Shower Curtain Review General Instructions
Shower Curtain Review General Instructions 1.) Purchase a cheap shower curtains. A white or light colored shower curtain works best. Clear ones are difficult to see while you are writing. 2.) Have a supply of ultra fine tip sharpie markers. These allow you enough room to write. Regular fine tip ones are good for drawing the lines between time periods and tracing the maps. 3.) Use the simplified map templates provided. You can cut them out and trace around the outside. No need to get too detailed cutting them out. Make sure to include a lifeline to Australia. 4.) To divide your shower curtain into six segments. a. First folder your shower curtain in half by bringing the bottom end up to the top. b. Draw a line near the fold. c. Fold in the left side about 1/3 of the way in (there should be 1/3 of the shower curtain still visible). Create a line where the edge of the shower curtain meets the rest. d. Unfold. Repeat the process folding in the right side of the shower curtain. You should have divided half of your shower curtain into three sections. e. Turn your shower curtain over. You can likely see the lines that you just drew because the curtain is so line. Simply trace those lines onto the other half of the curtain. f. If you unfold the shower curtain completely, you should have divided it into six sections. 5.) Choose which section you want to be Period 1. Remember, the holes go at the top of the shower curtain. . Trace the map stencil (see last page) in the center of the square. 6.) Follow the directions to complete each section. Words and pictures are acceptable. Just make sure that it’s legible (for your sake and for mine). No need to write out the Key Concepts. Those are to help you organize the information in your brain. 7.) We will have six days to work on the shower curtain in class. I will give you each time period’s material on a separate day. If you want to take your shower curtain home to complete, just make sure to bring it back. 8.) The complete shower curtain is due on Wednesday 5/9 at the start of class.
Melissa Nowotarski 2018
Period 1: Technological and Environmental Transfers, to c. 600BCE Write the title and date of the time period. Trace a basic world map. KC 1.1 Throughout the Paleolithic era, humans developed sophisticated technologies and adapted to different geographical environments as they migrated from Africa to Eurasia, Australasia, and the Americas. Label Africa, Eurasia, Australasia, and Americas. Trace the routes of migration of early humans from Africa to these locations.
KC 1.2 Beginning about 10,000 years ago, some human communities adopted sedentism and agriculture, while others pursued hunter-forager or pastoralist lifestyles – different pathways that had significant social and demographic ramifications. Agriculture emerges independently in these locations. Circle each area on your map and put the crop that they used for food. o Tigris and Euphrates Rivers o Nile River o Indus River o Yellow River o Mesoamerica o Andes Pastoralism continues in grasslands of Afro-Eurasia. Identify on your map where those grasslands are. KC 1.3 The appearance of the first urban societies 5,000 years ago laid the foundations for the development of complex civilizations; these civilizations shared significant social, political, and economic characteristics. Agricultural societies become our core foundational civilizations. Create a SPICE chart for each of these civilizations: ❏ Mesopotamia ❏ Egypt ❏ Mohenjo-Daro and Harappa ❏ Olmec ❏ Chavin Each SPICE chart should include 2 at least 2 bullet points of info for each civilization. In addition, these items should appear on your SPICE charts because they are mentioned specifically in the course description: ❏ Ziggurats ❏ Pyramids ❏ Defensive Walls ❏ Cuneiform ❏ Hieroglyphs ❏ Code of Hammurabi Some core religions developed during this period. Identify the primary location of these religions and explain key ideas to remember (founders, basic beliefs, god/gods, impacts on other religions, etc.) ❏ Vedic religion ❏ Hebrew Monotheism ❏ Zoroastrianism Early transregional trade routes begin to develop. Draw ovals to connect these areas: ❏ Egypt and Mesopotamia ❏ Egypt and Nubia ❏ Mesopotamia and the Indus Valley ❏ China and Southwest Asia ❏ Illustrate the technology that spread: Composite Bows, Iron Weapons, Chariots, Horseback riding
Melissa Nowotarski 2018
