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Grade 10 History-Social Science California Standards Test (CST) A Few Points to Consider from the Released Questions Academic Vocabulary The following terms occur multiple times on the released questions suggesting frequency of use on the CST. These terms could be utilized regularly in classroom talk, on word walls, and on teacher made assignments and tests to strengthen student access and understanding. Terms (in no particular order): principle, development, response, contributed/contribute/contribution, enabled, reason, affect/affected, provide/provided, emphasis/emphasized, describe/describes, reflects/reflected, purpose, cause, result, significant, as a response to, in order to. In addition, the following terms occur frequently and are usually italicized: best, most, primarily Skills At least 25% of the content questions include an element of the skills standards. The three most cited skills from the released questions are Historical Interpretation 1, 2, and 3. Activities and questions imbedding these skills can be incorporated into teacher made activities and assessments. Historical Interpretation 1 = “Students show the connections, causal and otherwise, between particular historical events and larger social, economic, and political trends and developments.” Sample question: (#22) Louis Pasteur’s research into germ theory in the nineteenth century is significant because it Answer: proved that cleanliness helps to prevent infections. Historical Interpretation 2 = “Students recognize the complexity of historical causes and effects, including the limitations of determining cause and effect.” Sample question: (#39) According to some historians, Europe’s system of alliances prior to 1914 increased the likelihood that Answer: small disputes would develop into large-scale wars. Historical Interpretation 3 = “Students interpret past events and issues within the context in which an event unfolded rather than solely in terms of present day norms and values.” Sample question: (#87) NATO was created in order to Answer: create a unified military defense between the U.S. and Western Europe. Released Questions Grade 10 = Questions 1 – 90 Released Questions by Emphasis “A” (High Emphasis) “B” (Medium Emphasis) “C” (Low Emphasis) “*” (Not Ranked for Emphasis) A = 26 B= 7 C= 0 * = 57 Standards Emphasis The following fourteen standards have at least 3 released questions each, suggesting that these are regularly assessed on the CST. For example, standard 10.5.1 has released questions from 4 of the last 5 years. This does not imply that these are the only standards that should be taught, however they may be worth noting for teaching and for review purposes. Standards: 10.1.2, 10.2.2, 10.2.3, 10.2.4, 10.3.5, 10.5.1, 10.6.1, 10.6.2, 10.7.1, 10.7.2, 10.8.3, 10.9.1, 10.9.2, 10.9.3 Questions by Standard 10.1 = 5 10.2 = 8 10.3 = 7 10.4 = 3 10.5 = 7 10.6 = 7 10.7 = 6 10.8 = 7 10.9 = 8 10.10 = 1 10.11 = 1 3 Sub Standards 5 Sub Standards 7 Sub Standards 4 Sub Standards 5 Sub Standards 4 Sub Standards 3 Sub Standards 6 Sub Standards 8 Sub Standards 3 Sub Standards 0 Sub Standards 3 (*) 3 (A), 2 (*) 2 (A), 5 (*) 2 (A), 2 (*) 5 (*) 1 (A), 3 (*) 3 (*) 2 (A), 4(*) 3 (A), 4 (B), 1(*) 3 (*) Equating Raw Scores to Performance Levels While there is no clear equation of a students raw score on the CST to the Performance Level Band into which they will fall, based on previous results some very good estimates can be made. The following information is based on 2009 data, but has not changed significantly. Raw Score Raw Score Raw Score Raw Score Raw Score 0 – 22 23 – 28 29 – 38 39 – 47 48 – 60 = = = = = Far Below Basic Below Basic Basic Proficient Advanced There are 60 questions on the Grade 10 HSS CST. A student must answer approximately 65 – 78% of the questions correctly to fall into the Proficient Performance Level. Note also, that a student must answer approximately 48 – 64% of questions correctly to fall into the Basic Performance Level. Opportunity also exists to move Below Basic students into the Basic Performance Level. Below Basic students need only improve their raw score by 1 – 6 points to move from Below Basic to the Basic Performance Level. Helping students to do this will positively impact your API. Although it varies from school to school, History/Social Science is roughly 14% of API. The Periodic Assessments allow you to identify and target students for improvement. Introduction to the Curricular Map The curricular maps are a plan that allocates the time needed to teach all of the content standards adequately in one instructional year. They were created to assist teachers with instructional planning as well as to develop a unified yet flexible instructional approach to History/Social Science within the Los Angeles Unified School District. The maps are divided into three instructional components consisting of the standard sets to be taught, each component comprising roughly 1/3 of the time in a year–long course. Within each instructional component, there are specified standards and days allocated for each standard; within that component, the sequence of standards and the number of instructional days may be adjusted to best fit the needs of your students before the Periodic Assessment window. The number of instructional days for each standard was determined by the number of “A” and “B” substandards and the content within the standard, as well as the time needed to prepare for and take the California Standards Test (ten days). The maps also build in nine flexible days to account for other activities that may impact classroom time (fire drills, assemblies, minimum days). Periodic assessments are calendared at the end of each instructional component. In order for students to be prepared for the assessment, the standard sets in each component must be completed in the allotted time. The curricular maps are organized in the following manner: Standards • California History/Social Content Standards • • Blue Print Focus Standards The number of questions on the CST for each standards The testing emphasis for the substandards as determined by the CDE o “A” indicates high emphasis o “B” medium o “C” low o Standards that are not ranked for emphasis and are identified with an asterisk (*) Concepts • • • The California Concepts Collection II, created by • California Council for the Social Studies Concepts highlight important ideas that deepen student understanding of the standard. Instructional Days Number of days of instruction allocated for each standard Differentiated according to school calendar Items Specific to 10th Grade: • It is necessary to conclude the instruction on Standard 10.1 at an appropriate time in order to reach Standard 10.11 in the allocated instructional days. GRADE 10 WORLD HISTORY, CULTURE, AND GEOGRAPHY: THE MODERN WORLD Instructional Component 1: Development of Western Political Thought, Revolutions, Industrial Revolution, Imperialism (Standards 10.1, 10.2, 10.3, 10.4) Blue Print Focus Standards: “A” indicates high emphasis “B” indicates medium emphasis “C” indicates low emphasis “*” not ranked for emphasis First 5 days (traditional) and 4 days (year-round) of the Fall Semester: • Building classroom community • Constitution Day activities • Thinking as a historian • Review of World geography Blue Print Focus Standards Standards 10.1 Students relate the moral and ethical principles in ancient Greek and Roman philosophy, in Judaism, and in Christianity to the development of Western political thought. 1. Analyze the similarities and differences in Judeo-Christian and Greco-Roman views of law, reason and faith, and duties of the individual. 2. Trace the development of the Western political ideas of the rule of law and illegitimacy of tyranny, drawing from selections from Plato’s Republic and Aristotle's Politics. 3. Consider the influence of the U.S. Constitution on political systems in the contemporary world. 5 Questions * Concepts • • • • • • Ethics Genocide Democracy Reason Faith Tyranny Traditional Calendar 15 Days Concept 6 Calendar A-Track 12 Days * B-Track 13 Days C-Track 12 Days * Blue Print Focus Standards: “A”Official indicates high emphasis “B” indicates Draft: September 13, 2006 medium emphasis Instructional Days “C” indicates low emphasis Four by Four Calendar 5 Days “*” not ranked for emphasis GRADE 10 WORLD HISTORY, CULTURE, AND GEOGRAPHY: THE MODERN WORLD Blue Print Focus Standards Standards 10.2 Students compare and contrast the Glorious Revolution of England, the American Revolution, and the French Revolution and their enduring effects worldwide on the political expectations for self-government and individual liberty. 1. Compare the major ideas of philosophers and their effect on the democratic revolutions in England, the United States, France, and Latin America (e.g., biographies of John Locke, Charles-Louis Montesquieu, Jean-Jacques Rousseau, Simón Bolívar, Thomas Jefferson, James Madison). 2. List the principles of the Magna Carta, the English Bill of Rights (1689), the American Declaration of Independence (1776), the French Declaration of the Rights of Man and the Citizen (1789), and the U.S. Bill of Rights (1791). 3. Understand the unique character of the American Revolution, its spread to other parts of the world, and its continuing significance to other nations. 4. Explain how the ideology of the French Revolution led France to develop from constitutional monarchy to democratic despotism to the Napoleonic empire. 5. Discuss how nationalism spread across Europe with Napoleon but was repressed for a generation under the Congress of Vienna and Concert of Europe until the Revolutions of 1848. Blue Print Focus Standards: “A”Official indicates high emphasis “B” indicates Draft: September 13, 2006 medium emphasis 8 Questions A Concepts • • • • • • Equality Natural rights Revolution Tyranny Nationalism Empire Instructional Days Traditional Calendar 18 Days Concept 6 Calendar A-Track 19 Days B-Track 19 Days C-Track A 19 Days * Four by Four Calendar 9 Days A * “C” indicates low emphasis “*” not ranked for emphasis GRADE 10 WORLD HISTORY, CULTURE, AND GEOGRAPHY: THE MODERN WORLD Blue Print Focus Standards Standards 10.3 Students analyze the effects of the Industrial Revolution in England, France, Germany, Japan and the United States. 1. Analyze why England was the first country to industrialize. 2. Examine how scientific and technological changes and new forms of energy brought about massive social, economic, and cultural change (e.g., the inventions and discoveries of James Watt, Eli Whitney, Henry Bessemer, Louis Pasteur, Thomas Edison). 3. Describe the growth of population, rural to urban migration, and growth of cities associated with the Industrial Revolution. 4. Trace the evolution of work and labor, including the demise of the slave trade and effects of immigration, mining and manufacturing, division of labor, and the union movement. 5. Understand the connections among natural resources, entrepreneurship, labor, and capital in an industrial economy. 6. Analyze the emergence of capitalism as a dominant economic pattern and the responses to it, including Utopianism, Social Democracy, Socialism, and Communism. 7. Describe the emergence of Romanticism in art and literature (e.g., the poetry of William Blake and William Wordsworth), social criticism (e.g., the novels of Charles Dickens), and the move away from Classicism in Europe. Blue Print Focus Standards: “A”Official indicates high emphasis “B” indicates Draft: September 13, 2006 medium emphasis 7 Questions A * * * Concepts • • • • • • • • • • • • Capitalism Labor union Pollution Romanticism Social Darwinism Social reform Socialism Urbanization Entrepreneurship Communism Utopianism Classicism * A * “C” indicates low emphasis “*” not ranked for emphasis Instructional Days Traditional Calendar 17 Days Concept 6 Calendar A-Track 12 Days B-Track 13 Days C-Track 12 Days Four by Four Calendar 10 Days GRADE 10 WORLD HISTORY, CULTURE, AND GEOGRAPHY: THE MODERN WORLD Blue Print Focus Standards Standards 10.4 Students analyze patterns of global change in the era of New Imperialism in at least two of the following regions or countries: Africa, Southeast Asia, China, India, Latin America and the Philippines. 1. Describe the rise of industrial economies and their link to imperialism and colonialism (e.g., the role played by national security and strategic advantage; moral issues raised by search for national hegemony, Social Darwinism, and the missionary impulse; material issues such as land, resources, and technology). 2. Discuss the locations of the colonial rule of such nations as England, France, Germany, Italy, Japan, the Netherlands, Russia, Spain, Portugal, and the United States. 3. Explain imperialism from the perspective of the colonizers and the colonized and the varied immediate and long-term responses by the people under colonial rule. 4. Describe the independence struggles of the colonized regions of the world, including the role of leaders, such as Sun Yat-sen in China, and the role of ideology and religion. Blue Print Focus Standards: “A”Official indicates high emphasis “B” indicates Draft: September 13, 2006 medium emphasis Concepts • 3 Questions A * • • • • • • • A * “C” indicates low emphasis • • • Social Darwinism Balance of power Civil service Cultural diffusion Ethnocentrism Non-violence Resource distribution Social Structure Traditional Imperialism Colonization “*” not ranked for emphasis Instructional Days Traditional Calendar 10 Days Concept 6 Calendar A-Track 9 Days B-Track 10 Days C-Track 10 Days Four by Four Calendar 5 Days GRADE 10 WORLD HISTORY, CULTURE, AND GEOGRAPHY: THE MODERN WORLD Instructional Component 2: Causes and Effects of the First World War and the Rise of Totalitarian Governments (Standards 10.5, 10.6, 10.7) Blue Print Focus Standards Standards 10.5 Students analyze the causes and course of the First World War. 1. Analyze the arguments for entering into war presented by leaders from all sides of the Great War and the role of political and economic rivalries, ethnic and ideological conflicts, domestic discontent and disorder, and propaganda and nationalism in mobilizing civilian population in support of "total war." 2. Examine the principal theaters of battle, major turning points, and the importance of geographic factors in military decisions and outcomes (e.g., topography, waterways, distance, climate). 3. Explain how the Russian Revolution and the entry of the United States affected the course and outcome of the war. 4. Understand the nature of the war and its human costs (military and civilian) on all sides of the conflict, including how colonial peoples contributed to the war effort. 