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Answer the following question(s) on the back of this paper or on a separate sheet of paper.
1. What was Hammurabi's Code, and why was it unusual at the time it was established?
2. Compare and contrast what artifacts from the Indus Valley have told archaeologists about that civilization
with what similar types of artifacts would reveal about our civilization.
3. How did the practical needs of the ancient Egyptians tie in to their development of sophisticated scientific
and mathematical concepts?
4. How do you think the caste system that developed in India compares to the class system that exists in the
United States today?
5. What is the logic of the Jainist monks' belief that it is wrong to harm even an insect?
6. What was new about the writing system developed by the Phoenicians, and why was this important to the
growth of knowledge and spread of ideas?
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7. Why do you think Egypt was such a dominant power during the time of the New Kingdom, and why did it
decline?
8. How was ancient Greek civilization and culture affected by geography? Be sure to consider the sea, the
land, and the climate.
9. What were a few ways in which Sparta and Athens were similar and how were they different?
10. Why is the Age of Pericles considered a golden age in the history of Greece?
11. What do you think is the most significant difference between the Roman republic and that of the United
States today? Explain why this is an important difference.
12. Why were the Romans so often unable to peacefully transfer power from one emperor to the next, and
what kinds of problems did this cause?
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13. Why did issues involving what was or was not heresy become a problem for the Christian Church in the
first centuries
A.D.?
14. Why was it unusual at the time for an emperor to encourage religious toleration as Asoka did? Why did he
do it? Explain your answers.
15. What role did the Silk Roads and trading in general play in the spread of ideas and culture to and from
India?
16. How did the custom of dividing land among one's heirs help the rich?
17. What are some of the ways in which early West African peoples were alike?
18. What were the causes and the effects of the migrations of Bantu-speaking peoples?
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19. How do you account for the rise and fall of Aksum?
20. What were the main effects that the development of agriculture had on the ancient peoples of the
Americas?
21. Judging from what you know about Olmec civilization, what was important to the Olmec people? Explain.
22. What were some of the problems posed by geography that the ancient peoples of the Andes faced?
23. Why do you suppose Muhammad's teachings and the subsequent establishment of Islam were as
successful as they were?
24. What characteristics of trade within the Muslim Empire made it so successful?
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25. What do you think was the most interesting or valuable contribution of the scholars and scientists of the
Muslim world during the time covered by this section? Explain.
26. Identify two words or phrases you would use to describe Byzantine culture and explain your choices.
27. How did Kiev and Moscow each come to dominate Russia at different points in history?
28. How did the Seljuks build their empire, and what led to its fall?
29. In what ways did the Tang and Song dynasties change Chinese society?
30. How do you account for the success of the Mongols as empire builders?
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31. How did Kublai Khan both strengthen and weaken the khanate in China?
32. How was early Japan affected by contact with Koreans and Chinese?
33. In a paragraph or two, discuss how India and China influenced early Southeast Asian and Korean
kingdoms.
34. How did the role of the Church develop and change during the early Middle Ages?
35. What was the cause and effect relationship between the breakdown of the strong central government of
the Roman Empire and the development of feudalism?
36. What inconsistencies do you find in the way a noblewoman was regarded and treated in medieval society
and in the requirements that were made of her?
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37. Why do you suppose there was such conflict between kings or emperors and the pope during this period
of history?
38. In a paragraph or two, discuss the causes and effects of the Crusades.
39. Identify at least three ways in which medieval Europe was affected by improved agricultural practices.
Why did improved farming techniques have these effects?
40. What important steps toward democracy were taken by England and France between the 800s and the
1200s?
41. What were the main causes and effects of the Hundred Years' War?
42. What are some of the customs and practices that many early peoples of North America had in common?
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43. What are some of the reasons that we consider the early Maya a highly complex civilization?
44. How did the Aztecs go from being a poor, nomadic people to being wealthy empire builders?
45. How did the Incan system of government help to unify and strengthen the empire?
46. What do you think were the major causes of the European Renaissance? Explain your answer.
47. What was one important and lasting result of the invention of the printing press? Explain why it came
about.
48. Why do you think some of the German princes supported the pope while others supported Luther's
ideas?
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49. Although Calvinism was severely restrictive, many people admired the way of life in Geneva, where it
controlled the society. Why do you think this was so?
50. Compare the ghazi with the janissary, and the role that each played in the Ottoman Empire. Which was
part of the devshirme system?
51. What did Shah Abbas do to bring on a golden age for the Safavid Empire?
52. Why is the reign of Akbar considered a golden age of the Mughal Empire?
53. What inspired Europeans to begin exploring foreign lands in the 1400s? What made it possible for them
to begin these explorations?
54. What were the main aspects of everyday life under China's Ming and Qing dynasties? Be sure to note
some of the changes that affected the Chinese people during this period.
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55. What was the "closed country policy," and how did it affect Japan?
56. Do you think the native peoples of the Americas could have successfully defended their civilizations if
they had been more suspicious of the first Spanish to arrive? Explain.
57. What were the chief reasons that the French, English, and Dutch each were interested in North America
during this time. How did the occupations and activities of the French, English, and Dutch compare?
58. What were some of the ways in which the Atlantic slave trade affected African and American societies
from the 1400s to the 1800s?
59. What was mercantilism? How and why did it encourage European colonization of the Americas?
60. What is an absolute monarch? How was absolutism encouraged by the belief in the divine right of
monarchs and the upheavals of the times?
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61. How did religious and political turmoil in France encourage absolutism? How did it encourage
skepticism?
62. What were some of the most important results of the Thirty Years' War?
63. Why did Peter the Great decide to westernize Russia, and what are some things he did to accomplish
this?
64. What were some of the most important political changes that resulted from the Glorious Revolution?
65. What was so revolutionary about the Scientific Revolution? In your answer, be sure to discuss the
scientific method.
66. What were some of the most important effects of the Enlightenment?
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67. In a paragraph or two, discuss some of the ways in which western culture changed in response to
Enlightenment ideas. Be sure to mention the baroque, neoclassical, and classical styles.
68. In what ways did the U.S. Constitution and the Bill of Rights reflect Enlightenment ideas? In your answer,
be sure to discuss the system of checks and balances and the federal system.
69. What event or events signified the end of absolute monarchy and the beginning of representative
government? Explain your answer.
70. Why do you think the Reign of Terror occurred and went on as long as it did?
71. Why do you think Napoleon became as popular as he did?
72. What aspect of Napoleon's character or personality do you think was most responsible for the collapse of
his empire? Explain.
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73. What did the Congress of Vienna accomplish that had real and lasting value for the welfare of Europe, and
which of its accomplishments were harmful to Europe's future?
74. Why do you think that Latin-American-born Spaniards, a group that suffered far less oppression than
other groups, would be the group to lead the revolution against Spain?
75. What conditions and realities of life made it difficult for supporters of constitutional government to
succeed in Europe in the early 1800s?
76. How influential do you think feelings of nationalism are in terms of conflicts around the world today?
Explain.
77. How did the industrialization of Europe help to bring about a change from romanticism to realism in art
and literature?
78. In a paragraph or two, identify some of the factors of production present in Britain that encouraged the
Industrial Revolution.
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79. Think about all of the various groups of people who were involved in the Industrial Revolution, from rural
aristocrats to skilled workers to the children of the poor. What one group would you say benefitted the
most from the Industrial Revolution in the short term? What one group would you say benefitted the least
in the short term? Support your opinions.
80. What are some of the factors that discouraged the growth of industrialization in certain European
countries?
81. In the 19th century, what were some of the main differences between the beliefs of laissez-faire capitalists
and communists?
82. How did the treatment of native people by British settlers in Australia and New Zealand compare with the
actions of the British settlers in North America?
83. What motivated European imperialism, and why were European imperialists so successful in Africa?
84. Describe two of the steps taken by the British to gain economic, political, or social control over Nigeria.
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85. What role did geopolitics play in the outbreak of the Crimean War?
86. What does it mean that India was the "jewel in the crown" of the British Empire? Why did the British
consider India in this way?
87. In a paragraph or two, discuss the mixed results of European colonization of Southeast Asia.
88. Why, by the late 1800s, was China so in need of reform?
89. How and why did the Meiji government modernize Japan?
90. What were some of the main problems facing Latin American nations in the early years of independence?
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91. Identify any two reforms of the Mexican Constitution of 1917. Why did reformers feel that they were
needed in Mexico at that time?
92. In your opinion, which was most important influence in setting the stage for World War I-nationalism,
imperialism, militarism, or the alliance system? Explain.
93. Why did a stalemate develop on the Western Front during World War I?
94. Why did Russia withdraw from World War I? Why did the United States enter it?
95. What groups opposed the Treaty of Versailles and why?
96. Why did the Bolshevik Revolution succeed after earlier revolutions had failed?
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97. Identify ONE key trait of a totalitarian state. How did Stalin use the "weapons" of totalitarianism to force
that trait onto Soviet society?
98. What did both the Nationalists and the Communists want for China? How did what the Nationalists
wanted for China differ from what the Communists wanted?
99. Why did nationalist activity in India increase dramatically after the end of World War I?
100. What effects did World War I have on the writers, painters, and musicians who worked in the postwar
years?
101. What political and social factors led to the fall of several European democracies in the 1920s and
1930s?
102. How were the effects of America's isolationism and Britain's policy of appeasement similar?
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103. What were the military outcomes and important results of the German invasion of France, the Battle of
Britain, and the German invasion of the Soviet Union in 1941?
104. Why did Japan attack Pearl Harbor? What were some of the most important consequences of the
attack?
105. Why do you think that an event as horrifying as the Holocaust was able to occur?
106. In a paragraph, explain why any three of the following battles were particularly significant: the Battle of El
Alamein, the Battle of Stalingrad, the invasion of Normandy, the Battle of the Bulge, and the Battle of
Leyte Gulf.
