World History and Geography: 1500 Aimages.pcmac.org/.../DocumentsCategories/Documents/… · Web viewThe absolutism of Louis XIV is best exemplified by his famous quote: “I will

World History and Geography: 1500 A.D. (C.E.) to the PresentThese standards enable students to examine history and geography from 1500 A.D. (C.E.) to the present, with emphasis on Western Europe. Geographic influences on history will continue to be explored, but increasing attention will be given to political boundaries that developed with the evolution of nations. Significant attention will be given to the ways in which scientific and technological revolutions created new economic conditions that in turn produced social and political changes. Noteworthy people and events of the nineteenth and twentieth centuries will be emphasized for their strong connections to contemporary issues.

The study of history rests on knowledge of dates, names, places, events, and ideas. Historical understanding, however, requires students to engage in historical thinking, to raise questions, and to marshal evidence in support of their answers. Students engaged in historical thinking draw upon chronological thinking, historical comprehension, historical analysis and interpretation, historical research, and decision making. These skills are developed through the study of significant historical substance from the era or society being studied.

WHII.1 The student will improve skills in historical research and geographical analysis bya) identifying, analyzing, and interpreting primary and secondary sources to make generalizations about events and life in world

history since 1500 A.D. (C.E.);b) using maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world and to interpret the past since

1500 A.D. (C.E.);c) identifying geographic features important to the study of world history since 1500 A.D. (C.E.);d) identifying and comparing political boundaries with the locations of civilizations, empires, and kingdoms from 1500 A.D. (C.E.) to

the present;e) analyzing trends in human migration and cultural interaction from 1500 A.D. (C.E.) to the present;f) analyzing the impact of economic forces, including taxation, government spending, trade, resources, and monetary systems, on

events since 1500 A.D. (C.E.).

RESOURCE FOR INFORMATION IS ADAPTED AND TAKEN FROM: History and Social Science Standards of Learning for Virginia Public Schools – January 2008 // Curriculum Framework

StandardWHII .2a The student will demonstrate an understanding of the political, cultural, geographic, and economic conditions in the world about 1500 A.D. (C.E.) by

a) locating major states and empires.

Essential SkillsUse maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world. (WHII.1b)

Identify geographic features important to the study of world history

Identify and compare contemporary political boundaries with the locations of civilizations, empires, and kingdoms. (WHII.1d)

Essential Understandings

By 1500 A.D. (C.E.), major states and empires had developed in various regions of the world.

Essential Questions

On the world political map, where were some of the major states and empires located about 1500 A.D. (C.E.)?

Strand World History and Geography: 1500 A.D. (C.E.)to the Present

Essential Knowledge

a. Terms/Places to Know1.Major states and empires in the Eastern Hemisphere

England France Spain Russia Ottoman Empire Persia China Mughal India Songhai Empire

2. Major states and empires in the Western Hemisphere Incan Empire Aztec Empire

Essential New Vocabulary:Major states and empires, Western Hemisphere, Eastern Hemisphere

Timeframe: 4 days

Resources

Resource Materials Released Test Items

Individual Teacher Notes

Textbook, Workbook, Newspapers, Magazines, Handouts, Overhead, Computers, TV/VCR, Projector, Whiteboard, Selected videos, Review games, http://www.nyregents.org

See Department of Education website

http://www.nyregents.org/

Standard WHII.2b The student will demonstrate an understanding of the political, cultural, geographic, and economic conditions in the world about 1500 A.D. (C.E.) by

b) describing artistic, literary, and intellectual ideas of the Renaissance.

Essential Skillsa. Identify, analyze, and interpret primary and secondary sources to make generalizations about events and life in world history. (WHII.1a)

b.Analyze trends in human migration and cultural interaction. (WHII.1e)

Essential Understandings New intellectual and artistic ideas that developed during the Renaissance marked the beginning of the modern world.

Essential Questions


Essential Knowledge

a. Renaissance1. “Rebirth” of classical knowledge; “birth” of the modern world2. Spread of the Renaissance from the Italian city-states to northern Europe

b. Contributions of the Renaissance1. Accomplishments in the visual arts: Michelangelo, Leonardo da Vinci2. Accomplishments in literature (sonnets, plays, essays): Shakespeare3. Accomplishments in intellectual ideas (humanism): Erasmus

1. What were the artistic, literary, and intellectual ideas of the Renaissance?

Essential New Vocabulary:Renaissance, Michelangelo, da Vinci, Shakespeare, humanism, Erasmus

Timeframe: 2 days

Resources





StandardWHII.2c The student will demonstrate an understanding of the political, cultural, geographic, and economic conditions in the world about 1500 A.D. (C.E.) by

c) describing the distribution of major religions.

Essential Skillsa. Use maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world. (WHII.1b)

b. Identify geographic features important to the study of world history

c. Analyze trends in human migration and cultural interaction. (WHII.1e)

Essential Understandings Strand World History and Geography: 1500 A.D. (C.E.)to the Present

By 1500 A.D. (C.E.), the five world religions had spread to many areas of the Eastern Hemisphere.

Essential Questions

1. Where were the five world religions located around 1500

Essential New Vocabulary:Judaism, Christianity, Islam, Hinduism, Buddhism, monotheism, polytheism, Bible, Koran, Torah, Asoka missionaries, Nirvana

Timeframe: 3 days

Essential Knowledge

a. Location of world religions in 1500 A.D. (C.E.)1. Judaism: Concentrated in Europe and the Middle East2. Christianity: Concentrated in Europe and the Middle East3. Islam: Parts of Asia, Africa, and southern Europe4. Hinduism: India and part of Southeast Asia5. Buddhism: East and Southeast Asia

Resources





Released Test Items

1. _________ is found primarily in North and South America and Europe.

A IslamB BuddhismC JudaismD Christianity

2. _________, the world’s oldest religion, is the major religion of India, as well as parts of Africa and Europe.A IslamB BuddhismC HinduismD Judaism

3. A dominant religious, cultural and social force throughout East and Southeast Asia, this religion teaches that the key to happiness is detachment from all worldly goods and desires.

A JudaismB ChristianityC BuddhismD Hinduism

Standard WHII.2d The student will demonstrate an understanding of the political, cultural, geographic, and economic conditions in the world about 1500 A.D. (C.E.) by

d) analyzing major trade patterns.

Essential Skillsa. Use maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world. (WHII.1b)

b. cIdentify geographic features important to the study of world history



By 1500, regional trade patterns had developed that linked Africa, the Middle East, Asia, and Europe.

Essential Questions

1. What were the regional trading patterns about 1500


Essential Knowledge

a. Traditional trade patterns linking Europe with Asia and Africa1. Silk Routes across Asia to the Mediterranean basin2. Maritime routes across the Indian Ocean3. Trans-Saharan routes across North Africa4. Northern European links with the Black Sea5. Western European sea and river trade6. South China Sea and lands of Southeast Asia

b. Importance of trade patterns1. Exchange of products and ideas

2. Why were the regional trading patterns important?

Essential New Vocabulary:Trading pattern, Silk road, maritime, Trans-Saharan, Black Sea, South China Sea

Timeframe: 2 days

Resources





Released Test Items

1. European trading posts along the African coast traded for what?

A rum and woodB tobacco and molassesC slaves and goldD furs and livestock

2. Which of the following is the correct chronological order of trade dominance over Indian Ocean trade?

A Portuguese, Muslim, DutchB Muslim, Dutch, PortugueseC Dutch, Muslim, PortugueseD Muslim, Portuguese, Dutch

StandardWHII.2e The student will demonstrate an understanding of the political, cultural, geographic, and economic conditions in the world about 1500 A.D. (C.E.) by

e) citing major technological and scientific exchanges in the Eastern Hemisphere.

Essential Skillsa. Analyze trends in human migration and cultural interaction. (WHII.1e)


By 1500 A.D. (C.E.), technological and scientific advancements had been exchanged among cultures of the world.

Essential Questions

1. What technological and scientific advancements had been made and exchanged by 1500 A.D. (C.E.)?

Essential New Vocabulary:Technology, textiles, navigation,

Timeframe: 2 days


Essential Knowledge

a. Advancements exchanged along trade routes1. Paper, compass, silk, porcelain (China)2. Textiles, numeral system (India and Middle East)

b. Scientific knowledge—medicine, astronomy, mathematics

Resources





Released Test Items

1. 1. The increase in European demand for Chinese goods led the Chinese to:A open their doors to new trade opportunities.B impose policies to control foreign influence and trade.C increase the production of goods for export.D create additional trading ports.

StandardWHII3a. The student will demonstrate knowledge of the Reformation in terms of its impact on Western civilization by

a) explaining the effects of the theological, political, and economic differences that emerged, including the views and actions of Martin Luther, John Calvin, Henry VIII, and Elizabeth I.

b)

Essential Skillsa. Identify, analyze, and interpret primary and secondary sources to make generalizations about

events and life in world history. (WHII.1a)

b. Use maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world and to interpret the past. (WHII.1b)


Essential Understandings For centuries, the Roman Catholic Church had little competition in religious thought and action. The resistance of the Church to change led to the Protestant Reformation, which resulted in the birth of new political and economic institutions.

Essential Questions

1. What were the problems and issues that provoked religious reforms in Western Christianity?

2. What were the beliefs of Martin Luther, John Calvin, Henry VIII, and Elizabeth I?

Essential New Vocabulary:Reformation, Martin Luther, indulgences, John Calvin, Peace of Augsburg, theocracy, Henry VIII, Queen Elizabeth I


Essential Knowledge

a. Conflicts that challenged the authority of the Church in Rome1. Merchant wealth challenged the Church’s view of usury.2. German and English nobility disliked Italian domination of the Church.3. The Church’s great political power and wealth caused conflict.4. Church corruption and the sale of indulgences were widespread and caused conflict.

b. Martin Luther (the Lutheran tradition)1. Views: Salvation by faith alone, Bible as the ultimate authority, all humans equal before God2. Actions: 95 theses, birth of the Protestant Church

c. John Calvin (the Calvinist tradition)1. Views: Predestination, faith revealed by living a righteous life, work ethic2. Actions: Expansion of the Protestant Movement

d. King Henry VIII1. Views: Dismissed the authority of the Pope in Rome2. Actions: Divorced; broke with Rome; headed the national church in England; appropriated

lands and wealth of the Roman Catholic Church in England

e. Queen Elizabeth I1. Anglican Church2. Tolerance for dissenters3. Expansion and colonialism4. Victory over the Spanish Armada (1588)

Timeframe: 3 days

ResourcesResource Materials Released Test

Items




Released Test Items

1. What was NOT a factor that led to support for church reforms?

A Clergy in northern Europe felt that the Church was dominated by Italian clergy.B Italian cardinals had refused to support an English candidate for Pope.C Corrupt practices by Church officials had become widespread.D Church views on usury conflicted with increasing merchant wealth.

2. Why did some German princes side with Luther?

A Luther promised to make them officials in his new church.B They were able to gain political and economic power by ending Papal authority.C They wanted to bargain for greater favors from the Pope.D They were related to Luther.

3. What did Henry VIII do with the Church lands and wealth in England?

A He took them for himself.B He used them to pay a ransom to the King of Spain.C He gave them to Church officials who sided with him.D He used them as a dowry for his daughter Mary.

Standard WHII.3b The student will demonstrate knowledge of the Reformation in terms of its impact on Western civilization by

b) describing the impact of religious conflicts, the Inquisition, and Catholic Reformation on society and government actions.

