02 world history blms
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World History
Unit 1, Activity 1, Parallel Timelines
Events for the Parallel Timelines
World Areas Ancient Times Middle Ages
Africa and the Near East Lower and Upper Egypt united under MenesPyramids of the Old KingdomNew Kingdom of Egypt Moses and the IsraelitesPunic WarsQueen HatsheputKing TutankhamenKing SolomonRosetta StoneChristianity founded
Kingdom of GhanaMuslim Empire of MaliMansa Musa hajj to MeccaFatimid Dynasty in EgyptKingdom of SonghaiJustinian’s CodeGreat Schism of the Church
The Americas Olmecs – Stone headsMayan CivilizationHohokamin in Arizona
Anasazi – PueblosToltecs conquer MexicoMississippi Mound BuildersAztecs establish TenochtitlanInca Empire under PachocutiColumbus lands in AmericasPizarro conquers Incas
Asia Sumerian CivilizationIndus Valley CivilizationHammurabi’s CodeCuneiformSilk RoadHinduism foundedShi Huangdi’s TombBuddhism foundedConfuciusGreat Wall of China
Buddhism in JapanTang Dynasty-Classical Age of ChinaMuhammed founded IslamKamakura ShogunateSeljuk Turks seize BaghdadMongols capture BaghdadMongols begin Yuan dynasty in ChinaChoson Dynasty in Korea
Europe Minoans in CreteTrojan WarRome establishedRoman Republic establishedAlexander the GreatPax Romana ends
Battle of Tours Charlemange as Holy Roman EmperorViking raids of EuropeBattle of HastingsFirst Crusade for Holy LandsMagna CartaEnd of the CrusadesBlack DeathHundred Years War
Blackline Masters, World History Page 1Louisiana Comprehensive Curriculum, Revised 2008
Unit 1, Activity 2, Renaissance Split-Page Notetaking Guide
Renaissance Split-Page Notetaking Guide
Five Main Societal Areas
Perceived Characteristics of the Renaissance Based on Primary and Secondary Sources
Religion
Art
Economics
Social Classes
Government
Blackline Masters, World History Page 2Louisiana Comprehensive Curriculum, Revised 2008
Unit 1, Activity 3, Renaissance and Reformation Vocabulary Chart
Renaissance and Reformation Vocabulary Chart
Word+ Ö - Example Definition
Renaissance
Humanism
Secular
Fresco
Vernacular
Reformation
Christian Humanism
Salvation
Indulgence
Reformation
Predestination
Annulled
Theocracy
Counter Reformation
Blackline Masters, World History Page 3Louisiana Comprehensive Curriculum, Revised 2008
Unit 1, Activity 4, Renaissance Personalities Data Chart
Renaissance Personalities Data Chart
RenaissancePersonality
Place Area ofContribution
Name of Work
Significance Year
Blackline Masters, World History Page 4Louisiana Comprehensive Curriculum, Revised 2008
Unit 1, Activity 7, Scientific Revolution Personalities
Scientific Revolution Personalities
Personality Native Origin
Area of Contribution
Scientific Discovery
Published Works
Blackline Masters, World History Page 5Louisiana Comprehensive Curriculum, Revised 2008
Unit 1, Specific Assessments, Activities 4, 5, 7, or 8, Sample PowerPoint© Rubric
Sample PowerPoint© RubricSuperstar
4Good
3Average
2Poor
1Weight
Required Elements
Points__4_
The presentation contains all required elements outlined on project sheet.
The presentation is missing one or two required elements.
The presentation is missing three required elements.
The presentation is missing four or more elements. x 1
Content
Points _28__
The information is accurate and comes from at least one primary source.
Some of the information does not fit the project but primary source is used.
At least one bit of information is inaccurate and primary sources were not used.
Some information is inaccurate and no primary sources are used.
x 7
Text Elements
Points __8__
Fonts are easy-to-read and point size varies appropriately for text and headlines. Use of italics, bold, and indentations enhances the readability.
Most of the fonts are easy-to-read, but in a few places the use of fonts, bold, italics, long paragraphs, color, or busy backgrounds affect readability.
Overall readability is difficult because of lengthy paragraphs, too many different fonts, backgrounds, overuse of italics and bold.
