AP EUROPEAN HISTORY

READING: CHAPTER 20, PAGES 562 TO 588 AND CHAPTER 22, PAGES 620 TO 650

AP EUROPEAN HISTORY

MERCANTILISM AND THE RISE OF CAPITALISM, THE INDUSTRIAL REVOLUTION - FOCUS QUESTIONS 1. What were some of the results of the opening of the Atlantic to commerce with Europe 2. What kind of goods could be produced with the new technological advances 3. Why was Newcomen’s pump considered a radical invention. 4. Which countries held overseas colonies. Who led in exploration and expolitation? 5. What was the result of the commercial revolution that increased production brought about by `precious metals coming from the Americas? 6. What were the two new social classes developed by the Industrial Revolution 7. What were the parts of the theories of Marx? 8. What three countries established colonial empires during the 18th century? 9. What country led the Industrial Revolution? Why? 10. What were some of the advances in energy during the Industrial Revolution? 11. Define Marxism, liberalism, radicalism, conservatism, socialism 12. Who were the Utopian socialists? Thomas Malthus? David Ricardo?

AP EUROPEAN HISTORY: THE INDUSTRIAL REVOLUTION

TOPICS AND TERMS Mercantilism and the Rise of Capitalism: The Industrial Revolution - mercantilism, rise of capitalism - the Commercial Revolution - inflation - cash crops - rise of capitalism - capital - chartered companies - joint-stock companies - limited liability - the bourse - mercantilism - theory of mercantilism - bullionism - balance of trade - mother country - essential industries - overseas colonization - aka Old Imperialism - the Industrial Revolution - agricultural revolution in England - the enclosure movement - Jethro Tull - industrial proletariat - technical advances - energy - water, coal, steam engines - textiles - fly shuttle, spinning jenny, water frame, steam engine, cotton gin - coal - steam pump, improved pump - transportation - steamship, railroads, canals - Oil - internal combustion engine - Results of the Industrial Revolution - increased production, availability of manufactured goods - bad working conditions, sweat shops - the Sadler Commission - Luddities - effects on class and gender - industrialists/capitalists - child labor laws - Jeremy Bentham - utilitarianism - women and children’s rights - feminism - theories of economics - Adam Smith - Wealth of Nations - laissez-faire - Thomas Malthus - David Ricardo - Iron Law of Wages - Utopian Socialists - “dismal science” - Robert Owen - Comte de Saint-Simon - technocrats - Karl Marx - Hegelian dialectic - Dialectical materialism - communism - Class Struggle - inevitable revolution - surplus value theory - dictatorship of the proletariat - the Technical Revolution - mass production - consolidation - big business - population shift - partial list of inventors - John Kay - James Hargreaves - Richard Arkwright - Eli Whitney - Thomas Newcomen - James Watt - Robert Fulton - George Stephenson

HONORS WORLD HISTORY: THE INDUSTRIAL REVOLUTION

TOPICS AND TERMS - First Industrial Revolution - Richard Arkwright - water frame - spinning wheel - factory system - capitalism - entrepreneurs - capital - Great Britain - Thomas Newcomen - steam engine - James Watt - George Stephenson - Manchester to Liverpool - Robert Stephenson - locomotive - Robert Fulton - steamship - Hudson River - immigrant - emigrant - Second Industrial Revolution - Bessemer process - Brooklyn Bridge - skyscrapers - Ned Ludd - Luddites - Cyrus McCormick - reaper - Eli Whitney - cotton (en)gin(e) - enclosure movement - Jethro Tull - Samuel F.B. Morse - telegraph - Alexander Graham Bell - telephone - Marconi - radio - urbanization - Charles Darwin - Domestic System - Lord Shaftsbury - Mary Wollstonecraft - Frankenstein - unions

HONORS WORLD HISTORY: THE SHAPING OF MODERN EUROPE

FOCUS QUESTIONS 1 What four nations were prepared to use military forces to crush revolts in other nations? 2. Name the social classes that tended to support liberalism. 3. What countries were involved in the Crimean War? What were the causes of the war? 4. Describe how Otto von Bismarck contributed to German unification 5. How did the Crimean War contribute to the Italian and German unification?

HONORS WORLD HISTORY: THE SHAPING OF MODERN EUROPE

Reading: Section 3, pp 271 - 279

HONORS WORLD HISTORY: THE SHAPING OF MODERN EUROPE

TOPICS AND TERMS - Confederation of the Rhine - German Confederation - Carlsbad Decrees - Otto von Bismarck - Chancellor - Prime Minister - “blood and iron” - Iron Chancellor - North German Confederation - German Empire - Emperor Bismarck - Southern Italy - Bourbon Dynasty - Central Italy - Papal States - Northern Italy - Austria - Kingdom of Sardinia - Carbonari - Joseph Mazzini - Young Italy - King Victor Emmanuel I - Count Cavour - Napoleon III - Venetia - Giuseppe Garibaldi - Great Britain - Crimean War - House of Commons - House of Lords - Benjamin Disraeli - William Gladstone - suffrage - social security laws - Queen Victoria - veto - France - Franco-Prussian War - Third French Republic - bicameral - Senat - House of Deputies - Premier - Germany - Emperor William II - Austria-Hungarian Empire - Emperor Franz Joseph - Hapsburgs - Croats - Poles - Serbs - Czechs - Slovaks - Russian Empire - Czar Nicholas I - Dardenelles - Czar Alexander II - mir - Poland - Czar Alexander III - Nicholas II - Russify - Poles - Lithuanians - Ukrainians - Finns - Jews - Russian Orthodox Church - Russo-Japanese War - Duma - Turkish Empire - Greece - Serbia - Bulgaria - Albania - Rumania - Young Turks -

AP European History: The French Revolution, Napoleon and the Congress of Vienna

Focus Questions 1. Before the Revolution, did France’s wealth and size of population give any warning of the problems to come? 2. What caused the outbreak of the Revolution? 3. What is the difference between the storming of the Bastille and the Tennis Court Oath 4. Arrange these in chronological order: convening of the Estates General, Declaration of the Rights of Man and the Citizen 5. What were the three stages of the Revolution? 6. What document alienated the French Church and her believers? 7. Arrange these in chronological order: Consulate, National Assembly, Directory, National Convention. 8. When it was all over, how many died during the Reign of Terror? 9. Did the Revolution end the legal inequities between the classes? If so, how? If not, Why? 10. What were some of Napoleon’s positive accomplishments? 11. What was the purpose of the Continental System? 12. How did Napoleon make the Revolution an international movement? 13. How did the Congress of Vienna restore the balance of power in Europe. 14. Who were the important members of the Congress of Vienna. Which dominated the proceedings? 15. What did the map of Europe look like in 1789? 1800? 1815? 11. Define agnosticism, atheism, rationalism, deism 12. What role did Voltaire play in enlightenment thinking? 13. Which philosophes were influential in spreading Enlightenment thinking to the Americas?

AP European History: The French Revolution, Napoleon, and the Congress of Vienna

Topics and Terms - The French Revolution - the Old Regime - the First Estate - the Second Estate - the Third Estate - the First or Moderate Stage of the Revolution (1789-1792) - meeting of the Estate General - creation of the National Assembly - Tennis Court Oath - storming of the Bastille - abolishment of feudalism and manorialism - Declaration of the Rights of Man and the Citizen - Constituent Assembly - march on Versailles - seizure of Church and monastery lands - Civil Constitution of the Clergy - Flight to Varennes - Declaration of Pillnitz - the Second or Radical Stage of the Revolution (1792-1795) - the Legislative Assembly - Wars of Revolution - Brunswick Manifesto - storming of the Tuileries - the First French Republic - the First Coalition - Jacobins and Girondists - National Convention - Maximilien Robespierre - Louis XVI and Marie Antoinette - The Enrages - Committee of Public Safety - Republic of Virtue - Danton - the Final or Reactionary Stage of the Revolution (1795-1798) - The Thermidorian Reaction - The Directory - Napoleon - the Consulate - the Concordat - Code Napoleon - merit system - victories in Italy - victories in Germany - Confederation of the Rhine - the Continental System - War with Spain - war with Russia - the Grand Armee - collapse of Napoleonic Empire - Battle of Leipzig - aka Battle of Nations - abdication of Napoleon - Frankfurt proposals - Bourbon dynasty - Louis XVIII - island of Elba - the Congress of Vienna - rule of legitimacy - Clemens Von Metternich - Viscount Castlereagh - Czar Alexander - Prince Hardenberg - Foreign Ministeer Tallyrand - settlement of the Napoleonic Wars - the Hundred Days - Concert of Europe - aka Quadruple Alliance

HONORS WORLD HISTORY

THE BENEVOLENT DESPOTS OF EUROPE, THE RUSSIANS, THE BIRTH OF MODERN SCIENCE, YEARS OF REVOLUTION AND CHANGE, REVOLUTIONS IN LATIN AMERICA TOPICS AND TERMS Hapsburgs, Austria-Hungary, Bohemia, Maria Theresa, absolute rulers, Joseph II, benevolent, despot, Hohenzollerns, Prussia, Frederick William, militaristic ,Frederick the Great, Spanish Bourbons, Mongols, Ivan the Great, Ivan the Terrible, steppes, Cossacks, Black Sea, Siberia, Greek Orthodox Church, , Romanov dynasty, Peter the Great, Azov, Baltic Sea, Moscow, St. Petersburg, westernize, Catherine the Great, geocentric, Copernicus, heliocentric, Galileo Galilei, Tycho Brahe, Johann Kepler, Vesalius, William Harvey, Simon Stevin, Rene Descartes, analytic geometry, Wilhelm Leibnitz, Isaac Newton, calculus, law of falling bodies, William Gilbert, Benjamin Franklin, Allesandro Volta, Robert Boyd, Joseph Priestly, Antoine Lavoisier, Jamestown, Georgia, town meetings, New England, Middle Colonies, Southern Colonies, plantations, French and Indian War, taxation without representation, Parliament, Declaration of Independence, Thomas Jefferson, American Revolution, France, Spain, Netherlands, democracy, New World, viceroys, Napoleon Bonaparte, Venezuela, Francisco Miranda, Simon Bolivar, Columbia, Bolivia, Ecuador, Argentina, Chile, Peru, Jose de San Martin, Bernardo O’Higgins, Portugal, Mexico, Haiti, West Indies, Cuba, Puerto Rico, James Monroe, Monroe Doctrine, Theodore Roosevelt, Panama Canal Zone, A Man, A Plan, A canal, Panama

HONORS WORLD HISTORY: THE AGE OF EXPLORATION

TOPICS AND TERMS Reconquista, Marco Polo, astrolabes, Prince Henry the Navigator, Sagres, plantation, Bartholmeu Dias, Cape of Good Hope, Vasco de Gama, Mozambique, Columbus, King John II of Portugal, Ferdinand and Isabella, Nina, Pinta, Santa Maria, Arawaks, Hispaniola, Haiti, Dominican Republic, Admiral of the Ocean Sea, West Indies, East Indies, Vikings, Leif Ericson, Vinland, Pope Alexander VI, Line of Demarcation, Treaty of Tordesillas, Amerigo Vespucci, Juan Ponce de Leon, Isla de las Pascuas, Florida, Vasco Nunez de Balboa, The Great South Sea, Ferdinand Magellan, Strait of Magellan, Mar Pacifico, Juan Sebastian del Cano, conquistadors, Hernan Cortes, Montezma, Quetzalcoatl, Malinche, Tenochtitlan, Cuauhtémoc, Incas, Pizzaro, Atahualpa, Viceroy, El Dorado, Seven Cities of Cibola, Hernando de Soto, Francisco de Coronado, Zuni Indians, encomiendas, peons, caciques, Bartalome de las Casas, Pedro Cabral, Northwest Passage, King Henry VII of England, John Cabot, Henry Hudson, New Netherlands, Dutch Guiana (Surinam), Dutch East Indies Co., Dutch West Indies Co., English East Indies Co., Puritans, Quakers, Jamestown VA., House of Burgesses, Francis I of France, Jacques Cartier, St. Lawrence River, New France, Quebec, Samuel de Champlain, Father of New France, Louis Joliet, Jacques Marquette, LaSalle, Louisiana, St. Domingue, Haiti, French and Indian War, 1763 Treaty of Paris, circumnavigate, bullion, monopoly

