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We're not a naval power at this point. And so it's going to take them a while to build up the kind of naval power they need to do that because this is 3,500 miles of coastline that they're going to need to patrol. It looks interesting. I'm just looking at this map, not getting too much into the details. It looks like a lot of the battles are concentrated right in this Virginia, Maryland area. And then there's more, it's a little bit more sparse, but you have a few that are in the deep south and along this Mississippi corridor. Right. | Strategy of the Civil War The Civil War era (1844-1877) US History Khan Academy.mp3 |
I'm just looking at this map, not getting too much into the details. It looks like a lot of the battles are concentrated right in this Virginia, Maryland area. And then there's more, it's a little bit more sparse, but you have a few that are in the deep south and along this Mississippi corridor. Right. So there are two major theaters of the war. We'd say the Eastern Theater, and this is that sort of 100-mile corridor between Washington and Richmond where a huge amount of the fighting takes place. It's important to remember that the capital of the Confederacy and the capital of the United States are only 100 miles apart. | Strategy of the Civil War The Civil War era (1844-1877) US History Khan Academy.mp3 |
Right. So there are two major theaters of the war. We'd say the Eastern Theater, and this is that sort of 100-mile corridor between Washington and Richmond where a huge amount of the fighting takes place. It's important to remember that the capital of the Confederacy and the capital of the United States are only 100 miles apart. So its capital is, you can't see it in this map, but it's someplace in the middle of Virginia and then D.C. So it's literally, as you mentioned, you said it was 100 miles apart? Yep. | Strategy of the Civil War The Civil War era (1844-1877) US History Khan Academy.mp3 |
And so right as we enter into 1944, and once again, I'm giving you an overview, I'm not giving every single battle that occurs, the United States is able to take Kwajalein, which once again, the strategic value of a lot of these, a lot of these, these islands are tiny, they're barely large enough to have a kind of a primitive bases plus kind of an airfield, but they're incredibly valuable because the bombers can land, refuel, get resupplied, and then take off from there, and then be on the offensive either further in, even further in, I guess you could say, Japanese territory. And with the taking of Kwajalein, just as a bit of a reminder, the Americans, amongst other things, now had control of the Solomon Islands, they now have control of the Marshall and Gilbert Islands, they now have control of the Marshall and Gilbert Islands. And as we'll see, the real theme of 1944, as we get into the middle of and the end of the year, is to get as close as possible to the Japanese mainland, because the Americans now had a B-29, or they had the B-29 bomber, that had a 1,500 mile radius, 1,500 mile, I guess I could say 1,500 mile range, which means if they're able to get points of, where their bombers could land and take off, and once again, these bombers are way too large and heavy to land on a carrier, but if they can find islands where they can do that from within a 1,500 mile range of Japan, then the United States could have bombing attacks directly on Japan, and hopefully get closer to an end to the war. So that was really the theme, get as close as possible to Japan, and then there was a secondary theme of take back the Philippines. One, it was a matter of pride, it was a former U.S. possession ever since the Spanish-American War, but then on top of that, the Philippines are incredibly strategic for shipping lanes from Indonesia. Remember those raw materials, those resources, that oil that Japan wanted from Indonesia, if you control the Philippines, you're gonna control the shipping lanes between Indonesia and Japan, so you can deprive Japan of those natural resources. So the United States' main focal areas in 1944, get as close as possible to Japan, get within bombing range, and take the Philippines. | American progress in the Pacific in 1944 The 20th century World history Khan Academy (2).mp3 |
So that was really the theme, get as close as possible to Japan, and then there was a secondary theme of take back the Philippines. One, it was a matter of pride, it was a former U.S. possession ever since the Spanish-American War, but then on top of that, the Philippines are incredibly strategic for shipping lanes from Indonesia. Remember those raw materials, those resources, that oil that Japan wanted from Indonesia, if you control the Philippines, you're gonna control the shipping lanes between Indonesia and Japan, so you can deprive Japan of those natural resources. So the United States' main focal areas in 1944, get as close as possible to Japan, get within bombing range, and take the Philippines. And this is exactly what they did as we go into the summer of 1944. And one, there were some, as early as the summer of 1944, some bombing raids that took off in China to Japan with the new B-29s, so you do have some of these that happened as early, some of these bombing raids happened as early as summer of 1944. But in terms of actual islands or territory the United States takes or takes back, in the summer, in June of 1944, you have the Battle of the Philippine Sea. | American progress in the Pacific in 1944 The 20th century World history Khan Academy (2).mp3 |
So the United States' main focal areas in 1944, get as close as possible to Japan, get within bombing range, and take the Philippines. And this is exactly what they did as we go into the summer of 1944. And one, there were some, as early as the summer of 1944, some bombing raids that took off in China to Japan with the new B-29s, so you do have some of these that happened as early, some of these bombing raids happened as early as summer of 1944. But in terms of actual islands or territory the United States takes or takes back, in the summer, in June of 1944, you have the Battle of the Philippine Sea. So the Battle of Philippine Sea occurs right around, right around here. It's a victory for the US. It's a victory for the US. | American progress in the Pacific in 1944 The 20th century World history Khan Academy (2).mp3 |
But in terms of actual islands or territory the United States takes or takes back, in the summer, in June of 1944, you have the Battle of the Philippine Sea. So the Battle of Philippine Sea occurs right around, right around here. It's a victory for the US. It's a victory for the US. And it ends up really, really, I guess you could say hurting Japanese ability to field carriers, have air warfare from carriers because so much of their carrier capability was damaged in the Battle of Philippine Sea. So the Battle of Philippine, Philippine, or maybe Battle of the Philippine, Battle of the Philippine Sea, this occurs in June, June 1944. And along with that, in the summer, the Allies are able to take several islands in the Mariana Islands that, once again, this is gonna be super important because from the Marianas, they're able to launch B-29 bombing attacks on the mainland in Japan. | American progress in the Pacific in 1944 The 20th century World history Khan Academy (2).mp3 |
It's a victory for the US. And it ends up really, really, I guess you could say hurting Japanese ability to field carriers, have air warfare from carriers because so much of their carrier capability was damaged in the Battle of Philippine Sea. So the Battle of Philippine, Philippine, or maybe Battle of the Philippine, Battle of the Philippine Sea, this occurs in June, June 1944. And along with that, in the summer, the Allies are able to take several islands in the Mariana Islands that, once again, this is gonna be super important because from the Marianas, they're able to launch B-29 bombing attacks on the mainland in Japan. And so over that summer, the Allies, the Americans in particular, are able to take Saipan. They are able to take, they're able to take Guam. They're able to take Tinian, which is this little island right over here. | American progress in the Pacific in 1944 The 20th century World history Khan Academy (2).mp3 |
And along with that, in the summer, the Allies are able to take several islands in the Mariana Islands that, once again, this is gonna be super important because from the Marianas, they're able to launch B-29 bombing attacks on the mainland in Japan. And so over that summer, the Allies, the Americans in particular, are able to take Saipan. They are able to take, they're able to take Guam. They're able to take Tinian, which is this little island right over here. Some of these islands are quite hard to find. They're super small. In fact, even these little dots exaggerate their size. | American progress in the Pacific in 1944 The 20th century World history Khan Academy (2).mp3 |
