OGT - Troy High School · You must be able to support generalizations with ... • Death of founder Vladimir Lenin led to rule under Joseph Stalin • Stalin maintained power with

OGT Review Guides

Created by the Troy High School

Social Studies Department Becki Begley, Department Chair

Troy High School

151 West Staunton Road Troy, OH 45373 (937) 332-6710

[email protected]@troy.k12.oh.us

THS SOCIAL STUDIES GUIDE FOR ANSWERING HISTORICAL QUESTIONS

WHEN THE QUESTION ASKS: YOU SHOULD ANSWER WITH: WHAT Specific examples to support the question, including people, events, ideas, laws, etc. WHY A list of causes, or explain the reasons that

something happened HOW Describe the process, methods used, steps or

procedures WHICH A ranking of examples in order of importance with

reasons for the ranking EXPLAIN SIGNIFICANCE Give the effects of something, what did it cause to

happen afterward, DO NOT give the results only – address why the results were important

WHAT TO DO WHEN THE QUESTION SAYS: CITE or DEFINE or IDENTIFY – show that you have memorized the basic facts, terms and concepts by recalling them EXPLAIN or OUTLINE or ILLUSTRATE or SUMMARIZE – show that you understand the meaning of the material by stating the main ideas and providing supporting details or presenting evidence about the topic or interpreting what you have read APPLY or PRESENT or DEVELOP - use the facts in a new or different way or that you know the method for solving a problem using past learning in a new situation ANALYZE or EXAMINE or COMPARE/CONTRAST or DRAW CONCLUSIONS – break the information down into its parts, motives or causes. You must be able to support generalizations with facts as you break down the question. Remember that COMPARE means to give both similarities and differences, while CONTRAST means give only differences. SYNTHESIZE or DEVELOP or DESIGN or PREDICT or PROPOSE – this is the opposite of the above category. These questions require you to take the facts and other pieces of information to form a generalization or solution based on those facts. ASSESS or CRITIQUE or EVALUATE – present and defend an opinion based on a set of criteria that you determine and explain using facts not generalizations, make judgments

Property of the Troy High School Social Studies Department

History Benchmark A: Explain connections between the ideas of the Enlightenment and changes in the

relationships between citizens and their governments. Ideas of the Enlightenment Major Enlightenment Thinkers

Enlightenment Ideas

Locke • People have the natural rights of life, liberty, and property • Citizens enter into a social contract with their government, in which people

give power to the government in order to have their natural rights protected • Governments can be overthrown if the natural rights of citizens are not

protected Montesquieu • Governments should be divided into 3 branches (legislative, executive, and

judicial) • Governments should utilize the checks and balances system to make sure

that one branch cannot become all powerful (like in absolutism) Rousseau • Citizens enter into a social contract

• Governments should govern based on the principal of popular sovereignty (the will of the majority)

Voltaire • Citizens should have the right to freedom of speech (no censorship) and freedom of religion (no religious persecution)

Changes in the relationship between citizens & government: Main Idea: Citizens began to demand more of a voice in their government, as well as an end to the absolutist regimes that controlled their countries and limited the rights of citizens. Enlightenment ideas also inspired independence movements, as colonies sought to create their own country and remove their European colonizers. Governments also began to adopt ideas like natural rights, popular sovereignty, the election of government officials, and the protection of civil liberties. Examples: United States

• British colonies are upset with their lack of representation in Parliament, oppressive taxes • British colonies rebel against their mother country, resulting in the American Revolution • Connection to Enlightenment:

o Declaration of Independence - Right to life, liberty, pursuit of happiness; all men are created equal; right to overthrow government

o Constitution - Based on popular sovereignty, created a new 3 branch government, used checks and balances

o Bill of Rights - Protected the rights of free speech, religion, press, assembly France

• French citizens are upset with the absolute monarchy of the Bourbon family, lack of taxation of the 1st and 2nd estates

• French citizens, motivated in part by the American Revolution, rebel against Louis XVI, which starts the French Revolution

• Connection to Enlightenment: o Declaration of the Rights of Man – proclaimed rights to life, liberty, equality; equality

of all citizens, right to resist oppression Latin America

• Revolutionaries like Simon Bolivar led independence movements against the European colonizers of the region


History Benchmark B: Explain the social, political, and economic effects of industrialization.

Social, Political, and Economic Effects of Industrialization

Short Term Effects Long Term Effects Social • Growth in cities and urban

population as workers migrated for jobs

• Rise of tenement lifestyle in cities, which leads to poor sanitation, high rates of disease, and lower life expectancies in urban areas

• Increase in the amount of women entering the workforce

• Emigration out of Europe, and mass immigration into the United States • U.S. – Change from Old Immigration (western Europe) to New

Immigration (Eastern and Southern Europe) • Rise of nativism in the United States

• Emergence of the middle class • Creation of a middle class culture (music, art, leisure)

• Technology and medicine begin to dramatically improve the quality of life • Increasing gap between the rich and poor

Economic • Textile industry first to experience industrialization

• Demand for textiles, increasing supply of cotton

• Immigrants used as a large and inexpensive labor force

• Use of child labor in factories and mines

• Unregulated working conditions, long hours, low wages

• Laissez-faire governmental policies are utilized

• Increase in the standard of living • Rise of monopolies and corporations

• Trusts, horizontal (Rockefeller) and vertical (Carnegie) consolidation • Reliance upon machines, mass production and the assembly line • Rise of labor unions to fight for wages, hours, working conditions, and

social reform • U.S. – Knights of Labor, American Federation of Labor (AFL) • Use of protests, strikes, boycotts by laborers • Owners respond with striking breaking, violence, yellow dog

contracts, etc. • Beginning of collective bargaining, closed shops

Political • Government policies initially support big business (laissez-faire)

• Use of tariffs and subsidies to protect and support the economy

• U.S. – Rise of populism and progressivism • Increase in urban reforms • More business regulation and anti-trust legislation • More laws regulating workplace conditions, hours, child labor


HISTORY Benchmark C: Analyze the reasons that countries gained control of territory through imperialism and the impact on living people in the territory that was controlled.

