02 world history blms

World History

Unit 1, Activity 1, Parallel Timelines

Events for the Parallel Timelines

World Areas Ancient Times Middle Ages

Africa and the Near East Lower and Upper Egypt united under MenesPyramids of the Old KingdomNew Kingdom of Egypt Moses and the IsraelitesPunic WarsQueen HatsheputKing TutankhamenKing SolomonRosetta StoneChristianity founded

Kingdom of GhanaMuslim Empire of MaliMansa Musa hajj to MeccaFatimid Dynasty in EgyptKingdom of SonghaiJustinian’s CodeGreat Schism of the Church

The Americas Olmecs – Stone headsMayan CivilizationHohokamin in Arizona

Anasazi – PueblosToltecs conquer MexicoMississippi Mound BuildersAztecs establish TenochtitlanInca Empire under PachocutiColumbus lands in AmericasPizarro conquers Incas

Asia Sumerian CivilizationIndus Valley CivilizationHammurabi’s CodeCuneiformSilk RoadHinduism foundedShi Huangdi’s TombBuddhism foundedConfuciusGreat Wall of China

Buddhism in JapanTang Dynasty-Classical Age of ChinaMuhammed founded IslamKamakura ShogunateSeljuk Turks seize BaghdadMongols capture BaghdadMongols begin Yuan dynasty in ChinaChoson Dynasty in Korea

Europe Minoans in CreteTrojan WarRome establishedRoman Republic establishedAlexander the GreatPax Romana ends

Battle of Tours Charlemange as Holy Roman EmperorViking raids of EuropeBattle of HastingsFirst Crusade for Holy LandsMagna CartaEnd of the CrusadesBlack DeathHundred Years War

Blackline Masters, World History Page 1Louisiana Comprehensive Curriculum, Revised 2008

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


Unit 1, Activity 3, Renaissance and Reformation Vocabulary Chart

Renaissance and Reformation Vocabulary Chart

Word+ Ö - Example Definition

Renaissance

Humanism

Secular

Fresco

Vernacular

Reformation

Christian Humanism

Salvation

Indulgence

Reformation

Predestination

Annulled

Theocracy

Counter Reformation


Unit 1, Activity 4, Renaissance Personalities Data Chart

Renaissance Personalities Data Chart

RenaissancePersonality

Place Area ofContribution

Name of Work

Significance Year


Unit 1, Activity 7, Scientific Revolution Personalities

Scientific Revolution Personalities

Personality Native Origin

Area of Contribution

Scientific Discovery

Published Works


Unit 1, Specific Assessments, Activities 4, 5, 7, or 8, Sample PowerPoint© Rubric

Sample PowerPoint© RubricSuperstar

4Good

3Average

2Poor

1Weight

Required Elements

Points__4_

The presentation contains all required elements outlined on project sheet.

The presentation is missing one or two required elements.

The presentation is missing three required elements.

The presentation is missing four or more elements. x 1

Content

Points _28__

The information is accurate and comes from at least one primary source.

Some of the information does not fit the project but primary source is used.

At least one bit of information is inaccurate and primary sources were not used.

Some information is inaccurate and no primary sources are used.

x 7

Text Elements

Points __8__

Fonts are easy-to-read and point size varies appropriately for text and headlines. Use of italics, bold, and indentations enhances the readability.

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.

Overall readability is difficult because of lengthy paragraphs, too many different fonts, backgrounds, overuse of italics and bold.

The text is extremely difficult to read with long blocks of text, small point size of fonts, and inappropriate contrast of colors.

x 2

Layout

Points _2___

The layout is pleasing to the eye and has appropriate use of headings and subheadings.

The layout uses vertical and horizontal white space appropriately.

The layout has some structure but appears cluttered or too busy.

The layout is cluttered, confusing, and does not use spacing and headings to enhance readability.

x .5

Citations

Points __4__

All sources of information are properly cited.

Most information is cited but some pictures, graphics, and photos lack citation.

More than half the information has no citations in the presentation.

