Fial Exam Review Session Still On

The final exam review is still on for today, Sunday, December 16, from 2-4PM in room 24.

2012 Fall Final Exam Review Guide, Part II

Week 8 - The Reformation, October 15-19 (End of first quarter & mid semester break, 10/19)

*Leading questions: What were the most important differences between Catholicism and Protestantism in the sixteenth century? In what ways do these differences explain the appeal of each faith and the causes of the Reformation? How might the Reformation be related to the Renaissance?

Persons: Johan Tetzel, Martin Luther, John Calvin, Ignatius Loyola

Terms: Indulgences, Justification by Faith, Priesthood of all believers, predestination, the Society of Jesus, Baroque Art

Short answer questions: What caused the Protestant Reformation? How did the Renaissance influence the Reformation? How did the Reformation influence the status of women? How did Catholicism respond to the Protestant Reformation?

Week 9 - The Thirty Years' War, October 22-26

*Leading questions: What were more important factors to the turmoil in Europe between 1560 and 1660: religion or politics? How might the religious and political turmoil of this time period be related to the Renaissance and Reformation? What were the outcomes of the Thirty Years' War?

Persons: Henry IV of France, Ogier Ghiselin de Busbecq, Cardinal Richelieu, James I, Oliver Cromwell, Thomas Hobbes, Pieter Brueghel

Terms: The House of Commons, The Leviathan, the English Civil War, the English Bill of Rights, “Glorious Revolution,” Constitutional Monarchy

Short answer questions: What were the causes of the turmoil between 1560 and 1660? What were the effects of the Thirty Years’ War?

Week 10 - Aristocracy and Absolutism in the Seventeenth Century, October 29-November 2

*Leading Questions: What conditions facilitated the rise of monarchical absolutism in the 17th-century? How did absolute monarchies build on past forms of politics, or represent new forms of power? What policies did 17th-century monarchs use to this end? How might mercantilist doctrines appeal to them? Choose one of the "Enlightened Despots" and discuss his or her significance in modernizing their empires. What explains the emergence of capitalism? What did family life look like? How did the 17th-century family reflect broader social, economic and political aspects of the 17th century?

Persons: Louis XIV, Saint-Simon, John Locke

Terms: Aristocracy, Absolutism

Week 11 - The Scientific Revolution, November 5-9 (Head's Holiday, 11/9 - No school)

*Leading questions: How did the science of the 17th century constitute a break from the past? What challenges did 17th-century scientists face, and how did they handle these problems? Choose a key scientist and explain the significance of his or her work in the advancement of knowledge in the modern world. How does one explain the rise of the Scientific Revolution in the 17th rather than the 16th or 18th century?

Persons: Copernicus, Rene Descartes, Galileo Galilei, Tycho Brahe

Terms: Ptolemaic Theory, The Heliocentric Theory, The Papal Inquisition of 1633, Heresy, Alchemy, Empiricism

Short answer questions: How did the science of the 17^th century constitute a break from the past? How did science reflect medieval continuities? How did the Scientific Revolution influence women?

Week 12 - The Enlightenment, November 12-16

*Leading Questions: What are the core values and attitudes of the European Enlightenment? How do these ideas relate to 18th-century societies and institutions? How did the policies of 18th-century rulers reflect the Enlightenment? What hindrances did monarchs face who desired more enlightened rule? What are the legacies of the Enlightenment and the Scientific Revolution in the modern world? Choose an artist, author, or musician, and assess their contributions to modern intellectual and cultural histories.

Persons: The Philosophes, Immanuel Kant, Voltaire, Mary Wollstonecraft, Jean Jacques Rousseau,

Terms: Enlightened despots (Frederick the Great, Joseph II, Catherine the Great), the Social Contract, the “dark side” of the Enlightenment

Short answer questions: Was enlightened absolutism real or just “window-dressing”? How did the Enlightenment affect women?

Week 13 - Politics and Society in the Ancien Regime, November 19-21, Thanksgiving Break, 11/22-25

*Leading Questions: What were the attitudes and lifestyle of 18th-century French aristocracy like? What was life like for other groups in pre-Revolutionary France? How did their assumptions differ from our own? How might they be similar? Discuss the strengths and weaknesses of the Old Regime. What were some of the possible consequences of aristocratic attitudes toward, peasants, slaves and women? What options seem available to women in mid-18th French politics and society? In what ways might the interests of men and women clash? In what ways did competing groups and historical conditions put pressure on aristocrats? What were the assets and liabilities of 18th-century aristocrats in the face of pressures to diminish their position and influence? Was revolution avoidable?

Terms: Ancien regime, “mental conservatism,” “resurgent aristocracy”

Short answer questions: What was life like in the Ancien Regime?

Week 14 - The French Revolution, November 26-30

*Leading Questions: What factors help explain why this revolution occurred in France? What appears to have motivated many of the revolutionaries? In what ways did the French Revolution mark a break from the past? Choose a key aspect and assess its role as a turning point in the French Revolution or the Napoleonic Wars that followed. What are the legacies of the French Revolution in France, Europe and elsewhere in the world?

