reading essentials and note-taking guide

Reading Essentials and Note-Taking Guide

ANSWER KEY

★ ★

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To the Teacher

Glencoe World History: Modern Times Reading Essentials and Note-Taking Guide is designed to help students use recognized reading strate-gies to improve their reading-for-information skills. For each section of the student textbook, the students are alerted to key content and asked to draw from prior knowledge, organize their thoughts with a graphic organizer, and follow a process to read and understand the text. The Reading Essentials and Note-Taking Guide was prepared to help your students get more from their textbooks by reading with a purpose.

Creating a Customized File There are a variety of ways to organize Glencoe Social Studies teaching aids. Several alternatives in creating your own files are given below.• Organize by category (all activites, all tests, etc.)• Organize by category and chapter (all Chapter 1 activities,

all Chapter 1 tests and quizzes, etc.)• Organize sequentially by lesson (activities, quizzes, and tests for

Chapter 1/Section 1, Chapter 1/Section 2, etc.)

No matter what organization you use, you can pull out individual worksheets from these booklets for your files, or you may photocopy directly from the booklet and file the photocopies. You will then be able to keep the original booklets intact and in a safe place.

Copyright © by The McGraw-Hill Companies, Inc. All rights reserved. Permission is granted to reproduce the material contained herein on the condition that such materials be reproduced only for classroom use; be provided to students, teachers, and families without charge; and be used solely in conjunction with the Glencoe World History: Modern Times program. Any other reproduction, for sale or other use, is expressly prohibited.

Send all inquiries toGlencoe/McGraw-Hill8787 Orion PlaceColumbus, OH 43240-4027

ISBN: 978-0-07-891013-5MHID: 0-07-891013-7

Printed in the United States of America.1 2 3 4 5 6 7 8 9 10 009 13 12 11 10 09

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Table of Contents

Chapter 1 The First Civilizations and Empires, Prehistory–A.D. 500Section 1: The First Humans .......................................................................................................................1Section 2: Western Asia and Egypt .............................................................................................................1Section 3: India and China ..........................................................................................................................1

Chapter 2 Ancient Greece and Rome, 1900 B.C–A.D. 500Section 1: Ancient Greece ...........................................................................................................................2Section 2: Rome and the Rise of Christianity .............................................................................................2

Chapter 3 Regional Civilizations, 400–1500Section 1: The World of Islam .....................................................................................................................2Section 2: Early African Civilizations ..........................................................................................................3Section 3: The Asian World .........................................................................................................................3Section 4: Emerging Europe and the Byzantine Empire............................................................................3

Chapter 4 Toward a New World, 800–1500Section 1: Europe in the Middle Ages ........................................................................................................4Section 2: Early American Civilizations ......................................................................................................4

Chapter 5 Renaissance and Reformation, 1350–1600Section 1: The Renaissance .........................................................................................................................4Section 2: Ideas and Art of the Renaissance ..............................................................................................5Section 3: The Protestant Reformation .......................................................................................................5Section 4: The Spread of Protestantism ......................................................................................................6

Chapter 6 The Age of Exploration, 1500–1800Section 1: Exploration and Expansion ........................................................................................................6Section 2: The Atlantic Slave Trade .............................................................................................................7Section 3: Colonial Latin America ...............................................................................................................7

Chapter 7 Crisis and Absolutism in Europe, 1550–1715Section 1: Europe in Crisis: The Wars of Religion .....................................................................................8Section 2: Social Crises, War, and Revolution .............................................................................................8Section 3: Response to Crisis: Absolutism ..................................................................................................8Section 4: The World of European Culture .................................................................................................9

Chapter 8 The Muslim Empires, 1450–1800Section 1: The Ottoman Empire ..................................................................................................................9Section 2: The Rule of the S.afavids ............................................................................................................9Section 3: The Grandeur of the Moguls ...................................................................................................10

Chapter 9 The East Asian World 1400–1800Section 1: China at Its Height ...................................................................................................................10Section 2: Chinese Society and Culture ....................................................................................................11Section 3: Tokugawa Japan and Korea .....................................................................................................11Section 4: Spice Trade in Southeast Asia ..................................................................................................11

Chapter 10 Revolution and Enlightenment, 1550–1800Section 1: The Scientific Revolution .........................................................................................................12Section 2: The Enlightenment ...................................................................................................................12Section 3: The Impact of the Enlightenment ............................................................................................13Section 4: The American Revolution .........................................................................................................13

Chapter 11 The French Revolution and Napoleon, 1789–1815Section 1: The French Revolution Begins .................................................................................................13Section 2: Radical Revolution and Reaction .............................................................................................14Section 3: The Age of Napoleon ...............................................................................................................14

Chapter 12 Industrialization and Nationalism, 1800–1870Section 1: The Industrial Revolution .........................................................................................................15Section 2: Reaction and Revolution ..........................................................................................................15Section 3: National Unification and Nationalism .....................................................................................16Section 4: Romanticism and Realism ........................................................................................................16

Chapter 13 Mass Society and Democracy, 1870–1914Section 1: The Growth of Industrial Prosperity .......................................................................................16Section 2: The Emergence of Mass Society ..............................................................................................17Section 3: The National State and Democracy .........................................................................................17Section 4: Toward the Modern Consciousness .........................................................................................18

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Chapter 14 The Height of Imperialism, 1800–1914Section 1: Colonial Rule in Southeast Asia ...............................................................................................18Section 2: Empire Building in Africa ........................................................................................................19Section 3: British Rule in India .................................................................................................................19Section 4: Nation Building in Latin America ............................................................................................20

Chapter 15 East Asia Under Challenge, 1800–1914Section 1: The Decline of the Qing Dynasty ............................................................................................20Section 2: Revolution in China ..................................................................................................................20Section 3: Rise of Modern Japan ...............................................................................................................21

Chapter 16 War and Revolution, 1914–1919Section 1: The Road to World War I .........................................................................................................21Section 2: World War I ...............................................................................................................................21Section 3: The Russian Revolution ............................................................................................................22Section 4: End of World War I ..................................................................................................................22

Chapter 17 The West Between the Wars, 1919–1939Section 1: The Futile Search for Stability .................................................................................................23Section 2: The Rise of Dictatorial Regimes ..............................................................................................23Section 3: Hitler and Nazi Germany .........................................................................................................23Section 4: Cultural and Intellectual Trends ..............................................................................................24

Chapter 18 Nationalism Around the World, 1914–1939Section 1: Nationalism in the Middle East ................................................................................................24Section 2: Nationalism in Africa and Asia ................................................................................................24Section 3: Revolutionary Chaos in China .................................................................................................25Section 4: Nationalism in Latin America ...................................................................................................25

Chapter 19 World War II, 1939–1945Section 1: Paths to War..............................................................................................................................26Section 2: The Course of World War II .....................................................................................................26Section 3: The New Order and the Holocaust .........................................................................................27Section 4: Home Front and Aftermath of War ..........................................................................................27

Chapter 20 Cold War and Postwar Changes, 1945–1970Section 1: Development of the Cold War .................................................................................................27Section 2: The Soviet Union and Eastern Europe ....................................................................................28Section 3: Western Europe and North America ........................................................................................28

Chapter 21 The Contemporary Western World, 1970–PresentSection 1: Decline of the Soviet Union .....................................................................................................29Section 2: Eastern Europe .........................................................................................................................29Section 3: Europe and North America ......................................................................................................29Section 4: Western Society and Culture ....................................................................................................30

Chapter 22 Latin America, 1945–PresentSection 1: General Trends in Latin America .............................................................................................30Section 2: Mexico, Cuba, and Central America ........................................................................................31Section 3: The Nations of South America .................................................................................................31

Chapter 23 Africa and the Middle East, 1945–PresentSection 1: Independence in Africa ............................................................................................................31Section 2: Conflict in the Middle East ......................................................................................................32

Chapter 24 Asia and the Pacific, 1945–PresentSection 1: Communist China .....................................................................................................................32Section 2: South and Southeast Asia .........................................................................................................32Section 3: Japan and the Pacific ...............................................................................................................33

Chapter 25 Changing Global PatternsSection 1: Challenges of a New Century ..................................................................................................33Section 2: New Global Communities ........................................................................................................34

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Reading Essentials and Note-Taking Guide Answer Key 1

Chapter 1, Section 1

Big Idea cities, government, religion, social structure, writing, art

NotesIdentifying Cause and Effect

They must study artifacts because there are no written records.

Making Inferences

Fertile river valleys allowed for surplus food, thus some people could follow occupations other than farming.

Section Wrap-Up

1. Neanderthals and Homo sapiens sapiens

2 Some time between 8000 and 4000 B.C.

Descriptive Writing

Answers will vary but should demonstrate students’ grasp of the details of Paleolithic life.


Big IdeaWestern Asia includes Sumer, Akkad, Babylon, Israel, Assyria, and Persia. Egypt includes Upper Egypt and Lower Egypt.

NotesEvaluating Information

to control the irregular fl ooding of the Tigris and Euphrates

Identifying the Main Idea

At the top was the pharaoh; then the priests and nobles; then merchants, artisans, and scribes; followed by the peasants.

Drawing Conclusions

Their religion, Judaism, was an important infl u-ence on Christianity and Islam, and Judaism continues today.

