Unit 6: The World Shrinks
... * Arabic numerals • Printing Revolution • Renaissance • Humanism • Classicism • Perspective • Patronage ...
... * Arabic numerals • Printing Revolution • Renaissance • Humanism • Classicism • Perspective • Patronage ...
SOCIAL STUDIES
... Franz Ferdinand, the impact of Russia’s withdrawal from, and the United States entry into the war Explain the outcomes of World War I, including the creation of President Woodrow Wilson’s Fourteen Points, the Treaty of Versailles, the shifts in national borders, and the League of Nations Explain the ...
... Franz Ferdinand, the impact of Russia’s withdrawal from, and the United States entry into the war Explain the outcomes of World War I, including the creation of President Woodrow Wilson’s Fourteen Points, the Treaty of Versailles, the shifts in national borders, and the League of Nations Explain the ...
World History: Prehistory: Teacher`s Guide
... Climatic changes were catalysts for the first human migration. Archaeological evidence reveals the patterns and causes for movement from Africa to the Middle East and Europe, then to Asia, and finally to the Americas. II. The Ice Man Discovered (5 min.) Hikers discovered a 5,000-year-old naturally p ...
... Climatic changes were catalysts for the first human migration. Archaeological evidence reveals the patterns and causes for movement from Africa to the Middle East and Europe, then to Asia, and finally to the Americas. II. The Ice Man Discovered (5 min.) Hikers discovered a 5,000-year-old naturally p ...
Eastern Hemisphere Geography Course Outline
... Crossings Christian School Academic Guide Middle School Division Grades 5-8 ...
... Crossings Christian School Academic Guide Middle School Division Grades 5-8 ...
CHAPTER 8
... 11. Explain how the various factors listed below contributed to post-World War II economic and population growth. A. the long post-war peace between democratic nations B. the policies of international economic organizations C. scientific, technological, and medical advances (WHII.36) 12. Who or what ...
... 11. Explain how the various factors listed below contributed to post-World War II economic and population growth. A. the long post-war peace between democratic nations B. the policies of international economic organizations C. scientific, technological, and medical advances (WHII.36) 12. Who or what ...
AP World History - South Williamsport Area School District
... d. Supplemental Text: World History in Documents i. Select one of the following to lead class discussion on: 1. Chinese and Portuguese voyages in the 15th century 2. Europeans and American Indians: Explorer, Conqueror, and Aztec Reactions 3. Scientific Revolution and Global Impact 4. Coffee in Early ...
... d. Supplemental Text: World History in Documents i. Select one of the following to lead class discussion on: 1. Chinese and Portuguese voyages in the 15th century 2. Europeans and American Indians: Explorer, Conqueror, and Aztec Reactions 3. Scientific Revolution and Global Impact 4. Coffee in Early ...
Industrial Revolution: Science
... The Industrial Revolution created an enormous increase in the production of many kinds of goods. Some of this increase in production resulted from the introduction of power-driven machinery and the development of factory organization. Before the revolution, manufacturing was done by hand or simple m ...
... The Industrial Revolution created an enormous increase in the production of many kinds of goods. Some of this increase in production resulted from the introduction of power-driven machinery and the development of factory organization. Before the revolution, manufacturing was done by hand or simple m ...
Study guide due: Tuesday October 9th
... 1. The State & the People: Explain what is meant by the balance of “freedom vs. protection.” When and where did the peak of freedom occur in the first part of European history? What rights did people received and why were they important? How did they affect Europe both then and today? What places we ...
... 1. The State & the People: Explain what is meant by the balance of “freedom vs. protection.” When and where did the peak of freedom occur in the first part of European history? What rights did people received and why were they important? How did they affect Europe both then and today? What places we ...
File - Mr. Neadel`s AP World History
... 6) “Religions are fundamentally alike.” Does the material of this chapter support or undermine this idea? 7) Is a secular outlook on the world an essentially modern phenomenon, or does it have precedents in the classical era? 8) “Religion is a double-edged sword, both supporting and undermining poli ...
... 6) “Religions are fundamentally alike.” Does the material of this chapter support or undermine this idea? 7) Is a secular outlook on the world an essentially modern phenomenon, or does it have precedents in the classical era? 8) “Religion is a double-edged sword, both supporting and undermining poli ...
Chapter 11 Outline
... 1. What accounts for the often negative attitudes of settled societies toward the pastoral peoples living on their borders? 2. Why have historians often neglected pastoral people’s role in world history? How would you assess the perspective of this chapter toward the Mongols? Does it strike you as n ...
... 1. What accounts for the often negative attitudes of settled societies toward the pastoral peoples living on their borders? 2. Why have historians often neglected pastoral people’s role in world history? How would you assess the perspective of this chapter toward the Mongols? Does it strike you as n ...
history 110b - California State University, Fullerton
... a good question. There are many answers. The most important is that in order to understand the world we live in today, one must understand how developments from the very distant past have profoundly shaped our present world. The world history course is also designed to provide you with a common inte ...
