Noah Senzel
10/27/08
Period F
HW 27
A. 1. Czechoslovakia, Estonia, Latvia, Lithuania, Yugoslavia
2. a) Italy, Poland, Yugoslavia
b) Poland
3. a) Bulgaria, Russia, Austria-Hungary, Germany, Greece
b) Austria-Hungary
B. 1. To prevent free trade.
2. a) Britain got Iraq, Transjordan, and Palestine. France got Syria and Lebanon. (mandate system)
b) They wanted to control the trade with them.
Noah Senzel
10/23/08
Period F
HW 26
A. 1. a) Lorraine, Alsace, Eupen, Malmedy, Upper Silesia, Hultschin, Posen, West Prussia, and North Schleswig.
b) Poland “cut into” Germany.
c) They wanted to make it so Germany could not fight again.
B. 1. a) The League of Nations, the open port to sea (Poland).
b)Demilitarization in Germany, reduction in armed forces for Germany, War Guilt Clause, repayments, land under control of League of Nations.
2. The giving of the German fleet to the British (they sunk the fleet instead).
C. A large amount of people were invited to make sure Germany had no choice but to sign.
Noah Senzel
10/22/08
Period F
HW 25
A. Cleamenceau wanted a harsher peace treaty for the Germans because the French suffered the worst during the war. He didn't want them to ever be able to fight again. The war was more personal for them.
B. Cleamenceau, Lloyd George and Wilson were able to control the peace talks because they were the leaders of the most powerful countries on the winning side.
C. 1. Spearing a baby, human shields, occupation of civilian homes, laying waste to a city with fire, coming in for business.
2. a.) That they were war mongols whose only thought was war.
b) The Germans had just laid waste to their cities and men, killing civilians and soldiers alike.
c) Now, people disagree with it because they can better understand the German's motive and what actually happened through history. Also, it was different in historical context: now it's unacceptable.
3. The poster was trying to presaude British to not allow Germans to work in Great Britain, or trade with them. (An Economic/Social effect of WWI)
Heading: 2
Content: 6
Basics: 2
10/10!
10/1/08
Noah Senzel
In-Class HW
-3marks 1) breifly discuss three things you can learn about life on the western front during WWI
-2 marks 2)breifly discuss two things you can't learn about life on the western front during WWI
1) One thing you can learn about life on the Western front during WWI from Source A is that many, many British men were mowed down by machine gun fire in an attempt to cross “no-mans land” and defeat the enemy. The source says, “The first line appeared with no end from left to right. It was quickly followed by second, then a third and a fourth...” Another thing you can learn is the men were hurrying: “the machine guns were pulled out of dugouts and hurriedly placed in position.” Third, they had to be always ready.
2) One thing you can't learn is how their life is not battling. Another is you don't know the British perspective.
Noah Senzel
10/22/08
Period F
HW 24
A. Allies:
France: 1,400,000
Belgium: 50,000
Britain: 750,000
Italy: 600,000
Russia: 1,700,000
US: 116,000
Central Powers:
Germans: 2,000,000
Austria-Hungary: 1,200,000
Bulgaria:100,000
Turkey: 325,000
B. France: Towns burned, civilians forced to work or killed, 2nd most men lost
C.1. Nice clothes, fancy (polished)shoes, hats, coats
2. Not much good food to go around
D. Treaty: an agreement between two powers, whether equal or unequal
Noah Senzel
10/06/08
Period F
HW 19
Origin: Written by Ex.-Lieut.-Col. T. E. Lawrence. Published in the Sunday Times on the 22nd of August, 1920. Retrieved from <http://www.gwpda.org/1918p/mesopo.html> on 10/5/08, site updated on 08/15/08.
Purpose: To provide an opinion on the policy of the British government towards their Middle-Eastern Allies, and to attempt to convince the government to change their policy.
Value: This document shows the opinion of one man, who had experience with the subject at hand (served with the Arabs and the British and saw both sides' reactions), on the treatment of the Arabs by the British (unkept promises, occupying cities, etc.).
It also shows his idea of who is to blame (the government) , why they are to blame (they send drafts without reinforcing them), and how they are worse compared to the Turks who held the Arabs previously (more civilians killed, more military equipment, more occupying men, etc.).
Limitations: Only the opinion of one man, which was altered by the newspaper editor, in 1920, in Britain, who was loyal to both Britain and the Arabs. He comments on why the government is failing although he has no government experience.
10/1/08
Noah Senzel
In-Class HW
-3marks 1) breifly discuss three things you can learn about life on the western front during WWI
-2 marks 2)breifly discuss two things you can't learn about life on the western front during WWI
1) One thing you can learn about life on the Western front during WWI from Source A is that many, many British men were mowed down by machine gun fire in an attempt to cross “no-mans land” and defeat the enemy. The source says, “The first line appeared with no end from left to right. It was quickly followed by second, then a third and a fourth...” Another thing you can learn is the men were hurrying: “the machine guns were pulled out of dugouts and hurriedly placed in position.” Third, they had to be always ready.
