10th Grade Student Workbook

Student Workbook
Name: _______________________
Period:____
Model Lesson 1
Democratic Ideals
and Documents
Standard 10.2.2
1
IntentionallyLeftBlank
Student Handout 9
Democratic Ideals Writing Assignment
Historical Background
The Glorious Revolution, the American Revolution, and the French Revolution had enduring
effects worldwide on the political expectations for self-government and individual liberty. There
were five documents written from 1215 to 1791 with the intent to guarantee these rights for their
citizens.
Prompt
Compare the Magna Carta to two of the following documents. Evaluate how each document
established or extended the democratic ideals of self-government and individual liberty.
a. English Bill of Rights
or U.S. Bill of Rights
b. Declaration of Independence or Declaration of the Rights of Man and the Citizen
Task
Write an introductory paragraph and three topic sentences.
1. Write an introductory paragraph that provides the historical background of the Glorious
Revolution, American Revolution, and French Revolution and their historical significance.
2. Write a thesis sentence which takes a clear historical position at the end of your
introductory paragraph.
3. After writing the introduction, write three topic sentences that support your thesis.
4. Write your rough draft using Student Handout 10.
5. Re-write your introduction and topic sentences on a sheet of lined paper.
Suggested terms to be used in your writing:

rule of law
consent of the governed
individual liberty
due process of law
limited government
Glorious Revolution
American Revolution
French Revolution
extend
establish
Student Handout 1
Democratic
Ideals
the rule
of law
limited
government
due process
of law
individual
liberty
consent of
the governed
1
2
What does it say? Read the definition and underline important phrases.
What does it mean? Put the definition into your own words.
Why does it matter? Explain why the principle is important in a democratic
society.
What does it say?
What does it mean?
Why does it matter?
Government shall be
carried out according
to established laws,
Both those who
govern and those
who are governed will
be bound by these
laws.
Government should
perform only the
functions that people
have given it the
power to perform.
Power is shared
between the
governed and those
who govern.
Government must act
fairly and in accord 1
with established rules
in all that it does and
may not act
arbitrarily 2 .
Specific rights that

belong to each
person, such as life,
liberty, and property,
and cannot be taken
away without due
process of law.
Government is based
on the will of the
people who grant
their approval through
elections and other
forms of civic
participation.
To be in agreement with each other.

To decide without any reason or plan, often unfairly.
Student Handout 1
Democratic Ideals (Part 2)
Directions: Write the information (I) by giving a brief explanation and an example in the
center column. Draw a picture of the ideal, a memory clue, (M) in the right column. After
completing the activity, circle the three ideals you feel are most important for a
democratic society.
K
Key Ideas
I
Information
consent of
the governed
Many countries around the

world allow citizens to give
their government the
approval to rule by allowing
competitive elections such
as in Sweden.
M
Memory Clue
limited
government
the rule of
law
due process
of law
individual
liberty
Student Handout 2
When you are ready to write a paragraph, it is important to think about:
1. the topic
2. what you want to write about that topic.
The first sentence of a paragraph is called the topic sentence. The topic sentence states the
main idea of a paragraph. When your paragraph contains a clearly stated topic sentence, the
reader will know what to expect and, therefore, understand your ideas better.
Example: Effective leadership requires specific qualities that anyone can develop.
Student Practice: Read each of the sentences below. Circle the topic and underline what you
want to write about the topic.
1. The US Constitution contains seven divisions called articles.
2. The English Bill of Rights set clear limits on what government is allowed to do.
3. In order to fully explore the emergence of democracy, historians must investigate several
factors.
Prompt: According to your understanding of the key democratic ideals, which three key ideals
are most important? Explain why you chose each. Write one paragraph starting with a topic
sentence.
Organize your topic sentence first:
1. What is the topic of your paragraph? __________________________________________
2. What do you want to write about the topic? _____________________________________

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Student Handout 3
Cloze Paragraph Template
below. Then copy the completed paragraph on a separate sheet of paper.

Prompt: According to your understanding of the democratic ideals from Student Handout 1,
which three key democratic ideals are most important? Explain why you chose each.
There are five key democratic ideals, but (the 3 democratic ideals) ___________
_____________________, ______________________, and ________________
__________________ are the most significant in establishing democratic
traditions. (Democratic ideal1)______________________________ is important
because (explanation) ______________________________________________
_________________________________________________________________
_____________________________________. In addition, (democratic ideal 2)
________________________ is significant (explanation) __________________
_________________________________________________________________
________________________________________________________________.
Lastly, (democratic ideal 3) _______________________________ is essential to
democracy (explanation) ____________________________________________
_________________________________________________________________
________________________________________________________________.
In conclusion, these three democratic ideals are the most important because
(explanation #1)___________________________________________________
___________________________________, (explanation #2) _______________
_____________________________________________________________, and
(explanation #3) ___________________________________________________
________________________________________________________________.
Document 1
The Evolution of Democratic Ideals; 1215 to 1791
Directions: Read the following background information and complete Student Handout 4.
The Glorious Revolution, the American Revolution, and the French
Revolution had far-reaching consequences as they challenged the institutions
that shaped the political structure of the world. Each attempted to establish
derives: to gain or
secure from something
else.
democratic principles of government, including limiting the power of the
denied: taken away or

withheld.
government derives its power from the people it governs, and government
enduring: continuing to
exist for a long time.
government and extending rights to the governed. Although each revolution

occurred in a different time and place, all three were based on the ideas that
exists to protect its citizens who have certain rights that cannot be denied. The
Glorious Revolution, American Revolution, and French Revolution had
enduring effects worldwide on political expectations for self-government and

individual liberty.
Several essential political documents were created at critical times in
intent: purpose
history that paralleled the ideas that drove these revolutions. There were five
documents written between 1215 to 1791 with the intent to guarantee
numerous rights for their citizens.
The English Magna Carta (1215) established the principle that no one,
including the king, was above the law. The abuses by King John caused a
revolt by nobles who forced the king to recognize the rights of noblemen. The
Magna Carta, otherwise known as the Great Charter, eventually came to
protect the interests of other social classes as well. As a result, the document
was regarded as a guarantee of certain rights. The Magna Carta established
the principles of the rule of law, limited government, and due process of law. It
also guaranteed individual rights to the nobility.
The Glorious Revolution (1688) brought the first bill of rights to the
exiled: forced to leave

the country for political
reasons.
depose: to remove
from power.
English people by the new monarchs, William and Mary of Orange. The
document begins with a list of grievances against the exiled King James II. It
justifies both the right to depose the king and details the rights that must be
protected by the new sovereigns. This document ensured the superiority of
Parliament over the monarchy while spelling out basic rights and freedoms.
sovereigns: individuals
having the highest
power in a country.
8
Document 1
The English Bill of Rights (1689) extended individual liberites and due process
of law to the nobility. The English Bill of Rights would be a model for future
documents such as the Declaration of Independence and the U.S. Bill of
Enlightenment: period in
18th century; based on
belief science and
knowledge could improve
peoples lives.
unalienable: cannot be
taken away from you.
Rights.
The American Revolution (1775-1783) showed the world that rebellion
against a powerful monarchy was possible. The ideas of the Enlightenment
inspired the American colonists to demand the rights granted to the English
citizens. Thomas Jefferson's Declaration of Independence of 1776 claimed
that unalienable rights were the foundation of all government, and he justified
American resistance to English rule in these terms. The Declaration of
Independence is also important because it advocated the principle of the
consent of the governed. Jefferson's Declaration of Independence had an
immediate influence on the French people at this time.
Parliament: main
law-making
institution in some
countries.
The French Revolution against King Louis XVI began when the king
clashed with the Estates-General, an assembly similar to Parliament. The
Estates-General wrote its Declaration of the Rights of Man and the Citizen
(1789) based heavily on the American Declaration. The Assembly adopted
this charter of basic liberties. The French declaration extended individual
liberties, consent of the governed, and protected the principle of due process
of the law.
framers: group
which made the U.S.
government.
Finally, the U.S. Bill of Rights (1791) responded to earlier ideas about
the relationship between individuals and their governments. The framers of
the U.S. Constitution added the first ten amendments to the Constitution,
known as the U.S. Bill of Rights, to limit the powers of the federal government.
The ideas outlined in the English Bill of Rights were written into the U.S. Bill of
Rights guaranteeing them to the citizens in the United States. The U.S. Bill of
Rights extended and protected the principles of individual liberties and due
process of law.
Student Handout 4
A. What does the title mean? __________________________________________________________________________.
B. List the three revolutions mentioned in the background essay.
1.____________________________
2.____________________________
3._____________________________
C. List the five documents that laid the foundation for the development of democracy and year each was written.
1.________________________________________
4.________________________________________
2.________________________________________
5.________________________________________
3.________________________________________
D. Place the five documents on the timeline in chronological order and explain their significance in the space below the
document.
10
11
Document 2
Giant steps for humanity!
12
Student Handout 5
Directions: Analyze Document 2 and answer the questions that follow.
1.
List the objects you see in the cartoon.
2. Explain the meaning of the cartoons title and caption.
3. Explain the overall message of the cartoon.
4. Imagine you are either standing in the swamp or on top of the staircase. Write three
sentences describing your perspective from where you are standing.
13
Document 3
Excerpts
39. No freeman shall
be captured or
imprisoned or
exiled, except by
the lawful judgment of
his peers or by the
law of the land.
Explanation (In your own words)
Democratic Ideal
a. Rule of law
b. Due process of law
c. Consent of the governed
d. Individual liberty
e. Limited government
40. To no one will we sell,

to no one deny or delay
right or justice.
a. Rule of law
61. The barons shall elect

twenty-five of their number,
and cause to be observed
with all their might, the
peace and liberties granted
and confirmed to them by
this charter.
a. Rule of law
Summarize: Why is the document significant in establishing or extending self-government and

individual liberty?
Magna Carta
14
Document 4
Excerpts
8. That election of
members of Parliament
ought to be free
Democratic Ideal
a. Rule of law
10. That excessive bail

ought not to be required,
nor excessive fines
imposed, nor cruel and
unusual punishments
inflicted
a. Rule of law

individual liberty?
English Bill of Rights

15
Document 5
Excerpts
We hold these truths to be
self-evident, that all men are
created equal, that they are
endowed (given) by their
Creator, with certain
unalienable (not to be taken
away) rights, that among
these are life, liberty, and
the pursuit of happiness.
Governments are instituted

among men, deriving their
just powers from the
Democratic Ideal
a. Rule of law
a. Rule of law

individual liberty?
Declaration of
Independence
16
Document 6
Excerpts
9. The free communication
of ideas and opinions is one
of the most [valuable] of the
rights of man...
Democratic Ideal
a. Rule of law
11. As all persons are held

innocent until they shall
have been declared guilty
a. Rule of law

individual liberty?
Declaration of the Rights of

Man and the Citizen
17
Document 7
Excerpts
I: Congress shall make
no law respecting an
establishment of religion,
or prohibiting the free
exercise thereof; or
abridging (reducing) the
freedom of speech, or of
the press; or the right of
the people peaceably to
assemble
VI: In all criminal
prosecutions, the
accused shall enjoy
the right to a speedy
and public trial, by an
impartial (fair or just)
jury of the state and
district wherein the
crime shall have
been committed
Democratic Ideal
a. Rule of law
a. Rule of law

individual liberty?
U.S. Bill of Rights
18
Student Handout 6
Document Comparison Graphic Organizer
Directions: Compare the Magna Carta with two of the documents. Indicate which two documents you are comparing by underlining
them in the heading. Answer the questions using your student handouts and documents. Once the chart is complete, identify the
similarities between the three documents by circling common or similar characteristics.
Comparison Questions
Magna Carta
Declaration of
Independence
Or
Or
US Bill of Rights
Declaration of the Rights

of Man and the Citizen
When was it created?
Where was it created?
What event occurred prior to

the document being created?
What democratic ideals does
the document grant to the
citizens?
Why is the document

significant in establishing or
extending self-government and
individual liberty?
19
Student Handout 7
Notes and Questions
What is a thesis statement?