Essential Skillsa. Identify and compare contemporary political boundaries with the locations of

civilizations, empires, and kingdoms. (WHII.1d)

b. Analyze trends in human migration and cultural interaction. (WHII.1e)


The Reformation had its roots in disagreements about theology, but it led to important economic and political changes. Religious differences and hatreds caused war and destruction.

Essential Questions

1. What were the major economic, political, and theological issues involved in the Reformation?


Essential Knowledge

a. Reformation in Germany1. Princes in Northern Germany converted to Protestantism, ending the authority of the Pope

in their states.2. The Hapsburg family and the authority of the Holy Roman Empire continued to support the

Roman Catholic Church.3. Conflict between Protestants and Catholics resulted in devastating wars (e.g., Thirty Years’

War).

b. Reformation in France1. Catholic monarchy granted Protestant Huguenots freedom of worship by the Edict of

Nantes (later revoked).2. Cardinal Richelieu changed the focus of the Thirty Years’ War from a religious to a

political conflict.

c. Catholic Reformation1. Dissenters prior to Martin Luther: Jan Huss, John Wycliffe2. Counter-Reformation:3. The Council of Trent reaffirmed most Church doctrine and practices.4. The Society of Jesus (The Jesuits) was founded to spread Catholic doctrine around the

world.5. The Inquisition was used to reinforce Catholic doctrine.

Essential New Vocabulary:Cardinal Richelieu, counter-Reformation, Jesuits, Edict of Nantes, Thirty Years War, Huguenots

Timeframe: For 3b, and c4 days

Resources





Released Test Items

4. After inheriting the throne of France, Henry IV converted to Catholicism and issued a declaration of religious tolerance later canceled by Louis XIV called the:

A Edict of Nantes.B Edict of Appeasement.C Edict of Toleration.D Edict of Henry.

5. After inheriting the throne of France, Henry IV converted to Catholicism and issued a declaration of religious tolerance later canceled by Louis XIV called the:

E Edict of Nantes.F Edict of Appeasement.G Edict of Toleration.H Edict of Henry.

6. How did the princes of the German city-states react to the Reformation?

A Some princes within the empire stayed loyal to the Church and some sided with Luther.B Almost every prince remained loyal to the Church.C Most princes sided with Martin Luther.D The princes of the German city-states refused to take sides in the religious battle

StandardWHII.3c The student will demonstrate knowledge of the Reformation in terms of its impact on Western civilization by

c) describing changing cultural values, traditions, and philosophies, and assessing the role of the printing press.

Essential Skills

a. Use maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world and to interpret the past. (WHII.1b)



At first, the Reformation divided the countries of Europe on religious principles, leading to religious intolerance.

Power in most European states was concentrated in the monarch.

Gradually, religious toleration emerged.

Essential Questions1. What were some of the changing cultural values, traditions, and philosophies

during the Reformation?

2. What was the role of the printing press in the spread of new ideas?

Essential New Vocabulary:Secularism, Johannes Gutenberg


Essential Knowledge

a. Changing cultural values, traditions, and philosophies1. Growth of secularism2. Growth of individualism3. Eventual growth of religious tolerance

b. Role of the printing press1. Growth of literacy was stimulated by the Gutenberg printing press.2. The Bible was printed in English, French, and German.3. These factors had an important impact on spreading the ideas of the Reformation and

the Renaissance.

ResourcesTextbook, Workbook, Newspapers, Magazines, Handouts, Overhead, Computers, TV/VCR, Projector, Whiteboard, Selected videos,Review games, http://www.nyregents.org


Timeframe: See previous

Released Test Items

7. During the Reformation, the first full-sized book printed on movable type, and also printed in English, French, and German for the first time, was:

A a Latin Dictionary.B On Human Anatomy.C the Bible.D The Odyssey.

8. The growth of secularism, individualism, and religious tolerance in Europe was triggered by the:

A Renaissance.B Reformation.C Inquisition.D Indulgence

Standard WHII.4a The student will demonstrate knowledge of the impact of the European Age of Discovery and expansion into the Americas, Africa, and Asia by

a) explaining the roles and economic motivations of explorers and conquistadors.

Essential Skillsa. Use maps, globes, artifacts, and pictures to analyze the

physical and cultural landscapes of the world and to interpret the past. (WHII.1b)

b. Identify geographic features important to the study of world history. (WHII.1c)



The expanding economies of European states stimulated increased trade with markets in Asia. With the loss of Constantinople in 1453, European nations fronting the Atlantic sought new maritime routes for trade.

Essential Questions

1. Why were Europeans interested in discovering new lands and markets?

2. Who were some important explorers?

Essential New Vocabulary:Identify listed explorers

Timeframe: 4a, b, c, d – 3 days

Strand World History and Geography: 1500 a.d. (c.e.)to the Present

Essential Knowledge

a. Factors contributing to the European discovery of lands in the Western Hemisphere

1. Demand for gold, spices, and natural resources in Europe

2. Support for the diffusion of Christianity3. Political and economic competition between European

empires4. Innovations of European and Islamic origins in

navigational arts5. Pioneering role of Prince Henry the Navigator

b. Establishment of overseas empires and decimation of indigenous populations

1. Portugal: Vasco da Gama2. Spain: Christopher Columbus, Hernando Cortez,

Francisco Pizarro, Ferdinand Magellan3. England: Francis Drake4. France: Jacques Cartier

RESOURCESTextbook, Workbook, Newspapers, Magazines, Handouts, Overhead, Computers, TV/VCR, Projector, Whiteboard, Selected videos, Review games, http://www.nyregents.org


Released Test Items

2. Christopher Columbus was sponsored on his trip to the Americas by what country?

A SpainB EnglandC ItalyD Portugal

3. What was the basis for the creation of empires in the Americas?

A land claims by explorersB alliances with Indian tribesC missionary settlementsD papal land grants

4. What were the major reasons for European exploration of the Americas?

A to get rid of excess population in EuropeB to find wealth and a water route to AsiaC to understand the geography of the Americas and learn about the culture of the Native AmericansD to study the effects of Europeans in new climates and locales

StandardWHII.4b The student will demonstrate knowledge of the impact of the European Age of Discovery and expansion into the Americas, Africa, and Asia by

b) describing the influence of religion.

Essential Skills1. Analyze trends in human migration and cultural interaction. (WHII.1e)

Essential Understandings One motive for exploration was to spread the Christian religion.

Essential Questions1. How did the expansion of European empires into the Americas, Africa, and Asia affect religion in those areas?


Essential Knowledge

a. Means of diffusion of Christianity1. Migration of colonists to new lands2. Influence of Catholic and Protestant colonists, who carried their faith, language, and cultures to

new lands3. Conversion of indigenous peoples

Essential New Vocabulary:Diffusion, migration

Timeframe: See previous page

Resources





Released Test Items

5. Spain kept loyalty of its colonial leaders in Latin America by appointing only men from the top class of the rigid Spanish American class based society called:

A PeninsularesB MulattosC CreolesD Mestizos

6. The European colonies in the Americas:

A established new and independent cultures and social patterns.B assimilated with the indigenous cultures and social patterns.C imitated the cultures and social patterns of their parent country.D established a unified cultural and social pattern for all to follow.

7. Which nation claimed the region from Mexico through South America as theirs?

A FranceB SpainC PortugalD the Netherlands

StandardWHII.4c The student will demonstrate knowledge of the impact of the European Age of Discovery and expansion into the Americas, Africa, and Asia by

c) explaining migration, settlement patterns, cultural diffusion, and social classes in the colonized areas.

Essential Skillsa. Use maps, globes, artifacts, and pictures to analyze the physical and cultural

landscapes of the world and to interpret the past. (WHII.1b)



Europeans migrated to new colonies in the Americas, creating new cultural and social patterns.

Europeans established trading posts and colonies in Africa and Asia.

Essential Questions

1. What were the effects of European migration and settlement on the Americas, Africa, and Asia?


Essential Knowledge

a. Americas1. Expansion of overseas territorial claims and European emigration to North and South America2. Demise of Aztec and Inca Empires3. Legacy of a rigid class system and dictatorial rule in Latin America4. Forced migration of Africans who had been enslaved5. Colonies’ imitation of the culture and social patterns of their parent countries

b. Africa1. European trading posts along the coast2. Trade in slaves, gold, and other resources

c. Asia1. Colonization by small groups of merchants (India, the Indies, China)2. Influence of trading companies (Portuguese, Dutch, British)

Essential New Vocabulary:


Resources




Released Test Items

8. European trading posts along the African coast traded for what?

E rum and woodF tobacco and molassesG slaves and goldH furs and livestock

9. The Spanish conquistadors were victorious over the Maya, Aztec, and Inca due to all of the following reasons EXCEPT:

A superior weaponry.B rival tribes fighting on their side.C disease.D more men.

10. Which of the following is the correct chronological order of trade dominance over Indian Ocean trade?

E Portuguese, Muslim, DutchF Muslim, Dutch, PortugueseG Dutch, Muslim, PortugueseH Muslim, Portuguese, Dutch

StandardWHII.4d. The student will demonstrate knowledge of the impact of the European Age of Discovery and expansion into the Americas, Africa, and Asia by

d) describing the Columbian Exchange, including its impact on native populations.

Essential SkillsUse maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world and to interpret the past. (WHII.1b)

Essential Understandings The discovery of the Americas by Europeans resulted in an exchange of products and resources between the Eastern and Western Hemispheres.

Essential Questions

1. What was the impact of the Columbian Exchange between European and indigenous cultures?

Essential New Vocabulary:Columbia Exchange



Essential Knowledge

a. Columbian Exchange1. Western Hemisphere agricultural products, such as corn, potatoes, and tobacco, changed

European lifestyles.2. European horses and cattle changed the lifestyles of American Indians.3. European diseases, such as smallpox, killed many American Indians.

b. Impact of the Columbian Exchange1. Shortage of labor to grow cash crops led to the use of African slaves.2. Slavery was based on race.3. European plantation system in the Caribbean and the Americas destroyed indigenous

economics and damaged the environment.

Resources




Released Test Items

11. The global transfer of plants, animals, disease, and food between the Eastern and Western hemispheres during the colonization of the Americas is called the:

A Middle Passage.B Columbian Exchange.C Triangular Trade.D Inter-hemisphere Exchange.

12. Which of the following was NOT exchanged from the Western Hemisphere to the Eastern Hemisphere?

A cornB potatoesC wheatD tobacco

13. European lifestyle changed significantly with the introduction of _________ from the Western Hemisphere.

A corn, tobacco, and potatoesB tomatoes, rice, and beansC carrots, peas, and beetsD tomatoes, corn, and beans

14. The lifestyle of the Native American was changed with the introduction of _________ from Europe.

A sheep and goatsB cats and dogsC turkeys and chickensD horses and cattle

StandardWHII.4e, f The student will demonstrate knowledge of the impact of the European Age of Discovery and expansion into the Americas, Africa, and Asia by

e) mapping and explaining the triangular trade;f) describing the impact of precious metal exports from the Americas.




The European nations established a trade pattern known as the triangular trade and exported precious metals from the Americas.

