World History Review Guide - Spring Semester
General Information: Each unit has terms, readings, and big topics (from seminars) that you should focus on as you prepare for your final exam. You should approach each of these three areas in the following manner:
1. Terms: Be able to define each term (who, what, when, where, & how) and tell why it is significant to our study of World History. How is the term related to other terms in the list? These will become your definition questions and supportive evidence in short- and longer answers.
2. Readings: Examine how each reading has contributed to our understanding of world history. Quotes may come from these readings---especially the primary source readings. These will play a role in your document-based question (DBQ).
3. Big Topics (From Seminars): What do you know about these big topics? What evidence from our notes, seminar discussions, and readings could you use to respond to a potential question about this topic? These will become your short-answer questions.
FALL SEMESTER: Review your notes, projects, and tests for larger-than-life examples that you could use in support of an extended response question—a question that will ask you to draw upon examples from both semesters.
SPRING SEMESTER:
Unit 7: The French Revolution and Napoleon
Terms:
Louis XVI
Marie Antoinette
Emmanuel Joseph Sieyès
Estates-General
Bourgeoisie
National Assembly
Tennis Court Oath
Bastille
Declaration of the Rights of Man
Jacobins vs Girondins
sans-culottes
levee en masse
Maximilien Robespierre
Committee of Public Safety
Jean-Paul Marat
Reign of Terror
Thermidor
Napoleon Bonaparte
Jacques-Louis David
Consulate (1799-1804)
Napoleonic Empire (1804-1815)
Napoleonic Code
Waterloo
Readings: (1) “French Revolution: Was There a Casual Relationship Between the American and French Revolutions?” Handout. (2) Emmanuel Joseph Sieyes, “What is the Third Estate?” p 55-56 Sherman, (3) The Declaration of the Rights of Man and Citizen.” P. 57-58 Sherman. (4) Joffrin, Laurent, “Napoleon: A Classical Dictator?” Handout. (5) Jacques Louis David’s “Napoleon Crossing the Alps.” P. 75 Sherman.
Big Ideas: (1) What caused the French Revolution? (2) What new ideas of government were put into practice during the French Revolution? (3) What was Napoleon’s relationship to the French Revolution?
Unit 8: Industrialization & Social Unrest.
Terms:
Agricultural Revolution
Consumption Revolution
Enclosure Movement
James Watt
Adam Smith
Laissez-Faire
Capitalism
Socialism
Communism
Great Exposition
Robert Owen
Louis Blanc
Saint-Simon
Friedrich Engels
Karl Marx
Bourgeoisie
Proletariat
Readings: (1) “Great Expectations.” Handout. (2) Samuel Smiles, “Self Help: Middle Class Attitudes.” P. 85-86 Sherman. (3) Friedrich Engels, “The Condition of the Working Class in England.” P. 84-85. Sherman. (4) Karl Marx, “The Communist Manifesto” P. 133-134. Sherman
Big Ideas: (1) What led to the Industrial Revolution? (3) What inventions were particularly important in the development of agriculture and industrialization? (4) What were the main similarities and differences between socialism, capitalism, and communism? Who (theorists) supported each of these –isms?
Unit 9: Nationalism and the Race for Empire
Terms:
Romanticism
Nationalism
Giuseppe Garibaldi
Giuseppe Mazzini
Camillo di Cavour
Red Shirts
Realism
Prussia
William I
Realpolitik
Otto von Bismarck
Austro-Prussian War
Franco-Prussian War
Napoleon III
Imperialism
Sepoy Rebellion
“Open Door Policy”
Cecil Rhodes
Charles Darwin
Berlin Conference
Second Industrial Revolution
Readings: (1) GAOM-“Nations Made by Blood and Iron.” (2) Garibaldi, “Proclamation of 1860.” (3) Selected Primary and Secondary Quotations on the Causes and Effects of Imperialism. Handout.
Big Ideas: (1) Describe the unification movements in Italy and Germany? How do they reflect nationalism of the 19th century? (2) Why did European countries want empires? (3) What were the political, social, and economic motives that justified Imperialism of the late 19th century? (4) How did nationalism and imperialism threaten world peace?
