Unit 8: 20th-Century Global Conflicts
AP European History Topic 8 9:08 English narration · English + 中文 subtitles burned in
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Transcript
Learn the chain, and this unit becomes navigable.
记住这条链， 这个单元就变得可以把握。
War.
战争。
Settlement.
和约。
Economic collapse.
经济崩溃。
Radical movements.
激进运动。
Failed appeasement.
绥靖失败。
War again.
再次战争。
Most questions ask about one link, and the strongest answers show where that link sits in the chain — which is why memorising the sequence is worth more than memorising any individual event in it.
多数题目问的是其中一环， 而最好的答案 会说明这一环在链条中的位置， 这正是为什么 记住这个次序 比记住其中任何单个事件 都更值钱。
The war was caused by a complex interaction of long- and short-term factors and produced immense losses and disruption.
这场战争由长期与短期因素的复杂互动所引发， 造成了巨大的损失与破坏。
The CED's specific claims are worth taking one at a time.
课程大纲的具体说法 值得逐条来看。
New technologies confounded traditional military strategies, leading to trench warfare and massive troop losses.
新技术使传统军事战略失效， 导致堑壕战与巨大的兵员损失。
The effects of military stalemate, national mobilisation and total war led to protest and insurrection in the belligerent nations — the war turned inward on the societies fighting it.
军事僵局、全国动员与总体战的后果， 在交战国内部 引发了抗议与起义， 战争转过头来作用于 正在打仗的社会本身。
The war spread quickly to non-European theatres, becoming a global conflict.
战争迅速蔓延到欧洲以外的战场， 成为全球性冲突。
And the relationship of Europe to the world shifted significantly with that globalisation, and with the emergence of new powers.
而随着这种全球化 以及新兴强权的出现， 欧洲与世界的关系 发生了显著变化。
Then one event that is a turning point rather than a national episode: the Russian Revolution created a regime based on Marxist-Leninist theory — the first state founded explicitly on that programme.
还有一件事是转折点， 而不是一国之内的插曲： 俄国革命 建立了一个以马克思列宁主义理论为基础的政权， 是第一个明确以该纲领立国的国家。
The conflicting goals of the peace negotiators in Paris pitted diplomatic idealism against the desire to punish Germany, and the resulting settlement satisfied neither aim fully.
巴黎和会谈判者之间目标的冲突， 使外交理想主义 与惩罚德国的意愿相互对立， 最终的安排 两个目标都没有完全实现。
That is the shape of the answer to any Versailles question: not a bad treaty, but a treaty pulled two ways.
这就是任何关于凡尔赛的题目 应有的答案形状： 不是一份糟糕的条约， 而是一份被两个方向拉扯的条约。
And the League of Nations distributed former German and Ottoman possessions to France and Great Britain through the mandate system — which extended imperial control under a new name.
而国际联盟 通过委任统治 把前德国与奥斯曼的属地 分给了法国与英国， 这是把帝国控制换了个名字继续下去。
Say that, because it connects the settlement to decolonisation later in the course.
要把这一点说出来， 因为它把这份和约 与课程后面的去殖民化连接起来。
The global economic crisis is next.
接下来是全球经济危机。
The Great Depression, caused by weaknesses in international trade and in monetary theory and practice, undermined Western European democracies and fostered radical political responses across Europe.
大萧条， 由国际贸易 以及货币理论与实践中的弱点所致， 削弱了西欧的民主国家， 并在欧洲各地 催生了激进的政治回应。
This is the pivot of the unit.
这是本单元的枢纽。
The Depression is what turned interwar bitterness into a political opportunity for movements that had existed since before 1914 but had not previously been able to win power.
大萧条把两战之间的怨恨 变成了政治机会， 让那些 1914 年之前就已存在 却一直无法上台的运动 获得了机会。
And the CED gives fascism a four-part environment, which is its own answer to "why then" and better than any single cause: postwar bitterness, the rise of communism, uncertain transitions to democracy, and economic instability.
而课程大纲 为法西斯主义给出了一个四部分的环境， 这是它自己对"为什么是这时"的回答， 比任何单一原因都好： 战后的怨恨、共产主义的兴起、 不稳定的民主转型， 以及经济动荡。
Use all four.
四项都要用。
Fascism and totalitarianism gained popularity in an environment of postwar bitterness, the rise of communism, uncertain transitions to democracy, and economic instability.