The text is extremely difficult to read with long blocks of text, small point size of fonts, and inappropriate contrast of colors.
x 2
Layout
Points _2___
The layout is pleasing to the eye and has appropriate use of headings and subheadings.
The layout uses vertical and horizontal white space appropriately.
The layout has some structure but appears cluttered or too busy.
The layout is cluttered, confusing, and does not use spacing and headings to enhance readability.
x .5
Citations
Points __4__
All sources of information are properly cited.
Most information is cited but some pictures, graphics, and photos lack citation.
More than half the information has no citations in the presentation.
There are no citations for information, graphics, pictures, and photos.
x 1
Graphics,Sound,
Animation
Points __4_
Graphics, sound, and/or animation, using proper size and resolutions, enhance the content of the presentation. At least one original image is used.
Some of the graphics, sound, and/or animations seem to be unrelated to the content theme and contribute(s) little enhancement to the concepts.
Many of the graphics, sound, and/or animationsare unrelated to the content or concepts.
Graphics, sound, and/or animation are unrelated to the content and do not enhance understanding or are missing.
x 1
Writing Mechanics
Points __4__
The text is written with no errors in grammar, punctuation, capitalization, or spelling.
The text is written with no more than two errors in grammar, punctuation, capitalization, or spelling.
The text is written with no more than three errors in grammar, punctuation, capitalization, or spelling.
There are four or more errors in grammar, punctuation, capitalization, or spelling.
x 1
Blackline Masters, World History Page 6Louisiana Comprehensive Curriculum, Revised 2008
Unit 1, Specific Assessment, Activity 5, Sample Oral Presentation Rubric
Sample Oral Presentation Rubric
4 3 2 1 Weight
GroupParticipationPoints __8__
All three members assist one another throughout the presentation.
All three members present information.
Two members of the group present the information.
Only one member of the group presents the information.
x 2
Subject Knowledge
Points _20_
Student demonstrates full knowledge of material and elaborates on the answers.
Student is comfortable with information, but fails to elaborate on questions.
Student appears uncomfortable with information and can only answer basic questions.
Student does not have a grasp of the information and cannot answer questions.
x 5
Eye Contact
Points __4__
Student maintains eye contact with audience and seldom returns to notes.
Student maintains eye contact most of the time, but still reads notes.
Student occasionally uses eye contact, but reads most of the information.
Student reads all of the presentation and has no eye contact with audience.
x 1
Elocution
Points __4__
The student uses a clear voice and correctly pronounces terms so that all the audience hears the presentation.
The student’s voice is clear and pronounces most words correctly. Most members of the audience can hear presentation.
The student’s voice is low, incorrectly pronounces terms, and audience in back of class has difficulty hearing the presentation.
The student mumbles, mispronounces terms, and speaks too softly for students in the back of class to hear.
x 1
Length of
Presentation
Points __4__
The presentation is within two minutes of the allotted time +/-.
The presentation is within three minutes of allotted time +/-.
The presentation is within four minutes of the allotted time +/-.
The presentation is too long or too short; six or more minutes above or below allotted time.
x 1
Blackline Masters, World History Page 7Louisiana Comprehensive Curriculum, Revised 2008
Unit 2, Activity 1, Split-Page Notetaking Guide: TV Commentary
Split-Page Notetaking Guide: TV Commentary
City, Country Demographics:
Economics:
Political structure:
Religion:
Social trends:
City, Country Demographics:
Economics:
Political structure:
Religion:
Social trends:
Blackline Masters, World History Page 8Louisiana Comprehensive Curriculum, Revised 2008
Unit 2, Activity 5, Explorers’ Chart
Explorers’ Chart
Name ofExplorer
Year(s) Nationality – Sailed for this
country
Area(s) Claimed Reason Behind Exploration
Blackline Masters, World History Page 9Louisiana Comprehensive Curriculum, Revised 2008
Unit 2, Activity 5, Explorers’ Chart with Answers
Explorers’ Chart with AnswersName ofExplorer
Year(s) Nationality/Sailedfor this country
Area(s) Claimed Reason Behind Exploration
