Modern Europe
Packet
Name: _______________________
Period: ______
Modern Europe Essential Questions
What were the political, social, and technological consequences of the Scientific Revolution?
Describe major themes and thinkers of the Enlightenment.
Find and list similarities between the ideas of the Enlightenment to the French Revolution.
What were three major causes of the industrial revolution?
How did imperialism, militarism, nationalism and alliances create the conditions for World War One?
Explain the causes of the Russian revolution and how they helped lead toward World War Two.
Why did war break out in Europe as well as start World War Two?
What is anti Semitism and how was it used during the Holocaust?
During the holocaust Ghettos were used to segregate and control Jews. What were ghettos in Europe?
What is genocide and how does it relate today? Does it still exist?
How did death camps evolve during the holocaust?
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Origins
The Enlightenment Intro Organizer
#1
Thomas Hobbes
John Locke
Jean Jacques
Rousseau
Page 2
#2
Documents
and
movements
Government
Page 3
The Themes of the
Enlightenment
Modern World Civilization
Spring 2009
The Role of Reason
• The Enlightenment stressed that Reason could cure mankind of all past injustices.
• In such a new world a perfect society was almost insured.
• Through reason man could discover the Natural Laws that regulated society.
• Once that is done man can reach Progress that would guarantee human betterment.
The Intellectuals and the Enlightenment
• The intellectuals who adopted this position were called Philosophes.
• Not all of them were French.
• Few were Philosophers in the strict sense of the term.
• The philosophes were social critics, publicists, political scientists, economists, and social
reformers.
The Age of Optimism
• This was the work of Alexander Pope who believed that it was the best of all possible
worlds.
• Not everyone agreed.
• Once such person was Voltaire.
• Voltaire did this in a satire called Candide.
• While others agreed with Voltaire, for the most part, the age was overly optimistic.
Concerns of the Philosophes
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• They attacked laws, institutions, and practices.
• Everything that they considered to be unreasonable or unnatural.
• The Philosophes believed that the people had the capability to make the changes that
would make life better.
• Their view of the future was bright.
A Practical Example
• The American Revolution was a model.
• Particularly The Declaration of Independence.
• The Declaration stressed “The Pursuit of Happiness” was a fundamental human right.
• Which was on par with “Life and Liberty.”
• The view people could possibly obtain them was revolutionary.
• This was a clear departure from the Middle Ages.
Descartes
Early Background to the Enlightenment
• The key players in this were Descartes, Bacon, Locke, and Newton.
• Of these men, Descartes at first is important.
• He sought to find a universal mathematical formula that would explain everything.
Descartes Methodological Principles
• Systematic Doubt.
• Logical analysis.
• Strict progression of synthesis.
• Careful review of procedures.
• And Conclusion.
• He wanted to use mathematics as a language of universal precision.
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The World of Isaac Newton (1642-1727)
• Newton is important for his work in:
• Optics
• Light
• Gravity
• and Mathematics
• But more important was he work on the Social Order of the Universe
Newton’s Important Work
• Newton’s Mathematical Principles of Natural Philosophy was published in Latin in 1687.
• He should the whole universe worked according to fixed laws.
• Those laws were Natural Laws.
• He saw the world as a great mechanical work of God.
• Soon people thought this was better than Revelation.
John Locke (1632-1704)
•
He wrote a treatise on the defense of England’s Glorious Revolution of 1688.
•
This was called Two Treatises of Government in 1690.
•
In the Second Treatise he noted men are free, equal, and independent.
•
People submit to government because they find it convenient.
•
Not because of a divine right of the monarchy.
•
People make a compact or contract with the government to be governed.
Locke Challenges Tradition
• He denied that people submit to authority from birth.
• In his Essay Concerning Human Understanding (1690).
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• Locke believed that the newborn mind was tabula Rasa, a blank slate.
• In other words, environment and reason were more important than heredity and faith.
The Result of Locke’s Work
• Locke paved the way for a critical examination of the Old Regime.
• Consequently the men of the enlightenment grasped for what they called “The
Newtonian World Machine.”
The Dark Side: A Question of Hobbes
•
Thomas Hobbes (1588-1679) had a different view.
•
He believed that man was driven to government by the fear of extinction.
•
He supports absolute monarchy.
•
His main work was the Leviathan (1651).
The New Thinking Supports the Philosophes
• Technological advances were supported by the public faith in natural law and progress.
• The Philosophes cheered each and every new advance in scientific research.
Advances in Biology
• A key player was Linnaeus (1707-78).
• He demonstrated the natural laws in family relationships.
• He classified every known plant and animal and classified them by species.
• He placed species in a genus and then into a class.
Work in Chemistry
• Two important figures were Joseph Black (1728-88) and Lavoisier (1743-94).
• Lavoisier studied gasses and introduced the term oxygen.
• Lavoisier also discovered that water is composed of both hydrogen and oxygen.
• Lavoisier believed that all substances were composed of a relatively small number of
basic elements.
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• That number was 23.
Astronomy
• One important person was Laplace (1749-1827).
• He was called “The Newton of France.”
• He worked on celestial mechanics and explained the movement of the solar system in as
a series of mathematical formulas and theorems.
Physics
•
An significant American was Benjamin Franklin (1706-1790).
•
He demonstrated that lightening and electricity were one and the same.
•
His experiment with a kite in a thunderstorm drew worldwide attention.
•
He even visited Versailles.
The Impact on the Philosophes
• Almost everybody in the 18th Century who thought they were somebody tried an
experiment.
• Voltaire was serious about Chemistry.
