BEFORE AFTER What Was the Neolithic Revolution?

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DAY #1 Bell Ringer: Look at the “Before” and “After” visuals. Meet with a learning team and describe the information in the visuals. After discussion, explain how the “After” visuals can be used to define the Neolithic Revolution. BEFORE AFTER

What was the Neolithic Revolution?

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Day #1 Activity #1: Read the following passage and identify the economic and social changes mentioned in the document.

Important Changes Resulting From the Neolithic Revolution Around 8,000 BC, in various locations around the globe, people learned how to plant and cultivate crops for themselves. Grain and corn were some of the first agricultural products. People began to domesticate animals for work and food. Oxen were tamed and used to carry loads and plough fields. Cows, sheep, and goats were domesticated as sources of food and clothing. Pigs and chickens also became ready sources of food. The people of the Neolithic Revolution changed from being hunters and gatherers of food to being producers of food for themselves. The switch from food hunters to food producers caused many other changes in human life. To switch to an agricultural, farming, way of life required that people stayed in one location to take care of the crops. Permanent settlements were made that required houses that would last. Using materials from the environment, people used wood, mud and clay made into bricks, and stones to make buildings for living and storing their products. Farming and having livestock, domesticated animals, allowed people to produce more food. The increase in food production allowed settlements to have more than they needed, a surplus. Increased food resources supported the population and allowed it to grow. One of the effects of having a surplus of food is a large increase of population. As the population of settlements grew, more work was needed and different kinds of work were needed. Some people had to make the tools, others work in the fields and build buildings, others organized the work. Division of labor, different jobs, developed. Some people became leaders and others followed them. Some people acquired more possessions and had more power over others. Consequently, new social orders developed. Community leaders became government leaders. Religious leaders sometimes had both power over the religion and the government. Social classes began to be identified. The religious and government leaders and those that controlled the property had more wealth. The workers who knew how to solve problems and make things work were honored for their skills. (Source: Social Studies Notes) Based on the passage above, fill in a “T” Chart that describes the social and economic changes caused by the Neolithic Revolution.

Social Changes Economic Changes

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Day #1 Activity #2: Industrial Revolution. During the late 1700's and early 1800's, great changes took place in the lives and work of people in several parts of the Western world. These changes resulted from the development of industrialization. The term Industrial Revolution refers both to the changes that occurred and to the period itself. The Industrial Revolution began in Britain (a country now known as the United Kingdom) during the late 1700's. It started spreading to other parts of Europe and to North America in the early 1800's. By the mid-1800's, industrialization was widespread in western Europe and the northeastern United States. The introduction of power-driven machinery and the development of factory organization during the Industrial Revolution created an enormous increase in the production of goods. Before the revolution, manufacturing was done by hand, or by using animal power or simple machines. Most people worked at home in rural areas. A few worked in shops in towns and belonged to associations called guilds. The Industrial Revolution eventually took manufacturing out of the home and workshop. Power-driven machines replaced handwork, and factories developed as the most economical way of bringing together the machines and the workers to operate them. As the Industrial Revolution grew, private investors and financial institutions provided money for the further expansion of industrialization. Financiers and banks thus became as important as industrialists and factories in the growth of the revolution. For the first time in European history, wealthy business leaders called capitalists took over the control and organization of manufacturing. Historians have disagreed about the overall effect of the Industrial Revolution on people's lives. Some historians have emphasized that the revolution greatly increased the production of goods. They argue that this increase did more to raise people's standard of living after 1850 than all the actions of legislatures and trade unions. Other historians have stressed the negative effects of the revolution. They point to the overcrowded and unsanitary housing and the poor working conditions created by rapid industrialization in the cities. Most historians now believe that factory conditions and worker wages were terrible before 1850 but improved after that date. These improvements led to an increase in life expectancy for workers. Most historians agree that the Industrial Revolution was a great turning point in the history of the world. It changed the Western world from a basically rural and agricultural society to a basically urban and industrial society. Rapid urbanization changed societies. Industrialization brought many material benefits, but it also created a large number of problems that remain critical in the modern world. For example, most industrial countries face problems of air, land, and water pollution. World Book Based on the passage above, fill in a “T” Chart that describes the social and economic changes caused by the Neolithic Revolution.

Social Changes Economic Changes

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Conclude this activity by organizing a panel discussion between two learning teams. Two members for each team will form the panel for giving responses. The remaining members of the learning teams will ask the questions. Participants will illustrate the similarities and differences between the Neolithic Revolution and Industrial Revolution, emphasizing both economic and social issues. Homework Day#1: Examine the maps and written information regarding the river valley civilizations and locations. Answer the questions that follow.

1. The Sumerians in the valley of the Tigris and Euphrates rivers had important inventions like the wheel, the sail, glass, use of the number system based on 60, and a writing system called cuneiform. City-states of the Sumerians were ruled by kings. They built large, stepped buildings with a temple on top called ziggerats. The system of monarchy set up a hierarchical society, higher to lower. The king and priest were at the highest, followed by the nobility. The kings and nobility obtained their positions by birth, inherited positions. In some kingdoms, the monarch was also the chief priest or even considered to be a god. The system of government in which the religion controls the government is called a Theocracy. The Babylonians were also one famous group of people that were part of the civilization in the Tigris and Euphrates valley. The Babylonian King, Hammurabi, took over other kingdoms and formed an empire. Hammurabi

World History EOC Success Packet 5 developed laws that were posted throughout his empire. The Code of Hammurabi, his collection of laws, emphisized justice, “an eye for an eye, a tooth for a tooth.” Hammurabi’s Code established a government that was ruled by laws. This idea of rule by law shaped other governments later in history.

2. The Egyptians and Nubians developed civilizations along the Nile River Valley in Egypt and Sudan. The Egyptian leader was called the pharaoh, who was in charge of the government and the religion. The pharaoh was thought to be a god. Their government was a Theocracy. The Egyptians also had a hierarchical society. The priests and nobles were the highest level, then the engineers and scribes, people who could write and keep records, followed. Then there were the merchants, laborers, and slaves. The Egyptian writing system was called hieroglyphics and used symbols to represent words. The Egyptians built large temples and pyramids. The Egyptians developed geometry and had advanced medicine, including surgery. They practiced mummification, preserving the bodies of the dead.

3. The people of the Indus River Valley are not as well known because their language has not been translated. They designed large cities using the grid system of planning streets and locations of buildings. Mahenjo Daro and Harappa are famous sites of the Indus civilization. The Indus people were the first to weave textiles out of cotton. Their houses had indoor plumbing.

4. The Shang Dynasty in China is considered to be the beginnings of the Chinese civilization. The Shang leaders were kings. In order to keep their power, they gave their warriors land in exchange for loyalty and service in time of war. The Chinese writing system was pictographs, small drawings that represented ideas rather than words. People that spoke different dialects of Chinese used the same pictures for their writing.

Which two characteristics of civilization do you think are the most important?

Examine the maps and review the written information regarding the river valley civilizations and locations. Students should create a collage of drawings and words to describe the key aspects of civilization.

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Day #2: WH.3 History. The student understands the contributions and influence of classical civilizations from 500 BC to AD 600 on subsequent civilizations. The student is expected to: (A) describe the major political, religious/philosophical, and cultural influences of Persia, India, China, Israel, Greece, and Rome, including the development of monotheism, Judaism, and Christianity. R WH.19 Government. The student understands the characteristics of major political systems throughout history. The student is expected to: (B) identify the characteristics of the following political systems: theocracy, absolute monarchy, democracy, republic, oligarchy, limited monarchy, and totalitarianism. R WH.20 Government. The student understands how contemporary political systems have developed from earlier systems of government. The student is expected to: (A) explain the development of democratic-republican government from its beginnings in the Judeo-Christian legal tradition and classical Greece and Rome through the English Civil War and the Enlightenment. R

Bell Ringer: Students will use the visuals and compare the buildings in each photograph. After comparing, have the students explain what makes something “classic.”

Activity #1: Have students refer to their notes from Day 1, Activity 3 and complete the map activity by locating the civilizations and matching contributions with the civilization.

Activity #2: Assign the students to read through the list of classical events and discuss them with a partner. Partners work together and write the event or accomplishment in the graphic organizer under the Classical Civilization to which it belonged.

Homework (Day #2): Have the students identify the types of governments that apply to the classical age (theocracy, monarchy, oligarchy, democracy, and republic). Emphasize that kings and emperors in the ancient and classical world were examples of absolute monarchy—the ruler had control of all aspects of the government, the laws, the army, the judicial actions. Have the students describe each form of government, identify the characteristics of that form of government and the specific historical examples that have been discussed. To complete the activity, have the students explain what roles the people might play in the various forms of government.

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Day #2: Bell Ringer: What makes something a “classic?” Discuss with students what young people today consider to be classic. Use the photos of the Parthenon and the Supreme Court building to discuss what items or characteristics a historian would consider to be classic.

Day#2 Activity #1: Use your knowledge of social studies and this map to complete the tasks listed below.

1. Locate the following Classical areas and draw a box for each area: China, Greece, Rome, Persia, Judea (Israel), India. 2. Write the following statements under the box where the statement belongs: - Zhou and Han Dynasties - origin of Hinduism and Buddhism - used oracle bones - had an empire with local governors - origin of democracy - origin of monotheism - started as a republic then became an empire - Mauryan Empire under Asoka - Gupta empire was a golden age - had rule of law called the “Twelve Tables” - passed on the Ten Commandments World History EOC Success Packet 8

Day#2 Activity #2 Read through the list of classical events. Discuss them with a partner and write the event or accomplishment in the graphic organizer under the Classical Civilization to which it belonged.

Classical Events/Accomplishments:

-built the Royal Highway and collected tribute (taxes) by using local representatives -a religion was started by followers of a rabbi that later converted the emperor Constantine -developed a representational form of government based on the rule of law -had a city state in which the male citizens voted but women and slaves could not vote -built a Great Wall to keep invaders out -first to use coins as money and make a unified standard of weights to encourage economic activity -had a strict caste system based on heredity -had a powerful military city state in which women had active roles in business -had a style of architecture that was imitated by a later empire -used the Mandate of Heaven -had a philosopher that taught by asking questions -followed a philosophy of filial piety and civic duties that became the rules for people in Civil Service -origin of belief in the Four Noble Truths and Eightfold Path -ruled by a series of families that maintained control of the empire -used the Law of Moses to organize the community -fought the Peloponnesian Wars -had wealthy landowners (patricians) and common workers (plebians) -used the Phoenician alphabet to form a written language and literature that established a common culture -used common laws and a highway system to control an empire that extended across Europe, Southwest Asia, and north Africa

Classical Civilization Israel

Persia

Greece

Rome

India

China

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Homework (Day #2): Review the short readings on the structure of the Roman Republic. Then identify the types of governments that apply to the classical age (theocracy, monarchy, oligarchy, democracy, and republic). Emphasize that kings and emperors in the ancient and classical world were examples of absolute monarchy—the ruler had control of all aspects of the government, the laws, the army, the judicial actions. Have the students describe each form of government, identify the characteristics of that form of government and the specific historical examples that have been discussed. To complete the activity, have the students explain what roles the people might play in the various forms of government.

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Type of Government Descibe Key Characteristics Historical Examples

Type of Government Role of the People

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Day #3: WH.23 Culture. The student understands the history and relevance of major religious and philosophical traditions. The student is expected to: (A) describe the historical origins, central ideas, and spread of major religious and philosophical traditions, including Buddhism, Christianity, Confucianism, Hinduism, Islam, Judaism, Sikhism, and the development of monotheism. R (B) Identify examples of religious influence on various events referenced in the major eras of world history. S

Bell Ringer: Ask the students to discuss the following question: Should the government tell people what religion to follow?

Activity #1: Students read and analyze documents on the origins, beliefs, and spread of the major world religions. Students use the included chart or design their own to organize the information from the documents. Upon competion of this section, students will synthesize the basic similarities among the philosophies of the belief systems. Students will use the guided inquiries below to guide their analysis.

1. What is the belief about a Supreme Being or Beings?

2. Was there a founder and what information about that person do the document show?

3. How were/are the teachings passed on?

4. What do the followers have to do?

5. Is there a summary statement or motto appropriate to describe the followers?

Activity #2: Students will use their graphic organizers and their analysis of the notes on World Religions to complete the following synthesis activity: Design a presentation that will illustrate answers to the following questions:

What are the basic similarities among the philosophies of the belief systems documented in the notes?

What are the differences?

Do the similarities outweigh the differences?

What are some major events of history that are associated with these religious groups.

Homework (Day #3):

Students write a response to the following:

Why are there conflicts among people that have different religious beliefs?

Bring your response to class to share with a learning team.

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Day #3 Activity #1: Read and analyze documents on the origins, beliefs, and spread of the major world religions.There are 13 short documents to analyze.

Use this template as a model to make your own analysis tool or graphic organizer. You are responsible for collecting evidence from the documents regarding each of the Guiding Inquiries.

Guiding Inquiries Name of the Religion:

1. What is the belief about a Supreme Being or Beings?

Document #s:

2. Was there a founder and what information about that person do the document show?

Document #s:

3. How were/are the teachings passed on?

Document #s:

4. What do the followers have to do?

Document #s:

5. Is there a summary statement or motto appropriate to describe the followers? Document #s:

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Day #3 Activity #1:

Document 1

Document 2

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Document 3

Document 4

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Document 6

Document 7

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Document 8

Document 9

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Document 10

Document 11

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Document 12

Day #3 Activity #2: Use your graphic organizer and your analysis to do the following synthesis activity: Design a presentation that will illustrate answers to the following questions: 1. What are the basic similarities among the philosophies of the belief systems documented in the notes? 2. What are the differences? 3. Do the similarities outweigh the differences? 4. What are some major events of history that are associated with these religious groups.

