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Grade 7 Social Studies CCSD “PASS Push” Toolkit Questions? Contact: Barbara Hairfield 937-6472 [email protected] Department of Curriculum and Instruction Grade 7 Social Studies “PASS Push” Toolkit Contents Vocabulary Study Guide Key Vocabulary Study Guide #1 for Standards 7-1, 7-2, 7-3, and 7-4 Vocabulary Study Guide #1 for Standards 7-5, 7-6, and 7-7 Vocabulary Study Guide #2 Vocabulary Study Guide #3 Very Important Word Activity Instructions “I Have, Who Has?”/“Making Connections” Activity Instructions Suggestions for Using the Content Vocabulary Review Flashcards and Content Review Flashcards/Suggestions for Using the Daily PASS Review Questions Social Studies Vocabulary Review Flashcards PASS-like Social Studies Standards Review Flashcards Social Studies PASS Blueprint from the S.C. State Department of Education Daily PASS Review Questions Handout for students on Clue Words to look for in test questions Department of Curriculum and Instruction Grade 7 Vocabulary Study Guide Key for Social Studies Term Definition 7-1 political social economic culture colony global capitalism mercantilism international 7-2 absolute monarchy limited government authoritarian totalitarian democracy philosophy constitution 7-3 Scientific Revolution Scientific Method Enlightenment revolution independence industrialize rural urban migration socialism relating to the government relating to human society and its members relating to the system of production and management of material wealth the way of life of a group of people, including their beliefs, traditions, government, religion, and social class a body of people who settle far from home but maintain ties with their homeland relating to, or involving the entire world an economic system based on the private ownership of production for the purpose of making a profit the belief that the wealth of a nation depends on its supply of gold and silver concerning or belonging to all or at least two or more nations the ruler has absolute power over every aspect of life a state restricted in its exercise of power by the constitution and the rule of law a government that has complete power over a nation a type of government where the political leader has total control over all aspects of a citizen’s life a government run by the people the search for knowledge about the world, including the natural world, human behavior, and thought a written plan for government a time of great scientific advances the systematic process for gathering and analyzing evidence education that results in understanding and the spread of knowledge a drastic and far-reaching change in ways of thinking and behaving freedom from control or influence of another or others organize production of goods into an industry living in or characteristic of farming or country life relating to or concerned with a city or heavily populated area the movement of persons from one country or locality to another a system where all members of a society share equally in the work and the goods produced Department of Curriculum and Instruction Term textile nationalism interchangeable parts mass production technology unification Definition cloth manufactured by weaving a strong feeling of loyalty for one’s own culture including language and customs capable of replacing or changing places with something else the manufacture of goods in large quantities, often using standardized designs and assembly-line techniques the technical means people use to improve the world in which they live the joining of opposing forces 7-4 imperialism militarism raw materials acquisition world power a nation’s economic and political influence over other nations glorifying the ideals of a military class and having a strong military force natural substances, such as wood and metals used in the manufacture of products something gained a state or nation powerful enough to influence events throughout the world 7-5 mechanization depression Nazism fascism appeasement isolationism theater Holocaust ethnocentrism armistice genocide use of machinery to replace human labor a period of rising unemployment and low economic activity a form of socialism featuring racism and expansionism and obedience to a strong leader a totalitarian government that is not communist giving in to the demands of a hostile person or group in order to keep peace the policy of not getting involved in alliances or other national political and economic relations strategic environment the organized killing of over six million Jews by the Nazis during World War II an ethnic group’s belief that its ethnic group is superior a cease fire; an end to war the murder of all members of an ethnic group 7-6 Cold War communism a state of political tension and military rivalry between nations that stops short of full-scale war political system in which control of the means of producing economic goods in a society resides in the hands of those who invest their labor for production Department of Curriculum and Instruction Term nonviolence Definition the behavior of people who in a conflict refrain from violent acts 7-7 natural environment apartheid proclamation human rights developing nation interdependence urbanization all living and nonliving things that occur naturally on the earth law that legally separated blacks from whites in South Africa a formal public statement freedoms to which all humans are entitled a country with low levels of well-being, as measured by economic, social, and technological advances counting on people in other places for information, resources, goods, and services the process by which cities grow and societies become more citylike Department of Curriculum and Instruction Grade 7 Vocabulary Study Guide #1 for Standards 7-1 and 7-2 for Social Studies Write the term that best fits the definition. Name_________________________________ Term 7-1 Definition relating to the government relating to human society and its members relating to the system of production and management of material wealth the way of life of a group of people, including their beliefs, traditions, government, religion, and social class a body of people who settle far from home but maintain ties with their homeland relating to, or involving the entire world an economic system based on the private ownership of production for the purpose of making a profit the belief that the wealth of a nation depends on its supply of gold and silver concerning or belonging to all or at least two or more nations 7-2 the ruler has absolute power over every aspect of life a state restricted in its exercise of power by the constitution and the rule of law Department of Curriculum and Instruction Term Definition a government that has complete power over a nation a type of government where the political leader has total control over all aspects of a citizen’s life a government run by the people the search for knowledge about the world, including the natural world, human behavior, and thought a written plan for government Word Bank: absolute monarchy authoritarian capitalism colony constitution culture democracy economic global international limited government mercantilism philosophy political social totalitarian Department of Curriculum and Instruction Grade 7 Vocabulary Study Guide #1 for Standards 7-3 and 7-4 for Social Studies Write the term that best fits the definition. Name_________________________________ Term 7-3 Definition a time of great scientific advances the systematic process for gathering and analyzing evidence education that results in understanding and the spread of knowledge a drastic and far-reaching change in ways of thinking and behaving freedom from control or influence of another or others organize production of goods into an industry living in or characteristic of farming or country life relating to or concerned with a city or heavily populated area the movement of persons from one country or locality to another a system where all members of a society share equally in the work and the goods produced cloth manufactured by weaving a strong feeling of loyalty for one’s own culture including language and customs Department of Curriculum and Instruction Term Definition capable of replacing or changing places with something else the manufacture of goods in large quantities, often using standardized designs and assembly-line techniques the technical means people use to improve the world in which they live the joining of opposing forces 7-4 a nation’s economic and political influence over other nations glorifying the ideals of a military class and having a strong military force natural substances, such as wood and metals used in the manufacture of products something gained a state or nation powerful enough to influence events throughout the world Word Bank: acquisition enlightenment imperialism independence industrialize interchangeable parts mass production migration militarism nationalism raw materials revolution rural scientific method scientific revolution socialism technology textile unification urban world power Department of Curriculum and Instruction Grade 7 Vocabulary Study Guide #1 for Standards 7-5, 7-6, and 7-7 for Social Studies Write the term that best fits the definition. Name_________________________________ Term 7-5 Definition use of machinery to replace human labor a period of rising unemployment and low economic activity a form of socialism featuring racism and expansionism and obedience to a strong leader a totalitarian government that is not communist giving in to the demands of a hostile person or group in order to keep peace the policy of not getting involved in alliances or other national political and economic relations strategic environment the organized killing of over six million Jews by the Nazis during World War II an ethnic group’s belief that its ethnic group is superior a cease fire; an end to war the murder of all members of an ethnic group 7-6 Department of Curriculum and Instruction Term Definition a state of political tension and military rivalry between nations that stops short of full-scale war political system in which control of the means of producing economic goods in a society resides in the hands of those who invest their labor for production the behavior of people who in a conflict refrain from violent acts 7-7 all living and nonliving things that occur naturally on the earth law that legally separated blacks from whites in South Africa a formal public statement freedoms to which all humans are entitled a country with low levels of well-being, as measured by economic, social, and technological advances counting on people in other places for information, resources, goods, and services the process by which cities grow and societies become more citylike Grade 7 Vocabulary Study Guide #1 Word Bank for Standards 7-5, 7-6, and 7-7 for Social Studies apartheid appeasement armistice Cold War communism depression developing nation ethnocentrism fascism genocide Holocaust human rights interdependence isolationism Department of Curriculum and Instruction mechanization natural environment Nazism nonviolence proclamation theater urbanization Grade 7 Vocabulary Study Guide #2 for Standards 7-1 and 7-2 for Social Studies Write the definition of each term in your own words. Name____________________________ Term 7-1 Definition political social economic culture colony global capitalism mercantilism international 7-2 absolute monarchy limited government Department of Curriculum and Instruction Term Definition authoritarian totalitarian democracy philosophy constitution Department of Curriculum and Instruction Grade 7 Vocabulary Study Guide #2 for Standards 7-3 and 7-4 for Social Studies Write the definition of each term in your own words. Term 7-3 Scientific Revolution Name____________________________ Definition Scientific Method Enlightenment revolution independence industrialize rural urban migration socialism textile nationalism Department of Curriculum and Instruction Term interchangeable parts Definition mass production technology unification 7-4 imperialism militarism raw materials acquisition world power Department of Curriculum and Instruction Grade 7 Vocabulary Study Guide #2 for Standards 7-5, 7-6, and 7-7 for Social Studies Write the definition of each term in your own words. Term 7-5 mechanization Name____________________________ Definition depression Nazism fascism appeasement isolationism theater Holocaust ethnocentrism armistice genocide Department of Curriculum and Instruction Term 7-6 Cold War Definition communism nonviolence 7-7 natural environment apartheid proclamation human rights developing nation interdependence urbanization Department of Curriculum and Instruction Grade 7 Vocabulary Study Guide #3 for Standards 7-1 and 7-2 for Social Studies Write the term for the definition given and the definition for the term given. Name_________________ Term Definition 7-1 political relating to human society and its members relating to the system of production and management of material wealth culture a body of people who settle far from home but maintain ties with their homeland global an economic system based on the private ownership of production for the purpose of making a profit mercantilism international 7-2 the ruler has absolute power over every aspect of life limited