Essential Questions

1. What was the triangular trade?

2. What was the impact of precious metal exports from the Americas?


Essential Knowledge

a. The triangular trade linked Europe, Africa, and the Americas. Slaves, sugar, and rum were traded.

b. Export of precious metals1. Gold and silver exported to Europe and Asia2. Impact on indigenous empires of the Americas3. Impact on Spain and international trade

Essential New Vocabulary:Triangular trade

Timeframe: 1 day + Review/Test days

Resources





Released Test Items

15. The exportation of slaves and the demand for imported goods began to alter traditional economic patterns in Africa when they became involved with the:

A middle passage.B triangular trade network.C sub-Sahara trade route.D East Indies trade network.

16. What nation experienced a crushing period of inflation as the influx of gold and silver from the Americas greatly increased its money supply in the 1600’s?

A EnglandB SpainC FranceD Portugal

StandardWHII.5a The student will demonstrate knowledge of the status and impact of global trade on regional civilizations of the world after 1500 A.D. (C.E.) by

a) describing the location and development of the Ottoman Empire.



b. Identify and compare contemporary political boundaries with the locations of civilizations, empires, and kingdoms. (WHII.1d)


The Ottoman Empire emerged as a political and economic power following the conquest of Constantinople.

The Ottomans brought much of Muslim territory in Southwest Asia and North Africa under their rule.


Essential Knowledge

a. Original location of the Ottoman Empire1. Asia Minor

b. Expansion and extent of the Ottoman Empire1. Southwest Asia2. Southeastern Europe, Balkan Peninsula3. North Africa

c. Development of the Ottoman Empire1. Capital at Constantinople renamed Istanbul2. Islamic religion as a unifying force that accepted other religions

a) Trade in coffee and ceramics

Essential Questions

1. Where was the Ottoman Empire located, and how did it expand?


Timeframe: 4 days

Resources

Released Test Items





1. The Ottoman Empire spread toA the Balkan Peninsula.*B China.C America.D the Italian peninsula.

2. Istanbul, formerly Constantinople, was the capital ofA the Mughal Empire.B China.C the Ottoman Empire.*D India.

3. The Taj Mahal was an example of the contributions ofA the Ottoman Empire.B Japan.C the Mughal Empire.*D China.

StandardWHII.5b The student will demonstrate knowledge of the status and impact of global trade on regional civilizations of the world after 1500 A.D. (C.E.) by

b) describing India, including the Mughal Empire and coastal trade.

Essential Skills

a. Use maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world and to interpret the past. (WHII.1b)




Descendants of the Mongols, the Muslim Mughal (Mogul) rulers, established an empire in northern India.

The Mughal Empire traded with European nations.

Much of southern India remained independent and continued international trade.


Essential Knowledge

a. Location of the Mughal Empire1. North India

b. Contributions of Mughal rulers1. Spread of Islam into India2. Art and architecture: Taj Mahal3. Establishment of European trading outposts)4. Influence of Indian textiles on British textile industry

c. Trade with European nations1. Portugal, England, and the Netherlands competed for the Indian Ocean trade by establishing

coastal ports on the Indian sub-continent.2. Southern India traded silks, spices, and gems.

Essential Questions1. What were the contributions of the Mughal emperors of India?

2. How did the Mughal Empire trade with European nations?

3. What did southern India trade?


Timeframe: 1 day

Resources





StandardWHII.5c The student will demonstrate knowledge of the status and impact of global trade on regional civilizations of the world after 1500 A.D. (C.E.) by

c) describing East Asia, including China and the Japanese shogunate.





China and Japan sought to limit the influence and activities of European merchants.

Essential Questions

1. How did the Chinese and Japanese attempt to limit the influence of European merchants?


Essential Knowledge

a. China1. Creation of foreign enclaves to control trade2. Imperial policy of controlling foreign influences and trade3. Increase in European demand for Chinese goods (tea, porcelain)

b. Japan1. Characterized by a powerless emperor controlled by a military leader (shogun)2. Adopted policy of isolation to limit foreign influences

Essential New Vocabulary:enclaves

Timeframe: 2 days

Resources





Standard WHII5d The student will demonstrate knowledge of the status and impact of global trade on regional civilizations of the world after 1500 A.D. (C.E.) by

d) describing Africa and its increasing involvement in global trade.





The exportation of slaves and demand for imported goods began to alter traditional economic patterns in Africa.Essential QuestionsHow did Africa become involved in foreign trade?

Essential New Vocabulary:Triangular trade, Middle Passage

Timeframe: 1 day


Essential Knowledge

a. African exports1. Slaves (triangular trade)2. Raw materials (ivory, gold)

African imports1. Manufactured goods from Europe, Asia, and the Americas2. New food products (corn, peanuts)

ResourcesResource Materials Released Test Items




Released Test Items

17. The exportation of slaves and the demand for imported goods began to alter traditional economic patterns in Africa when they became involved with the:

E middle passage.F triangular trade network.G sub-Sahara trade route.H East Indies trade network.

18. Where were the majority of seventeenth century African slaves sent in the New World?

A Caribbean IslandsB British North AmericaC MexicoD Canada

StandardWHII.5e The student will demonstrate knowledge of the status and impact of global trade on regional civilizations of the world after 1500 A.D. (C.E.) by

e) describing the growth of European nations, including the Commercial Revolution and mercantilism.

Essential Skillsa. Identify geographic features important to the study of world history

(WHII.1c)


Essential Understandings European maritime nations competed for overseas markets, colonies, and resources, creating new economic practices, such as mercantilism, linking European nations with their colonies.

Essential Questions

1. What were the roles of the Commercial Revolution and mercantilism in the growth


Essential Knowledge

a. Terms to know1. mercantilism: An economic practice adopted by European colonial powers in an effort to

become self-sufficient; based on the theory that colonies existed for the benefit of the mother country

b. Commercial Revolution2. European maritime nations competed for overseas markets, colonies, and resources.3. A new economic system emerged:4. New money and banking systems were created.5. Economic practices such as mercantilism evolved.6. Colonial economies were limited by the economic needs of the mother country.

of European nations?

Essential New Vocabulary:Mercantilism, commercial revolution

Timeframe: 1 dayy + Review/Test days

Resources





Released Test Items

1. What is mercantilism?

A the idea that a nation’s power is related to its wealth and needs a favorable balance of trade with its coloniesB the idea that a nation needs to strongly equip its colonies to defend itself in case of foreign attackC the idea that the religion of a colony should differ from the religion of the mother countryD the idea that a colony should be self sufficient and able to provide for itself

2. Colonization supported the economic policy of mercantilism in Europe in all of the following ways EXCEPT:

A providing silver and gold.B providing raw materials not found in the homelands.C providing a market for selling goods.D providing finished products for selling.

StandardWHII.6a The student will demonstrate knowledge of scientific, political, economic, and religious changes during the sixteenth, seventeenth, and eighteenth centuries by

a) describing the Scientific Revolution and its effects.

Essential Skills1. Analyze trends in cultural interaction. (WHII.1e)

Essential Understandings With its emphasis on reasoned observation and systematic measurement, the Scientific Revolution changed the way people viewed the world and their place in it.

Essential Questions

2. What were some new scientific theories and discoveries?

3. What were some of the effects of these new theories?

Essential New Vocabulary:Scientific method, heliocentric theory

Timeframe: 3-4 days


Essential Knowledge

a. Pioneers of the scientific revolution1. Nicolaus Copernicus developed heliocentric theory.2. Johannes Kepler discovered planetary motion.3. Galileo Galilei used telescope to support heliocentric theory.4. Isaac Newton formulated law of gravity.5. William Harvey discovered circulation of the blood.

b. Importance of the scientific revolution1. Emphasis on reason and systematic observation of nature2. Formulation of the scientific method3. Expansion of scientific knowledge

Resources Resource MaterialsReleased Test

Items




Released Test Items

1. Until the Copernican Revolution, what was the accepted view of the universe?

A The Sun was the center of the universe, and the Earth spun around the Sun.B The Earth was the center of the universe, and the Sun spun around the Earth.C The Earth and Sun revolved around the Moon.D The Earth and Sun spun around each other.

2. William Harvey is known for discovering what?

A inoculationB the circulation of bloodC glandsD infectious bacteria

3. The scientific laws governing the motions of planets were outlined by:

A Johannes Kepler.B Galileo.C Isaac Newton.D Benjamin Franklin.

Standard WHII.6b The student will demonstrate knowledge of scientific, political, economic, and religious changes during the sixteenth, seventeenth, and eighteenth centuries by

b) describing the Age of Absolutism, including the monarchies of Louis XIV and Peter the Great.

Essential Skillsa. Identify and compare contemporary political boundaries with the locations of

civilizations, empires, and kingdoms. (WHII.1d)

Essential Understandings The Age of Absolutism takes its name from a series of European monarchs who increased the power of their central governments.

Essential Questions

1. Who were the absolute monarchs?


Essential Knowledge

a. Characteristics of absolute monarchies1. Centralization of power2. Concept of rule by divine right

b. Absolute monarchs1. Louis XIV of France: Palace of Versailles as a symbol of royal power2. Peter the Great of Russia: Westernization of Russia

2. What effect did the absolute monarchs have on their countries?

Essential New Vocabulary:Absolutism, divine right of kings,

Timeframe: 5 days + quiz

Resources





Released Test Items

4. Peter the Great moved the capital city of Russia from Moscow to St. Petersburg to:

A be closer to the great iron reserves of northern Russia.B be closer to western Europe.C move away from the famine and plague that killed thousands.D move away from invading Mongols and other east Asian invaders.

5. The absolutism of Louis XIV is best exemplified by his famous quote:

A “I will do anything my people instruct me to do.”B “Someday I will rule the world.”C “The state: It is I.”D “I have no power to tell people what to do.”

StandardWHII.6c The student will demonstrate knowledge of scientific, political, economic, and religious changes during the sixteenth, seventeenth, and eighteenth centuries by

c) assessing the impacts of the English Civil War and the Glorious Revolution on democracy.

Essential Skills

a. Identify, analyze, and interpret primary and secondary sources to make generalizations about events and life in world history. (WHII.1a)


Essential Understandings Political democracy rests on the principle that government derives power from the consent of the governed. The foundations of English rights include the jury trial, the Magna Carta, and common law. The English Civil War and the Glorious Revolution prompted further development of the rights of Englishmen.

Essential Questions


Essential Knowledge

a. Development of the rights of Englishmen1. Oliver Cromwell and the execution of Charles I2. The restoration of Charles II3. Development of political parties/factions4. Glorious Revolution (William and Mary)5. Increase of parliamentary power and decrease of royal power6. English Bill of Rights of 1689

1. How did the English Civil War and the Glorious Revolution promote the development of the rights of Englishmen?

Essential New Vocabulary:democracy

Timeframe: 3 days

Resources





Released Test Items

6. The English Bill of Rights of 1689 clearly:

A sets up a governmental framework for the English people.B limits royal power and ends absolutism in England.C allows Englishmen the freedom of speech and religion.D promises to end further colonization attempts in the New World.

7. The execution of _________ marked the first time a reigning monarch faced a public trial and execution.

A James IB Charles IC Henry VIIID Charles II

8. With the death of Oliver Cromwell, the period of Restoration in England began with the reign of:

A James II.B Charles II.C William and Mary.D Charles I.

Standard WHII.6d The student will demonstrate knowledge of scientific, political, economic, and religious changes during the sixteenth, seventeenth, and eighteenth centuries by

d) explaining the political, religious, and social ideas of the Enlightenment and the ways in which they influenced the founders of the United States.

Essential Skillsa. Identify, analyze, and interpret primary and secondary sources to make

generalizations about events and life in world history



Enlightenment thinkers believed that human progress was possible through the application of scientific knowledge and reason to issues of law and government.

