Download World Areas

World
History
Unit 1, Activity 1, Parallel Timelines
Events for the Parallel Timelines
World Areas
Africa and the Near East
The Americas
Ancient Times
Lower and Upper Egypt
united under Menes
Pyramids of the Old Kingdom
New Kingdom of Egypt
Moses and the Israelites
Punic Wars
Queen Hatsheput
King Tutankhamen
King Solomon
Rosetta Stone
Christianity founded
Olmecs – Stone heads
Mayan Civilization
Hohokamin in Arizona
Asia
Sumerian Civilization
Indus Valley Civilization
Hammurabi’s Code
Cuneiform
Silk Road
Hinduism founded
Shi Huangdi’s Tomb
Buddhism founded
Confucius
Great Wall of China
Europe
Minoans in Crete
Trojan War
Rome established
Roman Republic established
Alexander the Great
Pax Romana ends
Blackline Masters, World History
Louisiana Comprehensive Curriculum, Revised 2008
Middle Ages
Kingdom of Ghana
Muslim Empire of Mali
Mansa Musa hajj to Mecca
Fatimid Dynasty in Egypt
Kingdom of Songhai
Justinian’s Code
Great Schism of the Church
Anasazi – Pueblos
Toltecs conquer Mexico
Mississippi Mound Builders
Aztecs establish Tenochtitlan
Inca Empire under Pachocuti
Columbus lands in Americas
Pizarro conquers Incas
Buddhism in Japan
Tang Dynasty-Classical Age
of China
Muhammed founded Islam
Kamakura Shogunate
Seljuk Turks seize Baghdad
Mongols capture Baghdad
Mongols begin Yuan
dynasty in China
Choson Dynasty in Korea
Battle of Tours
Charlemange as Holy Roman
Emperor
Viking raids of Europe
Battle of Hastings
First Crusade for Holy Lands
Magna Carta
End of the Crusades
Black Death
Hundred Years War
Page 1
Unit 1, Activity 2, Renaissance Split-Page Notetaking Guide
Renaissance Split-Page Notetaking Guide
Five Main
Societal Areas
Perceived Characteristics of the Renaissance
Based on Primary and Secondary Sources
Religion
Art
Economics
Social
Classes
Government
Blackline Masters, World History
Louisiana Comprehensive Curriculum, Revised 2008
Page 2
Unit 1, Activity 3, Renaissance and Reformation Vocabulary Chart
Renaissance and Reformation Vocabulary Chart
+


Example
Definition
Word
Renaissance
Humanism
Secular
Fresco
Vernacular
Reformation
Christian Humanism
Salvation
Indulgence
Reformation
Predestination
Annulled
Theocracy
Counter Reformation
Blackline Masters, World History
Louisiana Comprehensive Curriculum, Revised 2008
Page 3
Unit 1, Activity 4, Renaissance Personalities Data Chart
Renaissance Personalities Data Chart
Renaissance
Personality
Place
Area of
Contribution
Name of
Work
Blackline Masters, World History
Louisiana Comprehensive Curriculum, Revised 2008
Significance
Year
Page 4
Unit 1, Activity 7, Scientific Revolution Personalities
Scientific Revolution Personalities
Personality
Native
Origin
Area of
Contribution
Scientific
Discovery
Blackline Masters, World History
Louisiana Comprehensive Curriculum, Revised 2008
Published Works
Page 5
Unit 1, Specific Assessments, Activities 4, 5, 7, or 8, Sample PowerPoint© Rubric
Sample PowerPoint© Rubric
Superstar
4
Required
Elements
Points__4_
Content
Points _28__
Text Elements
Points __8__
Layout
Points _2___
Citations
The presentation
contains all
required elements
outlined on
project sheet.
The information
is accurate and
comes from at
least one primary
source.
Fonts are easy-toread and point
size varies
appropriately for
text and
headlines. Use of
italics, bold, and
indentations
enhances the
readability.
The layout is
pleasing to the
eye and has
appropriate use of
headings and
subheadings.
All sources of
information are
properly cited.
Points __4__
Graphics,
Sound,
Animation
Points __4_
Writing
Mechanics
Points __4__
Graphics, sound,
and/or animation,
using proper size
and resolutions,
enhance the
content of the
presentation. At
least one original
image is used.
The text is written
with no errors in
grammar,
punctuation,
capitalization, or
spelling.
Good
3
Average
2
Poor
1
The presentation is
missing one or two
required elements.
The presentation is
missing three
required elements.
The presentation is
missing four or more
elements.