They're able to take Tinian, which is this little island right over here. Some of these islands are quite hard to find. They're super small. In fact, even these little dots exaggerate their size. If you actually go on Google Maps or Google Earth, you'll see how small these are. And I encourage you to look at them. It's really fascinating to see how small some of these islands are. | American progress in the Pacific in 1944 The 20th century World history Khan Academy (2).mp3 |
In fact, even these little dots exaggerate their size. If you actually go on Google Maps or Google Earth, you'll see how small these are. And I encourage you to look at them. It's really fascinating to see how small some of these islands are. They're really atolls. A lot of these are more atolls than islands. Not all of them are atolls. | American progress in the Pacific in 1944 The 20th century World history Khan Academy (2).mp3 |
It's really fascinating to see how small some of these islands are. They're really atolls. A lot of these are more atolls than islands. Not all of them are atolls. But you see that they barely have enough space for a landing strip for planes, especially the B-29s. And then as we go further into the summer and we start entering kind of later in the year, the Americans are able to take, at the time it was called Peleliu, now it's Palau. So Peleliu, they're able to take Morotai. | American progress in the Pacific in 1944 The 20th century World history Khan Academy (2).mp3 |
Not all of them are atolls. But you see that they barely have enough space for a landing strip for planes, especially the B-29s. And then as we go further into the summer and we start entering kind of later in the year, the Americans are able to take, at the time it was called Peleliu, now it's Palau. So Peleliu, they're able to take Morotai. They're able to take Morotai. And then perhaps most importantly in 1944, this might be the biggest deal out of all of these Pacific battles that occur and all of these naval battles that occur, is the Battle of Leyte and the Battle of Leyte Gulf. Because the Battle of Leyte was important is because in the process of taking Leyte, the United States essentially is able to knock out the Japanese's ability to further defend. | American progress in the Pacific in 1944 The 20th century World history Khan Academy (2).mp3 |
So Peleliu, they're able to take Morotai. They're able to take Morotai. And then perhaps most importantly in 1944, this might be the biggest deal out of all of these Pacific battles that occur and all of these naval battles that occur, is the Battle of Leyte and the Battle of Leyte Gulf. Because the Battle of Leyte was important is because in the process of taking Leyte, the United States essentially is able to knock out the Japanese's ability to further defend. I mean, they will continue, but realistically defend the rest of the Philippines. So once Leyte is taken by the Allies, it's the odds of the Japanese being able to hold the rest of the Philippines becomes very low. And maybe even more important, the Battle of Leyte Gulf, which occurs right around there, it's an incredibly decisive battle for the American Navy. | American progress in the Pacific in 1944 The 20th century World history Khan Academy (2).mp3 |
Because the Battle of Leyte was important is because in the process of taking Leyte, the United States essentially is able to knock out the Japanese's ability to further defend. I mean, they will continue, but realistically defend the rest of the Philippines. So once Leyte is taken by the Allies, it's the odds of the Japanese being able to hold the rest of the Philippines becomes very low. And maybe even more important, the Battle of Leyte Gulf, which occurs right around there, it's an incredibly decisive battle for the American Navy. The Japanese go all in, and that bet is not a good one. The Japanese Navy is pretty much destroyed in the Battle of Leyte Gulf. And so 1944, once again, very good year for the Allies, very bad year for the Japanese. | American progress in the Pacific in 1944 The 20th century World history Khan Academy (2).mp3 |
And maybe even more important, the Battle of Leyte Gulf, which occurs right around there, it's an incredibly decisive battle for the American Navy. The Japanese go all in, and that bet is not a good one. The Japanese Navy is pretty much destroyed in the Battle of Leyte Gulf. And so 1944, once again, very good year for the Allies, very bad year for the Japanese. Now the Allies are in control of, they're in control of airstrips from which they can take B-29 raids to the mainland of Japan. Whoops. So airstrips, they're now within range to do bombing attacks on the mainland of Japan. | American progress in the Pacific in 1944 The 20th century World history Khan Academy (2).mp3 |
And so 1944, once again, very good year for the Allies, very bad year for the Japanese. Now the Allies are in control of, they're in control of airstrips from which they can take B-29 raids to the mainland of Japan. Whoops. So airstrips, they're now within range to do bombing attacks on the mainland of Japan. And they now are very likely to control the Philippines, which will control the shipping lanes from Indonesia to Japan. And they've all but destroyed the Japanese Navy. So once again, things are not looking very good for Japan. | American progress in the Pacific in 1944 The 20th century World history Khan Academy (2).mp3 |
So airstrips, they're now within range to do bombing attacks on the mainland of Japan. And they now are very likely to control the Philippines, which will control the shipping lanes from Indonesia to Japan. And they've all but destroyed the Japanese Navy. So once again, things are not looking very good for Japan. And as we go into 1945, we'll see the Allies get closer and closer and get more intense bombing raids on Japan. And every time they get closer, the battles to take these islands, Iwo Jima, Okinawa, incredibly, incredibly bloody. And the United States says, well, what do we have to do to get the Japanese to surrender? | American progress in the Pacific in 1944 The 20th century World history Khan Academy (2).mp3 |
And I haven't given you a good definition of what it means, or a good understanding of what it means. To understand communism, let me just draw a spectrum here. So I'm going to start with capitalism. And this is really just going to be an overview. People can do a whole PhD thesis on this type of thing. Capitalism, and then I'll get a little bit more. And then we could progress to socialism. | Communism The 20th century World history Khan Academy (2).mp3 |
And this is really just going to be an overview. People can do a whole PhD thesis on this type of thing. Capitalism, and then I'll get a little bit more. And then we could progress to socialism. Socialism, and then we can go to communism. And the modern versions of communism are really kind of the brainchild of Karl Marx and Vladimir Lenin. Karl Marx was a German philosopher in the 1800s, who in his Communist Manifesto and other writings, kind of created the philosophical underpinnings for communism. | Communism The 20th century World history Khan Academy (2).mp3 |
And then we could progress to socialism. Socialism, and then we can go to communism. And the modern versions of communism are really kind of the brainchild of Karl Marx and Vladimir Lenin. Karl Marx was a German philosopher in the 1800s, who in his Communist Manifesto and other writings, kind of created the philosophical underpinnings for communism. And Vladimir Lenin, who led the Bolshevik Revolution and created, essentially, the Soviet Union, he's the first person to make some of Karl Marx's ideas more concrete. And really, every nation or every country which we view as communist has really followed the pattern of Vladimir Lenin. And we'll talk about that in a second. | Communism The 20th century World history Khan Academy (2).mp3 |
Karl Marx was a German philosopher in the 1800s, who in his Communist Manifesto and other writings, kind of created the philosophical underpinnings for communism. And Vladimir Lenin, who led the Bolshevik Revolution and created, essentially, the Soviet Union, he's the first person to make some of Karl Marx's ideas more concrete. And really, every nation or every country which we view as communist has really followed the pattern of Vladimir Lenin. And we'll talk about that in a second. But first, let's just talk about the philosophical differences between these things and how you would move. And Karl Marx himself viewed communism as kind of a progression from capitalism through socialism to communism. So what he saw in capitalism, and at least this part of what he saw was right, is that you have private property, private ownership of land. | Communism The 20th century World history Khan Academy (2).mp3 |
