02 World History BLMs

World History
Unit 1, Activity 1, Parallel Timelines
Events for the Parallel Timelines

World Areas Africa and the Near East Ancient Times Lower and Upper Egypt united under Menes Pyramids of the Old Kingdom New Kingdom of Egypt Moses and the Israelites Punic Wars Queen Hatsheput King Tutankhamen King Solomon Rosetta Stone Christianity founded Olmecs Stone heads Mayan Civilization Hohokamin in Arizona Middle Ages Kingdom of Ghana Muslim Empire of Mali Mansa Musa hajj to Mecca Fatimid Dynasty in Egypt Kingdom of Songhai Justinians Code Great Schism of the Church
The Americas
Asia
Sumerian Civilization Indus Valley Civilization Hammurabis Code Cuneiform Silk Road Hinduism founded Shi Huangdis Tomb Buddhism founded Confucius Great Wall of China Minoans in Crete Trojan War Rome established Roman Republic established Alexander the Great Pax Romana ends
Anasazi Pueblos Toltecs conquer Mexico Mississippi Mound Builders Aztecs establish Tenochtitlan Inca Empire under Pachocuti Columbus lands in Americas Pizarro conquers Incas Buddhism in Japan Tang Dynasty-Classical Age of China Muhammed founded Islam Kamakura Shogunate Seljuk Turks seize Baghdad Mongols capture Baghdad Mongols begin Yuan dynasty in China Choson Dynasty in Korea Battle of Tours Charlemange as Holy Roman Emperor Viking raids of Europe Battle of Hastings First Crusade for Holy Lands Magna Carta End of the Crusades Black Death Hundred Years War
Europe
Blackline Masters, World History Louisiana Comprehensive Curriculum, Revised 2008
Page 1
Unit 1, Activity 2, Renaissance Split-Page Notetaking Guide Renaissance Split-Page Notetaking Guide
Five Main Societal Areas
Perceived Characteristics of the Renaissance Based on Primary and Secondary Sources
Religion
Art
Economics
Social Classes
Government
Page 2
Unit 1, Activity 3, Renaissance and Reformation Vocabulary Chart Renaissance and Reformation Vocabulary Chart
Word
Renaissance Humanism Secular Fresco Vernacular Reformation Christian Humanism Salvation Indulgence Reformation Predestination Annulled Theocracy Counter Reformation + Example Definition
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Unit 1, Activity 4, Renaissance Personalities Data Chart Renaissance Personalities Data Chart
Renaissance Personality Place Area of Contribution Name of Work Significance Year
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Unit 1, Activity 7, Scientific Revolution Personalities Scientific Revolution Personalities

