Name 50 Review Questions. WHII Voorhees. 1. WHIISOL2b. The Renaissance began in the wealthy city-states of a) Greece b) Italy c) England d) France

Size: px
Start display at page:

Download "Name 50 Review Questions. WHII Voorhees. 1. WHIISOL2b. The Renaissance began in the wealthy city-states of a) Greece b) Italy c) England d) France"

Transcription

1 WHII Voorhees Name 50 Review Questions 1. WHIISOL2b The Renaissance began in the wealthy city-states of a) Greece b) Italy c) England d) France 2. WHIISOL11c How did World War II end? f) the Allies and Axis powers agreed to resolve their differences peacefully g) The League of Nations decreed that war is illegal h) The Germans forced the Soviets to surrender j) The United States dropped two atomic bombs on Japan 3. WHIISOL2b All of the following reflect the philosophy of humanism EXCEPT a) celebration of the individual b) stimulation of the study of Greek and Roman literature c) low expectation of earthly comfort d) encouragement of artistic and literary creativity 4. WHIISOL2b Which of the following works is NOT properly matched with the person who created it? f) The Last Supper - Michelangelo g) The Praise of Folly - Erasmus h) Romeo and Juliet - Shakespeare j) Mona Lisa - Leonardo da Vinci 5. WHIISOL2c Around 1500 A.D. Judaism was concentrated in a) northern Europe b) Europe and the Middle East c) Germany and Africa d) the Middle East and Asia

2 6. WHIISOL2c Around 1500 A.D. Hinduism was concentrated in f) Europe and India g) the Middle East and India h) India and part of Southeast Asia j) India and Africa 7. WHIISOL2d By 1500, regional trade patterns linked Europe with Asia and Africa by the a) northern European link with the Mediterranean Sea b) maritime route across the Atlantic Ocean c) trans-saharan route across Russia d) Silk Road 8. WHIISOL2e Which of the following is not a scientific advancement developed by the Chinese f) paper g) silk h) number system j) porcelain 9. WHIISOL3a The statement, The just shall live by faith, is associated with which Reformation leader? a) Martin Luther b) John Calvin c) Henry VIII d) The Pope 10. WHIISOL3b As the Reformation moved to Germany, the continued to support the Roman Catholic Church. f) monarch g) Princes in Northern Germany h) Hapsburg family j) the Medici family

3 11. WHIISOL3b The special court used by the Catholic Church to punish heretics was the a) Index b) Estates General c) Parliament d) Inquisition 12. WHIISOL5b All of the following statements are true about the Mughals EXCEPT they f) spread Islam into India g) they are the ancestors of the Mongols h) built the Taj Majal j) influenced the British textile industry 13. WHIISOL5d During the Age of Exploration, what did Africans want from Europeans in exchange for slaves and raw materials? a) freedom b) manufactured goods c) gold d) cotton 14. WHIISOL6d The Scientific Revolution is generally acknowledged to have begun when a small group of scholars questioned the validity of the f) Earth s location in the middle of the universe g) law of universal gravitation h) divine right of kings j) origin of species 15. WHIISOL6a Galileo, Copernicus and Kepler were all concerned with a) experimenting with gravity b) investigating human anatomy and the circulation of blood c) conducting new experiments with chemical compounds

4 d) studying astronomy and physics 16. WHIISOL6b An absolute monarchy is one in which f) church authority is dominant over the monarch g) an elected parliament is permitted h) the monarch guarantees absolute protection of citizen rights j) the monarch has total control of laws and finances 17. WHIISOL6c The Glorious Revolution of 1688 was important because it a) brought westernization to Russia b) was a step toward limiting the power of the monarch c) began a movement toward religious freedom d) led directly to the Age of Enlightenment 18. WHIISOL6c Who became the ruler of England when Charles I was executed? f) Charles II g) James I h) Oliver Cromwell j) William and Mary 19. WHIISOL6d The 18th century period when scholars believed the use of reason could solve all problems is called a) the Scientific Revolution b) the Enlightenment c) Deism d) the Revolution of Reason 20. WHIISOL6d On which principle did Rousseau, Locke and Jefferson all agree? f) Government exists to protect the rights of the people g) An occasional revolution is a good thing h) Powers should be separated among legislative, judicial and executive branches j) The power of kings comes from divine right

5 21. WHIISOL6e The fall of the Bastille was important because it a) freed many political prisoners b) showed popular support for revolutionary change c) led to the arrest of the king d) forced the king to immediately grant a constitution 22. WHIISOL6e The French Revolution ended with f) the overthrow of Louis XVI and the ultimate rise to power of Napoleon g) a return to the monarchy of King Louis XVI h) a constitutional government j) a pure democracy 23. WHIISOL6e During the Reign of Terror in France, all of the following occurred EXCEPT a) leaders instituted a plan to eliminate opposition to the French Revolution b) prices of key products, including bread, were fixed and rationing was instituted c) Churches were closed d) the ideas of the Jacobins were supported throughout Europe 24. WHIISOL6f The American and French Revolutions influenced the independence of colonies of all of the following EXCEPT f) Portugal g) Netherlands h) Spain j) France 25. WHIISOL6f What is the correct sequence of these three revolutions? a) French Revolution, American Revolution, Glorious Revolution b) Glorious Revolution, French Revolution, American Revolution c) Glorious Revolution, American Revolution, French Revolution d) American Revolution, Glorious Revolution, French Revolution