And we'll talk about that in a second. But first, let's just talk about the philosophical differences between these things and how you would move. And Karl Marx himself viewed communism as kind of a progression from capitalism through socialism to communism. So what he saw in capitalism, and at least this part of what he saw was right, is that you have private property, private ownership of land. That's the main aspect of capitalism. And this is the world that most of us live in today. The problem that he saw with capitalism is he thought, well, look, when you have private property, the people who start accumulating some capital, and when we talk about capital, we could be talking about land, we could be talking about factories, we could be talking about any type of natural resources. | Communism The 20th century World history Khan Academy (2).mp3 |
So what he saw in capitalism, and at least this part of what he saw was right, is that you have private property, private ownership of land. That's the main aspect of capitalism. And this is the world that most of us live in today. The problem that he saw with capitalism is he thought, well, look, when you have private property, the people who start accumulating some capital, and when we talk about capital, we could be talking about land, we could be talking about factories, we could be talking about any type of natural resources. So the people who start getting a little bit of them, so let me draw a little diagram here. So let's say someone has a little bit of capital. And that capital could be a factory or it could be land. | Communism The 20th century World history Khan Academy (2).mp3 |
The problem that he saw with capitalism is he thought, well, look, when you have private property, the people who start accumulating some capital, and when we talk about capital, we could be talking about land, we could be talking about factories, we could be talking about any type of natural resources. So the people who start getting a little bit of them, so let me draw a little diagram here. So let's say someone has a little bit of capital. And that capital could be a factory or it could be land. So let me write it capital. And let's just say it's land. So let's say someone starts to own a little bit of land. | Communism The 20th century World history Khan Academy (2).mp3 |
And that capital could be a factory or it could be land. So let me write it capital. And let's just say it's land. So let's say someone starts to own a little bit of land. And he owns more than everyone else. So then you just have a bunch of other people who don't own land, but they need to essentially, and since this guy owns all the land, they've got to work on this guy's land. They have to work on this guy's land. | Communism The 20th century World history Khan Academy (2).mp3 |
So let's say someone starts to own a little bit of land. And he owns more than everyone else. So then you just have a bunch of other people who don't own land, but they need to essentially, and since this guy owns all the land, they've got to work on this guy's land. They have to work on this guy's land. And from Karl Marx's point of view, he said, look, you have all of these laborers who don't have as much capital. This guy has this capital. And so he can make these laborers work for a very small wage. | Communism The 20th century World history Khan Academy (2).mp3 |
They have to work on this guy's land. And from Karl Marx's point of view, he said, look, you have all of these laborers who don't have as much capital. This guy has this capital. And so he can make these laborers work for a very small wage. And so any excess profits that come out from this arrangement, the owner of the capital will be able to get it. Because these laborers won't be able to get their wages to go up, because there's so much competition for them to work on this guy's farm or to work on this guy's land. He really didn't think too much about, well, maybe the competition could go the other way. | Communism The 20th century World history Khan Academy (2).mp3 |
And so he can make these laborers work for a very small wage. And so any excess profits that come out from this arrangement, the owner of the capital will be able to get it. Because these laborers won't be able to get their wages to go up, because there's so much competition for them to work on this guy's farm or to work on this guy's land. He really didn't think too much about, well, maybe the competition could go the other way. Maybe you could have a reality eventually where you have a bunch of people with reasonable amounts of capital. And you have a bunch of laborers. And the bunch of people would compete for the laborers. | Communism The 20th century World history Khan Academy (2).mp3 |
He really didn't think too much about, well, maybe the competition could go the other way. Maybe you could have a reality eventually where you have a bunch of people with reasonable amounts of capital. And you have a bunch of laborers. And the bunch of people would compete for the laborers. And maybe the laborers could make their wages go up. And they could eventually accumulate their own capital. They could eventually start their own small businesses. | Communism The 20th century World history Khan Academy (2).mp3 |
And the bunch of people would compete for the laborers. And maybe the laborers could make their wages go up. And they could eventually accumulate their own capital. They could eventually start their own small businesses. So he really didn't think about this reality too much over here. He just saw this reality. And to his defense, and I don't want to get in the habit of defending Karl Marx too much, to his defense, this is what was happening in the late 1800s. | Communism The 20th century World history Khan Academy (2).mp3 |
They could eventually start their own small businesses. So he really didn't think about this reality too much over here. He just saw this reality. And to his defense, and I don't want to get in the habit of defending Karl Marx too much, to his defense, this is what was happening in the late 1800s. Especially we have the Industrial Revolution. Even in the United States, you did have kind of, you know, Mark Twain called it the Gilded Age. You have these industrialists who did accumulate huge amounts of capital. | Communism The 20th century World history Khan Academy (2).mp3 |
And to his defense, and I don't want to get in the habit of defending Karl Marx too much, to his defense, this is what was happening in the late 1800s. Especially we have the Industrial Revolution. Even in the United States, you did have kind of, you know, Mark Twain called it the Gilded Age. You have these industrialists who did accumulate huge amounts of capital. They really did have a lot of the leverage relative to the laborers. And so what Karl Marx says, well, look, if the guy with all the capital has all the leverage and this whole arrangement makes some profits, he's going to be able to keep the profits. Because he can keep all of these dudes' wages low. | Communism The 20th century World history Khan Academy (2).mp3 |
You have these industrialists who did accumulate huge amounts of capital. They really did have a lot of the leverage relative to the laborers. And so what Karl Marx says, well, look, if the guy with all the capital has all the leverage and this whole arrangement makes some profits, he's going to be able to keep the profits. Because he can keep all of these dudes' wages low. And so what's going to happen is that the guy with the capital is just going to end up with more capital. He's going to end up with more capital. And he's going to have even more leverage. | Communism The 20th century World history Khan Academy (2).mp3 |
Because he can keep all of these dudes' wages low. And so what's going to happen is that the guy with the capital is just going to end up with more capital. He's going to end up with more capital. And he's going to have even more leverage. And he'll be able to keep these people on kind of a basic wage so that they can never acquire capital for themselves. So in Karl Marx's point of view, the natural progression would be for these people to start organizing. So these people maybe start organizing into unions so they could collectively tell the person who owns the land or the factory, no, we're not going to work. | Communism The 20th century World history Khan Academy (2).mp3 |
And he's going to have even more leverage. And he'll be able to keep these people on kind of a basic wage so that they can never acquire capital for themselves. So in Karl Marx's point of view, the natural progression would be for these people to start organizing. So these people maybe start organizing into unions so they could collectively tell the person who owns the land or the factory, no, we're not going to work. Or we're going to go on strike unless you increase our wages or unless you give us better working conditions. So when you start talking about this unionization stuff, you're starting to move in the direction of socialism. The other element of moving in the direction of socialism is that Karl Marx didn't like this kind of high concentration. | Communism The 20th century World history Khan Academy (2).mp3 |
