Western Suffolk BOCES Study Guide Global Studies 11 Sherry Adams Social Studies Teacher Half Hollow Hills Central School District Deb Fogarty Special Education Teacher Lindenhurst Union Free School District Renee Landsman Resource Room Teacher Copiague School District Jeff Sackett Social Studies Teacher Kings Park Central School District Lenny Skuggevik Social Studies Teacher Amityville Union Free School District Bev Vitale Special Education Teacher Half Hollow Hills Central School DistrictTABLE OF CONTI Study Guide Global History I TS Text Survey NOTE: Major topics have been organized in chronological order. Chapter Survey Section Survey Topic I: The Scientific Revolution 1. Anticipation Guide 2. KWL 3. Taxonomy of Questioning 4. Question-Answer-Detail 5. Semantic Map 6. Feature Analysis Topic II: The Enlightenment . Anticipation Guide Taxonomy of Questioning . Context Clues }. Question-Answer-Detail |. Semantic Map . Concept Guide - Categorization . Cinquain . Document Based Essay Question Feature Analysis (0. Framed Essay Boer AawaENne Topic III: Political Revolutions 1, Anticipation Guide 2. Taxonomy of Questioning 3. Context Clues 4. Question-Answer-Detail 5. Semantic Map 6. Content Guide 7. Frayer Model 8. Categorization 9. Timeline 10. Graphic Aids Topic IV: Social and Economic Revolutions e 1. Anticipation Guide 2. Taxonomy of Questioning 3. Context CluesQuestion-Answer-Detail Semantic Maps Categorizations Vocabulary Review Content Guide Feature Analysis 0. Graphic Aids 1. Matrix Frame for Essay ee een aue Topic V: Global Nationalism 1. Anticipation Guide Taxonomy of Questioning Context Clues Question-Answer-Detail Semantic Map Graphic Aid ‘Categorization Moya eN Topic VI: Imperialism Anticipation Guide Taxonomy of Questioning Vocabulary Categorization Context Clues Question-Answer-Detail Cinquain Document Based Essay Question Cause and Effect Graphic Aids 10. Semantic Map 11. Semantic Map - Categorization - Framed Essay Penaneene Topic VII: Modemization of Japan 1. Anticipation Guide Question-Answer-Detail Taxonomy of Questioning ‘Semantic Map Graphic Aid Essay Assessment Topie VIII: World War Context Clues (Vocabulary) QAD - Cause of World War I QAD - Treaty of Versailles Semantic Map - Spider Semantic Map Categorization/Exelusion Graphic Aids Cinquain er araeneTopic IX: Revolution and Change in Russia 1. Context Clues 2. Vocabulary-Context Clues 3. QAD 4, Semantic Map 5. Categorization-Frayer Models 6. Thesis Proof : Between the Wars 1. Content Guide 2. Semantic Map — League of Nations 3. Semantic Map ~ Fascism 4, Semantic Map - Communism under Mao Zedong 5. Cause & Effect - Militarism in Japan 6 7. 8. 9. . Cause & Effect - Worldwide Economic Depression . Cause & Effect - Zionism . Semantic Map — Indian Independence Movement ). Thesis Proof Topic XI: World War II 1. Cause & Effect Semantic Map — Life in a Totalitarian State Semantic Map - Leaders Categorization Topic XII: World after World War II 1. Anticipation Guide — Africa 2. Feature Analysis ~ Africa 3. Content Guide - Struggles in Africa 4. Content Guide - Economic Development in Africa 5. Content Guide - Tiananmen Square 6. Semantic Map - Terrorism 7. Graphic Aid - Germany 8. Visual Aid - India 9. Visual Aid-NATO 10. Graphie Aid - Cold War 11. Visual Aid - Communism 12. QAD - Economies 13. Content Guide — Imperialism 14. Timeline — Communism 15. Feature Analysis ~ Hindu 16. Graphic Organizer - Cold War 17. Semantic Map — Religions 18. Thesis Proof — Cold War 19. QAD ~ Truman Doet. 20. Cause & Effect - Communism21. Graphic Aid — Soviet Union Topic XIN: Conflict & Change in Mid East Graphic Organizer Graphic Aids - Map Feature Analysis — Suddam Hussein Feature Analysis — Ayatollah Khomeini Political Cartoon Taxonomy of Questioning Se aepe Topic XIV — Latin America 1. Anticipation Guide 2. Semantic Map ~ Political revolutions 3, Semantic Map ~ Economic Problems 4, Feature Analysis — Political Revolutions 5. Feature Analysis - Economic Problems 6. Graphic Aids - Graphs 7. Semantic Map 8. Graphic Aid — Lack of Democracy 9. Categorization 10. KWL 11, Content Guide 12. Graphic Organizer — Roles of Social Class Topic XV - Global Issues 3. Concept Map 4. Feature Analysis 5. Thesis Proof - Endangered Species 6. Thesis Proof - Modernization/Tradition 7. Political Cartoon — Population 8. Political Cartoon — Japan 9. Compare & Contrast 10. Concept Map 11. Categorization 12. QAD Topic XVI - Review 1. Chart 2. Essay 3. Interpreting Data - Diagrams 4. Interpreting Data — Graphic Aids 5. Categorization 6. QAR ChartROTNTE a a o a sway o a o a a a o ate ‘S9ns5] 129019 7 auSY 0 a a 0 0 ala une 7 - 7 Wea pI sw uso) > ~Talte - - > 7 - a a o a 0 ILA PHON. 7 aA 7 sieN am usamiog, cco 0 a an lala ur a8uey BwONT|OAI 7 - a ~ [ete 128A PON. o * 0 o a 0 oftelelteatea a ~ [eltelta a - a pala pa 0 “ o 0 0 a talala o 2g [e100g ” ” ” ” ~ [alee ” opnOnNY atartalan a talala a o a - pale > pooig | essay | eum | wana | den | oad | Aeses | bum] emo | sew | Sake | —epmo | __wonez | uvO | send | San [INO | SPIN | Feang sso | essa} own |" g| wos wel y | ander | emess | wowo | vole | avo | moo | io "wy ene vedo, mek SISATWNV 3unLva4 M3IAYNSAO ADALVYLS ll AMOLSIH 1W8019GLOBAL HISTORY I SURVEYING THE TEXT Survey isa general overview. Tt can activate your prior knowledge and familiarize you with the material you will read. Within any textbook, there is a vast amount of information that you have to internalize. To help you understand this information, the textbook has been divided into many parts. Some parts help you to preview the information Some parts help you to study the information Some parts help you to review what you have studied Directions: Title Page | in the blanks using the information in the textbook. Text Title: What is the title of the textbook? 1 2. What are the authors’ names? e 3. What are the authors’ qualifications? 4. 5. What is the name of the publisher? What is the date of publication? 6. Is there a preface or introduction? le of Contents The Table of Contents is located at the beginning of your book. It lists all the units, chapters, and topics in the book and the page where each one begins. Instead of flipping haphazardly through the text until you find the topic you want, use the Table of Contents to locate it. Once you tum to the first of each chapter, use the boldfaced headings and subheadings to zero in on the topic you want. 1. How many units are contained in the text? Notice at the beginning at each unit is an Overview which shows a drawing depicting an historical period. Also listed are the chapters, their topics and subtopics included in the unit. How is each unit subdivided? How many chapters are contained in the text? How is each chapter subdivided? ‘Where would you find the Reference Section? e Somewhere in the Table of Contents is a more specific guide to the reference section. What page can this be found on? AyanGLOBAL HISTORY IL SURVEYING THE TEXT ‘Study Skills that are important for a better understanding of history are found in the Table of Contents. 1. On what page would you find information about interpreting: a. graphs b. charts ©. political cartoons 4. aspecial purpose map A Primary Source is an original source or document. Your textbook contains a considerable amount of primary source materials. 1, Name three primary sources contained in your textbook: a b. c A list of Charts, Graphs and Timelines which are included in the Table of Contents. 1. Choose any one chart. What page is it on? ‘What information can you derive from it? 2. Choose any one graph. What page is it on? ‘What information can you derive from it? 3. Choose a timeline. What page is it on? ‘What information can you derive from it? It is always helpful to see a map of the area discussed in a text. A list of maps used in the text is found in the Table of Contents. 1. Find a map about Imperialism in Africa. What page is it on? 2. Name three things you have leamed from reading this map:GLOBAL HISTORY II SURVEYING THE TEXT In addition to the maps listed in the Table of Contents, there is another brief atlas in the Reference Section. 1. On what page would you find a political map of Europe? 2. On what page would you find a physical map of Asia? Internet Connections 1. Where in the text can you find information through the Internet? Page # 2. List one Intemet address from the text: 3. What other information about computer use is provided by your textbook?GLOBAL HISTORY II CHAPTER SURVEY @srz is a general overview. It can activate your prior knowledge and familiarize you with the material you will need. Within any chapter, there is a vast amount of information that you have to internalize. To help you understand this information, the chapter has been divided into many parts. Some parts help you to preview the information Some parts help you to study the information Some parts help you to review what you have studied Directions: Fill in the blanks using the information in the chapter. General Survey of Chapter Title of Book: Title of Chapter: or e#1 Brainstorming How is the title of the chapter related to the title of the book? Here are some things I already know about the chapter: Exercise #2 Section Titles List the section titles in this chapter:GLOBAL HISTORY Il CHAPTER SURVEY Exercise #3 Visuals There are captions that accompany the visuals as well as just visuals (pictures, maps, charts, graphs). Directions: Examine each visual presented in the chapter (make sure you read the captions), and develop a question for each visual. Use who, what, where, when, why or how in your question. On the line below your question, write a brief answer. Visual #1 - ©. ) Ans. Visual #2 - @. ) Ans. Visual #3 - @. ) Ans. Visual #4 - ©. ) Ans. Visual #5 - ©. ) Ans. Visual #6 - @. ) Ans. Visual #7 - @. ) Ans.GLOBAL HISTORY II CHAPTER SURVEY @ exercise 4 Vocabutary ‘These are the vocabulary words that appear in boldface print, are in the margins, or are italicized. List all the vocabulary words presented in the chapter. Write a brief definition following each term. WORD DEFINITIONGLOBAL HISTORY II CHAPTER SURVEY Exercise #5 End of Chapter Questions Read the end of chapter questions. Reading these questions will make you aware of important information you should focus on in the chapter. Decide which of these questions would be most important in gaining helpful information about the chapter. Exercise #6 Preview List You have now reviewed all the parts of a chapter that should be studied during a chapter preview. Now think back over the material you studied and the exercises you completed. You should now have more background knowledge about the topic than you did before you completed your preview. List 5 or more new ideas or facts that you learned by doing the preview. Preview List Here is some new information I leamed about this topic by completing the chapter preview: It should be clear to you that it pays to preview a chapter before studying it carefully. When you preview a chapter as you did, you usually lear valuable information that you can add to what you already know about the subject matter.GLOBAL HISTORY II SECTION SURVEY e Text Tit Unit Chapter Section TITLE OF UNIT: TITLE OF CHAPTER: TITLE OF SECTION: ee Exercise #1__ Brainstorming Think about the title of the unit, chapter and section. Jot down ideas as to how they are related. Here are some things that I already know about the section: Exercise #2 Topics and Subtopics Read each subtopic in the section and rephrase the subtopic into a question. Use who, what, when, where, why or how in your question. Subtopic #1 Question Subtopic #2 Question Subtopic #3 e QuestionSubtopic #4 Question Subtopic #5 Question Subtopic #6 Question Subtopic #7 Question Exercise #3_ Visuals There are captions that accompany the visuals as well as just visuals (pictures, maps, charts, graphs, etc.) Directions: Examine each visual in the section. (Make sure you read the captions.) Choose one visual, give the page number, and explain what you leamed from it. Exercise #4 Vocabulary ‘These are the vocabulary words that appear in boldface print, margins or are italicized. List all the vocabulary words presented in the section. TIP: Important vocabulary words can be found in the Section Review under Identify.Complete the following chart. VOCABULARY WORD GLOSSARY MEANING Exercise #7 _End of the Section Questions Read the end of the section questions. Reading these questions will make you aware of important information you should focus on in the section. Decide which of these questions will be most important in gaining helpful information about the section. Exercise #8__Preview List ‘You now have reviewed all the parts of a section that should be studied during a section preview. Now think back over the material you have studied and the exercises you completed. You should now have more background knowledge about the topic than you did before you completed your preview. In your own words, write a brief paragraph summarizing the main idea of this section.It should be clear to you that it pays to preview a section before studying it carefully. When you preview section as you did, you usually learn valuable information that can add to what you already know about the subject matter.GLOBAL HISTORY II SCIENTIFIC REVOLUTION ANTICIPATION GUIDE Directions: ] Before reading the text, read the following statements and check (V) the ones with which you agree. After reading the text, decide which statements support what you have read. Place a check (¥) in the “text” column. You — Text 1. The scientific method is based on observation and experimentation. 2. Scientists proved that the sun revolves around the earth. 3. The invention of the telescope led to new discoveries in astronomy. 4. Scientific Revolution encouraged people to question traditional beliefs. 5. The Church supported the new scientific investigations. 6. Don't believe everything you read.GLOBAL HISTORY IL WORLD WAR VOCABULARY When you do not know the meaning of a word, the first thing you should do is try to determine the ‘meaning from the context clues. In this type of exercise the definition follows the unknown word, and is surrounded by commas and a period. Directions: Write the definition of the underlined word in the space provided. 1, The late 1800’s saw a rise in militarism, a national policy based on military strength and glorification of war. The word militarism means: 2. Germany invaded Belgium even though Belgium was following a policy of neutrality, not taking sides ina war. The word neutrality means: 3. The assassination, or murder, of Archduke Ferdinand sparked the beginning of World War 1 The word assassination means: 4, One of the causes of World War I was nationalism, a strong loyalty to an: ‘The word nationalism means: 5. One alliance, or teaming of nations for the purpose of defense, was the Central Powers. This alliance included Germany, Austria-Hungary, and Italy. ‘The word alliance means: 6. An armistice, or agreement to stop fighting, was declared on November 11, 1918. ‘The word armistice means:GLOBAL HISTORY Il WORLD WARI VOCABULARY 7. Germany had to pay over $30 billion in reparations, payment for war damages, as a result of the Treaty of Versailles. ‘The word reparations means: 8. Imperialism, policy of building an empire, divided European countries in the race for colonies. ‘The word imperialism means:GLOBAL HISTORY I Answer Key MODERNIZATION OF JAPAN ESSAY ASSESSMENT Throughout history, events have had long-term effects beyond their initial impact. Events 8) Commodore Perry’s Opening” of Japan - 1853-1854 b) Emperor Meiji’s restoration of imperial power - 1868 ©) 1*Sino- Japanese War, 1894-1895 d) Russo - Japanese War, 1904-1905 Directions: Select three of the events listed. For each one chosen: a) Describe the event. @ b) Discuss the long-term impact of the even on either Japan or another region in the world. Possible Answers a. Event should be fully described. b. 1) Show relation of Perry's visit to U.S. and our trade policy. 's power made it possible to fight off world domination or spheres of influence. 3) Japan’s attack on China began her career of expansionism. 4) Japan's defect of Russia marked her emergence as a Great Power.Global History I “jsms” Categorization ‘Words take on meaning as they relate to other, similar words. Categorization is a technique in which words are grouped according to a common concept. Directions: From the word bank on the bottom of the page, choose the phrase that best describes each group of ideas and write it on the line above that group. “IsMs” Strong nation dominates weaker countries Factors of production owned by all Search for new markets Government plans economy Search for raw materials No private ownership Non-involvement Power in hands of one person Self-sufficient country Receives authority from God No political alignments Rule passed to family member Loyal to one’s country Private ownership Sharing a common culture Economic system Sharing a common history Money invested in business ventures No private property Claim to foreign land All goods and services shared equally Building an empire Economic system Governing from afar ‘A country’s power depends on its wealth Ethnocentrism Economic policy One superior group Favorable balance of trade “White Man’s Burden” Imperialism Racism ‘Communism Capitalism Socialism /Mercantilism Isolationism Nationalism Colonialism MonarchismGLOBAL HISTORY II MODERNIZATION OF JAPAN ESSAY ASSESSMENT Throughout history, events have had long-term effects beyond their initial impact. Events a) Commodore Perry’s Opening” of Japan - 1853-1854 b) Emperor Meiji’s restoration of imperial power - 1868, ©) 1" Sino - Japanese War, 1894-1895 d) Russo - Japanese War, 1904-1905 Directions: Select three of the events listed. For each one chosen: a) Describe the event. b) Discuss the long-term impact of the even on either Japan or another region in the world.GLOBAL HISTORY II MODERNIZATION OF JAPAN GRAPHIC AID - CARTOON INTERPRETATION @ Cartoon interpretations help you to organize information visually. Directions: Look at the cartoon on the previous page and answer the questions that follow. The significance or purpose of each event is explained in the column on the right. Select the term or event described. A term may be used more than once. ROAD TO JAPANESE HISTORY AND CULTURE Term Explanation Cultural Diffusion Feudal Society Meiji Restoration e Russo-Japanese War 1, The warrior knights waged a fierce battle for control of the land. 2, Japan was forced to end its policy of isolation. 3. Expansionist Japan takes Taiwan from China and extends her control over Korea, 4, Rebels forced the shogun to step down. 5. The spirits of kami lived in everything from plants to rocks. 6. Russia and Japan fight over control of ‘Manchuria. 7. Chinese influences had an impact on Japan. 8. This created a link between people and the awesome forces of nature. 9. The emperor was only a figurehead. WORD BANK Shintoism: “The Way of the Gods” Expedition of Commodore Perry First Sino-Japanese WarGLOBAL HISTORY II MODERNIZATION OF JAPAN ANSWER KEY GRAPHIC AID - CARTOON INTERPRETATION Cartoon interpretations help you to organize information visually. Directions: Look at the cartoon on the previous page and answer the questions that follow. The significance or purpose of each event is explained in the column on the right. Select the term or event described. A term may be used more than once. ROAD TO JAPANESE HISTORY AND CULTURE Term 1, Feudal Society 2. Expedition of Commodore Perry 3. First Sino-Japanese War 4. Meiji Restoration 5. Shintoism: “The Way to the Gods” 6. Russo-Japanese War 7. Cultural Diffusion 8. Shintoism: “The Way of the Gods” 9. Feudal Society Cultural Diffusion Feudal Society Meiji Restoration Russo-Japanese War Explanation 1. The warrior knights waged a fierce battle for control of the land. 2. Japan was forced to end its policy of isolation. 3. Expansionist Japan takes Taiwan from China and extends her control over Korea. 4, Rebels forced the shogun to step down. 5. The spirits of kami lived in everything from plants to rocks. 6. Russia and Japan fight over control of Manchuria. 7. Chinese influences had an impact on Japan. 8. This created a link between people and the awesome forces of nature. 9. The emperor was only a figurehead. WORD BANK Shintoism: “The Way of the Gods” Expedition of Commodore Perry First Sino-Japanese WarGLOBAL HISTORY II Answer Key MORDERNIZATION OF JAPAN GRAPHIC ORGANIZER rections: Using the semantic map on the previous page complete the following graphic organizer that describes the geography of Japan. Bodies of Water Mount 1. Korean Strait 1, 4/5 of Japan 2. Inland Sea 2. Mt. Fuji 3. East China Sea 4, Pacific Ocean Rivers 5. Sea of Japan 1. Non-navigable Cities Climate 1. Sapporo 1, Mild 2. Tokyo 2, Warm ocean currents 3. Osaka 3. plentiful rainfall 4. Kyoto 4, Pacific storms - typhoons 5. Hiroshima 6. Nagasaki Plains 1. near the coast 2. Kanto Plain(s98t) Ax10g Jo wopIpedxy’ fL (8981) HoReI0;say TOW’ ader w Avej908 jopney 0091 -S8ll 5061-4061 "am asaNvaveossm AUYOLSIH GNV FTANLTNS ASANVdVE OL GVOU AHLGLOBAL HISTORY II MORDERNIZATION OF JAPAN GRAPHIC ORGANIZER Directions: Using the semantic map on the previous page complete the following graphic organizer that describes the geography of Japan. Mountains 1 L 2. 2. 3. 4. Rivers 5. 1. Cities Climate 1. Sapporo 1. Mild 2. 2. 3. 3. 4, Kyoto 4. 5. 6. Plains nenysnty, nyxOHYS nysuoH, ured One, opreyxjoH ysvoo oy) eau oBejodiqory esouedey jo spueysy UE SUP ‘suooydAy - sunz0}s otoed Heyures rynuayd en agedyasu-tou ows ‘ret SHAR pyesedeyy N¥dvoe eUHTYsontE] o1oddeg Byes, yyeod ysoy3ty - ia aw 004 in onto st ueder Jo S/y SnD ‘SURE UMOW aS pURTUT eng uea10y, vag eUIY Ise e909 oytoed uedus Jo og OTe M JO SoIpOR, STA WORBULTOFUY SzjuRaIO pue pURTSIOpIn O} NOK djoy yelp SuOREWOSeidon o|ydeIT om sdeu OnUEMIOS dVW OLLNVWaS NVdV¢ JO NOLLVZINNAIGOW I ANOLSIH TY€O1DGLOBAL HISTORY II MODERNIZATION OF JAPAN TAXONOMY OF QUESTIONING 1. List 3 geographic features of Japan. 1 3. 2. How did the lack of natural resources effect its history? 3. When encouraging Japan to open trade with the West, American Diplomat Harris said, “If you accept my proposals, Japan will become the England of the Orient.” What did he mean by this statement? 4, List 3 ways Japan modemized. 1 3. 5. Why did the Industrial Revolution occur in Japan before other Asian and African nations? 6. How was the Modemization of Japan a factor in Sino Japanese War? Russo Japanese War?Global History II Modernization of Japan QAD QUESTION - ANSWER - DETAIL MODERNIZATION OF JAPAN Question, Answer, Detail is a technique used for development of comprehension and summarization of important information. Directions: Complete the Question-Answer-Detail by writing the main idea in the answer column and supplying the details in the third column. Question Answer Detail How can we describe the ‘geography of Japan? ‘How was Japan “opened to the world” in 1853? How did Japan respond to the potential threat of western imperialism? ‘What happened in the Meiji Restoration? ‘What were the results of the 1* Sino-Japanese War (1894-1895) What were the results of the Russo-Japanese War (1904-1905) Unlike India and China, Japan remained strong and free of control. Why was this?GLOBAL STUDIES II MODERNIZATION OF JAPAN ANTICIPATION GUIDE Directions: ‘Before reading the text, read the following statements and check (1) the ones with which you agree. After reading the text, decide which statements support what you have read. Place a check (¥) in the “Text” column. You Text Statement 1. Countries sometimes try to avoid conflict by isolating themselves. 2. Countries that lack natural resources remain very primitive. 3. Japan rejected westernization by remaining a traditional society. 4, The need for natural resources led Japan to become an imperialistic power.GLOBAL HISTORY II Answer Key IMPERIALISM CATEGORIZATION “Words take on meaning as they relate to other, similar words. Categorization is a technique in which words are grouped according to a common concept. Directions: Using the semantic map on the previous page, place the appropriate negative and positive factors into the following outline form. THE SCRAMBLE FOR AFRICA. IMPERIALISM I. Mother Country A. Positive Factors Prevent European expansion Raw materials Markets Nationalism Spread religious beliefs yaeye e B. Negative Factors 1. Competition with other nations 2. Cost to defend empire Il. Colony A. Positive Factors 1. Improved schools 2. Medical care 3. New systems of transportation and communication B. Negative Factors Colonial government expanded control Diseases Rejection of traditional culture “Migration to cities from villages ‘Human rights abuses Exploitation of natural resources aeaeneGLOBAL HISTORY II IMPERIALISM FRAMED ESSAY ‘A Framed Essay is a strategy which provides a logical Hamework for writing, It helps you summarize information on a particular subject. Directions: Using the semantic map and the outline on the previous pages, write the following well-developed essay. European imperialism had many effects on Affica. A. Discuss 3 positive effects on the mother country. B. Discuss 3 positive effects on the colony. C. Give 2 reasons why imperialism leads to conflict between the mother country and the colony.GLOBAL HISTORY II IMPERIALISM CATEGORIZATION ‘Words take on meaning as they relate to other, similar words. Categorization is a technique in which words are grouped according to a common concept. Directions: Using the semantic map on the previous page, place the appropriate negative and positive factors into the following outline form. THE SCRAMBLE FOR AFRICA IMPERIALISM 1. Mother Country A. Positive Factors wus beliefs B. Negative Factors 1 Il. Colony A. Positive Factors 1 3. B. Negative Factors 1 2. 3. Rejection of traditional culture 4. 5. 6. Exploitation of natural resourcessoatyeu Jo uonenoidxa, fusioes Jo yysor8 palejora saysepunog [equL aimyyno [eUONTpeN Jo SSO] S1oaaaa SALLVOaN ands Areuorssty ‘Span jo uorsuBdKg an» ‘wonnaduioa’ urorpour pue woreanpa ‘yuouose TWoRETodsHEN paw uoneorunumo5 porordusy <= n WSITVIdadNI uuorsnygicl yeamnyn ‘wis}feUOHEN SIOaaaa AATLISOd sasnvo -dew otp oy9[dur09 0} yueg ploMm oy) as—) :SHONDIII “Aijensia uOReULIGUT SzjueAIO pue puBISIapun oy NOK djoy yyy SuOHeUosoIdar o1ydes ore sdew onUEUIES dV OLINVINGS WSI'TVRdadA fay somsuy Il AUOLSIH TV8019soomosas jemnyeu Jouonenoydxs sosnge s1ydu ueumy soseasip * so8ejia woy, sonp o)uoneiiu Jonuoo papuedxo quounu9A08 ferUO[Oo Some T OANeTON 9 s + ‘s € uopestunumui0s 23 uonenodsuen andurs + z JO SUIDISKS MOU “E Puajop 019809 “7 wsyjeuoneu “¢ ‘ame yeorpour -Z suoneu 2240 sioyTeUL °Z “1 sjoouss posordut 1 naduioo “| syeyoyew wer“ ‘Bopey SAnISOd Howse ANI arose SATISOG Kujo) Axunog s2sOW, WSITVIdadWI “Aijensia woneunoyur aziwesi0 pure purjsiopun oj no djoy yin suoneyuasoados oyydex3 ox sdew onuewog VW OLLNVIWGS WSITVRIad AI I AMOLSIH TV019GLOBAL HISTORY II IMPERIALISM GRAPHIC AIDS - POLITICAL CARTOON Cartoon interpretations help you to organize informaticn visually. Directions: Look at the cartoon below and answer the questions that follow. 1. What do the swords represent? 2. Who do these nations want to control? 3. Why are Japan’s and Russia’s swords crossed? 4. Why is it that China does not have a sword? 5. The situation depicted in the cartoon was brought about by the military weakness of China and the European desire for expansion economic agreements with Western nations signed by Deng Xiaoping low level of cultural and economic development in China throughout its history alliance of the Soviet Union with the Communists and the aid given to the Nationalists by Westen Europe pose(40x zomsue uo spiom asn aseaid) NVa auOM S1daddd FAILVOIN WSITvIaddadWi S1Oaada FATLISOd sasnvo dew oup ay9jduioo 0} yueq pom op as-):suORDIAIC, ~Ayjensta woneunoyuy aziuedio pue pueysiopun oy nok diay yey suoneyuasoides ofydeid ore sdem onueUIEg dV OLLNVINGS WSITVRIadWI Il ANOLSIH TV401911. Cause - Effects: 12. Cause - Effects: 13, Cause - Effects: The Chinese people’s hostility to foreigners and the Qing dynasty increased. ‘A. Chinese formed anti-western groups called the Boxers. Chinese kill foreigners and surround diplomatic quarters. A. Wester powers crush Boxer Rebellion. B. China is forced to allow foreign soldiers on its soil. Qing dynasty collapses in 1911. A. China declares herself a Republic. B. Sun Yatsen served as President of the new Republic for a brief time.GLOBAL HISTORY II IMPERIALISM GRAPHIC AIDS - POLITICAL CARTOON Cartoon interpretations help you to organize information visually. Directions: Look at the cartoon below and answer the questions that follow. “Learning civilized ways is hard work? 1. What does the man in the rickshaw represent? 2. Who do the people pulling the rickshaw represent? 3. Why are they pulling the man in the rickshaw? 4, What is meant by “civilized?” 5. What is the main idea of the cartoon? a. Western imperialism led to the exploitation of people and resources in the colonies. b. Many people assisted Western nations in acquiring overseas colonies. ¢. Many job opportunities were created by Wester colonization. 4. Wester imperialism improved the quality of life for people in the colonies.GLOBAL HISTORY II Answer Key IMPERIALISM CAUSE AND EFFECT A Cause and Effect chart will help you remember “why” events happen. Directions: 1. Cause - Effects: 2. Cause - Effects: 3. Cause - Effects: Effects: 5. Cause - Effects: 6. Cause - Effects: 7. Cause - Effects: 8. Cause - Effects: 9. Cause - Effects: 10. Cause - Effects: In Social Studies, we are concemed with the chain of events known as cause and effect. A cause (event) results in certain effects (other events). Read your text about China, 1840- 1911. Then read the cause statements below and fill in the appropriate effects by referring to the pages in the text. Industrial Revolution begins in Europe. ‘A. Increased military power of European Nations B. With modem fleets, strong nations could reach distant places. England begins to sell opium to China. A. Many Chinese became addicted to drugs. B. The opium trade also drained China’s supply of silver. China tries to stop opium trade. A. Opium War breaks out with the British. England defeats China and the Treaty of Nanking is signed. ‘A. China pays for opium destroyed. B, Island of Hong Kong is given to the British. ‘The Treaty of Nanking showed that China could no longer set the terms of trade. A. France, Russia, Germany and the U.S. conclude similar treaties. ‘Western nations won the right of extraterritoriality in China. A. Westemers accused of crimes in China could be tried in their own courts instead of Chinese courts. ‘Western nations carved up China into spheres of influence. A. Foreign nations build railroads and factories in China. The USS. fears that Europe will set up colonies in China, ‘A. US. calls on European nations to support the Open Door Policy. The loss of territory by China to foreigners was a sign of weakness under the decaying Qing dynasty. ‘A. Demands for reforms led to the Taiping Rebellion. B. The Rebellion is crushed, but unrest continues. In 1898, CiXi seized power as Empress and ended the moderate reforms. A. The reformers increased their demands for an end to the Qing dynasty.Effects: . Cause - Effects: . Cause - Effects: 3. Cause - Effects: ). Cause - Effects: ‘The Treaty of Nanking showed that China could no longer set the terms of trade. A ‘Wester nations won the right of extraterritoriality in China. A ‘Western nations carved up China into spheres of influence. A. The U.S. fears that Europe will set up colonies in China. A. The loss of territory by China to foreigners was a sign of weakness under the decaying Qing dynasty. AL10. Cause- In 1898, CiXi seized power as Empress and ended the moderate reforms. Effects: A. 11. Cause- ‘The Chinese people’s hostility to foreigners and the Qing dynasty increased. Effects: A. 12.Cause- Chinese kill foreigners and surround diplomatic quarters. Effects: A. 13.Cause- Qing dynasty collapses in 1911. Effects: | A.GLOBAL HISTORY II IMPERIALISM (CAUSE AND EFFECT A Cause and Effect chart will help you remember “why” events happen. Directions: Effects: 2. Cause - Effects: 3. Cause - Effects: 4. Cause - Effects: In Social Studies, we are concerned with the chain of events known as cause and effect. A cause (event) results in certain effects (other events). Read your text about China, 1840- 1911. Then read the cause statements below and fill in the appropriate effects by referring to the pages in the text. Industrial Revolution begins in Europe. A. England begins to sell opium to China. A China tries to stop opium trade. A England defeats China and the Treaty of Nanking is signed. AGLOBAL HISTORY Il IMPERIALISM DBQ Opening Paragraph Opening sentence identified the historical context. The next sentence is your topic statement based upon the “Question.” A transition sentence then connects this statement to the main body of the essay. Main Paragraphs Each paragraph should deal with one aspect of the topic statement. You must also use your analysis of the documents and related outside material to support your conclusions, just like a good lawyer refers to evidence in the courtroom. Conclusion How you close your essay will depend on the action word used in the Question. Discuss: If the question says “discuss,” your conclusion should restate the topic statement. Evaluate: If the question says “evaluate”, you should weigh the positive and negative effects of the subject of the essay, and then make a judgment. PARTB Essay Response Evaluate the positive and negative aspects of European Imperialism of the 19* century. Your essay should be well organized with an introductory paragraph that states your position. Develop your position in the next paragraph and then write a conclusion. In your essay, include specific historical details and refer to the documents analyzed in Part A. You may include additional information from your knowledge of global history.GLOBAL HISTORY II IMPERIALISM DBQ INS IRS SSA’ TOPIC: [THESIS STATEMENT: MAIN POINT: EVIDENCE; 1GLOBAL HISTORY I IMPERIALISM. DBQ DOCUMENT 7 A VOICE FROM THE PAST Nor is violent physical opposition to abuse and injustice henceforth possible for the ‘Aftican in any part of Africa, His chances of effective resistance have been steadily ‘dwindling with the increasing perfectibility in the killing power of modern armami ‘Thus the African is really helpless against the material gods of the white man, as ‘embodied in the trinity of imperialism, capitalistic exploitation, and militarism. EDWARD MOREL The Black Man’s Burden Why were Europeans able to take over Africa?GLOBAL HISTORY Il IMPERIALISM DBQ DOCUMENT 8 SPEECH DADABHAI NAOROJI Dadabhai Naoroji was the first Indian elected to the British Parliament. He was also a part of the founding of the Indian National Congress. In 1871, he delivered a speech answering a question about the impact of Great Britain on India. In the speech he listed positives and negatives about the rule of the British. The conclusion of the speech is printed here. To sum up the whole, the British rule has been —-morally, a great blessing; politically peace and order on one hand, blunders on the other, materially, impoverishment. . The natives call the British system “Sukar ki Churi,” the knife of sugar. That is to say there is no oppression. It is smooth and sweet, but it is the knife notwithstanding. 