6 26. WHIISOL6g During the Enlightenment new forms of art and literature were established including f) still life paintings and short stories g) portraits and novels h) landscapes and poetry j) seascapes and essays 27. WHIISOL6g Which of the following is NOT representative of the Enlightenment period? a) Bach b) Mozart c) Delacroix d) Erasmus 28. WHIISOL7a Which statement best shows how the Congress of Vienna turned back the hands of time? f) It promoted a stronger France and Germany g) It promoted balance of power and suppressed democracy h) It promoted democracy and suppressed conservatism j) It restored Napoleon to power and promoted dictatorship 29. WHIISOL7b Nationalism was a major force in Europe during the first half of the nineteenth century. Which is nationalism? a) An increasing love of monarchies and traditional rule b) The urge to unite peoples of common history and culture c) A superior racial attitude possessed by majority of white Europeans d) The idea of conquering neighboring rivals for territory and wealth 30. WHIISOL9a After the assassination of Franz Ferdinand, which of the following was demanded by Austria and rejected by Serbia? f) Bosnian independence g) German sovereignty over Austria h) An Austrian role in the assassination investigation j) Russian participation in future problems with Slavs in Austria

7 31. WHIISOL9a Alliances and commitments increased the 1914 conflict between Austria and Serbia into World War I. Which commitments played the largest part in this? a) Russia to defend Serbia and Britain to defend Belgium b) Serbia to defend Belgium and Russia to defend Austria c) Italy to defend Germany and Russia to defend Austria d) The United States to defend France and Britain 32. WHIISOL9a The opponents in the first World War were f) France and her allies against England and her allies g) Russia, France and England against Germany, Austria-Hungary, and the Ottoman Empire h) Russia and Germany against all of the remaining powers of Europe j) England and Italy against Germany and Russia 33. WHIISOL9a The United States was persuaded to join the war because of its trade connections with the Allies and its a) dislike of the Kaiser b) nationalist feelings c) aim for European expansion d) belief in democracy 34. WHIISOL9b The Treaty of Versailles that ended World War I included all of the following EXCEPT a clause that f) placed blame for the war on Germany g) required Germany to pay all reparations h) restored Poland as an independent nation j) maintained Alsace-Lorraine as a part of Germany 35. WHIISOL9c Under Lenin s New Economic Policy a) some free enterprise was allowed b) only heavy industry was nationalized c) farming and transportation were nationalized d) all industries were nationalized

8 36. WHIISOL10a After World War I a plan for peace was proposed that called for the f) establishment of alliances to protect Western Europe g) restoration of the monarchies that had been overthrown h) collections of huge war damages from Germany j) settlement of international disputes by a League of Nations 37. WHIISOL10b Where did the Great Depression take place during the 1930 s? a) all over the world b) United States c) Europe and especially Germany d) Russia 38. WHIISOL10c Stalinist society was characterized by f) collectivization of farms g) the encouragement of religion h) an openness to political diversity j) discrimination against women seeking jobs 39. WHIISOL10c Most Germans reacted to Hitler s purge of Jews with a) hostility and anger b) apathy and indifference c) protests and demonstrations d) calls for him to purge more minority groups 40. WHIISOL10c Which of the following would have most likely supported Hitler? f) Communists g) Conservatives h) Nationalists j) Social Democrats

9 41. WHIISOL10c Which of the following was not a modern totalitarian state in the 1930 s? a) Germany b) Italy c) Russia d) France 42. WHIISOL10c In the early 20th century Japan sought to expand its territory and invaded all of the following areas EXCEPT f) China g) Vietnam h) Korea j) Manchuria 43. WHIISOL11b Which of the following examples of genocide in the 20th century is NOT correctly paired? a) Armenians by the Ottoman Turks b) Soviet peasants by Nikolai Lenin c) Tutsi minority by Hutu in Rwanda d) Muslims and Croats by Bosnian Serbs 44. WHIISOL12a Competition between the United States and the U.S.S.R. laid the foundation for the Cold War. All of the following are characteristic of the Cold War EXCEPT the f) U-boat g) Berlin Wall h) Cuban Missile Crisis j) Korean War 45. WHIISOL12a After World War II, most of Eastern Europe was under Soviet dominance. These countries were said to be behind the a) Berlin Wall b) Buffer Zone c) Great Wall of China d) Iron Curtain

10 46. WHIISOL12a The United States commitment to restrict the spread of communism was called f) anti-communism g) containment h) isolationism j) nationalism 47. WHIISOL12b As a result of a series of reforms in the 1980 s it became increasingly difficult to keep the Soviet Union together. Which Soviet leader was responsible for these reforms? a) Leonid Brezhnev b) Mikhail Gorbachev c) Boris Yeltsin d) Vladimir Putin 48. WHIISOL12c Which Asian leader became the leader of Nationalist China? f) Mao Tse-tung (Mao Zedong) g) Ho Chi Minh h) Chiang Kai-Shek (Jiang Jieshi) j) Mohandas Gandhi 49. WHIISOL12c The leader of the Viet Minh in 1945 who declared Vietnam independent and triggered a long war for independence was a) Pol Pot b) Ngo Dinh Diem c) Ho Chi Minh d) U Nu 50. WHIISOL13c The mandate system established after World War I was phased out after WWII. Which of the mandates is now known as Israel? f) Syria g) Lebanon h) Jordan j) Palestine

Curriculum Pacing Guide Grade/Course: World History and Geography 1500 to the Present Grading Period: 1 st 9 Weeks

Curriculum Pacing Guide Grade/Course: World History and Geography 1500 to the Present Grading Period: 1 st 9 Weeks 2011-12 Curriculum Pacing Guide Grade/Course: World History and Geography 1500 to the Present Grading Period: 1 st 9 Weeks Time Frame 1 Week Geography, Trade, and Religions Review: A. Basic Map and globe

More information

First Nine Weeks-August 20-October 23, 2014

First Nine Weeks-August 20-October 23, 2014 Middle School Map-at-a-Glance Guide-7th Grade Social Studies At-a-Glance 2014-2015 Please note: It is very important to follow the order of this pacing guide. As students move from one school to another

More information

History and Social Science Standards of Learning. Grades World History and Geography: 1500 A.D. to the Present

History and Social Science Standards of Learning. Grades World History and Geography: 1500 A.D. to the Present Prentice Hall World History: Connections To Today 2005, The Modern Era Virginia Social Studies Standards of Learning, Secondary Course, World History and Geography: 1500 A.D. to the Present (Grades 9-12)

More information

Modern World History - Honors Course Study Guide

Modern World History - Honors Course Study Guide Created 1-11 Modern World History - Honors Course Study Guide Unit I Absolutism 1. What was absolutism? How did the absolute monarchs of Europe in the 16 th and 17 th centuries justify their right to rule?