government Department of Curriculum and Instruction Term Definition a government that has complete power over a nation a type of government where the political leader has total control over all aspects of a citizen’s life democracy the search for knowledge about the world, including the natural world, human behavior, and thought constitution Department of Curriculum and Instruction Grade 7 Vocabulary Study Guide #3 for Standards 7-3 and 7-4 for Social Studies Write the term for the definition given and the definition for the term given. Name_________________ Term Definition 7-3 a time of great scientific advances Scientific Method Enlightenment a drastic and far-reaching change in ways of thinking and behaving freedom from control or influence of another or others organize production of goods into an industry rural urban the movement of persons from one country or locality to another socialism cloth manufactured by weaving Department of Curriculum and Instruction Term Definition a strong feeling of loyalty for one’s own culture including language and customs capable of replacing or changing places with something else mass production the technical means people use to improve the world in which they live unification 7-4 a nation’s economic and political influence over other nations militarism natural substances, such as wood and metals used in the manufacture of products something gained a state or nation powerful enough to influence events throughout the world Department of Curriculum and Instruction Grade 7 Vocabulary Study Guide #3 for Standards 7-5, 7-6, and 7-7 for Social Studies Write the term for the definition given and the definition for the term given. Term Name_________________ Definition 7-5 mechanization depression a form of socialism featuring racism and expansionism and obedience to a strong leader a totalitarian government that is not communist giving in to the demands of a hostile person or group in order to keep peace isolationism strategic environment strategic killing of over six million Jews by the Nazis during World War II ethnocentrism a cease fire; an end to World War I genocide Department of Curriculum and Instruction Term Definition 7-6 a state of political tension and military rivalry between nations that stops short of full-scale war political system in which control of the means of producing economic goods in a society resides in the hands of those who invest their labor for production nonviolence 7-7 all living and nonliving things that occur naturally on the earth law that legally separated blacks from whites in South Africa a formal public statement human rights a country with low levels of well-being, as measured by economic, social, and technological advances interdependence the process by which cities grow and societies become more citylike Department of Curriculum and Instruction Very Important Word (VIW) Purpose: This activity will provide a deeper understanding of abstract or complex words. Directions: Select a vocabulary word. Complete VIW form with the class. Guide students to: • define the VIW using their own words, • write an antonym for the VIW, • use the VIW in a sentence, • draw an icon (symbol) for the word, • and provide an explanation of the icon. * Use an overhead or white board when modeling the process. Department of Curriculum and Instruction “I Have, Who Has?” This vocabulary builder allows students to study multiple words during one activity. The students enjoy this activity because it is more like a game than an educational tool. Special focus is required from the students because they need to pay attention in order to participate. All the students sit on their desks and are given a card. As they complete their turn, they return to their seats. The teacher begins the lesson with the first card: Teacher: Who has to use again? Student A: I have reuse. Who has the total trash produced by a community? Student B: I have waste stream. Who has to become broken down into components? The card looks like this: I have reuse. Who has the total trash produced by a community? Use this activity after the students have heard each word and definition at least twice. This activity can be played as often or as little as the teacher desires. It is easy to include in a lesson and is a great activity when you have a little time to spare. I have ______________________________________________________. Who has ___________________________________________________? Department of Curriculum and Instruction Making Connections This activity is designed to improve vocabulary acquisition and retention. It is good to use when the students have many different vocabulary words and they are trying to differentiate among them. Since the activity expects the students to describe what it is AND what it is not, the students get an extensive look into the word. (target word) pollute (context of the word) the environment What it is: What it is not: dirtying the earth cleaning up litter toxic chemicals put in the ground toxic chemicals in barrels driving an SUV driving a sedan I’d probably find this word in these contexts: (places, events, people, and situations) discussions about the environment; articles about factory chemicals; conversations with members of Green Peace; EPA meetings; or statistics regarding an SUV. I’ll remember this word by connecting it to… dirtying the environment, exhaust from a semi-truck Department of Curriculum and Instruction Making Connections (target word) (context of the word) What it is: What it is not: I’d probably find this word in these contexts: (places, events, people, and situations) I’ll remember this word by connecting it to… Department of Curriculum and Instruction Suggestions for Using the Vocabulary Review and Content Review Flashcards Sort the vocabulary words. Have students create their own sorts by meaning, word features, and parts of speech. Categorize the words. Create metaphors or analogies. Define the words using a Circle Map. Compare the words using a Venn diagram or Double Bubble Map. Play Free Association. Play Jeopardy, Charades, Pictionary, or $100,000 Pyramid. “I Have, Who Has” (To begin the activity the teacher asks a question such as “What planet do we live on? Student holding the vocabulary card with Earth says “I have Earth.” They ask the next question. “Who has the planet no longer a planet?” The student with Pluto says “I have Pluto. Who has the planet with the rings?”) Use the “Very Important Word” activity included in this packet. Review during transition times. Each day give the students one or two words and have them write a sentence with each word. Assign 5 words to each student. Students have 5-10 minutes to write using their words. Provide an opportunity for students to share their work. Use Vocabulary Study Guide sheets. Classroom volunteers review with students individually or in small groups. Create a crossword puzzle. Create a “Cloze” activity. Play “Guess the Covered Word.” Create a vocabulary Power Point. Have a student or volunteer read the definitions into a tape recorder. Include a pause between each definition. Students can say and write the correct answer. Use this in a classroom listening center. Use with CPS (Interactive Response System) if your school has one. Cooperative groups create a “review” game board. If the student gets the word/answer right, he/she can advance a certain number of spaces on the board (determined by a number cube or playing card). Pairs can quiz each other. Engage students in choral response activities using the cards. Use during in-door recess or at your “Early Finishers” center. Copy for your school’s before or after school program coordinator. Teachers can use the cards and activities during this time. Use to play the game “Memory.” Turn over 2 cards. Try to match the word to the definition. Put content review cards in chronological order. **Grouping suggestions include individual pairs, small group, and whole group. These review strategies are not to take the place of your daily standards-based instruction. Department of Curriculum and Instruction Suggestions for Using the Daily PASS Review Questions Play a game. A correct answer is one point. After 2 weeks, total the points for each student. Additional points earned during the classroom activity will be bonus points towards the next quiz or assessment. Explain with a “Quick Write.” Include with homework assignments. Use as an Exit Ticket. Use as a Think, Pair, Share activity. Turn into PASS-like question with four multiple-choice responses and swap papers. Students can explain their answers. Teacher models out loud strategies for selecting the best answer. Students create their own review questions. A different student each day can re-teach the content of the question to the class. *** In all instances be sure the question is answered correctly for all students to hear. These review strategies are not to take the place of your daily standards-based instruction. Department of Curriculum and Instruction 7-1 political 1 7-1 social 2 7-1 economic 3 Department of Curriculum and Instruction relating to the government 1a relating to human society and its members 2a relating to the system of production and management of material wealth 3a Department of Curriculum and Instruction 7-1 culture 4 7-1 colony 5 7-1 global 6 Department of Curriculum and Instruction the way of life of a group of people, including their beliefs, traditions, government, religion, and social class 4a a body of people who settle far from home but maintain ties with their homeland 5a relating to or involving the entire earth 6a Department of Curriculum and Instruction 7-1 capitalism 7 7-1 mercantilism 8 7-1 international 9 Department of Curriculum and Instruction an economic system based on the private ownership of production for the purpose of making a profit 7a the belief that the wealth of a nation depends on its supply of gold and silver 8a concerning or belonging to all or at least two or more nations 9a Department of Curriculum and Instruction 7-2 absolute monarchy 10 7-2 limited government 11 7-2 authoritarian 12 Department of Curriculum and Instruction the ruler has absolute power over every aspect of life 10a a state restricted in its exercise of power by the constitution and the rule of law 11a a government that has complete power over a nation 12a Department of Curriculum and Instruction 7-2 totalitarian 13 7-2 democracy 14 7-2 philosophy 15 Department of Curriculum and Instruction a type of government where the political leader has total control over all aspects of a citizen’s life 13a a government run by the people 14a the search for knowledge about the world, including the natural world, human behavior, and thought 15a Department of Curriculum and Instruction 7-2 constitution 16 7-3 scientific revolution 17 7-3 scientific method 18 Department of Curriculum and Instruction a written plan for government 16a a time of great scientific advances 17a the systematic process for gathering and analyzing evidence 18a Department of Curriculum and Instruction 7-3 enlightenment 19 7-3 revolution 20 7-3 independence 21 Department of Curriculum and Instruction education that results in understanding and the spread of knowledge 19a a drastic and far-reaching change in ways of thinking and behaving 20a freedom from control or influence of another or others 21a Department of Curriculum and Instruction 7-3 industrialize 22 7-3 rural 23 7-3 urban 24 Department of Curriculum and Instruction organize production of goods into an industry 22a living in or characteristic of farming or country life 23a relating to or concerned with a city or densely populated area 24a Department of Curriculum and Instruction 7-3 migration 25 7-3 socialism 26 7-3 textile 27 Department of Curriculum and Instruction the movement of persons from one country or locality to another 25a a system where all members of a society share equally in the work and the goods produced 26a a cloth manufactured by weaving 27a Department of Curriculum and Instruction 7-3 nationalism 28 7-3 interchangeable parts 29 7-3 mass production 30 Department of Curriculum and Instruction a strong feeling of loyalty for one’s own culture including language and customs 28a capable of replacing or changing places with something else 29a the manufacture of goods in large quantities, often using standardized designs and assembly-line techniques 30a Department of Curriculum and Instruction 7-3 technology 31 7-3 unification 32 7-4 imperialism 33 Department of Curriculum and Instruction the technical means people use to improve the world in which they live 31a the joining of opposing forces 32a a nation’s economic and political influence over other nations 33a Department of Curriculum and Instruction 7-4 militarism 34 7-4 raw materials 35 7-4 acquisition 36 Department of Curriculum and Instruction glorifying the ideals of a military class and having a strong military force 34a natural substances such as wood and metals used in the manufacture of products 35a something gained 36a Department of Curriculum and Instruction 7-4 world power 37 7-5 mechanization 38 7-5 depression 39 Department of Curriculum and Instruction a state or nation powerful enough to influence events throughout the world 37a use of machinery to replace human labor 38a a period of rising unemployment and low