text:
Wikiversity:Nominations for checkuser/Remi

Remi / Emesee
Withdrawn per http://en.wikiversity.org/w/index.php?title=Wikiversity_talk:Nominations_for_checkuser/Remi&diff=351328&oldid=351327 and lack of support to meet requirements. --mikeu talk 14:28, 13 October 2008 (UTC)

''Note: This CU request is currently on hold due to recent desysopping (pending review) of User:Emesee. This nomination has been reopened to allow the community to review the checkuser access request.'' --mikeu talk 11:24, 13 October 2008 (UTC)

Note: a Request for CheckUser access has been submitted per consensus below. --mikeu talk 14:09, 22 September 2008 (UTC)

Special note: due to the SUL process, Remi now mainly edits as Emesee, a name which he has long used on his other Wikimedia accounts. --McCormack 07:17, 2 August 2008 (UTC)

copied from colloquium

I've noted over the past few months that User:Remi and User:Erkan_Yilmaz are often quite curious about Checkuser actions (and CU-related blocks), and I think it wouldn't be a bad idea to give them the tool so they can see for themselves, as well as probably catching problematic accounts that JWS and I aren't catching (we're both a bit less active on RC patrol than we used to be). While we clearly don't need an entire platoon of Checkusers running around the place, both these users have a long history of doing good for the project, and being very patient even with those who are clearly seeking to try our collective patience. The CU tool gives us a powerful ability to both identify problem-causers, as well as allowing us to avoid "collateral damage" when blocking IPs (since it allows us to check an IP before giving a hard block). --SB_Johnny | talk 12:57, 27 May 2008 (UTC)

Accept/decline the nomination
Nominated CheckUser candidate: please indicate if you accept the nomination. Note the requirements at CheckUser policy.
 * I accept. --Remi 00:21, 29 May 2008 (UTC)

Voting for CheckUser

 * Support
 * 1)  - good editor and custodian, frequently online --Gbaor 10:16, 29 May 2008 (UTC)
 * 2) . --McCormack 11:06, 29 May 2008 (UTC)
 * 3) . --Bduke 23:12, 29 May 2008 (UTC)
 * 4)  Known to me & trusted --Herby talk thyme 11:43, 30 May 2008 (UTC)
 * . Cormaggio talk 21:06, 30 May 2008 (UTC) No longer support. Cormaggio talk 08:07, 14 October 2008 (UTC)
 * (of course!) --SB_Johnny | talk 15:00, 31 May 2008 (UTC) -- no longer in support after recent behavior. --SB_Johnny talk 11:42, 13 October 2008 (UTC)
 * 1)  Erkan Yilmaz uses the Wikiversity:Chat (try) PS: Tag a learning project with completion status !! 06:26, 1 June 2008 (UTC)
 * 2)  --Whiteknight (Versity) (Books) 22:05, 2 June 2008 (UTC)
 * 3)  -- Countrymike 03:38, 9 June 2008 (UTC)
 * 4)  --   Terra  19:01, 9 June 2008 (UTC)
 * 5)  Looks good, thanks for volunteering. --Kanonkas 19:56, 11 July 2008 (UTC)
 * 6)  -- Tactical Custodian Thuvack 06:48, 16 July 2008 (UTC)
 * 7)  -- Eadthem 12:54, 17 August 2008 (UTC)
 * 8)  -- Dzonatas 16:51, 30 August 2008 (UTC)
 * 9)   The Jade Knight 16:10, 5 September 2008 (UTC) (See below).  The Jade Knight (d'viser) 21:21, 13 October 2008 (UTC)
 * --mikeu talk 04:08, 13 September 2008 (UTC)
 * See Oppose section below. --mikeu talk 11:40, 13 October 2008 (UTC)
 * 1)  -- Ottava Rima 00:59, 14 September 2008 (UTC)
 * -- ScribblewikiLover 17:35, 16 September 2008 (UTC) This is the only contribution by ScribblewikiLover, who has been blocked on meta for abusing multiple accounts. John Vandenberg (chat) 02:19, 20 September 2008 (UTC)
 * 1)  -- Az1568 17:13, 17 September 2008 (UTC)
 * 2)  Sure.  Cbrown1023    talk   19:36, 17 September 2008 (UTC)
 * 3) . Wikiversity is small and barely has 25 participants who care to discuss checkuser nominations. As far as I know, Wikiversity has always had to "beat the bushes" in order to attract attention during checkuser discussion. There is no rule against this community practice. Note this definition of "canvass": "To examine carefully or discuss thoroughly; scrutinize. That is what we are doing here. I cannot imagine why anyone wouldn't want a canvassed checkuser nomination to pass.--JWSchmidt 13:05, 19 September 2008 (UTC) --JWSchmidt 02:49, 30 May 2008 (UTC)
 * 4)  -- Jtneill - Talk - c 13:28, 19 September 2008 (UTC)
 * -- Remi has done exemplary work at Wikibooks, and I trust that he will continue to do so here. --Jomegat 01:42, 21 September 2008 (UTC) Support retracted (see below) --Jomegat 13:10, 13 October 2008 (UTC)
 * 1)  While I don't think we always agree, Emesee looks me always a hard-working good editor. --Aphaia 11:32, 21 September 2008 (UTC)
 * 2)  --ZaDiak 14:54, 21 September 2008 (UTC)
 * 3)  Wikiversity could really use people with access to local checkuser tools again, due to the recent resignations and removals, Wikiversity currently has none. Checkuser should like custodianship be no big deal in my book. --dark[[Image:Yin yang.svg|12px]]lama 21:57, 21 September 2008 (UTC)

 * Oppose
 * 1)  I wouldn't want a canvassed checkuser nomination to pass. -- Cat chi? 20:19, 18 September 2008 (UTC)
 * 2)  I no longer have confidence that he can use tools in an objective and fair manner.  Protecting a mainspace page during an edit war that a custodian is involved in is inapropriate.  Protection of a Community Review page to shield oneself from criticsm is unacceptable, and does not reflect the kind of judgement that we require from a CU.  --mikeu talk 11:40, 13 October 2008 (UTC)
 * 3)  ditto what mikeu said above. --SB_Johnny  talk 11:45, 13 October 2008 (UTC)
 * 4)  This new behavior is troubling. --Jomegat 13:10, 13 October 2008 (UTC)
 * 5)  I was very concerned that  and  turned up to vote here, and that this request was kept open so long.  I did not want to oppose because local community members had rallied to support Emesee.  Sadly, recent events are an extra concern.  Checkusers need to be like stewards; they are elected, and should use their tools carefully, with 100% support from the local community and the wider community, in order to continue to be able to serve the community who need them - a replacement CU cant be easily elected.  John Vandenberg (chat) 14:11, 13 October 2008 (UTC)
 * 6)  Because of the events of last night. Geo.plrd 15:03, 13 October 2008 (UTC)
 * 7)  Withdrawing support, per others.  The Jade Knight (d'viser) 21:21, 13 October 2008 (UTC)

Questions for the candidate
When we use a tool, it is possible to make mistakes. When using the checkuser tool, it is possible to act on incomplete or incorrectly interpreted information and this can lead to poorly-justified invasion of a user's privacy. Are there times when a checkuser should ask another checkuser for a "second opinion" before using the checkuser tool? If, as a checkuser, you ever discover that you have made an error in your use of the checkuser tool, what will you do? --JWSchmidt 14:30, 29 May 2008 (UTC)
 * In situations where I am at all unsure of what use of the tool would be appropriate, I would consult with more experienced users familiar with the policies. Especially starting out, collaboration seems especially important. Privacy is a high virtue and not something to be taken lightly.

 * And if I discover I have made an error, I would do everything in my power in order to forestall any harmful effects from occurring; and then if negative effects had occurred I would do everything in my power reconcile them. What specific actions to take seems like it would be rather unique to each situation. However, what does come to mind is consulting with individuals who have more experience with the project and the checkuser tool than myself, and then using their guidance to hopefully remedy the situation as best as possible. --Remi 01:06, 30 May 2008 (UTC)
 * I've seen situations where the checkuser tool is used in haste, out of fear that a vandal will make a big mess. I think it is better to let a vandal make a mess, even if it means having to spend time cleaning up the mess, rather rush and make an error with the checkuser tool. Vandalism is reversible, but the public release of private user information is hard to reverse. --JWSchmidt 02:49, 30 May 2008 (UTC)
 * I would agree with what JWSchmidt says here. The public use of CU can be quite damaging - it often does not prove a lot.  However vandal accounts are often from Open Proxies & so that information can be very useful.
 * On Commons (where I have the rights) we will circulate ones we are not sure about around the other project CUs for second opinions & that is useful & saves any public mistakes. I confess in my early days I did do things rather hastily (however so did your nominator :)) but that was quite a while back. --Herby talk thyme 16:15, 30 May 2008 (UTC)

