Grade Ten World History, Culture, and Students in grade ten study major turning points that shaped the modern world, from the late eighteenth century through the present, including the cause and course of the two world wars. They trace the rise of democratic ideas and develop an understanding of the historical roots of current world issues, especially as they pertain to international relations. They extrapolate from the American experience that democratic ideals are often achieved at a high price, remain vulnerable, and are not practiced everywhere in the world. Students develop an understanding of current world issues and relate them to their historical, geographic, political, economic, and cultural contexts. Students consider multiple accounts of events in order to understand international relations from a variety of perspectives. 10.1 Students relate the moral and ethical principles in ancient Greek and Roman philosophy, in Judaism, and in Christianity to the development of Western political thought. 1. Analyze the similarities and differences in Judeo- SE: Husband and wife in Homer s Troy, xli,; The Christian and Greco-Roman views of law, reason Polis, xlii xliv; Greek Political Philosophy and the and faith, and duties of the individual. Crisis of the Polis, xlv xlvi; Plato on the Role of Women in his Utopian Republic, xlvii; Rome, xlviii; The Principate and the Empire, lii lv; Christianity, lvii; Decline and Fall of the Roman Empire lvii lx; New Importance of the Christian Church, lxii; Charlemagne, lxiii lxiv 2. Trace the development of the Western political ideas of the rule of law and illegitimacy of tyranny, using selections from Plato's Republic and Aristotle's Politics. (Chapter 3: Classical and Hellenistic Civilization); Western Civilization Documents CD ROM (Chapter 2: Ancient Greece); Instructor s Resource Opportunities to address this standard can be found on the following pages: SE: Greek Political Philosophy and the Crisis of the Polis, xlv xlvi; Plato on the Role of Women in his Utopian Republic, xlvii; also see: Florentine Platonic Academy, 324-325 (Chapter 3: Classical and Hellenistic Civilization; Chapter 4: Rome: Republic to Empire); Instructor s 1
3. Consider the influence of the U.S. Constitution on political systems in the contemporary world. Opportunities to address this standard can be found on the following pages: SE: American Political Ideas, 537; Movement for Parliamentary Reform, 538, 539; Broader Impact of the American Revolution, 541; In Perspective, 541; AP Test Prep, 542; A Closer Look: Collapse of the Berlin Wall, 1008; The West at the Dawn of the Twenty-First Century, 1024 (Chapter 17: Europe and Americas in the 18 th Century); Instructor s 10.2 Students compare and contrast the Glorious Revolution of England, the American Revolution, and the French Revolution and their enduring effects worldwide on the political expectations for selfgovernment and individual liberty. 1. Compare the major ideas of philosophers and their effects on the democratic revolutions in England, the United States, France, and Latin America (e.g., John Locke, Charles-Louis Montesquieu, Jean-Jacques Rousseau, Simón Bolívar, Thomas Jefferson, James Madison). 2. List the principles of the Magna Carta, the English Bill of Rights (1689), the American Declaration of Independence (1776), the French Declaration of the Rights of Man and the Citizen (1789), and the U.S. Bill of Rights (1791). SE: American Political Ideas, 537; Broader Impact of the American Revolution, 541; Ideas of Newton and Locke, 552; Encountering the Past: Coffeehouses and Enlightenment, 555; Voltaire First Among the Philosophes 557; The Encyclopedia: Freedom and Economic Improvement, 564; Political Thought of the Philosophes, 567; Montesquieu and Spirit of the Laws, 567; Rousseau: A Radical Critique of Modern Society, 567; Edmund Burke Attacks the Revolution, 613; The Wars of Independence in Latin America, 673; Revolution in Haiti, 673; Wars of Independence on the South American Continent, 675; Independence in New Spain, 677; Brazilian Independence, 678 Chapters 16, 17, pp. 46 51, 52 58; Test Item File, pp. 218 228, 229 238 (Chapter 18: The Enlightenment); Instructor s SE: Bill of Rights (England), 427; Declaration of Independence (1776), 537; Declaration of the Rights of Man Declaration of the Rights of Man and Citizen, 595, 604, 607, 611, 661, 669 2
