The Connaissance du Monde oral exam is scheduled for the 14th and 15th May whilst the 4hr HG written exam will take place between 8h and 12h on Wednesday 29th May. Finally the 20min oral exam will take place at EJM Paris between 3rd-7th June.
This is the History book for obligatory background reading assignments in each chapter:
This is the corresponding Geography book for each chapter:
T°BFI Syllabus
History
Theme 1: Challenges to Democracy, Rise of Totalitarianism and World War II: 1929-1945
Chp1: Causes and impacts of the 1929 Crisis + Great Depression
Chp2: Totalitarian Regimes (Nazi Germany and Stalin’s USSR)
Chp3: World War Two (Survey of the war, Violence, French Experience)
Theme 2: The Post War Bi-Polar World and Challenges
Chp1: End of WW2 and Emergence of the Cold War
Chp2: A New Geopolitical Order and Emergence of the Developing World
a) Creation of Israel and the Arab Response *
b) Emergence of Mao’s China *
c) Vietnam War, 1955-63
d) French Republic and Nationalist Movements in Africa, 1954-62
e) Castro’s Cuba, 1959-62 *
Theme 3: Economic, Political and Social Changes: 1950s-91
Chp1: International Economic and Political Changes
a) Oil and Political Islam
b) Deng and Reagan
c) The Rise of the EU and Fall of the USSR
Chp2: Domestic Challenges within the USA and France from the 1950s to 2001
Pillar One: The USA
Impact of Vietnam War
Civil Rights Movement
Rise and Evolution of Conservatism
Pillar Two: Protest and Government Responses in the USA and France
1968 and Counterculture
Feminism and Women’s Rights
LGBTQ+ Rights
Geography
Theme 1: Seas and Oceans at the Core of Globalization
-Importance of Maritime Space in globalization
-Unequal integration of territories into globalization
-Tensions between States over the control and use of maritime space (e.g. South China Sea)
–Question spécifique: France and the USA – a comparison of maritime powers
Theme 2: Territorial Dynamics, Cooperation and Tensions in Globalization
-Unequal integration of territories into globalization
-The place of the USA in Globalization
-Examples of Globalization at different scales:
Local, Regional, Global
Question spécifique: France – differentiated international influence and unequal attractiveness in globalization
Theme 3: Complex Dynamics: The European Union and Globalization
– The European Union and Globalization
Question Spécifique – The differential dynamics of cross- border territories of the United States and of France in the EU.
This chapter studies the impact of the global economic crisis on societies and politics in the short, medium and long term. It focuses on the causes of the crisis triggered by the 1929 Wall Street Crash, the transition from an American crisis to a global crisis and the consequences, including unemployment and political instability. It also draws attention to the immediate and longer-term implications of increased federal government intervention in the economy. Thus, it also introduces the rise of neoliberal economic thought (Friedrich Hayek) and Keynesian economic theory foreshadowing the post WW2 debate between a big government welfare state versus the ideology of the invisible hand of the market.
Key Questions
How did the economic crisis of the 1930s pose a challenge to democratic governments?
What were the key economic, social, and political consequences of the Great Depression in the United States?
How did the New Deal transform the role of the federal government in American society?
In what ways were the approaches to the Depression in the USA and France similar and different?
Resources for the Great Depression and the New Deal
The 1929 Stock Market Crash (9m):
The Great Depression Explained in 2 minutes:
Analysis of Ideas of Keynes vs Hayek:
https://www.bbc.com/news/business-14366054
KEY IDEAS:
Keynesian economics is a macroeconomic economic theory of total spending in the economy and its effects on output, employment, and inflation. … Based on his theory, Keynes advocated for increased government expenditures and lower taxes to stimulate demand and pull the global economy out of the depression.
Friedrich Hayek believed that the prosperity of society was driven by creativity, entrepreneurship and innovation, which were possible only in a society with free markets.
The Dust Bowl and the Depression (3m41):
Hoovervilles:
The New Deal Explained:
HELP FOR DBQ ASSIGNMENT;
POSSIBLE INTRODUCTION FOR DBQ HOMEWORK: (feel free to copy, use, adapt or not use this introduction)
This essay will assess how the New Deal changed the role of the federal government in the USA. The New Deal was a series of reforms implemented by President Roosevelt following his election in 1933 which were designed to get Americans back to work and jump start the economy in order to help it recover from the Great Depression. These innovations fundamentally altered the role of the federal government by making it more deeply involved in the nation’s economy life. This piece of work examines why the New Deal was needed, the changes it made, and how they led to greater levels of federal government intervention in US economic and social life. (Thesis in bold)
_______________________________________
The subsequent paragraph can describe (briefly) what the Great Depression was (and in so doing demonstrate that the crisis was so profound that a BIG government response was needed).
