Transcript World History Warm Ups - Welcome To LackeyLand

World History Daily Warm Ups
Spring 2015
World History Daily Warm Ups
• Each day as you come in to class, there will be
2-3 warm up questions for you to complete.
• You will have the first 15 minutes of class to
write and answer each of the questions.
• Warm Ups will be included as part of the
notebook and will be collected at the end of
each unit.
World History Warm Up #1
1a. Starting in the 1990s, businesses and individuals began using
the Internet. Which of the following is NOT an impact of this
technology?
a. Links scientists so they can share research
b. Allows for easy international communication
c. Info is more accessible to the general public
d. Reduces worldwide literacy
Use the graphic (pg. 1078) in the textbook to answer the following:
1b. Define globalization.
1c. Name an argument for and against economic
globalization.
SSWH21 The student will analyze globalization in the contemporary world.
a. Describe the cultural and intellectual integration of countries into the world economy through
the development of television, satellites, and computers.
c. Explain how governments cooperate through treaties and organizations, to minimize the
negative effects of human actions on the environment
World History Warm Up #1
1a. Starting in the 1990s, businesses and individuals began using
the Internet. Which of the following is NOT an impact of this
technology?
a. Links scientists so they can share research
b. Allows for easy international communication
c. Info is more accessible to the general public
d. Reduces worldwide literacy
Use the graphic (pg. 1078) in the textbook to answer the following:
1b. Define globalization.  a process that makes something
worldwide in its reach or operation
1c. Name an argument for and against economic
globalization.  answers will vary based on chart
World History Warm Up #2
2a. Define the term OPEC.
Use the map (pg 1077)
to answer the following
questions.
2b. Which countries in
OPEC are located outside
of Southwest Asia?
2c. To which world trade
organization does the
United States belong?
SSWH21 The student will analyze globalization in the contemporary world.
b. Analyze global economic and political connections; include multinational corporations, the United
Nations, OPEC, and the World Trade Organization.
World History Warm Up #2
2a. Define the term OPEC.  Organization of the Petroleum Exporting Countries; an
organization of nations that export large amounts of petroleum: formed to establish
oil-exporting policies and set prices
Use the map (pg 1077) to answer the following questions.
2b. Which countries in OPEC are
located outside of Southwest Asia?
Venezuela, Nigeria, Algeria,
Libya, Indonesia
2c. To which world trade organization
does the United States belong?
NAFTA, Group of 8, APEC
World History Warm Up #3
3a. Which three areas
suffered the greatest # of
casualties of terrorism?
3b. How would you
describe the overall trend
in worldwide terrorist
attacks since the
mid-1980s?
3c. Complete the following associations between each woman and the area of her
significance.
Golda Meir
India
HINT: Use Index!
Indira Gandhi
England
Margaret Thatcher
Israel
SSWH20 The student will examine change and continuity in the world since the 1960s
c. Analyze terrorism as a form of warfare in the 20th century; include Shining Path, Red Brigade, Hamas, and Al
Qaeda; and analyze the impact of terrorism on daily life; include travel, world energy supplies, and
financial markets.
d. Examine the rise of women as major world leaders; include Golda Meir, Indira Gandhi, and Margaret Thatcher
World History Warm Up #3
3a. Which three areas
suffered the greatest # of
casualties of terrorism?
Africa, Asia, and North
America
3b. How would you
describe the overall trend
in worldwide terrorist
attacks since the
mid-1980s?  There is an overall decline/decrease in worldwide terrorist attacks
between 1982 and 2002.
3c. Complete the following associations between each woman and the area of her
significance.
Golda Meir
India
Indira Gandhi
England
Margaret Thatcher
Israel
World History Warm Up #4
4a. Which conclusion about the North Atlantic Treaty Organization (NATO) can be drawn from
this 1994 cartoon?
a. NATO did not react quickly enough to the crisis
in Bosnia.
b. Bosnia and NATO continue to disagree about the
causes of the civil war.
c. NATO's actions have allowed communism to take
advantage of the destruction of Bosnia.
d. The United States will probably withdraw from
NATO as a result of the Bosnian crisis.