My vote will be support, but I just have one question to check on: Is Remi definitely the username for checkuser status, given the request to custodian flag other usernames? -- Jtneill - Talk - c 10:59, 26 June 2008 (UTC)
 * My guess is that as the application then goes through the Foundation, it will be impossible to transfer the status to a different user name without repeating the nomination process. Checkuser is much more formal than bureaucrat or custodian. --McCormack 11:43, 26 June 2008 (UTC)
 * I don't believe that's true for renames... the permissions transfer along automatically. That policy may well apply for cases where a new name is taken up without a rename, but even then, if it can be clearly shown the same person is in control of both accounts, that there is crosslinking in place, and that the permission on the other account is removed at the same time, I don't necessarily see a problem there... I'm just one steward though. Sorry this answer is a bit late! If a formal answer is needed please advise. ++Lar: t/c 16:06, 16 August 2008 (UTC)
 * Username Emesee would be preferable and more convenient for myself. But whatever consensus is, is fine. Emesee 02:07, 2 August 2008 (UTC)
 * I'm confused - although Emesee has accepted this checkuser nomination, and the voting is still taking place but according to Emesee's talkpage he has requested all Custodial rights to be removed - but what about this, would this be invalid now and also why isn't the support staff updated stating this, including a number of Custodians have had his/her user right removed, shouldn't the support staff be updated as well - it's hard to say who's left and who's haven't since this is what a number of users seem to be saying, if it is the case then it's a shame that a number of great contributors are indeed leaving. DarkMage  10:30, 18 September 2008 (UTC)
 * For now, I suggest that the community refuse to accept this resignation of Custodial rights. I want to let Emesee have a few days to calm down and think things through. Emesee performed a custodial action that other custodians had also wanted to take. He need feel no shame for his actions. --JWSchmidt 10:39, 18 September 2008 (UTC)
 * At the moment his user page states "decustodian all accounts but this account" . I do not know why the note was posted, but currently there is no problem with the vote here.  --mikeu talk 21:41, 18 September 2008 (UTC)
 * I had a chance to talk to the candidate on IRC. He said he has retracted his request that his custodianship be terminated. I thanked him for doing so. --JWSchmidt 13:25, 19 September 2008 (UTC)

Community discussion

 * Comment - I'd like to point out that the sole oppose, User:White Cat, claims there was canvassing but has very little contributions nor exposure to really base such a claim. I would ask for them to produce such evidence to verify their claim or remove their accusations of impropriety. Ottava Rima (talk) 20:06, 19 September 2008 (UTC)
 * A few points:
 * I see the request has been made at meta: Good deal!
 * I sent an identity confirmation email boilerplate to Remi... the request is on hold until the info is sent to the foundation (not to me, I just sent the email :) ).
 * In doing so I noticed that Remi's other userid doesn't have email turned on. This needs to be corrected, or one userid needs to be settled on and the two properly crosslinked to avoid confusion. ++Lar: t/c 01:08, 22 September 2008 (UTC)
 * I turned it back on a few minutes ago. Thank you for the heads up. Emesee 01:17, 22 September 2008 (UTC)


text:
Wikiversity:Nominations for checkuser/Erkan Yilmaz

Erkan Yilmaz
copied from colloquium

I've noted over the past few months that User:Remi and User:Erkan_Yilmaz are often quite curious about Checkuser actions (and CU-related blocks), and I think it wouldn't be a bad idea to give them the tool so they can see for themselves, as well as probably catching problematic accounts that JWS and I aren't catching (we're both a bit less active on RC patrol than we used to be). While we clearly don't need an entire platoon of Checkusers running around the place, both these users have a long history of doing good for the project, and being very patient even with those who are clearly seeking to try our collective patience. The CU tool gives us a powerful ability to both identify problem-causers, as well as allowing us to avoid "collateral damage" when blocking IPs (since it allows us to check an IP before giving a hard block). --SB_Johnny | talk 12:57, 27 May 2008 (UTC)

Accept/decline the nomination
Nominated CheckUser candidate: please indicate if you accept the nomination. Note the requirements at CheckUser policy.
 * I accept, Erkan Yilmaz uses the Wikiversity:Chat (try) PS: Tag a learning project with completion status !! 18:53, 28 May 2008 (UTC)

Voting for CheckUser

 * 1)  - similar as above, good editor - patient custodian --Gbaor 10:18, 29 May 2008 (UTC)
 * 2) . --McCormack 11:06, 29 May 2008 (UTC)
 * 3)  --Teemu 16:52, 29 May 2008 (UTC)
 * 4) . --Bduke 23:13, 29 May 2008 (UTC)
 * 5) . --JWSchmidt 02:35, 30 May 2008 (UTC)
 * 6) . --Michael Reschke 12:12, 30 May 2008 (UTC)
 * 7) . Cormaggio talk 21:09, 30 May 2008 (UTC)
 * 8)  (of course!) --SB_Johnny | talk 15:00, 31 May 2008 (UTC)
 * 9)  e.c. 20:59, 31 May 2008 (UTC)
 * 10)  --Whiteknight (Versity) (Books) 22:06, 2 June 2008 (UTC)
 * 11)  -- Countrymike 03:49, 9 June 2008 (UTC)
 * 12)  --   Terra  19:01, 9 June 2008 (UTC)
 * 13)  --Remi 12:10, 15 June 2008 (UTC)
 * 14)  --mikeu talk 13:09, 23 June 2008 (UTC)
 * 15) . -- Jtneill - Talk - c 11:00, 26 June 2008 (UTC)
 * --Juan 15:43, 28 June 2008 (UTC) I understand a role of checkuser as a very "sensitive" role. From the communication with Erkan (mostly on IRC) I dont think so he could be a good checkuser (slightly afraid of function abuse). I also think that to recive a checkuser rights is not a need, but tribute to the user and the same time also to the community.
 * This comment surprises me. I agree that Erkan is aware of the potential for function abuse - and I would have thought this would be an obvious point in favour, so how does this end up as a point against? (Or did you mean that you were afraid that he would abuse the power?) I'm also puzzled by your second sentence - checkuser was and remains an urgent need on WV. When we first had CU's last year, the incidences of serial vandalism dropped massively. --McCormack 06:44, 29 June 2008 (UTC)
 * Yes he. Well, I dont think so we should give a vote to every candidate even there is a lack of CUs.--Juan 08:45, 29 June 2008 (UTC)
 * "Yes he" --> do you mean that you are agreeing with my alternative interpretation that "he [Erkan] would abuse the power"? If so, please describe the IRC exchanges which led you to think this. I think a reason is important. Thanks! --McCormack 09:06, 29 June 2008 (UTC)
 * Yes, I am a little bit affraid he can abuse it. Is my English so bad? Well, I found out that Erkans communication on IRC is not so "sensitive", so I can imagine how he can "sensitiveli" act like a Check User.--Juan 09:24, 29 June 2008 (UTC)
 * Hi, Juan. You are correct that Erkan's communication style on IRC is very, very different from his public behaviour on Wikiversity. However that is also the case for a few other users. And this is normal for all Wikimedia projects. Stewards and senior developers also behave in amazingly infantile fashions on IRC, because IRC is often used for stress relief - usually by humorous means. Perhaps you are not familiar with Wikimedia IRC? Or perhaps you find Erkan's idiosyncratic sense of humour difficult to understand? (I find it very difficult to understand...! But it kind of works...). --McCormack 09:50, 29 June 2008 (UTC)
 * Well, thats why I will probably stay with my opinion. But dont think so Erkan behave like a baby.--Juan 10:08, 29 June 2008 (UTC)
 * Thanks again for the feedback and I'd like to invite anyone to drop a msg anytime here at WV, email or chat if they are disturbed by an action of mine so we can find a solution in a timely manner. As in real life we all take different roles/behaviours in different situations. If I would behave always the same that feels for me like being a bot. But I want to "breathe". So, depending on the situation I use different behaviour (thinking, language, humour, ...). The above described behaviour is just one facette and should not be mistaken as the only overall behaviour. I am aware that CU work is "serious business" and I respect and will be respecting CheckUser policy.
 * Tribute/need: I see it like in a job interview: one person comes as applicant for a job, but at the same time the job provider also has to compete for person(s). Through the CU tool I will be thankful for learning yet another tool, developing other experiences/thoughts in the usage - or better - non-usage, ... At the same time the community will also benefit by this. Erkan Yilmaz uses the Chat (try) 23:16, 29 June 2008 (UTC)
 * 1) Well, now after some discussions and answers, changed a little bit my opinion. I think, why not to give a chance Erkan to study something new. We have a proverb in Czech which says that if you do wrong, it teach you alot. More than if do right, as you havent got feedback. The only problem of checkuuser mistakes is, that they are not reversible - because that touch people on the personal level. The system of MediaWiki - gives a chance to all people to reverse, what they did, but on the personal level, it mostly stays with you.--Juan 06:42, 6 July 2008 (UTC)
 * 2)  -- Helpful yet Not Authoritarian at all. Thuvack 06:50, 16 July 2008 (UTC)
 * 3)  Erkan has helped me (even when I was irritated and impatient). He was quick, professional, responsible, reasonable and responsive.  I strongly support.  TWFred 14:03, 16 July 2008 (UTC)
 * 4)  OhanaUnitedTalk page 01:39, 18 July 2008 (UTC)
 * 5)  --ZaDiak 10:30, 18 July 2008 (UTC)
 * 6)  Good editor, very helpful and civil. I support him, of course! :) Srhat 13:28, 20 July 2008 (UTC)
 * 7)  Erkan is involved in many wikimedia project and has skills as admin. CU lifes also from the system, that the CU users controll each other, so one more active prevent misuse and other unlikely things -- MichaelFrey 14:36, 20 July 2008 (UTC)
 * 8)  Erkan is a great guy! --Jomegat 21:28, 1 August 2008 (UTC)
 * 9)  Per support from users I know and trust. Look forward to working with this new CU. ++Lar: t/c 23:53, 2 August 2008 (UTC)
 * 10)  This editor is very active here on Wikiveristy, has made many contributions, and has helped with the details for projects to succeed. Dzonatas 00:31, 3 August 2008 (UTC)
 * 11)  — checkuser IMO like custodianship should be no big deal. --dark[[Image:Yin yang.svg|12px]]lama 01:07, 3 August 2008 (UTC)

Checkuser access was given on August 3rd 2008

 * 1)  Eadthem 13:54, 16 August 2008 (UTC)