1 ‘mention this that you should know these feelings. Our great misfortune is that you do not know our wants. When you will now our real wishes, I have not the least doubt that you ‘would do justice. The genius and spirit of the British people is fair play and justice. ‘The speaker is offering thanks and criticism. What are his thanks and criticisms?GLOBAL HISTORY I IMPERIALISM DBQ DOCUMENT 5 A VOICE FROM THE PAST I contend that we [Britons] are the finest race in the world, and the more of the world we inhabit, the better it is for the human race . . . . It is our duty to seize every opportunity of acquiring more territory and we should keep this one idea steadily before our eyes that more territory simply means more of the Anglo-Saxon race, more of the best, the most ‘human, most honourable race the world possesses. CECIL RHODES Confession of Faith 1877 SPEECH JULES FERRY In a speech before the French National Assembly on July 28, 1883, Jules Ferry ‘summarized reasons for supporting French imperialism. Nations are great in our times only by means of the activities which they develop; it is not simply ‘by the peaceful shining forth of institutions. . .” that they are great at this hour. Something else is needed for France: . . . that she must also be a great country exercising all of her rightful influence over the destiny of Europe, that she ought to propagate this influence throughout the world and carry everywhere that she can her language, her customs, her flag, her arms, and her genius. Cecil Rhodes and Jules Ferry’s statements reflect the belief of Social Darwinism. What is Social Darwinism?GLOBAL HISTORY I IMPERIALISM DBQ DOCUMENT 6 AFRICA’S PLEA by Roland Tombekai Dempster Tam not you— but you will not give me a chance, will not let me be me. “If L were you"- but you know 1am not you, yet you will not let me be me. You meddle, interfere in my affairs as if they were yours and you were me. You are unfair, unwise, foolish to think that I can be you, talk, act and think like you. God made me me. He made you you For God’s sake Let me be me. ‘According to the poem, what objection did the people of Africa have about European Imperialism?GLOBAL HISTORY II IMPERIALISM DBQ DOCUMENT 3 ATLANTIC > OCEAN ‘ ed ee ‘ men Menor] as ‘What does the map tell you about African attitudes towards Europeans?GLOBAL HISTORY IT IMPERIALISM DBQ DOCUMENT 4 ESSAY J. A. Hobson A journalist and essayist,, Hobson was an outspoken critic of imperialism. His 1902 book, Imperialism, made a great impression on his fellow Britons. For Europe to rule Asia by force for purposes of gain, and to justify that rule by the pretence that she is civilizing Asia and raising her to a higher level of spiritual life, will be adjudged by history, perhaps, to be the crowning wrong and folly of Imperialism. What Asia has to give, her priceless stores of wisdom gamered from her experience of ages, we refuse to take; the much or little which we could give we spoil by the brutal manner of our giving. This is what Imperialism has done, and is doing, for Asia. ‘Why was Hobson critical of Europeans?GLOBAL HISTORY I IMPERIALISM DBQ DOCUMENT 1 1. What happened to Africa at the Berlin Conference in 1884?GLOBAL HISTORY I IMPERIALISM DBQ DOCUMENT 2 “Learning civilized ways is hard vorkd= The tone of the cartoon is sarcastic. Explain.GLOBAL HISTORY II Answer Key IMPERIALISM CINQUAINS Cinquains are five line poems with a definite format. They enable you to categorize and chunk together information related to a key concept. A conceptualization is developed. Cinquain: The first line is a one-word title. ‘The second line is a two-word description. The third line is three words expressing action. ‘The fourth line is a four-word phrase showing feeling for the topic. The last line is a one-word synonym for the title. Directions: _ Using the word bank, place the correct title on each poem. Imperialism China Colonial Rule Boxer Rebellion White Man’s Burden Spheres of Influence Treaties ‘Markets Cheap raw materials Opium Wars Unequal Treaties e Power Victim Africa Britain Natural Resources Industrial Nation Scramble for Colonies Powerful and strong, Loss of traditional culture Reached across the globe Target Imperialistic WORD BOX Africa China Britain ImperialismGLOBAL HISTORY II IMPERIALISM DBQ THEME: IMPERIALISM DBQ - Opposing views on European Imperialism in the 19% century. Directions: The following question is based on the accompanying documents. Some of these have been edited for the purpose of this exercise. The question is designed to test your ability to work with historical documents. Write an essay that includes your analysis of the documents. In no case should documents simply be cited or paraphrased. You should include specific historical details, and you may discuss documents and-or information not provided. Historical Context: In the latter half of the 19* century, Europe took over Africa and penetrated Asia, ‘The Europeans defended their actions, but many of the colonial peoples criticized them. PART A Question: _ Evaluate the positive and negative aspects of European Imperialism of the 19 century.Global History 1 Answer Key Imperialism QaD QUESTION - ANSWER - DETAIL IMPERIALISM Question, Answer, Detail is a technique used for development of comprehension anc summarization of important information. Directions: Complete the Question-Answer-Detail by creating and writing in the first column a question which can be answered by the material in the second column and supported by the material in the third column. Question Answer Detail ‘What is imperialism? One area takes over England in India, another area. France in Vietnam, Belgium in the Congo Why were Industrial Nations Need for raw materials. Cotton in India, sugar taking over other lands? in Jamaica, oil in the Middle East. How did the Europeans view White Europeans feel “white man’s burden” the people they conquered? _ superior to Asians and Social Darwinism Africans ‘How were the Europeans able Frequent use of violence Boer War, Opium to maintain control of their and war. ‘War, crushing colonial colonies? rebellions. How did the colonies reactto Resistance to the European Boxer Rebellion, impel ir mations? _ imperialists. Sepoy Mutiny ‘What were the positive effects Modernization and Slave trade abolished, ofimperialism? __——=—=—_progress in 3" World roads built, schools, hospitals ‘What were the negative effects Traditional societies Tribal boundaries of imperialism? destabilized and held in _ignored, no respect contempt for colonial peoplesGLOBAL HISTORY II IMPERIALISM CINQUAINS Cinquains are five line poems with a definite format. They enable you to categorize and chunk together information related to a key concept. A conceptualization is developed. Cinquain: The first line is a one-word title. The second line is a two-word description. The third line is three words expressing action. The fourth line is a four-word phrase showing feeling for the topic. The last line is a one-word synonym for the title. Directions: Using the word bank, place the correct title on each poem. Colonial Rule Boxer Rebellion White Man’s Burden Spheres of Influence Treaties Markets Cheap raw materials Opium Wars Unequal Treaties Power Victim Natural Resources Industrial Nation Scramble for Colonies Powerful and strong Loss of traditional culture Reached across the globe Target Imperialistic WORD BOX Africa China Britain ImperialismGLOBAL HISTORY IMPERIALISM CONTEXT CLUES @. Many Asian peoples resisted European imperialism. When Hindus and Muslims in India rose up against British rule in the Sepoy Mutiny, the British government responded with military action. ‘The term “Sepoy Mutiny” means: Check strategy: apposition surrounding sentences implied 6. The Opium War seems unbelievable to modem people. Can you imagine a country today going to war to force another country to buy narcotics, as Britain did to China? ‘The term “Opium War” means: Check strategy: apposition surrounding sentences implied 7. Between 1842 and 1900, Britain gained indirect control of much of southeastern China, as did Germany in the Shantung area, Russia in Mongolia, and France along the border between China and Vietnam. These spheres of influence reduced China's ability to govern its own territory. ‘The term “sphere of influence” means: e Check strategy: apposition surrounding sentences implied 8. After many years of resentment and abuse, the Chinese rebelled against their foreign enemies. The Europeans invaded and crushed this Boxer Rebellion. ‘The term “Boxer Rebellion” refers to: Check strategy: apposition surrounding sentences implied 9. For centuries the interior of Africa was free of European control, but the decisions made at the Congress of Berlin ended that happy African isolation. ‘The term “Congress of Berlin” refers to: Check strategy: apposition surrounding sentences implied 10. The Boers, Dutch Settlers in South Africa, resented British takeover of their territories. After years of friction and hostility, the Boer War broke out, ending with a British victory. ‘The term “Boer War” refers to: Check strategy: apposition surrounding sentences impliedGlobal History TI QUESTION - ANSWER - DETAIL IMPERIALISM Question, Answer, Detail is a technique used for development of comprehension and summarization of important information. Directions: Complete the Question-Answer-Detail by creating and writing in the first column a question which can be answered by the material in the second column and supported by the material in the third column. Question Answer ‘One area takes over another area. ‘Need for raw materials, White Europeans feel superior to Asians and Africans Frequent use of violence and war. Resistance to the European imperialists. Modernization and progress in 3" World Traditional societies destabilized and held in contempt Detail England in India, France in Vietnam, Belgium in the Congo Cotton in India, sugar in Jamaica, oil in the Middle East. “white man’s burden,” Social Darwinism Boer War, Opium War, crushing colonial rebellions, Boxer Rebellion, Sepoy Mutiny Slave trade abolished, roads built, schools, hospitals Tribal boundaries ignored, no respect for colonial peoplesGlobal Imperialism Vocabulary Categorization Answer Key IMPORTANT EVENTS IN 19™ CENTURY IMPERIALISM Categorization: Words, terms, and facts take on meanings as they are related to other words, terms, and facts. Directions: Read each group of facts. Using the Word Bank, select the topic which best relates to the given information. Sepoy Mutim War 3s of | Boer War Boxer Rebellion social ‘Hindus and Muslims rebel in India British East India Company cannot keep order British government takes direct control of India 1/10 of China’s population addicted to narcotics British merchants oppose restriction on drug sales Britain forces China to allow drug trade Europe wants to penetrate and take over Africa Negotiations are better than waging wars Europe’s leaders meet to divide Africa among them Dutch farmers in South Africa resent British power Britain moves to expand her power in South Africa Dutch farmers do battle against British expansion, Chinese angry at foreign penetration of China Revolt breaks out against weak Chinese government European armies invade China and crush revolt Life is a struggle for survival by the fittest Superior nations must rule inferior nations ‘War and conquest is natural and good WORD BANK Congress of Berlin Opium War Sepoy Mutiny Boxer Rebellion Boer War Social DarwinismGLOBAL HISTORY IL IMPERIALISM CONTEXT CLUES “When you do not know the meaning of @ word, the first thing you should ty to do is determine the meaning from the context clues. In the following exercises, the meaning of the underlined word can be found within the sentence, in the surrounding sentence, in apposition, or may be implied. Using context clues, define each term and identify the type of context clue by checking the appropriate box. IMPERIALISM 1. When an industrial society comes into contact with an agricultural society, the industrial society may be tempted to engage in imperialism. This urge for one area to take control of another area is often difficult to resist. ‘The term “imperialism” means: Check strategy: apposition surrounding sentences implied 2. Historians talk about the difference between the “Old Imperialism” of the 16th century and the “New Imperialism” of the 19th century. The first type of imperialism saw mercantile Europe conquering the ‘Americas, while the second type saw industrial Europe penetrating Asia and Africa. ‘The term “new imperialism” means: Check strategy: apposition surrounding sentences implied 3. Some people tried to defend imperialism by talking about Social Darwinism, the struggle for survival among peoples in which only the fittest survive. ‘The term “Social Darwinism” means: Check strategy: apposition surrounding sentences implied 4. Other people tried to defend imperialism by talking about “the white man’s burden.” Many others, however, said that the idea that Europeans had a duty to civilize dark-skinned people was nothing more than racism. ‘The phrase “white man’s burden” means: Check strategy: apposition surrounding sentences impliedaepe 3. Chinese Revolution (1911) Sees 4, Great Trek List 4 positive effects of imperialism. aepe List 4 negative effects of imperialism.Global History TI Imperialism Vocabulary Categorization IMPORTANT EVENTS IN 19™ CENTURY IMPERIALISM Catagorization: Words, terms, and facts take on meanings as they are related to other words, terms, and facts. Directions: Read each group of facts. Using the Word Bank, select the topic which best relates to the given information. Hindus and Muslims rebel in India British East India Company cannot keep order British government takes direct control of India 1/10 of China’s population addicted to narcotics British merchants oppose restriction on drug sales Britain forces China to allow drug trade Europe wants to penetrate and take over Aftica ‘Negotiations are better than waging wars Europe’s leaders meet to divide Aftica among them Dutch farmers in South Africa resent British power Britain moves to expand her power in South Africa Dutch farmers do battle against British expansion Chinese angry at foreign penetration of China Revolt breaks out against weak Chinese government European armies invade China and crush revolt Life isa struggle for survival by the fittest Superior nations must rule inferior nations ‘War and conquest is natural and good WORD BANK (Congress of Berlin Opium War Sepoy Mutiny Boxer Rebellion Boer War Social Darwinisn|GLOBAL HISTORY IL IMPERIALISM. TAXONOMY OF QUESTIONING 1. What is imperialism? 2. List 4 reasons for 19* century European imperialism. eRe 3. What parts of the world did Europe seek to control? 4, How are each of the following examples of imperialism? 1. Decision made at the Congress of Berlin 2. Boer War 3. Opium War 4. Activities of British East India Company 5. How are each of the following resistance to imperialism? 1. Sepoy Mutiny (Rebellion), 2. Boxer RebellionGLOBAL HISTORY Il Answer Key GLOBAL NATIONALISM (CATEGORIZATION - FRAYER MODEL ‘The Frayer Model is a graphic organizer that helps you learn the meaning of key concepts. It helps you make connections between what you will learn. Directions: Use the word bank to complete the graphic organizer. Language ‘territory ‘Cavour ‘Nationalism Unification of er, YC culture history Mazzini red shirts ry Bismarck Kaiser Eastern Europe Location Catt > (onan Pons Germany Keg Nationalism” na iron” ethnic diversity ‘Nationalism Chancellor ‘Monarch ‘Word Bank Balkan Powder Keg Nationalism Unification of Germany Rulers Unification of ItalyGLOBAL STUDIES II IMPERIALISM ANTICIPATION GUIDE Text Before reading the text, read the following statements and check (1) the ones with which you agree. After reading the text, decide which statements support what you have read. Place a check (1) in the “Text” column. Statement 1. Industrial countries acquired overseas territories to gain access to raw materials. 2. Most colonies welcomed European rule. 3. The Europeans were superior to the people they conquered, 4, European imperialism was sometimes met with violent resistance. 5. Imperialism resulted in cultural diffusion. 6. Europeans introduced technology to third world nations (India, Africa and East Asia).GLOBAL HISTORY II GLOBAL NATIONALISM CATEGORIZATION - FRAYER MODEL The Frayer Model is a graphic organizer that helps you learn the meaning of key concepts. It helps you make connections between what you will lean. Directions: Use the word bank to complete the graphic organizer. Tanguage Territory Cavour Nationalism culture _ ~~ Ted shirts Bismarck Kaiser Eastem Europe Location Nationalism A iron” ethnic Se Nationalism Chancellor Monarch Kaiser Ds Word Bank Balkan Powder Keg Nationalism Unification of Germany Rulers Unification of ItalyDouvanYUl Jo Soiayds SouTTOD UBTOIO; SMOTTY sonjea yeuonipen Suons ‘SunuusBoq ayy ut douonyfUr UBr9z05 1S1S9y pasoddo wstjevioduy uuoyar ydaooe 0} sudoq somod o1uouose pure Aze1 18944 amp Jo shem sidav0y Aaessaoau s} UOHPZTULaPOU S9ADTIOg S90] s}oruoo [EHOW SanyeA [BUONIPEA} SUTEIOY, INV CUOAL posoddo wistreuraduay - ‘unzoyar ydaooe 0} surSog - anduia ue sping - ‘SuruurBoq axp ut souanyju Jo somod o1wiouoos pue Arey sawios9g- | aouanyut uBt0105 ysIs9y - saxayds soununoa uB19405 SMOTTY = 1S9,\ amp Jo SKem sidaooy - sanyea 180] S}aTUOD jeLOWLE!, - ‘Arwss200u st uoTeZTuZapOoUl S9ADH|OK| - Jeuontpen Bung - SOPHIAS uvder voy “dew onuewias axp ayo|dutoo ‘moyoq Yue plom omy Suis :suondoAIC] Fijensta wonreunoyuy oziuedio puw punjsiopun o) nok djay yexp suoneyussoudax orydeid ove sdeur opuEMIDS WVUY9VIG NNGA - dV OLLNVINGS ONAN TANI NOIGUOA OL ASNOdSTA bay, ri e I AYOLSTH CcSMU pue sapiatq wstfeuONEN “y Anexoowiag mnoge sBuug eyensny s8uons ¥ soye0I5 WII edomg sayy) wish] {wooo ayp 103 9]11) 1899 91) 9q Pjnom yey * GAueuLD yoYe WSITEUONU SOP MOH] BUSHY yooIe wisITUONEU Soop MOH {deur oxp uo are sjoquiks om UA 7 CHESTTEWOREU st EUAN “1 ‘AdOUN AMNINAT-UET “MONIT yeip suonsonb oup somsue pue Mojaq LOOMED OWN 18 HOO] :suopsasq uoneuuoyu a7que8s0 0} nox djoy suoreaudsaqu uooLE > “RiTensta SNOOLYVD TVOLLITOd - SAIV DIHAVaD WSITVNOLLYN TV8019 I AMOLSIH TVEO19‘SouaniuT Jo Sarayds SomUNOD UBIAIO; SMOTTY ‘sonjea jeuonIpen suong SuzuurBoq ou uy souanyjur uBia105 ySIS9y pasoddo wsijeaduy ‘unoyor ydoaoe 0} sutBog, ‘ouiduo ue spying Jomod o1uouose pure Arey ys SoWoD9g, 352M oy Jo sem sidav0y Aaessaoou st uoneziuapoul soAdtjog. So] SJorJUoD [eUONA |, SOnyeA [CUOTIPEH SUIEIOY, NVd GaOM sopEUS uvder vary dour oquewios oy) a19]dui09 ‘mojaq yueg pioM oy Bus.) —=:suoNOONI ‘AyjensiA uoHeULoyur ezueaIo pue puEysiopun Oo} NOK diay jeip SuOHeaseidar o1qdess ow sdew onuEUIOS IWVYOVId NNJA - dVIN OLLNVINGS ONAN TANI NOIGUOd OL ASNOdSTA IL ANOLSIH T¥01D9. Bismarck used his “blood and iron” speech to set the tone for Germany. With a powerful, well equipped military, he was ready to pursue an aggressive foreign policy The term “blood and iron” means. 10. In 1830 Garibaldi was sentenced to death for his revolutionary activities. He was trying to change the rule of the land. ‘The term revolutionary activities means.Global History II Global Nationalism QAD QUESTION - ANSWER - DETAIL NATIONALISM IN 19™ CENTURY EUROPE Question, Answer, Detail is a technique used for development of comprehension and summarization of important information. Directions: Complete the Question-Answer-Detail by writing the main idea in the answer column and supplying the details in the third column, Question Answer Detail ‘What is nationalism? How did nationalism in 19 century Europe help bring people together? How did nationalism in 19" Europe pose a threat to political stability? What strategy did Cavour use to unify Italy? What strategy did Bismarck use to unify Germany? ‘What nationality problems existed in the Austrian Empire? ‘What nationality problems existed in the Ottoman Empire?GLOBAL HISTORY Il GLOBAL NATIONALISM TAXONOMY OF QUESTIONING 8. What did Bismarck do to unify Germany? 9. Sometimes nationalism poses a threat to empires. How did nationalism threaten the Austrian Empire? 10. How did nationalism threaten the Ottoman Empire?Global History II Global Nationalism Vocabulary-Context Clues Political Revolutions [When you do not know the meaning of a word, the first thing you should do is try to determine the meaning from the context clues. Use the sentences before and after to help you determine the meaning of each underlined word 1. In 1888, William II succeeded his grandfather as kaiser. The new emperor wished to put his own stamp on Germany. The term kaiser means 2. Mazzini believed nationalism could unite Italy. He believed a common language and shared traditions would make a difference. The term nationalism means 3. Cavour provided weapons and allowed two ships to take Garibaldi and his “Red Shirts” south to Sicily. With surprising speed, Garibaldi’s forces won control of Sicily. The term “Red Shirts” mean, 4. Socialists organized strikes, while anarchists, people who want to abolish all government, turned to sabotage and violence. The term anarchists, means 5. The Ottoman Empire controlled many diverse ethnic groups. Feelings of nationalism between groups led to many conflicts leading many to believe that war could break out at any time. This region became known as “Balkan Powder Keg”. The term “Balkan Powder Keg” means 6. Otto von Bismarck became chancellor of Germany in 1871. As the person who ran the German government, he kept the army strong and the alliance system intact. The term chancellor means 7. Cavour and Garibaldi were key to the unification of Italy. If not for their efforts, Italy would not have been joined together. The term unification means 8. To solve the problems of industrial revolutions, a new economic system of socialism ‘was formed. The factors of production are owned by the public and operate for the welfare of all. ‘The term socialism means.GLOBAL HISTORY II GLOBAL NATIONALISM TAXONOMY OF QUESTIONING 1. What is nationalism? 2. What are three (3) unifying forces that encourage a feeling of nationalism? 1. 2 3. 3. List two (2) factors that encouraged Italian unification: 1 2 4, List two (2) factors that hindered Italian unification: 1 2. 5. What did Cavour do to unify Italy? 6. List two (2) factors that encouraged German unification : 1 2. 7. List two (2) factors that hindered German unification: 1 2GLOBAL HISTORY II Answer Key INDUSTRIAL REVOLUTION MATRIX FRAME FOR ESSAY Z grid or matrix helps to organize information in a structured format. This provides a logical framework for writing of an essay. Directions: Fill in two (2) positive effects and two (2) negative effects for each change. Industrialization changed the way of life of may people. In some cases, the changes were favorable, and in others the changes had negative effects. Change Positive Effects Negative Effects Urbanization T. Growth of cities T. Unsanitary living conditions 2. Cultural diffusion 2. Inadequate housing Social classes T. Rise of middle class T, Rise in class struggle e 2. Higher standard of living 2. Unequal distribution of wealth Employment T. Creation of jobs T. Exploitation of child labor 2. Rise of labor unions 2. Overworked and underpaid Technology T. Fostered production improvement | 1. Machinery took jobs from workers 2. More goods - low cost 2. Unsafe machineryGLOBAL HISTORY II GLOBAL NATIONALISM ANTICIPATION GUIDE Before reading the text, read the following statements and check (¥) the ones with which you agree, After reading the text, decide which statements support what you have read. Place a check (¥) in the “text” column. 1, Nationalism grows from common language and common beliefs. 2. Nationalism can lead to political change. 3. Nationalism does not lead to conflicts between people. 4, Sometimes war is necessary to create a nation. 5. Religion can be a powerful unifying factor.GLOBAL HISTORY II INDUSTRIAL REVOLUTION MATRIX FRAME FOR ESSAY “A grid or matrix helps to organize information in a structured format. This provides a logical framework for writing of an essay. Directions: Fill in two (2) positive effects and two (2) negative effects for each change. Industrialization changed the way of life of may people. In some cases, the changes were ‘favorable, and in others the changes had negative effects. Change Positive Effects Negative Effects Urbanization L 1. 2. 2 Social classes 1 1 2. 2. Employment 1 1. 2. 2. Technology L 1 2. 26. Eacharticle completed __beforenext was 6. _Mass__production system begun @ >. oos made only when ordered 7. Goods made in anticipation of __ordersGLOBAL HISTORY I INDUSTRIAL REVOLUTION GRAPHIC AIDS - POLITICAL CARTOON Cartoon interpretations help you to organize information visually. Directions: Look at the cartoon below and answer the questions that follow. THE CHEAP TAILOR AND HIS WORKMEN. 1. What is the title of this cartoon? 2. What is meant by “cheap?” 3. Who do the skeletons represent?, 4. This cartoon was created during the 19* century to a. demonstrate how hard people worked. . call attention to the difficulties of the textile industry. . call attention to the need for reform of the dreadful working conditions brought on by the industrial revolution. 4. show that factory work was so simple that even the dead could perform it.6. Each article before next was 6. production system begun e. Goods made only when 7. Goods made in anticipation ofGLOBAL HISTORY II Answer Key INDUSTRIAL REVOLUTION COMPARE/CONTRAST Comparing and contrasting information will help you to understand the similarities and differences. It will develop comprehension of the material. Directions: Base your answers to the following questions on the pictures below and on your knowledge of social studies. DOMESTIC SYSTEM FACTORY SYSTEM Z AEs = a CHARACTERISTICS 1. Work done by hand 1. Work done by machine 2. Worker owned the gootls (materials) 2. Worker received ___ wages 3. Worker was self-employed 3. Workers employed by __factory-owners 4. Work done in home 4. Work done in factory 5. Worker made entire ___product 5. Worker made only part of the product. (Division of Labor)GLOBAL HISTORY II INDUSTRIAL REVOLUTION COMPARE/CONTRAST Comparing and contrasting information will help you to understand the similarities and differences. It will develop comprehension of the material. Directions: Base your answers to the following questions on the pictures below and on your knowledge of social studies, DOMESTIC SYSTEM FACTORY SYSTEM CHARACTERISTICS 1. Work done by 1. Work done by. 2. Worker owned the : 2. Worker received 3. Worker was 3. Workers employed by 4, Work done in 4, Work done in 5. Worker made entire 5. Worker made only. ofthe Product. (Division of Labor)4, The graph supports which statement? gaoge Belgium was the poorest state in Europe at this time. ‘The United Kingdom was far ahead in industrial development by 1850. Germany was often engaged in warfare. ‘The French Revolution curtailed industrial development. Russia doubled its productivity capacity in twenty years.GLOBAL HISTORY II INDUSTRIAL REVOLUTION GRAPHIC AIDS - GRAPHS Graphs are visual representations which provide a model of information. Directions: Answer the following questions based on the graphs. Raw Cotton Consumption (1000 Metric Tons) 1. What is the title of this graph? 2. What does “consumption” mean? 3. What country does U.K. represent? 4, What happened to the consumption of raw cotton from 1831-1850? 5. Which country consumed the most? 6. The graph is an indication of a. Britain’s lead in the industrial revolution. . the fact that most countries did not want cotton, c. the fact that cotton was expensive in Britain. 4. the fact that cotton was cheap in RussiaIn 1840?___Approximately 36 million tons . This increase in coal production was probably due to Industrial Revolution need to power machines in factories @ cums How much pig iron was produced in Great Britain in 1800? Approximately 150 metric tons In 1840? _ 1400 metric tons This increase was probably due to _ increase in production of tools, machinery, locomotives and ships. Production of cotton, coal and iron between 1780 and 1840 increased dramatically in Great Britain because ___Answers may varyGLOBAL HISTORY II INDUSTRIAL REVOLUTION GRAPHIC AIDS - GRAPHS Graphs are visual representations which provide a model of information. Directions: UK. Coal output (1000 Metric Teas) (1831-1850) Answer the following questions based on the graphs. Pig lrex Production (1000 Metric Tems) 1830-1851 | 1000 1500 2000 2500 3000 Russia UK. Goemen States France Belgian, 0 0 Raw Coton Consumption (1000 Metric) “Toes is Russia er UK Geman States Frence Beigua, 0 9 10 10 20 Production In Selected European Areas, 1831 and 1058 1. What are the raw materials listed in the graph? 2. What is the trend in all three graphs? 3. Why is there a greater demand for these raw materials?In 1840? . This increase in coal production was probably due Oars How much pig iron was produced in Great Britain in 1800? In 1840? This increase was probably due to Production of cotton, coal and iron between 1780 and 1840 increased dramatically in Great Britain becauseGLOBAL HISTORY II Answer Key INDUSTRIAL REVOLUTION GRAPHIC AID-LINE GRAPHS Graphs are visual representations which provide a model of information. Directions; Analyze the graphs and answer the following questions. ANALYZING GRAPHS THE INDUSTRIAL REVOLUTION IN COTTON, COAL AND PIG IRON GRAPH 1 GRAPH 2 GRAPH 3 1600. 1400 1200 1000 1760 1780 1800 1820 1860 ©1760 1780 1800 1820 1840 ©1780 1800 1820 1840 How much cotton was consumed in Great Britain in 1800? 30 Metric tons In 1840?_200 Metric tons This increase in cotton consumption was probably due to population increase » ___ increase in foreign markets ,an the Industrial Revolution (mass production) Graph 2 ‘How much coal was produced in Great Britain in 1800? 10 million tonsThe city with the largest population in 1881 was Liverpool : . The city with the largest population increase between 1760 and 1880 was __Liverpool The percent of this increase was approximately 1486% |. What geographic feature helped the city of Liverpool? Iis fine seaport . Why did the population of all the British cities increase so drastically between 1760 and 1881? Agricultural revolution, people selling farms and moving to cities. Industrial revolution factories in cities provide an abundance of jobs.GLOBAL HISTORY II INDUSTRIAL REVOLUTION GRAPHIC AID-LINE GRAPHS Graphs are visual representations which provide a model of information. Directis ‘Analyze the graphs and answer the following questions. ANALYZING GRAPHS THE INDUSTRIAL REVOLUTION IN COTTON, COAL AND PIG IRON GRAPH 1 GRAPH 2 GRAPH 3 e T 1760 1780 1800 1820 1840 ©1760 1780 1800 1820 1840 1780 1800 1820 1840 Graph 1 How much cotton was consumed in Great Britain in 1800? In 1840? This increase in cotton consumption was probably due to 5 yan Graph 2 How much coal was produced in Great Britain in 1800?.. The city with the largest population in 1881 was . The city with the largest population increase between 1760 and 1880 was ‘The percent of this increase was approximately |. What geographic feature helped the city of Liverpool? |. Why did the population of all the British cities increase so drastically between 1760 and 1881?GLOBAL HISTORY I Answer Key INDUSTRIAL REVOLUTION GRAPHIC AID Maps are graphic representations which provide a model of information. Directions: Study the map on the left, and in the spaces provided, answer the questions on the right. 1, Most industrial cities in Great Britain were located near coal fields _and_iron fields. 2, The majority of British industrial cities had many fine harbors for__transporting _ goods to other markets. 3. After analyzing the map one could say that Britain’s three very important natural resources were: harbors, coal and __iron —harbors__,__coal_ © MAIN INDUSTRIAL CITIES C MAIN IRON FIELOS ‘@ MAIN COAL FIELDS |ALYZING STATISTICS The Growth of Seven British Cities ace 1700188 Manchester Uverpoo! 4,000 * 35,000 585.425 Manchester 6,000 45,000 393.676 Birmingham 4,000 30,000 400,757 Leeds 7,000, (not known) (309.126 ‘Sheffield 4,000 20,000 (284.410 23,000 1. The city with the largest population in 1760 was BristolGLOBAL HISTORY IT Answer Key INDUSTRIAL REVOLUTION FEATURE ANALYSIS Feature Analysis uses charts and grids to help you see relationships between important concepts. It helps you to understand the similarities and differences in related words and concepts. This strategy can be used as an organizer for writing. Directions: Read each statement in the left column and place a check if it was a positive and/or negative result. Some statements may have a positive and negative result. Refer to the chart you have just completed. [CcPositive Result | __Negative Result] 1, Rise of Middle and Working Class v 2. Growth of Cities qv v 3. Growth of Factory System Vv Vv @ 4. Standard of Living v 5. Division of Labor 1 y 6. Women and children worked in factories v v 7. Laissez-Faire Government v Vv 8. Increased Agricultural Productivity vGLOBAL HISTORY I INDUSTRIAL REVOLUTION GRAPHIC AID Maps are graphic representations which provide a model of information. Directions: Study the map on the left, and in the spaces provided, answer the questions on the right. 1. Most industrial cities in Great Britain were located near and 2. The majority of British industrial cities had many fine for goods to other markets. 3. After analyzing the map one could say that Britain’s three very important natural resources were: ———— (© MAIN INDUSTRIAL CITIES C MAIN IRON FIELDS © MAIN COAL FIELOS ANALYZING STATISTICS The Growth of Seven British Cities "1685 1981 Manchester 4,000 * 38 885,425 6.000 z 392.676 400,757 309.126 784.410 206.503 Nottingham 191,631 1. The city with the largest population in 1760 was“Au Big atp 0} BAOUI pue SIOUMOPUE| Bre] oup 0} suey stomp aso] suo ULES fTeUS OU | “ET ~uoneindod axp jo oz1s pure wpjeay atp paseaxour won njoaas fesmymnouse oy | “ZL “LAO NI | NOLLVL | Saounosaa | aNvWad | ATaans_|TV.LIavo ova AUTH NOdSNVYL | _“TWHOLWN | GaSVAYONT sowvey @GLOBAL HISTORY II INDUSTRIAL REVOLUTION FEATURE ANALYSIS Feature Analysis uses charts and grids to help you see relationships between important concepts. It helps you to understand the similarities and differences in related words and concepts. This strategy can be used as an organizer for writing. Directions: Read each statement in the left column and place a check if it was a positive and/or negative result. Some statements may have a positive and negative result. Refer to the chart you have just completed. Positive Result Negative Result 1. Rise of Middle and Working Class 2. Growth of Cities 3._Growth of Factory System 4, Standard of Living 5. Division of Labor 6. Women and children worked in factories 7. Laissez-Faire Government 8, Increased Agricultural ProductivityGLOBAL HISTORY II INDUSTRIAL REVOLUTION CONTENT GUIDE (Great Britain... , continued) New ideas were not only encouraged but also rewarded. Business people were willing to invest in the manufacture of new inventions. In fact, the business person and the inventor were often the same person. ‘A Good Banking System: By the 1700's, Great Britain had the most highly developed banking system in Europe. Making loans was by far the most important service of British banks. By lending money at reasonable interest rates, banks encouraged business people to invest in better machinery, build new factories, and expand their operations. Political Stability: Although Britain took part in many wars during the 1700’s, none was fought on British soil. For ordinary people, it was a century of peace. This freedom from war and bloodshed gave Britain a tremendous advantage over its European neighbors. British business people did not have to worry about a hostile army destroying, their property. ‘At the same time, the British goverment favored economic growth. Merchants and business people had considerable influence in Parliament. ‘The government supported laws that encouraged new investment both at home and abroad. ANSWER KEY 4 5. Main Idea: By the 1700’s Great Britain had the most_developed banking system in Europe. Detail . The most important service of the banks was making loans. 2. Loans at reasonable rates encouraged business _people_to expand _and__improve __their businesses. Main Idea: Freedom from war gave Britain a tremendous advantage. Details: 1. In the 1700's, no war was fought on British soil. 2. Business people did not have to worry.