Personality Native Origin Area of Contribution Scientific Discovery Published Works
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Unit 1, Specific Assessments, Activities 4, 5, 7, or 8, Sample PowerPoint Rubric Sample PowerPoint Rubric
Superstar 4
Required Elements Points__4_ Content Points _28__ The presentation contains all required elements outlined on project sheet. The information is accurate and comes from at least one primary source. Fonts are easy-toread and point size varies appropriately for text and headlines. Use of italics, bold, and indentations enhances the readability. The layout is pleasing to the eye and has appropriate use of headings and subheadings. All sources of information are properly cited. Graphics, sound, and/or animation, using proper size and resolutions, enhance the content of the presentation. At least one original image is used. The text is written with no errors in grammar, punctuation, capitalization, or spelling.
Good 3
The presentation is missing one or two required elements. Some of the information does not fit the project but primary source is used. Most of the fonts are easy-to-read, but in a few places the use of fonts, bold, italics, long paragraphs, color, or busy backgrounds affect readability. The layout uses vertical and horizontal white space appropriately. Most information is cited but some pictures, graphics, and photos lack citation. Some of the graphics, sound, and/or animations seem to be unrelated to the content theme and contribute(s) little enhancement to the concepts. The text is written with no more than two errors in grammar, punctuation, capitalization, or spelling.
Average 2
The presentation is missing three required elements. At least one bit of information is inaccurate and primary sources were not used. Overall readability is difficult because of lengthy paragraphs, too many different fonts, backgrounds, overuse of italics and bold. The layout has some structure but appears cluttered or too busy. More than half the information has no citations in the presentation. Many of the graphics, sound, and/or animations are unrelated to the content or concepts.
Poor 1
The presentation is missing four or more elements. Some information is inaccurate and no primary sources are used. The text is extremely difficult to read with long blocks of text, small point size of fonts, and inappropriate contrast of colors.
Weight
x 1
x 7
Text Elements Points __8__
x2
Layout Points _2___
Citations Points __4__ Graphics, Sound, Animation Points __4_
The layout is cluttered, confusing, and does not use spacing and headings to enhance readability. There are no citations for information, graphics, pictures, and photos. Graphics, sound, and/or animation are unrelated to the content and do not enhance understanding or are missing. There are four or more errors in grammar, punctuation, capitalization, or spelling.
x .5
x1
x1
Writing Mechanics Points __4__
The text is written with no more than three errors in grammar, punctuation, capitalization, or spelling.
x1
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Unit 1, Specific Assessment, Activity 5, Sample Oral Presentation Rubric Sample Oral Presentation Rubric
4 All three Group members Participation assist one Points __8__ another throughout the presentation. Student Subject demonstrates Knowledge full knowledge of Points _20_ material and elaborates on the answers. Student maintains eye contact with audience and Points __4__ seldom returns to notes. The student uses a clear Elocution voice and correctly Points __4__ pronounces terms so that all the audience hears the presentation. Eye Contact 3 All three members present information. 2 Two members of the group present the information. 1 Only one member of the group presents the information. Weight x 2
Student is comfortable with information, but fails to elaborate on questions. Student maintains eye contact most of the time, but still reads notes.
The students voice is clear and pronounces most words correctly. Most members of the audience can hear presentation. The The Length presentation is presentation is of within two within three Presentation minutes of the minutes of allotted time allotted time Points __4__ +/-. +/-.
Student appears uncomfortable with information and can only answer basic questions. Student occasionally uses eye contact, but reads most of the information. The students voice is low, incorrectly pronounces terms, and audience in back of class has difficulty hearing the presentation. The presentation is within four minutes of the allotted time +/-.
Student does not have a grasp of the information and cannot answer questions. Student reads all of the presentation and has no eye contact with audience. The student mumbles, mispronounces terms, and speaks too softly for students in the back of class to hear.
x 5
x 1
x 1
The presentation is too long or too short; six or more minutes above or below allotted time.
x 1
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Unit 2, Activity 1, Split-Page Notetaking Guide: TV Commentary Split-Page Notetaking Guide: TV Commentary
City, Country Demographics:
Economics:
Political structure:
Religion:
Social trends:
City, Country
Demographics:
Economics:
Political structure:
Religion:
Social trends:
Page 8
Unit 2, Activity 5, Explorers Chart Explorers Chart

Name of Explorer Year(s) Nationality Sailed for this country Area(s) Claimed Reason Behind Exploration
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Unit 2, Activity 5, Explorers Chart with Answers Explorers Chart with Answers
Name of Explorer Year(s) Nationality/Sailed for this country Area(s) Claimed Reason Behind Exploration
Bartholomeu Dias Christopher Columbus Amerigo Vespucci John Cabot Vasco da Gama Vasco de Balboa Juan Ponce de Leon Hernando Cortez Ferdinand Magellan Giovanni da Verranzano Francisco Pizarro Jacques Cartier Hernando DeSoto Francisco Coronado Samuel de Champlain Henry Hudson Robert LaSalle
1487-88 1492-1504 1497-1503 1497-98 1498 1513 1513 1519-21 1520 1523 1523-35 1534-42 1539-41 1540-42 1603-1616 1609-11 1682
Portuguese Italian/ Spain Italian/Spain and Portugal Italian/ France Portuguese Spanish Spanish Spanish Portuguese/Spain Italian/France Spanish French Spanish Spanish French English/Dutch East India Company French
First European to round the Cape of Good Hope West Indies/Caribbean Islands Sailed to West Indies and South America Newfoundland, Nova Scotia, and Labrador First to travel to India around Africa Led expedition and found Pacific Ocean Florida Mexico Strait of Magellan, California New York Bay and Narrangasett Bay Peru St. Lawrence River American Southeast and Mississippi River American Southwest St. Lawrence River to Lake Champlain Hudson Strait Great Lakes, Mississippi River and Gulf of Mexico
Searching for water route to India Searching for shorter route to India Exploration of new continents Searching for a Northwest Passage to India Searching for water route to India for trade Exploration of New World Looking for the Fountain of Youth in Florida Conquered Aztecs in Mexico Commanded first globe circling voyage Searched for Northwest Passage Conquered Incas of Peru Conquer new lands for France Exploring New World for Spain Explored New World in search for gold Explored North America for France Claimed Hudson River area for the Dutch Claimed lands for France
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Unit 2, Activity 5, Explorers Chart with Answers
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Unit 2, Activity 9, Colonization Chart Colonization Chart

