? (The more money people have to spend the
more competition there is among buyers for products, so sellers are able to raise prices and still
sell successfully.)
II. The Witchcraft Trials (page 435)
A. A belief in witchcraft, or magic, had been part of traditional village life for centuries.
The zeal behind the Inquisition was soon focused on witchcraft, and many people in
Europe were seized by a hysteria about the matter.
B. Perhaps more than one hundred thousand people were charged with witchcraft. Most
often common people were accused. More than 75 percent of the accused were
women, mostly single, widowed, or over 50.
C. Accused witches were tortured and usually confessed to such things as swearing allegiance to the devil, casting spells, and attending revels at night called sabbats.
turn
195
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 14, Section 2
D. By 1650, the witchcraft hysteria had lessened. As governments strengthened after the
period of crises, they were not tolerant of having witch trials disrupt society. Also, attitudes were changing: many people found it unreasonable to believe in a world
haunted by evil spirits.
Discussion Question
What role, if any, did gender play in the witch trials of Europe of this time period?
(Answers will vary. Accept relevant, thoughtful answers. Use the chapter’s statistics in B above
to start the discussion, noting that the preponderance of women is probably not accidental.)
III. The Thirty Years’ War (pages 435–436)
A. Religious disputes continued in Germany after the Peace of Augsburg in 1555 principally because the peace settlement did not recognize Calvinism, which spread
throughout Europe.
B. Religion, politics, and territory all played a role in the Thirty Years’ War, called the
“last of the religious wars.” The war began in the Holy Roman Empire in 1618 as a
fight between the Hapsburg Holy Roman emperors and Protestant nobles in Bohemia
who rebelled against the Hapsburgs. All major European countries but England
became involved.
C. Most important was the struggle between France, on the one hand, and Spain and the
Holy Roman Empire, on the other hand, for European leadership.
D. The battles took place on German soil, and Germany was plundered and destroyed for
30 years. The Peace of Westphalia ended the war in 1648. Some countries gained new
territories, and France emerged as the dominant nation in Europe.
E. The Peace of Westphalia said all German states could determine their own religion.
The states that made up the Holy Roman Empire became independent. The Holy
Roman Empire died and Germany would not reunite for two hundred years.
F. The Thirty Years’ War was Europe’s most destructive ever. The flintlock musket, soon
fitted with a bayonet, was a new, accurate weapon that could be reloaded faster than
earlier firearms. Increased use of firearms and greater mobility on the battlefield meant
armies had to be better disciplined and trained. Governments began to support standing armies. By 1700, France had a standing army of four hundred thousand.
turn
196
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 14, Section 2
Discussion Question
Where in the contemporary world is there still intense conflict between Protestants and
Catholics? (Northern Ireland)
IV. Revolutions in England (pages 437–439)
A. The seventeenth century saw England’s civil war, the English Revolution. In essence,
it was a struggle between Parliament and the king to determine the power of each in
governing England.
B. The Tudor dynasty ended with Elizabeth’s death in 1603. The Stuart king of Scotland,
James I, ascended to the throne. He believed in the divine right of kings—that kings
receive their power from God and are responsible only to God. Parliament wanted an
equal role in ruling, however.
C. Religion was an issue as well. Puritans (one group of English Calvinists) disagreed
with the king’s defense of the Church of England, wanting it to be more Protestant.
Many Puritans served in the House of Commons, the lower house of Parliament,
which gave them power.
D. Conflict came to a head under the reign of James I’s son, Charles I, who also believed
in the divine right of kings. In 1628, Parliament passed a petition prohibiting passing
taxes without Parliament’s consent. At first the king agreed, but later he changed his
mind. Charles I also tried to add ritual to the Protestant service, which to the Puritans
seemed a return to Catholicism. Thousands of Puritans went to America rather than
adhere to Charles I’s religious policies.
E. Civil war broke out in 1642 between supporters of the king (Cavaliers or Royalists)
and those of Parliament (Roundheads). Parliament won, principally because of the
New Model Army of its leader and military genius, Oliver Cromwell. His army was
made up chiefly of extreme Puritans known as the Independents. They believed they
were doing battle for God.
F. Cromwell purged Parliament of anyone who had not supported him and executed
Charles I in 1649. The execution of the king horrified much of Europe. Parliament abolished the monarchy and the House of Lords, and declared a republic, or
commonwealth.
G. Cromwell soon dismissed Parliament and set up a military dictatorship. He ruled until
his death in 1658. Parliament then restored the monarchy, and Charles II took the
throne. Under the restored Stuart monarchy, Parliament kept much of the power it had
gained. It restored the Church of England as the state religion and restricted some
rights of Catholics and Puritans.
turn
197
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 14, Section 2
H. In 1685, James II became king. He was a devout Catholic. James named Catholics to
high positions in the government, armed forces, and universities. Conflict over religion
again brewed.
I. Parliament did not want James II’s Catholic son to assume the throne. A group of
English nobleman invited the Dutch leader, William of Orange, husband of James’s
daughter Mary, to invade England. William and Mary raised an army and marched to
England. James and his family fled, so with almost no violence, England underwent its
“Glorious Revolution.” The issue was who would be monarch.
J. William and Mary accepted the throne in 1689 along with a Bill of Rights, which set
forth Parliament’s right to make laws and levy taxes. As well, standing armies could
be raised only with Parliament’s consent. The rights of citizens to bear arms and to a
jury trial were also part of the document. The Bill of Rights helped create a government based on the rule of law and a freely elected Parliament. It laid the ground for a
limited, or constitutional, monarchy.
K. The Toleration Act of 1689 gave Puritans, not Catholics, the right of free public worship. Few English citizens were persecuted for religion ever again, however. By
deposing one king and establishing another, Parliament had destroyed the divine right
theory of kingship.
Discussion Question
Why would the execution of a king be so horrifying in 1649? (Answers will vary. Accept
relevant, thoughtful answers. Many people believed that there was a connection between the king
and God, so the execution must have seemed blasphemous. It may well have seemed in invitation
to anarchy, as well.)
end
198
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 14, Section 3
?
Did You Know
At the time of his father’s death, the four-yearold Louis XIV was, according to the laws of his kingdom, the owner
of the bodies and property of 19 million subjects. Nonetheless, he
once narrowly escaped drowning in a pond because no one was
watching him.
I.
France under Louis XIV (pages 441–444)
A. One response to the crises of the seventeenth century was to seek stability by increasing the monarchy’s power. This response historians call absolutism, a system in which
the ruler has total power. It also includes the idea of the divine right of kings.
B. Absolute monarchs could make laws, levy taxes, administer justice, control the state’s
officials, and determine foreign policy.
C. The best example of seventeenth-century absolutism is the reign of Louis XIV of
France. French power and culture spread throughout Europe. Other courts imitated
the court of Louis XIV.
D. Louis XIII and Louis XIV were only boys when they came to power. A royal minister
held power for each up to a certain age, Cardinal Richelieu for Louis XIII and
Cardinal Marazin for Louis XIV. These ministers helped preserve the monarchy.
E. Richelieu took political and military rights from the Huguenots, a perceived threat to
the throne, and thwarted a number of plots by nobles through a system of spies, executing the conspirators.
F. Louis XIV came to the throne in 1643 at age four. During Marazin’s rule, nobles
rebelled against the throne, but their efforts were crushed. Many French people concluded that the best chance for stability was with a monarch.
G. Louis XIV took power in 1661 at age 23. He wanted to be and was to be sole ruler of
France. All were to report to him for orders or approval of orders. He fostered the
myth of himself as the Sun King—the source of light for his people.
H. The royal court Louis established at Versailles served three purposes. It was the king’s
household, the location of the chief offices of the state, and a place where the powerful
could find favors and offices for themselves. From Versailles, Louis controlled the central policy-making machinery of government.
I. Louis deposed nobles and princes from the royal council and invited them to
Versailles where he hoped court life would distract them from politics. This tactic often
worked. Louis’ government ministers were to obey his every wish. He ruled with
absolute authority in the three traditional areas of royal authority: foreign policy, the
Church, and taxes.
turn
199
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 14, Section 3
J. Louis had an anti-Huguenot policy, wanting the Huguenots to convert to Catholicism.
He destroyed Huguenot churches and closed Huguenot schools. As many as two hundred thousand Protestants fled France.
K. The mercantilist policies of the brilliant Jean-Baptiste Colbert helped Louis with the
money he needed for maintaining his court and pursuing his wars.
L. Louis developed a standing army of four hundred thousand. He wanted the Bourbon
dynasty to dominate Europe. To achieve this goal, he waged four wars between 1667
and 1713, causing many other nations to form alliances against him. He did add some
lands to France and set up a member of his dynasty on Spain’s throne.
M. The Sun King died in 1715. France was debt-ridden and surrounded by enemies. On
his deathbed he seemed remorseful for not caring for the people more.
Discussion Question
What are the basic principles of mercantilism? (Mercantilism stresses the need to have a
favorable balance of trade for a country to be wealthy and grow economically. Mercantilism
stresses government policies that support a favorable balance of trade, having high reserves of
gold and silver, and using colonies as sources of bullion and raw goods, and as markets for the
parent country.)
II. Absolutism in Central and Eastern Europe (pages 444–445)
A. After the Thirty Years’ War, two German states—Prussia and Austria—emerged in the
seventeenth and eighteenth centuries as great powers.
B. Frederick William the Great Elector laid the basis for the Prussian state. He built an
efficient standing army of forty thousand men, the fourth largest army in Europe.
C. Frederick William set up the General War Commissariat to oversee the army. It soon
became a bureaucratic machine for civil government as well. Frederick William used it
to govern the state. Many members were landed aristocracy known as Junkers, who
served in the army as well.
D. Frederick William’s son became King Frederick I in 1701.
E. The Austrian Hapsburgs had long been Holy Roman emperors. After the Thirty Years’
War, they created a new empire in eastern and southeastern Europe. Its core was in
present-day Austria, the Czech Republic, and Hungary. After the defeat of the Turks
in 1687 (see Chapter 15), Austria took control of Transylvania, Croatia, and Slovenia
as well.
turn
200
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 14, Section 3
F. The Austrian monarchy never was a centralized, absolutist state, however. It was
made up of many national groups. The empire was a set of territories held together by
the Hapsburg emperor, who was archduke of Austria, king of Bohemia, and king of
Hungary. Each area had its own laws and political life, however.
Discussion Question
Why did Frederick William build up Prussia’s armed forces? (Prussia was relatively small,
and vulnerable to attack and conquest.)
III. Russia under Peter the Great (pages 445–447)
A. In the sixteenth century, Ivan IV became the first Russian ruler to take the title of czar,
Russian for caesar. Called Ivan the Terrible for his ruthlessness, he expanded Russia
eastward and crushed the power of the Russian boyars (the nobility).
B. The end of Ivan’s rule in 1584 was followed by a period of anarchy called the Time of
Troubles. It ended when the national assembly chose Michael Romanov as czar in
1613. The Romanov dynasty lasted until 1917.
C. Its most prominent member was Peter the Great, an absolutist who believed in the
divine right of kings. He became czar in 1689. Peter soon made a trip to the West, and
he returned determined to Europeanize Russia. He wanted European technology to
create a great army to support Russia as a great power. By Peter’s death in 1725,
Russia was an important European state.
D. To create his army, Peter drafted peasants for 25–year stints. He also formed the first
Russian navy. He divided Russia into provinces to rule more effectively. He wanted
to create a “police state,” by which he meant a well-ordered community governed
by law.
E. Peter introduced Western customs and etiquette. At court, Russian beards had to be
shaved and coats shortened, for example, as were the customs in Europe. Upper-class
women gained much from Peter’s reforms. He insisted they remove their veils, and he
held gatherings for conversation and dancing where the sexes mixed, as in Europe.
F. Peter’s goal was to make Russia a great power. An important part of this was finding a
port with access to Europe through the Baltic Sea. At the time Sweden controlled the
Baltic. Peter warred with Sweden, and he acquired the lands he needed. In 1703 on the
Baltic, he began construction of a new city, St. Petersburg. It was the Russian capital
until 1917.
turn
201
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 14, Section 3
Discussion Question
Why would a port with access to Europe be important for being a world power? (At the
time, much long-distance travel and trade was by ship. Europe was the important cultural and
political area closest to Russia. Peter wanted to Europeanize his country and needed ready access
to the ideas and commodities available in Europe.)
end
202
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 14, Section 4
?
Did You Know
The word quixotic, meaning “foolishly impractical” and “marked by rash, lofty, romantic ideas,” is derived from
the title character of Miguel de Cervantes’s novel Don Quixote.
I.
Mannerism (pages 448–449)
A. The artistic Renaissance ended when the movement called Mannerism emerged in
Italy in the 1520s and 1530s. The movement fit Europe’s climate of the time, as people
grew uncertain about worldly experience and wished for spiritual experience.
B. Mannerism broke down the High Renaissance values of balance, harmony, moderation, and proportion. Elongated figures showed suffering, heightened emotions, and
religious ecstasy.
C. Mannerism perhaps reached its height with the painter El Greco (”the Greek”). Born
in Crete, he eventually moved to Spain. He elongates and contorts his figures, portraying them in unusual yellows and greens against a black background. The mood he
depicts reflects well the tensions created by the religious upheavals of the
Reformation.
Discussion Question
What artists do you like, and why? (Answers will vary. Accept relevant, thoughtful answers.)
II. The Baroque Period (page 449)
A. The baroque movement replaced Mannerism. It began in Italy at the end of the sixteenth century and was adopted by the Catholic reform movement. Hapsburg court
buildings in Madrid, Prague, Vienna, and Brussels show this style.
B. Baroque artists tried to join Renaissance ideals with the newly revived spiritual feelings. Thus, the baroque was known for dramatic effects to arouse emotions.
C. Baroque art and architecture also reflected the seventeenth-century search for power.
Churches and palaces were magnificent and richly detailed, giving off a sense of
power.
D. The Italian architect and sculptor Gian Lorenzo Bernini is perhaps the greatest figure
of the baroque period. He completed Saint Peter’s Basilica in Rome where drama and
exuberance mark his work. His wooden Throne of Saint Peter seems to hover in midair
as rays of heavenly light drive a mass of clouds toward the spectator.
turn
203
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 14, Section 4
E. The best-known female artist of the seventeenth century was Artemisia Gentileschi.
At the age of 23, she became the first woman elected to the Florentine Academy of
Design. She is best known for a series of pictures of Old Testament heroines, especially
Judith Beheading Holofernes.
Discussion Question
What is the story of Judith and Holofernes? What is it meant to teach? (Holofernes was an
Assyrian leader who was warring on the Israelites. Judith was an attractive Israelite widow. She
made herself beautiful and went to the Assyrian camp, pretending to be fleeing the Israelites.
Attracted by her beauty, Holofernes took her to his tent for food, wine, and seduction. The food
and drink made him sleepy, and when he fell asleep she beheaded him. The Israelites displayed his
head from the wall of their city, causing the Assyrians to flee. The story is meant to teach the
virtue of courage.)
III. A Golden Age of Literature (pages 449–450)
A. In both England and Spain, writing for the theater reached new heights between 1580
and 1640. Other kind of literature also flourished.
B. England had a cultural flourishing during the Elizabethan Era. Most notable was the
drama of the time, especially that of William Shakespeare. Elizabethan theater was
very popular and a successful business before Shakespeare.
C. Shakespeare’s works were performed principally at the Globe Theater. The low admission charge allowed the lower classes to attend, and Shakespeare had to write plays
pleasing to all classes and types. Shakespeare was an actor and shareholder in the acting company the Lord Chamberlain’s Men.
D. Shakespeare is viewed as a universal genius who combined masterful language skills
with deep insight into human psychology and the human condition.
E. Drama flourished in Spain as well during the sixteenth century. Touring companies
brought the latest Spanish plays to all parts of the Spanish Empire.
F. In the 1580s, Lope de Vega set the standards for Spanish playwriting. He wrote almost
1,500 plays. They are characterized as witty, charming, action-packed, and realistic.
G. Another great achievement of Spain’s golden age of literature was the novel Don
Quixote by Miguel de Cervantes. Cervantes presents the dual nature of the Spanish
character in the novel’s two main characters. Don Quixote, the knight, is a visionary
with lofty ideals; his fat, earthy squire, Sancho Panza, is a realist. Each comes to see the
value of the other’s perspective. Both vision and hard work are necessary to the
human condition.
turn
204
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 14, Section 4
Discussion Question
Shakespeare wrote many famous lines. One of the more famous is from Hamlet. Polonius
advises his son, who is about to go off to make his way in the world, as follows: “This
above all: To thine own self be true/And it must follow, as the night the day/Thou canst
not then be false to any man.” Is this good advice? Is it correct? (Answers will vary. Accept
relevant, thoughtful answers.)
IV. Political Thought (page 451)
A. The seventeenth century was concerned with order and power. These concerns are
reflected in the political philosophies of two different Englishmen.
B. England’s revolutionary upheavals alarmed Thomas Hobbes. He wrote a work on
political thought, Leviathan (1651) to deal with the issue of disorder. He claimed that
before society and politics, in what he called a “state of nature,” life is brutal and
violent because human nature is self-interested. Life is not about morals, but selfpreservation. To save people from destroying each other, people must form a state by
agreeing to be governed by an absolute ruler with complete power. Only in this way
could social order be preserved.
C. John Locke wrote a political work called Two Treatises of Government (1690). He argued
against the absolute rule of one person. Locke believed that before the development of
society and politics people lived in a state of freedom and equality, not violence and
war. In this state people had natural rights—rights with which people are born.
D. Locke believed, however, that in the state of nature people had trouble protecting their
natural rights. They agree to establish a government to secure and protect these rights.
The contract between people and government establishes mutual obligations. People
should be reasonable towards government, and government should protect the people’s rights. If the contract is broken, people have a right to overthrow the government.
E. Locke’s ideas were important to the American and French Revolutions. They were
used to support demands for constitutional government, the rule of law, and the protection of rights. Locke’s ideas are found in the American Declaration of Independence
and the United States Constitution.
Discussion Question
Is Hobbes correct that human nature is thoroughly self-interested, or do people sometimes act for the good of others? (Answers will vary. Accept relevant, thoughtful answers.
Students should use specific cases to back up their positions.)
end
205
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 15, Section 1
?
Did You Know
The ottoman, a stuffed footstool also called a
hassock, is named after the Ottoman Empire. Tales of this great
empire excited the European imagination, and by the end of the
eighteenth century a large market had formed for items of Eastern
luxury—carpets, pillows, divans, and the like. Included was a
small, backless couch the French called an ottoman, after the empire.
The name was later applied in England to the smaller footstool.
I.
Rise of the Ottoman Turks (pages 457–458)
A. The Ottoman dynasty began in the late thirteenth century when Turks under their
leader Osman were given land in the northwest corner of the Anatolian Peninsula by
the Seljuk Turks in return for help fighting against the Mongols.
B. The Ottomans expanded westward to control the strategic Bosporus and the
Dardanelles. These two straits, separated by the Sea of Marmara, connect the Black
Sea and the Aegean Sea. The Byzantine Empire had controlled the area.
C. The Ottomans expanded into the Balkans in the fourteenth century. Ottoman rulers
claimed the name of sultan and built a strong military, first by developing an elite
guard called janissaries, local Christians who converted to Islam and served as foot
soldiers or administrators to the sultan.
D. With the use of the new technology of firearms, the janissaries began to spread
Ottoman control of the Balkans. Around 1400 they had advanced northward, defeated
the Serbs (Battle of Kosovo, 1389), and annexed Bulgaria.
Discussion Question
The Balkans have given to American English the verb to balkanize. It means to separate
or fragment. What’s the connection between that meaning and the Balkans? (The connection stems from the way the area was divided into small, often mutually hostile countries and
peoples in the early twentieth century.)
II. Expansion of the Empire (pages 458–460)
A. For the next three hundred years, Ottoman rule expanded into areas of Western Asia,
North Africa, and Europe.
turn
206
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 15, Section 1
B. Under Mehmet II, the Ottomans began to end the Byzantine Empire. Mehmet laid
siege to Constantinople in 1453, using massive cannons and forces that vastly outnumbered the Byzantines. The Byzantines fought desperately for two months, but
finally Ottoman soldiers breached the walls and sacked the city for three days.
C. With Constantinople (later renamed Istanbul) under their control, the Ottomans dominated the Balkans and the Anatolian Peninsula. From 1514 to 1517, Sultan Selim I
took control of Mesopotamia, Egypt, and Arabia, including the Muslim holy cities of
Jerusalem, Makkah, and Madinah. Selim declared himself the new caliph and
Muhammad’s successor.
D. In keeping with Muslim practice, the Ottomans administered conquered regions
through local rulers. The central government appointed officials, called pashas, who
collected taxes, kept law and order, and were responsible to the sultan’s court.
E. The Ottomans tried to complete their conquest of the Balkans. The Hungarians
stopped them at the Danube Valley. The reign of Süleyman I, beginning in 1520, led to
more attacks on Europe. The Ottomans seized Belgrade and advanced as far as Vienna,
where they finally were defeated (1529). They extended their power into the western
Mediterranean until Spain defeated them at the Battle of Lepanto in 1571 (see Chapter
14).
F. Until the second half of the seventeenth century, the Ottomans were content with their
conquests. In 1683, they laid siege to Vienna. They lost, were pushed out of Hungary,
and never threatened central Europe again.
Discussion Question
Jerusalem is a holy city to three faiths. What are they? (Islam, Christianity, and Judaism.
For Muslims, Jerusalem is the goal of the Prophet Muhammad’s mystic night journey, and the
site of the Islamic sacred shrine, the Dome of the Rock; for Christians, it is the place of Christ’s
agony and triumph; for Jews it is where the first temple was built and is a symbol of return to the
homeland. For all three faiths Jerusalem is a pilgrimage destination.)
III. The Nature of Ottoman Rule (pages 460–461)
A. The Ottoman Empire is often called a “gunpowder empire.” These empires were
formed by conquerors principally based on their mastering the technology of firearms.
B. The sultan was the head of the Ottoman system. The hereditary position passed on to
a son. The sultan was the state’s political and military leader. Sons often battled for
succession, causing conflict throughout the Ottoman Empire’s history.
turn
207
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 15, Section 1
C. The sultan’s position took on the trappings of imperial rule. The empire adopted a
centralized administrative system, and the sultan increasingly became isolated in his
palace.
D. Every few years, commissioners recruited a special class of slaves, usually from
Christen boys. This collecting was known as the Devshirme—the “boy levy.” They
converted to Islam and were made pages or put in special schools. At 25, some became
janissaries, others cavalry, and others government officials.
E. The Topkapi (“iron gate”) Palace was the center of the sultan’s power. Built by
Mehmet II, it had an administrative function and was the residence of the ruler and his
family. The sultan’s private domain was called the harem (“sacred place”). A sultan
often had several favorite wives.
F. When a son became a sultan, his mother became known as the queen mother. Often
she had great power. The sultan controlled his bureaucracy through a council that met
four days a week. A chief minister—grand vizier—led the meeting. The sultan sat
behind a screen and indicated his desire to the grand vizier.
G. The empire was divided into provinces and districts, each governed by officials who
collected taxes and supplied armies from their areas. The sultan gave land to the
senior officials.
Discussion Question
Imagine you have just conquered vast amounts of territory. What do you think are the
first necessary steps to unifying your empire? (Answers will vary. Accept thoughtful, relevant answers. Forming a political structure, subduing enemies, and organizing economic life are
all good answers.)
IV. Religion in the Ottoman World (pages 461–462)
A. Ottomans were Sunni Muslims. Since Ottoman rulers claimed to be caliphs, they were
responsible for guiding the flock and maintaining Islamic law.
B. The sultans gave their religious duties to a group of religious advisers called the
ulema. The ulema administered the legal system and Muslim schools.
C. Islamic law and customs were applied to all Muslims in the empire. Ottoman rulers
generally were tolerant of non-Muslims. Non-Muslims paid a special tax, but were
free to practice their religion. Most Europeans remained Christian. Large numbers in
present-day Bosnia converted to Islam, however.
turn
208
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 15, Section 1
Discussion Question
Does religious tolerance generally weaken or strengthen an empire or country? (Answers
will vary. Accept relevant, thoughtful answers. A reason that it might strengthen an empire or
country is that it might win the good will of the people. A reason it might weaken an empire or
country is that opposition forces might organize around another religion.)
V.
Ottoman Society (page 462)
A. Subjects were divided into four occupational groups: peasants, artisans, merchants,
and pastoral peoples.
B. The state leased land to the peasants. Artisans were organized into guilds that provided
financial services, social security, and training to its members. Merchants were privileged. They were exempt from most taxes and many became quite wealthy. Their own
regulations and laws separated pastoral people.
C. The Ottoman system gave more rights to women than most Islamic countries of the
time, probably due to the Turkish view that women were almost equal to men. Women
could own and inherit property, they could not be forced to marry, and sometimes
could get divorced. They often had much power in the palace, and a few served as
senior officials.
Discussion Question
Why did the pastoral people in the Ottoman Empire have their own laws and regulations? (Answers will vary. Have students focus on the needs and contributions of a pastoral
people. Probably the reason concerned the fact that pastoral people are nomadic, and so the laws
of the towns and cities would not apply so well to them.)
VI. Problems in the Ottoman Empire (pages 462–463)
A. The Ottoman Empire reached its high point under Süleyman the Magnificent, who
ruled from 1520 to 1566. Problems also began during this time. They became visible in
1699, when the empire began to lose territory.
B. After Süleyman’s death sultans became less involved in the government, and ministers
increasingly exercised more power. Senior positions were assigned to the children of
elite groups, who soon formed a privileged group out for wealth and power. The
bureaucracy lost touch with rural areas, causing local officials to become corrupt. Taxes
rose as wars depleted the imperial treasury.
turn
209
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 15, Section 1
C. There was an exchange of ideas and customs between the West and the Ottoman
Empire. Cafes began to appear in the major cities. To stop this trend, one sultan outlawed drinking coffee and smoking tobacco. If subjects were caught in these or other
immoral or illegal acts, they were executed immediately.
Discussion Question
Are there contemporary Islamic countries that punish people for immorality or not following Islamic customs? (Yes, Iran for example has a kind of morals police empowered to
enforce the nation’s virtue. Such police can, for example, arrest women for not being properly
covered.)
VII. Ottoman Art (page 463)
A. Ottoman sultans enthusiastically supported the arts. The production of pottery, rugs,
silk, other textiles, jewelry, arms, and armor all flourished. Artists came from all over
the world to enjoy the sultan’s generous patronage.
B. The greatest Ottoman artistic accomplishment was in architecture, especially the
mosques of the sixteenth century. They were modeled on the floor plan of the Hagia
Sophia in Constantinople, which created a prayer hall with an open central area under
one large dome.
C. The greatest Ottoman architect was Sinan. He built 81 mosques. A dome topped each
mosque, and often four towers (minarets) framed the building. His most famous building is the Suleimaniye Mosque in Istanbul.
D. The silk industry resurfaced under the Ottomans. Factories produced silk wall hangings, sofa covers, and court costumes. Peasants made woolen and cotton rugs. They
boasted distinctive designs and colors from different regions.
Discussion Question
Name a famous American architect and some of his or her buildings. (Answers will vary.
One good example is Frank Lloyd Wright. His house Falling Waters is a famous building of his
in Pennsylvania. Another is the Seagrams building in New York City.)
end
210
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 15, Section 2
?
Did You Know
Once the capital of the Safavid Empire, Isfahan
is today a major city in west-central Iran, known for its textiles,
handicrafts, tiles, rugs, and cotton fabrics. Recovery of the city—
which had declined greatly over the centuries since its peak of
beauty during the reign of Shah Abbas—began in the second quarter of the twentieth century.
I.
Rise of the Safavid Dynasty (pages 468–469)
A. In the sixteenth century a new dynasty know as the Safavids took control of the area
extending from Persia into central Asia. The Safavids were Shiite Muslims.
B. Shah Ismail founded the Safavid dynasty. He was a descendant of Safi al-Din, who
had been the leader of Turkish ethnic groups in Azerbaijan, near the Caspian Sea, in
the early fourteenth century.
C. In 1501, Ismail seized much of Iran and Iraq. He called himself the shah (king) of a new
Persian state. He sent Shiite preachers into Anatolia to convert Turks in the Ottoman
Empire. Ismail also massacred Sunni Muslims when he conquered Baghdad in 1508.
D. Alarmed by the Safavids, the Ottoman ruler Selim I won a major battle against them
near Tabriz. Within a few years, Ismail regained control of Tabriz.
E. Faced with integrating different peoples under their rule, the Safavids tried to use the
Shiite faith as a unifying force. The shah claimed to be the spiritual leader of all Islam,
as did the Ottoman sultan.
F. The Ottomans went on the attack in the 1580s, conquering Azerbaijan and controlling
the Caspian Sea. Abbas, the Safavid shah, signed a peace treaty and lost much territory. The Safavid capital moved east from Tabriz to Isfahan.
Discussion Question
Persia has long been viewed as a mystical place in the imagination of the West. What do
you think of when you think of Persia? (Answers will vary. Accept relevant, thoughtful
answers. Probable answers are Aladdin, genies, flying carpets, and harems. Ask students to
consider how accurate these images are.)
II. Glory and Decline (pages 469–470)
A. The Safavids reached their high point under Shah Abbas, who ruled from 1588 to
1629. He created a system similar to the Ottoman janissaries and strengthened his
army with the latest weapons.
turn
211
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 15, Section 2
B. In the early seventeenth century, with the help of European allies concerned about the
Ottomans, Abbas moved against the Ottomans to regain lost territories. The Safavids
did not have much success, but in 1612 a peace treaty returned Azerbaijan to their
control.
C. The Safavid dynasty lost its vigor after Abbas’s death (1629). His successors lacked his
talent and political skills. Shiite religious power increased at court and in society.
D. The pressure to conform to traditional religious beliefs, or religious orthodoxy,
increased and curbed the empire’s earlier intellectual freedom. Persian women were
now forced into seclusion and forced to adopt the veil.
E. Afghan people seized the capital of Isfahan in the early eighteenth century. The
Safavid rulers retreated to their original homeland, Azerbaijan. Turks seized territories
and Persia sank into a long period of political and social anarchy (lawlessness and
disorder).
Discussion Question
Why do you think many Muslim countries require women to veil their faces? (Answers
will vary. Accept relevant, thoughtful answers. One good answer is that the Quran tells women
to be modest.)
III. Political and Social Structures (pages 470–471)
A. Persia under the Safavids was a mixed society of Turks and Persians. The former were
nomadic peoples, the latter farmers and townspeople.
B. The pyramid-shaped Safavid political system had the shah at the top, the bureaucracy
and landed classes in the middle, and common people below.
C. Shiites eagerly supported the Safavid rulers because they believed the founder of the
empire was a direct successor of Muhammad. Shiism was the state religion.
D. The shahs were surprisingly available to their subjects, even taking meals with them.
Most of the shahs controlled the power of the landed aristocracy, bringing many lands
under the crown’s control. Appointment to the bureaucracy was by merit, not birth.
Abbas hired neighboring foreigners to avoid competition between Turkish and nonTurkish elements among his people.
E. The shahs were active in trade and manufacturing. A large, affluent middle class also
participated in trade. Most goods in the empire traveled by horse or camel. Rest stops
were provided on roads, which were kept fairly clear of bandits.
F. The Safavid Empire was not as prosperous as the Ottoman or the Mogul. Its position
with the Ottomans on the west made trade with Europe difficult.
turn
212
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 15, Section 2
Discussion Question
The political structure of ancient empires was shaped like a pyramid. What shape would
best express the American political structure? (Answers will vary. A shape with a straight
line through the three major branches of government would be best, such as a rectangle.)
IV. Safavid Culture (page 471)
A. Knowledge of science, medicine, and mathematics under the Safavids equaled that of
other societies of the region.
B. Persia had an extraordinary flowering of the arts under Shah Abbas. Isfahan was a
grandiose planned city with wide spaces and a sense of order. Palaces, mosques, and
bazaars surrounded a huge polo ground. Craftspeople adorned the buildings with
metalwork, elaborate tiles, and delicate glass.
C. Silk weaving based on new techniques flourished. The brightly colored silks, with gold
and silver threads, portrayed birds, animals, and flowers. Above all, carpet weaving
flourished, stimulated by a large demand for carpets in the West. These wool carpets
are still prized throughout the world.
D. Riza-i-Abbasi was the most famous artist of the period. He painted simple subjects
such as oxen plowing, hunters, and lovers. Soft colors and flowing movement were the
dominant features of this period’s painting.
Discussion Question
People have long considered Persian and Turkish carpets to be especially beautiful. Look
at some pictures of Persian and Turkish carpets. Why are they so beautiful? If you think
they are not beautiful, why are they not? (Answers will vary. Accept relevant, thoughtful
answers.)
end
213
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 15, Section 3
?
Did You Know
Empires do not subsume all peoples in their
conquered territories. The North Indian Nagas are a non-Hindu
culture, long noted for their independence, courage in battle, and
talent as dancers and musicians. Until recently they lived as slashand-burn agriculturists in dense jungle. They were headhunters.
In Mogul paintings, the Naga were depicted as ferocious hunters
dressed in leaves, and their images were used to frighten illbehaved children.
I.
The Mogul Dynasty (pages 473–474)
A. Babur founded the Mogul Empire. He inherited some of Timur Lenk’s empire. As a
youth he seized Kabul in 1504. Thirteen years later, his troops crossed the Khyber Pass
to India.
B. His forces usually were outnumbered, but they had advanced weapons, including
artillery. Babur captured Delhi, against an army ten times the size of his, and established his power in North India.
C. Babur died in 1530 at the age of 47 while continuing conquests in North India.
Discussion Question
What made artillery so effective during the wars of this period? (It helped tremendously in
laying siege to cities. People commonly would take refuge in cities behind well-fortified walls.)
II. The Reign of Akbar (pages 474–475)
A. Babur’s grandson Akbar came to the throne at 14 years of age. By 1605, he had
brought Mogul rule to most of India.
B. Akbar’s military success was due to a large extent from using heavy artillery to overpower his foes’ stone fortresses. The Moguls were good negotiators as well.
C. Akbar’s great empire was a collection of semi-independent states held together by the
emperor’s power. Akbar is known as a humane ruler. A Muslim, he tolerated other
religions. One of his wives was a Hindu, and he welcomed the Christian Jesuits as
advisers at his court.
turn
214
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 15, Section 3
D. The upper ranks of the administration were filled with non-native Muslims, but lowerranking officials generally were Hindus. He gave them plots of land for temporary
use. These local officials, called zamindars, collected taxes and were quite powerful in
their regions.
E. Akbar’s reign was progressive by the standards of the day. All peasants paid one-third
of their harvest to the state. Taxes were reduced or suspended if the weather was unfavorable to farming. Trade and manufacturing flourished because of the peace and
stability of the Akbar Era. Foreign trade especially prospered. Textiles, spices, and
tropical foods were exchanged for gold and silver. Arabs handled much of the trade
because the Indians and Mogul rulers did not care for sea travel.
Discussion Question
What is the chief contrast between the political systems of the Muslim empires and the
American political system? (The American political system is representative. People vote and
those who govern do so with the consent of the governed.)
III. Decline of the Moguls (page 475)
A. Akbar’s son, Jahangir, succeeded him in 1605. At first he continued to strengthen the
central government’s control over his large empire. His grip weakened under the
influence of one of his wives, who used her position to enrich her family. Her niece
married her husband’s third son, who became his successor, Shah Jahan.
B. Shah Jahan ruled form 1628 to 1658. He expanded the empire through successful
campaigns in the Deccan Plateau and against the city of Samarkand.
C. Shah Jahan failed to deal with growing domestic problems. His wars and building
projects strained the imperial treasury, and he raised taxes. The majority of his subjects
lived in poverty. While Shah Jahan was quite ill, his two sons struggled for power. His
son Aurangzeb killed his brother, imprisoned Shah Jahan, and assumed power.
D. Aurangzeb is one of the most controversial rulers in Indian history. He tried to rid
India of what he considered social ills: the Hindu practice of suttee (cremating a
widow on her husband’s funeral pyre), levying illegal taxes, gambling, and drinking
alcohol. He banned building new Hindu temples and forced Hindus to convert to
Islam.
E. His policies led to domestic unrest. The increasingly divided India was vulnerable to
foreign attack. In 1739, the Persians sacked and burned Delhi.
turn
215
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 15, Section 3
Discussion Question
Which Muslim empire was best at handling religious differences? (Answers will vary.
Accept relevant, thoughtful answers. Students should use examples and specifics.)
IV. The British in India (pages 475–476)
A. British trading posts were established at Surat, Fort William (now the city of Calcutta),
and Chennai (Madras) by 1650. From Chennai, British shipped cotton goods to the
East Indies, trading them for spices.
B. The French tried to suppress British trade in India, but the British were saved by the
military genius of Sir Robert Clive, who eventually became the chief representative of
the East India Company. The East India Company was private but empowered by the
British Crown to act on its behalf. The French were beaten and restricted to holding
one fort and a handful of small territories.
C. Clive consolidated British control in Bengal, where Fort William was located. In 1757,
the British under Clive’s leadership defeated a Mogul army in the Battle of Plassey in
Bengal. As part of the spoils of victory, the East India Company received the right to
collect taxes from lands surrounding Calcutta.
D. In the late eighteenth century, the East India Company moved inland from its coastal
strongholds. This expansion made British merchants and officials very rich, and Britain
was in India to stay.
Discussion Question
What was the “Black Hole of Calcutta”? (It was an underground Indian prison. In 1756, a
group of 146 British soldiers were kept there overnight. Only 23 survived. The intense heat and
conditions killed the rest.)
V.
Society and Daily Life in Mogul India (page 477)
A. Because Muslim and Hindu cultures mixed in India, ordinary life could be complicated
in India during this time, as the treatment of women in Mogul India shows.
B. Women had an active political role, sometimes even fighting in wars, in Mogul tribal
society. In Mogul India, aristocratic women often received salaries, owned land, and
took part in business.
C. Simultaneously, women lived under the restrictions of Islamic law. Further, suttee continued despite efforts to eradicate it, as did the Hindu custom of child marriage.
turn
216
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 15, Section 3
D. A wealthy landed nobility and merchant class emerged during the Mogul era. Many
prominent Indians had trading ties with foreigners such as the British, which temporarily worked to India’s benefit.
E. Outside of cities, people lived in mud huts and had few, paltry possessions.
Discussion Question
Women received mixed messages in Mogul society. In some ways they were independent, and in some ways they were quite restricted. Are there similar mixed messages for
women in American society? (Answers will vary. Accept relevant, thoughtful answers. One
point to get the discussion going is that on the one hand women are encouraged to have careers,
but on the other hand there seems still to be a corporate glass ceiling and unequal pay for equal
work.)
VI. Mogul Culture (pages 477–478)
A. The Moguls blended Persian and Indian styles in a beautiful, new architecture. The
famous Taj Mahal in Agra, built by Shah Jahan in the mid-seventeenth century, best
exemplifies this style.
B. The outside surfaces of the Taj Mahal are decorated with cut-stone geometric patterns,
delicate black tracery, or inlays of colored precious stones in floral mosaics. It combines
monumental size, blinding brilliance, and delicate lightness, all at once.
C. Painting also flourished in the Mogul period and combined the Persian and Indian
styles. Akbar established a state workshop for artists, who created the Mogul school of
painting called the “Akbar style.” It portrayed humans in action, something generally
absent from Persian art. Akbar encouraged artists to use European artistic devices,
such as Renaissance perspective and lifelike portraits.
D. Because Mogul emperors were dedicated patrons of the arts, many artists went to
India. It was said that the Moguls would reward a poet with his weight in gold.
Discussion Question
Why did Shah Jahan build the Taj Mahal? (It was built to commemorate the love he shared
with his wife.)
end
217
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 16, Section 1
?
Did You Know
Jesuit missionaries taught the Qing emperor
mathematics and geometry, produced cannons later used to put
down rebellions, and served as the emperor’s favorite court artists.
I.
The Ming Dynasty (pages 485–488)
A. The Ming dynasty began with the overthrow of the Mongols in China in 1368. The
Ming period lasted until 1644. China extended its rule into Mongolia and central Asia,
and briefly reconquered Vietnam under the Ming emperors.
B. Ming rulers ran an effective government, using a centralized bureaucracy staffed by
officials who had taken the civil service examination. Ming emperors set up a nationwide school system. They completed the Grand Canal, on which grain was shipped
south to north in China. The economy flourished. The Ming dynasty began a time of
greatness in China.
C. Emperor Yong Le began construction of the Imperial City—known today as the
Forbidden City—in Beijing in 1406. The Imperial City was the home of China’s
emperors for nearly 500 years.
D. Led by the court official Zheng He, China made seven voyages of exploration between
1405 and 1431. On the first, almost 28,000 men sailed on 62 ships. The fleet visited the
western coast of India and city-states of East Africa. The voyages produced great
profits, which alarmed Confucian traditionalist who thought trading was an unworthy
activity. After the emperor Yong Le’s death in 1424, the voyages halted.
E. In 1514 a Portuguese fleet arrived off the coast of China. The emperor was unimpressed with the Europeans, whom he considered barbarians. He viewed foreign
rulers as “younger brothers” of the Chinese emperor, who was seen as the Son of
Heaven. After outraging the Chinese with their behavior, the Portuguese were
expelled from Guangzhou (Canton) but were allowed to occupy Macao.
F. Highly educated Jesuit missionaries made the trip to China and impressed Chinese
officials with such devices as clocks and eyeglasses. The Jesuits were impressed with
Chinese architecture and the printing of books. More importantly, both sides benefited
from the exchange of ideas. The Jesuits were impressed with the teachings of
Confucius, and they taught Christianity to the Chinese.
G. The Ming dynasty declined due to a series of weak rulers, government corruption,
high taxes, low crop yields, peasant unrest, and a major epidemic in the 1630s. The
suffering from the epidemic in part caused the peasant revolt led by Li Zicheng in
1644. He occupied Beijing, the capital, and the last Ming emperor committed suicide.
turn
218
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 16, Section 1
H. The Manchus, a farming and hunting people who lived in the area now known as
Manchuria, conquered Beijing. They created the Qing (“pure”) dynasty, which
remained in power until 1911.
I. The term martial arts refers to arts of combat and self-defense. They are a significant
part of Asian history and culture. Chinese martial arts were highly visible already during the Han dynasty. Later, in 495, a Zen Buddhist monastery began developing
methods of physical training known today as kung fu.
Discussion Question
What is a major difference and what is a major similarity between Christianity and
Confucianism? (A difference is the Christian belief in a savior who can grant eternal life after
death. A similarity is the emphasis on compassion toward others.)
II. The Qing Dynasty (pages 488–490)
A. The Chinese resisted the new Manchu rulers. Rebels seized the island of Taiwan. To
more easily identify rebels, the government ordered all Chinese men to adopt Manchu
dress and hairstyles. Under penalty of death, they were to shave their foreheads and
braid their hair into a pigtail called a queue.
B. The Manchus were accepted gradually, and the Qing dynasty flourished. A series of
strong emperors corrected social and economic ills, and restored peace and prosperity.
C. The Qing maintained the Ming political system. The Manchus dealt in two ways with
the fact that they were ethnically and culturally different from their subjects: (1) They
preserved their own identities by having a different legal status, maintaining large
landholdings, and forming separate Manchu military units called banners. (2) They
brought Chinese into the top ranks of the imperial administration, so they showed a
welcome willingness to share power.
D. Kangxi was perhaps China’s greatest emperor. He ruled from 1661 to 1722. He was
highly disciplined and diligent. He calmed the unrest along the frontiers and won the
support of scholars by supporting the arts and letters.
E. Kangxi was quite tolerant of Christians. Christian missionaries were quite active, and
hundreds of Chinese officials became Catholics. His successor suppressed Christianity
in China.
F. The first signs of internal decay of the dynasty appeared during the reign of Qianlong
(1736 to 1795). Corrupt officials and high taxes led to rural unrest. Expanding population caused hardships to the peasants. A peasant revolt known as the White Lotus
Rebellion (1796 to 1804) was suppressed, but at great financial expense. The
imperial treasury was severely strained.
turn
219
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 16, Section 1
G. The Qing government sold trade privileges to the Europeans but, to limit contact
between foreigners and the Chinese, they confined the traders to a small island.
Traders could stay there only for certain months of the year.
H. In 1793, a British mission led by Lord George Macartney tried to win more liberal
trade policies. The emperor wrote King George III that China had no need of “your
country’s manufactures.” Later, China would pay for this rejection.
Discussion Question
Why did the emperor reject the manufactures of Britain? (There were two reasons. First,
due to its Confucian traditionalism, China was wary of foreign influences. Second, the emperor
was insulted that the Celestial dynasty would be thought to need anything from foreign countries. He was confident the Chinese could thrive on their own.)
end
220
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 16, Section 2
?
Did You Know
Between 1500 and 1800 more than threefourths of the Chinese people lived in rural areas and were small
farmers. Farmers either worked as tenants and paid rent to a landlord or owned their land. Many Chinese believed that pursuing
trade or manufacturing was inferior to farming.
I.
Economic Changes (pages 491–492)
A. The population grew from 80 to 300 million between 1390 and the end of the 1700s. A
long period of peace and stability was one reason. Another was that a faster-growing
species of rice increased the food supply.
B. China’s economy was changing from 1500 to 1800. There was less land for each family.
By the 1700s almost all available farmland was under production. Shortages led to
unrest.
C. Manufacturing and trade increased during this period. Nonetheless, China did not
develop the commercial capitalism—private business based on profit—that Europe
did. One reason is that merchants were not as independent in China. Government
controlled trade and manufacturing and levied high taxes on it.
Discussion Question
Why might someone believe that farming was a more noble pursuit than trade or manufacturing? (Answers will vary. Accept relevant, thoughtful answers. One common point of this
position is that working the land leads to virtues such as honesty and thrift, while trade and
manufacturing lead to the vice of greed.)
II. Daily Life (pages 492–493)
A. The Confucian emphasis on family remained strong and contributed to the stability of
Chinese society. The family met its members’ needs, and the members were expected
to sacrifice their individual desires for the good of the entire family.
B. The ideal family in Qing China was the extended family of as many as four generations. Sons brought their wives to live in the home. Unmarried daughters remained in
the home. The elderly were highly respected and cared for.
C. The clan of up to hundreds of related families was also important. A clan council and
religious and social activities linked the families. Wealthier families helped poorer families within the clan.
turn
221
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 16, Section 2
D. Women were thought inferior to men. Only males were educated and had careers. The
wife was subordinate to the husband. She could not divorce or inherit property. He
could divorce her if she did not produce sons.
E. The practice of footbinding is often misunderstood in the West. Bound feet were a
status symbol and made getting married easier, giving the practice an economic incentive. Up to two-thirds of Chinese women bound their feet. The process was painful,
and women with bound feet could not walk.
Discussion Question
Many critics have claimed that footbinding was a way to restrict women’s freedom. Are
there beauty practices now in America that might be intended to restrict women’s freedom? (Answers will vary. Accept relevant, thoughtful answers. Make sure students use
specifics.)
III. Cultural Developments (page 494)
A. Traditional Chinese culture reached new heights in the Ming and Qing dynasties.
During the Ming, a new literary form developed. Many consider The Golden Lotus to be
the first realistic social novel with its criticism of the excesses of the powerful and
wealthy. The Dream of the Red Chamber, written by Cao Xuegin and published in 1791,
is still considered China’s best popular novel. It tells of a tragic love between two
young people.
B. The most outstanding example of the period’s architecture is the Imperial City in
Beijing. Emperor Yong Le began renovations on it—once the Mongol dynasty
palace—in 1406. It is an immense walled compound with a maze of apartments,
offices, and stately halls. It became known as the Forbidden City because commoners
could not enter.
C. The most famous decorative art of the Ming era was blue-and-white porcelain.
Europeans collected it and other Chinese pottery in great quantities.
Discussion Question
What cultures in North America are well known for their pottery? (Various answers are
acceptable. One very good answer is the Native American cultures of the southwest, such as the
Anasazi.)
end
222
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 16, Section 3
?
Did You Know
The geisha (literally “art person”) system was
traditionally a form of indentured labor. Usually, her parents gave a
young girl for a sum of money to a geisha house, which taught, fed,
and clothed her. After a period of years, the geisha then began earning money to repay her parents’ debt and her past keep.
I.
The Three Great Unifiers (pages 496–497)
A. Japan was in chaos at the end of the fifteenth century. The shogunate had collapsed.
Daimyo, the heads of noble families, controlled their own lands and warred with each
other. Soon a reversal due to three powerful political figures would unify Japan.
B. Oda Nobunaga seized the capital of Kyoto and placed the shogun under his control.
Toyotomi Hideyoshi succeeded him. He moved the capital to Osaka. By 1590 he had
persuaded most of the daimyo to accept his authority.
C. Tokugawa Ieyasu, the powerful daimyo of Edo, succeeded him in 1598. He took the
title of shogun in 1603 and completed the unification the earlier rulers had begun.
Tokugawa shoguns remained in power at Edo, their capital, until 1868. Their rule
brought a long period of peace known as the “Great Peace.”
Discussion Question
What American political figures are comparable to the three unifiers in Japan? Why?
(Answers will vary. The nation’s Founders and Abraham Lincoln are good answers.)
II. Europeans in Japan (page 497)
A. The first European traders, Portuguese, arrived in 1543. Soon Portuguese ships were
regularly taking part in the regional trade among Japan, China, and Southeast Asia.
B. The visitors were welcome. Goods like tobacco, clocks, and eyeglasses attracted the
Japanese, and the rulers were especially interested in European weapons.
C. The first Jesuit missionary, Francis Xavier, arrived in 1549. Within 50 years thousands
of Japanese had converted to Christianity. The Jesuit practice of destroying shrines
caused a reaction, and Hideyoshi prohibited Christian activities in his lands. Finally,
Tokugawa Ieyasu expelled the missionaries and persecuted Japanese Christians.
D. European merchants were then expelled. Only a small Dutch presence in Nagasaki
was permitted. Dutch ships could dock there only once a year and could remain for
only two or three months.
turn
223
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 16, Section 3
Discussion Question
How would you react to missionaries from a foreign culture destroying your culture’s
religious shrines? (Answers will vary. Accept relevant, thoughtful answers.)
III. Tokugawa Rule (pages 497–498)
A. Tokugawa rulers tried to control Japan’s feudal system. The state was divided into
about 250 territories called hans, or domains. A daimyo ruled each. The shogunate
controlled the daimyo by a hostage system.
B. In the hostage system daimyo had to maintain two residences—one in their own lands
and one in Edo, where the shogun lived. If the daimyo was absent from Edo, his family
had to stay there.
C. During the Great Peace, many samurai who had served the daimyo ceased being
warriors and managed the lands of the daimyo.
Discussion Question
Which do you think was more effective in the shogun’s control of the daimyo: requiring
the families of daimyo to live near the shogun or the economic toll of forcing the daimyo
to maintain two residences? (Answers will vary. Accept relevant, thoughtful answers.