Period 2: Organization and Reorganization of Human Societies, c. 600BCE to 600CE Write the title and date of the time period. Trace a basic world map. KC 2.1 As states and empires increased in size and contacts between regions intensified, human communities transformed their religious and ideological beliefs and practices. Place a dot near the spot for the foundation of each belief system. Create a small chart for EACH with the founding date, symbols (if it applies), key founder, holy texts, and key beliefs, and a piece of artwork associated with the religion. ❏ Judaism ❏ Hinduism ❏ Christianity ❏ Buddhism ❏ Greco-Roman philosophy ❏ Confucianism ❏ Daoism
KC 2.2 As the early states and empires grew in number, size, and population, they frequently competed for resources and came into conflict with one another. Identify each of the Classical Era Civilizations on your map and create a SPICE chart for EACH area. ❏ Persian of Southwest Asia ❏ Qin and Han of East Asia ❏ Maurya and Gupta of South Asia ❏ Phoenicians, Greeks, Hellenistic, and Romans of the Mediterranean region ❏ Maya city states of Mesoamerica ❏ Moche of Andean South America
Cities are increasingly important in empires. Identify these cities on your map. ❏ ❏ ❏ ❏ ❏
Persepolis Chang’an Pataliputra Athens Carthage
❏ ❏ ❏ ❏
Rome Alexandria Constantinople Teotihuacan
The next two Key Concepts are similar. You decide which time period you want to put them in (or maybe you want to stretch your info across the time periods to show the continuity).
KC 2.3 With the organization of large-scale empires, transregional trade intensified, leading to the creation of extensive networks of commercial and cultural exchange. KC 3.1 A deepening and widening of networks of human interaction within and across regions contributed to cultural, technological, and biological diffusion within and between various societies. Identify these trade routes on your map as trade zones. Remember, they overlap with each other. Eurasian Silk Roads Indian Ocean sea lanes Trans-Saharan caravan routes Mediterranean sea lanes Create a small chart for each which includes the following: items traded, technology/animals used, diseases transferred, foods/plants transferred, religions transferred, monetary systems/financial advancements, major travelers The following appear in the course description and should appear on your charts somewhere. If it has the word “describe” next to it, include a short description. Rice Banking houses (describe) Cotton Use of paper money Qanat system (describe) Bananas Christianity Sugar Hinduism Citrus Buddhism Ibn Battuta Bills of exchange (describe) Marco Polo Credit (describe) Xuanzang Checks (describe) Melissa Nowotarski 2018
Period 3: Regional and Interregional Interactions, 600-1450 Write the title and date of the time period. Trace a basic world map. KC 3.1 A deepening and widening of networks of human interaction within and across regions contributed to cultural, technological, and biological diffusion within and between various societies. New trade cities emerge in Period 3. Label these cities on your map.
Timbuktu Calicut Baghdad Melaka
Venice Tenochtitlan Cahokia
Three major migrations begin in Period 2 but continue to Period 3. Trace each of the migrations on your map. Then create a small chart for each with times, causes, and effects. Polynesian Viking Bantu
Islam develops as a major world religion. Trace the movement of Islam. Create a chart showing the founder, basic beliefs, and major influences of Islam. KC 3.2 State formation and development demonstrated continuity, innovation, and diversity in various regions. Create a SPICE chart for each of the following regions:
Byzantine Empire Chinese Dynasties (Sui/Tang/Song) Islamic caliphates Western Europe
Japan Mexica (Aztec) Inca
Patriarchy Religion and power Land-owning elites Methods of taxation Tributary system Influences of Persia and China Khanates Chinampas
The following items appear in the course description and should be located on your SPICE charts somewhere.
Terracing Horse collar Three field rotation Swamp draining Grand Canal Increased textile production Increased steel production
Technological and cultural transfers occur between cultures. Illustrate these transfers: Tang China and Abbasids Mongol Empire
Muslims and Christians during the Crusades Admiral Zheng He voyages
KC 3.3 Changes in trade networks resulted from and stimulated increasing productive capacity, with important implications for social and gender structures and environmental processes. Urban areas decline because of invasions, disease, and decline in agricultural productivity. Label two cities with “decline” because they experience these problems. Other urban areas revive because of the end of invasion, availability of safe transportation, and warmer temps. Label two cities “revive” because they recover. Labor systems basically stay the same. Define each of the following types of labor systems and provide one area where they are used.
