Download World History Overview to 1600

World History Overview
1500-Present
McEachern High School
GHGST Saturday Tutoring
SSWH9abcdefg
• The student will analyze change and continuity in the
Renaissance and Reformation.
– Explain the social, economic, and political changes that
contributed to the rise of Florence and the ideas of Machiavelli.
– Identify artistic and scientific achievements of Leonardo da Vinci,
the “Renaissance Man,” and Michelangelo.
– Analyze the impact of the Protestant Reformation; include the
ideas of Martin Luther and John Calvin.
– Describe the Counter Reformation at the Council of Trent and
the role of Jesuits.
– Describe the English Reformation and the role of Henry VIII and
Elizabeth I.
– Explain the importance of Gutenberg and the invention of the
printing press.
Explain the social, economic, and political changes that
contributed to the rise of Florence and the ideas of
Machiavelli.
• The Italian city-states had three
advantages that made it the birthplace of
the Renaissance:
– Thriving cities
– A wealthy merchant class
– The classical heritage of Greece and Rome
• Machiavelli-wrote The Prince
– was concerned with how a ruler gains power
and how to keep it.
Practice
1. Which statement explains
why the Renaissance
began in Italy?
a. Italy was not influenced
by a classical heritage.
b. The Italian city-states
were wealthy centers of
trade and manufacturing.
c. Italy was politically
unified by a strong central
government.
d. The Catholic Church did
not have any influence in
Italy.
Identify artistic and scientific achievements of Leonardo da
Vinci, the “Renaissance Man,” and Michelangelo.
• Leonardo da Vinci and Michelangelo both helped to shape Western
art
– Use of perspective-three dimension in painting
– Studied anatomy to make sculptures more life-like
– Frescoes-water based paint on wet plaster
• Leonardo da Vinci was considered a “Renaissance Man” because
he was a painter, sculptor, inventor, and scientist
Practice
1. In what way did Leonardo
da Vinci represent the
Renaissance Man?
a. He was a painter,
sculptor, inventor, and
scientist.
b. He painted the Mona
Lisa while holding
scientific discussions.
c. He lived in Italy during
the 1500’s.
d. He used perspective in
all his drawings and
paintings.
2. Which was NOT a
technique used by Italian
Renaissance artists?
a. Perspective
b. Realistic human forms
c. Frescoes
d. Oil painting
Analyze the impact of the Protestant Reformation; include
the ideas of Martin Luther and John Calvin.
• Began 1517 when Luther published his 95 Thesis (list of
complaints against the Catholic Church).
–
–
–
–
Criticized the selling of Indulgences.
Bible only source of religious authority.
Salvation came through faith alone in God.
All people of faith were equal.
• Peace of Augsburg-German princes were granted the
power to decide the religion in their states.
• Peace of Westphalia• Other reform movements:
– Calvinism (John Calvin)-believed in predestination.
– Anabaptism-
Practice
1. All of the following ideas
were part of martin
Luther’s teachings
EXCEPT
a. The Bible was the only
source of religious
authority.
b. Salvation came only
through faith.
c. Salvation was
predestined by God.
d. All people of faith were
equal.
1. German princes were
granted the power to
decide the religion of
their states in the
a. Peace of Augsburg
b. Edict of Worms
c. Council of Trent
d. Act of Supremacy
Describe the Counter Reformation at the Council
of Trent and the role of Jesuits.
• Counter Reformation-reaction of the Catholic
Church to the Protestant Reformation.
• Catholic Church officials meet at the Council of
Trent:
– The churches interpretation of the Bible was final.
– Ended the sale of indulgences.
– Salvation though faith AND good works.
• Jesuits-evangelical male Catholic order. Goal
was to spread Catholicism.
Practice
1.
a.
b.
c.
d.
The Council of Trent agreed
that
Christians need only faith for
salvation.
The Church’s interpretation
of the Bible is final.
Priests cannot pardon
sinners for committing sins.
The Bible is the ONLY
authority or guiding Christian
life.
2. A major goal of the
a.
b.
c.
d.
Counter-Reformation
was to
reinstate the power of
the Roman Catholic
Church.
reduce the authority of
absolute monarchs.
encourage new ideas in
science and philosophy
throughout Europe.
compromise with
European Protestants.
Describe the English Reformation and the role of
Henry VIII and Elizabeth I.
