Transcript GPS Project - History Showcase

GPS Project
Raven Smith
SSWH7 The student will analyze European
medieval society with regard to culture,
politics, society, and economics.
a. Explain the manorial system and feudalism; include
the status of peasants and feudal monarchies and the
importance of Charlemagne.
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Feudalism was a political
system in which nobles
were granted the use of
land that legally belonged
to the king.
The Manor system rested
on a set of rights and
obligations between lord
and his serfs.
All peasants, whether
free or serf, owed the
lord certain duties.
These included at least a
few days of labor each
week and a certain
portion of their grain.
b. Describe the political impact of Christianity; include
Pope Gregory VII and King Henry IV.
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The furious young
German emperor, Henry
IV immediately called a
meeting of the German
bishops he had
appointed.
With their approval, the
emperor ordered Gregory
to step down from the
papacy.
Gregory then
excommunicated Henry.
Afterward, German
bishops and princes
sided with pope.
To save his throne, Henry
tried to win the pope’s
forgiveness.
c. Explain the role of the church in medieval
society.
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Medieval Christians’ everyday lives
were harsh.
During the Medieval times, the
church started many crusades to
gain back holy land.
The absolute power during this
period.
They controlled the government and
the people’s life.
d. Describe how increasing trade led to the
growth of towns and cities.
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More goods from foreign
lands become available.
Increased business at
markets and fairs made
merchants willing to take
chances or buying
merchandise that they
could sell at a profit.
As trade grew, towns all
over Europe swelled with
people.
With no sewers, most
people began dumped
household and human
waste into the street in
front of the house.
SSWH8 The student will demonstrate an
understanding of the development of societies in
Central and South America.
a. Explain the rise and fall of the Olmec, Mayan, Aztec, and
Inca empires.
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The Mayas were never a single
group of people. The amazing
fifteen-hundred-year civilization
consisted of multiple groups who
shared religion, arts, writing,
scientific advances, and many
other cultural traits, but who never
lived under one unified
government.
The Olmec were an ancient PreColumbian people living in the
tropical lowlands of south-central
Mexico, in what are roughly the
modern-day states of Vera Cruz
and Tabasco.
For most people today, and for the
European Catholics who first met
the Aztecs, human sacrifice was
the most striking feature of Aztec
civilization.
The Inca civilization began as a
tribe in the Cuzco area, where the
legendary first Sapa Inca, Manco
Capac founded the Kingdom of
Cuzco around 1200.
Aztec
Sculpture
SSWH9 The student will analyze change and
continuity in the Renaissance and Reformation.
a. Explain the social, economic, and political changes that
contributed to the rise of Florence and ideas of Machiavelli.
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In The Prince.
Machiavelli was not
concerned with what was
morally right, but with
what was politically
effective.
b. Identify the artistic and scientific achievements of
Leonardo da Vinci, the “Renaissance Man”, and
Michelangelo.
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The Renaissance in Italy
produced extraordinary
achievements in many
different forms of art,
including painting,
architecture, sculpture,
and drawing.
The value of humanism
is shown in Raphael’s
School of Athens, a
depiction of the greatest
Greek philosophers.
The realism of
Renaissance art is seen
in a portrait such as the
Mona Lisa.
c. Explain the main characteristics of humanism; include the
ideas of Petrarch, Dante, and Erasmus.
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The study of classical texts led to humanism, an
intellectual movement that focused on human
potential and achievements.
Humanists influenced artists and architects to carry
on classical traditions.
Francesco Petrarch was one of the earliest and most
influential humanists.
The best known of the Christian humanists were
Desiderius Erasmus.
d. Analyze the impact of the Protestant Reformation; include
the ideas of Martin Luther and John Calvin.
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Martin Luther wanted full
reform of the Church.
Calvin believed that the
ideal government was a
theocracy, a government
controlled by religious
leaders.
Taking Luther’s idea that
humans can not earn
salvation, Calvin went on
to say that God chooses
a very few people to
save.
Calvin called these few
the “elect”.
e. Describe the counter Reformation at the Council of Trent
and the Role of the Jesuits.
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From 1545 to 1563, at the Council of Trent, Catholic
bishops and cardinals agreed on several doctrines.
For the next 18 years, Ignatius gathered followers. In
1540, the pope created a religious order for his followers
called the Society of Jesus.
