World Civilizations Ap Edition Glossary Of Literary

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  1. Apr 24, 2018 Literary Terms and Definitions. This webpage contains an alphabetical glossary of literary terms and their definitions. It focuses particularly on the material I most frequently teach (classical and medieval literature, the history of the English language, and science fiction narratives). Because the list is fairly lengthy, I have subdivided.
  2. Literary Terms and Definitions. This webpage contains an alphabetical glossary of literary terms and their definitions. It focuses particularly on the material I most frequently teach (classical and medieval literature, the history of the English language, and science fiction narratives). Because the list is fairly lengthy, I have subdivided.
World Civilizations Ap Edition Glossary Of Literary

All Documents from World Civilizations: The Global Experience, Ap Edition. Chapter 9 vocab 2011-06-27; chapter 6 2017-09-12; chapter 9 2017-09-18; chapter 27 2011-07-15; chapter 10 2017-09-20.

Chapter 28
Descent into the Abyss:
World War I and the Crisis of the European Global Order

  1. I. Introduction
    1. A. WWI – Great War – key turning point in world history
      1. 1. Due to imperialism, European war spread throughout world
        1. a. Resources and manpower sucked in from across globe
        2. b. Japan/US join struggle for global dominance
      2. 2. Weakened or shattered existing global systems
    2. B. What led to conflict in different theaters
      1. 1. Western Front
      2. 2. Central/eastern Europe
      3. 3. Middle East
      4. 4. Sub-Saharan Africa
    3. C. To what extent did war undermine colonial empires and lead to end of European dominance?
  2. II. The Coming of the Great War
    1. A. Hostile Alliances and Armaments Races
      1. 1. Fear of Germany
        1. a. Industrial strength, military potential, aggressive leader – Wilhelm
        2. b. Led to alliances
          1. i. Triple Entente – Russia, France, Britain – two front war
          2. ii. Triple Alliance – Germany, Austria-Hungary, Italy
            1. 1. Italy not that excited – doesn’t like Austria-Hungary
              1. i. Switches sides in 1915
      2. 2. Imperial rivalries getting stronger
        1. a. Prestige of nation linked to size of empire
          1. i. Ran out of areas to colonize
            1. 1. Climax – Morocco annex French – Germany tries stop
          2. b. Jingoism – super warlike nationalism – middle/working class caught up
      3. 3. Arms race
        1. a. Intense/costly
        2. b. Germany’s navy threatens Britain’s centuries control of seas
        3. c. Arms limitations agreements failed
        4. d. Constantly practiced maneuvers – moved troops – always prepared
          1. i. Pushed for preemptive strike
        5. e. Russia getting stronger
      4. 4. Foreign policy connected to domestic problems
        1. a. Business classes challenged by labor/lower classes
        2. b. Foreign wars distracts from domestic problems
          1. i. Can always say “Let’s ignore labor problems, for sake of nation”
        3. c. Proletariat/business owners benefit
          1. i. Poor/disenchanted have jobs
          2. ii. Industrialists get to make more products – win/win
    2. B. The Outbreak of the War
      1. 1. Balkans become center of crisis
        1. a. Ethnically diverse, wants independence, Russia supports Serbs
        2. b. July 1914 Gavriel Princip assassinates heir Archduke Ferdinand
      2. 2. Austro-Hungary assumes Germany will support – “blank check”
        1. a. Forces war – trying to maintain unquestioned monarchical status
      3. 3. Russians support Slavic brothers
      4. 4. Regional conflict turns continental – armies mobilized
        1. a. Inept diplomacy – letters from Wilhelm to Nicholas II
        2. b. War inevitable
        3. c. War could sort out tensions
      5. 5. Confusion – mobilization a threat or actual war
        1. a. Germany decides to strike first – avoid two-front war – Von Schlieffen
      6. 6. Germany goes through Belgium – Britain declares war
        1. a. All of Britain’s colonial holdings brought into war
  3. III. A World at War
    1. A. The War in Europe
      1. 1. Leads to stalemate – Germany’s quick strike fails
        1. a. German speed not enough for Belgium fighting, British support, France regroups
        2. b. Trench warfare – protection from artillery/machine guns
        3. c. Impossible to win
        4. d. New ways of dying – machine guns, artillery, poison gas, barbed wire
          1. 1. Rats/Lice-infested trenches
          2. 2. Senseless slaughter – life uncivilized in trenches
        5. e. Generals using outdated strategies – no imagination – aged officer corps
    2. B. The War in the East and Italy
      1. 1. Russian weaknesses – highest casualty numbers
        1. a. Aristocratic generals – not meritocracy
        2. b. Illiterate/poorly trained peasants
        3. c. Uncoded commands
        4. d. Russian artillery controlled by upper class
      2. 2. Nicholas II goes in to leave – bad idea – while cat’s away
      3. 3. Austro-Hungarians
        1. a. Soldiers not that excited to fight for emperor
      4. 4. Common theme
        1. a. Incompetent leaders
        2. b. Annoyed/fatalistic soldiers
        3. c. Corrupt/stupid politicians
    3. C. The Homefronts in Europe
      1. 1. Soldiers annoyance with civilians
        1. a. Leaders safe from harm
        2. b. Civilians overly patriotic, unrealistic about realities of war
        3. c. Inexhaustible supply of civilians to mobilize to troops
      2. 2. Governments take control
        1. a. To avoid protests/labor strikes, companies taken over by state
        2. b. Newspapers censored – propaganda departments
          1. 1. Enemy dehumanized
          2. 2. Weaknesses/defeats ignored – eventual defeat shocking
      3. 3. Civilian population becomes targets
      4. 4. Changes sped up
        1. a. Trade union chiefs given power - they can mobilize working class
        2. b. But eventually labor begins protesting/uniting against war
        3. c. Shortages of food/fuel lead to mass protests
        4. d. Women get more power
          1. 1. Capable of working in heavy industry – destroys domain notion
          2. 2. Better wages/experience/confidence sparked movement
          3. 3. Independence – clothes, smoking, unchaperoned – “new woman
          4. 4. Gained right to vote in Britain, Germany, and US
    4. D. The War Outside Europe
      1. 1. Except Austria-Hungary – all Europe had colonies
        1. a. Used colonies for manpower, resources
          1. 1. Resources – food, natural resources, textiles – U-boats try
          2. 2. Colony’s citizens
            1. a. Settler colonies – used to enforce manpower
            2. b. India fought Middle East and Africa