Imperialism: ambition of a powerful nation to dominate the political, economic, and cultural affairs of another nation or region; this time period is approximately 1830-1917

THE REASONS FOR IMPERIALISM SOCIAL POLITICAL ECONOMIC

• Missionaries wanted to spread Christianity

• Westernization of the “natives”

• “The White Man’s Burden” • Outlets for population

• Imperialists view colonies as sources of troop for European nations’ armies

• Coaling stations and military bases

• National power & prestige

• European leaders wanted stable sources of raw materials

• Make available new markets for sale of goods

• Trade routes

THE GLOBAL IMPACT OF IMPERIALISM Europe Africa Japan China

Social

Changes

- massive overseas migration of Europeans - missionaries spread Christianity, medicine, hygiene - industrialization increases urbanization

- native customs, culture suppressed by Europeans - assimilation - forced labor & military service - intro Euro. meds. - most natives keep living by tradition

- system of social classes abolished - all Japanese free to choose occupation - universal compulsory education established

- 1st mass intro of western culture - opium drug problem leads to war and British intervention

Political Changes

- almost all Euro. nations establish colonies - imperialism = nationalism, power, & prestige - bitter rivalries arise, European militaries swell

- Euros. impose direct & indirect gov - direct – Euros. control all levels (paternalism) - indirect – Euro. advisors but local leaders - borders established

- centralized gov. established - constitution accepted - national assembly w/ elected house formed

- Korea granted independence - European intervention diminishes Japans influence in China - Open Door Policy =right of all foreign nations to trade equally w/ China

Economic Changes

- importation of raw materials increases industrialization - surplus capital – increase investment - trade routes open new markets

- new agricultural techniques - roads, railroads, communications constructed - industrialization; benefits Europe

- gov. enacted policies to encourage private investment - gov. built modern communication and transportation - Japan industrialized

- Korea signs treaty w/ 5 western nation - Euros. demand retributions for aid - retributions=bases, railroads, trading, mining, etc.

THE EMERGENCE OF THE UNITED STATES AS A WORLD POWER The Spanish-

American War Far East/South Pacific Caribbean/Central

America

U.S. interests - Cuba; imperial interests - competition w/ G.B. - Maine explodes in Havana; war w/ Spain

-raw materials, coaling & naval bases, trade posts -gets Philippines, Guam, & Wake Is. from Spain

- canal through Latin Am. - Roosevelt Corollary, Monroe Doctrine - economic, industrial

Result of U.S.

intervention

- War – April-Dec 1898 - Spain surrenders Cuba, Puerto Rico, Wake Is., Guam, & sells Philipines to U.S. for $20 mil.

- 4 yr. war w/ Filipinos - US acquires Somoan Is. - US annexes Hawaiian Is. - US has chain of islands from west coast to East Asia

- Panama Canal (1914) - Central Am. becomes crossroads of trade - US intervention in Haiti, Nicaragua, Dominican Rep.


History Benchmark D: Connect developments related to World War I with the onset of World War II

1. Treaty of Versailles (treaty ending World War I) a. Germany – forced to accept blame for the war, pay millions in reparations (payments for war

damages), give up colonies, and disarm (allowed to keep a small military) b. Poland, Czechoslovakia, and Yugoslavia created c. Baltic nations of Estonia, Latvia, and Lithuania created out of Russia who desired land back d. Austria-Hungary divided and lost land to Romania and Italy e. League of Nations created – handle international disputes, U.S. never entered and League

would prove ineffective towards preventing future war 2. Rise of Totalitarianism

a. Definition: dictator-led governments that controlled all political and social activity b. Germany – economic collapse after WW I and fear of communism led to Adolf Hitler and

Nazi Party obtaining power • Promised to make Germany strong again • Blamed Jews for many of Germany’s problems – led to persecution and later

genocide in the form of concentration and death camps • Promoted belief that Germans belonged to superior race – Aryan • Used secret police to control citizens

c. Italy – economic problems and feelings of inferiority and resentment from Treaty of Versailles led to control by Benito Mussolini and Fascist Party

• Made all other political parties illegal • Gave himself great deal of power to make laws • Used secret police to control citizens

d. Soviet Union – Bolshevik revolution of 1917 in Russia led to a communist state and formation of the USSR – United Soviet Socialist Republics

• Death of founder Vladimir Lenin led to rule under Joseph Stalin • Stalin maintained power with an iron fist – used famine, purges (killings of political

threats), and secret police to control citizens e. Japan – formed military dictatorship under General Hideki Tojo

• Pursued aggressive foreign policy • Needed land for raw materials (oil especially), food production, and population

NOTE: During World War II, Germany, Italy, and Japan were allies as the Axis powers 3. The Great Depression

a. Oct. 1929 – Stock Market Crashes in New York • 1920’s wealth based on speculation (buying stocks on credit) and inflated stock

prices • Decreased money supply and tighter credit made it harder to get loans • Resulted in lower production and widespread unemployment throughout United

States and Western Europe b. Economic problems and political turmoil in countries like France allowed Adolf Hitler to

rearm Germany unnoticed 4. Munich Conference – September 1938

a. Great Britain, France, and Italy used policy of APPEASEMENT or giving in to Hitler’s demands to avoid war by allowing him to annex the Sudetenland, a German dominated area of Czechoslovakia

b. Appeasement showed allied weakness and lack of preparation – as a result, Hitler launched Blitzkrieg (lightning war) on Poland on Sept. 1, 1939, officially beginning World War II


History Benchmark E: Analyze connections between WWII, the Cold War, and contemporary conflicts

1. Creation of United Nations (UN) – world peace organization created after WW II a. Handles international conflicts using military personnel of member nations. Ex: Korean War b. Consists of around 200 members today, including 5 permanent members of Security Council:

