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Bremen District 228

EPAS Linked Reading Passages: World History-Applications level (score range 13-15)

Overarching Enduring Understanding: Improve student college and workplace readiness in reading.

Enduring Understanding: Raise student ACT/PSAE reading scores from the 13-15 range to 16 and above. Reinforce World history content knowledge.

Created by: Colin Milton, Kristy Collins, Matt Singer, Ed Lipowski, Andy Rybarczyk

Table of ContentsUnit 1: Egypt................................................................................................................................................3

Unit 2: Greece.............................................................................................................................................7

Unit 3: Rome................................................................................................................................................9

Unit 4: Religions.........................................................................................................................................14

Nationalism Is The Source Of Conflict Between Palestine And Israel........................................................15

Unit 5: Middle Ages...................................................................................................................................19

Unit 6: Martin Luther.................................................................................................................................21

Unit 7: AP, Absolutism...............................................................................................................................26

Unit 8: Aztecs and Cortes..........................................................................................................................28

Unit 9: Nobility..........................................................................................................................................30

Unit 10: Industrialization...........................................................................................................................32

Unit 11: Stalemate.....................................................................................................................................38

Unit 12: World War II................................................................................................................................40

Unit 13: Iron Curtain..................................................................................................................................43

Unit 1: Egypt

Title/Source: Gods, pharaohs, and the afterlife / Ancient Civilizations Reference Library. Ed. Judson Knight. Detroit: U*X*L, 2000. Student Resource Center - Gold. Gale.

Ideas 13-15 Question Response

Work with peers to create logical statements about the main idea or purposes of simple paragraph

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T Explain the main idea of this article.

Determine which details in a text are essential to understanding the authors or narrators intended message

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T What is the key difference between pagan and non-pagan belief systems?

Scan a text in order to locate specific details (e.g., dates, specialized terms, acts)

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T Which belief system is described as different the Egyptian?

Identify the authors or narrators reasons for including specific information in the text

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Analyze how an author or narrator uses description, dialogue, and action to suggest relationships between characters in written or non print sources (e.g., films, ads)

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Select phrases or statements from a literary text that

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illustrate how a specific character feels toward others in the text.

THow are pyramids more than just graves?

Read portions of a literary text, predicting how a persons actions or words would likely impact a specific situation

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Use various strategies (e.g., questioning, role playing) to determine plausible cause effect relationships.

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Examine specific language in a text and propose plausible interpretations based in part on their own viewpoints and experiences.

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T Are deities and gods more alike or different?

Analyze the reasonableness of generalizations by reviewing information presented in the text and from other sources.

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Compose generalizations that include, qualifying language (e.g., a few sometimes) when limited evidence is presented by the author or narrator.

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Determine reasonable conclusions by organizing the text information into general statements that are supported by details from the text.

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T

Gods, pharaohs, and the afterlife

Most ancient cultures placed a strong emphasis on gods or deities, which they used as a means of explaining things in the natural world such as the ocean and the thunder. With the exception of the Hebrews, virtually all ancient

cultures had a pagan belief system—that is, they worshiped many gods. These beliefs were certainly held by the Egyptians, who usually represented their gods as beings with bodies of men or women but the heads of other creatures.

Principal among the Egyptian deities were Ra, the sun god, who later came to be called Amon-Ra; Osiris (oh-SIGH-riss), the god of the underworld; Isis (EYE-siss), the goddess of the home; the evil Set; and the falcon-headed Horus (HORE-us). There were hundreds of gods, each with its own priests, temples, and rituals. And then there were the men who the Egyptians believed were close to gods: the pharaohs.

In modern America, people are used to following the lives of celebrities, stars they read about in magazines and see on television shows. In ancient Egypt, by contrast, there was only one "star," and he was the pharaoh. The word pharaoh (FAIR-oh) means "great house" or "one who lives in the palace." This was the title for the king of Egypt, but the pharaoh was much more than a mere king. He was seen as a link between the gods and humankind, and the people viewed him more as a divine being than as a human. They addressed him as "son of Ra" or by other godlike names, and they considered him an earthly embodiment of Horus. Thus Egyptian illustrations often portrayed the pharaoh as a falcon, like Horus, whose wings covered the world.

