Hegemony in the Capitalist World-System

• The text is about the struggle for hegemony within the capitalist world-system at the beginning of the 20th century.
• History teaches that societies are in constant change and transformation.
• The current world structure and functioning started in the 15th century with the development of the capitalist system.
• The world is divided into three parts with different hierarchies and sizes.
• Some countries are advanced in science, military, finance, commerce forming a "center of the world".
• A semi-periphery exists with advancements in economics, technology, and social aspects.
• A large periphery has countries with unfavorable political, economic, and social conditions.
• The countries in the center exploit those in the periphery through unequal exchanges, enriching the former while impoverishing the latter for around 500 years.
• The countries in the center fight among themselves to see who has the ultimate hegemony.
• The struggle for hegemony among the countries in the world's core triggered World War I.
• It also contributed to causing the Russian Revolution.
• Causes of World War I can me understood by linking past events or processes with others.
• Events should be compared to the situation of the participating countries after the war.
• Events should be compared to the Russian Revolution, the rise of the USSR, the crisis of 1929, the rise of fascism, and the Spanish Civil War.

Armed Peace in Europe

• At the start of the 20th century Europe was experiencing an armed peace.
• It was practically an undeclared war between two blocs of countries.
• Those blocs were the Triple Alliance and the Triple Entente.
• Those blocs prepared for war for global domination.

Academic Plans

• The project involves an exhibition that organizes information.
• The information leads to understanding the interests of major global powers.
• Germany, Austria-Hungary, Turkey, England, France, and Russia are included.
• The reasons for the alliances and the terrible consequences and the ways the world war developed.
• A representative model should depict causes of the First World War. Its consequences and results are analized.
• Included should be the Russian Revolution and the rise of the USSR.
• Study the interwar period includes the global economic crisis of 1929 and the rise of fascism.
• A focus should be put on Germany which unleashed the Second World War.
• An illustrated chronology of the key moments of said stage can come in the form id drawings, photos, newspaper clippings, and posters should be compiled.
• Projects link to the community. The final presentation has to be in a special session.
• Provides greater knowledge to make reflexive judgments.

Hegemonic Power

• After England defeated France in the Napoleonic wars, England consolidated its position as the hegemonic power of the capitalist world-system.
• Changes in the 19th century altered the world and hegemonic power.
• Those changes were caused the Second Industrial Revolution mainly in Germany.
• Germany's rising power caused political and social restructurings in Europe.
• The new landscape occurred after the formation of the German Empire in 1871 and the rise of powers like Japan and the USA
• Many nations desired a reformation to current world divisions. Other countries wanted to preserve their privileged positions and territories.
• The result was new blocks of countries forming alliances.
• One important event was the revolution in Russia, which sought an egalitarian, exploitation-free society.

Project Aims

• To prepare a representative model of the political/military strategies employed in World War I to explain the causes of said historical event

Immanuel Wallerstein's ideas

• A representative model, using Wallerstein's theory on the struggle among core powers, can highlight which countries in the Triple Alliance/Entente were seeking to exert over England's hegemony.
• Countries with XIX century technological advancements were able to compete to obtaining power in the world.
• Germany, Japan, and the USA faced countries that contained industrial, colonial, and financial dominions, such as England and France.

Choice of Scenarios

• Ignorance of World War I related developments and the Russian Revolution is undesirable
• Not knowing how to handle this lack of understanding into a representative model
• Choose or adapt the scenario that best fits the current situation.

Solution Proposals

• Determine the powers that triggered any wars including causes.
• Formulate objective and expectations to better determine desired model

Activity Series

• Investigate the political/military alliances in World War I and the Russian Revolution to portray causes through maquettes.

Activity Series

• Recognize the role of political/military alliances in the First World War and the Russian Revolution through representative maquettes to analyses historic events.

