By Kristina M. Swann
By Kristina M. Swann
AUTHORKristina M. SwannEXECUTIVE EDITORSLeslie ButeynJanie Haugen-McLaneMANAGING EDITORKaren EllisEDITORSShawna McAllisterLisa A. BastianCONTENT EDITORDr. Thomas ClarkinProfessor of History, San Antonio CollegeCREATIVE DIRECTORDeborah KubeckaART DIRECTORSVanessa LangtonRebeca DuarteILLUSTRATORFian ArroyoPermission to ReproducePermission is granted for the user to reproduce the designated blackline masters. Reproducible pages areindicated by the symbol on the left side of the bottom margin. The reproduction of any part of this program forcommercial use or for an entire school system, hospital system, or institutional system is strictly prohibited. 2006 PCI Education, San Antonio, TX. All rights reserved, including translation.1-800-594-4263 www.pcieducation.com
Table of ContentsIntroductionResearch and StandardsIVVIIILessonsThe Scientific RevolutionThe Age of ReasonWar on Four ContinentsThe American RevolutionThe French Revolution BeginsExecution of a KingNapoleonThe Industrial RevolutionNew Ideas in PoliticsThe West Moves EastDr. Livingstone, I Presume?The Boxer RebellionIndependence for MexicoEurope Moves Toward WarThe Great WarChanges in RussiaPeace After World War IFascism in ItalyHitler Comes to PowerJapan AttacksThe HolocaustThe Atomic BombCommunism Comes to ChinaThe Cold WarThe Arab-Israeli ConflictLatin America in the Twentieth CenturyThe Japanese MiracleApartheid in South AfricaIndependence for IndiaTerrorism Around the 27133139145151157163169Answer Key181175
IntroductionIt is important for students to have a general understanding of how events of thepast helped create the world that exists today. Every student should have theopportunity to understand how the countries of our world developed over time.This knowledge expands students’ appreciation of the world in which they live.The stories of world history are fascinating, exciting, and interesting. However,students sometimes get overwhelmed by the volume of information in theirtextbooks. Unfortunately, some students might “give up” and miss out onsignificant concepts that are being taught. This binder is not intended to replacestudents’ world history texts. Rather, it is meant to complement existing materials.This unique, reproducible binder was designed for students of any age who needhelp learning the basic concepts covered in world history classes. In order to helpstruggling readers understand complex historical events and issues, the lessonsare written at a 3.0–4.5 reading level. These short, high-interest passages andactivities are effective teaching tools for students with learning differences,attention or behavior problems, and limited reading skills. This binder is alsohelpful for at-risk and ESL students.World History Shorts 2 features 30 one-page stories, or shorts, followed byactivity sheets that reinforce the information. The shorts focus on key historicalconcepts and may be used in two different ways. You can use each one-pageshort as an introductory lesson and then use other resources to teach the topicin greater depth. The short can also serve as a brief overview for topics that youneed to cover more quickly than others.Following each short are four activity pages. These activities allow studentsto practice reading-comprehension skills while answering content area recallquestions; interpreting maps, charts, graphs, and time lines; researchingsignificant historical people, places, and events; and expressing opinions throughwriting. The activities include multiple-choice questions, crossword puzzles,short-answer questions, and extension activities. Each short is also accompaniedby a visual activity, which consists of a map, chart, graph, or time line.A quiz follows the four activity pages. The one-page quiz tests students’comprehension and knowledge of the most important information in the shortand includes questions that are written in standardized-test format.Each standards-based short covers a significant person, place, or event inworld history. Included in this binder are lessons on the Scientific and IndustrialRevolutions; the American, French, and Russian Revolutions; European imperialismin Africa and Asia; the rise of Nazism and fascism in Germany, Italy, and Japan;World Wars I and II; the Holocaust; the rise and fall of communism; the Cold War;the Arab-Israeli Conflict; modern Latin America, India, and Japan; terrorist attacksof the 20th and early 21st centuries; and more.World History Shorts 2IV