Some of the
information does not
fit the project but
primary source is
used.
Most of the fonts are
easy-to-read, but in a
few places the use of
fonts, bold, italics,
long paragraphs,
color, or busy
backgrounds affect
readability.
At least one bit of
information is
inaccurate and
primary sources
were not used.
Overall readability
is difficult because
of lengthy
paragraphs, too
many different
fonts, backgrounds,
overuse of italics
and bold.
Some information is
inaccurate and no
primary sources are
used.
The layout uses
vertical and
horizontal white
space appropriately.
The layout has
some structure but
appears cluttered or
too busy.
Most information is
cited but some
pictures, graphics,
and photos lack
citation.
Some of the
graphics, sound,
and/or animations
seem to be unrelated
to the content theme
and contribute(s)
little enhancement to
the concepts.
More than half the
information has no
citations in the
presentation.
The layout is
cluttered, confusing,
and does not use
spacing and
headings to enhance
readability.
There are no
citations for
information,
graphics, pictures,
and photos.
Graphics, sound,
and/or animation are
unrelated to the
content and do not
enhance
understanding or are
missing.
The text is written
with no more than
two errors in
grammar,
punctuation,
capitalization, or
spelling.
The text is written
with no more than
three errors in
grammar,
punctuation,
capitalization, or
spelling.
Blackline Masters, World History
Louisiana Comprehensive Curriculum, Revised 2008
Many of the
graphics, sound,
and/or animations
are unrelated to the
content or
concepts.
Weight
x 7
The text is extremely
difficult to read with
long blocks of text,
small point size of
fonts, and
inappropriate
contrast of colors.
There are four or
more errors in
grammar,
punctuation,
capitalization, or
spelling.
x 1
x2
x .5
x1
x1
x1
Page 6
Unit 1, Specific Assessment, Activity 5, Sample Oral Presentation Rubric
Sample Oral Presentation Rubric
4
All three
Group
members
Participation assist one
Points __8__ another
throughout
the
presentation.
Student
Subject
demonstrates
Knowledge full
knowledge of
Points _20_ material and
elaborates on
the answers.
3
All three
members
present
information.
2
Two members
of the group
present the
information.
1
Only one
member of the
group presents
the information.
Student is
comfortable
with
information,
but fails to
elaborate on
questions.
Student does not
have a grasp of
the information
and cannot
answer
questions.
Student
maintains eye
contact with
audience and
Points __4__ seldom
returns to
notes.
The student
uses a clear
Elocution
voice and
correctly
Points __4__ pronounces
terms so that
all the
audience
hears the
presentation.
Student
maintains eye
contact most
of the time,
but still reads
notes.
Student
appears
uncomfortable
with
information
and can only
answer basic
questions.
Student
occasionally
uses eye
contact, but
reads most of
the
information.
The student’s
voice is low,
incorrectly
pronounces
terms, and
audience in
back of class
has difficulty
hearing the
presentation.
The
presentation is
within four
minutes of the
allotted time
+/-.
The presentation
is too long or
too short; six or
more minutes
above or below
allotted time.
Eye
Contact
The student’s
voice is clear
and
pronounces
most words
correctly.
Most
members of
the audience
can hear
presentation.
The
The
Length
presentation is presentation is
of
within two
within three
Presentation minutes of the minutes of
allotted time
allotted time
Points __4__ +/-.
+/-.
Blackline Masters, World History
Louisiana Comprehensive Curriculum, Revised 2008
Student reads all
of the
presentation and
has no eye
contact with
audience.
The student
mumbles,
mispronounces
terms, and
speaks too softly
for students in
the back of class
to hear.
