UNIT THREE!bassetthistory.weebly.com/uploads/1/2/7/0/127069238/... · 2020-01-10 · The Great War...
Transcript of UNIT THREE!bassetthistory.weebly.com/uploads/1/2/7/0/127069238/... · 2020-01-10 · The Great War...
UNIT THREE!
November 21, 2019
Turn In: Nothing
◦Do Now: Take out your phone
along with your gold Unit Tracker
◦Objective: Begin Unit 3
Feel Good Fact: Smiles are
innate in humans.
Unit Two Reflection
•Go to my website
•Click on resources- Honors resources
•Click on "Unit Two Reflection"
•Answer questions.
• Then begin filling out unit tracker.
Main Themes from Unit Two
◦Progress- Industrialization
◦Nationalism- pride in one's country
◦Liberalism- changing society requires political change
◦Money, greed, power- Imperialism
Unit Three: WWI
◦How do we think the
themes/events of unit two are
going to play into our next unit,
WWI?
◦Predictions?
Age of Imperialism (1875-1914)
◦We just left off discussing imperialism
◦Scramble for Africa / East Asia
◦Motivated by nationalism, superiority, and economic gain
Formation of Rivalries...
◦Nationalism
◦ Imperialism
◦Militarism & arms race
◦ Industrialization races
◦Balance of Power
◦Old, bitter disputes
Key Players:
◦Germany
◦Italy
◦Russia
◦Austria-Hungary
◦Ottoman Empire
◦Britain
◦France
Militarism (Arms Race)
◦ Otto von Bismarck made it his goal to keep the unified
German State prepared to defend itself against France.
◦Germany wants to be strongest- begins stockpiling
weapons starting in 1911
◦All other nations, fearing German power, begin
stockpiling weapons as well.
Alliances
◦ Over time, countries throughout Europe made mutual defense
agreements that would pull them into battle. These treaties meant that
if one country was attacked, allied countries were bound to defend
them. Before World War 1, the following alliances existed:
◦ Russia and Serbia
◦ Germany and Austria-Hungary
◦ France and Russia
◦ Britain and France and Belgium
◦ Japan and Britain
Nationalism
◦Sparked by the Industrial Revolution and the unification of various
European countries
◦Who is superior? Who is the best?
◦Much of the origin of the war was based on the desire of the Slavic
peoples in Bosnia and Herzegovina to no longer be part of Austria
Hungary but instead be part of Serbia. In this way, nationalism led
directly to the War.
◦Ultimately, Each country tried to prove their dominance and power
Imperialism
◦ Imperialism from all of Europe in Africa and asia
◦ Specifically, Germany was attempting to control lands in Africa, a place that Britain and France were already established.
◦ In 1905 and 1911 Germany was attempting to keep France from imposing a protectorate on Morocco. (First Moroccan Crisis)
◦ As a result, Britain and France became closer allies in the conflict against Germany.
◦ Britain and France quickly found that keeping Germany out of Africa, the Germans would not be able to build themselves into a threatening power.
Assassination
◦ In June 1914, a Serbian-nationalist terrorist group called the Black
Hand sent groups to assassinate the Archduke.
◦ Their first attempt failed when a driver avoided a grenade thrown at
their car.
◦Later that day a Serbian nationalist named Gavrilo Princip
assassinated him and his wife while they were in Sarajevo, Bosnia
which was part of Austria-Hungary. This was in protest to Austria-
Hungary having control of this region.
◦ Serbia wanted to take over Bosnia and Herzegovina.
The Great War Starts
◦This assassination led to Austria-Hungary declaring war on
Serbia. When Russia began to mobilize due to its alliance with
Serbia, Germany declared war on Russia.
◦Thus began the expansion of the war to include all those
involved in the mutual defense alliances.
East-West V. Central
◦Ottoman’s join Triple Alliance to get even with Russia from Russo-
Turk War
◦Two teams:
◦ Britain (Belgium), France, Russia (Serbia) = Triple Entente = Allies
◦ Germany, Austria-Hungary, Ottoman Empire = Triple Alliance = Central
Powers
Peer Editing
◦Tips:
◦Be honest! Give the level of feedback that you would want to receive!