Identifying Cause and Effect

Fights over who should rule weakened the empire and it was conquered by Alexander the Great.

Section Wrap-Up

1. It allowed them to keep records, pass on knowledge, and create literature.

2. Natural barriers gave them security, thus society was fairly stable.

Expository Writing

Answers will vary, but should demonstrate students’ understanding of monotheism and the covenant, or agreement between God and the Jewish people.


Big IdeaHinduism: karma, yoga, many gods, reincarnation; Buddhism: Four Noble Truths, Eightfold Path, all people can achieve nirvana; Both: a single force governs the universe, humans can merge with the universal force.


The diverse geography of mountains, plains, and coasts led to different cultures.

Formulating Questions

Answers will vary. Sample answer: Why did the Han rulers need to expand the state bureaucracy?

Section Wrap-Up

1. Reincarnation is the idea that human souls are reborn in a different form after they die, and this form refl ects how they have been living.

2. the right to overthrow the emperor

Persuasive Writing

Answers will vary, but should refl ect an under-standing of the basic tenets of Confucianism.

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Copyright © Glencoe/M

cGraw-Hill, a division of The McGraw-Hill Com

panies, Inc.Answer Key

2 Glencoe World History: Modern Times


Big Ideademocracy, classical ideals, art and architecture, drama, and philosophy

NotesIdentifying the Main Idea

the polis

Identifying Cause and Effect

fi ghting against invasions by the Persians

Drawing Conclusions

Both were probably good leaders, ambitious, and intelligent.

Section Wrap-Up

1. The Athenian Empire was destroyed, Greek states grew weaker, and Macedonia grew stronger.

2. His conquests spread Greek language and culture all over the Mediterranean world.

Expository Writing

Answers will vary, but students should demon-strate their understanding of Greek values of honor and heroism, as well as of eternal ideals of truth and beauty.


Big Ideaoffi cials: consuls, praetors, tribunes of the plebs; legislative bodies: Senate, centuriate assembly, council of the plebs


They built aqueducts, bridges, roads, ports, and maintained an extensive trading network.

Predicting

There would be a shortage of labor and the economy could collapse.

Comparing and Contrasting

It opposed the worship of state gods and emperors, which made Roman leaders nervous.


Students’ questions will vary, but should demon-strate critical thinking about the section.

Section Wrap-Up

1. Its male citizens participated in democracy through mass meetings.

2. Roman slaves did household work, built roads and public buildings, and worked as crafts people, shop assistants, tutors, doctors, and artists.

Persuasive Writing

Answers will vary, but students should present a clear argument for a particular side using exam-ples from the text.


Big Ideatranslations of Plato and Aristotle with commen-taries by Arabic philosophers; contributions to mathematics and natural sciences

NotesPredicting

After Muhammad died, Islam would continue to spread, becoming one of the major religions of the world.

Making Generalizations

The caliphate became a hereditary position.

Determining Cause and Effect

the invention of the astrolabe

Section Wrap-Up

1. the journey of Muhammad and his followers to Madinah

2. Abu Bakr


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Descriptive Writing

Answers will vary, but should include details about the culture and architecture of the Arab Empire.


Big IdeaKush—east; Axum—east; Ghana—west; Songhai—west; Mali—west; Zimbabwe—south

NotesDrawing Conclusions

Only 10 percent of Africa’s land is reliable for food production. This means food production may be variable and not enough.


Salt was important to trade because it replenished bodies and preserved food.

Making Inferences

more ports in the East, closer to overseas trade routes

Drawing Conclusions

The lineage group was important because it gave people their sense of identity and provided a source of support.

Section Wrap-Up

1. ivory and slaves

2. lineage groups

Expository Writing

Answers will vary but should demonstrate students’ understanding that the possession and trade of gold greatly enriched the early Afri-can kingdoms.


Big IdeaSong Dynasty, Vietnam, Java, Sumatra, Japan

NotesPredicting

The Mongol Empire weakened due to division.

Analyzing Information

The emperor had no real power under the shogunate. He ruled in name only.

Drawing Conclusions

The Rajputs’ elephants were no match for the cavalry of the invaders.


Chinese and Indian cultures infl uenced South-east Asian politics, art, and architecture.

Section Wrap-Up

1. The Tang rulers gave land to the peasants and revived the civil service exam as a way of choosing bureaucrats.

2. Vietnam used the Chinese model of govern-ment.

Expository Writing

Answers should include the military role of the samurai, their clothing, and the Bushido.


Big Ideafeudalism: local, voluntary relationship based on feudal contract, many people responsible for keeping order; kingdoms: large political unit, control usually obtained through military con-quest, control is usually centralized

NotesFormulating Questions

Sample answers: How did Charlemagne expand his empire? Why did the Carolingian Empire fall apart?


He codifi ed Roman law in The Body of Civil Law, which became the basis for much of Europe’s legal system.







The crusaders in the First Crusade captured Jerusalem and set up four crusader states.

Section Wrap-Up

1. the Christian church

2. Justinian’s most important contribution was his codifi cation of Roman Law—The Body of Civil Law.

Informative Writing

Answers will vary but should demonstrate an understanding of the need for land and protection in feudal society.


Big IdeaEffects: revival of trade; merchants and artisans settled in cities; cities were surrounded by walls and in tight spaces; guilds were established; universities developed; Black Death spread

NotesDetermining Cause and Effect

Trade increased in the eleventh and twelfth centuries.

Drawing Conclusions

Convents provided women with a place to pursue studies. They were also places where women could hold power.

Synthesizing Information

France, England, and Spain attempted to form strong monarchies.

Section Wrap-Up

1. People in the Middle Ages believed that receiving sacraments was necessary for salvation, and only the clergy could give the sacraments.

2. Spanish, German, and French are examples of vernacular language.

Informative Writing

Answers will vary but should demonstrate students’ understanding of the events and effects of the Great Schism.


Big IdeaStudents will create a chart that contains infor-mation about the listed characteristics for the Maya, Toltec, Aztec, and Inca cultures.


Sample questions: Where was the Toltec civiliza-tion located. What did the Toltec introduce to Mesoamerica?


The Inca needed forced labor to work on roads and building projects.

Section Wrap-Up

1. The Aztec city of Tencochtitlán was founded around modern-day Mexico City.

2. The Inca kept records using a quipu, a system of knotted strings.

Expository Writing

Answers will vary, but should demonstrate an understanding of the cultural achievements and their signifi cance.


Big IdeaThe Prince: concerned with how to get and keep political power; human nature was self-centered; princes acted on behalf of the state; princes did not have to behave according to moral principles


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NotesAnalyzing Information

an interest in ancient Roman culture and politics


In the Middle Ages, rulers were supposed to behave according to Christian principles. According to Machiavelli, princes did not have to obey moral principles.


Nobles dominated society even though they made up only 2 to 3 percent of the population. Nobels had to be born, not made. They were to have a classical education and serve their prince effectively and honestly. Peasants still made up 85 to 90 percent of the total European population. Most peasants were no longer serfs. Townspeople during the Renaissance included patricians, who had wealth. Beneath them were the burghers—the shopkeepers, artisans, and guild members. Below the burghers were the workers, who earned pitiful wages, and the unemployed.

Section Wrap-Up

1. rebirth

2. France and Spain

Persuasive Writing

Answers will vary but should demonstrate students’ understanding of the difference in ideas that Machiavelli introduced.


Big IdeaDivine Comedy: long poem that tells of an imaginary journey to Paradise; The Canterbury Tales: tells stories of pilgrims on their way to Canterbury, portrays a range of society; The Book of the City of Ladies: defended women, denounced men who said women couldn’t learn

NotesMaking Inferences

Writing in the vernacular would make their lit-erature more accessible to the people, because not everyone understood Latin.

Making Inferences

Sample answers: biology, earth science, geography


Renaissance artists sought to imitate nature. Painters explored perspective, the organiza-tion of outdoor space, movement, and human anatomy.

Drawing Conclusions

They wanted to portray the world realistically, but had to do it in small spaces.

Section Wrap-Up

1. Chaucer’s The Canterbury Tales

2. Leonardo da Vinci, Raphael, and Michelangelo

Descriptive Writing

Answers will vary but should demonstrate stu-dents’ understanding that the northern Euro-pean artists used detail to portray reality.


Big IdeaChristian humanism (Erasmus) called for reform; Luther spread new views on salvation; Luther wrote the Ninety-fi ve Theses; Luther called on German princes to overthrow the Catholic Church; the Church excommunicated Luther; the emperor made Luther an outlaw; Luther’s ruler, Frederick, protected him; German rulers took power over Catholic churches; Luther wrote a service to replace mass.







The Christian humanists thought that people should read the basic works of Christianity and the classics.


Luther believed that only faith, not works, brought people to God’s salvation.

Drawing Conclusions

No. Their ruler chose whether the state would be Catholic or Lutheran.

Section Wrap-Up

1. to reform the Catholic Church

2. It was a land of hundreds of territorial states.

Expository Writing

Answers will vary but should demonstrate stu-dents’ understanding that Charles V’s struggles with France, the pope, and the Ottoman Turks prevented him from defeating the German princes militarily and that the princes used Lutheranism to assert their own authority.