107. What were the social and economic conditions in Europe in the years immediately following World War
II?
108. What, in your opinion, were the positive results of the Marshall Plan?
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109. In your opinion, why did the Great Leap Forward fail?
110. Do you think that the United States was justified in supporting the French imperialists who controlled
Vietnam and, later, in supporting the corrupt government of South Vietnam? Explain.
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Answer Key
1. Possible answers:
Hammurabi's Code was a set of laws established by Hammurabi to govern all of Babylon.
It was unusual for the time in that it was a single, uniform code that governed all of the empire and applied to
everyone, although not equally.
2. Possible answers:
Ruins of houses in the Indus Valley indicate similar-sized homes, suggesting few class distinctions.
American ruins would show large differences in sizes of homes, suggesting greater distinctions.
The presence of some toys indicates a prosperous Indus civilizations. Americans possess so many toys
that this civilization would be viewed as extremely wealthy.
Artifacts of stamps and seals indicate significant trade between the Indus civilization and other peoples.
American artifacts, revealing
"Made in . . ." labels, would suggest activity in trade.
3. Possible answers:
The Egyptians sought practical methods for dealing with their problems.
The need to mark land boundaries after floods and construct the pyramids led to advances in mathematics,
such as the development of geometry.
The need to be able to predict the annual flooding of the Nile led to the development of an extremely
accurate calendar.
The need to keep records of taxes led to the development of a written number system.
4. Possible answers dealing with differences:
The caste system is more rigid.
One must remain in the caste one is born into.
There are strict rules about what certain castes can and cannot do.
One's caste is seen as a reflection of one's purity.
There are many more castes than there are social classes in the United States.
Possible answers dealing with similarities:
One's social class controls many aspects of life.
There are many benefits involved with membership in the higher groups in both systems.
One's class is sometimes seen as a reflections of one's value.
Certain jobs are usually done only by members of one class or another.
5. Answers should include the logical explanation of the Jainist view-that is, that every living creature has a
soul and, therefore, it is wrong to kill even the smallest insect. Personal responses could include
differences of opinion with the Jainist view that involve
whether all creatures have souls.
where the line is drawn between lives that have value and lives that do not.
what behavior is appropriate in response to creatures that pose a risk for humans.
whether human life is more valuable than other forms of life.
6. Possible answers:
It was phonetic.
Each symbol represented a sound, not an idea or thing.
The system was much simpler to learn and to use than one using thousands of characters.
Due to ease of learning, many more people could become literate.
Any idea could be written down.
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7. Possible answers:
Reasons for power:
Its rulers were warlike and eager to expand Egypt's power and wealth.
It had developed sophisticated weapons.
It had a professional army.
The nearby regions of Syria, Palestine, and Nubia were weaker than Egypt.
Reasons for decline:
Other strong civilizations developed, which challenged Egypt.
The "Sea Peoples" invaded the empire.
Subject peoples rebelled against Egyptian overlords.
Egypt broke into regions and lost its unity.
8. Possible answers:
Because Greece lacked usable farmland and necessary natural resources, trade became essential to
Greek civilization.
The proximity of the sea made seagoing trade possible and brought the Greeks into contact with others.
The mountainous terrain made overland transportation and communication extremely difficult. This
encouraged the development of independent communities.
The lack of arable land severely limited the population that Greece could support. This fact encouraged the
Greeks to adopt simple lifestyles and to seek other lands to colonize.
The moderate climate encouraged sociability between members of the community and, thereby, the
growth of citizen participation in government.
9. Possible similarities:
They were Greek city-states.
They fought in the Persian Wars against the Persians.
Women and slaves had no political power.
Citizens were a minority of the population.
Slavery was an important part of the system.
All of the citizens were free adult males.
Their populations were diverse and consisted of several social groups.
Possible differences:
Sparta was governed by an oligarchy; Athens was ruled at different times by tyrants, the aristocracy, and
direct democracy.
Spartan society was based on the military; Athenian society was not.
Spartans valued duty, strength, and discipline; Athenians valued individuality, beauty, art, and freedom.
Spartan women lived active, public lives and managed family estates; Athenian women lived private lives
centered around raising children and managing the household.
Sparta responded to the threat of revolt by creating a society based on the military; Athens responded to
the threat of revolt by adopting democratic reforms.
10.
Possible answers:
Pericles introduced reforms that strengthened and expanded Athenian democracy.
Pericles strengthened and expanded the navy. This secured Athens' overseas trade routes, ensuring that
Athens would continue to receive necessary supplies. The strong navy also discouraged enemies from
attacking Athens, allowing Athens to enjoy a period of peace and prosperity.
As the leader of the Delian League, Athens had access to funds that allowed it to embark on a building
program.
Pericles embarked on a building program that made Athens one of the most beautiful cities in the world
and produced some of the world's greatest masterpieces of sculpture and architecture
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11.
Possible answers:
Citizenship and voting rights. In Rome, only free men were citizens with voting rights. In the U.S., all
persons born or naturalized in the U.S. are citizens and those over 18 have voting rights.
Representation. In Rome, the wealthy were much better represented because the Senate had far more
power than the assemblies. In the U.S., representation does not differ by income or social status. Also,
Roman senators were chosen for life, which gave certain individuals extraordinary power. In the U.S., the
longest period of representation without a new election is six years.
Dictatorship. In Rome, a ruler could be given dictatorial powers for a period of six months. This is not the
case in the U.S
12.
Possible answers:
There was no written law for how to select an emperor.
Those who had different goals for the empire supported different men for the job.
Since the emperor had great power, individual supporters had much to gain or lose.
Without a line of succession established, the job was often open to whomever had the most power at the
moment.
Civil war was always a possibility if there was a conflict over who would reign.
13.
Possible answers:
Disagreement about what the basic beliefs of the church were had grown over time.
There was not a formal document stating Christian beliefs.
Gathering the Gospels and Paul's letters into the New Testament and adopting the Nicene Creed helped
to standardize the beliefs of the church.
Problems about what is and is not heresy can create strong and bitter feelings. People tend to think that
their own interpretations are correct and can feel very strongly about their religious beliefs.
14.
Possible answers:
Early rulers often claimed to be gods or to have divine authority for their rule.
It would undermine such a claim to allow freedom of religion.
Tolerance for religious differences was not widespread in early civilizations.
Asoka encouraged religious toleration because, having converted to Buddhism, he followed its principle
of "peace to all beings."
15.
Possible answers:
Peoples in India exchanged ideas and cultural traditions with people from Africa, Rome, China, and other
parts of Asia.
Buddhist traders and missionaries used the Silk Roads to spread their religion to other countries.
The arts and culture of India spread throughout nearby regions.
Banking and commerce grew in India.
Gold flowed into India.
Many more goods from other parts of the world were available in India and other parts of the world
received many goods from India.
16.
Possible answers:
Unless a farmer bought more land during his life, the members of each successive generation received
smaller and smaller plots of land.
As the plots got smaller, they frequently became too small to support an owner and his family.
Poor farmers could not afford to buy more land and often had to borrow money from rich landowners. If
they could not repay the debt, they lost their land to the rich.
Poor farmers paid large taxes; rich landowners paid none.
As the tax base decreased, the tax rate increased to maintain the nation's treasury, making the situation
even worse for poor farmers. More borrowing led to more losses of land to the wealthy.
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17.
Students could note that, in general, early West African peoples
began as nomadic hunter-gatherers. After thousands of years and the discovery of agriculture, most
became settled farmers.
had to adapt their means of survival to their environments.
organized themselves into basic social units based on ties to immediate family, extended family, and
clan.
developed animist belief systems, most of which centered on belief in one god.
developed spoken but not written languages
18.
Possible reasons for migrating:
The development of agriculture led to an increase in the population.
Larger numbers of people meant an increase in the demand for food which, in turn, increased the demand
for land.
The resulting land shortage caused people to move farther away where new land for cultivation could be
found.
Poor farming methods caused the land to be worn out quickly.
Desertification took away some of the savanna that the Bantu depended on for farming.
Possible effects of migration:
The Bantu-speaking peoples were spread across the southern half of Africa.
The southern half of Africa became more heavily populated.
Territorial conflicts broke out between peoples.
The intermingling of cultures created new cultures.
Many millions of Africans today speak a Bantu language.
19.
Reasons for the rise of Aksum include:
Strong rulers such as Ezana
Capture of other lands in areas crucial to trade
Proximity to important land and sea trade routes
Rich, diverse culture
Existence of a written language
Adoption of terrace farming methods
Reasons for the fall of Aksum include:
Series of invasions
Conflict between Christians and Islamic Arabs
Loss of lands crucial to trade
Destruction of Adulis
Movement of the capital to a more remote spot less suited to farming
20.
Possible answers:
Farming offered a far more reliable source of food than gathering and hunting did.
Before agriculture, people were continually forced to move in search of game and wild plants. Agriculture
allowed them to settle in one place.
By providing a more reliable supply of food, farming allowed for the development of much larger
communities than hunting and gathering had.
By providing a more reliable supply of food, farming allowed some people to focus on activities and
interests that were not tied to survival, such as arts and crafts, architecture, and social organization. This,
in turn, led to the development of more complex societies than were possible among hunter-gatherers.
21.
Possible answers:
The environment: their gods were gods of nature.
Art: they constructed huge monuments as well as creating intricate small statues.
Religion: the jaguar god is found on many pieces of pottery and is a popular subject of art.
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22.
Possible answers:
Steep, rocky mountains made travel and agriculture difficult.
The soil was poor for agriculture.
The higher elevations were covered with ice and snow year-round.
The climate was hot and dry during the day and often freezing at night.