5. Discuss human rights violations and genocide, including the Ottoman government's actions against Armenian citizens. Blue Print Focus Standards: “A”Official indicates high emphasis “B” indicates Draft: September 13, 2006 medium emphasis 7 Questions * * * Concepts • • • • • • • • • • Balance of power Alliances Disarmament Internationalism Isolationism Mass communication Militarism Propaganda Genocide Racism Traditional Calendar 16 Days Concept 6 Calendar A-Track 17 Days B-Track 13 Days C-Track 19 Days Four by Four Calendar 10 Days * * “C” indicates low emphasis Instructional Days “*” not ranked for emphasis GRADE 10 WORLD HISTORY, CULTURE, AND GEOGRAPHY: THE MODERN WORLD Standards 10.6 Students analyze the effects of the First World War. 1. Analyze the aims and negotiating roles of world leaders, the terms and influence of the Treaty of Versailles and Woodrow Wilson's Fourteen Points, and the causes and effects of United States's rejection of the League of Nations on world politics. 2. Describe the effects of the war and resulting peace treaties on population movement, the international economy, and shifts in the geographic and political borders of Europe and the Middle East. 3. Understand the widespread disillusionment with prewar institutions, authorities, and values that resulted in a void that was later filled by totalitarians. 4. Discuss the influence of World War I on literature, art, and intellectual life in the West (e.g., Pablo Picasso, the "lost generation" of Gertrude Stein, Ernest Hemingway). Blue Print Focus Standards: “A”Official indicates high emphasis “B” indicates Draft: September 13, 2006 medium emphasis Blue Print Focus Standards 7 Questions A Concepts • • • Disarmament Total war Totalitarian dictatorship Instructional Days Traditional Calendar 19 Days Concept 6 Calendar A-Track * 14 Days B-Track 18 Days * C-Track 15 Days Four by Four Calendar 10 Days * “C” indicates low emphasis “*” not ranked for emphasis GRADE 10 WORLD HISTORY, CULTURE, AND GEOGRAPHY: THE MODERN WORLD Blue Print Focus Standards Standards 10.7 Students analyze the rise of totalitarian governments after the First World War. 1. Understand the causes and consequences of the Russian Revolution, including Lenin's use of totalitarian means to seize and maintain control (e.g., the Gulag). 2. Trace Stalin's rise to power in the Soviet Union and the connection between economic policies, political policies, the absence of a free press, and systematic violations of human rights (e.g., the Terror Famine in Ukraine). 3. Analyze the rise, aggression, and human costs of totalitarian regimes (Fascist and Communist) in Germany, Italy, and the Soviet Union, noting their common and dissimilar traits. Blue Print Focus Standards: “A”Official indicates high emphasis “B” indicates Draft: September 13, 2006 medium emphasis 6 Questions Concepts • • * * * “C” indicates low emphasis • • • • • • • • • Authoritarianism Command economy / centralization Collectivism Communism Dictatorship Genocide Ideology Indoctrination Police state Racism Anti-Semitism “*” not ranked for emphasis Instructional Days Traditional Calendar 16 Days Concept 6 Calendar A-Track 13 Days B-Track 15 Days C-Track 16 Days Four by Four Calendar 10 Days GRADE 10 WORLD HISTORY, CULTURE, AND GEOGRAPHY: THE MODERN WORLD Instructional Component 3: Causes and effects of World War II and the Cold War, Present Day State of the World (Standards 10.8, 10.9, 10.10, 10.11 Standards 10.8 Students analyze the causes and consequences of World War II. 1. Compare the German, Italian, and Japanese drives for empire in the 1930s, including the 1937 Rape of Nanking and other atrocities in China and the Stalin-Hitler Pact of 1939. 2. Understand the role of appeasement, nonintervention (isolationism), and the domestic distractions in Europe and the United States prior to the outbreak of World War II. 3. Identify and locate the Allied and Axis powers on a map and discuss the major turning points of the war, the principal theaters of conflict, key strategic decisions, and the resulting war conferences and political resolutions, with emphasis on the importance of geographic factors. 4. Describe the political, diplomatic, and military leaders during the war (e.g., Winston Churchill, Franklin Delano Roosevelt, Emperor Hirohito, Adolf Hitler, Benito Mussolini, Joseph Stalin, Douglas MacArthur, Dwight Eisenhower). 5. Analyze the Nazi policy of pursuing racial purity, especially against the European Jews; its transformation into the Final Solution and the Holocaust resulted in the murder of six million Jewish civilians. 6. Discuss the human costs of the war, with particular attention to the civilian and military losses in Russia, Germany, Britain, United States, China and Japan. Blue Print Focus Standards: “A”Official indicates high emphasis “B” indicates Draft: September 13, 2006 medium emphasis Blue Print Focus Standards 7 Questions A * Concepts • • • • • • • • * • Racism Aggression Anti-Semitism Appeasement Expropriation Occupation Partition Nonintervention/ isolationism Diplomacy Traditional Calendar 15 Days Concept 6 Calendar A-Track 15 Days B-Track 15 Days C-Track 12 Days Four by Four Calendar 10 Days * A * “C” indicates low emphasis Instructional Days “*” not ranked for emphasis GRADE 10 WORLD HISTORY, CULTURE, AND GEOGRAPHY: THE MODERN WORLD Blue Print Focus Standards Standards 10.9 Students analyze the international developments in the post-World War II world. 1. Compare the economic and military power shifts caused by the war, including the Yalta Pact, the development of nuclear weapons, Soviet control over Eastern European nations, and the economic recoveries of Germany and Japan. 2. Analyze the causes of the Cold War, with the free world on one side and Soviet client states on the other, including competition for influence in such places as Egypt, the Congo, Vietnam, and Chile. 3. Understand the importance of the Truman Doctrine and Marshall Plan, which established the pattern for America's postwar policy of supplying economic and military aid to prevent the spread of Communism and the resulting economic and political competition in arenas such as Southeast Asia (i.e., the Korean War, Vietnam War), Cuba, and Africa. 4. Analyze the Chinese Civil War, the rise of Mao Tse-tung, and the subsequent political and economic upheavals in China (e.g., the Great Leap Forward, the Cultural Revolution, and the Tiananmen Square uprising). 5. Describe the uprisings in Poland (1952), Hungary (1956), and Czechoslovakia (1968) and those countries' resurgence in the 1970s and 1980s as people in Soviet satellites sought freedom from Soviet control. 6. Understand how the forces of nationalism developed in the Middle East, how the Holocaust affected world opinion regarding the need for a Jewish state, and the significance and effects of the location and establishment of Israel on world affairs. 7. Analyze the reasons for the collapse of the Soviet Union, including the weakness of the command economy, burdens of military commitments, and growing resistance to Soviet rule by dissidents in satellite states and the non-Russian Soviet republics. 8. Discuss the establishment and work of the United Nations and the purposes and functions of the Warsaw Pact, SEATO, and NATO, and the Organization of American States. Blue Print Focus Standards: “A”Official indicates high emphasis “B” indicates Draft: September 13, 2006 medium emphasis 8 Questions B A Concepts • • • • • • • • • Partition Reconstruction Cold War Hegemony Geopolitics Intolerance Nuclear proliferation Class conflict Xenophobia Instructional Days Traditional Calendar 14 Days Concept 6 Calendar A-Track 15 Days B-Track 12 Days C-Track A 10 Days B Four by Four Calendar 7 Days B A * B “C” indicates low emphasis “*” not ranked for emphasis GRADE 10 WORLD HISTORY, CULTURE, AND GEOGRAPHY: THE MODERN WORLD Blue Print Focus Standards Standards 10.10 Students analyze instances of nation-building in the contemporary world in two of the following regions or countries: the Middle East, Africa, Mexico and other parts of Latin America, and China. 1. Understand the challenges in the regions, including the geopolitical, cultural, military, and economic significance and the international relationships in which they are involved. 2. Describe the recent history of the regions, including the political divisions and systems, key leaders, religious issues, natural features, resources, and population patterns. 3. Discuss the important trends in the region today and whether they appear to serve the cause of individual freedom and democracy. Blue Print Focus Standards: “A”Official indicates high emphasis “B” indicates Draft: September 13, 2006 medium emphasis 1 Question * * Concepts • • • • • • • Apartheid Autonomy Developing world/third world Ethnocentrism Intolerance Segregation Xenophobia Instructional Days Traditional Calendar 7 Days Concept 6 Calendar A-Track 8 Days B-Track 6 Days C-Track 8 Days Four by Four Calendar 3 Days * “C” indicates low emphasis “*” not ranked for emphasis GRADE 10 WORLD HISTORY, CULTURE, AND GEOGRAPHY: THE MODERN WORLD Blue Print Focus Standards Standards 10.11 Students analyze the integration of countries into the world economy and the information, technological, and communications revolutions (e.g., television, satellites, computers). Concepts • • 1 Question • • Blue Print Focus Standards: “A”Official indicates high emphasis “B” indicates Draft: September 13, 2006 medium emphasis “C” indicates low emphasis Environmental pollution Global infrastructure International commerce Market economy “*” not ranked for emphasis Instructional Days Integrated with Standard 10.3 Textbook Correlation for the 10th Grade Standards STANDARD Glencoe Prentice Hall World History: Modern Times World History: The Modern World 10.1 Chapter: 1 Chapter: 1 10.2 Chapters: 2,3,4 Chapters: 2,3,4,7 10.3 Chapters: 4,5,10 Chapters: 5,6,8 10.4 Chapters: 6,7,10 Chapters: 7,8,9,10 10.5 Chapter: 8,10 Chapter: 8,9,11,13 10.6 Chapter: 8,10 Chapter: 12,13 10.7 Chapters: 8,9,10,11 Chapters: 13 10.8 Chapters: 10,11 10.9 Chapters: 10,12,13 Chapters: 14,15,17,18,19 10.10 Chapters: 14 Chapters: 16,17,18,19 10.11 Chapters: 17 Chapters: 19 Chapters: 12,13,14 CA L I F O R N I A S TA N DA R D S T E S T World History Released Test Questions Introduction - World History–Social Science The following released test questions are taken from the World History–Social Science Standards Test. This test is one of the California Standards Tests administered as part of the Standardized Testing and Reporting (STAR) Program under policies set by the State Board of Education. All questions on the California Standards Tests are evaluated by committees of content experts, including teachers and administrators, to ensure their appropriateness for measuring the California academic content and skills standards in World History–Social Science. In addition to content, all items are reviewed and approved to ensure their adherence to the principles of fairness and to ensure no bias exists with respect to characteristics such as gender, ethnicity, and language. This document contains released test questions from the California Standards Test forms in 2003, 2004, 2005, 2006, 2007, and 2008. First on the pages that follow are lists of the standards assessed on the World History– Social Science Test. Next are released test questions. Following the questions is a table that gives the correct answer for each question, the content and skills (where applicable) standard that each question is measuring, and the year each question last appeared on the test. The following table lists each reporting cluster, the number of items that appear on the exam, and the number of released test questions that appear in this document. NUMBER OF QUESTIONS ON EXAM REPORTING CLUSTER NUMBER OF RELEASED TEST QUESTIONS 1. Development of Modern Political Thought 13 20 2. Industrial Expansion and Imperialism 10 17 3. Causes and Effects of the First World War 14 20 4. Causes and Effects of the Second World War 13 17 5. International Developments in the Post–World War II Era 10 16 TOTAL 60 90 In selecting test questions for release, three criteria are used: (1) the questions adequately cover a selection of the academic content standards assessed on the World History–Social Science Test; (2) the questions demonstrate a range of difficulty; and (3) the questions present a variety of ways standards can be assessed. These released test questions do not reflect all of the ways the standards may be assessed. Released test questions will not appear on future tests. For more information about the California Standards Tests, visit the California Department of Education’s Web site at http://www.cde.ca.gov/ta/tg/sr/resources.asp. — 1 — This is a sample of California Standards Test questions. This is NOT an operational test form. Test scores cannot be projected based on performance on released test questions. Copyright © 2009 California Department of Education. CA L I F O R N I A S TA N DA R D S T E S T World History Released Test Questions REPORTING CLUSTER 1: Development of Modern Political Thought The following two California content standards (indicated by bold type) are included in Reporting Cluster 1 and are represented in this booklet by 20 test questions. These questions represent only some ways in which these standards may be assessed on the California World History–Social Science Standards Test. CALIFORNIA CONTENT STANDARDS IN THIS REPORTING CLUSTER Development of Modern Political Thought WH10.1 Students relate the moral and ethical principles in ancient Greek and Roman philosophy, in Judaism, and in Christianity to the development of Western political thought. WH10.1.1. Analyze the similarities and differences in Judeo-Christian and Greco-Roman views of law, reason and faith, and duties of the individual. WH10.1.2. Trace the development of the Western political ideas of the rule of law and illegitimacy of tyranny, using selections from Plato’s Republic and Aristotle’s Politics. WH10.1.3. Consider the influence of the U.S. Constitution on political systems in the contemporary world. WH10.2 Students compare and contrast the Glorious Revolution of England, the American Revolution, and the French Revolution and their enduring effects worldwide on the political expectations for self-government and individual liberty. WH10.2.1. Compare the major ideas of philosophers and their effect on the democratic revolutions in England, the United States, France, and Latin America (e.g., John Locke, Charles-Louis Montesquieu, Jean-Jacques Rousseau, Simón Bolívar, Thomas Jefferson, James Madison). WH10.2.2. List the principles of the Magna Carta, the English Bill of Rights (1689), the American Declaration of Independence (1776), the French Declaration of the Rights of Man and the Citizen (1789), and the U.S. Bill of Rights (1791). WH10.2.3. Understand the unique character of the American Revolution, its spread to other parts of the world, and its continuing significance to other nations. WH10.2.4. Explain how the ideology of the French Revolution led France to develop from constitutional monarchy to democratic despotism to the Napoleonic empire. WH10.2.5. Discuss how nationalism spread across Europe with Napoleon but was repressed for a generation under the Congress of Vienna and Concert of Europe until the Revolutions of 1848. — 2 — This is a sample of California Standards Test questions. This is NOT an operational test form. Test scores cannot be projected based on performance on released test questions. Copyright © 2009 California Department of Education. CA L I F O R N I A S TA N DA R D S T E S T World History Released Test Questions REPORTING CLUSTER 2: Industrial Expansion and Imperialism The following two California content standards (indicated by bold type) are included in Reporting Cluster 2 and are represented in this booklet by 17 test questions. These questions represent only some ways in which these standards may be assessed on the California World History–Social Science Standards Test. CALIFORNIA CONTENT STANDARDS IN THIS REPORTING CLUSTER Industrial Expansion and Imperialism WH10.3 Students analyze the effects of the Industrial Revolution in England, France, Germany, Japan and the United States. WH10.3.1. Analyze why England was the first country to industrialize. WH10.3.2. Examine how scientific and technological changes and new forms of energy brought about massive social, economic, and cultural change (e.g., the inventions and discoveries of James Watt, Eli Whitney, Henry Bessemer, Louis Pasteur, Thomas Edison). WH10.3.3. Describe the growth of population, rural to urban migration, and growth of cities associated with the Industrial Revolution. WH10.3.4. Trace the evolution of work and labor, including the demise of the slave trade and the effects of immigration, mining and manufacturing, division of labor, and the union movement. WH10.3.5. Understand the connections among natural resources, entrepreneurship, labor, and capital in an industrial economy. WH10.3.6. Analyze the emergence of capitalism as a dominant economic pattern and the responses to it, including Utopianism, Social Democracy, Socialism, and Communism. WH10.3.7. Describe the emergence of Romanticism in art and literature (e.g., the poetry of William Blake and William Wordsworth), social criticism (e.g., the novels of Charles Dickens), and the move away from Classicism in Europe. WH10.4 Students analyze patterns of global change in the era of New Imperialism in at least two of the following regions or countries: Africa, Southeast Asia, China, India, Latin America and the Philippines. WH10.4.1. Describe the rise of industrial economies and their link to imperialism and colonialism (e.g., the role played by national security and strategic advantage; moral issues raised by the search for national hegemony, Social Darwinism, and the missionary impulse; material issues such as land, resources, and technology). WH10.4.2. Discuss the locations of the colonial rule of such nations as England, France, Germany, Italy, Japan, the Netherlands, Russia, Spain, Portugal, and the United States. WH10.4.3. Explain imperialism from the perspective of the colonizers and the colonized and the varied immediate and long-term responses by the people under colonial rule. WH10.4.4. Describe the independence struggles of the colonized regions of the world, including the roles of leaders, such as Sun Yat-sen in China, and the role of ideology and religion. — 3 — This is a sample of California Standards Test questions. This is NOT an operational test form. Test scores cannot be projected based on performance on released test questions. Copyright © 2009 California Department of Education. CA L I F O R N I A S TA N DA R D S T E S T World History Released Test Questions REPORTING CLUSTER 3: Causes and Effects of the First World War The following two California content standards (indicated by bold type) are included in Reporting Cluster 3 and are represented in this booklet by 20 test questions. These questions represent only some ways in which these standards may be assessed on the California World History–Social Science Standards Test. CALIFORNIA CONTENT STANDARDS IN THIS REPORTING CLUSTER Causes and Effects of the First World War WH10.5 Students analyze the causes and course of the First World War. WH10.5.1. Analyze the arguments for entering into war presented by leaders from all sides of the Great War and the role of political and economic rivalries, ethnic and ideological conflicts, domestic discontent and disorder, and propaganda and nationalism in mobilizing civilian population in support of “total war.” WH10.5.2. Examine the principal theaters of battle, major turning points, and the importance of geographic factors in military decisions and outcomes (e.g., topography, waterways, distance, climate). WH10.5.3. Explain how the Russian Revolution and the entry of the United States affected the course and outcome of the war. WH10.5.4. Understand the nature of the war and its human costs (military and civilian) on all sides of the conflict, including how colonial peoples contributed to the war effort. WH10.5.5. Discuss human rights violations and genocide, including the Ottoman government’s actions against Armenian citizens. WH10.6 Students analyze the effects of the First World War. WH10.6.1. Analyze the aims and negotiating roles of world leaders, the terms and influence of the Treaty of Versailles and Woodrow Wilson’s Fourteen Points, and the causes and effects of United States’s rejection of the League of Nations on world politics. WH10.6.2. Describe the effects of the war and resulting peace treaties on population movement, the international economy, and shifts in the geographic and political borders of Europe and the Middle East. WH10.6.3. Understand the widespread disillusionment with prewar institutions, authorities, and values that resulted in a void that was later filled by totalitarians. WH10.6.4. Discuss the influence of World War I on literature, art, and intellectual life in the West (e.g., Pablo Picasso, the “lost generation” of Gertrude Stein, Ernest Hemingway). — 4 — This is a sample of California Standards Test questions. This is NOT an operational test form. Test scores cannot be projected based on performance on released test questions. Copyright © 2009 California Department of Education. CA L I F O R N I A S TA N DA R D S T E S T World History Released Test Questions REPORTING CLUSTER 4: Causes and Effects of the Second World War The following two California content standards (indicated by bold type) are included in Reporting Cluster 4 and are represented in this booklet by 17 test questions. These questions represent only some ways in which these standards may be assessed on the California World History–Social Science Standards Test. CALIFORNIA CONTENT STANDARDS IN THIS REPORTING CLUSTER Causes and Effects of the Second World War WH10.7 Students analyze the rise of totalitarian governments after the First World War. WH10.7.1. Understand the causes and consequences of the Russian Revolution, including Lenin’s use of totalitarian means to seize and maintain control (e.g., the Gulag). WH10.7.2. Trace Stalin’s rise to power in the Soviet Union and the connection between economic policies, political policies, the absence of a free press, and systematic violations of human rights (e.g., the Terror Famine in Ukraine). WH10.7.3. Analyze the rise, aggression, and human costs of totalitarian regimes (Fascist and Communist) in Germany, Italy, and the Soviet Union, noting their common and dissimilar traits. WH10.8 Students analyze the causes and consequences of World War II. WH10.8.1. Compare the German, Italian, and Japanese drives for empire in the 1930s, including the 1937 Rape of Nanking and other atrocities in China and the Stalin-Hitler Pact of 1939. WH10.8.2. Understand the role of appeasement, nonintervention (isolationism), and the domestic distractions in Europe and the United States prior to the outbreak of World War II. WH10.8.3. Identify and locate the Allied and Axis powers on a map and discuss the major turning points of the war, the principal theaters of conflict, key strategic decisions, and the resulting war conferences and political resolutions, with emphasis on the importance of geographic factors. WH10.8.4. Describe the political, diplomatic, and military leaders during the war (e.g., Winston Churchill, Franklin Delano Roosevelt, Emperor Hirohito, Adolf Hitler, Benito Mussolini, Joseph Stalin, Douglas MacArthur, Dwight Eisenhower). WH10.8.5. Analyze the Nazi policy of pursuing racial purity, especially against the European Jews; its transformation into the Final Solution and the Holocaust resulted in the murder of six million Jewish civilians. WH10.8.6. Discuss the human costs of the war, with particular attention to the civilian and military losses in Russia, Germany, Britain, United States, China and Japan. — 5 — This is a sample of California Standards Test questions. This is NOT an operational test form. Test scores cannot be projected based on performance on released test questions. Copyright © 2009 California Department of Education. CA L I F O R N I A S TA N DA R D S T E S T World History Released Test Questions REPORTING CLUSTER 5: International Developments in the Post-World War II Era The following three California content standards (indicated by bold type) are included in Reporting Cluster 5 and are represented in this booklet by 16 test questions. These questions represent only some ways in which these standards may be assessed on the California World History–Social Science Standards Test. CALIFORNIA CONTENT STANDARDS IN THIS REPORTING CLUSTER International Developments in the Post-World War II Era WH10.9 Students analyze the international developments in the post-World War II world. WH10.9.1. Compare the economic and military power shifts caused by the war, including the Yalta Pact, the development of nuclear weapons, Soviet control over Eastern European nations, and the economic recoveries of Germany and Japan. WH10.9.2. Analyze the causes of the Cold War, with the free world on one side and Soviet client states on the other, including competition for influence in such places as Egypt, the Congo, Vietnam, and Chile. WH10.9.3. Understand the importance of the Truman Doctrine and the Marshall Plan, which established the pattern for America’s postwar policy of supplying economic and military aid to prevent the spread of Communism and the resulting economic and political competition in arenas such as Southeast Asia (i.e., the Korean War, Vietnam War), Cuba, and Africa. WH10.9.4. Analyze the Chinese Civil War, the rise of Mao Tse-tung, and the subsequent political and economic upheavals in China (e.g., the Great Leap Forward, the Cultural Revolution, and the Tiananmen Square uprising). WH10.9.5. Describe the uprisings in Poland (1952), Hungary (1956), and Czechoslovakia (1968) and those countries’ resurgence in the 1970s and 1980s as people in Soviet satellites sought freedom from Soviet control. WH10.9.6. Understand how the forces of nationalism developed in the Middle East, how the Holocaust affected world opinion regarding the need for a Jewish state, and the significance and effects of the location and establishment of Israel on world affairs. WH10.9.7. Analyze the reasons for the collapse of the Soviet Union, including the weakness of the command economy, burdens of military commitments, and growing resistance to Soviet rule by dissidents in satellite states and the non-Russian Soviet republics. WH10.9.8. Discuss the establishment and work of the United Nations and the purposes and functions of the Warsaw Pact, SEATO, and NATO, and the Organization of American States. WH10.10 Students analyze instances of nation-building in the contemporary world in two of the following regions or countries: the Middle East, Africa, Mexico and other parts of Latin America, and China. WH10.10.1. Understand the challenges in the regions, including the geopolitical, cultural, military, and economic significance and the international relationships in which they are involved. WH10.10.2. Describe the recent history of the regions, including the political divisions and systems, key leaders, religious issues, natural features, resources, and population patterns. WH10.10.3. Discuss the important trends in the region today and whether they appear to serve the cause of individual freedom and democracy. WH10.11 Students analyze the integration of countries into the world economy and the information, technological, and communications revolutions (e.g., television, satellites, computers). — 6 — This is a sample of California Standards Test questions. This is NOT an operational test form. Test scores cannot be projected based on performance on released test questions. Copyright © 2009 California Department of Education. CA L I F O R N I A S TA N DA R D S T E S T World History Released Test Questions CALIFORNIA ANALYSIS SKILLS STANDARDS FOR WORLD HISTORY History and Social Science Analysis Skills (World History) Chronological and Spatial Thinking CS1. Students compare the present with the past, evaluating the consequences of past events and decisions and determining the lessons that were learned. CS2. Students analyze how change happens at different rates at different times; understand that some aspects can change while others remain the same; and understand that change is complicated and affects not only technology and politics but also values and beliefs. CS3. Students use a variety of maps and documents to interpret human movement, including major patterns of domestic and international migration, changing environmental preferences and settlement patterns, the frictions that develop between population groups, and the diffusion of ideas, technological innovations, and goods. CS4. Students relate current events to the physical and human characteristics of places and regions. Historical Research, Evidence, and Point of View HR1. Students distinguish valid arguments from fallacious arguments in historical interpretations. HR2. Students identify bias and prejudice in historical interpretations. HR3. Students evaluate major debates among historians concerning alternative interpretations of the past, including an analysis of authors’ use of evidence and the distinctions between sound generalizations and misleading oversimplifications. HR4. Students construct and test hypotheses; collect, evaluate, and employ information from multiple primary and secondary sources; and apply it in oral and written presentations. Historical Interpretation HI1. Students show the connections, causal and otherwise, between particular historical events and larger social, economic, and political trends and developments. HI2. Students recognize the complexity of historical causes and effects, including the limitations of determining cause and effect. HI3. Students interpret past events and issues within the context in which an event unfolded rather than solely in terms of present day norms and values. HI4. Students understand the meaning, implication, and impact of historical events while recognizing that events could have taken other directions. HI5. Students analyze human modifications of a landscape, and examine the resulting environmental policy issues. HI6. Students conduct cost/benefit analyses and apply basic economic indicators to analyze the aggregate economic behavior of the U.S. economy. At least twenty-five percent of the content questions must include an element of the skills standards. — 7 — This is a sample of California Standards Test questions. This is NOT an operational test form. Test scores cannot be projected based on performance on released test questions. Copyright © 2009 California Department of Education. CA L I F O R N I A S TA N DA R D S T E S T World History 1 � Released Test Questions