Fluent Essays

see attachments for the quiz, 25 questions I need help with. Using book -Connections: A World History, Volume 2Edward H. Judge & John W. Langdon, 2016PearsonISBN.13: 978-0-133-84139-8 unit_4.pdf Unformatted Attachment Preview GED 130 Introduction to Civilization 925 North Spurgeon Street, Santa Ana, CA 92701 Phone: 714-547-9625 Fax: 714-547-5777 www.calcoast.edu Rev. 07/16 Tracking Your Academic Activities Verifying an accurate course completion time is essential for accreditation. To meet both accreditation requirements and award academic credit, educational institutions must document the total number of hours students spend completing designated academic activities related to their coursework. The total hours are then translated into academic credit based on a prescribed method of measuring educational attainment known as the Carnegie Unit. 90 hours of student preparation time and 45 hours of student engagement time are required for a 3 credit hour course. Using the attached form as an example, keep track of the time you spend on each lesson, pre-test, self-test, unit test, writing assignment, reading assignment, outside reading, final examination, etc. You will not be required to turn in the worksheet; however, at the end of the course you will receive a Student Course Survey and the final question will ask how long it took you to complete the course. Your assistance in completing this requirement and providing the university with this valuable data is greatly appreciated. As you fill out the worksheet, please keep in mind that your Academic Engagement Activities should total approximately 45 hours. Some examples of this type of activity may include: Lesson Review Exercises Unit Examinations Key Term Reviews Proctored Final Examination Analysis Course Academic Online Discussions Study Guide Review Student/Instructor Interaction Writing Assignments Documents/Student Resources Review Grading Rubric As you fill out the Academic Preparation Activities, please keep in mind that these should total approximately 90 hours. Some examples of this type of activity may include: Pre-Test Review Grading Rubric Reading Assignments Study Lesson Review Exercises Key Term Reviews Internet/Web Research Studying for Examinations Reading Websites Writing Assignments Suggested Outside Reading Sample Worksheet for Tracking Your Academic Activities This worksheet was developed to help you track your time. You are not required to turn it in. Upon completion of this course, you will be asked to complete a survey. The last question on the survey will ask you the number of hours it took to complete the course. Course credit is based on the Carnegie Unit - a prescribed method of measuring educational attainment. For each 3 unit semester course, students will complete a variety of academic activities including: 45 hours of Academic Engagement and 90 hours of Academic Preparation = 135 hours in total. Time to Complete Unit 1 Time to Complete Unit 2 Time to Complete Unit 3 Time to Complete Unit 4 Time to Complete Final Academic Engagement Activities Lesson Review Exercises Key Term Review Exercises Study Guide Review Student Resources Review Grading Rubric Case Studies/Critical Analysis Writing Assignments Complete Unit Examinations Course Academic Online Discussions Student/Instructor Interactions Total Academic Engagement required for a 3 unit course = 45 hours Total = Academic Preparation Activities Pre-Test Reading Assignments Review Case Studies/Critical Analysis Key Term Review Exercises Study for Examinations Suggested Outside Readings Web Research Review Writing Assignments Review Completed Examinations Review Grading Rubric Reading Websites Study Lesson Review Exercises Total Academic Preparation required for a 3 unit course = 90 hours Total hours: Academic Engagement and Academic Preparation related to this course. Other Activities/Comments - (Please note all time for additional course related activities): Total = Grand Total Total Time Spent Pre-test Instructions Thank you for taking the time to complete the required pre-test. The purpose of the pre-test is to measure your knowledge of the subject matter at the beginning of each course. Please be assured, your score on the pre-test will not be part of your course grade. We do not want you to try to study for it or be worried about doing well on the pre-test. It is simply a measure of your “starting place,” that will be used for improving course content and to meet accreditation requirements. If you receive your course materials online: • Please log-in to your Coast Connection student portal to complete your pre-test. If you receive your course materials by mail: • You will receive your answer sheets for the pre-test by mail. • Once you have completed your pre-test, please mail or fax your answer sheet to the University at: California Coast University 925 N. Spurgeon Street Santa Ana, CA 92701 Fax: 714-547-1451 If you have any questions, please feel free