“open 107 syayeU MO poured ureyig ‘saruojoo mou Jo uONIstnboe ayy ULM, “SOOM. ALLS Aureus Jo porsistos uoneindod sure “soqiey ouyy Auets yrs WoneU PURIST Ue Sem UIEALEL “souo}oRy pue Aiouryoru sn0q ling 0} ajdoad SuiBemooua Aauour paueo] syueg “Spur HEISE 0} spoo8 194 Auzeo 0} yay ueYOOW ap peY pueysuy “yyMoud oruzouoD9 paroaey yep save] payoddns yuountaa08 ysniig TUOUNSOAUT 105 o]quTTEAR sem AUOUT UOIOUINS "sjo0) pur souryoeur ‘2yeur 0} pasn Sem Yor B10 LOM! Jo souepunge Uy “WONTIEE BT OF 9 WHOIS paidiy uoneindod sureyig OS81 PUB OSLI Wome “poyspoo|g pur sem Woy say sem UIE “zamod Ajddns 0} jeoo Jo eouepunge uy “L:AOD NI ALITIAVIS NOLL MOdSNVUL ‘Saounosaa ‘VYALYN ‘NVI GASVRIONT ‘ATaans | Ti1dvo 4oavT Dvi -somdde 14m 0} AsoBayeo ay) UI (A) ooyD e aoed pue Mojaq woWIO}EIs YDeE PeoY —_:SUOK (LNTTD) BSITONG NI NOLEN TOATA TVRELSNGNI FHL YOU INASAYd SNOLLIGNOD “Buyuim 40j 1921Ue8s0 ue se posn oq wes ABayeNs sty, “s}doou09 pue sp1om parejas ut SSOUDIOIP ue sonpeprunts axp pueys:apun 01 noX sdjoy 1] “s}daouca jueHodun usoayaq sdrysuorejar 99s nox djoy o} spus pue syEyD sosn sisAjeuY asnyea SISATWNV TUNLVdd NOLLATOATY TVRALSAGNI IHL I ANOLSIH IV4019GLOBAL HISTORY II INDUSTRIAL REVOLUTION CONTENT GUIDE (Great Britain... , continued) ‘New ideas were not only encouraged but also rewarded. Business people were willing to invest in the manufacture of new inventions. In fact, the business person and the inventor were often the same person. ‘A Good Banking System: By the 1700's, Great Britain had the most highly developed banking system in Europe. Making loans was by far the most important service of British banks. By lending money at reasonable interest rates, banks encouraged business people to invest in better machinery, build new factories, and expand their operations. Political Stability: Although Britain took part in many wars during the 1700’s, none was fought on British soil. For ordinary people, it was a century of peace. This freedom from war and bloodshed gave Britain a tremendous advantage over its European neighbors. British business people did not have to worry about a hostile army destroying their property. At the same time, the British goverment favored economic growth. Merchants and business people had considerable influence in Parliament. The government supported laws that encouraged new investment both at home and abroad. 4. Main Idea: Details: Details:GLOBAL HISTORY II INDUSTRIAL REVOLUTION CONTENT GUIDE ANSWER KEY “A Content Guide establishes a purpose for your reading which helps you to focus on the information you are required to learn. Directions: Read the information listed on the right. Then read the passages to find the answers. Great Britain Had Many Advantages In 1700, Great Britain was neither the largest country in Europe nor the smallest. It was, however, rich in all the factors needed for industry. Abundant Natural Resources: The Industrial Revolution depended on three important natural resources. Two of these were water power and coal, which supplied the energy for the new machines. The third was iron ore, used for machines, tools, and buildings. Great Britain was rich in all three. A Favorable Geography: Geography also gave Great Britain an advantage over other countries. As an island nation with many fine harbors, its fleet of more than 6,000 merchant ships sailed to almost every part of the globe. This overseas trade gave Britain access to raw materials and markets. Both ‘were essential to industrial growth. Trade also gave Britain a wealthy class of ship owners and merchants who had money to spare for new projects at home. ‘A Favorable Climate For New Ideas: In the 1700°s, British people in many walks of life were interested in science and technology. The Royal Society, founded in London in 1660, had become a world-famous “club” for the exchange of scientific ideas and practical inventions. Smaller clubs sprang up in other parts of the country. In Birmingham, for example, there was a scientific group known as the Lunar Society. Its members (who cheerfully called themselves Lunatics) met about once a month at the full moon, 1. Main Idea: The Industrial Revolution depended on three (3) important natural resources. Detail The natural_resources_were water power, coal and iron ore. Main Idea: Geography gave Britain _an advantage over other countries. Details: Great Britain had many fine hharbors and, therefore, extensive trade. Main Idea: In the 1700's, British people in many walks of life were interested in science and technology. Details: 1, The Royal Society became a club for exchanging scientific ideas and inventions. 2. Other smaller clubs like the Lunar Society also developed.GLOBAL HISTORY II SOCIAL AND ECONOMIC REVOLUTION VOCABULARY ‘When you do not know the meaning of a word, the first thing you should do is try to determine the meaning from context clues. Read the sentences before and after each blank to help you. Directions: Use the Word Bank to complete the sentences. WORD BANK The Wealth of Nations laissez-faire supply and demand command social profit free market “The Communist Manifesto” ‘Adam Smith communal private classless Karl Marx Communist party ‘The Industrial Age created two economic philosophies with political implications. These two philosophies were Capitalism and Socialism. e Capitalism was first explained by in his book Capitalism believes in a economy, where prices, wages and production are determined by the law of . People engage in economic activities because of the motive. This is all based on the existence of property. Capitalism originally believed in which means the government should not interfere in the economy. Economic liberty guarantees economic progress. On the other hand, Socialism takes the opposite view. Socialism in its radical form was explained by in Socialism believes in , or planned economy. Instead of private ownership of property, Socialism believes in ownership of property, which often translates into government ownership of property. The goal of Socialism is equality in a society. Radical Socialists believed that Socialism could be achieved by revolution started by radical @ ups such steGLOBAL HISTORY II INDUSTRIAL REVOLUTION CONTENT GUIDE ‘A Content Guide establishes a purpose for your reading which helps you to focus on the information you are required to learn. Directions: Read the information listed on the right. Then read the passages to find the answers. Great Britain Had Many Advantages In 1700, Great Britain was neither the largest country in Europe nor the smallest. It was, however, rich in all the factors needed for industry. Abundant Natural Resources: The Industrial Revolution depended on three important natural resources. Two of these were water power and coal, which supplied the energy for the new machines. The third was iron ore, used for machines, tools, and buildings. Great Britain was rich in all three. ‘A Favorable Geography: Geography also gave Great Britain an advantage over other countries. As an island nation with many fine harbors, its fleet of more than 6,000 merchant ships sailed to almost every part of the globe. This overseas trade gave Britain access to raw materials and markets. Both were essential to industrial growth. Trade also gave Britain a wealthy class of ship owners and merchants who had money to spare for new projects at home. ‘A Favorable Climate For New Ideas: In the 1700's, British people in many walks of life were interested in science and technology. The Royal Society, founded in London in 1660, had become a world-famous “club” for the exchange of scientific ideas and practical inventions. Smaller clubs sprang up in other parts of the country. In Birmingham, for example, there was a scientific group known as the Lunar Society. Its members (who cheerfully called themselves Lunatics) met about once a month at the full moon. 1. ‘Main Idea: The Industrial Revolution depended on three (3) important natural resources. Details: Details: Great Britain had many fine harbors and, therefore, extensive trade. Main Idea: In the 1700's, British people in many walks of life were interested in science and technology. Details:10. ul 12, 13. Cities overcrowded, poor sanitation, housing, sickness. Large labor pool for industry. Factory became center of production. Workers can be trained quickly for jobs.GLOBAL HISTORY II SOCIAL AND ECONOMIC REVOLUTION VOCABULARY When you do not know the meaning of a word, the first thing you should do is try to determine the meaning from context clues. Read the sentences before and after each blank to help you. Directions: Use the Word Bank to complete the sentences. WORD BANK ‘The Wealth of Nations laissez-faire supply and demand command social profit free market “The Communist Manifesto” Adam Smith communal private classless Karl Marx Communist party The Industrial Age created two economic philosophies with political implications. These two philosophies were Capitalism and Socialism. Capitalism was first explained by Adam Smith in his book “The Wealth of Nations”. Capitalism believes in a free market economy, where prices, wages and production are determined by the law of __ Supply and demand _. People engage in economic activities because of the profit motive. This is all based on the existence of private property. Capitalism originally believed in laissez-faire which means the government should not interfere in the economy. Economic liberty guarantees economic progress. On the other hand, Socialism takes the opposite view. Socialism in its radical form was explained by Karl Marx in “The Communist Manifesto” » Socialism believes in ‘Command , or planned economy. Instead of private ownership of property, Socialism believes in Communal ownership of property, which often translates into government ownership of property. The goal of Socialism is ___Social__equality ina Classless society. Radical Socialists believed that Socialism could be achieved by revolution started by radical groups such as the Communist Party :10. WL 12. 13. Cities overcrowded, poor sanitation, housing, sickness. Large labor pool for industry. Factory became center of production. Workers can be trained quickly for jobs.GLOBAL HISTORY II Answer Key INDUSTRIAL REVOLUTION CATEGORIZATION Words take on meaning as they relate to other, similar words. Categorization is a technique in which words are grouped according to a common concept. Directions: Read each statement below. Decide which category applies to each statement and place the appropriate letter in the space provided. RESULTS OF THE INDUSTRIAL REVOLUTION L. Categories: Rise of the middle and working class Growth of cities Growth of Factory System Standard of Living Division of Labor Children worked in factories Laissez-Faire Government Increased Agricultural Productivity HOMMDODE IL. Statements: H 1. __ Better utilization of land to keep soil fertile. F 2. Atthe mercy of factory-owners. D 3. Costs less to produce goods so more people could afford things. E 4. — Workers didn’t acquire varied skills. G 5. No government interference in business. 6. Families needed the money. la People had to move to cities and/or areas where factories existed to get work. A 8. New political parties arose. Old parties changed their views. Landed aristocracy lost its power. G 9. — Government did not step in to eliminate abuses.GLOBAL HISTORY II Answer Key INDUSTRIAL REVOLUTION CATEGORIZATION ‘Words take on meanings as they relate to other words. Categorization is a technique in which you group ‘words according to a common concept. Exclusion is a technique in which you identify a word (or group of words) that is not related to the other words. Read the groups of words below. One does not mean the same as the others, Cross out the ‘word that does not belong. Direction 1. enclosure 4, manufacturing plant fenced in handmade limitless plant encircled factory 2. business manager 5. absence of regulation entrepreneur interference worker hhands off e organizer laissez faire 3. unity 6. scientific farming group of workers crop rotation. union fallow field division alternating plants ‘The words that are underlined do not belong in the group.GLOBAL HISTORY I INDUSTRIAL REVOLUTION CATEGORIZATION ‘Words take on meaning as they relate to other, similar words. Categorization is a technique in which words are grouped according to a common concept. Directions: Read each statement below. Decide which category applies to each statement and place the appropriate letter in the space provided. RESULTS OF THE INDUSTRIAL REVOLUTION I. Categories: Rise of the middle and working class Growth of cities Growth of Factory System Standard of Living Division of Labor Children worked in factories Laissez-Faire Government Increased Agricultural Productivity A B. ie D. E, F, G. H. 1. Better utilization of land to keep soil fertile. 2. Atthe mercy of factory-owners. 3. Costs less to produce goods so more people could afford things. 4, Workers didn’t acquire varied skills. 5. No government interference in business. 6. Families needed the money. 7. People had to move to cities and/or areas where factories existed to get work. 8. New political parties arose, Old parties changed their views. Landed aristocracy lost its power. 9. 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SLINSHY AALLISOd SanODaLVO NOLL TOATA TVRILSAGNI HL AO SLIASTA "uummyoo yoox109 9up Ut 00d pue $108ay29 oyeudordde otp yooq9s ‘mojoq yueg asemyg omy Susp) rsuonooniq *yda0u09 ouruoo v 0} Sutpsoo9e padnoxs are spiom Yorya ul anbruysoy e st UOHEZHORN}ED “spiom seyruNs YaYO o} ayejax Kaxp se SutUBaU UO a¥E) SPIOM, NOLLVZIHODALVD NOLL TOATA TVRILSAGNI JL IL ANOLSIH TV8019‘pen WO WOHOENSA, ameg-zassie] ‘9pen asearout 0} HEA 991g open aa%y spoou Anunos Joyous 949s sa1uojo) jodouow Jo syue1 uuoneyndos juousus9A0r) Aaau padojanap soruouoog diysmouordanug, upfeans a78a19 0} amIs9q, waiskg oMouooT oped] our, INV ASVaHd ape, apeay apse, ‘aswasoul 0} axisoq, drysmouardanug, ‘spoou Axjunoo retour aAzas satuojo, wpteons Ajaaxy padojaaap soruouoog, pen uo wOIINSAY ayeau9 0} 21189q) oped], 200 Bax JwaUTUBAOD ura1shg ant0u0o oureg-zasstey] jodouow Jo syuest) oye 901g sopumywas UWISTULIIIIAL wisiyeyided -wresBeiq wu9 A 9tp 919]duI09 ‘mojaq yuRg asesyd am BUI :suONSaNIG ‘Ajrensia woneunosUr oziuedi0 pure puErsiopun o7 NOK djoy yey suoHeUOsoudar o1ydesd ome sdeu onuEUIES (1SVALNOO/TAVAWOD) dV OLLNVINAS SNOLLATOSAY TVIDOS NV DINONOOa eo Jasuy e Mmsalanis Ces]00) pue souryoeur aeur 0} uosy waysXg Aauoyy a14e1S (sexe wB180,7) SoqUO|OD YSN Jo saquinu ut aseaxoUy ‘sueoy (@) sioqreH aur 2p Skemioze Axjuno; ur a0vag Jo spouag 8u07 Goquin’] ‘uoyoD) speLoREW MEY agenfeA, swWOUnsOAuy somo Ayddng 0} 1203, ‘SAnoUI0s07| Jo UoNUEAUT (@) wonendog o81e7 SINVE TOVa 2HOM 0} UOIPHIYD 7p WoLHEM Jo ANIIGELIEAY yeoquieayg oy) Jo uoNUSAUT soxeL W311 SIOHOM POUAS SIO}SOAU uonepodsues soomosoy [ee puewiag paseaiou Ajddng s0ge Teuisnpuy ayy, ways juasaid 21% Joup stor Tende ‘20u0 wewp a10Ur pasn aq AeUI Sj>Ry aUIOg “ArOBo}ED JoaxIOD op UI JOR YOeD U0 Jo 181] & SI MOJO “SIOu} JweHOduUt raquioUHa! 0} sn sdjay ootA9p oquOUIOUUN y TsuOHOoTIg doou09 Uuourui09 & 0} Suypsoooe padnoud oe spuom Yorya ut anbruyo9} & St ONEZUOTO}ED “spuom se]UNIS ‘roy}0 0} ayejax Kay se BurUvoUA UO 238) SPION NOLLVZRIODALVO NOLLATOATY TVRELSNGNI FHL Il ANOLSIH TV8019GLOBAL STUDIES It ANSWER KEY ECONOMIC & SOCIAL REVOLUTIONS SEMANTIC MAP ‘Semantic Maps help students organize information visually. Directions: Using the Word Bank, put the stages of the Industrial Revolution in the correct order. Stage One- Agrarian Revolution Stage Two - Textile Revolution Stage Three - Energy Revolution e Stage Four - Transportation Revolution Stage Five - Imperialism WORD BANK Textile Revolution Transportation Revolution Energy Revolution Agrarian Revolution Imperialism‘pen uo UOHDESOY ule j-zassiey apen) asea1oUt 0) O11S9q] IW 201] apen 901 ‘spoou Axjunoo 1yjou! 2A19s S9UO}OD, sotodouout Jo syue1p) uonenBer jUsUIEAOD ‘Ajpaxy padojoaop souiouoog, diysmousrdanug pream ayeats 0} anisaq. wia}sfg o1u0u09g peal oj3ueny, INVd ASVaHd SamyaDpMs WIST]HULIIOFAL wisyeyided -unexBeiq] wus, ap ar2|dwi09 ‘mojoq yueg oseryd amp Bus, ——_:suoNooNI Ajjensta woryeutoyuy azqueaio pue pueysiopun oy nok diay yeqy Suonejuasaider otydeid are sdeur onueuag (ISVALNOO/TUV AOD) dVW OLLNVINaS SNOLLATOSIU TVIIOS GNV DIWONODT II SaIGA.Ls TVA019GLOBAL STUDIES II ECONOMIC & SOCIAL REVOLUTIONS SEMANTIC MAP Semantic Maps help students organize information visually. Directions: Using the Word Bank, put the stages of the Industrial Revolution in the correct order. Stage One- Stage Two - Stage Three - Stage Four - Stage Five - WORD BANK Textile Revolution Transportation Revolution Energy Revolution Agrarian Revolution Imperialism9. People who buy into these large businesses are called stockholders, each ‘owning shares of the business The word “stockholder” means, 10. Urbanization created many poor living conditions and unsanitary situations. Cholera, a deadly disease caused by contaminated drinking water, became a widespread health problem. The term “cholera” meansGlobal History II Economic and Social Revolution QaD QUESTION - ANSWER - DETAIL THE INDUSTRIAL REVOLUTION Question, Answer, Detail isa technique used for development of comprehension and summarization of important information Directions: Complete the Question-Answer-Detail by writing the answer in the second column. Use the question and the details provided to you to figure out the answer. Question What effect did the Agrarian Revolution have on England? Why did the Industrial Revolution start in England? Why did the factory system replace the domestic system? ‘What effect did industrialization have upon the working class? ‘What effect did industrialization have upon population movements and where people lived? What economic system did Robert Owen support? What political and economic system did Karl Marx support? Answer Detail More workers, more consumers Iron, coal, canals, money for investment, entrepreneurs Steam engine, spinning jenny, flying shuttle loom, cotton gin Slum dwellings, child labor, long hours, low pay factories in cities, markets in citi tenements in cities equality of all people, neither rich nor poor, living in communes equality, no private Property, political party for revolutionGlobal History II Industrialization Vocabulary-Context Clues Industrialization jen you do not know the meaning of a word, the first thing you should do is try to determine the meaning from the context clues. The following exercises are examples of appositional context clues. In this type of exercise the definition follows the unknown word, and is surrounded by commas or a comma and a period. T. Britain’s favorable location, geography, financial system, political system and natural resources sparked industrialization, machine production of goods for industry. The word “industrialization” means. 2. English farmers discovered more productive farming methods within their enclosures, fenced in farm land. The word “enclosure” means 3. Crop rotation, the process of growing a different crop in a field each year to restore nutrients, proved to be one of the best developments of the scientific farmers. The term “crop rotation” means 4. Many landowners became entrepreneurs, people who organize, manage and take on the risks of a business. The word “entrepreneur” means 5. The Industrial Revolution resulted in increased urbanization, the building and movement of people to cities. The word “urbanization” means 6. Karl Marx, in his pamphlet “The Communist Manifesto” said that societies have always been divided into warring classes. The bourgeoisie, middle class employers, would be one of these groups. The term “bourgeoisie” means 7. The other group that Marx referred to were the have-nots or workers, called the proletariat. The word “proletariat” means, 8. Later expansion of industry included building large corporations, big businesses owned by many people. The word corporation meanse@ 10. Who were the bourgeoisie? 11. What impact did the Industrial Revolution have on the bourgeoisie? 12, List 3 characteristics of mercantilism. 1 oe re Bo 13, List 3 characteristics of capitalism. 1. —————— 3. $$ e 14, How does capitalism differ from mercantilism? 15, Laissez faire means “do not interfere.” What does laissez faire capitalism mean? 16. How did industrialization effect the roles of women? 17. There are many different ways to solve problems. How did the following people or groups propose to solve the problems of the working class? 1. Robert Owen e 2. British government3. Labor Unions 4. Karl Marx 18. What is socialism? 19, What effect did Industrial Revolution have on immigration?GLOBAL HISTORY Il ECONOMIC AND SOCIAL REVOLUTION TAXONOMY OF QUESTIONING 1. What was the Industrial Revolution? 2. Using your answer in question 1, why was this considered a revolution? 3. What does the word “agrarian” mean? 4, What effect did the Agrarian revolution have upon the British population? 5. List 5 reasons the Industrial Revolution began in Britain. yeep 7. How did the Industrial Revolution cause urbanization? 8. Who were the proletariat? 9. What impact did the Industrial Revolution have on the proletariat?5. Which events in these two countries contributed to his downfall? 1. Napoleon tried to make his brother Joseph King of Spain. Nationalistic feeling in Spain led to e guerrilla attacks on French army. 2. Napoleon's invasion of Russia. The bitter winter and Russian “burnt earth policy” destroyed his army. 6. Suggest a reason why Napoleon is falling? Because of his desire for power, Napoleon had. overextended himself.GLOBAL HISTORY II ECONOMIC AND SOCIAL REVOLUTIONS ANTICIPATION GUIDE Before reading the text, read the following statements and check (v) the ones with which you agree. Afier reading the text, decide which statements support what you have read. Place a check (¥) in the “Text” column. You — Text Statement 1. The population grew as a result of improved farming methods. 2. Making goods by machine is more efficient than making goods by hand. 3. The growth of industry led to better living conditions. 4, One result of the Industrial Revolution was the people moved to rural areas (farms). 5. Industrialization gave rise to a larger bourgeoisie (middle class) 6. Women and men received equal pay in factories. 7. Industry created problems for the proletariat (factory workers). 8. As industry spread, Europeans began migrating to look for jobs.5. Which events in these two countries contributed to his downfall? 1 6. Suggest a reason why Napoleon is falling?GLOBAL HISTORY II Answer Key FRENCH REVOLUTION AND NAPOLEON CARTOON INTERPRETATION Cartoon interpretations help you to organize information visually. Directions: Base your answers to the following questions on the cartoon below and on your knowledge of social studies. Madrid Fontainbleau Moscow 1. What is Napoleon standing on?, Stilts 2. What is he holding? Globe and sword 3. What do these things symbolize?, The stilts symbolize Napoleon's feelings that he is above everyone else. The globe and the sword symbolize power 4, Identify the countries that Napoleon is standing on?__Spain and Russia .aoradurg apeu uoojoden y-oourry_€ |nsuog sity apeut uoajoden 7 Aypreuoyy payrunyy y-20uesy z WIA. dnog s,uoojodey Td Aypreuoy ainjosqe uy-souery TD. jonay ueououry oo[sare A Jo oe € woRnjoxay snoHO|D oueyy|y eissmy s,uosjoden 1 uonnjoasy yousng “a ‘MODSOW WON TeaNaI s,uoojodeN _Z“A soueay sojru Ayquiassy [euoneN 1 PW Aiquisssy euoneN 7 Z Paleo jeroUaD ayeIsq ‘oueay sams uonuanuoy —¢ “ad. € Vv ‘paumooo Aayp Yoryan Ur ZOps0 otf ayeoIpUr OF syt9Ad Jo dnos# yoko Jo NOY Ur ¢ ‘Z “] S[OWIMN oY) OLIAA “2AOGE oUTTOUIL] YI IE YOO] —_:SUONODIIC] 7 | snp | Tn eott__| sout-zout | _16L1 osut_| aut} aci_| seu 9uLt 8991 Wa,pdnoy | soueiy | sou ip) | _ ew | pays | Wazeuopy | wounjoxsy”|onnjonay, s,uosjodey | sans ny nseg | “unia} oxy Jo Buyueout SDaa SVD. ‘yp puejsiepun nog droy 0) suoneyuasaud oyydesd ose sdew ydoou0D YNV@ GaOmM WAZINVOUO DIHAVUD SNOLLO'TOATY TVOLLITOd ASDUTMSNV I ANOLSIH TV€019210A AIA T PIA T uoneindog yo weg uoneindog yo wea uopeindog Jo ued | T pasodusog yo parade Jo pasoduio) aLVisa Guin HLVISa GNODGS WLvisa Isa -mojoq dew oquewos om ayojduioy — "SUORDOTI| INSIA UOTEULOFUT aztuEBI0 pue pueysiapun o} NOK diay yey suoNewrasasdas orydess axe sdewt onuEUIAS dVIN OLLNVINGS NOW 1OdVN ¥ NOLLN'I1OATY HONDA Il ANOLSIH TV8019What was Napoleon’s most e important, long-lasting achievement?sasavo DpH aTUODTOREN lisqeUONeN Jo YUKO) dung s,uoojodey, oT aonsnfuy snuouoog 7p je!20g NOILATOATA HONTAL SLOadda “deus auf ojo|du0> OF UE POM OM OSA] ‘SUORONIC ‘uo Jo sui ap Jo uoneze29q 1991 woUMDAOD 9804] oud, Jo UFi2y ‘wonnjonay ueauaWy seary 29410 UH stONN}OAg diysiapeart ydnusog, “any yp Jo BuyuEoU sia sasav2. 24) pueisiapun nok djoy 0} suonejuosoid o1ydess oxe seus ydaou03) INVA HOM AZINVOUO D1HdVvAD. SNOLLOTIOATY TVOLLITOd I AMOLSIH TWA0199. Napoleon quickly assumed dictatorial power of the French Republic in a coup d’etat, or sudden seizure of political power. The term “coup d’etat” means 10. One of the goals of Metternich was to restore a balance of power, a political climate in which no one country would be a threat to another. The term “balance of power” meansGlobal History II Political Revolutions QAD QUESTION - ANSWER - DETAIL THE FRENCH REVOLUTION | Question, Answer, Detail is a technique used for development of comprehension and | summarization of important information. Directions: Complete the Question-Answer-Detail by writing the main idea in the answer column and supplying details in the third column. Question Answer Detail ‘What was one economic problem which caused the French Revolution? ‘What was one social problem which caused the French Revolution? ‘What was wrong with France’s political system prior to 1789? ‘What kind of government was created by the Constitution of 1791? ‘What was the main idea of the Declaration of the Rights of Man? Robespierre was called a “radical.” What is a political radical?GLOBAL HISTORY II POLITICAL REVOLUTION TAXONOMY OF QUESTIONING 2 3. 8, What ideas were contained in the Declaration of the Rights of Man? 9. What does the word “radical” mean? 10. Why is Robespierre considered a radical? 11. What was the Reign of Terror? 12. List three (3) reasons why Napoleon rose to power: 1. 2. 3. 13. List three (3) of Napoleon's major accomplishments as a leader: 1. 2. 3. 14. Why did Napoleon’s invasion of Russia lead to his downfall?Global History II French Revolution Vocabulary-Context Clues FRENCH REVOLUTION ‘When you do not know the meaning of a word, the first thing you should do is try to determine the meaning from the context clues. The following exercises are examples of appositional context clues. In this type of exercise the definition follows the unknown word, and is surrounded by commas or a comma and a period. 1. The people of France were divided into three large social classes, or estates, some of whom were privileged. The word “estates” means 2. About 98 percent of the people belonged to the Third Estate, which included the bourgeoisie, who were merchants and artisans. The term “bourgeoisie” means 3. When faced with bankruptcy, Louis XVI was forced to call a meeting of the Estates- General, an assembly of representatives from the three estates, to get approval for tax reform. ‘The term “Estates-General” means 4. Delegates from the Third Estate were locked out of the meeting. Therefore, they broke down the door, pledging, with the Tennis Court Oath, to stay until a new constitution was drawn up. The word “oath” means 5. Louis XVI was assigned to a limited monarchy, a government in which the King’s power is restricted by law. The term “limited monarchy” means, 6. The National Assembly stripped Louis XVI of much of his authority and gave the Legislative Assembly, France’s Representatives, the power to make laws. The term “Legislative Assembly” means 7. Robespierre governed France as a dictator during the Reign of Terror, a time when political figures and ordinary citizens were executed. The term “Reign of Terror” means 8. In 1800, a plebiscite, or vote of the people, was held to approve the new constitution. ‘The word ‘plebiscite” meansGLOBAL HISTORY It POLITICAL REVOLUTIONS ANTICIPATION GUIDE Directions: | Before reading the text, read the following statements and check (V) the ones with which you agree. After reading the text, decide which statements support what you have read. Place a check (¥) in the “text” column. You Text 1, The American Revolution did not reflect the ideas of John Locke. 2. Other revolutions were inspired by the American Revolution. 3. A large gap between the wealthy and the poor can lead to social and political conflicts. 4, Revolution can lead to a growth of nationalism. 5. In times of danger, people look for strong leadership. e 6. The absence of a large middle class is necessary for a democracy to grow. 7. Traditional religious views often come into conflict with new ideas.GLOBAL HISTORY Il POLITICAL REVOLUTION TAXONOMY OF QUESTIONING 1 . Who were the bourgeoisie’ What is a revolution? How did the Enlightenment influence the American Revolution? What impact did the American Revolution have on France and Latin America? ‘What groups of people belonged to the First Estate? Second Estate? Third Estate? What are five of the causes of the French Revolution? 4. 5. List three (3) examples of Louis XVI's weakness as a leader: LGLOBAL HISTORY II ‘THE ENLIGHTENMENT FEATURE ANALYSIS Feature Analysis uses charts and grids to help you see relationships between important concepts. It helps you to understand the similarities and differences in related words and concepts. This strategy can be used as an organizer for writing. Directions: Place a check (W) in the column if Catherine the Great or Frederick II fulfilled any of the characteristics listed. Catherine the | Frederick II of Great of Russia | Prussia An enlightened despot controls all of the powers of the government. An enlightened ruler favors religious tolerance. An enlightened ruler uses power for the good of the people. ‘An enlightened ruler makes economic and legal reforms. An enlightened ruler does not use divine right to justify his/her rule. An enlightened despot supports the philosopher's ideas. ze An enlightened despot has no intention of giGLOBAL HISTORY II ‘THE ENLIGHTENMENT FRAMED ESSAY ‘A Framed Essay is a strategy which provides a logical framework for writing. It helps you summarize information on a particular topic. Directions: Choose Catherine or Frederick. Write a paragraph indicating whether the monarch you chose was enlightened or a despot. A model for writing is below. Catherine or Frederick was enlightened because Second. Third, or Frederick or Catherine was simply a despot because Second.GLOBAL HISTORY II ENLIGHTENMENT DBQ - VERBAL DOCUMENTS Opening Paragraph: Opening sentence identifies the historical context. The next sentence is your topic statement based upon the “Question.” A transition sentence then connects this statement to the main body of the essay. Main Paragraphs Each paragraph should deal with one aspect of the topic statement. You must also use your analysis of the documents and related outside material to support your conclusions., just like a good lawyer refers to evidence in the courtroom. Conclusion How you close your essay will depend on the action word used in the question. Discuss: If the question says “discuss”, you conclusion should restate the topic statement. Evaluate: If the question says “evaluate”, you should weigh the positive and negative effects of the subject of the essay, and then make a judgment.GLOBAL HISTORY II ENLIGHTENMENT DBQ- VERBAL DOCUMENTS DIRECTIONS AND ORGANIZER FOR A FIVE PARAGRAPH ESSAY TOPIC: THESIS STATEMENT: MAIN POINT: EVIDENCE:GLOBAL HISTORY II ENLIGHTENMENT DBQ- VERBAL DOCUMENTS 2. MAIN POINT: EVIDENCE: 3. MAIN POINT: RESTATE THESIS STATEMENT:GLOBAL HISTORY II ENLIGHTENMENT DBQ - VERBAL DOCUMENTS Part B Essay Response Explain how the ideas of the Enlightenment could be used in creating a government. Your essay should be well organized with an introductory paragraph that states your position. Develop your position in the next paragraph and then write a conclusion. Jn your essay, include specific historical details and refer to the documents analyzed in Part A. You may include additional information from your knowledge of global history.'$ ” € 7 1 JuBUREBADD oF woRRDRMAY Spr “Kessa moK Burznue810 jo em 2 se xuneur v Sunjvar9 UI sisKfouR NOK asf] “Kusso UE BUNLUM s1oJoq uoTFeULLOJUT azrHBIO 0} NOX djay ssOZ1UEHIO o1ydEID suoumoop amy ozApeuy SINIWN9040 TvsUgA - ad INGWNALHOTING Il ANOLSIH TVAO19GLOBAL HISTORY II ENLIGHTENMENT DBQ- VERBAL DOCUMENTS Document 5 ‘The Atlantic slave trade is a violation of the laws of Reason. Since all men are born free and equal in rights, no man may buy or sell the person of another. - Denis Diderot Why does Diderot think the salve trade is wrong?GLOBAL HISTORY I ENLIGHTENMENT DBQ - VERBAL DOCUMENTS Document 6 If absolute power is wrong in a government, how can it be right in a family? If all men are bom free, how is it that all women are born slaves? Let woman share the rights of ‘man, and she will imitate his virtues; for she will grow perfect when she is free. - Mary Wollstonecraft ‘What argument does the author present to call for women’s rights?GLOBAL HISTORY II ENLIGHTENMENT DBQ - VERBAL DOCUMENTS Document 3 People are basically good but become corrupted by society. In an ideal society, the people would make the laws themselves and would obey them willingly. Jean-Jacques Rousseau What kind of government does Rousseau call for?GLOBAL HISTORY II ENLIGHTENMENT DBQ - VERBAL DOCUMENTS Document 4 T may not agree with what you say, but I will defend to the death your right to say it. - Voltaire ‘What human rights would Voltaire prize most highly?GLOBAL HISTORY II ENLIGHTENMENT DBQ - VERBAL DOCUMENTS Document I All manner of tyranny emerges when mankind entrusts into one hand the power to make law, enfoce law, and sit in judgment. If freedom is to be made secure, let powers be placed in different hands. ~ Montesquieu ‘What does Montesquieu suggest should be done to prevent tyranny?GLOBAL HISTORY II ENLIGHTENMENT DBQ - VERBAL DOCUMENTS Document 2 The sole purpose of govemment is the protection of our natural rights, and the most important of these rights is the freedom to create governments to serve this purpose. As Jong as government does this, we must obey it. When government ceases to protect our rights, we may change it or overthrow it. - John Locke How do these ideas justify revolution?GLOBAL HISTORY II ENLIGHTENMENT DBQ- VERBAL DOCUMENTS Directions: The following question is based on the accompanying documents. Some of these documents have been edited for this exercise. This question is designed to test your abiity to work with historiucal documents. As you analyze the documents, take into account both the source of the document and the author’s point of view. Write a well-organized essay that includes your analysis of documents. In no case should the documents simply be cited or paraphrased. You should include specific historical details and you should include outside historical information. Historical Context: In the 18% century, the philosphers of the Enlightenment challenged traditional ways of though and brought forth new ideas.GLOBAL HISTORY IT ENLIGHTENMENT DBQ - VERBAL DOCUMENTS Question: Explain how the ideas of the Enlightenment could be used in creating a government. Part A Short Answer The documents that follow relate to the Enlightenment period in general. Examine each document carefully and then answer the question that follows it.GLOBAL HISTORY I ENLIGHTENMENT CINQUAINS Cinquain: The first line is a one-word title. The second line is a two-word description. The third line is three words expressing action. ‘The fourth line is a four-word phrase showing feeling for the topic. The last line is a one-word synonym for the ttle. Cinquains are five line poems with a definite format. They enable you to categorize and chunk together information related to a key concept. A conceptualization is developed. Directions: Using the word bank, place the correct title on each poem. New ideas Enlightened Leader Locke, Voltaire, Rousseau Catherine the Great Government for the people Absolute Power was used democracy Change laissez faire Enlightened Philosopher ‘No government interference Free, equal, independent A free market economy Consent from the people ‘Smith Rights ‘WORD BOX Enlightenment Locke Despot BusinessGLOBAL HISTORY II ENLIGHTENMENT CINQUAINS Answer Key Cinquains are five line poems with a definite format. They enable you to categorize and chunk together information related to a key concept. A conceptualization is developed. Cinquain: The first line is a one-word title. The second line is a two-word description. The third line is three words expressing action. The fourth line is a four-word phrase showing feeling for the topic. The last line is a one-word synonym for the title. Directions: Using the word bank, place the correct title on each poem. Enlightenment Despot ‘New ideas Enlightened Leader Locke, Voltaire, Rousseau Catherine the Great Government for the people Absolute Power was used democracy Change Business Locke laissez faire Enlightened Philosopher No government interference Free, equal, independent A free market economy Consent from the people Smith Rights WORD BOX Enlightenment Locke Despot BusinessGLOBAL HISTORY II THE ENLIGHTENMENT CONCEPT GUIDE - CATEGORIZATION This Concept Guide helps you categorize the concepts of different philosophers. This helps you understand the information you are required to learn. Directions: Philosopher Newton Voltaire Diderot e Adam Smith Rousseau Montesquieu Happiness: eo= Place the concept with the philosopher. Use the quotes to help you decide the concept. ‘There may be more than one concept for each philosopher. Quote Concept “Byery particle of the universe attracts every other particle.” “Crush the infamous thing.” “[ am a good citizen and everything that ‘concems the welfare of society and the life of my fellow man concems me.” “Every individual tries to employ his capital for his own gain. By pursuing his own interest he frequently promotes that of society more effectively.” “Man if bom free and everywhere he is in chains...the general will of the people should be all-powerful.” “When the legislative and executive powers are united in the same person, there can be no liberty.” CONCEPT The attempt to remove bigotry and establish justice. To look for laws in nature to improve society, politics and economic prosperity. The belief that well being on earth was possible. Society could be perfected with a scientific approach. ‘Through the use of reason, society could be free.GLOBAL HISTORY IT Answer Key THE ENLIGHTENMENT CONCEPT GUIDE - CATEGORIZATION ‘This Concept Guide helps you categorize the concepts of different philosophers. This helps you understand the information you are required to leam. Directions: Place the concept with the philosopher. Use the quotes to help you decide the concept. There may be more than one concept for each philosopher. Philosopher Quote Concept Newton “Every particle of the universe attracts. Nature every other particle.” Progress Voltaire “Crush the infamous thing.” Reason Diderot “Lam a good citizen and everything that Progress concerns the welfare of society and the Nature life of my fellow man concems me.” ‘Adam Smith “Every individual tries to employ his Happiness capital for his own gain. By pursuing his Progress own interest he frequently promotes that Liberty of society more effectively.” Rousseau “Man if bom free and everywhere he is in Reason chains...the general will of the people Nature should be all-powerful.” Happiness Liberty ‘Montesquieu “When the legislative and executive Liberty powers are united in the same person, there can be no liberty.” CONCEPT BANK The attempt to remove bigotry and establish justice. To look for laws in nature to improve society, politics and economic prosperity. ‘The belief that well being on earth was possible. Society could be perfected with a scientific approach. Through the use of reason, society could be free.yoedury joedury yoeduiy edu a a” a” a” svapl 10feW. svapy s0fey seap] 10fe seapy sof a a a a nambsaquoyy nneassnoy, aUeHOA, 23907 SUaHdOSOTIHd LNAWNALHOTINA ‘yoonxa) snoK Sursn deur axp ara{dwo. vsioydosoyyd yuouruayysyus Susosoo dew onuewas yuEIq e st Mojo —:sMONDaIC “Ayjensia woneunosu azueBs0 pue pueisiopun o} nok djoy vey) SuoHEUosaIdas o1ydesd ome sdeur onUEUIDS dV OLLNVINGS ANAWNALHOVING IL ANOLSIH TVE019Global History I The Enlightenment QAD QUESTION - ANSWER - DETAIL THE ENLIGHTENMENT Question, Answer, Detail is a technique used for development of comprehension and summarization of important information. Directions: Complete the Question-Answer-Detail by writing the answer in the second column. Use the question and the details provided to you to figure out the answer. Question Answer ‘What does it mean to “enlighten?” ‘What kind of government did John Locke support? How did Montesquieu say that government should be organized? According to Voltaire, what is the most important human right? ‘What did Rousseau say was the effect of society upon the individual? According to Frederick the Great and Catherine the Great, what was the monarch’s proper purpose? ITT Detail new ideas, knowledge science,new ways to solve problems people create their governments,human rights liberty executive,legislature, judiciary religion,press,speech, assembly noble savage,born free,inequality of ‘wealth and status enlightened despot, end abuses,better lives for the peopleGlobal History 11 The Enlightenment Vocabulary - Context Clues THE ENLIGHTENMENT ‘When you do not know the meaning of a word, the first thing you should do is try to determine the meaning from the context clues. The following exercises are examples of appositional context clues. In this type of exercise the definition follows the unknown word and is surrounded by commas or by a comma and a period. 