Major Themes in: World History, Culture, and Geography: The Modern World
|
|
|
- Angel Whitehead
- 7 years ago
- Views:
Transcription
1 Major Themes in: World History, Culture, and Geography: The Modern World
2 Development of Western Political Thought (3) Definition: The moral and ethical principles that led to modern governments Standard: 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.
3 Judeo-Christian Judaism Monotheistic (Belief in one god) Torah ( teachings ) Belief that the Messiah has not yet come All humans are born equal and should be treated equally by the law 10 Commandments (list of religious and moral imperatives) Good works are just as important as belief in God God judges a person based on their whole lifetime of actions and beliefs Reject the notion that anyone can or should die for anyone else s sin Live a sacred life in this world according to God s will, rather than hope of spiritual salvation in a future one Do not believe in the concept of Hell, they believe in a heaven but it is not the focus Do not believe that only those following one specific faith can be saved Non-Jews have the freedom to practice their own religion Believed in freedom of speech Code of law allowed for due process to ensure fair trials, and had the right to bail, believed in eye for eye Do not believe that kings rule by divine right, they had to adhere to the 10 commandments Believed in majority rule, also recorded the minority opinion Covenant between God and man The written Torah, not the whims of kings, was considered the law of the land Christianity Monotheistic Outgrowth of Judaism Roman persecution of the Christians Bible 10 Commandments (list of religious and moral imperatives) New Testament extensions of Judaic principles (example: Eye for an eye to turn the other cheek) Belief in a Messiah (Jesus Christ) Original sin atoned for by God giving his son Adherence to Law was superseded by faith in Christ as the path to God Greco-Roman Greeks Polytheistic (Belief in many gods) Socrates (Logic and reason used to investigate the universe, society, and morality. Citizens must obey the laws of the state) Plato (Human institutions should aim at social justice and order. Every member of society should do the job it was designed to perform) Aristotle (Logic is the key to happiness and can bring you closer to God, Three basic types of government: Monarchy, Oligarchy, Democracy) Romans Polytheistic Conquered many different peoples and spread their system of law Logos- meaning or rational order of the universe (Each and every event, physical and historical, has a place within this larger rational order duty -The responsibility to perform the functions into which you have been born, to the best of your abilities The most important aspect of duty is to obey and respect authority Offered a written language (Latin), a legal system, and well-run cities Granted religious tolerance as long as they also honored the Roman Gods Romans had problems with monotheistic religions
4 Enlightenment and Revolutions (5) Definition: Use of logic and reason to understand the natural world Standard: 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.
5 Scientific Revolution- Scientists began to question accepted beliefs and make new theories based on experimentation Scientific Method (Information-Hypothesis-Testing-If successful then becomes theory or law-if not a new hypothesis is derived) Scientific Thinkers- Bacon (experiments play a key role in scientific theories), Galileo (invention of the telescope), Copernicus-Heliocentric Theory (Sun was the center of the universe), Newton (Gravity and Calculus), Decartes (The universe is a mechanical system that can be described in mechanical terms. Glorious Revolution (Protestant William and Mary became King and Queen of England and agreed to accept the Bill of Rights and rule within the parameters of Parliament) LIMITED GOV T Enlightenment-Revolution in intellectual activity changed Europeans view of government and society Political Thinkers/Philosophes- Locke (Natural Rights-Life-Liberty and Property, Changing your government, Social Contract), Jefferson (Utilized many enlightenment thinkers ideas and wrote the Declaration of Independence), Rousseau (Social Contract), Voltaire (Religious tolerance and freedom of speech), Montesquieu (Separation of Powers), Hobbes (Rule of Law), Wollstonecraft (Women s Rights) Democratic Developments in England (Jury Trial, Common Law, Magna Carta, Creation of Parliament, Constitutional Monarchy, Bill of Rights) American/French/Latin American Revolutions
6 Industrialization (5) Definition: Use of science and technology to produce goods (hands to machine) Standard: 10.3 Students analyze the effects of the Industrial Revolution in England, France, Germany, Japan, and the United States.
7 Great Britain was first country to industrialize 17th and 18th century 3 factors of production (Land, Labor, Capital) Machine produced goods Specialization Steam Engine/Coal Advances in technology Unskilled Labor/Child Labor Quantity not Quality Competition Use of water power led to Urbanization Response to Industrialization Utopianism Socialism Communism
8 Urbanization (5) Definition: Movement of people from rural to urban settings (farms to cities) Standard: Describe the growth of population, rural to urban migration, and growth of cities associated with the Industrial Revolution.