European Country Spain Areas Colonized Purpose of Colonization Political: Consequences
Social:
Economic: France Political:
Social:
Economic: England Political :
Social:
Economic:
Amsterdam
Political: Social: Economic:
Portugal
Political: Social: Economic:
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Unit 2, Activity 9, Colonization Chart with Answers Colonization Chart with Answers
European Country Spain Areas Colonized North/ South America Caribbean Purpose of Colonization Self-sustaining colonies Convert natives to Christianity Expand absolute power of the monarchy Acquire gold and precious metals Agricultural wealth made colonization less attractive to French citizens Controlled territory for raw materials supplied by native peoples Tropical areas developed a plantation economy in sugar and cotton Enclosure movement made it easy to attract settlers to the New World Joint-stock companies combined adventurers, settlers and profits Colonies supplied raw materials for emerging factory systems During the 17th century Amsterdam emerged as the center of European commerce and banking. Exploration was for the purpose of trade and financial growth. Searching for a faster route to India and Indonesia to profit from the spice trade. Prince Henry the Navigator promoted exploration. Consequences Political: Continued dominance by the Church-Inquisition; colonies failed to benefit from changes taking place in Europe and English colonies. Social: No development of middle class at home or in colonies; rigid social class system Economic: Gold flooded Spain creating inflation in 1550 Political: Always more interested in politics on the continent, involvement in wars cost them most of their colonies Louisiana, Haiti, Canada Social: French respected the Native Americans, often marrying their women and assimilating into their culture; successful colony in Quebec, but few overall. Economic: Established fishing settlements that fed the nation; fortified the St. Lawrence in support of the fur trade. Political: Rights of Englishmen made colonists increasingly independent. Social: Mobility between classes became increasingly based upon wealth instead of birth. Economic: Successful colonization became an important element of trade cotton and tobacco; colonies competed with the Mother Country and opposed mercantilism. Political: Government defined by charter of the Dutch East India Company Social: Slave societies Economic: New form of business organization called a joint-stock company was established Dutch West India Company-United East India Company Political: First global empire where natives were ruled by appointed officials Social: Slave societies Economic: Being the first Europeans to reach India by sailing around Africa resulted in Portugal becoming one of the richest and most powerful nations of Europe Page 13
France
Louisiana Haiti Canada
England
North America India Indonesia Australia
Amsterdam
North/South America Southeast Asia
Portugal
Caribbean Africa India Indonesia South America
Unit 3, Activity 2, Absolute Monarchy Split-Page Notetaking

Absolute Monarchy Split-Page Notetaking Guide
Philosopher and Published Literary Work
Impact of Philosophy upon Absolute Monarchies
Prussia Bossuets Divine Right of Kings Russia
Power is from God and therefore absolute. Authority should not be questioned. Kings Spain should rule with fairness and wisdom, but if they dont they should still be obeyed.
Prussia Machiavelli s The Prince

The absolute power of a king depends upon the kings ability to do whatever it takes to maintain that power. The ends justify the means.
Russia
Spain
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Unit 3, Activity 3, Enlightened Despots

Enlightened Despots Characteristics How did the monarch centralize power? Louis XIV of France Frederick the Great of Prussia Peter the Great of Russia
How did he react to the notion of natural rights of man?
What was the plight of the peasants?
What kind of power did the nobility have under his reign?
How did he exploit the church and religion?
How did he make use of military power?
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Unit 3, Activity 4, Early Modern Revolutions Process Guide

