World History Curriculum Document
(Revised August 2011)
Quarter 1
Student Learning Expectation
Task Analysis
VOCABULARY
Materials/Supplies/
Resources/Instructional
Strategies
Strand: Social Movements and Reforms
Content Standard 1: Students shall analyze the key elements of social movements and reforms.
Essential Question: What are the key elements of social movements and reforms that have historical significance?
SMR.1.WH.1
*identify the five major religions
Key concept
Semantic feature analysis
Examine the key concepts and
*identify the key concepts of
historical significance of five major each of the religions
Historical
religions:
*identify the historical
significance
 Buddhism
significance of each
 Christianity
Buddhism
 Hinduism
Christianity
 Islam
Hinduism
 Judaism
Islam
Judaism
SMR.1.WH.2
*identify the three major Eastern Eastern
Semantic feature analysis
Examine the key concepts and
philosophies
philosophy
historical significance of three
*identify the key concepts of
major Eastern philosophies:
each
Confucianism
 Confucianism
*identify the historical
Daoism
 Daoism
significance of each
Legalism
 Legalism
SMR.1.WH.3
*identify key Greek philosophers
Greek philosopher Semantic feature analysis
Explain the contributions of Greek
*identify contribution of each
Western thought
philosophers to Western thought
Primary source
using primary and secondary
Secondary source
sources:
Socrates
 Socrates – Socratic method
Socratic method
 Plato – The Republic
Plato
 Aristotle
The Republic
Aristotle
1
Assessment
Writing prompt
classroom
assessment
Writing prompt
Writing prompt
Student Learning Expectation
Task Analysis
VOCABULARY
Materials/Supplies/
Resources/Instructional
Strategies
Strand: Social Movements and Reforms
Content Standard 2: Students shall analyze societal changes resulting from movements and reforms.
Essential Question:
SMR.2.WH.1
*Explain the characteristics of a
Explain the characteristics of a
civilization.
civilization:
 calendar
 writing
 specialization of workers
 rise of cities
 advanced technology
 development of complex
institutions
SMR.2.WH.2
Investigate the changing roles of
women using primary and secondary
sources
*identify traditional roles of
women
*investigate how women’s roles
changed
Role of women
Strand: Conflict and Compromise
Content Standard 3: Students shall analyze the causes of conflict in the world.
CC.3.WH.1
Explain the causes of the fall of the
Roman Empire (e.g., economic,
political, military)
*Explain the economic causes of
the fall of the Roman Empire
*Explain the political causes of
the fall of the Roman Empire
*Explain the military causes of
the fall of the Roman Empire
2
Roman Empire
Assessment
Strand: Migration and Settlement
Content Standard 5: Students shall analyze the reasons for and consequences of migration.
Student Learning Expectation
Task Analysis
MS.5.WH.1
Examine the effects of the
Neolithic revolution on society
(e.g., domestication of plants and
animals, increased population,
changing technologies)
* Examine the effects of the
Neolithic revolution on society
MS.5.WH.4
Discuss the spread of forced labor
(e.g., slavery in ancient civilizations,
American Indians, Africa)
* Discuss the spread of forced
labor
Materials/Supplies/
Resources/Instructional
Strategies
VOCABULARY
Neolithic
revolution
Domestication
Forced labor
Slavery
Strand: Migration and Settlement
Content Standard 6: Students shall analyze the interactions of peoples, cultures, and ideas.
MS.6.WH.1
Illustrate the movement of people
over time to different locations
using historical maps
* Illustrate the movement of
people over time to different
locations using historical maps
MS.6.WH.2
Investigate the cultures that
developed in the Americas prior to
European exploration
(e.g., Maya, Inca, Aztec, and North
American Indian tribes)
*Identify the cultures that
developed in the Americas prior
to European exploration
Maya
* Investigate the cultures that
developed in the Americas prior
to European exploration
Aztec
3
Historical maps
Inca
Assessment
Student Learning Expectation
MS.6.WH.3
Describe the contributions of early
African civilizations (e.g., Ghana,
Mali, Songhai)
MS.6.WH.4
Describe the contributions of early
Asian civilizations (e.g., Zhou, Qin,
Han, Indo-European)
Task Analysis
*Identify early African
civilizations
VOCABULARY
Materials/Supplies/
Resources/Instructional
Strategies
Ghana
Mali
* Describe the contributions of
early African civilizations
Songhai
*Identify early Asian civilizations
Zhou
* Describe the contributions of
early Asian civilizations
Qin
Han
Indo-European
MS.6.WH.5
Compare and contrast the
consequences of the Mongol invasion
on India, China, and Russia
*Identify the similarities and
differences of the consequences
of the Mongol invasion on India,
China, and Russia
Mongol invasion
Venn diagram
Strand: Politics and Government
Content Standard 9: Students shall analyze the different theories of government throughout history.