United States, Great Britain, France, Russia, and China 2. Establishment of Israel

a. Support for a Jewish homeland after WWII led to creation of Israel in 1947 by UN resolution b. Originally, Palestine divided into two sections (Israel – Jewish, Palestine – Arab) c. Arab neighbors did not accept the establishment of Israel

• Attacked Israel the day following establishment and were soundly defeated • Israel obtained land from Syria, Jordan, and Egypt – kept control over territory

d. Israel and Palestinian Liberation Organization (PLO) currently in serious talks concerning Israeli withdrawal from Palestinian lands and end to Palestinian suicide bombers

3. Cold War a. U.S. and Union of Soviet Socialist Republics (U.S.S.R.), allies during WW II, became bitter

enemies and competitors immediately following war. b. U.S. adopted policy of Containment to stop the spread of communism and promote the

growth of democratic governments around the world. Resulted in the following: • Korean War – U.S.S.R. desired entire Korean peninsula for raw materials and ports • Marshall Plan – U.S. economic aid in billions of dollars to countries of western and

southern Europe opposed to Communism • Berlin – U.S.S.R. blockaded western Berlin in hopes of forcing western allies to

vacate their zones of control within city; led to successful Berlin airlift and building of Berlin Wall in 1961

• Vietnam War – U.S. worried a Communist Vietnam would lead to “domino effect” of neighboring countries of SE Asia becoming Communist

c. Creation of Iron Curtain (from Arctic Ocean to Mediterranean Sea) and Military Alliances • Imaginary line separating democratic, capitalist countries west of line from

autocratic, communist countries east of line • 1949 – North Atlantic Treaty Organization (NATO) led by U.S. along with Canada

and western European allies • 1955 – Warsaw Pact led by U.S.S.R. and eastern European allies (Eastern Bloc) • Both Alliances agreed to aid any member nation @ war

d. Superpower Rivalry (U.S. and U.S.S.R.) • Nuclear Arms race began in 1949 once U.S.S.R. developed own atomic weapon • Arms race led to intense relations - peaked in 1962 during Cuban Missile Crisis

e. End of Cold War • DÉTENTE – relaxation of tensions began in 1970s – resulted in 1st Strategic Arms

Limitation Treaty (SALT) limiting number of nuclear warheads allowed • Late 1980s: citizens of Eastern Bloc countries demanded freedom on massive scale • Nov. 1989 – Berlin wall comes down starting end of communism in both Warsaw

Pact countries and U.S.S.R. by 1991 f. Effects of Cold War

• Breakup of Yugoslavia – communist country independent of U.S.S.R. during Cold War broke up because of independence movements in Slovenia, Croatia, and Bosnia-Herzegovina; now only a loose alliance called Serbia and Montenegro

• Nuclear Proliferation – more countries and terrorist groups determined to achieve nuclear power status, possibly obtaining weapons from breakup of U.S.S.R.; India and Pakistan, both with nuclear weapons, fighting over Kashmir


HISTORY BENCHMARK F: Identify major historical patterns in the domestic affairs of the United States during the 20th century and explain their significance. Domestic Patterns Political Economic Social African-American WomenTwenties Red Scare

Communism Schenck v. US Palmer Raids Sacco and Vanzetti Nativism Immigration Quotas

Laissez-Faire Consumer Economy Installment Plan Stock Speculation Buying-on-Margin 1929 Crash

Roaring Twenties Traditional vs. Modern Prohibition Scopes Monkey Trials Ku Klux Klan Mass Media Movies and Radio Lost Generation

Great Migration Race/Labor Riots Red Summer 1919 NAACP Garvey Movement Harlem Renaissance Jazz Age

19th Amendment New Job Opportunity Home Appliances Flapper

Thirties New Deal Hundred Days Relief CCC, PWA, SSA, TVA Recovery NIRA, NLRB, PWA, AAA Reform FDIC, SEC

Great Depression Overproduction Bank Failures Unemployment Hawley-Smoot Tariff Labor Movement Growth

Hoovervilles Dust Bowl Overproduction Mechanization Migration West Extended families under roof

Increase discrimination Scottsboro Boys Lynchings 67% Unemployment Substandard Housing

Return to Role in Home Married women fired Domestics not covered

WWII Forties Japanese Internment JACL Bracero Program

Industrial Mobilization Office of War Mobilization OPA, WPB Rationing

Victory Gardens War Bonds

Federal Desegregation Armed Services Defense Industry “Double V” Campaign CORE

Job Opportunities Rosie the Riveter Recruitment Seniority discrimination

Post-WWII Fifties Fair Deal McCarthyism Loyalty Review Board HUAC Hollywood Ten Blacklisting McCarran-Walter Act Alger Hiss Rosenberg Trial

Prosperity Conglomerates Franchises Technology Transistor Television Computer Credit Card Taft-Hartley Act

Baby Boom Dr. Spock Conformity “Silent Generation” “Cookie Cutter” Suburbs Highways Space Race Sputnik Emphasize math/science Promise of Moon Landing

Restrictive Covenants Ghettos/Slums Brown v. Bd. of Ed. Topeka Little Rock Nine Montgomery Bus Boycott SCLC and MLK, Jr.

Perfect Homemaker

Unrest into Sixties New Frontier Great Society Medicare and Medicaid Immigration Act of 1965 Vietnam Anti-war Protest Pentagon Papers Democrat Convention 1968 Kent State 1970

UFW – Cesar Chavez Environmental Movement EPA

Rock and Roll Beat Generation Peace Corps Counter-culture Hippies Sexual Revolution Drug Scene Woodstock

Civil Disobedience Passive Resistance SNCC Freedom Rides and Sit-ins Marches-Washington, Selma CRA of 1964 VRA of 1965 Nation of Islam-Malcolm X Black Power–Black Panthers

Women’s Liberation The Feminine Mystique NOW ERA Roe v. Wade Phyllis Schlafly


People in Societies Benchmark A: Analyze the influence of different cultural perspectives on the actions of groups. Terms to know… Partition - the division of a country into parts. Apartheid - An official policy of racial segregation formerly practiced in the Republic of South Africa, involving political, legal, and economic discrimination against nonwhites. Reunification - to cause (a group, party, state, or sect) to become unified again after being divided Creation of the state of Israel:

• Israel was created for the Jewish people as a homeland after WWII. • Palestinians were kicked out of power after being there for more than 2,000 years.