Homework (Day #3): Students write a response to the following: Why are there conflicts among people that have different religious beliefs? Bring your response to class to share with a learning team.

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Day #4: WH.4 History. The student understands how, after the collapse of classical empires, new political, economic, and social systems evolved and expanded from 600 to 1450. The student is expected to: (A) explain the development of Christianity as a unifying social and political factor in medieval Europe and the Byzantine Empire. R (C) describe the major characteristics of and the factors contributing to the development of the political/social system of feudalism and the economic system of manorialism. R (J) analyze how the Silk Road and the African gold-salt trade facilitated the spread of ideas and trade. R

Bell Ringer: Ask students to read the included excerpt from Aristotle’s Politics, meet with a partner, and discuss the questions.

Activity #1: Students will examine the information on the map illustrating trade networks on the Silk Road and the African gold and salt trade and the text along side the map. Students will answer the questions and discuss analogies for explaining the trade networks depicted on the map.

Activity #2: Ask the students to create a graph showing how feudalism was both a political and social structure. 1. After completion of your graph, meet with a learning team and explain the information contained on your graph. 2. Write an explanation of how the feudalism of the middle ages was similar to and different from the social structure during the Roman Republic. 3. Describe other social structures that were similar.

Homework (Day #4): Read the excerpt from an article and complete the following:

1. On a sheet of paper, draw a “bird’s eye” view of a manor. Label the fields and buildings. Illustrate the agricultural use of land that was developed by the Franks.

2. Explain how the manor was connected to feudalism and how the manor functioned as an economic system.

3. Bring your drawing and explanation with you to class.

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Day #4: Bell Ringer: Read the following excerpt from Aristotle’s Politics and answer the questions.

…we have next to consider how many forms of government there are, and what they are; and in the first place what are the true forms, for when they are determined the perversions of them will at once be apparent. The words constitution and government have the same meaning, and the government, which is the supreme authority in states, must be in the hands of one, or of a few, or of the many. The true forms of government, therefore, are those in which the one, or the few, or the many, govern with a view to the common interest; but governments which rule with a view to the private interest, whether of the one or of the few, or of the many, are perversions. For the members of a state, if they are truly citizens, ought to participate in its advantages. Of forms of government in which one rules, we call that which regards the common interests, kingship or royalty; that in which more than one, but not many, rule, aristocracy; and it is so called, either because the rulers are the best men, or because they have at heart the best interests of the state and of the citizens. But when the citizens at large administer the state for the common interest, the government is called by the generic name -- a constitution. And there is a reason for this use of language. One man or a few may excel in virtue; but as the number increases it becomes more difficult for them to attain perfection in every kind of virtue, though they may in military virtue, for this is found in the masses. Hence in a constitutional government the fighting-men have the supreme power, and those who possess arms are the citizens. Politics, Book 3

1. According to Aristotle, what is the purpose of government and how can a government be good or bad?

2. Explain the types of government that Aristotle describes.

3. What classical societies were examples of the types of governments mentioned by Aristotle?

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Day #4 Activity #1: Examine the information on the map and text and answer the questions that follow.

Constantinople was the capital of the Byzantine Empire. The Byzantine emperor, Justinian, collected the Roman laws into a code, Justinian’s Code, which influenced the development of the laws of nations. The Byzantine Empire was also the center of the Greek Orthodox Christian Church that influenced the lives of people and society of the region. The Pope in Rome, as head of the western church was influential over the people and the rulers in Europe. The Roman Church with its sacraments, laws, and clergy, who were practically the only educated people, controlled all aspects of people’s lives in western Europe. The Silk Road was connected with the west African gold and salt trade. Rulers desired gold and salt was essential to preserve food.

Answer: 1. Why would the Christian Church have both political and social influence during this period?

2. What analogies could you use to explain the trade network depicted on the map?

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Day #4 Activity #2: Ask the students to create a graph showing how feudalism was both a political and social structure.

1. After completion of your graph, meet with a learning team and explain the information contained on your graph.

2. Write an explanation of how the feudalism of the middle ages was similar to and different from the social structure during the Roman Republic.

3. Describe other social structures that were similar.

Explain the similarities and differences between the Roman Republic’s social structure and feudalism.

Describe other social structures that were similar.

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Homework (Day #4): Read the excerpt from an article and complete the following:

THE MANORIAL SYSTEM The system of labor and of rent which develops on a medieval manor is also immensely variable. It is further Landlord and peasant: 9th - 15th century AD complicated by the fact that part of any manor (the Life on a manor is the medieval version of a relationship demesne) is farmed by the lord on his own account, that occurs, between landlord and peasant, in any society using peasant labor, and part is cultivated by the where a leisured class depends directly on agriculture peasants for their subsistence - paying the lord some carried out by others. Such landlords may be patricians form of rent, whether in natural produce, days and weeks living in their Roman villas (seen by many historians as of their own labor, or money. the original version of the European manor) or feudal The Frankish empire under Charlemagne is the source of knights ensconced in castles and fortified manor houses feudalism and the manorial system. It also introduces a (a development dating from Carolingian times of the early related revolution in agriculture. French kings). Rotation of crops to conserve the soil has been a Records suggest that the work of between fifteen and standard part of agricultural practice since the Neolithic thirty peasant families is required to support one knight's Revolution. The classic method is the simple two-field family (and correspondingly more for a baron holding system. Of every two fields, one is planted each year (in court in a castle). The relationship between the knight Europe with wheat, barley or oats). The other is allowed and his peasants is the manorial system. to lie fallow, grazed by the cattle and fertilized by their The knight has force on his side. Even in normal manure. circumstances he may be able to terrify his peasants into The Franks introduce a major improvement, extending subjection. In unruly times - characteristic of much of the the rotation to three fields. One field is now planted in the Middle Ages - his armor becomes even more significant. autumn with winter wheat or rye. One field is planted in The peasants need his protection from marauding the spring with oats, barley or vegetables such as peas enemies. They are less likely than usual to assert and beans. The third field is left fallow. themselves. The new arrangement requires summer rain for the crop On the other hand a cooperative labor force is more planted in the spring, so it is suitable only in the cooler productive than a resentful one, so the lord of the manor regions of Europe. It seems to have been introduced, may be inclined to use his natural advantages with perhaps in the late 8th century, between the Loire and moderation. And occasionally, when labor is in short the Rhine. supply - as after the Black Death in the 14th century - the peasants themselves acquire a measure of economic The advantages are considerable. The most obvious is strength. an increase of one third in the crop (previously 50% of the land was producing each year, now the figure is The resulting balance of power varies greatly in different 66%). The work of preparing and harvesting the fields is places and times. There is an important distinction more efficiently spread out through the year. The ripening between free peasants (theoretically able to leave a of crops in two seasons rather than one reduces the risk manor at will, though economically often unable to do so) of famine from freak weather. And there is a benefit, in and serfs. Serfs are the descendants either of slaves who terms of health and variety, in the addition of vegetables have been given a measure of freedom, or of free to a previously all-grain diet. peasants who have accepted legal restrictions in return for the lord's protection. http://www.historyworld.net/wrldhis/PlainTextHistories.as p?historyid=ac80 Page 2 of 4 Serfs are slaves only in the one crucial sense of being tied to their lord's land. That distinction comes to seem a quibble where serfdom continues into modern times (as in Russia in the 19th century), outlasting the abolition of true slavery. 1. On another sheet of paper, draw a “bird’s eye” view of a manor. Label the fields and buildings. Illustrate the agricultural use of land that was developed by the Franks.

2. Explain how the manor was connected to feudalism and how the manor functioned as an economic system.

3. Bring your drawing and explanation with you to class.

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Day #5: WH.4 History. The student understands how, after the collapse of classical empires, new political, economic, and social systems evolved and expanded from 600 to 1450. The student is expected to: (D) explain the political, economic, and social impact of Islam on Europe, Asia, and Africa. R (G) explain how the Crusades, the Black Death, the Hundred Years' War, and the Great Schism contributed to the end of medieval Europe. R

Bell Ringer: The students should meet with a partner and analyze the visual information in the illustrations of the qanat and discuss answers to the questions.

Activity #1: Have the students examine the information on the maps and readings regarding the impact of Islam on Europe, Africa, and Asia. Have the students read, analyze and discuss the information and then complete the task that follows.

Activity #2: Students review readings and create a graphic organizer that shows how each event (the Crusades, the Black Death, the Hundred Year’s War, and the Great Schism) affected political, economic, and social factors of European life.

Homework (Day #5): Have students use information on their graphic organizers and design a poster or collage that illustrates how the events (the Crusades, the Black Death, the Hundred Year’s War, and the Great Schism) led to the end of the Middle Ages.

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The ancient Persians in Iran and Central Asia were the first to use qanats to bring water to villages and cities. Some of the ancient qanats are still used today.

1. Why would Arabian and Muslim engineers be interested in using qanats?

2. What major geographic areas that the Muslims influenced would be most likely to use qanats?

3. What other engineering techniques accomplished what the qanats did?

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Day #5 Activity #1: Examine the information on the maps and readings and complete the task that follows.

THE IMPACT OF ISLAM (Muslim Influence in Europe, Africa, and Asia)

This map show the spread The Franks led by Charles Martel The kings of the Franks gave land Charlemagne, King of the of Islam across north Africa stopped the Muslim advance at to nobles and the nobles pledged Franks, became the Holy and into Europe. In Spain the the Battle of Tours in 732. to help the kings in war. The Roman Emperor in 800. Muslims were called the Franks had large, powerful armies. Charlemagne became a rival to Feudalism began in Europe. Moors. Caliphs were the the Byzantine Emperor. leaders of Muslim communities. The early caliphs were Arab followers of Muhammad. As Islam spread, it unified people from many different ethnic backgrounds--Arabs, Persians, North Africans. Islam taught that all people were equal. However, captives were many times enslaved. Many people in the outskirts of the Byzantine The Umayyads controlled parts of The Abbasids were Sunni Muslims Empire did not want to be The Fatimids started a Caliphate in Spain and Portugal for centuries. that tried to control the Shi’a who Christian and they converted 909 that lasted until 1171. The Cordoba, by the year 1000, became had strongholds in parts of Persia. to Islam. Fatimids were Shi’a Muslim. The the most populated city in the world. Some Muslims believed Fatimids built Cairo as their capital. The university at Cordoba was the The Abbasid’s were tolerant of Jews that the caliph was both the center of learning for all Europe. and Christians and encouraged The Berbers in North Africa religious and government The Christian kingdoms fought back and after trade. The Silk Road and trade several centuries pushed the Moors out of Spain. eventually rejected the Shi’a and across the Indian Ocean made the leader, theocracy. Other became Sunni Muslims. Timbuktu economy strong. Muslims wanted the caliph to became a center of Sunni Muslims. be more secular.

During the golden age of the Abbasid Caliphate, Muslim scholars preserved the science and philosophy of the ancient Greeks. The Abbasid scholars added new scientific discoveries and advances in medicine, engineering, mathematics, and astronomy. Muslim learning and medicine greatly influenced Europe. Muslim cities at the time were more advanced than European towns. They had running water and sewage systems and hospitals for the sick and injured. Centered in Baghdad, the Abbasids fostered trade with China, other parts of Asia and Africa. They used land routes and ships that traveled from Persia, Arabia, Africa, and India.

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Task for Activity#1: 1. How would the results of the battle of Tours impact the attitudes of Europeans toward Muslims?

2. What social achievements were made by Muslim communities, particularly during the reign of the Abbasids? Draw a chart or illustration to accompany your answer.

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Day #5 Activity #2:

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Day #5 Activity #2, continued

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Day #5 Activity #2, continued

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Task for Activity #2: After reviewing the notes, create a graphic organizer that shows how each event (the Crusades, the Black Death, the Hundred Year’s War, and the Great Schism) affected political, economic, and social factors of European life.

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Assessment for Week #1:

1. Summarize the major changes in human life that happened in the Neolithic Revolution and the Industrial Revolution.

2. What are the major characteristics of civilizations? (Identify at least six characteristics.)

3. Describe the most common characteristics among the following classical civilizations: Persia, India, China, Israel, Greece, and Rome.

4. Identify the main characteristics of the following forms of government: theocracy, absolute monarchy, democracy, republic, oligarchy, limited monarchy, and totalitarianism.

5. Describe how each of the major world religions started.

6. Describe the major characteristics of feudalism and manorialism.

7. Explain the major effects of the Crusades, the Black Death, the Hundred Years’ War, and the Great Schism.

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Day #6 WH.4 History. The student understands how, after the collapse of classical empires, new political, economic, and social systems evolved and expanded from 600 to 1450. The student is expected to: (K) summarize the changes resulting from the Mongol invasions of Russia, China, and the Islamic world. R

Bell Ringer: Students work with a partner and describe three details that they remember about Chinggis Khan. Students should compare their details with two other students.

Activity #1: Students will review the information and examine the maps regarding the Mongol invasions and their impact on Russia, China, and the Islamic world. After reading and discussing the documents, students will answer the questions that follow.

Activity #2: Student should work in a learning team and create an organizer or poster that compares and contrasts the Mongol Empire with the following: Persian Empire, Empire of Alexander the Great, Roman Empire, and Byzantine Empire. Each member of the team is to take the information in the organizer and meet with one person from another learning team to compare information.

Homework (Day #6): Students should take the information on their organizers or poster and prepare an oral explanation that evaluates which empire discussed in Activity #2 had the greatest impact on history.

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Task for Activity #1 Answer the following questions:

1. How did the invasions of the Mongols change China?

2. How did the Mongols have impact on parts of Russia and how did they play a role in the formation of modern Russia?

3. Why would the fall of Baghdad have an affect on Islamic communities?

4. Is there any evidence that the Mongols had good relations with Muslim communities? Describe the evidence that shows positive relation or negative relations.

