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