Use the map on page 1049 to answer the following:
4b. In what year did the Soviet Union breakup?
4c. Which of the following was NOT a former republic of the Soviet Union?
a. Ukraine
b. Poland
c. Kazakhstan
d. Estonia
SSWH20 The student will examine change and continuity in the world since the 1960s.
a. Identify ethnic conflicts and new nationalisms; include pan-Africanism, pan- Arabism, and the conflicts in BosniaHerzegovina and Rwanda.
b. Describe the breakup of the Soviet Union in 1991 that produced independent countries; include Ukraine,
Kazakhstan, and the Baltic States.
World History Warm Up #4
4a. Which conclusion about the North Atlantic Treaty Organization (NATO) can be drawn from
this 1994 cartoon?
a. NATO did not react quickly enough
to the crisis in Bosnia.
b. Bosnia and NATO continue to
disagree about the causes of
the civil war.
c. NATO's actions have allowed
communism to take advantage
of the destruction of Bosnia.
d. The United States will probably
withdraw from NATO as a
result of the Bosnian crisis.
Use the map on page 1049 to answer the following:
4b. In what year did the Soviet Union breakup?  1991
4c. Which of the following was NOT a former republic of the Soviet Union?
a. Ukraine
b. Poland
c. Kazakhstan
d. Estonia
World History Warm Up #5
5a. What type of movement are Gandhi, Nehru, Mao Zedong, Chiang Kai-shek, and
Nkrumah associated with?
a. Militaristic
b. Imperialistic
c. Nationalist
d. Communist
5b. Define the term apartheid.
Use pages 1064-65 to answer the following question:
5c. Describe what is going on in the images Man Defying Tanks and Fall of the
Berlin Wall. What do these images have in common?
SSWH19 The student will demonstrate an understanding of the global social, economic, and political impact of
the Cold War and decolonization from 1945 to 1989.
a. Analyze the revolutionary movements in India (Gandhi, Nehru), China (Mao Zedong, Chiang Kai-shek), and
Ghana (Kwame Nkrumah).
e. Analyze efforts in the pursuit of freedom; include anti-apartheid, Tiananmen Square, and the fall of the Berlin
Wall.
World History Warm Up #5
5a. What type of movement are Gandhi, Nehru, Mao Zedong, Chiang Kai-shek, and
Nkrumah associated with?
a. Militaristic
b. Imperialistic
c. Nationalist
d. Communist
5b. Define the term apartheid.  a South African policy of complete legal
separation of the races, including the banning of all social contacts between blacks
and whites
Use pages 1064-65 to answer the following question:
5c. Describe what is going on in the images Man Defying Tanks and Fall of the
Berlin Wall. What do these images have in common?
Man Defying Tanks – a single Chinese man blocks tanks headed to crush
student protests
Fall of the Berlin Wall – Nov. 1989 the East German government opened
the wall reuniting East and West Berlin
Common – both images show the pursuit of freedoms
World History Warm Up #6
Use the map (pg 1018) to answer questions 6a & 6b.
6a. What was the southernmost point in Israel in
1947 and what might have been its
strategic value?
6b. What country lies due north of Israel? East?
Northeast?
6c. The conflict between Israel and the Arab nations
since 1948 was often considered part of the Cold War
primarily because
a. the policy of detente evolved from this conflict
b. communist governments were established in
many Arab nations
c. the leadership of Joseph Stalin strongly influenced the policies of Saddam Hussein
d. the United States supported Israel and the Soviet Union supported several Arab nations
SSWH19 The student will demonstrate an understanding of the global social, economic, and political impact of
the Cold War and decolonization from 1945 to 1989.
b. Describe the formation of the state of Israel and the importance of geography in its development.
World History Warm Up #6
Use the map (pg 1018) to answer questions 6a & 6b.
6a. What was the southernmost point in Israel in
1947 and what might have been its
strategic value?  Elat; gives Israel access
to Gulf of Aqaba
6b. What country lies due north of Israel? East?
