Prayer
Beyond the Sound Bites:
Cf. http://moodle.catholicschools-phl.org
The Chapter 11 Section 4 Quiz Make-up is today.
The Chapter 17 Section 3 Quiz Make-up is today.
The Chapter 17 Section 2 Quiz Make-up is today.
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The Chapter 16 Section 4 Quiz Make-up is today.
There is no #27 on the Quiz; leave #27 on the Scantron blank. Do not answer on the Scantron, skip #27.
The Chapter 16 Section 3 Quiz Make-up is today.
The Chapter 16 Section 2 Quiz Make-up is today.
Cf. http://shanawiki.wikispaces.com/Honors+World+History+II+Chapter+16+Section+2+Quiz+Prep+Page+Spring+2011
The Chapter 16 Section 1 Quiz Make-up is today.
Cf. http://shanawiki.wikispaces.com/Honors+World+History+II+Chapter+16+Section+1+Quiz+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:
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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 18: Nationalism Around the World, 1919–1939
Gandhi's March to the Sea
Section 1 Nationalism in the Middle East
Decline and Fall of the Ottoman Empire
Impact of World War I
Nationalist movements brought immense changes to the Middle East in the aftermath of World War I. The defeated Ottoman empire was near collapse in 1918. Its Arab lands, as you may have read, were divided between Britain and France. However, in Asia Minor, the Turkish peninsula between the Black Sea and the Mediterranean Sea, Turks resisted Western control and fought to build a modern nation.
Massacre of the Armenians
In-class assignment: describe the resolution passed by the Committee.
"1915 Armenian genocide" resolution approved, 2:51
The U.S. House of Representatives' Foreign Affairs Committee has passed a resolution recognizing the 1915 Armenian massacre as genocide. The Turkish President says the decision is unacceptable and is not regarded by the Turkish people as of any value.
Emergence of the Turkish Republic
In 1920, the Ottoman sultan reluctantly signed the Treaty of Sèvres, in which the empire lost its Arab and North African lands. The sultan also had to give up some land in Asia Minor to a number of Allied countries, including Greece. A Greek force landed in the city of Smyrna (now Izmir) to assert Greece’s claims. Turkish nationalists, led by the determined and energetic Mustafa Kemal, overthrew the sultan, defeated the Greeks, and declared Turkey a republic. Kemal negotiated a new treaty. Among other provisions, the treaty called for about 1.3 million Greeks to leave Turkey, while some 400,000 Turks left Greece.
Biography
Atatürk (1881–1938)
In-class assignment: summarize Kennedy's view of Ataturk.
President Kennedy - Speech about Ataturk, 1:56
“Atatürk” is the name that Mustafa Kemal gave himself when he ordered all Turkish people to take on surnames, or last names. It means “Father of the Turks.” In 1920, he led Turkish nationalists in the fight against Greek forces trying to enforce the Treaty of Sèvres, establishing the borders of the modern Republic of Turkey. Once in power, he passed many reforms to modernize, Westernize, and secularize Turkey. Atatürk is still honored throughout Turkey today—his portrait appears on postage and all currency. Why is Atatürk considered the “Father of the Turks”?
In-class
Reading Check
Evaluating
How did the Ottoman Empire finally end?
The Modernization of Turkey
Atatürk’s Reforms in Turkey
*Replaced Islamic law with European model
*Replaced Muslim calendar with Western (Christian) calendar
*Moved day of rest from Friday to Sunday
*Closed religious schools and opened state schools
*Forced people to wear Western-style clothes
*Replaced Arabic alphabet with Latin alphabet
*Gave women the right to vote and to work outside the home.
Westernization Transforms Turkey
Atatürk’s government encouraged industrial expansion. The government built railroads, set up factories, and hired westerners to advise on how to make Turkey economically independent.
To achieve his reforms, Atatürk ruled with an iron hand. To many Turks, he was a hero who was transforming Turkey into a strong, modern power. Others questioned Atatürk’s dictatorial powers and complete rejection of religion in laws and government. They believed that Islam could play a constructive role in a modern, civil state.