The following paragraphs need to describe and explain what the New Deal was (use the chapter from your summer homework if you want and/or the History Chapter 1 Study Pack) and also show how it was led by the federal government on a scale which had never been seen before. These paragraphs are also where you could bring in a reference to Keynesian ideas (or not).
DON’T FORGET to include a discussion (maybe a single substantial paragraph) of the values and limitations of both documents – this is IMPORTANT!
In the conclusion return to the question and underscore how the role of the federal government had changed (the government was now much bigger in terms of what it did in national life).
THEME 1 Chapter 2
Introduction
This chapter surveys the characteristics of totalitarian regimes (ideology, forms of adhesion, use of violence and terror for coercion and control devices) and their consequences on the European order. You will compare and contrast the characteristics of Stalin’s USSR and Nazi Germany and consider how ‘totalitarianism’ differs from ‘authoritarianism’.
Key Questions
How did totalitarian regimes exploit the economic crisis in order to gain and maintain power in the 1930s?
How important was the role of ideology and coercion in the consolidation of power in Nazi Germany and Stalinist Soviet Union?
How can we explain popular support for the regimes in Soviet Russia and Nazi Germany?
How effective were the regimes in maintaining their power and control?
Compare and contrast the characteristics of the Soviet and Nazi regimes.
Video resource:
Watch this 15 minute video for a clear overview of Stalinist Russia and Nazi Germany – it also covers two of the points de passage: the Ukrainian Famine and the Spanish Civil War:
Kristallnacht: Pictures capture horrors of 1938 Nazi pogrom
Feedback of students’ responses to the collaborative exercises on Stalin’s and Hitler’s regimes:
1. Using examples, justify why the regime you have researched can be described as totalitarian
NAZI REGIME:
A Totalitarian regime is a form of government that theoretically permits no individual freedom and that seeks to subordinate all aspects of individual life to the authority of the state. That notion also is associated with propaganda and censorship which Hitler did during his campaign in 1933. The Nazi Party strived to be strict and therefore, have a strong hold over Germany in order to bannish all political parties, and most importantly communists, so they could have more power. However, this led to the reduction of individuals’ liberty which meant they could no longer be able to think and vote for others than nazis. Trade unions, which could be a source of resistance, were also abolished by them. And to finally control the germans from its roots, the education was controlled and formed mini-nazis throughout a biased transmission of knowledge.
When a government is Totalitarian it means it theoretically does not permit individual freedom and lowers all aspects of life to the authority of the state. When Hitler first came to power and became chancellor in 1933, he quickly established his party in the political life. In February 1933, the Reichstag was dissolved and a new election was called. This event was used by the Nazis as a pretext to ban the communist party. A month later in March, Hitler assumed full constitutional powers and in July the Nazi party became the only official party. The Nazi party didn’t permit individual freedom as many religions were forbidden, some ethnies were persecuted and political, public opinions were suppressed. Hitler and the Nazis installed their government, banishing all other parties and controlling all parts of the economical, social and political life. The Nazi regime didn’t hesitate to use violence for justice on those who didn’t approve of their ideology. Also the Nazi regime had a political police called the Gestapo which was feared by all. The Nazis spread their ideology by using propaganda and also creating a youth organisation that was mandatory. The Nazi regime was a totalitarian regime as it had a single powerful leader, authorized only one party (it’s own), a political police, control over society, and used terror in order to maintain their sovereignty.
USSR REGIME:
TOTALIRIAN REGIME : form of government that theoretically permits no individual freedom and that seeks to subordinate all aspects of individual life to the authority of the state. doc p 383: “a totalitarian regime is one in which there is dictatorial rule in one party state which totally controls all activities (economic, political, social, intellectual and cultural) and directs them towards achieving the state goals.” And so, when Stalin took over in 1927, he wanted to build the power of the Party within the USSR. His regime was totalitarian because only one party was powerful, no one was safe. The state attempted to indoctrinate everybody with the party ideology. They used violence, physical terror and mental terror to crush the opposition and keep the regime in power. So, people had no rights they were always watched.
2a. How did the Nazi regime exploit the economic crisis in order to gain and maintain power in 1930s?
Nazis implemented a propaganda campaign to take advantage of the crisis.
Hitler also attributed many of Germany’s ills to the Jews who he held as responsible for Germany’s defeat in WW1.