So these people maybe start organizing into unions so they could collectively tell the person who owns the land or the factory, no, we're not going to work. Or we're going to go on strike unless you increase our wages or unless you give us better working conditions. So when you start talking about this unionization stuff, you're starting to move in the direction of socialism. The other element of moving in the direction of socialism is that Karl Marx didn't like this kind of high concentration. And this is socialists in general, I should say. Didn't like this high concentration of wealth. That you have this reality of not only do you have these people who could accumulate all of these wealth, and maybe to some degree they were able to accumulate it because they were innovative or they were good managers of land or whatever. | Communism The 20th century World history Khan Academy (2).mp3 |
The other element of moving in the direction of socialism is that Karl Marx didn't like this kind of high concentration. And this is socialists in general, I should say. Didn't like this high concentration of wealth. That you have this reality of not only do you have these people who could accumulate all of these wealth, and maybe to some degree they were able to accumulate it because they were innovative or they were good managers of land or whatever. Although the Marxists don't give a lot of credit to the owners of capital. They don't really give a lot of credit to saying maybe they did have some skill in managing some type of an operation. But the other problem is that it gets handed over. | Communism The 20th century World history Khan Academy (2).mp3 |
That you have this reality of not only do you have these people who could accumulate all of these wealth, and maybe to some degree they were able to accumulate it because they were innovative or they were good managers of land or whatever. Although the Marxists don't give a lot of credit to the owners of capital. They don't really give a lot of credit to saying maybe they did have some skill in managing some type of an operation. But the other problem is that it gets handed over. It gets handed over to their offspring. So private property, you have the situation where it just goes from maybe father to son or from parent to a child. And so it's not even based on any type of meritocracy. | Communism The 20th century World history Khan Academy (2).mp3 |
But the other problem is that it gets handed over. It gets handed over to their offspring. So private property, you have the situation where it just goes from maybe father to son or from parent to a child. And so it's not even based on any type of meritocracy. It's really just based on this inherited wealth. And this is a problem that definitely happened in Europe. When you go back to the French Revolution, you have generation after generation of nobility. | Communism The 20th century World history Khan Academy (2).mp3 |
And so it's not even based on any type of meritocracy. It's really just based on this inherited wealth. And this is a problem that definitely happened in Europe. When you go back to the French Revolution, you have generation after generation of nobility. Regardless of how incompetent each generation would be, they just had so much wealth that they were essentially in control of everything. And you had a bunch of people with no wealth having to work for them. And when you have that type of wealth disparity, it does lead to revolutions. | Communism The 20th century World history Khan Academy (2).mp3 |
When you go back to the French Revolution, you have generation after generation of nobility. Regardless of how incompetent each generation would be, they just had so much wealth that they were essentially in control of everything. And you had a bunch of people with no wealth having to work for them. And when you have that type of wealth disparity, it does lead to revolutions. So another principle of moving in the socialist direction is kind of a redistribution of wealth. So let me write it over here. So redistribution. | Communism The 20th century World history Khan Academy (2).mp3 |
And when you have that type of wealth disparity, it does lead to revolutions. So another principle of moving in the socialist direction is kind of a redistribution of wealth. So let me write it over here. So redistribution. So in socialism, you can still have private property. But the government takes a bigger role. So you have, let me write this, larger government. | Communism The 20th century World history Khan Academy (2).mp3 |
So redistribution. So in socialism, you can still have private property. But the government takes a bigger role. So you have, let me write this, larger government. And one of the roles of the government is to redistribute wealth. And the government also starts having control of the major factors of production. Maybe the utilities, maybe some of the large factories that do major things, all of a sudden starts to become in the hands of the government, or in the words of communists, in the hands of the people. | Communism The 20th century World history Khan Academy (2).mp3 |
So you have, let me write this, larger government. And one of the roles of the government is to redistribute wealth. And the government also starts having control of the major factors of production. Maybe the utilities, maybe some of the large factories that do major things, all of a sudden starts to become in the hands of the government, or in the words of communists, in the hands of the people. And the redistribution is going on. So in theory, you don't have huge amounts of wealth in the hands of a few people. And then you keep, if you kind of take these ideas to their natural conclusion, you get to the theoretical communist state. | Communism The 20th century World history Khan Academy (2).mp3 |
Maybe the utilities, maybe some of the large factories that do major things, all of a sudden starts to become in the hands of the government, or in the words of communists, in the hands of the people. And the redistribution is going on. So in theory, you don't have huge amounts of wealth in the hands of a few people. And then you keep, if you kind of take these ideas to their natural conclusion, you get to the theoretical communist state. And the theoretical communist state is a classless, and maybe even a little bit, a classless society. And in Karl Marx's point of view, and this is a little harder to imagine, a stateless society. So in capitalism, you definitely had classes. | Communism The 20th century World history Khan Academy (2).mp3 |
And then you keep, if you kind of take these ideas to their natural conclusion, you get to the theoretical communist state. And the theoretical communist state is a classless, and maybe even a little bit, a classless society. And in Karl Marx's point of view, and this is a little harder to imagine, a stateless society. So in capitalism, you definitely had classes. You had the kind of the class that owns the capital. And then you had the labor class. And you have all of these divisions. | Communism The 20th century World history Khan Academy (2).mp3 |
So in capitalism, you definitely had classes. You had the kind of the class that owns the capital. And then you had the labor class. And you have all of these divisions. And they're different from each other. He didn't really imagine a world that maybe a laborer could get out of this. They could get their own capital. | Communism The 20th century World history Khan Academy (2).mp3 |
And you have all of these divisions. And they're different from each other. He didn't really imagine a world that maybe a laborer could get out of this. They could get their own capital. Maybe they could start their own business. So he just saw this kind of tension would eventually lead to socialism, and eventually a classless society where you have a central, well, he didn't even go too much into the details, but you have kind of equal, everyone in society has ownership over everything. And society somehow figures out where things should be allocated and all of the rest. | Communism The 20th century World history Khan Academy (2).mp3 |
They could get their own capital. Maybe they could start their own business. So he just saw this kind of tension would eventually lead to socialism, and eventually a classless society where you have a central, well, he didn't even go too much into the details, but you have kind of equal, everyone in society has ownership over everything. And society somehow figures out where things should be allocated and all of the rest. And it's all stateless. And that's even harder to think about in a concrete fashion. So that's Karl Marx's view of things. | Communism The 20th century World history Khan Academy (2).mp3 |