Enlightenment ideas influenced the leaders of the American Revolution and the writing of the Declaration of Independence.

Essential Questions

1. Who were some Enlightenment thinkers, and what were their ideas?

2. How did philosophers of the Enlightenment influence thinking on political issues?

3. How did the Enlightenment promote revolution in the American colonies?


Essential Knowledge

a. The Enlightenment1. Applied reason to the human world, as well as to the rest of the natural world2. Stimulated religious tolerance3. Fueled democratic revolutions around the world

b. Enlightenment thinkers and their ideas1. Thomas Hobbes’ Leviathan: Humans exist in a primitive “state of nature” and consent to

government for self-protection.2. John Locke’s Two Treatises on Government: People are sovereign and consent to government

for protection of natural rights to life, liberty, and property.3. Montesquieu’s The Spirit of Laws: The best form of government includes a separation of

powers.4. Jean-Jacques Rousseau’s The Social Contract: Government is a contract between rulers and the

people.5. Voltaire: Religious toleration should triumph over religious fanaticism; separation of church

and state.c. Influence of the Enlightenment

1. Political philosophies of the Enlightenment fueled revolution in the Americas and France.2. Thomas Jefferson’s Declaration of Independence incorporated Enlightenment ideas.3. The Constitution of the United States of America and Bill of Rights incorporated

Enlightenment ideas.

Essential New Vocabulary:Enlightenment, popular sovereignty, natural rights, separation of powers, Declaration of Independence, Constitution, Bill or Rights

Timeframe: 5 days + Test day

Resources





Released Test Items

9. "Man is basically evil and needs an absolute ruler to keep the peace.” Which enlightenment philosopher wrote Leviathan and basically agreed with this statement?

A John LockeB Thomas HobbesC Baron Von MontesquieuD Jean Rousseau

10. Which of the following was NOT influenced by the ideas of Enlightenment thinkers such as Hobbes, Locke, Montesquieu, Rousseau, and Voltaire?

A reason was applied to the human world, not just the natural worldB the stimulation of religious toleranceC encouraged the Scientific RevolutionD fueling of democratic revolutions around the world

11. Which enlightenment thinker argued for the idea of a social contract?

A LockeB VoltaireC RousseauD Hobbes

StandardWHII.6e The student will demonstrate knowledge of scientific, political, economic, and religious changes during the sixteenth, seventeenth, and eighteenth centuries by

e) describing the French Revolution.



The ideas of the Enlightenment and French participation in the American Revolution influenced the French people to view their government in new ways. They overthrew the absolute monarchy and established a new government.

Essential Questions

1. How did the ideas of the Enlightenment contribute to causing the French Revolution?


Essential Knowledge

a. Causes of the French Revolution1. Influence of Enlightenment ideas2. Influence of the American Revolution

b. Events of the French Revolution1. Storming of the Bastille2. Reign of Terror

c. Outcomes of the French Revolution1. End of the absolute monarchy of Louis XVI2. Rise of Napoleon


Timeframe: 3 days

Resources





Released Test Items

12. Major contributions to the French Revolution include all of the following EXCEPT:

A participation in the American Revolution.B the rise of Napoleon.C influence of Enlightenment ideas.D dissatisfaction with their absolute monarchy.

13. How did the French Revolution end in 1799?

A a return to the monarchy under King Louis XVIIB a pure democracy instituted throughout FranceC a mixed constitutional government with separation of powersD Napoleon taking the reins of power as a dictator

14. What was one result of the French Revolution?

A King Louis XVI was restored to the throne.B the French assisted the Americans to win independence.C King Louis XVI was beheaded and absolutism in France was ended.D The French conquered the Bastille ending foreign domination of their country.

StandardWHII.6f The student will demonstrate knowledge of scientific, political, economic, and religious changes during the sixteenth, seventeenth, and eighteenth centuries by

f) describing the expansion of the arts, philosophy, literature, and new technology.

Essential Skillsa. Use artifacts and pictures to analyze the physical and cultural landscapes of

the world and to interpret the past. (WHII.1b)


Essential Understandings The sixteenth, seventeenth, and eighteenth centuries brought many changes in the arts, literature, and political philosophy.

The Age of Reason witnessed inventions and innovations in technology that stimulated trade and transportation.

Essential Questions

1. 2Who were some composers, artists, philosophers, and writers of the period?


Essential Knowledge

a. Representative composers, artists, philosophers, and writers1. Johann Sebastian Bach: Baroque composer2. Wolfgang Amadeus Mozart: Classical composer3. Voltaire: Philosopher4. Miguel de Cervantes: Novelist5. Eugène Delacroix: Painter (transition to the Romantic School of the nineteenth century)

b. New schools of art and forms of literature1. Painting depicted classical subjects, public events, natural scenes, and living people (portraits).2. New forms of literature evolved, such as the novel (e.g., Cervantes’ Don Quixote).

c. Technologies1. All-weather roads improved year- round transport and trade.2. New designs in farm tools increased productivity (agricultural revolution).3. Improvements in ship design lowered the cost of transport.

2. What improved technologies and institutions were important to European economies?

Essential New Vocabulary:Novel, baroque, classical


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Released Test Items

15. All of the following are correctly matched EXCEPT:

A Bach—composer.B Mozart—composer.C Delacroix—philosopher.D Voltaire—philosopher.

StandardWHII.7a The student will demonstrate knowledge of the Latin American revolutions of the nineteenth century by

a) describing the colonial system as it existed by 1800.


generalizations about events and life in world history

b. Use maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world. (WHII.1b)


Latin American revolutions of the nineteenth century were influenced by the clash of European cultures in the development of governments and ruling powers.

Spanish conquests in Latin America saw the rapid decline of native populations and introduction of slaves from Africa. Conquistadors were given governmental authority by the crown, becoming known as viceroys.

Essential Questions


Essential Knowledge

a. Characteristics of the colonial system1. Colonial governments mirrored the home governments.2. Catholicism had a strong influence on the development of the colonies.3. A major element of the economy was the mining of precious metals for export.4. Major cities were established as outposts of colonial authority.

HavanaMexico CityLimaSão PauloBuenos Aires

b. Rigid class structure1. Viceroys / colonial officers2. Creoles3. Mestizos

1. What were the characteristics of the colonial system in Latin America in the nineteenth century?

2. How did Spain and Portugal maintain control of their Latin American domains?

Essential New Vocabulary:Viceroys, creoles, mestizos

Timeframe: 7a, b, c, d // 5 days

Resources





StandardWHII.7b The student will demonstrate knowledge of the Latin American revolutions of the nineteenth century by

b) identifying the impact of the American and French Revolutions on Latin America.



The American and French Revolutions took place in the late 1700s. Within twenty years, the ideas and examples of these revolutions influenced the people of Latin America to establish independent nations, most notably in Haiti and Mexico.

Essential Questions

1. How did the American and French Revolutions influence Latin American independence movements?


Essential Knowledge

a. Influence of the American and French Revolutions on Latin America1. Slaves in Haiti rebelled, abolished slavery, and won independence.2. Father Miguel Hidalgo started the Mexican independence movement.3. French, Spanish, and Portuguese colonies gained independence.

b. Selected countries that gained independence during the 1800s1. Mexico2. Haiti3. Colombia4. Venezuela5. Brazil.


Timeframe: See previous day

Resources

StandardWHII.7c The student will demonstrate knowledge of the Latin American revolutions of the nineteenth century by

c) explaining the contributions of Toussaint L’Ouverture and Simón Bolivar.

Essential Skillsa. Identify, analyze, and interpret primary and secondary sources to make generalizations about

events and life in world history. (WHII.1a)

b. Use maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world. (WHII.1b)

Essential Understandings The contributions of Toussaint L’Ouverture and Simón Bolivar led to the development of






independent states in Latin America in the nineteenth century.

Essential Questions

1. What were the contributions of Toussaint L’Ouverture and Simón Bolivar to revolutions in Latin America?



Essential Knowledge

a. Contributions of Toussaint L’Ouverture1. Former slave who led Haitian rebellion against French2. Defeated the armies of three foreign powers: Spain, France, and Britain

b. Contributions of Simón Bolivar1. Native resident who led revolutionary efforts2. Liberated the northern areas of Latin Americaa

Resources




Standard WHII.7d The student will demonstrate knowledge of the Latin American revolutions of the nineteenth century byd) assessing the impact of the Monroe Doctrine.

Essential SkillsIdentify, analyze, and interpret primary and secondary sources to make generalizations about events and life in world history. (WHII.1a)

Use maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world. (WHII.1b)

Essential Understandings After the American Revolution, the United States wished to prevent foreign interference in America. The Monroe Doctrine was issued in 1823, alerting European powers that the American continents should not be considered for any future colonization.


Essential Knowledge

Impact of the Monroe DoctrineThe Monroe Doctrine was issued by President James Monroe in 1823.Latin American nations were acknowledged to be independent.The United States would regard as a threat to its own peace and safety any attempt by European powers to impose their system on any independent state in the Western Hemisphere.

Essential QuestionsHow did the Monroe Doctrine impact revolutions in Latin America?

Essential New Vocabulary:Monroe Doctrine


Resources





Standard WHII.8a The student will demonstrate knowledge of political and philosophical developments in Europe during the nineteenth century bya) assessing the impact of Napoleon and the Congress of Vienna, including changes in

political boundaries in Europe after 1815.




Essential Understandings The French Revolution left a powerful legacy for world history: secular society, nationalism, and democratic ideas.

Napoleon’s attempt to unify Europe under French domination was unsuccessful.


Essential Knowledge

Legacy of NapoleonUnsuccessful attempt to unify Europe under French dominationNapoleonic CodeAwakening of feelings of national pride and growth of nationalism

Legacy of the Congress of Vienna“Balance of power” doctrineRestoration of monarchiesNew political map of EuropeNew political philosophies (liberalism, conservatism)

The Congress of Vienna attempted to restore Europe as it had been before the French Revolution and Napoleonic conquests.

Essential Questions

1. What was the legacy of Napoleon?

2. What was the significance of the Congress of Vienna

Essential New Vocabulary:Nationalism, Napoleonic Code, balance of power, liberalism, conservatism

Timeframe: 1 day

Resources





Released Test Items

1. What was the significance of the Code of Napoleon?

A It was the first European constitution.B It was adopted by all European countries within ten years.C It established a series of rights and laws that did not rely on earlier customs.D It specified a return to a limited monarchy in France.

2. Generally, the revolutions of 1848 are remembered as what type of revolutions?

A expansionistB communistC liberalD realist

3. How did the revolutions of 1848 end?

A The revolutionaries achieved their wishes and created democratic governments throughout Europe.B The revolutionaries failed to achieve their goals; and conservatives soon won back control.C The revolutionaries successfully established monarchies in all European countries, but they failed to enact substantial poverty relief legislation.D The revolutionaries fought amongst themselves as Europe entered another decade of warfare.

Standard WHII.8b The student will demonstrate knowledge of political and philosophical developments in Europe during the nineteenth century by b) describing unsuccessful revolutions on the continent and political reform in the United Kingdom.


generalizations about events and life in world history. (WHII.1a)




The rise of nationalism was a powerful force behind European politics during the nineteenth century.

Widespread demands for political rights led to revolutions and legislative actions in Europe.


Essential Knowledge

National pride, economic competition, and democratic ideals stimulated the growth of nationalism.