Bartholomeu Dias 1487-88 Portuguese First European to round the Cape of Good Hope
Searching for water route to India
Christopher Columbus
1492-1504 Italian/ Spain West Indies/Caribbean Islands
Searching for shorter route to India
Amerigo Vespucci 1497-1503 Italian/Spain and Portugal
Sailed to West Indies and South America
Exploration of new continents
John Cabot 1497-98 Italian/ France Newfoundland, Nova Scotia, and Labrador
Searching for a Northwest Passage to India
Vasco da Gama 1498 Portuguese First to travel to India around Africa
Searching for water route to India for trade
Vasco de Balboa 1513 Spanish Led expedition and found Pacific Ocean
Exploration of New World
Juan Ponce de Leon
1513 Spanish Florida Looking for the Fountain of Youth in Florida
Hernando Cortez 1519-21 Spanish Mexico Conquered Aztecs in Mexico
Ferdinand Magellan
1520 Portuguese/Spain Strait of Magellan, California
Commanded first globe circling voyage
Giovanni da Verranzano
1523 Italian/France New York Bay and Narrangasett Bay
Searched for Northwest Passage
Francisco Pizarro 1523-35 Spanish Peru Conquered Incas of Peru
Jacques Cartier 1534-42 French St. Lawrence River Conquer new lands for France
Hernando DeSoto 1539-41 Spanish American Southeast and Mississippi River
Exploring New World for Spain
Francisco Coronado
1540-42 Spanish American Southwest Explored New World in search for gold
Samuel de Champlain
1603-1616 French St. Lawrence River to Lake Champlain
Explored North America for France
Henry Hudson 1609-11 English/Dutch East India Company
Hudson Strait Claimed Hudson River area for the Dutch
Robert LaSalle 1682 French Great Lakes, Mississippi River and Gulf of Mexico
Claimed lands for France
Blackline Masters, World History Page 10Louisiana Comprehensive Curriculum, Revised 2008
Unit 2, Activity 9, Colonization Chart
Colonization Chart European Country
AreasColonized
Purpose ofColonization
Consequences
Spain Political:
Social:
Economic:
France Political:
Social:
Economic:
England Political :
Social:
Economic:
Amster-dam
Political:
Social:
Economic:
Portugal Political:
Social:
Economic:
Blackline Masters, World History Page 11Louisiana Comprehensive Curriculum, Revised 2008
Unit 2, Activity 9, Colonization Chart with Answers
European Country
AreasColonized
Purpose ofColonization
Consequences
Spain North/ South America
Caribbean
Self-sustaining coloniesConvert natives to ChristianityExpand absolute power of the monarchy Acquire gold and precious metals
Political: Continued dominance by the Church-Inquisition; colonies failed to benefit from changes taking place in Europe and English colonies.Social: No development of middle class at home or in colonies; rigid social class systemEconomic: Gold flooded Spain creating inflation in 1550
France Louisiana
Haiti
Canada
Agricultural wealth made colonization less attractive to French citizensControlled territory for raw materials supplied by native peoplesTropical areas developed a plantation economy in sugar and cotton
Political: Always more interested in politics on the continent, involvement in wars cost them most of their colonies – Louisiana, Haiti, CanadaSocial: French respected the Native Americans, often marrying their women and assimilating into their culture; successful colony in Quebec, but few overall.Economic: Established fishing settlements that fed the nation; fortified the St. Lawrence in support of the fur trade.
England North America
India
Indonesia
Australia
Enclosure movement made it easy to attract settlers to the New WorldJoint-stock companies combined adventurers, settlers and profitsColonies supplied raw materials for emerging factory systems
Political: Rights of Englishmen made colonists increasingly independent.Social: Mobility between classes became increasingly based upon wealth instead of birth.Economic: Successful colonization became an important element of trade – cotton and tobacco; colonies competed with the Mother Country and opposed mercantilism.
Amster-dam
North/South America
SoutheastAsia
Caribbean
During the 17th century Amsterdam emerged as the center of European commerce and banking.Exploration was for the purpose of trade and financial growth.
Political: Government defined by charter of the Dutch East India CompanySocial: Slave societiesEconomic: New form of business organization called a joint-stock company was established – Dutch West India Company-United East India Company
Portugal Africa
India
Indonesia
South America
Searching for a faster route to India and Indonesia to profit from the spice trade. Prince Henry the Navigator promoted exploration.
