History 061 Journal Entries Instructions: After researching through the provided web address, complete the activities or answer the questions that apply. These activities and questions will correlate with your assessments for this course and will better help you grasp the course objectives. Unit 1 & 2: Greek & Romans 10.1.1: Students relate the moral and ethical principles in ancient Greek and Roman philosophy, Judaism, and Christianity to the development of Western political thought. Analyze the similarities and differences in Judeo-Christian and Greco-Roman views of law, reason and faith, and duties of the individual. Complete the following chart by using the sources provided below. Greeks & Romans (use your textbook as your main source) Judaism (“Principles of Judaism” reading) Christianity (“The Rise of Christianity” reading) Law Reason & Faith Duties 10.1.2: Students relate the moral and ethical principles in ancient Greek and Roman philosophy, Judaism, and Christianity to the development of Western political thought. Trace the development of the Western political ideas of the rule of law and illegitimacy of tyranny using selections from Plato’s Republic and Aristotle’s Politics. After reviewing Plato and Aristotle’s excerpts, explain below how these documents help the development of the Western political ideas of the rule of law and illegitimacy of tyranny. Complete the following chart by using the sources provided below. Plato’s Republic Aristotle’s Politics From these documents, what political ideas of rule of law and illegitimacy of tyranny can be attributed to Plato and Aristotle? (Making bullet points is great.) · · 10.1.3: Students relate the moral and ethical principles in ancient Greek and Roman philosophy, Judaism, and Christianity to the development of Western political thought. Consider the influence of the US Constitution on political systems in the contemporary world. Greeks & Romans Judaism Christianity What influence did the following civilizations and religion have on the U.S. Constitution? Unit 3: Revolutions 10.2.1: Students compare and contrast the Glorious Revolution of England, the American Revolution, and the French Revolution and their enduring effects worldwide on the political expectations for self-government and individual liberty. Compare the major ideas of philosophers and their effects on the democratic revolutions in England, the United States, France, and Latin America (e.g., John Locke, Charles-Louis Montesquieu, Jean-Jacques Rousseau, Simón Bolívar, Thomas Jefferson, and James Madison). Complete the following chart to compare and contrast the revolution with the impact of the following individuals: Glorious Revolution of England American Revolution French Revolution John Locke Charles-Louis Montesquieu Jean-Jacques Rousseau Simon Bolivar Thomas Jefferson James Madison 10.2.2: Students compare and contrast the Glorious Revolution of England, the Americ ...

1. History 061
Journal Entries
Instructions: After researching through the provided web
address, complete the activities or answer the questions that
apply. These activities and questions will correlate with your
assessments for this course and will better help you grasp the
course objectives.
Unit 1 & 2: Greek & Romans
10.1.1: Students relate the moral and ethical principles in
ancient Greek and Roman philosophy, Judaism, and Christianity
to the development of Western political thought. Analyze the
similarities and differences in Judeo-Christian and Greco-
Roman views of law, reason and faith, and duties of the
individual.
Complete the following chart by using the sources provided
below.
Greeks & Romans
(use your textbook as your main source)
Judaism
(“Principles of Judaism” reading)
Christianity
(“The Rise of Christianity” reading)
Law
Reason & Faith

2. Duties
10.1.2: Students relate the moral and ethical principles in
ancient Greek and Roman philosophy, Judaism, and Christianity
to the development of Western political thought. Trace the
development of the Western political ideas of the rule of law
and illegitimacy of tyranny using selections from Plato’s
Republic and Aristotle’s Politics.
After reviewing Plato and Aristotle’s excerpts, explain below
how these documents help the development of the Western
political ideas of the rule of law and illegitimacy of tyranny.
Complete the following chart by using the sources provided
below.
Plato’s Republic
Aristotle’s Politics
From these documents, what political ideas of rule of law and
illegitimacy of tyranny can be attributed to Plato and Aristotle?
(Making bullet points is great.)
·
·
10.1.3: Students relate the moral and ethical principles in
ancient Greek and Roman philosophy, Judaism, and Christianity
to the development of Western political thought. Consider the
influence of the US Constitution on political systems in the
contemporary world.

