AP World History Unit 8 and Unit 9 Test Review

Unit 8.1 Setting the Stage for the Cold War and Decolonization: What factors led to anti-imperialist sentiments following WWI and WWII?

WWII allowed anti-colonial movements to grow stronger because the leading colonial powers were focused on stopping Hitler. WWII had so weakened the colonial powers that they had fewer resources to resist independence.

Unit 8.1 Setting the Stage for the Cold War and Decolonization: What technological gains were experienced during WWII that allowed for a shift of the global balance of power?

The development of atomic weapons shifted global power to any country that has one. The United States and the Soviet Union each developed a hydrogen bomb that was much more powerful than the atomic bomb dropped on Japan.

Unit 8.1 Setting the Stage for the Cold War and Decolonization: Who emerged as global superpowers after WWI and WWII and why?

The United States and the Soviet Union because Europe became less influential and powerful due to massive physical destruction and population loss. The United States suffered the least from WWII because the US mainland wasn't touched by any attacks. Also the United States and the Soviet Union developed atomic bombs that put them above everyone else.

Unit 8.2 The Cold War: What factors caused the Cold War?

The United States and the Soviet Union criticized each other's flaws. The US attacked the Soviet system for restricting the rights of people to speak and worship freely, to elect their own representatives, and allow businesses to operate efficiently. The Soviet Union criticized the US allowing poor people to starve and for discriminating against African Americans and other minorities. They also debated each other's economies (capitalism versus communism).

Unit 8.2 The Cold War: What were some of the lasting effects of the Cold War?

The increased development of technology involving nuclear weapons. This was used for military purposes and led to new technological advancements. Also the continuation of space exploration was an effect.

Unit 8.2 The Cold War: Why is the Cold War considered an "ideological struggle"? What ideologies were at odds?

Because the United States and the Soviet Union both had different ideologies or beliefs. The Soviet Union supported communism and authoritarianism while the United States wanted to stop or contain communist expansion because they supported capitalism and a democracy.

Unit 8.2 The Cold War: Explain the non-alignment movement.

Many new African and Asian countries wanted to stay out of the US-Soviet Cold War. They wanted an alternative framework for economic, political, and social order, not dominated by the US or Soviets. Those countries were called "non-aligned" and they gathered together and passed resolutions condemning colonialism. The Bandung Conference officially created the Non-Aligned movement.

Unit 8.2 The Cold War: Why was Kwame Nkrumah in Ghana a part of the non-alignment movement?

Nkrumah wanted to unite Africans across country boundaries through the Organization of African Unity

Unit 8.3 Effects of the Cold War: How did the US maintain influence over the course of the Cold War?

The US helped create western alliances among countries in favor of capitalism (NATO). They gave money and aid to countries who were against communism.

Unit 8.3 The Cold War: How did the USSR maintain influence over the course of the Cold War? How were these methods similar? How were they different?

The USSR created the eastern bloc of countries who supported communism and would expand its influence. Also they put up the Berlin Wall separating the east and the west, also maintaining communist influence. Both countries created alliances with other countries to maintain power. The USSR separated Berlin into the east and west, separating families and friends. While the US did not, they supported countries that would favor capitalism over communism.

Unit 8.3 Effects of the Cold War: What is NATO?

The North Atlantic Treaty Organization was a group of 28 countries that has agreed to protect each other in case of attack; founded in 1949; the treaty pledged mutual support and cooperation within the alliance against conflicts and wars.

Unit 8.3 Effects of the Cold War: What is the Warsaw Pact?

An alliance between the Soviet Union and other European nations (Albania, Bulgaria, Czechoslovakia, East Germany, Hungary, Poland, Romania). This was in response to NATO. Those nations were also called the communist bloc.

Unit 8.3 Effects of the Cold War: Explain the Korean War as a proxy war.

The Korean War began when North Korea invaded South korea in an attempt to reunite the country under its leadership. The UN decided to support South Korea, but the US provided the largest number of forces. The Soviet Union did not send troops but they sent money and weapons to North Korea. The war ended in a stalemate and the two parts of Korea remained divided with a demilitarized zone between. This is a proxy war because even though the US and the Soviet Union didn't directly fight each other they helped them and were considered stand-ins for them.