And society somehow figures out where things should be allocated and all of the rest. And it's all stateless. And that's even harder to think about in a concrete fashion. So that's Karl Marx's view of things. But it never really became concrete until Vladimir Lenin shows up. And so the current version of communism, the current thing that most of us view as communism, is sometimes viewed as a Marxist-Leninist state. These are sometimes used interchangeably. | Communism The 20th century World history Khan Academy (2).mp3 |
So that's Karl Marx's view of things. But it never really became concrete until Vladimir Lenin shows up. And so the current version of communism, the current thing that most of us view as communism, is sometimes viewed as a Marxist-Leninist state. These are sometimes used interchangeably. Marxism is kind of the pure utopian, we're eventually going to get to a world where everyone is equal, everyone is doing exactly what they want, there's an abundance of everything. I guess to some degree, it's kind of describing what happens in Star Trek, where everyone can go to a replicator and get what they want. And if you want to paint part of the day, you can paint part of the day. | Communism The 20th century World history Khan Academy (2).mp3 |
These are sometimes used interchangeably. Marxism is kind of the pure utopian, we're eventually going to get to a world where everyone is equal, everyone is doing exactly what they want, there's an abundance of everything. I guess to some degree, it's kind of describing what happens in Star Trek, where everyone can go to a replicator and get what they want. And if you want to paint part of the day, you can paint part of the day. And you're not just a painter, you can also do whatever you want. So it's this very utopian thing. Let me write that down. | Communism The 20th century World history Khan Academy (2).mp3 |
And if you want to paint part of the day, you can paint part of the day. And you're not just a painter, you can also do whatever you want. So it's this very utopian thing. Let me write that down. So pure Marxism is kind of a utopian society. And just in case you don't know what utopian means, it's kind of a perfect society where you don't have classes, everyone is equal, everyone is leading these kind of rich, diverse, fulfilling lives. And utopian is also kind of viewed as unrealistic. | Communism The 20th century World history Khan Academy (2).mp3 |
Let me write that down. So pure Marxism is kind of a utopian society. And just in case you don't know what utopian means, it's kind of a perfect society where you don't have classes, everyone is equal, everyone is leading these kind of rich, diverse, fulfilling lives. And utopian is also kind of viewed as unrealistic. It's kind of, if you view it in the more negative light, is like, hey, I don't know how we'll ever be able to get there. Who knows? I don't want to be negative about it. | Communism The 20th century World history Khan Academy (2).mp3 |
And utopian is also kind of viewed as unrealistic. It's kind of, if you view it in the more negative light, is like, hey, I don't know how we'll ever be able to get there. Who knows? I don't want to be negative about it. Maybe we will one day get to a utopian society. But Leninist is kind of the more practical element of communism. Because obviously, after the Bolshevik Revolution, 1917, in the Russian Empire, the Soviet Union gets created, they had to actually run a government. | Communism The 20th century World history Khan Academy (2).mp3 |
I don't want to be negative about it. Maybe we will one day get to a utopian society. But Leninist is kind of the more practical element of communism. Because obviously, after the Bolshevik Revolution, 1917, in the Russian Empire, the Soviet Union gets created, they had to actually run a government. They had to actually run a state based on these ideas of communism. And in a Leninist philosophy, and this is where it starts to become in tension with the ideas of democracy, in a Leninist philosophy, you need this kind of a party system. And he calls this the vanguard party. | Communism The 20th century World history Khan Academy (2).mp3 |
Because obviously, after the Bolshevik Revolution, 1917, in the Russian Empire, the Soviet Union gets created, they had to actually run a government. They had to actually run a state based on these ideas of communism. And in a Leninist philosophy, and this is where it starts to become in tension with the ideas of democracy, in a Leninist philosophy, you need this kind of a party system. And he calls this the vanguard party. So the vanguard is kind of the thing that's leading, the one that's leading the march. So this vanguard party that kind of creates this constant state of revolution. And its whole job is to guide society, is to kind of almost be the parent of society, and take it from capitalism through socialism to this ideal state of communism. | Communism The 20th century World history Khan Academy (2).mp3 |
And he calls this the vanguard party. So the vanguard is kind of the thing that's leading, the one that's leading the march. So this vanguard party that kind of creates this constant state of revolution. And its whole job is to guide society, is to kind of almost be the parent of society, and take it from capitalism through socialism to this ideal state of communism. And it's one of those things where the ideal state of communism was never, it's kind of hard to know when you get there. And so what happens in a Leninist state is this vanguard party, which is usually called the communist party, is in a constant state of revolution, kind of saying, hey, we're shepherding the people to some future state without a real clear definition of what that future state is. And so when you talk about Marxist-Leninist, besides talking about what's happening in the economic sphere, it's also kind of talking about this party system, where you really just have one dominant party that will hopefully act in the interest of the people. | Communism The 20th century World history Khan Academy (2).mp3 |
And its whole job is to guide society, is to kind of almost be the parent of society, and take it from capitalism through socialism to this ideal state of communism. And it's one of those things where the ideal state of communism was never, it's kind of hard to know when you get there. And so what happens in a Leninist state is this vanguard party, which is usually called the communist party, is in a constant state of revolution, kind of saying, hey, we're shepherding the people to some future state without a real clear definition of what that future state is. And so when you talk about Marxist-Leninist, besides talking about what's happening in the economic sphere, it's also kind of talking about this party system, where you really just have one dominant party that will hopefully act in the interest of the people. So one dominant communist party that acts in the interest of the people. And obviously the negative here is that how do you know that they actually are acting in the interest of people? How do you know that they actually are competent? | Communism The 20th century World history Khan Academy (2).mp3 |
And so when you talk about Marxist-Leninist, besides talking about what's happening in the economic sphere, it's also kind of talking about this party system, where you really just have one dominant party that will hopefully act in the interest of the people. So one dominant communist party that acts in the interest of the people. And obviously the negative here is that how do you know that they actually are acting in the interest of people? How do you know that they actually are competent? What means are there to do anything if they are misallocating things, if it is corrupt, if you only have a one party system? And just to make it clear, the largest existing communist state is the People's Republic of China. And although it's controlled by the communist party, in economic terms it's really not that communist anymore. | Communism The 20th century World history Khan Academy (2).mp3 |
How do you know that they actually are competent? What means are there to do anything if they are misallocating things, if it is corrupt, if you only have a one party system? And just to make it clear, the largest existing communist state is the People's Republic of China. And although it's controlled by the communist party, in economic terms it's really not that communist anymore. And so it can be confusing. And so what I want to do is draw a little bit of a spectrum. On the vertical axis, over here I want to put democratic, and up here I'll put authoritarian or totalitarian. | Communism The 20th century World history Khan Academy (2).mp3 |
And although it's controlled by the communist party, in economic terms it's really not that communist anymore. And so it can be confusing. And so what I want to do is draw a little bit of a spectrum. On the vertical axis, over here I want to put democratic, and up here I'll put authoritarian or totalitarian. Let me put totalitarian. Well, I'll put authoritarian. I'll do another video on the difference. | Communism The 20th century World history Khan Academy (2).mp3 |