The unpopular French occupation of the Ruhr also contributed to Germany’s economic weaknesses and made the Weimar Republic seem weak – the offer of a strong Nazi alternative as a government thus appeared even more attractive in the eyes of voters.
The 1929 economic crisis led to factory closures in Germany thus exacerbating its unemployment problem (reaching a new height of 6 million).
As a result of all these problems The government was criticized mostly by the working class and the industrialists for not improving the situation making the Weimar Republic lose support
The Nazi suggested new alternatives and solution which attracted all levels of society. The Nazi party had many different ideas to fix the problem such as: ridding Germany of Jesuits, Freemasons, Jews, and Marxists, overthrowing the Versailles settlement and creating the Nazi private army which would give small wages and uniform to the soldiers helping solve unemployment.
In addition to all these reforms, Hilter was a great politician that knew exactly what to say and how to portray his ideas to the masses. Because of fear of communism (which brought industrialists and landlords on his side because he was agains communism) and socialism + unemployment, Hitler and the Nazi party were able to come into power by grabbing the attention of everyone with their ideas and notions, which would have been more difficult if the population wasn’t as desperate due to the economy plummeting.
How did the USSR’s regime exploit the economic crisis in order to gain and maintain power in 1930s?
After WW1 industrial production remained low, Stalin believed a rapid rise in industrial production was vital. This also offered an advantage because industrialization meant more urban workers who were more likely to support the Communist Party than the rural peasants.
Stalin implemented Five Year Plans with clear targets and successfully increased production (steel, oil, iron, coal etc) thus making the USSR a modern industrial power and providing jobs.
2b. How important was the role of ideology and coercion in the consolidation of power in Stalin’s USSR?
Stalin used force to frighten the mass of the population into obedience (via mass arrests).
As a further example of coercion, Communism was applied to all aspects of life (e.g. farms were shared, families also lived together in the the same houses and building) and this greatly extended the reach and power of the State thus contributing to the consolidation of Stalin’s power.
During the 1930s Stalin tightened his grip on the Party by purges of dissidents.
A Great Terror was implemented between 1936 and 1938 – estimates suggest approximately 3 million were executed and sent to labour camps. Hundreds of important officials were also arrested.
How important was the role of ideology and coercion in the consolidation of power in Nazi Germany?
The election campaign of 1933 was extremely violent – Nazi supporters wrecked rival political party meetings.
Having Nazis in charge of local government all over the country (particularly Prussia, the largest German State) also gave them control and access to the Police.
The Reichstag was subsequently destroyed by fire and this was blamed on the Communists as a means of stirring up fear.
2c. How can we explain popular support for the regime in Nazi Germany?
The Nazi Party was effectively the only political party.
They held huge rallies, press conferences and made radio broadcasts + employed mass advertising campaigns to attract and maintain popular support.
How can we explain popular support for the regime in the USSR?
Exceptional workers were rewarded (known as the Stakhanovite movement after Aleksei Grigorievich Stakhanov, who was credited for mining 102 tons of coal in less than 6 hours (14 times his quota) on 31 August 1935.
There was a great deal of free education, there were free meals in workspaces, and free clothes in workspaces.
More production made it feel like they had more, and more production meant more money, and the more money people collectively make, the more money people individually receive when this was divided between them.
2d. How effective was the regime you have researched in maintaining their power and control?
Nazi Germany:
Hitler used the Reichstag Fire as a pretext to passing the ENABLING LAW on 23 March 1933. It stated the government could introduce laws without the approval of the Reichstag for the next four years, ignore the Reichstag and the constitution.
The govt tried to control as many aspects of life as possible – all other political parties were banned, the state governments (Landers) lost all power since their functions were taken over by a Nazi Special Commissioner, the Civil Service was purged of all Jews and anyone opposing the State, Trade Unions were abolished, school textbooks rewritten to fit with Nazi theory, a Hitler Youth organization was created in which children were taught that their first loyalty was to Hitler and not the family. All communications and media were also brought under the control of the minister of propaganda, Dr Joseph Goebbels.
STALIN’S USSR:
Massive investment in education (in 1930 the govt announced all children aged 8 to 11 must be enrolled in schools and consequently the number of pupils increased from 13 million to 20 million between 1929 and 1931). Orthodox soviet thinking was promoted.
There was a cultural revolution from 1929-31 under which the State mobilized artists, writers and musicians to extol virtues such as hard work in order to raise morale and inspire people to great efforts.
Cinema was also employed as a means of propaganda (eg the work of Sergei Eisenstein in films such as Battleship Potemkin).
