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SETTING THE STAGE In the 1700s, France was considered the most advanced CALIFORNIA STANDARDS
country of Europe. It had a large population and a prosperous foreign trade. It 10.2.1 Compare the major ideas of philoso-
was the center of the Enlightenment, and France’s culture was widely praised phers and their effects on the democratic
revolutions in England, the United States,
and imitated by the rest of the world. However, the appearance of success was France, and Latin America (e.g., John Locke,
deceiving. There was great unrest in France, caused by bad harvests, high Charles-Louis Montesquieu, Jean-Jacques
Rousseau, Simón Bolívar, Thomas Jefferson,
prices, high taxes, and disturbing questions raised by the Enlightenment ideas James Madison).
of Locke, Rousseau, and Voltaire. CST 3 Students use a variety of maps and
documents to interpret human movement,
including major patterns of domestic and
The Old Order international migration, changing environ-
mental preferences and settlement patterns,
In the 1770s, the social and political system of France—the Old Regime— the frictions that develop between popula-
remained in place. Under this system, the people of France were divided into tion groups, and the diffusion of ideas,
technological innovations, and goods.
three large social classes, or estates.
HI 1 Students show the connections, causal
The Privileged Estates Two of the estates had privileges, including access to and otherwise, between particular histori-
cal events and larger social, economic, and
high offices and exemptions from paying taxes, that were not granted to the political trends and developments.
members of the third. The Roman Catholic Church, whose clergy formed the HI 6 Students conduct cost-benefit analyses
First Estate, owned 10 percent of the land in France. It provided education and and apply basic economic indicators to
analyze the aggregate economic behavior
relief services to the poor and contributed about 2 percent of its income to the of the U.S. economy.
government. The Second Estate was made up of rich nobles. Although they
accounted for just 2 percent of the population, the nobles owned 20 percent of
the land and paid almost no taxes. The majority of the clergy and the nobility
scorned Enlightenment ideas as radical notions that threatened their status and
power as privileged persons. TAKING NOTES
Analyzing Causes
The Third Estate About 97 percent of the people belonged to the Third Estate. The Use a web diagram to
three groups that made up this estate differed greatly in their economic conditions. identify the causes of
The first group—the bourgeoisie (BUR•zhwah•ZEE), or middle class—were the French Revolution.
bankers, factory owners, merchants, professionals, and skilled artisans. Often, they
were well educated and believed strongly in the Enlightenment ideals of liberty and
equality. Although some of the bourgeoisie were as rich as nobles, they paid high
Causes of
taxes and, like the rest of the Third Estate, lacked privileges. Many felt that their Revolution
wealth entitled them to a greater degree of social status and political power.
The workers of France’s cities formed the second, and poorest, group within
the Third Estate. These urban workers included tradespeople, apprentices, laborers,
and domestic servants. Paid low wages and frequently out of work, they often
The French Revolution and Napoleon 217
Page 2 of 5
went hungry. If the cost of bread rose, mobs of these workers might attack grain
carts and bread shops to steal what they needed.
Peasants formed the largest group within the Third Estate, more than 80 per-
cent of France’s 26 million people. Peasants paid about half their income in dues Vocabulary
to nobles, tithes to the Church, and taxes to the king’s agents. They even paid taxes tithe: a church tax,
on such basic staples as salt. Peasants and the urban poor resented the clergy and normally about one-
the nobles for their privileges and special treatment. The heavily taxed and discon- tenth of a family’s
income
tented Third Estate was eager for change.
PRIMARY SOURCE
The Third Estate is the People and the People is the foundation of the State; it is in fact
the State itself; the . . . People is everything. Everything should be subordinated to it. . . .
It is in the People that all national power resides and for the People that all states exist.
COMTE D’ANTRAIGUES, quoted in Citizens: A Chronicle of the French Revolution
bankers of the Third Estate. On the surface, the economy appeared to be sound,
because both production and trade were expanding rapidly. However, the heavy
burden of taxes made it almost impossible to conduct business profitably within
France. Further, the cost of living was rising sharply. In addition, bad weather in
the 1780s caused widespread crop failures, resulting in a severe shortage of grain.
The price of bread doubled in 1789, and many people faced starvation.
During the 1770s and 1780s, France’s government sank deeply into debt. Part of
the problem was the extravagant spending of Louis XVI and his queen, Marie
Antoinette. Louis also inherited a considerable debt from previous kings. And he
borrowed heavily in order to help the American revolutionaries in their war against
Great Britain, France’s chief rival. This nearly doubled the government’s debt. In
1786, when bankers refused to lend the government any more money, Louis faced
serious problems.
A Weak Leader Strong leadership might have solved these and other problems.
Louis XVI, however, was indecisive and allowed matters to drift. He paid little atten-
tion to his government advisers, and had little patience for the details of governing.
The queen only added to Louis’s problems. She often interfered in the government,
and frequently offered Louis poor advice. Further, since she was a member of the
royal family of Austria, France’s long-time enemy, Marie Antoinette had been unpop-
ular from the moment she set foot in France. Her behavior only made the situation
Vocabulary worse. As queen, she spent so much money on gowns, jewels, gambling, and gifts
deficit: debt that she became known as “Madame Deficit.”
Rather than cutting expenses, Louis put off dealing with the emergency until he
practically had no money left. His solution was to impose taxes on the nobility.
However, the Second Estate forced him to call a meeting of the Estates-General—
an assembly of representatives from all three estates—to approve this new tax. The
meeting, the first in 175 years, was held on May 5, 1789, at Versailles.
SECTION 1 ASSESSMENT
TERMS & NAMES 1. For each term or name, write a sentence explaining its significance.
• Old Regime • estates • Louis XVI • Marie Antoinette • Estates-General • National Assembly • Tennis Court Oath • Great Fear
2
Revolution Brings
Reform and Terror
MAIN IDEA WHY IT MATTERS NOW TERMS & NAMES
REVOLUTION The revolutionary Some governments that lack the • Legislative • guillotine
government of France made support of a majority of their Assembly • Maximilien
reforms but also used terror and people still use fear to control • émigré Robespierre
violence to retain power. their citizens. • sans-culotte • Reign of
• Jacobin Terror
CALIFORNIA STANDARDS SETTING THE STAGE Peasants were not the only members of French society
10.2.2 List the principles of the Magna
to feel the Great Fear. Nobles and officers of the Church were equally afraid.
Carta, the English Bill of Rights (1689), the Throughout France, bands of angry peasants struck out against members of the
American Declaration of Independence
(1776), the French Declaration of the Rights
upper classes, attacking and destroying many manor houses. In the summer of
of Man and the Citizen (1789), and the U.S. 1789, a few months before the women’s march to Versailles, some nobles and
Bill of Rights (1791).
members of clergy in the National Assembly responded to the uprisings in an
10.2.4 Explain how the ideology of the
French Revolution led France to develop emotional late-night meeting.
from constitutional monarchy to democratic
despotism to the Napoleonic empire.
10.3.7 Describe the emergence of The Assembly Reforms France
Romanticism in art and literature (e.g., Throughout the night of August 4, 1789, noblemen made grand speeches, declar-
the poetry of William Blake and William
Wordsworth), social criticism (e.g., the ing their love of liberty and equality. Motivated more by fear than by idealism,
novels of Charles Dickens), and the move they joined other members of the National Assembly in sweeping away the feu-
away from Classicism in Europe.
REP 3 Students evaluate major debates
dal privileges of the First and Second Estates, thus making commoners equal to
among historians concerning alternative the nobles and the clergy. By morning, the Old Regime was dead.
interpretations of the past, including an
analysis of authors’ use of evidence and the The Rights of Man Three weeks later, the National Assembly adopted a statement
distinctions between sound generalizations of revolutionary ideals, the Declaration of the Rights of Man and of the Citizen.
and misleading oversimplifications.
Reflecting the influence of the Declaration of Independence, the document stated
that “men are born and remain free and equal in rights.” These rights included
“liberty, property, security, and resistance to oppression.” The document also
guaranteed citizens equal justice, freedom of speech, and freedom of religion.
TAKING NOTES
Recognizing Effects In keeping with these principles, revolutionary leaders adopted the expression
Use a flow chart to “Liberty, Equality, Fraternity” as their slogan. Such sentiments, however, did not
identify the major events apply to everyone. When writer Olympe de Gouges (aw•LIMP duh GOOZH) pub-
that followed the lished a declaration of the rights of women, her ideas were rejected. Later, in 1793,
creation of the
Constitution of 1791.
she was declared an enemy of the Revolution and executed.
A State-Controlled Church Many of the National Assembly’s early reforms
Assembly focused on the Church. The assembly took over Church lands and declared that
Creates a Church officials and priests were to be elected and paid as state officials. Thus,
Constitution the Catholic Church lost both its lands and its political independence. The rea-
sons for the assembly’s actions were largely economic. Proceeds from the sale of
Church lands helped pay off France’s huge debt.
The assembly’s actions alarmed millions of French peasants, who were devout
Catholics. The effort to make the Church a part of the state offended them, even
222 Chapter 7
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▲
who stopped Louis
from escaping said
that he recognized
the king from his
portrait on a French
bank note.
though it was in accord with Enlightenment philosophy. They believed that the
pope should rule over a church independent of the state. From this time on, many
peasants opposed the assembly’s reforms.
Louis Tries to Escape As the National Assembly restructured the relationship
between church and state, Louis XVI pondered his fate as a monarch. Some of his
advisers warned him that he and his family were in danger. Many supporters of the
monarchy thought France unsafe and left the country. Then, in June 1791, the royal
family tried to escape from France to the Austrian Netherlands. As they neared the
border, however, they were apprehended and returned to Paris under guard. Louis’s
attempted escape increased the influence of his radical enemies in the government
and sealed his fate.
Divisions Develop
For two years, the National Assembly argued over a new constitution for France. By
1791, the delegates had made significant changes in France’s government and society.
A Limited Monarchy In September 1791, the National Assembly completed the
new constitution, which Louis reluctantly approved. The constitution created a lim-
ited constitutional monarchy. It stripped the king of much of
his authority. It also created a new legislative body––the
Legislative Assembly. This body had the power to create
laws and to approve or reject declarations of war. However, Left, Right, and Center
the king still held the executive power to enforce laws. The terms we use today to describe
Factions Split France Despite the new government, old where people stand politically derive
problems, such as food shortages and government debt, from the factions that developed in
the Legislative Assembly in 1791.
remained. The question of how to handle these problems
• People who want to radically
caused the Legislative Assembly to split into three general change government are called left
Recognizing
groups, each of which sat in a different part of the meeting wing or are said to be on the left.