Early Modern Revolutions Process Guide Glorious Revolution When and where the revolution took place: Causes of the revolution: Name at least one document that impacted the onset of the revolution: At least three significant events of the revolution: Effects of the revolution on the British government and its people: Impact of the revolution on world political development: American Revolution When and where the revolution took place: Causes of the revolution: Name at least one document that impacted the onset of the revolution: At least three significant events of the revolution: Effects of the revolution on the American government and its people: Impact of the revolution on world political development: French Revolution When and where the revolution took place: Causes of the revolution: Name at least one document that impacted the onset of the revolution: At least three significant events of the revolution: Effects of the revolution on the French government and its people: Impact of the revolution on world political development:
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Unit 3, Activity 4, Sample Comparison Essay Rubric

Sample Comparison Essay Rubric
Criteria:
1. Purpose of the essay is clearly expressed in the thesis statement. 2. Similarities and differences are easily distinguished in the essay. 3. The essay offers enough details to support the thesis statement.
4. The essay has a strong conclusion that reinforces the main idea of the essay. 5. Sentences are clear and concise.
6. Sentences are free from errors in usage, punctuation, and spelling.
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Unit 4, Activity 2, Vocabulary Cards-Group Assignments Vocabulary Cards-Group Assignments Group 1

Enclosure Movement Bills of exchange Flying shuttle Mass production Laissez-faire economics
Group 4
Four-crop field rotation Stock exchange Steam engine Capitalism Cottage industry
Group 2
Selective breeding Double-entry bookkeeping Power loom Factory town Feudalism Seed drill Spinning jenny
Group 5
Interchangeable parts Socialism Factors of production
Group 3
Mechanization Joint-stock company Factory system Entrepreneurs Labor unions Banking system Spinning frame Assembly line Communism Urbanization
Group 6
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Unit 4, Activity 3, Inventions of the Industrial Revolution Inventions of the Industrial Revolution
Date Invention Inventor/Country Purpose Impact of Invention
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Unit 4, Activity 6, Economic Systems Word Grid Economic Systems Word Grid
Directions: Place a yes or no in each column in response to the key features of each economic system. Key Features Privately-owned means of production State-owned means of production Collective ownership of means of production Prices set by market (buyers and sellers) Prices set by government Market governs production Central planning governs production Voluntary exchange of goods and services Government-controlled exchange of goods and services (rationing) Goods and services shared according to need Classless economic society Societal classes based on wealth Profit incentives for entrepreneurs Representative democracy is usual form of government Totalitarianism is usual form of government Pure democracy is usual form of government Capitalism Mixed Economy Socialism Communism
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Unit 4, Activity 6, Economic Systems Word Grid with Answers Economic Systems Word Grid with Answers
Directions: Place a yes or no in each column in response to the key features of each economic system. Key Features Privately-owned means of production State-owned means of production Collective ownership of means of production Prices set by market (buyers and sellers) Prices set by government Market governs production Central planning governs production Voluntary exchange of goods and services Government-controlled exchange of goods and services (rationing) Goods and services shared according to need Classless economic society Societal classes based on wealth Profit incentives for entrepreneurs Representative democracy is usual form of government Totalitarianism is usual form of government Pure democracy is usual form of government Capitalism Yes No No Yes No Yes No Yes No No No Yes Yes Yes No No Mixed Economy Yes Yes No Yes No Yes No Yes No No No Yes Yes Yes No No Socialism Communism No Yes No No Yes No Yes No Yes No No No No No Yes No No No Yes No No No No Yes No Yes Yes No No No No Yes
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Unit 5, Activity 1, Reaction and Revolution BLM Reaction and Revolution BLM
Reaction and Revolution in 19th Century Europe Significant Events and Important Facts and Impact on 19th Century Europe Ideologies Prince Metternich and the Congress of Vienna Concert of Europe and the principle of intervention Forces of conservatism in 19th century Europe Forces of liberalism in 19th century Europe Forces of nationalism in 19th century Europe Revolutions of 1830 France Belgium Poland Italy Revolutions of 1848 France German states Austrian Empire Italian states
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Unit 5, Activity 4, Imperialism Chart Imperialism Chart