Questions for the candidate
When we use a tool, it is possible to make mistakes. When using the checkuser tool, it is possible to act on incomplete or incorrectly interpreted information and this can lead to poorly-justified invasion of a user's privacy. Are there times when a checkuser should ask another checkuser for a "second opinion" before using the checkuser tool? If, as a checkuser, you ever discover that you have made an error in your use of the checkuser tool, what will you do? --JWSchmidt 14:31, 29 May 2008 (UTC)
 * I am not sure what is meant with "second opinion" but if it involves opinion/info about general approach of CU work: since it is new terrain I am sure at begin this will happen (even after reading the pages about CU). And for this is available then the checkuser-l mailinglist (hopefully with accessible archive to search first and then ask efficiently). The advantage of this will be to minimize violation against Wikimedia's privacy policy: better safe than sorry.
 * If I have made an error in use of the checkuser tool probably I will think first: "Oh no!" - then I will inform the checkuser-l mailinglist and/or Ombudsman commission. Communicate with them about the next steps. If it doesn't violate Wikimedia's privacy policy: apologize to the person(s) who got harmed during that. And hope we don't lose the contributor(s) here at Wikiversity. Erkan Yilmaz uses the Wikiversity:Chat (try) PS: Tag a learning project with completion status !! 23:09, 29 May 2008 (UTC)
 * Thanks for you replies. The phrase "second opinion" will sometimes be used if you visit a doctor and the doctor says, "Oh, you have a splinter in your finger, so I suggest that we amputate your arm." It would be wise to go to a second doctor and get a "second opinion" (which might be something like, "Oh, I'll take the splinter out of your finger.") --JWSchmidt 02:34, 30 May 2008 (UTC)

Community discussion

 * regarding this comment: every usage of the CU tool is recorded in the logs. And misusage will lead at least to removal of access (the Foundation has also the ID of CUs). Perhaps this opportunity could be used to get more info which behaviour led to this comment. It will surely help the interacting persons (see also: User:Erkan Yilmaz/PLE), also to define what characteristics a CU-candidate/good CU must possess. Erkan Yilmaz uses the Chat (try) 19:25, 28 June 2008 (UTC)

license: Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/


text:
TESOL/English sentence structure/Exercises

This page is used in this Wikibook page: Rhetoric and Composition/Teacher's Handbook/Teaching Sentence Structure

Basic Sentence Models
''Students are to copy the model sentence and then write 2 or 3 (or more, if you choose) sentences using the same structure—no more, no less. I teach ELL students, so I also insist on keeping the given verb tense, because I want them working on past tense irregular verbs or –ed endings or –s endings in present tense.''

Basic Sentence Models: Intransitive
Pattern: N – V; Adj – N – V; Adj – N – Adv – V; Adj – N – Adv – V - PP; add “free modifiers”, compound subject; compound verb

1.	The convict escaped.

2.	The dangerous convict escaped.

3.	The dangerous convict narrowly escaped.

4.	The dangerous convict narrowly escaped through the window.

5.	The dangerous convict, quiet as a mouse, narrowly escaped through the window.

6.	The dangerous convict, young and quick, narrowly escaped through the window.

7.	The dangerous convict, serving time for murder, narrowly escaped through the window.

8.	The dangerous convict, who had beaten up a guard, narrowly escaped through a window.

9.	The dangerous convict, who had beaten up a guard, and his hostage narrowly escaped through a window.

10.	The dangerous convict, serving time for murder, beat up a guard and narrowly escaped through a window.

Basic Sentence Models: Linking Verbs
Sentence Patterns: N/P – V – Adj; N/P – V – N; N/P – V – Adj – N; N/P – V – N – N; N/P – N/P – V – Adj; N/P – V – V – VP; free modifiers

1.	Sarah was brilliant

2.	Sarah was a student.

3.	Sarah was a brilliant student.

4.	Sarah was a brilliant student and a kind friend.

5.	Her sister and she were brilliant students.

6.	Sarah was a brilliant student and expected to go to college.

7.	Sarah was a brilliant student but did not expect to go to college.

8.	A brilliant student, Sarah expected to go to college.

9.	Mary, a brilliant student, expected to go to college.

10.	Mary was a brilliant student who expected to go to college.

11.	Mary and I remained hungry.

12.	Mary and I remained hungry and tired.

13.	Mary and I remained hungry and tired, but we worked hard.

14.	Mary and I remained hungry and tired, but we still worked hard.

Basic Sentence Models: Transitive Verbs
Sentence Patterns: N-V-DO; Adj-N-V-DO; Adj-N-Adv-V-DO; Adj-N-Adv-V-DO-PP;Adj-N-V-Conj-Adv-V-PP

1.	The girl kicked the dog.

2.	The young girl kicked the dog

3.	The young girl viciously kicked the dog.

4.	The young girl viciously kicked the dog down the stairs.

5.	The young girl and her brother viciously kicked the dog down the stairs.

6.	The young girl and her brother viciously kicked the dog down the stairs and laughed.

7.	The young girl and her brother viciously kicked the dog down the stairs and laughed nervously.

8.	The young girl felt threatened and viciously kicked the dog down the stairs.

9.	The young girl, feeling threatened, viciously kicked the dog down the stairs.

10.	Feeling threatened, the young girl viciously kicked the dog down the stairs.

11.	Toua broke his leg when his car hit the tree.

12.	Mai Houa bought her dress after she fought with her mother.

13.	Xai brought his mother before Bou made dinner.


text:
IB History Review Guide

The IB (International Baccalaureate) History Review Guide is a free online course about the history of the first half of the twentieth century CE.

 * Introduction to the Guide
 * /How to use this Guide/

title: IB History Review Guide


text:
American History/The Great Depression/Day one

Lesson Day 1
Objective: The Learner will through this course:
 * NOTE: Class lesson may run over scheduled time due to discussion of key topics and student participation. This is OK, extra time has been allowed in the lesson for such occasions. Lesson is simply a guide-additional information/elaboration of topics may be needed.
 * 1) Identify the term speculation. (H-1B-H12)
 * 2) Explain unequal distribution of wealth-(H-1B-H12)
 * 3) Identify the term credit and its relation to the Great Depression. (H-1B-H12)
 * 4) Identify the term foreign aid and how it added to economic problems of the Great Depression. (H-1B-H11), (H-1B-H12)
 * 5) Identity terms supply and demand. (H-1B-H12)
 * 6) Explain disparity between worker pay and output and identify the effects this had on purchase ability. (H-1B-H12)
 * 7) Identify and explain what luxury spending and investment is and how mis lead to a false sense of confidence in the economy. (H-1 B-H 12)
 * 8) Explain disproportion of wealth of industries related to automobiles to agriculture. (H-1B-H9)
 * 9) Identify the government's role in supporting industry rather than farming. (H-1B-H9)
 * 10) Identify the term "Black Tuesday". (H-1B-H12)

Activities and Lecture:

 * Students will have to have read the chapter before class
 * Lecture will be aided by the use of transparencies and the chalkboard.
 * Pictures of Dust Bowl will be used to show effect
 * Ensure that students make note of key topics discussed

Motivational Beginning (5 minutes)

Class I want you to close your eyes for a moment and envision the life that I describe to you. As you wake up in the morning you feel a familiar ache in your stomach. There is no

Place key topic transparency 1 on overheadand follow outline for class presentation D.(5-10 Min)Ask students to define the term luxury spending, and give examples from today's modem culture. (Allow time for definition and examples to be given) Explain that in the 1920's luxury spending and investment of the rich kept the economy afloat because they were confident in the financial system. This was actually a false sense of confidence because once again it was only a very small minority of the population that was spending in this manner. They kept putting money in, so industry kept overproducing products with no real demand to absorb it. When depression started the rich lost all trust in the system and cut back their spending, industry had to do the same, but this came in the form of worker layoffs. Ask students to explain why they think the rich did not spend more money in order to help out the economy and stop the depression. (Allow up to ten minutes for discussion) Write student examples on the board and explain that the rich could not be expected to simply buy more goods when they only needed to consume certain amounts. A couple families couldn't be help responsible for keeping the entire nation functioning. (Obj 7) Ask class if there are any questions. Yes (answer them) No (continue) Place key topic transparency 2 on overhead and follow outline for class presentation

E.(5 Min)Explain to the class that a major factor in bringing about the depression was a direct result of supply and demand. Explain these two things depend on each other and should be equal in a stable economy. Too much supply demand drops, demand goes up supply should go up to meet it. (Obj 5) As we discussed earlier there was a vast overage of products that the U.S. people could not consume. This was because of recent technology that increased output but industry did not increase worker pay. Ask students so what is the direct result? Yes-all kinds of materials to buy and no money for citizens to pay for it. Ask students-What would happen if industry would simply increase worker pay? (Allow time for answers) Explain pay would go up, but industry would be forced by law of supply and demand to drop their level of output to combat their loss in overall profit. (Obj 6)

F.(5-10 Min)Farming in the late 1920's was a very risky business as well. Tell class to remember that WWI had just ended, and ask what does a country need that is at war? Munitions, steel, rubber, food for army. Yes all very good answers. Government at the time had told farmers to buy more land to feed soldiers of the world, but when war ended didn't need that large supply anymore. Farmers were at a huge loss couldn't make profit on vast surplus of goods they had produced, and governments supported industry through tax cuts because of the overage of parts steel, etc. they had left over after the war. Automobiles and radios became extremely popular. How could this be a problem for everyday people such as you and me? (Allow time for answers) Luxury spending of the rich and credit sales of middle class=false economy. (Obj 8/9)

''Ask class if there are any questions. Yes (answer them') No (continue)''

Ask the class to name the different causes that lead to the Great Depression-call on students at random and on volunteers to write each cause on the board with a brief description next to it-use this list to begin following student activity.

Student Activity/Guided Practice (15 Minutes)
Class already seated in groups of four, have students prepare and respond to the following assignment- Each group is given different cause of the Great Depression. Students must develop reasoning and provide sufficient background information as to why they believe their given cause was the largest contributing factor to the Great Depression. Each group must report their findings and rational at the end of class. Walk around and provide assistance to each group as needed.

Group topics are as follows:
 * Group 1-Speculation
 * Group 2-Credit Sales
 * Group 3-Unequal distribution of Wealth
 * Group 4-Luxury Spending
 * Group 5-Low worker pay/overage of Supply
 * Group 6-Government Support of Industry while Farm Prices Drop
 * Group 7-Foreign Aid
 * Group 8-Stock Market Crash
 * Closure;

Sum up what we have covered today, highlighting on key points each group discussed. Explain again that no one factor lead to the Great Depression it was caused by a combination of the above factors.