Effects hall. Radicals, who sat on the left side of the hall, opposed • People with moderate views often
How did differ- the idea of a monarchy and wanted sweeping changes in the are called centrist or are said to be
ences of opinion on way the government was run. Moderates sat in the center of in the center.
how to handle such the hall and wanted some changes in government, but not as • People who want few or no
issues as food changes in government often are
shortages and debt
many as the radicals. Conservatives sat on the right side of
called right wing or are said to be
affect the Legislative the hall. They upheld the idea of a limited monarchy and
on the right.
Assembly? wanted few changes in government.
CALIFORNIA STANDARDS
The Guillotine 10.2.4 Explain how the ideology of the French Revolu-
tion led France to develop from constitutional monarchy
to democratic despotism to the Napoleonic empire.
If you think the guillotine was a cruel form of capital punishment,
CST 2 Students analyze how change happens at differ-
think again. Dr. Joseph Ignace Guillotin proposed a machine that ent rates at different times; understand that some
satisfied many needs––it was efficient, humane, and aspects can change while others remain the same; and
understand that change is complicated and affects not
democratic. A physician and member of the National only technology and politics but also values and beliefs.
Assembly, Guillotin claimed that those executed with
the device “wouldn’t even feel the slightest pain.”
Once the executioner cranked the
Prior to the guillotine’s introduction in 1792, blade to the top, a mechanism
many French criminals had suffered through horrible released it. The sharp weighted
punishments in public places. Although public blade fell, severing the victim’s
punishments continued to attract large crowds, not all head from his or her body.
spectators were pleased with the new machine. Some
witnesses felt that death by the guillotine occurred Some doctors believed that a
much too quickly to be enjoyed by an audience. victim’s head retained its hearing
and eyesight for up to 15 minutes
after the blade’s deadly blow. All
RESEARCH LINKS For more on the remains were eventually gathered
guillotine, go to classzone.com and buried in simple graves.
the death of all those who continued to support the king. Georges Danton
(zhawrzh dahn•TAWN), a lawyer, was among the club’s most talented and passionate
speakers. He also was known for his devotion to the rights of Paris’s poor people.
The National Convention had reduced Louis XVI’s role from that of a king to
that of a common citizen and prisoner. Now, guided by radical Jacobins, it tried
Louis for treason. The Convention found him guilty, and, by a very close vote, sen-
tenced him to death. On January 21, 1793, the former king walked with calm dig-
nity up the steps of the scaffold to be beheaded by a machine called the guillotine
(GIHL•uh•TEEN). (See the Science & Technology feature on page 225.)
The War Continues The National Convention also had to contend with the con-
tinuing war with Austria and Prussia. At about the time the Convention took office,
the French army won a stunning victory against the Austrians and Prussians at the
Battle of Valmy. Early in 1793, however, Great Britain, Holland, and Spain joined
Prussia and Austria against France. Forced to contend with so many enemies, the
French suffered a string of defeats. To reinforce the French army, Jacobin leaders
in the Convention took an extreme step. At their urging, in February 1793 the
Convention ordered a draft of 300,000 French citizens between the ages of 18 and
40. By 1794, the army had grown to 800,000 and included women.
PRIMARY SOURCE
The first maxim of our politics ought to be to lead the people by means of reason Analyzing
and the enemies of the people by terror. If the basis of popular government in Primary Sources
time of peace is virtue, the basis of popular government in time of revolution is How did
both virtue and terror: virtue without which terror is murderous, terror without Robespierre justify
which virtue is powerless. Terror is nothing else than swift, severe, indomitable the use of terror?
justice; it flows, then, from virtue.
MAXIMILIEN ROBESPIERRE, “On the Morals and Political Principles of Domestic Policy” (1794)
The “enemies of the Revolution” who troubled Robespierre the most were fellow
radicals who challenged his leadership. In 1793 and 1794, many of those who had
led the Revolution received death sentences. Their only crime was that they were
226 Chapter 7
Page 6 of 7
SECTION 2 ASSESSMENT
TERMS & NAMES 1. For each term or name, write a sentence explaining its significance.
• Legislative Assembly • émigré • sans-culotte • Jacobin • guillotine • Maximilien Robespierre • Reign of Terror
INTERNET ACTIVITY
Use the Internet to conduct research on governments that use INTERNET KEYWORD
terrorism against their own people. Prepare an oral report on the human rights
methods these countries use. (Writing 2.3.b)
The French Revolution and Napoleon 227
Page 7 of 7
SETTING THE STAGE Napoleon Bonaparte was quite a short man—just five CALIFORNIA STANDARDS
feet three inches tall. However, he cast a long shadow over the history of mod- 10.2.4 Explain how the ideology of the
ern times. He would come to be recognized as one of the world’s greatest mil- French Revolution led France to develop
from constitutional monarchy to democratic
itary geniuses, along with Alexander the Great of Macedonia, Hannibal of despotism to the Napoleonic empire.
Carthage, and Julius Caesar of Rome. In only four years, from 1795 to 1799, 10.2.5 Discuss how nationalism spread across
Napoleon rose from a relatively obscure position as an officer in the French Europe with Napoleon but was repressed
for a generation under the Congress of
army to become master of France. Vienna and Concert of Europe until the
Revolutions of 1848.
230 Chapter 7
Page 3 of 5
PRIMARY SOURCE
Soldiers! I am pleased with you. On the day of Austerlitz,
you justified everything that I was expecting of [you]. . . .
In less than four hours, an army of 100,000 men,
commanded by the emperors of Russia and Austria, was
cut up and dispersed. . . . 120 pieces of artillery, 20 generals, and
more than 30,000 men taken prisoner—such are the results of this day
which will forever be famous. . . . And it will be enough for you to say,
“I was at Austerlitz,” to hear the reply: “There is a brave man!”
NAPOLEON, quoted in Napoleon by André Castelot
Page 4 of 5
24°E
W
8°W
16°E
16°
British blockade
0°
KINGDOM
OF KINGDOM
DENMARK OF Moscow
SWEDEN (1812)
AND Baltic Borodino
N o r t h NORWAY (1812)
UNITED KINGDOM Sea
Sea REP. OF
OF GREAT BRITAIN DANZIG
Neman R.
50°
N AND IRELAND Friedland (1807)
SSIA RUSSIAN
PRU
London Elb
eR
.
Berlin
EMPIRE
GRAND DUCHY
Brussels CONFEDERATION OF
ATLANTIC Amiens OF Leipzig (1813) WARSAW
Jena (1806)
Paris THE Austerlitz (1805)
OCEAN Versailles Seine
RHINE
R.
R.
i ne
Ulm (1805)
AUSTRIAN
Rh
Wagram (1809)
Loi
Aspern (1809)
re R
F
HELVETIC Vienna
EMPIRE
R
La Coruña (1809)
REPUBLIC
E
N
42° Milan KINGDOM
N C
H OF ITALY
IL OV d r
PR
Eb
LY IN i a
Vitoria
AL
Po R.
r E e R.
RI CE t i
(1813)
ub
UG
Marseille
o
M
AN S c S
D an Black Sea
R.
Talavera P
RT
Ta g
us R. CORSICA MONTENEGRO
Rome
ea
British fleet
Bagrati
s
Lanne
French and
Spanish fleet French forces
Allied Russian, Prussian,
tte
Austerlitz
rna
French thrust
t
wra
Be
Nelson Plateau
Soult
NAPOLEON
Álava (About 70,000 troops)
rov
C
ch
0 2 Miles
Goldba
t
vou
Da
0 4 Kilometers
232 Chapter 7
Page 5 of 5
In time, Napoleon’s battlefield successes forced the rulers of Austria, Prussia, and
Russia to sign peace treaties. These successes also enabled him to build the largest
European empire since that of the Romans. France’s only major enemy left unde-
feated was the great naval power, Britain.
The Battle of Trafalgar In his drive for a European empire, Napoleon lost only
one major battle, the Battle of Trafalgar (truh•FAL•guhr). This naval defeat, how-
ever, was more important than all of his victories on land. The battle took place in
1805 off the southwest coast of Spain. The British commander, Horatio Nelson,
was as brilliant in warfare at sea as Napoleon was in warfare on land. In a bold
maneuver, he split the larger French fleet, capturing many ships. (See the map inset
on the opposite page.)
The destruction of the French fleet had two major results. First, it ensured the
supremacy of the British navy for the next 100 years. Second, it forced Napoleon
to give up his plans of invading Britain. He had to look for another way to control
his powerful enemy across the English Channel. Eventually, Napoleon’s extrava-
gant efforts to crush Britain would lead to his own undoing.
The French Empire During the first decade of the 1800s, Napoleon’s victories
had given him mastery over most of Europe. By 1812, the only areas of Europe free
from Napoleon’s control were Britain, Portugal, Sweden, and the Ottoman Empire.
In addition to the lands of the French Empire, Napoleon also controlled numerous
supposedly independent countries. (See the map on the opposite page.) These
included Spain, the Grand Duchy of Warsaw, and a number of German kingdoms
in Central Europe. The rulers of these countries were Napoleon’s puppets; some, in
fact, were members of his family. Furthermore, the powerful countries of Russia,
Drawing Prussia, and Austria were loosely attached to Napoleon’s empire through alliances.
Conclusions Although not totally under Napoleon’s control, they were easily manipulated by
By 1805, how threats of military action.
successful had
Napoleon been in
The French Empire was huge but unstable. Napoleon was able to maintain it at
his efforts to build its greatest extent for only five years—from 1807 to 1812. Then it quickly fell to
an empire? pieces. Its sudden collapse was caused in part by Napoleon’s actions.
SECTION 3 ASSESSMENT
TERMS & NAMES 1. For each term or name, write a sentence explaining its significance.
• Napoleon Bonaparte • coup d’état • plebiscite • lycée • concordat • Napoleonic Code • Battle of Trafalgar
CALIFORNIA STANDARDS SETTING THE STAGE Napoleon worried about what would happen to his vast
10.2.4 Explain how the ideology of the
empire after his death. He feared it would fall apart unless he had an undisputed
French Revolution led France to develop heir. His wife, Josephine, had failed to bear him a child. He, therefore, divorced
from constitutional monarchy to democratic
despotism to the Napoleonic empire.
her and formed an alliance with the Austrian royal family by marrying Marie
CST 1 Students compare the present with Louise, the grandniece of Marie Antoinette. In 1811, Marie Louise gave birth to
the past, evaluating the consequences of a son, Napoleon II, whom Napoleon named king of Rome.
past events and decisions and determining
the lessons that were learned.