• Ties between the Catholic Church and
England were broken for political and
personal reasons.
• Henry VIII wanted a son.
– Asked the Pope for a divorce and was refused.
– Called for Parliament to end the pope’s
authority in England and make the king the
head of the church.
Practice
1. Ties between the Catholic
Church and England
were broken by
a. Henry VIII’s decision to
execute Anne Boleyn.
b. Queen Mary’s decision to
bring Protestant doctrine
into the English Church.
c. Henry VIII’s decision to
divorce Catherine of
Aragon.
d. The death of young
Edward VI.
2. One major criticism of
Elizabeth I’s reign as
Queen of England was
a. her failure to prepare
England for future wars.
b. her inability to deal with
rebellions from Scotland.
c. her constant
entanglements with
France which bankrupted
the treasury.
d. her failure to produce a
successor.
Explain the importance of Gutenberg and the
invention of the printing press.
• Johann Gutenberg invented the printing
press in
– Books became less expensive and more
widely available
– Expanded literacy
– Spread scientific discoveries and
Renaissance ideas to wider audiences.
Practice
1. In Western Europe, a
long-term effect of the
invention of Gutenberg’s
printing press was that
the
a. monarchies were
restored to absolute
power.
b. feudal system declined.
c. literacy rate increased.
d. development of new
ideas was discouraged.
2. Gutenberg facilitated the
spread of Renaissance
ideas by
a. developing a
revolutionary printing
method.
b. opening a school in
Venice for northern
Europeans.
c. opening a school in
Florence for sculptors.
d. bringing Leonardo da
Vinci and other scholars
to Paris.
SSWH10abc
• The student will analyze the impact of the age of
discovery and expansion into the Americas,
Africa, and Asia.
– Explain the roles of explorers and conquistadors;
include Zheng He, Vasco de Gama, Christopher
Columbus, Ferdinand Magellan, James Cook, and
Samuel de Champlain.
– Define the Columbian Exchange and its global
economic and cultural impact.
– Explain the role of improved technology in European
exploration; include the astrolabe.
Explain the roles of explorers and conquistadors; include
Zheng He, Vasco de Gama, Christopher Columbus,
Ferdinand Magellan, James Cook, and Samuel de
Champlain.
• Zheng He-China-1405-1433-Explored coast of South
East Asia and East Africa
• Vasco de Gama-Portugal-1497-First to sail around the
Cape of Good Hope to India
• Christopher Columbus-Spain-1492-Landed in the
Caribbean while searching for new trade routes to Asia
• Ferdinand Magellan-Italy-1519-First to sail around the
world
• James Cook-England-1770-Claimed New Zealand and
Australia for England
• Samuel de Champlain-France-1608-Established the
Quebec colony for France
Practice
1. Who captained the first
European ship to sail
around the tip of Africa,
now known as the Cape
of Good Hope?
a. Prince Henry
b. Vasco de Gama
c. Bartolomeu Dias
d. Christopher Columbus
2. The main motive for
European exploration in
the 1400’s was
a. New navigational tools.
b. The invention of the
caravel.
c. To find new sources of
wealth.
d. To spread Christianity.
Define the Columbian Exchange and its global
economic and cultural impact.
• Columbian Exchange-global transfer of plants, animals, and
diseases that occurred during the European colonization of the
Americas.
• Mercantilism-economic policy under which nations sought to
increase their wealth and power by obtaining large amounts of gold
and silver and by selling more goods then they bought.
Practice
1.
a.
b.
c.
d.
According to the politics of
mercantilism, how could a
nation increase its wealth?
It should center its wealth
and power in its government.
It should spread its wealth
and power among private
individuals.
It should sell more goods
then it buys from other
countries.
It should buy more goods
than it sells to other
countries.
2. The spread of corn and
potatoes beyond the Americas
a. Helped boost the world’s
population.
b. Preceded the Columbian
Exchange.
c. Caused the outbreak of
disease.
d. Created a favorable balance of
trade.
Explain the role of improved technology in
European exploration; include the astrolabe.
• New technology allowed explorers to
travel longer distances and beyond the
sight of land.
– Astrolabe-used the position of stars, moon,
sun and planet to determine location.
– Sextant-replaced the astrolabe, measured
height of stars against the horizon to
determine latitude and longitude.