3. Understand the unique character of the American Revolution, its spread to other parts of the world, and its continuing significance to other nations. Chapters 16, 17, pp. 46 51, 52 58; Test Item File, pp. 218 228, 229 238 (Chapter 17: Europe and Americas in the 18 th Century; Chapter 18: The Enlightenment); Instructor s SE: The American Revolution and Europe, 535 536; American Political Ideas, 537; Movement for Parliamentary Reform, 538, 539; Broader Impact of the American Revolution, 541; In Perspective, 541; AP Test Prep, 542; also see: Edmund Burke Attacks the Revolution, 613 (Thomas Paine); A Closer Look: Collapse of the Berlin Wall, 1008; The West at the Dawn of the Twenty-First Century, 1024 Chapters 16, 17, pp. 46 51, 52 58; Test Item File, pp. 218 228, 229 238 (Chapter 17: Europe and Americas in the 18 th Century); Instructor s 4. Explain how the ideology of the French Revolution led France to develop from constitutional monarchy to democratic despotism to the Napoleonic empire. SE: The French Revolution, 592 593; The Crisis of the French Monarchy, 594 595; The Revolution of 1789, 596 597, 599 602; A Closer Look: Challenging the French Political Order, 598; The Reconstruction of France, 603 608; The End of the Monarchy: A Second Revolution, 609 611; Europe at War with the Revolution, 612 614; The Reign of Terror, 615 619; The Thermidorian Reaction, 620 623; In Perspective, 624; The Age of Napoleon and the Triumph of Romanticism, 626 627; The Rise of Napoleon Bonaparte, 628; The Consulate in France (1799-1804), 629; Napoleon's Empire (1804-1814), 630 632; European Response to the Empire, 633 639; The Congress of Vienna and the European Settlement, 640 642; Document-Based Question 18-1, 1075 1076; Document-Based Question 20-1, 1079 3
5. Discuss how nationalism spread across Europe with Napoleon but was repressed for a generation under the Congress of Vienna and Concert of Europe until the Revolutions of 1848. Chapter 17, pp. 52 58; Test Item File, pp. 229 238 (Chapter 19: French Revolution); Instructor s SE: The Rise of Napoleon Bonaparte, 628; The Consulate in France (1799-1804), 629; Napoleon's Empire (1804-1814), 630 632; European Response to the Empire, 633 634; German Nationalism and Prussian Reform, 635; The Wars of Liberation, 637; The Invasion of Russia, 638; European Coalition, 639; The Congress of Vienna and the European Settlement, 640; The Hundred Days and the Quadruple Alliance, 641; 1848: Year of Revolutions, 710; 1848: Year of Revolutions, 710 711; The Habsburg Empire: Nationalism Resisted, 715 716; Italy: Republicanism Defeated, 717 718; Germany: Liberalism Frustrated, 719; In Perspective, 720; The Age of Nation-States 730 731; Italian Unification, 734; The New Italian State, 738; German Unification, 738; Unrest of Nationalities, 747 1. Analyze why England was the first country to industrialize. Chapters 19, 22, pp. 65 71, 85 90; Test Item File, pp. 249 258, 279 288 (Chapter 20: Napoleon and the Birth of Romanticism); Instructor s Resource CD ROM; Website (www.prenhall.com/kaganap); Western History 10.3 Students analyze the effects of the Industrial Revolution in England, France, Germany, Japan, and the United States. SE: Industrial Leadership of Great Britain, 499; New Methods of Textile Production, 500; The Steam Engine, 501; The Impact of the Agricultural and Industrial Revolutions on Working Women, 502; In Perspective, 510; Toward an Industrial Society, 690; Working-Class Political Action: The Example of British Chartism, 694; Family Structures and the Industrial Revolution, 695; A Closer Look: The Great Exhibition in London, 696; 4
(Continued) Women in the Early Industrial Revolution 697; Opportunities and Exploitation in Employment, 699 2. Examine how scientific and technological changes and new forms of energy brought about massive social, economic, and cultural change (e.g., the inventions and discoveries of James Watt, Eli Whitney, Henry Bessemer, Louis Pasteur, Thomas Edison). Chapter 21, pp. 78 84; Test Item File, pp. 269 278Test Item File, pp. 269 278 (Chapter 22: Industrialization); Instructor s SE: New Methods of Textile Production, 499 500; The Steam Engine, 501; also see: Watt, James, 1052; Bessemer, Henry, 764; Pasteur, Louis, 770; Edison, Thomas Alva, 1054 Chapter 21, pp. 78 84; Test Item File, pp. 269 278Test Item File, pp. 269 278 (Chapter 24: Nineteenth-Century Thought); Instructor s 3. Describe the growth of population, rural to urban migration, and growth of cities associated with the Industrial Revolution. SE: The Impact of the Agricultural and Industrial Revolutions on Working Women, 502; The Growth of Cities, 504; Patterns of Preindustrial Urbanization, 504; Urban Classes, 505, 507; Encountering the Past: Water, Washing, and Bathing, 506; The Urban Riot, 508 509; In Perspective, 510 511; Population and Migration, 690; Railways, 691; The Labor Force, 692; Working-Class Political Action: The Example of British Chartism, 694; Family Structures and the Industrial Revolution, 695; The Family in the Early Factory System 695; Women in the Early Industrial Revolution 697; Opportunities and Exploitation in Employment, 699; Changing Expectations in the Working-Class Marriage, 700 701; Problems of Crime and Order, 702; Prison Reform, 703; Malthus on Population, 704; 5