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Homework (Day #6): Students should take the information on their organizers or poster and write a short essay that evaluates which empire discussed in Activity #2 had the greatest impact on history.

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Day #7: WH.4 History. The student understands how, after the collapse of classical empires, new political, economic, and social systems evolved and expanded from 600 to 1450. The student is expected to: (H) summarize the major political, economic, and cultural developments in Tang and Song China and their impact on Eastern Asia. R

Bell Ringer:

Ask the students to meet with a partner and draw two visuals. The first visual is to illustrate a political-social system. The second visual is to illustrate an economic system. Have students meet with two other students to compare and contrast their drawings.

Activity #1: Have the students read the information about the Tang Dynasty and answer the questions below. Ask the students to discuss their answers with a partner. 1. Describe at least three ways that the political and social system during the Tang Dynasty was different from the Zhou Dynasty and European feudalism.

2. What inventions and innovations during the Tang Dynasty would most directly impact the economy? Describe the impact that each invention or innovation would make on how the economy functioned.

3. The Tang rulers sent Buddhist teachers to Japan. They brought the Chinese writing system with them and taught philosophy and architecture. What would be the likely results of this kind of cultural diffusion in Japan?

Activity #2: Assign the students to read and compare the information on the Song Dynasty with information on the Tang Dynasty. Then have the students complete the map activity by drawing the Silk Road and symbols for the old Chinese products that were traded and the newly invented products developed during the Tang and Song Dynasties.

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Day #7 Bell Ringer: Discuss what makes up a “political and social system” and what makes up an “economic system.” Have the students list their characteristics using a “T” chart. Then use the words on your “T” chart to write a paragraph describing feudalism and manorialism.

Day #7 Activity #1: Read the information about the Tang Dynasty and answer the questions below. Discuss your answers with a partner.

4. Describe at least three ways that the political and social system during the Tang Dynasty was different from the Zhou Dynasty and European feudalism.

5. What inventions and innovations during the Tang Dynasty would most directly impact the economy? Describe the impact that each invention or innovation would make on how the economy functioned.

6. The Tang rulers sent Buddhist teachers to Japan. They brought the Chinese writing system with them and taught philosophy and architecture. What would be the likely results of this kind of cultural diffusion in Japan?

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Day #7 Activity #2: Read the information on the Song Dynasty and then complete the map activity.

Using the map below, draw the Silk Road and symbols for the old Chinese products that were traded and the newly invented products developed during the Tang and Song Dynasties.

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Homework (Day #7): Students will read the article on the Song Dynasty Renaissance. Create a visual chart: Use examples from the information about the Tang and Song Dynasties from the notes and the article and design a visual chart showing how new ideas and tools in philosophy, science, medicine, and travel can lead to a renaissance, new birth. The Song Renaissance—A New Birth The Song dynasty, also called the Sung dynasty, was a Chinese reign during the late 10th-13th centuries that had a far- reaching impact economically, culturally, and socially. The period is divided into two parts: the Northern Song and the Southern Song. Economically, commerce, trade, and manufacturing grew exponentially; culturally, Confucianism witnessed new life as it undergirded the growth of the Chinese middle class; and socially, a revision of the Chinese civil service examination widened government representation. The Song dynasty was the renaissance of China.

In 960, Chinese military general Zhao Kuangyin, who had been the dominant military power during the late Zhou dynasty, usurped the throne and began the Song dynasty. After taking over the throne, Zhao Kuangyin became known as Emperor Taizu, and his rule was called the Northern Song dynasty. Encroaching invaders in the north, including the Khitans, the Jurchens, and later the Mongols, gave impetus to a heightened military buildup, and Taizu created a professional army that was loyal to his dynasty. Taizu effectively nationalized the military by creating a palace army that he rewarded with sizable military pensions. In addition to sheer numerical dominance, technological innovations strengthened the forces, including the manufacture of stronger steel arrow tips, allowing for devices that launched fire and thrown bombs, and the use of gunpowder.

Taizu established the capital of the Song dynasty in the northern city of Kaifeng. However, success in the north would prove to be short lived. The Jurchens took over the northern territory of the Song dynasty ca. 1125, establishing the center of their newfound Jin dynasty at Kaifeng.

The Song dynasty represented a period of busy economic development, particularly in manufacturing and commerce. The period included advancements in iron and steel production used for agriculture and also for the construction of suspended bridges. Newfound innovations in metallurgy resulted in a cohort of some of the most advanced shipbuilders in the world. The Song dynasty was the first to create air-tight compartments and rudders beyond the stern of the ship, and it also was able to navigate with a south-pointing compass. As cities began to expand, commerce and trade advanced. Widespread coinage of money, aided by the development of new waterways, proved to be a boon to Song trade.

The Song dynasty also made advancements in the education and the arts. Though invented much earlier by the Chinese, wood blocking for printing became popular during the Song dynasty. As a result, book printing became much easier and more widespread. The availability of inexpensive texts increased literacy, thus creating a new middle class in China. Chinese glazed pottery and advances in music, especially sung poetry, also made the Song dynasty a culturally rich time in history.

The civil service system was revised during the Song dynasty. Exams were altered to remove bias, and they incorporated lengthy sections on classic Confucian texts. Those changes resulted in a more diverse body of civil service employees.

The Mongols, who had succeeded in toppling both the Jin dynasty and Liao dynasty in the north, ended the Southern Song dynasty in 1279. "Song dynasty." World History: Ancient and Medieval Eras. ABC-CLIO, 2012. Web. 21 Mar. 2012.

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Day #8: WH.5 History. The student understands the causes, characteristics, and impact of the European Renaissance and the Reformation from 1450 to 1750. The student is expected to: (A) Explain the political, intellectual, artistic, economic, and religious impact of the Renaissance. R (B) Explain the political, intellectual, artistic, economic, and religious impact of the Reformation. R

Bell Ringer: Working with a partner, create a collage of word phrases and drawings that highlight how the accomplishments of the Song Dynasty were a renaissance.

Activity #1: Ask the students to read and discuss the article on the Renaissance and complete this task:

1. Do a PEGS analysis of the European Renaissance. Design a graphic organizer or a web page layout that includes the economic, social and political changes that illustrate the “new birth” of activities. Also, identify the people named in the article and describe their accomplishments.

2. Evaluate the ideas of humanism and secularism. List at least two possible positive aspects and two possible negative aspects for each one.

Activity #2: Ask the students to read and discuss the article on the Reformation and answer the following questions:

1. What do you think that Martin Luther meant by the ideas of “faith alone” and “the bible alone?” How would those ideas change the organization of Christianity?

2. Who had a more powerful affect on the Reformation—Luther or Gutenberg? Defend your answer by referring to both individuals.

Homework (Day #8):

Students should review the information and analysis of the Renaissance and Reformation and brainstorm a list of effects and ways that they changed European society. Bring the reflections to class and compare with a partner.

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Day #8 Activity #1: Read the article on the Renaissance and complete the task listed below.

The Renaissance The Renaissance started in several Italian city-states like Florence, Genoa, Venice, and Milan. Interest in Greek and Roman philosophy and literature was reawakened due to the migration of Byzantine scholars and translation of ancient Greek texts into Latin and vernacular, local languages like Italian, French and German. Stories of Greek mythology and philosophical ideas, like the importance of people using human reason to figure out answers and solve problems for themselves, became very popular. The renaissance started in Italy and moved its way up to northern Europe and England. Inspired by ancient Greek thought, Renaissance scholars focused on the uniqueness and dignity of each individual. This emphasis on the individual and human achievement became known as humanism. The new interest in human life instead of life after death characterized the thought of the Renaissance. Interests in human affairs were called secular interests. The Renaissance is characterized as an age of secularism. The lingering effects of the Great Death still affected European economy. The manorial system was broken. Community farmers sold products in villages and cities. Many workers had moved to cities and worked as craftsmen. Trade flourished, merchants became wealthy, banking started, and the demand for more variety in products increased. Artists attempted to paint life-like spaces and real people. Sculptors tried to make realistic statues that resembled the people they portrayed. A new technique, called single point perspective, allowed artists to paint and draw people and objects in space. A vanishing point allowed the artist to make things appear to recede into the distance. Famous painters were Leonardo da Vinci, Raphael, and Michelangelo (who was also a sculptor). Architects like Filippo Brunelleschi designed buildings influenced by Roman designs. Columns and circular arches were used to create large interior spaces. Movements like humanism and secularism focused on classical authors of the Greeks and Romans emphasized the authority of individual thinkers and doers instead of the authority of the Roman Church. Writers began to use vernacular languages, the language of the local people, to write instead of using Latin. For example, William Shakespeare wrote in English, Cervantes wrote in Spanish, and Rabelais wrote in French. Niccolo Machiavelli wrote a book on politics, called The Prince. Machiavelli gave advice to rulers and stressed that “the end justifies the means,” that influenced rulers to use any means necessary to do their will. Humanism and secularism also led to new expressions about the dignity of individuals and the notion of natural law and natural rights. These ideas influenced the awareness in inalienable rights and the sovereignty of people to create their own governments.

(Source: Excerpts from ABC-clio.)

1. Complete a PEGS analysis of the European Renaissance. Design a graphic organizer or a web page layout that includes the economic, social and political changes that illustrate the “new birth” of activities. Also, identify the people named in the article and their accomplishments.

2. Evaluate the ideas of humanism and secularism. List at least two possible positive aspects and two possible negative aspects for each one.

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Day #8 Activity #2: Read the article on the Reformation and answer the questions below. The Reformation The Renaissance inspired new ways of thinking and made people more vocal about what they perceived as corruption in the Roman Catholic Church. The selling if indulgences, paying money so that a soul would be releases from Purgatory, was one practice highly criticized. Martin Luther, a German priest, posted complaints on the door of a church in the year 1517. This document became known as the Ninety-Five Theses. Luther made ninety-five statements about changes or reforms that should be made in the Church. Luther especially complained and protested about the selling of indulgences. Leaders of the Catholic Church condemned Martin Luther. German leaders that wanted more local control for both the church and politics, protected Luther. Martin Luther started the Lutheran Church, a reformed Christian church, and proclaimed that faith and the bible alone were necessary and people could interpret the bible for themselves. Luther translated the bible into German and encouraged people to read it and interpret it without interference from the Roman Church. This started the Protestant Reformation. Renaissance scholars in northern countries became more interested in translating the ancient texts of early Christian writers so that they could recapture and return to the origins of Christianity, that time before the Roman Church got control. Soon other reformers started new churches. John Calvin, for example, began teaching that a person’s fate was predestined, already decided. A Counter Reformation was started by the Roman Church to correct mistakes and try to prevent the Protestant Reformation. The Jesuit Order started and the Roman Church set up an Inquisition that tired and executed people accused of false beliefs, heresy. The invention of the printing press by Johannes Gutenberg helped to fuel the ideas of the Reformation. The printing press used movable type, which was first developed by the Chinese, so that letters could be reused and reassembled to easily print a variety of texts. Gutenberg printed the first bible in Germany. Soon afterward, most European cities had printing presses. Books and pamphlets became more available and, consequently, more people wanted to read. The literacy rate in Europe drastically increased. The Protestant Reformation spread into various parts of Europe and put an end to religious unity in Europe. By criticizing the power of the Roman Church, local leaders, kings, and princes, began to claim more power and authority for themselves. King Henry VIII broke away from the Roman Church and declared himself head of the Church of England. Religious persecution happened in many areas. Wars broke out between rulers that were protestant and those loyal to Rome. The Thirty Years War, a religious war in Germany (1618-1648), killed one third of Germany’s population as Lutherans and other protestants fought with people loyal to the Roman Church. Catholics and Protestants fought several wars in France. Queen Elizabeth I, daughter of King Henry VIII, became an example of a secular leader that helped fight for Protestant England and avoid attempts from Catholic Spain to destroy her. The English defeat of the Spanish Armada in 1588 changed the balance of power in Europe and laid the foundation for the rise of the British global empire. (Source: Excerpts from ABC-clio.) 1. What do you think that Martin Luther meant by the ideas of “faith alone” and “the bible alone?” How would those ideas change the organization of Christianity?

2. Who had a more powerful affect on the Reformation—Luther or Gutenberg? Defend your answer by referring to both individuals.

Homework (Day #8): Students should review the information and analysis of the Renaissance and Reformation and brainstorm a list of effects and ways that they changed European society. Bring the reflections to class and compare with a partner.

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Day #9: WH.6 History. The student understands the characteristics and impact of the Maya, Inca, and Aztec civilizations. The student is expected to: (A) compare the major political, economic, social, and cultural developments of the Maya, Inca, and Aztec civilizations and explain how prior civilizations influenced their development. R

Bell Ringer: Have students complete two drawings of the classroom. In the first drawing use a flat perspective of two dimensions, height and width. In the second drawing, use the single point perspective and try to suggest three dimensions, length, width, and depth. After completion, explain the differences in the two drawings.

Activity #1: Assign students to analyze the diagram and text. Students should then complete answers to the questions below and discuss them with a partner.

1. Compare and contrast the social structure of the Maya and the Aztec. Use written paragraphs and illustrations. 2. How were the social/political and economic systems of the Maya and Aztec like feudalism and manorialism?

Activity #2: Ask students to read the excerpts regarding the Olmec, Maya, Aztec, and Inca and then work with a partner to complete task below.

Design a chart that compares the political, economic, social, and cultural developments of the Maya, Aztec, and Inca. Use drawings to accompany your written explanations.

Maya Aztec Inca Political

Economic

Social

Cultural

Homework (Day #9): Have the students analyze the information on this chart with a partner and answer the following questions individually:

1. Using information on this chart, write a paragraph that explains the social structure of the Inca.

2. Explain the basic economic activity depicted on the chart and compare it to the economic activities of the Maya and Aztec described in Activities #1 and #2.