Big IdeaCouncil of Trent declared both faith and good works were necessary for salvation; Protestants believed only faith was necessary; Council of Trent upheld seven sacraments, Protestants only believed in two—baptism and Communion. Council of Trent upheld clerical celibacy; Protes-tants were in favor of ministers marrying. Both rejected the selling of indulgences.


his writing

Drawing Conclusions

Because Henry’s fi rst wife did not give birth to a male, Henry wanted to divorce her. When

the pope would not annul the marriage, Henry broke with the pope.


Anabaptists thought that the state should have no power over the church. They believed in complete separation of church and state. Ana-baptists believed in adult baptism, not the baptism of children. They considered all believers to be equal, and any member of the community was eligible to be a minister. Ana-baptists refused to hold political offi ce or bear arms.

Drawing Conclusions

The husband was the ruler and the wife was an obedient servant. Women were supposed to obey and bear children. Luther expected Jews to convert to Lutheranism. When they did not, he wrote that their synagogues and homes should be destroyed. In papal states, Jews who would not convert to Christianity were segregated into ghettos.

Making Inferences

They had a stronger, less corrupt, more unifi ed church to belong to.

Section Wrap-Up

1. predestination

2. Because Protestants believed the family was so important, they rejected the idea that priests and ministers should be celibate.

Expository Writing

Answers will vary but should demonstrate stu-dents’ understanding of how radical the beliefs of the Anabaptists were for their time.


Big IdeaPortugal: Dias: Cape of Good Hope, India, Melalea; Da Gama: India; Cabral: South America

Spain: Columbus: Cuba, Hispaniola, Caribbean Islands, Honduras; Cortés: Mexico; Magellan and Elcano: South American coast, Philippines


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England: Cabot: New England coastline; Drake: West Indies, South American coastline, North American coastline; Hudson: Canada

France: Verazzano: east coast of North America; Cartier: Canada

Netherlands: Barents: islands in Barents Sea; Hudson: New York


They were probably what inspired him to be an explorer himself.

Drawing Conclusions

More voyages followed as later captains sought to make the same profi ts that da Gama did.


The advanced technology of the Spanish gave them weapons that awed the Aztec and the Inca, making it easier to conquer them.


Compared to the enormous empire of the Span-ish in Latin America, the North American colo-nies still remained of little importance to the English economy.

Section Wrap-Up

1. to spread their religion, to gain wealth, and to have adventure

2. An imaginary line divided the Atlantic Ocean. Portugal controlled unexplored ter-ritory east of the line and Spain controlled unexplored territory west of the line.

Informative Writing

Answers will vary but should demonstrate stu-dents’ understanding that colonization had a very negative impact.


Big IdeaEconomic/political factors: trade needed for mercantilism, sugarcane needed for trade,

Native Americans died, slaves needed for planta-tions, victims acquired by warfare (cheaply)

Economic/political effects: depopulation, depri-vation of youngest and strongest men and women, increased warfare and corruption


Many enslaved people were needed for the sugarcane plantations, but many of them died, causing a need for more.


the Quakers, or Society of Friends

Section Wrap-Up

1. Since sugarcane came to be grown in the Americas and required many laborers, the demand for enslaved persons grew.

2. They were based on economic power.

Expository Writing

Answers will vary but should demonstrate students’ knowledge of the devastating effects of the slave trade on Benin.


Big IdeaSocial characteristics: classes based on parent-age and where you were born, Catholic Church important; Political characteristics: governed by viceroys, all important government positions held by Europeans; Economic characteristics: gold, silver, tobacco, sugar, diamonds, and ani-mal hides sent to Europe; farming done on large estates owned by Europeans and worked by Native Americans


Very little. Native Americans were at the bottom of the social scale.






Section Wrap-Up

1. gold, silver, tobacco, sugar, diamonds, and animal hides

2. They both converted and controlled them.

Expository Writing

Answers will vary but should demonstrate students’ grasp of the hierarchy.


Big IdeaSpain: ruled by a king; Catholic; fought with the Turks, Netherlands, England; England: ruled by a queen, Protestant, fought with Spain; France: ruled by a king, Catholic, fought a civil war over religion


Elizabeth’s Protestantism was moderate, which means it was not extreme, and therefore, more people could fi nd something good in it.


Henry IV converted because he believed that Catholic France would never accept him as a Protestant.

Section Wrap-Up

1. Huguenots were French Protestants infl u-enced by John Calvin.

2. Philip II of Spain

Expository Writing

Answers will vary but should demonstrate stu-dents’ knowledge of what the Edict of Nantes said and that it ended the Wars of Religion in France.


Big IdeaReligious confl icts: witchcraft trials, Thirty Years’ War


Fewer people believed in evil spirits.

Drawing Conclusions

Disputes continued because the Peace of Augs-burg did not recognize Calvinism, which had spread throughout Europe by the 1600s.

Making Inferences

Students may infer that the outcome of the Glorious Revolution weakened the king’s claim to divine right. This made it easier to question kingly authority.

Section Wrap-Up

1. women who were single or widowed and over 50 years old

2. Germany was divided into more than 300 states.

Informative Writing

Answers will vary but should demonstrate stu-dents’ grasp of the progression from monarchy to civil war to commonwealth and back to mon-archy, but then on to constitutional monarchy.


Big IdeaReforms: divided Russia into provinces, reor-ganized army, had nobility shave beards, wear different clothing, and mix both sexes together socially; Government: absolute monarch; Wars: expanded Russian territory and fought with Sweden to get land on the Baltic Sea to con-struct St. Petersburg


Louis XIV spent money on building palaces, maintaining the royal court at Versailles, and fi ghting wars.


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He created such a large army to defend Prus-sia, because Prussia had no natural barriers to enemies.

Drawing Conclusions

Ivan was named “the Terrible” because of his ruthless deeds.

Section Wrap-Up

1. Absolutism is a system in which the ruler has total power.

2. Prussia

Descriptive Writing

Answers will vary but should demonstrate students’ understanding of the cultural changes wrought by Peter the Great.


Big IdeaHobbes: humans needed government to keep them from destroying each other; absolute power was needed to preserve order; Locke: humans had natural rights to life, liberty, and property; if government did not protect those rights, people had the right to replace or alter the government.


The churches and palaces were magnifi cent and richly detailed, producing awe in the people who looked at them.


They wrote to please everyone because due to low ticket prices, all classes could attend the plays.


Hobbes believed that life before society was organized was brutal, nasty, and short. Locke believed that humans lived in equality and free-dom, with natural rights.

Section Wrap-Up

1. plays and playwriting

2. rights with which humans are born

Expository Writing

Answers will vary but should demonstrate students’ understanding that people’s attitudes and feelings changed and that artistic styles responded.


Big IdeaSultan—Ruling Elite; Merchants—Peasants, Arti-sans, and Pastoral Peoples

NotesSynthesizing Information

the holy cities of Jerusalem, Makkah, and Madinah

Predicting

Christian Serbs persecuted and killed many Muslim Bosnians in the 1990s.

Making Inferences

coffee

Section Wrap-Up

1. They used janissaries and fi rearms.

2. They treated them with tolerance. Non-Muslims had to pay a tax, but could practice their religion or convert to Islam.

Expository Writing

Answers will vary but should demonstrate students’ grasp of the various causes.


Big IdeaOttoman Turks: ruled by Sultan, Sunni, much trade, women relatively free; ·Safavid: ruled by Shah, Shia, little trade, not as prosperous, women secluded; Both: Muslim, trained admin-istrators, strong armies







The Ottomans were Sunni Muslims, and the

·Safavids were Shia. The ·Safavids would not toler-ate the Sunnis and tried to convert everyone.


because almost all goods moved along the roads by horse or camel caravan

Section Wrap-Up

1. It was a combination of Persian and Turkish elements.

2. silk weaving, carpet weaving, and painting

Expository Writing

Answers will vary but should demonstrate students’ grasp of the causes and effects. Some effects could also be viewed as causes.


Big IdeaBabur: conquered northern plains of India, empty box; Akbar: extended Mogul rule to the rest of India, brought religious tolerance and prosperity, encouraged artists and architects, empty box; Jahangır: empty box, lost interest in governing; Shah Jahan: extended territory, built the Taj Mahal, raised taxes, subjects lived in poverty; Aurangzeb: tried to eliminate suttee, no religious tolerance, left violent struggles for power behind him


No. India was a collection of semi-independent states held together by the power of the emperor.

Distinguishing Fact from Opinion

may be and possibly

Making Inferences

The British regarded India as a place to exploit.

Section Wrap-Up

1. Babur

2. He practiced religious tolerance, and he encouraged artists.

Descriptive Writing

Answers will vary but should demonstrate students’ ability to picture a building from the description given.


Big IdeaMing: renovated Grand Canal, effective govern-ment, national school system, new crops, voy-ages of discovery; Qing: accepted by Chinese, calmed unrest on frontiers, patronized arts and letters, expanded China to its greatest size; Both: prosperous, effective, exchanged with Europeans


Internal power struggles, government corrup-tion, high taxes, and a major epidemic caused the decline.


The Manchus made the Chinese males shave their foreheads and pull their hair into pigtails called queues.

