Charles Milles Manson (born November 12, 1934) is an American criminal who led what became known as the Manson Family, a quasi-commune that arose in California in the late 1960s. He was found guilty of conspiracy to commit the Tate/LaBianca murders carried out by members of the group at his instruction. He was convicted of the murders through the joint-responsibility rule, which makes each member of a conspiracy guilty of crimes his fellow conspirators commit in furtherance of the conspiracy's object.
Manson is associated with "Helter Skelter," a term he took from the song "Helter Skelter," written and recorded by The Beatles. Manson misconstrued the lyrics to be about an apocalyptic race war he believed the murders were intended to precipitate. From the beginning of his notoriety, this connection with rock music linked him with a pop culture in which he ultimately became an emblem of insanity, violence and the macabre. The term was later used by Manson prosecutor Vincent Bugliosi as the title of a book he wrote about the Manson murders.
At the time the Family began to form, Manson was an unemployed ex-convict, who had spent half of his life in correctional institutions for a variety of offenses. Before the murders, he was a singer-songwriter on the fringe of the Los Angeles music industry, chiefly through a chance association with Dennis Wilson, founding member and drummer of The Beach Boys. After Manson was charged with the crimes he was later convicted of, recordings of songs written and performed by him were released commercially. Artists, including Guns N' Roses and Marilyn Manson, have covered his songs.
Manson's death sentence was automatically commuted to life imprisonment when a 1972 decision by the Supreme Court of California temporarily eliminated the state's death penalty. California's eventual reinstatement of capital punishment did not affect Manson, who is currently incarcerated at Corcoran State Prison.
Prayer
Beyond the Sound Bites:
Cf. http://www.youtube.com/watch?v=f1b5x8XR6VI
It describes current events in the Middle East as a prelude to the arrival of the mythical tweflth Imam or Mahdi -- the messiah figure who Islamic scriptures say will lead the armies of Islam to victory over all non-Muslims in the last days.
The video claims that Iran is destined to rise as a great power in the last days to help defeat America and Israel and usher in the return of the Mahdi. And it makes clear the Iranians believe that the time is fast approaching.
Cf. http://www.cbn.com/cbnnews/world/2011/March/Iranian-Regime-Video-Says-Mahdi-is-Near-/
Make arrangements to take any Make-Ups needed.
Third Quarter Assessment Study Prep Page
Cf. http://shanawiki.wikispaces.com/Honors+World+History+II+Third+Quarter+Assessment+Study+Prep+Page+Spring+2011
Cf. http://moodle.catholicschools-phl.org
Cf. http://www.cueprompter.com/
The Philadelphia Inquirer is available.
URL: http://nie.philly.com
Click on the words "Access e-Inquirer" located on the gray toolbar underneath the green locker on the opening page.
Login:
Username: bshsinky@shanahan.org
Password: 10888
Cf. http://vozme.com/index.php?lang=en
Cf. http://www.xtranormal.com/
Cf. http://www.wordle.net/create
ABCya! Cf. http://www.abcya.com/word_clouds.htm
Or, http://www.glogster.com/login/
Cf. http://moodle.catholicschools-phl.org
Cf. http://www.cueprompter.com/
Cf. http://ant.umn.edu/vae.php
Chapter 16 War and Revolution 1914-1919
Chapter 16 Section 2 The War
Aviary MP3 player embedded
1914 to 1915: Illusions and Stalemate
1st
Propaganda of World War I, 2:35
In-class assignment, with a partner, answer the questions.
How do the images, music, and pictures support the war effort?
How does the pro-war propaganda support government aims?
These are some recruitment and propaganda posters from England and France during World War I. The song: "Boys in Khaki, Boys in Blue," means British and French soldiers.
WW 1 PROPAGANDA POSTERS(UK), 5:32
Each of the nations which participated in World War One from 1914-18 used propaganda posters not only as a means of justifying involvement to their own populace, but also as a means of procuring men, money and resources to sustain the military campaign.
In countries such as Britain the use of propaganda posters was readily understandable: in 1914 she only possessed a professional army and did not have in place a policy of national service, as was standard in other major nations such as France and Germany.
1st
American Battle Monuments Cemetery in Aisne Marne, France, 2:00
In-class assignment, with a partner, answer the questions.
How many Americans were killed at Aisne Marne?
What is the chapel built over?
This video presents a brief narrated tour of Aisne-Marne American Cemetery's landscaped grounds, architecture, and works of art.
The 42.5-acre Aisne-Marne Cemetery and Memorial in France, its headstones lying in a sweeping curve, sits at the foot of the hill where stands Belleau Wood. The cemetery contains the graves of 2,289 war dead, most of whom fought in the vicinity and in the Marne valley in the summer of 1918. The memorial chapel sits on a hillside, decorated with sculptured and stained-glass details of wartime personnel, equipment and insignia. Inscribed on its interior wall are 1,060 names of the missing. Rosettes mark the names of those since recovered and identified. During World War II, the chapel was damaged slightly by an enemy shell.
Belleau Wood adjoins the cemetery and contains many vestiges of World War I. A monument at the flagpole commemorates the valor of the U.S. Marines who captured much of this ground in 1918.
1916 to 1917: The Great Slaughter
Tactics of Trench Warfare
1st
Trench Warfare, 7:57
In-class assignment: with a partner, answer the questions.
1. What was the layout of the trenches?
2. Describe the bunkers.
3. Describe the machine gun nests.
First part of a short film describing various aspects of trench warfare. Presented by Oxford University's First World War Poetry Digital Archive project.
1st
War in the Air
In-class assignment, with a partner, answer the question.
How does the Nieuport 11 solve the problem of firing a gun without shooting the propeller, or ricocheting bullets, and wounding or killing a pilot?