Weight
x 2
x 5
x 1
x 1
x 1
Page 7
Unit 2, Activity 1, Split-Page Notetaking Guide: TV Commentary
Split-Page Notetaking Guide: TV Commentary
City, Country
Demographics:
Economics:
Political structure:
Religion:
Social trends:
City, Country
Demographics:
Economics:
Political structure:
Religion:
Social trends:
Blackline Masters, World History
Louisiana Comprehensive Curriculum, Revised 2008
Page 8
Unit 2, Activity 5, Explorers’ Chart
Explorers’ Chart
Name of
Explorer
Year(s)
Nationality –
Sailed for this
country
Blackline Masters, World History
Louisiana Comprehensive Curriculum, Revised 2008
Area(s) Claimed
Reason Behind
Exploration
Page 9
Unit 2, Activity 5, Explorers’ Chart with Answers
Explorers’ Chart with Answers
Name of
Explorer
Year(s)
Nationality/Sailed
for this country
Area(s) Claimed
Reason Behind
Exploration
Searching for water route
to India
Bartholomeu Dias
1487-88
Portuguese
Christopher
Columbus
Amerigo Vespucci
1492-1504
Italian/ Spain
1497-1503
John Cabot
1497-98
Italian/Spain and
Portugal
Italian/ France
Vasco da Gama
1498
Portuguese
Vasco de Balboa
1513
Spanish
Juan Ponce de
Leon
Hernando Cortez
1513
Spanish
First European to
round the Cape of
Good Hope
West Indies/Caribbean
Islands
Sailed to West Indies
and South America
Newfoundland, Nova
Scotia, and Labrador
First to travel to India
around Africa
Led expedition and
found Pacific Ocean
Florida
1519-21
Spanish
Mexico
Ferdinand
Magellan
Giovanni da
Verranzano
Francisco Pizarro
1520
Portuguese/Spain
1523
Italian/France
1523-35
Spanish
Strait of Magellan,
California
New York Bay and
Narrangasett Bay
Peru
Jacques Cartier
1534-42
French
St. Lawrence River
Hernando DeSoto
1539-41
Spanish
Francisco
Coronado
Samuel de
Champlain
Henry Hudson
1540-42
Spanish
American Southeast
and Mississippi River
American Southwest
1603-1616
French
1609-11
Robert LaSalle
1682
English/Dutch East
India Company
French
St. Lawrence River to
Lake Champlain
Hudson Strait
Great Lakes,
Mississippi River and
Gulf of Mexico
Blackline Masters, World History
Louisiana Comprehensive Curriculum, Revised 2008
Searching for shorter
route to India
Exploration of new
continents
Searching for a Northwest
Passage to India
Searching for water route
to India for trade
Exploration of New World
Looking for the Fountain
of Youth in Florida
Conquered Aztecs in
Mexico
Commanded first globe
circling voyage
Searched for Northwest
Passage
Conquered Incas of Peru
Conquer new lands for
France
Exploring New World for
Spain
Explored New World in
search for gold
Explored North America
for France
Claimed Hudson River
area for the Dutch
Claimed lands for France
Page 10
Unit 2, Activity 9, Colonization Chart
Colonization Chart
European
Country
Spain
Areas
Colonized
Purpose of
Colonization
Consequences
Political:
Social:
Economic:
France
Political:
Social:
Economic:
England
Political :
Social:
Economic:
Amsterdam
Political:
Social:
Economic:
Portugal
Political:
Social:
Economic:
Blackline Masters, World History
Louisiana Comprehensive Curriculum, Revised 2008
Page 11
Unit 2, Activity 9, Colonization Chart with Answers
Colonization Chart with Answers
European
Country
Spain
Areas
Colonized
North/ South
America
Caribbean
France
Louisiana
Haiti
Canada
England
North America
India
Indonesia
Australia
Amsterdam
North/South
America
Southeast
Asia
Portugal
Caribbean
Africa
India
Indonesia
Purpose of
Colonization
Self-sustaining colonies
Convert natives to
Christianity
Expand absolute power
of the monarchy
Acquire gold and
precious metals
Agricultural wealth
made colonization less
attractive to French
citizens
Controlled territory for
raw materials supplied
by native peoples
Tropical areas
developed a plantation
economy in sugar and
cotton
Enclosure movement
made it easy to attract
settlers to the New
World
Joint-stock companies
combined adventurers,
settlers and profits
Colonies supplied raw
materials for emerging
factory systems
During the 17th century
Amsterdam emerged as
the center of European
commerce and banking.
Exploration was for the
purpose of trade and
financial growth.
Searching for a faster
route to India and
Indonesia to profit from
the spice trade. Prince
Henry the Navigator
promoted exploration.
South America
Blackline Masters, World History
Louisiana Comprehensive Curriculum, Revised 2008
Consequences
Political: Continued dominance by the
Church-Inquisition; colonies failed to benefit
from changes taking place in Europe and
English colonies.
Social: No development of middle class at
home or in colonies; rigid social class
system
Economic: Gold flooded Spain creating
inflation in 1550
Political: Always more interested in politics
on the continent, involvement in wars cost
them most of their colonies – Louisiana,
Haiti, Canada
Social: French respected the Native
Americans, often marrying their women and
assimilating into their culture; successful
colony in Quebec, but few overall.
Economic: Established fishing settlements
that fed the nation; fortified the St. Lawrence
in support of the fur trade.
Political: Rights of Englishmen made
colonists increasingly independent.