PG.9.WH.1
Summarize the development of
political structures in the cradles of
civilization (e.g., Nile River Valley,
Indus River Valley, Mesopotamia,
China, and South America)
4
*define “cradles of civilization”
* Summarize the development of
political structures in the cradles
of civilization
Cradles of
civilization
Nile River Valley
Indus River Valley
Mesopotamia
China
South America
Assessment
Student Learning Expectation
PG.9.WH.2
Compare and contrast the political
theories found in the Greek citystates of Sparta and Athens
Task Analysis
*identify the similarities and
differences of the political
theories found in the Greek citystates of Sparta and Athens
VOCABULARY
City-state
Materials/Supplies/
Resources/Instructional
Strategies
Venn diagram
Sparta
Athens
PG.9.WH.3
Summarize political power resulting
from the following:
 Mandate of Heaven
 divine right
 absolutism
*define Mandate of Heaven
Mandate of
Heaven
Frayer model
*define divine right
Divine Right
*define absolutism
Absolutism
* Summarize political power
resulting from the following:
 Mandate of Heaven
 divine right
 absolutism
Strand: Politics and Government
Content Standard 10: Students shall analyze the structure and purpose of political organizations and alliances.
PG.10.WH.1
Investigate historical law codes
using primary and secondary
documents
(e.g., Hammurabi, Justinian, Magna
Carta, Napoleonic)
* Investigate historical law codes
using primary and secondary
documents
Hammurabi
Justinian
Magna Carta
Napoleonic
5
Semantic Feature Analysis
Assessment
Quarter 2
Strand: Social Movements and Reforms
Content Standard 2: Students shall analyze societal changes resulting from movements and reforms.
Student Learning Expectation
SMR.2.WH.3
Examine the spread of the major
religions using historical maps:
 Buddhism
 Christianity
 Hinduism
 Islam
 Judaism
Strand: Conflict and Compromise
Content Standard 3: Students shall
CC.3.WH.2
Investigate the causes of the
Crusades (e.g., religious, economic,
military, political)
CC.3.WH.3
Compare and contrast the
Reformation and the CounterReformation (e.g., religious,
economic, political)
6
Task Analysis
*identify the major religions of
the world
*examine the spread of the major
religions using historical maps
VOCABULARY
Materials/Supplies/
Resources/
Instructional Strategies
Major religion
Historical map
Buddhism
Christianity
Hinduism
Islam
Judaism
analyze the causes of conflict in the world.
*Investigate the religious causes
Crusades
of the Crusades
*Investigate the economic causes
of the Crusades
*Investigate the military causes
of the Crusades
*Investigate the political causes
of the Crusades
*Identify the religious, economic,
and political characteristics of
the Reformation
*Identify the religious, economic,
and political characteristics of
the Counter- Reformation
*Identify the similarities and
differences
Reformation
Counter
Reformation
Venn diagram
Assessment
Strand: Conflict and Compromise
Content Standard 4: Students shall analyze the effect of conflict and subsequent resolution in the world.
Student Learning Expectation
CC.4.WH.1
Analyze the effect of the Punic
Wars on transforming Rome from
Republic to Empire
Task Analysis
*Identify the characteristics of a
Republic
VOCABULARY
Punic Wars
Republic
*Identify the characteristics of
an Empire
Empire
* Analyze the effect of the Punic
Wars on transforming Rome from
Republic to Empire
CC.4.WH.2
Investigate the effects of the
collapse of the Roman Empire on
civilization
(e.g., barbarian invasions, changing
structure of the church, the
Byzantine Empire)
*Investigate the effects of the
collapse of the Roman Empire on
civilization
CC.4.WH.3
Explain the consequences of the
Crusades (e.g., decline in feudalism,
increase in trade, shifting political
power)
*Explain the consequences of the
Crusades
7
Roman Empire
Barbarian invasion
Byzantine Empire
Crusades
Feudalism
Materials/Supplies/
Resources/Instructional
Strategies
Assessment
Strand: Migration and Settlement
Content Standard 5: Students shall analyze the reasons for and consequences of migration.