法西斯主义与极权主义之所以获得人心， 是在战后的怨恨、共产主义的兴起、 向民主的不确定过渡以及经济动荡这样的环境里。
On the Soviet side, after Lenin's death Stalin undertook a centralised programme of rapid economic modernisation, often with severe repression.
在苏联一方， 列宁去世之后， 斯大林推行了 快速经济现代化的集中计划， 往往伴随严厉的镇压。
The CED states the cost explicitly: modernisation came at a high price, including the liquidation of the kulaks and a catastrophic famine.
课程大纲明确说出了代价： 现代化以高昂的代价换来， 包括消灭富农 与一场灾难性的饥荒。
And here is the comparison the unit invites, which is structural rather than ideological.
而这里是本单元所引出的比较， 它是结构性的，不是意识形态性的。
Both regimes claimed total authority over the relationship between individual and state.
两个政权 都主张对个人与国家之间的关系 拥有全部权威。
That is the second key concept doing its work, and it lets you compare two systems that would reject any ideological comparison between them.
这是第二个核心概念在起作用， 它让你可以比较两个 彼此都会拒绝任何意识形态比较的体制。
The failure to prevent a second war has named causes, and naming them is the answer.
未能阻止第二次战争 有被点名的原因， 而说出它们就是答案。
French and British fears of another war, American isolationism, and deep distrust between Western democratic capitalist nations and the Soviet communist regime prevented an effective response.
法国与英国对再次开战的恐惧、 美国的孤立主义， 以及西方民主资本主义国家 与苏联共产主义政权之间的深刻不信任， 阻碍了有效的应对。
And fascism, extreme nationalism, racist ideologies and the failure of appeasement resulted in the Second World War.
而法西斯主义、极端民族主义、 种族主义意识形态 与绥靖政策的失败， 导致了第二次世界大战。
Then the war itself: Germany's Blitzkrieg warfare in Europe, combined with Japan's attacks in Asia and the Pacific, brought the Axis powers early victories.
接着是战争本身： 德国在欧洲的闪电战， 加上日本在亚洲与太平洋的进攻， 给轴心国带来了早期的胜利。
And American and British industrial, scientific and technological power, cooperative military efforts under strong leadership, and the Soviet Union's vast manpower and resources eventually defeated the Axis.
而美国与英国的工业、科学与技术力量， 在强有力领导下的协同军事努力， 以及苏联庞大的人力与资源， 最终击败了轴心国。
Notice what that list is: three different kinds of advantage, not one.
注意这份清单是什么： 三种不同类型的优势， 而不是一种。
Fuelled by racism and anti-Semitism, Nazi Germany — with the cooperation of some other Axis powers and collaborators — used industrial technology and bureaucratic structures to carry out the systematic murder of European Jewish people and other targeted groups.
在种族主义与反犹主义的驱动下， 纳粹德国， 在其他一些轴心国与合作者的配合下， 利用工业技术与官僚结构， 对欧洲犹太人 及其他被针对的群体 实施系统性屠杀。
The CED's framing is precise and should be reproduced.
课程大纲的表述是准确的， 应当照它复述。
What distinguishes this from earlier mass violence is the use of the modern state's own instruments — industry, bureaucracy, transport, record-keeping — as the means.
使之区别于此前大规模暴力的， 是把现代国家自身的工具， 工业、官僚体系、运输、档案记录， 当作手段来使用。
That is why this topic belongs with the technology and total-war themes rather than standing apart from them.
这正是为什么 这一主题属于技术与总体战的主题之内， 而不是独立于它们之外。
And the demographic consequence is stated directly: the Second World War decimated a generation of Russian and German men, virtually destroyed European Jewry, and killed millions of others.
而人口后果被直接说出： 第二次世界大战 使一代俄国与德国男性人口锐减， 几乎摧毁了欧洲犹太人， 并夺去了数百万其他人的生命。
And the nineteenth century's confidence in progress and objectivity did not survive it.
而十九世纪对进步与客观性的信心，没能在这一切之后留存下来。
The belief in progress characteristic of much nineteenth-century thought began to break down before the First World War and collapsed after it.
十九世纪思想中 占主导地位的进步信念， 在第一次世界大战之前 就开始瓦解， 并在战后彻底崩塌。
Hold that beside the political story, because the connection is what examiners reward.
要把这一点 与政治线索并置来看， 因为这一联系正是阅卷者奖励的东西。
The collapse of confidence in progress and in objective knowledge is not a separate cultural chapter running alongside the wars.