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Day #9 Activity #1: Analyze the following diagram and text. Complete answers to the questions below and discuss their answers with a partner.

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Day #9 Activity #2: Read the following excerpts regarding the Olmec, Maya, Aztec and Inca and then complete task below. The Olmec established some of the oldest permanent settlements in Mexico. They were farmers and traders. They had an organized society and religion. Olmec art and religion influenced other cultures. Their calendar system greatly influenced the Maya. The Olmec are called the “mother culture” of Mexico. They created giant sculptures of heads. Archaeologists still don’t know the purpose of these sculptures. The Maya had large cities that were centers of political, religious, and economic activities of trade and commerce. Agricultural activities were near the cities. Mayan buildings, pyramids, and temples had carvings and painted murals of religious celebrations and both historical and political events. The large pyramids made of limestone were used for religious rituals. They played a game using a heavy, rubber ball. Teams used their hips that were padded to bounce the ball through a hoop. The ball was too heavy to kick. Some political and religious activities of the Maya involved human sacrifice. The Maya had an advanced writing system using pictographs to record the history of rulers and major events. Mayan scientists used the zero and had an advanced mathematics. They developed an accurate 365 day solar calendar and predicted astronomical events events including eclipses. Their astronomy was based on observations conducted in observatories. The Aztecs that lived on and around Lake Texcoco needed more arable land for farming. They constructed islands called chinampas to grow maize, tomatoes, squash, peppers, beans, and flowers. The gardens appeared to float. Canals between the chinampas allowed small boats to pass. Because of a surplus in food, the Aztec population increased. The Aztec built large pyramids, temples, and houses for nobles out of limestone. Their buildings were decorated with paintings and sculptures. The Aztecs believed in many gods. The cities had large religious ceremonies in the temples and on the pyramids. The Aztec had a writing system using pictographs. They recorded their history and their myths. The Aztec had a 365 day calendar of 18 months with 20 days in each month. Their mathematics was used to measure fields and to calculate profits and portions for taxes. The Inca formed their empire along the western edge of South America. The coastline rises up to the Andes Mountains that run along western South America. The Inca establish a system of roads and highways that linked their empire together. Instead of paying taxes, people gave several weeks of work a year to the ruler. This forced labor was used to build roads, bridges, and huge buildings. The Inca built strong suspension bridges across rivers and gorges. Roads built out of stones networked across more than 24,000 miles. The engineers did not use mortar or concrete. Buildings were constructed out of large stones that were cut to fit perfectly together. The Inca rulers conquered other people and formed an empire. The chief ruler appointed governors from the noble class. Local officials were allowed to organize their communities if they were loyal to the Inca ruler. All young men had to serve in the Inca army. The Andes Mountains are the longest mountain range in the world. In order to survive and grow enough food for their families, the people that made up the Inca had to adapt to life in the mountains. The Inca developed the innovation of changing the mountain slope into a series of flat, step-like, layers of land. They used wooden sticks and stones to form retainer walls to keep the land from sliding. This modification of the environment is called terrace farming. Fields were irrigated. Farmers grew potatoes and root crops. Alpacas and llamas were domesticated. These animals helped carry goods. Some were raised to produce meat. The Inca kept records by tying knots on colored ropes called the quipu. By using the quipu they could count resources and record events. The Inca ruled many different people. The leader’s authority was absolute. However, the Inca allowed local leaders to have power as long as they were loyal to the Inca Emperor. The Inca highways were used by runners to bring news and information. This messenger system allowed communication among Inca controlled cities and regions. The runners carried the quipu cords with knots that contained the messages. (Source: ABC-clio.)

Design a chart that compares the political, economic, social, and cultural developments of the Maya, Aztec, and Inca. Use drawings to accompany your written explanations. Maya Aztec Inca Political

Economic

Social

Cultural

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Homework (Day #9): Analyze the information on this chart and answer the questions that follow.

1. Using information on this chart, write a paragraph that explains the social structure of the Inca.

2. Explain the basic economic activity depicted on the chart and compare it to the economic activities of the Maya and Aztec described in Activity #1.

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Day #10: WH.7 History. The student understands the causes and impact of European expansion from 1450 to 1750. The student is expected to: (A) analyze the causes of European expansion from 1450 to 1750. R (B) explain the impact of the Columbian Exchange on the Americas and Europe. R (C) explain the impact of the Atlantic slave trade on West Africa and the Americas. R (D) explain the impact of the Ottoman Empire on Eastern Europe and global trade. R (E) explain Ming China's impact on global trade. R (F) explain new economic factors and principles that contributed to the success of Europe's Commercial Revolution. R

Bell Ringer: Work with a team of three and respond to the following scenario: Imagine that you were an explorer from Spain that landed in Mexico in 1510. You were one of the first Europeans to visit an Aztec city. Write a journal entry describing what you see. Describe what is most familiar to you and what seems strange. Share your journal entry with the class.

Activity #1: Ask the students to read the article on the beginnings of European exploration and answer the questions. Have the students share their answers with the class. 1. Why were the Europeans ready to explore at the end of the 15th century?

2. Describe the political, economic, social and cultural motivations for European exploration.

3. What part did the Ottoman Empire play in European exploration?

Activity #2: Students draw a map of the Columbian Exchange and analyze the information from the map and reading. Students will answer the questions that follow.

1. In what ways was the slavery started by the Portuguese a “new kind of slavery?”

2. What benefits and drawbacks did the Columbian Exchange have on the Americas?

3. Did Europe benefit more from the Columbian Exchange than the Americas? Explain your interpretation.

Homework (Day #10): Students read the excerpts on the Ming Dynasty and the beginnings of free enterprise and examine a chart on European commercial practices. Have the students use this information to complete the tasks listed at the end of this section.

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Day #10 Activity #1: Read the following article and answer the questions. Share your answers with your class.

European Exploration European exploration began during the Middle Ages. During the late 13th century, Italian explorer Marco Polo went on a 25-year overland journey through China, Mongolia and Japan in search of a route to the Far East for trading textiles and spices that were essential to preserving food. Polo's account of his journey, The Travels of Marco Polo, published in 1477, was read by many future European explorers. By the mid-14th century, the Ottoman Empire had conquered most of the area between Europe and the Far East, and Arab traders were charging exorbitant fees for their spices. In order to counter those obstacles, Europeans decided to establish their own trade routes over water. Exploration brought further understanding of the world, which led to improved navigation and easier future voyages. The increased use of the magnetic compass in the 13th century and improvements to ships, including the use of a rudder in the rear of the boat instead of oars, allowed further exploration, as did improvements in cartography. In 1474, Paolo Toscanelli of Florence drew one of the first theoretical maps that showed a shorter route to China by way of the west. The same year as Christopher Columbus' 1492 voyage, German geographer Martin Behaim made one of the first globes. The first stage of European exploration led to contact with indigenous peoples of newly discovered lands, as well as the establishment of trade. Soon after, exploration led to colonization, as countries competed to control land and trade routes and to convert native populations to Christianity. By the mid-15th century, absolutism was taking hold in Europe. Monarchs consolidated their power and thus were able to give their attention to matters outside the state. Exploration for expanded trade looked profitable, and Portugal became the first country to sanction aggressive exploration. In 1419, Prince Henry the Navigator, so called by the British, established a navigation school by bringing together cartographers, mathematicians, and astronomers. The Portuguese reached the Azores in 1432, and soon after, Portuguese sailors explored the western coast of Africa. Those explorers discovered a wealth of gold in what became known as the Gold Coast. In 1456, the Portuguese reached Cape Verde, and by 1470, Europe was involved in the African slave trade, as Portuguese merchants began buying slaves from African merchants and selling them to Europeans. Knowledge was an important exchange in the African trade. The Portuguese learned of a route to India around the southern tip of Africa, and in 1488, Bartolomeu Dias became the first European to round the southern tip of Africa, which was later named the Cape of Good Hope. Duarte Pacheco Pereira, who later advised in the Treaty of Tordesillas, accompanied Dias. Soon after Dias rounded the Cape of Good Hope and established an eastward route to India, Columbus decided to establish a westward route to India. After studying maps and reading the accounts of Polo's journeys, Columbus theorized that the world was covered with mostly land and was much smaller than what most believed. He also theorized that Asia was much larger than what most believed, and therefore, he decided a western route would be best. In order to get financing for his voyage, Columbus, an Italian, presented his idea to the king of Portugal but was rejected. His idea was finally accepted by Isabella I of Castile, and he received financing from the recently unified Spain. One of Spain's reasons for sponsoring exploration was religious proselytizing, as Spain had only recently completed the expulsion of the Muslim Moors after almost 800 years of occupation. After the 1492 union of Aragon and Castile brought about by the marriage of Ferdinand V and Isabella I, Spain expelled all Sephardic Jews, as did Portugal in 1497. Thus, exploration was fueled by the desire to convert nonbelievers, which was seen as a duty of Catholicism. In October 1492, Columbus landed on the island of Hispaniola (present-day Haiti and the Dominican Republic). Columbus believed that he was in the outer islands of the Far East, and he made three more voyages in search of a path to Asia. During the last three voyages, Columbus reached the major islands of the Caribbean, which he named the West Indies. It was not until 1507, a year after Columbus' death, that cartographer Amerigo Vespucci suggested that Columbus had landed on an entirely new land that was far from Asia. (Source: ABC- clio.)

1. Why were the Europeans ready to explore at the end of the 15th century?

2. Describe the political, economic, social and cultural motivations for European exploration.

3. What part did the Ottoman Empire play in European exploration?

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Day #10 Activity #2: Draw a map of the Columbian Exchange. Analyze the information from the map and reading. Answer the questions that follow.

Draw a map of the Columbian Exchange:

1. In what ways was the slavery started by the Portuguese a “new kind of slavery?” 2. What benefits and drawbacks did the Columbian Exchange have on the Americas? 3. Did Europe benefit more from the Columbian Exchange than the Americas? Explain your interpretation.

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Homework (Day #10): Read the articles below and examine the chart. Complete the tasks listed at the end of this section. The Ming Dynasty in China The Yuan Dynasty of the Mongols, founded by Kublai Khan, was overthrown by the Ming in 1368. Native Chinese officials, instead of Mongols, were chosen to help the Ming Emperors. The Ming made additions to the Grand Canal and extended the Great Wall. They reforested areas with trees that produced to a surplus of wood for shipbuilding and construction. The officials for the government had to pass the Civil Service Exams as in earlier times. However, those that were allowed to take the exams were from the noble and land owner class. The Ming Emperors set up a strong centralized government. Soon the Emperors claimed absolute authority, removed the office of Prime Minister, used spies, and attempted to control all regions of the empire by representatives selected by the Emperors. Some of the later Emperors neglected the government and spent time on their own interests. Zheng He was a Chinese Muslim explorer and navigator. The Ming Emperor sent Zheng He to explore the world and let other people know about the glories of the Chinese Ming Dynasty. Between 1403 and 1430, Zheng He conducted seven voyages of exploration. Zheng He brought many treasures with him, like silk, porcelain, and gold to give as gifts. He received exotic gifts from the places he visited including animals like ostriches, giraffes, camels, and ivory. Zheng He went to Southeast Asia, India, the Persian Gulf and Arabia, and the eastern coast of Africa. After Zheng He’s death in 1435, however, the Ming Emperors were influenced to stop such voyages, believing that everything that was important was in China. The Grand Canal was improved and the Chinese leaders saw no need for sea travel. During the Ming Dynasty, China entered a period of growth in commerce and trade. Commercial activities of selling and buying goods not only increased in China but trade with the Muslim countries of Central Asia expanded and direct trade with European nations started. Rice production increased by stocking fish in rice paddies. Hand pumps, water wheels for irrigation, and new farm equipment were used. Cash crops like sugar cane, indigo, and cotton were introduced into China by the Columbian Exchange. Potatoes and corn were brought to China as well. This created an agricultural surplus and population increase. Porcelain production was at an all time high. The blue and white porcelain objects were in great demand, especially by Europeans. Peasants moved into the cities and became artisans and merchants, increasing commercial activity. Workers in silk factories and pottery factories, for example, were paid in wages (money) for the first time. The demand for Chinese products during the Ming Dynasty by Muslim countries and Europe fueled a global trade network. Chinese silk, paper, tea, and, especially, porcelain reached all parts of the globe. Trade in porcelain was a great source of wealth for the Chinese. The Europeans in particular wanted gunpowder. Chinese economy had used paper money since the Song Dynasty. There was a financial crisis during the early Ming Dynasty and the value of paper money crashed. To boost their monetary (money) system, the Chinese wanted to use silver and silver coins. The Spaniards found silver mines in Mexico, Peru, and Bolivia. So, the Spanish brought silver and silver coins minted in Mexico to China. The Ming Dynasty and the Chinese people wanted more. Because of the great demand for silver in China, the Chinese were eager to trade with the Europeans. During this time period, the Mexican silver peso became the most widely used coin in the world, used especially by the Chinese, Spanish, and Africans.

European Commercial Activity The beginnings of free enterprise started during the latter part of the middle ages. Italian merchants began to create a class of business owners that had profits. The money from profits served as capital that could be invested in new business ventures. During the Renaissance merchants and traders expanded throughout Europe. Also, during the Ming Dynasty in China, commercial activities and the use of capital expanded as well. Governments wanted to share in profits. They supported businesses that exported goods and required that their colonies import only to the mother country. A government wanted a favorable balance of trade (more gold and silver from exports). Mercantilism became the dominant economic practice even though elements of free enterprise continued developing. People in Europe had more choices in how to earn a living and in what products they could buy. The Spanish and Portuguese dominated European trade during the 1500s (16th Century). After the English defeated the Spanish Armada, new business opportunities were possible. Other countries could join in the quest for profits. Governments teamed up with business investors to create companies. The first two Joint Stock Companies were started around 1600. They were the Dutch East India Company and the British East India Company. Capital, that businessmen had, was used to buy stock in a company. A stock was a part ownership in the company. If the company made a profit, the investors would share in the profits according to the percentage of stock owned. If the company lost money, the investors would share the loss, too. The Dutch designed ships that could carry more cargo than the ships of other countries. Because of that, the Dutch sometimes reduced their rate, how much they charged to carry goods. Merchants chose the lower price of the Dutch ships. The Dutch dominated European trade during the 17th Century. However, before long the British caught up and created a global empire.