There are no citations for information, graphics, pictures, and photos.

x 1

Graphics,Sound,

Animation

Points __4_

Graphics, sound, and/or animation, using proper size and resolutions, enhance the content of the presentation. At least one original image is used.

Some of the graphics, sound, and/or animations seem to be unrelated to the content theme and contribute(s) little enhancement to the concepts.

Many of the graphics, sound, and/or animationsare unrelated to the content or concepts.

Graphics, sound, and/or animation are unrelated to the content and do not enhance understanding or are missing.

x 1

Writing Mechanics

Points __4__

The text is written with no errors in grammar, punctuation, capitalization, or spelling.

The text is written with no more than two errors in grammar, punctuation, capitalization, or spelling.

The text is written with no more than three errors in grammar, punctuation, capitalization, or spelling.

There are four or more errors in grammar, punctuation, capitalization, or spelling.

x 1


Unit 1, Specific Assessment, Activity 5, Sample Oral Presentation Rubric

Sample Oral Presentation Rubric

4 3 2 1 Weight

GroupParticipationPoints __8__

All three members assist one another throughout the presentation.

All three members present information.

Two members of the group present the information.

Only one member of the group presents the information.

x 2

Subject Knowledge

Points _20_

Student demonstrates full knowledge of material and elaborates on the answers.

Student is comfortable with information, but fails to elaborate on questions.

Student appears uncomfortable with information and can only answer basic questions.

Student does not have a grasp of the information and cannot answer questions.

x 5

Eye Contact

Points __4__

Student maintains eye contact with audience and seldom returns to notes.

Student maintains eye contact most of the time, but still reads notes.

Student occasionally uses eye contact, but reads most of the information.

Student reads all of the presentation and has no eye contact with audience.

x 1

Elocution

Points __4__

The student uses a clear voice and correctly pronounces terms so that all the audience hears the presentation.

The student’s voice is clear and pronounces most words correctly. Most members of the audience can hear presentation.

The student’s voice is low, incorrectly pronounces terms, and audience in back of class has difficulty hearing the presentation.

The student mumbles, mispronounces terms, and speaks too softly for students in the back of class to hear.

x 1

Length of

Presentation

Points __4__

The presentation is within two minutes of the allotted time +/-.

The presentation is within three minutes of allotted time +/-.

The presentation is within four minutes of the allotted time +/-.

The presentation is too long or too short; six or more minutes above or below allotted time.

x 1


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:


Unit 2, Activity 5, Explorers’ Chart

Explorers’ Chart

Name ofExplorer

Year(s) Nationality – Sailed for this

country

Area(s) Claimed Reason Behind Exploration


Unit 2, Activity 5, Explorers’ Chart with Answers

Explorers’ Chart with AnswersName ofExplorer

Year(s) Nationality/Sailedfor this country

Area(s) Claimed Reason Behind Exploration

Bartholomeu Dias 1487-88 Portuguese First European to round the Cape of Good Hope