Action/Event Belgian Congo Egypt and Suez German colonies in southwest Africa Cape to Cairo territory Italy in North Africa Race for Asia English East India Company French Indo-China Spheres of influence in China Open Door Policy Opium War and Hong Kong Americans and the Pacific Opening of Japan Spanish American War Hawaii and Samoa Japan Expands Outward Korea Taiwan South Sakhalin Island Russo-Japanese War Race for Africa Imperialistic Policy Causal Events Consequences
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Unit 6, Activity 1, WWI Vocabulary Self-Awareness Chart World War I Vocabulary Self-Awareness Chart
Word
militarism trench warfare conscription mobilization total war war of attrition propaganda genocide contraband U-boats Home front Western front armistice belligerent reparations mandates + Example Definition
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Unit 6, Activity 1, Road to World War I Timeline Road to World War I Timeline
June 28 June 29 June 30 July 4 July 5 July 6 July 6 July 7 July 9 July 13 July 14 July 15 July 16 July 18 July 19 July 20 July 23 July 23 July 24 July 24 July 25 July 25 July 25 July 25 July 27 July 28 August 1 August 3 August 4 August 6 Austrian Archduke Franz Ferdinand and his wife are assassinated in Sarajevo, Bosnia by a Bosnian youth, Gavrilo Princip. Austrian Chief of Staff urges immediate military action against Serbia when speaking to the Austrian Foreign Minister who decides to ascertain the position of Germany. Serbia decides to take no action to investigate any groups in Serbia for suspected connections to the assassination (e.g., Serbian nationalist group called the Black Hand). Austrian foreign ministry official is sent to Berlin to ascertain German policy on the assassination. German military is in favor of early action before Russia can mobilize. German Kaiser Wilhelm II offers Austria a blank cheque of support if Austria acts against Serbia for assassination. Austrian investigation implicates a Serb government employee and army officers. German Chancellor advises Austria that their Kaiser will stand by his treaty obligations, thus endorsing the blank cheque. Serbian prime minister denies any foreknowledge of the assassination plot. German ambassador in Great Britain reports to the German government that the British in no circumstances would be found on the side of the aggressors in the event of war. Austrian Legal Counselor reports that the investigation revealed no complicity on the part of the Serbian government in the assassination plot. Austrian Chancellor withdraws his objection to military action and agrees that the Austrian ultimatum be so phrased that its acceptance will be practically impossible. French president and prime minister leave for a planned visit to Russia (arrive July 20th for three day visit). British ambassador to Austria warns the British government of the ultimatum. Russian foreign minister warns Austria that Russia will not tolerate any blow to Serbias independence. Secret Austrian mobilization is already underway. The Austrian ultimatum is dispatched to the Austrian ambassador in Belgrade for presentation to the Serbian government on July 23. Austrian ultimatum is delivered to Serbian government at 6:00pm. French delegation leaves Russia affirming their obligation under the Franco-Russian alliance. Austria informs Great Britain, Germany, France, Russia, Italy, and Turkey of their ultimatum to Serbia (content of the ultimatum had been secretly given to the German government two weeks earlier). Austrian foreign minister notes: Any conditional acceptance [of the ultimatum], or one accompanied by reservations, is to be regarded as a refusal. Russia requests the 48-hour time limit on the ultimatum be extended. Austria refuses. Serbia orders a general mobilization and appeals to Russia for help. Russia issues orders for partial mobilization. Austrian emperor signs orders for full mobilization. Austrian ambassador in Germany reports that Germany does not support the mediation conference suggested by Great Britain. Austria declares war on Serbia. Germany declares war on Russia. Germany declares war on France. Germany invades Belgium and Great Britain declares war on Germany. Austria declares war on Russia (5 days after Germany).
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Unit 6, Activities 1 and 4, World War I Causes and Effects World War I Causes and Effects
World War I
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Unit 6, Activity 2, World War I Personalities World War I Personalities