Partition of India and Pakistan:

• Ever since the partition of India, Pakistan and India have been at odds over the region of Kashmir. The majority of the Kashmir region is Muslim, which Pakistan feels belongs to them, but on the other side, Kashmir had a Hindu leader that was sympathetic to India.

Reunification of Germany:

• After WWII Germany was divided by capitalist in the west and communists in the east. • Berlin Wall was erected to split the two sides. • September 12, 1990 the “Two Plus Four Treaty” was signed and officially reestablished the sovereignity of both

German states. End of Apartheid in South Africa:

• South Africa was once a commonwealth of Britain, the region was divided by whites and non-whites. The whites dominated all aspects of government.

• Nonwhites wanted representation in government and equal rights. This was achieved in 1994 when South Africa had its first all-race elections and Nelson Mandela was elected President.

NAACP: National Association for the Advancement of Colored People

• For some time the NAACP was white-led. • NAACP began to form its reputation for using legal action. • Although many of the NAACP's landmark cases did not occur until the 1950's and 1960's, the foundation was laid in

the 1920's and 1930's. • One of the landmark cases that occurred, Brown v. Board was argued by lead attorney Thurgood Marshall.

American Indian Movement (AIM):

• The movement was founded to turn the attention of Indian people toward a renewal of spirituality which would impart the strength of resolve needed to reverse the ruinous policies of the United States, Canada, and other colonialist governments of Central and South America.

United Farm Workers:

• UFW Founder Cesar Chavez in 1965. • Led nonviolent protests such as the boycotting of grapes and lettuce. This was done because growers would not

provide proper wages and hours for Mexican workers. • Also believed in collective bargaining

National Organization for Women:

• Founded in 1966 by Betty Freidan. • Wanted equal pay and equal job opportunities. • Attacked false images of women in the media. • Aimed towards white middle class women.

Latino, African American and Native American cultures have remained highly reflective of their native cultures such as religion, art, music, literature, and folklore. Literature may reflect past struggles of independence or equal rights. Music over time has not changed much for any of the previous cultures, unique instrumentation and beats. Art will reflect nature beautiful portraits of everyday life.


People and Societies Benchmark B: Analyze the consequences of oppression, discrimination and conflict between cultures. Exploitation of Indigenous Peoples

• Indigenous (or native) people have been forced off their lands and whole tribes are close to extinction due to other societies drive for more resources.

• The indigenous people depend on the land for food, clothing, medicine, and shelter. • They do not believe that land can be sectioned off for ownership. • Much of their lands (the rain forests) are being cleared for building of roads, cattle ranches, logging, and mining.

Genocide Definition-The systematic attempt to destroy an entire cultural group The Holocaust:

• German leader Adolf Hitler used genocide in his Final Solution to kill thousands of Jewish people in concentration/death camps. He was charged with crimes against humanity in the Nuremburg Trials.

Armenian Massacre 1915-1916:

• Ottoman Empire felt the Armenian’s would side with the Russian’s during WWI so Ottoman gov’t killed off more that 1.5 million Armenian’s.

Rwanda:

• Rwanda was a region split between the Hutu and Tutsi. The Tutsi wanted more representation in gov’t, this request was granted then revoked leading to mass murder of 800,000 Tutsi in three months.

Bosnia:

• In Bosnia-Herzegovina Serbian leaders supported an ethnic cleansing driving Muslim and Croatians out of their homes and died from military force.

Iraq:

• Saddam Hussein, the Iraqi dictator who massacred more than 100,000 nomadic Kurds. They were subjected to deportation and chemical warfare.

Jim Crow Laws and Legal DiscriminationBy the 1890s, as the gains of Reconstruction were stripped away, southern states began enacting Jim Crow laws that enforced separate facilities for blacks and whites.

Examples: • The schools for white children and the schools for black children were conducted separately. • All marriages between a white person and a black person were prohibited.

1865 13th A. outlaws slavery 1848 Seneca Falls Conven-tion

1870 15th A. gives blacks right to vote

1896 Plessy v. Ferguson Upholds “separate but equal” 1920 19th A. gives Women the right to vote

1954 Brown v. Bd.Ed. Overturns “separate but equal” 1933 1st female cabinet member Francis Perkins

1957 & 1960 Civil Rt. Acts begin process to protect Voting Rights

1964 Civil Rt. Act Outlaws Discrim- Ination in five areas 1964 Civil Rt. Act applies also to Women

1965 Voting Rt. Act Finally protects rights from 15th A. 1972 Title IX Enacted And ERA proposed but never ratified

2004 some voter fraud continues in the South


PEOPLE and SOCIETIES BENCHMARK C: Analyze the ways that contacts between people of different cultures result in exchanges of cultural practices.

