World History CST Review...Let's Try this Again :)

Change of Plans...I'm gonna post up the questions. You guys type up your answers in the "COMMENTS" section at the bottom of this post. Make sure you include the NUMBER of the QUESTION YOU'RE ANSWERING and YOUR NAME! Otherwise I won't know who you are. :)


10.1 Students relate the moral and ethical principles in ancient Greek and Roman philosophy, in Judaism, and in Christianity to the development of Western political thought.



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



2. Trace the development of the Western political ideas of the rule of law and illegitimacy of tyranny, using selections from Plato’s Republic and Aristotle’s Politics.


3. Consider the influence of the U.S. Constitution on political systems in the contemporary world.


10.2 Students compare and contrast the Glorious Revolution of England, the American Revolution, and the French Revolution and their enduring effects worldwide on the political expectations for self-government and individual liberty.


1. Compare the major ideas of philosophers and their effects on the democratic revolutions in England, the United States, France, and Latin America (e.g., John Locke, Charles-Louis Montesquieu, Jean-Jacques Rousseau, Simón Bolívar, Thomas Jefferson, James Madison).


2. List the principles of the Magna Carta, the English Bill of Rights (1689), the American Declaration of Independence (1776), the French Declaration of the Rights of Man and the Citizen (1789), and the U.S. Bill of Rights (1791).


3. Understand the unique character of the American Revolution, its spread to other parts of the world, and its continuing significance to other nations.



4. Explain how the ideology of the French Revolution led France to develop from constitutional monarchy to democratic despotism to the Napoleonic empire.



5. Discuss how nationalism spread across Europe with Napoleon but was repressed for a generation under the Congress of Vienna and Concert of Europe until the Revolutions of 1848.



10.3 Students analyze the effects of the Industrial Revolution in England, France, Germany, Japan, and the United States.

1. Analyze why England was the first country to industrialize.



2. Examine how scientific and technological changes and new forms of energy brought about massive social, economic, and cultural change (e.g., the inventions and discoveries of James Watt, Eli Whitney, Henry Bessemer, Louis Pasteur, Thomas Edison).


3. Describe the growth of population, rural to urban migration, and growth of cities associated with the Industrial Revolution.


4. Trace the evolution of work and labor, including the demise of the slave trade and the effects of immigration, mining and manufacturing, division of labor, and the union movement.


5. Understand the connections among natural resources, entrepreneurship, labor, and capital in an industrial economy.


6. Analyze the emergence of capitalism as a dominant economic pattern and the responses to it, including Utopianism, Social Democracy, Socialism, and Communism.



7. Describe the emergence of Romanticism in art and literature (e.g., the poetry of William Blake and William Wordsworth), social criticism (e.g., the novels of Charles Dickens), and the move away from Classicism in Europe.

10.4 Students analyze patterns of global change in the era of New Imperialism in at least two of the following regions or countries: Africa, Southeast Asia, China, India, Latin America, and the Philippines.


1.Describe the rise of industrial economies and their link to imperialism and colonialism (e.g., the role played by national security and strategic advantage; moral issues raised by the search for national hegemony, Social Darwinism, and the missionary impulse; material issues such as land, resources, and technology).

2. Discuss the locations of the colonial rule of such nations as England, France, Germany, Italy, Japan, the Netherlands, Russia, Spain, Portugal, and the United States.


3. Explain imperialism from the perspective of the colonizers and the colonized and the varied immediate and long-term responses by the people under colonial rule.



4. Describe the independence struggles of the colonized regions of the world, including the roles of leaders, such as Sun Yat-sen in China, and the roles of ideology and religion.


10.5 Students analyze the causes and course of the First World War.


1. Analyze the arguments for entering into war presented by leaders from all sides of the Great War and the role of political and economic rivalries, ethnic and ideological conflicts, domestic discontent and disorder, and propaganda and nationalism in mobilizing the civilian population in support of “total war.”


2. Examine the principal theaters of battle, major turning points, and the importance of geographic factors in military decisions and outcomes (e.g., topography, waterways, distance, climate).


3. Explain how the Russian Revolution and the entry of the United States affected the course and outcome of the war.



4. Understand the nature of the war and its human costs (military and civilian) on all sides of the conflict, including how colonial peoples contributed to the war effort.


