Month/Days/Week
... Revolution had on society * Describe the conditions in factories following the Industrial Revolution *Evaluate the positive and negative impacts of the Industrial Revolution on Europe *Explain the purpose of the Sadler Report ...
... Revolution had on society * Describe the conditions in factories following the Industrial Revolution *Evaluate the positive and negative impacts of the Industrial Revolution on Europe *Explain the purpose of the Sadler Report ...
1. Problems in analyzing economic development
... GDP minus the factor share of physical capital multiplied by the growth of per capita/ (or per labourer) physical capital. Although many studies have used growth accounting for the period after World War II2, this method is much less applied to earlier periods. For India, however, Mukerjee (1973) di ...
... GDP minus the factor share of physical capital multiplied by the growth of per capita/ (or per labourer) physical capital. Although many studies have used growth accounting for the period after World War II2, this method is much less applied to earlier periods. For India, however, Mukerjee (1973) di ...
Modern World History Detailed Key Concepts
... KEY CONCEPT 5.1: Analyze the development of a world dominated by the two superpowers. a. Describe how post-war Europe was divided into competing political, military, and economic blocks. b. Describe how efforts to rebuild Europe and Japan were efforts to contain communist expansion. c. Describe how ...
... KEY CONCEPT 5.1: Analyze the development of a world dominated by the two superpowers. a. Describe how post-war Europe was divided into competing political, military, and economic blocks. b. Describe how efforts to rebuild Europe and Japan were efforts to contain communist expansion. c. Describe how ...
Lesson Plans 2007-08 - Northside Middle School
... Sprick World History Syllabus Included in each unit will be lecture notes, class discussion and various media sources on these topics which will be used to enhance learning. Vocabulary from each chapter will be assigned to reinforce key concepts and build vocabulary of historical terms. Some units w ...
... Sprick World History Syllabus Included in each unit will be lecture notes, class discussion and various media sources on these topics which will be used to enhance learning. Vocabulary from each chapter will be assigned to reinforce key concepts and build vocabulary of historical terms. Some units w ...
Syllabus Introduction to World History Course Requirements
... 1. Describe the Early Middle Ages and the change in the High Middle Ages. Use for examples: Clovis, Pope Gregory I, Pepin and his son, Charlemagne, and the rise of Feudalism after the ninth century. 2. Explain the developments that took place during the Renaissance period. In particular, give exampl ...
... 1. Describe the Early Middle Ages and the change in the High Middle Ages. Use for examples: Clovis, Pope Gregory I, Pepin and his son, Charlemagne, and the rise of Feudalism after the ninth century. 2. Explain the developments that took place during the Renaissance period. In particular, give exampl ...
World History – 9 - Volusia County Schools
... innovations that led to industrialization in Great Britain and its subsequent spread to continental Europe, the United States, and Japan. ...
... innovations that led to industrialization in Great Britain and its subsequent spread to continental Europe, the United States, and Japan. ...
Preface - McGraw Hill Higher Education
... Columbian exchange, or industrialization in order to help students think about cause and effect over the long term. The Reverberations feature appears in the first chapter of every part, and then reappears as a smaller boxed feature in the subsequent chapters, reminding students to consider how the “ ...
... Columbian exchange, or industrialization in order to help students think about cause and effect over the long term. The Reverberations feature appears in the first chapter of every part, and then reappears as a smaller boxed feature in the subsequent chapters, reminding students to consider how the “ ...
This PDF is a selection from an out-of-print volume from... Bureau of Economic Research
... record of man's efforts to raise himself from poverty. The record for the United States begins mainly in the latter part of the nineteenth century. This is a relatively brief segment even of modern history, but it is a period and a setting in which efforts to raise productive efficiency were notably ...
... record of man's efforts to raise himself from poverty. The record for the United States begins mainly in the latter part of the nineteenth century. This is a relatively brief segment even of modern history, but it is a period and a setting in which efforts to raise productive efficiency were notably ...
11 - Rlsms.com
... modern times (1500 C.E. to 1800 C.E.) the student will: explain the impact of the exploratory and commercial expeditions in the 15th and 16th century, including the voyages of Zheng He, Vasco da Gama, Christopher Columbus, Ferdinand Magellan, James Cook, and European voyages to North America (expl ...
