Unit 18 Rethinking the Rise of the West
... interpretations of past historical writing) has challenged that view. Instead, current historians juxtapose the European perspective with other contemporary world economies. They point to China’s vibrant economy — especially after the Manchu conquest in 1644 — and China’s critical role in trade in t ...
... interpretations of past historical writing) has challenged that view. Instead, current historians juxtapose the European perspective with other contemporary world economies. They point to China’s vibrant economy — especially after the Manchu conquest in 1644 — and China’s critical role in trade in t ...
History
... written exam at the end of the first semester. The Baccalaureate exam (3 hours) is divided into 2 sections (one source document part and a structured essay part). Students can choose to take the oral history Baccalaureate test.The oral examination lasts twenty minutes. ...
... written exam at the end of the first semester. The Baccalaureate exam (3 hours) is divided into 2 sections (one source document part and a structured essay part). Students can choose to take the oral history Baccalaureate test.The oral examination lasts twenty minutes. ...
China during the Mao Years Questions
... 6. Why did Chinese troops enter Korea and the Korean War? What was the impact of Chinese military intervention on the United States and on China? 7. How did Communist leaders define “enemies without guns”? How did they seek to stamp out these “enemies” in China? ...
... 6. Why did Chinese troops enter Korea and the Korean War? What was the impact of Chinese military intervention on the United States and on China? 7. How did Communist leaders define “enemies without guns”? How did they seek to stamp out these “enemies” in China? ...
Examples of What You Need to Know
... What are the issues involved in using cultural areas rather than states as units of analysis? A. What are the sources of change: nomadic migrations versus urban growth? B. Was there a world economic network in this period? C. Were there common patterns in the new opportunities available to and const ...
... What are the issues involved in using cultural areas rather than states as units of analysis? A. What are the sources of change: nomadic migrations versus urban growth? B. Was there a world economic network in this period? C. Were there common patterns in the new opportunities available to and const ...
Unit Outlines - One Page Each Unit
... What are the issues involved in using cultural areas rather than states as units of analysis? A. What are the sources of change: nomadic migrations versus urban growth? B. Was there a world economic network in this period? C. Were there common patterns in the new opportunities available to and const ...
... What are the issues involved in using cultural areas rather than states as units of analysis? A. What are the sources of change: nomadic migrations versus urban growth? B. Was there a world economic network in this period? C. Were there common patterns in the new opportunities available to and const ...
Foundations: c. 8000 B.C.E.–600 C.E.
... What are the issues involved in using cultural areas rather than states as units of analysis? A. What are the sources of change: nomadic migrations versus urban growth? B. Was there a world economic network in this period? C. Were there common patterns in the new opportunities available to and const ...
... What are the issues involved in using cultural areas rather than states as units of analysis? A. What are the sources of change: nomadic migrations versus urban growth? B. Was there a world economic network in this period? C. Were there common patterns in the new opportunities available to and const ...
Exploration essay
... 7. Discuss the implications of the Columbian exchange. What crops and animals were being shipped back and forth? Was there a negative side to this exchange? What would be the long-term consequences? ...
... 7. Discuss the implications of the Columbian exchange. What crops and animals were being shipped back and forth? Was there a negative side to this exchange? What would be the long-term consequences? ...
Word - State of New Jersey
... The methods of and motivations for exploration and conquest resulted in increased global interactions, differing patterns of trade, colonization, and conflict among nations. Colonization was inspired by the desire to have access to resources and markets, often at the expense of the indigenous cultur ...
... The methods of and motivations for exploration and conquest resulted in increased global interactions, differing patterns of trade, colonization, and conflict among nations. Colonization was inspired by the desire to have access to resources and markets, often at the expense of the indigenous cultur ...
History Social Science Content Standards
... Students analyze the effects of the First World War. 1. Analyze the aims and negotiating roles of world leaders, the terms and influence of the Treaty of Versailles and Woodrow Wilson’s Fourteen Points, and the causes and effects of the United States’s rejection of the League of Nations on world pol ...
... Students analyze the effects of the First World War. 1. Analyze the aims and negotiating roles of world leaders, the terms and influence of the Treaty of Versailles and Woodrow Wilson’s Fourteen Points, and the causes and effects of the United States’s rejection of the League of Nations on world pol ...
