INQUIRY
JOURNAL
WORLD HISTORY
Modern Times
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This is Osaka Castle in the city of Osaka, Japan. The castle, which was built in 1583, was a key strategic site during the Japanese
unification wars.
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Table of Contents
TOPIC 1
The World Before Modern Times
C. 3000 B.C.E. TO 1300 C.E.
The Renaissance and
Reformation
1350 TO 1600
? COMPELLING QUESTION
What sources inspired modern thought?
Foundations of Government
TOPIC 2
1
ANALYZE SOURCES
Hammurabi’s Code
4
The Ten Commandments
5
Aztec Judicial System
7
Confucius on Government
8
The Duties of a King
9
10
English Common Law
11
TAKE INFORMED ACTION
15
The Impact of the Reformation
17
ANALYZE SOURCES
Protestant Confession of Faith
20
The Council of Trent
21
Reading the Bible
22
The Impact of the Reformation on Art
23
Impact of the Reformation on Cathedrals
24
The Separation of Church and State?
25
The Peace of Augsburg
26
Worldly Concerns
27
TAKE INFORMED ACTION
31
Copyright © McGraw Hill. Permission is granted to reproduce for classroom use.
Democracy
? COMPELLING QUESTION
How did the Reformation change people’s
understanding of what it meant to be a Christian?
Table of Contents
iii
TOPIC 3
TOPIC 5
Asian Empires
Absolutism, the Enlightenment,
and Revolution
1450 TO 1800
? COMPELLING QUESTION
How did the use of gunpowder change the balance
of power in Asia?
33
? COMPELLING QUESTION
How did the ideals of the French Revolution
spread?
The Spread of Revolutionary Ideas
ANALYZE SOURCES
65
Gunpowder Strengthens Government Authority
36
Siege of Constantinople
37
The Fruits of Revolution
68
Janissaries in Battle
38
The Rights of Women
69
The Creation of the Janissaries
39
The Napoleonic Code
70
Mogul Artillery
40
Religion After the Revolution
71
Ottomans’ War Against the Ṣafavids
41
The Goddess of Liberty
72
Gunpowder and the Moguls
42
The Haitian Constitution of 1801
73
Memoirs of Bābur
43
The Oath of the Ancestors
74
TAKE INFORMED ACTION
47
Bolívar’s Address to the Congress of Angostura
75
TAKE INFORMED ACTION
79
TOPIC 4
Exploration and Colonization
TOPIC 6
Nationalism
1500 TO 1800
1815 TO 1900
? COMPELLING QUESTION
How did the arrival of European explorers,
merchants, and colonizers impact the societies
they explored?
European Exploration and Its Consequences
ANALYZE SOURCES
? COMPELLING QUESTION
What were the reactions to the new ideologies of
nationalism and liberalism?
49
ANALYZE SOURCES
Trade with Indonesia
52
Shifting Alliances
Contending with Nationalism and Liberalism
81
ANALYZE SOURCES
The Great Reform Bill’s Aftermath
84
53
Hidalgo’s Call for Mexican Independence
85
Missionaries in China
54
Smallpox in the Americas
55
Chief Provisions of the Carlsbad Decrees,
September 20, 1819
86
The Spread of Disease
56
The Decembrist Revolt in St. Petersburg, 1825
87
The Conquest of Guatemala
57
Perception of the French Revolution of 1830
88
The Mayflower Compact
58
Garibaldi’s Compromise
89
New France
59
Otto von Bismarck: Blood and Iron Speech
90
Emancipation of Russian Serfs
91
TAKE INFORMED ACTION
63
TAKE INFORMED ACTION
95
iv
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Gunpowder Empires
1550 TO 1800
TOPIC 7
TOPIC 8
The Industrial Revolution and
Mass Society
Imperialism
1800 TO 1914
1800 TO 1914
? COMPELLING QUESTION
How did the transformations of the nineteenth
century shape the experiences of different social
groups?
Nineteenth-Century Life
97
? COMPELLING QUESTION
What were conditions like for indigenous peoples
living under imperial rule?
Indigenous Peoples Experience
“New Imperialism”
113
ANALYZE SOURCES
A Great Public Meeting in Canton: Thoughts About
the English
116
ANALYZE SOURCES
A Working-Class Childhood in a Coal
Miner’s Pit
100
The Life of an Indian Ayah
117
A Childhood of Leisure
101
Rabindranath Tagore on the Destiny of India
118
The Cult of Domesticity—The Victorian
Woman’s Place
102
Westernized Education
119
The “New Woman”
103
The Twentieth Century’s First Genocide:
The Herero People
120
Two Separate Worlds, One Place of Work
104
Life for the Jews in the Pale of Settlement
105
Investigation of Conditions in the Belgian
Congo
121
Medical Women in India
106
Labor Changes in Latin America
123
TAKE INFORMED ACTION
127
A Suffragette’s Complaint about Police Brutality 107
111
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TAKE INFORMED ACTION
Table of Contents
v
TOPIC 9
TOPIC 10
World War I and Its Aftermath
World War II
1914 TO 1939
1939 TO 1945
? COMPELLING QUESTION
What was life like in the new totalitarian societies
during the interwar period?
? COMPELLING QUESTION
How did European Jews contend with Nazi policy
toward them?
Living in a Totalitarian Regime
Jewish Responses to the Holocaust
129
ANALYZE SOURCES
145
ANALYZE SOURCES
The Militarization of Civilian Life:
Italian Black Shirts
132
Speech to the National Socialist
Women’s Organization
148
Daily Life and Hardship in the Ghetto
149
133
Witnessing the Response to Deportations
150
Defying the Nuremberg Laws
134
Hiding with Help from Non-Jews
151
Raising Loyal Nazis: Joining the Hitler Youth
135
Hiding Places
152
Breeding Indifference: An Atmosphere of
Regulations and Restrictions
136
Fighting and Surviving in the Forest
153
Communist Party Membership:
"The Party is Always Right"
Working in Kanada
154
137
A Kulak Woman’s Objection to Collectivization
138
Survival in Auschwitz: The Drowned
and the Saved
155
A People Without a Home
139
TAKE INFORMED ACTION
159
TAKE INFORMED ACTION
143
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Emigration: Trying to Find a Way Out
vi
TOPIC 11
TOPIC 12
Independence and New
Challenges
The Cold War
1945 TO 1989
1919 TO 1993
? COMPELLING QUESTION
What was the era of independence like for people
in Latin America, Asia, the Middle East, and Africa?
Developments During the Era of Independence 161
ANALYZE SOURCES
? COMPELLING QUESTION
What was the Cold War like for the people who
lived through it?
Experiencing the Cold War
177
ANALYZE SOURCES
Depictions of the Enemy
180
The Start of the Space Race
181
Outpost of Freedom – The Meaning of
Berlin Today
182
Protection in the Event of Nuclear War
183
164
Matigari: A Fable for Any Newly
Independent Nation
165
Women Workers of India
166
1960: The Year of Africa
167
A Growing Counterculture: Protesting
Government Policy and Actions
184
Land Reform in South Vietnam
168
The Art of Ballet: A Political Battleground
185
A Woman’s Life Before and After the Iranian
Revolution
169
Memories of a Woman’s Life in the Soviet
Union
186
Testimony of Estela Carlotto: President
of the Abuelas de Plaza de Mayo
170
A Meaningless War?: The Cold War from
a Former Spy’s Perspective
187
Marching for Justice
171
TAKE INFORMED ACTION
191
TAKE INFORMED ACTION
175
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A Testimony of Positive Change for Brazil’s
Working Class
Table of Contents
vii
TOPIC 13
TOPIC 14
The Post Cold War
Contemporary Issues
1989 TO PRESENT
1989 TO PRESENT
? COMPELLING QUESTION
Why has recent human migration occurred, and
what effects has it had on people across the globe?
? COMPELLING QUESTION
To what extent has technology in the digital age
transformed life across the globe?
Migration
Progress and Problems in the Digital Age
193
ANALYZE SOURCES
209
ANALYZE SOURCES
196
Violent Borders: Refugees and the Right
to Move
197
At Europe’s Edge: Migration and Crisis in the
Mediterranean
198
Refugee Camp
199
I Am Justice: A Journey Out of Africa
200
Migrant Boat Crossing the Mediterranean
201
“ ‘I Don’t Know What My Future Will Be’:
Advocacy Update on Rohingya Refugees
in Bangladesh”
202
Europe and the Migrants
203
TAKE INFORMED ACTION
207
Misinformation, Disinformation, and Echo
Chambers in Turkey
212
Risks to Human Rights in the Digital Age
213
Enabling Human Rights in the Digital Age
214
#MeToo and the Online Proliferation of Social
Movements
215
Supplying Remote Areas: Drone
Blood-Banking, Uber for Cows, and
Motorcycles
216
Globalized Pop Culture
217
Digital Development and Growing Inequality
218
Tracking the Spread of COVID-19
219
TAKE INFORMED ACTION
223
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Reinventing the Republic: Gender,
Migration, and Citizenship
viii
Dear Student,
Most of us are curious, and we have many questions about many things. We have the more
personal questions, such as, “Will my favorite book be made into a movie?” or “Why does my
former best friend not want to hang out with me anymore?” to questions of a larger nature
about the world around us. These might include questions such as, “What does being treated
like an adult mean?” “Why can’t people share?” “Why do countries to go to war?” “How do I
understand what I see or read about in history books, online, or in the news?” and “Why is the
peace process so difficult?”
Asking good questions helps us take charge of our own learning. Learning to ask good
questions is a process, as “yes” or “no” types of questions do not get us very far in
discovering why events happened or why people behave as they do. Once we master this
process, however, we become better thinkers and researchers and can find out more about
the subjects that interest us. Asking good questions is also important if we want to
understand and affect the world around us.
Copyright © McGraw Hill. Permission is granted to reproduce for classroom use.
In this Inquiry Journal, there are “Compelling Questions” that you will research. These
types of questions ask you to more closely investigate specific aspects of historical periods
and events. Examples of these questions include: “How did the use of gunpowder change
the balance of power in Asia?” “How did the transformations of the nineteenth century shape
the experiences of different social groups?” “Why has recent human migration occurred, and
what effects has it had on people across the globe?” You will create some of your own
Supporting Questions to help you answer the Compelling Question.
As you move through the study of history, you will be reading primary and secondary
sources about a specific time period. Primary sources—whether they are diaries, poetry,
letters, or artwork—were created by people who saw or experienced the event they are
describing. Secondary sources—whether they are biographies, history books, or your student
text—are created after an event by people who were not part of the original event.
Once you have completed the readings and answered the questions, you will evaluate the
sources and use evidence to explain how they help you answer your Supporting Questions
and the Compelling Question. Then you will be given the opportunity to take informed action.
This means that you will use what you have learned and apply it to a current issue in a way
that interests you. You will share this information with other students or with people outside
of the classroom.
Name
Date
Class
TOPIC 01 • THE WORLD BEFORE MODERN TIMES, C. 3000 B.C.E. TO 1300 C.E.
Foundations of Government
?
COMPELLING QUESTION
What sources inspired modern thought?
Plan Your Inquiry
In this Inquiry Activity, you will develop Supporting Questions regarding the development of
laws and legal systems in early civilizations based on the Compelling Question. You will then
examine primary and secondary sources. Finally, you will answer your Supporting Questions,
communicate your research conclusions, and take action based on what you’ve learned.
Copyright © McGraw Hill
Background Information
The first civilizations arose where people had developed sufficient agricultural productivity to
encourage permanent settlement and support population growth. As settlements grew into
cities, the need for more formal systems of governance developed. Who would keep the
society heading in the right direction? Who would determine whether to negotiate with other
groups? How would citizens know what work to do and how to behave toward one another?
How could those in charge keep order? These basic questions applied to early river valley
civilizations and the cities, states, kingdoms, and empires that evolved from them.
Though the earliest societies developed independently of one another in places such as
East, South, and Southwest Asia, North Africa, Mediterranean Europe, and the Americas, they
shared common elements. They farmed and developed technologies to adapt to their
environments. They plotted out and built on land. They traded across great distances. They
had organized religious beliefs and practices, and distinctive languages, artistic and building
styles, and in most cases, writing. They had job specialization, enabling some people to focus
on growing food while others tended to various skilled crafts and other work. With that
specialization came social stratification, or hierarchies, and reflective of those hierarchies was
government. Each society had to find a way for one or more people to make decisions that
affected the city or state as a whole. Most began as monarchies in which authority was held
by a specific ruler or ruling family and maintained through a supporting network of nobility, a
strong military force, and a priestly or other religious class. Generally, the ruler derived
authority in some way based on the society’s religious beliefs, and many ancient monarchs
were considered divine or connected to the divine. The ruler or ruling class made laws to
guide the people’s behavior—and punish those judged dangerous to the society.
Over time, as civilizations spread and interacted, clashed, or merged with others, their
governments changed, too. Cultural diffusion, the spread of beliefs and practices across
locations, led to the sharing not only of goods but also of ideas, including theories about laws
and government. Scholars and others developed theories about how government might best
work for their societies. They debated, recorded, and changed laws. They borrowed from
other peoples or imposed their ways on those they conquered. Over centuries, civilizations
spread, producing remarkably diverse governments that reflected their unique environmental
and cultural contexts.
Today, the world is home to nearly two hundred sovereign, or independent, states, each
with its own government institutions, processes, and laws. They share a common purpose, to
maintain their societies (and their authority), but the methods and goals often differ
dramatically beyond that. Most have emerged from a long history of past civilizations that is
reflected in their principles, judiciary, and governing systems.
GO ONLINE
to use the Digital Inquiry Journal.
1
Develop Supporting Questions About Early Legal
and Governing Systems
1. Developing Supporting Questions Reread the Compelling Question for this topic. Think about the
ways in which early societies throughout the world developed laws and governing systems to keep
order, maintain security, and accomplish goals. Develop a list of Supporting Questions that would
help you answer the Compelling Question. Remember that Supporting Questions are questions that
you need to answer first.
Supporting Question 1:
Supporting Question 2:
Copyright © McGraw Hill
Supporting Question 3:
2
Name
Date
Class
Apply Historical Concepts and Tools
2. Analyzing Sources Next, you will work with a variety of primary and secondary sources. These
sources focus on examples of laws and governing systems in early civilizations. As you read, use the
graphic organizer to take notes and to organize information about the sources.
Organizing Source Information
Copyright © McGraw Hill
Source
Title and Author/Creator
A
Hammurabi’s Code
B
The Ten Commandments
C
Aztec Judicial System,
an image
D
Confucius on Government
E
The Duties of a King
by Kautilya
F
Democracy by Aristotle
G
English Common Law by
Sir William Blackstone
Notes
The World Before Modern Times, c. 3000 B.C.E. to 1300 C.E.
3
Analyze Sources
Review and analyze Sources A–G. There are questions that accompany each source to
help you examine the source and check for historical understanding.
A
Hammurabi’s Code
Hammurabi ruled the Babylonian Empire in Mesopotamia from around 1792 B.C.E.–1750
B.C.E. His code comprises 282 laws issued during his reign, which were inscribed on a
stela, or stone slab, and erected in the temple of Marduk at Babylon. (Marduk was the chief
god of Babylon.) The stela was excavated in 1901.
PRIMARY SOURCE : LEGAL CODE
“
195. If a son strike his father, his hands shall be hewn off.
196. If a man put out the eye of another man, his eye shall be put out. [An eye for
an eye]
198. If he put out the eye of a freed man, or break the bone of a freed man, he shall
pay one gold mina.
199. If he put out the eye of a man’s slave, or break the bone of a man’s slave, he
shall pay one-half of its value.
Lipscomb, Inc., 1917.
197. If he break another man’s bone, his bone shall be broken.
...
229 If a builder build a house for some one, and does not construct it properly, and
the house which he built fall in and kill its owner, then that builder shall be put
to death.
230. If it kill the son of the owner the son of that builder shall be put to death.
”
—The Code of Hammurabi, c. 1780 B.C.E., translated by L. W. King, 1910
mina a coin, or unit of money, equal to fifty or sixty shekels
shekel a coin, or unit of money, usually silver
sar a unit of area
EXAMINE THE SOURCE
3. Determining Context Given the nature of the laws listed, what problems might have been prevalent
in ancient Babylonian society? What purpose do the laws serve?
4
Copyright © McGraw Hill TEXT: Hammurabi. “Code of Laws.” In The Sacred Books and Early
Literature of the East - With Historical Surveys of the Chief Writings of Each Nation. Edited by
Charles F. Horne. Translated by Morris Jastrow, et al. New York and London: Parke, Austin, and
228. If a builder build a house for some one and complete it, he shall give him a fee
of two shekels in money for each sar of surface.
Name
Date
Class
B
The Ten Commandments
Judaism was the earliest monotheistic religion. It began among the Hebrew people, and its
scriptures are known as the Hebrew Bible or the Tanakh. The Hebrew Bible is also the source
text for what is known as the Old Testament in the Christian Bible. The Jewish people, also
referred to as the people of Israel, were a tribe that often lived in lands controlled by others.
However, Judaism has its own laws that governed every element of daily life. In this excerpt,
Moses, one of the greatest prophets of the Hebrew Bible, has brought his people out of Egypt
to find a homeland of their own. While wandering through the desert, Moses meets with God
on Mount Horeb, also called Mount Sinai, and receives the Ten Commandments, which are
considered by many to be central to Western ethical and legal thought.
PRIMARY SOURCE : RELIGIOUS TEXT
“
[5] And Moses called unto all Israel, and said unto them: Hear, O Israel, the statutes
and the ordinances which I speak in your ears this day, that ye may learn them, and
observe to do them. The Lord our God made a covenant with us in Horeb. The
Lord made not this covenant with our fathers, but with us, even us, who are all of us
here alive this day. The Lord spoke with you face to face in the mount out of the
midst of the fire—I stood between the Lord and you at that time, to declare unto you
the word of the Lord; for ye were afraid because of the fire, and went not up into
the mount—saying:
Copyright © McGraw Hill TEXT: Hebrew-English Tanakh: the Jewish Bible. Skokie, IL: Varda Books,
1998.
[6] I am the Lord thy God, who brought thee out of the land of Egypt, out of the
house of bondage.
[7] Thou shalt have no other gods before Me. Thou shalt not make unto thee a
graven image, even any manner of likeness, of anything that is in heaven above, or
that is in the earth beneath, or that is in the water under the earth. Thou shalt not
bow down unto them, nor serve them; for I the Lord thy God am a jealous God,
visiting the iniquity of the fathers upon the children, and upon the third and upon
the fourth generation of them that hate Me, and showing mercy unto the
thousandth generation of them that love Me and keep My commandments.
[11] Thou shalt not take the name of the Lord thy God in vain; for the Lord will not
hold him guiltless that taketh His name in vain.
[12] Observe the sabbath day, to keep it holy, as the Lord thy God commanded thee.
Six days shalt thou labour, and do all thy work; but the seventh day is a sabbath
unto the Lord thy God, in it thou shalt not do any manner of work, thou, nor they
son, nor thy daughter nor thy man-servant, nor they maid-servant, nor thine ox, nor
thine ass nor any of thy cattle, nor thy stranger that is within thy gates; that thy manservant and thy maid-servant may rest as well as thou. And thou shalt remember
that thou wast a servant in the land of Egypt, and the Lord thy God brought thee out
thence by a mighty hand and by an outstretched arm; therefore the Lord thy God
commanded thee to keep the sabbath day.
[16] Honor thy father and the mother, as the Lord thy God commanded thee; that thy
days may be long, and that it may go well with thee, upon the land which the Lord
thy God giveth thee.
ordinance an authoritative decree or law
covenant a formal and binding agreement
graven describing something carved or engraved in wood or stone, particularly for worship
iniquity wickedness or sin
The World Before Modern Times, c. 3000 B.C.E. to 1300 C.E.
5
[17] Thou shalt not murder
Neither shalt thou commit adultery.
Neither shalt thou steal.
Neither shalt thou bear false witness against thy neighbor.
[18] Neither shalt thou covet thy neighbour’s wife; neither shalt thou desire thy
neighbour’s house, his field, or his man-servant, or his maid-servant, his ox, or his
ass, or any thing that is thy neighbour’s.
”
—The Ten Commandments, Deuteronomy 5:1–18,
from Hebrew-English Tanakh: The Jewish Bible, 2009
EXAMINE THE SOURCE
5. Evaluating What does this source tell you about the legal system among the early Israelites? What
additional information would you like to have to understand government among the Israelites?
6
Copyright © McGraw Hill TEXT Hebrew-English Tanakh: the Jewish Bible. Skokie, IL: Varda Books,
1998.
4. Identifying Cause and Effect According to the source, what cause led to making and giving of
these laws? From where do the commandments derive their authority?
Name
Date
Class
C
Aztec Judicial System
PRIMARY SOURCE : ILLUSTRATION
The Aztec Empire of central and
southern Mexico thrived from the
fifteenth into the sixteenth centuries C.E.,
when Spanish explorers conquered the
region. The Florentine Codex, a
manuscript of a religious or official
nature, comprises about two thousand
illustrations in twelve books prepared by
Franciscan friar Bernardino de Sahagún
and Aztec artists in the 1570s. Codex is
another term for a manuscript,
particularly of a religious or otherwise
official nature.
EXAMINE THE SOURCE
This page comes from Book IV of the codex. These
three panels show the Aztec king with his court, a
group of judges, and a gathering of musicians
and dancers.
7. Evaluating Consider the author, purpose,
and format of the text. How useful or
appropriate is the source for your analysis? What conditions might make this text more helpful to
your understanding?
Copyright © McGraw Hill
PHOTO De Agostini Picture Library/age fotostock
6. Analyzing Visuals Based on the images,
who or what governed Aztec society? What
powers did they have?
The World Before Modern Times, c. 3000 B.C.E. to 1300 C.E.
7
D
Confucius on Government
Confucius, a renowned Chinese philosopher
and political theorist, lived from 551 B.C.E. to
479 B.C.E. Analects collects teachings for the
betterment of society, from family relationships
to government, attributed to Confucius. They
have served as a guiding philosophy for
Chinese governance and laws.
PRIMARY SOURCE : BOOK
16 The Master said, You (Zilu), shall I teach
you what it means to know something?
When you know, to know you know. When
you don’t know, to know you don’t know.
That’s what knowing is.
17 Zizhang was studying to gain an official
position. The Master said, Hear much, put
aside what’s doubtful, and in your speech
apply the rest with caution—then you’ll make
few mistakes. Observe much, put aside
what’s suspicious, and in your actions apply
the rest with caution—then you’ll have little to
regret. Making few mistakes, having little to
regret—the way to official position lies in this.
In this hanging scroll, painted by Wang Shugu in
the seventeenth century C.E., Confucius
presents the infant Gautama Buddha, founder
of Buddhism, to philosopher Lao Tzu, to whom
Daoism is attributed.
18 Duke Ai asked, saying, How can I make the common people submissive?
Confucius replied, Promote the straight and let them oversee the crooked—then the
common people will be submissive. Promote the crooked and let them oversee the
straight—then the common people will not be submissive.
10 Ji Kangzi asked, How can I make the common people respectful, loyal, and
diligent in their work?
20 The Master said, If you are filial and compassionate, they will be loyal. If you
promote persons of goodness and teach those who are incompetent, then the
people will be diligent. Someone questioned Confucius, saying, Why aren’t you
in government?
21 The Master said, The Book of Documents says: Filial, only be filial, a friend to
elder and younger brothers—this contributes to government. To do this is in fact to
take part in government. Why must I be “in government”?
”
—Analects of Confucius, fifth century B.C.E., translated by Burton Watson, 2007
filial having the feelings of a child to a parent, as of duty and respect, or vice versa
EXAMINE THE SOURCE
8. Summarizing What key ideas do Confucius’s responses communicate about government in China?
8
Copyright © McGraw Hill PHOTO: Pictures From History/CPA Media Pte Ltd/Alamy Stock Photo,
TEXT: Confucius. The Analects of Confucius. Translated by Burton Watson. New York, NY: Columbia
University Press, 2007.
“
Name
Date
Class
E
The Duties of a King
Kautilya, also known as Chanakya, served as a political advisor to Chandragupta, the
founder of the Mauryan empire in northern India. He wrote Arthashastra, which translates
as The Science of Material Gain, as a record of political thought in India up to that time and
as a handbook to guide the emperor. Chandragupta ruled from around 321 to 297 B.C.E.
PRIMARY SOURCE : BOOK
“
When in court, [the king] shall not make petitioners wait at the door [but attend to
them promptly himself]. When a king makes himself inaccessible to his people, and
is seen [only] by those near him, wrong decisions are bound to be made; the
people will become angry and may go over to the enemy.
A king shall, therefore, attend to the people in the order give below, except in cases
where a matter [concerning one lower in the order] is more urgent or more important:
gods and deities, hermits, heretics, Brahmins learned in the Vedas, cows, sacred
places, minors, the aged, the sick, the handicapped, the helpless and women.
He should hear at once all urgent matters and not postpone them; for postponement
makes them more difficult and [sometimes] even impossible to settle. . . .
When a people are impoverished, they become greedy; when they are greedy, they
become disaffected; when disaffected, they either go over to the enemy or kill their
ruler themselves. . . .
Therefore, the king shall not act in such a manner as would cause impoverishment,
greed or disaffection among the people; if, however, they do appear, he shall
immediately take remedial measures.
”
—Arthashastra, Kautilya, third century B.C.E., translated by L. N. Rangarajan, 1997
Copyright © McGraw Hill TEXT: Kautilya. Arthashastra. Penguin Books, 2000.
Brahmin a person of high social standing in Hindu society, usually in the priesthood or an intellectual
Vedas a collection of Hindu sacred writings
EXAMINE THE SOURCE
9. Drawing Conclusions Who is the main audience for this text, and what purpose does it serve? How
does it help your understanding government in the Mauryan empire?
10. Inferring Based on the excerpt, how did Mauryan government influence society, relate to its
people, and reflect religious beliefs?
The World Before Modern Times, c. 3000 B.C.E. to 1300 C.E.
9
F
Democracy
The philosopher, scientist, and author Aristotle lived in ancient Athens in the fourth century
B.C.E. While Aristotle attended the Academy of Plato, Philip II of the Macedonian empire
conquered Greece. Aristotle went on to pursue a wide range of interests while serving as
teacher and advisor to Philip’s heir, Alexander. In his treatise Politics, Aristotle examines
different types of political organizations, including democracy, and describes the type of
government that might best promote a virtuous life for citizens.
PRIMARY SOURCE : BOOK
Thus it is manifest that the best political community is formed by citizens of the
middle class, and that those states are likely to be well-administered in which the
middle class is large, and stronger if possible than both the other classes, or at any
rate than either singly; for the addition of the middle class turns the scale, and
prevents either of the extremes from being dominant. Great then is the good
fortune of a state in which the citizens have a moderate and sufficient property; for
where some possess much, and the others nothing, there may arise an extreme
democracy, or a pure oligarchy; or a tyranny may grow out of either extreme—either
out of the most rampant democracy, or out of an oligarchy; but it is not so likely to
arise out of the middle constitutions and those akin to them . . . The mean condition
of states is clearly best, for no other is free from faction; and where the middle class
is large, there are least likely to be factions and dissensions. For a similar reason
large states are less liable to faction than small ones, because in them the middle
class is large; whereas in small states it is easy to divide all the citizens into two
classes who are either rich or poor, and to leave nothing in the middle. And
democracies are safer and more permanent than oligarchies, because they have a
middle class which is more numerous and has a greater share in the government;
for when there is no middle class, and the poor greatly exceed in number, troubles
arise, and the state soon comes to an end.
”
—Aristotle, Politics, fourth century B.C.E., translated by B. Dowett, 1888
manifest easily understood or recognized
dissension disagreement
EXAMINE THE SOURCE
11. Interpreting Which forms of government does Aristotle consider less desirable and why? Which
does he consider more desirable and why?
12. Analyzing Perspectives What additional information would you like to have to better understand
Macedonian Greek government?
10
Copyright © McGraw Hill TEXT: Coker, Francis William. Readings in Political Philosophy. New York,
NY: The Macmillan Company, 1914.
“
Name
Date
Class
G
English Common Law
Sir William Blackstone became a practitioner and teacher of the law in Britain in the
eighteenth century. In the 1750s, he began lecturing a great deal on English common law, a
practice of governing by precedent that had developed over centuries, beginning after the
Norman Conquest in 1066. He went on to write four volumes on British law that became
guiding texts in the United Kingdom.
PRIMARY SOURCE : BOOK
“
The municipal law of England may with sufficient propriety be divided into two
kinds: the lex non scripta, the unwritten or common law; and the lex scripta, the
written or statute law.
The lex non scripta, or unwritten law, includes not only general customs, or the
common law properly so called; but also the particular customs of certain parts of
the kingdom; and likewise those particular laws, that are by custom observed only
in certain courts and jurisdictions.
Copyright © McGraw Hill TEXT: Blackstone, William. The Student’s Blackstone Commentaries on
The Laws of England. London: John Murray, 1865.
When I call these parts of our law leges non scriptæ, I would not be understood as
if all those laws were at present merely oral, or communicated from former ages to
the present solely by word of mouth. It is true indeed that, in the profound
ignorance of letters which formerly overspread the whole western world, all laws
were entirely traditional, for this plain reason, because the nations among which
they prevailed had but little idea of writing. . . .
Our ancient lawyers insist that these customs are as old as the primitive Britons, and
continued down, through the several mutations of governments and inhabitants, to
the present time, unchanged and unadulterated. This may be the case as to some;
but this assertion must be understood with many grains of allowance . . .
”
—Commentaries on the Laws of England, Sir William Blackstone, 1865
jurisdiction the power to interpret and apply the law within a given geographic area
mutation a fundamental or significant change
EXAMINE THE SOURCE
13. Analyzing How does English law reflect or account for both change and continuity?
14. Explaining Why do you think Blackstone wrote this assessment of the English legal system? What
impact did he intend to have on present and future government?
The World Before Modern Times, c. 3000 B.C.E. to 1300 C.E.
11
Evaluate Sources and Use Evidence
15. Citing Text Evidence Refer back to the Compelling Question and the Supporting Questions you
developed at the beginning of the topic. Then examine the evidence you gathered and recorded in
the Graphic Organizer. If you would like to change one or more of your Supporting Questions, you
may do so now. Which sources will help you answer the Supporting Questions? Circle or highlight
those sources in your Graphic Organizer. Looking at the subset of sources you have chosen, be
prepared to explain why you chose each source.
Supporting Question
Source and Notes
1
2
Need Extra Help?
For each source, ask yourself guiding questions, such as: Who wrote or created this source and to what
purpose? What does this source tell about government or laws? What does this source not tell about
government or laws? Add your responses to the graphic organizer.
12
Copyright © McGraw Hill
3
Name
Date
Class
16. Answering Supporting Questions Now, answer the Supporting Questions that you developed at
the beginning of the activity to help you in answering the Compelling Question.
Answer for Supporting Question 1:
Answer for Supporting Question 2:
Answer for Supporting Question 3:
Copyright © McGraw Hill
Communicate Conclusions
Talk About It
17. Collaborating In a small group, discuss the credibility and usefulness of each source in answering
your Supporting Questions. Take turns asking and answering questions such as the following: How
is this source limited in perspective or in reasoning? What perspective(s) does this source convey?
What perspective(s) does it not reflect? What bias does this source express? How accurate is the
evidence presented, or how might I find out? Why does the source include specific examples,
quotations, or other details? Continue until each source has been discussed and all students have
asked and answered at least one question.
The World Before Modern Times, c. 3000 B.C.E. to 1300 C.E.
13
Write About It
18. Informative Writing How were early laws, governments, and political ideas alike and different?
Write one to two paragraphs in which you explain similarities and differences among the early
societies described in the sources. Be sure to discuss at least four of the sources.
Challenge
Assign each student one of the sources. Have them locate another primary source from that time and
place that discusses some aspect of governance. Challenge them to write—and if time permits,
perform—a script in which the two authors/creators discuss their perspectives on law and society in
their time. You might also considering pairing students to take turns performing their individual scripts or
to collaborate on a script for either two or four authors/creators.
14
Copyright © McGraw Hill
19. Answering the Compelling Question What do you think? What sources inspired modern thought?
Consider what you have learned and what you already know about different forms of government.
Write a letter to two of the authors or creators in which you explain how you feel their ideas about
law and governance have endured and influence government today.
Name
Date
Class
Take Informed Action
20. Making Connections How does modern government reflect past and present cultural influences?
Research three to five primary and secondary sources to learn more about a nation’s institution,
legal system, and guiding principles and its cultural context. Consider how specific laws, structures,
or theories relate to past cultural influences and account for cultural changes over time.
7
YOU CHOOSE
Select one of these Take Informed Action acitivities to apply what you’ve learned.
A. Write and illustrate a handbook exploring how government works today and what cultural and
historical factors have shaped it.
B. Develop a multimedia presentation that examines various aspects of government and its past and
present influences.
Copyright © McGraw Hill
C. With a group, design and present an introductory lesson on government and its influences for
students in a younger grade.
The World Before Modern Times, c. 3000 B.C.E. to 1300 C.E.
15
Take Informed Action Rubric: Understanding
Government Today
Self-Evaluation As you gather and synthesize information on modern government and its influences,
think about the following criteria. These are the criteria your teacher will use to evaluate your Take
Informed Action activity.
Peer Review Use this rubric to score the research and product developed by another classmate or
group of classmates.
Research
The piece is
exceptionally wellorganized and focused
and demonstrates a
thorough and deep
understanding of
government and its
influences today.
Student researches
four to five appropriate
primary and secondary
sources and obtains
highly relevant
information on
government practices,
institutions, and
principles as well as
past and present
cultural influences.
3
The piece is wellorganized and focused
and demonstrates an
adequate
understanding of
government and its
influences today.
Student researches
three appropriate
primary and secondary
sources and obtains
relevant information on
government practices,
institutions, and
principles as well as
past and present
cultural influences.
2
The piece is organized
but is inconsistent in
focus and
demonstrates an
inadequate
understanding of
government and its
influences today.
Student researches two
to three appropriate
sources and obtains
some general
information on
government and its
cultural context but
details are
lacking specificity.
1
Student researches at
least one topical source
and gathers some
The piece lacks
organization, focus, and information on
There are many
government but fails to
a basic understanding
factual mistakes.
consider the cultural
of government and its
context. Information
influences today.
may be conflicting
or vague.
4
SCORE
16
Historical Accuracy
Product
The piece is wellresearched and is
factually accurate.
Product addresses all
criteria, and provides a
compelling, informative
analysis that makes
insightful connections
about various aspects of
government today and
its past and present
cultural influences
The piece is wellresearched but
contains some
factual mistakes.
Product addresses all
criteria, and provides a
sufficient, thoughtful
analysis that makes
reasonable connections
about several aspects
of government today
and its past and present
cultural influences.
The piece is not wellresearched and
contains some
factual mistakes.
Product addresses most
criteria, and makes
some attempt at
analysis but provides
only a basic or general
overview of government
and its cultural context.
Product fails to address
most criteria and
contains a limited,
incomplete, or
ambiguous explanation.
Little effort is made to
explain different
aspects of government
or their cultural context.
Copyright © McGraw Hill
Organization
Name
Date
Class
TOPIC 2 • THE RENAISSANCE AND REFORMATION, 1350 TO 1600
The Impact of the Reformation
?
COMPELLING QUESTION
How did the Reformation change people’s understanding of what it meant
to be a Christian?
Plan Your Inquiry
In this activity, you will develop Supporting Questions about the Reformation, using the
Compelling Question as your guide. You will study primary and secondary sources. Finally,
you will answer your Supporting Questions, communicate your research conclusions, and
take action based on what you’ve learned.
Copyright © McGraw Hill
Background Information
In the sixteenth century, virtually no organization in Europe was as powerful as the Catholic
Church. But the Church had, in some respects, lost its way. Religious leaders, even the Pope,
the head of the Church, were often more concerned with politics than with faith. Men earned
high Church positions by having wealthy family members purchase them. The Church even
sold indulgences, a way to literally pay for one’s sins so that one could get to heaven sooner,
rather than having to wait in purgatory. Indulgences were of questionable theology, but they
did provide a highly effective way for priests, bishops, and parishes to raise money. Because
of that, the practice was not endorsed, but not explicitly forbidden.
Occasionally, people within the Church would speak out against the worst of these
practices. In 1517, a man named Martin Luther, a monk who had spent years studying Christian
theology, drafted a set of suggestions for reforming the Church. This was intended initially as
an intellectual exercise, as part of a debate against the practice of granting indulgences. But
Luther’s Ninety-five Theses, as they came to be called, changed the world.
Luther argued that the Bible was the primary source of knowledge about God, and that
things which went against the Bible should not be part of the Christian practice. He also
insisted that the Bible should be available to all who wanted to read it. This would be a huge
break with Catholic tradition, as the Bible—and all Catholic religious services—were only
available in Latin. Luther felt that each individual deserved to have a direct interaction with
God, rather than being dependent on a priest or monk to serve as a sort of
religious translator.
In another huge break with Catholic tradition, Luther insisted that a person could not earn
their way into heaven. He believed that God decided who would be “saved” and who would
not, and that an individual could not influence this decision through actions, particularly not
through the buying of indulgences.
Luther would not recant his beliefs, and he was excommunicated, or kicked out, of the
Catholic Church. But his ideas had helped to spark a new religious movement which came to
be known as Protestantism.
This period is known as the Reformation, because Luther and many other reform-minded
religious individuals formed their own faith communities to practice in their own ways.
Protestants, Roman Catholics, and Orthodox Christians would become the three main
branches of Christianity.
GO ONLINE
to use the Digital Inquiry Journal.
17
Develop Supporting Questions about
the Reformation
1. Developing Supporting Questions Reread the Compelling Question for this topic. Think about the
Reformation and the ways in which it changed Christianity forever. Develop a list of Supporting
Questions that would help you answer the Compelling Question. Remember that Supporting
Questions are questions that you need to answer first.
Supporting Question 1:
Supporting Question 2:
Copyright © McGraw Hill
Supporting Question 3:
18
Name
Date
Class
Apply Historical Concepts and Tools
2. Analyzing Sources Next, you will work with a variety of primary and secondary sources. These
sources focus on the Reformation. As you read, use the graphic organizer to take notes and to
organize information about the sources.
Organizing Source Information
Copyright © McGraw Hill
Source
Title and Author/Creator
A
Protestant Confession of
Faith, edited by Arthur
C. Cochrane
B
The Council of Trent,
translated by Rev. H.J.
Schroeder, O.P.
C
Reading the Bible by
Lyndal Roper
D
Impact of the Reformation
on Art, statue
E
Impact of the Reformation
on Cathedrals, architecture
F
The Separation of Church
and State? by Robert Linder
G
The Peace of Augsburg, as
cited by Steven D. Cone and
Robert F. Rea
H
Worldly Concerns by
Max Weber
Notes
The Renaissance and Reformation, 1350 to 1600
19
Analyze Sources
Review and analyze Sources A–H. There are questions that accompany each source to help
you examine the source and check for historical understanding.
A
Protestant Confession of Faith
Along with Luther, John Calvin was one of the leading intellectuals of the Protestant
movement, which opposed the Roman Catholic Church. In this passage, French Protestants
professed their faith to the king, who was a leader of the Catholic Church in France.
PRIMARY SOURCE : RELIGIOUS DOCUMENT
“
The French Subjects Who Wish to Live in the Purity of the Gospel of Our
Lord Jesus Christ
TO THE KING . . .
For the articles of our faith, which are all declared at some length in our Confession,
all come to this: that since God has sufficiently declared his will to us through his
Prophets and Apostles, and even by the mouth of his Son, our Lord Jesus Christ, we
owe such respect and reverence to the Word of God . . . And inasmuch as the Roman
Church, forsaking the use and customs of the primitive Church, has introduced new
commandments and a new form of worship of God, we esteem it but reasonable to
prefer the commandments of God . . . to the commandments of men . . .
Confession of Faith . . .
Art. XX
Art. XXVIII
In this belief we declare that . . . there can be no Church where the Word of God is
not received, nor profession made of subjection to it, nor use of the sacraments.
Therefore we condemn the papal assemblies, as the pure Word of God is banished
from them, their sacraments are corrupted, or falsified . . . We hold, then, that all
who take part in these acts, and commune in that Church, separate and cut
themselves off from the body of Christ.
”
—excerpt of The French Confession of Faith (1559) from Reformed Confessions of the
Sixteenth Century, edited by Arthur C. Cochrane, 2003
sacraments religious ceremonies, such as baptism, or the ritual of sharing bread and wine during a
religious service (known as the Eucharist)
EXAMINE THE SOURCE
3. Speculating What questions do you have about this profession of faith and the French Protestants
who wrote it?
20
Copyright © McGraw Hill TEXT: Cochrane, Arthur C., ed. Reformed Confessions of the Sixteenth
Century. Louisville, KY: Westminster John Knox Press, 2003.
We believe that we are made partakers of this justification by faith alone . . .
Name
Date
Class
B
The Council of Trent
The Reformation was largely a criticism of the existing Catholic Church; in response, the
Roman Catholic Church held the Council of Trent. Held between 1545 and 1563, this council
addressed many of the abuses identified by Luther and other Protestants. However, the
Council also reaffirmed many key elements of Catholic theology.
PRIMARY SOURCE : RELIGIOUS DOCUMENT
“
The distress of the times and the malice of increasing heresies make it necessary
that nothing be left undone which may appear to be for the edification of the faithful
and for the defense of the Catholic faith. Wherefore, the holy council commands
patriarchs, primates, arch bishops, bishops, and all others who by right or custom
ought to be present at the provincial synod . . . to be held after the close of the
present council, they receive publicly each and all of the matters which have been
defined and decreed by this holy council; also that they promise and profess true
obedience to the supreme Roman pontiff and at the same time publicly express
their hatred of and anathematize all the heresies that have been condemned by the
sacred canons and general councils and especially by this council. . . . Furthermore,
all . . . shall diligently see to it that the canons and decrees of this holy council are
integrally received by the universities and that the masters, doctors, and others in
those universities teach and interpret the things that are of Catholic faith in
conformity therewith . . . and . . . bind themselves by solemn oath to the observance
of this ordinance.
Copyright © McGraw Hill
TEXT: Schroeder, H.J. Canons and Decrees of the Council of Trent. St.
Louis, MO: B. Herder Books Co, 1941.
”
—translated by Rev. H.J. Schroeder, O.P. from
The Canons and Decrees of the Council of Trent, 1563
heresies a belief that contradicts orthodox religious teaching, particularly Christian teaching
pontiff another word for the pope, the leader of the Catholic Church
EXAMINE THE SOURCE
4. Analyzing Throughout its history, the Roman Catholic Church many times held a council to make
changes to its practices or to make a formal statement of beliefs. Think about the historical context
for the Council of Trent. Why were the statements of this council so important?
5. Evaluating This passage comes from an official statement from the Council of Trent. What are the
potential limitations of this type of statement as historical evidence?
The Renaissance and Reformation, 1350 to 1600
21
C
Reading the Bible
Martin Luther was an intellectual, as well as a devout man of faith. Luther’s most significant
work lay in his writing rather than his preaching. His development of a Bible written in the
vernacular, or the common language of the people, was groundbreaking and helped
Christianity to spread. Luther’s example also helped to create a tradition of well-educated
religious leaders and priests or ministers.
SECONDARY SOURCE: HISTORY
“
Perhaps [Martin] Luther’s most lasting achievement was the German Bible. After the
fevered translation of the New Testament in 1522, he worked with colleagues to
produce the full Bible of 1534 . . . . It was not just that his prose shaped the German
language, creating the modern vernacular as we know it. Each book of the Bible
was prefaced with a short and brilliantly clear introductory exegesis, so that the
reader encountered the text through Luther’s understanding of it. And because his
authorship was not clearly indicated, his explanation appeared indistinguishable
from Scripture itself. Luther always maintained that the Word of God was absolutely
plain and did not need interpretation, thus avoiding the question his very first
opponents had raised: How do you decide between rival interpretations of biblical
passages, and should not Church tradition therefore be the guide? His conviction
that the Word of God was clear prompted ordinary people for centuries to come to
read the Bible for themselves—even if Luther would not have always agreed with
what they took from it. At the same time, his insistence on aligning his own authority
with God’s Word helped give rise to a church of pastors who were theologically
trained, academics whose authority rested on their intellectual command of religion,
demonstrated in their sermons.
”
EXAMINE THE SOURCE
6. Explaining This is a recent source, one of the most recent sources in this inquiry journal. How does
this modern perspective shape the author’s argument about Luther’s most important achievement?
7. Analyzing What did Luther do with the German Bible? How does his work reflect a change from the
past? How does his work reflect continuity with the past?
22
Copyright © McGraw Hill TEXT: Roper, Lyndal. Martin Luther: Renegade and Prophet. New York,
NY: Penguin Random House, 2016.
—Lyndal Roper, Martin Luther: Renegade and Prophet, 2016
Name
Date
Class
D
The Impact of the Reformation on Art
Catholic churches were often elaborately decorated with statues and paintings depicting
scenes from the Bible. The leaders of the Reformation objected to such artwork, either
because of the cost or because they believed that they encouraged the worship of idols
rather than God. Reformers damaged or destroyed artwork of which they disapproved.
Copyright © McGraw Hill
PHOTO: PjrTravel/Alamy Stock Photo
PRIMARY SOURCE : STATUE
This statue of Jesus, Mary, and St. Anne at a church
in the Netherlands was damaged during the Reformation.
Challenge
Art and architecture are important to all religions. Research other major religions and describe how
religious art expresses their beliefs. What beliefs, if any, influence how the art or architecture is
portrayed? Create a religious art presentation for your class.
EXAMINE THE SOURCE
8. Analyzing Based on what you have learned, what were some reasons reformers chose to damage
or destroy artwork in Catholic churches?
The Renaissance and Reformation, 1350 to 1600
23
E
Impact of the Reformation on Cathedrals
Protestant congregations often began by adapting Catholic churches or cathedrals for their
use. Because of that, both Protestant and Catholic churches typically had an altar at one
end with benches for congregants to sit on. However, Protestant church altars were less
ornate, featured fewer statues and art, and reduced the emphasis on relics and shrines. In
addition, the altar in a Protestant church tended to be closer to the people, representing
how Protestants believed everyone could access God directly, while Catholics viewed the
priest as the one who interceded with God on the people’s behalf.
This altar in a Protestant church is dramatically
different: no gold paint or representation of
the human form.
EXAMINE THE SOURCE
9. Analyzing How do art and architecture in Catholic and Protestant churches reflect both the
similarities and differences in their beliefs? Use details from the photographs to support your answer.
10. Making Connections Using these two photographs, formulate a thesis or argument about how
religious architecture is connected to religious beliefs.