• Montesquieu studied Physics.
• Many European countries had a Royal Society to promote knowledge.
• Soon this fanned out into the countryside.
The Internationalization of Knowledge
• The scholars or philosophes paid little attention with national borders.
• Even in wartime they corresponded with each other.
• In other words, it was business as usual.
The Cosmopolitan World of the Eighteenth
Century Thinkers
• The roots of the movement were found in France and England.
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• Soon it spread to Scotland, Germany, Italy, Spain, and even the New World.
• But more importantly, it demonstrated French domination of the cultural scene.
Thomas Jefferson on France
The Importance of Speaking French
What Made France So Important?
• French was the mode of communication.
• The Salons of Paris help spread the ideas of the Enlightenment.
• The Encyclopedie served as a tool to spread the ideas of the movement.
• French was the language of diplomacy too.
The Encyclopedie
• It was edited by Denis Diderot (1713-84).
• First published in 1751.
• Included articles by Montesquieu, Rouseau, Voltaire, Turgot, Candorcet, and Quesnay.
• Not everyone liked it, including Louis XV, the Printers, and the Church.
• Louis XV’s mistress, Madame de Pompadour managed to get it in print.
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Box D) Write one adjective in this box that describes
you theme. Be ready to explain why you chose this
adjective
Box B) In this box your to explain your theme in 2 to 3
sentences IN YOUR OWN WORDS. Again be sure to
write clearly so that everyone might be able to read it.
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Box C) In this box you should describe the theme as if you were
advertising it on a billboard for the public to see. Pretend as though you
live during the Enlightenment (1500s-1700s) and you are trying to
convince viewers to follow and put your theme into practice. Consider
billboards today and use them as inspiration.
Box A) The Theme Title should go in this box. Be sure that it looks nice and is easy to read.
Directions: Using one of the themes from the “Enlightenment Themes” page complete the following below. Be sure that you do a
good job since these will be presented to the entire class by Mr. Bishop on the BIG SCREEN. Below there is a template displaying
how to fill out the Quick Look Outline on the next page.
Quick Look
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The French Revolution Organizer
“A Dual
Revolution”
Revolutionary Ideas
Equality
Liberty
Roots of Liberalism
(Freedom)
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British North
America
Central and South
America
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Revolutionary Ideas Continued
“The Atlantic
Revolution”
The French
Revolution
The Events of the French Revolution
Origins
What were the
Motivations of the
Revolutionaries
(Lower Class)?
“The Great
Fear”
Declaration of the
Rights of Man—
August 27, 1789
The Reign of Terror
Napoleon
Bonaparte
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The Events of the French Revolution Cont.
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Legacies of
the French
Revolution
Excerpt from The Declaration of the Rights of
Man and of the Citizen
The document below was written by Marquis de Lafayette with help from his friend and neighbor, American envoy to France,
Thomas Jefferson. Lafayette had come to the Colonies at age 19, been commissioned a Major General, and was instrumental in
the defeat of the British during the American Revolutionary War. He considered one special man his 'father': George
Washington. French King Louis XVI signed this document, under desperation, but he never intended to support it. Indeed, the
Revolution in France soon followed, leading to the tyrannical rule of Napolean Bonaparte.
The Representatives of the French people, organized in National Assembly, considering that ignorance,
forgetfulness, or contempt of the rights of man are the sole causes of public miseries and the corruption
of governments, have resolved to set forth in a solemn declaration the natural, inalienable, and sacred
rights of man, so that this declaration, being ever present to all the members of the social body, may
unceasingly remind them of their rights and duties; in order that the acts of the legislative power, and
those of the executive power, may at each moment be compared with the aim and of every political
institution and thereby may be more respected; and in order that the demands of the citizens, grounded
henceforth upon simple and incontestable principles, may always take the direction of maintaining the
constitution and welfare of all.
In consequence, the National Assembly recognizes and declares, in the presence and under the auspices
of the Supreme Being, the following rights of man and citizen:
Articles:
1. Men are born free and remain free and equal in rights. Social distinctions can be based only on
public utility.
2. The aim of every political association is the preservation of the natural and imprescriptible rights of
man. These rights are liberty, property, security, and resistance to oppression.
3. The sources of all sovereignty resides essentially in the nation; no body, no individual can exercise
authority that does not proceed from it in plain terms.
4. Liberty consists in the power to do anything that does not injure others; accordingly, the exercise of
the rights of each man has no limits except those that secure the enjoyment of these same rights to the
other members of society. These limits can be determined only by law.
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5. The law has only the rights to forbid such actions as are injurious to society. Nothing can be
forbidden that is not interdicted by the law, and no one can be constrained to do that which it does not
order.
6. Law is the expression of the general will. All citizens have the right to take part personally, or by
their representatives, and its formation. It must be the same for all, whether it protects or punishes. All
citizens, being equal in its eyes, art equally eligible to all public dignities, places, and employments,
according to their capacities, and without other distinction than that of their virtues and talents.
7. No man can be accused, arrested, or detained, except in the cases determined by the law and
according to the forms it has prescribed. Those who procure, expedite, execute, or cause arbitrary
orders to be executed, ought to be punished: but every citizen summoned were seized in virtue of the
law ought to render instant obedience; he makes himself guilty by resistance.
8. The law ought only to establish penalties that are strict and obviously necessary, and no one can be
punished except in virtue of a law established and promulgated prior to the offense and legally applied.
9. Every man being presumed innocent until he has been pronounced guilty, if it is thought
indispensable to arrest him, all severity that may not be necessary to secure his person ought to be
strictly suppressed by law.