On the vertical axis, over here I want to put democratic, and up here I'll put authoritarian or totalitarian. Let me put totalitarian. Well, I'll put authoritarian. I'll do another video on the difference. Authoritarian. And they're similar. And totalitarian is more an extreme form of authoritarian, where the government controls everything and you have a few people controlling everything. | Communism The 20th century World history Khan Academy (2).mp3 |
I'll do another video on the difference. Authoritarian. And they're similar. And totalitarian is more an extreme form of authoritarian, where the government controls everything and you have a few people controlling everything. It's very non-democratic. But authoritarian is kind of along those directions. And then in this spectrum, we have the capitalism, socialism, and communism. | Communism The 20th century World history Khan Academy (2).mp3 |
And totalitarian is more an extreme form of authoritarian, where the government controls everything and you have a few people controlling everything. It's very non-democratic. But authoritarian is kind of along those directions. And then in this spectrum, we have the capitalism, socialism, and communism. So the United States, I would put the United States someplace over here. I would put the United States over here. It has some small elements of socialism. | Communism The 20th century World history Khan Academy (2).mp3 |
And then in this spectrum, we have the capitalism, socialism, and communism. So the United States, I would put the United States someplace over here. I would put the United States over here. It has some small elements of socialism. You do have labor unions. They don't control everything. You also have people who are working outside of labor unions. | Communism The 20th century World history Khan Academy (2).mp3 |
It has some small elements of socialism. You do have labor unions. They don't control everything. You also have people who are working outside of labor unions. It does have some elements of redistribution. There are inheritance taxes. I mean, it's not an extreme form of redistribution. | Communism The 20th century World history Khan Academy (2).mp3 |
You also have people who are working outside of labor unions. It does have some elements of redistribution. There are inheritance taxes. I mean, it's not an extreme form of redistribution. You can still inherit private property. You still have safety nets for people. You have Medicare, Medicaid. | Communism The 20th century World history Khan Academy (2).mp3 |
I mean, it's not an extreme form of redistribution. You can still inherit private property. You still have safety nets for people. You have Medicare, Medicaid. You have welfare. So there's some elements of socialism. But it also has a very strong capitalist history, private property, deep markets. | Communism The 20th century World history Khan Academy (2).mp3 |
You have Medicare, Medicaid. You have welfare. So there's some elements of socialism. But it also has a very strong capitalist history, private property, deep markets. So I'd stick the United States over there. I would put the USSR, not current Russia, but the Soviet Union when it existed, I would put the Soviet Union right about there. So this was the U, I would put the USSR right over there. | Communism The 20th century World history Khan Academy (2).mp3 |
But it also has a very strong capitalist history, private property, deep markets. So I'd stick the United States over there. I would put the USSR, not current Russia, but the Soviet Union when it existed, I would put the Soviet Union right about there. So this was the U, I would put the USSR right over there. I would put the current state of Russia, actually, I would put the current state of Russia someplace over here. Because they actually have fewer safety nets. And they kind of have a more, their economy can kind of go crazier. | Communism The 20th century World history Khan Academy (2).mp3 |
So this was the U, I would put the USSR right over there. I would put the current state of Russia, actually, I would put the current state of Russia someplace over here. Because they actually have fewer safety nets. And they kind of have a more, their economy can kind of go crazier. And they actually have a bigger disparity in wealth than a place like the United States. So this is current Russia. And probably the most interesting one here is the People's Republic of China, the current People's Republic of China, which is, at least on the surface, a communist state. | Communism The 20th century World history Khan Academy (2).mp3 |
And they kind of have a more, their economy can kind of go crazier. And they actually have a bigger disparity in wealth than a place like the United States. So this is current Russia. And probably the most interesting one here is the People's Republic of China, the current People's Republic of China, which is, at least on the surface, a communist state. But in some ways, it's more capitalist than the United States in that they don't have strong wealth redistribution. They don't have kind of strong safety nets for people. So you could put some elements of China. | Communism The 20th century World history Khan Academy (2).mp3 |
And probably the most interesting one here is the People's Republic of China, the current People's Republic of China, which is, at least on the surface, a communist state. But in some ways, it's more capitalist than the United States in that they don't have strong wealth redistribution. They don't have kind of strong safety nets for people. So you could put some elements of China. And over here, closer to the left, and they are less democratic than either the US or even current Russia, although some people would call current Russia, well, I won't go too much into it. But current China, you could throw it here a little bit. So it could be even a little bit more capitalist than the United States. | Communism The 20th century World history Khan Academy (2).mp3 |
So you could put some elements of China. And over here, closer to the left, and they are less democratic than either the US or even current Russia, although some people would call current Russia, well, I won't go too much into it. But current China, you could throw it here a little bit. So it could be even a little bit more capitalist than the United States. Definitely, they don't even have good labor laws, all the rest. But in other ways, you do have state ownership of a lot. And you do have state control of a lot. | Communism The 20th century World history Khan Academy (2).mp3 |
So it could be even a little bit more capitalist than the United States. Definitely, they don't even have good labor laws, all the rest. But in other ways, you do have state ownership of a lot. And you do have state control of a lot. So in some ways, they're kind of spanning this whole range. So this right over here is China. And even though it is called a communist state, in some ways, it's more capitalist than countries that are very proud of their capitalism. | Communism The 20th century World history Khan Academy (2).mp3 |
And you do have state control of a lot. So in some ways, they're kind of spanning this whole range. So this right over here is China. And even though it is called a communist state, in some ways, it's more capitalist than countries that are very proud of their capitalism. But in a lot of other ways, especially with the government ownership and the government control of things, and this one dominant party. So it's kind of Leninist with less of the Marxist going on. So in that way, it is more in the communist direction. | Communism The 20th century World history Khan Academy (2).mp3 |
Before the Civil War, the United States was a largely rural, barely unified collection of states, not making much of a blip on the world stage. After the Civil War, the United States was well on its way toward becoming a modern country with a strong central government and a thriving industrial economy that was soon to make it into a serious world power. The Civil War is seen as such an enormous turning point in US history that most colleges split courses into US history before 1865 and US history after 1865. But was the United States really that different before and after the Civil War? As historians, we could tackle that question from a lot of different angles. We could look at the role of the federal government in American life before and after the war. We could look at changes in the economy. | Comparing the effects of the Civil War on American national identity US history Khan Academy.mp3 |
But was the United States really that different before and after the Civil War? As historians, we could tackle that question from a lot of different angles. We could look at the role of the federal government in American life before and after the war. We could look at changes in the economy. I'm curious about changes in American national identity during this period. What do I mean by national identity? National identity encompasses things like core beliefs about democracy, citizenship, and America's proper role in the world. | Comparing the effects of the Civil War on American national identity US history Khan Academy.mp3 |