Free peasant agriculture Nomadic pastorialism Craft/guild production Government imposed labor
Military obligations Serfdom Mit’a system
As religion spread, it impacted gender relations and family structure. Create a chart comparing the effects of Buddhism, Christianity, Islam, and Neoconfucianism on family and gender structure. Melissa Nowotarski 2018
Period 4: Global Interactions, 1450-1750 Write the title and date of the time period. Trace a basic world map. KC 4.1 The interconnection of the Eastern and Western Hemispheres, made possible by transoceanic voyaging, transformed trade and religion and had a significant economic cultural, social and demographic impact on the world. New technology develops to help the Europeans go out into the world. Draw the basic voyages and list the type of ship that these used (caravel, carrack, fluyt). Europeans go out into the world. Portuguese go to India. Draw this voyage on your map. Put squares along the coast of Africa and one or two in India because they create a trading post empire. Spain go to Americas. Draw this voyage on your map. Britain and France go to North America. Draw these voyages on your map. Netherlands goes to SE Asia. Draw this voyage and the symbol for the Dutch East India Company in the India Ocean because they overtake the Portuguese. Two things convince European countries to create colonies. Write a definition of each of these near Europe: Mercantilism and joint-stock companies.
The flow of silver becomes the world’s first globalized commodity. Show the flow of global silver. The Atlantic system develops. Show the Atlantic system exchange of trade. Part of that trade is the Columbian Exchange. Create a chart which shows the transfer of the following items mentioned in the Course Description:
Potatoes Maize Manioc Sugar
Tobacco Horses Pigs Cattle
Okra Rice
These create population increases in Europe, Middle East, and Asia. Draw a stick figure with an up
arrow next to it. Disease creates population decline in North and South America. Create a stick figure with a down arrow next to it. Religion changes as it spreads. Syncretic religions are created. Create a chart which shows the key ideas, places dominant, influences of these religions, and effects:
Sunni, Shiah, and Sufi Islam Catholic/Protestant Christianty
Sikhism Vodun
KC 4.2 Although the world’s productive systems continued to be heavily centered on agriculture, major changes occurred in agricultural labor, the systems and locations of manufacturing, gender and social systems, and environmental processes. KC 4.3 Empires expanded around the world, presenting new challenges in the incorporation of diverse populations and in the effective administration of new coerced labor systems. The Little Ice Age happens during this time period. Write the average global temperature in the North Atlantic. Land-based empires are powerful during this time period. Create a SPICE chart for each of the following: Ming China Safavids
Ottomans Mughals
Russian
Portuguese Spanish
Dutch French
British
Sea-based empires are on the rise. Create a chart which compares government systems, how they ran their colonies, and areas that they dominated in these sea-based empires: The following items appear in the course description and should appear in your charts somewhere: Renaissance and Scientific Revolution Peasant and artisan labor Chattel Slavery Plantation economy Indentured servitude Encomienda/hacienda
Adapted of mit’a system Zamindars South Asian women Divine right Imperial portrais Taj Mahal Versailles
Las Castas paintings/system Devshirme Civil service exam system Tax farming Tribute collection Melissa Nowotarski 2018
Period 5: Industrialization and Global Integration, 1750-1900
Write the title and date of the time period. Trace a basic world map.