9 Water power led to urbanization (workers need to come to where the power was) Poor Sanitation Poverty Rise in crime Cheap Labor High Competition Low skilled workers Overpopulation Vertical Development Child Labor Social Programs Work Week Limits Child Labor Laws Compulsory Education
10 Immigration (4) Definition: Movement of people from one country to another Standard: Trace the evolution of work and labor, including the demise of the slave trade and the effects of immigration.
11 Push/Pull (religion/ food/ jobs/ money/ idea of riches,lure immigrants) Cheap labor Added workforce Added competition Blending of cultures Cultural ghettos Xenophobia (fear of foreigners)
12 Imperialism (4) Definition: One country dominating another country socially, economically and politically Standard: 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.
13 Competition among European nations Major cause was industrialization Search for cheap labor, raw materials and new markets Social Darwinism Survival of the fittest Home Rule or Ruled over Disease Missionaries (bring church to heathens) Blending of cultures Sphere of influence
14 Nationalism (3) Definition: Extreme pride for one s country Standard: 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.
15 Reaction to being under the control of another culture (Wanted self rule) Led to the creation of new countries Led to rivalries Rivalries led to hostility and hatred WWI-Balkans (Assassination of Archduke Franz Ferdinand) Revolutions (Europe and Latin America)
16 Militarism (3) Definition: Build up of arms Standard: 10.5 Students analyze the causes and course of the First World War.
17 To show their power to other countries Led to huge casualties Competition among nations Large Standing Army Rise in technology
18 World War I (8) Definition: The Great War/Total War Standard: 10.5 Students analyze the causes and course of the First World War.
19 Assassination of Archduke Franz Ferdinand Central v. Allied Powers Leaders during WWI Russia-Lenin France-George Clemenceau Great Britain-David Lloyd George Germany-Kaiser Wilhelm II US-Woodrow Wilson The Balkans (Powder Keg) Secret Alliances European Arena Trench Warfare New Technology (machine guns, tanks, u-boats, poison gas, planes) Treaty of Brest-Litovsk (Russia s withdrew from the war on unfavorable terms due to the Russian Revolution) US involvement (sinking of the Lusitania/Zimmerman Note/ Keeping the World safe for democracy ) Treaty of Versailles (Wanted to punish Germany and would later lead to WWII) League of Nations (Woodrow Wilson s Idea, US didn t join) Fourteen Points (Woodrow Wilson s plan for postwar world) Lost Generation-disillusioned writers of the 1920 s
20 Interwar Years (8) Definition: The time between World War I and World War II Standards: 10.6 Students analyze the effects of the First World War; 10.7 Students analyze the rise of totalitarian governments after World War I.
21 Great Depression (world wide) Led to countries worrying about domestic problems and not foreign problems New Deal was the US response Created large public works projects Increase of government spending Expansion of Japan 1920 s & 1930 s 1937 Rape of Nanking Led to totalitarian leaders Communist (Stalin) Fascist (Hitler & Mussolini) Democratic (FDR) Hitler s defiance of the Treaty of Versailles Built back up the military Annexation of land (Alsace-Lorraine) Appeasement by France and Great Britain Non-aggression pact between Germany and Soviet Union (To prevent a two front war)
22 World War II (5) Definition: World War I the Sequel Standard: 10.8 Students analyze the causes and consequences of World War II.
23 Axis (Germany, Italy, and Japan) and Allies (Gr. Britain, France, USSR, & US) Germanys attack of Poland was start of WWII US remained isolationists Pearl Harbor brought US into the war (Dec 7,1941) Pacific Theater Strategy of Island Hopping Battle of Midway (Major turning point in the Pacific) Battle of Iwo Jima Battle of Guadalcanal Dropping of the Atomic Bomb (Hiroshima & Nagasaki) European Theater Battle of Britain Battle of the Bulge D-Day (Operation Overlord- June 6, 1944) Battle of Stalingrad WWII Conferences Cairo (Pledged Japanese unconditional surrender) Tehran (Plans for the invasion of France, USSR to help against Japan after the defeat of Germany) Yalta (Plans for post war world) Potsdam (US and USSR had ideological differences, start of Cold War) Holocaust Japanese Internment
24 Cold War (9) Definition: US v. USSR (No direct fighting) Standard: 10.9 Students analyze the international developments in the post- World World War II world.