1. People who lived during the Enlightenment believed in using reason, the process of logical thinking, to solve social, economic, and political problems. The word “reason” means 2. One of the major ideas of the Scientific Revolution was the use of the scientific method, a step by step process of investigation and experimentation. The term “scientific method” means 3. Copernicus and Galileo both argued in favor of heliocentrism, the idea that the earth is in orbit around the sun. The word “heliocentrism” means 4, Much research during the Scientific Revolution was aimed at discovering natural laws, the orderly processes which govern the universe, The term “natural laws” means 5. Many Enlightenment thinkers said that people have natural rights, God-given privileges which no ruler may take away from them. The term “natural rights” means 6. Frederick the Great of Prussia and Catherine the Great of Russia were called enlightened despots, monarchs who tried to improve the lives of their people. The term “enlightened despot” means 7. People like Voltaire and Rousseau were called philosophes, lovers of wisdom. ‘The word “philosophes” means8. Thomas Hobbes wanted the state to be a leviathan, an all-powerful government. The word “leviathan” means 9. Rousseau and Locke believed that governments are created by a social contract, an agreement among the people to obey laws that they establish, The term “social contract” means 10. Locke defended natural rights and the social contract in his second Treatise, persuasive argument, on Government. The word “treatise” meansGLOBAL HISTORY IT THE ENLIGHTENMENT TAXONOMY OF QUESTIONING 13. Is it accurate to call Catherine the Great an enlightened despot? Why or why not?GLOBAL HISTORY II THE ENLIGHTENMENT TAXONOMY OF QUESTIONING 1, What does it mean to enlighten? 2, From your answer to Question 1, what would a time of enlightenment be? 3. John Locke wrote that government gets its power from the people. Explain in your own words what this means. Using your answer to Question 3, how is this idea a part of United States Government? 5, Montesquieu wrote that government should be separated into three branches. Explain in your own words what this means. 6. Using your answer to Question 5, how is this idea a part of the United States Government?GLOBAL HISTORY IL THE ENLIGHTENMENT TAXONOMY OF QUESTIONING 7. Voltaire defends freedom of thought. What does this imply about religion, speech and press? 8. Using your answer to Question 7, how is this idea a part of the United States Government? 9. Rousseau wrote, “In an ideal society, the people would make the laws and would obey them willingly.” (Direct democracy). Explain in your own words what this means. 10. Using your answer in Question 9, how is this idea a part of the United States Government? 11. A despot is an absolute monarch. What might an enlightened despot be? 12. Is it accurate to call Frederick the Great an enlightened despot? Why or why not?GLOBAL HISTORY II ‘THE ENLIGHTENMENT ANTICIPATION GUIDE Before reading the text, read the following statements and check (1) the ones with which you agree. After reading the text, decide which statements support what you have read. Place a check (¥) in the “text” column. You Text 1. The scientific method can be applied to everyday problems. 2. All people have the natural right to life, liberty and property. 3. The powers to make laws, enforce laws and judge should be in the hands of the King. 4, The media have too much power and should be censored. 5. People are basically good but become corrupted by society. 6. The government should not interfere with the economy. 7. A powerful ruler with good intentions should be allowed to make changes. 8, Ideas in one part of the world usually have no influence in other parts of the world.GLOBAL HISTORY II SCIENTIFIC REVOLUTION FEATURE ANALYSIS Feature Analysis uses charts and grids to help you see relationships between important concepts. It helps you to understand the similarities and differences in related words and concepts. This strategy can be used as an organizer for writing. Directions: _ Read each statement below and indicate with a check (v) which category applies. Tycho STATEMENT. Vesatius | Brahe | Copernicus | Galileo_| Newton | Descartes Emphasized human reasoning. Famous for quote, “I think, therefore I am.” Danish astronomer who built the first true observatory in late 1500's. Published first accurate and detailed study of human anatomy. ‘Used mathematics to prove heliocentric, or sun-centered, model of universe. Published "Mathematical Principals of Natural Philosophy,” explaining law of gravity and other laws governing motion in universe. ‘Was first person to see mountains on the moon and sunspots. Observed four moons of Jupiter.GLOBAL HISTORY IL ANSWER KEY SCIENTIFIC REVOLUTION FEATURE ANALYSIS Feature Analysis uses charts and grids to help you see relationships between important concepts. It helps you to understand the similarities and differences in related words and concepts. This strategy can be used as an organizer for writing Directions: Read each statement below and indicate with a check (v) which category applies. STATEMENT ‘Emphasized human reasoning. Famous for quote, “I think, therefore I am.” Danish astronomer who built the | first true observatory in late 1500's. Published first accurate and | detailed study of human anatomy. ‘Used mathematics to prove heliocentric, or sun-centered, model of universe. Published “Mathematical Principals of Natural Philosophy,” explaining law of gravity and other laws governing motion in universe. Was first person to see mountains ‘on the moon and sunspots. Observed four moons of Jupiter.GLOBAL HISTORY IL SCIENTIFIC REVOLUTION SEMANTIC MAP Semantic maps are graphic representations that help you to understand and organize information visually. Directions: Below is a blank semantic map covering scientists of the Scientific Revolution. Complete the map, using your textbook. SCIENTISTS Copemicus Galileo Descartes Newton v v v wv Major Ideas Major Ideas Major Ideas Major Ideas v v v v Impact Impact Impact TmpactGLOBAL STUDIES II SCIENTIFIC REVOLUTION SEMANTIC MAP Osama ‘Maps are graphic representations that help you to understand and organize information visually. Directions: Complete the Semantic Map by writing the details from the Word Bank. Causes J e CH Scientific Revolution 0 ‘WORD BANK Age of Discovery Scientific view of the world Scientific method ‘New ways of thinking Renaissance Reformation aor iscoveres Challenging ancient beliefs Enlightenment CuriosityGLOBAL STUDIES II Answer Key SCIENTIFIC REVOLUTION SEMANTIC MAP ‘Semantic Maps are graphic representations that help you to understand and organize information visually. Directions: Complete the Semantic Map by writing the details from the Word Bank. Renaissance Age of Discovery Challenging ancient beliefs Ge Scientific Revolution New Ways of thinking Results Scientific view of the world WORD BANK Age of Discovery Scientific view of the world Scientific method ‘New ways of thinking Renaissance Reformation New discoveries Challenging ancient beliefs Enlightenment CuriosityGlobal History I The Scientific Revolution QaD QUESTION - ANSWER - DETAIL THE SCIENTIFIC REVOLUTION ‘Question, Answer, Detail is a technique used for development of comprehension and | ‘summarization of important information. Directions: Complete the Question-Answer-Detail by writing the main idea in the answer column and supplying the details in the third column. Question ‘What was the Scientific Revolution? Why were Galileo’s ideas important? Why were Descartes’ ideas important? Why were Newton’s ideas important? Why did the new science cause tension with the Church? How did these new ideas change the way Europeans looked at the world? IAIN HIATTGLOBAL HISTORY II SCIENTIFIC REVOLUTION TAXONOMY OF QUESTIONING 1. List the key steps involved in the scientific method. (Steps may vary in number) 2. What is the purpose of using the scientific method? @>. Whar was the contribution of Nicolaus Copernicus to scientific knowledge? 4, What was the contribution of Galileo to scientific knowledge? 5. What was the contribution of Descartes to scientific knowledge?GLOBAL HISTORY I SCIENTIFIC REVOLUTION TAXONOMY OF QUESTIONING 6. What was the contribution of Newton to scientific knowledge? 7. Why did some people in the Church oppose the Scientific Revolution? 8. Choose one scientific discovery and explain how it changed life in Europe.GLOBAL HISTORY II SCIENTIFIC REVOLUTION KWL WORKSHEET KWL is an organization chart for students to list what they know (K), what they want to Team about a topic (W), and what they leamed (L) about a topic. K (Know) Ww (Want to Know) L (Learned) T, Astronomers advanced their knowledge of the universe by rejecting ancient ideas. 2. There was a new scientific method.3. The new scientific method developed in the 1500's and 1600’s differed from the traditional approach to science. 4, There were advances in medicine during the 1500’s and 1600's.GLOBAL HISTORY II ANSWER KEY SCIENTIFIC REVOLUTION KWL WORKSHEET KWL is an organization chart for students to list what they know (K), what they want to Tear about a topic (W), and what they leamed (L,) about a topic. K Ww L (Know) (Want to Know) (Learned) T, Astronomers advanced | 1, What ancient ideas were | 1. their knowledge of the rejected by astronomers? |e Copernicus rejected universe by rejecting Ptolemy’s theory that the ancient ideas. earth was the center of the universe. ‘© Copernicus proposed a heliocentric, or sun- centered, model of the universe. 2. There was anew scientific | 2. method. This was a new logical procedure for gathering and testing ideas. © Inthe 1500 and 1600's, scientists used astronomical observation. to prove theories. ‘© Complex mathematical calculations were used to convert observations into ic laws3. The new scientific method | 3. How did the new scientific developed in the 1500's differ from the ‘© Until the 1500s, and 1600's differed from Europeans accepted the the traditional approach to ideas of the Ancient science. Greeks. © These ideas seem to agree with common sense. 4. There were advances in | 4. What medical advances | 4, medicine during the were made during the. * New medical discoveries 1500's and 1600’s. 1500°s and 1600's: included Vesalius" published study of the human anatomy, © Thenewly developed ointment for preventing infection, © Harvey's description of the circulation of blood.GLOBAL HISTORY It WORLD WARI QA.D. GAD. Question, Answer, Detail is a technique used for development of comprehension and summarization of important information. QA.D. Model Question Answer Details Information being asked ___main idea supporting details Complete the Question - Answer - Detail by writing the main idea in the second column and supplying the details in the third column. ‘QUESTION T. What role did nationalism play in World War I? 2. What role did imperialism play in World War I? 3. What role did technology play?GLOBAL HISTORY II WORLD WARI QaAD. 4, What role did women play in the war? 3. To what extent were issues that caused World War I resolved? 6. What was the Armenian Massacre? 7. What led to the collapse of the Ottoman Empire? & Why might the Germans, French and British view the causes of World War I differently?GLOBAL HISTORY I WORLD WAR I ANSWER KEY GAD. Question, Answer, Detail is a technique used for development of comprehension and summarization of important information. Q.A.D. Model Question Answer Details Information being asked __main idea supporting details Directions: Complete the Question - Answer - Detail by writing the main idea in the second column and supplying the details in the third column. QUESTION ANSWER DETAILS T. What role did nationalism | Aggressive nationalism was the | German pride in military and play in World War I? leading cause of World WarI. | industry. French anger toward Germany for earlier losses. r Russian loyalty to all Slavic people. 2, What role did imperialism | Competition for colonies to | France and Germany competed for gain raw materials and open new markets to sell products. Morocco. ‘Austria-Hungary wanted control of territory in Balkans to have access to Aegean Sea. Russia wanted to take control of Bosporus and the Dardanelles near the Black Sea to gain a warm port for trade. play in World War 1? What role did technology play? This was the first war to make use of modem technology and machinery. Warplanes, submarines, machine guns, tanks, and poison gas made battles deadly. What role did women play in the war? Women played a major part in total war. Women took over jobs that had been traditionally closed to them, They manufactured weapons and supplies. Women worked as nurses on the front. To what extent were issues that caused World War I resolved? There were many discontented nations even though treaties were signed Militarism continued to grow, League of Nations did not have any real power (U.S. did not join). Severe economic problems from devastation of war.GLOBAL HISTORY I WORLD WARI QAD. 6. What was Massacre? the Armenian Genocide of Armenians, due to extreme nationalism ANSWER SHEET Muslim Turks distrusted the Christian Armenians and accused them of supporting Russian plans against Ottoman Empire. Thousands were slaughtered, 7. What led to the collapse of the Ottoman Empire? World War I caused great devastation and split up the Ottoman Empire. Nationalist movements began to grow. ‘Wester ideas began to grow. & Why might the Germans, French and British view the causes of World War I differently? Different information was given to each group from its government. ‘Newspapers gave even the smallest victories big headlines. Governments used propaganda - to portray the enemy as beastly and inhuman.GLOBAL HISTORY II WORLD WAR I QaD THE TREATY OF VERSAILLES ENDED WORLD WAR I Question, Answer, Detail is a technique used for development of comprehension and summarization of important information. Directions: | Complete the Question, Answer, Detail by writing the details in the third column. Question ‘Answer Details How was Germany punished? Lost territory Lost military Pay reparations What was the League of Organization of Nations created Nations? to settle international disputes peacefully, How did the Treaty of “Angered Germany Versailles become a cause of World War II?GLOBAL HISTORY II WORLD WARI Qap Answer Key THE TREATY OF VERSAILLES ENDED WORLD WAR I important information. Question, Answer, Detail is a technique used for development of comprehension and summarization of aT == ‘Complete the Question, Answer, Detail by writing the details in the third column, L_ Question “Answer Details How was Germany punished? Lost territory © Lost territory to France Lost military and Poland Pay reparations ‘* Stripped of colonies © Lost its Navy © Army cut to small size ‘© Had to pay allies over $30 billion in damages What was the League of ‘Organization of Nations created |_| * Major powers, US. & Nations? to settle international disputes Russia did not join peacefully. © Little power to enforce decisions How did the Treaty of ‘Angered Germany Wanted more territory Versailles become a cause of Wanted stronger military World War II? Reparations hurt German economyGLOBAL HISTORY II WORLD WARI SEMANTIC MAPPING e ‘Semantic Maps are graphic representations that help you organize and understand information visually. Directions: Use the word bank to complete the map. WORD BANK ‘Aggressive pride led to international tension Readiness for war was national policy Competition to gain colonies Absence of government Fear and distrust led to countries joining together Nationalism con) CAUSES OF WORLD WAR I yaens|GLOBAL HISTORY II ANSWER SHEET WORLD WARI SEMANTIC MAPPING ‘Semantic Maps are graphic representations that help you organize and understand information visually Directions: Use the word bank to complete the map. WORD BANK ‘Aggressive pride led to international tension Readiness for war was national policy Competition to gain colonies Absence of government Fear and distrust led to countries joining together yaeeee ‘Nationalism ggressive pride led to Readiness for war was national intemational tension. policy. CAUSES OF WORLD WAR I Alliances Competition to gain colonies. Fear and distrust led to Absence of government.SORITeUOHEN UsIMOp uzouoss pues ‘uiof 10u pip Sf pure wissmy sure sioryuey pure qery u09%99 191)}0D qauruasoy WELLE drysioweiig, somod [eas ON apud peuone uewtay Jo S807 Sug aseay PUE PION a -——— 4 ‘1 ‘1 ‘1 ‘1 L peda 1 peduy [ peduy peduiy peda suon Joy auoy jeuoHEU ~exedos Ked sn °Z ssmy, woneztue3iQ v,, dn Sumos Jo vapt ‘sa1uojoo 0} wsrunumu109 aovad [PUONEWIOUY “| [PUOHEN “T ayy payoddns weg “1 ‘SBaSI9A0 JO SSO] “| s8uuq wus “1 sep] s0few ‘seapy 40fe seapy 20eW seap] sof, seapT z0feW odoing suopen Jo andea] wy2}seq UT SHON wopesepeg anojeg paystung Auewsa5 wopnpoaay ueIssmy MON Jo woREaID TVA (THOM 40 S1DSAda ALVIGAWAT -yueq aseayd pue puom oup Sujsn deur omp ayajduio “| 2eA HOA Jo stoaye arerpoumust Suonoo deur onuEUIEs yURIG est Moja — liberties social class > ‘Suppress KO Censorship Opposed reform change ( Feared industrialization Worked long Spread ideas on Diverse empire Many ethnic hours reform minorities N / ( Lived in suum dk, Russification| trict control fver-population over ethnic in the cites groups Temporary Planned to Revolutionary Teas of government =< Constitution Socialist Party ~ Karl Marx (\ Continued Did not Elite group Promised land reform World War I folve problems of reformers for workers or farmers WORD BANK Peasant Unrest Bolshevik Revolution Nationalism Czarist Rule Provisional Government _ Problems of Urban WorkersGLOBAL HISTORY II ANSWER KEY REVOLUTION ANDCHANGE IN RUSSIA CATEGORIZATION / EXCLUSION ‘Words take on meaning as they relate to other words. Categorization is a technique in which you group words according to a common concept. Directions: From the Word Bank below, choose the concept that best describes the other word(s) and write it in the blank circles. Corruption in Denies basic Rigid system of Food shortages government liberties social class. Suppress Rule Censorship ‘Opposed Unrest reform change Feared industrialization Worked long Spread ideas on Diverse empire Many ethnic hours reform minorities of Urban ____Nationalism Lived in slum\ Workers Russification| trict control fver-population over ethnic in the cites groups Temporary Planned to Revolutionary Tdeas of government rite Constitution Socialist Party Karl Marx a — “ay Continued _ | Provisional Did not Elite group \ Revolution Promised World War I folve problems of reformers land reform for workers or farmers WORD BANK Peasant Unrest Bolshevik Revolution Nationalism Czarist Rule Provisional Government _ Problems of Urban WorkersGLOBAL HISTORY II REVOLUTIONS AND CHANGES IN RUSSIA CATEGORIZATION - FRAYER MODEL ‘The Frayer Model is a graphic organizer that helps you learn the meaning of key concepts. Directions: Use the Word Bank to complete the graphic organizer. ‘Absolute power Denies basic Violent attacks on Supported by oo liberties Jewish Communit Government Demands Searet Police Surprise Destroyed total Attacks ewish homes, obedience stores & Synagogues Lenin "Peace, Bread, Siaried @ Set up Collective Land” Totalitarian farms (— > Government ( Bolsheviks Government Command Tnirodueed owned all economy 5-year plans yusinesses, factories and farms Controlled Prohibited ideas Mast follow rules | Must follow same newspapers, radi ainst Communist customs and art tm \ a Promoted Prohibited Mast follo Individuality only all religions clothing style> not permitted communist ideals WORD BANK Stalin Conformity Totalitarianism Censorship Pogroms CommunismGLOBAL HISTORY II REVOLUTIONS AND CHANGES IN RUSSIA CATEGORIZATION - FRAYER MODEL ANSWER SHEET ‘The Frayer Model is a graphic organizer that helps you leam the meaning of key concepts. Directions: Use the Word Bank to complete the graphic organizer. ‘Absolute power Denies basic Violent attacks on Supported by aN liberties Jewish Comms Government ‘otalitarianis1 ‘Demands Secret Police ‘Surprise Pogroms Destroyed total Attacks ewish homes, obedience stores & Synagogues Lenin “Peace, Bread, Slaried a Set up Collective Land” Totalitarian farms Government muse \ (sate Bolsheviks Government Command Tniroduced ‘owned all economy 5-year plans jusinesses, factories and farms Controlled Prohibited ideas Must follow rules Must follow same newspapers, radi ainst Communist customs and art forms, Promoted Prohibited Must folloy Individuality only all religions clothing style not permitted communist ideals WORD BANK Stalin ‘Conformity Totalitarianism Censorship Pogroms Communism.GLOBAL HISTORY II REVOLUTION AND CHANGE IN RUSSIA. THESIS PROOF argument with evidence. Thesis/Support outlining is an organizational system that teaches you how to support an Directions: Read the three statements below. Support each statement with details from your readings and your classroom notes. Thesis Details Censorship: Many Soviet writers, composers and other artists fell victim to official censorship*. Stalin would not tolerate individual creativity that threatened conformity*. Obedience was required of citizens in the totalitarian state. How did the Soviet government censor their people? 1. Thesis Details Communists aimed to replace religious teaching with the ideals of communism and atheism*. What methods did the Soviet government use to replace religious teaching? 1GLOBAL HISTORY II REVOLUTION AND CHANGE IN RUSSIA THESIS PROOF Thesis Details nized* Soviet | How did Soviet women’s roles expand? society. Women’s roles greatly expanded. 1. Use the checklist to edit and proofread your answers: Are my reasons and facts accurate? Have I supported my opinion with specific reasons and facts? censorship - government has power to remove anything that it wishes the people not to see or hear conformity - likeness with rules, customs and styles atheism - people who do not think there is a God revolutionized - brought about changeGLOBAL HISTORY IL REVOLUTION AND CHANGE IN RUSSIA THESIS PROOF ANSWER SHEET an argument with evidence. Thesis/Support outlining is an organizational system that teaches you how to support Directions: Read the three statements below. Support each statement with details from your readings and your classroom notes. Thesis Details Censorship: Many Soviet writers, composers and other artists fell victim to official censorship*. Stalin would not tolerate individual creativity that How did the Soviet goverment censor their people? threatened conformity*. Obedience was required | 1. Controlled all newspapers. of citizens in the totalitarian state. 2. Controlled all movies. 3. Controlled all radio. 4. Controlled all art. Thesis Details Communists aimed to replace religious teaching with the ideals of communism and atheism*. What methods did the Soviet government use to replace religious teaching? 1. Spread propaganda attacking religion. 2. Displayed art exhibits showing religious beliefs as superstitious, Thesis Details Sialin’s totalitarian rule revolutionized* Soviet society, Women’s roles greatly expanded. How did Soviet women’s roles expand? 1, Bolshevik Revolution - women won equal rights. 2. Women had no choice but to join the labor force. 3. Women prepared for careers in engineering, science and medicine. 4, Motherhood was considered a patriotic duty. Use the checklist to edit and proofread your answers: ‘Are my reasons and facts accurate? Have I supported my opinion with specific reasons and facts? atheism - people who do not think there is a God revolutionized - brought about change censorship - government has power to remove anything that it wishes the people not to see or hear conformity - likeness with rules, customs and stylesGLOBAL HISTORY Il BETWEEN THE WARS CONTENT GUIDE ‘A Content Guide establishes a purpose for your reading which helps you to focus on the information you are required to learn. Directions: Read the information listed on the right. Then read the passages to find the answers. ‘Mao Zedong brings Communism to China [Questions After decades of struggle, China was finally united with the Communists in control. Mao Zedong was successful due to several reasons, First, Mao gained the support of the huge peasant population. Peasants had suffered from brutal land lords and crushing taxes. Women also supported Mao because they wanted to be treated equally, Finally, Mao’s army was superior with its guerrilla tactics. The people were drawn to a communist program in the hope that their lives would improve. ‘Once in power, the Communists set up to change China from a backward peasant society into a modem nation. First, China had to rebuild its economy. The government took control of all businesses. It set up five-year plans designed to increase heavy industry. Cooperative farms were set up. Mao Zedong set up a one party totalitarian state, with the communist party in charge. Re- education was stressed for the young and old. Students learned to praise Mao Zedong and communist ideals. ‘Women won some equality under the communist government. They were expected to work alongside men in the fields and factories. State- run nurseries were set up for childcare. This weakened the role of the father in the family, Unfortunately, women did not enjoy full equality. Only a few women held top positions in the government or industry. Women also received less pay and they were still expected to care for the home. 1 List 3 reasons why Mao Zedong was successful in bringing communism to China. A. B. Gs List 3 ways Mao Zedong tried to rebuild the economy. A. B. c. How was re-education used to strengthen communism? When women entered the workforce, how did life in China change? A B. c.GLOBAL HISTORY II BETWEEN THE WARS CONTENT GUIDE Answer Key ‘A Content Guide establishes a purpose for your reading which helps you to focus on the information you are required to learn. Directions: Read the information listed on the right, Then read the passages to find the answers. ‘Mao Zedong brings Communism to China ‘Questions After decades of struggle, China was finally united with the Communists in control. Mao Zedong was successful due to several reasons. First, Mao gained the support of the huge peasant population. Peasants had suffered from brutal land lords and crushing taxes. Women also supported Mao because they wanted to be treated equally. Finally, Mao’s army was superior with its guerrilla tactics. The people were drawn to a communist program in the hope that their lives would improve. Once in power, the Communists set up to change China from a backward peasant society into a modem nation. First, China had to rebuild its economy. The government took control of all businesses. It set up five-year plans designed to increase heavy industry. Cooperative farms were set up, Mao Zedong set up a one party totalitarian state, with the communist party in charge. Re- education was stressed for the young and old. Students leamed to praise Mao Zedong and communist ideals. ‘Women won some equality under the communist government. They were expected to work alongside men in the fields and factories. State- run nurseries were set up for childcare. This weakened the role of the father in the family. Unfortunately, women did not enjoy full equality. Only a few women held top positions in the government or industry. Women also received less pay and they were still expected to care for the home. 1. List 3 reasons why Mao Zedong was successful in bringing communism to China. A. Mao had support of the peasants. B. Mao had support of the women. C. Mao's army was superior with its guerrilla tactics. 2. List 3 ways Mao Zedong tried to rebuild the economy, A. Government took control of all businesses. B. Set up five year plans for industry. C. Cooperative farms were set up. 3. How was re-education used to strengthen communism? Students leamed to praise Mao Zedong and communist ideals. 4, When women entered the workforce, how did life in China change? A. Woman worked alongside men. B. Children went to childcare. C. 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Directions: _| Use the word bank to complete the map. ___| Totalitarian Government Equality of Women 1 1 COMMUNISM UNDER 2, MAO ZEDONG 2. Economy Religion L 1 2 2. 3. WORD BANK Entered the work foree ‘One political party Government owned businesses Five year plan Atheism Changed the role of traditional male Communist party was supreme Communes were set up e Communist ideals replaced Confucian beliefsGLOBAL HISTORY II BETWEEN THE WAR’S SEMANTIC MAPPING Answer Key Semantic Maps are graphic representations that help you organize and understand information visually. Directions: Totalitarian Government 1. One political party 2. Communist party was supreme Use the word bank to complete the map. Equality of Women 1. Women entered the work force 2. Changed the role of COMMUNISM UNDER “traditional” male MAO ZEDONG Economy Religion 1. Government owned businesses 1, Atheism 2. Communes were set up 2. Communist ideals replaced 3. Five year plan Confucian beliefs WORD BANK Entered the work force ‘One political party Government owned businesses Atheism Communist party was supreme Comm: Five year plan Changed the role of traditional male ‘Communes were set up ideals replaced Confucian beliefs— NVdVENI — WSRIV.LITIN dO aSTa TWN a FS -poptaoud saxog ayeudordde ayy ut ueder ur wast YW JO sty Jo si99]J9 pu sasned oy) ISI ‘SYOOgIxO} INOK Fuisp] MOHAN, ‘poumoo0 SUIABY JUSAD op JO I]NSAI e se “Taye pauaddey yey suTE|AKS 1o9jj= UY “sjuona amyny uo soayyo Busey sey yWwaAe sty], *pa1mg90 WUaAE oy) AYA UosLaI v SUIE|dxd osTED y “PLIOM ‘uy padueyo 3U9A0 ye) MOY PUR PaxNod0 juOAa UE AYA YJOG pukrSiopUN o} sdjoy Joa PUB asneD BUIAPMS Loaaaa GNV aAsaVvo SVM SHL NAAMLAG I ANOLSIH TV€019uontpen Jo sonseid pomous y suyjooy woysom-nu SuOHeN Jo onary oy Woy [eAKEIPE AA, uorsuedxa pamoua yf TE6T EUIYD UO youn y ‘uu0jar of e90UL9p Jo PU sorodura 40} sasvaout 10U0 Fy SABA NvdVi NI INSRIVLITIN 40 aSRI Twa -poptaoud soxog sreudordde oup ut ueder ur urs uoissordoq, yeas) 0} anp syaxzeU UBIaI0y Jo $0 “| uompen Jo sso "J quaurdojduant - syuesvad Suowre Au9A0 q SUONeN Jo anFeaT JO SSaUIIL AA ajdoad sy £q payuem uedey jo worsted of wusipeuone Ay same W_JO ary JO SioayJo puE sasneo aMp ISI] ‘sHoogrKar moK Susy -SMOHIAAG ~paiinooo BuIAey juSAd Sip Jo y[nsaI e se Toye pauaddey yEya SuIB|dKD 1oa]j9 UY ‘SiudA9 aimyny Uo syoajjo SuNse] sey yUDA SI, “pouINdDO yuaAa ayy AyaA UOSPaI v suIEIdxa asneo y “pLION ayy poSueyo waAd yey) Moy Pu paxd0 jUDAI Ue AYAK OQ pUEISIapUN o4 sdjay JoayJq ue asneD BurApmig LAAHS YAMSNV oadda NV asaVvo SUVM AHL NIGM.LAG I AYOLSIH TVE019TT oe uorssaudoq, EE oe | ammouosg aprmpuony | <— wag soa sosneD ‘paptaoid soxog ayeudosdde amp wr uorssazdag s1uouosg apimpli0.M Jo sIoayJo pue Sosned oxp ISI] ‘SYOOqIxa) NOK Suis) —_-:SUOHDN ‘pauino00 Sutaey quoaa xp ‘Jo y[nsas ¥ se aye pouaddey yeya surejdxa joaya UY “sjuana auNyTy Uo sjoa}jo BUNSE| Sey IUOAA SI], “pasinos0 wana aup AYA Uuoseai e surejdxa asneo y “pom ap poSueyo TuOAO ye) MOY pu PaxIM990 jUDAA Ue AYA JOG pUesIopUN oF sday 129}}q| pue asne SuI4PMS Lodddd NV aASAVO SUVM HL NAAMLAG IL AXOLSIH TVE019solloyory pure sossoutsng jo sso] a10n0g °s ‘Avastur pue sony uowAojduroun aaisuorxsy °s snuowised oyu 3,upinoo lwstpeuoreu o1wu0U029 Jo NOE “> uovssoudoq Zoup asmevaq ple] JJo SIOULI PoxOIy “y squsumusano8 UBL Jo 9ST “€ onuuoUoog opIMPLONN Sa\ses9 OEY YOOIS YOK MON “€ pioddns ueS siopea] ue °Z pre uBro19y ypeq sno vouoUNY °Z To Ao1oowop puv wsiyerideo ut ypIey Jo SSO] “1 Cas suo] uo quowAed puewop syuegy “| anya ES) poptaoid soxoq areridosdde axp ut uorssosdecy soUosg epLMpHOM\ JO stO9Jo pure sasned oy} ISH] ‘SYOOqIXO} NOK Suis] —-“"SUOHIONG 1mo90 Survey quod aup ‘Jo y[nsay v se ‘oye pouoddey yey sureydxa ooo UY “siuoAd suNyTY UO sjoayJo Suse] Sey IWaAD SIL, “pasNoD0 woAD a4 AYA uoseas & suze[dxo asneo y ‘plom oy poSueys jUaAD Tey) Moy PUE paLNdd0 juaAo UE AY YIOq PuEIsIOpUN Oo} sdjay yoayyq puw asneD SuLAprS fay Jomsuy, oddaa GNV aSAVD SUVM FHL NIGMLAG I ANOLSIH TVE0'1Dwsluolz Ona -popiaoud soxog syedordde ou ve ‘snyarg payty rede “smof s0y aunsaqed ur puejowioy ayexedas e pouoddns “euUo!, UL IOVIM e - [219] B1Opoay | “E -edomg wiaiseg ut sontunumos ysimor ysuree aou9[ota poziuedig - swoiog “Z “ouiso0uut sty paptaoid aauaptaa mou ‘aye sieak may y “AUB 3S 10} pasnaoe Ayas[ey sem Auy Youary atp sane yOQ4JO Oy ue ‘sasneo up peas ‘syoogyxe} nok Suis) SUOHIONG “puejowioy Ystmar ayes B ayvaso 01 partiem sMof asneoDG “WHS}UOIZ, WWOUIOACW ax UETaq SMOF MOS B ‘S,068T OU) UT “pauns00 Survey word amp ‘Jo ynsas v se aye pauaddey yey sureydxa yoayja uy “sjuaAa ammny Uo sIoajjo Sunse] Sey WOAD Sty, “PoxMod0 ywaAo ay AYA uosear 8 surejdxa asnea y “plioN ay padureyo wana TEU MOY pu pazmgd0 WWaAE UE AYA YIOg PuRIsiopUN o} sdjoy Joey pue asneD SuLépmg. 