Megan Mallory

World History E-Core

Period 5

28 April 2005

Standards

10.1 Students relate the moral and ethical principles in ancient Greek and Roman philosophy, in Judaism, and in Christianity to the development of Western political thought.

Both Greek and Roman societies respected individual rights and believed in rule of law. There is a belief that law is not enough; one needs morality and faith in other beings. People need morality to inspire justice. In the development of Western political thought, democratic systems of government were created. Christians seem to favor a democratic government over a monarchy.

Analyze the similarities and differences in Judeo-Christian and Greco-Roman views of law, reason and faith, and duties of the individual.

The Christians and Jews believe in one God. Greeks and Romans believe in many gods. Greeks and Romans had duties such as raising a family if they were female or becoming a soldier if they were male. Jews and Christians had duties such as caring for the family and participating in the synagogue or church. Both cultures believed in good morals and democratic societies. The Jews had the Ten Commandments, and the Romans had the gods.

Trace the development of the Western political ideas of the rule of law and illegitimacy of tyranny, using selections from Plato's Republic and Aristotle's Politics.

In Plato’s Republic, he emphasizes the importance of reason. Through rational thought, he argued that people could discover unchanging ethical values, recognize perfect beauty, and learn how to organize an ideal society. Aristotle’s politics he analyzed all kinds of government. He was suspicious about democratic rule, in which he thought could lead to mob rule. In the end, Aristotle favored rule by a strong, virtuous leader. Because Socrates was condemned by a democratic system, Aristotle hated it.

Consider the influence of the U.S. Constitution on political systems in the contemporary world.

The United States Constitution has a major influence on political systems in the contemporary world. It has inspired war in various countries such as France and India. They both rebelled against their monarchy and insisted on a democratic leader. The U.S. Constitution also brought political revolution in countries like Russia and Germany; not so much as to want a democratic government, but as motivation to rebel. Lastly, the Constitution of the United State motivated democratic government throughout the world; now, thousands of countries have a democratic government when only about 200 years ago, there was only one.

10.2 Students compare and contrast the Glorious Revolution of England, the American Revolution, and the French Revolution and their enduring effects worldwide on the political expectations for self-government and individual liberty.

The Glorious Revolution in England was where the English rebelled against the church because it was becoming corrupt. The American Revolution was where the New England Colonists rebelled against the King of England and gained their own independence. The French Revolution what where the French people rebelled against the aristocrats and demanded a democratic government.

Compare the major ideas of philosophers and their effects on the democratic revolutions in England, the United States, France, and Latin America (e.g., John Locke, Charles-Louis Montesquieu, Jean-Jacques Rousseau, Simón Bolívar, Thomas Jefferson, James Madison).

John Locke believed that using reason to try to grasp the truth and determining the legitimate functions of institutions will optimize human flourishing for the individual and society both in respect to its material and spiritual welfare. Charles-Louis Montesquieu saw despotism, in particular, as a standing danger for any government not already despotic, and argued that it could best be prevented by a system in which different bodies exercised legislative, executive, and judicial power, and in which all those bodies were bound by the rule of law. This theory of the separation of powers had an enormous impact on liberal political theory, and on the framers of the constitution of the United States of America. Rousseau was one of the first modern writers to seriously attack the institution of private property, and therefore is considered a forebear of modern socialism and Communism

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).

“No free man shall be arrested, or imprisoned, or deprived of his property, or outlawed, or exiled, or in any way destroyed, nor shall we go against him or send against him, unless by legal judgement of his peers, or by the law of the land.” This meant the King must judge individuals according to the law, and not according to his own will. This was a check on the power of the king and the first step in the long road to a constitutional monarchy. In the “French Declaration of the Rights of Man and Citizen”, “All citizens are to be guaranteed the rights of "liberty, property, safety, and resistance against oppression." The Declaration argues that the need for law derives from the fact that "... the exercise of the natural rights of each man has only those borders which assure other members of the society the enjoyment of these same rights". Thus, the declaration sees law as an "expression of the will", intended to promote this equality of rights and to forbid "only actions harmful to the society." In the United States Bill of Rights, The First Amendment guarantees freedom of religion, speech, and the press, the rights of peaceful assembly and petition. Other amendments guarantee private property, fair treatment of those accused of crimes, such as unreasonable search and seizure, freedom from self-incrimination, a speedy and impartial jury trial, and representation by counsel.