Unit 8.4 Spread of Communism After 1900: What caused China to adopt communism in 1949?

After the Japanese invaded, the communists and the nationalists focused on fighting them instead of each other. After defeating the Japanese. The Communists, led by Mao Zedong, won popular support because they redistributed land to peasants, opened schools and hospitals, and punished soldiers who mistreated civilians. Peasants thought they were less corrupt than the Nationalists. In 1949, the Communists defeated the Nationalists and set up the People's Republic of China.

Unit 8.4 Spread of Communism After 1900: What were the consequences of this shift to communism in China?

Mao ordered the nationalization of Chinese industries and created five year plans based on the Soviet model. Chinese plans emphasized heavy industry instead of consumer goods.

Unit 8.4 Spread of Communism After 1900: How did Japanese aggression contribute to the spread of communism in China?

Japanese aggression caused increased nationalism therefore causing communism to spread. The Communist party used the peasants' hate for the Japanese (because they destroyed their homes) to control them and get their support.

Unit 8.4 Spread of Communism After 1900: Describe the Great Leap Forward (goals and outcome).

Started by Mao Zedong. The goal was to organize peasant lands into communes (large agricultural communities where the state held the land, not private owners). The outcome was failed harvests which caused severe food shortages. Some 20 million Chinese died of starvation. By 1960, the Great Leap Forward was abandoned.

Unit 8.4 Spread of Communism After 1900: Describe China's Cultural Revolution (goals and outcome).

The goal was to reinvigorate China's commitment to communism. The outcome was that the campaign got rid of Mao's opponents and solidified his hold on power. He motivated the young generation with communist ideals.

Unit 8.4 Spread of Communism After 1900: What caused many states to redistribute land in this time period.

Many leaders wanted to increase popularity among peasants because the peasants wanted the land to be redistributed among them.

Unit 8.4 Spread of Communism After 1900: What were the effects of land redistribution?

Peasants were a lot happier while landowners and landlords lost a lot of their power over the peasants. Government officials who made the land redistribution happen became well liked and popular.

Unit 8.4 Spread of Communism After 1900: Explain the Communist Revolution in Vietnam.

Communists vowed to seize land from the large landowners and redistribute it among the peasants. This pledge won them support among peasants. When Communists took power in the north they carried out their policies (sometimes violently). In South Vietnam, the government was slow to implement land reform, which is one reason it remained unpopular.

Unit 8.4 Spread of Communism After 1900: What role did land redistribution play in this revolution and independence movement?

Land reform showed the independence of countries as they redistributed land to the landless, abolishing the power of rent collectors that was given to them by colonial powers.

Unit 8.4 Spread of Communism After 1900: Explain the White Revolution in Iran.

Several progressive reforms instituted by the shah because they came without bloodshed. They included recognizing women's right to vote, creating a social welfare system, and funding literacy programs in villages.

Unit 8.4 Spread of Communism After 1900: What role did land redistribution play in this revolution and independence movement?

Land reform showed the independence of countries as they redistributed land to the landless, abolishing the power of rent collectors that was given to them by colonial powers.

Unit 8.5 Decolonization After 1900: What factors motivated independence movements/decolonization after WWII?

Empires became politically unacceptable. European powers struggled to hold onto their colonies. Notions of freedom born of WWII rhetoric helped speed up decolonization. That process coincided with the Cold War and the development of the United Nations.

Unit 8.5 Decolonization After 1900: Explain the role of nationalism in decolonization movements of the mid-20th century.

Nationalism created more pride in colonial nations. This made them want to have more independence and create their own forms of government. Nationalism caused colonies to want full independence from colonial powers and self-rule.

Unit 8.5 Decolonization After 1900: Which colonies negotiated their independence after WWII?

India, French West Africa, and Ghana

Unit 8.5 Decolonization After 1900: Which colonies achieved independence through armed struggle?

Algeria and Vietnam

Unit 8.5 Decolonization After 1900: Explain the role of the Indian National Congress (INC) in decolonization.

Was led by Gandhi and wanted more participation for Indians in government. This united both Hindu and Muslim groups to get rid of the British. Eventually leading to increased democracy and later on decolonization and self rule. The INC's tactics included mass civil disobedience, and remained a powerful governmental force after Indian independence.