A thesis statement:
tells the reader your position on the importance of the subject

matter.
tells the reader what to expect from the rest of the paper.
directly answers the question asked of you.
usually is a single sentence somewhere in your first
paragraph.
How do I develop a thesis?

A thesis is the result of a lengthy thinking process. Formulating a
thesis is not the first thing you do after reading a writing prompt.
Before you develop an argument on any topic, you have to collect
and organize evidence, look for possible relationships between
known facts (such as similarities or differences), and think about the
significance of these relationships.
How do I know if my thesis is strong?

To determine if your thesis is strong, ask yourself these questions:
Do I answer the question?

Have I taken a position that others might challenge?
Does my thesis do more than just provide a fact?
Is my thesis specific rather than vague or general?
If you answer yes to all of the above questions, then you have a
strong thesis sentence. If your answer is no to any of the above
questions, then you need to revise your thesis sentence.
20
Student Handout 7
Thesis Sentence Overview
Sample
Notes and Questions

Prompt:
Compare the reasons why the North and South fought the Civil War.
Sample 1: The North and South fought the Civil War for many
reasons, some of which were the same and some different.
This weak thesis restates the question without providing any
additional information or taking a position which may be challenged.
Also, this thesis is too general and vague.
Sample 2: While both sides fought the Civil War over the issue
of slavery, the North fought for moral reasons while the South
fought to preserve its own institutions.
Now we have a working thesis! Included in this working thesis is a
reason for the war and some idea on how the two sides disagreed.
The thesis has a stated position, is narrow and specific, and informs
the reader what to expect the rest of the paper.
Practice
Create your own thesis sentence based on the prompt below. This
will serve as a draft.
Prompt:
Compare the Magna Carta to two of the following documents.
Evaluate how each document established or extended the
democratic ideals of self-government and individual liberty.
a.
b.

or
U.S. Bill of Rights
Declaration of Independence
or
Declaration of the Rights of Man
and the Citizen
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
21
Student Handout 8
Writing a Thesis Statement
Prompt
b. Declaration of Independence or Declaration of Rights of Man and the Citizen
U
Analyze the prompt

This question asks you to describe similarities and differences between three documents from different
periods of time. The comparison of the documents is based on the five democratic ideals you have
studied (rule of law, limited government, consent of the governed, due process of law, and individual
liberty) and each documents historical significance.
Develop your thesis sentence

1. Which documents are you going to compare to the Magna Carta?
Magna Carta
U
1.___________________________ 2.________________________
2. Which ideals do the documents have in common (similarities)?

________________________ ________________________ ________________________
3. What is your position on the importance of the three documents establishing or extending the ideals
of self-government and individual liberty?
___________________________________________________________________________________
__________________________________________________________________________________.
4. Based on your analysis, write your thesis sentence to the prompt.
___________________________________________________________________________________
___________________________________________________________________________________
__________________________________________________________________________________.
Check my work
Answer the following questions: (Circle your answer)
Do I answer the question in my thesis?
YES or NO
Have I taken a position that others might challenge in my thesis?
YES or NO
Does my thesis do more than just provide a fact?
YES or NO
Is my thesis specific rather than vague or general?
YES or NO
If you answered no to any of the above questions, revise your thesis below.
___________________________________________________________________________________
___________________________________________________________________________________
__________________________________________________________________________________.
Adapted from http://www.unc.edu/depts/wcweb/
6-21
22
23
Student Handout 9
Democratic Ideals Writing Assignment
The Glorious Revolution, the American Revolution, and the French Revolution had enduring
effects worldwide on the political expectations for self-government and individual liberty. There
were five documents written from 1215 to 1791 with the intent to guarantee these rights for their
citizens.
Prompt
b. Declaration of Independence or Declaration of the Rights of Man and the Citizen
Task
Write an introductory paragraph and three topic sentences.
1. Write an introductory paragraph that provides the historical background of the Glorious
Revolution, American Revolution, and French Revolution and their historical significance.
2. Write a thesis sentence which takes a clear historical position at the end of your
introductory paragraph.
3. After writing the introduction, write three topic sentences that support your thesis.
4. Write your rough draft using Student Handout 10.
5. Re-write your introduction and topic sentences on a sheet of lined paper.
Suggested terms to be used in your writing:

rule of law
individual liberty
due process of law
limited government
Glorious Revolution
American Revolution
French Revolution
extend
establish
Student Handout 10
Paragraph
1
Introduction
Historical Context:
2-3 sentence summary of how
the Glorious Revolution,
American Revolution, and
French Revolution led to the
political expectations for selfgovernment and individual
liberty.
Thesis:
Your position about how the
three documents established or
extended the democratic ideals
of self-government and
individual liberty.
Main Idea
Paragraph
2
Body
paragraph
1st democratic
ideal within
documents
which extended
selfgovernment or
individual
liberty.
Topic Sentence
Supporting
Detail/Evidence
Supporting
Detail/Evidence
Analysis
Concluding
Sentence
Main Idea
Paragraph
3
Body
paragraph
2nd democratic
ideal within
documents
which extended
selfgovernment or
individual
liberty.
Topic Sentence
Supporting
Detail/Evidence
Supporting
Detail/Evidence
Analysis
Concluding
Sentence
Main Idea
Paragraph
4
Body
paragraph
3rd democratic
ideal within
documents
which extended
selfgovernment or
individual
liberty.
Topic Sentence
Supporting
Detail/Evidence
Supporting
Detail/Evidence
Analysis
Concluding
Sentence
25
26
Model Lesson 2
Capitalism and
Response to It
Standard 10.3.6
27
28
Student Handout 1
Economic Systems Survey
Directions: Read the descriptions below. Decide if you agree or disagree by marking an
X in the appropriate box. Be prepared to discuss why you made your decisions.
Agree
1. Property and the means of production (factories)
should be owned by businesses and individuals.
2. When individuals follow their own self interest, progress
will result.
3. The government must act to protect workers since
employers often take advantage of them.
4. The government should own property and the means of
production.
5. The government should not interfere in the economy
because the rules of the market-place (the world of
business) benefit everyone.
6. Goods should be distributed according to each
persons needs.
7. Competition among businesses is good.
8. Progress results when producers of goods cooperate
for the benefit of all.
Disagree
Student Handout 2
Evaluating Capitalism and Socialism
Capitalism
Positives
(Benefits)
Negatives
(Problems)
Socialism
Student Handout 3
Economic Philosophies and Systems
Directions: Circle the key words from each definition, then rewrite the definition in your own words.
Economic
Philosophies
and Systems
Mercantilism
Definition
Definition in your own words
Mercantilism is an early modern European

economic theory and system that actively
supported the establishment of colonies. These
colonies would supply materials and markets
and relieve home nations of dependence on
other nations.
Capitalism
Capitalism is an economic system in which the

means of production are privately owned and
money is invested in businesses to make a
profit. In a capitalist or market economy, the key
economic decisions emerge from the interaction
of buyers and sellers in a free market.
Utopianism
Based on the word utopia, perfect living place,

utopianism sought to achieve equality in social
and economic conditions by replacing private
property and competition with collective
ownership and cooperation.
Socialism
Socialism is an economic system in which the

factors of production are owned by the public
and operate for the benefit of all. Under
socialism, the government makes the key
economic decisions.
Social
Democracy
Communism
Social Democracy, or a mixed economy, is one

that has both free market and socialist characteristics. Social democracy promotes the
reforming of capitalism through government
regulation of the economy.
Communism is a theoretical economic system
characterized by the collective ownership of
property and by the organization of labor for the
common good of all members.
Mercantilism
1500s
Capitalism
1600s
Socialism
1700s
1800s
Communism
1900s
Additional Notes
__________________________________
______
_______________________________
___________________________________________________________
31
Student Handout 4
Connecting the Activity to Economic Systems
Economic System
Capitalism
Rock, Paper, Scissors Game