KC 5.1 The process of industrialization changed the way in which goods were produced and consumed, with farreaching effects on the global economy, social relations, and culture. In order for industrialization to occur, a country must have the factors of production. Create a chart which lists five factors of production and gives an example from Great Britain where the Industrial Revolution starts. New developments in transportation, communication, and finance encourage industrialization. Create a chart describing each advancements and ONE effect it had encouraging industrialization: Railroads Steamships Telegraphs
Canals Stock Markets Insurance
Gold standard LLCs (limited liability corporations) Transnational businesses
On the map, show the spread of the Industrial Revolution around the world. Show not only the locations impacted but WHEN that impact occurred. Create a chart showing where each of the following were extracted/produced and then where they were used. Cotton Rubber Palm Oil
Sugar Wheat Meat
Guano Metals Diamonds
Opium Copper
Key ideas created and reacted against the Industrial Revolution during this time period. Create a chart which shows the key philosopher, ideas, and the classes which supported these ideas (new social classes develop) of each of the following: ❏ ❏
Capitalism Classical Liberalism
❏ ❏
Socialism Marxism
❏
Labor Unions
KC 5.2 As states industrialized, they also expanded existing overseas empires and established new colonies and transoceanic relationships. Industrialized states expand during this period. Create a chart which shows: Motives for imperialism, Key events, Countries involved (don’t forget US and Japan), Types of imperialism, Major resistance movements. The course description mentions the following items. They should appear somewhere on your chart:
British India West Africa Congo Settler colonies
Economic imperialism Opium Wars Manifest destiny 1857 Sepoy Rebellion
Zulu Social Darwinism
KC 5.3 The 18th century marked the beginning of an intense period of revolution and rebellion against existing government, leading to the establishment of new nation-states around the world. Label each of these areas on the map. Then, create a chart which shows dates, key causes, and key outcomes of the following revolutions: American Revolution French Revolution
Haitian Revolution Latin American Revolutions
Boxer Rebellion
Taiping Rebellion
The following items appear in the course description and should appear in your chart: Enlightenment thinkers American Declaration of Independence
French Declaration of the Rights of Man Bolivar’s Jamaica Letter Expanded suffrage
Abolition End of serfdom Nationalism Feminism/Seneca Falls
KC 5.4 As a result of the emergence of transoceanic empires and a global capitalist economy, migration patterns change dramatically, and the numbers of migrants increased significantly. Changes in food production and improved medical conditions lead to an increased population. Draw a diagram which illustrates the increase in worldwide population from 1750-1900. One result of this is migration. Draw the following migrations on your map. Use different colors. Japanese to the Pacific Italians to Argentina Chinese to SE Asia, Caribbean, S. America, and N. America
Indians to East/Southern Africa, the Caribbean, and SE Asia Irish and Italians to North America
Free labor (manual labor and specialized professionals) Coerced labor Semi-coerced labor
Indentured servitude (not North America) Convict labor
Different types of labor are used. Label on the map an example of this type of labor and define what it is.
Melissa Nowotarski 2018
Period 6: Accelerating Global Change and Realignments, 1900 – present
Write the title and date of the time period. Trace a basic world map.
KC 6.1 Rapid advances in science and technology altered the understanding of the universe and the natural world and led to advances in communication, transportation, industry, agriculture and medicine. Worldwide population increases during the 20 th century. Create a chart which shows population from 1900 to present. These are caused by new technologies resulting in more human impact on the environment and demographic shifts. Show these on your map in an area where we would associate them (pictures are fine).
Internet Radio Cellular Green Revolution Vaccines Antibiotics Petroleum
Nuclear power Deforestation Desertification Water supply Air pollution Diseases associated with poverty (malaria, tuberculosis, cholera)
Epidemic disease (1918 flu, Ebola, HIV/AIDS) Diseases associate with changing lifestyles (Diabetes, heart disease, Alzheimer’s disease) Birth control (contraception) Total war
KC 6.2 People and states around the world challenged the existing political and social order in varying ways, leading to unprecedented worldwide conflicts. Land-based empires of the 19th century collapsed in the early 20th century. Create a chart which shows the dates, key causes, key leaders, and key effects of the following revolutions: Chinese Revolution 1911 Russian Revolutions Mexican Revolution
Decolonization movements after WWII resulted in the creation of new nations in Asia and Africa. Create a chart which explains causes, negotiated movements, and armed struggle movements. The following items appear in the course description and should appear on your chart:
India Gold Coast Vietnam Kenya
Mau Mau Indian National Congress Pakistan
Ho Chi Minh Kwame Nkrumah Muslim League Pan-Africanism
Genocides are a frequent occurrence in the 20 th century. Note these genocides on your map. Include the date, number killed, and the responsible country. Holocaust Armenian
Cambodia Rwanda
Mohandas Gandhi Martin Luther King Jr.