In 1924, Atatürk, as part of his reforms, constitutionally abolished the institution of the Caliphate. The title was then taken up by King Hussein bin Ali of Hejaz, leader of the Arab Revolt, but his kingdom was defeated and annexed by Ibn Saud in 1925. The title has since been inactive.
A summit was convened at Cairo in 1926 to discuss the revival of the Caliphate, but most Muslim countries did not participate and no action was taken to implement the summit's resolutions.
Though the title was adopted by the King of Morocco and by Mullah Mohammed Omar, former head of the now-defunct Taliban regime of Afghanistan, neither claimed any legal standing or authority over Muslims outside the borders of their respective countries.
The closest thing to a Caliphate in existence today is the Organisation of the Islamic Conference (OIC), an international organization with influence founded in 1969 consisting of the governments of most Muslim-majority countries. In fact, the "OIC Fulfills Function of Caliphate, Embodies ‘Islamic Solidarity,’ Says OIC Chief, according to a recent news story.
Rashad Hussain is the current American representative to the OIC.
In 2004, Hussain was on a panel discussion on civil rights at a Muslim Students Association conference in Chicago. With him on the panel was Laila Al-Arian, a daughter of Sami Al-Arian, who on March 2, 2006, entered a guilty plea to a charge of conspiracy to help the Palestinian Islamic Jihad, a "specially designated terrorist" organization, and was sentenced to 57 months in prison, and ordered deported following his prison term. During the panel discussion, and following Laila Al-Arain's comments, Hussain made critical statements about the U.S. terror prosecution of Sami Al-Arian, as well as other Muslim terrorism suspects, characterizing them as "politically motivated persecutions."
Hussain later acknowledged that he was accurately quoted in 2004 as calling the treatment of Sami al-Arian as an example of “politically motivated persecutions.” Hussain made the admission after Politico acquired an audio recording of the Muslim Students Association event, and his comments. Hussain stated that he "made statements on that panel that I now recognize were ill-conceived or not well-formulated." Earlier, Hussain – through White House spokesmen – said he could not recall having made the statements." After Hussain's statement, the White House stated that it "is expressing its confidence in Hussain, despite his concession last week that he made ill-considered statements in 2004 about Bush-era terrorism prosecutions."
In-class
Reading Check
Identifying
What radical step did Ataturk Take to modernize Turkey?
The Beginnings of Modern Iran
The success of Atatürk’s reforms inspired nationalists in neighboring Persia (present-day Iran). Persian nationalists greatly resented the British and Russians, who had won spheres of influence over Persia in 1907. In 1925, an ambitious army officer, Reza Khan, overthrew the shah. He set up his own dynasty, with himself as shah.
Like Atatürk, Reza Khan rushed to modernize Persia and make it fully independent. He built factories, roads, and railroads and strengthened the army. He forced Persians to wear Western clothing and set up modern, secular schools. In addition, he moved to replace Islamic law with secular law and encouraged women to take part in public life. Muslim religious leaders fiercely condemned Reza Khan’s efforts to introduce Western ways to the nation.
Reza Khan also persuaded the British company that controlled Persia’s oil industry to give Persia a larger share of the profits and insisted that Persian workers be hired at all levels of the company. In the decades ahead, oil would become a major factor in Persia’s economy and foreign policy.
In-class
Reading Check
Comparing
How was Reza Shah Pahlavi's modernization of Persia different from Ataturk's transformation of Turkey?
Arab Nationalism
Oil became a major factor throughout the Middle East during this period. The use of gasoline-powered engines in various vehicles during World War I showed that oil was the fuel of the future. Foreign companies began to move into the Middle East to exploit its large oil reserves.
Partly in response to foreign influence, Arab nationalism grew after World War I and gave rise to Pan-Arabism. This nationalist movement was built on the shared heritage of Arabs who lived in lands from the Arabian Peninsula to North Africa. Today, this area includes Syria, Jordan, Iraq, Egypt, Algeria, and Morocco. Pan-Arabism emphasized the common history and language of Arabs and recalled the golden age of Arab civilization. The movement sought to free Arabs from foreign domination and unite them in their own state.
The Middle East, 1920s, Cf. http://www.phschool.com/webcodes10/index.cfm?fuseaction=home.gotoWebCode&wcprefix=nap&wcsuffix=2721
Map Skills
Population movements and foreign influences changed the Middle East after World War I.