Capitalism
Private ownership of industry
________________________
Freedom of competition
________________________
Results in unequal economic

classes
________________________
Socialism
Socialism
Government ownership of
industry
________________________
Goal of bringing economic

equality
________________________
Aims for a classless society
________________________
33
Student Handout 5
Capitalism and Socialism Reading
Directions: Read the following passages carefully. Highlight or underline key ideas and
terms that are important to understanding each economic system. Use the left hand
column to take notes. Be prepared to discuss and explain the ideas and terms you
selected.
Notes and
Questions
Capitalism:
Capitalism is an economic system based on money (capital
means money). The central idea of capitalism is that the
marketplace, not rulers or governments, decide what will be
made and sold. In the marketplace, people influence what
will be produced by the goods they decide to purchase. For
example, if more people purchase Ford automobiles than
Chevrolet automobiles, then more Fords and fewer
Chevrolets will be produced. In his book The Wealth of
Nations, economist Adam Smith called this idea the
invisible hand (the ability of the marketplace to respond to
public demand without the government getting involved).
Because governments could not control the invisible hand
from moving the marketplace, economists called this type
of economy laissez-faire, or hands-off capitalism. The
Wealth of Nations carries the important message that the
government should intervene as little as possible in
economic affairs and leave the market to its own devices. It
advocates the liberation of economic production from all
regulation in order to benefit the people
In 19th century western Europe, capitalism became the
dominant economic system. Wealth increased
tremendously for some, and the middle classes increased
in size. However, the Industrial Revolution caused many
people to give up farming and move to cities to seek
employment. Many farmers found jobs in the new factories
in the cities. Factory workers worked from 12 to 16 hours a
day, 6 days a week, with 30 minutes for lunch and dinner.
There was no such thing as a minimum wage and a worker
could be fired at any time for any reason. Some began to
see capitalism as an unfair economic system where the rich
got richer and the poor suffered.
Student Handout 5
Notes and
Questions
Socialism:
Socialism is an economic system in which the government
owns and controls manufacturing and is responsible for
planning the economy. It was created in an attempt to
eliminate the differences between the rich and poor. In a
socialist system, where the government owns
manufacturing, businesses, and property, the government
determines what is to be produced and distributes wealth
evenly. Early 19th century socialists believed that the spirit
of cooperation evident in socialist theory could replace the
marketplace competition of capitalism. Later 19th century
proponents of socialist theory, like Karl Marx, believed that
cooperation was not possible and that conflict between the
owners of capital and those who worked for them in
factories was inevitable. He believed that the struggle
between the two groups would eventually lead to a workers
revolution.
Document 1
The Pyramid of Capitalist System
Document 2
Writings from Marx and Engels
Excerpts from the Communist Manifesto by Friederich Engels and Karl Marx,
1848
The modern bourgeois (middle class) societyhas not done away with class
antagonisms (hatred between groups of people). It has but established new
forms of struggle in place of the old ones. Modern industry has converted the little
workshop of the patriarchal (male) master into the great factory of the industrial
capitalist. Masses of laborers, crowded into the factory, are organized like
soldiers. They are slaves of the machine and the manufacturer. Instead of rising
as industry progresses, they sink deeper and deeper into poverty.
"Owing to the use of machinery and to division of labor, the work of the
proletarians (worker class) has lost all individual character, and consequently, all
charm for the workmen. He becomes [a limb] of the machine, and it is only the
most simple, most monotonous (boring), and most easily acquired knack (skill or
ability), that is required of him.
Excerpt from the Principles of Communism by Friedrich Engels, 1847
Above all, [the government] will have to take control of industry and of all the
branches of production out of the hands of competing individuals, and instead
institute a system as a whole, that is for the common account (good), according
to a common plan, and with the participation of all members of society. It will
abolish (eliminate) competition.Private property must therefore be abolished.
Document 3
Adam Smith, The Wealth of Nations
Excerpts from The Wealth of Nations by Adam Smith, 1776
The sole purpose of all production is to provide the best possible goods to the
consumer at the lowest possible price. Society should assist producers of goods
and services only to the extent that assisting them benefits the consumer he [the
consumer] intends his own gain; and he is in this, as in many other cases, led by
an invisible hand to promote an end which was no part of his intention. By
pursuing his own interest, he frequently promotes that of the society....
According to this liberal and generous system, therefore, the most advantageous
method in which a landed nation can raise up artificers (craftsmen),
manufacturers, and merchants of its own, is to grant the most perfect freedom of
trade to artificers, manufacturers and merchants of all nations.
Document 4
Ralph Waldo Emerson, The Conduct of Life
Excerpt from The Conduct of Life, by Ralph Waldo Emerson, 1860
Wealth brings with it its own checks and balances. The basis of a [capitalistic] economy
is noninterference [by the government]. The only safe rule is found in the self adjusting
meter (measure) of demand and supply. Open the doors of opportunity to talent and
virtue (good character) and they will do themselves justice, and property will not be in
bad hands. In a free and just commonwealth (society), property rushes from the idle
(non-working) and imbecile (fool) to the industrious (hard-working), brave and
persevering (dedicated).
Student Handout 6
Document Analysis Guide
Directions: As you read and analyze the primary source documents, use this chart to organize your ideas. You will use
this chart when you work on the writing task, so write clearly and accurately.
Document and Source
Economic System
Do the ideas of
the document
represent
capitalism or
socialism?
Evidence and Explanation
Opposite View
Key quote, image, or phrase that

shows what system is being
represented. Explain how.
How would someone with

the opposing view, (capitalist
or socialist) criticize this
document?
Evidence and Explanation
Opposite View
Document 1: The Pyramid of

Capitalist System
Document 2: Writings from

Marx and Engels
Document and Source
Economic System
Student Handout 6
Do the ideas of
the document
represent
capitalism or
socialism?
Document 3: Adam Smith,
The Wealth of Nations
Document 4: Ralph Waldo

Emerson, The Conduct of
Life
Key quote, image, or phrase that

shows what system is being
represented. Explain how.
How would someone with

the opposing view, (capitalist
or socialist) criticize this
document?
Student Handout 7
Writing Prompt and Task Sheet
Background
From 1750 through 1914, the economic systems of capitalism and socialism emerged
and developed in Europe as part of, and as a response to, the Industrial Revolution. The
Industrial Revolution resulted in major changes both socially and economically. The
systems of capitalism and socialism have become dominant economic systems
influencing the history of the world from the 18th century until the present.
Prompt
Compare and contrast the characteristics of capitalism and socialism. Discuss the
benefits and problems of each system, and evaluate which system provided the greater
overall benefit to society.
Tasks
1) Write an introduction in which you provide the historical background from which
capitalism and socialism developed. End the paragraph with a thesis statement
that indicates which economic system provides the greater overall benefit to
society.
2) Write body paragraphs which describe the characteristics of each system and
which detail the strengths and problems of capitalism and socialism.
3) Incorporate quotes and/or evidence from a minimum of two different sources to
support your arguments. Explain the meaning of the quotes and/or evidence.
4) Write a conclusion where you discuss the overall consequences or benefits of
your favored system.
Suggested terms to use in your writing.
capitalism
socialism
economic system
philosophy
conflict
social
labor
perspective
benefits
problems
Student Handout 8
Writing Graphic Organizer
Paragraph
1
Historical Context:
2-3 sentence background of
capitalism and socialism
Thesis:
Which system provides the
greater overall benefit to
society?
Main Idea
Paragraph
2
Capitalism or
Socialism
Topic Sentence
Characteristics
Benefits
Problems
Concluding
Sentence
Main Idea
Paragraph
3
Capitalism or
Socialism
Topic Sentence
Characteristics
Benefits
Problems
Concluding
Sentence
Main Idea
After considering both systems,

Restate Thesis
Paragraph
4
Evaluating the
two economic
systems
Overall
consequences/
benefits of your
chosen system
43
44
Model Lesson 3
Great War Peace
Process and its
Effects
Standard 10.6.1
45
46
Document 1
Speech on the Treaty of Versailles
April 17, 1923
With the armistice begins the humiliation of Germany. If the Republic on the day
of its foundation had appealed to the country: Germans, stand together! Up and resist
the foe! The Fatherland, the Republic, expects of you that you fight to your last breath,
then millions who are now enemies of the Republic would be fanatical Republicans.
Today they are the foes of the Republic not because it is a Republic but because this
Republic was founded at the moment when Germany was humiliated, because it [has]
so discredited the new flag that mens eyes must turn regretfully toward the old flag.
So long as this Treaty stands there can be no resurrection of the German people;
no social reform of any kind possible! The Treaty was made in order to bring 20 million
Germans to their deaths and ruin the German nation.
There is thus one thing which is the first task of this Movement: it desires to
make the German once more national, that his Fatherland shall stand for him above
everything else. It desires to teach our people to understand afresh the truth of the old
saying: He who will not be a hammer must be an anvil. An anvil we are today and that
anvil will be beaten until out of the anvil we fashion once more a hammer, a German
sword.
Document 2
Casualty Chart and Graph
Country
Mobilized
Dead
Wounded
Civilian Casualties
Missing/POWs
United States
4,355,000
126,000
234,300
757
4,526
France
8,410,000
1,375,800
4,266,000
300,000
537,000
Great Britain
8,904,467
908,371
2,090,212
109,000
191,652
Italy
5,615,000
650,000
947,000
589,000
600,000
Russia
12,000,000
1,700,000
4,950,000
1,500,000
2,500,000
Austria-Hungary
Germany
7,800,000
11,000,000
1,200,000
1,773,700
3,620,000
4,216,058
467,000
426,000
2,200,000
1,152,800
Ottoman Empire
(Turkey)
2,850,000
325,000
400,000
4,200,000
250,000
Document 3
Important Facts of World War I
Nations declaring war on the Central powers
German warships scuttled at Scapa Flow, June 21, 1919
German U-boats lost in action
Daily average caloric intake of German citizens, January, 1918*
Size of German army allowed under the Treaty of Versailles
Estimated combatants killed (all nations)
Reparations demanded by Allied powers in dollars
Direct cost of war to all belligerents in 1913 dollars
*The recommended caloric intake for a healthy adult is 2,000 2,500 per day
24
51
178
1,000
100,000
8,300,000
23,000,000,000
82,400,000,000
Document 4
Cost of the War
Allied Powers
Cost in Dollars in 1914-18
United States
22,625,253,000
Great Britain
35,334,012,000
France
24,265,583,000
All Others
43,465,629,000
Total
Central Powers
125,690,477,000
Cost in Dollars in 1914-18
Germany
37,775,000,000
Austria-Hungary
20,622,960,000
All Others
Total
2,245,200,000
60,643,160,000
51
Student Handout 2
Costs of War Graphic Organizer
Directions: Using Document 2, complete the column for Military Wounded. Study the information and reflect on the total cost of
the war for each country. Put your answers in the appropriate boxes use the Notes and Unanswered Questions column to write
down any questions you might have.
Key Allies Financial Cost

to Country
(in dollars)
(From Doc 4)
Military
Dead
Military
Wounded
Civilian
Casualties
(From Doc 2)
(From Doc 2)
(From Doc 2)
France
24,265,583,000
1,375,800
Great
Britain
35,334,012,000
908,371
109,000
United
States
22,625,253,000
126,000
757
Post-War
Impact on
Military
(From Doc 3)
Notes and
Unanswered
Questions
300,000
Unclear or not
significant
Unclear or not
significant
Unclear or not
significant
Focus Question: How might the above information influence the attitudes of the nations involved in the peace process after
World War I?
Student Handout 2
Costs of War Graphic Organizer
Directions: Using Document 2, complete the column for Military Wounded. Study the information and reflect on the total cost of
the war for each country. Put your answers in the appropriate boxes use the Notes and Unanswered Questions column to write
down any questions you might have.
Key
Central
Powers
Financial Cost
to Country
Military
Dead
Military
Wounded
Civilian
Casualties
(From Doc 2)
(From Doc 2)
(From Doc 2)
(in dollars)
(From Doc 4)
AustriaHungary
20,622,960,000
Germany
37,775,000,000
1,200,000
Post-War
Impact on
Military
(From Doc 3)
Notes and
Unanswered
Questions
467,000
Unclear
1,773,700
426,000
Limited to
100,000
Focus Question: How might the above information influence the attitudes of the nations involved in the peace process after
World War I?
Student Handout 3
Anticipatory Set-World War I Peace Process
Directions: Read each question and circle either yes or no.
1. Should Germany have to pay
money for the damages caused
during the war?
Yes /No
4.
Should Germany withdraw its

troops from foreign lands it
occupied during the war?
Yes/No
2. Should Germany have to give up its

weapons?
Yes/No
5.
Should Germany have to release

its prisoners of war?
Yes/No
3. Should Germany have to let the

Allied Powers keep German
prisoners of war?
Yes/No
6.
Should Germany have to give up

some of its land claimed by other
countries?
Yes/No
Student Handout 4
Vocabulary/Key Term Support
reparationspayments for rebuilding
no secret treatiesopen or transparent agreements
self-determinationautonomy or independent authority; freedom of the
people of a given nation to choose their own political status
guilt clauseformally assigning blame
freedom of the seasopen travel
League of Nationsglobal governing body
withdrawalpull out or evacuation
occupationforeign troops remain in a country
disarmamentlimit weapons and/or armies
demilitarized zonea buffer region along the border between nations
spoils of wargains from winning
Document 7
President Wilsons Fourteen Points