10. No one should be disturbed on account of his opinions, even religious, provided their manifestation
does not upset the public order established by law.
11. The free communication of ideas and opinions is one of the most precious of the rights of man;
every citizen can then freely speak, write, and print, subject to responsibility for the abuse of this
freedom in the cases is determined by law.
12. The guarantee of the rights of man and citizen requires a public force; this force then is instituted
for the advantage of all and not for the personal benefit of those to whom it is entrusted.
13. A general tax is indispensable for the maintenance of the public force and for the expenses of
administration; it ought to be equally apportioned among all citizens according to their means.
14. All the citizens have a right to ascertain, by themselves or by their representatives, the necessity of
the public tax, to consent to it freely, to follow the employment of it, and to determine the quota, the
assessment, the collection, and the duration of it.
15. Society has the right to call for an account of his administration by every public agent.
16. Any society in which the guarantee of the rights is not secured, or the separation of powers not
determined, has no constitution at all.
17. Property being a sacred to and inviolable right, no one can be deprived of it, unless illegally
established public necessity evidently demands it, under the condition of a just and prior indemnity.
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The Bill of Rights
(First 10 Amendments of the US Constitution)
Amendment 1: Congress shall make no law respecting an establishment of religion, or prohibiting the
free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people
peaceably to assemble, and to petition the Government for a redress of grievances.
Amendment 2: A well regulated Militia, being necessary to the security of a free State, the right of the
people to keep and bear Arms, shall not be infringed.
Amendment 3: No Soldier shall, in time of peace be quartered in any house, without the consent of the
Owner, nor in time of war, but in a manner to be prescribed by law.
Amendment 4: The right of the people to be secure in their persons, houses, papers, and effects,
against unreasonable searches and seizures, shall not be violated, and no Warrants shall issue, but upon
probable cause, supported by Oath or affirmation, and particularly describing the place to be searched,
and the persons or things to be seized.
Amendment 5: No person shall be held to answer for a capital, or otherwise infamous crime, unless on
a presentment or indictment of a Grand Jury, except in cases arising in the land or naval forces, or in
the Militia, when in actual service in time of War or public danger; nor shall any person be subject for
the same offence to be twice put in jeopardy of life or limb; nor shall be compelled in any criminal case
to be a witness against himself, nor be deprived of life, liberty, or property, without due process of law;
nor shall private property be taken for public use, without just compensation.
Amendment 6: In all criminal prosecutions, the accused shall enjoy the right to a speedy and public
trial, by an impartial jury of the State and district wherein the crime shall have been committed, which
district shall have been previously ascertained by law, and to be informed of the nature and cause of the
accusation; to be confronted with the witnesses against him; to have compulsory process for obtaining
witnesses in his favor, and to have the Assistance of Counsel for his defence.
Amendment 7: In Suits at common law, where the value in controversy shall exceed twenty dollars,
the right of trial by jury shall be preserved, and no fact tried by a jury, shall be otherwise re-examined
in any Court of the United States, than according to the rules of the common law.
Amendment 8: Excessive bail shall not be required, nor excessive fines imposed, nor cruel and
unusual punishments inflicted.
Amendment 9: The enumeration in the Constitution, of certain rights, shall not be construed to deny or
disparage others retained by the people.
Amendment 10: The powers not delegated to the United States by the Constitution, nor prohibited by
it to the States, are reserved to the States respectively, or to the people.
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Find the Similarities
Directions: Using the space provided, list the different similarities between the Declaration of the
Rights of Man and of the Citizen and The Bill of Rights. For 20 points extra credit you may also list the
similarities between the Declaration of Independence and the Declaration of the Rights of Man and of
the Citizen (you will need your Declaration of Independence worksheet completed prior too).
Dec of the Rights of Man <-> Dec of Ind
(Extra Credit)
Dec of the Rights of Man <-> Bill of Rights
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Manufacturing
Origins
Effects of the Industrial
Revolution
The Industrial Revolution Organizer
Who is this guy and what did he do?
Who is this man and why was he important?
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1
List three
manufacturing
negatives in your
own words
2
Energy and
Transportation
3
England
Continental Europe
VS.
Technology
Short Term:
Midterm:
Long Term:
Page 22
The War Begins
(Graphic Organizer)
Four Causes of the War
World Imperialism
Nationalism
Alliance System
Starting the Alliance
Militarism
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Assassination Sparks War in Europe
Fighting Starts
Trench Warfare
Conditions
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Decoding the Zimmerman Note
http://www.archives.gov/education/lessons/zimmermann/activities.html
Teaching With Documents:
The Zimmermann Telegram
Decoding a Message
In substitution codes, the letters of the plaintext (message to be put into secret form) are replaced
by other letters, numbers, or symbols. In this code system, each letter of the alphabet and each of
the numbers from 1 to 9 appears in the matrix of the grid. Each letter in the grid is replaced by two
letters in the coded message. The first letter in the message is from the vertical axis of the grid, and
the second letter is from its horizontal axis. For example, if "DG" were the first two letters to
decipher in a cryptogram, you would find the letter "D" on the vertical axis and the letter "G" on
the horizontal axis. Trace them across the grid to their intersection at the letter "A" in the plaintext.
To decode the fictitious message in the cryptogram, begin by grouping each set of two letters
starting with the first two letters (FG) and continuing through the message. The code letters are
arbitrarily arranged in groups of five letters. Some letter pairs will carry over from one line to the
next. As you locate each letter in the grid, you should write that letter above the pair of code
letters to which it corresponds. There are no punctuation marks in the telegram, so your teacher
may need to help you in clarifying the message.