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Homework (Day #10), continued

Task for Activity #3: Answer the questions and illustrate the map.

1. What events happened in the Ming Dynasty that created economic developments?

2. Create a flow chart that illustrates the products that went out from China and the products that went into China during the Ming dynasty.

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3. Use the map below, create a legend with symbols, and illustrate how economic activity with China during the Ming Dynasty involved a global network of trade. List all the continents that were involved and what was traded.

4. What role does capital have in the development of economics?

5. Why would people want to join a Joint Stock Company?

6. Based upon information from the excerpts and your knowledge of social studies, explain the economic system of mercantilism.

7. Compare the business practices listed in the chart above with modern day business practices in the United States. How are they similar and different?

8. Why would the use of these business practices during the time of European Expansion (1450-1750) be considered contributions toward a commercial revolution?

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Assessment Week #2:

1. What effects of the Mongol invasions created changes in Russia, China, and the Islamic world?

2. Summarize the major accomplishments of the Tang and Song Dynasties.

3. Explain the political, intellectual, artistic, economic, and religious impact of the Renaissance and Reformation.

4. Compare the major accomplishments of the Maya, Aztec, and Inca.

5. Explain the major political, economic, and social effects of European Expansion from 1450 to 1750 in Europe, Africa, and China?

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Day #11: WH.8 History. The student understands the causes and the global impact of the Industrial Revolution and European imperialism from 1750 to 1914. The student is expected to: (A) explain how 17th and 18th century European scientific advancements led to the Industrial Revolution. R (B) explain how the Industrial Revolution led to political, economic, and social changes in Europe. S WH.18 Economics. The student understands the historical origins of contemporary economic systems and the benefits of free enterprise in world history. The student is expected to: (A) identify the historical origins and characteristics of the free enterprise system, including the contributions of Adam Smith, especially the influence of his ideas found in The Wealth of Nations. R WH.20 Government. The student understands how contemporary political systems have developed from earlier systems of government. The student is expected to: (A) explain the development of democratic-republican government from its beginnings in the Judeo-Christian legal tradition and classical Greece and Rome through the English Civil War and the Enlightenment. R (C) explain the political philosophies of individuals such as John Locke, Thomas Hobbes, Voltaire, Charles de Montesquieu, Jean Jacques Rousseau, Thomas Aquinas, John Calvin, Thomas Jefferson, and William Blackstone. S WH.27 Science, technology, and society. The student understands how major scientific and mathematical discoveries and technological innovations affected societies prior to 1750. The student is expected to: (D) describe the origins of the Scientific Revolution in 16th century Europe and explain its impact on scientific thinking worldwide. S

Bell Ringer: Ask the students to complete the following reflection: 1. List the steps in the scientific method. 2. Give an example of how they have used that method. 3. Transfer that knowledge and illustrate how to use the scientific method in history class. After students collaborate and write responses, have students share their notes.

Activity #1: After the students read and discuss the article on the Industrial Revolution, they will complete the following tasks.

1. Explain the connection between the Scientific Revolution and the Industrial Revolution.

2. Design an illustration using words and drawings to show the political, economic, and social changed caused by the Industrial Revolution. (You could use a “From -----That -----à to ------This” format for each of the categories, political, economic, and social.) Upon completion, present your illustrations to a group of students or the class.

Activity #2: Have students review ideas in a learning team by discussing the following issues and/or completing the task:

1. Describe how Adam Smith’s ideas of economic activities were different from Mercantilism. 2. Which principles of representational government can be attributed to each of the following philosophers? John Locke, Thomas Hobbes, Voltaire, Charles de Montesquieu, Jean Jacques Rousseau, Thomas Aquinas, John Calvin, Thomas Jefferson, and William Blackstone. 3. Create a timeline showing the development of democratic-republican government from ancient times to modern times.

Homework (Day #11): Read the short review notes and prepare a verbal response to the questions regarding the development of government. Be prepared to share your thoughts with a partner.

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Day #11 Activity #1: Read and discuss the article on the Industrial Revolution and then complete the tasks that follow.

The Industrial Revolution Builds on Scientific Weaving machines came next with John Kay’s Advancements invention of the flying shuttle, which transformed the idea of the handloom into a weaving machine. Applied Science Edmund Cartwright improved this machine in the British scientists, in particular, were inspired to use 1780s by creating a steam powered mechanical loom. science for practical applications and inventions of The new power machines transformed the textile machines. The laws of physics, clarified by Isaac industry, drastically increased the production of cloth, Newton, were applied to engineering and used to and allowed business owners to make their products solve problems about how things work, how to use more cheaply and earn more profit, the motive for power, and how to invent machines to produce goods. capital investment. The British culture of practical application drove Factory Production scientists to invent machines to do work. Production was moved from cottages and homes James Watt, an engineer from Scotland (the upper into factories that housed the new power machines. part of the British island), applied the use of steam to Workers had to be trained to run the machines. The make a new and improved steam engine. Watt power machines and assembly lines drastically applied heating water, creating steam, building increased production, particularly of rapidly made cylinders and pistons, and crankshafts to put steams products that were all the same. People flocked in engines into factories. Soon steam engines were put from rural communities to find job in factories. Cities into locomotives to create the railroad transportation expanded quickly. Urbanization increased in Britain system and steamboats to power ships along rivers. and across Europe. Housing had to be provided. Industrial Resources Older homes in central parts of cities were divided into Britain took the lead in the Industrial Revolution one-room apartments. Cheap apartment buildings because they had a large supply of iron and coal, were quickly built. With housing came problems of resources that industry needed. Iron was used to sanitation. Areas became overcrowded. Factory make the machines, bridges, rails, and ships, and workers had to work long hours for low wages. coal was burned to provide power for the steam Women and children worked in factories, too. The engines. The British also had colonies in various parts relationship between employers, business officials, of the globe that provided many other raw materials and workers became impersonal. If a worker got hurt, like cotton, wood, and sugar that were used to many people were there, wanting to take his place. manufacture products. Demand for goods in Britain More Education and countries abroad created a climate of People had to make the machines and learn how competition. Business owners competed to produce to repair them. A new working class developed. As more good at lower costs. New machines provided a businesses grew there was a need for office workers way to increase production. Adam Smith’s ideas that kept the books, ordered supplies, took inventory, about the economy were applied and capital was put together the orders and managed the production. used to make factories and buy machines. There was a need for trained engineers and business New Power Driven Machines managers. To meet these educational needs, new Power driven machinery had its first spectacular schools and universities were established. Poor application in the textile industry. The hand-used workers, though, were largely uneducated. spinning wheel was transformed into a power driven Political Rights spinning jenny, invented by James Hargreaves in the In Great Britain before the industrial revolution, 1760s. In the 1770s, Samuel Crompton expanded this only the privileged classes could vote and participate machine into a machine, called a spinning mule, in politics. Many other European countries hid no which had several hundred rollers for spinning yarn elections. Monarchs, large landowners, wealthy that made high quality cloth. merchants, and some clergy had political power. In the 1800s, the British Parliament

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The Industrial Revolution Builds on Scientific Advancements, Continued

Made laws that allowed more people to vote in elections and allow workers to form unions. The middle class, small land owners, and many city workers were given the right to vote. Throughout Europe the new middle class became more educated and demanded participation in politics. The ruling classes of Europe had to make room for both the middle class and the city workers. Spread of Industry Belgium, France, and Germany soon joined Great Britain in rapid industrialization and urbanization. The United States became the first country outside Europe to industrialize. As mechanical tools began to be used in agriculture, it took less people to grow more food products. The shift toward and industrialized type of commercial farming forced many people to leave rural communities and seek jobs in cities. (Source: Adapted from World Book)

Task for Activity #1: Complete the following tasks.

1. Explain the connection between the Scientific Revolution and the Industrial Revolution.

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Activity #2: Have students review ideas in a learning team by discussing the following issues and/or completing the task:

1. Describe how Adam Smith’s ideas of economic activities were different from Mercantilism.

2. Which principles of representational government can be attributed to each of the following philosophers? John Locke, Thomas Hobbes, Voltaire, Charles de Montesquieu, Jean Jacques Rousseau, Thomas Aquinas, John Calvin, Thomas Jefferson, and William Blackstone.

3. Create a timeline showing the development of democratic-republican government from ancient times to modern times.

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Homework (Day #11): Read the short review notes and answer the questions regarding the development of government. Bring your responses to class.

English Civil War (1642-1651)

This Civil War was a series fo violent conflict between the supporters of Parliament and the supporters of the English king. The result was the execution of King Charles I and the exile of Charles II, the successor to the throne. The purpose of the war was to emphasize that the monarchy could rule only with the consent of Parliament. This was affirmed by law in 1689.

Oliver Cromwell, leader of Parliament, ruled England for most of the decade of the 1650s. Shortly after that, Parliament voted to restore the monarchy.

Connect prior with events that followed:

1. Explain how the English Civil War and the Glorious Revolution had their roots in the Magna Carta.

2. How was the English experience of government different that other European countries such as France or Spain?

Bring your answers to class for discussion.

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Day #12: WH.9 History. The student understands the causes and effects of major political revolutions between 1750 and 1914. The student is expected to: (A) compare the causes, characteristics, and consequences of the American and French revolutions, emphasizing the role of the Enlightenment, the Glorious Revolution, and religion. R (D) identify the influence of ideas such as separation of powers, checks and balances, liberty, equality, democracy, popular sovereignty, human rights, constitutionalism, and nationalism on political revolutions. S

Bell Ringer: Ask the students to work in a team of three and each member will create a drawing that depicts one philosophical principles of the Enlightenment. Have the students share their illustrations.

Activity #1: Review the ideas regarding the development of government. Then use the graphic organizer in order to compare and contrast the American and French Revolutions.

Activity # 2: Based upon the students’ review analysis in Activity#1, students will complete the writing assignment below.

Was the French Revolution more of a social revolution than the American Revolution?

Homework (Day 12): Read the notes for review on Imperialism. Create a flow chart that illustrates how Colonialism (in the 16th through the 18th centuries) led to Imperialism (in the 19th and 20th centuries). Bring your analysis to class to discuss with a learning team.

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Activity #1: Review the ideas regarding the development of government. Then use the graphic organizer in order to compare and contrast the American and French Revolutions.

Influences on American Ideas Factors that Influenced Influences on French Ideas and and Practices of Government Both Practices of Government Practices: Practices:

Ideas: Ideas:

Major Causes of American Similarities in Causes Major Causes of French Revolution Revolution

Consequences of the Similarities Consequences of the French American Revolution Revolution

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Day #12 Activity # 2: Based upon your analysis of the reading in Activity#1 and the information in your graphic organizer, complete the writing assignment below.

Write a paper that answers the question by citing evidence from both the reading on the American Revolution and the French Revolution.

Was the French Revolution more of a social revolution than the American Revolution? Why or why not?

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Homework (Day #12): Read the notes for review on Imperialism. Create a Venn Diagram that illustrates the similarities and differences between Colonialism (in the 16th through the 18th centuries) and Imperialism (in the 19th and 20th centuries). Bring your analysis to class to discuss with a learning team.

European Competition

The End of Colonialism

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Day #13: WH.8 History. The student understands the causes and the global impact of the Industrial Revolution and European imperialism from 1750 to 1914. The student is expected to: (C) identify the major political, economic, and social motivations that influenced European imperialism. R (D) explain the major characteristics and impact of European imperialism. R WH.10 History. The student understands the causes and impact of World War I. The student is expected to: (A) identify the importance of imperialism, nationalism, militarism, and the alliance system in causing World War I. R (B) identify major characteristics of World War I, including total war, trench warfare, modern military technology, and high casualty rates; S (C) explain the political impact of Woodrow Wilson's Fourteen Points and the political and economic impact of the Treaty of Versailles, including changes in boundaries and the mandate system. R (D) identify the causes of the February (March) and October revolutions of 1917 in Russia, their effects on the outcome of World War I, and the Bolshevik establishment of the Union of Soviet Socialist Republics. R

Bell Ringer: Have the students read and interpret the quotes from Dr. Wangari Maathai using the questions below as a guide. Ask the students to discuss their answers and, based upon the quotes, describe the consequences of Imperialism.

1. Describe the point of view in this passage. 2. How would you describe Dr. Maathai’s mission? 3. What are the main concerns expressed in the second quote?

Activity #1: Examine the maps on Imperialism and the Mandate System after World War I and the homework reading review. Then complete the evaluation assignment that follows this section. Have the students complete the evaluation assignment that follows this section by answering the following: 1. Which two European motives had the most negative consequences for the native polulation in Africa and Asia? Show your reasoning with evidence and indicate why the other motivations were not as negative. 2. How was the Mandate System after WWI different that the policies that the United Nations developed toward colonies after WWII?

Activity #2: Complete the mental maps on World War I. Use the table provided as a guide.

Homework (Day 13): Read the excerpt and create a “T” chart on the causes and effects of the Russian Revolution. Bring your chart to class to discuss with a learning team and write about their learning.

Day #13 Bell Ringer: Read and interpret the quotes from Dr. Maathai using the questions that follow.