            3. c. French use Vietnamese/African laborers
      2. 2. Fighting spreads to Middle East, West/East Africa, China
        1. a. Only S. America not really involved
      3. 3. Britain’s navy
        1. a. Cut off Germany from food, raw materials
        2. b. Controlled trans-Atlantic cable lines
      4. 4. Japan – allied with Britain 1902
        1. a. Excuse to kick Germany out of Shandong peninsula
          1. 1. Led to imperialistic ambitions later on
            1. a. German islands taken became launching centers WWII
      5. 5. Germany’s support
        1. a. African soldiers – East Africa
        2. b. Ottoman Empire – main support – Young Turks enter in 1915
          1. 1. Defeated in campaign against Russia – blamed on Armenians
            1. a. Some Armenians supported Russians, others neutral
            2. b. Genocide kills one million
      6. 6. US becomes global power
        1. a. American businesses profited – food, raw materials, weapons
        2. b. Becomes world’s largest creditor
        3. c. Supported British – Angolphile
        4. d. By 1918, #s forced Germany to launch offensive
    5. E. Endgame: The Return of Offensive Warfare
      1. a. Early 1918, Germany on the roll
        1. a. Million troops from Eastern front – Russia out of war
        2. b. But…US soldiers, new weapons – tanks, casualties, exhaustion
      2. b. Generals surrender – fear of army collapse + home rebellion
        1. a. Generals blame on new government
        2. b. Must accept treaty rules of British and French
        3. c. Propaganda left German civilians shocked
        4. d. Hitler would later claim Germany stabbed in the back
      3. c. Costs - Millions died in war
        1. a. Millions more died of influenza after – thanks for sharing
        2. b. Land and economies destroyed
  4. IV. Failed Peace – “A Peace to End All Peace”
    1. A. Different perspectives
      1. a. French – punishment – Georges Clemenceau
        1. a. Germany take all blame, pay reparations, shrink size of country
      2. b. US – Woodrow Wilson - peace for everyone - optimist
        1. a. Self-determination – call for rights of people
        2. b. 14 points
        3. c. League of Nations
      3. c. Britain – David Lloyd George
        1. a. If Germany weak, communist revolution possible
    2. B. Peace of Paris – diktat – dictated peace – Germany has no say
      1. a. Austro-Hungarian Empire broken up – Germanic Austria cut off
      2. b. New nations get chunks of Germany
    3. C. Problems
      1. a. Russian Bolsheviks not invited
      2. b. Wartime promises to Arabs ignored – divided up empires
      3. c. China left on its own
      4. d. Ho Chi Minh – Vietnamese leader ignored
      5. e. US Congress vetoed – League of Nations
  5. V. World War I and the Nationalist Assault on the European Colonial Order
    1. A. Introduction
      1. 1. Subjugated peoples of colonies question status
        1. a. Europeans fighting each other
        2. b. Industrialized to help out war effort – India becomes industrialized
        3. c. Europeans ordered Africans/Asians to kill other Europeans
        4. d. Colonial leaders went to battlefield – left void
          1. i. Gave administrative responsibility to natives
        5. e. Initially made promises from British/French – then reneged
        6. f. Questioned racial superiority theory – wait, these guys are bright
        7. g. Social/economic problems make it easier to motivate mass protests
    2. B. India: The Makings of the Nationalist Challenge to the British Raj
      1. 1. India subjugated longer than Africa
        1. a. Educated elite organized politically
        2. b. Due to size, importance – their efforts pioneer other efforts
      2. 2. Egypt will also be center of nationalistic organization
      3. 3. Key themes in independence movements
        1. a. Western-educated elites
        2. b. charismatic leaders take message and spread to masses
        3. c. reliance on nonviolent forms of protest
      4. 4. Indian National Congress Party
        1. a. Started as educated study clubs
        2. b. Started in 1885 with consent from British – method of dialogue to prevent protest – little did they know
        3. c. Ineffective at first
          1. i. Focused on elite Indian issues
          2. ii. Few if any full-time members
          3. iii. Didn’t have support of the masses
          4. iv. Members loyal to British
        4. d. Gradually realized they were treated in racist manner
        5. e. Many were lawyers
        6. f. Gradually created common Indian identity
          1. i. Tough to do since more diverse than all of European continent
          2. ii. Amazing what having a common enemy/foreign ruler can do
    3. C. Social Foundations of a Mass Movement
      1. 1. What would be issue to galvanize support?
        1. a. Preferential treatment for British investors
        2. b. Drain of Indian resources
        3. c. Indian money spent for British wars or pay for British government
        4. d. Infrastructure built using British manufactured goods
          1. i. Only reinforced colonial dependency relationship
        5. e. Decline in food production to make cash crops for Britain
          1. i. Poverty increased under British rule
          2. ii. British can’t help indebtedness and small landowner
    4. D. The Rise of Militant Nationalism
      1. 1. Religious based issues – aka cow – ignored by Muslims
        1. a. Some believed Muslim perspective should be ignored – BG Tilak
          1. i. Believed in restoration of Hindu traditions
          2. ii. Lower wedding age, no women’s education,
        2. b. Used Hindu festivals as political meetings
        3. c. Tilak’s militant Hinduism confined to Bombay region
          1. i. Imprisoned by British when his violent writing found
          2. ii. Exiled to Burma
      2. 2. Hindu communalist terrorists
        1. a. Bengalis – secret terrorist societies
          1. i. Get strong, tough, learn firearms and bombs
        2. b. Bomb British buildings/officials/ sometimes expats
        3. c. Essentially controlled by World War I
      3. 3. Issues calmed with government reforms
        1. a. Morley-Minto reforms – 1909 – voting rights/Indian councils
    5. E. The Emergence of Gandhi and the Spread of the Nationalist Struggle
      1. 1. India helped a ton during WWI
        1. a. soldiers, bankers loaned money, sold British War Bonds – Gandhi
        2. b. Eventually Indians became annoyed with situation
          1. i. Wartime inflation hurts products
          2. ii. Products can’t be shipped – blockades
          3. iii. Laborers wages don’t go far – but bosses getting rich
      2. 2. British promised India eventual independence if they helped war effort
        1. a. Montagu-Chelmsford Reforms – 1919
          1. i. Indians could control issues in provinces
