World War I Readings

Here are several readings that describe the feelings and attitudes of people leading up to World War I.  I have also posted several readings regarding the Alliance system that help contribute to the war.  Please answer the following questions and email your responses to lwaddell@tempeunion.org

Belleville Manifesto

What were the essential features of Gambetta’s radicalism?
In what ways did his program reflect the French revolutionary tradition?

The Descent of Man

The Plight of the Peasant in Russia

Why was Russia suffering an agrarian crisis?

The Triple Alliance

Under what conditions were the contracting powers obligated to go to war on one another’s behalf?
Was the Triple Alliance essentially offensive or defensive?

The Entente Cordiale

Was the Entente Cordiale a firm military commitment like the Triple Alliance?
What specific Anglo-French differences was the Entente designed to resolve?
Why did the Germans claim the Entente Cordiale completed the “encirclement” of Germany?

The Glasgow Speech on the German Fleet

On what grounds did Churchill claim that Britain’s fleet was a necessity while the German navy was  luxury?

Memorandum on a War with France and Russia

How did the Schlieffen’s memorandum reveal the fears generated by the legacy of the Bismarckian alliance system and the role of a united Germany in the European balance of power?


Procrastination Article

I found an interesting article on procrastination. I am sharing just one part of it with you.

If you’re a middle or high school teacher, it’s likely that you have procrastinators in your class—students who consistently wait until the last minute to turn in their assignments, or put off studying until the night before a test. This delaying has a cost: A 2015 study found that the longer business school students waited to turn in an assignment, the worse their grades were, with last-minute hand-ins costing them five percentage points on average, or half a grade. And a 2015 meta-analysis confirmed this result, finding that procrastination was associated with lower grades across 33 studies that included over 38,000 students (most of whom were in college). Even worse, medical research has linked procrastination to higher levels of stress, depression, anxiety, and fatigue.

Terada, Youki. “3 Reasons Students Procrastinate—and How to Help Them Stop.” Edutopia, 2020, edutopia.org.

Don’t delay on your work. Stay on top of all assignments and readings.


Unit 6 LEQ Options

We will write another Long Essay this week. Below you will find three options, one will be selected for you on the assigned day.

1. Analyze similarities and differences in the causes of TWO of the following revolutions.

American Revolution (1775–1781)
French Revolution (1789–1799)
Haitian Revolution (1791–1803)

2. Analyze and compare the differing responses of China and Japan to western penetration in the nineteenth century.

3. In the period 1750–1900, the economies of numerous states in Europe, North America, and Asia underwent industrialization.

Develop an argument that evaluates the extent of economic change that the process of industrialization brought to Asia.


LEQ Essay

Answer the following essay at home. Please bring in a typed copy of your essay on 2/12 at the start of class.

In your response you should do the following. 

Respond to the prompt with a historically defensible thesis or claim that establishes a line of reasoning. 
Describe a broader historical context relevant to the prompt.
Support an argument in response to the prompt using specific and relevant examples of evidence. 
Use historical reasoning (e.g., comparison, causation, continuity or change over time) to frame or structure an argument that addresses the prompt.
Use evidence to corroborate, qualify, or modify an argument that addresses the prompt. 

1. Analyze similarities and differences in the effects of imperialism in TWO of the following regions during the period 1750 to 1900.


East Asia

The Middle East