More information

WORLD HISTORY Curriculum Map

WORLD HISTORY Curriculum Map WORLD HISTORY Curriculum Map (1 st Semester) WEEK 1- ANCIENT HISTORY Suggested Chapters 1 SS Standards LA.910.1.6.1-3 LA.910.2.2.1-3 SS.912.G.1-3 SS.912.G.2.1-3 SS.912.G.4.1-9 SS.912.H.1.3 SS.912.H.3.1

More information

FINAL EXAM REVIEW. World History Fall 2013 Ms. Suhrstedt

FINAL EXAM REVIEW. World History Fall 2013 Ms. Suhrstedt FINAL EXAM REVIEW World History Fall 2013 Ms. Suhrstedt World History Themes Throughout human history: There has been a struggle between continuity and change. EXAMPLES: Protestant Reformation Scientific

More information

Test Blueprint. Course Name: World History Florida DOE Number: Grade Level: 9-12 Content Area: Social Studies. Moderate Complexity.

Test Blueprint. Course Name: World History Florida DOE Number: Grade Level: 9-12 Content Area: Social Studies. Moderate Complexity. Test Blueprint Course Name: World History Florida DOE Number: 2109310 Grade Level: 9-12 Content Area: Social Studies Course Objective - Standard Standard 1: Utilize historical inquiry skills and analytical

More information

GRADE 7 Contemporary Cultures: 1600 to the Present

GRADE 7 Contemporary Cultures: 1600 to the Present Contemporary Cultures: 1600 to the Present Social studies in the seventh grade is a course in contemporary cultures that continues from the examination of early cultures in grade six. In grade seven, students

More information

Unit Curriculum Map. Standards-based Essential Skills & Concepts to be Targeted Throughout the Unit. Non Fiction text Charts/ Graphs Maps

Unit Curriculum Map. Standards-based Essential Skills & Concepts to be Targeted Throughout the Unit. Non Fiction text Charts/ Graphs Maps Theme/: 1 The World Before Modern Times The first communities, many of which emerged in river valleys where early humans settled to farm, slowly developed into civilizations with their own cultures, religions,

More information

Adam Smith. Archduke Ferdinand. Armenians. Bach. Cardinal Richelieu. Charles I. Charles II. Chiang Kai-Shek (Jaing Jieshi)

Adam Smith. Archduke Ferdinand. Armenians. Bach. Cardinal Richelieu. Charles I. Charles II. Chiang Kai-Shek (Jaing Jieshi) Adam Smith Author of "Wealth of Nations" in favor of Captilism Adolf Hitler Nazi leader of Germany Archduke Ferdinand Armenians Bach Heir to Austrian throne who was assassinated Targeted by Ottomans for

More information

TABLE OF CONTENTS UNIT 1 LONG AGO

TABLE OF CONTENTS UNIT 1 LONG AGO TABLE OF CONTENTS UNIT 1 LONG AGO IMPORTANT WORDS TO KNOW... 1 CHAPTER 1 LONG AGO LONG AGO... 2 FIRST CIVILIZATION... 3 EGYPT...4 FIRST EMPIRES... 5 INDIA AND CHINA... 6 CHAPTER 2 ANCIENT GREECE GREECE...

More information

European History

European History European History 101 http://www.ling.gu.se/projekt/sprakfrageladan/images/europe_map.gif Ancient Greece 800BC ~ 200BC Birthplace of Democracy Known for system of government city-states Spread Greek culture

More information

Domestic policy WWI. Foreign Policy. Balance of Power

Domestic policy WWI. Foreign Policy. Balance of Power Domestic policy WWI The decisions made by a government regarding issues that occur within the country. Healthcare, education, Social Security are examples of domestic policy issues. Foreign Policy Caused

More information

Final Review. Global Studies

Final Review. Global Studies Final Review Global Studies Major Belief Systems Judaism Confucianism Christianity Buddhism Hinduism Islam Middle East China Middle East India, China India Middle East Monotheism, 10 Commandments, Torah,

More information

Unit 7: The Cold War

Unit 7: The Cold War Unit 7: The Cold War Standard 7-5 Goal: The student will demonstrate an understanding of international developments during the Cold War era. Vocabulary 7-5.1 OCCUPIED 7-5.2 UNITED NATIONS NORTH ATLANTIC

More information

Review Post World War I

Review Post World War I Review Post World War I What was the purpose of the mandate system? A It was intended to prepare territories for future independence. B It established permanent systems of government for the territories.

More information

The Roots of the Cold War

The Roots of the Cold War The Roots of the Cold War Communism No real wealthy people State/country controls everything business related No free enterprise system 1 ruler that can easily turn into a dictatorship Roots of the Cold

More information

World History Alpha Lenze Final Exam Study Guide. Answer the questions as best you can include Who, What, When, Where, Why, How and So What.

World History Alpha Lenze Final Exam Study Guide. Answer the questions as best you can include Who, What, When, Where, Why, How and So What. World History Alpha Lenze 2013-14 Final Exam Study Guide Answer the questions as best you can include Who, What, When, Where, Why, How and So What. 1. What was a result of the Treaty of Verdun in 843?