Announce to the class that a Web Quest project will be assigned after the next class lecture. The final project will be given both group (50 point total) and individual (20 point total) grades. Students will be given time to complete the assignment in class, but some time may be needed outside of class to gather information and combine it for the final project which is to be turned in the day of the unit test. On the day of the unit test, each student must also turn in their contribution of material; which was included in the final project in order to receive credit for their individual work. (Obj 30)

Review today's lecture and read next unit chapter in the book.
 * Home Study:


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IB History Review Guide/How to use this Guide

Do not: Try to memorize everything. That is absurd, and generally not required. Consider this- in Paper II you need to write two essays on two topics and paper three, three essays on three topics. Therefore, study certain individual topics extensively.
 * Memorize Key dates, key names, and a couple of key quotes. Memorize these things extremely well.
 * Understand the timeline of events in the order of which they happened and be able to describe that order.

Also, don't narrow yourself to using only the information available in this guide, there are plenty of great Wikibooks about History!

You might want to look at
 * How to write a research paper in History
 * World History and sections such as World History/The Rise of Dictatorship and Totalitarianism
 * Wikipedia itself! Wikipedia provides information in depth on numerous events, characters and places. Want to know what happened at the Battle of Stalingrad? Well, it's just a click away!


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IB History Review Guide/The inter-war Years 1919-1939

From The Syllabus

 * Foundation, Structure, Work, and Decline of the League of Nations
 * Search for collective security, alliances, and treaties (eg. Rapollo and Locarno)
 * Weimar Germany, the Third Republic in France and Great Britain
 * Economic problems, Wall Street Crash and Depression
 * The breakdown and abandonment of the principle and practice of collective security


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IB History Review Guide/Use of Source Material

The IB curriculum mandates the analysis of primary documents. This is required specifically in Paper 1 of the IB history exam. An assessment on the origins, values, limitations and purposes are required. Documents are primarily based upon Stalin, Lenin or Mao. Documents can either be in written form (diary, transcript etc) or a photographic document (which is generally the last primary document on the IB Exam in paper 1 - Document E). When assessing documents explicit reference to the origins, purpose, values and limitations must be expressed in the response.

When assessing the limitations, it is important not to use the word "bias". Clearly, any historian knows that a source is biased to some degree. The real skill is in determining what the bias is. For example, Bismarck's letters to the people were "limited" (not biased") in the fact that he toned down his language to a more aesthetic and pleasing style, in order to appeal to the masses. This is clearly not the same way he would address his peers.

Oftentimes, Paper 1 will require comparisons of sources in terms of similarities and differences. It is thus recommended to focus on ONE of Stalin, Mao, or Lenin's primary sources in order to excel on Paper 1.


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IB History Review Guide/Causes, Practices and Effects of War

From the IB History Syllabus

 * War was a major feature of the 20th century. In this topic the various types of war should be identified, and the causes, nature, effects and results should be studied. Questions will be set on major themes. Some of these will require knowledge of two regions.

Major Themes
 * Different types of 20th century warfare.
 * Civil, guerilla, limited, revolutionary
 * Total war
 * Origins and Causes of war
 * long-term and short-term causes, failure of diplomacy
 * economic, ideological, political, religious causes
 * Nature of 20th century wars
 * Technological developments, tactics and strategies, air, land, sea
 * The home front, the role of women
 * resistance and revolutionary movements

 * Effects and Results
 * treaties, and wars ending without treaties
 * political repercussions, territorial changes
 * social and cultural effects, changes in the status of women
 * post-war economic problems

In Depth Look at the Causes World War One "The Great War"
Numerous events triggered the first world war. These events can generally be organised into three important categories: Nationalism, the Alliance system, and problems facing Industrial societies.

This guide will look at two wars in detail: The first and second world war and the Russian revolution and civil war as each of these also help us prepare for the european regional topic, better known as Paper 3.


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IB History Review Guide/Introduction

The IB History syllabus covers a range of topics, of which no definite study guide can ever compiled unless all of history was written in a single Wiki. However, there are certain areas of the syllabus which can be studied heavily in preparation for the exam- and these guide aims to exploit those areas. This guide focuses heavily on Topics 1 and 3, and a few European regional topics. A later section on how to structure a history essay will be included soon.

Please Note: Any IB Syllabus statements including here are NOT under free license and remain property of the IBO. They are reproduced here for personal study purposes only.

Return to International Baccalaureate

title: IB History Review Guide/Introduction


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IB History Review Guide/The Second World War

From the Syllabus

 * international diplomacy in the inter-war years
 * appeasement, collapse of the league of nations
 * aggressive policies of Hitler and Mussolini
 * total war and its effects
 * war in the air, at sea, on land, the home front
 * political, social and economic consequences of the war

Events leading to World War Two
The Anschluss
 * January 1938: Hitler strengthens his position by removing non-Nazis from key positions.
 * February 12th 1938: Hitler threatens the Austrian Chancellor Schluschnigg in order for him to remove anti-Nazi measures and allow Austrian Nazis to enter the government.
 * March 9th 1938: Schuschnigg declares that he will hold a referendum concerning Hitler's measures.
 * March 11th 1938: Schuschnigg orders the Austrian army not to fire on German troops. Hitler hears that Mussolini would not oppose a German move on Austria.
 * March 12th 1938: German troops enter Austria.
 * March 13th 1938: Hitler annexes Austria.

Takeover of Sudetenland
 * March 1938: Hitler meets with Sudeten-Nazi leader, Konrad Henlein, and tells him to make unacceptable demands for autonomy so Hitler could intervene.
 * April 1938: British and French urge Czechoslovakia to make the maximum number of concessions.
 * May 20th 1938: Czechoslovakian president orders partial mobilization. France warns Hitler against any invasion.
 * May 30th 1938: Hitler orders generals to prepare for an invasion by September if the issue isn't resolved.
 * September 7th 1938: Article in The Times suggests that Czechoslovakia should hand over the Sudetenland to Germany.
 * September 12th 1938: In a party speech, Hitler verbally attacks the Czechs.
 * September 13th 1938: Chamberlain suggests a meeting with Hitler.
 * September 15th 1938: Chamberlain goes to Berchtesgaden. Hitler agrees to wait for a peaceful settlement, but orders his generals to carry out the invasion anyway.
 * September 19th 1938: Chamberlain-Hitler meeting at Bad Godesberg. Hitler wants the entire Sudetenland. Chamberlain refuses.
 * September 24th 1938: Czech mobilization completed. The French call up the reserves.
 * September 28th 1938: British navy prepare for war.
 * September 29th-30th 1938: Munich Conference. Hitler is appeased and given the Sudetenland. Chamberlain foolishly declares that he has secured "Peace in our time".
 * March 1939: What is left of Czechoslovakia falls under German influence.

The Invasion of Poland
 * October 1938: Ribbentrop asks for the return of Danzig. Poland refuses.
 * January 5th 1939: Hitler offers the Ukraine (then Soviet territory) in return for Danzig and the Polish corridor.
 * March 1939: Britain offers to guarantee Polish territory.
 * April 3rd 1939: Hitler orders the army to prepare for plans to attack Poland.
 * April 28th 1939: Hitler denounces the non-aggression pact made with Poland in 1934.
 * May 22nd 1939: Pact of Steel between Germany and Italy. USSR makes an offer to ally with France and Britain, but negotiations are so slow that the USSR becomes suspicious of their motives.
 * August 24th 1939: Non-aggression pact between Russia and Germany. Contains a 'Secret Protocol' which agrees to divide Poland. England and France horrified at this alliance.
 * September 1st 1939: German troops invade Poland.
 * September 3rd 1939: Great Britain and France declare war on Germany.

Causes of World War Two
Unopposed Aggression by Japan, Italy, and Germany

Japanese Aggression
 * September 1931: Japan attacks China.
 * Mukden incident.
 * Chinese appeal to the League of Nations. Council of the League asks both parties to withdraw their forces.
 * Japanese complete their conquest of Manchuria.
 * Lord Lytton Report condemns Japanese action and dubbed Manchukuo a puppet creation.
 * March 1933: Japan withdraws from the league of Nations.
 * The United States and the League of Nations take no action.
 * July 1937: Marco Polo Bridge incident.

Italian Aggresion
 * December 1934: Clash between Italian troops and an Abyssinian escort at Walwal. Abyssinia appeals to the league.
 * May 1935: Abysinnia appeals again to the league.
 * October 3rd 1935: Mussolini launches his attack on Abysinnia. League declares Italy to be an aggresor and imposes some limited economic sanctions.
 * Britain and France propose an unacceptable deal which secures Abysinnian territory for Italy.
 * May 1936: Italians capture capital of Addis Ababa.
 * Sanctions eventurally dropped.

German Aggresion
 * March 7th 1936: Hitler sends troops into the demilitarized Rhineland in opposition to the Versailles and Locarno treaties. Note: Officers carried notes to withdraw in the event of French resistance.

Consequences of World War Two
-Germany split up

-Superpower, middle power, little power

-COLD WAR

-1945- UN charter (this time America does join)

-Europe further split up SUCCESSOR STATES


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IB History Review Guide/Contributors

 * Daniel Stevens
 * Vlad Marica

 * IB History Review Guide ~ Back to Main

title: IB History Review Guide/Contributors


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IB History Review Guide/The Causes, Course, and Effect of World War One

From the Syllabus

 * long-term, short-term and immediate causes
 * campaigns, war at sea, effects on civilian population
 * factors leading to the defeat of the central powers
 * social and economic changes during and after the war
 * the Paris Peace Settlements and their political and economic effects on Europe.