The terms of the Congress of Vienna led to widespread discontent in Europe, especially in Italy and the German states. Unsuccessful revolutions of 1848 increased nationalistic tensions.

In contrast to continental Europe, the United Kingdom expanded political rights through legislative means and made slavery illegal in the British Empire.

Essential Questions1. How did nationalism and democracy influence national revolutions?


Timeframe: 1 day

Resources





Released Test Items

4. Generally, the revolutions of 1848 are remembered as what type of revolutions?

E expansionistF communistG liberalH realist

5. Approximately when did Germany and Italy organize into unified nation-states?

A 14th centuryB early decades of 16th centuryC 1810-1818D 1865-1875

Standard WHII.8c,d The student will demonstrate knowledge of political and philosophical developments in Europe during the nineteenth century byc) explaining events related to the unification of Italy and the role of Italian nationalists;d) explaining events related to the unification of Germany and the role of Bismarck.

Essential Skillsa) Use maps, globes, artifacts, and pictures to analyze the physical and cultural


b) Identify and compare contemporary political boundaries with the locations of civilizations, empires, and kingdoms. (WHII.1d)

c) Analyze trends in cultural interaction. (WHII.1e)

Essential Understandings Italy and Germany became nation-states long after the rest of Europe.

Essential Questions


Essential Knowledge

1. Unification of Italy• Count Cavour unified Northern Italy.• Giuseppe Garibaldi joined southern Italy to northern Italy.• The Papal States (including Rome) became the last to join Italy.

2. Unification of Germany• Otto von Bismarck led Prussia in the unification of Germany through war and

by appealing to nationalist feelings.• Bismarck’s actions were seen as an example of Realpolitik, which justifies all

means to achieve and hold power.• The Franco-Prussian War led to the creation of the German state.

1. What events led to the unification of Italy?

2. What role did Otto von Bismarck play in the unification of Germany?

Essential New Vocabulary:Realpolitik

Timeframe: 2 days + Review/Test days

Resources





Released Test Items

6. Which of the following individuals was NOT instrumental to the unification of Italy?

A Count Camilo di Cavour of Sardinia B Guisepppe Mazzini of Italy and his nationalist group “Young Italy”C French Emperor Napoleon IIID Giuseppe Garibaldi and his “Red Shirts”

7. Prussia went to war with France in order to:

A stir up nationalist sentiment in southern Germany.B incite a revolt against the French government.C regain territory lost to France in 1848.D counterbalance the influence of Austria.

8. Which of the following individuals became famous for “realpolitik” style used in the unification of Germany?

A King William IB Giuseppe GaribaldiC Otto von BismarckD Frederick Wilhelm IV

Standard WHII.9a The student will demonstrate knowledge of the effects of the Industrial Revolution during the nineteenth century bya) citing scientific, technological, and industrial developments and explaining how they

brought about urbanization and social and environmental changes.



b. Analyze trends in human migration andEssential Understandings

The Industrial Revolution began in England and spread to the rest of Western Europe and the United States.

With the Industrial Revolution came an increased demand for raw materials from the Americas, Asia, and Africa.

Advancements in technology produced the Industrial Revolution, while advancements in science and medicine altered the lives of people living in the new industrial cities. Cultural changes soon followed.

Essential Questions1. Why did the Industrial Revolution originate in England?

2. Why did the spread of industrialism to Europe and the United States accelerate colonialism and imperialism?

3. How did the Industrial Revolution produce changes in culture and society?

Essential New Vocabulary:Mass production, factory system, labor unions, collective bargaining

Timeframe: 6 days


Essential Knowledge

a. Industrial Revolution1. Originated in England because of its natural resources (e.g., coal, iron ore) and the

invention and improvement of the steam engine2. Spread to Europe and the United States3. Role of cotton textile, iron, and steel industries4. Relationship to the British Enclosure Movement5. Rise of the factory system and demise of cottage industries6. Rising economic powers that wanted to control raw materials and markets

throughout the world

b. Technological advances that produced the Industrial Revolution1. Spinning jenny: James Hargreaves2. Steam engine: James Watt3. Cotton gin: Eli Whitney4. Process for making steel: Henry Bessemer

c. Advancements in science and medicine1. Development of smallpox vaccination: Edward Jenner2. Discovery of bacteria: Louis Pasteur

d. Impacts of the Industrial Revolution on industrialized countries1. Population increase2. Increased standards of living for many but not all3. Improved transportation4. Urbanization5. Environmental pollution6. Increased education

7. Dissatisfaction of working class with working conditions8. Growth of the middle class

Resources





Released Test Items

1. All of the following technological and scientific advancements are correctly matched EXCEPT:

A steam engine—James Watt.B cotton gin—Eli Whitney.C discovered bacteria—William Pasteur.D smallpox vaccination—Henry Bessemer.

2. Because of its natural resources of coal and iron ore, and the invention and improvement of the steam engine, the Industrial Revolution began in:

A France.B Italy.C Germany.D England.

3. Which of these did NOT increase during the Industrial Revolution?

A populationB forestsC standard of livingD education

Standard WHII.9b The student will demonstrate knowledge of the effects of the Industrial Revolution during the nineteenth century byb) explaining the emergence of capitalism as a dominant economic pattern, and the

subsequent development of socialism and communism.

Essential Skillsa. Identify, analyze, and interpret primary and secondary sources to make generalizations

about events and life in world history. (WHII.1a)




Capitalism and market competition fueled the Industrial Revolution. Wealth increased the standard of living for some.

Social dislocations associated with capitalism produced a range of economic and political ideas, including socialism and communism.


Essential Knowledge

a. Capitalism1. Adam Smith’s The Wealth of Nations2. Role of market competition and entrepreneurial abilities3. Impact on standard of living and the growth of the middle class4. Dissatisfaction with poor working conditions and the unequal distribution of wealth in

society

b. Socialism and communism1. Karl Marx’s The Communist Manifesto (written with Friedrich Engels) and Das Kapital2. Response to the injustices of capitalism3. Importance to communists of redistribution of wealth

Essential Questions

1. What was the role of capitalism and market competition in the Industrial Revolution?

2. What were some theories opposed to capitalism?

Essential New Vocabulary:Capitalism, communism, socialism,

Timeframe: 2 days

Resources





Released Test Items

4. “Capitalism is destroying the lives of a huge percentage of workers. It leads to greedy people and an unhealthy society. The government should control all business.”Which author might argue something similar to this sentence?

A Karl MarxB Adam SmithC Harriet Beecher StoweD Nathaniel Hawthorne

5. Karl Marx and Friedrich Engels outlined their beliefs in communism and the development of a classless society in:

A Communist Manifesto.B The Wealth of Nations.C An Essay on the Principle of Population.Principles of Political Economy and Taxation

6. The Communist Manifesto argued that capitalism would eventually:

A be the dominant economic system in the world.B become the system in Europe but never be popular in the rest of the world.C be overthrown by a revolution of the proletariat or workers.D make everyone into wealthy owners of individual businesses.

Standard WHII.9c The student will demonstrate knowledge of the effects of the Industrial Revolution during the nineteenth century byc) describing the evolution of the nature of work and the labor force, including its effects

on families, the status of women and children, the slave trade, and the labor union movement.






Agricultural economies were based on the family unit. The Industrial Revolution had a significant impact on the structure and function of the family.

The Industrial Revolution placed new demands on the labor of men, women, and children. Workers organized labor unions to fight for improved working conditions and workers’ rights.

Essential Questions1. How did the Industrial Revolution impact the lives of women, children, and the

family?

2. How did the Industrial Revolution affect slavery?

3. Why did workers organize into labor unions?

Essential New Vocabulary:Cottage industry, factory system, labor unions, collective bargaining,


Essential Knowledge

a. The nature of work in the factory system1. Family-based cottage industries displaced by the factory system2. Harsh working conditions with men competing with women and children for

wages3. Child labor that kept costs of production low and profits high4. Owners of mines and factories who exercised considerable control over the lives

of their laborers

b. Impact of the Industrial Revolution on slavery1. The cotton gin increased demand for slave labor on American plantations.2. The United States and Britain outlawed the slave trade and then slavery.

c. Social effects of the Industrial Revolution1. Women and children entering the workplace as cheap labor2. Introduction of reforms to end child labor3. Expansion of education4. Women’s increased demands for suffrage

d. The rise of labor unions1. Encouraged worker-organized strikes to demand increased wages and improved

working conditions2. Lobbied for laws to improve the lives of workers, including women and children3. Wanted workers’ rights and collective bargaining between labor and

management

Timeframe: 2 days

Resources





Released Test Items

7. The increase in middle class women led to what?

A a large increase in marriagesB laws against factory work for womenC a sharp decline in the birth rateD more education and demands for suffrage

8. What did the use of child labor in factories lead to?

A child labor and education lawsB the formation of children's unionsC the creation of special factories for child workersD massive unemployment among older workers

9. During most of the nineteenth century, women and children:

A could not work in industrial factory settings.B were allowed to work part time in industrial factory settings.C were sources of cheap labor who worked extensively in factory settings.D worked occasionally in factory settings, but they were protected by the government.

Standard WHII.9d,e The student will demonstrate knowledge of the effects of the Industrial Revolution during the nineteenth century byd) explaining the rise of industrial economies and their link to imperialism and

nationalism;e) assessing the impact of European economic and military power on Asia and Africa, with

emphasis on the competition for resources and the responses of colonized peoples.

Essential Skillsa. Identify, analyze, and interpret primary and secondary sources to make generalizations

about events and life in world history. (WHII.1a)


c. Identify and compare contemporary political boundaries with the locations of civilizations, empires, and kingdoms. (WHII.1d)

d. Analyze trends in human migration and cultural interaction. (WHII.1e)

Essential Understandings Industrial nations in Europe needed natural resources and markets to expand their economies.

These nations competed to control Africa and Asia in order to secure their own economic and political success.

Imperialism spread the economic, political, and social philosophies of Europe throughout the world.

Resistance to imperialism took many forms, including armed conflict and intellectual movements.

Essential Questions

1. Why did European countries participate in imperialism and a race for colonies?

2. What were some responses of colonized peoples to European imperialism?

Essential New Vocabulary:Colonies, protectorates, spheres of influence


Essential Knowledge

Nationalism motivated European nations to compete for colonial possessions. European economic, military, and political power forced colonized countries to trade on European terms. Industrially produced goods flooded colonial markets and displaced their traditional industries. Colonized peoples resisted European domination and responded in diverse ways to Western influences.

a. Forms of imperialism1. Colonies2. Protectorates3. Spheres of influence

b. Imperialism in Africa and Asia1. European domination2. European conflicts carried to the colonies3. Christian missionary efforts4. Spheres of influence in China5. Suez Canal6. East India Company’s domination of Indian states7. America’s opening of Japan to trade

c. Responses of colonized peoples1. Armed conflicts (e.g., events leading to the Boxer Rebellion in China)2. • Rise of nationalism (e.g., first Indian nationalist party founded in the mid-

1800s)

Timeframe: 7 days + Review/Test days

Resources





Released Test Items

10. The Boer War in Africa demonstrates what?

A conflict between native groups seeking favor with EuropeansB conflict between Christian and Islamic forcesC European conflicts carried over to their colonies D conflict between colonizers and native populations

11. Which country was carved into spheres of influence by European powers in the late 19th century?

A IndiaB JapanC ChinaD Korea

12. The states of India were controlled by who?

A Turkish ambassadorsB the East India CompanyC Japanese tradersD American oil companies

13. Japan was opened to international trade by:

A war with China.B Russian ambassadors.C the East India Company.D an American trade expedition.