Understand the unique character of the American Revolution, its spread to other parts of the world, and its continuing significance to other nations.

The American Revolution is an inspiration to thousands of countries to rebel against their “mother countries” and conform to a democratic government. At the time of the American Revolution, the British Military was the most powerful army in the entire world. No one believed that the American colonies could defeat the British, but through the use of guerilla warfare, they overtook the military.

Explain how the ideology of the French Revolution led France to develop from constitutional monarchy to democratic despotism to the Napoleonic Empire.

The ideology of the French Revolution led France to develop from constitutional monarchy to democratic despotism. The peasants that took over France during the French Revolution expected no less than what they demanded. This led France to a democratic government because the peasants were so violent with what they demanded that the aristocrats let them do what they pleased.

Discuss how nationalism spread across Europe with Napoleon but was repressed for a generation under the Congress of Vienna and Concert of Europe until the Revolutions of 1848.

Nationalism spread across Europe with Napoleon because the French overtook hundreds of nations and named them as their own. Even the countries that were not overtaken by Napoleon felt a strong sense of nationalism because they felt superior to Napoleon. Under the Congress of Vienna, Napoleon was repressed for a generation because Europe was in great disorder after the defeat of Napoleon in 1814. The major powers responsible for that defeat--Austria, Great Britain, Russia, and Prussia--signed the Treaty of Chaumont, saying that they would meet in Vienna, Austria in September to put Europe back in order.

10.3 Students analyze the effects of the Industrial Revolution in England, France, Germany, Japan, and the United States.

The Industrial Revolution effected England, France, Germany, Japan, and the United States in many radical ways. England was the country that began it all; they advanced their technology by creating factories, inventing new means of travel, and was located in a perfect trading route to trade with neighboring countries. Japan industrialized their country very quickly and advanced their military rapidly. The United States, like England, was very powerful at the time of Industrialization and modernized their country to keep up with the rest of the world.

Analyze why England was the first country to industrialize.

England was the first country to industrialize because in England were the scholars, inventors, and universities where the scholastic rate was above any other country. England was also in an economic relapse; there were thousands of unemployed people and opening factories gave the jobless well paying jobs. At the time of Industrialization, there was a very large gap between the wealthy class and the poor class. Through industrialization a middle class was created.

Examine how scientific and technological changes and new forms of energy brought about massive social, economic, and cultural change (e.g., the inventions and discoveries of James Watt, Eli Whitney, Henry Bessemer, Louis Pasteur, Thomas Edison).

Scientific and technological advances throughout time have changed the lives of many people. Through the inventions and discoveries of people like Thomas Edison for example, people can carry out activities as they would during the day. Eli Whitney changed the way people viewed transportation in the 1740s by inventing the steam engine. James Watt developed a more efficient way of transportation by re-inventing the steam engine by fixing the engine. Without these inventors, our world would not be where it is today.

Describe the growth of population, rural to urban migration, and growth of cities associated with the Industrial Revolution.

Throughout the Industrial Revolution, both rich and poor families migrated to where the factories were built and created in hopes that they could participate in the jobs that came along with the factories. Families also had more children. With better paying jobs and with the cost of textile products going down, families had more children which added to the growth of population. Along with the growth of population, cities grew as well. Not only in population, but cities grew in the number of factories, schools, houses, shops, etc.

Trace the evolution of work and labor, including the demise of the slave trade and the effects of immigration, mining and manufacturing, division of labor, and the union movement.

Before the Industrial Revolution, most people were either farmers, or had a skill that they carried out such as a blacksmith, baker, weaver, etc. Industrialization created hundreds of thousands of job opportunities for people of any class. Working in a factory seemed much easier and better paying than working in the fields as a farmer or in the furnace as a blacksmith, so many people gave up on their jobs and moved to the city. The working conditions were not well kept; there were no safety devices to injuries were common. In jobs such as mining and manufacturing, people developed lung diseases from breathing in charcoal and lint. Children also were expected to work to help raise money for the family. Families were so large that if the father, mother, and children did not all work, the family would starve.