– Caravel-triangular sails, large cargo
area, could sail in shallow water.
Practice
1. The astrolabe and
improvements in cartography
helped Europeans to
a. launch the Crusades.
b. defeat the Mongols.
c. expel the Moors.
d. explore the Western
Hemisphere.
2. The journeys of Vasco da
Gama, Bartholomeu Dias, and
Christopher Columbus
becamepossible in the late
1400s because of the
a. support of exploration by the
English government.
b. trade connections established
by Ibn Battuta.
c. effects of the Atlantic slave
trade.
d. development of new
navigational instruments and
technology.
SSWH13ab
• The student will examine the intellectual,
political, social, and economic factors that
changed the world view of Europeans.
– Explain the scientific contributions of Copernicus,
Galileo, Kepler, and Newton and how these ideas
changed the European world view.
– Identify the major ideas of the Enlightenment from the
writings of Locke, Voltaire, and Rousseau and their
relationship to politics and society.
Explain the scientific contributions of Copernicus, Galileo,
Kepler, and Newton and how these ideas changed the
European world view.
• Scientific Revolution-change in European thought,
natural world was characterized by observation and
questioning. Advancements in science, medicine, and
astronomy.
– Challenged accepted knowledge.
– Developed scientific method-only believed something if it could
be tested and proven.
• Copernicus-heliocentric theory
• Galileo-built telescope, findings supported Copernicus,
forced to recant by the Catholic Church and live under
house arrest.
• Kepler-Laws of planetary motion
• Newton- laws of gravity and motion
Practice
1. During the Scientific
Revolution, scientists did
all the following, except…
a. challenge accepted
knowledge.
b. believed something only
if it could be tested and
proven.
c. accepted tradition and
traditional knowledge.
d. ran experiments to test
accepted knowledge.
2.
Identify the major ideas of the Enlightenment from
the writings of Locke, Voltaire, and Rousseau and
their relationship to politics and society.
• Locke- “All men have certain natural rights: the right to
life, liberty, and property. The purpose of government is
to protect these rights. If it fails to do so the people may
set up a new government.”
• Voltaire- “it is to him who masters our minds by force of
truth, not to those who enslave men by violence that we
owe our reverence. Popular government in itself is less
[unjust], less [hated] than despotic power.
• Rousseau- “Man is born free, yet everywhere he is
chains. The government is created by a contract among
the people and receives its just powers from them. The
government exists to serve the people and when it no
longer does so the people may change it.”
Practice
1. John Locke and Jean
Jacques Rousseau would
be most likely to support
a. a return to feudalism in
Europe.
b. a government ruled by a
divine right monarchy.
c. a society ruled by the
Catholic Church.
d. the right of citizens to
decide the best form of
government.
2. One of the most results of
the Enlightenment was
the
a. the French monarchy
was strengthened.
b. the status quo was
reaffirmed.
c. the discoveries of the
Scientific Revolution was
disproved.
d. democratic ideals were
spread.
SSWH14bc
• The student will analyze the Age of
Revolutions and Rebellions.
– Identify the causes and results of the
revolutions in England (1689), United States
(1776), France (1789), Haiti (1791), Latin
America (1808-1825).
– Explain Napoleon’s rise to power, and his
defeat; and explain the consequences for
Europe.
Identify the causes and results of the revolutions in
England (1689), United States (1776).
• Glorious Revolution
– Parliament removed
Charles II from power
because he violated the
Petition of Rights
(established in
– Invited William and Mary or
Orange to take the throne
as long as the singed the
English Bill of Rights
– Created a constitutional
monarchy in England
• American Revolution
– Influenced by ideas of the
Enlightenment.
– Colonists enforced a social
contract.
• Ended rule by a king
• Established first large
scale democracy
– Declaration of
Independence-written by
Thomas Jefferson
• Demonstrated that
enlightened ideals could
be used to govern country.
• “Life, Liberty, and the
Pursuit of Happiness.”
Practice
1. The Glorious Revolution in
England resulted in
a. strengthening of divine right
rule.
b. formation of a limited
monarchy.
c. weakening of the parliament’s
power over the purse.
d. end of civil liberties guaranteed
by the Petition of Rights.