Jewish and Christian beliefs differ from the Greco-Roman tradition in matters concerning the importance of A the role of law. B individual morality. C belief in one God. D the family unit. 3 � He who trusts any man with supreme power gives it to a wild beast, for such his appetite sometimes makes him: passion influences those in power, even the best of men, but law is reason without desire. . . . —Aristotle CSD00101 2 � Who believed that in an ideal society the government should be controlled by a class of “philosopher kings”? Which feature of modern Western democratic government reflects Aristotle’s views as given above? A Muhammad B Plato A the direct election of members of the legislature C Lao-tzu B the power of the courts to review the law D Thomas Aquinas C the granting of emergency powers to the chief executive CSD00293 D the requirement that government actions must adhere to the law CSD00311 4 � Which of the following is a concept from classical Athens that is central to Western political thought today? A Individuals should fight against nature and society to achieve greatness. B Individual achievement, dignity, and worth are of great importance. C Individual recognition impedes societal progress. D Individuals play an insignificant role in shaping ideas, society, and the state. CSD00366 — 8 — This is a sample of California Standards Test questions. This is NOT an operational test form. Test scores cannot be projected based on performance on released test questions. Copyright © 2009 California Department of Education. CA L I F O R N I A S TA N DA R D S T E S T World History Released Test Questions 5 � 7 � . . . for the administration of justice . . . is the principle of order in political society. —Aristotle, Politics From Aristotle’s statement above, it can be inferred that A monarchs protect citizens from tyranny. B only elected officials should impose laws. C laws maintain the stability of the nation. D majority rule ensures a stable government. When a country’s constitution requires the branches of government to remain independent of each other, it is adhering to the constitutional principle of A popular sovereignty. B separation of powers. C federalism. D direct democracy. CSV21742 8 � The English philosopher John Locke argued that life, liberty, and property are A natural rights that should be protected by government. B political rights to be granted as determined by law. CSV21226 6 � C economic rights earned in a capitalistic system. From the Constitution of Japan We, the Japanese people, acting through our duly elected representatives in the National Diet, determined that we shall secure for ourselves and our posterity the fruits of peaceful cooperation with all nations and the blessings of liberty throughout this land. . . . D social rights guaranteed by the ruling class. CSD00456 Which of these is a source for the ideas outlined in the Japanese Constitution? A Charter of the United Nations B legal writings of Thomas Hobbes C writings on constitutions by Voltaire D United States Constitution CSD00151 — 9 — This is a sample of California Standards Test questions. This is NOT an operational test form. Test scores cannot be projected based on performance on released test questions. Copyright © 2009 California Department of Education. CA L I F O R N I A S TA N DA R D S T E S T World History Released Test Questions 9 � 11 � . . . all men are by nature equally free and independent, and have certain inherent rights, of which when they enter into a state of society, they cannot, by any compact, deprive or divest their posterity; namely, the enjoyment of life and liberty, with the means of acquiring and possessing property, and pursuing and obtaining happiness and safety. Natural Rights Philosophy Emphasizes individual rights to life, liberty and property. What document best exemplifies the natural rights philosophy described above? —Virginia Declaration of Rights, 1776 Which philosopher’s ideas were the basis for this quotation from the Virginia Declaration of Rights? A The Communist Manifesto B Plato’s Republic C Luther’s Ninety-five Theses D The Declaration of Independence CSH10067 12 � A Charles-Louis Montesquieu B Jean-Jacques Rousseau C John Locke A It created a two-house parliament. D Voltaire B It extended voting rights. C It provided for a bill of rights. D It limited the power of the monarch. CSV40001 10 � Use the following information to answer the question below. Both the United States Declaration of Independence and the French Declaration of the Rights of Man emphasized the idea that governments must How did the Magna Carta (1215) contribute to the development of the English government? CSV21399 13 � A guarantee economic prosperity. B protect the rights of people. C support established religious beliefs. D operate on a system of checks and balances. In which of the following documents is the principle of limitation of governmental power first stated? A Magna Carta B Declaration of Independence C English Bill of Rights D French Declaration of the Rights of Man and the Citizen CSD00120 CSF10330 — 10 — This is a sample of California Standards Test questions. This is NOT an operational test form. Test scores cannot be projected based on performance on released test questions. Copyright © 2009 California Department of Education. CA L I F O R N I A S TA N DA R D S T E S T World History Released Test Questions 14 � 17 � Unlike the French Revolution, the American Revolution produced A women’s suffrage. B short-term military rule. C strategic alliances. D a lasting constitution. When members of the Third Estate took the Tennis Court Oath (1789) at the start of the French Revolution, they were attempting to A establish a military government. B draft a new national constitution. C restore the king to power. D persuade Napoleon to take power. CSD00212 � 15 CSV21666 Which leader was inspired by the ideas of the American Revolution and the Enlightenment to lead the liberation of much of South America from Spain? 18 � Which of these first demonstrated that popular protest would play a role in the French Revolution? A Simón Bolívar A the reign of the Committee of Public Safety B Padre Miguel Hidalgo B the trial of Louis XIV C José Martí C the fall of the Bastille D Antonio López de Santa Anna D the Civil Constitution of the Clergy CSD00231 CSF10352 16 � The principles of the American Revolution and the French Revolution are similar in many ways. Which of the following best summarizes their similarities? A Both favored representative governments. B Both limited voting rights to an economic elite. C Both retained certain hereditary rights for aristocrats. D Both supported equal rights for women. CSD10031 19 � What was one factor that enabled Napoleon to seize control of France? A the weakness of the French government B the endorsement by foreign governments C the support Napoleon received from French aristocrats D the strong democratic reforms Napoleon advocated CSV21670 20 � Between 1815 and 1848, the Congress of Vienna and the Concert of Europe suppressed nationalism by A ensuring a balance of power between nations. B promoting democratic institutions. C sharing colonies among the great powers. D establishing international economic ties. CSD10026 — 11 — This is a sample of California Standards Test questions. This is NOT an operational test form. Test scores cannot be projected based on performance on released test questions. Copyright © 2009 California Department of Education. CA L I F O R N I A S TA N DA R D S T E S T World History 21 � Released Test Questions 23 � The agricultural changes which took place in England during the 1600s contributed to England’s later industrial development by A strengthening the importance of the family farm. B breaking large estates into smaller farms. C encouraging city dwellers to return to farming. D producing more food with fewer workers. Use the information to complete the statement. The streets were hot and dusty on the summer day. Stokers emerged from low underground doorways into factory yards, and sat on steps, and posts, and palings, wiping their swarthy visages, and contemplating coals. The whole town seemed to be frying in oil. There was a stifling smell of hot oil everywhere. The steam-engines shone with it, the mills throughout their many stories oozed and trickled it. CSD00130 22 � Louis Pasteur’s research into germ theory in the nineteenth century is significant because it —Charles Dickens, Hard Times, 1854 A created safety standards for machine workers. B led to techniques that increase crop production. The historical era most likely referred to in this quotation is the C identified the importance of vitamins to nutrition. A Industrial Revolution. D proved that cleanliness helps to prevent infections. B Great Awakening. C French Revolution. D Enlightenment. CSV23431 CSF10080 — 12 — This is a sample of California Standards Test questions. This is NOT an operational test form. Test scores cannot be projected based on performance on released test questions. Copyright © 2009 California Department of Education. CA L I F O R N I A S TA N DA R D S T E S T World History Released Test Questions 24 � 26 � Population (in thousands) Population of Birmingham, England (1801–1851) 300 250 200 150 To increase production output during the Industrial Revolution, businesses primarily invested in A workers’ wages. B machinery. C training. D marketing. CSV21628 27 � 100 50 In the mid-1700s, how did trade contribute to the early growth of an industrial economy in Great Britain? A It allowed the British to educate their workforce. 0 1801 1811 1821 1831 1841 1851 Census Year B It provided funds to pay high wages to the new labor class. Source: HM Records Office C It enabled British merchants to hire skilled foreign laborers. What historical trend was most responsible for the change in Birmingham’s population shown above? A immigration from the colonies B industrial growth C improvements in urban health care D famine in rural areas D It gave British entrepreneurs the capital needed to open new factories. CSV20411 28 � CSV22998 25 � The American Civil War decreased Europe’s supply of cotton from the American South. What did the Europeans do to maintain the flow of this natural resource for their textile industries? A European factory owners agreed to pay a higher price for American cotton. In the nineteenth century, labor unions developed mostly in response to B European factory owners supported abolition of slavery to end the Civil War. A increasing unemployment. B government ownership of businesses. C wages and working conditions. D racial and gender discrimination. C European factory owners turned to Egypt and India as new sources of cotton. D European governments intervened militarily to force the resumption of the trade in cotton. CSE10021 CSV21254 — 13 — This is a sample of California Standards Test questions. This is NOT an operational test form. Test scores cannot be projected based on performance on released test questions. Copyright © 2009 California Department of Education. CA L I F O R N I A S TA N DA R D S T E S T World History 29 � Released Test Questions What late-eighteenth-century European artistic movement arose as a reaction against Classicism’s emphasis on reason? A impressionism B realism C romanticism D surrealism 32 � A Agricultural advances increased the population and forced Japan to look for new land. B Japanese trade wars against the United States removed regional competition for colonies. C Industrialization allowed Japan to expend resources on military and colonial expansion. CSV20613 30 � D The Japanese were forced to acquire colonies in Asia when European trade was banned. The social criticism of Charles Dickens’s novels Hard Times and David Copperfield was a response to conditions brought about by A colonial conflicts. B industrialization. C unionization. D parliamentary reforms. Economically, what enabled Japan to become a colonial power after 1894? CSE10010 33 � In the late nineteenth century, the British commonly referred to the Suez Canal in Egypt as the “Lifeline of the Empire” because it A held large deposits of coal needed by British industries. CSV20614 31 � B provided a strategic shipping route to British colonies. At the end of the 1800s, colonies were generally seen as a A place to banish criminals. B sign of a country’s relative power. C location to train military forces. D method for suppressing nationalism. C served as a ship-building center for the British navy. D irrigated several cash crops in the British colonies. CSV23487 CSD00279 34 � In 1900, anti-foreign sentiment in China led to an uprising known as the A Nian Rebellion. B Boxer Rebellion. C Taiping Rebellion. D Sepoy Rebellion. CSV21616 — 14 — This is a sample of California Standards Test questions. This is NOT an operational test form. Test scores cannot be projected based on performance on released test questions. Copyright © 2009 California Department of Education. CA L I F O R N I A S TA N DA R D S T E S T World History Released Test Questions 35 � The collapse of the last Chinese Empire in 1912 was caused by the imperial government’s failure to A control foreign influence. B educate the masses. C enter into alliances with other nations. D repel communist guerrillas. 38 � A to protect their colonies from invasion by other nations B to develop an economic alliance based on open markets C to suppress minority nationalists in their own countries CSV20273 36 � D to respond to the increased military power of Germany Mohandas Gandhi used his philosophy of nonviolent noncooperation in an effort to A form a Marxist government in India. B convince his fellow Indians to support the Allies in World War II. C persuade Pakistanis to separate from India. D achieve India’s independence from Great Britain. CSF10184 39 � B nations would be protected from economic exploitation. C colonization of undeveloped nations would cease. 