economic activity 39a Department of Curriculum and Instruction 7-5 Nazism 40 7-5 fascism 41 7-5 appeasement 42 Department of Curriculum and Instruction a form of socialism featuring racism and expansionism and obedience to a strong leader 40a a totalitarian government that is not communist 41a giving in to the demands of a hostile person or group in order to keep peace 42a Department of Curriculum and Instruction 7-5 isolationism 43 7-5 theater 44 7-5 Holocaust 45 Department of Curriculum and Instruction the policy of not getting involved in alliances or other national political and economic relations 43a strategic environment 44a the killing of over six million Jews by the Nazis during World War II 45a Department of Curriculum and Instruction 7-5 ethnocentrism 46 7-5 armistice 47 7-5 genocide 48 Department of Curriculum and Instruction an ethnic group’s belief that its ethnic group is superior 46a a cease fire; an end to World War I 47a the murder of all members of an ethnic group 48a Department of Curriculum and Instruction 7-6 Cold War 49 7-6 communism 50 7-6 nonviolence 51 Department of Curriculum and Instruction a state of political tension and military rivalry between nations that stops short of full-scale war 49a political system in which control of the means of producing economic goods in a society resides in the hands of those who invest their labor for production 50a the behavior of people who in a conflict refrain from violent acts 51a Department of Curriculum and Instruction 7-7 natural environment 52 7-7 apartheid 53 7-7 proclamation 54 Department of Curriculum and Instruction all living and nonliving things that occur naturally on the earth 52a law that legally separated blacks from whites in South Africa 53a a formal public statement 54a Department of Curriculum and Instruction 7-7 human rights 55 7-7 developing nation 56 7-7 interdependence 57 Department of Curriculum and Instruction freedoms to which all humans are entitled 55a a country with low levels of wellbeing, as measured by economic, social, and technological sophistication 56a counting on people in other places for information, resources, goods, and services 57a Department of Curriculum and Instruction 7-7 urbanization 58 Department of Curriculum and Instruction the process by which cities grow and societies become more city-like 58a Department of Curriculum and Instruction By the end of the colonial period what did each one of the colonies have? A. B. C. D. a governor elected by male suffrage a representative assembly with control of the finances constitutions based on the original charters a system of democratic town governments 1 7-1.1 What was a basic cause of the Age of Exploration and Colonization? A. B. C. D. growing demand in Europe for the goods of the East need for an outlet for Europe's surplus population attempt by Italian cities to control the Atlantic trade desire to prove that the Earth was the center of the universe 2 7-1.2 In the thirteen American Colonies what was the major economic policy? A. welfare capitalism B. mercantile capitalism C. utopian socialism D. communism 3 7-1.3 Department of Curriculum and Instruction Answer 7-1.1 B. a representative assembly with control of the finances 1a Answer 7-1.2 A. growing demand in Europe for the goods of the East 2a Answer 7-1.3 B. mercantile capitalism 3a Department of Curriculum and Instruction What were the Europeans who explored the world during the 1400’s and 1500’s mainly motivated by? A. B. C. D. an interest in science, art, and literature wealth, religion, and glory curiosity, concern for peace, and love for the sea a need for markets for manufactured products and outlets for surplus population 7-1.3 4 What did the Portuguese do in Africa? A. B. C. D. set up trading stations bought gold, ivory, and peppers instituted overseas slave trading all the above 5 7-1.4 Which of the following was most influential in bringing the largest number of Europeans to the English colonies? A. B. C. D. the plantation system the indentured servant system the hope of discovering gold missionary zeal 7-1.4 6 Department of Curriculum and Instruction Answer 7-1.3 B. wealth, religion, and glory 4a Answer 7-4.1 D. all the above 5a Answer 7-1.4 B. the indentured servant system 6a Department of Curriculum and Instruction During the 1600s and 1700s, what was the basic purpose of the mercantile system? A. B. C. D. increase the wealth and power of the mother country stimulate colonial initiative and self-sufficiency guarantee the colonies a favorable balance of trade encourage international economic cooperation 7 7-1.6 Which was the most immediate cause of the rise of nation states in Western Europe? A. B. C. D. collapse of the Roman Empire development of a middle class growth of democracy aid given to central governments by the medieval church 8 7-1.6 What is the “unchallenged rule of a king or queen” an example of? A. B. C. D. dictatorship cabal absolute monarchy junta 7-2.1 9 Department of Curriculum and Instruction Answer 7-1.6 A. increase the wealth and power of the mother country 7a Answer 7-1.6 B. development of a middle class 8a Answer 7-2.1 C. absolute monarchy 9a Department of Curriculum and Instruction What was the document signed by King John of England which said the leader of a nation is not above the law? A. Concordat of Worms B. Magna Carta C. Treaty of Versailles D. Pax Romana 10 7-2.1 What does autocracy mean? A. a group of people form a government and have complete control over the people in their area B. one person forms a government and has complete control over the people in his/her area C. the government is run by the masses of people D. the religious leaders of the community are also the political leaders In 1690, English philosopher, John Locke, wrote that government should exist only with the consent of the governed. Why was this considered a revolutionary idea? A. B. C. D. People had always believed they were equal. Society runs smoothly without leaders and followers. An upper class was needed to create laws. People were thought to be incapable of self-government. 12 7-2.2 Department of Curriculum and Instruction 11 Answer 7-2.1 B. Magna Carta 10a Answer 7-2.1 B. one person forms a government and has complete control over the people in his/her area 11 Answer 7-2.2 D. People were thought to be incapable of self-government. 12 Department of Curriculum and Instruction Of the items listed below, which is NOT a reason why the French middle class was discontented with the Old Regime? A. B. C. D. a lack of prosperity a lack of social position the government’s enforcement of mercantilism a lack of political power 13 7-2.2 Which statement about the United States Constitution is true? A. B. C. D. It established universal male suffrage. It included ideas that were borrowed from European sources. It prohibited political parties. It provided Federal financial support for religion. 14 7-2.3 Which group expressed the most organized opposition to the Scientific Method during the 16th and 17th centuries? A. B. C. D. clergy merchants peasants political leaders 15 7-3.1 Department of Curriculum and Instruction Answer 7-2.2 A. their lack of prosperity 13 Answer 7-2.3 B. It included ideas that were borrowed from European sources. 14a Answer 7-3.1 A. clergy 15 Department of Curriculum and Instruction Where did the rise of democratic movements in Europe mainly originate? A. B. C. D. institution of new class systems based on ownership of land desire of the majority to share in the privileges and responsibilities of the few need of the lower classes to protect the status quo from unwanted social changes recognition that racial injustice had to be corrected 16 7-3.2 What generalization best supports the idea of the beginning of revolutions after a study of the causes of the American Revolution of 1776, the French Revolution of 1789, and the Russian Revolution of 1917? A. B. C. D. Those in power are resistant to change. A society has a lower standard of living than those around it. A society has become industrialized. Stable governments are in power. 17 What was one of the major reasons for the Industrial Revolution beginning in Great Britain? A. B. C. D. an ample supply of human and natural resources increasing power of the laboring class high quality of public education eagerness of the nobility to become factory owners 7-3.4 18 Department of Curriculum and Instruction Answer 7-3.2 B. desire of the majority to share in the privileges and responsibilities of the few 16 Answer 7-3.2 A. Those in power are resistant to change. 17 Answer 7-3.4 A. an ample supply of human and natural resources 18 Department of Curriculum and Instruction Which of the items below was true of the condition of the workers during the early Industrial Revolution? A. B. C. D. They were more independent than ever. The lot of women and children was much improved. Wages, hours, and working conditions were poor. City living was healthier and safer than country life. 19 7-3.4 What products would an undeveloped country usually export? A. B. C. D. cars, tractors, office machines corn, iron, locomotives computers, kitchen appliances lumber, farm products, minerals 7-3.4 20 At various times throughout history, what has been the purpose of exploiting racial and religious prejudices? A. B. C. D. expanding cultural diversity reinforcing nationalistic sentiments expanding international trade furthering the growth of fine arts 7-3.6 21 Department of Curriculum and Instruction Answer 7-3.4 C. wages, hours, and working conditions were poor 19 Answer 7-3.4 D. lumber, farm products, minerals 20a Answer 7-3.6 B. reinforcing nationalistic sentiments 21a Department of Curriculum and Instruction What was Napoleon’s empire mostly weakened by? A. B. C. D. his lack of able generals the rising spirit of nationalism in Europe his failing health and loss of military skill civil war in France 22 7-3.6 What has been the most important role of the United Nations? A. encourage a rebirth of colonialism B. control the distribution of scarce natural resources C. provide opportunities for discussion of international problems D. foster a worldwide decline in nationalism 7-4 23 What did the Portuguese do upon finding cities of Swahili-speaking people on the coast of East Africa? A. B. C. D. conquer or destroy them set up competing settlements leave them strictly alone isolate them from desert traders 24 7-4.1 Department of Curriculum and Instruction Answer 7-3.6 B. the rising spirit of nationalism in Europe 22a Answer 7.4 C. provide opportunities for discussion of international problems 23 Answer 7-4.1 A. conquer or destroy them 24a Department of Curriculum and Instruction Which was the major reason for European imperialism during the 1800s? A. missionary zeal for spreading Christianity B. desire to increase national power and prestige C. individual curiosity about exploring unknown areas D. responsibility to bring culture and civilization to less advanced people 25 7-4.1 Which term best applies to a nation’s policy of increasing its own power by gaining political, economic, or territorial control of other areas? A. B. C. D. communism imperialism coexistence democracy 26 7-4.2 Department of Curriculum and Instruction Answer 7-4.1 B. desire to increase national power and prestige 25a Answer 7-4.2 B. imperialism 26 27a Department of Curriculum and Instruction In which situation would a nation’s people be most likely to accept a totalitarian form of government? A. a possibility of war B. a rising level of prosperity C. a drastic breakdown of law and order D. a demand for more political freedom 28 7-5.4 What was the principal defense used by most Nazis tried at Nuremberg after World War II? A. B. C. D. They were following orders given by their superiors. They were serving the good of humanity. They were carrying out universal ethical principles. They were reflecting the popular will of their society. 29 7-5.6 What does the term “Cold War”, referring to the period following World War II, primarily signify? A. B. C. D. struggle to overcome disease and poverty throughout the world efforts to rebuild the economies of war damaged countries in Europe attempts by Third World nations to develop their military strength political, economic, and military rivalry between the United States and the Soviet Union 30 7-6.2 Department of Curriculum and Instruction Answer 7-5.2 C. a drastic breakdown of law and order 28a Answer 7-5.6 A. They were following orders given by their superiors. 29a Answer 7-6.2 D. political, economic, and military rivalry between the United States and the Soviet Union 30 Department of Curriculum and Instruction Which was the primary effect of the Vietnam conflict on later United States foreign policy decisions? A. B. C. D. return to a policy of isolationism increased emphasis on the United States military as the world's police force reassessment of commitments to other nations acceptance of the expansions of Chinese influence 31 7-6.2 In modern Western history, which situation in a country has most often produced a sense of nationalism? A. B. C. D. threats from an outside source growth of cultural diversity existence of economic depression increase in immigration 7-6.4 32 What were recent United States negotiations with the People’s Republic of China and the Soviet Union attempts to do? A. B. C. D. decrease the necessity for the existence of an organization such as the United Nations implement a policy of peaceful coexistence accelerate the movement toward state socialism in the United States lessen the tension on the Chinese-Soviet border 33 7-7.1 Department of Curriculum and Instruction Answer 7-6.2 C. reassessment of commitments to other nations 31a Answer 7-6.4 A. threats from an outside source 32 Answer 7-7.1 B. implement a policy of peaceful coexistence 33 Department of Curriculum and Instruction In Russia’s history, what right did Russian women have that women of other nations might not have had? A. B. C. D. They were excluded from being serfs. They were the Metropolitans (leaders) of the Orthodox Church. They had financial control of their own property. They were able to vote in the 19th century. 