Assignment: Factors Leading To The Cold War

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Assignment: Factors Leading to the Cold War

Both Winston Churchill and Josef Stalin were world renowned for their influence during the early Cold War era and their hand in the rivalry between the English-speaking world and the Soviet Union. Both men were well educated and well spoken. They were also influential and compelling, powerful, political world leaders.

When creating or implementing foreign policy, Churchill and Stalin were never quick to act. Whether speaking publicly, positioning military or creating new policy, they acted in a calculated fashion and were always careful to consider the other’s position and agenda. Their calculated movements ensured that they would have the greatest impact on any issue they addressed. The rivalry between the two leaders and their actions did not only greatly affect their nations, but multiple foreign nations as well.

Within this assignment, you will describe dynamics that lead to the Cold War. In doing so, you will discuss how the rivalry between Churchill and Stalin became one of the factors that led to the Cold War.

To prepare for this assignment:

  • Review the Lukacs reading and the Truman Doctrine speech in this week’s Learning Resources.
  • Review Churchill’s “The Sinews of Peace” speech and Stalin’s speech in this week’s Learning Resources.
  • Compare and contrast Churchill’s and Stalin’s speeches.
  • Reflect upon the differences and similarities between Churchill and Stalin’s leadership styles.
  • Evaluate the rivalry between Churchill and Stalin.
  • Think about what underlying factors could have led to the Cold War.
  • Consider the following questions:
    • What was the role of the United Nations in the context of maintaining international peace?
    • Was Stalin correct in his assertion that Great Britain (and the United States) was motivated by their belief in the superiority of the English-speaking nations?
    • Do you support Stalin’s argument in favor of a buffer zone between the Soviet Union and Central Europe as legitimate?
    • Do you agree with Churchill’s argument that the Soviet Union desires the “indefinite expansion of their power and doctrines” cannot be substantiated by Soviet actions before March 1946?
    • How do Churchill and Stalin invoke the memory of Hitler’s unchecked expansion in the 1930s, and how do both make incorrect comparisons?
    • What was Truman’s assessment of the world situation as expressed in his “Truman Doctrine” speech?

The assignment:

  • Compose a 2 page essay in which you do the following:
    • Analyze the underlying factors that led to the Cold War.
      • Identify the nature of the rivalry between the two blocs and explain the potential strengths and weaknesses of the English-speaking world (as Churchill explained it) versus the Soviet world in 1946.
    • Support your assertions by making at least 2 references, in proper APA format, to your course readings

Holocaust

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Required Resources
Read/review the following resources for this activity:

  • Textbook: Chapter 5, 6
  • Lesson
  • Minimum of 2 scholarly sources (in addition to the textbook)

Instructions
For this assignment, select one of the following options.

Option 1: Poetry
Select any 2 poems about the Holocaust. You can select from the following list of poets/poems or conduct additional research on Holocaust poetry. Make sure to get approval from your instructor if you are selecting something not on the list. Click on the link to see the list:

Link: List of Poets/Poems

Write an analysis of each poem, including the following information:

  • Explain the background on the author, especially in relation to the Holocaust.
  • Explain the content of the poem – what story or message is it trying to tell?
  • How does the poem relate to the bigger picture of the Holocaust?
  • How effective is the poem in relating the Holocaust to readers?

Option 2: Art
Select any 2 of works of art about the Holocaust. You can select from the following list or conduct additional research on Holocaust art. Make sure to get approval from your instructor if you are selecting something not on the list. Click on the link to see the list:

Link: List of Artists/Artworks

Write an analysis of each artwork, including the following information:

  • Identify the title, artist, date completed, and medium used.
  • Explain the content of the artwork – what do the images show?
  • How does the artwork relate to the bigger picture of the Holocaust?
  • How effective is the artwork in relating the Holocaust to viewers?

Option 3: Video
Watch the following video:

  • Link (video): The Holocaust (Links to an external site.) (35:00)

Write a paper on what you learned about peoples’ experiences and intentions during the Holocaust:

  • What were the Nazis thinking of when they made these decisions?
  • What were the otherwise good people of Germany thinking when they allowed it to go on?
  • What were the victims of this genocide thinking and feeling as they went through this terrible process?
  • Describe at least one part of the video that had the greatest impact on you.
  • How effective are the writings/images in the video in relating the Holocaust to viewers?

Writing Requirements (APA format)

  • Length: 2-3 pages (not including title page or references page)
  • 1-inch margins
  • Double spaced
  • 12-point Times New Roman font
  • Title page
  • References page

Grading
This activity will be graded using the W4 Essay Grading Rubric.