37 By 1914, Ethiopia and Liberia were the only two African countries to A establish democratic governments. B develop industrial economies. C retain their independence. D colonize other nations. According to some historians, Europe’s system of alliances prior to 1914 increased the likelihood that A democratic ideals would spread throughout the continent. CSV20421 � Why did Great Britain, France, and Russia form the Triple Entente in 1907? D small disputes would develop into large-scale wars. CSV20362 40 � CSV22485 During World War I, U.S. propaganda posters often portrayed German soldiers as A honorable opponents. B violators of human rights. C unbeatable enemies. D liberators of oppressed peoples. CSV21410 — 15 — This is a sample of California Standards Test questions. This is NOT an operational test form. Test scores cannot be projected based on performance on released test questions. Copyright © 2009 California Department of Education. CA L I F O R N I A S TA N DA R D S T E S T World History 41 � Released Test Questions One major reason for the tension between France and Germany before World War I was that 44 � A address U.S. troop deployments in France. A France had begun to surpass Germany in industrial output. B strengthen the defense of Germany’s colonies in Africa. B Germany wanted to join the Triple Entente with Great Britain. C neutralize Great Britain’s naval control of the North Sea. C Germany controlled French access to the North Sea. D avoid the problem of fighting Allied powers on two fronts. D France wanted to regain lands previously seized by Germany. CSD10094 45 � CSV21412 42 � Great Britain’s stated reason for declaring war on Germany in 1914 was the � How did Russia’s participation in World War I affect its empire? A A string of decisive military victories gained land from the Central Powers. A French attacks on German colonies. B U.S. entry into the war. B Russia’s sale of supplies to its western allies strengthened its economy. C Serbian assassination of Archduke Franz Ferdinand. C The czar adopted the reforms necessary to win the support of the Russian people. D German invasion of Belgium. D Economic hardships brought on by the war resulted in the downfall of the czar. CSV22784 43 The Schlieffen Plan was designed by the German military to CSF10285 Why did most of the combat on the Western Front in World War I take place in a relatively small area? 46 � Which of the following most affected the course and outcome of World War I? A There is only a small amount of flat land in all of Europe. A Allied withdrawal from the Turkish peninsula of Gallipoli B The armies became immobile because of trench warfare. B British victories in the Sinai that secured the Suez Canal C Each side cut off the fuel supply of the other. C American military and financial intervention in the war D Germany’s military tactics were based on “static warfare.” D the switch in allegiance of Italy from the Central Powers to the Allies CSD00285 CSF10086 — 16 — This is a sample of California Standards Test questions. This is NOT an operational test form. Test scores cannot be projected based on performance on released test questions. Copyright © 2009 California Department of Education. CA L I F O R N I A S TA N DA R D S T E S T World History Released Test Questions 47 � One contribution of overseas colonies to the Allied effort during World War I was that they provided 50 � A large numbers of soldiers to reinforce the Allied armies. B protected sites for new Allied industrial factories. C most of the agricultural labor in the Allied nations. D places of refuge for displaced Allied civilian populations. CSV20424 48 � a lasting and just peace. B determining war reparations. C expanding colonial empires. D punishing aggressor nations. A to gain territory from Austria-Hungary B to assume control of Austria’s industries C to guarantee the partition of Germany D to gain possession of Austria’s overseas colonies CSF10008 51 � President Wilson said that his Fourteen Points would provide a framework for A What aim did Italian leader Vittorio Orlando have during the creation of the Treaty of Versailles? What basic idea was shared by both Britain and France at the Paris Peace Conference in 1919? A Italy should give up its colonies in Africa. B Germany should be divided into occupation zones. C German military power should be permanently restricted. D The Central Powers should divide the cost of the war equally. CSV20828 CSD00137 49 � A major goal of France and Great Britain at the Conference of Versailles following World War I was to A create a politically unified Europe. B keep Germany from rebuilding its military forces. C restore pre-war imperial governments to power. D help Germany rebuild its industrial economy. CSD00319 — 17 — This is a sample of California Standards Test questions. This is NOT an operational test form. Test scores cannot be projected based on performance on released test questions. Copyright © 2009 California Department of Education. CA L I F O R N I A S TA N DA R D S T E S T World History 52 � Released Test Questions Use the information to answer the question that follows. Southwest Asia and Northeast Africa, 1922–1934 A C D B After World War I, the territories of the Ottoman Empire in Southwest Asia were partitioned. Into which area did nearly 400,000 Jewish people immigrate between 1919 and 1941? A A B B C C D D CSF10288 — 18 — This is a sample of California Standards Test questions. This is NOT an operational test form. Test scores cannot be projected based on performance on released test questions. Copyright © 2009 California Department of Education. CA L I F O R N I A S TA N DA R D S T E S T World History Released Test Questions Europe Before World War I Europe After World War I N FINLAND AY RW NO ESTONIA W North Sea ED EN 53 � W S E LATVIA Baltic Sea DENMARK S LITHUANIA NETHERLANDS U. K. GERMANY GERMANY BELGIUM FRANCE LUXEMBOURG SOVIET UNION POLAND CZ EC H OSLOV AKIA IA Y AUSTR HUNGAR ROMANIA SWITZERLAND YUGOSLAVIA ITALY BULGARIA SPAIN ALBANIA Mediterranean Sea GREECE New Nations A comparison of the two maps indicates that one of the results of the war and the peace treaty was the A partitioning of Germany into zones of occupation. B dismemberment of the Austrian-Hungarian Empire. C shift of the balance of power from Western to Southern Europe. D new dominant role for Russia in Eastern Europe. CSD00176 54 � The collapse of the Russian and AustroHungarian empires during World War I contributed directly to the A formation of the European Union. B start of the Cold War. C development of the Marshall Plan. D creation of new nations in Eastern Europe. 55 � CSV23490 One way fascist leaders in the 1920s and 1930s gained popular support was by A promising to maintain peace with other countries. B attracting foreign investment for industrial development. C limiting military influence in the government. D appealing to national pride. CSV21292 — 19 — This is a sample of California Standards Test questions. This is NOT an operational test form. Test scores cannot be projected based on performance on released test questions. Copyright © 2009 California Department of Education. CA L I F O R N I A S TA N DA R D S T E S T World History 56 � Released Test Questions The Nazis blamed most of Germany’s pre– World War II social and economic problems on Jews and the A communists. B military. C industrialists. D Catholics. 60 � Particular obstructive workers who refuse to submit to disciplinary measures will be subject, as non-workers, to discharge and confinement in concentration camps. —Vladimir Lenin, Decree of November 14th, 1919 CSV20609 57 � The excerpt above describes Lenin’s method for dealing with those who opposed Authors Ernest Hemingway and F. Scott Fitzgerald are identified with A the lost generation. B romanticism. C the classical era. D naturalism. A Russian involvement in World War I. B the establishment of a communist government. C technological advances in industry. D the implementation of a market economy. CSV21462 CSV20429 58 � 61 � How did the Cheka (secret police) help Lenin gain control of Russia? Stalin’s “Great Purge” from 1934 to 1939 A eliminated the army’s dominance in state decisions. A They infiltrated the Czar’s army. B They organized the redistribution of the land. B expanded Soviet agriculture at the expense of industry. C They used terror tactics against the enemies of Bolshevism. C brought about the death of millions of people. D They negotiated peace with Germany. D replaced agricultural workers with technology. CSD00463 59 � CSD00252 62 � Lenin hoped that the Russian Revolution of 1917 would A inspire the Russians to continue the European war effort. B incite similar socialist rebellions throughout Europe. C persuade the combatants in Western Europe to sign an armistice. In the struggle to gain control of the Soviet Union in the 1920s, Stalin’s chief political rival was A Kerensky. B Bukharin. C Romanov. D Trotsky. D counter U.S. military presence in Eastern Europe. CSF10181 CSV21463 — 20 — This is a sample of California Standards Test questions. This is NOT an operational test form. Test scores cannot be projected based on performance on released test questions. Copyright © 2009 California Department of Education. CA L I F O R N I A S TA N DA R D S T E S T World History Released Test Questions 63 � From the perspective of Western leaders, Stalin’s actions as leader of the Union of Soviet Socialist Republics reflected an emphasis on which of the following concepts? A individualism B freedom C human dignity D aggression In 1939, France and Great Britain declared war on Germany as a direct result of the German A annexation of Austria. B occupation of the Rhineland. C seizure of the Sudetenland. D invasion of Poland. CSF10182 67 � CSD00338 64 � 66 � Both the Italian Fascists and the German Nazis gained power partly because they A had the support of an electoral majority of their nations’ peoples. B carefully followed accepted democratic political practices. Which nation sought to establish the Greater East Asia Co-Prosperity Sphere between 1931 and 1945? A Japan B India C China D Korea C used terror tactics against political opponents. CSV23212 68 � D represented the ideas of compromise and prudent government. Use the following information to answer the question. CSD00155 65 � Which of the following does not describe Hitler’s Germany, Mussolini’s Italy, and Stalin’s Russia? A They were all totalitarian governments. B Political opponents were killed in each state. C All three nations wanted to expand their borders. My good friends, for the second time in our history, a British Prime Minister has returned from Germany bringing peace with honor. I believe it is peace for our time . . . . Go home and get a nice quiet sleep. —Neville Chamberlain, April 30, 1938 (following his return from the Munich Conference) D Marxist principles governed all economic activity. The statement reflects the British belief that which of the following policies would prevent another war? CSD00113 A containment B isolation C reparation D appeasement CSF10026 — 21 — This is a sample of California Standards Test questions. This is NOT an operational test form. Test scores cannot be projected based on performance on released test questions. Copyright © 2009 California Department of Education. CA L I F O R N I A S TA N DA R D S T E S T World History 69 � Released Test Questions Following the United States’ entry into World War II, American and British leaders decided that their highest priority would be to A recapture Pacific possessions lost to the Japanese. B invade Europe and defeat Germany. C send armies to the Russian Front to help the Soviet Union. D strike directly at the Japanese home islands. CSD00124 70 � 72 � Early in World War II, Allied leaders decided that the enemy they had to defeat first was A the Ottoman Empire. B the Soviet Union. C Imperial Japan. D Nazi Germany. CSV22452 73 � Yesterday, December 7, 1941—a date which will live in infamy . . . Why did Hitler sign a non-aggression treaty with Stalin on the eve of World War II? A to prevent the League of Nations from acting to stop the war —from a speech by President Franklin D. Roosevelt to Congress B to show that Hitler had changed his views on communism The purpose of Roosevelt’s speech was to persuade Congress to C to allow Germany to invade Poland without Soviet opposition D to insure that Germany had direct access to the Baltic Sea CSD00197 71 � One major purpose of the Yalta Conference in 1945 was to decide A end all trade with Japan. B declare war on Japan. C condemn Japan’s aggression in China. D support dropping an atomic bomb on Hiroshima. CSV23019 A when to open the second front against Germany. B where to launch the final invasion of Japan. C how to restructure Europe after the war. D which countries to include in the United Nations. 74 � Which of the following countries suffered high civilian and military casualties because it was invaded and partially occupied during World War II? A Great Britain B the Soviet Union C the United States D Japan CSV20497 CSV21313 — 22 — This is a sample of California Standards Test questions. This is NOT an operational test form. Test scores cannot be projected based on performance on released test questions. Copyright © 2009 California Department of Education. CA L I F O R N I A S TA N DA R D S T E S T World History Released Test Questions 75 � Which of these is the main reason that Poland, Czechoslovakia, Hungary, and Romania became satellites of the Soviet Union? A a competition for political influence over other countries B The people in each country voted in free elections to ally with the Soviets. B direct, armed conflict between the two nations C The Soviet army occupied these areas at the end of World War II. C a deep reduction in military expenditures D the founding of the United Nations CSF10222 79 � CSD00115 The economic recovery of Japan following World War II focused primarily on A rebuilding its military and weapons capabilities. B exporting raw materials in exchange for consumer goods. U.S. intervention in Vietnam came as a result of the Cold War policy of A détente. B brinkmanship. C appeasement. D containment. CSV21487 C developing an agricultural economy and marine resources. D developing industry and an export economy. 80 � What was one major goal of the Soviet Union during the early years of the Cold War? A to establish a competitive market economy B to create a defensive buffer zone in Eastern Europe A England and France increased their overseas colonial possessions. C to expand individual liberties in the Baltic republics B The communists gained control over most of Western Europe. D to attract foreign economic investments CSV23507 � Which of the following was a primary cause of the Cold War between the United States and the Soviet Union? A These areas were given to the Soviet Union by a League of Nations mandate. D Hitler surrendered control of these areas to the Soviet Union at the end of the war. 76 � 78 � 77 What was one outcome of World War II? C Japan and Germany became dominant military powers in their regions. D The Soviet Union emerged as an international superpower. CSV23517 — 23 — This is a sample of California Standards Test questions. This is NOT an operational test form. Test scores cannot be projected based on performance on released test questions. Copyright © 2009 California Department of Education. CSV20038 CA L I F O R N I A S TA N DA R D S T E S T World History 81 � Released Test Questions 83 � Use the information below to complete the statement that follows. A an attempt by leaders in communist Hungary to withdraw from the Warsaw Pact One way of life is based upon the will of the people, and is distinguished by . . . freedom from political oppression. B the creation of East Germany as a separate Soviet military occupation zone The second way of life is based on the will of a minority forcibly imposed upon the will of the majority. It relies upon . . . the suppression of personal freedoms. Monroe Doctrine. B New Frontier. C Truman Doctrine. D Good Neighbor Policy. C an invasion of South Korea by armed communist forces from North Korea D the installation in Cuba of Soviet offensive intermediate-range missiles CSV23523 This quote from a speech delivered in 1947 forms part of the rationale for the A 84 � • began as a writers’ protest When the United States sent military aid to African governments to help them resist communism, it was continuing a foreign policy first asserted in the A Marshall Plan. B Potsdam Agreement. C Truman Doctrine. D Teheran Conference. Use the following information to answer the question. Events of 1968 CSV20103 82 � What crisis brought the Soviet Union and the United States to the brink of nuclear war in 1962? • hard-line Communist leader resigned and was replaced by one more open to democratic reform • new leader instituted reforms allowing greater freedom of speech and the press • Soviets reestablished control and restored hard-line Communists to power In what country did the events being described above take place? CSV21316 A Czechoslovakia B Yugoslavia C Hungary D Poland CSF10048 — 24 — This is a sample of California Standards Test questions. This is NOT an operational test form. Test scores cannot be projected based on performance on released test questions. Copyright © 2009 California Department of Education. CA L I F O R N I A S TA N DA R D S T E S T World History Released Test Questions 85 � 88 � The Soviet Union dealt with uprisings in Poland, Hungary, and Czechoslovakia during the 1950s and 1960s by A formation of the North Atlantic Treaty Organization. crushing the uprisings with military force. B start of the Communist revolution in Cuba. permitting greater democratic reforms in government. C U.S. development of the hydrogen bomb. D UN intervention in Korea. A taking over direct rule of these countries. B C D privatizing industrial enterprises. CSV22556 CSD00141 � 86 The Arab oil embargo against the United States 89 � in 1973 was initiated because of U.S. support for A Egypt in the Suez Crisis. B Iraq in its conflict with Iran. C Israel in the Yom Kippur War. D Greece in its conflict with Turkey. 