Northeast?  North: Lebanon; East: Jordan;
Northeast: Syria
6c. The conflict between Israel and the Arab nations
since 1948 was often considered part of the Cold War
primarily because
a. the policy of detente evolved from this conflict
b. communist governments were established in
many Arab nations
c. the leadership of Joseph Stalin strongly influenced the policies of Saddam Hussein
d. the United States supported Israel and the Soviet Union supported several Arab nations
World History Warm Up #7
“From Stetin in the Baltic to Trieste in the Adriatic, an Iron Curtain has descended across the
continent. Behind that line lie all the capitals of the ancient states of Central and Eastern
Europe. Warsaw, Berlin, Prague, Vienna, Budapest, Belgrade, Bucharest and Sofia, all these
famous cities and the populations around them lie in what I might call the Soviet Sphere, and
all are subject, in one form or another, not only to Soviet influence, but to very high, and in
some cases increasing measure of control from Moscow.“
-Winston Churchill
7a. What is the main idea of this quotation?
a. The Soviet Union has expanded its influence throughout Eastern Europe
b. The Soviet Union has helped the nations of Eastern Europe improve their standard of living
c. The democratic nations of Western Europe have stopped the expansion of Soviet influence in the
world
d. The Soviet Union will support communist revolutions in Southeast Asia
7b. Explain the Arms Race between the U.S. and the Soviet Union.
7c. What is SALT? (Not the spice you put on food to help it taste better!)
SSWH19 The student will demonstrate an understanding of the global social, economic, and political impact of
the Cold War and decolonization from 1945 to 1989.
c. Explain the arms race; include development of the hydrogen bomb (1954) and SALT (Strategic Arms
Limitation Treaty, 1972).
World History Warm Up #7
“From Stetin in the Baltic to Trieste in the Adriatic, an Iron Curtain has descended across the
continent. Behind that line lie all the capitals of the ancient states of Central and Eastern
Europe. Warsaw, Berlin, Prague, Vienna, Budapest, Belgrade, Bucharest and Sofia, all these
famous cities and the populations around them lie in what I might call the Soviet Sphere, and
all are subject, in one form or another, not only to Soviet influence, but to very high, and in
some cases increasing measure of control from Moscow.“
-Winston Churchill
7a. What is the main idea of this quotation?
a. The Soviet Union has expanded its influence throughout Eastern Europe
b. The Soviet Union has helped the nations of Eastern Europe improve their standard of living
c. The democratic nations of Western Europe have stopped the expansion of Soviet influence in the
world
d. The Soviet Union will support communist revolutions in Southeast Asia
7b. Explain the Arms Race between the U.S. and the Soviet Union.  competition between
countries (US and USSR) to increase quality and quantity of arms and weapons during the
Cold War.
7c. What is SALT? (Not the spice you put on food to help it taste better!)  Strategic Arms
Limitations Talk --- a series of meetings in the 1970s, in which leaders of the US and the Soviet
Union agreed to limit their nations’ stock of nuclear weapons.
World History Warm Up #8
Compare and contrast the reforms of Nikita Khrushchev and Mikhail Gorbachev. (Khrushchev
pages 988-89 and Gorbachev 1046-47)
Khrushchev
Both
Gorbachev
SSWH19 The student will demonstrate an understanding of the global social, economic, and political impact of
the Cold War and decolonization from 1945 to 1989.
d. Compare and contrast the reforms of Khrushchev and Gorbachev.
World History Warm Up #8
Compare and contrast the reforms of Nikita Khrushchev and Mikhail Gorbachev. (Khrushchev
pages 988-89 and Gorbachev 1046-47)
Khrushchev
Both
- denounces Stalin
- destalinization: policy of
purging the Soviet Union of
Stalin’s memory
- calls for “peaceful
competition” with
capitalist states
Gorbachev
- Glasnost: openness
(allows for free flow of
ideas and information)
- USSR
leaders
- Perestroika: economic
restructuring  make economy
more productive and efficient
- Democratization: opening of
political system
World History Warm Up #9
9a. What is the United Nations? When
was it created?