Course Outcomes (CO): 2, 3, 7

Most famous Holocaust poem of all time, “First They Came for the Jews,” was written by Martin Niemöller, a Lutheran pastor and theologian who was born in Germany in 1892. At one time a supporter of Hitler’s policies, he eventually recanted and as a result was arrested and confined to the Sachsenhausen and Dachau concentration camps from 1938 to 1945. After narrowly avoiding execution at the hands of the Nazis, he was liberated by the Allies in 1945 and continued his career in Germany as a clergyman, pacifist and anti-war activist.

 

 

FIRST, THEY CAME by Martin Niemöller

First, they came for the Communists

And I did not speak out Because I was not a Communist

Then they came for the Socialists

And I did not speak out Because I was not a Socialist

Then they came for the trade unionists

And I did not speak out Because I was not a trade unionist

Then they came for the Jews

And I did not speak out Because I was not a Jew

Then they came for me

And there was no one left to speak out for me

 

 

 

 

 

 

 

 

Do Not Stand at My Grave and Weep

Do not stand at my grave and weep, I am not there, I do not sleep. I am in a thousand winds that blow, I am the softly falling snow. I am the gentle showers of rain, I am the fields of ripening grain. I am in the morning hush, I am in the graceful rush Of beautiful birds in circling flight, I am the starshine of the night. I am in the flowers that bloom, I am in a quiet room. I am in the birds that sing, I am in each lovely thing. Do not stand at my grave and cry, I am not there. I do not die.

Mary Elizabeth Frye

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After my Death

 

by Chayim Nachman Bialik     (5664–1903/4)

Translated from the Hebrew by David P. Stern

  After my death, thus shall you mourn me “There was a man –and see: he is no more! Before his time did this man depart And the song of his life in its midst was stilled And alas! One more tune did he have And now that tune is forever lost Forever lost! And great is the pity! For a harp had he A living and singing soul And this poet, whenever he voiced it The inner secrets of his heart it expressed All its strings his hand would make sing out. Yet one hidden chord now is lost with him Round and round it his fingers would dance One string in his heart, mute has remained Mute has remained — to this very day! And great, oh great is the pity! All its life this string would tremble Silently quivering, silently trembling To sound the tune that would set it free Yearning, thirsting, sorrowing, desiring As the heart sorrows for what fate has decreed Though its tune was delayed — every day did it wait And with unheard whisper begged it to come Its time came and passed, and it never arrived It never arrived! And great, oh, how great is the pain There was a man –and see: he is no more And the song of his life in its midst is stilled One more melody did he have And now that song is forever lost Forever lost!

 

  

 

 

 

Der Himmel “The Heavens” by Ber Horvitz loose translation by Michael R. Burch These skies are leaden, heavy, gray … I long for a pair of deep blue eyes. The birds have fled far overseas; tomorrow I’ll migrate too, I said … These gloomy autumn days it rains and rains. Woe to the bird Who remains … This is powerful little poem, laden with irony. In the first stanza the poet longs for a pair of “deep blue eyes” because the Nazis prized Aryan features and despised Jews, who typically have darker hair, skin and eyes. Therefore, blue eyes are identified with a blue sky, and both are contrasted with darker, less “colorful” eyes and skies. In the second stanza, the birds able to migrate have all fled. The poet “promises” to migrate too, but realizes this is unlikely if not impossible. In the third stanza, the poet suggests a personal plight similar to that of a bird who failed to migrate before bad weather makes migration impossible. The poem’s title is also ironic, as “Der Himmel” can mean both “the sky” and “the heavens.” Where was God during the Holocaust, the poet seems to be asking, ironically.

Intellectual Change from the 15th to 17th Century

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Units/Unit 2/Middle East and India.html

2: Intellectual Change from the 15th to 17th Century

The Middle East and India

Image result for safavid mughal and ottoman empires

 

The Ottoman, Safavid, and Mughal Empires all reached their peaks between the 16th and 17th centuries. Combined, the empires spanned from Egypt, across the Middle East and Persia, all the way to India. Each empire controlled areas with distinct physical, ethnic, and religious environments, yet were similar in many ways. The leaders of each of the empires had Turkic ethnic backgrounds and Islamic roots, and all of the empires developed strong military forces (because of this, they are collectively referred to as the Gunpowder Empires). Each of the empires had to contend with religious divisions within their empires, and were able to overcome these differences and please the various groups within their empires. I will focus on the similar way that each of the empires dealt with religious divisions, as well as the status of women in each of the Gunpowder Empires.The following pages describe these changes in the Ottoman, Safavid, and Mughal Empires.