Understand the connections among natural resources, entrepreneurship, labor, and capital in an industrial economy.

In an industrial economy, people worked very long for low pay. Factories could only be located next to natural resources such as a river, waterfall, windy areas, etc. Labor was difficult. People were commonly killed by the dangerous machines, because there were no safety devices on them. Men were paid more than women, when the women would do just as much work as the men did. The pay was not much to begin with; people had to work long hours for barely enough money to survive with. Families had to send their children to work in the factories as well so that they could help support each other. Without sending the children, families could not have enough money to purchase food.

Analyze the emergence of capitalism as a dominant economic pattern and the responses to it, including Utopianism, Social Democracy, Socialism, and Communism.

Capitalism emerged as a dominant economic pattern after the Industrial Revolution because it was a much more practical way of handling the fast-changing economy. Socialism and communism were two forms of government that were started because of the experiences of the Industrial Revolution. There was a bigger gap between the middle class and the poor as a result of industrialization. Socialist idealist Carl Marx created Socialism and communism to destroy the social classes and have everyone work towards one common goal, rather than have some people suffer, while some drown in lavish lifestyles.

Describe the emergence of Romanticism in art and literature (e.g., the poetry of William Blake and William Wordsworth), social criticism (e.g., the novels of Charles Dickens), and the move away from Classicism in Europe.

Romanticism emerged during the Industrial Revolution because the romantics wanted to stay optimistic while there were many people suffering from industrialization. Romantics painted landscapes such as a grassy meadow, a church, or the clouds in the sky. They created a new style of art in which an artist would not paint a portrait, but rather nature. They would have a meaning behind their painting

10.4 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.

In the era of New Imperialism, China modernized its country with its military, expanded its borders, and its population grew rapidly. These conditions paved the way for China to adopt its communist government. In Latin America, countries like Mexico and Brazil adopted a democratic government and modernized their countries as well. They developed better military powers and set forth new declarations and rights to their citizens.

Describe the rise of industrial economies and their link to imperialism and colonial-ism (e.g., the role played by national security and strategic advantage; moral issues raised by the search for national hegemony, Social Darwinism, and the missionary impulse; material issues such as land, resources, and technology).

The wealthy people that lived during the Industrial revolution would not care if their employees would be injured from their machines, or even be killed by their equipment. The nobles would not care if their serfs would die because of starvation or disease. The upper class would use the excuse that “only the strong would survive the weak” from what Darwin said about natural selection. The nobles would not give their workers any land and would sometimes tax them heavily. Many people died of starvation and disease because living conditions were not what they should have been.

Discuss the locations of the colonial rule of such nations as England, France, Germany, Italy, Japan, the Netherlands, Russia, Spain, Portugal, and the United States.

The colonial rule of the United States by England was hard to deal with because England is located over three thousand miles away from the New England colonies. The English would tax the Americans and would not supply the colonies with what they were being taxed for. Then came the Boston Tea Party and the “Tea Act” and eventually came the American Revolution. A similar event came with Spain and Mexico. Cortex came to Mexico from Spain and took over the Mexican colonies. Until the 20^th century, Spain ruled over Mexico and taxed them as well for worthless things; things that the Mexicans would never get for themselves.

Explain imperialism from the perspective of the colonizers and the colonized and the varied immediate and long-term responses by the people under colonial rule.

To the people living under colonization, they must feel as if they are not a citizen of a country. They are taxed for things they do not need to be taxed for, and live in worse environments than their governing country. The governing country usually profits from their colonized people, and live better lifestyles than they do. As for long-term responses, most colonized people either rebel against their governing country, or their governing country gives them freedom to govern themselves, though usually still has a sphere of influence.

Describe the independence struggles of the colonized regions of the world, including the roles of leaders, such as Sun Yat-sen in China, and the roles of ideology and religion.

