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Standard 10.1. Standard 10.2. Standard 10.3. Standard 10.4. Standard 10.5. 10 pt. 10 pt. 10 pt. 10 pt. 10 pt. 20 pt. 20 pt. 20 pt. 20 pt. 20 pt. 30 pt. 30 pt. 30 pt. 30 pt. 30 pt. 40 pt. 40 pt. 40 pt. 40 pt. 40 pt. 50 pt. 50 pt. 50 pt. 50 pt. 50 pt.

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slide1

Standard

10.1

Standard

10.2

Standard

10.3

Standard

10.4

Standard

10.5

10 pt

10 pt

10 pt

10 pt

10 pt

20 pt

20 pt

20 pt

20 pt

20 pt

30 pt

30 pt

30 pt

30pt

30 pt

40 pt

40 pt

40 pt

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slide2

Who believed that an ideal society the government should be controlled by a class of “philosopher kings”?

  • Muhammad
  • Plato
  • Lao-tzu
  • Thomas Aquinas
slide3

Who believed that an ideal society the government should be controlled by a class of “philosopher kings”?

  • Muhammad
  • Plato
  • Lao-tzu
  • Thomas Aquinas
slide4

He who trusts any man with supreme power gives it to a wild beast, for such his appetite sometimes makes him: passion influences those in power, even the best of men, but law is reason without desire…

-Aristotle

Which feature of modern Western democratic government reflects Aristotle’s view as given above?

  • the direct election of members of the legislature
  • The power of the courts to review the law
  • The granting of emergency powers to the chief executive
  • The requirement that government actions must adhere to the law
slide5

He who trusts any man with supreme power gives it to a wild beast, for such his appetite sometimes makes him: passion influences those in power, even the best of men, but law is reason without desire…

-Aristotle

Which feature of modern Western democratic government reflects Aristotle’s view as given above?

  • the direct election of members of the legislature
  • The power of the courts to review the law
  • The granting of emergency powers to the chief executive
  • The requirement that government actions must adhere to the law
slide6

Which of the following is a concept from classical Athens that is central to Western political thought today?

  • Individuals should fight against nature and society to achieve greatness.
  • Individual achievement, dignity, and worth are of great importance.
  • Individual recognition impedes societal progress.
  • Individuals play an insignificant role in shaping ideas, society, and the state.
slide7

Which of the following is a concept from classical Athens that is central to Western political thought today?

  • Individuals should fight against nature and society to achieve greatness.
  • Individual achievement, dignity, and worth are of great importance.
  • Individual recognition impedes societal progress.
  • Individuals play an insignificant role in shaping ideas, society, and the state.
slide8

From the Constitution of Japan

We , the Japanese people, acting through our duly elected representatives in the National Diet, determined that we shall secure for ourselves and our posterity the fruits of peaceful cooperation with all nations and the blessings of liberty throughout this land…

Which of these is a source for the ideas outlined in the Japanese Constitution?

  • Charter of the United Nations
  • Legal writings of Thomas Hobbes
  • Writings on constitutions by Voltaire
  • United States Constitution
slide9

From the Constitution of Japan

We , the Japanese people, acting through our duly elected representatives in the National Diet, determined that we shall secure for ourselves and our posterity the fruits of peaceful cooperation with all nations and the blessings of liberty throughout this land…

Which of these is a source for the ideas outlined in the Japanese Constitution?

  • Charter of the United Nations
  • Legal writings of Thomas Hobbes
  • Writings on constitutions by Voltaire
  • United States Constitution
slide10

When a country’s constitution requires the branches of government to remain independent of each other, it is adhering to the constitutional principle of

  • popular sovereignty
  • separation of powers
  • federalism
  • direct democracy
slide11

When a country’s constitution requires the branches of government to remain independent of each other, it is adhering to the constitutional principle of

  • popular sovereignty
  • separation of powers
  • federalism
  • direct democracy
slide12

The English philosopher John Locke argued that life, liberty, and property are

  • natural rights that should be protected by government
  • political rights to be granted as determined by law.
  • economic rights earned in a capitalistic system.
  • social rights guaranteed by the ruling class.
slide13

The English philosopher John Locke argued that life, liberty, and property are

  • natural rights that should be protected by government
  • political rights to be granted as determined by law.
  • economic rights earned in a capitalistic system.
  • social rights guaranteed by the ruling class.
slide14

Both the United States Declaration of Independence and the French Declaration of the Rights of Man emphasized the idea that governments must

  • guarantee economic prosperity
  • protect the rights of people.
  • support established religious beliefs.
  • operate on a system of checks and balances
slide15

Both the United States Declaration of Independence and the French Declaration of the Rights of Man emphasized the idea that governments must

  • guarantee economic prosperity
  • protect the rights of people.
  • support established religious beliefs.
  • operate on a system of checks and balances
slide16

Use the following information to answer the question below

What document best exemplifies the natural rights philosophy described above?

