REVIEW for Global Final, 2015
DATE AND TIME OF FINAL EXAM: _____________________________ Page 1 of 6 Global History – First Semester Exam Preparation Bolly, Ehrke, Krychowiak, Melik, Santacroce, Weisse Fall 2015 The following items make up your final grade: ● quarter one – 40% ● quarter two – 40% ● final exam – 20% What We Have Studied Semester I: National History Day (NHD) ­ On­going project Learning Targets: Students will be able to... 1.
Distinguish primary and secondary sources and explain the strengths and weakness of each. 2.
Identify a broad topic, complete preliminary notes, and begin to develop a historical question. 3.
Complete research on historical context and refine / revise the historical question. 4.
Develop a tentative thesis statement (the tentative answer to the historical question) to guide your research. 5.
Conduct research and take notes using Imagine Scholar, an online resource available through the Nicolet Library. 6.
After reviewing your notes, develop the final thesis statement ● the thesis will be placed on your notes and outline page in Imagine Scholar ● as your research progresses, you may want to edit the thesis to reflect your answer to the historical question 7.
Develop a rough draft of your National History Project. 8.
Create a bibliography for your project. 9.
Create your final project and present your research to the class. Unit I: Social Studies Essentials Learning Targets: Students will be able to... 1.
Define political conflict and describe the political conflict in ​
Endangered​
. 2. Explain how the physical geography of a place such as the Congo impacts humans, animals and the environment. 3. Define the term inequality and provide evidence of inequality from ​
Endangered​
. 4. Describe the concept of human rights, and give an example of how human rights were violated in Endangered. 5.
Make and support a claim about how conflict in the Congo affected individuals based on Endangered​
. Content Endangered ­conflict and inequality in the Congo Geography skills and tools Cornell note taking REVIEW for Global Final, 2015
DATE AND TIME OF FINAL EXAM: _____________________________ Page 2 of 6 Making and supporting a claim with evidence Unit II: The Roots of Global Change and Inequality: The Neolithic Revolution and the Formation of Nations Learning Targets Students will be able to... 1. Describe and apply the basic tools used by geographers including map reading (latitude and longitude), using an atlas, TOADS, and the five themes of geography. 2. Describe the manner in which historians measure time and apply these systems to the study of history. 3. Explain why and how the Neolithic Revolution happened in the Fertile Crescent. 4. Analyze the impact that the Neolithic Revolution had on global inequality and global change. 5. Explain how political boundaries in Africa fueled conflicts and enhanced inequalities. 6. Identify and describe the evidence social scientists use to support their claims. Content Five Themes of Geography Latitude and Longitude Geographer’s tools The Neolithic Revolution/Jared Diamond’s ​
Guns, Germs, and Steel ​
part 1 Otzi­ Claims and Evidence Unit III: Global Change and Inequality During the Middle Ages Learning Targets Students will be able to... ● Describe how changes in economic systems during the Middle Ages influenced social inequality. ● Describe how changes in political systems during the Middle Ages influenced social inequality. ● Explain how Christianity reinforced social inequality in Europe during the Middle Ages. ● Explain how Feudalism made an impact on global inequality. Content The Middle Ages and social inequality ­ political ­ economic ­ Christianity Feudalism and Manorialism Unit IV Part A: The Renaissance Learning Targets Students should be able to... ●
Describe the Renaissance. ●
Explain why the Renaissance represent a turning point in history. ●
Explain how the printing press helped to fuel the Renaissance. ●
Explain how the Renaissance helped to lessen social inequality. REVIEW for Global Final, 2015
DATE AND TIME OF FINAL EXAM: _____________________________ Page 3 of 6 Content The Renaissance and Humanism Art as a tool for showing the difference between the Middle Ages and Renaissance Leonardo da Vinci Invention of the printing press Galileo and modern science Machiavelli, ​
The Prince Content: What You Need To Study Key Terms feudalism historical context manorialism politics economics claim
primary source secondary source exploration database
serf
evidence key (map) scale (map) region latitude longitude place absolute location relative location
human environmental interaction Renaissance Neolithic Revolution Fertile Crescent natural resource manor domesticate homage
fealty (loyalty)
turning point Humanism
endangered
Dark Ages inequality
printing press
Age of Faith bushmeat
hierarchy
encounter
Renaissance Man
exchange
geographic luck/gift of latitude conflict
United Nations
physical geography archeology
artifact
ecofact Key Ideas/Concepts Five Geographic Themes Map Reading, especially latitude and longitude Reading Charts / Graph Interpreting Documents Taking notes in Cornell Note format Writing a good summary Your NHD project, both thesis and evidence Map/Locations Europe
Asia
Africa Latin America
North America
Middle East Atlantic Ocean
Pacific Ocean
Congo REVIEW for Global Final, 2015
DATE AND TIME OF FINAL EXAM: _____________________________ Page 4 of 6 Final Exam Format Part I​
: You may use one note card to assist you with this portion of the exam. The note card must ● be 3 inches by 5 inches or smaller ● be handwritten ● be turned in once you have complete portions 1­4 of the exam 1.