34 7-7.5 What has been the most effective response of Western nations to the energy crisis of the past decade? A. B. C. D. take aggressive actions toward oil-producing nations form close alliances to deal with oil-producing nations conserve oil and search for alternative forms of power develop nuclear power plants that meet most of the world's energy needs 7-7.6 35 Which problem is common to the United States and to most of the industrial nations of the world? A. B. C. D. little fluctuation in the value of the currency in each nation energy needs which are greater than present resources unstable political conditions a decreasing standard of living 36 7-7.7 Department of Curriculum and Instruction Answer 7-7.5 C. They had financial control of their own property. 34a Answer 7-7.6 C. conserve oil and search for alternative forms of power 35 Answer 7-7.7 B. energy needs which are greater than present resources 36 Department of Curriculum and Instruction PASS Blueprint for Social Studies Grade 3 4 5 6 7 8 # of Standards 5 6 6 6 7 7 # of Items 35 50 50 50 50 50 Items per Standard 6-8 7-9 7-9 7-9 6-8 6-8 The test is composed of 1-point, four-option, multiple-choice questions. There are no constructed response items on the test. Odd number options are a, b, c, d. Even number options are f, g, h, i. Department of Curriculum and Instruction Grade 7 Daily PASS Review Questions for Social Studies DAY 1 2 3 4 5 6 7 8 9 10 11 12 QUESTION 7-1.1: Why did Europeans look to the sea to trade in the late 1400s? 7-1.2: What were major scientific and technological advances during colonial expansion? 7-1.3: What three types of colonies were developed by Europeans in their colonies? 7-1.4: How did African rulers benefit from trade with the Europeans in west Africa? 7-1.4: Describe the term triangular trade. 7-1.5: Which Portuguese explorer found the first sea route to Asia? 7-1.5: Because of European colonization in Asia, what religions began to grow? 7-1.6: What is the law of supply and demand? 7-1.6: What is the economic system in which people own businesses and put money into them to make a profit? 7-2.1: How was the government in England in the 1700s a limited government? 7-2.1: Describe absolutism in France and Russia. 7-2.2: Why was the Age of Enlightenment in the early 1700s in Europe important? 13 14 7-2.3: What is a constitution? 15 16 7-3.1: What major conclusion did Copernicus make during the Scientific Revolution? 7-3.2: What were the major causes of the French Revolution? 17 18 7-3.2: What major changes did Napoleon make in France? 7-3.3: Describe two movements toward independence in Latin America. 19 20 21 22 7-3.4: 23 7-3.6: What is nationalism and why did it begin to grow in Europe in the 1800s? 7-3.1: How did the Roman Catholic Church react to the Scientific Revolution? Describe a cause of the Industrial Revolution. 7-3.4: Describe a negative effect of the Industrial Revolution. 7-3.4: Describe a positive effect of the Industrial Revolution. 7-3.5: Describe two new inventions of the Industrial Revolution and their importance. ANSWER Travel by land was not safe in the Ottoman Empire. Caravels; improved compass; astrolabe; gunpowder Trading-post; plantation; settlement Profit and protection The route taken by Europeans that traded slaves across the Atlantic Ocean Vasco da Gama Islam; Christianity; Buddhism The more people buy the more goods/services must be produced Capitalism The legislature limited the power of the monarch. The ruler held complete power in all things. Ideas from the Renaissance and Scientific Revolution changed the way people looked at things A plan that details the rules for the government They were angry and many scientists were imprisoned and/or excommunicated. The sun was the center of the universe not the earth. Weak monarch; taxation issues; poverty; limited political involvement of the common people See textbook pages 253-256 Haitian Revolution; efforts by Simon Bolivar and Jose de San Martin; the Mexican Revolution Inventions; need to modernize; militarism Urbanization; rapid population growth; horrible living conditions Money-making opportunities; new products; growth of middle class Flying shuttle; spinning jenny; steam engine; cotton gin; railroad; light bulb; telegraph; telephone Feeling of love and loyalty for one’s country; power and economics Department of Curriculum and Instruction 24 25 26 7-3.6: Describe unification in Italy and Germany. 27 28 29 7-4.1: How did imperialism impact Africa? 30 31 32 33 34 35 36 7-4.3: What were the major causes of the SpanishAmerican War? 7-4.3: In general, why did the United States finally join the imperialist movement? 7-4.4: Name three important rebellions by natives who did not like European influence in their country. 7-4.5: Summarize the Japanese imperial expansion in East Asia. 7-5.1: Describe the main causes of World War I. 37 38 39 40 7-5.2: 41 7-5.5: 42 43 44 45 46 47 48 49 7-5.5: Summarize results of WWII. 50 7-7.2: What major revolutions occurred around the Information; technological; world in the late 1900s? Give one example of each. communication Department of Curriculum and Instruction 7-4.1: How did the Industrial Revolution contribute to the rise of imperialism in the 1800s? 7-4.1: What is imperialism? 7-4.1: Why was the Suez Canal important to trade? 7-4.2: What major nations held control of Asia in the early 1900s as a result of imperialism? 7-5.1: Why was the Russian Revolution important to WWI? 7-5.1: Why did the United States enter World War I? List two results of WWI. 7-5.3: Describe life for most people during the Great Depression. 7-5.3: Describe how FDR’s New Deal helped the American people. 7-5.4: What is totalitarianism? List two causes of World War II. 7-5.6: How did the Holocaust impact European (and American) society. 7-6.1: Contrast the political and economic structures of the United States and the Soviet Union in the 1940s. 7-6.2: Define Cold War and describe major events of The Cold War. 7-6.3: What changes took place in the Middle East after WWII? 7-6.4: Describe nationalist movements in Africa and Asia after WWII. 7-6.4: Describe independence movements in Africa and Asia after WWII. 7-7.1: What key events led to the collapse of the Soviet Union in the late 1900s? See textbook pages 253-256 and 281-289 Colonies were needed to provide raw materials and new markets. The control of a weak or underdeveloped nation by a powerful nation It was divided in 1884 among fourteen European nations. It saved countries about 5,000 miles of sea travel. USSR; Japan; Great Britain; France; United Sates; and Netherlands See textbook pages 310-313 Expansion; new markets; alliances; military base placements Zulu War; Sepoy Rebellion; Boxer Rebellion Ryuku Islands; Korea; Taiwan; Port Arthur (Russian naval base) Militarism; Alliances; Imperialism; Nationalism See textbook pages 316-335 Sinking of the Lusitania; Zimmerman telegram; Russian Revolution; economic concerns See textbook pages 321-328 Unemployment and poverty See textbook pages 336-349 National government that has complete control over the private and public affairs of the nation and its people. Expansionist policies of dictators; appeasement; isolationism; The Great Depression See textbook pages 350-362 See textbook pages 359-360 US=Democracy; Capitalism Soviets=Dictatorship; Communist Berlin Wall; Korean War; Vietnam War; Cuban Missile Crisis See textbook pages 382-393 See textbook pages 377-381, 388390 See textbook pages 377-381, 388390 See textbook pages 371-375 51 52 7-7.3: What significant damages have occurred to the environment as a result of recent inventions? 7-7.4: What efforts have been made to increase human rights during the last century? 53 7-7.5: How did the role of women change during the 1900s? 54 7-7.6: 55 7-7.7: Give an example of what the government and industry are doing to try to protect the environment. What is global economic interdependence? Global warming; ozone layer Universal Declaration of Human Rights; end apartheid; Civil Rights movement Received the right to vote; began to work outside the home; greater independence Nations depending on each for trade and economic stability instead of relying only on themselves. Alternative sources of power Department of Curriculum and Instruction Clue Words to Look for in Test Questions Teacher Suggestions: Distribute the entire list as a study handout. Cut into strips and give to students for individual or group work/study. Following this model, ask students to write their own test questions and answers in their respective content areas. Have students conduct word hunts and find examples in newspapers or other forms of print. Create a class thesaurus using these words and post in classroom. Discuss how these words are used in all content areas. Many of these words lend themselves to using graphic organizers, – especially the Venn diagram. Question Clue Word: analyze PASS Q: “Analyze the information contained in the following document…” Hint: When you analyze something, you look at it very closely; you look at all the parts or ideas and explain how they are related. Question Clue Word: categorize PASS Q: “Categorize the following items using common characteristics.” Hint: When you categorize something, you group, classify and/or sort items, with common or similar characteristics. Question Clue Word: compare PASS Q: “Compare life in the United States with life in Great Britain during the Revolutionary War.” Hint: When you compare things, you look at them very closely and find all the similarities between them. Question Clue Word: contrast PASS Q: “Contrast life in the United States with life in Great Britain during the Revolutionary War.” Hint: When you contrast things, you look at them very closely and find all the differences between them. Question Clue Word: debate PASS Q: “How did the author debate his stance on the issue?” Hint: When you debate something, you research the topic, analyze both sides and viewpoints closely and then select whether you are for or against the topic. Evidence to support your position must be provided. Question Clue Word: describe PASS Q: “Using the documents attached, describe the importance of …” Department of Curriculum and Instruction Hint: When you describe something, you really work hard to paint a picture with words so that your reader can really see what you are saying. Question Clue Word: differentiate PASS Q: “The author used the following statements to differentiate life in the New World versus life in England. “ Hint: When you differentiate, you look very closely at the information and determine all characteristics which set them apart and illustrate the differences. Question Clue Word: discuss PASS Q: “Discuss the importance of the Erie Canal during New York State’s early history.” Hint: When you discuss something, you look at it very closely and examine the subject in detail. Question Clue Word: distinguish PASS Q: “Distinguish if the following statements are based on fact or the author’s opinion on the subject.” Hint: When you distinguish between two or more items, you are able to identify similarities and differences by analyzing the characteristics of each. Question Clue Word: explain PASS Q: “Explain how Native Americans used natural resources to…” Hint: When you explain something, you give reasons why things happened or how you got your answer. Question Clue Word: infer PASS Q: After reading the newspaper headline, what can you infer about the article?” Hint: When you are asked to make an inference or to infer the meaning of something, you are really drawing a conclusion using the information provided. Question Clue Word: interpret PASS Q: “Interpret the meaning of the following dates located on the graph…” Hint: When you interpret something, you look at it very closely, and then give the underlying meaning or significance of it. Question Clue Word: list PASS Q: “List the events that led to the creation of the Declaration of Independence…” Department of Curriculum and Instruction Hint: When you list something, you look at it very closely and then you provide all of the details or all of the steps in order about that event or thing. Question Clue Word: main idea PASS Q: “What is the main idea of the story?” Hint: When you look at the main idea (or the main reason for something happening), you are looking for a BIG idea/reason or the central part of the information. Question Clue Word: summarize PASS Q: “Summarize the events leading up to the creation of the Bill of Rights.” Hint: When you give a summary or summarize something, you are giving a brief description of the main event or main points. You do not use a lot of details. Question Clue Word: supporting details PASS Q: “Which choice identifies the supporting details of the passage?” Hint: When you are asked to identify the supporting details, you are locating statement(s) or sentence(s) which support the BIG IDEA or MAIN IDEA of the paragraph, essay and/or passage. Question Clue Word: validity PASS Q: “Which statement illustrates the validity of the company’s claim?” Hint: When you are asked to show the validity (or to validate something), you are providing evidence based on research and/or evaluation of the information in order to justify the claim, outcome or end result. Question Clue Word: viewpoint or point of view PASS Q: “Which statement best describes the author’s point of view?” Hint: When you determine the point of view or viewpoint of a story, speech, essay, editorial, debate, paragraph, article or other writing format, you are able identify the attitudes, thoughts and opinions of author or narrator. Department of Curriculum and Instruction Colleague Contribution of 7th Grade Course Overview & Study Guide (courtesy of J. Champion, Social Studies teacher @ C.E. Williams) As you review this study guide think of each event in history as a reaction to another event like a cause and effect relationship. In other words, there are many factors that build up over time which cause revolutions, kings to be overthrown, and wars to take place. Also, state assessment questions are typically given in chronological order. Don’t stress out if you’re not sure of the answer. The best advice is to eliminate answers you know are wrong and narrow down the best answer. Another thing, always stick with your first choice because it is often the correct answer. (7-1) European exploration started in the 1400’s when merchants wanted to find an easier and cheaper trade route from Europe to Asia (India and China) in order to obtain spices, silk, and other items that could not be found in Europe. The Renaissance helped expedite this goal through discoveries in navigation and ship building, so vessels could sail in the open ocean instead of following the coastline. As a result, explorers were able open trading posts in India and Africa. Out of this came mercantilism, which means buying goods (spices) in a region where they are common (Asia) then selling these goods in an area where they are not common (Europe) in order to make a profit. Soon, explorers began to search for shorter routes to Asia by sailing west. Christopher Columbus was blown off course during one of these voyages and found the New World (America) instead. Once in America, Europeans created colonies that grew tobacco, cotton, and other crops which could not be found in Europe. Kings and rulers all over Europe wanted colonies of their own so they could gain wealth. Then, explorers with the support of kings became greedy and took other lands, forcing the native people to work for them. An example of this is when the Spanish who claimed everything their ships touched for Spain. Their motivating factors were “God, Gold, and Glory.” Spanish explorers like Cortes eventually conquered Mexico and most of South America. France also got involved with colonization by setting up trading colonies in Canada and plantation colonies in the Caribbean. Meanwhile England built settler colonies along the Atlantic coast and parts of the Caribbean. Europeans were easily able to control the natives with advanced weapons and gunpowder. As wealth and the demand for more labor increased, Europeans turned to Africa for humans to be sold as workers in the colonies. This became known as the slave trade. European merchants offered guns and other valuable items to African traders in exchange for humans. The Age of Exploration brought many changes to European society. Kings became stronger from colonial wealth and merchants and artisans created a middle class. Also, new crops and animals from other places were brought to and from Europe, Africa, and the Americas and was known as the Columbian Exchange. A Triangular Trade route was also created: Africa (slaves), America (crops), and Europe (manufactured goods). Effect Cause Advances made in navigation Explorers searched for a shorter route to Asia Mercantilism and a desire to gain wealth All water trade route to Asia New lands were discovered in America Europeans conquered lands and built colonies European machines and a need for labor Colonization and the African slave trade (7-2) Monarchies & Revolutions The Protestant Reformation caused a decline in the power of the Catholic Church. European rulers, especially in France and Spain, gained the Church’s share of the power in government to create an unlimited government. This meant kings had no limits on their power. As a result, these kings became absolute monarchs, meaning they had complete control over their countries including the nobles. Kings such as Louis XIV of France and Philip II of Spain felt they had a divine right (authority from God) to rule with complete authority. Additionally, kings were able to build large navies and strong armies from the wealth gained from overseas colonies and the through mercantilism. The government of England was different because it had a constitutional monarchy where the king shared power with a parliament (like our congress). This meant that England had a limited government because the king’s power was limited. The U.S. is an example of a country with a limited government. King Charles I tried to gain absolute control over England by dissolving parliament, but this caused the English Civil War and Charles I was beheaded by the guillotine. Eventually William and Mary came to power, but only after the Glorious Revolution and the English Bill of Rights ensured that the power of the king was permanently limited. Department of Curriculum and Instruction Limited Government: There are limits to what a king can do. He does not have complete control. An example of this is a Constitutional Monarchy where kings share power with Parliament (England). Unlimited Government: King has absolute power or complete control (France & Spain) Glorious Revolution: William and Mary took over England after James II fled to France. The revolution was glorious because there was no bloodshed. English Bill of Rights: This document guaranteed citizens rights. The U.S. Constitution was based on this document The Enlightenment was a time of great change in Europe. The goal of Enlightenment thinkers was to enlighten, or inform, the public. They wanted to convince others of their ideas. Their hope was to crush superstition, intolerance, and slavery. The enlightened thinkers wanted to make people freer, richer, and more civilized because people had few rights under the rule of absolute monarchs. Eventually, people began to speak out against their governments and demanded more freedoms, which led to major revolutions. Political philosophers such as John Locke, Rousseau, and Montesquieu changed how people viewed the world. Many important discoveries were made in science, astronomy, and math during the Enlightenment. This was known as the Scientific Revolution. The ideas of the Enlightenment led to revolutions in England, America, and France. Important Events of the Enlightenment Developments in astronomy and navigation came out of the Age of Exploration. Scientific Method is used to test a theory for truth by conducting experiments. The Scientific Revolution brought improvements in chemistry, astronomy, and mathematics. Thomas Jefferson wrote the Declaration of Independence, which was based on John Locke’s ideas of life, liberty, and property. Galileo was an astronomer who was threatened with torture by the pope because his discoveries went against church teachings. Nicolaus Copernicus was the “Father of Modern Astronomy” and developed the Heliocentric Theory (Earth rotated around the sun). Isaac Newton discovered the Law of Universal Gravitation. John Locke (Life, Liberty, and Property) believed that people were basically good and could be trusted to govern themselves. Jean Rousseau believed in a Social Contract between the people and the government. He thought that people were basically good, but there must be an authority to keep people in line. Baron Charles Montesquieu created the concept of separation of powers in government where no one part of government has more power than the other parts. This is known as a system of checks and balances. The U.S. Constitution divided the branches of government based on these ideas. The American Revolution proved that the ideas of Liberty, Equality, and Fraternity could be achieved, which caused a chain reaction that not only inspired the French Revolution but also encouraged ed Latin-American nations to fight for independence. (7-3) The French Revolution and Napoleon France was bankrupt due to the luxurious lifestyle of Louis XVI and his wife, Marie Antoinette. The social structure of France was very unfair. The First Estate (Church) and the Second Estate (Nobles) held all of the wealth even though they made up only 3% of the population. The Third Estate was made up 97% of the population. They owned only about 3% of the country’s wealth and paid 97% of the taxes. People wanted a type of government and society that philosophers like Locke, Rousseau, Voltaire, and Montesquieu wrote about. The fall of the Bastille, a prison in Paris, ignited the French Revolution. Louis XVI and Marie Antoinette were overthrown and beheaded in 1793. Napoleon overthrew the government and put himself in charge. Napoleon created a new order that was based on merit rather than noble birth. Then he created an empire by taking control over Department of Curriculum and Instruction most of Europe. Napoleon got too greedy and invaded Russia, where he lost nearly all of his army and his empire. A short time later he was defeated at the Battle of Waterloo and was exiled from France for good. Latin American Independence In the 1790’s all lands in North and South America were European colonies except the United States. Most of the land south of the United States was controlled by Spain. The first revolution occurred when Haiti, led by Toussaint L’Ouverture, declared independence from France in 1804. Haiti became the first independent country in Latin America and was also the first country in the Americas to have a leader of African descent. A priest named Miguel Hidalgo started a revolution in Mexico to gain political and economic freedom. Although Hidalgo was killed Mexico eventually drove out the Spanish. Simon Bolivar was educated in Europe where he learned Locke’s ideas of Life, Liberty, and Property. He returned to South America and fought for 15 years to defeat the Spanish. Bolivar is known as the father of Latin American independence. Industrial Revolution The Industrial Revolution started in England because it had natural resources like coal and iron. England also had a large labor force (lots of people). Overseas colonies really helped out as well. Since England had so many colonies, they had many ships that transported goods. Of course, the government played a big role in industrialization by building roads and bridges, which improved transportation. Because of improvements in transportation, goods (anything that can be sold) could be taken to distant places quicker and easier. Capitalism was a big reason why the Industrial Revolution happened so quickly. With capitalism, many people were free to trade and to open factories and businesses with little interference from the government. Government took a laissez-faire or ‘let things be’ attitude toward business. This meant that people could pretty much own and operate a company any way they wanted. Because of capitalism, a factory system was created, which meant machines rapidly produced large quantities of goods in factories. Karl Marx saw the terrible working conditions people faced and believed the government needed to take over businesses (socialism). Remember, communism is government ownership of land and factories, and capitalism is when the people own the land and factories. During the Agricultural Revolution machines were invented that made farming easier. More crops could be grown with fewer workers. This drove peasants into the cities to get jobs and food. Rural-to-Urban Migration: The loss of jobs in rural areas (farms) caused people to move to urban areas (cities) to find jobs. Workers who had moved to the cities to find jobs took almost any job to feed their families. Many workers lived in slums and faced dangerous working conditions with low pay. They could do nothing because there was always another who would take their job. 7-4 Nationalism and Colonization Nationalism along with wealth gained from the Industrial Revolution created competition among industrialized nations for power and natural resources, which led to Imperialism. As European countries gained influence, they established colonies in other parts of the world that had the natural resources needed to make European products. Similar to earlier colonization efforts during the Age of Exploration, European countries used their superior weapons and ships to control those they conquered. This time, however, Europeans turned to Asia and Africa instead of the Americas to build colonies. Imperialism means that a county attempts to create an empire by conquering and colonizing other countries in order to control their natural resources and to gain wealth. Of the European nations that established colonies worldwide, England, France, and Germany profited the most from Imperialism. Great Britain was the largest imperialistic power in the 1800s. India and China: While many European countries and the United States took part in imperialism, the British built an enormous empire by gaining control over much of India, China, and Africa. Several wars took place because the people did not like Europeans in their country. Among these were the Opium War and the Boxer Rebellion. China quickly became a target of European imperialism because it had raw materials and lots of people to purchase goods. Department of Curriculum and Instruction Africa: During the 1800s, Europeans looked to Africa for wood, rubber, gold, diamonds, and other natural resources. In 1884 fourteen European countries and the U.S. met at the Berlin Conference to divide Africa among themselves. This is referred to as the ‘Scramble for Africa.’ No one from Africa was invited to attend. Soon, Europeans had established colonies throughout the continent of Africa. By 1914, England, France, and Germany controlled most of Africa. Imperialism: Countries build an empire by controlling other countries to gain wealth and power. Nationalism: Pride and devotion to one’s country. People began to think their country was better than others. This attitude was one of the causes of World War I and later led to fascism (Hitler). Italian and German Unification: Before the 1870’s, Germany and Italy were both divided into many small kingdoms, although each area had a similar culture. Revolutions occurred in both countries to unite each into a unified country. Germany and Italy were separate and did not become one country. Colonization: (similar to imperialism) Great Britain established colonies all over the world. By 1900, England controlled India, parts of China, much of Africa, and many other places. Colonies in Africa never fully recovered from European colonization and wars over national boundaries continue today. Spanish American War: The U.S. declared war on Spain after the USS Maine was blown up in Havana, Cuba. After two years of fighting, the U.S. defeated the Spanish and gained control of Cuba, Puerto Rico, and the Philippines. 7-5 World War I Although World War I began in the 20th century (1914), conflicts that grew out of the Industrial Revolution and European colonization in the 1800s contributed to the start of the WWI. Colonization (imperialism) of Africa and Asia created competition among European countries for natural resources. Also, the desire to create powerful empires and to gain wealth brought about nationalism, which is extreme patriotism and pride for your country. However, the event that sparked World War I was the Assassination of Archduke Ferdinand by a Serbian nationalist. Ferdinand was next in line to rule Austria-Hungary, which was trying to gain control of Serbia (located near Greece). Allies: England, France, Russia (until 1916), Italy, and the United States (in 1917) Triple Alliance: Germany, Austria-Hungry, and (later) the Ottoman Empire The turning point of WWI, in favor of the Allies, happened when America entered the war on the side of France and England. There were four primary reasons why America declared war against Germany: the Zimmerman telegraph, the Russian Revolution, the sinking of the Lusitania, and losing money invested in Europe. World War I resulted in an enormous loss of life. The war caused over ten million deaths and wounded over twenty million soldiers. The Zimmerman Note (telegraph) was a German telegraph that urged Mexico, with the help of Germany, to attack the U.S. in order to regain Texas, Arizona, and New Mexico. The idea was if America was fighting Mexico, it couldn’t help the Allies fight Germany in Europe. Also, a German U-boat (sub) sank the British passenger ship Lusitania, killing 1,200 people (126 Americans). Russia pulled out of WWI in 1916 amidst a revolution against the tsar. The Russian Revolution was a revolt of hungry peasants (called Bolsheviks or communists) led by Vladimir Lenin against Tsar Nicholas II. Lenin gained support from the Russian people by offering a new type of leadership that promised peasants peace, land, and bread. When the Revolution was over, the communists gained control of the Russian government and changed the country’s name to the Union of Soviet Socialist Republics (USSR or Soviet Union). World War I Ends World War I ended in 1919 when German officials met Allied leaders at the Palace of Versailles in France to sign a formal peace treaty called the Treaty of Versailles. France and England wanted to punish Germany for starting the war. The Treaty of Versailles required Germany to admit full responsibility for starting the war, to pay reparations (payments) Department of Curriculum and Instruction to France and England for war damages, and to limit the size of their military and withdraw German soldiers from the Rhine, a river near the boarder of France and Germany. Background to World War II (1930s) The German people wanted to get revenge on France and England because of the harshness of the Treaty of Versailles. This anger paved the way for Hitler and the Nazi Party to come to power in Germany and would later become a cause of World War II. Germany was broke after World War I and could not pay the billions of dollars owed to France and England for war damages. In order to pay these reparations, Germany printed money it didn’t actually have. This caused the value of money to go down and prices for goods to go up, which is called inflation. Prices became so high that Germany’s economy nearly collapsed, which was one of the causes of the Great Depression. Not long after World War I ended, the Great Depression spread across the world. This caused millions of people to be out of work and starving. In Europe, three dictators came to power: Hitler in Germany, Stalin in the Soviet Union (Russia), and Mussolini in Italy. These leaders were fascists and believed the government needed total control over the people. Because they promised to create jobs and reform the government, these dictators became very popular. On the other side of the world, Japan was busy expanding its empire by invading northern China (Manchuria) and gaining control of Korea and Taiwan. During WWII, Japan would eventually conquer most of South East Asia, including Vietnam, Thailand, and the Philippines. The impact of the Treaty of Versailles is primarily responsible for the rise of Hitler and the start of WWII. Because of the treaty, Germany’s economy was in shambles, and the government was powerless to solve Germany’s problems. The German people were desperate for change, so they turned to Hitler, who took control in 1933. England and France could have used force to stop Germany while it was still weak, but they did nothing. Neither country wanted a war with Germany, so they gave into Hitler’s demands in exchange for peace (this is called appeasement). By 1939, Germany had built the strongest military in the world and was ready for war. In preparation for war, Hitler made military pacts (agreements) with Italy and Japan. World War II began when Germany invaded Poland. As a result of the invasion of Poland by Germany and Russia, England and France were forced to declare war on Germany because they had an alliance agreement with Poland. Hitler really wanted Poland because the country was created after WWI with land taken from Germany through the Treaty of Versailles. World War II Timeline 1933-Hitler becomes the leader of Germany 1939- Germany invades Poland; England and France declare war on Germany 1940-Germany invades Western Europe and begins bombing England (Battle of Britain) 1941-Germany invades Russia with 4 million soldiers 1941-Japan attacks Pearl Harbor; U.S. enters World War II on the side of the Allies 1942-U.S. and England (Allies) land in North Africa 1942-U.S. defeats Japan at the Battle of Midway; US began winning the war in the Pacific 1943-Russians defeat Germany at Stalingrad 1944-Normandy Invasion (D-Day): Allies land in France 1945-FDR dies; Harry S. Truman becomes U.S. President 1945-Allies invade Germany and advance to Berlin; Germany surrenders 1945-U.S. drop atomic bombs on Hiroshima and Nagasaki: Japan surrenders; World War II ends. Some historians claim that nearly 55 million soldiers and civilians died during WWII, which makes it the most destructive war in the history of the world. Although the United States gave supplies to England, most Americans were isolationists who were against going to war and believed Europe should handle its own problems. That was until Japan attacked Pearl Harbor, a naval base in Hawaii, on December 7, 1941. After the attack, the U.S. declared war on Japan, causing Germany and Italy to declare war on the U.S. After Germany surrendered in 1945, Japan was the only Axis country still fighting. President Truman wanted the war to be over, so he ordered an atomic bomb be dropped on Hiroshima. When Japan refused to surrender, another bomb was dropped on Nagasaki several days later. Japan surrendered, ending WWII. Department of Curriculum and Instruction The Holocaust Hitler’s policy toward Jews was well known. Everything bad that happened in Germany was blamed on the Jews, which meant they were scapegoats for Germany’s problems. Even before the war, Nazis destroyed Jewish businesses, burned homes and synagogues, and beat, killed, and imprisoned many Jews. As Hitler took control over most of Europe at the beginning of the war, he ordered his commanders to exterminate (kill) Jews in the cities and towns they took over. Soon, all Jews in Europe were sent to death camps to be executed in what was called The Final Solution. By the time WWII finally ended, the Nazis had executed over 6 million Jews throughout Europe during the Holocaust. Many of Hitler’s top commanders were captured and tried for their “crimes against humanity” after WWII. Twelve were sentenced to death, seven were imprisoned (three for life), and three were acquitted. These were the Nuremberg Trials held in Nuremberg, Germany. The judges were from the U.S., Soviet Union, and Great Britain. 7-6 Background to Cold War (Aftermath of World War II) After World War II ended, the United States and the Soviet Union became superpowers, and no other nations could compete with their military strength. Although they fought together to defeat Germany, they never really trusted each other after the war and disagreed over how people should be ruled (communism vs. capitalism/democracy). As a result, Europe was divided between the Soviet Union (Russia) and the Western Allies (United States, England, and France). Countries east of Germany were under Russian control, and countries to the west of Germany were under American (western Allies) control. Also, Germany was divided into two separate countries (East and West Germany). The Soviet Union was bitter and began to force communism on the Eastern European nations it controlled after the war. These countries were soon closed off from the rest of the world (or behind an Iron Curtain). Also, the U.S. created the Marshall Plan that provided 13 billion dollars in economic aid to help the free countries in Western Europe rebuild from the destruction of WWII and to keep them from becoming communist. The Cold War between the United States and the Soviet Union lasted for over fifty years. Although the Cold War started in Europe, it quickly spread throughout the world. The Soviet Union wanted to spread communism to other countries, but the United Stated was determined to stop the spread of communism (Truman Doctrine). However, neither side was willing to attack the other directly because both countries had enough nuclear weapons to blow up the world (this was known as the Arms Race). Instead, the two superpowers fought each other indirectly by assisting governments and revolutions that supported their side. An important example of this is the Vietnam War. The impact of the Cold War was felt around the world and many current wars and conflicts began during the Cold War era. Cold War Timeline 1945-United Nations (U.N.) formed 1947-Marshall Plan: Economic aid from the U.S. to help rebuild Western Europe 1947-Berlin airlift: Soviets block Western access to Berlin; US sends in supplies by plane 1949-Truman Doctrine: U.S. policy to ‘contain’ the spread of communism around the world 1949-North Atlantic Treaty Organization (NATO) formed between Western Europe and the U.S. 1950-52- Korean War: U.N. forces led by U.S. land in Korea to stop a Chinese-backed communist overthrow. A cease-fire still exists today; the war is not officially over. 1955-Warsaw Pact: Treaty of protection between USSR and Eastern European countries against U.S. and Western Europe; response to NATO 1957- EEC (European Economic Community) established by Western European countries to eliminate trade barriers. 1959-Fidel Castro leads a revolution to overthrow the Cuban government. Cuba becomes a communist country. 