When a pharaoh died, the Egyptians believed, he became one with the god Osiris and ruled over the dead. This role might seem unpleasant, but to the Egyptians, the afterlife was more important than life on earth. They believed that a person did not really die: the person's spirit would continue to live for eternity—if the people who prepared the body for burial followed certain procedures. Therefore the Egyptians built enormous tombs, the pyramids, for the pharaohs.

Pyramids were not simply graves. They were houses in which the pharaoh's spirit would live until it came time to emerge and begin life again in the afterworld. Along with dolls symbolizing their wives and servants, pharaohs were buried with various treasures, including jewelry as well as models of furniture, chariots, and boats. So that they would not go hungry, their tombs contained great quantities of food and drink, which would often be supplemented by offerings of more food and drink at a temple attached to the pyramid.

The pyramids housed the pharaoh's body, but that body first had to be preserved. Therefore the Egyptians developed the art of mummification. Eventually not only pharaohs, but Egyptian nobles and ultimately even rich commoners (nonroyalty) began having themselves mummified and buried in their own elaborate tombs. Indeed everyone, not just the pharaohs and the upper classes, believed that they would continue living in the afterworld. Only the select few, however, could afford to make what Egyptians considered the proper preparations.

Everything about the pharaoh distinguished him from other people—even the items he wore. One of these items was a rectangular-shaped ceremonial beard (i.e., it was not his real hair), that hung straight down from the chin about six inches. Often pharaohs were shown with arms crossed over their chests, each hand holding objects that symbolized their power: usually a whip and a crook. A pharaoh's crook is a long, hooked, striped object that looks a bit like a candy cane.

As it is today in the desert, headgear was extremely important in the hot, dry climate of Egypt. The pharaoh's head cloth, called a nemes, served to distinguish him from his subjects. From the front, the nemes (pronounced NEM-ease) had a shape like thick hair that hung down over both of his shoulders, to about the center of his rib cage. Like the crook, it was striped; across the top, over his eyebrows, it had a band of gold. At the center of this band were one or two golden cobras, the fearsome poisonous snakes that lived in the deserts around Egypt. This stood for the cobra goddess that protected the kings and queens of Egypt.

As impressive as the nemes looked, it was not the pharaonic crown. (The word "pharaonic" is simply pharaoh transformed from a noun to an adjective.) To describe his crown and its symbolism, however, it is necessary to appreciate what happened when a pharaoh named Menes united the kingdoms of Upper and Lower Egypt in about 3100 b.c.

"Egypt." Ancient Civilizations Reference Library. Ed. Judson Knight. Detroit: U*X*L, 2000. Student Resource Center - Gold. Gale. Vaughn. 9 June 2009 <http://find.galegroup.com/srcx/infomark.do?&contentSet=GSRC&type=retrieve&tabID=T001&prodId=SRC-1&docId=EJ2173150014&source=gale&userGroupName=cps1920&version=1.0>.

Unit 2: Greece

Hellenistic Culture: Political History and Institutions

When Alexander died in 323 B.C., he left no legitimate heir to succeed him. His nearest male relative was a feeble-minded half-brother. Tradition relates that when his friends requested him on his deathbed to designate a successor, he replied vaguely, "To the best man." After his death his highest ranking generals proceeded to divide the empire among them. Some of the younger commanders contested this arrangement, and a series of wars followed which culminated in the decisive battle of Ipsus in 301 B.C. The result of this battle was a new division among the victors. Seleucus took possession of Persia, Mesopotamia, and Syria; Lysimachus assumed control over Asia Minor and Thrace; Cassander established himself in Macedonia; and Ptolemy added Phoenicia and Palestine to his original domain of Egypt. Twenty years later these four states were reduced to three when Seleucus defeated and killed Lysimachus in battle and appropriated his kingdom. In the meantime most of the Greek states had revolted against the attempts of the Macedonian king to extend his power over them. By banding together in defensive leagues several of them succeeded in maintaining their independence for nearly a century. Finally, between 146 and 30 B.C. nearly all of the Hellenistic territory passed under Roman rule. The dominant form of government in the Hellenistic Age was the despotism of kings who represented themselves as at least semi-divine.