AP EUROPEAN HISTORY: THE REFORMATION

TOPICS AND TERMS - Chronological Overview of Events, Personalities, Ideas - Johann Tetzel - indulgences - Martin Luther - 95 Theses - Salvation by faith alone - Bible is the ultimate authority - Grace of God brings absolution - Baptiism and communion are the only valid sacraments - transubstantiation - consubstantiation - Clergy is not superior to the laity - Church should be subordinate to the state - papal bull - Pope Leo X - Emperor Charles V - Frederick the Wise - the Diet of Worms - Lutheranism spreads - Franz von Sickengen - Peasants' War - anabaptists - millennarians - Albert of Brandenburg-Prussia - the Diet of Speyer - League of Schmalkalden - Huldreich Zwingli - Peace of Cappel - Pope Paul III - reform popes - Act of Supremacy - Anglican Church - Henry VIII - Catherine of Aragon - Thomas Cranmer - Anne Boleyn - abolition of monastaries in England - John Calvin - Institutes of the Christian Religion - Predestination - elect or saints - conversion - Puritan or Protestant ethic - Church government - theocracy - England - Statute of the Six Articles - Mary Tudor - Puritan Revolution - Presbyterians - Huguenots - Calvinists - Separatists - Catholic and Counter-Reformations begin (1540s) - Ignatius Loyola - Jesuits (Society of Jesus) - Spanish and Italian Inquisitions - Index of Prohibited Books - Council of Trent - salvation by good works and faith - seven sacraments valid - religious authority is with the Bible, traditions of the Church, writings of Church fathers - Monasticism with celibacy, purgatory reconfirmed - principle of indulgences upheld but abuses corrected - Peace of Augsburg - Cuius regio, eius religio - Results of Protestant Reformation - Northern Europe - unity of Christianity shattered - Wars of Religion - Protestant spirit of individualism - Protestantism justified nationalism - The Thirty Years War (1618-1648) - the four phases - the Bohemian Phase - the Danish Phase - the Swedish Phase - the French-Swedish Phase - the Peace of Westphalia - effects of Thirty Years War - Germany ` - Balance of Power politics - the Hapsburgs - slowing of Catholic and Counter Reformations

AP EUROPEAN HISTORY: THE REFORMATION

FOCUS QUESTIONS: Protestant Reformation, Catholic and Counter-Reformations, Wars of Religion (1517-1648) Practice Questions for Discussion 1 "Calvin's doctrines were a radical departure from those of both the Roman Catholic Church and Lutheranism" Evaluate this statement. 2. "The reformation was caused by long-term political, social, and economic developments" Discuss this statement. 3. "The Catholic and Counter Reformations attempted not only to reform the Church but to suppress heresy" Defend or refute this statement 4. "The Protestant emphasis on one's personal relationship with God was a logical outgrowth of the Renaissance" Assess the validity of this statement. 5. "Protestantism spread with the growth of nationalism" Discuss this statement. 1. This question leaves some room for choice. In evaluating the statement, one may choose to compare the doctrines on salvation of each of these Christian sects. In his stand against the indulgences, Luther departed from Roman Catholic doctrine and from Church tradition. Calvin argued still another view. The question could be approached through this issue alone. Another way to attack the question would be through the differing relations of each of these sects to the issues of religion and the state and of church government. A clear contrast can be shown among the three. 2. The "discuss" essay is, by nature, less focused than other variations. Like the others, it requires that the student take a stand on the statement; unlike the others, it does not narrow the possible approaches. Choices bring opportunities and dangers. This type requires strict organization. In this particular question, the crucial term is "caused." Any great historical event is brought about by multiple and complex developments. There are the long-term causes. For instance, corruption among Church officials and the influence of Renaissance ideas are long-term causes of the Reformation. But people - personalities- are often at the center of immediate causation. Immediate causes are actions that precipitate great events. Tetzel's sale of indulgences provoked Luther to issue his 95 Theses. 3. In a "defend or refute" essay, it is still possible to present a mixed argument - party for, partly against. After all, there are few human endeavors that do not encompass the whole range of moral possibility. To "reform" implies a noble goal for a noble institution; to "suppress" implies the application of power for the denial of freedom. The point to remember with this question is not to make moral judgments but rather to consider the varying roles of individuals and organizations during the Catholic response to Protestantism. 4. A reminder: to "assess validity" is to determine whether a statement is true or false, or partly both. The pivotal concept in this statement is "logical outgrowth." Consider its implications before choosing an approach. Does it mean a necessary effect? Or the result of one influence among many? In order to answer this, the student must be familiar with the Renaissance ideas that emphasized individuality as well as how they differed with notions of the preceding age (the medieval period). These ideas must then be linked as influences for various Protestant theological or social concepts that differed from Roman Catholic views. This is a tough question. It would be easy to fall into the trap of over-simplifying by jumping to conclusions based on a superficial knowledge of complex ideas and doctrines. 5 This question implies a link between what would appear, at first glance, to be two diametriccally opposed forces: the spiritual and the political. Of course, religion has influenced politics throughout the ages; it continues to in our own country. It is less common or at least appears to be for politics to influence the growth of a new religion or, more accurately, a new dogma. The key to answering this question is an understanding of the changed attitudes and political relationships in the 16th century and of the way Protestantism fostered nationalism.

AP EUROPEAN HISTORY: RECOMMENDED WORKBOOKS

TO THE PARENTS OF MY AP EUROPEAN HISTORY STUDENTS. IN ADDITION TO THEIR TEXTBOOKS AND WEEKLY LECTURES, I HIGHLY RECOMMEND THE PURCHASE OF AP EUROPEAN HISTORY WORKBOOKS. MY CHOICE WOULD BE THE LATEST EDITION OF "5 STEPS TO A 5." I HAVE PLACED A LINK TO THE BARNES AND NOBLE WEBSITE FOR THIS BOOK BELOW. IT WILL SHOW YOUR STUDENT WHAT IS NECESSARY TO PASS THE AP TEST IN MAY, AS WELL AS MANY PRACTICE QUIZZES FOR EACH UNIT OF INSTRUCTION. THE BOOKS RETAIL FOR LESS THAN $20 AND IS A GOOD INVESTMENT FOR YOUR STUDENT. THANK YOU FOR YOUR CONTINUED SUPPORT FOR YOUR STUDENT IN THIS VERY DIFFICULT CLASS. MR. BURCIAGA LINK TO BARNES AND NOBLE: http://www.barnesandnoble.com/w/5-steps-to-a-5-ap-european-history-2014-2015-edition-jeffrey-brautigam/1113863597?ean=9780071803786

HONORS WORLD HISTORY: THE RENAISSANCE

TOPICS AND TERMS patrons, humanities, Petrarch, scholastics, Cervantes, Utopia, Erasmus, Gutenberg, tempera, Raphael, Hamlet, perspective, Mona Lisa, frescoes, Vatican, Renaissance, Machiavelli, anachronism, Thomas More, Pieta, humanism, pious, Sistine Chapel, Lorenzo de Medici, Jan van Eyck, Baldassare Castiglione

HONORS WORLD HISTORY: THE RENAISSANCE

FOCUS QUESTIONS: 1. How did Renaissance thinkers think the individual was defined? Explain how this idea can be compared with the value of an individual in ancient Roman and medieval (Middle Ages)European societies? 2. How did Leonardo da Vinci’s notebooks reflect humanist themes? 3. How did an interest in humanism lead to the development of new art techniques? 4. How did the printing press encourage the spread of ideas? 5. Why did people begin to question the Church during the Renaissance? Due the day of the test. Test date to be determined.

AP EUROPEAN HISTORY: THE RENAISSANCE

READING: CHAPTER 12: RECOVERY AND REBIRTH: THE AGE OF THE RENAISSANCE, pages 313 - 344 After having read the "how to" posting on focus questions, answer the focus questions and the Critical Thinking question on page 313. All work will be due on the day of the test. Test date to be determined, so you have a lot of time to absorb all this information. I warned you when this class first started that after the Middle Ages, this class will become three times harder. Now you're going to have to really work, individually and together.

AP EUROPEAN HISTORY: THE RENAISSANCE

Here are your first set of topics and terms...I apologize in advance if there are repeats (which I fully expect there will be). At the end of this unit, you should know what each term and name means. Topics and Terms - The Italian Renaissance - The Italian City-States - the major city-states - Republic of Genoa - Duchy of Milan - Rome, the Papal States - Naples, Kingdom of the Two Sicilies - Venice, Venetian Republic - the Medici Family - Giovanni - Cosimo - Lorenzo the Magnificent - Individualism, A New Conception of Humankind - man is the measure of all things - virtu - The Arts as an Expression of Individualism - Filippo Brunelleschi - Leon Battista Alberti - Lorenzo Ghiberti - Giotto - Massaccio - Botticelli - Raphael - The Greatest of the Great - Leonardo da Vinci - Michelangelo Buonarotti - Humanism - Petrarch - Boccaccio - Bruni - Baldassare Castiglione - Niccolo Machiavelli - The Prince - The Northern Renaissance - Germany - science and technology - Gutenberg - Regiomontanus - Behaim and Schoner - Copernicus - mysticism - Meister Eckhart - Thomas a Kempis - Gerard Groote - Erasmus - In Praise of Folly - England - Elizabeth I - Christopher Marlowe - Edmund Spenser - Francis Bacon - William Shakespeare - Henry VIII - Sir Thomas More - Utopia - France - Hundred Years' War - Louis XI - Charles VIII - Louis XII - Francis I - Henry II - Rabelais - Montaigne - Spain - Moors - Reconquista - Miguel de Cervantes - Don Quixote - Lope de Vega - Bartolome Estaban Murillo - Domenikos (El Greco) - Diego Velazquez - Francisco Suarez Miscellaneous Venice, Milan, Rome, Genoa, Florence, Petrarach, Bellini, Medici, Sforza, Condottieri, Patron, Quatrocentro, Manorialism, Cloister, Virtu, Botticcelli, Raphael, Bruni, Michaelangelo Buonarroti, Massaccio, Renaissance mysticism, Sir Thomas More, Erasmus, Luther, Miguel Cervantes, Francois Rabelais, secularism, individualism, classicism, humanism, Castiglione, Thomas Aquinas, Lorenzo the Magnificent, Humanities, Petrarch, Scholastics, Renaissance Man, Machiavelli, The Prince, Isabella d’Este, Gutenberg, Vernacular, Cervantes, Shakespeare, Giotto, Brunelleschi, Jan van Eyck, Raphael, Madonna, Pieta, Pope Julius II, Sistine Chapel, Da Vinci, Brueghel, Rembrandt, Durer, Hans Holbein, King Henry VIII