The Nieuport 11, often nicknamed the Bébé, was a French World War I single seat fighter aircraft, designed by Gustave Delage. It is famous as one of the aircraft that ended the 'Fokker Scourge' in 1916. The type reached the French front in January 1916, and 90 were in service within the month.
This small, lightly loaded sesquiplane outclassed the Fokker Eindekker in practically every respect. Among other features it had ailerons for lateral control rather than the obsolete wing warping of the Fokker - and its elevator was attached to a conventional tail plane as opposed to balanced "Morane type" elevators, making it much easier to fly accurately.
The Fokker's success had largely been due to its synchronized machine gun which fired forward through the arc of its propeller. At the time, the Allies did not possess a similar system, and the Nieuport 11's Lewis or Hotchkiss machine gun was mounted on the top wing to fire over the propeller, achieving similar results. There were however problems with clearing gun jams and replacing ammunition drums in flight, which were eventually solved in British service with the invention of the Foster mounting, and in French service by the adoption of the Alkan synchronization gear, which was applied to Nieuport fighters from the Nieuport 17 onwards.
During the course of the Battle of Verdun in February 1916, the Nieuport 11 inflicted heavy losses on the enemy, forcing a radical change in German tactics.
Some Nieuport 11s were modified in service to fire Le Prieur rockets from the struts. These weapons were intended for attacks on observation balloons and airships.
By March 1916 the Bébé was being replaced by the improved Nieuport 17. This type was in turn replaced by SPAD S.VII in most French squadrons early in 1917, and by the S.E.5a in British squadrons later in the year. Thereafter the Nieuport single seat types were widely used as trainers.
Interrupter gear, invented by the Frenchman Roland Garros but later perfected with deadly accuracy by Germany.
Diagram of German machine gun synchronisation gear.
To fire the gun,
1. The gun's crank is worked twice, once to load, once to cock.
2. The green handle is pulled
3. which lowers the red cam follower onto the cam wheel.
4. When the cam raises the follower, the blue rod is pushed against the spring.
5. When the pilot presses the purple firing button, inside the breech block the cable lowers the blue bridge piece
6. so that when the blue rod is activated by the cam, the yellow trigger bar is pushed
7. and the gun fires.
Graphic source: Wikipedia Commons
Both sides also used aircraft. At first, planes were utilized simply to observe enemy troop movements. In 1915, Germany used zeppelins (zep uh linz), large gas-filled balloons, to bomb the English coast. Later, both sides equipped airplanes with machine guns. Pilots known as “flying aces” confronted each other in the skies. These “dogfights” were spectacular, but had little effect on the course of the war on the ground.
Graphic source: Wikipedia Commons
1st
In-class assignment, with a partner, answer the questions.
Rise of Flight "The Death of Albert Ball " HD, 7:49
Describe what happened on 7 May 1917.
How old was Ball?
What ace did Ball face?
Who was he surprised by?
What type of planes were on patrol?
What cover could planes use?
Did Ball have back-up?
Who did he face (notice his first name is Lothar)?
What happened to Ball next?
What is believed to have happened to Ball?
What did the Germans do in response?
In-class assignment, with a partner, answer the following about Albert Ball.
In what year was he killed?
What decoration did he receive?
How old was he at his death?
How many victories did he have?
Albert Ball (14 August 1896 – 7 May 1917) was an English First World War fighter pilot and recipient of the Victoria Cross, the highest decoration for gallantry "in the face of the enemy" that can be awarded to members of the British or Commonwealth armed forces. At the time of his death, he was twenty years old and he was the leading Allied ace with 44 victories, second only to German ace Manfred Von Richthofen. By the end of the war he was the United Kingdom's fourth top scoring ace.
In-class assignment, with a partner, answer the questions.
1st, 5th, 8th
Scene from the Red Baron, Final Offensive, 5:09
In your own words describe the dog fights of the Final Offensive.
Who was the most successful fighter pilot?
With how many kills?
How old was he when he was killed in action?
Who may have shot him down (since it is disputed)?
How did many of the aces die?
Richthofen - A German Legend - The Red Baron Trailer, 2:53
Richthofen - The Red Baron
A German Legend
Footage & Soundtrack:
Der Rote Baron (Germany 2008)
Manfred Albrecht Freiherr von Richthofen (2 May 1892 - 21 April 1918) was a German fighter pilot known as the "Red Baron". He was the most successful flying ace during World War I, being officially credited with 80 confirmed air combat victories. He served in the Imperial German Army Air Service (Luftstreitkräfte). Richthofen was a member of an aristocratic family with many famous relatives.
Freiherr (literally "Free Lord") is not a given name but a German aristocratic title, equivalent to a baron in other countries and the origin of Richthofen's most famous nickname: "The Red Baron". Red was the colour of his plane. The German translation of The Red Baron is About this sound "Der Rote Baron" . Richthofen is today known by this nickname even in Germany, although during his lifetime he was more often described in German as Der Rote Kampfflieger, (variously translated as the The Red Battle Flyer or The Red Fighter Pilot). This name was used as the title of Richthofen's 1917 "autobiography."
Richthofen's other nicknames include "Le Diable Rouge" ("Red Devil") or "Le Petit Rouge" ("Little Red") in French, and the "Red Knight" in English.
World War 1 Aircraft - Sopwith Camel F.1, 1:16
The Sopwith Camel is probably one of the most famous British fighters of the war, in addition to the SE5a simply because it was one of their first superior fighters of the war. The Camel was dreaded by most Entente pilots, however. It was fast and maneuverable, but the upper wing had numerous problems and tendencies to shear off entirely and plunge the airframe into the ground (and this caused the death of many pilots), and torque was so great to the left side of the plane that it was sometimes rendered unable to fly altogether. It was dangerous for both novice and seasoned pilots to fly, any many died trying to tame the beast.
Cf. War in the Air 1914-45 (Smithsonian History of Warfare) by Williamson Murray
In-class assignment, with a partner, answer the question.
