Acing The Gre phần 4 pptx

RELIGION ORIGIN CHARACTERISTICS Hinduism India in 1500 B.C. ■ Hinduism has no single founder; it developed over a period of 4,000 years. ■ One of its main features is a caste system, in which people are born into a prescribed class and follow the ways of that class. ■ They are polytheistic. Buddhism India in 525 B.C. ■ It was founded by Siddhartha Gautama, called the Buddha. ■ Buddhists believe in a cycle of rebirth. ■ The ultimate goal of the Buddhist path is to achieve nirvana, an enlight- ened state free from suffering. Judaism Middle East, now ■ The belief in a single, all-powerful God is central to Judaism. Israel—the Jewish ■ The Torah—the instructions believed to be handed down from God to calendar begins Moses—encompasses Jewish law and custom. with the biblical time of the Creation Christianity Jerusalem, now in ■ Early followers believed that Jesus fulfilled the Jewish prophesy of the Israel—Christian Messiah. calendar begins ■ The Gospels in the Bible’s New Testament describe the teachings and life with the birth of of Jesus. Jesus ■ Beliefs include that Jesus is the son of God and that after crucifixion, he rose from the dead. Islam Arabia in 622 A.D. ■ Its followers, called Muslims, believe in one all-powerful God. ■ They adhere to the codes of living set forth in the holy book of Islam, the Qur’an (Koran). ■ The founder of Islam was Muhammed, a prophet who lived in Mecca in the sixth century, A.D. – WORLD HISTORY– 135 EXERCISE 1 Choose the best answer to the question based on the information in the chart. The answer is on page 168. 1. What conclusion can you make based on the information in the chart? a. All major religions believe in a single, all- powerful God. b. Most religions developed in the last millennium. c. Religion is not a force in today’s world culture. d. Many of the world’s major religions have influenced human culture for over a thousand years. e. All of today’s major religions had their begin- nings in the Middle East. The Middle Ages As the Roman Empire began to fracture in the fourth and fifth centuries, a period that historians refer to as the Middle Ages began in Western Europe. During this time, culture centered on Christianity as the Roman Catholic Church gained authority and missionaries spread Chris- tian ideas. A new social organization called feudalism developed. Based on an agricultural society, this system divided people into classes. The ruling class consisted of nobles, while the majority of people were in the peasant or serf class. Between the eleventh and fourteenth cen- turies, European Christians led a series of wars called the Crusades to recover the Holy Land from the Muslims. Although they did not achieve this goal, the wars brought Europe in contact with Arab culture, stimulated com- merce between regions, and increased geographical knowledge. By the fourteenth century, wars, famine, and the spread of the bubonic plague, or Black Death—an infectious disease that killed up to one-third of all Euro- peans—weakened the feudal economy. The Renaissance In the 1400s, a rediscovery of Greek and Roman litera- ture led to the humanist movement in Europe, which called for a return to classical ideals. As Western Europe became more stable again, a period of intellectual devel- opment began. The Renaissance, meaning “rebirth,” led to advances in the sciences, music, literature, art, and architecture. During its height in the fifteenth and early sixteenth century, artists like Piero della Francesca, Leonardo da Vinci, Michelangelo, and Rafael con- tributed works praised for their grandeur and sense of harmony. The New World European exploration of North America began in the tenth century when Viking explorers landed in Green- land and Newfoundland. However, Christopher Colum- bus’s landing in the Bahamas in 1492 had a greater impact on the history of the world. Under the service of Spain, Columbus sailed west, hoping to discover a quicker trade route to Asia. He landed in the Caribbean instead. His historic journey marked the start of Euro- pean exploration and colonization in the New World. (See the table at the bottom of this page.) Age of Enlightenment The Enlightenment describes a period in Europe and America during the eighteenth century in which philoso- phers celebrated rational thought, science, and techno- logical progress. The scientific developments of sixteenth and seventeenth centuries acted as a precursor to the Enlightenment. Galileo Galilei, Nicolaus Copernicus, and Isaac Newton contributed new ideas about astron- omy and physics that challenged the understanding of the physical world. Later, the philosophy of John Locke influenced attitudes about the role of the individual in society and challenged the notion that knowledge is inborn. The works of the French philosopher Jean Jacques Rousseau shaped political and educational the- ory, as did the ideas of Immanuel Kant in Germany, David Hume in England, and Benjamin Franklin and Thomas Jefferson in the American colonies. EXERCISE 2 Select the best answer to the questions based on the para- graph about the Age of Enlightenment. The answers are on page 168. 