24
Copyright © McGraw Hill
Shutterstock
This altar at a Catholic church in Rome is
elaborate, with many representations of
biblical figures and gold paint.
PHOTO: (l) JOHN KELLERMAN/Alamy Stock Photo, (r) travelview/
PRIMARY SOURCE : CATHEDRALS
Name
Date
Class
F
The Separation of Church and State?
The Catholic Church had held a virtual monopoly on religious practice in Europe for many
years. Its power was vested not only in religious belief, but in political connections between
religious and civic leaders. The Protestant Reformation not only changed religion, but it
changed politics. It created a new wave of religious tolerance that would change the world.
SECONDARY SOURCE : HISTORY
Copyright © McGraw Hill
Press, 2008.
TEXT: Linder, Robert D. The Reformation Era. Westport, CT: Greenwood
“
. . . [T]he political impact of the Reformation was substantial and important. . . .
Although both Luther and Calvin . . . taught their followers routinely to obey those in
power, their followers found ways to justify resistance to magistrates who sought to
suppress their faith. Lutherans first justified resistance to the emperor when the
latter threatened to eliminate Protestantism by force. The establishment of the
Schmalkaldic League in 1531 was based on the contention that the constitution of
the Holy Roman Empire gave “inferior magistrates” the right to resist a tyrannical
emperor. After Charles V defeated the Lutheran princes in 1547, Lutherans . . .
defended the right to resist the religious settlement imposed by the emperor based
on the same argument. Calvinists found these arguments useful when they faced
government persecution in France. . . .
. . . [M]ost important of all in the political realm, was the contribution of the
Anabaptists and Baptists to the expansion of freedom. . . .The Anabaptists argued
that New Testament Christianity taught that in order to have a congregation of truly
committed Christians, all believers had to make their decision to follow Jesus freely
and without state interference. . . . Therefore, it is was imperative that the state
allow religious freedom and that church and state be separate. . . .[S]everal places
in the Protestant World during that period introduced toleration, a right to hold
religious views different from the established ones . . .
”
—Robert D. Linder, The Reformation Era, 2008
Need Extra Help?
This passage includes many names and terms that may be unfamiliar. You can use the structure of the
passage and the context of the sentences to help with understanding. In the first paragraph, the author
states that Luther and Calvin told their followers to obey political leaders, but “their followers found
ways to justify resistance.” The rest of that paragraph basically gives examples of ways that Protestants
justified resistance. In the second paragraph, the author explains how the Anabaptists’ argument about
religious tolerance became so important. The Anabaptists were a Protestant sect, but to understand this
passage you only need to focus on their argument about religious tolerance.
EXAMINE THE SOURCE
11. Analyzing Religious tolerance had existed in earlier times in history, such as periods during the
Roman Empire. How were the Protestants’ arguments about religious tolerance different from earlier
religious groups?
The Renaissance and Reformation, 1350 to 1600
25
G
The Peace of Augsburg
Protestants were not only challenging the Church, but the political system and the Holy
Roman Emperor himself. They presented a statement of their beliefs to the emperor, and
after much negotiation, it resulted in the Peace of Augsburg, the first document that
permitted locales to choose their own religion from two options: Catholicism and
Lutheranism, a type of Protestantism.
PRIMARY SOURCE : POLITICAL AGREEMENT
“
In order to bring peace to the Holy Roman Empire of the Germanic Nation between
the Roman Imperial Majesty and the Electors, Princes and Estates, let neither his
Imperial Majesty nor the Electors, Princes, etc., do any violence or harm to any
estate of the empire on the account of the Augsburg Confession, but let them enjoy
their religious belief, liturgy and ceremonies as well as their estates and other rights
and privileges in peace; and complete religious peace shall be obtained only by
Christian means of amity, or under threat of punishment of the Imperial ban.
Likewise the Estates espousing the Augsburg Confession shall let all the Estates
and Princes who cling to the old religion live in absolute peace and in the
enjoyment of all their estates, rights, and privileges.
However, all such as do not belong to the two above named religions shall not be
included in the present peace but be totally excluded from it. . . .
. . . The chapter and such are entitled to it by common law or the custom of the place
shall elect a person espousing the old religion who may enter on the possession
and enjoyment of all the rights and incomes of the place without any further
hindrance and without prejudging any ultimate amicable transaction of religion.
”
EXAMINE THE SOURCE
12. Making Connections The previous source and this source both discuss the concept of religious
tolerance. Formulate a thesis or argument about how the Protestant Reformation did or did not
encourage religious tolerance. Use evidence from these two sources and any other evidence from
this Inquiry Journal to support your thesis.
13. Analyzing Re-read this sentence from the second paragraph: “ . . . [A]ll such as do not belong to the
two above named religions shall not be included in the present peace but be totally excluded from
it. . . .” This is not religious tolerance in the way a modern audience would understand it. What does
that quote mean? How does this version of religious tolerance reflect the context of its time?
26
Copyright © McGraw Hill TEXT: Rea, Robert F., and Steven D. Cone. A Global Church History: The
Great Traditions through Cultures, Continents, and Centuries. London: T&T Clark, 2019.
—The Peace of Augsburg (1555) as cited in A Global Church
History by Steven D. Cone and Robert F. Rea, 2019
Name
Date
Class
H
Worldly Concerns
Many Protestants view financial success as a sign that someone is favored by God. German
sociologist Max Weber argues that the Protestant Reformation therefore changed society
because people who had once worked to earn admittance to an afterlife now worked to
achieve worldly success. This became known as the Protestant Work Ethic, a well-known,
but not universally accepted, theory.
SECONDARY SOURCE : HISTORY
Copyright © McGraw Hill TEXT: Weber, Max. The Protestant Ethic and The Spirit of Capitalism.
New York, NY: Dover Publications, 2012.
“
Luther developed the conception in the course of the first decade of his activity as
a reformer. . . . [H]e thought of activity in the world as a thing of the flesh, even
though willed by God. . . . [W]ith the development of the conception of sola fide in
all its consequences, and its logical result, the increasingly sharp emphasis against
the Catholic consilia evangelica of the monks as dictates of the devil, the calling
grew in importance. The monastic life is not only quite devoid of value as a means
of justification before God, but he also looks upon its renunciation of the duties of
this world as the product of selfishness . . . In contrast, labour in a calling appears to
him as the outward expression of brotherly love. This he proves by the observation
that the division of labor forces every individual to work for others . . . However, this
justification, which is evidently essentially scholastic, soon disappears again, and
there remains, more and more strongly emphasized, the statement that the
fulfilment of worldly duties is under all circumstances the only way to live
acceptably to God. It and it alone is the will of God, and hence every legitimate
calling has exactly the same worth in the sight of God. That this moral justification of
worldly activity was one of the most important results of the Reformation, especially
of Luther’s part in it, is beyond doubt, and may even be considered a platitude.
”
—Max Weber, The Protestant Ethic and Spirit of Capitalism, 2012,
originally written 1904-1905
Challenge
Many North American colonists were Protestants or other religious believers who did not find support
for their beliefs. Explore the different religious groups who came to the United States. To what extent do
their actions support or undermine Weber’s theory about the Protestant Work Ethic? What other beliefs
did these groups hold that have helped to shape U.S. cultural ideas about work, money, and more? How
do those ideas still influence modern U.S. policies today?
EXAMINE THE SOURCE
14. Analyzing Protestants have long viewed financial success as a sign of God’s blessing. How does
Weber explain the sociological effects of that belief? If someone embraces Weber’s theory, how
might this change their view of historical events?
The Renaissance and Reformation, 1350 to 1600
27
Evaluate Sources and Use Evidence
15. Citing Text Evidence Refer back to the Compelling Question and the Supporting Questions you
developed at the beginning of the topic. Then examine the evidence you gathered and recorded in
the Graphic Organizer. If you would like to change one or more of your Supporting Questions, you
may do so now. Which sources will help you answer the Supporting Questions? Circle or highlight
those sources in your Graphic Organizer. Looking at the subset of sources you have chosen, be
prepared to explain why you chose each source.
Supporting Question
Sources and Notes
1
3
28
Copyright © McGraw Hill
2
Name
Date
Class
16. Answering Supporting Questions Now, answer the Supporting Questions that you developed at
the beginning of the activity to help you in answering the Compelling Question.
Answer for Supporting Question 1:
Answer for Supporting Question 2:
Copyright © McGraw Hill
Answer for Supporting Question 3:
Communicate Conclusions
Talk About It
17. Collaborating Form a pair with another classmate or a group. Get a large sheet of paper and draw
a huge Venn diagram. The circles should be labeled “Roman Catholic Church” and “Protestant
Church,” with the overlapping section in the middle labeled “Both” for statements true of both
groups. Find facts that are true solely of Protestants and add them to the “Protestant” circle. Then
do the same thing for facts about the “Roman Catholic Church.” Add to the “Both” section as
appropriate. When you have finished, display your Venn diagram on desks or hang it on the wall.
The Renaissance and Reformation, 1350 to 1600
29
Write About It
18. Informative Writing The Reformation was an important period in history and is well-documented.
Choose two of the resources provided in this Inquiry Journal. Select the ones you think would be
most useful if you were to write a paper on this period and these religious groups. Explain why
these sources would be the best evidence to answer the Compelling Question or the
Supporting Questions.
Copyright © McGraw Hill
19. Answering the Compelling Question What do you think? How did the Reformation change
people’s understanding of what it meant to be a Christian? Create a presentation that outlines the
differences between Catholic and Protestant beliefs during the Reformation. Do some additional
research to add to your project as time permits. Make sure to include visuals that will illustrate the
differences between the two religious groups and how that may have shaped individuals’ sense of
identity. Then share your presentation with the class.
30
Name
Date
Class
Take Informed Action
20. Making Connections The Protestants took action when they felt an institution they loved, their
church, was not functioning in a way they thought was appropriate. The United States has a long
tradition of protests; in fact, the country was founded through protesting unfair actions by the
English king. More recently there have been anti-war protests, protests about climate change/
environmental issues, and protests for equality for people of color, for women, for members of the
LGBTQ community.
Research the protests that have occurred in your community or that have occurred about an issue
that is meaningful to you. What sparked this protest? What happened during the protest?
What were the ultimate results of the protest?
7
YOU CHOOSE
Select one of these Take Informed Actions to apply what you’ve learned.
A. Do detailed research on a protest or series of protests that occurred in your community. Share what
you learned with your class through creative writing. Write a poem, a short play, or a story about a
person attending one of these protests. Why was that person there? What did they see and hear?
How did it affect them and their community? If possible, share your writing with someone who did
attend the protests and ask them for feedback. Then perform or read aloud your writing for your
class and an invited audience.
B. Locate a person or persons who have attended or participated in protests in your community.
Interview them. Before conducting the interview, do research on how the local media presented
information about the protest. When you interview the protestor(s), make sure to ask them if they felt
the media presented their side of the story fairly, and if not, why not. Also invite them to share
whether they felt their protest achieved its goals, and why or why not. With their permission, record
the interview and share the recording (or a transcript of the recording) with your class.
Copyright © McGraw Hill
C. Research peaceful protest methods, such as boycotts and petitions, as ways of affecting changes in
policies or procedures. Investigate how social media can be a powerful tool to increase awareness
of an issue. Study the history of protests in your community and identify an issue people were
protesting. Identify the problems, if any, that occurred during those protests. Use your research to
discuss both successful and unsuccessful methods of protest. Think of an issue that is personally
meaningful to you. Explain how you can affect a change in policy using peaceful protest methods.
The Renaissance and Reformation, 1350 to 1600
31
Take Informed Action Rubric: Researching Protests
Self-Evaluation As you research, think about the following criteria. These are the criteria your teacher
will use to evaluate your Take Informed Action activity.
Peer Review Use this rubric to score the research and product developed by another classmate or
group of classmates.
4
3
The piece is wellorganized and focused
and demonstrates an
adequate
understanding of the
event or issue.
The research is
exceptionally wellwritten, detailed,
and specific.
The research is wellwritten and includes
adequate details.
2
The piece is organized
but is inconsistent in
focus and
demonstrates an
inadequate
understanding of the
event or issue.
1
The research is weakly
The piece lacks
written throughout,
organization, focus, and
provides virtually no
a basic understanding
specifics or details, and
of the event or issue.
is hard to understand.
SCORE
32
The piece is
exceptionally wellorganized and focused
and demonstrates a
thorough and deep
understanding of the
event or issue.
Writing
Some of the research is
well-written, but
sections of it are harder
to understand or many
details are lacking.
Historical Accuracy
Speaking and
Listening
The piece is wellresearched and is
factually accurate.
The project
demonstrates
outstanding speaking
and listening skills.
Information is
communicated clearly
and effectively, and any
participants who are
invited to share their
thoughts are listened to
carefully
and respectfully.
The piece is wellresearched but
contains some
factual mistakes.
The project
demonstrates good
speaking and listening
skills. Information is
communicated clearly,
for the most part, and
any participants who
are invited to share
their thoughts are
listened to respectfully.
The piece is not wellresearched and
contains some
factual mistakes.
Parts of the project
demonstrate good
speaking and listening
skills. Information may
be communicated
clearly, but listening
skills may be less
evident, OR listening
skills may be
acceptable, but spoken
communication is
limited or unclear.
There are many
factual mistakes.
The project
demonstrates a weak
command of both
speaking and
listening skills.
Copyright © McGraw Hill
Organization
Name
Date
Class
TOPIC 03 • ASIAN EMPIRES, 1450 TO 1800
Gunpowder Empires
?
COMPELLING QUESTION
How did the use of gunpowder change the balance of power in Asia?
Plan Your Inquiry
You will explore the different ways gunpowder changed the balance of power in Asia. You will
use the Compelling Question to develop Supporting Questions. You will answer the
questions using primary and secondary sources. Then you will communicate your research
conclusions and connect what you have learned to your own community.
Copyright © McGraw Hill
Background Information
Gunpowder was first used in China for fireworks and then for weapons. Like many other
Chinese innovations, it eventually traveled West. The Ottomans, the S·afavids, and the Moguls
adopted gunpowder weaponry before European nations did. Historians argue that the
adoption of gunpowder weaponry transformed civilizations, not just in how they did battle,
but in other aspects of life as well.
The Ottoman Empire was first created by Sultan Osman around the year 1300, and it draws
its name from Osman. Although Osman ruled about twenty-five years, his descendants
continued to expand the empire. The Ottomans were Turkish warriors who believed in Islam,
and they fought to reclaim territory from other cultures, particularly Christian strongholds
such as Constantinople.
The Byzantine Empire was the Eastern half of the Roman Empire. It lasted one thousand
years longer than the Western Roman Empire, but the Ottomans proved too much for it.
Some parts of the empire were easily defeated by the Ottomans, but the stronghold of
Constantinople would remain unconquered until the Ottomans adopted gunpowder weapons.
Gunpowder weapons were not the only advantage the Ottomans had. Because of their
ongoing plans for conquest, the Ottomans became the first empire to maintain a standing
army. Their elite forces, called the Janissaries, served in border towns during peacetime, but
were remarkably effective fighters in times of war. They also became adept at the use of
gunpowder weapons, and the Ottoman rulers focused on providing this new technology for
their most highly trained and effective troops.
The Byzantines were not the Ottomans’ only enemies. They also had an ongoing struggle
with the S·afavids, a Shia Muslim dynasty who practiced a different branch of Islam than the
Sunni Muslim Ottomans. The S·afavids also had gunpowder weaponry, but the Ottomans
remained the dominant power in the region.
Ottoman knowledge of gunpowder was eventually transmitted to the Moguls, or Mughals,
who ruled in present-day India, Afghanistan, and Pakistan. The Mogul Empire was initially
created by Bābur, who was a descendant of Genghis Khan as well as the famed Turkic leader
Timur Lenk. Bābur was raised with Turkish cultural traditions, and he embraced Ottoman
learning about gunpowder weaponry and strategies. Bābur was famed for his willingness to
permit various religious practices in his empire. When Bābur died, his son tried unsuccessfully
to maintain his empire. However, Bābur’s grandson was able to expand the empire even
further using the weapons technology Bābur had acquired to establish one of the most
important empires in Indian history.
GO ONLINE
to use the Digital Inquiry Journal.
33
Develop Supporting Questions about
Asian Empires
1. Developing Supporting Questions Reread the Compelling Question for this topic. Think about the
Asian empires of this period. Consider how the invention and use of gunpowder changed the
balance of power during this era. Develop a list of Supporting Questions that would help you answer
the Compelling Question. Remember that Supporting Questions are questions that you need to
answer first.
Supporting Question 1:
Supporting Question 2:
Copyright © McGraw Hill
Supporting Question 3:
34
Name
Date
Class
Apply Historical Concepts and Tools
2. Analyzing Sources Next, you will work with a variety of primary and secondary sources. These
sources focus on Asian empires and their use of gunpowder. As you read, use the graphic organizer
to take notes and to organize information about the sources.
Organizing Source Information
Copyright © McGraw Hill
Source
Title and Author/Creator
A
Gunpowder Strengthens
Government Authority by
Barton C. Hacker
B
Siege of Constantinople
by Tonio Andrade
C
Janissaries in Battle,
a painting
D
The Creation of the
Janissaries by
Edward Gibbon
E
Mogul Artillery, a painting
F
Ottomans’ War Against the
S·afavids by Kaushik Roy
G
Gunpowder and the
Moguls by
Manimugdha Sharma
H
Memoirs of Bābur,
translated by John Leyden
and William Erskine
Notes
Asian Empires, 1450 to 1800
35
Analyze Sources
Review and analyze Sources A–H. There are questions that accompany each source to help
you examine the source and check for historical understanding.
A
Gunpowder Strengthens Government Authority
Black powder, the earliest form of gunpowder, was developed in China and used for
fireworks and some very simple weapons. By the fifteenth and sixteenth centuries, empires
west of China were utilizing gunpowder-based weapons.
SECONDARY SOURCE : HISTORY
By the sixteenth century, gunpowder weapons sharply altered the balance between
central government and provincial forces. . . . Confronted by foes armed with the
new weapons, Ottoman sultans in the fifteenth century, as well as S·afavid shahs
and Mughal emperors in the sixteenth, bypassed the resistance of mounted archers
by making use of paid slave soldiers, an old Islamic military institution. Under direct
central authority, they created from such troops new infantry and artillery units to
exploit gunpowder weapons.
These military changes not only improved battlefield performance but also
encouraged state centralization and contributed greatly to the enhanced stability of
the Islamic gunpowder empires. The competitive use of gunpowder weapons
required a military transformation, which inevitably called into question other aspects
of the social order that were linked to military organization. Accordingly, change
extended beyond purely military adjustments. The high cost of artillery and the effort
of keeping up with changing technology favored a well-organized central authority,
at the expense of local power centers with more limited resources. Although the
introduction of gunpowder weapons may not stand as the deterministic cause of the
early modern changes, it certainly emerges as a major factor.
”
—Barton C. Hacker, The Heirs of Archimedes, 2005
infantry soldiers who fight on foot and use personal weapons, such as rifles
artillery large guns that are used on land, such as cannons
Need Extra Help?
This text refers to three different ruling groups: the Ottomans, the S·afavids, and the Mughals. All three
were Islamic empires. The Ottomans ruled around present-day Turkey; the S·afavids ruled in present-day
Iran; and the Mughals ruled in India. All three integrated gunpowder weaponry into their militaries.
EXAMINE THE SOURCE
3. Analyzing What changed about the Ottoman Empire’s military once gunpowder was introduced?
What did not change?
36
Copyright © McGraw Hill TEXT: Steele, Brett D., and Tamera Dorland, eds. The Heirs of Archimedes
Science and the Art of War through the Age of Enlightenment. Cambridge, MA: The MIT Press, 2005.
“
Name
Date
Class
B
Siege of Constantinople
Emperor Constantine made the city of Constantinople into the capital of the Holy Roman
Empire and an important center of Christian learning and belief. Throughout the following
centuries, many tried to lay siege to Constantinople, but they did not succeed, largely due
to Constantinople’s famous defensive walls. It was not until the Ottomans attacked the city
in the fourteenth century that Constantinople fell to a besieging army.
SECONDARY SOURCE : HISTORY
“
As a Greek historian writes, “the walls of Constantinople have been the most
famous and complicated system of defence in the civilized world; it secured the city
for fifteen centuries from every presumptive conqueror.” . . . The defenses of
Constantinople were considered nearly impregnable.
Not, however, to Sultan Mehmed II (1432–1481). Young, smart, and determined, he
prepared carefully . . . wooing cannon makers to his side with large salaries and
creative autonomy. The most famous was a Hungarian named Urban, a disgruntled
employee of the Byzantine emperor. Angry that he’d been denied a raise, he
crossed the border and gained an audience with Mehmet II. . . . Mehmet hired him,
paying a handsome salary.
For three months Urban worked, amassing forty tons of tin and copper, designing
molds, melting, casting. At the end, wrote a contemporary, “a terrible and
unprecedented monster was constructed.” . . .
Copyright © McGraw Hill TEXT: Andrade, Tonio. The Gunpowder Age China, Military Innovation,
and the Rise of the West in World History. Princeton: Princeton University Press, 2016.
Finally it was wrested into a battery and aimed at the walls of Constantinople. It
wasn’t the only bombard pointing at the city. Mehmet had dozens of huge pieces. . . .
The guns opened fire on the weakest sections of Constantinople’s walls, bombarding
them for fifty-five days. As a Greek contemporary, Kritoboulos, wrote, “The stone,
borne with tremendous force and velocity, hit the wall, which it immediately shook
and knocked down, and was itself broken into many fragments and scattered, hurling
the pieces everywhere and killing those who happened to be nearby. Sometimes it
demolished a whole section, and sometimes a half-section, and sometimes a larger
or smaller section of a tower or turret or battlement. And there was no part of the
wall strong enough or resistant enough or thick enough to be able to withstand it, or
to wholly resist such force and such a blow of the stone cannon-ball.”
”
—Tonio Andrade, The Gunpowder Age, 2017
impregnable unable to be captured, scaled, or destroyed
EXAMINE THE SOURCE
4. Analyzing What was the historical context for Sultan Mehmet’s successful attack on Constantinople?
How does that shape a modern writer’s perspective on Mehmet’s attack?
Asian Empires, 1450 to 1800
37
C
Janissaries in Battle
This painting depicts the Janissaries’ use of firearms during the Siege of Rhodes in 1522.
The Sultan, Suleiman the Magnificent, used this elite military force, to conquer the island to
gain control of the Eastern Mediterranean. The Janissaries were highly trained archers and
riflemen.
PRIMARY SOURCE : PAINTING
EXAMINE THE SOURCE
5. Evaluating Examine the artwork carefully. What is unique about the types of weapons used during
battles of this era?
6. Analyzing Visuals What does this artwork tell you about the Ottoman perspective on the
Janissaries? What are the limitations of this artwork as a historical source?
38
Copyright © McGraw Hill PHOTO: Universal History Archive/Getty Images
This Ottoman artwork shows the Janissaries using their rifles against European knights during the Siege
of Rhodes.
Name
Date
Class
D
The Creation of the Janissaries
This passage from a famous history book describes the creation of the Janissaries. The
Janissaries were the first standing army, an important military innovation. A standing army
was better trained and equipped for war. The Janissaries were a powerful military force for
the sultans, but in later years they also began deposing sultans they saw as problematic.
SECONDARY SOURCE : HISTORY
“
The vizier of Amurath reminded his sovereign that, according to the . . . [Islamic] law,
he was entitled to a fifth part of the spoil and captives; and that the duty might
easily be levied, if vigilant officers were stationed in Gallipoli, to watch the passage,
and to select for his use the stoutest and most beautiful of the Christian youth. The
advice was followed: the edict was proclaimed; many thousands of the European
captives were educated in religion and arms; and the new militia was consecrated
and named by a celebrated dervis. Standing in the front of their ranks, he stretched
the sleeve of his gown over the head of the foremost soldier, and his blessing was
delivered in these words: “Let them be called Janizaries, (Yengi cheri, or new
soldiers;) may their countenance be ever bright! their hand victorious! their sword
keen! may their spear always hang over the heads of their enemies! and,
wheresoever they go, may they return with a white face!” Such was the origin of
these haughty troops, the terror of the nations, and sometimes of the sultans
themselves. . . . [A]t the time of their institution, they possessed a decisive
superiority in war; since a regular body of infantry, in constant exercise and pay, was
not maintained by any of the princes of Christendom.
Copyright © McGraw Hill TEXT: Gibbon, Edward. The History of the Decline and Fall of the Roman
Empire. Vol. 6. New York, NY: Harper & Brothers, 1878.
”
—Edward Gibbon, The History of the Decline and Fall of the Roman Empire, 1878
dervis also spelled dervish; a member of a mystical order that worships through chants and dances
EXAMINE THE SOURCE
7. Evaluating What was unique about the Janissaries? Why does it make sense that they would
become riflemen?
8. Making Connections Use this source and the previous source to develop a reasonable argument
about the way that gunpowder influenced the development of the Janissaries.
Asian Empires, 1450 to 1800
39
E
Mogul Artillery
One dynasty of rulers controlled parts of modern-day India, Pakistan, and Afghanistan for
approximately two hundred years, beginning in the sixteenth century. These rulers are
called the Moguls. They were Muslims who had lived in this region for generations, but who
traced their ancestry to the Mongol leader Genghis Khan. Like the Ottomans, they were
some of the first military leaders to use gunpowder weapons.
Directly after a battle, Akbar commissioned this image
to highlight his accomplishments. The artist depicts
Mogul soldiers moving and setting up cannons.
EXAMINE THE SOURCE
9. Analyzing Visuals What could a historian learn about Mogul use of artillery from this image? Give
specific examples from the image to support your answer.
40
Copyright © McGraw Hill PHOTO: Chronicle of World History/Alamy Stock Photo
PRIMARY SOURCE : ILLUSTRATED MANUSCRIPT
Name
Date
Class
F
Ottomans’ War Against the S·afavids
The S·afavids were the ruling dynasty of Iran in the sixteenth, seventeenth, and part of the
eighteenth centuries. They were Shia Muslims. The Ottomans were Sunni Muslims, the
other dominant branch of Islamic belief. This passage describes the Battle of Chāldirān, the
first in a series of battles between the two different factions.
SECONDARY SOURCE : HISTORY
“
The Ottomans could no longer neglect the Shia . . . threat developing on their
Eastern Front. . . .
Copyright © McGraw Hill TEXT: Roy, Kaushik. Military Transition in Early Modern Asia, 1400-1750.
London: Bloomsbury, 2014.
The Ottoman and S·afavid armies clashed at Chaldiran, some 80 miles northwest of
Tabriz. At the Battle of Chaldiran (22/23 August? 1514), the Ottoman troops armed
with firearms and artillery crushed a S·afavid force. The S·afavid Army mainly
comprised cavalry equipped with swords and lacking gunpowder weapons. . . . The
Ottomans stationed musketeers behind the gun carriages, which were linked
together with chains. Mortars of various size were placed over the gun carriages.
Sinan Pasha, who commanded the Ottoman right wing, brought into action 200
cannons and 100 mortars and delivered the fatal blow. . . . Selim I’s wagon laager
was . . . deadly . . . because . . . [it] deployed gunpowder weapons within the wagon
fortress. So, even if the S·afavids had used catapults, it is doubtful whether these
would have been effective against the cannons and mortars deployed by the
Ottomans behind their linked wagons. . . .
At Chaldiran, Shah Ismail did not bring his gunpowder weapons probably because
he wanted to emphasize speed and mobility to achieve surprise over
the Ottomans.
”
—Kaushik Roy, Military Transition in Early Modern Asia, 1400–1750, 2014
mortars gun that fires bomb-type projectiles over short distances; frequently placed on the ground to
be fired, as if a small cannon.
laager an encampment made of a circle of wagons
Challenge
Sunni and Shia Muslims continue to have substantial disagreements about their beliefs and practices.
Research the differences between the two groups and the ways that those differences have continued
to have political and military consequences in the twentieth and twenty-first centuries. Report back to
the class on what you learned.
EXAMINE THE SOURCE
10. Analyzing The S·afavids and Ottomans had fought repeatedly, but the Battle of Chāldirān was a
turning point during which the Ottomans defeated the S·afavids. What were the causes of the
S·afavid defeat, based on this passage?
Asian Empires, 1450 to 1800
41
G
Gunpowder and the Moguls
The Mogul dynasty was established by Bābur, a descendant of Genghis Khan and famed
Turkish leader Timur Lenk. Bābur fought decisive battles to establish the earliest shape of
the Mogul empire. Akbar, Bābur’s grandson, would finally achieve the goal of conquering
the Indian subcontinent and uniting it with present-day Pakistan and Afghanistan as a
single empire.
SECONDARY SOURCE : HISTORY
“
In India, the Zamorin [the Hindu ruler of Calicut] also learnt his lesson fast. The
Italian traveller Ludovico di Varthema, who came to Calicut in 1506, found
Portuguese deserters making for the Zamorin various types of artillery guns and
also teaching the local gunsmiths the art of making European guns.
Bābur was also modernising his army. He managed to reach out to Ottoman artillery
officers to make him guns and teach him and his men how to use them. The two
Turkish men who would pivotal in this were Ustad Ali Quli Khan and Mustafa Khan.
Ustad Ali Quli may have been a participant at Chaldiran, and was much more than
an artillery officer. He was the chief gun-caster, chief gunner, chief firearms
strategist—all rolled into one. . . . However, by the time Humayun became emperor,
it would be another Ottoman officer, Rumi Khan, who would get greater
responsibilities . . . as Mir-i-Atish or minister of ordnance.
But at Panipat in 1526, it would be Ustad Ali Quli who would implement the lessons
of Chaldiran. Bābur says in his memoirs that it was Ali Quli who organised his lines
in the [Ottoman] . . . fashion. The same strategy would also be adopted a year later
at Khanwa in 1527, but for that battle, the wagon laagers were prepared and
arranged by Mustafa Khan.
”
EXAMINE THE SOURCE
11. Speculating This passage refers to the Battle of Chāldirān, which was also discussed in Source F.
Review both passages. If you were going to write a paper about the significance of the Battle of
Chāldirān, what questions would you need to answer? What sources might you use to answer
those questions?
12. Making Connections Review this passage as well as Source B. Use information from both sources
to make an argument about what was the most important element in the Ottomans’—and later the
Moguls’—ability to improve their militaries.
42
Copyright © McGraw Hill TEXT: Sharma, Manimugdha. Allahu Akbar. Bloomsbury, 2019.
—Manimugdha Sharma, Allahu Akbar: Understanding the Great Mughal in Today’s India, 2019
Name
Date
Class
H
Memoirs of Bābur
Bābur was a fascinating and complex leader for the Mogul Empire. In addition to being an
excellent soldier and tactician, he was an astute leader. When he won control of parts of India,
he created an atmosphere of religious tolerance that contributed to a peaceful kingdom. He
was also a poet and wrote his own memoirs, which is the source of this passage.
PRIMARY SOURCE : MEMOIR
“
I had directed Ustād Ali Kuli to cast a large cannon, for the purpose of battering
Biāna, and some other place which had not submitted. . . .
On Sunday, the 8th of the month, I went to see Ustād Ali Kuli fire that same great
gun. . . . We S·went to see how far it would throw. It was discharged about afternoon
prayers and carried one thousand six hundred paces. I bestowed on Ustād a
dagger, a complete dress, and a Tipchāk horse, as an honorary reward. . . .
Copyright © McGraw Hill TEXT: Babur, Zehir-Ed-Din Muhammed. Memoirs of Zehir-Ed-Din
Muhammed Babur. Translated by John Leyden and William Erskine. Vol. 2. London: Oxford University
Press, 1921.
It was finally settled that Ustād Ali should plant his cannon . . . on a rising ground
between the Ganges and Sarū, and also keep up a hot fire with a number of
matchlock-men from that post; that a little lower down than the junction of the two
rivers, opposite to an island, where there were a number of vessels collected,
Mustafa, on the Behār side of the Ganges, should get all his artillery and
ammunition in readiness, and commence a cannonade; a number of matchlock-men
were also placed under his command . . .
Ustād discharged a very large stone bullet once, and fired the feringis several
times. The Bengalis are famous for their skill in artillery. On this occasion, we had a
good opportunity of observing them. They do not direct their fire against a
particular point, but discharge at random.
”
—Memoirs of Zehīr-ed-dīn Muhammed Bābur, translated by John Leyden and
William Erskine, 1921
EXAMINE THE SOURCE
13. Analyzing Review this passage and the image in Source E. How do these two sources compare? If
a historian cited these two sources as the basis for an explanation about Mogul use of artillery,
would the explanation be accurate? Why or why not?
14. Evaluating This passage comes from a ruler’s memoir. What are the potential limitations of using a
leader’s memoir as a source of historical information? How might secondary interpretations of this
source be influenced by the identity of its author?
Asian Empires, 1450 to 1800
43
Evaluate Sources and Use Evidence
15. Citing Text Evidence Refer back to the Compelling Question and the Supporting Questions you
developed at the beginning of the topic. Then examine the evidence you gathered and recorded in
the Graphic Organizer. If you would like to change one or more of your Supporting Questions, you
may do so now. Which sources will help you answer the Supporting Questions? Circle or highlight
those sources in your Graphic Organizer. Looking at the subset of sources you have chosen, be
prepared to explain why you chose each source.
Supporting Question
Sources and Notes
1
3
44
Copyright © McGraw Hill
2
Name
Date
Class
16. Answering Supporting Questions Now, answer the Supporting Questions that you developed at
the beginning of the activity to help you in answering the Compelling Question.
Answer for Supporting Question 1:
Answer for Supporting Question 2:
Answer for Supporting Question 3:
Copyright © McGraw Hill
Communicate Conclusions
Talk About It
17. Collaborating Work with a partner to draw a simple map of Asia (or use a printed blank map of
Asia). Then use the Inquiry Journal Sources to identify the cultures discussed in these sources (e.g.,
Constantinople/Byzantines, Ottomans, S·afavids, Moguls). List these cultures on the map in the
approximate places where they lived. Draw arrows on the map to show how the knowledge of
gunpowder was transmitted from one culture to the next, and then add notes about how each
culture was affected by gunpowder weapons. When you have finished, join another pair of students
and compare your map and notes to theirs. Make any needed revisions so you can use the map to
help you with the rest of the tasks in this journal.
Asian Empires, 1450 to 1800
45
Write About It
18. Informative Writing Write a short explanation of how knowledge about gunpowder was transmitted
from one culture to another and why that was important. Use the map you created, as well as the
sources in this Inquiry Journal, to help you explain. Include evidence from at least three sources to
support your explanation.
Copyright © McGraw Hill
19. Answering the Compelling Question What do you think? How did the use of gunpowder change
the balance of power in Asia? Write a short essay to answer the question and use evidence from at
least three Inquiry Journal sources to support your answer.
46
Name
Date
Class
Take Informed Action
20. Making Connections Gunpowder was a technological innovation that transformed the
societies that adopted it for military use. But nonmilitary technologies can also transform
society. What technologies have transformed your town, city, or state? Research how
technologies have changed your community. Consider broader technological trends; for
example, research transportation changes like the Transcontinental Railroad or the Interstate
Freeway System; the development of the telephone or the Internet, as well as specific
technologies that affected the industries in your community. What was life in your community
like before the technology existed? How was life transformed by this technology? Was the
technology equally available to everyone in your community? Did some people become more
wealthy or powerful because of the technology? How was the balance of power in your
community transformed by this new technology?
7
YOU CHOOSE
Select one of these Take Informed Actions to apply what you’ve learned.
A. Work with a local library, museum, or historical society to create a display about the past and
future of technology in your community. Include images or artifacts that show how technology
transformed your community in the past. Write an explanation of what is included in the display.
Arrange to have your display available to the public at a local library, civic center, city hall, or
other public venue. Invite people who view the exhibit to make predictions about how
technology could transform your community in the future.
B. Conduct a survey about technology in your community. What do local people think about the
availability of technology, such as Wi-Fi access, in the community right now? What do people
know about the community’s previous access to technological innovation? What do they think is
needed for the community to thrive in the future? Survey at least ten people who live or work in
the community, or team up with partners to conduct a larger survey. Write a report on your
results to share with the class.
Copyright © McGraw Hill
C. Create a timeline of how technology has shaped or transformed your local community. Identify
key moments in the community’s history, such as the founding of the town or the election of an
important community leader, as well as the points at which technology changed the community.
Use text and images to illustrate the important points in the community’s history. Present your
timeline to the class and explain how technology has influenced the community’s growth
throughout its history.
Asian Empires, 1450 to 1800
47
Take Informed Action Rubric: Impact of Technology
Self-Evaluation As you research, think about the following criteria. These are the criteria your teacher
will use to evaluate your Take Informed Action activity.
Peer Review Use this rubric to score the research and product developed by another classmate or
group of classmates.
4
3
The piece is wellorganized and focused
and demonstrates an
adequate
understanding of the
event or issue.
The research is
exceptionally wellwritten, detailed,
and specific.
The research is wellwritten and includes
adequate details.
2
The piece is organized
but is inconsistent in
focus and
demonstrates an
inadequate
understanding of the
event or issue.
1
The research is weakly
The piece lacks
written throughout,
organization, focus, and
provides virtually no
a basic understanding
specifics or details, and
of the event or issue.
is hard to understand.
SCORE
48
The piece is
exceptionally wellorganized and focused
and demonstrates a
thorough and deep
understanding of the
event or issue.
Writing
Some of the research is
well-written, but
sections of it are harder
to understand or many
details are lacking.
Historical Accuracy
Speaking and
Listening
The piece is wellresearched and is
factually accurate.
The project
demonstrates
outstanding speaking
and listening skills.
Information is
communicated clearly
and effectively, and any
participants who are
invited to share their
thoughts are listened to
carefully
and respectfully.
The piece is wellresearched but
contains some
factual mistakes.
The project
demonstrates good
speaking and listening
skills. Information is
communicated clearly,
for the most part, and
any participants who
are invited to share
their thoughts are
listened to respectfully.
The piece is not wellresearched and
contains some
factual mistakes.
Parts of the project
demonstrate good
speaking and listening
skills. Information may
be communicated
clearly, but listening
skills may be less
evident, OR listening
skills may be
acceptable, but spoken
communication is
limited or unclear.
There are many
factual mistakes.
The project
demonstrates a weak
command of both
speaking and
listening skills.
Copyright © McGraw Hill
Organization
Name
Date
Class
TOPIC 04 • EXPLORATION AND COLONIZATION, 1500 TO 1800
European Exploration and Its Consequences
?
COMPELLING QUESTION
How did the arrival of European explorers, merchants, and colonizers impact
the societies they explored?
Plan Your Inquiry
In this activity, you will develop Supporting Questions about European exploration, using the
Compelling Question as your guide. You will study primary and secondary sources. Finally,
you will answer your Supporting Questions, communicate your research conclusions, and
take action based on what you’ve learned.
Copyright © McGraw Hill
Background Information
European exploration of the rest of the world happened for many reasons. For years, wealthy
Europeans had enjoyed spices and luxury goods from the East. But the existing trade routes
were not always safe, and middlemen could make the purchases expensive. Many European
countries decided they should find their own routes.
In addition, many of these European nations believed converting new people to the
Christian faith would honor God. Missionaries often accompanied explorers and colonizers on
their journeys.
The Portuguese were some of the first Europeans to begin exploration. Their ships
navigated around the Cape of Good Hope at the southern tip of Africa and all the way to
India, Indonesia, and other parts of Southeast Asia. For a time, the Portuguese had a virtual
monopoly on the spice trade, until the Dutch, at war with Spain and Portugal, decided to find
their own way to obtain these goods. The Dutch formed alliances with indigenous people
who now resented the Portuguese and the Dutch established their own control over what
became known as the Dutch East Indies.
In seeking a way to the Indies, Christopher Columbus had stumbled on the islands of the
Caribbean, and those who followed him began to explore the continents of South and North
America. The Spanish Conquistadors, led by Hernán Cortés, invaded present-day Mexico,
and conquered the Aztec people. Some of Cortés’s subordinates were later put in charge of
expeditions into Guatemala and the area around Honduras. In South America, Francisco
Pizarro conquered the Incas. Throughout the region, the Conquistadors and other colonizers
slaughtered indigenous people and enslaved them. Many more indigenous people died of
diseases, such as measles and smallpox, that were brought over by the Europeans. This was
part of the so-called Columbian Exchange.
The Columbian Exchange refers to an exchange between Europe and the Americas.
Plants, animals, and diseases were transmitted from Europe to the Americas and vice versa.
The transmission of diseases was particularly traumatic for indigenous Americans, who had
never been exposed to such illnesses before.
The indigenous peoples of North America also struggled with illnesses brought by the
colonizers. The colonizers in North America had a complex relationship with the indigenous
peoples. They traded with the indigenous people and sometimes formed close relationships
with them. This did not prevent the colonizers from attacking and mistreating the indigenous
people when they wanted to drive the indigenous people from their land.
GO ONLINE
to use the Digital Inquiry Journal.
49
Develop Supporting Questions about
European Exploration
1. Developing Supporting Questions Reread the Compelling Question for this topic. Think about the
Europeans who were explorers, merchants, and colonizers. Consider the immediate and long-term
effects of their arrival on societies in other parts of the world. Develop a list of Supporting Questions
that would help you answer the Compelling Question. Remember that Supporting Questions are
questions that you need to answer first.
Supporting Question 1:
Supporting Question 2:
Copyright © McGraw Hill
Supporting Question 3:
50
Name
Date
Class
Apply Historical Concepts and Tools
2. Analyzing Sources Next, you will work with a variety of primary and secondary sources. These
sources focus on European exploration. As you read, use the graphic organizer to take notes and to
organize information about the sources.
Organizing Source Information
Copyright © McGraw Hill
Source
Title and Author/Creator
A
Trade with Indonesia, a
letter from 1539 in a book
by Fernão Mendes Pinto
B
Shifting Alliances, a 1606
treaty in a book by
Peter Borschberg
C
Missionaries in China by
John Kesson
D
Smallpox in the Americas,
an illustration from the
Codex Trujillo de Peru
E
The Spread of Disease by
James Carrick Moore
F
The Conquest of
Guatemala by Pedro
de Alvarado
G
The Mayflower Compact
H
New France, a detail from
a map by Samuel
de Champlain
Notes
Exploration and Colonization, 1500 to 1800
51
Analyze Sources
Review and analyze Sources A–H. There are questions that accompany each source to help
you examine the source and check for historical understanding.
A
Trade with Indonesia
This is an account of interactions between the Portuguese and the Batak people of presentday Sumatra. In fact, “Batak,” also spelled Battak, was a name that outsiders used to
collectively refer to several different smaller, related ethnic groups. This account comes
from a book written by Fernão Mendes Pinto, who claimed to have traveled throughout
Asia for many years. The historical accuracy of Mendes Pinto’s writing is unclear, but he had
a vivid writing style that describes a European’s perspective on life in Asia during this
period. This is Mendes Pinto’s version of a letter from the king of the Batak to the
Portuguese leader in Sumatra at that time.
PRIMARY SOURCE : LETTER
I, Angeesiry Timorraja, king of the Battak, desirous above all others to be of service
to the Crowned Lion, whose throne of awesome splendor spans the ocean waves,
over which he reigns with incredible power wherever the four winds blow, that
magnificent prince of great Portugal, thy lord and mine, to whom once again I pay
homage by rendering obedience to thee, Pero de Faria, thou tower of strength, in a
spirit of true and sacred friendship; and from this day forward, I promise to be a
faithful subject to him, with all the purity of love and devotion befitting a loyal vassal.
Being most eager to renew our friendship pact, I propose to enrich thy subjects with
all the products of my soil, by entering into a new trade agreement with thee that will
fill the storehouses of thy sovereign and mine, with gold, pepper, camphor,
eaglewood, and benzoin, on condition that I be given a safe-conduct pass, written in
thy hand and guaranteed by the force of thy word, permitting my lancharas and
jurupangos to navigate in freedom and safety wherever the four winds blow. And to
seal this new friendship treaty, I also ask the favor of thy assistance in the form of
some military supplies that may be lying in some forgotten corner of thy arsenal, for I
find that at the moment I am sorely in need of cannonballs and gunpowder; and with
the aid of this sauguate as the first sign of thy friendship, I shall be able to punish the
perfidious Achinese, who have long been bitter foes of thy ancient Malacca.
”
—Letter from Angeesiry Timorraja to Pero de Faria, 1539,
from The Travels of Mendes Pinto by Fernão Mendes Pinto, 1989
EXAMINE THE SOURCE
3. Analyzing This letter is from an indigenous king to the representative of the Portuguese king, as
published in a book by a Portuguese writer. What does the letter suggest about the Batak king’s
attitude toward the Portuguese? Why is it important to remember that the letter is published in a
book by a Portuguese writer?
52
Copyright © McGraw Hill TEXT: Pinto, Fernao Mendes. The Travels of Mendes Pinto. Translated by
Rebecca D. Catz. Chicago, IL: University of Chicago Press, 1989.
“
Name
Date
Class
B
Shifting Alliances
In the early seventeenth century, the Dutch wanted to challenge Portuguese control of the
region known as the East Indies. The Dutch and the Portuguese were already at war in
Europe. The Dutch formed alliances with indigenous kingdoms that wanted the Portuguese
out for their own reasons. These alliances would lay the groundwork for the Dutch East
Indies Company to dominate trade in the region for decades to come.
PRIMARY SOURCE : POLITICAL AGREEMENT
“
Agreement concluded between Admiral Cornelis Matelieff de Jonge, in the name
and on behalf of the High Mighty Gentlemen States General of the United Provinces
on the one hand and the great and mighty King of Johor on the other, this day,
17 May 1606, on the ship Orange, laying at anchor at Melaka roadstead.
Copyright © McGraw Hill TEXT: Borschberg, Peter. Hugo Grotius, the Portuguese and Free Trade in
the East Indies. Nus Press, 2011.
1. First, the said Admiral in the name of the aforementioned Gentlemen and at the
request of the said King, shall lend assistance to the latter in taking possession of
and delivering the city of Melaka [Malacca] from the hands of the Portuguese, their
mutual enemies. To this end each party shall undertake all efforts to drive out the
Portuguese from [the city]. When this objective be achieved with God’s assistance,
the said walled city as it presently stands inside its earthen ramparts and stone
walls shall perpetually remain the free possession of said the States [General]
without the need to pay taxes or recognise an overlord. This the said King grants as
a reward for the [successful conclusion of] the war. . . .
4.The king shall not permit any Dutchmen, persons of European origin or their
descendants to trade in any of his lands, unless they have permission from the
Governor of Melaka.