Student Learning Expectation
MS.5.WH.2
Describe the causes of mass
migration (e.g., famine, disease, war,
religious persecution, ethnic
cleansing)
Task Analysis
VOCABULARY
*define mass migration
Mass migration
* Describe the causes of mass
migration
Famine
Materials/Supplies/
Resources/Instructional
Strategies
Frayer model
Religious
persecution
Ethnic cleansing
Strand: Economics and Trade
Content Standard 7: Students shall analyze global interactions created through trade.
ET.7.WH.1
Investigate the significance of the
Silk Road using historical maps
* Investigate the significance of
the Silk Road using historical
maps
Silk Road
Historical maps
ET.7.WH.2
Research the motivations which
drove European exploration (e.g.,
mercantilism, colonialism, religion)
*define mercantilism
Mercantilism
Frayer model
*define colonialism
Colonialism
Internet
* Research the motivations which
drove European exploration
ET.7.WH.3
Analyze the contributions of
explorers (e.g., Magellan, Columbus,
De Gama, Drake, Zheng He)
8
*Identify world explorers
* Analyze the contributions of
explorers
Library media center
Magellan
Columbus
De Gama
Drake
Zheng He
Assessment
Student Learning Expectation
ET.7.WH.4
Analyze the results of slave labor
on economic systems
Task Analysis
* Analyze the results of slave
labor on economic systems
VOCABULARY
Materials/Supplies/
Resources/Instructional
Strategies
Slave labor
Economic systems
Strand: Politics and Government
Content Standard 9: Students shall analyze the different theories of government throughout history.
PG.9.WH.5
Compare and contrast the political
structure of European and Japanese
feudalism
9
*define feudalism
*identify the similarities and
differences of the political
structures of European and
Japanese feudalism
Feudalism
Frayer model
Assessment
Quarter 3
Strand: Social Movement and Reforms
Content Standard 1: Students shall analyze the key elements of social movements and reforms.
Student Learning Expectation
Task Analysis
VOCABULARY
SMR.1.WH.4
Analyze key elements of the
Renaissance:
 Humanism
 revival of interest in
ancient Greece and Rome
 changing artistic styles
(e.g., music, architecture,
literature)
*define Renaissance
*analyze the key elements
Renaissance
Humanism
SMR.1.WH.5
Describe the role of the printing
press in the spread of ideas:
 availability of books
 increased literacy
 Reformation
*describe the role of the printing
press in the spread of ideas
Printing press
SMR.1.WH.6
Explain notable contributions made
by individuals during the Scientific
Revolution (e.g., Copernicus,
Newton, Galileo, Bacon)
*define Scientific Revolution
*explain the notable contributions
of
-Copernicus
-Newton
- Galileo
- Bacon
10
Materials/Supplies/
Resources/Instructional
Strategies
Frayer model
Reformation
Scientific
Revolution
Frayer model
Assessment
Student Learning Expectation
Task Analysis
SMR.1.WH.7
Explain notable contributions made
by individuals during the
Enlightenment (e.g., Locke, Voltaire,
Rousseau, Montesquieu)
*define Enlightenment
*explain the notable contributions
of
- Locke
- Voltaire
- Rousseau
- Montesquieu
VOCABULARY
Enlightenment
Materials/Supplies/
Resources/Instructional
Strategies
Frayer model
Strand: Social Movements and Reforms
Content Standard 2: Students shall analyze societal changes resulting from movements and reforms.
SMR.2.WH.4
Research the effects of the Black
Death on Medieval and early
Renaissance society (e.g., population,
economics, religion)
*research the effects of the
Black Death on Medieval and early
Renaissance society
Black Death
SMR.2.WH.5
Evaluate the effect of the
Renaissance on subsequent events in
Europe:
 Reformation
 exploration
 Enlightenment
 Scientific Revolution
*evaluate the effect of the
Renaissance on the Reformation
Renaissance
Reformation
*evaluate the effect of the
Renaissance on exploration
Enlightenment
evaluate the effect of the
Renaissance on the Enlightenment
Scientific
Revolution
evaluate the effect of the
Renaissance on the Scientific
Revolution
11
Internet
Library media center
Assessment
Strand: Conflict and Compromise
Content Standard 3: Students shall analyze the causes of conflict in the world.