1. Which of the following statements about the Enlightenment is an opinion? a. The proponents of the Enlightenment believed in rationality. b. The Enlightenment philosophers challenged formerly held beliefs. c. The Enlightenment was an international movement. d. John Locke contributed the most to the Enlightenment philosophy. e. Hume, Kant, Jefferson, and Franklin shared a faith in human reason. – WORLD HISTORY– 136 Early European Explorers DATE (A.D.) EXPLORER ORIGIN LANDING SITE 986 Eric the Red Iceland Greenland 1000 Leif Ericsson Norway North America, possibly Newfoundland 1492 Christopher Columbus Spain Bahamas, Cuba, and Hispaniola 1497 John Cabot England Cape Breton Island 1499 Amerigo Vespucci Italy, later Spain North coast of South America 1500 Gasper Corte-Real Portugal Between Labrador and Newfoundland 1513 Juan Ponce de Leon Spain, later governor Florida and Mexico of Puerto Rico 2. Which was the most likely factor that contrib- uted to the beginning of the Enlightenment? a. scientific discoveries in the previous century b. feudalism c. the French Revolution d. the Crusades e. missionaries of the Roman Catholic Church in Europe French Revolution The French Revolution (1789–1799) ranks as one of the most important events in Europe. Increased criticism of the monarchy by thinkers of the Enlightenment, as well as unequal taxation and persecution of religious minori- ties, were some of the factors that led to political upheaval. Food shortages and economic depression were a more immediate cause. Parisians revolted in 1789 by violently overtaking the Bastille, a prison in Paris. Aris- tocrats, including the king and queen, were beheaded. Political unrest followed until Napoleon Bonaparte emerged as a leader in 1799 and declared himself emperor in 1804. Although it appeared to be a failure at the time, the Revolution created a precedent for repre- sentative governments around the world. It also intro- duced revolution as a means of seeking different kinds of freedom. The Industrial Era By the mid-nineteenth century, changes in technology began to transform Europe and the United States from societies with an agricultural base to ones with an indus- trial base. This period is called the Industrial Revolution. The introduction of steam-powered engines, inventions that increased the output of cotton textiles, and the advent of the railroad are some of the technological changes that increased the speed of production and transportation of goods. The doctrine of laissez-faire appealed to factory own- ers of the Industrial Revolution. Supported by econo- mists like Adam Smith and John Stuart Mill, this doctrine stated that economic systems work better with- out intervention by government. Another doctrine that developed during this period was The Communist Man- ifesto, a document of communist principles. Authored by German writer Karl Marx in 1848, the Manifesto described the history of society as a history of class strug- gles between the ruling class and the exploited working class. Marx believed that the working class would over- throw the powerful capitalist class of the Industrial Rev- olution and create a classless society. His ideas later influenced Vladimir Ilyich Lenin and the formation of the Communist state in Russia. World War I World War I (1914–1918) involved 32 countries, includ- ing many European nations, the United States, and other nations around the world. By the war’s end, ten million soldiers were killed and 20 million wounded. The assas- sination of the heir to Austro-Hungarian throne by a Ser- bian nationalist was the immediate cause of the war, but conflicts between European nations over territory and economic power were also factors. Two coalitions of European nations formed. The Central Powers included Austria-Hungary, Germany, Bulgaria, and Turkey. The Allied Powers included Great Britain, France, Serbia, Rus- sia, Belgium, and Italy. The fighting ended in 1918 when the Allies defeated German forces. With the Treaty of Ver- sailles in 1919, the war officially ended. One of the most destructive wars in European history, World War I left European powers in enormous financial debt and greatly weakened. The Russian Revolutions of 1917 Peasant and worker uprisings led to two revolutions in Russia during 1917. The first overthrew the Tsar Nicholas II, an absolute