1Oadaa NV aSNVD WSINOIZ SUVA DHL NOGMLAG IL AYOLSIH e”-aunsojed 0} payessrut ‘smof Jo spuesnowp Jo spaxpuny ‘sivak 0¢ 2xou oy Sung “auysayed ut puejaui0y B pling maf 19] 0} paaude ure, suonerjoaq snogie at MMM “L161 UL Ssmaf 10) aUNSO[ed ‘ut purjoutoy ayezedas e pouioddns ‘puuay UL LayLA e - [219] 1OPODH, “E ‘adoing wayseg ur soprano; ystmer jsurede aouafora paziuedug - stuorBog °Z . WisIuorz ‘odoing wioyseg poy Sof Jo spuesnoy., tuOy ‘stuo8od poyoddns sjeiougo ueissny -aouagouult sty paptaoid aouapiaa mau ‘ae siBak May y “AURULIOD) “odoin w1a}sa,\ pur eouesy ut 0} syaioas Surjjas 10] pasnooe Ajaspey Suons Aida sem wisnlWag-NUY “TepuEDs sem KuUMY YouaLy dtp UL L99KJO YSLNOP 2940 popiaip Aydieys sem uorurdo oyqng ve Ssnydoug payty wrerdes - anyyy stykaig “| a ane, ‘poptaoid soxog ayeudosdde ayy ut syoaya oyp st] pure ‘sasneo ayy peas ‘syooq)xay anof BuisE) —“ISUHOTFIBIT] “puvjouioy ysimar ayes e ayea19 0} partiea sMax asmIEDag “WISIUOIZ, “}UOLHDAOW a4 UeBag sMar Maj &‘S,0681 9KP UT ‘pauinoo0 ‘Survey quand oyp ‘jo ynsay v sv ‘Joye pouaddey yeyas sureidxo yoojo UY “sIuaAd oanmnY Uo stOA}Jo Bunse] Sey UDA SIyL, “Paxinos yWaAd ay Aya woseal v surejdxe asneo y “pHOM au padueyo oAo TEM MOY PUE pa4mNdd0 1UDAE UE KYM YIOq PuLIsIOpUN o} sdjoy 1oIJa PUL asne> SuIxpMg fay samsuy Loddda GNV asavo WSINOIZ SUVA FHL NIIMLAG IL ANOLSIH TVE0'19GLOBAL HISTORY II COLLAPSE OF IMPERIALISM: India INDEPENDENCE AND PARTITION SEMANTIC MAP ‘Semantic Maps help students organize information visually. Directions: Complete the chart on events leading to the Indian Independence movement by using the Phrase Bank. ‘After suffering heavy casualties overseas during World War I, Indians grew angry that they had no freedom at home. v r) Protests were banned by the British government. I ‘On April 13, 1919, in Amritsar, Indians peacefully protest ignoring ban. q PHRASE BANK ‘Mohandas Gandhi emerges as a leader in the drive for independence in the 1920's. British troops fire on protesters killing 379 and wounding 1100. Britain proposed minor reforms.GLOBAL HISTORY IT ANSWER KEY COLLAPSE OF IMPERIALISM: India INDEPENDENCE AND PARTITION SEMANTIC MAP Semantic Maps help students organize information visually. Directions: Complete the chart on events leading to the Indian Independence movement by using the Phrase Bank ‘After suffering heavy casualties overseas during World War I, Indians grew angry that they had no freedom at home. + Britain promised India greater self-government. + Britain proposed minor reforms. Protests were banned by the British goverment. I ‘On April 13, 1919, in Amritsar, Indians peacefully protest ignoring ban, q British troops fire on protesters, killing 379 and wounding 1100. ‘Mohandas Gandhi emerges as_a leader in the drive for independence in the 1920's. PHRASE BANK ‘Mohandas Gandhi emerges as @ leader in the drive for independence in the 1920°s. British troops fire on protesters killing 379 and wounding 1100. Britain proposed minor reforms. Britain promised India greater self-government.GLOBAL HISTORY II BETWEEN THE WARS THESIS/PROOF This is an organizational system that teaches you how to support an argument with evidence. It provides a structure that will help you organize your thinking and writing. your opinion, and your reasons for it. Read the statement below. Support the statement with details from your readings and your classroom notes. Evaluate the details. Then write a summary paragraph expressing, Thesis Proofs ‘Mohandas resistance, violence to end British rule in India. Gandhi encouraged passive civil disobedience, and non- Is the statement of my opinion clear? ‘Are my reasons and facts accurate? Use the checklist to edit and proof read your summary paragraph: Have I supported my opinion with specific reasons and facts? Do my sentences make sense?GLOBAL HISTORY II Answer Key BETWEEN THE WARS THESIS/PROOF This is an organizational system that teaches you how to support an argument with evidence. It provides a structure that will help you organize your thinking and writing. Read the statement below. Support the statement with details from your readings and your classroom notes. Evaluate the details. Then write a summary paragraph expressing your opinion, and your reasons for it. Thesis Proofs Mohandas Gandhi encouraged _ passive T. Supported boycotts resistance, civil disobedience, and non- 2. Encouraged Indians to produce their own violence to end British rule in India. goods 3. Salt march - thousands of followers marched to the sea to collect salt so they ‘wouldn’t have to buy it from the English 4,_Fasting (not eating) Use the checklist to edit and proof read your summary paragraph: Is the statement of my opinion clear? Are my reasons and facts accurate? Have I supported my opinion with specific reasons and facts? Do my sentences make sense? 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Il AUOLSIH TV€0'1DGLOBAL HISTORY II WORLD WAR IL GRAPHIC AIDS - POLITICAL CARTOON Cartoon interpretations help you to organize information visually. Directions: Look at the cartoon below and answer the questions that follow. 1, What nation is pushing into the other nations? 2. Why are these nations falling like dominoes? 3. Why is Britain holding a basket of eggs? 4, Which British foreign policy regarding Germany does this cartoon suggest? appeasement imperialism nationalism containmentGLOBAL HISTORY II ANSWER SHEET WORLD WAR II GRAPHIC AIDS - POLITICAL CARTOON Cartoon interpretations help you to organize information visually. Directions: Look at the cartoon below and answer the questions that follow. 1. What nation is pushing into the other nations? Germany 2. Why are these nations falling like dominoes? Germany is taking over these nations one by one. 3. Why is Britain holding a basket of eggs? The eggs represent British colonies 4. Which British foreign policy regarding Germany does this cartoon suggest? [appeasement imperialism (nationalism containmentGLOBAL HISTORY IL WORLD WAR II: The Pacific CATEGORIZATION / EXCLUSION Words take on meaning as they relate to other words. Categorization is a technique in which you group words according to a common concept. Exclusion is a technique where you identify a ‘word or a phrase that is not related to the others in the group. Directions: Choose the word or phrase in each group that does not relate to the others and should be excluded. Shade in the excluded word(s). From the Word Bank below, choose the concept that best describes the other word(s) and write it in the blank circles. Emperor Hirohito | Isoruka Yamamoto B29 Iwo Jima Jumo 7 Douglas ‘Atom bomb: Manhattan Kenyatta MacArthur Project Hiroshima Battleship Two Jima ‘Operation Missouri Overlord Pearl S Enola Gay Midway / Guadalcanal Harbor WORD BANK Terms from end of war Pacific Leaders Pacific Battles Technology ‘Weapons FilmsGLOBAL HISTORY II ANSWER KEY WORLD WAR II: The Pacific CATEGORIZATION / EXCLUSION Words take on meaning as they relate to other words. Categorization is a technique in which you group words according to a common concept. Exclusion is a technique where you identify a word or a phrase that is not related to the others in the group. Directions: Choose the word or phrase in each group that does not relate to the others and should be excluded. Shade in the excluded word(s). From the Word Bank below, choose the concept that best describes the other word(s) and write it in the blank circles. Emperor Hirohito | Isoruka Yamamoto B-29 Two ima oN (‘imee) Leaders Jumo wy Douglas Atom bomb ‘Manhattan Kenyatta MacArthur Project Hiroshima Battleship Two Jima Operation Missouri Overlord (Som - os Batt Pearl Enola Gay Midway attles Guadalcanal Harbor WORD BANK Terms from end of war Pacific Leaders Pacific Battles Technology Weapons FilmsGLOBAL HISTORY Il AFTER WORLD WAR II: At ANTICIPATION GUIDE ‘Anticipation Guides challenge your thinking, arouse your curiosity, and set a purpose for your Teaming. ‘After you leam about the topic, Anticipation Guides check your comprehension. Directions: Before learning about the topic, check (v) those statements with which you agree. After learning about the topic, check (V) those statements supported by your text, notes and leaming. Pre- Post- Learning Learning 1. Many of Africa’s recent problems can be traced to the colonial experience. 2. Change can have both positive and negative effects. 3. To pay for expensive development projects, African nations exported minerals and agricultural goods to the industrialized world. 4, During the colonial period, Europeans supported Africa’s traditional political systems. 5. Africa remained free from the pressures of the Cold War. 6. Rival superpowers were drawn into African conflicts. 7. During the Cold War, African governments were stable.GLOBAL HISTORY II ANSWER KEY AFTER WORLD WAR II: African/Cold War ANTICIPATION GUIDE Student answers will vary. ‘Anticipation Guides challenge your thinking, arouse your curiosity, and set a purpose for your Teaming, ‘After you learn about the topic, Anticipation Guides check your comprehension, Directions: Before learning about the topic, check (v) those statements with which you agree. After learning about the topic, check (v) those statements supported by your text, notes and leaming.. Pre- Post- Learning Learning 1. Many of Aftica’s recent problems can be traced to the colonial experience. 2. Change can have both positive and negative effects. 3. To pay for expensive development projects, Aftican nations exported minerals and agricultural goods to the industrialized world. 4, During the colonial period, Europeans supported Africa’s traditional political systems. 5. Africa remained free from the pressures of the Cold War. 6. Rival superpowers were drawn into African conflicts 7. During the Cold War, African governments were stable.GLOBAL HISTORY II AFTER WORLD WAR II - Africa FEATURE ANALYSIS Feature Analysis uses charis and grids to help you see relationship between important concepts. Ithelps you to understand the similarities and differences in related words and concepts. This strategy can be used as an organizer for writing Directions: Read each African nation below and indicate with a check (v) whether it was independent prior to 1945 or if it gained its independence from colonial rulers after 1945. Tndependence From NATION Independent by 1945 Colonial Rulers Ethiopia Egypt Kenya Ghana Algeria Liberia South AfricaGLOBAL HISTORY IL ANSWER KEY AFTER WORLD WAR II - Africa FEATURE ANALYSIS Feature Analysis uses charts and grids to help you see relationship between important concepts. Ithelps you to understand the similarities and differences in related words and concepts. This strategy can be used as an organizer for writing Directions: Read each African nation below and indicate with a check (W) whether it was independent prior to 1945 or if it gained its independence from colonial rulers after 1945. Independence From NATION Independent by 1945 Colonial Rulers Ethiopia v Egypt Vv Kenya Vv Ghana v Algeria Vv Liberia Vv South Africa vGLOBAL HISTORY II AFTER WORLD WAR II CONTENT GUIDE - Struggles in Southern Africa “A Content Guide establishes a purpose for your reading which helps you to focus on the information you are required to learn, Directions: Read the information listed on the right. Then read the passages to find the answers. Struggles in Southern Africa Questions In 1910, South Africa won independence 1, When South Africa gained its independence in from Britain. Freedom was limited to white 1910, what did the Whites control? settlers. Whites controlled the valuable mineral resources and farm land that made South Africa the richest nation on the African continent. After independence, the white minority passed racial laws to keep the black majority in less powerful positions. In 1948, the government limited the black majority even further. They passed apartheid laws that led to the separation of races. All South Africans were registered by race: Black, White, Colored (people of mixed descent), and Asian. This was designed to give whites control over South Africa. aaa ‘There were many restrictions placed upon 3. What would happen to a Black person who did not non-whites. They had to get permission to carry their identification card? travel, and carry an identification card or they would be arrested. All Blacks were assigned to “homelands” based on their ethnic group. These homelands were located in dry, unproductive parts of the country. Apartheid laws banned mixed marriages and set up segregated restaurants, beaches, schools and other facilities. Although Blacks were needed to work in factories, mines, and other jobs, they were paid less than whites for the same work. Black schools received less money than white schools. Low wages and inferior schooling condemned Blacks to poverty. Black South Africans protested against apartheid from the beginning. The African National Congress (ANC) was set up to oppose white control. The ANC organized marches, boycotts and strikes. As protests continued, government violence continued. In 1960, police gunned down 69 men, 2. How was the Black majority controlled by the ‘government? 4, Identify two ways how the whites were treated better than the Blacks. 5. How did the ANC draw attention to their cause?women and children taking part in a peaceful demonstration in Sharpeville. Another 180 were wounded. The massacre at Sharpeville stunned the world. Views on non-violence were changed after the massacre. The activists became violent in their protests. Nelson Mandela helped organize the ANC Youth League. At first, he helped young South Africans to take part in acts of civil disobedience against apartheid laws. Later, Mandela joined the militants who called for armed struggle against the white regime. After Mandela was arrested, he became a powerful symbol for the movement against apartheid. Over time, world attention was increasing on South Africa. During the 1980's, a ‘number of nations imposed economic sanctions on the white-ruled country. They refused to trade or invest in businesses there. South African athletes were banned from the Olympic games. Foreign boycotts hurt South Africa’s economy. Protests and growing violence at home forced the government to reform. In 1989, President F.W. de Klerk changed the apartheid laws. He outlawed segregation laws and freed Nelson Mandela from prison after he spent 27 years there in isolation. In 1992, white voters supported reforms that, would allow equal rights for all. In 1994, Black Africans could vote for the first time. Nelson Mandela was elected as the first Black President of South Africa 6. Why was the Sharpeville Massacre a turing point in apartheid resistance movement? How did Nelson Mandela help the apartheid movement from jail? How did nations around the world put pressure upon the South African government to change their ways? List three changes made by President F.W. de Klerk.GLOBAL HISTORY II AFTER WORLD WAR IL CONTENT GUIDE - Struggle Southern Africa ANSWER SHEET A Content Guide establishes @ purpose for your reading which helps you to focus on the information you are required to learn. Direc Struggles in Southern Africa In 1910, South Africa won independence from Britain. Freedom was limited to white settlers. Whites controlled the valuable mineral resources and farm land that made South Africa the richest nation on the African continent. After independence, the white ‘minority passed racial laws to keep the black ‘majority in less powerful positions. In 1948, the government limited the black majority even further. They passed apartheid laws that led to the separation of races. All South Africans were registered by race: Black, White, Colored (people of mixed descent), and Asian. This was designed to give whites control over South Africa. ‘There were many restrictions placed upon non-whites. They had to get permission to travel, and carry an identification card or they would be arrested. All Blacks were assigned to “homelands” based on their ethnic group. These homelands were located in dry, unproductive parts of the country. Apartheid laws banned mixed marriages and set up segregated restaurants, beaches, schools and other facilities. Although Blacks were needed to work in factories, mines, and other jobs, they were paid less than whites for the same work. Black schools received less money than white schools. Low wages and inferior schooling condemned Blacks to poverty. Black South Africans protested against apartheid from the beginning. The African National Congress (ANC) was set up to ‘oppose white control. The ANC organized marches, boycotts and strikes. As protests continued, government violence continued. In 1960, police gunned down 69 men, ns: Read the information listed on the right. Then read the passages to find the answers. Questions . When South Africa gained its independence in 1910, what did the Whites control? ‘The Whites controlled the valuable mineral resources and farmland. . How was the Black majority controlled by the government? Apartheid laws were passed separating the rac What would happen to a Black person who did not carry their identification card? ‘They would be arrested. Identify two ways how the whites were treated better than the Blacks. Whites received better pay for the same job done by the Blacks. White schools received more money than Black schools, How did the ANC draw attention to their cause? The African National Congress organized marches, boycotts and strikes. ‘Why was the Sharpeville Massacre a turning point in apartheid resistance movement? ‘Non-violent movement changed to violent protest.‘women and children taking part in a peaceful demonstration in Sharpeville. Another 180 were wounded. The massacre at Sharpeville stunned the world. Views on non-violence were changed after the massacre. The activists became violent in their protests. Nelson Mandela helped organize the ANC ‘Youth League. At first, he helped young South Africans to take part in acts of civil disobedience against apartheid laws. Later, Mandela joined the militants who called for armed struggle against the white regime. After Mandela was arrested, he became a powerful symbol for the movement against apartheid. Over time, world attention was increasing on South Africa, During the 1980's, a number of nations imposed economic sanctions on the white-ruled country. They refused to trade or invest in businesses there. South African athletes were banned from the Olympic games. Foreign boycotts hurt South ‘Affica’s economy. Protests and growing violence at home forced the government to reform. In 1989, President F.W. de Klerk changed the apartheid laws. He outlawed segregation Jaws and freed Nelson Mandela from prison after he spent 27 years there in isolation. In 1992, white voters supported reforms that would allow equal rights for all. In 1994, Black Africans could vote for the first time. Nelson Mandela was elected as the first Black President of South Africa. . How did Nelson Mandela help the apartheid movement from jail? ‘Nelson Mandela became a powerful symbol for the movement against apartheid. How did nations around the world put pressure upon the South African government to change their ways? ‘Many nations refused to trade or invest in businesses in South Africa. . List three changes made by President F.W. de Klerk. President de Klerk outlawed segregation laws, freed Nelson Mandela and helped end apartheid.GLOBAL HISTORY IL AFTER WORLD WAR II - Economic Development in Africa CONTENT GUIDE ‘ Content Guide establishes a purpose for your reading which helps you to focus on the information yo are required to learn. 2 Directions: _ Read the questions on the right. Then read the passages to find the answers. African Economic Themes ‘After becoming independent, African nations continued to act as importers of manufactured goods and suppliers of raw materials. Their reliance on cash crops continued and kept them dependent upon industrialized nations. Many African nations suffer food shortages. These are caused by overpopulation, declining productivity, drought and old technology. African nations have low per capita (per person) incomes. This results in a shortage of savings, with little or no money to set aside for capital investment. This stops the development of new business and industry. There are few new jobs. This keeps the cycle of poverty going. ‘A. What are three factors that kept African nations dependent on industrialized nations? B. Many Africans are malnourished. What are some reasons for this? CC. What causes the cycle of poverty in many African nations?GLOBAL HISTORY II ANSWER KEY AFTER WORLD WAR II - Economic Development in Africa CONTENT GUIDE ‘A Content Guide establishes a purpose for your reading which helps you to focus on the information you are required to learn. Directions: _ Read the questions on the right. Then read the passages to find the answers. African Economic Themes ‘After becoming independent, African nations continued to act as importers of manufactured goods and suppliers of raw materials. Their reliance on cash crops continued and kept them dependent upon industrialized nations. Many African nations suffer food shortages. These are caused by overpopulation, declining productivity, drought and old technology. African nations have low per capita (per person) incomes. This results in a shortage of savings, with little or no money to set aside for capital investment. This stops the development of new business and industry. There are few new jobs. This keeps the cycle of poverty going, A. What are three factors that kept African nations dependent on industrialized nations? 1. Importers of manufactured goods. 2. Suppliers of raw materials. 3. Reliance on cash crops. B. Many Africans are malnourished. What are some reasons for this? ‘The overpopulation and lack of production due to old technology. They are also subject to drought. C. What causes the cycle of poverty in many African nations? There is not enough money left over to invest in business and industry. This means too little production or creation of jobs.GLOBAL HISTORY II WORLD AFTER WORLD WAR II CONTENT GUIDE - Tiananmen Square ‘A Content Guide establishes @ purpose for reading which helps you focus on the information you are required to lear. Directions: Read the information listed on the right. Then read the passages to find the answers Deng Xiaoping’s economic reforms produced a number of unexpected problems. As living standards improved, the gap between the rich and the poor widened. The public believed that government officials took advantage of their positions by accepting bribes and enjoying privileges denied to others. The new policies admitted not only Wester investments and tourists, but also Wester political ideas. As Chinese students learned more about democracy, they began to question China’s lack of political freedom. In 1989, students began a popular uprising that stunned China’s leaders. Beginning in April of that year, more than 100,000 students occupied Tiananmen Square. This square is a huge public space in the heart of Beijing, the capital of China, The students protested for democracy by chanting, “Down with corruption!” “Down with dictatorship!” and “Long live democracy!” The student protest won widespread popular support. Several thousand students began a hunger strike to draw attention to their cause. Many students now boldly called for ‘Deng Xiaoping to resign. Deng Xiaoping ordered a crackdown and declared Martial Law. He ordered more than 250,000 troops to surround Beijing. One student recalled the mood at the time: “It would be a lie to say that ‘we were not afraid, but we were mentally prepared and very determined. Some students could not believe that the Army 1, Identify two problems that arose from Deng Xiaoping’s economic reforms. 2. “Westen” refers to ideas from United States and Europe. What Westem idea would go against the ideas of Communist China? 3. Describe the protest led by the Chinese students. 4. Why were the students willing to sacrifice their lives? 5. What happened to the students in Tiananmen Square?would use deadly force. But most of all, we were motivated by a powerful sense of purpose. We believed that it would be worth sacrificing our lives for the sake of Progress and democracy in China.” (Anonymous student, San Francisco Examiner) Although many students left the Square after Martial Law was declared, about 3,000 chose to remain and continue their protest. On June 4, 1989, the standoff came to an end. Tanks smashed through the barricades and into Tiananmen Square. Soldiers sprayed gunfire into the crowd of frightened students. They also attacked protesters elsewhere in Beijing. The assault killed hundreds and wounded thousands. The attack on Tiananmen Square marked the beginning of a massive government campaign to stamp out protest. Police arrested on estimated 10,000 people. The government used the media to announce that the report of a massacre were untrue. Officials claimed that a small group of criminals had plotted against the government. After showing great restraint, officials said, the Army was forced to crush a riot. Television news, however, had already broadcast the truth to the world. Goods Exported to the United States from China "0 "82 "4 86 "88 90 Se Year 6. Identify two ways the government put an end to protests in China. How was modem technology useful in getting the ‘truth known? In China, a goal shared by Sun Yat-sen in the early 1900's and the Tiananmen Square protesters in 1989 was: bringing democracy to China establishing more effective population contro! ending foreign control of China establishing communism aoege ‘One conclusion that can be drawn from the reaction of the Chinese government to student demonstration in Tiananmen Square in 1989 is that: a. the government was unwilling to permit political freedom in China b. protesting students in China desired a retum to traditional Confucian ideas ¢. the government wanted to industrialization and westernization d. students continued to support the political and ‘economic programs of Mao Zedong speed up 10. After the Tiananmen Square massacre in 1989, the value of Chinese exports to the United States (see + chart) retuned to the export levels of 1982 declined sharply first reached 10 billion dollars continued to increase rapidly aegeGLOBAL HISTORY Il WORLD AFTER WORLD WAR II CONTENT GUIDE - Tiananmen Square ANSWER SHEET ‘A Content Guide establishes a purpose for reading which helps you focus on the information you are required to learn. Directions: Read the information listed on the right. Then read the passages to find the answers. Deng Xiaoping’s economic reforms produced a number of unexpected problems. As living standards improved, the gap between the rich and the poor widened. The public believed that government officials took advantage of their positions by accepting bribes and enjoying privileges denied to others. The new policies admitted not only Wester investments and tourists, but also Western political ideas. As Chinese students leamed more about democracy, they began to question China’s lack of political freedom. In 1989, students began a popular uprising that stunned China’s leaders. Beginning in April of that year, more than 100,000 students occupied Tiananmen Square. This square is a huge public space in the heart of Beijing, the capital of China. The students protested for democracy by chanting, “Down with corruption!” “Down with dictatorship!” and “Long live democracy!” The student protest won widespread popular support. Several thousand students began a hunger strike to draw attention to their cause Many students now boldly called for Deng Xiaoping to resign. Deng Xiaoping ordered a crackdown and declared Martial Law. He ordered more than 250,000 troops to surround Beijing. One student recalled the mood at the time: “It would be a lie to say that ‘we were not afraid, but we were mentally prepared and very determined. Some students could not believe that the Army would use deadly force. But most of all, we were motivated by a powerful sense 1 Identify two problems that arose from Deng Xiaoping’s economic reforms. The gap between the rich and poor widened, and government officials accepting bribes. “Western” refers to ideas from United States and Europe. What Western idea would go against the ideas of Communist China? Democracy and political freedom. Describe the protest led by the Chinese students. Over _100,000_students_met_in Tiananmen Square calling for an end to Deng Xiaoping’s dictatorship. They wanted a democracy. Some students went on a hunger strike. Why were the students willing to sacrifice their lives? The students were willing to sacrifice their lives for the sake of progress and democracy in China. ‘What happened to the students in Tiananmen Square? Hundreds of students were killed by the soldiers. Identify two ways the government put an end to protests in China. 10,000 people were arrested, and the government changed the story in the media.of purpose. We believed that it would be worth sacrificing our lives for the sake of progress and democracy in China.” (Anonymous student, San Francisco Examiner) Although many students left the Square after Martial Law was declared, about 3,000 chose to remain and continue their protest. On June 4, 1989, the standoff came to an end. Tanks smashed through the barricades and into Tiananmen Square. Soldiers sprayed gunfire into the crowd of frightened students. They also attacked protesters elsewhere in Beijing. The assault killed hundreds and wounded thousands. The attack on Tiananmen Square marked the beginning of a massive government campaign to stamp out protest. Police arrested on estimated 10,000 people. The government used the media to announce that the report of a massacre were untrue. Officials claimed that a small group of criminals had plotted against the government. After showing great restraint, officials said, the Army was forced to crush a riot. Television news, however, had already broadcast the truth to the world. Goods Exported to the United States from China Billions of Dollars a 8 ‘82 "4 "86 "83 "00 ae Year 7. How was modem technology useful in getting the truth known? News broadcasts had put the Tiananmen Square massacre on television for all to see. 8. In China, a goal shared by Sun Yat-sen in the early 1900’s and the Tiananmen Square protesters in 1989 was: bringing democracy to China establishing more effective population control ending foreign control of China establishing communism eeoe 9. One conclusion that can be drawn from the reaction of the Chinese government to student demonstration in Tiananmen Square in 1989 is that: a, the government was unwilling to permit political freedom in China b. protesting students in China desired a return to traditional Confucian ideas c. the government wanted to speed up industrialization and westemization 4. students continued to support the political and ‘economic programs of Mao Zedong 10. After the Tiananmen Square massacre in 1989, the value of Chinese exports to the United States (see = chart) returned to the export levels of 1982 declined sharply first reached 10 billion dollars continued to increase rapidly eesGLOBAL HISTORY It AFTER WORLD WAWR Il (Terrorism) SEMANTIC MAP Semantic Maps are graphic representations that help you to understand and organize information visually. Directions: This group felt justified in using terrorism against Israel, believing| that Israel had illegally occupied| their lands. Terrorists hold hostages for over 100 days at the Japanese! Embassy in this city. Use the Word Bank below to complete the map. In 1986, the USA bombed here in retaliation for acts This Irish group has conducted terrorism against the British in an attempt to unify Ireland. of terrorism. exons, ee Hundreds of U.S. Marines wer Killed by terrorist bombs in thi city. Israeli athletes were taken| hostage here. An intemational _ police The use of violence against network that shares civilians to achieve political information about terrorists. goals. WORD BANK Terrorism IRA 1983 Beirut, Lebanon PLO Interpol 1972 Munich Games 1996 Lima, Peru LibyaGLOBAL HISTORY II AFTER WORLD WAWR II (Terrorism) SEMANTIC MAP ANSWER KEY Semantic Maps are graphic representations that help you to understand and organize information visually. Directions: PLO This group felt justified in using terrorism against Israel, believing that Israel had illegally occupied their lands. 1996 Lima, Peru Terrorists hold hostages for over 100 days at the Japanese’ Embassy in this city. Use the Word Bank below to complete the map. Libya In 1986, the USA bombed here in retaliation for acts of terrorism. eon \ ween 1972 Munich Games Israeli athletes were taken| Interpol IRA This Irish group has conducted terrorism against the British in an attempt to unify Ireland. 1983 Beirut, Lebanon Hundreds of U.S. Marines wer killed by terrorist bombs in thi city. Terrorism hostage here. ‘An international _ police The use of violence against network that _—_ shares civilians to achieve political information about terrorists. goals. WORD BANK Terrorism IRA 1983 Beirut, Lebanon PLO Interpol 1972 Munich Games 1996 Lima, Peru LibyaGLOBAL HISTORY II INTERPRETING DATA FOR DOCUMENT-BASED QUESTIONING GRAPHIC AIDS - POLITICAL CARTOON Cartoon interpretations help you to organize information visually, After losing World War II, Germany was divided into two parts. West Germany became a democracy, while East Germany became communist. West Germany's economy quickly recovered after the war, but the East German economy lagged behind. In 1990, Helmut Kohl helped to unify Germany again. Directions: Use the cartoon below to answer the questions that follow. 1. What do the wheels on the bicycle represent? 2. Which wheel do you think will work better? 3. Why is the front wheel made of stone? 4. What problem did the people of Germany have to contend with upon reunification?GLOBAL HISTORY II ANSWER SHEET INTERPRETING DATA FOR DOCUMENT-BASED QUESTIONING GRAPHIC AIDS - POLITICAL CARTOON Cartoon interpretations help you to organize information visually. Afier losing World War Il, Germany was divided into two parts. West Germany became a democracy, while East Germany became communist. West Germany's economy quickly recovered after the war, but the East German economy lagged behind. In 1990, Helmut Kohl helped to unify Germany again. Directions: Use the cartoon below to answer the questions that follow. 1, What do the wheels on the bicycle represent? ‘The economies of East and West German} 2. Which wheel do you think will work better? The West German wheel. 3. Why is the front wheel made of stone? East Germany's economy is considered archaic, or way behind, that of West Germany and it is falling apart, 4. What problem did the people of Germany have to contend with upon reunification? Combining the economy of the eastem half of the newly combined country with that of the westem half.GLOBAL HISTORY II POST WORLD WAR II: Economic Development/India VISUAL AID Charis are visual representations that provide a model of information. Directions: Analyze the chart below to answer the questions. IMPACT OF GREEN REVOLUTION IN INDIA = Grain prodcon| == Grainimpons ‘Millons of tons eSB SsEssss g G a 2 z $ 6 1960 1963 1966 1969 1972 1975 1978 1981 YEARS 1. How many millions of tons of grain were produced in 1984? 