SPRING SEMESTER SOPHOMORE WORLD HISTORY H BLOCK HOMEWORK ASSIGNMENTS

Guidelines for doing homework well. Complete your homework assignment on 81/2 x 11 loose leaf or plain paper. Attach the

homework assignment to your homework using tape, glue or staples. Include your name, your block and the date in your heading and complete your homework in a dark colored

ink. Read the questions carefully. Always answer in complete sentences. If the homework is based on reading pages in your textbook, read the pages in book carefully. Answer each

question in the homework assignment carefully and fully. Always answer in complete sentences and in your own words. Be sure to answer each question in complete sentences that form paragraphs. Use details and examples from what you have read to support your answers.

Follow the guidelines for the length of your answer if a question has a minimum for the length of your answer

Textbook ( Blue and Purple Cover ) HW # 1 Course Guidelines Have the Course Guidelines for Spring Semester signed by your parent/guardian and by yourself

H W # 2 Meiji Japan : Read PI pgs. 810-813 1. Create a sentence of your own explaining each of the following terms a. Meiji era b. Russo-Japanese War 2. Why did the US send Admiral Matthew Perry to open Japan to free trade in 1854 ? 3. What steps did the Meiji Emperor take to modernize Japan? 4. Pretend you are an official of the Japanese government. Write a letter to the government of a Western country explaining why you think it is necessary for your country to build an empire.

H W # 3 Imperialism in China Complete the assignment on Imperialism in China in your homework packet ,also posted on the class website at engrade.com/tmyoungblood

H W # 4 Imperialism in India Read Textbook pgs. 791 - 795 1. How did the British East India Company gain control of India ? 2. What were the positive effects of the British establishing a railroad network in India ? 3. List some of the other positive effects of British colonialism on India. 4. Describe how Britain’s political and economic control over India had a negative impact on this nation. 5. How did feelings of resentment and nationalism lead to the Sepoy Mutiny ? What were the results?

H W # 5 Ottoman Empire declines Read Textbook pgs. 786-7881. Create a sentence of your own for each of the following terms a. geopolitics b. Crimean War c. Suez Canal2. Why did the reforms that the Ottoman sultan Selim III tried fail ?3. Look at the map on pg 787 and think about geopolitics. Why was the Ottoman Empire a. involved in wars with Russia b. fighting with Greece and Bulgaria and Romania to keep control over these areas ?4. Was the Ottoman Empire helpless against European imperialism ?

H W # 6 Austria - Hungary Complete the assignment on Austria-Hungary your homework packet ,also posted on class website at engrade.com/tmyoungblood

H W # 7 WWI Read Textbook pgs. 845 - 8481. Create a sentence of your own using each of the following terms a. Allies b. Central Powers c. Western Front d. trench warfare e. Eastern Front2. Imagine you are a soldier fighting on the Western Front. Write a letter home to your family discussing the war, the conditions and your experiences ( minimum1/2 page )3. Look at the New Weapons of War on pg. 848 Did the machine gun, poison gas, the tank, the submarine and the airplane make war more modern or less humane than it had been before ?

H W # 8 Treaty of Versailles Read Textbook pgs. 858 - 8611. Create a sentence of your own using each of the following terms a. fourteen points b. League of Nations c. self-determination d. Treaty of Versailles2. Look at the chart on pg.856 WWI Statistics : Battle Field Deaths. Why did the Allies have goals for the peace treaty that were different from the US’s goals for the peace treaty ?3. Were President Wilson’s Fourteen Points too idealistic ? Explain4. Did the treaty of Versailles create ‘a peace built on quicksand ’ ? Explain

H W # 9 Annotated Timeline of WWI Complete your annotated Timeline of one year during WWI. Two excellent sources to use are : http://www.worldwar1.com/ and http://www.bbc.co.uk/history/worldwars/wwone/ Use the sample and guidelines in your homework packet, also posted on engrade.com/tmyoungblood