CST 3 Students use a variety of maps and
documents to interpret human movement,
Napoleon’s Costly Mistakes
including major patterns of domestic and Napoleon’s own personality proved to be the greatest danger to the future of his
international migration, changing environ- empire. His desire for power had raised him to great heights, and the same love
mental preferences and settlement patterns,
the frictions that develop between popula- of power led him to his doom. In his efforts to extend the French Empire and
tion groups, and the diffusion of ideas, crush Great Britain, Napoleon made three disastrous mistakes.
technological innovations, and goods.
CST 4 Students relate current events to the The Continental System In November 1806, Napoleon set up a blockade—a
physical and human characteristics of forcible closing of ports—to prevent all trade and communication between Great
places and regions.
HI 1 Students show the connections, causal
Britain and other European nations. Napoleon called this policy the Continental
and otherwise, between particular histori- System as it would make continental Europe more self-sufficient. He also
cal events and larger social, economic, and
political trends and developments.
intended it to destroy Great Britain’s commercial and
industrial economy.
Napoleon’s blockade, however, was not nearly tight
TAKING NOTES enough. Aided by the British, smugglers managed to
Recognizing Effects bring cargo from Britain into Europe. At times,
Use a chart to identify Napoleon’s allies also disregarded the blockade. Even
Napoleon’s three members of his family defied the policy, including his
mistakes and the
impact they had on
brother, Louis, whom he had made king of Holland.
the French Empire. While the blockade weakened British trade, it did not
destroy it. In addition, Britain responded with its own
Napoleon's Effect on blockade. The stronger British navy was better able
Mistakes Empire to make their blockade work.
To enforce the blockade, the British navy
stopped neutral ships bound for the continent and
forced them to sail to a British port to be searched
and taxed. American ships were among those ▲ “Little Johnny Bull”—Great
stopped by the British navy. Angered, the U.S. Britain—waves a sword at
Napoleon as the emperor
234 Chapter 7 straddles the globe.
Page 2 of 4
Congress declared war on Britain in 1812. Even though the War of 1812 lasted two
years, it was only a minor inconvenience to Britain in its struggle with Napoleon.
The Peninsular War In 1808, Napoleon made a second costly mistake. In an
effort to get Portugal to accept the Continental System, he sent an invasion force
through Spain. The Spanish people protested this action. In response, Napoleon
removed the Spanish king and put his own brother, Joseph, on the throne. This out-
raged the Spanish people and inflamed their nationalistic feelings. The Spanish,
who were devoutly Catholic, also worried that Napoleon would attack the Church.
They had seen how the French Revolution had weakened the Catholic Church in
France, and they feared that the same thing would happen to the Church in Spain.
For six years, bands of Spanish peasant fighters, known as guerrillas, struck at
French armies in Spain. The guerrillas were not an army that Napoleon could
defeat in open battle. Rather, they worked in small groups that ambushed French
troops and then fled into hiding. The British added to the French troubles by send-
ing troops to aid the Spanish. Napoleon lost about 300,000 men during this
Peninsular War—so called because Spain lies on the Iberian Peninsula. These
losses weakened the French Empire.
In Spain and elsewhere, nationalism, or loyalty to one’s own country, was
becoming a powerful weapon against Napoleon. People who had at first welcomed
Recognizing the French as their liberators now felt abused by a foreign conqueror. Like the
Effects Spanish guerrillas, Germans and Italians and other conquered peoples turned
How could the against the French.
growing feelings of
The Invasion of Russia Napoleon’s most disastrous mistake of all came in 1812.
nationalism in
European countries Even though Alexander I had become Napoleon’s ally, the Russian czar refused to
hurt Napoleon? stop selling grain to Britain. In addition, the French and Russian rulers suspected
each other of having competing designs on Poland. Because of this breakdown in ▼ Francisco
their alliance, Napoleon decided to invade Russia. Goya’s painting
In June 1812, Napoleon and his Grand Army of more than 420,000 soldiers The Third of May,
1808 shows a
marched into Russia. As Napoleon advanced, Alexander pulled back his troops,
French firing squad
refusing to be lured into an unequal battle. On this retreat, the Russians practiced executing Spanish
a scorched-earth policy. This involved burning grain fields and slaughtering live- peasants sus-
stock so as to leave nothing for the enemy to eat. pected of being
guerrillas.
235
Page 3 of 4
D n ieper Rive
November 1812 for the czar, the 100,000
PRUSSIA
Molodechno Borisov 24,000 march on, abandoning through the cruel Russia winter.
their wounded.
iver
r
GRAND Dec. 6, 1812
Troops march for Minsk 37,000
B e r ez
DUCHY
OF the Neman River.
i na
On September 7, 1812, the two armies finally clashed in the Battle of Borodino.
(See the map on this page.) After several hours of indecisive fighting, the Russians
fell back, allowing Napoleon to move on Moscow. When Napoleon entered Moscow
seven days later, the city was in flames. Rather than surrender Russia’s “holy city” to
the French, Alexander had destroyed it. Napoleon stayed in the ruined city until the
middle of October, when he decided to turn back toward France.
As the snows—and the temperature—began to fall in early November, Russian
raiders mercilessly attacked Napoleon’s ragged, retreating army. Many soldiers
were killed in these clashes or died of their wounds. Still more dropped in their
tracks from exhaustion, hunger, and cold. Finally, in the middle of December, the
last survivors straggled out of Russia. The retreat from Moscow had devastated the
Grand Army—only 10,000 soldiers were left to fight.
Napoleon’s Downfall
Napoleon’s enemies were quick to take advantage of his weakness. Britain, Russia,
Prussia, and Sweden joined forces against him. Austria also declared war on
Napoleon, despite his marriage to Marie Louise. All of the main powers of Europe
were now at war with France.
Napoleon Suffers Defeat In only a few months, Napoleon managed to raise
another army. However, most of his troops were untrained and ill prepared for bat-
tle. He faced the allied armies of the European powers outside the German city of
Leipzig (LYP•sihg) in October 1813. The allied forces easily defeated his inexpe-
rienced army and French resistance crumbled quickly. By January of 1814, the
allied armies were pushing steadily toward Paris. Some two months later, King
236 Chapter 7
Page 4 of 4
Frederick William III of Prussia and Czar Alexander I of Russia led their
troops in a triumphant parade through the French capital.
Napoleon wanted to fight on, but his generals refused. In April 1814, he
accepted the terms of surrender and gave up his throne. The victors gave Napoleon
a small pension and exiled, or banished, him to Elba, a tiny island off the Italian
coast. The allies expected no further trouble from Napoleon, but they were wrong.
The Hundred Days Louis XVI’s brother assumed the throne as Louis XVIII. (The
executed king’s son, Louis XVII, had died in prison in 1795.) However, the new
king quickly became unpopular among his subjects, especially the peasants. They
suspected him of wanting to undo the Revolution’s land reforms.
The news of Louis’s troubles was all the incentive Napoleon needed to try to
regain power. He escaped from Elba and, on March 1, 1815, landed in France. Joyous
Analyzing Motives crowds welcomed him on the march to Paris. And thousands of volunteers swelled
Why do you the ranks of his army. Within days, Napoleon was again emperor of France.
think the French In response, the European allies quickly marshaled their armies. The British
people welcomed
army, led by the Duke of Wellington, prepared for battle near the village of
back Napoleon so
eagerly? Waterloo in Belgium. On June 18, 1815, Napoleon attacked. The British army
defended its ground all day. Late in the afternoon, the Prussian army arrived.
Together, the British and the Prussian forces attacked the French. Two days later,
Napoleon’s exhausted troops gave way, and the British and Prussian forces chased
them from the field.
▲ British soldiers
This defeat ended Napoleon’s last bid for power, called the Hundred Days.
who fought at the
Taking no chances this time, the British shipped Napoleon to St. Helena, a remote battle of Waterloo
island in the South Atlantic. There, he lived in lonely exile for six years, writing his received this medal.
memoirs. He died in 1821 of a stomach ailment, perhaps cancer.
Without doubt, Napoleon was a military genius and a brilliant administrator. Yet
all his victories and other achievements must be measured against the millions of
lives that were lost in his wars. The French writer Alexis de Tocqueville summed
up Napoleon’s character by saying, “He was as great as a man can be without
virtue.” Napoleon’s defeat opened the door for the freed European countries to
establish a new order.
SECTION 4 ASSESSMENT
TERMS & NAMES 1. For each term or name, write a sentence explaining its significance.
• blockade • Continental System • guerrilla • Peninsular War • scorched-earth policy • Waterloo • Hundred Days
POWER AND AUTHORITY After International bodies such as the • Congress of • legitimacy
exiling Napoleon, European United Nations play an active Vienna • Holy Alliance
leaders at the Congress of role in trying to maintain world • Klemens von • Concert of
Vienna tried to restore order peace and stability today. Metternich Europe
and reestablish peace. • balance of power
CALIFORNIA STANDARDS SETTING THE STAGE European heads of government were looking to
10.2.5 Discuss how nationalism spread across
establish long-lasting peace and stability on the continent after the defeat of
Europe with Napoleon but was repressed Napoleon. They had a goal of the new European order—one of collective secu-
for a generation under the Congress of
Vienna and Concert of Europe until the
rity and stability for the entire continent. A series of meetings in Vienna, known
Revolutions of 1848. as the Congress of Vienna, were called to set up policies to achieve this goal.
10.9.8 Discuss the establishment and work of Originally, the Congress of Vienna was scheduled to last for four weeks. Instead,
the United Nations and the purposes and
functions of the Warsaw Pact, SEATO, NATO, it went on for eight months.
and the Organization of American States.
CST 1 Students compare the present with
the past, evaluating the consequences of Metternich’s Plan for Europe
past events and decisions and determining Most of the decisions made in Vienna during the winter of 1814–1815 were
the lessons that were learned.