2. In what year was the least grain produced? 3. How did the Green Revolution in India impact its economic development during the 1970's and 1980's? 4. Why could a Green Revolution impact a country negatively?GLOBAL HISTORY IT ANSWER KEY POST WORLD WAR II: Economic Development/India VISUAL AID Charts are visual representations that provide a model of information, Directions: Analyze the chart below to answer the questions. UI aRelakcn isn mace MR DLN Grain production == Gainimpons ‘Millons of tone. g G 2 g z 3 0 1960 19631966 196919721915 1918 1981 1984-1987 YEARS, oS88SES3B8 How many millions of tons of grain were produced in 1984? _ 148 million tons. 2. In what year was the least grain produced? __ 1966. 3. How did the Green Revolution in India impact its economic development during the 1970's and 1980's? The production of crops increased so more farmers could sell their surplus for a profit. Fewer people went hungry. New food products developed. 4, Why could a Green Revolution impact a country negatively? The technology costs too much. The crops rely on rainfall and this is unreliable. Small farmers may be forced into poverty.COLD WAR: NATO/WARSAW PACT GLOBAL HISTORY IT VISUAL AIDS ‘Maps are visual representations that provide a model of information. ‘Analyze the map below to answer the questions. Directions: List the countries that were members of NATO (North Atlantic Treaty Organization). 1. 2. List the countries that were members of the Warsaw Pact.GLOBAL HISTORY II COLD WAR: NATO/WARSAW PACT VISUAL AIDS 3. Why did the members of NATO join together to form a military alliance? 4, What impact did these military alliances make on the post World War II Era?GLOBAL HISTORY II ANSWER KEY COLD WAR: NATO/WARSAW PACT VISUAL AIDS ‘Maps are visual representations that provide a model of information. Directions: Analyze the map below to answer the questions. MEMBERS OF NATO AND THE WARSAW PACT. ASSN 1. List the countries that were members of NATO (North Atlantic Treaty Organization). Portugal Netherlands Turkey Spain West Germany Norway France Ital Great Britain Belgium Greece Luxembourg 2. List the countries that were members of the Warsaw Pact. Poland Hungary East Germany Romania Czechoslovakia Bulgaria Soviet UnionGLOBAL HISTORY II ANSWER KEY COLD WAR: NATO/WARSAW PACT VISUAL AIDS 3. Why did the members of NATO join together to form a military alliance? To fight against the spread of Communism in Westem Europe. Each country promised to assist one another if any one country was attacked. 4, What impact did these military alliances make on the post World War II Era? «The alliances added to the tensions of the Cold War. © The NATO Alliance supported the U.S. policy of containment. © The Warsaw Pact also used this alliance to keep its satellite nations in Eastem Europe in check.GLOBAL HISTORY II INTERPRETING DATA FOR DBQ’s GRAPHIC AIDS Cartoon interpretations help you to organize information visually. Directions: Study the political cartoon and answer the following questions. 1. What area of the world does the bird cage represent? 2, What does the open door represent? 3. What is written on the three tombstones? A. B. Cc 4, What do the growing plants symbolize about democracy? 5. How did Mikhail Gorbachev of the Soviet Union change Eastem Europe?GLOBAL HISTORY II INTERPRETING DATA FOR DBQ’s GRAPHIC AIDS 6. What happened to the nuclear arms race between the United States and the Soviet Union? 7. Why is the Cold War over between the Soviet Union and the United States? 8. How did Mikhail Gorbachev change the Soviet Union? (Use the entire cartoon to answer the question)GLOBAL HISTORY II ANSWER SHEET INTERPRETING DATA FOR DBQ’s GRAPHIC AIDS Cartoon interpretations help you to organize information visually. Directions: Study the political cartoon and answer the following questions. 1. What area of the world does the bird cage represent? Eastern Europe. 2. What does the open door represent? Freedom, independence from the Soviet Union. 3. What is written on the three tombstones? A. Cold War B. Arms Race C. Soviet Dictatorship 4, What do the growing plants symbolize about democracy? Democracy is new to the Soviet Union. 5. How did Mikhail Gorbachev of the Soviet Union change Easter Europe? Eastern Europe was no longer under control of the Soviet Union. 6. What happened to the nuclear arms race between the United States and the Soviet Union? United States and Soviet Union are no longer in an arms race. 7. Why is the Cold War over between the Soviet Union and the United States? The Soviet Union has become a democracy.GLOBAL HISTORY II ANSWER SHEET INTERPRETING DATA FOR DBQ’s GRAPHIC AIDS 8. How did Mikhail Gorbachev change the Soviet Union? (Use the entire cartoon to answer the question) Mikhail Gorbachev encouraged many political changes. The Cold War and the Arms Race with the United States has come to an end. The Soviet Union has replaced its dictatorship with a democracy. The nations of Eastern Europe are no longer under Soviet control.GLOBAL HISTORY IL AFTER WORLD WAR II - Collapse of Communism VISUAL AID Cartoon interpretations help you to understand information presented visually. ictions: Use the cartoon below to answer the questions that follow. Troubled Waters: After the fall of communism, many East Europeans hoped to enjoy higher wages and new consumer goods right away. The transition to a market economy proved slow ‘and painful. 1. Who is the man in the boat representing? 2. What does the water represent? 3. What do the shark fins in the water represent? 4, What does the door with the sickle on it symbolize? What does the door with a dollar sign on it symbolize? $$GLOBAL HISTORY II ANSWER KEY AFTER WORLD WAR II - Collapse of Communism VISUAL AID Cartoon interpretations help you to understand information presented visually. Use the cartoon below to answer the questions that follow. Troubled Waters: After the fall of communism, many East Europeans hoped to enjoy higher wages and new consumer goods right away. The transition to a market economy proved slow and painful 1. Who is the man in the boat representing? The man in the boat is representing Eastem Europe. 2. What does the water represent?The water represents danger. The boat could sink or be swallowed by the sharks. 3. What do the shark fins in the water represent? The shark fins represent dangerous obstacles such as inflation, unemployment, and less product output. 4. What does the door with the sickle on it symbolize? What does the door with a dollar sign on it symbolize? The door with the sickle on it represents communism. The man left communism behind and is trying to row towards the door with the dollar, which represents a free market.GLOBAL HISTORY II ECONOMIC ISSUES AND COLDWAR/POST WAR ERA. QAD QAD: Question, Answer, Detail is a technique used for development of comprehension and summarization of important information QAD Model Question Detail information being asked supporting detail Directions: Complete the Question, Answer, Detail by writing the details in the third column, JAPAN BECOMES ECONOMIC SUPERPOWER Question “Answer Details T, How did Japan rebuild rom | Japan adapted the latest Wester the economic devastation that | technology to its own industries. followed World War II? 7. What kind of work force did | Japan had a well-educated and Japan employ? highly skilled work force.GLOBAL HISTORY II ECONOMIC ISSUES AND COLDWAR/POST WAR ERA QaD 3, Where did the Japanese get their investment capital? Japanese individual savings gave banks an opportunity to invest capital in industry. 4. Why does the Japanese government have so much ‘money to put into their economic sector? The Japanese government, prohibited from spending much money on the military, poured funds into the economy. 3. How did the Japanese help their own manufacturing economy boom? The Japanese government imposed high tariffs and strict regulations to limit foreign competition.GLOBAL HISTORY II ECONOMIC ISSUES AND COLDWAR/POST WAR ERA QAD ANSWER KEY QAD Model Question information being asked QAD: Question, Answer, Detail is a technique used for development of comprehension and summarization of important information. Answer main idea Detail supporting detail Direct JAPAN BECOMES ECONOMIC SUPERPOWER 7. How did Japan rebuild from the economic devastation that followed World War II? ns: Complete the Question, Answer, Detail by writing the details in the third column, ‘Answer Japan adapted the latest Westem technology to its own industries. Details ‘New, modern factories were built. There was an effort made to organize and encourage the organization of labor unions. 2, What kind of work force did Japan employ? Japan had a well-educated and highly skilled work force. The Tapanese have placed great emphasis on education. They want their work force knowledgeable, creative and flexible.GLOBAL HISTORY IL ECONOMIC ISSUES AND COLDWAR/POST WAR ERA QaD 3, Where did the Japanese get their investment capital? Japanese individual savings gave banks an opportunity to invest capital in industry. ANSWER KEY ‘Sony Corporation of Japan bought the rights to ‘manufacture transistors. ‘Sony manufactures radios, stereo equipment, and televisions. Japanese corporations produce high-quality cars, electric goods, microscopes and ships. %. Why does the Japanese government have so much money to put into their economic sector? The Japanese government, prohibited from spending much money on the military, poured funds into the economy. USS. General Douglas MacArthur was determined to ensure that Japan could never rise as a military power again. General MacArthur began a process of *demilitarization. Japan was left with a self- defense army. The Japanese had more money to put into their economy. 3, How did the Japanese help their own manufacturing economy boom? The Japanese government imposed high tariffs and strict regulations to limit foreign competition. * demilitarization - disbanding armed forces. Since the 1970's, the balance of trade between the United States and Japan has heavily favored Japan. Because of the Japanese tariffS and strict regulation, the Japanese buy and use their own manufactured goods.GLOBAL HISTORY II COLLAPSE OF IMPERIALISM: India Independence and Parti CONTENT GUIDE A Content Guide establishes a purpose for your reading which helps you to focus on the information you are required to lear. Directions: find the answers. In 1950, a new constitution set lofty goals for Ind (0 secure to all its citizens: JUSTICE, social, economic, and _ political; LIBERTY of thought expression, belief, faith and worship; EQUALITY of status and opportunity; and to promote among them all FRATERNITY assuring the dignity of the individual and the unity of the NATION.” Achieving those goals would prove difficult. In 1950, most Indians were poor and uneducated. They were divided by caste, region, language and ethnic background. Yet India did make progress toward the promises made at independence. Two other new nations on the subcontinent, Pakistan and Bangladesh, grappled with similar challenges. Independence and Partition Indian nationalists had demanded independence since the late 1800's. After World War Il, Britain finally agreed to these demands. As independence neared, a long-simmering issue surfaced, What would happen to the Muslim minority in a Hindu-dominated India? Two States. Muhammad Ali Jinnah, leader of the Muslim League, insisted that Muslims have their own state, Pakistan. Riots between Hindus and Muslims helped convince Britain to partition, or divide, the subcontinent. In 1947, British officials hastily drew borders to create Hindu India and Muslim Pakistan. Pakistan was made up of two widely separated areas that had e large Muslim populations. 1. Read the information listed on the left. Then read each question. Re-read the passages to Why was it difficult for the people of India to achieve the goals of their new constitution? Why did the British decide to partition (divide) India and create the separate nation of Pakistan?A tragedy unfolds. Drawing fair borders was impossible because Hindus and Muslims crossed the borders of India and Pakistan in both directions. During the mass migration, centuries of mistrust ~ which the British had exploited to keep the population divided — plunged northem India into savage violence. Hindu and Sikh mobs massacred Muslims fleeing into Pakistan ‘Muslims slaughtered Hindu and Sikh neighbors. ‘An estimated 10 million refugees fled their homes. As many as a million or more, mostly ‘Muslims, may have died. Horrified at the partition and the violence, Gandhi tumed once more to satyagraha. ‘On January 30, 1948, he was shot and killed by a Hindu extremist. Jawaharlal Nehru told a stricken nation, “The light has gone out of our lives and there is darkness everywhere.” Gandhi’s death discredited the extremists and helped end the worst violence. Still, Hindu- Muslim tensions persisted. The World’s Largest Democracy India built on the legacy of British rule, including its system of law and government. Today, with a population of more than 900 million, itis the world’s largest democracy. Unity and diversity. Indians had united behind the Congress party in its drive to independence. Still, the new nation was deeply divided. It included hundreds of princely states that had survived British rule. Indians spoke a wide variety of languages and dialects. While most Indians were Hindu, millions of others were ‘Muslim, Christian, Sikh or Buddhist. India’s constitution set up a federal system, like that of the United States, with powers divided between a strong central government and smaller local governments. In. time, the government reorganized the princely states into a smaller number of states. It recognized 15 official languages and 35 major regional languages. The Nehru “dynasty.” For 40 years after independence, India was led by members of the ‘Nehru family. As prime minister from 1947 until his death in 1964, Jawaharlal Nehru worked to 3. What issue caused Hindus and Muslims to resort to violence in Northern India? 4, What was the impact of the assa: Gandhi? 5. List the different groups that make up the large population in India: 6. Why does Nehru want to make India a secular country?build a modem, secular state dedicated to promoting social justice ‘After he died, his daughter, Indira Gandhi, and later his grandson, Rajiv Gandhi, served as prime minister. Both were popular, energetic leaders, but their high-handed policies sometimes eroded goodwill. In the end, both fell victim to violence, as you will read. Today, many Indians hope that Rajiv’s young son will someday enter politics Enduring Issues ‘As India approached its fiftieth year of independence, it had a record of political and economic achievement in many areas. Yet difficult religious and regional divisions persisted. Hindu fundamentalism. In India, as elsewhere, religious fundamentalism increased in response to the problems of modemization. In the early 1900's the Bharata Janata Party (BJP) won growing support. Unlike the Congress party, which wanted to separate religion and government, the BJP called for a government guided by Hindu principles. In 1992, the BJP supported calls for the destruction of a mosque in Ayodhya (uh YODH yuh), Hindu fundamentalists claimed it stood on a sacred Hindu site seized by Muslim invaders centuries ago. The BJP wanted to build a Hindu temple there instead. The conflict touched off rioting at Ayodhya and the mosque was destroyed. Sikh separatism. In the prosperous Punjab region of northern India, some Sikhs demanded a state of their own. In 1983, Sikh separatists occupied the Golden Temple in Amritsar to push their demands. When talks failed, Indira Gandhi sent troops to clear the temple. Thousands of Sikhs died in the fighting. A few months later, Gandhi was killed by two of her own Sikh bodyguards. The assassination ignited battles between Hindus and Sikhs. 7. What were the goals of Jawaharlal Nehru as Prime Minister of India from 1947 - 1964? 8. How was the Bharta Janata Party (BIP) different from the Congress Party? 9. Why did the Sikhs in Punjab (Northern India) ‘want a state of their own?Pakistan's Road to Modernization At independence, Pakistan faced severe problems. Early on, military leaders seized power and ruled as dictators. The country lacked many natural resources for industry. Ethnic rivalries also fueled conflicts. A divided nation, West and East Pakistan were separated by a wide swath of Indian territory. Although the people of both regions were Muslim, their languages and cultures differed. Bengalis in the east outnumbered Punjabis in the west, but Punjabis dominated the government and economy. ‘As tensions flared, Bengalis broke away. In 1971, they declared independence for Bangladesh, or “Bengal Nation.” Pakistan’s military ruler ordered the army to crush the rebels. To escape the blood bath, millions of Bengalis fled into India. India responded by attacking and defeating the Pakistani army in Bangladesh. Politics. Defeat discredited Pakistan’s ruling general. A civilian politician, Zulfikar Ali Bhutto, became president. He promised to “pick up the pieces,” and make a “prosperous and progressive Pakistan.” But Bhutto was later overthrown, tried, and executed by the military. In 1988, Pakistan again had a civilian government, with Bhutto’s daughter, Benazir, as prime minister. She was the first woman to head a modem Muslim state. She served as prime minister twice between 1988 and 1996, working for economic and social reforms. But in the upheavals of Pakistani politics, she was also ousted from power twice. South Asia and the World Fear and mistrust have often guided relations between India and Pakistan. At independence, border conflicts ignited a war over Kashmir, a princely state in the Himalayas. Its Hindu prince signed Kashmir over to India, but its majority Muslim population wanted to be a part of Pakistan, Since then, the two nations have fought several wars over Kashmir. 10, What conflict did the people of Bengali and the people of Punjab experience? 11. What were the goals of Benazir Bhutto as Prime Minister of Pakistan?The nuclear issue. The stakes for conflict rose after India tested a nuclear device in 1974. While India was proud of its status as a nuclear power, Pakistan felt threatened. It tried to acquire its own nuclear technology. Today, India and Pakistan deny having nuclear weapons. But both nations refused to sign the Non-Proliferation Treaty. Some people in the world community thought wealthy nations should cut off aid to India and Pakistan if they did not sign the NPT. The Cold War. During the Cold War, India and Pakistan took different paths. Nehru welcomed economic aid from both superpowers but otherwise embraced neutrality. Pakistan, feeling threatened both by India and by the Soviet Union to the north, accepted United States, military aid. Partly to counter this alliance, Indira Gandhi signed a treaty of friendship with the Soviet Union in the 1970’s. Afghanistan. In 1979, the Soviet Union invaded Afghanistan and set up a puppet government. Millions of Afghan Muslim refugees crossed into Pakistan. The United States funneled weapons and aid to Afghan guerrillas based in Pakistan. Guerrilla attacks and dissent at home eventually forced the Soviets to withdraw. Conflict dragged on, however, among rival rebel factions. Sri Lanka. In the 1970's, ethnic tensions sparked guerrilla war in Sri Lanka (formerly Ceylon), an island nation off the south coast of India. Most Sri Lankans were Buddhists who spoke Singhalese. A Tamil-speaking Hindu minority charged the government with discrimination, When efforts to win equality failed, Tamil rebels waged war to set up a separate nation. India at first favored Tamil separatists and then opposed them. In the 1980’s, Rajiv Gandhi sent troops in an unsuccessful attempt to smash the rebels. His action outraged Tamil extremists, who assassinated him in 1991. Fighting eventually eased, but tensions remained high. 12. Why was Kashmir a source of conflict? 13, What is the Nuclear Non-Proliferation Treaty «Ply? 14, What was the impact of the Soviet Union invasion of Afghanistan during 1979? 15. What caused the conflict between the Tamils and the Singhalese in Sri Lanka?GLOBAL HISTORY II ANSWER KEY COLLAPSE OF IMPERIALISM: India Independence and Partition CONTENT GUIDE ‘A Content Guide establishes a purpose for your reading which helps you to focus on the information you are required to learn, Directions: Read the information listed on the left. Then read each question. Re-read the passages to find the answers. In 1950, a new constitution set lofty goals for India: (0 secure to all its citizens: JUSTICE, social, economic, and _ political; LIBERTY of thought expression, belief, faith and worship; EQUALITY of status and opportunity; and to promote among them all FRATERNITY assuring the dignity of the individual and the unity of the NATION.” Achieving those goals would prove difficult. In 1950, most Indians were poor and uneducated. They were divided by caste, region, language and ethnic background. Yet India did make progress toward the promises made at independence. Two other new nations on the subcontinent, Pakistan and Bangladesh, grappled with similar challenges, Independence and Partition Indian nationalists had demanded independence since the late 1800’s. After World War Il, Britain finally agreed to these demands. As independence neared, a long-simmering issue surfaced. What would happen to the Muslim minority in a Hindu-dominated India? Two States. Muhammad Ali Jinnah, leader of the Muslim League, insisted that Muslims have their own state, Pakistan. Riots between Hindus and Muslims helped convince Britain to partition, or divide, the subcontinent. In 1947, British officials hastily drew borders to create Hindu India and Muslim Pakistan. Pakistan was made up of two widely separated areas that had e large Muslim populations. ‘Why was it difficult for the people of India to achieve the goals of their new constitution? Most Indians were poor and uneducated. They were also divided by caste, region, language and ethnicity. . Why did the British decide to partition (divide) India and create the separate nation of Pakistan? India had a large population of Muslims. The ‘Muslims demanded their own state. Therefore, the British partitioned India and created the ‘Muslim state of Pakistan.A tragedy unfolds. Drawing fair borders was impossible because Hindus and Muslims crossed the borders of India and Pakistan in both directions. During the mass migration, centuries of mistrust — which the British had exploited to keep the population divided — plunged northern India into savage violence. Hindu and Sikh mobs massacred Muslims fleeing into Pakistan. Muslims slaughtered Hindu and Sikh neighbors. An estimated 10 million refugees fled their homes. As many as a million or more, mostly Muslims, may have died. Horrified at the partition and the violence, Gandhi tumed once more to satyagraha. On January 30, 1948, he was shot and killed by a Hindu extremist. Jawaharlal Nehru told a stricken nation, “The light has gone out of our lives and there is darkness everywhere.” Gandhi's death discredited the extremists and helped end the worst violence. Still, Hindu- Muslim tensions persisted. The World’s Largest Democracy India built on the legacy of British rule, including its system of law and govemment, Today, with a population of more than 900 million, itis the world’s largest democracy. Unity and diversity. Indians had united behind the Congress party in its drive to independence. Still, the new nation was deeply divided. It included hundreds of princely states that had survived British rule. Indians spoke a wide variety of languages and dialects. While most Indians were Hindu, millions of others were Muslim, Christian, Sikh or Buddhist India’s constitution set up a federal system, like that of the United States, with powers divided between a strong central government and smaller local governments. In time, the government reorganized the princely states into a smaller number of states. It recognized 15 official languages and 35 major regional languages. The Nehru “dynasty.” For 40 years after independence, India was led by members of the Nehru family. As prime minister from 1947 until his death in 1964, Jawaharlal Nehru worked to 3, What issue caused Hindus and Muslims to resort to violence in Northem India? ‘The issue was the desire of the Hindu and Sikh Indians to define the borders _of _their homeland. Muslims also used violence as they fled from the North into Pakistan. 4, What was the impact of the assassination of Gandhi? ‘The impact was the easing of violence in India and it also discredited (invalidated) the use of violence by extremists. 5. List the different groups that make up the large population in India: Hindu Sikh Muslim Buddhist Christian 6. Why does Nehru want to make India a secular country? He wants to create a government that is just (fair) for all people regardless of their religious beliefs.build a modem, secular state dedicated to promoting social justice ‘After he died, his daughter, Indira Gandhi, and later his grandson, Rajiv Gandhi, served as prime minister. Both were popular, energetic leaders, but their high-handed policies sometimes eroded goodwill. In the end, both fell victim to violence, as you will read. Today, many Indians hope that Rajiv’s young son will someday enter politics. Enduring Issues ‘As India approached its fiftieth year of independence, it had a record of political and economic achievement in many areas. Yet difficult religious and regional divisions persisted. Hindu fundamentalism. In _ India, as. elsewhere, religious fundamentalism increased in response to the problems of modernization. In the early 1900's the Bharata Janata Party (BJP) won growing support. Unlike the Congress party, which wanted to separate religion and government, the BIP called for a government guided by Hindu principles. In 1992, the BJP supported calls for the destruction of a mosque in Ayodhya (uh YODH yuh), Hindu fundamentalists claimed it stood on a sacred Hindu site seized by Muslim invaders centuries ago, The BJP wanted to build a Hindu temple there instead. The conflict touched off rioting at Ayodhya and the mosque was destroyed. Sikh separatism, In the prosperous Punjab region of northern India, some Sikhs demanded a state of their own. In 1983, Sikh separatists ‘occupied the Golden Temple in Amritsar to push their demands. When talks failed, Indira Gandhi sent troops to clear the temple. Thousands of Sikhs died in the fighting. A few months later, Gandhi was killed by two of her own Sikh bodyguards. The assassination ignited battles between Hindus and Sikhs. 7. What were the goals of Jawaharlal Nehru as Prime Minister of India from 1947 - 1964? Nehru worked to build a moder, secular state dedicated to promoting social justice. 8. How was the Bharta Janata Party (BJP) different from the Congress Party? ‘The Bharta Janata Party (BJP) wanted India’s government to be guided by Hindu principles. ‘The Congress Party wanted government to be separate from religion. 9. Why did the Sikhs in Punjab (Northern India) want a state of their own? The Sikhs, like the Hindus and Muslims, wanted a homeland of their own, free from outside influences.Pakistan's Road to Modernization At independence, Pakistan faced severe problems. Early on, military leaders seized power and ruled as dictators. The country lacked many natural resources for industry. Ethnic rivalries also fueled conflicts. A divided nation. West and East Pakistan were separated by a wide swath of Indian territory. Although the people of both regions were Muslim, their languages and cultures differed. Bengalis in the east outnumbered Punjabis in the west, but Punjabis dominated the government and economy. ‘As tensions flared, Bengalis broke away. In 1971, they declared independence for Bangladesh, or “Bengal Nation.” Pakistan's military ruler ordered the army to crush the rebels. To escape the blood bath, millions of Bengalis fled into India. India responded by attacking and defeating the Pakistani army in Bangladesh. Politics. Defeat discredited Pakistan's ruling general. A civilian politician, Zulfikar Ali Bhutto, became president. He promised to “pick up the pieces,” and make a “prosperous and progressive Pakistan.” But Bhutto was later overthrown, tried, and executed by the military. In 1988, Pakistan again had a civilian government, with Bhutto’s daughter, Benazir, as prime minister. She was the first woman to head a modern Muslim state. She served as prime minister twice between 1988 and 1996, working for economic and social reforms. But in the upheavals of Pakistani politics, she was also ousted from power twice. South Asia and the World Fear and mistrust have often guided relations between India and Pakistan. At independence, border conflicts ignited a war over Kashmir, a princely state in the Himalayas. Its Hindu prince signed Kashmir over to India, but its majority Muslim population wanted to be a part of Pakistan. Since then, the two nations have fought several wars over Kashmir. 10. What conflict did the people of Bengali and the people of Punjab experience? The_people of Bengali outnumbered the people of Punjab and Punjabis controlled the government and the economy. The Bengalis wanted their independence. 11. What were the goals of Benazir Bhutto as Prime Minister of Pakistan? Benazir worked to improve the economic and social situation in Pakistan. unsuccessful in her attempts. ‘She _wasThe nuclear issue. ‘The stakes for conflict rose after India tested a nuclear device in 1974. While India was proud of its status as a nuclear power, Pakistan felt threatened. It tried to acquire its own nuclear technology. Today, India and Pakistan deny having nuclear weapons. But both nations refused to sign the Non-Proliferation Treaty. ‘Some people in the world community thought wealthy nations should cut off aid to India and Pakistan if they did not sign the NPT. The Cold War. During the Cold War, India and Pakistan took different paths. Nehru welcomed economic aid from both superpowers but otherwise embraced neutrality. Pakistan, feeling threatened both by India and by the Soviet Union to the north, accepted United States military aid. Partly to counter this alliance, Indira Gandhi signed a treaty of friendship with the Soviet Union in the 1970's. Afghanistan. In 1979, the Soviet Union invaded Afghanistan and set up a puppet government. Millions of Afghan Muslim refugees crossed into Pakistan. The United States funneled weapons and aid to Afghan guerrillas based in Pakistan. Guerrilla attacks and dissent at home eventually forced the Soviets to withdraw. Conflict dragged on, however, among rival rebel factions. Sri Lanka. In the 1970's, ethnic tensions sparked guerrilla war in Sri Lanka (formerly Ceylon), an island nation off the south coast of India. Most Sri Lankans were Buddhists who spoke Singhalese. A Tamil-speaking Hindu minority charged the government with discrimination. When efforts to win equality failed, Tamil rebels waged war to set up a separate nation. India at first favored Tamil separatists and then opposed them. In the 1980’s, Rajiv Gandhi sent troops in an unsuccessful attempt to smash the rebels, His action outraged Tamil extremists, who assassinated him in 1991. Fighting eventually eased, but tensions remained high. 12. 13. 14, 15, Why was Kashmir a source of conflict? Kashmir was a source of conflict because of its strategic location. Most of the Muslims in Kashmir wanted to be part of Pakistan. ‘What is the Nuclear Non-Proliferation Treaty «pry? ‘It_was a treaty signed by many nations to halt (stop) the spread of nuclear weapons. India refused to sign the NPT and wealthy nations, in response, refused to send aid. What was the impact of the Soviet Union invasion of Afghanistan during 1979? Muslim refugees fled to Pakistan and the conflict continued between rival groups. . What caused the conflict between the Tamils and the Singhalese in Sri Lanka? The Tamil minority claimed _ that _the Singhalese were discriminating against them. 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It helps you to understand the similarities and differences in related words and concepts. This strategy can be used as an organizer for writing. Directions: Read each characteristic below. Place a check (v) in the column indicating the religion it applies to. MUSLIM/ CHARACTERISTICS ISLAMIC Single tex/Quaran Polytheistic Five Pillars Caste System Sacred texts Monotheistic No religious hierarchy Festive religious celebrationsGLOBAL HISTORY II ANSWER KEY HINDU/MUSLIM CONFLICTS FEATURE ANALYSIS/REVIEW Feature Analysis uses charts and grids to help you see relationships between important concepts. It helps you to understand the similarities and differences in related words and concepts. This strategy can be used as an organizer for writing. Directions: Read each characteristic below. Place a check (1) in the column indicating the religion it applies to. ‘MUSLIM/ CHARACTERISTICS ISLAMIC Single text/Quaran Polytheistic v Five Pillars v Caste System v Sacred texts v v Monotheistic v No religious hierarchy Festive religious celebrationsGLOBAL HISTORY II COLD WAR: Origins GRAPHIC ORGANIZER Graphic Organizers are representations to understand and organize information visually. Directions: Using the Word Bank, write the word or phrase to match each description. Four zones of occupation: - British - Russian - French . American © Three zones - British, French and ‘American, joined together to encourage Germany to rebuild. © The Russian zone fell under Communist control. Berlin Airlift: United States response to Communist aggressiop The Truman Doctrine ~ President Truman’s plan to send military and economic aid to Greece and Turkey to stop the spread of Communist. + The Marshall Plan - Economic Aid plan to rebuild war- torn Europe and strengthen Democratic governments. - Helped the U.S. to build European trading partners. - Helped European countries to resi Communism. ORIGINS OF THE COLD WAR Churchill's speech that expressed 2 growing fear of Communism. © Divided Europe into Eastern (Communist) and Western (Democratic) blocs. Symbol of the Cold War. Military alliances. * Formed during the tensions of the Cold War. Each member promised to protect any other member if attacked. NATO/Warsaw Pact Iron CurtainGLOBAL HISTORY II ANSWER KEY COLD WAR: Origins GRAPHIC ORGANIZER Graphic Organizers are representations to understand and organize information visually Directions: Using the Word Bank, write the word or phrase to match each description. Divided Germany Four zones of occupation: - British Russian French - American © Three zones - British, French and ‘American, joined together to encourage Germany to rebuild. ‘© The Russian zone fell under Communist control. Berlin Airlift: United States response to Communist aggressiopé Containment The Truman Doctrine ~ President Truman’s plan to send military and economic aid to Greece and Turkey to stop the spread of Communist. The Marshall Plan - Economic Aid plan to rebuild war- tom Europe and strengthen Democratic governments. - Helped the U.S. to build European trading partners. - Helped European countries to resi Communism. ORIGINS OF THE COLD WAR Iron Curtain Churchill's speech that expressed a) growing fear of Communism. * Divided Europe into Eastern (Communist) and Western (Democratic) blocs. Symbol of the Cold War. 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It provides @ structure that will help you organize your thinking, writing, brainstorming and other classroom discussions. Directions: Read the two statements below. Support each statement with details from your readings and your classroom notes. Evaluate the details. Then write a summary paragraph expressing your opinion, and your reasons for it. Thesis Proofs ‘After World War II, the United States and the | 1. Soviet Union emerged as the two major superpowers that divided the world. Thes Proofs ‘Some historians believe that the Cold War began in | 1 1918. 2 3. 