Most of the coastal plain was desert.
The only really livable places were the river valleys that crossed the desert.
23.
Possible answers:
The Arabs of the time had been exposed to the concept of monotheism, and some were already
practicing the worship of Allah as the only God.
Because Muhammad's teachings and the basic precepts of Islam do not separate one's religious life from
other aspects of life, adherence to the religion affects all aspects of life and creates a sense of unity
among Muslims.
The military skills of the first Muslims allowed them to conquer large areas, which they attributed to the
intervention of Allah. After conquering these areas, the Muslims succeeded in making their religion
appealing to conquered peoples.
Muhammad was not only a successful religious leader, he had great skills as a political organizer and
military leader, which he employed in spreading his religious ideas.
24.
Possible answers:
Arabic became so well known that this one language was the only one necessary to carry on trade
anywhere in the empire.
The Abbasid dinar was so widely accepted that it could be used as the medium of exchange anywhere in
the empire.
Banks were set up throughout the empire, and the use of letters of credit and their reliability made it
possible for traders to get money when and where they needed it.
Because of its size and location, the Muslim Empire was able to carry on what was, in reality, world trade.
25.
There are many possible answers, several of which follow.
The development of medical texts because they indicate that Muslim scholars in this field were amazingly
advanced compared with people in other civilizations and because this area is one in which the emphasis
on observation and experimentation has been proven to be vastly superior to relying on the use of logical
reasoning.
The development of algebra because it is such a basic part of modern math and has applications in so
many areas of life.
Ibn al-Haytham's discoveries about optics because they completely reversed the previous ideas about
how vision worked and had a huge effect on the invention of telescopes and microscopes.
26.
Answers will vary widely. Possible answers:
Law-abiding. The Justinian Code, a complex, extensive four-part code of law governed most aspects of
people's daily lives.
Dangerous. Parts of the empire were constantly being invaded, lost to the enemy and then retaken; riots
endangered the government and thousands of rioters were killed; a mysterious plague killed tens of
thousands of people.
27.
Possible answers:
Vladimir embraced Byzantine Christianity, thereby tying Kiev to the wealthy and powerful Byzantine
Empire. Vladimir also expanded Kiev's borders and fought off invaders. Yaroslav the Wise used his
children's marriages to build a powerful trade network and created a legal code that emphasized and
protected commerce.
Moscow was located near three rivers, a strategic position that gave it the potential to control nearly all of
European Russia. Ivan I and his successors slowly gained control over the lands surrounding Moscow.
Ivan I also convinced the patriarch of Kiev to move to Moscow, adding to Moscow's prestige and gaining it
a powerful ally-the Church. Ivan III had enough power to dare to refuse tribute to the Mongols, convincing
them to leave Moscow.
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28.
Possible answers:
The Seljuks built their empire through war and strengthened it by treating the Persians well and adopting
their cultural and religious traditions.
The Seljuk empire disintegrated into a number of small kingdoms after the death of the last capable shah
(Malik Shah). Some of these kingdoms later fell to the Mongols
29.
Possible answers:
More Chinese lived in prosperity.
Inventions improved the lives of many Chinese.
Advances in agriculture allowed the population to expand.
Foreign trade brought new goods, customs, and ideas to China.
As aristocratic power faded and opportunities for social advancement became more common, more
people joined the upper and middle classes. Education and civil service positions could now be used to
gain status for those who lacked land.
The status of women declined further. The custom of crippling upper-class women by binding their feet
began.
30.
Possible answers:
The Mongols were united by a strong leader, Genghis Khan.
They were used to the hardships required of empire builders, for example, living the nomadic life,
spending long hours on horseback, and so on.
Genghis was a brilliant organizer who created a mighty fighting force.
Genghis was a gifted military strategist who ably exploited the enemy's weaknesses and the Mongols'
strengths.
Genghis eagerly adopted the weapons and technology of the peoples he conquered.
The Mongols used cruelty as a weapon of intimidation. Those who did not give in to them were
slaughtered.
The Mongols were able to maintain control of their vast empire by dividing it into four khanates.
After conquering their empire, the Mongols imposed peace and stability and encouraged trade.
31.
Possible answers regarding strengthening the khanate could point out that Kublai
united all of China under one central government.
opened China to greater foreign contacts.
reacted tolerantly to Chinese culture.
made few changes to the Chinese system of government.
built a new capital at Beijing.
restored the Grand Canal and maintained a paved road that ensured that grain and other goods could get
from the south to the north.
encouraged trade by establishing the Mongol Peace and inviting foreign merchants to China.
Possible answers regarding weakening the khanate could point out that Kublai
embarked on a number of costly, unsuccessful military campaigns.
burdened the treasury and created resentment among the overtaxed Chinese by spending heavily on
wars, public works, and palace luxuries.
created resentment among the Chinese by refusing to appoint them to the highest government posts.
32.
Possible answers:
Korean travelers were the first to bring certain Chinese traditions to Japan.
The Japanese were exposed to Buddhism, a religion that would become an important part of their
culture.
Thousands of Japanese traveled to China to learn about Chinese culture. What they learned greatly
influenced the Japanese culture and habits of everyday life.
Japan adopted the Chinese system of writing and painting.
For a time, Japan adopted the Chinese system of government
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33.
Possible answers:
Indian merchants and Hindu and Buddhist monks traveled throughout and settled in Southeast Asia.
Their influence led kingdoms in the region to accept Indian and Chinese political systems, Hindu and
Buddhist beliefs, Indian and Chinese art forms, and the Chinese method of writing.
China occupied northern Vietnam and Korea for long periods of time. During these occupations, both
absorbed many Chinese cultural influences, including Buddhism, the idea of centralized government,
and writing.
34.
Possible answers:
The Church grew in power as more people converted to Christianity.
It expanded its role, evolving into a body with secular as well as religious authority.
As monasteries developed, they became centers of learning in a generally uneducated world.
35.
Possible answers:
The Roman Empire was destroyed by Germanic invaders.
These Germanic peoples had a tradition of strong loyalty between a leader and his warriors but no sense
of loyalty to a distant government or its representatives.
Feudalism arose in part because the only way to obtain any security without a strong central government
was to band together in small groups.
The need for soldiers to provide defense against invaders led to trading land use rights for military service
36.
Possible answers:
She could inherit land from her husband but not from her father.
She was viewed by the Church as inferior to a man, but the concept of romantic love placed her on a
pedestal to be worshiped.
She was supposed to be protected but often fought to defend a castle.
37.
Possible answers:
Both wanted power and wealth and wanted to protect their positions and their interests, which were rarely
the same.
The Church had moved into a secular role while Gregory I was pope and had held a great deal of political
power since that time, which it wasn't willing to give up.
Kings and emperors could not attack the Church the way they could attack other threats to their power.
The Church was the major unifying force that operated in people's lives. As a result, its influence crossed
any boundaries existing anywhere in Christendom.
The central governments of the time were weak, which allowed the Church to have even more power than
it would have had if central governments had been strong. Rulers wanted to strengthen central
government power, but a strong Church made this difficult.
The more the Church expanded its power, the more rulers resented it.
38.
Causes:
The Byzantine emperor, who believed that Muslims posed a threat to Christian Constantinople,
requested help from Europe.
For religious and political reasons, Christians wanted to reunite Christendom and to control the Holy
Land.
Europe's leaders, including several popes and kings, organized and sponsored the Crusades.
Knights were eager for adventure, land, and treasure.
Europe's nobility was eager to get rid of troublesome knights.
Italian cities wanted to win control of key trade routes.
Effects:
Jerusalem changed hands twice.
The Byzantine empire was weakened.
The power of the pope declined.
In Europe, the power of the nobility declined.
In Europe, the power of the monarchy increased.
Religious intolerance and distrust between Muslims and Christians increased.
Italian cities expanded trade and became rich.
Trade between Europe and the Middle East increased.
Muslim technologies were introduced to Europe.
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39.
Possible answers:
The population of Europe increased dramatically. This occurred because improved farming techniques
resulted in a greater food supply and a healthier diet, which helped people live longer and feed greater
numbers of children.
The number of towns and the populations of towns and cities grew. This occurred because improved
farming techniques resulted in a greater food supply, which, in turn, encouraged a population explosion.
Europe's forests disappeared. This occurred because improved farming techniques allowed more land to
be tilled than ever before, which encouraged farmers to clear forests for more farmland.
40.
England:
By claiming all of England as his personal property, William the Conqueror laid the foundation for a
centralized government.
Henry II introduced the use of juries in England. He also strengthened the English justice system by
sending judges to every part of England at least once a year. Over the centuries, the rulings of these
judges formed England's common law.
The Magna Carta limited the powers of the monarch and guaranteed certain basic legal rights to the
nobility (and, eventually, commoners as well).
Edward I organized the Model Parliament, the first English legislature to include commoners as
representatives.
France:
Philip II laid the foundation for a centralized government.
Louis IX increased the strength of the centralized government by creating an appeals court that could
overturn the decisions of local courts.
Philip IV called the Estates General and made the decision to include commoners.
41.
Causes:
the lack of a clear heir to the French throne after the death of the last Capetian king
a dispute over the rightful heir to the French throne
the willingness of England's Edward II to attack France in order to win the throne for himself
Effects:
Thousands of people died.
The Age of Chivalry, the Age of Faith, and the Middle Ages came to an end.
Chivalric warfare and the mounted, heavily-armored knight became outmoded.
The English were driven out of most of France.
The power and prestige of the French monarch increased.
The English and French gained a sense of nationalism.
The English Parliament was strengthened.
42.
Possible answers:
trade
the belief that the workd around them was filled with nature spirits
a belief in a supreme being
respect for nature and the land
the use of religious rituals
a desire to live in harmony with nature
families organized into extended families and clans
use of totems
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43.