  • The Communist Manifesto
  • Plato’s Republic
  • Luther’s Ninety-five Theses
  • Declaration of Independence
slide17

Use the following information to answer the question below

What document best exemplifies the natural rights philosophy described above?

  • The Communist Manifesto
  • Plato’s Republic
  • Luther’s Ninety-five Theses
  • Declaration of Independence
slide18

Unlike the French Revolution, the American Revolution

  • women’s suffrage
  • short-term military rule
  • strategic alliances
  • a lasting constitution
slide19

Unlike the French Revolution, the American Revolution

  • women’s suffrage
  • short-term military rule
  • strategic alliances
  • a lasting constitution
slide20

Which leader was inspired by the ideas of the American Revolution and the Enlightenment to lead the liberation of much of South America from Spain?

  • Simón Bolivar
  • Padre Miguel Hidalgo
  • José Martí
  • Antonio López de Santa Ana
slide21

Which leader was inspired by the ideas of the American Revolution and the Enlightenment to lead the liberation of much of South America from Spain?

  • Simón Bolivar
  • Padre Miguel Hidalgo
  • José Martí
  • Antonio López de Santa Ana
slide22

The agricultural changes which took place in England during the 1600’s contributed to England’s later industrial development by

  • Strengthening the importance of the family farm.
  • breaking large estates into smaller farms
  • encouraging city dwellers to return to farming
  • producing more food with fewer workers
slide23

The agricultural changes which took place in England during the 1600’s contributed to England’s later industrial development by

  • Strengthening the importance of the family farm.
  • breaking large estates into smaller farms
  • encouraging city dwellers to return to farming
  • producing more food with fewer workers
slide24

Louis Pasteur’s research into germ theory in the nineteenth century is significant because it

  • created safety standards for machine workers.
  • led to techniques that increase crop production.
  • identified the importance of vitamins to nutrition.
  • proved that cleanliness helps to prevent infections.
slide25

Louis Pasteur’s research into germ theory in the nineteenth century is significant because it

  • created safety standards for machine workers.
  • led to techniques that increase crop production.
  • identified the importance of vitamins to nutrition.
  • proved that cleanliness helps to prevent infections.
slide26

The streets were hot and dusty on the summer day. Sokeers emerged from low underground doorways into factory yards, and sat on steps, and posts, and palings, wiping their swarthy visages, and contemplating coals. The whole town seemed to by frying in oil. There was a stifling smell of hot oil everywhere. The steam-engines shone with it, the mills throughout their many stories oozed and trickled it.

-Charles Dickens, Hard Times, 1854

The historical era most likely referred to in this quotation is the

  • Industrial Revolution
  • Great Awakening
  • French Revolution
  • Enlightenment
slide27

The streets were hot and dusty on the summer day. Sokeers emerged from low underground doorways into factory yards, and sat on steps, and posts, and palings, wiping their swarthy visages, and contemplating coals. The whole town seemed to by frying in oil. There was a stifling smell of hot oil everywhere. The steam-engines shone with it, the mills throughout their many stories oozed and trickled it.

-Charles Dickens, Hard Times, 1854

The historical era most likely referred to in this quotation is the

  • Industrial Revolution
  • Great Awakening
  • French Revolution
  • Enlightenment
slide28

In the nineteenth century, labor unions developed mostly in response to

  • increasing unemployment
  • government ownership of businesses.
  • wages and working conditions.
  • racial and gender discrimination.
slide29

In the nineteenth century, labor unions developed mostly in response to

  • increasing unemployment
  • government ownership of businesses.
  • wages and working conditions.
  • racial and gender discrimination.
slide30

To increase production output during the Industrial Revolution, businesses primarily invested in

  • worker’s wages.
  • machinery.
  • training.
  • marketing.
slide31

To increase production output during the Industrial Revolution, businesses primarily invested in

  • worker’s wages.
  • machinery.
  • training.
  • marketing.
slide32

At the end of the 1800’s colonies were generally seen as

  • place to banish criminals.
  • sign of a country’s relative power.
  • location to train military forces.
  • method for suppressing nationalism.
slide33

At the end of the 1800’s colonies were generally seen as

  • place to banish criminals.
  • sign of a country’s relative power.
  • location to train military forces.
  • method for suppressing nationalism.
slide34

Economically, what enabled Japan to become a colonial power after 1894?

  • Agricultural advances increased the population and forced Japan to look for new lands.
  • Japanese trade wars against the United States removed regional competition for colonies.
  • Industrialization allowed Japan to expend resources on military and colonial expansion.
  • The Japanese were forced to acquire colonies in Asia when European trade was banned.
slide35

Economically, what enabled Japan to become a colonial power after 1894?