Persons: Louis XVI, Marie Antoinette, Arthur Young, Emmanuel Joseph Sieyes, Olympe de Gouges, Maximilien Robespierre, Fracnois-Xavier Joliclerc, Henri de la Rochjacquelein

Terms: The Estates General, the cahiers, the Tennis Court Oath, the Bastille, the Great Fear, the August Decrees, the Declaration of the Rights of Man and Citizen, The Declaration of the Rights of Women, the Counterrevolution, the Reign of Terror

Short answer questions: What are the origins of the French Revolution? How did the French Revolution affect women? What is the legacy of the French Revolution?

Week 15 - The Age of Napoleon, December 3-7

*Leading questions: What accounts for the rise of Napoleon to power and how effectively did he exercise power? What is the legacy of Napoleon? In what ways did Napoleon preserve and support the principles of the French Revolution? In what ways did he undermine those principles?

Persons: Napoleon, Madame de Remusat, Joseph Fouche

Terms: The Directory, the Consulate, coup d’etat, Plebiscite, the Napoleonic Code, The Concordat, Waterloo

Short answer questions: What is the legacy of Napoleon? How did the Napoleonic Code affect men and women?

Winter Picks

Check out the Santa Fe Prep Library's Winter Picks Book Reviews, including several by students in the 10th grade Modern World History class. Special thanks to our librarians, Stephanie Schlanger and Jan Adesso, and all the extra work that students put into this!
Click here:
Sante Fe Prep Winter Picks Book Reviews

2012 Fall Term Final Exam Review Guide, Part I

I. Exam Format (100 points total; 20% of semester grade):

A. Objective question section (25 points; 1 to 2 points each)

True/false and multiple choice questions; covers basic knowledge of all materials studied; review notes from PERSIAN exercises, reading quizzes and lecture notes; closed book and closed notes during exam

B. Person and key term identification section (15 points; 3 points each)

Identify 5 out of 6 persons or terms provided, in 1-2 sentences; see notes in the review calendar below; closed book and closed notes; do not need to know exact dates, but should be able to approximate the time period, e.g., 16th century/early 18th century, the age, e.g., the Renaissance/Enlightenment, location/place, and historical significance.

C. Short answer section (20 points; 10 points each)

Compose a brief answer to two out of three questions provided, in a well organized, compact and coherent paragraph; questions focus on key historical questions, e.g., the analysis of causes, effects, continuities or change; answers should refer to both secondary and primary sources, setting up the crux of the debate as found in the secondary sources from class materials where appropriate, and demonstrating your point with the succinct yet effective use of primary sources; open book, open note; see review calendar below for the options.

D. Essay (40 points)

Compose a well organized, coherent and supported response to one of two essay topics provided:

1. What matters more in the emergence of early modern history: politics/power, socio
economic factors, ideas or biology?

2. What accounts for the rise of parliamentary government and individual rights in early modern Europe?

3. What is the legacy of the French Revolution?

4. What is the legacy of Napoleon? Did Napoleon undermine or preserve the principles of the French Revolution?

5. What happened to the status of European women in the early modern period, and why?

Notes: make sure to frame your response to the question with an overview of the secondary sources that sets up your argument and explains what you plan to demonstrate in the rest of your response; also make sure to use primary sources to effectively show key points, and anticipate possible counter-arguments and forms of evidence; open book and open note.

II. Review Calendar

Week 1 - 1491: The World Before Columbus, August 27-31

*Leading questions: What is modern world history? What does the latest scholarship indicate about the development of the modern world? How has recent research challenged what has been conventionally been understood about what the world looked like before Columbus, in terms of politics, economics, society, religion, culture, science, the arts and entertainment, sports, music, everyday life etc., or how the modern world developed because of Europeans, the Spanish Empire, other European Empires, non-European peoples and empires, Africans, Asians, Americans, women, slaves, pirates, plants, commodities, or even pathogens? How did historical development around this time express continuity or how the world was changing? How does the story of place, e.g., Santa Fe, reveal aspects of modern world history?

Week 2 - When Asia Was the World Economy, September 4-7 (Labor Day, 9/3 - No school)

*Leading questions: How was Asia at the center of the world economy in late medieval times and how were things changing in the early modern period, in the 1400s and 1500s? What did European observers know (or not know) about Asia? How does a closer look at the early modern Asian economies in their "cultural and social practices" illuminate how China actually functioned in economic and political terms? What are the legacies of early modern Asia in the world, e.g, the Fujian trade diaspora?

Identify: Marco Polo, John Mandeville, Genghis Khan, Zheng He, Zhu Di, Ming Dynasty, Qing Dynasty

Terms: Treasure Fleets, Tribute system, Fujian trade diaspora, early modern Chinese monetary systems

Week 3 - 1493: The Columbian Exchange, September 10-14 (Camping, 9/12-14)

*Leading Questions: What is the "Columbian Exchange"? How does it challenge conventional understandings about how and why the modern era has emerged the way it has? What does the author, Charles Mann, mean by the "Homogenocene" and what is the explanatory power and limitations of this thesis? How does this current research influence assessments of the legacies of Europeans like Columbus, Legazpi, Urdaneta, et al.?