monarch from the Romanov dynasty who ruled the country. A provisional government took control but could not solve the problems that led to the upris- ing—mainly the devastating effect of the country’s involvement in World War I. Vladimir Lenin and a group of revolutionary socialists called the Bolsheviks took power. The Bolsheviks hoped to transform Russia into a classless society called the Union of Soviet Socialist Republics (USSR). However, the Communist regime that they created became increasingly authoritarian and eventually controlled the economic, social, and political life of the nation. After Lenin’s death, Bolshevik Joseph Stalin became the dictator of the Soviet Union. He ruled with total and often brutal control. The Communist – WORLD HISTORY– 137 regime continued to hold power until its collapse in 1991. World War II World War II (1939–1945), the deadliest and most destructive war in history, began between Germany and the English and French, but later included all of the major world powers. The rise of fascism—an Italian term for military-based totalitarian governments—as well as the effects of economic depression, fueled the conflict. The peace settlements of World War I also left three powers—Germany, Italy, and Japan—dissatisfied, and each wanted to increase its territory. In Germany, Adolf Hitler of the German National Socialist (Nazi) Party, promoted national pride and offered a scapegoat for the country’s economic problems: the Jews. His racist poli- cies led to the persecution and murder of millions of Jewish people and other Europeans, an atrocity now known as the Holocaust. Germany, with Hitler in power, began an aggressive campaign in Europe, invading Czechoslovakia. Hitler then created an alliance with Italy and Japan to form the Axis Powers. When Germany invaded Poland, Great Britain and France entered the war. By 1940, the only Allied force to resist German occupation was Great Britain. However, Great Britain gained an ally when Ger- many invaded the Soviet Union in 1941. Although the United States was trying to be neutral in the conflict, events forced it to enter the war. On Decem- ber 7, 1941, Japan attacked Pearl Harbor, a U.S. military base in the Pacific. On December 11, Germany and Italy declared war on the United States. The United States joined the Allied forces and helped turn the war in its favor. In May 1945, Germany surrendered. In August 1945, the United States dropped the first atomic bomb on Hiroshima, Japan, and another on Nagasaki, Japan. Five days later, Japan surrendered. World War II devastated entire cities, and both civil- ians and soldiers suffered. Tens of millions of people were killed. The war revolutionized warfare by introducing nuclear weapons. Politically, power shifted away from Great Britain and France, and the United States and the Soviet Union emerged as world powers.After the war, the Soviet Union kept control of its occupation zones in Aus- tria and Germany and took power in Eastern Europe. This expansion threatened the West and started the Cold War, a struggle for power between the capitalist West and the Communist bloc that lasted until 1989. EXERCISE 3 Use the information from the passage about World War II to answer the questions. The answers are on page 168. 1. Which of the following is NOT a likely conse- quence of World War II? a. death of millions b. the end of racism c. destruction of cities d. shift in world power e. threat of nuclear war 2. Based on the information about World War II, which of the following is a likely assumption as to why Hitler rose to power? a. Hitler’s totalitarian government exercised absolute power. b. Many citizens resisted the rise of the Nazi Party. c. Germans wanted a powerful leader who would lift them out of financial chaos. d. Germans needed a leader to fend off British and French aggression. e. Nazi propaganda techniques were not successful.  U.S. History A New Nation After Columbus landed in the Bahamas in 1492, Western Europe began colonization of the Americas. Spain, Por- tugal, France, The Netherlands, and England had vast holdings in the New World. A group of English immi- grants called Puritans—people seeking to purify the Church of England—started settlements in New Eng- land. One group, known as the Pilgrims, landed in Ply- mouth, Massachusetts in 1620. These settlers established the Plymouth Colony and created the Mayflower Com- pact, an agreement that said the colonists would make decisions by the will of the majority. This became the first instance of self-government in America. Through- out the British colonies, forms of self-government developed. – WORLD HISTORY– 138 THE DECLARATION OF INDEPENDENCE In the mid-eighteenth century, England and France fought over land in the