1. 2. 3. 4. Technological innovations Production of nuclear power Religious and ethnic conflict Existence of vast oil reserves During the twentieth century, which factors from this list have made the Middle East significant to the rest of the world? CSV20016 87 � The Warsaw Pact was developed in 1955 as a response to the NATO was created in order to A 1 and 2 A develop goodwill between Eastern and Western Europe. B 3 and 4 C 1 and 3 B encourage diplomatic solutions to regional problems in North Africa. D 2 and 4 CSV40219 C facilitate regional economic development in North America. D create a unified military defense between the U.S. and Western Europe. 90 � CSD00193 In India and Pakistan, feelings of nationalism are intertwined with religious conflict between A Buddhists and Hindus. B Christians and Muslims. C Taoists and Buddhists. D Muslims and Hindus. CSD00112 — 25 — This is a sample of California Standards Test questions. This is NOT an operational test form. Test scores cannot be projected based on performance on released test questions. Copyright © 2009 California Department of Education. CA L I F O R N I A S TA N DA R D S T E S T World History Released Test Questions Question Number Correct Answer Standard Skills 1 C WH10.1.1 2007 2 B WH10.1.2 2003 3 D WH10.1.2 4 B WH10.1.2 5 C WH10.1.2 HR 4 2008 6 D WH10.1.3 HI 1 2003 7 B WH10.1.3 2006 8 A WH10.2.1 2005 9 C WH10.2.1 10 B WH10.2.2 2003 11 D WH10.2.2 2006 12 D WH10.2.2 2007 13 A WH10.2.2 14 D WH10.2.3 2004 15 A WH10.2.3 2004 16 A WH10.2.3 2005 17 B WH10.2.4 2005 18 C WH10.2.4 2004 19 A WH10.2.4 2008 20 A WH10.2.5 2007 21 D WH10.3.1 HI 3 2003 22 D WH10.3.2 HI 1 2006 23 A WH10.3.3 HR 4 2004 24 B WH10.3.3 HI 1 2007 HI 1 Year of Release 2003 2005 HR 4 HI 3 2008 2008 25 C WH10.3.4 2006 26 B WH10.3.5 2006 27 D WH10.3.5 2007 28 C WH10.3.5 2008 29 C WH10.3.7 2004 30 B WH10.3.7 2007 31 B WH10.4.1 2003 32 C WH10.4.1 2005 33 B WH10.4.2 2008 34 B WH10.4.3 2004 35 A WH10.4.4 2004 — 26 — This is a sample of California Standards Test questions. This is NOT an operational test form. Test scores cannot be projected based on performance on released test questions. Copyright © 2009 California Department of Education. CA L I F O R N I A S TA N DA R D S T E S T World History Released Test Questions Question Number Correct Answer Standard Skills 36 D WH10.4.4 2005 37 C WH10.4.4 2006 38 D WH10.5.1 2004 39 D WH10.5.1 40 B WH10.5.1 41 D WH10.5.1 HI 2 2007 42 D WH10.5.1 HI 1 2008 43 B WH10.5.2 HI 2 2003 44 D WH10.5.2 45 D WH10.5.3 46 C WH10.5.3 2005 47 A WH10.5.4 2006 48 A WH10.6.1 2003 49 B WH10.6.1 2003 50 A WH10.6.1 2005 51 C WH10.6.1 2008 52 C WH10.6.2 2005 53 B WH10.6.2 2007 54 D WH10.6.2 2008 55 D WH10.6.3 2006 56 A WH10.6.3 2007 57 A WH10.6.4 2004 58 C WH10.7.1 2003 59 B WH10.7.1 2006 HI 2 Year of Release 2006 2007 2005 HI 2 HI 3 2004 60 B WH10.7.1 61 C WH10.7.2 2003 62 D WH10.7.2 2007 63 D WH10.7.2 2008 64 C WH10.7.3 2004 65 D WH10.7.3 2005 66 D WH10.8.1 67 A WH10.8.1 2006 68 D WH10.8.2 2005 69 B WH10.8.3 HI 4 2003 70 C WH10.8.3 HI 3 2003 HI 2 2007 2004 — 27 — This is a sample of California Standards Test questions. This is NOT an operational test form. Test scores cannot be projected based on performance on released test questions. Copyright © 2009 California Department of Education. CA L I F O R N I A S TA N DA R D S T E S T World History Question Number Released Test Questions Correct Answer Standard Skills Year of Release 71 C WH10.8.3 2005 72 D WH10.8.3 2007 73 B WH10.8.4 2008 74 B WH10.8.6 2006 75 C WH10.9.1 76 D WH10.9.1 77 D WH10.9.1 78 A WH10.9.2 2005 79 D WH10.9.2 2006 80 B WH10.9.2 2007 81 C WH10.9.3 2004 82 C WH10.9.3 2006 83 D WH10.9.3 2008 84 A WH10.9.5 2005 85 B WH10.9.5 2008 86 C WH10.9.6 2004 87 D WH10.9.8 88 A WH10.9.8 2007 89 B WH10.10.1 2008 90 D WH10.10.2 2003 HI 2 2004 2006 HI 3 HI 3 2008 2003 — 28 — This is a sample of California Standards Test questions. This is NOT an operational test form. Test scores cannot be projected based on performance on released test questions. Copyright © 2009 California Department of Education. CST REVIEW CLUSTER 1: DEVELOPMENT OF MODERN POLITICAL THOUGHT (Standards 10.1-10.2) ROOTS OF DEMOCRACY Contributors Greeks Romans Judaism Christianity Renaissance Reformation Contributions Reason & intelligence to discover natural laws; development of direct democracy, 3 branches of government Republic & written legal code that applies equally to all citizens Emphasis on individual morality Equality of believers Growth of individualism Challenging of traditional authority MAJOR IDEAS OF THE ENLIGHTENMENT AND THEIR IMPACT Idea Natural rights—life, liberty, and property Right to rebel Thinker Locke Locke Separation of powers Montesquieu Freedom of thought and expression Voltaire Abolishment of torture Beccaria Religious freedom Voltaire Women’s equality Wollstonecraft Social contract Hobbes Legitimate power comes from the people Rousseau Impact Fundamental to U. S. Declaration of Independence Fundamental to U. S. Declaration of Independence/American Revolution France, United States, Latin American nations use separation of powers in new constitutions Guaranteed in U.S. Bill of Rights, & French Declaration or Rights of Man, European monarchs reduce or eliminate censorship Guaranteed in U.S. Bill of Rights, torture outlawed or reduced in nations of Europe and the Americas Guaranteed in U.S. Bill of Rights & French Declaration of Rights of Man; European monarchs reduce persecution Women’s rights groups form in Europe & North America The use of a periodic, consistent vote Fundamental to U.S. Declaration of Independence, U.S. Constitution & American Revolution Book Two Treatises on Government Two Treatises on Government The Spirit of Laws Ideas contained in more than 70 books & essays On Crimes and Punishments Idea contained in more than 70 books & essays A Vindication of the Rights of Women Leviathan The Social Contract French Revolution Causes of Revolution: Prioritize the list Heavy taxes Desire for privileges Poor harvest & high bread prices Gap between rich & poor Poor leadership Government debt Enlightenment ideas Timeline of Events: Assembly creates a constitution War with Austria begins when Austria offers support for Louis XVI War goes badly for the French and mobs rule Paris King is Executed Reign of Terror begins as radicals take over the government Terror ends as moderates gain control CST REVIEW Add the dates French Legislative Assembly Radicals Moderates •Sat on the left side of the hall; • sat in the center of the hall & were called left-wring & said to be were called centrists on the left • wanted some changes in •Opposed the king & the idea of a government, but as many as the monarchy radicals •Wanted sweeping changes in government & proposed that common people have full power in a republic Conservatives • sat on the right side of the hall; were called the right-wring & said to be on the right • upheld the idea of a limited monarchy • wanted few changes in government Question: After the French rejected the king’s absolute control, they struggled to create a more democratic government. However, in 1793, Robespierre became a dictator. What caused this to happen? Answer: War, economic problems, and struggling political factions caused confusion. People needed stability and leadership; Robespierre’s strong personality filled the vacuum. Below is a chart of dates and events in Napoleon’s career. For each event, draw an arrow up or down to show whether Napoleon lost or gained power because of it. Defense of National Convention Coup Emperor Winning Battles Trafalgar Large Empire Russia Elba Waterloo 1795 1799 1804 1805 1805 1810 1812 1814 1815 Napoleon’s Journey to Emperor 1789 – French Revolution breaks out 1795 – Napoleon defeats royalist rebels 1796 – to 1799 – Napoleon wins many victories 1799 – Napoleon seizes power from the Directory 1800 – New constitution gives Napoleon all real power 1804 – Napoleon crowned emperor CST REVIEW Napoleon Brings Order After the Revolution The Economy Government & Society Less government corruption Equal opportunity in government Goals of the Revolution Equal taxation Lower inflation Napoleon’s Actions Set up fairer tax code Set up national bank Stabilized currency Gave state loans to business Appointed officials by merit Fired corrupt officials Created lycees (public schools) Created code of laws Results Equal taxation Stable economy Honest, competent officials Equal opportunity in government Public education Napoleon’s Mistakes Continental system Peninsula War Russian invasion Religion Less powerful Catholic Church Religious tolerance Recognized Catholicism as “faith of Frenchmen” Signed concordat with pope Retained seized church lands Religious tolerance Government control of church lands Government recognition of church influence Effects on Empire Weakening of France Great loss of life & prestige Loss of much of army Metternich’s Plan at Congress of Vienna Problem French aggression Solution Surrounding France with strong countries Power struggles between countries Creating a balance of power so that no country can dominate others Lack of legitimate leaders Restoring royal families to their thrones CST REVIEW Revolution Glorious Causes Hopes Outcome The French Revolution and Napoleon Long-Term Causes *Enlightenment-ideas-liberty American and equality *Example furnished by the American Revolution *Social and economic injustices of the Old Regime French Immediate Causes *Economic crisis-famine and government debt *Weak leadership *Discontent of the Third Estate Revolution * Fall of the Bastille * National Assembly * Declaration of the Rights of Man and a new constitution Immediate Effects * End of the Old Regime * Execution of monarchs * War with the First Coalition * Reign of Terror * Rise of Napoleon Long-Term Effects * Conservative reaction * Decline in French power * Spread of Enlightenment ideas * Growth of nationalism * Rise of international Organizations (Congress of Vienna) * Revolutions in Latin America CST REVIEW CLUSTER 1 VOCABULARY Standard 10.1 CLUSTER 1 VOCABULARY Standard 10.2 Students relate the moral and ethical principles in ancient Greek and Roman philosophy, in Judaism, and in Christianity to the development of Western political thought. Students compare and contrast the Glorious Revolution of England, the American Revolution, and the French Revolution and their enduring effects world wide on the political expectations for self-government and individual liberty. citizen Bill of Rights common law constitutional monarchy constitutional monarchy Declaration of Independence democracy divine right direct democracy English Bill of Rights government enlightenment Judaism French Declaration of the Rights of Man Judeo-Christian ideals French Revolution justice Magna Carta Magna Carta monarchy monarchy Napoleon Bonaparte natural laws Nationalism republic natural rights rule of law Parliament social contract philosophers tyranny revolution separation of powers social contract CST REVIEW CST REVIEW CLUSTER 2: INDUSTRIAL EXPANSION AND IMPERIALISM (Standards 10.3-10.4) SEVEN REASONS WHY GREAT BRITAIN WAS THE FIRST COUNTRY TO INDUSTRIALIZE (Numbers 1-3 are known as the factors of production) Industrialization is the process of developing machine production of goods. 1. 2. 3. 4. 5. 6. 7. Land Capital Labor Supply Resources Transportation system Entrepreneurs Governmental Support EFFECTS OF INDUSTRIALIZATION Size of Cities Living Conditions Working Conditions Emerging Social Classes Questions CST REVIEW * * * * Growth of factories, bringing job seekers to cities Urban areas doubling, tripling, or quadrupling in size Factories developing near sources of energy Many new industrial cities specializing in certain industries * * * * * No sanitary codes or building controls Lack of adequate housing, education, and police protection Lack of running water and indoor plumbing Frequent epidemics sweeping through slums Eventually, better housing, healthier diets, and cheaper clothing * * * * * * Industrialization creating new jobs for workers Workers trying to keep pace with machines Factories dirty and unsanitary Workers running dangerous machines for long hours in unsafe conditions Harsh and severe factory discipline Eventually, higher wages, shorter hours, and better working conditions * * * * * Growing middle class of factory owners, shippers, and merchants Upper class of landowners and aristocrats resentful of rich middle class Lower middle class of factory overseers and skilled workers Workers overworked and underpaid In general, a rising standard of living, with some groups excluded 1. Which social class benefited most and which suffered most from industrialization? 2. What were some of the advantages and disadvantages of industrialization? INDUSTRIAL REVOLUTION BRINGS CHANGE Identify if the following changes are economic, social, or political. Please mark one only for each answer. Economic Social Political 1. New social classes emerged. 2. New political philosophies erupted from the Industrial Revolution. 3. The gap widened between industrialized nations and non-industrialized nations. 4. New inventions like the railroad changed the way people transported goods and traveled. 5. Many of the changes are present in today’s society. TECHNOLOGICAL ADVANCES 1. Kay’s flying shuttle helped speed up weaving. 2. Arkwright’s water frame enabled more efficient weaving and created the need for factories. 3. The cotton gin sped up cleaning cotton. 