GPS ProjectGPS Project

Raven SmithRaven Smith

SSWH7 SSWH7 The student will analyze The student will analyze European medieval society with regard to European medieval society with regard to

culture, politics, society, and economics.culture, politics, society, and economics.

a. Explain the manorial system and feudalism; include a. Explain the manorial system and feudalism; include the status of peasants and feudal monarchies and the the status of peasants and feudal monarchies and the importance of Charlemagne.importance of Charlemagne.

Feudalism was a political Feudalism was a political system in which nobles system in which nobles were granted the use of were granted the use of land that legally belonged land that legally belonged to the king.to the king.

The Manor system rested The Manor system rested on a set of rights and on a set of rights and obligations between lord obligations between lord and his serfs. and his serfs.

All peasants, whether All peasants, whether free or serf, owed the lord free or serf, owed the lord certain duties.certain duties.

These included at least a These included at least a few days of labor each few days of labor each week and a certain week and a certain portion of their grain.portion of their grain.

b. Describe the political impact of Christianity; include b. Describe the political impact of Christianity; include Pope Gregory VII and King Henry IV. Pope Gregory VII and King Henry IV.

The furious young German The furious young German emperor, Henry IV emperor, Henry IV immediately called a immediately called a meeting of the German meeting of the German bishops he had appointed. bishops he had appointed.

With their approval, the With their approval, the emperor ordered Gregory emperor ordered Gregory to step down from the to step down from the papacy.papacy.

Gregory then Gregory then excommunicated Henry.excommunicated Henry.

Afterward, German bishops Afterward, German bishops and princes sided with and princes sided with pope.pope.

To save his throne, Henry To save his throne, Henry tried to win the pope’s tried to win the pope’s forgiveness.forgiveness.

c. Explain the role of the church in medieval c. Explain the role of the church in medieval society.society.

Medieval Christians’ everyday lives Medieval Christians’ everyday lives were harsh. were harsh.

During the Medieval times, the During the Medieval times, the church started many crusades to church started many crusades to gain back holy land. gain back holy land.

The absolute power during this The absolute power during this period.period.

They controlled the government and They controlled the government and the people’s life.the people’s life.

d. Describe how increasing trade led to the d. Describe how increasing trade led to the growth of towns and cities.growth of towns and cities.

More goods from foreign More goods from foreign lands become available. lands become available.

Increased business at Increased business at markets and fairs made markets and fairs made merchants willing to take merchants willing to take chances or buying chances or buying merchandise that they merchandise that they could sell at a profit. could sell at a profit.

As trade grew, towns all As trade grew, towns all over Europe swelled with over Europe swelled with people. people.

With no sewers, most With no sewers, most people began dumped people began dumped household and human household and human waste into the street in waste into the street in front of the house. front of the house.

SSWH8 SSWH8 The student will demonstrate an The student will demonstrate an understanding of the development of societies understanding of the development of societies in Central and South America.in Central and South America.

a. Explain the rise and fall of the Olmec, Mayan, Aztec, and a. Explain the rise and fall of the Olmec, Mayan, Aztec, and Inca empires. Inca empires.

The Mayas were never a single The Mayas were never a single group of people. The amazing group of people. The amazing fifteen-hundred-year civilization fifteen-hundred-year civilization consisted of multiple groups who consisted of multiple groups who shared religion, arts, writing, shared religion, arts, writing, scientific advances, and many other scientific advances, and many other cultural traits, but who never lived cultural traits, but who never lived under one unified government. under one unified government.

The Olmec were an ancient Pre-The Olmec were an ancient Pre-Columbian people living in the Columbian people living in the tropical lowlands of south-central tropical lowlands of south-central Mexico, in what are roughly the Mexico, in what are roughly the modern-day states of Vera Cruz and modern-day states of Vera Cruz and Tabasco.Tabasco.

For most people today, and for the For most people today, and for the European Catholics who first met the European Catholics who first met the Aztecs, human sacrifice was the Aztecs, human sacrifice was the most striking feature of Aztec most striking feature of Aztec civilization.civilization.

The Inca civilization began as a tribe The Inca civilization began as a tribe in the Cuzco area, where the in the Cuzco area, where the legendary first Sapa Inca, Manco legendary first Sapa Inca, Manco Capac founded the Kingdom of Capac founded the Kingdom of Cuzco around 1200.Cuzco around 1200. Aztec

Sculpture

SSWH9 SSWH9 The student will analyze change The student will analyze change and continuity in the Renaissance and and continuity in the Renaissance and Reformation.Reformation.

a. Explain the social, economic, and political changes that a. Explain the social, economic, and political changes that contributed to the rise of Florence and ideas of Machiavelli.contributed to the rise of Florence and ideas of Machiavelli.

In The Prince. In The Prince. Machiavelli was not Machiavelli was not concerned with what was concerned with what was morally right, but with morally right, but with what was politically what was politically effective. effective.

b. Identify the artistic and scientific achievements of b. Identify the artistic and scientific achievements of Leonardo da Vinci, the “Renaissance Man”, and Leonardo da Vinci, the “Renaissance Man”, and Michelangelo.Michelangelo.