“And then the missionaries came. With all due respect to the missionaries (they are the ones who really taught me), in their wisdom, or lack of it, they said, “God does not dwell on Mount Kenya. God dwells in heaven. We have been looking for heaven, but we have not found it. Men and women have gone to the moon and back and have not seen heaven. Heaven is not above us: it is right here, right now. So the Kikuyu people were not wrong when they said that God dwelled on the mountain, because if God is omnipresent, as theology tells us, then God is on Mount Kenya too. If believing that God is on Mount Kenya is what helps people conserve their mountain, I say that’s okay. If people still believed this, they would not have allowed illegal logging or clear-cutting of the forests.

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After working with different Kenyan communities for more than two decades, the Green Belt Movement (GBM), which I led until joining the new Kenyan government in January 2003, also concluded that culture should be incorporated into any development paradigm that has at its heart the welfare of the people. The Green Belt Movement’s mission is mobilizing community consciousness for self-determination, equity, improved livelihood security and environmental conservation—using trees as the entry point. When we began, we believed that all that was needed was to teach people how to plant trees and make connections between their own problems and

their degraded environment.” Dr. Wangari Maathai,

1. Describe the point of view in this passage.

2. How would you describe Dr. Maathai’s mission?

“I placed my faith in the rural women of Kenya from the very beginning, and they have been key to the success of the Green Belt Movement. Through this very hands-on method of growing and planting trees, women have seen that they have real choices about whether they are going to sustain and restore the environment or destroy it. In the process of education that takes place when someone joins the Green Belt Movement, women have become aware that planting trees or fighting to save forests from being chopped down is part of a larger mission to create a society that respects democracy, decency, adherence to the rule of law, human rights, and the rights of women. Women also take on leadership roles, running nurseries, working with foresters, planning and implementing community-based projects for water harvesting and food security. All of these experiences contribute to their developing more confidence in themselves and more power over the direction of their lives.”

Dr. Wangari Maathai

1. What are the main concerns expressed in this quote?

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Day #13 Activity #1: Examine the maps on Imperialism and the Mandate System after World War I. Then complete the evaluation assignment that follows this section.

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Day #13 Activity #1, continued

After WWI the League of Nations took territories that had been controlled by Germany and the former Ottoman Empire and turned control over to the winning allied countries. League of Nations Mandate (Middle East and Africa) 1. French Mandate of Syria 2. French Mandate of Lebanon 3. British Mandate of Palestine 4. British Mandate of Transjordan 5. British Mandate of Iraq 6. British Togoland 7. French Togoland 8. British Cameroon 9. French Cameroon 10. Ruanda-Urundi 11. Tanganyika 12. South-West Africa

1. Which two European motives for Imperialism had the most negative consequences for the native polulations in Africa and Asia? Show your reasoning with evidence and indicate why the other motivations were not as negative.

2. How was the Mandate System after WWI different that the policies that the United Nations developed toward colonies after WWII?

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Day #13 Activity #2: Complete the following mental maps on World War I. Draw and Label a Map of Europe Before World Draw and Label a Map of Europe After WW1 War I

Explain the Key Causes of WWI. Explain the Main Effects of WWI.

What characteristics and technologies made WWI so destructive?

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The Russian Revolution. For centuries the Russian czars, absolute monarchs, ruled with absolute authority. Strict class divisions among nobles, workers, and peasants characterized the society. Most peasants were surfs, bound to the land, without any freedom. In the late 19th and early 20th centuries, the czar totally neglected the condition of most Russian people. The communist teachings of Karl Marx gained support. The Russian people suffered greatly during World War I. By 1917, many of them were no longer willing to put up with the enormous casualties and the severe shortages of food and fuel. They blamed Czar Nicholas II and his advisers for the country's problems. Early in 1917, an uprising in Petrograd (now St. Petersburg) forced Nicholas from the throne. This was the Bolshevik Revolution. The new government continued the war. To weaken Russia's war effort further, Germany helped V. I. Lenin, a Russian revolutionary, who had been living in Switzerland, return to his homeland in April 1917. Seven months later, Lenin led an uprising that gained control of Russia's government and set up a communist system. Lenin immediately called for peace talks with Germany. World War I had ended on the Eastern Front. Germany dictated harsh peace terms to Russia in a peace treaty signed in Brest-Litovsk, Russia, on March 3, 1918. The treaty forced Russia to give up large amounts of territory, including Finland, Ukraine, Bessarabia (now mostly in Moldova), the part of Poland that had been ruled by Russia, and the Baltic States-Estonia, Latvia, and Lithuania. The end of the fighting on the Eastern Front freed German troops for use on the Western Front. The only obstacle to a final German victory seemed to be the entry of the United States into the war. With the U.S. involvement, the Allied powers forced Germany to sign an armistice agreement. Lenin, though, expanded his communist control of all of Russia and the countries that surrounded Russia. Lenin established the Soviet Union as a communist state run by the communist party. No private property was allowed and all political opposition was suppressed. (Source: World Book) Causes Effects

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Day #14: WH.11 History. The student understands the causes and impact of the global economic depression immediately following World War I. The student is expected to: (A) summarize the international, political, and economic causes of the global depression. R (B) explain the responses of governments in the United States, Germany, and the Soviet Union to the global depression. S WH.12 History. The student understands the causes and impact of World War II. The student is expected to: (A) describe the emergence and characteristics of totalitarianism. R (B) explain n the roles of various world leaders, including Benito Mussolini, Adolf Hitler, Hideki Tojo, Joseph Stalin, Franklin D. Roosevelt, and Winston Churchill, prior to and during World War II. S (C) explain the major causes and events of World War II, including the German invasions of Poland and the Soviet Union, the Holocaust, Japanese imperialism, the attack on Pearl Harbor, the Normandy landings, and the dropping of the atomic bombs. R

Bell Ringer: Students work with a partner to rank the causes of World War I according to the cause that contributed “most” to the war and those that followed that cause. Then do the same for the causes of WWII. Partners meet with two more students to compare their rankings.

Activity #1: Have the students read the article on the Great Depression. Ask students to summarize the causes and effects of the global depression by answering the following questions: 1. Why is it difficult for economists to pin down a specific cause for the Great Depression? 2. Describe three economic issues that you think contributed the most toward making the Great Depression a global crisis. 3. Compare and contrast the responses of the United States, Germany, and the Soviet Union to the depression. Meet with a partner and discuss your assessment of those responses.

Activity #2: The notes provided include the highlights of the major events of World War II in the European Front and the Pacific Front. Have the students read through the notes with a partner in order to design a timeline of the major events in both fronts. Post the timelines after they are completed.

Homework (Day #14): After reviewing the notes and discussions in class, students should answer the following questions. Bring responses to class to discuss with a partner. 1. What were the worst things that Hitler did? Was the international community right in punishing the Nazi and Japanese leaders? Explain.

2. Was president Roosevelt right to keep the Manhattan Project a secret? Why or why not?

3. How can Harry Truman’s motivations for dropping the atomic bomb be justified?

4. Summarize the information regarding the Yalta conference. How did the decisions of the Yalta Conference create the conditions for future tensions between the western powers and the Soviet Union?

5. How did the outcome of WWII lead toward the Cold War?

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Day #14 Activity #1: Have the students read the article on the Great Depression. Ask students to summarize the causes and effects of the global depression by answering the following questions: A Global Great Depression Economists still cannot agree on what caused the Great Depression. Most however have agreed that it was a combination of events and decisions that came into play that caused the Great Depression.

Stock Market Crash of 1929 The Wall Street Crash of 1929, is cited as the cause of the Great Depression. However, while it does share some of the blame the crash ruined people’s fortunes and destroyed confidence in the economy. Overspending, buying on credit, and the practice of margin buying, borrowing money to buy stocks with the hope that the stocks would earn what was borrowed plus some profit contributed to the economic crisis. The agriculture industry was producing a large surplus, causing farmers to earn less profit. The crash alone would probably not have caused the Depression. World War One After World War One (1914-1918) many countries struggled to pay their war debts and reparations as Europe began to rebuild. This caused economic problems in many countries, as Europe struggled to pay war debts and reparations. Production versus Consumption This is another well known cause of the depression. The basis of this is that worldwide there was too much investment in industry capacity and not enough investment in wages and earnings. Thus, factories produced more than people could afford to buy. Banking There were a large number of bank failures during the depression. Additionally banks that did not fail did suffer. The banking system was not prepared to absorb the shock of a major recession. Furthermore, many academics believe that the government failed to take the appropriate actions to restore stability to the banking system and to calm people's fears about the possibility of bank failures. Postwar Deflationary Pressures The huge cost of World War One caused many European countries to abandon the gold standard. This resulted in inflation. The inflation in Germany made currency almost worthless. Following the war most of these countries returned to the gold standard to try and counter the inflation. However, this resulted in deflation that lowered prices but increased the real value of debt. The war debt proved to be too great for European economies to recover from. International Debt After World War One most of the European countries owned a lot of money to American banks. These loans were so high the countries could not pay them. The American government refused to lower or forgive the debts so the countries began to borrow more money to pay off their debts. However, as the American economy began to slow down the European countries began to find it difficult to borrow money. However, at the same time the United States had high tariffs so that the Europeans could not make money selling their products in the United States markets. The countries began to default on their loans. After the 1929 stock market crash banks tried to stay afloat. One of the ways they did this was to recall their loans. As money flowed out of Europe and back to the United States the economies of Europe began to fall apart. International Trade In 1930 the United States raised tariffs by up to 50% on imported goods to increase demand for domestic goods. However, instead of increasing demand for domestically produced goods it created unemployment abroad as the factories shut down. This not only caused other counties to raise tariffs themselves. This combined with a lack of demand for U.S goods because of unemployment abroad resulted in increasing unemployment in the US. "The World in Depression 1929-1939" Charles Kinderberger shows that by March 1933 international trade plummeted to 33% of its 1929 level. (Source: ecomonics.about.com/od/recession) Extremist Political Parties in Europe Along with homelessness and unemployment, one of the most significant effects of the Depression in Europe was the rise of extremist political parties. In the United Kingdom, both the Communist Party and the British Union of Fascists received popular support in run-down areas of many inner cities. Fascism took root in Italy in the 1920s under the dictatorship of Benito Mussolini. Several other European nations accepted dictatorships in the 1920s, also. But extremism was most apparent in Germany, where Adolf Hitler seized the chance to win the backing of many Germans dissatisfied with the leadership of their country after World War I. He persuaded many Germans that he would make them proud of their nation World History EOC Success Packet 72

once again. Hitler gained control of the country in 1933. He soon began a strategy to use militarism as a way to restore Germany’s economy. By rearming Germany, which violated the Treaty of Versailles, industries geared up to produce weapons and military supplies. People were back to work again and unemployment was reduced. The people that received their paychecks readily followed Hitler. However, Hitler’s militarism and nationalism ultimately lead to World War II. The U.S. Plan of Relief, Recovery, and Reform The administration of Herbert Hoover responded to the depression by raising tariffs. This plan hindered the economy in the U.S. and hindered international trade. When Franklin Roosevelt was elected president in 1932, he promised a New Deal for the country. Many of Roosevelt’s programs required direct spending by the Federal government to provide jobs through public works programs. Roosevelt’s administration started the Federal Deposit Insurance Corporation to strengthen American banking and provide insurance to protect people’s investment. The Securities and Exchange Commission was established to oversee the stock market and prevent illegal activities. The Social Security System to provide a pension for senior citizens was established. These three programs still function in the United States. Most of Roosevelt’s programs were temporary. The United States economy did not recover from the Great Depression until the beginning of World War II. (Source: World Book) Dictator of the Soviet Union The five-year plan. In 1928, Stalin started the first of the Soviet Union's five-year plans for economic development. The government began to eliminate private businesses. Production of industrial machinery and farm equipment became more important, and production of clothing and household goods was neglected. In 1929, Stalin began to collectivize Soviet agriculture. He ended private farming and transferred the control of farms, farm equipment, and livestock to the government. But the farmers resisted his order and destroyed about half of the U.S.S.R.'s livestock and much of its produce. As punishment, Stalin had millions of peasants killed or exiled. The destruction of livestock and grain caused widespread starvation. The economy moved forward, but at the cost of millions of lives. (Source: World Book)

Task for Activity #1: After reading and discussing the article, answer these questions.

1. Why is it difficult for economists to pin down a specific cause for the Great Depression?

2. Describe three economic issues that you think contributed the most toward making the Great Depression a global crisis.

3. Compare and contrast the responses of the United States, Germany, and the Soviet Union to the depression. Meet with a partner and discuss your assessment of those responses.

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Activity #2: Review the notes on the highlights of the major events of World War II in The European Front and the Pacific Front. Have the students read through the notes with a partner in order to design a timeline of the major events in both fronts. Post the timelines after they are completed.

The World at War Overview From the time the U.S. entered the war, it took the Allies about three and a half years to defeat Germany and a few months longer to defeat Japan. Peace finally came in Europe in May 1945 and in the Pacific in September 1945. The war exacted a heavy toll in human lives and physical destruction. Hopes for a future without war were placed in the hands of a new peacekeeping organization, the United nations.

