world history curriculum document (revised august 2011) · neolithic revolution on society (e.g.,...
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1
World History Curriculum Document (Revised August 2011)
Quarter 1
Student Learning Expectation
Task Analysis
VOCABULARY
Materials/Supplies/
Resources/Instructional
Strategies
Assessment
Strand: Social Movements and Reforms
Content Standard 1: Students shall analyze the key elements of social movements and reforms.
Essential Question: What are the key elements of social movements and reforms that have historical significance?
SMR.1.WH.1
Examine the key concepts and
historical significance of five major
religions:
Buddhism
Christianity
Hinduism
Islam
Judaism
*identify the five major religions
*identify the key concepts of
each of the religions
*identify the historical
significance of each
Key concept
Historical
significance
Buddhism
Christianity
Hinduism
Islam
Judaism
Semantic feature analysis Writing prompt
classroom
assessment
SMR.1.WH.2
Examine the key concepts and
historical significance of three
major Eastern philosophies:
Confucianism Daoism Legalism
*identify the three major Eastern
philosophies
*identify the key concepts of
each
*identify the historical
significance of each
Eastern
philosophy
Confucianism
Daoism
Legalism
Semantic feature analysis Writing prompt
SMR.1.WH.3
Explain the contributions of Greek
philosophers to Western thought
using primary and secondary
sources:
Socrates – Socratic method
Plato – The Republic
Aristotle
*identify key Greek philosophers
*identify contribution of each
Greek philosopher
Western thought
Primary source
Secondary source
Socrates
Socratic method
Plato
The Republic
Aristotle
Semantic feature analysis Writing prompt
2
Student Learning Expectation
Task Analysis
VOCABULARY
Materials/Supplies/
Resources/Instructional
Strategies
Assessment
Strand: Social Movements and Reforms
Content Standard 2: Students shall analyze societal changes resulting from movements and reforms.
Essential Question:
SMR.2.WH.1
Explain the characteristics of a
civilization:
calendar
writing
specialization of workers
rise of cities
advanced technology
development of complex
institutions
*Explain the characteristics of a
civilization.
SMR.2.WH.2
Investigate the changing roles of
women using primary and secondary
sources
*identify traditional roles of
women
*investigate how women’s roles
changed
Role of women
Strand: Conflict and Compromise
Content Standard 3: Students shall analyze the causes of conflict in the world.
CC.3.WH.1
Explain the causes of the fall of the
Roman Empire (e.g., economic,
political, military)
*Explain the economic causes of
the fall of the Roman Empire
*Explain the political causes of
the fall of the Roman Empire
*Explain the military causes of
the fall of the Roman Empire
Roman Empire
3
Strand: Migration and Settlement
Content Standard 5: Students shall analyze the reasons for and consequences of migration.
Student Learning Expectation
Task Analysis
VOCABULARY
Materials/Supplies/
Resources/Instructional
Strategies
Assessment
MS.5.WH.1
Examine the effects of the
Neolithic revolution on society
(e.g., domestication of plants and
animals, increased population,
changing technologies)
* Examine the effects of the
Neolithic revolution on society
Neolithic
revolution
Domestication
MS.5.WH.4
Discuss the spread of forced labor
(e.g., slavery in ancient civilizations,
American Indians, Africa)
* Discuss the spread of forced
labor
Forced labor
Slavery
Strand: Migration and Settlement
Content Standard 6: Students shall analyze the interactions of peoples, cultures, and ideas.
MS.6.WH.1
Illustrate the movement of people
over time to different locations
using historical maps
* Illustrate the movement of
people over time to different
locations using historical maps
Historical maps
MS.6.WH.2
Investigate the cultures that
developed in the Americas prior to
European exploration
(e.g., Maya, Inca, Aztec, and North
American Indian tribes)
*Identify the cultures that
developed in the Americas prior
to European exploration
* Investigate the cultures that
developed in the Americas prior
to European exploration
Maya
Inca
Aztec
4
Student Learning Expectation
Task Analysis
VOCABULARY
Materials/Supplies/
Resources/Instructional
Strategies
Assessment
MS.6.WH.3
Describe the contributions of early
African civilizations (e.g., Ghana,
Mali, Songhai)
*Identify early African
civilizations
* Describe the contributions of
early African civilizations
Ghana
Mali
Songhai
MS.6.WH.4
Describe the contributions of early
Asian civilizations (e.g., Zhou, Qin,
Han, Indo-European)
*Identify early Asian civilizations
* Describe the contributions of
early Asian civilizations
Zhou
Qin
Han
Indo-European
MS.6.WH.5
Compare and contrast the
consequences of the Mongol invasion
on India, China, and Russia
*Identify the similarities and
differences of the consequences
of the Mongol invasion on India,
China, and Russia
Mongol invasion Venn diagram
Strand: Politics and Government
Content Standard 9: Students shall analyze the different theories of government throughout history.