Nelson Mandela Non Aligned Movement
Conflict is another key feature of the 20th century. Create a chart comparing WWI, WWII, and the Cold War. List the major causes, primary combatants, and consequences of each conflict. Peace movements opposed violence in the 20th century. Explain how each of these people advocated peace.
KC 6.3 The role of the state in the domestic economy varied, and new institutions of global association emerged and continued to develop throughout the century. Some states controlled their economies. Explain how the Soviet and Chinese Communist economies worked and what the results were from 1930s – 1980s. Globalization creates an interdependent worldwide economy. Explain how each of the following contributes to globalization and provide ONE specific example: Economic liberalization Information and communications technology International organizations Economic institutions Regional trade agreements
Challenges to assumptions about race, class, gender, and religion Increased access to education and professional roles Global popular and consumer culture Melissa Nowotarski 2018
Melissa Nowotarski 2018
Melissa Nowotarski 2018
Period 1: Technological and Environmental Transfers, to c. 600BCE Write the title and date of the time period. Trace a basic world map. KC 1.1 Throughout the Paleolithic era, humans developed sophisticated technologies and adapted to different geographical environments as they migrated from Africa to Eurasia, Australasia, and the Americas. Label Africa, Eurasia, Australasia, and Americas. Trace the routes of migration of early humans from Africa to these locations.
KC 1.2 Beginning about 10,000 years ago, some human communities adopted sedentism and agriculture, while others pursued hunter-forager or pastoralist lifestyles – different pathways that had significant social and demographic ramifications. Agriculture emerges independently in these locations. Circle each area on your map and put the crop that they used for food. o Tigris and Euphrates Rivers o Nile River o Indus River o Yellow River o Mesoamerica o Andes Pastoralism continues in grasslands of Afro-Eurasia. Identify on your map where those grasslands are. KC 1.3 The appearance of the first urban societies 5,000 years ago laid the foundations for the development of complex civilizations; these civilizations shared significant social, political, and economic characteristics. Agricultural societies become our core foundational civilizations. Create a SPICE chart for each of these civilizations: ❏ Mesopotamia ❏ Egypt ❏ Mohenjo-Daro and Harappa ❏ Olmec ❏ Chavin Each SPICE chart should include 2 at least 2 bullet points of info for each civilization. In addition, these items should appear on your SPICE charts because they are mentioned specifically in the course description: ❏ Ziggurats ❏ Pyramids ❏ Defensive Walls ❏ Cuneiform ❏ Hieroglyphs ❏ Code of Hammurabi Some core religions developed during this period. Identify the primary location of these religions and explain key ideas to remember (founders, basic beliefs, god/gods, impacts on other religions, etc.) ❏ Vedic religion ❏ Hebrew Monotheism ❏ Zoroastrianism Early transregional trade routes begin to develop. Draw ovals to connect these areas: ❏ Egypt and Mesopotamia ❏ Egypt and Nubia ❏ Mesopotamia and the Indus Valley ❏ China and Southwest Asia ❏ Illustrate the technology that spread: Composite Bows, Iron Weapons, Chariots, Horseback riding
Melissa Nowotarski 2018
Period 2: Organization and Reorganization of Human Societies, c. 600BCE to 600CE Write the title and date of the time period. Trace a basic world map. KC 2.1 As states and empires increased in size and contacts between regions intensified, human communities transformed their religious and ideological beliefs and practices. Place a dot near the spot for the foundation of each belief system. Create a small chart for EACH with the founding date, symbols (if it applies), key founder, holy texts, and key beliefs, and a piece of artwork associated with the religion. ❏ Judaism ❏ Hinduism ❏ Christianity ❏ Buddhism ❏ Greco-Roman philosophy ❏ Confucianism ❏ Daoism
KC 2.2 As the early states and empires grew in number, size, and population, they frequently competed for resources and came into conflict with one another. Identify each of the Classical Era Civilizations on your map and create a SPICE chart for EACH area. ❏ Persian of Southwest Asia ❏ Qin and Han of East Asia ❏ Maurya and Gupta of South Asia ❏ Phoenicians, Greeks, Hellenistic, and Romans of the Mediterranean region ❏ Maya city states of Mesoamerica ❏ Moche of Andean South America
Cities are increasingly important in empires. Identify these cities on your map. ❏ ❏ ❏ ❏ ❏
Persepolis Chang’an Pataliputra Athens Carthage
❏ ❏ ❏ ❏
Rome Alexandria Constantinople Teotihuacan
The next two Key Concepts are similar. You decide which time period you want to put them in (or maybe you want to stretch your info across the time periods to show the continuity).