HW # 10 Russian Revolution Read Textbook pgs. 868 - 872 1. From the reading, write a complete paragraph of 6 sentences that answers the question: Why were the Bolsheviks able to seize power in November 1917 ? In your complete paragraph answer discuss the following five reasons/ factors in the success of the Bolsheviks

a. the Soviets b. The ‘Red Guards’ c. WWI d. The Provisional Government e. Lenin

2. The Role and Impact of Lenin Lenin was born in 1870 to modest, middle class parents. A gifted and hardworking pupil, Lenin was very much disturbed by the execution of his older brother for his involvement in a bomb plot against Tsar Alexander III in 1881. From this time on, Lenin was determined to become a professional revolutionary. In 1887, he enrolls at Kazan University on a Law degree but is expelled after revolutionary activities. In 1890 he enrolls at St. Petersburg University and ends up graduating top of his year in Law. In 1895, on a visit to Europe he discovers Marx. In 1897 he is exiled to Siberia for taking part in revolutionary activities. Until 1917 he is in exile in Europe where he meets and speaks to many socialists. He misses the 1905 revolution but in April 1917 returns to Russia after the March Revolution aided by the Germans. Lenin then devotes himself to the overthrow of the Provisional Government. An eccentric figure, determined, charming, possessing good practical and organizational skills and a Marxist thinker and writer. Tireless propagandist, intellectual, uncompromising and with outstanding ability to explain complex theories in an understandable way. What qualities did Lenin have which helped him lead the Bolsheviks to power in Russia in November 1917? Explain your answer.

HW # 11 Sensory FigureDraw or use computer image of a person living during the time period of the Russian Revolution 1917. You can choose from Tsar Nicholas II, a noble, a peasant, a Russian soldier fighting in World War I, a woman working in an industrial factory, Tsarina Alexandra, Alexander Kerensky, Lenin, Trotsky, Rasputin. You will draw lines and label the sense ( 5 of them) that a person would experience during that time. Use the outstanding examples of Sensory Figures on engrade.com/tmyoungblood to get a sense of how an exemplary Sensory Figure should look and the kinds of information for the senses it should contain.

HW # 12 Soviet Union under Stalin Read Textbook pgs. 873 – 874, 876 -8781. Create a sentence of your own using each of the following terms a. totalitarianism b. command economy c. Five Year Plans2. How was Stalin able to become a complete dictator of the Soviet Union after Lenin’s death ?3. How did Stalin change the way the economy was run in order to make it run by the government ?4. Were the Five Year Plans the best way to move the Soviet economy forward ?

HW # 13 Great Depression Read Textbook pgs. 904, 906-9081. Create a sentence of your own using each of the following terms a. coalition government b. Great Depression2. Pretend you are living in Chicago on October 30, 1929 . Write a letter to a friend or relative living in New York discussing the stock market crash and how it is affecting you.3. Why did the collapse of the American economy effect the economies in other countries ?4. Look at the chart on pg.908. Why did unemployment in Germany and in the U.S. begin to decrease in 1934 ? HW # 14 Fascism in Italy Read Textbook pgs. 910, 9111. Create a sentence of your own using the term :fascism2. Pretend you are an Italian fascist Party member. Create a commercial for an Italian radio station that would air in 1925 trying to get more Italians to join the Fascist Party using the accomplishments of Mussolini and the Fascists as examples and reasons.

HW # 15 Mussolini Complete the HW assignment analyzing the document Fascist Doctrines given out in class and available on engrade.com/tmyoungblood under Dashboard for Sophomore World History 2

HW # 16 Japanese Imperialism Complete the HW assignment Japanese imperialism given out in class given out in class and available on engrade.com/tmyoungblood

HW # 17 Weimar Germany Read Textbook pgs. 905,9061. Create a sentence of your own using the term : Weimar Republic2. How did the Treaty of Versailles affect Germany’s economy ?