Section Wrap-Up

1. Emperor Kangxi

2. The Chinese thought the Europeans were just another type of barbarian, who some-times behaved outrageously.

Descriptive Writing

Answers will vary but should demonstrate students’ understanding of the voyages.


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Big IdeaMiddle ring: Extended Family; Outer ring: Clan


The government fi rmly controlled trade and manufacturing, and put higher taxes on them than on farming. This was because they were considered to be inferior occupations to farming.


the modern Chinese novel

Section Wrap-Up

1. population growth

2. blue-and-white porcelain

Descriptive Writing

Answers will vary but should demonstrate that students understand that the Forbidden City was beautiful but that women held an inferior position.


Big IdeaRise of popular fi ction written by townspeople, while poetry remained serious literature; Kabuki dramas and more building of elaborate man-sions; other cultures such as Korean infl uenced pottery techniques; Western medicine, science, and art also infl uenced Japan’s culture.


They probably used fi rearms to consolidate their power.


Both societies restricted the rights of women.


Both alphabets are phonetically based, using one letter for each sound.

Section Wrap-Up

1. Japan’s class system under the Tokugawa was rigid. There were legal distinctions among the four main social classes: warriors, peasants, artisans, and merchants. Japan’s outcasts were the eta. Intermarriage between classes was forbidden.

2. Almost none, it was largely untouched.

Expository Writing

Answers will vary but should demonstrate students’ understanding of the reasons that the Europeans were at fi rst welcomed and then expelled.


Big IdeaIn mainland Southeast Asia, Burma, Thailand, and Vietnam were more united and politically strong. They resisted European challenges more effectively.


the Vietnamese emperor


The mainland states had strong monarchies and more political unity. Europeans were also more determined to control non-mainland states, as these had the majority of the spices.

Section Wrap-Up

1. the Moluccas

2. the Dutch

Descriptive Writing

Answers will vary but should demonstrate students’ understanding of the importance of spices for fl avor and preservation.







Big IdeaCopernicus: developed a heliocentric model of the universe with planets revolving around the Sun; Kepler: used astronomical data to sup-port Copernicus, demonstrated that orbits were elliptical; Galileo: fi rst to make regular observa-tions using a telescope, discovered mountains on the Moon (heavenly bodies made of material substance), writings made Europeans aware of the new view of the universe; Newton: the three laws of motion (gravity)


When the humanists studied Greek, it gave them access to works by Ptolemy, Archimedes, and Plato. These works allowed them to see that there were ancient authorities who disagreed with Aristotle.

Drawing Conclusions

The Church ordered Galileo to abandon the Copernican idea of a heliocentric universe.

Making Inferences

By keeping women from being formally edu-cated, men restricted the ways that women could earn a living, reinforcing male dominance.


Descartes was the father of a system of thought called rationalism. He believed that the mind and the body, indeed all matter, were separate. Matter could therefore be viewed as dead, or inert, and could be investigated by the mind.

Francis Bacon created the scientifi c method for learning about nature. He taught that scien-tists should use inductive reasoning—starting with detailed facts and then proceeding toward general principles. Scientists were to observe natural events, propose explanations, and use systematic observations and organized experi-ments to test the explanations.

Section Wrap-Up

1. In the geocentric model, Earth is the center of the universe. In the heliocentric model, the Sun is the center of the universe.

2. gravity

Expository Writing

Answers will vary but should demonstrate stu-dents’ grasp of the steps in the method.


Big Ideareason, deism, religious toleration, separation of powers, laissez-faire, natural law, social contract, progress


Locke thought that people were born with blank minds. Therefore, giving them the right infl uences would change them and create a new society.

Making Inferences

Montesquieu was a philosopher. His idea of separation of powers was put into the United States Constitution.


The Physiocrats believed that if individuals were free to pursue their own economic self-interest, all society would ultimately benefi t. The state, therefore, should not interfere in the economy. This doctrine became known as laissez-faire.


Rousseau believed that emotions were impor-tant, as well as reason.

Section Wrap-Up

1. Laissez-faire is a doctrine that said that the government should not interfere in the workings of the economy.

2. Methodism


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Persuasive Writing

Answers will vary but should demonstrate stu-dents’ understanding of what Wollstonecraft said.


Big IdeaWar of the Austrian Succession; fought in Europe, India, and North America; France and Prussia against Great Britain and Austria

Seven Years’ War: fought in Europe, India, and North America; Austria, France, and Russia against Great Britain and Prussia. In Europe: Austria and Russia against Prussia; in India, France against Great Britain; in North America, France against Great Britain


Joseph II of Austria

Drawing Conclusions

the drive for territory: Prussia conquered Silesia


Baroque focused on power and grandeur; rococo emphasized grace and charm.

Section Wrap-Up

1. Great Britain

2. Bach, Handel, Haydn, and Mozart

Descriptive Writing

Answers will vary but should demonstrate students’ grasp of the differences in the styles.


Big IdeaAspects of government: federal system (national and state governments shared power); three branches (executive, legislative, judicial); Bill of Rights to protect citizens’ rights


It was a gamble because Great Britain was a strong military power with enormous fi nancial resources, while the Continental Army was com-posed of untrained amateurs.


the Bill of Rights

Section Wrap-Up

1. France, Spain, and the Dutch Republic

2. With the Bill of Rights, the United States government guaranteed natural rights to its citizens. This supported Enlightenment ideals and promised to create a better world.

Informative Writing

Answers will vary but should demonstrate stu-dents’ grasp of the main outline of the war.


Big IdeaThird Estate demands one vote per deputy; denied by king; National Assembly formed. Rel-ics of feudalism; popular uprising. Other causes include uprising against social class structure, food shortages, unemployment


He had to call the meeting to raise new taxes, which was necessary because his government had been spending money lavishly.

Making Inferences

The king would support the old system because it allowed the First and Second Estates to out-vote the Third Estate, and it was the First and Second Estates who would be most likely to support the king and the old order.






Drawing Conclusions

French revolutionaries feared foreign interven-tion and were angry about economic conditions, so they turned more radical.

Section Wrap-Up

1. the Third Estate

2. because Austria was threatening to use force to restore Louis XVI to full power

Informative Writing

Answers will vary but should demonstrate stu-dents’ grasp of the conditions and events that led to the peasants’ revolts.


Big Ideaabolished monarchy; established the French Republic; condemned Louis XVI to death and had him beheaded; gave broad powers to the Committee of Public Safety


They wanted him executed to prevent his serving as a rallying point for the revolution’s opponents.


They believed that the religion encouraged superstition instead of reason.


Possible questions: Why were so many people willing to join the army? Did most of the French people lend their support to it? What were the failures of the foreign armies that aimed to invade France?


The National Convention moved in a more conservative direction. A new constitution was created. It set up two legislative houses. A lower house drafted laws. An upper house accepted

or rejected proposed laws. However, members of both houses were chosen by electors. Only those who owned or rented property worth a certain amount could be an elector. Only 30,000 people in the whole nation qualifi ed to be an elector.

Section Wrap-Up

1. Churches and cathedrals were closed or changed to new purposes. Priests were encouraged to marry.

2. It was unpopular because it was corrupt, it was not elected by a majority of the people, and economic problems continued.

Expository Writing

Answers will vary but should demonstrate students’ understanding of the threats to the revolution.


Big IdeaAchievements: made peace with the Church, codifi ed the laws, created a strong administra-tion, created a new nobility based on service, expanded France’s territories


He won battles against the Papal States and Austria, which gave France control of northern Italy.

Drawing Conclusions

He shut down 60 of France’s 73 newspapers and banned many books. He insisted that all manuscripts be looked at by the government before publication. Even the mail was opened by government police.


He was glad to get the money to use in fi ghting his enemies.


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The Russian army refused to fi ght. The French army could not get food or fuel. With his army severely weakened, Napoleon was vulnerable. Other countries attacked, and Napoleon was defeated and sent into exile on the island of Elba in 1814. The victorious powers restored the monarchy with Louis XVIII as king.

Section Wrap-Up

1. It eliminated the Church as an enemy and gained Napoleon the support of those who had acquired church lands.

2. the Duke of Wellington

Expository Writing

Answers will vary but should demonstrate students’ understanding that the code brought equality to men but an inferior position to women.


Big IdeaJames Hargreaves—spinning jenny; Edmund Cartwright—water-powered loom; James Watt—steam engine; Richard Trevithick—steam loco-motive; George Stephenson—wheels to run on railway; Robert Fulton—paddle-wheel steamboat.


changes in farming—more food, farm labor freed for other work; new machines—spinning and weaving move to factories; railroads—cheaper goods


Answers will vary. Possible answer: Industrializa-tion grows faster if the government supplies infra-structure such as roads, canals, and railroads.

Problems and Solutions

Answers will vary. Possible answers: limit work-ing hours, defi ne a minimum age for factory labor, inspect workplaces for safety.

Section Wrap-Up

1. New machines required workers to go to where the machine was, near the power source.

2. A larger population meant more people were available for factory labor. It also increased markets to buy factory goods.

Descriptive Writing

Answers will vary. Answers should refl ect awareness of dirty, unhealthy, dangerous condi-tions and of the long hours that factory workers had to work.