to contact the Student Services Department. Thank you for your cooperation. GED 130 Introduction to Civilization Pre-test 1. Portugal established a trading post in China at __________. a. b. c. d. Macao Kilwa Canton Beijing 2. Which man spread Calvinist doctrine to Scotland? a. b. c. d. John Wyclif Huldrych Zwingli Thomas Cranmer John Knox 3. Who exercised real power in Japan in the 1600s? a. b. c. d. the shogun the daimyo the samurai the emperor 4. When did Portuguese explorers first reach India? a. b. c. d. 1460s 1490s 1530s 1570s 5. What was the status of the Ottoman Empire in the 1800s? a. b. c. d. modernized and revived weakened and challenged by reform movements torn by Wahhabism and economically weak divided but modernized 6. Afonso I came to regret his Portuguese connection after he saw the disastrous results of __________. a. b. c. d. vii smallpox slave trading the break with Islamic traders the Crusades GED 130 Introduction to Civilization Pre-test 7. What constituted the Eleven Years’ Tyranny under Charles I? a. b. c. d. royal support for Anglicanism the suspension of common law royal rule without Parliament the suspension of justice 8. Filofei promoted the idea of Moscow as the __________. a. b. c. d. center of Asian commerce commercial hub of Rome Third Rome greatest European military power 9. According to John Locke, from whom do governments get their power? a. b. c. d. God people they rule royal families armies 10. Saint-Domingue is today known as __________. a. b. c. d. Cuba Jamaica Puerto Rico Haiti 11. Like nationalism, Romanticism was __________. a. b. c. d. a political movement a strong unifying political force a rejection of the Enlightenment dedicated to reason 12. By 1825, __________. a. b. c. d. viii most of Latin America was independent all of Latin America was independent only Mexico was independent Mexico was still part of Spain GED 130 Introduction to Civilization Pre-test 13. Japan agreed to open ports to American trade because __________. a. b. c. d. the samurai insisted on trade with American merchants Japan’s isolationist policies were destroying the economy the Americans had military and navy technology that Japan lacked China was already trading with the United States, and Japan was afraid of falling behind 14. Around 1800, which of these ruled most of North Africa? a. b. c. d. the Egyptian Fatimids the Ottoman Empire the British Empire France 15. The creation of quinine was revolutionary in the treatment and prevention of __________. a. b. c. d. smallpox measles malaria polio 16. The United States entered World War I primarily because of __________. a. b. c. d. defensive alliances with Britain and France unrestricted submarine warfare and the Zimmermann Note the Zimmermann Note and imperialism the Lend Lease Act 17. The Great Depression came to an end because of __________. a. b. c. d. the election of Herbert Hoover the reopening of banks World War II the rising stock market 18. Chamberlain boasted of finally achieving “peace in our time” after __________. a. b. c. d. ix the signing of the Versailles Treaty the Paris Peace Conference concluding the Munich Treaty the D-day invasion GED 130 Introduction to Civilization Pre-test 19. Which of these countries had the most success in evacuating its Jewish population to safety? a. b. c. d. Denmark Belgium Switzerland Poland 20. The purpose of the Common Market was to allow Western European countries to __________. a. b. c. d. contain Communism crush anti-Communist rebellions counter the effects of the Marshall Plan compete on a global level 21. Which of these was the third nation created in 1971 on the Indian subcontinent? a. b. c. d. India Nepal Afghanistan Bangladesh 22. Vietnam was reunified with a Communist victory in __________. a. b. c. d. 1975 1987 1989 1998 23. Brazil’s greatest national celebrity from the late 1950s to today is Pelé, who won fame as a __________. a. b. c. d. mayor of Rio de Janeiro wealthy industrialist movie star soccer player 24. De Gaulle believed that Algeria should be granted independence because __________. a. b. c. d. x Muslim resistance was too great he believed that colonial holdings were no longer necessary he believed that the cost of maintaining the African territories was too great Algeria helped France in World War I and World War II GED 130 Introduction to Civilization Pre-test 25. Which country became the most powerful Persian Gulf nation as a result of the toppling of Saddam Hussein’s government? a. b. c. d. xi Iran United Arab Emirates Saudi Arabia Kuwait GED 130 Introduction to Civilization Text: Connections: A World History, Volume 2 ISBN-13: 9780133841398 Author(s): Edward H. Judge & John W. Langdon Publisher: Pearson 925 North Spurgeon Street, Santa Ana, CA 92701 Phone: 714-547-9625 Fax: 714-547-5777 www.calcoast.edu Rev. 07/16 Study Guide 3rd Edition, 2016 All rights reserved. No part of this may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording or by any information