”
—Treaty between Admiral Cornelis Matelieff de Jonge and the Kings of Johor, May 17, 1606,
excerpt from Hugo Grotius, the Portuguese and Free Trade in the East Indies by Peter
Borschberg, 2011
EXAMINE THE SOURCE
4. Speculating Review this agreement. Pay special attention to what each side is agreeing to. If you
were going to write an essay about this agreement, what questions would you need to answer?
5. Evaluating A treaty is an excellent primary source document. What are the limits of this type
of evidence?
Exploration and Colonization, 1500 to 1800
53
C
Missionaries in China
Christian missionaries—Protestant and Catholic—traveled to many parts of the world to
convert more people. The Jesuits were a Catholic order of priests who emphasized
scholarship and education; they were often very successful missionaries. In China, however,
they struggled to convert people. Some Jesuits were more successful when they
demonstrated respect for Chinese language and culture and engaged with Chinese
scholars about educational topics, such as science and mathematics.
SECONDARY SOURCE : HISTORY
“
The Jesuits were not the only parties occupied in the work of conversion. Besides
the Franciscans, who had already baptized nearly four thousand neophytes at
Canton, the Dominicans at this epoch counted numerous missionaries and
illustrious martyrs. In 1665 they had eleven residences, twenty churches, and about
two thousand Christians, in the three provinces of Fo-kien, Tche-kiang,
and Kan-tung.
These successes were not obtained without much sacrifice and suffering. The
jealousy of the mandarins and native priests often broke out against the
missionaries even to the effusion of blood. . . .
The persecution which was directed against the missionaries . . . ended in their all
being exiled to Canton with the exception of four, who were retained at court in a
scientific capacity merely.
”
—John Kesson, The Cross and the Dragon, 1854
Franciscans Roman Catholic religious order founded by St. Francis; known for vows of poverty and
charity
Dominicans Roman Catholic religious order founded by St. Dominic; includes priests and nuns; primary
purpose is to preach religious beliefs and also to study
mandarins Chinese government officials who earned their place through the completion of rigorous
exams
EXAMINE THE SOURCE
6. Evaluating Although the passage mentions three groups of Roman Catholic missionaries, the
Jesuits may have had a particular advantage. Review this passage and the introductory information
before it, then explain what advantage the Jesuits may have had.
54
Copyright © McGraw Hill TEXT: Kesson, John. The Cross and The Dragon; or, The Fortunes of
Christianity in China. London: Smith, Elder, and Co, 1854.
Jesuits Roman Catholic religious order known for scholarship and education as well as
proselytizing
Name
Date
Class
D
Smallpox in the Americas
This image of an indigenous person suffering from smallpox comes from the Codex Trujillo, a
set of drawings of Peruvian life commissioned in the late eighteenth century by the Bishop of
Trujillo, a Peruvian province. He hired anonymous Peruvian artists to make extensive
illustrations that appear to have accompanied a manuscript he was writing.
PRIMARY SOURCE : ILLUSTRATION
Copyright © McGraw Hill PHOTO: Album/Alamy Stock Photo
An indigenous person with smallpox.
Challenge
The codex contained many illustrations as well as musical scores. Research another aspect of the codex
and create a multimedia presentation to share more examples of the codex with your class. You may
choose to feature other illustrations, recordings of the music, or both. Make sure to include not only
examples of the content from the codex, but also your thoughts about why the Bishop chose to include
this information in his writing.
EXAMINE THE SOURCE
7. Analyzing Perspectives Why do you think the Codex Trujillo includes an illustration of an indigenous
person with smallpox?
Exploration and Colonization, 1500 to 1800
55
E
The Spread of Disease
When Europeans came to the Americas, they brought with them diseases such as smallpox
and measles. Smallpox was a deadly disease during this period; those who did survive were
often disfigured for life. It was particularly deadly for the indigenous peoples of the
Americas, who had never been exposed to it and therefore had no immunity.
SECONDARY SOURCE : HISTORY
“
The Spaniards who landed on that coast pretended to be civilized, the standard of
Christ was borne before them, and they proclaimed themselves the propagators of
his benevolent doctrines. How they practised his precepts may be judged of by the
consequences of their arrival.
It is computed that Hispaniola then contained a million of Indians; in reducing them
to Christianity and slavery, immense numbers were massacred by fire arms and
blood hounds: when resistance ceased, the wretched Indians having excessive
tasks imposed upon them, and being forced to work in the mines, were consumed
with labor and famine: and the remainder of this hapless race were totally
extinguished by the Measles and Small Pox. . . .
Although the Spaniards were perfectly acquainted with the Small Pox, yet they
suffered [a] slave, when covered with pustules, to be landed with the troops at
Zempoalla, where the Indians were both ignorant of the contagious nature of the
disease, and of any means of mitigating its violence.
They soon caught the infection, which spread through Mexico, and occasioned
such desolation, that in a very short time three millions and a half of people were
destroyed, in that kingdom alone; the Emperor Quetlavaca, brother and successor
to Montezuma, was among the victims.
”
pustules small blisters filled with pus, common in diseases such as smallpox
Montezuma emperor of the Aztecs at the time the Spanish first arrived; murdered by Cortés
EXAMINE THE SOURCE
8. Explaining Using this passage for guidance, explain how the Spaniards treated the indigenous
people. How does a present-day perspective influence your explanation?
9. Analyzing Perspectives Review this passage again. What is the author’s perspective on the
Spaniards’ actions? Notice when the text was written. What might be considered unusual or
surprising about the author’s perspective based on when it was written?
56
Copyright © McGraw Hill TEXT: Moore, James Carrick. The History of the Small Pox. London:
Longman, Hurst, Rees, Orne , and Brown, 1815.
—James Carrick Moore, The History of the Small Pox, 1815
Name
Date
Class
F
The Conquest of Guatemala
This is an excerpt from a text by Pedro de Alvarado, a Conquistador. He was one of the
most famous Conquistadors who traveled with Cortés. De Alvarado was known for his
willingness to slaughter the indigenous people he encountered. Later, he became a
Spanish government official in present-day Mexico and Guatemala.
PRIMARY SOURCE : PERSONAL NARRATIVE
Copyright © McGraw Hill TEXT: De Alvarado, Pedro. An Account of the Conquest of Guatemala in
1524 by Pedro De Alvarado. Edited by Sedley J. Mackie. New York, NY: The Cortes Society, 1924.
“
. . . [W]e captured some of the native Indians, and I sent off three of them as
messengers to their chiefs, advising them that they should come and render
obedience to His Majesty and submit themselves to the Imperial crown and to me in
His Majesty’s name, or otherwise I should still carry on the war and follow them and
seek them in the mountains. These chiefs replied to me that hitherto their land had
never been broken into nor entered by force of arms, and that since I had forced an
entrance they would be glad to serve His Majesty in any way I might direct them . . .
At the end of three days after my arrival there, all the chiefs, principal people and
captains of the said lake came to me with presents and told me that now they were
our friends and considered themselves fortunate to be vassals of His Majesty and
relieved of hardships, wars and differences that they had amongst themselves. . . .
. . . [S]ome of [the people of this province] . . . wounded some Spaniards and many
of the friendly Indians that were with me, and because of the thick woods and rain,
they escaped into the forest, so I had no opportunity to do them any damage
except to burn their town. And then I sent messengers to the chiefs, telling them
that they should come to give obedience to Their Majesties and to me in their
name, and if not, I would do great damage to their land and lay waste their maize
fields. They came and gave themselves as vassals of His Majesty, and I received
them and ordered them to be good in the future.
”
—Pedro de Alvarado, An Account of the Conquest of Guatemala, 1524
EXAMINE THE SOURCE
10. Evaluating What is the usefulness of a source like this, written by de Alvarado? What are
its limitations?
11. Making Connections Compare and contrast this passage with Source E: The Spread of Disease.
Which text do you think provides a more accurate perspective on these historical events and why?
Exploration and Colonization, 1500 to 1800
57
G
The Mayflower Compact
The British colonizers who traveled to North America on the Mayflower faced many
challenges. The weather steered them farther north than they intended to be, and there
were disagreements between different factions on the ship. To maintain order, the men of
the Mayflower composed this agreement, the Mayflower Compact. It was the first compact
signed by colonizers on American soil.
PRIMARY SOURCE : POLITICAL AGREEMENT
“
In the Name of God, Amen. We whose Names are under-written, the Loyal Subjects
of our dread Soveraign Lord King James, by the grace of God of Great Britain,
France and Ireland, King, Defendor of the Faith, &c. Having undertaken for the glory
of God, and advancement of the Christian Faith, and the Honour of our King and
Countrey, a Voyage to plant the first Colony in the Northern parts of Virginia; Do by
these Presents solemnly and mutually, in the presence of God and one another,
Covenant and Combine ourselves together into a Civil Body Politick, for our better
ordering and preservation, and furtherance of the ends aforesaid: and by virtue
hereof do enact, constitute and frame such just and equal Laws, Ordinances, Acts,
Constitutions and Officers, from time to time, as shall be thought most meet and
convenient for the general good of the Colony; unto which we promise all due
submission and obedience. In witness whereof we have hereunto subscribed our
Names at Cape Cod, the eleventh of November, in the Reign of our Soveraign Lord
King James, of England, France and Ireland the eighteenth, and of Scotland the
fifty fourth, Anno Dom. 1620.
”
—The Mayflower Compact
This text can be difficult to read because it uses language that is a combination of a prayer and a legal
document. Also, it written in old-fashioned language that uses very different spellings of words than
what you may expect. Use this guide to help you understand:
The first lines through “Defendor of the Faith, &c.” are the signers explaining who they are
and to whom they are loyal.
“Having undertaken . . .” through “. . . parts of Virginia,” states what they are trying to do.
“Do by these presents . . . “starts the main part of the compact, which actually states what
they are promising. That continues up to “In witness whereof . . .” which is the last part of the
compact where they explain when they signed.
EXAMINE THE SOURCE
12. Evaluating What is unique about the signers of the Mayflower Compact compared to the other
groups of explorers, traders, and colonizers you have read about in this journal? Why is
that important?
58
Copyright © McGraw Hill TEXT: Whittemore, Henry. The Signers of the Mayflower Compact and
Their Descendants. New York, NY: Mayflower Publishing Co, 1899.
Need Extra Help?
Name
Date
Class
H
New France
The French claimed much territory in present-day Canada, which they named New France.
This map was made by explorer Samuel de Champlain. Champlain was an excellent
geographer. He explored and expanded French territory and ultimately founded the city
of Quebec.
PRIMARY SOURCE : HISTORIC MAP
Copyright © McGraw Hill PHOTO: National Library and Archives of Quebec
This is a detail from a larger geographic map of New France (Canada) by Champlain of
Saintonge, 1612.
Need Extra Help?
If the map is difficult to read, search online to find a modern-day of map of Canada, specifically the
region around the St. Lawrence River. By comparing that map with this portion of Champlain’s map, you
should be able to identify some of the key land masses and other details.
EXAMINE THE SOURCE
13. Evaluating How is this map a useful source for a historian studying how and why people colonized
North America? What are the potential limits of this map as a source?
Exploration and Colonization, 1500 to 1800
59
Evaluate Sources and Use Evidence
14. Citing Text Evidence Refer back to the Compelling Question and the Supporting Questions you
developed at the beginning of the topic. Then examine the evidence you gathered and recorded in
the Graphic Organizer. If you would like to change one or more of your Supporting Questions, you
may do so now. Which sources will help you answer the Supporting Questions? Circle or highlight
those sources in your Graphic Organizer. Looking at the subset of sources you have chosen, be
prepared to explain why you chose each source.
Supporting Question
Sources and Notes
1
2
Copyright © McGraw Hill
3
60
Name
Date
Class
15. Answering Supporting Questions Now, answer the Supporting Questions that you developed at
the beginning of the activity to help you in answering the Compelling Question.
Answer for Supporting Question 1:
Answer for Supporting Question 2:
Copyright © McGraw Hill
Answer for Supporting Question 3:
Communicate Conclusions
Talk About It
16. Collaborating Work in a small group. Make a chart or graphic organizer to organize your thoughts.
Use it to compare the exploration and colonization in different parts of the world: Southeast Asia,
China, Central/South America, and North America. What is similar about the colonization/exploration
in these different regions of the world? What is different? Discuss it thoroughly, using your notes
and your graphic organizer to guide you. Then have one volunteer from each group share what you
learned during this discussion.
Exploration and Colonization, 1500 to 1800
61
Write About It
17. Informative Writing If you were going to do more research on some part of this topic, what would
you research? Write a few paragraphs that explain what part of the topic you would research, what
you already learned from one or more sources in this Inquiry Journal, and what other questions you
would want to answer if you were going to do more research.
Copyright © McGraw Hill
18. Answering the Compelling Question What do you think? How did the arrival of European
explorers, merchants, and colonizers impact the societies they explored? Write a three-paragraph
essay using evidence to support your argument.
62
Name
Date
Class
Take Informed Action
19. Making Connections You have been studying how indigenous communities were changed by
interaction with European explorers, merchants, and colonizers. Every community has times when it
is changed by an influx of new people. Research a time when your community has had a large influx
of new people. Native Americans lived on the lands of the United States before the U.S. was a
country, so you could explore how your community was created and what happened to the Native
Americans that were in your region at the time. Other communities were affected by immigration or
by an influx of refugees from a specific country or region. Migrations within the United States also
reshaped communities, such as the westward migration as settlers expanded across the continental
U.S., the Great Migration of African Americans moving from southern states to northern
communities, or the Okies who left the Midwest during the Dust Bowl to find new places to work
and farm. You may need to look far back in your community’s history, or you may be aware of recent
arrivals in your community who have made a difference. If you are not sure what groups have
reshaped your community, check with your teacher or adults you know who have lived in the
community for some time. Find out why people came to your community and how the community
changed in response to their arrival.
7
YOU CHOOSE
Select one of these Take Informed Actions to apply what you’ve learned.
A. People often have strong feelings about colonization and immigration. Conduct a survey about
attitudes in your local community. What do people in your community know about the history of
colonization, immigration, or migration, and how it has changed your community? Is that history
celebrated or accurately presented in the community? Do people think there needs to be more
information and conversation about this topic? Why or why not? Survey at least ten people who live
or work in the community, or team up with partners to conduct a larger survey. Report your results to
the class.
B. Design a brochure, website, or short PSA video that educates people about how immigration,
colonization, or migration has shaped your community. If possible, include interviews with
representatives of different groups within the community (for example, a representative of local
indigenous culture or a representative of a cultural association that represents immigrants to your
culture). Make it a goal to draw people’s attention to aspects of immigration, colonization, or
migration in your community that they might not know.
Copyright © McGraw Hill
C. Challenge: Plan an event in your school to celebrate the different groups that make up your
community, such as a Cultural Heritage Day. Work with students who represent different parts of the
community and invite them to make a display sharing information about their culture, along with
food, music, clothing, or other things they feel are important representations of their culture.
Exploration and Colonization, 1500 to 1800
63
Take Informed Action Rubric: Research the Impact of New
People in Your Community
Self-Evaluation As you research, think about the following criteria. These are the criteria your teacher
will use to evaluate your Take Informed Action activity.
Peer Review Use this rubric to score the research and product developed by another classmate or
group of classmates.
4
3
The piece is wellorganized and focused
and demonstrates an
adequate
understanding of the
event or issue.
The research is
exceptionally wellwritten, detailed,
and specific.
The research is wellwritten and includes
adequate details.
2
The piece is organized
but is inconsistent in
focus and
demonstrates an
inadequate
understanding of the
event or issue.
1
The research is weakly
The piece lacks
written throughout,
organization, focus, and
providing virtually no
a basic understanding
specifics or details, and
of the event or issue.
is hard to understand.
SCORE
64
The piece is
exceptionally wellorganized and focused
and demonstrates a
thorough and deep
understanding of the
event or issue.
Writing
Some of the research is
well-written, but
sections of it are harder
to understand or many
details are lacking.
Historical Accuracy
Speaking and
Listening
The piece is wellresearched and is
factually accurate.
The project
demonstrates
outstanding speaking
and listening skills.
Information is
communicated clearly
and effectively, and
participants who are
invited to share their
thoughts are listened to
carefully
and respectfully.
The piece is wellresearched but
contains some
factual mistakes.
The project
demonstrates good
speaking and listening
skills. Information is
communicated clearly,
for the most part, and
participants who are
invited to share their
thoughts are listened
to respectfully.
The piece is not wellresearched and
contains some
factual mistakes.
Parts of the project
demonstrate good
speaking and listening
skills. Information may
be communicated
clearly, but listening
skills may be less
evident, or listening
skills may be
acceptable, but spoken
communication is
limited or unclear.
There are many
factual mistakes.
The project
demonstrates a weak
command of both
speaking and
listening skills.
Copyright © McGraw Hill
Organization
Name
Date
Class
TOPIC 05 • ABSOLUTISM, THE ENLIGHTENMENT, AND REVOLUTION, 1550 TO 1800
The Spread of Revolutionary Ideas
?
COMPELLING QUESTION
How did the ideals of the French Revolution spread?
Plan Your Inquiry
You will explore how the ideals of the French Revolution changed the world. You will use the
Compelling Question to develop Supporting Questions. You will answer the questions using
primary and secondary sources. Then you will communicate your research conclusions and
connect what you have learned to your own community.
Copyright © McGraw Hill
Background Information
One of the most significant historical events, the French Revolution, brought radical changes
to France, Europe, and other parts of the world. There were many causes for the first French
Revolution, which occurred between 1787 and 1799. There were massive inequalities between
the peasants, who were desperately poor, and the rich, particularly the king and queen. The
country was nearly bankrupt, in part because the monarchy supported foreign wars, including
the American war for independence. Commoners and peasants were becoming angry with
the inequality of what they considered an outdated feudal system. An increased population, a
larger demand for food, and rising prices created a tinderbox ready to ignite.
The philosophies of John Locke, Montesquieu, and Jean-Jacques Rousseau fueled this
anger, which resulted in revolt. These thinkers argued that human beings had inherent
natural rights—rights not being honored in the current French system of government. In 1789,
the French people stormed the Bastille, a Paris prison which was seen as a symbol of the
king’s tyranny. They also published the Declaration of the Rights of Man and the Citizen,
which stated their views on human rights and government. The motto “Liberty, Equality, and
Fraternity” became one of many rallying cries. The Revolutionary government attempted to
put this principles into action by abolishing the nobility and removing noble titles, abolishing
guilds, allowing Jews to have the rights of other citizens, and removing many of the rights of
the Catholic Church that placed the clergy above regular citizens.
However, this first Revolution descended into chaos. Differing groups could not agree on
how to reform the country. Eventually, thousands of people, including the king and queen,
were executed. France was further destabilized by war, as monarchs of other lands became
concerned that the revolutionary fervor would spread.
The first Revolution came to an end in 1799 when a young soldier named Napoleon Bonaparte
seized control. He decided France would be led by three consuls. Napoleon was first consul, the
one with power, and the others were figureheads. Initially Napoleon was fairly popular; he won
many military battles, oversaw the creation of a new legal code, and stamped out some of the
internal chaos and bloodshed of the past decade. However, Napoleon was interested in power—
for himself. He maintained a few of the revolutionary ideals, such as rewarding loyalty and skill
rather than rewarding old aristocratic families. However, he was not interested in any democratic
practices, such as elections. Napoleon soon claimed the title of Emperor.
For a time, France appeared ready to have a constitutional monarchy, but the French kings
were uneasy with sharing power with the people, and unrest continued. Another smaller revolution
happened in 1830 and yet another in 1848. By 1870, the Third French Republic was created. That
laid the groundwork for modern France, lasting into the early decades of the twentieth century.
GO ONLINE
to use the Digital Inquiry Journal.
65
Develop Supporting Questions about
the Spread of Revolutionary Ideas
1. Developing Supporting Questions Reread the Compelling Question for this topic. Think about how
revolutionary ideas developed and spread after the French Revolution, ultimately influencing
revolutions across the globe. Develop a list of Supporting Questions that would help you answer the
Compelling Question. Remember that Supporting Questions are questions that you need to
answer first.
Supporting Question 1:
Supporting Question 2:
Copyright © McGraw Hill
Supporting Question 3:
66
Name
Date
Class
Apply Historical Concepts and Tools
2. Analyzing Sources Next, you will work with a variety of primary and secondary sources. These
sources focus on the spread of revolutionary ideas. As you read, use the graphic organizer to take
notes and to organize information about the sources.
Copyright © McGraw Hill
Organizing Source Information
Source
Title and Author/Creator
A
The Fruits of Revolution by
Alexis de Tocqueville
B
The Rights of Women by
Olympe de Gouges
C
The Napoleonic Code,
developed under the rule
of Emperor Napoleon I
D
Religion After the
Revolution by Clive Emsley
E
The Goddess of Liberty,
two modern photographs
F
The Haitian Constitution of
1801, edited by David
Patrick Geggus
G
The Oath of the Ancestors,
a painting by
Guillaume Guillon-Lethière
H
Bolívar’s Address to the
Congress of Angostura by
Simón Bolívar
Notes
Absolutism, the Enlightenment, and Revolution, 1550 to 1800
67
Analyze Sources
Review and analyze Sources A–H. There are questions that accompany each source to help
you examine the source and check for historical understanding.
A
The Fruits of Revolution
Alexis de Tocqueville was a Frenchman of noble birth who spent most of his life exploring
the tension between aristocracy and democracy. He is best known for his study of
democracy in the relatively new United States, but he also wrote with great insight about
revolution and popular rule in his own native France.
PRIMARY SOURCE : POLITICAL TREATISE
“
It is generally understood—and justly so—that the philosophy of the eighteenth
century was one of the chief causes of the Revolution . . .
The French Revolution did not aim merely at a change in an old government; it
designed to abolish the old form of society. It was bound to assail all forms of
established authority together; to destroy acknowledged influences; to efface
traditions; to substitute new manners and usages for the old ones; in a word, to
sweep out of men’s minds all the notions which had hitherto commanded respect
and obedience. Hence its singular anarchical aspect.
But a close inspection brings to light from under the ruins an immense central
power, which has gathered together and grasped all the several particles of
authority and influence formerly scattered among a host of secondary powers,
orders, classes, professions, families, and individuals, sown broadcast, so to speak,
over the whole social body. No such power had been seen in the world since the
fall of the Roman empire. This new power was created by the Revolution, or, rather,
it grew spontaneously out of the ruins the Revolution made.
”
—Alexis de Tocqueville, The Old Regime and the Revolution, 1856
natural equality of man belief that all human beings are inherently equal
EXAMINE THE SOURCE
3. Evaluating Most revolutions are viewed as a demand for a change in government. What does
Tocqueville argue was unique about the French Revolution?
68
Copyright © McGraw Hill TEXT: De Tocqueville, Alexis. The Old Regime and The Revolution.
Translated by John Bonner. New York, NY: Harper & Brothers, 1856.
One division or system contained all the new or revived opinions with reference to
the conditions of society, and the principles of civil and political law. Such were, for
example, the doctrines of the natural equality of man, and the consequent abolition
of all caste, class, or professional privileges, popular sovereignty, the paramount
authority of the social body, the uniformity or rules . . . . . These doctrines are not only
the causes of the French Revolution; they are, so to speak, its substance; they
constitute the most fundamental, the most durable, the truest portion of its work. . . .
Name
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B
The Rights of Women
The French Revolution of 1789 led to the publication of the Declaration of the Rights of Man
and the Citizen, which stated the beliefs of the Revolution and which was later adopted as
the preamble of the French constitution. Two years after its publication, revolutionary and
feminist Olympe de Gouges published The Declaration of the Rights of Woman and the
Female Citizen as a response.
PRIMARY SOURCE : POLITICAL PAMPHLET
Copyright © McGraw Hill TEXT: Olymp de Gouges, Declaration of the Rights of Women and Female
Citizen in Tolerance The Beacon of the Enlightenment: Warman, Caroline, ed. Cambridge, Open
Book Publishers, 2016.
“
The mothers, daughters, and sisters who together make up the female
representatives of the Nation ask that they be constituted as a National Assembly.
Considering ignorance of, neglect of, or contempt for the rights of women to be the
sole causes of public misfortune and governmental corruption, they have resolved
to set out, in a solemn declaration, the natural, inalienable, and sacred rights of
woman, so that this declaration, constantly present to all members of the social
body, may ceaselessly remind them of their rights and their duties; so that the acts
of the female executive and the male executive may at all times be compared to the
goals of any political institution, and as a result be all the more respected; so that
the demands of female citizens, founded henceforth on simple and incontestable
principles, will always revolve around the maintenance of the constitution, of sound
morals, and of the happiness of all. Consequently, the sex that is as superior in
beauty as it is in the courage that it needs to endure the suffering of childbirth,
acknowledges and declares, in the presence and under the auspices of the
Supreme Being, the following Rights of Woman and of the Female Citizen . . .
”
—Olympe de Gouges, Declaration of the Rights of Woman and the Female Citizen, 1791
inalienable unable to be taken away from someone
Challenge
Research the Declaration of the Rights of Woman and the Female Citizen (1791), as well as British writer
Mary Wollstonecraft’s A Vindication of the Rights of Woman (1792) and the Declaration of Sentiments
from the 1848 Seneca Falls Convention in the United States. These are three seminal works of feminist
writing. Develop a presentation in which you compare and contrast these three documents. How were
their demands similar and different? From what existing documents do they reference and take
inspiration? What impact did each document have in its respective country? Share your presentation
with the class.
EXAMINE THE SOURCE
4. Evaluating Do you think Gouges wrote her argument for female equality in response to long-term
causes, or to the Revolution itself, or both? Give specific reasons to support your argument.
Absolutism, the Enlightenment, and Revolution, 1550 to 1800
69
C
The Napoleonic Code
During the chaos of the French Revolution, an ambitious military officer named Napoleon
Bonaparte rose to prominence, eventually becoming first consul and leader of France. He
had many military successes and among his accomplishments was a new legal code, the
Napoleonic Code.
PRIMARY SOURCE : LEGAL CODE
“
Article I.
The laws are executory throughout the whole French territory, by virtue of the
promulgation thereof made by the first consul.
They shall be executed in every part of the republic, from the moment at which their
promulgation can have been known. . . .
2. The law ordains for the future only; it has no retrospective operation.
3. The laws of police and public security bind all the inhabitants of the territory.
Immoveable property, although in possession of foreigners, is governed by the
French law.
The laws relating to the condition and privileges of persons govern Frenchmen,
although residing in a foreign country.
Chapter 1.
Of the Enjoyment of Civil Rights
7. The exercise of civil rights is independent of the quality of citizen, which is only
acquired and preserved conformably to the constitutional law.
”
—The Napoleonic Code, March 5th, 1803, excerpt from
Code Napoleon or The French Civil Code, 1827
EXAMINE THE SOURCE
5. Evaluating What is unique about this legal code, compared to most other legal codes of this period?
6. Making Connections Review this text as well as the “Fruits of Revolution.” How might Tocqueville
have used this excerpt from the Napoleonic Code to support his ideas?
70
Copyright © McGraw Hill TEXT: Barrister of the Inner Temple. Code Napoleon or The French Civil
Code. Washington, DC: Beard Books, 1999.
8. Every Frenchman shall enjoy civil rights.
Name
Date
Class
D
Religion After the Revolution
The French Revolution of 1789 had been particularly brutal towards Catholic leaders, in part
because the Church had been active in supporting the unfair social hierarchy of the French
king and aristocracy. When Napoleon took power he took a new direction with the Church.
SECONDARY SOURCE : HISTORY TEXT
“
The Concordat of 1801–02 recognised Catholicism as the religion of most French
people. But, at the same time, the First Consul issued another set of Organic
Articles that publicly recognised the Protestant communities within France and in
1804 the Civil Code guaranteed Freedom of conscience. These moves encouraged
Protestants, who were especially prominent in commerce and situated chiefly in the
east and south of France, to accept their equal recognition as fellow citizens and to
take a more active part in public life.
Jews were the other significant religious minority within France; they were
especially prominent in Alsace. . . . In February 1807 [Napoleon] summoned 45
rabbis and 26 laymen from across the Empire to meet in a Grand Sanhedrin. The
body was not as compliant as he had hoped and was wary of his proposals for
greater assimilation, particularly his desire to see a much greater number of mixed
marriages. Nevertheless, Napoleon’s policies, which can be seen as continuing
those of the liberal period of the Revolution, did bring about a greater civic
assimilation. They set the Jewish faith on something of a par with Christian
denominations, though without the state providing funding for rabbis as it agreed to
do for Catholic priests and Protestant pastors.
Copyright © McGraw Hill TEXT: Emsley, Clive. Napoleon Conquest, Reform, Reorganisation. 2nd
ed. New York, NY: Routledge, 2015.
”
—Clive Emsley, Napoleon: Conquest, reform, reorganisation, 2015
Sanhedrin a council of Jewish leaders, which has both civic and religious influence
EXAMINE THE SOURCE
7. Explaining Why do you think Napoleon wanted “assimilation” between different religious groups in
France? How would that influence how this writer described his actions on religious tolerance?
8. Analyzing What historical perspectives are not represented in this passage? Why do you think those
perspectives are not included?
Absolutism, the Enlightenment, and Revolution, 1550 to 1800
71
E
The Goddess of Liberty
During the French Revolution of the late eighteenth century, the fight for Liberty came to be
represented in works of art by an image of a young woman, often referred to as Marianne
(a common French name). Around the same time, the French decided to honor the United
States, which was approaching its first centennial as a country and which had recently
abolished slavery. They sent a massive statue, where it would become known as the
Statue of Liberty.
The Statue of Liberty, a gift to the
United States from the people of
France, stands in New York Harbor.
Marianne, a female figure who symbolizes Liberty,
is seen in artwork throughout France, including this
statue in the Place de la République in Paris.
Need Extra Help?
The Statue of Liberty, technically called Liberty Enlightening the World, carries a tablet with the date
July 4, 1776, the founding of the United States. A broken shackle and chains lie at her feet, representing
the abolition of slavery. The statue of Marianne holds an olive branch in one hand and the symbols of
Liberty, Equality, and Fraternity—the ideals expressed in the French Revolution—surround her.
EXAMINE THE SOURCE
9. Comparing and Contrasting How are these two statues similar? What makes each of them unique?
Make sure your answer does not simply list similarities and differences in their appearance: think
about the symbolism and historical context for each one.
72
Copyright © McGraw Hill PHOTO: (l) ©Luciano Mortula/Shutterstock.com, (r) Geoffrey Taunton/
Alamy Stock Photo
PRIMARY SOURCE : MODERN PHOTOGRAPHS
Name
Date
Class
F
The Haitian Constitution of 1801
Haiti was a French colony and a vast majority of its population was enslaved. Toussaint
Louverture, who was formerly enslaved, led a successful revolution against French rule.
Haitian society experienced many changes that were formalized in the Constitution of 1801.
PRIMARY SOURCE : LEGAL DOCUMENT
“
3. There can exist no slaves in this territory, where servitude is forever abolished
and all men are born, live, and die free and French.
4. Every man, whatever his color, has access to all types of employment.
5. No distinction other than those of virtue and talent exist there, and no superiority
other than that which the law bestows on the exercise of a public function. The law
is the same for everyone, with regard to both protection and punishment. . . .
Religion
6. The only religion to be publicly practiced is the Catholic, apostolic, and
Roman religion.
7. Each parish will provide for the upkeep of the faith and its ministers. . . .
8. The colonial government will prescribe for each priest the extent of his spiritual
administration. Priests can never, under any pretext, form an association in
the colony.
Copyright © McGraw Hill TEXT: Geggus, David, ed. The Haitian Revolution. Indianapolis, IN:
Hackett Publishing Company, 2014.
”
—Constitution of Haiti, 1801
EXAMINE THE SOURCE
10. Evaluating How is Haiti’s constitution of 1801 different from the legal documents of that same
period in France and the United States?
11. Making Connections Review this text as well as Source A: Fruits of Revolution. How does this
constitution support or contradict Tocqueville’s ideas?
Absolutism, the Enlightenment, and Revolution, 1550 to 1800
73
G
The Oath of the Ancestors
The French re-took Haiti and proposed reintroducing slavery. Then a group of Haitians and
Haitian-born French soldiers defeated the French for good. This painting shows two of
those Haitian leaders, Alexandre Pétion and Jean-Jacques Dessalines. The artist was
Guillaume Guillon-Lethière, an illegitimate son of a white French government official and a
freed black woman who had once been enslaved.
Although the painting shows Pétion and Dessalines
united, they fought against each other for control of
the island. However, they both dreamed of an
independent Haiti that would be free of slavery forever.
EXAMINE THE SOURCE
12. Analyzing This painting was made approximately twenty years after Pétion and Dessalines fought
for control of Haiti. Lethière would have been aware that the two men had opposed each other, but
he chose to paint them united in a common cause. Why do you think he did that? What other details
or symbolism did he include in the painting that gives you a clue about his perspective?
74
Copyright © McGraw Hill PHOTO: GIUGLIO Gil/Hemis/Alamy Stock Photo
PRIMARY SOURCE : ARTWORK
Name
Date
Class
H
Bolívar’s Address to the Congress of Angostura
Simón Bolívar, later known as the Liberator, became a hugely influential military and
political leader who led rebellions against the Spanish in Central and South America.
During one of his campaigns, Bolívar summoned the Congress of Angostura to plan a path
forward for the newly freed region he called New Granada. Although in the speech he
claimed that he wanted to be no more than an ordinary citizen, Bolívar served as president
and dictator of New Granada and remained a pivotal figure until his death.
PRIMARY SOURCE : SPEECH
“
Legislators! I deposit in your hands the supreme command of Venezuela. Yours is
now the august duty of devoting yourselves to achieving the happiness of the
Republic; you hold in your hands the scales of our destinies, the measure of our
glory; your hands will seal the decrees insuring our Liberty. At this moment the
Supreme Chief of the Republic is nothing but a plain citizen, and such he wishes to
remain until death. . . .
Many ancient and modern nations have cast off oppression; but those which have
been able to enjoy a few precious moments of liberty are most rare, as they soon
relapsed into their old political vices; because it is the people more often than the
government, that bring on tyranny. The habit of suffering domination makes them
insensible to the charms of honor and national prosperity, and leads them to look
with indolence upon the bliss of living in the midst of liberty, under the protection of
laws framed by their own free will. The history of the world proclaims this awful truth!
Copyright © McGraw Hill TEXT: Bolivar, Simon. An Address of Bolivar at the Congress of
Angostura. Translated by Francisco Javier Yanes. Washington , DC: Byron S. Adams, 1919.
Only democracy, in my opinion, is susceptible of absolute freedom. . . .
. . . My opinion is, Legislators, that the fundamental principle of our system depends
immediately and exclusively on equality being established and exercised
in Venezuela.
”
—Simón Bolívar, “An Address of Bolívar at the Congress of Angostura,” February 15, 1819
Challenge
Bolívar supported democracy but distrusted the people’s ability to lead themselves. Choose one
philosopher—John Locke, Thomas Hobbes, Montesquieu, and Jean-Jacques Rousseau—and research
his attitude toward the common people. Did he, like Bolívar, mistrust how the people would rule
themselves, or did he believe the people would lead the world in a positive direction? What would this
philosopher say about the revolutions that occurred during this period in the United States, France,
Central and South America, and beyond?
EXAMINE THE SOURCE
13. Analyzing Perspectives Bolívar lived at a time when many revolutions had occurred—and failed.
How did those revolutions influence his perspective in this speech? How does this speech both
support and contradict his choice to rule New Granada as a dictator?
Absolutism, the Enlightenment, and Revolution, 1550 to 1800
75
Evaluate Sources and Use Evidence
14. Citing Text Evidence Refer back to the Compelling Question and the Supporting Questions you
developed at the beginning of the topic. Then examine the evidence you gathered and recorded in
the Graphic Organizer. If you would like to change one or more of your Supporting Questions, you
may do so now. Which sources will help you answer the Supporting Questions? Circle or highlight
those sources in your Graphic Organizer. Looking at the subset of sources you have chosen, be
prepared to explain why you chose each source.
Supporting Question
Sources and Notes
1
3
76
Copyright © McGraw Hill
2
Name
Date
Class
15. Answering Supporting Questions Now, answer the Supporting Questions that you developed at
the beginning of the activity to help you in answering the Compelling Question.
Answer for Supporting Question 1:
Answer for Supporting Question 2:
Copyright © McGraw Hill
Answer for Supporting Question 3:
Communicate Conclusions
Talk About It
16. Collaborating Form a group of three to four people. Working together, review the ideals of the
Revolution as stated in Source A: The Fruits of the Revolution. Then divide up the other sources
among you. One person should study how the revolutionary ideals spread in France, and another
should study the sources from Haiti. A third can study Source H: Bolívar’s Address and Source E:
The Goddess of Liberty. If there are four people in your group, two can focus on France. Study the
sources you have been assigned and make notes on how the ideals of the French Revolution can
be seen in those sources. Then report back to your group on what you learned and take notes on
each group member’s analysis of sources.
Absolutism, the Enlightenment, and Revolution, 1550 to 1800
77
Write About It
17. Argumentative Writing Alexis de Tocqueville argued that the French Revolution transformed the
world. Do you agree with that statement? Why or why not? Use at least three sources to support
your argument.
Copyright © McGraw Hill
18. Answering the Compelling Question What do you think? How did the ideals of the French
Revolution spread? Write a short essay to answer the question and use evidence from at least three
Inquiry Journal sources to support your answer.
78
Name
Date
Class
Take Informed Action
19. Making Connections The ideals of Liberty and Equality were celebrated in the French Revolution
and inspired many other revolutionary actions around the world. Consider what those words have
meant in your community. Virtually every U.S. community has had moments where it struggled to
obtain liberty or equality for all residents. Many communities still struggle with those issues today.
Research the history of your community and look for events that related to the struggle for liberty or
equality. This could be your community’s interactions with the indigenous peoples who lived in your
area before your community was founded; it could be your community’s involvement in the
American Revolution, the Civil War, or the struggle to determine whether your community would
become part of the United States. Your community’s involvement in the women’s suffrage
movement of the nineteenth and early twentieth centuries, the civil rights movement of the 1950s
and 1960s, or active participation in any of the civil and social rights struggles from the 1960s
through today are all good topics to study for this assignment. It may be that one part of the
community was struggling for liberty and equality while other parts of the community were not—and
that is worth exploring, too. Choose one specific period or event to focus on. If you need help, local
libraries, college history departments, or historical societies are excellent places to obtain
more information.
7
YOU CHOOSE
Select one of these Take Informed Actions to apply what you’ve learned.
A. Create a virtual tour of locations in your community where this struggle took place. Use photographs
and videos so that someone can view these locations even if they do not live in your community. If
possible, record people describing or talking about the events that occurred in these locations. If you
cannot actually talk to people who were at these events, consider having someone read aloud
eyewitness accounts that have been recorded. Make sure your tour emphasizes the goal that was
being fought for and whether or not that goal was achieved. When it is complete, post the tour
online and invite other students, family members, and the general community to take the tour and
provide feedback.
B. Design a monument or plan an event to commemorate this struggle. Choose a location for the
monument or event. Make clear what the commemoration should be and how it relates to the goals
of that particular struggle. Write up a proposal that describes the historical struggle, explains its
significance, and recommends how to commemorate that struggle. If possible, share your proposal
with local government officials and invite their feedback.
Copyright © McGraw Hill
C. Reach out to local journalists and ask their advice about how to write a good article and particularly
how to write about a potentially controversial issue. Then write an article that could appear in a local
newspaper or magazine or on a local website. In the article, explain what happened during this
historical event and why it was important in local, national, or international history. If possible, take
photographs, draw illustrations, or obtain copies of historical images. With your teacher’s help, reach
out to local publications and see if one or more of them will publish your work.
Absolutism, the Enlightenment, and Revolution, 1550 to 1800
79
Take Informed Action Rubric: Struggles for Liberty and Equality
Self-Evaluation As you research, think about the following criteria. These are the criteria your teacher
will use to evaluate your Take Informed Action activity.
Peer Review Use this rubric to score the research and product developed by another classmate or
group of classmates.
4
3
The piece is wellorganized and focused
and demonstrates an
adequate
understanding of the
event or issue.
The research is
exceptionally wellwritten, detailed,
and specific.
The research is wellwritten and includes
adequate details.
2
The piece is organized
but is inconsistent in
focus and
demonstrates an
inadequate
understanding of the
event or issue.
1
The research is weakly
The piece lacks
written throughout,
organization, focus, and
providing virtually no
a basic understanding
specifics or details, and
of the event or issue.
is hard to understand.
SCORE
80
The piece is
exceptionally wellorganized and focused
and demonstrates a
thorough and deep
understanding of the
event or issue.
Writing
Some of the research is
well-written, but
sections of it are harder
to understand or many
details are lacking.
Historical Accuracy
Speaking and
Listening
The piece is wellresearched and is
factually accurate.
The project
demonstrates
outstanding speaking
and listening skills.
Information is
communicated clearly
and effectively, and
participants who are
invited to share their
thoughts are listened
to carefully and
respectfully.
The piece is wellresearched but
contains some
factual mistakes.
The project
demonstrates good
speaking and listening
skills. Information is
communicated clearly,
for the most part, and
participants who are
invited to share their
thoughts are listened
to respectfully.
The piece is not wellresearched and
contains some
factual mistakes.
Parts of the project
demonstrate good
speaking and listening
skills. Information may
be communicated
clearly, but listening
skills may be less
evident, or listening
skills may be
acceptable, but spoken
communication is
limited or unclear.
There are many
factual mistakes.
The project
demonstrates a weak
command of both
speaking and
listening skills.
Copyright © McGraw Hill
Organization
Name
Date
Class
TOPIC 06 • NATIONALISM, 1815 TO 1900
Contending with Nationalism and Liberalism
?
COMPELLING QUESTION
What were the reactions to the new ideologies of nationalism and
liberalism?
Plan Your Inquiry
In this activity, you will develop Supporting Questions about nationalism and liberalism, using
the Compelling Question as your guide. You will study primary and secondary sources.
Finally, you will answer your Supporting Questions, communicate your research conclusions,
and take action based on what you’ve learned.
Copyright © McGraw Hill
Background Information
In earlier periods of history, most individuals associated themselves with a kingdom or a region
rather than a larger nation-state. That began to change by the eighteenth century, but
nationalism really took hold in the nineteenth century. Nationalism is a belief that emphasizes
one’s national identity and prioritizes national pride and national goals above all else. These
identities strengthened when countries found themselves in conflict, or when a group of people
with a shared identity attempted to form their own country. The founders of the United States
and the revolutionary leaders in Latin America believed they were unique, different from the
European countries that claimed them. This nationalism, combined with how harshly indigenous
people in various colonies were often treated, led to revolutions around the world.
Governments were changing in Europe as well. Some nationalists fought to unify disparate
small kingdoms into a single country. The Italian freedom fighter Giuseppe Garibaldi helped
unite Italy as a single nation under King Victor Emmanuel II. In Germany, Prussian Prime Minister
Otto von Bismarck advocated for the reclaiming of German states to form a unified Germany.
However, many revolutions in Europe had different goals. In addition to nationalism,
liberalism was spreading around the globe. Liberalism is the belief that government should
defend individual rights from other individuals and even from the government itself. Liberal
beliefs were the underpinning for much of the American and French revolutions. In fact, the
French had repeated revolutions; each time they felt their leaders were straying from the
principles of the rebellion, it was time for another demonstration of the people’s power. In other
countries, such as England, liberal ideas were slowly accepted over time without
violent revolution.
No major social or political change ever occurs without some reaction or response from
those opposed to the changes. Many revolutions failed to achieve their initial goals, and it
took years or even decades before the changes were accepted. The initial French Revolution
occurred in 1792, but there was another in 1830 and yet another in 1848 before the
government found stability and a level of sustainable equity for more citizens. Protests in the
Americas took a long time before countries won their independence. Leaders of these
rebellions were often better educated—they were students, clergy, or military officers—and
some governments took pains to silence these groups before they could make any lasting
changes. In many cases the liberal protestors won in the end, as liberal ideas, including
universal male suffrage, abolition of slavery, and increased opportunities for all, grew in
popularity worldwide.
GO ONLINE
to use the Digital Inquiry Journal.
81
Develop Supporting Questions About Nationalism
and Liberalism
1. Developing Supporting Questions Reread the Compelling Question for this topic. Think about the
movements toward nationalism and liberalism around the world. Then consider the immediate and
long-term effects of these movements. Develop a list of Supporting Questions that would help you
answer the Compelling Question. Remember that Supporting Questions are questions that you need
to answer first.
Supporting Question 1:
Supporting Question 2:
Copyright © McGraw Hill
Supporting Question 3:
82
Name
Date
Class
Apply Historical Concepts and Tools
2. Analyzing Sources Next, you will work with a variety of primary and secondary sources. These
sources focus on nationalism and liberalism. As you read, use the graphic organizer to take notes
and to organize information about the sources.
Organizing Source Information
Copyright © McGraw Hill
Source
Title and Author/Creator
A
The Great Reform Bill’s
Aftermath, from a
pamphlet by the Liberal
Publication Department
(Great Britain), 1905
B
Hidalgo’s Call for Mexican
Independence, from a
book by Hubert
Howe Bancroft
C
Chief Provisions of the
Carlsbad Decrees,
September 20, 1819, from
a book by James
Harvey Robinson
D
The Decembrist Revolt in
St. Petersburg, 1825, a
painting by Vasily Timm
E
Perception of the French
Revolution of 1830, a
sketch by Ernest Jaime
F
Garibaldi’s Compromise, a
political cartoon from
Punch magazine,
November 1860
G
Blood and Iron Speech by
Otto von Bismarck,
September 30, 1862
H
Emancipation of Russian
Serfs, a letter from a book
by Rev. J. Long, 1864
Notes
Nationalism, 1815 to 1900
83
Analyze Sources
Review and analyze Sources A–H. There are questions that accompany each source to
help you examine the source and check for historical understanding.
A
The Great Reform Bill’s Aftermath
Great Britain’s revolutionary spirit had started earlier than any other European nation.
However, thanks to the country’s conservative Tory politicians, much of its political power
structure had remained the same. Wealthy landowners, men, white people, and Christians
had power, while non-landowners, women, people of color, and religious minorities did not.
As a response to nationalism and liberalism, the British Liberal Party proposed a series of
reform bills that transformed the nation forever.
PRIMARY SOURCE : PAMPHLET
“
It may thus be claimed with justice that the Victorian era, in which the country made
un-exampled advances in wealth, knowledge, morality and Imperial power, as well
as in every sort of political and social reform, has been in the main an era of Liberal
administration. . . . The Liberal Government which passed the Reform Act came into
power at the close of 70 years’ practically unbroken Tory supremacy, and at once
set to work to reduce the immense arrears of reform which that supremacy had
created. The reforming activity of the Liberal Party immediately after 1832 was
consequently more prolific and comprehensive than that attained at any
subsequent period . . .