Units/Heading/Ottoman-culture.jpg

Feudalism Essay

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Make sure that your essay has an introduction, three body paragraphs, point-of-view analysis, an additional source that would strengthen the essay, and a conclusion. Also make sure that it addresses all or all but one of the documents provided (eight or nine).

1. Using the documents, analyze similarities and differences between feudalism in western Europe and Japan. What additional documents would help inform your analysis?

https://static.k12.com/eli/bb/3036/4_171410/1_310579_26_171436/9e0b19e780aec5fb921168839c191671356437bb/media/f3f2a75e50965443594d57bfd214b2cb50a20c99/AP_WOR_S1_04_26_DBQ.pdf

HST560A: AP World History | DBQ: Feudalism

 

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Document-Based Question Feudalism The following question is based on the provided documents (Documents 1–10). These documents have been edited for this exercise. You should allocate 15 minutes to organize and read the documents, and then use the remaining 35 minutes to write the essay response.

The question is designed to test your aptitude in working with historical documents.

Compose an essay that

• provides a comprehensive and provocative thesis that addresses the prompt.

• uses all the documents.

• analyzes, as opposed to merely summarizing, documents by grouping them according to overarching themes or topics.

• accounts for the point of view of those who authored the documents.

• identifies and provides a rationale for the use of at least one additional type of document.

You can refer to historical information that is not found in the documents.

 

1. Compare feudalism in western Europe and Japan.

Historical Background: The feudal structure had a dramatic impact on political, social, and economic forces in western Europe and Japan. A series of feudal relationships revolved around land holdings and exchange of service.

Document 1

Source: A poem by Adalberon, Bishop of Laon, written in 945 C.E.

The ecclesiastical order forms one body, but society is divided into three orders. The nobles are the warriors and the protectors of churches. They defend all the people, great or small, and as a matter of fact, they protect themselves. The unfree is the other class. This unfortunate group possesses nothing without suffering. Therefore the City of God, which is believed to be one, is divided into three: some pray, others fight, and the others work. These three groups live together and could not endure separation.

Credit: Norton Downs, ed., Medieval Pageant: Readings in Medieval History (Princeton: D. Van Nostrand Company, Inc., 1964), 93.

 

 

 

HST560A: AP World History | DBQ: Feudalism

 

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Document 2

Source: Regulations regarding the Takama market [ichi] in 1415.

1. The four boundaries of the ichi shall be within the confines of one cho. 2. Anyone who is not a member of this ichi cannot sell or purchase within the confines of this one cho. 3. Within the marketplace, only samurai and officials connected with the temple shall be permitted to receive orders and perform their duties. 4. Every year, fees for exhibiting merchandise and rental for the houses and grounds must be paid.

Credit: David J. Lu, Japan: A Documentary History (Armonk, New York: M. E. Sharpe, 1997), 183–185.

 

Document 3

Source: Charter of donation written in 854 C.E. in the city of Winchester.

For which cause, I, Athelwulf, king of the West-Saxons, with the advice of my bishops and nobles, for a remedy thereof adopted the wholesome expedient of granting forever some portion of my kingdom to God and the holy Mary, and all saints; to wit, a tenth part of my land, free and quit of all secular services, king’s tribute both great and small. And the taxations we call witeredden; and for the good of my soul and the remission of my sins, let it be wholly free for the service of God alone, exempt from military service, the building of bridges and castle-ward, to the end that prayers may ascend without ceasing unto God for us, and so much the more diligently as we in aught remit the services of those who offer them…

Credit: Ethelewulf, King of Wessex, “Grant of a Tenth of Public Land, 854” Fordham University Medieval History Sourcebook. http:www.fordham.edu/halsall/source/854Grnttnth.html

 

Document 4

Source: Geoffrey, Count of Essex, at Canterbury, circa 1214 C.E.

The King, etc. Know you that we have given license to Raun, a monk of Christ Church, Canterbury, that he may send from England, wheresoever he will, one hundred pounds of corn once within Easter week, in the seventh year of our reign. And we command you that on receipt of this you do not impede him.

Source: Joseph Hunter, ed., Rotuli Selecti, (London: Eyre & Spottiswoode, 1834), 4–5, 11; reprinted in Roy C. Cave & Herbert H. Coulson, A Source Book for Medieval Economic History (Milwaukee: The Bruce Publishing Co., 1936; reprint ed., New York: Biblo & Tannen, 1965), 412.