CONCEPT IMPACTED BY COMMUNICATION BY TRANSPORTATION GLOBALIZATION

• Telegraph, transatlantic cable, telephone and internet have connected all parts of world nearly instantaneously

• Train, steamship, automobile and air travel, in turn, shrunk the world

COOPERATION /CONFLICT

• Many organizations have been created to solve problems by talking (UN, etc.) – advances allow rapid communication

• “Red Phone” between USSR and US allowed leaders to talk privately and immediately during Cold War

• 20th century world leaders could easily meet with each other on short notice to discuss issues of importance

• Space station is joint venture into the newest frontier – in 1950/60s caused a huge space race

THE ENVIRONMENT

• Noise pollution due to cell phone use in public places

• Waste disposal of batteries, old computers and cell phones

• Depletion of the Ozone resulting in global warming

• Declining oil supply • Air pollution in urban areas • Nuclear Waste disposal

COLLECTIVE SECURITY (Nations working together for protection usually through organizations such as UN, NATO, SEATO, OAS)

• Introduction of RADAR, SONAR , and GPS allowed for defensive attacks and pinpoint bombing of targets

• Protection domestically through development of interstate highway system

• ICBM missiles allowed launch of nuclear weapons from one continent onto another continent

POPULAR CULTURE

• Creation of common, national and international culture through newspaper chains, radio, television, internet allowing all persons to have the same information

• Increases in travel from state to state, region to region, country to country exposed people to many cultures

RELIGION

• Blurring of denominational lines due to televangelism

• Removal of religion from public schools • Decline in church attendance

• Migration and immigration mixed religions into once single religion areas

POLITICAL SYSTEMS

• Fall of Communism in Eastern Europe and USSR speeded by television coverage

• Radio and television used by totalitarian states to promote censorship and propaganda

• Brought waves of migration and immigration that changed the population of the U.S. and caused imperialism of Asia, Africa, Latin Am.

Effects of Immigration to U.S. on: NATIVISM: belief that native-born Americans were superior to immigrants HOUSING PATTERNS

• Segregated neighborhoods (ghettos) developed in most cities – lived in tenements • Ethnic stores, etc. developed in these neighborhoods

POLITICAL AFFILIATIONS

• Political machines of both parties bought votes of immigrants by supplying jobs, housing and welfare services

• Many immigrants today are Democrats as a result EDUCATIONAL SYSTEMS

• Asian immigrants in San Francisco were segregated • Treated as “dumb” due to language and social differences • Schools were used as tools to “Americanize” young immigrants

LANGUAGE

• Usually First-generation immigrants have more difficulty learning English • Voting Rights Act requires minority language ballots in areas heavily immigrant

LABOR PRACTICES

• Drove down wages but filled jobs that Americans would not or could not fill • Joined unions in large numbers but also tinged them with Socialism • Today – illegal aliens are an employment problem

RELIGION

• Although many came here to avoid religious persecution, those who were not Protestant often suffered discrimination here (ex. Anti-Semitism – Jews)

• Freedom of Religion is a sacred right in the U.S.


Geography Benchmark A: Analyze the cultural, physical, economic, and political characteristics that define regions and describe reasons the regions change over time. A. How differing points of view play a role in conflicts over territory & resources

a. Native Americans vs. Colonial People – fought over territory for growing population & need of land for food b. African natives vs. European nations – Africans wanted to keep their land & Europe wanted land for resources c. Arabs vs. Israelis – Creating the state of Palestine d. Poland vs. Germany – Poland needed a water port, so Germany was divided after WWI e. Japan vs. China – Japan invades China & Manchuria b/c it needs resources for growing population in 1930s.

B. Explain how political & economic conditions, resources, geographic locations & cultures have contributed to cooperation & conflict

Issue & Conditions Conflicts Cooperation Political Different types of govt. or economic systems –

Communism, Democracy, Dictatorships, Monarchies etc. (USSR vs. USA - Cold War)

Countries that are similar culture work together such as USA & Great Britain in WWI, WWII, & Iraqi War Arab League – Middle East & North African countries that are ruled by Arabs work together

Economic High tariffs, Embargo, Currency Rates – Are used to economically hurt other countries or protest – US & Cuba, South Africa & Apartheid

Allows citizens to freely travel & work, no tariffs between countries & can share a currency example – European Union & NAFTA (USA, Canada & Mexico)

Resources Minerals, oil, timber, farming land –Causes countries to go to war or powerful countries dominant resource regions (Imperialism)

Allows countries to trade with one another for products they may not naturally have

Geographic Locations Countries & people fight over land & water that live near each other – Native Americans & early colonies, Suez Canal – Great Britain vs. Egypt

Living near one another can force people & countries to work together – US & Canada, France & Great Britain

Cultures Different Religions, Traditions, Beliefs can cause misunderstanding, intolerance, superiority feelings (Imperialistic nations & conquered people, Middle East vs. Western Europe & USA) Conquest has changed areas – America & Africa

Similarities can bring different cultures together 1.Language (Britain & US) 2.Religion (Islam – North Africa & Middle East)

C. Use the following definitions to interpret data & make comparisons:

a. Birth Rates - The number of births per year per thousand of population in a given community or area b. Death Rates - The number of deaths per year per thousand of population in a given community or area c. Infant Mortality Rate - The number of infant deaths during a calendar year divided by the number of live births (per

1,000 births) d. Education Level - The level of education in a population is divided into three levels: (primary K-8) secondary (9-

12th

grade), post-secondary (>12th

grade) e. Gross Domestic Product - the total value of all final goods and services produced with a country’s borders in a given

year per citizen f. Per Capita – per person

D. Explain how perceptions & characteristics of geographic regions in the US have changed over time: Perceptions - Understanding an object or concept Characteristics - distinctive or unique trait, feature, or quality

a. Urban Areas - Cities and towns were originally built as people wanted but then zoning and planning began b. Wilderness – Initially US cut down forests to create farms, buildings, & towns. Now wilderness is preserved by

National & State parks c. Farmland – Midwest farms are used from grain, South is for tobacco & fruit, West is for fruit & grapes (wine),

Northwest – apples, potatoes, & vegetables. Farms have become more industrial over time and many acres are farmed & owned by one person or company

d. Centers of Industry & Technology - Technology triangle - Found in North Carolina (3 major universities) & Silicon Valley - California (known for computers & new technology)