Events leading up to World War One

 * March 1890: The German statesman Otto Von Bismarck resigns, mostly forced by the new Kaiser, Wilhelm II. The Kaiser takes a more active role in German Weltpolitik. However, the blunders of the Kaiser and other chancellors alienate Germany from other European powers and gave increasing influence to army leaders within Germany.
 * March 1890: The German refusal to renew the Reinsurance Treaty with Russia made Russia suspicious of German intentions. One of the factors of Russia's alliance with France.
 * December 1893: France and Russia sign a military convention pledging to help each other in the event of a German attack.
 * December 1895: Failure of the Jameson Raid. German intervention recognizing the new government angers the British. Increase in Anglo-German rivalry.
 * From the Wikipedia article on it "The life brought Anglo-Boer relations to a dangerous low and the ill feeling was further heated by the "Kruger telegram" from the German Emperor, Kaiser Wilhelm II. It congratulated Paul Kruger on defeating the raid, and also appeared to recognize the Boer republic and offer support. The emperor was already perceived as anti-British, and a naval arms race had started between Germany and Britain. Consequently, the telegram alarmed and angered the British."
 * November 1897: Germany seizes control of Kiautschou, a Chinese port. Britain and Russia do likewise. Imperial rivalries inflame the region and eventually lead to the Boxer Rebellion of 1902.

 * March 1898: Germany introduces the Navy Code - a plan to increase the size of their navy. The British perceive this as a threat. Escalated in 1906 with the British development of the HMS Dreadnought.
 * Also in 1898: The Fashoda Incident which was "the climax of territorial disputes between France and the United Kingdom in East Africa".
 * 1899-1902: The Second Boer War: Britain trying to control it's colonies in South Africa. Though the British won, they suffered relatively large losses, which were quite unexpected. Britain began to seek allies to help protect its large imperialist empire.
 * January 1902: British-Japanese alliance.
 * February 1904: Russo-Japanese War. Japan was a rapidly modernizing country with imperial interests in Korea and Manchuria. These interests conflicted with Russian interests and the result was war. Russia lost horribly.
 * April 1904: Anglo-French Entente settled colonial disputes between them. Seen in Germany as a clear British alignment with France, and therefore Russia as well against the Triple Alliance of 1882. (German, Italy, Austro-Hungary).
 * March 1905: Germany assures the Morrocan Sultan of his independence in an attempt to challenge the Anglo-French agreement concerning the area.
 * January 1906: Algeciras Conference called by Kaiser Wilhelm. Anglo-French agreement over North Africa recognized. German humiliation.
 * August 1907: Russia and Britain settle their disputes over Persia and Afghanistan. Germany begins to fear encirclment by Russia, Britain, and France.
 * 1908: Revolt in the Ottoman Empire. Austro-Hungary annexes Bosnia-Herzegovina. Obtains Russian agreement by promising to support the ending of travel restrictions on Russian warships between the Black Sea and the Mediterranean. Austro-Hungary ignores the agreement. Germany mobilization forces in support of Austro-Hungary. Russian protest ends, increased tensions in the Balkans.
 * April 1911: Italy seizes control of Tripoli (Libya).
 * April 1911: Morrocan sultan calls for French support in quelling a rebellion. The French intervene. Germany protests and sends a warship to Agadir.
 * 1912: First Balkan War - Balkan states drive the Turks out of the Balkans.
 * 1913: Second Balkan War - Balkan states quarrel among themselves.
 * June 1914: Archduke Franz-Ferdinand assassinated.

Causes

 * The historian Fritz Fischer contends that Germany was determined to start a war. Germany had prepared many minor modifications. Moreover, Germany was at the height of its military power and wanted to exploit the situation.

Nationalism

 * There was an emerging problem of aggressive patriotism in Europe.
 * In Austria-Hungary, a large number of ethnic groups (such as Serbs, Hungarians, etc.) lived under the Austro-Hungarian Empire. These minorities wished for independence. This created tension between the government in Vienna and the minorities.
 * In France, there was still a powerful feeling of resentment, since France had to give up Alsace and Lorraine to Germany in the Franco-Prussian war.

Imperialism

 * Problems with colonies, growing industries- countries needed more raw materials
 * Colonies wanted independence
 * Britain had conflicts with Russia in both China and India
 * Russia wanted control of the Straits, Black Sea and Mediterranean
 * Britain and France in Egypt, Africa, and Sudan
 * Germany and Britain
 * Wanted to build a railway from Berlin to Baghdad, and this conflicted with British aims.
 * Increase in the German navy.

Alliances

 * In 1882, The Triple Alliance was formed between Germany, Italy and Austria-Hungary. This was a treaty in which the nations offered to support each other militarily in the event of an attack against any of them by two or more great powers

 * In 1894, the Franco-Russian Alliance was established, as a result of Russia's feeling of vulnerability after the Triple Alliance and France's isolation. It promised mutual military assistance if either country was attacked. Ten years later, in 1904, France and Britain formed the Entente Cordiale, ending conflicts between the countries. In 1907, Britain, France and Russia formed together the Triple Entente, to constitute as a counterweight to the Triple Alliance.

 * After Germany's isolation in the Algeciras Conference, it realized that its only ally was Austro-Hungary. Suddenly, Austro-Hungary took on a new importance. This led to it's blank-cheque of 1914.
 * France also offered Russia a blank-cheque in 1912.

 * The alliance system reduced the ability to deal with responses flexibly. If one thing led to another, countries had to respond to events in the fashion they promised. And indeed, that's what happened.

Problems of Industrial Societies

 * Colonies: Russia, Britain and France all wanted colonial posessions. Britain had done the best during the Scramble for Africa. Russia was eyeing Northern China. In North Africa, Britain and France shared Egypt, along with the tensions this produced. Germany, too, was seeking influence in the Middle East, as it was building a new railroad between Berlin and Baghdad.
 * Russo-Japanese War- rival imperial ambitions of the Russia and Japan over Manchuria and Korea
 * Moroccan Crises- fighting over the status of Morocco, and a substantial amount of fighting and conflict between Germany and France over it.
 * Algeciras conference- meeting held to settle the Franco-German dispute over Morocco, in which Germany was isolated.
 * The Boer War - conflict in South Africa between Britain and the Boers, as Britain desired to dominate the region and the Boers wanted independence.

 * Arms Race: Both Germany and Britain competed in the Arms Race.
 * Germany had the best equipped and largest army in all of Europe.
 * Admiral Tirpitz supervised the construction of the new German Navy, which was meant to challenge the British (who had the most powerful naval forces) in the Indian Sea
 * The British launched a new class of battleships, pioneered by the H.M.S. Dreadnought in 1906, which was heavily armed and shielded.
 * It can be said that Britain's isolation and fear of the German Navy led her to pursue more cordial relationships with France and Russia.
 * German army reforms led the Britsh High command to believe that a preventive war against Russia made sense.
 * New inventions: 75mm Field Gun, magazined rifle, machine gun

 * Commercial Rivalry: There was a great deal of commercial rivalry between the Major Powers in Europe. This was manifested most obvious in the colonies and the countries around the colonies. Britain dominated the market, by having the most manufactured goods. Germany was closing in on France especially by exporting more and more Iron. This also contributed to Britain's uneasiness concerning Germany.

1914 - Plans to Stalemate

 * Archduke Franz Ferdinand was murdered by Gavrilo Princip in Sarajevo, during a state visit in June of 1914. This led Austro-Hungary to declare war on Serbia in July 1914.
 * Germany puts the Schlieffen Plan, which had been developed by von Schlieffen in the late 1800s and modified through the early 1900s until its nearly final form was reached in 1906, and invades Belgium. The Belgian army is overwhelmed, and the Germans soon take over most of Belgium, with very small pockets of resistance still holding.
 * Austro-Hungary invades Russia, but progress is moderate, due to the fact that the Austro-Hungarian army was poorly equipped and trained.
 * France develops the Plan 17 XVII, which would take back Alsace and Lorraine. Its application is a fiasco, since the German defenses were a lot more well prepared than expected by the French. Within a few weeks, the French were back in their starting positions, while the Germans had advanced almost unopposed through Belgium and northern France and were threatening Paris.
 * The German high command diverted troops to the Eastern Front and to a counterattack in Alsace-Lorraine, which was in turn repulsed by the French.
 * This allowed the French and the British to halt the German advance in the First Battle of the Marne.
 * The outcome of the battle of the Marne led to Trench Warfare, and the Race to the Sea.
 * The Russians mobilize quickly to prevent Austro-Hungary's attack. They drive the latter back until the German Army, which was superior by far to their allies', comes to the help of Austro-Hungary and manages to stop the Russians at the Battle of Tannenberg.

1915 - Weak Point Strategy

 * As at the end of 1914, no major territorial changes were produced by the war, the Major Powers decide to focus their efforts on their enemies' weak points, hence the name Weak Point Strategy.
 * 1915 sees Italy entering the war and on the Austro-Italian Front there was some fighting. The countries were fighting each other in the Alps. The Italians benefitted from a superiority of almost 2:1. The Austrians were controlling the higher ground, so the Italians' superiority didn't help them at all.
 * Britain starts a blockade in the North Sea, trying to make Germany rely solely on its internal goods, and thus starve it.
 * Britain also started the Gallipoli Campaign, by which it tried to take over Istanbul, thus knocking Germany's ally, Turkey, out of the war. Unfortunately for Britain, the Turks were very well prepared for the attack. This led to a disaster for Britain, which lost its own troops, as well as ANZAC troops dispatched to fight for her.
 * Britain tried to attack Turkey through Basra and Palestine, but with no success.
 * As 1914, 1915 fails to bring any significant changes to the front lines.
 * Basra Landing
 * Palestine.