5. Discuss human rights violations and genocide, including the Ottoman government’s actions against Armenian citizens.


10.6 Students analyze the effects of the First World War.


1. Analyze the aims and negotiating roles of world leaders, the terms and influence of the Treaty of Versailles and Woodrow Wilson’s Fourteen Points, and the causes and effects of the United States’s rejection of the League of Nations on world politics.


2. Describe the effects of the war and resulting peace treaties on population movement, the international economy, and shifts in the geographic and political borders of Europe and the Middle East.


3. Understand the widespread disillusionment with prewar institutions, authorities, and values that resulted in a void that was later filled by totalitarians.



4. Discuss the influence of World War I on literature, art, and intellectual life in the West (e.g., Pablo Picasso, the “lost generation” of Gertrude Stein, Ernest Hemingway).


10.7 Students analyze the rise of totalitarian governments after World War I.



1. Understand the causes and consequences of the Russian Revolution, including Lenin’s use of totalitarian means to seize and maintain control (e.g., the Gulag)


2. Trace Stalin’s rise to power in the Soviet Union and the connection between economic policies, political policies, the absence of a free press, and systematic violations of human rights (e.g., the Terror Famine in Ukraine).


3. Analyze the rise, aggression, and human costs of totalitarian regimes (Fascist and Communist) in Germany, Italy, and the Soviet Union, noting especially their common and dissimilar traits.


10.8 Students analyze the causes and consequences of World War II.


1. Compare the German, Italian, and Japanese drives for empire in the 1930s, including the 1937 Rape of Nanking, other atrocities in China, and the Stalin-Hitler Pact of 1939.


2. Understand the role of appeasement, nonintervention (isolationism), and the domestic distractions in Europe and the United States prior to the outbreak of World War II.



3. Identify and locate the Allied and Axis powers on a map and discuss the major turning points of the war, the principal theaters of conflict, key strategic decisions, and the resulting war conferences and political resolutions, with emphasis on the importance of geographic factors.



4. Describe the political, diplomatic, and military leaders during the war (e.g., Winston Churchill, Franklin Delano Roosevelt, Emperor Hirohito, Adolf Hitler, Benito Mussolini, Joseph Stalin, Douglas MacArthur, Dwight Eisenhower).



5. Analyze the Nazi policy of pursuing racial purity, especially against the European Jews; its transformation into the Final Solution; and the Holocaust that resulted in the murder of six million Jewish civilians.



6. Discuss the human costs of the war, with particular attention to the civilian and military losses in Russia, Germany, Britain, the United States, China, and Japan.



10.9 Students analyze the international developments in the post–World War II world.

1. Compare the economic and military power shifts caused by the war, including the Yalta Pact, the development of nuclear weapons, Soviet control over Eastern European nations, and the economic recoveries of Germany and Japan.



2. Analyze the causes of the Cold War, with the free world on one side and Soviet client states on the other, including competition for influence in such places as Egypt, the Congo, Vietnam, and Chile.


3. Understand the importance of the Truman Doctrine and the Marshall Plan, which established the pattern for America’s postwar policy of supplying economic and military aid to prevent the spread of Communism and the resulting economic and political competition in arenas such as Southeast Asia (i.e., the Korean War, Vietnam War), Cuba, and Africa.



4. Analyze the Chinese Civil War, the rise of Mao Tse-tung, and the subsequent political and economic upheavals in China (e.g., the Great Leap Forward, the Cultural Revolution, and the Tiananmen Square uprising).


5. Describe the uprisings in Poland (1956), Hungary (1956), and Czechoslovakia (1968) and those countries’ resurgence in the 1970s and 1980s as people in Soviet satellites sought freedom from Soviet control.


6. Understand how the forces of nationalism developed in the Middle East, how the Holocaust affected world opinion regarding the need for a Jewish state, and the significance and effects of the location and establishment of Israel on world affairs.


7. Analyze the reasons for the collapse of the Soviet Union, including the weakness of the command economy, burdens of military commitments, and growing resistance to Soviet rule by dissidents in satellite states and the non-Russian Soviet republics.


8. Discuss the establishment and work of the United Nations and the purposes and functions of the Warsaw Pact, SEATO, NATO, and the Organization of American States.