PG.9.WH.1
Summarize the development of
political structures in the cradles of
civilization (e.g., Nile River Valley,
Indus River Valley, Mesopotamia,
China, and South America)
*define “cradles of civilization”
* Summarize the development of
political structures in the cradles
of civilization
Cradles of
civilization
Nile River Valley
Indus River Valley
Mesopotamia
China
South America
5
Student Learning Expectation
Task Analysis
VOCABULARY
Materials/Supplies/
Resources/Instructional
Strategies
Assessment
PG.9.WH.2
Compare and contrast the political
theories found in the Greek city-states of Sparta and Athens
*identify the similarities and
differences of the political
theories found in the Greek city-
states of Sparta and Athens
City-state
Sparta
Athens
Venn diagram
PG.9.WH.3
Summarize political power resulting
from the following:
Mandate of Heaven divine right
absolutism
*define Mandate of Heaven *define divine right *define absolutism * Summarize political power
resulting from the following:
Mandate of Heaven divine right
absolutism
Mandate of Heaven Divine Right Absolutism
Frayer model
Strand: Politics and Government
Content Standard 10: Students shall analyze the structure and purpose of political organizations and alliances.
PG.10.WH.1
Investigate historical law codes
using primary and secondary
documents
(e.g., Hammurabi, Justinian, Magna
Carta, Napoleonic)
* Investigate historical law codes
using primary and secondary
documents
Hammurabi
Justinian
Magna Carta
Napoleonic
Semantic Feature Analysis
6
Quarter 2 Strand: Social Movements and Reforms
Content Standard 2: Students shall analyze societal changes resulting from movements and reforms.
Student Learning Expectation
Task Analysis
VOCABULARY
Materials/Supplies/
Resources/
Instructional Strategies
Assessment
SMR.2.WH.3
Examine the spread of the major
religions using historical maps:
Buddhism
Christianity
Hinduism
Islam
Judaism
*identify the major religions of
the world
*examine the spread of the major
religions using historical maps
Major religion
Historical map
Buddhism
Christianity
Hinduism
Islam
Judaism
Strand: Conflict and Compromise
Content Standard 3: Students shall analyze the causes of conflict in the world.
CC.3.WH.2
Investigate the causes of the
Crusades (e.g., religious, economic,
military, political)
*Investigate the religious causes
of the Crusades
*Investigate the economic causes
of the Crusades
*Investigate the military causes
of the Crusades
*Investigate the political causes
of the Crusades
Crusades
CC.3.WH.3
Compare and contrast the
Reformation and the Counter-
Reformation (e.g., religious,
economic, political)
*Identify the religious, economic,
and political characteristics of
the Reformation
*Identify the religious, economic,
and political characteristics of
the Counter- Reformation
*Identify the similarities and
differences
Reformation
Counter
Reformation
Venn diagram
7
Strand: Conflict and Compromise
Content Standard 4: Students shall analyze the effect of conflict and subsequent resolution in the world.
Student Learning Expectation
Task Analysis
VOCABULARY
Materials/Supplies/
Resources/Instructional
Strategies
Assessment
CC.4.WH.1
Analyze the effect of the Punic
Wars on transforming Rome from
Republic to Empire
*Identify the characteristics of a
Republic
*Identify the characteristics of
an Empire
* Analyze the effect of the Punic
Wars on transforming Rome from
Republic to Empire
Punic Wars
Republic
Empire
CC.4.WH.2
Investigate the effects of the
collapse of the Roman Empire on
civilization
(e.g., barbarian invasions, changing
structure of the church, the
Byzantine Empire)
*Investigate the effects of the
collapse of the Roman Empire on
civilization
Roman Empire
Barbarian invasion
Byzantine Empire
CC.4.WH.3
Explain the consequences of the
Crusades (e.g., decline in feudalism,
increase in trade, shifting political
power)
*Explain the consequences of the
Crusades
Crusades
Feudalism
8
Strand: Migration and Settlement
Content Standard 5: Students shall analyze the reasons for and consequences of migration.
