Essential Facts System™ Essential Facts System™

September 2008 Dear Educator: The Carolina First Center for Excellence is proud to bring you the attached list of Essential Facts for Social Studies in Grade 7. We thank you in advance for using this material. Please understand that a great deal of time and effort has been put into the development of these materials. You will find Essential Facts lists and corresponding Capacity Matrices for the subjects of English/language arts, math, science, and social studies. All material has been designed and written to correspond to the South Carolina State Standards. By accepting this, you are agreeing to not reproduce or use this material in any way other than as intended. The Carolina First Center for Excellence plans to invest similar efforts to expand this product offering to include grades 1 through 8. In order to do so successfully, we need your input. It is expected that you will provide:

a. Classroom data and aggregated grade-level data. Please provide both classroom and grade-level data that records results from the start of the Essential Facts System™ to the end of the school year.

b. Comments (plus/delta). Please provide information about the components of this packet that are “good” and/or “needs to be improved.” This information is essential to the successful expansion of the product.

c. Anecdotes. Please share stories about what happened throughout the year while using the Essential Facts System™. Stories and photos are welcome.

d. Questions and suggestions for improvement. Please communicate with us. The CFCE is willing and able to provide professional development services that support the effective use of the Essential Facts System™ of learning in your classroom and school. Components will include: Essential Facts; Capacity Matrices; Random Sampling System; Scatter Diagram; Data and Decision Making; and Student and Classroom Data. Please do not hesitate to contact CFCE staff with questions. Sincerely, Michele Brinn, 864-239-2727 Tami Miller, 864-239-3743 [email protected] [email protected]

2008 Carolina First Center for Excellence Greenville Chamber Foundation

Essential Facts System

7th Grade Social Studies

Created using the

South Carolina Academic Learning Content

Essential Facts may be used to review and preview student knowledge of the content area through a random sampling

process. Class and individual data should be graphed throughout the year.

The Carolina First Center for Excellence, a program of the Greenville Chamber Foundation, brings Continuous Quality Improvement strategies to more than 30 schools in and out of Greenville

County, affecting more than 15,000 students. For more information about CFCE, contact Michele Brinn at 864-239-3727 or Tami Miller at 864-239-3743, or visit www.greenvillechamber.org.


Seventh Grade Social Studies Essential Facts Part One: Standards 7-1 through 7-4

7-1.1 Use a map or series of maps to identify the colonial expansion of European powers

in Africa, Asia, Oceania, and the Americas through 1770. 1. Exploration means looking for a new place; countries send out explorers to expand their territory,

get raw materials, and trade. 2. Portugal, Spain, France, and England were the main nations who sent out explorers. 3. Christopher Columbus was the first explorer to reach the area known later as the New World. 4. A colony is a place set up by a mother country for land, raw materials, and trade. 5. Colonialism is the act of setting up colonies. 6. A colonizer is a country that sets up colonies, such as a mother country. 7. A colonist is a person who actually does the settling: clears land, builds, trades, etc. 8. Spain and Portugal made a line of demarcation to divide the new world. Identify where it is and

which country got which part. 9. The Treaty of Tordesillas was the agreement between Spain, Portugal, and the Catholic Church

that divided the New World. 10. Circumnavigation means to navigate and sail around the world. 11. Define the word empire and give examples of why a country that is building one would want to do

so. 12. Explain reasons why people want or need to move from their home country (emigrate). 13. Explain how the Europeans felt moving to a new and unknown place (immigrate). 14. Give reasons why Europeans were searching for the three G’s of exploration (Gold, God, and

Glory). 15. Explain how a native would have felt about explorers moving to his home. 7-1.2 Explain how technological and scientific advances, including navigational advances

and the use of gunpowder, affected various parts of the world politically, socially, and economically and contributed to the power of European nations.

16. A compass is a tool for measuring direction. Show how one works. 17. An astrolabe was used to help sailors find their direction by using the stars. 18. A caravel with a rudder was a light, easy to steer ship used during the time of the explorers. 19. A conquistador was an exploring soldier from Spain or Portugal who wore metal chest armor and a

metal hat. 20. A Mercator Map has straight lines like graph paper, making places seem larger than they are. Tell

how they are different from a rounded line projection, like a globe. 21. Prince Henry the Navigator set up a navigation school on the coast of Portugal. 22. Trade winds and ocean currents were two things sailors studied to make travel during exploration

easier and safer. 23. Gunpowder was often used in cannons to frighten natives in the New World, and it helped the

explorers take over territory there. 24. Military technology is an improvement in something used by an army or a navy, such as a special

weapon. 25. Social technology improves the lives of people, such as a sanitation system or a way to keep water

clean. 26. Many native people died from the diseases that were brought to the New World by European

explorers and settlers. Many natives of the New World did not have immunity to the diseases brought to it from Europe.

27. The New World was named America in the writings of Amerigo Vespucci.


7-1.3 Compare how European nations exercised political and economic influence differently in the Americas, including trading-post empires, plantation colonies, and settler colonies.

28. Explain how European colonial powers affected the civilizations of Africa. 29. Explain the effects of the slave trade on Africa and America. 30. Explain why people would need to migrate and the effects on the area into which people migrate. 31. A trading post colony, often set up by the French, was not designed for long-term living but was a

place to trade fish and furs as the fishers and trappers moved in search of game. 32. A plantation colony was set up for planting and selling cash crops to others. Enslaved laborers often

worked on these plantations. 33. Explain how a plantation is set up and the kinds of crops grown on one. 34. Cash crops are crops grown fro profit. 35. A settler or settlement colony was governed by the homeland, who wanted to encourage people to

move and live there on a permanent basis. 36. Europeans often agreed to become indentured servants for a period of several years to pay for their

passage to the New World. 7-1.4 Summarize the characteristics of European colonial power and explain its effects on

the society and culture of African nations, including instances of participation in and resistance to the slave trade.

37. Viceroys were royal representatives who were given the power to set laws and regulate trade in

Spanish colonies. 38. In the encomienda system, Spanish landowners were given the right to use Native Americans as

laborers on their land. 39. The caboceers were African officials who exchanged enslaved Africans with Europeans. 40. Locate the three stops in the Triangular Trade and explain who traded what on each leg. 41. Explain the voyage of slaves in the Middle Passage. 42. Explain racism and how it led to the slave trade in the New World. 43. Abolition means to be against slavery; people who practice abolition are called abolitionists. 7-1.5 Summarize the characteristics of European colonial powers in Asia and their effects

on the society and culture of Asia, including global trade patterns and the spread of various religions.

44. Trade between nations spreads culture and religion as people learn about one other. 45. Explain how a group of people are made into a culture by their common ways of life. 46. Religion can spread along with trade as people get to know one another over time. 47. Explain how trade and religion in Asia were affected by colonialism. 48. Converts are people who accept another religion. 49. Explain how Asian nations practiced isolationism to keep themselves from the influence of others. 50. Identify the location of the Spice Islands and that items wanted for trade in that area. Identify which

Europeans wanted to trade with the Spice Islands. 51. Tell the difference between the mainland (a part of a continent) and an island (land surrounded by

water). 7-1.6 Explain the emergence of capitalism, including the significance of mercantilism, a

developing market economy, an expanding international trade, and the rise of the middle class.

52. Mercantilism is a system for increasing a country’s power based on increasing its wealth. The more

wealth a country has, the more it can finance strong armies and navies and purchase vital goods.


53. Bullion is gold or silver that was exchanged between traders in the New World. 54. Explain the Columbian Exchange and name several items that were traded along it from both sides. 55. Joint-stock companies are companies where a number of people share the expenses of trading and

settlement and also share its profits. 56. Imports are traded goods that come into a country, and exports are traded goods that go out of a

country. 57. Explain tariffs and how they can be used to protect trade. 58. A country would want a favorable balance of trade with another country so that it takes in more

money by selling more goods than it spends by bringing goods into the country. 59. Commerce is the buying and selling of goods in large quantities over long distances. 60. Entrepreneurs can be investors who assume the risks of business in order to make a profit. 61. A social class is a group of people who share common economic status. 62. The jobs of the middle class include merchants and artisans; they make their living through

commerce. 63. The merchant class is a group of people who buy and sell items for their living. They often trade

with others and can be a large part of the economy of a nation. 64. Capital is another name for money, and capitalism is a system where people, not government,

make goods and buy and sell them to make more money. 65. Free enterprise is a system that lets businesses trade and control the profits that they make without

government involvement. 66. A market economy is based on the buying and selling of goods for a profit. 67. International trade is trade between nations. 7-2.1 Summarize the essential characteristics of the limited government in England

following the Glorious Revolution and the unlimited governments in France and Russia, including some of the restraints placed upon a limited government’s power and how authoritarian and totalitarian systems are considered unlimited governments.

68. Identify the types of governments in Spain, England, France, and Russia. 69. An absolute monarchy is a government where one ruler (usually a king or queen) has all the power. 70. In absolutism, all the power of government is in the hands of a single ruler and his/her advisors. 71. In divine right, the right to rule comes from God. 72. Give examples of where hereditary right follows a family blood line. 73. Philip II of Spain was a religious king who sent out the Spanish Armada to fight England. 74. The Spanish Armada was a fleet of ships sent by Philip II to fight England in 1588. 75. Henry IV of France was a religious king who gave up his religion to become Catholic in order to

help unite his country. 76. The Edict of Nantes was the document that granted religious toleration in France for both Catholics

and Protestants, called Huguenots. 77. Following hereditary right to rule, Louis XIII and Cardinal Richelieu, his advisor, took over the rule of

France after Henry’s death. 78. Louis XIII and his advisor, Cardinal Richelieu, involved France in the 30 Years’ War against the

Hapsburgs, who ruled most of the countries around France. 79. Skepticism means doubting what the church says as the truth. 80. Louis XIV and his advisor, Cardinal Mazarin, worked to get France out of the 30 Years’ War. 81. Intendents were special agents of Louis XIV who collected taxes and administered justice. 82. Versailles is Louis’ beautiful, expensive palace. 83. A czar is the name for a ruler in Russia; the name comes from the word Caesar. 84. Ivan IV was the first czar of Russia; he was known as a good ruler at first but became known as

Ivan the Terrible after the death of his wife. 85. Peter the Great was known as one of Russia’s great absolute rulers and is known for modernizing

Russia.


86. Peter went on the “Grand Embassy,” a tour of Europe to learn about such things as ship building to modernize Russia.

87. Peter the Great is given credit for the westernization of Russia, which includes language, a newspaper, people’s dress, and technological advances.

88. Catherine the Great was a ruler of Russia who did a lot for the country but not much for its peasants.

Lesson 2 89. A limited government can not do all of the things it wants without permission from its citizens. 90. A limited monarchy is a king or queen who has limits on his/her power. 91. The Magna Carta was the first document to limit the power of an English king, King John in 1215. 92. Parliament is the name for the legislative body in England. Name the two houses of Parliament and

tell how people are able to serve in each one. 93. Elizabeth I was a great ruler, called Good Queen Bess, and ruled England for more than 40 years. 94. James I was Elizabeth’s cousin and took over England at her death. 95. James I is well-known for having the Bible translated for the people (the King James Version). 96. James I had many money issues with the English Parliament. 97. Charles I agreed to sign the Petition of Rights, which limited his power. He broke this petition when

Parliament refused to follow his money demands, causing him to be arrested and tried as a traitor. 98. Oliver Cromwell ruled England between Charles I and Charles II. He was the leader of the Puritans

against the Loyalists, or Cavaliers, who were loyal to the king. 99. England tried to become a commonwealth, a state ruled by elected representatives. This was later

overruled by Cromwell. 100. Martial law is a time in an area when the military takes control of the laws. Usually this happens

when a government is in transition, strife, or affected by a natural disaster. In this case, it was when Cromwell took over the government of England.

101. The Restoration is the name for the time when Charles II returned the monarchy to England. 102. The Glorious Revolution is the name for the time when William and Mary were asked to rule

England after James II was removed. 103. The Bill of Rights of 1689 was signed by William and Mary during the Glorious Revolution and

limited their power as monarchs. 104. A constitutional monarchy is a king or queen who follows a constitution and thus is limited in his/her

power. 105. An unlimited government has total power and does not follow any rules other than those it decides

to follow. 106. Nationalism means having pride in and loyalty to your nation rather than to a king or empire. 107. Suffrage is the right to vote. During this time, the rights of suffrage were usually tied to land

ownership and given only to males. 108. A constitutional government follows a set of laws for its people. These laws set up the rights for the

people. 109. Habeas Corpus gives a person the right to see a judge in a reasonable amount of time. 110. A balance of power is a situation in which no one nation is powerful enough to threaten another

nation. 7-2.2 Summarize the ideas of the Enlightenment that influenced democratic thought and

social institutions throughout the world, including the political philosophies of John Locke, Jean-Jacques Rousseau, and Baron de Montesquieu.

111. Reason is the use of scientific and logical thinking to draw conclusions about society. 112. The Enlightenment was an 18th century movement in which thinkers attempted to apply the

principles of reason and the scientific method to all aspects of society. 113. Natural laws are laws that can apply to everyone and can be understood through reason.


114. Thomas Hobbes thought that people were selfish and wicked and required a strong government to keep law and order. He created a social contract where people would give up some rights to have law and order from their strong governmental ruler.

115. Leviathan is the work written by Thomas Hobbes that explained how strong government would keep people under control. (A leviathan is a sea monster.)

116. John Locke was an enlightened thinker in England who believed that people had the natural ability to govern themselves and look after the welfare of society.

117. In Locke’s views, people should have three natural rights: life, liberty, and property; and in his social contract, if the government didn’t protect these rights, the people should be able to overthrow the government.

118. The US Declaration of Independence used the ideas of Enlightenment thinkers such as Locke and Montesquieu to set up the quest for freedom in the United States.

119. The philosophes were French thinkers of the Enlightenment. 120. Separation of powers in a government was developed by Montesquieu, who suggested three

branches: judicial, legislative, and executive. He felt that each branch should check on the other to keep any one group from gaining power over the others.

121. Voltaire was another enlightened French thinker who liked the setup of England’s government better than France’s. He wrote many works against the French government.

122. Jean-Jacques Rousseau was a Swiss philosophe who argued that civilization corrupted the natural goodness of people. He believed that the only good government was formed by the people and guided by the general will of society: a direct democracy.

123. Beccaria was an Italian philosophe who wanted to eliminate torture and improve the judicial system. 124. Mary Wollstonecraft was a famous lady in England who spoke about women’s rights and education. 125. A salon is a gathering place for French thinkers in people’s homes where they met to discuss their

ideas. 7-2.3 Outline the role and purposes of a constitution, including such functions as defining

a relationship between a people and their government; describing the organization of government and the characteristics of shared powers; and protecting individual rights and promoting the common good.

126. A person’s civic virtue is his/her duty as a citizen to uphold the laws and support the government. 127. A constitution is a plan of a country’s government and gives people their rights. 128. The difference between a written and an unwritten constitution is that one is written down

specifically and one is a group of ideas passed down through history. 129. The supreme law for a country is the rules that shape the actions of the government and its people. 130. A constitution usually has an opening statement or beginning, called a preamble, and gives the

purposes to be served by the government. 131. Constitutional laws are a body of rulings that carry legal force. In other words, punishment can

occur if these laws are broken. 132. In an autocracy, the power is in the hands of one ruler who has absolute power. 133. An oligarchy is a type of government that shares power among a small group of people. 134. A democracy gives people the right to elect their leaders. 7-3.1 Explain the causes, key ideas, and effects of the French Revolution, including the

influence of ideas from the American Revolution and the Enlightenment and ways that the Revolution changed social conditions in France and the rest of Europe.

What were the key events and outcomes of the French Revolution? (Lessons 1-3) 135. Human rights are the basic rights given to all people. 136. In 1776, the 13 American colonies rebelled against England, writing the Declaration of

Independence.


137. Explain how the American colonies received help from the French to fight in the American Revolution.

138. The Marquis de Lafayette was a young French nobleman who fought in the American Revolutionary War.

139. King Louis XVI, while disliking rebellion, disliked the British even more due to the losses in the Seven Years or the French and Indian War and thus decided to aid the Americans.

140. Tyranny is the use of unjust power, in this case of the French monarchy. 141. An estate in France is the name for a social class; the three estates are the clergy, the nobles, and

the peasants/bourgeoisie. 142. In France, the nobles and the clergy lived tax-free and owned 90 percent of the land. 143. The Estates-General is the governing body that tried to limit the power of the king in France before

the revolution. The nobles, clergy, and peasants each received one vote, so no progress could be made.

144. Louis XVI and Marie Antoinette were the last of the French absolute monarchs. 145. After the meeting of the Estates-General, the members of the third estate made their own governing

body, the National Assembly, and started on a new constitution for France. 146. On July 14, 1789, the peasants of the third estate stormed the Bastille, freeing a few prisoners and

taking weapons. This day would become their Independence Day. 147. By August of 1789, the French citizens, with the help of Lafayette, had written a document called

the Declaration of Rights of Man and of the Citizen, which limited the power of the king and gave basic freedoms to the people.

148. Louis and Marie Antoinette tried to flee but were captured and returned to Paris, where Louis would be tried and convicted.

149. A radical is someone who favors quick and far-reaching changes. Radicals set up a new government in France called the National Convention.

150. A guillotine is a machine used to behead people, including Louis XVI and Marie Antoinette. 151. Maximilian Robespierre was the leader of the National Assembly’s Committee of Public Safety. 152. The other governments of Europe feared revolution against their own monarch and thus went to

war against France. 153. Robespierre’s rule became known as the Reign of Terror, in which many people who were thought

to oppose the revolution and want a return to the monarchy were beheaded by guillotine. 154. Robespierre’s Committee of Public Safety was responsible for the killings of 40,000 people,

including Marie Antoinette. 155. After Robespierre, a five-person council known as the Directory tried to run the French government

but lacked the support of the people. 156. A coup d’etat is a takeover or seizure of the government. Napoleon did this to take control of

France.

How did Napoleon influence the world? (Lesson 4) 157. Napoleon created a new legal system based on the ideas of the Enlightenment called the

Napoleonic Code. 158. Napoleon created special schools called lycees for the citizens of any estate, allowing people to rise

in public service based on merit rather than family connections. 159. Napoleon ended the three estates and serfdom. He reduced the power of the church in France and

required all citizens to pay taxes. He also set up a banking system to hold tax money and to make loans that encouraged business and trade.

160. France, under Napoleon, began to look outward to build an empire. 161. France controlled Spain, Portugal, Italy, Germany, and Austria, placing puppet rulers on the throne

in those countries. 162. Napoleon began to fall from power when he attacked Russia. 163. Russia practiced the policy known as scorched-earth to destroy everything in the path of the

advancing French troops. Napoleon finally retreated when winter set in and his troops were staving and freezing.

164. Elba was the island of Napoleon’s exile from France. 2008 Carolina First Center for Excellence

Greenville Chamber Foundation

165. Napoleon escaped from Elba and briefly came back to power for a time known as The Hundred Days before he was defeated at Waterloo and placed on St. Helena, where he would eventually die.

166. Upon Napoleon’s final defeat, Prince Metternich of Austria negotiated the Congress of Vienna treaties that restored the balance of power in Europe by placing the original royal families back in power and removing Napoleon’s puppets.

167. Legitimacy is the principle that restored the real, rightful ruling families back to power. 7-3.6 Compare the emergence of nationalist movements across Europe in the 19th

century, including the unification of Italy, the unification of Germany, and Napoleon’s role in the spreading of nationalism.

168. Many countries in Europe, having studied the American and French Revolutions, desired a freedom

from ruling countries and an ethnic homeland. 169. During this fight for a homeland, the small northern states of Italy began to look toward unification to

gain enough power to rebel against foreign rulers. 170. Unification is when small nations or areas join together for a common goal. 171. Camillo di Cavour became the leader of the fight for northern unification. 172. Giuseppe Garibaldi worked on unification in the southern part of Italy. Eventually, the industrial

north and the agricultural south united into what we call Italy today. 173. Germany (called Prussia at this time) was also divided into small, less powerful kingdoms. 174. Kaiser Wilhelm of Germany chose Otto von Bismarck to be prime minister and help unite the nation

states. 175. Realpolitik was the style of government in Germany, government with no room for idealism. 176. Bismarck’s motto was to settle the unification issues of Germany with “iron and blood,” not

speeches or majority decisions. 7-3.2 Compare the development of Latin American independence movements, including

the Haitian revolution, the role of Simón Bolívar in different independence movements, and the role of Father Miguel Hidalgo in the Mexican Revolution of 1810.

177. Toussaint-L’Ouverture led the fight for freedom in Haiti against the French. 178. Haiti was a sugar and coffee plantation island in the Caribbean off the coast of South America. It

was the first colony south of America to win its freedom from European control. 179. Simón Bolivar was a freedom fighter in the northern countries of South America (Venezuela,

Colombia, and Ecuador). 180. Jose de San Martin was a freedom fighter in the southern countries of South America (Argentina

and Chile). 181. Bolivar and San Martin joined forces in Peru to complete the quest for freedom from Spain along

the western side of South America. 182. Once the puppet on the throne of Portugal was removed, King John, who had escaped with his

family to Brazil, Portugal’s colony, returned. 183. Brazil was the only South American country that gained its independence peacefully through the

passing of power from King John to his son, Dom Pedro, through hereditary right to rule. 184. Father Miguel Hidalgo led the fight in Mexico for independence from Spain. 185. Father Jose Morelos took over the fight for Mexican independence when Father Hidalgo was killed. 186. A caudillo was a dictator who ruled by military force in Latin America and made it hard for

democracy and prosperity to grow. 187. Peninsulares were people who came to the new world from the Iberian Peninsula (Spain or

Portugal) to colonize. These people had the most power in the colonies. 188. Creoles were children of the peninsulares who were born in the colonies. The creoles had the

second-most power in the colonies and were often the ones who led the fight for independence because they were born in the colonies.