Geography Benchmark B: Analyze the geographic changes brought about by human activity using appropriate maps and other geographic data. The criteria for this benchmark can be found in other OGT benchmarks. Common Geography Terms: Absolute Location—The location of a point on the Earth’s surface which can be expressed by a grid reference (e.g., latitude and longitude). Cardinal Directions—The four main points of the compass (north, east, south and west). Compass Rose—An element of a map used to show direction, usually showing cardinal directions and frequently intermediate directions. Coordinate—One of a set of numbers that determines the location of a point in a space. Direction Indicator—An element of a map used to show direction, usually labeling north and frequently all cardinal directions. Intermediate Directions—The points of the compass that fall between north and east, north and west, south and east, south and west (e.g., NE, NW, SE, SW). Location—The position of a point on the Earth’s surface expressed by means of a grid (absolute) or in relation to the position of other places (relative). Map Element—One of the components usually found on a map (e.g., direction indicator, key, scale). Physical Map—A portrayal on a flat surface of the physical features of the Earth (e.g., landforms, elevations). Political Map—A portrayal on a flat surface of the political features of the Earth (e.g., international boundaries, capitals, and political subdivisions). Relative Location—The location of a place in relation to other places (e.g., northwest, and downstream). Scale—The relationship or ration between a linear measurement on a map and the corresponding distance on the Earth’s surface. Thematic Map—A portrayal on a flat surface of geographic topic (e.g., migration routes, resource locations, population densities). Things That Might Be Measured on Maps: ♦ Natural resources (timber, minerals, oil, coal, etc.) ♦ Population Centers (cities by size) ♦ Elevation ♦ Patterns of Movement ♦ Sources of Employment ♦ % (shaded areas) ♦ Types of economies (colors, shading, etc.) ♦ Where things happen (using shapes)


Geography Benchmark C: Analyze the patterns and processes of movement of people, products and ideas. Factors that have contributed to human migration now and in the past Social Political Economic Environmental • To avoid the class

system • To get a chance at

a new life in a new land

• To move closer to family

• Need for personal freedoms such as religion and speech.

• To avoid persecution by governments

• To escape totalitarian governments

• To find jobs and a source of income. Where there are jobs, there are people.

• To escape poverty and famine.

• In search of food and shelter.

• To find a better climate that suits their growing seasons or as a result of natural disasters.

Geographic processes that contributed to changes in American Society

Industrialization – 1800s Post-Industrialization – 1900s • Growth of industry • Increase production by using machines

powered by sources other than humans and animals

• Sparked urban growth • Businesses move to the city

• After industrial boom • Sparked Suburban growth • Businesses leave the cities to escape

problems like crime and taxes

Urbanization – 1800s Suburbanization - 1900s

• Workers are needed for factories and to provide city services

o Railroads and telephones are born

• Decrease in farm population o Take jobs in urban areas o Mechanization leads to

increased productivity and commercial farming

• People move from the cities to avoid: crowded living, racial problems, taxes, crime, and pollution

• People still live close to the city to use city services

• Automobile • White Flight (due to desegregation)

Immigration

• People come to America for personal freedoms such as religion and speech • Others come to find a job and to start a new life • Many immigrants move to the cities to find jobs and a place to live • Many immigrants live in areas called ghettos, where there are other people of their

nationality/ethnicity


ECONOMICS BENCHMARK A: Compare how different economic systems answer the fundamental questions of what goods and services to produce, how to produce them and who will consume them. Types of Economic Systems TRADITIONAL MARKET MIXED COMMAND Private Property Inherited Individuals (private) Private & Public Public thru Govt. Free Enterprise Barter (trade needed

items for other needed items)

Buyers & Sellers make all decisions about production

Private & Public – private for small businesses and government ownership of major and vital industries

Government control of all businesses and industries

Competition/Choice Limited Much Some None Role of Government No govt. None From regulation and

referee to ownership of major industries

Government owns and controls the whole economy

Fundamental Economic Questions

• What to Produce? (These questions are answered by the type of economic • How to Produce? System established by a country.) • For Whom to Produce?

Factors of Production

• LAND – ground, air space, water, natural resources on the land • LABOR – workers used to make the product (costs of wages, hours, working conditions • CAPITAL – machinery, buildings, equipment, parts used to make the product (also FINANCIAL CAPITAL – money to

purchase these items) Impact of the Industrial Revolution

• MECHANIZATION – ability to use machines for MASS PRODUCTION of goods • SPECIALIZATION – countries began to produce products that they did best and most efficiently • INTERDEPENDENCE – countries relied on each other for products as each began to specialize • IMPERIALISM – attempts by countries to control weaker nations for economic gain

Trade Issues

• TARIFF – a tax on imported goods, usually for the purpose of PROTECTIONISM (protect domestic industries from foreign competition) – causes increases in price of imported goods

• TRADE SURPLUS – more exports than imports • TRADE DEFICIT – more imports than exports • FAVORABLE BALANCE OF TRADE – having a trade surplus – sell more overseas than nation buys from overseas • QUOTAS – limits on number of foreign goods that can be imported (another form of protectionism) • BLOCKADE – preventing the shipping of goods to a country usually by military or legal means • COST/BENEFIT ANALYSIS of TRADE (Pros and Cons)

1. Standard of Living – usually increased by allowing for cheaper goods and bigger variety of goods 2. Productive Capacity – improved as each country produces only those goods at which that they are most efficient 3. Resource Use – resources are not wasted as each country consumes resources with better efficiency 4. Infrastructure (roads, bridges, public works, etc.) – countries build these items to match the production they are best at

and use forms that are readily available in their country 5. Employment – may cause shifts in employment categories at first but in the long run specialization in employment


ECONOMICS BENCHMARK B: Explain how the U.S. government provides public services, redistributes income, regulates economic activity, and promotes economic growth and stability. _ Economic Organizations

• LABOR UNIONS – formed in the late 1800s to fight for better wages, hours and working conditions using methods including Collective Bargaining and Strikes – major unions were the American Federation of Labor and in the 1930s the Congress of Industrial Organizations and by the 1950s, the AFL-CIO – owners used violence and terror against unions until the Wagner Act of the 1930s legalized both union activity and collective bargaining – most major industries have an associated union as well (electricians, autoworkers, truckers, miners, etc.)