对进步与客观知识的信心的崩塌， 不是与战争并行的 另一章文化史。
It is the same event seen from inside the culture: a century that had believed reason and science would improve the human condition watched them industrialise killing.
它是同一事件 从文化内部看到的样子： 一个曾相信理性与科学 会改善人类处境的世纪， 眼看着它们把杀戮工业化。
Five things to carry out.
带走五件事。
First, learn the chain — war, settlement, collapse, radical movements, failed appeasement, war again.
第一，记住那条链： 战争、和约、崩溃、 激进运动、绥靖失败、再次战争。
Second, fascism has a four-part environment; use all four.
第二，法西斯主义有一个四部分的环境， 四项都要用。
Third, the Depression is the pivot.
第三，大萧条是枢纽。
Fourth, on the Holocaust the examinable point is the use of the modern state's own instruments.
第四，关于大屠杀， 考点是对现代国家自身工具的使用。
Fifth, the mandate system is imperial control renamed, and the collapse of confidence in progress connects the two halves of the unit.
第五，委任统治是换了名字的帝国控制， 而对进步信心的崩塌 把本单元的两半连接起来。
Unit 8 covers about 1914 to the present as a story of conflict, and four key concepts frame it.
第八单元覆盖约一九一四至今， 是一个关于冲突的故事， 有四个核心概念框住它。
Total war and political instability in the first half of the century gave way to a polarised state order during the Cold War.
上半叶的总体战与政治不稳， 让位于冷战中的两极化国家秩序。
The stresses of economic collapse and total war produced internal conflicts within European states and conflicting conceptions of the relationship between the individual and the state.
经济崩溃与总体战的压力 在欧洲国家内部造成冲突， 以及关于个人与国家关系的相互冲突的观念。
Diverse intellectual and cultural movements questioned the existence of objective knowledge.
多样的思想与文化运动 质疑了客观知识的存在。
And demographic change, economic growth, total war, and competing definitions of freedom and justice altered the experience of everyday life.
而人口变化、经济增长、总体战， 以及对自由与正义的相互竞争的定义， 改变了日常生活的体验。
Military technologies made possible industrialised warfare, genocide, nuclear proliferation, and the risk of global nuclear war.
军事技术使工业化战争、种族灭绝、 核扩散以及全球核战争的风险成为可能。
That last clause is not colour.
最后这一句不是点缀。
It is why the unit runs to the present: once the instruments exist, the risk remains after the armies go home.
这正是本单元延伸到当下的原因： 一旦工具存在， 军队回家之后风险仍然在。
The war created a lost generation and fostered disillusionment and cynicism.
战争造就了迷惘的一代， 并滋生了幻灭与犬儒。
During both wars, women became increasingly involved in military and political mobilisation and in economic production.
在两次战争中，女性日益参与 军事与政治动员以及经济生产。
When the war began, Europeans were generally confident in the ability of science and technology to address human needs; the war and then the Depression undermined that confidence.
战争开始时，欧洲人大体上相信 科学与技术能够满足人类需要； 战争以及随后的大萧条动摇了那种信心。
The challenge to the certainties of the Newtonian universe in physics opened the door to uncertainty in other fields.
物理学中对牛顿宇宙确定性的挑战， 为其他领域的不确定打开了门。
The unit's reasoning skill is continuity and change.
本单元的推理技能是延续与变化。
A typical short-answer here asks students to explain one way in which the peace settlement of 1919 contributed to political instability in Europe in the 1920s and 1930s.
这里一道典型的简答题，要求学生解释 一九一九年的和平安排 如何促成了一九二〇与一九三〇年代欧洲的政治不稳。
A full-mark answer traces a mechanism.
满分答案要顺着一条机制往下推。
The settlement combined punitive terms against Germany with an appeal to national self-determination it could not deliver consistently.
这份安排把惩罚德国的条款， 与它无法一贯兑现的民族自决呼吁绑在一起。
That left a German republic burdened with reparations and blamed for accepting them, which gave nationalist and fascist movements a grievance they could use, and which the economic collapse of 1929 turned into mass support.
这留下一个背负赔款、又因接受赔款而受责的德意志共和国， 给了民族主义与法西斯运动一套可用的怨恨， 而一九二九年的经济崩溃把那套怨恨变成了群众支持。
Run the chain forward to the point the question asks about.
要把链条推到题目问到的那一点。
Do not stop at 1919.
不要停在一九一九。