ObjectivesThe student will be able to: explain the importance of the following dates: 1789, 1914–1918,and 1939–1945. identify turning points in world history such as the Scientific andIndustrial Revolutions; the political revolutions of the 18th, 19thand 20th centuries; and the world wars of the 20th century. describe the political beliefs of Enlightenment thinkers John Locke,Thomas Hobbes, and Baron de Montesquieu. identify the causes and effects of the Seven Years’ War. identify causes and effects of the American, French, andRussian Revolutions. explain the political philosophies of conservatism and nationalism. summarize the causes and effects of European economic andcultural imperialism in Africa and Asia. describe the social class system of Spanish colonies in Latin America. explain the causes and effects of World Wars I and II, specifically therise of Nazism and fascism in Germany, Italy, and Japan; the rise ofcommunism in the Soviet Union; and the Cold War. summarize the worldwide political and economic effects of the spreadand fall of communism. describe the totalitarian regime of the Communists in China. describe the worldwide effects of Japanese militarism. explain the significance of the Manhattan Project. analyze the influence of significant individuals, including NapoleonBonaparte, Winston Churchill, Woodrow Wilson, Adolf Hitler, BenitoMussolini, Vladimir Lenin, Mao Zedong, Harry S Truman, MohandasGandhi, and Nelson Mandela. explain the reasons for the Arab-Israeli Conflict. describe Latin America and Japan in the 20th century. define the word “apartheid.”World History Shorts 2V
Objectives(Continued) describe the tensions heightened by India becoming independent. identify examples of political, economic, and social oppressionand violations of human rights throughout history, including theHolocaust and politically motivated mass murders in China. summarize the terrorist attacks of the 20th and early 21st centuries. put historical events in chronological order. use maps, charts, graphs, and time lines to interpret data. locate important places in the world. explain the influence of geography on historical events.World History Shorts 2VI
How to UseEach lesson includes the following components: a one-page short, four activitypages, and a quiz. The lessons are in chronological order and were designed sothat the teacher can either use all the shorts or choose only certain lessons.ShortsEach of the 30 lessons begins with a one-page short. Give a copy of the shortto each student. The short can be read aloud as a class or in small groups, orit can be read silently by individual students.Activity SheetsEach short has a set of four corresponding activity sheets. Students canrefer to the short while answering the questions. The multiple-choice andcrossword-puzzle activities are made up of reading-comprehension and recallquestions. The visual activity provides students the opportunity to practicereading maps, charts, graphs, and time lines. The extension activity is intendedto make history relevant to real life and asks students to do two tasks. Onetask that some questions require is conducting research. Other questionsask students to think critically. Students can work on the activity sheetsindividually, in pairs, or in small groups.QuizzesEach short is accompanied by a one-page quiz. The quizzes include true/false,multiple-choice, and short-answer questions. As a modification for studentswith special needs and learning differences, you might wish to have studentsuse the short as a reference while they complete the quiz.Answer KeyFor your convenience, an answer key is provided at the end of the binder forthe multiple-choice, crossword-puzzle, visual, and quiz activities. The answerkey shows the correct answers for each of these activities. An answer keyfor the extension activity pages is not included since responses to thesequestions are based on individual students’ research or opinions and will vary.World History Shorts 2VII
Research and StandardsResearch on teaching content to students with special needs and readingdifficulties has shown that modified instructional strategies are critical toimproving comprehension. Sousa notes that teachers should “consider modifyinginstructional strategies to meet the various learning styles and abilities ofstudents with learning problems.” Among the strategies he suggests are to“break the assignment into smaller tasks, adjust the reading level of theclassroom material, relate the new learning to students’ experiences, reducethe number of concepts presented at one time, . and provide practice testquestions for study” (2001). Waldron states “students with learning differencesoften have short attention spans and are so easily distracted that concentrationis eroded. They simply cannot handle the same amount of information asstudents with longer attention spans. For these students, briefer assignmentswith frequent breaks work best to sustain their on-task behaviors” (1992).Each of these research-based strategies has been integrated into World HistoryShorts 2. Students will find the short passages easy to understand due to thecontrolled 3.0–4.5 reading level. Extension activities for each section ofteninclude personal connection questions. Each six-page set of worksheets breaksthe content into small chunks, so the information is easier to understand forstudents with learning differences.World History Shorts 2 meets both state and national social studies standards(including the Expectations of Excellence: Curriculum Standards for Social Studiesdeveloped by the National Council for the Social Studies). As students read theshort passages and complete the worksheets and quizzes, they will meet many ofthe requirements of the ten social studies strands identified by NCSS, particularlythe following: Strand II: Time, Continuity, and Change Strand III: People, Places, and Environments Strand V: Individuals, Groups, and Institutions Strand VI: Power, Authority, and Governance Strand VII: Production, Distribution, and Consumption Strand IX: Global ConnectionsSousa, D.A. (2001). How the Special Needs Brain Learns. Thousand Oaks, CA: Corwin Press, Inc.Waldron, K.A. (1992). Teaching Students With Learning Disabilities. San Diego, CA: Singular Publishing Group, Inc.World History Shorts 2VIII