WWI Personality Alfred von Schlieffen Helmuth von Moltke Role Event(s) Impact on war
Joseph Jacques Joffre Henri-Philippe Petain Georges Clemenceau
David Lloyd George
Woodrow Wilson
Vittorio Orlando
Wilhelm II
Nicholas II
Ferdinand Foch
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Unit 6, Activity 4, Treaty of Versailles Treaty of Versailles

Provisions of the Treaty
Germany surrenders all colonies Rhineland demilitarized Alsace-Lorraine returned to France Cession of German land to Belgium, Lithuania, and Czechoslovakia Cession of German land to Poland Danzig to become free city Plebiscites in Schleswig to determine German-Danish border Occupation of the Saar Payment of German reparations to France and Great Britain Ban on the union of Germany and Austria Germany forced to accept a war-guilt clause War crimes trial of German leaders Limitations on Germanys army Limitations on Germanys navy and airforce
Conditions of Settlement
Prediction of Success
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Unit 6, Activity 6, Global Depression Opinionnaire Global Depression Opinionnaire
What Are Your Opinions about Monetary and Budgetary Policies of Governments
Directions: After each statement, write SA (strongly agree), A (agree), D (disagree), or SD (strongly disagree). Then in the space provided, briefly explain the reasons for your opinions.
1. A government should be able to simply print more money to offset inflationary periods. ______ Reasons:
2. A government should be able to tax the rich in order to help distribute the wealth and provide services to the poor and disabled. ______ Reasons:
3. A government should have the power to regulate businesses to ensure fair prices and provide goods and services. ______ Reasons:
4. Deficit spending is an acceptable governmental budgetary policy to repay debts and finance services to its people. ______ Reasons:
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Unit 6, Activity 7, Three-Part Venn Diagram Three-Part Venn Diagram
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Unit 6, Activity 7, Three-Part Venn Diagram
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Unit 6, Activity 8, World War II Personalities Chart World War II Vocabulary Self-Awareness Chart
Word
demilitarized appeasement isolationism blitzkrieg Sitzkrieg (phony war) sanctions Luftwaffe partisans death camps concentration camps Einsatzgruppen collaborators kamikaze Holocaust internment Final Solution Axis Powers Allied Powers + Example Definition
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Unit 6, Activity 8, World War II Personalities Chart World War II Personalities Chart
WWII Personality Neville Chamberlain Adolf Hitler Role in WWII Prime Minister of Great Britain Leader of the Axis Powers/Dictator of Germany Major Events of WWII Munich Pact Involved with all acts of German aggression on the European and African Fronts Significance of the persons role in WWII Policy of appeasement with Hitler Driving force behind all of Germanys aggressive actions
Winston Churchill Benito Mussolini Joseph Stalin Charles de Gaulle Chiang Kai-shek Hideki Tojo Erwin Rommel Dwight D. Eisenhower Douglas MacArthur Franklin D. Roosevelt Harry S. Truman
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Unit 6, Activity 9, World War II Key Military Events World War II Key Military Events
Key Event Invasion of Poland Blitzkrieg against Denmark and Norway Battle of Britain Invasion of the Soviet Union Battle of Pearl Harbor Capture of Greece and Yugoslavia Battle of Stalingrad Surrender of France Battle of El Alamein Invasion of Sicily Japan attacks the Philippines and Dutch East Indies Battle of Coral Sea Battle of Iwo Jima Date Key Event Battle of Guadacanal Battle of Okinawa Battle of Normandy Allied invasion of North Africa Liberation of Paris Allies return to the Philippines Battle of the Bulge Battle of the Atlantic Battle of Berlin Hiroshima Nagasaki Battle of Midway Date
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Unit 6, Activity 9, World War II Battles Chart World War II Battles Chart
Battle Date Significant Military Generals Strategy Outcome Significance of the Battle to the War
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Unit 6, Activity 12, World War II Conferences Chart World War II Conferences Chart
Date 1941 Conference Atlantic Charter Casablanca Countries/Leaders Involved Great Britain: Churchill United States: F. Roosevelt Purpose Set goals for fighting World War II. Impact of Conference Later became known as A Declaration of the United Nations when 26 nations signed a similar agreement. These nations became known as the Allies. They united to fight against the Axis Powers.
Tehran
Yalta
Potsdam
San Francisco
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Unit 7, Activity 1, Cold War Vocabulary Self-Awareness Cold War Vocabulary Self-Awareness Chart
Word
Cold War superpower Soviet bloc Iron Curtain satellite nations containment deterrence dtente arms race peaceful coexistence domino theory ICBMs apartheid dissident ethnic cleansing intifada + Example Definition
Page 37
Unit 7, Activity 2, Ideologies of the Free World and Soviet Bloc Nations
Ideologies of the Free World and Soviet Bloc Nations
Ideologies Rights of the people Type of economy Political parties Rights of minority groups Allies Type of government Religion The press
Free World Individual rights guaranteed Market economy Political parties compete for power Defends rights of minorities Allied with other free nations Democratic Freedom of religion Free press
Soviet Bloc Collective rights guaranteed Command economy Communist party controls the state Suppressed minority opinions Controlled satellite nations Totalitarian Atheist Controlled press
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Unit 7, Activity 3, Cold War Personalities Cold War Personalities

