World History Daily Warm Ups Spring 2015

World History Daily Warm Ups Each day as you come in to class, there will be 2-3 warm up questions for you to complete. You will have the first 15 minutes of class to write and answer each of the questions. Warm Ups will be included as part of the notebook and will be collected at the end of each unit.

World History Warm Up #1 1a. Starting in the 1990s, businesses and individuals began using the Internet. Which of the following is NOT an impact of this technology? a. Links scientists so they can share research b. Allows for easy international communication c. Info is more accessible to the general public d. Reduces worldwide literacy Use the graphic (pg. 1078) in the textbook to answer the following: 1b. Define globalization. 1c. Name an argument for and against economic globalization. SSWH21 The student will analyze globalization in the contemporary world. a. Describe the cultural and intellectual integration of countries into the world economy through the development of television, satellites, and computers. c. Explain how governments cooperate through treaties and organizations, to minimize the negative effects of human actions on the environment

World History Warm Up #1 1a. Starting in the 1990s, businesses and individuals began using the Internet. Which of the following is NOT an impact of this technology? a. Links scientists so they can share research b. Allows for easy international communication c. Info is more accessible to the general public d. Reduces worldwide literacy Use the graphic (pg. 1078) in the textbook to answer the following: 1b. Define globalization.  a process that makes something worldwide in its reach or operation 1c. Name an argument for and against economic globalization.  answers will vary based on chart

World History Warm Up #2 2a. Define the term OPEC. Use the map (pg 1077) to answer the following questions. 2b. Which countries in OPEC are located outside of Southwest Asia? 2c. To which world trade organization does the United States belong? SSWH21 The student will analyze globalization in the contemporary world. b. Analyze global economic and political connections; include multinational corporations, the United Nations, OPEC, and the World Trade Organization.

World History Warm Up #2 2a. Define the term OPEC.  Organization of the Petroleum Exporting Countries; an organization of nations that export large amounts of petroleum: formed to establish oil-exporting policies and set prices Use the map (pg 1077) to answer the following questions. 2b. Which countries in OPEC are located outside of Southwest Asia? Venezuela, Nigeria, Algeria, Libya, Indonesia 2c. To which world trade organization does the United States belong? NAFTA, Group of 8, APEC

World History Warm Up #3 3a. Which three areas suffered the greatest # of casualties of terrorism? 3b. How would you describe the overall trend in worldwide terrorist attacks since the mid-1980s? 3c. Complete the following associations between each woman and the area of her significance. Golda Meir India Indira Gandhi England Margaret Thatcher Israel HINT: Use Index! SSWH20 The student will examine change and continuity in the world since the 1960s c. Analyze terrorism as a form of warfare in the 20th century; include Shining Path, Red Brigade, Hamas, and Al Qaeda; and analyze the impact of terrorism on daily life; include travel, world energy supplies, and financial markets. d. Examine the rise of women as major world leaders; include Golda Meir, Indira Gandhi, and Margaret Thatcher

World History Warm Up #3 3a. Which three areas suffered the greatest # of casualties of terrorism? Africa, Asia, and North America 3b. How would you describe the overall trend in worldwide terrorist attacks since the mid-1980s?  There is an overall decline/decrease in worldwide terrorist attacks between 1982 and 2002. 3c. Complete the following associations between each woman and the area of her significance. Golda Meir India Indira Gandhi England Margaret Thatcher Israel

World History Warm Up #4 4a. Which conclusion about the North Atlantic Treaty Organization (NATO) can be drawn from this 1994 cartoon? NATO did not react quickly enough to the crisis in Bosnia. b. Bosnia and NATO continue to disagree about the causes of the civil war. c. NATO's actions have allowed communism to take advantage of the destruction of Bosnia. d. The United States will probably withdraw from NATO as a result of the Bosnian crisis. Use the map on page 1049 to answer the following: 4b. In what year did the Soviet Union breakup? 4c. Which of the following was NOT a former republic of the Soviet Union? a. Ukraine b. Poland c. Kazakhstan d. Estonia SSWH20 The student will examine change and continuity in the world since the 1960s. a. Identify ethnic conflicts and new nationalisms; include pan-Africanism, pan- Arabism, and the conflicts in Bosnia- Herzegovina and Rwanda. b. Describe the breakup of the Soviet Union in 1991 that produced independent countries; include Ukraine, Kazakhstan, and the Baltic States.