upper valley of Ohio in the French and Indian War. England gained control of all ter- ritory east of the Mississippi, but the war left the coun- try deeply in debt. To pay off the debt, King George III and British Parliament established ways to tax the colonists. The Stamp Act of 1765 required that all printed material—newspapers, legal documents, and other papers—bear a British stamp and that colonists pay for these seals. The Townshend Acts of 1767 placed new taxes on glass, lead, paints, paper, and tea. Boston merchants began boycotting English goods. When three shipments of tea arrived in Boston Harbor in 1773, angry citizens threw the cargo overboard in an incident called the Boston Tea Party. In punishment for this protest, England closed the port of Boston and passed the Intolerable Acts, which limited the political freedom of the colonists. This led to further protest, and in 1775, fighting between the colonists and the British marked the start of the Revolu- tionary War. Thomas Jefferson drafted the Declaration of Independence, a document that describes the American ideal of government and lists the injustices of the king. The Second Continental Congress, a meeting of represen- tatives from the 13 colonies, approved the declaration on July 4, 1776. THE U.S. CONSTITUTION The colonies won their independence after seven years of the Revolutionary War. The new states created a system of government under the Articles of Confederation. This framework limited the power of the central government and allowed the states to act as separate nations. This sys- tem could not address issues such as national defense, trade between states, or a common currency. In 1787, leaders met to draft the Constitution, which was approved by the states in 1788. The Constitution outlines the fundamental principles of the American republic. It defines the powers of Congress, the president, and the federal judicial system, and divides authority in a system of checks and balances so that no branch of government can dominate over the others. To calm the fears of those that believed a central government would interfere with individual freedoms, the framers of the Constitution added the Bill of Rights. These ten amendments to the Constitution safeguard citizens’ rights, such as freedom of speech, freedom of the press, and freedom of religion. EXERCISE 4 Read the following question and select the best answer. The answer is on page 168. 1. Which of the following was a consideration in creating the Bill of Rights? a. dividing power between the three branches of government b. creating a judicial system c. forming a strong central government d. protecting the rights of states e. securing the liberties of individuals Sectionalism During the late 1700s and early 1800s, the United States expanded its territory. In 1803, President Thomas Jeffer- son doubled the size of the country by buying land from France through the Louisiana Purchase. Under President James Monroe, westward expansion continued. Despite this growth and the country’s increased wealth, eco- nomic and cultural differences between regions devel- oped. Sectionalism—each section of the country supporting its own self-interests instead of the nation’s interests—took root. The Northeast relied on an indus- trial economy while the South had an agricultural econ- omy supported by slave labor. One major issue concerned whether new states in the Union would become free states or allow slavery. A group called the abolitionists believed slavery was wrong and wanted it abolished throughout the nation. In 1857, the Dred Scott decision by the Supreme Court increased the hostility between the North and South. In the case, Dred Scott, a slave, argued that because his owner moved to a free ter- ritory, he should be free. The court ruled that slaves were not citizens and therefore could not sue. It also ruled that it could not ban people from bringing slaves to free territories. – WORLD HISTORY– 139 The Civil War Abraham Lincoln, considered by the South to be a threat to slavery, was elected president in 1860. Eleven southern states withdrew from the Union. They formed a separate government called the Confederate States of America. Here is the division between free and slave states in 1861: FREE STATES Maine Indiana New Hampshire Illinois Vermont Michigan Massachusetts Wisconsin Rhode Island Iowa Connecticut Minnesota New Jersey Kansas New York Oregon Pennsylvania California Ohio S LAVE STATES Maryland South Carolina* Delaware Georgia* Virginia* Florida* Kentucky Alabama* Missouri Mississippi* Louisiana* Arkansas* Texas* Tennessee* North Carolina* TERRITORIES Washington Nevada Dakota Colorado New Mexico Utah Indian Nebraska *Confederate States In 1861, Confederate soldiers