AP EUROPEAN HISTORY: THE RENAISSANCE

AP EURO: THE ITALIAN AND NORTHERN RENAISSANCE FOCUS QUESTIONS This is the first of many focus questions from each unit. This posting will help you answer the questions posed to you, and what they mean by “to what extent,” “explain,”, etc. You do not have to answer these....just understand what will be required of you when you DO answer future focus questions. 1. To what extent and in what ways did the Italian Renaissance result from Italy's geographic advantage in he world trade of the 15th century? 2. "Although the term "renaissance" is misleading, the modern world began with Renaissance secularism and individualism." Assess the validity of this statement 3. Explain why Machiavelli's The Prince is both one of the most misinterpreted books of modern times and the first modern treatise in political science 4. Contrast and compare the Italian and Northern Renaissance 5. Analyze how the Northern Renaissance gave rise to two diverse trends: religious mysticism and revival and science and technology. 1. "Geography is destiny" So it is said. And the strategic location of Italy, a peninsula jutting into the Mediterranean, gave it advantages in the world trade of the 15th century. "How and how much" are the questions to answer here. The clues are inherent in the geography. With what parts of the world did the Europeans carry on trade at this time? Why did Italy have an advantage? What were the rewards of that advantage? How were those rewards instrumental in fostering the greatest brief period of creativity in history? 2. "To judge the value" or "determine the truth:" of this statement, you must ascertain why the term "renaissance" may be misleading and what the "modern world" is. Then you must determine whether or not the modern world began with secularism and individualism. Can we claim that any era, especially one so complex, began at a specific time or with a few ideas? Did these concepts affect other developments - the Reformation, for instance? This abstract question requires careful thought and organization to answer. 3. "Explain" offers no choice. You must "make clear," or "detail," and "offer meanings, causes, reasons for." The essence of the book is in the phrase "The welfare of the state justifies everything....." Is this equivalent to arguing that the end justifies the means? What was Machiavelli's purpose in writing the book? How did his methods of observation and his arguments make it the "first modern treatise in political science?" Would medieval philosophers have considered the same issues? If so, what would their arguments be based upon? 4. "Show differences"; "examine similarities." In showing the differences, consider how each began, which influenced which, how their emphases differed, how they interpreted common concepts differently, how they expressed their differences. How did the art and literature of each differ? How did the personalities vary - who was the "ideal Renaissance man: in Italy, in Northern Europe? What were the accomplishments of each? In examining similarities, consider common concepts such as "individualism" and "secularism"; look for similarities in their religious commitments, in their artistic and literary techniques and themes, in their approaches to defining human life. 5. In this case, analyze means primarily to "determine the relationships" between the Northern Renaissance and two glaringly different approaches to the human condition: religion and science. How did the study of ancient texts - specifically Hebrew and Greek versions of the Bible and the writings of the early Church Fathers - revitalize religious devotion? How did the concept of "individualism" encourage the very personal religious experience of mysticism? How did "individualism" and "skepticism" give rise to modern science? Why did the revival of religion and the growth of mysticism occur primarily in Northern Europe? Was Italian religious devotion centered on the arts? Did the papacy have less sway in the North? Why did Northern Europe give birth to modern science? Was the desire to understand and control nature the Northern counterpart to Italian virtu or richness of the human spirit? Was it a tradition that began with the mathematician Regiomontanus and evolved into the Copernican formula for a heliocentric universe?

HONORS WORLD HISTORY: THE LATE MIDDLE AGES

Reading: page 154, European Civilization in the Middle Ages, to page 159. As usual, do the Reading Checks on pages 155,156, 157 and 159. Also do the Geography Skills on page 157. You do NOT have to do the Section 4 Assessment. Due Monday, October 7, 2013.

AP EUROPEAN HISTORY - THE LATE MIDDLE AGES

READING: CHAPTERS 9, 10, AND 11 STOP GRUMBLING. YOU HAVE TONIGHT, THURSDAY, FRIDAY, SATURDAY AND SUNDAY TO DO THE READING. THAT'S PLENTY OF TIME. IF THIS WERE A REAL COLLEGE CLASS, IT WOULD BE MUCH WORSE. MR. B

AP EUROPEAN HISTORY AND HONORS WORLD HISTORY - THE LATE MIDDLE AGES

crusades, Venice, Genoa, Padua, Scandinavia, champagne, money changers, toll, privateers, castle = burg, burghers, charter, merchant guilds, town council, apprentices, journeyman, master, masterpiece, artisans, Huge Capet, Philip Augustus, Normandy, Anjou, Louis IX, Anglo/Saxons, Alfred the Great, Danes, William, Duke of Normandy, Normans, Battle of Hastings, William the Conqueror, Henry II, English Common Law, King John, Magna Carta, scholars, scholasticism, Peter Abelard, Eloise, Thomas Aquinas, University of Bologna, University of Paris, academic freedoms, Bachelor’s, Master’s, Doctorate (PhD), Roger Bacon, scientific method, magnetic compass, rudder, spinning wheel, mechanical clock, button, gunpowder, water power, windmill, Romanesque, gothic, cathedrals, epics, vernacular, patois, Beowulf, El Cid, Song of Roland, Dante, Chaucer, The Divine Comedy, Canterbury Tales, Order of the Bridge Builders, interest, profit, Pope Innocent III, friars, Dominicans/St. Dominic, Franciscans/St. Francis,

HONORS WORLD HISTORY

READING: pp. 154-157 Answer the Reading Check on pages 155, 156, and 157 Answer Geography Skills on page 157

AP EUROPEAN HISTORY

READING: pp. 169-186, and 198-218

HONORS WORLD HISTORY

READING ASSIGNMENT: PAGES 153 - 154 ANSWER GEOGRAPHY SKILLS AND READING CHECK, BOTH ON PAGE 154

AP EUROPEAN HISTORY

READING ASSIGNMENT: PAGES 191 - 196

HONORS WORLD HISTORY: ROME

ROME READING: WORLD HISTORY: MODERN TIMES CHAPTER 1 SECTION 3: ROME AND THE RISE OF CHRISTIANITY, PAGES 144 TO 151 ASSIGNMENTS; GEOGRAPHY SKILLS, PAGES 147, 149, CHART SKILLS PAGE 150, AND SECTION 3 ASSIGNMENT PAGE 151, 1 THROUGH 8. EXTRA CREDIT: GEOGRAPHY SKILLS PAGE 125, PICTURING HISTORY PAGE 127, AND CHAPTER 1, SECTION 1 ASSESSMENT PAGE 129, 1 THROUGH 8

AP EUROPEAN HISTORY: ROME

ROME READING ASSIGNMENT: Western Civilization, Chapters 5 & 6, pages 106 - 163 The Roman Republic The Roman Empire Be sure to include in your reading the picture captioning, chronology boxes, maps, and primary source readings on pages 112, 113, 117, 119, 122, 124, 126, 131, 138, 139, 143, 144, 149, 153, 155, 156, and 160.

AP EUROPEAN HISTORY AND HONORS WORLD HISTORY

NOTES FOR UNIT 1: THE BIRTH OF CIVILIZATIONS WORLD HISTORY NOTES #1 & 2 THE BIRTH OF CIVILIZATIONS - Early man identified by tools and fossils, etc. - Paleolithic Old Stone Age - @ 2 million years ago - people nomadic - hunter/gatherers - developed language - developed religion @ 10,000 years ago Neolithic era - New Stone Age - 1st farmers - better tools and buildings - cloth & pottery - domesticated animals - fire - trade between villages - invention of the wheel - copper working invented - then bronze from mixing metals - The Bronze Age - associated with ancient Greece - Many civilizations began close to rivers - four great river valleys - Egypt - Nile - China - Yellow - India - Indus - Mesopotamia - Tigris and Euphrates - The Fertile Crescent - Mesopotamia - “the land between two rivers” - polytheistic - trade was very important (barter system) - Sumer the first great city of Mesopotamia - Sumerians invented writing - cuneiform - 2350 BCE - Sumerians conquered by Sargon the Great of Akkad - he established the first Empire - other civilizations progressed into city/states - Mesopotamians invented multiplication, division, geometry, astronomy - 1792BCE it was unified under one ruler in the city/state called Babylon - ruled by Hammurabi - codified laws, some used today - Stele of Hammurabi Egypt - another center of civilization was in the Nile River valley - farms sprang up due to rich fertile soil after flood - Egypt’s Gift of the Nile - the farms turned to villages, then to 2 kingdoms - Upper Egypt and Lower Egypt - around 3100 BCE Menes brought the two together - changed his name to Narmer - he was considered the first Pharaoh - Egyptian civ. continued for at least 30 dynasties - after Menes, there were three periods of strong dynasties - The Old Kingdom - 2686- 2181 BCE - Age of the Pyramids - The Middle Kingdom - 2040 - 1786 - trade flourished during this time - w/Syria, Palestine & Crete - The New Kingdom - 1570-1090 - the Egyptian Empire established - from Euphrates south to Africa - while rulers changed, the culture remained same - for 3000 years - religion played important part of life - government was a theocracy - were polytheistic - believed gods influenced forces of nature - legend of Osiris, Isis, Horus, Seth, Anubis - believed in life after death - source of the mummy ritual - entrails taken out and put in canopic jars - brain whipped by stick and sucked out of nose - body left to soak in natron for more than 70 days - kind of salt - leaves body dark and rigid - then body wrapped and put in sarcophagus - and buried - hence the pyramids - Khufu or Cheops - Khafre - Menkaure - family members were buried in mastabas - the first designer of pyramids was Imhotep - built several pyramids for the Pharaoh Zoser - several survive today - notably the step pyramid of Saqqara - they invented hieroglyphics - writing on papyrus - sometimes on cartouches - developed a calendar more accurate then Sumerians - engineers used geometry - to build and plan irrigation works - they were first to use stone columns - the remains of their architecture is proof, well built - by 1200 BCE their power had peaked - others were coming into power.

AP UNITED STATES HISTORY

MALCOLM X SHORT ANSWER QUESTIONS 1. How does Malcolm X’s understanding of racial identity change over the course of his life? Consider the different phases of Malcolm’s life. 2. How does Malcolm X’s view of white people change over the course of his life, and why? Consider the different phases of Malcolm’s life. 3. What role do women play in the autobiography of Malcolm X 4. How and why and by whom was Malcolm X assassinated ? 5. Why is Malcolm X famous? 6. Why did Malcolm Little change his name to Malcolm X? 7. Why did Elijah Muhammad suspend Malcolm X from the Black Muslim movement? 8. What impact did Malcolm X have on the civil rights movement? 9. What did Malcolm X and Dr. Martin Luther King talk about? 10. Summarize Malcolm X’s life. 11. Who was Malcolm X’s white girlfriend? According to Malcolm, what significance was there about her? 12. How did Malcolm X differ from Martin Luther King, Jr.? 12. What effects did Malcolm X have on society? 13 Why does Malcolm go into the details of his early life in Michigan, Boston, and New York? 14 How do the lessons and skills of Malcolm’s life on the street influence his demeanor as a political leader? 15. What, in Malcolm’s experiences, draws him to an activism more militant than the nonviolent activism of Martin Luther King, Jr.? 16 In one speech about the need for blacks to identify with the nonwhite peoples of the world Malcolm X says, “You can’t hate Africa and not hate yourself.” What experiences lead him to make this statement?

