NAME: _______________________
Expanded History Semester 1 Final Study Guide
2014-2015
Below you will find information to help you prepare for your final exam. This is meant as a
guide, not a complete listing of everything you will find on the exam. You are still responsible
for reviewing the notes & handouts that you received this semester.
Note: you may not listen to music while taking the exam. Cell phones may not be use at all
during the exam block. Failure to follow these rules means that you will receive a zero on the
exam.
Part 1:
This part of the exam will be an in-class essay on Friday, January 16th. You will be given 4
questions ahead of time. You only have to answer one of the questions and will be told that day
which one to write about. Therefore, you must prepare for all four questions. You will be graded
on content and well as your ability organize your ideas using topic sentences and develop your
ideas using specific historical evidence from a primary or secondary source. You may not use
any notes on this part of the exam. It is worth 25% of the final exam grade.
Part 2:
This part of the exam consists of multiple choice, true/false, and matching questions. You may
use one side of an 8.5x11 page of paper filled with your own notes. Appropriate paper will be
passed out in class, and notes will be turned in the day of the exam. If notes are given to or
copied by others, all individuals involved will retake the exam without the use of notes, for a
maximum score of 65%. This portion of the exam is worth 75% of your final exam grade.
Many of the questions in part 2 will ask you to demonstrate your ability to make connections,
compare and contrast, categorize, and implement the material you have learned. In order to be
prepared for the exam you should fill out this study guide. In addition to defining these terms and
ideas you should also know their significance and what role they played in the history of the
world. In other words, are they part of a pattern? Are they similar to anything else we have
learned? Why did they occur; was it in response to something else? What are the consequences
of the event?
Here is a sample question from part 2 of the exam to give you a better idea of what to expect:
_____ Which of the following would have supported the Free Exercise Clause?
A. King Phillip II
B. Martin Luther
C. A Spanish Conquistador
D. None of the Above
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General Literacy Skills
You should be able to…
 Construct a well-written proper paragraph with appropriate supporting evidence.
 Differentiate between a primary and a secondary source.
 Evaluate a source for bias and perspective.
General Content Knowledge
You should be able to define and explain the significance of the following:
 World History Themes
o Economic Systems
o Science & Technology
o Belief Systems
o Cultural Diffusion
o Political Systems
o Revolution
o Empire Building
o Interaction with Environment
You should also be able to…
 Provide multiple examples of how each theme was demonstrated in our study of history this
semester and explain those examples.
 Read a timeline & map.
 Place events in chronological order (what happens first, second, third, etc)
Unit 1- World Religions
You should be able to define and explain the significance of the following:
 The Bill of Rights
 Lemon Test
 The Religious Clause of the 1st Amendment
o The Establishment Clause
o The Free Exercise Clause
You should also be able to…
 Apply the Religious Clause of the 1st Amendment to both historical issues as well as issues
of today.
 Differentiate between constitutional and unconstitutional acts in regard to the Religious
Clause of the 1st Amendment.
Christianity, Judaism & Islam
You should be able to define and explain the significance of the following terms and individuals:
 Monotheism
 Rabbi

Torah

Kosher
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
Synagogue

Abraham/Hagar/Sarah/Isaac/Ishmael

Orthodox/Conservative/Reformed

Mecca

The Trinity

Allah

Bible (New & Old Testaments)

Mohammad

10 Commandments

Koran/Qur’an

Jesus Christ

Five Pillars

Sacraments

Mosque

Priests/Pastors/Ministers

Imam

Church

Ramadan

Catholic/Eastern Orthodox/Protestant

Sunni/Shia
Hinduism
You should be able to define and explain the significance of the following terms and individuals:
 Polytheism
 Vedas

Brahman

Mandir

Vishnu

Moksha

Shiva

Karma

Reincarnation

Untouchables

Caste System

Puja
Buddhism
You should be able to define and explain the significance of the following terms and individuals:
 Siddhartha Gautama
 The Eightfold Path

Buddha

Middle Path

Meditation

Stupa

The Four Noble Truths

Reincarnation

Nirvana

Dharma
You should also be able to…
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 Describe, compare, and contrast the major beliefs and practices of each religion.
 Assess the impact of the caste system on modern-day society in India.
 Identify the similarities between Buddhism and Hinduism.
Unit 2-Empires Through The Middle Ages
You should be able to define and explain the significance of the following terms and individuals:
 Civilization
 Empire
You should also be able to…
 Provide examples of how empires form, how they are maintained, and why they fall apart.
 Identify the 5 key characteristics of a civilization, and provide examples of what these
characteristics include.
Unit 3-The Renaissance and the Reformation
The Middle Ages
You should be able to define and explain the significance of the following terms and individuals:
 Fall of the Roman Empire
 Bubonic Plague/Black Death