HW # 18 Nazism in Germany Read Textbook pgs. 911- 9131. Create a separate sentence of your own using each of the following terms: a. Mein Kampf b. lebensraum c. Nazism 2. How did Hitler strengthen Germany’s economy ?3. How did Hitler’s ideas of Aryans being a ‘ master race’ appeal to many Germans ?4. How did the persecution of Jews and other groups benefit many Germans ?

HW # 19 WWII Complete the HW assignment Causes of WW II gin this homework packet and available on and available on engrade.com/tmyoungblood

HW # 20 Nuclear Weapons Complete HW # 18 assignment in this homework packet and available on engrade.com/tmyoungblood

HW # 21 Cold War Complete HW # 19 assignment on the Cold War in this homework packet and available on engrade.com/tmyoungblood

HW # 22 Communism in China Read Textbook pgs. 882 -8861. Create sentences of your own using each of the following terms a. Mao Zedong b. Jiang Jieshi c. Long March2. Read “Primary Source” on pg 884. Why did Mao Believe that peasants were the key to revolution in China ?3. Pretend you are a soldier in the Red Army on the Long March. Write an entry in your journal discussing the conditions you are facing, your commitment to communism and to Mao Zedong.

HW # 23 Cultural Revolution in China Complete HW assignment in this homework packet and available on engrade.com/tmyoungblood

HW # 24 Korean War Read Textbook pgs. 976,9771.Create sentences of your own using each of the following terms a.38th parallel b. Douglas MacArthur2. Looking at the map on page 977, why was it difficult for the US to keep the border between North Korea and South Korea at the 38th parallel and to keep the war from escalating or involving China ?3. How was the war in Korea greatly affected by the Cold War?

HW # 25 Vietnam War Read Textbook pgs. 978-9811. Create sentences of your own using each of the following terms a. Ho Chi Minh b. domino theory c. Viet Cong2. Pretend you are a member of the government of South Vietnam. Create a commercial that would air on a radio station in 1970 in the city of Saigon trying to keep the support of the US in the war against North Vietnam. Make sure you include both reasons and examples.3. Do you think the US involvement in Vietnam was justified? Explain

HW # 26 Indian Independence Read Textbook pgs.887- 8891. Create a sentence of your own using the following term civil disobedience2. How did the Salt March represent Gandhi ‘s methods for change?3. How were Indians able to win their independence from Britain ?4. Why is Gandhi considered a symbol of successful non-violent protest throughout the world until today ?

HW # 27 Independence in Africa Read Textbook pgs. 1012- 10141. Create sentence of your won for each of the following terms : a. Negritude movement b. Kwame Nkrumah c. Jomo Kenyatta2. Why do you think that across the continent independence among African colonies differed a great deal ?3. Which of the leaders of independence was the most influenced by western ideas ?

HW # 28 Arab Israeli Conflict Complete HW # 26 assignment in this homework packet and available on engrade.com/tmyoungblood

HW # 29 Palestinian Liberation Organization Complete HW assignment in this homework packet and available on engrade.com/tmyoungblood

HW # 30 Arab Israeli Conflict Complete HW assignment in this homework packet and available on engrade.com/tmyoungblood

HW # 31 Arab Israeli Peace Read Textbook pgs. 1019 -10231, Create sentences of your own for each of the following terms a. Camp David Accords b. Intifada c. PLO

d. Oslo Peace Accords 2. Why did western countries praise Egyptian President Sadat after the Camp David Accords but Arab countries criticized him ?3. Why was the Oslo Peace Accord seen all over the world as such a historic event ?4. How did peace seem to slip away after the Oslo Peace Accord was signed ?5. Is the goal of creating two states, Israel and Palestine that was set by President George W. Bush’s “ road map” a goal that both Israeli’s and Palestinian’s should accept ?

HW # 32 Collapse of Communism Read Textbook pgs. 1046 - 10491. How did Soviet Communist leaders keep tight control over the Soviet people during the 1960s and 1970s ?2. How did the new Soviet leader Gorbachev’s policy of glasnost promote openness ? 3. How did Gorbachev’s policy of perestroika reform the economy ?4. How did the Soviet Union’s foreign policy ( policy towards other nations ) also change under Gorbachev ?