2. How did the Declaration of
Independence embody
Enlightenment ideals?
a. It stated that all titles of nobility
should be abolished.
b. It protected the rights of the
accused and prohibited cruel
punishment.
c. It set up a system of checks
and balances for the U.S.
government.
d. It said that people have rights
of life, liberty, and the pursuit
of happiness.
Identify the causes and results of the
revolutions in France (1789).
• Long term causes:
– Inequality among the
estates.
• First Estate-Clergy
(approx 1% of pop)
• Second Estate-Nobility
(approx 2% of pop)
• Third Estate-Everyone
else
• Short term causes– Bankruptcy of the
government
– Bad harvests=food prices
rise
– Calling of the Estates
General
• Tennis Court Oath-Third
Estate creates new
constitution.
– King forces other estates to
accept.
• Storming of the Bastille
– First violent event of the FR
• Declaration of Rights of
Man and Citizen
• Reign of Terror
Practice
1. The principles of the American
Revolution and French
Revolution are similar in many
ways. Which of the following
best summarizes their
similarities?
a. Both favored representative
governments.
b. Both limited voting rights to an
economic elite.
c. Both retained certain
hereditary rights for aristocrats.
d. Both supported equal rights for
women.
Identify the causes and results of the revolutions in
Haiti (1791), Latin America (1808-1825).
• Haiti was one of France’s
richest colonies-based on
harsh slave labor.
• Slaves used the turmoil of the
French Revolution to revolt.
– Led by Toussaint
L’Overture
– Freed all slaves on the
island
– France sent troops to take
back the island and
reinstate slavery, but they
were defeated by Yellow
Fever and Haitian rebel
fighters.
• Inspired by revolutions in
America, France, and Haiti
Creoles (Europeans born in
LA) wanted independence too.
• Simon Bolivar-know as the
“Liberator” for helping many
nations in Latin America gain
their independence.
• Jose de san Martin-
Practice
1. Throughout Latin
America, the fight for
independence was led
by
a. Mestizos
b. Peninsulares
c. Creoles
d. Indians
2. Simón Bolívar, José de
San Martin, and
Toussaint l’Ouverture are
best known as
a. scientists who supported
the heliocentric theory.
b. leaders of Latin
American independence
movements.
c. early Spanish explorers
of the New World.
d. communist leaders of the
19th century.
Explain Napoleon’s rise to power, and his defeat;
and explain the consequences for Europe.
• Napoleon was a popular military leader, came to power
by popular consent, and declared himself emperor.
– Napoleonic Code-basis for legal system in Europe for many
years
– Abolished estates, all MEN equal
– Improved education
– Restored ties between France and the Catholic Church
• Napoleon’s downfall began when he invaded Russia for
violating the Continental System.
– 600,000 troops lost
• Final defeat came at the Battle of Waterloo
– Napoleon id finally exiled to the island of St. Helena
Practice
1. Pope Pius VII’s
coronation of Napoleon
as emperor was the
culmination of
a. French military
supremacy on the
continent.
b. the Continental system.
c. restored relations
between the Catholic
Church and France.
d. the implementation of the
Napoleonic Code.
2. Napoleon’s code of laws
extended the ideals of
the French Revolution by
a. limiting freedom of speech
and of the press.
b. abolishing the three
estates and granting equal
rights.
c. permitting slavery in the
French colonies.
d. expanding the rights of
women.
SSWH16abcd
• The student will demonstrate an understanding
of long-term causes of World War I and its global
impact.
– Identify the causes of the war; include Balkan
nationalism, entangling alliances, and militarism.
– Describe conditions on the war front for soldiers;
include the Battle of Verdun.
– Explain the major decisions made in the treaty of
Versailles; include German reparations and the
mandate system that replaced Ottoman control.
– Analyze the destabilization of Europe in the collapse
of the great empires; include the Romanov and
Hapsburg dynasties.
Identify the causes of the war; include Balkan
nationalism, entangling alliances, and militarism.
• M-Militarism-policy of glorifying military power and
keeping a standing army ready for war.
• A-Alliances– Triple Entente-Russia, France, Great Britain
– Triple Alliance-Germany, Austria-Hungary, Italy
• I-Imperialism-European nations sought to dominate
weaker countries socially, economically, and politically.
• N-Nationalism-belief that people should be loyal to their
nation of people.
– “Powder Keg”-Balkan region of Europe was a hotbed of slav
nationalism.