Social: Mobility between classes became
increasingly based upon wealth instead of
birth.
Economic: Successful colonization became
an important element of trade – cotton and
tobacco; colonies competed with the Mother
Country and opposed mercantilism.
Political: Government defined by charter of
the Dutch East India Company
Social: Slave societies
Economic: New form of business
organization called a joint-stock company
was established – Dutch West India
Company-United East India Company
Political: First global empire where natives
were ruled by appointed officials
Social: Slave societies
Economic: Being the first Europeans to
reach India by sailing around Africa resulted
in Portugal becoming one of the richest and
most powerful nations of Europe
Page 12
Unit 3, Activity 2, Absolute Monarchy Split-Page Notetaking
Absolute Monarchy Split-Page Notetaking Guide
Philosopher and
Published Literary
Work
Impact of Philosophy
upon Absolute Monarchies
Prussia
Bossuet’s
Divine Right of
Kings
Russia
Power is from God and
therefore absolute.
Authority should not
be questioned. Kings
Spain
should rule with
fairness and wisdom,
but if they don’t they
should still be obeyed.
Prussia
Machiavelli’ s
The Prince
The absolute power of
a king depends upon
the king’s ability to do
whatever it takes to
maintain that power.
“The ends justify the
means.”
Russia
Spain
Blackline Masters, World History
Louisiana Comprehensive Curriculum, Revised 2008
Page 13
Unit 3, Activity 3, Enlightened Despots
Enlightened Despots
Characteristics
Louis XIV
of
France
Frederick the Great
of
Prussia
Peter the Great
of
Russia
How did the monarch
centralize power?
How did he react to the
notion of natural rights
of man?
What was the plight of
the peasants?
What kind of power
did the nobility have
under his reign?
How did he exploit the
church and religion?
How did he make use
of military power?
Blackline Masters, World History
Louisiana Comprehensive Curriculum, Revised 2008
Page 14
Unit 3, Activity 4, Early Modern Revolutions Process Guide
Early Modern Revolutions Process Guide
Glorious Revolution
When and where the revolution took place:
Causes of the revolution:
Name at least one document that impacted the onset of the revolution:
At least three significant events of the revolution:
Effects of the revolution on the British government and its people:
Impact of the revolution on world political development:
American Revolution
When and where the revolution took place:
Causes of the revolution:
Name at least one document that impacted the onset of the revolution:
At least three significant events of the revolution:
Effects of the revolution on the American government and its people:
Impact of the revolution on world political development:
French Revolution
When and where the revolution took place:
Causes of the revolution:
Name at least one document that impacted the onset of the revolution:
At least three significant events of the revolution:
Effects of the revolution on the French government and its people:
Impact of the revolution on world political development:
Blackline Masters, World History
Louisiana Comprehensive Curriculum, Revised 2008
Page 15
Unit 3, Activity 4, Sample Comparison Essay Rubric
Sample Comparison Essay Rubric
Criteria:
5
4
3
2
1
1. Purpose of the essay is clearly expressed in the
thesis statement.
2. Similarities and differences are easily
distinguished in the essay.
3. The essay offers enough details to support the
thesis statement.
4. The essay has a strong conclusion that
reinforces the main idea of the essay.
5. Sentences are clear and concise.
6. Sentences are free from errors in usage,
punctuation, and spelling.
Blackline Masters, World History
Louisiana Comprehensive Curriculum, Revised 2008
Page 16
Unit 4, Activity 2, Vocabulary Cards-Group Assignments
Vocabulary Cards-Group Assignments
Group 1
Group 4
Enclosure Movement
Four-crop field rotation
Bills of exchange
Stock exchange
Flying shuttle
Steam engine
Mass production
Capitalism
Laissez-faire economics
Cottage industry
Group 2
Group 5
Selective breeding
Seed drill
Double-entry bookkeeping
Spinning jenny
Power loom
Interchangeable parts
Factory town
Socialism
Feudalism
Factors of production
Group 3
Group 6
Mechanization
Banking system
Joint-stock company
Spinning frame
Factory system
Assembly line
Entrepreneurs
Communism
Labor unions
Urbanization
Blackline Masters, World History
Louisiana Comprehensive Curriculum, Revised 2008
Page 17
Unit 4, Activity 3, Inventions of the Industrial Revolution
Inventions of the Industrial Revolution
Date
Invention
Inventor/Country
Blackline Masters, World History
Louisiana Comprehensive Curriculum, Revised 2008
Purpose
Impact of Invention
Page 18
Unit 4, Activity 6, Economic Systems Word Grid
Economic Systems Word Grid
Directions: Place a “yes” or “no” in each column in response to the key features of each
economic system.