(Continued) Government Policies Based on Classical Economics, 704; Late-Nineteenth-Century Urban Life, 768; Urban Sanitation, 769; Working-Class Women, 775 Chapter 21, pp. 78 84; Test Item File, pp. 269 278Test Item File, pp. 269 278 (Chapter 22: Industrialization); Instructor s 4. Trace the evolution of work and labor, including SE: The Land and Its Tillers, 485; The Revolution the demise of the slave trade and the effects of in Agriculture, 493; New Crops and New Methods, immigration, mining and manufacturing, division of 494; The Impact of the Agricultural and Industrial labor, and the union movement. Revolutions on Working Women, 502; The Growth of Cities, 504; Patterns of Preindustrial Urbanization, 504; Urban Classes, 505, 507; Encountering the Past: Water, Washing, and Bathing, 506; The Urban Riot, 508 509; In Perspective, 510 511; The Transatlantic Economy, Trade Wars, and Colonial Rebellion, 514 515; Black African Slavery, the Plantation System, and the Atlantic Economy, 523; Black African Slavery, the Plantation System, and the Atlantic Economy, 523; The African Presence in the Americas 524; The African Presence in the Americas 524; Slavery and the Transatlantic Economy, 527; Revolution in Haiti, 673; Wars of Independence on the South American Continent, 675; Population and Migration, 690; Railways, 691; The Labor Force, 692; Working-Class Political Action: The Example of British Chartism, 694; Family Structures and the Industrial Revolution, 695; The Family in the Early Factory System 695; Women in the Early Industrial Revolution 697; Opportunities and Exploitation in Employment, 699; Changing Expectations in the Working-Class Marriage, 700 701; Problems of Crime and Order, 702; Prison Reform, 703; Malthus on Population, 704; Government Policies Based on Classical Economics, 704; The West and the World: The Abolition of Slavery in the Transatlantic Economy, 722 727; The Second Industrial Revolution, 762; 6
(Continued) New Industries, 763; Working-Class Women, 775; Labor, Socialism, and Politics to World War I, 781; Karl Marx and the First International, 782; Document-Based Question 21-1, 1081 1082 Chapter 21, pp. 78 84; Test Item File, pp. 269 278 5. Understand the connections among natural resources, entrepreneurship, labor, and capital in an industrial economy. (Chapter 22: Industrialization); Instructor s SE: New Crops and New Methods, 494 496; The Industrial Revolution of the Eighteenth Century, 497; A Revolution in Consumption, 498; Industrial Leadership of Great Britain 499; The Steam Engine, 501; In Perspective, 510; Population and Migration, 690; Railways, 691; The Labor Force, 692; Working-Class Political Action: The Example of British Chartism, 694; Family Structures and the Industrial Revolution, 695; The Family in the Early Factory System 695; Women in the Early Industrial Revolution 697; Opportunities and Exploitation in Employment, 699; The Second Industrial Revolution, 762; New Industries, 763; Economic Difficulties, 765; New Employment Patterns for Women 773; Working-Class Women, 775; Broadened Opportunities, 780; Labor, Socialism, and Politics to World War I, 781; Karl Marx and the First International, 782; Russia: Industrial Development and the Birth of Bolshevism, 785; Document-Based Question 21-1, 1081 1082 Chapter 21, pp. 78 84; Test Item File, pp. 269 278 (Chapter 22: Industrialization); Instructor s 7
6. Analyze the emergence of capitalism as a dominant economic pattern and the responses to it, including Utopianism, Social Democracy, Socialism, and Communism. SE: The Physiocrats and Economic Freedom 565; Adam Smith on Economic Growth and Social Progress, 566; also see: The Economy of Exploitation, 347; The Impact on Europe, 349; A Revolution in Consumption, 498; Government Policies Based on Classical Economics, 704; Early Socialism, 705; Utopian Socialism, 706; Anarchism, 707; Marxism, 708; Labor, Socialism, and Politics to World War I, 781; Trade Unionism, 781; Karl Marx and the First International, 782; Great Britain: Fabianism and Early Welfare Programs, 783; Russia: Industrial Development and the Birth of Bolshevism, 785 Chapter 21, pp. 78 84; Test Item File, pp. 269 278 7. Describe the emergence of Romanticism in art and literature (e.g., the poetry of William Blake and William Wordsworth), social criticism (e.g., the novels of Charles Dickens), and the move away from Classicism in Europe. (Chapter 22: Industrialization); Instructor s SE: The Age of Napoleon and the Triumph of Romanticism, 627; The Romantic Movement, 643 644; Romantic Literature, 645 647; Romantic Art, 648 650; Romantic Views of Nationalism and History, 651; Islam, the Middle East, and Romanticism, 652 653; In Perspective, 654; Document-Based Question 19-1, 1077 1079 Chapter 19, pp. 65 71; Test Item File, pp. 249 258 (Chapter 20: Napoleon and the Birth of Romanticism); Instructor s Resource CD ROM; Website (www.prenhall.com/kaganap); Western History 8