• Archduke Franz Ferdinand was shot-Austria blames
Serbia, Germany declares war on Russia
Practice
1.
a.
b.
c.
d.
All of the following forces set
the stage for WWI EXCEPT
Nationalism
Militarism
Military alliances
Ottoman decline
2. Why was the Balkan region
referred to as the “Powder Keg
of Europe” prior to WWI?
a. The aggression of the Ottoman
Empire was disrupting the
balance of power.
b. Yugoslavia was invading its
neighboring countries.
c. Nationalistic and imperialistic
rivalries were competing.
d. The area was the leading
supplier of military equipment
to the rest of the world.
Describe conditions on the war front for soldiers;
include the Battle of Verdun.
• Western Front-Germany v France and GB
– Quickly became a stalemate
– Trench warfare
– War of attrition
– New weapons-machine gun, zepplin, poison gas
– Battle of Verdun-5months, over 1 million men
dead
• Eastern Front-Germany and Austria-Hungary
v Russia
Practice
1.
a.
b.
c.
d.
What was trench warfare
intended to accomplish?
To protect soldiers from enemy
gun fire on the front line.
To trap enemy soldiers in mud
pits on the front lines.
To force enemy soldiers to pass
through a “no man’s land.”
All of the above.
2. The MOST important reason
a.
b.
c.
d.
the Allies had for wanting to
keep the Russians in the war
was (SSWH16.b)
the superior training and
equipment of the Russians.
the Russians had such a large
population that they could
send extra troops to the
western front.
the need for food from the
Ukraine, the “bread basket” of
central Europe.
to keep the Germans and
Austrians fighting on two fronts
at the same time.
Explain the major decisions made in the treaty of
Versailles; include German reparations and the
mandate system that replaced Ottoman control.
• Paris Peace Conference
attended by US (Wilson),
GB (Lloyd George),
France (Clemenceau),
Italy (Orlando)
• Wilson’s Fourteen PointsUS plan for Europe after
WWI
– Self-determination
– League of Nations-to keep
peace
• GB and France wanted to
punish Germany
• Provisions of the Treaty
of Versailles
– League of Nations
– Article #231-War Guilt
Clause-blamed Germany
– Reparations-Germany pays
France and GB approx $33
billion dollars.
– Germany forced to reduce
army to 100,000, dismantle
navy and all airplanes
– Mandate System-gave
France and GB control
over Ottoman territories of
Syria, Palestine, Jordan,
and Lebannon
Practice
1. The major objective in
the Treaty of Versailles
was
a. To further the principle
of self-determination
b. To implement Wilson’s
Fourteen Points
c. To punish Germany
d. To institute a lasting
world peace
2. The Mandate System that
replaced Ottoman control
(SSWH16.c)
a. gave Great Britain
control over Palestine,
Iraq, and Jordan.
b. resulted in the creation of
Finland.
c. allowed the Ottoman
Empire to retain control of
the Balkans.
d. made Germany a part of
the Austro-Hungarian
Empire.
Analyze the destabilization of Europe in the
collapse of the great empires; include the
Romanov and Hapsburg dynasties.
Practice
SSWH17bcef
• The student will be able to identify the major political and
economic factors that shaped world societies between
WWI and WWII.
– Determine the causes and results of the Russian Revolution
from the rise of the Bolsheviks under Lenin to Stalin’s first Five
Year Plan.
– Describe the rise of fascism in Europe and Asia by comparing
policies of Benito Mussolini in Italy, Adolf Hitler in Germany, and
Hirohito in Japan.
– Describe the nature of totalitarianism and the police state that
existed in Russia, Germany, and Italy and how they differ from
other authoritarian governments.
– Explain the aggression and conflict leading to WWII in Europe
and Asia; include the Italian invasion of Ethiopia, the Spanish
Civil War, the rape of Nanjing in China, and the German
annexation of the Sudentenland.
Determine the causes and results of the Russian
Revolution from the rise of the Bolsheviks under
Lenin to Stalin’s first Five Year Plan.
• WWI was devastating for
Russia
– Heavy casualties
– Economic troubles
• Revolts in March of 1917
resulted in the Tsar
ordering troops to fire on
the protestors.