More information

HIGH SCHOOL: WORLD HISTORY

HIGH SCHOOL: WORLD HISTORY World History GLEs HIGH SCHOOL: WORLD HISTORY Standard 1 Historical Thinking Skills Students use information and concepts to solve problems, interpret, analyze, and draw conclusions from historical events.

More information

AP Euro Free Response Questions

AP Euro Free Response Questions AP Euro Free Response Questions Late Middle Ages to the Renaissance 2004 (#5): Analyze the influence of humanism on the visual arts in the Italian Renaissance. Use at least THREE specific works to support

More information

Grade Level: 9-12 Course#: 1548 Length: Full Year Credits: 2 Diploma: Core 40, Academic Honors, Technical Honors Prerequisite: None

Grade Level: 9-12 Course#: 1548 Length: Full Year Credits: 2 Diploma: Core 40, Academic Honors, Technical Honors Prerequisite: None World History/Civilization Grade Level: 9- Course#: 548 Length: Full Year Credits: Diploma: Core 40, Academic Honors, Technical Honors Prerequisite: None This two semester course emphasizes events and

More information

Course Title: World History 9 Topic/Concept: Pre History

Course Title: World History 9 Topic/Concept: Pre History Course Title: World History 9 Topic/Concept: Pre History Time Allotment: 2 Weeks Unit Sequence: 1 1. The origins of humans 2. Development of civilziations 3. Advancements of civilization 4. Development

More information

Test Design Blueprint Date 1/20/2014

Test Design Blueprint Date 1/20/2014 Test Design Blueprint Date 1/20/2014 World History Honors 2109320 10 Course Title Course Number Grade(s) Main Idea (Big Idea/Domain/Strand/Standard) Describe the impact of Constantine the Great s establishment

More information

Academic Vocabulary CONTENT BUILDER FOR THE PLC WORLD HISTORY

Academic Vocabulary CONTENT BUILDER FOR THE PLC WORLD HISTORY Academic Vocabulary CONTENT BUILDER FOR THE PLC WORLD HISTORY : academic vocabulary directly taken from the standard STANDARD WH.3(A) describe the major political, religious/philosophical, and cultural

More information

AP Euro: Past Free Response Questions

AP Euro: Past Free Response Questions AP Euro: Past Free Response Questions 1. To what extent is the term "Renaissance" a valid concept for s distinct period in early modern European history? 2. Explain the ways in which Italian Renaissance

More information

LEARNING GOALS World History

LEARNING GOALS World History 2012-2013 LEARNING GOALS World History FALL SEMESTER 10.1 Foundations of Civilization 8000BC-500BC (Societies) This unit is about how early societies formed when groups of people settled in the River Valley

More information

Sealy Independent School District

Sealy Independent School District SISD Year At A Glance Curriculum Calendar- World History 2014-2015 1 st Grading Cycle Early Civilizations (8000 BCE 500 BCE) analyze the development of agriculture identify the characteristics of a civilization

More information

AP European History Month Content/Essential Questions Skills/Activities Resources Assessments Standards/Anchors

AP European History Month Content/Essential Questions Skills/Activities Resources Assessments Standards/Anchors Month Content/Essential Questions Skills/Activities Resources Assessments Standards/Anchors September October Unit I: Western Civilization and the Renaissance Greek and Roman influence Christianity s rise

More information

Teachers Name: Nathan Clayton Course: World History Academic Year/Semester: Fall 2012-Spring 2013

Teachers Name: Nathan Clayton Course: World History Academic Year/Semester: Fall 2012-Spring 2013 Amory High School Curriculum Map Teachers Name: Nathan Clayton Course: World History Academic Year/Semester: Fall 2012-Spring 2013 Essential Questions First Nine Weeks Second Nine Weeks Third Nine Weeks

More information

Early Japan and Feudalism

Early Japan and Feudalism Global Interactions Early Japan and Feudalism 1. Shinto: Traditional Japanese religion. 2. Shogun: Top military commanders in feudal system. Had power. 3. Daimyo: Vassal lords. Received land in exchange

More information

Name: Interwar Practice

Name: Interwar Practice Name: Interwar Practice 1. Which political leader gained power as a result of the failing economy of the Weimar Republic? A) Adolf Hitler B) Francisco Franco C) Benito Mussolini D) Charles de Gaulle 2.

More information

HIS 112 World Civilization II

HIS 112 World Civilization II HIS 112 World Civilization II Revised: Fall 2016 COURSE OUTLINE Prerequisites: None Course Description: Surveys Asian, African, Latin American, and European civilizations from the ancient period to the

More information

Chapter 17 Lesson 1: Two Superpowers Face Off. Essential Question: Why did tension between the U.S. and the U.S.S.R increase after WWII?

Chapter 17 Lesson 1: Two Superpowers Face Off. Essential Question: Why did tension between the U.S. and the U.S.S.R increase after WWII? Chapter 17 Lesson 1: Two Superpowers Face Off Essential Question: Why did tension between the U.S. and the U.S.S.R increase after WWII? Post WWII Big Three meet in Yalta Divide Germany into 4 zones (U.S.,

More information

GRADE 10 WORLD HISTORY, CULTURE, AND GEOGRAPHY: THE MODERN WORLD

GRADE 10 WORLD HISTORY, CULTURE, AND GEOGRAPHY: THE MODERN WORLD GRADE 10 WORLD HISTORY, CULTURE, AND GEOGRAPHY: THE MODERN WORLD Students in grade ten study major turning points that shaped the modern world, from the late 18th century through the present, including

More information

Your World and the Industrial Revolution. Sun Mon Tue Wed Thu Fri Sat

Your World and the Industrial Revolution. Sun Mon Tue Wed Thu Fri Sat September Your World and the Industrial Revolution Please read: This calendar is will help you know what topic and what EQ Unit Essential Questions (essential question) we are studying each day. If a day