5th, 8th
Reading Check
Explaining
Why were military leaders baffled by trench warfare?
Widening of the War
Though most of the fighting took place in Europe, World War I was a global conflict. Japan, allied with Britain, used the war as an excuse to seize German outposts in China and islands in the Pacific.
Gallipoli
Because of its strategic location, the Ottoman empire was a desirable ally. If the Ottoman Turks had joined the Allies, the Central Powers would have been almost completely encircled. However, the Turks joined the Central Powers in late October 1914. The Turks then cut off crucial Allied supply lines to Russia through the Dardanelles, a vital strait connecting the Black Sea and the Mediterranean.
In 1915, the Allies sent a massive force of British, Indian, Australian, and New Zealander troops to attempt to open up the strait. At the battle of Gallipoli (guh lip uh lee), Turkish troops trapped the Allies on the beaches of the Gallipoli peninsula. In January 1916, after 10 months and more than 200,000 casualties, the Allies finally withdrew from the Dardanelles.
Gallipoli trailer (Mel Gibson), 1:44
Lawrence of Arabia
LAWRENCE OF ARABIA(1962) Original Theatrical Trailer, 4:43
In-class assignment, with a partner, answer the questions.
What controversy surrounds Lawrence?
What did he do?
What did the Arabs seek?
Who was the enemy?
The Turks were harmed severely in the Middle East. The Ottoman empire included vast areas of Arab land. In 1916, Arab nationalists led by Husayn ibn Ali (hoo sayn ib un ah lee) declared a revolt against Ottoman rule. The British government sent Colonel T. E. Lawrence—later known as Lawrence of Arabia—to support the Arab revolt. Lawrence led guerrilla raids against the Turks, dynamiting bridges and supply trains. Eventually, the Ottoman empire lost a great deal of territory to the Arabs, including the key city of Baghdad.
In-class assignment, with a partner, answer the question.
5th, 8th
Reading Check
Describing
What caused the widening of the war?
Entry of the United States
By the time the Yanks get involved there is a popular song which memorialized American involvement:
Cf. http://www.loc.gov/teachers/classroommaterials/presentationsandactivities/activities/songs/
In-class assignment, with a partner, answer the question.
5th, 8th
Reading Check
Evaluating
Why did the Germans resort to unrestricted submarine use?
The Home Front: The Impact of Total War
On total war the best reference is:
War Made New: Weapons, Warriors, and the Making of the Modern World by Max Boot, pp. 198-201.
The broad impact of the Industrial Revolution resulted in both gains and losses. There was more food, medicine, clothing, more of everything, yet, the new technologies extinguished "life as effectively as they could be used to support it" (Boot, p. 198).
The Industrial Revolution did not cause WW I yet indirectly it "fostered the rise of Germany" (Boot, p. 198). "The figures boggle the mind:
from 1914 to 1918, sixty three million were seriously wounded or disabled.
Millions of civilians also died. . . . they were many orders of magnitude greater than those of any previous conflict. Pre-industrial states could not possibly have fed, clothed, equipped, moved--or slaughtered--so many individuals. Germany and France had 20 percent of their populations under arms. Britain mobilized only 13 percent, but this was still far higher than the 7 percent that Napoleon had been able to marshal with the levee en masse" (Boot, p. 198). Each soldier in addition had far more firepower than an entire regiment possessed a century earlier.
Increased Government Powers
Planned economies were necessary to fuel the increased demands of total war (Boot, p. 199). The pre-industrial state was not equal to the task of equipping and arming such large armies that were required in modern warfare. Governments nationalized industries along with the cooperation of major private companies. In Britain, France, and Germany, military spending shot up 2,000 percent (Boot, p. 199).
Manipulation of Public Opinion
Public dissent was not encouraged. A military dictatorship controlled Germany but even in the liberty-loving U.S. antiwar activists such as the socialist Eugene Debs was subject to arrest and confinement (Boot, p. 199).
Total war also meant controlling public opinion. Even in democratic countries, special boards censored the press. Their aim was to keep complete casualty figures and other discouraging news from reaching the public. Government censors also restricted popular literature, historical writings, motion pictures, and the arts.
Both sides waged a propaganda war. Propaganda is the spreading of ideas to promote a cause or to damage an opposing cause. Governments used propaganda to motivate military mobilization, especially in Britain before conscription started in 1916. In France and Germany, propaganda urged civilians to loan money to the government. Later in the war, Allied propaganda played up the brutality of Germany’s invasion of Belgium. The British and French press circulated tales of atrocities, horrible acts against innocent people. Although some atrocities did occur, often the stories were distorted by exaggerations or completely made up.
Total War and Women
Women gained more rights as they took jobs previously open only to men (Boot, p. 200). It is not surprising that not long after the war women were granted the right of suffrage.
Women played a critical role in total war. As millions of men left to fight, women took over their jobs and kept national economies going. Many women worked in war industries, manufacturing weapons and supplies. Others joined women’s branches of the armed forces. When food shortages threatened Britain, volunteers in the Women’s Land Army went to the fields to grow their nation’s food.
Nurses shared the dangers of the men whose wounds they tended. At aid stations close to the front lines, nurses often worked around the clock, especially after a big “push” brought a flood of casualties. In her diary, English nurse Vera Brittain describes sweating through 90-degree days in France, “stopping hemorrhages, replacing intestines, and draining and reinserting innumerable rubber tubes” with “gruesome human remnants heaped on the floor.”
War work gave women a new sense of pride and confidence. After the war, most women had to give up their jobs to men returning home. Still, they had challenged the idea that women could not handle demanding and dangerous jobs. In many countries, including Britain, Germany, and the United States, women’s support for the war effort helped them finally win the right to vote, after decades of struggle.