25 Truman Doctrine (Moved US foreign policy away from isolationism) Marshall Plan (Recovery Plan for Europe, Prevent the spread of Communism, US now most influential world power) Red Scare Nuclear War Berlin Airlift Arms Race Space Race China Rise of Mao Tse-tung, Great Leap Forward, Cultural Revolution, Tiananmen Square uprising World Organizations United Nations, NATO, SEATO, Warsaw Pact, Organization of American States Domino Theory Iron Curtain Berlin Wall Containment Cuban Missile Crisis Korea Vietnam Fall of the Soviet Union Glasnost (openness) and Perestroika (Economic restructuring)
26 Global Interdependence (4) Definition: Making the world smaller, connecting with other cultures Standards: 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; Students analyze the integration of countries into the world economy and the information, technological, and communications revolutions (e.g., television, satellites, computers).
27 Creation of Israel Middle East Tensions intifada -violence and civil disobedience by Palestinian directed against Israel AIDS epidemic International Space Station Intertwining economies Mass communication (internet, , satellites, instant news) Rise of World Terrorism
World History Course Summary Department: Social Studies. Semester 1
World History Course Summary Department: Social Studies All World History courses (Honors or otherwise) utilize the same targets and indicators for student performance. However, students enrolled in Honors
Although the dominant military confrontations of the 20 th century were centered on the
To what extent were the policies of the United States responsible for the outbreak and development of the Cold War between 1945 and 1949? Although the dominant military confrontations of the 20 th century
WORLD WAR 2 Political and economic conditions in Europe and throughout the world after World War 1 led directly to World War 2:
Political and economic conditions in Europe and throughout the world after World War 1 led directly to World War 2: 1. The Treaty of Versailles, ending World War 1, was particularly harsh on Germany and
Chapter 22: World War I. Four most powerful European nations in the early 1900s were Great Britain, France, Germany, Russia.
Chapter 22: World War I The Beginnings of World War I World War I was fought from 1914-1918. United States entered World War I in 1917. The Origins of Europe s Great War Nationalism Four most powerful
Name: Date: Hour: Allies (Russia in this instance) over the Germans. Allies (British and American forces defeated German forces in Northern Africa)
Name: Date: Hour: World War II Use your textbook and other sources to complete the chart below regarding the significant events that took place during World War II. Answer the questions that follow in
A. Poland, Bulgaria, Soviet Union B. France, Spain, Manchuria C. Italy, United States, Japan D. Germany, Italy, Japan
Social Studies Quiz World War II & the Cold War Name Date Read each of the following questions/statements carefully and circle the letter representing the best answer choice. 1. Which was an effect of
UNIT #7 Hot & Cold: World War II & Its Aftermath
The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student Work, and Teacher Commentary for Fifth Grade Social Studies. UNIT #7 Hot & Cold:
The Sequence of Causes of the Cold War
The Sequence of Causes of the Cold War Outside the U.S. In the U.S. 1917 Revolutions in Russia 1917-1919 Russian Civil War 1941-1944 Second Front against Hitler Casablanca Conference 1943 Teheran Conference
Foreign Affairs and National Security
Foreign Affairs and National Security Objectives: TLW understand and explain the following questions as it relates to the Foreign affairs of the American Government What is foreign policy? What is the
WORLD WARS (1914 to 1918 and 1939 to 1945) First World War (1914 to 1918) I. One mark questions (Answer in one sentence each)
WORLD WARS (1914 to 1918 and 1939 to 1945) First World War (1914 to 1918) I. One mark questions (Answer in one sentence each) 1. When did the First World War begin? First World War began on 28 th July
Unit 01 - Study Questions 1. In what ways did geography and climate affect the development of human society? 2. What were the economic and social
Unit 01 - Study Questions 1. In what ways did geography and climate affect the development of human society? 2. What were the economic and social results of the agricultural revolution? 3. What are the
Here is the list of history courses with cross listings and how they fit in each of the sections of the History Major.
Here is the list of history courses with cross listings and how they fit in each of the sections of the History Major. Note: if you take a History course that is cross listed and you take it under the
Advanced Placement (AP ) Social Studies Courses
Advanced Placement (AP ) Social Studies Courses The AP social studies courses are intended to provide a rigorous college level introduction to the social sciences for high school students. While no official
2. Each of the above reasons helped to cause the creation of alliances throughout Europe. How? How do new alliances encourage tension?
APEH Topic 10 Webquest Points Possible: 200 pts World War I Webquest Part I - M.A.I.N. Causes Name 1. Identify militarism, Imperialism, and Nationalism. Then, explain how each force creates tension in
World War II. President Roosevelt, 1937
World War II It seems to be unfortunately true that the epidemic of world lawlessness is spreading. When an epidemic of physical disease starts to spread, the community approves and joins in a quarantine
History. Bachelor of Arts Major in History. Objectives. Degree Offered. Major Offered. Minor Offered. International Studies.