Standard WHII.10a,b The student will demonstrate knowledge of the worldwide impact of World War I bya) explaining economic causes, political causes, and major events and identifying major

leaders of the war, with emphasis on Woodrow Wilson and Kaiser Wilhelm II;b) explaining the outcomes and global effect of the war and the Treaty of Versailles.






World War I (1914-1918) was caused by competition among industrial nations in Europe and a failure of diplomacy. The war transformed European and American life, wrecked the economies of Europe, and planted the seeds for a second world war.

Essential Questions

1. What were the factors that produced World War I?

2. What were the major events of the war?

3. Who were the major leaders?

4. What were the outcomes and global effects of World War I?

5. What were the terms of the Treaty of Versailles?

Essential New Vocabulary:Militarism, mobilize, belligerents, u-boats, blockage, trench warfare, armistice, mandate system

Timeframe:


Essential Knowledge

a. Causes of World War I1. Alliances that divided Europe into competing camps2. Nationalistic feelings3. Diplomatic failures4. Imperialism5. Competition over colonies6. Militarism

b. Major events1. Assassination of Austria’s Archduke Ferdinand2. United States enters the war3. Russia leaves the war

c. Major leaders1. Woodrow Wilson2. Kaiser Wilhelm II

d. Outcomes and global effect1. Colonies’ participation in the war, which increased demands for independence2. End of the Russian Imperial, Ottoman, German, and Austro-Hungarian empires3. Enormous cost of the war in lives, property, and social disruption

e. Treaty of Versailles1. Forced Germany to accept responsibility for war and loss of territory and to pay

reparations

2. Limited the German military3. League of Nations

2 days

Resources





Released Test Items

1. Which of these is NOT traditionally given as a cause of World War I?

A nationalismB imperialismC militarismD socialism

2. What region was considered the “powder keg” of Europe before the outbreak of World War I due to its ethnic clashes and nationalist uprisings?

A Ottoman EmpireB RussiaC the BalkansD Great Britain

3. What was NOT one of the terms imposed on Germany by the Treaty of Versailles?

A Germany accepted blame for the warB Germany was forced to make reparations to other European nationsC Germany was ruled by a coalition of European nationsD the German military was severely limited

4. The trigger that started World War I was:

A the blockade of the British Isles.B the refusal of the Russian czar to assist the German famine.C the election in France of a militaristic government.D the assassination of Franz Ferdinand of Austria.

StandardWHII.10c The student will demonstrate knowledge of the worldwide impact of World War I byc) citing causes and consequences of the Russian Revolution.



b. Use maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world and to interpret the past since 1500 A.D. (C.E.) (WHII.1b)


Essential Understandings Tsarist Russia entered World War I as an absolute monarchy with sharp class divisions between the nobility and the peasants. The grievances of workers and peasants were not resolved by the Tsar. Inadequate administration in World War I led to revolution and an unsuccessful provisional government. A second revolution by the Bolsheviks created the communist state that ultimately became the U.S.S.R.

Essential Questions1. Why did Russia erupt in revolution while fighting in World War I?


Essential Knowledge

a. Causes of 1917 revolutions1. Defeat in war with Japan in 19052. Landless peasantry3. Incompetence of Tsar Nicholas II4. Military defeats and high casualties in World War I

b. Rise of communism1. Bolshevik Revolution and civil war2. Vladimir Lenin’s New Economic Policy3. Joseph Stalin, Lenin’s successor

2. How did communism rise in Russia?

Essential New Vocabulary:Bolshevik


Resources





Released Test Items

5. Which of these contributed to the Russian Revolution?

A absolute monarchy, landless peasants, and inadequate military suppliesB wars with Japan and the United StatesC Russian expansion into China and land reformsD war reparations to Germany and Western trade embargoes

6. The leader of the Bolshevik Revolution and responsible for the New Economic Policy (NEP) allowing peasants to sell their surplus for profits was:

A Joseph Stalin.B V.I. Lenin.C Rasputin.D Alexander Kerensky.

7. Wanting full control over every aspect of public and private life, totalitarianism became the focus of Lenin’s successor:

A Leon Trotsky.B Joseph Stalin.C Alexander Kerensky.D Karl Marx.

Standard WHII.11a The student will demonstrate knowledge of political, economic, social, and cultural developments during the Interwar Period bya) describing the League of Nations and the mandate system.




Essential Understandings After World War I, international organizations and agreements were established to avoid future conflicts.

Essential Questions

1. What was the League of Nations and why did it fail?

2. Why was the mandate system created?


Essential Knowledge

a. League of Nations1. International cooperative organization2. Established to prevent future wars3. United States not a member4. Failure of League because it did not have power to enforce its decisions

b. The mandate system1. During World War I, Great Britain and France agreed to divide large portions of

the Ottoman Empire in the Middle East between themselves.2. After the war, the “mandate system” gave Great Britain and France control over

the lands that became Iraq, Transjordan, and Palestine (British controlled) and Syria and Lebanon (French controlled).

3. The division of the Ottoman Empire through the mandate system planted the seeds for future conflicts in the Middle East.

Essential New Vocabulary:Fourteen Points, League of Nations, Mandate system,

Timeframe: 1 day

Resources




Released Test Items

1. Which of the following best identifies the major flaw in the League of Nations, leading to its demise?

A the Kellogg-Briand peace pactB Germany’s admission to the LeagueC the renunciation of war by every country in the worldD its inability to act as an enforcer because it had no armed forces

2. What nations administered territorial mandates in the Middle East under the League of Nations?

A Japan and ChinaB Britain and the United StatesC Germany and the Soviet UnionD France and Britain

Standard WHII.11b The student will demonstrate knowledge of political, economic, social, and cultural developments during the Interwar Period byb) citing causes and assessing the impact of worldwide depression in the 1930s.

Essential Skillsa. Identify, analyze, and interpret primary and secondary

sources to make generalizations about events and life in world history. (WHII.1a)


A period of uneven prosperity in the decade following World War I (the 1920s) was followed by worldwide depression in the 1930s. Depression weakened Western democracies, making it difficult for them to challenge the threat of totalitarianism.

Essential Questions1. Why did the world experience depression in the 1930s?

2. What political changes resulted from the worldwide depression?


Essential Knowledge

a. Causes of worldwide depression1. German reparations2. Expansion of production capacities and dominance of the United States in the

global economy3. High protective tariffs4. Excessive expansion of credit5. Stock Market Crash of 1929

b. Impact of worldwide depression1. High unemployment in industrial countries2. Bank failures and collapse of credit3. Collapse of prices in world trade4. Nazi Party’s growing importance in Germany; Nazi Party’s blame of European

Jews for economic collapse

Essential New Vocabulary:Tariff, Hawley-Smoot Tariff, depression, reparation,

Timeframe: 4 days

Resources





Released Test Items

3. Where did the Great Depression take place during the 1930s?

A all over the worldB United StatesC Europe and especially GermanyD Russia

4. What was NOT a factor that led to the Great Depression?

A restrictive tariffsB unavailability of creditC stock market crashD German war reparations

5. Where did the Great Depression take place during the 1930s?

E all over the worldF United StatesG Europe and especially GermanyH Russia

Standard WHII.11c The student will demonstrate knowledge of political, economic, social, and cultural developments during the Interwar Period byc) examining events related to the rise, aggression, and human costs of dictatorial regimes

in the Soviet Union, Germany, Italy, and Japan, and identifying their major leaders, i.e., Joseph Stalin, Adolf Hitler, Benito Mussolini, Hirohito, and Hideki Tojo.





Essential Understandings Economic disruptions following World War I led to unstable political conditions. Worldwide depression in the 1930s provided opportunities for the rise of dictators in the Soviet Union, Germany, Italy, and Japan.

A communist dictatorship was established by Vladimir Lenin and continued by Joseph Stalin in the Soviet Union.

The Treaty of Versailles worsened economic and political conditions in Europe and led to the rise of totalitarian regimes in Italy and Germany.

Japan emerged as a world power after World War I and conducted aggressive imperialistic policies in Asia.

Essential Questions

1. Why did dictatorial governments emerge in Germany, Italy, Japan, and the U.S.S.R. after World War I?

2. How did these regimes affect the world following World War I?

Essential New Vocabulary:Anti-semitism, facism, Nazism, collectivism, five-year plan


Essential Knowledge

a. U.S.S.R. during the Interwar Period — Joseph Stalin1. Entrenchment of communism2. Stalin’s policies: Five-year plans, collectivization of farms, state industrialization,

secret police3. Great Purge

b. Germany during the Interwar Period — Adolf Hitler1. Inflation and depression2. Democratic government weakened3. Anti-Semitism4. Extreme nationalism5. National Socialism (Nazism)6. German occupation of nearby countries

c. Italy during the Interwar Period — Benito Mussolini1. Rise of fascism2. Ambition to restore the glory of Rome3. Invasion of Ethiopia

d. Japan during the Interwar Period — Hirohito and Hideki Tojo1. Militarism2. Industrialization of Japan, leading to drive for raw materials3. Invasion of Korea, Manchuria, and the rest of China


Items


Textbook, Workbook, Newspapers, Magazines, Handouts, Overhead,

Computers, TV/VCR, Projector, Whiteboard, Selected videos, Review games, http://www.nyregents.org

Timeframe: 3 days + Review / Test days


Released Test Items

6. Which of the following was NOT a feature of communism under Joseph Stalin?

A strong opposition partiesB state-owned industriesC atheismD collective farms

7. What caused Japanese imperialism in Asia?

A The Japanese emperor claimed leadership of China.B The Treaty of Versailles gave Germany's colonies in Asia to Japan.C The United States imposed a trade embargo on Japan in 1920.D Japanese industries needed more raw materials than Japan itself could provide.

8. Fascism originated with the totalitarian government in what country?

A GermanyB ItalyC JapanD Austria

9. Which of the following did NOT contribute to the rise of the Nazi Party in Germany?

A increased anti-SemitismB a weak economyC war with FranceD weak democratic governments

Standard WHII.12a The student will demonstrate knowledge of the worldwide impact of World War II bya) explaining economic and political causes, describing major events, and identifying

leaders of the war, with emphasis on Franklin D. Roosevelt, Harry Truman, Dwight D. Eisenhower, Douglas MacArthur, George C. Marshall, Winston Churchill, Joseph Stalin, Adolf Hitler, Hideki Tojo, and Hirohito.

Essential Skillsa. Use maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of

the world and to interpret the past. (WHII.1b)

b. Identify geographic features important to the study of world history. (WHII.1c)



Many economic and political causes led to World War II. Major theaters of war included Africa, Europe, Asia, and the Pacific Islands. Leadership was essential to the Allied victory.

Essential Questions1. What were the causes of World War II?