Name:Date:The Scientific RevolutionUntil the mid-1500s, scientists agreedthat the Earth was the unmoving centerof the universe. The ancient Greekastronomer Ptolemy had come up withthis theory in the second century A.D.His theory was accepted because itseemed like common sense and wentalong with the Church’s views. TheChurch taught that God put Earth inthe middle of the universe. However,scholars made discoveries in the 1500sand 1600s that changed the way peoplethought about science. This time inhistory is called the Scientific Revolution.In 1543, Nicolaus Copernicus published a book that said Ptolemy’s theory waswrong. Copernicus said that the Sun was the center of the universe, not theEarth. He also wrote that Earth was just one of several planets that revolvedaround the Sun. Most scholars did not believe Copernicus’s theory. At that time,all scientific knowledge was based on ancient theories like Ptolemy’s. If Ptolemy’stheory was wrong, all scientific knowledge could be wrong!Over the years, scientists looked for evidence of Copernicus’s theory. In 1609,an Italian scientist named Galileo built a powerful telescope. It had a special lensthat let him see things that had never been seen before. He saw mountains onthe Moon, dark spots on the Sun, and four moons around Jupiter. The four moonsrevolved around Jupiter just like Copernicus said the Earth revolved aroundthe Sun.Galileo was not praised for his amazing discoveries. Instead, the Church wasangry. Galileo’s ideas clashed with the Church’s belief that the heavens did notmove. The Church did not want people to question its teachings. In 1633, Galileowas put on trial. Church officials told him to take back what he said or he wouldbe put to death. Galileo agreed to say that he was wrong and that the Earth wasthe center of the universe. Legend says that Galileo muttered, “And yet Earthdoes move!” as he walked out of the court.Scientists like Copernicus and Galileo started a new way of scientific thinking.Following their example, scholars like Sir Isaac Newton, Sir Francis Bacon, andRené Descartes used a logical approach to solving problems. By the early 1600s,scientists used a process called the scientific method to study the natural world.Scientists collected and measured data and came up with a hypothesis, orpossible explanation for the data. Then, they tested the hypothesis by observingor experimenting. Developed over many years, this step-by-step process is stillused today.P C IR E P R O D U C I B L EWorld History Shorts 21
Name:Date:The Scientific RevolutionMultiple ChoiceCircle the best answer, and write the letter in the box.1. Until the mid-1500s, scientists agreed that was theunmoving center of the universe.A. the SunB. the EarthC. the MoonD. heaven2. In 1543, published a book that said the Sun was thecenter of the universe.A. PtolemyB. The ChurchC. CopernicusD. Galileo3. Through his telescope, Galileo saw .A. mountains on the MoonB. dark spots on the SunC. four moons around JupiterD. all of the above4. When the Church heard about Galileo’s discoveries, it .A. praised Galileo for his workB. included Galileo’s discoveries in its teachingsC. put Galileo on trialD. agreed publicly with Galileo’s findings5. By the early 1600s, scientists used a process called theto study the natural world.A. scientific methodB. science fairC. Scientific RevolutionD. international methodP C IR E P R O D U C I B L EWorld History Shorts 22
Name:Date:The Scientific RevolutionCrossword PuzzleWrite the best answer in each blank, and complete the crossword puzzle.1.2.4.3.6.5.7.8.9.10.ACROSS3. said that Earth was just one of several planets that revolved aroundthe Sun.5. The Church taught that put Earth in the middle of the universe.9. The Church did not want people to its teachings.10. A/an is a possible explanation for measured data.DOWN1. If Ptolemy’s theory was , all scientific knowledge could be wrong!2. The Church taught that the did not move.4. Before Copernicus’s theory, all scientific knowledge was based on ancient theorieslike ’s.6. The scientific is still used today.7. Galileo’s telescope had a special that let him see things that had neverbeen seen before.8. Scientists collected and measured .P C IR E P R O D U C I B L EWorld History Shorts 23
Name:Date:The Scientific RevolutionDiagram – The Scientific MethodUse the diagram to answer the following questions. Write the answers incomplete sentences.1. What should a scientist do before he or she forms a hypothesis?2. What should a scientist do after he or she experiments?3. Why do you think step 7 is included in the scientific method?P C IR E P R O D U C I B L EWorld History Shorts 24