189. Mestizos were of mixed ancestry between Spanish and Indians. These people worked as servants, laborers, and overseers of plantations and had few rights.


190. Mulattos were of mixed ancestry between Spanish and Africans. They had the least power of any other group in the colonies. In areas that weren’t settled by the Spanish, such as Louisiana by the French, similar mixing of races was also common and included several of the same groups such as creoles, mulattos, and mestizos.

7-3.1 Summarize the achievements and contributions of the Scientific Revolution,

including its roots, the development of the scientific method, and the interaction between scientific thought and traditional religious beliefs.

191. Early scientific thinkers did not want to go public with their new scientific findings because their

thinking went against the church and its teachings. 192. The old view of the universe, called the geocentric theory, states that the Earth is in the center of

the universe. The new view, called the heliocentric theory, states that the sun is in the center. 193. Many people during the Scientific Revolution faced excommunication or being thrown out of the

church for their beliefs which went against the traditional religious beliefs of the time. 194. Copernicus was one of the first scientific thinkers to try to get the world to believe in the heliocentric

theory which went against the theories of Ptolemy, the great ancient Greek philosopher. 195. After Copernicus came Johannes Kepler, a mathematician who showed that the planets traveled in

elliptical or oval orbits around the sun. Findings were easier for Kepler to publish because he was a protestant and didn’t have to fight the Catholic Church.

196. Galileo’s telescope was one of the first scientific instruments in the Scientific Revolution. 197. The Catholic Church accused Galileo of heresy or anti-church teachings, and he was forced to take

back many of his theories. 198. Frenchman Rene Descartes and Englishman Francis Bacon were the two leading scientists who

are given credit for creating the scientific method. 199. The steps of the scientific method are: a problem from an observation, hypothesis, prediction, test,

analyze and interpret data, and reach a conclusion. 200. Isaac Newton developed theories about motion and gravity that are still respected today. 201. A Dutch eyeglass maker, Zacharias Janssen, invented the first microscope to allow people to see

things that couldn’t be seen with the human eye. 202. Anton van Leeuwenhoek used a microscope to look at bacteria and blood cells. 203. Torricelli invented the mercury barometer for measuring atmospheric pressure. 204. The thermometer was invented to tell the temperature of things. 205. The Celsius thermometer is a metric thermometer that has freezing at zero degrees. 206. Gabriel Fahrenheit also invented a thermometer that is different from the Celsius thermometer

because if has freezing at 32 degrees instead of zero. 207. As science improved, medicine followed, with famous people such as Vesalius who went against

the church to dissect corpses to see how the body worked. 208. William Harvey continued the work of Vesalius by proving that the heart was a pump that sent blood

throughout the body. 209. Edward Jenner was one of the most important medical scientists of the Scientific Revolution. He

used cowpox to develop a vaccination or shot against small pox, a disease that killed or disfigured many people during this time.

210. Robert Boyle identified matter as being made of certain elements put together. He said there were more elements than the original four (earth, wind, fire, and water).

211. If science and medicine improve, the quality of life for people is likely to improve. This can explain how the world’s alarming increase in population can be linked back to the Scientific Revolution.


7-3.3 Explain the causes and course of the Industrial Revolution in Europe, Japan, and the

United States, including the reasons that England was the first nation to industrialize; the impact of the growth of population and the rural-to-urban migration; the changes in the organization of work and labor; and the development of socialism.

212. England was the first nation to industrialize. It had the strongest navy, trading companies, and the

most settled government. 213. Industrialization means to replace hand-made jobs with machine-made jobs housed in factories. 214. To manufacture means to produce in large quantities. 215. Laissez faire is a government practice of letting business and industry control themselves. 216. An infrastructure is an underlying base or foundation, especially for an organization or system. 217. An assembly is a group of people gathered together, usually for a specific purpose. 218. A transformer is a device that transfers electric current from one circuit or set of circuits to another

by means of electromagnetic induction and usually for the purpose of changing voltage. 219. A canal is a human-made waterway that is often used to transport goods. 220. Utilitarianism was developed by Adam Smith to say that ideas, institutions, and actions should exist

as long as they are useful. 221. A craftsman is someone who makes something. 222. A factory is a large building housed with machines that make things. 223. The movement of something from place to place is called migration. In the case of the Industrial

Revolution, this means people from farms to cities. 224. Overpopulation happens when an area becomes too crowded to hold all its people or when a

country has more people than it can employ and feed. 225. During the Industrial Revolution, there was a shift between people who wanted to live and work on

farms in rural areas to people who wanted to live and work in cities. 226. In cities during the Industrial Revolution, there was a lot of pollution from factories both in the water

and in the air. 227. During the Industrial Revolution, working conditions were often unsafe and caused many illnesses

and deaths. A sweatshop is a place with bad and unsafe working conditions. Greedy owners made huge profits off of the health and safety of their workers.

228. A (labor) union is a group of workers who join together to get better working conditions. Bad work conditions led to the creation of labor unions and strikes, where people refuse to work until their concerns are met.

229. Urbanization is the growth of cities. 230. During the Agricultural Revolution, the enclosure movement joined small farms into larger ones that

used new farming practices such as crop rotation and seeding and harvesting machinery to produce more crops. These lands were also used to graze sheep.

231. Crop rotation moves crops around in farming areas to conserve nutrients in the field. An example of this is switching wheat one season for turnips the next. Wheat exhausts the nutrients, and turnips replace them.

232. Fallowing or letting a field rest for a season was also used as a good farming practice during the Agricultural Revolution. Fallowing is also called letting a field lie fallow.

7-3.4 Explain the impact of the new technology that emerged during the Industrial

Revolution, including changes that promoted the industrialization of textile production in England and the impact of interchangeable parts and mass production.

233. Jethro Tull’s seed drill made planting practices easier during the Agricultural Revolution. 234. James Watt worked to perfect an engine that used steam as its power source, called the steam

engine, which was later used in boats, railroad locomotives, tractors, etc.


235. The steam ship, using a steam engine, was used by Robert Fulton to transport goods and passengers in New York.

236. The cotton gin, a machine invented to remove the seeds from cotton, was made by Eli Whitney. 237. Alexander Graham Bell invented the telephone, which could send voices across long distances. 238. Thomas Edison used electricity to power objects such as his light bulb. 239. The spinning jenny allowed many spools of thread to be spun at one time. 240. The flying shuttle made the weaving of cloth faster. 241. The radio was created by Marconi. 242. Morse Code was created to send signals across long distances and was made by Samuel Morse. 243. Henry Ford used the assembly line to speed up and lessen the cost of automobile production. 244. An assembly line has many people putting things together along a line rather than one person

making the whole product. 245. Mass production is the creating of many of the same kind of product. 246. Using interchangeable parts, or parts that can be replaced if broken, made goods last longer. 247. Textile production began in England as did the Industrial Revolution. 248. The Industrial Revolution still impacts our lives today through the use of technology to produce

goods. 249. In socialism, the factors of production (land, labor, and capital) are owned by the public and operate

for the good of all. 250. During the Industrial Revolution, many changes in the organization of work and labor became

necessary help workers get a fair deal. 251. Trade and taxation resulted in the spread of the Industrial Revolution through Europe, to the United

States, and Japan. Other areas hired experts to make their own factories to compete with England. 7.4.1 Summarize the economic origins of European imperialism, including the conflicts

among European nations as they competed for raw materials and markets and for the establishment of colonies in Africa, Asia, and Oceania.

252. Colonialism is the search for and creation of colonies by a mother country for settlement. 253. Imperialism is the control of a country’s government and economy by another, more powerful

country. 254. Compare and contrast colonialism and imperialism. 255. The major European imperial powers were Great Britain, France, Germany, Italy, the Netherlands,

Spain, and Portugal. 256. Some countries practiced isolationism as a way to keep foreigners out of their country. 257. The need for foreign markets was great during the Industrial Revolution because many of the

industrial nations required more raw materials for their factories than they could produce themselves.

258. A colony is a country set up and controlled by a mother country. 259. Sometimes a colony is set up with direct rule, controlled by the mother country. 260. A colony can be set up with indirect rule, where someone governs the colony for the mother

country. 261. A protectorate is a system where colonial people have their own government for the colony, but the

mother country can have final say in certain matters. 262. A sphere of influence was a place set up for only one nation to trade with another nation. Under this

idea, no other nation could trade there. 263. The “White Man’s Burden” was an idea that it was the job of the Europeans to share their “civilized”

way of life with other areas, thus an excuse to colonize what they felt were inferior nations. 264. Many colonies were established both for the raw materials they could produce and also for markets

for other European goods. 265. In Africa, Europeans hoped to find markets for their goods but often the natives had no real use for

many of them.


7-4.2 Use a map to illustrate the geographic extent of European imperialism in various regions, including Africa, Asia, the Middle East, South America, Australia, New Zealand, Siberia, and Canada.

266. Locate the European imperial colonies in Africa, Asia, the Middle East, South America, Australia,

New Zealand, Siberia, and Canada. 267. Describe imperialism in Africa, Asia, and Oceana by the Europeans. 268. In Asia, the Europeans wanted items such as silk, rice, spices, and porcelain. 269. Oceania was also wanted for foods, raw materials, and markets for European goods. 270. The British East India Company was one of the great trading companies in the world. 271. The Dutch also had a great trading company, the Dutch East India Company, which traded in many

of the Spice Islands. 7-4.4 Compare differing views with regard to colonization and the reactions of people

under colonial rule in the late 19th and early 20th centuries including the Zulu War, the Sepoy Rebellion, and the Boxer Rebellion.

272. Africa was divided at the Berlin Conference among 14 nations, and no Africans were present to

help with language or cultural issues that might arise due to boundaries that were drawn up there. 273. Reporter Henry Stanley found missionary David Livingstone in the Congo, thus opening this area

up to the tortures and exploitation of King Leopold in Belgium. 274. Racism is when one race believes it is superior to another. 275. Good things that resulted from imperialism include improved living conditions, communication,

transportation, medical care, etc. 276. Bad things that resulted from imperialism include loss of culture, land divisions, and loss of

freedom. 277. The Zulu War happened in South Africa when the British needed the lands of the Zulus. Even

though the Zulus were mighty warriors, they could not win against the arms of the British. 278. In South Africa, the Boer War was fought between the Boers, Dutch farming settlers of the region,

and the British. 279. The Boxer Rebellion occurred in China in protest of the government and its allowance of foreign

influences on trade and religion in China. This rebellion was defeated by troops from several European nations and America, but it helped the Chinese spirit of nationalism.

280. The Sepoy Mutiny/Rebellion took place in India when the Sepoy, Indian soldiers in the British army, refused to use cartridges they feared were sealed with animal fat. This mutiny caused the British to take direct control of India.

281. European Imperialism led to Chinese nationalism by encouraging them to turn inward and cling to their traditions.

282. Sun Yat-Sen was the first ruler after the last of the Chinese dynasties, the Qing. 7-4.5 Explain the causes and effects of the Spanish-American War and its reflection of the

United States’ interest in imperial expansion, including this nation’s acquisition of the Philippines, Puerto Rico, and Guam; its temporary occupation of Cuba; and its rise as a world power.

283. In the Monroe Doctrine, Europeans were warned not to look to build any new colonies in the

Americas. 284. The cause of the Spanish-American War was that Cuba wanted its independence from Spain and

the United States sent the USS Maine to protect Americans in Cuba. 285. The USS Maine was a ship sent by President McKinley to protect Americans in Cuba. It exploded,

becoming the spark that caused America to declare war on the Spanish.


286. The strategic locations gained by the United States in the outcome of the Spanish-American War include the Philippines (an island nation near Japan), Puerto Rico (off the coast of Florida), and Guam (near the Philippines).

287. Cuba gained its independence and was protected by the United States for a time. 288. One of the most important results of the Spanish-American War was that America showed that it

was a world power. 289. Yellow Journalism is sensational journalism; in this case, yellow journalism blamed the Spanish for

the explosion on the USS Maine, whether they really did it or not. 290. Cuba is an island that wanted its freedom from Spain in the Spanish-American War. 291. The United States wanted an Open Door Policy in China for trade. 292. The Treaty of Paris ended the American Revolutionary War, beginning the quest for freedom from

imperialist nations. 293. The Panama Canal is a man-made waterway that joined the Atlantic and the Pacific Oceans. 294. President Theodore Roosevelt was a great leader in the fight to finish building a canal across

Panama, thus shortening the trip to the Pacific Ocean from the Atlantic. 7-4.6 Summarize the significant features and explain the causes of Japan’s imperial

expansion in East Asia, including the defeat of the Russians in the Russo-Japanese War; the reasons for the expansion in Korea and Manchuria; and the rise of Japan as a world power.

295. The causes and course of Japan’s imperial expansion was a result of needing markets, labor, and

raw materials from the outside world. 296. The significance of Japan becoming a world power was that Japan improved trade, imperialized,

and modernized; it was ready to fight as a world power in WWII. 297. The United States was involved in Japanese expansion by allowing them to study our system of

free public education, trading with them, and allowing them to send students to America to learn. 298. The Russo-Japanese War was fought over the rights of Russia to have parts of Manchuria and

Korea. The Japanese won this offensive with naval and army battles. 299. Commodore Matthew Perry came to Japan with four warships asking for trading rights and

diplomatic relations with Japan. 300. As a result of the visit by Perry, Japan realized that it needed to modernize its country, thus

beginning the Meiji Restoration, a time of enlightenment in Japan. 301. At this time, Japan’s government was run by an emperor, the enlightened ruler Mutsuhito, who

ruled for 45 years. 302. Manchuria is an area of China that was wanted for its land and raw materials during Japan’s time of

imperialism. 303. Japan also wanted Korea, a country to the west of Japan, for its land. Japan took control of

industrialization in Korea as well as its school and communication systems. 304. The Trans-Siberian Railroad goes across Russia and links the east with the west.


Seventh Grade Capacity Matrix for Social Studies Essential Facts Part One: Standards 7-1 through 7-4

Unit 1: Age of Exploration Unit Essential Question: What was the impact of early colonialism on the world politically, economically, and socially? Standard 7-1: The student will demonstrate an understanding of the colonial expansion of European powers and its impact on world government in the 17th and 18th centuries. Indicators: 7-1.1 Use a map or series of maps to identify the colonial expansion of European powers in Africa, Asia,

Oceania, and the Americas through 1770. 7-1.2 Explain how technological and scientific advances, including navigational advances and the use of

gunpowder, affected various parts of the world politically, socially, and economically and contributed to the power of European nations.

7-1.3 Compare how European nations exercised political and economic influence differently in the Americas, including trading-post empires, plantation colonies, and settler colonies.

7-1.4 Summarize the characteristics of European colonial powers and explain their effects on the society and culture of African nations, including instances of participation in and resistance to the slave trade.

7-1.5 Summarize the characteristics of European colonial powers in Asia and their effects on the society and culture of Asia, including global trade patterns and the spread of various religions.

7-1.6 Explain the emergence of capitalism, including the significance of mercantilism, a developing market economy, an expanding international trade, and the rise of the middle class.

7-1.1 I have

not heard of this.

I can do or

explain this

with help.

I can do or

explain this on

my own.

I can teach this

to someone

else.

Documentation (Quiz, presentation, project, summary illustration, test)

I understand the word exploration and why a country would send out explorers.

I know that Portugal, Spain, France, and England were the main nations who sent out explorers.

I know that Christopher Columbus was the first explorer to reach the area known later as the New World.

I can explain the definitions of colony, colonialism, colonizer, and colonist and tell how each of these words goes together.

I can describe what Europeans knew of the world before colonialism.


I know that Spain and Portugal made a line of demarcation to divide the New World. I know where it is and which country got which part.

I know that the Treaty of Tordesillas was the agreement between Spain, Portugal, and the Catholic Church that divided the New World.

I can explain that the term circumnavigation means to navigate and sail around the world.

I can define the word empire and give examples of why a country that is building one would want to do so.

I can explain reasons why people want or need to move from their home country (emigrate).

I can explain how the Europeans felt moving to a new and unknown place (immigrate).

I can give reasons why Europeans were searching for the three G’s of exploration (Gold, God, and Glory).

I can explain how a native would have felt about explorers moving to his home.

7-1.2 I have not heard

of this.

I can do or

explain this

with help.

I can do or

explain this on

my own.

I can teach this

to someone

else.


I know that a compass is a tool for measuring direction, and I know how one works.

I understand that an astrolabe was used to help sailors find their direction by using the stars.

I understand that a caravel with a rudder was a light, easy to steer ship during the time of the explorers.

I know that a conquistador was an exploring soldier from Spain or Portugal who wore metal chest armor and a metal hat.


I know that a Mercator Map has straight lines like graph paper, making places seem larger than they are. I can tell how they are different from a rounded line projection, such as a globe.

I know that Prince Henry the Navigator set up a navigation school on the coast of Portugal.

I know that trade winds and ocean currents were two things sailors studied to make travel during exploration easier and safer.

I know that gunpowder was often used in cannons to frighten natives in the New World, and it helped the explorers take over territory there.

I know that military technology is an improvement in something used by an army or a navy, such as a special weapon.

I understand that social technology improves the lives of people, such as a sanitation system or a way to keep water clean.

I know that many native people died from the diseases that were brought to the New World by European explorers and settlers.

I understand that many natives of the New World did not have immunity to the diseases brought to it from Europe.

I know that the New World was named America in the writings of Amerigo Vespucci.


of this.

I can do or

explain this

with help.

I can do or

explain this on

my own.

I can teach this

to someone

else.


I can explain how European colonial powers affected the civilizations of Africa.

I can explain the effects of the slave trade on Africa and America.


I understand why people need to migrate and the effects on the area into which they are migrating.

I know that a trading post colony, often set up by the French, was not designed for long-term living but just a place to trade fish and furs as the fishers and trappers moved in search of game.

I know that a plantation colony was set up for planting and selling cash crops to others. I know that enslaved laborers often worked on these plantations.

I know how a plantation is set up and what kinds of crops are grown on one.

I know that cash crops are crops grown for profit.

I know that a settler or settlement colony was governed by the homeland, who wanted to encourage people to move and live there on a permanent basis.

I know that Europeans often agreed to become indentured servants for a period of several years to pay for their passage to the New World.


of this.

I can do or

explain this

with help.

I can do or

explain this on

my own.

I can teach this

to someone

else.


I know that viceroys were royal representatives who were given the power to set laws and regulate trade in Spanish colonies.

I know that in the encomienda system, Spanish landowners were given the right to use Native Americans as laborers on their land.

I know that caboceers were African officials who exchanged enslaved Africans with Europeans.

I understand where the three stops in the Triangular Trade were and can explain who traded what on each leg.


I can discuss the voyage of slaves in the Middle Passage.

I can explain racism and how it led to the slave trade in the New World.

I understand that abolition means to be against slavery and that people who practice abolition are called abolitionists.


of this.

I can do or

explain this

with help.

I can do or

explain this on

my own.

I can teach this

to someone

else.


I understand that trade between nations spreads culture and religion as people learn about one other.

I can explain what makes a group of people into a culture by their common ways of life.

I understand that religion can spread along with trade as people get to know one another over time.

I can explain how trade and religion in Asia were affected by colonialism.

I understand that converts are people who accept another religion.

I can explain how Asian nations practiced isolationism to keep themselves from the influence of others.

I can identify the location of the Spice Islands and what items were wanted for trade in that area. I can also identify which Europeans wanted to trade with them.

I can tell the difference between the mainland (a part of a continent) and an island (land surrounded by water).


7-1.6 I have

not heard of this.

I can do or

explain this

with help.

I can do or

explain this on

my own.

I can teach this

to someone

else.


I can define mercantilism as a system for increasing a country’s power based on increasing its wealth. The more wealth a country has, the more it can finance strong armies and navies and purchase vital goods.

I understand that bullion is gold or silver that was exchanged between traders in the New World.

I can explain the Columbian Exchange and name several items that were traded along it from both sides.

I can identify joint-stock companies as companies where a number of people share the expenses of trading and settlement and also share its profits.

I can explain how imports are traded goods that come into a country and how exports are traded goods that go out of a country.

I can explain what tariffs are and how they can be used to protect trade.

I understand why a country would want a favorable balance of trade with another country so that it takes in more money by selling more goods than it spends by bringing goods into the country.

I understand that commerce is the buying and selling of goods in large quantities over long distances.

I understand that entrepreneurs can be investors who assume the risks of business in order to make a profit.

I know that a social class is a group of people who share common economic status.

I can explain that the jobs of the middle class include merchants and artisans and that they make their living through commerce.


I can explain that the merchant class is a group of people who buy and sell items for a living. I know that merchants often trade with others and can be a large part of the economy of a nation.

I can explain that capital is another name for money and that capitalism is a system where people, not government, make goods and buy and sell them to make more money.

I can explain that free enterprise is a system that lets businesses trade and control the profits that they make without government involvement.

I understand that a market economy is based on the buying and selling of goods for a profit.

I know that international trade is trade between nations.