2. What were the major events of World War II?

3. Who were the major leaders of World War II?

Essential New Vocabulary:Axis Powers, Allied Powers, appeasement, blitzkrieg, island hopping, genocide, Holocaust, Final Solution, Iron Curtain

Timeframe: 5 days


Essential Knowledge

a. Economic and political causes of World War II1. Aggression by the totalitarian powers of Germany, Italy, Japan2. Nationalism3. Failures of the Treaty of Versailles4. Weakness of the League of Nations5. Appeasement6. Tendencies towards isolationism and pacifism in Europe and the United States

b. Major events of the war (1939–1945)1. German invasion of Poland2. Fall of France3. Battle of Britain4. German invasion of the Soviet Union5. Japanese attack on Pearl Harbor6. D-Day (Allied invasion of Europe)7. Atomic bombs dropped on Hiroshima and Nagasaki

c. Major leaders of the war1. Franklin D. Roosevelt: U.S. president2. Harry Truman: U.S. president after death of President Roosevelt3. Dwight D. Eisenhower: Allied commander in Europe4. Douglas MacArthur: U.S. general5. George C. Marshall: U.S. general6. Winston Churchill: British prime minister7. Joseph Stalin: Soviet dictator8. Adolf Hitler: Nazi dictator of Germany9. Hideki Tojo: Japanese general10. Hirohito: Emperor of Japan

Resources





Released Test Items

1. Which of the following is an incorrect match?

A Douglas MacArthur—U.S. GeneralB Hirohito—Japanese GeneralC Winston Churchill—British Prime MinisterD Adolf Hitler—Nazi Dictator of Germany

2. President _________ described December 7 as “a date which will live in infamy.”

A Harry TrumanB Dwight EisenhowerC Franklin RooseveltD Theodore Roosevelt

Standard WHII.12b The student will demonstrate knowledge of the worldwide impact of World War II byb) examining the Holocaust and other examples of genocide in the twentieth century.


generalizations about events and life in world history.



Essential Understandings There had been a climate of hatred against Jews in Europe and Russia for centuries.

Various instances of genocide occurred throughout the twentieth century.

Essential Questions1. Why did the Holocaust occur?

2. What are other examples of genocide in the twentieth century?


Essential Knowledge

a. Terms to know1. genocide: The systematic and purposeful destruction of a racial, political,

religious, or cultural groupb. Elements leading to the Holocaust

1. Totalitarianism combined with nationalism2. History of anti-Semitism3. Defeat in World War I and economic depression blamed on German Jews4. Hitler’s belief in the master race5. Final solution: Extermination camps, gas chambers

c. Other examples of genocide1. Armenians by leaders of the Ottoman Empire2. Peasants, government and military leaders, and members of the elite in the

Soviet Union by Joseph Stalin3. Artists, technicians, former government officials, monks, minorities, and other

educated individuals by Pol Pot in Cambodia4. • Tutsi minority by Hutu in Rwanda

Essential New Vocabulary:Holocaust, Final Solution, genocide, totalitarianism

Timeframe: 12 b and c – 3 days + Review/Test days

Resources





Released Test Items

3. Besides the Holocaust, other persecutions, massacres, and genocides have taken place such as the Hutu persecution of Tutsi minority in:

A Ethiopia.B Rwanda.C Serbia.D Armenia.

4. Elements leading to the Holocaust in World War II included all of the following EXCEPT:

A Germany history of anti-Semitism.B Hitler’s belief in the master race.C defeat in World War I blamed on the Jews.D Soviet promises of a Jewish state in Germany after the war.

5. Where did attempted genocide occur in World War II?

A the United States with the forced internment of Japanese-AmericansB Russia with the great purges of military leadersC Germany and Europe with the attempted destruction of everyone with Jewish heritageD Japan with terrible treatment of Allied soldiers

Standard WHII.12c The student will demonstrate knowledge of the worldwide impact of World War II byc) explaining the terms of the peace, the war crimes trials, the division of Europe, plans to

rebuild Germany and Japan, and the creation of international cooperative organizations and the Universal Declaration of Human Rights (1948).

Essential Skillsa. Use artifacts and pictures to analyze the physical and cultural landscapes of the

world and to interpret the past. (WHII.1b)


Essential Understandings The outcomes of World War II included the war crimes trials, the division of Europe, plans to rebuild Germany and Japan, and the establishment of international cooperative organizations.

The Universal Declaration of Human Rights was issued in 1948 to protect the “inherent dignity and…the equal and inalienable rights of all members of the human family….”

Essential Questions

1. What were the outcomes of World War II?

2. What were the war crimes trials?

3. How did the Allies promote reconstruction of the defeated powers?

4. What were the international cooperative organizations created after World War II?

Essential New Vocabulary:Iron Curtain

Timeframe: See presvious


Essential Knowledge

a. Outcomes of World War II1. Loss of empires by European powers2. Establishment of two major powers in the world: The United States and the

U.S.S.R.3. War crimes trials4. Division of Europe, Iron Curtain5. Establishment of the United Nations6. The Universal Declaration of Human Rights7. Marshall Plan8. Formation of North Atlantic Treaty Organization (NATO) and Warsaw Pact

b. Efforts for reconstruction of Germany1. Democratic government installed in West Germany and West Berlin2. Germany and Berlin divided among the four Allied powers3. Emergence of West Germany as economic power in postwar Europe

c. Efforts for reconstruction of Japan1. United States occupation of Japan under MacArthur’s administration2. Democracy and economic development3. Elimination of Japan’s military offensive capabilities; guarantee of Japan’s security

by the United States4. Emergence of Japan as dominant economy in Asia

d. International Cooperative Organizations1. United Nations2. North Atlantic Treaty Organization (NATO)3. Warsaw Pact

e. The Universal Declaration of Human Rights1. Established and adopted by members of the United Nations

2. Provided a code of conduct for the treatment of people under the protection of their government

Resources





Released Test Items

1. The Soviet Union gained control of eastern Europe through an Allied agreement made in?

A BerlinB WashingtonC LondonD Yalta

2. The North Atlantic Treaty Organization is defined by all of the following EXCEPT:

A a defensive military alliance.B included the United States, Canada, and ten Western European nations.C was created as a companion to the Warsaw Pact.D was a result of heightened Western Europe fears of Soviet aggression.

3. Which of these did NOT happen soon after World War II?

A the United States instituted the Marshall PlanB the Soviet Union withdrew from eastern EuropeC European colonies gained independenceD Israel was created

Standard WHII.13a,b The student will demonstrate knowledge of major events in the second half of the twentieth century bya) explaining key events of the Cold War, including the competition between the American

and Soviet economic and political systems and the causes of the collapse of communism in the Soviet Union and Eastern Europe;

b) assessing the impact of nuclear weaponry on patterns of conflict and cooperation since 1945.




Essential Understandings Use maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world and to interpret the past. (WHII.1b)

Identify and compare contemporary political boundaries with the locations of civilizations, empires, and kingdoms. (WHII.1d)

Essential Questions

1. What events led to the Cold War?

2. What was the impact of nuclear weapons?

3. What were the causes and consequences of the collapse of the Soviet Union?

Essential New Vocabulary:Cold War, free enterprise, containment, domino theory,


Essential Knowledge

a. Beginning of the Cold War (1945–1948)1. The Yalta Conference and the Soviet control of Eastern Europe2. Rivalry between the United States and the U.S.S.R.3. Democracy and the free enterprise system vs. dictatorship and communism4. President Truman and the Policy of Containment5. Eastern Europe: Soviet satellite nations, the Iron Curtain

b. Characteristics of the Cold War (1948–1989)1. North Atlantic Treaty Organization (NATO) vs. Warsaw Pact2. Korean War3. Vietnam War4. Berlin and significance of Berlin Wall5. Cuban Missile Crisis6. Nuclear weapons and the theory of deterrence

c. Collapse of communism in the Soviet Union and Eastern Europe1. Soviet economic collapse2. Nationalism in Warsaw Pact countries3. Tearing down of Berlin Wall4. Breakup of the Soviet Union5. • Expansion of NATO

Timeframe: 13 a, b, c // 4 days

Resources





Released Test Items

1. President Truman’s policy of Containment was an attempt to contain or stop the spread of:

A nuclear weapons.B economic problems of Post WWII.C communism.D continued hostilities from World War II.

2. Which of the following best describes the Truman doctrine?

A The United States will give economic assistance to any country in the world that believes in democracy.B The United States will do anything to contain Communism and stop its spread.C The United States will ensure that Europeans and Americans are able to retain their foreign colonial possessions.D The United States will fight to prevent negative trade restrictions aimed at American companies.

3. What are the two ideologies which created conflict between the two superpowers?

A Capitalism and CommunismB Protestantism and CatholicismC Utopianism and MilitarismD Christianity and Hinduism

Standard WHII.13c The student will demonstrate knowledge of major events in the second half of the twentieth century byc) describing conflicts and revolutionary movements in eastern Asia, including those in

China and Vietnam, and their major leaders, i.e., Mao Tse-tung (Zedong), Chiang Kai-shek, and Ho Chi Minh.






Japanese occupation of European colonies in Asia heightened demands for independence after World War II.

After World War II, the United States pursued a policy of containment against communism. This policy included the development of regional alliances against Soviet and Chinese aggression. The Cold War led to armed conflict in Korea and Vietnam.

Essential Questions

1. How did the Cold War influence conflicts in Eastern Asia after World War II?

2. What was the policy of containment?

Essential New Vocabulary:Containment, imperialism, domino theory,

Timeframe:


Essential Knowledge

a. Terms to know1. containment: A policy for preventing the expansion of communism

b. Conflicts and revolutionary movements in China1. Division of China into two nations at the end of the Chinese civil war2. Chiang Kai-shek (Jiang Jieshi): Nationalist China (island of Taiwan)3. Mao Tse-tung (Mao Zedong): Communist China (mainland China)4. Continuing conflict between the two Chinas5. Communist China’s participation in Korean War

c. Conflicts and revolutionary movements in Vietnam1. Role of French Imperialism2. Leadership of Ho Chi Minh3. Vietnam as a divided nation4. Influence of policy of containment5. The United States and the Vietnam War6. Vietnam as a reunited communist country today


Items


Textbook, Workbook, Newspapers, Magazines, Handouts, Overhead, Computers, TV/VCR, Projector, Whiteboard, videos, Review games, http://www.nyregents.org


Released Test Items

4. For the United States, how were the Korean and Vietnam wars similar?

A The United States joined both wars to increase their colonial holdings.B The United States defeated the Soviet Union in both wars.C The United States succeeded in preventing Communist takeovers in both wars.D The United States joined both wars to prevent the spread of Communism.

5. After three years of fighting the Korean War, the border between North and South Korea:

A moved further north.B moved further south.C remained at approximately the 38th degree north latitude.D was removed, creating a united Korea.

6. The outcome of China’s civil war worried Americans because:

A it showed that Asians have a militaristic spirit.B the capitalists were now in direct competition with the Americans.C Buddhism seemed to be sweeping through China.D the successful Communists seemed to be advancing all over the world.

Standard WHII.13d The student will demonstrate knowledge of major events and outcomes of the Cold War byd) describing major contributions of selected world leaders in the second half of the

twentieth century, including Indira Gandhi, Margaret Thatcher, Mikhail Gorbachev, and Deng Xiaoping.




World leaders made major contributions to events in the second half of the twentieth century.

Essential Questions

1. What roles did Indira Gandhi, Margaret Thatcher, Mikhail Gorbachev, and Deng Xiaoping play in major events in the second half of the twentieth century?