AP UNITED STATES HISTORY

THE COLD WAR BEGINS TOPIC AND TERMS PEOPLE Hermann Goering Harry S Truman George F. Kennan Douglas MacArthur Dean Acheson Joseph McCarthy Julius and Ethel Rosenberg Reinhold Niebuhr J. Robert Oppenheimer Jiang Jishi Mao Zedong Henry Wallace Thomas Dewey Strom Thurmond Adlai Stevenson Dwight D. Eisenhower Richard M. Nixon (spit) Alger Hiss Sen. Joseph McCarthy Dr. Benjamin Spock TERMS AND EVENTS Gross National Produce (GNP) Yalta Conference Big Three Cold War U.N. Security Council Big Five Powers Baruch Plan Nuremberg trials iron curtain German occupation zones Berlin blockade Berlin airlift “containment doctrine” Truman Doctrine European Community (EC) Marshall Plan Recognition of Israel 1948 National Security Act Truman’s “Point Four” Program Pentagon National Security Council (NSC) Central Intelligence Agency (CIA) “Voice of America” Inchon landing Yalu River Selective Service System (the draft) white flight Bretton Woods North Atlantic Treaty Organization (NATO) Japanese occupation Taft-Hartley Act Employment Act 1946 Communist China Soviet A-bomb H-bomb Council of Economic Advisors GI Bill of Rights VA loans “sunbelt” suburbs Federal Housing Administration “Levittown” “Baby Boom” International Monetary Fund (IMF) IBRD (World Bank) United Nations House Committee on Un-American Activities McCarran Act Atomic Energy Commission Fair Deal Hydrogen bomb NSC-68 U.N. “police action” 38TH Parallel Dixiecrats Loyalty oaths

AP UNITED STATES HISTORY

THE COLD WAR BEGINS FOCUS QUESTIONS 1. Unit Introduction The authors here summarize the formative forces for the generation born after World War II. Explain what they mean in the first paragraph when they say that the “two themes of promise and menace mingled uneasily throughout the nearly five decades of the Cold War era...” What is the difference between “Russia” and the “Soviet Union”? a. Promise b. Menace: c. “Russia”/”Soviet Union:” 2. Adjustment to Peacetime The authors describe the shock to both production and price levels as the economy converted back from emergency wartime production and had to absorb large numbers of returning soldiers. Postwar Republican efforts to slow down the New Deal-inspired march of unionization came to a head in 1947 with the passage of the ___________-___________ Act restricting union activities. Congress passed the “GI Bill of ___________,” which helped educate some ____ million veterans and lent them money through the ___________________ Administration (VA) so they could settle down in their own houses. Did the government pass this law primarily because it felt an obligation to those who had fought the war? If not, what other motivations might have been involved? The authors say that this act produced big economic benefits for the country. Do you think that taxpayers should pay for free higher education as they do in some other countries? a. Motivation: b. Free higher Education: 3. Postwar Economic Boom The authors list several causes of the sustained economic boom that lasted basicallly from 1950 to 1970. What do they mean by the following factors? a. World War II itself: b. “Permanent war economy” (see charts page 856): c. Cheap energy: d. Productivity gains: e. “Sunbelt” and mobility: 4. Suburbs and Baby Boom a. A depression and war-weary middle-class population happily moved to the suburbs and bgegan making babies in the postwar years. As you read the section on “The Suburbanites,”list some of the pros and cons of the lifestyle described. I. Pros: II. Cons: b. the authors refer to the “baby boom” from 1945 to 1960 as a “pig passing through a python.” This caused a boom in elementary school construction in the 1950s then rock music in the 1960s and 1970s. The baby boom generation is now firmly in middle age. If you h ad some extra cash, what types of businesses might you invest in today that will benefit from the “Baby Boom Bulge”over the next twenty years? 5. Harry S Truman In this short section, the authors pass judgment on Truman, a man from a relatively plain Missouri background whose fate it was to be thrust into the presidency at a time in which some momentous decisions had to be made. From what they say here, do you guess that the authors will be positive or negative on Truman’s performance in office? Why? What clues do they give? 6. Yalta Sets the Stage In the absence of a formal peace conference (like Versailles after World War I), the wartime meeting at the Russian resort of Yalta in February 19___ among Roosevelt, _______________, and _________ takes on huge importance. At Yalta a new ______________ Nations organization was agreed upon. Stalin promised free postwar elections for Eastern European countries such as _______________, but Russian forces were occupying these countries on their march toward Berlin and there was little the West could do to keep Stalin from eventually breaking this promise. In return for a share of the goodies at the peace table, Stalin promised to help the United States defeat Japan within ____ months of the final victory over Germany. Remember from the last chapter the argument of some that the prospect of Russia thus enhancing its postwar position in Asia MAY have influenced the American decision to drop the A-bomb when it did. 7. U.S. vs. USSR List a few of the ways the authors, in their even-handed analysis, say that both the differences and similarities between the United States and the USSR led to almost inevitable confliict. a. Differences and suspicions: b. Similarities: 8. Cold War Begins a. A new postwar international framework, this time with full U.S. participation, was established when the International ______________ Fund (IMF) and the _____________ Bank were established at the _____________ Woods Conference in 1944. Replacing the old League, a new ________________ Nations was established in San Francisco a year later. The U.N. had a number of successes but missed a golden opportunity to control the massive dangers of atomic power when the ______________ Plan was never approved. Twenty-two top Nazis were tried and convicted at _________________ after the war. If war involves mass killing by definition, do you think it’s fair to hold trials for “war crimes”? If so, can you think of any acts by the United States during its various wars that might justify prosecution? b. After the war, both Germany and its capital _____________ were each divided into four supposedly temporary “zones of occupation” to be administered by the “Big Four” - the United States, the USSR, ___________, and ________________. These evolved into two separate countries, ____________ Germany, tied to the Soviets, and __________ Germany, tied to Western powers. In 1948, Stalin imposed a blockade, trying to starve the western powers out of their sectors in Berlin, located deep inside the eastern sector. The United States responded with a gigantic ______________ designed to keep the Berlin supply line open. Stalin finally called off the blockade in May 19___. By 1947, the broad strategy of “containing” Soviet expansionism, first developed by Soviet specialist George F. ________, had become accepted in America. Following potential communist takeovers in Greece and _____________________, this strategy became formalized in what came to be known as the ________________ Doctrine, an open-ended American commitment to support “free peoples” resisting communist takeovers. What do you see as the strengths as well as the potential dangers of this American “holy-war” against communism? I. Strengths: II. Potential dangers: c. to keep communism out of Western Europe, Truman won approval in 1948 for the _____________ Plan, which would eventually funnel $______ billion into the successful reconstruction of Western Europe. It would also set the stage for the eventual creation of the ______________ Union (EC) which is now unifying European countries. In 1947, the National ____________ Act reorganized and unified the military in the face of Soviet challenge and created the National _________________ Council (NSC) and Central _________________ Agency (CIA). In a major break with the nation’s isolationist past, Congress in 1949 approved joining the North __________ _________ Organization (NATO), a defensive alliance of western European nations. Japanese reconstruction proceeded quickly and efficiently under the command of U.S. General Douglas _______________ and with the cooperation of the Japanese. In China, however, Communist forces under Mao _________ in 1949 forced the Nationalist government under Generalissimo Jiang ___________ to leave he mainland and set up on the island of ___________________. This development, together with the first Soviet explosion of an ___________ bomb in 1949, further heightened American anxieties. A massive and fantastically dangerous nuclear arms race ensued, beginning with the first explosion of an American ________ bomb in 1952. 9. Cold War at Home a. There is now no doubt that the Soviets did support a variety of “front” organizations in the United States (as well as the open American Communist Party) and had a few spies planted within U.S. agencies. However, the frantic anti-Communist hysteria of the late 1940's and early 1950's was largely reprehensible. ____________ oaths were required of teachers and government employees, and many good careers were ruined. Future president Richard M. Nixon (spit) came to prominence as a lowly congressman when he successfully pursued diplomat Alger __________ . Worst of all was the intimidation of Senator Joseph R. _____________, who started by accusing State Department employees of Red ties and expanded from there. This hysterical period quieted down a bit after the 1953 execution of Julius and Ethel ______________ on charges of delivering atomic secrets to the Soviets. What actions, if any, by people working to change or overthrow the U.S. government do you think should be illegal? b. the 1948 election pitted the incumbent Democratic President _________ against Republican New York governor Thomas E. ___________. Truman’s party was divided on the right by ultraconservative J. Strom _____________ and on the left by Henry A. _____________. Though apparently the loser, Truman’s feisty style won him another term. 10. Korea a. This major war, which killed as many Americans as Vietnam, gets only a two-page treatment here. Remember the concessions given to Stalin at Yalta in return for his agreement to help with the final defeat of Japan. As a result of this, Russia occupied the northern half of the Korean peninsula and the United States the southern half. Two separate antagonistic countries evolved. In June of 1950, the North Koreans crossed the _______ parallel in an attempt to defeat the South and unify the country. Why do the authors say that this invasion provided proof to Truman of the fundamental premise of the “containment doctrine”? b. Code-named “____-68,” the administration used this crisis as an excuse for a massive military buildup. Implementing his “containment” policy, Truman obtained a U.N. Security Council resolution (in the absence of the Soviet representative) condemning the invasion. He then sent in U.S. forces under General ______________. These forces made a surprise invasion behind enemy lines at __________ in September 1950, and drove north to the Chinese border, whereupon Chinese troops entered the war, crossing the _______ River and forcing the Americans back to a long stalemate around the 38th parallel dividing line. Because General _____________ publicly demanded the right to widen the war by attacking parts of China, he was removed from office by President ___________ in 1951. Do you agree with MacArthur that he was being asked to fight a war “with one hand tied behind my back’? Do you agree with Truman that, despite his popularity and success, MacArthur should have been removed from command? Why or why not? I. MacArthur’s complaint: II. MacArthur’s removal:

AP EUROPEAN HISTORY

POSTWAR EUROPE: RECOVERY, COMMUNISM, AND THE COLD WAR 1945-1970 PRACTICE ESSAY QUESTIONS 1. Explain the major confrontations of the Cold War before the death of Stalin To “detail” is the task. First, determine what is meant by “confrontation.” The very essence of the Cold War was that the superpowers never directly confronted each other militarily. Before 1953 and the death of Stalin, one of the most serious confrontations involved the United States and the USSR over the Berlin Blockade. Through the winter of 1948-1949, mostly American aircraft flew over Soviet-held East Germany to supply West Berlin. The forces of each of the superpowers were within easy shooting distance, but moderation prevailed on both sides. The Korean War brought the United States and other U.N. forces into a shooting war with the new Communist China, which was considered a close ally of the Soviets and was supplied with Russian arms and aided by Russian “volunteers.” President Truman’s sacking of Gen. MacArthur limited the scope of the war. The Truman Doctrine and NATO, the West’s responses to the Communist threat in Europe, could be considered elements of the overall confrontation. 2. Evaluate the role of NATO in the defense of Western Europe. “What minuses?” you ask. Did its establishment in 1949 increase tensions between the West and the Soviets? Should West Germany have been rearmed by 1950? Should it have been authorized to create a “national army” by 1954? Did its role in NATO exaggerate the importance of the United States in Europe? Would the Warsaw Pact have been consummated if not for the existence of NATO? Were there alternatives? The pluses? It seems to have averted an invasion of Western Europe after its inception. The stationing of hundreds of thousands of American troops on European soil not only aided the Western Europeans in their defense, but it enabled them to invest in their economies the huge sums needed for defense. The United States also gave billions of dollars to other NATO powers to build up their military forces, and U.S. bases boosted their local economies. 3. Analyze the movement toward economic union in Western Europe. Recall that the Marshall Plan inspired the Organization for European Economic Cooperation. Did this set the tone for the Schumann and Monnet plan? What was the European Coal and Steel Community? How did it evolve into the Common Market? Who were the Common Market’s first members? Why wasn’t Britain one of them? What was the role of the French in delaying British membership? How has European consolidation gone beyond the economic? . 4. Contrast and compare the status of Eastern European satellites before and in the two decades after the death of Stalin. Eastern Europe before the Soviet takeover after World War II was an agricultural, not an industrial, region. How did land redistribution and Soviet-type Five Year Plans change this? What was the political situation for the satellites? How did the East Berlin riots of 1953 set a new precedent in the relations between the Soviets and their satellites? How did “de-Stalinization” help precipitate revolts in Poland and Hungary in 1956? How did these revolts affect the political and economic reform of Eastern Europe? How did the suppression of Czechoslovakia in 1968 diminish the soviet reputation as anti-imperialistic in the Third World? What changed, what remained the same after Stalin’s death? 5. Analyze how and why the Cold War gradually thawed Again, the death of Stalin cannot be underestimated as an influence. Be aware, though, that while the “cult of personality” disappeared from Soviet political life, the edifices of the totalitarian state remained. The so-called thaw involved a number of “quick-freeze” crises. The summit meetings played an invaluable role in decreasing superpower tensions. The Cuban Missile Crisis may have alerted the United States and the USSR to the ultimate disaster that “brinkmanship” could lead to. The year 1963 was significant in that the Test Ban Treaty was signed and the monolithic Communist Bloc cracked with the Soviet-Chinese rift. Nixon’s policy of detente, despite the Vietnam War, was a giant step. The Nonproliferation Treaty and the SALT treaties were significant.