More information

From 1789 to 1804, France experienced revolutionary changes that transformed France from an absolute monarchy to a republic to an empire

From 1789 to 1804, France experienced revolutionary changes that transformed France from an absolute monarchy to a republic to an empire From 1789 to 1804, France experienced revolutionary changes that transformed France from an absolute monarchy to a republic to an empire The success of the American Revolution & Enlightenment ideas such

More information

Unit 5: Crisis and Change

Unit 5: Crisis and Change Modern World History Curriculum Source: This image from http://en.wikipedia.org/wiki/file:pedestal_table_in_the_studio.jpg is in the public domain in the United States because it was published prior to

More information

World History, Culture, and Geography: The Modern World

World History, Culture, and Geography: The Modern World 42 Grade Ten World History, Culture, and Geography: The Modern World Students in grade ten study major turning points that shaped the modern world, from the late eighteenth century through the present,

More information

Foundations of the Modern World

Foundations of the Modern World ACPS Curriculum Framework - World History 1500 to the Present Systems: Economic, Social, Political/ Civic Foundations of the Modern World Choice & Consequence Conflict & Cooperation Innovation & Change

More information

Standard: SS6H3 Explain conflict and change in Europe.

Standard: SS6H3 Explain conflict and change in Europe. Standard: SS6H3 Explain conflict and change in Europe. Element: a. Describe the aftermath of World War I: the rise of communism, the Treaty of Versailles, the rise of Nazism, and worldwide depression.

More information

Who wants to be a. Expert on the Cold War?!

Who wants to be a. Expert on the Cold War?! Who wants to be a Expert on the Cold War?! Which statement describes the economic history of Japan since World War II? A: Japan has withdrawn from the world economic community and has practices economic

More information

(3) parliamentary democracy (2) ethnic rivalries

(3) parliamentary democracy (2) ethnic rivalries 1) In the Soviet Union, Joseph Stalin governed by means of secret police, censorship, and purges. This type of government is called (1) democracy (2) totalitarian 2) The Ancient Athenians are credited

More information

THE WORLD IN THE TWENTIETH CENTURY

THE WORLD IN THE TWENTIETH CENTURY Fourth Edition THE WORLD IN THE TWENTIETH CENTURY From Empires to Nations \ \ DANJEL R. BROWER University of Calif&nia-Davis PRENTICE HALL, Upper Saddle River, New Jersey 07458 Contents Maps, vi Preface,

More information

Course Syllabus World History and Geography 1500 A.D. (C.E.) to the Present

Course Syllabus World History and Geography 1500 A.D. (C.E.) to the Present Course Syllabus World History and Geography 1500 A.D. (C.E.) to the Present Instructor: Chad Owens Prerequisite: World Geography Course Description This course will examine the history of humanity at a

More information

Vocabulary Match the term to the definition. To create a better review sheet, write the term instead of the letter.

Vocabulary Match the term to the definition. To create a better review sheet, write the term instead of the letter. ! Vocabulary 1750-1900 Match the term to the definition. To create a better review sheet, write the term instead of the letter. A. Berlin Conference B. Bill of Rights C. Boer War D. Boers E. Bourgeoisie

More information

Write 3 words you think of when you hear Cold War? THE COLD WAR ( )

Write 3 words you think of when you hear Cold War? THE COLD WAR ( ) THE Write 3 words you think of when you hear Cold War? COLD WAR (1948-1989) ORIGINS of the Cold War: (1945-1948) Tension or rivalry but NO FIGHTING between the United States and the Soviet Union This rivalry

More information

Your World and the Industrial Revolution. Sun Mon Tue Wed Thu Fri Sat. 7 Syllabus overview and why we study.

Your World and the Industrial Revolution. Sun Mon Tue Wed Thu Fri Sat. 7 Syllabus overview and why we study. September Your World and the Industrial Revolution Please read: This calendar is will help you know what topic and what EQ Unit Essential Questions 2 3 (essential question) we are studying each day. If

More information

TEKS 8C: Calculate percent composition and empirical and molecular formulas. Cold War Tensions (Chapter 30 Quiz)

TEKS 8C: Calculate percent composition and empirical and molecular formulas. Cold War Tensions (Chapter 30 Quiz) Cold War Tensions (Chapter 30 Quiz) What were the military and political consequences of the Cold War in the Soviet Union, Europe, and the United States? After World War II ended, the United States and

More information

THE COLD WAR Learning Goal 1:

THE COLD WAR Learning Goal 1: THE COLD WAR Learning Goal 1: Describe the causes and effects of the Cold War and explain how the Korean War, Vietnam War and the arms race were associated with the Cold War. RESULTS OF WWII RESULTS VE

More information

4. Split in Christianity

4. Split in Christianity 1. A Rebirth Beginning in Italy around 1350 scholars began to reintroduce classical text and an emphasis on learning occurred resulting in the start of a period of history called the Renaissance. During

More information

PETERS TOWNSHIP HIGH SCHOOL

PETERS TOWNSHIP HIGH SCHOOL PETERS TOWNSHIP HIGH SCHOOL COURSE SYLLABUS: ACADEMIC HISTORY OF WESTERN CIVILIZATION Course Overview and Essential Skills The purpose of this overview course is to provide students with an understanding

More information

Individuals, Bartolomé de Las Casas, Robespierre, Gandhi 2014 August Political Leaders Armed Conflict, Diseases, Child Labor

Individuals, Bartolomé de Las Casas, Robespierre, Gandhi 2014 August Political Leaders Armed Conflict, Diseases, Child Labor Year Month Thematic Topic DBQ Topic 2017 January Needs and Wants (Economics) British Colonial Rule in India 2016 August Belief Systems Pollution: Urbanization & Industrialization 2016 June Geography/Technical