4. The steam engine provided power for factories. CAPITALISM vs. MARXISM Capitalist Ideas (Adam Smith) Marxist Ideas Progress results when individuals follow their • All great movements in history are the result of own self interest an economic class struggle. • Businesses follow their own self-interest when • The “haves” take advantage of the “have-nots.” they compete with one another the consumer’s • The Industrial Revolution intensified the class money. struggle. • Each producer tried to provide goods and • Workers are exploited by employers. services that are better and less expensive than • The labor or workers creates profit for those of competitors. employers. • Consumers compete with one another to • The capitalist system will eventually destroy purchase the best goods at the lowest prices. itself. The state will wither away as a classless • Market economy aims to produce the best society develops. products and the lowest prices • Government should not interfere in the economy. 1. Which ideas of Marxism seems to be a direct reaction to the Industrial Revolution? • 2. Which system of ideas seems dominant in the world today? CST REVIEW Using a Venn Diagram, please identify the similarities and differences between capitalism and Marxism. The Industrial Revolution Economic Effects Social Effects • New inventions and development of factories. • Rapidly growing industry in the 1800s • Increased production and higher demand for raw materials. • Growth of worldwide trade • Population explosion and a large labor force. • Exploitation of mineral resources • Highly developed banking and investment system. • Advances in transportation, agriculture, and communication • Long hours worked by children in factories. • Increase in population of cities • Poor city planning • Loss of family stability • Expansion of middle class • Harsh conditions for laborers • Workers progress vs. laissez faire economic attitudes • Improved standard of living • Creation of new jobs • Encouragement of technological progress Movement Romanticism Description Emotional approach Realism Objective approach Impressionism Using light & color to catch the fleeting moment Social Conditions Common people in heroic fight against tyranny Everyday working people & problems of industrial age A more positive view of urban, industrialized society Europeans Enter Africa European Motives External Forces * Nationalism * Maxim gun * Railroads and steamships * Cure for malaria * Economic competition * European racism * Missionary impulse Internal Forces • • • Variety of cultures and languages Low level of technology Ethnic strife SKILLBUILDER: Interpreting Charts 1. Which two of the internal forces were connected with each other? Explain. 2. Which of the European motives do you believe was the most powerful? Explain. CST REVIEW Political Effects • Child labor laws to end abuses • Reformers urging equal distribution of wealth • Trade unions • Social reform movements, such as utilitarianism, utopianism, socialism and Marxism • Reform bills in Parliament Artists Byron, Beethoven, Victor Hugo Balzac, Zola, Dickens, Courbet Manet, Monet, Degas, Renoir Imperialism Motives Economic Cultural Exploratory Social Political Religious IMPERIALISM Forms of Imperialism Characteristics A country or region governed internally by a foreign power. A country or territory with its own Protectorate internal government but under the control of an outside power. An area in which an outside power Sphere of Influence claims exclusive investment or trading privileges. Independent but less developed nations Economic Imperialism controlled by private business interests rather than by other governments. 1. Which two forms are guided by interests in business or trade? Colony Example Somaliland in East Africa was a French colony. Britain established a protectorate over the Niger River delta. Liberia was under the sphere of influence of the United States. The Dole Fruit company controlled Pineapple trade in Hawaii. 2. What is the difference between a protectorate and a colony? MANAGEMENT METHODS Indirect Control Direct Control Local government officials were used Limited self-rule Goal: to develop future leaders Government institutions are based on European styles but may have local rules Examples: • British colonies such as Nigeria, India, Burma • U. S. Colonies on Pacific islands Foreign officials brought in to rule No self-rule Goal: assimilation Government institutions are based only on European Styles Examples: • French colonies such as Somaliland, Vietnam • German colonies such as Tanganyika • Portuguese colonies such as Angola 1. In which management method are the people less empowered to rule themselves? • • • • • • • • 2. In what ways are the two management methods different? RESISTANCE TO IMPERIALISM Africa Armed resistance all over the continent CST REVIEW Muslim Lands Attempts at modernization India Armed rebellion & information of nationalist parties Southeast Asia Armed resistance in some areas; modernization in others The New Imperialism, 1850-1914 CAUSES EFFECTS Nationalism To gain power, European nations compete for colonies and trade. Colonization Europeans control land and people in areas of Africa, Asia, and Latin America. Economic Competition Demand for raw materials and new markets, spurs a search for colonies. Colonial Economics Europeans control trade in the colonies and set up dependent cash-crop economies. Missionary Spirit Europeans believe they must spread their Christian teachings to the world. Christianization Christianity spread to Africa, India, and Asia. Transformations Around the Globe China • Fails to prevent Britain from pursuing illegal Japan • Signs 1854 Treaty of Kangawa, opening • Deals with internal unrest during almost two • Modernizes based on Western models • Attempts to build self-sufficiency during 1860s • Fights 1894 Sino-Japanese War seeking • Violently opposes foreigners in 1900 Boxer • Wages 1904 Russo-Japanese War seeking opium trade in 1839 Opium War decades of Hong Xiuguan’s Taiping Rebellion in self-strengthening movement Rebellion • Begins to establish constitutional government in 1908 Latin America • Depends on exports to fuel economy • Receives much foreign investment • Gains U. S military support in 1898 SpanishAmerican War • Becomes crossroads of world trade when U. S. completes Panama Canal in 1914 CST REVIEW Japanese ports to foreign trade during Meiji era (1867-1912) control of Korea control of Manchuria • Annexes Korea in 1910 Mexico • Fights to hold Texas territory from U. S. colonialism (1835-1845) • Tries to establish a national identity in the Early 1850s under Benito Juarez’s La Reforma • Overcomes French occupation in 1867 • Stages the Mexican Revolution in 1910 CLUSTER 2 VOCABULARY Standard 10.3 Students analyze the effects of the Industrial Revolution in England, France, Germany, Japan and the United States. Identify how each term is connected to the Industrial Revolution. Adam Smith bourgeoisie capital capitalism communism cottage industry crop rotation enclosure entrepreneur factors of production factory immigration/migration Industrial Revolution industrialization Karl Marx labor laissez faire marxism middle class natural resources proletariat romanticism rural/urban socialism urbanization utopianism CST REVIEW CLUSTER 2 VOCABULARY Standard 10.4 Students analyze patterns of global change in the era of New Imperialism in at least two of the following regions or countries: Africa, Southeast Asia, China, India, Latin America and the Philippines. Identify how each term is connected to New Imperialism. Berlin Conference Colonialism Direct rule Imperialism Imperialism motives Indirect rule Nationalism Racism Social Darwinism White Man’s Burden CST REVIEW CST REVIEW CLUSTER 3: CAUSES AND EFFECTS OF THE FIRST WORLD WAR (Standards 10.5-10.6) CAUSES OF WORLD WAR I Nationalism: Militarism: Alliance system Imperialism: EVENTS THAT LED TO WORLD WAR I 1882 – Triple Alliance formed 1890 – German foreign policy changed 1890s – European arms race 1907 – Triple Entente formed 1908 – Austria annexed Bosnia & Herzogovina 1914 – Archduke Franz Ferdinand and wife killed War Declaration Germany on Russia Germany on France Britain on Germany TRIPLE ALLIANCE Germany Austria-Hungary Italy TRIPLE ENTENTE Great Britain France Russia SCHIEFFEN PLAN German plan for possible two front war: Large part of German army races west to defeat France then return fight Russia in east (lack of railroads would cause Russia difficulty in mobilizing troops) Reason for Declaration Saw Russian troops on German border as a threat Wanted a quick victory in the west Outraged over violation of Belgian neutrality COMPARISON OF WESTERN AND EASTERN FRONTS Western Front Eastern Front • Trench warfare • Absence of trenches • Small land gains • Larger land gains • Germany vs. Britain & France • Germans, Austrians, Turks vs. Russians & Serbs • More mobile warfare Both fronts: • Huge numbers of soldiers killed • Mass destruction of land • Deplorable conditions • Stalemates ALLIES/ALLIED POWERS Great Britain France Russia (United States) 1. 2. 3. 4. CENTRAL POWERS Germany Austria-Hungary (Ottoman Turks) REASONS FOR U. S. ENTRY INTO WORLD WAR I The Germans sink the Lusitania, a British ship carrying some American passengers. Germany returns to unrestricted submarine warfare, sinking U. S ships. Zimmerman note decoded – German note urging Mexico to take up arms against the U. S. A strong feeling of sympathy for the allies. The war was a global conflict because it was fought in many places outside Europe: Africa, Southwest Asia, China, and the Pacific. People from many nations participated in the war effort, including colonial subjects throughout Africa and Asia. CST REVIEW TOTAL WAR AFFECTED WARRING NATIONS’ ECONOMIES Governments took great control of economies, telling factories what & how much to produce Civilian factories were turned into munitions factories Rationing was common Women became a significant part of the work force More people were put to work • • • • • • • WILSON’S FOURTEEN POINTS End to secret treaties Freedom of the seas Free trade Reduced national armies and navies Adjustment of colonial claims with fairness toward colonial peoples (6-14) Specific suggestions for changing & creating new nations guided by self-determination principle General association of nations that would protect great & small states alike (League of Nations) THE TREATY OF VERSAILLES: MAJOR PROVISIONS Territorial Losses Military Restrictions • Germany returns • Limits set on the size of the Alsace-Lorraine to Germany army France; French border • Germany prohibited from extended to the west importing or manufacturing bank of the Rhine river weapons or war material • Germany surrenders all • Germany forbidden to of its overseas colonies build or buy submarines in Africa & the Pacific or have an air force 1. In what ways did the treaty punish Germany? 2. What two provinces were returned to France as a result of the treaty? League of Nations • International peace organization; membership to include Allied war powers & 32 Allied & neutral nations • Germany & Russia excluded War Guilt • Sole responsibility for the war placed on Germany’s shoulders • Germany forced to pay the Allies $33 billion in reparations over 30 years The Great War EFFECTS OF WORLD WAR I Millions of lives lost $338 billion cost Land, towns, & villages destroyed Widespread disillusionment Long-Term Causes • Nationalism spurs competition among European nations. • Imperialism deepens national rivalries. • Militarism leads to large standing armies. • The alliance system divides Europe into two rival camps. Immediate Causes • The assassination of Archduke Franz Ferdinand in June 1914 prompts Austria to declare war on Serbia • The alliance system requires nations to support their allies. European countries declare war on one another CST REVIEW Immediate Effects • A generation of Europeans are killed or Wounded. • Dynasties fall in Germany, AustriaHungary, and Russia. • New countries are created. • The League of Nations is established to help promote peace. WORLD BETWEEN THE WARS: CONTRIBUTIONS Field Contributors • Sartre PHILOSOPHY • Jaspers EXISTENTIALISM • Nietzsche • Kafka – people in threatening situations LITERATURE • Joyce – stream of consciousness • Klee – expressionism • Kandinsky – expressionism ART • Braque – cubism • Picasso – cubism • Dali – surrealism • Wright – ARCHITECTURE • Gropius • Stravinsky—The Rite of Spring, irregular rhythms & dissonances MUSIC • Schoenberg – created 12 tone scale • Ellington – jazz • African American musicians - jazz SCIENCE BETWEEN Albert Einstein • Theory of relativity changed scientific thought • Upset absolute laws of science • Finding used to develop atomic weaponry THE WORLD WARS Sigmund Freud • Developed new theory of human mind • Ushered in era of psychoanalysis • Created new understanding of human behavior • Wide personal influence Which man’s ideas had a bigger impact on the world? The Great Depression Long-Term Causes • World economies are connected. • Some countries have huge war debts from World War I. • Europe relies on American loans and investments. • Prosperity is built on borrowed money. • Wealth is unequally distributed. Immediate Causes U. S. stock market crashes. Banks demand repayment of loans. Farms fail and factories close. Americans reduce foreign trade to protect economy. • Americans stop loans to foreign countries. • American banking system collapses. • • • • Worldwide Economic Depression CST REVIEW Worldwide Economic Depression Immediate Effects • Millions become unemployed worldwide • Businesses go bankrupt • Governments take emergency measures to protect economies. • Citizens lose faith in capitalism and democracy • Nations turn toward authoritarian leaders • • • • • Long-Term Effects Nazis take control in Germany Fascists come to power in other countries Democracies try social welfare programs Japan expands in East Asia World War II breaks out CLUSTER 3 VOCABULARY Standard 10.5 CLUSTER 3 VOCABULARY Standard 10.6 Students analyze the causes and course of the First World War. Students analyze the effects of the First World War. abdicate allies alliances armistice genocide Central Powers home front eastern front mechanized Fourteen Points militarism front mobilize League of Nations nationalism Lost Generation propaganda mandate rationing Polish corridor Russian Revolution propaganda Schlieffen Plan rationing total war self-determination trench warfare total war Triple Alliance Treaty of Versailles Triple Entente trench warfare unrestricted submarine warfare western front Zimmerman note CST REVIEW CST REVIEW CLUSTER 4: CAUSES AND EFFECTS OF THE SECOND WORLD WAR (Standards 10.7-10.8) CAUSES AND EFFECTS OF TWO RUSSIAN REVOLUTIONS Causes Russian Revolutions of 1917 Effects • Widespread discontent among • Abdication of Czar Nicholas II • Civil War (1918-1920) all classes of Russian society • Failure of provisional government • Czar & his family killed – end of • Agitation from revolutionaries • Growing power of soviets czarist rule • Weak leadership of Czar Nicholas • Lenin’s return to Russia • Peace with Germany under II • Bolshevik takeover under Lenin Treaty of Brest-Litovsk (1918) • Defeat in Russo Japanese War • Bolshevik control of government (1905) • Russian economy in ruins • Bloody Sunday (1905) • Losses in World War I • Strikes and riots 1. Based on the chart, form a generalization about why the Russian Revolutions occurred. 