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Grid
A
D
F
G
V
X
A
B
2
E
5
R
L
D
I
9
N
A
1
C
F
3
D
4
F
6
G
G
7
H
8
J
0
K
V
M
O
P
Q
S
T
X
U
V
W
X
Y
Z
Cryptogram
FGAFA
AAVXA
DGAVX
VADAD
DVDDD VGA
VXVDX
DVDDF
AFDXG
XGDDG
AVFDV
X
VAAFX
GDADX
VDDXD
AVXXV
AAAVD
AVXDA
VVGDD
XAVDG
DXGXV
XVDVF
VVAFD
XAVAF
VXDXV
DFDAF
XAVVV
FAVAF
VVVVV
ADGXV
AXAFD
GGXFX
AFAVV
ADGDF
VFAXV
DVXXF
DAVXG
DVAAF
XGDAD
XVDVF
AVAFV
FDGAV
AFVXV
DAXAF
DGXDA
FAFVA
AADGV VVVXV
VDDFV
VGDVD
AVVXD
FVDVX
DADXA
F
AAAFA
VDFVV
VXVDA
VFGFG
XFDGV
DFFXV
XVDDF
FDDX
VGDDA
Page 26
The Great War
Recognizing Propaganda
Directions: Read the following information below and answer questions 1-4
using complete sentences.
Propaganda consists of ideas, information, or rumors that are spread deliberately for the purpose of
influencing people's thoughts or actions.
The goal of propagandists, or those who create and spread propaganda, is to further their own cause
or damage an opposing cause. The information given may be true. However, it is usually only one side
of an issue or may be presented in a distorted manner.
Propaganda can be directed at either a country's own population or the population of the enemy,
depending on the desired effect. It can also be delivered in many different forms. Many countries,
including the United States had special departments within the government whose sole purpose was
the creation and spreading of propaganda.
Propaganda has been used throughout history. During World War One, both the Allies and Central
Powers used propaganda to win and maintain public support for the war effort. One of the most
frequently used methods a country used for spreading propaganda among its own population was
posters.
1. What is propaganda? (Complete Sentence)
2. What two types of population can propaganda be directed at? (Complete
Sentence)
3. What has been a frequent method for the distribution of propaganda? (Complete
Sentence)
4. Why was this method only used for a country's own population? (Complete
Sentence)
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Hun: A German. A barbarous or destructive person.
Offensive slang used as a term of insult for a
German soldier.
Half Truth: Providing only those facts
that support a cause or point of view.
Using proper form, write a paragraph (3 to 5 sentences) explaining how the poster
above is an example of the technique of Half Truth.
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Name Calling: Describing one's enemies as
barbarians or less than human.
Using proper form, write a paragraph (3 to 5 sentences) explaining how the poster
above is an example of the technique of Name Calling.
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Negative Imagery:
Symbols that portray the enemy in the worst
possible light.
Using proper form, write a paragraph (3 to 5 sentences) explaining how the poster
to the right is an example of the technique of Negative Imagery.
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Positive Imagery:
Identify a cause with a famous person or noble idea.
Using proper form, write a paragraph (3 to 5 sentences) explaining how the poster to
the left is an example of the technique of Positive Imagery
Page 31
Comic Strip Key
Directions: A soldier’s life during WWI was not considered an
easy one. Being away from ones family, not having running water,
and not having the proper equipment to live are just some of the
many things that a soldier had to bare. Using the comic
template, describe one of these soldiers lives in the trenches
during the war. You must choose one of the letters on the next
page to help you with your story. Make sure that every box is
filled with an image, text, and color. Be sure to also create a
title (which needs to be placed at the top of your template).
Next to your title be sure to label which solider you are
writing about.
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Captain Rowland Fielding to his wife, 14 December 1916.
I can never express in writing what I feel about the men in the trenches and nobody who has not seen
them can ever understand. According to the present routine, we stay in the front line eight days and
nights, then go out for the same period. Each company spends four days and four nights in the firetrench before being relieved. The men are practically without rest. They are wet through much of the
time. They are shelled and trench-mortared. They may not be hit, but they are kept in a perpetual
state of unrest and strain. They work all night and every night, and a good part of each day, digging
and filling sandbags, and repairing the breeches in the breastworks, that is when they are not on
sentry. The temperature is icy. They have not even a blanket. The last two days it has been snowing.
They cannot move more than a few feet from their posts. Therefore, except when they are actually
digging, they cannot keep themselves warm by exercise and when they try to sleep they freeze. At
present they are getting a tablespoon of rum to console them, once in three days. (www.asn.am)
Private George Coppard, With A Machine Gun to Cambrai (1969)
A full day's rest allowed us to clean up a bit, and to launch a full scale attack on lice. I sat in a quiet
corner of a barn for two hours delousing myself as best I could. We were all at it, for none of us
escaped their vile attentions. The things lay in the seams of trousers, in the deep furrows of long thick
woolly pants, and seemed impregnable in their deep entrenchments. A lighted candle applied where
they were thickest made them pop like Chinese crackers. After a session of this, my face would be
covered with small blood spots from extra big fellows which had popped too vigorously. Lice hunting
was called chatting. In parcels from home it was usual to receive a tin of supposedly death-dealing
powder or pomade, but the lice thrived on the stuff.(www.asn.am)
Guy Chapman, A Passionate Prodigality: Fragments of Autobiography (1933)
One morning, while I was inspecting the rifles of the sentries on duty, I was startled, not to say
alarmed, by three whizz-bangs bursting as it seemed all round my head. I heard one coming very
close, caught a glimpse of it out of the tail of my eye, and at that moment slipped. I picked myself up,
but before I could reach my full height, the minnie burst. A furious hot whirlwind rushed down, seized
me and flung me violently back against the earth. I lay half-stunned while a rain of earth and offal
pattered down on me, followed by something which whizzed viciously and stuck quivering in the
trench wall; it was a piece of jagged steel eighteen inches long. (www.asn.am)
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Page 34
The Shell Shook Organizer
Daily Death in the
Trenches
The Rats and
Their Friends
Rum, Rifles and
the Breakfast
Truce
Page 35
#3
#2
#1
Page 36
Daily Boredom
Patrolling No
Mans Land
And the Smell
#1
#3
#2
War Game
(Video Guide)
1.) Why were the young men interested in going to war over playing “football” (soccer)? Be sure to describe more than
two reasons at least.