Political: First global empire where natives were ruled by appointed officialsSocial: Slave societiesEconomic: Being the first Europeans to reach India by sailing around Africa resulted in Portugal becoming one of the richest and most powerful nations of Europe
Colonization Chart with Answers
Blackline Masters, World History Page 12Louisiana Comprehensive Curriculum, Revised 2008
Unit 3, Activity 2, Absolute Monarchy Split-Page Notetaking
Absolute Monarchy Split-Page Notetaking Guide
Philosopher and Published Literary
Work
Impact of Philosophyupon Absolute Monarchies
Bossuet’s
Divine Right of Kings
Power is from God and therefore absolute. Authority should not be questioned. Kings should rule with fairness and wisdom, but if they don’t they should still be obeyed.
Prussia
Russia
Spain
Machiavelli’ s
The Prince
The absolute power of a king depends upon the king’s ability to do whatever it takes to maintain that power. “The ends justify the means.”
Prussia
Russia
Spain
Blackline Masters, World History Page 13Louisiana Comprehensive Curriculum, Revised 2008
Unit 3, Activity 3, Enlightened Despots
Enlightened Despots
Characteristics Louis XIVof
France
Frederick the Greatof
Prussia
Peter the Greatof
RussiaHow did the monarch centralize power?
How did he react to the notion of natural rights of man?
What was the plight of the peasants?
What kind of power did the nobility have under his reign?
How did he exploit the church and religion?
How did he make use of military power?
Blackline Masters, World History Page 14Louisiana Comprehensive Curriculum, Revised 2008
Unit 3, Activity 4, Early Modern Revolutions Process Guide
Early Modern Revolutions Process Guide
Glorious Revolution
When and where the revolution took place:
Causes of the revolution:
Name at least one document that impacted the onset of the revolution:
At least three significant events of the revolution:
Effects of the revolution on the British government and its people:
Impact of the revolution on world political development:
American Revolution
When and where the revolution took place:
Causes of the revolution:
Name at least one document that impacted the onset of the revolution:
At least three significant events of the revolution:
Effects of the revolution on the American government and its people:
Impact of the revolution on world political development:
French Revolution
When and where the revolution took place:
Causes of the revolution:
Name at least one document that impacted the onset of the revolution:
At least three significant events of the revolution:
Effects of the revolution on the French government and its people:
Impact of the revolution on world political development:
Blackline Masters, World History Page 15Louisiana Comprehensive Curriculum, Revised 2008
Unit 3, Activity 4, Sample Comparison Essay Rubric
Sample Comparison Essay Rubric
Blackline Masters, World History Page 16Louisiana Comprehensive Curriculum, Revised 2008
Criteria: 5 4 3 2 1
1. Purpose of the essay is clearly expressed in the thesis statement.
2. Similarities and differences are easily distinguished in the essay.
3. The essay offers enough details to support the thesis statement.
4. The essay has a strong conclusion that reinforces the main idea of the essay.
5. Sentences are clear and concise.
6. Sentences are free from errors in usage, punctuation, and spelling.
Unit 4, Activity 2, Vocabulary Cards-Group Assignments
Group 1 Group 4
Enclosure Movement Four-crop field rotation
Bills of exchange Stock exchange
Flying shuttle Steam engine
Mass production Capitalism
Laissez-faire economics Cottage industry
Group 2 Group 5
Selective breeding Seed drill
Double-entry bookkeeping Spinning jenny
Power loom Interchangeable parts
Factory town Socialism
Feudalism Factors of production
Group 3 Group 6
Mechanization Banking system
Joint-stock company Spinning frame
Factory system Assembly line
Entrepreneurs Communism
Labor unions Urbanization
Vocabulary Cards-Group Assignments
Blackline Masters, World History Page 17Louisiana Comprehensive Curriculum, Revised 2008
Unit 4, Activity 3, Inventions of the Industrial Revolution
Inventions of the Industrial Revolution
Date Invention Inventor/Country Purpose Impact of Invention
Blackline Masters, World History Page 18Louisiana Comprehensive Curriculum, Revised 2008
Unit 4, Activity 6, Economic Systems Word Grid
Economic Systems Word Grid
Directions: Place a “yes” or “no” in each column in response to the key features of each economic system.