CST 3 Students use a variety of maps and
made in secret among representatives of the five “great powers”—Russia,
documents to interpret human movement, Prussia, Austria, Great Britain, and France. By far the most influential of these
including major patterns of domestic and
international migration, changing environ-
representatives was the foreign minister of Austria, Prince Klemens von
mental preferences and settlement patterns, Metternich (MEHT•uhr•nihk).
the frictions that develop between popula-
tion groups, and the diffusion of ideas,
Metternich distrusted the democratic ideals of the French Revolution. Like
technological innovations, and goods. most other European aristocrats, he felt that Napoleon’s behavior had been a nat-
ural outcome of experiments with democracy. Metternich wanted to keep things
as they were and remarked, “The first and greatest concern for the immense
majority of every nation is the stability of laws—never their change.” Metternich
TAKING NOTES
had three goals at the Congress of Vienna. First, he wanted to prevent future
Recognizing Effects
Use a chart to show French aggression by surrounding France with strong countries. Second, he
howw the three goals wanted to restore a balance of power, so that no country would be a threat to
of Metternich’s plan at others. Third, he wanted to restore Europe’s royal families to the thrones they had
the Congress of Vienna
held before Napoleon’s conquests.
solved a political
problem. The Containment of France The Congress took the following steps to make
the weak countries around France stronger:
Metternich's Plan • The former Austrian Netherlands and Dutch Republic were united to form the
Problem Solution
Kingdom of the Netherlands.
• A group of 39 German states were loosely joined as the newly created
German Confederation, dominated by Austria.
• Switzerland was recognized as an independent nation.
• The Kingdom of Sardinia in Italy was strengthened by the addition of
Genoa.
238 Chapter 7
Page 2 of 4
These changes enabled the countries of Europe to contain France and prevent it ▲ Delegates at the
from overpowering weaker nations. (See the map on page 240.) Congress of Vienna
study a map of
Balance of Power Although the leaders of Europe wanted to weaken France, they Europe.
did not want to leave it powerless. If they severely punished France, they might
encourage the French to take revenge. If they broke up France, then another coun-
try might become so strong that it would threaten them all. Thus, the victorious
powers did not exact a great price from the defeated nation. As a result, France
remained a major but diminished European power. Also, no country in Europe
could easily overpower another.
Legitimacy The great powers affirmed the principle of legitimacy—agreeing that
as many as possible of the rulers whom Napoleon had driven from their thrones be
restored to power. The ruling families of France, Spain, and several states in Italy
and Central Europe regained their thrones. The participants in the Congress of
Vienna believed that the return of the former monarchs would stabilize political
relations among the nations.
The Congress of Vienna was a political triumph in many ways. For the first time,
the nations of an entire continent had cooperated to control political affairs. The
settlements they agreed upon were fair enough that no country was left bearing a
grudge. Therefore, the Congress did not sow the seeds of future wars. In that sense,
it was more successful than many other peace meetings in history.
Drawing By agreeing to come to one another’s aid in case of threats to peace, the
Conclusions
European nations had temporarily ensured that there would be a balance of power
In what ways
was the Congress
on the continent. The Congress of Vienna, then, created a time of peace in Europe.
of Vienna a It was a lasting peace. None of the five great powers waged war on one another for
success? nearly 40 years, when Britain and France fought Russia in the Crimean War.
8°E
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SICILY TWO SICILIES
Conservative Europe The rulers of Europe were very nervous about the legacy of
the French Revolution. They worried that the ideals of liberty, equality, and frater-
nity might encourage revolutions elsewhere. Late in 1815, Czar Alexander I,
Emperor Francis I of Austria, and King Frederick William III of Prussia signed an
agreement called the Holy Alliance. In it, they pledged to base their relations with
other nations on Christian principles in order to combat the forces of revolution.
Finally, a series of alliances devised by Metternich, called the Concert of Europe,
ensured that nations would help one another if any revolutions broke out.
Across Europe, conservatives held firm control of the governments, but they
could not contain the ideas that had emerged during the French Revolution. France
after 1815 was deeply divided politically. Conservatives were happy with the
monarchy of Louis XVIII and were determined to make it last. Liberals, however,
wanted the king to share more power with the legislature. And many people in the
lower classes remained committed to the ideals of liberty, equality, and fraternity.
Making
Similarly, in other countries there was an explosive mixture of ideas and factions Inferences
that would contribute directly to revolutions in 1830 and 1848. What seeds of
Despite their efforts to undo the French Revolution, the leaders at the Congress of democracy had
Vienna could not turn back the clock. The Revolution had given Europe its first been sown by the
French Revolution?
experiment in democratic government. Although the experiment had failed, it had set
new political ideas in motion. The major political upheavals of the early 1800s had
their roots in the French Revolution.
Revolution in Latin America The actions of the Congress of Vienna had conse-
quences far beyond events in Europe. When Napoleon deposed the king of Spain
during the Peninsular War, liberal Creoles (colonists born in Spanish America)
240 Chapter 7
Page 4 of 4
SECTION 5 ASSESSMENT
TERMS & NAMES 1. For each term or name, write a sentence explaining its significance.
• Congress of Vienna • Klemens von Metternich • balance of power • legitimacy • Holy Alliance • Concert of Europe
Chapter 7 Assessment
TERMS & NAMES
For each term or name below, briefly explain its connection to the French
Revolution or the rise and fall of Napoleon.
The French Revolution 1. estate 5. coup d’état
and Napoleon 2. Great Fear 6. Napoleonic Code
3. guillotine 7. Waterloo
Long-Term Causes
4. Maximilien Robespierre 8. Congress of Vienna
• Social and economic injustices of the
Old Regime
• Enlightenment ideas—liberty and equality MAIN IDEAS
• Example furnished by the American The French Revolution Begins Section 1 (pages 217–221)
Revolution 9. Why were the members of the Third Estate dissatisfied with their way
of life under the Old Regime? (10.2.4)
10. Why was the fall of the Bastille important to the French people? (10.2.4)
Immediate Causes
Revolution Brings Reform and Terror Section 2 (pages 222–228)
• Economic crisis—famine and government debt 11. What political reforms resulted from the French Revolution? (10.2.4)
• Weak leadership 12. What was the Reign of Terror, and how did it end? (10.2.4)
• Discontent of the Third Estate
Napoleon Forges an Empire Section 3 (pages 229–233)
13. What reforms did Napoleon introduce? (10.2.5)
Revolution 14. What steps did Napoleon take to create an empire in Europe? (10.2.4)
Napoleon’s Empire Collapses Section 4 (pages 234–237)
• Fall of the Bastille
15. What factors led to Napoleon’s defeat in Russia? (10.2.4)
• National Assembly
16. Why were the European allies able to defeat Napoleon in 1814 and
• Declaration of the
again in 1815? (10.2.4)
Rights of Man and
of the Citizen and The Congress of Vienna Section 5 (pages 238–241)
a new constitution 17. What were Metternich’s three goals at the Congress of Vienna? (10.2.5)
18. How did the Congress of Vienna ensure peace in Europe? (10.2.5)
CRITICAL THINKING
Immediate Effects 1. USING YOUR
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4. RECOGNIZING EFFECTS
POWER AND AUTHORITY How did the Congress of Vienna affect power and
authority in European countries after Napoleon’s defeat? Consider who held
power in the countries and the power of the countries themselves. (10.2.5)
242 Chapter 7
Page 2 of 2
Use the excerpt—from the South American liberator Simón Use the map, which shows Great Britain and the French
Bolívar, whose country considered giving refuge to Empire in 1810, and your knowledge of world history to
Napoleon after Waterloo—and your knowledge of world answer question 3.
history to answer questions 1 and 2.
Additional Test Practice, pp. S1–S33 Great Britain and France, 1810
8°E
0°
8°W
GREAT North
BRITAIN Sea
If South America is struck by the thunderbolt of 50°N London
Bonaparte’s arrival, misfortune will ever be ours if our
En g l i s h C h a n n e l Brussels
country accords him a friendly reception. His thirst for Amiens
conquest is insatiable [cannot be satisfied]; he has mowed Paris
Versailles
down the flower of European youth . . . in order to carry
ATLANTIC
out his ambitious projects. The same designs will bring
OCEAN FRENCH
him to the New World. EMPIRE
SIMÓN BOLÍVAR L P S
A
P Y
0 100 Miles R E N
E ES
1. In Bolívar’s opinion, if his country gave Napoleon a friendly
0 200 Kilometers
reception, it would (10.2.4)
Mediterranean Sea
A. be beset by misfortune.
B. become a great power in South America. 3. What geographical barrier helped to protect Britain
from an invasion by Napoleon? (10.2.4)
C. become a part of the French Empire.
A. Mediterranean Sea C. Alps
D. be attacked by the United States.
B. English Channel D. Pyrenees
2. Which of the following gives Bolívar’s view of Napoleon? (10.2.4)
A. His desire for power cannot be satisfied.
B. He is not ambitious.
TEST PRACTICE Go to classzone.com
C. He cares for the lives of others.
• Diagnostic tests • Strategies
D. He does not want to come to the New World.
• Tutorials • Additional practice
ALTERNATIVE ASSESSMENT
1. Interact with History (10.2.4)
NetExplorations: The French Revolution (Writing 2.6.b)
On page 216, you considered how to bring about change in the
French government in the late 1700s. Now that you have read Go to NetExplorations at classzone.com to learn more about
the chapter, reevaluate your thoughts on how to change an the French Revolution. Then plan a virtual field trip to sites in
unjust government. Was violent revolution justified? effective? France related to the revolution. Be sure to include sites
Would you have advised different actions? Discuss your outside Paris. Begin your research by exploring the Web sites
opinions with a small group. recommended at NetExplorations. Include the following in
your field trip plan:
2. WRITING ABOUT HISTORY (Writing 2.1.c) • a one-paragraph description of each site and the events that
Imagine that you lived in Paris throughout the French happened there
Revolution. Write journal entries on several of the major • specific buildings, statues, or other items to view at each site
events of the Revolution. Include the following events:
• documents and other readings to help visitors prepare for
• the storming of the Bastille each stop on the field trip
• the women’s march on Versailles • topics to discuss at each site
• the trial of Louis XVI • a list of Web sites used to create your virtual field trip
• the Reign of Terror
• the rise of Napoleon
INDUSTRIAL
2. SPREAD
REVOLUTION
3. EFFECTS
WHAT IS
INDUSTRIALIZATION?
INDUSTRIALIZATION
• Industrialization is the process of developing industries
that use machines to produce goods.
• This process not only revolutionizes a country’s
economy, it also transforms social conditions and
class structures.