– Rioting spread
– Tsar is forced to abdicate
• Led by Lenin and
promising “Land, bread,
and peace” the
Bolsheviks took control of
Russia
– Russia withdrew from WWI
– Renamed the Union of
Soviet Socialist Republic
– Banned all other political
parties
– Set up a secret police
• Josef Stalin took over
– Five Years Plans-aimed to
make USSR an industrial
nation
Practice
1. Who were the
Bolsheviks?
a. Soldiers in the White
Army.
b. Radical Russian
Marxists revolutionaries.
c. Members of the Duma,
Russia’s parliament.
d. Followers of Rasputin.
2. Heavy military losses
in World War I, food
and fuel shortages,
and opposition to the
czar led to the
a. French Revolution
b. Russian Revolution
c. Chinese Revolution
d. Cuban Revolution
Describe the rise of fascism in Europe and Asia by
comparing policies of Benito Mussolini in Italy,
Adolf Hitler in Germany, and Hirohito in Japan.
• Fascism-a political movement that promotes an
extreme form of nationalism, a denial of
individual rights, and a dictatorial one-party rule.
• Germany-Adolf Hitler told the humiliated
Germans to take back their empire, improved
economy, ended German democracy, banned
all other political parties, secret police
• Italy-Benito Mussolini improved the economy,
made himself dictator, took over news media,
and set up a secret police
• Japan-
Practice
1. One of the main
causes of the rise of
fascism during the
1930’s was
a. A fear of
communism.
b. Anti-Semitism.
c. Foreign invasions.
d. Worldwide economic
crisis.
2.
a.
b.
c.
d.
Fascism in Europe during the
1920s and 1930s may be
best described as a
Demonstration of laissezfaire capitalism that promoted
free enterprise.
Form of totalitarianism that
glorified the nation above the
individual.
Type of economic system
that stressed a classless
society.
Set of humanist ideals that
emphasized an individual’s
worth and dignity.
Describe the nature of totalitarianism and the police state
that existed in Russia, Germany, and Italy and how they
differ from other authoritarian governments.
• Totalitarianism-government control over
every aspect of public and private life.
– God-like dictators
– Sacrifice of individuality
– Elimination of dissent
– Gave up personal freedoms
• Authoritarian states are similar, but the
term implies somewhat less control by the
government.
Practice
1. One similarity between
Fascism and Communism, as
practiced in the 1930s, was
that both systems generally
a. Provided hereditary rulers.
b. Promoted ethnic diversity.
c. Supported democratic
elections.
d. Suppressed opposition views.
2. Which factor contributed most
to the rise of totalitarian
governments in Europe before
WWII?
a. Improved educational
systems.
b. Expanding democratic
reforms.
c. Increasing political stability.
d. Worsening economic
conditions.
Explain the aggression and conflict leading to WWII in
Europe and Asia; include the Italian invasion of Ethiopia,
the Spanish Civil War, the rape of Nanjing in China, and
the German annexation of the Sudentenland.
• Italian invasion of Ethiopia-in retaliation for their defeat in
the 1800’s
• Spanish Civil War-fascist take over of Spain supported
by Mussolini and Hitler
– Hitler tried out his new Luftwaffe (airforce) by civilian bombing
raids
– After three years, fascists
• Rape of Nanjing in China-Japanese took the Chinese
capital of Nanjing
– Massacred 100,000-300,000 Chinese
– Brutally raped 20,000 Chinese women and left them to die
• German annexation of the Sudentenland-took over the
German speaking part of Czechoslovakia
– Promised he would stop, later took over the rest of the country
Practice
1. Japan’s invasion of
Manchuria, Italy’s
attack on Ethiopia,
and Germany’s
blitzkrieg in Poland
are examples of
a. military aggression.
b. containment.
c. appeasement .
d. the domino theory.
SSWH18abcd
• The student will demonstrate an understanding of the
global political, economic, and social impact of WWII.
– Describe the major conflicts and outcomes; include
Pearl Harbor, El-Alamein, Stalingrad, D-Day,
Guadacanal, the Philippines, and the end of the war
in Europe and Asia.
– Identify Nazi ideology, policies, and consequences
that led to the Holocaust.
– Explain the military and diplomatic negotiations
between the leaders of Great Britain (Churchill), the
Soviet Union (Stalin), and the United States
(Roosevelt/Truman) from Tehran to Yalta and
Potsdam and the impact on the nations of Eastern
Europe.