2.) How come the soldiers suits were the color of mud and not red? Explain.
3.) Do you think Will was describing actual conditions completely during his time spent in the trenches to his mother
through letters? Why do you think he took the approach that he did? Explain.
4.) What did the British soldiers hear while they were in the trenches the night before Christmas? What event happened
following this? Explain in detail.
5.) There is a singing make believe like character throughout the film with a mustache. What is the Americanized version
of this character? Why are these characters important?
6.) How come the German and British soldiers were ordered not to play football anymore? Isn’t peace better than war?
Why haven’t we heard mention of this happening in previous American wars and how is this wars situation so much
different?
Page 37
Treaty of Versailles
At the conclusion of the war, German delegates came to Paris expecting to negotiate with the Allies the shape
of the peace. Instead they discovered that there would be no discussion; the heads of states of the victors
would unilaterally make up the treaty. Thus the Peace Conference ended with the Germans given a document,
the Treaty of Versailles, to sign that required them to agree to all its many provisions (excerpted below). The
peace was dictated, not negotiated, and the Germans received it with great bitterness. In order to force the
Germans into an agreement, The Allied naval blockade was not lifted until the Treaty was signed on 28 June
1919. This blockade caused untold hardship on German civilians, including starvation. It along with the Treaty
would become yet another weapon in Adolph Hitler's arsenal of hate.
Article 42
Germany is forbidden to maintain or construct any fortifications either on the left bank of the Rhine or on the
right bank to the west of a line drawn 50 kilometers to the east of the Rhine.
Article 45
As compensation for the destruction of the coal-mines in the north of France and as part payment towards the
total reparation due from Germany for the damage resulting from the war, Germany cedes to France in full and
absolute possession, with exclusive rights of exploitation, unencumbered and free from all debts and charges of
any kind, the coal-mines situated in the Saar Basin.
Article 49
Germany renounces in favour of the League of Nations, in the capacity of trustee, the government of the
territory defined above. At the end of fifteen years from the coming into force of the present Treaty the
inhabitants of the said territory shall be called upon to indicate the sovereignty under which they desire to be
placed.
Article 51
The territories, which were ceded to Germany in accordance with the Preliminaries of Peace signed at Versailles
on February 26, 1871 and the Treaty of Frankfort of May 10, 1871, are restored to French sovereignty as from
the date of the Armistice of November 11, 1918. The provisions of the Treaties establishing the delimitation of
the frontiers before 1871 shall be restored...
Article 87
Germany, in conformity with the action already taken by the Allied and Associated Powers, recognizes the
complete independence of Poland.
Article 159
The German military forces shall be demobilized and reduced as prescribed hereinafter.
Article 160
By a date, which must not be later than March 31, 1920, the German Army must not comprise more than seven
divisions of infantry and three divisions of cavalry. After that date the total number of effectives in the Army of
the States constituting Germany must not exceed one hundred thousand men, including officers and
establishments of depot The Army shall be devoted exclusively to the maintenance of order within the territory
and to the control of the frontiers. The total effective strength of officers, including the personnel of staffs,
whatever their composition, must not exceed four thousand.
The Great Germany General Staff and all similar organisations shall be dissolved and may not be reconstituted in
any form.
Ironically, a national German Army did not exist prior to the Treaty of Versailles. Instead during the war,
Germany had four armies from the Kingdoms of Prussia, Bavaria, Saxony, and Württemberg. Before the war,
these were organized into 217 infantry regiments, of which 166 were Prussian, 24 Bavarian, 17 Saxon, and 10
Württemberger.
Article 231
The Allied and Associated Governments affirm and Germany accepts the responsibility of Germany and her
Allies for causing all the loss and damage to which the Allied and Associated Governments and their nationals
have been subjected as a consequence of the war imposed upon them by the aggression of Germany and her
allies.
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Directions: After reading the Treaty of Versailles on the previous page answer the
following questions below using complete sentences.
1.) What articles sought to keep Germany from ever making war again?
2.) What was the maximum allowed size of the German Army? When was the German Army
actually created?
3.) Where is Germany forbidden to build fortifications?
4.) Which article recognizes the independence of a new nation? What was that nation?
5.) Which article returns territory (Alsace-Lorraine) to France?
6.) Which article places guilt for the war on Germany?
7.) What must Germany do in compensation for the destruction of the French coal mines?
8.) Explain how much input was the German delegation to the peace conference allowed to give?
9.) Do you think the demand for reparations was a fair request? Was it realistic to expect Germany
to disarm permanently? EXPLAIN!