Preventing the daimyo from accumulating great wealth was a practical, long-term strategy to
keep them subordinate to the shoguns. Power over the daimyo’s families in their absence allowed
the shogun to exert more personal control over individual daimyo.)
IV. Economic and Social Changes (pages 498–499)
A. A major economic change occurred under the Tokugawa. Trade and manufacturing
began to flourish as never before, especially in Edo, Kyoto, and Osaka. The Confucian
view of these pursuits as inferior was breaking down.
B. By 1750 Edo was one of the world’s largest cities, with a population of almost one million. A merchant class emerged, and banking and a paper money system developed.
C. Some peasant families benefited from this change by exploiting the growing need for
cash crops, or crops grown for sale. Most peasants experienced declining profits and
rising costs and taxes, however. Many had to become tenants or to work as hired help.
Almost seven thousand peasant revolts and demonstrations against high taxes
occurred during the Tokugawa Era.
D. Changes in the Tokugawa period affected the class system and the role of women.
turn
224
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 16, Section 3
E. The class system became rigid. Rulers established strict distinctions among the
four main classes: warriors, peasants, artisans, and merchants. Intermarriage was
forbidden.
F. The emperor and court were at the top of the social hierarchy. Next came the warrior
class, composed of the shogun, daimyo, samurai, and ronin, in order of decreasing
importance. Daimyo served the shogun and samurai served the daimyo. Ronin were
warriors without masters who traveled around in search of work.
G. Next down were farmers, who had a privileged position but were often poor. Artisans
such as carpenters and swordmakers came next. The lowest class was the merchants
because they profited from the labor of others.
H. At the very bottom were Japan’s outcasts, the eta. The Tokugawa enacted strict laws to
regulate the eta’s places of residence, dress, and hairstyles.
I. The role of women became more restricted, a bit more in the samurai class, where
Confucian values were regarded more highly than among commoners. Males had
broad authority over property, divorce, and marriage. The wife moved in with the husband’s family. If she did not meet their expectations, the husband often divorced her.
Even so, both sexes worked in the fields.
Discussion Question
What could have been the point of rigidifying the class system? (It was done in an effort to
bring order to Japan.)
V.
Tokugawa Culture (pages 499–500)
A. The genre of popular literature written by and for the townspeople emerged in the
Tokugawa Era in the cities. The works of Ihara Saikaku are the best examples of
this new urban fiction. His greatest novel, Five Women Who Loved Love, tells of five
merchant-class women searching for love. All but one die.
B. Much of this period’s literature was lighthearted entertainment. Poetry was more serious; Matsuo Basho was the greatest of all Japanese poets, writing exquisite haiku and
other verses.
C. A new world of urban entertainment gave rise to Kabuki theater. It emphasized action,
music, and dramatic gestures. The early plays dealt with the world of urban teahouses
and dance halls. From fear that such theater might corrupt morals, government officials
did not permit women to appear on stage. A class of male actors took the female roles.
turn
225
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 16, Section 3
D. The hostage system sparked an increase of building in Edo as daimyo had to build residences in the capital and architecture flourished. Ideas from other cultures enriched
Japanese art. Japanese pottery borrowed designs and techniques from Korea. Japanese
studied Western medicine, astronomy, languages, and painting styles. Europeans wanted Japanese ceramics as much as they wanted the Chinese porcelain.
Discussion Question
What Western forms of theater used male actors in women’s roles? (The Elizabethan theater of Shakespeare’s time did, as did the ancient Greek theater.)
VI. Korea: The Hermit Kingdom (page 500)
A. The Yi dynasty in Korea remained in power during the entire Tokugawa Era. It was
founded at the end of the fourteenth century.
B. The Yi dynasty capital was at Hanyang (modern-day Seoul). Yi rulers modeled their
society on their powerful Chinese neighbors to the north.
C. Korea became known as the “Hermit Kingdom” because its rulers tried to keep Korea
isolated from the outside world. Even so, a Japanese force under Toyotomi Hideyoshi
invaded Korea late in the sixteenth century.
D. Hideyoshi was not successful, but Korea was devastated and the Yi dynasty was
weakened. In the 1630s a Manchu army invaded northern Korea and forced the Yi
dynasty to become subject to China.
E. Korea was largely untouched by European merchants and Christian missionaries during this period.
Discussion Question
China, Japan, and Korea all tried to keep out influences from the West. Of these three,
which country today remains the most isolated from the West? (Korea. North Korea is virtually cut off entirely from the West, and South Korea has less commercial and other interaction
with the West than either China or Japan.)
end
226
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 17, Section 1
?
Did You Know
Upon entering the University of Pisa in 1581,
Galileo Galilei intended to study medicine; almost immediately,
however, he began to focus on mathematics and philosophy.
Although he left the school in 1585 without having obtained a
degree, his unconventional academic past did not stop Galileo from
becoming the chair of mathematics at the university four years later.
I.
Background to the Revolution (pages 511–512)
A. Medieval scientists, known as “natural philosophers,” did not make observations of
the world and nature so much as rely on ancient authorities, especially Aristotle, for
their scientific knowledge. Changes in the 1400s and 1500s caused European scientists
to adopt new views and methods.
B. Renaissance humanists studied the newly discovered works of Ptolemy, Archimedes,
Plato, and other ancient thinkers. They learned that some ancient thinkers had disagreed with Aristotle and other accepted authorities.
C. Technical problems, like calculating how much weight a ship could hold, spurred a
movement towards observation and measurement. New instruments like the telescope
and microscope made fresh observations and discoveries possible. Printing spread
ideas more quickly than ever before.
D. The study of mathematics in the Renaissance contributed to the important role mathematics had in the scientific achievements of the sixteenth and seventeenth centuries.
The great scientists of the day believed that the secrets of nature were written in the
language of mathematics.
E. These intellectuals—Copernicus, Kepler, Galileo, Newton, and others—developed new
theories that became the foundation of the Scientific Revolution.
Discussion Question
What do you think was the Catholic Church’s response to these developments of the
Scientific Revolution? (Answers will vary. Accept relevant, thoughtful answers. A good point
to bring out is the possible conflict between holdings beliefs based on faith and holding them
based on reason.)
turn
227
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 17, Section 1
II. A Revolution in Astronomy (pages 512–515)
A. Born in the second-century A.D., Ptolemy was antiquity’s greatest astronomer.
Medieval philosophers constructed a geocentric (Earth is at the center) model of the
universe called the Ptolemaic system. It is a series of concentric spheres with a
motionless Earth in the middle.
B. According to Ptolemy, the planets are in different, crystal-like spheres. They rotate,
which accounts for the movements of the heavenly bodies. The tenth sphere is the
“prime mover,” which moves itself and gives motion to the other spheres. Beyond this
is Heaven, where God and all the saved souls reside.
C. Nicholas Copernicus of Poland published his famous work, On the Revolutions of the
Heavenly Spheres, in 1543. He believed his heliocentric (with the Sun in the center)
system was more accurate than the Ptolemaic system. Copernicus argued that all the
planets revolved around the sun, the Moon revolved around Earth, and Earth rotated
on its axis.
D. The German mathematician Johannes Kepler also helped destroy the Ptolemaic
system. His observations confirmed that the Sun was at the center of the universe,
and he tracked the elliptical orbits of the planets. Ptolemy had insisted that the orbits
were circular.
E. The Italian scientist and mathematician Galileo Galilei answered one of the two
remaining questions for the new astronomy: What are the planets made of? He was
the first European to make regular observations with a telescope. He saw mountains
on the Moon and the four moons orbiting Jupiter. Ptolemy had said the heavenly
bodies were pure orbs of light, but now it appeared they were material.
F. Galileo’s work began to make Europeans aware of the new view of the universe. He
got into trouble with the Catholic Church, which ordered him to abandon the new system because the Copernican conception contradicted that of the Church and the Bible.
In the Copernican system the heavens were not spiritual but material, and God was no
longer in a specific place. Most astronomers believed the new conception, however.
G. The Englishman Isaac Newton responded to the second question for the new conception of the universe: what explains motion in the universe? He was a mathematics
professor at the University of Cambridge.
H. Newton published his views in Mathematical Principles of Natural Philosophy, also
known as the Principia. He defined the three laws of motion in the universe. Crucial to
his view was the universal law of gravitation: every object in the universe is attracted
to every other object by a force called gravity. This explained why planetary bodies did
not go off in a straight line, but traveled in elliptical orbits.
turn
228
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 17, Section 1
I. Newton gave the world a picture of the universe as a huge, regulated, uniform
machine. This picture dominated the modern worldview until Einstein’s theory
of relativity.
Discussion Question
Why would astronomy be where the new scientists and the Church would clash?
(Astronomy challenged the whole view of the universe of the Church of the Middle Ages, a view
that emphasized God’s role as creator.)
III. Breakthroughs in Medicine and Chemistry (page 515)
A. In the Late Middle Ages, medicine was dominated by the teaching of the Greek physician Galen (second century A.D.) His views about anatomy were often wrong because
he used animals, not people, for dissection.
B. The new anatomy of the sixteenth century was based on the work of Andreas Vesalius,
published in his On the Fabric of the Human Body (1543). He reported his results from
dissecting human bodies as a professor of surgery at the University of Padua, presenting an accurate view of the individual organs and general structure of the human
body. He erroneously believed that the body had two kinds of blood.
C. William Harvey’s On the Motion of the Heart and Blood (1628) showed that the heart, not
the liver as Galen had thought, was the beginning point of the blood’s circulation. He
also showed that the same blood runs through veins and arteries and that the blood
makes a complete circuit through the body. Harvey’s work was based on close observation and experiment.
D. The work of Robert Boyle in chemistry was also based on close observation and
experiment. He formulated Boyle’s Law about gases—the volume of a gas varies with
the pressure exerted on it. In the eighteenth century Antoine Lavoisier, the founder of
modern chemistry, invented a system of naming the chemical elements.
Discussion Question
How did the Enlightenment connect to the Renaissance? (The ancient texts that were read
in the Renaissance conflicted with the authorities the Church used for its claims about nature.
Further, the Enlightenment was a development of the spirit of humans relying on their own
capacities and efforts to understand the world and direct their own affairs.)
turn
229
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 17, Section 1
IV. Women and the Origins of Modern Science (pages 515–516)
A. One of the most prominent female scientists of the seventeenth century was Margaret
Cavendish. In works such as her Observations Upon Experimental Philosophy, she criticized the belief that humans, through science, were the masters of nature.
B. In Germany many women scientists were astronomers. They often received training in
family observatories from their fathers or husbands. Maria Winkelmann was the most
famous; she assisted her husband, the famous Prussian astronomer Gottfried Kirch,
and discovered a comet.
C. Winklemann was denied a post as assistant astronomer at the Berlin Academy because
of her gender. In the view of most people of the seventeenth century, science and
scholarship conflicted with the domestic roles women were expected to fulfill.
Discussion Question
Throughout history many people have believed that women were not good at mathematics and science. Some educators claim that view has changed in the contemporary
world, some that it has not. In your school, are the girls and boys treated as having
equal potential for doing mathematics and science? Are there areas where the girls are
thought to have more potential? (Answers will vary. Accept relevant, thoughtful answers.)
V.
Descartes and Reason (pages 516–517)
A. The work of the French philosopher René Descartes strongly reflects the Western view
of humankind that came from the Scientific Revolution. In his Discourse on Method
(1637) he asserts that he can rationally be sure of only one thing—his own existence.
He asserted he would accept only those things his reason said were true.
B. Descartes asserted that while he could not doubt the existence of his mind—”I think,
therefore I am”—he could doubt the existence of the material world. He concluded
that the material world and the mental world were two different realms. He separated
mind and matter. This made matter something inert and independent of the observer
that could be investigated by a detached rationality.
C. Descartes has been called the father of modern rationalism. This system of thought is
based on the idea that reason is the chief source of knowledge.
turn
230
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 17, Section 1
Discussion Question
On what basis did Descartes claim he could not doubt his own existence? (When
Descartes inspected his thoughts to judge which were false and which were true, he realized that
he could not doubt he was thinking. Therefore, he knew he had to exist because he was thinking:
“I think, therefore I am.”)
VI. The Scientific Method (page 517)
A. During the Scientific Revolution, people were concerned about how they could best
understand the physical universe. They created the scientific method. The philosopher Francis Bacon was most responsible for this method.
B. Bacon emphasized arriving at conclusions about nature using inductive reasoning, or
making generalizations from particular observations and experiments organized to test
hypotheses.
C. He believed science was to give human kind new discoveries and the power to serve
human purposes by conquering “nature in action.” The control and domination of
nature became an important concern of science and its accompanying technology.
Discussion Question
Some contemporary thinkers argue that the goal of controlling nature has done a lot of
harm to the world. What might they have in mind? (Answers will vary. Accept relevant,
thoughtful answers. Such thinkers often argue that extending our power over nature through science has led us to exploit the environment in ways that are spiritually and physically harmful.)
end
231
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 17, Section 2
?
Did You Know
The German Enlightenment philosopher
Immanuel Kant maintained his regimen so reliably that people set
their clocks according to his daily walk along the street in
Königsberg now named for him, “The Philosopher’s Walk.” He is
said to have missed this walk for only one short period: while reading Rousseau’s Emile, he stayed at home for several days.
I.
Path to the Enlightenment (pages 518–519)
A. The Enlightenment was an eighteenth-century philosophical movement built off the
achievements of the Scientific Revolution. The Enlightenment philosophers hoped to
make a better society by applying the scientific method and reason to social problems.
They talked a lot about reason, natural law, hope, and progress.
B. Enlightenment philosophers thought that society was governed by natural laws just as
the Newtonian physical universe was.
C. John Locke’s theory of knowledge greatly influenced Enlightenment thinkers. He
argued that people are born with a mind that is a tabula rasa, or blank slate, and that
knowledge comes to it through the five senses. This meant that the right influences
could create a new kind of society by creating a new way of understanding.
D. Enlightenment thinkers hoped to discover with the scientific method the laws that all
institutions should follow to produce the ideal society.
Discussion Question
Are methods of understanding that work in the physical world applicable to the social
world? (Answers will vary. Accept relevant, thoughtful answers. The affirmative view emphasizes that humans are physical beings like the rest of nature. The negative view emphasizes that
non-human nature is ordered by causality in a way that the social world is not. The social world
emerges from freedom, reflection, and purpose.)
II. Philosophes and Their Ideas (pages 519–521)
A. The Enlightenment intellectuals were called by the French name philosophe (“philosopher”). Most were writers, professors, economists, journalists, and social reformers.
B. The ideas of the philosophes influenced the entire Western world. To them ideas were
to change the world by the rational criticism of beliefs in all areas, including religion
and politics. The three greatest French philosophes were Montesquieu, Voltaire, and
Diderot.
turn
232
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 17, Section 2
C. Charles-Louis de Secondat, the Baron de Montesquieu, studied governments to find
the natural laws governing social and political relationships. He published his ideas
in The Spirit of the Laws (1748). He identified three kinds of government: republics,
despotism, and monarchies.
D. His analysis of the English monarchy is his most lasting contribution. He argued
that the government functioned through a separation of powers controlled by checks
and balances. This structure gives the greatest freedom and security for the state.
Montesquieu’s ideas influenced the American framers of the Constitution.
E. The greatest figure of the Enlightenment was the prolific writer François-Marie Arouet,
known simply as Voltaire. He wrote pamphlets, plays, novels, letters, essays, and
histories.
F. Voltaire was best known for his criticism of Christianity and his belief in religious toleration. He championed deism, an eighteenth-century religious philosophy based on
reason and natural law. Deists believe the world is like a clock that God created and
set according to his natural laws, and then let run without his intervention.
G. Denis Diderot’s most important contribution to the Enlightenment was the
Encyclopedia, or Classified Dictionary of the Sciences, Arts, and Trades. He edited this
28-volume collection of knowledge, published in 1751, to “change the general way of
thinking.” Many of its articles attacked old French society and argued for religious toleration and social improvements to make society more humane. The Encyclopedia
spread the ideas of the Enlightenment.
Discussion Question
Who was the foremost deist among the influential leaders in early U.S. history? (Thomas
Jefferson. He even went so far as to write a deist Bible, one in which he took out all the parts that
did not conform to deism.)
III. Toward a New Social Science (pages 521–522)
A. The Enlightenment’s belief that the methods of the Scientific Revolution and Newton
could discover the natural laws of society led to the creation of what we call the social
sciences, such as economics and political science.
B. The French Physiocrats and Scottish philosopher Adam Smith founded modern economics. The Physiocrats believed that if people were free to pursue their economic
self-interest, all society would benefit. They developed the doctrine of laissez-faire
(“to let [people] do [what they want]”), which argued that the government should not
interfere with natural economic processes by imposing regulations.
turn
233
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 17, Section 2
C. Adam Smith gave the best expression of this approach to economics in his famous
work The Wealth of Nations. Smith said the government had only three legitimate functions: protecting society from invasion (army), defending citizens from injustice
(police), and maintaining public works like roads and canals that private individuals
could not afford.
D. For centuries punishments for crimes had often been quite cruel. One reason was that
extreme punishment was necessary to deter crime in a time when the police force was
too weak to ensure that criminals would be captured.
E. In 1764 the philosophe Cesare Beccaria argued in his essay On Crimes and Punishments
that punishments should not be exercises in brutality. He also argued against capital
punishment, finding it absurd because the state murders to punish a murderer.
Discussion Question
What contemporary approach to punishing criminals has its roots in the Enlightenment
social reform movements? (The approach that emphasizes rehabilitation, based on the belief
that people can change and progress.)
IV. The Later Enlightenment (page 522)
A. A new generation of philosophes emerged by the 1760s. Jean-Jacques Rousseau was
the most famous. In his Discourse on the Origins of the Inequality of Mankind, he argued
that people formed governments and laws to protect their private property, but the
government relationship enslaved them. In The Social Contract (1762) he presented the
idea of a social contract in which members of society agree to be governed by the general will, which represents what is best for society as a whole.
B. In his novel Emile, Rousseau argued that education should nurture, not restrict, children’s natural instincts. Unlike many Enlightenment thinkers, he believed that
emotions, as well as reason, were important to human development.
C. Critics have accused Rousseau of not practicing what he preached. His children were
sent to dangerous orphanages, and he believed women were naturally subservient to
men.
turn
234
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 17, Section 2
Discussion Question
In what ways are emotions important to human development? (Answers will vary. Accept
relevant, thoughtful answers. Two good possibilities are that emotions are needed to make a person sensitive to others and that the development of emotions adds to happiness through such
experiences as love.)
V.
Rights of Women (page 523)
A. Mary Wollstonecraft is considered the founder of the European and American movement for women’s rights. She argued that women were as rational as men and as
capable of being responsible free citizens.
B. In A Vindication of the Rights of Women, Wollstonecraft identified two problems with the
beliefs of many Enlightenment thinkers. Those who argued men should rule women
also argued against government based on the arbitrary power of kings. Power of men
over women was equally wrong. She also argued that because women are rational
beings, they should have the same rights as men—in educational, economic, and
political life.
Discussion Question
Where is there sexism in the contemporary world, if anywhere? (Answers will vary.
Accept relevant, thoughtful answers.)
VI. Social World of the Enlightenment (pages 523–525)
A. The Enlightenment ideas were most known among the urban upper class. They spread
among the literate elite. Literacy and the availability of books were increasing greatly
during the eighteenth century. Many titles were aimed at the new, middle-class reading public, which included women and urban artisans.
B. Magazines for the general public developed during this time. The daily newspaper did
as well. The first was printed in London in 1702.
C. Enlightenment ideas also spread at the salon. Salons were gatherings in the elegant
homes of the wealthy. The guests took part in conversations, often about the new
philosophical ideas. Nobles, thinkers, artists, and government officials attended these
salons. Some became very famous. The women who hosted them could sway political
opinion and influence literary and artistic taste.
turn
235
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 17, Section 2
Discussion Question
What have magazines and newspapers done historically for the spread of ideas and
knowledge? (Magazines and newspapers spread ideas and knowledge throughout society. They
were disseminated more and were affordable. Ideas and knowledge spread to the lower classes.)
VII. Religion in the Enlightenment (page 525)
A. Most of the philosophes attacked the Christian churches, but most Europeans of the
time were devout believers. The desire of ordinary Protestants for a greater depth of
religious experience led to new religious movements.
B. One new religious movement was Methodism. John Wesley had a mystical experience
in which “the gift of God’s grace” assured him of salvation. He became a missionary
to bring the “glad tidings” of salvation.
C. He preached to masses in open fields in England and appealed most to the lower
classes. His sermons often caused people to have conversion experiences. Many
Methodists helped each other do good works, which gave to the lower and middle
classes a sense of purpose. Methodists stressed the importance of hard work.
D. After Wesley’s death, Methodism became a separate Protestant group.
Discussion Question
What religious revival was happening in the American colonies at this same time? (The
Great Awakening.)
end
236
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 17, Section 3
?
Did You Know
Some Enlightenment thinkers believed that
human reason was so powerful that one day human beings would
be able to predict the condition of the entire universe in the next
moment.
I.
The Arts (pages 526–528)
A. The Enlightenment had a large impact on culture.
B. European monarchs tried to emulate Versailles, but in the Italian baroque style, not the
French classical. They created a new kind of architecture. By the 1730s a new artistic
style—rococo—had emerged. While the baroque style stressed grandeur and power,
the rococo style emphasized grace, charm, and gentle action. It was highly secular,
valuing the pursuit of pleasure, happiness, and love. The greatest rococo painter was
Antoine Watteau.
C. Enchantment and enthusiasm are also part of rococo, as is evident in the paintings of
Giovanni Battista Tiepolo. Much of his work is in churches and palaces. His masterpiece is the ceiling of the Bishop’s Palace at Würzburg, a huge scene representing the
four continents.
D. The eighteenth century was one of the greatest in history for European music. Johann
Sebastian Bach and George Frederick Handel, both German, were the two baroque
standouts at the beginning of the century. Bach was a great organist and composer.
Mass in B Minor is one of his famous works. Handel is best known for his Messiah.
E. Franz Joseph Haydn and Wolfgang Amadeus Mozart were the two standouts of the
classical style in the second half of the eighteenth century. Hayden’s The Creation is one
of his greatest works. Mozart was a child prodigy, known for symphonies, concerti,
and operas. His perpetual poverty made his life miserable. Haydn once said to
Mozart’s father, “Your son is the greatest composer known to me.”
F. The novel developed in Europe in the eighteenth century. Henry Fielding wrote novels
about people with no morals surviving by their wits, such as The History of Tom Jones, a
Foundling. His characters reflect real types in eighteenth-century England.
Discussion Question
Who are some important twentieth-century composers of classical music? (Sergei
Prokofiev, Anton Bruckner, Benjamin Britten, and Aaron Copland are some.)
turn
237
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 17, Section 3
II. Enlightenment and Enlightened Absolutism (pages 528–531)
A. The philosophes believed in natural rights for all people. These rights are the ones
referred to in the American Declaration of Independence: to religious worship, speech,
press, assembly, property, and the pursuit of happiness.
B. The philosophes believed that enlightened rulers were to establish and preserve these
rights. These rulers were to nurture the arts, sciences, and education, and to enforce
the laws fairly over all subjects.
C. Enlightened absolutism is a term once used to describe the monarchies that emerged
at this time. According to this view, monarchs of this time tried to govern by
Enlightenment principles while retaining royal power.
D. Is the concept of enlightened absolutism correct? We can examine three states where
philosophies tried to influence rulers to make enlightened reforms: Prussia, Austria,
and Russia.
E. Frederick William I and Frederick II made Prussia a European power in the eighteenth
century. Frederick William I tried to maintain a highly efficient bureaucracy, whose
values were obedience, honor, and service to the king. He doubled the army’s size.
F. Nobles who owned large estates were officers in the Prussian army. They believed in
duty, obedience, and sacrifice, and were loyal to the king.
G. Frederick II, or Frederick the Great, was one of Europe’s most cultured kings. He
knew and adopted some Enlightenment ideas. He abolished torture except in treason
and murder cases, and granted limited freedom of speech, limited freedom of the
press, and complete religious toleration.
H. As a boy, mischievous Frederick II once escaped with a friend from his father. The king
had them captured and made his son watch his friend’s beheading. A year later the
boy who would become Frederick the Great asked his father’s forgiveness and followed his father’s model thereafter.
I. Austria was a major power by the eighteenth century. Empress Maria Theresa, who
came to the throne in 1740, centralized the Austrian Empire and strengthened the
state’s power. Her successor, Joseph II, was more influenced by the philosophes.
J. Joseph II abolished serfdom and the death penalty; he recognized equality before the
law and religious reforms, including toleration. His program largely failed. Nobles
were alienated because of the serfs’ being freed. Serfs were confused about the sudden
changes.
turn
238
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 17, Section 3
K. After several weak rulers following Peter the Great’s death, Catherine the Great, the
German wife of the murdered Peter III, came to the Russian throne. She ruled from
1762 to 1796. She knew the ideas of the Enlightenment, and even invited Diderot to
speak in Russia, which he did. She invited him to speak to her “man to man.” In the
end she did not adopt Enlightenment reforms because she need the support of the
Russian nobility.
L. Conditions for the peasants worsened, and Catherine the Great responded strongly to
a peasant revolt. Serfdom was expanded to newer parts of the empire. She effectively
expanded Russia’s territory. For example, in the west, Russia gained about 50 percent
of Poland’s territory.
M. The theory of enlightened absolutism seems questionable. Most of these three governments did not institute Enlightenment reforms. The decisions the rulers made were
ultimately about the well-being of their states, which the monarch equated with the
state’s power—to collect taxes and wage war.
Discussion Question
What do you think Frederick II learned from watching his friend being beheaded?
(Answers will vary. Accept relevant, thoughtful answers. It seems he learned either the gravity of
the life he was destined for, and so reformed for that reason, or he learned that he must simply
obey his father, and changed for that reason.)
III. War of the Austrian Succession (pages 531–532)
A. Maria Theresa succeeded her father to the Austrian throne after his death in 1740. The
Prussian king took advantage of having a woman on the throne and invaded Austrian
Silesia. France allied with Prussia, and Britain allied with Austria.
B. The War of the Austrian Succession (1740 to 1748) was fought in Europe, the Far East,
and North America. In 1748 all parties made peace with the Treaty of Aix-la-Chapelle,
and all occupied territories but Silesia were returned to their original owners.
Discussion Question
Prussia invaded Austrian lands because it considered Austria weakened with a female
monarch. Are female leaders in politics or business still perceived as less authoritative
than males? (Answers will vary. Accept relevant, thoughtful answers.)
turn
239
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 17, Section 3
IV. The Seven Years’ War (pages 532–534)
A. Two new rivalries took center stage: France and Britain over colonial empires and
Austria and Prussia over Silesia. Maria Theresa refused to accept the loss of Silesia.
B. Though Austria and France had long been rivals, France abandoned Prussia and allied
with Austria. Russia joined that alliance because it saw Prussia as a threat. Britain then
allied with Prussia. In 1756 another worldwide war broke out—in Europe, India, and
North America.
C. The superb Prussian army was able to defeat the French, Austrians, and Russians for
some time. Prussian forces were being worn down, however, and Frederick the Great
faced disaster until the czar Peter III withdrew his troops from the war. Peter III
greatly admired the Prussian leader.
D. A stalemate led to peace. In 1763, under the Treaty of Paris, all occupied territories
were returned and Austria officially recognized Prussia’s permanent control of Silesia.
E. The struggle between Britain and France during this time outside of Europe was
known as the Great War for Empire. Sheer persistence made the British win out in
India. In 1763 the French withdrew from India for good.
F. The greatest conflicts of the Seven Years’ War took place in North America. The French
colonies in North America (Canada and Louisiana) were thinly populated trading outposts. French settlers would not move to North America. The 13 British colonies were
thickly populated with about 1.5 million people by 1750. The British colonies also were
quite prosperous.
G. The British and French fought in the waterways of the Gulf of St. Lawrence in Canada
and in the Ohio River valley. The French tried to establish forts in this valley to keep
the British settlers from expanding into new territory. Native Americans allied with the
French because the French were viewed as traders, not settlers.
H. At first the French were winning, but then William Pitt the Elder, Britain’s prime minister, revived Britain’s cause. He focused the British navy against the French colonial
forces. It defeated the smaller, weaker French navy.
I. The British soon scored a series of land victories in the Great Lakes area and the Ohio
River valley. The French made peace, and the 1763 Treaty of Paris transferred Canada
and all lands east of the Mississippi to Britain. Spain, an ally of France, transferred
Florida to British control, and France gave Spain its Louisiana territory.
J. By 1763 Britain was the world’s greatest colonial power.
Discussion Question
Why did the British defeat of the French navy turn the tide in Britain’s favor in the
land war? (The French were unable to resupply and reinforce their garrisons.)
end
240
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 17, Section 4
?
Did You Know
Some believe that Crispus Attucks, a former
slave, was the first American to fall during the Boston Massacre on
March 5, 1770. He is generally considered the first man to have lost
his life in the fight for American independence. His body lay in
state for three days in Boston’s Faneuil Hall. In 1888 a monument
honoring Attucks was unveiled in the Boston Commons.
I.
Colonial Empires in Latin America (pages 536–538)
A. After the Spanish and Portuguese colonized the Americas, a new civilization arose that
we call Latin America. Colonies often developed differently from the parent country.
B. Latin America was a multiracial society. Europeans and Native Americans intermarried; their offspring were known as mestizos. Close to 8 million African slaves were
brought to these countries. Mulattoes—offspring of Europeans and Africans—were
also part of the unique society of Latin America.
C. The Portuguese and Spanish sought ways to profit from their colonies. One source of
wealth was gold and silver, but farming was more lucrative in the long run. An important feature of Latin American agriculture was the dominant role of the large
landowner. The system of large landowners and dependent peasants has remained a
lasting part of Latin America.
D. Trade between the parent country and colony also was profitable. Spain and Portugal
both regulated their colonies to keep others out. By the beginning of the eighteenth
century, both France and Britain were getting too powerful to be kept out of the lucrative Latin American markets.
E. The colonies of Portuguese Brazil and Spanish Latin America lasted over three hundred years. Colonial officials in Latin America had much freedom in carrying out their
imperial policies.
F. The European rulers were determined to spread Christianity. Catholic missionaries
spread throughout the colonies. They brought the Native Americans into missions,
where the natives could be converted, taught trades, and encouraged to farm. Missions
allowed the missionaries to control the lives of the Native Americans.
G. The Catholic Church built schools in the colonies, where Native American students
were taught the basics of reading and writing and arithmetic. Women could enter convents to become nuns.
H. Many nuns worked outside their convents by running schools and hospitals. One of
these nuns, Sor Juana Inés de la Cruz, urged that women be educated.
turn
241
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 17, Section 4
I. Sor Juana Inés de la Cruz was a well-known Latin American literary figure. She converted and entered the convent so she could write poetry and plays. She had been
rejected from the University of Mexico because she was a woman. She died at the age
of 43 while nursing the sick during an epidemic in Mexico City.
Discussion Question
Given the contemporary world, were the Spanish and Portuguese successful in bringing
Christianity to their colonies? (Yes, most of Latin America is Catholic.)
II. Britain and British North America (page 538)
A. The United Kingdom of Great Britain came into being in 1707, when the governments
of England and Scotland united. The term British came to refer to the English and
the Scots.
B. The monarch and Parliament shared power in eighteenth-century Britain. Parliament
was gradually getting the upper hand. It had the power to make laws, levy taxes, and
pass the budget.
C. A new dynasty, the Hanoverians, took power in 1714. From the first Hanoverian king,
George I, their chief ministers were allowed to handle Parliament and so were powerful. Robert Walpole was prime minister from 1721 to 1742. The middles class wanted
Britain’s trade and empire expanded.
D. One place for expansion was North America, where Britain controlled Canada and 13
colonies on the eastern coast of the present United States. Merchants in the colonial
ports of Boston, Philadelphia, New York, and Charleston did not want the British government to run their affairs. Colonies had their own legislatures and often acted
independently.
Discussion Question
Why did the early Hanoverian kings depend so much on their prime ministers? (They
were not familiar with the customs and language of Britain since they came from the German
state of Hanover.)
turn
242
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 17, Section 4
III. The American Revolution (page 539)
A. After the Seven Years’ War, Britain needed more revenue from the colonies. In 1765
Parliament imposed the Stamp Act. Printed material such as legal documents and
newspapers had to carry a stamp showing that a tax had been paid to Britain. After
strong opposition, the act was repealed in 1766.
B. The American colonies and Great Britain had numerous crises throughout the 1770s.
The First Continental Congress convened in 1774. Fighting between Britain and the
colonists erupted at Lexington and Concord in 1775. In 1776 the signing of Jefferson’s
stirring Declaration of Independence formally declared the colonies’ intent to be
independent.
C. The help of foreign countries was essential to the colonies’ cause. France supplied
arms and men, and formally recognized the American state in 1777. It supplied troops
and arms, and the Spanish and Dutch joined in against Great Britain. The volunteer
American forces finally beat the well-trained professional British army after defeating
Cornwallis at Yorktown (1781). The Treaty of Paris (1783) recognized the independence of the American colonies and gave the Americans control of the western territory
from the Appalachians to the Mississippi River.
Discussion Question
How would America be different now if the British had won the Revolutionary War?
(Answers will vary. Accept relevant, thoughtful answers.)
IV. The Birth of a New Nation (pages 539–540)
A. The 13 former colonies were now states, having created a new social contract. They
had little interest in forming a country with a strong central government. Each kept
to its own affairs, as the weak Articles of Confederation showed. Soon it was clear
the government under the Articles lacked the power to deal with the new nation’s
problems.
B. In 1787 delegates met to revise the Articles. That meeting became the Constitutional
Convention. The delegates wrote a plan for a new national government.
C. The proposed Constitution created a federal system. Power is shared between the
national and state governments. The national (federal) government had the power to
levy taxes, raise an army, regulate trade, and create a national currency.
D. The federal government was divided into three branches in a system of checks and
balances. The president (executive) had the power to execute laws, veto the legislature’s acts, supervise foreign affairs, and direct military forces.
turn
243
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 17, Section 4
E. The second branch (the legislative) consisted of the Senate, elected by the state legislatures, and the House of Representatives, elected directly by the people. The Supreme
Court and other courts made up the third branch (judicial). The courts were to enforce
the Constitution as the “supreme law of the land.”
F. The promise of a Bill of Rights helped get the Constitution adopted. These 10 amendments guaranteed freedom of religion, speech, press, petition, and assembly. They
gave Americans the right to bear arms and to be protected from unreasonable search
and seizures. They guaranteed a trial by jury, due process of law, and the protection of
property rights.
G. Many of these rights were derived from the natural rights proposed by the eighteenthcentury philosophes.
Discussion Question
An irony of the American Revolution is that Founders such as Thomas Jefferson continued to own slaves, not entirely practicing what they preached. If a person does not
practice what he or she preaches, is that sufficient reason to reject the ideas he or she
espouses? (Answers will vary. Accept relevant, thoughtful answers. One good avenue to explore
is getting students to see that people can hold beliefs for reasons other than the kinds of people
they are. Evidence can be independent of life history.)
end
244
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 18, Section 1
?
Did You Know
After Marie Antoinette convinced Louis XVI to
resist the attempts of the National Assembly to abolish feudalism
and institute the Declaration of Rights, she became the main target
of protesters.
I.
Background to the Revolution (pages 547–549)
A. The French Revolution and the beginning of a new United States of America both
happened in 1789, and both had far-reaching consequences.
B. Both long-range problems and immediate forces caused the French Revolution. The
long-range problems concerned the condition of French society. It was based on
inequality, as feudalism always had been.
C. France was divided into three orders, or estates—the first, second, and third. About
130,000 people made up the First Estate, the clergy. The clergy were exempt from the
taille, France’s chief tax. The Second Estate, the nobility, had about 350,000 people.
They held many of the leading positions in the state and had their own privileges.
D. Nobles wanted to increase their power at the expense of the monarchy.
E. The Third Estate, the commoners, was 98 percent of the population. The Third Estate
was divided by differences in occupation, education, and wealth. Peasants were 75 to
80 percent of the total population. Serfdom had been abolished, but peasants had obligations to landlords or relics of feudalism that they resented.
F. Artisans, shopkeepers, and other wage earners were another part of the Third Estate.
They were hurting economically from a rise in prices higher than any increase in
wages. They were ready for revolution.
G. The bourgeoisie, or middle class, was another part of the Third Estate. It was about
8 percent of the population. They owned about 20 to 25 percent of the land. They were
merchants, teachers, and other professional people. They were unhappy about the
privileges given to the nobles.
H. Both aristocrats and members of the middle class were drawn to the political ideas of
the Enlightenment. The opposition of these elites to the existing order led them to
drastic action against the monarchy.
I. The immediate cause of the French Revolution was the near collapse of the government’s finances. The French economy suffered a series of crises for 50 years, and the
number of poor reached as high as one-third of the population. The poor lived in
absolute squalor.
turn
245
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 18, Section 1
J. The French government continued to spend lavishly on wars and court luxuries. The
queen, Marie Antoinette, was especially known for her extravagance. The government
of Louis XVI was finally forced to call a meeting of the Estates-General, the French
parliament, which had not met since 1614.
Discussion Question
Compare the causes of the French and American Revolutions. (The French Revolution was
caused much more by poverty and social inequality than the American Revolution. Life in the
American colonies for the middle and lower classes was better than in France.)
II. From Estates-General to National Assembly (pages 549–550)
A. Each order of French society had representatives in the Estates-General. In order to
fix France’s economic situation, most members of the Third Estate wanted to set up a
constitutional government that would abolish the tax exemptions of the clergy and
nobility.
B. The Third Estate was much larger than the other two. It favored a system of each
member voting, but the king upheld the traditional voting method of one vote per
estate. The Third Estate reacted by calling itself a National Assembly and deciding to
draft a constitution. They were locked out of their meeting place and moved to a tennis court next door. There they swore they would continue to meet until they had
finished drafting a constitution. This oath is known as the Tennis Court Oath.
C. The commoners saved the Third Estate from the king’s forces. The commoners
stormed and dismantled the Bastille, the royal armory and prison in Paris. The king’s
authority collapsed. Local revolutions broke out over France against the entire landholding system.
D. Peasant rebellions took place and became part of the Great Fear, a vast panic that hit
France in 1789. Fearing invasion by foreign troops in support of the monarchy, people
in the countryside formed militias.
Discussion Question
Why did the Third Estate favor a system in which each member of the Estates-General
could vote? (The Third Estate had many more members than the other two estates. Under the
old system the single vote of the First Estate and the single vote of the Second Estate together
could outvote the Third Estate. The change to each member having a vote would give the Third
Estate much more say in matters.)
turn
246
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 18, Section 1
III. The Destruction of the Old Regime (pages 550–553)
A. One of the National Assembly’s first acts was to destroy the relics of feudalism, or
aristocratic privileges. In August the assembly adopted the Declaration of the Rights
of Man and the Citizen. The declaration proclaimed freedom and equal rights for all
men, access to public office based on talent, and an end to exemptions from taxation.
All citizens were to have the right to take part in the making of laws. Freedom of
speech and press were recognized.
B. The question arose of whether “all citizens” included women. Many deputies said it
did, as long as women stayed out of politics. Olympe de Gouges would not accept this
exclusion of women from political rights, such as the vote. She wrote a Declaration of
the Rights of Woman and the Female Citizen. The National Assembly ignored her plea.
C. Louis XVI stayed at Versailles and refused to accept the laws of the National Assembly.
Thousands of Parisian women armed with pitchforks, swords, muskets, and the like
marched to Versailles. A delegation of these women met with Louis XVI and told him
how their children were starving. They forced the king to accept new decrees.
D. At the crowd’s insistence, the royal family returned to Paris, escorted by thousands of
women with pikes. As a goodwill gesture, the king brought along flour from the
Crown’s storerooms. The royal family was virtually held prisoner in Paris.
E. Since the Church was a pillar of the old order, it too had to be reformed. The National
Assembly seized and held the lands of the Church. Bishops and priests were to be
elected by the people and paid by the state. Because the French government now controlled the Church, many Catholics became enemies of the revolution.
F. The Assembly adopted its Constitution of 1791, which set up a limited monarchy with
a king and a Legislative Assembly with the power to make laws. Only the most affluent members would be elected. Only men over 25 who paid a specified amount in
taxes could vote.
G. By 1791 the old order was destroyed. Many people—Catholic priests, nobles, and
lower classes hurt by economic hard times—opposed the new order, however. The
king tried to flee France, but he was recognized and returned to France. The
Legislative Assembly met for the first time in 1791.
H. Other European monarchs, including the rulers of Austria and Prussia, threatened to
help Louis XVI. In response, the Legislative Assembly declared war on Austria. France
lost the battles with Austria, and distrust began to grip France.
I. Defeats in war and economic shortages led to new political demonstrations. Radicals
formed the Paris Commune and organized a mob attack on the royal palace and
Legislative Assembly. They captured the king and demanded the end of the monarchy.
turn
247
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 18, Section 1
J. The French Revolution was about to enter a more radical phase. Power went to the
Paris Commune. Many members proudly called themselves the sans-culottes, or
ordinary people without fancy clothes. The sans-culottes were made up of working
people and the poor, as well as merchants and artisans who were the elite of their
neighborhoods.
Discussion Question
If you were a hungry peasant with starving children, how would you react to Louis
XVI’s bringing flour from the royal storeroom on his forced return to Paris? (Answers will
vary. Accept relevant, thoughtful answers. One imagines the gesture had the opposite of its
intended effect. The peasants likely felt the gesture was a patronizing ploy that was way too little
way too late.)
end
248
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 18, Section 2
?
Did You Know
A French physician, Joseph-Ignace Guillotin,
was instrumental in having a law passed requiring all sentences of
death to be carried out by “means of a machine” to be humane. Use
of the guillotine, named for Guillotin, continued in France through
the 1970s. In 1981 France outlawed capital punishment.
I.
The Move to Radicalism (pages 555–557)
A. Led by the minister of justice, Georges Danton, the sans-culottes sought revenge on
those who had aided the king and resisted the popular will. Thousands of people were
arrested and massacred.
B. One of the more important radical leaders was Jean-Paul Marat, who published the
radical journal Friend of the People. He argued that the poor had a right to take from the
rich whatever they needed, even by violence.
C. The National Convention met in 1792, acting not only as a constitutional convention
but also as a sovereign ruling body. Its first act was to end the monarchy and establish
the French Republic. The members disagreed over the king’s fate. Two factions, or
dissenting groups—the urban Mountain and the rural Girondins—of the Jacobin political club divided over the issue. The Girondins wanted to keep the king alive. The
Mountain won and the king was beheaded, using the guillotine because they thought
it was humane. The split got Marat, a Mountain, killed; Charlotte Corday, a Girondin,
stabbed him to death in his bathtub.
D. France had other domestic problems besides a split in the National Convention. The
Paris Commune pressured the convention to enact more and more radical measures,
and parts of France refused to accept the rule of the convention.
E. A foreign crisis also loomed because the execution of the king outraged European
monarchies. Spain, Portugal, Britain, and other monarchies formed a loose coalition
to invade France. The revolution would be destroyed. To respond, the National
Convention formed the 12-member Committee of Public Safety, led first by Danton
and then by Maximilien Robespierre.
F. Robespierre was a lawyer and activist, so known for his honesty that he was called
“The Incorruptible.” He followed Rousseau’s ideas in The Social Contract, and he
believed that anyone who would not submit to the general will as he interpreted it
should be executed.
turn
249
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 18, Section 2
Discussion Question
Why was there an urban vs. rural split within the Jacobins? (The urban Mountain were
considerably more radical than the rural Girondins. The Girondins feared the urban radicals were
going too far in their proposed changes.)
II. The Reign of Terror (pages 557–560)
A. From 1793 to 1794 the Committee of Public Safety and the National Convention tried
to defend France from foreign and domestic threats. At home they began what came to
known as the Reign of Terror. Revolutionary courts prosecuted enemies of the revolution. Close to 40,000 people were killed during this time. Anyone who had opposed
the sans-culottes could be a victim.
B. Revolutionary armies were sent to subdue rebellious cities. Lyon was made an example of as some 1,880 citizens were executed and much of the city destroyed. In the city
of Nantes, the revolutionary commander executed his victims by sinking them in
barges in the Loire River.
C. Clergy and nobles made up about 15 percent of the Terror’s victims. The rest were
bourgeoisie and peasants.
D. The National Convention established a military school to train young men to be patriots. Its thousands of recruits were to have high moral standards and be enthusiastic
patriots, but most just wanted to go home. The plan to train patriots failed. Many of
these young men turned against the revolutionaries responsible for the Reign of Terror.
E. The Committee took other steps to control France and bring order. It called the new
order the Republic of Virtue, a democratic republic of good citizens. The titles “citizen”
and “citizeness” replaced “mister” and “madame.” Agents were sent all over France to
implement laws dealing with the wartime emergency. The Committee also established
schools to produce good citizens and tried to establish price controls on necessities,
though the controls failed.
F. The women who convinced Louis XVI to return to Paris stayed involved in the revolution. In 1793 two women founded the working-class Society for Revolutionary
Republican Women and were ready to defend France. Most of the men continued to
believe that women should not participate in politics or fight, however.
turn
250
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 18, Section 2
G. To establish an order built on reason, the National Convention had a dechristianization
policy. The word saint was removed from street names and churches were closed. The
cathedral of Notre Dame was rededicated as a “temple of reason.” A new calendar was
adopted. Years were numbered from September 22, 1792, the first day of the French
Republic, and not from Christ’s birth. The calendar contained 12 months with each
month having three weeks of 10 days, with the tenth day a day of rest. This practice
eliminated Sundays.
H. Robespierre realized, however, that France was too Catholic to be dechristianized.
Discussion Question
Was it rational for the revolutionaries to try and dechristianize France to make it more
rational? (Answers will vary. Accept relevant, thoughtful answers. The answer seems to be
“No.” The Enlightenment conception of rationality stresses that people should be allowed to make
up their own minds about religion. On this view government policy should not be used against
religion.)
III. A Nation in Arms (page 560)
A. To save the republic from foreign nations, the Committee of Public Safety called a universal mobilization in 1793. By September of 1794 France had an army of 1,169,000. It
pushed the countries invading France back across the Rhine and conquered the
Austrian Netherlands.
B. The French revolutionary army changed the nature of modern warfare and was an
important step in creating modern nationalism. Previously, smallish armies fought
wars between governments and ruling dynasties. The new French army was a people’s
army fighting a people’s war on behalf of a people’s government. Warfare also became
more destructive.
C. France had defeated its foreign foes by the summer of 1794. Robespierre was obsessed
with ridding France of its domestic enemies, however. Only then could the Republic of
Virtue exist. Many deputies of the National Convention feared Robespierre, and they
executed him.
D. After Robespierre’s death, the Terror ended, and the more radical Jacobins lost power.
turn
251
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 18, Section 2
Discussion Question
Robespierre was called “The Incorruptible.” Did he remain incorruptible? (It appears not.
Given his rabid persecution of his “enemies,” it appears that absolute power did finally corrupt
him.)
IV. The Directory (pages 560–561)
A. The National Convention created a new constitution reflecting the desire for stability.
The Constitution of 1795 established a legislative assembly of two chambers, the
Council of 500 and the Council of Elders. Electors (individuals qualified to vote in an
election) chose the 750 legislators. There were only 30,000 electors, due to a qualification requirement of owning a certain amount of property.
B. From a list presented by the Council of 500, the Council of Elders elected five directors
to act as the executive committee, or Directory. The period of the Directory (1795 to
1799) was one of government corruption. People reacted against the Reign of Terror’s
time of deprivation, some making great fortunes from graft.
C. The Directory also faced political enemies from both royalists and radicals. It could not
solve the country’s economic problems, and it was fighting the wars begun by the
Committee of Public Safety.
D. The Directory relied more and more on military might to stay in power. In 1799 a coup
d’état—a sudden overthrow of the government—led by the popular general Napoleon
Bonaparte toppled the Directory. Napoleon took power.
Discussion Question
How did the Constitution of 1795 try to achieve stability? (It aimed at preventing one government group from gaining too much control through a separation of powers. The constitution
called for a two-chamber legislature and gave one chamber the power to propose laws and the
other the power to accept or reject them.)
end
252
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 18, Section 3
?
Did You Know
Napoleon’s defeat in the Battle of Waterloo in
June 1815 is the basis for the phrase “to have one’s waterloo,”
which means to suffer the decisive defeat of one’s life.
I.
The Rise of Napoleon (pages 563–564)
A. Napoleon Bonaparte dominated European history from 1799 to 1815. He never
stopped reminding the French that he preserved what was beneficial in the revolutionary program.
B. Napoleon was born in 1769 on the Mediterranean island of Corsica. He went to a military school in France on a royal scholarship. In 1785 he was commissioned as a
lieutenant in the French army.
C. For the next seven years Napoleon educated himself in philosophy and the world’s
great military campaigns. The French Revolution and the European wars that followed
it gave him the chance to use his knowledge.
D. By the age of only 25, Napoleon was made a brigadier general by the Committee of
Public Safety. He won a series of victories as the French commander against armies
in Italy.
E. Napoleon’s combination of intelligence, charm, wit, and decisiveness allowed him to
win the support of his troops and other people. He returned to France in 1797 as a conquering hero. Napoleon’s attempt to strike at Britain by taking Egypt and threatening
India failed. In 1799 he returned to Paris.
F. Napoleon took part in the coup d’état that overthrew the Directory. Even though in
theory France was a republic, Napoleon held absolute power as the first consul of a
new government called the consulate. He appointed members of the bureaucracy, controlled the army, conducted foreign affairs, and influenced the legislature.
G. In 1802 Napoleon made himself consul for life, and in 1804 he had himself crowned
Emperor Napoleon I.
Discussion Question
Besides harming Britain at the behest of the French government, what might have
attracted Napoleon to invade Egypt? (He wanted to make it a part of the empire he planned to
build. Napoleon saw himself as a new Roman caesar.)
turn
253
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 18, Section 3
II. Napoleon’s Domestic Policies (pages 565–566)
A. Did Napoleon preserve the ideals of the revolution and republic with his domestic
policies? We will see in this section.
B. Napoleon made peace with the Church to restore stability to France. He himself was
an Enlightenment believer in reason. In 1801 Napoleon made an agreement with the
pope that recognized Catholicism as the religion of most of France. The pope gave up
asking for the return of Church lands seized during the revolution. With this agreement Napoleon pleased both the Church and those who had seized its lands.
C. Napoleon’s most famous domestic achievement was codifying French laws. Before the
revolution France had up to 300 separate legal systems.
D. The most important part of the new unified codes was the Civil Code, or Napoleonic
Code. It recognized equality before the law, the right to choose a profession, religious
toleration, and the end of serfdom and feudalism. The Code also outlawed unions and
strikes.
E. Napoleon’s Civil Code also undid revolutionary changes, such as making divorce easy
for both men and women, and allowing children, including daughters, to inherit property. The new code made it harder for women to divorce. Their husbands controlled
their property when they married. Women were considered minors in lawsuits, and
their testimony was considered less reliable than that of men.