Describe the major conflicts and outcomes; include Pearl
Harbor, El-Alamein, Stalingrad, D-Day, Guadacanal, the
Philippines, and the end of the war in Europe and Asia.
Practice
1. Why did President
Truman agree to use the
atomic bomb?
a. to punish Japan for Pearl
Harbor
b. to revenge those who
died in the Bataan death
March
c. to destroy weapon plants
in Japan
d. to bring the war to the
quickest possible end
2. What did the Allies’
strategy of “island
hopping” in the Pacific
involve?
a. attacks on all Japaneseheld islands
b. attack on all island within
500 miles of Japan
c. attack only on islands
that were not well
defended
d. attack only on islands
that were Japanese
strongholds
Identify Nazi ideology, policies, and consequences
that led to the Holocaust.
• Hitler created an empire that stretched from
Scandinavia to North Africa.
– People in the conquered lands were expected to serve
the German “master” race
– “Inferior” people were to be enslaved or eliminated
• Hitler’s plan for the Jews was called the “Final
Solution”
– It included sending Jews to concentration camps were
they would either work or be systematically killed
– Approx 6 million Jews were killed during the Holocaust
• Genocide-the intentional and systematic
destruction of an entire race or culture group
Practice
1. The deliberate attempt to
kill an entire people is
known as
a. anti-Semitism.
b. underground.
c. genocide
d. blitzkrieg.
2. What was the goal of
Hitler’s “Final Solution”?
a. It was a process to divide
up his territories among
his generals.
b. It was the system of
winning the war before
the Americans entered.
c. It was a way to invade
the Soviet Union.
d. It was genocide of
people the Nazis
considered inferior.
Explain the military and diplomatic negotiations between the
leaders of Great Britain (Churchill), the Soviet Union (Stalin), and
the United States (Roosevelt/Truman) from Tehran to Yalta and
Potsdam and the impact on the nations of Eastern Europe.
Practice
1. Which newspaper headline
illustrates a policy of
appeasement?
a. “Dien Bien Phu Falls; French
to Leave Vietnam”
b. “Chamberlain Agrees to
German Demands:
Sudetenland to Germany”
c. “Marshall Plan Proposes
Economic Aid Program for
Europe”
d. “Soviet Troops and Tanks
Crush Hungarian Revolt”
SSWH19abc
• The student will demonstrate an understanding
of the global social, economic, and political
impact of the Cold War and decolonization from
1945 to 1989.
– Analyze the revolutionary movements in India
(Gandhi, Nehru), China (Mao Zedong), and Ghana.
– Describe the formation of the state of Israel.
– Explain the arms race; include the development of the
hydrogen bomb (1954) and SALT.
Analyze the revolutionary movements in India
(Gandhi, Nehru), China (Mao Zedong), and
Ghana.
• India-first major country to gain
independence after WWII, led by
Mohandas Gandhi, non-violent resistance,
protest of “salt-tax”, boycott British goods,
India divided into India and Pakistan to
prevent Muslim-Hindu violence.
• Ghana-led by Kwame Nkrumah, used
Gandhi’s non-violent methods, Gold Coast
won independence in 1957, changed
name to Ghana.
Practice
1. Mohandas Gandhi used
his philosophy of
nonviolent noncooperation in an effort to
a. form a Marxist
government in India.
b. convince his fellow
Indians to support the
Allies in WWII.
c. persuade Pakistanis to
separate from India.
d. achieve India’s
independence from Great
Britain.
• In 1947, the Indian
subcontinent became
independent and was
divided into India and
Pakistan. The division
recognized the
a. Hostility between
religious groups.
b. Strength of Fascism.
c. Natural geographic
boundaries.
d. Existing tribal divisions.
Describe the formation of the state of Israel.
• Zionism-movement calling for Jews around the
world to emigrate to Palestine-increased after
the Holocaust.
• The U.N. voted to create the country of Israel as
a Jewish homeland.
• Arab nations refused to recognize the new state.
• Israel was attacked but victorious in 1956, 1967,
and 1973 (added territory of Gaza Strip, Sinai
Peninsula, West Bank, and Golan Heights).
Describe the formation of the state of Israel.
• Camp David Accords-Egypt president
(Anwar Sadat), Israeli prime minister
(Menachim Begin), and US president
(Jimmy Carter) agreed that Israel would
return lands in exchange for peace.