Members were called Jesuits.
g. Explain the importance of Gutenberg and the invention of
the printing press.
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Johann Gutenberg was a
craftsman who
developed a printing
press that incorporated a
number of technologies
in a new way.
It was possible to make
books quick and cheap.
The Gutenberg Bible, the
first full size book.
SSWH10 The student will analyze the impact
of the age of discovery and expansion into the
Americas, Africa, and Asia.
a. Explain the roles of explorers and conquistadors; include
Zheng He, Vasco da Gama, Christopher Columbus,
Ferdinand Magellan, James Cook, and Samuel de
Champlain.
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All Spanish explorers
Spanish explorers who followed Hernando Cortes
were known as conquistadors. (Conquerors)
The Spanish were the first European settlers in the
Americas.
As a result of their colonization, the Spanish greatly
enriched their empire and left a mark on the cultures
of North and South America that exist today.
b. Define the Columbian Exchange and its global economic
and cultural impact.
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The global transfer of foods, plants, and animals
during the colonization of the Americas is known
as the Columbian Exchange.
Ships from the Americas brought back a wide
array of items that Europeans, Asians, and
Africans had never before seen.
c. Explain the role of improved technology in European
exploration; include the astrolabe.
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Improved technology
such as the caravel,
large cargo, and a
shallow draft, made the
European exploration
much easier.
SSWH11 Students will investigate
political and social changes in Japan and in
China from the seventeenth century CE to midnineteenth century CE.
a. Describe the policies of the Tokugawa and Qing
rulers; include Oda Nobunaga and Kangxi.
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Oda Nobunaga was the major daimyo of Japan known as the
Maoh of war. Meaning Demon King, because he had thought that
he would have lost the feeling of humanity during war.
•Life in Tokugawa Japan was strictly hierarchical
with the population divided among four distinct
classes: samurai, farmers, craftspeople, and
traders. Prior to the Tokugawa period there was
some movement among these classes, but the
Tokugawa shoguns, intent upon maintaining their
power and privilege, restricted this movement. In
particular they tried to protect the samurai, making
upward mobility from the farming class to the
samurai impossible. The shogun Hideyoshi decreed
in 1586 that farmers must stay on their land. In
1587 he decreed that only samurai would be
allowed to carry the long sword, which would later
define them as a class. As economic conditions
changed, the shoguns were less successful,
however, in maintaining the rigid boundaries
separating the other classes.
b. Analyze the impact of population growth and its
impact on the social structure.
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Population growth intensely affects the social
structure.
It hurts the economy and causes diseases, and
excess issues
SSW12
The student will examine the
origins and contributions of the Ottoman,
Safavid, and Mughal empire.
a. Describe the geographical extent of the Ottoman Empire
during the rule of Suleyman the Magnificent, the Safavid
Empire during the reign of a Shah Abbas I , and the Mughal
Empire during the reigns of Babur and Akbar.
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The Ottomans are one of the greatest and most
powerful civilizations of the modern period. Their
moment of glory in the sixteenth century represents
one of the heights of human creativity, optimism,
and artistry. The empire they built was the largest
and most influential of the Muslim empires of the
modern period, and their culture and military
expansion crossed over into Europe. Not since the
expansion of Islam into Spain in the eighth century
had Islam seemed poised to establish a European
presence as it did in the sixteenth and seventeenth
centuries.
b. Explain the ways in which these Muslim empires
influenced religion, law, and the arts in their parts of the
world.
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This period in Ottoman history can roughly be
divided into two distinct eras: an era of territorial,
economic, and cultural growth prior to 1566,
followed by an era of relative military and political
stagnation.
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The Empire lost territory on all fronts, and
there was administrative instability because
of the breakdown of centralized
government, despite efforts of reform and
reorganization such as the Tanzimat.
SSWH13
The student will examine the intellectual,
political, social, and economic factors which changed the
world view of Europeans.
a. Explain the scientific contribution of Copernicus,
Galileo, Kepler, and Newton and how these ideas
changed the European world view.
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Newton studied the law
of motion and gravity
Copernicus believed that
the sun was heliocentric
Galileo Galilei was an
Italian physicist,
mathematician,
astronomer, and
philosopher who played a
major role in the
Scientific Revolution.
b. Identify the major ideas of the Enlightment from the
writings of Locke, Voltaire, and Rousseau and their
relationship to politics and society.