Key Features
Capitalism
Mixed
Economy
Socialism Communism
Privately-owned means of production
State-owned means of production
Collective ownership of means of
production
Prices set by market (buyers and sellers)
Prices set by government
Market governs production
Central planning governs production
Voluntary exchange of goods and services
Government-controlled exchange of goods
and services (rationing)
Goods and services shared according to
need
Classless economic society
Societal classes based on wealth
Profit incentives for entrepreneurs
Representative democracy is usual form of
government
Totalitarianism is usual form of
government
Pure democracy is usual form of
government
Blackline Masters, World History
Louisiana Comprehensive Curriculum, Revised 2008
Page 19
Unit 4, Activity 6, Economic Systems Word Grid with Answers
Economic Systems Word Grid with Answers
Directions: Place a “yes” or “no” in each column in response to the key features of each
economic system.
Privately-owned means of production
Yes
Mixed
Economy
Yes
State-owned means of production
No
Collective ownership of means of
production
Prices set by market (buyers and sellers)
Key Features
Capitalism
Socialism Communism
No
No
Yes
Yes
No
No
No
No
Yes
Yes
Yes
No
No
Prices set by government
No
No
Yes
No
Market governs production
Yes
Yes
No
No
Central planning governs production
No
No
Yes
No
Voluntary exchange of goods and services
Yes
Yes
No
Yes
Government-controlled exchange of goods
and services (rationing)
Goods and services shared according to
need
Classless economic society
No
No
Yes
No
No
No
No
Yes
No
No
No
Yes
Societal classes based on wealth
Yes
Yes
No
No
Profit incentives for entrepreneurs
Yes
Yes
No
No
Representative democracy is usual form of
government
Totalitarianism is usual form of
government
Pure democracy is usual form of
government
Yes
Yes
No
No
No
No
Yes
No
No
No
No
Yes
Blackline Masters, World History
Louisiana Comprehensive Curriculum, Revised 2008
Page 20
Unit 5, Activity 1, Reaction and Revolution BLM
Reaction and Revolution BLM
Reaction and Revolution in 19th Century Europe
Significant Events and
Important Facts and Impact on 19th Century Europe
Ideologies
Prince Metternich and the
Congress of Vienna
Concert of Europe and the
principle of intervention
Forces of conservatism in 19th
century Europe
Forces of liberalism in 19th
century Europe
Forces of nationalism in 19th
century Europe
Revolutions of 1830
France
Belgium
Poland
Italy
Revolutions of 1848
France
German states
Austrian Empire
Italian states
Blackline Masters, World History
Louisiana Comprehensive Curriculum, Revised 2008
Page 21
Unit 5, Activity 4, Imperialism Chart
Imperialism Chart
Action/Event
Belgian Congo
Race for Africa
Imperialistic Policy
Causal Events
Consequences
Egypt and Suez
German colonies in
southwest Africa
Cape to Cairo
territory
Italy in North Africa
Race for Asia
English East India
Company
French Indo-China
Spheres of influence
in China
Open Door Policy
Opium War and Hong
Kong
Americans and the Pacific
Opening of Japan
Spanish American
War
Hawaii and Samoa
Japan Expands Outward
Korea
Taiwan
South Sakhalin Island
Russo-Japanese War
Blackline Masters, World History
Louisiana Comprehensive Curriculum, Revised 2008
Page 22
Unit 6, Activity 1, WWI Vocabulary Self-Awareness Chart
World War I Vocabulary Self-Awareness Chart
+   Example
Definition
Word
militarism
trench warfare
conscription
mobilization
total war
war of attrition
propaganda
genocide
contraband
U-boats
Home front
Western front
armistice
belligerent
reparations
mandates
Blackline Masters, World History
Louisiana Comprehensive Curriculum, Revised 2008
Page 23
Unit 6, Activity 1, Road to World War I Timeline
Road to World War I Timeline
June 28
June 29
June 30
July 4
July 5
July 6
July 6
July 7
July 9
July 13
July 14
July 15
July 16
July 18
July 19
July 20
July 23
July 23
July 24
July 24
July 25
July 25
July 25
July 25
July 27
July 28
August 1
August 3
August 4
August 6
Austrian Archduke Franz Ferdinand and his wife are assassinated in Sarajevo, Bosnia by a
Bosnian youth, Gavrilo Princip.
Austrian Chief of Staff urges immediate military action against Serbia when speaking to
the Austrian Foreign Minister who decides to ascertain the position of Germany.