1. Locate
(a) Turkey (b) Persia (c) Palestine (d) the Persian Gulf
2. Human-Environment Interaction
What natural resource was discovered in the Middle East around this time? What effect did its discovery have on the region?
3. Make Inferences
List the ways foreign influence affected the Middle East in the 1920s.
Arabs were outraged by the European-controlled mandates set up at the Paris Peace Conference. During World War I, Arabs had helped the Allies against the Central Powers, especially the Ottoman empire. In return for their help, the Allies led the Arabs to believe that they would gain independence after the war. Instead, the Allies carved up the Ottoman lands, giving France mandates in Syria and Lebanon and Britain mandates in Palestine and Iraq. Later, Britain gave a large part of the Palestinian mandate, Trans-Jordan to Abdullah for a kingdom.
Arabs felt betrayed by the West—a feeling that has endured to this day. During the 1920s and 1930s, their anger erupted in frequent protests and revolts against Western imperialism. A major center of turmoil was the British mandate of Palestine. There, Arab nationalists and Jewish nationalists, known as Zionists, increasingly clashed.
In-class
Reading Check
Examining
How were many Middle Eastern states created after World War I?
The Problem of Palestine
Posters encouraged visitors and settlers to go to Palestine. At the same time, Palestinian Arabs tried to limit Jewish settlement in the area.
The Arab-Israeli Conflict: A Brief History
Since Roman times, Jews had dreamed of returning to the land of Judea, or Israel. In 1897, Theodor Herzl (hurt sul) responded to growing anti-Semitism, or prejudice against Jewish people,in Europe by founding the modern Zionist movement. His goal was to rebuild a Jewish state in Palestine. Among other things, violent pogroms against Jews in Russia prompted thousands of them to migrate to Palestine. They joined the small Jewish community that had lived there since biblical times.
During World War I, the Allies made two conflicting sets of promises. First, they promised Arabs their own kingdoms in former Ottoman lands, including Palestine. Then, in 1917, the British attempted to win the support of European Jews by issuing the Balfour Declaration. In it, the British advocated the idea of setting up “a national home for the Jewish people” in Palestine. The declaration noted, however, that “nothing shall be done which may prejudice the civil and religious rights of existing non-Jewish communities in Palestine.” Those communities were Arab. The stage was thus set for conflict between Arab and Jewish nationalists.
Vocabulary Builder
advocated—(ad vuh kayt id) v. supported or favored
From 1919 to 1940, tens of thousands of Jews immigrated to Palestine due to the Zionist movement and the effects of anti-Semitism in Europe. Despite great hardships, Jewish settlers set up factories, built new towns, and established farming communities. At the same time, the Arab population almost doubled. Many were immigrants from nearby lands. As a result, Palestine's population included a changing mix of newcomers. The Jewish population, which was less than 60,000 in 1919, grew to about 400,000 in 1936, while the Muslim population increased from about 568,000 in 1919 to about 1 million in 1940.
At first, some Arabs welcomed the money and modern technical skills that the newcomers brought with them. But as more Jews moved to Palestine, tensions between the two groups developed. Jewish organizations tried to purchase as much land as they could, while Arabs sought to slow down or stop Jewish immigration. Religious differences between Jews and Arabs heightened tensions. Arabs attacked Jewish settlements, hoping to discourage settlers. The Jewish settlers established their own military defense force. For the rest of the century, Arab and Jews fought over the land that Arabs called Palestine and Jews called Israel.
In-class
Reading Check
Explaining
Why did the Balfour Declaration produce problems in Palestine?
In-class: what are the Islamists connection to Hitler?
Who represented the Islamists before Hitler?
Where was a Muslim army formed to assist Nazi Germany?
The Nazi Connection To Islamists, 4:13.
Adolph Hitler Meets with Grand Mufti Amin Al Husseini. Grand Mufti Amin Al Husseini of Jerusalem organises recruitment to Bosnia's and Kosovo's Muslim Nazi SS divisions. Another prominent Kosovar Albanian Muslim, Bedri Pejani, was appointed to committee the Nazi occupation authorities established to rule the Nazi-created Greater Albania. Pejani announced a plan to create a Greater Islamic State consisting of Albania, Bosnia-Hercegovina, and the Sandzak/Rashka region of Serbia. The plan was presented to the Grand Mufti of Jerusalem, Haj Amin el Husseini, who approved of the Pejani plan because it was seen as being in the interests of Islam.