Unit 2: Age of Absolutism and Enlightenment Unit Essential Question: How did the absolute monarchies of Europe differ from the constitutional governments that developed in the 17th and 18th centuries? Standard 7-2: The student will demonstrate an understanding of the concept of absolute monarchies and constitutional government in the 17th and 18th centuries. Indicators: 7-2.1 Summarize the essential characteristics of the limited government in England following the Glorious

Revolution and the unlimited governments in France and Russia, including some of the restraints placed upon a limited government’s power and how authoritarian and totalitarian systems are considered unlimited governments.

7-2.2 Summarize the ideas of the Enlightenment that influenced democratic thought and social institutions throughout the world, including the political philosophies of John Locke, Jean-Jacques Rousseau, and Baron de Montesquieu.

7-2.3 Outline the role and purposes of a constitution, including such functions as defining a relationship between a people and their government, describing the organization of government and the characteristics of shared powers, and protecting individual rights and promoting the common good.

7-2.1 I have

not heard of this.

I can do or

explain this

with help.

I can do or

explain this on

my own.

I can teach this

to someone

else.


I can identify the kinds of governments of Spain, England, France, and Russia.


I understand that an absolute monarchy is a government where one ruler, usually a king or queen, has all the power.

I understand that in absolutism all the power of government is in the hands of a single ruler and his/her advisors.

I understand that in divine right the right to rule comes from God.

I can give examples of where hereditary right follows a family blood line.

I know that Philip II of Spain was a religious king who sent out the Spanish Armada to fight England.

I know that the Spanish Armada was a fleet of ships sent by Philip II to fight England in 1588.

I know that Henry IV of France was a religious king who gave up his religion to become Catholic in order to help unite his country.

I know that the Edict of Nantes was the document that granted religious toleration in France for both Catholics and Protestants, called Huguenots.

I know that, following hereditary right to rule, Louis XIII and Cardinal Richelieu, his advisor, took over the rule of France after Henry’s death.

I know that Louis XIII and his advisor, Cardinal Richelieu, involved France in the 30 Years’ War against the Hapsburgs, who ruled most of the countries around France.

I can define skepticism as doubting what the church says as the truth.

I know that Louis XIV and his advisor, Cardinal Mazarin, worked to get France out of the 30 Years’ War.

I understand that intendents were special agents of Louis XIV who collected taxes and administered justice.

I know that Versailles is Louis’ beautiful, expensive palace.



I know that “L’etat c’est moi” (“I am the state!”) was Louis’ statement that he should be in total control of the French government.

I know that the fleur de lis is a symbol of French royalty.

I can define czar as the name for a ruler in Russia; the name comes from the word Caesar.

I know that Ivan IV was the first czar of Russia and that he was known as a good ruler at first but became known as Ivan the Terrible after the death of his wife.

I know that Peter the Great was known as one of Russia’s great absolute rulers and that he is known for modernizing Russia.

I know that Peter went on the “Grand Embassy,” a tour of Europe to learn about such things as ship building to modernize Russia.

I know that Peter the Great is given credit for the westernization of Russia, which includes language, a newspaper, people’s dress, and technological advances.

I know that Catherine the Great was a ruler of Russia who did a lot for the country but not much for its peasants.

Lesson 2 I have not heard

of this.

I can do or

explain this

with help.

I can do or

explain this on

my own.

I can teach this

to someone

else.


I know that a limited government can not do all of the things it wants without permission from its citizens.

I know that a limited monarchy is a king or queen who has limits on his/her power.

I know that the Magna Carta was the first document to limit the power of an English king, King John in 1215.

I can name the two houses of Parliament and tell how people are able to serve in each one. I also know that Parliament is the name for the legislative body in England.

I know that Elizabeth I was a great ruler, called Good Queen Bess, and that she ruled England for more than 40 years.

I know that James I was Elizabeth’s cousin and took over England at her death.

I remember that James I is well known for having the Bible translated for the people, the King James Version.

I know that James I had many money issues with the English Parliament.

I know that Charles I agreed to sign the Petition of Rights, which limited his power. I also know that he broke this petition when Parliament refused to follow his money demands, causing him to be arrested and tried as a traitor.

I know that Oliver Cromwell ruled England between Charles I and Charles II. He was the leader of the Puritans, against the Loyalists or Cavaliers, who were loyal to the king.

I understand that England tried to become a commonwealth, or a state ruled by elected representatives, later overruled by Cromwell.

I understand that martial law is a time in an area when the military takes control of the laws. Usually this happens when a government is in transition, strife, or affected by a natural disaster. In this case, it is when Cromwell took over the government of England.

I know that the Restoration is the name for the time when Charles II returned the monarchy to England.

I know that the Glorious Revolution is the name for the time when William and Mary were asked to rule England after James II was removed.

I know that the Bill of Rights of 1689 was signed by William and Mary during the Glorious Revolution and limited their power as monarchs.


I know that a constitutional monarchy is a king or queen who follows a constitution and thus is limited in power.

I can tell how an unlimited government has total power and does not follow any rules other than those it decides to follow.

I understand that nationalism means having pride in and loyalty to your nation rather than a king or empire.

I know that suffrage is the right to vote.

I know that a constitutional government follows a set of laws for its people. These laws set up the rights for the people.

I know that Habeas Corpus gives a person the right to see a judge in a reasonable amount of time.

I know that a balance of power is a situation in which no one nation is powerful enough to threaten another nation.


of this.

I can do or

explain this

with help.

I can do or

explain this on

my own.

I can teach this

to someone

else.


I understand that reason is the use of scientific and logical thinking to draw conclusions about society.

I know that the Enlightenment was an 18th century movement in which thinkers attempted to apply the principles of reason and the scientific method to all aspects of society.

I know that natural laws are the laws that can apply to everyone and can be understood through reason.

I know that Thomas Hobbes thought people were selfish and wicked and required a strong government to keep law and order.


I can identify that Leviathan is the work written by Thomas Hobbes that explained how the strong government would keep people under control. (A leviathan is a sea monster.)

I can explain how Thomas Hobbes created a social contract where people would give up some rights to have law and order from their strong governmental ruler.

I understand that John Locke was an enlightened thinker in England who believed that people had the natural ability to govern themselves and look after the welfare of society.

I know that in Locke’s views, people should have three natural rights: life, liberty, and property; and in his social contract, if the government didn’t protect these rights, the people should be able to overthrow the government.

I know that the US Declaration of Independence used the ideas of Enlightenment thinkers like Locke and Montesquieu to set up the quest for freedom in the United States.

I know that the philosophes were French thinkers of the Enlightenment.

I know that separation of powers in a government was thought of up by Montesquieu and suggested three branches: judicial, legislative, and executive. He felt that each branch should check on the other to keep any one group from gaining power over the others.

I know that Voltaire was another enlightened French thinker who liked the setup of England’s government better than France’s. He wrote many works against the French government.

I learned that Jean-Jacques Rousseau was a Swiss philosophe who argued that civilization corrupted the natural goodness of people. He believed that the only good government was formed by the people and guided by the general will of society: a direct democracy.


I learned that Beccaria was an Italian philosophe who wanted to eliminate torture and improve the judicial system.

I know that Mary Wollstonecraft was a famous lady in England who spoke about women’s rights and education.

I can identify a salon as a gathering place for French thinkers in people’s homes where they met to discuss their ideas.


of this.

I can do or

explain this

with help.

I can do or

explain this on

my own.

I can teach this

to someone

else.


I understand that a person’s civic virtue is his/her duty as a citizen to uphold the laws and support the government.

I can explain how a constitution is a plan of the government of a country and gives people their rights.

I can explain the difference between a written and an unwritten constitution; one is written down specifically, and one is a group of ideas passed down through history.

I know that the supreme law for a country is the rules that shape the actions of the government and its people.

I know that a constitution usually has an opening statement or beginning, called a preamble, and that it gives the purposes to be served by the government.

I know that constitutional laws are a body of rulings that carry legal force. In other words, if these laws are broken, punishment can occur.

I know that in an autocracy the power is in the hands of one ruler who has absolute power.

I know that an oligarchy is a type of government that shares power among a small group of people.

I know that a democracy gives people the right to elect their leaders.


Unit 3: French Revolution and the Rise of Napoleon Unit Essential Question: How did the French Revolution and the rise of Napoleon affect the world politically, economically, and socially? Standard 7-3: The student will demonstrate an understanding of political, social, and economic upheavals that occurred throughout the world during the age of revolution, from 1770 to 1848. Indicators: 7-3.2 Explain the causes, key ideas, and effects of the French Revolution, including the influence of ideas

from the American Revolution and the Enlightenment and ways that the Revolution changed social conditions in France and the rest of Europe.

7-3.6 Compare the emergence of nationalist movements across Europe in the 19th century, including the unification of Italy, the unification of Germany, and Napoleon’s role in the spreading of nationalism.

Please Note: Following the Greenville County Social Studies Curriculum, 7-3 and 7-4 indicators are separated by topic.


of this.

I can do or

explain this

with help.

I can do or

explain this on

my own.

I can teach this

to someone

else.


What were the key events and outcomes of the French Revolution? (Lessons 1-3)

I know that human rights are the basic rights given to all people.

I know that in 1776, the 13 American colonies rebelled against England, writing the Declaration of Independence.

I can explain how the American colonies received help from the French to fight in the American Revolution.

I can identify the Marquis de Lafayette as a young French nobleman who fought in the American Revolutionary War.

I know that King Louis XVI, while disliking rebellion, disliked the British even more due to the losses in the Seven Years or the French and Indian War, and thus decided to aid the Americans.


I can define tyranny as the use of unjust power, in this case of the French monarchy.

I know that an estate in France is the name for a social class and that the three estates are the clergy, the nobles, and the peasants/ bourgeoisie.

I know that in France, the nobles and the clergy lived tax-free and owned 90 percent of the land.

I know that the Estates-General was the governing body that tried to limit the power of the king in France before the revolution. The nobles, clergy, and peasants each received one vote, so no progress could be made.

I know that Louis XVI and Marie Antoinette were the last of the French absolute monarchs.

I know that after the meeting of the Estates-General, the members of the third estate made their own governing body, the National Assembly, and started on a new constitution for France.

I know that on July 14, 1789, the peasants of the third estate stormed the Bastille, freeing a few prisoners and taking weapons. This day would become their Independence Day.

I know that by August of 1789, the French citizens, with the help of Lafayette, had written a document called the Declaration of Rights of Man and of the Citizen, which limited the power of the king and gave basic freedoms to the people.

I know that Louis and Marie Antoinette tried to flee but were captured and returned to Paris, where Louis would be tried and convicted.


I can define a radical as someone who favors quick and far-reaching changes. These people set up a new government in France called the National Convention.

I know that a guillotine is a machine used to behead people, including Louis XVI and Marie Antoinette.

I can identify Maximilian Robespierre as the leader of the National Assembly’s Committee of Public Safety.

I know that other governments of Europe feared revolution against their own monarch, and thus they went to war against France.

I know that Robespierre’s rule became known as the Reign of Terror in which many people who were thought to oppose the revolution and want a return to the monarchy were beheaded by guillotine.

I know that Robespierre’s Committee of Public Safety was responsible for the killings of 40,000 people, including Marie Antoinette.

I know that, after Robespierre, a five-person council known as the Directory tried to run the French government, but it lacked the support of the people.

I can define a coup d’etat as a takeover or seizure of the government. Napoleon did this to take control of France.

How did Napoleon influence the world? (Lesson 4)

I have not heard

of this.

I can do or

explain this

with help.

I can do or

explain this on

my own.

I can teach this

to someone

else.


I understand that Napoleon created a new legal system based on the ideas of the Enlightenment called the Napoleonic Code.

I know that Napoleon created special schools called lycees for the citizens of any estate, allowing people to rise in public service based on merit rather than family connections.


I know that Napoleon ended the three estates and serfdom.

I know that Napoleon reduced the power of the church in France.

I know that Napoleon required all citizens to pay taxes.

I know that Napoleon set up a banking system to hold tax money and to make loans that encouraged business and trade.

I know that France, under Napoleon, began to look outward to build an empire.

I know that, eventually, France controlled Spain, Portugal, Italy, Germany, and Austria, placing puppet rulers on the throne in those countries.

I know that Napoleon began to fall from power when he attacked Russia.

I know that Russia practiced the policy known as scorched-earth to destroy everything in the path of the advancing French troops.

I know that Napoleon finally retreated when winter set in and his troops were staving and freezing.

I can identify Elba as the island of Napoleon’s exile from France.

I know that Napoleon escaped from Elba and briefly came back to power for a time known as The Hundred Days before being defeated at Waterloo and placed on St. Helena, where he would eventually die.

Upon Napoleon’s final defeat, I know that Prince Metternich of Austria negotiated the Congress of Vienna treaties that restored the balance of power in Europe by placing the original royal families back in power (removing Napoleon’s puppets).

I know that legitimacy was the principle that restored the real, rightful ruling families back to power.


7-3.6 I have

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I can do or

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with help.

I can do or

explain this on

my own.

I can teach this

to someone

else.


I can define nationalism as loyalty to one’s nation, not necessarily the ruler or empire.

I know that many countries in Europe, having studied the American and French Revolutions, desired a freedom from ruling countries and an ethnic homeland.

During this fight for a homeland, I know that the small northern states of Italy began to look toward unification to gain enough power to rebel against foreign rulers.

I know that unification is when small nations or areas join together for a common goal.

I know that Camillo di Cavour became the leader of the fight for northern unification.

I know that Giuseppe Garibaldi worked on unification in the southern part of Italy. Eventually, the industrial north and the agricultural south united into what we call Italy today.

I know that Germany (called Prussia at this time) was also divided into small, less powerful kingdoms.

I know that Kaiser Wilhelm of Germany chose Otto von Bismarck to be prime minister and help unite the nation states.

I know that Realpolitik was the style of government in Germany, government with no room for idealism.

I know that Bismarck’s motto was to settle the unification issues of Germany with “iron and blood,” not speeches or majority decisions.


Unit 4: European Nationalism and Latin American Independence Unit Essential Question: How did European nationalist movements and Latin American independence movements affect the world politically, economically, and socially in the 18th and 19th centuries? Standard 7-3: The student will demonstrate an understanding of political, social, and economic upheavals that occurred throughout the world during the age of revolution, from 1770 to 1848. Indicator: 7-3.3 Compare the development of Latin American independence movements, including the Haitian

revolution, the role of Simón Bolívar in different independence movements, and the role of Father Miguel Hidalgo in the Mexican Revolution of 1810.

7-3.3 I have

not heard of this.

I can do or

explain this

with help.

I can do or

explain this on

my own.

I can teach this to

someone else.


I know that Toussaint-L’Ouverture led the fight for freedom in Haiti against the French.

I know that Haiti was a sugar and coffee plantation island in the Caribbean off the coast of South America.

I know that Haiti was the first colony south of America to win its freedom from European control.

I can identify Simón Bolivar as a freedom fighter in the northern countries of South America (Venezuela, Colombia, and Ecuador).

I can identify Jose de San Martin as a freedom fighter in the southern countries of South America (Argentina and Chile).

I know that Bolivar and San Martin joined forces in Peru to complete the quest for freedom from Spain along the western side of South America.

I know that Brazil was the only South American country to gain independence peacefully through the passing of power from King John to his son, Dom Pedro (hereditary right to rule).


I know that once the puppet on the throne of Portugal was removed, King John, who had escaped with his family to Brazil, Portugal’s colony, returned.

I know that Father Miguel Hidalgo led the fight in Mexico for independence from Spain.

I know that Father Jose Morelos took over the fight for Mexican independence when Father Hidalgo was killed.

I can define a caudillo as a dictator who ruled by military force in Latin America and who made it hard for democracy and prosperity to grow.

I know that peninsulares were people who came to the New World from the Iberian Peninsula (Spain or Portugal) to colonize. These people had the most power in the colonies.

I know that the creoles were children of the peninsulares who were born in the colonies. The creoles had the second-most power in the colonies and were often the ones who led the fight for independence because they were born in the colonies.

I know that mestizos were of mixed blood between Spanish and Indians. These people worked as servants, laborers, and overseers of plantations and had few rights.

I know that mulattos were of mixed blood between Spanish and Africans. They had the least power of any group in the colonies.

I realize that in areas that weren’t settled by the Spanish, such as Louisiana by the French, similar mixing of races was also common and included several of the same groups such as creoles, mulattos, and mestizos.


Unit 5: Industrial and Scientific Revolutions

Unit Essential Question: How did the Scientific and Industrial Revolutions change the world politically, economically, and socially in the 18th and 19th centuries? Standard 7-3: The student will demonstrate an understanding of political, social, and economic upheavals that occurred throughout the world during the age of revolution, from 1770 to 1848. Indicators: 7-3.1 Summarize the achievements and contributions of the Scientific Revolution, including its roots, the

development of the scientific method, and the interaction between scientific thought and traditional religious beliefs.

7-3.5 Explain the impact of the new technology that emerged during the Industrial Revolution, including changes that promoted the industrialization of textile production in England and the impact of interchangeable parts and mass production.

7-3.1 I have

not heard of this.

I can do or

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with help.

I can do or

explain this on

my own.

I can teach this

to someone

else.

(Quiz, presentation, project, summary illustration, test)

Why did early scientific thinkers not want to go public with their new findings? (7-3.1)

I can explain why early scientific thinkers did not want to go public with their new scientific findings because their thinking went against the church and its teachings.

7-3.4 Explain the causes and course of the Industrial Revolution in Europe, Japan, and the United States, including the reasons that England was the first nation to industrialize; the impact of the growth of population and the rural-to-urban migration; the changes in the organization of work and labor; and the development of socialism.

Documentation

I can tell the difference between the old view of the universe, called the geocentric theory, where the Earth is in the center of the universe, and the heliocentric theory, where the sun is in the center.

I know that many people during the Scientific Revolution faced excommunication or being thrown out of the church for their beliefs which went against the traditional religious beliefs of the time.

I know that Copernicus was one of the first scientific thinkers to try to get the world to believe in the heliocentric theory, which went against the theories of Ptolemy, the great ancient Greek philosopher.


I know that after Copernicus came Johannes Kepler, a mathematician who showed that the planets traveled in elliptical or oval orbits around the sun. Findings were easier for Kepler to publish because he was a protestant and didn’t have to fight the Catholic Church.

I know that Galileo’s telescope was one of the first scientific instruments in the Scientific Revolution.

I know that the Catholic Church accused Galileo of heresy or anti-church teachings, and he was forced to take back many of his theories.

Frenchman Rene Descartes and Englishman Francis Bacon were the two leading scientists that are given credit for creating the scientific method.

I can describe the steps of the scientific method: a problem from an observation, hypothesis, prediction, test, analyze and interpret data, and reach a conclusion.

I know that Isaac Newton developed theories about motion and gravity that are still respected today.

I know that a Dutch eyeglass maker, Zacharias Janssen, invented the first microscope to allow people to see things that couldn’t be seen with the human eye.

I know that Anton van Leeuwenhoek used a microscope to look at bacteria and blood cells.

I know that Torricelli invented the mercury barometer for measuring atmospheric pressure.

I know that the thermometer was invented to tell the temperature of things.

I can identify the Celsius thermometer as a metric thermometer that has freezing at zero degrees.


I know that Gabriel Fahrenheit also invented a thermometer that is different from the Celsius thermometer because if has freezing at 32 degrees instead of zero degrees.

I know that, as science improved, medicine followed with famous people such as Vesalius, who went against the church to dissect corpses to see how the body worked.

I can explain how William Harvey continued the work of Vesalius by proving that the heart was a pump that sent blood throughout the body.

I can identify Edward Jenner as one of the most important medical scientists of the Scientific Revolution. He used cowpox to develop a vaccination or shot against small pox, a disease that killed or disfigured many people during this time.

I know that Robert Boyle identified matter as being made of certain elements put together. He said there were more elements than the original four (earth, wind, fire, and water).

I understand that, if science and medicine improve, the quality of life for people is likely to improve. This can explain how the world’s alarming increase in population can be linked back to the scientific revolution.


of this.

I can do or

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with help.

I can do or

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my own.

I can teach this

to someone

else.


I can explain why England was the first nation to industrialize. It had the strongest navy, trading companies, and the most settled government.

I know that industrialization means to replace hand-made jobs with machine-made jobs housed in factories.

I know that to manufacture means to produce in large quantities.



I can define laissez faire as a government practice to let business and industry control themselves.

I know that an infrastructure is an underlying base or foundation, especially for an organization or system.

I know that an assembly is a group of people gathered together, usually for a specific purpose.

I know that a transformer is a device that transfers electric current from one circuit or set of circuits to another, by means of electromagnetic induction and usually for the purpose of changing voltage.

I know that a canal is a human-made waterway that is often used to transport goods.

I know that Utilitarianism was developed by Adam Smith to say that ideas, institutions, and actions should exist as long as they are useful.

I know that a craftsman is someone who makes something.

I know that a factory is a large building housed with machines that make things.

I know that the movement of something from place to place is called migration, in this case people from farms to cities.

I know that overpopulation happens when an area becomes too crowded to hold all its people or when a country has more people than it can employ and feed.

I know that during the Industrial Revolution, there was a shift between people who wanted to live and work on farms in rural areas to people who wanted to live and work in cities.

I know that in cities during the Industrial Revolution, there was a lot of pollution from factories both in the water and in the air.

I know that in the Industrial Revolution, working conditions were often unsafe and caused many illnesses and deaths.

I know that a sweatshop is a place with bad and unsafe working conditions. I know that greedy owners made huge profits off of the health and safety of their workers.

I know that a (labor) union is a group of workers who join together to get better working conditions.

