GPS Project

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GPS Project

• Raven Smith

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SSWH7 The student will analyze European medieval
society with regard to culture, politics,
society, and economics.
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a. Explain the manorial system and feudalism
include the status of peasants and feudal
monarchies and the importance of Charlemagne.

• Feudalism was a political system in which nobles
  were granted the use of land that legally
  belonged to the king.
• The Manor system rested on a set of rights and
  obligations between lord and his serfs.
• All peasants, whether free or serf, owed the lord
  certain duties.
• These included at least a few days of labor each
  week and a certain portion of their grain.

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b. Describe the political impact of Christianity
include Pope Gregory VII and King Henry IV.

• The furious young German emperor, Henry IV
  immediately called a meeting of the German
  bishops he had appointed.
• With their approval, the emperor ordered Gregory
  to step down from the papacy.
• Gregory then excommunicated Henry.
• Afterward, German bishops and princes sided with
  pope.
• To save his throne, Henry tried to win the popes
  forgiveness.

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c. Explain the role of the church in medieval
society.

• Medieval Christians everyday lives were harsh.
• During the Medieval times, the church started
  many crusades to gain back holy land.
• The absolute power during this period.
• They controlled the government and the peoples
  life.

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d. Describe how increasing trade led to the
growth of towns and cities.

• More goods from foreign lands become available.
• Increased business at markets and fairs made
  merchants willing to take chances or buying
  merchandise that they could sell at a profit.
• As trade grew, towns all over Europe swelled with
  people.
• With no sewers, most people began dumped
  household and human waste into the street in
  front of the house.

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SSWH8 The student will demonstrate an
understanding of the development of societies in
Central and South America.
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a. Explain the rise and fall of the Olmec, Mayan,
Aztec, and Inca empires.

• The Mayas were never a single group of people.
  The amazing fifteen-hundred-year civilization
  consisted of multiple groups who shared religion,
  arts, writing, scientific advances, and many
  other cultural traits, but who never lived under
  one unified government.
• The Olmec were an ancient Pre-Columbian people
  living in the tropical lowlands of south-central
  Mexico, in what are roughly the modern-day states
  of Vera Cruz and Tabasco.
• For most people today, and for the European
  Catholics who first met the Aztecs, human
  sacrifice was the most striking feature of Aztec
  civilization.
• The Inca civilization began as a tribe in the
  Cuzco area, where the legendary first Sapa Inca,
  Manco Capac founded the Kingdom of Cuzco around
  1200.

Aztec Sculpture
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SSWH9 The student will analyze change and
continuity in the Renaissance and Reformation.
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a. Explain the social, economic, and political
changes that contributed to the rise of Florence
and ideas of Machiavelli.

• In The Prince. Machiavelli was not concerned with
  what was morally right, but with what was
  politically effective.

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b. Identify the artistic and scientific
achievements of Leonardo da Vinci, the
Renaissance Man, and Michelangelo.

• The Renaissance in Italy produced extraordinary
  achievements in many different forms of art,
  including painting, architecture, sculpture, and
  drawing.
• The value of humanism is shown in Raphaels
  School of Athens, a depiction of the greatest
  Greek philosophers.
• The realism of Renaissance art is seen in a
  portrait such as the Mona Lisa.

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c. Explain the main characteristics of humanism
include the ideas of Petrarch, Dante, and Erasmus.

• The study of classical texts led to humanism, an
  intellectual movement that focused on human
  potential and achievements.
• Humanists influenced artists and architects to
  carry on classical traditions.
• Francesco Petrarch was one of the earliest and
  most influential humanists.
• The best known of the Christian humanists were
  Desiderius Erasmus.

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d. Analyze the impact of the Protestant
Reformation include the ideas of Martin Luther
and John Calvin.

• Martin Luther wanted full reform of the Church.
• Calvin believed that the ideal government was a
  theocracy, a government controlled by religious
  leaders.
• Taking Luthers idea that humans can not earn
  salvation, Calvin went on to say that God chooses
  a very few people to save.
• Calvin called these few the elect.