Preview
Section 2 Preview
Section 2 Nationalism in Africa and Asia
After World War I, Germany lost its African colonies to Britain and France. Violent suppression and the slow pace of reform in the colonies led many Africans to agitate for independence. Two African Americans, W.E.B. Du Bois and Marcus Garvey, were influential in building African cultural awareness and Pan-African unity. Mohandas Gandhi built a large movement for Indian independence through nonviolence. Indian Muslims felt sidelined by the largest independence organization, the Indian National Congress, and called for a separate Muslim state. Rapid industrialization in Japan led to support for territorial expansion to improve Japan's access to raw materials and markets. After a period of pacifism prompted in part by pressure from the United States, Japan conquered Manchuria, and the military took control of the government. The Communist International helped build Communist parties in China and Southeast Asia.
Movements toward Independence in Africa
African nationalism brought little political change, except to Egypt. Egyptians had suffered during World War I. After the war, protests, strikes, and riots forced Britain to grant Egypt independence in 1922. However, Britain still controlled Egypt’s monarchy.
Displeased with this state of affairs, during the 1930s many young Egyptians joined an organization called the Muslim Brotherhood. This group fostered a broad Islamic nationalism that rejected Western culture and denounced corruption in the Egyptian government.
Muslim Brotherhood in the United States
The Muslim Brotherhood has been active in the US since the 1960s. Its stated goals have included creating havens for Muslims in the US. According to the Washington Post, some Muslim activists "express anti-U.S. views or support resistance against Israelis."
The Holy Land Foundation trial has led to the release as evidence of several documents on the Muslim Brotherhood. One of these documents, dated in 1991, explains that the goal of the Muslim Brotherhood in the U.S. is “settlement”, defined by the author as a form of jihad aimed at destroying Western civilization from within and allowing for the victory of Islam over other religions. In another one of these documents, "Ikhwan in America", the author alleges that the activities of the Muslim Brotherhood in the US include going to camps to do weapons training (referred to as Special work by the Muslim Brotherhood), as well as engaging in counter-espionage against US government agencies such as the FBI and CIA (referred to as Securing the Group). In November 2008 the Holy Land Foundation was found guilty of illegally funding Palestinian terrorist group Hamas, which is designated by the United States as a terrorist group. Tariq Ramadan, the grandson of the Muslim Brotherhood founder, speaks in the U.S.
African Protests
New Leaders
African American scholar and activist W.E.B. DuBois (doo boys) organized the first Pan-African Congress in 1919. It met in Paris, where the Allies were holding their peace conference. Delegates from African colonies, the West Indies, and the United States called on the Paris peacemakers to approve a charter of rights for Africans. Although the Western powers ignored their demands, the Pan-African Congress established cooperation among African and African American leaders.
In the 1920s, a movement known as Pan-Africanism began to nourish the nationalist spirit and strengthen resistance. Pan-Africanism emphasized the unity of Africans and people of African descent worldwide. Among its most inspiring leaders was Jamaica-born Marcus Garvey. He preached a forceful, appealing message of “Africa for Africans” and demanded an end to colonial rule. Garvey’s ideas influenced a new generation of African leaders.
Jomo Kenyatta was a leader in Kenya’s struggle for independence from British rule. During the 1920s and 1930s, a new generation of leaders, proud of their unique heritage, struggled to stop imperialism and restore Africa for Africans.
Reading Check
Analyzing
Why did many Africans become more politically active after World War I?
The Movement for Indian Independence
Protest and Reform
Gandhi’s philosophy reflected Western as well as Indian influences. He admired Christian teachings about love. He believed in the American philosopher Henry David Thoreau’s ideas about civil disobedience, the refusal to obey unjust laws. Gandhi was also influenced by Western ideas of democracy and nationalism. He urged equal rights for all Indians, women as well as men. He fought hard to end the harsh treatment of untouchables, who were members of the lowest caste, or class.