The Fourteen Points were listed in a speech delivered by President Woodrow Wilson to the
United States Congress on January 18, 1918. In his speech, President Wilson shared his
vision for a lasting peace in Europe after World War I. The ideas in the speech encourage
the Central Powers to surrender, and provided the basis for the terms of the German
surrender on November 11, 1918. The Treaty of Versailles, which was negotiated at the
Paris Peace Conference in 1919, included only four of the points of this speech. Ultimately,
the United States refused to ratify the Treaty of Versailles, and signed a separate pace
treaty with Germany in 1923.
Directions: Of the fourteen points below, six are already matched in the right column with
key concepts underlined that identify Wilsons main terms for a peace agreement. For the
remaining eight points, use the terms below to clearly identify other goals. Highlight or
underline the key words in Wilsons points that match a key concept or term. Some terms
may be used more than once. Some terms are not used at all.
self-determination
no secret treaties
disarmament
withdrawal
League of Nations
reparations
guilt clause
freedom of the seas
We entered this war because violations of right had occurred which

touched us to the quick and made the life of our own people
impossible unless they were corrected and the world secured once
for all against their recurrence. What we demand in this war,
5 therefore, is nothing peculiar to ourselves. It is that the world be
made fit and safe to live in; and particularly that it be made safe for
every peace-loving nation which, like our own, wishes to live its own
life, determine its own institutions, be assured of justice and fair
dealing by the other peoples of the world as against force and selfish
10 aggression. All the peoples of the world are in effect partners in this
interest, and for our own part we see very clearly that unless justice
be done to others it will not be done to us. The program of the
world's peace, therefore, is our program; and that program, the only
possible program, as we see it, is this:
Wilsons terms for a

peace agreement:
56
Document 7
15
I. Open covenants of peace, openly arrived at, after which there shall
be no private international understandings of any kind but diplomacy
shall proceed always frankly and in the public view.
I.
20 II. Absolute freedom of navigation upon the seas, outside territorial

waters, alike in peace and in war, except as the seas may be closed
in whole or in part by international action for the enforcement of
international covenants.
II.
25 III. The removal, so far as possible, of all economic barriers and the
establishment of an equality of trade conditions among all the
nations consenting to the peace and associating themselves for its
maintenance.
III.
30 IV. Adequate guarantees given and taken that national armaments

will be reduced to the lowest point consistent with domestic safety.
IV.
V. A free, open-minded, and absolutely impartial adjustment of all

colonial claims, based upon a strict observance of the principle that
35 in determining all such questions of sovereignty the interests of the
populations concerned must have equal weight with the equitable
claims of the government whose title is to be determined.
V.
VI. The evacuation of all Russian territory and such a settlement of

40 all questions affecting Russia as will secure the best and freest
cooperation of the other nations of the world in obtaining for her an
unhampered and unembarrassed opportunity for the independent
determination of her own political development and national policy
and assure her of a sincere welcome into the society of free nations
45 under institutions of her own choosing; and, more than a welcome,
assistance also of every kind that she may need and may herself
desire. The treatment accorded Russia by her sister nations in the
months to come will be the acid test of their good will, of their
comprehension of her needs as distinguished from their own
50 interests, and of their intelligent and unselfish sympathy.
VI.
VII. Belgium, the whole world will agree, must be evacuated and
restored, without any attempt to limit the sovereignty which she
enjoys in common with all other free nations. No other single act will
55 serve as this will serve to restore confidence among the nations in
the laws which they have themselves set and determined for the
government of their relations with one another. Without this healing
act the whole structure and validity of international law is forever
impaired.
60
VIII. All French territory should be freed and the invaded portions
VII.
free trade
withdrawal
VIII.
57
Document 7
restored, and the wrong done to France by Prussia in 1871 in the
matter of Alsace-Lorraine, which has unsettled the peace of the
world for nearly fifty years, should be righted, in order that peace
65 may once more be made secure in the interest of all.
IX. A readjustment of the frontiers of Italy should be effected along
clearly recognizable lines of nationality.
70 X. The peoples of Austria-Hungary, whose place among the nations
we wish to see safeguarded and assured, should be accorded the
freest opportunity of autonomous development.
IX. self-
determination
selfdetermination
X.
XI. Romania, Serbia, and Montenegro should be evacuated;

XI.
75 occupied territories restored; Serbia accorded free and secure
access to the sea; and the relations of the several Balkan states to
one another determined by friendly counsel along historically
established lines of allegiance and nationality; and international
guarantees of the political and economic independence and territorial
80 integrity of the several Balkan states should be entered into.
withdrawal
XII. The Turkish portions of the present Ottoman Empire should be

assured a secure sovereignty, but the other nationalities which are
now under Turkish rule should be assured an undoubted security of
85 life and an absolutely unmolested opportunity of an autonomous
development, and the Dardanelles should be permanently opened as
a free passage to the ships and commerce of all nations under
international guarantees.
XII. self-
90 XIII. An independent Polish state should be erected which should

include the territories inhabited by indisputably Polish populations,
which should be assured a free and secure access to the sea, and
whose political and economic independence and territorial integrity
should be guaranteed by international covenant.
95
XIV. A general association of nations must be formed under specific
covenants for the purpose of affording mutual guarantees of political
independence and territorial integrity to great and small states alike.
XIII.
determination
XIV.
100 In regard to these essential rectifications of wrong and assertions of

right we feel ourselves to be intimate partners of all the governments
and peoples associated together against the Imperialists. We cannot
be separated in interest or divided in purpose. We stand together
until the end.
58
Student Handout 5
Directions: Using Documents 7, 8, and 9, complete the following chart.
The Peace Process -- Fourteen Points, Armistice, Treaty of Versailles

President Wilsons Fourteen Points
Date
General
Description
Main
Provisions
Intent
Effects
January 8, 1918
Armistice
November 11, 1918
Treaty of Versailles
June 28, 1919
Document 8
Conditions of an Armistice with Germany
Official release by the German government, published in the Kreuz-Zeitung, November 11, 1918.
Directions: Fill in the blanks. Match the terms below as Terms of the Truce or armistice.
Highlight or underline key words that determine the match. Some may be used more than
once, and some not at all.
no spoils to Germany
P.O.W. settlement
freedom of the seas
disarmament
blockade
withdrawal
spoils of war to Allies
reparations
set time frame
The following terms were set by the Allied powers for the
Armistice.
occupation
Terms of the Truce
set timeframe
1. Effective six hours after signing.
1)
2. Immediate clearing of Belgium, France, Alsace-Lorraine, to be

concluded within 14 days. Any troops remaining in these areas
to be interned or taken as prisoners of war.
2)
3. Surrender 5000 cannon (chiefly heavy), 30,000 machine guns,

3000 trench mortars, 2000 planes.
3)
4. Evacuation of the left bank of the Rhine, Mayence, Coblence,

Cologne, occupied by the enemy to a radius of 30 kilometers
deep.
4)
5. On the right bank of the Rhine a neutral zone from 30 to 40

kilometers deep, evacuation within 11 days.
5)
6. Nothing to be removed from the territory on the left bank of the

Rhine, all factories, railroads, etc. to be left intact.
6)
no spoils to
Germany
7. Surrender of 5000 locomotives, 150,000 railway coaches,

10,000 trucks.
7)
no spoils to
Germany
8. Maintenance of enemy occupation troops through Germany.
8)
9. In the East all troops to withdraw behind the boundaries of

August 1, 1914, fixed time not given.
9)
10. Renunciation of the Treaties of Brest-Litovsk and Bucharest.
10) overrides other
11. Unconditional surrender of East Africa.
11)
12. Return of the property of the Belgian Bank, Russian and

Rumanian gold.
12) no spoils to
13. Return of prisoners of war without reciprocity.
13) P.O.W. settlement
treaties
Germany
60
Document 8
14. Surrender of 160 U-boats, 8 light cruisers, 6 Dreadnoughts;
the rest of the fleet to be disarmed and controlled by the Allies
in neutral or Allied harbors.
14)
15. Assurance of free trade through the Cattegat Sound;

clearance of mine fields and occupation of all forts and
batteries, through which transit could be hindered.
15)
16. The blockade remains in effect. All German ships to be

captured.
16)
17. All limitations by Germany on neutral shipping to be removed.
17) freedom of the seas
18. Armistice lasts 30 days.
18)
blockade
set timeframe
61
Document 9
Treaty of Versailles Background Reading