10.4 Students analyze patterns of global change in the era of New Imperialism in at least two of the following regions or countries: Africa, Southeast Asia, China, India, Latin America, and the Philippines. 1. Describe the rise of industrial economies and their link to imperialism and colonialism (e.g., the role played by national security and strategic advantage; moral issues raised by the search for national hegemony, Social Darwinism, and the missionary impulse; material issues such as land, resources, and technology). SE: The Birth of Modern European Thought, 794 795; Science and Ethics, 799; T.H. Huxley Criticizes Evolutionary Ethics, 800; Imperialism, Alliances, and War, 826 827; Expansion of European Power and the New Imperialism, 828; Motives for the New Imperialism, 829; The "Scramble for Africa", 830 835; Asia, 836 837; Emergence of the German Empire and the Alliance Systems (1873-1890), 838 842; The West and the World: Imperialism: Ancient and Modern, 873 875; Document-Based Question 24-1, 1085 1086 (Chapter 22: Industrialization; Chapter 25: Nationalism and Imperialism); Instructor s 2. Discuss the locations of the colonial rule of such SE: Imperialism, Alliances, and War, 826 827; nations as England, France, Germany, Italy, Japan, Expansion of European Power and the New the Netherlands, Russia, Spain, Portugal, and the Imperialism, 828; Motives for the New United States. Imperialism, 829; The "Scramble for Africa", 830 835; Asia, 836 837; Emergence of the German Empire and the Alliance Systems (1873-1890), 838 842 3. Explain imperialism from the perspective of the colonizers and the colonized and the varied immediate and long-term responses by the people under colonial rule. (Chapter 25: Nationalism and Imperialism); Instructor s Opportunities to address this standard can be found on the following pages: SE: A Closer Look: The French in Morocco, 830; Egypt, 834; The Belgian Congo, 835 836; Asia, 836 837 9
(Chapter 25: Nationalism and Imperialism); Instructor s 4. Describe the independence struggles of the colonized regions of the world, including the roles of leaders, such as Sun Yat-sen in China, and the roles of ideology and religion. SE: Toward Decolonization, 875; Decolonization: The European Retreat from Empire : Major Areas of Colonial Withdrawal, 996 997, Further British Retreat from Empire, 998, Gandhi Explains His Doctrine of Nonviolence, 999; The Turmoil of French Decolonization : France and Algeria, 1000, France and Vietnam, 1001 10.5 Students analyze the causes and course of the First World War. TECH: Instructor s 1. Analyze the arguments for entering into war presented by leaders from all sides of the Great War and the role of political and economic rivalries, ethnic and ideological conflicts, domestic discontent and disorder, and propaganda and nationalism in mobilizing the civilian population in support of "total war." SE: World War I : The Road to War (1908-1914), 843 844, Sarajevo and the Outbreak of War (June August 1914), 845, Kaiser s Comments on the Outbreak of the World War, 848 (Chapter 26: World War I); Instructor s Resource 2. Examine the principal theaters of battle, major turning points, and the importance of geographic factors in military decisions and outcomes (e.g., topography, waterways, distance, climate). SE: World War I : Strategies and Stalemate: 1914-1917, 848 854, The End of World War I, 858, Germany's Last Offensive, 859 860 10
(Chapter 26: World War I); Instructor s Resource 3. Explain how the Russian Revolution and the entry of the United States affected the course and outcome of the war. 4. Understand the nature of the war and its human costs (military and civilian) on all sides of the conflict, including how colonial peoples contributed to the war effort. SE: The Russian Revolution, 854; Lenin and the Bolsheviks, 855; The Communist Dictatorship, 856; The End of World War I, 858; Germany's Last Offensive, 859; The Armistice, 860; The End of the Ottoman Empire, 861; The Settlement at Paris, 862 (Chapter 28: Totalitarianism); Instructor s SE: World War I : The Road to War (1908-1914), 843 844, Sarajevo and the Outbreak of War (June August 1914), 845, Strategies and Stalemate: 1914-1917, 848 854, The End of World War I, 858, Germany's Last Offensive, 859 860, The End of the Ottoman Empire, 861, The Settlement at Paris, 862, Obstacles the Peacemakers Faced, 862; Document-Based Question 25-1, 1086 1088 (Chapter 26: World War I); Instructor s Resource 5. Discuss human rights violations and genocide, including the Ottoman government's actions against Armenian citizens. Opportunities to address this standard can be found on the following pages: SE: Strategies and Stalemate: 1914-1917, 848 854, The End of World War I, 858, Germany's Last Offensive, 859 860, The End of the Ottoman Empire, 861; Total Casualties in the First World War, 879 11