Alexander himself was hailed as divine in Egypt. His most powerful successors, the Seleucid kings in Western Asia and the Ptolemies in Egypt, made more systematic attempts to deify themselves. A Seleucid monarch, Antiochus IV, adopted the title "Epiphanes" or "God Manifest." The later members of the dynasty of the Ptolemies signed their decrees "Theos" (God) and revived the practice of sister marriage which had been followed by the Pharaohs as a means of preserving the divine blood of the royal family from contamination. Only in the kingdom of Macedonia was despotism tempered by a modicum of respect for the liberties of the citizens.

Two other political institutions developed as by-products of Hellenistic civilization: the Achaean and Aetolian Leagues. We have already seen that most of the Greek states rebelled against Macedonian rule following the division of Alexander's empire. The better to preserve their independence, several of these states formed alliances among themselves, which were gradually expanded to become confederate leagues. The states of the Peloponnesus, with the exception of Sparta and Elis, were united in the Achaean League, while the Aetolian federation included nearly all of central Greece with the exception of Athens. The organization of these leagues was essentially the same in both cases. Each had a federal council composed of representatives of the member cities with power to enact laws on subjects of general concern. An assembly which all of the citizens in the federated states could attend decided questions of war and peace and elected officials. Executive and military authority was vested in the hands of a general, elected for one year and eligible for re-election only in alternate years. Although these leagues are frequently described as federal states, they were scarcely more than confederacies. The central authority, like the government of the American States under the Articles of Confederation, was dependent upon the local governments for contributions of revenue and troops. Furthermore, the powers delegated to the central government were limited primarily to matters of war and peace, coinage, and weights and measures. The chief significance of these Leagues is to be found in the fact that they embodied the principle of representative government and constituted the nearest approach ever made in Greece to voluntary national union.

Unit 3: Rome

Decline of Rome

There were a number of factors leading to the decline of the Roman Empire. Its fall was long and gradual. Gibbons points out in his book that, from a military standpoint, over-expansion played a key factor. Resources were spread thin over a vast area. Campaigns against Germania faltered because sufficient men and supplies could not be moved to the front in time to sustain the campaigns.Moreover, internal revolts were tying up Rome's soldiers and weapons. The Romans were more successful in sustaining their water delivery infrastructure, comprised of aquaducts in rural areas and piping in the cities. But lead used in the pipes was certainly a health risk and it is a reasonable explanation for the increasing incidence of insanity in the Roman ruling and its erratic rulers.Though Rome had a representative body for their citizens called the Senate, a small minority of the empire were citizens and the Senate had only an advisory role with the ruler of the hour, who carried the title of Ceasar. And in Rome a ruler was made, not elected. Julius Caesar became the first ruler of the empire in 100 B.C. by ruthlessly rising up through the ranks of the military until no one was left to oppose him.Initially, the title of Caesar was then ped from father to son or nephew. But anyone of such lineage was subject to poisonings and inations. And this did not preclude another powerful general from seizing the throne through force. The latter became the order of the day by the 200s AD, with some of these generals ruling for a few short months before being overthrown by another Roman military leader. The instability of Rome's rulers ultimately opened the way for an outsider, Constantine, to seize power in 306 A.D. and move the capital from Rome to Constantinople in Asia Minor (now Istanbul,Turkey). This weakened Rome's political position and therefore resulted in a reduction of defensive forces for the city. This would later prove disasterous in trying to withstand the aults of barbarian invaders.Roman enslavement was initially viewed as a strengh in terms of the Empire's ability to imilate a wide range of ethnic groups. However, this practice was also a source of its downfall--the Vandals and Visigoths crossed frozen rivers during a totally unexpected wintertime campaign in 455 A.D. to get back their enslaved countrymen. They sacked Rome in the process before returning to their homelands completely victorious.These rulers represented their personal interests primarily, with little attention given to the ongoing needs of the Empire and its people. Rebellions for autonomy became more prevalent and successful by 600 A.D. Distinct ethno-cultural areas began to reemerge. By 800 A.D. Charlemagne became the ruler of much of Europe. Ironically, the only remnant of the Roman Empire to survive was that element Rome had worked hardest to suppress--the Christians. The Catholic church maintained an ecclesiastical influence over the kings of emerging nations for centuries to come. The monarchies and aristocracies that emerged in these countries proved to be crude and equally corrupt versions of the Roman caesars and their citizenry, unchecked by a parliamentary body in the spirit of the Roman Senate until the popular rebellions of the 1600s - 1800s.