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Prelude To WWII Notes
Page 40
Passport Activity
Name: ______________________________
Date of Birth: ________________________
Place of Birth: ________________________
This is card #____________
Each passport card has four pages. The first page provides a biographical sketch of the person. The
second describes the individual’s experiences from 1933 to 1939, while the third describes events during
the war years. The final section describes the fate of the individual and explains the circumstances—to
the extent that they are known—in which the individual either died or survived.
Fill in all the necessary sections below as well as above (card # is on the fourth page). Be sure to answer
each section using at least 3 complete sentences in your own words.
1.) Describe the life of your character.
2.) What were their experiences between 1933 and 1939 in Europe.
3.) Where were they and what did they do during the years that the world was at war?
4.) Did they survive. Describe any feelings that you might have about the person. If you have no immediate feelings, list 2 questions
that weren’t answered in the passport.
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Europe Before and After
Others Who Were
Considered Inferior.
How did the Nazi’s Feel About
the Jews?
The Holocaust Organizer
What was the Holocaust?
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Page 43
Nazi Propaganda and Antisemitism
Concentration Camps
The Holocaust Text and Questions
SETTING THE STAGE As part of their vision for Europe, the Nazis proposed a new racial order. They proclaimed that
the Germanic peoples, or Aryans, were a “master race.” (This was a misuse of the term Aryan. The term actually
refers to the Indo-European peoples who began to migrate into the Indian subcontinent around 1500 B.C.) The
Nazis claimed that all non-Aryan peoples, particularly Jewish people, were inferior. This racist message would
eventually lead to the Holocaust, the systematic mass slaughter of Jews and other groups judged inferior by the
Nazis.
To gain support for his racist ideas, Hitler knowingly tapped into a hatred for Jews that had deep roots in European
history. For generations, many Germans, along with other Europeans, had targeted Jews as the cause of their
failures. Some Germans even blamed Jews for their country’s defeat in World War I and for its economic problems
after that war. In time, the Nazis made the targeting of Jews a government policy. The Nuremberg Laws, passed in
1935, deprived Jews of their rights to German citizenship and forbade marriages between Jews and non-Jews. Laws
passed later also limited the kinds of work that Jews could do.
“Night of Broken Glass” Worse was yet to come. Early in November 1938, 17-year-old Herschel Grynszpan
(GRIHN•shpahn), a Jewish youth from Germany, was visiting an uncle in Paris. While Grynszpan was there, he
received a postcard. It said that after living in Germany for 27 years, his father had been deported to Poland. On
November 7, wishing to avenge his father’s deportation, Grynszpan shot a German diplomat living in Paris.
When Nazi leaders heard the news, they launched a violent attack on the Jewish community. On November 9, Nazi
storm troopers attacked Jewish homes, businesses, and synagogues across Germany and murdered close to 100
Jews. An American in Leipzig wrote, “Jewish shop windows by the hundreds were systematically . . . smashed. . . .
The main streets of the city were a positive litter of shattered plate glass.” It is for this reason that the night of
November 9 became known as Kristallnacht (krih•STAHL•NAHKT), or “Night of Broken Glass.” A 14-year-old boy
described his memory of that awful night:
P R I M A RY S O U R C E
All the things for which my parents had worked for eighteen long years were destroyed
in less than ten minutes. Piles of valuable glasses, expensive furniture, linens—in short,
everything was destroyed. . . . The Nazis left us, yelling, “Don’t try to leave this house!
We’ll soon be back again and take you to a concentration camp to be shot.”
M. I. LIBAU, quoted in Never to Forget: The Jews of the Holocaust
Kristallnacht marked a major step-up in the Nazi policy of Jewish persecution. The future for Jews in Germany
looked truly grim.
A Flood of Refugees After Kristallnacht, some Jews realized that violence against them was bound to increase. By
the end of 1939, a number of German Jews had fled to other countries. Many however, remained in Germany. Later,
Hitler conquered territories in which millions more Jews lived. At first, Hitler favored emigration as a solution to
what he called “the Jewish problem.” Getting other countries to continue admitting Germany’s Jews became an
issue, however. After admitting tens of thousands of Jewish refugees, such countries as France, Britain, and the
United States abruptly closed their doors to further immigration. Germany’s foreign minister observed, “We all
want to get rid of our Jews. The difficulty is that no country wishes to receive them.”
Isolating the Jews When Hitler found that he could not get rid of Jews through emigration, he put another plan into
effect. He ordered Jews in all countries under his control to be moved to designated cities. In those cities, the Nazis
herded the Jews into dismal, overcrowded ghettos, or segregated Jewish areas. The Nazis then sealed off the
ghettos with barbed wire and stone walls. They hoped that the Jews inside would starve to death or die from
disease. Even under these horrible conditions, the Jews hung on. Some formed resistance organizations within the
ghettos. They also struggled to keep their traditions. Ghetto theaters produced plays and concerts. Teachers taught
lessons in secret schools. Scholars kept records so that one day people would find out the truth.
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Hitler soon grew impatient waiting for Jews to die from starvation or disease. He decided to take more direct
action. His plan was called the “Final Solution.” It was actually a program of genocide, the systematic killing of
an entire people. Hitler believed that his plan of conquest depended on the purity of the Aryan race. To protect
racial purity, the Nazis had to eliminate other races, nationalities, or groups they viewed as inferior—as
“subhumans.” They included Roma (gypsies), Poles, Russians, homosexuals, the insane, the disabled, and the
incurably ill. But the Nazis focused especially on the Jews.