Searching for water route to India

Christopher Columbus

1492-1504 Italian/ Spain West Indies/Caribbean Islands

Searching for shorter route to India

Amerigo Vespucci 1497-1503 Italian/Spain and Portugal

Sailed to West Indies and South America

Exploration of new continents

John Cabot 1497-98 Italian/ France Newfoundland, Nova Scotia, and Labrador

Searching for a Northwest Passage to India

Vasco da Gama 1498 Portuguese First to travel to India around Africa

Searching for water route to India for trade

Vasco de Balboa 1513 Spanish Led expedition and found Pacific Ocean

Exploration of New World

Juan Ponce de Leon

1513 Spanish Florida Looking for the Fountain of Youth in Florida

Hernando Cortez 1519-21 Spanish Mexico Conquered Aztecs in Mexico

Ferdinand Magellan

1520 Portuguese/Spain Strait of Magellan, California

Commanded first globe circling voyage

Giovanni da Verranzano

1523 Italian/France New York Bay and Narrangasett Bay

Searched for Northwest Passage

Francisco Pizarro 1523-35 Spanish Peru Conquered Incas of Peru

Jacques Cartier 1534-42 French St. Lawrence River Conquer new lands for France

Hernando DeSoto 1539-41 Spanish American Southeast and Mississippi River

Exploring New World for Spain

Francisco Coronado

1540-42 Spanish American Southwest Explored New World in search for gold

Samuel de Champlain

1603-1616 French St. Lawrence River to Lake Champlain

Explored North America for France

Henry Hudson 1609-11 English/Dutch East India Company

Hudson Strait Claimed Hudson River area for the Dutch

Robert LaSalle 1682 French Great Lakes, Mississippi River and Gulf of Mexico

Claimed lands for France


Unit 2, Activity 9, Colonization Chart

Colonization Chart European Country

AreasColonized

Purpose ofColonization

Consequences

Spain Political:

Social:

Economic:

France Political:

Social:

Economic:

England Political :

Social:

Economic:

Amster-dam

Political:

Social:

Economic:

Portugal Political:

Social:

Economic:


Unit 2, Activity 9, Colonization Chart with Answers

European Country

AreasColonized

Purpose ofColonization

Consequences

Spain North/ South America

Caribbean

Self-sustaining coloniesConvert natives to ChristianityExpand absolute power of the monarchy Acquire gold and precious metals

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 systemEconomic: Gold flooded Spain creating inflation in 1550

France Louisiana

Haiti

Canada

Agricultural wealth made colonization less attractive to French citizensControlled territory for raw materials supplied by native peoplesTropical areas developed a plantation economy in sugar and cotton

Political: Always more interested in politics on the continent, involvement in wars cost them most of their colonies – Louisiana, Haiti, CanadaSocial: 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.

England North America

India

Indonesia

Australia

Enclosure movement made it easy to attract settlers to the New WorldJoint-stock companies combined adventurers, settlers and profitsColonies supplied raw materials for emerging factory systems

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.

Amster-dam

North/South America

SoutheastAsia

Caribbean

During the 17th century Amsterdam emerged as the center of European commerce and banking.Exploration was for the purpose of trade and financial growth.

Political: Government defined by charter of the Dutch East India CompanySocial: Slave societiesEconomic: New form of business organization called a joint-stock company was established – Dutch West India Company-United East India Company

Portugal Africa

India

Indonesia

South America

Searching for a faster route to India and Indonesia to profit from the spice trade. Prince Henry the Navigator promoted exploration.

Political: First global empire where natives were ruled by appointed officialsSocial: Slave societiesEconomic: 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

Colonization Chart with Answers


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

Absolute Monarchy Split-Page Notetaking Guide

Philosopher and Published Literary

Work

Impact of Philosophyupon Absolute Monarchies

Bossuet’s

Divine Right of Kings

Power is from God and therefore absolute. Authority should not be questioned. Kings should rule with fairness and wisdom, but if they don’t they should still be obeyed.

Prussia

Russia

Spain

Machiavelli’ s

The Prince

The absolute power of a king depends upon the king’s ability to do whatever it takes to maintain that power. “The ends justify the means.”

Prussia

Russia

Spain


Unit 3, Activity 3, Enlightened Despots

Enlightened Despots

Characteristics Louis XIVof

France

Frederick the Greatof

Prussia

Peter the Greatof

RussiaHow did the monarch centralize power?

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?


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





Effects of the revolution on the American government and its people:


French Revolution





Effects of the revolution on the French government and its people:



Unit 3, Activity 4, Sample Comparison Essay Rubric

Sample Comparison Essay Rubric


Criteria: 5 4 3 2 1

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.