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Locke and Rousseau
both believed that
everyone was born equal
and free.
Voltaire wrote over 70
books, essays, and
dramas QUILL PEN
Rousseau wrote the
Social Contract
SSW14
The student will analyze the Age
of Revolutions and Rebellions
a. Examine absolutism through a comparison of the
rules of Louis XIV, Tsar Peter the Great, Tokugawa
Ieyasu.
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Louis XIV believed as with the sun, all power
radiated from him
Tsar Peter the Great was one of Russia’s greatest
Reformers
Tokugawa Ieyasu was one of Hideyoshi’s strongest
daimyo allies, who complete the unification of
Japan.
b. Identify the causes and results of the revolutions in
England, United States, France, Haiti and Latin
America
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Usually, the oppression of a despotic ruler or
system.
The disparity between the haves and have-nots.
When the gap between rich and poor becomes so
great that the poor can no longer survive under
these conditions they revolt and establish a system
of wealth redistribution. Once the wealth has been
redistributed the poor are happy again and
eventually grow apathetic, then the rich begin their
quiet revolution of taking the wealth back and
continue to do so until the disparity between the
have's and the have not's becomes so great that the
poor can no longer
c. Explain Napoleon's rise to power, defeat, and
consequences for Europe
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Napolean Bonaparte was
born in 1769.
When he was 9, his
parents sent him to a
military school
His artillery instructor
quickly noticed his
Abilities and was
impressed
d. Examine the interaction with westerners to include
the Opium War, the Taiping Rebellion, and Commodore
Perry
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Opium war was between
British and the Chinese in
1839.
During the late 1830s Hang
Xiuquan, a young man from
Guangdong province in
southern China, began
recruiting followers.
Commodore Matthew Perry
took four ships into what is
now Tokyo Harbor.
SSWH 15 The student will be able to describe
the impact of industrialization, the rise of nationalism
and the major characteristics of world wide
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 impact on women
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Adam Smith was a professor at the
University of Glasgow.
Karl Marx was a German journalist who
studied philosophy At the University of
Berlin.
b. compare and contrast the rise of the nation state in
Germany under Otto von
Bismarck and Japan under Emperor Meiji.
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Otto Von Bismarck was a
conservative Junker, as
his prime minister
Emperor Meiji realized
that the best way to
counter Western
influence was to
modernize.
c. Describe the reaction to foreign domination including
the Russo-Japanese War and
Young Turks.
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Japan drove Russian troops out of Korea
and captured most of Russia’s Pacific fleet.
It also destroyed Russia’s Baltic fleet, which
had sailed all the way around Africa to
participate in the war.
d. Describe imperialism in Africa and Asia by
comparing British policies in South
Africa, French policies in Indochina, and Japanese
policies in Asia.
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Imperialism is the highest
stage of capitalism and is
based upon fusing
banking finance with
industrial finance to
produce an international
system of finance. This is
also known as "monopoly
finance". Capitalism is
based upon privatizing
wealth that is collectively
produced.
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
SSHW18 The student will demonstrate an
understanding of the global political, economic, and
social impact of World War II.
a. Pearl Harbor, D-Day, and the end of the war in
Europe and Asia
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The attack on Pearl Harbor (or Hawaii Operation, as it
was called by the Japanese Imperial General
Headquarters was a surprise military strike conducted by
the Japanese navy against the United States' naval base
at Pearl Harbor, Hawaii, on the morning of Sunday,
December 7, 1941, later resulting in the United States
becoming militarily involved in World War II.
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The Normandy Landings were the first operations of the Allied
invasion of Normandy, also known as Operation Neptune and
Operation Overlord, during World War II. The landings
commenced on June 6, 1944 (D-Day), beginning at 6:30 British
Double Summer Time (H-Hour). In planning, D-Day was the term
used for the day of actual landing, which was dependent on final
approval.
b. Identify Nazi ideology, policies, and consequences
that led to the Holocaust.
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The Holocaust was the systematic, bureaucratic, statesponsored persecution and murder of approximately six million
Jews by the Nazi regime and its collaborators. "Holocaust" is a
word of Greek origin meaning "sacrifice by fire." The Nazis, who
came to power in Germany in January 1933, believed that
Germans were "racially superior" and that the Jews, deemed
"inferior," were an alien threat to the so-called German racial
community.