The Renaissance in Italy The Renaissance in Italy produced extraordinary produced extraordinary achievements in many achievements in many different forms of art, different forms of art, including painting, including painting, architecture, sculpture, architecture, sculpture, and drawing. and drawing.

The value of humanism is The value of humanism is shown in Raphael’s shown in Raphael’s School of Athens, a School of Athens, a depiction of the greatest depiction of the greatest Greek philosophers. Greek philosophers.

The realism of The realism of Renaissance art is seen Renaissance art is seen in a portrait such as the in a portrait such as the Mona Lisa.Mona Lisa.

c. Explain the main characteristics of humanism; include the c. Explain the main characteristics of humanism; include the ideas of Petrarch, Dante, and Erasmus.ideas of Petrarch, Dante, and Erasmus.

The study of classical texts led to humanism, an The study of classical texts led to humanism, an intellectual movement that focused on human intellectual movement that focused on human potential and achievements. potential and achievements.

Humanists influenced artists and architects to carry Humanists influenced artists and architects to carry on classical traditions.on classical traditions.

Francesco Petrarch was one of the earliest and most Francesco Petrarch was one of the earliest and most influential humanists.influential humanists.

The best known of the Christian humanists were The best known of the Christian humanists were Desiderius Erasmus. Desiderius Erasmus.

d. Analyze the impact of the Protestant Reformation; include d. Analyze the impact of the Protestant Reformation; include the ideas of Martin Luther and John Calvin.the ideas of Martin Luther and John Calvin.

Martin Luther wanted full Martin Luther wanted full reform of the Church.reform of the Church.

Calvin believed that the Calvin believed that the ideal government was a ideal government was a theocracy, a government theocracy, a government controlled by religious controlled by religious leaders.leaders.

Taking Luther’s idea that Taking Luther’s idea that humans can not earn humans can not earn salvation, Calvin went on salvation, Calvin went on to say that God chooses to say that God chooses a very few people to a very few people to save. save.

Calvin called these few Calvin called these few the “elect”.the “elect”.

e. Describe the counter Reformation at the Council of Trent e. Describe the counter Reformation at the Council of Trent and the Role of the Jesuits.and the Role of the Jesuits.

From 1545 to 1563, at the Council of Trent, Catholic From 1545 to 1563, at the Council of Trent, Catholic bishops and cardinals agreed on several doctrines. bishops and cardinals agreed on several doctrines.

For the next 18 years, Ignatius gathered followers. In For the next 18 years, Ignatius gathered followers. In 1540, the pope created a religious order for his followers 1540, the pope created a religious order for his followers called the Society of Jesus.called the Society of Jesus.

Members were called Jesuits. Members were called Jesuits.

g. Explain the importance of Gutenberg and the invention of g. Explain the importance of Gutenberg and the invention of the printing press.the printing press.

Johann Gutenberg was a Johann Gutenberg was a craftsman who developed craftsman who developed a printing press that a printing press that incorporated a number of incorporated a number of technologies in a new technologies in a new way.way.

It was possible to make It was possible to make books quick and cheap.books quick and cheap.

The Gutenberg Bible, the The Gutenberg Bible, the first full size book.first full size book.

SSWH10 SSWH10 The student will analyze the The student will analyze the impact of the age of discovery and expansion impact of the age of discovery and expansion into the Americas, Africa, and Asia.into the Americas, Africa, and Asia.

a. Explain the roles of explorers and conquistadors; include a. Explain the roles of explorers and conquistadors; include Zheng He, Vasco da Gama, Christopher Columbus, Zheng He, Vasco da Gama, Christopher Columbus, Ferdinand Magellan, James Cook, and Samuel de Ferdinand Magellan, James Cook, and Samuel de Champlain.Champlain.

All Spanish explorersAll Spanish explorers Spanish explorers who followed Hernando Cortes Spanish explorers who followed Hernando Cortes

were known as conquistadors. (Conquerors)were known as conquistadors. (Conquerors) The Spanish were the first European settlers in the The Spanish were the first European settlers in the

Americas.Americas. As a result of their colonization, the Spanish greatly As a result of their colonization, the Spanish greatly

enriched their empire and left a mark on the enriched their empire and left a mark on the cultures of North and South America that exist cultures of North and South America that exist today.today.

b. Define the Columbian Exchange and its global economic b. Define the Columbian Exchange and its global economic and cultural impact.and cultural impact.

The global transfer of foods, plants, and animals The global transfer of foods, plants, and animals during the colonization of the Americas is known during the colonization of the Americas is known as the Columbian Exchange.as the Columbian Exchange.

Ships from the Americas brought back a wide Ships from the Americas brought back a wide array of items that Europeans, Asians, and array of items that Europeans, Asians, and Africans had never before seen.Africans had never before seen.

c. Explain the role of improved technology in European c. Explain the role of improved technology in European exploration; include the astrolabe. exploration; include the astrolabe.

Improved technology Improved technology such as the caravel, large such as the caravel, large cargo, and a shallow cargo, and a shallow draft, made the European draft, made the European exploration much easier.exploration much easier.