Directions: Use this document to complete Student Handout 6. As you read use the
column on the right to take notes on the text or ask questions.
Background
Notes and
Questions
When Germany sought peace terms in 1918, the Germans thought

that these terms would be based on President Woodrow Wilson's
5 Fourteen Points. Wilson had set these out in an address to the United
States Congress in January 1918. President Wilson had set out his
beliefs on a peace based on justice, democracy, and equality.
President Wilson later stated that the peace should include no
annexations, no contributions, and no punitive damages.
10
The Big Three
In the years following the end of World War I, peace treaties were
signed with Germany and her allies (Austria-Hungary, Turkey, and
15 Bulgaria). The treaties were: Treaty of Saint Germain with Austria in
1919, Treaty of Neuilly with Bulgaria in 1919, Treaty of Sevres with
Turkey in 1920 and Treaty of Trianon with Hungary in 1920. The
terms of these treaties were made up mainly by the Big Three:
Clemenceau of France, Lloyd-George of Britain, and President Wilson
20 of the United States during negotiations in Paris. The treaty with
Germany was by far the most important. It was signed in the Hall of
Mirrors in June 1919 and is called the Treaty of Versailles.
When judging the terms of the peace treaties, in particular the Treaty
25 of Versailles, it is important to keep in mind the atmosphere in Europe
and the attitude towards Germany in the period just after the war.
Anti-German feeling was strong in 1919.
Woodrow Wilson, the American President, aimed to secure a peace
30 based on the Fourteen Points: a peace that would be based on
justice, that would have liberal principals at its core, and that would be
maintained by a new international organization (The League of
Nations). Wilson did agree that Germany needed to be punished for
starting the war, but he wanted the punishment to be fair.
35
David Lloyd-George, the British Prime Minister, was in a difficult
62
Document 9
position. Britain had suffered huge casualties in the war and the
general public was demanding revenge. Typical headlines in British
newspapers, such as Make Germany Pay and Hang the Kaiser,
40 reflected British public feeling. Lloyd-George was determined to
maintain Britain's naval supremacy and to enlarge the British Empire.
He had also announced in the 1918 election campaign that he
expected Germany to pay as much as it could for the damage it had
caused. Lloyd-George was also prepared to see Germany's military
45 strength reduced. On the other hand, he was also aware that the new
Weimar leaders of Germany were different from those of the Kaiser's
time. An overly harsh treaty might undermine them and create an
embittered Germany. Lloyd-George was also concerned that if the
peace treaty humiliated Germany, it might provoke a Bolshevik
50 revolution, similar to what had happened in Russia in 1917. While he
was prepared to talk in harsh terms for the people home in Great
Britain, Lloyd-George worked to ease some of the harsher terms
demanded by Clemenceau.
Notes and
Questions
55 Clemenceau, the French leader, was determined to punish Germany.

This had been the second time in living memory that France had been
invaded by Germany. In 1871, Germany had taken Alsace-Lorraine
from France and forced them to pay huge reparations. French
casualties had also been massive during World War I, the highest
60 amongst the Allies. Clemenceau wanted German power reduced so
that it could never again pose a military threat. The French people
were fully behind their leader.
The war had been extremely expensive. By the end of it, Britain and
65 France had large debts to repay. France especially had suffered
extensive damage to large parts of the country that would cost a great
deal to repair. Following the war, public opinion in both Britain and
France felt strongly that Germany should be made to meet these
costs of the war.
63
Document 5
Europe 1914
Document 6
Europe 1918
Document 9
Treaty of Versailles Background Reading
Directions: Use this document to complete Student Handout 6. As you read, use the
column on the right to take notes or write questions
The Main Terms of the Treaty of Versailles
Notes and
Questions
Territorial Changes
5 Before the end of the war, President Woodrow Wilson issued his
famous Fourteen Points. Germany had signed the armistice in
November 1918 on the understanding that these 'Fourteen Points'
would be the basis of the peace treaty.
10 One of these points established the principle of self-determination.
This principle proposed that the old pre-war European empires should
be broken up and that the map of Europe should be re-drawn so that
each nationality would live within its own borders, independent of
foreign powers and with its own form of government. This was a
15 sound principle in theory, but the ethnic mixture in some parts of
Europe meant that some groups of people would become inhabitants
of a new and/or different country. Also, the principle sometimes had
to take 'second place' to practical considerations - such as making
sure that countries had sensible borders for purposes of defense,
20 trade, and economic stability. Significant territorial changes included:
25
30
35
Alsace-Lorraine was given back to France.

Eupen and Malmedy on the border with Belgium were given to
Belgium after a vote.
The Saar region was placed under League of Nations control for
15 years, during which time the French could work its coal mines.
A vote would then be held to decide the area's future.
Northern Schleswig was given to Denmark after a vote.
Parts of Upper Silesia, Posen and West Prussia were given to the
new country of Poland. This was partly to make the new country of
Poland stronger as this area contained mineral reserves and also
to give Poland access to the sea. Many Germans were in these
territories. This also cut East Prussia off from the rest of Germany.
The city of Danzig was to be a free city under the League of
Nations.
Germany was not allowed to unite with Austria.
All of Germany's colonies were taken away.
As a result of the territorial changes, Germany lost 13.5% of its land

40 and 12.5% of its population. These losses were to hit the German
economy hard in the following years.
66
Document 9
45 These losses also created considerable resentment in Germany,
especially the losses in eastern Germany and the perceived failure of
the peace-makers to allow self-determination.
Notes and
Questions
Military Terms
50
55
60
The West Bank of the Rhine was to be demilitarized. An allied

army of occupation was to be stationed there for 15 years. On the
East Bank, German troops were to be excluded of land 50
kilometers (31 miles) wide.
The German army was to be reduced to 100,000 men.
The German navy was to have no battle ships and no submarines.
The German High Seas Fleet was to be handed over to Britain, but
it was scuttled on the day the Treaty of Versailles was signed as
an act of defiance and disgust at the treaty.
Germany was prohibited from having an air force.
An Allied Control Commission was set up to police these

arrangements.
65 The Treaty also stated that Germany was being disarmed. This was
only a precursor to general world disarmament.
Special Clauses
70 Article 231 stated, The Allied and Associated Governments affirm
that Germany accepts the responsibility of Germany and her allies for
all the loss 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.
75
Article 231 became known as the War Guilt Clause. It provided the
moral grounds to demand war reparations from Germany. In Germany
it was seen as an unfair attempt to place the total blame for the war
onto Germany and its allies.
80
Article 232 imposed reparations upon Germany and was designed to
help the Allied countries pay for the cost of the war and to keep
Germany financially weak for many years. The Germans saw this as
an attempt to destroy their industrial power.
85
The League of Nations
The setting up of a League of Nations was also written into the Treaty
of Versailles. The Allies had different views about the League, but all
90 agreed that Germany should not be allowed to join until it had given
concrete proof of its intention to carry out the peace terms.
No representatives of the new German Weimar Republic were
67
Document 9
allowed to take part in the negotiations at Versailles. The Germans
95 were simply told to sign the treaty at the Palace of Versailles in 1919.
The Germans did try to have input into the negotiations, but were not
allowed to participate. This perpetuated the view that the Versailles
Treaty was a diktat (a harsh settlement unilaterally imposed, as on a
defeated nation).
Notes and
Questions
100
Reactions to the Treaty of Versailles
105
The treaty was well received in Britain, although it did not take long for
critics of the harshness of the treaty to emerge.
The French thought the treaty was too soft.
Wilson was disappointed at the treaty's overall outcome.
110
The Germans felt that the treaty was both punitive and unfair, and a
major departure from Wilson's Fourteen Points.
The treaty was to have long term effects for Germany and be a
115 contributing factor to the events that led to the rise of Adolf Hitler and
the Nazi Party.
68
Student Handout 6
Directions: Using Document 9, complete the following chart.
Aims and Interests of the Allied Powers

Aims and Interests
United
States
France
Great
Britain
Reasons for Aims
Notes
Student Handout 7
Anticipatory Set-World War I Peace Process Revisited
Directions: Read each question and circle either yes or no, the appropriate key terms,
document(s), and effects.
1. Should Germany have to pay money
for the damages caused during the
war?
Yes/No
Relates to which term?
withdrawal
self-determination
disarmament
reparations
spoils of war
From which document?
Wilsons Fourteen Points
Armistice
Effect on Germany:
reasonable
problematic punitive
4.
3. Should Germany have to give up its

weapons?
Yes/No
withdrawal
self-determination
disarmament
reparations
spoils of war
Armistice
Effect on Germany:
reasonable
5.
3. Should Germany have to let the Allied

Powers keep German prisoners of
war?
Yes/No
withdrawal
self-determination
disarmament
reparations
spoils of war
Armistice
Effect on Germany:
reasonable
6.
Should Germany withdraw its troops

from foreign lands it occupied during
the war?
Yes/No
withdrawal
self-determination
disarmament
reparations
spoils of war
Armistice
Effect on Germany:
reasonable
Should Germany have to release its
prisoners of war?
Yes/No
withdrawal
self-determination
disarmament
reparations
spoils of war
Armistice
Effect on Germany:
reasonable
Should Germany have to give up
some of its land claimed by other
countries?
Yes/No
withdrawal
self-determination
disarmament
reparations
spoils of war
Armistice
Effect on Germany:
reasonable
Student Handout 8
Pre-Writing Graphic Organizer
Directions: Using Student Handouts 2, 4, 5, and 6, complete the following chart on the Treaty of Versailles.
United States
Germany
Aims:
Aims:
Actual Outcome:
Actual Outcome:
Evaluation of the Treaty from the U.S. Point of View:
Evaluation of the Treaty from the German Point of View:
Evidence:
Evidence:
Other Allied Nation (Great Britain or France)

Aims:
Actual Outcome:
Evaluation of the Treaty from the _________ Point of View:
Evidence:
Notes
Student Handout 10
Great War Peace Process and its Effects: Writing Assignment
The Great War was among the most devastating events of the 20th century. The
Treaty of Versailles officially brought about the end of the war in 1919. Each nation
that was involved in the fighting had a great interest in what the terms of the Treaty
would be, and therefore had differing national aims and expectations for the Treaty.
Prompt
Evaluate the Treaty of Versailles from the perspective of the United States, one other
Allied power (Great Britain or France), and Germany. Be certain to include the
national aims and actual outcomes for each country, and the impact of Wilsons
Fourteen Points in your answer.
Task
Write a multi-paragraph response in which you:
1. Write an introductory paragraph that contains background on the Treaty of
Versailles and a thesis statement evaluating the Treaty.
2. Write one paragraph from the perspective of the United States that includes
its national aims and actual outcomes regarding the Treaty of Versailles. Be
certain to include specific evidence from the documents in the lesson.
3. Write one paragraph from the perspective of either Britain or France that
includes its national aims and actual outcomes regarding the Treaty of
Versailles. Be certain to include specific evidence from the documents in the
lesson.
4. Write one paragraph from the perspective of Germany that includes its
national aims and actual outcomes regarding the Treaty of Versailles. Be
certain to include specific evidence from the documents in the lesson.
Suggested terms to include in your writing:
disarmament
withdrawal
occupation
spoils of war
reparations
War Guilt Clause
League of Nations
freedom of the seas
self-determination
Student Handout 9
Paragraph
1
Historical Context:
2-3 sentence summary of
the Treaty of Versailles
Thesis:
Main Idea
Paragraph
2
Topic Sentence
National Aims/Fourteen Points