A Push for Independence
Since 1885, the Indian National Congress party, called the Congress party, had pressed for self-rule within the British empire. After Amritsar, it began to call for full independence. But party members were mostly middle-class, Western-educated elite who had little in common with the masses of Indian peasants. In the 1920s, a new leader named Mohandas Gandhi emerged and united Indians across class lines.
New Leaders and New Problems
In 1939, a new world war exploded. Britain outraged Indian leaders by postponing independence and bringing Indians into the war without consulting them. Angry nationalists launched a campaign of noncooperation and were jailed. Millions of Indians, however, did help Britain during World War II.
When the war ended in 1945, India’s independence could no longer be delayed. As it neared, Muslim fears of the Hindu majority increased. Conflict between Hindus and Muslims would trouble the new nation in the years to come.
Reading Check
Identifying
What three non-British conflicts affected the Indian independence movements in the 1930s?
The Rise of a Militarist Japan
A Zaibatsu Economy
Japan and the West
The Rise of Militarism
In 1931, a group of Japanese army officers provoked an incident that provided an excuse to seize Manchuria. They set explosives and blew up tracks on a Japanese-owned railroad line. Then, they claimed that the Chinese had committed the act. Claiming self-defense, the army attacked Chinese forces. Without consulting their own government, the Japanese military forces conquered all of Manchuria and set up a puppet state there that they called Manzhouguo (man choo kwoo). They brought in Puyi, the last Chinese emperor, to head the puppet state. When politicians in Tokyo objected to the army’s highhanded actions, public opinion sided with the military.
When the League of Nations condemned Japanese aggression against China, Japan simply withdrew itself from the League. Soon, the Japanese government nullified the agreements limiting naval armament that it had signed with the Western democracies in the 1920s. The League’s member states failed to take military action against Japanese aggression.
Japan's Expanding Empire to 1934
Cf. http://www.phschool.com/webcodes10/index.cfm?fuseaction=home.gotoWebCode&wcprefix=nap&wcsuffix=2651
Visit: PHSchool.com
Web Code: nap-2651
Map Skills
Japan expanded its territory in Asia between 1918 and 1934. From their conquered lands, the Japanese acquired natural resources to fuel their industries.
1. Locate:
(a) Japan (b) Korea (c) Manchuria (d) Taiwan
2. Region
Where were Japan’s main manufacturing areas located?
3. Draw Conclusions
What natural resource does Korea lack but Manchuria have?
In the early 1930s, ultranationalists were winning support from the people for foreign conquests and a tough stand against the Western powers. Members of extreme nationalist societies assassinated a number of politicians and business leaders who opposed expansion. Military leaders plotted to overthrow the government and, in 1936, briefly occupied the center of Tokyo.
Civilian government survived, but the unrest forced the government to accept military domination in 1937. To please the ultranationalists, the government cracked down on socialists and suppressed most democratic freedoms. It revived ancient warrior values and built a cult around Emperor Hirohito, whom many believed was descended from the sun goddess. To spread its nationalist message, the government used schools to teach students absolute obedience to the emperor and service to the state.
Reading Check
Examining
How did the Japanese government change from the 1920s to the 1930s?
Nationalism and Revolution in Asia
The Spread of Communism
Some Chinese turned to the revolutionary ideas of Marx and Lenin. The Soviet Union was more than willing to train Chinese students and military officers to become the vanguard, or elite leaders, of a communist revolution. By the 1920s, a small group of Chinese Communists had formed their own political party.
Communist Parties in Asia
Reading Check
Evaluating
What was the relationship between communism and imperialism?
Preview
Section 3 Revolutionary Chaos in China
Nationalists and Communists
Reading Check
Explaining
How did Chiang Kai-shek change the Communist-Nationalist alliance?
The Communists in Hiding
Reading Check
Identifying
Which group did Mao believe would start the Communist Revolution in China?
The Long March
Reading Check
Explaining
Why did it seem that communism was no longer a threat to China after the Long March?
The New China of Chiang Kai-shek
Reading Check
Identifying
What was the intended final stage of Chiang Kai-shek's reform program?