2. What similarities exist between the causes of the Revolution and the effects? SIGNIFICANT EVENTS FROM END OF CZARIST RULE TO COMMUNIST RULE 1891 – Construction of the Trans-Siberian Railway begins 1894 – Czar Nicholas II becomes the last Russian czar 1917 – Russian Revolution ends czarist rule 1921 – Lenin launches New Economic Policy 1922 – Union of Soviet Socialist republics formed TOTALITARIANISM Description • Exercises absolute authority • Dominates the government • Helps unite people toward meeting shared goals or realizing a common vision • Encourages people to devote their unconditional loyalty & uncritical support to the regime • Becomes a symbol of the government Ideology (Set of • Justifies government actions Beliefs) • Glorifies the aims of the state State Control Over the • business • labor • housing • education Individual • family life • youth groups • religion • the arts State Control Over the • Demands total obedience to authority & personal sacrifice for the good of the Individual State • Denies basic liberties Dependence on Modern • Relies on mass communication, such as radios, new streets, and loudspeakers, to Technology spread propaganda • Builds up advanced military weapons Organized Violence • Uses force, such as police terror, to crush all opposition • Targets certain groups, such as national minorities & political opponents, as Enemies 1. Based on the chart, how are individuals in a totalitarian state molded into obedient citizens? Key Traits Dictatorship & One-Party Rule Dynamic Leader STALIN’S USE OF WEAPONS OF TOTALITARIANISM Weapons Examples Police Terror • Great Purge • Execution of kulaks Propaganda • Socialist realism • Training of youth Censorship • Government-controlled media Religious Persecution • Destruction of buildings • Elimination of leadership CST REVIEW Aggression in Europe and Asia, 1930 – 1939 September 1931 Japan invades Manchuria 1930 • October 1935 Italy attacks Ethiopia. 1935 • March 1938 Germany annexes Austria • March 1936 Germany occupies Rhineland. • July 1937 Japan invades China. • September 1938 Germany takes Sudetenland • • March 1939 Germany seizes Czechoslovakia. • April 1939 Italy conquers Albania. JAPAN’S MOVE FROM DEMOCRATIC REFORM TO MILITARY AGRESSION 1922 – Japan signs treaty agreeing to respect China’s borders 1928 – Japan signs Kellogg-Briand Pact renouncing war 1930 – The Great Depression puts the military in control 1931 – Japan invades Manchuria 1936 – Japan allies with Germany 1937 – Japan invades China • • • • GERMANY’S AGGRESSIVE ACTIONS (UNDER HITLER) and EUROPEAN RESPONSES Hitler renounces Versailles Treaty and rebuilds Germany’s armed forces – no response Germany seizes the Rhineland – Great Britain urges appeasement Germany takes Austria – France and Great Britain ignore pledge to protect Austria After the Munich Conference – Great Britain and France let Germany take the Sudetenland COMPARING FASCISM/NAZISM AND COMMUNISM Fascism/Nazism and Communism are two different totalitarian political systems with some common characteristics. Fascism/Nazism Basic Principles Political Social Cultural Economic Examples Communism Authoritarian; action-oriented; charismatic leader, state more important than individual Nationalist; racist (Nazism); one-party rule; supreme leader Supported by middle class, industrialists, & military Censorship; indoctrination; secret police Private property control by state corporations or state Marxist-Leninist ideas; dictatorship of proletariat; state more important than individual Internationalist; one-party rule; supreme leader Italy, Spain, Germany U.S.S.R. Supported by workers & peasants Censorship; indoctrination; secret police Collective ownership; centralized state planning Using this chart, please create a VENN diagram comparing Fascism/Nazism & Communism CST REVIEW EFFECTS OF EARLY EVENTS OF WORLD WAR II Cause First blitzkrieg Allies stranded at Dunkirk British radar detects German aircraft Lend-Lease Act • • • • • • Effect The fall of Poland 338,000 soldiers saved British forces leave Western Europe British are able to hold off German occupation U.S. supplied Allies with war goods U.S. decision to favor Allies WAR IN THE PACIFIC: 1941-1943 Event 1 Japan bombs Pearl Harbor Event 2 United States bombs Tokyo Event 3 Battle of Midway Event 4 Battle of Guadalcanal Which event was the most important in turning the tide of war against Japan? Why? WORLD WAR II BATTLES Battle Outcome Battle of El Alamein Rommel’s army defeated in North Africa Battle of Stalingrad Held by Soviets D-Day Invasion Allies held beachheads Battle of the Bulge Allies eventually pushed Germans back Which battle was the most important turning point? Why? AFTERMATH OF WAR IN EUROPE AND JAPAN Europe Japan • Displaced persons looking for families • Japanese emperor no longer a god • Famine • Japanese people humiliated • Rise of Communism • Radiation poisoning from the atomic bomb Both Europe and Japan: • Destruction of land and property • Natural resources depleted • Heavy loss of life • Major cities in shambles Historians studying the Nazi’s mass murder of 6 million Jews called it “the Holocaust,” an ancient term for a sacrifice by fire. Although massacres had taken place before in human history, the Holocaust seemed unique: Hitler and the Nazis had had one goal—to destroy Jews—and they had created a coldly efficient organization to achieve it. 1935 – Nuremberg Laws 1938 – Kristallnachi 1939 – Nazi-Soviet Pact 1941 – The Final Solution CST REVIEW ALLIES Great Britain France Soviet Union United States CLUSTER 4 VOCABULARY Standard 10.7 AXIS POWERS Germany Japan Italy Events of World War II Europe Pacific Aug. 1939 Nonaggression pact between Germany and the Soviet Union Sept. 1939 Germany invades Poland: World War II begins A-bomb civil appeasement Command economy Axis Powers blitzkrieg Fascism final solution 1940 June 1941 Germany invades the Soviet Union 1941 gulag human rights Aug. 1942 Hitler orders attack on Stalingrad 1942 Nov. 1942 Allies land in North Africa 1943 1944 Holocaust pogrom kamikaze Apr. 1942 Allies surrender in Philippines: Bataan Death March begins regime Munich Conference soviet Nazism May 1942 Allies turn back Japanese fleet in Battle of the Coral Sea totalitarianism Feb. 1943 Japanese abandon the island of Guadalcanal Oct. 1944 Allies defeat Japan in Battle of Leyte Mar. 1945 Allies capture Iwo Jima 1945 ghettoes isolationism Dec. 1944 Battle of the Bulge begins May 1945 Germany surrenders genocide Nazism Dec. 1941 Japanese attack Pearl Harbor; U.S. declares war on Japan June 1942 Allies defeat Japan in Battle of Midway Aug. 1945 Atomic bombs dropped on Hiroshima and Nagasaki Sept. 1945 Japan surrenders CST REVIEW Bolsheviks fascism June 1940 France surrenders; the Battle of Britain begins June 1944 Allies invade Europe on D-Day Students analyze the causes and consequences of Work War II. farm May 1940 Evacuation of British forces at Dunkirk Feb. 1943 Germans surrender at Stalingrad Students analyze the rise of totalitarian governments after the First World War. Duma 1939 CLUSTER 4 VOCABULARY Standard 10.8 Non-Aggression Pact Pearl Harbor Rape of Nanking Third Reich CST REVIEW CLUSTER 5: INTERNATIONAL DEVELOPMENTS IN THE POST WORLD WAR II ERA (Standards 10.9-10.11) Cold War, 1946-1980 United States 1948 Gives massive foreign aid to Europe under Marshall Plan 1946 institutes containment Policy to block Soviet influences • 1952 Tests first H=bomb 1953 Adopts brinkmanship policy, which escalates Cold War • • 1948 U.S. and Britain break Soviet blockade of Berlin with airlift • • 1955 • • 1950 Communist North Korea attacks South Korea • • • 1965 Sends troops to Vietnam 1960 U-2 incident reignites tension between superpowers 1955 1950 Signs friendship Treaty with China • • • 1962 U.S. blockades Cuba in response to buildup of Soviet missiles • • 1965 1957 Launches Sputnik, starting space race 1953 Tests first H-Bomb • 1975 1972 Nixon and Brezhnev sign SALT 1 treaty • • 1980 U.S boycotts Moscow Summer Olympic to protest invasion of Afghanistan • 1975 1968 Violently brings Prague Spring to an end • 1979 Invades Afghanistan 1956 Puts down revolt in Hungary and later executes lmre Nagy Soviet Union SUPERPOWERS AIMS IN EUROPE POST WORLD WAR II Encourage democracy in other countries in order • Encourage communism in other countries as part to help prevent the rise of Communist government of a world wide worker’s revolution • Gain access to raw materials & markets to fuel • Rebuilt its war-ravaged economy using Eastern booming industries Europe’s industrial equipment & raw materials • Rebuild European governments to promote • Control Eastern Europe to protect Soviet borders stability & create new markets for American goods & balance the U.S. influence in • Reunite Germany to stabilize it & increase the • Keep Germany divided to prevent its waging war security of Europe again 1. Which Soviet aims involved self-protection? 2. Which U.S. & soviet aims in Europe conflicted? • CAUSES OF THE COLD WAR • Incompatible political & economic philosophies • Conflicting aims in Europe • Desire for world domination • Soviet defiance of Yalta agreement • Berlin blockade WHAT WERE STALIN’S OBJECTIVES IN SUPPORTING COMMUNIST GOVERNMENTS IN EASTERN EUROPE? • To protect borders • To counteract U.S. influence in Europe • To have access to raw materials • To keep Germany from rebuilding & attacking Russia again CST REVIEW COLD WAR TACTICS Backing wars or revolutions Spying Increasing military forces & nuclear arsenals Providing military & economic aid Setting up schools COMPARISON OF CAUSES & EFFECTS OF WARS IN KOREA & VIETNAM Korea Vietnam • Neither side gained advantage • Soviet-supported North Vietnamese won Both Korea & Vietnam: • American involvement stemmed from Cold War • Land was destroyed • Millions of people died U.S. PRESIDENTS CONTRIBUTION TO COLD WAR TENSIONS Include the policies & actions of each president in the above chart Increased Decreased Nixon Eisenhower Kennedy Ford Johnson Carter Reagan CHINESE POLITICAL OPPONENTS -- 1945 Nationalists Communists Jiang Jieshi LEADER Southern China AREA RULED Mao Zedong Northern China United States FOREIGN SUPPORT Soviet Union Defeat of Communists DOMESTIC POLICY National liberation Weak due to inflation & failing economy PUBLIC SUPPORT Ineffective, corrupt leadership & poor morale MILITARY ORGANIZATION Strong due to promised land reform Experienced, motivated guerilla army 1. Which party’s domestic policy appealed more to Chinese peasants? 2. Which aspect of the Communist approach do you think was most responsible for Mao’s victory? MAIN EVENTS OF U.S. INVOLVEMENT IN CUBA • Castro nationalize U.S. –owned sugar mills • Eisenhower orders embargo on trade • Castro turns to Soviets for aid • Bay of Pigs invasion • Cuban missile crisis CST REVIEW MAJOR CHALLENGES OF COUNTRIES AFTER INDEPENDENCE Colonizer Challenges after Independence • Military bases • Bell Act The Philippines United States • Difficulties with democracy • Assassinations • Marcos stealing money • Unstable governments Burma Great Britain • Assassinations • Ethnic conflicts • Ethnic conflicts Indonesia Netherlands • Coup • Huge gap between rich & poor Nation CAUSE AND EFFECTS OF MILITARY & POLITICAL EVENTS AFTER SUEZ CRISIS Suez Crisis Six-Day War Yom Kippur War Sadat peace offer Camp David Accords CONFLICT OVER PALESTINE BELIEFS OF JEWS • Jews believe their right to a Palestinian homeland is a covenant from God BELIEFS OF ARABS • • Arabs believe the land has belong to them since the Jews were driven out in A. 135 Other Arabs believe it has belonged to them since their 7th century conquest of the region. OTHER INFLUENCES • Oil interests • Global politics • Persecution of Jews in Europe SIGNIFICANT EVENTS IN THE SOVIET UNION AND EASTERN EUROPE FROM 1985-1995 1985-1987 – Gorbachev introduces glasnost, perestroika, and democratic reforms; signs the INF treaty 1989 – Berlin Wall comes down; Poland, Hungary, Romania, and Czechoslovakia oust Communist leaders 1990 – Germany is reunified; Polish voters choose Solidarity; Romania holds elections 1993 – Neo-Nazis kill Turkish immigrants in Germany 1994 – Socialists win in Hungary During what year did most of Eastern Europe turn toward democracy? Gorbachev’s reforms helped move the Soviet Union closer toward democracy: • Glasnost encouraged freedom of speech and citizen participation • Perestroika promised to improve the economy • Democratic reforms provided more open elections CST REVIEW Soviet Union Yugoslavia Czechoslovakia BREAK UP OF SOVIET UNION, YUGOSLAVIA, AND CZECHOSLOVAKIA • Ethnic tensions • Desire for self-rule by various republics • Hard-liners’ loss of control of people • Ethnic tensions • Loss of Tito’s authority • Serbian aggression • Economic differences between regions Why did ethnic tensions become such a server problem in the Soviet Union and Yugoslavia in the early 1900s? In the past, Communist leaders had suppressed nationalism and demands for self-rule. With the spread of democratic reforms, many ethnic groups demanded self-rule. This broke apart the Soviet Union. In Yugoslavia, one group—the Serbs—tried to dominate others. This led to civil war. The Struggle for Independence The timeline shows the dates on which various countries in Asia and Africa achieved their independence after World War II. It also shows (in parenthesis) the countries from which they achieved independence. 1945 1946 Philippines (United States) 1947 India, Pakistan, (Great Britain) 1948 Israel (Great Britain) 1949 Indonesia (The Netherlands) 1955 1957 Federation of Malaya, Ghana (Great Britain) 1960 Zaire (Belgium) 1962 Algeria (France) 1963 Kenya (Great Britain) 1965 1965 Singapore (Great Britain, Malaya) 1971 Bangladesh (Pakistan) 1975 1975 Angola (Portugal) CLUSTER 5 VOCABULARY Standard 10.9 Students analyze the international developments in the postWorld War II world. 38th Parallel arms race Berlin airlift Berlin blockade brinkmanship Cold War containment Cuban Missile Crisis demilitarization de-Stalinization domino theory glasnost Iron Curtain Korean War Marshall Plan NATO CLUSTER 5 VOCABULARY Standard 10.10 Students analyze instances of nationbuilding in the contemporary world. apartheid culture ethnic cleansing geopolitical nation-building Nations perestroika Politburo Third World CST REVIEW Nuremburg Trials perestroika Space Race Tianamen Square Truman Doctrine United Nations Vietcong Vietnam War Warsaw Pact Yalta Pact Zionism GRADE 10 HISTORY-SOCIAL SCIENCE REVIEW TEMPLATE STANDARD THEME 10.1 Development of Western Political Thought 10.2 Rise of Democratic Ideals 10.3 The Industrial Revolution 10.4 New Imperialism 10.5 World War I 10.6 The Effects of World War I PLACE/LOCATION EVENTS PEOPLE VOCABULARY GRADE 10 HISTORY-SOCIAL SCIENCE REVIEW TEMPLATE STANDARD THEME 10.7 Rise of Totalitarian Governments 10.8 World War II 10.9 Postwar World 10.10 Nation Building in the Contemporary World 10.11 Global Integration PLACE/LOCATION EVENTS PEOPLE VOCABULARY