storage and retrieval system without written permission, except for the inclusion of brief quotation in review. Copyright ©2020 by California Coast University GED 130 Introduction to Civilization Message From the President W elcome to California Coast University. I hope you will find this course interesting and useful throughout your career. This course was designed to meet the unique needs of students like you who are both highly motivated and capable of completing a degree program through distance learning. Our faculty and administration have been involved in distance learning for over forty years and understand the characteristics common to successful students in this unique educational environment. This course was prepared by CCU faculty members who are not only outstanding educators but who have real world experience. They have prepared these guidelines to help you successfully complete your educational goals and to get the most from your distance learning experience. Again, we hope that you will find this course both helpful and motivating. We send our best wishes as you work toward the completion of your program. Sincerely, Thomas M. Neal President GED 130 Introduction to Civilization Syllabus Course Number GED 130 Course Title Introduction to Civilization Course Description This course is a presentation of civilization’s major happenings including the cultural, social, political and economic development of the world from the 1400’s to the present. A survey of world civilizations is explored and interactions between or among civilizations are stressed, leading to a better understanding of where man has been and where he is now. Units of Credit 3 Units of Credit Course Objectives Upon successful completion of this course, students will be able to: Learning Resources • Understand and share the fascination of the historian toward the past. • Explore the history of the world and the significance of this study. • Discover how history offers perspective and guidance in forming a personal view of human development. • Construct your interpretations of how historians examine the values—the motives, wishes, desires, visions—of people of the past. Textbook: Connections: A World History, Volume 2 3rd Edition, 2016 Edward H. Judge & John W. Langdon Pearson ISBN-13: 9780133841398 All course examinations are based on the contents of the textbook required for this course. To successfully complete the examinations, you will need the textbook. You may rent the textbook from the CCU rental library or you may purchase the textbook from another source. Although this study guide is developed by California Coast University, it does contain materials provided by the publisher of the textbook. xvii GED 130 Introduction to Civilization Syllabus The Study Guide The study guide was designed to help you further understand the materials in the textbook and master the course content. Each study guide chapter corresponds to a chapter in the textbook. Additional Readings and Online Resources When reading your textbook, you may notice images/references/links to additional text materials. If so, these images/references/links may be part of the publisher’s “pay-for-access” online platform. Our courses are not designed to incorporate these additional resources and you will NOT need to purchase these additional features to be successful in this course. For other relevant, helpful resources and learning activities designed to enhance your understanding of the topics in this course, simply log into your student portal. The Library Information and Resources Network, Inc. (LIRN) Students are provided access to the Library and Information Resources Network, Inc. (LIRN). LIRN provides a centralized management of electronic information resources that allow students to access multiple research databases through one portal. Detailed information on the Library and Information Resources Network, Inc. is available on the California Coast University website under the Resources tab. For additional information on using the network, LIRN provides a User Guide to help students search for the needed information. This helpful resource is available on the LIRN website. For information on accessing LIRN, please contact California Coast University - library@calcoast.edu or (714) 547-9625. Your Course Grade Your grades on course examinations are determined by the percentage of correct answers. The university uses the following grading system: A B C D F xviii = = = = = 90\% – 100\% correct 80\% – 89\% correct 70\% – 79\% correct 60\% – 69\% correct 59\% and below correct GED 130 Introduction to Civilization Syllabus Your grade in this course will be based on the number of points you earn. Grades are based on the percentage of points you earned out of a total of 500 points: Four Unit Examinations 100 points each 400 points total 80\% of your grade 100 points total 20\% of your grade Final Examination 100 points Mastering the Course Content In order