Unit 10: World War I / Russian Revolution
Terms:
Triple Entente
Triple Alliance
Archduke Franz Ferdinand
Gavrilo Princip
Schlieffen Plan
Battle of the Marne (1914)
Arthur Zimmermann
Woodrow Wilson
Treaty of Versailles
League of Nations
Nicholas II
Revolution of 1905
Alexander Kerensky
Provisional Government
Soviets
V.I. Lenin
NEP
Bolsheviks
“Peace, Land, Bread”
Treaty of Brest-Litovsk
October Revolution
Joseph Stalin
Five Year Plan
Great Purges
Totalitarianism
Readings: (1) “The Lights Go Out” Handout. (2) Wilfred Owen, “Dulce et Decorum Est: Disillusionment.” P. 148-149. (3) Woodrow Wilson, “The Fourteen Points.” P. 151-152. (4) “The Treaty of Versailles.” Handout. (5) “Russian Revolution Opposing Viewpoints.” Handouts.
Big Ideas: (1) What factors led to World War I? What was the most significant one? Why do some consider World War I to be the start of the 20th century? (2) What led to the Russian Revolution? Could the revolution have started without Lenin? How does the Russian Revolution compare to the French Revolution? (3) Why did Stalin decide that Russia had to industrialize rapidly? How did he accomplish this task? Evaluate his results.
Unit 11 – World War II / Cold War
Terms:
Fascism
Benito Mussolini
Weimar Republic
Adolf Hitler
National Socialist Party
Hyper Inflation
Enabling Act
Nazi-Soviet Pact
Appeasement
Nuremberg Laws
Final Solution
Nazi-Soviet Pact
Winston Churchill
Stalingrad
Pearl Harbor
D-Day
Hiroshima and Nagasaki
Cold War
Truman Doctrine
Marshall Plan
“Iron Curtain”
NATO
Détente
Ronald Reagan
Mikhail Gorbachev
Boris Yeltsin
Readings: (1) “Weimar Republic.” Handout. (2) “A World At War.” Handout. (3) The Cold War: How Did It Start? How Did It End?” (4) Churchill’s “Iron Curtain” Speech and Stalin’s reply to Churchill in the Soviet Newspaper Pravda.
Big Ideas: (1) What conditions led to the growth of totalitarian governments in the Soviet Union, Italy, and Germany? (2) What factors led to World War II? What was the most significant one? (3) Why did the Japanese attack the United States at Pearl Harbor? What role did the atomic bomb play in the surrender of Japan? How was its use justified by the Allies? (4) Why did the Cold War occur? What policies and events characterized the Cold War? Who won and how?
Primary Source Quotes: The following excerpts come from our readings and notes this past year. In the final exam, as with other tests, you will be required to analyze the significance of the provided quotes. On the final exam, you will also be asked to use (directly quote or paraphrase) at least half of the quotes in your responses…as you did in our DBQs this semester. You need not memorize these quotes, a “quote bank” will be provided on the day of the test.
1. The Declaration of the Rights of Man and Citizen. (Aug 1789)
“Article 1: Men are born and remain free and equal in rights. Social distinctions may only be founded upon the general good. 2. The aim of all political association is the preservation of the natural and imprescriptible rights of man. These rights are liberty, property, security and resistance to oppression….”
2. Immanuel Kant, “What is Enlightenment?” (1784)
“ Enlightenment is man’s leaving his self-caused immaturity. Immaturity is the incapacity to use one’s intelligence without the guidance of another. Such immaturity if it is not caused by lack of intelligence, but by lack of determination and courage to use one’s intelligence without being guided by another. Sapere Aude! Have the courage to use your own intelligence! Is therefore the motto of the enlightenment.”
3. Treaty of Versailles (1919)
Article 231. The Allied and Associated Governments affirm and Germany accepts the responsibility of Germany and her allies for causing all the loss and damage to which the Allied and Associated Governments and their nationals have been subjected as a consequence of the war imposed upon them by the aggression of Germany and her allies.
4. Otto von Bismarck, “Speech to Parliament.” (1862)
“The position of Prussia in Germany will not be determined by its liberalism but by its power ... Prussia must concentrate its strength and hold it for the favourable moment, which has already come and gone several times. Since the treaties of Vienna, our frontiers have been ill-designed for a healthy body politic. Not through speeches and majority decisions will the great questions of the day be decided - that was the great mistake of 1848 and 1849 - but by iron and blood.”
5. Niccolo Machiavelli, The Prince, (1513)
“…It is not, therefore, necessary for a prince to have all the above-named qualities, but it is very necessary to seem to have them. I would even be bold to say that to possess them is useful. Thus it is well to seem merciful, faithful, humane, sincere, religious, and also to be so; but you must have the mind so disposed that when it is needful to be otherwise you may be able to change to the opposite qualities…”
6. Francesco Petrarch, “Letter to Boccaccio.” (1362)
“Besides these and innumerable others like them, have not all those of our own religion whom we should wish most to imitate devoted their whole lives to literature, and grown old and died in the same pursuit? Some, indeed, were overtaken by death while still at work reading or writing. To none of them, so far as I know, did it prove a disadvantage to be noted for secular learning...”