Students could say that the Maya
built about 50 major cities surrounded by residential areas housing tens of thousands of people.
organized themselves politically in individual city-states.
constructed monumental architecture, such as giant pyramids, temples, and palaces.
created elaborate stone carvings.
built political and trade alliances that connected their city-states.
developed sophisticated agricultural techniques.
developed social classes.
developed political dynasties.
developed and practiced a highly complex religion.
developed an accurate, complex calendar.
developed advanced mathematics, including the concept of zero.
developed astronomy.
developed the most advanced writing system in the Americas at that time.
44.
Students could note that the Aztecs
moved into the Valley of Mexico where resources were abundant and the land was suitable for
agriculture.
adapted to the customs of the peoples living in the Valley of Mexico and found work as soldiers for those
peoples.
founded their great city, Tenochtitlán, where they gradually increased in strength and number.
entered into the Triple Alliance that allowed them to be a part of the leading power in the Valley of Mexico.
built a powerful army that conquered neighboring regions.
demanded tribute from the peoples they conquered.
controlled an extensive trade network.
45.
Students could note that the government unified the empire by
organizing the people and territory into manageable units.
building many distinctly Incan cities and government buildings throughout the empire.
working to create loyalty among conquered peoples.
maintaining firm control over rebel communities.
requiring the use of a common language throughout the empire.
requiring all able-bodied persons to work for the state for a period of time each year.
providing the basics of a welfare state.
maintaining firm control over all aspects of the economy.
creating an extensive road system to tie the empire together.
46.
Possible answers:
The bubonic plague, which devastated Europe, left its survivors with a desire to enjoy life and made them
question the traditional Christian teaching that one must endure suffering in this world and wait for reward
in the next. It also brought economic changes that put more wealth in the hands of merchants and
increased the wages of laborers.
Cities and towns had become more important as serfs left estates to seek more rewarding work. The
growth of cities led to an increase in the exchange of ideas and a generally more intellectual climate.
The Ottoman Turks' conquest of Byzantium caused Byzantine scholars to leave that city and bring
ancient Greek texts with them, making those texts available for study in Europe.
The rise of the merchant class made more money available to support the arts.
47.
Possible answers:
The printing press made the Bible available to many more people, decreasing people's reliance on the
Church's interpretation of scripture.
It increased literacy. The availability of reading material made being able to read much more practical
and desirable.
It increased people's knowledge of the world. Because printed material was much more widely available,
ideas could spread more quickly.
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48.
Possible answers:
Some princes may have stayed loyal to the pope because it seemed the safest thing to do. Others
probably sincerely believed that the pope was God's messenger. Others may simply have wanted to
align themselves wtih Charles V, who was strongly supportive of the pope.
Some princes may have opposed the pope due to a sincere belief in Luther's ideas, such as the concept
of salvation through faith. Others undoubtedly longed for the local control that breaking with the Church
seemed to offer them. Opposing the pope gave them justification for seizing Church property.
49.
Possible answers:
Calvinism was based on a strict set of doctrines that created a structured, orderly society.
Many people were willing to trade personal freedom for safety and life in what they saw as a moral society.
The Renaissance had many benefits over life in medieval society, but it also had its insecurities. The life in
Geneva probably seemed safe and secure in contrast to life in many Renaissance cities.
It gave order to the new faith that Luther created.
Calvin taught his followers to enjoy the gifts of God.
50.
Possible answers:
a. The ghazi were Turks who considered themselves warriors for Islam. They were similar to Christian
knights in Europe. They belonged to military societies and followed a strict Islamic code of conduct. They
carried out raids on "infidels" and fought in wars that expanded the Ottoman Empire.
b. The janissaries were part of an elite fighting force of slaves owned by the sultan. They came, as young
Christian boys, from territories conquered by the Ottomans and became Muslim through conversion.
They fought in wars that expanded the Ottoman empire.
c. The janissaries were part of the devshirme system.
51.
Students could note that Shah Abbas
reformed the military.
punished political corruption and promoted competent officials.
established a period of peace by ensuring that the military and important government officials were loyal
to him.
established relations with nations in Europe and Asia.
brought Chinese artisans to the Safavid Empire.
rebuilt the capital city of Isfahan and decorated it with monumental buildings, gardens, and broad
boulevards.
52.
Students could note that Akbar
was a defender of religious freedom.
abolished taxes on non-Muslims and adopted a fairer method of taxation similar to the U.S. graduated
income tax.
increased the quality of government by opening government service to all of the peoples of the empire.
initiated policies that prevented the growth of a strong aristocracy at the expense of other groups in
society.
conquered many lands, adding significantly to the wealth of the empire.
welcomed influences from many cultures, which encouraged the arts, literature, and architecture to
flourish.
53.
Inspirations:
"God," that is, the belief that it was their duty to spread Christianity
"glory," that is, the desire for fame
"gold," that is, the desire for wealth for themselves and their nations' treasuries
What made the explorations possible:
The Europeans invented and borrowed technology, including the caravel and the magnetic compass,
that made it possible for their ships to sail against the wind and to follow a course without using
landmarks.
The Portuguese government gave strong support to the study of navigation and to overseas explorations.
Spain financed Columbus's voyage, believing it could help the Spanish control a trade route with the East.
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54.
Possible answers:
Most Chinese were farmers.
Increased use of fertilizers and irrigation increased rice production.
Farmers began growing new crops, introduced from newly discovered lands.
The increase in the food supply improved nutrition.
Improvements in nutrition encouraged larger families.
The Chinese population increased dramatically and rapidly.
Males were valued much more highly than females.
Many female infants were killed.
Men dominated households and families.
Women worked in the home, in the fields, and sometimes outside of the home.
Women raised children and managed the family's finances.
Drama was a popular form of entertainment.
55.
Possible answers:
The "closed country policy" largely closed off foreign access to Japan.
For more than 200 years, Japan existed as a self-sufficient country with only one port (Nagasaki)
remaining open to foreign (Dutch and Chinese) traders.
Due to the repression of Christianity and persecution of Christians, Christianity was virtually eliminated in
Japan.
All Japanese were required to demonstrate faithfulness to Buddhism.
Japan remained free from European attempts to colonize or to establish a presence in Japan.
The Tokugawa Shogunate grew rich from its monopoly on foreign trade.
56.
Students who feel that natives could have successfully defended their civilizations could point out that
disease was probably the chief weapon the Spanish had. Greater suspicion of the first Spanish to arrive
would have kept them at a distance and protected Native Americans from contagion.
if all of the Spanish had been killed, perhaps after tricking them into feeling safe as the Spanish did to the
Incas, there might not have been later voyages, at least for quite awhile.
Students who feel that natives could not have successfully defended their civilizations could point out that
the Spanish had superior weaponry and, more importantly, disease.
once the Spanish had glimpsed the wealth available to them, no threat would have stopped them.
even if the first Spanish had not completely conquered these civilizations, they would have carried home
to Spain tales of American wealth. Later Spanish voyages would have completed the destruction begun
earlier.
57.
Possible answers:
French; wealth; exploring, fur trading, and fighting wars to dominate North America.
English; wealth and religious freedom; searching for gold, farming tobacco, creating model communities
(colonizing), and fighting wars to dominate North America.
Dutch; wealth; exploring, fur trading, building trading posts, colonizing, farming tobacco and sugar
58.
Possible answers:
Africa: African societies lost generations of their most able members; millions of African families were
devastated by the loss of members; the firearms that were introduced encouraged conflict and chaos in
Africa.
Americas: Africans provided the backbreaking labor on which the survival and prosperity of many
colonies rested; knowledgeable Africans brought knowledge of agriculture; Africans introduced aspects
of their cultures to the Americas; Africans contributed to the racial diversity of the Americas.
59.
Possible answers:
Mercantilism was an economic theory and policy that held that a country's power depended mainly upon
its wealth.
Colonies increased the wealth of the home country by providing gold and silver and other valuable raw
materials that could not be found in the home country and by providing markets for the home country's
goods.
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60.
Possible answers:
An absolute monarch is a king or queen who claims the authority to rule without limits.
The belief in the divine right of monarchs gave religious authority to absolute monarchs and all of their
actions. It held that God created the monarchy and that the monarch acted as God's representative on
Earth. The absolute monarch, therefore, answered only to God.
Monarchs were driven by a constant state of crisis to impose order at any cost. To do so, they increased
their own power and placed controls on all aspects of their subjects' lives.
61.
Possible answers:
Absolutism: the people came to prefer a strong monarch who could keep the peace;; fed up with rebellious
nobles, monarchs and their advisors adopted policies that severely weakened the nobility and made
them more dependent on the monarch.
Skepticism: many intellectuals who witnessed the horror of the religious wars came to doubt churches
that claimed to have the only correct set of beliefs and doctrines and to adopt skepticism, the idea that
nothing can ever be known for certain.
62.
Possible answers:
Germany was devastated. Its population dropped, trade and agriculture were disrupted, and its economy
ruined. As a result, Germany did not become a unified state until the 1800s.
The Hapsburg states of Spain and Austria were weakened.
France was strengthened.
German princes became independent of the Holy Roman Emperor.
The religious wars in Europe ended.
A new method of negotiating peace was introduced in which all participants met to settle the problems of
the war and decide the terms of peace.
The modern state system was adopted in which Europe was divided into independent states that were
seen as equals and that could negotiate for themselves.
63.
Students should recognize that Peter believed that westernization would make Russia stronger.
Regarding westernization, students might also note that Peter
was fascinated by modern tools and machines.
wanted to compete with Europe both commercially and as a military power.