F. Napoleon developed a powerful, centralized administrative machine with promotion
based on ability. Opening government careers to individuals based on their ability was
one change the middle class wanted.
G. Napoleon created a new aristocracy based on merit in the state service. He created
3,263 nobles between 1808 and 1814. More than half were military officers and from
the middle class.
H. Did Napoleon preserve the ideals of the French Revolution, as he claimed, in his
domestic policies? The Civil Code recognized equality of all citizens before the law,
and he did open government careers to more people. So to that extent he did preserve
the revolutionary ideals. He also destroyed some revolutionary ideals. He ruled
despotically, for example, shutting down 60 of France’s 73 newspapers, insisting that
the government view all manuscripts before they are published, and having government police read people’s mail.
I. Anne-Louise-Germaine de Staël was a prominent writer of this period who had a
salon for the powerful that lasted from 1790 to 1804. She first supported Napoleon but
then clashed with him and denounced him as a tyrant. He banned her books and
exiled her. Once when de Staël asked Napoleon who the greatest woman of history
was, he answered, “The one who had the most children.”
turn
254
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 18, Section 3
Discussion Question
Who are the greatest women in history? Why? (Answers will vary. Make sure students have
good reasons for their choices.)
III. Napoleon’s Empire (pages 566–567)
A. Napoleon’s conquests began soon after he reached power. First, however, he achieved
a peace treaty (1802) with the many nations warring with France after the execution of
Louis XVI. However, in 1803, the war was renewed. From 1805 to 1807, Napoleon’s
Grand Army defeated the Austrian, Russian, and Prussian armies.
B. Napoleon now could create a new world order. His Grand Empire had three parts: the
French Empire, dependent states, and allied states. The dependent states were kingdoms that Napoleon’s relatives ruled, including Spain, Holland, Italy, and the Grand
Duchy of Warsaw.
C. The allied states were those Napoleon defeated and forced to join him in war against
Britain. These included Prussia, Austria, Russia, and Sweden.
D. Napoleon sought to spread some of the principles of the French Revolution, including
equality before the law, religious toleration, and economic freedom, through his
empire. He urged his rulers to be constitutional kings.
E. He tried to destroy the feudal, hierarchical order in the French Empire and his dependent states. Nobility and clergy lost privileges, and equality of opportunity was
declared, along with religious toleration and equality before the law. Napoleon’s
spread of French revolutionary principles to these countries was an important factor in
the development of liberal traditions in them.
Discussion Question
On balance, did Napoleon’s rule live up to the ideals of the Enlightenment and the
French Revolution or not? (Answers will vary. Accept relevant, thoughtful answers. Make sure
students give examples.)
IV. The European Response (pages 567–568)
A. The survival of Great Britain and the force of nationalism are the two main causes of
the quick collapse of Napoleon’s empire.
turn
255
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 18, Section 3
B. Britain survived principally because of its sea power, which made Britain virtually
invulnerable. Even so, Napoleon mounted a fleet for an invasion. Britain’s defeat
of a combined French-Spanish fleet at Trafalgar (1805) ended Napoleon’s dream
of invading.
C. Napoleon tried to use the Continental System to defeat Britain. The Continental
System was intended to stop British goods from reaching continental markets. Allied
states resented being told they could not buy British goods, and this strategy failed as
well. Also due to new markets in Latin America and the Middle East, Britain’s exports
reached a near-record high in 1810.
D. Nationalism is the cultural identity of people based on common language, religion,
and national symbols. The French spread and aroused nationalism in two ways: they
were hated as oppressors; French nationalism showed other countries what a nation in
arms could do.
Discussion Question
What are some symbols of American nationalism? (The most recognizable symbols are the
American flag, the bald eagle, and the Statue of Liberty. Patriotic songs are also national symbols.
Characteristic activities like baseball can also serve as national symbols.)
V.
The Fall of Napoleon (pages 568–569)
A. Napoleon’s fall began with his invasion of Russia, which had refused to remain in the
Continental System.
B. In 1812 a Grand Army of over six hundred thousand men entered Russia. Napoleon
needed to score a quick, decisive victory. The Russians would not fight but kept
retreating. They burned their villages, and even Moscow, as they wanted to deny the
French food and supplies. Lacking food, Napoleon left Moscow after two months to
retreat. He left in October, so his “Great Retreat” happened under terrible winter conditions. Only forty thousand men arrived back in Poland.
C. Other European nations rose up to attack the crippled French army. Paris was captured in 1814 and Napoleon was exiled to the island of Elba. Louis XVIII, Louis XVI’s
brother, restored the Bourbon monarchy.
D. The king had little support. Napoleon escaped. Troops were sent to capture him, but
on their meeting, Napoleon opened his coat and invited anyone who would to kill the
emperor. No one did and instead the troops shouted, “Vive l’Empereur” (“Long Live
the Emperor”). Napoleon entered Paris in triumph on March 20, 1815.
turn
256
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 18, Section 3
E. The European powers and Napoleon, whom they called the “Enemy and Disturber of
the Tranquility of the World,” fought again. At Waterloo in Belgium in 1815, Napoleon
was defeated by a combined British and Prussian army under the Duke of
Wellington. The allies exiled him to St. Helena, a small island in the south Atlantic.
Napoleon’s power was ended.
Discussion Question
Like Hitler, Napoleon wanted his empire to last a thousand years. History teaches that
empires do not last that long. Why not? (Answers will vary. Accept relevant, thoughtful
answers. Some good points would mention cultural change, rulers inevitably exerting more
power to control the population, natural disasters, economic hard times, and the difficulties of
protecting an empire.)
end
257
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 19, Section 1
?
Did You Know
Within four years of his arrival, Samuel Slater
constructed the first successful water-powered cotton mill in the
United States, on the Blackstone River in Pawtucket, Rhode Island.
The construction of this mill, now a national historic site, is popularly recognized as the beginning of the Industrial Revolution in
America.
I.
The Industrial Revolution in Great Britain (pages 581–583)
A. The Industrial Revolution began in Great Britain in the 1780s for several reasons.
B. Improved farming methods increased the food supply, which drove food prices down
and gave families more money for manufactured goods. The increased food supply
also supported a growing population.
C. Britain had a ready supply of capital—money to invest—for industrial machines and
factories. Wealthy entrepreneurs were looking for ways to invest and make profits.
Finally, Britain had abundant natural resources and a supply of markets, in part
because of its colonial empire.
D. In the eighteenth century Great Britain had surged ahead in the production of cotton
goods. The two-step process of spinning and weaving had been done by individuals in
their homes, a production method called cottage industry.
E. A series of inventions—the flying shuttle, the spinning jenny, and the water-powered
loom invented by Edmund Cartwright in 1787—made both weaving and spinning
faster. It was now efficient to bring workers to the new machines in factories. Cottage
industry no longer was efficient.
F. The cotton industry became even more productive after the Scottish engineer James
Watt improved the steam engine in 1782 so it could drive machinery. Steam power was
used to spin and weave cotton. Steam-powered cotton mills proliferated throughout
Britain. The steam engines used coal. Mills no longer had to be located near water.
G. By 1840 cotton cloth was Britain’s most valuable product. Its cotton goods were sold
all over the world.
H. The steam engine drove Britain’s Industrial Revolution, and it ran on coal. This led to
the coal industry expanding. The coal supply seemed unlimited. Coal also transformed
the iron industry. Iron had been made in England since the Middle Ages. Using the
process developed by Henry Cort called puddling, industry produced a better quality
of iron. The British iron industry boomed. In 1740 Britain produced 17,000 tons of iron.
Cort’s process quadrupled production, and by 1852 Britain was producing almost
3 million tons of iron annually.
turn
258
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 19, Section 1
I. Since they were an efficient way to move resources and goods, railroads were crucial
to the Industrial Revolution. The first railroads were slow, but they developed rapidly.
The Rocket was used on the first public railway line, which opened in 1830. The 32miles of track went from Liverpool to Manchester, England. The Rocket pulled a
40-ton train at 16 miles per hour.
J. Within 20 years trains were going 50 miles per hour, an incredible speed for its time.
By 1850 Great Britain had 6,000 miles of track. Building railroads was a new job for
farm laborers and peasants. The less expensive transportation lowered the price of
goods and made for larger markets. More sales meant more demand, which meant
more factories and machines. This regular, ongoing cycle of economic growth was a
basic feature of the Industrial Revolution.
K. The factory was another important aspect of the Industrial Revolution because it created
a new kind of labor system. To keep the machines going constantly, workers had to
work in shifts. Factory owners trained the rural laborers to work the same hours each
day and to do repetitive work. One early industrialist said his goal was “to make the
men into machines that cannot err.”
Discussion Question
Eighteenth- and nineteenth-century factories used a great deal of child labor. Social
reformers changed the practice in part because children were not able to attend school if
they worked long hours. At what age is it all right to let people less than 18 years of age
work? (Answers will vary. Accept relevant, thoughtful answers. Since so many high school students now work, discussing whether or not working harms their education might be good.)
II. The Spread of Industrialization (page 584)
A. Britain became the world’s greatest industrial nation. It produced one-half of the
world’s cotton goods and coal.
B. The Industrial Revolution spread to other parts of the world at different speeds.
Belgium, France, and Germany were the first to industrialize, principally because their
governments built infrastructure such as canals and railroads.
C. The Industrial Revolution hit the United States. In 1800 six out of every seven
American workers were farmers. By 1860, the number was only 1 out of every 2.
Over this period the population grew from 5 to 30 million people, and a number of
large cities developed.
D. The large United Sates needed a transportation system, and miles of roads and canals
were built. Robert Fulton built the first paddle-wheel steamboat, the Clermont, in
1807. By 1860 thousands of these boats were on rivers, lakes, and even the ocean.
turn
259
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 19, Section 1
E. The railroad was the most important transportation development. America had fewer
than 100 miles of track in 1830. By 1860 it had about 30,000 miles of track. The railroad
turned the United States into a massive market.
F. Labor for the growing factories came from the farm population. Many of the new factory workers were women, who made up more than 80 percent of the workers in
textile factories. Factory owners sometimes had whole families work for them.
Discussion Question
Imagine you are an nineteenth-century rural settler in the Ohio Valley, and you see a
steamboat for the first time. What is your reaction? (Answers will vary. Accept relevant,
thoughtful answers. Many people reported being frightened at first seeing the Clermont because
it seemed to be belching fire and churning up the water ferociously. Others were thrilled at the
horizons the steamboat opened up.)
III. Social Impact in Europe (pages 585–588)
A. The Industrial Revolution spurred the growth of cities and created two new social
classes: the industrial middle class and the industrial working class.
B. Europe’s population nearly doubled between 1750 and 1850 to 266 million. The chief
reason was a decline in death from disease. The increased food supply fed the people
better, and famine largely disappeared from western Europe.
C. Cities were the home to many industries. People moved in from the country to find
work, taking the new railroads. London’s population increased from 1 million in 1800
to 2,363,000 in 1850. Nine British cities had populations over 100,000 in 1850.
D. Many inhabitants of these rapidly growing cities lived in miserable conditions. The
conditions prompted urban social reformers to call for cleaning up the cities, a call
which would be heard in the second half of the nineteenth century.
E. The Industrial Revolution replaced the commercial capitalism of the Middle Ages with
industrial capitalism—an economic system based on industrial production. This capitalism produced the industrial middle class. It was made up of the people who built
the factories, bought the machines, and figured out where the markets were. Their
characteristics were initiative, vision, ambition, and money making.
F. Industrial workers faced horrible working conditions with hours ranging from 12 to 16
hours a day, six days a week. No one had security on the job, and there was no minimum wage. The hot temperatures in the cotton mills were especially harmful.
turn
260
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 19, Section 1
G. In Britain women and children made up two-thirds of the cotton industry’s workforce. The Factory Act of 1833 set 9 as the minimum age to work. Children from ages
9 to 13 could work only 8 hours a day; those between ages 13 and 18 could work only
12 hours.
H. Women took more and more of the textile industry jobs. They were unskilled and were
paid half or less than the men. Excessive working hours for women were outlawed in
1844.
I. The employment of women and children was a holdover from the cottage industry
system. The laws restricting industrial work for women and children led to a new
pattern of work, therefore.
J. Married men were now expected to support the family, and married women were to
take care of the home and perform low-paying jobs in the home, such as taking in
laundry, to help the family survive.
K. The pitiful conditions for workers in the Industrial Revolution led to a movement
called socialism. Under socialism, society, usually government, owns and controls the
means of production—natural resources, factories, and the like.
L. Early socialism was largely the idea of intellectuals who believed in the equality of all
people and who wanted to replace competition with cooperation. Later socialists like
Karl Marx thought these ideas were not practical and called those who believed them
utopian socialists.
M. A famous utopian socialist was Robert Owen, a British cotton manufacturer. He
believed people would show their natural goodness if they lived in a cooperative environment. Owen transformed a factory town in Scotland into a flourishing community.
A similar attempt at New Harmony, Indiana, failed in the 1820s.
Discussion Question
Capitalism and socialism have different views about what brings the best out in people.
Is socialism correct that cooperation does so, or is capitalism correct that competition
does so? (Answers will vary. Accept relevant, thoughtful answers.)
end
261
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 19, Section 2
?
Did You Know
As British prime minister, Benjamin Disraeli
believed that the Conservative Party could save aristocratic traditions while cautiously adopting democratic reforms. The
Disraeli-backed Reform Bill of 1867 extended the vote to all male
homeowners and most men who rented property.
I.
The Congress of Vienna (pages 589–590)
A. When the great powers of Austria, Prussia, Russia, and Great Britain met at the
Congress of Vienna in 1814, they wanted to restore the old order after Napoleon’s
defeat.
B. Prince Klemens von Metternich was the Austrian foreign minister who led the
Congress. He said he was guided at Vienna by the principle of legitimacy: legitimate
monarchs deposed by Napoleon would be restored in the interest of peace and stability.
C. Some countries accepted the principle of legitimacy and some did not.
D. The participants in the Congress of Vienna also rearranged European territories to
form a new balance of military and political power to keep one country from dominating Europe. To balance Russian territorial gains, Prussia and Austria were given new
territories, for example.
Discussion Question
What would prevent a country from accepting the principle of legitimacy? (Some countries did not want to have the old monarchies restored.)
II. The Conservative Order (pages 590–591)
A. The arrangement worked out at the Congress of Vienna curtailed the forces set loose
by the French Revolution. Those who saw this as a victory, such as Metternich, held a
political philosophy called conservatism.
B. Conservatism is based on tradition and social stability. Conservatives wanted obedience to traditional political authority and believed that organized religion was
important to an ordered society. They did not like revolution or demands for rights
and government representation.
C. The powers at the Congress agreed to meet in the future to take steps to keep the balance of power in Europe. These meetings came to be called the Concert of Europe.
turn
262
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 19, Section 2
D. Most of the great powers eventually adopted the principle of intervention: countries
had a right to intervene where revolutions were threatening monarchies. Britain
rejected the principle, saying countries should not interfere in the internal affairs of
other states. Austria, Prussia, Russia, and France did crush revolutions and restore
monarchies.
Discussion Question
When does a country have the right to intervene in another country’s internal affairs, if
ever? (Answers will vary. Accept relevant, thoughtful answers. To get discussion started, bring
up such situations as the recent African massacres and Cambodia after the Vietnam War.)
III. Forces of Change (pages 591–592)
A. The forces of liberalism and nationalism were gathering to bring about change from
the old order.
B. Liberalism is based principally on Enlightenment principles and held that people
should be free of government restraint as much as possible. The chief liberal belief was
the importance of protecting the basic rights of all people. Liberals believed these civil
rights should be guaranteed, as they are in the American Bill of Rights.
C. Liberals also avidly supported religious toleration and the separation of church and
state. Liberals tended to favor constitutional forms of government because they
believed in representative government.
D. Liberals thought that the right to vote and hold office should be given only to men
who owned property—middle-class men. Liberals feared mob rule, wanted to share
power with the landowning classes, and had no desire to share power with the lower
class.
E. Nationalism was an even more powerful force for change in the nineteenth century. It
arose out of people’s awareness of belonging to a community with common institutions, traditions, language, and customs. This community is called a nation. On the
view of nationalism, citizens owe their loyalty to the nation, not a king or other entity.
F. Nationalists came to believe that each nationality should have its own government.
Countries that were divided into principalities, as Germany was, should have unity
with a centralized government; subject people, such as the Hungarians, should have
their own nation.
G. Conservatives feared what such changes would do to the balance of power in Europe
and to their kingdoms. The conservatives repressed the nationalists. In the first half of
the nineteenth century, liberalism was a strong ally of nationalism because liberals
believed in self-government. This alliance gave nationalism a wider scope.
turn
263
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 19, Section 2
H. In 1830 French liberals overthrow the Bourbon monarchy and established a constitutional monarchy with Louis-Philippe as king. Nationalism was the chief force behind
rebellions in Poland and Italy, and a revolution in Belgium.
Discussion Question
What differentiates nineteenth-century liberalism from contemporary liberalism?
(Answers will vary. Accept relevant, thoughtful answers. One clear difference is that nineteenthcentury liberalism believed in minimal government, but contemporary liberalism tends to look to
the government to solve social problems.)
IV. The Revolutions of 1848 (pages 592–594)
A. Despite changes after 1830, the conservative order still dominated much of Europe.
The growing forces of nationalism and liberalism erupted again in the revolutions
of 1848.
B. France had severe economic problems beginning in 1846, causing hardships to the
lower class. At the same time, the middle class wanted the right to vote. LouisPhilippe refused to make changes and opposition grew.
C. The monarchy was overthrown in 1848. Moderate and radical republicans—people
who wanted France to be a republic—set up a temporary government. It called for the
election of representatives to a Constituent Assembly that would draw up a new constitution. Election would be by universal male suffrage—all adult men could vote, not
just the wealthy.
D. The provisional government also set up national workshops to give the unemployed
work. When almost 120,000 people signed up, the treasury was drained and the frightened moderates closed the workshops.
E. Workers took to the streets, and in bitter fighting the government crushed the worker
revolt. Thousands were killed or sent to Algeria, France’s prison colony.
F. The new constitution, ratified in November of 1848, set up the Second Republic, with a
single legislature elected by universal male suffrage. A president served for four years.
Charles Louis Napoleon Bonaparte (called Louis-Napoleon), the famous ruler’s
nephew, was elected president.
G. The Congress of Vienna had recognized 38 independent German states, called the
Germanic Confederation. The 1848 cries for change led many German rulers to promise constitutions, a free press, and jury trials. An all-German parliament, the Frankish
Assembly, met to fulfill the liberal and nationalist goal of creating a constitution for a
unified Germany.
turn
264
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 19, Section 2
H. Since the members had no way to force the rulers to accept the constitution, the
Frankish Assembly failed.
I. The Austrian Empire was a multinational state with a collection of peoples joined
only by the Hapsburg ruler. The Germans played a leading role in governing Austria,
even though they were only one-fourth of the population.
J. The Austrian Empire had its problems. In March 1848, demonstrations led to the
ouster of Metternich, the quintessential conservative. Revolutionary forces took control
of the capital, Vienna, and demanded a liberal constitution. The government gave
Hungary its own legislature as a gesture of appeasement. In Bohemia, however,
Czechs demonstrated for their own government.
K. In June, Austrian military forces crushed the Czech rebellion in Prague. The rebels
in Vienna were defeated by October. With the help of 140,000 Russian soldiers, the
Austrians crushed the Hungarian rebels by 1849.
L. The Congress of Vienna had set up nine states in Italy. Revolt against Austria broke
out in Lombardy and Venetia. Revolutionaries in other Italian states took up arms. By
1849, however, Austria had established the old order throughout Italy.
M. In Europe in 1848, popular revolts led to constitutional governments. The revolutionaries could not stay united, however, and conservative rule was reestablished.
Discussion Question
Why were men reluctant to extend the vote to women? (Answers will vary. Accept relevant, thoughtful answers. Some men believed women did not have the rationality to participate
meaningfully in politics, and no doubt other men simply did not want to upset the social order of
patriarchy.)
end
265
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 19, Section 3
?
Did You Know
The liberal British philosopher John Stuart Mill
was educated exclusively by his father, also a famous philosopher.
At the age of eight, after he had read all the works of the historian
Herodotus in the original Greek, Mill began to study Latin, geometry, and algebra. By age 12 he was reading Plato and Aristotle in
Latin. Mill had a mental breakdown as a young adult, and later
claimed that he pulled himself out of his psychological troubles by
reading romantic poetry.
I.
Breakdown of the Concert of Europe (pages 596–597)
A. The nationalist goals of the 1848 revolutionaries would be achieved later. By 1871 both
Germany and Italy were unified, a change caused by the Crimean War.
B. The Crimean War was rooted in a conflict between Russia and the Ottoman Empire,
which controlled much of the Balkans in southeastern Europe. The power of the
Ottoman Empire declined in the nineteenth century.
C. Russia wanted to expand into the Balkans so it could have access to the Dardanelles
and the Mediterranean Sea, giving it the naval might to be the great power in eastern
Europe. Russia invaded the Turkish Balkan provinces of Moldavia and Walachia, and
the Ottomans declared war on Russia. Great Britain and France, fearing Russia’s ambitions, allied with the Ottomans. The Crimean War was on.
D. Heavy losses caused the Russians to seek peace. In the Treaty of Paris of 1856, Russia
agreed to have Moldavia and Walachia placed under the protection of all the great
powers.
E. The Crimean War destroyed the Concert of Europe. Austria and Russia had been the
two powers maintaining order, but now they were enemies because Austria had not
supported Russia in the Crimean War due to its own interests in the Balkans.
F. Russia withdrew from European affairs for the next 20 years. Austria had no friends
among the great powers, and Germany and Italy now could unify.
Discussion Question
What contemporary alliances and organizations try to keep stability in the world? (Three
good answers are the United Nations (UN), the North Atlantic Treaty Organization (NATO),
and the Organization of American States (OAS).)
turn
266
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 19, Section 3
II. Italian Unification (pages 597–598)
A. In 1850 Austria was still the dominant power on the Italian Peninsula. After 1848 people looked to the northern Italian state of Piedmont to lead the fight for unification.
B. The king of Piedmont named Camillo di Cavour his prime minister. Cavour pursued
economic expansion, which gave the government enough money to support a large
army. He then made an alliance with the French emperor Louis-Napoleon, knowing
his army by itself could not defeat Austria, and provoked the Austrians into invading
Piedmont. It was 1859.
C. The conflict resulted in a peace settlement that made Piedmont an independent state.
Cavour’s success caused nationalists in other northern Italian states to overthrow their
governments and join their states to Piedmont.
D. In southern Italy a new patriotic leader for unification emerged—Giuseppe Garibaldi.
He raised an army of one thousand volunteers, called Red Shirts because of the color
of their uniforms.
E. France ruled the Kingdom of the Two Sicilies (Sicily and Naples). A revolt broke out in
Sicily against the Bourbon king, and Garibaldi and his forces landed on the island. By
July 1860 they controlled most of the island. They marched up the mainland and
Naples soon fell. Garibaldi turned his conquests over to Piedmont, and in 1861 a new
Kingdom of Italy was proclaimed. King Victor Emmanuel II, who had been king of
Piedmont, was crowned ruler.
F. Italy’s full unification would mean adding Venetia, held by Austria, and Rome, held
by the pope and supported by the French. The Italian state allied with Prussia in the
Austro-Prussian War of 1866. When Prussia won, it gave Venetia to the Italians. France
withdrew from Rome in 1870. The Italian army annexed Rome that same year, and
Rome became the capital of the united Italy.
Discussion Question
Is the democratic idea of political legitimacy coming from the consent of the governed
the true basis of political authority, or are there other bases for authority? (Answers will
vary. Accept relevant, thoughtful answers.)
III. German Unification (pages 598–599)
A. Germans looked to Prussia for leadership in unification. In the 1860s King William I
tried to enlarge the already powerful Prussian army. When the legislature refused to
levy the tax, William I appointed a new prime minister, Otto von Bismarck.
turn
267
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 19, Section 3
B. Bismarck often is seen as the greatest nineteenth-century practitioner of realpolitik, or
practical politics with little regard for ethics and an emphasis on power. He ignored
the legislature on the matter of the army, saying that “Germany does not look to
Prussia’s liberalism but to her power.”
C. Bismarck collected taxes and strengthened the army. From 1862 to 1866, he governed
Prussia without legislative approval. With Austria as an ally, he defeated Denmark and
gained territory. He then created friction with Austria, and the two countries went to
war in 1866. The highly disciplined Prussian army defeated the Austrians soundly less
than a month after war was declared.
D. Prussia organized northern German states into a North German Confederation. The
southern German states signed military alliances with Prussia for protection against
France, even though Prussia was Protestant and southern Germany was Catholic.
E. Prussia dominated all of northern Germany. Problems with France soon developed.
France feared a strong German state. From a misunderstanding between Prussia and
France over the candidacy of a relative of the Prussian king for the throne of Spain, the
Franco-Prussian War broke out in 1870. Prussia and its southern German allies handily
defeated the French. Prussian armies advanced into France, capturing the king
(Napoleon III) and an entire army.
F. Paris surrendered and an official peace treaty was signed in 1871. France paid 5 billion
francs and gave up the provinces of Alsace and Lorraine to the new German state. The
French burned for revenge over the loss of these territories.
G. The southern states joined the North German Confederation. On January 18, 1871, in
the Hall of Mirrors in the palace of Versailles, William I of Prussia was proclaimed
kaiser, or emperor, of the Second German Empire (the first was the Holy Roman
Empire).
H. The Prussian monarchy and army had achieved German unity, giving the new state its
authoritarian and militaristic values. This military might combined with industrial
resources made the new state the strongest power on the European continent.
Discussion Question
What characteristics of German National Socialism are found in the Prussian state?
(Authoritarianism, militarism, and the emphasis on obedience to state authority.)
turn
268
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 19, Section 3
IV. Nationalism and Reform in Europe (pages 600–602)
A. Great Britain avoided the revolutionary upheavals of the first half of the nineteenth
century. In 1815 the aristocratic classes dominated Parliament. In 1832 Parliament
extended the vote to include male members of the industrial middle class, giving them
an interest in ruling Britain. Further social and political reforms stabilized Britain
through the 1860s.
B. Britain’s continued economic growth also added to its stability. After 1850, the industrial middle class was prosperous and the wages of the industrial working class were
beginning to climb.
C. The British feeling of national pride was reflected in Queen Victoria. Her reign from
1837 to 1901 is the longest in English history. Her sense of duty and moral respectability
were reflected in her era, known as the Victorian Age.
D. After 1848 events in France moved towards restoring the monarchy. In the 1852
plebiscite, or popular vote, 97 percent voted to restore the empire. Louis-Napoleon
became Napoleon III, emperor of the Second Empire.
E. Napoleon III’s government was authoritarian. He controlled the armed forces, police,
and civil service. Only he could introduce legislation or declare war. He limited civil
liberties and focused on expanding the economy. Government subsidies built railroads, harbors, canals, and roads. Iron production tripled.
F. He also did a vast rebuilding of Paris, replacing old narrow streets with wide boulevards. The new Paris had spacious buildings, public squares, an underground sewage
system, a public water supply, and gaslights. It was modern.
G. Opposition to the emperor arose in the 1860s. Napoleon III liberalized his regime, giving the legislature more power, for example. After the Prussians defeated the French,
however, the Second Empire fell.
H. The multinational state of Austria had been able to frustrate the attempts of its ethnic
groups for independence. After 1848 and 1849, the Hapsburg rulers restored centralized, autocratic government.
I. However, the Prussian victory over Austria forced Austria to make concessions to the
strongly nationalistic Hungarians. The result was the Compromise of 1867. It created
the dual Austria-Hungary monarchy. Each component had its own constitution, legislature, bureaucracy, and capital—Vienna for Austria and Budapest for Hungary.
Holding the two states together was a single monarch (Francis Joseph), a common
army, foreign policy, and a shared financial system.
J. Domestically, Hungary had become an independent state. Other states were not happy
with the compromise.
turn
269
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 19, Section 3
K. At the beginning of the nineteenth century, Russia was a highly rural, autocratic state
with a divine-right monarch with absolute power. In 1856, however, Russia was
defeated in the Crimean War. Even conservatives knew that Russia was falling behind
western Europe and needed to modernize.
L. Czar Alexander II made reforms. On March 3, 1861 he freed the serfs with an emancipation edict. Peasants could now own property and marry as they wished. The
government bought land from the landlords and provided it to the peasants.
M. Landowners often kept the best land for themselves, however, and the new system
was not helpful to peasants. Emancipation had led to an unhappy, land-starved peasantry following old ways of farming.
N. A group of radicals assassinated Alexander II in 1881. His son and successor turned
against reform and returned to the old methods of repression—soldiers, secret police,
censorship, and the like.
Discussion Question
How could Alexander II have more effectively freed the serfs? (He could have found ways
to guarantee that the peasants received good and sufficient land.)
V.
Nationalism in the United States (pages 602–603)
A. The U.S. Constitution had committed the country to both nationalism and liberalism.
Unity was not easy to achieve, however.
B. From the beginning, Federalists and Republicans fought bitterly over the division of
powers between the federal and state levels in the new government. The Federalists
wanted a strong central government, the Republicans wanted strong state governments.
C. With the War of 1812 against the British, a surge of national feeling covered up these
divisions. The election of Andrew Jackson opened a new, more democratic era of
American politics. The right to vote was extended to all adult white males, regardless
of property.
D. By the mid-nineteenth century, the issue of American unity was threatened by slavery.
The South’s economy was based on growing cotton using slave labor, and the South
was determined to keep the status quo. Abolitionism, a movement to end slavery,
arose in the North and challenged the South.
E. In 1858 Abraham Lincoln had said that “this government cannot endure permanently
half slave and half free.” He was elected president in 1860. A month later South
Carolina voted to secede (withdraw) from the United States. Six more southern states
did the same, setting up the rival Confederate States of America. War broke out
turn
between North and South.
270
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 19, Section 3
F. The American Civil War (1861 to 1865) was bloody. Over 600,000 soldiers died. The
Union wore down the Confederacy. In 1863 President Lincoln issued the Emancipation
Proclamation, freeing the slaves. On April 9, 1865, the South surrendered and national
unity prevailed in the United States.
Discussion Question
Does race still divide the United States, even though slavery is long over? (Answers will
vary. Accept relevant, thoughtful answers. Make sure students use examples and specifics when
discussing this highly emotional issue.)
VI. The Emergence of a Canadian Nation (page 603)
A. Canada passed from the French to the British at the end of the Seven Years’ War. By
1800 most Canadians favored more independence from British rule.
B. There were serious problems among the Canadian colonists. Upper Canada (modern
Ontario) was English speaking, while Lower Canada (modern Quebec) was French
speaking.
C. After two Canadian rebellions against the government in 1837 and 1838, the British
Parliament formally joined Upper and Lower Canada into the United Provinces of
Canada. It was not self-governed.
D. John Macdonald, the head of Upper Canada’s Conservative Party, was a strong voice
for self-rule. The British gave in, fearing American designs on Canada. In 1867,
Parliament passed the British North American Act, which established the new nation,
the Dominion of Canada. It had its own constitution.
E. John Macdonald was the first prime minister of the new Dominion. Canada possessed
a parliamentary system and ruled itself, though foreign affairs were in the hands of the
British government.
Discussion Question
Canada and America shared the experience of opening up western frontiers after becoming nations. What effect did this shared experience have on each nation? (The dominant
effect was making each country economically stable and rich, for the most part, due to the vast
resources in each country’s frontier.)
end
271
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 19, Section 4
?
Did You Know
Debate about Darwin’s theory of evolution
reached a pinnacle of emotion at an 1860 meeting at Oxford
University. Biologist T.H. Huxley responded to a prominent opponent of evolution’s sarcastic query about Huxley’s ancestry with the
withering statement that he would prefer to have as a grandfather
“a miserable ape” than a man who used his intelligence and influence “for the mere purpose of introducing ridicule into a grave
scientific debate.”
I.
Romanticism (pages 605–607)
A. At the end of the eighteenth century, the intellectual movement known as romanticism
emerged in reaction to Enlightenment ideas. The Enlightenment had stressed reason
for discovering truth. The romantics emphasized feelings and imagination as sources
of knowing.
B. For romanticism, emotions were truly knowable only by the person experiencing
them. Romantic works often feature figures isolated from society but sure about the
worth of their inner lives. Romanticism also stressed individualism, the belief that
each person is unique. Many romantics rebelled against middle-class conventions.
C. Many romantics also had a deep interest in the past, and revived medieval architectural
styles, such as with the Houses of Parliament in London. Sir Walter Scott’s novel of
clashes among medieval knights, Ivanhoe, was wildly popular. By focusing on their
nation’s past, many romantic writers reflected nineteenth-century nationalism. The
exotic, unfamiliar, and extreme attracted romantics, as is seen in Gothic literature such
as Mary Shelley’s Frankenstein and the works of Edgar Allen Poe.
D. Romantics viewed poetry as the direct expression of the soul. Romantic poetry gave
expression to a vital part of romanticism, the love of nature. This is clearly seen in the
poetry of William Wordsworth. The worship of nature caused romantics to criticize the
new science, which they believed reduced nature to a cold object of mathematical
study that had no room for the imagination or the human soul.
E. In Shelley’s novel, Frankenstein’s monster was a symbol of the danger of science’s
attempt to conquer nature. Romantics feared that industrialization would alienate people from their inner selves and the natural world.
F. Romantic artists shared two basic beliefs: art reflects the artist’s inner soul and art
should abandon classical reason for warmth and emotion. Eugène Delacroix was the
most famous romantic painter in France.
turn
272
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 19, Section 4
G. To many, music was the most romantic art because it probed so deeply into human
emotions. Ludwig van Beethoven was one of the greatest composers of all time.
While his early work was more classical, his later music, beginning with his Third
Symphony, embodied the drama and power of romanticism. He felt music had to
reflect deep feeling.
Discussion Question
The English romantic poet John Keats believed that beauty is truth, and truth is beauty.
What is the truth in beauty, if any? (Answers will vary. Accept relevant, thoughtful answers.
Keats believed that beauty was the outward expression of an inward reality and wholeness, and in
that way beauty was the expression of truth.)
II. A New Age of Science (pages 607–608)
A. The Industrial Revolution increased interest in scientific research. By the 1830s science
had made discoveries that benefited all Europeans.
B. The Frenchman Louis Pasteur proposed the germ theory of disease, laying the foundation for modern medical research. The Russian Dmitry Mendeleyev classified all the
materials elements then known by their atomic weights. The Englishman Michael
Faraday was laying the foundation for the use of electric current.
C. Europeans’ increasing faith in science and the material world weakened their religious
faith. Secularization increased throughout the nineteenth century. No one did more to
create a picture of humans as material beings than Charles Darwin. In 1859 Charles
Darwin published his On the Origin of Species by Means of Natural Selection. Darwin
proposed his principle of organic evolution. Species of animals and plants develop
through a struggle for existence. Those that adapt better survive, in a process Darwin
called natural selection.
D. Darwin argued in The Descent of Man that human beings had animal origins. Darwin’s
ideas were controversial, but over the years many scientists and intellectuals have
accepted them.
Discussion Question
Why were Darwin’s ideas controversial? (Some argued they made human beings ordinary
objects of nature, others said there was no place for moral values in a Darwinian world, and
others condemned Darwin for displacing God from creation.)
turn
273
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 19, Section 4
III. Realism (pages 608–609)
A. The belief that the world should be viewed realistically is related to the scientific outlook and the modern “politics of reality.” Realism became a movement in the arts as
well.
B. Literary realists rejected romanticism. They wanted to depict actual characters from
real life, not exotic, past heroes. The French author Gustave Flaubert perfected the realist novel, most famously in Madame Bovary where he criticizes stifling, conformist
small-town life in France.
C. The British novelist Charles Dickens wrote highly successful realist novels focusing
on the lower and middle classes in Britain’s early Industrial Age. He described the
brutal realities of urban poverty.
D. The French painter Gustave Courbet was the most famous realist painter, portraying
scenes of workers, peasants, and the wives of saloon keepers. He would paint only
what he could see. Many objected to his paintings as ugly and found his painting
of human misery scandalous. To Courbet, no subject was too ordinary, too harsh, or
too ugly.
Discussion Question
Some people believe that realist art contradicts the mission of art to beautify the world.
Is this position correct or not? (Answers will vary. Accept relevant, thoughtful answers. One
tack to explore is the claim that any form of life—ugly or beautiful—has to be recognized, and so
recognized artistically. The ancient African-Roman playwright Terrance expressed this view well
when he said, “Nothing human is foreign to me.”
end
274
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 20, Section 1
?
Did You Know
After selling his Carnegie Steel Company for
$250 million in 1901, steel magnate Andrew Carnegie devoted himself to philanthropy. Ultimately, he set aside about $350 million for
charitable foundations, many of them related to education. In an
1899 article entitled “Wealth,” Carnegie wrote that a “man who dies
rich dies disgraced.”
I.
The Second Industrial Revolution (pages 615–618)
A. Westerners in the 1800s worshiped progress due to the amazing material growth from
the Second Industrial Revolution. Steel, chemicals, electricity, and oil were the new
industrial frontiers.
B. Between 1870 and 1914 steel replaced iron. New methods for shaping steel made it
possible to build lighter, smaller, and faster machines, engines, railroads, and more.
By 1913 Great Britain, France, Belgium, and Germany were producing an astounding
32 million tons of steel a year.
C. The new energy form of electricity was quite valuable because it was convertible into
heat, light, or motion. By 1910 hydroelectric power stations and coal-fired steam generating plants allowed houses and factories to have a single, common power source.
D. Electricity gave birth to many inventions, such as the light bulb invented by Thomas
Edison in the United States and Joseph Swan in Great Britain. A revolution in communications was ushered in when Alexander Graham Bell invented the telephone (1876)
and Guglielmo Marconi sent the first radio waves across the Atlantic (1901).
E. By the 1880s streetcars and subways powered by electricity appeared in European
cities. Electricity also changed the factory. With electric lights factories never had to
stop production.
F. The development of the internal-combustion engine provided a new power source
for transportation and new kinds of transportation—ocean liners, airplanes, and the
automobile.
G. Increased sales of manufactured goods caused industrial production to grow. Wages
increased after 1870. Reduced transportation costs caused prices to fall. Urban department stores put many consumer goods up for sale.
H. Some European countries did not benefit from the Second Industrial Revolution. Great
Britain, the Netherlands, Belgium, France, and other countries had a high standard of
living. Spain, Portugal, Russia, Austria-Hungary, the Balkans, and southern Italy
were agricultural and much less wealthy. They provided the industrialized nations
with food and raw materials.
turn
275
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 20, Section 1
I. There developed a true world economy in Europe. Europeans were receiving goods
from all corners of the world. European capital was invested abroad to develop railroads, power plants, and other industrial projects. Europe dominated the world
economy by 1900.
Discussion Question
World history saw the emergence of the “global economy” in the 1990s. What is the
global economy, and how is it different from the world economy that emerged from the
Second Industrial Revolution? (Answers will vary. Accept relevant, thoughtful answers. One
change is the tremendous advances in communication and the exchange of information.)
II. Organizing the Working Classes (pages 618–619)
A. Industrial workers formed socialist political parties and unions to improve their working conditions. Karl Marx developed the theory they were based on.
B. In 1848 Karl Marx and Friedrich Engels published The Communist Manifesto. They were
appalled by industrial working conditions and blamed capitalism. They proposed a
new social system. One form of Marxist socialism was eventually called communism
(see Chapter 23).
C. Marx believed world history was a history of class struggle between the oppressing
owners of the means of production and the oppressed workers. The oppressors controlled politics and government. Government is an instrument of the ruling class.
D. Marx believed that society was increasingly dividing between the bourgeoisie
(middle-class oppressors) and the proletariat (working-class oppressed), each hostile
to the other. Marx predicted the conflict would result in a revolution in which the
proletariat would violently overthrow the bourgeoisie and form a dictatorship (a government in which a person or group has absolute power). The revolution would
ultimately produce a society without classes and class conflict.
E. Working-class leaders formed parties based on Marx’s ideas. The German Social Democratic Party (SPD), which emerged in 1875, was the most important. SPD delegates in
the parliament worked to pass laws for improving conditions of the working class. The
SPD became Germany’s largest party in 1912 when it received four million votes.
F. Socialist parties emerged in other European states. In 1889 various socialist leaders
formed the Second International, an association of socialist groups dedicated to fighting worldwide capitalism. Marxist parties divided over their goals, however. Pure
Marxists looked to overthrow capitalism violently. Other Marxists, called revisionists,
rejected this revolutionary program and argued to work with other parties for reforms.
Democratic rights would help workers achieve their goals.
turn
276
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 20, Section 1
G. Trade unions also worked for evolutionary, not revolutionary, change. In Great Britain
in the 1870s unions won the right to strike. Trade union workers used the strike to
achieve other reforms.
H. By 1900 two million workers were in British trade unions. By 1914 there were four
million, and trade unions had made great progress in many European countries
toward improving conditions for the workers.
Discussion Question
From what you know of the history of the twentieth century, would you say the revolutionary approach or the revisionist approach did more for industrial workers? (Answers
will vary. Accept relevant, thoughtful answers. Given the horrors that many suffered under revolutionary Communist leaders such as Stalin and Mao, a good case can be made that democratic
socialist reform was more effective.)
end
277
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 20, Section 2
?
Did You Know
After finishing his work on Central Park,
Frederick Law Olmstead went on to a highly successful career
designing other city parks, including spaces in Detroit, Washington,
D.C., and Boston. He was also influential in the 1890 designation of
the California mountain region of Yosemite as a permanent national
park.
I.
The New Urban Environment (pages 621–622)
A. By the end of the nineteenth century, mass society had emerged, and the concerns of the
majority—the lower classes—were important. This change coincided with the growth of
cities. Between 1800 and 1900 the population in London grew from 960,000 to 6,500,000.
Urban residents grew from being 40 to 80 percent of Great Britain’s population.
B. Cities grew because of rural migration to the urban centers. Lack of jobs in the country
and the improvement of living conditions in the cities led to this rural migration in the
second half of the nineteenth century.
C. Following the advice of urban social reformers, city governments created boards of
health to improve the quality of housing. Medical officers and other officials inspected
the buildings for public health hazards.
D. Essential to the public health of the modern European city were clean water and
proper sewage systems. A system of dams, reservoirs, aqueducts, and tunnels provided
the water. Beginning in the 1860s, heaters made regular hot baths available to many
people.
E. Sewage treatment was improved by massive building of underground pipes that
took the waste out of the city. Frankfurt (Germany) began its program for sewers
with a lengthy public campaign featuring the slogan “from the toilet to the river in
half an hour.”
Discussion Question
What is the major instrument of mass society and culture now? (Media. Accept relevant,
thoughtful alternative answers.)
II. Social Structure of Mass Society (pages 622–624)
A. Even though most people after 1871 enjoyed a rising standard of living, great poverty
remained in the West. As well, several middle-class groups existed between the
few who were rich and the many who were poor.
turn
278
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 20, Section 2
B. A wealthy elite made up 5 percent of European society. It controlled up to 40 percent
of the wealth. The aristocratic and upper middle class members of the elite were government and military leaders. Marriage sometimes served to unite these two groups.
C. The middle class included lawyers, doctors, members of the civil service, engineers,
scientists, and others. Beneath this solid middle class was a lower middle class of
shopkeepers, secretaries, clerks, and the like.
D. The European middle class was identified with certain values, which it preached to
others. This was especially true in Victorian England, often considered the model
middle-class society. The European middle classes believed in hard work, which was
open to everyone and guaranteed to pay off given enough labor. They also were
churchgoers concerned with the moral way of doing things, which gave rise to a genre
of etiquette books such as The Habits of Good Society.
E. Next down on the social scale was the working class, which made up 80 percent of the
European population. It included skilled artisans, semi-skilled laborers, and unskilled
laborers, including day laborers and domestic servants.
F. The life of urban workers improved after 1870 due to reforms in the cities, rising
wages, and lower prices. Workers could even afford some leisure activities, and strikes
were leading to a 10–hour workday and Saturday afternoons off.
Discussion Question
What do you think is the percentage of contemporary American society that is upper
class and upper middle class, middle class, and lower class? Do you think the percentages are different for black and white populations? If so, how? (Answers will vary. Accept
relevant, thoughtful answers.)
III. The Experiences of Women (pages 624–626)
A. In 1800 family roles mainly defined women. Women were legally inferior to and economically dependent on men.
B. The Second Industrial Revolution opened the door to new jobs for women. Many
employers hired women as low-paid, white-collar workers. Both industrial plants and
retail outlets needed secretaries, clerks, typists, and similar workers.
C. Women took jobs in the expanding government services in the fields of education,
social work, and health. These jobs were filled mainly by working-class women aspiring to an improved life.
turn
279
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 20, Section 2
D. Throughout the 1800s marriage was the only honorable and available career for most
women. However, the number of children born to women declined as the century
progressed—the most significant development in the modern family. The birthrate
declined because economic conditions improved and people were using more birth
control. Europe’s first birth control clinic opened in Amsterdam in 1882.
E. The middle-class family fostered an ideal of togetherness. The Victorians created the
family Christmas. By the 1850s, Fourth of July celebrations in the United States had
changed from wild celebrations to family picnics. Many middle-class women had
more time for leisure and domestic duties.
F. Working-class women had to work to keep their families going. By age nine or ten,
childhood was over for working-class children. They had to go to work doing odd jobs
or become apprentices.
G. By the early twentieth century, some working class mothers could afford to stay at
home due to rising wages in heavy industry. Simultaneously, working-class families
aspired to buy new consumer products such as sewing machines.
H. Modern feminism, the movement for women’s rights, began during the Enlightenment. The movement in the 1800s began with a fight for the right of women to own
property.
I. Women sought access to universities and traditionally male fields of employment as
well. For example, the German Amalie Sieveking entered the medical field by becoming a nurse. She founded the Female Association for the Care of the Poor and Sick. The
efforts of Florence Nightingale during the Crimean War and of Clara Barton during
the U.S. Civil War transformed nursing into a profession of trained, middle-class
“women in white.”
J. In the 1840s and 1850s women began to demand equal political rights, such as the
right to vote. The British women’s movement was the most active in Europe. In 1903
Emmeline Pankhurst and her daughters founded the Women’s Social and Political
Union. Its members chained themselves to lampposts, pelted politicians with eggs,
and smashed the windows of fashionable department stores to call attention to their
cause. Suffragists—people who wanted the vote extended to all adults—believed in
the right of women to full citizenship in the nation-state.
K. Before World War I, only in Norway and some states in the United States did women
receive the right to vote. The upheavals after World War I finally made the maledominated governments in the West give in on this issue.
turn
280
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 20, Section 2
Discussion Question
Why would the birth rate have declined as economic conditions improved? (One reason
is that people would not need more children to work to support the family.)
IV. Universal Education (pages 626–627)
A. Universal education was a product of the mass society of the late nineteenth and early
twentieth centuries. Before then, education was primarily for the wealthy and upper
middle class.
B. Between 1870 and 1914 most Western governments began to set up state-sponsored
primary schools. Boys and girls between the ages of 6 and 12 were required to attend.
States trained the teachers. The first female colleges were really teacher-training
institutes.
C. One reason Western states made this commitment to public education was industrialization. The firms of the Second Industrial Revolution needed skilled, knowledgeable
labor. Boys and girls of the working class could aspire to fields previously not accessible to them, such as teaching and white-collar government jobs, if they had an
elementary education.
D. The chief motive for public education was political. Extending the right to vote called
for a better-educated public. Further, primary schools instilled patriotism. People were
losing their ties to region and even religion, and nationalism gave them a new faith.
E. Compulsory education created a demand for teachers, most of whom were women
since the job appeared to be an extension of the “natural role” of female nurturing.
Having women staff the schools made it possible for the states to pay lower salaries,
which budget-minded governments welcomed.
F. The increased education increased literacy, or the ability to read. Where there was universal schooling, by 1900 most adults could read. In countries like Serbia and Russia,
where there was no universal schooling, almost 80 percent of adults could not read
in 1900.
G. Increased literacy helped spread newspapers. In London, for example, millions of
copies were sold each day. Often they were sensationalistic, with gossip and gruesome
stories of crime.
turn
281
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 20, Section 2
Discussion Question
What would life be like if you could not read? (Answers will vary. Accept relevant, thoughtful answers. Try to get students to step out of their shoes and walk in the shoes of a person who is
illiterate.)
V.
New Forms of Leisure (page 628)
A. The Second Industrial Revolution allowed people to pursue more leisure activities.
These entertained people and distracted them from the realities of their work lives.
B. The industrial system gave people time like evenings and weekends to pursue fun
after work. Amusement parks gave people new experiences and showed them new
technology. Team sports developed, and public transportation allowed the working
class to attend games and other leisure venues.
C. The new mass leisure differed form earlier popular culture. Earlier festivals and fairs
had depended on community participation. The new forms of leisure were standardized for more passive audiences. Amusement parks and sports were essentially big
business to make profits.
Discussion Question
What are the contemporary signs that professional sports are mainly about big business
and making profits? (Stadiums now routinely carry corporate names, teams sell sky boxes and
seat licenses, making more and more of the seats affordable only to business and the wealthy, and
ticket prices in general have skyrocketed.)
end
282
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 20, Section 3
?
Did You Know
Louis-Napoleon’s military advisers convinced
him that the French army would win the Franco-Prussian War in
large part because of two technical innovations: the chassepot rifle
and the newly invented mitrailleuse, an early machine gun. In actuality, Germany’s more numerous and organized forces outweighed
the benefits of these innovations.
I.
Western Europe and Political Democracy (pages 629–631)
A. As a result of the massacre of peaceful petitioners in 1905, Czar Nicholas of Russia
faced a revolution. Elsewhere, many people were loyal to their nation-states.
B. By the late nineteenth century, progress had been made in establishing constitutions,
parliaments, and individual liberties in the main European states. As more people won
the vote, political parties needed to create larger organizations and find ways to appeal
to the masses.
C. In Great Britain, its two parties—the Liberals and Conservatives—competed with each
other in passing laws that expanded the right to vote. By 1918 all males over 21 and
women over 30 could vote.
D. Political democracy was fairly well established in Britain by the beginning of the twentieth century. Social reforms for the working class, who followed the Liberals, soon
followed. The growth of trade unions, which pursued increasingly radical goals, and
the emergence of the new Labour Party made the Liberals fear they would lose the
support of the working class.
E. To retain the support of the workers, the Liberals enacted social reforms like benefits
for workers in case of sickness, unemployment, or injury on the job.
F. In France the collapse of Louis-Napoleon’s Second Empire left the country in confusion. In 1875 a new constitution created a French republic—the Third Republic. The
new republic had a president and a two-house legislature, the upper house (Senate)
being elected indirectly and the lower house (Chamber of Deputies) being elected by
universal male suffrage.
G. A premier (prime minister) actually ran the new French state. The premier and his
ministers were responsible to the Chamber of Deputies. This principle of ministerial
responsibility—the idea that the prime minister is responsible to the popularly elected
legislative body and not the chief executive—is crucial for democracy.