SSWH11 SSWH11 Students will investigate Students will investigate political and social changes in Japan and in political and social changes in Japan and in China from the seventeenth century CE to China from the seventeenth century CE to mid-nineteenth century CE.mid-nineteenth century CE.

a. Describe the policies of the Tokugawa and Qing a. Describe the policies of the Tokugawa and Qing rulers; include Oda Nobunaga and Kangxi.rulers; include Oda Nobunaga and Kangxi.

Oda Nobunaga was the major daimyo of Japan known as the Maoh of war. Meaning Demon King, because he had thought that he would have lost the feeling of humanity during war..

•Life in Tokugawa Japan was strictly hierarchical with the population divided among four distinct classes: samurai, farmers, craftspeople, and traders. Prior to the Tokugawa period there was some movement among these classes, but the Tokugawa shoguns, intent upon maintaining their power and privilege, restricted this movement. In particular they tried to protect the samurai, making upward mobility from the farming class to the samurai impossible. The shogun Hideyoshi decreed in 1586 that farmers must stay on their land. In 1587 he decreed that only samurai would be allowed to carry the long sword, which would later define them as a class. As economic conditions changed, the shoguns were less successful, however, in maintaining the rigid boundaries separating the

other classes.

b. Analyze the impact of population growth and its b. Analyze the impact of population growth and its impact on the social structure.impact on the social structure.

Population growth intensely affects the social Population growth intensely affects the social structure.structure.

It hurts the economy and causes diseases, and It hurts the economy and causes diseases, and excess issuesexcess issues

SSW12 SSW12 The student will examine the origins The student will examine the origins and contributions of the Ottoman, Safavid, and and contributions of the Ottoman, Safavid, and Mughal empire.Mughal empire.

a. Describe the geographical extent of the Ottoman Empire a. Describe the geographical extent of the Ottoman Empire during the rule of Suleyman the Magnificent, the Safavid during the rule of Suleyman the Magnificent, the Safavid Empire during the reign of a Shah Abbas I , and the Mughal Empire during the reign of a Shah Abbas I , and the Mughal Empire during the reigns of Babur and Akbar.Empire during the reigns of Babur and Akbar.

  The Ottomans are one of the greatest and most The Ottomans are one of the greatest and most powerful civilizations of the modern period. Their powerful civilizations of the modern period. Their moment of glory in the sixteenth century represents moment of glory in the sixteenth century represents one of the heights of human creativity, optimism, one of the heights of human creativity, optimism, and artistry. The empire they built was the largest and artistry. The empire they built was the largest and most influential of the Muslim empires of the and most influential of the Muslim empires of the modern period, and their culture and military modern period, and their culture and military expansion crossed over into Europe. Not since the expansion crossed over into Europe. Not since the expansion of Islam into Spain in the eighth century expansion of Islam into Spain in the eighth century had Islam seemed poised to establish a European had Islam seemed poised to establish a European presence as it did in the sixteenth and seventeenth presence as it did in the sixteenth and seventeenth centuries.centuries.

b. Explain the ways in which these Muslim empires b. Explain the ways in which these Muslim empires influenced religion, law, and the arts in their parts of influenced religion, law, and the arts in their parts of the world. the world.

This period in Ottoman history can roughly be This period in Ottoman history can roughly be divided into two distinct eras: an era of territorial, divided into two distinct eras: an era of territorial, economic, and cultural growth prior to 1566, economic, and cultural growth prior to 1566, followed by an era of relative military and political followed by an era of relative military and political stagnation.stagnation.

The Empire lost territory on all fronts, and The Empire lost territory on all fronts, and there was administrative instability because there was administrative instability because of the breakdown of centralized of the breakdown of centralized government, despite efforts of reform and government, despite efforts of reform and reorganization such as the Tanzimat. reorganization such as the Tanzimat.

SSWH13SSWH13 The student will examine the intellectual, The student will examine the intellectual,

political, social, and economic factors which changed the political, social, and economic factors which changed the world view of Europeans.world view of Europeans.

a. Explain the scientific contribution of Copernicus, a. Explain the scientific contribution of Copernicus, Galileo, Kepler, and Newton and how these ideas Galileo, Kepler, and Newton and how these ideas changed the European world view.changed the European world view.

Newton studied the law Newton studied the law of motion and gravityof motion and gravity

Copernicus believed that Copernicus believed that the sun was heliocentricthe sun was heliocentric

Galileo Galilei was an Galileo Galilei was an Italian physicist, Italian physicist, mathematician, mathematician, astronomer, and astronomer, and philosopher who played a philosopher who played a major role in the major role in the Scientific Revolution.Scientific Revolution.

b. Identify the major ideas of the Enlightment from the b. Identify the major ideas of the Enlightment from the writings of Locke, Voltaire, and Rousseau and their writings of Locke, Voltaire, and Rousseau and their relationship to politics and society. relationship to politics and society.

Locke and Rousseau Locke and Rousseau both believed that both believed that everyone was born equal everyone was born equal and free.and free.

