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A Few Words About Your Final ...
Students should concentrate on reviewing their study guides and maps for each chapter (prologue-12).  Tests will be available for review during lunch and after school; please make an appointment with Mrs. Fine to view these tests (NB- these tests CANNOT leave the classroom!). Spending 15-30 minutes a night reviewing the terms and how they relate to these major themes will help break down the information into manageable chunks:
  • Development and Influence of democratic institutions (Britain, US, France)
  • Development and Influence of the Enlightenment (philosophes & ideas)
  • Development and Influence of the American Revolution (major documents and battles, major figures, spread of democracy & revolution)
  • Development and Influence of the French Revolution (major events & people, cycle of change in government, spread of Enlightenment ideas)
  • Development and Influence of the Latin American Revolutions (freedom from Europe, turbulent cycles, major persons & areas)
  • Development and Influence of the Industrial Revolution (major conditions and events, major people, class system, urbanization, culture, political influences)
  • Development and Influence of Nationalism (Major people & events, Italy, Germany, Austria, Ottoman Empire, Russia, discrimination, legacy in 20th century)
  • Development and Influence of Imperialism (Major people and events, countries, discrimination, legacy, Africa, Asia, India, China, South Africa, Nigera, etc)

By reviewing these ideas, students will have an overview of history that is consistent with state standards, and easily reviewed for state testing in the spring. 

The actual state standards are as follows:

10.1 Students relate the moral and ethical principles in ancient Greek and Roman philosophy, in Judaism, and in Christianity to the development of Western political thought.
  1. Analyze the similarities and differences in Judeo-Christian and Greco-Roman views of law, reason and faith, and duties of the individual.
  2. 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.
  3. Consider the influence of the U.S. Constitution on political systems in the contemporary world.
10.2 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.
  1. 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, James Madison).
  2. 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 U.S. Bill of Rights (1791).
  3. Understand the unique character of the American Revolution, its spread to other parts of the world, and its continuing significance to other nations.
  4. Explain how the ideology of the French Revolution led France to develop from constitutional monarchy to democratic despotism to the Napoleonic empire.
  5. 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.
10.3 Students analyze the effects of the Industrial Revolution in England, France, Germany, Japan, and the United States.
  1. Analyze why England was the first country to industrialize.
  2. 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, Thomas Edison).
  3. Describe the growth of population, rural to urban migration, and growth of cities associated with the Industrial Revolution.
  4. Trace the evolution of work and labor, including the demise of the slave trade and the effects of immigration, mining and manufacturing, division of labor, and the union movement.
  5. Understand the connections among natural resources, entrepreneurship, labor, and capital in an industrial economy.
  6. Analyze the emergence of capitalism as a dominant economic pattern and the responses to it, including Utopianism, Social Democracy, Socialism, and Communism.
  7. Describe the emergence 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.
10.4 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.
  1. Describe the rise of industrial economies and their link to imperialism and colonial-ism (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; material issues such as land, resources, and technology).
  2. 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.
  3. 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.
  4. 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.

from: Califronia State Board of Education. Content Standards. http://www.cde.ca.gov/be/st/ss/. January 2, 2010.

Don't forget to write down questions or clarifications for Mrs. Fine as you study!  You can ask them in class at the beginning of the period and theoretically, review every day from now until the test.

The Test Itself ...

  • Period 2,3,8 - Exam on December 17
  • Period 7,6,1 - Exam on December 18
  • Period 4,5,9 - Exam on December 19

Each test is 2 hours long.  This test will contain 100 multiple choice questions including true-false,  & chronology.  Analysis of charts, maps, graphs and cartoons will also be present, based on skills and content used in class.  Students are strongly encouraged to take their time on this test as it is 15% of the semester grade. 

As always, students who finish early, may silently work on something other than history during the testing period and refrain from communication with other students in any form.  Violators of this silence policy will receive a zero on their final exam grade.

Grading ...

The semester grade is based on the following formula:

grade x (0.85) + (final exam) x (0.15) = semester grade

By solving for the final exam, students can calculate what grade they require to gain a certain semester grade. 

Extra Credit ...

Turn in all completed study guides for +5 points on your final exam. Due the day of the exam.

Extra credit all

Create a review game covering all of the chapters for the final exam. This product can be digital or physical. Groups can work together to create the game, capped at 5 students. All parts of the game must be present for extra credit to be earned, including: rules, die, board, cards, playing pieces, etc. Students will earn 5 points each for the creation, submission, and use of their work on December 16, and up to 10 points based on the quality, effectiveness and popularity of their submission. These points will be added to the student's/students' final exam grade.

Copyright 2003-2014, Ann-Marie Fine.  All rights reserved.
Last updated, December 2014.