10 GRADE 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.
Direct and indirect democracies. Evolution of democracy and includes the first democracy of Athens and it had many flaws in the beginning and a first.
1. Analyze the similarities and differences in Judeo-Christian and Greco-Roman views of law, reason and faith, and duties of the individual.
Greek and Roman morals focused on polytheism and the arts, while Judaism and Christianity were based on monotheism. ways the two are similar include the way that both had eventually set up and encouraged Democratic forms of government. Judeo-Christian customs focused on increasing government and industrializing. Ancient Greece and Rome, much more was dedicated moving progressively in the direction of art and architecture
2. 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.
Ancient Greece and Rome, much more was dedicated moving progressively in the direction of art and architecture, while Judeo-Christian customs focused on increasing government and industrializing Greek and Roman philosophy consisted of principles such as male-superiority, the arts, and worship of multiple gods based system and that benefits the oligarcy all the walthy in the system are making all th calls for the US.thhere are buyingthe the united states of the political prestige.
3. Consider the influence of the U.S. Constitution on political systems in the contemporary world.
They express alo tof freeom and it gives the declaration fo the fight of man and we are talkingabout the temporary wold and the barnacles. Japan and germany and iraq and the us constitution has impacted the countries bcause of the strive to democracy and iran is striving to democracy and more people want demorcary and the constitution od deomcracya and u knowyou can tlak about the Judaho principles doewnw mean we have equal aportunity to become a wealthy and ewqual opportunity to realize our full potiential and we don�t garuntee tyou a good chance of getting what you want.
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.
1. 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, Sim�n Bol�var, Thomas Jefferson, James Madison).
The main ideas of John Locke and Jean-Jacques Rousseau both stated that human nature was good, not evil. These two men influenced the French Revolution, which emerged because the government was only giving special rights to the smaller, rich, upper-class. Sim�n Bol�var traveled through Europe, witnessing the democratic revolutions along the way. He tooks ideas from both Locke and Rousseau and combined them to make his theroys.
2. List the principles of the Magna Carta, the English Bill of Rights (1689), the American Declaration of Independence (1776), the French Declaration of the Rights of Man and the Citizen (1789), and the U.S. Bill of Rights (1791).
Magna Carta created English government traditions by giving certain rights to nobles and by forcing monarchs to obey the law. The Declaration of Independence stated that humans have the natural right to revolt against corrupt governments. The French Declaration of the Rights of Man and the Citizen made all males equal before the law and ensured them the same rights. The U.S. Bill of Rights recognized the idea that people had basic rights that should be protected by the government.
3. Understand the unique character of the American Revolution, its spread to other parts of the world, and its continuing significance to other nations.
American revolution was about taxation without representation. Even something as miniscule as taxation without representation can and should be used as an excuse for revolting for a new government. Countries like England and France saw what the Americans were doing and started their own movements for a more Democratic form of government.
4. Explain how the ideology of the French Revolution led France to develop from constitutional monarchy to democratic despotism to the Napoleonic empire.
The French Revolution was mostly about the smaller upper class citizens having more rights than the larger working class. . Napoleon outsmarted his colleagues by gaining complete power of France and becoming emperor. Then he gave equal rights to all male citizens, even though he was basically a monarch.
5. 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.
Europeans believed that they were the strongest and greatest people in the world. However, after the downfall of Napoleon and the Congress of Vienna, the status quo and equality of the Napoleonic Empire had been restored and nationalism was subdued. Because they were no longer part of such a large empire, their pride was lowered.
10.3 Students analyze the effects of the Industrial Revolution in England, France, Germany, Japan, and the United States.
1. Analyze why England was the first country to industrialize.
Britain had large supplies of coal to power stream engines and an abundance of iron to create new machines. Secondly, England had been the center of the Scientific Revolution and had the best technology in the world at that time. Third, population booms all over Great Britain demanded industrialization and increased production. Lastly, England�s government supported economic growth and had a powerful navy perfect for protection and overseas trade.