10.10 Students analyze instances of nation-building in the contemporary world in at least two of the following regions or countries: the Middle East, Africa, Mexico and other parts of Latin America, and China.


1. Understand the challenges in the regions, including their geopolitical, cultural, military, and economic significance and the international relationships in which they are involved.

2. Describe the recent history of the regions, including political divisions and systems, key leaders, religious issues, natural features, resources, and population patterns.



3. Discuss the important trends in the regions today and whether they appear to serve the cause of individual freedom and democracy.

Interactive Notebook directions

1. Notebooks must be kept for the entire year. Students are responsible for keeping their notebooks up to date with notes and assignments.
2. Notebooks must be neat and easy to read. Coloring and illustration is allowed on the left side of the notebook only.
3. Notebooks will be collected on Fridays unless otherwise noted by the teacher, but assignments will be checked on the day they are due.
4. Scoring: In addition to individual grades on assignments, the completed notebook will be graded based on the attached rubric.
5. The interactive notebook must contain: 1) table of contents, 2) author page, and 3) all assignments, as well as an envelope in the back to store works in progress.
6. All work must be your own. No copying from other students or sources is allowed.

These are the types of assignments that will be completed on the left-hand side of the book:

1. Maps – illustrate an area, its events, and importance
2. Brainstorming on a specific topic
3. Caricatures – draw caricatures to present the main characteristics of a group in history or how an individual or group was perceived by another group.
4. Obituaries – write obituaries to show the virtues of prominent historical figures or civilizations.
5. Charts and Graphs – create charts or graphs to show relationships between things or to show steps in a sequence.
1. Spoke Diagrams – create spoke diagrams as a visual alternative to outlining.
2. T-Charts – create T-charts to compare classroom experiences with historical details, to look at advantages and disadvantages of a topic, or to compare and contrast two different items.
3. Venn Diagrams – create Venn diagrams to compare and contrast people, concepts, places, or groups.
6. Forms of Poetry – write various forms of poetry to describe a person, place, event, or feeling of a moment.
7. Historical Journals – assume the role of a historical figure to keep a journal that recounts the figure’s feelings and experiences in language of the era.
8. Illustrated Timelines – create illustrated timelines to sequence a series of events in chronological order.
9. Invitations – design invitations that highlight the main goals and key facts of important historical events.
10. Mind Notes – draw and label outlines of the heads of important historical figures. Fill in the outline with quotations and paraphrased thoughts from the figure.
11. Perspective Pieces – design drawings or write newspaper articles to represent different perspectives on controversial figures, events, and concepts.
12. Political Cartoons and Comic Strips – create political cartoons and comic strips to provide social or political commentary on important historical events.
13. Posters – draw posters to emphasize key points about political ideas, a political figure’s point of view, or reasons behind important historical events.
14. Provocative Statements – react to provocative statements to introduce historical themes or to critically assess a historical period.
15. “What If?” Statements – use “what if?” statements to apply newfound knowledge to hypothetical historical situations.

How the notebook works:

Left side: assignments are completed or worksheets are glued or stapled in.

Right side: classroom notes, outlines, and assessments.

Notebooks will be completed once or twice a month and checked, but assignments will be checked as they are assigned.

The Fall of the Soviet Union

Key Terms:
-detente
-dissident
-perestroika
________
1970-1979 = detente - a period of relative peace between the US and the USSR, where their relationship improved.

-why did the period of peace end?
1979 - USSR declares war on Afghanistan
-in retaliation, the USA (Pres. Carter)boycotted the 1980 Olympics and stopped exporting grain to the Soviet Union

1980 - Reagan became president, and started a negative campaign against the USSR
-called the USSR an "Evil Empire"
- built up the military
-restarted the arms race (Star Wars)

What happened to the Soviet Union?
1970's - BREZHNEV - supported communism
-Brezhnev Dovtrine - USSR supports any communist country that is threatened
-focused on heavy industry
-allowed some western ideas to come in, but still strict
-country faced food shortages, bad working conditions, poor economy

1980's - GORBACHEV - wanted radical reform
-perestroika (restructuring) - wanted to fix the economy
-also reformed the government:
-allowed non-communist political parties to exist
-created new parliament elected through voting
-created the positi0n of president, was elected (the ONLY President of USSR)