        2. b. But…Rowlatt Act
          1. i. Prevented power of these groups
          2. ii. Censored press
      3. 3. Mohandas Gandhi enters scene
        1. a. Appealed to educated and the masses, moderates and radicals
          1. i. Nonviolent but aggressive methods of protest
          2. ii. Peaceful boycotts, strikes, noncooperation, mass demonstrations
            1. 1. Satyagraha – term given to his methods – truth force
            2. 2. Weakens British control
            3. 3. British can’t legitimately employ superior weapons
            4. 4. Bring negative press to British – international community
        2. b. Western-educated lawyer – understood strengths/weaknesses of Brits
          1. i. Great negotiator
        3. c. Hindu ascetic/guru
          1. i. Appealed to masses – tradition of following mystic
          2. ii. This appeal to masses made him important to nationalists
    6. F. Egypt and the Rise of Nationalism in the Middle East
      1. 1. Nationalism already existed in Egypt – double-mad – Brits and Turks
      2. 2. Lord Cromer tried to reform to solve problems
        1. a. But…Turkish khedives too in debt
        2. b. Tries economic reforms
        3. c. Tries new public works projects
        4. d. But…poor still starving to death, landlords/elites getting wealthy
          1. i. Ayan – landlords get rich
            1. 1. Get paid money for infrastructure building
            2. 2. Build larger and larger estates
            3. 3. Moved to cities and let estates be run by hired managers
      3. 3. So…khedives and ayans useless – sold out to British
        1. a. Enter middle class – small, but growing
          1. i. Sons of middle class (effendi) led way
          2. ii. Many were journalists
            1. 1. Printed problems in society – like US muckrakers
              1. a. British racist arrogance/monopolization of jobs
        2. b. Congress party formed in 1890s, but many other groups exist as well
          1. i. Nationalist parties can’t unite
      4. 4. Dinshawi incident – showed tendency of Brits to overreact violently to signs of protest
        1. a. While hunting pigeons, British accidentally shot wife of prayer leader
          1. i. Riots ensue, shots fired, British hang four villagers and floggings
        2. b. Became catalyst to unite groups – common enemy enough to put aside different
      5. 5. In 1913, Egypt granted constitution for wealthy classes to run
        1. a. Messed up due to WWI, Brit gov’t had to take over control
        2. b. But…precedent had been set
    7. G. War and Nationalist Movements in the Middle East
      1. 1. Ottoman Empire destroyed by WWI – the sick man is dead
        1. a. Greeks try to carve up Turkey, but Mustafa Kemal (Ataturk) – rallied forces
          1. i. Leads to new Turkish republic nation in 1923
            1. 1. New Latin alphabet
            2. 2. Women’s suffrage
            3. 3. Attempts to secularize nation
        2. 2. Middle East – Brits/French promised independence
          1. a. Instead they occupied region – Syria, Lebanon, Iraq
          2. b. Hussein – sherif of Mecca looks stupid – sided with infidels against Tukish Muslims
            1. i. Not very pleased with new mandate system – run by Brits/French
        3. 3. And then there’s Palestine…the big problem
          1. a. British promised different things to both sides during WWI – just support us
            1. i. Balfour Declaration
            2. ii. Hussein-McMahon correspondence
            3. iii. Churchill White Paper
          2. b. Zionist movement (Creating Jewish Homeland) pushing for decades for emigration to Palestine
            1. i. Russian Pogroms – kicked out Jews
            2. ii. Diaspora – Jews wandering without a homeland for thousands of years
            3. iii. Jews can’t be assimilated into Christian nations – Lord Pinkser
            4. iv. Prior to 1890s, most Jews didn’t support creation of Jewish nation
              1. a. Happy with their citizenship/civil rights
            5. v. But…after Dreyfus Affair…French Jew blamed for being a spy
              1. a. Journalist Theodor Herzl forms World Zionist Organization
              2. b. Want Jewish nation – problem #s – must have emigration
          3. c. Arabs feel betrayed > Brits pull back support > Jews feel betrayed
          4. d. Arabs never mount formidable opposition – Jews highly organized
            1. i. Set up pattern of foreign Arabs speaking for Palestinian Arabs
            2. ii. Palestinian Arabs should have been educated
    8. H. Revolt in Egypt, 1919
      1. 1. Egyptian peasants destroyed by war
        1. a. Resources drained to feed soldiers protecting Suez Canal
        2. b. Food shortages, starvation, confiscation of animals
      2. 2. Insulted by Versailles ignoring of delegation – wafd
      3. 3. Riots began across nation
        1. a. Started by students
        2. b. Women joined – some western educated wearing veils
        3. c. Eventually Brits regain control, but precedent set
      4. 4. Wafd Party – Sa’d Zaghlul – started
      5. 5. Brits pulled out between 1922 and 1936
        1. a. But…could still come back if foreign power threatened – Suez Canal
      6. 6. Egypt spent next 30 years spiraling into chaos
        1. a. Wealthy classes only improved their lives, plunged nation into despair
          1. i. peasants - 95% of eye disease, 98% illiterate
    9. I. The Beginnings of the Liberation Struggle in Africa
      1. 1. Educated Africans initially loyal to Brits/French
      2. 2. War changed all that
        1. a. Rebellions due to forced recruitment/labor
        2. b. Starvation to feed soldiers
        3. c. Merchants suffer from shipping shortages
      3. 3. Britain doesn’t come through on all promises after war – jobs and public honors
      4. 4. Attempts to create pan-African Movement
        1. a. But…started by African Americans or West Indies
        2. b. At least pushed anti-colonial spirit
      5. 5. Negritude literary movement – life actually better before – women, ole people, sex
      6. 6. Political organizations created – though with little impact
      7. 7. Some nations gave representative gov’t
      8. 8. Newspapers used to win support
  6. VI. Global Connections
    1. A. WWI hurt Europe’s economy, helped rival, growing powers
    2. B. Wartime hardships increased already existing tensions
    3. C. Labor parties get more powerful
    4. D. New place for women and scientific theories – challenge conservative ideas
    5. E. Some nations increase empires, but…nationalist sentiment also increases
    6. F. White men superior argument losing its value
    7. G. Russia, US and Japan all had vested interest in bringing down Western Europe – diff reasons -->
AttachmentSize
Chapter 28 Descent into the Abyss: World War I and the Crisis of the European Global Order59 KB