Past student essays on Totalitarian Regimes:
Two examples of well constructed, well researched and logical argued essays with sound conclusions:
This chapter examines the defeat of France, and the paths of Collaboration and Resistance that confronted the country during the early 1940s. It also covers the extent and violence of WWII, including the brutality of the war on the Eastern front in order to come to some understanding of the crimes against humanity committed during the Holocaust. An additional component is on the impact of war on the US ‘homefront’, with particular attention to the role of women in defence industries, for example, and the internment of Japanese-Americans on the West Coast. The role of the two atomic bombs in ending the war in the Pacific theatre of conflict, and the circumstance of the end of the war in Europe form important links to the emergence of the Cold War tensions after the war.
Shoah is the Hebrew word for “catastrophe”. This term specifically means the killing of nearly six million Jews in Europe by Nazi Germany and its collaborators during the Second World War. English-speaking countries more commonly use the word Holocaust, which is Greek for “sacrifice by fire”.
Please visit the Memorial de la Shoah website to learn more, the FAQs are particularly informative:
When Harry Truman became president upon the death of Franklin Roosevelt, the Atlantic and Pacific theaters of World War II were quite different. Hitler’s government was falling apart, and Germany surrendered on May 8, 1945, less than a month after Truman took office. In contrast, Japan appeared unstoppable. Bombs and napalm dropped on Tokyo had claimed approximately 100,000 Japanese lives. The ferocious resistance by Japan’s army on the island of Okinawa, where 10,000 American and 100,000 Japanese soldiers died, reinforced the notion that Japan would never surrender.
A committee appointed by Truman soon after he took office in April had a solution to dealing with Japan. It reported that a top-secret weapon, the atomic bomb, would be available soon and should be used without warning. The report offered no alternatives. While the president had agreed in mid-June to plan for a possible U.S. invasion of Japan in the fall of 1945, his lack of experience in office, determination to minimize American casualties, and desire to demonstrate strength to the Soviet Union made him inclined to accept the study committee recommendation. Furthermore, the bombing of civilian populations became an acceptable practice due to the possibility of aerial attacks by all sides in the war. Finally, Japan’s attack on Pearl Harbor in 1941 justified any counterattack. On July 25, Truman learned that the bomb had been successfully tested. He ordered military commanders to deploy the weapon at their discretion.
After a final diplomatic attempt to obtain Japan’s unconditional surrender failed, the bomber Enola Gay dropped an atomic bomb on the Japanese city of Hiroshima on August 6. Truman was shown aerial photos of the devastation two days later. He was unaware that 80,000 Japanese had been killed and that tens of thousands more would die from ensuing radiation sickness. A second strike on August 9 destroyed the Japanese port city of Nagasaki, killing 40,000 more people. Japan surrendered on August 14.
Key topics from World War Two for explaining the origins of the Cold War:
i) The occupation and effective division of Europe (particularly Germany) by the two emerging superpowers,
ii) The Bretton Woods Agreement
iii) Yalta and Potsdam
iv) The opening of the UN
v) The American use of the atomic bomb
Key topics for explaining the development of the Cold War between 1945 and 1950:
i) The Iron Curtain speech, 1946
ii) The Truman Doctrine, Marshall Plan and containment policy, 1947
iii) The Berlin Blockade and Airlift, 1948/9
iv) The Creation of NATO, 1949
v) The outbreak of the Korean War, 1950
Reference Points
Truman Doctrine and Marshall Plan
Berlin Blockade and Airlift
38th Parallel and outbreak of the Korean War
Chp2: A New Geopolitical Order and Emergence of the Developing World
a) Creation of Israel and the Arab Response
a) Emergence of Zionism & Arab nationalism
b) Intervention of foreign powers (superpowers & former colonial powers)
c) Arab-Israeli Conflicts/ Wars
b) Emergence of Mao’s China
a) Cold War alliance with the USSR before Sino-Soviet Split, 1950-1962
b) Securing borders & challenging US in the Cold War (Tibet annexation, 1950,
intervention in Korean War & sabre-rattling in Taiwan Straits, 1954)
c) Testing nuclear weapon, 1964
d) Support of African anti-colonial independence movements in the 1960s to gain diplomatic allies in the push for a seat in the United Nations Security Council.
c) Vietnam War, 1955-63
d) French Republic and Nationalist Movements in Africa, 1954-62
e) Castro’s Cuba, 1959-62
This highlights the spread of the Cold War into the Western Hemisphere and analyzes the US response during the Cuban Missile Crisis.