H. France failed to develop a strong parliamentary system because it had a dozen political parties. Nonetheless, most French people were loyal to the Third Republic.
turn
283
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 20, Section 3
I. Italy emerged as a nation by 1870, but it had little unity because of a great gulf that
separated the poor, agricultural south from the rich, industrial north. The unity of the
nation was torn by turmoil between labor and industry. Universal male suffrage was
granted in 1912 but did little to stop corruption and weakness in the government.
Discussion Question
Besides the ones mentioned above, what other gains did workers win in the nineteenth
and twentieth centuries? (Some other gains were the eight-hour workday, general health insurance, increased occupational safety regulations, the right of collective bargaining, and pension
plans.)
II. Central and Eastern Europe: The Old Order (pages 631–632)
A. Germany, Austria-Hungary, and Russia pursued policies different from other
European nations.
B. In Germany, the constitution of the government begun by Otto von Bismarck in 1871
provided for a two-house legislature. The lower house was the Reichstag, which was
elected on the basis of universal male suffrage. Government ministers reported to the
emperor, not to the legislature, however.
C. The emperor also controlled the armed forces, the government bureaucracy, and foreign policy. As chancellor (prime minister), Bismarck worked against democracy. By
the time of William II (1888–1918) and the expansion of Germany’s industry, cities
grew and cries for democracy increased.
D. Conservatives—landowning nobility and big industrialists—tried to stifle the
demands for democracy by supporting a strong foreign policy, thinking that expansion
abroad would not only increase profits but would also distract people from making
democratic demands.
E. Austria enacted a constitution after the creation of Austria-Hungary in 1867, but in fact
the emperor, Francis Joseph, ignored the parliamentary system. He appointed and dismissed his own ministers and enacted laws when parliament was not in session.
F. Austria was troubled by disputes among the nationalities under its rule—for example,
the Germans, Czechs, Poles, and other Slavic groups. These groups agitated for their
own freedom.
G. Hungary had a parliament that worked. It was controlled by Magyar landowners who
dominated the peasants and various ethnic groups.
turn
284
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 20, Section 3
H. Nicholas II began his rule in Russia in 1894. He believed in the absolute power of the
czars, but conditions were changing. By 1900 industrialization was beginning to take
off in Russia. It was the world’s fourth largest producer of steel.
I. Industrialization brought the creation of an industrial working class and pitiful living
conditions for most of its members. Socialist parties developed, and government
repression forced them underground. Revolution broke out in 1905.
J. In 1905 a massive procession of workers went to the Winter Palace in St. Petersburg to
present a petition of grievances to the czar. Troops opened fire and killed hundreds of
demonstrators. This “Bloody Sunday” caused workers in Russia to call strikes.
Nicholas II granted civil liberties and created a legislative assembly, the Duma. Within
a few years, however, he again controlled Russia through the army and bureaucracy.
Discussion Question
Why did the industrial working class often live in such miserable conditions? (Answers
will vary. Accept relevant, thoughtful answers. Three good contributions are the greed of the
industrialists, the laissez-faire approach to capitalism, and the fact that workers for some time
were not well organized.)
III. The United States and Canada (page 633)
A. Between 1870 and 1914 the United States became an industrial power with a foreign
empire.
B. The old South was destroyed in the American Civil War. One-fifth of the adult white
male population had been killed, and four million African American slaves were freed.
A series of amendments granted African Americans rights, but state laws took these
rights away. White supremacy was in power by 1880.
C. Between 1860 and 1914 the United States shifted from an agrarian to an industrial society. Industrialization led to urbanization. Over 40 percent of the population lived in
cities in 1900. By 1900 the United States was the world’s richest nation.
D. Problems remained. 9 percent of the population owned 71 percent of the wealth.
Workers organized unions due to unsafe working conditions and regular cycles of
unemployment. By 1900 the American Federation of Labor was labor’s chief voice, but
only 8.4 percent of workers were members.
turn
285
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 20, Section 3
E. The United States began to expand abroad by the end of the nineteenth century, for
example in the Pacific Samoan and Hawaiian Islands. Sugar was a lucrative crop
from Hawaii. Americans sought to gain political control in Hawaii. When Queen
Liliuokalani tried to retain control of her kingdom, the U.S. government sent troops
and deposed her, annexing Hawaii.
F. In 1898 the United States defeated Spain in the Spanish-American War, gaining Puerto
Rico, Guam, and the Philippines. By 1900 the United States had an empire.
G. In 1870 the Dominion of Canada had four provinces. Unity was hard to achieve
because of distrust between the English and French-speaking peoples. Under the first
French Canadian prime minister, Wilfred Laurier, the groups reconciled, industry
boomed, and European immigrants populated Canada’s vast territories.
Discussion Question
At the end of the nineteenth century in the United States, 9 percent of the population
controlled 71 percent of the wealth. Many people argue that such a condition is fundamentally unjust. Is it? (Answers will vary. Accept relevant, thoughtful answers. Debate likely
will center on the freedom under capitalism to pursue wealth, presumably open to all, and the
idea that people are responsible for their economic condition.)
IV. International Rivalries (pages 633–634)
A. Bismarck formed the Triple Alliance with Austria-Hungary and Italy in 1882. It was a
defensive alliance against France, whom Bismarck feared was making anti-German
alliances with other nations. In 1890 William II fired Bismarck and pursued a foreign
policy of enhancing Germany’s power.
B. William II dropped Germany’s treaty with Russia. In 1894 France and Russia made an
alliance. Great Britain joined with France and Russia in what was known as the Triple
Entente. Europe was now divided into two uncompromising camps. Events in the
Balkans moved the world toward war.
Discussion Question
What development led to Germany’s emergence as a powerful state and what balance
did this upset? (Germany had become the strongest military and industrial power in continental Europe. Emperor William II began policies to increase German power and this upset the
balance of power created by the Congress of Vienna in 1815.)
turn
286
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 20, Section 3
V.
Crises in the Balkans (page 634)
A. Balkan provinces of the Ottoman Empire had gradually gained independence over the
nineteenth century. Greece, Romania, Serbia, and Montenegro were independent by
1878. Bosnia and Herzegovina were annexed by Austria-Hungary in 1908.
B. The Serbs opposed the annexation because they wanted to subsume Bosnia and
Herzegovina to create a large, Slavic nation. Russia supported the Serbians in this
effort. William II demanded Russia acknowledge Austria-Hungary’s claim. The result
would be war if Russia did not.
C. Allies of Austria-Hungary and of Russia were determined to support the countries on
their sides. In 1914 each side viewed the other with suspicion and hostility.
Discussion Question
Use the classroom library to research the conflict in Bosnia in the 1990s. Who was
involved, and what was the conflict? (There was an ethnic, religious conflict between the
Serbians and Croatians.)
end
287
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 20, Section 4
?
Did You Know
Vincent van Gogh was an unknown artist
when he committed suicide in 1890. During his life his canvases
were hung in only two galleries, and only one article was written
about him. In 1993 van Gogh’s painting Wheat Field with Cypresses
sold for $57 million.
I.
A New Physics (pages 636–637)
A. Before 1914 the Enlightenment ideals of reason, science, and progress remained important to many Europeans.
B. Science was a chief pillar of the West’s optimism about the future. Many believed science could yield a complete picture of reality. One basis of this belief was the belief in
the Newtonian, mechanical conception of the universe. In this conception, everything
ran in a machine-like, orderly fashion through knowable laws of causality acting on
the basic constituents of the material world, atoms.
C. The French scientist Marie Curie discovered radium, an element that gave off energy.
It appeared that atoms were worlds in themselves, not just hard material bodies.
D. In 1905 the German-born physicist Albert Einstein provided a new picture of the universe. His special theory of relativity stated that space and time are not absolute but
are relative to the observer.
E. Matter and energy reflect the relativity of space and time. Matter was now believed to
be energy, an idea that led to understanding the energies within atoms and to the
Atomic Age.
F. To some, Einstein’s relative universe took the certainty out of the mechanical,
Newtonian universe.
Discussion Question
The new physics led to the development of nuclear weapons. The United States dropped
two atomic bombs on Japan, killing hundreds of thousands and ending World War II.
Was it moral for America to end the war in that fashion? Why or why not? (Answers will
vary. Accept relevant, thoughtful answers. The issues of saving thousands of Allied soldiers’ lives
and of killing non-combatants in war would make good contributions to the discussion.)
turn
288
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 20, Section 4
II. Freud and Psychoanalysis (page 637)
A. At the turn of the century, a doctor from Vienna named Sigmund Freud proposed
groundbreaking theories about the human mind and human nature. These added to
the uncertainty of the era.
B. Freud argued that human behavior is strongly influenced by past experiences and
internal forces that people for the most part are not aware of. Painful experiences
were repressed and then they influenced people’s actions without their knowledge.
Repression began in childhood.
C. To help rid people of these repressed unconscious forces, Freud proposed a method
called psychoanalysis. Patient and therapist probe deep into the patient’s psyche
through free association, talking, and dream analysis to go back to childhood and confront the painful experiences to unlock the repression.
D. The patient’s gaining control of the painful experience and being released from the
unconscious control of the repression led to healing. Freud’s work gave us such
concepts as the unconscious and repression, and eventually led to a major new
profession—psychological therapy.
Discussion Question
Based on your own experiences or from people you know, does psychological therapy
on balance help people? (Answers will vary. Accept relevant, thoughtful answers.)
III. Social Darwinism and Racism (page 638)
A. Sometimes scientific theories were misapplied. One example is social Darwinism.
Racists and nationalists misapplied Darwin’s ideas to human society.
B. Herbert Spencer of Britain was the most popular social Darwinist. He argued that
social progress comes from the struggle for survival. Some businessmen adopted this
view to explain their success, saying the poor were just weak and lazy.
C. Extreme nationalists said that nations were in a Darwinian struggle for survival. The
German general Friedrich von Bernhardi said that war was a biological necessity for
society to rid it of the weak and unfit.
D. The combination of extreme nationalism and racism that came out of social Darwinism
was most evident in Germany. Houston Stewart Chamberlain, a Briton who became a
German citizen, argued that Germans were the only pure successors of the Aryans, the
supposed original creators of Western culture, and that Jews were the enemy of the
Aryan race.
turn
289
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 20, Section 4
Discussion Question
Consider the rhetoric of contemporary white supremacist groups. Does it have social
Darwinist elements in it? (Answers will vary. Accept relevant, thoughtful answers. Much of this
rhetoric does have social Darwinist elements, for example the emphasis on a purifying struggle.)
IV. Anti-Semitism and Zionism (pages 638–639)
A. Anti-Semitism is hostility and discrimination against Jews and a significant feature of
modern European history. Since the Middle Ages, Jews had been portrayed as the
murderers of Christ, subjected to mob violence, and had had their rights restricted.
B. In the nineteenth century, Jews had increasingly assumed positions within mainstream
European society. The Dreyfus affair in France showed that these gains were tenuous.
C. Alfred Dreyfus, a Jewish captain in the French army, was accused of selling military
secrets. He was sentenced to life imprisonment even though evidence showed his
innocence and pointed to the guilt of a Catholic officer. Public outrage finally resulted
in a new trial and pardon for Dreyfus.
D. During the 1880s and 1890s, anti-Semitic political parties sprang up in Germany and
Austria-Hungary. The worst treatment was in eastern Europe, where 72 percent of the
world Jewish population lived. In Russia, for example, there were organized persecutions and massacres called pogroms.
E. To escape persecution, hundreds of thousands of Jews emigrated to the United States
and Palestine, where Zionists headed by Theodor Herzl wanted to establish a Jewish
homeland and state. That desire remained a dream in the early 1900s.
Discussion Question
Many people explain phenomena like anti-Semitism in part by saying it expresses a fear
of the unfamiliar. How do you feel when you are first around a different religion, ethnic
group, etc.? (Answers will vary. Accept relevant, thoughtful answers.)
V.
The Culture of Modernity (pages 639–641)
A. Between 1870 and 1914 many artists and writers rebelled against traditional artistic
and literary styles, creating an aesthetic called modernism.
B. Nineteenth-century literature had been dominated by naturalism. Writers such as
Henrik Ibsen and Émile Zola depicted social conditions and grappled with social
issues, such as alcoholism and urban poverty.
turn
290
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 20, Section 4
C. At the beginning of the twentieth century, a group of writers known as the symbolists
caused a literary revolution by arguing that art should be about the inner life of people
and should serve only art, not social progress.
D. This period was one of the most productive in the history of art. Impressionism was a
movement begun in France in the 1870s, most importantly by Claude Monet.
Impressionists left the studio and painted outdoors, hoping to capture the light that
illuminated objects, rather than the objects themselves.
E. Postimpressionism arose in France and Europe in the 1880s. Vincent van Gogh was a
famous Postimpressionist. For him, art was a spiritual experience. He believed color
was its own kind of language.
F. By the twentieth century the idea that the point of art was to accurately depict the
world had lost much of its meaning. This job was given to the emerging genre of photography. Photography was widespread after George Eastman created his first Kodak
camera in 1888. Now anyone could capture reality.
G. Artists came to see their strength was in creating reality, not mirroring it as the camera
did. These artists found meaning in individual consciousness and created modern art.
H. One of the most famous figures in modern art was the Spaniard Pablo Picasso. He
began his career by 1905. He created a new style, called cubism, that used geometric
designs to recreate reality. He painted objects from many different views at once. In
1910 abstract painting began with Wassily Kandinsky, who sought to avoid visual
reality entirely.
I. Modernism in architecture gave rise to functionalism—buildings were like products of
machines in that they should be useful. In the United States, the Chicago School architect Louis H. Sullivan designed skyscrapers with hardly any external ornamentation.
Frank Lloyd Wright was one of Sullivan’s most successful pupils. He pioneered the
modern American house.
J. Developments in music in the early twentieth century paralleled those in painting. The
Russian Igor Stravinsky’s The Rite of Spring revolutionized classical music. The audience at its 1913 Paris premiere almost rioted because it was so outraged by the piece’s
novel sounds and rhythms.
Discussion Question
How does cubism differ from the High Renaissance style of painting? (The High
Renaissance used a single perspective to convey objective reality. Cubism depicted beings from
many angles to show the many subjective views one could have of them.)
end
291
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 21, Section 1
?
Did You Know
The eruption of the Krakatoa volcano on an
island between Java and Sumatra in 1883 was one of the most catastrophic in history. At its climax explosions were heard 2,200 miles
away, and ash was blown to a height of 50 miles. The volcano triggered a series of tidal waves, the largest of which killed 36,000
people on Java and Sumatra.
I.
The New Imperialism (pages 647–648)
A. In the 1800s European nations began a new push of imperialism—the extension of a
nation’s power over other lands.
B. A new phase of Western expansion into and trade with Asia and Africa began in the
nineteenth century. Asia and Africa were seen as a source of raw materials for industrial
production and as a market for Europe’s manufactured goods.
C. This “new imperialism,” as some historians have called it, was not content to have
trading posts and agreements, as the old imperialism was, but wanted direct control
over territories.
D. There was a strong economic motive for Western nations to increase their search for
colonies after 1880. Europeans wanted direct control of the raw materials and markets
it found in Asia, Africa, and Latin America.
E. European nations also acquired colonies to gain an advantage over European rivals
looking for colonies and world power. Having colonies was a source of national prestige as well.
F. The new imperialism was tied to racism and social Darwinism. To social Darwinists,
the imperialist European nations were simply exerting themselves in the struggle for
the fittest to survive. Losing nations were racially inferior nations, these people argued
erroneously. Others believed that the Western nations had a moral or religious duty to
“civilize” Asian, African, and Latin American nations, which often meant to
Christianize them.
Discussion Question
What is the definition of racism? (Racism is the belief that race determines the basic traits and
capabilities of the individual members of the race. Use this question to generate a discussion
about racial stereotypes and prejudice.)
turn
292
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 21, Section 1
II. Colonial Takeover in Southeast Asia (pages 649–650)
A. By 1900 almost all of Southeast Asia was under Western rule.
B. Great Britain led the way in nineteenth-century imperial colonialism. In 1819 Great
Britain founded a colony on a small island called Singapore (“city of the lion”). In the
new age of steamships, Singapore soon became a major port for traffic to and from
China.
C. The British moved deeper into Southeast Asia in the next decades. Britain took control
of Burma (present-day Myanmar) to protect its possessions in India and to have a land
route to South China.
D. France had interests in Vietnam and was alarmed by British expansion into Southeast
Asia. To stop any British move on Vietnam, the French government decided in 1857 to
force the Vietnamese to accept French protection. By 1884, the French had seized control of the country and made the Vietnamese Empire into a French protectorate—a
political unit that depends on another government for its protection. In the 1880s
France extended protection over neighboring Cambodia, Laos, Annam, and Tonkin.
E. In the final quarter of the nineteenth century, both Britain and France tried to make
Thailand into a colony. Two remarkable rulers prevented the takeover—King
Mongkut (memorialized in The King and I) and his son King Chulalongkorn. Both
promoted friendly relations with the West and Western learning. In 1896 France and
Britain agreed to maintain Thailand as an independent buffer state between their
possessions.
F. The United States naval forces under Commodore George Dewey defeated the
Spanish in Manila Bay in the Philippines. President William McKinley believed it was
his moral duty to civilize other parts of the world. Colonizing the Philippines would
also prevent it from coming under Japanese rule and would serve the United States’s
interest in securing a jumping-off point for trade with China.
G. Many Filipinos objected to the colonization—for example Emilio Aguinaldo, the
leader of an independence movement. His guerrilla forces fought against the Spanish
and the United States, who defeated the guerrillas.
Discussion Question
Why did imperialism change to governing and administering territories from having
trade relations with territories? (The answer is two-fold: European nations needed to guarantee control so other European nations would not move in on their territories; governing gave
a tighter economic hold on the areas under European control.)
turn
293
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 21, Section 1
III. Colonial Regimes in Southeast Asia (pages 650–651)
A. The chief goal of the Western powers in their colonies was to exploit the natural
resources and open up markets for Western manufactured goods. The colonial powers
ruled either indirectly or directly.
B. Indirect rule was used when allowing local rulers and political elites their authority
best achieved the goals of the Western parent country. This approach was the preferred
route because it made ruling easier and less costly.
C. Especially when local elites resisted foreign conquest, indirect rule was not practicable.
In these cases new officials from the mother country were put in charge of taxes, law
and order, and other governmental matters. This system is called direct rule. This was
Britain’s approach in Burma, for example, where the British abolished the monarchy.
D. France used direct and indirect rule in Indochina. It imposed direct rule in the southern provinces in the Mekong delta, which had been ceded to France as a colony after
the first war in 1858 to 1860. In the northern parts of Vietnam, France used indirect
rule (protectorate).
E. Western powers often justified their conquests by arguing they brought civilization
and development. These same powers, however, often feared the indigenous peoples
gaining political rights. The native peoples might want full participation in the government or independence.
F. Colonial powers did not want their colonists to develop their own industries. Thus,
the parent countries stressed exporting raw materials—teak wood, rubber, tin, spices,
tea, coffee, sugar, and others.
G. In many places the native people worked as wage laborers on plantations owned by
foreign investors. Plantation owners kept wages at a poverty level. Conditions on
plantations often were horrible. Colonial governments often levied high taxes on the
peasants.
H. Colonial rule did bring benefits to Southeast Asia. It began a modern economic system
and improved infrastructure. Expanded exports developed an entrepreneurial class in
rural areas, even though most of the export profits went to the mother country.
Discussion Question
What aspect of French colonial Vietnam policy seems reflected in the era of the
American Vietnam War? (The communist liberation movements came out of the areas [in the
north] that the French governed indirectly. Presumably the indirect rule gave more opportunity
for such movements to take root and spread.)
turn
294
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 21, Section 1
IV. Resistance to Colonial Rule (pages 651–652)
A. Initial resistance to colonial rule came from the ruling classes among the subject peoples. Sometimes resistance to Western rule took the form of peasant revolts. Peasants
often were driven off land to make way for plantation agriculture.
B. Early resistance movements were overcome by Western powers. At the beginning of
the twentieth century, a new kind of resistance based on the force of nationalism
emerged. The leaders often were a new class created by colonial rule: westernized
intellectuals in the cities.
C. These new leaders were part of a new urban middle class—merchants, clerks, students, and professionals—which had been educated in Western schools, spoke Western
languages, and knew Western customs. At first the resistance movements organized to
protect religious traditions and traditional cultural customs. In the 1930s these resistance movements began to demand national independence.
Discussion Question
Why is the demand for national independence a natural outgrowth of having been educated in Western schools? (The idea of national democracies is a strong part of the modern
Western heritage. These leaders were only using what the West at its best represented against the
colonial rulers, who represented the West at its worst.)
end
295
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 21, Section 2
?
Did You Know
The imperialist Cecil Rhodes established in his
will a scheme to award scholarships at Oxford to men throughout
the English-speaking world. Although Rhodes himself used the
words “white” and “civilized” interchangeably, his will forbade disqualification on the grounds of race, so many nonwhite students
have benefited from the Rhodes Scholarship. In 1976 the program
was expanded to include women.
I.
West Africa (pages 654–656)
A. Europeans did not hesitate to deceive Africans in order to get their land and natural
resources.
B. Driven by of rivalries among themselves, Great Britain, France, Germany, Belgium,
and Portugal placed almost all of Africa under European rule between 1880 and 1890.
C. West Africa was particularly affected by the slave trade, but trafficking in slaves had
declined after it was declared illegal by both Great Britain and the United States by
1808. By the 1890s slavery was abolished in all the major countries of the world.
D. As slavery declined, Europe’s interest in other forms of trade increased—for example,
trading manufactured goods for peanuts, timber, hides, and palm oil. In the early nineteenth century, the British established settlements along the Gold Coast and in Sierra
Leone. The growing European presence in West Africa caused increasing tensions with
local African governments, who feared for their independence.
E. In 1874 Great Britain annexed (incorporated a country within a state) the west coastal
states as the first British colony of Gold Coast. Simultaneously, it established a protectorate over warring Nigerian groups.
F. France controlled the largest part of West Africa, and Germany controlled Togo,
Cameroon, and German Southwest Africa (now Namibia).
Discussion Question
Imagine your grandparents or even parents had been enslaved by Europeans. Now
those same Europeans want to trade goods and use your natural resources. How would
you respond? (Answers will vary. Accept relevant, thoughtful answers.)
turn
296
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 21, Section 2
II. North Africa (page 656)
A. Egypt had been part of the Ottoman Empire. In 1805, an officer of the Ottoman army
named Muhammad Ali seized power and established a separate Egyptian state.
B. Ali introduced a series of reforms to modernize Egypt. He modernized the army, set
up a public school system, and helped create small industries.
C. The growing economic importance of the Nile Valley along with the development of
steamships gave Europeans a desire to build a canal east of Cairo to connect the
Mediterranean and Red Seas. In 1854 Ferdinand de Lesseps, a Frenchman, signed a
contract to build the Suez Canal. The canal was completed in 1869.
D. Great Britain bought Egypt’s share in the Suez Canal. Britain suppressed an 1881
revolt against foreign influence, and Egypt became a British protectorate in 1915.
E. The British believed they should control the Sudan, south of Egypt. In 1881 the
Muslim cleric Muhammad Ahmad seized control of the Sudan and defeated the British
military force under General Charles Gordon. The British army was wiped out at
Khartoum; Gordon died in the battle. The British seized the Sudan again in 1898.
F. The French had colonies in North Africa. In 1879, 150,000 French had settled in the
region of Algeria. The French government established control there, along with making protectorates of Tunisia and Morocco.
G. Italy joined the competition for North African colonies by trying to take over Ethiopia.
Ethiopian forces defeated the Italians in 1896. Italy was humiliated and tried again in
1911 to conquer Ethiopia. Italy seized Turkish Tripoli, which it renamed Libya.
Discussion Question
Why was Great Britain especially interested in the Suez Canal? (Britain referred to the
canal as its “lifeline to India.” Clearly, the canal greatly enhanced access to India for the British.)
III. Central Africa (pages 656–657)
A. European explorers had generated European interest in the dense tropical jungles of
Central Africa.
B. David Livingstone was one such explorer. He arrived in Africa in 1841 and trekked
through the unexplored interior for 30 years. When he disappeared for a while, the
New York Herald sent the young journalist Henry Stanley to find him. When Stanley
found him, he said the now famous words, “Dr. Livingstone, I presume.”
turn
297
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 21, Section 2
C. Although he said he hated the place, Stanley stayed in Africa, and in the 1870s he
sailed down the Congo River. He encouraged the British to send settlers to the Congo
River basin. When Britain refused, Stanley turned to King Leopold II of Belgium.
D. King Leopold II was the real driving force behind the colonization of Central Africa. In
1876 he hired Henry Stanley to set up Belgian settlements in the Congo. Belgium’s
claim to the vast territories of the Congo worried other European states.
E. France especially rushed to gain territories in Central Africa. Belgium ended up with
the territories south of the Congo River, and France received the territories north of the
Congo River.
Discussion Question
What impact do you think Livingstone and Stanley had on European colonization of
Africa? (Answers will vary. Accept relevant, thoughtful answers. Stanley’s reputation led
Belgium to hire him to help establish settlements. Through reports of Livingstone’s and Stanley’s
travels, Europeans received first-hand accounts from Africa. They probably fed the imagination
and sparked interest in a continent about which Europeans knew little.)
IV. East Africa (pages 657–658)
A. By 1875 Britain and Germany had become the chief rivals in East Africa. At first
Bismarck had downplayed the importance of colonies. He became a convert to colonialism, however, after more and more Germans called for a German empire.
B. Germany was one of many European nations interested in East African colonies. At
the 1884 Berlin Conference, the major European powers divided up East Africa, giving
recognition to German, British, and Portuguese claims. No African delegates were
present at the conference.
Discussion Question
How do you respond to the fact that there were no African delegates at the Berlin
Conference, where European powers divided up African territory? What does this fact
tell you about history, if anything? (Answers will vary. Accept relevant, thoughtful answers.
No single fact tells us anything general about history, but this fact is one of a number from
history which seem to tell us that making history often goes to those who have wealth and
military might.)
turn
298
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 21, Section 2
V.
South Africa (pages 658–659)
A. The European presence in Africa grew most rapidly in the south. By 1865 close to two
hundred thousand white people had moved to the southern part of Africa.
B. The Boers, also called Afrikaners, were the descendants of the original Dutch settlers
who occupied Cape Town in South Africa in the seventeenth century. Later, the British
seized these lands. In the 1830s the Boers fled British rule, going northward and establishing the independent republics of Transvaal—later the South African Republic—and
the Orange Free State. The Boers believed white supremacy was ordained by God;
therefore, they put a lot of the indigenous (native) peoples on reservations.
C. The Boers frequently battled the Zulu, an indigenous people. The Zulu had risen to
prominence under their great ruler, Shaka. Later the British defeated the Zulu.
D. In the 1880s British policy in South Africa was directed by Cecil Rhodes, who had set
up diamond and gold companies that had made him fabulously wealthy. He named
the territory north of the Transvaal Rhodesia, after himself.
E. Rhodes’s ambitions led to his downfall in 1896. The British government forced him to
resign as prime minister of Cape Colony after finding out he planned to overthrow the
Boer government of the South African Republic without British approval. Conflict
broke out between the British and the Boers, leading to war.
F. The Boer War went from 1899 to 1902. Fierce guerrilla resistance by the Boers angered
the British, who burned crops and herded more than 150,000 Boer women and children into detention camps, causing 26,000 to die.
G. In 1910 the British created the independent Union of South Africa, combining the
Cape Colony and the Boer republics. This was a self-governing nation within the
British Empire. To appease the Boers, the policy was that only whites could vote.
Discussion Question
Where is there a strong analogy between the Boer treatment of indigenous African peoples and the United States treatment of Native Americans? (In both cases the native peoples
were put on reservations.)
VI. Colonial Rule in Africa (pages 659–660)
A. By 1914 only Liberia, which had been created by freed United States slaves, and
Ethiopia were African nations free of European domination. Native armed forces had
been devastated by the superior European forces.
turn
299
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 21, Section 2
B. Britain especially relied on existing political elites and institutions to govern its
colonies. An advantage of indirect rule for the indigenous peoples is that it interfered
much less with their traditions and customs. However, most decisions came from the
parent country, and local rulers rubber-stamped and enforced these decisions, maintaining their power. This system sowed the seeds of later class and tribal tensions
among native peoples.
C. Most other European governments used direct rule in Africa. The French, for example,
appointed a governor-general and set up their own colonial bureaucracy.
D. The French ideal was to assimilate the African peoples. They did not want to preserve
African traditions.
Discussion Question
If you were an African subject to either French or British rule, which would you prefer?
(Answers will vary. Accept relevant, thoughtful answers. The British approach kept the African
elite in power and did not disturb local customs, but it did not give Africans a voice in decision
making. The French approach tried to include native participation, but it imposed French culture
and suppressed native culture.)
VII. Rise of African Nationalism (page 660)
A. A new class of African leaders emerged in the early twentieth century. Mostly intellectuals, they knew about the West from their education in colonial and Western schools.
The members of this new class often admired Western culture and wanted to introduce
Western ideas and institutions to their culture because they saw certain aspects of
European culture as superior to their own cultures.
B. These same people often resented the foreigners and their contempt for Africa. These
intellectuals saw the gap between Western democratic theory and Western colonial
practice. Africans had little chance to participate in the colonial institutions, and many
had lost their farms for terrible jobs in sweatshops or on plantations.
C. Middle-class Africans also could complain, not just the poor peasants. They usually
had only menial jobs in the government or bureaucracy, and they were paid much less
than whites. Europeans segregated most of society, and often called adult black males
“boy.”
D. During the first quarter of the twentieth century, resentment turned to action.
Educated native peoples began to organize political parties and movements to
end foreign rule.
turn
300
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 21, Section 1
Discussion Question
What is the point of calling the black adult men “boy”? (It is supposed to assert the superiority of the one speaking over the one called this name and to strip the black man of his maturity.
Put these two together, and we have a significant assertion of inherent inequality.)
end
301
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 21, Section 3
?
Did You Know
Mohandas Gandhi’s nonviolent resistance
movement against British colonialism was based on a principle
Gandhi called satyagraha, which means “truth force” or “devotion
to truth” in Sanskrit. Practicing satyagraha means having the nonviolence of mind to gain insight into the true nature of evil, understand all the ways to not cooperate with evil, and respond to evil
with peace and love. One hope of this approach is that the person
confronted with the force of truth will convert so the evil dissipates
without leaving winners and losers.
I.
The Sepoy Mutiny (pages 666–667)
A. During the eighteenth century British power in India increased as the power of the
Mogul rulers declined (see Chapter 15). To rule India, the British East India Company
had its own soldiers and forts. It also hired Indian soldiers, called sepoys, to protect
the company’s interests.
B. In 1857 Indians revolted against the British. This was known as the Sepoy Mutiny, or
Great Rebellion, to the British, and as the First War of Independence to the Indians.
The immediate cause was the rumor that the British were passing out bullets greased
with cow and pig fat. The cow is sacred to the Hindus, and the pig is taboo to
Muslims. Thus a group of sepoys refused to use the bullets. The British arrested the
offenders, causing the sepoys to go on a rampage and kill 50 European men, women,
and children.
C. The revolt spread quickly, but it was crushed within a year. The Indians were vastly
outnumbered and rivalries between Muslims and Hindus hurt cooperation among
their forces. Atrocities were terrible on both sides. At Kanpur, Indians with swords
and knives massacred two hundred defenseless women and children. When they
recaptured Kanpur, the British took their revenge.
D. As a result of the Sepoy uprising, the British Parliament transferred the powers of the
British East India Company to the British government. In 1876 Queen Victoria
acquired the title of Empress of India.
turn
302
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 21, Section 3
Discussion Question
What do you make of the fact that the same war had such different names—The Sepoy
Mutiny and the First War of Independence? (There are two points to make abut the fact that
the two sides of the Sepoy Mutiny named it so differently. Names of historical events often reflect
a point of view, and the name of something is not trivial. As a further example, use the description “Columbus’s discovery of America.” This tag describes the native peoples right out of
existence.)
II. Colonial Rule (pages 667–669)
A. The British government ruled India directly through a British official known as a
viceroy—a governor who rules as a representative of a monarch. The viceroy was
assisted by a British civil service staff of about 3,500 people, who ruled 300 million.
B. British rule had both benefits and costs for India.
C. One benefit was Britain brought order to a society wracked by civil war. It also led to a
fairly honest government. Lord Thomas Macaulay set up a new school system. The
goal of the new system was to train Indian children to work in the colonial administrative system and the army. The new system served only upper-class Indians; 90 percent
of the country remained illiterate. Britain also introduced infrastructure like the telegraph and railroads.
D. Perhaps the greatest cost to the Indians of British rule was economic. British rule
brought severe hardships to most of the population. British manufactured goods
destroyed local industries, for example. In rural areas the zamindars collected taxes
from the peasants. Many zamindars took advantage of their authority, increasing taxes
and forcing many peasants to become tenants or lose their land entirely.
E. The British also persuaded many farmers to switch from growing food to growing cotton. Food supplies could not keep up with the population, therefore. Between 1800
and 1900 thirty million Indians starved to death.
F. British rule was degrading to the educated, upper-class Indians as well. Top jobs were
reserved for the British, and the rulers believed they were superior to the Indians, as
the views of Lord Kitchener show. The British showed disrespect for Indian culture.
For example, they used the Taj Mahal as a place of weddings and parties, even chipping off pieces of it to take as souvenirs.
G. British racial attitudes led to the Indian nationalist movement.
turn
303
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 21, Section 3
Discussion Question
Colonized people often are disrespected by their colonizers. Being disrespected and getting respect are big issues in contemporary hip-hop music and culture. Are there
similarities between the experiences of colonized people in the 1800s and 1900s and the
experiences of some or all contemporary African Americans? (Answers will vary. Accept
relevant, thoughtful answers. Make sure students give examples.)
III. An Indian Nationalist Movement (pages 669–670)
A. The first Indian nationalists were upper-class, English-educated people who preferred
reform over revolution. Many came from urban areas such as Mumbai (then called
Bombay) and Calcutta.
B. The slow pace of reform convinced most Indian nationalists they had to do more. In
1885 a small group of Indians formed the Indian National Congress (INC). At first it
called only for a share in the governing process, not full independence.
C. A split between Hindus and Muslims plagued the INC. Muslims began to call for a
separate league to better represent the interests of India’s millions of Muslims.
D. In 1915 the return of a young lawyer gave new life to the independence movement.
Mohandas Gandhi was born in Gujarat and educated in England. While working at a
law firm in South Africa serving the interests of Indian workers there, Gandhi became
aware of racial exploitation.
E. Using his experiences in South Africa, Gandhi turned the Indian independence movement into one of nonviolent resistance. The aim was to win aid for the poor and
independence. Gandhi’s movement would indeed lead to independence.
Discussion Question
Gandhi advocated living very simply, owning few possessions and having little money.
He claimed that living in this manner was the way to genuine freedom. Is Gandhi correct that possessions and material concerns can enslave a person? Why or why not?
(Answers will vary. Accept relevant, thoughtful answers. One point to make on Gandhi’s behalf
is that it does seem consumerism is driven by always wanting, or “needing,” more and more, so
there is a way that path becomes addictive, a form of enslavement. A simpler life frees one from
worries and burdens as well.)
turn
304
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 21, Section 3
IV. Colonial Indian Culture (page 670)
A. India experienced a cultural revival in the early 1800s. A British college opened in
Calcutta and a local publishing house issued textbooks on subjects including Sanskrit.
B. The work of writers such as the illustrious Indian author Rabindranath Tagore tried to
promote pride in a national Indian consciousness in the face of British domination.
Tagore’s life work was to promote human dignity and world peace. His interest was
ideas, and he set up a school that became a national university.
Discussion Question
Do authors today help forge a sense of cultural identity or cross-cultural understanding?
(Yes. Examples include Sandra Cisneros, Alice Walker, Toni Morrison, Amy Tan, and Louise
Erdrich. Today, films are also a powerful medium to express cultural identity and to explore
issues of cross-cultural communication. By protraying life in a culture that is not the dominant
one, they affirm that culture and promote recognition and pride. Contemporary books and films
can also be spread to a worldwide audience much more easily than in the past, and they allow
people around the world to experience the perspective of a particular culture.)
end
305
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 21, Section 4
?
Did You Know
After the overthrow of Venustiano Carranza’s
government in 1920, “Pancho” Villa was granted a pardon and a
ranch near Parral, Chihuahua, in return for a promise to retire from
politics. Three years later he was assassinated on his ranch. Thus, all
three leaders of the Mexican Revolution—Carranza, Zapata, and
Villa—died at the hands of assassins.
I.
Nationalist Revolts (pages 671–673)
A. By the end of the eighteenth century, the political ideals of the revolution in North
America were threatening European control of Latin America.
B. Social classes based on privilege divided colonial Latin America. The top level, the
peninsulares, held the important positions. Creoles (descendants of Europeans born in
Latin America who lived there permanently) controlled land and businesses. Mestizos,
the largest segment, worked as servants or laborers.
C. The creole elites were especially influenced by revolutionary ideals. They found the
ideas of a free press, free trade, and equality before the law very attractive. They
resented colonial control of trade, as well. They especially resented the peninsulares—
Spanish and Portuguese officials who resided temporarily in Latin America for
political and economic gain and then returned to their mother countries.
D. The creole elites denounced the rule of Spain and of Portugal. There was a series of
revolts between 1807 and 1825, due to the weakened condition of Spain and Portugal
from defeats at the hand of Napoleon.
E. The unusual revolution led by François-Dominique Toussaint-Louverture on the island
of Hispaniola took place before the main independence movements began. More than
one hundred thousand slaves rose up and seized control of the entire island. In 1804
the area now called Haiti became the first independent state in Latin America.
F. Mexico experienced a revolt beginning in 1810. Miguel Hidalgo was the first hero of
the Mexican movement for independence. Inspired by the French Revolution, he urged
the mestizos (people of European and Indian descent) to free themselves from the
Spanish.
G. In 1810 Hidalgo led an unsuccessful armed attack on the Spaniards. They were defeated and Hidalgo was executed, but his memory lives on. September 16, the first day of
the uprising, is Mexico’s Independence Day.
H. The involvement of Indians and mestizos in the revolt against Spain frightened both
the creoles and peninsulares. They cooperated in defeating the popular revolutionary
forces. They then overthrew the Spanish in order to preserve their own power.
turn
306
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 21, Section 4
I. In 1821 Mexico declared its independence from Spain. The creole military leader
Agustín de Iturbide named himself emperor in 1822, but was deposed. Mexico became
a republic.
J. Two members of the creole elite—José de San Martín of Argentina and Simón Bolívar
of Venezuela—are considered the liberators of South America.
K. San Martín believed the Spanish had to be removed from all of South America if any
South American nation was to be free. He freed Argentina by 1810. In 1817 he led
forces against the Spanish in Chile. He crossed the Andes in an amazing march during
which many soldiers died. The arrival of his army in Chile surprised the Spanish, and
their forces were defeated.
L. San Martín wanted to move on to Lima, the center of Spanish authority. He knew he
would need the help of the man who had freed Venezuela from the Spanish—Simón
Bolívar. They allied.
M. By the end of the 1820s, South and Central America were free of the Spanish. The one
threat left was that the Concert of Europe favored using troops to restore Spanish rule
in Latin America. Britain disagreed because it wished to trade with Latin America.
The United States president, James Monroe, issued the Monroe Doctrine, which
warned against European involvement in Latin America and guaranteed the independence of the new Latin American nations.
Discussion Question
Why did the Europeans make such distinctions among creoles, mestizos, and mulattos
(people of European and African descent)? (Generally, Western colonizers were interested in
what they thought of as their racial “purity/superiority” and understanding people in terms of
their race or mixed racial background. The categorizations serve to create a social hierarchy for
keeping various peoples in their “correct” places.)
II. Difficulties of Nation Building (pages 673–676)
A. The new Latin American nations faced many serious problems between 1830 and
1870, such as border wars, a huge loss of property and people, and no modern
infrastructure.
B. Over the nineteenth century these new countries would become economically dependent on Europe and the United States once again.
turn
307
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 21, Section 4
C. The new nations began as republics, but soon strong leaders known as caudillos came
to power. They ruled by force, and the landed elite supported them. Some of them
were destructive, such as Mexican ruler Antonio López de Santa Anna. He misused
state funds, halted reforms, and created chaos. In 1835 American settlers in the
Mexican state of Texas revolted against him.
D. Texas gained its independence in 1836; war between Mexico and the United States
soon followed (1846 to 1848). Mexico lost almost one-half of its territory to the United
States after losing the Mexican War.
E. Santa Anna’s disastrous rule was followed by a period of reform (1855 to 1876), dominated by Benito Juárez, a reformer, national hero, and child of Native American
peasants.
F. The United States’s intervention in Latin America led to the building of the Panama
Canal (opened in 1914). The United States controlled it for most of the twentieth century.
G. Political independence did not translate into economic independence. Britain and
other Western nations dominated the Latin American economy. Latin America continued to be a source of raw materials and food for the industrial West. Finished
consumer goods, especially textiles, were imported. The continuation of this old pattern assured that Latin America would depend on Europe and the United States.
H. A basic problem for all Latin American nations was the domination of society by the
landed elite. Large estates remain a way of life in Latin America.
I. Land remained the basis of wealth, prestige, and power in Latin America throughout
the nineteenth century. The landed elite ran governments and made huge profits,
while the masses lived in dire poverty.
Discussion Question
Colonialism depends in part on people in the parent country buying goods made or
grown in the colonies. Are there contemporary situations in which we in the United
States buy things made or grown in poorer countries where the workers are paid little
and work in bad conditions? (Yes, one area is in clothing, for which many articles are made in
sweatshops abroad.)
III. Political Change in Latin America (page 676)
A. After 1870 Latin American governments wrote constitutions similar to those in the
United States and Europe. Ruling elites kept their power, however, often by restricting
voting rights.
turn
308
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 21, Section 4
B. After the Spanish-American War, Cuba became a United States protectorate and
Puerto Rico was annexed to the United States. In 1903, the United States supported a
rebellion that allowed Panama to become an independent nation. In return the United
States received the land on which it built the Panama Canal.
C. American investments in Latin American soon followed. Since 1898, military forces
have been sent into Latin America to protect American interests. The United States
Marines were in Haiti from 1915 to 1934, and Nicaragua was occupied from 1909 to
1933. Resentment built against the big power from the north.
D. In Mexico, among other Latin American countries, large landowners supported dictators who looked out for the interests of the ruling elite. The dictator Porfirio Díaz ruled
Mexico between 1877 and 1911 with the support of the army, the Catholic Church, the
aristocrats, and foreign capitalists.
E. Wages declined under this dictator, and 95 percent of the rural population did not own
land. A liberal landowner forced Díaz out, and a wider revolution started. Emiliano
Zapata demanded agrarian reform. He aroused the peasants against the wealthy.
F. A new constitution enacted in 1917 set up a government led by a president, created
land reform, established limits on foreign investment, and set out to help workers.
Discussion Question
Why was the United States so interested in building the Panama Canal? (The canal significantly cut down on travel time for shipping because ships no longer had to sail around South
America. Therefore, the canal had a large positive economic effect by making trade much more
efficient.)
IV. Economic Change in Latin America (page 677)
A. Latin America had a period of economic prosperity after 1870 due to the exportation of
a few major items, including wheat and beef from Argentina, coffee from Brazil, and
bananas from Central America.
B. After 1900 Latin America began doing more of its own manufacturing.
C. Due to the prosperity, the middle sectors of Latin American society grew, even though
they were too small to make up a genuine middle class. The middle sectors were only
5 to 10 percent of the population.
D. Members of the Latin American middle sectors had shared characteristics: they lived
in cities, sought education and decent incomes, and saw the United States as a model,
especially for industrialization. They sought reform, not revolution, and usually voted
with the landed elites.
turn
309
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 21, Section 4
Discussion Question
Why would the Latin American middle class vote with the landed elites against the
peasants? (Peasant demands generally asked for a redistribution of land and, therefore, wealth.
The middle class did not want the government to have that power for fear of losing its own
wealth and holdings.)
end
310
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 22, Section 1
?
Did You Know
Under the pseudonym of Sax Rohmer, the
British mystery novelist Arthur Sarsfield Ward (1886–1959) wrote
books featuring a character named Fu Manchu. The long, drooping
Fu Manchu moustache is named after this character.
I.
Causes of Decline (pages 683–684)
A. In 1800 the Qing dynasty of the Manchus was at the height of its power. After more
than a century of Western humiliation and harassment, the Qing dynasty collapsed in
the early 1900s.
B. Internal changes also played a role in the downfall of the Qing dynasty. It began to
suffer from corruption, peasant unrest, and incompetence. Rapid population growth—
400 million by 1900—along with food shortages and regular famine made these
matters worse.
C. The ships, guns, and ideas of foreigners probably hastened the end of the Qing Era.
Discussion Question
Is there a population problem in the world today? (Answers will vary. Accept relevant,
thoughtful answers. Perhaps begin the discussion by nailing down basic facts like the current
population and the projected population for 2050.)
II. The Opium War (pages 684–685)
A. In 1800 European merchants in China were restricted to a trading outlet at
Guangzhou, or Canton. The British were not happy with the arrangement. Britain
also imported more from China than it exported to China, giving Britain an unfavorable balance of trade as its hard currency was paid to China.
B. Negotiations to address the trade imbalance failed, and Britain turned to trading
opium to address their economic concerns. The British East India Company grew the
opium in India and shipped it to China, where its use skyrocketed. Soon silver was
flowing out of China to Britain.
C. The Chinese knew of the dangers of this highly addictive drug and had made its trade
illegal. At first they appealed to the British government on moral grounds to stop the
export of opium into China. Britain refused to stop. The Chinese government blockaded Guangzhou to force the traders to surrender their opium, and Britain responded
by starting the Opium War (1839–1842). After the British fleet sailed almost unopposed
up the Chang Jiang, China made peace.
turn
311
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 22, Section 1
D. The Treaty of Nanjing (1842) opened five coastal ports in China to British trade,
limited taxes on imported British goods, and gave the British the island of Hong
Kong. The Chinese also agreed to pay for the war. The treaty did not mention opium.
E. Europeans lived in the five ports in their own sections and were not subject to Chinese
laws, a practice known as extraterritoriality.
F. The end of the Opium War marked the beginning of strong Western influence in
China. China offered the same concessions to other Western nations it had to Britain,
and soon the five treaty ports were booming with trade.
G. In 1984 Great Britain and China signed a joint declaration in which Britain agreed to
return Hong Kong to China in 1997. China promised that Hong Kong would remain a
free market and have its own way of life. Hong Kong grew tremendously as people in
the 1950s and 1960s fled the Communist regime in mainland China. Today it is the
eighth largest trading nation in the world.
Discussion Question
Why do people use drugs like opium, marijuana, and cocaine? (Answers will vary. Accept
relevant, thoughtful answers. Perhaps get the discussion started by asking what the popular
drugs are, and where they are used.)
III. The Tai Ping Rebellion (pages 685–686)
A. Because the Chinese government failed to handle its internal economic problems, the
Tai Ping Rebellion, a peasant revolt, occurred from 1850 to 1864. It was led by Hong
Xiuquan, who saw himself as the younger brother of Jesus Christ. He was convinced
God had given him the mission of destroying the Qing dynasty.
B. Hong and his peasant army captured Yongan, where he proclaimed a new dynasty—
the Heavenly Kingdom of Great Peace (Tai Ping Tianguo in Chinese, hence the name Tai
Ping Rebellion.)
C. The rebellion called for social reforms that included giving land to all peasants and
treating women as the equals of men. Women had their own units in the Tai Ping
army.
D. Hong’s rebellion called for people to give up private possessions. Land was to be held
in common, and food, money, etc., were to be shared equally. Hong outlawed alcohol,
tobacco, and foot binding. The social goals of the twentieth-century Chinese
Communist Revolution would be similar.
turn
312
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 22, Section 1
E. In 1853 the rebels seized Nanjing and massacred 25,000 men, women, and children.
Europeans helped the Qing dynasty respond to the rebellion. In 1864 combined
Chinese and European forces took back Nanjing. Gradually, the power of the rebellion
weakened.
F. The Tai Ping Rebellion was one of history’s most devastating civil wars. As many as
twenty million people died in the 14-year struggle.
G. One reason the Qing dynasty failed to deal well with the internal unrest was its
ongoing struggle with the Western powers. In 1856 Great Britain and France began
another series of attacks, seizing the capital of Beijing in 1860. In the ensuing Treaty of
Tianjin, the Chinese agreed to legalize the opium trade, open new ports to the West,
and surrender the Kowloon Peninsula to Great Britain.
Discussion Question
Certain revolutionary and monastic movements have believed that private property is
socially harmful. Are they correct that people should hold things in common and not
claim private ownership? (Answers will vary. Accept relevant, thoughtful answers. Assess the
reasons given in the answers.)
IV. Efforts at Reform (pages 686–687)
A. By the late 1870s the Qing dynasty was in serious decline. Warlords who had organized armies to fight against the Tai Ping Rebellion kept their armies and continued to
collect local taxes to support their forces.
B. Reformers called for a new policy of ”self-strengthening” for the Qing dynasty. This
approach meant that China should adopt Western technology while keeping its
Confucian values and institutions. This policy guided China for the next 25 years.
C. Some reformers wanted to introduce democracy, but such an idea was too radical for
most. Rather, China tried to modernize its military and industrialize while retaining
the basic elements of Chinese civilization and values.
Discussion Question
Is it possible to adopt Western technology and keep Confucian values? (It may be possible,
but doing so would be hard. Get students to see that industrialization was a social system as well
as an economic technique, and that its values of individual achievement, loyalty to the company,
and, above all, love of business and profit conflicted with Confucianism.)
turn
313
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 22, Section 1
V.
The Advance of Imperialism (pages 687–688)
A. The new policy did not help the Qing dynasty retain power. European advances into
China and internal deterioration continued.
B. Russia forced China to give up territories in Siberia. Tibet was freed from Chinese
influence by the struggle for it between Russia and Great Britain.
C. European states began to create spheres of influence inside China. Chinese warlords
negotiated with the foreign powers to exchange trading, mining, and building rights
for money. In 1894 another matter weakened the Qing. China went to war with Japan
over Japanese inroads into Korea, and Japan soundly defeated the Chinese.
D. New pressures for Chinese territories arose. Germany demanded territories after two
of its missionaries were murdered in 1897. When China conceded, other European
powers made new claims on Chinese territory.
E. This scramble for territory took place in a time of internal crisis. The emperor Guang
Xu launched his massive reform campaign called the One Hundred Days of Reform.
He called for political, administrative, and educational reforms in an attempt to Westernize China and make it move toward democracy. Conservatives at court opposed the
reforms. The Empress Dowager Ci Xi, the emperor’s aunt, also opposed the reforms.
With the help of the army, she imprisoned the emperor and ended the reform efforts.
She ruled China for almost 50 years.
Discussion Question
Give examples of reforms that Guang Xu had in mind. (Replacing the civil service examination with a new educational system and Western-style schools, adopting Western-style banks and
a free press, and training the army in Western fighting techniques were three of his proposed
reforms.)