• TRUSTS, CARTELS, MONOPOLIES, OLIGOPOLIES – are all designed to limit competition so as to control supply and/or price of goods – most are now either illegal in the U.S. or severely limited by government regulation

• CHAMBER of COMMERCE, BETTER BUSINESS BUREAU – voluntary organizations of local and/or regional private businesses who work together to promote respect and support for their businesses

• BUSINESS ASSOCIATIONS – voluntary associations of related businesses for promotion of their industry, usually through lobbying (ex. NAM – National Association of Manufacturers, ASCE – American Society of Chemical Engineers)

• FARM GROUPS – voluntary groups of farmers (The Grange, Farm Bureau) for the purposes of buying cooperatives, socialization, and lobbying)

Government Economic Policies

• LATE 1800S o Industrial Revolution brought rise of big business o LAISSEZ-FAIRE: government should not interfere in the economy or business

• PROGRESSIVE ERA (early 1900S) o Reaction to the abuses of monopoly and robber barons in industry o Reforms included Anti-Trust legislation (Sherman and Clayton Acts), regulation of railroads (Interstate

Commerce Act), protection of the environment (National Parks), and consumer protection (Meat Inspection and Pure Food and Drug Acts)

o The Progressive Income Tax (16th Amendment) was also passed to help redistribute the wealth o The Federal Reserve System was created to reorganize the banking system into twelve regions

1. Distributes the money by loaning it to member banks 2. Controls the supply of money by raising and lowering the interest rate it charges banks and what they

subsequently charger customers to borrow money 3. Controls inflation by controlling the supply of money in circulation 4. Results of these actions either slow down or speed up economic growth as measured by GDP

• THE GREAT DEPRESSION (1930S) o Laissez-Faire is replaced with DIRECT GOVERNMENT INVOLVEMENT through Modified Free

Enterprise (Capitalism with the government acting as a Referee and Regulator) o Minimum Wage, Overtime, Union legalization, Child Labor Banned, Social Security, FDIC o New Deal – Demand side v. Supply side Economics

• WORLD WAR TWO o Government intervention included Rationing, Price Controls, Government distribution of resources

• GREAT SOCIETY PROGRAMS (1960s) o Introduction of many social welfare programs such as Medicare, Medicaid, AFDC, Food Stamps, Head

Start, HUD housing – government involvement at a new level – providing for the needs of those who could not

• REAGAN’S POLICIES (1980S) o Deregulation of many industries began with the goal of reducing government involvement in business o Partial result increasing deficits and national debt o Partial return to supply side economics


Government

Benchmark A: Analyze the evolution of the U.S. Constitution through post-Reconstruction amendments and Supreme Court decisions. Post-Reconstruction Constitutional Amendments Amendment Ratification

Date Purpose

13 1865 Abolished slavery and authorized Congress to pass legislation implementing its abolition

14 1868 Granted citizenship to all persons born or naturalized in the U.S.; banned states from denying any person life, liberty, or property without due process of law; and banned states from denying any person equal protection under the laws

15 1870 Extended voting rights to African Americans by outlawing denial of the right to vote on the basis of race, color, or previous condition of servitude

16 1913 Empowered Congress to levy an income tax 17 1913 Provided for direct election of Senators by the people instead of state

legislatures 18 1919 Prohibited the manufacturing, sale, and transportation of liquor 19 1920 Extended the right to vote to women 20 1933 Shortened the time between a presidential election and inauguration

by designating 1/20 as Inauguration Day; set 1/3 as the date for the opening of a new Congress

21 1933 Repeal of the 18th Amendment 22 1951 Limited presidents to two full terms in office 23 1961 Granted voters in the District of Columbia the right to vote for

president and vice president 24 1964 Abolished requiring a poll tax to vote in a federal election 25 1967 Provided for succession to the office of president in the event of death

or incapacity and for filling vacancies in the office of the vice president

26 1971 Extended the right to vote to 18 year-olds 27 1992 Banned Congress from increasing its members’ salaries until after the

next election Amendments changing the powers of the national and state governments: 13, 14, 16, 18, and 21 Amendments changing government structure or function: 20, 22, 25, and 27 Amendments extending the suffrage and power of voters: 15, 17, 19, 23, 24, and 26 Supreme Court Cases

• Plessy v. Ferguson (1896): upheld separate but equal practices in many Southern states. The Supreme Court declared that equal protection clause required only equal public facilities for the two races, not equal access to the same facilities. Overturned in 1954 by Brown v. Bd. of Ed.

• Brown v. Board of Education (1954): Overturned Plessy v. Ferguson declaring separate but equal doctrine unconstitutional in the context of public schools. Required that public schools be desegregated. Violated the Equal Protection Clause of the 14th Amendment by denied all children an equal education.

• Regents of the University of California v. Bakke (1978): decision that an affirmative action program could be justified on the basis of diversity. Racial quotas were not permissible but diversity rationale was a legitimate reason in selecting students during the admissions process. Violated the Equal Protection Clause of the 14th Amendment.


Government Benchmark B: Analyze the differences in various forms of government to determine how power is acquired and used.

Structure Acquire Power Use/Justify Power

Advantages Disadvantages

Absolute Monarchy

King or Queen that has total power

Passed down through family (hereditary)

Usually claims authority comes from God (“divine right”)

Power is concentrated so decisions can be made quickly

People often have few rights and freedoms and no voice in selecting leaders. May be a good ruler or a bad ruler

Constitutional Monarchy

King or Queen that has limited powers

Passed down through family (hereditary)

The monarch may still claim “divine right”, but a constitution or other legal documents limit their power

Can provide more rights and freedoms to citizens.

Monarch usually retains great power and may ignore the rule of law

Parliamentary Democracy

3 Branches (legislative, judicial and executive) Led by a “Prime Minister” who is chosen from the political party that controls the legislative branch.

Through elections that are open to most citizens

Elected by the people, follow the rule of law. A constitution establishes powers, duties and limits.

Reflects the will of the people, individual rights are protected, and government follows the rule of law.