◦Follow the steps in the check-list
◦ 20 minutes
◦Have a conversation with your partner- explain what you are seeing.
◦ 5- 10 minutes
November 25, 2019
◦Turn In: Have out your blue sheet
from last Thursday (MANIA)
◦Do Now: Review- What are the 5
main causes of WWI?
◦Objective: Debating causes of WWI
Feel Good Fact: Dogs are
about as smart as the
average two-year-old
Video
Who is at fault??
◦Who (if anyone) can be blamed
for the start of WWI?
The Blame Game
Each group will be assigned a country to represent:
◦You will receive a fact sheet for each of the countries
involved in the start of WWI
Your job is to:
◦a. Choose a country to place the blame on, based on evidence
◦b. defend your countries name
Index Card
Names of group members
Thesis statement
Two pieces of evidence (rationale for your
decision)
Debate Time
◦I will read off each group's thesis statement.
◦After a thesis statement is read, groups have the chance to
rebuttal if they so choose.
◦At the end, a class vote will be taken, determining who we
think really started WWI
November 27, 2019
◦Turn in: Nothing!
◦Do Now: In your notes- Reflect, Who do YOU think started
WWI? What do you think the main cause (MANIA) was?
◦Objective: Examine the beginning of the war
◦Homework: None- EAT lots of good food.
Feel Good Fact: Making
yourself laugh will often results
in you actually laughing.
AS a class...
◦We decided that Austria-Hungary
was to blame for the start of WWI
◦Many factors that played into it,
both long and short term.
Outbreak of War
The Schlieffen Plan
◦Set up in 1905
◦Concerned about being
attacked on two fronts- France
and Russia
◦Plan- Attack France by going
through Belgium, then attack
Russia in the East
◦Belgium was neutral at this time
First Battle: Battle of Marne
◦September 6-12, 1914
◦Located East of Paris, France
◦Franco- British Victory
◦Pivotal battle → led to 4
years of trench warfare on
the western front!
Battle of Marne
◦ Importance
1.) one of few non-trench battles on Western Front
2.) led to dig in, trench warfare and Race to Sea
3.) 1st use of planes for reconnaissance
4.) called by some historians most important battle of 20th century (set tone for
WWI & WWII)
Total War
◦Total war is warfare that includes any and all civilian-
associated resources and infrastructure as legitimate
military targets, mobilizes all of the resources of society
to fight the war, and gives priority to warfare over non-
combatant needs.
Battle of Tannenberg (August 23 - 30 ,1914)
◦Fought between Germans and Russians → first major battle of Eastern Front
in what is now Poland
◦Russians outnumbered Germans 400,000 to 160,000- Led by Hindenburg,
Ludendorff, and Hoffmann
◦Germans circle Russians
◦ ½ the Russian army falls apart and runs away
◦ Other half is encircled w/ 100,000 dead, 78,000 prisoner and 10,000 escape; Germans
capture 500+ artillery
Battle of Tannenberg
◦ Importance:◦ Brings Hindenburg and
Ludendorff to power
◦ Establishes German dominance in Eastern Front—a front they will never lose
◦ Exposes weakness of Russian Army
◦ Unites Germany via nationalism
December 2, 2019
◦Turn In: Nothing
◦Do Now: What did we see in the video, They Shall Not Grow
Old? What stood out?
◦Objective: Further examine life during WWI
Feel Good Fact: ITS
DECEMBER, HOLY COW
Trench Warfare
◦Definition: Combat in which
armies attack, counterattack, and
defend from relatively permanent
systems of trenches dug into the
ground.
◦Used primarily on the Western
Front
Life in the Trenches
◦Muddy, cold, waterlogged
◦Trench foot, gangrene
◦Lice, bugs, disease, rats
◦Decaying bodies and animals,
◦Shell shock
◦Horror of seeing your friends die
MOVE, NOW!!