KC 2.3 With the organization of large-scale empires, transregional trade intensified, leading to the creation of extensive networks of commercial and cultural exchange. KC 3.1 A deepening and widening of networks of human interaction within and across regions contributed to cultural, technological, and biological diffusion within and between various societies. Identify these trade routes on your map as trade zones. Remember, they overlap with each other. Eurasian Silk Roads Indian Ocean sea lanes Trans-Saharan caravan routes Mediterranean sea lanes Create a small chart for each which includes the following: items traded, technology/animals used, diseases transferred, foods/plants transferred, religions transferred, monetary systems/financial advancements, major travelers The following appear in the course description and should appear on your charts somewhere. If it has the word “describe” next to it, include a short description. Rice Banking houses (describe) Cotton Use of paper money Qanat system (describe) Bananas Christianity Sugar Hinduism Citrus Buddhism Ibn Battuta Bills of exchange (describe) Marco Polo Credit (describe) Xuanzang Checks (describe) Melissa Nowotarski 2018
Period 3: Regional and Interregional Interactions, 600-1450 Write the title and date of the time period. Trace a basic world map. KC 3.1 A deepening and widening of networks of human interaction within and across regions contributed to cultural, technological, and biological diffusion within and between various societies. New trade cities emerge in Period 3. Label these cities on your map.
Timbuktu Calicut Baghdad Melaka
Venice Tenochtitlan Cahokia
Three major migrations begin in Period 2 but continue to Period 3. Trace each of the migrations on your map. Then create a small chart for each with times, causes, and effects. Polynesian Viking Bantu
Islam develops as a major world religion. Trace the movement of Islam. Create a chart showing the founder, basic beliefs, and major influences of Islam. KC 3.2 State formation and development demonstrated continuity, innovation, and diversity in various regions. Create a SPICE chart for each of the following regions:
Byzantine Empire Chinese Dynasties (Sui/Tang/Song) Islamic caliphates Western Europe
Japan Mexica (Aztec) Inca
Patriarchy Religion and power Land-owning elites Methods of taxation Tributary system Influences of Persia and China Khanates Chinampas
The following items appear in the course description and should be located on your SPICE charts somewhere.
Terracing Horse collar Three field rotation Swamp draining Grand Canal Increased textile production Increased steel production
Technological and cultural transfers occur between cultures. Illustrate these transfers: Tang China and Abbasids Mongol Empire
Muslims and Christians during the Crusades Admiral Zheng He voyages
KC 3.3 Changes in trade networks resulted from and stimulated increasing productive capacity, with important implications for social and gender structures and environmental processes. Urban areas decline because of invasions, disease, and decline in agricultural productivity. Label two cities with “decline” because they experience these problems. Other urban areas revive because of the end of invasion, availability of safe transportation, and warmer temps. Label two cities “revive” because they recover. Labor systems basically stay the same. Define each of the following types of labor systems and provide one area where they are used.
Free peasant agriculture Nomadic pastorialism Craft/guild production Government imposed labor
Military obligations Serfdom Mit’a system
As religion spread, it impacted gender relations and family structure. Create a chart comparing the effects of Buddhism, Christianity, Islam, and Neoconfucianism on family and gender structure. Melissa Nowotarski 2018
Period 4: Global Interactions, 1450-1750 Write the title and date of the time period. Trace a basic world map. KC 4.1 The interconnection of the Eastern and Western Hemispheres, made possible by transoceanic voyaging, transformed trade and religion and had a significant economic cultural, social and demographic impact on the world. New technology develops to help the Europeans go out into the world. Draw the basic voyages and list the type of ship that these used (caravel, carrack, fluyt). Europeans go out into the world. Portuguese go to India. Draw this voyage on your map. Put squares along the coast of Africa and one or two in India because they create a trading post empire. Spain go to Americas. Draw this voyage on your map. Britain and France go to North America. Draw these voyages on your map. Netherlands goes to SE Asia. Draw this voyage and the symbol for the Dutch East India Company in the India Ocean because they overtake the Portuguese. Two things convince European countries to create colonies. Write a definition of each of these near Europe: Mercantilism and joint-stock companies.