10.6 Students analyze the effects of the First World War. (Chapter 26: World War I); Instructor s Resource 1. Analyze the aims and negotiating roles of world leaders, the terms and influence of the Treaty of Versailles and Woodrow Wilson's Fourteen Points, and the causes and effects of the United States's rejection of the League of Nations on world politics. SE: The Armistice, 860; The Settlement at Paris, 862; The Peace, 864 866; Evaluating the Peace, 867; In Perspective, 868; Political and Economic Factors after the Paris Settlement, 878; Demands for Revision of the Paris Settlement, 878 2. Describe the effects of the war and resulting peace treaties on population movement, the international economy, and shifts in the geographic and political borders of Europe and the Middle East. (Chapter 26: World War I); Instructor s Resource SE: The End of the Ottoman Empire, 861; The Settlement at Paris, 862; The Peace, 864 866; Evaluating the Peace, 867; In Perspective, 868; Political and Economic Factors after the Paris Settlement, 878; Postwar Economic Problems, 878; New Roles for Government and Labor, 879; The Soviet Experiment Begins, 880 885; The Fascist Experiment in Italy, 886 890; Joyless Victors, 891; Great Britain: Economic Confusion, 892; Trials of the Successor States in Eastern Europe, 895 897; The Weimar Republic in Germany, 898 903; In Perspective, 904; Toward the Great Depression, 908 TECH: Instructor s 12
3. Understand the widespread disillusionment with prewar institutions, authorities, and values that resulted in a void that was later filled by totalitarians. SE: Political Experiments of the 1920s, 876 877; Political and Economic Factors after the Paris Settlement : Demands for Revision of the Paris Settlement, 878; The Fascist Experiment in Italy, 886; The Rise of Mussolini, 887 888; The Fascists in Power, 889; Motherhood for the Nation in Fascist Italy, 890; Joyless Victors, 891; France: The Search for Security, 891; Great Britain: Economic Confusion, 892; Trials of the Successor States in Eastern Europe : Economic and Ethnic Pressures, 895; Poland: Democracy to Military Rule, 896; Hungary: Turn to Authoritarianism, 897; Austria: Political Turmoil and Nazi Occupation, 897; Southeastern Europe: Royal Dictatorships, 897; The Weimar Republic in Germany : Constitutional Flaws, 898; Lack of Broad Popular Support, 898; Invasion of the Ruhr and Inflation, 899; Hitler's Early Career, 899; The Stresemann Years, 902; Locarno, 903; In Perspective, 904; Toward the Great Depression, 908; Germany: The Nazi Seizure of Power, 915 Chapter 26, pp. 111 116; Test Item File, pp. 319 328 (Chapter 27: Society and Culture Between the Wars); Instructor s 4. Discuss the influence of World War I on literature, art, and intellectual life in the West (e.g., Pablo Picasso, the "lost generation" of Gertrude Stein, Ernest Hemingway). SE: Dates of major works of literature, 813; Publication Dates of Major Nonfiction Works, 822; Guernica, 944; for coverage of the pre-war shift towards modernism, please also see: The Birth of Modern European Thought, 794 795; Intellectual Skepticism, 800; Toward a Twentieth-Century Frame of Mind, 805; Literature: Realism and Naturalism, 806; Modernism in Literature, 808; The Coming of Modern Art, 809; Friedrich Nietzsche and the Revolt Against Reason, 812; The Birth of Psychoanalysis, 813 Chapter 26, pp. 111 116; Test Item File, pp. 319 328 13
1. Understand the causes and consequences of the Russian Revolution, including Lenin's use of totalitarian means to seize and maintain control (e.g., the Gulag). (Chapter 27: Society and Culture Between the Wars); Instructor s 10.7 Students analyze the rise of totalitarian governments after World War I. SE: The Russian Revolution : The Provisional Government, 854; Lenin and the Bolsheviks, 855; The Communist Dictatorship, 856; The Soviet Experiment Begins : War Communism, 880, 882 (Chapter 28: Totalitarianism); Instructor s 2. Trace Stalin's rise to power in the Soviet Union and the connection between economic policies, political policies, the absence of a free press, and systematic violations of human rights (e.g., the Terror Famine in Ukraine). SE: Trotsky Urges the Use of Terror, 881; Stalin Versus Trotsky, 882; The Third International, 883 885; Family Legislation from Reform to Repression, 886; Stalin's Soviet Union: Central Economic Planning, Collectivization, and Party Purges, 926; The Collectivization of Agriculture, 927 928; Stalin calls for the liquidation of the Kulaks as a class, 929; Urban Consumer Shortages, 930; Foreign Reactions and Repercussions, 931; The Purges, 932; In Perspective, 933 934 (Chapter 28: Totalitarianism); Instructor s 14