9b. The political cartoon to the right is
about the Marshall plan. Explain what
Is happening in the cartoon.
9c. Discuss the difference between the
Marshall Plan and the Truman Doctrine.
SSWH18 The student will demonstrate an understanding of the global political, economic, and social impact of
World War II.
d. Explain allied Post-World War II policies; include formation of the United Nations, the Marshall Plan for
Europe, and MacArthur’s plan for Japan.
World History Warm Up #9
9a. What is the United Nations? When was it
created?  an international peacekeeping
organization founded in 1945 to provide
security to the nations of the world
9b. The political cartoon to the right is
about the Marshall plan. Explain what
Is happening in the cartoon.  The Marshall
Plan is allowing Europe to pull itself away from
the influence of the Soviet Union (Communism)
9c. Discuss the difference between the
Marshall Plan and the Truman Doctrine.
The Truman Doctrine was the US policy of giving economic and military aid to
free nations threatened by internal or external opponents, while the Marshall
plan only allowed for economic aid to European countries to help rebuild after
WWII.
World History Warm Up #10
10a. What countries were represented at the Yalta Conference as depicted in the photograph
on page 965?
10b. What was the result of the Yalta Conference?
10c. Based on the map to the right, which country listed below did NOT occupy
part of Berlin.
a. France
b. Soviet Union
c. U.S.
d. Italy
SSWH18 The student will demonstrate an understanding of the global political, economic, and social impact of
World War II.
c. Explain the military and diplomatic negotiations between the leaders of Great Britain (Churchill), the Soviet
Union (Stalin), and the United States (Roosevelt/Truman) from Teheran to Yalta and Potsdam and the
impact on the nations of Eastern Europe
World History Warm Up #10
10a. What countries were represented at the Yalta Conference as depicted in the
photograph on page 965?  Roosevelt – US; Churchill (Great Britain); Stalin (Soviet
Union)
10b. What was the result of the Yalta Conference? they agreed to divide Germany
into zones of occupation controlled by the Allies
10c. Based on the map to the right, which country listed below did NOT occupy
part of Berlin.
a. France
b. Soviet Union
c. U.S.
d. Italy
World History Warm Up #11
Moved by the understanding that purity of German blood is the essential condition for the continued existence
of the German people, and inspired by the inflexible determination to ensure the existence of the German
nation for all time, the Reichstag has unanimously adopted the following law, which is promulgated herewith:
Article 1
1. Marriages between Jews and subjects of the state of German or related blood are forbidden. Marriages
nevertheless concluded are invalid, even if concluded abroad to circumvent this law.
11a. Which of the following BEST explains the goal(s) of the Nuremburg Laws (1935) from the passage above?
a. Legitimize Adolf Hitler’s Nazi government
b. Legalize the evacuation of the ghettos
c. Preservation of the “superior” Aryan race
d. Creation of death camps, such as Auschwitz
11b. Define the term “Final Solution.”
11c. What is Kristallnacht? (Use page 936)
SSWH18 The student will demonstrate an understanding of the global political, economic, and social impact of
World War II.
b. Identify Nazi ideology, policies, and consequences that led to the Holocaust.
World History Warm Up #11
Moved by the understanding that purity of German blood is the essential condition for the continued existence
of the German people, and inspired by the inflexible determination to ensure the existence of the German
nation for all time, the Reichstag has unanimously adopted the following law, which is promulgated herewith:
Article 1
1. Marriages between Jews and subjects of the state of German or related blood are forbidden. Marriages
nevertheless concluded are invalid, even if concluded abroad to circumvent this law.