I know that bad work conditions led to the creation of labor unions and strikes, where people refuse to work until their concerns are met.

I know that urbanization is the growth of cities.

I know that during the Agricultural Revolution, the enclosure movement joined small farms into larger ones that used new farming practices, such as crop rotation and seeding and harvesting machinery, to produce more crops. I know that these lands were also used to graze sheep.

I know that crop rotation moves crops around in farming areas to conserve nutrients in the field. An example of this is switching wheat one season for turnips the next. Wheat exhausts the nutrients; turnips replace them.

I know that fallowing, or letting a field rest for a season, was also used as a good farming practice during the Agricultural Revolution. Fallowing is also called letting a field lie fallow.


of this.

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my own.

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to someone

else.


I can explain how Jethro Tull’s seed drill made planting practices easier during the Agricultural Revolution.

I know that James Watt worked to perfect an engine that used steam as its power source, called the steam engine, which was later used in boats, railroad locomotives, tractors, etc.


I know that the steam ship, using a steam engine, was used by Robert Fulton to transport goods and passengers in New York.

I know that the cotton gin, a machine invented to remove the seeds from cotton, was made by Eli Whitney.

I know that Alexander Graham Bell invented the telephone, which could send voices across long distances.

I know that Thomas Edison used electricity to power objects like his light bulb.

I know that the spinning jenny allowed many spools of thread to be spun at one time.

I know that the flying shuttle made the weaving of cloth faster.

I know that the radio was created by Marconi.

I know that Morse Code was created to send signals across long distances and was made by Samuel Morse.

I know that Henry Ford used the assembly line to speed up and lessen the cost of automobile production.

I know that an assembly line has many people putting things together along a line rather than one person making the whole product.

I know that mass production is the creating of many of the same kind of product.

I know that using interchangeable parts, parts that can be replaced if broken, made goods last longer.

I know that textile production began in England as did the Industrial Revolution.

I can explain how the Industrial Revolution still impacts our lives today through the use of technology to produce goods.

I know that in socialism, the factors of production (land, labor, and capital) are owned by the public and operate for the good of all.


I know that during the Industrial Revolution, many changes in the organization of work and labor became necessary to help workers get a fair deal.

I know that trade and taxation resulted in the spread of the Industrial Revolution through Europe, to the United States, and Japan. Other areas hired experts to make their own factories to compete with England.

Unit 6: Age of Imperialism Unit Essential Question: How did imperialism impact Africa and Asia in the 19th and 20th centuries politically, economically, and socially? Standard 7-4: The student will demonstrate an understanding of the impact of imperialism throughout the world in the late 19th and early 20th centuries. Indicators: 7-4.1 Summarize the economic origins of European imperialism, including the conflicts among European

nations as they competed for raw materials and markets and for the establishment of colonies in Africa, Asia, and Oceania.

7-4.2 Use a map to illustrate the geographic extent of European imperialism in various regions, including Africa, Asia, the Middle East, South America, Australia, New Zealand, Siberia, and Canada.

7-4.4 Compare differing views with regard to colonization and the reactions of people under colonial rule in the late 19th and early 20th centuries, including the Zulu War, the Sepoy Rebellion, and the Boxer Rebellion.

7.4.1

I have

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I can do or

explain this

with help.

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my own.

I can teach this

to someone

else.


I can remember the definition of colonialism as the search for and creation of colonies by a mother country for settlement.

I can define imperialism as the control of a country’s government and economy by another, more powerful country.

I can compare and contrast colonialism and imperialism.

I know that the major European imperial powers were Great Britain, France, Germany, Italy, the Netherlands, Spain, and Portugal.


I know that some countries practiced isolationism as a way to keep foreigners out of their country.

I know that the need for foreign markets was great during the Industrial Revolution because many of the industrial nations required more raw materials for their factories than they could produce themselves.

I know that a colony is a country set up and controlled by a mother country.

I know that sometimes a colony is set up with direct rule, controlled by the mother country.

I know that a colony can be set up with indirect rule, where someone governs the colony for the mother country.

I know that a protectorate is a system where colonial people have their own government for the colony, but the mother country can have final say in certain matters.

I know that a sphere of influence was a place set up for only one nation to trade with another nation. Under this idea, no other nation can trade there.

I know that the “White Man’s Burden” was an idea that it was the job of the Europeans to share their “civilized” way of life with other areas, thus an excuse to colonize what they felt were inferior nations.

I know that many colonies were established both for the raw materials they could produce and for markets for other European goods.

I know that in Africa, Europeans hoped to find markets for their goods but that often the natives had no real use for many of them.


of this.

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I can locate the European imperial colonies in Africa, Asia, the Middle East, South America, Australia, New Zealand, Siberia, and Canada.


I can describe imperialism in Africa, Asia, and Oceana by the Europeans.

I know that in Asia, the Europeans wanted items such as silk, rice, spices, and porcelain.

I know that Oceania was wanted for foods, raw materials, and markets for European goods.

I know that the British East India Company was one of the great trading companies in the world.

I know that the Dutch also had a great trading company, the Dutch East India company, which traded in many of the Spice Islands.


of this.

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to someone

else.


I know that Africa was divided at the Berlin Conference among 14 nations and that no Africans were present to help with language or cultural issues that might arise due to boundaries that were drawn up there.

I know that reporter Henry Stanley found missionary David Livingstone in the Congo, thus opening this area up to the tortures and exploitation of King Leopold in Belgium.

I know that racism is when one race believes it is superior to another.

I can list at least three good things that resulted from imperialism: improved living conditions, communication, transportation, medical care, etc.

I can list at least three bad things that resulted from imperialism: loss of culture, land divisions, and loss of freedom.

I know that the Zulu War happened in South Africa when the British needed the lands of the Zulus. Even though the Zulus were mighty warriors, they could not win against the arms of the British.

I remember that in South Africa, the Boer War was fought between the Boers, Dutch farming settlers of the region, and the British.


I know that the Boxer Rebellion occurred in China in protest of the government and its allowance of foreign influences in trade and religion in China. This rebellion was defeated by troops from several European nations and America, but it helped the Chinese spirit of nationalism.

I know that the Sepoy Mutiny/ Rebellion took place in India when they Sepoy, Indian soldiers in the British army, refused to use cartridges they feared were sealed with animal fat. This mutiny caused the British to take direct control of India.

Unit 7: Rise of New World Powers Unit Essential Question: How did imperialism help new world powers emerge and impact the world in the 19th and 20th centuries?

Standard 7-4: The student will demonstrate an understanding of the impact of imperialism throughout the world in the late 19th and early 20th centuries. Indicators: 7.4.3 Explain the causes and effects of the Spanish-American War and its reflection of the United States’

interest in imperial expansion, including this nation’s acquisition of the Philippines, Puerto Rico, and Guam; its temporary occupation of Cuba; and its rise as a world power.

7.4.5 Compare differing views with regard to colonization and the reactions of people under colonial rule in the late 19th and early 20th centuries, including the Zulu War, the Sepoy Rebellion, and the Boxer Rebellion.

7.4.6 Summarize the significant features and explain the causes of Japan’s imperial expansion in East Asia, including the defeat of the Russians in the Russo-Japanese War; the reasons for the expansion in Korea and Manchuria; and the rise of Japan as a world power.

7-4.3 I have

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explain this with help.

I can do or

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I can teach this to someone else.


I understand that in the Monroe Doctrine Europeans were warned not to look to build any new colonies in the Americas.

I can explain the causes of the Spanish-American War: Cuba wanted its independence from Spain, and the United States sent the USS Maine to protect Americans in Cuba.


I know that the USS Maine was a ship sent by President McKinley to protect Americans in Cuba. It exploded, becoming the spark that caused America to declare war on the Spanish.

I can identify the strategic locations gained by the United States in the outcome of the Spanish-American War, including the Philippines (an island nation near Japan), Puerto Rico (off the coast of Florida), and Guam (near the Philippines).

I know that Cuba gained its independence and was protected by the United States for a time.

I know that one of the most important results of the Spanish-American War was that America showed that it was a world power.

I know that Yellow Journalism is sensational journalism, in this case blaming the Spanish for the explosion on the USS Maine, whether they really did it or not.

I know that Cuba is an island that wanted its freedom from Spain in the Spanish-American War.

I know that the United States wanted an Open Door Policy in China for trade.

I know that the Treaty of Paris ended the American Revolutionary War, beginning the quest for freedom from imperialist nations.

I know that the Panama Canal is a man-made waterway that joined the Atlantic and the Pacific Oceans.

I know that President Theodore Rooseveltwas a great leader in the fight to finish building a canal across Panama, thus shortening the trip to the Pacific Ocean from the Atlantic.


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I know that the Boxer Rebellion occurred in China in protest of the government and its allowance of foreign influences in trade and religion in China. This rebellion was defeated by troops from several European nations and America, but it helped the Chinese spirit of nationalism.

I know that European imperialism led to Chinese nationalism by encouraging the Chinese to turn inward and cling to their traditions.

I know that Sun Yat-Sen was the first ruler after the last of the Chinese dynasties, the Qing.

7-4.6 I have not

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I know that the causes and course of Japan’s imperial expansion was a result of needing markets, labor, and raw materials from the outside world.

I can explain the significance of Japan becoming a world power: it improved trade, imperialized, and modernized; it was ready to fight as a world power in WWII.

I learned that the United States was involved in Japanese expansion by allowing the Japanese to study our system of free public education, trading with them, and allowing them to send students to America to learn.

I know that the Russo-Japanese War was fought over the rights of Russia to have parts of Manchuria and Korea. The Japanese won this offensive with naval and army battles.

I learned that Commodore Matthew Perry came to Japan with four warships, asking for trading rights and diplomatic relations with Japan.


I know that as a result of the visit by Perry, Japan realized that it needed to modernize its country, thus beginning the Meiji Restoration, a time of enlightenment in Japan.

I know that at this time, Japan’s government was run by an emperor; the enlightened ruler Mutsuhito ruled for 45 years.

I know that Manchuria is an area of China that was wanted for its land and raw materials during Japan’s time of imperialism.

I know that Japan also wanted Korea, a country to the west of Japan, for its land. Japan took control of industrialization in Korea as well as its school and communication systems.

I know that the Trans-Siberian Railroad goes across Russia and links the east with the west.


Seventh Grade Social Studies Essential Facts Part Two: Standards 7-5 through 7-7

7-5 The student will demonstrate an understanding of the causes and effects of

world conflicts in the early 20th century. Indicator 1: Explain the causes and key events of World War I, including the rise of nationalism; ethnic and ideological conflicts in different regions; political and economic rivalries; the human costs of war; the Russian Revolution; and the entry of the United States into the War. 1. World War I was originally called the Great War or the “war to end all wars” and lasted from 1914-

1918. It was called World War I after World War II broke out. 2. The spark that began WWI happened on June 28, 1914 when a Serbian nationalist, Gavrilo Princip,

shot and killed Austrian Archduke Franz Ferdinand and his wife. 3. Nationalism is intense national loyalty and was especially strong in new world powers prior to the

war. Nationalism was an underlying cause of the war. 4. Militarism, another cause of the war, is the fascination with the glory of war and the power of the

military. 5. There was tension between the different ethic groups living on the Balkan Peninsula. 6. Many European nations had military alliances with each other, agreeing to offer help if war broke

out. 7. Russia moved quickly, or mobilized, its troops to show support for Serbia. 8. Germany declared war on Russia to show support for Austria-Hungary. 9. The pre-war Triple Alliance was Germany, Austria-Hungary, and Italy. 10. The pre-war Triple Entente was Britain, France, and Russia. 11. Entente is an understanding between nations. 12. Europeans believed that these alliances between countries created a balance of powers or situation

in which every side has equal power. 13. As the war spread, two new alliances appeared. The Central Powers consisted of Germany,

Austria-Hungary, Bulgaria, and the Ottoman Empire. The Allied Powers were Britain, France, Russia, and Italy (which joined in 1915). Later, the United States joined on the side of the Allies.

14. Neutrality is the policy of not taking sides. 15. The war was fought in Europe and had two main fronts, the lines where opposing armies face each

other. 16. The Western Front stretched from the English Channel into Switzerland; fighting was stalled along

this line for four years. Soldiers fought from two lines of ditches or trenches. This type of fighting was called Trench Warfare.

17. The Eastern Front was a broad stretch of land along the Russian border. 18. Modern weapons of war included airplanes, submarines, machine guns, long-range artillery, poison

gases, gas masks, tanks, and flamethrowers. 19. More than 20 million people died during the war; 9.7 million military deaths and more than 10 million

civilian deaths. 20. The United States became involved in the war after Germany began sinking Allied submarines,

including the Lusitania. The US intercepted the Zimmerman telegram, in which Germany asked for Mexico’s help should the US enter the war in exchange for lands lost to the Americans. Germany sank six US merchant ships without warning.

21. A group of Russian workers revolted in St. Petersburg because Czar Nicholas II did little to relieve the suffering and starvation of Russians. This became the Russian Revolution. Soldiers ordered to stop the rebellion joined it instead.


22. Workers formed soviets, or committees, to represent their interests. Many members of these soviets were socialists, people who believed workers should overthrow the government in order to share equally in the nation’s wealth.

23. The most radical of these socialist groups were the Bolsheviks. They thought a smaller group could achieve the goal of overthrowing the government through the use of force.

24. Vladimir Lenin became the leader of the Bolsheviks. In November 1917, he seized control of the government.

25. Lenin pulled Russia out of the war and later signed a separate peace treaty with Germany. 26. A civil war erupted in Russia. Czar Nicholas II, his family, and others were killed by the Bolsheviks.

In 1921, the Bolsheviks set up the Union of Soviet Socialist Republics. Indicator 2: Analyze the effects of World War I, including the terms of peace treaties, changes in national borders, and the creation of the League of Nations. 27. The war ended in the Battle of the Argonne Forest in France, when American troops shattered

German defenses. Wilhelm II, the German emperor, stepped down. 28. Germany’s main allies, Austria-Hungary and the Ottoman Empire, surrendered. 29. On November 11, 1918, Germany signed an armistice or cease-fire. 30. President Woodrow Wilson wanted a plan for lasting peace. European leaders wanted Germany to

pay for war damages and the harm they had caused. 31. Leadership for the peace treaties fell to President Woodrow Wilson of the United States, Prime

Minister David Lloyd George of Great Britain, Premier Georges Clemenceau of France, and Prime Minister Vittorio Orlando of Italy. They were known as the Big Four.

32. Before the war ended, President Wilson devised a plan for lasting peace in a document called the Fourteen Points. Some of the Fourteen Points were: end secret alliances, reach peace agreements openly, limit military buildups, ensure the right of self-rule to all people, protect freedom of the seas, eliminate economic barriers to trade, free territories invaded or occupied during the war, and create a general assembly of nations to settle conflicts peacefully.

33. European leaders wanted to punish Germany by taking its land and forcing it to pay reparations. 34. The Treaty of Versailles was the peace treaty between the Allies and Germany. 35. The Treaty of Versailles created the League of Nations; forced Germany to accept responsibility for

the war and pay reparations to the Allies; formed new nations in Eastern Europe; forced Germany to return Alsace and Lorraine to France; and reduced the size of Germany’s military.

36. The formation of new countries created new problems because different ethnic groups were now living together in the same country. Each ethnic group wanted its own country.

37. The Ottoman Empire was broken up, and the country of Turkey was formed. 38. Europeans ruled some Middle Eastern nations as mandates. This fueled a spirit of nationalism

among Arabs. 39. A leader named Ibn Saud united Arabs on the Arabian Peninsula. He created an oil-rich nation

called Saudi Arabia, which his descendants still rule as a monarchy. 40. After the war, Britain issued the Balfour Declaration, promising Jews a homeland in Palestine. 41. The United States refused to join the League of Nations because too many Americans disapproved

of membership. The US senate rejected the Treaty of Versailles, which created the League. 42. The League of Nations had strengths, including: member nations promised to keep peace; it had 60

members by 1930; it could condemn a nation for wrongful acts; it could offer to settle international conflicts; and it could impose economic sanctions to force nations to accept a settlement.

43. The League of Nations had weaknesses, including: the United States refused to join; every decision required approval by all 14 members of the Council; it lacked an army to enforce decisions; and it relied on contributions from member nations to pay for its programs.

44. World War I left a bitter legacy in the United States and Europe. Unfair treaty terms for defeated nations left people angry and open to unreasonable leaders that would follow later.


Indicator 3: Explain the causes of the worldwide depression of the 1930’s, including the economic crash of 1929 and the political responses to the depression, such as the New Deal in the United States, the rise of Nazism in Germany, and the economic retrenchment by Britain. 45. The United States had a strong and stable economy after World War I and acted as a bank, loaning

money to other nations. 46. Many invested in the stock market and bought on margin, meaning they only paid for part of the

cost and borrowed the rest from stockbrokers. 47. Stockbrokers are people who sell shares in businesses. 48. Buying on margin carried a risk because stockbrokers kept the right to issue a margin call, a

demand for immediate repayment of a loan. 49. People began to invest based on the hope that the market would continue to improve rather than

thinking about a company’s profits of future earnings. 50. The stock market crash occurred in 1929, and the worst day was October 29, when prices hit a

record low and people rushed to sell. 51. People raced to the bank to withdraw their money, and the banks were drained. Many banks had

also invested in the stock market and were forced to close their doors. Customers lost their savings because the government did not insure deposits as it does today.

52. The United States slipped into a recession, an economic slowdown. 53. Other forces were in play, including overproduction and low demands in products, which caused

employee layoffs; lower wages, which reduced consumer buying power; high tariffs, which restricted foreign demand for American goods; and unemployment, which further reduced buying power. The result was a depression.

54. A depression is a time of very low economic activity combined with very high unemployment. 55. This time in history is called the Great Depression. 56. The American economy spiraled downward, and Americans pulled their investments out of Europe.

One out of four British workers and two out of five German workers lost their jobs by 1932, creating a world-wide depression.

57. The British responded to the depression by trying to balance their budget. The United States responded by going into debt to finance relief programs. All countries became more involved in the lives of their citizens.

58. Franklin Delano Roosevelt was elected president in 1932 and started a program known as the New Deal to provide people with food and housing, create jobs, stimulate industry, and set up government programs that would prevent future depressions.

59. In Great Britain, voters took power from the Labor Party and gave it to the Conservative Party. The Conservative Party passed high tariffs, raised taxes, and controlled spending.

60. French radicals united to form the Popular Party. They took control of the government and created the French New Deal, but it failed to solve the problems of the Depression.

61. A new German state called the Weimar Republic was born. Germans faced severe problems such as a near-bankrupt middle class, high unemployment, and runaway inflation.

62. Inflation is a period of rising prices and decreasing monetary values. 63. Economic despair made some Germans willing to trade democracy for dictatorship. Increasingly,

they listened to Adolf Hitler. 64. Hitler gained control of the National Socialist German Workers’ Party, the Nazis. 65. Hitler appealed to people’s hatred of the Treaty of Versailles and their economic concerns. 66. Once in control, Hitler used his power to build a totalitarian state, a system in which leaders totally

control the way citizens think and live.


Indicator 4: Summarize aspects of the rise of totalitarian governments in Germany, Italy, Japan, and the Soviet Union, including fascist aggression and the responses of major powers and the rise of Joseph Stalin. 67. All European nations, except France and Great Britain, fell to a totalitarian form of government in

the 1930’s. 68. Totalitarianism looked different in different nations. Each, however, had certain characteristics, such

as leadership by a single person or party; rejection of democratic ideals; use of propaganda to control the citizens; censorship, or the banning of messages critical to the government; strict control of the media and education; use of terror; and secret police to enforce complete obedience.

69. Totalitarianism began in Italy, which had huge war debts, high inflation, and unemployment. Workers demanded a change. Benito Mussolini promised to fix the economy, restore order, and build Italy into a great nation. Mussolini vowed to stop the spread of socialism, a social system based on the shared or government ownership of businesses, factories, land, and raw materials.

70. Mussolini created the Fascist Party. Under fascism, the government glorifies the state above the individual. Fascism calls for an all-powerful dictator backed by the military.

71. Mussolini’s followers wore black shirts and called themselves the Black Shirts. They attacked anyone who opposed them.

72. In 1922, King Victor Emanuel III made Mussolini prime minister in order to stop the violence. 73. Fascism denounces democracy and communism. It allows for ownership of private property and

class differences. 74. Hitler wanted to build a fascist state in Germany. He convinced President Paul von Hindenburg to

appoint him chancellor of Germany. Hitler then passed the Enabling Act, which allowed the government to ignore the constitution to solve the country’s economic problems.

75. Nazi Fascism took tighter control of churches than Italian Fascism and was more brutal. 76. Nazi policies included the use of terror, labor camps, and executions to impose Nazi goals; public

works projects and a huge rearmament to end unemployment; control of schools; and passage of anti-Semitism laws, intense hatred of the Jews.

77. Joseph Stalin came to power in the Soviet Union after the death of Vladimir Lenin. Stalin enforced a type of totalitarianism, called Stalinism for its brutality. Stalin and his followers purged, or forcibly removed through imprisonment or execution, anyone who opposed him.

78. Stalin enacted Five-Year Plans, economic goals for five-year periods. These plans were to change the country from an agricultural economy to an industrial economy.

79. Stalin collectivized farms, or put them under government control. 80. Under Stalin, industrialization came to the Soviet Union but at a high human cost. Peasants were

forced to work the farms, and anyone who complained was killed. 81. Japan industrialized by the 1920’s. After WWI, its factories churned out manufactured goods and

sold them all over the world. Landowners and factory managers grew wealthy, while workers and farmers suffered from low wages, high prices, and food shortages.