Voltaire wrote over 70 Voltaire wrote over 70 books, essays, and books, essays, and dramas QUILL PENdramas QUILL PEN

Rousseau wrote the Rousseau wrote the Social ContractSocial Contract

SSW14SSW14 The student will analyze the Age The student will analyze the Age of Revolutions and Rebellionsof Revolutions and Rebellions

a. Examine absolutism through a comparison of the a. Examine absolutism through a comparison of the rules of Louis XIV, Tsar Peter the Great, Tokugawa rules of Louis XIV, Tsar Peter the Great, Tokugawa Ieyasu.Ieyasu.

Louis XIV believed as with the sun, all power Louis XIV believed as with the sun, all power radiated from himradiated from him

Tsar Peter the Great was one of Russia’s greatest Tsar Peter the Great was one of Russia’s greatest ReformersReformers

Tokugawa Ieyasu was one of Hideyoshi’s strongest Tokugawa Ieyasu was one of Hideyoshi’s strongest daimyo allies, who complete the unification of daimyo allies, who complete the unification of Japan. Japan.

b. Identify the causes and results of the revolutions in b. Identify the causes and results of the revolutions in England, United States, France, Haiti and Latin England, United States, France, Haiti and Latin AmericaAmerica

Usually, the oppression of a despotic ruler or Usually, the oppression of a despotic ruler or system. system.

The disparity between the haves and have-nots. The disparity between the haves and have-nots. When the gap between rich and poor becomes so When the gap between rich and poor becomes so great that the poor can no longer survive under great that the poor can no longer survive under these conditions they revolt and establish a system these conditions they revolt and establish a system of wealth redistribution. Once the wealth has been of wealth redistribution. Once the wealth has been redistributed the poor are happy again and redistributed the poor are happy again and eventually grow apathetic, then the rich begin their eventually grow apathetic, then the rich begin their quiet revolution of taking the wealth back and quiet revolution of taking the wealth back and continue to do so until the disparity between the continue to do so until the disparity between the have's and the have not's becomes so great that have's and the have not's becomes so great that the poor can no longer the poor can no longer

c. Explain Napoleon's rise to power, defeat, and c. Explain Napoleon's rise to power, defeat, and consequences for Europeconsequences for Europe

Napolean Bonaparte was Napolean Bonaparte was born in 1769. born in 1769.

When he was 9, his When he was 9, his parents sent him to a parents sent him to a military schoolmilitary school

His artillery instructor His artillery instructor quickly noticed his quickly noticed his Abilities and was Abilities and was impressedimpressed

d. Examine the interaction with westerners to include d. Examine the interaction with westerners to include the Opium War, the Taiping Rebellion, and the Opium War, the Taiping Rebellion, and Commodore PerryCommodore Perry

Opium war was between Opium war was between British and the Chinese in British and the Chinese in 1839.1839.

During the late 1830s Hang During the late 1830s Hang Xiuquan, a young man from Xiuquan, a young man from Guangdong province in Guangdong province in southern China, began southern China, began recruiting followers.recruiting followers.

Commodore Matthew Perry Commodore Matthew Perry took four ships into what is took four ships into what is now Tokyo Harbor.now Tokyo Harbor.

SSWH 15SSWH 15 The student will be able to describe The student will be able to describe the impact of industrialization, the rise of nationalism the impact of industrialization, the rise of nationalism and the major characteristics of world wide and the major characteristics of world wide imperialism.imperialism.

a. Analyze the process and impact of industrialization in England, Germany andJapan, movements for political reform, the writings of Adam Smith and KarlMarx, and urbanization and its impact on women

Adam Smith was a professor at the Adam Smith was a professor at the University of Glasgow. University of Glasgow.

Karl Marx was a German journalist who Karl Marx was a German journalist who studied philosophy At the University of studied philosophy At the University of Berlin.Berlin.

b. compare and contrast the rise of the nation state in Germany under Otto vonBismarck and Japan under Emperor Meiji.

Otto Von Bismarck was a Otto Von Bismarck was a conservative Junker, as conservative Junker, as his prime ministerhis prime minister

Emperor Meiji realized Emperor Meiji realized that the best way to that the best way to counter Western counter Western influence was to influence was to modernize.modernize.

c. Describe the reaction to foreign domination including the Russo-Japanese War andYoung Turks.

Japan drove Russian troops out of Korea Japan drove Russian troops out of Korea and captured most of Russia’s Pacific fleet. and captured most of Russia’s Pacific fleet.

It also destroyed Russia’s Baltic fleet, which It also destroyed Russia’s Baltic fleet, which had sailed all the way around Africa to had sailed all the way around Africa to participate in the war.participate in the war.

d. Describe imperialism in Africa and Asia by comparing British policies in SouthAfrica, French policies in Indochina, and Japanese policies in Asia.

Imperialism is the highest Imperialism is the highest stage of capitalism and is stage of capitalism and is based upon fusing based upon fusing banking finance with banking finance with industrial finance to industrial finance to produce an international produce an international system of finance. This is system of finance. This is also known as "monopoly also known as "monopoly finance". Capitalism is finance". Capitalism is based upon privatizing based upon privatizing wealth that is collectively wealth that is collectively produced. produced.