7. Saint-Simon, “Memoires: The Aristocracy Undermined in France.” (1675-1755)
“Frequent fetes, private walks at Versailles, and excursions were the means which the King seized upon in order to single out or to mortify [individuals] by naming the persons who should be there each time, and in order to keep each person assiduous and attentive to pleasing him...Spies and tell tales were countless. They existed in all forms: some who were unaware their denunciations went as far as [the King], others who knew it; some who wrote him directly by having letters delivered by routes which he had established for them…”
8. Galileo Galilei, “Letter to Christina of Tuscany: Science and Scripture.” (1615)
“I think that in discussions of physical problems we ought to begin not from the authority of scriptural passages, but from sense-experiences and necessary demonstrations; for the Holy Bible and the phenomena of nature proceed alike from the divine Word, the former as the dictate of the Holy Ghost and the latter as the observant executix [execution] of God’s command…But I do not feel obliged to believe that the same God who has endowed us with senses, reason, and intellect has intended to forgo their use and by some other means to give us knowledge which can attain by them.”
9. James I, Speech to Parliament, (1610)
“The state of monarchy is the supremest thing upon earth; for kings are not only God’s lieutenants upon earth, and sit upon God’s throne, but even by God Himself they are called gods…Kings are justly called gods, for that they exercise a … divine power upon earth ….God hath power to create or destroy, make or unmake at His pleasure, to give life or sent death, to judge all and to be judged nor accountable to none, to raise low things and to make high things low at His pleasure…And the like power have kings…”
10. Jacques Louis David, Napoleon Crossing the Alps, (1800)
11. Samuel Smiles, Self Help, (1859)
“Men must necessarily be the active agents of their own well-being and well-doing they themselves must in the very nature of things be their own best helpers.”
12. Karl Marx, The Communist Manifest, (1848)
“The immediate aim of the Communists is the same as that of all other proletarian parties: formation of the proletariat into a class, overthrow of the bourgeois supremacy, conquest of political power by the proletariat.”
13. Baron de Montesquieu, The Spirit of Laws, (1748)
“It is true that in democracies the people seem to act as they please; but political liberty does not consist in an unlimited freedom. ... We must have continually present to our minds the difference between independence and liberty. Liberty is a right of doing whatever the laws permit, and if a citizen could do what they [the laws ] forbid he would be no longer be possessed of liberty, because all his fellow citizens would have the same power.”
14. The First Duma, (1905)
“The State Duma….considers it urgently necessary to agree upon precise laws guaranteeing personal immunity, freedom of conscience, freedom of speech, and the press, freedom of union and assembly, and freedom to strike…”
15. Fourteen Points, (1918)
“It is the principle of justice to all peoples and nationalities, and their right to live on equal terms of liberty and safety with one another, whether they be strong or weak…The people of the United States could act on no other principle; and to the vindication of this principle they are ready to devote their lives, their honor, and everything they possess. The moral climax of this the culminating and final war for human liberty has come, and they are ready to put their own strength, their own highest purpose, their own integrity and devotion to the test.”
16. Winston Churchill, “Iron Curtain” Speech, (1946)
“[T]he people of any country have the right, and should have the power by constitutional action, by free unfettered elections, with secret ballot, to choose or change the character or form of government under which they dwell; that freedom of speech and thought should reign; that courts of justice, independent of the executive, unbiased by any party, should administer laws which have received the broad assent of large majorities or are consecrated by time and custom…”
17. Joseph Stalin, The Memoirs of Stalin's Former Secretary (1992) by Boris Bazhanov (1923)
“It is enough that the people know there was an election. The people who cast the votes decide nothing. The people who count the votes decide everything.”
MAKING CONNECTIONS - THEMES IN HISTORY:
OVERVIEW: From the Italian Renaissance to the end of the Cold War several themes in history have influenced the development of what is now termed Western Civilization or the world in which we now live. Historians like to look for themes or patterns because they can help us better understand and appreciate what has happened in the past and perhaps even help us predict what may happen as events continue to unfold over time.
TASK: Of the following themes, which two themes do you think was most prevalent and influential in World History? Why? (Support your response with at least three separate and distinct examples; each example from a different time period or unit) Note: Each theme’s questions are there to help you clarify the nature of the theme—and do not need to be answered directly. You will do this as you provide concrete examples from our course of study to illustrate each chosen theme. It may be extremely beneficial to use examples from your list of terms and readings on the preceding pages of this guide.