Student Learning Expectation
Task Analysis
VOCABULARY
Materials/Supplies/
Resources/Instructional
Strategies
Assessment
MS.5.WH.2
Describe the causes of mass
migration (e.g., famine, disease, war,
religious persecution, ethnic
cleansing)
*define mass migration
* Describe the causes of mass
migration
Mass migration
Famine
Religious
persecution
Ethnic cleansing
Frayer model
Strand: Economics and Trade
Content Standard 7: Students shall analyze global interactions created through trade.
ET.7.WH.1
Investigate the significance of the
Silk Road using historical maps
* Investigate the significance of
the Silk Road using historical
maps
Silk Road Historical maps
ET.7.WH.2
Research the motivations which
drove European exploration (e.g.,
mercantilism, colonialism, religion)
*define mercantilism
*define colonialism
* Research the motivations which
drove European exploration
Mercantilism
Colonialism
Frayer model
Internet
Library media center
ET.7.WH.3
Analyze the contributions of
explorers (e.g., Magellan, Columbus,
De Gama, Drake, Zheng He)
*Identify world explorers
* Analyze the contributions of
explorers
Magellan
Columbus
De Gama
Drake
Zheng He
9
Student Learning Expectation
Task Analysis
VOCABULARY
Materials/Supplies/
Resources/Instructional
Strategies
Assessment
ET.7.WH.4
Analyze the results of slave labor
on economic systems
* Analyze the results of slave
labor on economic systems
Slave labor
Economic systems
Strand: Politics and Government
Content Standard 9: Students shall analyze the different theories of government throughout history.
PG.9.WH.5
Compare and contrast the political
structure of European and Japanese
feudalism
*define feudalism
*identify the similarities and
differences of the political
structures of European and
Japanese feudalism
Feudalism
Frayer model
10
Quarter 3 Strand: Social Movement and Reforms
Content Standard 1: Students shall analyze the key elements of social movements and reforms.
Student Learning Expectation
Task Analysis
VOCABULARY
Materials/Supplies/
Resources/Instructional
Strategies
Assessment
SMR.1.WH.4
Analyze key elements of the
Renaissance: Humanism revival of interest in
ancient Greece and Rome
changing artistic styles
(e.g., music, architecture,
literature)
*define Renaissance
*analyze the key elements
Renaissance
Humanism
Frayer model
SMR.1.WH.5
Describe the role of the printing
press in the spread of ideas:
availability of books
increased literacy
Reformation
*describe the role of the printing
press in the spread of ideas
Printing press
Reformation
SMR.1.WH.6
Explain notable contributions made
by individuals during the Scientific
Revolution (e.g., Copernicus,
Newton, Galileo, Bacon)
*define Scientific Revolution
*explain the notable contributions
of
-Copernicus
-Newton
- Galileo
- Bacon
Scientific
Revolution
Frayer model
11
Student Learning Expectation
Task Analysis
VOCABULARY
Materials/Supplies/
Resources/Instructional
Strategies
Assessment
SMR.1.WH.7
Explain notable contributions made
by individuals during the
Enlightenment (e.g., Locke, Voltaire,
Rousseau, Montesquieu)
*define Enlightenment
*explain the notable contributions
of
- Locke
- Voltaire
- Rousseau
- Montesquieu
Enlightenment Frayer model
Strand: Social Movements and Reforms
Content Standard 2: Students shall analyze societal changes resulting from movements and reforms.
SMR.2.WH.4
Research the effects of the Black
Death on Medieval and early
Renaissance society (e.g., population,
economics, religion)
*research the effects of the
Black Death on Medieval and early
Renaissance society
Black Death
Internet
Library media center
SMR.2.WH.5
Evaluate the effect of the
Renaissance on subsequent events in
Europe:
Reformation
exploration
Enlightenment
Scientific Revolution
*evaluate the effect of the
Renaissance on the Reformation
*evaluate the effect of the
Renaissance on exploration
evaluate the effect of the
Renaissance on the Enlightenment
evaluate the effect of the
Renaissance on the Scientific
Revolution
Renaissance
Reformation
Enlightenment
Scientific
Revolution
12
Strand: Conflict and Compromise
Content Standard 3: Students shall analyze the causes of conflict in the world.