More information

Global Regents Review Unit 6 World War I & II

Global Regents Review Unit 6 World War I & II Global Regents Review Unit 6 World War I & II Advancements Late 1800 s-early 1900 s Medical advancements o Antibiotics Sanitation/sewers Labor unions protected workers Electricity Telephone Radio Autos

More information

Global History II Exam April NAME Period v. A

Global History II Exam April NAME Period v. A Global History II Exam April 11 2013 NAME Period v. A One similarity in the results of the revolutions led by Fidel Which communist nation is most closely associated Castro in Cuba and by the Sandinistas

More information

1. the similarities and differences in Judeo-Christian and Greco-Roman views of law; reason and faith; duties of the individual

1. the similarities and differences in Judeo-Christian and Greco-Roman views of law; reason and faith; duties of the individual Correlation of The Pacemaker Curriculum: World History to California History/Social Science Content Standards for World History, Culture, and Geography: The Modern World Students in grade ten study major

More information

World History (Survey) Restructuring the Postwar World, 1945 Present

World History (Survey) Restructuring the Postwar World, 1945 Present World History (Survey) Chapter 33: Restructuring the Postwar World, 1945 Present Section 1: Two Superpowers Face Off The United States and the Soviet Union were allies during World War II. In February

More information

THE COLD WAR ( )

THE COLD WAR ( ) THE COLD WAR (1948-1989) ORIGINS of the Cold War: (1945-1948) Tension or rivalry but NO FIGHTING between the United States and the Soviet Union This rivalry divided the world into two teams (capitalism

More information

The Cold War Begins. After WWII

The Cold War Begins. After WWII The Cold War Begins After WWII After WWII the US and the USSR emerged as the world s two. Although allies during WWII distrust between the communist USSR and the democratic US led to the. Cold War tension

More information

4/1/2019. World War II. Causes of the war. What is ideology? What is propaganda?

4/1/2019. World War II. Causes of the war. What is ideology? What is propaganda? World War II Causes of the war What is ideology? What is propaganda? 1 A dictator is? What is a totalitarian government? What is a totalitarian dictator? 2 Post-WW1 Problems Treaty of Versailles Rebuilding

More information

PAGE TITLE TEKS 2 LONG AGO (c)(2)(A), (c)(2)(B), (c)(17)(A), (c)(17)(B), (c)(29)(A), (c)(30)(A), 113.

PAGE TITLE TEKS 2 LONG AGO (c)(2)(A), (c)(2)(B), (c)(17)(A), (c)(17)(B), (c)(29)(A), (c)(30)(A), 113. Elements of Basic World History Correlation with TEKS Unit 1 - LONG AGO CHAPTER 1 LONG AGO PAGE TITLE TEKS 2 LONG AGO 113.42(c)(2)(A), 113.42(c)(2)(B), 113.42(c)(17)(A), 113.42(c)(17)(B), 113.42(c)(29)(A),

More information

A Correlation of. To the. Louisiana High School World History Standards 2011

A Correlation of. To the. Louisiana High School World History Standards 2011 A Correlation of To the Introduction This document demonstrates how Pearson meets the. Pearson is excited to announce its NEW World History program! The program invites students to truly experience the

More information

1. the similarities and differences in Judeo-Christian and Greco-Roman views of law; reason and faith; duties of the individual

1. the similarities and differences in Judeo-Christian and Greco-Roman views of law; reason and faith; duties of the individual Correlation of Exploring World History to California History/Social Science Content Standards for World History, Culture, and Geography: The Modern World Students in grade ten study major turning points

More information

GHSGT. Social Studies Review: World Geography World History United States History American Government

GHSGT. Social Studies Review: World Geography World History United States History American Government GHSGT Social Studies Review: World Geography World History United States History American Government What to Expect From: World History World History Content Area Covered: New World Explorations Scientific

More information

Absolutism and Enlightenment

Absolutism and Enlightenment Absolutism and Enlightenment The Commercial Revolution Most of Europe remained agricultural between 1600-1770 The Commercial Revolution marked an important step in the transition from the local economies

More information

CHAPTER 23 The Emergence of Industrial Society in the West,

CHAPTER 23 The Emergence of Industrial Society in the West, CHAPTER 23 The Emergence of Industrial Society in the West, 1760-1914 World Civilizations: The Global Experience Fifth Edition Stearns/Adas/Schwartz/Gilbert Copyright 2007, Pearson Education, Inc., publishing

More information

Anchor Paper Thematic Essay Level 3 C

Anchor Paper Thematic Essay Level 3 C Anchor Paper Thematic Essay Level 3 C Global Hist. & Geo. Rating Guide Jan. 13 [33] Vol. 1 Anchor Paper Thematic Essay Level 3 C Global Hist. & Geo. Rating Guide Jan. 13 [34] Vol. 1 Anchor Paper Thematic

More information

AP European History. -Russian politics and the liberalist movement -parallel developments in. Thursday, August 21, 2003 Page 1 of 21

AP European History. -Russian politics and the liberalist movement -parallel developments in. Thursday, August 21, 2003 Page 1 of 21 Instructional Unit Consolidation of Large Nation States -concept of a nation-state The students will be -define the concept of a -class discussion 8.1.2.A,B,C,D -Mazzini, Garibaldi and Cavour able to define

More information

World History Unit 08a and 08b: Global Conflicts & Issues _Edited

World History Unit 08a and 08b: Global Conflicts & Issues _Edited Name: Period: Date: Teacher: World History Unit 08a and 08b: Global Conflicts & Issues 2012-2013_Edited Test Date: April 25, 2013 Suggested Duration: 1 class period This test is the property of TESCCC/CSCOPE

More information

World History I (Master) Content Skills Learning Targets Assessment Resources & Technology CEQ: features of early. civilizations.