A
B
Myth V. Reality
WWI Poems
◦Dulce et decorum est pro patria mori - it is sweet and proper
to die for one's country.
◦Pro Patria- For one's country
◦Dulce et Decorum Est- it is sweet and proper (or honorable)
Compare and contrast the sentiments of the two poems:
◦Go back through and annotate
◦A= Pro Patria
◦B= Dulce et Decorum Est
• What is the tone of each
poem? What is the
message of the poem?
• What does it say about life
in the trenches/war and
the morality of war?
Go Find an A or B
◦Share what your poem was about.
◦Share the tone of your poem.
◦Share the message of the poem.
◦(Jot down some notes)
Homework
◦Reflection on the poems:
◦How do the poems compare and contrast? Which poem's
message do you see yourself aligning with more?
◦Does loyalty to one's nation outweigh the horrors of war?
(1 handwritten informal paragraph)
December 5, 2019
◦ Turn In: Nothing
◦ Do Now: In your notes- What is trench warfare? Where was it primarily used? What is the "myth v. reality"?
◦ Objective: Examine battles of WWI
Feel Good Fact: During
the Christmas of 1914,
British and German
soldier ceased fighting to
play a game of football.
Question:◦Think back- What was the battle
of Marne? Battle of Tannenberg?
Why were they both important?
First Battles
◦Marne- Western Front,
British/French victory
◦ - Led to Trench warfare
◦Tannenberg- Eastern Front, German
victory
◦ - Led to German
dominance/nationalism
Assignment- IN CLASS
◦Battles Jigsaw
◦Objectives:
◦In groups, you will research one of the pivotal battle of
WWI.
◦You will create a visual displaying the key elements of
the battle.
Components of info/visual:
Research: (Cited)
Thesis statement about battle
Battle information- dates, location,
participants, and victor
Battle events- key information about the
events of the battle
Battle results: Why is this battle
important/significant?
Visual:
Poster-
Including battle
research/ information
Hand drawn
images/symbols to liven
up the poster.
Battle Thesis Statements:
Example: The Battle of Tannenberg was a pivotal battle during
WWI, due to the German leadership of Ludendorf and
Hindeberg, coupled with successful battle tactic, which led to
German dominance on the Eastern front and further German
nationalism during WWI .
(What + How + So What)
December 6, 2019
◦Turn in: Nothing
◦Do Now: Have out your group's poster and research.
◦Objective: Finish battle posters and gallery walk
◦Homework: Read pages 668-672 in textbooks and take notes.
Feel Good Fact: When
rabbits get happy and jump
around, the move is called a
"binky"
Work Time: 25 minutes
Finish your group's battle poster- complete with colorful visuals :)
◦ Thesis statement, battle info, importance/significance, visuals
◦By 11:10:
You will – Hang up your completed poster somewhere in the room.
Magnets and tape are available from me
Battles Jigsaw:
Use your PINK battles handout to go around the room to the various WWI battles and take notes on the events of the battle and importance.
DO NOT write all of the notes-Just take a couple
Looking through the
battles...
Discuss: Looking at thesis
statements- Which battle would
you argue is the most significant
battle of WWI? Why?
Homework:
◦Read Pages 768-772 and take notes in your
notebooks.
◦Part of it is a review of battles, but it also talks about
global war
December 9, 2019
◦ Turn in: Have your reading notes out
◦ Do Now: Take out your battle charts- discuss with your group: with battle do you think was the most significant battle of WWI? Why?
◦ Objective: Examine pivotal battles of WWI
◦ Homework: Read 775-780 and take notes for Wednesday!
Feel Good Fact: The voices
of Micky and Minnie mouse
were married in real life
World At WAR
Stalemate in 1915
◦After the battles of Marne and Tannenberg, which brought about the
use of trench warfare, a stalemate occurred along the western front
◦Stalemate- a situation in which further action or progress by
opposing or competing parties seems impossible.
◦Due to introduction of trench warfare, new machinery and
technology
Battle of Gallipoli (Feb. 1915-Jan. 1916)
◦Allies sought to weaken the Ottoman Empire (Central power ) and
seize access to aid Russia during the stalemate.