Big IdeaRevolution of 1830: dissolution of legislature, suspension of freedom of press; Revolution of 1848: economic problems, worker revolt, voting rights


legitimate; conservatism; balance; power


alike—opposed conservatism, wanted change; different: liberalism—wanted individual rights, representative government; nationalism—wanted each nationality to have its own country


Most of the revolutions failed.

Section Wrap-Up

1. to restore the legitimate rulers; to preserve the balance of power

2. Many of the liberals did not want real democ-racy. They just wanted wealthy middle-class men to have a voice in government.

Persuasive Writing

Answers will vary. Answers should state a clear, specifi c position with arguments to support it, from a nineteenth-century European perspective.







Big IdeaAnswers will vary. Great Britain—let more men vote, other reforms, fought Russia in Crimean War; France—fought Russia in Crimean War, lost war to Prussia; Austrian Empire—fought France, fought Prussia, established dual monarchy as compromise with Hungary, lost power in Italy and Germany; Russia—fought Ottomans, fought Britain and France, freed the serfs.

NotesDistinguishing Fact from Opinion

O; F; O; F.


Answers will vary. Possible answers: strengths— expanded economy, rebuilt Paris; weaknesses— authoritarian rule, lost war with Prussia.

Making Inferences

Answers will vary. Possible answer: The United States came into existence as a result of liberal ideas; Europe had conservative traditions.

Section Wrap-Up

1. Answers will vary. Possible answers: The economy was growing, and people were prosperous; giving more people the vote satisfi ed the industrial middle class.

2. Serfs were freed in Russia; enslaved people were freed in the United States.

Informative Writing

Answers will vary. Student narratives should include the characters Victor Emmanuel, Cavour, and Garibaldi; Piedmont and other places in Italy; events including war with Austria (1859), Garibaldi’s conquests, and the proclamation of Italy in 1861; and the reasons for events described.


Big IdeaRomanticism—Ivanhoe, Frankenstein, Poe’s short stories, Wordsworth’s poems, Blake’s poems; Realism—Madame Bovary, Oliver Twist, David Copperfi eld.


emotion; nature; past

Predicting

Answers will vary. Possible answer: People will feel less need for religion if they think science can answer their questions.


everyday life; ordinary people

Section Wrap-Up

1. Answers will vary. Possible answer:He only wanted to paint things he knew about fi rst hand.

2. Answers will vary. Possible answers: People thought the theory of evolution confl icted with the Bible. People thought natural selection left no place for moral values.

Expository Writing

Answers will vary. Theories may portray romanti-cism as a reaction against the Industrial Revolution and realism as an embracing of the new science. Essays should illustrate theories with specifi c examples from both romanticism and realism.


Big IdeaElectricity: electric lights, streetcars and sub-ways, machines in factories; steel: railroads, ships, weapons; internal combustion engines: ocean liners, airplanes, automobiles


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power

Detecting Bias

hostility, enemy of the working class

Section Wrap-Up

1. Steel made it possible to build lighter, smaller, faster machines.

2. to put pressure on employers, who might otherwise simply ignore them

Persuasive Writing

Answers will vary. Opinions should respond directly to the ideas of Karl Marx and should be supported by facts and other arguments.


Big IdeaAnswers will vary. Working—peasants, farm workers, industrial workers, domestic servants; almost 80 percent of European population; wages rose after 1870. Middle—professionals, business managers, civil service, shopkeepers, prosperous farmers, white-collar workers; value hard work; keep up appearances. Wealthy—aristocrats, bankers, industrialists, merchants; 5 percent of population; controlled 40 percent of wealth; leaders in government and military.

NotesProblems and Solutions

clean or fresh water

Evaluating Information

Diary of a young mother who worked in a textile mill

Drawing Conclusions

Women had few rights. They could not vote, hold property, or attend universities, and most were expected to work at home.

Making Inferences

Answers will vary. Possible answers: paying for leisure amusement; enjoying organized team sports; separating leisure from work

Section Wrap-Up

1. Workers moved from the countryside to the cities; public health and sanitation improved survival rates of city dwellers.

2. Answers will vary. Possible answers: People needed education to fi ll new white-collar jobs. As the right to vote expanded, new voters had to be able to read. Schools instilled nationalism and patriotism.

Informative Writing

Answers will vary. Narratives may include the dif-ferences between wealthy, middle-class, and work-ing-class women; the emergence of white-collar jobs with the Second Industrial Revolution; the movement for women’s rights; and the opening of women’s colleges as teacher training schools.


Big IdeaTriple Alliance—Germany, Austria-Hungary, and Italy. Triple Entente—Great Britain, France, and Russia.

NotesComparing and Contrasting

Great Britain—two or three major parties; France—a dozen parties, need coalitions; both—candidates elected to a legislative body, which chose the prime minister


emperor


richest, empire







Answers will vary. Possible answer: If a small war broke out somewhere in Europe, the alli-ances meant that many more countries would become involved.

Section Wrap-Up

1. to take personal control of foreign German policy

2. Samoan Islands, Hawaii, Puerto Rico, Guam, and the Philippines

Expository Writing

Answers will vary. Writings should support assertions with specifi c facts about the Balkans in the early 1900s. They should include explana-tion of the different interests of Austria-Hungary, Russia, and Serbia in the Balkans.


Big IdeaAnswers will vary. Impressionism: artist—Claude Monet; characteristic—paint nature directly, capture interplay of light, water, and sky. Post-Impressionism: artist—Paul Cezanne, Vincent van Gogh; characteristic—use color to express a mood, paint what the artist feels. Cubism: artist—Pablo Picasso; characteristic—use geo-metric designs, look at body from many angles; Abstract painting: artist—Wassily Kandinsky; characteristic—avoid visual reality, use only line and color.


Impressionist


machine


opinion

Section Wrap-Up

1. that the element radium gave off energy, or radiation; this changed the view of what atoms were

2. New political parties used anti-Semitism to win votes by blaming the Jews for national problems.

Expository Writing

Answers will vary. Theories should make a connection between developments in science and art. For example, a theory might say that Einstein’s theory of relativity and Freud’s theo-ries about the unconscious contributed to paint-ers’ deciding it was more important to express what was in the mind than to try to show an objective reality. Students should support their theories with reference to specifi c scientists or scientifi c discoveries and specifi c artists or movements in art.


Big IdeaSpain (until 1989)—Philippines; Netherlands—Dutch East Indies; United States (after 1898)—Philippines; France—Indochina, including Vietnam; Great Britain—Singapore, Burma

NotesDetecting Bias

the controlling power in this imperial expansion


Spanish-American War; desire for independence


alike—run for the benefi t of the colonial power; different: indirect rule—local elite remained in power; direct rule—colonial administrators brought from the home country


plantation; values


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Section Wrap-Up

1. spreading Christianity to non-Christian parts of the world; spreading the ideas of capital-ism and democracy to the non-Western world

2. to produce raw materials such as rubber for export to the colonial power’s home country

Informative Writing

Answers will vary. Students should tell the story of the extension of European power over societ-ies of Southeast Asia.


Big IdeaBelgium—Congo; Britain—Gold Coast, Sierra Leone, Nigeria, Egypt, Sudan, part of East Africa, Cape Colony; France—French West Africa, Algeria, Tunisia, Morocco, Central Africa north of Belgian Congo; Germany—Togo, Cameroon, German Southwest Africa, and German East Africa


Answers will vary. Possible answer: Italy was humiliated and seized another colony to save face.


German voters wanted Germany to have an empire.


Europe


Answers will vary. Possible answers: British: advan-tage—not disrupt local customs; British: disad-vantage—left old elites in power; French: advan-tage—allowed Africans to run for offi ce; French: disadvantage—did not value African traditions

Section Wrap-Up

1. Ships could travel between Britain and India more directly instead of going all the way around the southern tip of Africa.

2. Diamonds were discovered on Boer land and the British fl ocked there, igniting a war between the Boers and the British. The Brit-ish won the war and united the Boer lands with its own into a Union of South Africa.

Descriptive Writing

Descriptions will vary. They should be consis-tent with travel through a tropical rain forest in Central Africa in the 1800s.


Big IdeaAnswers will vary. Possible answers: British tex-tiles—imports hurt the Indian textile industry, put spinners and weavers out of work; cotton crops—displaced food production, many died of starvation; school system—established English as the common language; railroad, telegraph, telephone services—improved transportation and communication across India.

NotesPredicting

refuse or rebel

Drawing Conclusions

British colonial administration


Western, European-style, or British


Answers will vary. Possible answer: Newspapers in Indian languages carried nationalist ideas to a mass audience.

Section Wrap-Up

1. a rumor that new rifl e cartridges, which the sepoys had to bite, were greased with pig and cow fat, offending both Hindus and Muslims

2. to force the British to improve the lot of the poor, and to force the British to grant inde-pendence to India






Persuasive Writing

Answers will vary. Policy recommendations should be clear, specifi c, and supported by arguments and facts related to Indian history, economics, or culture.


Big IdeaAnswers will vary. Possible answers: Africa—rule chiefl y by Britain and France. Latin America—rule by Spain and Portugal. Both—government offi cials sent from Europe


cause—American Revolution; effect—revolts in Latin America


revolted, won independence, joined the United States

Predicting

Answers will vary. Possible answer: feel resentful

Section Wrap-Up

1. The United States extended its infl uence by pursuing “dollar diplomacy,” investing in Latin American development, including transportation and communication systems.