3. Analyze the rise, aggression, and human costs of totalitarian regimes (Fascist and Communist) in Germany, Italy, and the Soviet Union, noting especially their common and dissimilar traits. 10.8 Students analyze the causes and consequences of World War II. 1. Compare the German, Italian, and Japanese drives for empire in the 1930s, including the 1937 Rape of Nanking, other atrocities in China, and the Stalin-Hitler Pact of 1939. SE: The Soviet Experiment Begins, 880; Trotsky Urges the Use of Terror, 881; The Fascist Experiment in Italy, 886; The Rise of Mussolini, 887 891; Trials of the Successor States in Eastern Europe : Poland: Democracy to Military Rule, 896; Hungary: Turn to Authoritarianism, 897; Austria: Political Turmoil and Nazi Occupation, 897; Southeastern Europe: Royal Dictatorships, 897; Hitler's Early Career, 899 900; Hitler Denounces the Versailles Treaty, 901; Germany: The Nazi Seizure of Power : Hitler Comes to Power, 915; Hitler's Consolidation of Power, 916, 918; Encountering the Past: Cinema of the Political Left and Right, 917; The Police State and Anti- Semitism, 919 920; Racial Ideology and the Lives of Women, 921 922; Nazi Economic Policy, 923; A Closer Look: The Nazi Party Rally, 924; Italy: Fascist Economics : Syndicates, Corporations, 925; Stalin's Soviet Union: Central Economic Planning, Collectivization, and Party Purges, 926; The Collectivization of Agriculture, 927 928; Stalin calls for the liquidation of the Kulaks as a class, 929; Urban Consumer Shortages, 930; Foreign Reactions and Repercussions, 931; The Purges, 932; In Perspective, 933 934; Document- Based Question 27-1, 1089; Document-Based Question 28-1, 1090 1091 Chapters 27, 28, pp. 117 121, 122 128; Test Item File, pp. 329 338, 339 348 (Chapter 28: Totalitarianism); Instructor s SE: World War II, 938 939; Again the Road to War (1933-1939), 940; Hitler's Goals, 940; Italy Attacks Ethiopia, 941; Remilitarization of the Rhineland, 942; Austria and Czechoslovakia, 944; Munich, 945 946; Churchill s Response to Munich, 947; The Nazi-Soviet Pact, 948; The Battle of Britain, 949; The German Attack on Russia, 950 951; Hitler's Plans for Europe, 952; 15
(Continued) Japan and the United States Enter the War, 952; The Tide Turns, 953 Chapters 27, 28, pp. 117 121, 122 128; Test Item File, pp. 329 338, 339 348 (Chapter 28: Totalitarianism; Chapter 29: World War II); Instructor s 2. Understand the role of appeasement, nonintervention (isolationism), and the domestic distractions in Europe and the United States prior to the outbreak of World War II. SE: World War II, 938 939; Again the Road to War (1933-1939), 940; Hitler's Goals, 940; Italy Attacks Ethiopia, 941; Remilitarization of the Rhineland, 942; Austria and Czechoslovakia, 944; Munich, 945 946; Churchill s Response to Munich, 947; The Nazi-Soviet Pact, 948; Japan and the United States Enter the War, 952; Document- Based Question 28-1, 1090 1091 3. Identify and locate the Allied and Axis powers on a map and discuss the major turning points of the war, the principal theaters of conflict, key strategic decisions, and the resulting war conferences and political resolutions, with emphasis on the importance of geographic factors. Chapter 28, pp. 122 128; Test Item File, pp. 339 348 (Chapter 27: Society and Culture Between the Wars); Instructor s SE: World War II (1939-1945) : The German Conquest of Europe, 948; The Battle of Britain, 949; The German Attack on Russia, 950; Map: Axis Europe, 1941, 951; Hitler's Plans for Europe, 952; Japan and the United States Enter the War, 952; The Tide Turns, 953; Map Exploration: North Africa Campaigns, 954; The Defeat of Nazi Germany, 956; Map: Defeat of the Axis in Europe, 957; Fall of the Japanese Empire, 958; Map: World War II in the Pacific, 959; The Cost of War, 960; The Nazi Assault on the Jews of Poland, 963; Explanations of the Holocaust, 964 965; The Domestic Fronts, 966; Germany: From Apparent Victory to Defeat, 966; France: Defeat, Collaboration, and Resistance, 967; A Closer Look: The Vichy Regime in France, 968; Great Britain: Organization for Victory 969; 16
(Continued) The Soviet Union: "The Great Patriotic War", 971; Preparations for Peace, 972; Yalta, 973; Potsdam, 974; In Perspective, 974 Chapter 28, pp. 122 128; Test Item File, pp. 339 348 (Chapter 29: World War II); Instructor s Resource 4. Describe the political, diplomatic, and military leaders during the war (e.g., Winston Churchill, Franklin Delano Roosevelt, Emperor Hirohito, Adolf Hitler, Benito Mussolini, Joseph Stalin, Douglas MacArthur, Dwight Eisenhower). 5. Analyze the Nazi policy of pursuing racial purity, especially against the European Jews; its transformation into the Final Solution; and the Holocaust that resulted in the murder of six million Jewish civilians. SE: Hitler, Adolf : goals of, 940 941, remilitarization of Rhineland, 942 943, plans for Europe, 948 952; Mussolini, Benito, 945, 949,950, 956; Churchill, Winston, 947, 949 950, 950, 956, 969, 970, 972, 973; Roosevelt, Franklin D., 950, 952, 955, 960, 972, 973; Stalin, Joseph, 951, 952, 971 972, 973, 980 981, 983 984, 989 990; Eisenhower, Dwight D., 956, 989, 992; Hirohito, emperor of Japan, 960 Chapter 28, pp. 122 128; Test Item File, pp. 339 348 (Chapter 29: World War II); Instructor s Resource SE: Racism and the Holocaust : The Destruction of the Polish Jewish Community, 960; Polish Anti- Semitism Between the Wars, 961 962; The Nazi Assault on the Jews of Poland, 963; Explanations of the Holocaust, 964 Chapter 28, pp. 122 128; Test Item File, pp. 339 348 (Chapter 29: World War II); Instructor s Resource 17
