GPS Project

1. GPS Project Raven Smith

2. SSWH7 The student will analyze European medieval society with regard to culture, politics, society, and economics.

3. 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.

4. 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 pope’s forgiveness.

5. 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 people’s life.

6. 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.

7. SSWH8 The student will demonstrate an understanding of the development of societies in Central and South America.

8. 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

9. SSWH9 The student will analyze change and continuity in the Renaissance and Reformation.

10. 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.

11. 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 Raphael’s 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.

12. 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.

13. 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 Luther’s 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”.

14. 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.

15. 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.

16. SSWH10 The student will analyze the impact of the age of discovery and expansion into the Americas, Africa, and Asia.

17. 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.

18. 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.

19. 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.

20. SSWH11 Students will investigate political and social changes in Japan and in China from the seventeenth century CE to mid-nineteenth century CE.

21. 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.

22. 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

23. SSW12 The student will examine the origins and contributions of the Ottoman, Safavid, and Mughal empire.

24. 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.

25. 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.

26. SSWH13The student will examine the intellectual, political, social, and economic factors which changed the world view of Europeans.

27. 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.

28. 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

29. SSW14The student will analyze the Age of Revolutions and Rebellions

30. 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 Russia’s greatest Reformers • Tokugawa Ieyasu was one of Hideyoshi’s strongest daimyo allies, who complete the unification of Japan.

31. 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

32. 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

33. 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.

34. 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.

35. 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.

36. 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.

37. 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 Russia’s Pacific fleet. • It also destroyed Russia’s Baltic fleet, which had sailed all the way around Africa to participate in the war.

38. 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.

39. 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

40. SSHW18 The student will demonstrate an understanding of the global political, economic, and social impact of World War II.

41. 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 6:30 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.

42. 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.

43. 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.

44. 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.

45. 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

46. 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.

47. 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.

48. 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.

49. SSWH20 The student will examine change and continuity in the world since the 1960s.

50. 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.