1916 - Great Attacks

 * By 1916, Trench Warfare was starting to take its toll on the men in the front lines.
 * Germany starts a massive attack on Verdun, during which 400.000 Germans, 400.000 British and 200.000 French lose their lives. The attack was ineffective and leads to no real change. Pétain, the French general in charge of the troops at Verdun, says about the Germans: "Ils ne passeront pas" (They will not pass.) - Battle of Verdun
 * The biggest British attack is on the river Somme. Nothing is achieved and Britain loses 800.000 men in the process. - Battle of the Somme
 * Jutland, in May 1916, was considered the showdown between the British and the German Navies. Both sides claimed victory. The British had lost more ships and more sailors, but Germany's plan of destroying Britain's navy had failed. For the remainder of the war, apart from brief sorties in August 1916 and April 1918, the German Fleet stayed in port. They continued to pose a threat that required the British to keep their battleships concentrated in the North Sea, but they never again contested control of the seas. Instead, the German Navy turned its efforts and resources to unrestricted submarine warfare.
 * On the Austro-Italian front, the only major confrontation was the series of Battles of the Isonzo. Initially, the Italians slightly gained ground, since the Austro-Hungarian lines were poorly manned, due to the Brusilov Offensive. Towards the end of the series of battles, nothing much changed.
 * The Brusilov Offensive was the greatest Russian attack during World War I. It was a major offensive against  the Central Powers on the Eastern Front, launched June 1916 and lasting until early August. It took place in what today is Ukraine, and its purpose was to lift pressure off the British and the French on the Western Front. The operation succeeded in its basic purpose, as Germany had to terminate its attack on Verdun and transfer considerable forces to the East. It also broke the back of the Austro-Hungarian army which lost nearly 1.5 million men. This weakening of Austro-Hungarian power convinced Romania to enter the war on the side of the Entente. Russian casualties were about 500.000.

1917 - Changes

 * The United States entered the war in April 1917, because of the Unrestricted Submarine Warfare tactic pursued by Germany, which also sunk many US ships.
 * Germany sent Mexico an invitation to start a war against the US, which became known as the Zimmerman Telegram.
 * In the summer, the first American troops begin landing in France and helping the British and French soldiers fighting in the Trenches.
 * The Nivelle Offensive was undoubtedly the most successful French action of the war. The French began their advance after the German forces they were attacking started retreating.

1918 - Last Offensives to Armistice

 * President Woodrow Wilson announced his Fourteen Points in January 1918, which would serve as a guide for reconstructing Europe after the War. They included freedom of the seas, abolishing secret treaties, disarmament, restored sovereignty of some occupied lands, and the right of national self-determination of others.
 * Due to the turmoil in Russian Society, the Russian Revolution errupted in 1917, resulting in Russia pulling out of the war and signing the treaty of Brest-Litovsk in March 1918.
 * This put more pressure on the Western Front, since the Central Powers' soldiers fighting on the Eastern Front could now be dispatched to the West.
 * Germany launches what proves to be the first of the final three offensives on the Western Front, the Frühjahrsoffensive (Spring Offensive). This was General Ludendorff's last chance of breaking Allied lines, as the social situation in Germany was getting worse and worse. The Frühjahrsoffensive was stopped at the Second Battle of the Marne, in July - August.
 * The German people were deprived of food and basic needs for most of the war, so there is a great deal of tension in the country. This leads to the Kiel Mutiny, in which sailors refused to obey orders and the Munich Revolt, in which the city was taken over by German Communists.
 * The Allies' Hundred Days Offensive begins, which ends in Kaiser Wilhelm's abidication from the Throne of Germany, on November 10th.
 * On November 11th, at 11:00, the Peace Treaty between Germany and the Allies is signed, and all fighting ends.

Effects of World War One

 * Changes in Population Structure
 * Most killed were between 18-38.
 * Fall in the birth rate between 1914-1918.
 * Manpower shortage during the 1930s.

 * Changes in Society
 * Social barriers undermined because of the emphasis of national unity.
 * Improvement in the status of women.

 * Increased Role of Governments
 * Increased intervention in areas of health and education.
 * Greater control over the private sector.

 * Belief in need for economic self-sufficiency
 * Promoted idea of autarky

 * International Effects
 * Nationalism exploded, reached it's climax.
 * Spread of democractic ideals.
 * Emergence of world's first Communist state.
 * The US came out favourable in the war while the power of France, Germany, Russia, and England all declined tremendously. Europe begins to leave the spotlight as the center of the world.
 * Development of international organizations.
 * Led to the development of the League of Nations, the dream of Woodrow Wilson. The United States congress voted against US participation and Germany was originally unable to join the league.

The Treaty of Versailles

 * The terms of the Treaty of Versailles, which Germany had no choice but to accept, were announced on the 7th of May of 1919. Germany lost:
 * 10% of its land
 * All its overseas colonies (including Togo)
 * 12.5% of its population
 * 16% of its coalfields, and half its iron and steel industry.

Territorial Restrictions on Germany
 * Alsace-Lorraine returned to France.
 * No annexation of Austria allowed.
 * No annexation of Czechoslovakia.
 * No annexation of Poland and Danzig.
 * Lost all of its overseas colonies including Togo, Cameroons, Namibia, and Tanzania.

Military Restrictions on Germany
 * The Rhineland was to be declared a demilitarized zone.
 * The German armed forces can be no larger than 100,000.
 * No manufacturing of weapons.
 * No importing or exporting weapons
 * No poision gas.
 * No tanks.
 * Small navy, 12 destroyers, 6 battleships, and 6 cruisers.
 * No Submarines
 * No military aircraft.

Economic Restrictions on Germany
 * These were denounced by John Mayard Keynes.
 * Saar coal fields given to France.
 * Compensation for all damages.
 * Article 231: War Guilt Clause justifies reperations.

 * The Germans were outraged and horrified at the result - since Wilson's idealistic and rejected fourteen points painted the picture of a different outcome. They did not feel as though they started the war, nor did they feel as though they had lost. The German people percieved this as a peace conference and not a surrender. At first, the new government refused to ratify the agreement, and the German navy sank its own ships in protest. The German leader, Ebert, eventually agreed to the agreement on the 28th of June 1919.

The Impact of the Treaty of Versailles

 * In 1919, Erbert's government was hanging on the edge of a knife. Right-wing opponents threatened revolution.
 * 1922-1923: Germany falls behind in its Reparation payments.
 * French and Belgian soldiers invade the Ruhr region and sack raw materials and goods in order to compensate. (Allowed under the Treaty of Versailles)
 * German government orders the workers to strike. French kill 100 workers and expell 100,000 protestants from the region in retaliation. The strike aids in causing the growing inflation.

 * The three powers were not satisfied with the Versailles treatment. Clemenceau did not think the treaty was harsh enough on Germany. Lloyd George viewed as a hero, but realised the long-term effects of the war. The American Congress refused to approve the treaty.

Other Treaties
 * Treaty of St.Germain: 1919 with Austria.
 * Treaty of Neuilly: 1919 with Bulgaria.
 * Treaty of Sévres: 1920 with Turkey
 * Treaty of Trianon: With defeated Hungary.


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IB History Review Guide/Tsarist Russia to Communist USSR

From the Syllabus

 * nature of tsarism, Nicholas II, 1894 to 1917
 * growth of revolutionary opposition and Soviets
 * 1905 Revolution, reforms and reaction, 1905 to 1914; impact of the First World War.
 * 1917 February/March Revolution, the provisional government
 * 1917 October/November Bolshevik Revolution
 * formation of Soviet state The USSR, Lenin, Trotsky, civil war, war communism, NEP
 * power struggle and the emergence of Stalin 1929

Timeline

 * 1870: Lenin Born
 * 1894: Nicolas II comes to power.
 * 1896: Coronation celebration.
 * 1898: First Congress Russian Soviet workers party
 * 1903: (Bolsheviks (Majority) splits from Mensheviks(Minority)
 * 1904 February: Russo-Japanese War
 * 1905 January: First revolution.
 * 1905 August 25th: Treaty of Portsmouth
 * 1905 October: October Manifesto
 * 1906 April: Fundamental Law
 * 1906 April-June: First Duma
 * 1907 February-June: Second Duma
 * 1907-1912: Third Duma
 * 1911 September: Stolypin murdered
 * 1912-1914: Fourth Duma
 * 1914: First World War
 * 1915: Nicolas II becomes supreme commander of the Russian Army.
 * 1917: First Revolution
 * 1917 February: Second Revolution
 * 1917 March 2nd: Tsar abdicates, beginning of Provisional Government
 * 1917 April: Lenin's April Theses
 * 1917 April: Lenin Outlines Plan to overthrow Government
 * 1917 June: Provisional government continues the offensive in WWI and loses.
 * 1917 August: Kornilov Affair
 * 1917 November: Third revolution, Bolsheviks defeat Government
 * 1918 January: Constituent assembly election and dissolution
 * 1918 March 3rd: Treaty of Brest-Litovsk
 * 1918 August: Assassination attempt made on Lenin.
 * 1918-1921: Russian Civil War and War Communism
 * 1920 February:Kolchak shot.
 * 1921 March: Krondstadt mutiny
 * 1921: New Economic Policy
 * 1921: A purge removed 1/5 of party members who didn't agree with Lenin
 * 1920-1921: Famine, Lenin begins to lose power while Stalin gains it.
 * 1922: Treaty of Rapollo
 * 1922: Stalin becomes general secretary
 * 1917: Stalin led New Economic Policy
 * 1924 January 21st: Lenin dies
 * 1924: Stalin begins his consolidation of power.
 * 1924: A new Constitution established USSR (Union of Soviet Socialised Republic).
 * 1924-28: Stalin and Trotsky struggle for power.
 * 1926: Trotsky's power diminishes
 * 1927: Failed communist uprising in China.
 * 1927: Collectivization made official policy.
 * 1928-33: 1st Five Year Plan
 * 1929: Collectivization introduced all across Russia.
 * 1932: 2nd Five Year Plan
 * 1932: Stalin's wife killed herself or murdered
 * 1932-33: Famine Continued
 * 1937: 3rd Five Year Plan
 * 1940: Stalin Murdered Trotsky