3. Greeks & Romans
Judaism
Christianity
What influence did the following civilizations and religion have
on the U.S. Constitution?
Unit 3: Revolutions
10.2.1: Students compare and contrast the Glorious Revolution
of England, the American Revolution, and the French
Revolution and their enduring effects worldwide on the political
expectations for self-government and individual liberty.
Compare the major ideas of philosophers and their effects on
the democratic revolutions in England, the United States,
France, and Latin America (e.g., John Locke, Charles-Louis
Montesquieu, Jean-Jacques Rousseau, Simón Bolívar, Thomas
Jefferson, and James Madison).
Complete the following chart to compare and contrast the
revolution with the impact of the following individuals:
Glorious Revolution of England
American Revolution
French Revolution
John Locke
Charles-Louis Montesquieu

4. Jean-Jacques Rousseau
Simon Bolivar
Thomas Jefferson
James Madison
10.2.2: Students compare and contrast the Glorious Revolution
of England, the American Revolution, and the French
Revolution and their enduring effects worldwide on the political
expectations for self-government and individual liberty. List the
principles of the Magna Carta, the English Bill of Rights
(1689), the American Declaration of Independence (1776), the
French Declaration of the Rights of Man and the Citizen (1789),
and the US Bill of Rights (1791).
Complete the following graphic by listing the principles that
helped motivate the Glorious Revolution of England, the
American Revolution, and the French Revolution. Make sure to
list at least 3 principles from each document.
Documents
Principles
Magna Carta
·
English Bill of Rights (1689)
·

5. Declaration of Independence (1776)
·
French Declaration of the Rights of Man and the Citizen (1789)
·
U.S. Bill of Rights (1791)
·
10.2.3: Students compare and contrast the Glorious Revolution
of England, the American Revolution, and the French
Revolution and their enduring effects worldwide on the political
expectations for self-government and individual liberty.
Understand the unique character of the American Revolution, its
spread to other parts of the world, and its continuing
significance to other nations.
Answer and reflect on the following question. Your response
should be made up of at least 3 small paragraphs.
According to you, what are three effects or impacts of Glorious
Revolution of England, the American Revolution, or the French
Revolution? Make sure to mention the unique character of the
American Revolution and how that revolution made an impact
worldwide.
10.2.4: Students compare and contrast the Glorious Revolution
of England, the American Revolution, and the French
Revolution and their enduring effects worldwide on the political
expectations for self-government and individual liberty. Explain
how the ideology of the French Revolution led France to

6. develop from constitutional monarchy to democratic despotism
to the Napoleonic Empire.
Response: Explain how the ideology of the French Revolution
led France to develop from constitutional monarchy to
democratic despotism to the Napoleonic Empire. Explain what
factors helped these transitions.
10.2.5: Students compare and contrast the Glorious Revolution
of England, the American Revolution, and the French
Revolution and their enduring effects worldwide on the political
expectations for self-government and individual liberty. Discuss
how nationalism spread across Europe with Napoleon but was
repressed for a generation under the Congress of Vienna and
Concert of Europe until the Revolutions of 1848.
Respond to the following questions:
1. How did nationalism spread across Europe with Napoleon?
2. How was nationalism repressed under the Congress of Vienna
and the Concert of Europe until 1848?
3. What were some characteristics of nationalism that helped it
spread as well as caused it to be repressed?
Unit 4: Industrial Revolution