11a. Which of the following BEST explains the goal(s) of the Nuremburg Laws (1935) from the passage above?
a. Legitimize Adolf Hitler’s Nazi government
b. Legalize the evacuation of the ghettos
c. Preservation of the “superior” Aryan race
d. Creation of death camps, such as Auschwitz
11b. Define the term “Final Solution.” Hitler’s program of systematically killing the entire Jewish
people
11c. What is Kristallnacht? (Use page 936)  “Night of Broken Glass”; Nov. 9, 1938; a pogrom
against Jewish homes, businesses, and synagogues
SSWH18 The student will demonstrate an understanding of the global political, economic, and social impact of
World War II.
b. Identify Nazi ideology, policies, and consequences that led to the Holocaust.
World History Warm Up #12
Complete the timeline using pages 922-23.
10/1944:
Japanese lost
major battle in
Philippines
10/23/1942
–Battle of El
Alamein
2/1943:
Allies defeat
Japan @
Guadalcanal
Include the following on your timeline:
- Pearl Harbor
- El-Alamein
- Guadalcanal
- The Philippines
- Stalingrad
- German Surrender
- D-Day
- Japanese Surrender
**Include date and brief description of event for each
SSWH18 The student will demonstrate an understanding of the global political, economic, and social impact of
World War II.
a. Describe the major conflicts and outcomes; include Pearl Harbor, El-Alamein, Stalingrad, DDay, Guadalcanal,
the Philippines, and the end of the war in Europe and Asia
World History Warm Up #12
Complete the timeline using pages 922-23.
10/23/1942
–Battle of El
Alamein
12/7/1941 –
Japanese
attack on
Pearl Harbor
2/1943:
Germans
surrender @
Stalingrad
2/1943:
Allies defeat
Japan @
Guadalcanal
Include the following on your timeline:
- Pearl Harbor
- El-Alamein
- Guadalcanal
- The Philippines
10/1944:
Japanese lost
major battle in
Philippines
6/6/1944: DDay---Allied
invasion of
Normandy
- Stalingrad
- German Surrender
8-9/1945
Japan surrenders to Allies
after dropping of Atomic
bombs
5/1945:
Germany
surrenders
to the Allies
- D-Day
- Japanese Surrender
**Include date and brief description of event for each
SSWH18 The student will demonstrate an understanding of the global political, economic, and social impact of
World War II.
a. Describe the major conflicts and outcomes; include Pearl Harbor, El-Alamein, Stalingrad, DDay, Guadalcanal,
the Philippines, and the end of the war in Europe and Asia
World History Warm Up #13
13a. On these maps,
which countries are
the aggressors?
13b. On what two
continents did the
aggression occur?
*MAP – PG. 917*
13c. What does the term Appeasement mean? Who was this policy used towards prior to
World War II?
SSWH17 The student will be able to identify the major political and economic factors that shaped world
societies between World War I and World War II.
f. Explain the aggression and conflict leading to World War II in Europe and Asia; include the Italian invasion of
Ethiopia, the Spanish Civil War, the Rape of Nanjing in China, and the German annexation of the Sudetenland
World History Warm Up #13
11a. On these maps,
which countries are
the aggressors?
Italy & Japan
11b. On what two
continents did the
aggression occur?
Africa & Asia
*MAP – PG. 917*
11c. What does the term Appeasement mean? Who was this policy used towards prior to
World War II?  the making of concessions to an aggressor in order to avoid war; Germany
World History Warm Up #14
Use page 875 to answer the following:
14a. Define totalitarianism.
14b. Name 4 methods of enforcement of totalitarianism.
14c. Explain how indoctrination is necessary in a totalitarian state.
SSWH17 The student will be able to identify the major political and economic factors that shaped world
societies between World War I and World War II.
e. Describe the nature of totalitarianism and the police state that existed in Russia, Germany, and Italy and how
they differ from authoritarian governments
World History Warm Up #14
Use page 874-75 to answer the following:
14a. Define totalitarianism.  a government that takes total,
centralized state control over every aspect of public and private life.
14b. Name 4 methods of enforcement of totalitarianism.  police
terror, indoctrination, censorship, and persecution
14c. Explain how indoctrination is necessary in a totalitarian state.
 Mold people’s minds towards the government’s beliefs.