The Killings Begin As Nazi troops swept across Eastern Europe and the Soviet Union, the killings began. Units from
the SS (Hitler’s elite security force) moved from town to town to hunt down Jews. The SS and their collaborators
rounded up men, women, children, and even babies and took them to isolated spots. They then shot their prisoners
in pits that became the prisoners’ graves. Jews in communities not reached by the killing squads were rounded up
and taken to concentration camps, or slave-labor prisons. These camps were located mainly in Germany and
Poland. Hitler hoped that the horrible conditions in the camps would speed the total elimination of the Jews. The
prisoners worked seven days a week as slaves for the SS or for German businesses. Guards severely beat or killed
their prisoners for not working fast enough. With meals of thin soup, a scrap of bread, and potato peelings, most
prisoners lost 50 pounds in the first few months. Hunger was so intense, recalled one survivor, “that if a bit of soup
spilled over, prisoners would . . . dig their spoons into the mud and stuff the mess in their mouths.”
The Final Stage The “Final Solution” reached its last stage in 1942. At that time, the Nazis built extermination camps
equipped with huge gas chambers that could kill as many as 6,000 human beings in a day. (See the map on page
953.) When prisoners arrived at Auschwitz (OUSH•vihts), the largest of the extermination camps, they paraded
before a committee of SS doctors. With a wave of the hand, these doctors separated the strong—mostly men—from
the weak—mostly women, young children, the elderly, and the sick. Those labeled as weak would die that day.
They were told to undress for a shower and then led into a chamber with fake showerheads. After the doors were
closed, cyanide gas poured from the showerheads. All inside were killed in a matter of minutes. Later, the Nazis
installed crematoriums, or ovens, to burn the bodies.
The Survivors Some six million European Jews died in these death camps and in Nazi massacres. Fewer than four
million survived. Some escaped the horrors of the death camps with help from non-Jewish people. These rescuers,
at great risk to their own lives, hid Jews in their homes or helped them escape to neutral countries. Those who
survived the camps were changed forever by what they had experienced. As Elie Wiesel, nearly 15 years old when
he entered Auschwitz, noted:
P R I M A RY S O U R C E
Never shall I forget the little faces of the children, whose bodies I saw turned into
wreaths of smoke beneath a silent blue sky. Never shall I forget those flames which
consumed my faith forever. . . . Never shall I forget those moments which murdered
my God and my soul and turned my dreams to dust. . . . Never.
ELIE WIESEL, quoted in Night
1. For each term or name, write a sentence explaining its significance.
2. What was the new racial order proposed by the Nazis?
Page 45
3. What Nazi action marked the final stage of the “Final Solution”?
4. How did some non-Jews oppose Hitler’s “Final Solution”?
5. ANALYZING MOTIVES Why might people want to blame a minority group for most of their country’s
problems?
6. MAKING INFERENCES Why do you think the German people went along with the Nazi policy of
persecution of the Jews?
7. RECOGNIZING EFFECTS What impact did the Holocaust have on the Jewish population of Europe?
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Environment
Nazi’s Excuse for
Creation
Origins
Life in the Ghettos Organizer
Page 47
Page 48
Judenraete
Warsaw Ghetto
Doctors of Cruelty
Adult Male Jews are
Arrested
Detention Facilities
Nazi Camps Organizer
Page 49
Page 50
Genocide Past to Present
Genocide
Auschwitz: Surprising
Beginnings Ep1
(Stop at 40min)
1.) What was the “Final Solution”? What kind of Nazi “squads were used to carry this out?
2.) What was the first Auschwitz built and organized to be?
3.) If an Auschwitz prisoner stole another prisoners food what normally happened to the theif? How did the Nazi guards
regulate this?
4.) Why was the area of Auschwitz so important to the Nazis? What did it produce? Why was this important?
5.) How did the Germans feel about the Soviets? What did the SS officer interviewed in the film describe them as being?
6.) Why were doctors from the Youth and Asia Program looking for the mentally restarted individuals from Auschwitz?
What did they want to do with them?
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Page 52
Neutral
Allied
Key Box
WWII Axis and Allied Powers Map
Key
(Step 1) Label all of the following countries that were apart of the Axis Powers. Be sure the color
all of them the same color as well as identify what this color is in the “key box”.
Italy, Poland, Finland, Romania ,East Prussia (Ger.), Czechoslovakia, Austria, Hungary, Yugoslavia,
Bulgaria, Albania
(Step 2) Label all of the following countries that were apart of the Allied Powers. Be sure the
color all of them the same color as well as identify what this color is in the “key box”.
Norway, France, Turkey, Algeria (France), Egypt, Libya (Italy), Great Britain, Soviet Union
(Step 3) Label all of the following countries that were apart of the Neutral Powers. Be sure the
color all of them the same color as well as identify what this color is in the “key box”.
Ireland, Portugal, Switzerland, Spain, Sweden
(Step 4) Label all of the following cities and bodies of water (You do not have to color
the water).
Bodies of Water: Atlantic Ocean, North Sea, Mediterranean Sea, English Channel, Adriatic Sea,
Black Sea, Baltic Sea
Cities: Madrid, Hamburg, Bucharest, Minsk, Munich, Naples, London, Kiev, Budapest, Lyons,
Berlin, Kharkov, Warsaw
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Page 54
Reference Map
Odd But True Facts About
World War Two
1.) Monopoly games manufactured in England were really escape kits for POWs. 35,000 POWs escaped from Germany
and Italy. About one third of these credited the contraband games for their escape.