Unit 8.5 Decolonization After 1900: Explain the role of the Muslim League in advocating for autonomy in India. What were their goals?

The Muslim League advocated a separate nation for Indian Muslims, meaning that they wanted to divide India into separate muslim and Hindu Nations. They wanted to protect the interests of India's Muslims.

Unit 8.5 Decolonization After 1900: What were some similar methods that colonies utilized to achieve independence in this time period?

Colonies like India, French West Africa, and Ghana used negotiated independence to achieve independence. While colonies like Algeria and Vietnam used armed conflict to achieve independence.

Unit 8.6 Newly Independent States: Explain the creation of Israel after WWII.

Zionists hoped that the new state could be established in Palestine because that was where their ancestors had lived. In a new statem Zionists argued, Jews could be free of persecution. In 1917, the British government issued the Balfour Declaration, which favored the establishment in Palestine of a "national home" for the Jewish people.

Unit 8.6 Newly Independent States: Explain the creation of Pakistan after India gained independence in 1947.

In 1947, the British divided colonial India into two independent countries: a mostly Hindu India and a mostly Muslim Pakistan. Hindus and Sikhs fled their homes in Pakistan to resettle in India and Muslims fled India for Pakistan.

Unit 8.6 Newly Independent States: What were some of the long term consequences of the Partition of India?

In the political turmoil, between 500,000 and one million died. Also because India's population was about 10 times larger than Pakistan's Indian did better than Pakistan economically.

Unit 8.6 Newly Independent States: What were some of the long term consequences of the creation of the state of Israel?

Because there isn't a peace process violence continued between Israelis and Palestineans. Between 2000 and 2014 over 7,000 Palestinian and over 1,000 Israelis were killed. Many countries in the Middle East remained hostile to the United States over its support of Israel.

Unit 8.6 Newly Independent States: What economic changes resulted from the process of decolonization?

Self governments (not imperial anymore) began to take more control of the economy and instituting new economic policies to promote economic development

Unit 8.6 Newly Independent States: What economic continuities resulted from the process of decolonization?

Most leaders were still implementing policies on land reform and trying to increase national production.

Unit 8.6 Newly Independent States: Give an example of a government taking on a strong role in guiding economic life to promote development in the 1900 to present time period.

One example is Sirimavo Bandaranaike in Sri Lanka who instituted more radical economic policies than in the past, including land reforms, restrictions on free enterprise, and a new constitution that changed the country's name to Sri Lanka.

Unit 8.6 Newly Independent States: Describe Indira Gandhi's economic policies in India. How do her policies involve a strong government role in promoting economic development?

She declared a national emergency due to high inflation and growing poverty. Her 20-point economic program proved successful, alleviating inflation, reforming corrupt laws, and increasing national production. Her strong government role fixed a lot of economic problems for India.

Unit 8.6 Newly Independent States: Describe Gamal Abdel Nasser's economic policies in Egypt. How did his policies involve a strong government role in promoting economic development?

He instituted land reform, transforming private farms into socialist cooperatives that would maintain the existing irrigation and drainage systems and share profits from crops. He nationalized some industries and businesses, including foreign owned banks, taking them over and running them as state enterprises. The government in Egypt developed the country economically through a variety of reforms.

Unit 8.6 Newly Independent States: What is an imperial metropole?

It is a large city of a former colonial ruler. People from these newly independent countries sometimes moved to the former colonial powers.

Unit 8.6 Newly Independent States: Explain one example of migrations to imperial metropoles in the 1900 - 1990 time period.

One example is when large numbers of refugees and immigrants from Pakistan, India, and Bangladesh moved to London after the chaos of WWII and other conflicts. London is an example of an imperial metropole

Unit 8.7 Global Resistance to Established Power Structures After 1900: Describe Chile under Augusto Pinochet.

In Chile under Augusto Pinochet, the country was communist and had a dictatorship for government. Pinochet also abused many human rights.

Unit 8.7 Global Resistance to Established Power Structures After 1900: Describe Spain under Francisco Franco.