Name:Date:The Scientific RevolutionExtension ActivitiesChoose one of the following activities to complete. Write the answer incomplete sentences.1. Sir Isaac Newton made some important discoveries. Look in yourtextbook, on the Internet, or at the library to find out three facts aboutSir Isaac Newton.2. What would you have done if you were Galileo? Would you have takenback what you said or stood by your discoveries? Explain your answer.3. How might the world be different today if the Scientific Revolution hadnever happened? Explain your answer.P C IR E P R O D U C I B L EWorld History Shorts 25
Name:Date:Quiz: The Scientific RevolutionTrue/FalseDecide if each statement is true or false, and write “true” or “false” in the blank.1. Copernicus published a book that said the Earth was the centerof the universe.2. By the early 1600s, scientists used a process called thescientific method to study the natural world.3. The Church praised Galileo for his discoveries.4. Ptolemy was an ancient Greek astronomer.5. The scientific method is still used today.Multiple ChoiceCircle the best answer, and write the letter in the box.6. A/an is a possible explanation for measured data.A. questionB. methodC. experimentD. hypothesis7. The Church taught that God put the in the centerof the universe.A. SunB. MoonC. EarthD. OceanShort AnswerAnswer the following question in complete sentences.8. List four of the steps in the scientific method.P C IR E P R O D U C I B L EWorld History Shorts 26
Name:Date:The Age of ReasonThe Scientific Revolution helped start anew era called the Enlightenment, or theAge of Reason. People believed reasonand logic could be used to study all areasof life, not just science. Scientists talkedabout the laws that govern nature, sophilosophers looked for laws of humanbehavior. Some Enlightenment thinkersstudied government and politics.Thomas Hobbes and John Locke weretwo English political thinkers who startedthe Enlightenment. Both men had seenthe Civil War and political changes ofEngland in the 1600s. However, they came up with two very different ideas aboutgovernment and human nature.After seeing the violence of the English Civil War, Thomas Hobbes believed that allhumans were naturally selfish. He thought that the best government was one withtotal control over the people. Hobbes thought that people needed government tokeep law and order. Without it, they would fight each other all the time. To avoidthis type of life, people invented government and gave up their rights to a strongruler. Hobbes said that this agreement was a social contract.John Locke had different ideas about government. He thought that people wereresponsible beings who had the natural ability to govern themselves. Locke saidall people were born equal and had three natural rights: life, liberty, and property.He believed that a government’s job was to protect these rights. The bestgovernment had limited power and was accepted by all people. If a governmentdid not protect its citizens’ rights, citizens could overthrow the government.Locke’s idea that a government’s power came from its people was the beginningof modern democracy.In France in the mid-1700s, the Enlightenment reached its height. The Baron deMontesquieu, a French writer, studied politics. He admired Britain’s governmentand spent a lot of time studying it. In his book, The Spirit of Laws, Montesquieuwrote about the British system of government. The book talked about the ideasof executive, legislative, and judicial branches of government; separation ofpowers; and checks and balances. Later, Americans used these ideas to writethe U.S. Constitution.The thinkers of the Age of Reason did not like old beliefs. They thought thingslike the divine right of kings and strict class systems were unreasonable.Enlightenment thinkers came up with new ideas about government, religion,economics, and society. These theories inspired the American and FrenchRevolutions and other revolutions of the 1800s.P C IR E P R O D U C I B L EWorld History Shorts 27
Name:Date:The Age of ReasonMultiple ChoiceCircle the best answer, and write the letter in the box.1. Philosophers of the Enlightenment wanted to use inall areas of life
The French Revolution Begins 25 Execution of a King 31 Napoleon 37 The Industrial Revolution 43 New Ideas in Politics 49 . use the short as a reference while they complete the quiz. Answer Key For your convenience, an answer key is provided at the end of the binder for the multiple-choice, crossword-puzzle, visual, and quiz activities. The answer
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Puthoff suggests that this idea came about due to a meeting with psychic Ingo Swann who had read some proposal of Puthoff’s about quantum processes in biology. This, like so much involving SRI, is a complete fabrication. In fact, Puthoff and Swann were both high level members of the Church
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This Swann IP Video camera is compatible with the NVR8-7200 8CH NVR. Swann will ensure that this camera will be compatible with future NVR models released. Note: If you connect this camera to our NVR4-7000 model, the maximum capture resolution is 1280 x 960. Introduction