82. The Great Depression made conditions worse in Japan. Military leaders blamed Japan’s problems on American and European influences. Military leaders took control of the government and invaded Manchuria in 1931. They set up a form of government known as militarism, in which a nation puts its military above all else and uses the military to achieve its goals.

83. Hideki Tojo, a military leader, ran the government. He and others set out to build a large Japanese empire in Asia.

84. Democratic nations, such as the United States, Great Britain, and France, watched with alarm as dictators rose in power. The US adopted a policy of isolationism, while Great Britain and France negotiated with them.


Indicator 5: Explain the causes, key events, and outcomes of World War II, including the German, Italian, and Japanese drives for empire; the role of appeasement and isolationism in Europe and the United States; the major turning points of the war and the principal theaters of conflict; the importance of geographical factors; the roles of political leaders; and the human costs and impact of war both on civilizations and on soldiers. 85. Totalitarian states committed aggression against other nations and threatened democracy. 86. This conflict led to the Second World War. Democracy prevailed but at a huge cost. 87. Italy, under Mussolini’s rule, took over Ethiopia in 1935 in pursuit of an Italian empire. 88. Hitler broke the Versailles Treaty by creating a new air force in March 1935. He then ordered

conscription, or forced military service, to increase the size of the army. 89. In March 1936, Hitler broke the Treaty again by sending troops into the Rhineland, a German area

declared demilitarized by the Versailles Treaty. France wanted to force Germany out but wouldn’t act without British support. Britain adopted a policy of appeasement, or giving in, to avoid war.

90. In 1938, Hitler announced the Anschluss, the unification of Germany and Austria. 91. Hitler then demanded the Sudetenland, an area in northwest Czechoslovakia, where mostly

German-speaking people lived. 92. European leaders discussed Hitler’s demand in a conference in Munich, Germany and again

appeased. Hitler agreed to stop taking land. This was called the Munich Pact. 93. British Prime Minister Neville Chamberlain supported appeasement and declared the leaders had

won “peace in our time.” 94. Japan seized Manchuria. The League of Nations condemned Japan, so it left the League. Japan

pushed for more land in the mainland and then pushed into China and French Indochina. 95. Totalitarian states formed dangerous alliances. In 1936, Italy and Germany created the Rome-

Berlin Axis in a plan to be the axis around which all of Europe revolved. Japan later agreed to unite in any struggle against the Soviet Union.

96. Hitler then signed an agreement with the Soviet Union. Both nations promised not to attack each other. Hitler offered eastern Poland and nations along the Baltic Sea to the Soviet Union.

97. Hitler broke the deals he signed. He broke the Munich Pact by invading all of Czechoslovakia in March 1939. In September 1939, Hitler announced a blitzkrieg, or “lightning war,” against Poland. Poland surrendered a few weeks later, and Germany and the Soviet Union divided the country as they had earlier agreed.

98. Britain and France responded by declaring war. World War II had begun. 99. Germany launched a blitzkrieg against Denmark and Norway, then the Netherlands, Belgium, and

France. When France surrendered, General Charles de Gaulle went to London to launch the Free France movement, or the resistance against German occupation of France.

100. In 1940, Hitler ordered the German air force to bomb Britain into surrendering. Prime Minister Winston Churchill ordered the Royal Air Force (RAF) to strike back. After the unsuccessful Battle of Britain, Germany turned its attention toward Greece and Yugoslavia.

101. In 1941, Hitler broke his pact with Stalin and invaded the Soviet Union. 102. The United States condemned the German aggression but adopted a policy of neutrality. 103. President Franklin D. Roosevelt and his supporters privately believed neutrality supported German

aggression and found ways to work around the laws Congress passed declaring American neutrality. They were able to send support to the British.

104. Japan invaded the Philippines and the Dutch East Indies. President Roosevelt placed restrictions against the Japanese. Actions against Japan angered the Japanese.

105. Japanese military leaders decided to strike back. On December 7, 1941, Japanese warplanes attacked Pearl Harbor. On December 8, 1941, the United States stopped all talks of neutrality and declared war against Japan. The US entered the war on two fronts, or theaters: against Germany in Europe and against Japan in the Pacific.

106. Allied powers set aside their political differences to defeat Hitler in Europe first and then concentrate on Japan in the Pacific.

107. The USSR gave Germany its first defeat in the Battle of Stalingrad, driving Germans back toward their homeland.


108. General Dwight D. Eisenhower commanded the Allied forces as they landed on the beaches of Normandy, France and began the largest naval invasion in history in order to liberate France and the rest of Europe under German occupation. This event is known as D-Day and began on June 6, 1944. The Allies spread out over Europe, eventually invading Germany.

109. On April 30, 1945, Hitler committed suicide. On May 6, 1945, German leaders surrendered to the Allies.

110. President Roosevelt died on April 12, 1945, and Vice President Harry Truman became president. 111. The United States began reclaiming the Pacific area by a strategy known as island hopping. 112. Advisors warned Truman that Japan would fight to the death and that defeating it would mean a

great loss of American life. The United States offered terms of surrender to Japan but it refused. 113. Truman gave the order to drop atomic bombs on Japan to force it to surrender. The first was

dropped on Hiroshima on August 6, 1944, and the second was dropped on Nagasaki on August 9, 1944. On September 2, 1944, Japan signed an unconditional surrender. World War II was over.

114. WWII stopped totalitarian states from gaining all control in Europe and Africa. 115. War time production and the buying and selling of war goods ended the Great Depression in the

United States. 116. The United States emerged as the greatest world power. 117. Development of the atomic bomb made the threat of future wars even more deadly. 118. Between 37 and 50 million people died in the war. For the first time, more civilians than soldiers

died in the war. 119. WWII cost more than $1 trillion. 120. Two out of every three European Jews died in the hands of the Nazis in the Holocaust. 121. The United States occupied Japan after the war under the command of General Douglas MacArthur

and introduced reforms to insure peace. 122. The war resulted in a divided Germany, and the end of the hot war began the Cold War. Indicator 6: Summarize the Holocaust and its impact on European society and Jewish culture, including the Nazi policies to eliminate the Jews and other minorities, the “Final Solution,” and the war crimes at Nuremburg. 123. Hitler wanted to create a master race of pure-blooded Germans. He called this race the Aryans. 124. Hitler and the Nazis planned the destruction of Jews and other undesirable people, such as the

weak, outspoken, and anyone racially impure. 125. In 1935, Hitler backed the Nuremberg Laws, robbing Jews of their citizenship rights and banning

marriage between Jews and non-Jews. 126. Jews were required to wear yellow Stars of David bearing the word Jude and adopt Jewish names. 127. Hitler disliked the Slavic people and forced them into labor camps to replace the workforce he

needed. By mid-1944, some seven million Europeans were used as slave laborers in Germany and another seven million in their own homelands.

128. Genocide, the killing of people from a race, was planned for the Jews. Hitler called this “The Final Solution.” Hitler wanted the total destruction of all Jewish people.

129. Special strike forces called Einsatzgruppen were set up by the Nazis to eliminate the Jewish people. Jewish people were first rounded up into ghettos, overcrowded portions of their cities, in an effort to starve them to death. .

130. Jews were then sent to concentration camps, or prison camps. In these camps, healthy people were enslaved until they dropped dead from exhaustion, disease, or starvation.

131. Death squads were used. Nazis would follow advancing armies into a new area, round up all Jewish people in that area, shoot them, and bury their bodies in mass graves.

132. Death camps were established for the sole purpose of murdering the Jews. The largest was Auschwitz in Poland. Jews – men, women, and children – were forced into gas chambers, and their bodies were burned in large crematoriums.

133. The Holocaust is the term that refers to the planned destruction of the Jewish people in Europe. 134. More than six million Jewish people, including more than one million children, were killed in the

Holocaust. Jewish culture was nearly destroyed throughout Europe.


135. After the war, trials were held in Nuremburg, Germany for those involved in these war crimes, or violations against human rights. Twenty-two men were tried, and 19 were found guilty. These public trials proved to the world that actions such as the Holocaust would not be ignored. Twelve received the death penalty, and the others were sent to prison.

7-6 The student will demonstrate an understanding of international developments

in the post-World War II world, including the impact of the Cold War on the world.

Indicator 1: Summarize the political and economic transformation of Western and Eastern Europe after World War II, including the significance of the Truman Doctrine, the Marshall Plan, the North Atlantic Treaty Organization (NATO), the United Nations, the Warsaw Pact, and the European Economic Community (EEC). 136. When WWII ended, the United States and the Soviet Union became superpowers, meaning other

countries could not match their military strength. 137. The United States and the Soviet Union acted as allies to defeat Germany, but each country had

very different political ideas. The US wanted to spread democracy and free enterprise while the Soviet Union wanted to spread communism.

138. In theory, communism is a form of society without social classes or private property and with less government involvement in the lives of its citizens. In practice, however, the government controls all aspects of life.

139. The time of tension over different ideals became known as the Cold War. Both superpowers tried to gain influence in the world by all methods short of total war.

140. In an attempt to avoid another global war, delegates from 50 nations drew up a charter for the United Nations. It replaced the League of Nations.

141. The United Nations General Assembly would vote on issues and choose members of the Security Council. The Security Council would decide which actions needed to be taken to settle international conflicts.

142. The Security Council had five permanent members: the United States, the Soviet Union, Great Britain, France, and China, as well as other elected members.

143. Joseph Stalin refused to pull Soviet troops out of Eastern Europe. He created satellite states, countries controlled by a more powerful country.

144. The United States adopted a policy of containment to hold back the spread of communism. President Truman supported this idea and, in a speech, he declared that the US would stop the spread of communism. This became the Truman Doctrine.

145. Secretary of State General George S. Marshall suggested the United States give money and other aid to rebuild Western Europe. This plan became the Marshall Plan. Marshall believed this poverty was a cause in the spread of communism.

146. After WWII, Germany was divided into four occupation zones. The United States, France, and Great Britain combined their zones to create Western Germany, a democracy.

147. The Soviet Union created Eastern Germany. The Soviets feared a strong Germany would attack them as it had done in the first two world wars.

148. The city of Berlin was in the Eastern, Soviet-controlled portion of Germany. The Soviets blocked food and supplies to the people of West Berlin, hoping to make the Allies give up the plan to unite the three occupation zones into one. Americans organized an airlift, dropping in food and supplies to West Berliners. This was called the Berlin Airlift. The Soviets gave up the blockade.

149. After Stalin died, Nikita Khrushchev took over the Soviet Union. In 1961, he ordered a wall built to separate Communist East Berlin from the rest of the city. This was the Berlin Wall.

150. New military alliances were formed as a result of the Cold War. NATO, the North Atlantic Treaty Organization, had members with democratic or freely-elected officials.

151. The Warsaw Pact was formed between nations with communist governments.


152. SEATO, the Southeast Treaty Organization, was another anti-communist alliance including the United States, Great Britain, France, Pakistan, Thailand, the Philippines, Australia, and New Zealand.

153. CENTO, the Central Treaty Organization, was formed to block the spread of communism in the Middle East.

154. In 1957, Europeans signed the Rome Treaty, creating the European Economic Community, (EEC). Member nations had certain economic advantages over non-member nations.

Indicator 2: Summarize the events of the Cold War, including the Soviet domination of Eastern Europe; the rise of communism in China; the building of the Berlin Wall; the economic and political competition for influence in Vietnam and Korea; the Cuban Missile Crisis; the revolutionary movements in Africa; the development of new military, nuclear, and space technology; and the threat of nuclear annihilation. 155. Joseph Stalin refused to pull Soviet troops out of Eastern Europe. He created satellite states,

countries controlled by a more powerful country. 156. The Soviet Union created Eastern Germany. The Soviets feared a strong Germany would attack

them as it had done in the first two world wars. 157. By 1950, an invisible political line, the Iron Curtain, divided Europe. It separated democratic nations

from communist-run nations. 158. Leaders in satellite nations followed the Soviet example and emphasized heavy industry,

collectivization, elimination of all non-communist parties, and the use of secret police to crush opposition to communist rule.

159. A civil war in China lasted more than 20 years, and communist leader Mao Zedong emerged as victor. The nationalist leader Chiang Kai-shek and his followers fled to the island of Taiwan.

160. The United States refused to recognize the newly formed People’s Republic of China under Zedong’s leadership.

161. Zedong wanted to modernize as quickly as possible and launched the Great Leap Forward, a five-year economic plan.

162. Zedong formed the Red Guard, a revolutionary group made up of young people who traveled the country destroying the Four Olds: old ideas, old culture, old customs, and old habits.

163. After Stalin died, Nikita Khrushchev took over the Soviet Union. In 1961, he ordered a wall built to separate Communist East Berlin from the rest of the city. This was the Berlin Wall.

164. WWII left Korea divided at the 38th parallel. North Korea was controlled by the Soviets, and South Korea was controlled by the United States.

165. In 1950, the Soviets backed the North Koreans as they marched into South Korea. Truman convinced the Untied Nations to send in troops, which were mostly Americans.

166. General Douglas MacArthur commanded the United Nations forces. MacArthur wanted to drop atomic bombs; Truman refused and fired MacArthur.

167. After three years of war, a truce was signed. The boundary remains around the 38th parallel. 168. North Korea is still a trouble spot because it has a totalitarian government, ties with terrorists, and

knowledge to build nuclear weapons. 169. When the Japanese left Vietnam after WWII, the French wanted to regain control. 170. Ho Chi Minh was a Vietnamese nationalist who led a resistance against the French. The United

States feared he was a communist and helped the French regain control. 171. President Dwight D. Eisenhower described this threat as the domino theory. If one country fell to

communism in this area, others around it could fall as well. 172. After years of fighting, the French decided to reach an agreement, the Geneva Accords, with the

Vietminh. They agreed to divide the country at the 17th parallel into communist-controlled North Vietnam and American-controlled South Vietnam.

173. The Geneva Accords required elections be held to unite the country. South Vietnam refused to participate in fear of a communist takeover.


174. By the 1960’s, American troops arrived to help in the conflict. The United States’ involvement in the Vietnam War embittered the American people. In 1973, President Richard M. Nixon agreed to withdraw American troops. More than 58,000 American soldiers died.

175. In 1975, communist North Vietnam invaded the south and reunited the country as the Socialist Republic of Vietnam.

176. In 1959 in Cuba, Fidel Castro overthrew the dictatorship of Fulgencio Batista. Castro promised free elections but instead accepted Soviet military aid and set up a communist country.

177. In 1962, the United States spotted proof of long-range missiles based in Cuba. President John F. Kennedy ordered a military blockade to prevent the Soviets from delivering any more missiles. Kennedy told the Soviets that if they fired any missiles toward the US, the US would retaliate with nuclear weapons. This was the Cuban Missile Crisis.

178. During the Cold War, Europeans recognized that colonial rule in Africa must end. Ghana was the first to gain its independence from Britain, and Kenya followed suit in 1963.

179. During the Cold War, the Space Race between the Soviets and the Americans began. In 1957, the Soviets launched the first space satellite, Sputnik I. The Soviets were the first to put a man in space with Yuri Gagarin in the Vostok.

180. The Americans responded with JFK’s announcement that an American would walk on the moon by the end of the 1960’s.

181. In 1969, Americans Neil Armstrong and Buzz Aldrin walked on the surface of the moon. The mission cost about $33 billion.

182. China tested its first nuclear bomb in 1967. The chances of nuclear annihilation, to completely destroy the human race, increase as more countries have the knowledge of these weapons.

Indicator 3: Explain the causes and major features of the political and social change that occurred in the Middle East in the post-World War II period, including the role of nationalism, the creation of the state of Israel, and ongoing conflicts in the region. 183. Due to agreements made after WWI, many Middle East nations were under the control of the British

and French. 184. After WWII, demands for independence were made. Geographic location, the Suez Canal, and oil

resources made this area important to both superpowers, the United States and the USSR. 185. Most nations in this area practice Islam. 186. The nation of Israel was created by the Balfour Declaration in 1948 as a homeland for Jewish

people. The land known as Palestine was to become Israel. David Ben-Gurion was Israel’s first prime minister.

187. Palestinians in the area were angry, and war broke out. Several Arab nations invaded Israel and lost. Israel gained more land.

188. The Arab-Israeli conflict resulted in several changes: Israel gained more land; Jerusalem was divided; more than 700,000 Palestinians became homeless; hundreds of thousands of other Palestinians were under Israeli rule; and Jews from all over the world moved to Israel, increasing the Israeli population.

189. Palestinians won back the Gaza Strip in the early 2000’s. They still want their own country. 190. Pan-Arabism, or Arab unity, was promoted by Colonel Gamal Abdel Nasser of Egypt when he

seized the Suez Canal from British and French control. 191. Great Britain, France, and Israel attacked Egypt, starting the Suez War of 1956. The United States

and President Eisenhower feared the Soviets would back the Egyptians and encouraged the British, French, and Israel to withdraw their troops. Egypt kept the canal and began accepting Soviet support.

192. Some Arab nations did not agree with Pan-Arabism because they did not want to share their oil wealth and power with non-oil nations.

193. In 1967, Nasser closed the Gulf of Aqaba, which allowed Israel access to the Red Sea. Israel had stated this act would be seen as an act of war.

194. On June 5, 1967, Israel bombed Egypt and within six days wiped out Egypt’s air force. The Israeli army gained more land and tripled its size. The United Nations asked Israel to withdraw from


territories formerly held by Palestinians, and it asked Arab nations to recognize Israel as a nation. Both sides refused.

195. Golda Meir was Israel’s first female prime minister. She supported Israeli settlement in the new areas. Egypt and Syria retaliated by launching air strikes on Yom Kippur, a major Jewish holiday. America helped Israel, angering Egypt, and the United Nations arranged a cease-fire.

196. To support Palestinian refugees, Egypt helped form the Palestine Liberation Organization, or PLO, in 1964.

197. PLO leader Yassir Arafat believed Palestinians had a right to their homeland and launched terrorist attacks against Israel.

198. The road to peace for Israel, Egypt, and the PLO has been slow, and two leaders paid the ultimate price of their lives: Anwar el-Sadat and Yitzhak Rabin.

199. Peace was stalled in 2006 when the Hamas, an Islamic fundamentalist organization, won the majority of seats in the Palestinian Authority’s general elections.

200. Iran became a friend to the United States in the 1950’s and 1960’s. Its leader, the Shah Mohammed Reza Pahlavi, used oil money from the US to build a modern state. However, outspoken Muslim leaders, led by Ayatollah Ruhollad Khomeini, overthrew the shah 1979.

201. Since then, Iran remains in tense relations with the United States and Israel. The current leader is President Mahmoud Ahmadinejad, and Iran remains committed to strict Islamic law.

202. Saddam Hussein, the dictator of Iraq in the 1980’s and 1990’s, led his troops in a war against Iran and then into oil-rich Kuwait. This action prompted the Gulf War, with American troops aiding Kuwait.

203. Al-Qaeda and Osama bin Laden were behind terrorist attacks that struck down the World Trade Center in New York City in 2001.

204. The United States began a war against terror in 2001. The war in Iraq started because it was believed that Saddam Hussein was creating weapons of mass destruction. Hussein was captured and hung, and many Iraqis are trying to rebuild Iraq into a modern democracy. Militants are still resisting their efforts.

Indicator 4: Compare features of nationalist and independence movements in different regions in the post-World War II period, including Mohandas Gandhi’s role in the non-violence movement for India’s independence and the emergence of nationalist movements in African and Asian countries. 205. After WWII, many colonial nations in Asia and Africa were inspired to fight for self-government. 206. In India, the independence movement started with the formation of the Indian National Congress

(INC) in 1885. At first, it only asked for more self-rule; however, in 1919, British soldiers opened fire on a group gathered for a political meeting and killed hundreds and wounded thousands. The INC called for total freedom from British rule.

207. Mohandas Gandhi stepped forward to lead the independence movement. Gandhi opposed violence of any kind. He called for passive resistance, in which a person who judges a law unfair refuses to obey it and suffers the consequences, even if it means going to jail.

208. Gandhi and his followers openly defied British rule through peaceful protests and demonstrations. 209. In 1935, Britain passed laws allowing Indians to run for local office, but national offices were still out

of reach. 210. In 1947, after WWII ended, India wanted to be granted independence, but only after the country

was restructured to divide Muslims from Hindus. East and West Pakistan were created for Muslims, and India was to remain Hindu. Mass migration took place as people moved to the area according to religion.

211. In the 1960’s, the people of East Pakistan felt they had no say in the government of their country, which was seated in West Pakistan. Violence broke out, and India intervened. East Pakistan became Bangladesh, an independent country. West Pakistan became known as modern-day Pakistan.

212. India modeled its government after Britain and the United States. It has a prime minister, three branches of government, and two houses.


213. Jawaharlal Nehru was India’s first prime minister. He was a friend of Mohandas Gandhi, whom an assassin killed in 1948.

214. Nehru died in 1964, and two years later his daughter, Indira Gandhi (no relation to Mohandas Gandhi), won election as prime minister.

215. Indira Gandhi was in strict control of the government and oversaw India’s involvement with the creation of Bangladesh. In 1984, a bodyguard assassinated her as she walked to work. Her son, Rajiv Gandhi, became prime minister and was also assassinated in 1989.