opened fire on Fort Sumter in Charleston, South Carolina, and the Civil War began. The “War Between the States” lasted four years and eventually killed 600,000 people. It also destroyed an estimated $5 billion in property. The war ended in 1865 after the surrender of Robert E. Lee, the most important general of the Confederacy. Four million slaves were freed during the period of Reconstruction that followed the war. Five days after the Northern victory, President Lincoln was assassinated by a Confederate sympathizer. Resentment and division between the South and North were not resolved for decades after the war’s end. Big Business From 1860 into the next century, the United States expe- rienced an explosion of industrialization. Just as the Industrial Revolution changed Europe, it altered life in the new nation. Natural resources, technological advances, railroad expansion, and a new wave of immigrants in the workforce made industrial growth possible. Businesses began to operate over broad geographic areas and grew into large corporations. Tycoons of the steel and oil industry like Andrew Carnegie and John D. Rockefeller controlled much of the marketplace. The powerful industrialists supported the policy of laissez-faire: They believed government should not interfere with business. Large-scale production changed the workplace. Laborers were more likely to work in large factories than in small workshops. Machines and unskilled workers replaced skilled workers to keep costs down. Many worked long hours doing monotonous work in danger- ous conditions. As a result, national labor unions began to form to protect the rights of workers. The first national labor union was the Knights of Labor, which organized in 1869. In 1886, the American Federation of Labor (AFL) formed, joining together a network of local unions. Led by Samuel Gompers, an immigrant cigar maker, the union rallied for improved hours, wages, and working conditions. Reformers, called the Progressives, wanted to curb the power of big business and protect working people. Among other goals, progressive reform- ers wanted to end child labor and introduce a minimum wage. Through their efforts, government at the local, state, and national level began to regulate business. EXERCISE 5 Use the information from the big business passage to select the best answer for each question. The answers are on page 168. 1. Which of the following slogans would industrial- ist John D. Rockefeller most likely support? a. Live Free or Die b. Our Union, Our Voice c. Equal Pay for Equal Work d. That Government Is Best Which Governs Least e. Big Government – WORLD HISTORY– 140 2. Which of the following was NOT a goal of the Progressives? a. improve workers’ safety b. stop legislation that restricted business practices c. increase government regulation d. prohibit child labor e. set a minimum level for wages The Great Depression In the 1920s, the country enjoyed a prosperous period. Business expanded and investors speculated in the stock market, often borrowing money on easy credit to buy shares of a company. Money flowed into the stock mar- ket until October 24, 1929, when the market collapsed. Investors lost fortunes overnight, businesses started to close, workers were laid off, and banks closed. The stock market crash of 1929 marked the onset of the Great Depression, which lasted through the 1930s. By 1933, unemployment reached 25%, more than 5,000 banks were closed, and over 85,000 businesses had failed. Elected in 1932, President Franklin D. Roosevelt started a relief effort to revive the economy and bring aid to people who were suffering the effects of the depres- sion. He called his program the New Deal. In what is now called the First Hundred Days, Roosevelt and Congress passed major legislation that saved banks from closing and regained public confidence. The following box lists some of the important measures passed in 1933, the first year of Roosevelt’s presidency. The New Deal Agricultural Adjustment Act—paid farmers to slow their production in order to stabilize food prices National Industrial Recovery Act—outlined codes for fair competition in industry Securities and Exchange Commission— established to regulate stock market Federal Deposit Insurance Corporation— insured bank deposits in the case that banks fail Public Works Administration—built roads, public buildings, dams Tennessee Valley Authority—brought electric power to parts of the Southeast Although the New Deal brought relief, it did not end the Depression. The economy did not revive until the nation entered World War II in the 1940s. However, the New Deal had long-lasting effects. It expanded the pow- ers of the central government to regulate the economy, and it created “safety-net” programs that would assist citizens. – WORLD HISTORY– 141 [...]