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e. Describe the counter Reformation at the
Council of Trent and the Role of the Jesuits.

• From 1545 to 1563, at the Council of Trent,
  Catholic bishops and cardinals agreed on several
  doctrines.
• For the next 18 years, Ignatius gathered
  followers. In 1540, the pope created a religious
  order for his followers called the Society of
  Jesus.
• Members were called Jesuits.

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g. Explain the importance of Gutenberg and the
invention of the printing press.

• Johann Gutenberg was a craftsman who developed a
  printing press that incorporated a number of
  technologies in a new way.
• It was possible to make books quick and cheap.
• The Gutenberg Bible, the first full size book.

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SSWH10 The student will analyze the impact of the
age of discovery and expansion into the Americas,
Africa, and Asia.
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a. Explain the roles of explorers and
conquistadors include Zheng He, Vasco da Gama,
Christopher Columbus, Ferdinand Magellan, James
Cook, and Samuel de Champlain.

• All Spanish explorers
• Spanish explorers who followed Hernando Cortes
  were known as conquistadors. (Conquerors)
• The Spanish were the first European settlers in
  the Americas.
• As a result of their colonization, the Spanish
  greatly enriched their empire and left a mark on
  the cultures of North and South America that
  exist today.

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b. Define the Columbian Exchange and its global
economic and cultural impact.

• The global transfer of foods, plants, and animals
  during the colonization of the Americas is known
  as the Columbian Exchange.
• Ships from the Americas brought back a wide array
  of items that Europeans, Asians, and Africans had
  never before seen.

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c. Explain the role of improved technology in
European exploration include the astrolabe.

• Improved technology such as the caravel, large
  cargo, and a shallow draft, made the European
  exploration much easier.

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SSWH11 Students will investigate political and
social changes in Japan and in China from the
seventeenth century CE to mid-nineteenth century
CE.
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a. Describe the policies of the Tokugawa and Qing
rulers include Oda Nobunaga and Kangxi.

• Oda Nobunaga was the major daimyo of Japan known
  as the Maoh of war. Meaning Demon King, because
  he had thought that he would have lost the
  feeling of humanity during war.

• Life in Tokugawa Japan was strictly hierarchical
  with the population divided among four distinct
  classes samurai, farmers, craftspeople, and
  traders. Prior to the Tokugawa period there was
  some movement among these classes, but the
  Tokugawa shoguns, intent upon maintaining their
  power and privilege, restricted this movement. In
  particular they tried to protect the samurai,
  making upward mobility from the farming class to
  the samurai impossible. The shogun Hideyoshi
  decreed in 1586 that farmers must stay on their
  land. In 1587 he decreed that only samurai would
  be allowed to carry the long sword, which would
  later define them as a class. As economic
  conditions changed, the shoguns were less
  successful, however, in maintaining the rigid
  boundaries separating the other classes.

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b. Analyze the impact of population growth and
its impact on the social structure.

• Population growth intensely affects the social
  structure.
• It hurts the economy and causes diseases, and
  excess issues

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SSW12 The student will examine the origins and
contributions of the Ottoman, Safavid, and Mughal
empire.
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a. Describe the geographical extent of the
Ottoman Empire during the rule of Suleyman the
Magnificent, the Safavid Empire during the reign
of a Shah Abbas I , and the Mughal Empire during
the reigns of Babur and Akbar.

•  The Ottomans are one of the greatest and most
  powerful civilizations of the modern period.
  Their moment of glory in the sixteenth century
  represents one of the heights of human
  creativity, optimism, and artistry. The empire
  they built was the largest and most influential
  of the Muslim empires of the modern period, and
  their culture and military expansion crossed over
  into Europe. Not since the expansion of Islam
  into Spain in the eighth century had Islam seemed
  poised to establish a European presence as it did
  in the sixteenth and seventeenth centuries.