to successfully complete this course, we recommend that you do the following before beginning: • Be sure that you have the correct edition of the course textbook. Check the ISBN number of your textbook with the ISBN number listed on the cover page of this study guide. • Review the Table of Contents at the end of this syllabus. You will only be responsible for the chapters in the textbook that are listed in the Table of Contents. Each study guide contains several components selected and developed by the faculty to help you master the content of the course. Each chapter in the study guide corresponds to a chapter in the textbook. Study guides vary depending on the course, but most will include: Learning Objectives Overviews Self-Tests Summaries Key Terms The most efficient way to complete this course is to read the material in both the study guide and textbook in the sequence in which it appears, generally from beginning to end. Read the Overviews and Summaries Before reading a chapter of your textbook, review the corresponding learning objectives, overview, key terms and summary sections in the study guide. These were prepared to give you a preview of the content to be learned. xix GED 130 Introduction to Civilization Syllabus Read and Review the Chapter Once you have the scope and organization of the chapter in mind, turn to the corresponding chapter in the textbook and read the material carefully. Keep the learning objectives, key terms, and selftest questions in mind as you read. Highlight important concepts and information in your study guide and write notes in the study guide as you read the textbook. These notes will help you study for the unit and final examinations. Check Your Mastery of Each Chapter When you feel that you have mastered the concepts presented in the chapter, complete the study guide self-test questions without referring to the textbook or your notes. Correct your responses using the answer key provided in the study guide. Your results will help you identify any areas you need to review. Unit Examinations Each course contains four unit examinations and a final examination. Unit examinations consist of 25 objective (multiple choice) test questions. The final examination consists of 100 objective (multiple choice) questions. Unit examinations are open-book, do not require a proctor and are not timed. This will allow you to proceed at your own pace. As you go through the study guide, it will prompt you on when to complete a unit exam (approximately after every three to six chapters). The Table of Contents in this study guide will also give you an overview of which textbook chapters are covered in each of the four unit exams. Writing Assignments Each unit examination includes a written component. The writing assignments give students the opportunity to demonstrate a level of subject mastery beyond the objective unit examinations, which reflects his/her ability to analyze, synthesize, evaluate and apply his/ her knowledge. Writing assignments are judged on the quality of the response. Word count is NOT one of the criteria that is used in assigning points to writing assignments. However, students who are successful in earning the maximum number of points tend to submit writing assignments that are 350-500 words (1-2 pages) per question. xx GED 130 Introduction to Civilization Syllabus Plagiarism All work must be free of any form of plagiarism. Put written answers into your own words. Do not simply cut and paste your answers from the Internet and do not copy your answers from the textbook. Plagiarism consists of taking and using the ideas, writings or inventions of another, without giving credit to that person and presenting it as one’s own. This is an offense that the university takes very seriously. An example of a correctly prepared written response may be found by visiting the Coast Connection student portal. You can find this in the portal by clicking on Student Resources and then Writing Basics. Citation Styles The majority of your response should be your own original writing based on what you have learned from the textbook. However, students may also use outside materials if applicable. Be sure to provide a citation and a reference for any materials used, including the required textbook. The following points are designed to help you understand how to provide proper citations and references for your work: • Sources are listed in two places. • The first, a citation, is briefly listed within your answer. This includes identifying information that directs the reader to your list of references at the end of your writing assignment. • The second, a reference, is at the end of your work in the list of references section. • All sources cited should follow APA style and provide enough identifying information so that the reader can access the original material. More detailed information about citations and references can be located on the Coast ... Purchase answer to see full attachment