Essential New Vocabulary:Glasnost, perestroika

Timeframe: 2 days


Essential Knowledge

a. Indira Gandhi1. Closer relationship between India and the Soviet Union during the Cold War2. Developed nuclear program

b. Margaret Thatcher1. British prime minister2. Free trade and less government regulation of business3. Close relationship with United States and U.S. foreign policy4. Assertion of United Kingdom’s military power

c. Mikhail Gorbachev1. Glasnost and perestroika2. Fall of the Berlin Wall3. Last president of Soviet Union

d. Deng Xiaoping1. Reformed Communist China’s economy to a market economy leading to rapid

economic growth2. Continued communist control of government


Items


Textbook, Workbook, Newspapers, Magazines, Handouts, Overhead, Computers, TV/VCR, Projector, Whiteboard, Selected videos, Review games,

http://www.nyregents.org


Released Test Items

What was a direct result of the FourModernizations introduced in China by DengXiaoping?(1) Freedom of speech was guaranteed.(2) Goods and services were evenly distributed.(3) Economic opportunities were expanded.(4) Fewer consumer goods were produced.

Standard WHII.14a The student will demonstrate knowledge of political, economic, social, and cultural aspects of independence movements and development efforts bya) describing the struggles for self-rule, including Gandhi’s leadership in India and the

development of India’s democracy.




Essential Understandings British policies and India’s demand for self-rule led to the rise of the Indian independence movement, resulting in the creation of new states in the Indian sub-continent.

The Republic of India, a democratic nation, developed after the country gained independence.

Essential Questions

1. Who was a leader of the Indian independence movement, and what tactics did he use?

2. What were the outcomes of the Indian independence movement?

Essential New Vocabulary:Civil disobedience, passive resistance,

Timeframe: 14a, b, c, // 5 days + Review/Test days


Essential Knowledge

a. Regional setting for the Indian independence movement1. Indian sub-continent2. British India3. India4. Pakistan (formerly West Pakistan)5. Bangladesh (formerly East Pakistan)6. Sri Lanka (formerly Ceylon)

b. Evolution of the Indian independence movement1. British rule in India2. Indian National Congress3. Leadership of Mohandas Gandhi4. Role of civil disobedience and passive resistance5. Political division along Hindu-Muslim lines — Pakistan/India6. Republic of India

a. World’s largest democratic nationb. Federal system, giving many powers to the states

c. Indian democracy1. Jawaharlal Nehru, a close associate of Gandhi, supported western-style

industrialization.2. 1950 Constitution sought to prohibit caste discrimination.3. Ethnic and religious differences caused problems in the development of India as a

democratic nation.4. New economic development has helped to ease financial problems of the nation

Resources





Standard WHII.14b The student will demonstrate knowledge of political, economic, social, and cultural aspects of independence movements and development efforts byb) describing Africa’s achievement of independence, including Jomo Kenyatta’s leadership

of Kenya and Nelson Mandela’s role in South Africa.





The charter of the United Nations guaranteed colonial populations the right to self-determination.Independence movements in Africa challenged European imperialism.

Essential Questions

1. Why did independence movements in Africa gain success after World War II?

2. What was Jomo Kenyatta’s leadership role in Kenya?


Essential Knowledge

a. The independence movement in Africa1. Right to self-determination (U.N. charter)2. Peaceful and violent revolutions after World War II3. Pride in African cultures and heritage4. Resentment of imperial rule and economic exploitation5. Loss of colonies by Great Britain, France, Belgium, and Portugal; influence of

superpower rivalry during the Cold War

b. Examples of independence movements and subsequent development efforts1. West Africa: Peaceful transition2. Algeria: War of Independence from France3. Kenya (Britain): Violent struggle under leadership of Jomo Kenyatta4. South Africa: Black South Africans’ struggle against apartheid led by Nelson

Mandela, who became the first black president of the Republic of South Africa

3. What was Nelson Mandela’s leadership role in South Africa?

Essential New Vocabulary:Apartheid, self-determination


Resources





Standard WHII.14c The student will demonstrate knowledge of political, economic, social, and cultural aspects of independence movements and development efforts byc) describing the end of the mandate system and the creation of states in the Middle East,

including the roles of Golda Meir and Gamal Abdul Nasser.

Essential Skillsa. Identify geographic features important to the study of world history. (WHII.1c)




The mandate system established after World War I was phased out after World War II. With the end of the mandates, new states were created in the Middle East.

Essential Questions

1. What were the results of the United Nations’ decision to end the mandate system in terms of states created (locations) and their subsequent problems?

2. What was the role of Golda Meir and Gamal Abdul Nasser in the creation of the states in the Middle East?




Essential Knowledge

a. Mandates in the Middle East1. Established by the League of Nations2. Granted independence after World War II3. Resulted in Middle East conflicts created by religious differences

b. French mandates in the Middle East1. Syria2. Lebanon

c. British mandates in the Middle East1. Jordan (originally Transjordan)2. Palestine (a part became independent as the State of Israel)

d. Golda Meir1. Prime Minister of Israel2. After initial setbacks, led Israel to victory in Yom Kippur War3. Sought support of United States

e. Gamal Abdul Nasser1. President of Egypt2. Nationalized Suez Canal3. Established relationship with Soviet Union4. Built Aswan High Dam


Items


Textbook, Workbook, Newspapers,

Magazines, Handouts, Overhead, Computers, TV/VCR, Projector, Whiteboard, Selected videos, Review games, http://www.nyregents.org


Standard WHII.15a The student will demonstrate knowledge of the influence of Judaism, Christianity, Islam, Buddhism, and Hinduism in the contemporary world bya) describing their beliefs, sacred writings, traditions, and customs.



Essential Understandings Five world religions have had a profound impact on culture and civilization.

Essential Questions

1. What are some characteristics of the five major world religions?

Essential New Vocabulary:Five Pillars of Islam, Four Noble Truths, Eightfold Path, reincarnation, Karma,


Essential Knowledge

a. Judaism1. Monotheism2. Ten Commandments of moral and religious conduct3. Torah: Written records and beliefs of the Jews

b. Christianity1. Monotheism2. Jesus as Son of God3. Life after death4. New Testament: Life and teachings of Jesus5. Establishment of Christian doctrines by early church councils

c. Islam1. Monotheism2. Muhammad, the prophet3. Qur’an (Koran)4. Five Pillars of Islam5. Mecca and Medina

d. Buddhism1. Founder: Siddhartha Gautama (Buddha)2. Four Noble Truths3. Eightfold Path to Enlightenment4. Spread of Buddhism from India to China and other parts of Asia, resulting from

Asoka’s missionaries and their writingse. Hinduism

1. Many forms of one God

2. Reincarnation: Rebirth based upon karma3. Karma: Knowledge that all thoughts and actions result in future

Consequences

Timeframe: 3 days

Resources





Standard WHII.15b The student will demonstrate knowledge of the influence of Judaism, Christianity, Islam, Buddhism, and Hinduism in the contemporary world byb) locating the geographic distribution of religions in the contemporary world.





Essential Understandings Five world religions have had a profound impact on culture and civilization. These religions are found worldwide, but their followers tend to be concentrated in certain geographic areas.


Essential Knowledge

a. Geographic distribution of world’s major religions1. Judaism: Concentrated in Israel and North America2. Christianity: Concentrated in Europe and North and South America3. Islam: Concentrated in the Middle East, Africa, and Asia4. Hinduism: Concentrated in India5. Buddhism: Concentrated in East and Southeast Asia

Essential Questions1. Where are the followers of the five world religions concentrated?



Resources





Standard WHII.16a The student will demonstrate knowledge of cultural, economic, and social conditions in developed and developing nations of the contemporary world bya) identifying contemporary political issues, with emphasis on migrations of refugees and

others, ethnic/religious conflicts, and the impact of technology, including chemical and biological technologies.






Developed and developing nations face many challenges. These include migrations, ethnic and religious conflicts, and the impact of new technologies.

Essential Questions

1. What are some challenges faced by the contemporary world?


Essential Knowledge

a. Migrations of refugees and others1. Refugees as an issue in international conflicts2. Migrations of “guest workers” to European cities

b. Ethnic and religious conflicts1. Middle East2. Northern Ireland3. Balkans4. Horn of Africa5. South Asia

c. Impact of new technologies1. Widespread but unequal access to computers and instantaneous communications2. Genetic engineering and bioethics

2. What new technologies have created opportunities and challenges?

Essential New Vocabulary:Refugee, migration, guest worker, biotechnology, bioethics,

Timeframe: 16a, b, c, d // 4-5 days + Review/Test Days

Resources





Standard WHII.16b The student will demonstrate knowledge of cultural, economic, and social conditions in developed and developing nations of the contemporary world byb) assessing the impact of economic development and global population growth on the

environment and society, including an understanding of the links between economic and political freedom.






Developed and developing nations are characterized by different levels of economic development, population characteristics, and social conditions.

Economic development and the rapid growth of population are having an impact on the environment.

Sound economic conditions contribute to a stable democracy, and political freedom helps foster economic development.

Essential Questions

1. How does the developing world compare with the developed world in terms of economic, social, and population characteristics?

2. What impact are economic development and rapid population growth having on the environment?

3. What are the links between economic and political freedom?


Essential Knowledge

a. Contrasts between developed and developing nations1. Geographic locations of major developed and developing countries2. Economic conditions3. Social conditions (literacy, access to health care)4. Population size and rate of growth

b. Factors affecting environment and society1. Economic development2. Rapid population growth

c. Environmental challenges1. Pollution2. Loss of habitat3. Global climate change

d. Social challenges1. Poverty2. Poor health3. Illiteracy4. Famine5. Migration

e. Relationship between economic and political freedom1. Free market economies produce rising standards of living and an expanding

middle class, which produces growing demands for political freedoms and individual rights. Recent examples include Taiwan and South Korea. Essential New Vocabulary:

Pollution, loss of habitat, global climate change, gross domestic product, Literacy, illiteracy


Resources





Standard WHII.16c The student will demonstrate knowledge of cultural, economic, and social conditions in developed and developing nations of the contemporary world byc) describing economic interdependence, including the rise of multinational corporations,

international organizations, and trade agreements.





d. Analyze trends in human migration and cultural interaction. (WHII.1e)


The countries of the world are increasingly dependent on each other for raw materials, markets, and financial resources, although there is still a difference between the developed and developing nations.


Essential Knowledge

a. Economic interdependence1. Role of rapid transportation, communication, and computer networks2. Rise and influence of multinational corporations3. Changing role of international boundaries4. Regional integration, e.g., European Union5. Trade agreements, e.g., North American Free Trade Agreement (NAFTA), World

Trade Organization (WTO)6. International organizations, e.g., United Nations (UN), International Monetary

Fund (IMF)

Essential Questions1. How is economic interdependence changing the world?

Essential New Vocabulary:Multi-national corporation, international (global ) interdependence


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Standard WHII.16d The student will demonstrate knowledge of cultural, economic, and social conditions in developed and developing nations of the contemporary world byd) analyzing the increasing impact of terrorism.



Essential Understandings Both developed and developing nations of the world have problems that are brought about by inequities in their social, cultural, and economic systems.

Some individuals choose to deal with these unequal conditions through the use of terrorist activities.

Terrorism is the use of violence and threats to intimidate and coerce for political reasons.

A major cause of terrorism is religious extremism.

Essential Questions


Essential Knowledge

a. Examples of international terrorism1. Munich Olympics2. Terrorist attacks in the United States (e.g., 9/11/2001) motivated by extremism

(Osama bin Laden).3. Car bombings4. Suicide bombers5. Airline hijackers

b. Governmental responses to terrorist activities1. Surveillance2. Review of privacy rights3. Security at ports and airports4. Identification badges and photos

1. What are some examples of international terrorism in our world today that have impacted developed and developing nations?

2. How has terrorism impacted developed and developing nations in the contemporary world?

Essential New Vocabulary:terrorism

Timeframe: See previous frame

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