2. a warning by United States president James Monroe that European powers should not try to restore European control of Latin America

Expository Writing

Answers will vary. Students should give specifi c examples that make connections between par-ticular social classes and particular events.


Big IdeaTai Ping: Reforms Demanded—land for p easants, gender equality, outlaw alcohol and tobacco,

eliminate private property; Methods Used—revolt, capture cities, kill residents; Outcomes—Europeans and warlords helped dynasty crush rebellion. Boxer: Reforms Demanded—get rid of foreigners and foreign infl uences; Methods Used—kill foreign missionaries and business-men and Chinese Christians; Outcomes—Allied imperialist army restored order, and demanded payment and concessions from China.


Answers will vary. Possible answers: economics, profi ts; morality, laws, or government approval


when the ruling dynasty was weak

Detecting Bias

in favor of, against

Section Wrap-Up

1. The British wanted to improve their balance of trade by exporting more goods to China. Opium from British India was a good that people in China would buy.

2. The Qing Dynasty needed the help of war-lords to bring the rebellion under control.

Persuasive Writing

Answers will vary. Students should state their position clearly and present facts to support their point of view.


Big IdeaSun Yat-sen’s Proposals—equality, national-ism, democracy, right to a livelihood. Empress Dowager Ci Xi’s Reforms—Western-style school system, local legislative assemblies, elections for a national assembly.


Who were his followers and allies?


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writes

Section Wrap-Up

1. military takeover, one-party rule, constitu-tional democracy

2. changing customs of the urban elite, the loss of traditional ways

Expository Writing

Answers will vary. Students should note both causes of the emerging middle class (such as Western investments in China) and effects (such as cultural changes and revolution).


Big IdeaCharter Oath—create a new legislative assembly, keep the emperor. Constitution—legislature with two houses; executive had most authority


cause—Western nations wanted to end Japan’s isolation; effect—Japan opened ports to West-erners and agreed to diplomatic relations


Alike—factions among leaders in Meiji Resto-ration; Different: Liberals—elected parliament would hold supreme authority; Progressives—power shared between executive and legislative, with executive having most control.

Making Inferences

Answers will vary. Possible answer: Western powers assumed that all non-Western powers were weaker than any European state.


culture, culture

Section Wrap-Up

1. by providing subsidies, training, improved transportation and communications, and education in applied science

2. source of raw materials, market for manu-factured products

Informative Writing

Answers will vary. Students should describe the major elements of the Meiji Restoration, includ-ing its causes and effects.


Big Ideasystem of alliances, growth of nationalism, internal dissent, militarism

NotesPredicting

Answers will vary. Possible answers: large, long, destructive


Russian mobilization against Germany

Section Wrap-Up

1. Possible answers: Slavs in the Hapsburg Empire, Irish in the British Empire, Poles in the Russian Empire

2. attack France fi rst, through Belgium

Expository Writing

Answers will vary. Students should indicate how each of the three factors named—militarism, nationalism, and alliances among European powers—contributed to causing World War I. Students should give specifi c illustrations for each. Students should consider not only the events that triggered the war, but also the expansion of a local incident into a confl ict among many powerful countries.


Big IdeaAllies: Great Britain, France, United States, Italy, Russia; Central Powers: Germany, Austria-Hungry, Bulgaria, Ottoman Empire; Italy changed from Central Powers to Allies; Russia withdrew from war







Western Front—trench warfare, neither side could move the other; Eastern Front—rapid troop movements; both—deadly, high casualties


Answers will vary. Possible answer: They did not know that a direct attack on enemy trenches would simply result in high casualties.


F, F, O


2, 1, 3

Section Wrap-Up

1. They were fi lled with hydrogen, which burst into fl ames when the zeppelin was shot.

2. a British offi cer who encouraged Arab princes to revolt against the Ottoman Empire

Descriptive Writing

Answers will vary. Students should show an understanding of miserable conditions such as mud, cold, boredom, fatigue, and constant threat of enemy fi re.


Big Idea Strikes by working class women, workers, and soldiers → provisional government established → czarist regime falls

Germans ship Lenin back to Russia → Bolsheviks use soviets to overthrow Provisional Government


Answers will vary. Possible answer: When Russia went to war with Germany, the Russians wanted a Russian name instead of a German one.


Who was using the Winter Palace?

Section Wrap-Up

1. The provisional government decided to stay in the war. The Bolsheviks withdrew from the war.

2. He acquired infl uence over Alexandra, the wife of the czar, because she believed he could stop her son’s uncontrolled bleeding.

Informative Writing

Answers will vary. Accounts should include major events and phases of the Russian Revolu-tion from 1917 to 1921, including causes, dates, places, and the individuals or groups involved.


Big IdeaFrance—national security, revenge Britain—make Germany pay for the warUnited States—create a league of Nations


United States troops


Germany had to reduce its army and navy and eliminate its air force; Germany had to demilita-rize its land along the Rhine River.

Section Wrap-Up

1. Russia withdrew from the war after the Rus-sian Revolution so that Germany could concentrate all its resources on the Western Front.

2. Instead of getting independence as promised, they were put under French and British rule as mandates.


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Persuasive Writing

Answers will vary. Students should state an opinion clearly on one or more issues, defend their opinion with information and arguments, and respond to likely counterarguments.


Big IdeaPopular Front—collective bargaining, 40-hour workweek, paid vacation, minimum wage New Deal—public works, Social Security

NotesPredicting

No. It could not be enforced.


low farm prices; withdraw investments from Europe; the Great Depression


increase or expand

Section Wrap-Up

1. Most Americans did not want to be involved in European affairs.

2. Government should stimulate demand by putting people to work.

Expository Writing

Answers will vary. Students should support their argument with specifi c illustrations. They should consider cause and effect. They may consider differences between nations and the reasons for those differences.


Big Idealaws made by decree; police have unrestricted authority; other political parties outlawed; control mass media; Fascist youth groups help organize and control society; made deal to gain support of Catholic Church


opinion

Drawing Conclusions

harmful or disastrous


Answers will vary. Possible answers: 1. Does it try to control every aspect of citizens’ lives? 2. Does it try to create a new social order?

Section Wrap-Up

1. They attacked socialist offi ces and news-papers, used violence to break up strikes, and helped put Mussolini in power as a Fascist dictator.

2. Individuals were allowed to sell farm pro-duce and run small businesses. The govern-ment kept control of heavy industry, mines, and banks.

Informative Writing

Answers will vary. Accounts should include the Second Republic, the revolt led by Franco, the Spanish Civil War, the foreign aid given to both sides in the war, Franco’s victory, and the kind of dictatorship Franco established.


Big Ideatook away citizenship; no civil rights; could not marry non-Jews; could not hold certain jobs; had to wear yellow stars; had to carry identifi ca-tion cards; were encouraged to leave Germany


by legal means and by building a majority party


Answers will vary. Possible answer: They were prepared to follow him.






Section Wrap-Up

1. Answers will vary. Possible answers: It determined what jobs people could hold. It set up youth organizations and other organizations to control people’s thoughts and leisure activities.

2. He put people to work in construction projects, public works, and weapons construction.

Persuasive Writing

Answers will vary. Students should state clear positions and support them with information.


Big IdeaHesse, Siddhartha and Steppenwolf—Freudian psychology, Buddhist religion; Joyce, Ulysses—stream of consciousness


Cause—cheap radios sold on credit; Effect—more people heard Hitler’s speeches


uncertain

Section Wrap-Up

1. Answers will vary. Possible answers: It built loyalty by making people grateful to the government. It did not leave people time to protest or plan revolts.

2. Dadaism and surrealism

Descriptive Writing

Answers will vary. Descriptions should include at least three leisure activities. Descriptions should refl ect conditions in the 1920s and ways they were different from conditions today.


Big IdeaAtatürk—Roman alphabet, family names, fac-tories, abolish caliphate, break the power of Islam; Reza Shah Pahlavi—monarchy; both—modernization, school system, forbid the veil


Their attention and resources were occupied with fi ghting World War I.


Arab expectations—independence; What actu-ally happened—Many areas became mandates; both—no longer under Ottoman rule

Section Wrap-Up

1. They disliked the increasing foreign (British and Russian) presence in Persia.

2. During World War I, the Balfour Declara-tion supported a Jewish homeland. In the late 1930s, the British tried to stop Jewish migration to Palestine.

Expository Writing

Answers will vary. Students should choose a clear organizational structure that makes their writing easy to follow.


Big IdeaMohandas Gandhi—lawyer, time in South Africa, nonviolence, civil disobedience, religious, tra-ditional. Jawaharlal Nehru—son of INC leader, studied law in Britain, secular, Western, modern.


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Ideals—freedom, democracy, nationalism. Practice—kept African colonies under European rule

Drawing Conclusions

Russia


Gandhi’s approach was religious, Indian, and traditional. Nehru’s approach was secular, Western, and modern.


1. raw materials; 2. markets

Section Wrap-Up

1. Agents were trained in Moscow and then sent by Comintern to their home countries to form Marxist parties.

2. Answers will vary. Possible answer: Zaibatsu were huge corporations that controlled many different fi nancial and manufacturing operations.