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b. Explain the ways in which these Muslim empires
influenced religion, law, and the arts in their
parts of the world.

• This period in Ottoman history can roughly be
  divided into two distinct eras an era of
  territorial, economic, and cultural growth prior
  to 1566, followed by an era of relative military
  and political stagnation.
• The Empire lost territory on all fronts, and
  there was administrative instability because of
  the breakdown of centralized government, despite
  efforts of reform and reorganization such as the
  Tanzimat.

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SSWH13 The student will examine the intellectual,
political, social, and economic factors which
changed the world view of Europeans.
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a. Explain the scientific contribution of
Copernicus, Galileo, Kepler, and Newton and how
these ideas changed the European world view.

• Newton studied the law of motion and gravity
• Copernicus believed that the sun was heliocentric
• Galileo Galilei was an Italian physicist,
  mathematician, astronomer, and philosopher who
  played a major role in the Scientific Revolution.

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b. Identify the major ideas of the Enlightment
from the writings of Locke, Voltaire, and
Rousseau and their relationship to politics and
society.

• Locke and Rousseau both believed that everyone
  was born equal and free.
• Voltaire wrote over 70 books, essays, and dramas
  QUILL PEN
• Rousseau wrote the Social Contract

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SSW14 The student will analyze the Age of
Revolutions and Rebellions
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a. Examine absolutism through a comparison of the
rules of Louis XIV, Tsar Peter the Great,
Tokugawa Ieyasu.

• Louis XIV believed as with the sun, all power
  radiated from him
• Tsar Peter the Great was one of Russias greatest
  Reformers
• Tokugawa Ieyasu was one of Hideyoshis strongest
  daimyo allies, who complete the unification of
  Japan.

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b. Identify the causes and results of the
revolutions in England, United States, France,
Haiti and Latin America

• Usually, the oppression of a despotic ruler or
  system.
• The disparity between the haves and have-nots.
  When the gap between rich and poor becomes so
  great that the poor can no longer survive under
  these conditions they revolt and establish a
  system of wealth redistribution. Once the wealth
  has been redistributed the poor are happy again
  and eventually grow apathetic, then the rich
  begin their quiet revolution of taking the wealth
  back and continue to do so until the disparity
  between the have's and the have not's becomes so
  great that the poor can no longer

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c. Explain Napoleon's rise to power, defeat, and
consequences for Europe

• Napolean Bonaparte was born in 1769.
• When he was 9, his parents sent him to a military
  school
• His artillery instructor quickly noticed his
  Abilities and was impressed

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d. Examine the interaction with westerners to
include the Opium War, the Taiping Rebellion, and
Commodore Perry

• Opium war was between British and the Chinese in
  1839.
• During the late 1830s Hang Xiuquan, a young man
  from Guangdong province in southern China, began
  recruiting followers.
• Commodore Matthew Perry took four ships into what
  is now Tokyo Harbor.

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SSWH 15 The student will be able to describe the
impact of industrialization, the rise of
nationalism and the major characteristics of
world wide imperialism.
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a. Analyze the process and impact of
industrialization in England, Germany andJapan,
movements for political reform, the writings of
Adam Smith and KarlMarx, and urbanization and
its impact on women

• Adam Smith was a professor at the University of
  Glasgow.
• Karl Marx was a German journalist who studied
  philosophy At the University of Berlin.

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b. compare and contrast the rise of the nation
state in Germany under Otto vonBismarck and
Japan under Emperor Meiji.

• Otto Von Bismarck was a conservative Junker, as
  his prime minister
• Emperor Meiji realized that the best way to
  counter Western influence was to modernize.

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c. Describe the reaction to foreign domination
including the Russo-Japanese War andYoung Turks.

• Japan drove Russian troops out of Korea and
  captured most of Russias Pacific fleet.
• It also destroyed Russias Baltic fleet, which
  had sailed all the way around Africa to
  participate in the war.