Title/Source: Decline of Rome (UBD Unit 3 Essential Question #6)



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Is there one general reason for the fall of the Roman Empire, according to the author? If so, what is it?


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How did Julius Ceasar come to power?


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What is the date that Constantine took over?


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Analyze how an author or narrator uses description, dialogue,

S What effect did Constantine’s take over have on the Roman Empire?

and action to suggest relationships between characters in written or non print sources (e.g., films, ads)

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Select phrases or statements from a literary text that illustrate how a specific character feels toward others in the text.

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T


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What was the only remnant of the Roman Empire to survive that Romans had tried to suppress?


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Analyze the reasonableness of generalizations by reviewing information presented in the text

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and from other sources.

TCompose generalizations that include, qualifying language (e.g., a few sometimes) when limited evidence is presented by the author or narrator.

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T


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T

"Egypt." Ancient Civilizations Reference Library. Ed. Judson Knight. Detroit: U*X*L, 2000. Student Resource Center - Gold. Gale. Vaughn. 9 June 2009 <http://find.galegroup.com/srcx/infomark.do?&contentSet=GSRC&type=retrieve&tabID=T001&prodId=SRC-1&docId=EJ2173150014&source=gale&userGroupName=cps1920&version=1.0>.

Unit 4: Religions

World Religions

Nationalism Is The Source Of Conflict Between Palestine And IsraelNationalism is the source of the conflict between Israel and Palestine. The conflict has gone on for many years. There is a lot of religious history behind the problems they have had. The Middle East has been affected politically, economically, and socially by these conflicts. Many peace agreements have been signed to solve these conflicts, however the tensions between the two are too great to stop.

The history between Israel and Palestine dates back to the second millennium B.C. This is when the Jews migrated to Palestine and established their capital in Jerusalem. The region of Palestine is sacred to Jews, Christians, and Muslims. It is sacred to Christians because they believe in Jesus Christ, who died on the cross in the city of Jerusalem. Muslims also find the land sacred because it was in Jerusalem where Mohammed the Prophet of Islam is believed to have ascended into heaven. Both Arabs and Jews consider it a homeland. As a result of religious beliefs, Jerusalem is an important city to many different groups of people."

Zionism is the desire for a Jewish national homeland.

Title/Source: World Religions (UBD Unit 4 essential question # 4)



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What is nationalism? Why is it the cause of disconentent?


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What are the two major religions that have the most followers according to the chart?


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According to the chart, what religion has the most sects, or groups within the religion?


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According to the author, will the conflict over Jerusalem ever stop?


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Analyze the reasonableness of generalizations by reviewing information presented in the text

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and from other sources.


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Why do both Muslims and Jews believe they have claim to Jerusalem?

Unit 5: Middle Ages

Importance of the Catholic Church in the Middle Ages

The Roman Catholic Church was the single, largest unifying structure in medieval Europe. It touched everyone's life, no matter what their rank or class or where they lived. With the exception of a small number of Jews, everyone in Europe was a Christian during the Middle Ages from the richest king down to the lowest serf.

From the moment of its baptism a few days after birth, a child entered into a life of service to God and God's Church. As a child grew, it would be taught basic prayers, would go to church every week barring illness, and would learn of its responsibilities to the Church. Every person was required to live by the Church's laws and to pay heavy taxes to support the Church. In return for this, they were shown the way to everlasting life and happiness after lives that were often short and hard.

In addition to collecting taxes, the Church also accepted gifts of all kinds from individuals who wanted special favors or wanted to be certain of a place in heaven. These gifts included land, flocks, crops, and even serfs. This allowed the Church to become very powerful, and it often used this power to influence kings to do as it wanted.