... modern times (1500 C.E. to 1800 C.E.) the student will: explain the impact of the exploratory and commercial expeditions in the 15th and 16th century, including the voyages of Zheng He, Vasco da Gama, Christopher Columbus, Ferdinand Magellan, James Cook, and European voyages to North America (expl ...
Silver, Silk and Manila: Factors leading to the Manila Galleon Trade
... 12.12 to 1 in the Spanish Empire, while the ratio in China at about the same time fluctuated from 5.5 to 1 and 8 to 1. 29 This allowed huge profits to be made in trade with the Chinese. This low production cost in New Spain combined with high demand prices in China contributed to what Flynn and Girá ...
... 12.12 to 1 in the Spanish Empire, while the ratio in China at about the same time fluctuated from 5.5 to 1 and 8 to 1. 29 This allowed huge profits to be made in trade with the Chinese. This low production cost in New Spain combined with high demand prices in China contributed to what Flynn and Girá ...
World History Unpacked Content
... Note: Standard WH.H.2 is intended to address the time period from the first civilizations through the classical era, ending with the dawn of the medieval era. ...
... Note: Standard WH.H.2 is intended to address the time period from the first civilizations through the classical era, ending with the dawn of the medieval era. ...
China and the Spanish Empire - e-Archivo Principal
... «money supply» in the context of sixteenth-and seventeenth-century commerce. All metal coins are labeled «cash», itself a subset of today's most restrictive defínition of money (Mi). When confronting the actual historical record of intercontinental trade in the early-modern period, however, even thi ...
... «money supply» in the context of sixteenth-and seventeenth-century commerce. All metal coins are labeled «cash», itself a subset of today's most restrictive defínition of money (Mi). When confronting the actual historical record of intercontinental trade in the early-modern period, however, even thi ...
Huntsville City Schools Instructional Guide Course: Modern World
... the Americas. 5. “I CAN” analyze how European struggles for power shape the North American continent. 6. “I CAN” analyze how the Atlantic slave trade shaped the lives and economies of Africans and Europeans. 7. “I CAN” trace how the voyages of European explorers lead to new economic systems of Europ ...
... the Americas. 5. “I CAN” analyze how European struggles for power shape the North American continent. 6. “I CAN” analyze how the Atlantic slave trade shaped the lives and economies of Africans and Europeans. 7. “I CAN” trace how the voyages of European explorers lead to new economic systems of Europ ...
history 110b - California State University, Fullerton
... they do not. In a class as large as this one, everyone comes to class with different backgrounds. Some of you know more about some countries or cultures than others. Some of you may know more about the country you are from than I do. All of you bring different disciplinary backgrounds to the class, ...
... they do not. In a class as large as this one, everyone comes to class with different backgrounds. Some of you know more about some countries or cultures than others. Some of you may know more about the country you are from than I do. All of you bring different disciplinary backgrounds to the class, ...
Prentice Hall World History
... SE/TE: Social Darwinism and Racism, 318; Building Overseas Empires, 388–391; The evidence to support analysis of the causes Partition of Africa, 392–399 of 19th European imperialism, the role of TE only: Differentiated Instruction: Debate Social Darwinism, the desire for increased (research position ...
... SE/TE: Social Darwinism and Racism, 318; Building Overseas Empires, 388–391; The evidence to support analysis of the causes Partition of Africa, 392–399 of 19th European imperialism, the role of TE only: Differentiated Instruction: Debate Social Darwinism, the desire for increased (research position ...
The Characteristics of China`s National Security
... and popular of East Asia was attracting the Occident. The advent of the Western merchant ship and later the Western gunboats not only destroyed the existed economic system in East Asia, but also destroyed the existed international order dominated by China in East Asia. Maybe the year 1840 is a norma ...
... and popular of East Asia was attracting the Occident. The advent of the Western merchant ship and later the Western gunboats not only destroyed the existed economic system in East Asia, but also destroyed the existed international order dominated by China in East Asia. Maybe the year 1840 is a norma ...
TEKS Clarification
... Spread of agricultural practices and the domestication of animals allowed for more sophisticated and larger settlements to emerge. The first large settled societies emerge where there was access to fresh water, along the Tigris/Euphrates, the Nile, the Indus and the Huang He rivers. Periodic floodin ...
... Spread of agricultural practices and the domestication of animals allowed for more sophisticated and larger settlements to emerge. The first large settled societies emerge where there was access to fresh water, along the Tigris/Euphrates, the Nile, the Indus and the Huang He rivers. Periodic floodin ...