World History Warm Up #4 4a. Which conclusion about the North Atlantic Treaty Organization (NATO) can be drawn from this 1994 cartoon? NATO did not react quickly enough to the crisis in Bosnia. b. Bosnia and NATO continue to disagree about the causes of the civil war. c. NATO's actions have allowed communism to take advantage of the destruction of Bosnia. d. The United States will probably withdraw from NATO as a result of the Bosnian crisis. Use the map on page 1049 to answer the following: 4b. In what year did the Soviet Union breakup?  1991 4c. Which of the following was NOT a former republic of the Soviet Union? a. Ukraine b. Poland c. Kazakhstan d. Estonia

World History Warm Up #5 5a. What type of movement are Gandhi, Nehru, Mao Zedong, Chiang Kai-shek, and Nkrumah associated with? a. Militaristic b. Imperialistic c. Nationalist d. Communist 5b. Define the term apartheid. Use pages 1064-65 to answer the following question: 5c. Describe what is going on in the images Man Defying Tanks and Fall of the Berlin Wall. What do these images have in common? SSWH19 The student will demonstrate an understanding of the global social, economic, and political impact of the Cold War and decolonization from 1945 to 1989. a. Analyze the revolutionary movements in India (Gandhi, Nehru), China (Mao Zedong, Chiang Kai-shek), and Ghana (Kwame Nkrumah). e. Analyze efforts in the pursuit of freedom; include anti-apartheid, Tiananmen Square, and the fall of the Berlin Wall.

World History Warm Up #5 5a. What type of movement are Gandhi, Nehru, Mao Zedong, Chiang Kai-shek, and Nkrumah associated with? a. Militaristic b. Imperialistic c. Nationalist d. Communist 5b. Define the term apartheid.  a South African policy of complete legal separation of the races, including the banning of all social contacts between blacks and whites Use pages 1064-65 to answer the following question: 5c. Describe what is going on in the images Man Defying Tanks and Fall of the Berlin Wall. What do these images have in common? Man Defying Tanks – a single Chinese man blocks tanks headed to crush student protests Fall of the Berlin Wall – Nov. 1989 the East German government opened the wall reuniting East and West Berlin Common – both images show the pursuit of freedoms

World History Warm Up #6 Use the map (pg 1018) to answer questions 6a & 6b. 6a. What was the southernmost point in Israel in 1947 and what might have been its strategic value? 6b. What country lies due north of Israel? East? Northeast? 6c. The conflict between Israel and the Arab nations since 1948 was often considered part of the Cold War primarily because a. the policy of detente evolved from this conflict b. communist governments were established in many Arab nations c. the leadership of Joseph Stalin strongly influenced the policies of Saddam Hussein d. the United States supported Israel and the Soviet Union supported several Arab nations SSWH19 The student will demonstrate an understanding of the global social, economic, and political impact of the Cold War and decolonization from 1945 to 1989. b. Describe the formation of the state of Israel and the importance of geography in its development.

World History Warm Up #6 Use the map (pg 1018) to answer questions 6a & 6b. 6a. What was the southernmost point in Israel in 1947 and what might have been its strategic value?  Elat; gives Israel access to Gulf of Aqaba 6b. What country lies due north of Israel? East? Northeast?  North: Lebanon; East: Jordan; Northeast: Syria 6c. The conflict between Israel and the Arab nations since 1948 was often considered part of the Cold War primarily because a. the policy of detente evolved from this conflict b. communist governments were established in many Arab nations c. the leadership of Joseph Stalin strongly influenced the policies of Saddam Hussein d. the United States supported Israel and the Soviet Union supported several Arab nations

World History Warm Up #7 “From Stetin in the Baltic to Trieste in the Adriatic, an Iron Curtain has descended across the continent. Behind that line lie all the capitals of the ancient states of Central and Eastern Europe. Warsaw, Berlin, Prague, Vienna, Budapest, Belgrade, Bucharest and Sofia, all these famous cities and the populations around them lie in what I might call the Soviet Sphere, and all are subject, in one form or another, not only to Soviet influence, but to very high, and in some cases increasing measure of control from Moscow.“ -Winston Churchill 7a. What is the main idea of this quotation? a. The Soviet Union has expanded its influence throughout Eastern Europe b. The Soviet Union has helped the nations of Eastern Europe improve their standard of living c. The democratic nations of Western Europe have stopped the expansion of Soviet influence in the world d. The Soviet Union will support communist revolutions in Southeast Asia 7b. Explain the Arms Race between the U.S. and the Soviet Union. 7c. What is SALT? (Not the spice you put on food to help it taste better!) SSWH19 The student will demonstrate an understanding of the global social, economic, and political impact of the Cold War and decolonization from 1945 to 1989. c. Explain the arms race; include development of the hydrogen bomb (1954) and SALT (Strategic Arms Limitation Treaty, 1972).