Feudalism

The Catholic Church
The Renaissance
You should be able to define and explain the significance of the following terms and individuals:
 Renaissance
 Renaissance Man

Humanism

Elizabeth I

Secularism

Elizabethan Age

Christian Humanism

Michelangelo

Utopia

Classical Art

Vernacular

Renaissance Art

Printing Press

Medieval Art

Patrons

Perspective

The Medici Family
The Reformation
You should be able to define and explain the significance of the following terms and individuals:
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
Indulgences

95 Theses

Relics

German Princes

Simony

Protestants

Scandals in the Church

Act of Supremacy

Martin Luther

King Henry VIII
You should also be able to…
 Determine the effects of the Middle Ages on European society.
 Identify changes between the Middle Ages and Renaissance periods and determine the
causes of those changes.
 Identify and explain the major ideas of the Renaissance.
 Explain how Classical, Medieval, and Renaissance art reflect the major ideas of the time
periods.
 Assess the impact of the new ideas and inventions of the Renaissance on the Catholic
Church.
 Identify the causes of the Reformation and assess its impact on the Catholic Church back
then and today.
Unit 4- The Age of Exploration
You should be able to define and explain the significance of the following terms and individuals:
 Motives for Exploration
 Conquistadors

Bartolomeu Dias

Bartolome de Las Casas

Vasco da Gama

Capitalism

The Treaty of Tordesillas

The Columbian Exchange

Christopher Columbus

The Triangular Trade

Ferdinand Magellan

Mercantilism

Francisco Pizarro

The Middle Passage

Hernan Cortes

Atlantic Slave Trade
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You should also be able to…
 Associate the major explorers with their achievements as well as their legacies.
 Summarize both the short and long term effects of the Age of Exploration.
 Identify & explain the major components of the book Sold.
Unit 5- The Age of Absolute Power
You should be able to define and explain the significance of the following terms and individuals:
 Absolute Monarchy
 Direct Democracy

Constitutional Monarchy

Representative Democracy

Autocracy (Autocrat)

Aristocracy

Anarchy

Divine Right

Democracy
You should also be able to…
 Explain the reasons for the rise of Absolutism in Europe from the 1500s to the 1800s.
 Identify the characteristics of absolute monarchs and evaluate their effectiveness as rulers.
(Provide examples of how the different monarchs abused their absolute power)
Unit 6- Scientific Revolution, Enlightenment & The French Revolution
The Scientific Revolution and Age of Enlightenment
You should be able to define and explain the significance of the following terms and individuals:
 The Scientific Revolution
 John Locke

Galileo Galilei

Voltaire

Cesare Beccaria

Philosophes

The Enlightenment

Baron de Montesquieu

Natural Rights

Jean Jacques Rousseau

Thomas Hobbes

Mary Wollstonecraft
You should also be able to…
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 Explain how the achievements of the Scientific Revolution led to Enlightenment ideas.
 Identify the major ideas of the Enlightenment (4 natural laws).
 Decide which thinkers of the Enlightenment were the most influential in the modern
development of democracy.
 Categorize the “major thinkers” according to their ideas on government.
The French Revolution
You should be able to define and explain the significance of the following terms and individuals:

The American Revolution

Tennis Court Oath

The Declaration of Independence

Storming of the Bastille

The 1st Estate

National Assembly

The 2nd Estate

Constitution of 1791

The 3rd Estate

Versailles

The Aristocracy

National Convention

Bourgeoisie

Maximilien Robespierre

King Louis XVI (16)

Reign of Terror

Marie Antoinette

Napoleon Bonaparte

Estates General
You should also be able to…
 Identify & explain the causes of the French Revolution.
 Explain why European Monarchs reacted negatively to the Revolution in France.
 Order the major events of the French Revolution and determine whether earlier events
caused the later events, or whether they simply came before them.
 Explain how the Enlightenment ideas caused the French Revolution.
 Identify and explain the significance of the key players of the French Revolution as well as
their legacies.
 Decide whether or not the French Revolution was successful. Did they become more
democratic as a result of the revolution?
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