History 123 History Thomas W. Taylor, PhD, Chair Objectives Defying classification as either humanity or social science, history functions as both. It focuses on the values, as well as the ideas, personalities,
From Versailles to Pearl Harbor. U.S. Isolationism: 1919-1941
1939-1945 From Versailles to Pearl Harbor U.S. Isolationism: 1919-1941 I. America during the 1920 s A. Many Americans were disillusioned by WWI and wanted to return to normalcy. B. The Business of America
To What Extent is The Cold War a Result of Two Conflicting Ideologies?
Rahaf Alwattar Daniela Morales Kiley Smith Madison So To What Extent is The Cold War a Result of Two Conflicting Ideologies? The Cold War was an unceasing state of political and military tensions between
Hobbes, Locke, Montesquieu, and Rousseau on Government
CONSTITUTIONAL RIGHTS FOUNDATION Bill of Rights in Action 20:2 Hobbes, Locke, Montesquieu, and Rousseau on Government Starting in the 1600s, European philosophers began debating the question of who should
The French Revolution Begins Close Read
The French Revolution Begins Close Read Standards Alignment Text with Close Read instructions for students Intended to be the initial read in which students annotate the text as they read. Students may
Cold War Lesson Plan. Central Historical Question: Who was primarily responsible for the Cold War: The United States or the Soviet Union?
Lesson Plan Central Historical Question: Who was primarily responsible for the : The United States or the Soviet Union? Materials: PowerPoint Copies of Timeline Copies of Documents A-D Copies of Guiding
THE AGE OF ENLIGHTENMENT
THE AGE OF ENLIGHTENMENT To view this PDF as a projectable presentation, save the file, click View in the top menu bar of the file, and select Full Screen Mode To request an editable PPT version of this
Brookfield High School Curriculum Map Modern World History Kovach
Subject: History Course: Modern World History Grade Level: Grade 9 Teacher: Kovach Month Content OH Standards Content Statements Assessment Essential Questions Books & Materials Learning All Year Units
Created by Paul Hallett
The National Cold War Exhibition and this resource pack will assist in the learning of GCSE Modern World History. As you enter the National Cold War Exhibition read the three information boards on the
WORLD HISTORY: SCIENTIFIC REVOLUTION AND ENLIGHTENMENT. Jeopardy Version Watch out Alex Trebek
WORLD HISTORY: SCIENTIFIC REVOLUTION AND ENLIGHTENMENT Jeopardy Version Watch out Alex Trebek Scientists Philosophes Enlightenment Spreads Terms Thnkers 100 100 100 100 100 200 200 200 200 200 300 300
SAMPLE COURSE OUTLINE
SAMPLE COURSE OUTLINE MODERN HISTORY ATAR YEAR 12 Unit 4 Elective 1: The changing European world since 1945 Copyright School Curriculum and Standards Authority, 2015 This document apart from any third
Cold War Lesson Plan. Central Historical Question: Who was primarily responsible for the Cold War the United States or the Soviet Union?
Cold War Lesson Plan Central Historical Question: Who was primarily responsible for the Cold War the United States or the Soviet Union? Materials: Cold War PowerPoint Copies of Cold War Timeline Copies
Note Taking Study Guide FROM APPEASEMENT TO WAR
SECTION 1 FROM APPEASEMENT TO WAR Focus Question: What events unfolded between Chamberlain s declaration of peace in our time and the outbreak of a world war? A. As you read Aggression Goes Unchecked and
DBQ 13: Start of the Cold War
Name Date DBQ 13: Start of the Cold War (Adapted from Document-Based Assessment for Global History, Walch Education) Historical Context: Between 1945 and 1950, the wartime alliance between the United States
COLD WAR-MEANING, CAUESE, HISTORY AND IMPACT
COLD WAR-MEANING, CAUESE, HISTORY AND IMPACT INTRODUCTION After Second World War the period of International Relations from 1945 to 1990 is known as the period of Cold war. In fact, after the war, the
North Carolina Essential Standards Social Studies - World History Course
North Carolina s Social Studies - World History Course The World History course will address six (6) periods in the study of World History, with a key focus of study from the mid 15 th century to present.