Laissez-faire economic structures did not survive World War I. Social hierarchies broke down under the transformation. Women were granted the right to vote. World War I is "a conflict that could never have been waged on such a titanic, transformative scale were it not for the changes in warfare that had occurred in the previous half-century. This was the bittersweet legacy of the Industrial Age (Boot, p. 201).
In-class assignment, with a partner, answer the question.
5th, 8th
Reading Check
Summarizing
What was the effect of total war on ordinary citizens?
People in History
Edith Cavell
Like most ordinary people caught up in war, Edith Cavell (1865–1915) did not plan on becoming a hero. An English nurse, she was in charge of a hospital in Belgium. After the German invasion, Cavell cared for wounded soldiers on both sides. She also helped Allied soldiers escape to the Netherlands.
In 1915, the Germans arrested Cavell for spying. As she faced a firing squad, her last reported words were, “Standing as I do in view of God and Eternity, I realize that patriotism is not enough. I must have no hatred or bitterness toward anyone.” Why do you think the British government spread the story of Edith Cavell?
The Lusitania
Germany used U-boats to create its own blockade. In 1915, Germany declared that it would sink all ships carrying goods to Britain. In May 1915, a German submarine torpedoed the British liner Lusitania off the coast of Ireland. Almost 1,200 passengers were killed, including 128 Americans. Germany justified the attack, arguing that the Lusitania was carrying weapons. When American President Woodrow Wilson threatened to cut off diplomatic relations with Germany, though, Germany agreed to restrict its submarine campaign. Before attacking any ship, U-boats would surface and give warning, allowing neutral passengers to escape to lifeboats. Unrestricted submarine warfare stopped—for the moment.
Preview:
Section 3 The Russian Revolution
Key Terms
soviets
war communism
Background to Revolution
“Mr. War Minister!
We, soldiers from various regiments,. . . ask you to end the war and its bloodshed at any cost…. If this is not done, then believe us when we say that we will take our weapons and head out for our own hearths to save our fathers, mothers, wives, and children from death by starvation (which is nigh). And if we cannot save them, then we’d rather die with them in our native lands then be killed, poisoned, or frozen to death somewhere and cast into the earth like a dog.”
—Letter from the front, 1917
Reading Skill: Summarize Copy the time line below and fill it in as you read this section. When you finish, write two sentences that summarize the information in your time line.
The year 1913 marked the 300th anniversary of the Romanov dynasty. Everywhere, Russians honored the tsar and his family. Tsarina Alexandra felt confident that the people loved Nicholas too much to ever threaten him. “They are constantly frightening the emperor with threats of revolution,” she told a friend, “and here,—you see it yourself—we need merely to show ourselves and at once their hearts are ours.”
Appearances were deceiving. In March 1917, the first of two revolutions would topple the Romanov dynasty and pave the way for even more radical changes.
The outbreak of war in 1914 fueled national pride and united Russians. Armies dashed to battle with enthusiasm. But like the Crimean and Russo-Japanese wars, World War I quickly strained Russian resources. Factories could not turn out enough supplies. The transportation system broke down, delivering only a trickle of crucial materials to the front. By 1915, many soldiers had no rifles and no ammunition. Badly equipped and poorly led, they died in staggering numbers. In 1915 alone, Russian casualties reached two million.
Vocabulary Builder
crucial—(kroo shul) adj. of vital importance
In a patriotic gesture, Nicholas II went to the front to take personal charge. The decision proved a disastrous blunder. The tsar was no more competent than many of his generals. Worse, he left domestic affairs to the tsarina, Alexandra. In Nicholas’ absence, Alexandra relied on the advice of Gregory Rasputin, an illiterate peasant and self-proclaimed “holy man.” The tsarina came to believe that Rasputin had miraculous powers after he helped her son, who suffered from hemophilia, a disorder in which any injury can result in uncontrollable bleeding.
By 1916, Rasputin’s influence over Alexandra had reached new heights and weakened confidence in the government. Fearing for the monarchy, a group of Russian nobles killed Rasputin on December 29, 1916.
The March Revolution
By March 1917, disasters on the battlefield, combined with food and fuel shortages on the home front, brought the monarchy to collapse. In St. Petersburg (renamed Petrograd during the war), workers were going on strike. Marchers, mostly women, surged through the streets, shouting, “Bread! Bread!” Troops refused to fire on the demonstrators, leaving the government helpless. Finally, on the advice of military and political leaders, the tsar abdicated.
Duma politicians then set up a provisional, or temporary, government. Middle-class liberals in the government began preparing a constitution for a new Russian republic. At the same time, they continued the war against Germany.
Outside the provisional government, revolutionary socialists plotted their own course. In Petrograd and other cities, they set up soviets, or councils of workers and soldiers. At first, the soviets worked democratically within the government. Before long, though, the Bolsheviks, a radical socialist group, took charge. The leader of the Bolsheviks was a determined revolutionary, V. I. Lenin.
The revolutions of March and November 1917 are known to Russians as the February and October revolutions. In 1917, Russia still used an old calendar, which was 13 days behind the one used in Western Europe. Russia adopted the Western calendar in 1918.
In-class assignment, with a partner, answer the question.
Reading Check
Identifying
Develop a sequence of events leading to the March Revolution.
The Rise of Lenin
A Brilliant Revolutionary
As a young man, Lenin read the works of Karl Marx and participated in student demonstrations. He spread Marxist ideas among factory workers along with other socialists, including Nadezhda Krupskaya (nah dyez duh kroop sky uh), the daughter of a poor noble family. In 1895, Lenin and Krupskaya were arrested and sent to Siberia. During their imprisonment, they were married. After their release, they went into exile in Switzerland. There they worked tirelessly to spread revolutionary ideas.
Lenin’s View of Marx
Lenin adapted Marxist ideas to fit Russian conditions. Marx had predicted that the industrial working class would rise spontaneously to overthrow capitalism. But Russia did not have a large urban proletariat. Instead, Lenin called for an elite group to lead the revolution and set up a “dictatorship of the proletariat.” Though this elite revolutionary party represented a small percentage of socialists, Lenin gave them the name Bolsheviks, meaning “majority.”