10th Grade World History 4

Name ___________________________________________ Block ___________ Date ______________________ Seat No. __________

H W # 3 Imperialism in China

Closely examine the political cartoons below, then answer the questions in detailed and thoughtful complete sentences

Everyone Gets a Piece of the Pie!

1. Describe each cartoon in detail. ( C,H,I,N,E in the second cartoon is China in French )2. Both cartoons use images of knives, what might the knives represent of symbolize ? 3. If the people holding the knives represent the powerful European nations, why do you suppose they are

holding knives?

4. Based upon your answers and the assumptions above, explain the overall message of the cartoons.

Name: Date: Block: Seat No:HW # 6 Austria-Hungary

(adapted from: http://www.spartacus.schoolnet.co.uk/FWWinAustria.htm

DIRECTIONS:

1. Look up the term Balkans and define it in your own words2. Find a map online of Europe in 1914 and fill in the country names on the blank map provided3. Complete the reading on Austria Hungary below4. Once you complete the reading, color code the countries based on the different alliances discussed.5. Explain the advantages and disadvantages of each alliance ? (Use at least 3 concrete details in your

explanation)

Union between Austria and Hungary took place in 1867. Overall political authority was held by Emperor Franz Josef. Over 51 million people lived in the empire which was large in size, about 675,000 square kilometers. The two largest ethnic groups were Germans (10 million) and Hungarians (9 million). There were also Poles, Croats, Bosnians, Serbians, Italians, Czechs, Ruthenes, Slovenes, Slovaks and Romanians. Overall, fifteen different languages were spoken in the Austro-Hungarian empire.

Austria and Hungary shared the same currency but other state functions were control by the two national governments that governed each of them. Both states had unelected upper houses and elected lower houses of parliament. Hungarian politicians complained that the Austrian parliament was too powerful and that they were considered to be junior partners.

The Austro-Hungarian government feared attack from Russia. In 1879 Austro-Hungary and Germany agreed to form a Dual Alliance. This became the Triple Alliance when in 1882 it was expanded to include Italy. The three countries agreed to support each other if any of them were attacked by either France or Russia.

The Triple Alliance was renewed at five-year intervals. In 1907 by Britain, France and Russia, made agreements to get along better and created the Triple Entente. They believed that they needed a military alliance to protect themselves against the Triple Alliance.

The Austro-Hungarian Imperial Army was officially under the control of the Commander-in-Chief, Emperor Franz Josef. By 1914 Josef was 84 years old and the chief of staff had more power over the armed forces. The chief of staff favored an aggressive foreign policy and advocated the use of military action to solve Austro-Hungary's disputes with both Italy and Serbia over territory.

The Austro-Hungarian Navy was fairly small. By 1914 it had 16 battleships, 5 cruisers, 18 destroyers and 5 submarines. Austro-Hungary neglected military aviation and in 1914 the Austro-Hungarian Air Service only had 35 aircraft and one airship.

H W # 11 Sensory Figure ExampleGeorge W. Bush: September 11, 2001

I SEE… planes hitting buildings, people dying and running in fear, and fires.

I HEAR… my advisors coming to talk to me about what to say to the country!

I SMELL… fire as I go to the Pentagon and see the damage that has been done there

I SAY… that everything will be ok, but inside I am afraid for America and the future.

I FEEL… my palms sweating as I know I must soon address the nation and pretend that I am calm, when I am really as scared as everyone else!

10th Grade World History 4

Name: Date: Block:

HW # 15 Italian Fascism

DIRECTIONS: Read the excerpts from Mussolini’s Fascist Doctrines 1932. After each quote, summarize in your own words what the quote is saying.

What are the main ideas behind a fascist state?

1. “Fascism rejects the usefulness of peace. War brings up the highest energy and puts the stamp of nobility (honor) upon the people who have the courage to meet it. For fascism the growth of empire and expansion of the state is vital."