World History I (Master) Content Skills Learning Targets Assessment Resources & Technology CEQ: features of early. civilizations. St. Michael Albertville High School Teacher: Derek Johnson World History I (Master) September 2014 Content Skills Learning Targets Assessment Resources & Technology CEQ: Early Civilizations 1. I can explain

More information

Unit 7. Historical Background for Southern and Eastern Asia

Unit 7. Historical Background for Southern and Eastern Asia Unit 7 Historical Background for Southern and Eastern Asia What You Will Learn Historical events in Southern and Eastern Asia have shaped the governments, nations, economies, and culture through conflict

More information

MRS. OSBORN S APWH CRAM PACKET:

MRS. OSBORN S APWH CRAM PACKET: MRS. OSBORN S APWH CRAM PACKET: Period 5 Industrialization & Global Integration, 1750-1900, chapters 23-29 (20% of APWH Exam) (NOTE: Some material overlaps into Period 6, 1900-1914) Questions of periodization:

More information

History Higher level Paper 3 history of Europe

History Higher level Paper 3 history of Europe M17/3/HISTX/HP3/ENG/TZ0/EU History Higher level Paper 3 history of Europe Wednesday 10 May 2017 (morning) 2 hours 30 minutes Instructions to candidates y Do not open this examination paper until instructed

More information

UNIT IV: THE MIDDLE AGES, RENAISSANCE, EXPLORATION, REFORMATION TIME FRAME: 8-10 WEEKS

UNIT IV: THE MIDDLE AGES, RENAISSANCE, EXPLORATION, REFORMATION TIME FRAME: 8-10 WEEKS UNIT IV: THE MIDDLE AGES, RENAISSANCE, EXPLORATION, REFORMATION TIME FRAME: 8-10 WEEKS STANDARD 6.3: ALL STUDENTS WILL DEMONSTRATE KNOWLEDGE OF WORLD HISTORY IN ORDER TO UNDERSTAND LIFE AND EVENTS IN THE

More information

Describe the provisions of the Versailles treaty that affected Germany. Which provision(s) did the Germans most dislike?

Describe the provisions of the Versailles treaty that affected Germany. Which provision(s) did the Germans most dislike? Time period for the paper: World War I through the end of the Cold War Paper length: 5-7 Pages Due date: April 24-25 Treaty of Versailles & the Aftermath of World War I Describe the provisions of the Versailles

More information

Propose solutions to challenges brought on by modern industrialization and globalization.

Propose solutions to challenges brought on by modern industrialization and globalization. Core Content for Assessment: SS-HS-5.3.1 Title / Topic: Classical and Medieval Review, Renaissance and Reformation DOK 2 Define democracy, republic, empire, secular, humanism, theocracy, Protestant Reformation,

More information

The Spanish American-War 4 Causes of the War: Important Events 1/7/2018. Effects of the Spanish American War

The Spanish American-War 4 Causes of the War: Important Events 1/7/2018. Effects of the Spanish American War The Spanish American-War 4 Causes of the War: Sugar (Economic) Spanish Cruelties (Humanitarian) The Sinking of the USS Maine (Self-Defense/National Pride) Spanish Brutalities and Yellow Journalism (Political

More information

World History II Pacing &Lessons Outline

World History II Pacing &Lessons Outline Week SOL Objectives Class Procedures/Topics Assignments/Assessment TLW understand class - Daily Starter (PPT on screen, find their seats) Parents & students sign rules and expectations. - Info cards class

More information

Turning Points Thematic Essay

Turning Points Thematic Essay Turning Points Thematic Essay Turning Point: Protestant Reformation Description of Event: A reform movement led by Martin Luther (a German Monk) Attempt by Luther to reform the Catholic Church of corrupt

More information

Directives Period Topics Topic breakdowns

Directives Period Topics Topic breakdowns AP World History Review Development, Transmission, and Transformation of Cultural Practices Slide Key Directives Period Topics Topic breakdowns World History Themes Memorize these themes and how they are

More information

WORLD HISTORY TOTALITARIANISM

WORLD HISTORY TOTALITARIANISM WORLD HISTORY TOTALITARIANISM WHAT IS HAPPENING IN THIS POLITICAL CARTOON? WHAT IS THE CARTOONIST SAYING ABOUT TRUMP? WHAT IS THE CARTOONIST SAYING ABOUT OBAMA? HOW DO YOU NOW? TEXT WHAT IS TOTALITARIANISM?

More information

Leaders. Name: World History II Block: SOL Review Day 3. The Spark: Turning point 1: Two fronts: The exit. Outcomes and global effects

Leaders. Name: World History II Block: SOL Review Day 3. The Spark: Turning point 1: Two fronts: The exit. Outcomes and global effects Name: World History II Block: SOL Review Day 3 WWI Summary: World War 1 (1914-1918) was caused by competition among industrial nations in Europe and a failure of diplomacy. The War transformed European

More information

East Asia in the Postwar Settlements

East Asia in the Postwar Settlements Chapter 34 " Rebirth and Revolution: Nation-building in East Asia and the Pacific Rim East Asia in the Postwar Settlements Korea was divided between a Russian zone of occupation in the north and an American

More information

Historical Thinking Skills

Historical Thinking Skills Historical Thinking Skills Sourcing: 1. 2. 3. Contextualization: Corroboration: Close Reading: Who wrote this? What is the author s perspective? Why was it written? When was it written? Where was it written?