Welcome to AP World History. You are taking this course at a critical juncture: humanity faces global crises of epic proportions–global warming, the proliferation of weapons of mass destruction, conflict in nearly every corner of the world, the spread of disease, economic uncertainty, and an enormous gulf between rich and poor. Despite the obvious need, international organizations (such as the U.N.) have never been weaker; the forces of nationalism, separatism, violence and hatred have never been stronger. And while there are many obstacles standing in the way—ultra-nationalism, parochialism, oil dependency, burgeoning nation-state debt, population pressures and disturbing demographic trends—there are people and organizations making a difference, trying to devise solutions in a variety of areas (from organizations like the World Bank to NGOs and universities and other civic organizations). World historians are reacting to these forces as well, helping to foster habits of mind for a new age, a time when understanding global trends and cultures around the world is critically important. In short, a global outlook is critical for your generation and the world you will confront as adults. (Click here for more.)

Of course, this is an AP class. It is a difficult, fast-paced course. Here students are expected to take the initiative, to dig deeper, investigate and think critically about a range of topics. Part of that independent learning process involves this website. ALL of the units of instruction for the year are outlined on this site (on the 1st, 2nd and 3rd trimester pages–see tabs); students in this class are, therefore, expected to check the site and carefully read ALL directions. Less time on logistics will provide us more time focusing on the material and the skills and mindset of the world historian.