Unit 4, Activity 2, Vocabulary Cards-Group Assignments

Group 1 Group 4

Enclosure Movement Four-crop field rotation

Bills of exchange Stock exchange

Flying shuttle Steam engine

Mass production Capitalism

Laissez-faire economics Cottage industry

Group 2 Group 5

Selective breeding Seed drill

Double-entry bookkeeping Spinning jenny

Power loom Interchangeable parts

Factory town Socialism

Feudalism Factors of production

Group 3 Group 6

Mechanization Banking system

Joint-stock company Spinning frame

Factory system Assembly line

Entrepreneurs Communism

Labor unions Urbanization

Vocabulary Cards-Group Assignments


Unit 4, Activity 3, Inventions of the Industrial Revolution

Inventions of the Industrial Revolution

Date Invention Inventor/Country Purpose Impact of Invention


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 Capitalism Mixed Economy

Socialism Communism

Privately-owned means of production

State-owned means of production

Collective ownership of means of productionPrices 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 needClassless economic society

Societal classes based on wealth

Profit incentives for entrepreneurs

Representative democracy is usual form of governmentTotalitarianism is usual form of governmentPure democracy is usual form of government


Unit 4, Activity 6, Economic Systems Word Grid


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 Capitalism Mixed Economy

Socialism Communism

Privately-owned means of production Yes Yes No No

State-owned means of production No Yes Yes No

Collective ownership of means of production

No No No Yes

Prices set by market (buyers and sellers) Yes Yes No No

Prices set by government No No Yes No

Market governs production Yes Yes No No

Central planning governs production No No Yes No

Voluntary exchange of goods and services Yes Yes No Yes

Government-controlled exchange of goods and services (rationing)

No No Yes No

Goods and services shared according to need

No No No Yes

Classless economic society No No No Yes

Societal classes based on wealth Yes Yes No No

Profit incentives for entrepreneurs Yes Yes No No

Representative democracy is usual form of government

Yes Yes No No

Totalitarianism is usual form of government

No No Yes No

Pure democracy is usual form of government

No No No Yes


Unit 5, Activity 1, Reaction and Revolution BLM

Reaction and Revolution BLM

Reaction and Revolution in 19th Century EuropeSignificant Events and Ideologies

Important Facts and Impact on 19th Century Europe

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


Unit 5, Activity 1, Reaction and Revolution BLM


Unit 5, Activity 4, Imperialism Chart

Imperialism Chart

Race for AfricaAction/Event Imperialistic Policy Causal Events Consequences

Belgian Congo

Egypt and Suez

German colonies in southwest AfricaCape to Cairo territoryItaly in North Africa

Race for AsiaEnglish East India CompanyFrench Indo-China

Spheres of influence in ChinaOpen Door Policy

Opium War and Hong Kong

Americans and the PacificOpening of Japan

Spanish American WarHawaii and Samoa

Japan Expands OutwardKorea

Taiwan

South Sakhalin Island

Russo-Japanese War


Unit 6, Activity 1, WWI Vocabulary Self-Awareness Chart

World War I Vocabulary Self-Awareness Chart


militarism

trench warfare

conscription

mobilization

total war

war of attrition

propaganda

genocide

contraband

U-boats

Home front

Western front

armistice

belligerent

reparations

mandates


Unit 6, Activity 1, Road to World War I Timeline

Road to World War I TimelineJune 28 Austrian Archduke Franz Ferdinand and his wife are assassinated in Sarajevo, Bosnia by a

Bosnian youth, Gavrilo Princip.June 29 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.June 30 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).July 4 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.July 5 German Kaiser Wilhelm II offers Austria a “blank cheque” of support if Austria acts

against Serbia for assassination.July 6 Austrian investigation implicates a Serb government employee and army officers.July 6 German Chancellor advises Austria that their Kaiser will stand by his treaty obligations,

thus endorsing the “blank cheque.”July 7 Serbian prime minister denies any foreknowledge of the assassination plot.July 9 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.July 13 Austrian Legal Counselor reports that the investigation revealed no complicity on the part

of the Serbian government in the assassination plot.July 14 Austrian Chancellor withdraws his objection to military action and agrees that the Austrian

ultimatum “be so phrased that its acceptance will be practically impossible.”July 15 French president and prime minister leave for a planned visit to Russia (arrive July 20th for

three day visit).July 16 British ambassador to Austria warns the British government of the ultimatum.July 18 Russian foreign minister warns Austria that Russia will not tolerate any “blow to Serbia’s

independence.”July 19 Secret Austrian mobilization is already underway.July 20 The Austrian ultimatum is dispatched to the Austrian ambassador in Belgrade for

presentation to the Serbian government on July 23.July 23 Austrian ultimatum is delivered to Serbian government at 6:00pm.July 23 French delegation leaves Russia affirming their obligation under the Franco-Russian

alliance.July 24 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).