SSWH17 The student will be able to identify the major political and economic factors that shaped world
societies between World War I and World War II.
e. Describe the nature of totalitarianism and the police state that existed in Russia, Germany, and Italy and how
they differ from authoritarian governments
World History Warm Up #15
15a. Define Nationalism.
15b. Complete the following associations between each
person and the area of his significance.
Sun Yat Sen/Sun Yixian
Turkey
Mustafa Kemal Ataturk
India
Mohandas Gandhi
China
SSWH17 The student will be able to identify the major political and economic factors that shaped world
societies between World War I and World War II.
d. Analyze the rise of nationalism as seen in the ideas of Sun Yat Sen, Mustafa Kemal Ataturk, and Mohandas
Gandhi.
World History Warm Up #15
15a. Define Nationalism.  the belief that people should
be loyal mainly to their nation (rather than a king or empire)
15b. Complete the following associations between each
person and the area of his significance.
Sun Yat Sen/Sun Yixian
Turkey
Mustafa Kemal Ataturk
India
Mohandas Gandhi
China
SSWH17 The student will be able to identify the major political and economic factors that shaped world
societies between World War I and World War II.
d. Analyze the rise of nationalism as seen in the ideas of Sun Yat Sen, Mustafa Kemal Ataturk, and Mohandas
Gandhi.
World History Warm Up #16
16a. Define Fascism.
16b. Complete the following associations between the leaders and their countries:
Adolf Hitler
Italy
Josef Stalin
Germany
HINT: USE PAGES
910-914
Emperor Hirohito
Soviet Union
Benito Mussolini
Japan
16c. Explain what’s going on in
this political cartoon.
SSWH17 The student will be able to identify the major political and economic factors that shaped world
societies between World War I and World War II.
c. Describe the rise of fascism in Europe and Asia by comparing the policies of Benito Mussolini
in Italy, Adolf Hitler in Germany, and Hirohito in Japan
World History Warm Up #16
16a. Define Fascism. a political movement that promotes an extreme form of
nationalism, a denial of individual rights, and a dictatorial one-party rule
16b. Complete the following associations between the leaders and their countries:
Adolf Hitler
Italy
HINT: USE PG
910-914
Josef Stalin
Germany
Emperor Hirohito
Soviet Union
Benito Mussolini
Japan
16c. Explain what’s going on in
this political cartoon.  Hitler’s party
(Nazi’s) came out of the Treaty of
Versailles
World History Warm Up #17
Use the chart (page 871) to complete the following:
17a. Name three causes
of the Russian Revolutions.
17b. What role did World
War I play in the
revolutions?
17c. Define Stalin’s Five-Year Plan.
SSWH17 The student will be able to identify the major political and economic factors that shaped world
societies between World War I and World War II.
b. Determine the causes and results of the Russian Revolution from the rise of the Bolsheviks under Lenin to
Stalin’s first Five Year Plan
World History Warm Up #17
Use the chart (page 871) to complete the following:
17a. Name three causes
of the Russian Revolutions.
- Czar’s leadership = weak
- Revolutionary agitation
challenges gov’t
- Widespread discontent
17b. What role did World War I play in the revolutions?  Russia staying in WWI
during the March Revolution lead to the Bolsheviks taking over. After Bolsheviks are
in power, Russia leaves the war.
17c. Define Stalin’s Five-Year Plan.  plans outlined by Joseph Stalin in 1928 for the
development of the Soviet Union’s economy.
World History Warm Up #18
Discuss the significance of each of the following people:
18a. Albert Einstein
18b. Sigmund Freud
18c. Pablo Picasso
SSWH17 The student will be able to identify the major political and economic factors that shaped world
societies between World War I and World War II.
a. Examine the influence of Albert Einstein on science, Sigmund Freud on social thinking and Pablo Picasso on art.
World History Warm Up #18
Discuss the significance of each of the following people  pages 897-899
18a. Albert Einstein  scientist who develops theory of relativity
18b. Sigmund Freud  physician who developed psychological theories about the
human subconscious
18c. Pablo Picasso artist who helped found the art movement known as cubism.
