reviewforerateston1900-present
Review for Test on Period 6 on 1900 - present CE
(For more information look at Acorn Book handout)
FOR ALL PERIOD TESTS – HISTORICAL THINKING SKILLS WILL BE TESTED INCLUDING:
- Historical Argumentation – students should also be able to evaluate and synthesize conflicting historical evidence to construct persuasive historical arguments
- Appropriate Use of Relevant Historical Evidence - students should be able to consistently analyze such features of historical evidence as audience, purpose, point of view, format, argument, limitations, and context germane to the historical evidence considered. Based on their analysis and evaluation of historical evidence, students should also be able to make supportable inferences and draw appropriate conclusions, placing the evidence in its context.
- Historical Causation - students should be able to assess historical contingency, for example, by distinguishing among coincidence, causation, and correlation, as well as critiquing standard interpretations of cause and effect.
- Patterns of Continuity and Change Over Time - students should be able to analyze and evaluate historical patterns of continuity and change over time, making connections to course themes and global processes.
- Periodization - students should be able to analyze and assess competing models of periodization, possibly constructing plausible alternate examples of periodization.
- Comparison - students should be able to compare related historical developments and processes across place, time, and/or different societies (or within one society), explaining and evaluating multiple and differing perspectives on a given historical phenomenon.
- Contextualization - students should be able to evaluate ways in which historical phenomena or processes relate to broader regional, national, or global processes.
- Interpretation - students should be able to critique diverse historical interpretations, recognizing the constructed nature of historical interpretation, how the historians’ points of view influence their interpretations, and how models of historical interpretation change over time.
Key Concept 6.1 Science and the Environment
I. Rapid advances in science & new technology.
A. New modes of communication and transportation
B. New scientific paradigms
C. The Green Revolution
D. Medical innovations (such as the polio vaccine, antibiotics or the artificial heart)
E. New energy technologies
II. Humans fundamentally changed their relationship with the environment.
A. Humans exploited and competed over the earth’s finite resources more intensely than ever before in human history.
B. Global warming
C. Pollution, deforestation, desertification and rates of extinction accelerated sharply
III. Disease, scientific innovations and conflict led to demographic shifts.
A. Diseases associated with poverty (such as malaria, tuberculosis or cholera) persisted, while other diseases (such as the 1919 influenza pandemic, ebola or HIV/AIDS) emerged as new epidemics and threats to human survival. In addition, changing lifestyles and increased longevity led to higher incidence of certain diseases (such as diabetes, heart disease or Alzheimer’s disease).
B. More effective forms of birth control gave women greater control over fertility and transformed sexual practices.
C. Improved military technology and new tactics led to increased levels of wartime casualties.
Key Concept 6.2 Global Conflicts and Their Consequences
I. Europe dominated the global political order at the beginning of the 20th century, but there were new forms of transregional political organization by the century’s end.
A. Older land-based empires collapsed due to a combination of internal and external factors.
B. Some colonies negotiated their independence.
C. Some colonies achieved independence through armed struggle.
II. Emerging ideologies of anti-imperialism contributed to the dissolution of empires.
A. Nationalist leaders in Asia and Africa challenged imperial rule.
B. Regional, religious and ethnic movements challenged both colonial rule and inherited imperial boundaries.
C. Transnational movements sought to unite people across national boundaries.
D. Within states in Africa, Asia and Latin America, movements promoted communism and socialism as a way to redistribute land and resources.
III. Political changes were accompanied by major demographic and social consequences.
A. The redrawing of old colonial boundaries led to population resettlements.
B. The migration of former colonial subjects to imperial metropoles maintained cultural and economic ties between the colony and the metropole even after the dissolution of empires.
C. The proliferation of conflicts led to genocide and the displacement of peoples resulting in refugee populations.
IV. Military conflicts occurred on an unprecedented global scale.
A. World War I and World War II were the first “total wars.” Governments used ideologies to mobilize all of their state’s resources for the purpose of waging war. Governments also used a variety of strategies to mobilize these populations.
B. The varied sources of global conflict in the first half of the century included: imperialist expansion, competition for resources, ethnic conflict, great power rivalries, nationalist ideologies, and economic crises.
