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World History - 1st Semester
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Important & Helpful Documents

World History Assignments - This calendar (on Microsoff PowerPoint(R) is tentative & subject to change at any time.  Please double check with your teacher!
 
Go to Pearson/Prentice Hall for online aids aligned with your textbook. There are audio tours, self-tests, and additional section summaries that will be helpful for this class.
 

Extra Credit for Your Semester Grade - If you have perfect attendance (no tardies or absences, you will receive 5 points added to your overall semester grade!

 

Extra Credit for the Final Exam: Turn in each completed chapter study guide AND corrosponding maps for +10 points!

 
Checking Your Grade: When you go to http://sc.webgrade.classmanager.com/beverlyhillshs/, fill in the instructor's name (Fine), then type in your BHHS 4-digit student ID and 6-digit password.  Your current grade will show up. 
     IF there is an error, please print out your grade report, circle the contested assignment & attach the work in question.  I will correct the error ASAP. 
     Parents - please contact Mrs. Fine for your student's username & password so you can access this web site, or ask your student for the information.  Please contact Mrs. Fine if you have any questions about the reports.

Current Events Assignment:  Please remember to sign up for 2 per semester!

Review Unit - The Rise of Democratic Ideas

 
 
 
 
 
 
Growth of Western Democracies - Chapter 7
 
 
SEMESTER FINAL - Study all previous study guides (review unit, chapter 1-9), maps and worksheets.  I would also suggest popping in to Mrs. Fine's classroom to go over your previous tests (N.B. - these tests cannot leave the classroom!).  Your final will be during 5th, 6th & 7th period on January 28 & 29), 2 hours long, and contain 100 multiple choice questions.  This counts as 15% of your final semester grade, so please refer to the formula in your Rules as to what you need to score to get the grade you want.  Good luck!

Sample Test Questions:
These questions are meant to give an idea of what types of questions to expect on the final.  Not all questions will be simple recall questions; many will ask you to synthesize what you have learned over this past semester.  Therefore, you should focus your attention on the study guides provided for you for each chapter; if you have already used them, you can simply whittle the items listed down to those that cover the major themes in each chapter & cross-reference those with similar items and themes from other chapters.  Essay topics are useful for determining themes.
1. All of the following people were Enlightenment thinkers who had an influence on the formation of several countries' governments from 1776 to 1871 EXCEPT:
     a. John Locke
     b. Thomas Hobbes
     c. Rene Descartes
     d. Baron de Montesquieu
2. The Austrian Empire during the 19th century was a completely homogeneous society.
     a. true
     b. false
3. Place in chronological order from past to most recent:
     a. Napoleon's rule of France
     b. Louis XIV's rule of France
     c. Louis XVI's rules of France
     d. Louis Napoleon's rule of France
     e. Louis Phillippe's rule of France
4. The Louisiana Territory was located on European Continent.
     a. true
     b. false

N.B. - This page is constantly being updated, redesigned and constructed.  Please check with Mrs. Fine in class as to the current status of documents.

Need to narrow down your studying for the final?
 
Here are the state standards that we will be testing:
 
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.

Copyright 2004-2008, Ann-Marie Fine. All rights reserved.
 
Last revised September 2008.