World History Warm Up #7 “From Stetin in the Baltic to Trieste in the Adriatic, an Iron Curtain has descended across the continent. Behind that line lie all the capitals of the ancient states of Central and Eastern Europe. Warsaw, Berlin, Prague, Vienna, Budapest, Belgrade, Bucharest and Sofia, all these famous cities and the populations around them lie in what I might call the Soviet Sphere, and all are subject, in one form or another, not only to Soviet influence, but to very high, and in some cases increasing measure of control from Moscow.“ -Winston Churchill 7a. What is the main idea of this quotation? a. The Soviet Union has expanded its influence throughout Eastern Europe b. The Soviet Union has helped the nations of Eastern Europe improve their standard of living c. The democratic nations of Western Europe have stopped the expansion of Soviet influence in the world d. The Soviet Union will support communist revolutions in Southeast Asia 7b. Explain the Arms Race between the U.S. and the Soviet Union.  competition between countries (US and USSR) to increase quality and quantity of arms and weapons during the Cold War. 7c. What is SALT? (Not the spice you put on food to help it taste better!)  Strategic Arms Limitations Talk --- a series of meetings in the 1970s, in which leaders of the US and the Soviet Union agreed to limit their nations’ stock of nuclear weapons.

World History Warm Up #8 Compare and contrast the reforms of Nikita Khrushchev and Mikhail Gorbachev. (Khrushchev pages 988-89 and Gorbachev 1046-47) Khrushchev Both Gorbachev SSWH19 The student will demonstrate an understanding of the global social, economic, and political impact of the Cold War and decolonization from 1945 to 1989. d. Compare and contrast the reforms of Khrushchev and Gorbachev.

World History Warm Up #8 Compare and contrast the reforms of Nikita Khrushchev and Mikhail Gorbachev. (Khrushchev pages 988-89 and Gorbachev 1046-47) Khrushchev Both Gorbachev - denounces Stalin - Glasnost: openness (allows for free flow of ideas and information) - destalinization: policy of - USSR purging the Soviet Union of leaders - Perestroika: economic Stalin’s memory restructuring  make economy more productive and efficient - calls for “peaceful - Democratization: opening of competition” with political system capitalist states

World History Warm Up #9 9a. What is the United Nations? When was it created? 9b. The political cartoon to the right is about the Marshall plan. Explain what Is happening in the cartoon. 9c. Discuss the difference between the Marshall Plan and the Truman Doctrine. SSWH18 The student will demonstrate an understanding of the global political, economic, and social impact of World War II. d. Explain allied Post-World War II policies; include formation of the United Nations, the Marshall Plan for Europe, and MacArthur’s plan for Japan.

World History Warm Up #9 Marshall Plan and the Truman Doctrine. 9a. What is the United Nations? When was it created?  an international peacekeeping organization founded in 1945 to provide security to the nations of the world 9b. The political cartoon to the right is about the Marshall plan. Explain what Is happening in the cartoon.  The Marshall Plan is allowing Europe to pull itself away from the influence of the Soviet Union (Communism) 9c. Discuss the difference between the Marshall Plan and the Truman Doctrine. The Truman Doctrine was the US policy of giving economic and military aid to free nations threatened by internal or external opponents, while the Marshall plan only allowed for economic aid to European countries to help rebuild after WWII.

World History Warm Up #10 10a. What countries were represented at the Yalta Conference as depicted in the photograph on page 965? 10b. What was the result of the Yalta Conference? 10c. Based on the map to the right, which country listed below did NOT occupy part of Berlin. a. France b. Soviet Union c. U.S. d. Italy SSWH18 The student will demonstrate an understanding of the global political, economic, and social impact of World War II. c. Explain the military and diplomatic negotiations between the leaders of Great Britain (Churchill), the Soviet Union (Stalin), and the United States (Roosevelt/Truman) from Teheran to Yalta and Potsdam and the impact on the nations of Eastern Europe

World History Warm Up #10 10a. What countries were represented at the Yalta Conference as depicted in the photograph on page 965?  Roosevelt – US; Churchill (Great Britain); Stalin (Soviet Union) 10b. What was the result of the Yalta Conference? they agreed to divide Germany into zones of occupation controlled by the Allies 10c. Based on the map to the right, which country listed below did NOT occupy part of Berlin. a. France b. Soviet Union c. U.S. d. Italy