Chapter 18 References
The End of the British Empire, Cf. http://www.nationalarchives.gov.uk/education/empire/g3/default.htm
Video clips of Gandhi and other Indian leaders
The life of Gandhi
Find out more about African independence
The Arab-Israeli Conflict: A Brief History
Ch. 17 References
The Great Depression
Photo Essay on the Great Depression
Cf. http://www.pbs.org/wnet/historyofus/tools/browser12.html
Diaries of people who lived during the Depression
Cf. http://teacher.scholastic.com/activities/our_america/great_depression/
People and events of the Dust Bowl
Cf. http://www.pbs.org/wgbh/americanexperience/films/dustbowl/
Original photographs from the times
Cf. http://memory.loc.gov/ammem/fsahtml/fatop1.html
Cf. Click on links to view original documents from Mussolini's life and times.
Cf. http://www.nationalarchives.gov.uk/education/heroesvillains/g3/
Click on "Germany Image Gallery" for the slideshow.
Cf. http://www.worldwar2database.com/cgi-bin/slideviewer.cgi?list=preludegermany.slides
Read a detailed account of the life of Hitler
Cf. http://library.thinkquest.org/19092/hitler.html
Test yourself on how Hitler came to power
Cf. http://www.schoolhistory.co.uk/lessons/riseofhitler/index.htm
Nazi propaganda posters: Election, Sower of peace, 'One People, One Nation, One Leader,' Saving for a Volkswagen, Jews, Anti-Bolshevism.
Cf. http://www.bbc.co.uk/history/worldwars/wwtwo/nazi_propaganda_gallery.shtml
Soviet Russia
Stalin and Industrialization of the USSR
See original documents and learn more about Stalin's methods.
Cf. http://www.nationalarchives.gov.uk/education/heroesvillains/g4/
View Soviet posters
Cf. http://www.internationalposter.com/country-primers/soviet-posters.aspx
Review Stalin's takeover of power
Cf. http://www.bbc.co.uk/schools/gcsebitesize/history/mwh/russia/stalinsact.shtml
Find out more about jazz
Cf. http://www.smithsonianjazz.org/class/whatsjazz/wij_start.asp
Ch. 17 References
The Great Depression
Photo Essay on the Great Depression
Cf. http://www.pbs.org/wnet/historyofus/tools/browser12.html
Diaries of people who lived during the Depression
Cf. http://teacher.scholastic.com/activities/our_america/great_depression/
People and events of the Dust Bowl
Cf. http://www.pbs.org/wgbh/americanexperience/films/dustbowl/
Original photographs from the times
Cf. http://memory.loc.gov/ammem/fsahtml/fatop1.html
Cf. Click on links to view original documents from Mussolini's life and times.
Cf. http://www.nationalarchives.gov.uk/education/heroesvillains/g3/
Click on "Germany Image Gallery" for the slideshow.
Cf. http://www.worldwar2database.com/cgi-bin/slideviewer.cgi?list=preludegermany.slides
Read a detailed account of the life of Hitler
Cf. http://library.thinkquest.org/19092/hitler.html
Test yourself on how Hitler came to power
Cf. http://www.schoolhistory.co.uk/lessons/riseofhitler/index.htm
Nazi propaganda posters: Election, Sower of peace, 'One People, One Nation, One Leader,' Saving for a Volkswagen, Jews, Anti-Bolshevism.
Cf. http://www.bbc.co.uk/history/worldwars/wwtwo/nazi_propaganda_gallery.shtml
Soviet Russia
Stalin and Industrialization of the USSR
See original documents and learn more about Stalin's methods.
Cf. http://www.nationalarchives.gov.uk/education/heroesvillains/g4/
View Soviet posters
Cf. http://www.internationalposter.com/country-primers/soviet-posters.aspx
Review Stalin's takeover of power
Cf. http://www.bbc.co.uk/schools/gcsebitesize/history/mwh/russia/stalinsact.shtml
Find out more about jazz
Cf. http://www.smithsonianjazz.org/class/whatsjazz/wij_start.asp
References
The BBC on Weimar:
Cf. http://www.bbc.co.uk/schools/gcsebitesize/history/mwh/germany/weimaract.shtml
The BBC on Nazis:
Cf. http://www.bbc.co.uk/schools/gcsebitesize/history/mwh/germany/nazisact.shtml
Wagner - RIDE OF THE VALKYRIES - Furtwangler, 5:09
The Ride of the Valkyries, by Richard Wagner, in a classic recording with Wilhelm Furtwangler and the Vienna Philharmonic. Illustrations are by Arthur Rackham.