Student Learning Expectation
Task Analysis
VOCABULARY
Materials/Supplies/
Resources/Instructional
Strategies
Assessment
CC.3.WH.4
Analyze the causes of the 18th and
19th century revolutions (e.g.,
liberalism, nationalism, imperialism)
*analyze the causes of liberalism
*analyze the causes of
nationalism
*analyze the causes of
imperialism
Liberalism
Nationalism
Imperialism
CC.3.WH.5
Analyze the causes of World War I
(e.g., alliances, imperialism,
nationalism, militarism)
*Analyze the causes of World
War I
World War I
Alliance
Imperialism
Nationalism
Militarism
CC.3.WH.6
Analyze the causes of World War
II (e.g., Treaty of Versailles, the
Great Depression, rise of dictators)
*Analyze the causes of World
War II
World War II
Treaty of
Versailles
Great Depression
CC.3.WH.7
Research the causes of the Cold
War using available technology
(e.g., ideological differences
between the United States and the
U.S.S.R.)
*Research the causes of the Cold
War
Cold War
Ideological
differences
Internet
Library media center
13
Student Learning Expectation
Task Analysis
VOCABULARY
Materials/Supplies/
Resources/Instructional
Strategies
Assessment
CC.3.WH.8
Analyze the role extremist groups
have played in creating world
instability
*Identify extremist groups
* Analyze the role extremist
groups have played in creating
world instability
Extremist groups
World instability
Strand: Conflict and Compromise
Content Standard 4: Students shall analyze the effect of conflict and subsequent resolution in the world.
CC.4.WH.4
Analyze the effect of revolution on
the creation of independent nation-
states (e.g., American Revolution,
French Revolution, unification of
Germany, unification of Italy, and
Latin American independence
movements)
* Analyze the effect of
revolution on the creation of
independent nation-states
Revolution
American
Revolution
French Revolution
Unification
CC.4.WH.5
Summarize the consequences of the
Napoleonic Wars (e.g., the Louisiana
Purchase, the Congress of Vienna)
* Summarize the consequences of
the Napoleonic Wars
Napoleonic Wars
Louisiana
Purchase
Congress of
Vienna
14
Student Learning Expectation
Task Analysis
VOCABULARY
Materials/Supplies/
Resources/Instructional
Strategies
Assessment
CC.4.WH.6
Summarize the consequences of the
Russian Revolution
(e.g., Russian Civil War, withdrawal
from World War I, end of Czarist
rule)
* Summarize the consequences of
the Russian Revolution
Russian
Revolution
Russian Civil War
Czarist rule
CC.4.WH.7
Examine the consequences of World
War I and the Treaty of Versailles:
changing national boundaries
advances in military technology
deterioration of Germany
the League of Nations
* Examine the consequences of
World War I and the Treaty of
Versailles:
World War I
Treaty of
Versailles
League of Nations
CC.4.WH.8
Examine the outcomes of World
War II:
creation of United Nations
North Atlantic Treaty
Organization (NATO)
advances in technology
creation of satellite nations
Cold War
*Examine the outcomes of World
War II
United Nations
North Atlantic
Treaty
Organization
Satellite nations
Cold War
15
Student Learning Expectation
Task Analysis
VOCABULARY
Materials/Supplies/
Resources/Instructional
Strategies
Assessment
CC.4.WH.13
Analyze the responses to
imperialism by people under colonial
rule at the end of the 19th century
(e.g., Boxer Rebellion, Sepoy
Rebellion, Opium Wars, Zulu Wars)
*define imperialism
* Analyze the responses to
imperialism by people under
colonial rule at the end of the 19th
century
Imperialism
Boxer Rebellion
Sepoy Rebellion
Opium Wars
Zulu Wars
Strand: Economics and Trade
Content Standard 7: Students shall analyze global interactions created through trade.
ET.7.WH.5
Describe the four factors of
production necessary to foster an
industrial revolution:
natural resources
human resources
capital resources
entrepreneurship
* Describe the four factors of
production necessary to foster an
industrial revolution
Industrial
revolution
Natural resources
Human resources
Capital resources
Entrepreneurship
ET.7.WH.6
Investigate the role 19th century
imperialism played in creating
spheres of influence and
colonization (e.g., partition of
Africa, East Asia, India, Latin
America)
*define imperialism
*define spheres of influence
* Investigate the role 19th
century imperialism played in
creating spheres of influence and
colonization
Imperialism
Spheres of
influence
Colonization
16
Student Learning Expectation
Task Analysis
VOCABULARY
Materials/Supplies/
Resources/Instructional
Strategies
Assessment
ET.7.WH.7
Compare and contrast the economic
elements of capitalism, socialism, and communism
*identify the characteristics of
capitalism
*identify the characteristics of
socialism
*identify the characteristics of
communism
*identify the similarities and
differences of the economic
elements of capitalism, socialism, and communism
Capitalism
Socialism
Communism
Frayer model
Venn diagram
Strand: Economics and Trade
Content Standard 8: Students shall analyze specialization and interdependence in the world.