◦Participation from colonies and outside forces (New Zealand, Australia,
etc)
◦Heavy death tolls – evacuation of troops
Importance:
◦Defining moment for Ottoman Empire- victory boosted moral
◦Defining moment for New Zealand and Australia
Battle of Jutland (May- June 1916)
◦Largest naval battle of the First World War.
◦ It was the only time that the British and German fleets of
'dreadnought' battleships actually came to blows.
Importance:
◦British victory
◦battle confirmed British naval dominance and secured its
control of shipping lanes, allowing Britain to implement
the blockade that would contribute to German defeat in 1918.
Battle of Verdun (Feb-Dec 1916)
◦Longest battle of WWI.
◦ It was also one of the costliest. It began in February 1916 with a German
attack on the fortified French town of Verdun, where bitter fighting would
continue for most of the year.
◦The Germans had lost over 430,000 men killed or wounded and the French
approximately 550,000.
◦French victory by the end of the year
Battle of Verdun
Importance:
◦The trauma of this loss not only affected French political and
military decision-making during and after the war, it had a
lasting effect on French national consciousness.
◦Verdun also had serious strategic implications for the rest of the
war. The Allies had planned to defeat Germany through a series
of large coordinated offensives, but the German attack at
Verdun drastically reduced the number of French troops
available.
◦ Britain had to take the lead
Total War
Battle of the Somme (July-Nov. 1916)
◦Goal was to achieve a final Allied victory over Germans after
Verdun
◦Did not go as planned - More than one million men from all sides
were killed, wounded or captured. British casualties on the first day –
numbering over 57,000, of which 19,240 were killed – make it the
bloodiest day in British military history.
◦Battle of attrition- brutality
◦Tanks enter the war
Battle of the Somme
Importance
◦ Has come to represent the loss and
apparent futility of the war.
◦ But the Allied offensive on the Somme
was a strategic necessity fought to meet
the needs of an international alliance.
◦ Led to strategies that
would ultimately win the war for
the allies
2nd Battle of Marne (July-Aug. 1918)
◦ last major German Spring Offensive on the Western Front during World
War I.
◦ It failed when an Allied counterattack led by French forces overwhelmed
the Germans, inflicting severe casualties.
◦ German army was severely run down and loosing strength
Importance
◦ The German defeat marked the start of the relentless Allied advance
which culminated in the Armistice with Germany about 100 days later.
December 11, 2019
◦ Turn in: Have your reading notes out!
◦ Do Now: Look back in your notes- What is total war? What do you know about total warfare during WWI?
◦ Objective: Examine WWI propaganda and life on the Homefront
◦ **Mid Unit Quiz on Friday
Total War
◦Total war is warfare that includes any and all civilian-associated resources and infrastructure as legitimate military targets, mobilizes all of the resources of society to fight the war, and gives priority to warfare over non-combatant needs.
Views about WWI- Early war
◦When war was declared in August 1914, there were street
celebrations throughout Great Britain and Europe.
◦Many believed that the war would be over by Christmas 1914 and
many young men rushed to answer the call to arms to show their
patriotism.
◦ Those who did not sign up were targeted and publicly shamed
◦Allied powers thought victory over Germany would be easy and
much needed.
Propaganda and WWI
◦Used to convey national sentiments
◦Used for persuasion and advertisements
◦Used to sway public opinions about the war
Message: The enemy is evil and must be destroyed
Meant to inflict fear-
innocence (baby) v.
evil (soldier) Long and
sharp fingernails-
Portraying the enemy
as a monster/
"other"
"Fact"Appealing to logic and
rational thinking
- Bolded and underlined words
show importance
Shifting attitudes about war
◦Homefront- Often referred to as Britain/civilian life during WWI
◦After the first few battles of WWI, many Europeans (allied powers) lost their enthusiasm for war◦ Thousands of deaths
◦ TOTAL WAR- civilian involvement◦ Food shortages, rationing, civilian deaths
◦ Among the Allies, Britain and its Empire spent $47 billion and the U.S. $27 billion (America joined after the war started) while among the Central Powers, Germany spent $45 billion.