The roles of Sun Yat-sen in China were to unite the country as one, restore the economy, and help the lower class people in China. The roles of leaders in colonized nations were usually to help the lower class, as they would be suffering from famine and disease and most likely starving. As for the roles of ideology and religion, leaders would try to give their people a sense of nationalism, and would give them ideas such as that their country is the greatest and their race is divine.

10.5 Students analyze the causes and course of the First World War.

The causes of the First World War were that there were so many countries that were modernized because of the Industrial Revolution. New weapons were created and invented, and armies advanced and were ready to go into battle. Countries also felt a strong sense of nationalism, in which the citizens would defend their countries to the death if necessary.

1. Analyze the arguments for entering into war presented by leaders from all sides of the Great War and the role of political and economic rivalries, ethnic and ideological conflicts, domestic discontent and disorder, and propaganda and nationalism in mobilizing the civilian population in support of "total war."

1. One of the arguments for entering into war was to modernize the world they need and to propaganda and convince people that their country is superior and they were right. Nationalism is used to the country’s full advantage. Political leaders convinced people that their race is superior over other peoples’ and that different race and to be exterminated against so that the strong will survive the weak.

2. Examine the principal theaters of battle, major turning points, and the importance of geographic factors in military decisions and outcomes (e.g., topography, waterways, distance, and climate).

1. One of the principal theaters of battle, major turning points, and the importance of geographic factors in military decisions and outcomes are trench war. In WWI this was the main factor in every military decision; trench warfare was something that the world had never seen before-there were new weapons, new soldiers, and a new way of fighting.

3. Explain how the Russian Revolution and the entry of the United States affected the course and outcome of the war.

1. The Russian Revolution and the entry of the United States affected the course and outcome of the war. The US was a very powerful country at the time of the Revolution, and Russia did not want to enter into a fight with them. Lennon promised if he came to power he would end the war for Russia, so Russia remained neutral throughout WWI. The US helped win the war for England and France. Germany, however, lost the war and was in debt for a very long time.

4. Understand the nature of the war and its human costs (military and civilian) on all sides of the conflict, including how colonial peoples contributed to the war effort.

1. The nature of the war and its human costs affected just under ten million soldiers. Over 8 million soldiers died in the “Great War”. This means that over 50 million families were affected from the deaths of the soldiers. That is a great number of people.

Discuss human rights violations and genocide, including the Ottoman government's actions against Armenian citizens.

Armenian citizens were killed in the Armenian genocide by Muslims. Hundreds of thousands of Christian Armenians were killed and then driven away from the land that the Muslims were occupying. The Ottoman government did nothing to stop this because they too were Muslim and saw no harm in killing the Christians.

10.6 Students analyze the effects of the First World War.

Some of the effects of the First World War are that over 8 million soldiers died throughout the war. This means that roughly 50 million families were affected by those 8 million deaths. From the war, the economies of all of the countries that participated fell, which reduced trade and economical advancement.

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 rejection of the League of Nations on world politics.

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 rejection of the League of Nations on world politics which made the Germany bitter toward other countries and wishing for revenge. This paved the way for Hitler to come to power later in the German future.

2. Describe the effects of the war and resulting peace treaties on population movement, the international economy, and shifts in the geographic and political borders of Europe and the Middle East.

1. The effects of the war and resulting peace treaties effected Europe and the Middle East because several countries lost parts of their land. Baltic States emerged from Eastern Europe. In the Middle-East, the mandates had control over the lands. Population shifted from suburbs and farms into the cities.

3. Understand the widespread disillusionment with prewar institutions, authorities, and values that resulted in a void that was later filled by totalitarians.

The widespread disillusionment with prewar institutions, authorities, and values that resulted in a void that was later filled by totalitarians was economic unrest made radical ideas more popular; spread of communism; nationalistic prodigal movements.

4.Discuss the influence of World War I on literature, art, and intellectual life in the West (e.g., Pablo Picasso, the "lost generation" of Gertrude Stein, Ernest Hemingway).

The influence of World War I on literature, art, and intellectual life in the West was artists turned to dreams; people went to fantasy to escape reality; cubism-Picasso; collaborated in France –Picasso, Hemingway, and Stein- time of reflection; experimentation-alcohol and drugs-looking for meaning of life.