Student Learning Expectation
CC.3.WH.4
Analyze the causes of the 18th and
19th century revolutions (e.g.,
liberalism, nationalism, imperialism)
CC.3.WH.5
Analyze the causes of World War I
(e.g., alliances, imperialism,
nationalism, militarism)
Task Analysis
VOCABULARY
*analyze the causes of liberalism
*analyze the causes of
nationalism
*analyze the causes of
imperialism
Liberalism
*Analyze the causes of World
War I
World War I
Materials/Supplies/
Resources/Instructional
Strategies
Nationalism
Imperialism
Alliance
Imperialism
Nationalism
CC.3.WH.6
Analyze the causes of World War
II (e.g., Treaty of Versailles, the
Great Depression, rise of dictators)
*Analyze the causes of World
War II
Militarism
World War II
Treaty of
Versailles
Great Depression
CC.3.WH.7
Research the causes of the Cold
War using available technology
(e.g., ideological differences
between the United States and the
U.S.S.R.)
12
*Research the causes of the Cold
War
Cold War
Ideological
differences
Internet
Library media center
Assessment
Student Learning Expectation
CC.3.WH.8
Analyze the role extremist groups
have played in creating world
instability
Task Analysis
VOCABULARY
*Identify extremist groups
Extremist groups
* Analyze the role extremist
groups have played in creating
world instability
World instability
Materials/Supplies/
Resources/Instructional
Strategies
Strand: Conflict and Compromise
Content Standard 4: Students shall analyze the effect of conflict and subsequent resolution in the world.
CC.4.WH.4
Analyze the effect of revolution on
the creation of independent nationstates (e.g., American Revolution,
French Revolution, unification of
Germany, unification of Italy, and
Latin American independence
movements)
* Analyze the effect of
revolution on the creation of
independent nation-states
CC.4.WH.5
Summarize the consequences of the
Napoleonic Wars (e.g., the Louisiana
Purchase, the Congress of Vienna)
* Summarize the consequences of
the Napoleonic Wars
Revolution
American
Revolution
French Revolution
Unification
Napoleonic Wars
Louisiana
Purchase
Congress of
Vienna
13
Assessment
Student Learning Expectation
Task Analysis
CC.4.WH.6
Summarize the consequences of the
Russian Revolution
(e.g., Russian Civil War, withdrawal
from World War I, end of Czarist
rule)
* Summarize the consequences of
the Russian Revolution
CC.4.WH.7
Examine the consequences of World
War I and the Treaty of Versailles:
 changing national boundaries
 advances in military technology
 deterioration of Germany
 the League of Nations
* Examine the consequences of
World War I and the Treaty of
Versailles:
CC.4.WH.8
Examine the outcomes of World
War II:
 creation of United Nations
 North Atlantic Treaty
Organization (NATO)
 advances in technology
 creation of satellite nations
 Cold War
*Examine the outcomes of World
War II
14
VOCABULARY
Russian
Revolution
Russian Civil War
Czarist rule
World War I
Treaty of
Versailles
League of Nations
United Nations
North Atlantic
Treaty
Organization
Satellite nations
Cold War
Materials/Supplies/
Resources/Instructional
Strategies
Assessment
Student Learning Expectation
CC.4.WH.13
Analyze the responses to
imperialism by people under colonial
rule at the end of the 19th century
(e.g., Boxer Rebellion, Sepoy
Rebellion, Opium Wars, Zulu Wars)
Task Analysis
VOCABULARY
*define imperialism
Imperialism
* Analyze the responses to
imperialism by people under
colonial rule at the end of the 19th
century
Boxer Rebellion
Sepoy Rebellion
Opium Wars
Zulu Wars
Strand: Economics and Trade
Content Standard 7: Students shall analyze global interactions created through trade.
ET.7.WH.5
Describe the four factors of
production necessary to foster an
industrial revolution:
 natural resources
 human resources
 capital resources
 entrepreneurship
* Describe the four factors of
production necessary to foster an
industrial revolution
Industrial
revolution
Natural resources
Human resources
Capital resources
Entrepreneurship
ET.7.WH.6
Investigate the role 19th century
imperialism played in creating
spheres of influence and
colonization (e.g., partition of
Africa, East Asia, India, Latin
America)
15
*define imperialism
Imperialism
*define spheres of influence
Spheres of
influence
* Investigate the role 19th
century imperialism played in
creating spheres of influence and
colonization
Colonization
Materials/Supplies/
Resources/Instructional
Strategies
Assessment
Student Learning Expectation
ET.7.WH.7
Compare and contrast the economic
elements of capitalism, socialism,
and communism
Task Analysis
*identify the characteristics of
capitalism
*identify the characteristics of
socialism
Capitalism
Materials/Supplies/
Resources/Instructional
Strategies
Frayer model
Socialism
Venn diagram
VOCABULARY
Communism
*identify the characteristics of
communism
*identify the similarities and
differences of the economic
elements of capitalism, socialism,
and communism
Strand: Economics and Trade
Content Standard 8: Students shall
ET.8.WH.1
Analyze the development of mass
production methods during the late
19th and early 20th centuries:
 division of labor
 assembly line
 interchangeable parts
analyze specialization and interdependence in the world.