definitions: given a word, you must write out the definition 2.
map: locations and latitude/longitude 3.
Document Based Question (DBQ): Here you will be asked to make a claim based on evidence provided in documents ● You will be asked to describe & analyze documents and the evidence you used to support your claim by completing a chart like you did with the Middle Ages DBQ. ● You will be asked to draw on what you already know about the Middle Ages. ● Your claim will be the response to the following question: ​
Which label for the Middle Ages best describes the era between 500 and 1500 in Europe: Dark Ages or Age of Faith? ● As you prepare for the exam, consider which response you will have the easiest time supporting. 4.
Reading Analysis / Cornell Notes ● you will be given a reading on a topic that you know something about ● you will take Cornell Notes based on this reading ● here a a ​
video that will assist you in reviewing the process for taking Cornell Notes 5.
multiple choice: on scan tron, you will need a number 2 pencil. Part II You may use NO NOTES to assist you with this portion. The exam questions are provided below. The rubric used for grading each paragraph is provided on the next page Paragraph / short answer: Your work for this section of this exam relates to your National History Day (NHD) project. 1.
What was the subject of your project? 2.
What was the thesis / claim for your project? 3.
Your task is to write a paragraph in which you support your thesis / claim. For the purpose of this paragraph, think of your claim / thesis as your topic sentence. Then support your claim with evidence you gathered and included in your final project. Your work will be graded as follows; be sure to review the criteria below BEFORE you begin to compose your answer. All paragraphs will be graded using the rubric on the next page. REVIEW for Global Final, 2015
DATE AND TIME OF FINAL EXAM: _____________________________ Page 5 of 6 REVIEW for Global Final, 2015
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Preparing for Finals Locate all old exams, quizzes, summaries and major assignments. If you are missing any of these, find someone in the class who will allow you to photocopy his/her copy. Use the calendar on the Global website to review the main topics and ideas we have covered this semester. Here are links to two: ● https://sites.google.com/a/nicolet.us/santacrocenicolet/home/global­history ● https://sites.google.com/a/nicolet.us/ehrkesocialstudies/ ● Ms Bolly's Moodle page Study the additional vocabulary words and locations included on the second page Study Tips 1.
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Create flash cards and use them to study. This works very well for vocabulary terms. Overview the major units and topics discussed within each unit. This is much easier to do if your class materials are organized in some way that makes sense. If your materials are not currently organized, you should begin your study efforts by getting them organized. Use as many senses as possible when studying ● write things down; write down items multiple times if you are having trouble remembering information ● create an outline or study sheet for yourself that includes all of the major pieces of information you need to know; base you study sheet on ● materials from the various units that address the essential questions ● old exams ● this study sheet ● talk to yourself about the material; it especially helps if you say something as you write it down ● get up and walk around as you study; it often helps to walk as you talk to yourself about the information Ask a parent or another adult to quiz you. Studying with a friend or classmate can be beneficial if you work collaboratively, talk through the materials, and question one another. Make a list of any items that are covered on this review sheet that you are uncertain about and ask for help/clarification with these issues. You can bring them up in class or see Ms. Santacroce after school. Use your note card only for the material you struggle to remember. The note card should be created at the end of your studying, just before you take the final exam.