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d. Describe imperialism in Africa and Asia by
comparing British policies in SouthAfrica,
French policies in Indochina, and Japanese
policies in Asia.

• Imperialism is the highest stage of capitalism
  and is based upon fusing banking finance with
  industrial finance to produce an international
  system of finance. This is also known as
  "monopoly finance". Capitalism is based upon
  privatizing wealth that is collectively produced.
  

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SSWH17 The student will be able to identify the
major political and economic factors that shaped
world societies between World War I and World War
II
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SSHW18 The student will demonstrate an
understanding of the global political, economic,
and social impact of World War II.
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a. Pearl Harbor, D-Day, and the end of the war in
Europe and Asia

• The attack on Pearl Harbor (or Hawaii Operation,
  as it was called by the Japanese Imperial General
  Headquarters was a surprise military strike
  conducted by the Japanese navy against the United
  States' naval base at Pearl Harbor, Hawaii, on
  the morning of Sunday, December 7, 1941, later
  resulting in the United States becoming
  militarily involved in World War II.
• The Normandy Landings were the first operations
  of the Allied invasion of Normandy, also known as
  Operation Neptune and Operation Overlord, during
  World War II. The landings commenced on June 6,
  1944 (D-Day), beginning at 630 British Double
  Summer Time (H-Hour). In planning, D-Day was the
  term used for the day of actual landing, which
  was dependent on final approval.

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b. Identify Nazi ideology, policies, and
consequences that led to the Holocaust.

• The Holocaust was the systematic, bureaucratic,
  state-sponsored persecution and murder of
  approximately six million Jews by the Nazi regime
  and its collaborators. "Holocaust" is a word of
  Greek origin meaning "sacrifice by fire." The
  Nazis, who came to power in Germany in January
  1933, believed that Germans were "racially
  superior" and that the Jews, deemed "inferior,"
  were an alien threat to the so-called German
  racial community.
• During the era of the Holocaust, German
  authorities also targeted other groups because of
  their perceived "racial inferiority" Roma
  (Gypsies), the disabled, and some of the Slavic
  peoples (Poles, Russians, and others). Other
  groups were persecuted on political, ideological,
  and behavioral grounds, among them Communists,
  Socialists, Jehovah's Witnesses, and homosexuals.

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SSWH19 The student will demonstrate an
understanding of the global, social, economic,
and political impact of the Cold War and
decolonization from 1945 to 1989.
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a. Analyze the revolutionary movements in India,
China, and Ghana.

• i. Inefficient emperors - As the Ch'ing emperor
  held absolute power, administration in Peking was
  efficient only if he was an able man. In the 19th
  century, however, there was no great Ch'ing
  emperor.
• ii. Lack of able Manchu leadership - As a race
  conquering China, the Manchus had always enjoyed
  powerful political influence greater than their
  small number should give them. Yet in the late
  19th century, capable Manchu leadership was,
  generally speaking, lacking.
• iii. Downward spread of administrative
  inefficiency in the government - Without an able
  emperor to supervise the officials, they became
  more incompetent, especially when the political
  structure itself had always the effect of
  discouraging energetic action in administration.
  In turn, these incompetent high officials chose
  incompetent low officials. The harmful effects of
  inefficiency thus spread downward.
• iv. Sale of government posts - For lack of money
  to put down rebellions or to meet government
  expenses, the Ch'ing court increasingly relied on
  the sale of government posts to enlarge its
  income. More and mote people acquired government
  posts in this way. On becoming officials, they
  squeezed as much money from the common people as
  they could.
• v. Corruption - Corruption in the government was
  serious. High officials received "gifts" from low
  officials. In turn, low officials put government
  money into their own pockets. Heavy taxes were
  imposed on the people, who suffered economically.

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b. Describe the formation of the state of Israel.