Key Features Capitalism Mixed Economy
Socialism Communism
Privately-owned means of production
State-owned means of production
Collective ownership of means of productionPrices set by market (buyers and sellers)
Prices set by government
Market governs production
Central planning governs production
Voluntary exchange of goods and services
Government-controlled exchange of goods and services (rationing)Goods and services shared according to needClassless economic society
Societal classes based on wealth
Profit incentives for entrepreneurs
Representative democracy is usual form of governmentTotalitarianism is usual form of governmentPure democracy is usual form of government
Blackline Masters, World History Page 19Louisiana Comprehensive Curriculum, Revised 2008
Unit 4, Activity 6, Economic Systems Word Grid
Blackline Masters, World History Page 20Louisiana Comprehensive Curriculum, Revised 2008
Unit 4, Activity 6, Economic Systems Word Grid with Answers
Economic Systems Word Grid with Answers
Directions: Place a “yes” or “no” in each column in response to the key features of each economic system.
Key Features Capitalism Mixed Economy
Socialism Communism
Privately-owned means of production Yes Yes No No
State-owned means of production No Yes Yes No
Collective ownership of means of production
No No No Yes
Prices set by market (buyers and sellers) Yes Yes No No
Prices set by government No No Yes No
Market governs production Yes Yes No No
Central planning governs production No No Yes No
Voluntary exchange of goods and services Yes Yes No Yes
Government-controlled exchange of goods and services (rationing)
No No Yes No
Goods and services shared according to need
No No No Yes
Classless economic society No No No Yes
Societal classes based on wealth Yes Yes No No
Profit incentives for entrepreneurs Yes Yes No No
Representative democracy is usual form of government
Yes Yes No No
Totalitarianism is usual form of government
No No Yes No
Pure democracy is usual form of government
No No No Yes
Blackline Masters, World History Page 21Louisiana Comprehensive Curriculum, Revised 2008
Unit 5, Activity 1, Reaction and Revolution BLM
Reaction and Revolution BLM
Reaction and Revolution in 19th Century EuropeSignificant Events and Ideologies
Important Facts and Impact on 19th Century Europe
Prince Metternich and the Congress of Vienna
Concert of Europe and the principle of intervention
Forces of conservatism in 19th century Europe
Forces of liberalism in 19th century Europe
Forces of nationalism in 19th century Europe
Revolutions of 1830 France
Belgium
Poland
Italy
Revolutions of 1848 France
German states
Austrian Empire
Italian states
Blackline Masters, World History Page 22Louisiana Comprehensive Curriculum, Revised 2008
Unit 5, Activity 1, Reaction and Revolution BLM
Blackline Masters, World History Page 23Louisiana Comprehensive Curriculum, Revised 2008
Unit 5, Activity 4, Imperialism Chart
Imperialism Chart
Race for AfricaAction/Event Imperialistic Policy Causal Events Consequences
Belgian Congo
Egypt and Suez
German colonies in southwest AfricaCape to Cairo territoryItaly in North Africa
Race for AsiaEnglish East India CompanyFrench Indo-China
Spheres of influence in ChinaOpen Door Policy
Opium War and Hong Kong
Americans and the PacificOpening of Japan
Spanish American WarHawaii and Samoa
Japan Expands OutwardKorea
Taiwan
South Sakhalin Island
Russo-Japanese War
Blackline Masters, World History Page 24Louisiana Comprehensive Curriculum, Revised 2008
Unit 6, Activity 1, WWI Vocabulary Self-Awareness Chart
World War I Vocabulary Self-Awareness Chart
Word+ Ö - Example Definition
militarism
trench warfare
conscription
mobilization
total war
war of attrition
propaganda
genocide
contraband
U-boats
Home front
Western front
armistice
belligerent
reparations
mandates
Blackline Masters, World History Page 25Louisiana Comprehensive Curriculum, Revised 2008
Unit 6, Activity 1, Road to World War I Timeline
Road to World War I TimelineJune 28 Austrian Archduke Franz Ferdinand and his wife are assassinated in Sarajevo, Bosnia by a
Bosnian youth, Gavrilo Princip.June 29 Austrian Chief of Staff urges immediate military action against Serbia when speaking to
the Austrian Foreign Minister who decides to ascertain the position of Germany.June 30 Serbia decides to take no action to investigate any groups in Serbia for suspected
connections to the assassination (e.g., Serbian nationalist group called the Black Hand).July 4 Austrian foreign ministry official is sent to Berlin to ascertain German policy on the