2) One thing you can't learn is how their life is not battling. Another is you don't know the British perspective.
Noah Senzel
9/24/08
Period F
HW 14
1.a. Germany was the first to use submarines for direct warfare, other countries used them to protect harbors or not at all.
b. Britain readied certain passenger ships, such as the Lusitania, to become battle cruisers and would pay the captains for the upgrades; they simultaneously loaded some ships with contraband (war supplies), and the Lusitania was designed to hold these.
2. The Germans saw the Lusitania as a battle cruiser, and therefore thought it was ok to sink it. They saw the passengers as people who ignored their printed warning as chose their own fate.
3. The Americans saw the sinking of the Lusitania as a killing of innocents—the Lusitania was a passenger ship, and the Germans had no right to sink it. They saw the giving of the medals to the Germans responsible as showing their inhumane, demonic side.
Noah Senzel
10/1/08
Period F
HW18
The Germans' plan was to mobilize, and mobilize quickly, as dictated by the Schlieffen Plan. They wanted to destroy them quickly in order to move on to France. They did this by taking the French supplies and using them for themselves. They also sunk ships carrying weapons to prevent the French and the British from using them.
Noah Senzel
9/11/08
Period F
HW9
1. Which theory for the cause of WWI do you most agree with?
I agree the most with (h), “A 'tragedy of miscalculation',” because the countries made miscalculations:
Austria didn't think Russia would back Serbia.
Germany miscalculated the recklessness of the Austrians once they got the blank check.
German and Russians thought mobilization wouldn't mean/cause war.
The generals thought their plans would provide a quick&decisive victory.
2. Which theory for the cause of WWI do you least agree with?
I agree the least with (a), “The alliance system or 'armed camps' made war inevitable,” because:
These alliances were not so binding—French didn't help Russia in the war against Japan, Austria did nothing to help Germany in its unsuccessful attempts to invade Morocco, etc.
Germany was had suspiciousness before these alliances; the alliance system did not cause them
The countries could have avoided these crises—crises had been dealt with before.
WW1 video clip
Noah Senzel
9/2/08
Period F
alliance system
arch duke ferdinand's assassanation
chain reactions caused 3 main powers: Germany, Austria-Hungary, Ottoman Empire
Allied: France, GB, Russia, Serbia
new technology destroyed more people than ever before
“Total War”
trench warfare
posion gas
first war w/airplanes, great number of u-boats
Lusatania sunk: 100 americans dead
note to mexico: kill America!
More sub attacks: wilson can't take it, declares war
With America's support, germany surrenders on november 11, 1918
50K americans dead
6.5mil civilans killed
Values of the Video:
disscusses key points
explains all technology
contains live footage of WW1
Limitations:
Skips through most of the details
Made by an American company that does TV shows
Noah Senzel
9/10/08
Period F
HW8
(a) The Moroccan Crisis
The Moroccan Crisis was an attempt by the Germans to expand their empire and test the recent alliance between France and Britain.
(b) The British agreement with Russia
This agreement was regarded as a militaristic move by the Germans—they thought that Russia, France and Britain were aligning to “encircle” them.
(c) The Bosnia Crisis
Although there were 3 million Serbs in Bosnia when Austria took it from Serbia, neither Britain, France or Russia provided help for their own reasons.
(d) The Agadir Crisis
After the Agadir Crisis, public German opinion became intensely anti-British.
(e) The First Balkan War
The Austrians wanted Albania, which had an outlet to the sea, to become an independent state rather than a Serbian one because they didn't want Serbia to become more powerful.
(f) The Second Balkan War
The Second War occurred because the Bulgarians were dissatisfied with the peace agreement, blamed Serbia, and then attacked them.
(g) The assassination of the Austrian Archduke Franz Ferdinand
The Austrians started a war with Serbia because a Serbian terrorist assassinated the Austrian Archduke Franz Ferdinand.
Noah Senzel
9/10/08
Period F
HW7
The origin of “Mastering World History” is Palgrave Macmillan(an international company) in association with Norman Lowe and a group of historians. It was published on 175 Fifth Avenue, New York, NY, 10010, in 2005.
The purpose of this document is to teach high school students about world history from 1914 up to the modern era, and to earn money.
The value of this document is that it provides information to high school and college students regarding world history between 1914 and 2005. Also, it comes from a group of trusted historians writing for a book published by a company that has been making world history books for about 30 years. They are also an international company, making them not as biased.
The limitations are:
