Self Reflections

Students should turn in a one-page, typed self-reflection, in which students addresses each of the following aspects of their work in the class:

1.    Participation, overall effort, preparation and the quality of contributions to class discussions and learning,

2.    Homework and reading comprehension,

3.    Writing, document-based questions, thesis/argument, use of sources & class materials,

4.    Independent research and book review draft, reading, primary source collection, &

5.    Current events chronicles and efforts in following world news and presenting in class.

Students should focus their reflections on their own efforts, areas of strength, areas in which they can improve, and areas where they are making improvements. Students should also consider talking about the extra effort that they put into the class that the instructor might not always see, and/or make note of additional efforts like coming to the instructor for help, going to the public library for extra research, preparing additional research to follow up on current events discussions in class, or working on one of the extra credit projects like the Course Dictionary or Book Review Publications. Finally, students should even consider suggesting a grade that they think they have earned for the class, based on the body of work discussed in their self-reflections.

Self-reflections are DUE by the end of the final exam, 12/19/2013.

2013 Fall Semester Final Exam Review Guide

I. Exam Time & Place
When: Thursday, 12/19
Time: 9-11AM
Place: Gymnasium

II. What to bring: Writing implements, rough outlines, and primary and secondary source materials for essays.  
* "Blue books" will be provided.
** Laptop use is permitted; please notify instructor; bring a flash drive to save and print offline; make sure laptop batter is fully charged (!).
*** Please let instructor know if a school laptop is needed; please reserve ahead of time.
****Please let instructor know if additional time and/or an alternative testing space is needed.

III. Exam Format (100 points total; 20% of semester grade): 
A. Matching (10 points; 1/4 point each).

- Match key terms and definitions.
- See the 2013 World History II Course Dictionary - Fall Semester for review.

* Closed book and closed notes during exam.

B. Objective question section (25 points; 1/4 to 1/2 point 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.

C. Chronologies (5 points; 1/4 point each). 

Organize sets of key events from the European encounters with the New World and Asia, the Protestant Reformation and Catholic Counter-Reformation, the Thirty Years War, the English Civil War and Glorious Revolution, and the French Revolution in chronological order; extra credit for identification of key dates.
- See quizzes and 2013 World History II Course Dictionary - Fall Semester for review.

* Closed book and closed notes during exam.

D. Document-Based Question (60 points).

Compose a well organized, compact and coherent essay for ONE of the following essay choices.

- Questions focus on key historical questions, e.g., the analysis of causes, effects, continuities or change.

- Answers should set up the crux of the debate where possible, as found in the secondary sources from class materials where appropriate, and demonstrate command of the related primary and secondary sources with the succinct yet effective use of primary sources.

* Open book, open note; see example questions below.  
** Outlines for the essay will be permitted in the exam. 

-Example questions: 

1. The causes of the early modern decline of Asia and rise of Europe.

2. The effects of the Columbian Exchange thesis (& the Homogenocene).

3. The causes and effects of the Renaissance.

4. The effects of the Protestant Reformation.

5. The causes of the Catholic Counter-Reformation.

6. The causes of the Scientific Revolution in Europe.

7. The effects of the Enlightenment.

8. The causes of the French Revolution.

9. The legacies of Napoleon and the French Revolution.

E. Alternative Document-Based Questions (To be discussed and revised with student input)

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: geography, politics/power, socioeconomic factors, ideas or biology?

2. What accounts for the rise of parliamentary government and individual rights in early modern 
     Europe; in other words, why England first and then on the continent of Europe about 100 
     years later?

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.
** Outlines for the essay will be permitted in the exam.

Week 16 - Napoleon and the Legacies of the French Revolution

Monday through Friday, December 9-13, 2013
- Final Group Chronicles of Current Events on Monday, 12/9 - One last "Take the Lead".
- Current Events Chronicles will be checked during the long periods this week.
- Final drafts of the independent research projects are DUE by the end of the day, Friday, 12/13.
- NO QUIZ.
- Begin Review on Friday, 12/13.

Day 1 - Monday, December 9: The Causes and Effects of the French Revolution.
- In-class: Discuss the secondary source readings from homework on the causes of the French Revolution, and its radicalization. 

- Homework: Read "Napoleon Bonaparte," in The West in the World, Vol II., eds. Sherman and Salisbury, pp. 505-515; take notes on the key terms and persons, and prepare notes on the legacies of Napoleon and the French Revolution.

- Key terms: "Whiff of grapeshot," Directory, coup d'etat, plebiscite, the Concordat, Napoleonic Code, Continental System, and Napoleonic Wars and Waterloo.

- Key persons: Napoleon, Abbe Sieyes, Simon Bolivar, Francisco de Goya, the Duke of Wellington, and Tsar Alexander I. 