Slow to make decisions, compromises must be made, rivalries among those seeking power, the majority could take advantage of the minority.

Presidential Democracy

3 Branches (legislative, judicial and executive) The President is the national leader and the head of the executive branch

Through elections that are open to most citizens

Elected by the people, follow the rule of law. Constitution establishes powers, duties and limits. “Separation of powers” “Checks and balances”

Reflects the will of the people, individual rights are protected, and government follows the rule of law.

Slow to make decisions, compromises must be made, rivalries among those seeking power, the majority could take advantage of the minority.

Dictatorship Power is in the hands of one person or a small group

Usually through a revolution

Use of force (control of military, militias, or private armies)

Power is concentrated so decisions can be made quickly

Rarely follows the rule of law, critics are punished, elections are rigged or don’t allow any real choice, people are not guaranteed any rights.

Theocracy A religion becomes the government and the leader of the religion becomes the leader of the nation

Through revolution or by popular mandate

The teachings of the religion

Strong moral beliefs that are backed by the government

Little to no tolerance of those that object to the religion or its leaders


Citizenship Rights and Responsibilities Benchmark A: Analyze ways people achieve governmental change, including political action, social protest, and revolution. Analyze and evaluate the influence of various forms of citizen action on public policy including: Examples of

Political Action Examples of Social Protest

Examples of Revolution

The French Revolution

Formation of the National Convention

Works of Voltaire; Tennis Court Oath

Storming of the Bastille

The international movement to abolish the slave trade and slavery

Amistad case; election of abolitionist politicians

Actions and literature of Abolitionist groups and leaders

Revolution in Haiti; Nat Turner’s Rebellion

The Russian Revolution

Duma’s demands for reform

Pressure on Czar Nicholas II to abdicate

March Revolution; October Revolution

The Independence movement in India

Use of passive resistance to gain international support

Boycott of British goods; refusal to pay taxes

Violence between Muslims and Hindus

The fall of Communism in Europe

Use of perestroika (restructuring) to allow political change

Use of glasnost (openness) for opportunity to protest

Peaceful revolutions in all countries except Romania

The end of apartheid

Election of F.W. deKlerk, a moderate

Pressure from international community to end apartheid

Violent anti-apartheid demonstrations

Describe and compare opportunities for citizen participation under different systems of government including: Citizens participate in Governments Citizens have little participation in Government Constitutional Monarchies – A system of government headed by a monarch whose powers are limited by law

Absolute Monarchies – A system of government headed by a monarch as the only source of power controlling all functions of the state

Parliamentary Democracies – A system of government in which the executive leader (prime minister) is chosen by the legislature (parliament), as well as being a member of the legislature, as in the U.K.

Dictatorships – A system of government in which those who rule usually acquire and maintain authority by force and cannot be held responsible to the will of the people

Presidential Democracies – A system of government characterized by a separation of powers between independent and coequal executive and legislative branches such as the U.S.

Theocracies – A system of government headed by one or more religious leaders who claim to rule by divine authority

♦Governments and other groups have used propaganda (techniques use to promote a particular person or idea) to shape public opinion in positive and negative ways. Examples of this include:

•use of government-sponsored films in the Soviet Union •pamphlets such as Common Sense during the American Revolution •books such as Mein Kampf by Adolf Hitler •anti-communist speeches by Senator Joseph McCarthy •statements made in a political campaign

♦Civil Disobedience (a nonviolent refusal to obey a law in an effort to change the law) has been used to affect change in many instances including •Women’s suffrage movement of the late 1800s •Civil rights movements of the 1960s •Student Protests of the Vietnam War ♦ Various government policies have been shaped a set by political parties, interest groups, lobbyists, the media and public opinion. Government policies affected include:

•extension of suffrage •labor legislation •civil rights legislation •military policy

•environmental legislation •business regulation •educational policy


Citizenship Rights and Responsibilities Benchmark B: Explain how individual rights are relative, not absolute, and describe the balance between individual rights, the rights of others, and the common good. The Supreme Court has determined that there are certain situations in which individual liberties may be limited. Among them are the following:

♦Clear and Present Danger – Government may limit free speech if it created a clear and present danger of bringing about some substantive evil that the government has a right to prevent. ♦Compelling Government Interest – Government interest is so strong that it overrides the individual rights of the person affect by government policy or action. ♦National Security – In times of war or other emergencies the government may restrict individual rights in order to preserve national security. ♦Libel or Slander – Libel and Slander are forms of defamation (injuring someone’s character by making false statements about them). Libel (written defamation) and Slander (verbal defamation) are usually not protected by the First Amendment ♦Public Safety – An individuals rights may be limited if his speech or actions threatens public safety. Throughout the Twentieth Century, there have been instances in which rights of certain individuals have been limited. Of special importance are the following: • During World War I those who opposed the war were denied freedom of speech through the Sedition (speech or action that encourages rebellion) Act and the decision in Schenck vs. U.S.,, which stated that the Government could limit free speech if it created a “clear and present danger.” • During the Red Scare of 1919, immigrants were feared and suspected of being communist, socialist or anarchist subversives. During the 1920s the Palmer Raids (carried out by the Attorney General) deported 500 immigrants as suspected subversives. Also, the case of Sacco and Vanzetti demonstrated the mistrust of Americans towards immigrants and political radicals during the Red Scare. • Following World War II, those suspected of being a communist were subjected to unfair treatment by the government and society. The House Un-American Activities Committee, HUAC investigated suspected communists in the government and media. Those who refused to cooperate were deemed disloyal and were blacklisted. Most notable of the blacklisted were the Hollywood Ten. • During the Civil Rights Era African-Americans were denied civil rights. Among these rights were equal protection through segregations and the lack of protection of African-Americans by local authorities. Many were denied the right to vote through poll taxes, literacy tests and grandfather clauses.


Documents

OGT - Troy High School · You must be able to support generalizations with ... • Death of founder Vladimir Lenin led to rule under Joseph Stalin • Stalin maintained power with