The Pope

The head of the Church was called the Pope. As God's representative on Earth, the Pope had a great amount of power to influence kings and their advisors. If someone went against the Church, the Pope had the power to excommunicate them. This meant that the person could not attend any church services or receive the sacraments and would go straight to hell when they died. At a time when everyone believed in heaven and hell and all belonged to the Church, this was an awful punishment. Under the Pope, were his bishops who ruled the lower classes of priest in the same manner that an earl would rule his vassals.

The Parish Church

The parish church was the center of every town. It was generally the largest building in town and had stained glass windows and statues that told stories from the Bible to the villagers who, for the most part, could not read. This building and the religion it stood for were involved in every aspect of the lives of the people. A newborn infant would be baptized here and enter into a union with God. A couple would exchange their wedding vows before God in this church. When a person died, the final prayers would be said there and the body would be buried in ground that had been consecrated by the Church. If crops failed or someone fell ill, people would come to the

church to pray to God for help. Every Sunday, every villager went to church to a service in Latin (which they didn't understand) and a sermon (which they did understand). On Holy Days, when the Church forbade them to work, the people came to give praise to God for the good things in their lives. The parish church was overseen by a parish priest, whose duties were to teach the Christian gospel to his parishioners, and help them to live their lives by God's laws.

Pilgrimages

Pilgrimages were journeys made to places that held special religious significance. Usually, this was a shrine where a saint was buried or a visit to the Holy Land itself. Making a pilgrimage was long and often dangerous. Almost everyone traveled on foot and bandits and pirates lay in wait for the unarmed pilgrims. However, people went on these journeys anyways because they felt that prayers made at a saint's tomb were especially powerful. If a loved one fell ill, a relative might promise to make a pilgrimage if the person got better, or someone might go to show that they were sorry for their sins.

Monks and Nuns

Because religion was so important during the Middle Ages, many people devoted their whole lives to being closer to God and doing the Church's work. Sometimes, parents promised their children to this religious life in order to fulfill a promise to God and to ensure their children were never homeless or without food. These people became monks (if they were men) or nuns (if they were women) and lived apart from the rest of the people in special communities called monasteries and nunneries. Monks and nuns promised to always remain single, to be obedient to their superiors and to live a life of prayer. They ate simple food, dressed in simple clothes (called habits) and spent their days in silence, praying or working. They also attended many church services. There were seven main church services each day, the first at dawn and the last in the middle of the night.

Unit 6: Martin Luther

Title/Source: World History Unit 6, Ap, Renaissance/Reformation



What is the main idea of this article?


Why was Luther a troubled man?


What made Luther openly challenge the Church?


How do you think the Church responded to Luther’s complaints?


Why do you think the Church sold indulgences?

Martin LutherThunderstorm changes life

On a hot and muggy July day in 1505, Luther's life took a different path. While walking down a country road, he was caught in a sudden thunderstorm. When lightening stuck nearby, he became frightened and cried out to his patron saint: "Save me, Saint Anne, and I will become a monk." Luther lived through the storm and, two weeks later, entered an Augustinian monastery. Here life was strict. In addition to studying the Bible intensely, Luther had to perform hard tasks, such as scrubbing floors and barns. Finally, in 1507 he was ordained a priest. The following year he went to the University of Wittenberg to further his religious studies and to lecture on the teachings of the ancient Greek philosopher Aristotle.

Luther was a deeply troubled man. The medieval Church taught that people could only overcome their sinfulness by constantly doing good deeds and by taking part in rituals of the Church, such as baptism and communion. Only then would people receive God's grace. This disturbed Luther, for no matter how hard he worked at earning his salvation, he could not find any peace. God, it seemed to Luther, was vengeful and demanded too much. Then one day, while studying the Bible, Luther read "The just shall live by faith." He interpreted this statement to mean that God only required people to have faith. Nothing else mattered. Luther concluded that people did not need the ceremonies of the Church.