During the era of the Holocaust, German authorities also
targeted other groups because of their perceived "racial
inferiority": Roma (Gypsies), the disabled, and some of the Slavic
peoples (Poles, Russians, and others). Other groups were
persecuted on political, ideological, and behavioral grounds,
among them Communists, Socialists, Jehovah's Witnesses, and
homosexuals.
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,
China, and Ghana.
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i. Inefficient emperors - As the Ch'ing emperor held absolute
power, administration in Peking was efficient only if he was an
able man. In the 19th century, however, there was no great
Ch'ing emperor.
ii. Lack of able Manchu leadership - As a race conquering China,
the Manchus had always enjoyed powerful political influence
greater than their small number should give them. Yet in the late
19th century, capable Manchu leadership was, generally
speaking, lacking.
iii. Downward spread of administrative inefficiency in the
government - Without an able emperor to supervise the officials,
they became more incompetent, especially when the political
structure itself had always the effect of discouraging energetic
action in administration. In turn, these incompetent high officials
chose incompetent low officials. The harmful effects of
inefficiency thus spread downward.
iv. Sale of government posts - For lack of money to put down
rebellions or to meet government expenses, the Ch'ing court
increasingly relied on the sale of government posts to enlarge its
income. More and mote people acquired government posts in
this way. On becoming officials, they squeezed as much money
from the common people as they could.
v. Corruption - Corruption in the government was serious. High
officials received "gifts" from low officials. In turn, low officials put
government money into their own pockets. Heavy taxes were
imposed on the people, who suffered economically.
b. Describe the formation of the state of Israel.
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The Holocaust, the killing of approximately 6 million European
Jews by the Nazis, had a major impact on the situation in
Palestine. During World War II Britain, which had been granted a
mandate over Palestine by the United Nations, forbade entry into
Palestine for European Jews escaping Nazi persecution.
On November 29, 1947, the United Nations General Assembly
voted 33 to 13, with 10 abstentions, in favor of a Partition Plan
that created the State of Israel. The British relinquished their
mandate over Palestine in 1948. War broke out between the
Arabs and Jews soon after. The 1948 Arab-Israeli War,
established the state of Israel as an independent state, with the
rest of the British Mandate of Palestine split into areas controlled
by Egypt and Tran Jordan.
In 1949, Israel signed separate cease-fire agreements with Egypt
on February 24, Lebanon on March 23, Tran Jordan on April 3,
and Syria on July 20. Israel was able to draw its own borders,
occupying 70% of Mandatory Palestine, fifty percent more than
the UN partition proposal allotted them. These borders have
been known afterwards as the "Green Line". The Gaza Strip and
West Bank were occupied by Egypt and Tran Jordan respectively
c. Explain the arms race; include development of the
hydrogen bomb and SALT
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Arms Race, in its original usage, describes a competition
between two or more parties for real or apparent military
supremacy. Each party competes to produce larger numbers of
weapons, greater armies, or superior military technology in a
technological escalation.
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On September 23, 1949, President Harry S. Truman shocked the
world when he announced that the Soviet Union had conducted a
successful test of an atomic weapon the month before. Although
many scientists and some in the US intelligence community had
predicted the Soviets would acquire this advanced technology
shortly after the Americans, the general surprise nonetheless
sparked a sense of panic in the United States.
The Strategic Arms Limitation Talks refers to two rounds of
bilateral talks and corresponding international treaties between
the Soviet Union and the United States the Cold War superpower
on the issue of armament control.
d. Compare and contrast the reforms of Khrushchev
and Gorbachev.
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Khrushchev was responsible for the partial deStalinization of the Soviet Union, for backing the progress
of the world's early space program, as well as for several
relatively liberal reforms ranging from agriculture to
foreign policy. Khrushchev's party colleagues removed
him from power in 1964, replacing him with Leonid
Brezhnev.
Gorbachev. He was the last General Secretary of the
Communist Party of the Soviet Union, serving from 1985
until 1991, and also the last head of state of the USSR,
serving from 1988 until its collapse in 1991. He was the
only Soviet leader to have been born after the October
Revolution of 1917.
e. Analyze efforts in the pursuit of freedom; include
anti-apartheid, Tiananmen Square, and the fall of the
Berlin Wall.