Setting the Stage for the COLD WAR & DECOLONIZATION:
Chapter 1: The end of WW2 and Emergence of the Cold War, 1944-50
This chapter sheds light on the parallel and contradictory developments in the immediate post-war era: the desire to create a stable new world order at the same time as the breakdown of the Grand Alliance and emergence of superpower rivalry between the USA and the USSR which led to two competing spheres of influence and formed a new world order of tensions between East and West.
Overview PowerPoint for the period from the end of WWW2 to 1950 is here:
Chapter 2: A New Geopolitical Order – Emergence of the Developing World (1948-1970s)
This chapter shows how geopolitics of the Cold War interfered with the decolonization process and led to the emergence of new actors as the newly independent countries asserted their international role, thereby challenging the bi-polar order.
Chapter 2 Reference Points
1948- the birth of the State of Israel
French Indochina War and the start of the Vietnam War
1962- Cuban Missile Crisis
Key Questions
What were the international consequences of the emergence of newly independent countries in the two decades following the end of WWII?
To what extent did newly independent countries challenge the bipolar world (1948 – 1970)?
Analyze the impact of the Bandung Conference of 1955, with the appearance of the decolonizing Afro-Asian bloc.
In what ways was the process of decolonization linked to the Cold War?
Analyze the responses of the USA to each of the following:
the creation of the state of Israel, 1948*
the appearance of Mao’s China,1949*
Castro’s seizure of power in Cuba, 1959*
Student Resource work booklet for all parts of this chapter:
Pillar Two: Emergence of Mao’s China (1949 – 1972)
Focus of study:
Cold War alliance with the USSR before Sino-Soviet Split, 1950-1962
Securing borders & challenging US in the Cold War (Tibet annexation, 1950, intervention in Korean War & sabre-rattling in Taiwan Straits, 1954
Testing nuclear weapon, 1964
Support of African anti-colonial independence movements in the 1960s to gain diplomatic allies in the push for a seat in the United Nations Security Council.
Objective
❖ Evaluate the extent to which Mao’s foreign Policy challenged Cold War bipolarization from 1949 to 1972.
This video gives extensive context and is most relevant from 14m onwards:
Additional information about Kissinger (his obituary), US Secretary of State, 1969-77 who oversaw the end of US involvement in Vietnam which links to protests movements in History Theme 3:
Chapter 1: International Economic and Geopolitical Challenges
On an international scale, this chapter deals with the economic and geopolitical challenges within the context of the end of the post-war economic boom beginning in the early 1970s.
These developments coincide with major political and economic transformations: the Iranian Revolution with a focus on the rise of different forms of political Islam and their impact, (including briefly the events of 9/11), the Reagan Revolution, Deng Xiaoping’s socialist market economy, the collapse of the Soviet Union confronted by pro-democracy movements, and developments in the European project with the transition from the EEC to the EU and the origin of the Maastricht Treaty (1992).
The Single European Act of 1986 was a Cold War project for European integration that set the stage for the deeper union envisioned by the architects of the EU at Maastricht for organizing Europe in the aftermath of the cold war.
In addition, topics dealt with here link to other chapters in the program, including China’s emergence as an international power, the Middle East and international politics, and the New Deal and its legacy.
Oil and Political Islam: Regional and Global Challenges 1973-1991
Short video about the Nixon shock to the US economy in 1971 which led to the end of the Bretton Woods System established at the end of WW2:
Revisiting the 1973 oil crisis:
The Impact of the 1979 Iranian Revolution:
Deng and Reagan: New Economic Directions, 1978-88
Ronald Reagan and Deng Xiaoping (plus Europe) are three models for addressing the economic challenges of the era, and particularly the economic decline and the rapid increase in globalization. China’s new economic approach underpins and accelerates China’s globalization ambitions in the 1980s and beyond. A study of Reagan’s efforts to dismantle the New Deal legacy is also an integral part of understanding the rise of conservatism dealt with in chapter two of this theme.
The Rise of the EU and the Fall of the USSR: A New European Balance of Power, 1970s -1991
The push for further European integration and enlargement and the persistence of cold war dynamics in Europe are parallel and related developments in this period. The transition from the EEC to the EU is also a useful historical reference for Theme 3 in Geography.