2. “Fascism is the complete opposite of Marxist Communism. Fascism denies that a class struggle between the proletariat/ workers and the bourgeoisie/ factory owners is the prominent force in history. Instead, fascism believes in heroes as the guiding force in society."

3. “Fascism also rejects democracy. It denies that the majority can direct human society; it denies that numbers can govern by means of discussions and meetings. The inequality of man is necessary and fruitful"

4. “The 19th century was the century of democracy. It is expected that this century will be that of the state and authority. Individuals are conceived of only in relation to the state. The individual is deprived of all freedom useless and harmful to the state.”

10th Grade World History 4 Name: Date: Block:

HW # 16 Japanese Imperialism

The Great Depression, just in many other countries, had hindered Japan's economic growth. In Japan the main problem lay in that rapid industrial expansion in the late 1800s had turned the country into a major manufacturing and industrial power that required raw materials; however, these could only be obtained overseas as there was a critical lack of natural resources on the islands of Japan.In the 1920s and 1930s Japan needed to import raw materials such as iron, rubber and oil to maintain strong economic growth. Most of these resources, however came from the United States. The Japanese felt that acquiring resource-rich territories would establish economic self-sufficiency and independence, they also hoped to jump-start the nation's economy in the midst of the Depression. As a result Japan set its sights on East Asia, specifically Manchuria with its many resources, as Japan needed them to continue its economic development and maintain national integrity.

The government and military put forth the idea of cooperation of the countries of Great East Asia that would help each other prosper and live in peace with each other. Using this idea the Greater East Asia Co-Prosperity Sphere , Japan began to conquer parts of Asia , rule and dominate them and control their resources. Japan conquered Manchuria from China and set up a puppet government there called Manchukuo

1. Why did Japan become an imperialistic nation in the 1920s and 1930s ?2. Explain the Greater East Asia Co Prosperity Sphere3. Compare the view being presented in each propaganda poster of Japan’s Empire in Asia. Use at least 3 examples of how they are different.

French poster: “Japan’s Asian Empire” Japanese poster: “ With the help of Japan, China, and Manchukuo, the world can be in peace."

10th Grade World History

Name __________________________________________________________ Block _________ Date _________________________

HW # 19

10th Grade World History

Name ____________________________________________________________ Block _________ Date _________________________

HW # 20 Nuclear AgeDirections : ! ) Consider the following two quotes and the map. Write an extended paragraph using the ideas and information in both of them that is focused on the question of whether any nation in the world should have nuclear weapons. “ Nuclear war is a plague invented by human beings through technology and science. Can human beings overcome their love for war and the technology of war in the face of global self-destruction ? ”– John Hersey , author of Hiroshima

2 ) Choose one of the following articles on nuclear threats and issues in the world today. Write and extended paragraph ( 7 Complete Sentences ) comparing the information about the issue of nuclear weapons to the ideas in John Hershey’s quote and the information in the map.

http://www.nytimes.com/interactive/2013/04/12/world/asia/north-korea-questions.html?_r=0 NY Times article

http://globalpublicsquare.blogs.cnn.com/category/nuclear/ CNN Blog

http://www.bbc.co.uk/news/world-asia-22028701 BBC article

10th Grade World History 3

Name ____________________________________________________________ Block _______ Date ______________________

HW # 21 The Cold War

Read Textbook pgs. 967- 970. A. Answer these questions on a separate sheet of paper and attach it to this sheet.

1. What factors help explain why the US and the USSR became rivals after WWII instead of remaining allies ?2. Explain the purpose of the NATO (North Atlantic Treaty Organization ) and Warsaw Pact alliances.3. Why were the Warsaw Pact countries often considered ‘satellites’ of the Soviet Union ( USSR ) ?

B. Complete the following activities on the outline map. 1. Locate and label the countries that were in the NATO ( North Atlantic Treaty Organization ) alliance. Use

one color to represent these countries.2. Locate and label the countries that were in the Warsaw Pact alliance. Use a different color to represent

these countries.3. Draw in the invisible line that Winston Churchill called the Iron Curtain .