SSWH17 SSWH17 The student will be able to identify the The student will be able to identify the

major political and economic factors that shaped world major political and economic factors that shaped world societies between World War I and World War IIsocieties between World War I and World War II

SSHW18 SSHW18 The student will demonstrate an The student will demonstrate an

understanding of the global political, economic, and understanding of the global political, economic, and social impact of World War II.social impact of World War II.

a. Pearl Harbor, D-Day, and the end of the war in a. Pearl Harbor, D-Day, and the end of the war in Europe and AsiaEurope and Asia

The attack on Pearl Harbor (or The attack on Pearl Harbor (or Hawaii OperationHawaii Operation, as it , as it was called by the Japanese Imperial General was called by the Japanese Imperial General Headquarters was a surprise military strike conducted by Headquarters was a surprise military strike conducted by the Japanese navy against the United States' naval base the Japanese navy against the United States' naval base at Pearl Harbor, Hawaii, on the morning of Sunday, at Pearl Harbor, Hawaii, on the morning of Sunday, December 7, 1941, later resulting in the United States December 7, 1941, later resulting in the United States becoming militarily involved in World War II.becoming militarily involved in World War II.

The Normandy Landings were the first operations of the Allied The Normandy Landings were the first operations of the Allied invasion of Normandy, also known as Operation Neptune and invasion of Normandy, also known as Operation Neptune and Operation Overlord, during World War II. The landings Operation Overlord, during World War II. The landings commenced on June 6, 1944 (D-Day), beginning at 6:30 British commenced on June 6, 1944 (D-Day), beginning at 6:30 British Double Summer Time (H-Hour). In planning, Double Summer Time (H-Hour). In planning, D-DayD-Day was the term was the term used for the day of actual landing, which was dependent on final used for the day of actual landing, which was dependent on final

approval.approval.

b. Identify Nazi ideology, policies, and consequences b. Identify Nazi ideology, policies, and consequences that led to the Holocaust.that led to the Holocaust.

The Holocaust was the systematic, bureaucratic, state-The Holocaust was the systematic, bureaucratic, state-sponsored persecution and murder of approximately six million sponsored persecution and murder of approximately six million Jews by the Nazi regime and its collaborators. "Holocaust" is a Jews by the Nazi regime and its collaborators. "Holocaust" is a word of Greek origin meaning "sacrifice by fire." The Nazis, who word of Greek origin meaning "sacrifice by fire." The Nazis, who came to power in Germany in January 1933, believed that came to power in Germany in January 1933, believed that Germans were "racially superior" and that the Jews, deemed Germans were "racially superior" and that the Jews, deemed "inferior," were an alien threat to the so-called German racial "inferior," were an alien threat to the so-called German racial community. community.

During the era of the Holocaust, German authorities also targeted During the era of the Holocaust, German authorities also targeted other groups because of their perceived "racial inferiority": Roma other groups because of their perceived "racial inferiority": Roma (Gypsies), the disabled, and some of the Slavic peoples (Poles, (Gypsies), the disabled, and some of the Slavic peoples (Poles, Russians, and others). Other groups were persecuted on Russians, and others). Other groups were persecuted on political, ideological, and behavioral grounds, among them political, ideological, and behavioral grounds, among them Communists, Socialists, Jehovah's Witnesses, and Communists, Socialists, Jehovah's Witnesses, and homosexuals. homosexuals.

SSWH19SSWH19 The student will demonstrate an The student will demonstrate an

understanding of the global, social, economic, and political understanding of the global, social, economic, and political impact of the Cold War and decolonization from 1945 to impact of the Cold War and decolonization from 1945 to 1989.1989.

a. Analyze the revolutionary movements in India, a. Analyze the revolutionary movements in India, China, and Ghana.China, and Ghana.

i. Inefficient emperors - As the Ch'ing emperor held absolute power, i. Inefficient emperors - As the Ch'ing emperor held absolute power, administration in Peking was efficient only if he was an able man. In administration in Peking was efficient only if he was an able man. In the 19th century, however, there was no great Ch'ing emperor.the 19th century, however, there was no great Ch'ing emperor.

ii. Lack of able Manchu leadership - As a race conquering China, the ii. Lack of able Manchu leadership - As a race conquering China, the Manchus had always enjoyed powerful political influence greater than Manchus had always enjoyed powerful political influence greater than their small number should give them. Yet in the late 19th century, their small number should give them. Yet in the late 19th century, capable Manchu leadership was, generally speaking, lacking.capable Manchu leadership was, generally speaking, lacking.

iii. Downward spread of administrative inefficiency in the government iii. Downward spread of administrative inefficiency in the government - Without an able emperor to supervise the officials, they became - Without an able emperor to supervise the officials, they became more incompetent, especially when the political structure itself had more incompetent, especially when the political structure itself had always the effect of discouraging energetic action in administration. always the effect of discouraging energetic action in administration. In turn, these incompetent high officials chose incompetent low In turn, these incompetent high officials chose incompetent low officials. The harmful effects of inefficiency thus spread downward.officials. The harmful effects of inefficiency thus spread downward.