A. AGRICULTURAL
REVOLUTION
1. BEGINNING
OF THE
INDUSTRIAL
REVOLUTION
AGRICULTURAL
REVOLUTION
ENCLOSURES
SPREAD OF
INDUSTRIAL
REVOLUTION
INDUSTRIAL DEVELOPMENT IN THE UNITED STATES
SPREAD OF
INDUSTRIAL 2. BELGIUM
REVOLUTION
SPREAD IN EUROPE
• European businesses yearned to adopt the “British
miracle,” the result of Britain’s profitable new
methods of manufacturing goods.
INDUSTRIAL DEVELOPMENT IN BELGIUM
• Much like Slater, a Lancashire carpenter named William
Cockerill illegally made his way to Belgium in 1799.
• He carried secret plans for building spinning machinery.
• His son John eventually built an enormous industrial
enterprise in eastern Belgium.
• It produced a variety of mechanical equipment, including
steam engines and railway locomotives.
1. UNITED STATES
SPREAD OF
INDUSTRIAL 2. BELGIUM
REVOLUTION
3. GERMANY
INDUSTRIAL DEVELOPMENT IN GERMANY
EFFECTS OF
INDUSTRIAL
REVOLUTION
• For centuries, most Europeans had lived in rural areas.
• After 1800, the balance shifted toward cities.
• This shift was caused by the growth of the factory system,
where the manufacturing of goods was concentrated in a
central location.
• Most of Europe’s urban areas at least doubled in
population; some even quadrupled.
• This period was one of urbanization—city building and
the movement of people to cities.
LIVING CONDITIONS
• Because England’s cities grew rapidly, they had NO
development plans, sanitary codes, or building codes.
• Moreover, they lacked (1) adequate housing, (2) education,
and (3) police protection for the people who poured in
from the countryside to seek jobs.
• Most of the unpaved streets had NO drains, and garbage
collected in heaps on them.
LIVING CONDITIONS
• Workers lived in dark, dirty shelters, with whole families
crowding into one bedroom.
• Sickness was widespread. Epidemics of the deadly
disease cholera regularly swept through the slums of Great
Britain’s industrial cities.
• In 1842, a British government study showed an average life
span to be 17 years for working-class people in one large
city, compared with 38 years in a nearby rural area.
WORKING CONDITIONS
• To increase production, factory owners wanted to keep
their machines running as many hours as possible.
• As a result, the average worker spent 14 hours a day
at the job, 6 days a week.
• Work did NOT change with the seasons, as it did on
the farm.
WORKING CONDITIONS
• Industry also posed new dangers for workers.
• Factories were seldom well lit or clean.
• Machines injured workers.
• And there was no government program to provide aid
in case of injury.
WORKING CONDITIONS
• The most dangerous conditions of all were found in coal
mines.
• Frequent accidents, damp conditions, and the constant
breathing of coal dust made the average miner’s life span
ten years shorter than that of other workers.
• Many women and children were employed in the mining
industry because they were the cheapest source of labor.
1. WORKING AND LIVING
CONDITIONS
EFFECTS OF
2. NEW ECONOMIC
INDUSTRIAL THEORIES
REVOLUTION
NEW ECONOMIC THEORIES DEVELOPED
THEORY PHILOSOPHER
LAISSEZ-FAIRE (Capitalism) Adam Smith
POPULATION THEORY Thomas Malthus
LAW OF DIMINISHING RETURNS David Ricardo
UTILITARIANISM Jeremy Bentham
SOCIALISM Charles Fourier, et al
COMMUNISM Karl Marx, et al
1. WORKING AND LIVING
CONDITIONS
EFFECTS OF
2. NEW ECONOMIC
INDUSTRIAL THEORIES
REVOLUTION
3. RESPONSE TO
PROBLEMS
RESPONSE TO PROBLEMS
1. Abolition of slavery
• William Wilberforce led the fight for abolition
• Parliament passed a bill to end the slave trade in the
British West Indies in 1807
• After he retired from Parliament in 1825, Wilberforce
continued his fight to free the slaves. Britain finally
abolished slavery in its empire in 1833.
RESPONSE TO PROBLEMS
1. Abolition of slavery
• In the United States the movement to fulfill the
promise of the Declaration of Independence by ending
slavery grew in the early 1800s.
• The enslavement of African people finally ended in the
United States when the Union won the Civil War in
1865.
RESPONSE TO PROBLEMS
2. The Fight for Women’s Rights
• Women factory workers usually made only one-third as
much money as men did
• In Britain, some women served as safety inspectors in
factories where other women worked.
• In the United States, college-educated women like Jane
Addams ran settlement houses. These community centers
served the poor residents of slum neighborhoods.
RESPONSE TO PROBLEMS
2. The Fight for Women’s Rights
• Women activists around the world joined to found the
International Council for Women in 1888.
• Delegates and observers from 27 countries attended
the council’s 1899 meeting
RESPONSE TO PROBLEMS
3. Free public education for all children
• initiated by Horace Mann of Massachusetts
• spent his childhood working at labor
• “If we do not prepare children to become good citizens . . . if we
do not enrich their minds with knowledge, then our republic must
go down to destruction.”
RESPONSE TO PROBLEMS
4. Prison reform
• French writer Alexis de Tocqueville had contrasted the
brutal conditions in American prisons to the “extended
liberty” of American society.
• Those who sought to reform prisons emphasized the
goal of providing prisoners with the means to lead to
useful lives upon release
4. POLITICAL CHANGE
EFFECTS OF
INDUSTRIAL
REVOLUTION
Factory workers faced long hours, dirty and dangerous
working conditions, and the threat of being laid off.
By the 1800s, working people became more active in
politics. To press for reforms, workers joined together
in voluntary labor associations called unions.
• A union spoke for all the workers in a particular
trade.
• Unions engaged in collective bargaining negotiations
between workers and their employers.
• The bargained for better working conditions and
higher pay.
• If factory owners refused these demands, union
members could strike, or refuse to work.
• Skilled workers led the way in forming unions because
their special skills gave them extra bargaining power.
• Management would have trouble replacing such skilled
workers as carpenters, printers, and spinners.
• Eventually, reformers and unions forced political
leaders to look into the abuses caused by
industrialization.
• Parliament passed the Factory Act of 1833.
• The new law made it illegal to hire children under 9
years old.
• Children from the ages of 9 to 12 could not work more
than 8 hours a day.
• Young people from 13 to 17 could not work more than
12 hours.
• In 1842, the Mines Act prevented women and children
from working underground.
• The Ten Hours Act of 1847 limited the workday to
ten hours for women and children who worked in
factories
• In 1904, a group of progressive reformers organized
the National Child Labor Committee to end child
labor.
Unit 9
Industrial Revolution
Agricultural Revolution
• Agricultural Revolution led to the Industrial Revolution in
three ways:
▫ Increased food supplies
▫ Contributed to population growth
▫ Caused farmers to lose land and seek other work
• Crop rotation—switching crops each year to avoid depleting
the soil
▫ Increased crop yields= increased nutrients in the soil
Railroads
• Four major effects of the invention and perfection of the
locomotive:
▫ Railroads spur industrial growth by giving
manufacturers a cheap way to transport materials and
finished products
▫ Create jobs (railroad and mine workers)
▫ Offered cheap transportation for materials and good
▫ People move to cities- travel is made easier
Section 2: Industrialization
Domestic System to Factories
• Cottage/Domestic System
▫ Before factories, the manufacture of products like
textiles was done at home and on a small scale
▫ Workers made products in their own homes with
materials supplied by entrepreneurs
▫ Problems: people tended to work in spurts, lack of
standardization
• Factory Work
▫ Factories pay more than farms, spur demand for more
expensive goods
Industrial Cities
• Urbanization—city-building and movement of people to cities
• The main cause of urbanization was industrialization
• Growing population provides work force, market for factory
goods
2
Living Conditions in the Industrial Revolution
• Sickness was widespread; epidemics, like cholera, sweep urban
slums
• Life expectancy of the average worker dropped as a result of
the Industrial Revolution
▫ Illness caused by unhealthy living conditions
contributed to the shorter life span
▫ Average age only 17 in some cities
• Cities also do not have adequate housing, education, police
protection
Population Increases
• A larger population made possible by greater agricultural
production and improved medicine provided plenty of workers
for the new industries, so many in fact that wages fell
• When one group demanded a wage hike, employers could find
others willing to work
Working Conditions
• Average work day is 14 hours for 6 days a week, year round
• Dirty, poorly lit factories injure workers
• Many coal miners killed by coal dust
Manchester Industrialization
• Factories employed young children, especially orphans
▫ Children as young as 6 work in factories; many are
injured
• 1819 Factory Act= restricts working age, hours
• Factory pollution fouls air, poisons river
• Nevertheless, Manchester produces consumer goods and
creates wealth
3
The Luddites: 1811-1816
• The Luddites were a social movement of English textile
artisans
• Protested — often by destroying textile machines — against
the changes produced by the Industrial Revolution that
threatened their livelihood
4
Continental Europe Industrializes- Germany
• Germany was politically divided in the early 1800s
▫ Scattered resources hampered countrywide
industrialization
▫ Instead, pockets of industrialization appeared
• Germany built railroads that linked its growing manufacturing
cities
• Germany’s economic strength spurred its ability to develop as
a military power
Foreign Trade
• The industrial revolution stimulated foreign trade
• As more goods were produced than could be consumed on
home markets, countries became more aggressive in finding
markets overseas
• Led to the search for formal and informal colonial holdings- a
new imperialism
5
Section 4: Reforming the Industrial World
Laissez-faire Economics
• Laissez faire—economic policy of the government not
interfering with businesses
▫ Owners of industry set working conditions- no gov’t
interference
• Adam Smith—defender of free markets, author of The Wealth
of Nations
• Laissez-faire economics influenced early industrialists by
arguing that a free-market economy is governed by natural
laws, not government regulations
▫ Economic natural laws—self-interest, competition,
supply and demand
• In a free-market system the government will not interfere in
either domestic or international economic matters
Utilitarianism
• In contrast to laissez-faire philosophy
• Jeremy Bentham’s utilitarianism judges actions by their
usefulness
Argued that gov’t policy should promote the
greatest good for the greatest number of people-
a gov’t was only good if it promoted this goal
Socialism
• Socialism—factors of production owned by, and operated for
the people
• Sought to offset the ill effects of industrialization
• 19th century socialists argued that gov’t should actively plan
the economy rather than depend on the free-market
Marxist Socialism
• German journalist named Karl Marx introduced the world to
his brand of socialism= Marxism
▫ Associated with Communism
• Karl Marx and Frederick Engels outlined their views in a 23-
page pamphlet called The Communist Manifesto (published in
1848)
▫ Argued that human societies have always been divided
into warring classes
▫ Long term impact: in the 1900s, Marxism inspired
revolutionaries such as Russia's Lenin
6
Marxist Socialism (cont.)