Unmaking the West - The University of Michigan Press
... before they conquered Europe, leaving Christianity as the dominant religion of the region and creating conditions under which coastal kingdoms in Western Europe might conduct their own overseas explorations. Not even that alternative history, however, could unmake the primacy of the Middle Kingdom. ...
... before they conquered Europe, leaving Christianity as the dominant religion of the region and creating conditions under which coastal kingdoms in Western Europe might conduct their own overseas explorations. Not even that alternative history, however, could unmake the primacy of the Middle Kingdom. ...
NBER WORKING PAPER SERIES THE HECKSCHER-OHLIN MODEL BETWEEN
... those who lived in the sixteenth or even the seventeenth century” (Tracy 1990, p. 3). Second, there is the contrasting view of the economic historians who now “argue that long-distance trade has been overemphasized by students of the early modern period[, that] the international economy was poorly i ...
... those who lived in the sixteenth or even the seventeenth century” (Tracy 1990, p. 3). Second, there is the contrasting view of the economic historians who now “argue that long-distance trade has been overemphasized by students of the early modern period[, that] the international economy was poorly i ...
This Fleeting World
... pages), but also demonstrates ways teachers might manage critical challenges inherent in planning and teaching world history. Many teachers, textbooks, and history courses stay at the nationstate or civilization level, rarely zooming out for a broader picture. They thus keep the instructional focus ...
... pages), but also demonstrates ways teachers might manage critical challenges inherent in planning and teaching world history. Many teachers, textbooks, and history courses stay at the nationstate or civilization level, rarely zooming out for a broader picture. They thus keep the instructional focus ...
A-level History Exemplar topics HIS4X - Historical Enquiry
... Humanist scholars and the spread of Humanist ideas The extent to which Humanism challenged traditional beliefs The revival and updating of knowledge of the Ancient World Discovering New Worlds The pioneers of exploration and discovery in Africa, Asia and the Americas European geographers and the re- ...
... Humanist scholars and the spread of Humanist ideas The extent to which Humanism challenged traditional beliefs The revival and updating of knowledge of the Ancient World Discovering New Worlds The pioneers of exploration and discovery in Africa, Asia and the Americas European geographers and the re- ...
Regions and People of the Eastern Hemisphere
... Indoor Plumbing, Arts (plays, poetry) religious artwork, wells, road work Why did people settle where they didgeographical areas Make connections between ancient civilizations and today’s world: economics, technologies, political, social, maps ...
... Indoor Plumbing, Arts (plays, poetry) religious artwork, wells, road work Why did people settle where they didgeographical areas Make connections between ancient civilizations and today’s world: economics, technologies, political, social, maps ...
CHAPTER 11 Pastoral Peoples on the Global Stage: The Mongol
... system, and military draft a. Moscow became the core of a new Russian state b. used the Mongol mounted courier service 7. Russians broke free of Mongol rule by the end of the fifteenth century V. The Mongol Empire as a Eurasian Network A. Toward a World Economy 1. Mongols produced little for distant ...
... system, and military draft a. Moscow became the core of a new Russian state b. used the Mongol mounted courier service 7. Russians broke free of Mongol rule by the end of the fifteenth century V. The Mongol Empire as a Eurasian Network A. Toward a World Economy 1. Mongols produced little for distant ...
Unit 4: Connecting Hemispheres (1450
... Aquinas, John Calvin, Thomas Jefferson, and William Blackstone (21) Citizenship. The student understands the significance of political choices and decisions made by individuals, groups, and nations throughout history. The student is expected to: (A) describe how people have participated in supportin ...
... Aquinas, John Calvin, Thomas Jefferson, and William Blackstone (21) Citizenship. The student understands the significance of political choices and decisions made by individuals, groups, and nations throughout history. The student is expected to: (A) describe how people have participated in supportin ...
When did globalisation begin?
... Frank, ‘there was a single global world economy with a worldwide division of labour and multilateral trade from onward’ (Frank , p. ), while Jerry Bentley argues that even before , ‘trade networks reached almost all regions of Eurasia and sub-Saharan Africa and large volumes of commer ...
... Frank, ‘there was a single global world economy with a worldwide division of labour and multilateral trade from onward’ (Frank , p. ), while Jerry Bentley argues that even before , ‘trade networks reached almost all regions of Eurasia and sub-Saharan Africa and large volumes of commer ...
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"".