In Spain under Francisco Franco, his government executed, imprisoned, and sent hundreds of thousands of political dissenters to labor camps. But there was a lot of opposition to his authoritarianism. Also, a group used terrorist tactics to advance political agenda (Basqu Homeland and Freedom or ETA). They wanted independence for the Basque region in northern Spain. They killed and injured more than 800 people. They even killed the hand-picked successor to longtime dictator Francisco Franco. Eventually they declared an end to violent actions and promised to work within the political system to achieve Basque independence.

Unit 8.7 Global Resistance to Established Power Structures After 1900: What role did Gandhi play in the Indian independence movement?

Mohandas Gandhi led nonviolent marches, boycotts, and fasts to oppose British colonial rule in India. In 1947, India became independent.

Unit 8.7 Global Resistance to Established Power Structures After 1900: How did Gandhi utilize nonviolence to bring about political change?

He used civil disobedience to convince the British for independence and freedom. His nonviolence inspired leaders like Martin Luther King Jr. to conduct nonviolent protests.

Unit 8.7 Global Resistance to Established Power Structures After 1900: What role did Nelson Mandela play in ending apartheid in South Africa?

He lead the black resistance to apartheid. Though early in his life he sometimes supported sabotage and other forms of violence, he was known for leading nonviolent protests.

Unit 8.7 Global Resistance to Established Power Structures After 1900: How did Nelson Mandela utilize nonviolence to bring about political change?

Nelson Mandela also used civil disobedience to help put a stop to the apartheid in South Africa, such as strikes and boycotts.

Unit 8.7 Global Resistance to Established Power Structures After 1900: How did Martin Luther King Jr. utilize nonviolence to bring about political change during the Civil Rights Movement?

He conducted boycotts, protest, and marches that were effective enough to pass legislation against discrimnation based on race. For example, a year long boycott of public buses in Montgomery, Alabama, which ended segregation in public transit. And massive marches such as the 250,000-person March on Washington for Jobs and Freedom 1964.

Unit 8.7 Global Resistance to Established Power Structures After 1900: What is Al-Qaeda?

A network of Islamic terrorist organizations, led by Osma bin Laden, that carried out attacks.

Unit 8.7 Global Resistance to Established Power Structures After 1900: Explain how Al-Qaeda used violence against civilizations to achieve political aims.

One of their attacks was one in the United States on September 11, 2001. In this attack, terrorists killed themselves and more than 3,000 people when they hijacked and crashed planes in New York City, near Washington DC and in rural Pennsylvania.

Unit 8.8 End of the Cold War: Explain the factors that led to the end of the Cold War.

The collapse of the Soviet Union ultimately caused the end of the Cold War. Also the creation of the nuclear arms treaty led to the end of the Cold War because it reduced the risk of a nuclear war.

Unit 8.8 End of the Cold War: What things weakened the Soviet Union?

Democratic reform movements swept through Eastern European nations in 1989, so it was not long before the Soviet Union was also swept into the movement. Lithuania, Georgia, and other Soviet republics began to overthrow their rulers and declare independence, soon the Warsaw Pact dissolved.

Unit 9.1 Advances in Technology and Exchange After 1900: Choose one new mode of communication and explain how it reduced the problem of geographic distance.

The creation of mobile technologies like cellphones made people feel closer. Twitter, Facebook, and other social networking sites on cell phones made the media accessible to anyone anywhere. People could contact or call each other very quickly even if they lived far from each other.

Unit 9.1 Advances in Technology and Exchange After 1900: Choose one new mode of transportation and explain how it reduced the problem of geographic distance.

The airplane allowed for faster travel especially over large bodies of water. People can get all the way across the world a lot quicker. Every day, about 2 million people fly on an airplane.

Unit 9.1 Advances in Technology and Exchange After 1900: Choose one new energy technology and explain how it raised productivity and the production of material goods.

The use of oil made it possible to transport goods faster and more cheaply than ever. Oil was also used for factories. It fueled industrial output and helped increase productivity.

Unit 9.1 Advances in Technology and Exchange After 1900: Explain the role of birth control in creating more opportunities for women in the 20th century.

Birth control caused a decline in fertility rates in much of the world. The average woman began having fewer babies than her mother or grandmother had. The pill reshaped gender roles and gave women more opportunities since they were not forced to have children.