• According to Marx and Engels the Industrial Revolution had
enriched the wealthy and impoverished the poor
• Communism—society where people own, share the means of
production (pure socialism)
Unionization
• Unions—associations formed by laborers to work for change
• When the trade movement began in Britain, the strike was an
illegal action taken against owners by union workers
• Collective bargaining= carried out between employers and
employees
• Union goals were higher wages, shorter hours, improved
conditions
Reform Laws
• British, U.S. laws passed to stop worst abuses of
industrialization
• 1842 Mines Act in Britain stops women, children working
underground
• In 1847, work day for women, children limited to 10 hours in
Britain
• Other reform movements included: abolition of slavery,
women's rights, public education
7
UNIT IV – THE WORLD CONFLICT
A. World War I
1. Marching Towards War
2. The Peace Settlement
B. World War II
1. Aggression Leads to War in Europe
2. Europe Falls to Axis Powers
3. Hitler’s Lightning War
4. The Holocaust
• Nationalism can serve as a unifying force within a
country.
• However, it also can cause intense competition
among nations, with each seeking to overpower the
other
—the blitzkrieg (BLIHTS•kreeg), or “lightning
war.” It involved using fast-moving airplanes
and tanks, followed by massive infantry
forces, to take enemy defenders by surprise
and quickly overwhelm them
Unit 12
World War I
Section 1: Introduction
World War I- Introduction
• World War I (WWI) was a military conflict from 1914 to 1918
• Began as a local European war between Austria-
Hungary and Serbia
• The immediate cause/first incident of WWI was the
assassination on June 28, 1914, of Archduke Francis
Ferdinand in the city of Sarajevo
• Eventually became a global war involving 32 nations
Nations Involved
• Allies and Associated Powers
• Included: Great Britain, France, Russia, and the United
States (Twenty-eight nations total)
• Central Powers
• Included: Germany, Austria-Hungary, Turkey, and
Bulgaria
Alliances
• A system of alliances that included all of the major powers of
Europe was a major factor leading to WWI
• Prior to 1914 the major powers of Europe formed alliances
with one another
• Triple Entente= Britain, France, and Russia
• Triple Alliance= Germany, Austria-Hungary, (and
later) Turkey (the Ottoman Empire), Italy
• A dispute between any two powers of these rival groups
could draw all the major nations of Europe into war
1
Section 2: The Great War Begins
First Incident of World War I
• Background: Bosnia and Herzegovina had been annexed by
Austria-Hungary in 1908; Serbian nationalists believed these
areas should become part of the newly independent Serbian
nation
• Archduke Franz Ferdinand was the nephew of the Austro-
Hungarian Emperor Franz Josef and the heir to the Austro-
Hungarian Empire
• On June 28, 1914 the Archduke and his wife were in the
Bosnian city of Sarajevo to inspect the imperial armed forces in
Bosnia and Herzegovina
Ferdinand’s Assassination
• Ferdinand and Sophie were touring Sarajevo in an open car
when a Serbian nationalist threw a bomb at their car; the
Archduke was not injured, but one of his officers + members of
the crowd were hurt
• On the way to visit the injured officer, the archduke and his
wife were shot and killed in their open car by 19-year-old
Gavrilo Princip
• Princip was a member of a Serbian nationalist group called the
Black Hand
• The direct participation of the Serbian government was
not proven but was highly likely
2
War Spreads
• Schlieffen Plan= Germany planned a quick attack and defeat of
France, which could mobilize faster than Russia, then a
movement of troops to the Eastern front in order to fight
against Russia which Germany believed would be slower to
mobilize for war
• August 4= To invade France at an advantageous position,
Germany had to march through Belgium which had declared
itself a neutral country in the war; Great Britain declared war
on Germany officially over the violation of Belgian neutrality
• By August 4, 1914 all of the major powers of Europe were at
war
3
Trench Warfare
• After the First Battle of the Marne the war on the Western
Front settled into a stalemate with the use of trench warfare
• Trench warfare= soldiers fought each other from an
extensive system of trenches; armies traded huge losses of
human life for small land gains
• Intended purpose of trench warfare was to protect
soldiers from enemy gun fire on the front lines
• Most military leaders were under the illusion that larger
numbers of troops would allow them to get their troops
beyond the enemy trenches and gain a quick victory
Western Front
• The Western Front (from the Swiss border to the North Sea)
became a “terrain of death”
• The death toll reached a peak in 1916
• February= Verdun- over 300,000 losses on each side;
Germans advance only four miles
• July-November= Battle of the Somme- British attempt
to relieve the French army; more than 21,000 British
soldiers killed in a single day; British gain only five
miles
Eastern Front
• Eastern Front= Battlefield along the German and Russian
border
• War in the East was more mobile than in the West
• Russians and Serbs vs. Germans and Austro-Hungarians=
Eastern front fighting
• By 1916, Russia’s war effort was near collapse
• Russia was not extensively industrialized=
shortages of food, guns, ammunition, clothes, boots,
blankets etc. for military use
• However, the Russian army had one asset= its
numbers
• August, 1914= Battle of Tannenberg; Russians are
crushed and are forced into retreat
4
Section 4: The War Widens
American Neutrality
• U.S. official policy was to remain neutral at the outset of WWI
• Germany uses unrestricted submarine warfare- policy to sink
any ship in British waters without warning
• Germany halts the policy in 1915, after the sinking of the
Lusitania angers the U.S.
• More than 100 Americans were aboard the passenger
liner
5
Unrest at Home
• As the war dragged on people at home became restless about
the war and began to voice opposition
• Defence of the Realm Act (DORA)- passed in G.B.; allowed
public authorities to arrest dissenters as traitors; allowed
censorship
• France- Georges Clemenceau suspends basic liberties in 1917
Russian Industrialization
• Russia lagged far behind the industrial nations of western
Europe
• 1863-1900= An effort is made at rapid industrialization;
Number of factories doubles between 1863 and 1900; Russia
still lags
• Late 1800s= new plan boosts steel production; major
railway begins
• However, living and working conditions were horrendous and
workers began to organize
Vladimir Lenin
• There was a growing popularity of Marxist ideas that the
proletariat (workers) should rule and control the economy
• Bolsheviks= Marxists who favor revolution by a small
committed group
• Vladimir Lenin becomes the Bolshevik leader and agitates for
revolution and overthrow of the czar
• Early 1900s, Lenin fled to western Europe to avoid arrest by
the czarist regime
• From there he maintained contact with other Bolsheviks
6
The 1905 Revolution
• 1904/05= Russia and Japan fought for control of Korea and
Manchuria; Russia was defeated and humiliated
• Tsar Nicholas II became even more unpopular
• Government is seen to be weak and incompetent; food
shortages and unemployment were a major problem
• “Bloody Sunday,” 1905= Thousands of workers march on the
czar’s palace to demand reform; Army open fires into the
crowd, killing many
• Massacre leads to widespread unrest; Nicholas is forced to
make reforms
• The Duma, Russia’s first parliament, meets in 1906;
Czar is unwilling to share power, and dissolves the
Duma after only 10 weeks
Russia in WWI
• Heavy losses in World War I reveal the Russian government’s
weakness
• Over 15 million men joined the army; not enough
workers in factories and farms caused shortages of food
and materials
• Nicholas goes to the war front; Czarina Alexandra runs the
government
• Czarina falls under the influence of Rasputin- corrupt
“holy man”; nobles fear Rasputin’s influence, murder
him
• Army losing effectiveness; people begin to organize and strike
Revolution (1917)
• Feb 22- 20,000 steelworkers go on strike
• Feb 26- Tsar orders troops to fire on crowds- 40 killed + closes
the Duma (legislative body)
• Feb 27- Soldiers mutiny and establish the Petrograd Soviet
with workers and soldiers (refuse to disperse the crowds any
longer)
• March 15- Tsar Nicholas II abdicates his throne (as a result of
the working class women staging a massive food march in
Petrograd)
7
Bolsheviks Seize Power
• Lenin had been living in Switzerland since 1900; the Germans
arranged to have Lenin transported by train back to Russia in
April, 1917
• Once back in Russia, Lenin leads the Bolshevik resistance to
the Provisional Government
• Bolshevik promises:
• an end to the war; redistribution of all land to
the peasants; the transfer of factories and
industries from capitalists to committees of
workers; take gov’t power from the Provisional
Gov’t and give it to the soviets
• Slogans: “Peace, Land, Bread,” “Worker
Control of Production,” and “All Power to the
Soviets”
8
Peace Negotiations
• In January 1919, the delegations of twenty-seven victorious
Allied nations gathered in Paris to conclude the settlement of
WWI- the Treaty of Versailles will be produced which was the
major treaty ending WWI
• In theory, the Treaty of Versailles was to be based on the
Fourteen Points President Wilson put forward in January, 1918,
before World War I was actually over
• Wilson’s Fourteen Points were a plan for the post-WWI
world
• Major Provisions of the Fourteen Points:
• "Open covenants openly arrived at"
• Popular determinism meant letting the people decide
what form of government they wanted, where they
wanted borders drawn, etc.