1961-Berlin Wall built to divide free and communist sections of Berlin, Germany 1962-Cuban Missile Crisis-U.S. stops USSR from sending nuclear weapons to Cuba; conflict nearly caused World War III 1963-JFK assassinated; Lyndon Johnson becomes president Department of Curriculum and Instruction 1973-U.S. begins to withdraw troops from Vietnam 1985-Mikhail Gorbachev becomes leader of USSR and begins ‘Glasnost’ (openness), a policy designed to reform the USSR and give people more freedom 1989- Fall of the Berlin Wall: symbolizes the end of the Cold War and communism in E. Europe 1991- Fall of the Soviet Union: The 15 provinces (republics) that made up the Soviet Union (including Russia) break up into independent nations. 1994- Nelson Mandela elected president of S. Africa in first democratic election; Apartheid ends. Major Events of the Cold War China: Communist Chinese led a revolution against the (non-Communist) Nationalist Chinese in 1949. The communists won, causing the Nationalist Chinese to flee from the mainland of China to the island of Taiwan. The Nationalists remained free on Taiwan and are protected against an invasion by the communist Chinese by the United States and other free nations. Korean War: Korea was split into two parts because of a treaty agreement between the United States and the Soviet Union after WWII. North Korea became Communist and South Korea became a democracy. War broke out in 1950 when the North Koreans (aided by the Chinese and Soviets) attacked South Korea. The United Nations, led by the US, sent soldiers to protect South Korea. A cease-fire was agreed to in 1952, but the two countries are still divided and have not signed a peace treaty. The war resulted in the loss of millions of lives (including about 40,000 Americas). North Korea is still a communist country and continues to cause problems. Cuban Missile Crisis: In 1959 Fidel Castro led a communist revolution in Cuba. The Soviet Union provided military assistance to Cuba and installed nuclear missiles to threaten the United States. The US responded by setting up a naval blockade to keep Soviet ships from entering Cuba. This caused a 13-day standoff that nearly started World War III. President John F. Kennedy eventually made a deal with the Soviet Union to remove the missiles from Cuba if the US removed their nuclear missiles from Turkey. After this, the Red Phone was installed in the White House in order to always be able to contact the leader of the Soviet Union. Berlin Wall: The Soviets built the Berlin Wall in 1961 in the divided city of Berlin, Germany after WWII in an effort to keep people from leaving communist East Berlin and going into free West Berlin. The communists guarded the wall and did not allow anyone to leave the communist section of Germany. The wall was finally torn down in 1989 during the collapse of the Soviet Union. East and West Germany joined together in 1991 to become unified Germany. Vietnam War: Vietnam was a French colony before Japan took it over during World War II. After the war, France, with the help of the US, tried to take back its colony. The French were pushed out and the country became divided between communist North Vietnam and democratic South Vietnam. Communist North Vietnam, with support from China and the Soviet Union, invaded South Vietnam. The United States sent military assistance and later soldiers in order to ‘contain’ the communist threat in South East Asia. The Vietnam War lasted from 1959-1975. The United States withdrew from the war in 1973. In 1976 the Communists won and united Vietnam into one country. American soldiers fought bravely and won most of the battles in the war. However, we lost the war because the government of South Vietnam was corrupt and weak. Also, the Vietnamese didn’t trust the Americans because we were on the side of the French, who treated the people harshly with their colonial forced labor policy. Fall of the Soviet Union: Although the Soviet Union remained a superpower until the late 1980’s, it became obvious that the communist government couldn’t keep up its military spending to match the United States and provide the necessary services for its people. As a result, Soviet President Mikhail Gorbachev began a policy of glasnost (or openness). This was designed to give people more freedoms and greater economic opportunities. Also, citizens across Eastern Europe began to demand more freedoms, which led to the fall of the Berlin Wall in 1989. Facing a severe economic crisis, the 15 republics that made up the Soviet Union declared independence and in 1991 the Soviet Union ceased to exist. This caused many Eastern European countries, controlled by the Soviet Union, to embrace capitalism. Soon after, East and West Germany joined together to form a unified Germany. Department of Curriculum and Instruction Important Terms and Concepts Cold War was a war of conflicting ideas or beliefs between communist (Soviet Union) and capitalist (US) nations after WWII without actual fighting or bloodshed between the superpowers. Iron Curtain: Winston Churchill said after WWII that an ‘iron curtain’ had fallen across Europe, which divided Eastern European nations under Soviet communism from the rest of Europe. In other words, countries under communism were closed off from the rest of the world. The Truman Doctrine was basically the idea of containment, or stopping the spread of Soviet communism. The United States gave economic and military support to countries fighting against communist revolutions. The Marshall Plan was designed to give 13 billion in aid to help countries in Western Europe recover from the costly destruction of WWII and to keep communism from spreading to Western Europe. NATO (North Atlantic Treaty Organization) was a military alliance between the United States, Canada, and Western European countries meant to protect each other against a Soviet attack. The Warsaw Pact was the Soviet response to NATO. Eastern European countries under the control of the Soviet Union agreed to defend each other in case of an attack from the US or its allies. EEC (European Economic Community): During the Cold War (1957), free countries in Western Europe created trading partnerships with each other in order to buy and sell goods more easily (like coal and iron). This may not seem like a big deal, but the EEC later became the EU (European Union). The EU is made up of 25 European countries that trade as one group. They are the second largest economy in the world (behind the US) and even have their own money (Euro) and military. The United Nations: Created after WWII, in 1945, to keep world peace by having a place where nations could go to negotiate their differences instead of going to war. Israel: The narrow strip of land that is now Israel was controlled by England after World War I. The Ottomans turned it over to the English after losing to the Allies. After the horrors of the Holocaust during World War II, the Allies realized the Jews needed an independent nation to ensure the Holocaust would never happen to them again. England turned the land over to the Jews. Muslims who lived in and around Israel were furious, since Jews and Muslims haven’t gotten along in like three thousand years. Egypt, Jordan, and Syria have started several wars against Israel in an attempt to drive the Jews out of the area. Israel won each war and took over nearby lands after each war to create a protecting buffer zone. However, the Muslims (Palestinians) who live in these occupied territories, like the West Bank and Gaza Strip, want independence from Israel. Israel doesn’t want to give the land back because they are worried it would leave them open to another attack. While Israel has returned certain areas to the Palestinians, violence between the two sides still continues today. African Independence: After WWII, European nations began to free their colonies in Africa. Although this was a good thing, many wars have occurred over territorial and ethnic disputes. Also, after the Europeans left, communists (backed by the Soviet Union) attempted to start revolutions to take over their governments. This caused the United States to get involved in these conflicts to stop the spread of communism (containment policy). Cold War confrontations only added to Africa’s instability and caused greater distrust of Westerners. Many of the problems that exist in Africa were caused by European colonization and Cold War policies. Nelson Mandela: After WWII the country of South Africa created a system of apartheid that separated whites and blacks (similar to segregation in the US) and kept whites in control of the government. Nelson Mandela led a resistance movement against apartheid and spent 26 years in prison for treason against the South African government. After his release from prison, Mandela was elected president (the first black president) of South Africa in 1994 and is credited for eliminating apartheid. Department of Curriculum and Instruction PASS Review Quiz: 7-1 & 7-2 (contributed by: J. Champion, C.E. Williams) 1. For a country to become powerful, it must gain as much wealth as possible. This term is called A. Capitalism B. Free Trade C. Developing Market Economy D. Mercantilism 2. What phrase best describes European expansion in America? A. For the King B. God, Glory, and Gold C. Make more Friends 3. Political and economic control over an area by another country is known as A. Colonization B. Imperialism C. Capitalism D. Commercial Revolution 4. The practice of transporting millions of Africans to work in the Americas was called A. Mercantilism B. Atlantic Slave Trade C. Conquistadors D. Columbian Exchange 5. Transferring new plants, animals, and ideas, to other parts of the world was called the A. Mercantilism B. Atlantic Slave Trade C. Conquistadors D. Columbian Exchange 6. The voyage of slaves from Africa to the Caribbean before coming to America was called the A. Columbian Exchange B. Pilgrims C. Middle Passage D. Commercial Revolution 7. What did Spain, France, and England have in common during the colonization of America? A. Friendship with natives B. Desire for furs C. Search for wealth D. Open trade with each other 8. Which European country established long term settler colonies in America? A. England B. France C. Spain D. Germany Department of Curriculum and Instruction ____________________________ 7-2 ____________________________________ 9. Which of the following statements describes a constitutional monarchy? A. Monarchs have absolute power over the people and make their own laws. B. A dictator makes all decisions and controls every aspect of a society. C. An elected president and two other branches of government make laws. D. Monarchs rule with the consent of a parliament and there are limits to their powers. 10. The idea that the power of a king comes directly from God is known as the A. Holy Roman Empire B. Rule of God C. Divine Right of Kings D. Church Rule 11. When a king has complete control over a country it is called a A. Absolute Monarchy B. Divine Right C. Democracy D. Constitutional Monarchy 12. Before William and Mary became rulers of England, they had to sign this document, which protected the power of Parliament. A. Magna Carta B. English Bill of Rights C. American Revolution D. Treaty of Versailles 13. The period of history which brought about advances in science, philosophy, and political revolutions is known as the A. European Exploration B. Era of Instability C. Enlightenment D. Great Depression 14. The process of gathering and analyzing information to conduct an experiment is known as the A. Bacon Theory B. Reasoning C. Natural Law D. Scientific Method 15. The primary goal of Enlightenment thinkers was to A. Suppress knowledge B. Support absolute rulers C. Enlighten or inform the public D. Get elected to Parliament 16. Why did Montesquieu want a system of checks and balances? A. To give the king or ruler more power B. To collect taxes Department of Curriculum and Instruction C. To prevent one branch of government from having more power than any other branch of government D. To ensure financial stability of the government 17. Which of the following was not an influence of the Enlightenment? A. Belief in progress B. Increase in learning C. Power of absolute rulers D. Desire for freedom 18. Which event was inspired by the ideas of the Enlightenment philosophers? A. American Revolution B. Rise of absolute rulers C. Feudalism D. Colonialism in the Americas 19. Which philosopher wanted all people to have the three natural rights of life, liberty, and property? A. Locke B. Rousseau C. Hobbs D. Montesquieu 20. The idea that the sun, not Earth, was at the center of the universe was first developed by A. Isaac Newton B. John Locke C. Galileo D. Copernicus Bonus Question 21. Absolute monarchs who exist in today’s world are often called? A. Presidents B. Czars C. Dictators D. Prime Ministers Department of Curriculum and Instruction PASS Review Quiz 7-3 & 7-4 1. This event was considered to be the official start of the French Revolution. A. Fall of the Bastille Prison B. Execution of the King C. National Assembly D. Tennis Court Oath 2. This Estate was 97% of the population, paid most of the taxes, and had little almost no political power. A. First Estate B. Second Estate C. Third Estate 3. What major event in history inspired the French Revolution? A. Industrial Revolution B. Scientific Revolution C. American Revolution D. Protestant Reformation 4. The French Revolution officially ended when this person overthrew the French government. A. Louis XVI B. Wellington C. Napoleon D. Third Estate 5. Before the independence revolutions began, most of Latin America was under the control of this country. A. England B. Portugal C. France D. Spain 6. Latin American Revolutions were influenced by which of the following events? A. American Revolution B. French Revolution C. The Enlightenment D. All of the above 7. Toussaint L’Ouverture, a former slave, led a revolution against the French in this country which became the first Latin American country to gain independence? A. Corsica B. Mexico C. Haiti D. Columbia 8. This Latin American leader is known as the ‘Liberator’ because he fought a 15-year revolution against the Spanish. He is still honored as the founding father of South American Independence and is as respected as George Washington is in the United States. A. Simon Bolivar B. Miguel Hidalgo Department of Curriculum and Instruction C. Napoleon D. Toussaint L’Ouverture 9. The period in history when machines replaced hand made tools and many people moved to cities is called the A. Scientific Revolution B. Economic Revolution C. Industrial revolution D. French Revolution 10. Which of the following is not a true statement about rural to urban migration? A. Many workers lived in tenements, or overcrowded slum apartments. B. Most children of factory workers were able to attend school for the first time. C. Workers worked long hours for low pay. D. The middle and upper classes earned good incomes and lived comfortably. 