In Western Europe, many leading socialists had come to think that socialism could be achieved through gradual and moderate reforms such as higher wages, increased suffrage, and social welfare programs. A group of socialists in Russia, the Mensheviks, favored this approach. The Bolsheviks rejected it. To Lenin, reforms of this nature were merely capitalist tricks to repress the masses. Only revolution, he said, could bring about needed changes.
In March 1917, Lenin was still in exile. As Russia stumbled into revolution, Germany saw a chance to weaken its enemy by helping Lenin return home. Lenin rushed across Germany to the Russian frontier in a special train. He greeted a crowd of fellow exiles and activists with this cry: “Long live the worldwide Socialist revolution!”
Biography
Vladimir Ilyich Lenin
Lenin (1870–1924) was the son of a teacher and his wife who lived in a little town on the Volga River. Vladimir lived with his parents and five siblings in a rented wing of a large house. By all accounts it was a happy home. Vladimir excelled at school and looked up to his older brother Alexander. But when Vladimir was 16, his father died. When he was 17, his beloved brother Alexander was hanged for plotting to kill the tsar.
Still reeling from the death of his brother, Vladimir enrolled at Kazan University. There he met other discontented young people. They united to protest the lack of student freedom in the university. Within three months, Vladimir was expelled for his part in the demonstrations. How do you think Lenin’s early life affected his later political ideas?
In-class assignment, with a partner, answer the question.
Reading Check
Examining
What was Lenin's plan when he arrived in Russia?
The Bolsheviks Seize Power
Lenin threw himself into the work of furthering the revolution. Another dynamic Marxist revolutionary, Leon Trotsky, helped lead the fight. To the hungry, war-weary Russian people, Lenin and the Bolsheviks promised “Peace, Land, and Bread.”
The Provisional Government’s Mistakes
Meanwhile, the provisional government, led by Alexander Kerensky, continued the war effort and failed to deal with land reform. Those decisions proved fatal. Most Russians were tired of war. Troops at the front were deserting in droves. Peasants wanted land, while city workers demanded an end to the desperate shortages. In July 1917, the government launched the disastrous Kerensky offensive against Germany. By November, according to one official report, the army was “a huge crowd of tired, poorly clad, poorly fed, embittered men.” Growing numbers of troops mutinied. Peasants seized land and drove off fearful landlords.
The Bolshevik Takeover
Conditions were ripe for the Bolsheviks to make their move. In November 1917, squads of Red Guards—armed factory workers—joined mutinous sailors from the Russian fleet in attacking the provisional government. In just a matter of days, Lenin’s forces overthrew the provisional government without a struggle.
The Bolsheviks quickly seized power in other cities. In Moscow, it took a week of fighting to blast the local government out of the walled Kremlin, the former tsarist center of government. Moscow became the Bolsheviks’ capital, and the Kremlin their headquarters.
“We shall now occupy ourselves in Russia in building up a proletarian socialist state,” declared Lenin. The Bolsheviks ended private ownership of land and distributed land to peasants. Workers were given control of the factories and mines. A new red flag with an entwined hammer and sickle symbolized union between workers and peasants. Throughout the land, millions thought they had at last gained control over their own lives. In fact, the Bolsheviks—renamed Communists—would soon become their new masters.
In-class assignment, with a partner, answer the question.
Reading Check
Describing
What was the impact of the Treaty of Brest-Litovsk on Russia?
Civil War in Russia
After the Bolshevik Revolution, Lenin quickly sought peace with Germany. Russia signed the Treaty of Brest-Litovsk in March 1918, giving up a huge chunk of its territory and its population. The cost of peace was extremely high, but the Communist leaders knew that they needed all their energy to defeat a collection of enemies at home. Russia’s withdrawal affected the hopes of both the Allies and the Central Powers, as you read in Section 3.
Vocabulary Builder
withdrawal—(with draw ul) n. the act of leaving
Opposing Forces
For three years, civil war raged between the “Reds,” as the Communists were known, and the counterrevolutionary “Whites.” The “White” armies were made up of tsarist imperial officers, Mensheviks, democrats, and others, all of whom were united only by their desire to defeat the Bolsheviks. Nationalist groups from many of the former empire’s non-Russian regions joined them in their fight. Poland, Estonia, Latvia, and Lithuania broke free, but nationalists in Ukraine, the Caucasus, and Central Asia were eventually subdued.
The Allies intervened in the civil war. They hoped that the Whites might overthrow the Communists and support the fight against Germany. Britain, France, and the United States sent forces to help the Whites. Japan seized land in East Asia that tsarist Russia had once claimed. The Allied presence, however, did little to help the Whites. The Reds appealed to nationalism and urged Russians to drive out the foreigners. In the long run, the Allied invasion fed Communist distrust of the West.
Brutality was common in the civil war. Counterrevolutionary forces slaughtered captured Communists and tried to assassinate Lenin. The Communists shot the former tsar and tsarina and their five children in July 1918 to keep them from becoming a rallying symbol for counterrevolutionary forces.
Identifying
Who opposed the new Bolshevik regime?
Triumph of the Communists
The Communists used terror not only against the Whites, but also to control their own people. They organized the Cheka, a secret police force much like the tsar’s. The Cheka executed ordinary citizens, even if they were only suspected of taking action against the revolution. The Communists also set up a network of forced-labor camps in 1919—which grew under Stalin into the dreaded Gulag.
The Communists adopted a policy known as “war communism.” They took over banks, mines, factories, and railroads. Peasants in the countryside were forced to deliver almost all of their crops to feed the army and hungry people in the cities. Peasant laborers were drafted into the military or forced to work in factories.