Regarding Peter's efforts to westernize Russia, students could note that he
introduced potatoes, which became a staple of the Russian diet.
started Russia's first newspaper.
raised the status of women.
ordered nobles to give up Russian styles for Western styles.
founded schools and made other efforts to advance learning.
fought a long war to take control of a warm-water port that would allow easier access to the West.
built St. Petersburg.
64.
Possible answers:
Absolute monarchy came to a permanent end.
A constitutional monarchy was adopted.
The monarchy governed in partnership with Parliament.
The monarchy recognized legal limits on its power.
The monarchy couldn't suspend Parliament's laws.
The monarchy couldn't levy taxes without the consent of Parliament.
The monarchy couldn't interfere with freedom of speech in Parliament.
Citizens couldn't be penalized for petitioning the monarchy about grievances.
The cabinet system of government was adopted, helping to prevent government from coming to a
standstill when Parliament and the monarchy disagreed.
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65.
Possible answers:
The Scientific Revolution introduced a completely new way of thinking about the natural world.
The Scientific Revolution was based upon careful observation and a willingness to question accepted
beliefs. Previously, the vast majority of scholars and scientists simply accepted the conclusions of
ancient thinkers and church authorities.
The scientific method introduced a new approach to science. The old approach to science relied on
ancient authorities, church teachings, and reasoning from abstract theories. The new approach (the
scientific method) involved observation, experimentation, and the analysis and interpretation of data.
66.
Students could note that the Enlightenment
inspired the American Revolution.
inspired the French Revolution.
inspired other revolutionary movements.
popularized a belief in progress.
helped to convince people that human reason could solve social problems and reform society.
popularized a more worldly, less spiritual outlook on life.
encouraged people to question traditions and beliefs.
popularized individualism.
inspired people to use reason to judge right and wrong.
67.
Possible answers:
Enlightenment ideals of order and reason came to be reflected in the arts.
The baroque style gave way to the neoclassical style of art.
The ornate, detailed, grand style of art was replaced with a simple and elegant style that reflected a new
emphasis on order and balance.
A new classical style of music also reflected the Enlightenment ideals of order and reason.
In literature, Enlightenment-era writers developed many of the features of the modern novel. The novel
came to appeal to a wide middle-class audience.
68.
Possible answers:
The Constitution reflected Enlightenment distrust of powerful central governments. It established three
separate branches of government to provide a built-in system of checks and balances that would prevent
any one branch from gaining too much power. It also set up a federal system that divides power between
national and state governments.
The Bill of Rights also reflected the Enlightenment distrust of powerful central governments. It was added
to the Constitution to protect the rights of individual citizens. It protects basic rights that Enlightenment
thinkers considered essential, such as the freedom of speech and freedom of religion.
69.
Answers will vary. Students might make points similar to the following:
The meeting of the Estates-General was a signal in that it was forced upon the king.
The establishment of the National Assembly proclaimed an end to the absolute monarchy.
The Tennis Court Oath showed that the National Assembly was determined to succeed.
The storming of the Bastille showed that the peasant class would defend Paris against the king's troops.
The king's departure from Versailles, which was forced by a crowd of protestors, showed that Louis did
not have the support or the power he had once had.
70.
Answers will vary. Students might make points similar to the following:
The radicals in power needed a way to control their enemies within France-both the peasants who
disapproved
of what they were doing and rival
revolutionaries.
Ruling by terror gave these radicals a way to dispose of opposition.
Robespierre and his followers wanted to wipe out every trace of the monarchy and nobility.
Once put in motion, the activities of the Reign of Terror became impossible to control as fear grew.
Fearful for their own safety, revolutionaries turned on each other. Those who did not fully support the
most radical revolutionaries became victims themselves.
The Committee of Public Safety operated without any controls.
Robespierre's fellow revolutionaries had to organize against him in order to end the Reign of Terror,
which was a difficult and dangerous thing to do since failure would have meant death for any participants.
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71.
Answers will vary. Students might make points similar to the following:
He was seen as a savior of the republic for his role in dispersing a group of royalists.
He was a military genius who saved France from the threat of Austrian troops.
He was extremely well-liked by the soldiers he led and inspired patriotism and heroism.
France had suffered many years of chaos, and he was the type of leader who could restore order.
Many of his initial efforts as emperor created needed reforms that were appreciated by the people.
72.
Answers will vary. Students might make points similar to the following:
Quest for power. He was never satisfied with the power he had and saw the way of obtaining more as
involving the conquest of more and more territory.
Pride. His refusal to accept failure when events did not go according to plan led to huge and costly losses
(as in his attempt to establish the Continental System and his insistence on waiting for a peace offer from
Czar Alexander that never came).
Conceit. He felt he was capable of anything, regardless of the odds against him.
Selfishness. He sacrificed thousands and thousands of soldiers' lives to further his often impossible
goals.
73.
Possible answers: Valuable:
It managed to establish a true balance of power among European nations. This enabled the nations of
Europe to maintain peaceful relationships for many years.
Its actions kept France from becoming either too strong and overpowering other countries or too weak
and becoming overpowered.
The basic fairness of its settlements kept individual nations from harboring resentments.
Harmful:
By restoring monarchies based on "legitimacy," it may have simply delayed the inevitable interest in true
democracy.
The foreign control it established in certain countries helped to create growth of nationalistic sentiments
in those countries, which eventually led to revolutions.
74.
Possible answers:
Of those who had something to gain from independence, this group was the best educated and most
familiar with Enlightenment ideas.
Many had military training, compliments of Spain.
Even though members of this group led privileged lives in comparison to others, they had reason for
complaint and felt that the injustice they suffered was severe.
Being well-educated, members of this group probably thought they were capable of running their country
without help from Spain.
75.
Possible answers:
Most of the leaders of Europe were members of the nobility. These people had nothing to gain from
constitutional governments and strongly opposed their establishment.
The revolutionaries who overthrew monarchies or the old order were often unable to unify and retain the
power they had seized.
The republican government in France was split into factions regarding the extent of reform, which led to
violent conflicts and exhausted the French people.
Without a workable political system, a stable economic system, and experienced leaders, it would be
virtually impossible for any revolutionary government to survive.
76.
Students should recognize that nationalism is still a powerful force today and is involved in major conflicts
around the world. Students could note such points as the following.
Not many years ago, nationalism was behind the breakup of the Soviet Union. Nationalistic feelings
currently influence the establishment of independent nation-states within that region and serious
conflicts within and between them.
In the Middle East, Palestinians battle for a homeland against Israel, itself a nation-state that has strong
nationalistic sentiment.
In Northern Ireland, Catholic revolutionaries struggle against what they see as British domination of what
should be their own nation.
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77.
Possible answers:
One major idea in romanticism was the beauty of nature, which seemed irrelevant in a highly
industrialized society.
Romanticism dealt with things that were beautiful, fanciful, and noble. Industrialization had effects that
were none of those.
As Europe became more industrialized, the living and working conditions of the lower classes became
worse. It became harder for artists and writers to look at things with a romantic point or view.
78.
Possible answers:
Modern agricultural techniques
Abundant food supplies
Increasing population
High demand for food and goods
Large population of workers
Extensive natural resources
Expanding economy
Highly developed banking system
Encouraging business climate for investors
Availability of bank loans
Increasing overseas trade
Economic prosperity
Climate of progress
Political stability
Positive attitude
79.
Possible answers:
Benefitted the most: entrepreneurs. They made a great deal of money, led basically pleasant lives
enjoying the benefits of industrialization and what it made available to them, and occupied a comfortable
social position as part of the new middle class.
Benefitted the least: children of the poor. They were forced to risk their lives working under dangerous
conditions in factories and mines for very long hours at very low wages.
80.
Possible answers:
British secrecy about the new industrial technology
Disruptions caused by wars such as the War of 1812, the French Revolution, and the Napoleonic wars
Political division
Economically isolated populations
Scattered resources
The existence of certain types of social structures
Geographic obstacles to transportation
Lack of natural resources
81.
Possible answers:
Laissez-faire capitalists believed that a free-market economy benefitted society as a whole; Marxists
believed that a free-market economy harmed workers and benefitted only the middle- and upper-classes.
Laissez-faire capitalists believed that if the government allowed free trade, capitalism would prosper;
Marxists believed that if the government allowed free trade, the capitalist economy would eventually
destroy itself.
Laissez-faire capitalists believed that a permanent underclass would always be poor; Marxists believed
that the underclass was neither permanent nor necessarily destined to be poor.
Laissez-faire capitalists were in favor of private ownership of the means of production (property);
Marxists were in favor of public ownership of the means of production (property).
82.
Possible answers:
Their behavior was similar.
In all three cases, settlers virtually ignored the rights of the native peoples, setting up colonies.
In all three cases, settlers eventually expanded their settlements to the point that they had moved native
peoples off the most desirable land.
In all three cases, settlers destroyed native populations and cultures.
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83.
Motives include:
desire to gain new markets for manufactured goods
desire to obtain raw materials necessary for manufacturing
desire to improve their economies
greed
nationalism
desire to Christianize, "civilize," and Westernize foreigners
Reasons for success include:
superior technology (i.e., steam engine, railroads, cable, steamships)
superior weapons (i.e., Maxim gun)
use of quinine to prevent malaria
lack of African unity
playing of rival groups of Africans against each other
84.
Students could note that the British
used both diplomatic and military means to control the area.
persuaded local rulers to sign treaties of protection.
gained control of the Nigerian palm oil trade.
sought and received a protectorate over part of Nigeria at the Berlin Conference.
claimed Nigeria as a colony.
appointed local officials to keep order in Nigeria.
85.
Possible answers:
Russian goods had to pass through Ottoman lands to reach the Mediterranean Sea.
Russia desperately wanted to gain Ottoman land on the Black Sea to obtain free passage to the
Mediterranean Sea for its goods.
To fulfill this need, Russia declared war on the Ottoman Empire.