10.7 Students analyze the rise of totalitarian governments after World War I.

After World War I, there was a drastic increase in the rise of the totalitarian governments. Leaders such as Lennon, Stalin, Hitler, and more corrupt political leaders were to come to power. Because the economies were so weak and people simply needed a leader who would restore the country to where it was before the war, they just needed someone who was convincing and supportive as a leader-not exactly someone they would have chosen if their country was not is a ditch.

1. Understand the causes and consequences of the Russian Revolution, including Lenin's

use of totalitarian means to seize and maintain control (e.g., the Gulag).

The causes and consequences of the Russian Revolution were extreme. Millions of people died from extermination. Lenin and Stalin “exterminated” the people that they thought were a threat to the government and had the people sent to sub arctic places. Both leaders were obsessed with power and control; they were completely paranoid of rebellion from some citizens.

2. Trace Stalin's rise to power in the Soviet Union and the connection between economic policies, political policies, the absence of a free press, and systematic violations of human rights (e.g., the Terror Famine in Ukraine).

Stalin's rise to power in the Soviet Union and the connection between economic policies, political policies, the absence of a free press, and systematic violations of human rights was he also used Gulags and other stuff and it was an atheist or totalitarianism democracy. Stalin was paranoid that someone would try to rebel against his and overthrow him of his empire.

3.Analyze the rise, aggression, and human costs of totalitarian regimes (Fascist and Communist) in Germany, Italy, and the Soviet Union, noting especially their common and dissimilar traits.

The rise, aggression, and human costs of totalitarian regimes (Fascist and Communist) in Germany, Italy, and the Soviet Union, noting especially their common and dissimilar traits were Germany had Stalin and the fascist used extreme factionalism. You had these collective farms that had to produce a certain amount of crop or else they killed them.

10.8 Students analyze the causes and consequences of World War II.

The consequences of World War II were great. Millions of people died in Japan from the Hiroshima nuclear bomb dropping. Hundreds of thousands of people died in the United States from the attack on Pearl Harbor and from going into war against Japan.

1. Compare the German, Italian, and Japanese drives for empire in the 1930s, including the 1937 Rape of Nan king, other atrocities in China, and the Stalin-Hitler Pact of 1939.

The German, Italian, and Japanese drives for empire in the 1930s, including the 1937 Rape of Nan king, other atrocities in China, and the Stalin-Hitler Pact of 1939 was Stalin didn’t want to fight on the East.

2. Understand the role of appeasement, nonintervention (isolationism), and the domestic distractions in Europe and the United States prior to the outbreak of World War II.

The role of appeasement, nonintervention, and the domestic distractions in Europe and the United States prior to the outbreak of World War II was a lot like the Jews getting killed by the Russians. People were used and taken advantage of.

3. Identify and locate the Allied and Axis powers on a map and discuss the major turning points of the war, the principal theaters of conflict, key strategic decisions, and the resulting war conferences and political resolutions, with emphasis on the importance of geographic factors.

The Allied and Axis powers on a map and discuss the major turning points of the war, the principal theaters of conflict, key strategic decisions, and the resulting war conferences and political resolutions, with emphasis on the importance of geographic factors was many neighboring countries to these forces gave in to these armies of terrible means, Hitler-genocide of the Jews (Hitler hated the Jews).

4. Describe the political, diplomatic, and military leaders during the war (e.g., Winston Churchill, Franklin Delano Roosevelt, Emperor Hirohito, Adolf Hitler, Benito Mussolini, Joseph Stalin, Douglas MacArthur, Dwight Eisenhower).

The political, diplomatic, and military leaders during the war was Winston Churchill- On the outbreak of the Second World War Churchill was appointed First Lord of the Admiralty and on 4th April 1940 became chairman of the Military Coordinating Committee. Churchill also developed a strong personal relationship with Franklin D. Roosevelt (success in naval affairs) and this led to the sharing and trading of war supplies; Emperor Hirohito- approved the attack on Pearl Harbor that led to Japan and the United States being drawn into the Second World War; announced the unconditional surrender and the end of the war; Adolf Hitler- crazy, genocide, killed millions, committed suicide.