Unit 9.1 Advances in Technology and Exchange After 1900: What was the Green Revolution?

It was the rapid diffusion of new agricultural technology, especially new high-yield seeds and fertilizers. It emerged as a possible long term response to hunger. Scientists developed new varieties of grains that had higher yields and greater resistance to pests, diseases, and drought. Eventually crossbreeding and genetic engineering began to develop.

Unit 9.1 Advances in Technology and Exchange After 1900: Name two positive impacts of the Green Revolution.

One positive impact was an increase in food yields that allowed for more food for the increasing population. Another one is lowered production costs and cheaper prices for foods at the store because more food could be grown on the same amount of land.

Unit 9.1 Advances in Technology and Exchange After 1900: Name two negative outcomes of the Green Revolution.

One negative outcome is that many small farmers could not afford the new fertilizers or pesticides, so they were unable to compete with large landowners. They were forced to sell their land. Another one is that the heavy applications of chemicals damaged the soil and the environment.

Unit 9.1 Advances in Technology and Exchange After 1900: Describe one medical innovation that has increased the ability of humans to survive and live longer lives.

The innovation of vaccines has prevented as many 3 million deaths each year in the 21st century. Vaccines prevent deadly diseases like polio, measle, and smallpox. In the past people would have died from diseases at a young age, but now we are able to prevent these disease from being contracting therefore increasing the lifespan of humans.

Unit 9.2 Technological Advances and Limitations After 1900: Disease: Describe a disease associated with poverty and how (and where) it has threatened human populations.

Cholera is a bacterial disease that spreads through contaminated water and causes about 95,000 deaths per year. It mainly affects poor people in developing countries (Brazil, India, etc.) due to low access to clean quality water.

Unit 9.2 Technological Advances and Limitations After 1900: Disease: Describe an epidemic disease of the 20th century and how it was a threat to human populations.

Ebola is a deadly disease caused by a virus that infects the African fruit bat, humans, and other primates. Humans get the virus from exposure to fluids of infected people or animals. The disease causes extensive bleeding, organ failure, and most of the time death. There was a massive outbreak in West Africa. An intensive public health effort contained and then ended the outbreak.

Unit 9.2 Technological Advances and Limitations After 1900: Disease: Describe a disease which exists because of increased human longevity.

Alzheimer's Disease is a form of dementia that affects elderly and some middle-aged people. Alzheimer's patients progressively lose their memory eventually leading to a stage in which they do nor recognize their loved ones. Since the disease undermines bodily functions, it leads to death. Researchers are still searching for a cure. As different medicines allow people to live longer more diseases related to old age increase

Unit 9.2 Technological Advances and Limitations After 1900: Disease: Describe a medical advancement that has improved human longevity.

The innovation of vaccines has prevented as many 3 million deaths each year in the 21st century. Vaccines prevent deadly diseases like polio, measle, and smallpox. In the past people would have died from diseases at a young age, but now we are able to prevent these diseases from being contracted, therefore increasing the lifespan of humans.

Unit 9.2 Technological Advances and Limitations After 1900: Disease: Answer the learning objective: How have environmental factors affected human populations in the 20th and 21st centuries?

Outside diseases have caused many problems for the human population over the past few decades. They have decreased population and caused death.

Unit 9.3 Technological Advances: Debates About the Environment After 1900: Describe the ways that human activity has caused environmental degradation over the 20th and 21st centuries.

Population growth is one way. Growing population led to a demand for more croplands. This increase in land used for agricultural purposes resulted in deforestation, soil erosion, and smaller habitats for animals. Urbanization is another way due to the increasing size and number of cities. And lastly Globalization and Industrialization has caused natural resources used in manufacturing, to be used up.

Unit 9.3 Technological Advances: Debates About the Environment After 1900: Describe the debate about the nature and causes of climate change. What human-created factors have contributed to this debate?

Scientists cited data showing that the emissions of carbon dioxide and other greenhouse gases caused by the burning of fossil fuels were causing global warming. This is an increase in the average temperature of the world. Climate-change skeptics question whether global warming was happening and whether human activities had any influence on the climate.