 

 

 

HST560A: AP World History | DBQ: Feudalism

 

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Document 5

Source: Account of a samurai historian in mid-fourteenth century C.E.

“[After the civil war], it looked as though the emperor would truly rule over the country again as he had in the past. But Yoritomo’s [first shogun] achievement was without parallel in history, and it was in fact he who came to exercise total power as he saw fit. Moreover, since the emperor delegated authority totally to Yoritomo, the emperor’s own influence declined even more. When Yoritomo, assigned his own feudal supporters to the various provinces, the authority of the emperor’s provincial governors was thereby reduced and became merely an empty designation. In addition, the appointment of the shogun’s stewards to all estates and the other private landholdings virtually rendered the [centralized imperial] offices meaningless.”

Credit: H. Paul Varley, trans., A Chronicle of Gods and Sovereigns: Jinno Shotoki of Kitabatake Chikafusa (New York: Columbia University Press, 1980), 219.

 

Document 6

Source: English customs of the twelfth century.

To his dearest lord Henry, by the grace of God king of the English, William of London, greeting:

Know that I have no knight enfeoffed of old or recently, but I ought to defend my fief with the service of my body.

To Henry, by the grace of God king of the English, Peter de Mare, greeting:

Let it be known to you that I hold Lavington, by your grace, in domain, for the service of two knights. But I have no knight enfeoffed there, either by old or recent feoffment.

To every lord it is allowed to summon his man that he may be at right to him in his court; and even if he is resident at the most distant manor of that honor from which he holds, he shall go to the plea if his lord summons him. If his lord holds different fiefs the man of one honor is not compelled by law to go to another plea, unless the cause belongs to the other to which his lord has summoned him.

If a man holds from several lords and honors, however much he holds from others, he owes most and will be subject for justice to him of whom he is the liege man.

Every vassal owes to his lord fidelity concerning his life and members and earthly honor and keeping of his counsel in what is honorable and useful saving the faith of God and of the prince of the land. Theft, however, and treason and murder and whatever things are against the Lord and the catholic faith are to be required of or performed by no one; but faith shall be held to all lords, saving the faith of the earlier, and the more to the one of which he is the liege. And let permission be given him, if any of his men seek another lord for himself.

Credit: J. H. Round, Feudal England (London, 1909), 236.

 

 

 

HST560A: AP World History | DBQ: Feudalism

 

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Document 7

Source: Japanese edict of change of status from 1591.

1. If there should be living among you men who were in military service, who have assumed the identity of a townsman or farmer, he must be expelled.

2. If any farmer abandons his fields and engages in trade or offers himself for hire for wages, not only is he to be punished, but also his fellow villagers. If there is anyone who neither serves in the military nor cultivates land. . . expel him.

Credit: Jeffrey P. Mass, Lordship and Inheritance in Early Modern Japan: A Study of the Kamakura Soryo System (Stanford: Stanford University Press, 1989).

 

Document 8

Source: The Hundred Article Code of Chosokabe (1597).

Lords and vassals, priests and laymen, noble and mean, high and low, must all keep from allowing the rules of [Buddhism] to suffer disgrace. It should be the primary concern of everyone to train himself unceasingly in military accomplishment. Those who excel their fellows should be given additional income. The military code [Bushido] is contained in a separate document. As to fiefs throughout the realm: the crop yield should be apportioned two-thirds to the vassal samurai and one-third to the farmer. With regard to farmers, foster them solicitously in their official capacity. Do not require extra taxes and work in addition to the regular exactions from them. But if [the regular annual tax] comes even a little short, [village elders and landowners will receive prompt and severe punishment.

Credit: H. Paul Varley, trans., A Chronicle of Gods and Sovereigns: Jinno Shotoki of Kitabatake Chikafusa (New York: Columbia University Press, 1980).

 

 

 

HST560A: AP World History | DBQ: Feudalism

 

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Document 9

Source: Illustration of feudal structures in Europe.

 

Credit: Adapted from http://www.library.ubc.ca/edlib/lessonplans/sec/ssed314/Grade%208/Gr.%208- Medieval%20Europe%20Feudalsim-B.%20Reeve.pdf

 

 

 

HST560A: AP World History | DBQ: Feudalism

 

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Document 10

Source: Diagram of the feudal structure of Japan.

 

Credit: Adapted from http://www.library.ubc.ca/edlib/lessonplans/sec/ssed314/Grade%208/Gr.%208- Medieval%20Europe%20Feudalsim-B.%20Reeve.pdf

 

STOP – END OF EXAM