216. India still faces economic hardships but is modernizing rapidly. 217. The Philippines were granted independence from the United States in 1946. The Dutch left

Indonesia a few years later. 218. The United States occupied Japan after the war ended. The Japanese economy collapsed and,

with the aid of the US, Japan has now emerged as a leading economic world power. 219. The United States poured $3.5 billion into Japanese factories. The US required Japan to accept a

democratic form of government before granting it independence in 1952. 220. In 1960, 17 African countries freed themselves from European rule. Some African nations used

guerrilla warfare to defeat their enemies. Portugal lost Mozambique and Angola in the 1970’s. Algeria won control from France in 1962.

221. Soviet communists helped some African nations win independence. 222. Due to inexperience in running a government, many African nations suffered from disorder, which

allowed a single leader to use military force to seize control. Idi Amin of Uganda is an example. Amin gave shelter to terrorists and was responsible for the killing of 300,000 people. Ugandans now are building a democracy.

223. African women have made advances in government. Women in Kenya won the right to serve in the nation’s parliament. Liberia elected the first African woman as president in 2005.

224. The idea of Pan-Africanism, unity of all Africans, led to the creation of the Organization of African Unity (OAU) in 1963. In 2002, African leaders replaced the OAU with the African Union (AU). Its goals are to help Africans develop democracy and to promote economic growth.

225. A white dominated government in South Africa created a classification system based on racial lines. This discrimination became known as apartheid. Laws were in place favoring whites over other races.

226. The African National Congress (ANC) was formed in 1912 to fight apartheid. Many were arrested, including Nelson Mandela, the leader of the ANC.

227. Bishop Desmond Tutu and others put pressure on the government to make necessary changes and end apartheid. He won the Nobel Peace Prize in 1984 for his non-violent resistance.

228. The United States took economic action against South Africa for its racial discrimination. 229. Apartheid collapsed in the late 1980’s. Mandela was released from prison and regained his position

as the head of the ANC. In the first all-free elections held in 1994, Mandela was elected as president of the Republic of South Africa.

7-7 The student will demonstrate an understanding of the significant political,

economic, geographic, scientific, technological, and cultural changes and advancements that took place from the beginning of the 20th century to present day.

Indicator 1: Illustrate on a time line the events that contributed to the collapse of the Soviet Union and other communist governments in Europe, including economic failures and the emergence of new leaders. 230. After two decades of communist rule, European nations behind the Iron Curtain struggled

economically and faced harsh Soviet demands. 231. By the late 1980’s, reforms lessened some unjust Soviet policies. 232. In 1964, Nikita Khrushchev retired (was forced from office) for appearing weak in dealings with JFK

concerning the Cuban Missile Crisis.


233. Leonid Brezhnev became the new Soviet leader and continued Stalin’s policy of arresting dissidents, people who protested the government. Brezhnev issued the Brezhnev Doctrine, stating the Soviet Union would intervene in any Eastern European nation that posed a threat to communism.

234. Despite harsh talk, Brezhnev agreed to enter the policy of détente with the United States. President Richard Nixon and Secretary of State Henry Kissinger crafted the idea of détente, meaning a relaxing of tensions between the Soviet Union and the United States.

235. Détente lasted about seven years and ended in 1979 when the Soviet Union invaded Afghanistan to fight against Muslim rebels. President Jimmy Carter charged the Soviet Union with aggression to expand Soviet power. The United States cut off grain supplies to the Soviets and refused to allow Americans to participate in the 1980 Olympics, held in Moscow.

236. President Ronald Reagan, elected in 1980, called the Soviet Union an evil empire and started the Star Wars military program, a system of weapons to cut off and destroy incoming missiles aimed at the United States.

237. President Reagan gave aid to the Muslim rebels, hoping to make it impossible for the Soviet Union to use the civil war in its favor. The Soviets pulled out in 1989.

238. The Taliban, Muslims rebels, fought against efforts to set up a western-style government because they wanted a government based on strict Islamic law.

239. Conditions in the Soviet Union, such as a weak economy, severe shortages of consumer goods, poor working conditions, and a huge bureaucracy, caused reformers within the Soviet Union to create ideas on how to improve conditions. Mikhail Gorbachev was among the reformers.

240. Gorbachev was the last of the political leaders of the Soviet Union. He reduced military spending and entered into talks with Ronald Reagan. In 1987, the two leaders signed the Intermediate-range Nuclear Forces (INF) Treaty, the first treaty designed to call for the destruction of nuclear bombs.

241. Gorbachev introduced three important programs: Perestroika, restructuring of the economy and then the government; glasnost, openness that allowed Soviets to say and write what they wanted, even if it was critical of the government; and demokratizatsiya, greater democracy within Soviet government, allowing more than one candidate to run for an office.

242. Eastern European nations also sought reform, and Gorbachev did not interfere. In 1989, Poland, Hungary, Czechoslovakia, Romania, and Bulgaria peacefully replaced Communist leaders in their countries.

243. On November 9, 1989, guards opened the gates of the Berlin Wall, and East and West Berliners were able to mingle for the first time in more than 25 years. The Berlin Wall was torn down, and Germany reunited into one democratic nation.

244. In 1991, a Communist-led coup was staged. Russian leader Boris Yeltsin defied leaders of the coup.

245. All 15 Soviet republics declared their independence. Boris Yeltsin was the president of Russia and outlawed the Communist Party.

246. Late in 1991, Mikhail Gorbachev announced the end of the Soviet Union. With its collapse, the Cold War ended.

247. Boris Yeltsin tried to introduce a market economy as quickly as possible. However, the conditions in Russia were so bad that recovery was not immediately attainable.

248. Yeltsin resigned in 1999 and named Vladimir Putin as acting president of Russia. Putin had served with the KGB for 15 years and claimed to have studied law.

249. People in the Russian province of Chechnya wanted independence, and Putin used military strength to keep control of the area. Putin’s policies won support among Russians, and he was elected president in the 2000 election.

Indicator 2: Explain the significance and impact of the information, technological, and communications revolutions, including the role of television, satellites, computers, and the Internet. 250. The technological revolution has been as dramatic as the Industrial Revolution. 251. In 1901, Guglielmo Marconi sent the first radio waves across the Atlantic Ocean.


252. In the 1930’s, television was developed. The National Broadcasting Network (NBC) gave a large public demonstration of the television at the World’s Fair in New York. Two other networks, the American Broadcasting Company (ABC) and the Columbia Broadcasting System (CBS) joined in the race to broadcast television programs, which were paid for through commercial advertising.

253. World War II stopped television technology. When the war ended, television technology boomed. From 1946 to 1961, TV owners jumped from 6,000 to 12 million.

254. In 1946, the first electronic digital computer went into operation. It was bulky and not practical, so scientists faced the challenge of reducing the size.

255. In 1957, the Soviets launched Sputnik. Later, satellites could not only send radio signals but also relay phone calls.

256. In 1959, the first integrated circuit was designed by Robert Noyce. It was a complete electronic circuit on a small chip of silicon.

257. In 1962, the US satellite Telstar transmitted live TV programs for the first time. President Kennedy stated the “importance of communication to ensure a greater understanding among the people of the world.”

258. In 1965, a computer in Massachusetts was linked to one in California. Lawrence Roberts and his coworkers linked more computers, and in 1972 introduced their network to the world. This was the beginning of the Internet.

259. In 1971, the first microprocessor was invented by Robert Noyce and his partner, Gordon Moore. It was several integrated circuits on a single chip of silicon. The microprocessor made it possible to shrink the size and increase the speed of computers.

260. There are two kinds of software. One runs or operates the computer. The other accomplishes a specific task. In 1980, IBM hired Bill Gates to develop operating software for the computer. This became known as Microsoft Disk Operating System, or MS-DOS. Gates is the co-founder of Microsoft.

261. In 1977, Apple offered the first practical, affordable, home computer. Steven Jobs and Stephen Wozniak used microprocessor technology to build their computers.

262. In 1981, IBM offered the first personal computer (PC). 263. In 1985, Microsoft introduced the “Windows” operating system. 264. In the 1990’s, the World Wide Web (WWW) was developed, and we entered the Information Age. Indicator 3: Explain global influences on the environment, including the effects of increases in population, the growth of cities, and efforts by citizens and governments to protect the natural environment. 265. A new science called ecology developed in the 1960’s and 1970’s when people became concerned

with the effect of human activities on the environment. 266. Rachel Carson, an American marine biologist, warned that pesticides were harming animal life. She

published her dangers in a 1962 book, Silent Spring. 267. Senator Gaylord Nelson of Wisconsin proposed the idea of an Earth Day celebration in the early

1960’s as a nationwide demonstration that politicians should do something about environmental issues.

268. Other organizations such as the Sierra Club, the Audubon Society, and the Wilderness Society were formed to address environmental issues and find solutions through citizen involvement.

269. In the 1970’s, people living in a New York housing development, called Love Canal after the developer, noticed a high rate of serious health issues such as nerve damages, birth defects, cancer, etc. It was discovered that they lived atop a decades-old toxic waste dump. After a hard-fought campaign, the federal government declared the Love Canal a federal disaster area.

270. In March 1979, an almost nuclear disaster occurred at Three Mile Island in Pennsylvania. A reactor overheated when the cooling system failed. This gave Americans grave concern about the use of nuclear power in the United States.

271. In 1984 in Bhopal, India, a major ecological disaster occurred when a chemical plant accidentally released deadly toxic fumes into the air, killing 3,800 people and injuring another 100,000.


272. In the mid 1980’s at Chernobyl in the Soviet Union, the worst nuclear disaster occurred when an explosion released radioactive waste that killed hundreds and has caused persistent health problems for many.

273. In 1989, the oil tanker Exxon Valdez struck a reef in Prince William Sound in Alaska, spilling more than 11 million gallons of oil. Millions of birds, hundreds of sea otters, and dozens of other sea life were endangered. It was the largest oil spill in the United States.

274. Nations have begun to deal with multilateral environmental agreements (MEAs) or pacts among nations to protect the environment.

275. One important MEA happened in Kyoto, Japan in 1997 when representatives from more than 160 nations met to discuss ways to reduce the emission of harmful gases such as carbon dioxide into the environment. They produced a document called the Kyoto Accord, a framework for designing an environmental treaty.

276. The Kyoto Accord allowed developing nations time to catch up economically with developed nations. Developed nations pledged to clean up their environments and use clean power, energy that reduces pollution.

Indicator 4: Summarize global efforts to advance human rights, including the United Nations’ adoption and proclamation of the Universal Declaration of Human Rights; the end of colonialism by European nation-states; and the collapse of the apartheid system. 277. On December 10, 1948, the General Assembly of the United Nations adopted the Universal

Declaration of Human Rights. Eleanor Roosevelt, former first lady and the first US delegate appointed to the United Nations, served as chairperson for the Commission of Human Rights.

278. The Universal Declaration of Human Rights is considered the most important statement on human rights since WWII. It states that all humans are born free in dignity and rights; everyone has the right to life, liberty, and security of person; and much more.

279. The United Nations, Amnesty International, and other organizations closely monitor human rights abuses. Yet still many governments abuse and terrorize their people.

280. Several methods are used to pursue the goal of monitoring human rights abuses. These include publicizing cases in which people are punished for criticizing the government; adopting documents that support human rights; and investigating the disappearance or imprisonment of dissidents.

281. Amnesty International is a nongovernmental organization (NGO). NGOs partner with the United Nations to have a place to voice their concerns.

282. World pressure helped to end apartheid in South Africa. In 1996, the Republic of South Africa adopted a new constitution with a detailed bill of rights.

283. Slobodan Milosevic, the leader of Serbia, did not want Yugoslavia to break up because he wanted all Serbs to stay in Yugoslavia. He used ethnic cleansing, the brutal removal of non-Serbs from the area. The UN and NATO intervened to stop these war crimes. Milosevic was removed from office.

284. Refugees, people forced to flee their homes due to violence, disaster, or persecution, have a unique legal status in seeking safety or asylum. Unfortunately, however, they often have to endure times of suffering in overcrowded refugee camps while waiting for a nation to take them.

285. Human rights include the right to adequate health care. Epidemics, such as AIDS and HIV, result in a greater cost than people in developing nations can afford. AIDS is a global issue of grave importance, and organizations such as the World Health Organization (WHO) and the UN are trying to fight the disease through education.

286. Nuclear proliferation, or the buildup of nuclear weapons, continues in the world today. The proliferation increases the chances of future wars.

Indicator 5: Compare the social, economic, and political opportunities for women in various nations and societies around the world, including those in developing and industrialized nations and within societies dominated by particular religions. 287. The charter of the United Nations, signed in 1945 in San Francisco, was the first international

agreement that identified equality between men and women, or gender equality.


288. Women still experience gender inequality, limits on legal, social, and economic rights. This is especially true in developing nations.

289. People have argued for women’s rights for a long time. Four writers who wanted to see a change toward more rights for women were: Daniel Defoe, who, in 1719, wrote an essay called “The Education of Women;” Mary Wollstonecraft, who, in 1776, supported the cause of American independence and, in her most important book, A Vindication of the Rights of Woman, called for equal public education of both girls and boys; Elizabeth Cady Stanton, who married the anti-slavery leader Henry Stanton, later helped start the women’s suffrage movement in the United States, and, along with three other women, planned a women’s rights conference in Seneca, NY in 1884; and John Stuart Mill, a famous British Utilitarian who believed the government should try to make society better and wrote in his book, The Subjection of Women, that if freedom is good for men, it is also good for women.

290. Many nations allowed women the right to vote in the 1900’s. The United States granted women the right to vote in 1920.

291. In developing nations, women and children face issues such as a lack of opportunity, limits on education, low-paying jobs, high infant mortality rates, child labor, and lack of political power.

Indicator 6: Explain the impact of increasing global economic interdependence in the late 20th century and the early 21st century, including the significance of global communication, labor demands, and migration; the European Economic Community (EEC) and other trade agreements; and the oil crisis of the 1970’s. 292. A revolution in transportation occurred with the development of jet planes and supertankers, with

the ability to move people and goods very quickly. 293. A revolution in communication occurred with the development of the Internet and email, electronic

mail sent over computer networks. 294. Such developments brought about the idea of globalism, people worldwide thinking of themselves

as part of a global community. 295. In the 1970’s, nations realized their interdependence when oil-rich nations in the Middle East placed

an embargo on oil to the United States in retaliation for support for Israel in the Yom Kippur War. Embargo means to place a ban on.

296. The Organization of the Petroleum Exporting Countries (OPEC) used the embargo in economic protest of American support of Israel.

297. Today, 11 nations belong to OPEC, and they greatly influence the price of crude oil in the world. They have the power to affect economies of even the strongest nations, including the United States.

298. Economic interdependence has spurred the growth of multinational corporations (multinationals), companies with headquarters in their home countries but business locations all over the world.

299. Multinationals assign work to subcontractors and to outside labor. This is known as outsourcing. Cheap labor drives the growth of multinationals.

300. By the 1970’s, the United States lapsed into trade deficits. Americans purchased more from foreign countries than they sold.

301. The creation of the European Union (EU) was Europe’s way to create a large regional economic market and allow each member nation increased trade and economic growth.

302. The EU has a common bank and currency called the Euro. 303. In 1994, the United States, Canada, and Mexico created a regional market by signing the North

American Free Trade Agreement, or NAFTA. Under NAFTA, all three nations agree to remove all trade restrictions for 15 years. US exports have increased 104 percent.

304. Efforts to make international trade free and uncomplicated have led nations to sign the GATT treaties (General Agreement on Tariffs and Trade). Nations that sign are part of the World Trade Organization (WTO), which negotiates trade agreements and settles trade disputes.


Indicator 7: Summarize the dangers to the natural environment that are posed by population growth, urbanization, and industrialization. 305. Megalopolises, areas where cities have grown so large that they run into each other, are

threatening the environment. 306. World population has increased in recent decades and strains limited resources on the Earth. 307. Ninety-seven percent of population growth occurs in developing nations, countries that want to be

modern but still follow traditional ways. 308. Developed nations offer a higher standard of living, the measure of a person’s wealth and personal

well-being. 309. Developed countries face two dangerous environmental trends: deforestation and desertification. 310. Deforestation is the cutting down of all forests. Desertification is the turning of fertile land into

desert. 311. Urbanization is the moving to a city in hopes of work. As more people move to cities, there are

fewer left behind to grow the necessary food. 312. Industrialization is the switch from an economy based on farming to an economy based on industry.

Industrialization causes environmental problems. 313. The major problems with industrialization are limited resources, pollution, global warming, and the

destruction of the ozone layer. 314. Economic development that does not limit the ability of future generations to meet their needs is

known as sustainable development.


Seventh Grade Capacity Matrix for Social Studies Essential Facts

Part Two: Standards 7-5 through 7-7 7-5 The student will demonstrate an understanding of the causes and effects of

world conflicts in the early 20th century. Indicators: 1. Explain the causes and key events of World War I, including the rise of nationalism; ethnic and

ideological conflicts in different regions; political and economic rivalries; the human costs of war; the Russian Revolution; and the entry of the United States into the War.

2. Analyze the effects of World War I, including the terms of peace treaties, changes in national borders, and the creation of the League of Nations.

3. Identify causes of the worldwide depression of the 1930’s and responses to the depression by governments in the United States, Germany, and Great Britain.

4. Summarize aspects of the rise of totalitarian governments in Germany, Italy, Japan, and the Soviet Union, including the Fascist aggression and the responses of major powers as well as the rise of Joseph Stalin.

5. Explain the causes, key events, and outcomes of World War II, including the German, Italian, and Japanese drives for empire; the role of appeasement and isolationism in Europe and the United States; the major turning points of the war and the principal theaters of conflict; the importance of geographical factors; the roles of political leaders; and the human costs and impact of war both on civilizations and on soldiers.

6. Summarize the Holocaust and its impact on European society and Jewish culture, including the Nazi policies to eliminate the Jews and other minorities, the “Final Solution,” and the war crimes at Nuremburg.

Indicator 1 I have

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World War I was originally called the Great War or the “war to end all wars” and lasted from 1914-1918. It was called World War I after World War II broke out.

The spark that began WWI happened on June 28, 1914 when a Serbian nationalist, Gavrilo Princip, shot and killed Archduke Franz Ferdinand and his wife.

Archduke Franz Ferdinand was the heir to the throne of the Austria-Hungary Empire, which controlled Bosnia at the time.

Austria-Hungary blamed Serbia for the killing. In August 1914, Bosnia declared war on Serbia.


Nationalism is intense national loyalty and was especially strong in new world powers prior to the war. Nationalism was an underlying cause of the war.

Militarism, another cause of the war, is the fascination with the glory of war and the power of the military.

There was tension between the different ethic groups living on the Balkan Peninsula.

Many European nations had military alliances with each other, agreeing to offer help if war broke out.

The building of huge armies and navies to outdo each other, called Arms Race, was another cause of the war.

Russia moved quickly, or mobilized, its troops to show support for Serbia.

Germany declared war on Russia to show support of Austria-Hungary.

The pre-war Triple Alliance was Germany, Austria-Hungary, and Italy.

The pre-war Triple Entente was an agreement of support between Britain, France, and Russia.

Entente is an understanding between nations. Europeans believed these alliances between countries created a balance of powers or situation in which every side has equal power.

As the war spread, two new alliances appeared. The Central Powers consisted of Germany, Austria-Hungary, Bulgaria, and the Ottoman Empire. The Allied Powers were Britain, France, Russia, and Italy (which joined in 1915). Later, the United States joined on the side of the Allies.

Neutrality is the policy of not taking sides.

The war was fought in Europe and had two main fronts, the lines where opposing armies face each other.


The Western Front stretched from the English Channel into Switzerland; fighting was stalled along this line for four years.

Soldiers fought from two lines of ditches or trenches. This type of fighting was called Trench Warfare.

The Eastern Front was a broad stretch of land along the Russian border.

The Industrial Revolution and new technology made fighting even more deadly.

Modern weapons of war included airplanes, submarines, machine guns, long-range artillery, poison gases, gas masks, tanks, and flamethrowers.

More than 20 million people died, for the first time more civilians than soldiers (9.7 million military deaths and more than 10 million civilian deaths).

The United States became involved in the war after Germany began sinking Allied submarines, including the Lusitania; the US intercepted the Zimmerman telegram in which Germany asked for Mexico’s help should the US enter the war in exchange for lands lost to the Americans; and Germany sank six US merchant ships without warning. A group of Russian workers revolted in St. Petersburg because Czar Nicholas II did little to relieve the suffering and starvation of Russians. This became the Russian Revolution.

Workers in Russia formed soviets, or committees, to represent their interests.

Many members of these soviets were socialists, people who believed workers should overthrow the government in order to share equally in the nation’s wealth.

The most radical of these socialist groups were the Bolsheviks. They thought a smaller group could achieve the goal of overthrowing the government through the use of force.


Vladimir Lenin became the leader of the Bolsheviks. In November 1917, he seized control of the government.

Lenin pulled Russia out of the war and later signed a separate peace treaty with Germany.

A civil war erupted in Russia. Czar Nicholas II and his family were killed by the Bolsheviks. In 1921, the Bolsheviks set up the Union of Soviet Socialist Republics.

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The war ended in the Battle of the Argonne Forest in France, when American troops shattered German defenses. Wilhelm II, the German emperor, stepped down.

Germany’s main allies, Austria-Hungary and the Ottoman Empire, surrendered.

On November 11, 1918, Germany signed an armistice, or cease-fire.