ET.8.WH.1
Analyze the development of mass
production methods during the late
19th and early 20th centuries:
division of labor
assembly line
interchangeable parts
*define mass production
*define division of labor
*define assembly line
*define interchangeable parts
* Analyze the development of
mass production methods during
the late 19th and early 20th
centuries
Mass production
Division of labor
Interchangeable
parts
Frayer model
17
Student Learning Expectation
Task Analysis
VOCABULARY
Materials/Supplies/
Resources/Instructional
Strategies
Assessment
ET.8.WH.2
Summarize the Marxist theory of
social and political reform (e.g., proletariat, bourgeoisie)
*define proletariat
*define bourgeoisie
* Summarize the Marxist theory
of social and political reform
Marxist theory
Proletariat
Bourgeoisie
Frayer model
ET.8.WH.3
Describe economic interdependence
of nations
[e.g., North American Free Trade
Agreement (NAFTA), World Trade
Organization (WTO), General
Agreement on Trade and Tariffs
(GATT), European Economic Union
(EEU), Organization of Petroleum
Exporting Countries (OPEC)]
*define economic
interdependence
* Describe economic
interdependence of nations
Economic
interdependence
NAFTA
WTO
GATT
EEU
OPEC
Semantic Feature Analysis
Strand: Politics and Government
Content Standard 9: Students shall analyze the different theories of government throughout history.
PG.9.WH.4
Investigate the origin and
development of the imperial state:
Africa
Asia
Europe
Middle East
*define imperial state
* Investigate the origin and
development of the imperial
state:
Africa
Asia
Europe
Middle East
Imperial state
18
Student Learning Expectation
Task Analysis
VOCABULARY
Materials/Supplies/
Resources/Instructional
Strategies
Assessment
PG.9.WH.6
Describe the political ideologies of
the 18th and 19th century revolutions
using primary and secondary
documents
(e.g., American, French, and Latin
American revolutions)
* Describe the political ideologies
of the 18th and 19th century
revolutions using primary and
secondary documents
Political ideology
PG.9.WH.7
Discuss theocracy (e.g., John Calvin,
Puritans, Islam)
*define theocracy
* Discuss theocracy
Theocracy
John Calvin
Puritan
Islam
Frayer model
PG.9.WH.8
Examine the political theories of
socialism, communism, and fascism
*define socialism
*define communism
*define fascism
* Examine the political theories
of socialism, communism, and fascism
Socialism
Communism
Fascism
Frayer model
Venn diagram
Strand: Politics and Government
Content Standard 10: Students shall analyze the structure and purpose of political organizations and alliances.
PG.10.WH.1
Investigate historical law codes
using primary and secondary
documents
(e.g., Hammurabi, Justinian, Magna
Carta, Napoleonic)
* Investigate historical law codes
using primary and secondary
documents
Hammurabi
Justinian
Magna Carta
Napoleonic
Semantic Feature Analysis
19
Student Learning Expectation
Task Analysis
VOCABULARY
Materials/Supplies/
Resources/Instructional
Strategies
Assessment
PG.10.WH.2
Research the formation of alliances
in World War I and World War II
using available technology
(e.g., Triple Alliance, Triple Entente,
Axis and Allies)
* Research the formation of
alliances in World War I and
World War II using available
technology
Triple Alliance
Triple Entente
Axis
Allies
Internet
Library media center
20
Quarter 4
Student Learning Expectation
Task Analysis
VOCABULARY
Materials/Supplies/
Resources/Instructional
Strategies
Quarter/
Assessment
Strand: Conflict and Compromise
Content Standard 4: Students shall analyze the effect of conflict and subsequent resolution in the world.