Meanwhile, Trotsky turned the Red Army into an effective fighting force. He used former tsarist officers under the close watch of commissars, Communist party officials assigned to the army to teach party principles and ensure party loyalty. Trotsky’s passionate speeches roused soldiers to fight. So did the order to shoot every tenth man if a unit performed poorly.
The Reds’ position in the center of Russia gave them a strategic advantage. The White armies were forced to attack separately from all sides. They were never able to cooperate effectively with one another. By 1921, the Communists had managed to defeat their scattered foes.
In-class assignment, with a partner, answer the question.
Reading Check
Contrasting
Why did the Red Army prevail over the White Army?
War and Revolution in Russia 1914 - 1921 by Dr Jonathan Smele
Cf. http://www.bbc.co.uk/history/worldwars/wwone/eastern_front_01.shtml
Section 4 End of the War
In-class assignment, with a partner, answer the questions.
Reading Check
Describing
What happened within Germany after the armistice?
Reading Check
Identifying
What clause in the Treaty of Versailles particularly angered the Germans?
Using Key Terms
p. 528, #1-9
Tanks, 1:46
Cassell Military Classics: Iron Fist: Classic Armoured Warfare by Bryan Perrett
One helpful animation is:
Animated Map: The Western Front, 1914 - 1918
Animated battle of the Somme
Cf. http://www.bbc.co.uk/history/worldwars/wwone/launch_ani_somme_map.shtml
Among other animations, you can view: Life in the Trenches
Cf. http://www.bbc.co.uk/history/interactive/animations/wwone_movies/index_embed.shtml
You can try your luck during several front line missions with
Trench warfare:
Cf. http://www.bbc.co.uk/schools/worldwarone/hq/trenchwarfare.shtml
By the time the Yanks get involved there is a popular song which memorialized American involvement:
Cf. http://www.loc.gov/teachers/classroommaterials/presentationsandactivities/activities/songs/
American involvement in WW I, 4:11
The Great War #1, World War 1 Era Period Music and Pictures. WW 1 spanned from August of 1914 to November of 1918 and raged across the globe. The United States was officially involved in the war from April 1917 to the end.
The dough boys are nearly forgotten today in the shadow of World War 2, Vietnam and Iraq. Millions of American men and women, black and white, served our country in The Great War. This series of shorts shows the music of their time and photographs from the Great War.
Links
BBC Schools Links
GCSE Bitesize Revision - History
bbc.co.uk/schools/gcsebitesize/history/
A secondary revision resource for GCSE exams covering the First World War.
The Bitesize series features audio clips from history and commentators:
Cf. http://www.bbc.co.uk/schools/gcsebitesize/history/mwh/
Standard Grade Bitesize Revision - History
bbc.co.uk/scotland/learning/bitesize/standard/history/
A secondary revision resource for Standard Grade covering the First World War.
BBC Sites
BBC History - World War One
bbc.co.uk/history/worldwars/wwone/
This World War One site from BBC History features interactive movies, animations, feature articles and 3-d models.
One helpful animation is:
Animated Map: The Western Front, 1914 - 1918
Cf. http://www.bbc.co.uk/history/worldwars/wwone/launch_ani_western_front.shtml
History Trail – How to do History
bbc.co.uk/history/lj/how_to_do_historylj/preview.shtml
Follow in the footsteps of professional historians and find out how they do history. Discover how postcards, council records, tapestries and people's memories of the past are all valuable sources for the historian.
Other Sites
Learning Curve – The Great War
http://www.learningcurve.gov.uk/greatwar
This is a comprehensive offering from the Public Records Office, which tells the story of the First World War through six different source based investigations. It aims to show how the War developed and includes teachers' notes.
Spartacus Educational – The First World War
http://www.spartacus.schoolnet.co.uk/FWW.htm
Spartacus' World War One website offers a growing encyclopaedia of entries about the war, as well as links to other websites.
First World War.com - The war to end all wars
http://www.firstworldwar.com
This site gives a general overview of the First World War. It offers a collection of insightful feature articles, photos and footage, memoirs and diaries.
Spark Notes – World War 1 (1914-1918)
http://www.sparknotes.com/history/european/ww1/
Gives a summary and commentary on each main study area of the First World War.
Art of the First World War
http://www.art-ww1.com/gb/present.html
Presents 100 paintings from international collections from around the world to commemorate the First World War.
The World War One Document Archive
http://www.art-ww1.com/gb/present.html
The World War One Document Archive presents primary documents concerning the Great War.
World War 1 - Web Links
http://www.historyteacher.net/APEuroCourse/WebLinks/WebLinks-WorldWar1.htm
This site lists links to in-depth articles on all aspects of the First World War, including a large collection of links to primary source material.
National Curriculum Online: History
http://curriculum.qcda.gov.uk/key-stages-3-and-4/subjects/history/index.aspx?return=/key-stages-3-and-4/subjects/index.aspx
Information about the National Curriculum for History, QCDA and DfEE schemes of work, pupils' work and information about standards and support materials.
QCDA History
http://www.qcda.gov.uk/6354.aspx
The Qualifications and Curriculum Development Authority (QCDA) History section.
Examine key issues with the help of original documents.
Cf. http://www.nationalarchives.gov.uk/education/greatwar/g1/
The best overall war reference for the entire modern period:
War Made New: Weapons, Warriors, and the Making of the Modern World by Max Boot
All Quiet on the Western Front by Erich Maria Remarque
Cassell Military Classics: Iron Fist: Classic Armoured Warfare by Bryan Perrett
Day of the Assassins: A Jack Christie Novel by Johnny O'Brien
War in the Air 1914-45 (Smithsonian History of Warfare) by Williamson Murray
The Encyclopedia of Warfare: The Changing Nature of Warfare From Prehistory to Modern-day Armed Conflicts by Robin Cross, pp. 170-193.
The Encyclopedia of Weaponry: The Development of Weaponry from Prehistory to 21st Century Warfare, Ian V. Hogg, pp. 112-139.