AP EUROPEAN HISTORY

POSTWAR EUROPE: RECOVERY, COMMUNISM, AND COLD WAR OVERVIEW - Western European Recovery 1945-1957 - 1945 - Germany’s Ruhr Valley (aka Ruhr Basin) - reparations - Morganthau Plan - 1946 - partitioning of Germany - occupation zones - French, German, American, Soviet - Soviet becomes East Germany - remainder becomes West Germany - Communist agitation in France and Italy - 1948 - Czech Communists seize power in Czechoslovakia - the Marshall Plan - George Marshall - 1949 - North Atlantic Treaty Organization (NATO) - Federal Republic of Germany (West Germany) - 1950 - European recovery - free trade - policy of containment - 1952 - Schuman and Monnet Plan - European Coal and Steel Community - 1955 - the Warsaw Pact - 1957 - European Economic Community - Common Market - Communism: the Soviet Union and Its Satellites (Soviet Bloc) - 1945 - Eastern European countries - Albania and Yugoslavia - 1945-1953 - land distribution reforms - collectivization - Five Year Plans - police state - Joseph Stalin - Great Patriotic War - gulags - 1949 - test of 1st atomic bomb - 1953 - test of 1st hydrogen bomb - death of Stalin - Lavrenti Beria - beginning of resistence in satellite countries - 1956 - Nikita S. Khruschchev - crimes of Stalin - cult of personality - de-Stalinization - Polish, Hungarian revolts - Wladysaw Gomulka - 1957 - Sputnik - intercontinental ballistic missiles (ICBMs) - 1964 - Khruschchev ousted - Centralized economie planning (Gosplan) - failure of collectivized farms - 1968 - Soviets invade Czechoslovakia - the Brezhnev Doctrine - Leonid Brezhnev - Cold War - conflict between the Soviet Union and the West - the superpowers (US and USSR) - 1st. world, 2nd world, 3rd world - Marxist revolutions in Asia, Africa and Latin America - nuclear arms race - “balance of terror” - collapse of the Soviet Union - new world order - 1945-1947 - Communist strikes in Western Europe - takeover of Eastern Europe nations - Truman Doctrine - 1948 - Soviet blockade of Berlin - the Berlin Airlift - European Recovery Plan (Marshall Plan) - 1949 - Chinese Communist Revolution - Mao Zedong (Communists) - Chiang Kai-shek (Nationalists) - Formosa (Taiwan) - 1950 - the Korean War - Kim Il Sung - Syngman Rhee - 38th parallel - Soviet boycott of UN Security Council - Gen. Douglas MacArthur - Inchon - the firing of MacArthur - armistice 1953 - 1953 - death of Stalin - Khruschchev - peaceful coexistence - 1955 - Geneva Summit - President Eisenhower - Soviet leaders - French and British Prime Ministers - 1956 - wars in the Middle East - the Geneva Accords - partitioning of Vietnam - 1959 - Communist takeover of Cuba - Fulgencio Batista - Fidel Castro - 1960 - the Paris Summit - the U-2 incident - 1961 - Bay of Pigs invasion - John F. Kennedy - Berlin Wall - 1962 - U.S. “military advisors” in Vietnam - South Vietnam - Vietcong - Vietminh - Cuban Missile Crisis - 1963 - Nuclear test ban treaty - the “hotline” - Failsafe theory - rift between USSR and Communist China - 1964 - China joins “nuclear bomb club” - 1965 - Lyndon Baines Johnson - escalation of Vietnam war - the Chinese People’s Republic (aka PRC or communist China) --1969 - Richard Nixon - Henry Kissinger - detente - Strategic Arms Limitation Talks (SALT) - U.S. lands on the moon - 1970 - Nonproliferation treaty - India joins “nuclear bomb club” - 1972 - Nixon visits China - beginning of “the Thaw”

AP EUROPEAN HISTORY

POSTWAR EUROPE: RECOVERY, COMMUNISM AND COLD WAR FOCUS QUESTIONS 1. What is detente? How was it applied to the Cold War? 2. What is meant by “the thaw” in relations between the West and the Communism? 3. Despite the success of Gosplan, what were some of the failures in production? 4. List the pros and cons of Stalin’s administration in the USSR. 5. What were the Communist countries that were not part of the Soviet Union’s satellite nations? Why? 6. Describe the terms of the Schuman and Monnet Plan. What did it promote? 7. What was the main reason the U.S. put aside its policy of isolationism after World War II? 8. Name the industrial regions of Germany. Where is the center? 9. In what ways were tensions increased by the partitioning of Germany? 10. Why is the Marshall Plan considered altruistic? 11. Which countries are part of the Common Market? How was the Common Market created? 12. Name some of the common characteristics of the Soviet satellites. How do they relate to the USSR. 13. List the changes in Soviet policy under the leadership of Nikita Khruschchev. 14. Make a chronological table of the events before, during, and shortly after the Korean War. 15. What was wrong with the Non-Proliferation Treaty of 1970. How could it backfire?

AP UNITED STATES HISTORY

TOPIC AND TERMS PEOPLE Com. Matthew Perry, Henry J. Kaiser, A. Philip Randolph, Gen. Jiang Jieshi (Chiang Kai-shek), Gen. Douglas MacArthur, Adm. Chester Nimitz, Marshal Erwin Rommel, Gen. Bernard Montgomery, Gen. Dwight D. Eisenhower, Gen. George S. Patton, Thomas E. Dewey, Harry S Truman, Adm. William F. “Bull” Halsey, Albert Einstein, TERMS ABC-1 Agreement, Meiji government, Gentleman’s agreement, War Production Board, Office of Price Administration, War Labor Board, WACS and WAVES, “Rosie the Riveter”, “Negro march on Washington”, Fair Employment Practices Commission, Congress of Racial Equality (CORE), gross national product, national debt, “island hopping” strategy, “Enigma” codes, the “second front”, “unconditional surrender”, Deaths of Hitler/Roosevelt, Manhattan Project, Alamogordo test, EVENTS Japanese internment, Korematsu v. United States (1944), Meiji government, Burma Road, Bataan Death March, Battle of the Coral Sea, Battle of Midway, Guadalcanal, Marianas: Guam and Saipan, El Alamein, Stalingrad, North African Invasion, Casablanca Conference, Italian campaign, Anzio, Teheran Conference, Liberation of Paris, Battle of the Bulge, Elbe River, German surrender (V-E Day), Tokyo fire-bombings, Battle of Leyte, Iwo Jima and Okinawa, Potsdam Conference, Hiroshima, Stalin enters the war, Nagasaki, Japanese surrender (V-J Day), VOCABULARY Issei, Nissei, rationing, G.I., braceros, kamikazes.