In its first session the Liberal Government passed the following measures:—
2. A
n Act Reforming the Irish Church (suppressing two Archbishoprics and eight Bishoprics and
making provision for the application of surplus revenues).
3. An Act making the first grant in aid of Elementary Education.
4. The first important Factory Act (prohibiting the employment of children under nine years of age
and that of women and young persons for more than 12 hours a day).
5. A
Bill removing Jewish Disabilities (passed by the Commons but rejected by the Lords, and so
for several successive years till 1858).
”
— Liberal Publication Department (Great Britain), The Work of Liberalism Since the Great Reform
Act: A Summary of Political History, 1832–1905, 1905
Tory name for British conservative politician
EXAMINE THE SOURCE
3. Analyzing What specific changes happened in Great Britain as a result of the Reform Bills? How
would you characterize these changes from a modern perspective?
84
Copyright © McGraw Hill TEXT: Liberal Publication Department. The Work of Liberalism Since the
Great Reform Act. London: Liberal Publications Department, 1905.
1. Abolition of Slavery (with compensation of $20,000,000 to the slave-owners).
Name
Date
Class
B
Hidalgo’s Call for Mexican Independence
Revolutions in Europe inspired revolutionary fervor around the world. Often, Europeaneducated nationalists encouraged the indigenous people of Latin America to overthrow the
Europeans. In Mexico, Miguel Hidalgo y Costilla, a Catholic priest or cura, made the first cry
for Mexican independence: the Grito de Dolores. Although he was executed in 1811, well
before his revolution achieved its goals, Hidalgo’s cry remains an important part of
Mexican history.
SECONDARY SOURCE : HISTORY
Copyright © McGraw Hill TEXT: Bancroft, Hubert Howe. The Works of Hubert Howe Bancroft:
History of Mexico. 1883-1888. San Francisco, CA: The History Company, 1886.
“
The cura entered his pulpit and looked abroad upon the sea of upturned anxious
faces with deep and yearning solicitude. “My children,” he said, “this day comes to
us a new dispensation. Are you ready to receive it? Will you be free? Will you make
the effort to recover from the hated Spaniards the lands stolen from your
forefathers three hundred years ago?” Thus the great project of independence was
laid before them, and they were called upon to prove their devotion to their country.
For the last time Hidalgo addressed his flock as cura of Dolores. . . . “To-day,” he
continued, “we must act. The Spaniards are bad enough themselves, but now they
are about to surrender us and our country to the French. Danger threatens our
religion, and oppression our homes. Will you become Napoleon’s slaves? or will you
as patriots defend your religion and your rights?” “We will defend them!” shouted
the people. “Viva Nuestra Señora de Guadalupe, muera el mal gobierno, mueran
los gachupines!” [“Long live our lady of Guadalupe, perish the bad government,
perish the Spaniards!”] “Live, then, and follow your cura, who has ever watched
over your welfare,” was Hidalgo’s answer. The Grito de Dolores [Cry of Dolores] has
gone forth! The poor and the ignorant and down-trodden of this little Indian town
proclaim the future independence of a great nation! Enthusiasm rises to religious
height, and unarmed as they are, they will follow no matter where, and fight and die
no matter how.
”
—Hidalgo, Cry of Dolores, excerpt from History of Mexico, Vol. IV. 1804–1824,
by Hubert Howe Bancroft, 1886
Challenge
Notice the reference to the Lady of Guadalupe (la Virgen de Guadalupe). This religious story became a
symbol for Mexican independence that is still important in some parts of Mexico today. Research the
story of the Virgin of Guadalupe. Focus on the social, historical, and political aspects of the story, rather
than the religious beliefs. Why might this story resonate with indigenous people eager to overthrow the
Spanish? How could revolutionary leaders use this symbolism to encourage and unite their people?
Create a presentation about what you learned and share it with your classmates.
EXAMINE THE SOURCE
4. Evaluating What are the potential limitations of this evidence? Pay attention to the year this text was
written and the year in which the Grito de Dolores occurred. In addition, consider the tone of this
passage and what that suggests about the author’s perspective.
Nationalism, 1815 to 1900
85
C
Chief Provisions of the Carlsbad Decrees,
September 20, 1819
In the early nineteenth century, German student fraternities argued for a unified and liberal
Germany. They were inspired by revolutions happening in other countries. They held the
Wartburg Festival to honor the spirit of Martin Luther and to denounce the current situation.
However, Metternich and others in the German Confederation’s leadership, rejected the
students’ demands. The Carlsbad Decrees were reactionary, meaning they opposed social
reforms and liberalism.
PRIMARY SOURCE : LEGAL DOCUMENT
“
A special representative of the ruler of each state shall be appointed for each
university, with appropriate instructions and extended powers . . .
The function of this agent shall be to see to the strictest enforcement of existing
laws and disciplinary regulations; to observe carefully the spirit which is shown by
the instructors in the university in their public lectures and regular courses . . . to
give a salutary direction to the instruction, having in view the future attitude of the
students. . . .
. . . The confederated governments mutually pledge themselves to remove from the
universities or other public educational institutions all teachers who . . . have
unmistakably proved their unfitness for the important office intrusted to them. . . .
. . . Those laws which have for a long period been directed against secret and
unauthorized societies in the universities shall be strictly enforced. . . .
. . . The Diet shall have the right . . . to suppress on its own authority . . . such
writings . . . [that] . . . are inimical to the honor of the union, the safety of individual
states, or the maintenance of peace and quiet in Germany . . . ”
. . . The object of the commission shall be a joint investigation . . . [to uncover] . . .
the facts relating to the origin and manifold ramifications of the revolutionary plots
and demagogical associations directed against the existing constitution and the
internal peace both of the union and of the individual states . . .
”
—“Chief Provisions of the Carlsbad Resolutions” in Readings in European History, Vol. II,
by James Harvey Robinson, 1906
EXAMINE THE SOURCE
5. Evaluating How did Metternich and the German Confederation’s leadership use the Carlsbad
Decrees to respond to protests and demands for liberal reforms?
86
Copyright © McGraw Hill TEXT: Robinson, James Harvey. Readings in European History. Vol. 2.
Boston, MA: Ginn & Company, 1906.
. . . [N]o publication which appears in the form of daily issues, or as a serial not
exceeding twenty sheets of printed matter, shall go to press in any state of the
union without the previous knowledge and approval of the state officials. . . .
Name
Date
Class
D
The Decembrist Revolt in St. Petersburg, 1825
Revolutionary ideals spread throughout Europe and eventually reached Russia, where
groups met to discuss liberal reforms in secret. In December 1825, as news of Tsar
Alexander I’s death spread among the people, some revolutionaries—called Decembrists—
argued that military officers should refuse to swear loyalty to the new tsar. They hoped this
would change the balance of power in Russia, but new tsar Nicholas I did not hesitate. The
Decembrists were routed and put on trial. Most were sent to Siberia for punishment, but
some were executed. The repression of liberalism continued in Russia for the rest of the
nineteenth century.
Copyright © McGraw Hill PHOTO: Niday Picture Library/Alamy Stock Photo
PRIMARY SOURCE : PAINTING
This painting of the Decembrist Revolt is by Vasily Timm.
EXAMINE THE SOURCE
6. Analyzing Images The artist, Vasily Timm, worked in Russia for many years after the Decembrist
Revolt. What perspective does this painting give about the revolt? Does that perspective make this
painting a useful historical source? Why or why not?
Nationalism, 1815 to 1900
87
E
Perception of the French Revolution of 1830
In 1830 the French overthrew one king and replaced him with another, the so-called
“Citizen King,” in an attempt to maintain the rights for which they had fought in the first
French Revolution. This drawing was made around the time of the 1830 Revolution, which
was also called the July Revolution. It shows people celebrating while a battle takes place
in the background.
This sketch depicts people dancing the carmagnole around a Liberty Tree.
Need Extra Help?
The carmagnole refers to both a dance and a piece of clothing. The clothing was an outfit worn by
some revolutionaries in the 1792 Revolution; the dance was connected to a popular revolutionary song
from that era. The man dancing by himself represents the sans culottes—revolutionaries who wore long
pants rather than the knee breeches that were popular with the aristocracy. Phrygian caps are seen on
some people’s heads and on top of the tree; some 1792 revolutionaries wore these hats and also called
them Liberty caps. The revolutionaries adopted the Liberty Tree as a symbol and often adorned it with a
Liberty cap.
EXAMINE THE SOURCE
7. Analyzing Images Why did the artist choose to include these images in a drawing about the
1830 Revolution?
88
Copyright © McGraw Hill PHOTO: From The New York Public Library/Jerome Robbins Dance Division, The New
York Public Library. “Dansons la carmagnole, vive le son du canon” New York Public Library Digital Collections.
Accessed October 23, 2020. http://digitalcollections.nypl.org/items/7105a580-ada5-0133-eaf6-00505686a51c
PRIMARY SOURCE : ILLUSTRATION
Name
Date
Class
F
Garibaldi’s Compromise
Giuseppe Garibaldi was an Italian patriot who led a guerrilla army called the Redshirts.
Garibaldi and the Redshirts fought to take back parts of Italy that were under the control of
other nations, and they were responsible for reclaiming much of modern-day Italy. Garibaldi
was a nationalist who chose to stop fighting when Victor Emmanuel II took the throne of a
reunified Italian nation, even though Victor Emmanuel did not support all of Garibaldi’s
goals for the country.
Copyright © McGraw Hill PHOTO: Universal Images Group/Getty Images
PRIMARY SOURCE : POLITICAL CARTOON
This cartoon in Britain’s Punch magazine shows
Garibaldi’s acceptance of Victor Emmanuel as king
of a unified Italy. The text reads: RIGHT LEG IN THE
BOOT AT LAST. Garibaldi. “IF IT WON’T GO ON,
SIRE, TRY A LITTLE MORE POWDER.”
EXAMINE THE SOURCE
8. Analyzing Perspectives What is the artist’s perspective on Garibaldi’s choice to support Victor
Emmanuel? Support your answer with evidence.
Nationalism, 1815 to 1900
89
G
Blood and Iron Speech
Otto von Bismarck was the Prime Minister of Prussia, one of several German states, when
he gave this famous speech. Bismarck was a crafty politician who was primarily focused on
the unification of the German states. In this excerpt, Bismarck articulates his willingness to
use force and military power to unite the German states and dismisses the calls for
liberalism as impractical or inappropriate for Prussia.
PRIMARY SOURCE : SPEECH
“
. . . [W]e are perhaps too “well-educated” to support a constitution; we are too
critical; the ability to assess government measures and records of the public
assembly is too common; in the country there are a lot of catiline characters who
have a great interest in upheavals. This may sound paradoxical, but everything
proves how hard constitutional life is in Prussia.
”
—Otto von Bismarck, “Speech to the Budget Commission of the Prussian Parliament,”
September 30, 1862, excerpt from Encyclopedia of the Age of Imperialism, 1800–1914,
Volume I, edited by Carl Cavanagh Hodge, 2008
EXAMINE THE SOURCE
9. Analyzing How is Bismarck advocating for change in this speech? In what ways is he arguing for
continuity with the past?
10. Analyzing Perspectives At the time, this speech was seen as evidence that Bismarck was a
staunch opponent of liberalism. However, in later years Bismarck embraced some elements of
liberalism, such as universal male suffrage, which helped him achieve his goals for Germany. What
factors do you think might have changed Bismarck’s view of some elements of liberalism? Is the
speech really a rejection of liberalism? Why or why not?
90
Copyright © McGraw Hill TEXT: Hodge, Carl Cavanagh, ed. Encyclopedia of the Age of Imperialism,
1800-1914. Westport , CT: Greenwood Press, 2008.
Furthermore, one is too sensitive about the government’s mistakes; as if it were
enough to say “this and that [cabinet] minister made mistakes,[“] as if one wasn’t
adversely affected oneself. Public opinion changes, the press is not [the same as]
public opinion; one knows how the press is written; members of parliament have a
higher duty, to lead opinion, to stand above it. We are too hot-blooded, we have a
preference for putting on armor that is too big for our small body; and now we’re
actually supposed to utilize it. Germany is not looking to Prussia’s liberalism, but to its
power; Bavaria, Württemberg, Baden may indulge liberalism, and for that reason no
one will assign them Prussia’s role; Prussia has to coalesce and concentrate its power
for the opportune moment, which has already been missed several times; Prussia’s
borders according to the Vienna Treaties are not favorable for a healthy, vital state; it
is not by speeches and majority resolutions that the great questions of the time are
decided—that was the big mistake of 1848 and 1849—but by iron and blood.
Name
Date
Class
H
Emancipation of Russian Serfs
Liberal reforms in Russia led to the emancipation of serfs. The serfs were not technically
enslaved, but their lives had been limited and tightly controlled. This excerpt comes from a
letter written by an anti-slavery activist who visited Russia to learn about the emancipation
movement. The hope was that abolitionists in England and America could learn from
Russian efforts and use that information to guide their own process for abolishing slavery.
PRIMARY SOURCE : LETTER
“
They [the Emperor and Liberals] had a hard battle to fight against the reactionary
party, who denounced emancipation as socialism, for they knew that it must gradually
introduce in its train a host of other reforms. They prophesied that anarchy and
bloodshed must ensue; but the Emperor gave no heed, and was prepared to risk his
crown and his life in order to free the peasant. . . . Twenty-three millions of an
intelligent, active peasantry have been . . . raised from the degradation of being mere
chattels, things for sale; though it must be admitted that serfdom was not so degrading
as Slavery is. The intellect and social energies of the serfs, which have been frozen up
for centuries, are now set free; and this great social change has been effected within
two years, in spite of the formidable opposition of the Russian nobility. . . . The
revolution has been a bloodless one; no social disorganization has resulted. . . .
Copyright © McGraw Hill TEXT: Long, Rev. James. Russian Serf Emancipation: Four Letters on Its
Origin , Evils, and Abolition. London: James Long, 1864.
. . . The friends of constitutional government have reason to rejoice in serf
emancipation, as forming the first installment of liberal institutions in Russia.
Even the late Emperor Nicholas was convinced that emancipation was necessary,
but he would not give it, knowing that it would involve reform in all other
departments of the State; that the upheaving of the masses would affect every
institution in Russia. As serf emancipation included municipal institutions for the
peasantry, a constitution, therefore, for all Russia follows as a corollary . . .
”
—Russian Serf Emancipation: Four Letters on Its Origin, Evils, and Abolition; Addressed to the
Committee of the British and Foreign Anti-Slavery Society. The Rev. J. Long, 1864.
reactionary opposed to liberalism and reform
Challenge
This letter was written to encourage and inspire abolitionists and anti-slavery activists in the United
States. Research the abolition of slavery in the United States and other parts of the world. What types of
slavery existed in other parts of the world? When was it abolished? Create a chart that compares slavery
around the world in the eighteenth and nineteenth century. Share your research with the class.
EXAMINE THE SOURCE
11. Analyzing Perspectives What did the abolitionist author of these letters suggest that abolitionists
could learn from Russian emancipation of serfs?
Nationalism, 1815 to 1900
91
Evaluate Sources and Use Evidence
12. Citing Text Evidence Refer back to the Compelling Question and the Supporting Questions you
developed at the beginning of the topic. Then examine the evidence you gathered and recorded in
the Graphic Organizer. If you would like to change one or more of your Supporting Questions, you
may do so now. Which sources will help you answer the Supporting Questions? Circle or highlight
those sources in your Graphic Organizer. Looking at the subset of sources you have chosen, be
prepared to explain why you chose each source.
Supporting Question
Sources and Notes
1
2
Copyright © McGraw Hill
3
92
Name
Date
Class
13. Answering Supporting Questions Now, answer the Supporting Questions that you developed at
the beginning of the activity to help you in answering the Compelling Question.
Answer for Supporting Question 1:
Answer for Supporting Question 2:
Answer for Supporting Question 3:
Communicate Conclusions
Copyright © McGraw Hill
Talk About It
14. Collaborating Work with a partner to review what you have learned about liberalism and
nationalism. One of you should be a representative of liberalism, and the other should be a
representative of nationalism. Review the sources in this journal to answer the following questions
about liberalism or nationalism: What are their beliefs? What are examples of these beliefs in action
in the nineteenth century? How did other people react to these beliefs? Form a group with other
people who are representing the same perspective you are demonstrating, and discuss what you
learned. Make a small poster on paper. Write down key details of your answers to the three
questions. Then rejoin your original partner to trade information. Read over each other’s posters
and use them as a reference as you continue to answer questions in this Inquiry Journal.
Nationalism, 1815 to 1900
93
Write About It
15. Argumentative Writing Many of the revolutions you read about in this journal were not successful
at the time. Others achieved some of their goals, but not all. Some people argued that these
revolutions and protests were a waste of time because they failed to achieve some or all of their
goals. What do you think? Is a protest a waste of time if it fails to achieve all its goals? What if it fails
to achieve any goals at that time? Use at least three specific examples from this journal to support
your argument.
Copyright © McGraw Hill
16. Answering the Compelling Question What do you think? What were the reactions to the new
ideologies of nationalism and liberalism? Create a digital presentation that explains key elements of
nationalism and liberalism, as well as the reactions to both ideologies. Use visuals or graphic
organizers in your presentation to explain your ideas. Include examples from at least three sources
to support your answer.
94
Name
Date
Class
Take Informed Action
17. Making Connections You have already explored protests within your community’s history. But
many protests or revolutions have inspired some type of reaction, just like the reactionary actions
you studied in this journal. Research a protest or social movement that inspired a reaction in your
community. For example, many U.S. communities saw anti-immigrant protests and laws, such as the
Chinese Exclusion Act, after a large influx of immigrants from a particular region of the world. Civil
rights protests in the 1950s and 1960s led to changes, such as bussing students to integrate
schools. There were anti-bussing protests in response. The anti-war protests during the Vietnam
War led to counterprotests, as did the women’s rights/Equal Rights Amendment protests in the
1970s and 1980s. You may already be aware of protests and counterprotests that have occurred in
your community in recent years. Explore the protest as well as the counterprotest. If possible,
interview someone who was involved in each side of the protest, or search for recorded interviews
from that time.
7
YOU CHOOSE
Select one of these Take Informed Actions to apply what you’ve learned.
A. Identify a current political issue in your community and define the point of view for each side, pro
and con. Work with a partner to create a one minute video or audio ad for each side of the issue.
Make sure your ads use facts and do not attack or insult people with the opposing point of view.
Share both ads with your classmates and have them vote on which ad is more persuasive.
B. Photographs or illustrations can create a powerful argument to enact change. Get information about
political issues currently facing your community. Take a photograph or make an illustration that you
feel provides the most powerful statement for this issue. Keep in mind that your image should be
something that could be displayed publicly at your school. Once you have created the image, work
with your teacher to determine how best to share it with your community. You could deliver it to local
government officials or civic leaders, post it online, or display it at school.
Copyright © McGraw Hill
C. As you saw in your Inquiry Journal, sometimes protests do not achieve their goals initially, but they
lead to a change in society over time. Research the issue that people were protesting and
counterprotesting. What issues still exist around that topic today? For example, if you researched
women’s rights protests in the 1970s, are women still protesting in your community today? About
what? If not, why not? If possible, find people who protested and counterprotested and invite them
to share their opinions on where the issue stands in your community today. Create a presentation
about what you learned and share it with your class.
Nationalism, 1815 to 1900
95
Take Informed Action Rubric: Protests and Counterprotests
Self-Evaluation As you research, think about the following criteria. These are the criteria your teacher
will use to evaluate your Take Informed Action activity.
Peer Review Use this rubric to score the research and product developed by another classmate or
group of classmates.
4
3
The piece is wellorganized and focused
and demonstrates an
adequate
understanding of the
event or issue.
The research is
exceptionally wellwritten, detailed,
and specific.
The research is wellwritten and includes
adequate details.
2
The piece is organized
but is inconsistent in
focus and
demonstrates an
inadequate
understanding of the
event or issue.
1
The research is weakly
The piece lacks
written throughout,
organization, focus, and
providing virtually no
a basic understanding
specifics or details, and
of the event or issue.
is hard to understand.
SCORE
96
The piece is
exceptionally wellorganized and focused
and demonstrates a
thorough and deep
understanding of the
event or issue.
Writing
Some of the research is
well-written, but
sections of it are harder
to understand or many
details are lacking.
Historical Accuracy
Speaking and
Listening
The piece is wellresearched and is
factually accurate.
The project
demonstrates
outstanding speaking
and listening skills.
Information is
communicated clearly
and effectively, and
participants who are
invited to share their
thoughts are listened to
carefully
and respectfully.
The piece is wellresearched but
contains some
factual mistakes.
The project
demonstrates good
speaking and listening
skills. Information is
communicated clearly,
for the most part, and
participants who are
invited to share their
thoughts are listened
to respectfully.
The piece is not wellresearched and
contains some
factual mistakes.
Parts of the project
demonstrate good
speaking and listening
skills. Information may
be communicated
clearly, but listening
skills may be less
evident, or listening
skills may be
acceptable, but spoken
communication is
limited or unclear.
There are many
factual mistakes.
The project
demonstrates a weak
command of both
speaking and
listening skills.
Copyright © McGraw Hill
Organization
Name
Date
Class
TOPIC 7 • THE INDUSTRIAL REVOLUTION AND MASS SOCIETY, 1800 TO 1914
Nineteenth-Century Life
?
COMPELLING QUESTION
How did the transformations of the nineteenth century shape the
experiences of different social groups?
Plan Your Inquiry
You will explore the different ways life changed during the Industrial Revolution. You will use
the Compelling Question to develop Supporting Questions. You will answer the questions
using primary and secondary sources. Then you will communicate your research conclusions
and connect what you have learned to your own community.
Copyright © McGraw Hill
Background Information
The Industrial Revolution was a period of rapid change. It began in Great Britain, which had a
relatively stable government and access to a wide range of raw materials—thanks to the
breadth of the British Empire. New inventions made factories run more efficiently and made it
possible to begin mass-producing things like cloth, which had previously been handmade in
small batches.
The growth of factories led to many societal changes. Factories required many workers,
drawing more people to live in cities. The demand for workers also led to increased rates of
child labor in dangerous conditions. While children had always worked on family farms, now
they were more likely to work inside for long hours in polluted rooms full of dangerous
machinery, or in coal mines where they rarely could see the sun. On the other hand, the
growth of factories led to a new social class of factory owners and managers, who earned
money rather than inheriting it.
The new middle class, along with an expanded upper class that included both those with
inherited wealth and those who had earned their money, began to formulate their own ideas
about gender roles. The expectation became that married women would not work but would
make themselves available to care for their children and manage their households. This was
not necessarily attainable for working-class women, however. The new middle and upper
classes also had more money to invest in education and cultural pursuits, which began to
change the culture of large cities. This new appreciation for education also manifested itself
as a new value for middle-class children, who had new educational options available to them.
More middle-class families began to view childhood as a time for education and fun, rather
than a time to work and contribute financially to one’s family. Again, working-class families
often did not have the chance to protect their children in the same way.
Politically, the Industrial Revolution began to change things as new groups of people
began to explore their potential political power. Workers who now lived and worked in close
proximity started to wonder how they could change things in their favor. Ideas like
communism and socialism grew in popularity, particularly when work stoppages or abusive
labor practices made life miserable for many workers and their families. Girls from middleand upper-class homes who had more education and privileges began to demand more
opportunities. They fought for women’s right to vote and spearheaded social
reform movements.
GO ONLINE
to use the Digital Inquiry Journal.
97
Develop Supporting Questions About
Industrialization and the Nineteenth Century
1. Developing Supporting Questions Reread the Compelling Question for this topic. Think about the
nineteenth century and the changes that industrialization led to during this period. Develop a list of
Supporting Questions that would help you answer the Compelling Question. Remember that
Supporting Questions are questions that you need to answer first.
Supporting Question 1:
Supporting Question 2:
Copyright © McGraw Hill
Supporting Question 3:
98
Name
Date
Class
Apply Historical Concepts and Tools
2. Analyzing Sources Next, you will work with a variety of primary and secondary sources. These
sources focus on changes during the nineteenth century. As you read, use the graphic organizer to
take notes and to organize information about the sources.
Organizing Source Information
Copyright © McGraw Hill
Source
Title and Author/Creator
A
A Working-Class Childhood
in a Coal Miner’s Pit, from a
report by the Children’s
Employment Commission,
1842
B
A Childhood of Leisure,
an illustration
C
The Cult of Domesticity—
The Victorian Woman’s Place
by Elizabeth Poole Sanford
D
The “New Woman,”
an illustration
E
Two Separate Worlds, One
Place of Work, from Mary
Barton by Elizabeth
Cleghorn Gaskell
F
Life for Jews in the Pale of
Settlement from The
Promised Land by
Mary Antin
G
Medical Women in India,
from a paper by Mary
Scharlieb, M.D., published in
Progress in Women’s
Education in the
British Empire
H
A Suffragette’s Complaint
about Police Brutality, filed
with the police by Miss
C. Richardson
Notes
The Industrial Revolution and Mass Society, 1800 to 1914
99
Analyze Sources
Review and analyze Sources A–H. There are questions that accompany each source to help
you examine the source and check for historical understanding.
A
A Working-Class Childhood in a Coal Miner’s Pit
Increasing demand for new fuels and products meant a need for more workers, including
children. Children as young as five regularly worked full days in horrifying conditions. A
British Parliamentary Commission in the 1840s took testimony from some of these child
workers. Their report, excerpted below, became a driving force behind new labor laws and
a change in the perspective of the British people on the subject of child labor.
PRIMARY SOURCE : COMMISSION REPORT
“
John Saville, seven years old: . . . “I stand and open and shut the door; I’m generally
in the dark, and sit me down against the door; I stop 12 hours in the pit; I never see
daylight now, except on Sundays; I fell asleep one day, and a corve [coal truck] ran
over my leg and made it smart; they’d squeeze me against the door if I fall to sleep
again . . .”
Ann Eggley . . . eighteen years old: “I hurry [drag the corves] by myself . . . the
corves are very heavy . . . The work is far too hard for me; the sweat runs off me all
over sometimes. I am very tired at night. Sometimes when we get home at night we
have not power to wash us, and then we go to bed. . . . Father said last night was
both a shame and a disgrace for girls to work as we do, but there was nought else
for us to do. . . . I begun to hurry when I was seven . . . I have been 11 years in the
pit. . . . we work constantly 12 hours, except on Saturdays.
”
—First Report of the Commissioners: Mines, published by Children’s
Employment Commission on Mines, 1842.
smart feel a sharp or stinging pain
nought nothing
EXAMINE THE SOURCE
3. Analyzing Why do you think these testimonies led to laws restricting child labor? What long-term
causes might have eventually led to a similar result?
100
Copyright © McGraw Hill TEXT: Great Britain. First Report of the Commissioners: Mines. London: W.
Clowes and Sons, 1842.
Sarah Gooder, aged eight years: “I’m a trapper in the Gauber Pit. I have to trap
[open the door] without a light, and I’m scared. I go at four and sometimes half-past
three in the morning, and come out at five and half-past, I never go to sleep.
Sometimes I sing when I’ve light, but not in the dark; I dare not sing then. I don’t like
being in the pit. . . .”
Name
Date
Class
B
A Childhood of Leisure
Working-class children were expected to help support their families. Middle- and upperclass children of this era had very different experiences. Educated people began to view
children as innocents who deserved joy and protection from the harsh realities of adult life.
This illustration from a children’s book shows elements of a typical middle- or upper-class
childhood of this time. Books written specifically for children were another innovation of
this era.
Copyright © McGraw Hill PHOTO: The Miriam and Ira D. Wallach Division of Art, Prints and Photographs: Picture
Collection, The New York Public Library. “Children leaving school.” New York Public Library Digital Collections. Accessed
November 5, 2020. http://digitalcollections.nypl.org/items/6bdb384b-2c71-b4cc-e040-e00a180673a4
PRIMARY SOURCE : ILLUSTRATION
This illustration from the children’s book The Three
Jovial Huntsmen shows children playing on their way
home from school.
EXAMINE THE SOURCE
4. Analyzing Why do you think life was so different for working-class children compared to middle- or
upper-class children during this era? How does this source compare with the other sources you have
looked at?
The Industrial Revolution and Mass Society, 1800 to 1914
101
C
The Cult of Domesticity—The Victorian Woman’s Place
In spite of the fact that this era—the Victorian era—was named for the extremely powerful
and influential queen of the British Empire, most people during this period believed in the
idea of “separate spheres” for men and women. The “women’s sphere” was focused on the
home and on providing care and support for her husband and children. Women were
viewed as too emotionally fragile to face the world, although they could inspire their
husbands to make more moral decisions. This idea only applied to middle- and upper-class
women because working-class women often worked outside the home.
PRIMARY SOURCE : NONFICTION BOOK
“
[T]he sentiment for woman has undergone a change. . . . Domestic life is the chief
sphere of her influence; and domestic comfort is the greatest benefit she confers
upon society: for happiness is almost an element of virtue; and nothing conduces
more to improve the character of men than domestic peace. A woman may make a
man’s home delightful, and may thus increase his motives for virtuous exertion. She
may refine and tranquillise his mind,—may turn away his anger or allay his grief. Her
smile may be the happy influence to gladden the heart, and to disperse the cloud
that gathers on his brow. And, in proportion to her endeavors to make those around
her happy, she will be esteemed and loved. . . . it is both her duty and her interest to
cultivate those qualities which will render her most agreeable. . . . for it is for
woman, not for man, to make the sacrifice . . . She must, in a certain degree, be
plastic herself, if she would mould others. . . . Domestic life is a woman’s province,
and it is there that she is most usefully as well as most appropriately employed. But
society, too, feels her influence, and receives from her, in great measure, its balance
and its tone. She may be here a corrective of what is wrong, a moderator of what is
unruly, a restraint on what is indecorous. Her presence will be a pledge against
impropriety and excess, a check on vice, and a protection to virtue.
”
EXAMINE THE SOURCE
5. Analyzing Many historians view Women in Her Social and Domestic Character as a key text for
understanding societal beliefs during this era. How well do you think this text represents the
perspectives of people of that era? What perspectives are missing or not included?
6. Making Connections Take another look at the image in Source B: A Childhood of Leisure. Think
about how that representation of middle-upper-class childhood connects to this description of
middle-upper-class life for women. How do you think these Victorian beliefs about childhood
connected to Victorian beliefs about women?
102
Copyright © McGraw Hill TEXT: Sanfdord, Elizabeth Poole. Woman, in Her Social and Domestic
Character. 6th ed. London: Longman, Orme, Brown, Green & Longmans, 1839.
—Elizabeth Poole Sanford, Woman in Her Social and Domestic Character, first published 1839
Name
Date
Class
D
The “New Woman”
The other concept of female identity in this era was the so-called “New Woman,” which
entered popular conversation in the 1890s. Unlike the domestic ideal, the New Woman was
an individual first: educated, intelligent, self-supporting, and choosing whether to marry and
bear children.
Copyright © McGraw Hill PHOTO: Samuel D. Ehrhart/Library of Congress, Prints & Photographs
Division [LC-DIG-ppmsca-29031]
PRIMARY SOURCE : ILLUSTRATION
The New Woman was often pictured in newer clothing designs, which permitted greater
freedom of movement. The New Woman was sometimes depicted with the bicycle, a
new invention that helped women get around outside the house.
Challenge
Clothing and fashion can often provide a fascinating reflection of how the world is changing. Over the
course of the nineteenth century, women’s clothing changed dramatically, particularly as the concept of
the New Woman became more widespread. Investigate changes in fashion during the nineteenth
century, focusing primarily on Great Britain. Create a presentation that illustrates how fashion was
influenced by changes in society. Include illustrations of the fashions to support your ideas. Share your
presentation with the class.
EXAMINE THE SOURCE
7. Analyzing Perspectives Think about someone raised with the Cult of Domesticity beliefs. How was
such a person likely to react to the New Woman? Why?
The Industrial Revolution and Mass Society, 1800 to 1914
103
E
Two Separate Worlds, One Place of Work
This excerpt comes from the novel, Mary Barton, in which the factory owners have
temporarily closed the factories because of a fire, so none of the workers are being paid.
The excerpt describes how the shutdown affects the wealthy factory owners and their
families, as well as its impact on the factory workers and their families.
PRIMARY SOURCE : NOVEL
“
The partners had more leisure than they had known for years; and promised wives
and daughters all manner of pleasant excursions . . . It was a pleasant thing to be
able to lounge over breakfast with a review or newspaper in hand; to have time for
becoming acquainted with agreeable and accomplished daughters, on whose
education no money had been spared, but whose fathers, shut up during a long
day with calicoes and accounts, had so seldom had leisure to enjoy their daughters’
talents. There were happy family evenings, now that the men of business had time
for domestic enjoyments. There is another side to the picture. There were homes
over which Carsons’ fire threw a deep, terrible gloom; the homes of those who
would fain work, and no man gave unto them—the homes of those to whom leisure
was a curse. There, the family music was hungry wails, when week after week
passed by, and there was no work to be had, and consequently no wages to pay for
the bread the children cried aloud for in their young impatience of suffering. There
was no breakfast to lounge over; their lounge was taken in bed, to try and keep
warmth in them that bitter March weather, and, by being quiet, to deaden the
gnawing wolf within. Many a penny that would have gone little way enough in
oatmeal or potatoes, bought opium to still the hungry little ones, and make them
forget their uneasiness in heavy troubled sleep. . . .
”
fain prefer to; ready to; willing to
opium a drug that was easily available in this era; it was often used for medicinal purposes but was
also sometimes used to “quiet” unhappy children or to soothe unhappy adults
Need Extra Help?
It can be tricky to read a passage from a novel when you have not read the rest of the story. This
excerpt begins by describing life for the “partners,” or the factory owners. Gaskell describes their lives
until the sentence that reads “There is another side to this picture.” Next, look at the second half of the
passage; this describes the workers’ lives when work stopped and they earned no money.
EXAMINE THE SOURCE
8. Analyzing Perspectives Gaskell was a middle- or upper-class woman who did a lot of volunteer
work with the working-class people in her community, so she saw both worlds. How did that affect
her writing? Does Gaskell seem more sympathetic to one group than the other? What do you think
she was hoping to achieve through her writing?
104
Copyright © McGraw Hill TEXT: Gaskell, Elizabeth Cleghorn. Mary Barton: A Tale of Manchester
Life. Vol. 1. London: Chapman and Hall, 1848.
—Elizabeth Cleghorn Gaskell, Mary Barton: A Tale of Manchester Life, 1848
Name
Date
Class
F
Life for the Jews in the Pale of Settlement
As the Russian Empire expanded, many Jewish people came under Russian control. The
Russians created the Pale of Settlement, setting aside a region of the Russian Empire as the
only place Jews were allowed to live. Within the Pale, Jewish people faced strict laws about
how they could live. Many other Jewish people emigrated to other countries. The author of
this excerpt immigrated to the United States with her family because of the treatment she
describes here.
PRIMARY SOURCE : AUTOBIOGRAPHY
“
[T]here was a fence around Polotzk . . . The world was divided into Jews and
Gentiles. . . . By the time I fully understood that I was a prisoner, the shackles had
grown familiar to my flesh.
Copyright © McGraw Hill TEXT: Antin, Mary. The Promised Land. Boston, MA: Houghton Mifflin
Company, 1912.
The first time Vanka threw mud at me, I ran home and complained to my mother . . .
“How can I help you, my poor child? Vanka is a Gentile. The Gentiles do as they like
with us Jews.” The next time Vanka abused me, I did not cry, but ran for shelter,
saying to myself, “Vanka is a Gentile.” The third time . . . Vanka spat on me, I wiped
my face and thought nothing at all. I accepted ill-usage from the Gentiles as one
accepts the weather. . . .
A favorite complaint against us was that we were greedy for gold. . . . Greedy for
profits we were, eager for bargains, for savings . . . But why? Did not the Gentiles
know the reason? . . . If a Jew and a Gentile kept store side by side, the Gentile
could content himself with smaller profits. He did not have to buy permission to
travel in the interests of his business. He did not have to pay three hundred rubles
fine if his son evaded military service. He was saved the expense of hushing inciters
of pogroms. . . . To be a Jew was a costly luxury, the price of which was . . . money
or blood. Is it any wonder that we hoarded our pennies? What his shield is to the
soldier in battle, that was the ruble to the Jew in the Pale.
”
—Mary Antin, The Promised Land, 1912
Gentile a non-Jewish person
pogroms an organized massacre of a particular group of people; in this case, the slaughter of Jewish
people in Eastern Europe
EXAMINE THE SOURCE
9. Evaluating What was notable about her experiences with anti-Semitism in the Pale of Settlement?
In what ways were her experiences examples of ongoing anti-Semitism and discrimination?
The Industrial Revolution and Mass Society, 1800 to 1914
105
G
Medical Women in India
The changes spurred by the Industrial Revolution also influenced life in European colonies,
such as India. Many British people traveled to India to work, to serve in the British Army, or to
help the indigenous population as religious missionaries. Lady Dufferin, wife of the Viceroy of
India, spent time administering what became known as the Dufferin Fund, which supported
hospitals for Indian women and trained them to work as health care providers.
PRIMARY SOURCE : SCHOLARLY PAPER
“
The supply of women doctors for work in India is chiefly drawn from women
educated in the medical schools in India and women educated in the British
medical schools. . . . [T]hat they are doing good work is shown by the increasing
attendance of women and children at the hospitals and dispensaries offered by
women, and from the evident desire of the different medical inspectors to have
more of them. . . . [M]edical education is given to women in the Medical Colleges of
Madras, Bombay, Calcutta, Lahore, and Agra, and . . . Ludhiana . . .
[T]o supply female medical aid to the women of India, we are at once met
by difficulties.
First, the impossibility to provide for the millions of sick women with the small
number of medical women available.
Secondly, the financial question. Medical women must live, eat and drink and be
clothed; few of them have independent means, and the resources of Government
and of private societies are limited.
[A]dvantages belonging to a native lady . . . are that she knows . . . the language, the
religious feelings, the customs, and the ways of the women among whom she works . . .
[T]he majority of Indian princes who have founded and endowed hospitals in
connection with the Dufferin Fund have . . . asked that an Indian trained lady . . . be
appointed to them, rather than one sent from Great Britain.
”
—Paper by Mary Scharlieb, M.D., in Progress in Women’s Education
in the British Empire, ed. Frances Evelyn Maynard, 1897
Challenge
Research the history of women in medicine. Consider the trailblazers as well as opportunities available
to ordinary women as doctors, nurses, or other medical providers. When and how did opportunities
change? How do those changes correspond to the other societal changes you are studying in this
Inquiry Journal? Prepare a report and share what you learned with the class.
EXAMINE THE SOURCE
10. Analyzing Perspectives How does this source represent the perspectives of people at that time?
What perspectives are included? What perspectives are missing? How might that change the overall
view of this topic?
106
Copyright © McGraw Hill TEXT: Maynard, Frances Evelyn, ed. Progress in Women’s Education in
the British Empire. New York, NY: Longmans, Green, and Co., 1897.
Thirdly, it is difficult to decide who are the best women to send as doctors . . .
Should they be educated in Great Britain or should they be country born and
country educated? . . .
Name
Date
Class
H
A Suffragette’s Complaint about Police Brutality
Suffrage is the right to vote. In Great Britain, women first began to petition for suffrage in
the first half of the nineteenth century, but by the early twentieth century they still did not
have the right to vote. Suffragettes, as they were called, began to engage in more
aggressive tactics to gain attention for their cause. In some cases, as shown here, police
officers retaliated violently.
PRIMARY SOURCE : POLICE REPORT
“
At Downing Street, while outside the second police cordon in Whitehall, I was standing
looking on at the police battering the women about, when a policeman ordered me away
. . . I was again in a clearing alone . . . Inside the cordon there were throngs of men and
boys. I said “Why do you pick me out? Why not send those men and boys away?” He
replied “Those boys are all right, it is you I am after”. He made a leap, clutched me by the
throat and the next instant the back of my head crashed on the pavement. I heard a
woman’s voice scream “Dont [sic] kill her”, and I was afterwards told by a woman who
came to my aid that a man exclaimed “There is the first death”. She told me that the
policeman had flung me right in front of a motor car and that the left wheel touched my
dress. The number of the policeman was 503.E. . . . I saw three other women flung to the
pavement, one with a heavy policeman on top of her. I saw a policeman grab women by
the collars, shake them and fling them aside like rats. I saw them take women up and
fling them on the crowd as many logs on a wood pile. . . .The marks of the four fingers of
the first mentioned policeman did not leave my arm for two weeks.
”
Copyright © McGraw Hill TEXT: “Miss C. Richardson’s Complaint.” The National Archives. United
Kingdom, November 18, 1910.
—Miss C. Richardson’s complaint from a police file documenting suffragette’s
complaints about police brutality on 18 November 1910.
cordon a line of police used to control access to or from a particular area
EXAMINE THE SOURCE
11. Speculating Imagine you were asked to design a display about suffragettes for a women’s history
museum. What information would you need to know about the suffragettes? What would you want
museum visitors to know about why the suffragettes were important?
12. Evaluating How might these reports of police brutality change people’s attitudes towards
suffragettes and women’s suffrage?
The Industrial Revolution and Mass Society, 1800 to 1914
107
Evaluate Sources and Use Evidence
13. Citing Text Evidence Refer back to the Compelling Question and the Supporting Questions you
developed at the beginning of the topic. Then examine the evidence you gathered and recorded in
the Graphic Organizer. If you would like to change one or more of your Supporting Questions, you
may do so now. Which sources will help you answer the Supporting Questions? Circle or highlight
those sources in your Graphic Organizer. Looking at the subset of sources you have chosen, be
prepared to explain why you chose each source.
Supporting Question
Primary Source and Notes
1
2
Copyright © McGraw Hill
3
108
Name
Date
Class
14. Answering Supporting Questions Now, answer the Supporting Questions that you developed at
the beginning of the activity to help you in answering the Compelling Question.
Answer for Supporting Question 1:
Answer for Supporting Question 2:
Copyright © McGraw Hill
Answer for Supporting Question 3:
Communicate Conclusions
Talk About It
15. Collaborating Form a group of three to five members. Each group member should choose to focus
on one of the following groups: working-class British people, middle- and upper-class British people,
and oppressed people outside of Europe. If you have four or five people in your group, you can
divide the topics further to include working-class children, middle- and upper-class children, workingclass adults, or middle- and upper-class adults. Review the Inquiry Journal sources and take notes on
the following questions: How did life change for the people of your topic during this period? Why?
After you have taken notes, gather with your group again and share what you have learned. Overall,
do you think people’s lives got better or worse during this time? Why do you think that?
The Industrial Revolution and Mass Society, 1800 to 1914
109
Write About It
16. Argumentative Writing Read the following statement: “The Industrial Revolution was not only a time
when technology improved, but life also improved for most groups in society.” Do you agree with this
statement? Why or why not? Cite examples from at least three sources in this journal to support
your argument.
Copyright © McGraw Hill
17. Answering the Compelling Question What do you think? How did the transformations of the nineteenth
century shape the experiences of different social groups? Develop a presentation that shows how the
lives of different groups of people were changed over the course of the nineteenth century. Include
images to support your ideas, and make sure to use examples from at least three of the sources in
this journal.
110
Name
Date
Class
Take Informed Action
18. Making Connections During the Industrial Revolution, women began to strive for equality in the
workplace and in political representation. More than one hundred years later, many women
continue to object to inequalities in the workplace and in politics. Research representation in your
community. What are the voting rates for men and women in your community? When did women
first get the right to vote in your community? Keep in mind that while the Nineteenth Amendment
passed in 1920, some communities gave women the right to vote before that, or they were slow to
implement the Nineteenth Amendment’s changes. When was the first time your community had a
female mayor or city council member? What female community leaders have made a difference
where you live? What about female representatives, senators, or governors in your state? Research
the history of women’s involvement in politics and community leadership for where you live.
7
YOU CHOOSE
Select one of these Take Informed Actions to apply what you have learned.
A. Conduct a survey about representation in politics in your community. What do people know about
how many women have been elected to represent your community? How do people feel about the
women political leaders your community has elected? If an election is in progress, what do people
think about the current female candidates (or lack of candidates)? Do people in your community feel
concerned about having an equal number of men and women representing them? Why or why not?
Survey at least ten people who live or work in the community, or team up with partners to conduct a
larger survey. Report your results to the class.
B. Research a specific female political or community leader from your community. What is her life story?
How did she become involved in politics? What has happened during her political career? Arrange to
interview the leader, if possible, or interview someone who works with her or for her. Create a
presentation or make a digital video about this female leader. Share it with the class and, if possible,
the public, so that more people are aware of her accomplishments.
Copyright © McGraw Hill
C. Explore the requirements of running for office in your community. Study positions like school board
member, city council member, district attorney, or mayor. Reach out to current elected officials and
ask them: What do you think needs to be done to encourage new people to run for local political
office? If your community has not had many female politicians, ask current elected officials why they
think that is. Take the information you have gathered and develop a presentation to inform the
community about the current diversity (or lack thereof) in community elected officials, any
information you learned about things that may prevent women or other diverse candidates from
running for local office, and the steps people can take to run for office (or to support those who
choose to run for office).
The Industrial Revolution and Mass Society, 1800 to 1914
111
Take Informed Action Rubric: Representation of Women
in Politics
Self-Evaluation As you research, think about the following criteria. These are the criteria your teacher
will use to evaluate your Take Informed Action activity.
Peer Review Use this rubric to score the research and product developed by another classmate or
group of classmates.
4
3
2
1
SCORE
112
The piece is
exceptionally wellorganized and focused
and demonstrates a
thorough and deep
understanding of the
event or issue.
The piece is wellorganized and focused
and demonstrates an
adequate
understanding of the
event or issue.
The piece is organized
but is inconsistent in
focus and
demonstrates an
inadequate
understanding of the
event or issue.
Writing
The research is
exceptionally wellwritten, detailed,
and specific.
The research is wellwritten and includes
adequate details.
Some of the research is
well-written, but
sections of it are harder
to understand or many
details are lacking.
The research is weakly
The piece lacks
written throughout,
organization, focus, and
providing virtually no
a basic understanding
specifics or details, and
of the event or issue.
is hard to understand.
Historical Accuracy
Speaking and
Listening
The piece is wellresearched and is
factually accurate.
The project
demonstrates
outstanding speaking
and listening skills.
Information is
communicated clearly
and effectively, and
participants who are
invited to share their
thoughts are listened to
carefully
and respectfully.
The piece is wellresearched but
contains some
factual mistakes.
The project
demonstrates good
speaking and listening
skills. Information is
communicated clearly,
for the most part, and
participants who are
invited to share their
thoughts are listened
to respectfully.
The piece is not wellresearched and
contains some
factual mistakes.