1914-1918: WORLD WAR I CFE 3201V
1914-1918: WORLD WAR I CFE 3201V OPEN CAPTIONED NATIONAL GEOGRAPHIC SOCIETY 1992 Grade Levels: 10-13+ 25 minutes 1 Instructional Graphic Enclosed DESCRIPTION The forces of nationalism, imperialism, and
History (Specification B) (Short Course)
General Certificate of Secondary Education June 2015 History (Specification B) (Short Course) 91454 Unit 4: International Relations: Conflict and Peace in the 20th Century Monday 1 June 2015 9.00 am to
GRADE 7 SOCIAL STUDIES. History
GRADE 7 SOCIAL STUDIES History Standard 1 Historical Thinking Skills Students use information and concepts to interpret, analyze, and draw conclusions about United States history from 1763 1877. 7.1.1
High School WWII Quiz Bowl Qualifier*
The National WWII Museum s High School WWII Quiz Bowl Qualifier* (*Fair warning: actual Quiz Bowl questions will be even more challenging) Name: Directions: circle the correct answers below. Round One:
SUGGESTED UNIT OUTLINES FOR SOCIAL STUDIES GLES
NINTH-TENTH GRADES SUGGESTED UNIT OUTLINES In ninth and tenth grade, students apply their deeper understanding of social studies concepts on a global scale. The recommended context in the ninth and tenth
German initiated battle in western europe that attempted to push back the allied advance that was un. Sample letter requesting financial assistance
German initiated battle in western europe that attempted to push back the allied advance that was un. Sample letter requesting financial assistance from employer. German initiated battle in western europe
World History: Essential Questions
World History: Essential Questions Content Standard 1.0: Culture encompasses similarities and differences among people including their beliefs, knowledge, changes, values, and traditions. Students will
TEACHER S KEY SESSION 1. THE WORLD BEFORE THE GREAT WAR. PRETASK. 3. Pre- listening.
TEACHER S KEY SESSION 1. THE WORLD BEFORE THE GREAT WAR. PRETASK 3. Pre- listening. 1. Before 1914, the nations of Europe were involved in a race to obtain overseas colonies all over the world, mainly
Name: Class: Global Studies Date: Mr. Wallace. The Enlightenment & The American Revolution Test Review
Name: Class: Global Studies Date: Mr Wallace The Enlightenment & The American Revolution Test Review 1) The United States "founding fathers" were not influenced by the ideas of Enlightenment thinkers 2)
Sparta was the greatest military power in the Greek city-states Spartans lived in harsh conditions, without luxuries, to make them tough fighters.
Sparta was the greatest military power in the Greek city-states Spartans lived in harsh conditions, without luxuries, to make them tough fighters. There is much less information about the Spartans than
1. Which of the following is NOT an argument in support of imperialism or expansionism?
U.S I Quarterly Assessment Practice Test Circle the best answer to each question. 1. Which of the following is NOT an argument in support of imperialism or expansionism? A. The United States should become
cold war Short Answer
cold war Short Answer 1. Recognize Ideologies The banner carried by these East German demonstrators in the autumn of 1989 reads, Improve Politics--only with new Government. Explain the meaning of this
Soci250 Sociological Theory
Soci250 Sociological Theory Module 1 Overview of Classical Sociological Theory François Nielsen University of North Carolina Chapel Hill Spring 2007 Outline Main Themes Social & historical forces Intellectual
List A: Economics course options (all students must take at least 1 course from this list)
MASTERS PROGRAM IN INTERNATIONAL AND AREA STUDIES SUGGESTED COURSES Note that the below are suggested courses. For other possible courses, please check with the Graduate Assistant and the Chair of the
Cold War Spreads to Asia
Cold War Spreads to Asia China China becomes Communist 1920s Mao Zedong leads communist forces against Chiang Kai Shek leader of China s Nationalist government During WWII set aside civil war to resist
SOCIAL STUDIES TEST for e-lessons day 2
SOCIAL STUDIES TEST for e-lessons day 2 Name Directions: Use your own piece of paper as your answer document. Do not print off the test. You will need to only turn in your answer document. 29. The Cold
NCA &TSU Master of Art in History Degree Requirements HISTORY. Olen Cole, Jr., Chairperson 324 Gibbs Hall (336) 334-7831 coleo@ncat.
NCA &TSU Master of Art in History Degree Requirements HISTORY Olen Cole, Jr., Chairperson 324 Gibbs Hall (336) 334-7831 coleo@ncat.edu OBJECTIVES The Master of Science program builds upon the knowledge
Table of Contents Part One: Social Studies Curriculum Chapter I: Social Studies Essay Questions and Prewriting Activities
Table of Contents Part One: Social Studies Curriculum Chapter I: Social Studies Essay Questions and Prewriting Activities 1. How the United States Became a World Power 1 2. Immigration 5 3. The Role of
Lesson # Overview Title /Standards. Big Question for lesson (from teaching thesis) Specific lesson Objectives (transfer from above).