5. Analyze the Nazi policy of pursuing racial purity, especially against the European Jews; its transformation into the Final Solution; and the Holocaust that resulted in the murder of six million Jewish civilians.

The Nazi policy of pursuing racial purity, especially against the European Jews; its transformation into the Final Solution; and the Holocaust that resulted in the murder of six million Jewish civilians was the rules for Jews began as really light and got worse and worse, to the point where they were killing innocent people by the thousands; concentration camps, many ways of murder, all ages.

6.Discuss the human costs of the war, with particular attention to the civilian and military losses in Russia, Germany, Britain, the United States, China, and Japan.

The human costs of the war, with particular attention to the civilian and military losses in Russia, Germany, Britain, the United States, China, and Japan was Russia- 13,000,000 military and 7,000,000 civilian; Germany- 3,500,000 and 3,800,000; Britain- 452,000 and 60,000; United States- 404,997;China- 3,500,000 and 10,000,000; Japan- 1,700,000 and 380,000.

10.9 Students analyze the international developments in the post-World World War II world.

1. Compare the economic and military power shifts caused by the war, including the Yalta Pact, the development of nuclear weapons, Soviet control over Eastern European nations, and the economic recoveries of Germany and Japan.

The economic and military power shifts caused by the war, including the Yalta Pact, the development of nuclear weapons, Soviet control over Eastern European nations, and the economic recoveries of Germany and Japan was an agreement reached at the Crimea (Yalta) Conference between President Roosevelt, Prime Minister Churchill and Generalissimo Stalin. The United States and Russia were in a nuclear arms race and it was a cold war. The United States had lots of bombs already made and so we dropped a bomb on Hiroshima in world war two which killed many people and was regret my many people.

2. Analyze the causes of the Cold War, with the free world on one side and Soviet client states on the other, including competition for influence in such places as Egypt, the Congo, Vietnam, and Chile.

The causes of the Cold War, with the free world on one side and Soviet client states on the other, including competition for influence in such places as Egypt, the Congo, Vietnam, and Chile was American fear of communist attack, Truman’s dislike of Stalin, Russia’s fear of the Americans atomic bomb, Russia’s dislike of capitalism, Russia’s actions in the Soviet zone of Germany, America’s refusal to share nuclear secrets, Russia’s expansion west into Eastern Europe and broken election promises, Russia’s fear of American attack, Russia’s need for a secure western border, and Russia’s aim of spreading world communism, are some of the causes of the cold war.

3. Understand the importance of the Truman Doctrine and the Marshall Plan, which established the pattern for America's postwar policy of supplying economic and military aid to prevent the spread of Communism and the resulting economic and political competition in arenas such as Southeast Asia (i.e., the Korean War, Vietnam War), Cuba, and Africa.

The importance of the Truman Doctrine and the Marshall Plan, which established the pattern for America's postwar policy of supplying economic and military aid to prevent the spread of Communism and the resulting economic and political competition in arenas such as Southeast Asia, Cuba, and Africa, was are battle fields for independence and communist countries.

4. Analyze the Chinese Civil War, the rise of Mao Tse-tung, and the subsequent political and economic upheavals in China (e.g., the Great Leap Forward, the Cultural Revolution, and the Tiananmen Square uprising).

The Chinese Civil War, the rise of Mao Tse-tung, and the subsequent political and economic upheavals in China were there were communist and nationalist and communist did a better job of caring for their people and ended up winning.

5. Describe the uprisings in Poland (1952), Hungary (1956), and Czechoslovakia (1968) and those countries' resurgence in the 1970s and 1980s as people in Soviet satellites sought freedom from Soviet control.

The uprisings in Poland (1952), Hungary (1956), and Czechoslovakia (1968) and those countries' resurgence in the 1970s and 1980s as people in Soviet satellites sought freedom from Soviet control was Hungry, Poland and others all had the nerve to up rise and people brought in tanks and ended all of this nonsense.