EUROPE 1945 -1989

10th Grade World History 4

Name: Date: Block:

HW # 23 Cultural Revolution in China

Look at the poster below and answer the questions following. Then read the primary source excerpt and answer the questions that follow.

Criticize the old world and build a new world with Mao Zedong Thought as a weapon.

Answer the following Questions in complete sentences :

1. What are the main colors used in the poster? ( To see the poster in color, go to engrade.com/tmyoungblood ,click on your class , and then click on HW # 21

2. What symbols (if any) are used in the poster? 3. What does the artist hope the audience will do ?4. What Government purpose(s) is served by the poster ?5. The most effective posters use symbols that are unusual, simple, and direct. Is this an effective poster?

Why/Why Not?6. Who do you think is the intended audience for the poster?

The Foolish Old Man Who Removed the Mountains (June 11, 1945)

We have had a very successful congress.  We have done three things.   First, we have decided on the line of our Party, which is boldly to mobilize the masses and expand the people's forces so that, under the leadership of our Party, they will defeat the Japanese aggressors, liberate the whole people and build a new democratic China.

Our aim in propagating the line of the congress is to build up the confidence of the whole Party and the entire people in the certain triumph of the revolution.

...We must also arouse the political consciousness of the entire people so that they may willingly and gladly fight together with us for victory.  We should fire the whole people with the conviction that China belongs not to the reactionaries but to the Chinese people.  There is an ancient Chinese fable called "The Foolish Old Man who Removed the Mountains."  It tells of an old man who lived in northern China long, long ago and was known as the Foolish Old Man of North Mountain.  His house faced south and beyond his doorway stood the two great peaks, Taihang and Wangwu, obstructing the way.  With great determination, he led his sons in digging up these mountains hoe in hand.  Another greybeard, known as the Wise Old Man, saw them and said derisively, "How silly of you to do this! It is quite impossible for you to dig up these two huge mountains."  The Foolish Old Man replied, "When I die my sons will carry on; when they die, there will be my grandsons and then their sons and grandsons, and so on to infinity. High as they are, the mountains cannot grow any higher and with every bit we dig, they will be that much lower.  Why can't we clear them anyway?"  Having refuted the Wise Old Man's wrong view, he went on digging every day, unshaken in his conviction.  God was moved by this, and he sent down two angels, who carried the mountains away on their backs.  Today, two big mountains lie like a dead weight on the Chinese people.  One is imperialism, the other is feudalism.   The Chinese Communist Party has long made up its mind to dig them up.  We must persevere and work unceasingly, and we too, will touch God's heart.  Our God is none other than the masses of the Chinese people.  If they stand up and dig together with us, why can't these mountains be cleared away?

Answer the following Questions in complete sentences:

1. What is Mao saying the Chinese people must do?2. Look up the words “imperialism” and “feudalism,” how do you think it applies to China?3. Based on everything you have heard and read, how did Mao come to power? What were his goals?

10th Grade World History 4

Name: Date: Block :

HW # 28 Arab Israeli Conflict Declaration of Israel's Independence 1948

Issued at Tel Aviv on May 14, 1948 (5th of Iyar, 5708)

ERETZ-ISRAEL [(Hebrew) - The Land of Israel] was the birthplace of the Jewish people. Here their spiritual, religious and political identity was shaped. Here they first attained to statehood, created cultural values of national and universal significance and gave to the world the eternal Book of Books.After being forcibly exiled from their land, the people remained faithful to it throughout their Dispersion and never ceased to pray and hope for their return to it and for the restoration in it of their political freedom.

Impelled by this historic and traditional attachment, Jews strove in every successive generation to re-establish themselves in their ancient homeland. In recent decades they returned in their masses. Pioneers, ma'pilim [(Hebrew) - immigrants coming to Eretz-Israel in defiance of restrictive legislation] and defenders, they made deserts bloom, revived the Hebrew language, built villages and towns, and created a thriving community controlling its own economy and culture, loving peace but knowing how to defend itself, bringing the blessings of progress to all the country's inhabitants, and aspiring towards independent nationhood.