VI. Opening the Door to China (pages 688–689)
A. Great Britain and the United States feared other nations would overrun China should
its government collapse. In 1899 the U.S. secretary of state John Hay proposed equal
access to the Chinese market for all nations. No nation disagreed, and Hay declared
that the foreign states agreed China should have an Open Door policy.
B. The policy reflected the American concern for China’s survival and the trading companies’ desires to operate in open markets without the existing division into spheres of
influence. The Open Door policy did lift restrictions on foreign imports imposed by
the dominant power within each sphere, although spheres of influence remained.
turn
314
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 22, Section 1
C. The Open Door policy lessened the fears of the Western powers that one of them
would try to dominate the Chinese market for itself.
Discussion Question
The North American Free Trade Agreement (NAFTA) signed by the United States,
Mexico, and Canada opened up markets among the three countries in 1994. Is NAFTA a
good treaty for the United States? Why or why not? (Answers will vary. Accept relevant,
thoughtful answers. Those supporting NAFTA point to the cheaper prices for imports and
increased opportunity for exports that they believe it brings. Critics argue that NAFTA leads
to job losses and worker exploitation in Mexico.)
V.
The Boxer Rebellion (page 689)
A. The Open Door policy did not stop the Boxer Rebellion, however. Boxer was the popular name for members of the secret group called the Society of Harmonious Fists, who
practiced a system of exercise they thought would protect them from bullets.
B. The Boxers were upset over foreign influence in China. They especially disliked
Christian missionaries and Chinese converts to Christianity. They killed Christians and
foreigners, including the German envoy to Beijing.
C. In response an allied army of the Western powers and Japan attacked Beijing in 1900.
It restored order and demanded more concessions from the Chinese government,
which was forced to pay a heavy indemnity—payment for damages—to the powers
that had ended the rebellion. The Chinese imperial government was weaker than ever.
Discussion Question
How did the Boxer Rebellion have an effect opposite to what it intended? (It sought to
rid China of foreign influences, but its methods caused such a strong military response from the
foreign powers that the failed rebellion further weakened the Qing dynasty and led the Chinese
government to pay heavy reparations to the Western nations and Japan.)
end
315
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 22, Section 2
?
Did You Know
General Yuan Shigai was known as the “father
of the warlords”; at least 10 of the most powerful warlords of the
1920s had served as officers in his army. Many of the other warlords
achieved power mainly through the backing of foreign powers,
including Japan, Great Britain, and the Soviet Union.
I.
The Fall of the Qing (pages 691–693)
A. After the Boxer Rebellion, China desperately tried to reform. Even the Empress
Dowager now embraced educational, administrative, and legal reforms.
B. A Western educational system replaced the traditional civil service examination educational system. After 1905, legislative assemblies were formed at the provincial (local)
level. Elections for a national assembly were held in 1910.
C. The emerging elite of merchants and professionals was angry on learning that the new
assemblies could not pass laws but could only advise the ruler. The reforms did nothing for the peasants, artisans, and miners, whose conditions worsened as taxes rose.
D. The first signs of revolution came with Sun Yat-sen and his Revive China Society,
founded in the 1890s. He believed China had to be united under a strong government
to resist the foreigners. Sun developed a three-part reform process: military takeover, a
period in which Sun’s revolutionary party would prepare the people for democracy,
and a constitutional democracy.
E. Sun united radical groups from across China and formed the Revolutionary Alliance,
later the Nationalist Party. It adopted Sun’s Three People’s Principles—nationalism,
democracy, and the right for people to pursue their own livelihoods.
F. In 1908 the Empress Dowager died, and the Qing dynasty was near its end. The infant
Henry Pu Yi now occupied the throne. In 1911 followers of Sun Yat-sen began an
uprising in central China. Sun was in the United States. The Qing dynasty collapsed,
but Sun’s party did not have the strength to form a new government, so it turned to a
member of the old order, General Yuan Shigai, who controlled the army and had been
sent to suppress the rebellion.
G. General Yuan negotiated with Sun’s party and agreed to serve as president of a
Chinese republic and allow for the election of a legislature. Even so, the events of 1911
did not produce a new social and political order. The Revolutionary Alliance with its
Western liberal democratic principles was supported mainly by the urban middle
class, and so was too small to support a new order.
turn
316
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 22, Section 2
Discussion Question
Why did Sun Yat-sen want China to be a democracy? (He wanted the country to be unified,
but in a just and modern manner.)
II. An Era of Civil War (pages 693–694)
A. The military took over after the end of the Qing dynasty. The Revolutionary Alliance
distrusted General Yuan’s motives, however. He did not understand Western liberalism and tried to set up a new imperial dynasty, even using murder and terror to
destroy the new democratic institutions.
B. When General Yuan dissolved the parliament, the Nationalists rebelled. The rebellion
failed and Sun Yat-sen fled to Japan. After he died in 1916, Yuan was succeeded by one
of his officers. For several years China slipped into civil war as weakened governmental power allowed warlords to seize provincial power. Massive destruction and hunger
was the outcome.
Discussion Question
How do you think China’s traditionalists reacted to General Yuan’s reign? (The conservatives were angry with him for casting his lot with the Nationalist Party, even though the
Nationalists came to oppose him.)
III. Chinese Society in Transition (pages 694–695)
A. In traditional China young people were not seen as individuals but as members of the
family, valued for their potential for work, passing on the family name, and taking
care of aging parents. In the early 1900s this attitude was changing, due in part to a
new educational system. Young people began to respect the past less, especially the
Confucian concept of the family. A spirit of individualism emerged out of the revolt of
the youth.
B. Chinese society was changing already in the mid-1800s. The growth of industry and
trade brought to the cities a market for commodities—marketable products—such as
oil, copper, salt, tea, and porcelain. Transportation was improving, and new crops from
abroad increased food production.
C. Westerners affected the Chinese economy in three ways: introducing new means of
transportation, creating an export market, and integrating the Chinese market into the
nineteenth-century world economy.
turn
317
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 22, Section 2
D. To some, these economic and other changes were beneficial since they shook China out
of its traditional ways. To others, the changes harmed China by destroying local industry and by allowing most of the profits to go to foreign countries.
E. China’s pace of change quickened in the first quarter of the twentieth century. After
World War I, the Chinese began to develop new ventures. Cities like Shanghai and
Wuhan became major industrial and commercial centers with a growing middle class
and an industrial working class.
Discussion Question
Why does it make sense that young people in China began to have less respect for the
past at this point in Chinese history? (Western ideas were offering them a different future; the
modern is built on the idea of disregarding the past in favor of the new.)
IV. China’s Changing Culture (pages 695–696)
A. In 1800 life for most Chinese—who were farmers whose lives revolved around the
harvest cycle and established customs and rituals—was the same as it had been for
centuries. A visitor to China in 1925 would have seen a different society.
B. China’s changes were most visible in the cities. Many Chinese saw the Confucian
values and traditions as oppressive, and wanted to replace them with the social ideals
of the modern, liberal West.
C. The struggle between old and new was most visible in the field of culture. Radical
reformers wanted to eliminate traditional culture to create a China the modern world
would respect. In the late nineteenth century, intellectuals began introducing Western
books, painting, music, and ideas. By 1925 Western culture had flooded China.
D. Western art became popular with the urban middle class, while the traditional culture
remained popular with the more conservative population, especially in rural areas.
E. Most creative artists followed the Western, foreign trends. Most Chinese novels, for
example, reflected the Western tendency toward a realistic portrayal of society and
described the changing customs of urban elites. Ba Jin’s trilogy Family, Spring, and
Autumn portray the disintegration of Confucian ways as young people tried to break
from their elders.
Discussion Question
Why were China’s changes most visible in the cities? (Those who had been educated and so
exposed to Western ideas and arts more commonly lived in the cities.)
end
318
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 22, Section 3
?
Did You Know
The famous Japanese woodblock artist
Hokusai influenced Western painting in the nineteenth century. He
became known in Europe and the United States because his prints
often were used to wrap porcelain and other objects that were fashionable in the West and exported there. Soon the prints themselves
became all the rage. Serious artists learned new aesthetic ideas from
Hokusai’s prints, and from the prints of other Japanese artists.
I.
An End to Isolation (pages 697–698)
A. By 1800 the Tokugawa shogunate had ruled the Japanese islands for two hundred
years. The country was virtually isolated from foreigners. Foreign ships were driven
away, and the little foreign trading was done only through Nagasaki.
B. Western powers approached Japan in the hope of opening it up to their economic
interests. The United States was the first foreign country to succeed with Japan.
In 1853 four warships under Commodore Matthew Perry arrived in Edo Bay (now
Tokyo Bay).
C. The purpose was to bring the “isolated people into the family of civilized nations.”
Perry carried a letter from President Millard Fillmore, asking to open relations
between the two countries. Some shogunate officials argued against contact and others
recommended concessions, or political compromises. The shogunate’s response was
ultimately dictated by the guns of Perry’s ships when he returned for an answer with
a larger fleet.
D. Under military pressure Japan agreed to the Treaty of Kanagawa. It provided for the
return of American shipwrecked sailors, who previously were treated as criminals, the
opening of two ports to Western traders, and the establishment of a U.S. consulate in
Japan.
E. In 1858 a new treaty called for the opening of several new ports to U.S. trade and residence, and an exchange of ministers. Several European nations soon signed such
treaties with Japan.
Discussion Question
Which motive—the economic or the civilizing—do you think was uppermost for the
U.S. government in establishing relations with Japan? (Answers will vary. Accept relevant,
thoughtful answers. Assess the reasons given.)
turn
319
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 22, Section 3
II. Resistance to the New Order (page 698)
A. Resistance to this change in relations with the West was especially strong among the
samurai warriors in the territories of Satsuma and Choshu. In 1863, the Sat-Cho
alliance forced the shogun to promise to end relations with the West.
B. The Sat-Cho rebels were convinced they needed to strengthen their military after losing an exchange with Western ships. They also demanded that the shogun resign and
restore the power of the emperor. Sat-Cho armies attacked the shogun’s palace in
Kyoto in 1868. They declared the emperor restored. The shogun’s forces and the
shogunate soon collapsed.
Discussion Question
Why do you think the Sat-Cho alliance was so opposed to opening relations with the
West? (Answers will vary. Accept relevant, thoughtful answers. One possibility might be that
it saw Western culture and products as a threat to traditional Japanese values. A second reason
might be that it saw the West as imposing its will through military threats.)
III. The Meiji Restoration (pages 698–702)
A. Although the Sat-Cho leaders mistrusted the West, they soon realized Japan must
modernize. The new leaders embarked on reforms that transformed Japan into a modern industrial nation.
B. The young emperor Mutsuhito called his reign the Meiji, or “Enlightened Rule.” This
period is known as the Meiji Restoration. Mutsuhito was controlled by the Sat-Cho
leaders, and the capital was moved to their location, Edo (now Tokyo).
C. To undercut the power of the daimyo—the local nobles—the new leaders stripped
them of the titles to their lands in 1871. Their territories were organized into prefectures, and the daimyo were named governors of their previous holdings. Today, Japan
is divided into 45 prefectures.
D. The Meiji reformers set out to create a Western-style political system. The leaders
pledged in the Charter Oath to create a new legislative assembly within the framework
of continued imperial rule.
E. A commission under Ito Hirobumi traveled to Great Britain, France, Germany, and the
United States to study their governments. Two factions appeared in Japan—Liberals
and Progressives. Each wanted a government with power divided between the legislature (parliament) and the executive, but the Liberals wanted power ultimately to
reside with the legislature and the Progressives wanted it to reside with the executive.
The Progressives won.
turn
320
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 22, Section 3
F. Real executive authority lay not with the emperor but with the prime minister and his
cabinet ministers, handpicked by the Meiji leaders. Further, the members of the upper
house were appointed, not elected. The government was democratic in form but
authoritarian in practice, therefore. The traditional ruling class kept its influence and
economic power.
G. Meiji leaders set up a new system of land ownership. Peasants were given the lands of
the daimyo, who were compensated with government bonds. The leaders levied an
annual 3 percent land tax, which brought in revenues but was a real burden to the
farmers.
H. The government turned to promoting industry, wanting to create a “rich country and
a strong state.” The government subsidized industries, brought in foreign advisors,
improved transportation, and started a new educational system that stressed applied
science.
I. From the start, a unique feature of the Meiji model of industrial development was the
close relationship between government and private business. Businesspeople were
given money and privileges to start new enterprises, and the government played some
role even after the business was on its feet.
J. The Meiji reformers transformed other institutions, especially the military. In 1871 a new
army based on compulsory military service was formed. All men served for three years.
K. A ministry of education guided the change to universal education and instruction in
modern technology. Soon the ministry adopted the American educational system.
Bright students were sent to study abroad. However, much emphasis was still placed
on the virtues of loyalty to family, community, and, especially, the emperor.
L. The Meiji Restoration changed Japan’s social structure considerably. Before, community
and hierarchy ruled society, and women especially were ruled by the “three obediences”: child to father, wife to husband, widow to son. Now, for the first time women
were allowed to seek an education. The shift to industry meant thousands of Japanese
took jobs that signaled a change in the social structure.
M. Western fashions became the rage among the elite. Baseball was imported from the
United States. Young people were increasingly influenced by Western culture and values, imitating Western clothes, hairstyles, and social practices.
N. The social changes had a dark side. Many workers were ruthlessly exploited in the
coal mines and textile mills. Miners trying to escape their horrible conditions sometimes were shot. Even so, resistance was not unknown. Many sought political rights
and recognition of basic human rights. Women played a role in the resistance. They
formed the Freedom and People’s Rights Movement and demanded voting rights for
women as early as 1876.
turn
321
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 22, Section 3
O. The change to a “modern society” did not undermine the old loyalties, however. They
were taught in the new schools and codified in the constitution of 1890 and the Civil
Code of 1898, where, for example, individual rights were played down, the right to
vote was limited to men, and women were placed within the context of their family
role exclusively.
Discussion Question
Why do young people tend to adopt the style of a new country, culture, form of music,
etc.? (The best answer probably is that it is a way of shaping one’s identity.)
IV. Joining the Imperialist Nations (pages 702–703)
A. Japan also copied the Western imperialist approach to foreign affairs, in part because it
had no natural room for expansion. To compete with the West, Japan believed it would
need colonies as a source of wealth and power.
B. In 1874 the Japanese claimed control of the Ryukyu Islands, previously subject to
Chinese rule. Japan’s navy forced Korea to open its ports to Japanese trade. In the
1880s, tension between China and Japan over Korea grew. They warred, and the
Japanese destroyed the Chinese fleet and entered the Manchurian city of Port Arthur.
C. Rivalry with Russia over influence in Korea led to strained relations. Russia was
supremely confident it could defeat Japan in a war.
D. Japan launched a surprise attack on the Russian naval base at Port Arthur, which
Russia had taken from China (Japan had earlier returned the port to China). Japanese
forces moved into China, and the Russian troops were not a match for them.
E. Meanwhile, the Japanese navy defeated the Russian navy. Russia agreed to a humiliating peace in 1905. They gave the strategic Liaodong Peninsula to Japan, as well as part
of an island north of Japan. The victory established Japan as a world power.
F. Japan consolidated its position in northeastern Asia, annexing Korea in 1910. The
United States recognized the annexation in return for Japan’s support for American
authority in the Philippines. Mutual suspicion between the two countries was growing, however. Japan resented U.S. restrictions on immigration, and many Americans
feared Japan’s growing power.
Discussion Question
Can people learn from the past mistakes of history? (Answers will vary. Accept relevant,
thoughtful answers. Perhaps begin the discussion by pointing out that as imperialists, Japan
adopted the very policy it did not like applied to itself.)
turn
322
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 22, Section 3
V.
Culture in an Era of Transition (pages 703–704)
A. The wave of Western technology and ideas that entered Japan greatly changed traditional Japanese culture, especially in literature. Japanese authors began imitating the
Western models.
B. Other aspects of culture also changed. The Japanese invited technicians, engineers,
architects, and artists from Europe and the United States to teach modern skills to
Japanese students.
C. By the end of the 1800s, however, a national reaction had set in. In 1889 the Tokyo
School of Fine Arts was established to promote traditional Japanese art. Some Japanese
artists searched for a new but traditional means of expression.
D. Cultural exchange flowed East to West, as well. Japanese porcelains, textiles, fans,
woodblock prints, and folding screens became fashionable in Europe and North
America. Japanese art influenced Western painters, and Japanese gardens became
especially popular in the United States.
Discussion Question
What is an Asian influence on contemporary popular culture? (The clearest influence is
martial arts and martial arts movies.)
end
323
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 23, Section 1
?
Did You Know
In 1919, the German government was allowed
to submit a counterproposal to the Treaty of Versailles. In it the
Germans agreed to many of the terms including reparations, territorial adjustments, and reduction of military. However, the counterproposal said that for Germany to sign the treaty as it stood, the
country would be signing its own death warrant. It asked that a
neutral inquiry into the question of responsibility for the war be
held, one that would inspect the archives of all the nations that had
fought. The counterproposal was rejected almost entirely.
I.
Nationalism and the System of Alliances (pages 717–718)
A. Liberals during the first half of the 1800s hoped that the formation of European nationstates would lead to peace. However, the imperialist states that emerged during the
second half of the 1800s became highly competitive over trade and colonies.
B. Two main alliances divided Europe: The Triple Alliance (1882) was made up of
Germany, Austria-Hungary, and Italy; and the Triple Entente (1907) was made up of
France, Great Britain, and Russia.
C. During the early 1900s, several crises erupted, particularly in the Balkans, which created
a great deal of anger and tension between the nations of the two alliances. Each nation
was willing to go to war to preserve its power.
D. European ethnic groups, such as Slavs in the Balkans and the Irish in the British
Empire, dreamed of creating their own national states, which also increased tensions
in Europe.
Discussion Question
How did the growth of nation-states lead to increased competition and tension in
Europe? (Nations became focused on their own self-interest, which led to competition with other
nations. Imperialist expansion led to rivalries for trade and colonies. Nation-states formed
alliances and were prepared to go to war if necessary to preserve their power and that of their
allies.)
II. Internal Dissent (page 718)
A. Another source of strife in Europe was dissent within nations. As Socialist labor movements became more powerful, they used strikes to achieve their goals, which led to
unrest.
turn
324
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 23, Section 1
B. Conservative national leaders feared that revolutions would break out. Some historians believe that these leaders may have been willing to go to war in order to suppress
internal dissent.
Discussion Question
What was a primary source of internal dissent in Europe during the early 1900s? (strikes
by Socialist labor movements)
III. Militarism (pages 718–719)
A. After 1900 there was a huge increase in the size of European armies, which increased
tensions among nations.
B. Conscription—compulsory service in the military—was common in Europe before
1914. Between 1890 and 1914 European armies doubled in size. The numbers of soldiers in European armies were: Russia, 1.3 million; France and Germany, 900,000 each;
Britain, Italy, and Austria-Hungary, 250,000 to 500,000 each.
C. Prior to 1914, European countries aggressively prepared for war. This militarism led to
the increased power of military leaders, who created complex war plans.
D. Because powerful military leaders did not want to alter their war plans, they greatly
limited the choices of political leaders in time of international crisis.
Discussion Question
What were three effects of increased militarism in Europe during the early 1900s? (The
size of armies doubled between 1890 and 1914, countries focused on preparations for war, and
military leaders became more powerful and had more control over political decisions.)
IV. The Outbreak of War: Summer 1914 (pages 719–720)
A. While militarism, nationalism, and the desire to control internal dissent all had a part
in starting World War I, the outbreak of fighting stemmed directly from events in the
Balkans in 1914.
B. States in southeastern Europe had long struggled for independence from the Ottoman
Empire. Russia and Austria-Hungary competed for control of these new states. In
1914, Serbia wanted to form a large Slavic state in the Balkans. Serbia was supported
by Russia and opposed by Austria-Hungary.
C. Many Europeans were afraid that this conflict in the Balkans would lead to war.
turn
325
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 23, Section 1
D. In June of 1914, Archduke Francis Ferdinand of Austria-Hungary and his wife were
killed by the Serbian terrorist Gavrilo Princip in the city of Sarajevo. The Siberian
terrorists wanted Bosnia to become independent from Austria-Hungary.
E. The Austro-Hungarian government wanted to declare war on Serbia but was worried
that Russia would come to Serbia’s aid. Austrian leaders asked for help from its
German allies. Emperor William II agreed to give Germany’s full support. In July,
1914 Austria-Hungary declared war on Serbia.
F. Russia responded by supporting Serbia. Czar Nicholas II ordered partial and then full
mobilization of the Russian army. Austria-Hungary and Germany considered the
mobilizations acts of war.
G. The Germans warned the Russians to halt mobilization, and the Russians refused.
Germany then declared war on Russia on August 1. Because Russia and France were
allies, Germany had planned its strategy against Russia and France, which was to
defeat France first and then attack Russia with full force. This plan, designed by
General Alfred von Schlieffen, was called the Schlieffen Plan. Germany declared war
on France on August 3.
H. The Germans demanded that Belgium—a neutral country—allow German armies to
pass through on the way to France. This action led Britain, who was allied with France
and Russia, to declare war on Germany. By August 4, World War I had begun.
Discussion Question
When Archduke Francis Ferdinand was assassinated, the conflict appeared to be only
between Serbia and Austria-Hungary. Yet this event led to World War I, which involved
all the great European powers. How did the system of alliances in Europe contribute to
this progression of events? Describe what happened. (The system of alliances brought many
more countries into the conflict. By pledging to support Serbia, Russia caused Austria-Hungary
to get support from its ally, Germany. Austria-Hungary then declared war on Serbia. Russia
responded by mobilizing its army. Germany and Austria-Hungary declared war on Russia. Since
France was an ally of Russia, the Germans invaded France. This action caused Great Britain, an
ally of France and Russia, to declare war on Germany and Austria-Hungary.)
end
326
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 23, Section 2
?
Did You Know
When President Woodrow Wilson declared
war in 1917, he called it the “war to end all wars” and said that the
United States would fight to “make the world safe for democracy.”
The government asked for volunteers, saying it needed a million
men. However, public support was not as strong as the government
would have liked. In the first six weeks after war was declared,
about 70,000 men volunteered, which led Congress to start the
draft.
I.
1914 to 1915: Illusions and Stalemate (pages 721–723)
A. The events of August 1914 shattered two previously held ideas: that war was not
worth fighting and that diplomats could prevent war.
B. Government propaganda—ideas spread to influence public opinion—had stirred up
national hatreds before the war. When the war began, propaganda was used to urge
people to defend their own country. The majority of people thought their country’s
cause was just.
C. All European wars since 1815 had only lasted a few weeks. In August, 1914, most people thought the war would be over by Christmas.
D. On the Western Front, Germany swept through Belgium into northern France and was
stopped a short distance from Paris at the First Battle of the Marne. The Western Front
turned into a stalemate, with neither side able to push the other out of the system of
trench warfare they had begun. The trenches stretched from the English Channel
nearly to the Swiss border. For four years both sides remained in almost the same
positions.
E. On the Eastern Front, the war was far more mobile. The Russian army moved into
eastern Germany but was defeated at the Battle of Tannenberg and the Battle of
Masurian Lakes, making Russia no longer a threat to invade Germany. The Russians
defeated Austria-Hungary and dislodged them from Serbia. The Italians, who had
been allied with Germany and Austria-Hungary, broke their alliance in 1915 and
attacked Austria-Hungary. The Germans came to the aid of the Austrians and together
they defeated the Russians in several battles and drove them back. About 2.5 million
Russians had been killed, captured, or wounded. The Russians were almost out of the
war. After defeating Serbia, Germany turned its attention back to the Western Front.
turn
327
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 23, Section 2
Discussion Question
What illusion did most people have about the war in August of 1914? What was the
reality? (Most people thought that the war would be over by Christmas. It lasted for years,
not months.)
II. 1916 to 1917: The Great Slaughter (pages 723–724)
A. The trenches on the Western Front included massive tangles of barbed wire, machinegun nests, gun batteries, and heavy artillery. The soldiers lived in holes in the ground.
The territory between the two sides was called no-man’s-land.
B. Military leaders did not know how to fight trench warfare. They were used to mobile
battles. The only plan they could devise was to order masses of soldiers to attack the
other side and try to break through.
C. Each side tried this tactic. They would begin with heavy artillery and then send in
thousands of troops. The men who attacked were completely exposed to machine-gun
fire. Millions of young men died in these attacks and no breakthrough came. At
Verdun, France, in 1916, 700,000 men were killed in 10 months. World War I had
become a war of attrition, where each side tried to wear the other down.
D. Airplanes for war were used for the first time in World War I. By the end of 1915, airplanes spotted enemy positions from the air. Later they attacked ground targets. In
time, machine guns were mounted on airplanes and they fought each other for control
of the air.
E. The Germans used their giant gas-filled airships to bomb points in Britain, but stopped
when the British realized that they could easily shoot down the airships.
Discussion Question
What strategy did military leaders use to win the war in the trenches? Why did it not
work? (They attacked fixed positions with huge masses of soldiers, hoping to break through the
lines. Enemy machine guns fired on the attacking soldiers; millions of soldiers lost their lives
without effecting much change in troop positions.)
III. Widening of the War (page 724)
A. Because the war in the trenches was bogged down, both sides tried to get new allies
and to widen the war. In November, 1914, Russia, Great Britain, and France (the Allies)
declared war on the Ottoman Empire. In 1915, they tried to open a Balkan front by
attacking Gallipoli, near Constantinople. Then Bulgaria entered the war on the
side of Germany, Austria-Hungary, and the Ottoman Empire (the Central Powers). turn
The Allies withdrew from Gallipoli after a disastrous campaign.
328
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 23, Section 2
B. Italy opened up a front against Austria-Hungary on the side of the Allies.
C. In 1918, British forces from Egypt defeated the Ottoman Empire in the Middle East.
They used troops from Australia, India, and New Zealand.
D. The Allies seized German colonies in the rest of the world. Japan, an ally of Britain,
seized German-held islands in the Pacific Ocean.
Discussion Question
Why did both sides want to find new allies and widen the war? (The war on the Western
Front was a stalemate costing millions of lives. Each side hoped that new allies would give them
an advantage.)
IV. Entry of the United States (pages 725–726)
A. The United States tried to stay neutral in the first years of World War I. This became
more difficult as the war dragged on.
B. The naval war between Britain and Germany became the reason why the United States
joined the war. In order to keep supplies from reaching their enemies, each country
enforced a naval blockade of the other. German submarines sank both military and
civilian ships, including passenger ships. This practice was called unrestricted submarine warfare.
C. In 1915, the Germans sank the British ship Lusitania, killing 1,100 civilians and causing
strong protests from the American government. The Germans stopped unrestricted
submarine warfare for some time until German naval officers such as Admiral
Holtzendorff convinced the emperor to resume the practice.
D. The Germans did not think that the United States would enter the war before the
British were starved. However, in April 1917, the United States responded to unrestricted submarine warfare by declaring war on Germany. Though large numbers of
American troops did not arrive until 1918, the Allies were given a powerful psychological boost as well as money and supplies.
Discussion Question
What mistake did the Germans make that led to the entry of the United States into the
war? (They thought that in spite of American protests over unrestricted submarine warfare, the
United States would never send troops to Europe. After the Germans resumed the practice of
sinking all ships, the United States entered the war.)
turn
329
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 23, Section 2
V.
The Home Front: The Impact of Total War (pages 726–727)
A. World War I became a total war that required a complete mobilization of people and
resources. It demanded the total commitment of the countries involved, soldiers and
civilians alike. The war had an enormous impact on everyone’s life.
B. As the war dragged on, governments had to increase their powers in order to obtain
the manpower and supplies they needed. Millions of men were drafted into the military. Governments set up planned economies, which included economic controls, food
and material rationing, regulated transportation, and controls on imports and exports.
C. Governments and leaders such as U.S. president Woodrow Wilson saw all citizens as
part of the war effort.
D. As the casualties mounted in the war, public support for the war waned. Authoritarian
governments used force to keep people working. Other governments passed new laws
to severely restrict dissent, exercised increased control of news sources, and tried to
keep morale up with new propaganda techniques.
E. Women assumed new roles during World War I, taking over jobs previously held only
by men, including factory and trucking jobs. These changes were generally seen as
temporary, lasting only while men were away fighting the war. One positive result of
women’s role in the war was that in Germany, Austria, and the United States they
were given the right to vote not long after the war ended. Women in Britain were
given the right to vote in 1918 before the end of the war.
Discussion Question
How did governments deal with their citizens’ waning enthusiasm for the war? (Some
countries forced their citizens to do whatever was necessary. Other countries persuaded their citizens with propaganda programs and by passing laws that restricted dissent.)
end
330
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 23, Section 3
?
Did You Know
Vladimir Ilyich Ulianov (V.I. Lenin) was born
in 1870 to a middle-class family. He was educated and became a
lawyer. In 1887, his older brother was executed by the czarist police
for planning to assassinate the czar. This event turned Lenin into a
revolutionary, and he dedicated his life to overthrowing the czar.
I.
Background to Revolution (pages 732–734)
A. Due to a lack of experienced military leaders and technology, Russia was unprepared
for World War I. The Russian army was poorly trained and equipped and suffered terrible losses.
B. By 1917, the Russian will to continue fighting in the war had disappeared.
C. Czar Nicholas II relied on his army and government to keep him in power. His wife
Alexandra cut him off from events. She was strongly influenced by Grigori Rasputin,
who claimed to be a holy man. Though he had no military experience, Czar Nicholas
II insisted on commanding the army in the field and was away from the capital. In his
absence, Alexandra made important decisions with the help of Rasputin.
D. The Russian people became increasingly upset with the czar and his wife due to military and economic disasters. Conservatives wanted to save the deteriorating situation
and assassinated Rasputin late in 1916. However, this did not save the monarchy.
E. In March 1917, working-class women led a series of strikes in the capital city of
Petrograd. They were upset about bread shortages and rationing. They called a general
strike that shut down all the factories.
F. Alexandra reported the situation to Nicholas, describing the demonstrators as hooligans. Nicholas responded by ordering troops to break up the crowds with force.
However, many soldiers refused to shoot and joined the demonstrators. On March 12,
the Duma, or legislature, met and established a provisional government. The government then urged the czar to step down, which he did.
G. The provisional government was headed by Alexander Kerensky and decided to continue fighting the war. This was a grave mistake, as it upset workers and peasants who
wanted to end the years of fighting.
H. The government was also challenged by the soviets—councils representing workers
and soldiers—who came to play an important role in Russian politics. Soviets sprang
up around the country, and were mostly made up of socialists.
turn
331
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 23, Section 3
Discussion Question
How did Nicholas II’s absence from Petrograd influence Russian events in 1916 and
1917? (In his absence, his wife Alexandra made all the important decisions. She was under the
influence of Rasputin and had little understanding of what was going on. Nicholas got all his
news from Alexandra, which kept him cut off from important events. Neither of them understood
the extent of the frustration and anger of the Russian people.)
II. The Rise of Lenin (page 735)
A. The Bolsheviks were a small faction of a Marxist party. They were led by V.I. Lenin,
and were dedicated to a violent revolution to overthrow the capitalist system.
B. Lenin lived in Switzerland between 1900 and 1917. When the provisional government
was formed, he went to Russia hoping that the Bolsheviks could seize power. German
military leaders helped him travel to Russia in an attempt to create disorder.
C. Lenin believed that the Bolsheviks should try to gain control of the soviets. He saw
the soviets as groups already in place that could help overthrow the provisional
government.
D. The Bolsheviks promised to end the war, redistribute land to the peasants, transfer
control of factories and industries from capitalists to the workers, and transfer government power to the soviets.
E. Three slogans summed up the Bolshevik program: “Peace, Land, Bread,” “Worker
Control of Production,” and “All Power to the Soviets.”
Discussion Question
What promises did the Bolsheviks make to the Russian people? (They promised to end the
war, redistribute land to the peasants, transfer control of factories and industries from capitalists
to the workers, and transfer government power to the soviets.)
III. The Bolsheviks Seize Power (page 736)
A. By the end of October, 1917, the Bolsheviks had 240,000 members and held majorities
in the Petrograd and Moscow soviets. On November 6, the Bolsheviks seized the
Winter Palace and the provisional government collapsed.
B. Lenin turned over power to the Congress of Soviets, which represented soviets
throughout Russia; but held on to the real power in a Council of People’s Commissars,
which he ran.
turn
332
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 23, Section 3
C. The Bolsheviks renamed themselves the Communists. In March of 1918, Lenin ended
the war with Germany, giving up a lot of territory including eastern Poland, Ukraine,
Finland, and the Baltic provinces. He believed that these territories would eventually
return to Russia as the socialist revolution spread through Europe.
Discussion Question
How did the Bolsheviks gain power over the Russian government? (Their membership
grew very large, and, on November 6, 1917, they seized the seat of the provisional government,
which then collapsed, leaving them in power.)
IV. Civil War in Russia (page 736)
A. Soon after the Communists took power, civil war broke out in Russia. Many people
were opposed to the Communists, including groups loyal to the czar, liberals, and
anti-Leninist socialists. They were aided by the Allies, who gave them troops and supplies, hoping Russia would rejoin the war.
B. The Communist (Red) Army fought in many places between 1918 and 1921. The
opposing, or White, forces first attacked from Siberia in the east. Other attacks came
from the Ukraine and the Baltic regions.
C. By 1920, the Red Army had defeated most of the White forces. The Communists then
gained control over Georgia, Russian Armenia, and Azerbaijan.
D. The royal family was captured by the Communists and moved to a mining town in the
Urals, where they were eventually killed.
Discussion Question
Why did the Allies oppose the Communist government in Russia? (They wanted Russia to
rejoin the war effort.)
V.
Triumph of the Communists (pages 736–737)
A. The Communists won the civil war in part because they had an excellent army. As
commissar of war, Leon Trotsky had brilliantly organized the army and instituted
rigid discipline.
B. The opposition to the Communists was not unified and was torn by political differences and mistrust. They lacked a common goal. Some wanted to restore the czar.
Others wanted a more democratic government.
turn
333
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 23, Section 3
C. The Communists had a strong sense of purpose and conviction. They were also able to
put their ideals to work in practical ways, for example by controlling banks, farms,
and industries to serve the Communist war effort, a policy known as war communism.
D. The Communists also used revolutionary terror to further their goals. The Cheka, or
secret police, sought out anyone who opposed the Communists and created an atmosphere of fear among the people.
E. When the Allies sent troops to oppose the Communists, the Communists used this act
to appeal to Russian patriotism. They asked Russians to join with them in fighting foreign attempts to control the nation.
F. By 1921, the Communists had complete control of Russia. The country had become a
centralized state dominated by a single party. Because of the role of the Allies in the
civil war, the Communists mistrusted them and remained hostile.
Discussion Question
How did war communism and terror help the Communists gain control of Russia? (The
Communists used war communism—government control of banks, farms, and industries to get
the food and supplies they needed to win the civil war. They used terror to root out opposition
and stifle dissent by creating a climate of fear in the people.)
end
334
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 23, Section 4
?
Did You Know
The 1919 Treaty of Versailles demanded that
Germany pay $5 billion in reparations for damages caused by the
war. In 1921, Germany had paid nearly half the amount. However,
the reparations committee met and decided that Germany should
pay a total of $32.5 billion by 1963, an amount that many experts
agreed could cause the German people to starve.
I.
The Last Year of the War (pages 739–741)
A. During 1917, the Allies had been defeated in their offensives on the Western Front, and
the Russians had withdrawn from the war. The Central Powers appeared to have the
advantage.
B. The German military official Erich von Ludendorff decided to take a military gamble.
In March 1918, the Germans launched a large offensive on the Western Front and came
to within 50 miles of Paris. The Germans were stopped at the Second Battle of the
Marne by French, Moroccan, and American troops and hundreds of tanks.
C. In 1918, the addition of more than 2 million American troops helped the Allies begin to
advance toward Germany. By the end of September, General Ludendorff told German
leaders that the war was lost.
D. The Allies were not willing to negotiate with the German government under Emperor
William II. The German people were angry and exhausted by the war. In spite of
attempted government reforms, German workers and soldiers in towns such as Kiel
revolted and set up their own councils. On November 9, William II left the country.
E. The German Social Democratic party, led by Friedrich Ebert, declared that Germany
would become a democratic republic. On November 11, the new German government
signed an armistice with the Allies that ended the war.
F. In December 1918, a group of radical socialists formed the German Communist Party
and then tried to seize power. They were defeated by the new government, which was
backed by the army. The revolutionary leaders were killed.
G. The attempt by the Communists to take over the government left many middle-class
Germans deeply afraid of communism.
H. At the end of the war, ethnic groups in Austria-Hungary sought independence. The
Austro-Hungarian Empire disintegrated into the independent republics of Austria,
Hungary, and Czechoslovakia and the monarchial state of Yugoslavia. National rivalries in the region would weaken eastern Europe for years to come.
turn
335
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 23, Section 4
Discussion Question
How did the German government change from a monarchy to a democratic republic?
(After the German military realized they had lost the war, the government sought to make peace
with the Allies. The Allies would not deal with the autocratic government. The German people
became angry and began to form their own councils. Within a short time, William II was persuaded to step down. The Social Democratic party assumed control and set up the new republic.)
II. The Peace Settlements (pages 741–744)
A. In January 1919, representatives of the Allied nations met in Paris to make a final settlement of the war.
B. President Woodrow Wilson outlined his “Fourteen Points,” with which he intended to
create a lasting peace. The points included proposals for open treaty negotiations,
reducing military strength, and ensuring self-determination, or the right of each people to have its own nation. Wilson proposed a new world order based on democracy
and cooperation among nations. He suggested creating an association of nations to
guarantee political independence for all countries.
C. The Paris Peace Conference was complicated by many factors. Secret treaties had been
made before the war that promised territories to certain nations. National interests created problems as well. For example, the British under Prime Minister David Lloyd
George wanted to make the Germans pay for the war.
D. Led by Georges Clemenceau, the French wanted to insure national security. They
sought to do this by stripping Germany of all weapons, having them make huge payments, called reparations, and creating a buffer state between Germany and France in
the German Rhineland.
E. The United States, Britain, and France, known as the Big Three, made most of the
important decisions at the Paris Peace Conference. Germany was not included. Russia
was in a civil war and could not attend, and Italy was not given a large role.
F. The Big Three argued about many points. Wilson wanted to create a League of Nations
to be an international peacekeeping organization. The conference accepted his proposal. In return he agreed to territorial settlements that were not consistent with his
idea of self-determination. The French gave up their wish for a Rhineland buffer state
and accepted a defensive alliance with Britain and the United States to guarantee
future security against Germany.
G. The Treaty of Versailles was the final peace settlement of World War I. It was actually
five separate treaties with the defeated nations: Germany, Austria, Hungary, Bulgaria,
and Turkey. The treaty declared that the Germans were guilty of starting the war. It
ordered Germany to pay reparations for all damages suffered by the Allies.
turn
336
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 23, Section 4
H. The treaty required Germany to greatly reduce its military forces and return the territories of Alsace and Lorraine to France. Sections of eastern Germany became part of a
new Polish state. German land on both sides of the Rhine was turned into a demilitarized zone to prevent future aggression toward France.
I. The German government accepted the peace terms because it had no choice. To refuse
would mean to go back to war. However the treaty outraged and angered the German
people, who felt the Treaty of Versailles was a harsh and unfair peace.
J. Eastern Europe was greatly changed as a result of the war and the peace treaties. The
Russians and Germans lost much territory. The Austro-Hungarian Empire was gone.
New nation-states emerged, including Finland, Latvia, Estonia, Lithuania, Poland,
Czechoslovakia, Austria, and Hungary. Lands in the Balkans changed hands as
Romania received territory from Russia, Hungary, and Bulgaria. Yugoslavia was
formed, which included Serbs, Croats, and Slovenes.
K. Though the Paris Peace Conference was supposedly guided by the principle of selfdetermination, the mix of peoples in eastern Europe made this very difficult and many
compromises were made. As a result, almost every eastern European state included
ethnic minorities. For example, there were Germans in Poland and Hungarians in
Romania. These ethnic mixes would lead to conflicts in later years.
L. The peace treaty also broke up the Ottoman Empire. In return for Arab support, the
Allies had promised Arab states within the Ottoman Empire that they would be independent after the war. France and Britain changed their minds and took over control
of Lebanon, Syria, Iraq, and Palestine. Because Wilson opposed new colonial acquisitions, these acquisitions were called mandates. Under the mandate system, a country
controlled another as a mandate on behalf of the League of Nations, but did not
officially own the territory.
M. World War I undermined the previously held idea of human progress. Entire populations had slaughtered each other in unprecedented ways. The devastation of the war
also opened the door to revolutions and further instability.
Discussion Question
Why did Germany accept the terms of the Treaty of Versailles even though it was outraged by its terms? (The Germans had no real choice. The people and military could only refuse
by going back to war, which was not possible.)
end
337
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 24, Section 1
?
Did You Know
Prior to 1921, before the reparation payments
required of Germany were raised to $33 billion, the British economist John Maynard Keynes said, “The policy of reducing Germany
to servitude for a generation, of degrading the lives of millions of
human beings, and of depriving a whole nation of happiness
should be abhorrent and detestable . . . . Nations are not authorized, by religion or by natural morals, to visit on the children of
their enemies the misdoings of parents or rulers.” This economic
punishment of Germany had disastrous consequences in the
decades to come.
I.
Uneasy Peace, Uncertain Security (pages 751–754)
A. The peace settlement at the end of World War I created repeated border disputes
among new nations and left many Germans determined to change the terms of the
Treaty of Versailles.
B. Though President Wilson and others hoped that the League of Nations could solve
many of the new conflicts, the league was not able to maintain peace. One reason for
this was that the United States never ratified the Treaty of Versailles and could not
become a member of the League of Nations. Americans did not want to be involved in
European affairs. Also, the league could not use military force and had to rely only on
economic sanctions to stop aggression.
C. The French demanded that the Treaty of Versailles be strictly enforced. The Germans
said that due to economic problems they could no longer continue to pay back the
$33 billion that was required. The French army occupied the Ruhr Valley, an industrial
and mining center. The French planned to take the reparations by operating German
industries themselves.
D. In response, German workers went on strike. The government paid them by printing
more money. This devalued the German currency and increased the inflation that had
begun before the end of the war. The German mark became completely worthless. By
the end of 1923, it took more than 4 trillion marks to equal one U.S. dollar.
E. The huge inflation meant that people suffered terribly. The economic problems led to
political unrest in Germany. Other countries stepped in to help. The Dawes Plan
began by reducing reparation payments and coordinating Germany’s payments with
what the nation could afford. The plan also loaned Germany $200 million and led to
heavy American investments, which lasted between 1924 and 1929.
turn
338
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 24, Section 1
F. As Germany began to recover, the French and Germans became more cooperative.
They signed the Treaty of Locarno in 1925, which guaranteed Germany’s western borders. It was seen by many as a beginning of lasting peace.
G. In 1926, Germany joined the League of Nations. In 1928, 63 nations signed the KelloggBriand pact, in which they pledged to renounce war as an instrument of national
policy.
H. While Germany had been forced to reduce its military, no other European nation was
willing to take this step. The trust of European countries for each other did not go
that far.
Discussion Question
How did the Dawes Plan help to create an era of cooperation in Europe? (Prior to the
Dawes Plan, Germany was in a terrible economic state, which led to widespread suffering and
political unrest. The Dawes Plan enabled the Germans to make an economic recovery, which then
led to a more cooperative spirit between Germany and France.)
II. The Great Depression (page 754)
A. The brief period of European prosperity ended in 1929 with the onset of the Great
Depression. During a depression there is very low economic activity and high unemployment.
B. The Great Depression had two main causes. One was the downturn in the economies
of nations during the second half of the 1920s. The second cause was the collapse of
the U.S. stock market in 1929. Since 1924, Germany had been borrowing money from
U.S. banks to make reparations payments. After the stock market crashed, American
investors pulled their money out of Germany. This weakened banks in Germany and
other European countries.
C. As trade and industrial production slowed, huge numbers of people lost their jobs.
Though there had been depressions in Europe before, the Great Depression was far
worse. Unemployed and homeless people filled the streets of many countries.
D. Governments did not know how to deal with the depression. They tried to lower
wages and raise tariffs on foreign goods, which made things worse. Some governments, such as in the United States, became more involved in the economy.
Communism became more popular in many places.
E. The Great Depression led many people to follow political leaders who proposed simple solutions in return for complete power. Democratic governments were challenged
everywhere.
turn
339
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 24, Section 1
Discussion Question
What were two causes of the Great Depression? (the downturn in many nation’s economies
during the second half of the 1920s and the collapse of the U.S. stock market in 1929.)
III. Democratic States after the War (pages 755–756)
A. In 1919, many European states had democratic governments. In all states except Italy,
Switzerland, France, and Spain, women had gained the right to vote.
B. In Germany the Weimar Republic was created in 1918 but had many problems. Paul
von Hindenburg was elected president but was not a strong leader. The Weimar
Republic also faced serious economic problems. Runaway inflation caused people to
lose their incomes and savings. Then in 1929, Germany suffered under the Great
Depression. Millions of people had no jobs.
C. After World War I, France became the strongest power on the European continent.
France was able to avoid serious effects of the Great Depression until 1932. However,
when economic instability occurred, there was political chaos. A series of cabinets
came and went. In 1936, Communists, Socialists, and Radicals formed the Popular
Front government. The Popular Front began programs for workers including the right
to negotiate with employers (collective bargaining), a minimum wage, and a 40–hour
work week. However, the government was not able to solve the larger problems of the
depression.
D. Great Britain suffered severe unemployment in the early 1920s but rebounded somewhat between 1925 and 1929. As Britain’s economic problems continued during the
Great Depression, governments changed from the Labour Party to the Conservatives.
E. A British economist, John Maynard Keynes, argued in 1936 that unemployment came
not from overproduction but from a decline in demand. He said that if people went
back to work, demand would increase. Keynes proposed that the government should
finance projects such as highway building to create jobs for the unemployed. Governments should finance projects even if it led to deficit spending, or going into debt.
Most British politicians of the time ignored his ideas.
F. The United States was terribly affected by the Great Depression. Industrial production
fell by 50 percent between 1929 and 1932. By 1933, 15 million people were out of work.
In 1932, Franklin Delano Roosevelt was elected president.
G. Roosevelt instituted a policy called the New Deal. Under the New Deal, the government created jobs by funding programs of public works. Roosevelt also pushed
through the Social Security Act, which created a system of old-age pensions and
unemployment insurance.
turn
340
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 24, Section 1
H. While the New Deal may have prevented a social revolution in the United States, it
did not solve the problem of unemployment. It was not until World War II that
American workers regained full employment.
Discussion Question
What were three benefits for French workers that the Popular Front government
instituted in 1936? (the right to negotiate with employers, a minimum wage, and a 40–hour
work week)
end
341
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 24, Section 2
?
Did You Know
Joseph Stalin was neither a dynamic speaker
nor a forceful writer. He was content to hold the dull bureaucratic
job of general secretary, while others held more public positions in
the Politburo. Stalin was an excellent organizer and for that his fellow Bolsheviks called him “Comrade Index-Card.” In time they
learned that Stalin also held more power than anyone.
I.
The Rise of Dictators (pages 758–759)
A. Between 1919 and 1939, all the major countries of Europe except France and Great
Britain had adopted some form of dictatorial government.
B. A new form of dictatorship was the modern totalitarian state. Totalitarian governments aimed to control all aspects of their citizens’ lives. Totalitarian governments
wanted to control the hearts and minds of everyone and used mass propaganda and
modern communication to achieve their goals.
C. A single leader and a single party led the new totalitarian states. There were no individual freedoms or limits to government power. Individuals were considered
subservient to the collective will of the masses, which was controlled by the state.
The state demanded that its citizens actively support any of its goals.
Discussion Question
What did totalitarian states think about individual freedoms? (They did not allow individual freedoms because all of the people were subordinate to the state.)
II. Fascism in Italy (pages 759–761)
A. Benito Mussolini in Italy established the first European Fascist government in the
early 1920s. Fascism glorifies the state above the individual. A strong central government and a single dictator run the state.
B. Italy suffered severe economic problems after World War I. There was a great deal of
social upheaval. Many Italians were afraid that there might be a Communist takeover
as in Russia and Mussolini’s movement gained wide support. Mussolini formed
groups of armed Fascists called Blackshirts, who attacked socialists and strikers and
anyone who opposed the Fascists.
turn
342
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 24, Section 2
C. Mussolini appealed to nationalist pride among Italians. He demanded that Italy get
more land from the peace treaties of World War I. In 1922, Mussolini had enough
followers that he forced the Italian king to make him his prime minister. As prime
minister, Mussolini created a Fascist dictatorship. He added extensive powers to the
government and was given the power to pass laws by decree. The police were given
authority to arrest anyone.
D. In 1926, the Fascists outlawed all opposition. They set up a secret police. At the end of
1926, Mussolini was the only ruler of Italy. He was called Il Duce.
E. Mussolini used the secret police to control the people. The Fascists also controlled
mass-media outlets. They used the media to spread pro-Fascist propaganda. The
Fascists created youth groups that focused on military activities. While the Italian
Fascists tried to create a new nation of fit, disciplined, and war-loving people, they
still maintained traditional values about the important place of women and families
in society.
F. Mussolini never achieved the total control over Italy that Hitler and Stalin did in
Germany and the Soviet Union. For example, Mussolini still recognized the sovereign
independence of the Vatican in Rome and Catholicism as the state religion.
G. In all areas of Italian life, there was a large gap between Fascist policies and actual
practice.
Discussion Question
How did the Communist takeover in Russia play a role in the rise of Fascism in Italy?
(There were many Italians, particularly in the middle classes, who were afraid of a Communist
government in Italy. They thought that the social unrest in the country had to be stopped and
saw Fascism as a way to do this.)
III. A New Era in the Soviet Union (pages 761–763)
A. In the early 1920s, millions died in Russia during a great famine caused by a drought.
Industrial output was reduced to 20 percent of that of 1913. The country and government were on the verge of collapse.
B. In 1921, Lenin created the New Economic Policy (NEP). He abandoned war communism in favor of a system of modified capitalism. Peasants could sell produce, and
small businesses could be privately owned. The government still controlled heavy
industries and banking.
C. In 1922, the Communists created the Union of Soviet Socialist Republics (USSR), or
Soviet Union. The NEP saved the Soviet Union from economic ruin, but the
Communists saw it only as a temporary measure.
turn
343
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 24, Section 2
D. In 1924, Lenin died and a bitter struggle for power in the Politburo ensued. The
Politburo was a committee that controlled the policies of the Communist Party. One
faction, led by Leon Trotsky, wanted to end the NEP and industrialize the nation at the
expense of the peasants. They also wanted to spread communism to other countries.
Another faction rejected worldwide communism and wanted to continue the NEP
while building a socialist state.
E. Trotsky and Joseph Stalin were personal rivals in the Politburo. Stalin held the job of
general secretary, and as such had appointed thousands of officials throughout Russia.
Stalin used his position to gain complete control over the Communist Party. By 1929,
he had removed all the Bolsheviks from power and became a powerful dictator.