Overview PowerPoints about the EU and the end of the Cold War:
Video about the key Maastricht Treaty which created the EU and the so-called Three Pillar structure of the EU:
President Reagan’s speech on the Evil Empire:
President Reagan’s speech about tearing down the Berlin Wall:
The end of the USSR:
Chapter 2: Domestic Challenges within the USA and France from the 1950s to 2001
This chapter explores the political, social and cultural transformations in France and the United States during a period characterized by significant reforms and new political debate and divisions over social issues. The focus is on social history – African American civil rights, the rise of feminism and the changing role and status of women, Gay Rights, and the continuing struggle for a more equal society. These social issues emerge in the context of the rise of conservatism and its backlash to the counterculture society in the United States starting in the 1960s through to the 1990s. An additional perspective is the impact of the war in Vietnam, which is essential to understanding divisions and change in American society.
The backlash to the promotion of a liberal social agenda (Johnson’s Great Society) in conjunction with civil rights legislation and radical protests of the 1960s and early 1970s (Could include Goldwater’s campaign, John Birch Society, Nixon’s Southern strategy, politicization of the religious right, organized anti-abortion, anti-ERA efforts).
PowerPoint about the election of JFK his ideas about the NEW FRONTIER and then LBJ and the GREAT SOCIETY initiative:
This theme highlights the importance of seas and oceans in the process of globalization today.The maritimization of economies and the opening of international trade give seas and oceans a fundamental role in the supply of resources (halieutics, energy, biochemicals), and in material and immaterial exchanges. However, the relative importance of roads/routes and itineraries differ according to the nature of the flows (raw materials, intermediate products, industrial, information). Furthermore, territories are unequally integrated into globalization. Sea routes and submarine cables, as well as harbours and areas of exploitation are concentrated on a few main axes.
However, major changes are taking place that increase the geostrategic stakes and power rivalries, especially around channels and international straits. The development and use of the seas and oceans manifest tensions between contradictory objectives, such as the desire for exclusive rights/ control and the freedom of movement or exploitation of natural resources versus conservation. This explains in large part why the demarcation of exclusive economic zones(EEZs) is today the main cause of tension between states competing over the resources present in these areas and the desire of these states to exploit these resources.
Obligatory Reading: MARSHALL CHP 2 CHINA and CHP3 THE USA
Understanding the difference between blue water and green water navies:
Chapter 2: Comparing France and the USA in terms of Martime Power
For both the US and France, seas and oceans have economic, environmental and geostrategic importance. France and the United States control the two largest exclusive economic zones (EEZs), (even though the US has not ratified the UNCLOS), and they assert their respective maritime power despite the loss of competitiveness of their ports. On the one hand, this topic focuses on the economic role of maritime spaces, especially with regard to resources, the flows of goods and information. On the other hand, it is important to examine the military and diplomatic aspects of maritime power exercised by France and the United States.
This is the key booklet for this comparative study of French and US maritime power:
Link to introduction and overview video for chapter 1 and chapter 2 (USA):
Introduction
This theme studies how contemporary globalization leads to the assertion or confirmation of existing powerful actors and the emergence of new ones. Territories, regardless of the scale considered (states, infra- and supra-state regions, or metropolises) have unequal access to globalization. The effects of distance and trade barriers (protectionism), which limit international trade (and globalization) will be studied in addition to a country study of the USA: The United States, a country in globalization: unequal integration of territories, tensions and international cooperation and France:differentiated international influence and unequal attractiveness in globalization.
Key Questions
General Question: Why are different territories unequally integrated into globalization?
General Question: Analyze cooperation, tensions, and regulations at the global, regional, and local scales.
In what ways are (U.S.) territories unequally integrated into globalization?
How does cooperation among actors affect globalization?
What trade-related tensions surround globalization (at global, regional, local levels)?
To what extent do regulations influence globalization?
France – To what extent is France a global power? To what extent does it attract or miss out on global flows?
Learning Objectives
❖ Identify the various actors involved in processes of globalization.
❖ Understand how globalization leads to shifts among actors and the emergence of new actors (e.g., countries or TNCs).
❖ Analyze the consequences of globalization on the U.S. at local, regional, and global scales.
❖ Evaluate the European Union’s interactions on continental and global scales
❖ Apply a multi-scale (global-regional-local) analysis to globalization processes.
❖ Evaluate territories at different scales to recognize that they do not all benefit from equal access to globalization.
❖ Analyze the impact and integration of France in globalization.
UPDATE: Articles on Aukus Treaty as example of international cooperation and tension:
Trading blocs play a significant part in shaping the global economy. They grease indigenous integration, enhance trade volumes, stimulate profitable growth, and promote political cooperation among member countries. Also, they enable the adjustment of regulations, norms, and programs, creating a position playing field for businesses operating within the bloc.