The US enters the War
◦During the early years of the war- US (Woodrow Wilson) worked
to keep the US neutral
◦ In 1915, the British passenger liner the Lusitania was sunk by a
German submarine, killing 128 Americans- further heightening
tensions
◦Germany also made a secret offer to help Mexico regain territories
lost in the Mexican–American War in an encoded telegram known
as the Zimmermann Telegram, which was intercepted by British
intelligence.
US Enters the War
◦Publication of that communique outraged Americans just as German U-
boats started sinking American merchant ships in the North Atlantic.
◦Wilson then asked Congress for "a war to end all wars" that would "make
the world safe for democracy", and Congress voted to declare war on
Germany on April 6, 1917
◦U.S. Entered World War I. On April 6, 1917, the U.S. joined its allies--
Britain, France, and Russia--to fight in World War I.
Social Impacts of WWI
◦Brought an end to unemployment
◦ Less men in jobs → More open spaces
◦ Increase in trade unions due to
enthusiasm and patriotism
◦ Due to the desire to streamline and
protect production
Social Impacts- Women
New Roles for women
◦ Millions of men leaving Britain, Germany,
France for war
◦ All facets of the workplace had to be filled
◦ Ex. Women in banking (Britain) 9,500
→64,000
◦ Many men resented the work of females in
heavy industry/artillery industry
◦ Often payed less than men for the same jobs
Social Impacts- Women
◦ French government- passed a law in 1915 establishing a minimum wage for women ( Though still not equal)
◦ Women given the right to vote in Austria and Germany after WWI ended (1919)◦ 1920 the US gave women the right to vote as well
◦ No security of jobs as war came to an end◦ Many women were unemployed as the war ended and men returned
Question:
◦How were working women
viewed during the IR?
◦How does that
compare/contrast to women
working during WWI?
Homework:
◦Review and brainstorm ideas to the four questions (War and
technology) located on my website.
◦We will be having an informal seminar tomorrow, so come
prepared to discuss. Notes will be turned in.
December 12, 2019
◦ Turn in: Nothing- notes will be turned in at the end of class
◦ Do Now: Have out your war and technology notes along with your notebooks.
◦ Objective: War and technology informal seminar
Feel Good Fact: Red Panda's
use their tails as blankets to
keep warm
WWI and the use of technology
◦Industrial Revolution → New types of technology and
warfare
◦WWI saw more war related deaths that ever before due to
changes in warfare
◦Ethics of technology and war began to be debated
Advancements in Technology
◦ Machine gun- (The Maxim gun) Originated in the US but Germans caught
on and took advantage. The weapon’s full potential was demonstrated on the
Somme.
◦ attackers were mowed down by the thousands before they could even get to the
other side of “no-man’s-land.”
◦ Tanks- Solution to stalemate. British Mark I, was designed in 1915 and first
saw combat at the Somme in September 1916.
◦ Planes- Artillery could be dropped from above- often targeting civilian areas
Advancements in Technology
◦Flamethrowers- flamethrowers could “neutralize” (i.e. burn alive)
enemy soldiers in trenches/bunkers without inflicting structural damage
(the bunkers might come in handy for the new residents).
◦ The flamethrower was first used by German troops near Verdun in February 1915.
◦Poison Gas- Used throughout WWI on both sides- inflicting horrifying
casualties. The first successful use of chemical weapons occurred on
April 22, 1915, near Ypres, when the Germans sprayed chlorine gas from
large cylinders towards trenches held by French colonial troops.
December 13, 2019
◦Turn in: Nothing
◦Do Now: Clear your desks of
everything except for something to
write with.
◦Objective: End of WWI
Feel Good Fact: Snails can
sleep for three years.
Final Battle
◦After the 2nd battle of Marne, the Allied Powers had the upper hand.
◦The Battle of Amiens, ( France) was the opening phase of the Allied
offensive which began on 8 August 1918, later known as the Hundred
Days Offensive, that ultimately led to the end of the First World War.