Perspective of Supporting
Detail/Evidence
the United
States
Actual Outcomes
Supporting
Detail/Evidence
Analysis
Evaluation of the Treaty
Concluding
Sentence
Main Idea
Paragraph
3
Perspective of
Great Britain
or
France
Topic Sentence
National Aims
Supporting
Detail/Evidence
Actual Outcomes/Fourteen Points
Supporting
Detail/Evidence
Analysis
Concluding
Sentence
Main Idea
Paragraph
4
Topic Sentence
Perspective of
Supporting
Germany
Detail/Evidence
Actual Outcomes
Supporting
Detail/Evidence
Analysis
Concluding
Sentence
73
Student Handout 9a
Paragraph
1
Historical Context:
2-3 sentence summary of the
Thesis:
Main Idea
Paragraph
2
Perspective of
the United
States
Topic Sentence
Supporting
Detail/Evidence
Supporting
Detail/Evidence
Actual Outcomes
Analysis
Concluding
Sentence
Main Idea
Paragraph
3
Perspective of
Great Britain
or
France
Topic Sentence
Supporting
Detail/Evidence
National Aims
Supporting
Detail/Evidence
Actual Outcomes/Fourteen Points
Analysis
Concluding
Sentence
Main Idea
Paragraph
4
Perspective of
Germany
Topic Sentence
Supporting
Detail/Evidence
Supporting
Detail/Evidence
Actual Outcomes
Analysis
Concluding
Sentence
Paragraph
5
Restate Thesis
Review Main Points
74
Model Lesson 4
The Rise of
Totalitarianism
Standard 10.7.3
75
76
Student Handout 1
Dictators?
Directions: Consider the leaders in the chart below. Decide if they are dictators or democratic
leaders. Using a check mark, indicate your choices. Be sure to explain your choices.
Leader and Country
Dictator
Democratic
Reason(s)
Bill Clinton United

States
Fidel Castro Cuba
Adolf Hitler - Germany
Mao Tse-tung - China
Benito Mussolini - Italy
Nelson Mandela South
Africa
Kim Jong II North Korea
Joseph Stalin U.S.S.R.
Criteria Chart
Your Criteria
Criteria from Document 1

and Student Handout 2
Document 1
Criteria of Totalitarian Regimes
...I saw a little boy, perhaps ten years old, driving a huge carthorse along a narrow path,
whipping it whenever it tried to turn. It struck me that if only such animals became aware of their
strength we should have no power over them
-George Orwell
Germany, the Soviet Union, and Italy had dictatorships that were unique in the history of
the world. They went beyond mere dictatorships. They were totalitarian dictatorships.
Their control went beyond traditional, authoritarian dictatorships and monarchies.
Totalitarian dictatorships wanted total control over the lives of their people, as the name
totalitarian implies or suggests. How did these totalitarian governments achieve this kind
of control?
Re-read the quote above. In it, the writer George Orwell tells us two of the ways that
people, as well as animals, can be controlled. The 2,000 pound horse could be
controlled by a small boy of less than 100 pounds because the boy used some of the
methods that dictators used to control the large populations of their countries. These
dictators used eight methods to gain total control over their people. Look at the following
characteristics of totalitarian control. Just as the boy controlled the horse, dictators were
able to control people by using the following methods.
Indoctrination
Propaganda
Censorship
Terror
Charisma
One Party Rule
Economic Control
Extreme Nationalism
Student Handout 2
Say-Mean-Matter
What does it say? (Read the definition and underline important phrases.)
What does it mean? (Put definition into your own words.)
Why does it matter? (Explain why principle is important in totalitarian states.)
What does it Say?

Indoctrination
To teach people to
accept a system of
beliefs (thoughts)
without questioning.
Propaganda-Using
newspapers,
magazines, radio,
speeches, and movies
to give people a one
sided message.
Censorship-The
removal of anything
objectionable to or
critical of the ruling
party.
Terror-The use of
violence or the threat of
violence to produce
fear so that people will
obey the state.
Charisma-A quality
about a leader that
makes people eager to
follow him or her.
One Party Rule- Only
one political party is
allowed to exist. It has
complete power.
Economic Control-The
state decides what will
be made and sold.
Authoritarian-Having
control, but not total
control, over the lives
of the people.
Totalitarian-Having
total control over the
lives of the people.
Extreme NationalismThe belief by a group of
people that their
country is better than
any other country.
What does it Mean?
Why does it Matter to totalitarian states?
Document 2
Ascent of the Dictators
Mussolinis Rise to Power
Benito Mussolini was born in Italy in 1883. During his early life he worked as a
schoolteacher, bricklayer, and chocolate factory worker.
In December 1914, Mussolini joined a group of Italian socialists who broke away from
socialism and formed the first fascist group to support Italian expansion.
With the Italian defeat at Caporetto during World War I, Mussolini called for national
discipline and a dictator to take over the weak government.
In 1919, Mussolini launched his fascist movement, the Italian Combat Fascists. He
formed paramilitary squads and used them against his political enemies.
In 1921, Mussolini and his fascist party won 35 seats in the Italian Parliament and the
party was renamed the National Fascist Party.
In October 1922, the paramilitary squads began seizing government offices, and King
Victor Emanuel III decided to make Mussolini Prime Minister of Italy.
In the 1924 elections, the fascists won 65% of the vote by using violence and
intimidation.
In 1926, Mussolini expelled all opposition from Parliament, abolished all political parties
other than the Fascist Party, and created a totalitarian dictatorship with no free press,
and a secret police force.
In 1928, Italy signed a friendship treaty with Ethiopia; however, Mussolini sent arms and
troops to the Italian colonies of Eritrea and Somalia and prepared for a future invasion
of Ethiopia.
In 1929, Pope Pius XI agreed to accept the authority of the Fascist dictatorship.
In 1931, Mussolini built 1700 summer camps for city children, gave workers an
8-hour work day and insurance benefits. No unions or strikes were allowed.
In 1931, by public decree, all meetings and public occasions began with the official
Roman salute to Mussolini and all fascists were required to wear military-style uniforms.
Stalins Rise to Power
In 1917, Stalin entered the Soviet cabinet as People's Commissar for Nationalities and
began to emerge as a leader of the new regime. During the civil war from 1918 to 1920,
he played an important administrative role on military fronts and in government.
Document 2
In 1922, he was elected General Secretary of the Central Committee of the Party,
enabling him to control the rank-and-file members loyal to him.
In 1924, he was highly regarded by Lenin as an administrator but not as leader. Toward
the end of his life, Lenin wrote a testament in which he strongly criticized Stalin's
arbitrary conduct as General Secretary and recommended that he be removed.
On Lenin's death, Stalin and two others allied against Leon Trotsky, who was a strong
contender to replace Lenin. After Trotsky was ousted as Commissar of War, Stalin
allied himself with Nikolai Bukharin. Stalin subsequently broke with Bukharin and
engineered his fall from power.
A primary issue around which these party struggles centered was the course of the
Russian economy. The right wing, led by Bukharin, favored granting concessions to the
peasantry and continuing Lenin's New Economic Policy. The left wished to proceed with
industrialization on a large scale at the expense of the peasants. Stalin's position
wavered, depending on the political situation.
In 1928, Stalin reversed this policy and inaugurated collectivization of agriculture and
the Five-Year Plan. Ruthless measures were taken against the kulaks, the farmers who
had risen to prosperity under the New Economic Policy.
Hitlers Rise to Power
In 1919, a former corporal in the German Army named Adolf Hitler joined the National
Socialist Party (Nazi Party). He was typical of many Germans who were disillusioned
after the German defeat in the First World War. Ex-soldiers felt that they had been
stabbed in the back by their own government.
Economic hardship was coupled with humiliation as a result of the terms of the Treaty of
Versailles. Right-wing groups like the Nazi Party gained popularity by saying that they
would not adhere to the terms of the Treaty.
The Nazi Party gained support through the use of force against communists and trade
unionists. In addition, the Nazis campaigned on a message of traditional values and
with the constant reminders of who was to blame for Germanys economic crisis.
Members of the Nazi Party were identified by the military uniforms they wore, which
demonstrated strength at a time when the government was weak.
By 1923, Adolf Hitler had assumed control of the Nazi Party and attempted to seize
control of the German government through force. This attempt failed and he was
imprisoned.
While in prison, he wrote Mein Kampf (My Struggle), in which he outlined his political
beliefs. Also at this time, Hitlers political supporters began developing propaganda
tactics to influence the German people.
Document 2
In 1929, because of world-wide economic depression, the German people became
increasingly receptive to the Nazi Party message. At this time many people were
unemployed, inflation was skyrocketing, the threat of communism increased, and the
German government failed to address these problems.
By 1931, the Nazi Party was growing in strength. Propaganda played on peoples fear
for the future. The Nazi emphasis on military strength led many former soldiers to
support the Nazi Party.
In 1932, the Nazi Party gained the most seats in the German Parliament. In 1933, Hitler
was appointed Chancellor of Germany. When President Hindenburg died in 1933, Hitler
assumed presidential powers. The Nazi Partys rise to power was complete.
Document 3
Aggressive Foreign Policy
Italy Invades Ethiopia
Italian dictator Benito Mussolini had long held a desire for a new Italian Empire.
Reminiscent of the Roman Empire, Mussolini's new empire was to rule over the
Mediterranean and North Africa. His new empire would also avenge past Italian defeats.
Chief among these defeats was the Battle of Adowa which took place in Ethiopia on
March 1, 1896. Mussolini promised the Italian people "a place in the sun", matching the
extensive colonial empires of the United Kingdom and France.
Ethiopia was a prime candidate of this expansionist goal for several reasons. Following
the scramble for Africa by the European imperialists it was one of the few remaining
independent African nations, and it would serve to unify the Italian-held Eritrea to the
northwest and Italian Somaliland to the east. It was considered to be militarily weak, but
rich in resources.
On October 3, 1935, Italy advanced into Ethiopia from Eritrea without declaration of war.
The Italian forces numbered greater than 100,000. The Ethiopians were outnumbered
but fought bravely while appealing to the League of Nations for assistance.
After several months of fighting the Italians were victorious and Italy annexed the
Ethiopia on May 7, 1936.
Germany Invades Poland
In September 1939, Nazi Germany and the Soviet Union invaded Poland. The invasion
of Poland marked the start of World War II in Europe, as Poland's western allies, the
United Kingdom, Australia and New Zealand, declared war on Germany on September
3, 1939, soon followed by France, South Africa and Canada, among others. The
invasion began on September 1, 1939, one week after the signing of the Nazi-Soviet
Non-Aggression Pact, and ended October 6, 1939, with Germany and the Soviet Union
occupying all of Poland.
The Soviet Union Invades Poland and Finland
The 1939 Soviet invasion of Poland was a military operation that started without a
formal declaration of war on September 17, 1939, during the early stages of World War
II, sixteen days after the beginning of the Nazi German attack on Poland. It ended in a
decisive victory for the Soviet Union's Red Army.
The Soviet Union attacked Finland on November 30, 1939.Because the attack was
judged as illegal, the Soviet Union was expelled from the League of Nations on
December 14, 1939. Finnish resistance frustrated the Soviet forces, which outnumbered
the Finns 4 to 1 in men, 200 to 1 in tanks and 30 to 1 in aircraft. Finland held out until
March 1940, when the treaty was signed ceding about 9% of Finland's territory and
20% of its industrial capacity to the Soviet Union.
Student Handout 3
Characteristics of Totalitarian Regimes
Directions: Using Documents 2 and 3, and your textbooks, identify specific examples of each of the characteristics of
totalitarian regimes in Italy, Germany, and the Soviet Union. Write your examples in the appropriate section under each
country.
Characteristics of
Totalitarian Regimes
Indoctrination
Propaganda
Censorship
Terror
Charisma
One Party Rule