The Tsarist Regime

 * Sergei Witte (1893-1903) Russian Finance Minister-
 * Tried to Industrialize Russia by foreign loans (The Franco-Russian alliance gave Russia extensive loans). By the export of grain through the collection of surplus. Lastly, by indirect taxation.
 * He tried to encourage the migration from the countryside to towns and building of railways. This was the period of time the famous Trans-Siberian railway was built.
 * Western countries exploited Russia and created an unequal trade relationship where Russia became economic dependent.
 * 1890-1900- coal production increased from 5.9 million to 16.1 million tonnes per year.
 * Pig iron from 0.89 to 2.66
 * Oil from 3.9 million to 10.2 million.
 * Railway length from 31, 219 to 70,156
 * Between 1880 and 1913 grain production increased from 34 million to 90 million tonnes.
 * While his policies did industrialize Russia to some extent, it put too much strain on the population through taxation and extracting surplus grain and made Russia dependent on foreign loans. Moreover, industrialization has its own negative side effects such as bad sanitation, bad housing, and horrible working conditions. After 1900, there was widespread unemployment. High tax and currency value as well as a government emphasis on heavy goods led to a shortage of consumer goods Workers had no union representation. This also led to a depression at the turn of the century. The normal people and workers did not really gain from this industrial expansion.
 * Debt: Russia owed 116 million in 1897, which then increased to 155 million in 1913. In 1902, troops were used to quell riots some 365 times.
 * Depression: Widespread unemployment and people began to be disgruntled with poor conditions. Beginning of social unrest.

Russia 1881-1890: Alexander III not a reformer, particularly after seeing the assassination of his father.
 * Brings in 1881 the Statute of State security which extends the powers of the secret police, Russia could possibly be categorized as a police state according to Pipes.
 * Russification occurs, national identities are attacked in the Baltic States. Russian is the only official language only Russian religion is permitted.
 * Antisemitic- introduces 600 new laws against Jews.

Famine of 1891
 * Over 36 million people are affected in 17 provinces. There is not only starvation, but disease as well. The government responded to the crisis poorly, the word "famine" is banned. Transportation is lacking and food is not sent where it is most needed. Strengthens future revolutionary movements- famine which makes Lenin revolutionary.

Nicholas II (1894-1917)
 * He was known as a good husband, but the same can't be said for skills as a politician. He had limited intelligence, couldn't speak Russian very well, but spoke good French, had no military experience, hated the Japanese after his grand tour, didn't want to be the leader of Russia, and did his own paperwork. Becoming commander and chief of the Russian army in 1915 was one of his biggest mistakes as it left the government in the hands of the disliked Rasputin and the Tsarina.

The Russo-Japanese War (1904-1905)
 * Japan was a rapidly modernising power with imperial interests in Korea and China. These interests and expansion however, conflicted with Russian interests. The Russians were poorly equipped, had out of date techniques and were trying to organize it from some 6,000 miles away. The Infantry was defeated in Manchuria while the Russian fleet was beaten at Tsushima.

The Revolution of 1905
Moderate liberals
 * Parties coming out of the 1905 revolution
 * Kadets: Constitutional Democrats: Believed in a system which could gradually be reformed through the Duma.
 * Octoberist: Fully satisfied by the manifesto. Did not want any further reforms. Membership was mainly large landlords, aristocrats, and businessmen.

Causes

 * Russia had an expanding population, but modernization did not keep pace. The Famine of 1891 affected some 36 million people and it was still remembered. Because of industrialization and Witte's reforms, urban conditions became awful. There were horrible working conditions and workers were not backed by unions. Many more workers due to urbanisation and many have a bad standard of living.
 * Bloody Sunday: Some 150,000 workers begin a peaceful protest led by Father Gapon (a priest) and get shot at by troops from the Winter Palace.
 * There is a feeling that politics is a failing force. This sentiments are not aimed however, at the Tsar or the Tsarist system.
 * The defeat of Russia in the Russo-Japanese War signified the weakeness of the Tsarist regime.

Demands

 * Liberals:Want a national parliment with democratic elections, constitution, freedom of speech, and political amnesty.
 * Peasants:The peasants want food and an end to redemption payments.
 * Workers:Workers want trade unions, better working conditons, shorter working hours and better pay.
 * No one really wants to abolish Tsarism. Every group has different demands so there is little coordination between the groups.

Events
 * Localized and sporadic countryside violence, peasants begin to get organised and form some unions.
 * AllRussian Union, which makes up 65% of the Russian population.
 * Troops put down uprisings, some 2700 of them.
 * Middleclasses and liberals frigtened at the peasants and have different demands.
 * Establish a Union of Unions under Milyukov in May of 1905.
 * Workers have spontaneous riots, of which little is planned. There is a general strike by October.
 * Black sea fleet mutinied and troops are sent to Odessa in an attempt to sort it.

Nicholas's Response
 * Nichholas II had done nothing by September, though he did publish a vague plan for a Duma in August.
 * In October he published the October Manifesto which satisfied the liberals.
 * It gave legislative powers, freedom of assembly and worship.
 * In November, the Tsar dropped the redemption dues.
 * He put down strikes and urban uprisings with force.
 * In April- he backtracked completley by issueing the fundemental laws which stated that he still held ultimate power. Though the peasants and liberals were slightly appeased, the workers really didn't gain anything.

Treaty of Portsmouth
 * Negotiated in August of 1905 by Witte. It broguht and end to the Russo-Japanese war with terms that were very favourable to the Russians considering their present situation. Russia didn't have to pay war indemnity, and did not have to surrender their territory in Manchuria. The army still retained its loyalty to the Tsar.

The October Manifesto Offered a parliment with legaslative powers, freedom of assembly, worship, and speech. Legal rights for trade unions and government posistons to moderate liberals.
 * See before: Satisfied the Kadets and Octoberists.

It dropped in November, outstanding redemption dues which satisfied the peasants. So, some liberals and peasants were appeased which allowed for the Tsar to retain some support among the general populus. He would however, eventually repeal most of what he offered with:
 * The Fundemental Laws of 1906, which states that the Tsar would remain autocrat with power to appoint or dismiss any official, middle classes were to have the most power in the Duma, he chose 50% of the people in the Upper House. He could also veto any legislation, and dismiss the Duma at will.

The Duma Era
 * First Duma April-June 1906
 * Composed of two chambers, one which was elected and one which consisted of members selected by the Tsar himself. Hence, the first duma met in a mood of bitterness since its power had been completley cut and demanded more influence. The Tsar then simply disbanded it.
 * Second Duma February-June 1907
 * Very few Kadets. The Socialist revolutionaries became the most popular party. There was considerable disagreement in the Duma as the right was better represented. Opposed Stolypin's reforms.
 * Third Duma November 1907-June 1912
 * Lasted much longer then the other two. Stolypin ensured that it was heavily dominated by right wing parties.
 * Fourth Duma November 1912-August 1914
 * Social unrest was resurfacing in Russia. Also known as a lost opportunity, perhaps Stolypin could have made some effective reforms, but the great war broke out. There was too much repression and the failure of the Dumas dillusioned the liberals. The Tsar refused to grant the Duma more powers which was a factor in his own demise.

Stolypin (1862-1911)
 * From the Saratov provinces. He was famous for his necktie and carriages. Mister of Intererior for 1906-1907. Prime minister from 1907-1911. Believed in economic reform and political repression and considered the peasants the future to Russia's economic sucesss.

Stolypin's Reforms
 * Wanted an agricultural revolution and believed that it required twenty years. Had faith in a new generation of peasants like those in Lithunia and Poland who were more enterprising and there was no mir. He wanted peasants to break from the mir and convert their strips to private land. He set up a bank to help them do this, but the peasants were too conservative. The peasants dont want to break from the mir, Russia is in a depression, and moreover- there is too much political repression.
 * Prisons are 100% overfilled. He sought to regulate police, supported compulsary primary school education, sought to improve factory conditions. Stolypin was assasinated in 1911.

The First World War

 * In the First World War- Russia faced many military failures, suffering huge defeats. The loss of life led to dillusionment on how the war was being handled. The Tsar made the mistake of becoming the Supreme Commander of the army in 1915, and thus he was held directly responsible for the catastrophes and the failures of World War One.
 * Most of the military casualities were peasant soldiers.
 * The Russians lost by 1917, 2,000,000 civilians. In 1915, there were 3,400,000 men either dead, captured, or wounded. Losses were 33% of conscripts.
 * Spent 17 million roubles on the war. Army reforms had helped but the army still lacked supplies.
 * The previous supreme commander, Duke Nikolai had never fought before.
 * Officers were shot easily as they fought with their full uniform on.
 * Strikes in 1915 over the price of bread.

 * The war also caused distress in large cities especially Petrograd and Moscow. Food, goods, and raw materials were in short supply. Hundreds of factories went out of business and thousands of people were unemployed. Inflation rose and the lack of fuel caused people to be cold as well. Peasants became angered about the conscription of young men. Remember 33% of the losses were conscripts. In the cities urban workers were disgruntled with the Tsarist regime.
 * Inflation quadruppled by 1917
 * Mass shortages
 * Had to feed 12 million men.
 * Increases the growth of the working class.

 * Moreover, the Tsar left his wife- the Tsarina Alexandra in control of the government, who ran the country under the strong influence of the monk Rasputin. They were hated by the people in general and this lost credibility for the Tsar. By 1916, she was known as a traitor, and in December, Rasuptin was assassinated. His murderers could not be executed since they were too popular.

 * Unlike the 1905 Revolution, the Tsar failed to make politicial concessions to appease certain groups. Russia could have just slipped into a constitutional monarchy to mitigate pressure on him. However, the Duma supported the Tsar in fighting the war.

The First 1917 Revolution

 * Economic conditons: Inflation quadruppled between 1914 and 1917. There were food and good shortages. Labour shortages as well due to conscription. Peasants didnt bother to produce surplus because since there were no goods fro them to buy.
 * January 1917: Food deliviries to Moscow fell 60% short of need, infant mortality doubled, and crime tripled.