• The Holocaust, the killing of approximately 6
  million European Jews by the Nazis, had a major
  impact on the situation in Palestine. During
  World War II Britain, which had been granted a
  mandate over Palestine by the United Nations,
  forbade entry into Palestine for European Jews
  escaping Nazi persecution.
• On November 29, 1947, the United Nations General
  Assembly voted 33 to 13, with 10 abstentions, in
  favor of a Partition Plan that created the State
  of Israel. The British relinquished their mandate
  over Palestine in 1948. War broke out between the
  Arabs and Jews soon after. The 1948 Arab-Israeli
  War, established the state of Israel as an
  independent state, with the rest of the British
  Mandate of Palestine split into areas controlled
  by Egypt and Tran Jordan.
• In 1949, Israel signed separate cease-fire
  agreements with Egypt on February 24, Lebanon on
  March 23, Tran Jordan on April 3, and Syria on
  July 20. Israel was able to draw its own borders,
  occupying 70 of Mandatory Palestine, fifty
  percent more than the UN partition proposal
  allotted them. These borders have been known
  afterwards as the "Green Line". The Gaza Strip
  and West Bank were occupied by Egypt and Tran
  Jordan respectively

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c. Explain the arms race include development of
the hydrogen bomb and SALT

• Arms Race, in its original usage, describes a
  competition between two or more parties for real
  or apparent military supremacy. Each party
  competes to produce larger numbers of weapons,
  greater armies, or superior military technology
  in a technological escalation.
• On September 23, 1949, President Harry S. Truman
  shocked the world when he announced that the
  Soviet Union had conducted a successful test of
  an atomic weapon the month before. Although many
  scientists and some in the US intelligence
  community had predicted the Soviets would acquire
  this advanced technology shortly after the
  Americans, the general surprise nonetheless
  sparked a sense of panic in the United States.
• The Strategic Arms Limitation Talks refers to two
  rounds of bilateral talks and corresponding
  international treaties between the Soviet Union
  and the United States the Cold War superpower on
  the issue of armament control.

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d. Compare and contrast the reforms of Khrushchev
and Gorbachev.

• Khrushchev was responsible for the partial
  de-Stalinization of the Soviet Union, for backing
  the progress of the world's early space program,
  as well as for several relatively liberal reforms
  ranging from agriculture to foreign policy.
  Khrushchev's party colleagues removed him from
  power in 1964, replacing him with Leonid
  Brezhnev.
• Gorbachev. He was the last General Secretary of
  the Communist Party of the Soviet Union, serving
  from 1985 until 1991, and also the last head of
  state of the USSR, serving from 1988 until its
  collapse in 1991. He was the only Soviet leader
  to have been born after the October Revolution of
  1917.

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e. Analyze efforts in the pursuit of freedom
include anti-apartheid, Tiananmen Square, and the
fall of the Berlin Wall.

• Anti-Apartheid Movement, originally known as the
  Boycott Movement, was a British organization that
  was at the center of the international movement
  opposing South Africa's system of apartheid and
  supporting South Africa's Blacks.
• The Tiananmen Square protests of 1989 culminating
  in the Tiananmen Square Massacre (were a series
  of demonstrations in and near Tiananmen Square in
  Beijing in the People's Republic of China (PRC)
  beginning on April 14. Led mainly by students and
  intellectuals, the protests occurred in a year
  that saw the collapse of a number of communist
  governments around the world.
• At 06.53 pm on November 9, 1989 a member of the
  new East German government was asked at a press
  conference when the new East German travel law
  comes into force . The Berlin Wall had fallen.

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SSWH20 The student will examine change and
continuity in the world since the 1960s.
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a. Identify ethnic conflicts and new
nationalisms include pan-Africanism,
pan-Arabism, and the conflicts in
Bosnia-Herzegovina and Rwanda.