Battles and Campaigns (Mapping History) by Malcolm Swanston
A documentary about the battle of the Somme 1916 part 1, 9:58
H. W. Brands on Woodrow Wilson and the First World War, 9:32
War and Revolution in Russia 1914 - 1921 by Dr Jonathan Smele
Cf. http://www.bbc.co.uk/history/worldwars/wwone/eastern_front_01.shtml
Review the causes of the Revolution
Cf. http://www.bbc.co.uk/schools/gcsebitesize/history/mwh/russia/
Find out more about the last imperial family of Tsarist Russia.
Cf. http://www.nicholasandalexandra.com/virtual1999/sitemap.html
Photo album of Tsar Nicholas II's Romanov family
Cf. http://www.alexanderpalace.org/romalbum/index.html
Cf. http://www.spartacus.schoolnet.co.uk/RUSlenin.htm
Preview
Section 4 End of the War
Tanks, 1:46
Cassell Military Classics: Iron Fist: Classic Armoured Warfare by Bryan Perrett
One helpful animation is:
Animated Map: The Western Front, 1914 - 1918
Animated battle of the Somme
Cf. http://www.bbc.co.uk/history/worldwars/wwone/launch_ani_somme_map.shtml
Among other animations, you can view: Life in the Trenches
Cf. http://www.bbc.co.uk/history/interactive/animations/wwone_movies/index_embed.shtml
You can try your luck during several front line missions with
Trench warfare:
Cf. http://www.bbc.co.uk/schools/worldwarone/hq/trenchwarfare.shtml
By the time the Yanks get involved there is a popular song which memorialized American involvement:
Cf. http://www.loc.gov/teachers/classroommaterials/presentationsandactivities/activities/songs/
American involvement in WW I, 4:11
The Great War #1, World War 1 Era Period Music and Pictures. WW 1 spanned from August of 1914 to November of 1918 and raged across the globe. The United States was officially involved in the war from April 1917 to the end.
The dough boys are nearly forgotten today in the shadow of World War 2, Vietnam and Iraq. Millions of American men and women, black and white, served our country in The Great War. This series of shorts shows the music of their time and photographs from the Great War.
Links
BBC Schools Links
GCSE Bitesize Revision - History
bbc.co.uk/schools/gcsebitesize/history/
A secondary revision resource for GCSE exams covering the First World War.
The Bitesize series features audio clips from history and commentators:
Cf. http://www.bbc.co.uk/schools/gcsebitesize/history/mwh/
Standard Grade Bitesize Revision - History
bbc.co.uk/scotland/learning/bitesize/standard/history/
A secondary revision resource for Standard Grade covering the First World War.
BBC Sites
BBC History - World War One
bbc.co.uk/history/worldwars/wwone/
This World War One site from BBC History features interactive movies, animations, feature articles and 3-d models.
One helpful animation is:
Animated Map: The Western Front, 1914 - 1918
Cf. http://www.bbc.co.uk/history/worldwars/wwone/launch_ani_western_front.shtml
History Trail – How to do History
bbc.co.uk/history/lj/how_to_do_historylj/preview.shtml
Follow in the footsteps of professional historians and find out how they do history. Discover how postcards, council records, tapestries and people's memories of the past are all valuable sources for the historian.
Other Sites
Learning Curve – The Great War
http://www.learningcurve.gov.uk/greatwar
This is a comprehensive offering from the Public Records Office, which tells the story of the First World War through six different source based investigations. It aims to show how the War developed and includes teachers' notes.
Spartacus Educational – The First World War
http://www.spartacus.schoolnet.co.uk/FWW.htm
Spartacus' World War One website offers a growing encyclopaedia of entries about the war, as well as links to other websites.
First World War.com - The war to end all wars
http://www.firstworldwar.com
This site gives a general overview of the First World War. It offers a collection of insightful feature articles, photos and footage, memoirs and diaries.
Spark Notes – World War 1 (1914-1918)
http://www.sparknotes.com/history/european/ww1/
Gives a summary and commentary on each main study area of the First World War.
Art of the First World War
http://www.art-ww1.com/gb/present.html
Presents 100 paintings from international collections from around the world to commemorate the First World War.
The World War One Document Archive
http://www.art-ww1.com/gb/present.html
The World War One Document Archive presents primary documents concerning the Great War.
World War 1 - Web Links
http://www.historyteacher.net/APEuroCourse/WebLinks/WebLinks-WorldWar1.htm
This site lists links to in-depth articles on all aspects of the First World War, including a large collection of links to primary source material.
National Curriculum Online: History
http://curriculum.qcda.gov.uk/key-stages-3-and-4/subjects/history/index.aspx?return=/key-stages-3-and-4/subjects/index.aspx
Information about the National Curriculum for History, QCDA and DfEE schemes of work, pupils' work and information about standards and support materials.
QCDA History
http://www.qcda.gov.uk/6354.aspx
The Qualifications and Curriculum Development Authority (QCDA) History section.
Examine key issues with the help of original documents.
Cf. http://www.nationalarchives.gov.uk/education/greatwar/g1/
The best overall war reference for the entire modern period:
War Made New: Weapons, Warriors, and the Making of the Modern World by Max Boot
All Quiet on the Western Front by Erich Maria Remarque
Cassell Military Classics: Iron Fist: Classic Armoured Warfare by Bryan Perrett
Day of the Assassins: A Jack Christie Novel by Johnny O'Brien
War in the Air 1914-45 (Smithsonian History of Warfare) by Williamson Murray
The Encyclopedia of Warfare: The Changing Nature of Warfare From Prehistory to Modern-day Armed Conflicts by Robin Cross, pp. 170-193.
The Encyclopedia of Weaponry: The Development of Weaponry from Prehistory to 21st Century Warfare, Ian V. Hogg, pp. 112-139.