We could look at changes in the economy. I'm curious about changes in American national identity during this period. What do I mean by national identity? National identity encompasses things like core beliefs about democracy, citizenship, and America's proper role in the world. We can identify these beliefs in different time periods by looking at practices like who gets to vote, which groups are defined as a part of the American people versus which groups are defined as aliens or others, and whether the American public is expressing lots of national pride or lots of doubt about the way things are going. So now we've got a historical question that we're curious about. If we saw a question like this on an exam, it might say something like, compare the relative significance of the effects of the Civil War on American values. | Comparing the effects of the Civil War on American national identity US history Khan Academy.mp3 |
National identity encompasses things like core beliefs about democracy, citizenship, and America's proper role in the world. We can identify these beliefs in different time periods by looking at practices like who gets to vote, which groups are defined as a part of the American people versus which groups are defined as aliens or others, and whether the American public is expressing lots of national pride or lots of doubt about the way things are going. So now we've got a historical question that we're curious about. If we saw a question like this on an exam, it might say something like, compare the relative significance of the effects of the Civil War on American values. Okay, well, what we're really doing is asking how much did the Civil War change the core beliefs around American national identity? Did it change some more than others? To answer this question, first we need to decide which core beliefs we wanna track. | Comparing the effects of the Civil War on American national identity US history Khan Academy.mp3 |
If we saw a question like this on an exam, it might say something like, compare the relative significance of the effects of the Civil War on American values. Okay, well, what we're really doing is asking how much did the Civil War change the core beliefs around American national identity? Did it change some more than others? To answer this question, first we need to decide which core beliefs we wanna track. I'm gonna choose ideas around democracy, so who gets to vote, whether Americans believe that democracy is something everyone should participate in or just a select few. Second, let's look at ideas around citizenship. Who is defined as an American or as part of the American people and entitled to the privileges and immunities of citizenship? | Comparing the effects of the Civil War on American national identity US history Khan Academy.mp3 |
To answer this question, first we need to decide which core beliefs we wanna track. I'm gonna choose ideas around democracy, so who gets to vote, whether Americans believe that democracy is something everyone should participate in or just a select few. Second, let's look at ideas around citizenship. Who is defined as an American or as part of the American people and entitled to the privileges and immunities of citizenship? Last, let's look at ideas about America's role in the world, whether or how the United States should be involved in world affairs or extending its influence beyond the boundaries of the United States. Now, you might wanna look at different core beliefs than I've chosen here, like maybe whether people saw their regional identity as more important than their national identity. And if you wanna do that, that's totally okay. | Comparing the effects of the Civil War on American national identity US history Khan Academy.mp3 |
Who is defined as an American or as part of the American people and entitled to the privileges and immunities of citizenship? Last, let's look at ideas about America's role in the world, whether or how the United States should be involved in world affairs or extending its influence beyond the boundaries of the United States. Now, you might wanna look at different core beliefs than I've chosen here, like maybe whether people saw their regional identity as more important than their national identity. And if you wanna do that, that's totally okay. I'm gonna go with these three themes for now. So let's brainstorm some of the major trends that occur in each of these themes before and after the Civil War, in between 1844 and 1877. I've got our timeline here with the big dividing line at the end of the Civil War. | Comparing the effects of the Civil War on American national identity US history Khan Academy.mp3 |
And if you wanna do that, that's totally okay. I'm gonna go with these three themes for now. So let's brainstorm some of the major trends that occur in each of these themes before and after the Civil War, in between 1844 and 1877. I've got our timeline here with the big dividing line at the end of the Civil War. Now, we're looking at this from a bird's eye view of the whole era, so I'm not gonna go into much detail about the events we're talking about. If something sounds unfamiliar to you, just make a note of it, and you can go back to review that concept when you have time. All right, first, democracy. | Comparing the effects of the Civil War on American national identity US history Khan Academy.mp3 |
I've got our timeline here with the big dividing line at the end of the Civil War. Now, we're looking at this from a bird's eye view of the whole era, so I'm not gonna go into much detail about the events we're talking about. If something sounds unfamiliar to you, just make a note of it, and you can go back to review that concept when you have time. All right, first, democracy. In the years before the Civil War, what were the prevailing ideas about who should be able to vote and who actually could vote in practice? Well, by 1844, most states had extended voting rights to all white men, regardless of property ownership. Women couldn't vote, and neither could enslaved Africans in the South. | Comparing the effects of the Civil War on American national identity US history Khan Academy.mp3 |
All right, first, democracy. In the years before the Civil War, what were the prevailing ideas about who should be able to vote and who actually could vote in practice? Well, by 1844, most states had extended voting rights to all white men, regardless of property ownership. Women couldn't vote, and neither could enslaved Africans in the South. And voting rights for free African American men in the North were pretty limited. How about after the Civil War? Well, the biggest change there was the ratification of the 15th Amendment in 1870, which granted all men the right to vote, enfranchising African American men. | Comparing the effects of the Civil War on American national identity US history Khan Academy.mp3 |
Women couldn't vote, and neither could enslaved Africans in the South. And voting rights for free African American men in the North were pretty limited. How about after the Civil War? Well, the biggest change there was the ratification of the 15th Amendment in 1870, which granted all men the right to vote, enfranchising African American men. It did not, to the disappointment of the women's suffrage movement, enfranchise women. But by 1877, the end of Reconstruction, when the federal government stopped enforcing the rights of black citizens in the South, Jim Crow laws would make voting all but impossible for black men. Okay, now let's look at how values around citizenship changed before and after the Civil War. | Comparing the effects of the Civil War on American national identity US history Khan Academy.mp3 |
Well, the biggest change there was the ratification of the 15th Amendment in 1870, which granted all men the right to vote, enfranchising African American men. It did not, to the disappointment of the women's suffrage movement, enfranchise women. But by 1877, the end of Reconstruction, when the federal government stopped enforcing the rights of black citizens in the South, Jim Crow laws would make voting all but impossible for black men. Okay, now let's look at how values around citizenship changed before and after the Civil War. Who was a citizen before the Civil War, and who was considered eligible to be part of the American people? Well, white men, definitely, and white women. Free people of color in the North, with some limitations depending on their state of residence, immigrants arriving from Ireland and Germany were eligible for citizenship. | Comparing the effects of the Civil War on American national identity US history Khan Academy.mp3 |