AP UNITED STATES HISTORY

AMERICA IN WORLD WAR II FOCUS QUESTIONS 1. Grand Strategy In the so-called ______________ agreement with Britain, America had agreed to a grand strategy of “getting Germany first.” The authors are effusive in their praise for the wisdom of this strategy, even though it incurred “much ignorant criticism.” Ifr you had been an “ignorant” proponent of a “get Japan first” strategy, what might have been your argument? 2. Japanese Internment a. In a section called “The Shock of War,” the authors cite the relative lack of ethnic “witch hunting” in this war. They then devote one paragraph only to the one “painful exception,” the internment of _______________ (a number) Japanese and Japanese-Americans in various isolated camps for the duration of the war. What is your reaction to such a drastic deprivation of civil rights to one ethnic group in time of war? b. Look over the box section on “The Japanese.” Note not only the aspects of racial prejudice against the Japanese, but also that much Japanese emigration at the turn of the century was actively promoted by the Meiji government which “saw overseas Japanese as representatives of their homeland.” If you had been an average American of general goodwill on the West Coast in January of 1942, how might you have justified to yourself the sight of Japanese being rounded up and sent to internment camps? 3. The War Economy a. With unprecedented national unity about the need to fight this war to the hilt, there was little objection to the heavy hand of government agencies rapidly redirecting the economy away from consumer goods and toward production of war material. The War ___________ Board orchestrated this transformation; rationing of nonessential items controlled consumption; and both prices and wages were controlled by the government agencies. Some ______ million men (and a significant number of women) were enlisted into the armed forces, while some ______ million women )dubbed “__________ the Riveters”) replaced men on the factory floor. How doe the authors summarize the short and long term impact of the war on the role and status of women? b. Today, the population of the northern cities are heavily African American despite the original concentration of blacks in the rural South. How did World War II and agricultural mechanization after the War contribute to this shift? 4. Financing the War The authors stress again that it was the war, not the New Deal, that blasted the country out of the Depression. Production and profits doubled during the war and pent-up demand for consumer goods caused by rationing and other wartime restrictions exploded after the war. The war, they say, even more than the New Deal, launched the era of big government we are familiar with today. The chart on page 831 is interesting because it shows the magnitude of the national debt incurred to pay for the war as opposed to the debt people had previously worried about to pay for New Deal programs. This debt amounted to some $______ billion in 1946, which was more than _____ times the level ten years previously in 1936. Total World War II spending amounted to some $______ billion (which the authors say was _____ times as much as all previous federal spending in the history of the republic). Even though taxes were raised significantly, a full _____ percent of the war costs was paid with borrowed money. Who do you think lent all this money to the government? 5. Pacific Theater of War This short section really can’t do justice to the ferocity of the fighting in the Pacific. After Pearl Harbor and simultaneous Japanese attacks on out South Asia locations, the Japanese tide advanced rapidly, eventually forcing American commander General Douglas _____________ to evacuate the __________ (a country) in April of 1942. Japanese advances were finally stopped with two huge naval engagements, the Battle of the ________ Sea and the Battle for ______________ Island, not too far from Hawaii. Look at the Pacific map on page 834 and review the strategic options open to American war planners. The grand strategy chosen was that of “island _______” from the South Pacific island to the next, getting closer and closer to the Japanese home islands. The first victory in this strategy occurred at ___________ ___________ in the Solomon Islands, which the Japanese evacuated in February 1943. From there, the names and arrows on the map show how U.S. forces used each new island won (after often horrendous fighting) as a base to launch air attacks further north. Finally, the capture of _______________ and ______________ islands in the Marianas and the recapture of the Philippines, it was possible to start long-range bombing of the Japanese mainland. This strategy, though ultimately successful, was extremely bloody and involved ferocious fighting over desolate islands that could be used only as air bases. Assume you had been a war planner at the time. Pick one of the alternative strategies listed in the caption on page 834 (or invent one of your own) and make an argument for that alternative strategy. 6. European Theater of War a. The authors begin by discussing the difficulty of keeping supply lines open to Britain against German U-boats, a campaign aided by he British breaking of the German “______________” codes. They also discuss the success of German Marshal Erwin ____________ in nearly capturing the Suez Canal and the massive German attack on the Soviets, which was finally stopped at ______________ in the fall of 1942. Remember the temptation of some Western leaders to see the almost equally disliked Russian Communists and German Nazis kill each other off on the Eastern Front? Soviet leader Joseph __________ was fully aware of this temptation and constantly pressured his allies, Britain and the United States, to open a “____________ front” by invading France to help divert German forces from their invasion of Russia. Indeed, the biggest loss of life by far in the war occurred in _______________ (about 20 million people!!). Britain and the United States finally opened their second front not in France, as desired by the Soviets, but in __________ Africa in November of 1942 - a campaign headed by U.S. General Dwight D. __________. Six months later, this campaign was complete. Roosevelt and _______________ then met at ________. In re-occupied French Morocco and they agreed on the war goals of “________________ surrender.” What are your thoughts on ONE of the two key strategic questions raised here? First, should the Allies have opened a second front by directly attacking through France in 1942 of 1943, as desired by the Russians? Second, were Allied options unnecessarily limited by the call for “unconditional surrender” made at Casablanca? b. At Casablanca, Roosevelt and Churchill determined to pursue the enemy up the Italian peninsula rather than to immediately launch the invasion of France, desired by Russia. The “soft underbelly” proved to be not so soft and the Italian campaign was slow, tough, and bloody. But the Italian capital city of _______ was finally taken on June 4, 1944, just two days before the invasion of France. To plan for the French invasion and Soviet advances from the east, the “Big Three” of Churchill, Roosevelt, and __________ met together for the first time in the Iranian capital of _____________ in November 1943. After a huge military buildup in Britain, the invasion was finally launched on June 6, 1944 (called “___-Day”), on the French coast at _________________. This invasion was led by American General ______________. After heavy losses, the French capital of ____________ was finally liberated three months later, and Allied forces moved north toward Germany while Russian troops were advancing from the east. 7. Roosevelt’s and Hitler’s Demise Despite failing health, Roosevelt won a fourth term in November 1944 against the youthful Republican governor of _______ _________, Thomas E. _______. Roosevelt’s compromise and little-considered vice-presidential running mate was little known Senator Harry S _________ of ____________. In late 1944, Hitler determined to make one final effort to reverse German fortunes by launching an offensive aimed at capturing the Belgian port of ______________ that came to be known as the Battle of the _________. American defense of the “bastion of ____________” was key in defeating this thrust. British, American and Russian forces finally met outside the German capital of ________ in April 1945, liberating the horrendous Jewish concentration camps along the way. In timing reminiscent of Lincoln’s death at the end of the Civil War, Roosevelt died in early April 1945 and Hitler committed suicide later that month. The Germans finally surrendered on May 7, 1945 (called “_____-Day”) 8. The Atomic Bomb and the Defeat of Japan The war in the Pacific continued for four months longer, and was projected to last into 1946 if a full invasion of the Japanese main islands had been necessary. The authors first recount the massive U.S. firebombing of the Japanese capital city of ___________ in March 1945, which killed ______ people, perhaps to give you a reference point for the death and destruction caused later by the atomic bombs. U.S. General Douglas ____________ re-entered the _____________ (country) in October 1944 and the U.S. Navy ended Japan’s capabilities at sea in the giant clash at ____________ Gulf off the Philippine coast. Two key Japanese-held island, Iwo ______ and _____________ were taken by mid-1945, at a large cost in casualties, in preparation for what was expected to be a final assault on the Japanese mainland. The authors then discuss the amazingly complex and secretive American development of an atomic bomb, ostensibly in Mexico, in June 1945, the same month that President _______________ met Stalin at __________________, Germany, where they issued a demand to the Japanese for _________________ surrender. Despite overtures through the Russians that the Japanese might be willing to accept a conditional surrender (the main condition being that they be allowed to retain their emperor as head of state), the atomic bomb was first used against the city of _______________ on August 6, 1945, and then against the city of ______________ three days later, resulting in a total of over _________________ casualties. ______________ entered the war on August 8 and , on August 10, Japan finally surrendered (called “_____-Day”). Look over the last three paragraphs of the “Varying Viewpoints” section on page 848 and write a short paragraph about your reaction to the use of the atomic bomb to end World War II. 9. Overview The concluding section places the ___________ U.S. casualties in the perspective of the larger losses of other countries and points out that the United States was the only combatant to emerge from the war with its domestic economy not only intact but actually strengthened. The authors give good marks to U.S. political and military leaders for their conduct of the war but reserve special praise for what they consider to have been the decisive factor - the “American way of war....more men, more weapons, more machines, more technology, and more money than any enemy could hope to match.” Can you think of a post-World War II conflict, against a much lesser opponent, in which all of these monetary and industrial advantages failed to achieve an American victory?

AP European History

WORLD WAR II AND ITS AFTERMATH Triumph of the Axis Powers - Axis Powers - Italy, Germany, Japan - 1939 - Hitler invades Poland - the Polish Corridor - England, France declare war on Germany - Poland falls - Non-Aggression Pact - Russia takes the Baltic states - Nazis round up Poles for extinction - Russo-Finnish War - 1940 - Phony War (sitzkrieg) - Maginot Line - British Expeditionary Force - Nazis overrun Denmark, Norway - Wehrmacht - blitzkrieg - miracle of Dunkirk - Free French Fighters - Mussolini “invades” southern France - France surrenders to Germany - Vichy government - Marshal Philippe Petain - Battle of Britain - Luftwaffe - Royal Air Force (RAF) - the Blitz - 1941 - Britain dives into Libya - Germans invade Greece and Yugoslavia - British occupy Iran, Iraq, Syria - Germans invade the USSR - the “General Winter” - U.S. Lend Lease Act - “arsenal of democracy” - Franklin Delano Roosevelt - Winston Churchill - Japanese bomb Pearl Harbor - U.S. declares war on Japan - Germany, Italy declare war on the U.S. - the Holocaust - Jews, intellectuals, gypsies, non-Aryans - also unfit, crippled, mentally challenged, etc. - would volunteer - Concentration Camps - African campaign - Gen. Erwin Rommel (aka the Desert Fox) The Tide of War Turns (mid-1942-1943) - Rommel’s Afrika Corps - el Alamein - General Montgomery - Battle of Midway - Guadalcanal - island hopping - Okinawa - Battle of Stalingrad - Allies land in North Africa - Russians advance on Germany - Casablanca Conference - unconditional surrender Allied Victory - 1943 - Allied invasion of Sicily - Teheran Conference - D-Day invasion - Normandy - Battle of the Bulge - Russia closes in from the east - Allies close in from the west - Hitler commits suicide - atomic bomb on Hiroshima - atomic bomb on Nagasaki - Japan surrenders - Gen. Douglas MacArthur Aftermath of the War - Crucial Conferences for Post-War Europe - Yalta Conference - the Big Three - the partitioning of Germany - creation of the United Nations - Potsdam Conference - the conflict for control of Europe - U.S. and USSR are main world powers - superpowers - Soviet Bloc - satellite states - Western bloc (or “free world”) - Iron Curtain Speech - Cold War

AP European History

WORLD WAR II AND ITS AFTERMATH FOCUS QUESTIONS 1. List all the countries, and partial countries thereof, that were conquered by the Nazis. 2. What was the nickname for the period between the fall of Poland and France? 3. What were the provisions of the Atlantic Charter? 4. What were some of the problems between the Western Allies and the Soviet Union before the end of World War II 5. What agreements came out of the Yalta Conference? 6. How do you account for the mass movement of the European population between 1939 and 1950? 7. What were some of the attributes of the Cold War between the U.S. and the U.S.S.R.? 8. What did Churchill mean in his “Iron Curtain” speech? 9. What soured the relationship between the West and the Soviet Union at the Potsdam Conference? 10. Which nations remained powerful enough to influence world affairs after World War II? 11. What did the Allies do to German cities during World War II? 12. Why is the invasion of “fortress Europe” significant? 13. Which battles helped turn the advantage in the war from the Axis to the Allies? 14. During what year did the Axis powers control almost all of Europe and North Africa? 15. What is the “Miracle at Dunkirk”?

AP European History

WORLD WAR II AND ITS AFTERMATH 1939-1953 PRACTICE ESSAY QUESTIONS 1. “The Berlin-Rome-Tokyo Axis was more an ideological than an actual alliance.” Assess the validity of this statement. To “determine the truth” of this statement, you have to consider the ways in which the Axis partners aided each other’s war efforts. Did the Italians and the Germans actually coordinate battlefield strategy? Recall Mussolini’s “stabbing France in the back” in 1940; the North African campaign; the “Balkans Rescue”; the invasion of Sicily. Did the European Axis partners ever coordinate battle plans, send or receive war materials, plan overall strategy with the Japanese? How were they united in aims, ideology, political methods. 2. To what extent and in what ways did the U.S., the USSR, and Britain coordinate war aims and strategies? “How and how much” is the issue here. In dealing with Russian and Western cooperation, consider the Big Three conferences: Teheran, Yalta, Potsdam (after the death of Roosevelt); the second-front controversy; the material aid from the United States to Russia. The American-British alliance is more tangible: Lend-Lease; the Atlantic Charter; North Africa, Sicily, Italy, Normandy, the bombing and invasion of Germany; the Pacific War 3. The Allied decision to demand “unconditional surrender” of the Axis powers lengthened the war needlessly.” Defend or refute this statement. This has been an issue much argued, “a hypothesis contrary to fact.” Would the war have ended sooner if the Allies had negotiated with the Axis governments or even with anti-government military factions? In framing your answer, consider that despite the saturation bombing of Germany’s cities, the Nazis maintained an iron grip until the end; despite assassination attempts, Hitler ruled until his suicide when the Russians were at the gates of Berlin; despite firebombing and the dropping of the first A-Bomb, the Japanese refused to surrender. 4. Contrast and compare the results of the war on both the United States and the USSR. “Show differences”: What was the destruction to the homelands of each? What political, social, or economic changes took place for each? What were the human losses? What were the war gains? “Examine similarities”: They were the only two powers - superpowers - with the strength left to influence European and world events; they had established parallel spheres of influence; they had simultaneously solidified their competing ideologies and launched the Cold War. This is an abstract question that requires crisp organization and thoughtful presentation. 5. Analyze the way the wartime cooperation of the United States and the Soviet Union degenerated, within a few years after the end of the war, into the Cold War The wartime alliance between the West and the Soviet Union was the cooperation of competing systems in order to defeat a common enemy. Strains showed early in the Russian push for a second front, manifested themselves in the tensions at Yalta and at Potsdam in the Russian refusal to allow free elections in Russian-occupied Eastern Europe. The geographic expansion of communism because of the war frightened the West. The presence of massive US. Forces in Europe frightened the Soviets.