To prevent Russia from gaining more Ottoman lands, Britain and France joined forces with the Ottoman
Empire to defeat Russia.
86.
Possible answers:
India was referred to as Britain's the "jewel in the crown" because India was the most valuable of all
Britain's colonies.
India's value as a colony had mainly to do with the size of its territory and population. India was a major
supplier of raw materials for British industry, and its large population provided a huge potential market for
British goods.
87.
Positive results:
The economies of Southeast Asian countries grew.
New roads, harbors, and rail systems linked areas and improved communication and transportation,
although these benefits were largely confined to the European population.
Education in Southeast Asia improved.
Health of Southeast Asians improved.
Sanitation in Southeast Asia improved.
Areas of Southeast Asia were unified for the first time.
Southeast Asia became more racially and ethnically diverse.
Negative results:
The introduction of foreign racial and ethnic groups into Southeast Asia led to conflicts.
The development of the cash-crop system endangered the ability of Southeast Asians to provide enough
food for themselves.
Local leaders and governments lost power.
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88.
Possible answers:
Although the world changed a great deal during the 19th century, the Chinese government failed to adapt
to this changing world or to respond to changing conditions in China.
Many Chinese were so unhappy with China's favoritism toward foreigners that they rebelled against the
government.
China had not responded well to external pressures from foreign powers.
The government had largely ignored internal problems, such as the scarcity of food for the expanding
population and widespread opium addiction.
89.
Possible answers:
How: by adopting and adapting aspects of Western civilization, such as a centralized government, a
disciplined military, and a system of universal public education
How: by industrializing (building railroads, increasing coal production, building factories, expanding
traditional Japanese industries, and developing modern industries)
Why: in order to gain the strength necessary to maintain its independence and to compete with
imperialistic European nations
90.
Possible answers:
An unequal distribution of land and the system of peonage meant that most Latin Americans lived lives of
poverty and hardship with little hope for improvement.
Most countries were ruled by dictators (caudillos) and most Latin Americans lacked a voice in
government.
Most nations suffered from political instability.
Foreign imports discouraged the development of industry.
Latin American nations borrowed money at high interest rates. When the governments were unable to
repay those loans, foreign lenders were able to take over many Latin American industries.
91.
Possible answers:
Breakup of large estates: rich landowners kept most other Mexicans in a cycle of debt and poverty.
Minimum wage for workers: most of Mexico's population was very poor. A minimum wage law would allow
these poor workers to feed families, educate children, and produce better citizens.
92.
Answers will vary regarding what was most responsible for setting the stage for World War I. Any of the
four general causes can be supported, but each should include points similar to the following.
Nationalism: It led to all of the other causes by creating intense economic competition, territorial disputes,
and various nations' determination to dominate the others. It encouraged a dangerous arms race as
these nations believed that they needed powerful military forces in order to be truly great. It was a Serbian
nationalist who assassinated the heir to the throne of Austria-Hungary and led that nation to declare war.
Imperialism: It created a situation in which rivalry over colonies pushed nations to the brink of war.
Imperialism had caused the original problems in the Balkans, the "powder keg" of Europe.
Militarism: The possession of strong standing armies and stockpiles of weapons made many nations feel
ready for war. This war-readiness allowed nations to mobilize quickly, and the war had actually started
before other plans for settling the dispute between Austria-Hungary and Serbia could be fully explored.
The alliance system: It divided the Great Powers into two rival camps, neither of which was very stable.
However, a dispute between any two member nations could draw all of them into war, which is precisely
what happened. Without the alliance system, Austria-Hungary and Serbia would have been forced to
work out their problems without involving other nations.
93.
Possible answers:
When the Germans were defeated at the Battle of the Marne, they were unable to carry out their plan for a
quick defeat of France.
Because Russia was invading Germany on the east, many German troops were moved from the Western
Front to the Eastern. This kept Germany from being able to overwhelm the Allies along the French
border.
The style of fighting (trench warfare) that took place on the Western Front encouraged stalemate.
Fighting from trenches made it easier to defend territory than to advance. Both sides could defend their
positions but neither could move forward significantly.
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94.
Students could say that Russia left the war because
its army was continually short of supplies.
its civilian population was in desperate need of products that were being used by the army.
its army, after having lost millions of men, refused to fight any longer.
a revolution brought to power a government that didn't support Russian participation in the war.
Students could say that the United States entered the war because
Germany's policy of unrestricted submarine warfare resulted in the sinking of U.S. ships.
many Americans were angered by the Zimmerman note in which Germany promised to help Mexico
regain U.S. lands.
many Americans felt a strong bond with Britain.
the United States had economic ties with Allied nations.
95.
Possible answers:
Germany - felt bitterness and resentment due to war guilt clause; Mandated territories - felt that their
desires for independence had been ignored; Japan and Italy - gained less territory than they sought;
United States - opposed joining the League of Nations and becoming more involved in European affairs.
96.
Possible answers:
The Revolution of 1905 was more a political demonstration than an actual revolution, but it prepared the
way for the Bolsheviks by sparking further unrest and weakening Nicholas's rule.
The March Revolution in 1917 forced Nicholas to abdicate but failed to establish a strong government.
The decision of Kerensky's provisional government to keep fighting in World War I caused conditions in
Russia to worsen.
Lenin's return from exile gave the Bolsheviks a powerful and ruthless leader.
The Bolsheviks gained control of several powerful soviets.
In November 1917, the Bolsheviks acted quickly to seize power and dispose of the provisional
government.
The Bolsheviks immediately ended Russian involvement in the war and focused on domestic problems.
The Bolshevik Red Army won the civil war with their opponents' White Army.
The Bolsheviks were able to restore peace, revive the economy, restructure the government, and
institute certain reform policies.
97.
Answers will vary widely. A model answer follows.
Stalin imposed a dictatorship on Soviet society by crushing opposition and forcing obedience. He did this
by
taking command of the Communist Party and forcing his chief rival, Trotsky, into exile.
instituting a command economy, taking control of workers' lives, and forcing peasants onto collective
farms.
using police terror and violence to stop civilian riots, to purge the Communist Party of anyone who
threatened his power, and to destroy the kulaks and others who resisted his policies.
relying on indoctrination and propaganda to promote the Communist Party, atheism and other
Communist values, and his own image and achievements.
censoring artists and assuming control of all means of communication.
persecuting members of the Russian Orthodox Church and other religious groups and trying to replace
religious teachings with Communist ideals.
98.
Possible answers:
Both groups wanted an independent, strong China.
In addition, the Nationalists claimed to want a modern society, a democratic government, and economic
security for all Chinese.
In addition, the Communists claimed to want a Communist government and economy based on Lenin's
Soviet model and a more powerful, revolutionary peasantry.
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99.
Possible answers:
During the war, the British government asked for Indian aid in the war effort in return for promised reforms
that would lead to Indian self-government. More than a million Indians enlisted in the British army.
Indian troops returning from the war expected Britain to make good on its promises. However, Britain
made no move to advance Indian independence.
Britain responded to increased protests for self-rule by passing a restrictive law that only helped to
convince more Indians of the need for independence.
The Amritsar Massacre changed millions of Indians from loyal British subjects into nationalist
revolutionaries.
100.
Possible answers:
Many writers suffered from despair, disillusionment, and alienation, which was reflected in their work.
The work of writers and painters reflected their uncertainties about the power of reason and the
meaning of life.
Many writers, painters, and musicians broke with the traditions of the past and abandoned the
restrictions imposed by old structures.
Surrealism, stream-of-consciousness writing, and jazz were embraced as new ways to explore and
express ideas.
101.
Possible answers:
These countries lacked strong democratic traditions.
They suffered from severe economic problems and the social unrest that accompanied those problems.
Their citizens feared continued unrest and saw strong leadership as the only way to prevent it.
There were strong leaders who were ready and willing to take advantage of the situation, take power,
and crush any opposition to their rule.
102.
Possible answers:
Both policies were attempts to avoid war.
Both policies allowed the countries involved to avoid having to confront Hitler and his aggression.
Both policies relied on the idea that what was happening at a distant location in the world would not
happen closer to home.
Both policies were dangerously shortsighted.
Both policies were ultimately unsuccessful.
Both policies backfired in that Fascist aggression might have been stopped sooner and more easily if it
had been confronted.
103.
Possible answers:
France: battle won by Germany; British army forced to flee the continent; German victory convinced
Mussolini to join with Germany; northern France occupied by Germany; puppet government
established in southern France.
Britain: Germany was ultimately unsuccessful; great deal of destruction and loss of life in London; British
resistance persuaded Hitler to stop bombing and to give up plan to invade Britain; British morale
boosted; Allies learned that Hitler's advances could be blocked.
Soviet Union: invasion deflected at tremendous cost to USSR; enormous loss of life on both sides;
enormous destruction to Soviet lands and cities.
104.
Students could say that Japan attacked Pearl Harbor because
the U.S. was threatening to prevent Japan from fulfilling its empire-building goals in Southeast Asia.
the U.S. Pacific fleet was stationed at Pearl Harbor.
Japan perceived the U.S. Pacific fleet as a potential threat.
In addition, students could say that the attack on Pearl Harbor
sank or damaged nearly the entire U.S. Pacific fleet.
killed or wounded thousands of Americans.
led the United States to declare war on Japan.
allowed Japan early victories in carrying out its empire-building plan.
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105.
Possible answers:
There was a long history of anti-Semitism in Europe.
The war distracted people from paying attention to the Holocaust.
Death and suffering were commonplace during the war.
People were terrified of opposing the Nazis. As long as the persecution was happening to someone
else, many chose not to react.
It was difficult for people to believe that something as horrifying as the Holocaust could actually be
happening. Absolute evil is a difficult thing for normal people to imagine.