2.) Hitler and Eva Braun (Wife for 40 Years) are buried under a garbage dump in what was East Germany.
3.) The first German serviceman killed in the war was killed by the Japanese (China, 1937).
4.) The first American serviceman killed was killed by the Russians (Finland 1940).
5.) The highest ranking American killed was LtGen. Lesley McNair, killed by the US Army Air Corps.
6.) The youngest US serviceman was 12 year old Calvin Graham, USN. He was wounded in combat and given a
Dishonorable Discharge for lying about his age.
7.) At the time of Pearl Harbor the top US Navy command was called CINCUS (pronounced "sink us").
8.) The shoulder patch of the US Army's 45th Infantry division was the Swastika.
9.) Hitler's private train was named "Amerika".
10.) The US 8th Air Force shot down 6,098 fighter planes, 1 for every 12,700 shots fired.
11.) The term "The whole 9 yards" came from WWII fighter pilots in the Pacific.When arming their airplanes on the
ground, the .50 caliber machine gun ammo belts measured exactly 27 feet, before being loaded into the fuselage. If the
pilots fired all their ammo at a target, it got "the whole 9 yards."
12.) German Me-264 bombers were capable of bombing New York City but the Germans thought it wasn't worth the
effort.
13.) The US Army had more ships than the US Navy.
14.) When the US Army landed in North Africa, among the equipment brought ashore was 3 complete Coca Cola bottling
plants.
15.) Among the first "Germans" captured at Normandy were several Koreans. They had been forced to fight for the
Japanese Army until they were captured by the Russians then forced to fight for the Russian Army until they were
captured by the Germans then forced to fight for the German Army until they were captured by the US Army.
16.) German submarine U-120 was sunk by a malfunctioning toilet.
Page 55
Cartooning a Fact Rubric
Facts are like walnuts: shells are hard and boring, but if you crack one open, sweet meat awaits inside. One way
to crack open facts and numbers is to cartoon them for the reader and for yourself. What do I mean by cartoon?
Well, let me show you. If I am doing a report on ants, I may stumble across a true fact such as that an ant can
carry up to twenty times its own body weight. Now that is an interesting fact that will get more interesting if I
cartoon it. The simplest way to do this is to say: if I were an ant, I could carry twenty times my body weight. If I
weight 150 pounds, that is 3000 pounds. Now we have a number, but lets not stop there. Let’s make this number
something a reader can see. An average refrigerator weighs 300 pounds. If I were an ant, I could carry ten
refrigerators at once. Or one Ford Focus.
Directions:
Using the “WWII Odd But True Facts” on the previous page, as well the blank sheet of paper after this rubric,
pick one fact and create a cartoon explaining what that fact means. Be sure that you find a fact that is interesting
to you. This will help you greatly.
Tip:
Try using wacky comparisons when you cartoon a numerical fact. If your dinosaur has a neck eighty feet long,
compare it to the local church that has a steeple only fifty feet high.
Requirements:
________ / ______Pts A written description of your fact. This can be in the first, second or third person. Be
sure that it is a complete sentence.
________ / ______ Pts A creative drawn out image of your fact. This image must have color and cover at
least half of your page. A viewer must be able to look at the picture and understand the
fact.
________ / ______ Pts The fact and descriptions actually makes sense with the comparison
chosen and is creative.
________ /________ Pts Total
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Page 57
WWII in HD Ep.9 – Edge of the Abyss
1.) How long was FDR (Franklin D. Roosevelt) president during WWII until his 4 th inauguration?
2.) Describe the winter conditions US soldiers were in in Europe. What did they have and what didn’t they have?
3.) In your opinion was the invasion of Okinawa a success? Explain why or why not.
4.) Where did Nolen Marbrey work after the war?
WWII in HD Ep.10 – End Game
1.) What year did FDR die?
2.) What do you think Rick Blunt means when he says “you listen but you don’t hear”?
3.) What was the bloodiest campaign of the Pacific War for the Americans?
4.) How many battle stars did June Wandrey receive for her service in the war?
Page 58
Unit Self Assessment
Modern Europe Check List:
Please answer in all honesty using complete sentences
Overall this unit…..
I am most proud of……
I could’ve improved upon…..
The most interesting thing I learned…..
What really made me think….
My packet had the following items completed to the best of my ability:
Page Number
Assignment
1
Modern Europe Essential Questions
Points
Possible
15
2-3
The Enlightenment Intro Organizer
15
4-10
The Enlightenment Explanations
0
11-12
Enlightenment Quick Look
25
13-16
The French Revolution Organizer
15
17-20
A Declaration of the Rights of Man
30
21-22
23-24
25-26
The Industrial Revolution Organizer
The War Begins (Graphic Organizer)
Decoding the Zimmerman Note
15
15
20
27-31
The Great War: Recognizing Propaganda
45
32-33
Comic Strip Key
0
34
Comic Strip Template
40
35-36
The Shell Shook Organizer
15
37
The War Game Video
15
38-39
Treaty of Vesalius
25
40
Prelude to WWII Notes
15
41
Passport
20
42-43
The Holocaust Organizer
15
44-46
The Holocaust Text Questions
30
47-48
Life in the Ghettos Organizer
15
49-50
Nazi Camps Organizer
15
51
Auschwitz Ep.1 Questions
25
52-54
WWII Map Activity
40
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Points
Earned
Points/Teachers Initials/
Date Graded.
55
Odd But True Facts About WWII
0
56-57
Cartooning a Fact
35
58
WWII in HD Questions
25
59-60
WWII Unit Check List
15
Totals 
Totals 
540
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