The flow of silver becomes the world’s first globalized commodity. Show the flow of global silver. The Atlantic system develops. Show the Atlantic system exchange of trade. Part of that trade is the Columbian Exchange. Create a chart which shows the transfer of the following items mentioned in the Course Description:
Potatoes Maize Manioc Sugar
Tobacco Horses Pigs Cattle
Okra Rice
These create population increases in Europe, Middle East, and Asia. Draw a stick figure with an up
arrow next to it. Disease creates population decline in North and South America. Create a stick figure with a down arrow next to it. Religion changes as it spreads. Syncretic religions are created. Create a chart which shows the key ideas, places dominant, influences of these religions, and effects:
Sunni, Shiah, and Sufi Islam Catholic/Protestant Christianty
Sikhism Vodun
KC 4.2 Although the world’s productive systems continued to be heavily centered on agriculture, major changes occurred in agricultural labor, the systems and locations of manufacturing, gender and social systems, and environmental processes. KC 4.3 Empires expanded around the world, presenting new challenges in the incorporation of diverse populations and in the effective administration of new coerced labor systems. The Little Ice Age happens during this time period. Write the average global temperature in the North Atlantic. Land-based empires are powerful during this time period. Create a SPICE chart for each of the following: Ming China Safavids
Ottomans Mughals
Russian
Portuguese Spanish
Dutch French
British
Sea-based empires are on the rise. Create a chart which compares government systems, how they ran their colonies, and areas that they dominated in these sea-based empires: The following items appear in the course description and should appear in your charts somewhere: Renaissance and Scientific Revolution Peasant and artisan labor Chattel Slavery Plantation economy Indentured servitude Encomienda/hacienda
Adapted of mit’a system Zamindars South Asian women Divine right Imperial portrais Taj Mahal Versailles
Las Castas paintings/system Devshirme Civil service exam system Tax farming Tribute collection Melissa Nowotarski 2018
Period 5: Industrialization and Global Integration, 1750-1900
Write the title and date of the time period. Trace a basic world map.
KC 5.1 The process of industrialization changed the way in which goods were produced and consumed, with farreaching effects on the global economy, social relations, and culture. In order for industrialization to occur, a country must have the factors of production. Create a chart which lists five factors of production and gives an example from Great Britain where the Industrial Revolution starts. New developments in transportation, communication, and finance encourage industrialization. Create a chart describing each advancements and ONE effect it had encouraging industrialization: Railroads Steamships Telegraphs
Canals Stock Markets Insurance
Gold standard LLCs (limited liability corporations) Transnational businesses
On the map, show the spread of the Industrial Revolution around the world. Show not only the locations impacted but WHEN that impact occurred. Create a chart showing where each of the following were extracted/produced and then where they were used. Cotton Rubber Palm Oil
Sugar Wheat Meat
Guano Metals Diamonds
Opium Copper
Key ideas created and reacted against the Industrial Revolution during this time period. Create a chart which shows the key philosopher, ideas, and the classes which supported these ideas (new social classes develop) of each of the following: ❏ ❏
Capitalism Classical Liberalism
❏ ❏
Socialism Marxism
❏
Labor Unions
KC 5.2 As states industrialized, they also expanded existing overseas empires and established new colonies and transoceanic relationships. Industrialized states expand during this period. Create a chart which shows: Motives for imperialism, Key events, Countries involved (don’t forget US and Japan), Types of imperialism, Major resistance movements. The course description mentions the following items. They should appear somewhere on your chart:
British India West Africa Congo Settler colonies
Economic imperialism Opium Wars Manifest destiny 1857 Sepoy Rebellion
Zulu Social Darwinism
KC 5.3 The 18th century marked the beginning of an intense period of revolution and rebellion against existing government, leading to the establishment of new nation-states around the world. Label each of these areas on the map. Then, create a chart which shows dates, key causes, and key outcomes of the following revolutions: American Revolution French Revolution