Lesson # Overview Title /Standards Big Question for lesson (from teaching thesis) Specific lesson Objectives (transfer from above). Content focused/action verbs Assessment of Objective(s) (you do not need
Why did the US want to claim small islands in the Pacific Ocean such as Midway Island and Wake Island?
US History & Government Imperialism Why did the US create an empire in the late 19 th Century? Social: Economic: Political: Religious: Military: China Why did the US want to claim small islands in the
Tennessee Curriculum Standards for High School World History Correlations to Wright Group/McGraw-Hill s World History
Tennessee Curriculum Standards for High School World History Correlations to Wright Group/McGraw-Hill s World History Course Description: In World History High School, students study the history of humankind
History programmes of study: key stage 3
History programmes of study: key stage 3 National curriculum in England Purpose of study A high-quality history education will help pupils gain a coherent knowledge and understanding of Britain s past
MT. DIABLO UNIFIED SCHOOL DISTRICT COURSE OF STUDY
COURSE TITLE: AP EUROPEAN HISTORY COURSE NUMBER: 3510 DEPARTMENT: History and Social Science GRADE LEVEL(S): 10-12 CREDITS PER SEMESTER: 5 credits LENGTH OF COURSE: One Year REQUIRED OR ELECTIVE: Elective-designed
WORLD HISTORY AND GEOGRAPHY: ANCIENT CIVILIZATIONS
WORLD HISTORY AND GEOGRAPHY: ANCIENT CIVILIZATIONS Students in grade six expand their understanding of history by studying the people and events that ushered in the dawn of the major Western and non- Western
Sample Test: Colonialism and Foundations of America. Use the following map and your knowledge of Social Studies to answer question 1.
Sample Test: Colonialism and Foundations of America Use the following map and your knowledge of Social Studies to answer question 1. 1. What key activity does this map depict? A Middle Passage B Trans-Saharan
BA in Political Science and International Affairs
College of Social Sciences and Humanities 517 RESIDENCY REQUIREMENT Students must earn a minimum of 64 Northeastern University semester hours in order to receive a bachelor s degree. UNIVERSITY-WIDE REQUIREMENTS
history (his) History
history (his) Mark R. Correll, Chair Mark T. Edwards David Rawson Charles E. White The fundamental purpose of the department of history, politics, and geography is to aid the student in gaining an understanding
Kansas Board of Regents Precollege Curriculum Courses Approved for University Admissions
Kansas Board of Regents Precollege Curriculum Courses Approved for University Admissions Original Publication April 6, 2011 Revision Dates June 13, 2011 May 23, 2012 Kansas Board of Regents Precollege
Addendum: American History II:
Addendum: American History II: On June 23, 2011, the North Carolina General Assembly passed The Founding Principles Act (SL 2011-273). This act calls for local boards of education to require, as a condition
SSWH3 THE STUDENT WILL EXAMINE THE POLITICAL, PHILOSOPHICAL, AND CULTURAL INTERACTION OF CLASSICAL MEDITERRANEAN SOCIETIES FROM 700 BCE TO 400 CE.
SSWH3 THE STUDENT WILL EXAMINE THE POLITICAL, PHILOSOPHICAL, AND CULTURAL INTERACTION OF CLASSICAL MEDITERRANEAN SOCIETIES FROM 700 BCE TO 400 CE. A. COMPARE THE ORIGINS AND STRUCTURE OF THE GREEK POLIS,
Silver School of Social Work
Silver School of Social Work UNDSW US 67 Social Justice and Peacemaking (4 CLI UG.1444, Lyrics on Lockdown (4 S99.2111, Ending Poverty: Models for Social Change and Social Action (4 TBD, Tweeting for the
The Approved List of Humanities and Social Science Courses For Engineering Degrees. Approved Humanities Courses
The Approved List of Humanities and Social Science Courses For Engineering Degrees Students should check the current catalog to ensure any prerequisite and departmental requirements are met. ART Approved
Geneva CUSD 304 Content-Area Curriculum Frameworks Grades 6-12 Social Studies
Geneva CUSD 304 Content-Area Curriculum Frameworks Grades 6-12 Social Studies Mission Statement It is our belief that Social Studies education is ultimately to prepare students to assume the responsibilities
The Nuclear Weapons Debate
Scottish CND - Education Pack The Nuclear Weapons Debate Scottish CND s educational resource Nuclear Weapons: Yes or No is aimed at late primary to early secondary school pupils. It has 4 units: The Nuclear
International Relations / International Studies / European Studies
International Relations / International Studies / European Studies Degree Courses BA International Relations and Politics 166 BA International Relations and Modern History 167 BA International Studies