World History Warm Up #11 11b. Define the term “Final Solution.” Moved by the understanding that purity of German blood is the essential condition for the continued existence of the German people, and inspired by the inflexible determination to ensure the existence of the German nation for all time, the Reichstag has unanimously adopted the following law, which is promulgated herewith:   Article 1 1. Marriages between Jews and subjects of the state of German or related blood are forbidden. Marriages nevertheless concluded are invalid, even if concluded abroad to circumvent this law. 11a. Which of the following BEST explains the goal(s) of the Nuremburg Laws (1935) from the passage above? a. Legitimize Adolf Hitler’s Nazi government b. Legalize the evacuation of the ghettos c. Preservation of the “superior” Aryan race d. Creation of death camps, such as Auschwitz 11b. Define the term “Final Solution.” 11c. What is Kristallnacht? (Use page 936) SSWH18 The student will demonstrate an understanding of the global political, economic, and social impact of World War II. b. Identify Nazi ideology, policies, and consequences that led to the Holocaust.

World History Warm Up #11 Moved by the understanding that purity of German blood is the essential condition for the continued existence of the German people, and inspired by the inflexible determination to ensure the existence of the German nation for all time, the Reichstag has unanimously adopted the following law, which is promulgated herewith:   Article 1 1. Marriages between Jews and subjects of the state of German or related blood are forbidden. Marriages nevertheless concluded are invalid, even if concluded abroad to circumvent this law. 11a. Which of the following BEST explains the goal(s) of the Nuremburg Laws (1935) from the passage above? a. Legitimize Adolf Hitler’s Nazi government b. Legalize the evacuation of the ghettos c. Preservation of the “superior” Aryan race d. Creation of death camps, such as Auschwitz 11b. Define the term “Final Solution.” Hitler’s program of systematically killing the entire Jewish people 11c. What is Kristallnacht? (Use page 936)  “Night of Broken Glass”; Nov. 9, 1938; a pogrom against Jewish homes, businesses, and synagogues SSWH18 The student will demonstrate an understanding of the global political, economic, and social impact of World War II. b. Identify Nazi ideology, policies, and consequences that led to the Holocaust.

World History Warm Up #12 Complete the timeline using pages 922-23. 10/1944: Japanese lost major battle in Philippines 10/23/1942 –Battle of El Alamein 2/1943: Allies defeat Japan @ Guadalcanal Include the following on your timeline: Pearl Harbor - El-Alamein - Stalingrad - D-Day Guadalcanal - The Philippines - German Surrender - Japanese Surrender **Include date and brief description of event for each SSWH18 The student will demonstrate an understanding of the global political, economic, and social impact of World War II. a. Describe the major conflicts and outcomes; include Pearl Harbor, El-Alamein, Stalingrad, DDay, Guadalcanal, the Philippines, and the end of the war in Europe and Asia

World History Warm Up #12 Complete the timeline using pages 922-23. 2/1943: Germans surrender @ Stalingrad 10/1944: Japanese lost major battle in Philippines 8-9/1945 Japan surrenders to Allies after dropping of Atomic bombs 10/23/1942 –Battle of El Alamein 12/7/1941 –Japanese attack on Pearl Harbor 2/1943: Allies defeat Japan @ Guadalcanal 6/6/1944: D-Day---Allied invasion of Normandy 5/1945: Germany surrenders to the Allies Include the following on your timeline: Pearl Harbor - El-Alamein - Stalingrad - D-Day Guadalcanal - The Philippines - German Surrender - Japanese Surrender **Include date and brief description of event for each SSWH18 The student will demonstrate an understanding of the global political, economic, and social impact of World War II. a. Describe the major conflicts and outcomes; include Pearl Harbor, El-Alamein, Stalingrad, DDay, Guadalcanal, the Philippines, and the end of the war in Europe and Asia

World History Warm Up #13 13a. On these maps, which countries are the aggressors? 13b. On what two continents did the aggression occur? *MAP – PG. 917* 13c. What does the term Appeasement mean? Who was this policy used towards prior to World War II? SSWH17 The student will be able to identify the major political and economic factors that shaped world societies between World War I and World War II. f. Explain the aggression and conflict leading to World War II in Europe and Asia; include the Italian invasion of Ethiopia, the Spanish Civil War, the Rape of Nanjing in China, and the German annexation of the Sudetenland