The music: probably the most famous and instantly identifiable of Wagner's works is this short orchestral prelude from Die Walkure, the second opera in the monumental Der Ring des Nibelungen. It has gone on to enter popular culture, being used in many films, most notably the helicopter attack sequence in Apocalypse Now. In terms of composition it perfectly demonstrates Wagner's epic sense of drama, and also his masterful orchestration.
The conductor: Wilhelm Furtwangler is probably unrivalled as an interpreter of the core Austro-German Romantic repertoire, setting benchmarks in the performance of Beethoven, Schubert, Brahms, Wagner, Bruckner and others. His recordings include two complete Ring Cycles, both of them classics.
The illustrations: Arthur Rackham was one of the greatest illustrators at the turn of the 19th century, creating classic visions for fairy tales and fantasies (Alice, Peter Pan, etc.).
His work on Der Ring des Nibelungen is often considered one of the finest visual depictions of Wagner's epic.
Duce! the rise and fall of Benito Mussolini by Richard Collier
Fascism
Russia
Soviet
Totalitarian
The Chapter 16 Section 2 Quiz Prep Page is available.
Cf. http://shanawiki.wikispaces.com/Honors+World+History+II+Chapter+16+Section+2+Quiz+Prep+Page+Spring+2011
Review the Chapter 16 Test Prep Page.
Who - Won't get fooled again 1971, 3:39
The Undisputed Truth - Smiling Faces.Live TV Performance 1975, 3:52
This tune was played during the Weimar/Nazi presentations as well.
Richard Wagner, Ride of the Valkyries/Apocalypse Now, 2:26
Cabaret (1972) Mein Herr, 3:34
In 1995, this film was selected for preservation in the United States National Film Registry as being deemed "culturally, historically, or aesthetically significant."
Cabaret is a 1972 American musical film directed by Bob Fosse and starring Liza Minnelli, Michael York and Joel Grey. The film is set in Berlin during the Weimar Republic in 1931, before the rise of the Nazis under Adolf Hitler.
Cabaret was nominated for 10 Academy Awards in 1973,[1] and nearly performed a clean sweep, winning 8, including Best Director (Bob Fosse), Best Actress (Liza Minnelli), Best Actor in a Supporting Role (Joel Grey), and winning for Cinematography, Editing, Music, Art Direction (Rolf Zehetbauer, Hans Jürgen Kiebach, Herbert Strabel) and Sound (losing Best Picture and Best Adapted Screenplay to The Godfather). It won 7 BAFTA awards, including Best Film, Best Direction and Best Actress, and the Golden Globe Award for Best Motion Picture (Musical or Comedy).
Set in Weimar Germany, from the film, Cabaret (1972), a number entitled, "Mein Herr," 3:34
http://www.youtube.com/watch?v=qbEeRL94ziI
Chapter 17 Section 4 Practice
Postwar Social Changes
Cf. http://www.phschool.com/webcodes10/index.cfm?fuseaction=home.gotoWebCode&wcprefix=naa&wcsuffix=2819
and
http://www.phschool.com/atschool/worldhistory/tests/kisi/ch28_sec1/
Chapter 17 Section 4 Quiz Prep Page
Osama Obama, 2:58
Defined, 4:18
MEMRI: Hamas Holiday Song Performed by Children: Give Us Our Pocket-Money to Buy Guns and Wage Jihad
Check the school schedule for upcoming 4th Quarter Assessment day; the blog schedule does not replace the official school schedule.
HW: email (or hard copy) me at gmsmith@shanahan.org.
Monday HW
1. p. 563, Preview Questions, #2; 2. p. 567, #4-5.
Tuesday HW
1. p. 573, #4-6.
Wednesday HW
1. p. 573, #7-9.
Thursday HW
1. p. 575, Preview Questions, #1-2, 2. p. 579, #4
Friday HW
1.p. 579, #5.