6. Discuss the human costs of the war, with particular attention to the civilian and military losses in Russia, Germany, Britain, the United States, China, and Japan. SE: The Battle of Britain, 949 950; Casualties from the German Attack on Russia, 951; Strategic bombing, 956; Fall of the Japanese Empire, 958 959; The Cost of the War, 960; Racism and the Holocaust : The Destruction of the Polish Jewish Community, 960; Polish Anti-Semitism Between the Wars, 961 962; The Nazi Assault on the Jews of Poland, 963; Explanations of the Holocaust, 964; France: Defeat, Collaboration, and Resistance, 967; A Closer Look: The Vichy Regime in France, 968; Great Britain: Organization for Victory 969 970; The Soviet Union: "The Great Patriotic War", 971; In Perspective, 974 976 1. Compare the economic and military power shifts caused by the war, including the Yalta Pact, the development of nuclear weapons, Soviet control over Eastern European nations, and the economic recoveries of Germany and Japan. Chapter 28, pp. 122 128; Test Item File, pp. 339 348 (Chapter 29: World War II); Instructor s Resource 10.9 Students analyze the international developments in the post-world World War II world. SE: Preparations for Peace : The Atlantic Charter, Tehran: Agreement on a Second Front 972; Yalta, 973; Potsdam, 974; In Perspective, 974 975; The Cold War Era and The Emergence of a New Europe, 978 979; The Emergence of the Cold War : Containment in American Foreign Policy, 981 982; Soviet Domination of Eastern Europe 983; The Postwar Division of Germany, 984 985; NATO and the Warsaw Pact, 986; The Creation of the State of Israel, 987; The Korean War, 988; The Khrushchev Era in the Soviet Union : Khrushchev's Domestic Policies, The Three Crises of 1956, 990 991; Later Cold War Confrontations : The Berlin Wall, The Cuban Missile Crisis, 992; The Brezhenev Era : 1968: The Invasion of Czechoslovakia, The United States and Détente, 993; The Invasion of Afghanistan, 994; Communism and Solidarity in Poland, 995; Relations with the Reagan Administration, 995 Chapter 29, pp. 129 137; Test Item File, pp. 349 358 18
2. Analyze the causes of the Cold War, with the free world on one side and Soviet client states on the other, including competition for influence in such places as Egypt, the Congo, Vietnam, and Chile. (Chapter 30: The Cold War); Instructor s Resource SE: The Emergence of the Cold War : Containment in American Foreign Policy, 981 982; Soviet Domination of Eastern Europe 983; The Postwar Division of Germany, 984 985; NATO and the Warsaw Pact, 986; The Korean War, 988; The Khrushchev Era in the Soviet Union : Khrushchev's Domestic Policies, The Three Crises of 1956, 990 991; Later Cold War Confrontations : The Berlin Wall, The Cuban Missile Crisis, 992; The Brezhenev Era : 1968: The Invasion of Czechoslovakia, The United States and Détente, 993; The Invasion of Afghanistan, 994; Communism and Solidarity in Poland, 995; Vietnam Drawn into the Cold War, 1001; Direct United States Involvement, 1002 3. Understand the importance of the Truman Doctrine and the Marshall Plan, which established the pattern for America's postwar policy of supplying economic and military aid to prevent the spread of Communism and the resulting economic and political competition in arenas such as Southeast Asia (i.e., the Korean War, Vietnam War), Cuba, and Africa. Chapter 29, pp. 129 137; Test Item File, pp. 349 358 (Chapter 30: The Cold War); Instructor s Resource SE: Truman Doctrine, 982; Marshall Plan, 983, 1048; The Korean War, 988; The Three Crises of 1956, 990; The Cuban Missile Crisis, 992; 1968: The Invasion of Afghanistan, 994; Vietnam Drawn into the Cold War, 1001; Direct United States Involvement, 1002 Chapter 29, pp. 129 137; Test Item File, pp. 349 358 (Chapter 29: World War II; Chapter 30: The Cold War); Instructor s 19