Persuasive Writing

Answers will vary. Students should use informa-tion to support the case for independence, from the point of view of either Nigeria or India. They should address their editorial to the Brit-ish as well as to the people of Nigeria or India.


Big Ideahard work, obedience, integrity, reject excessive individualism and greed


1. drive out imperialists; 2. subdue warlords; the Shanghai Massacre

Detecting Bias

Nationalist

Section Wrap-Up

1. northward march by a combined revolution-ary army of Nationalists and Communists to try to take control of China

2. the new Westernized, urban middle class

Descriptive Writing

Answers will vary. Students should show an understanding of the historical context of the Long March and the hardships experienced along the way.


Big IdeaArgentina—beef, wheat; Chile—nitrates, copper; Brazil—coffee, cotton; Caribbean nations—sugar; countries of Central America—bananas. Students may also mention copper exported by Peru and oil exported by Mexico, Peru, and Bolivia.


Problem—exports fell, no money for imports; Solution—manufacture goods within the country


military coups or military revolts; authoritarian or dictators.

Making Inferences

Answers will vary. Possible answers: large landowners, conservative dictators, American investors in Latin America

Section Wrap-Up

1. It rejected the use of United States military force in Latin America.

2. A revolt in Argentina in 1930 tried to restore the old export economy. A coup made Getúlio Vargas president of Brazil in 1930. He helped workers, built industry, and took dictatorial power.






Expository Writing

Answers will vary. Students should support generalizations with historical information. Students should show awareness of ruling elites or authoritarian regimes and their relation to economic issues.


Big IdeaJapanese Aggression—took control of Manchuria; occupied northern China; advanced farther into China; demanded resources of French Indochina. German Aggression—sent troops into Rhineland; united Austria with Germany; took Sudetenland; occupied other Czech territory; invaded Poland


Answers will vary. Possible answers: fact—The conference had reached an agreement; opinion—Hitler’s word could be trusted.


shortage of natural resources

Section Wrap-Up

1. When Japan took over Manchuria, the League of Nations conducted an investiga-tion but could not stop the takeover. Japan simply withdrew from the League of Nations.

2. At fi rst, he tried appeasement because he considered Communists a greater threat. Later he stopped fi ghting Communists and fought against the invading Japanese.

Informative Writing

Answers will vary. Students should describe Hitler’s aggressive actions, the changing response of Britain and France, and the reasons for each. People mentioned in the account may include Hitler, Mussolini, Chamberlain, and Stalin.


Big IdeaAnswers will vary. Possible answers: German attack on Poland—brought Britain and France into war. German conquest of France—gave Germany control of western Europe. Japanese attack on Pearl Harbor—brought United States into the war. D-Day—opened second front in Europe.


Both—allied against Germany, attacked by Germany; British—kept fi ghting, not defeated; French—occupied or controlled by Germany


the United States would not challenge them militarily

Drawing Conclusions

cold winter weather

Predicting

Answers will vary. Possible answer: no, because their values and ideals differ; they only set aside differences temporarily to win the war

Section Wrap-Up

1. provided Britain with food, ships, airplanes, and weapons

2. He thought that U.S. involvement in the Pacifi c would reduce its effectiveness in fi ghting in Europe.

Persuasive Writing

Answers will vary. Students should take a clear position and support it with information. Stu-dents should predict opposing arguments and answer them.


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Big IdeaNew Order of Germany—move Slavs off their land, move Germans onto their land, use non-Germans as forced labor; New Order of Japan—“Asia for the Asiatics,” use occupied territories for raw materials; Both—disrespect for other nationalities, forced labor


forced labor

Detecting Bias

Answers will vary. Possible answers: were racially inferior or had value only as slaves


memoir of a local nationalist leader

Section Wrap-Up

1. to make their land available for German settlement

2. Jews, Roma (Gypsies), Slavs, soviet prisoners of war

Descriptive Writing

Answers will vary. Students should show awareness of crowding, unsanitary conditions, and hunger.


Big IdeaSoviet Union—food shortages, housing short-ages, starvation in siege of Leningrad, factories relocated, women working in factories, women fi ghting in the war; United States—new factories, boomtowns, migrations of African Americans to the North for jobs, Japanese Americans moved to camps surrounded by barbed wire; Japan—price controls, wage controls, labor controls, control of resources, use of Chinese and Korean workers, cities bombed; Germany—food short-ages, slight rise in women’s employment, fi re-bombing of cities


racial prejudice


No, bombing in Britain and Germany during World War II did not destroy the morale of the people.


1. Soviets or Eastern Europe

2. the West or Western Europe

Section Wrap-Up

1. Male workers were away in military service, and production increased in war-related industries.

2. bombing of London and other British cities by the German air force starting in 1940

Expository Writing

Answers will vary. Students should mention agreements such as the plans for defeating Germany, dividing Germany after the war, and establishing a United Nations, as well as dis-agreement over whether to permit free elections in Soviet-occupied Eastern Europe.


Big IdeaHarry Truman—civil war in Greece, Truman Doctrine, Marshall Plan, blockade of Berlin, Berlin airlift. John F. Kennedy—Bay of Pigs, Cuban Missile Crisis. Lyndon Johnson—Vietnam War. Richard Nixon—end Vietnam War


Answers will vary. Possible answer: because the blockade was not working; because the Soviet Union was not willing to go to war


Answers will vary. Possible answer: It suggested that the Soviets were ahead of the United States in technology and might be winning the arms race.






Section Wrap-Up

1. By helping countries recover economically, Marshall hoped they would resist Commu-nist ideas more effectively than countries with economic problems.

2. Soviet missiles were placed near the United States. Anything the United States might do to prevent more missiles being installed might cause Cuba or the Soviets to fi re the missiles at the United States.

Descriptive Writing

Answers will vary. Students should take the perspective of someone living in East Berlin or West Berlin at the time the wall was put up. They should show an understanding of how the wall might affect life for residents of Berlin. Stu-dents should include a vivid, sensory descrip-tion of the completed wall, with barbed wire, machine guns, and dog patrols.


Big Ideaemphasis on heavy industry, leaders have sole power, repression, stifl ed free expression, police terror, military intervention


Stalin—expanded heavy industry, few consumer goods, repressed literature, purges; Khrushchev—expanded consumer goods, less heavy industry, looser controls over literature; Both—leaders of the Soviet Union, general secretaries of the Communist Party


Answers will vary. Possible answers: Could it make foreign policy decisions independent of the Soviet Union? Were reform movements sup-pressed by Soviet military force?

Section Wrap-Up

1. The Soviet army invaded against the Nazis during World War II. After the war, the Soviet troops remained.

2. They adopted fi ve-year plans, emphasized heavy industry, collectivized agriculture, eliminated non-Communist parties, and set up secret police.

Informative Writing

Answers will vary. Accounts should include the establishment of Soviet control, government policies under Soviet control, reform movements or rebellions, and the Soviet response. They should tell events in the order they happened and should include names of key individuals such as Stalin, Nagy, and Dubcek.


Big IdeaGreat Britain—insurance and health care for everyone; United States—health care for the elderly, anti-poverty measures, federal assis-tance for education; Canada—pension plan and national health insurance


recovery, growth, or prosperity


opinion


1. wages; 2. goods; 3. credit

Section Wrap-Up

1. Charles de Gaulle, Konrad Adenauer

2. Employment was so high that there were not enough Germans to fi ll the jobs available.


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Expository Writing

Answers will vary. Some students may note that the welfare state in the United States began with the New Deal during the Great Depression, when needs were high. Others may observe that Britain introduced its welfare state during the period of prosperity after World War II.


Big IdeaLeonid Brezhnev: Foreign Policy—détente, invaded Afghanistan; Economic Policy—emphasized heavy industry; Military Policy—invaded Afghanistan; Personal Policy—punished dis-sidents; Mikhail Gorbachev: Foreign Policy—ended Cold War, signed weapons reduction treaty; Economic Policy—market economy; Military Policy—weapons reduction; Personal Policy—permitted noncommunist parties, set up an elected parliament


E, C, E


They signed an agreement to reduce intermediate-range nuclear weapons.

Predicting

Answers will vary. Possible answers: Yes, because eventually people will get tired of fi ght-ing. No, because use of force will make them resent the Russians even more.

Section Wrap-Up

1. It had an elected Congress of People’s Deputies and a president.

2. Possible answers: rise in organized crime, independence movement in Chechnya

Persuasive Writing

Answers will vary. Students should make clear recommendations and support them persua-sively with information.


Big IdeaPoland: reasons—trade union Solidarity; results—free elections, Walesa president; Czechoslovakia: reasons—intellectuals, dem-onstrations; results—Havel president, split into Czech Republic and Slovakia; Romania: reasons—secret policy, repression; results—Ceaus¸escu executed, noncommunist rule; East Germany: reasons—mass demonstrations; results—reunifi cation; Yugoslavia: reasons—ethnic divisions; results—war, restoration of indepen-dent republics


Communist


nationalist or ethnic

Section Wrap-Up

1. Romania; Police killed thousands of peace-ful demonstrators; the former Communist dictator and his wife were executed.

2. to try to stop ethnic cleansing; to help Bosnia and Croatia regain territory lost to Serbs; to keep the peace along new borders

Descriptive Writing

Answers will vary. Students should show an understanding of ethnic cleansing and the effects on civilians of indiscriminate killing and driving people from their homes. Descriptions should be specifi c to either Bosnia or Kosovo.