C. The global balance of economic and political power shifted after the end of World War II and rapidly evolved into the Cold War.
D. The Cold War produced new military alliances, and promoted proxy wars.
E. The dissolution of the Soviet Union effectively ended the Cold War.
V. Although conflict dominated much of the 20th century, many individuals and groups — including states — opposed this trend. Some individuals and groups, however, intensified the conflicts.
A. Groups and individuals challenged the many wars of the century, and some promoted the practice of nonviolence as a way to bring about political change.
B. Groups and individuals opposed and promoted alternatives to the existing economic, political and social orders.
C. Militaries and militarized states often responded to the proliferation of conflicts in ways that further intensified conflict.
D. More movements used terrorism to achieve political aims.
E. Global conflicts had a profound influence on popular culture.
Key Concept 6.3 New Conceptualizations of Global Economy, Society and Culture
I. States, communities and individuals became increasingly interdependent, a process facilitated by the growth of institutions of global governance.
A. New international organizations formed to maintain world peace and to facilitate international cooperation.
B. New economic institutions sought to spread the principles and practices associated with free market economics throughout the world.
C. Humanitarian organizations (such as UNICEF, the Red Cross, Amnesty International, Doctors Without Borders or WHO) developed to respond to humanitarian crises throughout the world.
D. Regional trade agreements created regional trading blocs designed to promote the movement of capital and goods across national borders.
E. Multinational corporations began to challenge state authority and autonomy.
F. Movements throughout the world protested the inequality of environmental and economic consequences of global integration.
II. People conceptualized society and culture in new ways; some challenged old assumptions about race, class, gender and religion, often using new technologies to spread reconfigured traditions.
A. The notion of human rights gained traction throughout the world.
B. Increased interactions among diverse peoples sometimes led to the formation of new cultural identities and exclusionary reactions.
C. Believers developed new forms of spirituality and chose to emphasize particular aspects of practice within existing faiths and apply them to political issues.
III. Popular and consumer culture became global.
A. Sports were more widely practiced and reflected national and social aspirations.
B. Changes in communication and transportation technology enabled the widespread diffusion of music and film.
Kinds of questions:
· Identifying and understanding the why things happened when they happened [Historical Causation and Contextualization] e.g.:
- How events led to WWI or WWII or the Cold War or the end of Cold War
- Influences on decolonization movements and their outcomes
- How seemingly unrelated events – discovery of oil, new media – can have affects on geopolitical occurrences
· Identifying and understanding the periodization of this era [Periodization and Patterns of Continuity and Change Over Time skill] e.g.:
o Causes of changes from the previous period and within this period 1900-present as a period;
o Continuities and breaks within the period (e.g., the WWII, Cold War)
· Understanding the debates (both sides) over diverse interpretations in history [Historical Argumentation and Interpretation skills] e.g.:
· Is cultural convergence or diversity the best model for understanding increased intercultural contact in the twentieth century?
- What are the advantages and disadvantages of using units of analysis in the twentieth century such as the nation, the world, the West, and the developing world?
· Identifying and interpreting what is being show in an image or quote [Appropriate Use of Historical Evidence and Interpretation skill] e.g.
o Quotes (of historians or primary sources)
o statistics (graphs or charts)
o maps (movements of people or belief systems)
o the culture, society or belief system being represented in the art look at PowerPoints)
o purposes in the kinds of monumental architecture in the various societies (look at PowerPoints)
· Making comparisons across societies or belief systems [Comparison] e.g.:
- Compare patterns and results of decolonization in Africa and India
- Pick two revolutions (Russian, Chinese, Cuban, Iranian) and compare their effects on the roles of women
- Compare the effects of the World Wars on areas outside of Europe
- Compare legacies of colonialism and patterns of economic development in two of three areas (Africa, Asia, and Latin America)
- Compare nationalist ideologies and movements in contrasting European and colonial environments
- Compare the different types of independence struggles
- Examine global interactions in cultural arenas (e.g. reggae, art, sports)
- Analyze the global effects of the Western consumer society
- Compare the major forms of twentieth-century warfare (guerrilla, high-tech, etc.)
- Assess different proposals (or models) for economic growth in the developing world and the social and political consequences