... and the Middle East are found in the northern temperate zone Australia and the southern part of South America fall within the southern temperate zone The polar or arctic zones are the areas near the north and south pole This zone is characterized by long, cold winters and short, cool summers The Arctic Circle marks the region near the north pole and the Antarctic Circle marks the area surrounding the. .. at the table, “World Energy Consumption, 1970– 2020,” and then answer the following questions The answers are on page 169 1 How much energy did the world consume in 1980? 2 What is the table’s estimate of world energy consumption for the year 2015? 3 What is the trend of the world’s energy consumption? 4 In which five-year period in the past was the increase in the world’s energy consumption the greatest?... Review the special-purpose map on page 165, paying careful attention to its details, and then answer the practice questions The answers are on page 169 – TIPS AND STRATEGIES FOR THE GED SOCIAL STUDIES EXAM – E XERCISE 14 1 What is the title of the map? 2 What do the four shades of color indicate in the legend? 3 How much did the population change in the last decade in the state of California? 4 Which... the author witness the event or rely on others’ accounts? Did the author express an opinion? What was his or her point of view? Can you verify the source with other evidence? How much time elapsed after the event before the author made his or her account? (The sooner an account is made, the more reliable a source tends to be Also, the nearer the witness is in proximity to the event, the more reliable... high unemployment, the Fed might set a low reserve ratio, so there is more money available within the economy The Federal Reserve Board can also affect the nation’s economy by altering the discount rate, which is the interest rate that the Fed charges banks to borrow money To make a profit, banks charge their customers a higher interest rate than the rate they pay to the Fed When the Fed sets a high... refers to the two groups when they are in agreement Example: The U.S Census Bureau found that 36% of U.S citizens between the ages of 18 and 24 voted in the November 20 04 election, while 72% of citizens between the ages of 65 and 74 voted From this information, a social scientist can hypothesize about the causes and effects of this age difference in people who vote 161 – TIPS AND STRATEGIES FOR THE GED... or thinker of the time 2 a Although the proponents of the Enlightenment were reacting against the influences of the Middle Ages—feudalism, the Crusades, and the Roman Catholic Church the most likely factors that contributed positively to the Age of Enlightenment were the scientific discoveries of the sixteenth and seventeenth centuries 168 1 b Because the military has total control of the nation’s media... FOR THE GED SOCIAL STUDIES EXAM – Exercise 8: The Marketplace, page 148 Exercise 12: Line Graphs, page 163 1 a The point where the lines connect is at $1 ,40 0 That is the point of equilibrium 2 b As the price increases, the demand decreases 1 The trend was increasing Even though the graph plots small rises and falls in immigration, between 1950 and 1990, the plotted line increases overall 2 Between the. .. labels of the axes (or pie slices in a circle graph) ➧ Carefully read the information in the legend or key if there is one ➧ Look for relationships between the facts presented ■ E XERCISE 13 Use the circle graph, The Federal Government Dollar,” to answer the following questions The answers are on page 169 1 64 Title—this describes what the map represents Legend, or key—a table or list that explains the symbols... in order to show a relationship between them To read a table, begin by noting the title of the table (the title runs across the top of the table) Next, read each column heading Now you can locate facts and begin to discern the relationships between them 162 Year Quadrillion Btu Consumed 1970 207 1975 243 1980 285 1985 311 1990 346 1995 366 2000 382 2005 43 9 2010 49 3 2015 552 2020 612 Sources: History—Energy . Russia, China, and the Middle East are found in the northern temperate zone. Australia and the southern part of South America fall within the southern temperate zone. The polar or arctic zones are the areas. to draft the Constitution, which was approved by the states in 1788. The Constitution outlines the fundamental principles of the American republic. It defines the powers of Congress, the president,. did not end the Depression. The economy did not revive until the nation entered World War II in the 1 940 s. However, the New Deal had long-lasting effects. It expanded the pow- ers of the central