President Woodrow Wilson wanted a plan for lasting peace. European leaders wanted Germany to pay for war damages and the harm they had caused. Leadership for the peace treaties fell to President Woodrow Wilson of the United States, Prime Minister David Lloyd George of Great Britain, Premier Georges Clemenceau of France, and Prime Minister Vittorio Orlando of Italy. They were known as the Big Four.

Treaties were drafted for each of the five losing nations: Germany, Bulgaria, the Ottoman Empire, Austria and Hungary.

The Big Four did not always agree, and compromises, settlements in which each side gives up something, had to be reached.

Before the war ended, President Wilson devised a plan for lasting peace in a document called the Fourteen Points.


Some of President Wilson’s ideas were to end secret alliances, reach peace agreements openly, limit military buildups, ensure the right of self-rule to all people, protect freedom of the seas, eliminate economic barriers to trade, free territories invaded or occupied during the war, and create a general assembly of nations to settle conflicts peacefully.

European leaders wanted to punish Germany by taking its land and forcing it to pay reparations. They wanted to prevent future invasions by creating territorial buffers and making Germany pay for the cost of the war.

The Treaty of Versailles was the peace treaty between the Allies and Germany. The Allies considered it the most important of the treaties, and Germany considered it most harsh. It was named for the place where it was signed, Versailles, Paris in 1919.

The Treaty of Versailles created the League of Nations; forced Germany to accept responsibility for the war and pay reparations to the Allies; formed new nations in Eastern Europe; forced Germany to return Alsace and Lorraine to France; and reduced the size of Germany’s military. Nine new nations were formed after the war: Finland, Latvia, Estonia, Poland, Lithuania, Czechoslovakia, Austria, and Hungary.

Romania gained new land as a result of the war.

The country of Yugoslavia was formed; Serbia was the center state.

The formation of new countries created new problems because different ethnic groups were now living together in the same country. Each ethnic group wanted its own country.

Germans lived in Poland; Hungarians lived in Romania; and Serbs, Croats, Slovenes, Macedonians, and Albanians lived in Yugoslavia.


The Ottoman Empire was broken up, and the country of Turkey was formed.

Mustafa Kemal was a fierce nationalist and built Turkey into a modern republic.

Europeans ruled some Middle Eastern nations as mandates. This fueled a spirit of nationalism among Arabs.

A leader named Ibn Saud united Arabs on the Arabian Peninsula. He created an oil-rich nation called Saudi Arabia, which his descendants still rule as a monarchy.

After the war, Britain issued the Balfour Declaration, promising Jews a homeland in Palestine.

The United States refused to join the League of Nations because too many Americans disapproved of membership. The US senate rejected the Treaty of Versailles which created the League.

The League of Nations had strengths, including: member nations promised to keep peace; it had 60 members by 1930; it could condemn a nation for wrongful acts; it could offer to settle international conflicts; and it could impose economic sanctions to force nations to accept a settlement. The League of Nations had weaknesses, including: the United States refused to join; every decision required approval by all 14 members of the Council; it lacked an army to enforce decisions; and it relied on contributions from member nations to pay for its programs.

World War I left a bitter legacy in the United States and Europe. Unfair treaty terms for defeated nations left people angry and open to unreasonable leaders who would follow later.


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The United States had a strong and stable economy after World War I and acted as a bank, loaning money to other nations.

Americans thought the good times would never end. Many invested in the stock market and bought on margin, meaning they only paid for part of the cost and borrowed the rest from stockbrokers.

Stockbrokers are people who sell shares in businesses.

Buying on margin carried a risk because stockbrokers kept the right to issue a margin call, a demand for immediate repayment of a loan.

People began to invest based on the hope that the market would continue to improve rather than thinking about a company’s profits of future earnings.

The stock market crash occurred in 1929, and the worst day was October 29, when prices hit a record low and people rushed to sell. People raced to the bank to withdraw their money, and the banks were drained. Many banks had also invested in the stock market and were forced to close their doors. Customers lost their savings because the government did not insure deposits as it does today (FDIC).

The United States slipped into a , an economic slowdown. recession

Other forces were in play, such as overproduction and low demands in products, which caused employee layoffs; lower wages, which reduced consumer buying power; high tariffs, which restricted foreign demand for American goods; and unemployment, which further reduced buying power. The result was a . depression


A depression is a time of very low economic activity combined with very high unemployment. This time in history is called the Great Depression.

The American economy spiraled downward, and Americans pulled their investments out of Europe. One out of four British workers and two out of five German workers lost their jobs by 1932, creating a world-wide depression.

The British responded to the depression by trying to balance their budget. The United States responded by going into debt to finance relief programs. All countries became more involved in the lives of their citizens.

Franklin Delano Roosevelt was elected president in 1932 and started a program known as the New Deal to provide people with food and housing, create jobs, stimulate industry, and set up government programs that would prevent future depressions.

In Great Britain, voters took power from the Labor Party and gave it to the Conservative Party, which passed high tariffs, raised taxes, and controlled spending.

French radicals united to form the Popular Party. They took control of the government and created the French New Deal, but it failed to solve the problems of the depression.

A new German state called the Weimar Republic was born. Germans faced severe problems such as a near-bankrupt middle class, high unemployment, and runaway inflation.

Inflation is a period of rising prices and decreasing monetary values.

Economic despair made some Germans willing to trade democracy for dictatorship. Increasingly, they listened to Adolf Hitler.

Hitler gained control of the National Socialist German Workers’ Party, the Nazis.


Hitler appealed to people’s hatred of the Treaty of Versailles and their economic concerns.

Once in control, Hitler used his power to build a totalitarian state, a system in which leaders totally control the way citizens think and live.


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All European nations, except France and Great Britain, fell to a totalitarian form of government in the 1930’s.

Totalitarianism looked different in different nations. Each, however, had certain characteristics such as leadership by a single person or party; rejection of democratic ideals; use of propaganda to control citizens; censorship, the banning of messages critical of the government; strict control of the media and education; and use of terror and secret police to enforce complete obedience.

Totalitarianism began in Italy, which had huge war debts and high inflation and unemployment. Workers demanded a change. Benito Mussolini promised to fix the economy, restore order, and build Italy into a great nation. He vowed to stop the spread of socialism, a social system based on shared or government ownership of businesses, factories, land, and raw materials.

Mussolini created the Fascist Party. Under fascism, the government glorifies the state above the individual. Fascism calls for an all-powerful dictator backed by the military.

Mussolini’s followers wore black shirts and called themselves the Black Shirts. They attacked anyone who opposed them.

In 1922, King Victor Emanuel III made Mussolini prime minister in order to stop the violence.


Fascism denounces democracy and communism. It allows for ownership of private property and class differences.

Hitler wanted to build a fascist state in Germany. He convinced President Paul von Hindenburg to appoint him chancellor of Germany. Hitler then passed the Enabling Act, which allowed the government to ignore the constitution to solve the country’s economic problems.

Nazi Fascism took tighter control of churches than Italian Fascism and was more brutal.

Nazi policies included use of terror, labor camps, and executions to impose Nazi goals; public works projects and a huge rearmament to end unemployment; control of schools; and passage of anti-Semitism laws, intense hatred of the Jews.

Joseph Stalin came to power in the Soviet Union after the death of Vladimir Lenin. Stalin enforced a type of totalitarianism, called Stalinism for its brutality. He and his followers purged, or forcibly removed through imprisonment or execution, anyone who opposed him.

Stalin enacted Five-Year Plans, economic goals for five-year periods. These plans were to change the country from an agricultural economy to an industrial economy.

Stalin collectivized farms, or put them under government control. Under Stalin, industrialization came to the Soviet Union but at a high human cost. Peasants were forced to work the farms, and anyone who complained was killed.

Japan industrialized by the 1920’s. After WWI, its factories churned out manufactured goods and sold them all over the world. Landowners and factory managers grew wealthy while workers and farmers suffered from low wages, high prices, and food shortages.


The Great Depression made conditions worse in Japan. Military leaders blamed Japan’s problems on American and European influences. Military leaders took control of the government and invaded Manchuria in 1931. They set up a form of government known as militarism, in which a nation puts its military above all else and uses the military to achieve its goals.

Hideki Tojo, a military leader, ran the government. He and others set out to build a large Japanese empire in Asia.

Democratic nations such as the United States, Great Britain, and France, watched with alarm as dictators rose in power. The US adopted a policy of isolationism, while Great Britain and France negotiated with them.


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Totalitarian states committed aggression against other nations and threatened democracy.

This conflict led to the Second World War. Democracy prevailed but at a huge cost. Italy, under Mussolini’s rule, took over Ethiopia in 1935 in pursuit of an Italian empire.

Hitler broke the Versailles Treaty by creating a new air force in March 1935. He then ordered conscription, or forced military service, to increase the size of the army.

In March 1936, Hitler broke the Treaty again by sending troops into the Rhineland, a German area declared demilitarized by the Versailles Treaty. France wanted to force Germany out but wouldn’t act without British support. Britain adopted a policy of appeasement, or giving in, to avoid war.


In 1938, Hitler announced the Anschluss, the unification of Germany and Austria.

Hitler then demanded the Sudetenland, an area in northwest Czechoslovakia where mostly German-speaking people lived.

European leaders discussed Hitler’s demand in a conference in Munich, Germany and again appeased. Hitler agreed to stop taking land. This was called the Munich Pact.

British Prime Minister Neville Chamberlain supported appeasement and declared the leaders had won “peace in our time.”

Japan seized Manchuria. The League of Nations condemned Japan, so it left the League. Japan was pushing for more land in the mainland; it then pushed into China and French Indochina.

Totalitarian states formed dangerous alliances. In 1936, Italy and Germany created the Rome-Berlin Axis in a plan to be the axis around which all of Europe revolved. Japan later agreed to unite in any struggle against the Soviet Union.

Hitler then signed an agreement with the Soviet Union. Both nations promised to not attack each other. Hitler offered eastern Poland and nations along the Baltic Sea to the Soviet Union.

Hitler broke the deals he signed. He broke the Munich Pact by invading all of Czechoslovakia in March 1939.

In September 1939, Hitler announced a blitzkrieg, or “lightning war,” against Poland. Poland surrendered a few weeks later, and Germany and the Soviet Union divided the country as they had agreed.

In 1940, Hitler ordered the German air force to bomb Britain into surrendering. Prime Minister Winston Churchill ordered the Royal Air Force (RAF) to strike back. After the unsuccessful Battle of Britain, due to Britain’s possession of radar and the RAF, Germany turned its attention toward Greece and Yugoslavia.


In 1941, Hitler broke his pact with Stalin and invaded the Soviet Union.

The United States condemned the German aggression but adopted a policy of neutrality.

President Franklin D. Roosevelt and his supporters privately believed neutrality supported German aggression and found ways to work around the laws Congress passed declaring American neutrality. They were able to send support to the British.

Japan invaded the Philippines and the Dutch East Indies. President Roosevelt placed restrictions against the Japanese. Actions against Japan angered the Japanese.

Japanese military leaders decided to strike back. On December 7, 1941, Japanese warplanes attacked Pearl Harbor. On December 8, 1941, the United States stopped all talks of neutrality and declared war against Japan.

The United States entered the war on two fronts or theaters: against Germany in Europe and against Japan in the Pacific.

Allied powers set aside their political differences to defeat Hitler in Europe first and then concentrate on Japan in the Pacific. The USSR gave Germany its first defeat in the Battle of Stalingrad, driving Germans back toward their homeland.

General Dwight D. Eisenhower commanded the Allied forces as they landed on the beaches of Normandy, France and began the largest naval invasion in history in order to liberate France and the rest of Europe under German occupation. This event is known as D-Day and began on June 6, 1944. The Allies spread out over Europe, eventually invading Germany.

On April 30, 1945, Hitler committed suicide. On May 6, 1945, German leaders surrendered to the Allies.


President Roosevelt died on April 12, 1945, and Vice President Harry Truman became president.

The United States began reclaiming the Pacific area by a strategy known as island hopping.

Advisors warned Truman that Japan would fight to the death and that defeating the Japanese would mean a great loss of American life. The United States offered terms of surrender to Japan but it refused.

Truman gave the order to drop atomic bombs on Japan to force it to surrender. The first was dropped on Hiroshima on August 6, 1944, and the second was dropped on Nagasaki on August 9, 1944. On September 2, 1944, Japan signed an unconditional surrender. World War II was over.

WWII stopped totalitarian states from gaining all control in Europe and Africa.

War time production and the buying and selling of war goods ended the Great Depression in the United States. Development of the atomic bombs made the threat of future wars even more deadly.

Between 37 and 50 million people died in the war. For the first time, more civilians than soldiers died in the war. WWII cost more than $1 trillion.

Two out of every three European Jews died in the hands of the Nazis in the Holocaust.

The United States occupied Japan after the war under the command of General Douglas MacArthur and introduced reforms to insure peace.

The war resulted in a divided Germany, and the end of the hot war began the Cold War.


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Hitler wanted to create a master race of pure-blooded Germans. He called this race the Aryans.

Hitler and the Nazis planned the destruction of Jews and other undesirable people such as the weak, outspoken, and racially impure.

In 1935, Hitler backed the Nuremberg Laws, robbing Jews of their citizenship rights and banning marriage between Jews and non-Jews.

Jews were required to wear yellow Stars of David bearing the word Jude and adopt Jewish names.

Hitler disliked the Slavic people and forced them into labor camps to replace the workforce he needed. By mid-1944, some seven million Europeans were used as slave laborers in Germany and another seven million in their own homelands.

Genocide, the killing of people from a race, was planned for the Jews. Hitler called this “The Final Solution.” He wanted the total destruction of all Jewish people.

Special strike forces called Einsatzgruppen were set up by the Nazis to eliminate the Jewish people. Jewish people were first rounded up into ghettos, overcrowded portions of their cities, in an effort to starve them to death.

Jews were then sent to concentration camps or prison camps. In these camps, healthy people were enslaved until they dropped dead from exhaustion, disease, or starvation.

Death squads were used. Nazis would follow advancing armies into a new area, round up all Jewish people in that area, shoot them, and bury their bodies in mass graves.


Death camps were established for the sole purpose of murdering the Jews. The largest was Auschwitz in Poland. Jews (men, women, and children) were forced into gas chambers and their bodies were burned in large crematoriums.

The Holocaust is the term that refers to the planned destruction of the Jewish people in Europe.

More than six million Jewish people, including more than one million children, were killed in the Holocaust. Jewish culture was nearly destroyed throughout Europe.

After the war, trials were held in Nuremburg, Germany for those involved in these war crimes or violations against human rights. Twenty-two men were tried and 19 were found guilty. These public trials proved to the world that actions such as the Holocaust would not be ignored. Twelve received the death penalty and the others were sent to prison.

Standard 7-6: The student will demonstrate an understanding of international developments in the post-World War II world, including the impact of the Cold War on the world. Indicators:

1. Summarize the political and economic transformation of Western and Eastern Europe after World War II, including the significance of the Truman Doctrine, the Marshall Plan, the North Atlantic Treaty Organization (NATO), the United Nations, the Warsaw Pact, and the European Economic Community (EEC).

2. Summarize the events of the Cold War, including the Soviet domination of Eastern Europe; the rise of communism in China; the building of the Berlin Wall; the economic and political competition for influence in Vietnam and Korea; the Cuban Missile Crisis; the revolutionary movements in Africa; the development of new military, nuclear, and space technology; and the threat of nuclear annihilation.

3. Explain the causes and major features of the political and social change that occurred in the Middle East in the post-World War II period, including the role of nationalism, the creation of the state of Israel, and ongoing conflicts in the region.

4. Compare features of nationalist and independence movements in different regions on the post-World War II period, including Mohandas Gandhi’s role in the non-violence movement for India’s independence and the emergence of nationalist movements in African and Asian countries.



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When WWII ended, the United States and the Soviet Union became superpowers, meaning other countries could not match their military strength.

The United States and the Soviet Union acted as allies to defeat Germany, but each country had very different political ideas. The US wanted to spread democracy and free enterprise while the Soviet Union wanted to spread communism.

In theory, communism is a form of society without social classes or private property and with less government involvement in the lives of its citizens. In practice, however, the government controls all aspects of life.

The time of tension over different ideals became known as the Cold War. Both superpowers tried to gain influence of the world by all methods short of total war.

In an attempt to avoid another global war, delegates from 50 nations drew up a charter for the United Nations. It replaced the League of Nations. The United Nations General Assembly would vote on issues and choose members of the Security Council. The Security Council would decide what actions needed to be taken to settle international conflicts.

The Security Council had five permanent members: the United States, the Soviet Union, Great Britain, France, and China, as well as other elected members.

Joseph Stalin refused to pull Soviet troops out of Eastern Europe. He created satellite states, countries controlled by a more powerful country.


The United States adopted a policy of containment to hold back the spread of communism. President Truman supported this idea and, in a speech, declared the US would stop the spread of communism. This became the Truman Doctrine.

Secretary of State General George S. Marshall suggested the United States give money and other aid to rebuild Western Europe. This plan became the Marshall Plan. Marshall believed this poverty was a cause in the spread of communism.

After WWII, Germany was divided into four occupation zones. The United States, France, and Great Britain combined their zones to create Western Germany, a democracy.

The Soviet Union created Eastern Germany. The Soviets feared a strong Germany would attack them as it had done in the first two world wars.

The city of Berlin was in the Eastern, Soviet controlled portion of Germany. The Soviets blocked food and supplies to the people of West Berlin, hoping to make the Allies give up the plan to unite the three occupation zones into one. Americans organized an airlift, dropping in food and supplies to West Berliners. This was called the Berlin Airlift. The Soviets gave up the blockade.

After Stalin died, Nikita Khrushchev took over the Soviet Union. In 1961, he ordered a wall built separating Communist East Berlin from the rest of the city. This was the Berlin Wall.

New military alliances were formed as a result of the Cold War. NATO, the North Atlantic Treaty Organization, had members with democratic or freely elected officials.

The Warsaw Pact was formed between nations with communist governments.


SEATO, the Southeast Treaty Organization, was an anti-communist alliance including the United States, Great Britain, France, Pakistan, Thailand, the Philippines, Australia, and New Zealand.

CENTO, the Central Treaty Organization, was formed to block the spread of communism in the Middle East.

In 1957, Europeans signed the Rome Treaty, creating the European Economic Community, (EEC). Member nations had certain economic advantages over non-member nations.


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Joseph Stalin refused to pull Soviet troops out of Eastern Europe. He created satellite states, countries controlled by a more powerful country.

The Soviet Union created Eastern Germany. The Soviets feared a strong Germany would attack them as it had done in the first two world wars.

By 1950, an invisible political line, the Iron Curtain, divided Europe. It separated democratic nations from communist-run nations.

Leaders in satellite nations followed the Soviet example and emphasized heavy industry, collectivization, elimination of all non-communist parties, and the use of secret police to crush opposition to communist rule.

A civil war in China lasted more than 20 years, and communist leader Mao Zedong emerged as victor. The nationalist leader Chiang Kai-shek and his followers fled to the island of Taiwan.

The United States refused to recognize the newly formed People’s Republic of China under Zedong’s leadership.


Zedong wanted to modernize as quickly as possible and launched the Great Leap Forward, a five-year economic plan.

Zedong formed the Red Guard, a revolutionary group made up of young people who traveled the country destroying the Four Olds: old ideas, old culture, old customs, and old habits.

After Stalin died, Nikita Khrushchev took over the Soviet Union. In 1961, he ordered a wall built separating Communist East Berlin from the rest of the city. This was the Berlin Wall.

WWII left Korea divided at the 38th parallel. North Korea was controlled by the Soviets, and South Korea was controlled by the United States.

In 1950, the Soviets backed the North Koreans as they marched into South Korea. Truman convinced the Untied Nations to send in troops, which were mostly Americans.

General Douglas MacArthur commanded the UN forces. He wanted to drop atomic bombs; Truman refused and fired MacArthur.

After three years of war, a truce was signed. The boundary remains around the 38th parallel.

North Korea is still a trouble spot because it has a totalitarian government, ties with terrorists, and knowledge to build nuclear weapons.

When the Japanese left Vietnam after WWII, the French wanted to regain control.

Ho Chi Minh was a Vietnamese nationalist who led a resistance against the French. The United States feared he was a communist and helped the French regain control.

President Dwight D. Eisenhower described this threat as the domino theory. If one country fell to communism in this area, others around it could as well.


After years of fighting, the French decided to reach an agreement, the Geneva Accords, with the Vietminh. They agreed to divide the country at the 17th parallel into communist-controlled North Vietnam and American-controlled South Vietnam.

The Geneva Accords required that elections be held to unite the country. South Vietnam refused to participate in fear of a communist takeover.

By the 1960’s, American troops arrived to help in the conflict. United States’ involvement in the Vietnam War embittered the American people. In 1973, President Richard M. Nixon agreed to withdraw American troops. More than 58,000 American soldiers died.

In 1975, communist North Vietnam invaded the South and reunited the country as the Socialist Republic of Vietnam.

In 1959 in Cuba, Fidel Castro overthrew the dictatorship of Fulgencio Batista. Castro promised free elections but instead accepted Soviet military aid and set up a communist country.

In 1962, the United States spotted proof of long-range missiles based in Cuba. President John F. Kennedy ordered a military blockade to prevent the Soviets from delivering any more missiles. Kennedy told the Soviets that if they fired any missiles toward the US, the US would retaliate with nuclear weapons. This was the Cuban Missile Crisis.

During the Cold War, Europeans recognized that colonial rule in Africa must end. Ghana was the first to gain its independence from Britain, and Kenya followed suit in 1963.