4. Use the checklist to edit and proofread your summary paragraph: Is the statement of my opinion clear? e ‘Are my reasons and facts accurate? Have I supported my opinion with specific reasons and facts? Do my sentences make sense?GLOBAL HISTORY IL COLD WAR: Political Climate THESIS PROOF ANSWER KEY This is an organizational system that teaches you how to support an argument with evidence. It provides a structure that will help you organize your thinking, writing, brainstorming and other classroom discussions. Read the two statements below. Support each statement with details from your readings and your classroom notes. Evaluate the details. Then write a summary paragraph expressing your opinion, and your reasons for it. Thesis Proofs. ‘Afier World War I, the United States and the Soviet. Union emerged as the two major superpowers that divided the world. |. Mutual distrust divided the former alli |. Conflicting ideologies led to conflict. In Europe, Germany was defeated. France and Britain were economically drained. . Both the Soviet Union and the United States had resources and military power to dominate the world, Thesis Proofs ‘Some historians believe that the Cold War began in 1918. In 1918, the United States sent troops to help the White Army against the Red Army. .. The invasion of the Allies was one cause of the Communist distrust of the West. . The invasion of the Allies encouraged Russian nationalism. . After Bolshevik victory, the Soviet government viewed the Western democracies as its enemies. Use the checklist to edit and proofread your summary paragraph: Is the statement of my opinion clear? ‘Are my reasons and facts accurate? Have I supported my opinion with specific reasons and facts? Do my sentences make sense?GLOBAL HISTORY II COLD WAR: Truman Doctrine, Marshall Plan, Berlin Airlift, NATO/Warsaw Pact QaD important information. QAD: Question, Answer, Detail is a technique used for development of comprehension and summarization of| AD Model Question Answer Detail information being asked main idea supporting detail Directions: Using information from your textbook/notes, complete the following chart based on the model provided. ‘Question Why did President Truman’ announce the Truman Doctrine? ‘Answer . How did the Marshall Plan © istpacton the conomy of post-war Europe? 3, Why did Joseph Stalin close land routes to Berlin? 7, Why were alliances formed after World War II?GLOBAL HISTORY I ANSWER KEY COLD WAR: Truman Doctrine, Marshall Plan, Berlin Airlift, NATO/Warsaw Pact QAD ‘QAD: Question, Answer, Detail is a technique used for development of comprehension and summarization of important information, QAD Model Question Answer Detail information being asked main idea supporting detail Directions: Why did President Truman announce the Truman Doctrine? President Truman gave military aid to all nations resisting communism. Using information from your textbook/notes, complete the following chart based on the model provided. Details This policy of preventing the further spread of communism was known as “containment.” 2. How did the Marshall Plan impact on the economy of post-war Europe? The Marshall Plan gave large amounts of economic aid to Western European nations. This aid helped post-war nations to recover from World War II and to lessen the appeal of communism. 3. Why did Joseph Stalin close land routes to Berlin? Joseph Stalin feared that a strong united West Berlin would threaten the communist government of East Germany. For almost a year, food and supplies were flown into West Berlin, finally the Soviets ended the blockade. 4. Why were alliances formed after World War I? ‘Alliances were formed to stop the spread of communism, Wester Europe nations formed a military alliance called North Atlantic Treaty Organization. The Soviet Union formed the Warsaw Pact as a defensive alliance.GLOBAL HISTORY II COLLAPSE OF COMMUNISM CAUSE AND EFFECT Studying Cause and Effect helps to understand both why an event occurred and how that event changed the world. A cause explains a reason why the event occurred. This event has lasting effects on future events. An effect explains what happened after, as a result of the event having occurred. Directions: Using your textbooks, read the causes and list the effects in the appropriate boxes provided. In the Early 1990's, the Soviet Union and Yugoslavia collapsed. Causes ‘As Eastern Europe gained freedom from Soviet control, various nationalities in the Soviet Union began to want their own freedom. More than 100 ethnic groups lived in the former Soviet Union. The Russian group was the largest and most powerful group; but the non-Russian groups formed a majority in the 14 Soviet republics other than Russia, 2. In March 1990, the first challenge came from the Baltic nations of Lithuania, Estonia and Latvia, Lithuania declared its independence. 3. The bloody assault in Lithuania helped to damage Mikhail Gorbachev’s popularity. Boris Yeltsin, a member of the Russian parliament, was growing in popularity. Yeltsin criticized the assault on Lithuania and the slow progress of reforms. In June 1991, voters elected Yeltsin to become the first elected Russian Republic’s President. COLLAPSE OF COMMUNISM EffectsGLOBAL HISTORY II COLLAPSE OF COMMUNISM. (CAUSE AND EFFECT Causes (#3 continued) 4, Gorbachev retumed to Moscow and resigned as General Secretary of the party. COLLAPSE OF (COMMUNISM Effects 3. _(continued)GLOBAL HISTORY II COLLAPSE OF COMMUNISM CAUSE AND EFFECT ANSWER KEY Studying Cause and Effect helps to understand both why an event occurred and how that event changed the world. A cause explains a reason why the event occurred. This event has lasting effects on future events. An effect explains what happened after, as a result of the event having occurred. Causes 1. As Eastem Europe gained freedom from Soviet control, various nationalities in the Soviet Union began to want their own freedom. More than 100 ethnic groups lived in the former Soviet Union. The Russian group was the largest and most powerful group; but the non-Russian groups formed @ a majority in the 14 Soviet republics other than Russia. 2. In March 1990, the first challenge came from the Baltic nations of Lithuania, Estonia and Latvia. Lithuania declared its independence, 3. The bloody assault in Lithuania helped to damage Mikhail Gorbachev's popularity. Boris Yeltsin, a member of the Russian parliament, was growing in popularity. Yeltsin criticized the assault’ on Lithuania and the slow progress of reforms. In June 1991, voters elected Yeltsin to become the first elected Russian Republic's @ President. Directions: Using your textbooks, read the causes and list the effects in the appropriate boxes provided. In the Early 1990’s, the Soviet Union and Yugoslavia collapsed. COLLAPSE OF COMMUNISM Effects . Ethnic tensions brewed beneath the surface of Soviet society. As reforms loosened central controls, unrest spread across the country. Nationalist__groups in Georgia, Ukraine, and _Moldavia_(now Moldova) demanded __self-rule. The Muslim peoples of Soviet Central Asia called for religious freedom. Gorbachev ordered a blockade. _In January 1991, Soviet _troops attacked _unarmed_ci i Lithuanii . On August 18, 1991, hard-line communists detained Gorbachev at his vacation home and demanded his resignation as Soviet President. Hundreds of tanks and_armored vehicles rolled into Moscow. The hard-liners (State Committee) feltGLOBAL HISTORY II COLLAPSE OF COMMUNISM. CAUSE AND EFFECT Causes (# continued) 4, Gorbachev retumed to Moscow and resigned as General Secretary of the party. COLLAPSE OF ‘COMMUNISM ANSWER KEY 3. Effects (continued) sure that the show of force would ensure obedience, but the Soviet people weren't afraid of the force. Yeltsin showed up and climbed atop one of the tanks and claimed that_its presence _was illegal. The _State_ Committee ordered the troops to attack the Parliament, but the _ military refused. The Soviet Parliament voted_to stop_all_party activities. The Communist Party collapsed because of this coup. Estonia and Latvia quickly declared _ their independence. By early December 1991, all 15 republics had declared their independence. This was the end of the Soviet Union.GLOBAL HISTORY II INTERPRETING DATA FOR DOCUMENT-BASED QUESTIONING e GRAPHIC ARTS - Political Cartoon Cartoon interpretations help you to understand information presented visually. Directions: Using your knowledge of the former Soviet Union, look at the cartoon and answer the questions that follow. 1, What does the space marked “Union of Soviet Social” symbolize? 2. What do the pieces of the puzzle on the floor symbolize? 3. Why is the man on the ladder hammering “democracy” on the left side of the Union of Soviet e Socialist Republics?GLOBAL HISTORY IT ANSWER KEY INTERPRETING DATA FOR DOCUMENT-BASED QUESTIONING GRAPHIC ARTS - Political Cartoon ‘Cartoon interpretations help you to understand information presented visually. Directions: Using your knowledge of the former Soviet Union, look at the cartoon and answer the questions that follow. Reprinted by permission of Bob Englehart, The Harford Courant 1, What does the space marked “Union of Soviet Social” symbolize? It symbolizes the former Soviet Union. 2. What do the pieces of the puzzle on the floor symbolize? The pieces of the puzzle represent the non-Russian republics that regained their independence. 3. Why is the man on the ladder hammering “democracy” on the left side of the Union of Soviet Socialist Republics? The independence movement started in the Baltic Nations (off the Baltic Sea) and spread to the rest of the Soviet Republics.GLOBAL HISTORY I CONFLICT AND CHANGE IN THE MIDDLE EAST GRAPHIC ORGANIZER Directions: Using the information in the Word Bank, match the information to the area where these conflicts occurred. A.1969 coup established a government on Islamic principles. This government supported revolutionary activities in the Middle East. Fundamentalism led to the overthrow of an unpopular Shah and the Fundamentalism creation of anew Religious leaders ensure that government based on nations are governed by Islamic Law Islamic Law. In 1992, an Islamic political party did well in elections. The military seized power and took harsh measures against Islamic fundamentalists. Islamic political parties gained increasing support and influence. WORD BANK Turkey Libya e@ Iran AlgeriaGLOBAL HISTORY It ANSWER KEY CONFLICT AND CHANGE IN THE MIDDLE EAST GRAPHIC ORGANIZER Directions: Using the information in the Word Bank, match the information to the area where these conflicts occurred. Libya A 1969 coup established a ‘government on Islamic principles. This government supported revolutionary activities in the Middle East. Iran Fundamentalism led to the overthrow of an unpopular Shah and the creation of anew government based on Islamic Law Fundamentalism Religious leaders ensure that nations are governed by Islamic Law. Algeria In 1992, an Islamic political party did well in elections. The military seized power and took harsh measures against Islamic fundamentalists. Turkey Islamic political parties gained increasing support and influence. WORD BANK Turkey Libya Tran AlgeriaGLOBAL HISTORY I INTERPRETING DATA FOR DOCUMENT BASED QUESTIONS GRAPHIC AIDS - MAP ‘A map is a graphic aid that helps you understand and organize information visually. s:_ Look at these two maps of the Middle East in the 1910's and in the 1980's. Notice the legend for the Middle East of the 1910's. Use the information on the maps and your knowledge of Global History to answer the following questions.GLOBAL HISTORY II INTERPRETING DATA FOR DOCUMENT BASED QUESTIONS GRAPHIC AIDS - MAP 1. What countries were formed from the lands that were independent in the 1910's? 2, What second language are the citizens of Egypt likely to speak? Why did you pick that language? 3. Why did the Ottomans want the area of the Middle East that has a coastline on the Red Sea, rather than in the center of what is now Saudi Arabia? 4, Why would the countries of the Middle East be against imperialism?GLOBAL HISTORY II ANSWER SHEET INTERPRETING DATA FOR DOCUMENT BASED QUESTIONS GRAPHIC AIDS - MAP ‘A map is a graphic aid that helps you understand and organize information visually. s:_ Look at these two maps of the Middle East in the 1910’s and in the 1980’s. Notice the legend for the Middle East of the 1910’s. Use the information on the maps and your knowledge of Global History to answer the following questions. Middle East 19108.GLOBAL HISTORY II ANSWER SHEET INTERPRETING DATA FOR DOCUMENT BASED QUESTIONS GRAPHIC AIDS - MAP 1. What countries were formed from the lands that were independent in the 1910's? People’s Republic of Yemen, Oman, Saudi Arabia, Iran. 2. What second language are the citizens of Egypt likely to speak? Why did you pick that language? The second language of Egypt would be English because it was controlled by Britain 3. Why did the Ottomans want the area of the Middle East that has a coastline on the Red Sea, rather than in the center of what is now Saudi Arabia? The Red Sea would provide a trade outlet. 4. Why would the countries of the Middle East be against imperialism? These nations were controlled by foreign nations like Britain, Italy, Russia.GLOBAL HISTORY II PERSIAN GULF CONFLICTS: Saddam Hussein FEATURE ANALYSIS Feature Analysis uses charts and grids to help you see relationships between important concepts. It helps you to understand the similarities and differences in related words and concepts. This strategy can be ‘used as an organizer for writing. Directions: Read each statement below. Place a check (¥) in the column indicating the year of the conflict. STATEMENT Dictator Saddam Hussein used turmoil in Iran to occupy disputed border area, President Bush organized coalition of European and Arab powers to drive Iraqi forces out of Kuwait. Hussein invades Kuwait. Economic sanctions kept Iraq from selling oil abroad. Used superior weapons, tanks, airplanes and poison gas. Iran launched a counter-attack against Iraq. ‘When both sides attacked tankers and oil fields, the U.S. took steps to protect shipping lanes. ‘Saw invasion as threat to U.S. ally Saudi Arabia. ‘Threat to oi flow from the Persian Gulf.GLOBAL HISTORY II PERSIAN GULF CONFLICTS: Saddam Hussein FEATURE ANALYSIS ANSWER KEY Feature Analysis uses charts and grids to help you see relationships between important concepts. It helps you to understand the similarities and differences in related words and concepts. This strategy can be used as an organizer for writing. Directions: Read each statement below. Place a check () in the column indicating the year of the conflict. STATEMENT Dictator Saddam Hussein used turmoil in Iran to occupy disputed border area. President Bush organized coalition of European and Arab powers to drive Iraqi forces out of Kuwait. Hussein invades Kuwait. Economic sanctions kept Iraq from selling oil abroad. Used superior weapons, tanks, airplanes and poison gas. Iran launched a counter-attack against Iraq, ‘When both sides attacked tankers and oil fields, the U.S. took steps to protect shipping lanes. ‘Saw invasion as threat to U.S. ally Saudi Arabia. ‘Threat to oil flow from the Persian Gulf.GLOBAL HISTORY IL IRANIAN REVOLUTION: Ayatollah Khomeini FEATURE ANALYSIS Feature Analysis uses charts and grids to help you see relationships between important concepts. It helps you to understand the similarities and differences in related words and concepts. This strategy can be used as an organizer for writing. Directions: Read each statement below. Place check (V) in the appropriate column indicating whether it applies to the Shah or the Ayatollah. STATEMENT Shah Ayatollah Used oil wealth to build roads and industries. Denounced Westen influence. USS. backing, Came to power in 1979. Supported by army and westem elite. Fled Iran as government toppled. Banned western books, music and movies. Reduce power of Vlama, Islamic scholar. Forced opponents into exiGLOBAL HISTORY II ANSWER KEY IRANIAN REVOLUTION: Ayatollah Khomeini FEATURE ANALYSIS Feature Analysis uses charts and grids to help you see relationships between important concepts. Tt helps you to understand the similarities and differences in related words and concepts. This strategy can be used as an organizer for writing. Directions: Read each statement below. Place check (1) in the appropriate column indicating whether it applies to the Shah or the Ayatollah Used oil wealth to build roads and industries. v Denounced Western influence. v US. backing v ‘Came to power in 1979. Vv ‘Supported by army and westem elite. Vv Fled Iran as government toppled v Banned western books, music and movies. Vv Reduce power of Vlama, Islamic scholar. v Forced opponents into exile. vGLOBAL HISTORY AND GEOGRAPHY IT MIDDLE EAST POLITICAL CARTOON Cartoon interpretations help you to organize information visually. Directions: Study the cartoon below. Then answer the questions. ae ge . Who is the person depicted in the cartoon? Anwar Sadat Mikhail Gorbachev Saddam Hussein Fidel Castro 2. Which event does the cartoon make reference to? ao se Iraq’s invasion of Kuwait Israeli-Arab War of 1967 ‘Camp David Accords Start of World War II 3. The main idea of the cartoon is: aese The one who controls the oil supply determines its price. The world oil supply is increasing at a rapid rate. Al oil comes from the Middle East. Most oil companies are located in the United States.GLOBAL HISTORY AND GEOGRAPHY Il ANSWER SHEET MIDDLE EAST POLITICAL CARTOON Cartoon interpretations help you to organize information visually. Directions: Study the cartoon below. Then answer the questions. 1. Who is the person depicted in the cartoon? Anwar Sadat Mikhail Gorbachev ‘Saddam Hussein Fidel Castro aege 2. Which event does the cartoon make reference to? Traq’s invasion of Kuwait Israeli-Arab War of 1967 Camp David Accords Start of World War II aege 3. The main idea of the cartoon is: A The one who controls the oil supply determines its price. The world oil supply is increasing at a rapid rate. Alloil comes from the Middle East. Most oil companies are located in the United States. aegeGLOBAL HISTORY II AFTER WORLD WAR II (OPEC) TAXONOMY OF QUESTIONING 1, What is OPEC? 2. What nations belong to OPEC? 3. Why was OPEC formed? 4, What are some examples of the power of OPEC?GLOBAL HISTORY IL ANSWER KEY AFTER WORLD WAR II (OPEC) TAXONOMY OF QUESTIONING What is OPEC? It Exporting Countries a_group of non-Westem oil producing nations, which is called Organization of Petroleum 2. What nations belong to OPEC? Venezuela Saudi Arabia Libya Iran Nigeria Qatar Gabon United Arab Emirates Iraq Indonesi 3. Why was OPEC formed? OPEC was formed to stop the control of oil prices by Westen oil companies. OPEC’s purpose was to control pricing and productior 4. What are some examples of the power of OPEC? During the Yom Kippur War, Arab members of OPEC refused to sell oil to nations friendly to Israel OPEC declared an oi embargo in the 1970’s. This led to an economic decline in developed nations.GLOBAL HISTORY II POLITICAL REVOLUTIONS: Latin America ANTICIPATION GUIDE Directions: Read each statement below. Place a check (\)) in the column indicating whether you agree or disagree with the statement. Agree Disagree 1. Latin Americans were inspired and motivated to gain independence by the accomplishments of the French Revolution. 2. Toussaint L’Ouverture led the French Colony of Haiti to revolt against French rule. 3. Simon Bolivar fought against Spanish rule in South America. 4, Miguel Hidalgo led the Mexican’s fight for liberty and independence from Spain, 5. After the revolutions for independence, Latin Americans gained political, social and economic stability. 6. Latin Americans relied on a cash crop economy and they traded these crops with Spain and Portugal. 7. The people of Latin America were divided into a social class hierarchy. 8. The powerful military leaders and political bosses (caudillos) rose to power in Latin American by force. 9. Since 1993, Mexico links its trade with the United States and Canada through NAFTA (North American Free Trade Agreement). 10. Latin Americans today no longer experience the political, economic and social problems of the past.GLOBAL HISTORY II POLITICAL REVOLUTIONS: Latin Ame ANTICIPATION GUIDE ANSWER KEY irections: Read each statement below. Place a check (¥) in the column indicating whether you agree or disagree with the statement. Agree Disagree (Students determine answer) 10. Latin Americans were inspired and motivated to gain independence by the accomplishments of the French Revolution, Toussaint L’Ouverture led the French Colony of Haiti to revolt against French rule. Simon Bolivar fought against Spanish rule in South America. Miguel Hidalgo led the Mexican’s fight for liberty and independence from Spain, After the revolutions for independence, Latin Americans gained political, social and economic stability. Latin Americans relied on a cash crop economy and they traded these crops with Spain and Portugal. The people of Latin America were divided into a social class hierarchy. The powerful military leaders and political bosses (caudillos) rose to power in Latin American by force. Since 1993, Mexico links its trade with the United States and Canada through NAFTA (North American Free Trade Agreement). Latin Americans today no longer experience the political, economic and social problems of the past.GLOBAL HISTORY Il LATIN AMERICA: Political Revolutions SEMANTIC MAP ‘Semantic Maps help students organize information visually, Directi Use the Phrase Bank to list the causes for Latin American Independence Movements. Influence of Social Causes Other Revolutions CAUSES FOR LATIN AMERICAN INDEPENDENCE MOVEMENTS Political Causes Economic CausesGLOBAL HISTORY II LATIN AMERICA: Political Revolutions SEMANTIC MAP PHRASE BANK 1. Many Latin Americans lived and worked as slaves. 2. Ideas of the Enlightenment spread to Latin America, 3. Latin Americans had no voice in government under European rule. 4, Latin Americans were forced to pay taxes to European Colonists. 5. Justified the right to revolt against unfair governments. 6. European colonists benefited from Latin American resources. 7. Few were educated 8. Monroe Doctrine protected Latin American nations seeking independence by prohibiting further European colonization. 9. Feelings of discontent spread among the people. 10. American and French Revolutions spread the ideas of freedom and democracy. 11, Few owned land, 12. Spain and Portugal were weakened by the years of fighting against Napoleon. 13, Nationalism spread from the upper class.GLOBAL HISTORY II ANSWER KEY LATIN AMERICA: Political Revolutions SEMANTIC MAP ‘Semantic Maps help students organize information visually. Use the Phrase Bank to list the causes for Latin American Independence Movements. Directions: Social Causes Many Latin Americans lived and worked as slaves. 1. 1. Ideas of the Enlightenment spread to Latin America. . Justified the right to revolt against unfair governments. 3. American and French 2. Few were educated. 3. Few owned land. 4, Feelings of discontent spread Revolutions spread the ideas o! freedom and democracy. CAUSES FOR LATIN AMERICAN INDEPENDENCE MOVEMENTS Political Causes 1. Latin Americans were forced to pay taxes to European colonists. 2. European colonists benefited from Latin American 1. Latin Americans had no voice in government under European rule. 2. Monroe Doctrine protected Latin American Nations seeking independence by prohibiting further European colonization in Latin America. 3. Spain and Portugal were weakened by the iting against Ni 4, Nationalism spread from the upper class,, resources ars of fi eon.GLOBAL HISTORY II POLITICAL REVOLUTIONS: Latin America ECONOMIC PROBLEMS SEMANTIC MAPPING ‘Semantic Maps are graphic representations that help you organize and understand information visually. Directions; Describe economic problems that developing nations of Latin America face. Use the Phrase Bank to complete the map. PHRASE BANK Economic Nationalism Population Explosion 2. Agricultural Reform 5. Debt Crisis Free Market Reforms Latin American nations have set up their own industries. Under a policy known as Import Substitution, governments encouraged local manufacturers to produce more goods and then place high tariffs on imported goods. Many Latin American nations have had to grow staple crops such as com and wheat. Over- dependence on any single cash crop is risky. Difficult economic problems that face many Latin American nations. Many Latin Americans see the Often, Latin American nations had need to control population. Some to borrow money to build cultural and religious beliefs industries. When a world-wide work against population control. recession hit, demand for goods fell ‘As a result, populations are still and these nations still had to make ‘growing rapidly, creating a severe their high payments. economic burden. Some Latin American ‘governments used free market reforms as a Way to recover from their economic crises. Government spending was reduced and private owners were allowed to buy out state-owned industries.GLOBAL HISTORY I ANSWER KEY POLITICAL REVOLUTIONS: Latin America ECONOMIC PROBLEMS SEMANTIC MAPPING Semantic Maps are graphic representations that help you organize and understand information visually. Directions: Describe economic problems that developing nations of Latin America face. Use the Phrase Bank to complete the map. Agricultural Reform Many Latin American nations have had to grow staple crops such as com and wheat. Over- dependence on any single cash crop is risky. Population Explosion Many Latin Americans see the need to control population. Some cultural and religious beliefs work against population control. Asa result, populations are still ‘growing rapidly, creating a severe economic burden. Economic Nationalism 2. Agricultural Reform Free Market Reforms PHRASE BANK “opulation Explosion 5. Debt Crisis Latin American nations have set up their own industries. Under a policy known as Import Substitution, governments encouraged local manufacturers to produce more goods and then place high tariffs on imported goods. Difficult economic problems that face many Latin American nations. Often, Latin American nations had to borrow money to build industries. When a world-wide recession hit, demand for goods fell and these nations still had to make their high payments. Free Market Reforms Some Latin American governments used free market reforms as a way to recover from their economic crises. Government spending was reduced and private owners were allowed to buy out state-owned industries.GLOBAL HISTORY II POLITICAL REVOLUTIONS: Latin America FEATURE ANALYSIS Feature Analysis uses charts and grids to help you see relationships between important concepts. It helps you to understand the similarities and differences in related words and concepts. This strategy can be used as an organizer for writing. Directions: _ Read each statement below and indicate with a check (¥) which government applies. Revolutionist STATEMENT Gov't. Supported status quo, allied to foreign investors. Used bombings, kidnapping, and assassinations as tools against regime. Condemned economic and cultural domination by U.S. Motivated by nationalism. Imposed harsh regimes, organized death squads. Censor press, outlaw political parties, close universities. Imprison and execute dissidents. Used U.S. trained economists.GLOBAL HISTORY II ANSWER KEY POLITICAL REVOLUTIONS: Latin America FEATURE ANALYSIS Feature Analysis uses charts and grids to help you see relationships between important concepts. It helps you to understand the similarities and differences in related words and concepts. This strategy can be used as an organizer for writing. Directions: Read each statement below and indicate with a check (¥) which government applies. Military ‘Revolutior STATEMENT Gov't. Gov't. _| Supported status quo, allied to foreign investors. v Used bombings, kidnapping, and assassinations as tools against V regime. ‘Condemned economic and cultural domination by U.S. Vv Motivated by nationalism. Y Imposed harsh regimes, organized death squads. Vv Censor press, outlaw political parties, close universities. Vv Imprison and execute dissidents. v Used U.S. trained economists. VvGLOBAL HISTORY I ECONOMIC ISSUES LATIN AMERICA FEATURE ANALYSIS Feature Analysis uses charts and grids to help you see relationships between important concepis. It helps you to understand the similarities and differences in related words and concepts. This strategy can be used as an organizer for writing. Directions: Read each statement below and indicate with a check (v) which economic concept applies to the statement. STATEMENT A locally manufactured good used to replace import. IMPORT SUBSTITUTION Crop raised to be sold for money on the world market. Sugar, coffee and cotton. Textiles, refrigerators, auto assembly. Products poorly made. Needed government help or foreign capital to survive.GLOBAL HISTORY II ANSWER KEY ECONOMIC ISSUES LATIN AMERICA FEATURE ANALYSIS Feature Analysis uses charts and grids to help you see relationships between Important concepts. It helps you to understand the similarities and differences in related words and concepts. This strategy can be used as an organizer for writing. Read each statement below and indicate with a check (v) which economic concept applies to the statement. IMPORT STATEMENT SUBSTITUTION A locally manufactured good used to replace import. v Crop raised to be sold for money on the world market. Vv ‘Sugar, coffee and cotton. Vv Textiles, refrigerators, auto assembly. v Products poorly made. v ‘Needed government help or foreign capital to survive. Vv Note To Teachers: Please be certain that students understand difference between cash crop and import substitution, according to the textbook: World History Connections To Today.GLOBAL HISTORY AND GEOGRAPHY II INTERPRETING DATA FOR DOCUMENT-BASED QUESTIONING GRAPHIC AIDS - GRAPHS Graphs help you to organize and understand information visually. Directions: Use the graph to answer the questions that follow. “ESTIMATED NATIVE AMERI “QF MEXICO, 151 1, According to the graph, how many Native Americans lived in Mexico in 1518? A. 25 C. 2.5 million B. 25 thousand D. 25 million 2. According to the graph, between which years did the sharpest decline in Native American population take place? A. 1533-1548 C. 1563-1578 B. 1518-1533 D. 1548-1563 3. According to the graph, in what year did about 1.5 million Native Americans remain in Mexico? A. 1518 C. 1593 B. 1563 D. 1578GLOBAL HISTORY AND GEOGRAPHY II INTERPRETING DATA FOR DOCUMENT-BASED QUESTIONING GRAPHIC AIDS - GRAPHS 4. How did the Age of Exploration cause the population of Native Americans in Mexico to drop so dramatically from 1518-1548?GLOBAL HISTORY AND GEOGRAPHY II ANSWER SHEET INTERPRETING DATA FOR DOCUMENT-BASED QUESTIONING GRAPHIC AIDS - GRAPHS Graphs help you to organize and understand information visually. Directions: Use the graph to answer the questions that follow. 1. According to the graph, how many Native Americans lived in Mexico in 1518? A. 25 C. 2.5 million B. 25 thousand D. 25 million 2. According to the graph, between which years did the sharpest decline in Native American population take place? A. 1533-1548 C. 1563-1578 B. 1518-1533, D. 1548-1563 3. According to the graph, in what year did about 1.5 million Native Americans remain in Mexico? ic A. 1518 C. 1593 B. 1563 D. 1578GLOBAL HISTORY AND GEOGRAPHY II ANSWER SHEET INTERPRETING DATA FOR DOCUMENT-BASED QUESTIONING GRAPHIC AIDS - GRAPHS 4, How did the Age of Exploration cause the population of Native Americans in Mexico to drop so dramatically from 1518-1548? When Spain conquered the area of Mexico, they killed millions of Native Americans. 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Using the Phrase Bank below, write the correct terms above the examples provided, PHRASE BANK No Citizen Participation No Free Elections No Constitutional Government No Majority Rule, No Minority Rights ‘THE REASONS FOR THE FAILURE OF DEMOCRACY IN LATIN AMERICA There is no clear body of traditions and laws on which government is based. ‘People do not know how their ‘government works. © There is no national acceptance of majority decisions. ‘* People do not share the belief that no one is above the law. ‘There are low levels Not all citizens are of education and equal before the law. literacy. There is only one political party. © There is no national * There is no identity economic security. © There is no universal suffrage. © Alladults cannot vote. * Individual rights © There is no freedom | such as freedom of of speech, press and | religion NOT assembly. protected. © Citizens do not elect representatives to carry out their will. ‘These democratic ideals are 1iéeded to make democracy workGLOBAL HISTORY II ANSWER KEY POLITICAL REVOLUTIONS: Latin America LACK OF DEMOCRACY GRAPHIC AIDS information Semantic maps are graphic representations that help you to understand and organi ally. Directions: The chart below explains the failure of democracy in Latin America. Using the Phrase Bank below, write the correct terms above the examples provided. PHRASE BANK No Citizen Participation No Free Elections No Constitutional Government No Majority Rule, No Minority Rights ‘THE REASONS FOR THE FAILURE OF DEMOCRACY IN LATIN AMERICA No Free Elections No Citizen No Majority Rule; No Constitutional Participation No Minority Rights Government There is only one There are low levels | * Not all citizens are There is no clear political party. of education and equal before the law. | body of traditions literacy. and laws on which There is no universal There is no national | — government is based. suffrage, There is no identity. People do not know economic security. how their All adults cannot Individual rights government works. vote. There is mo freedom | such as freedom of There is no national of speech, press and | religion NOT acceptance of assembly. protected. majority decisions. People do not share Citizens do not elect | the belief that no one representatives to is above the law. carry out their will. These democratic ideals are He€ded to make democracy work.GLOBAL HISTORY II LATIN AMERIC: CATEGORIZATION Political Revolutions Words take on meaning as they relate to other words. Categorization is a technique where you group words according to a common concept. Directions: From the Word Bank below, choose the correct title for each category and write each nation on the line above. Fidel Castro Juan Pero'n Bay of Pigs Mother of the Plaza de Maya Fulgencia Batista “Evita” Carlos Menem Sandanistas ‘Augusto Pinochet Contras Salvador Allende Violeta Chamorra Patricio Aylwin Daniel Ortega Jose’ Napoleo'n Duarte Alfredo Christiani Armando Caldero'n Sol WORD BANK ‘Argentina Cuba’ EI Salvador Chile NicaraguaGLOBAL HISTORY II ANSWER KEY LATIN AMERICA: Political Revolutions CATEGORIZATION Words take on meaning as they relate to other words, Categorization is a technique where you group words according to a common concept. Directions: From the Word Bank below, choose the correct title for each category and write each nation on the line above. Cuba Argentina Fidel Castro Tuan Pero'n Bay of Pigs Mother of the Plaza de Maya Fulgencia Batista “Evita” Carlos Menem Nicaragua Chile ‘Sandanistas ‘Augusto Pinochet Contras Salvador Allende Violeta Chamorra Patricio Aylwin Daniel Ortega El Salvador Jose’ Napoleo’n Duarte Alfredo Christiani Armando Caldero'n Sol WORD BANK ‘Argentina Cuba EI Salvador Chile NicaraguaGLOBAL HISTORY II POLITICAL REVOLUTIONS: Latin America (Social Classes) KWL WORKSHEET KWL is an organization chart for students to list what they know (K), what they want to Team about a topic (W), and what they learned (L) about a topic. K Ww L (Know) (Want to Know) (Leamed) T. Family has a position of importance. 2. There is a difference between urban and rural life styles. 