-the conservative leaders of the gov't and army didn't like his changes because it threatened their power and position
-1991 - they arrest Gorby and try to take over the government, but he's freed and put back in power

-Under his more relaxed policies, the other republics in the Soviet Union started to push for independence
-in Dec 1991, they are allowed to vote for independence....this marks the end of the soviet union
BEFORE: USSR
AFTER: Russia, Ukraine, Belarus, Georgia, Moldavia, Latvia, Estonia, Uzbekistan, Azerbaijan, Lithuania

1990's - YELTSIN - president of the Russian Republic
-introduced a free market economy (anyone can buy/sell/own)
-it causes chaos, and the economy gets worse
-results: corruption in gov't and a rise in organized crime
-uses force to keep Chechnya part of Russia (why? doesn't want to lose more power)
-opposes NATO
2000's - PUTIN - makes real changes
-emphasizes Russia's role in the international forun, joins NATO, WTO
-also tries to keep Chechnya in Russia
- reforms to improve the economy succeed, and the Russian economy goes up
-allowed a limited market economy

Main Events of the Cold War

Major Cold War Events:

ARMS RACE – The Soviet Union and the USA were in a race to develop bigger and better weapons, starting with the atomic bomb.
- both countries had big piles of weapons that they didn’t use because the other side had just as many weapons and any attack would end in total destruction.


SPREAD OF COMMUNISM – all of Eastern Europe except Albania and Yugoslavia were under the control of soviet dominated communist governments.
-Albania was communist, but became independent, and didn’t allow the Soviets to control them.
-Yugoslavia was also communist, but the leader, Tito, refused to give in to Stalin.

THE KOREAN WAR – After WWII, the USSR and the USA divided Korea in two. The North part became communist, and the south was somewhat democratic. The North Koreans invaded the south, hoping to make one big communist Korea, so the US and the UN sent in forces to fight them back. Then the Chinese sent troops to help the North Koreans. Fighting continues from 1950 to 1953, when fighting stops, and both sides are back to their original positions. (see p. 727 in the textbook)

Eastern European Protests -
Poland – after protests, the Communist party tried to break away from the USSR, but backed down because they were afraid of being invaded. (1956)
Hungary – after revolts, Hungary was declared a free nation and tried to have free elections. The Soviets attacked and re-took control of the country
(1956)
Czechoslovakia – Novotny, a communist put in power by Stalin, was forced to resign after a rebellion in 1968. A new leader relaxed strict policies and promised eventual democracy, but the country was invaded by the USSR and the movement was crushed.
-Prague Spring – Czechoslovakia’s brief period of
democratic happiness


CUBAN MISSILE CRISIS – After Castro took power in Cuba, he allied with the Soviet Union, JFK approved a plan to send Cuban exiles (people who fled from Cuba after Castro took over) into Cuba to start a revolt that would cause Castro to lose power. The invasion failed, and the exiles were killed or arrested when they landed. This was known as the Bay of Pigs Invasion.
After that, the USSR sent nuclear missiles to Cuba, where they were set up and aimed at the US. (This was a response to the fact that the US had missiles in Turkey aimed at the USSR).
In 1962, the USA set up a blockade (where they wouldn’t allow any ships, supplies, etc to get to Cuba) to keep a ship filled with Soviet missiles from reaching Cuba. The US and USSR worked to reach and agreement, and finally decided that the if the US promised not to invade Cuba, the USSR would remove its missiles from Cuba.
This is the closest the two countries came to nuclear conflict during the war.

VIETNAM WAR – began as a response to the “domino theory” that if one Asian country became communist, all of them would follow.
North Vietnam was communist, and South Vietnam had a ruler put in place & supported by the USA. When Ho Chi Minh’s forces and communist groups in S. Vietnam started trying to take over, the US sent troops to help fight Communism. Eventually, the US withdrew their troops, and all of Vietnam became communist.