assassination. German military is in favor of early action before Russia can mobilize.July 5 German Kaiser Wilhelm II offers Austria a “blank cheque” of support if Austria acts
against Serbia for assassination.July 6 Austrian investigation implicates a Serb government employee and army officers.July 6 German Chancellor advises Austria that their Kaiser will stand by his treaty obligations,
thus endorsing the “blank cheque.”July 7 Serbian prime minister denies any foreknowledge of the assassination plot.July 9 German ambassador in Great Britain reports to the German government that the British “in
no circumstances would be found on the side of the aggressors” in the event of war.July 13 Austrian Legal Counselor reports that the investigation revealed no complicity on the part
of the Serbian government in the assassination plot.July 14 Austrian Chancellor withdraws his objection to military action and agrees that the Austrian
ultimatum “be so phrased that its acceptance will be practically impossible.”July 15 French president and prime minister leave for a planned visit to Russia (arrive July 20th for
three day visit).July 16 British ambassador to Austria warns the British government of the ultimatum.July 18 Russian foreign minister warns Austria that Russia will not tolerate any “blow to Serbia’s
independence.”July 19 Secret Austrian mobilization is already underway.July 20 The Austrian ultimatum is dispatched to the Austrian ambassador in Belgrade for
presentation to the Serbian government on July 23.July 23 Austrian ultimatum is delivered to Serbian government at 6:00pm.July 23 French delegation leaves Russia affirming their obligation under the Franco-Russian
alliance.July 24 Austria informs Great Britain, Germany, France, Russia, Italy, and Turkey of their
ultimatum to Serbia (content of the ultimatum had been secretly given to the German government two weeks earlier).
July 24 Austrian foreign minister notes: “Any conditional acceptance [of the ultimatum], or one accompanied by reservations, is to be regarded as a refusal.”
July 25 Russia requests the 48-hour time limit on the ultimatum be extended. Austria refuses.July 25 Serbia orders a general mobilization and appeals to Russia for help.July 25 Russia issues orders for partial mobilization.July 25 Austrian emperor signs orders for full mobilization.July 27 Austrian ambassador in Germany reports that Germany does not support the mediation
conference suggested by Great Britain.July 28 Austria declares war on Serbia.
August 1 Germany declares war on Russia. August 3 Germany declares war on France.August 4 Germany invades Belgium and Great Britain declares war on Germany.August 6 Austria declares war on Russia (5 days after Germany).
Blackline Masters, World History Page 26Louisiana Comprehensive Curriculum, Revised 2008
Unit 6, Activities 1 and 4, World War I Causes and Effects
World War I Causes and Effects
Blackline Masters, World History Page 27Louisiana Comprehensive Curriculum, Revised 2008
World War I
Unit 6, Activity 2, World War I Personalities
World War I Personalities
WWI Personality Role Event(s) Impact on war
Alfred von Schlieffen
Helmuth von Moltke
Joseph Jacques Joffre
Henri-Philippe Petain
Georges Clemenceau
David Lloyd George
Woodrow Wilson
Vittorio Orlando
Wilhelm II
Nicholas II
Ferdinand Foch
Blackline Masters, World History Page 28Louisiana Comprehensive Curriculum, Revised 2008
Unit 6, Activity 4, Treaty of Versailles
Treaty of Versailles
Provisions of the Treaty Conditions of Settlement Prediction of SuccessGermany surrenders all colonies
Rhineland demilitarized
Alsace-Lorraine returned to France
Cession of German land to Belgium, Lithuania, and CzechoslovakiaCession of German land to Poland
Danzig to become free city
Plebiscites in Schleswig to determine German-Danish borderOccupation of the Saar
Payment of German reparations to France and Great Britain
Ban on the union of Germany and Austria
Germany forced to accept a war-guilt clause
War crimes trial of German leaders
Limitations on Germany’s army
Limitations on Germany’s navy and airforce
Blackline Masters, World History Page 29Louisiana Comprehensive Curriculum, Revised 2008
Unit 6, Activity 6, Global Depression Opinionnaire
Global Depression Opinionnaire
What Are Your Opinions about Monetary and Budgetary Policies of Governments
Directions: After each statement, write SA (strongly agree), A (agree), D (disagree), or SD (strongly disagree). Then in the space provided, briefly explain the reasons for your opinions.