◦This coordinated effort forced German defenses to melt away.
Soldiers on the ground coordinated their efforts alongside tanks,
planes and artillery, taking the fight out of the trenches.
◦"War to end all wars"
Germany Surrenders
◦Germany- severely hurt by offensive (low
on supplies and men)- surrendered.
◦Nov. 11, 1918, fighting in World War
I came to an end following the signing of
an armistice between the Allies
and Germany that called for a ceasefire
effective at 11 a.m.– it was on the 11th
hour of the 11th day of the 11th month.
Death tolls
Wilson's 14 Points
◦ Speech-Aimed at creating a peaceful end to WWI and setting the stage for
future negotiations: Failed miserably
◦ End to secret treaties
◦ Free trade
◦ Freedom of the seas
◦ Reduced size of armies and navies
◦ Self-determination
◦ League of Nations
Treaty of Versailles
◦The Treaty ended the state of war between Germany and the Allied Powers. It was signed on 28 June 1919 in Versailles, exactly five years after the assassination of Archduke Franz Ferdinand, which had directly led to the war.
◦was written by the Allies with almost no participation by the Germans
◦ The other Central Powers on the German side signed separate treaties.
Compromises:
◦ League of Nations formed
–Goal: keep the peace
◦ Punish Germany
–All blame put on Germany
–Forced Germany to pay reparations (war damages)
–Lost a lot of territory both in Europe and around world
◦ Poland gets independence from Germany
◦ Alsace given back to France
Creating Instability
◦Treaties also signed with Austria and with the Ottoman Empire
◦Austria-Hungary broken up into four:
–Austria
–Hungary
–Czechoslovakia
–Yugoslavia
•Ottoman Empire broken upOttomans keep what becomes Turkey.
• Palestine, Iraq, Jordan go to Britain
• Syria and Lebanon go to France
• Russian Empire broken up.Finland, Estonia, Latvia, Lithuania, Ukraine
(briefly) all become independent of Russia
Leading to WW2
◦Treaty of Versailles- heavily penalizes Germany → Anger and
resentment
◦Germany, as well as other central powers suffered economically after
WWI
◦ Severe inflation and food shortages in Germany
◦With the economic turmoil left behind by World War 1, some
countries were taken over by dictators who formed powerful fascist
governments.
December 16, 2019
◦Turn In: Nothing!
◦Do Now: Grab a handout from the file!
◦Objective: Events leading up to the Mexican Revolution
◦Homework: MADERO reading→ on my website
Feel Good Fact: Turkeys
were worshiped like gods in
ancient Mayan civilizations
Review- What do you remember?
•Mexican Independence from Spain
•Rise of caudillos
•Mexican-American War
•Benito Juarez & liberalism
•Progress (did it work?)
•Neocolonialism (US & European intervention) = foreign
corporations in Mexico
•Social Darwinism
19th century Latin America
◦ All this hurts the small farmers who are now being forced to sell or being kicked off their land to make way for both commodities & Progress
◦ Created almost a century of chaos, instability, government corruption, and economic hardship
◦ As we go through- colored dates should be added to timelines
Benito Juarez in office (1861-76)
In 1876…Porfirio Diaz is elected
◦After Benito Juarez...Diaz would rule until 1911.
◦ •Diaz is almost like a neo-caudillo
◦ –Very popular amongst people at first because he is a Catholic, military man who
promises reforms
◦ •Instead gives most of land to his men and other rich creoles & become
corrupt:
◦ –Elections becomes more blatantly rigged than before
◦ –Eliminates freedom of the press and of speech
◦ –Imprisons political enemies or executes them after show trials
◦ –Allows the church to reclaim land, etc.