*define mass production
Mass production
Frayer model
*define division of labor
Division of labor
*define assembly line
Interchangeable
parts
*define interchangeable parts
* Analyze the development of
mass production methods during
the late 19th and early 20th
centuries
16
Assessment
Student Learning Expectation
ET.8.WH.2
Summarize the Marxist theory of
social and political reform (e.g.,
proletariat, bourgeoisie)
ET.8.WH.3
Describe economic interdependence
of nations
[e.g., North American Free Trade
Agreement (NAFTA), World Trade
Organization (WTO), General
Agreement on Trade and Tariffs
(GATT), European Economic Union
(EEU), Organization of Petroleum
Exporting Countries (OPEC)]
Task Analysis
VOCABULARY
*define proletariat
Marxist theory
*define bourgeoisie
Proletariat
* Summarize the Marxist theory
of social and political reform
Bourgeoisie
*define economic
interdependence
Economic
interdependence
* Describe economic
interdependence of nations
NAFTA
Materials/Supplies/
Resources/Instructional
Strategies
Frayer model
Semantic Feature Analysis
WTO
GATT
EEU
OPEC
Strand: Politics and Government
Content Standard 9: Students shall analyze the different theories of government throughout history.
PG.9.WH.4
Investigate the origin and
development of the imperial state:
 Africa
 Asia
 Europe
 Middle East
17
*define imperial state
* Investigate the origin and
development of the imperial
state:
 Africa
 Asia
 Europe
 Middle East
Imperial state
Assessment
Task Analysis
PG.9.WH.6
Describe the political ideologies of
the 18th and 19th century revolutions
using primary and secondary
documents
(e.g., American, French, and Latin
American revolutions)
* Describe the political ideologies
of the 18th and 19th century
revolutions using primary and
secondary documents
Political ideology
PG.9.WH.7
Discuss theocracy (e.g., John Calvin,
Puritans, Islam)
*define theocracy
Theocracy
John Calvin
Puritan
Islam
Frayer model
PG.9.WH.8
Examine the political theories of
socialism, communism, and fascism
*define socialism
Socialism
Frayer model
*define communism
Communism
Venn diagram
*define fascism
Fascism
* Discuss theocracy
VOCABULARY
Materials/Supplies/
Resources/Instructional
Strategies
Student Learning Expectation
* Examine the political theories
of socialism, communism, and
fascism
Strand: Politics and Government
Content Standard 10: Students shall analyze the structure and purpose of political organizations and alliances.
PG.10.WH.1
Investigate historical law codes
using primary and secondary
documents
(e.g., Hammurabi, Justinian, Magna
Carta, Napoleonic)
18
* Investigate historical law codes
using primary and secondary
documents
Hammurabi
Justinian
Magna Carta
Napoleonic
Semantic Feature Analysis
Assessment
Student Learning Expectation
PG.10.WH.2
Research the formation of alliances
in World War I and World War II
using available technology
(e.g., Triple Alliance, Triple Entente,
Axis and Allies)
Task Analysis
* Research the formation of
alliances in World War I and
World War II using available
technology
Triple Alliance
Materials/Supplies/
Resources/Instructional
Strategies
Internet
Triple Entente
Library media center
VOCABULARY
Axis
Allies
19
Assessment
Quarter 4
Student Learning Expectation
Task Analysis
VOCABULARY
Materials/Supplies/
Resources/Instructional
Strategies
Strand: Conflict and Compromise
Content Standard 4: Students shall analyze the effect of conflict and subsequent resolution in the world.