Parts of the project
demonstrate good
speaking and listening
skills. Information may
be communicated
clearly, but listening
skills may be less
evident, or listening
skills may be
acceptable, but spoken
communication is
limited or unclear.
There are many
factual mistakes.
The project
demonstrates a weak
command of both
speaking and
listening skills.
Copyright © McGraw Hill
Organization
Name
Date
Class
TOPIC 8 • IMPERIALISM, 1800 TO 1914
Indigenous Peoples Experience “New Imperialism”
?
COMPELLING QUESTION
What were conditions like for indigenous peoples living under imperial rule?
Plan Your Inquiry
You will develop Supporting Questions about imperialism and its impact on indigenous
peoples. Using the Compelling Question as your guide, you will study primary and secondary
sources. Finally, you will answer your Supporting Questions, communicate your research
conclusions, and take action based on what you have learned.
Copyright © McGraw Hill
Background Information
European nations had been claiming territory in other parts of the world for hundreds of
years, but the Industrial Revolution drove a new level of imperialism. Now the European
nations wanted total control of large swaths of territory in Africa, Asia, and the Americas. In
addition, the increasingly powerful United States was beginning to expand its territories.
Investors and businesspeople in U.S. or European nations could become very wealthy thanks
to investments in imperialist-dominated lands.
The indigenous peoples of those regions were not so fortunate. The British, French,
Spanish, and Belgians, among others, seized control of territories and dominated the lives of
the indigenous people who lived there. Often, indigenous people were displaced from their
hereditary lands. They were forced to work in inhumane conditions for the resources the
colonizers prized so much. Their beliefs and customs were dismissed as heathen, ignorant,
or offensive. They were encouraged—or forced—to accept European customs and religious
beliefs. Their children were sent to Westernized schools. Many indigenous people died
because of abusive work conditions. Some supervisors injured them or their family members
when they failed to meet certain goals for work. If they tried to rebel, they were often
executed. In some cases, whole communities were executed because of a single
rebellious act.
Some regions maintained a certain level of independence. China, for example, was never
officially conquered by European nations. However, European powers worked to increase their
power within China. The British supported illegal opium smuggling in an attempt to weaken
China, which led to the Opium Wars. When the British won both wars, they extracted many
privileges from the Chinese, including extraterritoriality, which meant British people in China
were answerable only to British authorities. Some Latin American countries maintained more
independence, but American or European corporations working in those countries wielded so
much financial power that they could effectively dictate to the government as well.
The Europeans and Americans, on the other hand, professed that they were helping the
indigenous peoples. They claimed providing education for children, converting everyone to
Christianity, and changing indigenous ways of life were actually generous and kind.
Europeans brought medical care to areas that had never experienced modern medicine.
Many European families hired indigenous people to work as servants. They sometimes
provided those servants with clothes, education, and trips to Europe as well as a salary, room,
and board. While some good things could come from imperialism, these things were greatly
outweighed by the violent and exploitative behavior that happened far more frequently.
GO ONLINE
to use the Digital Inquiry Journal.
113
Develop Supporting Questions About Imperialism
1. Developing Supporting Questions Reread the Compelling Question for this topic. Think about
imperialism and its effect on indigenous populations. Develop a list of Supporting Questions that
would help you answer the Compelling Question. Remember that Supporting Questions are
questions that you need to answer first.
Supporting Question 1:
Supporting Question 2:
Copyright © McGraw Hill
Supporting Question 3:
114
Name
Date
Class
Apply Historical Concepts and Tools
2. Analyzing Sources Next, you will work with a variety of primary and secondary sources. These
sources focus on imperialism. As you read, use the graphic organizer to take notes and to organize
information about the sources.
Copyright © McGraw Hill
Organizing Source Information
Source
Title and Author/Creator
A
A Great Public Meeting in
Canton: Thoughts About
the English, excerpt from a
paper, published in a book
by Eva March Tappan, 1914
B
The Life of an Indian Ayah,
a photograph
C
Rabindranath Tagore on
the Destiny of India, a
letter dated 1910 from
Selected Letters of
Rabindranath Tagore
D
Westernized Education,
a photograph
E
The Twentieth Century’s
First Genocide: The
Herero People, from a
report presented to
Parliament, August 1918
F
Investigation of Conditions
in the Belgian Congo, a
letter by George
Washington Williams,
with photograph
G
Labor Changes in Latin
America, from a book by
Stephen Duggan
Notes
Imperialism, 1800 to 1914
115
Analyze Sources
Review and analyze Sources A–G. There are questions that accompany each source to
help you examine the source and check for historical understanding.
A
A Great Public Meeting in Canton: Thoughts About
the English
The British had long wanted to increase their control in China. The British asked for
permission to trade in specific areas, such as the walled city of Canton. Displeased with
how trade was going, the British began to import opium, even though the Chinese
government had made it illegal. This led to the two Opium Wars, both of which Britain won.
As a result, the British forced the Chinese government to create ever more favorable
conditions for British people in China, expanding Britain’s imperialist goals in the region.
“
Behold the vile English nation! . . . [I]ts people are at one time like vultures, and then
they are like wild beasts, with dispositions more fierce and furious than the tiger or
wolf, and natures more greedy than anacondas or swine. These people have long
steadily devoured all the western barbarians, and like demons of the night, they
now suddenly exalt themselves here. During the reigns of the emperors Kien-lung
and Kia-king these English barbarians humbly besought an entrance and
permission to deliver tribute and presents; they afterwards presumptuously asked
to have Chusan; but our sovereigns, clearly perceiving their traitorous designs,
gave them a determined refusal. From that time, linking themselves with traitorous
Chinese traders, they have carried on a large trade and poisoned our brave people
with opium. Verily, the English barbarians murder all of us that they can. They are
dogs, whose desires can never be satisfied. Therefore we need not inquire whether
the peace they have now made be real or pretended. Let us all rise, arm, unite, and
go against them. We do here bind ourselves to vengeance, and express these our
sincere intentions in order to exhibit our high principles and patriotism. The gods
from on high now look down on us; let us not lose our just and firm resolution.
”
—A paper that was agreed upon at a great public meeting in Canton, in The World’s Story;
A History of the World in Story, Song and Art, vol. 1, ed. by Eva March Tappan, 1914
opium a highly addictive drug used for medicinal and recreational purposes
EXAMINE THE SOURCE
3. Analyzing What do the Chinese authors of this paper think about how British behaviors and
attitudes have changed over time? Why is it important to have sources that include the
Chinese perspective?
116
Copyright © McGraw Hill TETXT: Tappan, Eva March, ed. The World’s Story; A Story of the World in
Story, Song and Art. Boston, MA: Houghton Mifflin, 1914.
PRIMARY SOURCE : PAPER
Name
Date
Class
B
The Life of an Indian Ayah
Many British families hired Indian servants to care for their children. Although most Indian
household servants were men, British mothers preferred women for childcare; these
women, known as ayahs, often traveled with their employers. They were usually single,
older women, frequently widows who had already raised their own children. Some would
remain in England, working, while others made a career of helping families during the long
voyage back and forth between India and England. Unfortunately, some employers
abandoned their ayahs in England, leaving the women destitute.
PRIMARY SOURCE : PHOTOGRAPH
Copyright © McGraw Hill TEXT: The Picture Art Collection/Alamy Stock Photo
An ayah is shown with the British children she is
responsible for.
EXAMINE THE SOURCE
4. Speculating Imagine you were going to make a documentary film about the women who worked as
ayahs. What questions would you need to answer to make sure your documentary provided accurate
and insightful information about these women?
5. Evaluating How is this image a useful historical source? What are the limits of its usefulness as a
historical source?
Imperialism, 1800 to 1914
117
C
Rabindranath Tagore on the Destiny of India
Rabindranath Tagore was one of the foremost Indian artists and intellectuals of the late
nineteenth and early twentieth century. He obtained some education in England but
returned to India and spent much time on his family’s land. He was a poet, a playwright, and
a visual artist. Tagore became the first non-European to win the Nobel Prize for Literature.
He was viewed as an early and important voice for Indian independence.
PRIMARY SOURCE : LETTER
“
[India] is divided by numberless differences—physical, social, linguistic, religious . . .
[O]ur country has been entrusted with a message which is not a mere echo of the
living voices that resound from western shores . . .
It is now manifestly [India’s] destiny that East and West should find their meeting
place… The unification of the East which has been her splendid if unconscious
achievement must now be consciously realised in order that the process may be
continued with equal success and England’s contribution thereto utilised to
full advantage.
”
—Letter from Rabindranath Tagore, 1910, in Selected
Letters of Rabindranath Tagore, 1997
caste system complex social structure in India, in which people are born into a specific caste or group
that they cannot reject or change; caste dictated career and educational opportunities and much more
Challenge
Explore other non-Europeans and non-white writers who have won the Nobel Prize. What were their
accomplishments? What did they write about? Create a presentation about Tagore and other nonEuropean or non-white Nobel winners. Give examples of some of the writers and the type of work they
did that earned them the prize. Also give some perspective about how often the Nobel committee has
recognized diverse voices. Share your presentation with the class.
EXAMINE THE SOURCE
6. Evaluating What does Tagore say is unique about India compared to other cultures? What
advantages and disadvantages does he say India has because of this uniqueness?
118
Copyright © McGraw Hill TEXT: Dutta, Krishna, and Andrew Robinson, eds. Selected Letters of
Rabindranath Tagore. Cambridge: Cambridge University Press, 1997.
. . . India in different periods of her history received with open arms the medley of
races that poured in on her . . . I need not dwell at length on the evils of the resulting
caste system. It cannot be denied, and this is a fact which foreign onlookers too often
overlook, that it served a very useful purpose in its day and has been even up to a late
age, of immense protective benefit to India. It has largely contributed to the freedom
from narrowness and intolerance which distinguishes the Hindu religion and has
enabled races with widely different culture and even antagonistic social and religious
usages and ideals to settle down peaceably side by side – a phenomenon which
cannot fail to astonish Europeans, who . . . have struggled for ages to establish peace
and harmony among themselves. But this very absence of struggle . . . has
accustomed us for centuries not only to submit to every form of domination, but
sometimes actually to venerate the power that holds us down. . . .
Name
Date
Class
D
Westernized Education
In many colonies, Westernized education was another tool of control and oppression.
Although the colonizers insisted they were enlightening indigenous peoples, schools
almost always reinforced Western belief systems. Many schools were taught by
missionaries or religious figures who hoped to convert indigenous people to Western faiths.
This particular image shows a German school in what is now Tanzania.
PRIMARY SOURCE : PHOTOGRAPH
At a German colonial school in Dar es Salaam, African students and their teacher participate in class as
a German school inspector observes them.
Copyright © McGraw Hill TEXT: ullstein bild Dtl./Getty Images
EXAMINE THE SOURCE
7. Analyzing Perspectives What do you notice about this school in the photo? How do you think
attending a school like this might shape the perspectives of the students?
8. Evaluating How can this photograph be a useful historical source? What are the limits of it as a
historical source?
Imperialism, 1800 to 1914
119
E
The Twentieth Century’s First Genocide: The Herero People
In present-day Namibia, the Germans established a colony competing with the Nama and
the Herero for resources. In 1904 a battle broke out between the Herero and the Germans.
The Herero killed approximately 120 German settlers. To retaliate, German Lieutenant
General Lothar von Trotha’s troops slaughtered the Herero and forced survivors into the
desert, where they died. Some experts estimate that 75–80 percent of the Herero people
were killed. The Nama suffered a similar genocide.
PRIMARY SOURCE : TESTIMONY
“
Under-Chief Daniel Kariko of Omaruru:
Our people were . . . robbed and deceived right and left by German traders, their
cattle were taken by force; they were flogged and ill-treated . . . [T]he German police
assisted the traders instead of protecting us. . . . Our people cried and lamented the
loss of their stock; our poorer people no longer had enough milk to drink . . . [W]e saw
our chiefs, who complained and complained till they were tired. No heed was taken of
them, and we had no courts of law . . . to appeal for justice. . . .
Samuel Kariko (son of Daniel Kariko . . . ):
. . . [V]on Trotha came, and he ordered that all Hereros were to be exterminated,
regardless of age or sex. It was then that the wholesale slaughter of our people
began. . . . Our people had already been defeated in battle, and we had no more
ammunition . . . we saw we were beaten and asked for peace, but the German
general refused peace and said all should die. We then fled towards the . . . Kalahari
Desert. Those of our people who escaped the bullets and bayonets died miserably
of hunger and thirst in the desert. . . .
[The Germans] killed thousands and thousands of women and children along the
roadsides. They bayoneted them and hit them to death with the butt ends of their
guns. Words cannot be found to relate what happened; it was too terrible. . . .
Mothers holding babies at their breasts, little boys and little girls; old people too old
to fight . . . they were all killed . . .
”
—Report on the Natives of South-West Africa and their Treatment
by Germany, Administrator’s Office, Windhuk, South-West
Africa, presented to both houses of Parliament, August 1918
EXAMINE THE SOURCE
9. Evaluating Even in the twenty-first century, people were still debating whether the Germans’
actions qualified as genocide toward the Herero. How does this text support the idea that these
actions were genocide? Would it be easy to prove genocide without sources like these?
120
Copyright © McGraw Hill TEXT: Prepared in the Administrator’s Office, Windhuk South-West Africa.
Report on Natives of South-West Africa and Their Treatment by Germany. London: His Majesty’s
Stationary Office, 1918.
Jan Kubas (a Griqua living at Grootfontein):
Name
Date
Class
F
Investigation of Conditions in the
Belgian Congo
King Leopold II of Belgium promised other European
leaders that he would create a new state to help the African
people. George Washington Williams, an African American
historian, visited the Congo Free State, hoping to find a
place to offer African Americans a new start. After seeing
the atrocities committed, he wrote directly to the king, and
he publicized his observations, evoking a public outcry.
PRIMARY SOURCE : LETTER
Copyright © McGraw Hill PHOTO: Bettmann/Getty Images TEXT: Hill, Adelaide Cromwell, and
Martin Kilson, eds. Apropos of Africa Sentiments of Negro American Leaders on Africa from the
1800s to the 1950s. London: Frank Cass & Co. LTD, 1969.
“
I was anxious to see to what extent the natives had
“adopted the fostering care” of your Majesty’s
“benevolent enterprise” (?). . . and I was doomed to
This is a portrait of African
bitter disappointment. Instead of the natives of the
American historian George
Congo “adopting the fostering care” of your Majesty’s
Washington Williams, who wrote to
Government, they everywhere complain that their land
King Leopold II about the atrocities
has been taken from them by force; that the
in the Belgian Congo.
Government is cruel and arbitrary, and declare that
they neither love nor respect the Government and its
flag. Your Majesty’s Government has sequestered their
land, burned their towns, stolen their property, enslaved their women and children,
and committed other crimes too numerous to mention in detail. It is natural that they
everywhere shrink from “the fostering care” your Majesty’s Government so eagerly
proffers them.
There has been . . . no “honest and practical effort made to increase their
knowledge and secure their welfare.” Your Majesty’s Government has never spent
one franc for educational purposes, nor instituted any practical system of
industrialism. Indeed the most unpractical measures have been adopted against
the natives in nearly every respect . . .
Upon the arrival of the survivors in the Congo they are set to work as labourers at
one shilling a day; as soldiers they are promised sixteen shillings per month, in
English money, but are usually paid off in cheap handkerchiefs and poisonous gin.
The cruel and unjust treatment to which these people are subjected breaks the
spirits of many of them, makes them distrust and despise your Majesty’s
Government. They are enemies, not patriots. . . .
State soldiers patrol many villages forbidding the natives to trade with any person
but a State official, and when the natives refuse to accept the price of the State,
their goods are seized by the Government that promised them “protection.” When
natives have persisted in trading with the trade-companies the State has punished
their independence by burning the villages in the vicinity of the trading houses and
driving the natives away. . . .
Against the deceit, fraud, robberies, arson, murder, slave-raiding, and general policy
of cruelty of your Majesty’s Government to the natives, stands their record of
unexampled patience, long-suffering and forgiving spirit, which put the boasted
civilisation and professed religion of your Majesty’s Government to the blush.
During thirteen years only one white man has lost his life by the hands of the
natives, and only two white men have been killed in the Congo. Major Barttelot was
Imperialism, 1800 to 1914
121
shot by a Zanzibar soldier, and the captain of a Belgian trading-boat was the victim
of his own rash and unjust treatment of a native chief.
All the crimes perpetrated in the Congo have been done in your name, and you
must answer at the bar of Public Sentiment for the misgovernment of a people,
whose lives and fortunes were entrusted to you by the august Conference of Berlin,
1884—1885. I now appeal to the Powers which committed this infant State to your
Majesty’s charge, and to the great States which gave it international being; and
whose majestic law you have scorned and trampled upon, to call and create an
International Commission to investigate the charges herein preferred in the name of
Humanity, Commerce, Constitutional Government and Christian Civilisation.
”
— An Open Letter to His Serene Majesty Leopold II, King of the Belgians and Sovereign of the
Independent State of Congo by Colonel the Honorable George Washington Williams, of the
United States of America, July 18, 1890 in Apropos of Africa: Sentiments of Negro American
Leaders on Africa from the 1800s to the 1950s, edited by Adelaide Cromwell Hill and Martin
Kilson, 1969
arbitrary based on random choice rather than a system or plan
sequestered isolated or set apart
EXAMINE THE SOURCE
11. Speculating Imagine you were going to write a research paper about George Washington Williams,
the Congo Free State, or his efforts to draw attention to the atrocities that happened there. What
questions would you want to answer as you conduct your research?
122
Copyright © McGraw Hill TEXT: Hill, Adelaide Cromwell, and Martin Kilson, eds. Apropos of Africa
Sentiments of Negro American Leaders on Africa from the 1800s to the 1950s. London: Frank Cass &
Co. LTD, 1969.
10. Analyzing Perspectives Why is it important that George Washington Williams was the person who
reported these atrocities? How was his perspective different?
Name
Date
Class
G
Labor Changes in Latin America
In the early twentieth century, President William Howard Taft instituted a policy of “dollar
diplomacy,” a derogatory term that meant that the U.S. sought to influence Latin American
governments through commercial investment in their countries. The U.S. government
encouraged the involvement and growth of U.S. businesses in the countries and at times
made policy choices for them to support U.S. commercial interests. Many countries were in
Latin America and the Caribbean. Often the goal was to prevent these countries from
having revolutions, creating new governments, and being less attentive to American
instructions; dollar diplomacy did little to prevent these revolutions. It often inflamed
tensions instead.
SECONDARY SOURCE : HISTORY
“
[T]he influence of the investment of American capital in tropical agriculture of the
plantation type has not been beneficial to the mass of the people where it has
taken place. In Cuba, Puerto Rico and the Dominican Republic sugar is the chief
product. Before the great investment of American capital, the industry was carried
on primarily by small producers. The laborers owned small plots of land upon which
they cultivated not only sugar for export but food products for their own use. . . .
Copyright © McGraw Hill TEXT: Duggan, Stephen. Latin America. Boston, MA: World Peace
Foundation, 1936.
[T]he American penchant for big-scale production was soon realized. The large
plantation supplanted the small farm; big agricultural machinery took the place of
the modest implements of the small farmer. The native lost his status as an
independent producer and became a wage laborer, working on the plantation
exclusively to produce sugar. Having sold his small plot to the American
corporation, he no longer produced food of any kind and became dependent upon
food products imported from the United States.
”
—Latin America by Stephen Duggan, 1936
EXAMINE THE SOURCE
12. Analyzing In this excerpt, Duggan says that American financial investment in other countries led to
small farmers having their property taken by large corporations. Would that change have happened
without dollar diplomacy? What else might have caused that transition to occur?
13. Evaluating What sources did Duggan use as he wrote this text? Based on this excerpt, what
sources did he fail to include?
Imperialism, 1800 to 1914
123
Evaluate Sources and Use Evidence
14. Citing Text Evidence Refer back to the Compelling Question and the Supporting Questions you
developed at the beginning of the topic. Then examine the evidence you gathered and recorded in the
Graphic Organizer. If you would like to change one or more of your Supporting Questions, you may do
so now. Which sources will help you answer the Supporting Questions? Circle or highlight those sources
in your Graphic Organizer. Looking at the subset of sources you have chosen, be prepared to explain
why you chose each source.
Supporting Question
Sources and Notes
1
2
Copyright © McGraw Hill
3
124
Name
Date
Class
15. Answering Supporting Questions Now, answer the Supporting Questions that you developed at
the beginning of the activity to help you in answering the Compelling Question.
Answer for Supporting Question 1:
Answer for Supporting Question 2:
Copyright © McGraw Hill
Answer for Supporting Question 3:
Communicate Conclusions
Talk About It
16. Collaborating Form a group with two to three other students. Create a T-chart to compare the
different aspects of imperialism for indigenous people. Work with your team to fill out both sides of
the chart using the sources in this journal. Then discuss what you learned. At the time, imperialists
would have insisted that their involvement in colonies was a completely positive experience for the
indigenous people. More recently, many people would argue that imperialism was an
overwhelmingly negative experience for the indigenous people and their lands. What does the
evidence support? Share your thoughts with the class.
Imperialism, 1800 to 1914
125
Write About It
17. Informative Writing What were some of the most important effects of imperialism? Write a three to five
paragraph essay that explores this question. Use at least three sources from this journal to support
your explanation.
Copyright © McGraw Hill
18. Answering the Compelling Question What do you think? What were conditions like for indigenous
peoples living under imperial rule? Imagine you are someone who lived during this period who visited
countries living under imperial rule, as George Washington Williams did in the Belgian Congo. Write a
two-minute speech about what life is like for indigenous people in different countries under imperial rule.
Make sure to use at least two sources from this journal in your speech.
126
Name
Date
Class
Take Informed Action
19. Making Connections Colonizers wanted indigenous people to dress in Western clothes, follow
Western religious beliefs, celebrate Western traditions, and obtain a Western education. In some
parts of the world, including some parts of the United States, indigenous languages and traditions
are disappearing because of this homogenization of culture. Explore the cultures of your
community. In what ways has your community emphasized one culture over others? Virtually every
U.S. community has certain things that celebrate the collective American culture, such as traditions
around Thanksgiving or the Fourth of July. But consider also whether your community promotes
certain religious celebrations over others, or whether the community celebrations of events such as
Columbus Day or Thanksgiving acknowledge the indigenous perspective as well. In what ways
does your community support other cultures that may be minorities in the United States? Consider
particular cultural or holiday celebrations, such as parades or festivals.
7
YOU CHOOSE
Select one of these Take Informed Actions to apply what you’ve learned.
A. Research the cultures that make up or used to make up your community. Remember to include the
indigenous peoples who lived in your area before it was part of the United States. Consider how
your community was founded and which cultural groups have joined your community since its
founding. Develop a presentation, a short video, or a brochure to inform people about cultures in
your community. Provide facts about the different cultures, how they became part of your community
and how they are or are not acknowledged in present-day community events. Share what you
learned with your class and with the larger community.
B. Evaluate current community offerings in terms of how they represent all the major cultures in your
community. Develop a proposal for your community to be more inclusive in how it represents other,
less dominant cultures. For example, does your community observe multiple religious holidays? Do
city offices provide translation services for multiple languages? Do Thanksgiving or Columbus Day
celebrations acknowledge the impacts on indigenous communities? Does your community recognize
cultural events such as Juneteenth, Chinese New Year, or Mexican Independence Day? Identify at
least two ways your community could become more inclusive. Share your proposal with your class
and, with the teacher’s help, share it with the city council or other community leaders.
Copyright © McGraw Hill
C. Challenge The Afrofuturism movement celebrates stories that reimagine a futuristic world where
African culture plays a significant role, rather than most futuristic stories which have used the
Western/European/American model. Perhaps the best known of these stories is Black Panther movie
and the comics. Authors like Octavia Butler and Nnedi Okorafor have written remarkable books and
short stories that explore this idea. If you are part of a culture that has experienced forced
Westernization in this way, write your own Black Panther-style story that imagines a world where that
culture was allowed to flourish without Western interference. If you are not a member of one of these
cultures, interview one or more representatives of that culture in your community and ask their input.
What stories, films, or music do they know that celebrates their culture? What stories, films, or music
do they wish would get more attention or representation? Share your story or the results of your
interview with your class.
Imperialism, 1800 to 1914
127
Take Informed Action Rubric: Acknowledging Multiple
Perspectives in Cultural Celebrations
Self-Evaluation As you research, think about the following criteria. These are the criteria your teacher
will use to evaluate your Take Informed Action activity.
Organization
4
3
The piece is
well-organized and
focused and
demonstrates an
adequate
understanding of the
event or issue.
The final product is
exceptionally
well-written, detailed,
and specific.
The final product is
well-written and
includes
adequate details.
2
The piece is organized
but is inconsistent in
focus and
demonstrates an
inadequate
understanding of the
event or issue.
Some of the final
product is well-written,
but sections of it are
harder to understand or
many details
are lacking.
1
The piece lacks
organization, focus, and
a basic understanding
of the event or issue.
The final product is
weakly written
throughout, providing
virtually no specifics or
details, and is hard
to understand.
SCORE
128
The piece is
exceptionally
well-organized and
focused and
demonstrates a
thorough and deep
understanding of the
event or issue.
Writing
Historical Accuracy
Speaking and
Listening
The piece is
well-researched and is
factually accurate.
The project
demonstrates
outstanding speaking
and listening skills.
Information is
communicated clearly
and effectively, and
participants who are
invited to share their
thoughts are listened to
carefully
and respectfully.
The piece is
well-researched but
contains some
factual mistakes.
The project
demonstrates good
speaking and listening
skills. Information is
communicated clearly,
for the most part, and
participants who are
invited to share their
thoughts are listened
to respectfully.
The piece is not
well-researched and
contains some
factual mistakes.
Parts of the project
demonstrate good
speaking and listening
skills. Information may
be communicated
clearly, but listening
skills may be less
evident, or listening
skills may be
acceptable, but spoken
communication is
limited or unclear.
There are many
factual mistakes.
The project
demonstrates a weak
command of both
speaking and
listening skills.
Copyright © McGraw Hill
Peer Review Use this rubric to score the research and product developed by another classmate or
group of classmates.
Name
Date
Class
TOPIC 9 • WORLD WAR I AND ITS AFTERMATH, 1914 TO 1939
Living in a Totalitarian Regime
?
COMPELLING QUESTION
What was life like in the new totalitarian societies during the interwar period?
Plan Your Inquiry
You will explore what life was like in the totalitarian regimes between the world wars. You will
develop Supporting Questions based on the Compelling Question. You will use primary and
secondary sources to answer questions and communicate your conclusions. Finally, you will
connect what you learned to your own community.
Copyright © McGraw Hill
Background Information
The aftermath of World War I combined with the economic devastation of the Great
Depression left many countries in total disarray. Most people in these countries were looking
for a solution—something to calm the chaos, stabilize the economy, and give them hope for a
future for themselves and their children. Opportunistic would-be dictators seized on the
circumstances to promote totalitarianism. Totalitarianism is a form of government that gives
total control to the government and eliminates or greatly reduces personal freedoms.
In Italy, Benito Mussolini became prime minister in 1922. By 1925 he had declared himself
dictator. Italy had a long history of political and labor troubles. Mussolini forced changes that
made Italy run more efficiently by suppressing free speech and all forms of dissent using his
paramilitary Black Shirts. Mussolini longed to create a new Roman Empire, and he began with
an invasion of Ethiopia. Although the rest of the world expressed horror as he bombed the
Ethiopian people, the world did nothing to stop him, and Mussolini claimed the new Roman
Empire had begun.
Mussolini was not the only one who dreamed of recreating the former glories of an empire.
In Germany, World War I veteran Adolf Hitler also spoke of reliving the illustrious past. Hitler
was the leader of a minor political party, the National Socialists. The Great Depression
brought more voters to the National Socialists, and by 1932 they had the largest voting bloc
in the German Parliament, although they still had less than 50 percent support. Nevertheless,
Hitler persuaded President von Hindenburg to make him Chancellor. Once he got the title, he
consolidated his power, using his paramilitary, the SA, to suppress opponents. Within a few
years, Hitler had total control of Germany, and his anti-Semitic laws were being implemented
throughout German territory. That territory was expanding dramatically, although Hitler
insisted that his invasions were only to reclaim territory that had once been German. As with
Mussolini and Ethiopia, the rest of Europe expressed concern but did little to stop him.
The third totalitarian nation of this era was the Union of Soviet Socialist Republics (USSR),
led by Joseph Stalin. Stalin had been one of the initial revolutionaries involved in the Russian
Revolution of 1917. When Lenin, the revolution’s leader, died, Stalin maneuvered himself into a
position of total control. He ruthlessly undermined, arrested, or assassinated anyone who
was a threat to his power. A longtime Communist Party official, he made membership in the
Party central to every Russian’s daily existence. He also used other tools of totalitarianism:
secret police and suppression of free speech. He dramatically changed life in the USSR, and
anyone who questioned his commands was likely to be sent to a prison camp.
GO ONLINE
to use the Digital Inquiry Journal.
129
Develop Supporting Questions About Totalitarian
Regimes
1. Developing Supporting Questions Reread the Compelling Question for this topic. Think about the
development of totalitarian regimes during the interwar period. What was life like for people living in
those regimes? Develop a list of Supporting Questions that would help you answer the Compelling
Question. Remember that Supporting Questions are questions that you need to answer first.
Supporting Question 1:
Supporting Question 2:
Copyright © McGraw Hill
Supporting Question 3:
130
Name
Date
Class
Apply Historical Concepts and Tools
2. Analyzing Sources Next, you will work with a variety of primary and secondary sources. These
sources focus on totalitarian regimes during the interwar period. As you read, use the graphic
organizer to take notes and to organize information about the sources.
Organizing Source Information
Copyright © McGraw Hill
Source
Title and Author/Creator
A
The Militarization of
Civilian Life: Italian Black
Shirts, a photograph
B
Speech to the National
Socialist Women’s
Organization, 1934, by
Adolf Hitler
C
Defying the Nuremberg
Laws, from a memoir by
Christabel Bielenberg
D
Raising Loyal Nazis:
Joining the Hitler Youth,
from a memoir by
Alfons Heck
E
Breeding Indifference: An
Atmosphere of
Regulations and
Restrictions, from a
memoir by Erika Mann
F
Communist Party
Membership: “The Party is
Always Right,” Lewis
Siegelbaum, et al., eds.
G
A Kulak Woman’s Objection
to Collectivization, from a
letter by M.
Ye. Bocharnikova
H
A People Without a Home
by Rouben Adalian, from a
book edited by Michael N.
Dobkowski and
Isidor Wallimann
Notes
World War I and its Aftermath, 1914 to 1939
131
Analyze Sources
Review and analyze Sources A–H. There are questions that accompany each source to help
you examine the source and check for historical understanding.
A
The Militarization of Civilian Life: Italian Black Shirts
When Benito Mussolini rose to power in Italy, he did so with the support of his paramilitary
“Black Shirts.” Hitler was so inspired by the Black Shirts that he put his own paramilitary,
the SA, in “brown shirt” uniforms. These groups were separate from the official military and
did not feel bound by the same code of conduct. Unemployed men and veterans struggling
to recover from the horrors of war were particularly susceptible to such groups. Totalitarian
fascist regimes depended on these groups, which celebrated their strength through
massive rallies, such as the one pictured below.
PRIMARY SOURCE : PHOTOGRAPH
Paramilitary rallies, like this one for Mussolini’s Black Shirts, promoted
strength and unity above all else.
3. Analyzing Study the image. What words or emotions would you use to describe it? What effect do
you think these rallies had on the leader’s supporters? What effect do you think such rallies had on
people who opposed the leader or the government?
4. Speculating Notice the bold letters of the slogan, “Roma Doma,” which means “Rome Dominates.”
What does the size of the image of Mussolini in the helmet imply? What image is it projecting? Why do
you think Mussolini chose this slogan? What message is the dictator sending to the Italian populace?
132
Copyright © McGraw Hill PHOTO: Smith Archive/Alamy Stock Photo
EXAMINE THE SOURCE
Name
Date
Class
B
Speech to the National Socialist Women’s Organization
Hitler delivered this speech to the National Socialist Women’s Organization, a nationwide
group that had millions of members. Similar groups existed in other totalitarian societies,
such as Fascist Italy. Although fascist ideology had a specific and limited role in mind for
women, many women actively participated in the atrocities these regimes committed.
PRIMARY SOURCE : SPEECH
“
If in the course of human history, the divisions of labor between man and woman
have perhaps shifted along lines that are incongruent with nature . . . conflict
between the sexes and among them is impossible as long as each of them fulfills
the task assigned to him by nature.
The word women’s emancipation is merely an invention of the Jewish intellect, and
its meaning is informed by the same spirit. The German woman never has any need
for emancipation during those times when Germans are truly leading the ‘good
life.’. . . man in the best of times never need fear that he might be ousted from his
position with respect to woman.
If one says that man’s world is the state, that his world is his struggle, his readiness
to devote himself to the community, then one could perhaps say that the world of
woman is a smaller one. For her world is her husband, her family, her children, and
her home. . . .
Copyright © McGraw Hill TEXT: Rabinbach, Anson, and Sander L. Gilman, eds. The Third Reich
Sourcebook. Berkeley, CA: University of California Press, 2013.
. . . These two worlds therefore have never been in conflict. They complement each
other, they belong together, like man and woman belong together. (Applause of
several minutes.)
Man makes sacrifices in his struggle for his Volk; woman makes sacrifices in her
struggle to preserve that same Volk in individual cases. What man offers in the
heroism on the field of battle, woman equals with unending perseverance and
sacrifice . . . Every child she brings into the world is a battle, a battle she wages for
the existence of her people. (Tremendous applause.)
”
—Adolf Hitler, Speech to the Meeting of the National Socialist Women’s
Organization, delivered at the Reich Party Rally in Nuremberg, 1934, excerpt from
The Third Reich Sourcebook, Anson Rabinbach and Sander Gilman, eds., 2013
Volk a German word that theoretically translates to “people,” but in this context it is used to mean the
Aryan race.
EXAMINE THE SOURCE
5. Interpreting What does Hitler claim is the “proper” role for women in the world? What world events
might lead men to suggest this type of role for women during this era? How was Hitler’s statement a
unique expression of this belief that led to direct change in Germany?
World War I and its Aftermath, 1914 to 1939
133
C
Defying the Nuremberg Laws
Christabel Bielenberg, a British woman married to
a German man, found herself and her family
relatively unaffected by Nazism at first. This
excerpt recounts her growing awareness of how
Jewish Germans were treated in the 1930s,
including having their shops closed and their
businesses and property taken away from them.
PRIMARY SOURCE : MEMOIR
“
[W]e learned to believe only such things as we
saw with our own eyes or heard with our own
ears, and we extended our trust to a few, but
only a very few . . .
I could pinpoint no exact date when normal and
natural association with Jewish friends became
an act of defiance. . . .
A sign in front of a Jewish
store during a Nazi party
boycott reads “Germans,
defend yourselves, do not
buy from Jews.”
Professor Bauer hesitated before leaving the house and then asked me quietly if . . .
I still wished for him to attend my family. Still? Whyever not? . . . [h]e had to explain. I
knew, doubtless, that he was a Jew, I might not have heard, though, that his Clinic
had been threatened with having to close down unless he handed it over to an
Aryan colleague. . . . “. . . I am no longer a German Citizen.” One thing he felt I
should know. He had received threatening letters bidding him to keep his hands off
Aryan children. . . . it might be advisable for me to cease making appointments by
telephone. . . .
I called at his flat some weeks later, to find that he was not at home. His wife and I
sat together surrounded by packing cases and she told me that he had gone to
Holland. . . . “He loved this country . . . something broke inside him when he had to
leave his Clinic.”
”
—Christabel Bielenberg, When I was a German, 1934–1945: An Englishwoman in Nazi
Germany, 1998
Nuremberg Laws a set of laws passed in 1935 that formalized anti-Semitism in Germany
EXAMINE THE SOURCE
6. Analyzing Perspectives How is this source a useful representation of the perspectives of people at
that time? What are its limitations?
134
Copyright © McGraw Hill PHOTO: National Archives and Records Administration. TEXT: Bielenberg,
Christabel. When I Was a German, 1934-1945 An English Woman in Nazi Germany. Lincoln, NE:
University of Nebraska Press, 1998.
The Nuremberg Laws did not hit me hard until
they walked . . . across the threshold of my own
front door. Professor Bauer looked after our
children. He was a dedicated paediatrician [sic]
. . . he found time one night to sit with me for
long hours at the bedside, while Nicholas, our eldest son, tossed with fever. . . .
Name
Date
Class
D
Raising Loyal Nazis: Joining the Hitler Youth
Totalitarian regimes usually embrace youth programs designed to train children and
teenagers to believe in the regime’s ideals and to follow orders. The Hitler Youth was such
a program for male children and teenagers in Nazi Germany; a comparable but separate
program existed for female children and teens. Similar programs also existed in Russia and
in Fascist Italy.
PRIMARY SOURCE : MEMOIR
“
On the cool, windy afternoon of April 20, 1938, Adolf Hitler’s forty-ninth birthday, I
was sworn in to the Jungvolk, the junior branch of the Hitler Youth. Since 1936, the
Hitler Youth had been the sole legal youth movement in the country, entrusted with
the education of Germany’s young; but it was still possible not to belong. The
following December, 1939, the Reich Youth Service law made membership
compulsory for every healthy German child over nine. . . . That meant . . .
handicapped Aryan children could not belong, even if their parents happened to be
fanatic Nazis. . . .
Copyright © McGraw Hill TEXT: Heck, Alfons. A Child of Hitler Germany in the Days When God
Wore a Swastika. Phoenix, AZ: Renaissance House, 1985.
When I was sworn in . . . I had been thoroughly conditioned, despite my Catholic
upbringing, to accept the two basic tenets of the Nazi creed: belief in the innate
superiority of the Germanic-Nordic race, and the conviction that total submission to
the welfare of the state—personified by the Führer—was my first duty. To me the
Fatherland was a somewhat mystical yet real concept of a nation which was
infinitely dear and threatened by unrelenting enemies. . . .
Like most 10-year-olds, I craved action, and the Hitler Youth had that in abundance.
Far from being forced to enter the ranks of the Jungvolk, I could barely contain my
impatience and was, in fact, accepted before I was quite 10. It seemed like an
exciting life, free from parental supervision, filled with “duties” that seemed sheer
pleasure. Precision marching was something one could endure for hiking, camping,
war games in the field, and a constant emphasis on sports.
”
—Alfons Heck, A Child of Hitler: Germany in the Days When God Wore a Swastika, 1985
Challenge
The writer briefly references the fact that he is Catholic, then goes on to write about Hitler as if he were
a god. Research what happened to religious practices and beliefs in totalitarian countries. Which
practices were tolerated or encouraged? Which practices were discouraged or banned? What
happened to religious leaders who questioned the government? What happened to religious leaders
who supported the government? Develop a presentation and share what you learned with your class.
EXAMINE THE SOURCE
7. Analyzing This author describes his experience of and attitude toward joining the Hitler Youth at
age ten. How does his description exemplify some of the core beliefs or tenets of fascism?
World War I and its Aftermath, 1914 to 1939
135
E
Breeding Indifference: An Atmosphere of Regulations
and Restrictions
When the Nazis came to power, they began to control every aspect of daily life. According
to rules from the Reich Ministry of Propaganda, the Nazi symbol, the swastika, had to be
displayed on everything. Anti-Nazi jokes were outlawed. Every media source was Nazicontrolled and Nazi-approved. People who did not cooperate with these expectations were
viewed with suspicion and even threatened with arrest.
PRIMARY SOURCE : MEMOIR
You leave the house in the morning, “Heil Hitler” on your lips; and on the stairs of
your apartment house you meet the Blockwart. A person of great importance and
some danger, the Blockwart has been installed by the government as a Nazi
guardian. He controls the block, reporting on it regularly, checking up on the
behavior of its residents. . . . down the street, the flags are waving, every window
colored with red banners, and the black swastika in the middle of each. You don’t
stop to ask why; it’s bound to be some national event. . . . Only the Jews are
excepted under the strict regulation. . . .
There are . . . placards as you continue past hotels, restaurants, indoor swimming
pools, to school. They read “No Jews allowed” . . . And what do you feel?
Agreement? Pleasure? Disgust? Opposition? You don’t feel any of these. You don’t
feel anything, you’ve seen these placards for almost five years. . . . The stands sell
Nazi papers almost exclusively; all German papers are Nazi; foreign papers are
forbidden, if they do not please the men at the top. . . . “UNHEARD OF ACTS OF
VIOLENCE AGAINST GERMANY IN CZECHOSLOVAKIA!” “JEWISH GANGSTERS
RULE AMERICA!”. . . There are no doubts, no suspicion at the coarse and hysterical
tone of the dispatches, no hint that they may be inexact or false. No, these things
are part of the everyday world of the Nazis, like the Blockwart, the swastika, the
signs reading “No Jews allowed.” They add up to an atmosphere that is torture, a
fuming poison for a free-born human being.
”
—Erika Mann, School for Barbarians: Education Under the Nazis, 1938
Challenge
In the years since World War II, many experts in different fields have explored the same question: How
did this happen? Specifically, how did so many people accept and/or participate in the horrors of
Nazism and the Holocaust? The same question can be asked about the perpetrators of genocide and
mass murder in other totalitarian regimes. Research some of the studies that have been conducted on
this topic in fields such as psychology and sociology. Use terms like “conformity,” “normalization,” or
“desensitization” to explore how totalitarian regimes can encourage, pressure, or force their people to
accept and/or participate in acts of discrimination, societal pressure, or mass violence. Write a report
and share your findings with the class.
EXAMINE THE SOURCE
8. Making Connections This is the third source in this journal to provide a non-Jewish perspective on
Nazism, including Source C: Defying the Nuremberg Laws and Source D: Raising Loyal Nazis.
Consider all three of these sources, then formulate an argument about why history classes should or
should not study these works along with the writings of Jewish Holocaust survivors.
136
Copyright © McGraw Hill TEXT: Mann, Erika. School of Barbarians Education Under the Nazis.
Mineola, NY: Dover Publications Inc., 2014.
“
Name
Date
Class
F
Communist Party Membership: “The Party is Always Right”
In Russia during this period, the Communist Party had total control. Communist leadership,
such as the Politburo council, decided everything for the USSR. After the death of Lenin,
Joseph Stalin seized power. A ruthless and paranoid man, he had thousands of potential
“enemies” investigated, tried in show trials with no true judicial validity, and thrown into
prison camps. Anything could happen to you if certain people believed you were not a loyal
party member.
SECONDARY SOURCE : HISTORY
Copyright © McGraw Hill TEXT: Fitzpatrick, Sheila. Everyday Stalinism Ordinary Life in Extraordinary
Times: Soviet Russia in the 1930s. Oxford: Oxford University Press, 2000.
“
Party membership and education . . . were the main routes to advancement in
Soviet Russia. This meant that party membership was a desirable, even necessary
qualification for the ambitious . . . [M]any would-be Communists failed to make it
through the complicated admissions procedure, involving letters of reference,
investigations of social background, examination in political literacy . . .
[O]ne of the touchstones of a good Communist was having rid oneself of the
superstition of religion. Conversely, one of the most common ideological offenses
for a party member was to have allowed his wife or other female relative to remain
a believer, to christen their children, attend church, or keep icons in the house. Party
members were frequently cross examined on this score, as in this dialogue reported
from a local party cell meeting:
Did you baptise your children?
The last one to be baptised in my family was my daughter in 1926.
At what date did you break with religion.
In 1923.
It seems that there are still icons in your house.
Yes, that’s because my mother-in-law doesn’t want me to take them down! . . .
[E]very Communist was bound to obey unswervingly any decision of the party’s
highest organs. . . .
There existed a formal scale of punishments for Communists who violated party
discipline, starting with a warning and proceeding through various levels of rebuke
to expulsion . . .
”
—Stalinism as a Way of Life: A Narrative in Documents,
Lewis Siegelbaum, et al., eds., 2004
EXAMINE THE SOURCE
9. Evaluating This excerpt includes dialogue, a conversation reported from a local Communist Party
meeting. Was this an appropriate and effective source to include in this text? Why or why not?
World War I and its Aftermath, 1914 to 1939
137
G
A Kulak Woman’s Objection to Collectivization
One of Stalin’s first and most dramatic plans was collectivization or dekulakization.
Collectivization was intended to modernize agriculture by moving peasants to larger
collective farms that could be run with newer technology. To achieve this, kulaks (wealthy
peasants) had their lands seized. If kulaks or ordinary peasants resisted giving up their
lands and livestock, they could be arrested and sent to forced labor camps. Those who did
cooperate often found the collectivization process, so they moved to the cities and found
other jobs rather than participate.
PRIMARY SOURCE : LETTER
“
The rural commission gave us the extra-hard assignment of [delivering] 150 poods
of grain. . . . I wasn’t able to fulfill such an assignment in view of the fact that there
are three in my family and we have three plots of land . . . I delivered fifteen poods
of grain, and that’s the most I can do. . . . My husband is an old man of sixty-eight,
unfit for work, and my boy is twelve, and I’m forty-seven. The commission didn’t
take our circumstances into consideration. They took our horse with its harness, the
new harness we purchased and the young horse, our seven sheep, twenty-five
poods of flour, two fur coats, two homespun coats, twelve arshins of ordinary cloth
for leg wraps . . . one pair of leather men’s boots, nine pieces of sun-bleached linen,
four warm shawls . . . two mugs, four knives, two ropes, and so forth. When they
came to take all these things, my husband wasn’t home. I didn’t want to let them
take them. They hit me and tied me up . . . and abused me . . . They left me with
nothing to my soul and they also took the seven solid boards that we had ready for
our coffins, and one saddle and thirteen hens. I petition . . . to restore my house to
me, that is, my hut, and return the property of mine indicated above.
pood a unit of measure, equivalent to 36.11 pounds
EXAMINE THE SOURCE
10. Evaluating Why is this source an important and useful one? What does it tell modern readers about
life in the Soviet Union at this time?
11. Analyzing Based on what you have learned about totalitarian societies, do you think complaints
like this letter were published for the general public? Why or why not? If these complaints were not
published, how would that have affected the perspectives of people at that time?
138
Copyright © McGraw Hill TEXT: Siegelbaum, Lewis, and Andrei Sokolov, eds. Stalinism as a Way of
Life. New Haven, CT: Yale University Press, 2004.
”
—Letter on ‘extra hard assignments’ for independent farmers from M. Ye.