Unit 9.4 Economics in the Global Age: Review: what is a free-market economy?

An economic system based on supply and demand, with little government control as possible.

Unit 9.4 Economics in the Global Age: What role did the government play in the economies of many nations in the early 20th century? How and why did this change in the late 20th century?

The government was largely involved in the economy due to the hit the economy took after WWII and the Cold War.

This changed to a free-market economy to little or no government involvement. Global trade exploded with the end of the Cold War. The new global economy was part of a renewed emphasis on market-oriented policy.

Unit 9.4 Economics in the Global Age: Describe the economic policies of Ronald Reagan. Describe the economic policies of Margaret Thatcher in Britain.

Wanted a free market economy for the US and the UK. Advocated for cutting taxes, regulations, and government assistance to the poor as a way to promote economic growth.

Unit 9.4 Economics in the Global Age: Describe the economic policies of Deng Xiaoping in China.

Under him, the Communist Party backed away from its commitment to economic equality and more actively promoted economic growth. Some of the steps he took to open the economy was allowing factories to produce more products for consumers, reopening the Shanghai stock market and allowing private ownership of some businesses, it replaced communes with peasant-leased plots of land, and encouraged foreign companies to set up factories in special economic zones.

Unit 9.4 Economics in the Global Age: Describe the economic policies of Pinochet in Chile.

During his rule the Chilean economy took a turn away from state control toward a free-market approach. The goals of this were privatizing formerly state-run businesses and taming the serious inflation Chile was experiencing. The reforms were unpopular because they did not address poverty and other social concerns, and Pinochet used repression to enact them.

Unit 9.4 Economics in the Global Age: What is a knowledge economy?

An economy that creates, distributes, and uses knowledge and information, instead of a society based on the production of material goods.

Unit 9.4 Economics in the Global Age: Where are knowledge economies located today?

One example is Finland. By investing in education and communications technology, Finland was able to build on its success with mobile phones and establish software companies. These industries required highly educated workers, while outsourcing hardware production to countries with lower labor costs.

Unit 9.4 Economics in the Global Age: Where does most industrial production and manufacturing exist in the late 20th/early 21st century? Why?

Most production existed in Mexico because there was low-wage labor to produce tariff-free goods for foreign export. Also in places like Vietnam and Bangladesh where labor costs tend to be significantly lower than in China.

Unit 9.4 Economics in the Global Age: What is a multinational corporation?

One that is legally incorporated in one country but that makes or sells goods or services in one or more other countries.

Unit 9.4 Economics in the Global Age: How have multinational corporations changed the global economy?

Multinational corporations produce the greatest gains for both developed and developing countries. They take advantage of both knowledge economies and more traditional manufacturing and industrial economies, which is unlikely for the global economy.

Unit 9.4 Economics in the Global Age: What is the World Trade Organization (WTO) and what are its goals?

Administers the rules governing trade between its 144 members. Its goal is to help producers, importers, and exporters conduct their business and ensure that trade flows smoothly. They made rules that governed more than 90 percent of all international trade.

Unit 9.4 Economics in the Global Age: What is NAFTA and what are its goals?

The North American Free Trade agreement allows open trade with the US, Mexico, and Canada. This agreement encouraged US and Canadian industries to build maquiladoras (factories) in Mexico that used low-wage Mexican labor to produce tariff free goods for foreign export.

Unit 9.5 Calls for Reform and Responses After 1900: What assumptions about race, class, gender, and religion were challenged in the 20 and 21st centuries?

African Americans won major victories against discrimination and segregation. The Civil RIghts act of 1965 passed along with the Voting Rights Act. Both fought against discrimination based on race, color, religion, sex, or national origin. Assumptions that men should deserve more rights than women were challenged as women fought for gender equality and the right to vote. They won the fight and obtained the right to vote in national elections in 1920. The Universal Declaration of Human RIghts said that everyone was entitled to basic rights no matter social origin or any other status

Unit 9.5 Calls for Reform and Responses After 1900: Why were these assumptions challenged during this time period and not earlier?

People were tired of discrimination against people of different races, classes or gender.

Unit 9.5 Calls for Reform and Responses After 1900: Describe the ways in which access to education became more inclusive during this time period.