4. Analyze the Chinese Civil War, the rise of Mao Tse-tung, and the subsequent political and economic upheavals in China (e.g., the Great Leap Forward, the Cultural Revolution, and the Tiananmen Square uprising). Opportunities to address this standard can be found on the following pages: SE: People's Republic of China: North Korea and, 989, Tiananmen Square, 1009 Chapter 29, pp. 129 137; Test Item File, pp. 349 358 TECH: Instructor s 5. Describe the uprisings in Poland (1952), Hungary (1956), and Czechoslovakia (1968) and those countries' resurgence in the 1970s and 1980s as people in Soviet satellites sought freedom from Soviet control. SE: The Three Crises of 1956, 990 991; 1968: The Invasion of Czechoslovakia, 993; Communism and Solidarity in Poland, 995; 1989: Revolution in Eastern Europe, 1006 1007; A Closer Look: Collapse of the Berlin Wall, 1008 1009 Chapter 29, pp. 129 137; Test Item File, pp. 349 358 (Chapter 30: The Cold War); Instructor s Resource 6. Understand how the forces of nationalism developed in the Middle East, how the Holocaust affected world opinion regarding the need for a Jewish state, and the significance and effects of the location and establishment of Israel on world affairs. SE: The Creation of the State of Israel, 987 988; Arab Nationalism, 1015; The Iranian Revolution, 1016; Afghanistan and Radical Islamism, 1017; The New Muslim Population, 1027 Chapter 29, pp. 129 137; Test Item File, pp. 349 358 TECH: Instructor s 20
7. Analyze the reasons for the collapse of the Soviet Union, including the weakness of the command economy, burdens of military commitments, and growing resistance to Soviet rule by dissidents in satellite states and the non- Russian Soviet republics. SE: The Invasion of Afghanistan, 994; Communism and Solidarity in Poland, 995; Gorbachev Attempts to Reform the Soviet Union, 1004 1005; 1989: Revolution in Eastern Europe, 1006 1007; A Closer Look: Collapse of the Berlin Wall, 1008; The Collapse of the Soviet Union, 1009 1011; The Yeltsin Decade and Putin, 1012 1013; The Collapse of Yugoslavia and Civil War, 1014 Chapter 29, pp. 129 137; Test Item File, pp. 349 358 (Chapter 30: The Cold War); Instructor s Resource 8. Discuss the establishment and work of the United Nations and the purposes and functions of the Warsaw Pact, SEATO, NATO, and the Organization of American States. SE: United Nations, 983, 988, 989; Southeast Asia Treaty Organization (SEATO), 1001 1002; NATO and Warsaw Pact, 986 987; NATO (North Atlantic Treaty Organization), 1002, 1015, 1021, 1048 1. Understand the challenges in the regions, including their geopolitical, cultural, military, and economic significance and the international relationships in which they are involved. Chapter 29, pp. 129 137; Test Item File, pp. 349 358 (Chapter 30: The Cold War); Instructor s Resource 10.10 Students analyze instances of nation-building in the contemporary world in at least two of the following regions or countries: the Middle East, Africa, Mexico and other parts of Latin America, and China. SE: The Twentieth-Century Movement of People, 1026; The New Muslim Population, 1027; also see the following pages for references related to the background of contemporary challenges: The Creation of the State of Israel, 987 988; Arab Nationalism, 1015; The Iranian Revolution, 1016; Afghanistan and Radical Islamism, 1017; Document-Based Question 29-1, 1091 1092 Chapter 30, pp. 138 144; Test Item File, pp. 359 368 21
2. Describe the recent history of the regions, including political divisions and systems, key leaders, religious issues, natural features, resources, and population patterns. (Chapter 30: The Cold War); Instructor s Resource Opportunities to address this standard can be found on the following pages: SE: The Twentieth-Century Movement of People, 1026; The New Muslim Population, 1027; also see the following pages for references related to the background of contemporary challenges: The Creation of the State of Israel, 987 988; Arab Nationalism, 1015; The Iranian Revolution, 1016; Afghanistan and Radical Islamism, 1017; Document-Based Question 29-1, 1091 1092 3. Discuss the important trends in the regions today and whether they appear to serve the cause of individual freedom and democracy. Chapter 30, pp. 138 144; Test Item File, pp. 359 368 (Chapter 30: The Cold War); Instructor s Resource Opportunities to address this standard can be found on the following pages: SE: The Twentieth-Century Movement of People, 1026; The New Muslim Population, 1027; also see the following pages for references related to the background of contemporary challenges: The Creation of the State of Israel, 987 988; Arab Nationalism, 1015; The Iranian Revolution, 1016; Afghanistan and Radical Islamism, 1017; Document-Based Question 29-1, 1091 1092 Chapter 30, pp. 138 144; Test Item File, pp. 359 368 (Chapter 30: The Cold War); Instructor s Resource 22
10.11 Students analyze the integration of SE: The West at the Dawn of the Twenty-First countries into the world economy and the Century, 1024 1025; The Twentieth-Century information, technological, and communications Movement of People, 1026; Displacement Through revolutions (e.g., television, satellites, computers). War, 1026; The New Muslim Population, 1027; Late-Twentieth-Century Technology: The Arrival of the Computer, 1045; Early Computer Technology, 1046; The Development of Desktop Computers, 1047 Chapter 30, pp. 138 144; Test Item File, pp. 359 368 (Chapter 30: The Cold War); Instructor s Resource 23