◦ –Forces local governors to kick-up lots of money to the national state
Diaz Continued
•But, he looks really, really good to the outside world:
–Mexican exports increase a lot (trade grows 900%) during this
time
–Industrialism & infrastructure improvements occur too
–Allows US, British and other corporations to come into Mexico
to produce and export raw materials
–Tries to make Mexico City as European (and civilized) as
possible
Problems with Diaz
•Main Problem: None of this trickles down to the lower classes. 3% of the population owes 100% of the land
–Lower classes are essential serfs/sharecroppers
–Diaz even reapportions land given as a reward for military service & land given to indigenous people
•Wages are far too little–Foreign corporations come in and “steal” more land
•Kids have to start working by age 7/8 in order to be able to feed family
•Bottom line: people are getting hangry
Rise of Madero
•June 1, 1906 Mexican workers at an American
owned copper company go on strike
– workers end up killing two Americans
–Diaz allows US Rangers to come in a put it down
•Very unpopular with Mexicans of all classes
•More strikes follow with brutal repression
•Sensing unrest, Diaz promises to finish out his
term and retire with the next election...
Rise of Madero
◦Urged by this, a rich landowner Francisco I. Madero publishes
a book La sucesión presidencial en 1910 which lays down the
problems with Diaz and a military dictatorship
–Madero tours Mexico planning to run for President
◦Diaz changes his mind, and tries to run for a 6th term, just to
make sure it work, he imprisons a bunch of Madero’s follower
and then Madero himself on election day
◦Diaz then claims victory saying he got all but about 200 votes
December 18, 2019
◦ Turn In: Have your Madero Readings out!
◦ Do Now: Be prepared to answer some questions about the reading!
◦ Objective: Examine Madero and the Mexican Revolution
◦ Homework- Read your assigned primary source.
Feel Good Fact: Scotland
has 421 words for snow.
Villa
Zapata
Carranza
Villa, Zapata, & Carranza
◦Diaz plans election victory party and the amount spent is
massive
–Ex: cost is higher than country’s whole education budget while 85%
of country is illiterate, etc.
◦Madero escapes from prison and makes his way to the US
where he challenges Diaz publicly
–Done in San Antonio, called Plan de Dan Luis Potosí
–Calls on all of Mexico to rise up at 6pm on 11/20/1910
Villa, Zapata, & Carranza
◦Mexico guerilla forces start to rise up and rebel-all of the
country
◦–In the Northwest, a bandit Pancho Villa unites the forces
◦–In the South a poor worker Emiliano Zapata unites the forces
◦–In the Northeast the local governor Venustiano Carranza unites
the forces
◦All three begin taking strategic towns and working towards
Mexico City; none of them are actually working together or
directly with Madero
End of Diaz & Beginning of Democracy?
◦As Villa takes over the North, he invites Madero back to set up a
provisional government
–None of the men really trust each other and the peace is tense (they point guns at each
other a few times during negotiations
◦Realizing he was surrounded (and wanting to get out alive) Diaz
resigned on May 25 1911 and goes into exile in Paris
◦Madero makes his way to Mexico City via train and is greeted as
conquering hero
◦Meets with Zapata and rebels in the South who cautiously accept him
as President
Madero and Failed Democracy
1.Why does democracy fail under Madero?
a. How does Madero deal with land issues when he takes
control?
b. Do workers get more rights?
c. What happened with education reform?
2.What was the deal with all the revolts under Madero?
a. Who was Huerta?
b. What was the 10 tragic days? – Decena Tragica
December 19, 2019
◦Turn in: Nothing!
◦Do Now: Have out your primary source readings!
◦Objective: Mexican Revolution propaganda
Feel Good Fact: A 100 year
old tortoise named Diego
single handedly saved his
species from extinction by
fathering over 500 offspring
**Courtesy of Serena and Eunice
Revolutionary Propaganda
◦ Assignment- In pairs of two-three- your job over the next class period and
a half is to create a propaganda poster for your revolutionary leader.
◦ The poster must:
◦ Use elements of propaganda (use your WWI propaganda for references)
◦ Appeal to your leader's target audience
◦ Include information about your leader's vision for Mexico
◦ Include at LEAST one quote from the primary source reading
◦ Needs to be colored and have images as well.
◦ Summary of your leaders goals and how they are represented in the poster
◦ HAVE FUN WITH IT!