Bocharnikova, Central Black Earth Oblast, 1932, in Stalinism as a Way
of Life: A Narrative in Documents, Lewis Siegelbaum, et al., eds., 2004
Name
Date
Class
H
A People Without a Home
Before World War I, both the Ottoman Empire and Russia ruled over parts of the homeland
of the Armenian people. During World War I, Armenians living in the Ottoman Empire were
mercilessly slaughtered. The Ottoman leadership claimed the Armenians were aiding their
enemies, but the attacks were, in fact, a genocide. Armenia was a part of the Soviet Union.
Many countries, including the Soviet Union, suppressed discussion of the Armenian
genocide. It remained unacknowledged by many countries well into the twenty-first century.
SECONDARY SOURCE : HISTORY
“
Eastern Armenia had been part of the Russian Empire since the early nineteenth
century. When the Russian state disintegrated, as a result of the October Revolution
the government of this province was assumed by the local people. In May 1918 they
formed an independent republic which lasted only two and a half years. The Red
Army put an end to Armenian independence in 1920. Almost immediately the
Communist government internally imposed a complete silence on the
Armenian genocide.
Copyright © McGraw Hill TEXT: Dobkowski, Michael N., and Isidor Wallimann. Genocide In Our
Time An Annotated Bibliography with Analytical Introductions. Ann Arbor, MI: Pierian Press, 1992.
The lack of Allied resolve to adhere to the objectives of defining the concept of
‘crimes against humanity’ and applying it to the case of the mistreatment of the
Armenians was thus matched by the Russian Communists’ rejection of all Western
notions of appropriate and acceptable political conduct. . . .
When the Treaty of Lausanne established Turkey’s international boundaries in 1923,
the implications for the Armenians were all too apparent. The deported Armenians
stranded in Syria were sealed off from their former homes and reduced at last and
irreversibly to a people without a country. That the Turks and the Allies at Lausanne
ignored the Armenians only codified Communist Russia’s dismissal of the Armenian
case against Turkey.
”
—Rouben Adalian, “The Armenian Genocide: Revisionism and Denial,” in Genocide
in Our Time: An Annotated Bibliography with Analytical Introductions,
Michael N. Dobkowski and Isidor Wallimann, eds., 1992
Need Extra Help?
Armenia is a small nation between the Black Sea and the Caspian Sea. Look it up on a map and
consider its location to Turkey (the former Ottoman Empire), Azerbaijan, and Georgia (parts of the
former USSR). Because of its location, Armenia was frequently conquered by larger empires, including
the Russian and Ottoman Empires. Armenia obtained independence in the late twentieth century. The
Armenian genocide was public knowledge, but it was largely forgotten until Armenians regained
their independence.
EXAMINE THE SOURCE
12. Analyzing Why do you think the Soviets were so determined to suppress information about the
Armenian genocide? Why do you think the Allied nations did not push to provide justice or a new
homeland for the genocide’s survivors?
World War I and its Aftermath, 1914 to 1939
139
Evaluate Sources and Use Evidence
13. Citing Text Evidence Refer back to the Compelling Question and the Supporting Questions you
developed at the beginning of the topic. Then examine the evidence you gathered and recorded in the
Graphic Organizer. If you would like to change one or more of your Supporting Questions, you may do
so now. Which sources will help you answer the Supporting Questions? Circle or highlight those sources
in your Graphic Organizer. Looking at the subset of sources you have chosen, be prepared to explain
why you chose each source.
Supporting Question
Source and Notes
1
3
140
Copyright © McGraw Hill
2
Name
Date
Class
14. Answering Supporting Questions Now, answer the Supporting Questions that you developed at
the beginning of the activity to help you in answering the Compelling Question.
Answer for Supporting Question 1:
Answer for Supporting Question 2:
Copyright © McGraw Hill
Answer for Supporting Question 3:
Communicate Conclusions
Talk About It
15. Collaborating Work with a partner to create a three-way Venn diagram. Label one interlocking
circle “Italy,” one “Germany,” and one “USSR.” Then review the readings with your partner. Add
information to each circle that is specific to that country. Anything that is true about all three
societies should go in the shared, overlapping sections. After you have completed your diagram,
meet with another pair to compare and share what you learned with the class.
World War I and its Aftermath, 1914 to 1939
141
Write About It
16. Informative Writing Many writers have written about totalitarian societies, either real ones or fictional
ones based on real countries. Imagine a famous writer plans to write a new book set in a futuristic
totalitarian society, but the writer is not sure what qualifies as a totalitarian society. Write a threeparagraph description of a totalitarian society. What are the characteristics of a totalitarian society? Use
your Venn diagram graphic organizer to help you plan your answer. Make sure to use examples from at
least three sources provided in this journal to support your ideas.
Copyright © McGraw Hill
17. Answering the Compelling Question What do you think? How would you describe life in the new
totalitarian societies during the interwar period? Create a digital presentation to explain what life was
like. Consider how life was different for people in different social or financial situations, including people
who were more likely to be targeted by the governments of these societies. Make sure to include
multiple visuals to support your presentation.
142
Name
Date
Class
Take Informed Action
18. Making Connections Did you know that Nazis held a rally at Madison Square Garden to encourage
the United States not to fight in World War II? Are you aware that there have been numerous times
when a communist has run for the presidency of the United States? Have you heard that various
gubernatorial and congressional candidates in this country have considered themselves socialists?
Most Americans do not think of these ideologies as being part of our country’s history, but they are.
Fascists, communists, and socialists have existed within the United States for close to a century, but
their beliefs may or may not match up with the beliefs and actions of their counterparts overseas.
Explore your community, city, or state’s history with one or more of these political ideologies. Has
your community ever had protests or demonstrations by people who follow these beliefs? Has your
community ever had an elected official or a political candidate who belonged to one of these
groups? You may want to research local news reports, particularly for events in the past five to ten
years. Local experts, such as a librarian or historical society, may be able to help you find specific
information from previous decades. The 1930s, 1950s, and 1960s were particularly active times for
some of these groups in much of the country. Keep in mind that these groups have inspired very
strong reactions in the United States, sometimes for very justifiable reasons and sometimes, as in
the Red Scare of the 1950s, for questionable reasons. Use the research you discovered to complete
one of the products listed below.
7
YOU CHOOSE
Select one of these Take Informed Action activities to apply what you’ve learned.
A. Conduct a survey about public opinion in your area on these topics. How many people in your area
understand what communism and socialism actually are? Would your community be more likely or
less likely to vote for someone who claimed to be a fascist, a communist, or a socialist? Why? Survey
at least ten people, or team up with another student to conduct more interviews. Create a
presentation about your results and share it with the class.
B. Choose a particular person or event connected to one of these political ideologies in your
community, city, or state—for example, a protest or riot that occurred during the Great Depression, a
candidate who ran (successfully or unsuccessfully) for political office representing one of these
ideologies, a government official whose career was (fairly or unfairly) damaged by accusations of
following one of these ideologies. If possible, interview someone who knows about this person or
event, and include their interview as one of your sources. Write a research paper about this incident
or person.
Copyright © McGraw Hill
C. Write a short historical fiction story that recounts a person or event that involved socialism,
communism, or fascism in your community. Make sure your story is historically accurate. Consider
the world and local events that were occurring at that time and how those events affected what
happened in your local community. When it is finished, read your story to the class, or make a
recording of yourself reading it and post it online for others to hear.
World War I and its Aftermath, 1914 to 1939
143
Take Informed Action Rubric: Exploring the History of Fascist,
Communist, and Socialist Ideologies
Self-Evaluation As you research, think about the following criteria. These are the criteria your teacher
will use to evaluate your Take Informed Action activity.
Peer Review Use this rubric to score the research and product developed by another classmate or
group of classmates.
4
3
The piece is wellorganized and focused
and demonstrates an
adequate
understanding of the
event or issue.
The research is
exceptionally wellwritten, detailed,
and specific.
The research is wellwritten and includes
adequate details.
2
The piece is organized
but is inconsistent in
focus and
demonstrates an
inadequate
understanding of the
event or issue.
1
The research is weakly
The piece lacks
written throughout,
organization, focus, and
providing virtually no
a basic understanding
specifics or details, and
of the event or issue.
is hard to understand.
SCORE
144
The piece is
exceptionally wellorganized and focused
and demonstrates a
thorough and deep
understanding of the
event or issue.
Writing
Some of the research is
well-written, but
sections of it are harder
to understand or many
details are lacking.
Historical Accuracy
Speaking and
Listening
The piece is wellresearched and is
factually accurate.
The project
demonstrates
outstanding speaking
and listening skills.
Information is
communicated clearly
and effectively, and
participants who are
invited to share their
thoughts are listened to
carefully
and respectfully.
The piece is wellresearched but
contains some
factual mistakes.
The project
demonstrates good
speaking and listening
skills. Information is
communicated clearly,
for the most part, and
participants who are
invited to share their
thoughts are listened
to respectfully.
The piece is not wellresearched and
contains some
factual mistakes.
Parts of the project
demonstrate good
speaking and listening
skills. Information may
be communicated
clearly, but listening
skills may be less
evident, or listening
skills may be
acceptable, but spoken
communication is
limited or unclear.
There are many
factual mistakes.
The project
demonstrates a weak
command of both
speaking and
listening skills.
Copyright © McGraw Hill
Organization
Name
Date
Class
TOPIC 10 • WORLD WAR II, 1939 TO 1945
Jewish Responses to the Holocaust
?
COMPELLING QUESTION
How did European Jews contend with Nazi policy toward them?
Plan Your Inquiry
You will develop Supporting Questions about how the Jewish people responded to antiSemitic Nazi policies and the Holocaust. Using the Compelling Question as your guide, you
will study primary and secondary sources. Finally, you will answer your questions, share your
research conclusions, and take community action based on what you learned.
Copyright © McGraw Hill
Background Information
The Holocaust was the deliberate and systematic persecution and murder of six million
European Jews by the Nazi regime, its allies, and collaborators. Hitler and the Nazi party were
intensely anti-Semitic and held a racial worldview that saw Jews as an “inferior” people who
threatened the so-called “purity” of the German people. In the lead-up to World War II, Nazi
policy excluded Jews from German political, economic, social, and cultural life. They were
segregated from non-Jewish people.
Under the Nazis, Jewish identity was defined as a “race” that had little to do with religious
beliefs. Hitler believed Jewish people could not be good German citizens and targeted
anyone who was deemed Jewish according to Nazi-designed racial laws. Many Jewish
families tried to emigrate, but the anti-Semitic laws made it difficult for them to save enough
money to afford to escape. In the midst of the Great Depression, other countries were
reluctant to take refugees. Also, anti-Semitism existed in many other Western nations, so the
plight of German Jews did not inspire the kind of humanitarian response it should have.
As Nazi Germany invaded other countries, more Jews fell into Hitler’s grasp. World War II
provided Nazi officials the opportunity to implement more radical policy. Jewish people in
German-controlled territory in Eastern Europe were forced into ghettos. The Nazis took a
small, impoverished section of a major city and forced large numbers of Jewish people to live
inside the restricted area, cutting them off from the outside world. Multiple families would be
crammed into a single small apartment. Food was scarce, and disease ran rampant.
Hundreds of thousands died from horrendous ghetto conditions.
After the Nazi invasion of the Soviet Union in June 1941, policy toward Jews became one
of systematic murder. The so-called “Final Solution” was carried out behind the smokescreen
of war. In the east, mobile killing squads were deployed to murder Jews, Roma people, and
Communist Party officials in mass shootings as well as with specially equipped gas vans.
During the Holocaust, other groups the Nazis perceived as “racially inferior” were also
targeted for murder.
In late 1941, the Nazis created a more efficient method to carry out the genocide. In
occupied Poland, they designed six killing centers where Jews were murdered primarily by
means of poison gas. Between 1941 and 1944, Nazi Germany and its allies deported nearly
three million Jews to occupied Poland where the local Jews had already been concentrated
in ghettos and concentration camps. From here, the vast majority were sent to killing centers
and murdered upon arrival. Some able-bodied Jews were temporarily spared to perform
forced labor in ghettos, labor camps, or concentration camps. Most of these prisoners died
from starvation and disease, or they were killed when they became too weak to work.
Through all these methods, approximately six million Jewish people were killed by the Nazis.
GO ONLINE
to use the Digital Inquiry Journal.
145
Develop Supporting Questions About Jewish
Responses to the Holocaust
1. Developing Supporting Questions Reread the Compelling Question for this topic. Think about the
Jewish people of Europe before and during World War II and how they responded to the anti-Semitic
and genocidal policies of Nazi Germany that came to be known as the Holocaust. Develop a list of
Supporting Questions that would help you answer the Compelling Question. Remember that
Supporting Questions are questions that you need to answer first.
Supporting Question 1:
Supporting Question 2:
Copyright © McGraw Hill
Supporting Question 3:
146
Name
Date
Class
Apply Historical Concepts and Tools
2. Analyzing Sources Next, you will work with a variety of primary and secondary sources. These
sources focus on the experiences of Jewish people during the Holocaust. As you read, use the
graphic organizer to take notes and to organize information about the sources.
Organizing Source Information
Copyright © McGraw Hill
Source
Title and Author/Creator
A
Emigration: Trying to Find
a Way Out, diary entries
from 1938–1939 by Klaus
Langer, from a book by
Alexandra Zapruder
B
Daily Life and Hardship in
the Ghetto, diary entries
from 1942 by Irene Hauser
C
Witnessing the Response
to Deportations, diary
entry by Chaim A. Kaplan
D
Hiding with Help from
Non-Jews, testimony by
Ekaterina Danova
E
Hiding Places, a
photograph from 1945
F
Fighting and Surviving in
the Forest, an interview
with Yitzhak Arad from a
book by Harry Cargas
G
Working in Kanada,
testimony by Shirley
Berger Gottesman
H
Survival in Auschwitz: The
Drowned and the Saved, a
memoir by Primo Levi
Notes
World War II, 1939 to 1945
147
Analyze Sources
Review and analyze Sources A–H. There are questions that accompany each source to
help you examine the source and check for historical understanding.
A
Emigration: Trying to Find a Way Out
As life became more unbearable and dangerous for Jewish people in Nazi-occupied territories,
many tried to emigrate. To emigrate one needed a plethora of documentation, finances, and
connections abroad. Furthermore, anti-immigrant sentiment and restrictive policies in many
countries created daunting barriers and produced limited options for where one could go. This
diary excerpt, written by fourteen-year-old Klaus Langer, describes his family’s struggle to leave.
PRIMARY SOURCE : DIARY
“
December 19, 1938
First came two refusals from Argentina for lack of letters of credit. The rich uncle in
America is unable to assume such a financial responsibility. We don’t have an affidavit
for the U.S. India requires firm employment there, or a contract. Father is now trying to
make connections in India to obtain a contract. He also wrote to Peru and he was told
to go to the Uruguayan consulate. Allegedly the Dominican Republic would take ten
thousand Jews and provide them with visas. However, nothing further is known about
that. . . . However, with a Dominican Republic visa it is possible to get a half-year visa
for Palestine. Shanghai also accepts Jews, even without a visa, but it is questionable
how one can live there. The mail also brought no news from Palestine. . . .
Regarding their emigration, my parents have not progressed one step. . . . I must
really admire my parents. Despite having been rejected, disappointed, having
suffered hardships and daily aggravations, they did not lose their good humor. . . .
April 4, 1939
. . . The emigration plans for my parents did not progress. There is a question
whether India should be considered since it is unlikely that one can make a living
there with music. The earliest they could emigrate to the United States is in 1941. My
parents are now trying to get to England by some means.
”
In my case it looks like I will leave either for England or Holland in two months.
—Salvaged Pages: Young Writers’ Diaries of the Holocaust, Alexandra Zapruder, ed., 2015
affidavit a written statement, sworn to under oath
EXAMINE THE SOURCE
3. Analyzing How did the Great Depression contribute to the difficulties German Jews faced under
Nazi rule? Without the Great Depression, do you think they would still have struggled to emigrate?
148
Copyright © McGraw Hill TEXT: Zapruder, Alexandra, ed. Salvaged Pages: Young Writer’s Diaries of
the Holocaust. Yale University Press, 2015.
January 12, 1939
Name
Date
Class
B
Daily Life and Hardship in
the Ghetto
Beginning in 1939, to control and further
concentrate the Jewish people, the Nazis began
to force them into ghettos, a specific section of a
city that was heavily patrolled and sometimes
walled off. Ghetto life was miserable: too many
people crammed into too small a space, with
minimal food, and rampant disease. Irene
Hauser’s diary described her life in the Lodz
ghetto in Poland. Irene’s husband would survive
the war, but Irene and her son were sent to
Chelmno death camp in September 1942.
Jewish activists secretly hid documents
like Irene’s diary inside milk cans and
boxes, hoping to preserve a record of life
in the ghettos for history.
PRIMARY SOURCE : DIARY
“
On January 21 [1942], Leo got his job putting the markings on watch and clock faces. From late
January to June, difficult days of hunger and cold. In that span of time, Leo lost 20 kilos [44
pounds] and Irene, 10. Ghetto diseases, rashes, attacks of dysentery, itchy scalps, etc. Flies a
nuisance at 4 a.m. Weakness in feet, falling asleep from weakness . . .
Today, June 15, Father’s birthday, we’re very hungry and have nothing to eat. . . .
Copyright © McGraw Hill PHOTO: Historic Collection/Alamy Stock Photo TEXT: Matthaus, Jurgen.
Jewish Responses to Persecution. AltaMira Press, 2013.
July 19, 1942.
Delivery of vegetables between 12 and 2 p.m. I come downstairs; it’s changed between 7 and 8
o’clock, so you run up and down the stairs for nothing, and every day this state of affairs.
Standing in line for sausage for 5 hours. Bread, 5 a.m., in vain. Windows get ruined, that’s how
they carry on, it’s a matter of life and death, the clerks are worthless, you can’t get any
information. Allegedly the people who were taken away from here between May 5 and 15 were
gassed, that is, exterminated. . . .
July 24. As of today we’ve been here 9 months . . . Two executions for stealing half a loaf of bread
and 60 RM. 18-year-old young men are collapsing. . . . We must be rescued soon or we’ll all be
dead, God help us. Mr. and Mrs. Fuchs [neighbors] help me in every way to lighten our dreadful
lot . . . These people are my saviors. . . .
July 26. Sold summer dress for a little fat. All three of us completely exhausted . . . have nothing
left to sell.
”
—Irene Hauser, diary entries June/July 1942, in Jewish Responses to Persecution, vol. 3, 1941–1942,
Jürgen Matthäus, et al., 2013
EXAMINE THE SOURCE
4. Explaining Reread the sentence that begins “Allegedly…”. What did Irene Hauser know or believe about the fate of
people who were taken away from the ghetto? When you read that now, with the historical knowledge you have,
how does that influence your interpretation of what Irene Hauser wrote?
World War II, 1939 to 1945
149
C
Witnessing the Response to Deportations
The ghettos were controlled by Jewish councils and Jewish police forces. Both of these
groups were created by the Nazis to manage the Jewish population and increase
compliance. Beginning in December 1941, the councils were forced to draw up lists of
people to be deported, supposedly to be “resettled” elsewhere. Many Jews believed, or
wanted to believe, that the Nazis would allow them to live somewhere else, perhaps on the
outskirts of Nazi territory. In reality, the “deportations” were sending Jewish people to the
death camps where millions of them perished. The author of this diary entry, Chaim Kaplan,
had his diary smuggled out of the Warsaw ghetto in Poland before he was deported to the
Treblinka death camp.
PRIMARY SOURCE : DIARY
The ghetto has turned into an inferno. . . . Everyone is but a step away from
deportation; people are being hunted down in the streets like animals in the forest. . .
. In every building earmarked for destruction they begin to make the rounds of the
apartments and to demand documents. Whoever has neither documents that entitle
him to remain in the ghetto nor money for bribes is told to make a bundle weighing 15
kilos—and on to the transport which stands near the gate. Whenever a house is
blockaded a panic arises that is beyond the imagination. Residents who have neither
documents nor money hide in nooks and crannies, in the cellars and in the attics.
When there is means of passage between one courtyard and another the fugitives
begin jumping over the roofs and fences at the risk of their lives; in time of panic,
when the danger is imminent, people are not fussy about methods. But all these
methods only delay the inevitable, and in the end the police take men, women, and
children. The destitute and impoverished are the first to be deported. . . .
The children, in particular, rend the heavens with their cries. The old people and the
middle-age deportees accept the judgement in silent submission and stand with
their small parcels under their arms. But there is no limit to the sorrow and tears of
the young women; sometimes one of them makes an attempt to slip out of the
grasp of her captors . . .
”
—Chaim A. Kaplan, Scroll of Agony: The Warsaw Diary of Chaim A. Kaplan,
Abraham I. Katsh, trans., ed., 1999
EXAMINE THE SOURCE
5. Analyzing Consider the last two sources. Why do you think Irene Hauser, Chaim Kaplan, and others
like them kept diaries in the ghetto? Why did Jewish activists work so hard to hide and preserve
these documents? How do you think their circumstances affected the perspectives expressed in
documents like this and Source B: Daily Life and Hardship in the Ghetto?
150
Copyright © McGraw Hill TEXT: Katsh, Abraham I., trans. Scroll of Agony: The Warsaw Diary of
Chaim A. Kaplan. Indianapolis, IN: Indiana University Press, 1999.
“
Name
Date
Class
D
Hiding with Help from Non-Jews
In June 1941, the Nazis invaded the Soviet Union in a military maneuver they called
“Operation Barbarossa.” As the German Army swept through the westernmost regions of
the Soviet Union, special killing squads called einsatzgruppen followed. They would round
up all the Jewish people in a town, force them to dig a large grave, and then shoot all of
them. This testimony describes how one woman was saved by a non-Jewish woman who
took her in just as Ekaterina and her mother were about to be executed.
PRIMARY SOURCE : EYEWITNESS TESTIMONY
“
. . . Jews were quickly placed under a system of control: they couldn’t appear on the
street without a six-pointed star on their clothes, otherwise they could be shot for
any sort of offence, or if they simply did ‘certain things.’ ‘Certain things’ was so
broad a term that my parents preferred staying at home. . . .
[E]veryone was shaken by the new order for all Jews to assemble with their
essential items in the student quarter. . . . Many dragged out the time on the way
there, hoping for some miracle. Eventually we reached the place, by which time the
shooting was already proceeding at full speed . . .
Mum led me along by the arm. Her sister Eva hadn’t turned up at the assembly
point . . . I was told that she had been spotted among the partisans. . . .
Copyright © McGraw Hill TEXT: Bartrop, Paul R., and Michael Dickerman, eds. The Holocaust: An
Encyclopedia and Document Collection. Vol. 1. Santa Barbara, CA: ABC-CLIO LLC, 2017.
The shooting was taking place in front of [local] women and they were ordered to
dig more if the capacity of the ditch was insufficient. . . .
[O]ur column drew level with the crowd of women watching, Mum suddenly pushed
me into them . . . one last desperate impulse or a flash of blinding hope? . . . All I
heard was a wild cry behind me . . . and then the sound of footsteps as we ran off
as fast as we could. . . .
‘Some woman’ and I rushed into an unfamiliar courtyard, then into a house, and
suddenly the door of a dress cupboard slammed behind me. . . .
I suppose in that instant my female savior had not even thought about what
dangers she would be exposing her family to . . .
”
—Ekaterina Danova testimony in The Holocaust: An Encyclopedia and Document
Collection, Paul R. Bartrop and Michael Dickerman, eds., 2017
EXAMINE THE SOURCE
6. Speculating Ekaterina Danova was saved from execution when her mother pushed her into a crowd
of bystanders, and one of them took her in and helped her hide. If you were going to write a
research paper about non-Jews who helped Jewish people hide or escape from the Nazis, what
questions would you ask about them and their actions? How were their actions significant under
the circumstances?
World War II, 1939 to 1945
151
E
Hiding Places
Some Jewish people chose to hide from the Nazis. Some hid “in plain sight” by using
forged documents to present themselves as Aryan. Others hid, or were hidden, in secret
spaces, like the pair in this photo. Jews, in hiding, were totally dependent on help from nonJewish people, often friends or colleagues, who would bring them food and other supplies,
as well as news from the outside world. If they were caught, the Jews would be sent to the
camps, and their helpers could be too.
This photograph from Holland in 1945 shows two Jewish people who had
hidden from the Nazis in a cellar that was too small for them to stand upright.
EXAMINE THE SOURCE
7. Analyzing What factors do you think shaped a Jewish person’s decision whether or not to hide
during this period? What factors do you think influenced a non-Jewish person’s decision to help hide
Jewish people?
152
Copyright © McGraw Hill PHOTO: Hulton Archive/Getty Images
PRIMARY SOURCE : PHOTOGRAPH
Name
Date
Class
F
PRIMARY SOURCE : INTERVIEW
Fighting and Surviving in
the Forest
Throughout the war, some Jews created and
participated in organized underground resistance
activities. The most famous uprising was in the
Warsaw ghetto, where Jewish resistance fighters
held off the Nazis for almost a month in 1943;
uprisings also occurred in camps, including
Sobibor, Treblinka, and Auschwitz. The resistance
groups were eventually destroyed by the Nazis;
the few fighters who were able to escape often
tried to join existing resistance networks outside
ghettos and camps in occupied territory. This
testimony comes from Yitzhak Arad, a wellknown Jewish resistance fighter who was only a
teenager during the events of World War II.
Copyright © McGraw Hill PHOTO: Universal History Archive/Universal Images Group/Getty Images
TEXT: Cargas, Harry James. Voices from the Holocaust. The University Press of Kentucky, 2013.
“
Jewish resistance fighters, both male and
female, were captured during the 1943 Warsaw
Ghetto Uprising.
There were many problems for a Jew to be
with the Soviet partisans. First of all, there
were anti-Semitic feelings. Then, a Jew would
only be accepted in the ranks of the Soviet partisans if he had his own arms. . . .
Also, there was the image of the Jew as a bad fighter or a coward. So you fought to
prove yourself . . . [A]fter a few months I was able to prove myself—my courage—
and was allowed to take part in mining many trains, in ambushes and other
activities. . . .
There was another problem in the forests and that was for Jewish families. Some
Jews were able to escape into the forest and establish family camps. It was
extremely difficult for them to survive. Such a camp usually contained a small
nucleus of armed men who had to guard the others and obtain food for them. . . .
They had to go to the village and take the food by force . . . As time passed, the
food problem got worse because the peasants in the area became poorer and
poorer. . . . At the same time the Germans were increasing their activities in the
forest. They brought large forces to encircle the forest. We as partisans usually
knew the German moves beforehand . . . we were able to break through or else
disperse into small groups of two or three, infiltrate the area, and in a few weeks
reunite in some distant place. . . . But mobility for families was quite limited, so of
course they were the first victims. . . .
”
—Interview with Yitzhak Arad in Voices from the Holocaust, Harry Cargas, 2013
EXAMINE THE SOURCE
8. Analyzing What does Yitzhak Arad say about how he was received by non-Jewish partisan
fighters? What factors influenced these partisans’ attitudes toward the Nazis?
World War II, 1939 to 1945
153
G
Working in Kanada
When Jewish people arrived at Auschwitz, they were put through a “selection” process. If
they were perceived as weak, sickly, or unable to work, they were immediately sent to the
gas chambers. Otherwise, they were kept as a part of a forced labor program. Those doing
forced labor were given barely enough food to stay alive, lived in terrible conditions, and
were severely mistreated by guards. Some prisoners were used to sort, classify, and manage
the personal belongings taken from all Jews to be sent back to Germany. At Auschwitz, the
warehouses full of victims’ belongings were referred to as Kanada. In 1944, sixteen-year-old
Shirley Berger Gottesman arrived at Auschwitz and was assigned to work in Kanada.
PRIMARY SOURCE : TESTIMONY
“
Very few people in comparison to the numbers in the camp worked in Kanada.
There were a lot of Slovaks who had been there a long time. They spoke perfect
German because Slovakia was so close to the border. . . . I remember we were with
people from Poland. I spoke Yiddish and Czech, so I learned Polish quickly. The
women I worked with were older. I remember Guta, Genya, and Mikla; we worked in
groups. I was like a child to them because I was younger. . . .
We talked about our past and our future hopes. We tried to make the best of our
present. Of the future we were frightened . . . From the cattle cars everything was
brought to Kanada I or II. We were isolated in our section of Kanada, sorting. . . .
I worked sorting what people brought in. I sorted these into different piles. Then the
trucks came and hauled the bundles away. . . .
When I went to the barracks to work, I looked at what was happening in
Crematoria III and IV. Long lines went into the building but never came out. Girls
who had already been there for years told us, the more recent arrivals, that
everybody not selected for work was gassed . . .
crematorium a place where a dead body is cremated or burned; death camps like Auschwitz had
multiple large, industrial-style ovens that could burn huge numbers of bodies every day.
EXAMINE THE SOURCE
9. Analyzing Perspectives In Kanada, Shirley Berger Gottesman’s work involved sorting through
murdered people’s belongings, yet she was seen as lucky to have such a job. What factors made a
job in Kanada appealing? How did life in the camps change people’s perspectives?
154
Copyright © McGraw Hill TEXT: Bartrop, Paul R., and Michael Dickerman, eds. The Holocaust: An
Encyclopedia and Document Collection. Vol. 1. Santa Barbara, CA: ABC-CLIO LLC, 2017.
”
—Shirley Berger Gottesman testimony in The Holocaust: An Encyclopedia and
Document Collection, Paul R. Bartrop and Michael Dickerman, eds., 2017
Name
Date
Class
H
Survival in Auschwitz: The Drowned and the Saved
Jewish people in Italy faced growing anti-Semitism under Mussolini’s rule, and by 1943,
Italian Jews were being captured and deported to the Nazi camps. Primo Levi was an Italian
Jewish chemist who brought a scientific analysis to everything he did. He attempted to join
a resistance group, but was captured. Levi survived Auschwitz and later wrote books on
what his experience taught him about humanity and survival.
PRIMARY SOURCE : MEMOIR
“
Thousands of individuals, differing in age, condition, origin, language, culture and
customs, are enclosed within barbed wire . . .
. . . there comes to light the existence of two particularly well differentiated
categories among men—the saved and the drowned. . . .
Copyright © McGraw Hill TEXT: Levi, Primo. Survival in Auschwitz The Nazi Assault on Humanity.
Translated by Stuart Woolf. New York, NY: Simon & Schuster, 1996.
. . . here the struggle to survive is without respite, because everyone is desperately
and ferociously alone. . . . if someone, by a miracle of savage patience and cunning,
finds a new method of avoiding the hardest work, a new art which yields him an
ounce of bread, he will try to keep his method secret, and he will be esteemed and
respected for this, and will derive from it an exclusive, personal benefit; he will
become stronger . . . a candidate for survival. . . .
To sink is the easiest of matters; it is enough to carry out all the orders one receives,
to eat only one ration, to observe the discipline of the work and the camp. Experience
showed that only exceptionally could one survive more than three months in this way.
All . . . who finished in the gas chambers have the same story, or more exactly, have
no story . . . On their entry into the camp, through basic incapacity, or by misfortune,
or through some banal incident, they are overcome before they can adapt
themselves; they are beaten by time, they do not begin to learn German, to
disentangle the infernal knot of laws and prohibitions until their body is already in
decay, and nothing can save them from selections or from death by exhaustion.
”
—Primo Levi, Survival in Auschwitz, 1996
Challenge
Primo Levi’s Survival in Auschwitz is considered to be one of the most powerful testimonials written by
a Holocaust survivor, along with Night by Elie Wiesel. Read selections from each book. Compare and
contrast the two authors’ perspectives on humanity and how to survive in the camps. How were their
experiences different? How did their different ages and circumstances shape their perspectives? Share
what you learned with your classmates.
EXAMINE THE SOURCE
10. Making Connections Based on the survivors’ testimonies that you have read in this journal,
formulate an argument about how survivors of the Holocaust were changed by the ordeal
they experienced.
World War II, 1939 to 1945
155
Evaluate Sources and Use Evidence
11. Citing Text Evidence Refer back to the Compelling Question and the Supporting Questions you
developed at the beginning of the topic. Then examine the evidence you gathered and recorded in
the Graphic Organizer. If you would like to change one or more of your Supporting Questions, you
may do so now. Which sources will help you answer the Supporting Questions? Circle or highlight
those sources in your Graphic Organizer. Looking at the subset of sources you have chosen, be
prepared to explain why you chose each source.
Supporting Question
Source and Notes
1
3
156
Copyright © McGraw Hill
2
Name
Date
Class
12. Answering Supporting Questions Now, answer the Supporting Questions that you developed at
the beginning of the activity to help you in answering the Compelling Question.
Answer for Supporting Question 1:
Answer for Supporting Question 2:
Copyright © McGraw Hill
Answer for Supporting Question 3:
Communicate Conclusions
Talk About It
13. Collaborating Work with a partner or small group to create a timeline of the events of the
Holocaust. Use the Background Information and all the sources in this journal to help you put each
phase of the Holocaust in order. Give each phase an appropriate label—for example, “Legalizing
Anti-Semitism,” “The Ghettos,” “The Final Solution,” “The Camps,” and so on. In each phase, answer
these questions: What happened to Jewish people during this phase? How did people respond or
resist during this phase? When you have finished your timeline, join up with another pair or group
and compare your timelines. If needed, make revisions to your timeline based on the feedback.
World War II, 1939 to 1945
157
Write About It
14. Informative Writing When the rest of the world first began to hear rumors about Jewish
persecution and the Holocaust, many people rejected it as too far-fetched to be believable. Many
thought that the war was terrible for everyone and that the Jews were not a special exception.
Some insisted that if things were that bad in Germany, more Jewish people would have fled the
country or told outsiders about what was happening. Use what you have learned about the events
of the Holocaust to respond to that claim. Why did Jews face particular danger? Why didn’t more
Jewish people escape the Nazis or make public announcements about what was happening inside
German-controlled territory? Make sure to include facts from at least three Inquiry Journal sources
to support your explanation.
Copyright © McGraw Hill
15. Answering the Compelling Question What do you think? How did European Jews contend with
Nazi policy toward them? Create a digital presentation that uses examples from the sources in this
journal to illustrate your explanation. Make sure to include a range of responses, both successful
and unsuccessful ones. Use images to support your explanation, too.
158
Name
Date
Class
Take Informed Action
16. Making Connections Jewish people living in Nazi-controlled areas learned to help each other
because the government was actively trying to harm them. When the war was over, many survivors
of the Holocaust worked hard to preserve evidence of what happened, to prosecute those who
committed war crimes, and to ensure no one would ever forget what happened.
While nothing in recent U.S. history is comparable to the magnitude and horrors of the Holocaust,
many communities have experienced situations in which people needed to depend on each other
for help instead of the government, such as natural disasters (hurricanes, tornadoes, floods,
wildfires, earthquakes) or events like the 9/11 attacks, the Oklahoma City Bombing, or the COVID-19
pandemic. These significant events also deserve to be commemorated and learned from, just as
people have commemorated and learned from the terrible events of the Holocaust. Research major
traumatic events in your community—ones that are currently happening or ones that happened in
the past. If possible, interview residents of local twenty-first-century refugee communities. What
events that became historic were happening at the time? How did these traumatic events shape
your community’s response? How did those events change life in your community? How are the
effects of these events still influencing your community today? If the event occurred in the past, how
was/is it commemorated in your community?
7
YOU CHOOSE
Select one of these Take Informed Action activities to apply what you’ve learned.
A. Interview someone who experienced this event in your community. What do they remember about
how people helped each other during this event? How do they think your community was changed
by the event? If possible, ask them to share mementos or artifacts they might have from the event,
such as photos, news stories, or documentation. Write up your interview as historical testimony, the
way many museums have written or recorded testimony from eyewitnesses to history. Include other
facts, details, and articles to put the testimony into broader context. If possible, team up with other
students and combine your interviews to create a more complete record of life in your community
during that event.
B. Arrange a meeting with a local civic or community leader, preferably one who was involved in
responding to the event or one who got their position as a result of the event. Discuss the
community’s response to the event and what changed in the community as a result of the event. Ask
the leader’s opinion about how the event is commemorated within the local community. Write up a
report on what you learned to share with the class. Make sure your report includes historical
evidence about the event to support or refute the civic leader’s comments.
Copyright © McGraw Hill
C. Challenge: Work with a local library, museum, or historical society to create a display about this
event. If possible, host a physical display people can visit and also post it online for people to visit
virtually. The display should include photos, artifacts, news stories, as well as video or audio
testimony from people who experienced the event.
World War II, 1939 to 1945
159
Take Informed Action Rubric: Commemorating Traumatic
Events in the Community
Self-Evaluation As you research and interview, think about the following criteria. These are the criteria
your teacher will use to evaluate your Take Informed Action activity.
Peer Review Use this rubric to score the interview and product developed by another classmate or
group of classmates.
4
3
2
1
SCORE
160
The piece is
exceptionally wellorganized and focused
and demonstrates a
thorough and deep
understanding of the
event or issue.
The piece is wellorganized and focused
and demonstrates an
adequate
understanding of the
event or issue.
The piece is organized
but is inconsistent in
focus and
demonstrates
an inadequate
understanding of the
event or issue.
Writing
The research is
exceptionally wellwritten, detailed,
and specific.
The research is wellwritten and includes
adequate details.
Some of the research is
well-written, but
sections of it are harder
to understand or many
details are lacking.
The research is weakly
The piece lacks
written throughout,
organization, focus, and
providing virtually no
a basic understanding
specifics or details, and
of the event or issue.
hard to understand.
Historical Accuracy
Speaking and
Listening
The piece is wellresearched and is
factually accurate.
The project
demonstrates
outstanding speaking
and listening skills.
Information is
communicated clearly
and effectively, and
participants who are
invited to share their
thoughts are listened to
carefully
and respectfully.
The piece is wellresearched but
contains some
factual mistakes.
The project
demonstrates good
speaking and listening
skills. Information is
communicated clearly,
for the most part, and
participants who are
invited to share their
thoughts are listened
to respectfully.
The piece is not wellresearched and
contains some
factual mistakes.
Parts of the project
demonstrate good
speaking and listening
skills. Information may
be communicated
clearly, but listening
skills may be less
evident, OR listening
skills may be
acceptable, but spoken
communication is
limited or unclear.
There are many
factual mistakes.
The project
demonstrates a weak
command of both
speaking and
listening skills.
Copyright © McGraw Hill
Organization
Name
Date
Class
TOPIC 11 • INDEPENDENCE AND NEW CHALLENGES, 1919 TO 1993
Developments During the Era of Independence
?
COMPELLING QUESTION
What was the era of independence like for people in Latin America, Asia, the
Middle East, and Africa?
Plan Your Inquiry
You will develop Supporting Questions about the era of independence. Using the Compelling
Question as your guide, you will study primary and secondary sources. Finally, you will
answer your Supporting Questions, communicate your research conclusions, and take action
based on what you have learned.
Copyright © McGraw Hill
Background Information
Throughout the eighteenth and nineteenth centuries, Western countries embarked on a
campaign of imperialism and colonialism in a frantic bid to gain and maintain economic and
political power. Peoples in territories around the world were subjected to colonial rule, as
countries like Great Britain, France, and the United States exploited raw materials and
opened new markets. In the process, imperial powers upended and disrupted traditional
economic, cultural, social, and political structures.
While many colonized peoples organized and fought against colonial rule, it was not until
the twentieth century that their efforts gained true momentum. The dream of independence
became a reality for many as a result of World War II. War-torn countries in Europe were
tasked with rebuilding at home, leaving few resources to maintain their now fragile empires.
Activists, seeing their opportunity, agitated harder for independence, employing both
peaceful means, as in the case of India, and non-peaceful means, as in the cases of
Indonesia and French Indochina (including what is now Vietnam). Great Britain was one of the
first countries to begin releasing its colonies, withdrawing from India in 1947 and the Palestine
Mandate in the following year. Through the 1950s, Great Britain ceded most of its African
colonies, and France followed suit, resulting in the “Year of Africa” in 1960 when seventeen
countries became independent. So began the gradual process of decolonization and the
reality of independence for countries across Asia, the Middle East, and Africa.
While the road to independence proved long and arduous, navigating post-independence
life presented an equal challenge. The legacy of colonialism did not disappear overnight, and
left regions destabilized. Many post-independence countries struggled to restore stable
governments. In Latin America, the promise of democracy was instead replaced by military
dictatorships and authoritarian regimes in places like Argentina, Uruguay, and Brazil. Competing
political ideologies from the world’s superpowers led post-independence leaders to choose
sides in the growing Cold War, resulting in civil war in countries like Korea and Vietnam.
However, the era of independence also brought with it unprecedented benefits and
change for once-suppressed peoples. Women especially benefited from independence and
gained access to education and employment. The Indian constitution extended equal rights
to women, and women in Africa participated in elections for the first time. The working class
and the poor also benefited from independence. Brazil’s regime, though highly controversial,
took extraordinary measures to benefit the working class. The South Vietnamese
government, despite being embroiled in a years-long war with North Vietnam, was able to
implement extensive land reforms.
GO ONLINE
to use the Digital Inquiry Journal.
161
Develop Supporting Questions About the Era of
Independence
1. Developing Supporting Questions Reread the Compelling Question for this topic. Think about the
era of independence and its effect on people in Latin America, Asia, the Middle East, and Africa.
Develop a list of Supporting Questions that would help you answer the Compelling Question.
Remember that Supporting Questions are questions that you need to answer first.
Supporting Question 1:
Supporting Question 2:
Copyright © McGraw Hill
Supporting Question 3:
162
Name
Date
Class
Apply Historical Concepts and Tools
2. Analyzing Sources Next, you will work with a variety of primary and secondary sources. These
sources focus on the effects of the era of independence. As you read, use the graphic organizer to
take notes and to organize information about the sources.
Organizing Source Information
Copyright © McGraw Hill
Source
Title and Author/Creator
A
A Testimony of Positive
Change for Brazil’s
Working Class, edited by
James A. Wood
B
Matigari: A Fable for Any
Newly Independent
Nation, by Ngugi
wa Thiong’o
C
Women Workers of India,
by Padmini Sengupta
D
1960: The Year of Africa,
a photograph
E
Land Reform in South
Vietnam, edited by Tuong
Vu and Sean Fear
F
A Woman’s Life Before
and After the Iranian
Revolution, edited by
Haleh Esfandiari
G
Testimony of Estela
Carlotto: President of the
Abuelas de Plaza de
Mayo, edited by Elizabeth
Maier and Natalie Lebon
H
Marching for Justice,
a photograph
Notes
Independence and New Challenges, 1919 to 1993
163
Analyze Sources
Review and analyze Sources A–H. There are questions that accompany each source to
help you examine the source and check for historical understanding.
A
A Testimony of Positive Change for Brazil’s Working Class
The life stories of Brazilians who reached adulthood in the 1930s and 1940s, like this
account from Maurílio Tomás Ferreira, often discuss the drastic changes experienced under
President Getúlio Vargas. Like other populist leaders across Latin America, Vargas’s rise to
power included promises of inclusion and democracy that were never realized.
“
Before the Vargas government things were out of hand. . . . We lived on my father’s
land he had bought, everyone in the family had a little house and a small plot. . . .
My father decided to send me to the army . . . to get it over with, so I lied about my
age. . . . I served in the army in 1930 when I was fifteen. . . . I returned to work with
my father and when I was twenty-two I married, in 1937. I grew corn and potatoes
and coffee beans and raised pigs . . . We made very little money. . . . [In 1942] I
decided, overnight, to leave. We had two children already. We went to . . . Muniz
Freire and bought a house with my savings. I had no job, nothing. I worked as a
barber but didn’t make very much . . . I worked for the mayor’s office. . . . Then I got
a job with the railroad. I got it [in 1945] when I went to Cachoeiro to sell chickens. . . .
I liked the idea of living in Cachoeiro because there was a school there my kids
could attend. . . . And railroad workers were eligible for pensions . . .There was an
enormous union building in Cachoeiro. The union sold provisions and merchandise
to us at cheaper prices. Later on the union gave a scholarship to my youngest son
to study at high school. Starting in 1945 my wife and I always voted in elections,
every year. I joined the PTB [Workers’ Party] . . . and became active in the union. . . .
I admired Getúlio Vargas . . . He was leading Brazil forward.
”
—Maurílio Tomás Ferreira, quoted in Problems in Modern Latin American History: Sources and
Interpretations, 4th ed., James A. Wood, ed., 2014
pension a fund paid into by an employee, an employer, or both; payments are made to employees
from the fund after they retire
EXAMINE THE SOURCE
3. Explaining How does the life of the author, Maurílio Tomás Ferreira, change over time? What factors
contributed to these changes?
164
Copyright © McGraw Hill TEXT: Wood, James A. Problems in Modern Latin American History. 4th
ed. New York, NY: Rowman & Littlefield, 2013.
PRIMARY SOURCE : BOOK
Name
Date
Class
B
Matigari: A Fable for Any Newly
Independent Nation
Ngugi wa Thiong’o’s 1986 novel, Matigari, written in his
native Gikuyu, depicts the trials of a freedom fighter.
Matigari leaves the forest and finds himself in a postindependence Kenya where little has changed between
past and present.
PRIMARY SOURCE : BOOK
Copyright © McGraw Hill PHOTO: Leonardo Cendamo/Hulton Archive/Getty Images TEXT:
Thiong’o, Ngũgĩ wa. Matigari. Translated by Wangui wa Goro. Johannesburg, South Africa:
Heinemann, 1989.
“
His thoughts soon drifted from the news to the cars
which drove past him. Some had only Europeans in
them, others Asians, and others Africans. Long, long
before, he had been Settler Williams’s chauffeur.
How things and times changed! Who could ever
have believed that one day Africans would be
driving their own cars? Now all that remained for
them to do was to manufacture their own cars, trains,
aeroplanes and ships. His thoughts strayed back to
his family. Where would he start looking for them?
This is a photograph of the author, Ngugi
wa Thiong’o.
He came to a police station a few yards from the road. Should I ask for my people at
this place? No. I shall do all the searching myself. . . . He walked . . . towards the hill
under which ran the railway tunnel. His thoughts now turned to the railway and the
tunnel. He shivered. How many lives had been claimed by the railway and the
tunnel at the time they were built? He remembered the explosions of dynamite and
the screams of the workers whenever the walls caved in . . . After the railway was
completed, it had started swallowing up the tea-leaves, the coffee, the cotton, the
sisal, the wheat—in fact all the produce from all the land that Settler Williams and
his like had stolen from the people.
The man stood on top of the hill and looked down. . . . His glance moved beyond the
hills to the distant horizon, and then back to the town below. How it had grown!
”
—Matigari ma Njiruungi, Ngugi wa Thiong’o, 1986
sisal a plant grown for its stiff fibers used to make rope and twine
EXAMINE THE SOURCE
4. Evaluating What does Matigari observe about the people driving the cars? Why is this
observation significant?