- Key question: What are the legacies of Napoleon and the French Revolution?

Day 2: Napoleon.
- In-class: Discuss the primary source handouts from class and textbook readings on Napoleon from homework. 

- Homework: Read the primary and secondary source handouts on the legacies of Napoleon and the French Revolution, take SOAPSTONE notes on the primary sources and notes on the secondary source authors' arguments, forms of evidence, and synthesize their research on the question of the effects of Napoleon and the French Revolution.
- Primary source #1: Memoirs: Madame de Remusat, "Napoleon's Appeal." p. 132.
- Primary source #2: Joseph Fouche, "Memoirs: Napoleon's Secret Police," pp. 132-133.
- Primary source #3: Napoleon, "Diary," pp. 133-134.

- Secondary source #1: William Doyle, "An Evaluation of the French Revolution," pp. 128-129.
- Secondary source #2: Tim Blanning, "Napoleon: The Authoritarian Statesman," pp. 135-137.
- Secondary source #3: Martyn Lyons, "Napoeon Bonaparte and the Legacy of the French Revolution," pp. 137-138.
- Secondary source #4: Bonnie G. Smith, "Women and the Napoleonic Code," pp. 138-139.

Day 3/4: Wrap-up and Review.
    

Week 15 - The French Revolution and Napoleon, 1789-1815

Monday through Friday, December 2-6, 2013
Quiz#8 on Friday, 12/6; covers the Ancien Regime and French Revolution

Day 1: Review of the Ancien Regime: The Twilight of Monarchies?
- In-class: Discuss "The Twilight of Monarchies?," from The West in the World, Vol II., eds. Sherman and Salisbury, pp. 468-481 (up until the section on the American Revolution).
- Review key terms: The agricultural revolution, enclosures, cottage industry, bourgeoisie, cult of sensibility, Baroque style, classical style, the grand tour and pietism.
*** HOMEWORK from Week 13 & 14, Days 4&5 WILL BE CHECKED on MONDAY, 12/1.
Continue to build a PERSIA table for France, England, Prussia, Austria, Poland, Russia and the Ottoman Empire. P=Politics, E=Economics (and/or Environment), R=Religion, S=Society (and/or Science), I=Ideas, and A=Arts.

- Homework: Read "Overturning the Political and Social Order," from The West in the World, Vol II., eds. Sherman and Salisbury, pp. 487-497 (Up until the section, "Radical Republicans Struggle for Power"). Take notes on key terms and persons, and prepare notes on the accompanying question (see below).
- Key terms: Reform efforts (of Jacques Turgot), the Estates General, The Tennis Court Oath, cahiers, the Bastille, The National Assembly, The Great Fear, Declaration of the Rights of Man and Citizen, Declaration of the Rights of Women, March to Versailles, Civil Constitution of the Clergy, Sans-culottes, The Jacobin Club, and the National Convention.
- Key persons: Arthur Young, Louis XVI, Jacques Turgot, Abbe Emmanuel-Joseph Sieyes, Olympe de Gouges, and Georges-Jacques Danton.
- Key question: What were the underlying causes of the revolution (cites primary sources where possible).

Day 2: The Causes of the French Revolution
- In-class: Discuss the causes of the French Revolution.

- Homework: Read from "Radical Republicans Struggling for Power," in The West in the World, Vol II., eds. Sherman and Salisbury, pp. 497-505 (Up until the section, "Napoleon Bonaparte"). Take notes on key terms and persons, and prepare notes on the accompanying TWO questions (see below).

- Key terms: Girondins and Jacobins,, the terror, committee of public safety, levee en masse, the Haitian Revolution, the Thermidorian reaction, the "White" terror, and the Directory.

- Key persons:  Maximilien Robespierre, Manon Roland, Toussaint L'Ouverture, Jean-Paul Marat

- Key questions: How did the revolution become more radical? What were the effects of the revolution?

Day 3: The Radicalization of the French Revolution.
- In-class: Discuss how the French Revolution became more radical and the effects of the revolution.

- Homework: Read the handout from class on secondary sources about the French Revolution, prepare notes on the arguments and evidence of those secondary sources, and try to synthesize those arguments on the effects of the French Revolution.
- Secondary Source #1: Georges Lefebvre, "The Coming of the French Revolution," pp. 125-126.
- Secondary Source #2: Donald M. G. Sutherland, "The Revolution of the Notables," p. 126.
- Secondary Source #3: Ruth Graham, "Loaves and Liberty: Women in the French Revolution," pp. 127-128.
- Secondary Source #4: William Doyle, "An Evaluation of the French Revolution," pp. 128-129.

Day 4: Quiz#7
- In-class: Brief review for the quiz.