• League of Nations would be created to enforce this
peace
Versailles Negotiations
Leader Position
David Lloyd-George The British Prime minister himself was a
(Great Britain) moderate, but Lloyd-George had just won
election by making a commitment to the
British people to make the Germans pay for
the war; determined to destroy the merchant
and naval power of Germany
9
Treaty of Versailles
• Allies + Germany sign a peace accord called the Treaty of
Versailles in June 1919
• Germany was forced to assume sole responsibility
for the war under the Treaty of Versailles
• created League of Nations —international
organization to keep peace (desired by President
Wilson)
• Penalties Imposed on Germany:
• a reduction in its army to 100,000 men
• a reduction in its navy
• the demilitarization of all lands along the Rhine
• Germany is forced to pay damages to allied nations
(Article 231- “War Guilt Clause”)
• League to rule German colonies until deemed ready
for independence
• United States never signs the Treaty of Versailles or joins
the League Nations due to domestic concerns; U.S. signs a
separate peace with Germany
10
Unit 14
World War II
Section 1: Introduction
Overview
• In terms of lives lost and material destruction, WWII was the most
devastating war in human history
• Began in 1939 as a European conflict between Germany and
England/France
• Widened to include most of the nations of the world
• Ended in 1945, with the U.S. and Soviet Union emerging as major world
powers
Post-WWI Problems
• France, Great Britain, and the U.S. had attained their objectives with the
Versailles Treaty which ended WWI
• Reduced Germany to a military nonentity and reorganized Europe
and the world
• However, the French and British frequently disagreed on policy in
the post-WWI period
• U.S. retreated into isolationism
Attempts at Peace
• 1920s= attempts made to stabilize peace
• 1920= establishment of the League of Nations as a forum in which nations
could settle their disputes
• 1921-22= Washington Conference, principal naval powers agreed to limit
their navies according to a fixed ratio
• 1925= Locarno Conference, produced a treaty guarantee of the German-
French boundary
• 1928= Paris Peace Pact, 63 countries, including all the great powers except
the USSR, pledged to resolve all disputes among them "by pacific means"
• The nations had agreed beforehand to exempt wars of "self-
defense"
Rise of Dictators
• 1920s-1930s= In spite of efforts at peace, worldwide economic problems
and disillusionment with western-style democratic ideas led to the rise of
totalitarian leaders in several areas of the globe
• Joseph Stalin- USSR
• Benito Mussolini- Italy
• Adolf Hitler- Germany
• Francisco Franco- Spain (took power in the late 1930s)
• Hideki Tojo (ruled in the name of Emperor Hirohito)- Japan
• Japan, Germany, and Italy would ally together to form the Axis powers in
WWII
1
Fascism in Italy
• fascism definition= a political philosophy, movement, or regime that exalts
nation and often race above the individual; stands for a centralized
autocratic government headed by a dictatorial leader, severe economic and
social regimentation, and forcible suppression of opposition
• fascism promoted extreme nationalism
Mussolini’s Rule
• Mussolini organized a paramilitary unit known as the "Black Shirts," who
terrorized political opponents and helped increase Fascist influence
• 1922- As Italy slipped into political chaos, Mussolini declared that only he
could restore order and was given authority as prime minister
• 1925- He gradually dismantled all democratic institutions and made himself
dictator, taking the title "Il Duce" ("the Leader")
• Once in power, he built up the military, creating jobs for the unemployed as
well as building the military arsenal of Italy
• Mussolini's chief ally was Adolf Hitler of Germany
Hitler in Government
• After being released from prison Hitler continued to grow the popularity of
the Nazi party
• 1932- Germany close to anarchy
• Hitler narrowly lost to the incumbent Paul von Hindenburg in the
presidential elections in April
• But, in the November elections the Nazi vote decreased to 33.1%
• 1933- A conservative group led by Franz von Papen arranged for Hitler to
enter the government in the appointed position of Chancellor
• President Hindenburg appointed Hitler chancellor making Hitler
the head of the Third Reich which was used to describe the Nazi
regime in Germany from January 30, 1933, to May 8, 1945
Consolidation of Power
• The conservatives deluded themselves in thinking they could use Hitler
for their own interests
• Within four months Hitler:
• Controlled all political groups
• Destroyed the Communist party and the labor unions
• Forced right wing parties to dissolve
• Destroyed the paramilitary organizations
• Eliminated the federal structure of the republic
Enabling Act
• February 27, 1933- fire breaks out at the Reichstag building; was set by an
unstable communist supporter named Marinus van der Lubbe
• Hitler and the Nazi used the incident to claim that Germany was under
attack from a communist conspiracy
• Hitler convinced Hindenburg to issue a decree suspending all basic rights
until the “emergency” was over; gave Nazis power to arrest/imprison
anyone
• March 23, 1933- Enabling Act= allowed the gov’t to issue laws bypassing
constitutional safeguards- Hitler no longer needed the Reichstag or
Hindenburg to approve his actions and became a dictator
• Enabling Act= allowed Hitler to gain dictatorial powers by “legal”
means
Consolidation of Power
• 1934- Hitler faced challenges within the party when Hindenburg's
deteriorating health raised the question of his succession
• Hitler survived the crisis by rallying behind himself the party leaders, the
army, and Himmler 's SS (the Schutzstaffel, or Blackshirts)
• Purpose of the SS was to use terror to enforce the policies of Nazi
Germany
• August 2, 1934- Hindenburg dies, and Hitler officially assumed the title of
Fuhrer, or supreme head of Germany
3
Persecution of Jews Begins
• Nuremberg Laws of 1935- deprived Jews of their citizenship and forbade
marriages between Jews and non-Jews
• Additional restrictive laws were passed during the next few years
• Hitler's policies resulted in a large-scale emigration of Jews,
socialists, and intellectuals from Germany
Kristallnacht
• November 9-10, 1938- Kristallnacht (“Night of broken glass“); Nazi
persecution of Jews= troops attacked Jewish homes, businesses, and
synagogues
• A German official was assassinated in Paris by a Jewish teenager
• A Nazi-led rampage against the Jews in Germany followed the
assassination
• Synagogues were burned; 7,000 Jewish businesses destroyed; 100 Jews
killed; 20,000 Jewish men sent to concentration camps
• Led to Jews being barred from all public buildings and prohibited from
owning, managing, or working in any retail store
• Jews “encouraged” to emigrate from Germany
Hitler’s Popularity
• Hitler was relatively popular among the German people for the following
reasons:
1. Alleviating economic problems caused by the Great Depression
• Hitler put people to work in armament factories and the
army, and launched a public works program similar to
Roosevelt's New Deal
• Unemployment went from 6 million in 1933 to only one
million in 1936; no other European leader could rival this
economic growth
2. His aim to restore Germany’s power among the nations of Europe
3. His threat to tear up the unpopular Versailles Treaty
Italian Aggression
• October, 1935- Italy attacked Ethiopia
• The League proved ineffectual in this conflict
• The British Mediterranean fleet could have stopped the operation
by preventing Italian soldiers from using the Suez Canal, but both
Britain and France were afraid to antagonize Mussolini
• Hitler supported the action; brought Mussolini and Hitler closer
• Ethiopian appeal to the League of Nations: "It is us today. It will
be you tomorrow."
4
Violation of the Demilitarized Zone
• March, 1936- while the Ethiopian campaign was still underway, Germany
took advantage of the confusion to march into the Rhineland, eliminating
the demilitarized zone provided for in the Treaty of Versailles
• This removed one of the most important elements of French
security and also gave Hitler a defensible frontier on the West
• Britain refused to act against Germany- viewed German occupation of
German land as reasonable
Czechoslovakia
• 1938- Hitler next turned on Czechoslovakia, which contained three million
Germans in its Sudetenland area; these Germans resented their minority
status and voted to return to Germany
• When the Czech government refused to dismember itself, Hitler moved his
army to the border
• At the Munich conference in September, 1938, Hitler demanded the
annexation of the Sudetenland, France allowed Hitler to annex the area
• Hitler pledged this all he wanted of Czechoslovakia was the
Sudetenland area, and the other powers accepted his assurances
• March, 1939- Hitler violated the promises made at the Munich conference
and absorbed the rest of Czechoslovakia by force
• Realizing the danger, Britain and France responded with a peacetime draft
and attempt negotiations with the Soviet Union
Declaration of War
• Hitler and Stalin shocked the world by signing a non-aggression pact; the
agreement gave Germany the western half of Poland and the Soviet Union
the eastern half of Poland
• This aided Hitler’s invasion of Poland
• September 1, 1939- Germany invaded Poland; this invasion of Poland
prompted Britain and France to declare war on Germany
• Axis Powers included= Germany, Italy, Japan
• Allied Powers included= Great Britain, France, Australia, Canada, New
Zealand, India, the Soviet Union, China and the United States
5
Blitzkrieg
• A new form of warfare called the "blitzkrieg" (or lightning war) was
launched
• Blitzkrieg was a sudden attack by land and air forces
• Depended on surprise and overwhelming force
• Within a few weeks, Germany had taken control of the western half of
Poland
U.S. Involvement
• United States President Franklin D. Roosevelt had given British Prime
Minister Winston Churchill a pledge to support the English war efforts with
materials and munitions
• Lend-lease= the U.S. could supply the countries fighting the Axis
powers with the necessary equipment
• U.S. sent large amounts of military aid, including $50 billion worth
of trucks, planes, and other arms, to the British and Soviets
• However, the United States was not an official participant in the conflict
Battle of Britain
• July 10, 1940 – Oct 31, 1940- Battle of Britain; air campaign by the
Germans followed by a planned invasion of Britain
• the Luftwaffe (German air force) launched a major offensive of
bombing against the military infrastructure of Britain in
preparation for an invasion
• September- Hitler attempts to break the morale of the British
people through massive bombings of British cities
• Allowed the British time to rebuild their air force; by the
end of Sept/Oct Germany has lost the battle of Britain
6
Soviet Union Invasion
• June, 1941- Germany invades Russia (operation Barbarossa); believes they
can be defeated before winter
• Italy, Hungary, Finland and Romania (cooperating politically with
Germany) declare war on Russia
• Russian Guerrilla warfare slowed the German advance; Russia
used a “scorched earth policy”
• Early winter devastated the Germans
• Soviet counter offensive drove Germans back from the outskirts of Moscow
and Leningrad in late 1941
• German defeat in Russia represented a similarity in the careers of Napoleon
and Hitler
Japanese-American Internment
• Roosevelt ordered 110,000 Japanese Americans into “relocation camps” or
internment camps beginning in 1942
• Many of Japanese descent were falsely labeled as enemies
• Like prisons, fenced in with barbed wire
• Soldiers guarded the camps with guns
• Had to sell their homes, businesses, and belongings
Anti-Semitism
• Jews had faced prejudice and discrimination for over 2,000 years
• Jews had been scapegoated for many problems
• For example, people blamed Jews for the “Black Death” that killed
thousands in Europe during the Middle Ages
• Political leaders who used anti-Semitism as a tool relied on the ideas of
racial science to portray Jews as inferior
• Nazi teachers began to apply the “principles” of racial science by measuring
skull size and nose length and recording students’ eye color and hair to
determine whether students belonged to the “Aryan race”
Containment
• By October, 1939 the Nazis aimed to contain and separate the Jewish
population by forcing them to live in areas that were designated for Jews
only, called ghettos
• Ghettos were established across all of Nazi occupied Europe, especially in
areas where there was already a large Jewish population
• Many ghettos were closed off by barbed wire or walls and were guarded by
SS or local police
• Life in the ghettos was difficult: food was rationed; several families often
shared a small space; disease spread rapidly; heating, ventilation, and
sanitation were limited
Concentration Camps
• 1933 -1945 - Nazi Germany and its allies established more than 40,000
camps and other incarceration sites
• Most prisoners in the early concentration camps were Jews,
German Communists, Socialists, Social Democrats, Roma
(Gypsies), Jehovah's Witnesses, and political dissidents
• 1939- Einsatzgruppen were mobile killing squads made up of Nazi (SS)
units and police
• They killed Jews/camp prisoners in mass shooting actions
throughout eastern Poland and the western Soviet Union
Final Solution
• In an attempt to increase the efficiency of the killing squads mass murder
activities were moved to fixed death/extermination camps
• Death camps were the means the Nazis used to achieve the “Final
Solution”
• There were six extermination camps: Auschwitz-Birkenau, Treblinka,
Chelmno, Sobibor, Majdanek, and Belzec
• Each used gas chambers to murder the Jews; at Auschwitz prisoners were
told the gas chambers were “showers”
• Many prisoners were also shot to death
• 6 million Jews died in concentration camps; approximately 1 million died at
Auschwitz alone
Liberation
• Soviet soldiers were the first to liberate camp prisoners on July 23, 1944, at
Maidanek in Poland
• British, Canadian, American, and French troops also liberated camp
prisoners
• Troops were shocked at what they saw
8
Nuremberg Trials
• Trials held for Nazi war crimes and crimes against humanity-held after
WWII
• Brought some of those responsible for the Holocaust to justice
• There were 22 Nazi criminals tried by the Allies in the International
Military Tribunal
• 12 prominent Nazis were sentenced to death
• Most claimed that they were only following orders, which was judged to be
an invalid defense
Soviet Union
• By 1943 German forces found themselves unable to gain any more land In
the Soviet Union
• However, Hitler ordered his troops to hold on to every mile of
territory they had taken
• The Soviet forces counterattacked at Stalingrad and wiped out
several German battalions
• By the end of 1943, the Soviets had begun their drive to force Germany out
of the Soviet Union
Tehran Meeting
• November, 1943- Stalin, Roosevelt, and Churchill met at Tehran (the
capital of Iran) to decide the future course of the war
• At this meeting of the “Big Three” the Allies decided to partition
postwar Germany, until it could be cleared of Nazi influence
Air War
• The main action against Germany during the fall of 1944 was in the air
• U.S. bombers hit industrial targets by day, while the German cities
crumbled under British bombing by night
• iron and steel output dropped by half between September and
December
• continued bombing of Axis oil plants severely limited the fuel that
would be available for the tanks and planes coming off the
assembly lines
Normandy
• June 6, 1944 (D-Day)- Allies land at Normandy (on the French channel
coast)
• Code name of the D-Day landing was “Operation Overlord”
• Commanders- Dwight D. Eisenhower was the Supreme Allied Commander
in charge of all forces involved in Operation Overlord; General Omar N.
