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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