AXIS POWERS MADE QUICK GAINS IN TERRITORY

The War began on Sept. 1, 1939 when Germany invaded Poland. By May 1940 Germany took Denmark, Norway, Belgium, Netherlands, Luxembourg. June 14, 1940: German forces advanced into Paris. August 8, 1940 German bombers began to attack Britain. This was the beginning of the Battle of Britain. By Oct. 1940, Hitler gave up on invading Britain, but continued to bomb cities and industries. In 1941 and much of 1942, the Axis Powers (Germany, Italy, and Japan) scored victory after victory. June 22, 1941 Hitler invaded the Soviet Union. Germany made quick advances by the "lightening attack." However, in December 1941 the Soviets stopped the German Army outside Moscow. The German troops laid siege to Leningrad. Germany also occupied the Balkan Nations. In Africa, German and Italian forces controlled Tunisia and Libya and threatened Egypt. In the Pacific, the Japanese won control of the Philippines and numerous Pacific Islands. The Allies' prospects looked bleak. The Battle of the Atlantic, the struggle to keep shipping lanes open between the U. S. and Great Britain, continued. HITLER'S STRATEGIC MISTAKE: In June of 1941 Hitler ordered a surprise blitz attack on the Soviet Union. Hitler believed that his "lightening attack" would overcome the Soviet forces and that the Soviet people would welcome the German invaders. Hitler was wrong on both accounts. The Germany army advanced quickly and captured more than a million Soviet soldiers. However, the Soviet troops took a solid stand at Moscow. As the December snow and frigid temperatures came, the Soviets launched a counter attack. In the horrible siege of Leningrad, Soviet citizens resisted and accepted starvation rather than surrender to the NAZIs. During the winter of 1941-1942, 4000 citizens a day died of starvation in Leningrad. Hitler now had a war on two fronts including North Africa. Great Britain and the United States supplied the Soviet Union and prepared for an invasion of North Africa. A TURNING POINT IN THE WAR: In September of 1942 German and Soviet troops began combat within the city of Stalingrad. The Germans wanted control of Stalingrad as a step toward seizing the Soviet’s oil reserves near the Black Sea. The Germans needed Russia’s natural resources. By November of 1942 the Soviet army surrounded the Germans. In February 1943 the Germans surrendered after loosing over 300,000 soldiers. The Soviets lost over 500,000 soldiers in the battle. The battle of Stalingrad put an end to Hitler's offensive in the eastern front and was a major turning point in the war.

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The ALLIES agreed to open a second front in North Africa. Germany's General Erwin Rommel, nicknamed "the Desert Fox" commanded the German forces in North Africa. Rommel's troops pushed eastward toward Egypt in May 1942. Mussolini was so confident of an Axis victory that he shipped his white horse to North Africa to prepare for a victory parade in Cairo. The British, under the command of General Bernard Law Montgomery, however, stopped the German and Italian soldiers at the Battle of El Alamein in October 1942. El Alamein was a turning point in the war on the western front. Winston Churchill, British Prime Minister, said, "Up to Alamein we survived. After Alamein we conquered."

In November 1942, the Allies began an invasion of North Africa. British and American troops landed in Morocco and Algeria under the command of General Dwight D. Eisenhower. While these troops under Eisenhower moved east, Montgomery pushed from the east toward the west. Rommel's Axis troops were trapped between the Allied forces. The Axis forces surrendered in May 1943. Rommel escaped but 349,00 Italian and German soldiers were killed or captured. The Allies had control of North Africa and could plan advances into southern Europe.

Turning points in the War in the Pacific:

1. Allies won the Battle of the Coral Sea in May 1942.

2. The U.S. Navy's ships and planes turned back the Japanese Navy at the Battle of Midway Island. This key victory for the U.S. Navy and the Allies in June 1942 was a major turning point in the war in the pacific.

3. After these battles American forces took the offensive and began driving Japanese troops back toward Japan. The terrible struggle for Guadalcanal ended with an Allied victory -August 7, 1942 -- February 7, 1943. After Guadalcanal the Allied forces used the strategy of island- hopping, selecting Japanese strongholds to attack. The Navajo Code-talkers devised an unbreakable code to send messages. This allowed U.S. troops to communicate without the Japanese knowing their communications.

WAR AND THE HOME FRONT As part of America's mobilization for war, millions of men were drafted for military service. Large numbers of women also volunteered. Although women remained out of direct combat, they worked in just about every other job. Mobilization of the economy was the job of the WAR PRODUCTION BOARD. It directed industries in their shift to wartime production, deciding what would be made, who would make it, and how to distribute scarce resources. Industrial production jumped dramatically to meet the rising demand for weapons and war supplies. the economy boomed, bringing an end to the Great Depression. The government raised taxes and extended income tax to millions more people. Bonds were sold to help pay for the war. However, the government ran up a huge debt during the war years. Wartime tensions were responsible for increased racial conflicts and the loss of civil liberties for some Americans. Blacks and Hispanics seeking work in the North and West became the targets of whites who were competing with them for the same jobs. Japanese Americans were interned (imprisoned and stripped of their homes, property, and businesses) in camps Day #15 Activity #2, continued called "relocation centers." Blacks had to battle discrimination in the armed forces as well as the work place. African American leader, A. Philip Randolph, president of the Brotherhood of Sleeping Car Porters, fought discrimination at the work place. Randolph planned a march on Washington D.C. to demand equal access to defense jobs. President Roosevelt met with Randolph before the march and promised to issue an executive order to prohibit discrimination. Roosevelt did create the Fair Employment Practices Committee (FEPC) to enforce his executive World History EOC Success Packet 75

order. Though this committee did create some new jobs, it had little enforcement power and many white employers and union leaders continued to discriminate.

Toward Victory in Europe The invasion of Italy began in July 1943 with 160,000 American and British troops landing in Sicily. From there they moved to the Italian mainland. Resistance was weak and the Mussolini government quickly crumbled. Hitler, though, refused to let go of Italy and sent German forces to prevent the Allies from marching up the peninsula. It took the Allies almost a year to capture Rome. D-Day -- June 6, 1944 Code Name: Operation Overlord / Supreme Commander of the Allied Forces-- Gen. Dwight D. Eisenhower In June 1944 the Allies launched an invasion of France. It was the largest seaborne invasion force in history. Landing in the Normandy region, Allied troops pushed their way eastward across northern France. More Allied forces landed in southern France and drove northward. Within a few months, France had been liberated. Gen. Charles de Gaulle, leader of the Free French Military, returned to France with the Allied armies. Later Charles de Gaulle became president of France. The Germans launched one last attack, known as the Battle of the Bulge, in December 1944. Hitler's troops advanced quickly in the center of Allied lines in Belgium. Suffering heavy losses, the Allies courageously stalled the German troops and regrouped. They finally beat back the German offensive and continued the Allied advance into Germany. As the Soviets pressed from the east and advanced into Germany from Austria, German resistance collapsed. Hitler committed suicide in his Berlin bunker in April 1945. On May 7, 1945 Germany surrendered unconditionally to the Allies. Roosevelt did not live to see the end of the war. He died in April 1945 and was succeeded by his Vice President, Harry Truman.

THE HOLOCAUST The worst horrors of the war went beyond the battlefields and the shattered cities. As Allied forces entered territory held by the Nazis, they discovered that the Germans had carried out the systematic extermination of Europe's Jews. During the course of the war, the Nazis rounded up, enslaved, and murdered about 6 million Jews. This program of mass murder and genocide became known as the Holocaust. Hitler’s decision not to wait for the Jews to starve, but directly kill them was known as the Final Solution officially started in 1942. ADVANCING ON JAPAN The Allied goal in the Pacific was to push the Japanese back to their home islands. To accomplish this, the Allies launched a two-pronged offensive, attacking from the east and from the south. The Allies targeted only the most important island strongholds of the Japanese. This strategy, which was called island-hopping, proved effective. General Douglas MacArthur was commander of the U.S. Army forces in the Pacific.

1. Allied victory at the Philippines -- October 1944 the Battle of Leyte Gulf began. The Allies destroyed the Japanese Navy. In January of 1945 the Allies invade the main island of Luzon. The Japanese had only their army and the kamikaze as defenses. The kamikaze were Japanese suicide pilots that would crash bomb-filled planes into Allied ships.

2. Allied victory at Iwo Jima -- February 19 through March 18, 1945.

3. Allied victory at Okinawa -- April 1 through July 2, 1945.

These victories brought Americans within striking distance of Japan. American planes began fire-bombing Japanese cities, but the Japanese refused to surrender.

Rather than risk the lives of more American soldiers by invading Japan, President Truman decided to use the newly developed atomic bomb against Japan. Two cities--Hiroshima and Nagasaki--were leveled by the devastating weapons. Japan surrendered on September 2, 1945.

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The Manhattan Project

The scientist, Albert Einstein, a Jew that had escaped Germany to the U.S., urged President Roosevelt to develop the atomic weapon before the Nazis did so. The top secret project to develop the atomic bomb was organized by President Roosevelt and a team of scientists, many of whom had escaped from the Nazis and Fascists. The project was named the Manhattan Project and it was so secret that Vice President Harry Truman had no knowledge of it until after the death of Roosevelt.

The new weapon was tested successfully on July 16, 1945. Then President Harry Truman was faced with the decision of how to use the bomb.

After the successful test, there were only two more bombs. Truman's prime concern was to avoid the bloody cost of a full-scale invasion of Japan. Truman made the difficult decision to drop the atomic bomb on Japan.

1. Carried by the plane named the Enola Gay, the Atomic Bomb was dropped on Hiroshima -- August 6, 1945. Between 70,000 -80,000 people were killed (Japanese reports said over 200,000 were killed.). Another Atomic Bomb was dropped on Nagasaki -- August 9, 1945. It killed between 35,000 - 40,000 people.

2. Japan surrendered unconditionally on September 2, 1945. General Douglas MacArthur represented the U.S. at the surrender.

YALTA CONFERENCE In February of 1945 the Yalta Conference was held at the Soviet resort town on the Black Sea called Yalta. Roosevelt, Winston Churchill, and Joseph Stalin met to discuss ending the war. Roosevelt got a commitment from Stalin and Churchill to work toward a peacekeeping organization that would be more effective than the League of Nations. Roosevelt also obtained a secret pledge that Stalin would declare War on Japan when Germany surrendered provided that the U.S. accept Soviet claims to land in Mongolia and Pacific islands near Japan. The Big Three also divided Europe into spheres of influence that would become effective at the end of the War. The U.S. and Britain would monitor western Germany. The Soviets would have influence over Eastern Europe. The capital of Germany, Berlin, would be divided among all the Allies. (Stalin had promised Roosevelt that he would allow free elections in Eastern Europe after the War. However, after Roosevelt's death and the end of the War, Stalin disregarded the promise. When the War was over, Stalin refused to allow free elections and set up Communist Governments in Eastern Europe. These nations became satellites of the Soviet Union politically, militarily, and economically.) Roosevelt was sick at the time of the Yalta Conference with Churchill and Stalin. Two months later Roosevelt was dead and Harry Truman became President of the U.S. The United States, Britain, and the Soviet Union followed through on their agreement at Yalta to support the United Nations. However, the division of Europe into spheres of influence later contributed to the tensions of the COLD WAR.

THE WRECKAGE OF WAR World War II cost the lives of an estimated 40 to 60 million people. As many civilians died as did combatants. The war also caused incalculable damage to Europe and Asia in terms of the destruction of historical buildings, cities, highways, and railways.. The U.S. lost 291,000 soldiers and 670,000 were wounded. Nearly 300,000 American workers were killed in industrial accidents and over 1 million workers were permanently disabled. The GI BILL OF RIGHTS was a law passed in 1944 to help veterans obtain education and loans for housing and setting up businesses. This bill enabled many veterans to get a college education and World History EOC Success Packet 77

pursue professional careers after the war.

Defining International Law Allied nations were outraged at the horrors of the Holocaust and vowed to punish those responsible. Other international crimes were named as well--the aggressions that began the war, the atrocities of the Japanese in Bataan and China. The Allies formed two International Military Tribunals--one at Nuremberg, Germany, and one at Tokyo, Japan--to put enemy leaders on trial for war crimes. The courts charged the Nazis and Japanese leaders with violating international law by committing "crimes against peace," "war crimes," and "crimes against humanity." Because of the hideous revelations about the Nazi death camps, attention of the world focused mainly on the Nuremberg Trials. Of 24 leading Nazis placed on trial at Nuremberg, 12 received the death sentence. Throughout the occupation zones, U.S. judges convicted over 500,000 lesser Nazis of war crimes. Their penalties ranged from small fines to imprisonment in labor camps. The Tokyo court sentenced Japan's wartime premier, Hideki Tojo, and six Japanese generals to be hanged. Several hundred other Japanese convicted of war crimes were also hanged. The trials did establish an important principle--the idea that individuals are ultimately responsible for their own actions, even in time of war. (Notes summarized from database sources such as ABC-CLIO and World Book)

• Design a timeline of the major events in both fronts. • Post the timelines after they are completed and see how your timelines are similar to and different from those of other students.

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Homework (Day #14): After reviewing the notes and discussions in class, answer the following questions. Bring your responses to class to share with a partner.

1. What were the worst things that Hitler did? (Describe at least two actions or policies.) Was the international community right in punishing the Nazi and Japanese leaders? Explain.

2. Was president Roosevelt right to keep the Manhattan Project a secret? Why or why not?

3. How can Harry Truman’s motivations for dropping the atomic bomb be justified?

4. Summarize the information regarding the Yalta conference. How did the decisions of the Yalta Conference create the conditions for future tensions between the western powers and the Soviet Union?