AP UNITED STATES HISTORY

CHAPTER 33 DEPRESSION AND THE NEW DEAL FOCUS QUESTIONS 1. Introducing FDR a. You may get confused by all the acts and agencies set up by Franklin Roosevelt in an attempt to deal with the massive Great Depression of the 1930's. In fact, people in the Roosevelt administration didn’t really have a consistent, coherent plan when they started out. Using the FDR quote leading off the chapter on page 770, summarize in your own words what FDR’s underlying philosophy was when he took office in March 1933. b. Roosevelt was greatly aided by one of the most active and popular first ladies ever, his wife ________ (a niece of Theodore Roosevelt). As you read this section about FDR, list a few facts about his background and some of his personal characteristics c. Roosevelt defeated the Republican ______________________ by a wide margin in the 1932 election. This election produced what historic shift in the voting patterns of African Americans? 2. Money and Jobs a. As soon as FDR was inaugurated in March 1933, the Democratic Congress passed a huge mass of New Deal legislation in what became known as the first “_____________ Days.” The new laws dealt with the “Three R’s” of the New Deal Program: __________________ (aid to those in immediate and desperate need), __________________ (programs designed to stimulate the economy), and ________________ (efforts to change permanently elements of the economic system that had contributed to the Depression). As you read the remainder of the chapter about New Deal efforts to overcome the Depression, try to classify the major programs (not necessarily all of them) into one of these three categories. Use the charts on pages 774 and 777 if needed). Then go back and put an asterisk (*) by those programs that you think are still in effect today. RELIEF: RECOVERY : REFORM: b. Roosevelt’s first act in office was to declare a “banking holiday” as a prelude to reopening the sounder banks with government backing through the Emergency ___________ Relief Act of 1933. Through the ______________ Banking Reform Act, Congress restructured the financial services industry and established the __________________ _______________ Insurance Corporation (FDIC) which insures people’s deposits in national banks. Looking at the chart on page 776, what connection do you see between the establishment of the FDIC and the virtual end of bank failures after 1933? c. Generally, in reasonably good economic times, the unemployment rate is around 4-5 percent of the workforce. When Roosevelt took office the unemployment rate was an unbelievable _________%. To help unemployed youth, the _____________ _____________ ________ (CCC) was established. FDR aide Harry ____________ was in charge oof other agencies that passed out direct relief payments to people through the Federal Emergency ______________ Administration (FERA), and gave adults jobs on federal projects temporarily through the Civil ___________ Administration (CWA) and later through the much larger and semipermanent Works __________ Administration (WPA), which built many of the buildings and bridges we’re familiar with today. d. Who were these three popular “demagogues” who argued against FDR and the New Deal? I. Father Charles _______________ of Michigan: II. Senator Huey ____________ of Louisiana: III. Dr. Francis _______________ of California: e. Remember the “trickle down” philosophy of Hoover as reflected in the aid to business given through his Reconstruction Finance Corporation (RFC)? He hoped that business would use government money to build factories, thus creating jobs and helping ordinary people. How do the relief and employment efforts of Roosevelt reflect more of a “bubble up” philosophy as opposed to Hoover’s “trickle down” approach? 3. Laborers and Farmers a. Roosevelt first tried, ultimately unsuccessfully, to cooperate with business in putting people back to work. The vehicle was the National ______________ Administration (NRA), whose symbol, the Blue _________, signified that business and labor in a particular company or industry had agreed on ways to increase employment and wages. The Supreme Court )in the Schecter “sick________” case) killed this effort, but the authors that say it wasn’t working well anyway because it required too much altruistic self-sacrifice. Note the rather contradictory efforts of the Agricultural _____________ Administration (AAA) to raise farm prices by promoting scarcity (i.e. paying people not to produce) at a time of widespread hunger and unemployment. Drought and dust storms in the southern plains compounded farm problems - the famous ______ Bowl well portrayed in the Steinbeck novel __________ of Wrath. As you read about the causes of the Dust Bowl on page 786, what environmental lessons are contained in this story? 4. Structural Reform a. Match up the New Deal programs listed below that continue today to be an accepted part of the role of government in the economy and society: _____ (I) Protects investors in stocks and bonds against fraud, deception and manipulation _____(II) Planned development of a region and entry _____(III) Financial help to home-buyers and builderS _____(IV) Unemployment insurance/old-age pensions A. Federal Housing Administration (FHA) B. Security & Exchange Commission (SEC) C. Social Security system D. Tennessee Valley Authority (TVA) b. Pick ONE of these programs and comment as to why you either agree or disagree that this activity is a legitimate function of the federal government. Program:_________________________. 5. New Deal and Labor Remember that the American Federation of Labor (AFofL) was a craft union organization, meaning that it was divided into skilled occupational groups such as carpenters, plumbers, electricians, etc. To expand the labor movement beyond these skilled-based groups, in 1935 John L. __________ started what came to be known as the Congress of _______________ Organizations (CIO), which included many unskilled workers and was organized by industry rather than craft - steelworkers, auto workers, teamsters, etc. Congress, for the first time, passed legislation supporting unionization in the form of the _________ Act of 1935 which was to be enforced by a new National ______________ __________ Board. In 1938, the Fair ____________ Act was passed and helped set minimum wage and working conditions. Summarize the results of the New Deal’s pro-labor stance as reflected in the chart on page 791. 6. End of the New Deal a. In the 1936 election, Roosevelt soundly defeated the Republican nominee, Alfred M. __________ of _____________. In this election, FDR was able to put together for the Democrats a coalition (or combination of interest groups) that held together surprisingly well until just recently. Besides the “New Immigrants,” the authors say that this coalition was composed of the _________, the ________, the _____________, and the _______________. In the first act of his new term, Roosevelt squandered much of his political capital by trying (unsuccessfully) to expand the size and change the composition of the conservative ________ Court, which had overturned much New Deal legislation. What does the chart on page 794 tell you about the New Deal’s success or lack of success in dealing with the huge unemployment problems of the 1930's? b. Focus on the economic reversals of the late 1930's caused at least partially by a slowdown of New Deal subsidies ordered by Roosevelt when he thought times were improving and he should move to balance the budget by cutting expenses. It’s important to understand the basic theories of British economist John ___________ Keynes, which were introduced at this time and still have influence today. Why do you think Keynes would argue that governments should run an intentional deficit (i.e. spend more money than they receive in tax payments) when unemployment is high and the economy is in bad shape? How can a government spend more than it receives? Where does the extra money come from? I. Why deficit spending in bad times? II. Where does the money come from? 7. New Deal Evaluated The authors summarize well the many criticism of the New Deal - that it was inefficient, bureaucratic, and inconsistent, and that it introduced big government, a high national debt, and elements of socialism into the American capitalist system. Perhaps most significant, they point out that the New Deal really never ended the Depression and its high unemployment rates. These were only ended by the huge government spending associated with the American entry into ______ _____ ____. And it was war, not the New Deal, that caused the biggest expansion of the national debt, from $____ billion in 1939 to $____ billion in 1945. On balance, the authors seem to __________ (like or dislike) Roosevelt and his program. They say that FDR was like ______________ in his espousal of big government, but like _________ in his concern for the common man. What do they mean when they conclude that Roosevelt “may have saved the American system of free enterprise...He may even have headed off a more radical swing to the left by a mild dose of what was mistakenly condemned as ‘socialism’”? Does this argument make sense to you? 8. Varying Viewpoints Against arguments by historians such as Carl Degler that the New Deal was a “revolutionary response” to economic depression, or by others such as Barton Bernstein that it was not revolutionary enough, the authors obviously favor the more modern “constraints school” interpretation. What does historian William Lauchtenburg, a member of this school, mean when he calls the New Deal a “half-way revolution”?

AP U.S. HISTORY

CHAPTER 33: THE GREAT DEPRESSION AND THE NEW DEAL TOPIC AND TERMS PEOPLE Franklin D. Roosevelt Eleanor Roosevelt Harry Hopkins Frances Perkins Father Coughlin Huey Long Mary McLeod Bethune Harold Ickes John L. Lewis Alfred M. Landon VOCABULARY boondoggling parity TERMS New Deal Brain Trust Hundred Days the “three Rs” Glass-Steagall Act Civilian Conservation Corps Works Progress Administration National Recovery Act Schechter case Public Works Administration Agricultural Adjustment Act Dust Bowl Securities and Exchange Commission Tennessee Valley Authority Federal Housing Authority Social Security Act Wagner Act National Labor Relations Board Congress of Industrial Organizations (CIO) Liberty League Roosevelt coalition Court-packing plan Keynesianism

AP EUROPEAN HISTORY

RUSSIAN REVOLUTION AND COMMUNIST RUSSIA PRACTICE ESSAY QUESTIONS 1. To what extent and in what ways did the failure of reform and abortive revolution lead to the Revolution of 1917? “How and how much” did attempts to make the government better, improve the economy, and modernize the institutions of Russia cause the open rebellion of the people against the government and society? “How and how much” did the failed Revolution of 1905 contribute? What were the attempts at reform? When did Russia modernize its economy and how did this lead tot greater discontent among the people? Why was the Duma reconvened, and how did it precipitate events? How did the Russo-Japanese War cause discontent? What was “Bloody Sunday”? What reforms were aimed at by the marchers? What was the October Manifesto? What were Stolypin’s reforms? What were the implications of his death? 2. Analyze Lenin’s Marxism and his role as leader in establishing Communism in Russia. “Determine the relationship” between Lenin’s interpretation of Marxism and the way he defined the new Soviet government. Orthodox Marxist theory insisted that a socialists revolution can take place only under certain conditions. What were those conditions? How did that apply to the governmental shift taking place in Russia in 1917? How did Lenin disagree with the orthodox view? How did he translate that once the Bolsheviks had seized power? 3. Contrast and compare the methods of governing of Lenin and Stalin. The contrast is glaring. Lenin established the basic institutions of Soviet Communism; Stalin evolved them into a grotesque parody of their original aims. Lenin ruled for about seven years; Stalin for over thirty. Lenin believed that the end justified the means; Stalin’s paranoia distorted even this precept. Lenin designed the blueprint for modernization and reform; Stalin built the edifice into one of the world’s worst totalitarian regimes. The comparison, the similarities, are in their usurpation of power to gain their ends, their use of dictatorship, their methods of suppressing dissent. This is a difficult question that requires broad statements backed by selective facts. 4. “Despite the human cost, Russia progressed under Communism.” Defend or refute this statement. The impulse, if you know the cost of Soviet totalitarianism, 30 million pus lives to start, is to refute. It is easy to overlook the modernization and industrialization of a feudal society on the facts alone without reverting to ideological biases. The first step in this question is to define “progress.” Is it economic? Social? Some indefinable movement forward? You can get lost in trying to measure the improvement of human condition from one age to another. Do the drudgery and social stagnancy of feudalism compare to the alienation and confusion of modernity? Remember, whether you defend or refute, it is the case you make that counts. 5. “The Russian Revolution of 1917 was a major force in determining a character of the 20th century.” Assess the validity of this statement. “Determine the truth” of this statement by considering not only the confrontation between ideologies known as the Cold War, but also the role of Soviet Communism in disrupting the world order before World War II and after. What part did it play in dismantling colonialism, as a model for new nations, as a counter to the status quo? In what ways was it a focal point for world affairs after World War I, before World War II, after World War II?