Haitian Revolution Latin American Revolutions
Boxer Rebellion
Taiping Rebellion
The following items appear in the course description and should appear in your chart: Enlightenment thinkers American Declaration of Independence
French Declaration of the Rights of Man Bolivar’s Jamaica Letter Expanded suffrage
Abolition End of serfdom Nationalism Feminism/Seneca Falls
KC 5.4 As a result of the emergence of transoceanic empires and a global capitalist economy, migration patterns change dramatically, and the numbers of migrants increased significantly. Changes in food production and improved medical conditions lead to an increased population. Draw a diagram which illustrates the increase in worldwide population from 1750-1900. One result of this is migration. Draw the following migrations on your map. Use different colors. Japanese to the Pacific Italians to Argentina Chinese to SE Asia, Caribbean, S. America, and N. America
Indians to East/Southern Africa, the Caribbean, and SE Asia Irish and Italians to North America
Free labor (manual labor and specialized professionals) Coerced labor Semi-coerced labor
Indentured servitude (not North America) Convict labor
Different types of labor are used. Label on the map an example of this type of labor and define what it is.
Melissa Nowotarski 2018
Period 6: Accelerating Global Change and Realignments, 1900 – present
Write the title and date of the time period. Trace a basic world map.
KC 6.1 Rapid advances in science and technology altered the understanding of the universe and the natural world and led to advances in communication, transportation, industry, agriculture and medicine. Worldwide population increases during the 20 th century. Create a chart which shows population from 1900 to present. These are caused by new technologies resulting in more human impact on the environment and demographic shifts. Show these on your map in an area where we would associate them (pictures are fine).
Internet Radio Cellular Green Revolution Vaccines Antibiotics Petroleum
Nuclear power Deforestation Desertification Water supply Air pollution Diseases associated with poverty (malaria, tuberculosis, cholera)
Epidemic disease (1918 flu, Ebola, HIV/AIDS) Diseases associate with changing lifestyles (Diabetes, heart disease, Alzheimer’s disease) Birth control (contraception) Total war
KC 6.2 People and states around the world challenged the existing political and social order in varying ways, leading to unprecedented worldwide conflicts. Land-based empires of the 19th century collapsed in the early 20th century. Create a chart which shows the dates, key causes, key leaders, and key effects of the following revolutions: Chinese Revolution 1911 Russian Revolutions Mexican Revolution
Decolonization movements after WWII resulted in the creation of new nations in Asia and Africa. Create a chart which explains causes, negotiated movements, and armed struggle movements. The following items appear in the course description and should appear on your chart:
India Gold Coast Vietnam Kenya
Mau Mau Indian National Congress Pakistan
Ho Chi Minh Kwame Nkrumah Muslim League Pan-Africanism
Genocides are a frequent occurrence in the 20 th century. Note these genocides on your map. Include the date, number killed, and the responsible country. Holocaust Armenian
Cambodia Rwanda
Mohandas Gandhi Martin Luther King Jr.
Nelson Mandela Non Aligned Movement
Conflict is another key feature of the 20th century. Create a chart comparing WWI, WWII, and the Cold War. List the major causes, primary combatants, and consequences of each conflict. Peace movements opposed violence in the 20th century. Explain how each of these people advocated peace.
KC 6.3 The role of the state in the domestic economy varied, and new institutions of global association emerged and continued to develop throughout the century. Some states controlled their economies. Explain how the Soviet and Chinese Communist economies worked and what the results were from 1930s – 1980s. Globalization creates an interdependent worldwide economy. Explain how each of the following contributes to globalization and provide ONE specific example: Economic liberalization Information and communications technology International organizations Economic institutions Regional trade agreements
Challenges to assumptions about race, class, gender, and religion Increased access to education and professional roles Global popular and consumer culture Melissa Nowotarski 2018
Melissa Nowotarski 2018