3. There is uneven distribution of economic growth.GLOBAL HISTORY II ANSWER KEY POLITICAL REVOLUTIONS: Latin America (Social Classes) KWL WORKSHEET KWL is an organization chart for students to list what they know (K), what they want to leam about a topic (W), and what they leamed (L) about a topic. K Ww L (Know) (Want to Know) (Leamed) 1. Family has @ position of 7. Why does the family T importance. represent stability and a. Patriarchal society security? b. Amale dominated society c. Head of the family - the father . Gender problems have impacted on social behavior 2. There is a difference between | 2. Why have urban centers been urban and rural life styles. favored over rural areas? a. Economic and social problems have been ignored b. Migration of rural people to the city ©. Cities are not able to provide adequate housing 3. There is uneven distribution | 3. Why have urban areas of economic growth. continued to have power over | 3. Uneven distribution of the countryside? economic development led to differences between social classesGLOBAL HISTORY II GLOBAL ISSUES - Modernization/Tradition CONTENT GUIDE “Content Guide establishes a purpose for your reading which helps you to focus on the information you are required to learn. Direction: Daily Life in Latin America Tale of Two Cities In 1994, a reporter for the ‘New York Times interviewed Bemardo Ruz, a 22-year-old Chilean electrician, about the effects of economic reform on his life. At the time Ruz, his wife, and infant son were living on the outskirts of Santiago in a drafty wooden shack with no heat and no running water. Said Ruz, “There are a lot of fancy buildings that have been built, making the big businessman richer. The humble people like us got jobs for a while but that is over. I haven't had work in months and everything is now more expensive. We've forgotten what meat tastes like.” Reform, Repression, or Revolution? Most Latin American countries had constitutions modeled on those of the United States or France. On paper, they protected the rights of individuals. Yet building real democracy was difficult in countries plagued by poverty and inequality. Competing ideologies. In the postwar era, various groups pressed for economic and social reforms. They included liberals, socialists, students, labor leaders, peasant organizers, and Catholic priests and nuns. While differing over how to achieve their goals, all wanted to improve conditions for the poor. Most called for schools, en health care, and land reform. 2. Read the information on the right. Then read the passages to find the answers. z . g F z E =GLOBAL HISTORY II GLOBAL ISSUES- Modernization/Tradition CONTENT GUIDE Conservative forces, however, resisted reforms that would undermine their power. Among those who supported the status quo were the military, the traditional landed aristocracy, and the growing business middle class. These elite groups were often allied to foreign investors and multinational corporations. Conflict between conservatives and reformers contributed to political instability in many nations. Details:GLOBAL HISTORY IL ANSWER KEY GLOBAL ISSUES - Modernization/Tradi CONTENT GUIDE ‘K Content Guide establishes a purpose for your reading which helps you to focus on the information you are required to learn. Directions: Read the information on the right. Then read the passages to find the answers. America Daily Life in La Tale of Two Cities In 1994, a reporter for 1. Main Ide the New York Times interviewed Bernardo Ruz, a 22-year-old Chilean electrician, about the ‘Humble people have very little work and effects of economic reform on his life. At the everything is expensive. time Ruz, his wife, and infant son were living on the outskirts of Santiago in a drafty wooden shack with no heat and no running water. Said Ruz, “There are a lot of fancy buildings that have been built, making the big businessman richer. The humble people like us got jobs for a People live in homes without running water while but that is over. I haven't had work in Details: months and everything is now more expensive. end witnoue Beal ‘We've forgotten what meat tastes like.” Reform, Repression, or Revolution? Most Latin American countries had 2. Main Idea: constitutions modeled on those of the United States or France. On paper, they protected the Real_democracy_is_difficult_in countries rights of individuals. Yet building real democracy was difficult in countries plagued by poverty and inequality. Competing ideologies. In the postwar era, various groups pressed for economic and social reforms. They included liberals, socialists, Details: students, labor leaders, peasant organizers, and eee Catholic priests and nuns. While differing over Various groups have pressed tor reforms ‘¢ how to achieve their goals, all wanted to modemize Latin America. These changes call improve conditions for the poor. Most called for schools, housing, health care, and. land for improved schools, housing, health care and reform, land reform. plagued by poverty and inequality.GLOBAL HISTORY IL GLOBAL ISSUES- Modernization/Tradition CONTENT GUIDE Conservative forces, however, resisted reforms that would undermine their power. Among those who supported the status quo were the military, the traditional landed aristocracy, and the growing business middle class. These elite groups were often allied to foreign investors and_-—_multinational corporations. Conflict between conservatives and reformers contributed to political instability in many nations, ANSWER KEYGLOBAL HISTORY II LATIN AMERICA: Roles of Social Causes GRAPHIC ORGANIZER e Graphic Organizers are representations that help to understand and organize information visually. Directions: _ Use the Word Bank below to fill in the correct title of each Latin American Social Class. LATIN AMERICAN SOCIAL CLASS HIERARCHY Spanish officials that governed the colonies (lite) © Owned most of the land ‘© Controlled Latin America politically and economically © People bom in Latin America of European parents © Educated and wealthy People of mixed Spanish, Indian, or African parentage * Had few political rights Laborers and townspeople Had little or no freedom © Uneducated PoorGLOBAL HISTORY Il ANSWER KEY LATIN AMERICA: Roles of Social Causes GRAPHIC ORGANIZER Graphic Organizers are representations that help to understand and organize information visually. Directions: Use the Word Bank below to fill in the correct title of each Latin American Social Class. LATIN AMERICAN SOCIAL CLASS HIERARCHY Peninsulares /e Spanish officials that ‘governed the colonies (elite) © Owned most of the land ‘© Controlled Latin America politically and economically Creoles © People bor in Latin America of European parents © Educated and wealthy Mestizos/Mulattos * People of mixed Spanish, Indian, or African parentage * Had few political rights * Laborers and townspeople ‘Native Americans and African © Had little or no freedom © Uneducated * Poor WORD BANK Creoles ‘Native Americans and African Slaves Mestizos/Mulattos PeninsularesGLOBAL HISTORY I GLOBAL ISSUES: Overview ANTICIPATION GUIDE “Anticipation Guides challenge your thinking, arouse your curiosity, and set a purpose for your learning. ‘After you leam about the topic, Anticipation Guides check your comprehension. Directions: Before learning about the topic, check (¥) those statements with which you agree. After learning about the topic, check (\/) those statements supported by your text, notes and learning. Pre- Post- Learning Learning 1. Overpopulation is a large problem in China. 2. Poverty is the lack of resources to meet the needs of a population. 3. Nuclear capability has led to many global conflicts. 4, Less developed nations have few problems. 5. The availability of water has created severe problems in many developing nations. 6. The environment needs to be preserved. 7, Hunger is a global problem. 8. Technology has only positive effects on the global community. 9. Advances in technology only help the super powers. 10. Energy conservation is necessary to improve and preserve the environment,GLOBAL HISTORY II ANSWER KEY GLOBAL ISSUES: Overview ANTICIPATION GUIDE Answers are student determined Anticipation Guides challenge your thinking, arouse your curiosity, and set a purpose for your leaming After you lear about the topic, Anticipation Guides check your comprehension. Directions: Before learning about the topic, check (V) those statements with which you agree. After learning about the topic, check (¥/) those statements supported by your text, notes and leaming.. Pre: Post- Learning Learning 1. Overpopulation is a large problem in China, 2. Poverty is the lack of resources to meet the needs of a population. 3. Nuclear capability has led to many global conflicts. 4. Less developed nations have few problems. 5. The availability of water has created severe problems in many developing nations. 6. The environment needs to be preserved. 7. Hunger is a global problem. 8. Technology has only positive effects on the global community. 9. Advances in technology only help the super powers. 10. Energy conservation is necessary to improve and preserve the environment.GLOBAL HISTORY IL GLOBAL ISSUES - World Hunger KWL KWL is an organization chart for students to list what they know (K), what they want to Team about a topic (W), and what they learned (L) about a topic. Direction Under the K, list words associated (that have to do) with hunger. Under W, list any information you wish to know about world hunger. Under L, write new information you have leamed about world hunger. (Know) Ww (Want to Know) (Learned)GLOBAL HISTORY IL GLOBAL ISSUES - World Hunger KWL ANSWER KEY KWL is an organization chart for students to list what they know (K), what they want to leam about a topic (W), and what they learned (L) about a topic. Direction: Under the K, list words associated (that have to do) with hunger. Under W, list any information you wish to know about world hunger. Under L, write new information you have learned about world hunger. (Know) Ww (Want to Know) L (Learned) Each day, many children die from hunger. . Only a few nations are able to produce more food than they need. . Hunger and famine are the result. of _over-population, inadequate natural resources and desertification. The African continent has experienced major famines. . In 1973 and 1984 there was wide-spread famine in . There were —_ worldwide fundraising efforts in the form of Live-Aid concerts. . International help has been provided by the United Nations and other relief organizations, such as CARI‘S[BOTUIDYD O1KOF Suaydsoune Tey ‘deo a1 re0d squTEANIOd auoydsoune Soxe ‘Aroyeatdsaa uo! sauoroey au0z0 INV THOM sited somo, vod Vv sou Busnes — SIP -sSuipping pue ‘puepuuey —‘sisazoy saeureg — tp ort Sutures paseajos axe yeu saseB ssonpodd sasnes oe] a om apg smnoquaaIH; Nivea dIOv 40 ‘mous “ures se ype 0} WIN}OY, TO “mozaq dey idaouoy arp arayduiod 01 mojoq yur PIOM ay esq, SUOHDDAIG iow b Jo TujuRaM yp puBIsIOpUn NOK djoy yey) Suonewasaidax o1ydeas ae sdepy ydaoueD SdVIW LddNOD Saassi TVa01D I ANOLSIH TVA019,‘S[eOTUAYD OFKOF ouaydsoune ‘deo a1 1200 syuEinjod aroydsoune soye| Aroyestdsas souorsey auiozo INV GHOM dyomod — <. a SouoWey -ssouyy Krowendsoi ‘Bdeo Sor Teyod spo. Buisne dxoydsounE oy) OVW pure ‘purjuney } poseojas axe yeup sosed soonporg so) soseUIEG Suquuem SHOGUSOUE sosne NIVEA IOV “xaKe] 30020 ou UI SIUEIATO sayy SsnOqUIIID 10 ‘mous “ure se YUE 0} LINIOY, ‘Seo o1KO} ‘mojaq deyy idaouoy atp aroyduros 07 mojaq ue p1oM\ ay asp) “SMONIOATG “prom v jo Sujuvau ayy puejsrapun nok diay yewp suoneiuosaidar sides ove Sd dso SdVIN L4dNOO sanssi'Iva019 ADD WAMSNV IL AYOLSIH ‘IVE019GLOBAL HISTORY II GLOBAL ISSUES FEATURE ANALYSIS Feature Analysis uses charts and grids to help you see relationships between important concepts. It helps you to understand the similarities and differences in related words and concepts. This strategy can be used as an organizer for writing, Directions: _ Read each statement below. Indicate with a check (V) whether the statement has a positive or negative effect on the world today. Strip mining provides ore needed for industry. Negative _| Strip mining causes soil erosion. Chemical fertilizers increase food production to meet the demands of a growing population. Chemical fertilizers poison the soil and water. Petroleum production creates jobs for a growing population and provides a source of energy for machines. Petroleum production causes pollution of oceans, lakes and rivers. ‘Nuclear energy produces cancer-causing waste. Nuclear energy is capable of meeting the demand for increased energy.GLOBAL HISTORY II GLOBAL ISSUES FEATURE ANALYSIS ANSWER KEY used as an organizer for writing. Feature Analysis uses charts and grids to help you see relationships between important concepts. Tt helps you to understand the similarities and differences in related words and concepts. This strategy can be Directions: Read each statement below. Indicate with a check (v) whether the statement has a positive or negative effect on the world today. STATEMENT Strip mining provides ore needed for industry. Negative Strip mining causes soil erosion. Vv Chemical fertilizers increase food production to meet the demands of a growing population. Chemical fertilizers poison the soil and water. v Petroleum production creates jobs for a growing population and provides a source of energy for machines. Petroleum production causes pollution of oceans, lakes and rivers. v ‘Nuclear energy produces cancer-causing waste. Vv ‘Nuclear energy is capable of meeting the demand for increased energy.GLOBAL HISTORY II GLOBAL ISSUES - Endangered Species THESIS / PROOF This is an organizational system that teaches you how to support an argument with evidence. It provides a structure that will help you organize your thinking, writing, brainstorming and other classroom discussions. Directions: Read the two statements below. Support each statement with details from your readings and your classroom notes. Evaluate the details. Then write a summary paragraph expressing your opinion, and your reasons for it. Thesis Proofs Sudden changes to the environment threaten the survival of an entire species. Thesis Proofs ‘Human changes to the land have endangered animal species throughout the world. Use the checklist to edit and proofread your summary paragraph: Is the statement of my opinion clear? Are my reasons and facts accurate? Have I supported my opinion with specific reasons and facts? Do my sentences make sense?GLOBAL HISTORY II GLOBAL ISSUES - Endangered Species THESIS / PROOF ANSWER KEY This is an organizational system that teaches you how to support an argument with evidence, It provides a structure that will help you organize your thinking, writing, brainstorming and other classroom discussions. Directions: and your classroom notes. Read the two statements below. Support each statement with details from your readings Evaluate the details Then write a summary paragraph ‘expressing your opinion, and your reasons for it. Thesis Proofs ‘Sudden changes to the environment threaten the survival of an entire species. T. Tn the 1500°s, the Dutch and Portuguese introduced animals from Europe that ate dodo eggs. Within 200 years, the dodo was extinct. Environmental changes have endangered the Galapagos penguin. Thesis Proofs Human changes to the land have endangered animal species throughout the world. ‘Animals such as the tiger in India and the elephant in Africa have been hunted almost to extinction because of the market for skins and ivory. Nets used by the tuna fishing industry have endangered dolphins. Use the checklist to edit and proofread your summary paragraph: Is the statement of my opinion clear? Are my reasons and facts accurate? Have I supported my opinion with specific reasons and facts? Do my sentences make sense?GLOBAL HISTORY I GLOBAL ISSUES - Modernization/Tradition THESIS / PROOF This is an organizational system that teaches you how to support an argument with evidence. It provides a structure that will help you organize your thinking, writing, brainstorming and other classroom discussions. Directions: Read the two statements below. Support each statement with details from your readings and your classroom notes. Evaluate the details. Then write a summary paragraph expressing your opinion and your reasons for it. Thesis Proofs The migration from rural to urban areas upset the traditional social structure in India. Thesis Proofs The changing governmental structure clashed with old economic patterns in China. Use the checklist to edit and proofread your summary paragraph: Is the statement of my opinion clear? Are my reasons and facts accurate? Have I supported my opinion with specific reasons and facts? Do my sentences make sense?GLOBAL HISTORY II ANSWER KEY GLOBAL ISSUES - Modernization/Tradition THESIS / PROOF This is an organizational system that teaches you how to support an argument with evidence. It provides a structure that will help you organize your thinking, writing, brainstorming and other classroom discussions. Directions: Read the two statements below. Support each statement with details from your readings and your classroom notes. Evaluate the details. ‘Then write a summary paragraph expressing your opinion and your reasons for it. Thesis Proofs ‘The migration from rural to urban areas upset the | 1. British emphasis upon equal _ education, traditional social structure in India. including the right of untouchables to attend school, has broken down the caste system. 2. The movement of people from rural areas to cities has tended to break down restrictions imposed by the caste system. Thesis Proofs The changing governmental structure clashed with | 1. Under the first five-year plan, the goverment old economic pattems in China. tured privately owned land into cooperatives. 2. Mao reorganized cooperatives into communes and family members no longer lived together. 3. Peasants resented the loss of their lands and the disruption of family life. Use the checklist to edit and proofread your summary paragraph: Is the statement of my opinion clear? ‘Are my reasons and facts accurate? Have I supported my opinion with specific reasons and facts? Do my sentences make sense?GLOBAL HISTORY Il POPULATION PRESSURES AND POVERTY e CARTOON Cartoon interpretations help you to organize information visually. Look at the cartoon below and list some of the main concerns that are affecting the world. What are the concerns depicted in this cartoon? 1 2. Select one concem that you listed. Discuss why it is a concem. Talk about how it affected at least two countries other than the United States.GLOBAL HISTORY II ANSWER SHEET POPULATION PRESSURES AND POVERTY CARTOON Cartoon interpretations help you to organize information visually. Look at the cartoon below and list some of the main concerns that are affecting the world. ‘What are the concerns depicted in this cartoon? 1. overpopulation 2. global trade 3. world hunger 4. energy shortages 5. environmental pollution 6. gap between rich and poor nations Select one concem that you listed. Discuss why it is a concern. Talk about how it affected at least two countries other than the United States.GLOBAL HISTORY II JAPAN - TRADE POLITICAL CARTOON @ aa interpretations help you to organize information visually. Directions: Study the cartoon above, then answer the questions. 1. What does the small door in the wall that has imports on top of it symbolize? 2. Why does the large wall have exports at the top? 3. Why is the ship larger than the small import door? 4. What does the lock on the wall symbolize? 5. Why is the anchor up? 6. Why doesn’t Japan let the large ship in? e 7. What is the main idea of this cartoon?GLOBAL HISTORY II ANSWER SHEET JAPAN - TRADE POLITICAL CARTOON Cartoon interpretations help you to organize information visually. ections: Study the cartoon above, then answer the questions. 1. What does the small door in the wall that has imports on top of it symbolize? The small door indicates that only a small amount of goods are imported to Japan. 2. Why does the large wall have exports at the top? Japan exports all kinds of goods. 3. Why is the ship larger than the small import door? The ship is holding all kinds of goods and consumables. 4. What does the lock on the wall symbolize? Japan is locked up when it comes to bringing in foreign goods. 5. Why is the anchor up? The ship is not anchored because Japan won't let them unload their goods. 6. Why doesn’t Japan let the large ship in? Japan is very strict about not importing goods made outside of Japan. 7. What is the main idea of this cartoon? 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I AMOLSIH TVAO19aBy aoeds PUT ONL, ABojougaay waIPIW, wonnjoay sonduIOD om, oR NIOAdy W9IH aL, ‘ABojoUYoO} sip 105 papacy st Aauow Jo unowe snopuauasy, UINVa USVaHd ~ SUOMESTUNLTLOD 2PIMPHOM PU TOUTE seooi0y ‘Bulddeus 10y pasn sor|o1eg yureg oup ojaito sojunys soedg ay aoeds an, “sun ZIMBIO juowusono8 pure suoresodi09 ‘sqenprarput ajdduo ueo sosnat, -ayqeyseae. st uoreuuoyur yeuosiad yoru oo, a1aeILEAE uoHeULOJU! Jo jNoWE snopuaUtas, squawtuonod pure sjooyss ‘sassoutsng ‘spenprarput yur] yeY) lowjou 1ondwo Sumas y yous9 Uy ay, “suaUny |[PUUS no s90u0} 1809 YBIEL “syeoquiayp snoraduep pue A11s09 soumnbay ‘puey Alay pul pur] PHA WAN) We sronpoid pooy mou sdojaaaq uuonionpord pooy sasearouy woRNjoAay W9245 ay, oie au Jo area pue apt] Jo Anenb jo stua]qosd mou quosorg “wioyy puoyge eo ow ajdoad pur suoneu o1 Kjuo aigerreay ABojouyaay. "ywouidibs pioyje ues oy asoup 0} Kuo aIgeLIEAY iq “adoad sur sgof mou soywa1), SLINSTY AALLVDAN “uunjoo yoo1109 ouput Hf aaeyd pue AzoBoye9 ayeudoudde oy) Jas ‘mojIq AUREL ase OMp Bus SLINSAA AALLISOd uonnjosay sayndwoy au, | XASOTONHOAL AO SAdAL | ESTOS “suoo pu soid se yons Sonbiuysoy ayenSHI|L O} pasn are \seNNUOD ue aredIOD se Yons sidsou0D AGM WIMSNV LSVULNOD ONY FVdWOD NOLLVZIMODALVD ABojouypaL - SANSSI ‘IVOTD IL AYOLSIH IWA019GLOBAL HISTORY IL GLOBAL ISSUES CONCEPT MAP ‘Concept Maps are graphic representations that help you understand the meaning of the word. Directions: _ Use the Word Bank to complete the Concept Map below. WORD BAN] Polar ice caps toxic chemicals power plants atmosphere ‘ozone atmospheric respiratory precipitation pollutants Factories + | Produce gases that are released into the causing illness. return to Earth as snow, rain or hail. damages forests, lakes, farmland and buildings Greenhouse Effect thin the layer. Causes warming melts,GLOBAL HISTORY II ANSWER KEY GLOBAL ISSUES CONCEPT MAP Concept Maps are graphic representations that help you understand the meaning of the word. Directions: Use the Word Bank to complete the Concept Map below. Acid Rain Factories + Power Plants Produce gases that are Greenhouse Effect released into the atmosphere WORD BANK causing respiratory illness. Polar ice caps Pollutants thin the toxic chemicals ozone layer. power plants atmosphere | ozone atmospheric toxic chemicals respiratory return to Earth as snow, rain Causes precipitation or hail atmospheric pollutants | warming Precipit ‘melts polar ice damages forests, lakes, s farmland and buildings sapsGLOBAL HISTORY IT GLOBAL ISSUES FRAYER MODEL ‘Words take on meaning as they relate to other words. Categorization is a technique in which you group words according to a common concept. Directions: From the Word Bank below, choose the country that best describes the other word(s) and write it in the blank circles muclear waste cancer-exposure 10 Bhopal 1984 deadly radiation (C o> 1986 ‘Chernobyl pesticide leak’ hs 3600 killed 00,000 injured oil spill Threat to marine life 1989 Ne, Alaska WORD BANK India United States Soviet UnionGLOBAL HISTORY IL GLOBAL ISSUES FRAYER MODEL ANSWER KEY Words take on meaning as they relate fo other words. Categorization is a technique in whieh you group words according to a common concept, Directions: From the Word Bank below, choose the country that best describes the other word(s) and write it in the blank circles nuclear waste (me Union ‘cancer-exposure to Bhopal deadly radiation (vse 1984 1986 ‘Chernobyl pesticide teat ok 3600 killed 00,000 injured oil spill threat to marine life (criea 1989 \ sas] ‘Alaska WORD BANK India United States Soviet UnionGLOBAL HISTORY II GLOBAL ISSUES - Over-population, Pollution, Deforestation, Literacy QaD QAD: Question, Answer, Detail is a technique used for development of comprehension and summarization of important information. QAD Model Question Answer Detail information being asked main idea supporting detail Directions: Using your textbook and review book, complete the answer and details portion of the organizer. 7 How do countries solve the problem of over-population?3, How do countries solve the problem of pollution? 4. What is deforestation and how does the global community solve _ this problem? 3. In developing nations, how do countries improve their literacy rates?GLOBAL HISTORY IL ANSWER KEY GLOBAL ISSUES - Over-population, Pollution, Deforestation, Literacy QaD QAD: Question, Answer, Detail is a technique used for development of comprehension and summarization of important information. QAD Model Question information being asked Answer Detail supporting detail Directions: Using your textbook and review book, complete organizer. T. How do countries solve the problem of over-population? ‘Many countries use different techniques to slow population growth. the answer and details portion of the China - the one-child policy szives parents incentives to it their offspring to one child. India - the government encourages family planning by teaching birth control methods. Mother Teresa founded the Missionaries of Charity to aid the urban poor. 2. What are the effects of over- population? Tteauses a cycle of disease and poverty. Tndia’s population has almost tripled since independence Itis very difficult to provide food, shelter, jobs, medical care and education to the growing number of people living in India. ‘The Green Revolution eliminated agricultural jobs. The lack of proper sanitation and water led to disease.3. How do countries solve the problem of pollution? “Many countries use the strategy of preserving and protecting the environment. In Rio Conference, Brazil, 1992, 178 nations met to discuss environmental problems at the Earth Summit In Kyoto, Japan, an international conference on global warming was held. Many countries are trying to find alternative sources of energy, . UN Summit meeting, 1997, set limits on types of emissions that are considered causes of air pollution. 4. What is deforestation and how does the global community solve this problem? Deforestation is the destruction of forests usually caused by the development of a nation’s business. The world is losing an estimated number of more than 50 million acres of tropical forests each year. Brazil, India and Indonesia are losing their forests at the highest rate. . Reforestation is the planting of new trees. Nations are educating farmers about soil erosion. . Restricting cattle-grazing is practiced in many areas. Tn developing nations, how do countries improve their literacy rates? Tn order to progress economically and socially, a country needs to educate the population. Literacy directly impacts a nation’s progress. ~ Nations of the world require an education through at least age 14.GLOBAL HISTORY II TOTALITARIANISM INTERPRETING CHARTS Charts help you organize and understand information visually. PATTERNS OF CHANGE: Totalitarianism Key Traits Description 1. Dictatorship and «Exercises absolute authority ‘One-Party Rule +__Dominates the government ‘Dynamic Leader Helps unile people toward meeting shared goals or realizing a ‘common vision Encourages people to devote their unconditional loyalty and uncritical support to the regime Becomes a symbol of the government Jusiifies government actions Glories the aims of the state Ideology (Set of beliefs) ‘State Control Over All Sectors of Societ ‘State Control Over the Individual > education othe arts ‘Demands total obedience to authority and personal sacrifice for the good of the state Denies basic liberties Relies on mass communication, such as radios, newsreels, and loudspeakers, to spread propaganda = Builds up advanced military weapons = Uses force, such as police terror, to crush all opposition * Targets certain groups, such as national minorities and political opponents, as enemies SKILLBUILDER: Interpreting Charts 1. Based on the chart, write a well-developed essay. Be sure to include an introduction, body, and conclusion. housing Dependence on Modem Technology ‘Organized Violence. Helpful Hints: I. Introduction - First Paragraph ‘A. Discuss what totalitarianism is, using Key Traits and Description from box #1 IL. Body - Second Paragraph ‘A. Discuss one key trait and one description from any of the boxes, 2 through 7. ITI. Body - Third Paragraph ‘A. Discuss a second key trait and description from any of the boxes, 2 through 7. IV. Body - Fourth Paragraph A. Discuss how your life would change if our government was a totalitarian government. V. Conclusion: Tie together what you already wrote. For example: A. Life would be different under totalitarianism because . ..GLOBAL HISTORY AND GEOGRAPHY II SCIENTIFIC AND TECHNOLOGICAL ADVANCES PREDICTIONS - ESSAYS Predictions take on meaning when they are related to historical facts. Some social scientists have made predictions about the future of the world. Look at the list below. Predictions Agricultural technology will make it possible to produce enough food to {eed the world’s people. Population growth will continue to increase at an alarming rate. The gap between developed and developing nations will increase. Industrial pollution will be eliminated in most industrialized nations. ‘A new source of energy will solve the world’s energy crisis. A cure will be found to contain the spread of AIDS. The countries of the world will continue to grow more interdependent, Select two predictions from the above list. Using your knowledge of Global History and geography, explain why you believe the prediction will or will not occur. Pick two countries other than the United States. Use specific historical events. For example, some issues you might consider are: 1. deserts and irrigation 2. population growth and government policy governing it 3. oil reserves; are they limited or unlimitedGLOBAL HISTORY II INTERPRETING DATA FOR DOCUMENT-BASED QUESTIONING DIAGRAMS e Diagrams help you organize and understand information visually Directions: Use the diagram below and your knowledge of Global History to answer the questions that follow. Less powerful lords eaR9 Knights AATTAVRTRUEENNNEETENET 1. What type of governing system is represented by the diagram? 2. According to the diagram, who was at the top of this society? 3. Who does it appear did all of the work in this society? 4. Which group represented in the diagram do you think protected the people of this society? 5. Who actually held the most power under this system? 6. Why did this system of government develop?GLOBAL HISTORY Il ANSWER SHEET INTERPRETING DATA FOR DOCUMENT-BASED QUESTIONING DIAGRAMS Diagrams help you organize and understand information visually Directions: Use the diagram below and your knowledge of Global History to answer the questions that follow. \ Less powerful lords Knights 1. What type of governing system is represented by the diagram? Feudalism 2. According to the diagram, who was at the top of this society? King 3. Who does it appear did all of the work in this society? Serfs 4. Which group represented in the diagram do you think protected the people of this society? Knights 5. Who actually held the most power under this system? Lords 6. Why did this system of government develop? With the fall of the Roman Empire and its strict system ‘of law and justice came a time period known as the Middle Ages. Because there were no strong central governments, violence became widespread. Feudalism developed as a response to this widespread violence. People moved to a lord's manor to work in exchange for the protection of his knights.GLOBAL HISTORY AND GEOGRAPHY IT INTERPRETING DATA FOR DOCUMENT-BASED QUESTIONING GRAPHIC AIDS - DIAGRAM A diagram helps you to understand and organize information visually. Use the diagram to answer the questions that follow. ‘The Mandate of Heaven enerations 90 By. New dynasty become, nN, New pynasty © OLDDYNASTY brings peace «taxes people too m ils roads and cana, TY * stops protecting people ives land to peasants THE DYNASTY CYCLE oer roo aun + protec ‘treats people unfair PROBLEMS foots eatkes 4 @ New dynasty peasans reat ld dynasty claims Mandate See eee elindate of Heaven ee of Heaven 1. According to the diagram, why would New Dynasties be accepted by the people? 2. According to the diagram, what does a New Dynasty eventually become?GLOBAL HISTORY AND GEOGRAPHY II INTERPRETING DATA FOR DOCUMENT-BASED QUESTIONING GRAPHIC AIDS - DIAGRAM. 3. According to the diagram, what happens to an Old Dynasty when it begins to tax too much, stops protecting its people, treats people unfairly, and lets things fall apart? 4, According to the diagram, what will eventually replace an Old Dynasty when problems begin to occur? 5. How does the Dynastic Cycle help explain the concept of the Mandate of Heaven?GLOBAL HISTORY AND GEOGRAPHY II ANSWER SHEET INTERPRETING DATA FOR DOCUMENT-BASED QUESTIONING GRAPHIC AIDS - DIAGRAM ‘A diagram helps you to understand and organize information visually. Directions: Use the diagram to answer the questions that follow. ‘The Mandate of Heaven ations 90 BY. New dmasty becomes NEW DYNASTY ~ > Cee oy * brings peace ‘taxes people to {baits roads and carats, THE DYNASTY CYCLE «ss protecting prone «gives land to peasants ‘het roads and wal fll part * protects people ‘ats people unaity PROBLEMS 4 4 eds eorbstes Rote New dynasty ‘peasants inctintne OE Soe, fect of Heaven of Heaven 1. According to the diagram, why would New Dynasties be accepted by the people? ‘New Dynasties would be accepted by the people because it brings peace, builds roads and canals, gives land to peasants, protects people. 2. According to the diagram, what does a New Dynasty eventually become? A New Dynasty eventually becomes an Old Dynasty. 3. According to the diagram, what happens to an Old Dynasty when it begins to tax too much, stops protecting its people, treats people unfairly, and lets things fall apart? It loses the Mandate of Heaven.GLOBAL HISTORY AND GEOGRAPHY IL ANSWER SHEET INTERPRETING DATA FOR DOCUMENT-BASED QUESTIONING GRAPHIC AIDS - DIAGRAM 4, According to the diagram, what will eventually replace an Old Dynasty when problems begin to occur? ‘A New Dynasty 5. How does the Dynastic Cycle help explain the concept of the Mandate of Heaven? The Mandate of Heaven means that right to rule comes from the heavens. If you are a good ruling dynasty, heaven will support your right to rule and the people will follow you. If you begin to rule poorly, heaven will withdraw its support and the people have the right to change ruling families,GLOBAL STUDIES It QUESTION-ANSWER RELATIONSHIPS Q.A.R. CHART Where Are Answers To Questions Found? In the text: Right There! ‘The answer is in the text. The words used in the question and words used for the answer can usually be found in the same sentence. Or ‘Think and Search! ‘The answer is in the text but the words used in the Question and those used for an answer would not be in the same sentence. You need to think a lot about the sentences before you can answer the question. or On Your Own The text got you thinking, but the answer is inside your head. So think about it and use what you know already to answer the questions.GLOBAL STUDIES II QUESTION-ANSWER RELATIONSHIPS Q.A.R. CHART Right There! These questions have answers that are “right there” in your text. Just use some of the important words in the question to help you find the answer. Think and Search! ‘The answer is in the textbook, but a little harder to find. You would never find the words in the ‘question and words in the answer in the same sentence, but would have to “Think and Search” for the answer. On My Own The answer won't be told by words in the textbook. ‘You must find the answer in your head. Think. “I have to answer this question On My Own, the textbook won't be much help.”GLOBAL HISTORY ID INDUSTRIAL REVOLUTION CATEGORIZATION ‘Words take on meanings as they relate to other words. Categorization is a technique in which you group words according to a common concept. Exclusion is a technique in which you identify a word (or group of words) that is not related to the other words. Read the groups of words below. One does not mean the same as the others. Cross out the word that does not belong. Directions: 1. enclosure 4, manufacturing plant fenced in handmade limitless plant encircled factory 2, business manager 5. absence of regulation entrepreneur interference worker hands off organizer laissez faire 3. unity 6. scientific farming group of workers crop rotation. union fallow field division alternating plants