Economic Control
Extreme Nationalism
Italy
Germany
Soviet Union
Student Handout 4
Poster Analysis Worksheet
Analysis Questions
Nazi Propaganda Poster
What are the main colors

used in the poster? Why
do you think these colors
were chosen?
What symbols (if any) are
used in the poster and
what do they mean?
Are the messages in the
poster primarily visual,
verbal, or both?
Who do you think is the
intended audience for the
poster?
What government purpose
is served by the poster?
Which of the eight criteria
of totalitarian regimes are
represented in the poster?
Are there any other clarifying questions that you have about this poster?
Document 4
Document 5
Document 6
Document 7
Map of the 1939 Partition of Poland
Document 8
Map of Africa (1939)
Document 9
Map of Europe (1939)
Document 10
Mussolini Political Cartoon
Document 11
Nazi Political Cartoon
Light!, more Light!

-Goethes last words
Document 12
Hitler/Stalin Political Cartoon
DIALOGUE:
Man on the left: The scum of the earth, I believe?
Man on the right: The bloody assassin of the workers, I
presume?
95
Student Handout 5
Document Analysis Worksheet
Directions: As you analyze Documents 4 through 12, complete the following chart:
Document
What type of
document?
(photo, map,
political cartoon)
Document 4:
Document 5:
Document 6:
Document 7:
Regime
Which regime
is being
represented?
Rise to Power or Aggressive

Foreign Policy and Evidence
What category does the document

relate to? How do you know? (Key
quote, detail, etc.)
Characteristics of a Totalitarian
Regime and Evidence
What characteristics does the

document reveal? How do you know?
(Key quote, detail, etc.)
Questions/Notes
What questions does this document

bring to mind? Write down one
question for each document.
Student Handout 5
Directions: As you analyze Documents 4 through 12, complete the following chart:
Document
What type of
document?
(photo, map,
political cartoon)
Document 8:
Document 9:
Document 10:
Document 11:
Document 12:
Regime
Which regime
is being
represented?
Rise to Power or Aggressive

Foreign Policy and Evidence
What category does the document

relate to? How do you know? (Key
quote, detail, etc.)
Characteristics of a Totalitarian
Regime and Evidence
What characteristics does the

document reveal? How do you know?
(Key quote, detail, etc.)
Questions/Notes
What questions does this document

bring to mind? Write down one
question for each document.
98
Student Handout 6
Totalitarian Timeline
Directions: Match the events by writing the appropriate number in the correct box.
1920
1925
1930
Totalitarian Timeline
Fill in the white spaces in the timeline with the numbers of the following
events:
1. Mussolinis marches on Rome
2. Hitler becomes dictator of Germany and declares one party rule
3. King Victor Emanuel appoints Mussolini Prime Minister of Italy
4. Stalin & Hitler signs a non-aggression pact
5. Italy attacks Ethiopia
6. The Soviet Union Invades Finland
7. Germany attacks Poland, WW II begins
8. Stalin becomes Communist Party Secretary of the Soviet Union
9. Germany takes over the Rhineland
10. Stalin collectivizes all Soviet farms
1935
1940
100
Student Handout 7
Evidence Organization Chart
Italy
Directions: Complete the chart using information from the readings, documents, handouts, and your textbook. You must include at least
one item per box. You will use this chart to respond to the following prompt: Compare the totalitarian regimes of Mussolini, Hitler and
Stalin. Evaluate their rise to power, foreign policy, and common characteristics.
Rise to Power
Document
Type
Event
Totalitarian
Characteristic
Evidence
Foreign Policy
Citation/
Source
Event
Totalitarian
Characteristic
Evidence
Citation/
Source
Secondary
Sources
Primary
Sources
101
Student Handout 7
Germany
Directions: Complete the chart below using information from the readings, documents, handouts, and your textbook. You must include at
least one item per box. You will use this chart to respond to the following prompt: Compare the totalitarian regimes of Mussolini, Hitler and
Rise to Power
Document
Type
Event
Totalitarian
Characteristic
Evidence
Foreign Policy
Citation/
Source
Event
Totalitarian
Characteristic
Evidence
Citation/
Source
Secondary
Sources
Primary
Sources
102
Student Handout 7
Soviet Union
Directions: Complete the chart below using information from the readings, documents, handouts, and your textbook. You must include at
least one item per box. You will use this chart to respond to the following prompt: Compare the totalitarian regimes of Mussolini, Hitler and
Rise to Power
Document
Type
Event
Totalitarian
Characteristic
Evidence
Foreign Policy
Citation/
Source
Event
Totalitarian
Characteristic
Evidence
Citation/
Source
Secondary
Sources
Primary
Sources
103
Student Handout 8
Rise of Totalitarianism Writing Assignment
During the years between World War I and World War II, three dictators rose to
prominence and power in Europe after the chaos left by the First World War. Adolf
Hitler, Benito Mussolini, and Joseph Stalin gained control of their countries through
similar tactics.
Prompt
Compare the totalitarian regimes of Mussolini, Hitler, and Stalin. Evaluate the rise to
power, foreign policy, and common characteristics of these totalitarian regimes.
Task
Write a multi-paragraph essay in which you:
1. Write an introductory paragraph that contains information on totalitarianism in
the interwar years. This paragraph must also include a thesis statement.
2. Write one paragraph that addresses the common characteristics of each
regime. Include evidence from the documents in the lesson.
3. Write one paragraph that addresses the aggressive foreign policy of each
regime. Be certain to include evidence from the documents in the lesson.
4. Write one paragraph that addresses the rise to power of each regime. Be
certain to include evidence from the documents in the lesson.
5. Write a concluding paragraph which restates the thesis and includes a
summarizing or final thought.
Suggested terms to include in your writing
indoctrination
propaganda
censorship
terror
charisma
one party rule
economic control
authoritarian
totalitarian
extreme nationalism
Student Handout 9
Para
graph
1
Historical Context:
2-3 sentence summary of background on
totalitarianism in the interwar years
Thesis:
Main Idea
Rise to Power
Para
graph
2
Topic Sentence
Supporting
Detail/Evidence
Supporting
Detail/Evidence
Supporting
Detail/Evidence
Analysis
(Cite source: reading, maps, cartoons, etc.)
Comparison /Evaluation
Concluding
Sentence
Main Idea
Topic Sentence
Foreign Policy
Para
graph
3
Supporting
Detail/Evidence
Supporting
Detail/Evidence
Supporting
Detail/Evidence
Analysis
Comparison /Evaluation
Concluding
Sentence
Main Idea
Topic Sentence
Common
Characteristics
Para
graph
4
Supporting
Detail/Evidence
Supporting
Detail/Evidence
Supporting
Detail/Evidence
Analysis
Comparison/Evaluation
Concluding
Sentence
Restate Thesis
Para
graph
5
Review Main Points
Final Thought
105
106
Model Lesson 5
Causes of the Cold
War
Standard 10.9.2
107
Student Handout 1
Points of View on an Issue
Directions: Respond to the following question considering what the different groups of
people might say. Be prepared to discuss your responses.
Question: Who is most responsible for the low graduation rates in American high
schools?
What might a parent say?
What might a teacher say?
What might a student say?
108
Document 1
The Underlying Causes of the Cold War
It is a mans own mind, not his enemy or foe that lures him to evil ways.
Introduction
Buddha
During World War II, the Soviet Union and the United States were allies fighting against
the common enemy of Germany and the other Axis powers. At the end of World War II
however, the differences between the Soviets and the Americans became more and
more apparent. The competition and conflict between these two superpowers eventually
became known as the Cold War. During the Cold War, the Soviet Union and the United
States did not fire missiles or drop bombs on each other directly. However, they
engaged in spying, propaganda, and secret operations to gain an edge in their quest for
global domination.
Three of the main causes of the Cold War were the conflicts regarding spheres of
influence, ideology, and military factors. Behind all of these was the mutual distrust
between the Soviets and the West.
Spheres of Influence
In his famous Iron Curtain Speech, former British Prime Minister Winston Churchill
accused the Soviet Union of dominating Eastern Europe and of threatening civilization
all over the world. Josef Stalin, the Soviet Premier, responded a few weeks later. Stalin
said that the Soviet Union was only protecting itself from future invasion.
Trying to assure that it would never be invaded again from the west, the Soviets
dominated and placed Communist governments in Poland, Romania, Hungary, and
Bulgaria. By controlling these neighboring countries, the Soviets secured their western
border while spreading Communist ideas.
The West felt that the Soviets could no longer be trusted allies. Western leaders like
Churchill and President Harry Truman thought that Stalin was not much better than
Hitler. They recalled the Hitler-Stalin treaty which divided Poland between the Soviet
Union and Germany.
In 1945, President Franklin Roosevelt, British Prime Minister Winston Churchill, and
Soviet leader Josef Stalin agreed to have free democratic elections in Poland. The West
felt that Stalin never had the free elections in Poland as promised. While the Soviets did
hold a vote, Churchill accused the Soviets of fixing the elections so the Poles and other
Eastern European nations elected Communist governments. Stalin denied this and said
he had lived up to the Yalta agreements.
The two sides differed over the meaning of sphere of influence. The West said that
Stalin was doing everything that he could to militarily, politically, and economically
dominate areas that were in the Soviet sphere of influence. Stalin said the West was
doing the same thing in Western Europe.
Document 1
Ideology
Both the West and the Eastern Bloc had very different ideologies which affected the way
they viewed each other. The western ideology was based on free market capitalism,
individualism and personal rights. The United States, Britain, France, Canada, and most
western European countries practiced capitalisms free market ideal which called for as
little government intervention as possible. The Soviet government practiced a form of
socialism that regularly intervened in the economy and daily life of their citizens.
These differing beliefs led to very different economic and political systems. The Soviet
Union practiced a command economy in which the government decided how much and
what kind of goods would be produced. The Western nations, on the other hand,
believed that the market itself would decide how much and what would be produced.
From these perspectives, both sides made judgments about each other that increased
fear. The United States assumed the Soviet Union was trying to take over everything,
and the Soviets believed the United States was trying to take over.
Military Factors
The fear of expanding spheres of influence and ideologies exploded into an
unprecedented military buildup between the United States and the Soviet Union. After
World War II neither side ever disarmed. Each time one side made an adjustment in
military technology, the other side responded in kind. Military factors, spheres of
influence, and competing ideologies continued to play an ongoing role in the Cold War.
A political cartoon showing Soviet Premier Josef Stalin and U.S. President Harry Truman in a chess match
Document 2
Soviet sphere
The countries the
Soviets controlled or
highly influenced.
all are subjectbut
toincreasing
measure of control
from MoscowAll
those ancient cities
behind the Iron
Curtain are controlled
by the Soviet Union
(Moscow).
requires a unity in
EuropeThe
Western nations need
to stick together.
Communist fifth
columns are
establishedThe
Soviets have set up
groups of people in
other countries who
are secret
Communists for the
purpose of helping to
make those countries
Communist.
The Iron Curtain Speech