Big IdeaThatcherism: restricted union power, controlled infl ation, tried to replace local property tax with fl at tax; Reagan: large military build-up, tripled budget defi cit, cut job programs; Both: limited social welfare







Answers will vary. Possible answer: Trade between countries would become easier.


Military expenditures increased greatly.

Section Wrap-Up

1. Willy Brandt of West Germany, for increas-ing contacts between West Germany and East Germany

2. attacked Afghanistan; established Depart-ment of Homeland Security

Informative Writing

Answers will vary. Answers should include major events affecting and affected by the presidencies of Nixon, Ford, Carter, Reagan, George Bush, Clinton, and George W. Bush. Answers should avoid revealing the student’s personal opinions.


Big IdeaAnswers will vary. Issues—unequal pay, unequal participation in government; Outcomes—Equal Pay Act in United States, gender parity policies in Norway and Denmark


F, F, O


contributes to or increases or encourages or stimulates

Section Wrap-Up

1. (any three) Marriage rates fell. Divorce rates increased. Average age of marriage increased. Birthrates fell. More women were in the workforce.

2. Popular culture is entertainment created for a mass audience, for a profi t. Examples will vary. Possible examples: movies, sports, televi-sion shows, recorded music, live concerts

Persuasive Writing

Answers will vary. Students should show an understanding of the issues involved on both sides.


Big IdeaSocial Challenges: population growth, rapid city growth, large gap between rich and poor, inter-national drug trade; Political Challenges: repres-sive military regimes, increased dependence on industrialized nations, movement toward democracy throughout region

NotesMaking Generalizations

problems or instability


1. population; 2. rapidly; 3. services

Making Inferences

The U.S. feared communist takeovers in Latin American countries.


magic or fantasy; realistic events

Section Wrap-Up

1. Answers will vary: Possible answers: need for advanced technology, need for markets, export-import economies, multinational corporations, international debt

2. to support U.S. business interests, to oppose communism

Descriptive Writing

Answers will vary. Students should show an awareness of characteristics of Latin American megacities such as huge size, rapid growth, insuffi cient infrastructure or city services, big class differences, and slums or shantytowns.


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Big IdeaEl Salvador—Marxist guerrillas, right-wing death squads; Nicaragua—control by Somoza family, Sandanistas won control, contras opposed them; Panama—military leader Noriega involved in drug trade, United States sent in troops; Guatemala—use of death squads against native Mayan people

NotesDetecting Bias

+, –, +, –

Making Inferences

Marxist or revolutionary


El Salvador—antiguerrilla death squads; Nicaragua—contra guerrillas; both—right-wing, anti-Communist groups

Section Wrap-Up

1. Their opponents were suspected of being Communists. During the Cold War, commu-nism was the United States’s greatest fear.

2. to get money to pay its foreign debt after oil prices slumped

Expository Writing

Answers will vary. Students may refer to guer-rilla movements against other right-wing dicta-tors. They may note how the Cuban Revolution intensifi ed the United States’s fears of commu-nism in the Western Hemisphere, strengthening the motive for military intervention.


Big IdeaArgentina—invasion of Falklands; Brazil—infl ation; Chile—brutal regime; Venezuela—economic problems and policies


nationalized


benefi t—economic growth; harm—very high infl ation


exports

Section Wrap-Up

1. transferred most landed estates to peasant cooperatives, nationalized foreign-owned industries, froze food prices

2. coffee and cocaine

Persuasive Writing

Answers will vary. Students should write per-suasively, organizing supporting evidence in a way designed to make the reader agree with the opinion presented.


Big IdeaAnswers will vary. Economic—economies based on a single export, droughts, foreign debt; social—rapid population growth, fast-growing cities, AIDS; political—ethnic confl ict, apartheid, dictators


ethnic


Answers will vary. Possible answers: goals, views, political philosophy, consistency


tradition, Westernization or modernity






Section Wrap-Up

1. end of apartheid, fi rst free democratic elec-tions, election of fi rst black president

2. African socialism was based on African tradition.

Descriptive Writing

Answers will vary. Students should show aware-ness of greater Westernization in the cities and more traditional ways of life in the countryside.


Big Idea1948—Israeli statehood; 1956—Suez Canal War; 1967—Six-Day War; 1973—Yom Kippur War; 1978—Camp David Accords; 1993—Oslo Accords; 2006—cease-fi re between Hezbollah and Lebanon; 2007—Abbas dissolves Hamas-controlled government

NotesDetecting Bias

+, +, –

Drawing Conclusions

Answers will vary. Possible answer: They did not believe the claims Bush used to justify the attack.

Predicting

Answers will vary. Possible answers: weaken alliance with the United States and limit women to more traditional roles

Section Wrap-Up

1. Afghanistan provided a base of operations for Osama bin Laden, whose al-Qaeda orga-nization carried out terrorist attacks in the United States.

2. to replace foreign or Western infl uences with the values and culture of Islam

Informative Writing

Answers will vary. Accounts may include the events listed in the graphic organizer, but should add people, places, and the reasons for and signifi cance of the events.


Big IdeaEffects: signed friendship and cooperation pact with Soviet Union; sent troops to North Korea; isolated from major western powers


Answers will vary. Great Leap Forward— economic, combined collective farms into com-munes; Cultural Revolution—anti-intellectual, antireligious, antiforeign; both—revolutionary, introduced by Mao, a failure


sending students to study abroad, where they learned about the West


population growth

Making Inferences

They were about equal in strength. Neither side was able to defeat the other.

Section Wrap-Up

1. modernization of industry, agriculture, tech-nology, and national defense; international contacts; small-scale private enterprise

2. It deteriorated from a pact of friendship to military clashes along the border.

Expository Writing

Answers will vary. Students should be able to apply their ideas to various policies under Mao Zedong and Deng Xiaoping.


Big Ideagrowing population, worsening poverty, ethnic strife, religious strife


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ownership of Kashmir; East Pakistan became independent, with the name Bangladesh


colonies, independent


Uprisings or riots removed Marcos and Suharto.

Section Wrap-Up

1. Philippines, 1946, United States; Burma (now Myanmar), 1948, Britain; Indonesia, 1949, Netherlands; Malaya, 1957, Britain (also possible: Vietnam, 1954, France)

2. It forbade discrimination based on gender. It called for equal pay for equal work. It outlawed child marriage.

Informative Writing

Answers will vary. Students should include inde-pendence; the division into India and Pakistan; events in Indian history under prime ministers Nehru, Indira Gandhi, and Rajiv Gandhi; and civil war in Pakistan.


Big IdeaSouth Korea—chemicals, textiles, shipbuilding; Taiwan—land-reform program, local manufac-turing, commerce; Singapore—shipbuilding, oil refi neries, electronics


Japan Exports Record Number of Cars; Most Japanese Factories Less Than 60 Years Old


No; The Asian tigers became economic power-houses under authoritarian or dictatorial rulers.

Section Wrap-Up

1. Answers will vary. Possible answer (any three): government subsidies; long work-ing hours; modern new factories; cultural values of hard work, cooperation, savings

2. immigration; trade relations, export markets

Persuasive Writing

Answers will vary. Students should support their policies with information in a persuasive manner.


Big IdeaAnswers will vary. Deforestation: cause—overpopulation, need for wood and farmland; effect—destruction of forests; Loss of ozone layer:cause—chlorofl uorocarbons; effect—ultravioletradiation; Greenhouse effect: cause—carbon dioxide in atmosphere; effect—global warming; Acid rain: cause—sulfur from factories mixes with moisture in the air; effect—kills forests; Weapons: cause—technology makes more destructive weap-ons possible; effect—weapons that can kill many people at once; Hunger—overpopulation, civil wars; effect—starvation


because they can be used to kill many people at one time


carbon dioxide; global warming

Making Inferences

developing nations


revived


Islamic militants—to eliminate Western infl uence in Muslim countries; Irish Republican Army—to join Northern Ireland to the Irish Republic; both—to change political policies through use of terror






Section Wrap-Up

1. Bioethics is a fi eld that involves moral issues about use of technology in biology and medicine. Examples will vary. Possible examples (any two): genetic engineering, stem-cell research, human cloning

2. advantages: goods produced, distributed, and sold on a worldwide scale, resulting in larger markets; disadvantages: gap between rich and poor nations

Persuasive Writing

Answers will vary. Students should make a persuasive case for the importance of the prob-lem they select and the action they propose to address it.


Big IdeaTop level: Security Council; Middle level: General Assembly, secretary general; Bottom level: UNESCO, WHO, UNICEF, other agencies

NotesMaking Generalizations

More. Explanations will vary. Possible explana-tion: Environmental issues, terrorism, and global trade cross national borders.


birthrate; life expectancy


globalization or international cooperation

Section Wrap-Up

1. Many cities do not have the infrastructure to support a larger population.

2. Each of the permanent members can veto a decision.

Expository Writing

Answers will vary. Students should use a clear organizational structure to discuss the global economy, including its causes, challenges, and ways individuals and nations have responded.


ISBN: 978-0-07-891013-5MHID: 0-07-891013-7

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