The Cold War Begins (12-1)

The Beginning of the Cold War

-As the British, U.S., and Soviet armies marched on Germany, they liberated (freed) all of the areas they came across. As a result, the western nations were more heavily influenced by capitalism, while the eastern nations were under the control of the soviet army and influenced by communism.
-this was a problem because capitalism and communism don't get along - they're two totally different philosophies (in capitalism, everyone has the freedom to own or do what they want; in communism, the government controls everything).
-The Western countries (especially the US) feared that communism would spread to all of Europe and threaten the freedom of the world, and so they tried to halt the spread through 2 policies:
1) Truman Doctrine - designed by President Truman, it offered aid (money, supplies, etc, to any country threatened by Co0mmunism
2) Marshall Plan - a plan to aid the economic rebuilding of Europe - promised 13 billion in aid - the idea was that if countries aren't in economic crisis, they will be less likely to turn to communism.
- The soviets tried to create their own Marshall Plan, COMCON, which would provide aid to Eastern Europe, but it failed because the USSR was broke

??? How could the US afford to spend so much money? They profited a LOT from WWII because they sold supplies, weapons, and the like to the allies during the war. Also, remember that the US was the only "big" country in Europe not to suffer from mass destruction from bombings and battles, so they didn't have to spend their cash on rebuilding cities.

The Division of Germany
While the war was still going on, Stalin, Churchill, and Roosevelt met at Yalta to discuss what would happen to Germany when it lost. They decided to split Germany into 4 pieces and put it under control of their countries and France. So after the war, Germany as divided into pieces controlled by 1)USA, 2)England, 3)France, and 4) USSR. The capital city, Berlin, was also divided into 4.
*USA, England, and France united their parts and combined them to create the Federal Republic of Germany (West Germany) - it was democratic and capitalist
* The Soviet part became the German Democratic Republic - a communist state....Berlin was located in this section of Germany

The problem? The German people didn't get to choose which side they were on, and many that were in the now communist East Germany tried to get into West Berlin.
-as a result, Khrushchev (the Russian leader after Stalin dies) decides to build a blockade around West Berlin to keep the East Germans out of the capitalist area. This is the Berlin Wall -it wasn't to keep the West B's in, but to keep the East B's from defecting (running away from communism)

The Spread of Communism and the Fear of Communism
1949 - China, under the control of Mao Zedong, becomes communist and allies with the USSR
-also in 1949, the USSR builds and detonates an atomic bomb, which scares the USA and other countries, because now communism is a threat.
The USA is fearful of the "Domino effect" - the idea that if one country becomes communist, then it will spread to another, and another, and another....
This is heightened when Cuba, North Korea and Vietnam become communist, and the US starts anti-communist efforts in South Korea and South Vietnam, as well as taking action against Cuba.

most of the countries of Eastern Europe become communist as well (except Yugoslavia) because of the direct Soviet influence during the liberation of WWII and the aftermath.

THE COLD WAR
is a nonviolent conflict between capitalist USA and communist USSR based on the fear of communism by the US and the perceived threat of one country to another.
The countries engage in a tense relationship where both are trying to get the better of another, by competing in a space race (trying to be the first to get into space), arms race (trying to get more and better weapons), and developing intricate spy systems to keep track of one another


next up..... 20-2: The Soviet Union and Eastern Europe

Spring 10 WEEK ASSIGNMENTS

The 10 week report card is coming out soon. Here are the assignments that you should have turned in and have gotten back (and put them away in your binder):

• Swing Kids Movie Question sheet
• Essay on Germany in the 1930's (based on viewing of the movie)
• Map of Europe during WWII (with battles)
• Map of the Pacific during WWII (with battles)
• notes on Chapter 11 section 3
• page 551 - Reading Strategy & Reading Objectives
• Guided Reading Packet: WWII (GR11-1, 2, 3, & 4)
• Boy in the Striped Pajamas questions
• Chapter 11 test (WWII)

All of these grades are on the report card. The last day to turn in ANY work, including extra credit, is Monday, March 15. NO EXCEPTIONS.

Guided Reading 4-1

1. When and where did the Industrial Revolution (IR) begin?
2. What 6 factors contributed to the start of the IR?
3. What 4 inventions advanced the production of cotton cloth?
4. What effect did the steam engine have on the coal & iron industry?
5. What was the Rocket?
6. Why did factories begin to require workers to work in shifts?
7. What 3 countries were the first to be industrialized in continental Europe?
8. What happened in 1853 that showed Japan the importance of industrial power?
9. What change took place in the American Labor force between 1800 and 1860?
10. What 2 classes of people emerged in the European society of the IR?