World War One
The first social studies unit in quarter 3 is World War One. There are a few different things building tension in Europe before France Ferdinand was shot and killed, sparking immediate conflict between the two major alliances.
M: Militarism - Each country was building up a large army in order to protect themselves from invasion
A: Alliances - Each country made sure they had a few powerful friends to protect them
I: Imperialism - Each country was fighting over colonies, and there right to rule
N: Nationalism - The people of every country believed in it, so when there leaders were killed, conflict strikes.
The two major alliances were Triple Alliance, and the Triple Entente. The Triple Alliances consisted of Germany, Italy, and Austro-Hungary, while the Triple Entente consisted of France, Great Britain, and Russia.
When France Ferdinand of Austro-Hungary was assassinated, it declared war on Serbia, the home of the killer. This quickly brought Germany into the fight, as it was aligned with Austro-Hungary. Russia, feeling bad for Serbia, quickly declared war on Germany and it's ally, involving France and Britain in the war. Italy and The U.S. declared Neutrality.
The alliances were quickly shaken up though, when a German U-boat sunk an Passenger boat containing 128 Americans, and Germany promised Mexico U.S. territory if they declared war on The States. America Declared War on Germany, and after political issues, Italy declared war on Austro-Hungary. Germany immediately gained allies in The Ottoman Empire and Bulgaria.
Deadly Trench Warfare led to many casualties , including millions on the Russian Fronts. Russia withdrew from the War and signed an Armistice with Germany after inside civil war. The war finally ended when German leaders realized, that the Allies had more resources then they did, and they would give in before the rest of Europe. Germany signed the Treaty of Versailles, forcing them to accept extremely high Reparations, and acknowledge their part in starting the War. This treaty would eventually lead to World War Two.
Work under this Topic:
World War Two Propaganda Poster (See Below)
The Main Point of my Poster is to encourage regular Men to enlist in the army, to support your country. Many Families of Veterans are proud of the fact that their Siblings, Children, or Parents, were willing to risk their life in service of there country. The goal of my poster, is to encourage people to make the sacrifice of fighting in War, for this family pride
World War OneThe first social studies unit in quarter 3 is World War One. There are a few different things building tension in Europe before France Ferdinand was shot and killed, sparking immediate conflict between the two major alliances.
Propaganda PosterThe Main Point of my Poster is to encourage regular Men to enlist in the army, to support your country. Many Families of Veterans are proud of the fact that their Siblings, Children, or Parents, were willing to risk their life in service of there country. The goal of my poster, is to encourage people to make the sacrifice of fighting in War, for this family pride
Nationalism is a nation with a common language, culture, religion, etc. Countries today build nationalism by sharing a common history, initiating public school systems, establishing national anthems. Countries in the 1800s did so by taking over other countries , and unifying the people under one cause and government. Germany, Japan, Italy, and the United States are all great examples of nationalism.
I scored a 100 on a Nationalism review assignment.
The Industrial Revolution
Before the industrial revolution, everyone in the world had one job, survive. Buy as much land was possible, take care of it, then grow whatever you could. This was the life of many Generations of European Families. Starting in the 1800s, the industrial revolution, would change that for everyone.
Causes of Change
New inventions flooded England and much of Europe. Large farming machinery increased the amount of food in everyday villages to an extent that very little people there had to farm. Transportation also became much faster and more efficient, since trains and railroads were being manufactured in large amounts. This created a large demand for coal and fossil fuels. Giant Textile factories put local stores out of business, and created clothes in astonishing amounts for it's time period.
Life During the Revolution
Life during the Industrial Revolution actually was not very glamorous. Children starting at age 3 would work 16 hour work shifts, in order to provide for their family. Factories were dangerous, and many died from pollution or the large machinery that was rotating three inches away from there workspace. Adults were run out of jobs because they cost 6 times as much money as children and women did to hire. Men would turn to crime in their shame, and the streets littered with thieves.
Life After the Revolution
As much as most people would hate to say it, the lives we have today would not exist if it weren't for child labor and the industrial revolution. The 1800s gave us large machinery, and electricity that would shape our lives and economy today.
Absolutism and Enlightenment
The last couple of days I have been working on layered curriculum about Absolutism and Enlightenment. Absolutism was the idea that one person would have absolute power over a certain area. These rulers were called monarchs. They claimed that God chose them to rule, that they had a divine right to power, that was why they were king.
Enlightenment was an era where people began to challenge this common believe. Many philosophers began to ask what the true point of government was. Religion, Culture, and especially government were challenged on their role in a person's life. Some argued that a monarch was needed to keep people in check, while others said that people should get to choose how they live their life.
My final project is at https://flipgrid.com/034eab
My final project is at https://flipgrid.com/034eab
Trans-Atlantic Slave Trade
This week in class I learned about the Trans-Atlantic Slave Trade. This was a relationship between Europe, Africa, and America were slaves were exchanged for goods throughout the three continents. Europe would give guns and alcohol to Africa in exchange for slaves. These slaves would be shipped off to america where they were traded for cotton, and sugarcane. These materials would make their way to Europe where they were sold, starting the process all over again.
This trade would continue for hundreds of years. Africans were mistreated and sold like products. Racism is still alive today, and continues to wreck the lives of millions of people.
Paper Slide Conquistador Video
My classmates and I learned recently about spanish conquistadors that visited the new world. We were instructed to chose one to make a paper slide video about. My group chose Francisco Pizarro, who journeyed down the South American Coast in search of the Inca's fabled cities of gold. He eventually found them, killed their leader Atahualpa, and started a war that would eventually end in successful spanish conquest. Our video is the one labeled Casey, Leo, Angela.
Good Things about our Video -
We did a good job getting our point across and giving detailed information, and speaking clearly.
Bad Things about our Video -
Some of our artistic features were less than adequate. In the future, my classmates and I will make sure to put more effort into our work.
Age of Exploration Project
Recently me and my classmates did a project on explorers during the time of Columbus. My project was on a man named Giovanni da Verrazzano who explored for France. He journeyed to the american Continent and made his way to the New York Bay Area. His discoveries allowed for many improvements in maps and cartography. I scored a perfect %100 on this project.