During the Cold War, the Space Race between Soviets and Americans began. In 1957, the Soviets launched the first space satellite, Sputnik I. The Soviets were first to put a man in space with Yuri Gagarin in the Vostok.


The Americans responded with JFK’s announcement that an American would walk on the moon by the end of the 1960’s.

In 1969, Americans Neil Armstrong and Buzz Aldrin walked on the surface of the moon. The mission cost about $33 billion.

China tested its first nuclear bomb in 1967. The chances of nuclear annihilation, to completely destroy the human race, increase as more countries have the knowledge of these weapons.

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Due to agreements made after WWI, many Middle East nations were under the control of the British and French.

After WWII, demands for independence were made. Geographic location, the Suez Canal, and oil resources made this area important to both superpowers.

Most nations in this area practice Islam.

The nation of Israel was created by the Balfour Declaration in 1948 as a homeland for Jewish people. The land known as Palestine was to become Israel.

David Ben-Gurion was Israel’s first prime minister.

Palestinians in the area were angry, and war broke out. Several Arab nations invaded Israel and lost. Israel gained more land.

The Arab-Israeli conflict resulted in several changes: Israel gained more land; Jerusalem was divided; more than 700,000 Palestinians became homeless; hundreds of thousands of other Palestinians were under Israeli rule; and Jews from all over the world moved to Israel, increasing the Israeli population.


Palestinians won back the Gaza Strip in the early 2000’s. They still want their own country.

Pan-Arabism, or Arab unity, was promoted by Colonel Gamal Abdel Nasser of Egypt when he seized the Suez Canal from British and French control.

Great Britain, France, and Israel attacked Egypt, starting the Suez War of 1956. The United States and President Eisenhower feared the Soviets would back the Egyptians and encouraged the British, French, and Israel to withdraw their troops. Egypt kept the canal and began accepting Soviet support.

Some Arab nations did not agree with Pan-Arabism, because they did not want to share their oil wealth and power with non-oil nations.

In 1967, Nasser closed the Gulf of Aqaba, which allowed Israel access to the Red Sea. Israel had stated this act would be seen as an act of war.

On June 5, 1967, Israel bombed Egypt and within six days wiped out Egypt’s air force. The Israeli army gained more land and tripled its size. The United Nations asked Israel to withdraw from territories formerly held by the Palestinians and asked Arab nations to recognize Israel as a nation. Both sides refused.

Golda Meir was Israel’s first female prime minister. She supported Israeli settlement in the new areas. Egypt and Syria retaliated by launching air strikes on Yom Kippur, a major Jewish holiday. America helped Israel, angering Egypt, and the United Nations arranged a cease-fire.

To support Palestinian refugees, Egypt helped form the Palestine Liberation Organization, or PLO, in 1964. PLO leader Yassir Arafat believed Palestinians had a right to their homeland and launched terrorist attacks against Israel.


The road to peace for Israel, Egypt, and the PLO has been slow, and two leaders paid the ultimate price of their lives: Anwar el-Sadat and Yitzhak Rabin.

Peace was stalled in 2006 when the Hamas, an Islamic fundamentalist organization, won the majority of seats in the Palestinian Authority’s general elections.

Iran became a friend to the United States in the 1950’s and 1960’s. Its leader, the Shah Mohammed Reza Pahlavi, used oil money from the US to build a modern state. However, outspoken Muslim leaders, led by Ayatollah Ruhollad Khomeini, overthrew the shah 1979.

Since then, Iran remains in tense relations with the United States and Israel. The current leader is President Mahmoud Ahmadinejad, and Iran remains committed to strict Islamic law.

Saddam Hussein, the dictator of Iraq in the 1980’s and 1990’s, led his troops in a war against Iran and then into oil-rich Kuwait. This action prompted the Gulf War, with American troops aiding Kuwait.

Al-Qaeda and Osama bin Laden were behind terrorist attacks that struck down the World Trade Center in New York City in 2001.

The United States began a war against terror in 2001. The war in Iraq was started because it was believed that Saddam Hussein was creating weapons of mass destruction. Hussein was captured and hung, and many Iraqis are trying to rebuild Iraq into a modern democracy. Militants are still resisting their efforts.


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Documentation

After WWII, many colonial nations in Asia and Africa were inspired to fight for self-government.

In India, the independence movement started with the formation of the Indian National Congress (INC) in 1885. At first, it only asked for more self-rule; however, in 1919, British soldiers opened fire on a group gathered for a political meeting and killed hundreds and wounded thousands. The INC called for total freedom from British rule.

Mohandas Gandhi stepped forward to lead the independence movement. Gandhi opposed violence of any kind. He called for passive resistance, in which a person who judges a law unfair refuses to obey it and suffers the consequences, even if it means going to jail.

Gandhi and his followers openly defied British rule through peaceful protests and demonstrations.

1935, Britain passed

In 1947, after WWII ended, India wanted granted independence but only after the country was restructured to divide Muslims from Hindus. East and West Pakistan were created for Muslims, and India was to remain Hindu. Mass migration took place as people moved to the area according to religion.

In the 1960’s, the people of East Pakistan felt they had no say in the government of their country, which was seated in West Pakistan. Violence broke out, and India intervened. East Pakistan became Bangladesh, an independent country. West Pakistan became known as modern day Pakistan.

In laws allowing Indians to run for local office, but national offices were still out of reach.


India modeled its government after Britain and the United States. It has a prime minister, three branches of government, and two houses.

Jawaharlal Nehru was India’s first prime minister. He was friends with Mohandas Gandhi, whom an assassin killed in 1948.

Indira Gandhi was in strict control of the government and oversaw India’s involvement with the creation of Bangladesh. In 1984, a bodyguard assassinated her as she walked to work. Her son, Rajiv Gandhi, became prime minister and was also assassinated in 1989.

India still faces economic hardships but is modernizing rapidly.

The Philippines were granted independence from the United States in 1946. The Dutch left Indonesia a few years later.

The United States occupied Japan after the war ended. The Japanese economy collapsed and, with the aid of the US, Japan has now emerged as a leading economic world power.

The United States poured $3.5 billion into Japanese factories. The US required Japan to accept a democratic form of government before granting it independence in 1952.

In 1960, 17 African countries freed themselves from European rule. Some African nations used guerrilla warfare to defeat their enemies. Portugal lost Mozambique and Angola in the 1970’s. Algeria won control from France in 1962.

Soviet communists helped some African nations win independence

Due to inexperience in running a government, many African nations suffered from disorder, which allowed a single leader to use military force to seize control. Idi Amin of Uganda is an example. Amin gave shelter to terrorists and was responsible for the killing of 300,000 people. Ugandans now are building a democracy.


African women have made advances in government. Women in Kenya won the right to serve in the nation’s parliament. Liberia elected the first African woman as president in 2005.

The idea of Pan-Africanism, unity of all Africans, led to the creation of the Organization of African Unity (OAU) in 1963. In 2002, African leaders replaced the OAU with the African Union (AU). Its goals are to help Africans develop democracy and to promote economic growth.

A white-dominated government in South Africa created a classification system based on racial lines. This discrimination became known as apartheid. Laws were in place favoring whites over other races.

The African National Congress (ANC) was formed in 1912 to fight apartheid. Many were arrested, including Nelson Mandela, the leader of the ANC.

Bishop Desmond Tutu and others put pressure on the government to make necessary changes and end apartheid. He won the Nobel Peace Prize in 1984 for his non-violent resistance.

The United States took economic action against South Africa for its racial discrimination.

Apartheid collapsed in the late 1980’s. Mandela was released from prison and regained his position as head of the ANC. In the first all-free elections held in 1994, Mandela was elected president of the Republic of South Africa.

Standard 7: The student will demonstrate an understanding of the significant political, economic, geographic, scientific, technological, and cultural changes and advancements that took place from the beginning of the 20th century to present day. Indicators: 1. Illustrate on a time line the events that contributed to the collapse of the Soviet Union and other

communist governments in Europe, including economic failures and the emergence of new leaders.


2.

3.

4.

5.

6.

7.

Explain the significance and impact of the information, technological, and communications revolutions, including the role of television, satellites, computers, and the Internet. Explain global influences on the environment, including the effects of increases in population, the growth of cities, and efforts by citizens and governments to protect the natural environment. Summarize global efforts to advance human rights, including the United Nations’ adoption and proclamation of the Universal Declaration of Human Rights, the end of colonialism by European nation-states, and the collapse of the apartheid system. Compare the social, economic, and political opportunities for women in various nations and societies around the world, including those in developing and industrialized nations and within societies dominated by particular religions. Explain the impact of increasing global economic interdependence in the late 20th century and the early 21st century, including the significance of global communication, labor demands, and migration; the European Economic Community (EEC) and other trade agreements; and the oil crisis of the 1970’s. Summarize the dangers to the natural environment that are posed by population growth, urbanization, and industrialization.

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After two decades of communist rule, European nations behind the Iron Curtain struggled economically and faced harsh Soviet demands.

By the late 1980’s, reforms lessened some unjust Soviet policies.

In 1964, Nikita Khrushchev retired (was forced from office) for appearing weak in dealings with JFK concerning the Cuban Missile Crisis.

Leonid Brezhnev became the new Soviet leader and continued Stalin’s policy of arresting dissidents, or people who protested the government. Brezhnev issued the Brezhnev Doctrine, stating the Soviet Union would intervene in any Eastern European nation that posed a threat to communism.

Despite harsh talk, Brezhnev agreed to enter the policy of détente with the United States. President Richard Nixon and Secretary of State Henry Kissinger crafted the idea of détente, meaning a relaxing of tensions between the Soviet Union and the United States.


Détente lasted about seven years and ended in 1979 when the Soviet Union invaded Afghanistan to fight against Muslim rebels. President Jimmy Carter charged the Soviet Union with aggression to expand Soviet power. The United States cut off grain supplies to the Soviets and refused to allow Americans to participate in the 1980 Olympics, held in Moscow.

President Ronald Reagan, elected in 1980, called the Soviet Union an evil empire and started the Star Wars military program, a system of weapons to cut off and destroy incoming missiles aimed at the United States.

President Reagan gave aid to the Muslim rebels, hoping to make it impossible for the Soviet Union to use the civil war in their favor. The Soviets pulled out in 1989.

The Taliban, Muslim rebels, fought against efforts to set up a western-style government because they wanted a government based on strict Islamic law.

Conditions in the Soviet Union, such as a weak economy, severe shortages of consumer goods, poor working conditions, and a huge bureaucracy, caused reformers within the Soviet Union to create ideas on how to improve conditions. Mikhail Gorbachev was among the reformers.

Gorbachev was the last of the political leaders of the Soviet Union. He reduced military spending and entered into talks with Ronald Reagan. In 1987, the two leaders signed the Intermediate-range Nuclear Forces (INF) Treaty, the first treaty designed to call for the destruction of nuclear bombs.


Gorbachev introduced three important programs: Perestroika, restructuring of the economy and then the government; glasnost, openness that allowed Soviets to say and write what they wanted, even if it was critical of the government; and demokratizatsiya, greater democracy within Soviet government, allowing more than one candidate to run for an office.

Eastern European nations also sought reform, and Gorbachev did not interfere. In 1989, Poland, Hungary, Czechoslovakia, Romania, and Bulgaria peacefully replaced communist leaders in their countries.

On November 9, 1989, guards opened the gates of the Berlin Wall, and East and West Berliners were able to mingle for the first time in more than 25 years. The Berlin Wall was torn down, and Germany reunited into one democratic nation.

In 1991, a communist-led coup was staged. Russian leader Boris Yeltsin defied leaders of the coup.

All 15 Soviet republics declared their independence. Boris Yeltsin was the president of Russia and outlawed the Communist Party.

Late in 1991, Mikhail Gorbachev announced the end of the Soviet Union. With its collapse, the Cold War ended.

Boris Yeltsin tried to introduce a market economy as quickly as possible. However, the conditions in Russia were so bad that recovery was not immediately attainable.

Yeltsin resigned in 1999 and named Vladimir Putin as acting president of Russia. Putin had served with the KGB for 15 years and claimed to have studied law.

People in the Russian province of Chechnya wanted independence, and Putin used military strength to keep control of the area. Putin’s policies won support among Russians, and he was elected President in the 2000 election.



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The technological revolution has been as dramatic as the Industrial Revolution.

In 1901, Guglielmo Marconi sent the first radio waves across the Atlantic Ocean.

In the 1930’s, television was developed. The National Broadcasting Network (NBC) gave a large public demonstration of the television at the World’s Fair in New York. Two other networks, the American Broadcasting Company (ABC) and the Columbia Broadcasting System (CBS), joined in the race to broadcast television programs, which were paid for through commercial advertising.

World War II stopped television technology. When the war ended, television technology boomed. From 1946 to 1961, TV owners jumped from 6,000 to 12 million.

In 1946, the first electronic digital computer went into operation. It was bulky and not practical, so scientists faced the challenge of reducing the size.

In 1957, the Soviets launched Sputnik. Later satellites could not only send radio signals but also relay phone calls.

In 1959, the first integrated circuit was designed by Robert Noyce. It was a complete electronic circuit on a small chip of silicon.

In 1962, the US satellite Telstar transmitted live TV programs for the first time. President JFK stated the “importance of communication to ensure a greater understanding among the people of the world.”


In 1965, a computer in Massachusetts was linked to one in California. Lawrence Roberts and his coworkers linked more computers and in 1972 introduced their network to the world. This was the beginning of the Internet.

In 1971, the first microprocessor was invented by Robert Noyce and his partner, Gordon Moore. It was several integrated circuits on a single chip of silicon. The microprocessor made it possible to shrink the size and increase the speed of computers.

There are two kinds of software. One runs or operates the computer. The other accomplishes a specific task. In 1980, IBM hired Bill Gates to develop operating software for the computer. This became known as Microsoft Disk Operating System, or MS-DOS. Gates is the cofounder of Microsoft.

In 1977, Apple offered the first practical, affordable, home computer. Steven Jobs and Stephen Wozniak used microprocessor technology to build their computers.

In 1981, IBM offered the first personal computer (PC).

In 1985, Microsoft introduced the “Windows” operating system.

In the 1990’s, the World Wide Web (WWW) was developed and we entered the Information Age.


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A new science called ecology developed in the 1960’s and 1970’s when people became concerned with how human activities affected the environment.

Rachel Carson, an American marine biologist, warned that pesticides were harming animal life. She published her dangers in a 1962 book, Silent Spring.


Senator Gaylord Nelson of Wisconsin proposed the idea of an Earth Day celebration in the early 1960’s as a nationwide demonstration that politicians should do something about environmental issues.

Other organizations such as the Sierra Club, the Audubon Society, and the Wilderness Society were formed to address environmental issues and find solutions through citizen involvement.

In the 1970’s, people living in a New York housing development, named Love Canal after the developer, noticed a high rate of serious health issues such as nerve damages, birth defects, cancer, etc. It was discovered that they lived atop a decades-old toxic waste dump. After a hard-fought campaign, the federal government declared the Love Canal a federal disaster area.

In March 1979, an almost nuclear disaster occurred at Three Mile Island in Pennsylvania. A reactor overheated when the cooling system failed. This gave Americans grave concern about the use of nuclear power in the United States.

In 1984 in Bhopal, India, a major ecological disaster occurred when a chemical plant accidentally released deadly toxic fumes into the air, killing 3,800 people and injuring another 100,000 people.

In the mid 1980’s at Chernobyl in the Soviet Union, the worst nuclear disaster occurred when an explosion released radioactive waste that killed hundreds and has caused persistent health problems for many.

In 1989, the oil tanker Exxon Valdez struck a reef in Prince William Sound in Alaska, spilling more than 11 million gallons of oil. Millions of birds, hundreds of sea otters, and dozens of other sea life were endangered. It was the largest oil spill in the United States.


Nations have begun to deal with multilateral environmental agreements (MEAs) or pacts among nations to protect the environment.

One important MEA happened in Kyoto, Japan in 1997 when representatives from more than 160 nations met to discuss ways to reduce the emission of harmful gases such as carbon dioxide into the environment. They produced a document called the Kyoto Accord, a framework for designing an environmental treaty.

The Kyoto Accord allowed developing nations time to catch up economically with developed nations. Developed nations pledged to clean up their environment and use clean power, energy that reduces pollution.


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On December 10, 1948, the General Assembly of the United Nations adopted the Universal Declaration of Human Rights. Eleanor Roosevelt, former first lady and the first US delegate appointed to the United Nations, served as chairperson for the Commission of Human Rights.

The Universal Declaration of Human Rights is considered the most important statement on human rights since WWII. It states that all humans are born free in dignity and rights; everyone has the right to life, liberty, and security of person; and much more.

Amnesty International, and other organizations closely monitor human rights abuses. Yet still many governments abuse and terrorize their people.

The United Nations,


Several methods are used to pursue the goal of monitoring human rights abuses. These include publicizing cases in which people are punished for criticizing the government, adopting documents that support human rights, and investigating the disappearance or imprisonment of dissidents.

World pressure helped end apartheid in South Africa. In 1996, the Republic of South Africa adopted a new constitution with a detailed bill of rights.

Slobodan Milosevic, the leader of Serbia, did not want Yugoslavia to breakup because he wanted all Serbs to stay in Yugoslavia. He used ethnic cleansing, the brutal removal of non-Serbs from the area. The UN and NATO intervened to stop these war crimes. Milosevic was removed from office.

Human rights include the right to adequate health care. Epidemics, such as AIDS and HIV

World Health Organization (WHO) and the UN are trying to fight the disease through education.

Nuclear proliferation, or the buildup of nuclear weapons, continues in the world today. The proliferation increases the chances of future wars.

Refugees, people forced to flee their homes due to violence, disaster, or persecution, have a unique legal status in seeking safety or asylum. Unfortunately, though, they often have to endure times of suffering in overcrowded refugee camps while waiting for a nation to take them.

, result in a greater cost than people in developing nations can afford. AIDS is a global issue of grave importance, and organizations such as the


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The charter of the United Nations, signed in 1945 in San Francisco, was the first international agreement that identified equality between men and women, or gender equality.

Women still experience gender inequality, limits on legal, social, and economic rights. This is especially true in developing nations.

People have argued for women’s rights for a long time. Four writers who wanted to see a change toward more rights for women were: Daniel Defoe, who, in 1719, wrote an essay called “The Education of Women;” Mary Wollstonecraft, who, in 1776, supported the cause of American independence and, in her most important book, A Vindication of the Rights of Woman, called for equal public education of both girls and boys; Elizabeth Cady Stanton, who married the anti-slavery leader Henry Stanton, later helped start the women’s suffrage movement in the United States, and, along with three other women, planned a women’s rights conference in Seneca, NY in 1884; and John Stuart Mill, a famous British Utilitarian who believed the government should try to make society better and wrote in his book, The Subjection of Women, that if freedom is good for men, it is also good for women.

Many nations allowed women the right to vote in the 1900’s. The United States granted women the right to vote in 1920.

In developing nations, women and children face issues such as a lack of opportunity, limits on education, low-paying jobs, high infant mortality rates, child labor, and lack of political power.


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my own. revolution in transportation

occurred with the development of jet planes and supertankers, with the ability to move people and goods very quickly.

A revolution in communication occurred with the development of the Internet and email, electronic mail sent over computer networks.

Such developments brought about the idea of globalism: people worldwide thinking of themselves as part of a global community.

In the 1970’s, nations realized their interdependence when oil-rich nations in the Middle East placed an embargo on oil to the United States in retaliation for support for Israel in the Yom Kippur War. Embargo means to place a ban on.

Organization of the Petroleum Exporting Countries (OPEC) used the embargo in economic protest of American support of Israel.

Today, 11 nations belong to OPEC; they greatly influence the price of crude oil in the world and have the power to affect economies of even the strongest nations, including the United States.

Economic interdependence has spurred the growth of multinational corporations (multinationals), companies with headquarters in their home country but business locations all over the world.

Multinationals assign work to subcontractors and to outside labor. This is known as outsourcing. Cheap labor drives the growth of multinationals.

A

By the 1970’s, the United States lapsed into trade deficits. Americans purchased more from foreign countries than they sold.


The creation of the European Union (EU) was Europe’s way to create a large regional economic market and allow each member nation increased trade and economic growth.

The EU has a common bank and currency called the euro.

In 1994, the United States, Canada, and Mexico created a regional market by signing the North American Free Trade Agreement, or NAFTA. Under NAFTA, all three nations agree to remove all trade restrictions for 15 years. US exports have increased 104 percent.

Efforts to make international trade free and uncomplicated have led nations to sign the GATT treaties (General Agreement on Tariffs and Trade). Nations that sign are part of the World Trade Organization (WTO). The WTO negotiates trade agreements and settles trade disputes.


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Megalopolises, areas where cities have grown so large that they run into each other, are threatening the environment.

World population has increased in recent decades and strains limited resources on the Earth.

Ninety-seven percent of population growth occurs in developing nations, countries that want to be modern but still follow traditional ways.

higher standard of living, the measure of a person’s wealth and personal well-being.

Developed countries face two dangerous environmental trends: deforestation and desertification.

Deforestation is the cutting down of all forests. Desertification is the turning of fertile land into desert.

Developed nations offer a



Urbanization is the moving to a city in hopes of work. As more people move to cities, there are fewer left behind to grow the necessary food.

Industrialization is the switch from an economy based on farming to an economy based on industry. Industrialization causes environmental problems.

The major problems with industrialization are limited resources, pollution, global warming, and the destruction of the ozone layer.

Economic development that does not limit the ability of future generations to meet their needs is known as sustainable development.

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