Advantages of trade blocs
Increased market access: By eliminating trade walls, similar as tariffs, member nations have easier access to each other’s markets, leading to expanded trade volumes and openings for businesses.
Enhanced political cooperation: Trade blocs frequently go beyond profitable integration and foster political cooperation among member nations. This collaboration promotes stability, peace, and politic ties between countries.
Specialization and relative advantage: Trade blocs allow member countries to specialize in producing goods and services in which they’ve a relative advantage. This leads to increased effectiveness and productivity, serving all sharing nations.
Disadvantages of trade blocs
Trade diversion: While trade blocs can boost indigenous trade, they may also divert trade from non-member countries. This could lead to losses for nations outside the bloc, especially if they had previously significant trading connections with member countries.
Loss of sovereignty: Joining a trade bloc may affect a loss of profitable sovereignty for member countries.
Complex accommodations: Negotiating trade agreements within a bloc involves complex and time- consuming conversations between member countries.
Inequality among member states: Trade blocs may exacerbate existing inequalities among member countries. Developed nations within the bloc often have a competitive advantage over smaller or less developed economies, leading to unequal distribution of benefits and potential negative impacts on less developed nations.
EXAMPLE OF A TRADE BLOC: EU-CANADA COMPREHENSIVE ECONOMIC AND TRADE AGREEMENT (CETA)
The EU-Canada Comprehensive Economic and Trade Agreement (CETA) is a progressive trade agreement between the EU and Canada. It entered into force provisionally in 2017, meaning that most of the agreement now applies.
All national (and in some cases regional) parliaments in EU countries need to approve CETA before it can take full effect.
CETA features some of the strongest commitments ever included in an EU trade agreement, including on promoting labour rights, on protecting the environment, and on sustainable development. CETA integrates EU and Canadian commitments to apply international rules on workers’ rights, environmental protection and climate action. These obligations are binding.
The benefits of CETA include the following:
It eliminates duties on 99% of all tariff lines, of which 98% were scrapped when it provisionally entered into force;
it defends the EU’s Geographical Indications, and;
it improves and secures EU companies’ access to the Canadian services market.
SEE THIS SIT’E FOR FULL DETAILS: https://policy.trade.ec.europa.eu/eu-trade-relationships-country-and-region/countries-and-regions/canada/eu-canada-agreement_en
Check out the table below to see the arguments for and against CETA in Canada and the EU:
Canada
EU
Benefit
Access to the largest market in the world
23% increase in trade with the EU
More competition between firms
Lower prices for agricultural products
Less trade dependence on the United States
Increased investment
Elimination of duties will save EU companies millions of euros a year
EU companies have better access to the Canadian market
Geographical indicators (i.e. Champagne or Feta cheese) will be protected
Cost
Increased costs and competition for agricultural producers
Patent protection for pharmaceutical products, most of which are based outside of Canada, leading to increased prices
Protection of geographical indicators might hurt Canadian producers
Access to government procurement
Fear over large corporations suing national governments over lost investments
American firms with Canadian subsidiaries can operate in the EU market
Trigger “race to the bottom” in regulations and standards in order to compete
Mercosur is an economic and political bloc formed by Argentina, Brazil, Paraguay, and Uruguay. Venezuela was suspended indefinitely in 2016, while Bolivia was approved for full membership in 2023.
Founded in 1991 to create a common market, spur development, and bolster democracy, Mercosur saw early successes, including a tenfold increase in trade within the bloc in its first decade.
While Mercosur has signed free trade agreements (FTAs) with several countries, bigger deals, including with the United States, China, and the European Union, remain elusive.
Go to this site for more details: https://www.cfr.org/backgrounder/mercosur-south-americas-fractious-trade-bloc
Pacific Alliance
The Pacific Alliance (Spanish: Alianza del Pacífico) is a Latin Americantrade bloc, formed by Chile, Colombia, Mexico and Peru, which all border the Pacific Ocean. The alliance was formed with the express purpose of improving regional integration and moving toward complete freedom in the movement of goods, services, capital and people between the four member states. Together, these four countries have a combined population of more than 230 million people and make up roughly 35 percent of Latin American GDP.
China’s Belt and Road initiative and South America:
The concept of the Belt and Road Initiative was intended as a way to improve connectivity between China and the Global South.
Chinese construction firms to play key role in Argentina-Chile tunnel project:
In a joint project between Argentina and Chile, a 14-kilometer tunnel will be built through the Andes Mountains under the Agua Negra pass.