Bradley (U.S.); General Miles C. Dempsey (G.B.)
9
Normandy (Cont.)
• Hitler was convinced that the Normandy landings were a diversion, and the
main assault would come north of the Seine River
• He refused to release the divisions he had there and insisted on
drawing in reinforcements from more distant areas
• The D-Day invasion was successful, and by the end of June, Eisenhower
had 850,000 men and 150,000 vehicles ashore in Normandy
• After the breakout at Normandy, Allied troops moved south and east and
liberated Paris by the end of August
• Continued to advance into Germany- by the end of April 1945 linked up
with the Soviet Union
• After Normandy, Allied troops moved south and east and liberated Paris by
the end of August; they continued to advance into Germany
Atomic Bomb
• Throughout the war, the U.S. government and the British, believing
Germany was doing the same, had maintained a massive scientific and
industrial project to develop an atomic weapon
• The chief ingredients, uranium and plutonium, had not been available in
sufficient quantity before the war in Europe ended
• The first atomic bomb was exploded in a test at Alamogordo, New Mexico,
on July 16, 1945
The Bomb
• Two more bombs had been built, and the possibility arose of using them to
convince the Japanese to surrender
• President Harry S. Truman decided to allow the bombs to be dropped
because, he said, it might save thousands of American lives by bringing the
war to the quickest possible end
• Therefore, aerial bombing of wartime Japan included the first use of an
atomic bomb
• One was dropped over Hiroshima (“Little Boy”) on August 6,
1945 the other over Nagasaki (“Fat Man”) on August 9, 1945
10
Damage
• Nagasaki and Hiroshima had not previously been bombed, and thus the
bombs' damage could be accurately assessed
• U.S. estimates put the number killed in Hiroshima at 66,000 to 78,000 and
in Nagasaki at 39,000
• Japanese estimates gave a combined total of 240,000
Japanese Surrender
• WWII was finally brought to an end by the dropping of the nuclear
bombs
• August 14, 1945- Japan announced its surrender
• the formal signing took place on September 2 in Tokyo Bay aboard
the battleship Missouri
• The Allied delegation was headed by General MacArthur, who became the
military governor of occupied Japan
11
Unit 15
Cold War-Present
Section 1: Introduction
Cold War Definition
• A cold war in general is a state of political hostility between
countries characterized by threats, propaganda, and other
measures short of open warfare
• Cold War= the state of political hostility that existed between
the Soviet bloc countries and the US-led Western powers from
1945 to 1991
1
Eastern Europe’s Iron Curtain
• Soviets Build a Buffer
• Soviets control Eastern European countries after World
War II
• Stalin installs Communist governments in several
countries
• Truman urges free elections; Stalin refuses
• In 1946, Stalin says capitalism and communism cannot
exist in the same world
• An Iron Curtain Divides East and West
• Germany divided; East Germany is Communist, West
Germany is Democratic
• Iron Curtain—Winston Churchill’s name for the
division of Europe; areas "behind the iron curtain"
include the Soviet Union and its satellite nations
2
Berlin Airlift
• 1948- U.S., Britain, France withdraw forces from West
Germany
• Their former occupation zones form one country, the Soviets
oppose this and stop land and water traffic into West Berlin
• West Berlin, located in the Soviet occupation zone, faces
starvation
• U.S., Britain (the West) fly in supplies for the 2,100,000 Berlin
residents; Airlift last for 11 months until the blockade ends
3
Superpowers React to China
• U.S. supports Nationalist state in Taiwan, called Republic of
China
• Soviets and China agree to help each other in the event of
attack; U.S. tries to stop Soviet expansion and spread of
communism in Asia
• The existence of two Chinas intensified the Cold War between
the U.S. and the Soviet Union in the following ways:
• The People's Republic of China and the Soviet Union
pledged to defend each other should the need arise
• The U.S. and the Soviet Union fought to enlarge their
spheres of influence in Asia, creating a divided Korea
• The U.S. actively supported the Republic of China, and
the Soviets did the same for the People's Republic of
China
• China takes control of Tibet and southern Mongolia
• Mao takes property from landowners and divides it among
peasants
• Government seizes private companies and plans production
increase
4
Korea (cont.)
• UN troops push North Koreans almost to the Chinese border
• Chinese send 300,000 troops against UN forces and capture the
city of Seoul
• MacArthur calls for a nuclear attack and is removed from
command
• 1953- cease fire is signed and a border established at the 38th
parallel
• Aftermath
• North Korea builds collective farms, heavy industry,
nuclear weapons
• South Korea establishes democracy, growing economy
with U.S. aid
Vietnam Divided
• An international peace conference agrees on a divided Vietnam
• Ngo Dinh Diem- leads anti-Communist government in South
Vietnam
• Ho Chi Minh leads North Vietnam
• Vietcong- pro-Communist South Vietnamese guerillas
fighting against Diem
5
Postwar Southeast Asia
• Cambodia
• Khmer Rouge= Communist rebels who take control of
Cambodia in 1975; they slaughter 2 million people
• 1993- Cambodia adopts democracy, holds elections
with UN help
• Vietnam
• Saigon renamed Ho Chi Minh City; Vietnam united as
a Communist nation
• about 1.5 million people flee Vietnam, some settling in
the U.S. and Canada
• 1995- United States normalizes relations with Vietnam
Nicaragua
• Anastasio Somoza- Nicaraguan dictator supported by the U.S.
• Daniel Ortega- leads Sandinista rebels who take power in
Nicaragua
• U.S. and Soviet Union both initially support the Sandinistas
• Sandinistas aid Communist rebels in El Salvador
• Therefore, the U.S. helps anti-Communist Contras in
Nicaragua to assist El Salvador
• 1990- Nicaragua holds first free elections; Sandinistas lose
6
Iran
• Shah Reza Pahlavi embraces Western governments, oil
companies
• Iranian nationalists overthrow shah, seize British oil company
• U.S. restores shah to power, fearing Soviet encroachment
• Shah Reza Pahlavi westernizes Iran with U.S. support
• Ayatollah Khomeini- Iranian Muslim leader; lives in exile
• 1978- Khomeini sparks riots in Iran; shah flees
• Islamic revolutionaries hold American hostages in Tehran
(1979–1980)
• Muslim radicals take control in Iran, increasing tensions with
Iraq
• Iran, Iraq fight 8-year war; U.S. aids both sides, Soviets help
Iraq
Afghanistan
• Soviets invade Afghanistan in order to help Communists
reestablish the Communist regime in Afghanistan
• Muslim rebels fight guerilla war against Soviets with U.S.
weapons
• U.S. stops grain shipments to Soviet Union; Soviets withdraw
in 1989
Soviet-Chinese Split
• 1950- Mao and Stalin sign friendship treaty, but tensions grow
• Chinese and Soviets each want to lead world communism
• Khrushchev ends economic aid and refuses to share nuclear
secrets with the Chinese
• Soviets and Chinese fight small skirmishes across the border
7
Brinkmanship to Détente
• Brinkmanship (policy of the willingness to go to the edge of nuclear
war) causes repeated crises; nuclear war was a constant threat
• Vietnam-era turmoil fuels the desire for a less confrontational policy
• Détente= was intended to reduce Cold War tensions to avoid armed
conflicts
• Richard M. Nixon is the U.S. president who launches détente
• Détente grows out of the philosophy known as realpolitik
“realistic politics”; recognizes the need to be practical and
flexible
• Nixon became the first U.S. president to visit China; visits
Communist China and the Soviet Union, signs SALT I Treaty
• SALT I (Strategic Arms Limitation Talks)= limit nuclear
weapons