Elements of Propaganda
◦ Visuals- Exxagerations
◦ Creating the "Other"
◦ Pathos, Logos, Ethos
◦ Appeal to the audience
◦ Slogans, retoric
December 20, 2019
◦Turn in: Nothing
◦Do Now: Have out your propaganda poster
◦Objective: Continue work on Propaganda posters
Feel Good Fact: Baby sea
otters can't swim, so their
mom will hold them up for
the first few months of life.
***Courtesy of Justin!
January 6, 2019
◦ Turn In: Nothing
◦ Do Now: Grab a handout from the file!
◦ Objective: End of Mexican Revolution
◦ Unit Test- Thursday, Jan. 9th
Feel Good Fact: Its 2020...Holy
Cow!!
Villa, Zapata, and Carranza
◦ Villa- Represented the middle class, peasant, and working classes◦ Outlaw/rogue people's hero
◦ Zapata- Represented the lower village/peasant classes◦ Stood for strong land reform
◦ Carranza- Represented the upper classes/ Constitutionalist faction of the revolution◦ Went on to become president
After Madero....and Huerta
◦ Huerta was opposed by a coalition of
revolutionists (including Villa and Zapata)
◦ Huerta overthrown in 1914 not by
revolutionists, but by another ruthless dictator
Carranza
◦ New president Carranza appeals to the masses
(middle classes, the mestizos, not the
peasants/natives)
¤Mexico constitution of 1917
¤Still in effect. Organized government, dealt with land
reform, and gave basic human rights to ALL Mexicans.
Pancho Villa and The US
◦ During the Revolution, bandit, Pancho Villa,
raided the US state of New Mexico (killing 16
Americans)
◦ This action outraged Americans, and caused the
US to get involved with the Mexican Revolution
◦ Expedition to capture him
◦ Led to uniting of the American people- due to
unanimous dislike of American involvement
◦ Ultimately this ended Villa's career, as he was
forced into hiding
◦ Remembered through both Mexican and American
folklore
The End of Zapata
◦ In 1916 Carranza sent his most
ruthless general Pablo Gonzalez to
“Stamp out” Zapata once and for all
◦ Gonzales employed the Scorched
Earth Policy– executing all those
suspected of supporting Zapata
◦ 1919 Zapata fell victim to a carefully
staged ambush
¤Zapata arrived at Hacienda San Juan to
meet a person he thought was on his side,
but was actually a spy for Gonzales
¤He was riddled with bullets
December 7, 2019
◦Turn in: Nothing
◦Do Now: Grab an OPCVL handout!
◦Objective: OPCVL and review game!
Feel Good Fact: Macaques in Japan
use coins to buy vending machine
snacks.
Zapatistas Today
◦ Zapata became a martyr (someone who becomes
a famous hero because they are killed for their
cause)
◦ Because Zapata spent so much time uniting the
peasants, the peasants continue to stay somewhat
united even today
◦ ¤Although, many of these groups have created
many violent attacks on certain parts of Mexico
◦ Currently, groups fighting the government today
call themselves Zapatistas (meaning little
Zapatas)
¤Possible connection with Zapatistas and the drug
trade
End of the Revolution- 1920
◦ Officially ended when Carranza was overthrown by Alvaro Obregon
(his own general)
◦ Obregon stabilized the Mexican Government
◦ Him and his successors were strong reformers and successful presidents
◦ He gave land to farmers, built schools, and established the PRI
(Party of Revolutionary Institutions)
◦ Mexico's "official" party, was the country's preeminent political
organization from 1929 until the early 1990s.
◦ Led to much government corruption throughout the years in Mexico, and
social solidarity really was not achieved until the 1930s
January 9, 2020
◦ Turn in: Study Guides to class bin!
◦ Do now: Clear your desks of
everything except for something to
write with
◦ Objective: Unit three exam
Feel Good Fact: during WWI,
German measles were called "liberty
measles" and dachshunds became
"liberty hounds."
When Ms. Bassett gives a
test on a day NO one is here