Questions indulgences

What made Luther openly challenge the Church, though, was its practice of selling indulgences, or pardons for sins. It was believed that Jesus Christ, the Virgin Mary, and the many Christian saints filled a vast treasury in heaven with infinite merits they had earned through their goodness and suffering. The pope was able to "borrow" quantities of this goodness and give them to people who were repentant, or sorry for their mistakes. Repentant sinners were given indulgences whenever they viewed saintly relics. But the pope also allowed priests to sell indulgences in order to make money for the Church. People could buy them for sins they had already committed or for sins they might yet commit.

Title/Source: Catholic Church in Middle Ages (UBD Unit 5 Essential Question #3)



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Why was the Church so important during the Middle Ages?


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What was one of the greatest punishments of the time? Why?


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TIdentify the authors or narrators reasons for including specific information in the text

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By stating that the Church took money for favors, what is the author implying that the Church is?


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TSelect phrases or statements from a literary text that illustrate how a specific character feels toward others in the text.

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TRead portions of a literary text, predicting how a persons actions or words would likely impact a specific situation

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TUse various strategies (e.g., questioning, role playing) to determine plausible cause effect relationships.

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What were the duties of parish priest?


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TAnalyze the reasonableness of

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generalizations by reviewing information presented in the text and from other sources.


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TDetermine reasonable conclusions by organizing the text information into general statements that are supported by details from the text.

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What would a person get in return for Church service?

Unit 7: AP, Absolutism

Title/Source: World History Unit 7, Ap, Absolutism



What is the main idea of the article?


What are the main features of absolutism?


What types of things can one find in Constitutionalism?


Why did the kings and queens feel they had absolute power?

Examine specific language in a text and propose plausible interpretations based in part on their own viewpoints and

Which form of government described would you prefer? Why?

experiences.

Cultures in Crisis

Absolutism can be defined as the tendency of ruling parties and individuals to centralize national power within the

small sphere of their personal influence, usually by means of military force, economic and civic subjugation in the

form of oppressive taxes and laws, and some form of religious conformity. In pre-industrial Europe, this was usually

accomplished by wielding the doctrine of the Divine Right of Kings, which claimed such power in the name of God.

Constitutionalism, on the other hand, is an opposing tendency of rulers to seek universal civil and religious freedoms

within the law, to honor a constitution or "social contract" with the ruled and to rule with their consent, to rule within a

system of "checks and balances" between several branches of government, and to forbid the use of military force

against their own electorate. Absolutism, though still a formidable reality in some underdeveloped and autocratic

nations worldwide, would generally meet its undoing at the hands of constitutionalism after 1600, as the last great

monarchies and autocracies of Europe headed toward revolutions—both bloodless and bloody.

Unit 8: Aztecs and Cortes

Title/Source: World History Unit 8, Ap, Age of Discovery





What are some of the accomplishments of the Aztec people?


With what did the Aztecs trade?


Why did they believe Cortes was a god?


How do you think the Spanish viewed the Aztecs?

Cortes and the Aztecs

The Aztec were a nomadic Native American people who settled in central Mexico during the fourteenth century. In 1325, they founded the city of Tenochtitlan (the site of present-day Mexico City). The Aztec were a poor tribe but during the 1400s they conquered neighboring peoples to build a powerful empire that dominated the region for two centuries.

Although they were hunters (primarily deer, rabbit, and fowl), their economy was based on agriculture. Among other crops, they cultivated corn, beans, squash, sweet potatoes, papayas, cotton, rubber, and cacao (the chocolate bean). They cleared forests by a slash-and-burn method and dug trenches to create irrigation systems. They also practiced step-farming in the highlands by cutting terraces into mountainsides to create arable (farmable) tracts of land.

The marketplace was central to Aztec life, and trade flourished. But since the Aztec had no form of money, merchants bartered rather than sold their goods.

They worshiped many gods, including the god of the Sun and the god of the Moon, for whom they built terraced pyramids at Teotihuacan, in central Mexico. The tallest pyramid, built to honor the Sun, reaches a height of 216 feet (66 meters). Their chief god was Quetzalcoatl, who represented the forces of good and light.

According to legend Quetzalcoatl would return one day from over the sea. This belief at first worked in the favor of Spanish conquistador Hernan Cortes (1485-1547) who arrived in central Mexico in November 1519. Aztec emperor Montezuma (1466-1520) initially mistook Cortes and his group for heavenly hosts and presented the Spaniards with gifts.