More information

Socorro Independent School District World History 3 rd 9 Weeks

Socorro Independent School District World History 3 rd 9 Weeks Unit Essential Questions SE Monday Tuesday Wednesday Thursday Friday Unit 6: An Expanding World, 1450-1750 Unit 7: Ideas Change the World, 1450-1750 How were the South American civilizations both similar

More information

Russian History. Lecture #1 Ancient History The Romanov s

Russian History. Lecture #1 Ancient History The Romanov s Russian History Lecture #1 Ancient History The Romanov s Outline Russia Lecture #1 Ancient Russia Settlement of Russia Yaroslav the Wise Mongol Invasion of Russia Retaking Russia Ivan the Great Ivan the

More information

MODERN EUROPEAN HISTORY CURRICULUM MAP

MODERN EUROPEAN HISTORY CURRICULUM MAP ESSENTIAL THEMES TIME FRAME UNITS OF STUDY SKILLS ASSESSMENT *1, 10, 11, 12, 13, 1 19, 21 Aug/Sept Middle Ages * See attached appe with Essentia listed 1. VASSALAGE Students will: a. Explain and compare

More information

Version 1. This 1960s Chinese song would most likely have been sung during the 1) Boxer Rebellion 2) Cultural Revolution

Version 1. This 1960s Chinese song would most likely have been sung during the 1) Boxer Rebellion 2) Cultural Revolution Name Global II Date Cold War II 31. The Four Modernizations of Deng Xiaoping in the 1970s and 1980s resulted in 1) a return to Maoist revolutionary principles 2) an emphasis on the Five Relationships 3)

More information

Ch 29-1 The War Develops

Ch 29-1 The War Develops Ch 29-1 The War Develops The Main Idea Concern about the spread of communism led the United States to become increasingly violent in Vietnam. Content Statement/Learning Goal Analyze how the Cold war and

More information

World History Chapter 23 Page Reading Outline

World History Chapter 23 Page Reading Outline World History Chapter 23 Page 601-632 Reading Outline The Cold War Era: Iron Curtain: a phrased coined by Winston Churchill at the end of World War I when her foresaw of the impending danger Russia would

More information

WORLD HISTORY FINAL EXAM

WORLD HISTORY FINAL EXAM Name: Class: _ Date: _ WORLD HISTORY FINAL EXAM Multiple Choice Identify the choice that best completes the statement or answers the question. 1. What was the Renaissance a rebirth of? a. Christian devotion

More information

COLD WAR ORIGINS. U.S vs. U.S.S.R. Democ./Cap vs Comm.

COLD WAR ORIGINS. U.S vs. U.S.S.R. Democ./Cap vs Comm. COLD WAR ORIGINS U.S vs. U.S.S.R. Democ./Cap vs Comm. Section One: Objectives By the end, I will be able to: 1. Explain the breakdown in relations between the United States and the Soviet Union after World

More information

Neolithic Revolution: 8,000 B.C.E.

Neolithic Revolution: 8,000 B.C.E. Neolithic Revolution: 8,000 B.C.E. Paleolithic age: Hunters and gatherers, nomads, clans of 20-30 people, basic language, men and women were equal The Neolithic Revolution: Development of agriculture and

More information

Quarterly Content Guide CCSD World History

Quarterly Content Guide CCSD World History Quarterly Content Guide CCSD World History Unit of Study Content/ Strand CCSS Literacy in History Resources: Reading Evidence Tables Question Stems Review Foundations to Classical Period 10,000 BCE 600

More information

AMERICA AND THE WORLD. Chapter 13 Section 1 US History

AMERICA AND THE WORLD. Chapter 13 Section 1 US History AMERICA AND THE WORLD Chapter 13 Section 1 US History AMERICA AND THE WORLD THE RISE OF DICTATORS MAIN IDEA Dictators took control of the governments of Italy, the Soviet Union, Germany, and Japan End

More information

Unit 5 Chapter Test. World History: Patterns of Interaction Grade 10 McDougal Littell NAME. Main Ideas Choose the letter of the best answer.

Unit 5 Chapter Test. World History: Patterns of Interaction Grade 10 McDougal Littell NAME. Main Ideas Choose the letter of the best answer. World History: Patterns of Interaction Grade 10 McDougal Littell NAME Unit 5 Chapter Test Main Ideas 1) What was the significance of the English Bill of Rights? (a) It established the group of government

More information

The Sultztonian Institute. World History End Of Course Exam Review

The Sultztonian Institute. World History End Of Course Exam Review The Sultztonian Institute World History End Of Course Exam Review Module Title Module 1: West Meets East Meets West Lesson 01.00: West Meets East Meets West: Introduction Lesson 01.01: Set the Stage Lesson

More information

World History and Civilizations

World History and Civilizations Teacher: Thomas Dunham World s August 2009 World History: Human Legacy (Holt, McDougal) A. Chapter 2: The Ancient Near East EQ: Why is the Ancient Near East referred to as the Cradle of Civilization? A.

More information

WJEC History Unit 5 (NEA) Suggested questions for Centre approval Cycle:

WJEC History Unit 5 (NEA) Suggested questions for Centre approval Cycle: WJEC History Unit 5 (NEA) Suggested questions for Centre approval Cycle: 2020 2022 Centres may propose questions that link with their studies in Units 1 and 3 but not with their chosen Depth Study (Units

More information

Mod Civ CST/STAR Review. CLUSTER 3: CAUSES AND EFFECTS OF WORLD WAR 1 (Standards )

Mod Civ CST/STAR Review. CLUSTER 3: CAUSES AND EFFECTS OF WORLD WAR 1 (Standards ) Mod Civ CST/STAR Review CLUSTER 3: CAUSES AND EFFECTS OF WORLD WAR 1 (Standards 10.5-10.6) Standard 10.5 The First World War of the twentieth century was the result of uncontrolled national pride, competition

More information

MODERN WORLD HISTORY CURRICULUM

MODERN WORLD HISTORY CURRICULUM WEEK UNIT TOPIC TEXT LEARNING GOALS ASSESSMENT RESOURCES McDougal - World History Patterns of Interaction Littell Connecting Hemispheres UNIT 1 MODERN WORLD HISTORY CURRICULUM Week Chapter 17 - European

More information