World History Warm Up #13 11a. On these maps, which countries are the aggressors? Italy & Japan 11b. On what two continents did the aggression occur? Africa & Asia *MAP – PG. 917* 11c. What does the term Appeasement mean? Who was this policy used towards prior to World War II?  the making of concessions to an aggressor in order to avoid war; Germany

World History Warm Up #14 14a. Define totalitarianism. Use page 875 to answer the following: 14a. Define totalitarianism. 14b. Name 4 methods of enforcement of totalitarianism. 14c. Explain how indoctrination is necessary in a totalitarian state. SSWH17 The student will be able to identify the major political and economic factors that shaped world societies between World War I and World War II. e. Describe the nature of totalitarianism and the police state that existed in Russia, Germany, and Italy and how they differ from authoritarian governments

World History Warm Up #14 Use page 874-75 to answer the following: 14a. Define totalitarianism.  a government that takes total, centralized state control over every aspect of public and private life. 14b. Name 4 methods of enforcement of totalitarianism.  police terror, indoctrination, censorship, and persecution 14c. Explain how indoctrination is necessary in a totalitarian state.  Mold people’s minds towards the government’s beliefs. SSWH17 The student will be able to identify the major political and economic factors that shaped world societies between World War I and World War II. e. Describe the nature of totalitarianism and the police state that existed in Russia, Germany, and Italy and how they differ from authoritarian governments

World History Warm Up #15 15a. Define Nationalism. 15b. Complete the following associations between each person and the area of his significance. Sun Yat Sen/Sun Yixian Turkey Mustafa Kemal Ataturk India Mohandas Gandhi China SSWH17 The student will be able to identify the major political and economic factors that shaped world societies between World War I and World War II. d. Analyze the rise of nationalism as seen in the ideas of Sun Yat Sen, Mustafa Kemal Ataturk, and Mohandas Gandhi.

World History Warm Up #15 15a. Define Nationalism.  the belief that people should be loyal mainly to their nation (rather than a king or empire) 15b. Complete the following associations between each person and the area of his significance. Sun Yat Sen/Sun Yixian Turkey Mustafa Kemal Ataturk India Mohandas Gandhi China SSWH17 The student will be able to identify the major political and economic factors that shaped world societies between World War I and World War II. d. Analyze the rise of nationalism as seen in the ideas of Sun Yat Sen, Mustafa Kemal Ataturk, and Mohandas Gandhi.

World History Warm Up #16 16a. Define Fascism. 16b. Complete the following associations between the leaders and their countries: Adolf Hitler Italy Josef Stalin Germany Emperor Hirohito Soviet Union Benito Mussolini Japan 16c. Explain what’s going on in this political cartoon. HINT: USE PAGES 910-914 SSWH17 The student will be able to identify the major political and economic factors that shaped world societies between World War I and World War II. c. Describe the rise of fascism in Europe and Asia by comparing the policies of Benito Mussolini in Italy, Adolf Hitler in Germany, and Hirohito in Japan

World History Warm Up #16 16a. Define Fascism. a political movement that promotes an extreme form of nationalism, a denial of individual rights, and a dictatorial one-party rule 16b. Complete the following associations between the leaders and their countries: Adolf Hitler Italy Josef Stalin Germany Emperor Hirohito Soviet Union Benito Mussolini Japan 16c. Explain what’s going on in this political cartoon.  Hitler’s party (Nazi’s) came out of the Treaty of Versailles HINT: USE PG 910-914

World History Warm Up #17 Use the chart (page 871) to complete the following: 17a. Name three causes of the Russian Revolutions. 17b. What role did World War I play in the revolutions? 17c. Define Stalin’s Five-Year Plan. SSWH17 The student will be able to identify the major political and economic factors that shaped world societies between World War I and World War II. b. Determine the causes and results of the Russian Revolution from the rise of the Bolsheviks under Lenin to Stalin’s first Five Year Plan

World History Warm Up #17 Use the chart (page 871) to complete the following: 17a. Name three causes of the Russian Revolutions. Czar’s leadership = weak Revolutionary agitation challenges gov’t - Widespread discontent 17b. What role did World War I play in the revolutions?  Russia staying in WWI during the March Revolution lead to the Bolsheviks taking over. After Bolsheviks are in power, Russia leaves the war. 17c. Define Stalin’s Five-Year Plan.  plans outlined by Joseph Stalin in 1928 for the development of the Soviet Union’s economy.