... a good question. There are many answers. The most important is that in order to understand the world we live in today, one must understand how developments from the very distant past have profoundly shaped our present world. The world history course is also designed to provide you with a common inte ...
Document
... • According to Sterns • 1st Realm (most developed, high interaction): Umayyads and Abbasids; Sui, Tang, Song China; Byzantium • 2nd Realm (trade raw materials for luxury goods; imitate other cultures): Japan, Korea, Vietnam; Western Europe; Russia; Sub-Saharan Africa • 3rd Realm (no connection with ...
... • According to Sterns • 1st Realm (most developed, high interaction): Umayyads and Abbasids; Sui, Tang, Song China; Byzantium • 2nd Realm (trade raw materials for luxury goods; imitate other cultures): Japan, Korea, Vietnam; Western Europe; Russia; Sub-Saharan Africa • 3rd Realm (no connection with ...
Module Handbook 2017 - University of Warwick
... areWednesday 4:00-5:00 (by appointment), or Thursdays: 1:00-3:00, but other times can be arranged by e-mail, or just drop by. Students are also encouraged to attend the seminars and workshops of the Global History and Culture Centre. These take place approximately three Wednesdays per term at 5:00. ...
... areWednesday 4:00-5:00 (by appointment), or Thursdays: 1:00-3:00, but other times can be arranged by e-mail, or just drop by. Students are also encouraged to attend the seminars and workshops of the Global History and Culture Centre. These take place approximately three Wednesdays per term at 5:00. ...
Britain, Empire, Europe: Re
... bination of European and global contexts that explains Britain’s pivotal role in the nineteenth century. Europe had «been on the defensive for a millennium» before it conquered the world in the modern era. It is therefore «impossible to sever European history from world history».10 This sounds perha ...
... bination of European and global contexts that explains Britain’s pivotal role in the nineteenth century. Europe had «been on the defensive for a millennium» before it conquered the world in the modern era. It is therefore «impossible to sever European history from world history».10 This sounds perha ...
World History II - Walch Education
... of Japan simply closed the country to foreigners. Under the new rules, no foreigner was allowed into Japan. No Japanese were allowed to leave the country. The years of isolation were also years of peace in Japan. A rich Japanese culture was formed. The type of drama called Kabuki developed. It inclu ...
... of Japan simply closed the country to foreigners. Under the new rules, no foreigner was allowed into Japan. No Japanese were allowed to leave the country. The years of isolation were also years of peace in Japan. A rich Japanese culture was formed. The type of drama called Kabuki developed. It inclu ...
World History Connections to Today
... The British flooded India with machine-made textiles, ruining India’s once-prosperous hand-weaving industry. Britain transformed Indian agriculture. Better health care and increased food production led to rapid population growth. Over-population led to terrible famines. The British revised the India ...
... The British flooded India with machine-made textiles, ruining India’s once-prosperous hand-weaving industry. Britain transformed Indian agriculture. Better health care and increased food production led to rapid population growth. Over-population led to terrible famines. The British revised the India ...
World History Connections to Today
... The British flooded India with machine-made textiles, ruining India’s once-prosperous hand-weaving industry. Britain transformed Indian agriculture. Better health care and increased food production led to rapid population growth. Over-population led to terrible famines. The British revised the India ...
... The British flooded India with machine-made textiles, ruining India’s once-prosperous hand-weaving industry. Britain transformed Indian agriculture. Better health care and increased food production led to rapid population growth. Over-population led to terrible famines. The British revised the India ...
World History Connections to Today
... Ambitious pashas, or provincial rulers, had increased their power. As ideas of nationalism spread from Western Europe, internal revolts weakened the multiethnic Ottoman empire. European states sought to benefit from the weakening of the Ottoman empire by claiming lands under Ottoman control. Attempt ...
... Ambitious pashas, or provincial rulers, had increased their power. As ideas of nationalism spread from Western Europe, internal revolts weakened the multiethnic Ottoman empire. European states sought to benefit from the weakening of the Ottoman empire by claiming lands under Ottoman control. Attempt ...
WORLD HISTORY RESEARCH TOPICS Note: The topics below are
... Note: The topics below are contemporary themes and might require outside research! ...
... Note: The topics below are contemporary themes and might require outside research! ...
Rethinking historical comparisons - global history and the narrative
... other country” as a foil for the primary case “... in which one is really interested.”15 A work like this does not amount to a balanced comparison, as the other case is nothing more than an instrument for explaining a particular feature of the primary case. Many global historians and likeminded scho ...
... other country” as a foil for the primary case “... in which one is really interested.”15 A work like this does not amount to a balanced comparison, as the other case is nothing more than an instrument for explaining a particular feature of the primary case. Many global historians and likeminded scho ...
Sinologism, the Western World View, and the - Purdue e-Pubs
... Sinologism, the Western World View, and the Chinese Perspective Since Marco Polo's time, the West has made numerous attempts to bring China into its conceived intellectual and material system, which has eventually evolved into what is nowadays called "globalization." In the service of this long-term ...