Personality Joseph Stalin Harry S. Truman George Marshall George Kennan Dwight Eisenhower John Dulles Nikita Khrushchev John F. Kennedy Robert McNamara Richard Nixon Ronald Reagan Leonid Brezhnev George H. W. Bush Mikhail Gorbachev Event/Contribution Impact
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Unit 7, Activity 3, Cold War Timelines Cold War Timelines

U.S. Presidents Year Truman 1945 Cold War Events World War II ends Chinese Civil War Greek Civil War Truman Doctrine Berlin Crisis Marshall Plan NATO China Falls to Communism Korean War ANZUS H-Bomb SEATO Warsaw Pact CENTO Hungarian Resistance Suez Crisis Eisenhower 1957 Sputnik 1957 Vietnam Civil War begins 1959 Belgian Congo 1960 Kennedy 1961 U.S. Vietnam Conflict Bay of Pigs Berlin Wall Cuban Missile Crisis Johnson 1963 Czechoslovakian Resistance 1968 Nixon 1969 Ford 1974 Carter 1977 Soviet invasion of Afghanistan 1979 Reagan 1981 Andropov 1982 Chernenko 1984 Gorbachev 1985 George HW Bush 1989 Germany Reunited 1989 Baltic states secede from USSR 1990 Break-up of the Soviet Union 1991 1961 1961 1961 1962 Brezhnev 1964 Year 1945 1945 1946 1947 1948 1948 1949 1949 1950 1951 1952 Khrushchev 1953 1954 1955 1955 1956 1956 Soviet Leaders Year Stalin 1945
Truman 1949
Eisenhower 1953
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Unit 7, Activity 3, Cold War Causes and Effects Cold War Causes and Effects
Causes
Cold War
Effects
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Unit 8, Activity 2, New Countries Created From the Former Soviet Union
New Countries Created From the Former Soviet Union

Country Russia Ukraine Armenia Estonia Belarus Latvia Lithuania Moldova Georgia Azerbaijan Kazakhstan Uzbekistan Turkmenistan Kyrgyzstan Tajikistan Ethnicity Religion Language
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Unit 8, Activity 3, Arab-Israeli Conflict Arab-Israeli Conflict

Event First Arab-Israeli War Leaders Short Summary Outcome Association to Arab-Israeli Conflict
Suez Crisis
Baghdad Pact
Pan-Arabianism
Islamic Fundamentalism
Six Day War
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Unit 8, Activity 3, Arab-Israeli Conflict

Event Yom Kippur War Leaders Short Summary Outcome Association to Arab-Israeli Conflict
Palestinian Intifada
Iranian Revolution
Iran-Iraq War
Persian Gulf War
Iraq War
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Unit 8, Activity 6, Global Markets Vocabulary Self-Awareness Global Markets Vocabulary Self-Awareness
+ Example Definition
Word
Global interdependence Protectionism Tariffs Balanced trade Favorable balance of trade Unfavorable balance of trade Trade deficits Economic imperialism Developed countries Developing countries
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02 World History BLMs