Trotsky was expelled and ended up in Mexico, where he was killed in 1940, probably
on Stalin’s orders.
F. The Stalinist Era began a time of radical changes in the Soviet Union. In 1928, Stalin
ended the NEP and instituted the First Five-Year Plan. The Five-Year Plans set economic goals for five-year periods. The First Five-Year Plan emphasized
industrialization and production of capital goods. The plan greatly increased the output of heavy machinery and production of oil and steel.
G. The Five-Year Plans took a heavy toll on the Russian people. Urban housing for millions of workers was terrible. Wages declined. The government dealt with these
problems by using propaganda to boost morale.
H. Stalin also collectivized agriculture. Collectivization was a system in which the government took over ownership of private farms and had the peasants work them. Many
peasants resisted collectivization by hoarding food and killing livestock. Stalin
responded by increasing the number of farms in the program.
I. During the early 1930s, millions of Russians starved to death due to food shortages
from collectivization. Those who resisted Stalin’s programs were sent to Siberian
forced labor camps. Stalin conducted purges of Old Bolsheviks and others, many of
whom were executed. Others were sent to Siberia. The purges spared no part of society.
J. Stalin overturned social legislation passed in the early 1920s. These included laws protecting rights of women, such as divorce and being able to work outside the home.
Discussion Question
What was the purpose of Stalin’s Five-Year Plans? (to increase by enormous amounts the
output of capital goods, such as heavy machinery, steel, and oil production)
turn
344
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 24, Section 2
IV. Authoritarian States in the West (pages 763–764)
A. Authoritarian states were similar to totalitarian states. They were concerned with preserving a social order, but unlike totalitarian states they did not try to create a new
mass society that had complete control over the people.
B. In most of the countries of eastern Europe, authoritarian governments replaced parliamentary governments. Parliamentary systems in eastern Europe failed in part because
there was no tradition of democracy and most of the peasants were illiterate.
Landowners and the churches feared that democracy would lead to revolution. They
supported authoritarian governments to keep order. Czechoslovakia was the only
country to keep a democratic government.
C. In 1936, General Francisco Franco used the military forces to revolt against the democratic government in Spain. A civil war broke out. Germany and Italy supported
Franco’s side. The Soviet Union and volunteers from other countries supported the
republican government. Franco won the civil war after he captured Madrid in 1939.
He then began an authoritarian dictatorship that lasted for many decades.
Discussion Question
How is an authoritarian government different from a totalitarian government? (An
authoritarian government wants control of the state and will use police and other powers to
maintain it, but does not intend to control every aspect of society. Authoritarian states generally
want to preserve an existing social order. A totalitarian state wants to control all aspects of people’s lives and create a new mass society that is run by a strong central government and a single
dictator.)
end
345
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 24, Section 3
?
Did You Know
In Mein Kampf, Hitler spelled out the ideas that
directed his actions once he took power in Germany. In 1923, he
essentially wrote for anyone to read what he planned to do. It was
to his great advantage that other people did not take his extreme
ideas seriously. If they had from the beginning, the course of history
might have been very different.
I.
Hitler and His Views (pages 766–767)
A. Adolf Hitler was born in Austria, failed secondary school, and was rejected by the
Vienna Academy of Fine Arts. It was in Vienna that he developed his ideas. Racism,
particularly against the Jewish people, was at the core of Hitler’s ideas. He was an
extreme nationalist and understood the use of propaganda and terror.
B. Hitler served on the Western Front for four years during World War I. Then he entered
politics in Germany. In 1919, he joined an extreme right-wing nationalist party in
Munich. By 1921, Hitler controlled the party and renamed it the National Socialist
German Workers’ Party, or Nazi Party for short.
C. Within two years, the Nazi Party had grown to 55,000 people with 15,000 in the militia.
In 1923, Hitler staged an uprising in Munich—called the Beer Hall Putsch—which was
quickly crushed. Hitler was sent to prison.
D. While in prison, Hitler wrote Mein Kampf, in which he outlined his basic ideas and
plans. His ideas combined German nationalism, anti-Semitism, and anticommunism.
He also embraced the notion that stronger nations should expand to obtain living
space (Lebensraum) and that superior leaders should rule over the masses.
Discussion Question
What happened when Hitler tried to stage an uprising in Munich? (It was crushed and he
went to prison.)
II. Rise of Nazism (pages 767–768)
A. Hitler realized that the way to power was through legal means, not through violent
overthrow of the government. When he got out of prison, he worked to expand the
Nazi Party throughout Germany. By 1929, the Nazis had a national party organization,
and by 1931 it was the largest political party in the Reichstag, or parliament.
turn
346
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 24, Section 3
B. Germany’s economic problems helped the rise of the Nazi Party. Many people were in
desperate situations, which made extreme political parties far more attractive. Hitler
appealed to national pride and militarism to gain the support of the German people.
Discussion Question
What realization did Hitler make in prison about gaining power in Germany? (He realized that he would have to use legal means and not try to overthrow the government with force.)
III. Victory of Nazism (page 768)
A. After 1930, the Reichstag had little power. As Hitler’s power grew, more and more
right-wing industrial leaders, aristocrats, military officers, and high-level bureaucrats
wanted him to lead the country. In 1933, the Nazis pressured President Hindenburg to
allow Hitler to become chancellor and create a new government.
B. Within two months, Hitler had set up the government. The Nazis were in complete
control. In March 1933, the Reichstag passed the Enabling Act, which gave the government the power to ignore the constitution and pass laws to deal with the nation’s
problems. The act gave Hitler a legal basis for his actions. He had become a dictator,
appointed by the Reichstag.
C. Once in power, the Nazis established control over all aspects of government. Jews
were purged from the civil service, and trade unions were dissolved. Concentration
camps were set up for Nazi opponents. All political parties except the Nazis were
abolished. The Nazis had set up the basis for a totalitarian state. When Hindenburg
died, the Nazis abolished the presidency and Hitler became Germany’s only leader. He
was known to the German people as their Führer (leader).
Discussion Question
Who looked to Hitler for leadership and why? (right-wing industrial leaders, aristocrats,
military officers, and high-level bureaucrats; because they were afraid that the Communists
would take over and that Hitler would prevent that from happening)
IV. The Nazi State, 1933–1939 (pages 769–771)
A. Hitler had a goal in creating a total state. He wanted to develop an Aryan racial state
to dominate Europe and possibly the world. Nazis wanted the Germans to create a
new empire as the Romans had done. Hitler thought there had been two previous
German empires (Reichs): the Holy Roman Empire and the German Empire of 1871
to 1918. Hitler called his empire the Third Reich.
turn
347
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 24, Section 3
B. Hitler demanded active involvement from the German people. The Nazis used economic policies, mass rallies, organizations, and terror to control the country and
further their goals.
C. While Hitler ruled absolutely over the Nazi Party, there were internal struggles within
the party. To control the nation, the Nazis used the SS or “Guard Squadrons.” Under
the direction of Heinrich Himmler, the SS controlled all the police forces. Terror and
ideology drove the SS. Terror included repression, murder, and death camps.
Himmler’s goal was to further the Aryan race.
D. Hitler put people back to work through public works projects and grants to private
construction companies. He also embarked on a massive rearmament program to stimulate the economy. Unemployment dropped and the depression seemed to be ending.
E. The Nazis staged mass demonstrations and spectacles. Some of the largest were held
in Nuremberg. The Nazis also controlled both the Catholic and Protestant churches as
well as all schools.
F. Women played a special role in the Aryan state as the bearers of Aryan children. The
Nazis said that women were to be wives and mothers, while men were to be warriors
and political leaders. The Nazis also controlled the types of work that women could do
and strongly encouraged them to stay home.
G. Once in power, the Nazi Party enacted programs against Jewish people. In 1935, the
Nazis passed the “Nuremberg laws,” which prevented Jews from being German citizens, forbade marriages between Jews and German citizens, and required Jews to wear
yellow Stars of David and to carry identification cards saying they were Jewish.
H. On the night of November 9, 1938, Nazis burned Jewish synagogues and destroyed
thousands of Jewish businesses. They killed at least 100 people and sent thirty thousand Jewish men to concentration camps. This night was called Kristallnacht (“night
of shattered glass”). After Kristallnacht, Jews were barred from all public transportation, schools, and hospitals. They could not own, manage, or work in a retail store.
Jews were encouraged to leave Germany.
Discussion Question
How did the Nazis discriminate against the Jews? (The Nazis passed laws that prevented
Jews from being German citizens, forbade marriages between Jews and German citizens, and
required Jews to wear yellow Stars of David and to carry identification cards saying they were
Jewish. Jews were barred from all public transportation, and schools and hospitals. They could
not own, manage, or work in a retail store.)
end
348
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 24, Section 4
?
Did You Know
In the 1930s, sports and politics grew closer
together. Mussolini poured huge sums of money into the Italian
soccer team, which won the World Cup twice during the 1930s. The
1936 Olympics were held in Germany and became a showcase for
the power of the new Germany and the Nazi idea of the superior
Aryan race. When the African American athlete Jesse Owens won
four gold medals, the Nazis were humiliated.
I.
Mass Culture: Radio and Movies (pages 772–773)
A. In the late nineteenth century, inventions such as motion pictures and discoveries such
as wireless radio waves changed mass communication.
B. In the early 1920s, radio broadcasting facilities were built in the United States, Europe,
and Japan. The mass production of radios began. Radio production grew at a great
rate throughout the 1920s and 1930s.
C. The first full-length motion pictures came out just before World War I. During the next
decades, movies became an important part of mass entertainment. By the end of the
1930s, 40 percent of adults in industrialized nations were seeing one movie per week.
D. Radio and movies were used for political purposes. The Nazis realized the value of
radio and broadcast Hitler’s speeches over the air. The impact was great. To increase
the radio audience, the Nazis urged radio manufacturers to produce cheap radios and
allow people to buy them using time payments
E. The Nazis also used movies to spread propaganda. The Nazi propaganda minister,
Joseph Goebbels, understood that movies were an excellent way to influence the masses. He created a special propaganda film division. One of the most famous Nazi films
was directed by Leni Riefenstahl and called The Triumph of the Will. The documentary
film showed the 1934 Nazi Party rally at Nuremberg and conveyed the power of the
Nazis.
Discussion Question
What did Joseph Goebbels think about film as a political tool? What actions did he take
because of this? (He was convinced that film could be used to influence the masses. He created a
special film division in his Propaganda Ministry and had films made that showed the power of
the Nazis.)
turn
349
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 24, Section 4
II. Mass Leisure (page 773)
A. After World War I, the eight-hour workday became common for many Europeans, and
people began to have more free time.
B. Leisure activities, such as attending professional sports events and traveling, became
very popular. People used trains, buses, and cars to reach their destinations.
C. Totalitarian states used mass leisure to help control the people. For example, the Nazis
had a program called “Strength through Joy,” which offered cultural activities, sporting events, and inexpensive vacations. These activities were intended to fill the leisure
time of working people and to keep them happy.
Discussion Question
Why did many Europeans after World War I have more leisure time? (The eight-hour
workday became common, which left them with extra time to pursue nonwork activities.)
III. Artistic and Literary Trends (pages 774–775)
A. Many Europeans experienced profound despair following World War I. The horror of
the war left them convinced that there was something profoundly wrong with human
beings and Western values. The Great Depression and the rise of Fascist movements
increased this feeling.
B. Political and social despair led to intellectual uncertainties. These uncertainties were
expressed in the arts after World War I. Many people felt that the world made no sense
and was absurd. Dada was a style of art that expressed the idea that life had no purpose. The dadaists created artworks to express the insanity of life. One technique they
used was photomontage, which is making a picture by combining photographs. The
first Dada show was held in Berlin in 1920.
C. Surrealism expressed a reality beyond the material world. Surrealist artists often
depicted scenes from the unconscious, including fantasies and dreams. Salvador Dalí
was a Spanish painter who used recognizable objects in fantastic ways to create
strange and irrational images.
D. Many people disliked modern art. Germany was a center for modern art, which particularly offended the Nazis. Hitler condemned it as degenerate. The Nazis proposed a
German art that would glorify the strength and heroism of the Aryan race.
E. In literature, there was great interest in the unconscious. The Irish writer James Joyce
(Ulysses, 1922) and others used a stream of consciousness technique to record the
innermost thoughts of their characters. The German writer Hermann Hesse
(Siddhartha) was influenced by Freud’s psychology and Buddhism, and focused
turn
on the psychological confusion of modern life.
350
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 24, Section 4
Discussion Question
How did the events of World War I impact artists during the years after the war ended?
(Many artists and others felt deep despair after the horrors of the war. The artists tried to express
what they saw as the meaninglessness of life in their work by creating fantastic and disturbing
images that had no meaning or were a strange distortion of reality.)
IV. The Heroic Age of Physics (page 775)
A. During the years following World War I, the long-held Newtonian views of physics
became undermined. New theories based on the work of Albert Einstein showed that
all phenomena could not be completely defined and predicted. In 1927, the German
physicist Werner Heisenberg explained what he called the uncertainty principle.
B. According to Heisenberg, the behavior of subatomic particles was not predictable. This
suggests that all physical laws are based on uncertainty, or randomness. Heisenberg’s
ideas constituted a new world view, one that challenged the old certainties of
Newtonian physics.
Discussion Question
What did Heisenberg say is uncertain in his uncertainty principle? (The behavior of subatomic particles is random and cannot be predicted.)
end
351
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 25, Section 1
?
Did You Know
The oil resources of Saudi Arabia are estimated
to represent around twenty-five percent of the world’s proven
reserves. Saudi Arabia is the world’s largest exporter of oil. Oil and
petroleum products account for more than 90 percent of the country’s income.
I.
Decline and Fall of the Ottoman Empire (pages 781–783)
A. The size and power of the Ottoman Empire decreased dramatically beginning at the
end of the 1700s. In the 1800s, Ottoman rule ended in North Africa and Greece, and
the empire lost much of its territory in Europe.
B. In 1876, Ottoman reformers seized the government and adopted a constitution that
would form a legislature. They named Abdulhamid II sultan, but he immediately suspended the constitution and ruled by himself.
C. A group of reformers called the Young Turks forced the restoration of the constitution
in 1908. They deposed the sultan in 1909. At the same time, many ethnic Turks pressed
for an independent Turkish state.
D. During World War I, the Ottomans sided with Germany, which caused Britain to
attack Ottoman Arab states. The British convinced Arabs to revolt against Ottoman
rule. Arabia declared its independence in 1916. After losing hundreds of thousands of
soldiers, the Ottomans made peace with the Allies in 1918.
E. During World War I, the Ottomans had killed or been responsible for the deaths of
nearly a million Christian Armenians. The Armenians had sought independence and
were brutally attacked and deported by the Ottomans. The Allies denounced the genocide, or deliberate mass murder, of the Armenians, but they did nothing to prevent it.
A similar process of mass murder would be called ethnic cleansing in the Bosnian War
of 1993 to 1996.
F. At the end of World War I, the Ottoman Empire collapsed. Turkey was all that
remained under Ottoman control. When Greece invaded western Turkey, Turkish leaders decided to form a new Republic of Turkey. Under the command of Mustafa Kemal,
they were able to drive the Greek troops out. In 1923, the last Ottoman sultan fled the
country.
Discussion Question
How did the Greek invasion of Turkey affect the government there? (The Greek invasion
caused Turkish leaders to form a new Republic of Turkey to replace the Ottoman sultan.)
turn
352
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 25, Section 1
II. The Modernization of Turkey (pages 783–784)
A. Mustafa Kemal, known as Atatürk, became president of Turkey. He tried to transform
Turkey into a modern state. Although Turkey had a democratic system of government,
Atatürk did not allow opposition.
B. Atatürk made changes throughout Turkish society. These included eliminating Arabic
elements from the Turkish language, adopting the Roman alphabet, and forcing people
to adopt last names.
C. Atatürk established factories and directed the economy. He tried to modernize farming, but to little effect. Atatürk wanted Turkey to be a secular state, one that rejects
religious influences in politics. In 1924 he abolished the caliphate and forbade men to
wear the fez, or traditional Turkish Muslim hat. He forbade the Islamic custom of
women wearing a veil. New laws gave women equal marriage and inheritance rights
and in time, the right to vote. Turks could join non-Islamic religions.
D. While devout Muslims did not accept the reforms, Atatürk’s influence on Turkey was
lasting and profound.
Discussion Question
Why did Atatürk want Turkey to be a secular state? (He wanted the nation to become modern, which meant challenging long-held Muslim traditions. By eliminating the power of the
caliphate, he knew that he would have a better chance to succeed in modernizing the country.)
III. The Beginnings of Modern Iran (page 784)
A. A similar process of modernization was taking place in Persia during the early twentieth century. The Qajar dynasty (1794–1925) was faced with increasing domestic
problems. The dynasty leaders invited Great Britain and Russia to help defend them
from the Persian people.
B. In 1908, oil was discovered, which attracted more foreigners. Oil exports rose, but most
of the profits went to British investors. The foreign presence led to the rise of a native
Persian nationalist movement.
C. In 1921, Reza Khan led a military mutiny and seized Tehran, the Persian capital city. In
1925, Reza Khan became the shah, or king. He was called Reza Shah Pahlavi.
D. Reza Shah Pahlavi tried to follow the example of Kemal Atatürk in Turkey. He
reformed and modernized the government, the military, and the economic system.
Persia was renamed Iran.
E. Reza Shah Pahlavi did not try to destroy the power of Islam. However, he encouraged
Western-style education and forbade women to wear the veil in public.
turn
353
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 25, Section 1
F. To free himself from Great Britain and the Soviet Union, Reza Shah Pahlavi drew
closer to Nazi Germany. During World War II, the shah harbored a large number of
Germans. Great Britain and the Soviet Union invaded. Reza Shah Pahlavi resigned and
his son, Mohammad Reza Pahlavi, replaced him.
Discussion Question
What event led to the increased number of foreigners in Persia? Why did this discovery
not greatly benefit the Persian economy? (the discovery of oil; most of the profits went to
British investors)
IV. Arab Nationalism (pages 784–785)
A. The Arabs were a group of people united by language and religion but who had no
nation. Despite promises of independence after World War I, Britain and France ended
up controlling the Arab mandates of Iraq, Jordan, Lebanon, and Syria. These mandates
were created by Europeans, who set their borders and divided the peoples. The
League of Nations supervised the mandates.
B. Arabs did not have strong identification with the mandates, but some leaders spoke
out for Arab unity. Ibn Saud united Arabs on the Arabian Peninsula and formed the
kingdom of Saudi Arabia in 1932. Though places in the kingdom were the center of
Islamic worship, the desert kingdom was very poor.
C. During the 1930s, oil was discovered in Saudi Arabia and the kingdom was soon
flooded with Western oil industries. The kingdom soon became very wealthy as a
major producer of oil.
Discussion Question
What discovery changed the economy of Saudi Arabia? (oil)
V.
The Problem of Palestine (page 785)
A. Great Britain controlled the mandate of Palestine after World War I. Palestine was the
ancient home of the Jewish people, but few Jews had lived there for nearly 2,000 years.
In 1917, Britain issued the Balfour Declaration, which supported the idea of a national
home for Jewish people in Palestine.
B. The British promised that the rights of non-Jewish peoples in Palestine would be protected. However, Arabs were angered that the British would create a Jewish home
nation in a land that had long been 98 percent Muslim.
turn
354
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 25, Section 1
C. Jewish settlers began to arrive in Palestine. As the Nazis increased the persecution of
Jews in Europe, more and more Jews arrived in Palestine. Tensions increased between
Jews and Muslims. By 1939, there were about 450,000 Jews in Palestine. Arab nationalists were increasingly incensed.
D. In response, the British tried to restrict Jewish immigration to Palestine. In 1939,
Britain limited immigration to 75,000 Jewish people during the next five years. After
that, no more Jews could enter the country.
Discussion Question
What was the reason that the British thought Palestine should be a home nation for the
Jewish people? (In ancient times, nearly 2,000 years before, Palestine had been the homeland of
the Jewish people.)
end
355
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 25, Section 2
?
Did You Know
Ho Chi Minh was an experienced revolutionary obsessed by one goal: an independent Vietnam. In 1946, he told
the French that they could kill ten of his men for every Frenchman
killed and the Vietnamese would still win the war. The French
ignored the warning and paid dearly for it.
I.
Movements toward Independence in Africa (pages 786–788)
A. Even though black Africans had fought for the British and French in World War I, their
hopes for independence after the war were not met. The Versailles peace settlements
took away German colonies only to give them as mandates to France and Britain.
B. Many Africans became politically active after World War I. They sought reforms that
would allow them the same ideals of liberty and equality espoused by Western democratic nations.
C. In Kenya, the Young Kikuyu Association protested in 1921 the high taxes imposed by
Great Britain. Their leader Harry Thuku was jailed. When a crowd tried to free him,
the British killed 50 of them and exiled Thuku.
D. In Libya, guerrilla fighters under Omar Mukhtar fought the Italian rulers and defeated
them several times. The Italians put Libyans in concentration camps and eventually
killed Mukhtar, which ended the fighting.
E. Colonial powers usually responded to revolts with force. In some cases, they made
some reforms, hoping to satisfy African peoples. By the 1930s, many new African leaders emerged. They insisted on independence and said that reforms were not enough.
F. Many of the new African leaders had been educated abroad. W.E.B. Du Bois and
Marcus Garvey influenced Africans who studied in the United States. Du Bois was an
African American and led a movement to make all Africans aware of their cultural
heritage. Garvey was a Jamaican living in New York City who stressed the need for
African unity. This was called Pan-Africanism.
G. Jomo Kenyatta was an African man from Kenya who had been educated in Great
Britain. He argued that British rule was destroying traditional African cultures.
Léopold Senghor and Nnamdi Azikiwe were leaders in Senegal and Nigeria, respectively, who worked to end colonial rule.
turn
356
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 25, Section 2
Discussion Question
What did the new African leaders think about the reforms made by colonial rulers?
What did they advocate instead? (They rejected the reforms as not enough. They advocated
independence instead of reforms.)
II. The Movement for Indian Independence (pages 788–789)
A. Before World War I, Mohandas Gandhi had been active in the independence movement to end British rule in India. He was known as Mahatma, or “Great Soul.” Gandhi
organized mass protests. He insisted that the protests be nonviolent. Gandhi used civil
disobedience—the refusal to obey laws considered to be unjust—to achieve his goals.
B. In 1919, British troop killed hundreds of unarmed protesters. Gandhi was eventually
arrested for his role in the protests and was in prison for several years.
C. In 1935, Great Britain passed the Government of India Act. The act gave more government positions to Indians and the right to vote to a small percentage of the population.
D. In 1885 the Indian National Congress (INC) was formed to seek reforms. However, by
the 1920s reforms were not enough. After he got out of jail, Gandhi went back to work
to spread his message to the Indian people.
E. Nonviolence was the core of Gandhi’s campaign. He said that it was wrong to harm
any living being and that hate could only be overcome by love. He advocated noncooperation, such as not buying cloth imported from Britain and government-made salt.
He told Indians not to pay their taxes.
F. The British raised the tax on salt and prohibited Indians from harvesting their own. In
1930, Gandhi protested by walking to the sea on the Salt March. At the ocean, Gandhi
defied the British by picking up salt. Thousands of Indians followed suit. Gandhi and
other INC leaders were arrested.
G. In the 1930s, Jawaharlal Nehru emerged as an important leader in Indian politics.
Nehru had studied law in Great Britain and was an upper class intellectual. The independence movement split into two paths. Gandhi represented the traditional,
religious, and Indian path. Nehru represented the modern, secular, and Western. While
the two paths shared the same goal, the division created uncertainty about what the
future of India would look like.
H. Another division in Indian politics was that between Hindus and Muslims. Muslims
objected to the Hindu control of the INC. In 1930, the Muslim League under
Muhammad Ali Jinnah called for a separate Muslim state of Pakistan in the northwest.
turn
357
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 25, Section 2
Discussion Question
How was the Salt March an example of civil disobedience? What happened to Gandhi as
a result of his actions? (Gandhi publicly violated the law prohibiting Indians to harvest their
own salt. The British arrested him.)
III. The Rise of Militarist Japan (pages 789–791)
A. Between 1900 and 1920, Japanese society adopted many aspects of Western societies
and became an increasingly prosperous and industrial country.
B. The zaibatsu were large financial and industrial corporations. With government help,
these firms developed into vast companies that controlled major parts of Japanese
industry. By 1937, the four major zaibatsu controlled a large amount of the economy.
C. As wealth became concentrated among the relative few, more and more people had
less. Food shortages, inflation, and other economic problems led to riots and unrest.
The Great Depression had a severe impact on workers and farmers.
D. Traditionalists called for a return to older Japanese values. They rejected the influence
of Western ideas in education and politics.
E. In the early 1900s, Japan had trouble finding sources of raw materials and foreign markets. Until World War I, the Japanese had expanded their territory to meet these needs.
This policy worried many Western nations, especially the United States.
F. The United States wanted to keep Asia open for trade. In 1922, the United States held a
conference that produced a nine-power treaty that recognized China’s territorial
integrity and the Open Door policy. In return, Japan was allowed to control southern
Manchuria.
G. During the 1920s, Japan tried to use economic and diplomatic means to realize Asian
interests. The policy was unpopular. New heavy industries developed in Japan. To run
these industries the Japanese needed new sources of raw materials.
H. At the end of the 1920s, problems arose that led to a rise in militarism in Japan. A
group within the ruling party gained control of the political system. Many in the
group thought that the Japanese system had been corrupted by Western ideas.
I. During the 1930s, extremist patriotic organizations emerged, some as part of the military. In 1931, a group of army officers directed an invasion of Manchuria. The
government opposed the move, but the people supported it. In time, the military and
other supporters of Japanese expansion dominated the government.
turn
358
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 25, Section 2
J. Japan was put on wartime status. In 1938, a military draft was begun. The government
controlled all economic resources. Labor unions were disbanded. There was only one
political party. Western ideas were purged from education and culture. Traditional
Japanese values became important once again.
Discussion Question
What was a primary economic force that drove Japan to expand its territory? (As more
and more heavy industries and manufacturing were developed, there was a greater need for raw
materials that were not available in Japan.)
IV. Nationalism and Revolution in Asia (page 791)
A. Before World War I, Marxist ideas had no appeal for Asian intellectuals. The mostly
agrarian Asian societies seemed ill-fitted for revolution. After the Russian Revolution,
however, it became clear that Marxist ideas could be used to overthrow an outdated
system.
B. In 1920, Lenin determined to spread communism to the outside world. The Comintern,
or Communist International, was a worldwide organization of Communist parties
dedicated to revolution. Comintern agents were trained in Moscow and then returned
to their own countries. By the end of the 1920s, almost all Asian countries had a
Communist party.
C. The success of Communist parties in Asia varied greatly. Some cooperated with existing nationalist parties to overthrow Western colonial rulers. For example, in French
Indochina, Ho Chi Minh, who had been trained in Moscow, organized the Vietnamese
Communists. China had the strongest Communist-nationalist alliance. However, in
most Asian colonial societies, communism had little success in the 1930s.
Discussion Question
What was the Comintern? (a worldwide organization of Communist parties dedicated to world
revolution)
end
359
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 25, Section 3
?
Did You Know
Unlike Stalin in the Soviet Union, Mao Zedong
in China believed that the revolution could come from a ruralpeasant population. As Mao’s military successes brought him closer
to power, his Soviet guides decided that rural communism was better than no communism at all. This fundamental difference between
Chinese and Soviet communism eventually contributed to the split
between China and the Soviet Union.
I.
Nationalists and Communists (pages 793–794)
A. In all of Asia, revolutionary Marxism had its greatest impact in China. By 1920,
two political forces emerged to challenge the Chinese government: Sun Yat-sen’s
Nationalist Party and the Chinese Communist Party (CCP).
B. In 1921, young radicals formed the Chinese Communist Party in the city of Shanghai.
Comintern agents advised them to join with the older Nationalist Party. Sun Yat-sen
welcomed the Communists. In 1923, the two parties formed an alliance to drive out
the Chinese warlords and the imperialist powers.
C. The two parties worked together for three years. They trained an army. In 1926 they
began the Northern Expedition and took control of all of China south of Chang Jiang
(Yangtze River).
D. Eventually the Nationalists and the Communists came into conflict. After Sun Yat-sen
died, Chiang Kai-shek became the Nationalist leader. He pretended to support the
Communists but did not. In 1927, he killed thousands of Communists in the Shanghai
Massacre. The Communist-Nationalist alliance ended.
E. In 1928, Chiang Kai-shek founded a new republic in Nanjing. He worked to reunify
the nation, but continued to think that the Communists were his main enemy.
Discussion Question
Why did Sun Yat-sen welcome the Communists as allies? (He had alienated the Western
powers in China through his opposition to imperialism. He felt he needed all the help he could get
to achieve his goals. He also wanted the expertise that the Soviet Comintern could provide. An
alliance with the Chinese Communists would facilitate that and increase the power of the antigovernment forces.)
turn
360
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 25, Section 3
II. The Communists in Hiding (pages 794–795)
A. After the Shanghai Massacre, the Communist leaders went into hiding in Shanghai.
They revived the Communist movement among the discontented urban working class.
Some Communist leaders went south of Chiang Jiang to Jiangxi Province. Mao Zedong
was their leader. Mao was convinced that the Chinese revolution would come from the
rural peasants rather than the urban working class.
B. Chiang Kai-shek was able to push the Communist leaders out of Shanghai. They
joined Mao in the south. Then the Nationalists attacked the Communists in Jiangxi,
but Mao used guerrilla tactics to fight successfully against superior numbers. Mao had
four slogans about fighting: “When the enemy advances, we retreat! When the enemy
halts and camps, we trouble them! When the enemy tries to avoid battle, we attack!
When the enemy retreats, we pursue!”
Discussion Question
What happened to most Communist Party leaders in Shanghai after Chiang Kai-shek
attacked them? (They were forced to move to the south and join Mao Zedong in South China.)
III. The Long March (pages 795–796)
A. In 1933, Chiang’s army surrounded the Communists in Jiangxi. Outnumbered, Mao’s
army, called the People’s Liberation Army (PLA), broke through the Nationalist lines.
Mao led his troops for 6,000 miles to northwestern China and reached the last surviving Communist base. This march became known as the Long March.
B. The Long March took one year. The Communists had little food, faced freezing temperatures, and had to fight all the way. Ninety thousand troops began the march. Nine
thousand reached their destination. During the Long March, Mao became the undisputed leader of the Chinese Communist Party.
Discussion Question
What were two effects of the Long March on the Chinese Communists? (They lost 81,000
people. Mao Zedong became the sole leader of the Chinese Communist Party.)
IV. The New China of Chiang Kai-shek (pages 796–797)
A. After the Long March, the threat from the Communists seemed to have ended. Chiang
Kai-shek was trying to build a new nation. He vowed to form a republican government, but as Sun Yat-sen had stated, he felt that the Chinese people would need a
turn
transitional form of government to prepare them for a democratic state.
361
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 25, Section 3
B. Chiang instituted a period of political tutelage (training). Under his leadership, the
Nationalists tried to dictate land reforms and to modernize industry. However, the
Chinese people were not ready for reforms. Eighty percent of the people were very
poor peasants who were mostly illiterate. At the same time, the growing urban middle
class took on Western values. They accumulated wealth and paid little or no attention
to the needs of the peasants.
C. Chiang tried to blend modern Western industrialization with traditional Confucian
values of hard work, obedience, and integrity. Chiang and his wife instituted the
“New Life Movement.” It promoted Confucian ideals and rejected the individualism
and greed of Western capitalism.
D. Other problems that faced Chiang Kai-shek included threats from Japan and effects of
the worldwide Great Depression.
E. Some of Chiang’s successes included starting a massive road-building program,
repairing and expanding the railroads, creating a national bank, and improving the
education system.
F. Chiang was less successful with land reform. He avoided the redistribution of wealth,
or the shift of wealth from a rich minority to a poor majority, because much of his support came from landowners and the urban middle class. Chiang suppressed all
opposition, which alienated many intellectuals and moderates.
Discussion Question
The vast majority of the Chinese people were extremely poor. Why did Chiang Kai-shek
fail to initiate land reforms and the redistribution of the wealth? (Most of his support came
from landowners and the urban middle class, who would have strongly opposed these types of
programs.)
end
362
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 25, Section 4
?
Did You Know
United Fruit’s Guatemalan operation generated
about 25 percent of the company’s total production. In Guatemala,
the United Fruit Company gained control of virtually all means of
transport and communications. United Fruit charged a tariff on
every item of freight they moved in and out of the country via
Puerto Barrios. For many years, the coffee growers of Guatemala
paid very high tariffs and the price of Guatemalan coffee on the
world market was high.
I.
The Latin American Economy (pages 799–801)
A. In the early 1900s, the economy of Latin America was based primarily on the export of
food products and raw materials. For example, Argentina exported beef and wheat;
Chile, nitrates and copper; Brazil and Caribbean nations, sugar; and Central America,
bananas.
B. Beginning in the 1920s, the United States replaced Great Britain as the largest investor
in Latin America. Unlike the British, American investors put their funds directly into
production and ran companies themselves. Large segments of Latin American export
industries became owned by companies from the United States.
C. The U.S.-owned United Fruit Company owned land, packing plants, and railroads in
Central America. Americans also controlled copper mining in Chile and Peru and oil
industries in Mexico, Peru, and Bolivia.
D. Many Latin Americans were angered by U.S. control of their industries. They saw the
United States as an imperialist power. In fact, profits were sometimes used by
American businesses to support ruthless dictators. For example, in Venezuela, U.S. oil
companies supported the dictator Juan Vicente Gómez.
E. The United States had also intervened militarily in Latin America many times, especially in Central America and the Caribbean.
F. In 1935, President Franklin Roosevelt announced the Good Neighbor policy toward
Latin America. In it he rejected the use of military force in Latin America. Roosevelt
withdrew all American troops from Latin America.
G. The Great Depression had a terrible impact on the Latin American economy. Latin
American exports were no longer in demand. Nations that usually imported these
goods were suffering from the depression. Latin American countries that depended on
a single export were particularly hard hit.
turn
363
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 25, Section 4
H. One positive effect of the Great Depression was that many Latin America governments encouraged the production of goods that were formerly imported. This
industrial development had the potential to increase the economic independence
of Latin America. However, heavy industries often were financed and then run by
governments.
Discussion Question
Why did some Latin Americans view the United States as an imperialist power? (U.S.owned companies owned and ran many important businesses and industries in Latin America.
Some used their profits to support and keep in power repressive dictators. The United States had
used its military to intervene in Latin America for years.)
II. The Move to Authoritarianism (pages 801–803)
A. Though most Latin American countries had republican forms of government, they
were in reality run by a small group of church and military leaders and large landowners. Most of the rest of the people were very poor peasants. These countries used the
military forces to maintain power. In some the military took control of the government.
B. During the 1930s, more and more countries adopted authoritarian governments.
Unrest caused by the economic hardships of the Great Depression led leaders to exercise stricter controls. Three examples were Brazil, Mexico, and Argentina.
C. Argentina was controlled by an oligarchy, a government where a select group of people are in control. This group in Argentina was made up of wealthy landowners, who
ignored the growing middle class and the importance of industry and cities.
D. In 1916, the leader of the Radical Party, Hipólito Irigoyen, was elected president of
Argentina. At the time, industrial workers were agitating and calling strikes. The
unrest in the country pushed the Radical Party closer to the large landowners.
E. The military in Argentina was also concerned about civil unrest and the power of
industrial workers. In 1930, the military overthrew the government and reestablished
the power of the oligarchy. They hoped to return to the export economy of the past
and reduce the power of working-class people.
F. During World War II, Argentine military officers formed the GOU, or Group of United
Officers. In 1943, they overthrew the government. Three years later Juan Perón seized
power.
turn
364
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 25, Section 4
G. Brazil had had a republican government since 1889. Wealthy plantation owners who
grew coffee controlled the government. In 1900, Brazil grew three-quarters of the
world’s coffee. As long as coffee prices were high, the oligarchy stayed in power. Due
to the Great Depression, coffee prices dropped to record lows.
H. In 1930, a military coup made Getúlio Vargas president of Brazil. At first he appealed
to workers by instituting an eight-hour workday and a minimum wage. In 1937, faced
with strong opposition, Vargas made himself dictator and established his New State.
The New State was similar to Fascist dictatorships in Europe.
I. Vargas stimulated new industries, such as steel and oil. By the end of World War II,
Brazil was the chief industrial power in Latin America. In 1945, the army forced Vargas
to resign.
J. The Mexican Revolution in the early 1900s was the first significant attempt to overturn
the power of an oligarchy in Latin America. The post-revolution Mexican government
was democratic in form. In reality, however, the official political party, the PRI, controlled Mexican politics. Every six years they chose the party’s presidential candidate.
Their candidate always won the election.
K. In 1934, Lázaro Cárdenas became president of Mexico. He moved to follow through
on some of the ideals of the revolution. He redistributed land to the peasants and took
a strong stand with the United States, especially over oil. For more than 30 years,
American and British oil companies had operated in Mexico. After a dispute over the
wages for Mexican workers, Cárdenas seized control of the oil fields and the property
of the oil companies.
L. American oil companies asked President Roosevelt to intervene, but he refused
because of the Good Neighbor policy. Eventually Mexico paid for the property but
kept control of the oil fields. It set up PEMEX, a national oil company.
Discussion Question
How did President Cárdenas deal with the dispute over the wages of Mexican oil workers? (He seized control of the oil fields and the property of the foreign oil companies. He set up a
national oil company, PEMEX.)
III. Culture in Latin America (page 803)
A. In the early twentieth century, European artistic and literary movements influenced
culture in Latin America. Wealthy urban elites became very interested in modern art.
Latin American artists incorporated techniques of modern art and often combined
them with their own native roots. Many artists expressed a nationalist spirit.
turn
365
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 25, Section 4
B. Diego Rivera was a Mexican artist who had studied in Europe. He had been strongly
influenced by fresco painting in Italy, and painted enormous wall murals. His paintings were aimed at the masses of people. Rivera wanted to create a national art that
would include Mexico’s past, its cultural heritage, and carry a social and political
message.
Discussion Question
Who did Diego Rivera see as the primary audience for his work? How did that affect the
size and placement of his work? (The masses of people. He created very large murals. They
were shown in public places where many people would see them.)
end
366
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 26, Section 1
?
Did You Know
Japan’s policy of expansion during the 1930s
was the direct result of its poor economic geography, or the economic resources contained within a region or nation. Japan’s goal to
become a great power was seriously limited by this reality.
Fortunately, post–World War II Japan solved this problem through
exports. The revenues from exporting goods have been successfully
used to buy natural resources on the world market.
I.
The German Path to War (pages 809–812)
A. Adolf Hitler believed that Germany could build a great civilization. To do this,
Germany needed more land to support more German people. He wanted lands in the
east in the Soviet Union and prepared for war. His plan was to use the land for
German settlements. The Slavic people would become slaves.
B. Hitler proposed that Germany be able to revise the unfair provisions of the Treaty of
Versailles that had ended World War I. At first he said he would use peaceful means.
However, in March of 1935, he created a new air force and began a military draft.
C. France, Great Britain, and Italy condemned Hitler’s moves. Due to problems at home
caused by the Great Depression, however, they were not prepared to take action. Hitler
became convinced that the Western states would not stop him from breaking the provisions of the Treaty of Versailles.
D. In March of 1936, Hitler sent German troops into the Rhineland, which was supposed
to be a demilitarized area. France would not oppose Germany for this treaty violation
without British support. Great Britain saw Hitler’s actions as reasonable and not call
for military response. This was the beginning of the policy of appeasement, one based
on the belief that if European states satisfied reasonable demands of dissatisfied states,
the dissatisfied states would be content and peace would be preserved.
E. Hitler gained new allies. Benito Mussolini was the Fascist leader of Italy. He invaded
Ethiopia in 1935 with the support of German troops. In 1936, both Italy and Germany
sent troops to Spain to support General Francisco Franco. Later in the year, Hitler and
Mussolini became allies and formed the Rome-Berlin Axis. Germany also signed the
Anti-Comintern Pact with Japan forming an alliance against communism.
F. By 1937, Germany had become a very powerful nation. In 1938, Hitler pursued a longheld goal, union with Austria, or Anschluss. By threatening to invade Austria, Hitler
forced the Austrians to put Austrian Nazis in charge of the government. The new government then invited German troops into Austria to “help” maintain order. Hitler then
annexed Austria to Germany.
turn
367
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 26, Section 1
G. In 1938, Hitler demanded that the Sudetenland in northwestern Czechoslovakia be
given to Germany. The British, French, Italian, and German representatives then met in
Munich. Britain, France, and Italy gave in to all of Hitler’s demands. German troops
were allowed into Czechoslovakia.
H. After the Munich Conference, the British prime minister, Neville Chamberlain,
announced that the settlement meant “peace for our time.” He believed Hitler’s promises that Germany would make no more demands.
I. After Munich, Hitler was even more convinced that France and Great Britain would
not fight. In March of 1939, Hitler invaded western Czechoslovakia, and made a Nazi
puppet state out of Slovakia in eastern Czechoslovakia.
J. France and Great Britain began to react. Great Britain said it would protect Poland if
Hitler invaded. France and Britain began negotiations with Joseph Stalin, the Soviet
dictator. They knew that they would need the Soviet Union to help contain the Nazis.
K. Hitler was afraid of an alliance between the West and the Soviet Union. In August of
1939, Germany and the Soviet Union signed the Nazi-Soviet Nonaggression Pact. They
promised not to attack each other. Hitler offered Stalin eastern Poland and the Baltic
states. Hitler knew that eventually he would break the pact. However, it enabled him
to invade Poland without fear.
L. On September 1, Germany invaded Poland. Two days later, Great Britain and France
declared war on Germany.
Discussion Question
Under what policy did Great Britain and France allow Hitler to take the Sudetenland?
Describe the idea of the policy and tell why it failed. (appeasement; if European states satisfied reasonable demands of dissatisfied states, the dissatisfied states would be content and peace
would be preserved; the policy failed because Hitler could not be satisfied short of conquering the
world )
II. The Japanese Path to War (pages 812–813)
A. In September 1931, Japanese soldiers seized Manchuria. The Japanese claimed that the
Chinese had attacked them. In fact the Japanese had staged the attack themselves disguised as Chinese soldiers.
B. When the League of Nations investigated and condemned the attack, Japan withdrew
from the league. For several years, Japan strengthened its hold on Manchuria, which it
renamed Manchukuo.
turn
368
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 26, Section 1
C. By the mid-1930s, militants had gained control of Japanese politics. The United States
opposed the Japanese takeover of Manchuria, but did nothing to stop it.
D. Chiang Kai-shek tried to avoid a war with Japan. He was more concerned with the
threat from the Chinese Communists. He tried to appease Japan by allowing the
Japanese to occupy parts of northern China. Japan moved steadily southward. In
December 1936, Chiang formed a united front against the Japanese. In July 1937 the
Chinese and Japanese clashed south of Beijing. The Japanese seized the capital of
Nanjing. Chiang Kai-shek refused to surrender and moved the capital.
E. Japanese military leaders wanted to establish a New Order in East Asia. The order
would include Japan, Manchuria, and China. The Japanese thought that, as the only
modernized country, they could guide the other East Asian nations to prosperity.
F. The Japanese planned to seize Soviet Siberia. During the 1930s, Japan began to cooperate with Nazi Germany. The Japanese thought that they and Germany could defeat the
Soviet Union and divide its resources.
G. The Nazi-Soviet Nonaggression Pact forced the Japanese to rethink their goals. The
Japanese needed natural resources. They looked to expand into Southeast Asia for
sources. At the same time they knew that they risked strong response from European
colonial powers and the United States. They decided to take the risk.
H. In 1940, the Japanese demanded the right to exploit economic resources in French
Indochina. The United States responded by imposing economic sanctions, or restrictions on trade that are intended to enforce international law, unless Japan withdrew to
its borders of 1931.
I. The Japanese badly needed oil and scrap iron from the United States. The economic
sanctions were a very real threat. In the end, after long debate, Japan decided to
launch a surprise attack on U.S. and European colonies in Southeast Asia.
Discussion Question
What conflict led Japan to attack U.S. and European colonies in Southeast Asia? (The
United States threatened economic sanctions if Japan did not go back to its borders as of 1931.
The sanctions meant that the United States would no longer supply Japan with scrap iron and
oil, which the Japanese badly needed. To withdraw, however, meant that the Japanese would lose
access to raw materials in Southeast Asia, which they also needed. Unable to resolve the dilemma,
the Japanese attacked.)
end
369
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 26, Section 2
?
Did You Know
Some historians think that Hitler was a great
military commander—for the Allies! During the course of the war,
he was responsible for several major blunders. For example, he seriously underestimated the strength of the Soviet Union, and made a
huge mistake by attacking. Prior to D-Day, the Allies fooled Hitler
into thinking the invasion would be in Calais, which weakened the
German response.
I.
Europe at War (pages 814–817)
A. The 1939 invasion of Poland by Germany took just four weeks. The speed and efficiency
of the German army stunned the world. Called blitzkrieg (“lightning war”), the
Germans used panzer divisions (strike forces of about 300 tanks and soldiers) that
were supported by airplanes. On September 28, 1939, Germany and the Soviet Union
divided Poland.
B. In the spring of 1940, Hitler invaded Denmark and Norway. In May, Germany attacked
the Netherlands, Belgium, and France. The German armies broke through French lines
and moved across northern France. The French had fortified their border with
Germany along the Maginot Line, but the Germans surprised them by going around it.
C. The Germans trapped the entire British army and French forces on the beaches of
Dunkirk. The British navy and private boats were able to evacuate 338,000 Allied
troops, barely averting a complete disaster.
D. On June 22, the French signed an armistice with the Germans, who occupied threefifths of France. An authoritarian French regime under German control was set up to
govern the rest of the country. Led by Marshal Henri Pétain, it was named Vichy
France. Germany now controlled western and central Europe. Only Britain remained
undefeated.
E. The British asked the United States for help. The United States had a strict policy of
isolationism. A series of neutrality acts passed in the 1930s prevented the United States
from involvement in European conflicts. Though President Franklin D. Roosevelt
denounced the Germans, the United States did nothing at first.
F. Roosevelt wanted to repeal the neutrality acts and help Great Britain. Over time, the
laws were slowly relaxed and the United States sent food, ships, planes, and weapons
to Britain.
G. Hitler understood that he could not attack Britain by sea unless he first controlled the
air. In August 1940, the Luftwaffe—German air force—began a major bombing offensive against military targets in Britain. Aided by a good radar system, the British
fought back but suffered critical losses.
turn
370
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 26, Section 2
H. In September, Hitler retaliated to a British attack on Berlin by shifting attacks from military targets to British cities. He hoped to break British morale. However, the shift in
strategy allowed the British to rebuild their air power and inflict crippling losses on
the Germans. Having lost the Battle of Britain, Hitler postponed the invasion of Britain
indefinitely at the end of September.
I. Hitler was convinced that the way to defeat Britain was to first smash the Soviet
Union. He thought that the British were resisting only because they were expecting
Soviet support. He also thought that the Soviets could be easily defeated. He planned
to invade in the spring of 1941, but was delayed by problems in the Balkans. After the
Italians had failed to capture Greece in 1940, the British still held air bases there. Hitler
seized Greece and Yugoslavia in April 1941.
J. Then Hitler invaded the Soviet Union in June 1941. The attack on the Soviet Union
stretched out for 1,800 miles. German troops moved quickly and captured two million
Russian soldiers by November. The Germans were within 25 miles of Moscow.
However, winter came early in 1941 and, combined with fierce Russian resistance,
forced the Germans to halt. This marked the first time in the war that the Germans had
been stopped. The Germans were not equipped for the bitter Russian winter. In
December, the Soviet army counterattacked.
Discussion Question
Why did Hitler decide to attack the Soviet Union after the two countries had signed a
nonaggression pact? (Hitler had never planned to remain allied with the Soviet Union. He had
always planned to take the lands of the Soviet Union. He also thought that the only way to defeat
the British was to smash the Soviet Union first.)
II. Japan at War (pages 817–818)
A. On December 7, 1941, the Japanese attacked the U.S. naval base at Pearl Harbor in
Hawaii. They also attacked the Philippines and the British colony of Malaya. Soon
after, they invaded the Dutch East Indies and other islands in the Pacific Ocean. In
spite of some fierce resistance in places such as the Philippines, by the spring of 1942,
the Japanese controlled almost all of Southeast Asia and much of the western Pacific.
B. The Japanese created the Greater East-Asia Coprosperity Sphere, which included the
entire region under Japanese control. Japan announced its intention to liberate colonial
nations in Southeast Asia, but first needed their natural resources. They treated the
occupied countries as conquered lands.
turn
371
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 26, Section 2
C. The Japanese thought that their attacks on the U.S. fleet would destroy the U.S. Navy
and lead the Americans to accept Japanese domination in the Pacific. However, the
attack on Pearl Harbor had the opposite effect. It united the American people and convinced the nation that it should enter the war against Japan.
D. Hitler thought that the Americans would be too involved in the Pacific to fight in
Europe. Four days after Pearl Harbor, he declared war on the United States. World
War II had become a global war.
Discussion Question
How did the Japanese miscalculate the response of the United States to the bombing of
Pearl Harbor? (The Japanese assumed that with the U.S. fleet severely damaged, the United
States would accept Japanese domination in the Pacific. The attack convinced Americans to fight
back when before many people had wanted to stay out of the war.)
III. The Allies Advance (pages 818–821)
A. A new coalition was formed called the Grand Alliance. It included Great Britain, the
Soviet Union, and the United States. The three nations agreed to focus on military
operations and ignore political differences. They agreed in 1943 to fight until the Axis
Powers—Germany, Italy, and Japan—surrendered unconditionally.
B. At the beginning of 1942, the Germans continued to fight the war against Britain and
the Soviet Union. The Germans were also fighting in North Africa. The Afrika Korps
under General Erwin Rommel broke through British lines in Egypt and advanced on
Alexandria. During the spring, the Germans captured the entire Crimea in the Soviet
Union.
C. By the fall of 1942, the war had turned against the Germans. In the summer of 1942,
the British in North Africa had stopped the Germans at El Alamein. The Germans
retreated. In November, British and American forces invaded French North Africa and
forced the German and Italian troops to surrender by May.
D. On the Eastern Front, Hitler decided to attack Stalingrad, a major Soviet industrial
center. Between November 1942 and February 1943 the Soviets counterattacked. They
surrounded the Germans and cut off their supply lines. In May, the Germans were
forced to surrender. They lost some of their best troops. Hitler then realized that he
would not defeat the Soviet Union.
turn
372
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 26, Section 2
E. In 1942, the Allies had their first successes in the Pacific. In the Battle of the Coral Sea
in May, American naval forces stopped the Japanese and saved Australia from invasion. In June, the Battle of Midway Island was the turning point in the Pacific war.
U.S. planes destroyed four Japanese aircraft carriers and established naval superiority.