2. 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).
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. These inventions became part of everyday life for everyone; even those outside of the Industrial Revolution.
3. Describe the growth of population, rural to urban migration, and growth of cities associated with 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. Someone who is working from sun-up to sun-down in order to barely provide for their family in a rural area would be attracted to industrialization�s higher economic promises.
4. 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.
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. The factory system required everyone to do the work themselves rather than relying on other people. Mining and manufacturing would have not thrived if slaves did the work because both industries demanded a large number of workers
5. Understand the connections among natural resources, entrepreneurship, labor, and capital in an industrial economy.
discovery of the potentials of natural resources, such as iron and coal, sparked the manufacturing and mining industries. Shortly after the development of these industries, people began to invest their money in them to make a profit. The pay was not much to begin with and people had to work long hours for barely enough money to survive with the pay they got. Entrepreneurship caused capitalism to grow across Europe and eventually to the rest of the world.
6. 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. Socialists believed that the people as a whole should operate business rather than private individuals and that the wealth should be spread evenly to everyone. Communism, a more radical form of socialism, says that the government should have complete control of the economy.
7. 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. Europe began to move away from the traditional forms of art in the 1800s when new forms of art, such as photography and impressionism.
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.
1. 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).
.Nations wanted to have a better economy than everyone else so they expanded their culture past their own country and onto others. 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. Imperialism has often been considered morally reprehensible and the term is frequently employed in international propaganda.
2. 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 United States by England was hard to deal with because England is located over three thousand miles away from the New England colonies. This was because of the infamous Boston tea party and how the Americans could defeat the British if they ad to and they did just.
3. 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.
taxed for things they do not need to be taxed for, and live in worse environments than their governing country. This is called out of state taxing and tariffs and this is exactly what the Boston tea party was about taxation without representation. So basically 4. 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.
1. Sun Yat-sen, who hitherto had concentrated on mobilizing the uncultured secret-society members. He had also to work out some theoretical planks, though he was not a first-class political philosopher. . 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.
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."
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. They used propaganda to increase the will fo the country and make the people be more persuaded.
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, climate).
The Battle of Verdun and the battle of Marge were both very important battles that marked important turning point in the war. Also, during this time there were many geographic changes such as in the western and eastern fronts. Some of the causes for these geographic changes were land war and trench warfare. In WWI this was the main factor in every military decision; trench warfare was something that the world had never seen.
3. Explain how 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. But it was the government's inefficient prosecution of World War I that finally provided the challenge the old regime could not meet. Ill-equipped and poorly led, Russian armies suffered catastrophic losses in campaign after campaign against German armies.
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.
The nature of the war and its human costs affected just under ten million soldiers. On even a quiet day on the Western Front, many hundreds of Allied and German soldiers died. The heaviest loss of life for a single day occurred on July 1, 1916, during the Battle of the Somme, when the British Army suffered 57,470 casualties.
5. 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.
1. Analyze the aims and negotiating roles of world leaders, the terms and influence of the Treaty of Versailles and Woodrow Wilson's Fourteen Points, and the causes and effects of the United States's rejection of the League of Nations on world politics.
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.In the 1930s, when dissatisfied nations undertook to upset this arrangement and the other major powers declined to enforce it, the League, which had no power other than that of its member states, was unable to take action
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
10.7 Students analyze the rise of totalitarian governments after World War I.
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 people of Russia were tired of putting up with the Czars stuff this caused them to revolt. For the two years Lenin was in power he used his communist government this caused the people to believe that communism was a good thing the consequences were that they thought Stalin would also be a good leader for Russia.
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).
At the time Stalin was coming to power the economy was very low and he promised them a steady economy and food on the table. The political policy at the time was just changed from a monarchy to at revolutionary government to a communist government he promised them a stead communist government. He bought of many members of government and killed many people to get to power. If you ever spoke against him you would be killed.
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.