6. Understand how the forces of nationalism developed in the Middle East, how the Holocaust affected world opinion regarding the need for a Jewish state, and the significance and effects of the location and establishment of Israel on world affairs.

The forces of nationalism developed in the Middle East, how the Holocaust affected world opinion regarding the need for a Jewish state, and the significance and effects of the location and establishment of Israel on world affairs was they thought Jews had to have a place to live. Jews controlled Jerusalem for hundreds of thousands of years and the Polistians come and take it over and give Jews a free state.

7. Analyze the reasons for the collapse of the Soviet Union, including the weakness of the command economy, burdens of military commitments, and growing resistance to Soviet rule by dissidents in satellite states and the non-Russian Soviet republics.

The reasons for the collapse of the Soviet Union, including the weakness of the command economy, burdens of military commitments, and growing resistance to Soviet rule by dissidents in satellite states and the non-Russian Soviet republics was by the time Gorbachev would usher in the process that would lead to the political collapse of the Soviet Union and the resultant dismantling of the Soviet administrative command economy through his programs of Glasnost (political openness) and Perestroika (economic restructuring), the Soviet economy suffered from both hidden inflation and pervasive supply shortages.

8.Discuss the establishment and work of the United Nations and the purposes and functions of the Warsaw Pact, SEATO, NATO, and the Organization of American States.

The establishment and work of the United Nations and the purposes and functions of the Warsaw Pact, SEATO, NATO, and the Organization of American States was war soft pack was the Eastern European resolution to the war.

10.10 Students analyze instances of nation-building in the contemporary world in at least two of the following regions or countries: the Middle East, Africa, Mexico and other parts of Latin America, and China.

In the Middle East, instances of nation-building include the development of westernized laws and traditions. People in the Middle East are beginning to develop western habits such as style and western food. Before, women could not even paint their nails, but now nail polish is sold in many stores around the Middle East. In China, the president is allowing some citizens to

1. Understand the challenges in the regions, including their geopolitical, cultural, military, and economic significance and the international relationships in which they are involved.

The challenges in the regions, including their geopolitical, cultural, military, and economic significance and the international relationships in which they are involved was that in Mexico the president was Vicente Quesada. In China it was Guang Xu who governed an area of about 9.6 million square kilometers cultural, was in charge of a colorful and lively military, and was a strong, intelligent, creative, prospering and economic significance. Both leaders are very important in trade and the international relationships in which they are involved trade, Brazil, Colombia, Costa Rica, Ecuador, Guatemala, Mexico, and Peru.

2. Describe the recent history of the regions, including political divisions and systems, key leaders, religious issues, natural features, resources, and population patterns.

There is a long history of political divisions and systems, key leaders, religious issues, natural features, resources, and population patterns. China, for example, had its anti-Christian episodes. Because of its communist form of government, they have a zero-tolerance policy for stuff like that. China also has a population issue. They have decided to deal with this by issuing less taxes with families with fewer children and higher taxes with families with more children.

3.Discuss the important trends in the regions today and whether they appear to serve the cause of individual freedom and democracy.

The important trends in the regions today are trends such as “Western clothing”. Countries such as Iran are beginning to dress like people in the “West”. This goes against many ancient traditions that have survived the years in the Middle East. However, women are gaining more and more rights in the Middle East and have began to develop their own new style as well. As well as developing new styles in the middle east, individual freedom is another new development. Democracy is spreading across the world like wildfire and hundreds of countries have adopted its form of government since the United States invented it in 1776.

10.11 Students analyze the integration of countries into the world economy and the information, technological, and communications revolutions (e.g., television, satellites, and computers).

In 1927, Bell Telephone and the U.S. Department of Commerce conduct the first long distance use of TV, between Washington D.C. and New York City on April 9th.Secretary of Commerce Herbert Hoover commented, “Today we have, in a sense, the transmission of sight for the first time in the world’s history. Human genius has now destroyed the impediment of distance in a new respect, and in a manner hitherto unknown.” Television has long since affected every human being in the world. TV has impacted the way we think, our priorities, and even our morals. TV has become the main source of economic competition among the different companies and businesses in the United States.