In the year 5657 (1897), at the summons of the spiritual father of the Jewish State, Theodore Herzl, the First Zionist Congress convened and proclaimed the right of the Jewish people to national rebirth in its own country.

This right was recognized in the Balfour Declaration of the 2nd November, 1917, and re-affirmed in the Mandate of the League of Nations which, in particular, gave international sanction to the historic connection between the Jewish people and Eretz-Israel and to the right of the Jewish people to rebuild its National Home.

The catastrophe which recently befell the Jewish people - the massacre of millions of Jews in Europe - was another clear demonstration of the urgency of solving the problem of its homelessness by re-establishing in Eretz-Israel the Jewish State, which would open the gates of the homeland wide to every Jew and confer upon the Jewish people the status of a fully privileged member of the comity of nations.

Survivors of the Nazi holocaust in Europe, as well as Jews from other parts of the world, continued to migrate to Eretz-Israel, undaunted by difficulties, restrictions and dangers, and never ceased to assert their right to a life of dignity, freedom and honest toil in their national homeland.

In the Second World War, the Jewish community of this country contributed its full share to the struggle of the freedom- and peace-loving nations against the forces of Nazi wickedness and, by the blood of its soldiers and its war effort, gained the right to be reckoned among the peoples who founded the United Nations.

On the 29th November, 1947, the United Nations General Assembly passed a resolution calling for the establishment of a Jewish State in Eretz-Israel; the General Assembly required the inhabitants of Eretz-Israel to take such steps as were necessary on their part for the implementation of that resolution. This recognition by the United Nations of the right of the Jewish people to establish their State is irrevocable.

This right is the natural right of the Jewish people to be masters of their own fate, like all other nations, in their own sovereign State.ACCORDINGLY WE, MEMBERS OF THE PEOPLE'S COUNCIL, REPRESENTATIVES OF THE JEWISH COMMUNITY OF ERETZ-ISRAEL AND OF THE ZIONIST MOVEMENT, ARE HERE ASSEMBLED ON THE DAY OF THE TERMINATION OF THE BRITISH MANDATE OVER ERETZ-ISRAEL AND, BY VIRTUE OF OUR NATURAL AND HISTORIC RIGHT AND ON THE STRENGTH OF THE RESOLUTION OF THE UNITED NATIONS GENERAL ASSEMBLY, HEREBY DECLARE THE ESTABLISHMENT OF A JEWISH STATE IN ERETZ-ISRAEL, TO BE KNOWN AS THE STATE OF ISRAEL.

WE DECLARE that, with effect from the moment of the termination of the Mandate being tonight, the eve of Sabbath, the 6th Iyar, 5708 (15th May, 1948), until the establishment of the elected, regular authorities of the State in accordance with the Constitution which shall be adopted by the Elected Constituent Assembly not later than the 1st October 1948, the People's Council shall act as a Provisional Council of State, and its executive organ, the People's Administration, shall be the Provisional Government of the Jewish State, to be called "Israel".

THE STATE OF ISRAEL will be open for Jewish immigration and for the Ingathering of the Exiles; it will foster the development of the country for the benefit of all its inhabitants; it will be based on freedom, justice and peace as envisaged by the prophets of Israel; it will ensure complete equality of social and political rights to all its inhabitants irrespective of religion, race or sex; it will guarantee freedom of religion, conscience, language, education and culture; it will safeguard the Holy Places of all religions; and it will be faithful to the principles of the Charter of the United Nations.

THE STATE OF ISRAEL is prepared to cooperate with the agencies and representatives of the United Nations in implementing the resolution of the General Assembly of the 29th November, 1947, and will take steps to bring about the economic union of the whole of Eretz-Israel.

WE APPEAL to the United Nations to assist the Jewish people in the building-up of its State and to receive the State of Israel into the comity of nations.