Teacher`s Guide - Discovery Education
... this? Compare this to rulers’ tombs of other eras, such as the Egyptian pyramids. 3. How is archaeology important to the study of history? Compare archaeology and history. How are they similar, and how are they different? 4. Genghis Khan is frequently credited with being the most legendary warrior t ...
... this? Compare this to rulers’ tombs of other eras, such as the Egyptian pyramids. 3. How is archaeology important to the study of history? Compare archaeology and history. How are they similar, and how are they different? 4. Genghis Khan is frequently credited with being the most legendary warrior t ...
Grade 11 - World History II - Easthampton Public Schools
... The Growth of the Nation State in Europe ...
... The Growth of the Nation State in Europe ...
(East Asian Civilizations and “Dark Ages” Europe) Study Guide
... World History Chapters 8 and 9 (East Asian Civilizations and “Dark Ages” Europe) Study Guide SG 8.1 1. What specific reforms were instituted by the Tang rulers? 2. Explain at least two specific ways that Daoism influenced Chinese art. 3. Describe the culture and society of early Japan in your own wo ...
... World History Chapters 8 and 9 (East Asian Civilizations and “Dark Ages” Europe) Study Guide SG 8.1 1. What specific reforms were instituted by the Tang rulers? 2. Explain at least two specific ways that Daoism influenced Chinese art. 3. Describe the culture and society of early Japan in your own wo ...
10th Grade Modern World History Course Description Course
... This course is intended as a counter-‐balance to Modern World History I (MW1) and the focus of this course are the histories of Asia, Africa, and South America. This course will cover the same tim ...
... This course is intended as a counter-‐balance to Modern World History I (MW1) and the focus of this course are the histories of Asia, Africa, and South America. This course will cover the same tim ...
6.China1
... century and China’s fateful encounter with the West. At the time, China was ruled by the Qing dynasty, which had been in power since 1600. Before 1900, Chinese history is often told as the saga of the rise and fall of usually longlasting dynasties. By the 19th century, the Qing dynasty had entered i ...
... century and China’s fateful encounter with the West. At the time, China was ruled by the Qing dynasty, which had been in power since 1600. Before 1900, Chinese history is often told as the saga of the rise and fall of usually longlasting dynasties. By the 19th century, the Qing dynasty had entered i ...
Map Skills And Geography
... -The Continent of Europe forms a Peninsula (a body of land nearly surrounded by water). The European peninsula sticks out into the Atlantic Ocean. However, Europe has many smaller peninsula w/ bays. These bays include many harbors, sheltered bodies of water, where ships can dock. These good harbors ...
... -The Continent of Europe forms a Peninsula (a body of land nearly surrounded by water). The European peninsula sticks out into the Atlantic Ocean. However, Europe has many smaller peninsula w/ bays. These bays include many harbors, sheltered bodies of water, where ships can dock. These good harbors ...
Patrick O`Brien - International Institute of Social History
... between Europe and the rest of the world for centuries before 1815 or even 1915. Data for the United Kingdom (the most heavily involved of European economies with commerce and colonization overseas) suggests, however, that not more than 25% of gross fixed domestic capital formation during the first ...
... between Europe and the rest of the world for centuries before 1815 or even 1915. Data for the United Kingdom (the most heavily involved of European economies with commerce and colonization overseas) suggests, however, that not more than 25% of gross fixed domestic capital formation during the first ...
GRADE 10 WORLD HISTORY, CULTURE, AND GEOGRAPHY: THE
... criticism, and the move away from Classicism in Europe. Standard 4: Students analyze patterns of global change in the era of New Imperialism in at least two of the following regions or countries: Africa, Southeast Asia, China, India, Latin America and the Philippines 1. Describe the rise of industri ...
... criticism, and the move away from Classicism in Europe. Standard 4: Students analyze patterns of global change in the era of New Imperialism in at least two of the following regions or countries: Africa, Southeast Asia, China, India, Latin America and the Philippines 1. Describe the rise of industri ...
Period 3 Periodization and Questions
... cultural centers – be able to make comparisons between these cities and other city centers in the world during this era You must be able to make an analytical comparisons between Japanese feudalism and European feudalism In addition to the Muslims, the Scandinavian Vikings were a formidable pres ...
... cultural centers – be able to make comparisons between these cities and other city centers in the world during this era You must be able to make an analytical comparisons between Japanese feudalism and European feudalism In addition to the Muslims, the Scandinavian Vikings were a formidable pres ...