Okay, now let's look at how values around citizenship changed before and after the Civil War. Who was a citizen before the Civil War, and who was considered eligible to be part of the American people? Well, white men, definitely, and white women. Free people of color in the North, with some limitations depending on their state of residence, immigrants arriving from Ireland and Germany were eligible for citizenship. But Native Americans were considered to be members of separate nations, not Americans. Mexican Americans in the territories acquired in the Mexican Cession were technically American citizens, but had few legal protections. And enslaved people in the South were still considered property, not citizens. | Comparing the effects of the Civil War on American national identity US history Khan Academy.mp3 |
Free people of color in the North, with some limitations depending on their state of residence, immigrants arriving from Ireland and Germany were eligible for citizenship. But Native Americans were considered to be members of separate nations, not Americans. Mexican Americans in the territories acquired in the Mexican Cession were technically American citizens, but had few legal protections. And enslaved people in the South were still considered property, not citizens. How did that change after the Civil War? Well, the Emancipation Proclamation in 1863 and the 13th Amendment in 1865 ended slavery. The 14th Amendment in 1868 made all people born or naturalized in the United States citizens, granting citizenship to African American men and women in the South. | Comparing the effects of the Civil War on American national identity US history Khan Academy.mp3 |
And enslaved people in the South were still considered property, not citizens. How did that change after the Civil War? Well, the Emancipation Proclamation in 1863 and the 13th Amendment in 1865 ended slavery. The 14th Amendment in 1868 made all people born or naturalized in the United States citizens, granting citizenship to African American men and women in the South. But again, the end of Reconstruction and the rise of Jim Crow made it difficult for them to access the rights of citizenship after 1877. White men and women and immigrants were still citizens. The US government began to stop treating Native Americans as members of separate nations, but started classifying them as wards of the state rather than citizens. | Comparing the effects of the Civil War on American national identity US history Khan Academy.mp3 |
The 14th Amendment in 1868 made all people born or naturalized in the United States citizens, granting citizenship to African American men and women in the South. But again, the end of Reconstruction and the rise of Jim Crow made it difficult for them to access the rights of citizenship after 1877. White men and women and immigrants were still citizens. The US government began to stop treating Native Americans as members of separate nations, but started classifying them as wards of the state rather than citizens. In the West, Chinese immigrants were looked upon as too different to become citizens, and they would soon be forbidden from entering the United States at all. Mexican Americans saw little change in their precarious status. Finally, how did Americans view the proper role of the United States in the world before and after the Civil War? | Comparing the effects of the Civil War on American national identity US history Khan Academy.mp3 |
The US government began to stop treating Native Americans as members of separate nations, but started classifying them as wards of the state rather than citizens. In the West, Chinese immigrants were looked upon as too different to become citizens, and they would soon be forbidden from entering the United States at all. Mexican Americans saw little change in their precarious status. Finally, how did Americans view the proper role of the United States in the world before and after the Civil War? In 1844, the US was still practicing isolationism to avoid entangling alliances abroad. But the ideas of manifest destiny led to a general sense that the United States had a divine mission to occupy North America from coast to coast, which provided the impetus for the Mexican War and for Indian removal. After the Civil War, both isolationism as a foreign policy outside North America and manifest destiny as a foreign policy within North America continued on as before. | Comparing the effects of the Civil War on American national identity US history Khan Academy.mp3 |
Finally, how did Americans view the proper role of the United States in the world before and after the Civil War? In 1844, the US was still practicing isolationism to avoid entangling alliances abroad. But the ideas of manifest destiny led to a general sense that the United States had a divine mission to occupy North America from coast to coast, which provided the impetus for the Mexican War and for Indian removal. After the Civil War, both isolationism as a foreign policy outside North America and manifest destiny as a foreign policy within North America continued on as before. So now let's return to our question. How much did the Civil War change American national identity? In terms of ideas about democracy, there was definitely a big expansion of the franchise due to the Civil War, with the addition of two million African American men as new voters in the South after the ratification of the 15th Amendment. | Comparing the effects of the Civil War on American national identity US history Khan Academy.mp3 |
After the Civil War, both isolationism as a foreign policy outside North America and manifest destiny as a foreign policy within North America continued on as before. So now let's return to our question. How much did the Civil War change American national identity? In terms of ideas about democracy, there was definitely a big expansion of the franchise due to the Civil War, with the addition of two million African American men as new voters in the South after the ratification of the 15th Amendment. But that was short-lived. The Jim Crow system would effectively prevent black voters in the South from casting ballots until the 1960s. In terms of citizenship, that too was altered by the passage of a constitutional amendment, in this case, the 14th Amendment. | Comparing the effects of the Civil War on American national identity US history Khan Academy.mp3 |
In terms of ideas about democracy, there was definitely a big expansion of the franchise due to the Civil War, with the addition of two million African American men as new voters in the South after the ratification of the 15th Amendment. But that was short-lived. The Jim Crow system would effectively prevent black voters in the South from casting ballots until the 1960s. In terms of citizenship, that too was altered by the passage of a constitutional amendment, in this case, the 14th Amendment. Those citizenship guarantees were also short-lived. But let's not forget the long-term importance of the 14th and 15th Amendments for securing equal rights in the 20th century. Even though those rights were only on paper during the Jim Crow era, that paper would eventually be very important for expanding voting and citizenship rights after World War II. | Comparing the effects of the Civil War on American national identity US history Khan Academy.mp3 |
In terms of citizenship, that too was altered by the passage of a constitutional amendment, in this case, the 14th Amendment. Those citizenship guarantees were also short-lived. But let's not forget the long-term importance of the 14th and 15th Amendments for securing equal rights in the 20th century. Even though those rights were only on paper during the Jim Crow era, that paper would eventually be very important for expanding voting and citizenship rights after World War II. As for ideas about America's role in the world, those didn't change much at all. The drive to expand the borders of the United States all the way to the Pacific only intensified after the Civil War. So we might answer our question with the following thesis statement. | Comparing the effects of the Civil War on American national identity US history Khan Academy.mp3 |
Even though those rights were only on paper during the Jim Crow era, that paper would eventually be very important for expanding voting and citizenship rights after World War II. As for ideas about America's role in the world, those didn't change much at all. The drive to expand the borders of the United States all the way to the Pacific only intensified after the Civil War. So we might answer our question with the following thesis statement. The Civil War brought on some immediate short-term changes in American ideals of democracy and citizenship, which would fade after the end of Reconstruction. While the belief in the divine mission of the United States to spread across North America only intensified in this time period, even though there was little change in the 19th century, the seeds planted immediately after the Civil War would sprout into major changes in the 20th century. What do you think? | Comparing the effects of the Civil War on American national identity US history Khan Academy.mp3 |