SSWH17 The student will be able to identify the major political and economic factors that shaped world
societies between World War I and World War II.
a. Examine the influence of Albert Einstein on science, Sigmund Freud on social thinking and Pablo Picasso on art.
World History Warm Up #19
19a. In what country did the Romanov family rule? What about the Hapsburgs?
19b. What event led to the collapse of both the Romanov and Hapsburg dynasties?
19c. Define “Russification.“
SSWH16 The student will demonstrate an understanding of long-term causes of World War I
and its global impact.
d. Analyze the destabilization of Europe in the collapse of the great empires; include the Romanov and Hapsburg
dynasties.
World History Warm Up #19
19a. In what country did the Romanov family rule? Hapsburgs?
Romanov – Russia
Hapsburg – Austria-Hungary
19b. What event led to the collapse of both the Romanov and Hapsburg dynasties?
World War I
19c. Define Russification.  the policy of forcing Russian culture on all of the
ethnic groups within the Romanov empire.
SSWH16 The student will demonstrate an understanding of long-term causes of World War I
and its global impact.
d. Analyze the destabilization of Europe in the collapse of the great empires; include the Romanov and Hapsburg
dynasties.
World History Warm Up #20
Use the chart (pg 861) to answer the following:
20a. What is the League of
Nations?
20b. What is the War Guilt
Clause?
20c. Describe the military
restrictions placed against Germany.
20d. What territories did Germany lose?
SSWH16 The student will demonstrate an understanding of long-term causes of World War I
and its global impact.
c. Explain the major decisions made in the Versailles Treaty; include German reparations and the mandate system
that replaced Ottoman control.
World History Warm Up #20
Use the chart (pg 861) to answer the following:
20a. What is the League of
Nations?  an international
peace organization
20b. What is the War Guilt
Clause?  Germany accepted
full responsibility
20c. Describe the military
restrictions placed against Germany.
20d. What territories did Germany lose?
World History Warm Up #21
Refer to pages 717 - 727 to answer the following:
21a. What is “industrialization”?
21b. Where and when did the Industrial Revolution begin? Why did it start there?
21c. What was the first industry to become industrialized and what development
caused this to happen?
21d. Name 4 inventions, 4 positive effects on society, and 4 negative effects on
society brought about by the Industrial Revolution.
SSWH15 The student will be able to describe the impact of industrialization, the rise of nationalism, and the
major characteristics of worldwide imperialism.
a. Analyze the process and impact of industrialization in England, Germany, and Japan, movements for
political reform, the writings of Adam Smith and Karl Marx, and urbanization and its affect on women.
World History Warm Up #21
Refer to pages 717 - 727 to answer the following:
21a. What is “industrialization”? The process of producing goods by machine.
21b. Where and when did the Industrial Revolution begin? Why did it start there?
The Industrial Revolution started in England in the mid-1700’s. England had all the factors of
production necessary – land, labor, & capital (wealth) – to produce this type of societal change.
21c. What was the first industry to become industrialized and what development caused this to
happen? The textile industry. England’s booming population, caused by the earlier Agricultural
Revolution, necessitated a need for more clothes.
21d. Name 4 inventions, 4 positive effects on society, and 4 negative effects on society brought
about by the Industrial Revolution.
INVENTIONS – seed drill, flying shuttle, steam engine, steamboat, better roadways, railroads, etc.
POSITIVE EFFECTS – more jobs, more wealth, bigger middle-class, better diets, better housing,
mass-produced clothing, new inventions, higher standard of living for nearly everyone.
NEGATIVE EFFECTS – crowded cities, unsafe factories, growth of pollution, spread of disease.
SSWH15 The student will be able to describe the impact of industrialization, the rise of nationalism, and the
major characteristics of worldwide imperialism.
a. Analyze the process and impact of industrialization in England, Germany, and Japan, movements for
political reform, the writings of Adam Smith and Karl Marx, and urbanization and its affect on women.