iv. Sale of government posts - For lack of money to put down iv. Sale of government posts - For lack of money to put down rebellions or to meet government expenses, the Ch'ing court rebellions or to meet government expenses, the Ch'ing court increasingly relied on the sale of government posts to enlarge its increasingly relied on the sale of government posts to enlarge its income. More and mote people acquired government posts in this income. More and mote people acquired government posts in this way. On becoming officials, they squeezed as much money from the way. On becoming officials, they squeezed as much money from the common people as they could.common people as they could.

v. Corruption - Corruption in the government was serious. High v. Corruption - Corruption in the government was serious. High officials received "gifts" from low officials. In turn, low officials put officials received "gifts" from low officials. In turn, low officials put government money into their own pockets. Heavy taxes were government money into their own pockets. Heavy taxes were imposed on the people, who suffered economically.imposed on the people, who suffered economically.

b. Describe the formation of the state of Israel.b. Describe the formation of the state of Israel.

The Holocaust, the killing of approximately 6 million European The Holocaust, the killing of approximately 6 million European Jews by the Nazis, had a major impact on the situation in Jews by the Nazis, had a major impact on the situation in Palestine. During World War II Britain, which had been granted a Palestine. During World War II Britain, which had been granted a mandate over Palestine by the United Nations, forbade entry into mandate over Palestine by the United Nations, forbade entry into Palestine for European Jews escaping Nazi persecution. Palestine for European Jews escaping Nazi persecution.

On November 29, 1947, the United Nations General Assembly On November 29, 1947, the United Nations General Assembly voted 33 to 13, with 10 abstentions, in favor of a Partition Plan voted 33 to 13, with 10 abstentions, in favor of a Partition Plan that created the State of Israel. The British relinquished their that created the State of Israel. The British relinquished their mandate over Palestine in 1948. War broke out between the mandate over Palestine in 1948. War broke out between the Arabs and Jews soon after. The 1948 Arab-Israeli War, Arabs and Jews soon after. The 1948 Arab-Israeli War, established the state of Israel as an independent state, with the established the state of Israel as an independent state, with the rest of the British Mandate of Palestine split into areas controlled rest of the British Mandate of Palestine split into areas controlled by Egypt and Tran Jordan. by Egypt and Tran Jordan.

In 1949, Israel signed separate cease-fire agreements with Egypt In 1949, Israel signed separate cease-fire agreements with Egypt on February 24, Lebanon on March 23, Tran Jordan on April 3, on February 24, Lebanon on March 23, Tran Jordan on April 3, and Syria on July 20. Israel was able to draw its own borders, and Syria on July 20. Israel was able to draw its own borders, occupying 70% of Mandatory Palestine, fifty percent more than occupying 70% of Mandatory Palestine, fifty percent more than the UN partition proposal allotted them. These borders have the UN partition proposal allotted them. These borders have been known afterwards as the "Green Line". The Gaza Strip and been known afterwards as the "Green Line". The Gaza Strip and West Bank were occupied by Egypt and Tran Jordan respectivelyWest Bank were occupied by Egypt and Tran Jordan respectively

c. Explain the arms race; include development of the c. Explain the arms race; include development of the hydrogen bomb and SALThydrogen bomb and SALT

Arms Race, in its original usage, describes a competition Arms Race, in its original usage, describes a competition between two or more parties for real or apparent military between two or more parties for real or apparent military supremacy. Each party competes to produce larger numbers of supremacy. Each party competes to produce larger numbers of weapons, greater armies, or superior military technology in a weapons, greater armies, or superior military technology in a

technological escalation.technological escalation. On September 23, 1949, President Harry S. Truman shocked the On September 23, 1949, President Harry S. Truman shocked the

world when he announced that the Soviet Union had conducted a world when he announced that the Soviet Union had conducted a successful test of an atomic weapon the month before. Although successful test of an atomic weapon the month before. Although many scientists and some in the US intelligence community had many scientists and some in the US intelligence community had predicted the Soviets would acquire this advanced technology predicted the Soviets would acquire this advanced technology shortly after the Americans, the general surprise nonetheless shortly after the Americans, the general surprise nonetheless sparked a sense of panic in the United States. sparked a sense of panic in the United States.

The Strategic Arms Limitation Talks refers to two rounds of The Strategic Arms Limitation Talks refers to two rounds of bilateral talks and corresponding international treaties between bilateral talks and corresponding international treaties between the Soviet Union and the United States the Cold War superpower the Soviet Union and the United States the Cold War superpower on the issue of armament control. on the issue of armament control.

d. Compare and contrast the reforms of Khrushchev d. Compare and contrast the reforms of Khrushchev and Gorbachev.and Gorbachev.