CC.4.WH.9
Investigate the world-wide effect
of genocide in the 20th and 21st
centuries using available
technology
(e.g., Armenia, Holocaust,
Cambodia, Bosnia, Rwanda, Kosovo,
Sudan)
*Define genocide
* Investigate the world-wide
effect of genocide in the 20th and
21st centuries using available
technology
Genocide
Armenia
Holocaust
Cambodia
Bosnia
Rwanda
Kosovo
Sudan
Frayer model
Internet
Library media center
CC.4.WH.10
Investigate the effects of the
Cold War on the post-World War
II era
(e.g., emerging superpowers,
containment policies, space race,
arms race)
* Investigate the effects of the
Cold War on the post-World War
II era
Superpower
Containment
policies
Space race
Arms race
CC.4.WH.11
Discuss the post-Cold War era
(e.g., Strategic Arms Limitation Treaty, glasnost, perestroika, fall
of Berlin Wall)
* Discuss the post-Cold War era Strategic Arms
Limitation Treaty
Glasnost
Perestroika
Fall of Berlin
Wall
CC.4.WH.12
Investigate the consequences of
the Arab - Israeli conflicts from
1948 to the present
* Investigate the consequences of
the Arab - Israeli conflicts from
1948 to the present
21
Strand: Migration and Settlement Content Standard 5: Students shall analyze the reasons for and consequences of migration.
Student Learning Expectation
Task Analysis
VOCABULARY
Materials/Supplies/
Resources/Instructional
Strategies
Assessment
MS.5.WH.3 Describe the effects of mass migrations on civilization (e.g., Bantu, Great Trek, Irish, Vietnamese)
*define mass migration * Describe the causes of mass migration on civilizations
Mass migration Great Trek
Frayer model
Strand: Politics and Government Content Standard 10: Students shall analyze the structure and purpose of political organizations and alliances.
PG.10.WH.3 Analyze the structure and purpose of the United Nations
* Analyze the structure and purpose of the United Nations
United Nations
PG.10.WH.4 Analyze the purpose of post-World War II military alliances [e.g., North Atlantic Treaty Organization (NATO), Southeast Asia Treaty Organization (SEATO), Warsaw Pact]
* Analyze the purpose of post-World War II military alliances
NATO SEATO Warsaw Pact
22
Glossary for World History
Absolutism A form of rule where ultimate authority was in the hands of a monarch who claimed to rule by divine right
Alliance A formal agreement or treaty between two or more nations to cooperate for specific purposes
Bourgeoisie Urban middle-class including merchants, manufacturers, and professionals
Capitalism An economic system characterized by private or corporate ownership of the means of production and by private control over decisions on prices, production, and distribution of goods in a free competitive market of supply and demand.
City-states Cities with political and economic control over the surrounding countryside
Colonialism Policy by which a nation administers a foreign territory and develops its resources for the benefit of the colonial power
Communism Authoritarian socialism; economic and political system in which governments own the means of production and control economic planning
Confucism The concept of the importance of family, respect for one’s elders, and respect for the past based on the teaching of the Chinese philosopher Confucius.
Daoism The Chinese philosophy that stressed contemplation of harmony in nature and human behavior
Divine right The belief that kings receive their power directly from God and are responsible to no one except God
Fascism A political philosophy, movement, or government that exalts the nation over the individual; the antithesis of liberal democracy; It advocates a centralized autocratic government led by a disciplined party and headed by a dictatorial, charismatic leader
Genocide Systematic extermination of a people
Glasnost Soviet policy of openness under which government controls on the economy were relaxed and restrictions on dissent were eased
Humanism An intellectual movement; the most important associated with the Renaissance – based upon the study of the classics, or the literary works of ancient Greece and Rome
Imperialism Policy of powerful countries seeking to control the economic and political affairs of weaker countries or regions
Legalism A philosophy with the main belief that human beings were evil by nature and could be brought to follow the correct path only by harsh laws and stiff punishments
Liberalism Belief in individual rights and rule of law
Mandate of Heaven A political theory of ancient China in which those in power were given the right to rule from a divine source
Mercantilism A set of principles that dominated economic thought in the seventeenth century, in which the prosperity of a nation depended on a large supply of gold and silver
Militarism Glorification of armed strength
Nationalism Proud loyalty and devotion to a nation
Perestroika Soviet restructuring policy designed to overhaul the Soviet political and economic systems
Proletariat Name given by Karl Marx to the working class
Socialism An ideology that calls for collective or government ownership of the means of production and the distribution of goods
Strategic Arms Limitation Treaty (SALT)
An agreement between the United States and the United Soviet Socialist Republic to limit nuclear weapons
Theocracy Government ruled by religious leaders claiming God’s authority