A shadow has fallenan iron curtain has descended across the
Continent. Behind that line lie all the capitals of the ancient states
of Central and Eastern Europefamous cities and the populations
around them lie in what I must call the Soviet sphere, and all are
subject, in one form or another, not only to Soviet influence but to
a very high and in some cases increasing measure of control from
MoscowThe safety of the world, ladies and gentlemen, requires
a unity in Europe, from which no nation should be permanently
outcastIn a great number of countries, far from the Russian
frontiers and throughout the world, Communist fifth columns are
established and work in complete unity and absolute obedience to
the directions they receive from the Communist center
[USSR][a] growing challenge and peril to Christian
civilizationThe outlook is also anxious in the Far East and
especially in Manchuria
Excerpt from the Iron Curtain speech that Winston Churchill gave
in Fulton, Missouri on March 5, 1946
Document 3
quartersan
specified
person, place,
or group.
inclination
tendency or
habit.
colossal
sacrifices of
the Soviet
peopleThe
Soviet Union
suffered
enormous
losses during
World War II.
the Hitlerite
Yoke. Hitler
had Europe
under his
control.
aspirations
goals.
expansionist
tendencies
The Soviet
Union has no
intention of
taking over
other countries.
PravdaA
Soviet
newspaper.
Josef Stalins Response to the Iron Curtain

Speech
The following circumstances should not be forgotten. The Germans
made their invasion of the USSR through Finland, Poland, Rumania,
Bulgaria and Hungary. The Germans were able to make their invasion
through these countries because, at the time, governments hostile to
the Soviet Union existed in these countries... Possibly in some quarters
an inclination is felt to forget about these colossal sacrifices of the
Soviet people who secured the liberation of Europe from the Hitlerite
yoke. But the Soviet Union cannot forget about them. And so what can
there be surprising about the fact that the Soviet Union, anxious for its
future safety, is trying to see to it that governments loyal in their attitude
to the Soviet Union should exist in these countries? How can anyone
who has not taken leave of his senses describe these peaceful
aspirations of the Soviet Union as expansionist tendencies on the part
of our state?
Excerpt from Stalins Response to Churchills Iron Curtain Speech, from
Pravda, March 14, 1946
Document 4
Political Cartoon
An untitled Soviet political cartoon from the Cold War Era.
Document 5
Political Cartoon
Created by Leslie Illingworth, a British cartoonist, June 16 1947.
Document 6
The Long Telegram
compacts
agreements
compromises
When both sides
in a
disagreement
give up a little bit
of what each
wants in order to
solve their
differences.
At bottom of [the Soviet] view of world affairs isRussian sense of
insecurity. Originally, this was insecurity of a peaceful agricultural

people trying to live on vast exposed plain in neighborhood of
fierce nomadic peoplesFor this reason they have always feared
foreign penetration, feared direct contact between Western world
and their own, feared what would happen if Russians learned truth
about world without or if foreigners learned truth about world
within. And they have learned to seek security only in patient but
deadly struggle for total destruction of rival power, never in
compacts and compromises with it.
Excerpt from George F. Kennans Long Telegram, February 22, 1946
Document 7
Stalins Election Speech
inevitable
Something is
going to happen
no matter what.
redistribute
To give out things
on an equal
basis.
employing
To put to work.
catastrophic
The worst thing
that could
possibly
happen.
It would be wrong to think that the Second World War broke out
accidentally As a matter of fact, the war broke out as the
inevitable result ofcapitalists with [less] raw materials and
markets usually attempt[ing] to change the situation and to
redistribute "spheres of influence" in its own favor by employing
armed force. As a result of this, the capitalist world is split into two
hostile camps, and war breaks out between them. Perhaps
catastrophic wars could be avoided [was it not for Capitalism].
Excerpt from Josef Stalins Election Speech, February 9, 1946
Document 8
United States-USSR/Russian Strategic Bombers, 1945-2002
Document 9
United States-USSR/Russian Total Strategic Warheads,
1945-2002
Student Handout 2
Doc. Type of
#
Document and
Source
Iron Curtain
Speech
2
Winston
Churchill
March 5, 1946
Which Cause
of the Cold
War?
(Circle One)
spheres of
influence
ideology
What does the document reveal about the Western or Soviet perspective on the Cold
War? Include specific details from the documents.
Western Perspective
Soviet Perspective
Key Idea:
Key Idea:
Direct Quote:
Direct Quote:
Key Idea:
Key Idea:
Direct Quote:
Direct Quote:
military factors
Stalins
Response to
Churchills
Iron Curtain
Speech
spheres of
influence
ideology
Josef Stalin
March 14,
1946
military factors
Student Handout 2
Doc. Type of
#
Document and
Source
Political
Cartoon
Which Cause
of the Cold
War?
(Circle One)
spheres of
influence
ideology
Western Perspective
Soviet Perspective
Key Idea:
Key Idea:
Detail from the political cartoon:
Key Idea:
Key Idea
military factors
Political
Cartoon
5
spheres of
influence
ideology
military factors
Student Handout 2
Doc. Type of
#
Document and
Source
Long
Telegram
6
George F.
Kennan
Feb 22, 1946
Which Cause
of the Cold
War?
(Circle One)
spheres of
influence
ideology
Western Perspective
Soviet Perspective
Key Idea:
Key Idea:
Direct Quote:
Direct Quote:
Key Idea:
Key Idea:
Direct Quote:
Direct Quote:
military factors
Election
Speech
Josef Stalin
Feb 9, 1946
spheres of
influence
ideology
military factors
Student Handout 2
Doc. Type of
#
Document and
Source
Graph
8
Which Cause
of the Cold
War?
(Circle One)
Western Perspective
Soviet Perspective
Key Idea:
Key Idea
Detail from the graph:
Key Idea:
Key Idea:
spheres of
influence
USUSSR/Russian
Strategic
Bombers
ideology
1945-2002
military factors
Graph
spheres of
influence
USUSSR/Russian
Total Strategic
Warheads
ideology
1945-2002

military factors
Based on the analysis you have done, which side (the Soviets or the West) do you feel was more responsible for the Cold
War? Why?
123
Student Handout 3
Causes of the Cold War Writing Assignment
After World War II, the Soviet Union and the United States engaged in a conflict that has
come to be known as the Cold War.
Prompt
Which side was most responsible for the Cold War -- the Soviets or the West?
Tasks
Write a multi-paragraph essay in which you:
1. Write an introductory paragraph that contains background on the Cold War. This
paragraph must also include a thesis statement that takes a position.
2. Write a paragraph explaining what the three main underlying causes of the Cold War
were.
3. Write a paragraph explaining who was most responsible for the Cold War.
4. Write a paragraph explaining who was least responsible for the Cold War.
5. Include evidence from at least three documents to support your ideas. Explain how
your evidence proves your point.
6. In the final paragraph, provide a concluding thought that reconnects with your thesis.
Suggested terms to include in your writing:
spheres of influence
ideology
communist
capitalist
conflict
Cold War
military
political
economic
Student Handout 4
Historical Context:
2-3 sentence summary of
the Cold War
Thesis:
Which side was most
responsible for the Cold War
-- the Soviets or the West?
Main Idea
Topic Sentence
Supporting
The three main Detail/Evidence

causes of the
Cold War
Analysis
Concluding
Sentence
Topic Sentence
Main Idea
The West
or
the Soviets
Supporting
Detail/Evidence
Analysis
Concluding
Sentence
Topic Sentence
Main Idea
The West
or
the Soviets
Conclusion
Supporting
Detail/Evidence
Analysis
Concluding
Sentence
Restate thesis
and add a
concluding
thought

10th Grade Student Workbook

Uploaded by

Copyright:

Available Formats

10th Grade Student Workbook

Uploaded by

Document Information

Original Description:

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

10th Grade Student Workbook

Uploaded by

Copyright:

Available Formats

Student Workbook

Suggested terms to be used in your writing:

What does it say?

What does it mean?

Why does it matter?

Specific rights that

To be in agreement with each other.

Democratic Ideals (Part 2)

Many countries around the

2. What do you want to write about the topic? _____________________________________

Cloze Paragraph Template

below. Then copy the completed paragraph on a separate sheet of paper.

democratic principles of government, including limiting the power of the

denied: taken away or

government and extending rights to the governed. Although each revolution

enduring effects worldwide on political expectations for self-government and

exiled: forced to leave

Giant steps for humanity!

List the objects you see in the cartoon.

2. Explain the meaning of the cartoons title and caption.

3. Explain the overall message of the cartoon.

Explanation (In your own words)

40. To no one will we sell,

61. The barons shall elect

Summarize: Why is the document significant in establishing or extending self-government and

Explanation (In your own words)

10. That excessive bail

Summarize: Why is the document significant in establishing or extending self-government and

English Bill of Rights

Governments are instituted

Explanation (In your own words)

Summarize: Why is the document significant in establishing or extending self-government and

Explanation (In your own words)

11. As all persons are held

Summarize: Why is the document significant in establishing or extending self-government and

Declaration of the Rights of

Explanation (In your own words)

Summarize: Why is the document significant in establishing or extending self-government and

U.S. Bill of Rights

Document Comparison Graphic Organizer

English Bill of Rights

Declaration of the Rights

When was it created?

Where was it created?

What event occurred prior to

Why is the document

What is a thesis statement?

tells the reader your position on the importance of the subject

How do I develop a thesis?

How do I know if my thesis is strong?

Do I answer the question?

Notes and Questions

English Bill of Rights

Analyze the prompt

Develop your thesis sentence

2. Which ideals do the documents have in common (similarities)?

Have I taken a position that others might challenge in my thesis?

Does my thesis do more than just provide a fact?

Is my thesis specific rather than vague or general?