Serbia decides to take no action to investigate any groups in Serbia for suspected
connections to the assassination (e.g., Serbian nationalist group called the Black Hand).
Austrian foreign ministry official is sent to Berlin to ascertain German policy on the
assassination. German military is in favor of early action before Russia can mobilize.
German Kaiser Wilhelm II offers Austria a “blank cheque” of support if Austria acts
against Serbia for assassination.
Austrian investigation implicates a Serb government employee and army officers.
German Chancellor advises Austria that their Kaiser will stand by his treaty obligations,
thus endorsing the “blank cheque.”
Serbian prime minister denies any foreknowledge of the assassination plot.
German ambassador in Great Britain reports to the German government that the British “in
no circumstances would be found on the side of the aggressors” in the event of war.
Austrian Legal Counselor reports that the investigation revealed no complicity on the part
of the Serbian government in the assassination plot.
Austrian Chancellor withdraws his objection to military action and agrees that the Austrian
ultimatum “be so phrased that its acceptance will be practically impossible.”
French president and prime minister leave for a planned visit to Russia (arrive July 20th for
three day visit).
British ambassador to Austria warns the British government of the ultimatum.
Russian foreign minister warns Austria that Russia will not tolerate any “blow to Serbia’s
independence.”
Secret Austrian mobilization is already underway.
The Austrian ultimatum is dispatched to the Austrian ambassador in Belgrade for
presentation to the Serbian government on July 23.
Austrian ultimatum is delivered to Serbian government at 6:00pm.
French delegation leaves Russia affirming their obligation under the Franco-Russian
alliance.
Austria informs Great Britain, Germany, France, Russia, Italy, and Turkey of their
ultimatum to Serbia (content of the ultimatum had been secretly given to the German
government two weeks earlier).
Austrian foreign minister notes: “Any conditional acceptance [of the ultimatum], or one
accompanied by reservations, is to be regarded as a refusal.”
Russia requests the 48-hour time limit on the ultimatum be extended. Austria refuses.
Serbia orders a general mobilization and appeals to Russia for help.
Russia issues orders for partial mobilization.
Austrian emperor signs orders for full mobilization.
Austrian ambassador in Germany reports that Germany does not support the mediation
conference suggested by Great Britain.
Austria declares war on Serbia.
Germany declares war on Russia.
Germany declares war on France.
Germany invades Belgium and Great Britain declares war on Germany.
Austria declares war on Russia (5 days after Germany).
Blackline Masters, World History
Louisiana Comprehensive Curriculum, Revised 2008
Page 24
Unit 6, Activities 1 and 4, World War I Causes and Effects
World War I Causes and Effects
World War I
Blackline Masters, World History
Louisiana Comprehensive Curriculum, Revised 2008
Page 25
Unit 6, Activity 2, World War I Personalities
World War I Personalities
WWI Personality
Role
Event(s)
Impact on war
Alfred von
Schlieffen
Helmuth von Moltke
Joseph Jacques
Joffre
Henri-Philippe
Petain
Georges Clemenceau
David Lloyd George
Woodrow Wilson
Vittorio Orlando
Wilhelm II
Nicholas II
Ferdinand Foch
Blackline Masters, World History
Louisiana Comprehensive Curriculum, Revised 2008
Page 26
Unit 6, Activity 4, Treaty of Versailles
Treaty of Versailles
Provisions of the Treaty
Conditions of Settlement
Prediction of Success
Germany surrenders all colonies
Rhineland demilitarized
Alsace-Lorraine returned to
France
Cession of German land to
Belgium, Lithuania, and
Czechoslovakia
Cession of German land to
Poland
Danzig to become free city
Plebiscites in Schleswig to
determine German-Danish
border
Occupation of the Saar
Payment of German reparations
to France and Great Britain
Ban on the union of Germany
and Austria
Germany forced to accept a
war-guilt clause
War crimes trial of German
leaders
Limitations on Germany’s army
Limitations on Germany’s navy
and airforce
Blackline Masters, World History
Louisiana Comprehensive Curriculum, Revised 2008
Page 27
Unit 6, Activity 6, Global Depression Opinionnaire
Global Depression Opinionnaire
What Are Your Opinions about Monetary and Budgetary Policies of
Governments
Directions: After each statement, write SA (strongly agree), A (agree), D (disagree), or SD
(strongly disagree). Then in the space provided, briefly explain the reasons for your opinions.