Independence and New Challenges, 1919 to 1993
165
C
Women Workers of India
Following independence from Great Britain in 1947, the new Indian Constitution gave equal
rights to women, including the right to vote. Despite such sweeping reforms women
continued to experience inequality and discrimination. Padmini Sengupta gave a firsthand
perspective of the women’s movement and the gains and struggles that influenced postindependence life for Indian women.
PRIMARY SOURCE : BOOK
“
. . . [N]ational independence and the broad tolerant outlook of our constitution,
eliminating all discrimination against women in every field, is bound to open up
ways and means of employment for women in industries, even though some old
and traditional jobs are being closed down and women are being retrenched. . . . A
new start can be made with their daughters, who can be trained as skilled, efficient
workers to be employed in up-to-date factories, mines and plantations, and able to
keep pace with world standards. . . .
Faith in her capability, the wish to satisfy her desire for living the life of a housewife
and mother, as also of a useful independent citizen, the need to make full use of
woman-power to develop the country to the fullest possible extent, all these are
being recognized, and one cannot help feeling that the keys of progress, happiness
and a raised standard of living are in the hands of women who can understand that
home life can continue undisturbed, even if they work. . . .
”
—Padmini Sengupta, Women Workers of India, 1960
retrench remove a worker from his or her job
EXAMINE THE SOURCE
5. Summarizing What is Sengupta’s main argument in the source?
6. Drawing Conclusions Why do you think Sengupta emphasizes the significance of younger
generations of women?
166
Copyright © McGraw Hill TEXT: Sengupta, Padmini. Women Workers of India. New York, NY: Asia
Publishing House, 1960.
With a tolerant and humanitarian outlook, a great partnership between working men
and women, without rivalry, can be built up. A woman’s intelligence and capacity to
work is potentially as valuable as a man’s and her right to work is as valid as his. Let
us then forsee [sic] conditions where men and women will live and work side by
side as active citizens bent on developing their own and their country’s economic
and social standards and thus building a highly developed and happy nation.
Name
Date
Class
D
1960: The Year of Africa
Known as the “Year of Africa,” a phrase coined by O.H. Morris and adopted by British Prime
Minister Harold Macmillan, 1960 marked a significant turning point in the struggle for
decolonization. That year, seventeen African nations gained their independence. The “Year of
Africa” represented more than just independence, however. It symbolized decades of struggle
by countless men and women, the emergence of multilateral relationships among countries
across the African continent, and a growing sense of Pan-African pride and identity.
Copyright © McGraw Hill PHOTO: Dave Bagnall Collection/Alamy Stock Photo
PRIMARY SOURCE : PHOTOGRAPH
Women queue up to vote for the first time after independence in Cameroon.
EXAMINE THE SOURCE
7. Analyzing Visuals Look carefully at this photograph. Based on what you see in the image, what
evidence supports that this was a significant event?
8. Evaluating Why is this photograph considered a useful historical source? In what ways is it limited
as a historical source?
Independence and New Challenges, 1919 to 1993
167
E
Land Reform in South Vietnam
In 1968 in the midst of the Vietnam War, Cao Văn Thân, the minister of land reform and
agricultural development of South Vietnam, undertook reforms that redistributed land,
increased food production, and decreased economic inequality. Cao Văn Thân went on to
work as a lawyer, a judge, and an economics professor before serving in the government of
South Vietnam.
PRIMARY SOURCE : BOOK
“
Rather than coercion and class struggle, our revolution was carried out based on a
combination of economic incentives and new technologies that appealed to and
benefited the majority of South Vietnamese farmers. . . .
We realized that land reform was of utmost urgency and importance. Indeed, Article
19 of the 1967 constitution enshrined an official policy of “making the people
property owners” and provided that the state compensate landowners in a speedy
and just manner . . .
Although some people assume this was an American idea, the land-reform initiative
known as the Land to the Tiller (LTTT), was in fact conceived and implemented by
Vietnamese alone. . . .
. . . I was also convinced that redistribution to the poor and landless was the best way
to redress the inequity of the agrarian system that we inherited from the past . . .
. . . I felt I had to design an initiative that would meet the needs and desires of our
landless peasants, and that was superior to the communists’ previous land reforms . . .
. . . With the full weight of government support behind the program, we were able to
award title to over two hundred thousand hectares in the first year alone—equal to
almost the entire hectarage distributed by previous South Vietnamese governments
over the past twenty years. . . .
. . . By 1974, land tenancy had practically disappeared in South Vietnam, and
farmers’ standard of living had significantly increased . . . thanks to a 30 percent
increase in the value of agricultural output between 1968 and 1971.
”
—Cao Văn Thân, “Land Reform and Agricultural Development, 1968–1975”
in The Republic of Vietnam, 1955–1975: Vietnamese Perspectives on Nation Building,
Tuong Vu and Sean Fear, eds., 2019
redress to fix an unfair situation
hectare a metric unit of measure equivalent to 2.471 acres or 10,000 square meters
EXAMINE THE SOURCE
9. Evaluating Where does Cao Văn Thân say the Land to the Tiller policy originated? Why do you
think it was important to him to make this distinction?
168
Copyright © McGraw Hill TEXT: Vu, Tuong, and Sean Fear, eds. The Republic of Vietnam 1955-1975
Vietnamese Perspectives on Nation Building. Ithaca, NY: Cornell University Press, 2019.
. . . To prepare, I spent months visiting villages . . . talking with hundreds of farmers,
listening to their hopes and grievances . . .
Name
Date
Class
F
A Woman’s Life Before and
After the Iranian Revolution
The year 1979 ushered in a new period
of drastic change in Iran. Ayatollah
Khomeini’s revolution restricted women’s
rights by requiring women to wear a veil
outside of the home.
PRIMARY SOURCE : BOOK
“
After graduation . . . Some of my
classmates became teachers, others
joined the private sector, some like
me went to work for the government.
I rose rapidly in my job. I stayed with
the institution for twenty-two years,
until after the revolution . . .
In 1979 Iranian women risk arrest and take to the streets
to protest the new mandatory veiling laws.
. . . As a woman, neither I, nor the women who worked with me, nor my female
friends felt any shortcomings or discrimination. I was a single woman, living on my
own, in my own apartment. Neither my family nor my friends were troubled by it. I
was seen as an independent woman who had the right to choose to live any way
she wanted . . .
Copyright © McGraw Hill PHOTO: Kaveh Kazemi/Hulton Archive/Getty Images, TEXT: Esfandiari,
Haleh. Reconstructed Lives Women and Iran’s Islamic Revolution. Washington, DC: The Woodrow
Wilson Center Press, 1997.
. . . Looking back, I think the Family Protection Law was crucial for the lower-class
women. But middle-class women? No, it made no difference to them. But when after
the revolution the law was suspended, then women of all classes started worrying. . . .
I had to change my lifestyle after the revolution. My financial situation deteriorated.
. . . The atmosphere was bleak. . . . [B]eing a single woman became a problem. . . .
. . . I remember during the first parliament of the Islamic Republic, I went to the
relevant parliamentary committee to explain the budget to the deputies. . . .
. . . The members of the committee were all men. They avoided looking at me.
Those who looked gave me angry stares. . . . I had the upper hand. I was a
technocrat who knew her material, and they had never dealt with the budget
before. . . . Toward the end, I started teasing them, and by making their lack of
knowledge obvious, I was taking my revenge.
”
— Farideh, as quoted in Reconstructed Lives: Women and Iran’s Islamic Revolution, Haleh
Esfandiari, 1997
technocrat an elite technical expert
EXAMINE THE SOURCE
10. Explaining How did life for Farideh change as a result of the 1979 revolution?
Independence and New Challenges, 1919 to 1993
169
G
Testimony of Estela Carlotto: President of the Abuelas de
Plaza de Mayo
From 1976 to 1983, Argentina’s military dictatorship waged the “Dirty War,” a U.S.-backed
campaign to suppress left-wing government opposition that resulted in the imprisonment
and “disappearance” of as many as thirty thousand people. Political dissidents and those
suspected of socialism were persecuted and sent to detention camps, many never to be
heard from again. In 1977 fourteen women met in Buenos Aires to protest the
disappearances of their children and spouses. They became known as the Madres
(Mothers) de Plaza de Mayo and the Abuelas (Grandmothers) de Plaza de Mayo.
PRIMARY SOURCE : TESTIMONY
“
At the time of the coup d’état . . . My two elder daughters, Laura and Claudia, were
married and independent; both were politically active . . .
. . . [W]e were not prepared for their political discourse and actions. . . . My husband
and I did not take part in politics; we voted only when we had to . . . When our
daughters became peronists it was a big surprise . . . We lived in La Plata, a
university town with a strong labor movement, which was dynamic and in the
opposition and, at the beginning of the troubles, suffered the actions of the Triple A
. . . [Argentinean Anticommunist Alliance]. . . .
. . . The last time I saw Laura was July 31, 1977. . . . Laura wrote and phoned once a
week. And then the letters and calls ceased. . . . So I thought, she’s been abducted. . . .
. . . Thirteen Grandmothers belong to the standing committee . . . we are about
twenty Grandmothers in all. In the past we would meet in a tea room or in a train
station and plan our strategies. . . . Since we have improved our organization, our
meetings are more frequent, and since 1984, with a constitutional government in
place and legal actions imminent, we began to work with attorneys and
psychologists. We developed genetic procedures to identify our grandchildren
accurately and created the National Bank of Genetic Data. . . .
”
—Women’s Activism in Latin America and the Caribbean: Engendering Social Justice,
Democratizing Citizenship, Elizabeth Maier and Nathalie Lebon, eds., 2010
coup d’état the violent overthrow of an existing government, often by a small military group
peronist a political activist who believes in the ideologies of Juan Perón
EXAMINE THE SOURCE
11. Comparing and Contrasting How did Estela Carlotto’s views compare to those of her daughters?
How did these views change over time?
170
Copyright © McGraw Hill TEXT: Maier, Elizabeth, and Nathalie Lebon, eds. Women’s Activism in
Latin America and the Caribbean. New Brunswick, NJ: Rutgers University Press, 2010.
. . . During all these years I’ve gathered information from comrades who were with
her and were liberated . . . I learned that Laura had given birth to a boy . . . I’m . . .
searching for her son, who is now twenty-seven years old, but I don’t know where
he is. . . .
Name
Date
Class
H
Marching for Justice
The Madres de Plaza de Mayo and the Abuelas de Plaza de Mayo held weekly silent vigils
in front of the presidential palace in Buenos Aires for many years. Their efforts gained
international attention and inspired similar Madres movements in other Latin American
countries under authoritarian rule, including in Brazil, Chile, and Uruguay.
PRIMARY SOURCE : PHOTOGRAPH
Copyright © McGraw Hill PHOTO: DANIEL GARCIA/AFP/Getty Images
This is a photograph depicting the Abuelas de Plaza de Mayo marching in protest of their missing
children and spouses.
EXAMINE THE SOURCE
12. Analyzing Examine the conditions and individuals in the photograph. What do these details reveal
about the Madres and Abuelas?
13. Drawing Conclusions Consider the signs being held by the protestors in the photograph. Why do
you think they chose to carry signs such as these?
Independence and New Challenges, 1919 to 1993
171
Evaluate Sources and Use Evidence
14. Citing Text Evidence Refer back to the Compelling Question and the Supporting Questions you
developed at the beginning of the topic. Then examine the evidence you gathered and recorded in
the Graphic Organizer. If you would like to change one or more of your Supporting Questions, you
may do so now. Which sources will help you answer the Supporting Questions? Circle or highlight
those sources in your Graphic Organizer. Looking at the subset of sources you have chosen, be
prepared to explain why you chose each source.
Supporting Question
Sources and Notes
1
2
Copyright © McGraw Hill
3
172
Name
Date
Class
15. Answering Supporting Questions Now, answer the Supporting Questions that you developed at
the beginning of the activity to help you in answering the Compelling Question.
Answer for Supporting Question 1:
Answer for Supporting Question 2:
Copyright © McGraw Hill
Answer for Supporting Question 3:
Communicate Conclusions
Talk About It
16. Collaborating In groups of two to three, make a chart or graphic organizer to compare the effects
of independence on people in Latin America, Asia, the Middle East, and Africa. What is similar about
the effects of independence? What is different? Discuss your findings within your group before you
choose one person from the group to share the conclusions of your discussion with the class.
Independence and New Challenges, 1919 to 1993
173
Write About It
17. Informative Writing What were some of the most significant effects of independence for people
living in Latin America, Asia, the Middle East, and Africa? Write a few paragraphs that explore this
question. Include historical background and facts, and cite at least three sources from this journal to
support your response.
Copyright © McGraw Hill
18. Answering the Compelling Question What do you think? What was the era of independence like
for people in Latin America, Asia, the Middle East, and Africa? Imagine you are a journalist visiting
different regions and countries after independence. Write a two-minute newspaper article about
what the era of independence was like for the people living in these regions. Make sure to include
at least three sources from this journal in your article.
174
Name
Date
Class
Take Informed Action
19. Making Connections During the era of independence, many people hoped their countries would
form democratic governments. While some countries achieved this, other countries were, and in
many cases continue to be, ruled by dictatorships or authoritarian regimes. Select one of the
countries that you have learned about in this topic and independently or with a partner research
that country today. What progress has there been since independence? What struggles remain?
How is that country doing today? What would help the people of that country today? What
organizations are active in that country?
7
YOU CHOOSE
Select one of these Take Informed Action activities to apply what you’ve learned.
A. Share your findings in a short digital presentation, including appropriate images, with your class.
B. Publish an article in your school newspaper or a blog detailing your findings, including information
about where fellow students or community members can take action.
Copyright © McGraw Hill
C. Challenge: Organize a school-wide or community-wide campaign to support one of the
organizations identified in your research.
Independence and New Challenges, 1919 to 1993
175
Take Informed Action Rubric: Researching Progress Since
Independence
Self-Evaluation As you research, think about the following criteria. These are the criteria your teacher
will use to evaluate your Take Informed Action activity.
Peer Review Use this rubric to score the research and product developed by another classmate or
group of classmates.
4
3
The piece is wellorganized and focused
and demonstrates an
adequate
understanding of the
event or issue.
The final product is
exceptionally wellwritten, detailed,
and specific.
The final product is
well-written and
includes
adequate details.
2
The piece is organized
but is inconsistent in
focus and
demonstrates an
inadequate
understanding of the
event or issue.
Some of the final
product is well-written,
but sections of it are
harder to understand or
many details are lacking.
1
The piece lacks
organization, focus, and
a basic understanding
of the event or issue.
The final product is
weakly written
throughout, providing
virtually no specifics or
details, and is hard
to understand.
SCORE
176
The piece is
exceptionally wellorganized and focused
and demonstrates a
thorough and deep
understanding of the
event or issue.
Writing
Historical Accuracy
Speaking and
Listening
The piece is wellresearched and is
factually accurate.
The project
demonstrates
outstanding speaking
and listening skills.
Information is
communicated clearly
and effectively, and
participants who are
invited to share their
thoughts are listened to
carefully
and respectfully.
The piece is wellresearched but
contains some
factual mistakes.
The project
demonstrates good
speaking and listening
skills. Information is
communicated clearly,
for the most part, and
participants who are
invited to share their
thoughts are listened
to respectfully.
The piece is not wellresearched and
contains some
factual mistakes.
Parts of the project
demonstrate good
speaking and listening
skills. Information may
be communicated
clearly, but listening
skills may be less
evident, or listening
skills may be
acceptable, but spoken
communication is
limited or unclear.
There are many
factual mistakes.
The project
demonstrates a weak
command of both
speaking and
listening skills.
Copyright © McGraw Hill
Organization
Name
Date
Class
TOPIC 12 • THE COLD WAR, 1945 TO 1989
Experiencing the Cold War
?
COMPELLING QUESTION
What was the Cold War like for the people who lived through it?
Plan Your Inquiry
You will study primary and secondary sources, using the Compelling Question as your guide.
You will develop Supporting Questions about life during the Cold War. In conclusion, you will
answer your Supporting Questions, communicate your conclusions, and take action based on
what you have learned.
Copyright © McGraw Hill
Background Information
The Cold War grew out of mutual distrust between the Union of Soviet Socialist Republics
(USSR), or the Soviet Union, and the other Allies as World War II ended. As the Americans
exploded atomic bombs over Japan and the Soviets installed communist-leaning
governments in the countries they seized from the Nazis, the tension grew. The term “cold
war” means there was no direct armed conflict between the Soviet Union and Western
nations like the United States. Instead, both sides engaged in proxy wars and other means of
spreading their influence across the globe.
Early on, the Soviet Union seemed to be winning. China, under Mao Zedong, became a
communist country in the late 1940s. The Chinese allied with the Soviet Union, and they also
supported other Asian countries with communist parties, including Korea and Vietnam. In
both cases, the United States chose to intervene in a country’s civil war to ensure the “right”
side—meaning the capitalist/democratic side—prevailed. In Korea, the country was eventually
divided into two: communist North Korea and democratic South Korea, while Vietnam
became a communist country after the Americans left in the mid-1970s.
While it was easy for the average Soviet or Western citizen to ignore these proxy wars on
the other side of the globe, they could not ignore the threat nuclear war posed to their daily
lives. People were encouraged to build fallout shelters and students practiced drills at school
so they were ready to “duck and cover” in the face of a nuclear attack.
Perhaps the world was never closer to nuclear war than during the tense days of the
Cuban Missile Crisis. Cuba was another newly communist nation, but this one was less than
one hundred miles away from the U.S. border. When Soviet leader Khrushchev stationed
nuclear missiles in Cuba, the entire world held its breath. Thankfully, war was avoided.
The missiles Khrushchev placed in Cuba were part of the Soviet Union’s new arsenal. The
Americans may have been the first to develop a nuclear weapon, but the Soviet Union
quickly caught up. Both countries also raced to be the first into outer space. The Soviets had
early victories, sending the first satellite into orbit and the first human being into outer space.
It was not until well into the 1960s that the Americans took the lead in the space race, finally
becoming the first nation to put a man on the moon.
In spite of those early successes, the Soviet Union had many internal struggles. When
Mikhail Gorbachev took power in the mid-1980s, he instituted the perestroika and glasnost
policies, which made tremendous changes to life for the everyday Soviet. The new openness
of these programs also contributed to the eventual downfall of the USSR in the early 1990s.
GO ONLINE
to use the Digital Inquiry Journal.
177
Develop Supporting Questions About The Cold
War
1. Developing Supporting Questions Reread the Compelling Question for this topic. Think about the
Cold War and what it must have been like for people living through it. Develop a list of Supporting
Questions that would help you answer the Compelling Question. Remember that Supporting
Questions are questions that you need to answer first.
Supporting Question 1:
Supporting Question 2:
Copyright © McGraw Hill
Supporting Question 3:
178
Name
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Class
Apply Historical Concepts and Tools
2. Analyzing Sources Next, you will work with a variety of primary and secondary sources. These
sources focus on life during the Cold War. As you read, use the graphic organizer to take notes and
to organize information about the sources.
Organizing Source Information
Copyright © McGraw Hill
Source
Title and Author/Creator
A
Depictions of the Enemy,
two propaganda posters
B
The Start of the Space
Race, journal entry by
P.F. Yudin
C
Outpost of Freedom – The
Meaning of Berlin Today,
an excerpt from a script
from the British Ministry
of Information
D
Protection in the Event of
Nuclear War, a 1963 leaflet
by the British government
E
A Growing Counterculture:
Protesting Government
Policy and Actions,
two photographs
F
The Art of Ballet: A
Political Battleground by
David Caute
G
Memories of a Woman’s
Life in the Soviet Union by
Irina Mikhailovna Kulikova
H
A Meaningless War?: The
Cold War from a Former
Spy’s Perspective by John
Le Carré
Notes
The Cold War, 1945 to 1989
179
Analyze Sources
Review and analyze Sources A–H. There are questions that accompany each source to
help you examine the source and check for historical understanding.
A
Depictions of the Enemy
Propaganda is the spreading of information (or misinformation) to influence public opinion.
It had been used by many countries during both world wars to demonize their opponents.
During the Cold War, the triumph of communism or capitalism was judged, in part, by how
many countries followed each economic philosophy. Because of that, propaganda was
used by both sides.
This Soviet propaganda poster
criticized the United States,
asking “If this is freedom, what
is prison?”
This propaganda poster warns of the
dangers posed to the United States by
the “Red Iceberg” of communist
influence.
EXAMINE THE SOURCE
3. Analyzing Images Based on these two examples, develop an argument about how both Soviet and
Western governments created specific propaganda messages about each other. What were these
messages? How did these messages potentially shape the viewpoints of ordinary people on both sides?
180
Copyright © McGraw Hill PHOTO: (l) Album/Fine Art Images/Newscom (r) Retro AdArchives/Alamy
Stock Photo
PRIMARY SOURCE : PROPAGANDA POSTERS
Name
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B
The Start of the Space Race
Communism started in China at almost the same time it began in Russia, but it was not until
after World War II that the Chinese Communist Party, led by Mao Zedong, seized control of
the country. The United States and other Western nations had supported the previous, noncommunist government, but Mao aligned himself and his nation closely with the Soviet
Union and supported other communist regimes in Asia.
PRIMARY SOURCE : JOURNAL ENTRY
Copyright © McGraw Hill TEXT: “From the Journal of P. F. Yudin, Record of a Conversation with Mao
Zedong on 11 October 1957’ ,” October 11, 1957, History and Public Policy Program Digital Archive, AVP
RF f. 0100, op. 50, p. 423, d. 5, ll. 44-45. https://digitalarchive.wilsoncenter.org/document/117875
“
The conversation which was held at the exhibition between Mao Zedong and myself
touched mainly on the Soviet ballistic missile and the artificial Earth satellite. Mao Zedong
displayed special interest in the flights of the satellite and spoke enthusiastically about
the significance of this event. He said that “the balance of power in the international
arena has solidly changed in our favor”. Mao Zedong said, the imperialists will obviously
not risk beginning a war against us right now since it is not known what “the satellite will
say about this”. He expressed confidence in the success of Soviet scientists about the
launch of larger and more modern satellites.
. . . Mao Zedong asked me when the record of the conversation between N. S.
Khrushchev and Reston would be published. After hearing my reply, Mao Zedong
said that they are translating this material into Chinese right now. I passed the main
content of the conversation to Mao Zedong. Mao Zedong listened to the
information with interest and spoke approvingly to N. S. Khrushchev’s conversation.
In this connection he declared with enthusiasm, “Things are going very well with
you in the Soviet Union”. After the missile, the satellite, and the defeat which they
have inflicted on the Americans it has become easier and happier not only for you
but for all of us.” . . . During the conversation Mao Zedong repeatedly talked of the
friendship between China and the Soviet Union in Nehru’s presence and expressed
the gratitude of the Chinese people to the peoples of the USSR.
”
—from the journal of P.F. Yudin, Soviet ambassador, recounting a
conversation with Mao Zedong, October 11, 1957
Need Extra Help?
For many years, the Soviet Union and the United States added to and upgraded their nuclear arsenal,
resulting in an arms race. An equally fierce competition, dubbed the “space race,” took place as the
competing nations rushed to explore, conquer, and potentially weaponize outer space before the other.
The Soviets took an early lead with the launching of Sputnik, the first space satellite, in 1957. When
Sputnik launched, there was concern that a similar satellite could carry weapons and release them. This
seems to be what Chairman Mao is referring to when he says, “what the satellite will say.”
EXAMINE THE SOURCE
4. Analyzing Perspectives In this excerpt, Mao Zedong refers to “the imperialists,” meaning the
Western nations. What does this suggest about how history influenced Mao’s view of America and
other Western nations? What did he indicate was different or unique about 1957?
The Cold War, 1945 to 1989
181
C
Outpost of Freedom – The
Meaning of Berlin Today
After World War II, Germany was partitioned into
sections—East Germany, controlled by the USSR,
and West Germany—which was initially controlled
by Western allies. Berlin, located in East Germany,
was also divided into two sections, East Berlin and
West Berlin. East Berlin and East Germany were
communist and part of the Soviet Union. This
script for a British informational film explained the
significance of West Berlin in the early 1960s.
PRIMARY SOURCE : FILM SCRIPT
“
FRONTIER SEQUENCE
Germany today. Barbed wire running like a scar
across the land, dividing East from West. . . .
[F]rom these Eastern Zone watchtowers the
alert is not primarily against the west, but
against the East Germans who quit their
country—refugees who escape through woods,
across lakes, on cycles . . .
In 1961, two children attempt to connect across
the newly fenced-off border between East and
West Berlin.
REFUGEE SEQUENCE
These are not refugees from hunger or poverty—they are reasonably well fed and
clothed. They are fleeing from oppression of the mind. They long to say what they
think; to vote freely. Most are young. Nearly 3 million have left East Germany for the
West in the last 12 years . . . . to West Germany and a new life.
WEST BERLIN SEQUENCE
To the oppressed millions in the Russian colony of East Germany West Berlin is a
vital outpost of freedom . . . its very existence is threatened by Russia. Mr. Kruschev
wants to expel the Western garrisons which guarantee the West Berliners freedom.
This threat to West Berlin and its 2¼ million free men and women is a threat to free
people everywhere. For if these people’s rights can be snuffed out by Communism,
so can any ones’ rights anywhere. If Berlin is given up, no free people can be safe.
Berlin is a world problem. . . .
”
—Script of a film called Outpost of Freedom – The Meaning of Berlin Today produced by the
British Ministry of Information in 1962 (Catalogue ref: INF 6/1327)
EXAMINE THE SOURCE
5. Analyzing Images What is the relationship between the photograph of the two children and the
information in this script? How does the photograph match or contradict the tone of the script?
182
Copyright © McGraw Hill PHOTO: National Archives and Records Administration (6003286), TEXT:
British Ministry of Information . Outpost of Freedom - The Meaning of Berlin Today. Accessed January
4, 2021. National Archives of the UK. https://www.nationalarchives.gov.uk/education/resources/coldwar-on-file/berlin-today-film-script/.
. . . [F]or the majority the destination is West Berlin and this suburban road. By train,
by bus, on foot, from East Berlin the refugees come to this camp, bringing their
world with them in a suitcase. . . .
Name
Date
Class
D
Protection in the Event of
Nuclear War
As increasingly more powerful nuclear weapons
were built, nations encouraged people to plan
how to survive a nuclear attack with pamphlets
such as this one.
PRIMARY SOURCE : GOVERNMENT PUBLICATION
“
LIFE UNDER FALL-OUT CONDITIONS
THE FIRST DAYS
Once you know that there is danger from fallout, TAKE COVER AND DO NOT GO
OUTSIDE AGAIN UNTIL YOU ARE TOLD BY
WARDENS OR THE POLICE THAT IT IS SAFE
TO DO SO.
Westerners were encouraged to build their own
fallout shelters in their backyards and stock it
with plenty of canned goods and other supplies.
Listen for announcements on your radio. It will
probably be safe to leave the fall-out room for short periods if visits to other parts of
the house are necessary, for example to obtain further supplies of food or water.
But do not go outside the house.
Copyright © McGraw Hill PHOTO: National Archives and Records Administration [NWDNS311-D-9(2)], TEXT: What To Do Immediately After Attack. The National Archives of the UK, 1963.
This is only a general guide. The amount of fall-out would vary. It would be worst in
the middle of the fall-out area, and would grow less and less towards the fringes.
Everywhere, the danger from fall-out would grow less with time (see page 6).
You could not tell for yourself how bad fall-out was. This could be done only by
people with special instruments, such as members of the civil defence, police and
fire services. They would tell you when it was safe for you to come out into the
open.
”
—Extract from a leaflet advising householders on protection against nuclear attack, 1963,
(Catalogue ref: HO 338/57)
Challenge
In the United States, the Cold War overlapped with an expanding economy and the growth of
consumerism. Fallout shelters were particularly an American intersection of nuclear fear and
consumerism. Compare American ideas about fallout shelters and similar protective devices to how
these risks were handled in other countries. Create a presentation about what you learned and share it
with your class.
EXAMINE THE SOURCE
6. Analyzing Public awareness campaigns about dealing with the aftermath of a nuclear attack were
everywhere. How would these campaigns shape people’s perspectives about nuclear war and the
threat of the Soviet Union?
The Cold War, 1945 to 1989
183
E
A Growing Counterculture: Protesting Government Policy
and Actions
By the 1960s, younger people and students in Western nations joined movements for civil
rights, women’s rights, and environmentalism; they rejected the idea of proxy wars such as
that in Vietnam. Young people in Eastern nations under Soviet control fought for their
independence. One famous example was the Prague Spring, where Czechoslovakians
fought to gain more freedoms. After a brief period of increased freedom, the Soviets
invaded Czechoslovakia and reestablished control.
PRIMARY SOURCE : PHOTOGRAPHS
In 1968, the Soviets invaded Czechoslovakia
to put a stop to the Prague Spring
revolutionary movement.
EXAMINE THE SOURCE
7. Analyzing There were countercultural protest movements in the USSR as well as various Western
nations. How were the causes of these movements similar?
8. Contrasting How were the effects of each movement different?
184
Copyright © McGraw Hill PHOTO: (l) Clive Limpkin/Hulton Archive/Getty Images, (r) Hajsky Libor/
CTK/Alamy Stock Photo
The American war in Vietnam prompted protests
throughout the United States, but also in many
other Western countries.
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F
The Art of Ballet: A Political Battleground
Soviet ballet dancer Mikhail Baryshnikov was widely regarded as the best in the world. But
Baryshnikov was unhappy because his government exercised tight control over his artistic
career. Baryshnikov fled to the West while touring Canada in 1974. He had to escape the
KGB, the Soviet secret police, who was guarding him during his tour.
SECONDARY SOURCE : HISTORY
“
. . . Baryshnikov’s defection was carefully planned while he and his fellow Kirov
dancer Irina Kolpakova were on tour . . . Members of the company were walking to a
chartered bus after a reception following their last performance in the city when
Baryshnikov was seen fleeing, pursued by ‘persons identified as belonging to the
KGB,’ then assisted into an automobile by ‘Canadian police.’ The Soviet Embassy’s
counsellor for press and information claimed that the dancer had been ‘abducted.’ . . .
Copyright © McGraw Hill TEXT: Caute, David. The Dancer Defects The Struggle of Cultural
Supremacy During the Cold War. Oxford, United Kingdom: Oxford University Press, 2003.
Commenting on Baryshnikov’s defection, Clive Barnes, ballet critic of the New York
Times, described him as the finest classical male stylist ever produced by the USSR.
Soviet dancers are chained to a balletic bureaucracy that is threatening to destroy
their dance. Like all the Kirov dancers who have defected since 1961, Mikhail
Baryshnikov seems to have been motivated by a simple desire for artistic growth.’ . . .
Dressed in bleached jeans and a striped shirt, with his blond hair in a modified shag
cut, Baryshnikov told the New York Times (23 July) that he wanted to dance in
ballets by Robbins, Balanchine, Tudor, Kenneth MacMillan, and Petit, and to work
with them if he so wished. . . . [H]e explained that he would not have defected if
allowed to spend periods abroad working as a guest artist. . . . Baryshnikov also
complained of a lack of good choreographers at the Kirov, a refusal to invite
Western choreographers on patriotic grounds, no freedom to choose his own
repertory. ‘I have no relationship to politics and I don’t wish to have any.’
”
—The Dancer Defects: The Struggle for Cultural Supremacy During the Cold War,
David Caute, 2003
defection fleeing one’s country to choose to live in another one
repertory collection of artistic works that an individual artist or group of artists is known for
EXAMINE THE SOURCE
9. Speculating Imagine you were going to write a paper about Baryshnikov and other prominent
Soviet defectors. What questions would you want to ask about them and their choices?
10. Analyzing Perspectives Based on Baryshnikov’s statements in the passage, what influenced his
decision to defect? Why do you think his reasoning is significant?
The Cold War, 1945 to 1989
185
G
Memories of a Woman’s Life in the Soviet Union
Although Soviet propaganda emphasized the glories of life in the USSR, the truth
suggested there were many difficulties. Food shortages were frequent, and complicated
coupon systems were necessary to obtain basic necessities. Living spaces were sparse by
Western standards, and many people lived in communal housing, whether they liked it or
not. Irina Mikhailovna Kulikova was a school teacher and had a husband and two children.
Almost two decades after the fall of the Soviet Union, she was interviewed about her life.
PRIMARY SOURCE : INTERVIEW TRANSCRIPT
“
At school I’d teach five or six lessons. Then I’d take the tram to my evening classes.
After I’d finished studying, I went home. . . . The school week was six days long, but
I didn’t have to teach every day. . . .
The teachers also had to attend political training at work on some days. . . . We
studied Marxism and were told about how well we lived, and how much living space
we now had: the average was 12 square metres. I had many friends and I knew
quite a lot, so I always asked quite a lot of questions: what about the people who
lived seven to a room? The director didn’t like that! . . . Sometimes the director just
told us to go home instead of asking all these questions! This sort of political
training wasn’t taken too seriously. . . .
After 1991, life got a little better and a little worse. There were now things to buy in
the shops, but these things were expensive. We lost our savings: the money we’d
been saving for our children, that was all lost. But on the whole, life got easier after
perestroika. There was more work around and there were higher wages. My
husband could get work in different places. . . . [H]e was able to travel to the United
States . . .
”
—Interview with Irina Mikhailovna Kulikova with Melanie Ilic and Vadim Kulikov, June 17 2009,
in Life Stories of Soviet Women: The Interwar Generation, by Melanie Ilic, 2013
Need Extra Help?
Notice how she says that things changed after 1991. By the 1980s, Soviet leaders were beginning to
reevaluate how the USSR engaged with the rest of the world. Mikhail Gorbachev became leader of the
Soviet Union in 1985. He was the youngest leader in decades, and within a few years he realized that
his goals for the Soviet Union were hampered by the very restrictive society the Communist Party had
championed. Gorbachev instituted two policies, called glasnost and perestroika. These policies
permitted more freedom in the USSR than ever before. People could actually criticize their political
leaders, travel more easily, and conduct business interactions with people from other countries.
EXAMINE THE SOURCE
11. Evaluating How is this woman’s interview a useful historical source? What are its limitations as a
historical source?
186
Copyright © McGraw Hill TEXT: Ilic, Melanie. Life Stories of Soviet Women: The Interwar
Generation. New York, NY: Routledge, 2013.
I was allowed to travel abroad in the Soviet period. I went to Poland and Romania
with the schoolchildren, and my own children were also able to come . . . In Poland,
the shops were much better than ours. . . . Life seemed easier there.
Name
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Class
H
A Meaningless War?: The Cold War from a Former
Spy’s Perspective
The Spy Who Came In from the Cold was one of John Le Carré’s most famous novels,
featuring world-weary spy Alec Leamas. Leamas, at the end of this career, has begun to see
both Eastern and Western governments as equals in their capacity for cruelty. In this
excerpt, Leamas is undercover in East Berlin; his handler is pushing him to remain on the
job despite his doubts.
PRIMARY SOURCE : NOVEL EXCERPT
“
We have to live without sympathy, don’t we? That’s impossible of course. We act it
to one another, all this hardness; but we aren’t like that really . . . one can’t be out in
the cold all the time; one has to come in from the cold. . . . d’you see what I mean?”
Copyright © McGraw Hill TEXT: le Carre, John. The Spy Who Came In From The Cold. New York,
NY: Penguin Books, 1963.
Leamas saw. He saw the long road outside Rotterdam . . . the stream of refugees
moving along it; saw the little areoplane miles away, the procession stop and look
towards it; and the plane coming in, nearly over the dunes; saw the chaos, the
meaningless hell, as the bombs hit the road. . . .
“I want you to stay out in the cold a little longer. . . . The ethic of our work . . . is
based on a single assumption. That is, we are never going to be aggressors . . .
Thus, we do disagreeable things, but we are defensive. . . . We do disagreeable
things so that ordinary people here and elsewhere can sleep safely in their beds at
night. Is that too romantic? Of course, we occasionally do very wicked things . . .
And in weighing up the moralities, we rather go in for dishonest comparisons; after
all, you can’t compare the ideals of one side with the methods of the other. . . . I
mean you’ve got to compare method with method, and ideal with ideal. I would say
that since the war, our methods—ours and those of the opposition—have become
much the same. I mean you can’t be less ruthless than the opposition simply
because your government’s policy is benevolent . . .
”
—Excerpt from The Spy who Came in From the Cold, John Le Carré, 1963
EXAMINE THE SOURCE
12. Evaluating What argument is Le Carré making about Western governments during the Cold War? Is
his argument historically accurate? Why or why not?
13. Analyzing Perspectives How do the attitudes and beliefs expressed in this excerpt compare to the
propaganda you saw in earlier sources?
The Cold War, 1945 to 1989
187
Evaluate Sources and Use Evidence
14. Citing Text Evidence Refer back to the Compelling Question and the Supporting Questions you
developed at the beginning of the topic. Then examine the evidence you gathered and recorded in
the Graphic Organizer. If you would like to change one or more of your Supporting Questions, you
may do so now. Which sources will help you answer the Supporting Questions? Circle or highlight
those sources in your Graphic Organizer. Looking at the subset of sources you have chosen, be
prepared to explain why you chose each source.
Supporting Question
Sources and Notes
1
3
188
Copyright © McGraw Hill
2
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Class
15. Answering Supporting Questions Now, answer the Supporting Questions that you developed at
the beginning of the activity to help you answer the Compelling Question.
Answer for Supporting Question 1:
Answer for Supporting Question 2:
Copyright © McGraw Hill
Answer for Supporting Question 3:
Communicate Conclusions
Talk About It
16. Collaborating Form a group of at least four people. Assign each person in your group one of the
following identities: a Soviet citizen who questions his or her government, a Soviet citizen who fully
supports his or her government, a Western citizen who questions his or her government, a Western
citizen who fully supports his or her government. Go through all the sources provided in this inquiry
journal, focusing on details that support your perspective. Why did some people support your
government? Why did others question government? Form a separate group with others who shared
your identity. Compare your notes. Then return to your original group and share your notes.
The Cold War, 1945 to 1989
189
Write About It
17. Informational Writing When the Cold War began, many people had wholeheartedly believed their
government was on the “good” side and would tell the truth. But the Cold War undermined their
trust in government institutions. By the end of the Cold War, it became much more common to
question one’s own government. Explain how the events and propaganda of the Cold War helped
contribute to this sense of distrust. Use at least three sources to support your answer.
Copyright © McGraw Hill
18. Answering the Compelling Question What do you think? What was the Cold War like for the
people who lived through it? Create a digital presentation that includes examples from both Soviet
and Western societies.
190
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Take Informed Action
19. Making Connections The Cold War had a dramatic impact on many American communities,
sometimes in unexpected ways. One reason the Interstate Highway System was created was to
make sure that people would be able to evacuate cities in case of a nuclear attack. Some
communities found new purpose and new opportunities for employment, working on elements of
space exploration or weapons development. Some communities struggled with the fear of
communist infiltration and the “Red Scare,” and people lost jobs and opportunities because they
were accused—fairly or unfairly—of being communist sympathizers or spies. Some communities
became gathering places for countercultural movements, which pushed back against what their
governments were telling them about the Soviet Union, the war in Vietnam, and more. Research
your community’s history in the 1950s, 1960s, 1970s, and 1980s. How did the Cold War affect
your community?
7
YOU CHOOSE
Select one of these Take Informed Action activities to apply what you’ve learned.
A. Interview multiple people who lived through the Cold War (anyone who was born before 1980 may
have some memory of this period). Ask them to describe what their lives were like during this time.
You can invite them to talk about major Cold War events that they may remember (the space race,
the Cuban Missile Crisis, Nixon’s visit to China, the Olympic boycotts of the early 1980s, the Fall of
the Berlin Wall). Do they remember fallout shelters or duck-and-cover drills? How was their
community different back then? Create a presentation that includes the highlight of each interview
you did and share your presentation with the class. You may also wish to share it with a local
historical society, museum, or library.
B. Design a virtual tour of Cold War-related sites in your community. Find local historical information to
identify fallout shelters, missile installations, civil defense buildings, homes of important Cold War
individuals, facilities connected to the space race, or locations of Cold War-era protests. For each
location, include present-day photos or video, an explanation of the site’s importance during the
Cold War, and, if possible, photos or videos of the site during the Cold War period. Share your virtual
tour with your class and with the wider community.
Copyright © McGraw Hill
C. Choose a specific Cold War event that occurred in your community or a specific Cold War figure who
came from your community. Write a research paper about this event or person. Why was this event
or person significant in the Cold War era? How did the person or event reflect attitudes within your
community at that time? How was the person or event received in your community at that time?
Focus on why this person or event was connected to your community, as well as the person or
event’s context within the larger scope of Cold War history.
The Cold War, 1945 to 1989
191
Take Informed Action Rubric: Impact of the Cold War on
American Communities
Self-Evaluation As you research, think about the following criteria. These are the criteria your teacher
will use to evaluate your Take Informed Action activity.
Peer Review Use this rubric to score the research and product developed by another classmate or
group of classmates.
4
3
The piece is wellorganized and focused
and demonstrates an
adequate
understanding of the
event or issue.
The research is
exceptionally wellwritten, detailed,
and specific.
The research is wellwritten and includes
adequate details.
2
The piece is organized
but is inconsistent in
focus and
demonstrates
an inadequate
understanding of the
event or issue.
1
The research is weakly
The piece lacks
written throughout,
organization, focus, and
providing virtually no
a basic understanding
specifics or details, and
of the event or issue.
hard to understand.
SCORE
192
The piece is
exceptionally wellorganized and focused
and demonstrates a
thorough and deep
understanding of the
event or issue.
Writing
Some of the research is
well-written, but
sections of it are harder
to understand or many
details are lacking.
Historical Accuracy
Speaking and
Listening
The piece is wellresearched and is
factually accurate.
The project
demonstrates
outstanding speaking
and listening skills.
Information is
communicated clearly
and effectively, and
participants who are
invited to share their
thoughts are listened to
carefully
and respectfully.
The piece is wellresearched but
contains some
factual mistakes.
The project
demonstrates good
speaking and listening
skills. Information is
communicated clearly,
for the most part, and
participants who are
invited to share their
thoughts are listened
to respectfully.
The piece is not wellresearched and
contains some
factual mistakes.
Parts of the project
demonstrate good
speaking and listening
skills. Information may
be communicated
clearly, but listening
skills may be less
evident, OR listening
skills may be
acceptable, but spoken
communication is
limited or unclear.
There are many
factual mistakes.
The project
demonstrates a weak
command of both
speaking and
listening skills.
Copyright © McGraw Hill
Organization
Name
Date
Class
TOPIC 13 • THE POST-COLD WAR WORLD, 1989 TO PRESENT
Migration
?
COMPELLING QUESTION
Why has recent human migration occurred, and what effects has it had on
people across the globe?
Plan Your Inquiry
You will develop Supporting Questions about migration after the Cold War. Using the
Compelling Question as your guide, you will study primary and secondary sources. Finally,
you will answer your Supporting Questions, communicate your research conclusions, and
take action based on what you have learned.
Copyright © McGraw Hill
Background Information
Human migration has become an increasingly prevalent issue facing the global community in
the post-Cold War era. There are three important terms to define when discussing migration:
migrant, refugee, and asylum seeker. A migrant is a person who moves from one place to
another. A refugee is a person who was involuntarily forced from their home country. An
asylum seeker is a political refugee seeking protection from a foreign country. Both refugees
and asylum seekers are migrants; however, not all migrants are refugees and asylum seekers.
Migration can be voluntary, meaning migrants choose to leave their home country for another
country, or involuntary, meaning that migrants are forced to leave their home country under
threat of violence, famine, civil war, or other reasons.
Numerous push and pull factors contribute to human migration. A push factor is something
that encourages, or pushes, people to leave their country including political corruption;
violence, genocide, and persecution; environmental issues such as famine, deforestation,
overgrazing, and water pollution and shortages; gender inequality; overpopulation; civil war;
and inadequate health care or education. A pull factor is something that draws, or pulls,
people to a new country, including economic opportunities, increased standards of living,
safety, and reuniting with family.
Contemporary human migrations often occur between neighboring countries or within
regions. Hundreds of thousands of Rohingya, an ethnic minority in Myanmar, fled to
neighboring Bangladesh. In Africa, civil war in Rwanda that resulted in ethnic cleansing of the
Tutsi people by the majority Hutu population contributed to an influx of Tutsi in Tanzania.
Migrants also undertake much longer journeys, often moving across or between continents.
In 2019, the United States admitted 29,916 refugees, 16,366 of whom came from Africa. The
European Union has received an influx of first-time asylum applications by non-EU citizens
over the past decade, with about 121,600 applications in 2008, 1.2 million applications in
2015, and 612,700 applications in 2019. Illegal border crossings also remain high in the EU,
with 141,700 attempted crossings in 2019―106,200 of which were by sea.
Human migration comes with significant risk and implications. Migrants who survive
arduous overland and oversea journeys often find themselves living in squalid camps with
limited access to resources. Receiving countries struggle to allocate limited resources and
experience increased strain on local populations and social infrastructure, including health
care, education, and social welfare systems. Human migrations also contribute to growing
racial and ethnic tensions between local and migrant populations and can result in
discriminatory behaviors and laws.
GO ONLINE
to use the Digital Inquiry Journal.
193
Develop Supporting Questions About Migration
1. Developing Supporting Questions Reread the Compelling Question for this topic. Think about the
reasons why recent human migration occurred and its effects on people across the globe. Develop a
list of Supporting Questions that would help you answer the Compelling Question. Remember that
Supporting Questions are questions that you need to answer first.
Supporting Question 1:
Supporting Question 2:
Copyright © McGraw Hill
Supporting Question 3:
194
Name
Date
Class
Apply Historical Concepts and Tools
2. Analyzing Sources Next, you will work with a variety of primary and secondary sources. These
sources focus on post-Cold War migration. As you read, use the graphic organizer to take notes and
to organize information about the sources.
Organizing Source Information
Copyright © McGraw Hill
Source
Title and Author/Creator
A
Reinventing the Republic:
Gender, Migration, and
Citizenship by
Catherine Raissiguier
B
Violent Borders: Refugees
and the Right to Move by
Reece Jones
C
At Europe’s Edge:
Migration and Crisis in the
Mediterranean by
Ċetta Mainwaring
D
Refugee Camp,
a photograph
E
I am Justice: A Journey
Out of Africa by
Paul Kenyon
F
Migrant Boat Crossing the
Mediterranean,
a photograph
G
“ ‘I Don’t Know What My
Future Will Be’: Advocacy
Update on Rohingya
Refugees in Bangladesh”
by Amnesty International
H
Europe and the Migrants, a
political cartoon by
Patrick Chappatte
Notes
The Post-Cold War World, 1989 to Present
195
Analyze Sources
Review and analyze Sources A–H. There are questions that accompany each source to
help you examine the source and check for historical understanding.