AP EUROPEAN HISTORY

THE RUSSIAN REVOLUTION AND COMMUNISM IN RUSSIA Chronology and Topics and Terms 1881-1894 Czar Alexander Russification 1890's industrialization Trans-Siberian Railroad proletariat Constitutional Democrats (Cadet) Narodniks slavophile Marrxists 1903 Russian Marxist Congress Vladimir Lenin Bolsheviks Mensheviks 1904-1905 Russo-Japanese War Manchuria Battle of Mukden Tsushima Straits Treaty of Portsmouth Theodore Roosevelt Revolution of 1905 Czar Nicholas II Father Gapon January22, 1905 Bloody Sunday Zemstvos Czar Alexander II October Manifesto Duma 1906 dissolution of the Duma kulaks (gulags) 1914 World War I Rasputin Czarina Alexandra 1915 Eastern Front 1916 assassination of Rasputin 1917 the March Revolution Petrograd Prince Georgii Lvov Alexander Kerensky abdication of the Czar soviets the October Revolution Leninist Doctrine storming of the Winter Palace Congress of Soviets Council of People’s Commissars Leon Trotsky Cheka OGPU NKVD MVD KGB 1918 Dictatorship of the Proletariat Russian pull out of WWI Treaty of Brest-Litovsk 1918-1922 Russian Civil War Red Army White Army 1924-1937 Russian Constitution Joseph Stalin First Five Year Plan Farm Collectivization Communes Second Five Year Plan Great Depression the purge trials gulags Siberia

HONORS GEOGRAPHY: METEOROLOGY

FRONTAL SYSTEMS - air masses are moved around the globe by winds - creating weather - when air mass arrives in a region, it displaces the existing mass - boundaries or leading edge b/t different masses is a front - when cold air replaces warm air it’s a cold front - when warm air rides over a cold air mass, a warm front - the interaction of these systems may produce a low - creating unsettled weather - esp. in middle latitudes - when warm front moves into area of cold air, rises over the cold and cools - condensation may follow, resulting in cloud formation - first clouds to appear usually cirrus clouds - high wispy clouds in the upper atmosphere - these are normally followed by layer of middle level clouds - then thick stratus clouds in the lower levels - these produce widespread precipitation - and maybe strong winds - this could last up to a day - cold fronts are usually associated with low pressure systems - producing more volatile weather than warm fronts - when a cold front moves into an area of warm air - the warm air is less dense, so forced sharply up by cold air - creating instability and powerful convection - large cumulus and even cumulonimbus clouds may form - triggering storms along the front - also creates area of low pressure - which strengthens winds - rain and winds will be strongest along the front - with showers following - low pressure cells occur when cold and warm air interact - forming a rotating weather system - this process is called cyclogenesis - when the air masses meet, warm air rises - creating a low pressure area at the surface - where clouds and precipitation develop - the heavier cold air is pulled under it - speeding up the cold front - it catches up with the warm front - forcing more air upward - as air rises and pressure falls, more air is pulled into the system - developing into strong winds - in the N. Hem. these winds blow counterclockwise - around a low pressure area - in S. Hem. it’s the opposite - around 24 hours later (often sooner) cold front catches warm front - forming an occluded front - cutting off supply of warm air to the system - the air that rose begins to cool - stopping the rain and winds - essentially the storm is over - high pressure systems normally result from air sinking then rotating - clockwise in N. Hem., counter in S. Hem. - consequently these high pressure systems are called anti-cyclones - usually occur at 30' N & S - sometimes also called warm high pressure. - high pressure areas also happen in cold areas - where cold air, being denser, sinks to the ground increasing pressure - this often occurs during winter - less heat during day - dramatic cooling at night - esp. if no clouds - which can keep in the heat - this is a cold high pressure system - common in inland middle latitudes - Siberia, Canada

AP UNITED STATES HISTORY THE GREAT DEPRESSION AND THE NEW DEAL

TOPIC AND TERMS PEOPLE Franklin D. Roosevelt Eleanor Roosevelt Harry Hopkins Frances Perkins Father Coughlin Huey Long Mary McLeod Bethune Harold Ickes John L. Lewis Alfred M. Landon VOCABULARY boondoggling parity TERMS New Deal Brain Trust Hundred Days the “three Rs” Glass-Steagall Act Civilian Conservation Corps Works Progress Administration National Recovery Act Schechter case Public Works Administration Agricultural Adjustment Act Dust Bowl Securities and Exchange Commission Tennessee Valley Authority Federal Housing Authority Social Security Act Wagner Act National Labor Relations Board Congress of Industrial Organizations (CIO) Liberty League Roosevelt coalition Court-packing plan Keynesianism

AP EUROPEAN HISTORY: THE RUSSIAN REVOLUTION

FOCUS QUESTIONS 1. What were some of the results of Russia’s industrialization in the 1890's? 2. What were the results of the Russo-Japanese War (1904-1905)? 3. Why did the Russian people change their minds about their involvement in the war? 4. Describe the following: the Bolshevik revolution, Kerensky’s government, Lvov’s government, the Duma and Petrograd riot 5. Who vied with Stalin for power after the death of Lenin? 6. What did Lenin’s nationalities reform accomplish? 7. How did Stalin support industrialization in Russia. 8. What was Alexander III’s government policy? 9. Describe Lenin’s programs at the Russian Marxist Party Conferences. 10. What was the October Manifesto issued by Czar Nicholas II 11. What does “peace, land, and bread” refer to? 12. What were the accomplishments of the Bolsheviks after the October Revolution? 13. What is the difference between Trotsky and Stalin’s interpretation of Marxism? 14. What was the Comintern and what was its purpose?

AP EUROPEAN HISTORY: THE RUSSIAN REVOLUTION

Chronology 1881-1894 Czar Alexander Russification 1890's industrialization Trans-Siberian Railroad proletariat Constitutional Democrats (Cadet) Narodniks slavophile Marrxists 1903 Russian Marxist Congress Vladimir Lenin Bolsheviks Mensheviks 1904-1905 Russo-Japanese War Manchuria Battle of Mukden Tsushima Straits Treaty of Portsmouth Theodore Roosevelt Revolution of 1905 Czar Nicholas II Father Gapon January22, 1905 Bloody Sunday Zemstvos Czar Alexander II October Manifesto Duma 1906 dissolution of the Duma kulaks (gulags) 1914 World War I Rasputin Czarina Alexandra 1915 Eastern Front 1916 assassination of Rasputin 1917 the March Revolution Petrograd Prince Georgii Lvov Alexander Kerensky abdication of the Czar soviets the October Revolution Leninist Doctrine storming of the Winter Palace Congress of Soviets Council of People’s Commissars Leon Trotsky Cheka OGPU NKVD MVD KGB 1918 Dictatorship of the Proletariat Russian pull out of WWI Treaty of Brest-Litovsk 1918-1922 Russian Civil War Red Army White Army 1924-1937 Russian Constitution Joseph Stalin First Five Year Plan Farm Collectivization Communes Second Five Year Plan Great Depression the purge trials gulags Siberia

HONORS GEOGRAPHY: METEOROLOGY

WINDS - the intense heat at the equator causes powerful convection - when air mass is warm, air molecules move faster - causing them to push outward and the air mass expands - just like our balloon example of parcels - that expansion causes drop in density - air mass is now lighter than surroundings - and the air parcel rises - that is what convection is - when air mass cools, the process is reversed - and the parcel sinks - this process is constantly taking place in our atmosphere - the sun provides the heat - which is not uniform or regular - there are many factors that effect how the sun heats the earth - the season - the latitude - the cloud cover - re-radiation from land or sea - winds - the air rises, cools and spreads - then starts to sink and return to the surface - where the air is rising, you have a low - where air is sinking, you have a high - since atmosphere is always trying to balance itself (equilibrium) - air moves from low to high pressure - always ins this direction, never reversed - this is better known as wind - think of an inflated balloon - but stop the air from escaping - inside is a pocket of high pressure - when air released, air moves from high to low - equalizing or balancing the air pressure difference - weather rule: the difference in air pressure over a horizontal distance - pressure gradient force - greater the diff in pressure b/t 2 air masses - the greater pressure gradient force and stronger the winds - isobars are sometimes used to indicate increments of air pressure - lines are drawn b/t points of equal pressure - these are isobars - closed isobar curves indicate high or low pressure - usually labeled with an H or L - air that rises at the equator eventually rises to the troposphere - approx. 10 km or 6 miles - it can rise no further - from there is spreads toward the poles - gradually cooling and sinking to middle latitudes - @ 30 degrees north and south - this sinking air causes a high pressure condition - bringing usually fair, dry conditions - most of the world’s deserts are located at these latitudes - some of this sinking air is forced out by the weight above - and returns to the low pressure at the equator - these are known as trade winds - at the equator the winds die out - these are called the doldrums - from old English word meaning dull - early sailors feared being stranded here - no wind to steer the ships - area b/t equator and 30 degrees N & S is called the Hadley Cell - after the guy who discovered these wind patterns - now, while some of the winds return from middle latitudes to equator - some actually continue to their respective poles - at approx. 60 degrees N & S this air meets cold polar air - areas where these two masses meet called polar fronts - diff. in temp b/t these 2 masses causes warmer air to rise - most of this air moves back toward the equator - sinking to the ground at the middle latitudes - contribute to high pressure in these regions - the circulation that occurs b/t 30 & 60 degrees is Ferrel Cells - after Wm Ferrel who identified them 1856 - the rest of the air that rises at polar front continues toward the poles - as it nears the poles, cools and sinks - and returns to 60 degrees N & S - these are Polar Hadley Cells - are weaker than tropical ones - b/c less solar energy reaches polar regions - the air d/n flow in a straight path north and south - this is b/c earth’s rotation causes any fluid object to appear to turn to the right of the direction of motion in the North - and to the left in the South - this effect is called the Coriolis Effect - after Gustave-Gaspard de Coriolis identified it in 1835 - this effect explains the flow of weather systems - causes N. Hem. winds to travel counter clockwise in high press. - & clockwise in the S. Hem. in low pressure - but lower pressure winds blow in the opposite direction - this is why winds in Ferrel Cells blow North from West to East - these are called Westerlies - in the South, Ferrel Cell winds blow east - called Easterlies - global air/wind patterns create principal winds systems - like the trades, westerlies, easterlies, - they also influence smaller scale winds - like monsoons - many areas experience these wet, warm rains - S.W United States, Chile - but strongest occur in S. Asia, N. Australia, Africa - monsoons bring tremendous amts of rain and causes massive flooding - floods have killed thousands of people in Bangladesh, India, SE Asia - the most dramatic, though, are in India - in winter, when sun is low in sky, - air over Siberia cools dramatically - cold air aloft is denser than warm air aloft - so it sinks, causing strong high pressure - this high pressure causes winds that blow over S over India - and out toward the sea - dissipating clouds and rain - in summer this high weakens significantly - developing a low pressure over N. India - draws warm, moist air in from Indian Ocean - producing heavy rain - small scale winds are result of localized diff. in pressure or temperature - ex: coastal areas, local winds may develop on clear sunny days - as sun heats the land, land heats up faster than water - air rises and is replaced by cooler air from sea - the sea breeze - generally occurs in sp ring and summer - when temp diffs. b/t land and sea are highest - the reverse occurs at night - land cools at a faster rate than water - air over the sea is still warm - which rises - air on land is pushed out to sea - the land breeze - as wind blows over mountains and sinks on other side - creates high pressure and clear skies - the compression of air also raises the temperature - resulting in a warm wind - there are several world examples of warm downslope winds - the Chinook on the east side of the Rockies - the Foehn in Switzerland - these winds rapidly melt snow and cause a rain shadow - winds forced through valleys strengthen - just like narrowing of a hose will create more jet stream power - in south of France wind formed by Rhone Valley - the Mistral - brings cold, dry and sqaully conditions from North - squall: short, intense thunderstorm - other winds result when intense heating of inland creates low pressure - the Sirocco - hot, dry winds to Mediterranean from Sahara Desert - pick up moisture from the sea - by time it reaches Europe, they are warm and humid - the Khamsin - also originates in the Sahara - brings hot, dry air to Southern Egypt - often devastates the crops there - The Jet Stream - high speed superhighway going from 80 to 190 mph - form because temperature differences below in lower atmosphere - creates higher pressure gradient aloft - greater the difference the faster, more powerful wind - that’s reason why jet stream strongest in winter - when temp contrast are greatest - high air pressure seeks low pressure - this movement is what causes wind - to find where the low is - place your back to the wind - on your left will be the low pressure system - on your right will be the high