11. The Industrial Revolution began in which country? A. Germany B. France C. England D. United States 12. Why did capitalists want the government to stay out of business matters? A. They could make more money without government influence. B. They supported socialism. C. They believed government was too corrupt to manage factories. D. They wanted better treatment for workers. 13. Under this business process, machines rapidly produced large quantities of goods in factories. A. Cottage Industrial B. Laissez-Faire C. Transportation D. Factory System 14. Karl Marx inspired the Socialist philosophy which held the belief that A. Ending private ownership of industries would improve worker conditions. B. Private ownership would offer workers the possibility of advancement. C. The only way to stop crime was to get rid of government regulations. D. The capitalist system went against the teachings of the Roman Catholic Church. _______________________________7-4________________________________________ 15. The concept in which countries that establish colonies to open new trade markets, gain raw materials, and expand their power is known as A. Militarism B. Racism C. Socialism D. Imperialism 16. What does the term ‘Scramble for Africa’ mean? A. To provide quick military assistance to friendly nations B. To defend Africa from India Department of Curriculum and Instruction C. The race among European nations to colonize Africa D. To alter or ‘unscramble’ the African train system 17. Which was not a major reason for Western (European & American) imperialism? A. Acquire natural resources and economic wealth B. Increase political status and military strength C. Gain friendships with overseas countries D. Expand Western cultural dominance and spread Christianity 18. The concept in which people have a strong devotion and loyalty to their country, not to a king, is called? A. Nationalism B. Colonization C. Imperialism D. Modernization 19. During the 1800s, which country had the world’s largest empire? A. France B. Germany C. United States D. Great Britain 20. What was the result of the defeat of Spain in the Spanish-American War? A. The U.S. gained territories in the Pacific and the Caribbean. B. Spain held onto Cuba as its last colony, but lost everything else. C. Spain gained respect as a world power for the first time in history. D. The United States was embarrassed and lost its world power status. Bonus Question 21. Which of the events does not relate to the others? A. B. C. D. Spanish-American War Russo-Japanese War Opium War American Revolution Department of Curriculum and Instruction PASS Review Quiz 7-5 1. The event that sparked World War I was the A. Assassination of Archduke Ferdinand by a Serbian nationalist. B. 1929 stock market crash. C. Japanese bombing of Pearl Harbor. D. Sinking of the Lusitania. 2. One of the causes of World War I was ________________, which is extreme patriotism and pride for your country. A. Nationalism B. Colonization C. Imperialism D. Modernization 3. During WWI, the German telegraph that urged Mexico, with the help of Germany, to attack the U.S. in order to regain Texas, Arizona, and New Mexico is known as the A. Zimmerman Note B. Mexican War Pact C. German-Mexican war Treaty D. Versailles Treaty 4. World War I took place in which century? A. Early 20th B. Late 20th C. Early 19th D. Late 19th 5. The Zimmerman note, Russian Revolution, Lusitania, and fear of losing money invested in Europe were all reasons why: A. America entered World War I. B. Russia Pulled out of the WWI. C. Germany defeated France. D. Italy switched sides. 6. The leader of the Russian Revolution who overthrew the Czar and formed a communist government was A. Lenin B. Hitler C. Stalin D. Mussolini 7. During the Russian Revolution, Bolsheviks (communists) offered Russian peasants A. A new Czar B. War with China C. Peace, land and bread D. Political freedom 8. After the Communist Revolution, Russia changed its name to the A. European Union Department of Curriculum and Instruction B. League of Nations C. United Nations D. Soviet Union 9. This economic catastrophe began in Germany as a result of World War I, and then spread to France, England, and the United States. A. Fascism B. Great Depression C. Inflation D. War Guilt Clause 10. After WWI, Germany printed money it didn't actually have in order to pay war reparations. This caused the value of money to go down and prices for goods to go up. What is this called? A. Capitalism B. Socialism C. Inflation D. Global Economy 11. The German people wanted revenge because of the harshness of the Treaty of Versailles, which led the way for and the Nazi Party and ___________ to take over Germany. A. Communism B. Hitler C. Stalin D. Mussolini 12. Which of the following is considered to be the primary reason why Germany started WWII? A. Harshness of the Treaty of Versailles B. Great Depression C. American Isolationists D. Japanese Imperialism of China 13. To avoid a war with Germany during the 1930’s England and France used this policy that gave in to Hitler’s demands in order to maintain peace. This policy proved to be a failure and gave Hitler enough time to mobilize Germany for war. A. Anschluss B. Total War C. Appeasement D. Containment E. 14. Before the start of WWII three countries formed an alliance known as the Axis Powers. Which of the following countries was not a member of the Axis Powers? A. Italy B. France C. Japan D. Germany 15. World War II officially began in 1939 when Germany invaded which country? A. France B. Poland C. Soviet Union D. England Department of Curriculum and Instruction 16. The United States entered World War II after which event occurred? A. Japanese attacked Pearl Harbor. B. Germany invaded Poland. C. England won the Battle of Britain. D. Americans found out Hitler was a chronic bed wetter. 17. What was the code name of the Nazi plan to kill all of the Jewish people in Europe? A. Extermination B. Relocation C. Final Solution D. Concentration Camps 18. Japan eventually surrendered to the United States in 1945 after A. President Roosevelt died. B. General MacArthur reclaimed the Philippines. C. Atomic bombs were dropped on Nagasaki and Hiroshima. D. Americans were victorious at Iwo Jima. 19. The organized murder of over six million Jews by the Nazis, which became one of the most horrific acts in the history of the world is known as the A. Holocaust B. Atomic Bomb C. Pearl Harbor D. D-Day 20. Before America entered WWII, which country had already taken control over much of Southeast Asia, including China and Korea? A. Germany B. Japan C. Soviet Union D. United States Department of Curriculum and Instruction PASS Review Quiz 7-6 & 7-7 (Cold War) 1. Distrust between the Soviet Union and the U.S. led to this unofficial war. A. Korean War B. World War III C. Cold War D. Berlin Airlift 2. What American economic policy offered 13 billion dollars to rebuild Europe after the war in an effort to keep communism from spreading to Western Europe? A. Reunification Policy B. Allied Development Strategy C. Marshall Plan D. Churchill/Roosevelt Policy 3. Which U.S. policy attempted to ‘contain’ the spread of communism by sending money, troops, and supplies to countries around the world that were facing a threat of communist revolutions? A. Yalta Conference B. Truman Doctrine C. Freedom defense Force D. Marshal Plan 4. Which of the following best describes Germany after World War II? A. Ordered to pay damages for starting the war B. Split into two countries (East and West) controlled by US and USSR C. Were forced to apologize for supporting Hitler D. Nothing, the Treaty of Versailles was a failure 5. Which of the following best describes Soviet ‘satellite’ countries in Eastern Europe? A. Soviet Union sent financial aid and set up democratic governments B. Most people were free and happy with communism C. Closed off from the world and under the control of the USSR D. Absolute monarchs were restored and nobles controlled the government 6. The Warsaw Pact was a military alliance made up of A. Communist countries in Eastern Europe aligned with the Soviet Union. B. Free countries in Europe aligned with the United States. C. Germany, Italy, and Japan. D. The four Sectors of Berlin. 7. NATO was an organization designed to A. Defend Soviet ‘satellite’countries from being attacked by the US. B. Help Greece and Turkey defeat communist revolutions. C. Protect free countries in Western Europe from the Soviet Union. D. Popularize the European rock band that stole music from the Beetles. 8. The Berlin Wall was built in order to A. Prevent food and supplies from entering Poland. B. Stop the flow of supplies from East Germany to West Berlin. C. Help the United States defend the South Vietnamese military. D. Prevent East Germans from fleeing to West Berlin. Department of Curriculum and Instruction 9. The Cuban Missile officially ended when A. The Soviet Union removed nuclear weapons from Cuba and the U.S. removed nuclear weapons from Turkey. B. Cuba agreed to remove Castro from power. C. The Soviets attacked American warships during the Cuban blockade. D. The Soviet Union agreed to remove their weapons from Turkey. 10. An armistice (or cease fire) was signed in 1954 at the 38th Parallel which ended fighting and split this nation into two separate countries. This war is still not officially over. A. Vietnam War B. French War C. Japanese War D. Korean War 11. What was the primary reason for U.S. involvement in Vietnam from 1954-1975? A. Create an Asian colony B. Stop the spread of communism in South East Asia C. Seek revenge on China for becoming communist D. Prepare soldiers for World War III 12. This partnership of free countries in Western Europe was created in order to buy and sell goods more easily. What is it called? A. UN B. NATO C. EEC D. OPEC 13. This event in 1989 symbolized the end of communist control in East Germany and Europe? A. Cuban Missile Crisis B. End of the Vietnam War C. Fall of the Berlin Wall D. Creation of the UN 14. Which Soviet leader became a reformer who introduced ‘Glasnost’ which led the way for the fall of communism? A. Stalin B. Reagan C. Gorbachev D. Castro 15. After the break up of the Soviet Union, East and West Germany: A. Remained divided nations. B. Became Unified Germany. C. West Germany offered economic aid. D. Became bitter enemies. 16. The trade union largely made up of Muslim countries in the Middle East that controls the world’s oil prices by selling oil as a group instead of as separate countries is known as A. OPEC B. PLO C. UN D. EEC 17. America got involved in the Korean and Vietnam Wars in order to stop the spread of this type of government? A. Democracy B. Fascism Department of Curriculum and Instruction C. Communism D. Monarchy 18. This person spent 26 years in prison fighting Apartheid in the country of South Africa and became the first black president to be elected by the people. A. Jawaharlal Nehru B. Franklin D. Roosevelt C. Winston Churchill D. Nelson Mandela 19. This organization was created after WWII to keep world peace by having a place where the nations could go to negotiate their differences instead of going to war. A. United Nations B. European Union C. NATO D. EEC 20. Most of Israel’s population follows the ___________ religion, while nearly everyone in countries surrounding Israel is Muslim. A. Jewish B. Christian C. Islam D. Hindu Bonus question 21. Which economic partnership is made up of 25 European countries that trade as one group? They are the second largest economy in the world and even have their own money (Euro) and military. A. United Nations B. European Union C. NATO D. EEC Department of Curriculum and Instruction