1. A government should be able to simply print more money to offset inflationary periods. ______
Reasons:
2. A government should be able to tax the rich in order to help distribute the wealth and provide services to the poor and disabled. ______
Reasons:
3. A government should have the power to regulate businesses to ensure fair prices and provide goods and services. ______
Reasons:
4. Deficit spending is an acceptable governmental budgetary policy to repay debts and finance services to its people. ______
Reasons:
Blackline Masters, World History Page 30Louisiana Comprehensive Curriculum, Revised 2008
Unit 6, Activity 7, Three-Part Venn Diagram
Three-Part Venn Diagram
Blackline Masters, World History Page 31Louisiana Comprehensive Curriculum, Revised 2008
Unit 6, Activity 8, World War II Personalities Chart
World War II Vocabulary Self-Awareness Chart
Word+ Ö - Example Definition
demilitarized
appeasement
isolationism
blitzkrieg
Sitzkrieg(phony war)
sanctions
Luftwaffe
partisans
death camps
concentrationcamps
Einsatzgruppen
collaborators
kamikaze
Holocaust
internment
Final Solution
Axis Powers
Allied Powers
Blackline Masters, World History Page 32Louisiana Comprehensive Curriculum, Revised 2008
Unit 6, Activity 8, World War II Personalities Chart
World War II Personalities Chart
WWII Personality
Role in WWII Major Events of WWII Significance of the person’s role in WWII
Neville Chamberlain
Prime Minister of Great Britain
Munich Pact Policy of appeasement with Hitler
Adolf Hitler Leader of the Axis Powers/Dictator of Germany
Involved with all acts of German aggression on the European and African Fronts
Driving force behind all of Germany’s aggressive actions
Winston Churchill
Benito Mussolini
Joseph Stalin
Charles de Gaulle
Chiang Kai-shek
Hideki Tojo
Erwin Rommel
Dwight D. Eisenhower
Douglas MacArthur
Franklin D. Roosevelt
Harry S. Truman
Blackline Masters, World History Page 33Louisiana Comprehensive Curriculum, Revised 2008
Unit 6, Activity 9, World War II Key Military Events
World War II Key Military Events
Key Event Date Key Event Date
Invasion of Poland Battle of Guadacanal
Blitzkrieg against Denmark and Norway
Battle of Okinawa
Battle of Britain Battle of Normandy
Invasion of the Soviet Union Allied invasion of North Africa
Battle of Pearl Harbor Liberation of Paris
Capture of Greece and Yugoslavia
Allies return to the Philippines
Battle of Stalingrad Battle of the Bulge
Surrender of France Battle of the Atlantic
Battle of El Alamein Battle of Berlin
Invasion of Sicily Hiroshima
Japan attacks the Philippines and Dutch East Indies
Nagasaki
Battle of Coral Sea Battle of Midway
Battle of Iwo Jima
Blackline Masters, World History Page 34Louisiana Comprehensive Curriculum, Revised 2008
Unit 6, Activity 9, World War II Battles Chart
World War II Battles Chart
Battle Date Significant Generals
Military Strategy
Outcome Significance of the Battle to the War
Blackline Masters, World History Page 35Louisiana Comprehensive Curriculum, Revised 2008
Unit 6, Activity 12, World War II Conferences Chart
World War II Conferences Chart
Date Conference Countries/Leaders Involved
Purpose Impact of Conference
1941 Atlantic Charter
Great Britain:ChurchillUnited States: F. Roosevelt
Set goals for fighting World War II.
Later became known as “A Declaration of the United Nations” when 26 nations signed a similar agreement. These nations became known as the Allies. They united to fight against the Axis Powers.