WE APPEAL - in the very midst of the onslaught launched against us now for months - to the Arab inhabitants of the State of Israel to preserve peace and participate in the upbuilding of the State on the basis of full and equal citizenship and due representation in all its provisional and permanent institutions.

WE EXTEND our hand to all neighboring states and their peoples in an offer of peace and good neighborliness, and appeal to them to establish bonds of cooperation and mutual help with the sovereign Jewish people settled in its own land. The State of Israel is prepared to do its share in a common effort for the advancement of the entire Middle East.

WE APPEAL to the Jewish people throughout the Diaspora to rally round the Jews of Eretz-Israel in the tasks of immigration and upbuilding and to stand by them in the great struggle for the realization of the age-old dream - the redemption of Israel.

PLACING OUR TRUST IN THE ALMIGHTY, WE AFFIX OUR SIGNATURES TO THIS PROCLAMATION AT THIS SESSION OF THE PROVISIONAL COUNCIL OF STATE, ON THE SOIL OF THE HOMELAND, IN THE CITY OF TEL-AVIV, ON THIS SABBATH EVE, THE 5TH DAY OF IYAR, 5708 (14TH MAY, 1948).

Answer the following Questions in complete sentences.

1. Why did the Jewish people declare their independence ?2. Why do the Jewish people believe Israel is their land ?3. How do you think the Palestinians reacted?4. How do you think the world reacted?

10th Grade Global History 4 Name: Block: Date:

HW # 29 Arab Israeli Conflict PLO Charter (excerpt)

Article 3: "The Palestinian Arab people has the legitimate right to its homeland and is an inseparable part of the Arab Nation. It shares the sufferings and aspirations of the Arab Nation and its struggle for freedom, sovereignty, progress and unity." Explain in your own words:

Article 6: "Palestinians are those Arab citizens who were living normally in Palestine up to 1947, whether they remained or were expelled. Every child who was born to a Palestinian parent after this date whether in Palestine or outside is a Palestinian." Explain in your own words:

Article 7: "Jews of Palestinian origin are considered Palestinians if they are willing to live peacefully and loyally in Palestine." Explain in your own words:

Article 13: "The destiny of the Arab Nation and even the essence of Arab existence are firmly tied to the destiny of the Palestine question. From this firm bond stems the effort and struggle of the Arab Nation to liberate Palestine. The people of Palestine assume a vanguard role in achieving this sacred national goal." Explain in your own words:

Article 15: Under Palestinian rule, "all the holy places would be safeguarded, and the free worship and visit to all will be guaranteed, without any discrimination of race, colour, tongue, or religion." Explain in your own words:

Article 17: "The partitioning of Palestine in 1947 and the establishment of Israel are illegal and false regardless of the loss of time, because they were contrary to the wish of the Palestine people and its natural right to its homeland, and in violation of the basic principles embodies in the charter of the United Nations, foremost among which is the right to self-determination." Explain in your own words:

Article 18: "The Balfour Declaration, the Mandate system and all that has been based upon them are considered fraud. The claims of historic and spiritual ties between Jews and Palestine are not in agreement with the facts of history or with the true basis of statehood. Judaism because it is a divine religion is not a nationality with independent existence. Furthermore the Jews are not one people with an independent personality because they are citizens of the countries to which they belong." Explain in your own words:

Article 19: "Zionism is a colonialist movement in its inception, aggressive and expansionist in its goals, racist and segregationist in its configurations and fascist in its means and aims. Israel in its capacity as the spearhead of this destructive movement and the pillar for colonialism is a permanent source of tension and turmoil in the Middle East in particular and to the international community in general." Explain in your own words:

10th Grade Global History4Name: Block: Date:

HW # 30 Arab Israeli Conflict

Answer these Questions in complete sentences 1. Look at the two maps, what differences do you see? (be objective)2. What do you think happened? (subjective)3. Why could this be considered a turning point in the Arab -Israeli conflict ?