Causes

 * The War for one thing. It meant that Stolypin could not finish his reforms, and he was assasinated. More importantly, it meant that the army no longer supported the Tsar, since he took personal command of the army in the place of Duke Nikolai. The scale of the conflict is unimaginable, 2 million Civilian casualities alone. Russia also lost several battles during the War, for instance the 1914 Battle of Tannenberg and Battle of the Masurian Lakes.
 * Russia won a victory in 1916 through the Brusilov Offensive, but this was at a very high cost (~ 500,000-1,000,000 casualties), which destabilised the situation further.
 * The Duma had been a failure, so the liberals and middle classes began to turn against the Tsar- who still refused to make any political concessions. Land reform ended in 1911, so by 1916 tensions in the countryside was high again.
 * The Tsarina and Rasputin in office who were massively unpopular.
 * The workers were far more organised than the peasants.

Events
 * January 9th 1917: 150,000 workers go on strike in commemoration of Bloody Sunday, in comparison to 67,000 in 1916.
 * February 18th : Putilov workers go on strike.
 * February 22nd: Nicholas returns to the front.
 * February 23rd: Demonstration confronting soldiers vs Popular
 * February 26th: Last instance of soldiers shooting at demonstraters
 * February 27th: Duma blamed by Tsar, Keresnky tries to sort something out.
 * February 28th: Red flag raised on March 2nd. The tsar simply abdicates and a provisional government is set up.

Bolschevism
 * Before was part of the Social Democrats, but that party eventually split into the Bolsheviks and the Mensheviks. The Bolsheviks, under Lenin, did not believe in revolution as a mass movement and couldn't wait for Russia to go through the capitalist phase. In contrast, the Mensheviks had theories which were closer to Marxist theory, but were not as well supported or represented in the Soviets

The Provisional Government March to October
 * The provisional government was in a tricky situation, there was still the war. It wanted to have some success before quiting and needed to mantain the support from Britain and France. However, most people just wanted to end the war- there was enough death as it was. They continue the offensive in June and lose even more suppor.
 * Land: Peasants want land reform, and begin taking land illegaly. Priovisional government is helpless as it needs the peasant's support.
 * Dual authority: Soviets drain support from the Provisional government. They have the practical control over Petrograd. The Bolscheviks use the Soviets to gain support

 * Events
 * April- War continues as the provisional government seeks recongniton from the West.
 * April 3rd- The April Theses, Lenin writes that capitalism must be overthrown and the time is now.
 * May-July 1st: First coaltion and the failure of the June offensive. Menscheviks and Social Democrats are the two most powerful parties.
 * June: Kronstadt naval officers revolt, supported, but not organised by Bolscheviks.
 * July-September: Second coalition headed by Kerensky, who isdenounced by Bolscheviks.
 * August: Kornilov affair, general attempts a military coup to take power away from the Soviets, Kerensky's involvement takes away his credibility.

Kerensky: Led the provisional government. Had a bad reputation because of his dealings with Kornilov.

April Theses: Made by Lenin. Stated that capitalism should be overthrown, no support should be given to the provisional government, power should lie in the hands of the Soviets, lands and banks should be nationalized.

More tidbits of information
 * Rasputin's muderers were popular and related to the royal family by birth and marriage that they were not be executed but exiled instead. The main conspirator and his family lived in France for the majority of the rest of their lives in relative poverty.
 * In February of 1917, there were 170,000 troops in the city. This was double the normal garrison, and many of these troops were conscripts. They were also pretty poor in terms of quality as the best troops were at the front.
 * There was large food hoarding. Cossaks, Police, and Troops stood by and did nothing to rioting and striking.
 * On February 25th, all the factories had closed.
 * Nicolas initial response was to order the closing of the Duma, and thought no further action was necessary.
 * The Kretsy prison was captured and its 2,400 prisoners were freed.
 * Alexander Kerensky was a Duma deputy.
 * There were two governments set up. One was a provisional government arising from the Duma, made by moderate buorgeois members of the Duma. The other was the Petrograd Soviet, committe drawn by socialist groups.
 * Nicolas was captured, in the car of his train he abdicated on March 2nd.
 * Death toll of the revolution was 1,224.
 * Two governments represented different classes.
 * Soviets wanted eight hour day, land grants, a voluntary army, and end to the war.
 * Provisional government wanted to keepnthe status quo. Price Lvov became the first PM.
 * Bolscheviks were weak and unorganized. Arrived on April 3rd-
 * "The people need peace. The people need bread and land. And they give you war, hunger, no food, and the land remains with the landowners."
 * Trotsky was in New York when revolution broke out, Lenin was in Switzerland.
 * Kerensky became War Minister in early May. His offensive was a disaster.
 * Triggered the July Days, a failed uprising.
 * July 21, Lvov resigns and Keresnky forma s anew government.
 * 1000% Inflation, still the same conditions.
 * Kerensky lived in the Winter Palace. His commander-and-chief Kornilov tried to mount a coup on Petrograd which was never succesful.
 * Kerensky became unpopular
 * Nationalist movements rolled through Ukraine, Finland, and Baltics. People started declaring themselves indpendent.
 * Trotsky arrested during July days, Lenin flees.

The Second 1917 Revolution

 * There was a failure of the provisional government to instigate sufficient reforms. They had still continued to wage the war and did nothing with reforming the land. It's leader, Kerensky, has lost all credibility because of his involvement in the Kornilov coup. Working and living conditions are still terrible.
 * The Soviets now have more power than the provisional government. Trotsky has brilliantly organised the Red Army.

October 1917
 * Not a revolution involving the masses, but a coup of elite Bolscheviks. On the 25th of October, the Bolscheviks occupied the Winter Palace and proclaimed that a revolutionary socialist government would be formed. The next day, Lenin issues the peace and land decrees.

Lenin's Role
 * Tradtional belief: Lenin was presented as the maker of the revolution. People thought he'd founded and developed a striclty controlled and disciplined party, made in his own image.
 * Modern view: The Bolschevik party was not strict, but loosely organised. Regional leaders often disobeyed the central party line and did not follow the policy dictated by Lenin. Lenin himself was not present between April and October
 * How important was Lenin? he was still a modern politician with the ability to manipulate people and appease all kinds of audiences. With fellow marxists, he talked about the need for terror, and a dictatorship over the proleteriat whilst with workers he toned his ideas down and talked about freedom for the workers. He didn't really have control over the whole party, but dominated Petrograd.

Beginning of the Soviet State
 * Summer of 1918, state set up that remained in power till 1985. The constituent assembly met for one day in January was promptly dissolved by Red Guards, since the Bolscheviks only gained 25% of the seats.

End to Russian Involvement in WWI
 * Peace was important to create economic and political stabolity.
 * On 16th February 1918, Germany redeclares war.
 * March 3rd: Treaty of Brest-Litovsk
 * Russia loses 32% of its land
 * 34% of its population
 * 54% of its industry
 * 89% of its coal
 * Poland, Ukraine, Finland, and the Baltic States become independent

Tidbits
 * Leon Trotsky openly acccused the governemnt of "encouraging the bony hand of hunger". The Bolscheviks then walked out.
 * Lenin, Trotsky, Zinvoiev, Kamenov, Kollantai meet together and plan the coup. Had the provisional government arrested those invoved, it would have never gone off- but they failed like usual.
 * Coup wasnt secret, newspapers were talking about it for days- assumed it wouldnt happen because it was general knowledge.
 * October 24th, Kerensky seals Bolschevik headquarters with Kadets, Bolscheviks simply retake it.
 * Lenin recieved information about the coup second-hand while Trotsky engineered it.
 * Wed. 25th October. Bolschevik troops take main parts of the city: telephone offices, post offices, railroad stations, central bank, and bridges.
 * Kerensky leaves Petrograd attempting to gether support.
 * Trotsky uses Petrograd Soviet to declare that the provisional government seized to exist.
 * Aurora fires blanks at the Winter Palace, only two shots of artillery hit the palace and don no damage.
 * Bolscheviks storm the palace and asrrest the provisional government.

The Russian Civil War 1918-1921
The Bolscheviks versus Tsarist, Socialist Revolutionaries, Menscheviks, Liberals, Cossaks, Peaants, national Groups, British, French, Americans, Japanese and a Czech regiment.
 * Bolscheviks refused to pay of the debts of the Russian government, specifically those to France which Witte began

New Economic Policy - "One step backward in order to take two steps forward"
 * Farmers had to contribute 10% of production to the state, but any other surplus they had they could sell for profit on the market.
 * Small private businesses were allowed to operate.
 * Loans were made avliable to those willing to develop timber, oil, and other resources. Confiscated property was returned.

 * The new Economic policy introduced capitalist elements in Russia which were against the aims of the communists but very pragmatic nonetheles. There was disagreement in the party concerning the NEP but that was quelled by Lenin. Lenin recongnized that capitalist managers were the only ones with sufficient experience. As a result food production ad industrial production increased and a massive electricity program was started.

 * Pitrim Sorokin a russian academic described changes in Russia from the NEP as "The dead land seemed to come to life" and "The marks of desolation and death which had rested on us like a pall for two years...hadc certainly been obliterated"

Effect of the Civil War
 * The victory of the Bolscheviks encouraged them to expand their authority out of Russia. In 1920, Russia tried to march on Poland expecting the workers to rise up, but they did not and saw it as an invasion.
 * Lenin saw that the time was not ripe for world revolution, with failures in Germany and Hungary.
 * The Bolschevik party was renamed the Communist party in 1919. Of all the members of the communist party, a third had hoin in the years of 1917-1920 and had fought in the civil war.
 * The fact that the party was born out of war made it rule centralised and resorted to authorative measures.

Lenin in Power (1917-1924)

 * Created the world's first communist state with control of industry and trade.
 * Nationalized land.