Social Studies Standard Articulated by Grade Level Eighth Grade
History Strands emphasize the historical foundations and democratic principles that framed our Constitution and led to our form of democracy. The history of World War II to the contemporary world is also
AP European History COURSE SYLLABUS 2010-2011
AP European History COURSE SYLLABUS 2010-2011 Course Description: This course teaches students relevant, factual knowledge about European History from 1450 through 2001. The areas of concentration include
Note Taking Study Guide PHILOSOPHY IN THE AGE OF REASON
SECTION 1 Note Taking Study Guide PHILOSOPHY IN THE AGE OF REASON Focus Question: What effects did Enlightenment philosophers have on government and society? As you read this section in your textbook,
AP EUROPEAN HISTORY 2006 SCORING GUIDELINES. Question 7
AP EUROPEAN HISTORY 2006 SCORING GUIDELINES Question 7 Considering the period 1933 to 1945, analyze the economic, diplomatic, and military reasons for Germany s defeat in the Second World War. 9 6: Stronger
Adolf Hitler. The man that did the unthinkable
Adolf Hitler The man that did the unthinkable Hitler s Childhood Born on April 20 th 1889 His hometown is the Austrian town of Braunau His Mother was a housemaid while his father was an Austrian Custom
THE GREAT WAR and the Shaping of the 20th Century
THE GREAT WAR and the Shaping of the 20th Century Lesson Plan Seven: The Failed Peace Overview With the November, 1918, signing of the Armistice ending hostilities in World War I, an even greater task
Late Medieval Period (WHI.12)
Name Late Medieval Period (WHI.12) Label on Map: England, France, Spain, Russia, Holly Roman Empire, Paris, Rome, Mediterranean Sea, English Channel, Atlantic Ocean Term: Nation-state Describe: Draw: 1
The Approved List of Humanities and Social Science Courses For Engineering Degrees
The Approved List of Humanities and Social Science Courses For Engineering Degrees Students should check the current catalog to ensure any prerequisite and departmental requirements are met. Approved Humanities
After Japan attacked Pearl Harbor, they thought America would avoid further conflict with them
CHAPTER 17 THE UNITED STATES IN WORLD WAR II SECTION 1: MOBILIZING FOR DEFENSE After Japan attacked Pearl Harbor, they thought America would avoid further conflict with them The Japan Times newspaper said
1. Patterns and effects of interaction among societies and regions: trade, war, diplomacy, and international organizations.
AP World History Course Syllabus Packard, Scott Boca Ciega H.S. This AP World History course will enable you to develop a greater understanding of the global processes, contacts and interactions within
Religious Studies Cognates. Christianity This cognate introduces students to historical and contemporary Christianity.
Religious Studies Cognates Christianity This cognate introduces students to historical and contemporary Christianity. REL 232 History of Christianity REL 101 Introduction to Religion REL 103 One God REL
The Approved List of Humanities and Social Science Courses For Engineering Degrees. Approved Humanities Courses
The Approved List of Humanities and Social Science Courses For Engineering Degrees Students should check the current catalog to ensure any prerequisite and departmental requirements are met. NOTE: Some
Essential Question: What was the impact of European imperialism in Africa and India?
Essential Question: What was the impact of European imperialism in Africa and India? Unit X Quiz 2 1. When did the Suez Canal open? 2. Why was it initially difficult for European powers to control their
Timeline of the Cold War
Timeline of the Cold War 1945 Defeat of Germany and Japan February 4-11: May 8: July: August 6: August 8: August 9: August 14 : August 15: 1946 February 9: March 5 : March 10: July 1: July 25: Yalta Conference
17. WHO BECOMES PRESIDENT OF THE UNITED STATES IF THE PRESIDENT SHOULD DIE? 22. HOW MANY CHANGES OR AMENDMENTS ARE THERE TO THE CONSTITUTION?
DEPARTMENT OF JUSTICE Immigration & Naturalization Service 100 Typical Questions 1. WHAT ARE THE COLORS OF OUR FLAG? 2. HOW MANY STARS ARE THERE IN OUR FLAG? 3. WHAT COLOR ARE THE STARS ON OUR FLAG? 4.
GLOBAL REGENTS REVIEW PACKET NUMBER 16-B - PAGE 1 of 24 THIS IS GLOBAL REGENTS REVIEW PACKET NUMBER 16-B
GLOBAL REGENTS REVIEW PACKET NUMBER 16-B - PAGE 1 of 24 THIS IS GLOBAL REGENTS REVIEW PACKET NUMBER 16-B THE TOPICS OF STUDY IN THIS PACKET ARE: JAPAN S TOKUGAWA SHOGUNATE THE MEIJI RESTORATION JAPANESE
1. What is the Baruch Plan? 2. What was the Bolshoi Speech (1946)? 3. When was the Berlin Wall started? 4. When is the first ICBM? 5.