... Sinologism, the Western World View, and the Chinese Perspective Since Marco Polo's time, the West has made numerous attempts to bring China into its conceived intellectual and material system, which has eventually evolved into what is nowadays called "globalization." In the service of this long-term ...
World History and Geography II
... Bulliet, Richard W., et al. The Earth and Its Peoples: A Global History - AP Edition (3rd Edition) Houghton Mifflin, New York, 2001 Bentley, Jerry H. & Herbert F. Ziegler Traditions & Encounters (2nd Edition) McGraw Hill, New York, 2003 Craig, Albert M. et al. The Heritage of World Civilizations (5t ...
... Bulliet, Richard W., et al. The Earth and Its Peoples: A Global History - AP Edition (3rd Edition) Houghton Mifflin, New York, 2001 Bentley, Jerry H. & Herbert F. Ziegler Traditions & Encounters (2nd Edition) McGraw Hill, New York, 2003 Craig, Albert M. et al. The Heritage of World Civilizations (5t ...
HCPSS Curriculum Framework Modern World History Close
... The end of the classical era is dominated by disturbances in the balance of Afro-Eurasian power with the fall of both the Roman and Han empires. This led to a power void that was soon filled by a variety of competing empires, most successfully the Islamic Caliphates and the Mongol Empire. At the sam ...
... The end of the classical era is dominated by disturbances in the balance of Afro-Eurasian power with the fall of both the Roman and Han empires. This led to a power void that was soon filled by a variety of competing empires, most successfully the Islamic Caliphates and the Mongol Empire. At the sam ...
The Enlightened Economy. An Economic History of
... other countries, to adopt labor saving innovations that would not be profitable elsewhere: “the steam engine, the water frame, the spinning jenny, and the coke blast furnace….were adopted in Britain because labour was expensive and coal was cheap” (Allen, 2009, p. 2). “Britain’s success in the earl ...
... other countries, to adopt labor saving innovations that would not be profitable elsewhere: “the steam engine, the water frame, the spinning jenny, and the coke blast furnace….were adopted in Britain because labour was expensive and coal was cheap” (Allen, 2009, p. 2). “Britain’s success in the earl ...
B.A. (GENERAL) HISTORY (SEMESTER SYSTEM) B.A. – Part III
... Option- (ii): East Asia in Modern Times Max. Marks: 100 Internal Assessment: 20 External Marks: 80 Time: 3 Hours Note- 1. The question paper will consist of 11 questions in all. The candidate will have to attempt 5 questions in all, selecting one question from each section. The paper will carry 80 m ...
... Option- (ii): East Asia in Modern Times Max. Marks: 100 Internal Assessment: 20 External Marks: 80 Time: 3 Hours Note- 1. The question paper will consist of 11 questions in all. The candidate will have to attempt 5 questions in all, selecting one question from each section. The paper will carry 80 m ...
Great Divergence
The Great Divergence, a term coined by Samuel Huntington (also known as the European miracle, a term coined by Eric Jones in 1981), referring to the process by which the Western world (i.e. Western Europe and the parts of the New World where its people became the dominant populations) overcame pre-modern growth constraints and emerged during the 19th century as the most powerful and wealthy world civilization of the time, eclipsing Qing China, Mughal India, Tokugawa Japan, and the Ottoman Empire.The process was accompanied and reinforced by the Age of Discovery and the subsequent rise of the colonial empires, the Age of Enlightenment, the Commercial Revolution, the Scientific Revolution and finally the Industrial Revolution. Scholars have proposed a wide variety of theories to explain why the Great Divergence happened, including lack of government intervention, geography, colonialism, and customary traditions.Before the Great Divergence, the core developed areas included Europe, East Asia, the Indian subcontinent, and the Middle East. In each of these core areas, differing political and cultural institutions allowed varying degrees of development. Western Europe, China, and Japan had developed to a relatively high level and began to face constraints on energy and land use, while India still possessed large amounts of unused resources. Shifts in government policy from mercantilism to laissez-faire liberalism aided Western development.Technological advances, such as railroads, steamboats, mining, and agriculture were embraced to a higher degree in the West than the East during the Great Divergence. Technology led to increased industrialization and economic complexity in the areas of agriculture, trade, fuel and resources, further separating the East and the West. Europe's use of coal as an energy substitute for wood in the mid-19th century gave Europe a major head start in modern energy production. Although China had used coal earlier during the Song and Ming, its use declined due to the shift of Chinese industry to the south, far from major deposits, during the destruction of Mongol and Jurchen invasions between 1100 and 1400. The West also had the advantage of larger quantities of raw materials and a substantial trading market. China and Asia did participate in trading, but colonization brought a distinct advantage to the West. ""In the twentieth century, the Great Divergence peaked before the First World War and continued until the early 1970s, then, after two decades of indeterminate fluctuations, in the late 1980s it was replaced by the Great Convergence as the majority of Third World countriesreached economic growth rates significantly higher than those in most First World countries"".