Battles and Campaigns (Mapping History) by Malcolm Swanston
A documentary about the battle of the Somme 1916 part 1, 9:58
War and Revolution in Russia 1914 - 1921
By Dr Jonathan Smele
Cf. http://www.bbc.co.uk/history/worldwars/wwone/eastern_front_01.shtml
Soviet Pioneer Song: May There Always Be Sunshine, 3:04
This video is a tribute to Young Pioneer organization of the Soviet Union (1922 - 1991).
The Young Pioneer Organization of the Soviet Union (Всесою́зная пионе́рская организа́ция и́мени) was a mass youth organization of the USSR for children of age 10-15 in the Soviet Union between 1922 and 1991.
The music is a old soviet pioneer song from 1966.
English song name: "May There Always Be Sunshine"
Russian song name: "Пусть всегда будет солнце"
Official song name: "Солнечный круг"
May There Always Be Sunshine (Russian: Пусть всегда будет солнце! Actual Russian Title: Солнечный круг) is a Soviet Russian song, written for children. It was created in 1962, music was composed by Arkady Ostrovsky and the lyrics were written by Lev Oshanin. The Russian writer Korney Chukovsky later wrote in his book that the base for the song was the four lines which became the refrain, composed by a boy of age four in 1928.
Performed for the first time in 1962 at the Sopot International Song Festival by Russian singer Tamara Miansarova it earned the first prize for her there and immediately became widespread in the USSR and some other countries. It was sung by Young Pioneers in Young Pioneer camps, Young Pioneer meetings and at schools; it was sung by Little Octobrists at schools; it was sung even by pre-school children. This song was widely considered as a symbol of peace in the Soviet Union.
It is one of few Soviet songs which did not lose much of their popularity after the USSR and the Young Pioneer organization of the Soviet Union ceased to exist, and are still popular in Russia.
The song was translated into German by Ilse and Hans Naumilkat and Manfred Streubel (as Immer lebe die Sonne) and was popular among Ernst Thälmann Pioneers.
Lyrics:
Russian:
Солнечный круг,
Небо вокруг —
Это рисунок мальчишки.
Нарисовал он на листке
И подписал в уголке:
Припев:
— Пусть всегда будет солнце,
Пусть всегда будет небо,
Пусть всегда будет мама,
Пусть всегда буду я!
Russian (latin)
Solnechnyi krug,
Nebo vokrug —
Ehto risunok mal'chishki
Narisoval on na listke
I podpisal v ugolke:
Pripev:
— Pust' vsegda budet solntse,
Pust' vsegda budet nebo,
Pust' vsegda budet mama,
Pust' vsegda budu ya!
English:
Circle of sun,
Sky all around;
This is the young boy's drawing.
He drew on the paper,
And signed in the corner:
Chorus:
May there always be sun
May there always be sky,
May there always be mother,
May there always be me!
Back In The USSR: The Beatles, 2:43
A Rock version of the Russian National Anthem, 3:15
Identifying
Develop a sequence of events leading to the March Revolution.
World War I in Popular Culture
In 1966, the "Ace" was immortalized in song by the Royal Guardsmen with their hit, Snoopy Vs. The Red Baron. This was followed in 1967 by Return of the Red Baron, in which it is revealed that the Baron survived their previous encounter but runs away when Snoopy challenges him to a duel with pistols, and then by Snoopy's Christmas, in which the two foes temporarily set aside their differences for a Christmas toast, as per the Christmas Truces that occurred during World War I. Snoopy's Christmas continues to be played as a holiday favorite on many oldies radio stations.
During the 1968 U.S. Presidential election, the Guardsmen released two additional songs, "Snoopy for President", in which Snoopy's bid for the nomination of the Beagle party is tipped in his favor by the Red Baron, and "Down Behind the Lines", which does not mention Snoopy specifically but describes the attempts of a World War I pilot to fly his damaged Sopwith Camel back to friendly territory.
In 2006 the Guardsmen recorded a song called "Snoopy vs. Osama" in which Snoopy shifts his focus away from The Red Baron and captures Osama Bin Laden.
Snoopy vs. The Red Baron, 2:08
1st
1st, 8th
1966, The Royal Guardsmen - Snoopy vs. The Red Baron, 2:40
The group from Ocala, FL with the British moniker rose to fame in 1966 with its single, “Snoopy Vs. The Red Baron,” which became the title track of its debut album. The album reached No. 2 on the Billboard Hot 100 Chart and remained there for 12 weeks. It went on to sell one million copies, earning it gold certification from the R.I.A.A. in 1967.
Identifying
Did the growth of nationalism in the first half of the nineteenth century lead to increased competition or increased cooperation among European nations?
Reading Check
Explaining
According to some historians, how might internal disorder have been one of the causes of World War I?
Test/Quiz Resources
Self-check Quiz on Chapter
Vocabulary eFlashcards
Academic Vocabulary
Combined
Content Vocabulary
People, Places and Events
All Quiet On The Western Front, 3:09
Time of Dying by Three Days Grace
The Chapter 13 Test Make-up page is available.
The Chapter 14 Test Prep page is available.
Cf.http://shanawiki.wikispaces.com/Honors+World+History+II+Chapter+14+Test+Prep+Page+Spring+2011
5th, 8th
Remy: Why They Fought, 2:19
Red Baron Until The Day I Die (Story Of The Year), 4:03
Third Quarter Assessment Study Prep Page
Cf. http://shanawiki.wikispaces.com/Honors+World+History+II+Third+Quarter+Assessment+Study+Prep+Page+Spring+2011
HW: email (or hard copy) me at gmsmith@shanahan.org.
Tuesday HW
1. p. 519, #4-6
Wednesday HW
1. p. 519, #7-9
Thursday HW
1. p. 520, #1-2; 2. p. 521, Preview Questions #1-2
Friday HW
1. p. 523, You Decide