• Pan-Africanism is a sociopolitical world view,
  philosophy, and movement which seeks to unify
  native Africans and members of the African
  Diaspora into a "global African community".
  Pan-Africanism calls for a politically united
  Africa.
• Pan Arabism is a secular Arab nationalist
  ideology, founded by Michael Aflag, but
  championed most successfully by former Egyptian
  president Gamal Abdul Nasser. 

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b. Describe the breakup of the Soviet Union in
1991 that produced independent countries include
Ukraine, Kazakhstan, and the Baltic States.

• The collapse of the Union of Socialist Soviet
  Republics radically changed the world's economic
  and political environment. No other conflict of
  interest dominated the post World War Two world
  like the cold war did. One man is credited with
  ending the cold war, Mikhail Gorbachev. This
  however was not the biggest event Gorbachev was
  responsible for. The end of the cold war was just
  a by-product of the other major event he was
  involved with. That is the fall of communism in
  the USSR and the collapse of the USSR itself.

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c. Analyze terrorism as a form of warfare in the
20th century include Shining Path, Red Brigade,
Hamas, and Al Qaeda and analyze the impact of
terrorism on daily life include travel, world
energy supplies, and financial markets.

• Although most terrorist groups have failed to
  achieve their long-term, strategic aims through
  terrorism, terrorism has on occasion brought
  about significant political changes that might
  otherwise have been impossible. Moreover, despite
  the claims of governments to the contrary,
  terrorism has sometimes also proven successful on
  a short-term, tactical level winning the release
  of prisoners, wresting political concessions from
  otherwise resistant governments, or ensuring that
  causes and grievances that might otherwise have
  been ignored or neglected were addressed.
• Terrorism was used by some nationalist movements
  in the anti colonial era just after World War II,
  when British and French empires in Africa, Asia,
  and the Middle East dissolved. Countries as
  diverse as Israel, Cyprus, Kenya, and Algeria owe
  their independence to these movements.

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d. Examine the rise of women as major world
leaders include Golda Meir, Indira Gandhi, and
Margaret Thatcher.

• Golda Meir The major event of her administration
  was the Yom Kippur War, which broke out with
  massive coordinated Egyptian and Syrian assaults
  against Israel on October 6, 1973. As the postwar
  Argonaut Inquiry Commission established, the IDF
  and the government had erred seriously in their
  assessment of Arab intentions.
• Indira Gandhi was the Prime Minister of the
  Republic of India for three consecutive terms
  from 1966 to 1977 and for a fourth term from 1980
  until her assassination in 1984, a total of
  fifteen years. She was India's first and, to
  date, only female Prime Minister.
• Margaret Thatcher She was Prime Minister of the
  United Kingdom from 1979 to 1990 and Leader of
  the Conservative Party from 1975 to 1990. She is
  the only woman to have held either post.

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SSWH21 The student will analyze globalization in
the contemporary world.
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a. Describe the cultural and intellectual
integration of countries into the world economy
through the development of television,
satellites, and computers

• Televisions, satellites, and computers have all
  made it a lot easier for information to be
  transferred from place to place.

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b. Analyze global, economic, and political
connections include multinational corporations,
the United Nations, OPEC, and the World Trade
Organization.

• The United Nations (UN) is an international
  organization whose stated aims are to facilitate
  co-operation in international law, international
  security, economic development, and social
  equity. It was founded in 1945 at the signing of
  the United Nations Charter by 51 countries,
  replacing the League of Nations founded in 1919.
• OPEC's mission is to coordinate and unify the
  petroleum policies of Member Countries and ensure
  the stabilization of oil markets in order to
  secure an efficient, economic and regular supply
  of petroleum to consumers, a steady income to
  producers and a fair return on capital to those
  investing in the petroleum industry.
• The World Trade Organization (WTO) is an
  important selective, mainly private,
  international organization designed by its
  founders to supervise and liberalize
  international trade. The organization officially
  commenced on 1 January 1995, under the Marrakesh
  Agreement, succeeding the 1947 General Agreement
  on Tariffs and Trade (GATT).