Cooperation , tension and unequal access to globalization in Latin America
Legend
yellow = cooperation
red = tensions
purple = unequal access to globalization
In depth Case Study:
The United States, a country in globalization: unequal integration of territories, tensions and international cooperation
Key Question:In what ways are (U.S.) territories unequally integrated into globalization?
Learning Objective:Analyze the consequences of globalization on the U.S. at local, regional, and global scales.
Overview
This case study examines how the territories of the US are not homogenous in terms of their integration into globalization. At a local scale this includes how localities, such as Detroit, are seen as not having benefited from globalization whilst others, such as NYC, are extremely well integrated into the wider global economy. It also approaches this issue at a regional scale in terms of the relative integration of the Rust Belt compared with the Sun Belt and concludes with a survey of the USMCA as an example of international cooperation.
Introductory video on US Geography:
Use this PowerPoint to learn about the US and globalization – it covers all major topics in the Chapter:
Complex Dynamics: The European Union & Globalization France and the United States – Transborder Territories
•The opening chapter of Theme 3 explores the dynamics(forces, properties) that act upon and stimulate development & change in the European Union, particularly in regards to globalization.
•The theme concludes with case studies of the differing dynamics operating within French and USA cross border territories.
•French borders have been profoundly affected by the 1985 Schengen Agreement which today means 26 countries in Europe (but not all part of the EU) share open borders.
•The USA’s borders also been affected by two other agreements: the North American Free Trade Agreement (NAFTA) signed in 1994 and its successor the United States Mexico Canada Agreement (USMCA) signed in 2018.
The European Union – Key Points for Revision Purposes regarding integration into globalization and reducing territorial inequalities
General
28 member states.
The motto is ‘United in Diversity’.
Originally only contained 6 countries: Belgium, France, Germany, Italy, Luxembourg and the Netherlands.
The EU has a GDP of €13.5 trillion, whilst India only has a GDP of €1.4 trillion.
Core countries joined between 1952 and 1995. They have established economies, high levels of development, and sophisticated infrastructure and levels of service.
Peripheral countries joined between 2007-13. These are former Communist bloc countries with unstable economies, high levels of outmigration, weak economies, less developed infrastructure and lower level of service provision.
The EU also works on combating pollution and disease by providing cleaner water, more strict farming rules, and improving environmental conditions, among other methods.
The EU has also become a major trading power, providing 15% of global exports of goods and 20% of services. This is larger than the US (11% of goods and 18% of services).
The EU also provides over half of all development aid throughout the world
The Single Market
This is an EU policy which allows for the freedom of goods, people, capital and services throughout EU member countries.
It has led to significant reductions in prices of products and services, and migration throughout Europe.
‘Schengen’
No police or customs checks between EU countries at borders.
Police co-operation between countries.
Buy and bring back goods for personal use between EU countries.
International border control strengthened for inter-nation borders with non EU-members.
The Common Agricultural Policy (CAP)
This was set up in 1962. Its basic aims were:
Create a single market in which agricultural products could move freely.
Make the EC (previous name) more self sufficient by giving preferences to EC products and restricting imports from elsewhere.
Giving financial support to EC farmers which included guaranteed prices (SUBSIDES) and therefore a guaranteed market.
Increase the average field size, farm size, and farmer’s income.
Taxes imposed on foreign imports so that prices cannot be undercut.
Supporters of the CAP say that it guarantees the survival of rural communities, where more than half of EU citizens live, and preserves the appearance of the countryside.
Critics say that as only 5% of EU citizens work in agriculture, which only generates 1.6% of GDP, the CAP costs too much.
Urban II Fund
Most Europeans live in urban areas because they are centres of economic activity and hold greater opportunities.
However, all cities have concentrations of social, environmental and economic problems.
Urban II Fund money comes from the European Regional Development Fund and it is for sustainable development in troubled districts of European cities.
It aims to provide economic and social regeneration.
Any successful idea in one city is shared with others to try and improve living conditions as widely as possible.
Social and economic regeneration includes:
Improving living conditions (e.g. renovating older buildings)
Creating new jobs in services that benefit the whole population
Integrating less favoured groups of people into education and training so that they can find satisfactory employment.
Developing environmentally friendly transport systems.
Making greater use of renewable energy.
Using the most up-to-date ICT systems to make work more efficient and to improve people’s skills and their job prospects.
For example: The town of Teruel in northern Spain has a new ring road, paid for by Urban II Funds. It will reduce traffic flows through the town by at least 20%, cutting congestion and improving travel times and air quality in the town. The new road also links previously isolated neighbourhoods. There are paths for cyclists and joggers. The project cost €16.6 million.