• PLO (Palestinian Liberation Organization)
is formed.
– Vowed to win back their homeland.
– Used terrorism as political weapon.
Practice
Explain the arms race; include the development of
the hydrogen bomb (1954) and SALT.
• US was the only country to create and use the atomic bomb
during WWII, Soviets soon developed their own.
– Cold War competition turned into a race to see who could build the
most deadly weapons.
• Hydrogen bomb-1000x the power of atom bomb
• ICBM-could carry nuclear warheads across the world
• Cuban Missile Crisis of 1962-Russia had nuclear bombs in
Cuba, US had them in Turkey.
– Both sides agreed to remove the weapons
– Very narrowly escaped nuclear war
• SALT-series of meetings in the 1970’s were both sides
agreed to limit the nuclear stocks
Practice
SSWH20ac
• The student will examine change and continuity
in the world since the 1960’s.
– Identify ethnic conflicts and new nationalisms; include
pan-Africanism, pan-Arabism, and the conflicts in
Bosnia-Herzegovina and Rwanda.
– Analyze terrorism as a form of warfare in the 20th
century; include Shining Path, Red Brigade, Hamas,
and Al Qaeda; and analyze the impact of terrorism on
daily life; include travel, world energy supplies, and
financial markets.
Identify ethnic conflicts and new nationalisms; include panAfricanism, pan-Arabism, and the conflicts in BosniaHerzegovina and Rwanda.
• Yugoslavia-
Practice
1. Which statement about the
Balkan Peninsula since 1995
is most accurate?
a. Bosnia-Herzegovina and
Croatia are now both
controlled by Yugoslavia.
b. Ethnic tensions and conflict
continue to be a problem in
much of the region.
c. Slobodan Milosevic of Serbia
became the first democratically
elected leader of the region.
d. The Balkan Peninsula has
become one of the most
prosperous regions in Europe.
2. The genocide in Rwanda and
the atrocities in Yugoslavia
demonstrate
a. Inability of a command
economy to satisfy the needs
of people.
b. Fact that most conflict are
caused by economic
interests.
c. Isolation of these countries
from international influences.
d. Inability of some societies to
resolve religious and ethnic
differences.
Analyze terrorism as a form of warfare in the 20th century; include
Shining Path, Red Brigade, Hamas, and Al Qaeda; and analyze the
impact of terrorism on daily life; include travel, world energy supplies,
and financial markets.
• Fundamentalists believe
that people should adopt
basic religious values and
that religion should
influence government
policies.
• Terror usually refers to an
attack on civilians that is
not directed by a
government.
• Examples:
– 2001 bombing of the World
Trade Center in NYC-3,000
people lost their lives
– 1995 Oklahoma City
Bombing-168 people died
Practice
SSWH21ab
• The student will analyze globalization in
the contemporary world.
– Describe the cultural and intellectual
integration of countries into the world
economy through the development of
television, satellites, and computers.
– Analyze the global economic and political
connections; include multinational
corporations, the United Nations, OPEC, and
the World Trade Organization.
Describe the cultural and intellectual integration of
countries into the world economy through the development
of television, satellites, and computers.
• Globalization– Major industries do trade in a world market
– Labor market is being “outsourced” to lower paid
foreign workers
• Pros of globalization:
– More countries communicate with each other, the less
likely they are to go to war.
• Cons of globalization:
– Countries will loose their distinct characteristics
– Industrial nations are controlling world resources and
causing pollution
Practice
1. Technological changes
in developing countries
have most often resulted
in
a. Migrations from rural to
urban areas.
b. Fewer education
opportunities.
c. A weakening of
traditional values.
d. a decreased use of
natural resources.
2. A valid statement about
technology in the 20th
century is that it has
a. Eliminated famine and
disease throughout the
world.
b. Delayed economic
progress.
c. Reduced the
destructiveness of war.
d. Accelerated the pace of
cultural diffusion.
Analyze the global economic and political connections;
include multinational corporations, the United Nations,
OPEC, and the World Trade Organization.
Practice
1. Which group of countries
earns much of their
revenue from the sale of
oil?
a. China, Korea, Jordan
b. Turkey, Brazil, Lebanon
c. Argentina, Malaysia,
Chile
d. Saudi Arabia, Nigeria,
Venezuela