By conquering most of Europe, Nazi Germany was able to do as it liked with the peoples of Europe.
The Nazis proceeded in gradual steps, each more devastating than the former. By the time they
embarked on their "Final Solution, " it was very difficult to successfully oppose their plans and very easy
for them to round up Jews.
106.
Possible answers:
The Allied victory in the Battle of El Alamein forced the German army to begin its retreat from North
Africa.
The Soviet victory in the Battle of Stalingrad forced the German army onto the defensive in Eastern
Europe.
The Allied invasion of Normandy forced the German army onto the defensive in Western Europe. It also
enabled the Allies to liberate many nations on the continent, including France.
The damage inflicted on the German army in the Battle of the Bulge was so extensive that, from then on,
the German army could do little but retreat.
The damage inflicted on the Japanese navy during the Battle of Leyte Gulf was so extensive that the
Japanese navy was eliminated as a fighting force in the war.
107.
Answers could include such details as the following:
Hundreds of cities were reduced to rubble.
Farmland, factories, and transportation systems were damaged or destroyed.
Millions of refugees were stranded away from home.
There was insufficient housing, clean water, electricity, and so on.
The interruptions to agriculture caused by the war resulted in food shortages and starvation.
Widespread illness and disease plagued the region.
There was widespread unemployment and poverty.
Family members, separated during the war, searched desperately for each other.
108.
Possible answers:
European nations that had been devastated by World War II benefited enormously from the financial
aid. Many countries were able to rebuild, to end starvation, to provide jobs, and to do the other things
necessary to recover from the war.
The financial aid provided by the plan helped stabilize European politics.
The plan worked to contain communism, which insulated the U.S. from the problems that could easily
have developed if former allies had come under Soviet control.
Countries aided by the plan became indebted to the U.S.
109.
Possible answers:
People could see little reason to work tirelessly when they did not directly benefit from their work. As
appealing as the idea of working for "the common good" is, people tend to want to benefit themselves
and their loved ones through their work.
People do not respond well to being forced to do things.
Whenever people are forced to behave in certain ways, other people have to spend their time making
sure this happens.
The program was not well-planned.
China was insufficiently industrialized.
People were not happy. They disliked the impersonality of the program, the communal atmosphere, and
the governmental control over their lives. It is difficult to have a successful program when it is not
supported by those it is supposedly designed to benefit.
Many people died resisting the takeover of their land.
There were serious crop failures.
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110.
Students who feel that the U.S. was justified might include such points as the following:
The French were U.S. allies. They were being fought by Communists.
The U.S. had adopted a well-publicized policy of containment.
The North Vietnamese were being supported by Communist regimes. If the U.S. provided no support,
South Vietnam's struggle to resist a Communist takeover was doomed.
Corrupt as the South Vietnamese leader was, his policies were not hostile to U.S. interests, while Ho Chi
Minh's were.
Students who feel that the U.S. was not justified might include such points as the following:
People in any nation have a right to political self-determination.
The French had colonized the region. They had no rights to it, and the U.S. had no right to take their side
against people subjected to their imperialism.
The war was a regional conflict of warring factions within another country. It did not put U.S. security at
stake.
The South Vietnamese leader was a dictator.
The South Vietnamese people were not clearly the victims of North Vietnamese aggression. Many
South Vietnamese were involved in the rebellion.
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Standards Summary
GA SSWH1.a
describe the development of Mesopotamian societies including the
religious, cultural, economic, and political facets of society including
Hammurabi's law code.
GA 1
Human-Environment Interaction Technology
Traces the development of early cultures and identifies methods of
human adaptation and change
GA 2
Civilization Social Institutions (religion) (political system/-empires)
Continuity
Identifies and discusses characteristics and contributions of the
early civilizations of the Middle East and Africa
NCSS IIb
apply key concepts such as time, chronology, causality, change,
conflict, and complexity to explain, analyze, and show connections
among patterns of historical change and continuity;
NCSS IIc
identify and describe significant historical periods and patterns of
change within and across cultures, such as the development of
ancient cultures and civilizations, the rise of nations-states, and
social, economic, and political revolutions;
NCSS IId
systematically employ processes of critical historical inquiry to
reconstruct and reinterpret the past, such as using a variety of
sources and checking their credibility, validating and weighing
evidence for claims, and searching for causality;
GA SSWH2.b
explain the development and impact of Hinduism and Buddhism on
India and subsequent diffusion of Buddhism
GA 3
Cultural Development Individuals and History (Confucius, Shih
Huang-ti, Asoka, the Buddha, Greek philosophers, the Caesars)
Identifies the characteristics of each of these classical civilizations
(China, India, Greece, and Rome)
GA 4
Continuity Cultural Development "Classical" Social Institutions
(Religion: Hinduism, Buddhism, Confucianism)
Discusses the lasting contributions of the classical civilizations and
their impact on cultural development.
NCSS IVg
compare and evaluate the impact of stereotyping, conformity, acts of
altruism, and other behaviors on individuals and groups;
NCSS IIe
investigate, interpret, and analyze multiple historical and
contemporary viewpoints within and across cultures related to
important events, recurring dilemmas, and persistent issues, while
employing empathy, skepticism, and critical judgement;
NCSS Va
apply concepts such as role, status, and social class in describing
the connections and interactions of individuals, groups, and
institutions in society;
NCSS VIh
explain and apply ideas, theories, and modes of inquiry drawn from
political science to the examination of persistent issues and social
problems;
NCSS Ih
explain and apply ideas, theories, and modes of inquiry drawn from
anthropology and sociology in the examination of persistent issues
and social problems.
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GA SSWH3.a
compare the origins and structure of the Greek polis, the Roman
Republic, and the Roman Empire
NCSS VIi
evaluate the extent to which governments achieve their stated ideals
and policies at home and abroad;
GA SSWH3.d
describe polytheism in the Greek and Roman world and the origins
and diffusion of Christianity in the Roman world.
GA SSWH2.a
describe the development of Indian civilization including the rise and
fall of the Maurya Empire, ""Golden Age"" under Gupta, and the
emperor Ashoka
NCSS Vc
describe the various forms institutions take, and explain how they
develop and change over time;
NCSS Ic
apply an understanding of culture as an integrated whole that
explains the functions and interactions of language, literature, the
arts, traditions, beliefs and values, and behavior patterns
NCSS IVe
examine the interactions of ethnic, national, or cultural influences in
specific situations or events;
NCSS IXa
explain how language, art, music, belief systems, and other cultural
elements can facilitate global understanding or cause
misunderstanding;
NCSS Id
compare and analyze societal patterns for preserving and
transmitting culture while adapting to environmental or social
change;
GA SSWH2
The student will identify the major achievements of Chinese and
Indian societies from 1100 BCE to 500 CE.
GA SSWH6
The student will describe the diverse characteristics of early African
societies before 1800.
NCSS IIId
calculate distance, scale, area, and density, and distinguish spatial
distribution patterns;
describe, differentiate, and explain the relationships among various
regional and global patterns of geographic phenomena such as
landforms, soils, climate, vegetation, natural resources, and
population;
NCSS IIIe
use knowledge of physical system changes such as seasons,
climate and weather, and the water cycle to explain geographic
phenomena;
NCSS IIIg
examine, interpret, and analyze physical and cultural patterns and
their interactions, such as land use, settlement patterns, cultural
transmission of customs and ideas, and ecosystem changes;
NCSS IIIj
propose, compare, and evaluate alternative policies of the use of
land and other resources in communities, regions, nations, and the
world.
GA SSWH6.a
identify the Bantu migration patterns and contribution to settled
agriculture.
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GA 7
Civilization Social Institutions (Family: Matrilineal Descent;
Education: Griots; Political Systems: Kingdoms, City-States; and
Economic System: trade routes) Cultural
Development, and Continuity and Change.
Analyzes the religious, political, and economic systems and cultural
contributions of the Sub-Sahara Africa.
GA SSWH8
The student will demonstrate an understanding of the development
of societies in Central and South America
GA SSWH8.a
explain the rise and fall of the Olmec, Mayan, Aztec and Inca
empires.
GA 9
Civilization
Describes the contributions and characteristics of civilizations in
South and Central America
NCSS Ia
analyze and explain the ways groups, societies, and cultures
address human needs and concerns;
GA SSWH5.a
explain the origins of Islam and the growth of the Islamic Empire
GA 6
Continuity Social Institutions (Religion: Islam; Political Systems:
Empire) Conflict Movement Individuals and History (Muhammad),
and Cultural development.
Analyzes the religious, political, and economic systems and cultural
contributions of the Middle East.
GA SSWH5.b
identify the Muslim trade routes to India, China, Europe and Africa
and assess the economic impact of this trade
GA SSWH5.d
identify the contributions of Islamic scholars in medicine (Ibn Sina),
geography (Ibn Battuta)
GA SSWH4.b
describe the significance of Justinian's law code, Theodora and the
role of women, and Byzantine art and architecture
GA SSWH4.c
analyze the establishment of Christianity as the official religion of the
Byzantine Empire.
GA SSWH5.f
analyze the impact of the expansion of the Mongol Empire to include
the stabilization of trading networks from China to the
Mediterranean world
NCSS VIb
explain the purpose of government and analyze how its powers are
acquired, used, and justified;
NCSS VIc
analyze and explain ideas and mechanisms to meet needs and
wants of citizens, regulate territory, manage conflict, establish order
and security, and balance competing conceptions of a just society;
GA SSWH7.c
explain the role of the church in medieval society.