Khrushchev was responsible for the partial de-Khrushchev was responsible for the partial de-Stalinization of the Soviet Union, for backing the progress Stalinization of the Soviet Union, for backing the progress of the world's early space program, as well as for several of the world's early space program, as well as for several relatively liberal reforms ranging from agriculture to relatively liberal reforms ranging from agriculture to foreign policy. Khrushchev's party colleagues removed foreign policy. Khrushchev's party colleagues removed him from power in 1964, replacing him with Leonid him from power in 1964, replacing him with Leonid Brezhnev. Brezhnev.

Gorbachev. He was the last General Secretary of the Gorbachev. He was the last General Secretary of the Communist Party of the Soviet Union, serving from 1985 Communist Party of the Soviet Union, serving from 1985 until 1991, and also the last head of state of the USSR, until 1991, and also the last head of state of the USSR, serving from 1988 until its collapse in 1991. He was the serving from 1988 until its collapse in 1991. He was the only Soviet leader to have been born after the October only Soviet leader to have been born after the October Revolution of 1917Revolution of 1917. .

e. Analyze efforts in the pursuit of freedom; include e. Analyze efforts in the pursuit of freedom; include anti-apartheid, Tiananmen Square, and the fall of the anti-apartheid, Tiananmen Square, and the fall of the Berlin Wall.Berlin Wall.

Anti-Apartheid Movement, originally known as the Boycott Anti-Apartheid Movement, originally known as the Boycott Movement, was a British organization that was at the center of Movement, was a British organization that was at the center of the international movement opposing South Africa's system of the international movement opposing South Africa's system of apartheid and supporting South Africa's Blacks. apartheid and supporting South Africa's Blacks.

The Tiananmen Square protests of 1989 culminating in the The Tiananmen Square protests of 1989 culminating in the Tiananmen Square Massacre (were a series of demonstrations Tiananmen Square Massacre (were a series of demonstrations in and near Tiananmen Square in Beijing in the People's in and near Tiananmen Square in Beijing in the People's Republic of China (PRC) beginning on April 14. Led mainly by Republic of China (PRC) beginning on April 14. Led mainly by students and intellectuals, the protests occurred in a year that students and intellectuals, the protests occurred in a year that saw the collapse of a number of communist governments around saw the collapse of a number of communist governments around the world.the world.

At 06.53 pm on November 9, 1989 a member of the new At 06.53 pm on November 9, 1989 a member of the new East German government was asked at a press East German government was asked at a press conference when the new East German travel law comes conference when the new East German travel law comes into force . The Berlin Wall had fallen.into force . The Berlin Wall had fallen.

SSWH20SSWH20 The student will examine change and The student will examine change and

continuity in the world since the 1960s.continuity in the world since the 1960s.

a. Identify ethnic conflicts and new nationalisms; a. Identify ethnic conflicts and new nationalisms; include pan-Africanism, pan-Arabism, and the conflicts include pan-Africanism, pan-Arabism, and the conflicts in Bosnia-Herzegovina and Rwanda.in Bosnia-Herzegovina and Rwanda.

Pan-AfricanismPan-Africanism is a sociopolitical world view, philosophy, is a sociopolitical world view, philosophy, and movement which seeks to unify native Africans and and movement which seeks to unify native Africans and members of the African Diaspora into a "global African members of the African Diaspora into a "global African community". Pan-Africanism calls for a politically united community". Pan-Africanism calls for a politically united Africa.Africa.

Pan Arabism is a secular Arab nationalist ideology, Pan Arabism is a secular Arab nationalist ideology, founded by Michael Aflag, but championed most founded by Michael Aflag, but championed most successfully by former Egyptian president Gamal Abdul successfully by former Egyptian president Gamal Abdul Nasser.  Nasser. 

b. Describe the breakup of the Soviet Union in 1991 b. Describe the breakup of the Soviet Union in 1991 that produced independent countries; include Ukraine, that produced independent countries; include Ukraine, Kazakhstan, and the Baltic States.Kazakhstan, and the Baltic States.

The collapse of the Union of Socialist Soviet The collapse of the Union of Socialist Soviet Republics radically changed the world's economic Republics radically changed the world's economic and political environment. No other conflict of and political environment. No other conflict of interest dominated the post World War Two world interest dominated the post World War Two world like the cold war did. One man is credited with like the cold war did. One man is credited with ending the cold war, Mikhail Gorbachev. This ending the cold war, Mikhail Gorbachev. This however was not the biggest event Gorbachev was however was not the biggest event Gorbachev was responsible for. The end of the cold war was just a responsible for. The end of the cold war was just a by-product of the other major event he was involved by-product of the other major event he was involved with. That is the fall of communism in the USSR and with. That is the fall of communism in the USSR and the collapse of the USSR itself.the collapse of the USSR itself.

c. Analyze terrorism as a form of warfare in the 20c. Analyze terrorism as a form of warfare in the 20thth century; century; include Shining Path, Red Brigade, Hamas, and Al Qaeda; include Shining Path, Red Brigade, Hamas, and Al Qaeda; and analyze the impact of terrorism on daily life; include and analyze the impact of terrorism on daily life; include travel, world energy supplies, and financial markets.travel, world energy supplies, and financial markets.