1. A government should be able to simply print more money to offset inflationary periods.
______
Reasons:
2. A government should be able to tax the rich in order to help distribute the wealth and
provide services to the poor and disabled. ______
Reasons:
3. A government should have the power to regulate businesses to ensure fair prices and
provide goods and services. ______
Reasons:
4. Deficit spending is an acceptable governmental budgetary policy to repay debts and
finance services to its people. ______
Reasons:
Blackline Masters, World History
Louisiana Comprehensive Curriculum, Revised 2008
Page 28
Unit 6, Activity 7, Three-Part Venn Diagram
Three-Part Venn Diagram
Blackline Masters, World History
Louisiana Comprehensive Curriculum, Revised 2008
Page 29
Unit 6, Activity 8, World War II Personalities Chart
World War II Vocabulary Self-Awareness Chart
+   Example
Definition
Word
demilitarized
appeasement
isolationism
blitzkrieg
Sitzkrieg
(phony war)
sanctions
Luftwaffe
partisans
death camps
concentration
camps
Einsatzgruppen
collaborators
kamikaze
Holocaust
internment
Final Solution
Axis Powers
Allied Powers
Blackline Masters, World History
Louisiana Comprehensive Curriculum, Revised 2008
Page 30
Unit 6, Activity 8, World War II Personalities Chart
World War II Personalities Chart
WWII
Personality
Neville
Chamberlain
Adolf Hitler
Role in WWII
Prime Minister of
Great Britain
Leader of the Axis
Powers/Dictator of
Germany
Major Events of WWII
Munich Pact
Involved with all acts of
German aggression on
the European and
African Fronts
Significance of the
person’s role in WWII
Policy of appeasement
with Hitler
Driving force behind all
of Germany’s
aggressive actions
Winston Churchill
Benito Mussolini
Joseph Stalin
Charles de Gaulle
Chiang Kai-shek
Hideki Tojo
Erwin Rommel
Dwight D.
Eisenhower
Douglas
MacArthur
Franklin D.
Roosevelt
Harry S. Truman
Blackline Masters, World History
Louisiana Comprehensive Curriculum, Revised 2008
Page 31
Unit 6, Activity 9, World War II Key Military Events
World War II Key Military Events
Key Event
Invasion of Poland
Date
Key Event
Battle of Guadacanal
Blitzkrieg against Denmark and
Norway
Battle of Okinawa
Battle of Britain
Battle of Normandy
Invasion of the Soviet Union
Allied invasion of North Africa
Battle of Pearl Harbor
Liberation of Paris
Capture of Greece and
Yugoslavia
Allies return to the Philippines
Battle of Stalingrad
Battle of the Bulge
Surrender of France
Battle of the Atlantic
Battle of El Alamein
Battle of Berlin
Invasion of Sicily
Hiroshima
Japan attacks the Philippines
and Dutch East Indies
Nagasaki
Battle of Coral Sea
Battle of Midway
Date
Battle of Iwo Jima
Blackline Masters, World History
Louisiana Comprehensive Curriculum, Revised 2008
Page 32
Unit 6, Activity 9, World War II Battles Chart
World War II Battles Chart
Battle
Date
Significant Military
Generals
Strategy
Blackline Masters, World History
Louisiana Comprehensive Curriculum, Revised 2008
Outcome Significance of the
Battle to the War
Page 33
Unit 6, Activity 12, World War II Conferences Chart
World War II Conferences Chart
Date
Conference
1941
Atlantic
Charter
Countries/Leaders
Involved
Great Britain:
Churchill
United States:
F. Roosevelt
Purpose
Set goals for
fighting
World War
II.
Impact of Conference
Later became known as “A Declaration of the United Nations” when
26 nations signed a similar agreement. These nations became known
as the Allies. They united to fight against the Axis Powers.