As more laws for equality passed education became more equal and inclusive to people no matter the race, skin color, sex, or class. And also education became free.

Unit 9.5 Calls for Reform and Responses After 1900: Describe changes in social roles during this time period.

Women were not forced to be the ones to stay home and take care of the children. They were made equal to men. Also African Americans were made equal to everyone else.

Unit 9.5 Calls for Reform and Responses After 1900: Describe continuities in social roles during this time period.

African Americans were still discriminated against even though the Civil RIghts Act made it illegal. And even though women were equal to men in the law they were still treated as less than in their day to day lives.

Unit 9.6 Globalized Culture After 1900: What is globalization?

Actions or processes that involve the entire world and result in making something worldwide in a scope.

Unit 9.6 Globalized Culture After 1900: How did popular and consumer culture become more global in the 20th century?

Popular culture became global through new media such as the radio, motion pictures/movies, and television. This media created a culture shared throughout a nation, and eventually throughout the world. Consumer culture spread as wealthier nations began to develop and as technology became more widely available.

Unit 9.6 Globalized Culture After 1900: How did globalization change culture over time?

Globalization caused Americanization. People around the world had learned more about the US than the people in the US knew about the world. American culture spread across many foreign countries and many thought it began to dilute their unique cultural identity. Along with American culture, English began to spread and changed the culture of other countries. The Globalization of music changed the culture of many countries. Many new nations were exposed to new music like Reggae and K-pop.

Unit 9.6 Globalized Culture After 1900: Describe the role of one global brand in changing culture.

One global brand is Coca-Cola. The Coca-Cola company globalized the drink across the world. Now countries that have certain food traditions are drinking coke in their daily lives and changing the culture around them. Coca-Cola's announced its desire to "buy the world a Coke" in its 1971 multicultural commercial.

Unit 9.6 Globalized Culture After 1900: Describe one type of entertainment and how it reflects the influence of a globalized society.

Radio provided a variety of programs, from easy going comedies to music hours featuring the latest in big band entertainment, during WWII it played a vital role in national defense in most industrialized nations. Radios also ushered in the consumer culture. The "free" programming reaching into the homes of millions of people carried with it commercials for the products of sponsors.

Unit 9.7 Resistance to Globalization after 1900: What is the Anti-IMF and what were their complaints about the International Monetary Fund?

The Anti-IMF are people who oppose international institutions and transnational corporations. They believe that these institutions and agreements subvert local decision making and increase globalization in the world.

Unit 9.7 Resistance to Globalization after 1900: Why have countries like China created their own social media?

Because American social media had caused riots in countries, the government wanted a way to censor content that they didn't want their citizens to see while also negotiating with the citizens and letting stream incoming posts. An example of this is the creation of Weibo in China.

Unit 9.7 Resistance to Globalization after 1900: Summarize how some groups have rejected increasing globalization.

Anti-globalization activists have used the internet to perpetuate and spread their ideas in nearly every country on Earth. SOme groups use social media but recently some countries have been banning the use of it. Some groups riot in the streets in, for example, Uighur, China against the banning of social media and they riot against globalization.

Unit 9.7 Resistance to Globalization after 1900: Why have some groups rejected increasing globalization?

Many of them centered on the idea that consumers who buy products and services with a few clicks often have no idea who creates those products and services and what the short term and long term costs really are. Problematic working conditions have also caused some people to reject globalization. Also fuel involved in shipping products vast distances increased the amount of greenhouse gases in the environment, this worsening the climate emergency.

Unit 9.8 Institutions Developing in a Globalized World: What is the United Nations and what purpose does this organization serve?

This is an international organization founded in 1945 whose purpose is to promote international peace, security, and cooperation. It replaced the League of Nations.

Unit 9.8 Institutions Developing in a Globalized World: Explain HOW globalization changed international interactions among states.

Globalization has allowed peacekeeping organizations to keep in touch with countries and know when there is a conflict or war going on in a specific country.

Unit 9.8 Institutions Developing in a Globalized World: Explain WHY globalization changed international interactions among states.

New technologies due to globalization have allowed fast communication which is why organizations like the UN are able to know when there is a conflict going on in another country.