F. By the fall of 1942, Allied forces were about to begin two major operation plans against
Japan. One, led by General Douglas MacArthur, would move into South China from
Burma through the islands of Indonesia. The other would move across the Pacific capturing some of the Japanese-held islands and ending up in Japan.
G. By November 1942, after fierce battles in the Solomon Islands, the Japanese power was
diminishing.
Discussion Question
Why was the Battle of Midway Island so important? (U.S. planes destroyed four Japanese
aircraft carriers and established naval superiority in the Pacific.)
IV. Last Years of the War (pages 821–822)
A. By early 1943, the tide had turned against the Axis forces. In May the Axis forces surrendered in Tunisia. The Allies then moved north and invaded Italy in September.
Winston Churchill called Italy the “soft underbelly” of Europe.
B. After the Allies captured Sicily, Mussolini was removed from office. The king arrested
him. A new Italian government offered to surrender to the Allies. However, the
Germans rescued Mussolini and set him up as dictator of a puppet German state in
northern Italy.
C. The Germans established a strong defense south of Rome. The Allies had very heavy
casualties as they slowly advanced north. They did not take Rome until June 4, 1944.
D. The Allies had long been planning a “second front” in western Europe. They planned
to invade France from Great Britain across the English Channel. On June 6, 1944
(D-Day), the Allies under U.S. General Dwight D. Eisenhower landed on the beaches
in Normandy.
E. Though the Germans were expecting the invasion to take place in another location,
there was still heavy resistance. However, because the Germans thought the invasion
was a diversion, they were slow to respond. This gave the Allies the chance to set up a
beachhead. By landing two million men and a half-million vehicles, the Allies eventually broke through the German lines.
turn
373
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 26, Section 2
F. After the breakout, the Allies moved south and east. French resistance fighters rose up
in German-occupied Paris. Paris was liberated by the end of August. In March of 1945,
the Allies crossed the Rhine River. In the north they linked up with the Soviet army
that was moving from the east.
G. The Soviets had turned the tables on the Germans in 1943. They soundly defeated
German troops in July at the Battle of Kursk in a huge tank battle. Then they moved
steadily westward. By the end of 1943, they had reoccupied the Ukraine. By early 1944,
they had moved into the Baltic states. In the north, Soviet troops occupied Warsaw in
January 1945 and entered Berlin in April. Along a southern front, the Soviets swept
through Hungary, Romania, and Bulgaria.
H. By January 1945, Hitler had moved into an underground bunker in Berlin. In the end
he blamed the Jews for the war. On April 30, he committed suicide. Two days before,
Italian partisans—resistance fighters—had shot Mussolini. On May 7, 1945, German
commanders surrendered, and the war in Europe was over.
I. The war in Asia continued. Beginning in 1943, the Allied forces had gone on the offensive and moved across the Pacific. As the Allies came closer to the Japanese home
islands in 1945, U.S. president Harry S Truman decided to drop atomic bombs on
Japanese cities. He hoped that this would avoid an invasion of Japan. The first bomb
was dropped on the city of Hiroshima on August 6. Three days later, a second bomb
was dropped on Nagasaki. Both cities were completely destroyed. Thousands died
immediately and thousands more died later of radiation sickness. The Japanese surrendered on August 14.
J. World War II was over. Seventeen million people had died in battle in World War II.
Some estimate that, including civilian losses, as many as fifty million people died in
the war.
Discussion Question
What place did Winston Churchill describe as the “soft underbelly” of Europe? Was his
description accurate? Why or why not? (Italy; no, because the German resistance in Italy was
fierce and took a heavy toll on the Allies as they moved north to Rome and beyond.)
end
374
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 26, Section 3
?
Did You Know
Former Auschwitz Kommandant Höss was
arrested by the British on March 11, 1946. He was posing as a farmworker when he was arrested. After testifying at the Nuremberg
War Crimes Trials, he was executed at Auschwitz on April 16, 1947,
near Crematory I.
I.
The New Order in Europe (pages 824–825)
A. In 1942, the Nazis controlled Europe from the English Channel in the west to near
Moscow in the east. While Germany annexed some areas, most were run by military
or civilian officials with help from local citizens who supported them.
B. The Nazis were especially ruthless in eastern Europe. The Nazis saw the Slavic peoples as racially inferior. The Nazis wanted the lands for German settlers. Soon after
they conquered Poland, they began to put their plans for an Aryan racial empire into
action.
C. Heinrich Himmler, the SS leader, was put in charge of German resettlement plans in
the east. This meant to move Slavic people out and replace them with Germans.
Beginning in western Poland, the Germans moved one million Poles to southern
Poland. By 1942, two million ethnic Germans had been moved in to colonize the new
German provinces in Poland.
D. When the Nazis invaded the Soviet Union, Hitler anticipated turning all the people
into slaves and inhabiting the conquered lands with German peasants. Himmler stated
that German plans could involve killing 30 million Slavs.
E. Due to labor shortages in Germany, the Nazis starting rounding up foreign workers as
slave labor. By the summer of 1944, seven million Europeans were laboring in
Germany. Another seven million were forced to work in their own countries.
F. Forced labor caused problems for the Germans. Bringing workers to Germany reduced
the number of workers left in occupied countries. The Germans’ brutal tactics led more
and more people to resist Nazi occupation forces.
Discussion Question
What was the rationale that the Nazis used for moving and killing Slavic peoples in
eastern Europe? (The Nazis thought that the Slavs were racially inferior; they were in the way
of German settlement.)
turn
375
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 26, Section 3
II. The Holocaust (pages 825–828)
A. Hitler’s vision divided the world into the Aryan race and those who would destroy it.
He was convinced that the Jewish people were the greatest threat to his Aryan Empire.
He directed that Jews in Europe be exterminated completely. His plan was called the
Final Solution.
B. The SS under Himmler was responsible for carrying out the Final Solution. The Final
Solution was genocide, or the physical extermination, of the Jewish people.
C. Reinhard Heydrich was the head of the SS’s Security Service. He was in charge of the
Final Solution. He created special forces, called Einsatzgruppen, to carry out Nazi plans.
When Poland fell, he ordered all Jews rounded up and put in terribly crowded ghettos
in a number of cities. The Nazis tried to starve the Jews. Some of the ghettos organized
resistance against the Nazis.
D. In June 1941, the Einsatzgruppen began acting as mobile killing units. They followed
the army, rounded up all Jews, and executed them. They buried the victims in mass
graves. Perhaps one million Jews were killed in this way. However, the Nazis found
that this process was too slow.
E. The next step was to build death camps. Beginning in 1942, Jews from countries occupied by or sympathetic to Germany were transported in freight trains like cattle to
Poland. Six death camps were built in Poland. The largest was Auschwitz. About 30
percent of the arrivals were sent to work in a labor camps. Many of those were starved
or worked to death. The rest were exterminated in mass gas chambers.
F. By the spring of 1942, the death camps were fully operating. Throughout the war, the
Final Solution continued to have top priority. Even as the Nazis were losing the war in
1944, Jews were being shipped from Greece and Hungary to the death camps. The
Final Solution had priority over the military for trains.
G. Over three million Jews were killed in the death camps. In all, the Germans killed
between five and six million Jews. The Holocaust was responsible for the deaths of
nearly two out of every three European Jews.
H. The Nazis were also responsible for the deaths of at least nine to ten million nonJewish people. About 40 percent of Europe’s Gypsies were killed, as were Poles,
Ukrainians, and Belorussians who lost their lives as slave laborers. The Nazis also
probably killed at least three to four million Soviet prisoners of war.
I. This mass slaughter of European civilians, particularly European Jews, is called the
Holocaust. In a few places, Jews resisted. In some countries, people tried to help Jews to
escape from the Nazis. The Danish people were able to protect most of its Jewish citizens. In many places, collaborators (people who assisted the enemy) helped the Nazis
find Jews. Though the Allies knew about the death camps, they chose to concentrate
turn
on ending the war. They did not learn the full truth until the war was over.
376
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 26, Section 3
J. Young people of all ages were victims of World War II. Jewish children were the first to
be put to death in the gas chambers because they could not work. 1.2 million Jewish
children died in the Holocaust.
K. In Germany, Britain, and Japan, many children were moved from cities that were being
bombed. Some who were evacuated never saw their parents again. By 1945 there were
13 million orphaned children in Europe. In Eastern Europe, children suffered terribly.
All secondary schools were closed because the Germans did not think Slavic people
needed more than a very basic education.
L. Children on both sides, particularly at the end of the war, joined the fighting.
Sometimes 14- or 15-year-old children were at the front lines or worked as spies.
Discussion Question
In what ways did World War II impact young people? (Jewish children were the first to be
put to death in the gas chambers because they could not work. Many children were moved from
cities that were being bombed. By 1945 there were 13 million orphaned children in Europe. In
Eastern Europe, all secondary schools were closed because the Germans did not think Slavic people needed more than a very basic education. Children on both sides, particularly at the end of the
war, joined the fighting.)
III. The New Order in Asia (pages 828–829)
A. Japan hoped to use its newly conquered countries as sources of raw materials, such as
tin, oil, and rubber. The possessions would also provide a market for Japanese goods.
B. The Japanese used the slogan “Asia for the Asiatics.” They contacted anticolonialist
forces and promised them that local governments would be set up under Japanese
control. This happened in Burma, the Dutch East Indies, Vietnam, and the Philippines.
However, each territory was actually run by the Japanese military. Local people were
forced to serve in the military or work on public works projects.
C. In Vietnam, the Japanese took rice from the people. A million people starved to death
in 1944 and 1945.
D. At first, many Southeast Asian nationalists cooperated with the Japanese. Their attitudes changed as the Japanese provoked local people through their arrogance and
contempt for local customs. For example, Buddhist pagodas in Burma were used as
military latrines.
turn
377
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 26, Section 3
E. Like the Germans, the Japanese had little respect for the lives of people in occupied
countries. In Nanjing, China, the Japanese soldiers looted the city and killed and raped
its people. The Japanese used labor forces composed of prisoners of war and local peoples. In one case, 12,000 Allied prisoners of war died while constructing the
Burma-Thailand railway in 1943.
F. Nationalists in occupied countries were conflicted. They did not want the former colonial powers to return, but they did not like the Japanese either. Some, like Ho Chi
Minh in French Indochina, turned against the Japanese and worked with the Allies.
Others simply did nothing. By the end of the war, few people in occupied Asian countries supported the Japanese.
Discussion Question
Why do you think that Ho Chi Minh’s Communist Party worked against the Japanese in
French Indochina? (Japanese policies led to the starvation of a million Vietnamese people in
1944 and 1945.)
end
378
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 26, Section 4
?
Did You Know
President Truman said that he dropped the
atomic bomb to avoid terrible American losses in the anticipated
invasion of Japan. However, documents released under the
Freedom of Information Act indicate that Truman may have overestimated these numbers. Many think that he had another purpose,
which was to demonstrate American power to the possible new
enemy, the Soviet Union.
I.
The Mobilization of Peoples: Four Examples (pages 830–832)
A. Even more than World War I, World War II was a total war. Economic mobilization
was more extensive. The war had an enormous impact on civilian life in many parts of
the world.
B. In the Soviet Union initial defeats led to drastic emergency measures. For example,
Leningrad was under siege for nine hundred days. Over a million people died there
due to food shortages. People had to eat dogs, cats, and mice.
C. Soviet workers dismantled factories in the west and shipped them to the east, out of
the way of the attacking German army. At times workers ran machines as new factory
buildings were built up around them.
D. The military and industrial mobilization of the Soviet Union produced 78,000 tanks
and 98,000 artillery pieces. In 1943, 55 percent of the national income went to war
materials. As a result there were severe shortages of food and housing.
E. Soviet women were an important part of the war effort. Women working in industry
increased 60 percent. They worked in industries, mines, and railroads. They dug antitank ditches and worked as air raid wardens. Some fought in battles and flew in
bombers.
F. The war did not come to the home territory of the United States. The country became
an arsenal for the Allies. The United States produced much of the military equipment
needed to fight the Axis. In 1943, the United States was building six ships a day and
ninety-six thousand planes per year.
G. The American mobilization created some social turmoil. There were widespread movements of people. For example, many women and men enrolled in the military moved
frequently. Also, as millions of servicemen and workers looking for jobs moved
around, their wives and children or girlfriends often moved with them.
turn
379
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 26, Section 4
H. African Americans were profoundly impacted by the war. Over a million African
Americans moved from the South to cities in the North and West to work in war
industries. At times the influx of African Americans led to social tensions and even
violence. A million African Americans joined the military. They served in segregated
units. Angered by their treatment, many returned from the war ready to fight for their
civil rights.
I. Japanese Americans on the West Coast were moved to internment camps away from
the ocean. Sixty-five percent of them had been born in the United States. In spite of
that, they were required to take loyalty oaths and were forced to live in camps surrounded by barbed wire. The government claimed to do this for national security. Of
American descendants of the Axis Power countries, Japanese Americans were the only
group to be put into camps.
J. In 1939 in Germany, many civilians feared that the war would bring disaster. Hitler
understood the importance of the home front. He believed that lack of civilian support
had led to the German defeat in World War I. To keep up public morale, Hitler refused
to cut consumer-goods production for the first two years of the war. This decision may
have cost Germany the war. After defeats on the Russian front, the policy changed.
K. Early in 1942, Hitler increased arms production and the size of the army. Albert Speer
became minister for armaments and munitions. He tripled armament production
between 1942 and 1943. In July 1944, the German economy was totally mobilized.
Schools, theaters, and cafes were closed. However, this came too late to avoid defeat.
L. Before the war, the Nazis tried to keep women out of the job market. As the war progressed, more and more men had to serve in the military. The Nazis changed their
policies and encouraged women to work. However, the number of working women
increased very little between 1939 and 1944.
M. Wartime Japan was a highly mobilized society. The government controlled prices,
wages, labor, and resources. Citizens were encouraged to sacrifice for the national
cause. In the final years of the war, young Japanese volunteered to serve as suicide
pilots against U.S. ships. They were called kamikaze (“divine wind”) pilots.
N. The Japanese government opposed employing women. General Hideki Tojo, the
Japanese prime minister from 1941 to 1944, argued that employing women would
weaken the family system and the nation. Female employment increased only in areas
in which women had traditionally worked, such as textiles and farming. The Japanese
met labor shortages by using Korean and Chinese laborers.
turn
380
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 26, Section 4
Discussion Question
How did Hitler miscalculate the need for increased arms production and total mobilization during the first years of the war? (Fearing public dissent, he refused to cut production of
consumer goods to produce more war materials. By the time he fully mobilized the German economy in 1944, it was too late to avoid defeat.)
II. Frontline Civilians: The Bombing of Cities (pages 833–834)
A. Bombing was used against military targets, enemy troops, and civilian populations.
World War II was the first war in which large masses of civilians were bombed.
B. At the end of World War I, there had been a few bombing raids against civilian targets.
The raids had caused great public outcry. After the war, European nations began to
think that bombing civilian targets could be used to force governments to make peace.
During the 1930s, European nations developed long-range bombers.
C. The first sustained civilian bombing was done by the Germans against London. For
months, the Germans bombed the city nightly. There were heavy casualties and
tremendous damage. In time, the blitz, as the bombing was called, was carried to other
British cities. In spite of the heavy bombing, British morale remained high. The idea
that bombing civilians would force peace was proved wrong.
D. In 1942, the British began major bombing campaigns against German cities. Ignoring
their own experience, the British hoped that the bombing would break the morale of
the German people. Thousands of bombers were used to attack major German cities.
E. The bombing of Germany added to civilian terror. The Germans particularly feared
incendiary bombs, which spread fire when they exploded. In some cities, such as
Dresden, enormous firestorms resulted from the bombing, killing hundreds of thousands of people and burning everything that could burn.
F. The bombing of Germany by the Allies may have killed a half-million civilians.
Millions of buildings were destroyed. In spite of the terrible destruction, the bombing
did not seem to sap the morale of the German people or destroy the German industrial
capacity. However, the destruction of transportation systems and fuel supplies strongly
impacted the ability of the Germans to supply their military forces.
G. In November 1944, the Allies began attacks on Japanese cities. By that time, the
Japanese air force could no longer defend Japan. The crowded Japanese cities, filled
with highly-combustible structures, were especially vulnerable. By the following summer, a fourth of Japanese dwellings had been destroyed and many of its industries.
The bombing of civilians then reached an unprecedented level when the U.S. dropped
atomic bombs on Hiroshima and Nagasaki in August of 1945.
turn
381
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 26, Section 4
Discussion Question
How did the bombing of civilians affect morale in Britain and Germany? (The bombings
did not seem to adversely affect morale. In some cases it seemed to strengthen the resolve of civilians to continue struggling.)
III. Peace and a New War (pages 834–836)
A. After the end of World War II, a new international conflict emerged, the Cold War. The
Cold War was primarily an ideological conflict between the United States and the
Soviet Union. It dominated world politics until the end of the 1980s.
B. In November 1943, Stalin, Churchill, and Roosevelt met in Tehran to decide the future
course of the war. Their countries were known as the Big Three of the Grand Alliance.
The Big Three decided that the Americans and British would attack Germany through
France in 1944. They would then meet the Soviet forces somewhere in a defeated
Germany. This meant the Soviet troops would probably liberate most of Eastern
Europe. They also agreed to partition postwar Germany.
C. In February of 1945, the Big Three powers met at Yalta in southern Russia. By that
time, they knew that the Germans were beaten. Roosevelt and Churchill realized that
eleven million Soviet troops were taking possession of much of Eastern and Central
Europe. Roosevelt favored the idea of self-determination for postwar Europe. This
meant that each country would choose its own form of government. Stalin was suspicious of the Western powers and wanted a Communist buffer between the West and
the Soviet Union.
D. Roosevelt also sought Soviet military help against Japan. In return for military aid,
Roosevelt agreed that the Soviets could take Sakhalin and the Kuril Islands, two
warm-water ports and railroad rights in Manchuria.
E. Roosevelt wanted to create the United Nations organization to help resolve difficult
international disagreements. The Big Three powers at Yalta accepted his plans and set
the founding meeting of the United Nations for April 1945, in San Francisco.
F. The Big Three also confirmed at the Yalta Conference that Germany would have to
surrender unconditionally. They agreed to divide Germany into four zones. The zones
would be occupied and governed by France, Britain, the United States, and the Soviet
Union. Stalin agreed to hold free elections in Poland at some future date.
G. The Soviets and the Americans were deeply split about free elections in Eastern
Europe. The Soviets wanted these nations to be pro-Soviet. The Americans wanted free
elections. These conflicting goals were never reconciled.
turn
382
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 26, Section 4
H. The Potsdam Conference was held in July 1945. Roosevelt had died in April and was
replaced by Harry Truman. Truman demanded that free elections be held throughout
Eastern Europe. Stalin refused to concede. Stalin wanted absolute military security for
his country. He thought this could only happen if all the Eastern European states had
Communist governments. He saw free elections as a direct threat. The only way to
force free elections in Eastern Europe would have been to invade the Soviet-held territory. As World War II had just ended, very few people favored that course.
I. Many Western leaders thought that the Soviets intended to spread communism
throughout the world. The Soviets saw Western policy, particularly that of the United
States, as global capitalist expansionism.
J. In March 1946, Winston Churchill declared that an “iron curtain” had “descended
across the continent.” This iron curtain divided Europe into two hostile sides. Stalin
responded by calling Churchill’s speech a “call to war with the Soviet Union.” The
world seemed to be bitterly divided again.
Discussion Question
How did the military strategy among the Big Three for the final defeat of Germany
affect European politics after the war? (The Big Three agreed that the Americans and British
would work together to invade France and attack Germany from the west. The Soviet Union
would attack from the east. As the armies closed in on Germany, they liberated and occupied the
nations in their path. The Soviet troops occupied all of Eastern Europe. After the war, Stalin
wanted to make sure that Eastern European countries had Communist governments in order to
provide a buffer zone against Western aggression. The Americans wanted to have free elections in
Eastern Europe, but Stalin, whose troops occupied the area, refused. The lines were drawn for a
new war, the Cold War.)
end
383
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 27, Section 1
?
Did You Know
A newspaper columnist, Walter Lippmann
argued that the policy of containment could not work because he
did not think the U.S. could contain the Soviet Union everywhere.
He published his columns about containment in a book he titled,
The Cold War. Lippmann came up with the term Cold War to
describe a kind of war that did not include bloodshed.
I.
Confrontation of the Superpowers (pages 849–851)
A. The division between Western Europe and Soviet-controlled Eastern Europe was the
beginning of the Cold War. The Soviet Union feared the capitalist West. The United
States feared communism.
B. After World War II, the United States and Great Britain wanted the Eastern European
nations to determine their own governments. Stalin feared that the Eastern European
nations would be anti-Soviet if they were allowed free elections.
C. In early 1947 President Harry S Truman issued the Truman Doctrine, which stated that
the United States would give money to countries threatened by Communist expansion.
As stated by Dean Acheson, the U.S. secretary of state, the United States was concerned that communism would spread throughout the free world if left unchecked.
D. In June 1947, the European Recovery Program, better known as the Marshall Plan,
began. This program was set up to rebuild war-torn Europe.
E. The Soviet Union and its economically and politically dependent Eastern European
satellite states refused to participate in the Marshall Plan.
F. In 1949, the Soviet Union set up the Council for Mutual Assistance (COMECON) as a
response to the Marshall Plan. COMECON was established to help the economies of
Eastern European states.
G. In 1947, the United States adopted the policy of containment to keep communism
within its existing boundaries and prevent further Soviet aggressive moves.
H. By 1948, Great Britain, the United States, and France worked to unify the three western sections of Germany and Berlin and create a West German government. The
Soviets opposed the creation of a West German state, so they tried to prevent it by setting up a blockade of West Berlin. The United States and Great Britain set up the Berlin
Air Lift to fly in supplies to West Berlin. The Soviets ended the blockade of West Berlin
in May 1949.
I. The Federal Republic of Germany, or West Germany, was formally created in
September of 1949. A month later, the German Democratic Republic was set up
by the Soviets. Berlin was divided into two parts.
turn
384
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 27, Section 1
Discussion Question
What were several causes of the Cold War? (The Soviet Union feared the capitalist West. The
United States feared communism. After World War II, the United States and Great Britain
wanted the Eastern European nations to determine their own governments. Stalin feared that the
Eastern European nations would be anti-Soviet if they were allowed free elections. In early 1947
President Harry S Truman issued the Truman Doctrine, which stated that the United States
would give money to countries threatened by Communist expansion. In June 1947, the Marshall
Plan was set up to rebuild war-torn Europe. The Soviets saw the Marshall Plan as an attempt to
buy the support of countries. In 1949, the Soviet Union set up the Council for Mutual Assistance
(COMECON) to help the economies of Eastern European states. In 1947, the United States
adopted the policy of containment to keep communism within its existing boundaries and prevent
further Soviet aggressive moves. By 1948, Great Britain, the United States, and France worked to
unify the three western sections of Germany and Berlin and create a West German government.
The Soviets tried to prevent it by setting up a blockade of West Berlin. The United States and
Great Britain set up the Berlin Air Lift to fly in supplies to West Berlin.)
II. The Spread of the Cold War (pages 851–853)
A. Chinese Communists took control of the government of China in 1949. As a result of
the fall of China to communism and the Soviet Union’s explosion of its first atomic
bomb in 1949, the Soviet Union and the United States began an arms race, in which
both countries built up their armies and weapons.
B. In April 1949, the North Atlantic Treaty Organization (NATO) was formed. This military alliance, which included Great Britain, France, other Western European nations,
and the United States and Canada, agreed to provide mutual help if any one of them
was attacked.
C. In 1955, the Soviet Union and Albania, Bulgaria, Czechoslovakia, East Germany,
Hungary, Poland, and Romania formed the military alliance called the Warsaw Pact.
D. The Korean War began in 1950 when the Communist government of North Korea,
allied with the Soviet Union, tried to take over South Korea. As a result, the United
States extended its military alliances around the world. By the mid-1950s, the United
States was in military alliances with 42 nations.
E. The United States, Great Britain, France, Pakistan, Thailand, the Philippines, Australia,
and New Zealand formed the Southeast Asia Treaty Organization (SEATO) to stop the
Soviet expansion in the East. Turkey, Iraq, Iran, Pakistan, Great Britain, and the United
States formed the Central Treaty Organization (CENTO) to stop Soviet expansion to
the south.
turn
385
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 27, Section 1
F. In 1957, the Soviets sent Sputnik I, the first man-made space satellite, to orbit the earth.
Americans feared there was a missile gap between the Soviet Union and the United
States.
G. In August 1961, on the order of Soviet leader Nikita Khrushchev, the East German
government began to build a wall between West Berlin and East Berlin in order to stop
the flow of East Germans escaping into West Berlin.
Discussion Question
What military alliances formed as a result of the Cold War? (The North Atlantic Treaty
Organization (NATO) was formed. This military alliance, which included Great Britain, France,
other Western European nations, and the United States and Canada, agreed to provide mutual
help if any one of them was attacked. The Soviet Union and Albania, Bulgaria, Czechoslovakia,
East Germany, Hungary, Poland, and Romania formed the military alliance called the Warsaw
Pact. By the mid-1950s, the United States was in military alliances with 42 nations. The United
States, Great Britain, France, Pakistan, Thailand, the Philippines, Australia, and New Zealand
formed the Southeast Asia Treaty Organization (SEATO) to stop the Soviets expansion in the
East. Turkey, Iraq, Iran, Pakistan, Great Britain, and the United States formed the Central Treaty
Organization (CENTO) to stop Soviet expansion to the south.)
III. The Cuban Missile Crisis (page 853)
A. In 1959, President Kennedy approved a secret plan for Cuban exiles to invade Cuba at
the Bay of Pigs and revolt against the Soviet-supported Cuban dictator, Fidel Castro.
The invasion failed.
B. The Soviet Union sent arms and military advisers to Cuba. In 1962 Khrushchev began
to place nuclear missiles in Cuba to counteract U.S. nuclear weapons placed in Turkey,
close to the Soviet Union.
C. In October 1962, President Kennedy found out that Soviet ships carrying nuclear missiles were headed to Cuba. So he ordered a blockade of Cuba to stop the ships from
reaching Cuba.
D. Khrushchev agreed to send the ships back and remove nuclear missiles in Cuba if
Kennedy agreed not to invade Cuba. Kennedy agreed.
E. The Cuban missile crisis brought the world close to nuclear war.
turn
386
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 27, Section 1
Discussion Question
What caused the Cuban missile crisis, and how was it resolved? (President Kennedy had
approved of the Bay of Pigs invasion of Cuba. The invasion was a disaster, but afterward Soviet
leader Khrushchev sent arms and military advisers to Cuba. In 1962 Khrushchev sent nuclear
missiles to Cuba to counteract U.S. nuclear missiles in Turkey. The United States did not want
nuclear weapons so close to the mainland, so Kennedy ordered a blockade of Cuba. Khrushchev
agreed to turn back the ships carrying missles if Kennedy promised not to invade Cuba.
Kennedy agreed.)
IV. Vietnam and the Domino Theory (pages 853–854)
A. The Vietnam War had an important impact on the Cold War. Its purpose was to keep
the Communist government of North Vietnam from gaining control of South Vietnam.
B. U.S. policy makers applied the domino theory to the Vietnam War. According to this
theory, if South Vietnam fell to communism, then other countries in Asia would fall
like dominoes to communism.
C. An antiwar movement escalated in the United States as a result of the growing number of American troops sent to Vietnam and the mounting destruction of the war,
which was brought into American homes by television.
D. President Johnson decided not to run for reelection because of public opinion against
his handling of the war. Former Republican vice-president Richard M. Nixon won the
election with the promise to end the war and reunite the American people. In 1973,
Nixon reached an agreement with North Vietnam allowing the United States to withdraw its troops. Within two years, Vietnam was forcibly reunited by Communist
armies from the North.
Discussion Question
How did the Vietnam War disprove the domino theory? (Even though the United States
was unable to stop communism in Vietnam, a split between Communist China and the Soviet
Union put an end to the idea that there was a single form of communism directed by Moscow.
Under President Nixon, U.S. relations with China were resumed. Other nations in Southeast
Asia were able to avoid Communist governments.)
end
387
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 27, Section 2
?
Did You Know
During Nikita Khrushchev’s de-Stalinization
program, the government destroyed pictures and statues of Stalin.
Many places named after Stalin, such as Stalingrad and Stalin Peak,
were renamed during this program to dishonor Stalin.
I.
The Reign of Stalin (pages 855–856)
A. The economy of the Soviet Union was devastated by World War II. To create a new
industrial base, goods were produced almost exclusively for export. The money from
export goods was used to buy machinery and Western technology.
B. By 1950, the Soviet Union had built new power plants, canals, and giant factories.
Heavy industry, the manufacture of machines and equipment for factories and mines,
increased. The development of the hydrogen bomb in 1952 and the launch of the first
space satellite, Sputnik I, in 1957 made the Soviet Union a world power.
C. In 1946, the Soviet government said that all literary and scientific work must conform
to the political needs of the state.
D. Stalin died in 1953.
Discussion Question
What were the effects of the Soviet government’s economic methods enacted after
World War II? (By 1950, Russian industrial production surpassed prewar levels by 40 percent.
The Soviet people, however, had a shortage of consumer goods and a severe shortage of housing.)
II. The Khrushchev Era (pages 856–857)
A. After Stalin’s death, Nikita Khrushchev became the chief policy maker in the Soviet
Union. Under his leadership, de-Stalinization, or the process of eliminating some of
Stalin’s ruthless policies, was put in place.
B. Khrushchev loosened government controls on literature. For example, he allowed the
publication of a work by Alexander Solzhenitsyn that depicted life in a Siberian
forced-labor camp. He tried to increase the production of consumer goods and agricultural output.
C. Khrushchev’s attempts to increase agricultural output failed and the industrial growth
rate also declined. In 1964, he was forced into retirement.
turn
388
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 27, Section 2
Discussion Question
Why did Soviet leaders force Khrushchev into retirement? (Khrushchev failed to increase
agricultural output. The industrial growth rate dramatically declined. His foreign policy in Cuba
failed.)
III. Eastern Europe: Behind the Iron Curtain (pages 857–858)
A. After World War II, Soviet-controlled Communist governments took control of Eastern
European countries. However, in Albania, the Communist government grew increasingly independent of the Soviet Union.
B. After World War II, Yugoslavia, led by Josip Broz or Tito, was an independent
Communist state until Tito’s death in 1980.
C. Between 1948 and 1953, Eastern European satellite states instituted Soviet-type fiveyear plans with emphasis on heavy industry. They began to collectivize agriculture.
They set up secret police and military forces.
D. After Stalin’s death many Eastern European states tried to make reforms. The Soviet
Union, however, made it clear—especially in Poland, Hungary, and Czechoslovakia—
that it would not allow its Eastern European satellites to become independent.
E. In 1956 revolts against communism erupted in Poland and a series of reforms were
adopted. Fearful of a Soviet armed response, however, the Poles pledged to remain
loyal to the Warsaw Pact.
F. In 1956, after calls for revolt from Soviet control, Hungarian leader Imre Nagy
declared Hungary a free nation. Three days later, Soviet troops attacked Budapest and
reestablished control of the country.
∨
G. In January 1968, Alexander Dubcek was elected first secretary of the Communist
party in Czechoslovakia. He introduced reforms to the country, including freedom of
speech and press. By August 1968 the Soviet Army invaded Czechoslovakia and
crushed the reform movement and reestablished Soviet control.
turn
389
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 27, Section 2
Discussion Question
What was the result of revolts against communism in Poland, Hungary, and
Czechoslovakia? (In Poland a series of reforms were adopted. Fearful of a Soviet armed
response, however, the Poles pledged to remain loyal to the Warsaw Pact. Hungarian leader Imre
Nagy declared Hungary a free nation. Three days later, Soviet troops attacked Budapest and
reestablished control of the country. In January 1968 Alexander Dubček was elected secretary of
the Communist party in Czechoslovakia. He introduced reforms to the country. By August 1968
the Soviet Army invaded Czechoslovakia and crushed the reform movement and reestablished
Soviet control.)
end
390
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 27, Section 3
?
Did You Know
West Germany produced the richest economy
in Western Europe by the mid-1950s. The West German economy
was based on free enterprise and provided state insurance for all
workers.
I.
Western Europe: Recovery (pages 860–862)
A. The Marshall Plan helped the countries of Western Europe recover relatively rapidly
from the devastation of World War II. The 1950s and 1960s were periods of dramatic
economic growth and prosperity in Western Europe.
B. For almost 25 years after World War II, France was mostly led by Charles de Gaulle.
He established the Fourth Republic, which featured a strong parliament and a weak
presidency. But the government was largely ineffective, and de Gaulle withdrew from
politics. He returned in 1958 and established the Fifth Republic, which featured a
strong presidency. De Gaulle became the first president of the Fifth Republic. France
became a major industrial producer and exporter. Government deficits and a rise in
the cost of living led to unrest. De Gaulle resigned from office in 1969.
C. From 1949 to 1963, Konrad Adenauer, leader of the Christian Democratic Union,
served as chancellor of West Germany. Under Adenauer’s leadership and that of the
minister of finance, Ludwig Erhard, West Germany’s economy was revived. The
unemployment rate fell greatly. Erhard became chancellor from 1963 to 1969. The
Social Democratic Party, led by Willy Brandt, became West Germany’s leading political
party in 1969.
D. At the end of World War II, Great Britain had large economic problems. The Labour
Party, which promised far-reaching reforms, defeated Churchill’s Conservative Party.
Prime Minister Clement Attlee and the Labour Party created a modern welfare state—
a state in which the government takes responsibility for providing citizens with
services and a minimal standard of living. The British welfare state became the norm
for most European states after the war.
E. The cost of building a welfare state caused Great Britain to dismantle the British
Empire. Many British colonies gained their independence.
Discussion Question
How did Western Europe recover after World War II? (The Marshall Plan helped the countries of Western Europe recover relatively rapidly from the devastation of World War II. The
1950s and 1960s were periods of dramatic economic growth and prosperity in Western Europe.)
turn
391
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 27, Section 3
II. Western Europe: The Move toward Unity (pages 862–863)
A. After World War II, many Europeans wanted European unity. Nationalism, however,
was too strong for European nations to give up their sovereignty. Instead the countries
focused on economic unity.
B. In 1957, France, West Germany, the Benelux countries, and Italy created the European
Economic Community (EEC), also known as the Common Market. The six-member
nations would impose no tariffs on each other’s goods.
C. By the 1960s, the EEC was an important trading bloc—a group of nations with a common purpose.
Discussion Question
How did Western Europe unify after World War II? (Many of the countries formed the
EEC—a free-trade area in which member nations imposed no tariffs on each other’s goods. All the
member nations benefited economically.)
III. The United States in the 1950s (pages 863–864)
A. Between 1945 and 1970, the ideals of Franklin Roosevelt’s New Deal determined the
patterns of American domestic politics.
B. Prosperity at home and Cold War struggles abroad characterized the 1950s in the
United States.
C. Between 1945 and 1973 real wages—the actual purchasing power of income—grew an
average of 3 percent a year.
D. The Cold War led to widespread fear that Communists had infiltrated the United
States. Senator Joseph R. McCarthy charged that hundreds of communists were in high
government positions. This created a massive “Red Scare.”
Discussion Question
Why did the United States experience an economic boom following World War II? (A
shortage of economic goods during the war left Americans with extra income and the desire to
buy goods. The growth of labor unions brought higher wages and gave more workers the ability
to buy consumer goods. Between 1945 and 1973 real wages grew an average of 3 percent a year.)
turn
392
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 27, Section 3
IV. The United States in the 1960s (pages 864–865)
A. President John F. Kennedy, the youngest elected president of the United States, was
assassinated in 1963. Vice President Lyndon Johnson became president and was elected in a landslide victory to another term in 1964.
B. President Johnson’s Great Society programs included health care for the elderly, measures to fight poverty, and aid to education.
C. The U.S. civil rights movement began in 1954 with the Supreme Court ruling that
made racial segregation in public schools illegal.
D. In 1963 the Reverend Martin Luther King, Jr., a leader of the civil rights movement,
led a march on Washington, D.C., for equality. He advocated the use of passive disobedience in gaining racial equality.
E. President Johnson worked for civil rights. In 1964 the Civil Rights Act helped end segregation and discrimination in the workplace and in public places. The Voting Rights
Act of 1965 made it easier for African Americans to vote in southern states.
F. In 1965, race riots began in the Watts district of Los Angeles. In 1968, after the assassination of Martin Luther King, Jr., race riots broke out in over a hundred cities in the
United States.
G. The race riots caused a “white backlash” and racial division in the U.S. continued.
H. As the Vietnam War continued through the second half of the 1960s, antiwar protests
throughout the United States grew.
I. Republican Richard M. Nixon was elected president based on his ”law and order”
campaign in 1968.
Discussion Question
What did President Johnson hope to accomplish during his presidency? (Johnson hoped to
increase the welfare state through his programs including health care for the elderly, measures to
fight poverty, and aid to education. He also hoped to gain equal rights for African Americans.)
V.
The Development of Canada (page 866)
A. After World War II, Canada increased its industrial development. Much of the
Canadian growth was financed by people from the United States, leading to U.S. ownership of many Canadian businesses. Some Canadians feared American economic
domination of Canada.
B. Canada was a founding member of the UN in 1945 and joined NATO in 1949.
turn
393
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 27, Section 3
C. The Liberal government of Canada created a welfare state by enacting a national social
security system and a national health insurance program.
Discussion Question
What industries were the bases of Canada’s economy after World War II? (Canada has a
strong export economy based on its abundant natural resources. It also developed electronic, aircraft, nuclear, and chemical engineering industries.)
VI. The Emergence of a New Society (pages 866–868)
A. Postwar Western society had a changing social structure. Managers and technicians
joined the middle-class groups. The number of people in farming declined dramatically.
The number of industrial workers declined as white-collar workers increased. A consumer society developed as the real wages increased.
B. Buying on credit became widespread in the 1950s. The automobile was a sign of
consumerism.
C. Women in many Western countries had gained the right to vote after World War I.
Women in France and Italy gained voting rights in 1945.
D. Women who had worked during World War II returned to traditional roles.
E. Birthrates rose, creating a “baby boom” in the late 1940s and the 1950s.
F. By the end of the 1950s, birthrates declined. Married women entered the workforce.
Women earned much less than men did for equal work. Many women worked and
raised families at the same time.
G. By the late 1960s, women renewed their interest in the women’s liberation movement.
The Second Sex by Simone de Beauvoir influenced both the American and European
women’s movements.
H. Growing discontent in European and U.S. universities led students to revolt in the late
1960s. In the 1970s and 1980s, student rebels became middle-class professionals.
Discussion Question
How did the social structure in Western society change after World War II? (Traditional
middle-class groups were made up of businesspeople, lawyers, doctors, and teachers. A new group
of managers and technicians joined the middle class. The shift of people from rural to urban areas
continued. The number of people in farming declined greatly. The number of industrial workers
also declined, whereas the number of white-collar workers increased. A consumer society developed as people became preoccupied with buying goods.)
end
394
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 28, Section 1
?
Did You Know
Mikhail Gorbachev’s policy known as glasnost,
or openness, encouraged a free flow of ideas and information.
Churches were allowed to open. Dissidents were released from
prison. The policy allowed the publication of books by previously
banned authors.
I.
From Cold War to Post–Cold War (pages 875–876)
A. By the 1970s, United States-Soviet relations had reached détente—a relaxation of
tension and improved relations. By 1979, however, a new period of East-West confrontation began when the Soviets invaded Afghanistan. They wanted to restore a
pro-Soviet regime there. The United States viewed this as an act of expansion.
B. In 1980, President Ronald Reagan began a military buildup and a new arms race with
the Soviet Union. Reagan gave military aid to the Afghan rebels to fight the Soviets.
C. In 1985, Mikhail Gorbachev became the leader of the Soviet Union. His willingness to
rethink Soviet foreign policy led to a dramatic end to the Cold War. In 1987 Gorbachev
made an agreement with the United States—the Intermediate-range Nuclear Force
(INF) Treaty—to eliminate intermediate-range nuclear missiles.
D. Gorbachev changed Soviet policy by stopping military support to Communist governments in Eastern Europe. This led to the overthrow of Communist regimes in these
countries.
E. Germany was reunified in 1990– signaling the end of the Cold War.
F. In 1991 the Soviet Union was dissolved.
Discussion Question
What events led to the end of the Cold War? (Mikhail Gorbachev’s willingness to rethink
Soviet foreign policy led to a dramatic end to the Cold War. In 1987 Gorbachev made an agreement with the United States—the Intermediate-range Nuclear Force (INF) Treaty—to eliminate
intermediate-range nuclear missiles. Gorbachev changed Soviet policy by stopping military support to Communist governments in Eastern Europe. This led to the overthrow of Communist
regimes in these countries. Germany was reunified in 1990– signaling the end of the Cold War.
In 1991 the Soviet Union was dissolved.)
turn
395
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 28, Section 1
II. Upheaval in the Soviet Union (pages 876–878)
A. In 1964, Nikita Khrushchev was removed from office. Alexei Kosygin and Leonid
Brezhnev replaced him. During the 1970s, Brezhnev became the main Soviet leader.
He wanted to keep Eastern Europe as Communist states. He issued the Brezhnev
Doctrine which asserted that the Soviet Union had the right to intervene if communism was threatened in another Communist state.
B. Under Brezhnev, the Soviet Union was allowed more access to Western culture.
Dissidents—people who spoke out against the regime—however, were still punished.
C. The Soviet Union’s economy continued to emphasize heavy industry. The Soviet economy was weakened by the government’s bureaucracy that discouraged efficiency and
encouraged indifference. Collective farmers had no incentive to work hard in the collective work brigades. By the 1970s, the Communist ruling class had become corrupt.
By 1980, the Soviet economy was seriously declining.
D. In 1985, the reformer Mikhail Gorbachev was chosen to lead the Soviet Union.
Gorbachev’s basis of reform was perestroika, or restructuring, of the Soviet economy
and government. Gorbachev created a new state presidency.
E. As the Soviet government eased its control, ethnic tensions emerged throughout the
Soviet republics. During 1990 and 1991, several of these republics called for independence from Soviet control. In 1991, conservative leaders arrested Gorbachev and tried to
seize power. Boris Yeltsin and others defeated their attempt. Soviet republics moved
for independence, and the leaders of Russia, Ukraine, and Belarus declared the Soviet
Union dissolved. Gorbachev resigned in December 1991.
F. Boris Yeltsin became president of the new Russia. He worked to introduce a free market economy to Russia. Chechens tried to secede from Russia and form their own
independent republic. Yeltsin used brutal force against the Chechens.
G. In 1999 Yeltsin resigned and Vladimir Putin was elected president. Fighting in
Chechnya continued.
Discussion Question
What caused the breakup of the Soviet Union? (Economic and political reforms introduced to
the Soviet Union by Mikhail Gorbachev led to the independence of Soviet republics. The basis of
the reforms was perestroika. The restructuring included starting a market economy with limited
free enterprise and establishing a new Soviet parliament, whose members were elected. NonSoviet political parties were allowed to organize. As the Soviet government eased its control,
ethnic tensions emerged throughout the Soviet republics. During 1990 and 1991, several of these
republics called for independence from Soviet control. Gorbachev resigned in December 1991, and
the Soviet Union ended.)
end
396
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 28, Section 2
?
Did You Know
When the people of Poland voted against communism and for Solidarity candidates, it was the first time a nation
had turned a Communist regime out of office peacefully.
I.
Revolutions in Eastern Europe (pages 879–881)
A. Workers’ protests led to demands for change in Poland. In 1980, Lech Walesa organized a national trade union in Poland known as Solidarity. In 1988, the Polish regime
agreed to free parliamentary elections—the first free election in Eastern Europe in 40
years. In 1990, Walesa was elected president of Poland. Poland’s rapid free-market
reforms led to severe unemployment and discontent. Today Poland’s free-market economy is becoming increasingly prosperous.
B. In 1968, Soviet troops crushed the reform movement in Czechoslovakia. In 1988 and
1989, mass demonstrations throughout Czechoslovakia led to the collapse of the
Communist government. In December 1989, Václav Havel, a dissident against the
Communist government, became president. In 1993 ethnic conflicts between Czechs
and Slovaks led to the peaceful division of Czechoslovakia into the Czech Republic
and Slovakia.
C. In 1965, Communist leader Nicolae Ceauşescu and his wife Elena led a dictatorial
regime in Romania. His actions angered Romanian people. The army refused to support his repressive regime and, in December 1989, Ceauşescu and his wife were
executed. A new government was formed.
D. In 1988 unrest led many East Germans to flee their Communist country. In 1989, mass
demonstrations against the Communist regime broke out. By November, the
Communist government tore down the Berlin Wall and opened its border with the
West. Large numbers of East Germans crossed the border. In 1990, East and West
Germany were reunited to form one Germany.
Discussion Question
What caused revolutions in Eastern European countries in the 1980s? (People in Eastern
Europe were unhappy with their Soviet-style Communist regimes. Once Gorbachev loosened the
Soviet controls on the Eastern European countries, revolutions broke out.)
turn
397
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 28, Section 2
II. The Disintegration of Yugoslavia (pages 881–882)
A. At the end of the 1980s, Yugoslavia was caught up in the reform movements of Eastern
Europe. By 1990, new political parties had emerged and the Communist Party had
collapsed.
B. In 1990, the Yugoslav republics of Slovenia, Croatia, Bosnia-Herzegovina, and
Macedonia worked for independence. Slobodan Milos̆ević, leader of Serbia, rejected
independence. In June 1991, Slovenia and Croatia declared their independence. In
September 1991, the Yugoslavian army attacked Croatia.
C. In 1992, the Serbs attacked Bosnia-Herzegovina. Many Bosnians were Muslims. The
Serbs followed a policy of ethnic cleansing—killing them or forcibly removing them
from their lands. In 1995 air strikes by NATO bombers were launched in retaliation for
Serb attacks on civilians. On December 14, the Serbs signed a formal peace treaty splitting Bosnia into a loose union of a Serb republic and a Muslim-Croat federation.
D. In 1998, a war began over Kosovo. In 1974, Tito had made Kosovo an autonomous, or
self-governing, province within Yugoslavia. In 1989, Milos̆ević took away Kosovo’s
autonomous status. Albanians formed the KLA (Kosovo Liberation Army) and worked
against Serbian rule in Kosovo. Serbs began to massacre ethnic Albanians. The United
States and NATO tried to arrange a settlement. In the fall elections of 2000, Milos̆ević
was ousted from power.
Discussion Question
Why did Yugoslavia disintegrate by the end of the 1990s? (Yugoslavia was caught up in the
reform movements of the 1980s in Eastern Europe. By 1990, new parties had emerged in
Yugoslavia, and the Communist Party collapsed. Yugoslav republics lobbied for independence.
Milos̆ević, Yugoslavia’s leader, rejected these efforts. In 1991 Serbian forces began to attack
Croatia. In 1992, they attacked Bosnia with the policy of ethnic cleansing. Air strikes by NATO
bombers forced the Serbs to sign a formal peace treaty. In 1989, Milos̆ević took away Kosovo’s
autonomous status. Albanians formed the KLA and worked against Serbian rule in Kosovo. Serbs
began to massacre ethnic Albanians. The United States and NATO tried to arrange a settlement.
In the fall elections of 2000, Milos̆ević was ousted from power.)
end
398
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 28, Section 3
?
Did You Know
Some citizens of the U.S. and of Canada
oppose NAFTA because they fear that jobs in these countries will be
lost to people in Mexico where wages tend to be much lower.
I.
Winds of Change in Western Europe (pages 884–886)
A. After 1970, Western European countries had greater economic unity. The European
Economic Community (EEC) greatly expanded between 1973 and 1995. By 1992, the
European Community (EC) made up the world’s largest single trading bloc.
B. In 1994, the EC became the principle organization within the European Union (EU).
Most EU nations planned to abandon their currency in favor of the common European
currency, the euro, by January 2002.
C. France’s economy declined in the 1970s. By 1981, the Socialists had become the main
party in the National Assembly. Socialist president François Mitterand began measures
to aid workers. He nationalized many businesses. Socialist policies failed, however,
and France’s economy continued to decline. In 1993, politics in France became conservative. In May 1995, conservative Jacques Chirac was elected president of France.
D. Willy Brandt was the first Social Democrat chancellor of West Germany. He received
the Nobel Prize in 1971 for his work on a treaty with East Germany that led to greater
contact and interaction between the two countries. In 1982, Helmut Kohl formed a
new, more conservative government.
E. Reunification of the new Germany in 1989 made it the leading power in Europe.
Reunification, however, led to economic problems. Eastern Germany needed to be
rebuilt and the economy of eastern Germany collapsed. There was high unemployment and severe discontent. This led to attacks against foreigners by right-wing
extremists.
F. Between 1964 and 1979, Great Britain’s government faced the intense fighting between
Catholics and Protestants in Northern Ireland, an ailing economy, and frequent labor
strikes. In 1979, Conservative Margaret Thatcher became prime minister. She limited
the social welfare system, broke the power of the labor unions, and controlled inflation. Thatcher’s economic policy was known as Thatcherism. Thatcher introduced an
unpopular flat-rate tax paid by every adult. In 1997, Labour Party candidate, Tony
Blair, won the election for prime minister.
turn
399
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 28, Section 3
Discussion Question
What did Western European nations do to improve the economic conditions of the
region? (The European Economic Community (EEC) greatly expanded between 1973 and 1995.
By 1992 the European Community (EC) made up the world’s largest single trade bloc. Most
European Union (EU) nations planned to abandon their currency in favor of the common
European currency, the euro, by January 2002.)
II. The U.S. Domestic Scene (pages 886–887)
A. Richard Nixon became president of the United States in 1968. Nixon’s campaign for
“law and order” and a slowdown of racial desegregation appealed to southern whites.
The South began a new allegiance to the Republican Party.
B. Nixon used illegal methods to gain information about his political opponents, which
led to the Watergate scandal. On August 9, 1974, Nixon resigned as president instead
of facing possible impeachment.
C. Vice-President Gerald Ford became president after Nixon’s resignation. Jimmy Carter
beat Ford in the 1976 election. Carter’s administration faced high inflation rates and a
drop in the American standard of living. Carter was unable to gain the release of
American hostages held by the Iranian government. He lost the 1980 election to
Ronald Reagan.
D. The Reagan Revolution changed years of U.S. policy. He cut back on the welfare state
and greatly increased the military buildup. Spending by Reagan’s administration produced a record government budget deficit—spending more money than collected in
revenues.
E. Republican George Bush was elected president after Reagan. He was unable to deal
with the deficit problems or the economic downturn.
F. Democrat Bill Clinton was elected president in 1992. He oversaw a lengthy economic
revival in the United States. During his second term, he was charged with presidential
misconduct, but was acquitted of the charges in the Senate. Clinton’s problems helped
George W. Bush to win the presidential election in 2000.
Discussion Question
Why did the Reagan Revolution cause a federal budget deficit? (The Reagan Revolution
increased military buildup. The spending policies of the Reagan administration led to budget
deficits.)
turn
400
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 28, Section 3
III. Canada (page 888)
A. Pierre Trudeau became Canada’s prime minister in 1968. He worked to preserve a
united Canada. His government passed the Official Languages Act, allowing both
English and French to be used in federal civil service. He worked to increase industrialization in Canada.