5. How did the outcome of WWII lead toward the Cold War?

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Day #15: WH.13 History. The student understands the impact of major events associated with the Cold War and independence movements. The student is expected to: (A) summarize how the outcome of World War II contributed to the development of the Cold War. R (B) summarize the factors that contributed to communism in China, including Mao Zedong's role in its rise, and how it differed from Soviet communism. R (C) identify the following major events of the Cold War, including the Korean War, the Vietnam War, and the arms race. R (D) explain the roles of modern world leaders, including Ronald Reagan, Mikhail Gorbachev, Lech Walesa, and Pope John Paul II, in the collapse of communism in Eastern Europe and the Soviet Union. S (E) summarize the rise of independence movements in Africa, the Middle East, and South Asia and reasons for ongoing conflicts. R (F) explain how Arab rejection of the State of Israel has led to ongoing conflict. S WH.14 History. The student understands the development of radical Islamic fundamentalism and the subsequent use of terrorism by some of its adherents. The student is expected to: (A) summarize the development and impact of radical Islamic fundamentalism on events in the second half of the 20th century, including Palestinian terrorism and the growth of al Qaeda. S (B) explain the U.S. response to terrorism from September 11, 2001, to the present. S WH.22 Citizenship. The student understands the historical development of significant legal and political concepts related to the rights and responsibilities of citizenship. The student is expected to: (C) identify examples of politically motivated mass murders in Cambodia, China, Latin America, the Soviet Union, and Armenia. S (E) identify examples of individuals who led resistance to political oppression such as Nelson Mandela, Mohandas Gandhi, Oscar Romero, Natan Sharansky, Las Madres de la Plaza de Mayo, and Chinese student protestors in Tiananmen Square. S WH.24 Culture. The student understands the roles of women, children, and families in different historical cultures. The student is expected to: (B) describe the major influences of women such as Elizabeth I, Queen Victoria, Mother Teresa, Indira Gandhi, Margaret Thatcher, and Golda Meir during major eras of world history. S

Bell Ringer: Make a character map that illustrates at least five of the most important characteristics of a great leader. Share your character maps with the class.

Activity #1: Ask the students to read and discuss the article on Mao Zedong and summarize how Mao’s strategy was different than communism in the Soviet Union.

Activity #2: Have the students discuss the excerpt from an article. Students should summarize the major events of the Cold War and how the Cold War ended.

Activity #3 Review the maps and text. Use this topic as a focus to highlight issues involving nations in the late 20th century and the 21st century. Use the questions that follow to guide your discussion.

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Day #15 Activity #1: Read the article and answer the question. Mao Zedong, pronounced mow zeh dawng (1893-1976), also spelled Mao Tse-tung, led the long struggle, beginning in the 1920s, that made China a Communist nation in 1949. He then became China's ruler and one of the world's most powerful people. Mao controlled China's artistic, intellectual, military, industrial, and agricultural planning and policies. After the Communist victory, Mao's face became familiar throughout the world. Pictures of him appeared everywhere in China. Young and old learned his slogans and studied his writings. His writings, particularly on guerrilla warfare and the role of peasants in Communist revolutions, were influential outside China. Mao also wrote poetry. His leadership. Mao formed the Chinese into a tightly controlled society more quickly than most observers thought possible. After taking power, he made an alliance with the Soviets, who helped strengthen the Chinese army when Chinese forces aided North Korea during the Korean War (1950-1953). After the war, Mao began programs to expand agricultural and industrial production. Mao’s reforms included land reform, the collectivization of agriculture, and the spread of medical services. Mao made a strong point to insist that he would not follow the Soviet Union’s interpretation of communism. Mao felt that he knew China and he would interpret the meaning of communism for the Chinese. In particular, Mao remained alert to what he saw to be new forms of oppression and sensitive to the interests of the oppressed. Mao decided to break with the Soviet Union’s policies of massive industrialization and military build up. In 1958 Mao advocated a self-reliant "Great Leap Forward" campaign in rural development. Many farmers were forced to work in industries. Famine and treatment of farmers and workers led to massive deaths and failure of the program. The failure of the Leap led Mao to turn many responsibilities over to other leaders (Liu Shaoqi, Deng Xiaoping, etc.) and to withdraw from active decision making. During the early 1960s, Mao continued his restless challenge of what he perceived as new forms of domination (in his words, "revisionism," or "capitalist restoration"). Mao felt that the Soviet Union had become too friendly with the “west” and had given up to the United States in the Cuban Missile crisis. In foreign policy Mao led China's divorce from the Soviet Union. Domestically, he became increasingly wary of his subordinates' approach to development, fearing that it was fostering deep social and political inequalities. When Liu, Deng, and others seemed to be ignoring his call to "never forget class struggle," Mao in 1966 initiated the "Great Proletarian Cultural Revolution," exploiting discontent among some students (the "Red Guards") and others. The Cultural Revolution was successful in removing many who opposed his policies but led to serious disorder, forcing Mao to call in the military to restore order in 1967. (afe.easia.columbia.edu/special/china_1950_leaders.htm) In 1959, Mao gave up his title of chairman of the People's Republic. But he kept control of the country and of the Communist Party. By the 1960's, disputes between China and the Soviet Union had grown into a struggle for leadership of the Communist world. Mao considered himself the true interpreter of the principles of Communism. He believed that poor nations would inevitably revolt against richer nations. He also accused Soviet Communists of being soft toward the United States. In the mid-1960's, China suffered a series of diplomatic defeats. To maintain revolutionary enthusiasm, Mao campaigned against so-called revisionists, who favored economic changes. In the early 1970's, China began to improve relations with the United States and other Western nations. Mao died on Sept. 9, 1976, after a long illness. After Mao's death, Chinese leaders reversed many of his policies and ended the emphasis on his personality. They looked to Japan, the United States, and European countries for help in modernizing China's industry, agriculture, science, and armed forces. These goals were called the Four Modernizations. Contributor: Arif Dirlik, Ph.D., former Professor of History, Duke University. World Book 1. How was Mao’s strategy different than communism in the Soviet Union?

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Day #15 Activity #2: Discuss the excerpt below. Summarize the major events of the Cold War and how the Cold War ended.

Cold War The Cold War was the state of tension between the U.S. and U.S.S.R. after WWII. The U.S. and Soviet Union competed for influence in the developing world by offering military and economic aid to countries. The Cold War was characterized by competition, military build up, extensive testing of nuclear weapons, and conflicts supported by military and other forms of support.

Policy of Containment – This was the policy of the United States aimed at preventing the spread of communism. Truman Doctrine – This was the policy of giving aid to countries threatened by communism. President Truman promised support to any country that wanted to resist communism. Korean War: Korea had been divided along the 38th Parallel after WWII. North Korea adopted communism. South Korea became a republic with a free enterprise economy. The Soviets supported a communist government in North Korea. The U.S. supported South Korea. After communist North Korean troops invaded South Korea, the United States led troops from the United Nations to take back South Korea (1950-1953). Kennedy and the Cuban Missile Crisis: In 1961 Kennedy backed a plan for Cuban refugees to invade Cuba and attempt to overthrow the Communist dictator of Cuba, Fidel Castro. The invasion was an embarrassing failure. Castro made a deal with the Soviet Union to allow missile launching pads to be built in Cuba and be armed with nuclear weapons that could reach U.S. cities. A spy plane from the U.S. took pictures of the launching pads being built. Kennedy responded by creating a naval blockade around Cuba and insisting that the Soviet Union remove all its missiles. After several days of severe tension, the Soviets withdrew their weapons from Cuba. War in Vietnam (1957-1973): Ho Chi Minh led communist North Vietnam after the French were forced to withdraw in 1954 until 1969. President Eisenhower used a ‘domino theory’ to describe the threat of the spread of communism to nations in Southeast Asia. Fear of the spread of communism propelled President Lyndon Johnson to send American troops into South Vietnam to fight the Vietcong, Communist guerrilla forces fighting to control South Vietnam. President Richard Nixon directed the withdrawal of the United States forces from Vietnam in 1973. End of the Cold War—1991: Throughout the 1980s, the Soviet Union fought an increasingly frustrating war in Afghanistan. At the same time, the Soviet economy faced the continuously escalating costs of the arms race. Dissent at home grew while the stagnant economy faltered under the combined burden. Mikail Gorbachev was leader of the Soviet Union from 1985 to 1991. His policies led to democratic reforms. glastnost – This was Gorbachev’s policy of openness. perestroika – This was Gorbachev’s policy of economic restructuring by lifting controls on managers and workers. Attempted reforms at home left the Soviet Union unwilling to rebuff challenges to its control in Eastern Europe. During 1989 and 1990, the Berlin Wall came down, borders opened, and free elections ousted Communist regimes everywhere in eastern Europe. In late 1991 the Soviet Union itself dissolved into its component republics. With stunning speed, the Iron Curtain was lifted and the Cold War came to an end. Create a chart on the major events of the Cold War and how the Cold War ended.

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Day #15 Activity #3 Review the maps and text. Use this topic as a focus to highlight issues involving nations in the late 20th century and the 21st century. Use the questions that follow to guide your discussion.

United Nations Partition and Creation of the State of Israel

After World War II, western European countries and the United States encouraged the United Nations to establish a national homeland for the Jews in their ancestral land. This led to conflict with Arab nations. The Jewish homeland, Israel, was established to be a democracy. Many Arab nations had dictators.

The United Nations partitioned the Jewish state in 1947 along with the Palestinian state. The Jewish state became the nation of Israel in 1948. However, the Arab nations rejected this and war started. Israel was accepted as a member of the United Israel 1n 1967 Nations in 1949. Tensions with the Arab world After the Six-Day War continued and war broke out again in 1967. In six days Israel defeated the armies of Egypt, Syria, and Jordan. The Israelis occupied the Golan Heights, Gaza Strip, and Si Thenai IsraelisPeninsula. believed that military strength and occupation of Palestinian territory was the only way to protect itself. Arab terrorist attacks continued and were directed toward Israeli citizens. The Palestinians felt that they were unlawfully removed from their land in 1948 and the promise to set up a Palestinian nation was abandoned by the United Nations. For a long time the Arab nations rejected the independence of Israel. Some Palestinians justified terrorist attacks because Israel had a stronger army and was more technologically advanced.

Palestinian Authority Efforts at a peaceful resolution to the conflicts between Arabs and Israel have continued with encouragement from the United States and the United Nations. Palestinians have gained •The Israelis built a 500 mile wall around authority over communities and are the Palestinian area of the West Bank (the making arrangements to seek area west of the Jordan river). They built status as a separate Palestinian nation. settlements in the Palestinian areas to Source: Adapted from World Book strengthen their occupation.

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Individuals Who Inspired

Kwame Nkrumah

He was an African leader from Ghana who worked for independence of African nations. Nkrumah used strikes and peaceful protests in Ghana. Under his leadership Ghana was the first African colony to gain its independence.

Nelson Mandela worked against the segregated system in South Africa, apartheid. Mandela spent 27 years in prison because of his anti-apartheid and anti-colonial beliefs. When h was released, Mandela was elected president of South Africa. As president he worked to overcome racism, poverty, and inequality. He was awarded the Nobel Peace Prize.

Natan Sharansky

He was a Jewish leader in the Soviet Union who worked for human rights. He attempted to travel to Israel but was denied by the government of the Soviet Union. He was accused of being a spy for the United States and was sent to a Soviet concentration camp. Sharansky was released and continued to work for human rights.

Oscar Romero

Archbishop Oscar Romero was a Roman Catholic leader in El Salvador. He spoke out against the “death squads” that terrorized the people in order to keep control of the country. Archbishop Romero worked to protect individual rights and stop persecutions. He was assassinated while celebrating mass in 1980.

Mother Theresa

Mother Theresa was a Roman Catholic nun who became a leader of a religious Order, the Missionaries of Charity. She worked primarily in India. Mother Theresa helped the sick, the poor, and homeless. She won a Nobel Peace Prize for working with the poor.

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Indira Gandhi

Indira Gandhi was the daughter of a Prime Minister in India. She worked in the government for years before she was elected as the first woman Prime Minister of India. She worked to advance women’s rights and to help the poor.

Golda Meir

Golda Meir was the first woman Prime Minister of Israel. She led her country through international crises such as the killing of Israeli athletes at the Munich Olympic games and the 1973 Arab- Israel War.

Margaret Thatcher

Margaret Thatcher became the first woman Prime Minister in Great Britain, serving from 1979 to 1990. She was a political conservative and strongly emphasized the free enterprise economic system. She was an outspoken opponent of the Soviet Union and collaborated with Ronald Regan to encourage changes in the Soviet Union.

Lech Walesa

Polish leader who protested communist policies and worked to support the rights of workers. Was arrested several times. Walesa received the Nobel Peace Prize in 1983. He cofounded the Solidarity Trade Union and led the Solidarity Movement in Poland. His efforts contributed to the end of communism in Poland. He was elected as president of Poland in 1990. Today he lectures on politics and history.

Images from: Wiki Media

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topics.nytimes.com/topics/news/international/ Examples of Protests countriesandterritories/china/tiananmen-square/index.html Las Madres de la Plaza de Mayo--The mothers protested the “disappearance” and murder of thousands of people by the government in Argentina between 1976 and 1983.

In the spring of 1989, Natan Sharansky, born 1948, thousands of Chinese became a leader in the protested the corruption movement of Soviet Jews who of the Chinese Communist were not allowed to migrate to government and demanded Israel by the Communist more democratic rights. government. It was only after The protests took place in Gorbachev's policy of glasnost, Tiananmen Square in greater openness and freedom, Beijing and cities that Sharansky and other throughout China. Anatoly (Natan) and Avital Scharansky Russian Jews were allowed to phoning President Reagan from Ben-Gurion Hundreds of the go the the Jewish homeland. Airport to thank him for his part in protestors were killed. Anatoly's release (2/11/86 - GPO Photo)

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Discuss and write a response to the following topics:

1. Why does terrorism continue to be a threat to global security today?

2. What were common characteristics of leaders of the late 20th century and what might be considered to be their legacies?

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Assessment for Week #3:

1. Explain how scientific advancements led to the Industrial Revolution.

2. What major ideas contributed to the American and French Revolutions and how were those ideas applied differently?

3. What were the motivations for European Imperialism and explain the characteristics and effects of Imperialism.

4. Did President Woodrow Wilson’s peace plans in the 14 Points and the Treaty of Versailles, with its mandate system, adequately deal with preventing the causes of war for the future? Why or why not?

5. What are the most important lessons that nations should learn from World War II and the Cold War? (Refer to historic evidence to back up your argument.)

6. Describe the major political, economic, and social reasons why there have been conflicts in the Middle East and South Asia during the late 20th and into the 21st centuries.

Political Economic Social

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