World History Warm Up #18 Discuss the significance of each of the following people: 18a. Albert Einstein 18b. Sigmund Freud 18c. Pablo Picasso SSWH17 The student will be able to identify the major political and economic factors that shaped world societies between World War I and World War II. a. Examine the influence of Albert Einstein on science, Sigmund Freud on social thinking and Pablo Picasso on art.

World History Warm Up #18 Discuss the significance of each of the following people  pages 897-899 18a. Albert Einstein  scientist who develops theory of relativity 18b. Sigmund Freud  physician who developed psychological theories about the human subconscious 18c. Pablo Picasso artist who helped found the art movement known as cubism. SSWH17 The student will be able to identify the major political and economic factors that shaped world societies between World War I and World War II. a. Examine the influence of Albert Einstein on science, Sigmund Freud on social thinking and Pablo Picasso on art.

World History Warm Up #19 19a. In what country did the Romanov family rule? What about the Hapsburgs? 19b. What event led to the collapse of both the Romanov and Hapsburg dynasties? 19c. Define “Russification.“ SSWH16 The student will demonstrate an understanding of long-term causes of World War I and its global impact. d. Analyze the destabilization of Europe in the collapse of the great empires; include the Romanov and Hapsburg dynasties.

World History Warm Up #19 19a. In what country did the Romanov family rule? Hapsburgs? Romanov – Russia Hapsburg – Austria-Hungary 19b. What event led to the collapse of both the Romanov and Hapsburg dynasties? World War I 19c. Define Russification.  the policy of forcing Russian culture on all of the ethnic groups within the Romanov empire. SSWH16 The student will demonstrate an understanding of long-term causes of World War I and its global impact. d. Analyze the destabilization of Europe in the collapse of the great empires; include the Romanov and Hapsburg dynasties.

World History Warm Up #20 Use the chart (pg 861) to answer the following: 20a. What is the League of Nations? 20b. What is the War Guilt Clause? 20c. Describe the military restrictions placed against Germany. 20d. What territories did Germany lose? SSWH16 The student will demonstrate an understanding of long-term causes of World War I and its global impact. c. Explain the major decisions made in the Versailles Treaty; include German reparations and the mandate system that replaced Ottoman control.

World History Warm Up #20 Use the chart (pg 861) to answer the following: 20a. What is the League of Nations?  an international peace organization 20b. What is the War Guilt Clause?  Germany accepted full responsibility 20c. Describe the military restrictions placed against Germany. 20d. What territories did Germany lose?

World History Warm Up #21 Refer to pages 717 - 727 to answer the following: 21a. What is “industrialization”? 21b. Where and when did the Industrial Revolution begin? Why did it start there? 21c. What was the first industry to become industrialized and what development caused this to happen? 21d. Name 4 inventions, 4 positive effects on society, and 4 negative effects on society brought about by the Industrial Revolution. SSWH15 The student will be able to describe the impact of industrialization, the rise of nationalism, and the major characteristics of worldwide imperialism. a. Analyze the process and impact of industrialization in England, Germany, and Japan, movements for political reform, the writings of Adam Smith and Karl Marx, and urbanization and its affect on women.

World History Warm Up #21 Refer to pages 717 - 727 to answer the following: 21a. What is “industrialization”? The process of producing goods by machine. 21b. Where and when did the Industrial Revolution begin? Why did it start there? The Industrial Revolution started in England in the mid-1700’s. England had all the factors of production necessary – land, labor, & capital (wealth) – to produce this type of societal change. 21c. What was the first industry to become industrialized and what development caused this to happen? The textile industry. England’s booming population, caused by the earlier Agricultural Revolution, necessitated a need for more clothes. 21d. Name 4 inventions, 4 positive effects on society, and 4 negative effects on society brought about by the Industrial Revolution. INVENTIONS – seed drill, flying shuttle, steam engine, steamboat, better roadways, railroads, etc. POSITIVE EFFECTS – more jobs, more wealth, bigger middle-class, better diets, better housing, mass-produced clothing, new inventions, higher standard of living for nearly everyone. NEGATIVE EFFECTS – crowded cities, unsafe factories, growth of pollution, spread of disease. SSWH15 The student will be able to describe the impact of industrialization, the rise of nationalism, and the major characteristics of worldwide imperialism. a. Analyze the process and impact of industrialization in England, Germany, and Japan, movements for political reform, the writings of Adam Smith and Karl Marx, and urbanization and its affect on women.