Step-by-Step Considerations

• Knowledge of First World War and Russian Revolution will allow to create a representative model. A series of steps must happen to realize this
• Series of orientations must also fit current objectives
• Determine with teacher amount of time phases, and ultimate product will take
• Organize the work by the community on a just division of operations. Everyone can make use of their qualities
• Consult information networks such as ethical books, periodic posts, magazines, and the like.

Additional Preparations

• By learning causes and effects of World War One the operation can get a boost,
• Decide a format for the representative model
• Consider community on discoveries
• Determine timelines for the product
• Learn the origins and importance of the World War One.

Additional Information

Consult parents, faculty, and even colleagues of other levels

• Communicate findings and information available. Identify origins and importance of history
• Determine representation
• Remember that the model represents the events of the historic undertaking
• Represent community of all that takes place and how each person has moved the project

Resources

• Information on The First World War
• Military and weaponry in the First World War
• The Triple Entente and the Triple Alliance
• The defeat of Germany in the First World War.
• The Russian Revolution of 1917
• The founding of the USSR
• How to make a representative model

Uniting The Pieces

• In the wake of the above information it is time to create a final product.
• Communes will identify important historic incidents and past related information
• The project can get tricky and needs outside opinions.
• Remember initial intentions. Seek teaching assistance when questions arise.

Conclusion

• The moment to give a rendering of a maquette showcasing the Russian Revolution.
• Understanding the historic processes that start from the XXIs.
• Prepare the space for the performance. Can be local or abroad During:
• A project must have clear and short dialogue for people to follow the idea After
• Highlight learning and value of support staff
• A review of all remaining factors of a success Highlight the activity.

Project 18 Topics

• This continues as an illustrated timeline from World War 1 till the fascist governments,

Stage 1, Aims

To elaborate an illustrated chronological text, images, illustrations, photographs, news clippings, showing the implications of the First World War, the interwar period, and the occurrence of fascist thought period 1919- 1939

Chronology Necessities

The chronology should indicate that the global crisis in 1929 also involves Soviet socialists plus how there are German fascist movements.

Historic Crisis

• A consequence of world war one lead to an economic meltdown by October 1929 on the EUA which lead to the collapse of world economies.
• This time allowed the USSR attempts at socialism as well a Germany rearmament

Community Situations to Consider

• There is inadequate information on the subject matter including how to apply an illustration,
• It is not well known what time lining can do, and the inter war years period
• Explain the selected reasons for such issues: if the past does not work make alternates.

Plan of attack

• Pick solutions to assist and guide academic endeavors
• Explain and revise objectives
• Determine the world circumstances that include; The beginning of USSR actions, the economic crisis, and more.

Series of Activities

• Carry out timeline that helps with distributing tasks of the project. Consult material that covers this era.

Examples

1. Book on understanding of the Era.
2. Book of audio/video footage.
3. Footage with newspapers or periodicals
4. Compilation of pictures or news of said era.

Information To Remember

• Talk collectively including facing obstacles Establish timeline of teaching that assists the class while the subject is fresh including material that is relevant.
• A session is needed to look at data of others.
• Check the data for accuracy.

Information on Subject To Reference

• The Versailles Treaty of 1919
• The Russian Revolution of 1917
• The global crisis of 1929
• The construction of socialism in the USSR
• German fascism
• How to prepare an illustrated chronology

Consolidating all the projects pieces to finalize

• Analyze all info.
• Have a general agreement.
• Make the final product a communal activity that shows the respect of other opinions.
• Always question all points that allows understanding.

Conclusion

• The current chronology displays all events including world war consequences of nations joining

Main Points

• A world crisis due to the unions
• Germany's reascendance with facism
• Set all examples of work that expresses the problem

1. Before - A time that will display accurate portrayal. All of the work must be in area that may show the materials for better knowledge
2. Generating more intro and delivery includes all parts for objectives
3. Synopsize of data that may include parts that uses different group sets

Final Tips

1. Express all the important facts
2. A review of all the facts
3. Review the understanding of unions within Europe
4. Check results if the expectations had been established