1. What is the Baruch Plan? 2. What was the Bolshoi Speech (1946)? 3. When was the Berlin Wall started? 4. When is the first ICBM? 5. First Nuclear (fission) bomb? Source: http://www.usachcs.army.mil/history/brief/coldwarcompos.jpg
Social Studies. Directions: Complete the following questions using the link listed below.
Social Studies Name: Directions: Complete the following questions using the link listed below. Questions 1-8: http://www.biography.com/people/adolf-hitler-9340144 (Pages 1-2) Questions 9-17: http://www.history.com/topics/world-war-ii/adolf-hitler
U.S. Reasons For Going to War
U.S. Reasons For Going to War U.S. declares its neutrality in 1914. Conditions will be created which pull the U.S. into war on the side of the Allies. U.S. Reasons for going to War The Sinking of Merchant
Table of Contents. Part One: Social Studies Curriculum
Table of Contents Part One: Social Studies Curriculum Chapter I: Social Studies Essay Questions and Prewriting Activities 1. Western Political Thought 1 2. The Age of Revolution 6 3. The Age of Napoleon
Specimen 2018 Morning Time allowed: 1 hour 45 minutes
SPECIMEN MATERIAL GCSE HISTORY Paper 1 Understanding the modern world 1D America, 1920 1973: Opportunity and inequality with wider world depth studies Specimen 2018 Morning Time allowed: 1 hour 45 minutes
History. Introductory Courses in History. Brautigam, Lian, Luttmer, Murphy, Thornton, M. Vosmeier, S. Vosmeier.
History Brautigam, Lian, Luttmer, Murphy, Thornton, M. Vosmeier, S. Vosmeier. Major: History courses Nine, including 371 and 471 (culminating experience), but not including 100 level courses. Recommended:
HONORS U. S. HISTORY II World War I - DBQ DUE December 13, 2013
HONORS U. S. HISTORY II World War I - DBQ DUE December 13, 2013 TASK: Assess AT LEAST TWO of the causes for the United States entry into the conflict of World War I. How did the United States contribute
Credit-by-Exam Review - US History A
separation of powers checks and balances individual rights popular sovereignty federalism separation of powers Mayflower Compact Thomas Paine's Common Sense abolitionists What was the difference in the
Ch.1. Name: Class: Date: Matching
Name: Class: Date: Ch.1 Matching Match each item with the correct statement below. a. technology e. democracy b. diffusion f. extended family c. exports g. interdependence d. climate 1. goods sent to markets
Part I America Becomes an Imperial Power
Chapter 20 Theodore Roosevelt And Progressive Reform Part I America Becomes an Imperial Power The Monroe Doctrine 1823 President Monroe signs document which is meant to end imperialism in the Western Hemisphere.
The Cold War: A Conflict of Ideologies
The Cold War: A Conflict of Ideologies Political Realignment after World War II Fractures of Allied Forces Development of Two Camps; Partition Definition of Cold War Causes of the Cold War (Who s to Blame?)
5th social studies core skills (5thsocstud_coreskills)
Name: Date: 1. On July 4, 1852 a writer was asked to speak at an Independence Day celebration in Rochester, New York. Below is a part of his speech. Fellow citizens Pardon me, and allow me to ask, why
SOCIAL STUDIES UNIT OUTLINES FIFTH GRADE
SOCIAL STUDIES UNIT OUTLINES FIFTH GRADE In fifth grade, students use their understanding of social studies concepts and cause-and-effect relationships to study the development of the United States up
HISTORY. History A.A. for Transfer Degree
Area: Behavioral & Social Sciences Dean: Carlos Reyes Phone: (916) 484-8283 Counseling: (916) 484-8572 Degree: A.A. for Transfer - History The study of history equips the student with cultural literacy
Ninth Grade History & Social Science World History I
SEPTEMBER WHI.1 Historical Research and Geographical Analysis *(ongoing throughout year) identify, analyze, and interpret primary and secondary sources use maps, globes, artifacts, pictures identify major
Note Taking Study Guide ORIGINS OF THE VIETNAM WAR
SECTION 1 ORIGINS OF THE VIETNAM WAR Focus Question: Why did the United States become involved in Vietnam? As you read, describe the Vietnam policies of Presidents Truman, Eisenhower, Kennedy, and Johnson.