A
Reinventing the Republic: Gender, Migration, and Citizenship
In 2004, the European Union expanded its membership to include ten Central and Eastern
European countries: Czechia, Cyprus, Estonia, Latvia, Lithuania, Hungary, Malta, Poland,
Slovenia, and Slovakia. Concerns over the potential of an influx of cheap labor that would
take jobs from the French resulted in the use of stereotypes that promoted xenophobic and
ethnocentric beliefs and policies.
SECONDARY SOURCE : BOOK
The “Polish Plumber” entered the French political scene in 2005 in the debate that
preceded the referendum on the European Union’s constitutional treaty. The
expression had first appeared in 2004 in the French satirical political weekly Charlie
Hebdo. Philippe Val, then editor and director of the newspaper, had conjured up the
Polish plumber in his critique of a proposed European Commission directive aimed
at deregulating internal European markets.
The Polish plumber emerged again in March 2005, but this time in a declaration
made by right-wing French politician Philippe de Villiers. Resurrecting the imaginary
character used by Val in Charlie Hebdo, de Villiers alarmingly declared that the
European Commission’s proposal would allow a “Polish plumber” or an “Estonian
architect” to propose their services in France but with salaries and under the social
regulations of their country of origin. This, he added, would threaten national labor
and would ultimately lead to the dismantling of the French economic and social
system. De Villiers also shared his worries about French workers losing jobs to
“Latvian masons” and “Estonian gardeners.”. . .
Commentators on the right and left of the French political spectrum . . . and the
media developed myriad stories that helped anchor the idea of an Eastern
European worker ready to enter the French labor market and compete (unfairly)
with honest, competent, and willing French workers.
”
—Catherine Raissiguier, Reinventing the Republic: Gender, Migration, and Citizenship, 2010
myriad extremely large in number
EXAMINE THE SOURCE
3. Making Connections Are the viewpoints and debates described in the excerpt unique to France?
Cite evidence to support your response.
196
Copyright © McGraw Hill TEXT: Raissiguier, Catherine. Reinventing the Republic Gender, Migration,
and Citizenship in France. Stanford, CA: Stanford University Press, 2010.
“
Name
Date
Class
B
Violent Borders: Refugees and the Right to Move
The Strait of Gibraltar is a thirty-six-mile-long channel that connects the Atlantic Ocean and
the Mediterranean Sea. At the strait’s narrowest point, a mere eight miles (thirteen kilometers)
separate Morocco from Spain, making it a popular place for migrants to attempt to flee Africa
for Europe. Another frequently attempted point of entry for migrants is the town of Melilla, a
Spanish naval outpost in Morocco that has been under Spanish control since 1497.
SECONDARY SOURCE : BOOK
Copyright © McGraw Hill TEXT: Jones, Reece. Violent Borders Refugees and The Right to Move.
Verso Books, 2016.
“
Nador is…a popular destination for migrants from across Africa and the Middle East
who gather to slip through the EU checkpoint with false documents, climb over the
fence in the early morning hours, or catch a boat headed for the Spanish mainland,
tantalizingly close on the other side of the Mediterranean. . . .
In the past five years, as the number of migrants attempting to enter Melilla has
continued to grow, Spain has contracted with Morocco to transfer much of the work
of guarding the border to the Moroccan side. The European Union signed a joint
immigration agreement with Morocco in 2013, which provides funding in exchange
for help from the Moroccan authorities in preventing migrants from reaching the
Melilla fence. While the Spanish fence is sometimes termed a “humanitarian fence”
because it does not use barbed wire or razor wire, the new Moroccan fence, built
with EU funds in 2015 is decidedly not: it consists of rolls of concertina wire
wrapped with barbed wire, with sentry posts every hundred meters. In February
2015, a few weeks before my visit, the Moroccan authorities had carried out a major
operation to locate and detain migrants in the areas surrounding Melilla. They
cleared the major migrant camps on Mount Gurugu, detained hundreds of migrants,
and burned their structures and supplies. They moved the migrants to detention
facilities across Morocco, but predominantly in the south, far from the edges of the
European Union. It was unclear whether Morocco would eventually release the
migrants or deport them.
”
—Reece Jones, Violent Borders: Refugees and the Right to Move, 2016
concertina wire barbed or razor wire formed into large coils that can be expanded, often across the
top of a fence
EXAMINE THE SOURCE
4. Making Inferences Why do you think the Spanish government contracted out the work of border
protection to the Moroccan government?
The Post-Cold War World, 1989 to Present
197
C
At Europe’s Edge: Migration and Crisis in the Mediterranean
According to the UN Refugee Agency, the Mediterranean crossing is one of the most
dangerous in the world and has been made more so by decreased funding for search and
rescue missions in recent years. The island of Sicily is the destination for many migrants, a
disproportionate number of whom come from North Africa and the Middle East.
SECONDARY SOURCE : BOOK
“
In the context of a rising Mediterranean death toll, migrant shipwrecks have become
symbolic of political tension and ambivalence over migration control at the edge of
Europe. For many, shipwrecks denote Europe’s shame, its indifference towards
those needing rescue and refuge . . . For others, they are indicative of a migration
crisis, of the millions imagined waiting at the edge of Europe for their chance to
cross the sea. European politicians and media outlets have frequently repeated this
type of sensationalist narrative throughout the twenty-first century, despite evidence
that the number of people trying to enter Europe is much more limited.
In October 2013, Europe’s political ambivalence came to the fore when over 400
people drowned within 800 metres of the shores of Lamapedusa. The vast majority
of the men, women, and children who lost their lives so near to their destination
were refugees from Somalia, Eritrea, and Syria. The response by the Italian
government exemplifies the politics of shipwreck: it declared a national day of
mourning and granted all the deceased posthumous Italian citizenship. The Italian
president described the shipwreck as a ‘slaughter of innocents’. . . Within a year, the
government fixed an underwater plaque to the sunken shipwreck to commemorate
the 400 dead migrants . . . However, for the 150 survivors, a different fate awaited.
The government branded them ‘illegal’, fined each individual €5,000 for entering
Italy without authorization, and incarcerated them in holding centres housing four
times their normal capacity.
ambivalence having mixed or contradictory feelings
posthumous occurring after death
EXAMINE THE SOURCE
5. Explaining What does the author mean when they describe the migrant shipwrecks as “Europe’s
shame”? What does it reveal about the author’s point of view?
6. Speculating How does the Italian government’s response to the migrants who died compare with its
response to those who lived? Why do you think this is the case?
198
Copyright © McGraw Hill TEXT: Mainwaring, Cetta. At Europe’s Edge Migration and Crisis in the
Mediterranean. Oxford University Press, 2019.
”
—Ċetta Mainwaring, At Europe’s Edge: Migration and Crisis in the Mediterranean, 2019
Name
Date
Class
D
Refugee Camp
Beginning in 2015, a massive influx of refugees made its way from Turkey to the nearby
Greek islands. To stem the crisis, the Greek government organized five camps, such as
Samos, which are overcrowded, disease ridden, and lack adequate housing, food, and
health care. The camps have strained the local populations financially, overwhelmed
medical facilities, caused tourism to decline, and, some have claimed, threatened the
local culture.
PRIMARY SOURCE : PHOTOGRAPH
Copyright © McGraw Hill PHOTO: ARIS MESSINIS/AFP/Getty Images
A refugee woman stands outside of a makeshift tent on the Greek Aegean island of Samos on
February 22, 2020.
Challenge
Not everyone on the island of Samos is opposed to the presence of migrants and asylum seekers.
Samos Volunteers is one organization that works to help people living in the Samos Camp. Explore the
ways Samos Volunteers and similar organizations in Greece and in other parts of the world are working
to improve the lives of migrants and asylum seekers. In what ways do they support and assist the
populations they serve? How can you, your classmates, and your community support their efforts? Why
is their work important not only to the refugees, but to the global community at large?
EXAMINE THE SOURCE
7. Evaluating Why is this photograph considered a useful historical source? In what ways is it limited
as a historical source?
The Post-Cold War World, 1989 to Present
199
E
I am Justice: A Journey Out of Africa
Paul Kenyon, a long-time BBC News and Current Affairs journalist, published I am Justice: A
Journey Out of Africa in 2009. The nonfiction account details the extraordinary journey of
Justice Amin, a young man who flees his native Ghana for Libya in hopes of being
smuggled by boat to Great Britain. Like many other migrants, Amin is subjected to immense
danger and countless injustices during his extraordinary and courageous journey to a
new life.
PRIMARY SOURCE : BOOK
“
A man had appeared in Gurji almost incoherent with distress. He said he’d been in
the sea, swimming for hours, he wasn’t sure how many, but he’d found himself
washed up on a beach many miles from Tripoli. . . . He thought the rest were dead,
he wasn’t sure, but he didn’t think they could swim and when the boat had gone
down there was nothing left to hang onto. It was a ‘balloon boat’, he said, full of air,
and when they were out on the ocean, it had burst . . .
The story of the ‘balloon boat’ was soon the talk of Gurji. Normally, information
seeped back via men . . . who would receive phone calls after a boat had landed on
the other side. The unsuccessful crossings were different. It was the silence which
told of their fate. After a fortnight without a call, there’d be some anxiety, but the
men knew so little of the sea, they would wait another two weeks before guessing
the boat had gone down. For parents and families the wait was longer. They might
no know their son, or husband, had any intention of attempting the crossing. For
them it could be months or years before they understood the silence. Even then,
they might suspect it was disease that took him, or dehydration whilst crossing the
desert, or perhaps a beating by border guards. How could they ever know it was
the sea?
—Paul Kenyon, I am Justice: A Journey Out of Africa, 2009
fortnight a period of two weeks
EXAMINE THE SOURCE
8. Explaining Why does the author include the rhetorical question, “How could they ever know it was
the sea?”
9. Making Connections How does this perspective compare to the other sources in this Inquiry
Journal? Why is it important to include perspectives such as this when analyzing historical and
contemporary events?
200
Copyright © McGraw Hill TEXT: Kenyon, Paul. I Am Justice A Journey Out of Africa. London:
Preface, 2010.
”
Name
Date
Class
F
Migrant Boat Crossing the Mediterranean
The journey across the Mediterranean is extremely perilous for migrants. The boats are
small, fragile, inflatable, and often not seaworthy.
Copyright © McGraw Hill PHOTO: U.S. Navy photo by Chief Information Systems Technician
Wesley R. Dickey/Flickr
PRIMARY SOURCE : PHOTOGRAPH
Migrants in an inflatable boat approach the USS Carney, an American guided-missile destroyer, on
the Mediterranean Sea in 2016.
Need Extra Help?
Standards-compliant life jackets can cost as much as $150; however, some manufacturers target the
sale of cheap knockoffs to desperate and impoverished refugees. In 2016, over 1,200 imitation life
jackets filled with packaging and water-absorbing materials were seized from a Turkish workshop,
underscoring the dangerous conditions facing an already vulnerable group.
EXAMINE THE SOURCE
10. Analyzing Examine the conditions and individuals in the photograph. What do these details reveal
about the migrants?
The Post-Cold War World, 1989 to Present
201
G
“ ‘I Don’t Know What My Future Will Be’: Advocacy Update
on Rohingya Refugees in Bangladesh”
Beginning in 2017, the government of Myanmar undertook military action backed by local
mobs to expel the Rohingya, a Muslim ethnic minority group, from the country. Several
thousand Rohingya were killed in the attacks, and another 700,000 have since fled to
neighboring countries, including Bangladesh.
PRIMARY SOURCE : ADVOCACY UPDATE
“
“It is of course good that we are safe. But there is so much emotional and
psychological stress for us here. Sometimes it feels like a small corner of hell.
Everywhere is dirty. Our houses are unbearably hot. The roofs leak. Our water
pumps and toilets are right on top of where we eat and sleep. And we don’t even
know what to do about burying our dead. We cannot go on living like this.” Interview
with Kobir, Jamtoli camp, 15 February 2019
Refugees told Amnesty International that they are grateful to the Bangladesh
government, host communities and international organizations for the support
provided, but their concern that living conditions within the camps were far from
adequate was evident. In the most fundamental aspects of humanitarian assistance
– shelter, water, sanitation, health and food – the response in Bangladesh is
falling short.
Conditions within the camps are insanitary and unsafe, and falling below what is
required under international standards. Many people expressed concern about the
poor quality of the housing and difficulties accessing water and latrines. The
refugee camps themselves are overcrowded and located on hilly terrain in a region
that is vulnerable to flooding. . . .
”
—Amnesty International, “ ‘I Don’t Know What My Future Will Be’:
Advocacy Update on Rohingya Refugees in Bangladesh,” 2019
latrine a simple toilet facility that is often communal, outdoors, and dug directly into the ground
Need Extra Help?
The Rohingya are considered a stateless nation. This means that they are a distinctive group of people
united by common cultural elements—in this case, religion, language, and common descent—that do
not possess a territory or country of their own. The Rohingya are not the only stateless nation in the
world. Other examples include the Kurds living in Iran, Iraq, Syria, and Turkey and the Basques living in
France and Spain.
EXAMINE THE SOURCE
11. Analyzing Perspectives Why is it important that Amnesty International included interviews with
refugees in their report? How might the refugees’ perspectives be different from that of
an observer?
202
Copyright © McGraw Hill TEXT: Amnesty International. I Don’t Know What My Future Will Be.
London: Amnesty International, 2019.
“The camps are incredibly overcrowded, and everything gets dirty so quickly. The
pathways are crooked and in bad shape and it can be very hard for an [older] man
to move around.”
Name
Date
Class
H
Europe and the Migrants
The global influx of migrants is not just a humanitarian crisis, but a political one. While
migrants risk everything to leave their home countries in pursuit of a better life, the
governments and citizens of the migrants’ intended destinations often view the tide of
refugees and migrants as an invasion, and respond to it as such. Western countries have
taken extraordinary, and frequently inhumane, actions to prevent people from unlawfully
immigrating, including the construction of fences and border walls, incarcerations, and
deportations. This 2018 cartoon by Patrick Chappatte was published in the New York Times
and examines the issue of illegal immigration under a satirical lens.
Copyright © McGraw Hill PHOTO: Patrick Chappatte/Cagle Cartoons
PRIMARY SOURCE : POLITICAL CARTOON
This political cartoon illustrates the desperation of the migrants and how the European Union
responds to their plight.
EXAMINE THE SOURCE
12. Comparing and Contrasting How do the demeanors of the people on the wall compare and
contrast with those of the people in the boat? What does it tell you about how the artist views the
issue of immigration?
The Post-Cold War World, 1989 to Present
203
Evaluate Sources and Use Evidence
13. Citing Text Evidence Refer back to the Compelling Question and the Supporting Questions you
developed at the beginning of the topic. Then examine the evidence you gathered and recorded in
the Graphic Organizer. If you would like to change one or more of your Supporting Questions, you
may do so now. Which sources will help you answer the Supporting Questions? Circle or highlight
those sources in your Graphic Organizer. Looking at the subset of sources you have chosen, be
prepared to explain why you chose each source.
Supporting Question
Sources and Notes
1
3
204
Copyright © McGraw Hill
2
Name
Date
Class
14. Answering Supporting Questions Now, answer the Supporting Questions that you developed at
the beginning of the activity to help you in answering the Compelling Question.
Answer for Supporting Question 1:
Answer for Supporting Question 2:
Copyright © McGraw Hill
Answer for Supporting Question 3:
Communicate Conclusions
Talk About It
15. Collaborating Work in small groups of three to four students. With your group, discuss the causes
and effects of migration in the past several decades. Consider each row on your graphic organizer
as you talk about the reasons why people choose to migrate, what they face during and after their
journeys, and the responses of destination countries. As a group, determine the most significant
effect of migration. Take notes about your discussion and choose one person in the group to share
your conclusions with the class.
The Post-Cold War World, 1989 to Present
205
Write About It
16. Informative Writing What are some of the most significant effects of migration? Write a few
paragraphs that explore this question. Include any historical background or facts that you may know
and cite at least three sources from this journal to support your response.
Copyright © McGraw Hill
17. Answering the Compelling Question What do you think? Why has recent human migration
occurred and what effects has it had on people across the globe? Imagine you are an advocate
working to improve conditions and policies for migrants. Write a two-minute speech about the
conditions migrants experience before, during, and after their journeys. Make sure to include at
least three sources from this journal in your speech.
206
Name
Date
Class
Take Informed Action
18. Making Connections Migrants come to the United States for many reasons. People also migrate
from one place to another within a country, called internal migration. An example is the Great
Migration in the twentieth century from the rural South to cities in the North. Interview a family
member, friend, or acquaintance who has migrated to the United States or who has migrated within
this country. If given permission, record video or audio of your interview. How do their experiences
compare to what you’ve learned about the causes of recent migration and its effects on people
around the world? If you don’t know anyone who has migrated, ask your teacher for ideas on
organizations to contact, work with a partner, or search online for interviews conducted with
individuals who have come to the United States as migrants.
7
YOU CHOOSE
Select one of these Take Informed Action activities to apply what you’ve learned.
A. Share your interview questions and edit and present your interview notes to your class.
B. Publish an article in your school newspaper or on a blog.
Copyright © McGraw Hill
C. Create a podcast or a video using excerpts from the interview and share it in class.
The Post-Cold War World, 1989 to Present
207
Take Informed Action Rubric: Interviewing a Migrant
Self-Evaluation As you conduct your interviews, think about the following criteria. These are the criteria
your teacher will use to evaluate your Take Informed Action activity.
Peer Review Use this rubric to score the interview and product developed by another classmate or
group of classmates.
Organization
Historical Comparisons
The piece is
exceptionally wellorganized and focused
and demonstrates a
thorough and deep
understanding of the
event or issue.
The piece clearly
shows a comparison
between the
experiences described
in the Inquiry Journal
and the experiences of
someone who has
come to the United
States as a migrant.
The piece is wellresearched and is
factually accurate.
The interview questions
are exceptionally wellwritten, as is the rest of
the product.
3
The piece is wellorganized and focused
and demonstrates an
adequate
understanding of the
event or issue.
The piece shows a
comparison between
the experiences
described in the Inquiry
Journal and the
experiences of
someone who has
come to the United
States as a migrant but
is not thorough.
The piece is wellresearched but
contains some
factual mistakes.
The interview questions
are well-written, but the
rest of the product
is not.
2
The piece is organized
but is inconsistent in
focus and
demonstrates an
inadequate
understanding of the
event or issue.
The piece makes a
weak comparison
between the
experiences described
in the Inquiry Journal
and the experiences of
someone who has
come to the United
States as a migrant.
The piece is not wellresearched and
contains some
factual mistakes.
Some of the product is
well-written, but there
are mistakes.
1
The pieces does not
show a comparison
between the
The piece lacks
experiences described
organization, focus, and
in the Inquiry Journal
a basic understanding
and the experiences of
of the event or issue.
someone who has
come to the United
States as a migrant.
There are many
factual mistakes.
The product is poorly
written and there are
many mistakes.
4
Historical Accuracy
Writing/Editing
Copyright © McGraw Hill
SCORE
208
Name
Date
Class
TOPIC 14 • CONTEMPORARY ISSUES, 1989 TO PRESENT
Progress and Problems in the Digital Age
?
COMPELLING QUESTION
To what extent has technology in the digital age transformed life across the
globe?
Plan Your Inquiry
You will develop Supporting Questions about the digital age. You will study primary and
secondary sources, using the Compelling Question as your guide. You will find answers to
your Supporting Questions, communicate research conclusions, and take action based on
what you have learned.
Background Information
Copyright © McGraw Hill
The 2000s saw the growth of one of the most powerful and disruptive aspects of
technological change, digital communication or social media. Social media services allow
people to share information on the Internet and to communicate with others in an online
public setting. Social media transformed the world because it allowed anyone to produce and
share content. In previous centuries, most information was controlled by a smaller group of
people—those who published books or ran newspapers or broadcast stations, or those who
had power, like governments. Social media gave anyone the opportunity to share information
about what was happening to them or to talk about their favorite band or TV show.
Social media allowed for the creation of new global communities. It became more common
for people to consume TV shows or music from other parts of the world. Social media and
increased connectivity also allowed people to call attention to social and political issues.
Online movements developed to support or undermine political candidates or parties. People
rallied together over the Internet to raise money for charitable causes. During the COVID-19
pandemic, social media became one way to stay connected to family and friends.
On the other hand, social media demonstrated substantial problems as well. Since anyone
could produce content, there was no guarantee the content was accurate. Some people
deliberately spread false information to influence people’s actions while others spread
incorrect information without realizing it. Some people used social media to profess violent,
racist, or even genocidal views. Even people who did not express extreme views might find
themselves being attacked by others online.
While online communication may be the most obvious technological change, there are
physical ways that technology is changing the world, too. Technology, like drones, can be
used to deliver medical supplies and other urgent needs to remote areas. In this way
technology can improve life in remote or rural areas.
However, some technological advances make inequality worse. Automation offers us the
opportunity to have certain tasks completed by machines; unfortunately, automation often
leads to unemployment for lower-paid workers. AI, or artificial intelligence, often has sexist or
racist patterns built in because the AI was trained on historical data with its own racial or
gender biases. While these innovative approaches are intended to help people, there can be
negative consequences.
Most experts agree that increased digital connectivity, social media, and other
technological advances, such as drones, will continue to play a major role in life in the twentyfirst century. Whether that role will be good or bad remains to be seen.
GO ONLINE
to use the Digital Inquiry Journal.
209
Develop Supporting Questions About
the Digital Age
1. Developing Supporting Questions Reread the Compelling Question for this topic. Think about
technology and the ways in which it has changed life across the globe. Develop a list of Supporting
Questions that would help you answer the Compelling Question. Remember that Supporting
Questions are questions that you need to answer first.
Supporting Question 1:
Supporting Question 2:
Copyright © McGraw Hill
Supporting Question 3:
210
Name
Date
Class
Apply Historical Concepts and Tools
2. Analyzing Sources Next, you will work with a variety of primary and secondary sources. These
sources focus on technology and the digital age. As you read, use the graphic organizer to take
notes and to organize information about the sources.
Organizing Source Information
Copyright © McGraw Hill
Source
Title and Author/Creator
A
Misinformation,
Disinformation, and Echo
Chambers in Turkey, a
report by Baris Kirdemir
B
Risks to Human Rights in
the Digital Age, a speech
by UN High Commissioner
for Human Rights
Michele Bachelet
C
Enabling Human Rights in
the Digital Age, a report by
the Office of the High
Commissioner for
Human Rights
D
#MeToo and the Online
Proliferation of Social
Movements, an essay by
Carly Gieseler
E
Supplying Remote Areas:
Drone Blood-Banking,
Uber for Cows, and
Motorcycles, publication
edited by Kathleen Beegle
and Luc Christiaensen
F
Globalized Pop Culture,
an essay by Vladislava
Mazaná
G
Digital Development and
Growing Inequality, a
research paper by
Andrew Norton
H
Tracking the Spread of
COVID-19, a
modern photograph
Notes
Contemporary Issues, 1989 to Present
211
Analyze Sources
Review and analyze Sources A–H. There are questions that accompany each source to
help you examine the source and check for historical understanding.
A
Misinformation, Disinformation, and Echo Chambers
in Turkey
Online communication has contributed to polarization around the world. Leaders of factions
in different countries use social media to encourage their followers to take action. These
leaders can also promote false narratives that support their beliefs.
SECONDARY SOURCE : ANALYSIS
Turkey’s news media, online and offline, is far from becoming the gatekeeper of
factual information. In contrast, media outlets are among the primary producers and
amplifiers of falsehoods. Besides, inauthentic activities, fake accounts, trolls, and
bots usually overwhelm the political conversations taking place in Turkish online
social networks. . . .
In the last two decades, scientific studies documented the reciprocal relationships
between polarization, false information, and toxic (uncivil, negative, offensive,
harassing, or hate-related) conversation. For example, political polarization and
hyperpartisanship boost the spread and longevity of false information, while
disinformation often aims to strengthen the polarization and social fault lines.
Similarly, toxic discourse and related issues that affect political conversations have
a two-way relationship with both polarization and false information. Anger and
anxiety affect the spread of false, partisan, toxic, and polarizing content, while
politicians and troll armies regularly boost such emotional and psychological
factors. Most importantly . . . [this] self-reinforcing system may enable several other
threats and further vulnerabilities, ranging from hostile influence campaigns to
radicalization, violent extremism, election meddling, and widespread distrust in the
political system and institutions.
The impact of political and social polarization on Turkish society has become more
substantial in recent years. According to a survey conducted in 2017, only 29
[percent] of respondents “said they would like to be neighbors” with the supporters
of the political party they dislike. “About half of the respondents supported
wiretapping the phones of supporters of the ‘other party’, and 37 percent said they
are against participation of the members of this group in elections.”
”
— “Exploring Turkey’s Disinformation Ecosystem: An Overview,” Baris Kirdemir, 2020
EXAMINE THE SOURCE
3. Analyzing Based on this excerpt, is it accurate to say that social media/social networks are the main
reason for increasing polarization in places like Turkey? Why or why not?
212
Copyright © McGraw Hill TEXT: Kirdemir, Baris. Report. Centre for Economics and Foreign Policy
Studies, 2020. Accessed January 22, 2021. doi:10.2307/resrep26087.
“
Name
Date
Class
B
Risks to Human Rights in the Digital Age
The United Nations High Commission for Human Rights is charged with protecting the
rights of people as laid out in the 1948 UN Declaration of Human Rights. In 2019, Michelle
Bachelet, former president of Chile and the head of the Commission, gave a speech on the
risks to those rights, both from individual citizens and from governments.
PRIMARY SOURCE : SPEECH
“
. . . Online harassment, trolling campaigns and intimidation have polluted parts of
the internet and pose very real off-line threats, with a disproportionate impact on
women. In the most deadly case, social media posts targeted the Rohingya
community in Myanmar in the run-up to the mass killings and rapes in 2017. Human
rights investigators found that Facebook – and its algorithmically driven news feed
– had helped spread hate speech and incitement to violence. . . .
But over-reaction by regulators to rein in speech and use of the online space is also
a critical human rights issue. Dozens of countries are limiting what people can
access, curbing free speech and political activity, often under the pretense of
fighting hate or extremism. . . .The NGO Access Now counted 196 [internet]
shutdowns in 25 states in 2018 . . .
The dark end of the digital spectrum threatens not just privacy and safety, but
undermines free and fair elections, jeopardises freedom of expression, information,
thought and belief, and buries the truth under fake news. . . .
Copyright © McGraw Hill TEXT: Brachelet, Michelle. “Human Rights in the Digital Age - Can They
Make a Difference?” Speech, October 27, 2019.
As the digital revolution continues . . . the use of technology for both legitimate and
illegitimate purposes will increase. . . .
Digital systems and artificial intelligence create centers of power, and unregulated
centers of power always pose risks – including to human rights.
”
— “Human Rights in the Digital Age – Can They Make a Difference?”, keynote speech by
Michelle Bachelet, UN High Commissioner for Human Rights, given at Japan Society, New
York, 17 October 2019
Need Extra Help?
This speech can be hard to follow if you haven’t looked closely at these issues before. If you are
confused, take time to re-read the speech excerpt, using these notes to guide you. The first paragraph
describes the ways in which online actions have led to violence, focusing in particular on the Rohingya.
The second paragraph offers a perspective on a different risk: that a government will shut down Internet
access to suppress people who want to protest against the government. The third and fourth
paragraphs talk in more general terms about the ways digital communication can impact human rights.
EXAMINE THE SOURCE
4. Speculating Imagine you had the opportunity to sit down with Michelle Bachelet. What are three
questions you would ask her about digital technology and human rights?
Contemporary Issues, 1989 to Present
213
C
Enabling Human Rights in the Digital Age
Digital communication and social media has become a powerful force in the world. The
United Nations High Commissioner for Human Rights drafted a report on how information
and communications technology could impact human rights. The report pointed out
multiple ways that technology could be used to help and support human rights, particularly
in situations where people want to gather together to protest for social change.
PRIMARY SOURCE : REPORT
“
8. Individuals use ICT to organize assemblies, as it provides a relatively easy and
accessible means of communicating quickly and efficiently, spreading messages to
a large audience at a low financial cost. . . . Messaging and social networking
platforms that use encryption technology to prevent monitoring enhance the
security of civil society groups’ digital communication, while also providing tools
specifically geared to network organizing at the grass-roots level. . . .
9. States also use ICT to facilitate the management of assemblies. For example, the
guidelines on demonstrations developed by the municipality of Amsterdam advise
local authorities to consult social media before a demonstration to help estimate
the number of potential participants and to . . . communicate with demonstrators.. . .
11. Technology can also increase transparency and accountability for violations and
abuses that may occur during protests. ICT enables the live streaming of
assemblies through social media and the documentation of human rights violations
through the use of smartphone cameras . . . This is particularly important when the
media is unwilling or unable to cover certain protests.
12. The use of body cameras by security officials can also help to ensure
transparency and accountability for violence or human rights violations. . . . they can
offer a useful record of an event.
”
—“Impact of new technologies on the promotion and protection of human rights in the context
of assemblies, including peaceful protests,” 24 June 2020, Office of the High
Commissioner for Human Rights, Presented to the Human Rights Council at its 44th Session
ICT abbreviation for “information and communications technology”
EXAMINE THE SOURCE
5. Analyzing People have been protesting against their governments or for civil and political rights for
centuries. According to this excerpt, how have those protests changed because of social media and
information and communication technology (ICT)? In what ways have the protests not changed?
214
Copyright © McGraw Hill TEXT: United Nations High Commissioner for Human Rights. Rep. Impact
of New Technologies on the Promotion and Protection of Human Rights in the Context of
Assemblies, Including Peaceful Protests. United Nations, 2020.
10. ICT is useful for sharing information, thus . . . enabling people to be more
informed and empowered. It can enable traditionally marginalized groups . . . civil
rights and racial equality activists; environmental and land rights defenders; women
human rights defenders; lesbian, gay, bisexual, transgender and intersex activists;
people living in remote areas; and indigenous peoples . . . diaspora communities
and people with disabilities.
Name
Date
Class
D
#MeToo and the Online Proliferation of Social Movements
#MeToo was a hashtag used to start online conversations about sexual harassment and
sexual violence. The #MeToo movement spread throughout many industries and across the
globe. It sparked important conversations about misconduct and, in some cases, led to
criminal proceedings against individuals.
SECONDARY SOURCE : BOOK EXCERPT
“
#IBelieveHere—Northern Ireland
#YoTambien—Spanish-speaking nations
#QullaVoltaChe—Italy
#AnaKaman—Arabic-speaking nations
#BalanceTonPorc—France
Within the first twenty-four hours of the #MeToo call to action, similar movements
erupted in multiple languages and cultures. Survivors and supporters spoke up in
Arabic, Farsi, German, French, Hindi, and Spanish across eighty-five nations . . .
Copyright © McGraw Hill TEXT: Gieseler, Carly. The Voices of #MeToo From Grassroots Activism to
a Viral Roar. Lanham, MD: Rowman & Littlefield, 2019.
A cyclical system emerged as initially, a few women spoke out, then these voices
were united in a collective . . . leading to a demand that these stories be not only
heard but believed. This incited and united movements around the world;
subsequently, a wave of alleged predators toppled from their positions of power. . . .
The digital capabilities of a social media movement enable survivors to educate
themselves, which is particularly significant in cultures where education on gender
equality and sexual violence and misconduct remains scarce. Further, learning
about progressive movements through social media platforms encourages
survivors around the world to connect and share, creating a contagious network of
support as people seek change at the local, regional, and global levels. . . .
. . .Google Trends created a visualization of the growth and spread of the movement
. . . As our revolving planet emerges in the background, the words “Me Too Rising”
materialize on the screen. . . . In real time, the viewer watches the world respond
and contribute to #MeToo as top searching cities from Brewongle, Australia to
Chicalim, India to Mississippi Mills, Canada appear to the right of the screen. The
top search results relating to #MeToo in those cities appear as links that take the
viewer directly to the stories. . . .
”
— “Global Responses to #MeToo: ‘The Fastest Way to Discredit Any Women’s Rights Struggle Is
to Say It Comes from Somewhere Else’” in The Voices of #MeToo: From Grassroots Activism
to a Viral Roar, Carly Gieseler, 2019
EXAMINE THE SOURCE
6. Analyzing Perspectives Why was social media such a crucial component of the #MeToo movement?
How did social media change people’s perspectives on issues like #MeToo?
Contemporary Issues, 1989 to Present
215
E
Supplying Remote Areas: Drone
Blood-Banking, Uber for Cows,
and Motorcycles
While online communication may be the most
obvious technological change, there are physical
ways that technology is changing the world, too.
In some parts of the world, technology like drones
can be used to deliver medical supplies and other
urgent needs to remote areas. This report
highlights multiple ways technology can improve
life in remote or rural areas.
PRIMARY SOURCE : REPORT
. . . Other [transportation] applications are being developed, such as the short
message service (SMS)-based Moovr in Kenya—an Uber for cows. It connects truck
drivers in Kenya with smallholder farms in remote areas who want to get their cattle
to market. . . . It reduces search and matching costs, breaks transport monopolies,
and helps farmers capture the economies of scale and services from a vehicle
without having to own one . . .
Finally, following the trade liberalization and increased South-South trade,
especially with China and India, new forms of transport have come within the reach
of small, informal sector businesses . . . Motorcycles as well as motorized tricycles
able to carry up to one ton of goods along Africa’s rugged rural roads are widely
seen today across rural Africa . . . In 10 years, the number of motorcycles in
Tanzania increased from fewer than 10,000 to 800,000.
”
—Accelerating Poverty Reduction in Africa,
Kathleen Beegle and Luc Christiaensen, eds., 2019
EXAMINE THE SOURCE
7. Analyzing Perspectives This excerpt comes from a text published by The World Bank that focuses
on innovative approaches to reducing poverty in African nations. How is that perspective valuable?
What perspectives might be missing from this excerpt, and how might that affect this document’s
usefulness to researchers?
216
Copyright © McGraw Hill PHOTO: Jason Florio/Redux, TEXT: Beegle, Kathleen, and Luc
Christiaensen, eds. Accelerating Poverty Reduction in Africa. Washington, D.C.: World Bank Group,
2019.
“
A lab technician holds a blood delivery made by
a drone.
Leapfrogging the physical connectivity gap is
more challenging. Drones may provide one
solution. With today’s technology, they can
help deliver small, valuable items such as blood and medical supplies to remote
areas. The widely touted partnership between drone start-up Zipline and the
Rwandan Ministry of Health provides one example. It reduced the delivery time
from four hours to less than 45 minutes and reduced dependence on reliable
electricity to store medicines. By 2017, more than 20 percent of the blood supply
outside of the capital, Kigali, was delivered by drones. . . . Orders can be placed on
WhatsApp, and delivery is announced one minute before arrival. The company is
now expanding its service in Tanzania. . . .
Name
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F
Globalized Pop Culture
Hallyu, literally translated as “Korean wave,” was
a deliberate result of efforts by the South Korean
government to promote the spread of Korean
culture. K-pop, or Korean pop music, has been
one of the most successful hallyu products.
SECONDARY SOURCE : BOOK EXCERPT
“
Hallyu is making its way to the hearts of
teenagers who are making the Korean wave
rise in small communities. In the case of the
Czech Republic . . . K-pop is particularly
popular. A community of so-called K-poppers
gathers around a citizens’ association which
makes efforts to organize fan events, K-pop
contests, and overall promotion of Korean
popular culture . . . Koreans understand the
term globalization as an obligation to spread
Korean culture—both traditional and popular—
into other parts of the world.
The global popularity of K-Pop groups like BTS,
shown in this image, was a direct result of
digital technology.
Copyright © McGraw Hill PHOTO: ZUMA Press, Inc./Alamy Stock Photo, TEXT: Mazana, Vladislava,
Cultural Perceptions and Social Impact of the Korean Wave in the Czech Republic. in The Global Impact
of South Korean Popular Cultrue. Marinescu, Valentina, ed Lanham, MD: Lexington Books, 2014.
Supported by the Korean government and companies, Korean culture is promoted .
. . The Korean embassy in the Czech Republic declares the spread of Hallyu to be
one of its goals in the field of cultural relations. . . .
. . . Although the beginnings of Hallyu date back to the 1990s, the year 2007
represents a turning point, since it is when the Korean wave began to spread via
social media (such as Youtube) and social networks (for example, Facebook) and
gained new supporters around the world. . . .
In general . . . the Korean wave is more popular among women. The main reason for
this is favorable perception . . . is the concept of a romantic and caring Korean man.
In contrast to the Czech stereotype, Korean men, as presented by K-drama and
other Hallyu products, care about their appearance and express their feelings and
emotions. . . . The vision of a romantic character is enforced through K-pop lyrics
and music videos. Based on the impressions transmitted through K-drama, K-pop,
and K-films, female supporters of Hallyu admit they would wish to have a
Korean partner.
”
— “Cultural Perception and Social Impact of the Korean Wave in the Czech Republic,”
Vladislava Mazaná in The Global Impact of South Korean Popular Culture: Hallyu Unbound,
2014
EXAMINE THE SOURCE
8. Evaluating How did the growth of social media make the spread of hallyu possible?
Contemporary Issues, 1989 to Present
217
G
Digital Development and Growing Inequality
Some technological advances make inequality worse. Automation offers us the opportunity
to have certain tasks completed by machines; unfortunately, automation often leads to
unemployment for lower-paid workers. AI, or artificial intelligence, often has sexist or racist
patterns built in because the AI was trained on historical data with its own racial or
gender biases.
SECONDARY SOURCE : RESEARCH REPORT
“
There is a range of mechanisms through which accelerating automation and digital
information might affect inequality within countries. These include: boosting the
advantage of wealth over labour; hollowing out of the workforce (relative declines
in the mid-and lower-skilled employment share); weakening of labour institutions;
and erosion of the tax base (thereby weakening state capability of redistribution). .
..
. . . Like any other form of rapid change, the impacts of automation, AI and
enhanced ICT will be different for different social groups. Impacts will be specific to
different sectors and forms of technological changes. Initially, for example, selfdriving vehicle technologies are likely to disadvantage predominantly male
workforces in the global North. By contrast, if automation brings industrial garment
manufacture back to the North, the workforce affected will be largely female and
from the global South. Likewise, digital call centres using AI and voice recognition
software could displace women’s jobs — 89 per cent of call centre staff in the
Philippines, for example, are female.
”
—Andrew Norton, director of the International Institute for Environment and Development,
“Automation and Inequality: The Changing World of Work in the Global South,” 2017
Challenge
Many people may lose their jobs because of automation or AI in the workplace. Different political
leaders and organizations have proposed various solutions to address these potential unemployment
issues. Research the proposed solutions. Develop a presentation that outlines the potential job loss
risks and the potential solutions. Share your presentation with the class, then invite the class to vote on
the various proposed solutions. Which one(s) do they think could be most helpful?
EXAMINE THE SOURCE
9. Analyzing Perspectives How does this report provide an important perspective on the issues of
automation and AI in the workplace? What perspectives are missing from this report? How might
that limit understanding of the role automation and AI played in changing the workplace?
218
Copyright © McGraw Hill TEXT: Norton, Andrew. Report. International Institute for Environment and
Development, 2017. Accessed January 26, 2021. http://www.jstor.org/stable/resrep02662.
The argument that automation will increase the advantage of capital over labour is
simple and intuitive. Owners of robots will benefit more than workers they replace. .
. . In most industrialised countries, labour’s share of national income has been
falling since the 1970s. And the process is visible in some middle income countries,
with a particularly steep drop in China. Automation is likely to increase this process
under more scenarios, further concentrating wealth and income in fewer hands. . . .
Name
Date
Class
H
Tracking the Spread of COVID-19
As COVID-19 swept across the world, governments and organizations needed to track its
spread. Websites became a useful way to share this information across borders, between
experts, and with ordinary citizens who were wondering how to keep themselves safe.
Tracking sites also helped scientists determine what steps actually worked to mitigate the
spread of the disease.
PRIMARY SOURCE : MODERN PHOTOGRAPH
Copyright © McGraw Hill PHOTO: Geert Vanden Wijngaert/Bloomberg/Getty Images
Governments and groups like the European Union and the World Health Organization used technology
to track the spread of the COVID-19 pandemic.
Challenge
COVID-19 is probably the biggest worldwide event that has occurred during your or your immediate
family’s lifetimes. Conduct interviews with at least three family members, neighbors, or other people
who were adults during the COVID-19 pandemic. Create a historical record of what they remember
about the spread of information and misinformation during the pandemic, as well as the role technology
played in helping (or failing to help) people during this period. If possible, collect images and artifacts
from this era. Put together a report and share what you learned with the class. If possible, work with one
or more classmates to create an online “Museum of the COVID-19 Era” that includes interviews, images,
and artifacts.
EXAMINE THE SOURCE
10. Speculating Imagine you were going to write a research paper about how people used technology
to find and share information during the COVID-19 pandemic. What questions would you need to
research? What information could help you understand the role technology played during this
period in history?
Contemporary Issues, 1989 to Present
219
Evaluate Sources and Use Evidence
11. Citing Text Evidence Refer back to the Compelling Question and the Supporting Questions you
developed at the beginning of the topic. Then examine the evidence you gathered and recorded in
the Graphic Organizer. If you would like to change one or more of your Supporting Questions, you
may do so now. Which sources will help you answer the Supporting Questions? Circle or highlight
those sources in your Graphic Organizer. Looking at the subset of sources you have chosen, be
prepared to explain why you chose each source.
Supporting Question
Sources and Notes
1
Copyright © McGraw Hill
2
3
220
Name
Date
Class
12. Answering Supporting Questions Now, answer the Supporting Questions that you developed at
the beginning of the activity to help you in answering the Compelling Question.
Answer for Supporting Question 1:
Answer for Supporting Question 2:
Copyright © McGraw Hill
Answer for Supporting Question 3:
Communicate Conclusions
Talk About It
13. Collaborating Work with your classmates in groups of four. Two group members should focus on
sources that describe ways technology is improving life or society. The other two should focus on
ways technology is damaging life or society. Work in two smaller teams to gather as much
information as possible to support your view of the topic. Then rejoin the other half of your group.
Share what you learned and take notes on what the other half learned.
Contemporary Issues, 1989 to Present
221
Write About It
14. Argumentative Writing Is technology doing more good in the world, or more harm? Using at least
three sources from this journal, write an essay to answer this question. Use the information you
gathered with your team earlier in the Collaborating activity to help you.
Copyright © McGraw Hill
15. Answering the Compelling Question What do you think? To what extent has technology in the
digital age transformed life across the globe? Write a two-minute speech that includes excerpts from
at least two sources to support your answer.
222
Name
Date
Class
Take Informed Action
16. Making Connections Technology is changing life across the country. Research current events and
situations in your community and think about how technology is changing life and government in
your community. Here are some topics to consider:
• S
ocial Media and Activism: What activism or protests have occurred recently in your community?
How did social media contribute to that activism?
• L
ocal Government and Technology: How is your local government using the Internet, social
media, or other ICT to communicate with people or to invite public comment on issues?
• P
hysical Technology to Help People: How are local governments or public services using
technological advances like drones to deliver supplies, look for missing persons, or evaluate
damage from hurricanes, tornadoes, or wildfires?
• T
echnology and Healthcare: How are local hospitals, doctors’ offices, or clinics using technology
to help people to be healthier in your community? What lessons did they learn from COVID-19
about providing healthcare using technology?
• T
echnology and Employment: How have changes in technology affected employment in your
community? Has your community lost jobs because of automation or AI? Have new businesses
developed in your community because of technological breakthroughs?
Do some research and narrow down your focus to one of these topics. Find someone who is involved in
this work and interview them. Possible people to interview: a mayor or city council member, someone
who manages technology for the city or county, people who work at local technology companies, public
service employees (firefighters, police officers, etc.), health care workers, or other experts or people
who provide community services.
7
YOU CHOOSE
Select one of these Take Informed Action activities to apply what you’ve learned.
A. Conduct additional interviews. Look for people who have different perspectives—for example,
someone who lost a job because of technological changes and someone who got a new, better job
because of technology. Create a simple website that features a short explanation of your topic, along
with a summary of each interview and a short biography of each person you interviewed. Your
responsibility will be to provide context, the additional information someone needs to understand
the issue and the interviews. The context should be based on research and might include statistics,
explanations of new technologies, or images that illustrate your point. Your goal should be to inform
your readers about this topic.
B. Create a short documentary that illustrates an event that occurred in your community related to this
topic—for example, how your town used technology to recover after a hurricane, what happened to
the community when people lost their jobs due to automation, or the way local people used social
media to protest a particular issue.
Copyright © McGraw Hill
C. Use what you have learned about technology and your community to develop a short speech, similar
to a TED talk. A TED talk is a brief speech that may include images or video clips to support what the
speaker is saying. Make sure your speech includes evidence from your interview and your research.
Contemporary Issues, 1989 to Present
223
Take Informed Action Rubric: Interview about Technological
Change
Self-Evaluation As you conduct your interview, think about the following criteria. These are the criteria
your teacher will use to evaluate your Take Informed Action activity.
Peer Review Use this rubric to score the interview and product developed by another classmate or
group of classmates.
4
3
2
1
SCORE
224
The piece is
exceptionally wellorganized and focused
and demonstrates a
thorough and deep
understanding of the
event or issue.
The piece is wellorganized and focused
and demonstrates an
adequate
understanding of the
event or issue.
The piece is organized
but is inconsistent in
focus and
demonstrates an
inadequate
understanding of the
event or issue.
Writing
The research is
exceptionally wellwritten, detailed,
and specific.
The research is wellwritten and includes
adequate details.
Some of the research is
well-written, but
sections of it are harder
to understand or many
details are lacking.
The research is weakly
The piece lacks
written throughout,
organization, focus, and
providing virtually no
a basic understanding
specifics or details, and
of the event or issue.
hard to understand.
Historical Accuracy
Speaking and
Listening
The piece is wellresearched and is
factually accurate.
The project
demonstrates
outstanding speaking
and listening skills.
Information is
communicated clearly
and effectively, and
participants who are
invited to share their
thoughts are listened to
carefully
and respectfully.
The piece is wellresearched but
contains some
factual mistakes.
The project
demonstrates good
speaking and listening
skills. Information is
communicated clearly,
for the most part, and
participants who are
invited to share their
thoughts are listened
to respectfully.
The piece is not wellresearched and
contains some
factual mistakes.
Parts of the project
demonstrate good
speaking and listening
skills. Information may
be communicated
clearly, but listening
skills may be less
evident, OR listening
skills may be
acceptable, but spoken
communication is
limited or unclear.
There are many
factual mistakes.
The project
demonstrates a weak
command of both
speaking and
listening skills.
Copyright © McGraw Hill
Organization