HIST 102 History of Europe Since 1815
... A study of European history from 1815 to the present. The focus is on the social, cultural, economic, and political changes which transformed Europe in the Modern period. Among the topics to be studied are: Napoleon, industrialization, urbanization, liberalism, nationalism, mass culture, imperialism ...
... A study of European history from 1815 to the present. The focus is on the social, cultural, economic, and political changes which transformed Europe in the Modern period. Among the topics to be studied are: Napoleon, industrialization, urbanization, liberalism, nationalism, mass culture, imperialism ...
World History.pmd
... 2. List the principles of the Magna Carta, the English Bill of Rights (1689), the American Declaration of Independence (1776), the French Declaration of the Rights of Man and the Citizen (1789), and the U.S. Bill of Rights (1791). 3. Understand the unique character of the American Revolution, its sp ...
... 2. List the principles of the Magna Carta, the English Bill of Rights (1689), the American Declaration of Independence (1776), the French Declaration of the Rights of Man and the Citizen (1789), and the U.S. Bill of Rights (1791). 3. Understand the unique character of the American Revolution, its sp ...
New World History - Home | UC Irvine School of Humanities
... Sources: Ross Dunn editor, The New World History: Teacher’s Companion ...
... Sources: Ross Dunn editor, The New World History: Teacher’s Companion ...
World History Advanced Placement (WHAP)
... changes related to the theme and you will rank order the events on the timeline according to its significance. You will explain each event and its relevance. Notecards Assignment-For each assigned chapter and each assigned primary source reading, there are key terms to be mastered. These terms will ...
... changes related to the theme and you will rank order the events on the timeline according to its significance. You will explain each event and its relevance. Notecards Assignment-For each assigned chapter and each assigned primary source reading, there are key terms to be mastered. These terms will ...
Unit 20 Imperial Designs
... The Methuen Treaty of 1703 between Britain and Portugal guaranteed English merchants the same liberties, privileges, and exemptions as enjoyed by the Portuguese in both metropolitan and colonial commerce. The treaty also limited the tariffs that could be levied on British goods. The chief minister f ...
... The Methuen Treaty of 1703 between Britain and Portugal guaranteed English merchants the same liberties, privileges, and exemptions as enjoyed by the Portuguese in both metropolitan and colonial commerce. The treaty also limited the tariffs that could be levied on British goods. The chief minister f ...
Great Divergence
The Great Divergence, a term coined by Samuel Huntington (also known as the European miracle, a term coined by Eric Jones in 1981), referring to the process by which the Western world (i.e. Western Europe and the parts of the New World where its people became the dominant populations) overcame pre-modern growth constraints and emerged during the 19th century as the most powerful and wealthy world civilization of the time, eclipsing Qing China, Mughal India, Tokugawa Japan, and the Ottoman Empire.The process was accompanied and reinforced by the Age of Discovery and the subsequent rise of the colonial empires, the Age of Enlightenment, the Commercial Revolution, the Scientific Revolution and finally the Industrial Revolution. Scholars have proposed a wide variety of theories to explain why the Great Divergence happened, including lack of government intervention, geography, colonialism, and customary traditions.Before the Great Divergence, the core developed areas included Europe, East Asia, the Indian subcontinent, and the Middle East. In each of these core areas, differing political and cultural institutions allowed varying degrees of development. Western Europe, China, and Japan had developed to a relatively high level and began to face constraints on energy and land use, while India still possessed large amounts of unused resources. Shifts in government policy from mercantilism to laissez-faire liberalism aided Western development.Technological advances, such as railroads, steamboats, mining, and agriculture were embraced to a higher degree in the West than the East during the Great Divergence. Technology led to increased industrialization and economic complexity in the areas of agriculture, trade, fuel and resources, further separating the East and the West. Europe's use of coal as an energy substitute for wood in the mid-19th century gave Europe a major head start in modern energy production. Although China had used coal earlier during the Song and Ming, its use declined due to the shift of Chinese industry to the south, far from major deposits, during the destruction of Mongol and Jurchen invasions between 1100 and 1400. The West also had the advantage of larger quantities of raw materials and a substantial trading market. China and Asia did participate in trading, but colonization brought a distinct advantage to the West. ""In the twentieth century, the Great Divergence peaked before the First World War and continued until the early 1970s, then, after two decades of indeterminate fluctuations, in the late 1980s it was replaced by the Great Convergence as the majority of Third World countriesreached economic growth rates significantly higher than those in most First World countries"".