In terms of AP, it is a difficult test (with a 54 percent national pass rate, in 2010 it was only 48%); the list of AP topics is very lengthy (click here). Again, independence and initiative are the order of the day, as students are asked to maintain an e-portfolio–which includes a-self-designed study guide that incorporates the information form this lengthy AP list. (Click here for more details.)

Lastly, the summer reading is another example of the expectations of this course. Students must read Fareed Zakaria’s The Post American World, a provocative book that uses historical trends to look at the present and the near future. We will use this book in a number of ways (certain chapters will come into play at various times throughout the year) and his central concern, the shifting balance of global power over the next 30 years, will be the subject of a debate in class at the end of the first trimester. In other words, this is an important book in this class. A careful job with it over the summer will only help you during the school-year (when the work load tends to get crazy at WA, particularly as students take their first honors and AP-level courses, which is usually the case with students taking this AP course).

Edition

In addition to Zakaria’s book, you will need to purchase the following: Robert Marks, The Origins of the Modern World: A Global and Ecological Narrative (Rowman & Littlefield Publishers, May 2002); John Reader, Africa: A Biography of the Continent (Vintage; First Edition, September 7, 1999); AP – World History, 3rd ed (Peterson’s AP World History); and The Bedford Glossary of World History (any edition).

We will also use Peter Stearns, et al. World Civilizations: The Global Experience, Combined Volume (6th Edition) in class–I have a classroom set of textbooks that you will use throughout the year.

World Civilizations Ap 5th Edition

Literary

World Civilizations Ap Edition Glossary Of Literary Definitions

There are high expectations here. You can do it. It will take hard work. Pushing yourself in the manner outlined above will be worth it in the end (on the AP test, in future upper-level courses at Worcester Academy, in college and beyond). Welcome to the course.