The impressive city of Tenochtitlan bedazzled the European explorers. Besides being a marvel of engineering (with a system of causeways, canals, bridges, and aqueducts), it was home to an estimated quarter of a million people (more densely populated than any Spanish city at that time). It was also a thriving trade and cultural center. The Spanish explorers called it a Venice of the New World.

When the Aztec revolted in 1520, Cortes put down the insurrection and went on to conquer them, claiming Mexico for the Spanish in August 1521. Mexico City became the seat of the viceroyalty (a province governed by a representative of the king or queen) of New Spain. This designation remained throughout the colonial period.

Unit 9: Nobility

Title/Source: World History Unit 9, Ap, French Revolution





Who were the lowest group in society and how were they treated?


How did the clergy get their money?


How were the nobles like “little kings”?


How do you think the Third Estate felt about all the taxes and restrictions?

The Excesses of the Nobility

By the late eighteenth century the nobility had become incredibly corrupt and carelessly hedonistic. Louis XVI, for example, had more than 20,000 courtiers at his palace at Versailles, all of whom were responsible for nothing more than keeping him entertained, informed, and secure from outside threats. (A modern-day example would be the

American White House, which has about 200 staffers). The king had complete authority, with no parliament or legislature to help keep him in balance. The questionable expense of maintaining his lifestyle cost taxpayers—the Third Estate—almost as much as—and some historians say more than—the legitimate public expense of maintaining a standing army.

The rank-and-file nobility had become little kings. Because they owned the land, they were the landlords of the masses. They charged what they wished, and ordinary tenants were forced to pay simply because there wasn't anywhere else for them to go. They were virtually unbound by law, and could treat their tenants any way they chose. Furthermore, they were absolutely convinced of their inherent, genetic superiority, and supported in that claim by philosopher Henri de Boulainvilliers, whose posthumous papers published in 1732 included a widely accepted theory of French noble racial superiority.

The clergy, far from being virtuous, had degenerated into an arm of the state. Untrained laymen from the nobility were often ordained as priests, bishops, and even cardinals to secure political loyalty and extend power over new parishes. The clergy collected its dues from the Third Estate, too, in the form of "contributions" in the offering plate and, more often, mandated tithes that took a predetermined slice of the income of everybody in a given parish.

In sum, the First and Second Estates had become overbearing institutions that held all the legal authority and took what they wished from the Third Estate while providing very little in return. The "little people" paid all the taxes and a small, insulated elite derived the benefit. Furthermore, many non-nobles of the merchant class had accrued significant economic power, but were still as beholden to the nobility and clergy as ever before. The stratified system no longer resembled the actual society of France.

Unit 10: Industrialization

Course: World History Apps

Unit: Unit 10 - Industrial Revolution

Title: Industrialization




What does the term “a steam engine on wheels” refer to? Explain.


When does Industrialization begin to take hold in nations outside of Britain?


Analyze how an author or narrator uses description, dialogue, and action to suggest

relationships between characters in written or non print sources (e.g., films, ads)



How do you think the owners of large corporations, such as Rockefeller (Standard Oil) and Carnegie (Steel) are received by the common worker?


During this time, cities lacked sanitary codes and housing services. What could be a possible outcome of these dangerous living conditions?




What was the outcome of the industrialization of the United States and Europe on a worldwide scale?


Unit 11: Stalemate

Title/Source: World History Unit 11, Ap, World War I



Write a new title for the article that reflects its main idea.


Describe trench warfare.


What weapons changed war into a trench warfare system?


How did improvements in transportation and science change warfare?

Examine specific language in a text and propose plausible interpretations based in part on their own viewpoints and

How do you think trench warfare affected the everyday lives of soldiers?

experiences.

Stalemate on the Western Front

By the middle of the war each side had extreme difficulty penetrating the other's line. With the invention of automatic

rifles, machine guns, and hand grenades, hand-to-hand combat was largely replaced by trench warfare. Vast

networks of trenches criss-crossed for hundreds of miles, with soldiers forced to cross a "no man's land" in an effort

to gain access to the enemy. The most famous battle demonstrating this stalemate as well as the incredible

endurance of the soldiers is the fighting at Verdun, France. From 1916 through 1917 French and Germans worked to

penetrate the other's trenches. Neither side could claim victory with 330,000 German losses and 350,000 French

losses.