Nazism, a fascist movement, controlled Germany from 1933 to 1945 under Adolf Hitler. Nazism tightly restricted personal freedom, sought to expand of Germany's borders, opposed democracy, glorified the Aryans, and Jews, Slavs, and other minority groups were inferior. Nazism promised economic help, political power, and national glory to a German people deeply affected by the Great Depression. Millions of people died as a result of Nazism.Fascism is a form of government headed by a dictator involving total government control of political, economic, cultural, religious, and social activities. Fascism allows industry to remain in privated ownership (unlike Communism), though under government control. Other important features of fascism include extreme patriotism, warlike policies, and persecution of minorities (things are similar, of course, in America during wartime)..
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 Russians basically held influence in conquered territories in Eastern Europe although they were considered self-determining nations they were controlled by the soviets. Germany slowly rebuilt its own economy and countries infrastructure and has basically made itself a world power again because it posses nuclear weapons. The Japanese struggled to rebuild, President Kennedy rebuilt their economy and they have now become one of the world powers in manufacturing and technology.
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 Cold War was basically a nuclear arms race. After the dropping of the atomic bombs all countries participated in a race to build up a stockpile of nuclear weapons and conventional weapons and platforms to launch them. All these countries join Russia.
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 United States basically considered themselves the worlds policemen and they were bound and determined to defeat communism in every uprising. This policy dragged us into endless and winless wars such as Korea and Vietnam. Many countries who had just suffered under a horrible dictator where there was a small rich elite class and a poor class
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 which basically took place in the thirties and lasted until the late forties early fifties was eventually won by the communists, they defeated the nationalists. Many social programs were instituted by the various
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 people of the Slavic nations mentioned above rallied and fought for their freedom from Russia which was making all of the decisions for the countries in Eastern Europe and many in south East Asia at the time. Uprisings in the 70s and 80s usually ended with the Russian government killing all rebels and bring the rebellion to astop.
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.
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.
Russians ran out of money. Their workers began to realize that they received the same treatment whether they work or not and began to slack off and shirk duties. Quality declines ensued as well as light famine and drought.
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 western powers creation of NATO the soviet countries created the Warsaw Pact which was basically the exact same thing as NATO.
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.
When a stronger country helps a weaker country becomes a stronger country. They come with strings attached. Iraq there is nation building and helping them become and democracy.
1. Understand the challenges in the regions, including their geopolitical, cultural, military, and economic significance and the international relationships in which they are involved.
In the middle east they are having conflict with eh dispute in raw and we are having Iraqi problems and there is culture religious and the Islam and Judaism and the Christianity religion and that is cause striving conflict in the world and the barrel of oil prices and these are leading to bigger and bad conflicts and relations and the people in the middle east are not going to avoid forever.
2. Describe the recent history of the regions, including political divisions and systems, key leaders, religious issues, natural features, resources, and population patterns.
Terrorism is when u engages in a violent conflict because causing loot of stress and pressure in the world.
3. Discuss the important trends in the regions today and whether they appear to serve the cause of individual freedom and democracy.
In Africa and the people have more rights than they did in a coupe of years ago because the NAFTA and then the united states become to partner and the economic alliance into hen cold war they wanted to make it easier to make the goods go back and forth and then the American dollar and then American dollar but e can have al of the nation of
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).
Expensive with 1 million people, without world at WWI without much time and effort the time is come as the space age. Live in a global economy and the world economy is interring dependent. And also disparity of wealth and the third world is trying to biome the first world and they are trying to become wealthy and we see multimillion transaction take place in a second. Thing happen a lot fast and 10 years are 6000 become computers. We live in a mass media age and the images and things on TV manipulate that masses and everyone is trying to get there perspectives. Technical divide and the third world and capitalism and then third don�t gee to keep up. Leads to serious conflict and IE terrorism. Easy persuaded by messages of hate and since were wealthy they are poor so they be hating a lot of people that are wealthy and thee is finite oil and there is a surge and there are a lot of water and additional conflict sin the world and the conflicts are economic and they have probability ton.
DONE!