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02 World History BLMs

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World History

Unit 1, Activity 1, Parallel Timelines

Events for the Parallel Timelines

Blackline Masters, World History Louisiana Comprehensive Curriculum, Revised 2008

Five Main Societal Areas

Perceived Characteristics of the Renaissance Based on Primary and Secondary Sources

Blackline Masters, World History Louisiana Comprehensive Curriculum, Revised 2008

Blackline Masters, World History Louisiana Comprehensive Curriculum, Revised 2008

Blackline Masters, World History Louisiana Comprehensive Curriculum, Revised 2008

Unit 1, Activity 7, Scientific Revolution Personalities Scientific Revolution Personalities

Blackline Masters, World History Louisiana Comprehensive Curriculum, Revised 2008

Text Elements Points __8__

Layout Points _2___

Citations Points __4__ Graphics, Sound, Animation Points __4_

Writing Mechanics Points __4__

Blackline Masters, World History Louisiana Comprehensive Curriculum, Revised 2008

Blackline Masters, World History Louisiana Comprehensive Curriculum, Revised 2008

Blackline Masters, World History Louisiana Comprehensive Curriculum, Revised 2008

Unit 2, Activity 5, Explorers Chart Explorers Chart

Blackline Masters, World History Louisiana Comprehensive Curriculum, Revised 2008

Blackline Masters, World History Louisiana Comprehensive Curriculum, Revised 2008

Unit 2, Activity 5, Explorers Chart with Answers

Blackline Masters, World History Louisiana Comprehensive Curriculum, Revised 2008

Unit 2, Activity 9, Colonization Chart Colonization Chart

Economic: France Political:

Economic: England Political :

Political: Social: Economic:

Political: Social: Economic:

Blackline Masters, World History Louisiana Comprehensive Curriculum, Revised 2008

Louisiana Haiti Canada

North America India Indonesia Australia

North/South America Southeast Asia

Caribbean Africa India Indonesia South America

Blackline Masters, World History Louisiana Comprehensive Curriculum, Revised 2008

Unit 3, Activity 2, Absolute Monarchy Split-Page Notetaking

Philosopher and Published Literary Work

Impact of Philosophy upon Absolute Monarchies

Prussia Bossuets Divine Right of Kings Russia

Prussia Machiavelli s The Prince

Blackline Masters, World History Louisiana Comprehensive Curriculum, Revised 2008

Unit 3, Activity 3, Enlightened Despots

How did he react to the notion of natural rights of man?

What was the plight of the peasants?

How did he exploit the church and religion?

How did he make use of military power?

Blackline Masters, World History Louisiana Comprehensive Curriculum, Revised 2008

Unit 3, Activity 4, Early Modern Revolutions Process Guide

Blackline Masters, World History Louisiana Comprehensive Curriculum, Revised 2008

Unit 3, Activity 4, Sample Comparison Essay Rubric

6. Sentences are free from errors in usage, punctuation, and spelling.

Blackline Masters, World History Louisiana Comprehensive Curriculum, Revised 2008

Unit 4, Activity 2, Vocabulary Cards-Group Assignments Vocabulary Cards-Group Assignments Group 1

Interchangeable parts Socialism Factors of production

Blackline Masters, World History Louisiana Comprehensive Curriculum, Revised 2008

Blackline Masters, World History Louisiana Comprehensive Curriculum, Revised 2008

Blackline Masters, World History Louisiana Comprehensive Curriculum, Revised 2008

Blackline Masters, World History Louisiana Comprehensive Curriculum, Revised 2008

Blackline Masters, World History Louisiana Comprehensive Curriculum, Revised 2008

Unit 5, Activity 4, Imperialism Chart Imperialism Chart

Blackline Masters, World History Louisiana Comprehensive Curriculum, Revised 2008

Blackline Masters, World History Louisiana Comprehensive Curriculum, Revised 2008

Blackline Masters, World History Louisiana Comprehensive Curriculum, Revised 2008

Blackline Masters, World History Louisiana Comprehensive Curriculum, Revised 2008

Text Elements Points 8

Citations Points 4 Graphics, Sound, Animation Points __4_

Writing Mechanics Points 4