B. Brian Mulroney became prime minister in 1984. His government worked to return
some of Canada’s state-run corporations to private owners. In 1993 Canada, the United
States, and Mexico approved the North American Free Trade Agreement (NAFTA) to
make trade easier and more profitable for the countries. Many Canadians thought that
NAFTA was too favorable to the United States, and Mulroney lost the 1993 election to
Liberal Jean Chrétien.
C. In 1995, voters in Quebec narrowly defeated a plan that would grant Quebec’s independence from Canada. Quebec’s status continues to divide Canada.
Discussion Question
What issues have faced the Canadian government since the late 1960s? (Issues that faced
the Canadian government since the late 1960s included preserving a united Canada, increased
industrialization, an economic recession, and discontent over NAFTA.)
end
401
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 28, Section 4
?
Did You Know
Starting in the 1960s, South Africa was not
allowed to participate in the Olympic Games because of the country’s policy of apartheid—a complete separation of the races. The
restriction on South Africa’s participation in the Olympic Games
lasted until 1992, after apartheid had ended.
I.
Changes in Women’s Lives (pages 889–890)
A. Since 1970, the number of women in the workforce has continued to rise. Yet women
continued to receive lower wages for the same work and fewer chances to advance.
B. During the 1960s and 1970s, women formed “consciousness-raising” groups to make
people aware of women’s issues, such as social and economic inequality.
C. During the 1980s and 1990s, women became involved in activities that affected the
political and the natural environments.
D. During the 1990s, some women wanted a return to traditional values and gender roles.
Discussion Question
What are the main issues women have faced since the 1960s? (The main issues women have
faced include gender stereotyping, contraception, social and economic inequalities, antinuclear
movement, changing cultural attitudes, environmental causes.)
II. The Growth of Terrorism (pages 890–891)
A. Modern society has been faced with acts of terrorism by bands of terrorists who use
violence to draw attention to their demands. They use the killing of civilians (mostly
by bombing), the taking of hostages, and the hijacking of airplanes to achieve their
goals.
B. Since the early 1970s, the Irish Republican Army (IRA) terrorist group has killed thousands of people in Northern Ireland. The IRA’s goal is to unite Northern Ireland,
which is governed by Great Britain, with the Irish Republic.
C. State-sponsored terrorism has been involved in international terrorism. Militant governments have helped terrorist organizations with their attacks.
turn
402
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 28, Section 4
D. One of the most destructive acts of terrorism occurred on September 11, 2001, in the
United States. It is believed that the terrorist organization al-Qaeda, led by Osama bin
Laden, hijacked four commercial jet airplanes in Boston, Newark, and Washington,
D.C. Two of the airplanes were flown into the World Trade Center Towers in New York
City; one airplane was flown into the Pentagon; and one airplane crashed in
Pennsylvania. These terrorist acts killed thousands of people. President George W.
Bush called for a war on terrorism. The United States created a coalition of nations to
cooperate in ridding the world of terrorist groups.
Discussion Question
How have nations around the world reacted to the growth of terrorism? (Many nations
have joined a coalition to rid the world of terrorist groups.)
III. Science and Technology (pages 891–892)
A. Since World War II, scientific and technological achievements have greatly changed
people’s lives. Wartime technology such as computers and jet airplanes was adapted
for peacetime uses.
B. The postwar alliance of science and technology led to a fast rate of change in Western
society.
C. Critics pointed out that some technological advances had far-reaching side effects that
were damaging to the environment.
Discussion Question
What are some affects of the scientific and technological advances made since World
War II? (These advances have revolutionized peoples lives. Wartime technology was adapted for
peacetime uses. Critics, however, have noted that some technological advances had far-reaching
side effects that damage the environment.)
IV. Religious Revival (page 892)
A. During the twentieth century, a number of religious thinkers and leaders tried to
revive Christianity.
B. Protestant Karl Barth tried to show how the religious insights of the Reformation were
still relevant for the modern world.
C. Two popes—John XXIII and John Paul II—worked to revive Catholicism. Vatican
Council II liberalized a number of Catholic practices.
turn
403
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 28, Section 4
Discussion Question
What caused the revival of religion in the twentieth century? (Many people perceived a
collapse in values during the twentieth century. The revival of religion was a response to the
collapse.)
V.
Trends in Art (page 892–893)
A. After 1945, New York City became the artistic center of the Western world.
Abstractionism was the most popular form of modern art. Jackson Pollock was one
famous abstract expressionist artist.
B. During the 1960s, pop art—which transformed images of popular culture into fine
art—emerged. Andy Warhol was the most famous pop artist.
C. In the 1980s, art styles described as postmodernism—a revival of traditional elements
and techniques—emerged.
D. During the 1980s and 1990s, new technologies, such as digital cameras and computer
programs, created new art forms.
Discussion Question
What trends in art have emerged since the end of World War II? (Abstractionism was a
popular modern art form after 1945. During the 1960s, pop art—images of popular culture—
emerged. In the 1980s, art styles described as postmodernism—a revival of traditional elements
and techniques—emerged. During the 1980s and 1990s, new technologies, such as digital cameras and computer programs, created new art forms.)
VI. Popular Culture (page 893)
A. Through movies, television, and music, the United States has spread its ideals and values of material prosperity throughout the world.
B. Jazz, blues, rhythm and blues, rock, and rap—the most popular music forms in the
Western world—all had their beginnings in the United States. American singers such
as Elvis Presley inspired non-American musicians such as the Beatles. MTV changed
the music scene after it was introduced in the early 1980s.
turn
404
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 28, Section 4
Discussion Question
Why has the United States been powerful in shaping popular culture throughout the
world? (Through movies, television, and music, the United States has spread its ideals and
values of material prosperity throughout the world.)
VII. Sports, Television, Politics (page 894)
A. After World War II, sports became a major product of both popular culture and the
leisure industry.
B. Television transformed sports into a worldwide experience. Sports organizations made
enormous revenues from television contracts.
C. Sports have become big politics because they are used as a vehicle for national feeling.
The Olympic Games are an example of the mix of sports and politics.
Discussion Question
How did television change the nature of sports? (Television transformed sports into a worldwide experience. Sports organizations made enormous revenues from television contracts.)
end
405
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 29, Section 1
?
Did You Know
The United States prevented Communist
takeovers in Guatemala in 1954, Bolivia in 1956, and Chile in 1973.
I.
Economic and Political Developments (pages 901–903)
A. After World War II, Latin American countries developed industries to produce goods
that were formerly imported. By the 1960s, however, Latin American countries were
dependent on the United States, Europe, and Japan for the advanced technology needed
for modern industries.
B. Many Latin American countries could not find foreign markets for their goods.
C. Economic failures in Latin American countries such as Chile, Brazil, and Argentina
led to instability and reliance on military regimes. Some regimes encouraged multinational corporations, or companies with divisions in more than two countries, to
come to Latin America.
D. In the 1970s, Latin American countries borrowed money to maintain their weak
economies.
E. By the 1980s, the large debts owed to foreign countries caused many Latin American
economies to fall apart. To get new loans, Latin American countries were forced to
make reforms.
F. The debt crisis in several Latin American countries led to the establishment of democratic regimes.
Discussion Question
Why did the debt crisis of the 1980s lead to the establishment of democratic regimes in
Latin America? (Some military leaders were unwilling to deal with the large debt problems.
Many people realized that military power without popular consent could not maintain a strong
state.)
II. Latin American Society (page 904)
A. Between 1950 and the mid-1980s, the population of Latin America grew dramatically.
This caused a rapid rise in the number and size of cities by 1990. Slums became part of
many Latin American cities.
B. The gap between the rich and the poor in Latin America remained quite large.
C. Many Latin American women have found work outside the home.
D. The international drug trade has brought crime and corruption to some Latin
American countries and undermined their stability.
turn
406
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 29, Section 1
Discussion Question
How has society in Latin American countries changed between 1950 and today? (The
population has grown dramatically. This has caused an increase in the number and size of cities
in Latin America. Slums have become part of the cities. The gap between rich and poor remains
very large. Women have found work outside the home. The international drug trade has brought
crime and corruption to some Latin American countries and undermined their stability.)
III. The United States and Latin America (page 904)
A. In 1948, the states of the Western Hemisphere formed the Organization of American
States (OAS), which called for an end to military action by one state in the affairs of
any other state.
B. The United States continued to send troops and military aid to Latin American countries to protect U.S. interests and help friendly dictators and anti-Communist regimes.
Discussion Question
What was the purpose of the OAS? (The OAS called for an end to military action by one state
in the affairs of any other state.)
IV. Latin American Culture (page 905)
A. Latin American writers and artists have been granted a high public status because they
can express the hopes of the people.
B. In literature, Latin Americans developed a style called magic realism, a merging of
realistic events with dreamlike or fantastic backgrounds. The novel One Hundred Years
of Solitude by Gabriel García Márquez is one of the foremost examples of a work written in this style.
C. After World War II, Latin American art and architecture were strongly influenced by
international styles. Oscar Niemeyer is Latin America’s greatest modern architect.
Discussion Question
Why have writers and artists played important roles in Latin American society? (Latin
American writers and artists have been granted a high public status because they can express the
hopes of the people.)
end
407
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 29, Section 2
?
Did You Know
On December 31, 1999, the United States
turned over control of the Panama Canal to Panama.
I.
The Mexican Way (pages 906–907)
A. Since the Mexican Revolution at the beginning of the twentieth century, the official
political party of Mexico was the Institutional Revolutionary Party (PRI). At the end of
the 1960s, students began to protest Mexico’s one-party government system.
B. In the late 1970s, large new oil reserves were discovered in Mexico. The government
became dependent on oil revenues. Oil prices dropped in the mid-1980s, forcing the
government to adopt new economic policies, such as privatization, or the sale of
government-owned companies to private firms.
C. The debt crisis and rising unemployment led to decreased support for the PRI. In 2000,
Vicente Fox defeated the PRI for the presidency.
Discussion Question
Why did the PRI lose the presidency in Mexico in 2000? (The debt crisis and rising unemployment led to decreased support for the PRI.)
II. The Cuban Revolution (pages 907–908)
A. In the 1950s, an opposition movement arose in Cuba. Led by Fidel Castro, its aim was
to overthrow dictator Fulgencio Batista. Castro’s revolutionaries gained control of
Havana in 1959. Many Cubans who disagreed with Castro fled to the United States.
B. Relations between the United States and Cuba quickly deteriorated as Castro began to
receive aid from the Soviet Union and arms from Eastern Europe. In October 1960, the
United States declared a trade embargo prohibiting trade with Cuba. In January 1961
the United States broke diplomatic relations with Cuba.
C. In April 1961, U.S. president John F. Kennedy supported an attempt to overthrow
Castro’s government. The attempt failed. The Soviets then placed missiles in Cuba,
leading to the Cuban missile crisis.
D. The Cuban economy relied on Soviet aid and the purchase of Cuban sugar by Soviet
bloc countries. When the Soviet Union collapsed, Cuba lost its support. Cuba’s economy
has continued to decline.
turn
408
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 29, Section 2
Discussion Question
Why did Cuba’s economy rely on the Soviet Union? (Relations between the United States
and Cuba quickly deteriorated as Castro began to receive aid from the Soviet Union and arms
from Eastern Europe. In October 1960, the United States declared a trade embargo prohibiting
trade with Cuba.)
III. Upheaval in Central America (pages 908–909)
A. The economies of Central American countries rely on the export of bananas, coffee,
and cotton. Prices for these goods have varied over time, causing economic crises.
B. The gap between the rich and the poor in Central America causes instability.
C. The fear of the spread of communism in the region caused the United States to support
repressive regimes.
D. In the late 1970s and 1980s, El Salvador had a bitter civil war. During Ronald Reagan’s
presidency, the United States gave military aid to the Salvadoran army to defeat the
Marxist-led guerrillas. Finally, in 1992, a peace settlement ended the war.
E. In 1937, the Somoza family gained and kept control of Nicaragua until 1979. The
United States supported this repressive regime. In 1979, the United States refused to
support the regime any longer. Marxist guerrilla forces, known as Sandinistas, gained
control of Nicaragua. The contras, a group opposed to the Sandinistas, tried to overthrow the government. The Reagan and Bush administrations supported the contras.
In 1990, the Sandinistas agreed to free elections.
F. In 1903, the United States helped Panama gain independence from Colombia. In
return, the United States gained control of the Panama Canal and great influence over
the government and economy of Panama. After 1968, military leaders controlled
power in Panama. In 1989, the United States sent troops to Panama to arrest its military leader, Manuel Noriega, on charges of drug trafficking.
Discussion Question
What problems have faced Central American countries since the end of World War II?
(Prices for the region’s main exports have varied over time creating economic crises. The large
difference between the rich and the poor has created a climate of instability. Fear of the spread of
Communism often led the United States to support repressive regimes in the area. Some countries
have experienced civil wars and problems related to drug trafficking.)
end
409
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 29, Section 3
?
Did You Know
Brazil is the largest country in South America in
area and in population. About three-fourths of Brazil’s population
lives in urban areas. Brasília, Brazil’s capital, is an example of largescale city planning. Brazilians wanted their capital to be located
inland to help settle the country’s undeveloped interior. Construction
of Brasília began in 1956. In 1960, Brazil’s capital moved from the
coastal city of Rio de Janeiro to Brasília.
I.
Argentina (pages 911–912)
A. For years, Argentina was ruled by a powerful oligarchy. In 1943 a group of military
officers overthrew the oligarchy. Juan Perón used his position as labor secretary in the
military government to win over the working class. He encouraged them to join labor
unions, and he increased job benefits.
B. Juan Perón was elected president of Argentina in 1946. To please his main supporters—
labor and the working middle class—Perón increased industrialization. He worked to
rid Argentina of foreign investors. His regime was authoritarian.
C. Perón died in 1974. A new military regime took power in 1976. To divert people’s
attention from economic problems, the regime invaded the Falkland Islands but was
defeated by Great Britain.
D. In 1983, Raúl Alfonsín was elected president of Argentina and worked to restore democratic practices. In 1989, Carlos Saúl Menem won the presidential election. The
peaceful transfer of power gave rise to hope for democracy in Argentina.
Discussion Question
How did Juan Perón win over the working class of Argentina? (He encouraged them to
join labor unions, and he increased job benefits. He increased industrialization. He worked to rid
Argentina of foreign investors.)
II. Brazil (pages 912–913)
A. After World War II, Brazil’s democratically elected governments were unable to solve
the country’s severe economic problems. In 1964, the military seized control of Brazil.
The military reduced government interference in the economy and stressed free market forces. Brazil’s economy grew dramatically.
turn
410
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 29, Section 3
B. The gap between the rich and the poor of Brazil widened. The inflation rate grew to
100 percent a year. The military regime was replaced by a return to democracy in 1985.
A massive foreign debt, severe inflation, and a lack of social unity faced the new democratic government.
C. In the 1990s, a series of democratically elected presidents led to some stability in
Brazil’s economy.
Discussion Question
What problems have Brazil’s governments faced since World War II? (After World War II,
Brazil’s democratically elected governments were unable to solve the country’s severe economic
problems. In 1964, the military seized control of Brazil. The military reduced government interference in the economy and stressed free market forces. Brazil’s economy grew dramatically. The
gap between the rich and the poor of Brazil widened. The inflation rate grew to 100 percent a
year. The military regime was replaced by a return to democracy in 1985. A massive foreign debt,
severe inflation, and a lack of social unity faced the new democratic government.)
III. Chile (page 913)
A. In 1970, Marxist Salvador Allende was elected president of Chile. He increased
the wages of industrial workers and nationalized the largest domestic-owned
corporations.
B. Nationalization of the copper industry angered American owners of the copper companies and the American government.
C. In 1973, fearful of Allende’s growing support, the Chilean army led by General
Augusto Pinochet, overthrew Allende’s government. The military set up a dictatorship with Pinochet as its leader. Pinochet’s government was one of the most brutal in
Chile’s history.
D. In 1989, free elections led to the defeat of Pinochet and to a more democratic system.
Discussion Question
What was the Pinochet regime like? (It was one of the most brutal regimes in Chile’s history.
Thousands of opponents were imprisoned. Thousands more were tortured and murdered. Political
parties were outlawed. Pinochet did away with the congress.)
IV. Peru (pages 913–914)
A. The history of Peru’s government is one of instability. The economy has a history
of extreme ups and downs.
turn
411
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 29, Section 3
B. In 1968, General Juan Velasco Alvarado took over Peru’s government. He seized about
75 percent of the nation’s large landed estates and put ownership of the land into the
hands of peasant cooperatives—farm organizations owned by and operated for the
peasants’ benefits.
C. In 1975 Peruvian military leaders removed Alvarado from power. In 1980, the military
returned Peru to civilian rule. The new government had problems with the Shining
Path, a group of radical guerrillas with ties to Communist China who killed missionaries, mayors, priests, and peasants. They wanted to rid Peru of all authority and
create a classless society.
D. In June 2001, Alejandro Toledo became Peru’s first freely elected president of Native
American descent.
Discussion Question
What is the history of Peru’s government and economy? (The history of Peru’s government
is one of instability. The economy has a history of extreme ups and downs.)
V.
Colombia (page 914)
A. A conservative elite led by the owners of coffee plantations has dominated Colombia’s
democratic political system.
B. After World War II, Marxist guerrilla groups began to organize Colombian peasants.
The government killed more than two hundred thousand peasants by the mid-1960s.
Violence continued through the 1980s and 1990s.
C. Poor peasants turned to coca leaves, used to make cocaine, as a cash crop. The drug
trade and drug lords increased. Drug trafficking thrives in Colombia.
Discussion Question
Why does the drug trade thrive in Colombia? (Poor peasants turned to coca leaves, used to
make cocaine, as a cash crop. The drug trade and drug lords increased. Drug lords formed cartels
that used bribes and violence to force government cooperation in the drug traffic.)
end
412
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 30, Section 1
?
Did You Know
International boycotts were used to pressure
South Africa to end apartheid—a complete separation of the races.
In 1976, the UN asked its members to boycott trade with South
Africa and stop competing against South Africa’s athletes.
I.
The Transition to Independence (pages 921–922)
A. During the 1950s and 1960s, most black African nations gained their independence
from European colonial rule. The Gold Coast, renamed Ghana and led by Kwame
Nkrumah, was the first former British colony to gain independence in 1957.
B. In South Africa, where European settlers dominated the political system, the process
of gaining independence was complicated. In 1912, local blacks had organized the
African National Congress (ANC).
C. By the 1950s, South African whites, known as Afrikaners, had strengthened the
laws separating whites and blacks. This system of racial segregation was known as
apartheid.
D. Blacks demonstrated against apartheid laws in South Africa. In 1962, ANC leader
Nelson Mandela was arrested. Members of the ANC called for armed resistance to the
white government.
Discussion Question
How did blacks in South Africa react to apartheid? (Blacks demonstrated against apartheid
laws in South Africa. In 1962 ANC leader Nelson Mandela was arrested. Members of the ANC
called for armed resistance to the white government.)
II. The New Nations (pages 923–925)
A. Most leaders of the newly independent African nations came from the urban middle
class, were educated in the United States or Europe, and believed in using the Western
democratic model in Africa.
B. The economic ideas of the African leaders was diverse. Some leaders, such as Jomo
Kenyatta of Kenya, believed in Western-style capitalism. Other leaders, such as Julius
Nyerere of Tanzania, believed in an “African form of socialism.” This was based on
African traditions of community in which ownership of the country’s wealth would be
put into the hands of the people.
C. Some African leaders believed in Pan-Africanism—the unity of all black Africans,
regardless of national boundaries. The Organization of African Unity (OAU) was
a result of Pan-Africanism. This organization helped African unity by settling
border disputes.
turn
413
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 30, Section 1
D. After independence, most African nations still relied on a single crop or natural
resource for export. Liberia depended on the export of rubber, Nigeria on oil. When
prices dropped, their economies suffered. African states had to import technology and
manufactured goods from the West.
E. Corruption and bribery became common in African nations. Population growths crippled efforts to create modern economies. Drought conditions led to widespread
starvation. The spread of acquired immuno-deficiency syndrome (AIDS) in Africa has
reached epidemic proportions. Poverty is widespread in Africa.
F. Between 1957 and 1982, over 70 African leaders were overthrown by violence.
In 1984, most major African states were under single-party regimes or were ruled
by the military.
G. Since the boundaries of African nations had generally been arbitrarily drawn by colonial powers, many African nations had warring ethnic groups. Most states included
widely different ethnic, linguistic, and territorial groups.
Discussion Question
What problems caused widespread poverty in African nations? (Most African nations
relied on a single crop or natural resource for export. When prices dropped, their economies
suffered. African states had to import technology and manufactured goods from the West.
Corruption and bribery became common in African nations. Population growth crippled efforts
to create modern economies. Drought conditions led to widespread starvation. The spread of
acquired immunodeficiency syndrome (AIDS) in Africa has reached epidemic proportions.)
III. New Hopes (pages 925–926)
A. In recent years, popular demonstrations have led to the collapse of one-party regimes
and the emergence of democracies in several African countries. In some cases, however, the fall of the regime has been followed by bloody civil war.
B. Nelson Mandela had been sentenced to life imprisonment in 1962 for his activities
with the ANC. In 1985 he was offered a conditional freedom. Mandela refused. Nobel
Peace prize winner Bishop Desmond Tutu and others worked to free Mandela and
end apartheid. In 1990 Mandela was released from prison. In 1994 Mandela became
South Africa’s first black president.
turn
414
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 30, Section 1
Discussion Question
What caused apartheid to end in South Africa? (Nobel Peace prize winner Bishop Desmond
Tutu and others worked to free Mandela and end apartheid. Worldwide pressure on the white
South African government led to reforms and the gradual dismantling of apartheid laws.)
IV. Society and Culture in Modern Africa (pages 926–927)
A. Most African cities today, influenced by earlier colonial rule, look like cities elsewhere
in the world.
B. Most Africans live in rural areas much as their ancestors did, in thatched dwellings
without modern plumbing and electricity. They farm or hunt by traditional methods,
wear traditional clothing, and practice traditional beliefs.
C. Although most African women are allowed to vote and run for political office, few
hold political offices. They have fewer career opportunities than African men have.
D. Many contemporary African artists face the dilemma of finding a balance between
Western techniques and training and the rich heritage of traditional African art forms.
Many writers such as Chinua Achebe use this dilemma as the theme of their works.
Discussion Question
What dilemmas face society and culture in modern Africa? (There is a constant tension
between traditional ways and Western culture. People who live in cities often follow Western
ways. People who live in rural areas follow traditional African ways. Many contemporary
African artists face the dilemma of finding a balance between Western techniques and training
and the rich heritage of traditional African art forms.)
end
415
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 30, Section 2
?
Did You Know
The intifada was a campaign of civil disobedience by Palestinians living in Israel. This civil disobedience caused
world opinion to put pressure on Israel to meet with Palestinians to
try to find a peaceful solution to the conflicts there.
I.
The Question of Palestine (pages 929–930)
A. After World War II, new independent states emerged in the Middle East. The states
were mostly Muslim.
B. Between the two world wars, many Jews had immigrated to Palestine, believing this
area to be their promised land. Tensions between Jews and Arabs intensified in the
1930s. Great Britain, under a UN mandate to govern Palestine, rejected proposals for
an independent Jewish state in Palestine.
C. The Zionists still wanted Palestine as a home for Jews. The Holocaust caused sympathy for the Jewish proposal for an independent Jewish state in Palestine. In 1948, the
UN divided Palestine into two states—an Arab state and a Jewish state, Israel.
D. Several Arab countries invaded Israel, but the invasion failed. Arabs, however, refused
to recognize Israel’s right to exist.
E. The issue of a homeland and self-governance for the Palestinians remains a problem
today.
Discussion Question
Why is there tension between the Arabs and Jews in the Middle East? (In 1948, the UN
divided Palestine into two states—an Arab state and a Jewish state, Israel. Several Arab countries invaded Israel, but the invasion failed. Arabs, however, refused to recognize Israel’s right to
exist. The issue of a homeland and self-governance for the Palestinians remains a problem today.)
II. Nasser and Pan-Arabism (pages 930–931)
A. In the early 1950s, Colonel Gamal Abdel Nasser took control of Egypt’s government.
In 1956, Nasser seized the Suez Canal Company, which had been under British and
French administration. Great Britain, France, and Israel attacked Egypt, starting the
Suez War of 1956. The United States and the Soviet Union supported Egypt and
Britain, France, and Israel were forced to withdraw.
B. Nasser promoted Pan-Arabism, or Arab unity. But many other leaders were suspicious
of Pan-Arabism. They did not want to share oil revenues with poorer states in the
Middle East.
turn
416
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 30, Section 2
Discussion Question
Why did Nasser’s idea of Pan-Arabism fail? (Many other leaders were suspicious of PanArabism. They did not want to share oil revenues with poorer states in the Middle East.)
III. The Arab-Israeli Dispute (pages 931–932)
A. During the 1950s and 1960s, the disputes between Israel and other states in the Middle
East became more heated. In 1967, Nasser blockaded Israeli shipping through the Gulf
of Aqaba. This led to the Six-Day War, in which Israel occupied the Sinai Peninsula
and tripled the size of its territory, controlling land in the West Bank, Jerusalem, and
the Golan Heights. Arab states demanded that Israel return the occupied territories.
B. Anwar el-Sadat succeeded Nasser in 1970. In 1973, Sadat led Arab forces against
Israel. A UN negotiated cease-fire agreement ended the attack in 1974.
C. In 1960, many Arab oil-producing states formed the Organization of Petroleum
Exporting Countries (OPEC) to gain control over oil prices.
D. In 1973, oil price hikes led to oil shortages and serious economic problems in the
United States and Europe.
E. In 1979, Sadat and Israeli Prime Minister Menachem Begin signed the Camp David
Accords—an agreement ending the state of war between Egypt and Israel. Many Arab
countries continued to refuse to recognize Israel, however.
Discussion Question
Why did Anwar el-Sadat lead Arab forces against Israel in 1973? (Arab states demanded
the return of the occupied territories that Israel had gained in the Six-Day War.)
IV. The PLO and the Intifada (page 932)
A. In 1964, the Palestine Liberation Organization (PLO) was formed to represent the interests of the Palestinians. At the same time, al-Fatah, headed by PLO leader Yasir Arafat,
launched terrorist attacks on Israeli territory.
B. During the 1980s, Palestinian Arabs began a movement called the intifada, or
uprising.
C. In 1993, Israel and the PLO reached an agreement calling for Palestinian autonomy in
certain areas of Israel. In return, the PLO recognized Israel.
turn
417
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 30, Section 2
Discussion Question
What was the purpose of forming the PLO? (The PLO was formed to represent the interests
of the Palestinians.)
V.
Revolution in Iran (pages 932–933)
A. Iran and its leader, Shah Mohammad Reza Pahlavi, became rich after World War II
from oil revenues. Iran was the chief ally of the United States in the Middle East in the
1950s and 1960s.
B. Many devout Muslims, led by a member of the Muslim clergy, Ayatollah Ruhollah
Khomeini, opposed the shah. In 1979 the shah’s regime collapsed and was replaced by
an Islamic republic, which restored traditional Islamic law.
C. Militants in Iran took 52 Americans in the U.S. embassy in Tehran hostage for over a
year.
D. In 1989, a new government began to loosen Muslim control over freedoms in Iran. In
the mid-1990s, an new wave of repression swept the nation.
Discussion Question
Why did devout Muslims oppose the shah of Iran? (The devout Muslims looked with distaste at the new Iranian civilization, which they believed was based on greed and materialism.)
VI. Iraq’s Aggression (page 933)
A. Iraq and Iran have long had an uneasy relationship fueled by religious differences and
territorial disputes. In 1980, Iraq’s President Saddam Hussein launched an eight-year
war against Iran. A cease-fire was arranged in 1988.
B. In 1990, Hussein’s troops invaded the country of Kuwait, at the head of the Persian
Gulf. This caused U.S. president George Bush to create an international force that
freed Kuwait and destroyed much of the Iraqi armed forces.
Discussion Question
Why have Iran and Iraq had an uneasy relationship? (Their uneasy relationship is fueled by
religious differences and territorial disputes.)
turn
418
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 30, Section 2
VII.
Afghanistan and the Taliban (page 933)
A. After World War II, the king of Afghanistan developed close ties with the Soviet
Union in return for economic assistance. In 1979, the Soviets invaded Afghanistan
at the request of its leaders who were attempting to establish a Communist
government.
B. The Soviets were forced to withdraw after 10 years. Various Islamic rebel groups
began to fight for control. By 1998, one group, the Taliban, controlled most of the
country. Known for their harsh social policies and suspected of supporting terrorist
groups, the Taliban were driven from power in 2001 by rebel forces and American
troops.
Discussion Question
Who are the Taliban? (The Taliban are an Islamic group known for their human rights abuses
and strict social policies in Afghanistan. They were driven out of power in 2001.)
VIII. Society and Culture (pages 933–934)
A. In recent years in the Middle East there has been a movement to apply strict religious teachings of Islam to all aspects of political and social life. This movement,
called Islamic revivalism, began in Iran under the Ayatollah Khomeini.
B. Islamic militants have the goal of removing all Western influence in Muslim
countries.
C. Early in the twentieth century, some Middle Eastern societies in urban areas allowed
a greater role for women. In the 1970s there was a shift toward more traditional roles
for women.
D. Since 1945, the literature of the Middle East has included many new themes, including an emphasis on historical traditions and secular themes. Naguib Mahfouz was
the first writer in Arabic to win the Nobel Prize for literature in 1988.
E. The art of the modern Middle East has been strongly influenced by Western culture.
However, national and traditional styles are also very popular.
Discussion Question
What is the goal of Islamic militants? (Islamic militants have the goal of removing all Western
influence in Muslim countries.)
end
419
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 31, Section 1
?
Did You Know
Today, English is the most widely studied foreign language in China.
I.
Civil War and the Great Leap Forward (pages 941–942)
A. By 1945, China had two governments. The United States supported the Nationalist
government of Chiang Kai-shek, based in southern and central China. The Communist
government led by Mao Zedong was based in North China.
B. In 1946, war between the Nationalists and the Communists broke out. Millions of
peasants joined Mao’s People’s Liberation Army because they were promised land.
Mao’s Communist army defeated the Nationalist army. Chiang and his followers fled
to Taiwan. The Communist Party, led by Mao Zedong, now ruled China.
C. In 1955, the Chinese government started a program to build a socialist society. Most
private farmland was collectivized, and most industry and commerce was nationalized.
D. In 1958, Mao introduced the Great Leap Forward. This program combined collective
farms into large communes. The program failed miserably, and millions of Chinese
died of starvation. The program was abandoned in 1960.
Discussion Question
Why did the Great Leap Forward fail? (Bad weather and the peasants’ hatred of the new system drove food production down. As a result, millions of Chinese died of starvation.)
II. The Great Proletarian Cultural Revolution (pages 942–943)
A. Mao believed that only permanent revolution, an atmosphere of constant revolutionary fever, could produce the final stage of communism, a classless society. In 1960,
Mao started the Great Proletarian Cultural Revolution to create a working class culture. The Little Red Book, a collection of Mao’s thoughts, provided knowledge in all
areas. The Red Guards were formed to eliminate the “Four Olds”—old ideas, old culture, old customs, and old habits.
B. People who did not follow Mao’s program were viciously attacked. Intellectuals and
artists, accused of being pro-Western, were especially targeted.
C. Key groups of Chinese, disgusted by the actions of the Red Guard, began to turn
against the Cultural Revolution.
turn
420
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 31, Section 1
Discussion Question
Why were the Red Guards formed in China? (These revolutionary groups composed largely
of young people, were formed to eliminate the “Four Olds”—old ideas, old culture, old customs,
and old habits. They did this by destroying temples, books written by foreigners, and foreign
music. Street signs were changed to ones carrying revolutionary names.)
III. China After Mao (pages 943–944)
A. After Mao Zedong’s death in 1976, Deng Xiaoping and his practical-minded reform
group gained control of China. They ended the Cultural Revolution.
B. Deng Xiaoping’s government followed a policy called the Four Modernizations, focusing on industry, agriculture, technology, and national defense. Overall, modernization
worked. Per capita income and the standard of living of most Chinese rose.
C. In the late 1980s, as many Chinese began to study abroad, information about Western
society reached educated people in China. They called for democracy.
D. In 1989, student protesters called for an end to corruption and demanded the resignation of Communist Party leaders. Demonstrators in Tiananmen Square in Beijing were
crushed by Chinese tanks and troops.
E. In the 1990s, China’s human rights violations, its desire to unify with Taiwan, and its
increasing military power created strained relations with the West.
Discussion Question
What happened to the democracy movement in China in the 1980s? (The democracy movement was crushed by Chinese tanks and troops at Tiananmen Square in 1989.)
IV. Chinese Society Under Communism (page 944)
A. Under the Communist Party rule, women were allowed to take part in politics and
were given equal rights with men. The Communist regime tried to destroy the influence of the traditional family system.
B. After the death of Mao Zedong, China experienced a return to family traditions.
C. Today, many young Chinese have adopted Western styles.
turn
421
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 31, Section 1
Discussion Question
Why did China’s Communist regime try to eliminate the traditional family system? (To
Communists, loyalty to the family undercut the state and was against the basic principle of
Marxism—dedication to society at large.)
V.
China and the World : The Cold War in Asia (pages 945–946)
A. In August 1945, the Soviet Union and the United States agreed to divide Korea into
two zones at the 38th parallel. After the war, Korea was to hold elections to reunify
the country. As American-Soviet relations grew worse, however, two separate governments emerged in Korea—a Communist one in the north and an anti-Communist one
in the south.
B. In 1950, North Korean troops invaded South Korea. President Truman, with the support of the UN, sent U.S. troops to repel the invaders. The Chinese sent troops into
North Korea and pushed the UN forces back, south of the 38th parallel.
C. An armistice was signed in 1953. The 38th parallel remains the border between North
Korea and South Korea.
D. In the late 1950s and 1960s, relations between China and the Soviet Union deteriorated.
In 1972, President Richard Nixon became the first United States president to visit the
People’s Republic of China. In 1979, China and the United States established diplomatic ties. Chinese relations with the Soviet Union improved in the 1980s.
E. By the 1990s, China was playing an increasingly active role in Asian affairs.
Discussion Question
What caused the Cold War in Asia? (In 1950, China signed a pact with the Soviet Union.
Some Americans began to worry about a Communist desire for world domination. The outbreak
of war in Korea made it clear that the Cold War had arrived in Asia.)
end
422
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 31, Section 2
?
Did You Know
In 1991, Aung San Suu Kyi won the Nobel
Peace Prize for her work in trying to establish democracy in Burma.
She could not accept the prize because she was under house arrest
by the military government there. She was offered her freedom if
she would leave the country. She declined the offer saying she
would not leave until Burma had a civilian government and all
political prisoners were freed.
I.
India Divided (pages 952–953)
A. After World War II, British India was divided into two countries based on religion—
(Hindu) India and (Muslim) Pakistan. Pakistan consisted of two regions separated by
India—West Pakistan and East Pakistan.
B. In 1947, India and Pakistan became independent. Muslims fled to Pakistan, Hindus to
India. The mass migrations led to great violence. Mohandas Gandhi was assassinated
by a Hindu militant.
Discussion Question
Why did India’s leaders decide to divide British India into India and Pakistan? (British
India’s Muslims and Hindus were bitterly divided.)
II. The New India (pages 953–954)
A. The newly independent India had a parliamentary form of government led by Prime
Minister Jawaharlal Nehru and the Congress Party. Nehru wanted India to have a
moderate socialist economic structure. India developed a large industrial sector.
Industrial production almost tripled between 1950 and 1965.
B. Indira Ghandi was selected prime minister of India after the death of Nehru, her
father. She ruled for most of the time from 1966 to 1984. India’s growing population
caused the country many problems. Many people lived in poverty. Ethnic and religious differences also presented problems in India. Militant Sikhs demanded that
Punjab become independent from India. Ghandi used military force against Sikh
rebels, killing many of them. She was assassinated in retaliation.
C. Indira Ghandi’s son, Rajiv Gandhi, became prime minister after his mother’s death. He
encouraged private enterprise and foreign investment. There was a growth in India’s
middle class. He was assassinated in 1991 while campaigning for reelection.
D. Tension between Hindus and Muslims continues to threaten India’s stability.
turn
423
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 31, Section 2
Discussion Question
What problems have faced India since its independence? (India has faced a growing
population, a worsening poverty for many people, growing ethnic and religious strife, and
assassinations of government leaders.)
III. Pakistan (page 954)
A. East Pakistan and West Pakistan were very different in nature. West Pakistan is a dry
and mountainous area. East Pakistan has marshy land densely populated with rice
farmers.
B. East Pakistanis felt that the government located in West Pakistan ignored their needs.
After a brief civil war, East Pakistan became the new nation of Bangladesh. Pakistan
(as West Pakistan is now called) and Bangladesh have had difficulty establishing stable
governments.
Discussion Question
Why did Pakistan have intense internal conflicts after it gained independence? (There
was a growing division between East and West Pakistan. East Pakistanis felt that the government located in West Pakistan ignored their needs.)
IV. Southeast Asia (pages 954–956)
A. Colonies in Southeast Asia gained their independence after World War II.
B. In 1946, the United States granted total independence to the Philippines. Great Britain
granted independence to Burma in 1948 and to Malaya in 1957.
C. In 1949, the United States pressured the Netherlands into granting independence to
Indonesia and the non-Communist government set up by Achmed Sukarno.
D. The local Communist Party and Ho Chi Minh led the independence movement against
France in Vietnam. In 1945, the Vietminh—an alliance of forces under Communist
leadership—took control of most of Vietnam. The French, however, refused to accept
the new government and took control of the southern part of the country.
E. France fought Ho Chi Minh’s Vietminh for control of Vietnam. In 1954, France agreed
to a peace settlement. Vietnam was divided—the Communists were based in Hanoi in
the north and the non-Communists were based in Saigon in the south. By early 1965,
the South Vietnamese Communist guerrillas known as Viet Cong were ready to seize
control of the entire country. The United States had been providing aid to South
Vietnam, but in March 1965, President Lyndon Johnson decided to send U.S.
turn
troops there to prevent a Communist victory.
424
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 31, Section 2
F. By the end of the 1960s, the Vietnam War reached a stalemate—neither side was able
to make significant gains. In 1973, President Nixon reached an agreement with North
Vietnam that allowed the United States to withdraw its forces. Within two years,
Vietnam was forcibly reunited by Communist armies. By the end of the year, Laos and
Cambodia also had Communist regimes. The dictator Pol Pot, leader of the Khmer
Rouge, established a brutal revolutionary regime in Cambodia.
G. The Communist victory in Indochina did not lead to the “falling dominoes” that many
U.S. policy makers had feared.
H. At first many of the newly independent states in Southeast Asia hoped to form democratic, capitalist states. By the end of the 1950s, rapid economic growth had not
occurred. This weakened newly democratic countries and opened the way for military
and one-party autocratic regimes.
I. Recently, some Southeast Asian countries have again moved toward more democratic
governments. In the Philippines, President Ferdinand Marcos came to power in 1965.
After Marcos was forced from office, Corazon Aquino became president and worked
for democratic reforms.
J. Women’s roles have changed in South and Southeast Asia. In India, the 1950 constitution forbade discrimination, or prejudice, based on gender and called for equal pay
for equal work.
Discussion Question
What were the effects of France’s refusal to grant independence to Vietnam? (France
fought Communist Ho Chi Minh’s Vietminh for control of Vietnam. In 1954, France agreed to a
peace settlement in which Vietnam was divided into two parts with the Communist government
in the north and a non-Communist government in the south. In 1965, the United States sent
troops to Vietnam to stop the spread of Communism. By the end of the 1960s, the war reached a
stalemate. In 1973, the United States reached an agreement with North Vietnam to withdraw its
forces. Within two years, Vietnam was forcefully reunited under a Communist government.)
end
425
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 31, Section 3
?
Did You Know
The Sony Corporation of Japan bought the
rights to manufacture transistors—the basis for all electronic
equipment—from an American company.
I.
The Allied Occupation (pages 957–958)
A. From 1945 to 1952, Japan was an occupied country. Its lands were held and controlled
by Allied military forces. United States general Douglas MacArthur was commander
of the occupation administration, which instituted reforms in Japan.
B. In September 1951, Japanese independence was restored in a peace treaty signed by
the World War II allies, except the Soviet Union.
Discussion Question
How did Japanese society change as an occupied country under the direction of General
MacArthur? (Japanese society was remodeled along Western lines. A new constitution
renounced war as a national policy. Japan agreed to maintain armed forces at levels that were
only sufficient for self-defense. The constitution established a parliamentary system, guaranteed
basic civil and political rights, and gave women the right to vote.)
II. The Japanese Miracle (pages 958–960)
A. After World War II, Japan rapidly emerged as an economic giant.
B. Japan’s new constitution included the principles of universal suffrage and balance of
power among the three branches of government. Japan today is a stable democratic
society. Japan’s political system also retains some of Japan’s nineteenth century political system under the Meiji.
C. Japan’s economic system has been described as “state capitalism.” The central government establishes price and wage policies and subsidizes vital industries.
D. During Japan’s occupation, Allied officials had planned to dismantle the zaibatsu—
Japan’s large business conglomerations. The rise of the Cold War caused this plan to
be scaled back.
E. Under the land-reform program, the occupation administration was able to create a
strong class of independent farmers.
F. Today, Japan is the greatest exporter in the world and has a per capita income equal to
or greater than most Western countries.
turn
426
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 31, Section 3
G. Allied planners hoped to eliminate the aggressive behavior of the Japanese by creating
a new educational system that removed references to patriotism and loyalty to the
emperor. This new system stressed individualism. However, Japanese society retained
much of its distinctive traditional characteristics including a strong work ethic.
H. Japanese women are legally protected against employment discrimination, yet few
have reached senior levels in business or politics.
I. After the Japanese defeat of World War II, many Japanese writers feared the
Americanization of Japan. Today Japanese writers deal with the common concerns of
all the wealthy industrialized nations.
Discussion Question
Why has Japan’s economy been so successful? (The Japanese are group oriented and cooperate with one another. They are hardworking and frugal. They are more likely to save than spend
their money. This boosts the savings rate and labor productivity. The labor force is highly skilled.
The Japanese have common values and respond in similar ways to challenges. Also, since Japan’s
industries were destroyed in World War II, the country was forced to build new, modern factories. Japanese workers spend longer amounts of time at their jobs than do workers in other
industrial societies. Innovations are rewarded. Corporations maintain good management-labor
relations.)
III. The “Asian Tigers” (pages 961–962)
A. Besides Japan, the Asian countries of South Korea, Taiwan, Singapore, and the region
of Hong Kong have become economic powerhouses.
B. After the Korean War, the Communist Kim Il Sung ruled North Korea and Syngman
Rhee ruled South Korea. In 1960 South Korea experienced demonstrations against
harsh rule and government corruption. In 1961, General Chung Hee Park was put in
power. In 1963 he was elected president and began to strengthen South Korea’s economy through land reform and new industries. Demonstrations against military rule and
government policies led to the election of Kim Young Sam to the presidency in 1992.
He promised to make South Korea “a freer democracy.”
C. After being defeated by the Communists in mainland China, Chiang Kai-shek and his
followers established the capital of the Republic of China at Taipei, Taiwan. American
military forces protected Chiang’s government. This, along with foreign aid and the
efforts of its people, enabled the country to build a modern industrialized society. By
the end of the 1980s, the country had democratic elections and opposition parties. The
People’s Republic of China is determined to unite Taiwan with mainland China.
turn
427
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 31, Section 3
D. Singapore is an independent state. Under Prime Minister Lee Kuan Yew, Singapore
developed an industrial society. It is also the banking center of the region. Singapore
has an authoritarian political system, but many citizens are beginning to demand more
political freedoms.
E. Hong Kong is an industrial powerhouse with a very high standard of living. In 1997,
Great Britain returned control of Hong Kong to mainland China.
Discussion Question
Why are South Korea, Taiwan, Singapore, and Hong Kong called the “Asian tigers”?
(These countries imitated Japan in creating successful industrial societies.)
IV. Australia and New Zealand (page 962)
A. Australia and New Zealand align culturally and politically with Europe rather than
with Asia. Both are members of the British Commonwealth.
B. Recently both Australia and New Zealand have been drawn closer to Asia.
Immigration from East and Southeast Asia has increased rapidly. Also, trade relations
with Asia are rapidly increasing.
Discussion Question
Why do Australia and New Zealand identify themselves with Europe rather than Asia?
(The political institutions and values of Australia and New Zealand are derived from European
models. Their economies resemble those of industrialized countries. They are members of the
British Commonwealth.)
end
428
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 32, Section 1
?
Did You Know
In 1997, a 12-year-old named Sean Redden was
using the Internet at his home in Texas when he saw a message on
the Internet from a 20-year-old named Tarja Laitinen in Finland saying that she was having difficulty breathing. A series of telephone
calls ended with Tarja being transported to a hospital in Finland.
Sean had saved Tarja’s life from thousands of miles away.
I.
The Environmental Crisis (pages 969–971)
A. In 1962, American scientist Rachel Carson warned that the use of pesticides was harmful to the environment. This warning gave rise to a new field of science called ecology—
the study of the relationship between living things and their environment.
B. Deforestation—the clearing of forests—destroys the natural homes for plants and animals. The rapid destruction of tropical rain forests is worrisome because they support
50 percent of the world’s species of plants and animals.
C. Many scientists believe that the release of chlorofluorocarbons is destroying the ozone
layer—a thin layer of gas in the upper atmosphere that shields the earth from the
Sun’s ultraviolet rays.
D. Other scientists believe that the greenhouse effect creates global warming by causing
a buildup of carbon dioxide in the atmosphere. Global warming could cause sea levels
to rise and the flooding of coastal areas.
E. Another problem is acid rain—the rainfall that results when sulfur produced by factories
mixes with moisture in the air. Acid rain is killing forests in North America and Europe.
F. Major ecological disasters, such as the release of chemical toxic fumes in Bhopal, India,
and a nuclear explosion at Chernobyl, have occurred in the last 20 years. Various programs and meetings have been started to help address these problems.
Discussion Question
Why are tropical rain forests crucial to human survival? (They remove carbon dioxide from
the air and return oxygen to it.)
II. The Technological Revolution (pages 971–972)
A. Modern transportation and communication systems are changing the world. The
Internet provides quick access to an enormous amount of information. The development of the World Wide Web in the 1990s made the Internet accessible to people
everywhere. Other technology, such as satellites and cellular phones, allow people
turn
to communicate almost instantaneously with others throughout the world.
429
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 32, Section 1
B. In 1969, the American astronauts Neil Armstrong and Buzz Aldrin landed on the
moon.
C. New medicines and new technologies help doctors treat more illnesses than ever
before. Some scientists question whether genetic engineering might create new strains
of deadly bacteria. Stem-cell research and cloning have also caused great debates.
D. The Green Revolution has increased crop yields, but large amounts of chemical fertilizers are needed to grow the new strains of crops. The pesticides needed to control the
insects for the new crops damage the environment.
E. Nuclear weapons continue to spread, making a regional nuclear war possible.
Biowarfare and bioterrorism, or the use of biological and chemical weapons in
wartime and in terrorist attacks, remain a threat despite attempts to limit the use of
such weapons.
Discussion Question
What technological developments since World War II have increased communication
throughout the world? (Communication technology includes the Internet, the World Wide
Web, satellites, cable television, facsimile machines, and cellular phones.)
III. Economic and Social Challenges (pages 972–973)
A. Since World War II, countries of the world have developed a global economy—an
economy in which the production, distribution, and sale of goods take place on a
worldwide scale. The World Trade Organization (WTO) was established in 1995.
B. The global economy has created a large gap between the rich industrialized nations
and the poor developing countries that are primarily farming nations with little technology. Population growth and hunger are staggering problems. Civil wars in
countries such as Sudan often lead to food shortages.
C. In Western countries, the gap between the status of men and women has steadily been
narrowing. Women in developing countries continue to face difficulties in obtaining
education, property rights, or decent jobs.
Discussion Question
What problems face developing countries? (Developing countries generally have rapid population growth. Many people move to cities to find jobs. The size of cities has grown dramatically
leading to slums or shantytowns. Hunger is a large problem in developing countries.)
turn
430
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 32, Section 1
IV. Political Challenges (page 973)
A. Most African and Asian leaders wanted democracy after World War II. Developing
countries, however, generally replaced democratic systems with military dictatorships
or one-rule governments.
B. In recent years, there has been a revival of interest in democratic systems in parts of
Asia, Africa, and Latin America.
C. Regional, ethnic, and religious differences continue to create conflict around the world.
Also, international terrorist groups are trying to wreak havoc throughout the world.
Discussion Question
What political challenges face the world today? (Regional, ethnic, and religious differences
create conflict around the world. International terrorist groups seek to wreak havoc around the
world.)
end
431
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 32, Section 2
?
Did You Know
United Nations peacekeeping forces have been
sent on missions that have lasted for many years, such as the 40year mission to supervise the truce between India and Pakistan.
Other UN missions have lasted for only a few months. Over 1,450
members of peacekeeping forces have died while helping keep the
peace.
I.
The United Nations (pages 974–975)
A. The United Nations (UN) was founded in 1945 to help maintain peace and human
dignity after World War II. U.S. president Franklin Delano Roosevelt was especially
eager to create such an organization.
B. The UN General Assembly is made up of representatives of all member nations.
C. The UN Security Council is made up of 5 permanent members—the United States,
Russia, Great Britain, France, and China. Ten members are chosen by the General
Assembly to serve limited terms in the Security Council.
D. The United Nations has provided peacekeeping forces, which are military forces
drawn from neutral member states to settle conflicts and supervise truces.
Discussion Question
What is a basic weakness of the United Nations? (The United Nations has been subject to
the whims of the two superpowers—the United States and the Soviet Union. The rivalry of these
two countries during the Cold War made it difficult to reduce the arms race between the superpowers.)
II. New Global Visions (pages 975–976)
A. Social movements led by ordinary citizens are one way that global issues have been
successfully addressed. Public interest groups founded by people such as Hazel
Henderson help to promote global unity and justice.
B. Nongovernmental organizations (NGOs) are important to the cultivation of global perspectives. NGOs include such organizations as businesses and disarmament groups.
The American educator Elise Boulding has actively promoted the creation of the
groups. By 1995 there were about 29,000 NGOs worldwide.
turn
432
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 32, Section 2
C. Political, ethnic, and religious conflicts hinder global solutions to global problems. For
example, the United States and Canada have argued about the effects of acid rain on
Canadian forests. These conflicts emphasize the need for individuals to become
involved in the affairs of society.
Discussion Question
Why are NGOs an important approach to solving global problems? (NGOs are identified
with interests that transcend national boundaries, define problems in global terms, and take
account of human interests and needs as they are found in all parts of the planet.)
end
433