Casablanca
Tehran
Yalta
Potsdam
San Francisco
Blackline Masters, World History Page 36Louisiana Comprehensive Curriculum, Revised 2008
Unit 7, Activity 1, Cold War Vocabulary Self-Awareness
Cold War Vocabulary Self-Awareness Chart
Word+ Ö - Example Definition
Cold War
superpower
Soviet bloc
Iron Curtain
satellite nations
containment
deterrence
détente
arms race
peaceful coexistence
domino theory
ICBMs
apartheid
dissident
ethnic cleansing
intifada
Blackline Masters, World History Page 37Louisiana Comprehensive Curriculum, Revised 2008
Unit 7, Activity 2, Ideologies of the Free World and Soviet Bloc Nations
Ideologies of the Free World and Soviet Bloc Nations
Ideologies Free World Soviet Bloc
Rights of the people Individual rights guaranteed Collective rights guaranteed
Type of economy Market economy Command economy
Political parties Political parties compete for power
Communist party controls the state
Rights of minority groups
Defends rights of minorities Suppressed minority opinions
Allies Allied with other free nations
Controlled satellite nations
Type of government Democratic Totalitarian
Religion Freedom of religion Atheist
The press Free press Controlled press
Blackline Masters, World History Page 38Louisiana Comprehensive Curriculum, Revised 2008
Unit 7, Activity 3, Cold War Personalities
Cold War Personalities
Personality Event/Contribution Impact
Joseph Stalin
Harry S. Truman
George Marshall
George Kennan
Dwight Eisenhower
John Dulles
Nikita Khrushchev
John F. Kennedy
Robert McNamara
Richard Nixon
Ronald Reagan
Leonid Brezhnev
George H. W. Bush
Mikhail Gorbachev
Blackline Masters, World History Page 39Louisiana Comprehensive Curriculum, Revised 2008
Unit 7, Activity 3, Cold War Timelines
Cold War Timelines
U.S. Presidents Year Cold War Events Year Soviet Leaders YearTruman 1945 World War II ends 1945 Stalin 1945
Chinese Civil War 1945Greek Civil War 1946
Truman Doctrine 1947 Berlin Crisis 1948
Marshall Plan 1948Truman 1949
NATO 1949China Falls to Communism 1949
Korean War 1950ANZUS 1951
Eisenhower 1953 H-Bomb 1952Khrushchev 1953
SEATO 1954Warsaw Pact 1955
CENTO 1955Hungarian Resistance 1956
Suez Crisis 1956Eisenhower 1957
Sputnik 1957Vietnam Civil War begins 1959
Belgian Congo 1960Kennedy 1961
U.S. – Vietnam Conflict 1961Bay of Pigs 1961Berlin Wall 1961
Cuban Missile Crisis 1962Johnson 1963 Brezhnev 1964
Czechoslovakian Resistance 1968Nixon 1969
Ford 1974Carter 1977
Soviet invasion of Afghanistan 1979Reagan 1981
Andropov 1982Chernenko 1984Gorbachev 1985
George HW Bush 1989 Germany Reunited 1989Baltic states secede from USSR 1990
Break-up of the Soviet Union 1991
Blackline Masters, World History Page 40Louisiana Comprehensive Curriculum, Revised 2008
Causes
Unit 7, Activity 3, Cold War Causes and Effects
Cold War Causes and Effects
ColdWar
Blackline Masters, World History Page 41Louisiana Comprehensive Curriculum, Revised 2008
Effects
Unit 8, Activity 2, New Countries Created From the Former Soviet Union
New Countries Created From the Former Soviet Union
Country Ethnicity Religion Language
Russia
Ukraine
Armenia
Estonia
Belarus
Latvia
Lithuania
Moldova
Georgia
Azerbaijan
Kazakhstan
Uzbekistan
Turkmenistan
Kyrgyzstan
Tajikistan
Blackline Masters, World History Page 42Louisiana Comprehensive Curriculum, Revised 2008
Unit 8, Activity 3, Arab-Israeli Conflict
Arab-Israeli Conflict
Event Leaders Short Summary Outcome Association to Arab-Israeli
ConflictFirstArab-Israeli War
SuezCrisis
BaghdadPact
Pan-Arabianism
Islamic Fundamentalism
Six Day War
Blackline Masters, World History Page 43Louisiana Comprehensive Curriculum, Revised 2008
Unit 8, Activity 3, Arab-Israeli Conflict
Event Leaders Short Summary Outcome Association to Arab-Israeli
ConflictYom Kippur War
Palestinian Intifada
Iranian Revolution
Iran-Iraq War
Persian GulfWar
Iraq War
Blackline Masters, World History Page 44Louisiana Comprehensive Curriculum, Revised 2008
Unit 8, Activity 6, Global Markets Vocabulary Self-Awareness
Global Markets Vocabulary Self-Awareness
Word+ Ö - Example Definition
Global interdependence
Protectionism
Tariffs
Balanced trade
Favorable balance of trade
Unfavorable balance of trade
Trade deficits
Economic imperialism
Developed countries
Developing countries
Blackline Masters, World History Page 45Louisiana Comprehensive Curriculum, Revised 2008
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