GA 5
Social Institutions (Religion: Christianity; Political Systems:
Feudalism, Empire, Nation-State; and Economic Systems:
Manorialism) Cultural Development Continuity
Movement Individuals and History (Jesus, St. Paul, and
Charlemagne)
Analyzes the religious, political, and economic systems and cultural
contributions of Europe
GA SSWH7.a
explain the manorial system and feudalism, to include the status of
peasants and feudal monarchies to include Charlemagne
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GA SSWH7.b
describe the political impact of Christianity to include Pope Gregory
VII and King Henry IV
GA SSWH5.e
describe the impact of the Crusades on both the Islamic World and
Europe.
NCSS VIf
analyze and evaluate conditions, actions, and motivations that
contribute to conflict and cooperation within and among nations;
NCSS VIIg
compare basic economic systems according to how rules and
procedure deal with demand, supply, prices, the role of government,
banks, labor and labor unions, savings and investments, and capital;
NCSS VId
compare and analyze the ways nations and organizations respond
to conflicts between forces of unity and forces of diversity;
NCSS IXb
explain conditions and motivations that contribute to conflict,
cooperation, and interdependence among groups, societies, and
nations;
GA SSWH8.b
compare the culture of the Americas including government,
economy, religion and the arts of the Mayans, Aztecs and Incas.
GA SSWH9.a
explain the social, economic and political changes that contributed to
the rise of Florence and the ideas of Machiavelli
GA 10
Cultural Development Continuity and Change Social Institutions
(Religion: Protestant Reformation, Catholic Reformation), and
Individuals and History (Selected artists;
Martin Luther; the Tudor monarchs)
Traces and examines economic, political, cultural, religious and
historical changes and discoveries of Renaissance and Reformation
Europe.
GA SSWH9.g
explain the importance of Gutenberg and the invention of the printing
press
GA SSWH9.d
analyze the impact of the Protestant Reformation to include the ideas
of Martin Luther and John Calvin
GA SSWH12.a
describe the geographical extent of the Ottoman Empire during the
rule of Suleyman the Magnificent, the Safavid Empire during the
reign of Shah Abbas I, and the Moghal Empire during the reigns of
Babur and Akbar
GA SSWH12.b
explain the ways in which these Muslim empires influenced religion,
law and the arts in their parts of the world.
GA SSWH10
The student will analyze the impact of the age of discovery and
expansion into the Americas, Africa and Asia
GA 11
Movement (the Columbian Exchange) Change (the Columbian
Exchange) Conflict: Imperial Rivalries Cultural Diffusion Individuals
and History (Columbus, Amerigo Vespucci, Magellan, Pizarro,
Cortez, Cabot, Champlain), and Social Institutions (Political System:
Colonies; Economic System: Mercantilism).
Explains the causes and effects of European exploration and
colonization patterns in the New World
GA SSWH11.a
describe the policies of the Tokugawa and Qing rulers, to include
Oda Nobunaga, and Kangxi.
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GA 8
Social Institutions (Political Systems: Empires, Feudalism vs.
Centralization, and Japan's Shogunate; Isolationism) Continuity
and Change, and Cultural Development.
Analyzes the religious, political, and economic systems and
contributions of Asia.
GA SSWH10.a
explain the roles of explorers and conquistadors, including Zheng
He, Vasco DaGama, Christopher Columbus, Ferdinand Magellan,
James Cook, and Samuel de Champlain.
GA SSWH10.b
define the Columbian Exchange and its global economic and cultural
impact.
NCSS VIIa
explain how the scarcity of productive resources (human, capital,
technological, and natural) requires the development of economic
systems to make decisions about how goods and services are to be
produced and distributed;
NCSS VIIj
apply knowledge of production, distribution, and consumption in the
analysis of a public issue such as the allocation of health care or the
consumption of energy, and devise an economic plan for
accomplishing a socially desirable outcome related to that issue;
GA SSWH14.a
examine absolutism through a comparison of the rules of Louix XIV,
Tsar Peter the Great, Tokugawa Ieyasu.
GA 13
Impact of ideas Growth of the Democratic Idea Conflict Change
Individuals and History (John Locke, Isaac Newton, Napoleon), and
Social Institutions (Political System:
Absolutism vs. Limited Monarchy; Republic).
Identifies and examines the major causes and events that led to the
western democratic revolutions.
GA SSWH13.a
explain the scientific contributions of Copernicus, Galileo, Kepler
and Newton and how these ideas changed the European world view.
GA 12
Economics and History
Identifies changes resulting from the scientific and commercial
revolutions.
GA 16
Impact of Ideas Individuals and History (Karl Marx and Charles
Darwin) Cultural Development (Romanticism, Realism in music,
literature, and painting)
Identifies and examines significant individuals and events leading to
the intellectual and cultural growth of European society.
NCSS VIIIb
make judgments about how science and technology have
transformed the physical world and human society and our
understanding of time, space, place, and human-environment
interactions;
GA SSWH13.b
identify the major ideas of the Enlightenment from the writings of
Locke, Voltaire and Rousseau and their relationship to politics and
society.
GA SSWH13
The student will examine the intellectual, political, social and
economic factors which changed the world view of Europeans
GA SSWH14.b
identify the causes and results of the revolutions in England (1689),
United States (1776), France (1789), Haiti (1791), and Latin America
(1808-1825).
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GA SSWH14.c
explain Napoleon's rise to power, defeat, and consequences for
Europe
GA 14
Change Nationalism, Wars for Independence, and Individuals and
History (Toussaint l'Ouverture, Bolivar, and San Martin)
Traces the development and decline of the European colonial
empires in the Americas.
GA SSWH15
The student will be able to describe the impact of industrialization,
the rise of nationalism and the major characteristics of world wide
imperialism
GA 17
Nationalism Nation-State Individuals and History (Bismarck)
Identifies and analyzes the development of European nationalism
with emphasis on Italy, Germany and the Balkans.
GA SSWH15.a
analyze the process and impact of industrialization in England,
Germany and Japan, movements for political reform, the writings of
Adam Smith and Karl Marx, and urbanization and its impact on
women
GA 15
Technology and History Economics and History
Traces and examines the technological and industrial revolutions
GA SSWH15.d
describe imperialism in Africa and Asia by comparing British policies
in South Africa, French policies in Indochina, and Japanese policies
in Asia.
GA 18
Imperialism Individuals and History (Cecil Rhodes)
Traces the spread of imperialism into Asia and Africa.
GA SSWH15.b
compare and contrast the rise of the nation state in Germany under
Otto von Bismarck and Japan under Emperor Meiji.
GA SSWH16.a
identify the causes of the war including Balkan nationalism,
entangling alliances, and militarism
GA 19
Conflict Technology
Traces and analyzes the causes and effects of World War I and
identifies the major events.
GA SSWH16.b
describe the conditions on the war front for soldiers including the
Battle of Verdun,
GA SSWH16
The student will demonstrate an understanding of long term causes
of World War I and its global impact
GA SSWH16.c
explain the major decisions made in the Versailles Treaty including
German reparations and the mandate system that replaced
Ottoman control
GA SSWH17.b
determine the causes and results of the Russian Revolution from the
rise of the Bolsheviks under Lenin to Stalin's first Five Year Plan
GA 20
Impact of Ideas (Communism, Revolution) Conflict Change Social
Institutions (Political System: Totalitarianism) (Economic System:
Socialism, Communism), and Individuals
and History (Lenin)
Discusses the causes and effects of the Bolshevik Revolution and
the rise of world communism.
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GA SSWH17.e
describe the nature of totalitarianism and the police state that existed
in Russia, Germany, and Italy and how they differ from authoritarian
governments
GA 21
Impact of Ideas (Fascism/Nazism) Individuals and History (Hitler)
Discusses the totalitarian regimes by comparing and contrasting
fascism and communism.
GA SSWH17.d
analyze the rise of nationalism as seen in the ideas of Sun Yat Sen,
Mustafa Kemal Attaturk, and Mohandas Ghandi
GA SSWH17.a
examine the impact of the war on science, art, and social thinking by
identifying the Sigmund Freud, Albert Einstein, and Picasso.
GA SSWH17.c
describe the rise of fascism in Europe and Asia by comparing the
policies of Benito Mussolini in Italy, Adolf Hitler in Germany, and
Hirohito in Japan
GA SSWH17.f
explain the aggression and conflict leading to World War II in Europe
and Asia including the Italian invasion of Ethiopia, the Spanish Civil
War, the rape of Nanjing in China, and the German annexation of the
Sudentenland
GA 22
Conflict Individuals and History (Churchill, Stalin, Roosevelt)
Traces and analyzes the causes and effects of World War II.
GA SSWH18.a
describe the major conflicts and outcomes including Pearl Harbor,
El-Alamein, Stalingrad, D-Day, Guadalcanal, the Philippines, and
the end of the war in Europe and Asia
GA SSWH18.c
explain the military and diplomatic negotiations between the leaders
of Great Britain (Churchill), the Soviet Union (Stalin), and the United
States (Roosevelt/Truman) from Teheran to Yalta and Potsdam and
the impact on the nations of Eastern Europe
GA 23
Human Rights
Analyzes the phenomenon of genocide in the 20th century
GA SSWH18.d
explain allied Post-World War II policies including formation of the
United Nations, the Marshall Plan for Europe, and McArthur's plan
for Japan.
GA SSWH19.a
analyze the revolutionary movements in India (Gandhi, Nehru),
China (Mao Zedong, Chiang Kai-shek), and Ghana.
GA 24
Nationalism Conflict and Cooperation Change Individuals (Gandhi
and Mandela)
Discusses anti-colonialism and the economic and political impact of
the Third World
GA SSWH19
The student will demonstrate an understanding of the global social,
economic and political impact of the Cold War and decolonization
from 1945 to 1989
GA 26
Cooperation and Conflict Interdependence
Identifies and analyzes the problems of the interdependent World
(1945 to present), (e.g., population, food supply, nuclear weapons,
terrorism, etc.).
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