Casablanca
Tehran
Yalta
Potsdam
San
Francisco
Blackline Masters, World History
Louisiana Comprehensive Curriculum, Revised 2008
Page 34
Unit 7, Activity 1, Cold War Vocabulary Self-Awareness
Cold War Vocabulary Self-Awareness Chart
+   Example
Definition
Word
Cold War
superpower
Soviet bloc
Iron Curtain
satellite nations
containment
deterrence
détente
arms race
peaceful
coexistence
domino theory
ICBMs
apartheid
dissident
ethnic cleansing
intifada
Blackline Masters, World History
Louisiana Comprehensive Curriculum, Revised 2008
Page 35
Unit 7, Activity 2, Ideologies of the Free World and Soviet Bloc Nations
Ideologies of the Free World and Soviet Bloc Nations
Ideologies
Free World
Soviet Bloc
Rights of the people
Individual rights guaranteed
Collective rights guaranteed
Type of economy
Market economy
Command economy
Political parties
Political parties compete for
power
Communist party controls the
state
Rights of minority
groups
Defends rights of minorities
Suppressed minority opinions
Allies
Allied with other free
nations
Controlled satellite nations
Type of government
Democratic
Totalitarian
Religion
Freedom of religion
Atheist
The press
Free press
Controlled press
Blackline Masters, World History
Louisiana Comprehensive Curriculum, Revised 2008
Page 36
Unit 7, Activity 3, Cold War Personalities
Cold War Personalities
Personality
Event/Contribution
Impact
Joseph Stalin
Harry S. Truman
George Marshall
George Kennan
Dwight Eisenhower
John Dulles
Nikita Khrushchev
John F. Kennedy
Robert McNamara
Richard Nixon
Ronald Reagan
Leonid Brezhnev
George H. W. Bush
Mikhail Gorbachev
Blackline Masters, World History
Louisiana Comprehensive Curriculum, Revised 2008
Page 37
Unit 7, Activity 3, Cold War Timelines
Cold War Timelines
U.S. Presidents Year
Truman 1945
Cold War Events
World War II ends
Chinese Civil War
Greek Civil War
Truman Doctrine
Berlin Crisis
Marshall Plan
Year
1945
1945
1946
1947
1948
1948
NATO
China Falls to Communism
Korean War
ANZUS
H-Bomb
1949
1949
1950
1951
1952
SEATO
Warsaw Pact
CENTO
Hungarian Resistance
Suez Crisis
1954
1955
1955
1956
1956
Soviet Leaders Year
Stalin 1945
Truman 1949
Eisenhower 1953
Khrushchev 1953
Eisenhower 1957
Sputnik 1957
Vietnam Civil War begins 1959
Belgian Congo 1960
Kennedy 1961
U.S. – Vietnam Conflict
Bay of Pigs
Berlin Wall
Cuban Missile Crisis
1961
1961
1961
1962
Johnson 1963
Brezhnev 1964
Czechoslovakian Resistance 1968
Nixon 1969
Ford 1974
Carter 1977
Soviet invasion of Afghanistan 1979
Reagan 1981
Andropov 1982
Chernenko 1984
Gorbachev 1985
George HW Bush 1989
Germany Reunited 1989
Baltic states secede from USSR 1990
Break-up of the Soviet Union 1991
Blackline Masters, World History
Louisiana Comprehensive Curriculum, Revised 2008
Page 38
Unit 7, Activity 3, Cold War Causes and Effects
Cold War Causes and Effects
Causes
Cold
War
Effects
Blackline Masters, World History
Louisiana Comprehensive Curriculum, Revised 2008
Page 39
Unit 8, Activity 2, New Countries Created From the Former Soviet Union
New Countries Created From the Former Soviet Union
Country
Ethnicity
Religion
Language
Russia
Ukraine
Armenia
Estonia
Belarus
Latvia
Lithuania
Moldova
Georgia
Azerbaijan
Kazakhstan
Uzbekistan
Turkmenistan
Kyrgyzstan
Tajikistan
Blackline Masters, World History
Louisiana Comprehensive Curriculum, Revised 2008
Page 40
Unit 8, Activity 3, Arab-Israeli Conflict
Arab-Israeli Conflict
Event
Leaders
Short Summary
Outcome
Association to
Arab-Israeli
Conflict
First
Arab-Israeli
War
Suez
Crisis
Baghdad
Pact
Pan-Arabianism
Islamic
Fundamentalism
Six Day War
Blackline Masters, World History
Louisiana Comprehensive Curriculum, Revised 2008
Page 41
Unit 8, Activity 3, Arab-Israeli Conflict
Event
Leaders
Short Summary
Outcome
Association to
Arab-Israeli
Conflict
Yom Kippur
War
Palestinian
Intifada
Iranian
Revolution
Iran-Iraq War
Persian Gulf
War
Iraq War
Blackline Masters, World History
Louisiana Comprehensive Curriculum, Revised 2008
Page 42
Unit 8, Activity 6, Global Markets Vocabulary Self-Awareness
Global Markets Vocabulary Self-Awareness
+   Example
Definition
Word
Global
interdependence
Protectionism
Tariffs
Balanced trade
Favorable balance of
trade
Unfavorable balance
of trade
Trade deficits
Economic
imperialism
Developed countries
Developing
countries
Blackline Masters, World History
Louisiana Comprehensive Curriculum, Revised 2008
Page 43