Persons: Cristobal Colon, Hispaniola, Bartolome de Las Casas

Terms: Columbian Exchange, homogenocene, Little Ice Age, Ruddiman's Thesis, Galleon Trade, Encomienda

Short answer questions: how did the Columbian Exchange influence the emergence of Europe, the Americas, and the modern world? How is the history of globalization primarily a biological phenomena?

Week 4 - The Rise of the West, September 18-21 (Rosh Hashanah, 9/17 - No school)

*Leading Questions: Does modern history begin in Europe, or does it? How do historians account for the emergence of European overseas expansion? In what ways was overseas expansion tied to European political and economic developments at home or elsewhere overseas in the 15th and 16th centuries? What consequences flowed from the interactions of Western and non-Western civilizations?

Persons: Prince Henry the Navigator, Gomes Eannes de Azurara, Bernal Diaz del Castillo

Terms: Caravel, entrepot

Short answer questions: How did Europe rise to global power?

Week 5 - Journeys between Early Modern Europe, Asia and the Americas, September 24-28

TAP begins, 9/27; Faculty Inservice, 9/28 & Parents' Open House, 9/29

*Leading questions: Despite its advanced technological state in the medieval modern period, and based on the latest research, what accounts for the inability of China to continue to dominate world affairs in the early modern world? How did the discovery of the world's largest silver deposits influence everyday life, society and politics in the Americas, Europe and Asia? How did the "Columbian Exchange" impact the development of early modern Asia, Europe and the Americas? How did the "Little Ice Age" impact early modern world affairs?

Terms: Woukou, Potosi, The Hakka

Short answer: How did the Chinese switch to silver impact the world? Why early modern China did not rule the waves? How did the Columbian Exchange, especially American food plants, impact China?

Week 6 - Africa in the World, October 1-5

*Leading questions: Why did Europeans turn to Africans for slave labor? How did "chattel slavery" differ from earlier forms of slavery? How did the rise in the use of slave labor impact Africa, and how did the arrival of Africans impact the Americas?

Persons: Aqualtune, Zumbi

Terms: Plasmodium vivax/falciparum, casta system, chattel slavery, Quilombos, Maroon communities

Short answer: How did malaria influence the rise of chattel slavery? How does the latest research on the history of chattel slavery and maroon communities revise what we thought we knew about Africans?

Week 7 - The European Renaissance, October 8-12

*Leading Questions: In what ways was the Renaissance a new development, strikingly different from the preceding Middle Ages? How might the "newness" of these developments be minimized or reinterpreted as an evolutionary continuation of the Middle Ages? How did the Northern Renaissance differ from the Italian Renaissance? What was particularly humanistic about the cultural productions and attitudes of the Renaissance? How were ideas like those found in Machiavelli's The Prince appropriate to the historical realities of his time?

Identify: Petrarch, Vergerio, Christine de Pizan, Machiavelli, Raphael, Jan van Eyck, Hans Holbein, Pieter Bruegel, memento mori, anamorphosis

Terms: Humanism, secularism, Liberal arts

Short answer: How did the Renaissance break from the past? How did the Renaissance continue to be influenced by the European medieval past? How did the ideas and ideals of the Renaissance influence the development of modern Europe?

Week 15: The Age of Napoleon

Day 1, Monday, December 3, 2012
In-class: Please (re)-read "The Birth of Modern Politics," in J. M. Roberts, A Short History of the World, pp. 328-330, and the introduction to "The Age of Napoleon," in Sherman, Western Civilization, pp.131-132.

Day 2:
Please read the following selections from Sherman, Western Civilization, and prepare for class discussion.
Visual sources:
1. Jacques Luis David, "Napoleon Crossing the Alps," pp. 134-135.
2. Antoine-Jean Gros, "Bonaparte Visiting the Plague Victims at Jaffa," pp. 134-136.
 
Secondary source:
1. Tim Blanning, "Napoleon: The Authoritarian Statesman," pp. 135-137.

Primary source:
1. Madame de Remusat, "Memoirs: Napoleon's Appeal," p. 132.

Day 3:
Please read the following selections from Sherman, Western Civilization,and prepare for class discussion.
Primary sources:
1. Joseph Fouche, "Memoirs: Napoleon's Secret Police," pp. 132-133.
2. Napoleon's Diary, pp. 133-134.

Secondary sources:
1. Martyn Lyons, "Napoleon Bonaparte and the Legacy of the French Revolution," pp. 137-138

Day 4:
Please read the following selections from Sherman, Western Civilization, and prepare the following question to TURN in after class discussion.

Question: In what ways did Napoleon preserve and support the principles of the French Revolution? In what ways did he undermine these principles? MAKE sure to use the primary and secondary sources from class this week to prepare your answer, and make note of historians' counter-forms evidence and arguments.

Secondary sources:
1. Bonnie G. Smith, Women and the Napoleonic Code," pp. 138-139.