  • Agricultural advances increased the population and forced Japan to look for new lands.
  • Japanese trade wars against the United States removed regional competition for colonies.
  • Industrialization allowed Japan to expend resources on military and colonial expansion.
  • The Japanese were forced to acquire colonies in Asia when European trade was banned.
slide36

In 1900, anti-foreign sentiment in China led to an uprising known as

  • Nian Rebellion
  • Boxer Rebellion
  • Taiping Rebellion
  • Sepoy Rebellion
slide37

In 1900, anti-foreign sentiment in China led to an uprising known as

  • Nian Rebellion
  • Boxer Rebellion
  • Taiping Rebellion
  • Sepoy Rebellion
slide38

The collapse of the last Chinese Empire in 1912 was caused by the imperial government’s failure to

  • control foreign influence.
  • educate the masses.
  • enter into alliances with other nations.
  • repel communist guerrillas
slide39

The collapse of the last Chinese Empire in 1912 was caused by the imperial government’s failure to

  • control foreign influence.
  • educate the masses.
  • enter into alliances with other nations.
  • repel communist guerrillas
slide40

Mohandas Gandhi used his philosophy of nonviolent noncooperation in an effort to

  • form a Marxist government in India.
  • convince his fellow Indians to support the Allies in World War II.
  • persuade Pakistanis to separate from India.
  • achieve India’s independence from Great Britain.
slide41

Mohandas Gandhi used his philosophy of nonviolent noncooperation in an effort to

  • form a Marxist government in India.
  • convince his fellow Indians to support the Allies in World War II.
  • persuade Pakistanis to separate from India.
  • achieve India’s independence from Great Britain.
slide42

Why did Great Britain, France, and Russia form the Triple Entente in 1907

  • to protect their colonies from invasion by other nations.
  • to develop an economic alliance based on open markets.
  • to suppress minority nationalists in their own countries.
  • to respond to the increased military power of Germany.
slide43

Why did Great Britain, France, and Russia form the Triple Entente in 1907

  • to protect their colonies from invasion by other nations.
  • to develop an economic alliance based on open markets.
  • to suppress minority nationalists in their own countries.
  • to respond to the increased military power of Germany.
slide44

According to some historians, Europe’s system of alliances prior to 1914 increased the likelihood that

  • democratic ideals would spread throughout the continent.
  • nations would be protected from economic exploitations.
  • colonization of undeveloped nations would cease.
  • small disputes would develop into large-scale wars.
slide45

According to some historians, Europe’s system of alliances prior to 1914 increased the likelihood that

  • democratic ideals would spread throughout the continent.
  • nations would be protected from economic exploitations.
  • colonization of undeveloped nations would cease.
  • small disputes would develop into large-scale wars.
slide46

Why did most of the combat on the Western Front in World War I take place in a relatively small area?

  • There is only a small amount of flat land in all of Europe.
  • The armies became immobile because of trench warfare.
  • Each side cut off the fuel supply of the other.
  • Germany’s military tactics were based on “static warfare”
slide47

Why did most of the combat on the Western Front in World War I take place in a relatively small area?

  • There is only a small amount of flat land in all of Europe.
  • The armies became immobile because of trench warfare.
  • Each side cut off the fuel supply of the other.
  • Germany’s military tactics were based on “static warfare”
slide48

The Schlieffen Plan was designed by the German military to

  • Address U.S. troop deployment in France.
  • strengthen the defense of Germany’s colonies in Africa.
  • neutralize Great Britain’s naval control of the North Sea.
  • avoid the problem of fighting Allied powers on two fronts.
slide49

The Schlieffen Plan was designed by the German military to

  • Address U.S. troop deployment in France.
  • strengthen the defense of Germany’s colonies in Africa.
  • neutralize Great Britain’s naval control of the North Sea.
  • avoid the problem of fighting Allied powers on two fronts.
slide50

How did Russia’s participation in World War I affect its empire?

  • A string of decisive military victories gained land from the Central Powers.
  • Russia’s sale of supplies to its western allies strengthened its economy.
  • The czar adopted the reforms necessary to win support of the Russian people.
  • Economic hardships brought on by the war resulted.
slide51

How did Russia’s participation in World War I affect its empire?

  • A string of decisive military victories gained land from the Central Powers.
  • Russia’s sale of supplies to its western allies strengthened its economy.
  • The czar adopted the reforms necessary to win support of the Russian people.
  • Economic hardships brought on by the war resulted.
standard 10 1
Standard 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

standard 10 2
Standard 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.

standard 10 3
Standard 10.3

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

standard 10 4
Standard 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.

standard 10 5
Standard 10.5

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