July 24 Austrian foreign minister notes: “Any conditional acceptance [of the ultimatum], or one accompanied by reservations, is to be regarded as a refusal.”

July 25 Russia requests the 48-hour time limit on the ultimatum be extended. Austria refuses.July 25 Serbia orders a general mobilization and appeals to Russia for help.July 25 Russia issues orders for partial mobilization.July 25 Austrian emperor signs orders for full mobilization.July 27 Austrian ambassador in Germany reports that Germany does not support the mediation

conference suggested by Great Britain.July 28 Austria declares war on Serbia.

August 1 Germany declares war on Russia. August 3 Germany declares war on France.August 4 Germany invades Belgium and Great Britain declares war on Germany.August 6 Austria declares war on Russia (5 days after Germany).


Unit 6, Activities 1 and 4, World War I Causes and Effects

World War I Causes and Effects


World War I

Unit 6, Activity 2, World War I Personalities

World War I Personalities

WWI Personality Role Event(s) Impact on war

Alfred von Schlieffen

Helmuth von Moltke

Joseph Jacques Joffre

Henri-Philippe Petain

Georges Clemenceau

David Lloyd George

Woodrow Wilson

Vittorio Orlando

Wilhelm II

Nicholas II

Ferdinand Foch


Unit 6, Activity 4, Treaty of Versailles

Treaty of Versailles

Provisions of the Treaty Conditions of Settlement Prediction of SuccessGermany surrenders all colonies

Rhineland demilitarized

Alsace-Lorraine returned to France

Cession of German land to Belgium, Lithuania, and CzechoslovakiaCession of German land to Poland

Danzig to become free city

Plebiscites in Schleswig to determine German-Danish borderOccupation 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 Germany’s army

Limitations on Germany’s navy and airforce


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:


Unit 6, Activity 7, Three-Part Venn Diagram

Three-Part Venn Diagram


Unit 6, Activity 8, World War II Personalities Chart

World War II Vocabulary Self-Awareness Chart


demilitarized

appeasement

isolationism

blitzkrieg

Sitzkrieg(phony war)

sanctions

Luftwaffe

partisans

death camps

concentrationcamps

Einsatzgruppen

collaborators

kamikaze

Holocaust

internment

Final Solution

Axis Powers

Allied Powers


Unit 6, Activity 8, World War II Personalities Chart

World War II Personalities Chart

WWII Personality

Role in WWII Major Events of WWII Significance of the person’s role in WWII

Neville Chamberlain

Prime Minister of Great Britain

Munich Pact Policy of appeasement with Hitler

Adolf Hitler Leader of the Axis Powers/Dictator of Germany

Involved with all acts of German aggression on the European and African Fronts

Driving force behind all of Germany’s 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


Unit 6, Activity 9, World War II Key Military Events

World War II Key Military Events

Key Event Date Key Event Date

Invasion of Poland Battle of Guadacanal

Blitzkrieg against Denmark and Norway

Battle of Okinawa

Battle of Britain Battle of Normandy

Invasion of the Soviet Union Allied invasion of North Africa

Battle of Pearl Harbor Liberation of Paris

Capture of Greece and Yugoslavia

Allies return to the Philippines

Battle of Stalingrad Battle of the Bulge

Surrender of France Battle of the Atlantic

Battle of El Alamein Battle of Berlin

Invasion of Sicily Hiroshima

Japan attacks the Philippines and Dutch East Indies

Nagasaki

Battle of Coral Sea Battle of Midway

Battle of Iwo Jima


Unit 6, Activity 9, World War II Battles Chart

World War II Battles Chart

Battle Date Significant Generals

Military Strategy

Outcome Significance of the Battle to the War


Unit 6, Activity 12, World War II Conferences Chart

World War II Conferences Chart

Date Conference Countries/Leaders Involved

Purpose Impact of Conference

1941 Atlantic Charter

Great Britain:ChurchillUnited States: F. Roosevelt

Set goals for fighting World War II.