7. 10.3.1: Students analyze the effects of the Industrial Revolution
in England, France, Germany, Japan, and the United States.
Analyze why England was the first country to industrialize.
10.3.3: Students analyze the effects of the Industrial Revolution
in England, France, Germany, Japan, and the United States.
Describe the growth of population, rural-to-urban migration,
and growth of citiesassociated with the Industrial Revolution.
10.3.4: Students analyze the effects of the Industrial Revolution
in England, France, Germany, Japan, and the United States.
Trace the evolution of work and labor, including the demise of
the slave tradeand the effects of immigration, mining and
manufacturing, division of labor, and the union movement.
10.3.5: Students analyze the effects of the Industrial Revolution
in England, France, Germany, Japan, and the United States.
Understand the connections among natural resources,
entrepreneurship, labor, and capital in an industrial economy.
Complete the following chart for each country. Make sure to
include for each country: effects of Industrial Revolution,
growth of population, migration, growth of cities, work and
labor, impact of the slave trade, and natural resources.
Country
Effects of Industrial Revolution
*England
France
Germany
Japan
United States

8. *Respond to the following question:
1. Why do you believe England was the first country to
industrialize? What characteristics of England allowed it to be a
great place to begin this Industrial Revolution?
10.3 2: Students analyze the effects of the Industrial Revolution
in England, France, Germany, Japan, and the United States.
Examine how scientific and technological changes and new
forms of energy brought about massive social, economic, and
cultural change (e.g., the inventions and discoveries of James
Watt, Eli Whitney, Henry Bessemer, Louis Pasteur, and Thomas
Edison).
10.3.6: Students analyze the effects of the Industrial Revolution
in England, France, Germany, Japan, and the United States.
Analyze theemergence of capitalism as a dominant economic
pattern and the responses to it, including Utopianism, Social
Democracy, Socialism, and Communism.
10.3.7: Students analyze the effects of the Industrial Revolution
in England, France, Germany, Japan, and the United States.
Describe theemergence of Romanticism in art and literature
(e.g., the poetry of William Blake and William Wordsworth),
social criticism (e.g., the novels of Charles Dickens), and the
move away from Classicism in Europe.
Respond to the following questions:

9. 1. What were some of the scientific and technological changes
that occurred during the Industrial Revolution?
2. How did these new inventions produce social, economic, and
cultural changes?
3. Why was capitalism an emerging economic strength during
the Industrial Revolution?
4. Choose 2 of the following: Utopianism, social democracy,
socialism and/or communism, and explain how they differed
from capitalism.
5. How did art and literature change during the Industrial
Revolution? Give specific examples and artists. Why do you
believe the characteristics of art and literature changed during
the Industrial Revolution?
Unit 5: Imperialism
10.4.1: Students analyze patterns of global change in the era of
New Imperialism in at least two of the following regions or
countries: Africa, Southeast Asia, China, India, Latin America,
and the Philippines. Describe the rise of industrial economies
and their link to imperialism and colonialism (e.g., the role
played by national security and strategic advantage; moral
issues raised by the search for national hegemony, Social
Darwinism, and the missionary impulse; and material issues
such as land, resources, and technology).

10. 10.4.2: Students analyze patterns of global change in the era of
New Imperialism in at least two of the following regions or
countries: Africa, Southeast Asia, China, India, Latin America,
and the Philippines. Discuss the locations of the colonial rule of
such nations as England, France, Germany, Italy, Japan, the
Netherlands, Russia, Spain, Portugal, and the United States.
10.4.3: Students analyze patterns of global change in the era of
New Imperialism in at least two of the following regions or
countries: Africa, Southeast Asia, China, India, Latin America,
and the Philippines. Explain imperialism from the perspective
of the colonizers and the colonized and the varied immediate
and long-term responses by the people under colonial rule.
10.4.4: Students analyze patterns of global change in the era of
New Imperialism in at least two of the following regions or
countries: Africa, Southeast Asia, China, India, Latin America,
and the Philippines. Describe the independence struggles of the
colonized regions of the world, including the roles of leaders
such as Sun Yat-sen in China and the roles of ideology and
religion.
Country
Describe the rise of industrial economies and their link to
imperialism and colonialism
What countries colonized this area?
What was the perspective of the colonizers versus the
colonized? Consider whether they stayed for an immediate or
long term and how the colonized reacted to that.
What was the independence struggle like for this region of the
world? Include rulers, ideology, and religion.
Africa

11. Southeast Asia
India
Philippines