CC.4.WH.9
Investigate the world-wide effect
of genocide in the 20th and 21st
centuries using available
technology
(e.g., Armenia, Holocaust,
Cambodia, Bosnia, Rwanda, Kosovo,
Sudan)
*Define genocide
CC.4.WH.10
Investigate the effects of the
Cold War on the post-World War
II era
(e.g., emerging superpowers,
containment policies, space race,
arms race)
* Investigate the effects of the
Cold War on the post-World War
II era
CC.4.WH.11
Discuss the post-Cold War era
(e.g., Strategic Arms Limitation
Treaty, glasnost, perestroika, fall
of Berlin Wall)
* Discuss the post-Cold War era
CC.4.WH.12
Investigate the consequences of
the Arab - Israeli conflicts from
1948 to the present
* Investigate the consequences of
the Arab - Israeli conflicts from
1948 to the present
20
* Investigate the world-wide
effect of genocide in the 20th and
21st centuries using available
technology
Genocide
Armenia
Holocaust
Cambodia
Bosnia
Rwanda
Kosovo
Sudan
Superpower
Containment
policies
Space race
Arms race
Strategic Arms
Limitation Treaty
Glasnost
Perestroika
Fall of Berlin
Wall
Frayer model
Internet
Library media center
Quarter/
Assessment
Strand: Migration and Settlement
Content Standard 5: Students shall analyze the reasons for and consequences of migration.
Student Learning Expectation
MS.5.WH.3
Describe the effects of mass
migrations on civilization (e.g.,
Bantu, Great Trek, Irish,
Vietnamese)
Task Analysis
VOCABULARY
*define mass migration
Mass migration
* Describe the causes of mass
migration on civilizations
Great Trek
Materials/Supplies/
Resources/Instructional
Strategies
Frayer model
Strand: Politics and Government
Content Standard 10: Students shall analyze the structure and purpose of political organizations and alliances.
PG.10.WH.3
Analyze the structure and purpose of
the United Nations
* Analyze the structure and purpose
of the United Nations
United Nations
PG.10.WH.4
Analyze the purpose of post-World
War II military alliances
[e.g., North Atlantic Treaty
Organization (NATO), Southeast
Asia Treaty Organization (SEATO),
Warsaw Pact]
* Analyze the purpose of post-World
War II military alliances
NATO
21
SEATO
Warsaw Pact
Assessment
Glossary for World History
Absolutism
Alliance
Bourgeoisie
Capitalism
City-states
Colonialism
Communism
Confucism
Daoism
Divine right
Fascism
Genocide
Glasnost
Humanism
Imperialism
Legalism
Liberalism
Mandate of Heaven
Mercantilism
Militarism
Nationalism
Perestroika
Proletariat
Socialism
Strategic Arms
Limitation Treaty
(SALT)
Theocracy
22
A form of rule where ultimate authority was in the hands of a monarch who claimed to rule by divine right
A formal agreement or treaty between two or more nations to cooperate for specific purposes
Urban middle-class including merchants, manufacturers, and professionals
An economic system characterized by private or corporate ownership of the means of production and by private control
over decisions on prices, production, and distribution of goods in a free competitive market of supply and demand.
Cities with political and economic control over the surrounding countryside
Policy by which a nation administers a foreign territory and develops its resources for the benefit of the colonial power
Authoritarian socialism; economic and political system in which governments own the means of production and control
economic planning
The concept of the importance of family, respect for one’s elders, and respect for the past based on the teaching of the
Chinese philosopher Confucius.
The Chinese philosophy that stressed contemplation of harmony in nature and human behavior
The belief that kings receive their power directly from God and are responsible to no one except God
A political philosophy, movement, or government that exalts the nation over the individual; the antithesis of liberal
democracy; It advocates a centralized autocratic government led by a disciplined party and headed by a dictatorial,
charismatic leader
Systematic extermination of a people
Soviet policy of openness under which government controls on the economy were relaxed and restrictions on dissent were
eased
An intellectual movement; the most important associated with the Renaissance – based upon the study of the classics, or
the literary works of ancient Greece and Rome
Policy of powerful countries seeking to control the economic and political affairs of weaker countries or regions
A philosophy with the main belief that human beings were evil by nature and could be brought to follow the correct path
only by harsh laws and stiff punishments
Belief in individual rights and rule of law
A political theory of ancient China in which those in power were given the right to rule from a divine source
A set of principles that dominated economic thought in the seventeenth century, in which the prosperity of a nation
depended on a large supply of gold and silver
Glorification of armed strength
Proud loyalty and devotion to a nation
Soviet restructuring policy designed to overhaul the Soviet political and economic systems
Name given by Karl Marx to the working class
An ideology that calls for collective or government ownership of the means of production and the distribution of goods
An agreement between the United States and the United Soviet Socialist Republic to limit nuclear weapons
Government ruled by religious leaders claiming God’s authority