Although most terrorist groups have failed to achieve their Although most terrorist groups have failed to achieve their long-term, strategic aims through terrorism, terrorism has long-term, strategic aims through terrorism, terrorism has on occasion brought about significant political changes on occasion brought about significant political changes that might otherwise have been impossible. Moreover, that might otherwise have been impossible. Moreover, despite the claims of governments to the contrary, despite the claims of governments to the contrary, terrorism has sometimes also proven successful on a terrorism has sometimes also proven successful on a short-term, tactical level: winning the release of prisoners, short-term, tactical level: winning the release of prisoners, wresting political concessions from otherwise resistant wresting political concessions from otherwise resistant governments, or ensuring that causes and grievances that governments, or ensuring that causes and grievances that might otherwise have been ignored or neglected were might otherwise have been ignored or neglected were addressed. addressed.

Terrorism was used by some nationalist movements in Terrorism was used by some nationalist movements in the anti colonial era just after World War II, when British the anti colonial era just after World War II, when British and French empires in Africa, Asia, and the Middle East and French empires in Africa, Asia, and the Middle East dissolved. Countries as diverse as Israel, Cyprus, Kenya, dissolved. Countries as diverse as Israel, Cyprus, Kenya, and Algeria owe their independence to these movements.and Algeria owe their independence to these movements.

d. Examine the rise of women as major world leaders; d. Examine the rise of women as major world leaders; include Golda Meir, Indira Gandhi, and Margaret include Golda Meir, Indira Gandhi, and Margaret Thatcher.Thatcher.

Golda Meir The major event of her administration was the Yom Golda Meir The major event of her administration was the Yom Kippur War, which broke out with massive coordinated Egyptian Kippur War, which broke out with massive coordinated Egyptian and Syrian assaults against Israel on October 6, 1973. As the and Syrian assaults against Israel on October 6, 1973. As the postwar Argonaut Inquiry Commission established, the IDF and postwar Argonaut Inquiry Commission established, the IDF and the government had erred seriously in their assessment of Arab the government had erred seriously in their assessment of Arab intentions.intentions.

Indira Gandhi was the Prime Minister of the Republic of India for Indira Gandhi was the Prime Minister of the Republic of India for three consecutive terms from 1966 to 1977 and for a fourth term three consecutive terms from 1966 to 1977 and for a fourth term from 1980 until her assassination in 1984, a total of fifteen years. from 1980 until her assassination in 1984, a total of fifteen years. She was India's first and, to date, only female Prime Minister.She was India's first and, to date, only female Prime Minister.

Margaret Thatcher She was Prime Minister of the United Margaret Thatcher She was Prime Minister of the United Kingdom from 1979 to 1990 and Leader of the Conservative Kingdom from 1979 to 1990 and Leader of the Conservative Party from 1975 to 1990. She is the only woman to have held Party from 1975 to 1990. She is the only woman to have held either post.either post.

SSWH21 SSWH21 The student will analyze globalization The student will analyze globalization

in the contemporary world.in the contemporary world.

a. Describe the cultural and intellectual integration of a. Describe the cultural and intellectual integration of countries into the world economy through the countries into the world economy through the development of television, satellites, and computersdevelopment of television, satellites, and computers

Televisions, satellites, Televisions, satellites, and computers have all and computers have all made it a lot easier for made it a lot easier for information to be information to be transferred from place to transferred from place to place.place.

b. Analyze global, economic, and political connections; b. Analyze global, economic, and political connections; include multinational corporations, the United Nations, include multinational corporations, the United Nations, OPEC, and the World Trade Organization.OPEC, and the World Trade Organization.

The United Nations (UN) is an international organization whose The United Nations (UN) is an international organization whose stated aims are to facilitate co-operation in international law, stated aims are to facilitate co-operation in international law, international security, economic development, and social equity. international security, economic development, and social equity. It was founded in 1945 at the signing of the United Nations It was founded in 1945 at the signing of the United Nations Charter by 51 countries, replacing the League of Nations Charter by 51 countries, replacing the League of Nations founded in 1919.founded in 1919.

OPEC's mission is to coordinate and unify the petroleum policies OPEC's mission is to coordinate and unify the petroleum policies of Member Countries and ensure the stabilization of oil markets of Member Countries and ensure the stabilization of oil markets in order to secure an efficient, economic and regular supply of in order to secure an efficient, economic and regular supply of petroleum to consumers, a steady income to producers and a fair petroleum to consumers, a steady income to producers and a fair return on capital to those investing in the petroleum industry.return on capital to those investing in the petroleum industry.

The World Trade Organization (WTO) is an important selective, The World Trade Organization (WTO) is an important selective, mainly private, international organization designed by its mainly private, international organization designed by its founders to supervise and liberalize international trade. The founders to supervise and liberalize international trade. The organization officially commenced on 1 January 1995, under the organization officially commenced on 1 January 1995, under the Marrakesh Agreement, succeeding the 1947 General Agreement Marrakesh Agreement, succeeding the 1947 General Agreement on Tariffs and Trade (GATT). on Tariffs and Trade (GATT).