The vast number of losses can be attributed in part to technology developed before 1914 and adapted for use in

combat. Developments in locomotive and automotive transport, although still supplemented with travel by foot and

horse, made the movement of troops and supplies considerably more efficient than in past wars. Leaders depended

upon scientists to devise new weaponry or to refine existing weaponry to make it superior to that employed in the

enemy's trench. Out of the race to improve war technology and break the stalemate, came chemical warfare, gas

masks to defend against the poison gases of chemical warfare, and tanks. In addition, for the first time, aircraft was

utilized in reconnaissance missions, bombing, and air combat.

Unit 12: World War II

World His. Apps. Unit 12 WWII:

Title/Source: World War II/Encyclopedia Britannica Online



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State three important ideas conveyed in the first paragraph.


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Which details are most important in the second paragraph?


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Name the two sides that fought each other in World War II.


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Why is the Cold War mentioned at the end of the article.

Analyze how an author or narrator uses description, dialogue, and action to suggest relationships between characters in written or non print sources (e.g., films, ads)

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State one cause and one effect of World War II.


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Some 20 years after the end of World War I, lingering disputes erupted in an even

Flying Fortresses, the B-17s of the United States 8th Air Force's 3rd Air Division, bomb German … AP/Wide World

http://www.school.eb.com/new-multimedia/bigimages/wwarii052.jpg

larger and bloodier conflict—World War II. The war began in Europe in 1939, but by its end in 1945 it had involved nearly every part of the world. The opposing sides were the Axis powers—consisting mainly of Germany, Italy, and Japan—and the Allies—primarily France, Great Britain, the United States, the Soviet Union, and, to a lesser extent, China. Estimates of the number of casualties vary widely, but by any measure the war's human cost was enormous—35 million to 60 million deaths, with millions more wounded or left homeless.

The political consequences of World War II, like those of World War I, altered the course of 20th-century world history. The war resulted in the Soviet Union's dominance of the countries of eastern Europe and eventually enabled a Communist movement to take power in China. It also marked a decisive shift of power away from the countries of western Europe and toward the United States and the Soviet Union. The tense rivalry between those two countries and their allies, known as the Cold War, would influence events throughout the world for the next 50 years.

Unit 13: Iron Curtain

Title/Source: World History Unit 13, Ap, Cold War



What is the main idea of this article?

Determine which details in a text are essential to understanding the authors or narrators

What does the term iron curtain mean?

intended message


Who invited Churchill to speak at Westminster College?


How did the Russians get control of much of Eastern Europe after WWII?


Do you think this speech led to a more peaceful world? Why?

The "Iron Curtain"

At the moment of his greatest triumph Prime Minister Winston Churchill of Great Britain was voted out of office during

the Potsdam Conference. At loose ends after the war, Churchill was determined to regain a place at the center of

world events. On 5 March 1946, at the invitation of President Truman, Churchill made one of his most famous

speeches before an audience at Westminster College in Fulton, Missouri. Denouncing Soviet control of Eastern

Europe, he declared that "From Stettin in the Baltic to Trieste in the Adriatic, an iron curtain has descended across

the continent." Claiming that the Soviets aimed at "the indefinite expansion of their power and doctrines," he also

asserted that they constituted "a growing challenge and peril to Christian civilization." According to Churchill, the only

salvation lay in the "fraternal association of the English-speaking peoples" and a military alliance founded on a

monopoly of the atomic bomb. Churchill knew he was overstating his case. His eloquent and vehement (harsh) words

were intended to galvanize (make stronger) the American and British people for a new round of military confrontation,

and they helped to polarize (separate) American-Soviet relations further. The speech also contributed an important

new term—iron curtain—to the emerging vocabulary of the Cold War. Ironically, in secret meetings with Stalin in 1944

—resulting in what historians term the "Percentage Deal"—Churchill had himself helped to craft agreements that had

resulted in the Soviet domination of Eastern Europe.

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