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.

Casablanca

Tehran

Yalta

Potsdam

San Francisco


Unit 7, Activity 1, Cold War Vocabulary Self-Awareness

Cold War Vocabulary Self-Awareness Chart


Cold War

superpower

Soviet bloc

Iron Curtain

satellite nations

containment

deterrence

détente

arms race

peaceful coexistence

domino theory

ICBMs

apartheid

dissident

ethnic cleansing

intifada


Unit 7, Activity 2, Ideologies of the Free World and Soviet Bloc Nations

Ideologies of the Free World and Soviet Bloc Nations

Ideologies Free World Soviet Bloc

Rights of the people Individual rights guaranteed Collective rights guaranteed

Type of economy Market economy Command economy

Political parties Political parties compete for power

Communist party controls the state

Rights of minority groups

Defends rights of minorities Suppressed minority opinions

Allies Allied with other free nations

Controlled satellite nations

Type of government Democratic Totalitarian

Religion Freedom of religion Atheist

The press Free press Controlled press


Unit 7, Activity 3, Cold War Personalities

Cold War Personalities

Personality Event/Contribution Impact

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


Unit 7, Activity 3, Cold War Timelines

Cold War Timelines

U.S. Presidents Year Cold War Events Year Soviet Leaders YearTruman 1945 World War II ends 1945 Stalin 1945

Chinese Civil War 1945Greek Civil War 1946

Truman Doctrine 1947 Berlin Crisis 1948

Marshall Plan 1948Truman 1949

NATO 1949China Falls to Communism 1949

Korean War 1950ANZUS 1951

Eisenhower 1953 H-Bomb 1952Khrushchev 1953

SEATO 1954Warsaw Pact 1955

CENTO 1955Hungarian Resistance 1956

Suez Crisis 1956Eisenhower 1957

Sputnik 1957Vietnam Civil War begins 1959

Belgian Congo 1960Kennedy 1961

U.S. – Vietnam Conflict 1961Bay of Pigs 1961Berlin Wall 1961

Cuban Missile Crisis 1962Johnson 1963 Brezhnev 1964

Czechoslovakian Resistance 1968Nixon 1969

Ford 1974Carter 1977

Soviet invasion of Afghanistan 1979Reagan 1981

Andropov 1982Chernenko 1984Gorbachev 1985

George HW Bush 1989 Germany Reunited 1989Baltic states secede from USSR 1990

Break-up of the Soviet Union 1991


Causes

Unit 7, Activity 3, Cold War Causes and Effects

Cold War Causes and Effects

ColdWar


Effects

Unit 8, Activity 2, New Countries Created From the Former Soviet Union

New Countries Created From the Former Soviet Union

Country Ethnicity Religion Language

Russia

Ukraine

Armenia

Estonia

Belarus

Latvia

Lithuania

Moldova

Georgia

Azerbaijan

Kazakhstan

Uzbekistan

Turkmenistan

Kyrgyzstan

Tajikistan


Unit 8, Activity 3, Arab-Israeli Conflict

Arab-Israeli Conflict

Event Leaders Short Summary Outcome Association to Arab-Israeli

ConflictFirstArab-Israeli War

SuezCrisis

BaghdadPact

Pan-Arabianism

Islamic Fundamentalism

Six Day War


Unit 8, Activity 3, Arab-Israeli Conflict

Event Leaders Short Summary Outcome Association to Arab-Israeli

ConflictYom Kippur War

Palestinian Intifada

Iranian Revolution

Iran-Iraq War

Persian GulfWar

Iraq War


Unit 8, Activity 6, Global Markets Vocabulary Self-Awareness

Global Markets Vocabulary Self-Awareness


Global interdependence

Protectionism

Tariffs

Balanced trade

Favorable balance of trade

Unfavorable balance of trade

Trade deficits

Economic imperialism

Developed countries

Developing countries


02 world history blms

Documents

world history unit

sources of information

text elements points

required elements points

primary sources

content points

use of fonts

works blackline masters