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Anti-Apartheid Movement, originally known as the Boycott
Movement, was a British organization that was at the center of
the international movement opposing South Africa's system of
apartheid and supporting South Africa's Blacks.
The Tiananmen Square protests of 1989 culminating in the
Tiananmen Square Massacre (were a series of demonstrations
in and near Tiananmen Square in Beijing in the People's
Republic of China (PRC) beginning on April 14. Led mainly by
students and intellectuals, the protests occurred in a year that
saw the collapse of a number of communist governments around
the world.
At 06.53 pm on November 9, 1989 a member of the new
East German government was asked at a press
conference when the new East German travel law comes
into force . The Berlin Wall had fallen.
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 Bosnia-Herzegovina and Rwanda.
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Pan-Africanism is a sociopolitical world view, philosophy,
and movement which seeks to unify native Africans and
members of the African Diaspora into a "global African
community". Pan-Africanism calls for a politically united
Africa.
Pan Arabism is a secular Arab nationalist ideology,
founded by Michael Aflag, but championed most
successfully by former Egyptian president Gamal Abdul
Nasser.
b. Describe the breakup of the Soviet Union in 1991
that produced independent countries; include Ukraine,
Kazakhstan, and the Baltic States.
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The collapse of the Union of Socialist Soviet
Republics radically changed the world's economic
and political environment. No other conflict of
interest dominated the post World War Two world
like the cold war did. One man is credited with
ending the cold war, Mikhail Gorbachev. This
however was not the biggest event Gorbachev was
responsible for. The end of the cold war was just a
by-product of the other major event he was involved
with. That is the fall of communism in the USSR and
the collapse of the USSR itself.
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.
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Although most terrorist groups have failed to achieve their
long-term, strategic aims through terrorism, terrorism has
on occasion brought about significant political changes
that might otherwise have been impossible. Moreover,
despite the claims of governments to the contrary,
terrorism has sometimes also proven successful on a
short-term, tactical level: winning the release of prisoners,
wresting political concessions from otherwise resistant
governments, or ensuring that causes and grievances
that might otherwise have been ignored or neglected
were addressed.
Terrorism was used by some nationalist movements in the
anti colonial era just after World War II, when British and
French empires in Africa, Asia, and the Middle East
dissolved. Countries as diverse as Israel, Cyprus, Kenya,
and Algeria owe their independence to these movements.
d. Examine the rise of women as major world leaders;
include Golda Meir, Indira Gandhi, and Margaret
Thatcher.
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Golda Meir The major event of her administration was the Yom
Kippur War, which broke out with massive coordinated Egyptian
and Syrian assaults against Israel on October 6, 1973. As the
postwar Argonaut Inquiry Commission established, the IDF and
the government had erred seriously in their assessment of Arab
intentions.
Indira Gandhi was the Prime Minister of the Republic of India for
three consecutive terms from 1966 to 1977 and for a fourth term
from 1980 until her assassination in 1984, a total of fifteen years.
She was India's first and, to date, only female Prime Minister.
Margaret Thatcher She was Prime Minister of the United
Kingdom from 1979 to 1990 and Leader of the Conservative
Party from 1975 to 1990. She is the only woman to have held
either post.
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
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Televisions, satellites,
and computers have all
made it a lot easier for
information to be
transferred from place to
place.
b. Analyze global, economic, and political connections;
include multinational corporations, the United Nations,
OPEC, and the World Trade Organization.
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The United Nations (UN) is an international organization whose
stated aims are to facilitate co-operation in international law,
international security, economic development, and social equity.
It was founded in 1945 at the signing of the United Nations
Charter by 51 countries, replacing the League of Nations
founded in 1919.
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OPEC's mission is to coordinate and unify the petroleum policies
of Member Countries and ensure the stabilization of oil markets
in order to secure an efficient, economic and regular supply of
petroleum to consumers, a steady income to producers and a fair
return on capital to those investing in the petroleum industry.
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The World Trade Organization (WTO) is an important selective,
mainly private, international organization designed by its
founders to supervise and liberalize international trade. The
organization officially commenced on 1 January 1995, under the
Marrakesh Agreement, succeeding the 1947 General Agreement
on Tariffs and Trade (GATT).