World History II Midterm Study Guide PDF 2025

Name: Ms. Justin’s Teacher Guide ​ ​ ​ ​ ​ ​ Date: 14 January, 2025 World History II MIDTERM Study Guide Welcome to the midterm! A little information before you begin. There are 6 sections on this exam, and a total of 33 quest...

Name: Ms. Justin’s Teacher Guide ​ ​ ​ ​ ​ ​ Date: 14 January, 2025 World History II MIDTERM Study Guide Welcome to the midterm! A little information before you begin. There are 6 sections on this exam, and a total of 33 questions. Please follow the instructions in each section. Do not hesitate to ask me for assistance during the exam, if you do not understand a question, please let me know. MATCHING THEMES: Instructions: For this section you will connect our history SPICE themes to the correct topics. To respond, please write the correct capital letter in the space next to the number. A.​ Family and kinship, gender roles, and hierarchies 1.​ __B__ Political 2.​ __A__ Social B.​ Nationalism, revolutions, and wars 3.​ __E__ Cultural C.​ Labor systems, trade, and currency 4.​ __C__ Economic D.​ Migration, disease, and climate change E.​ Arts & Architecture, religion, writing & literature 5.​ __D__ Interactions with the Environment Page 1 Continue on the next page → MATCHING DEFINITIONS: Respond by writing the capital letter next to the number and term. A.​ A population shift from rural to urban areas. 6.​ __F__ Capitalism B.​ an economic system in which major industries are owned by workers rather than by private businesses. 7.​ __B__ Socialism C.​ the idea of a distinct national identity, often based on shared language, history, culture, or ethnicity. 8.​ __G__ Communism D.​ describes an agreement between a group of people and their government, in which a societies’ moral and political rules of behavior are established. 9.​ __A__ Urbanization E.​ an organization formed by workers who join together and use their strength to have a voice in their workplace. 10.​ __C__ Nationalism F.​ an economic and political system in which a country's trade and industry are controlled by private owners for 11.​ __E__ Union profit. G.​ a political theory derived from Karl Marx, advocating class war and leading to a society in which all property 12.​ __D__ Social Contract is publicly owned and each person works and is paid according to their abilities and needs. Continue on to the next section. Page 2 FILL IN THE BLANK: Instructions: Please write the full word as legibly as you can in the space provided. WORD BANK: Spanish Napoleon Bonaparte Haitian Industrial governments Otto von Bismarck Divine Right laissez faire Enlightenment Toussaint Louverture 13.​ The Haitian Revolution was a significant anti-slavery uprising that took place in 1791. 14.​ Napoleon Bonaparte was a French military officer and statesman who rose to power after the French Revolution in 1799. 15.​ The Industrial Revolution began in Great Britain led to the rise of factories and urbanization. 16.​ Latin American countries gained independence from Spanish colonial rule during the 19th century. 17.​ The National Assembly, Legislative Assembly, National Convention, and The Directory, are all examples of governments during the French Revolution. 18.​ The prime minister Otto von Bismarck is credited as the man who united Germany in 1871. Continue on to the next section. Page 3 19.​ Divine right was the political and religious belief that monarchs were chosen by God and held absolute power. 20.​ The economic theory of laissez faire emphasizes minimal government interference in business and free markets. 21.​ The Enlightenment was an intellectual movement that helped fuel anti-slavery sentiments by emphasizing individual rights and equality. 22.​ Toussaint Louverture was a Haitian general and the most prominent leader of the Haitian Revolution. Continue on to the next section. Page 4 MULTIPLE CHOICE: Instructions: Respond to the questions by writing your chosen letter in the space next to the number of the question. Do not just circle your response. 23.​ __A__ The Grand Blancs, Wealthy Free People of Color, Petit Blancs, Mulattos, and Enslaved Africans, are an example of a _____________in ______________ (country). a.​ Social Hierarchy, Haiti b.​ Political system, Mexico c.​ Social Hierarchy, Spain d.​ Political system, France 24.​ __D__ The French Revolution profoundly impacted French culture by promoting ideals of: a.​ Life, liberty, and the pursuit of happiness b.​ Revolutions never go backward c.​ Give me liberty or give me death! d.​ liberty, equality, and fraternity 25.​ __B__ Which of the following is a cultural change brought about by the French Revolution? a.​ The rise of Marxist communism. b.​ The rise of the Cult of the Supreme Being that tried to replace Catholicism. c.​ Increased the role of religion in daily life through mandatory prayer and church attendance. d.​ Started a war with Austria, Prussia, Russia, and Great Britain. 26.​ __D__ Which of the following is a social impact of urbanization during the Industrial Revolution? a.​ Decreased urban population b.​ Reduced immigration c.​ Agricultural dominance d.​ Rise of the middle class Continue on to the next section. Page 5 27.​ __B__ The French Revolution's impact on global politics was most directly reflected in the: a.​ Strengthening of absolute monarchies b.​ Spread of democratic ideals c.​ Rise of isolationist policies d.​ Development of mercantilism 28.​ __C__ What was a major consequence of the Industrial Revolution on global trade? a.​ Decreased international commerce b.​ Reduced need for colonial possessions c.​ Increased demand for raw materials d.​ Greater reliance on bartering systems Continue on to the next section. Page 6 DOCUMENT & IMAGE ANALYSIS: Instructions: For this section you will read the primary source and analyze its connection to larger historical themes. Document 1: La Marseilles, by Claude-Joseph Rouget de Lisle, April 1792. Background: The song was first sung by Rouget de Lisle, who was known for his singing and guitar playing. It was adopted as France's first national anthem in 1795, but was banned several times, including by Napoleon I, Louis XVIII, and Charles X. It was restored as the national anthem in 1879 and has remained so ever since. La Marseillaise has been a symbol of unity and a rallying cry for freedom in France and around the world. It was also recognized as the anthem of the international revolutionary movement during the nineteenth and early twentieth centuries. Instructions: Read the French National Anthem, La Marseilles below and respond to the question on the right side. Arise children of the fatherland 29.​ Describe how this anthem shows The day of glory has arrived examples of nationalism. Provide specific Against us tyranny's lines that show one positive and one negative Bloody standard is raised aspect of nationalism. Listen to the sound in the fields The howling of these fearsome soldiers Children of the Fatherland implies They are coming into our midst To cut the throats of your sons and consorts paternalistic nationalism, in which citizens are beholden to a blood family, in which the To arms citizens nation is the father or head of the household. Form you battalions Brings people together as a family. March, march Let impure blood Water our furrows Let impure blood water our furrows is an example of the dark side of nationalism, in which certain people are not considered part of the fatherland, generally leading to discrimination against those who are seen as having impure blood. Continue on to the next section. Page 7 Document 2: The Livre Rouge, 1790 Background: In France just before the Revolution of 1789, the proportion of national wealth held by the top 10 percent was about 90 percent, and the fraction possessed by the top 1 percent was as much as 60 percent. The average wage was around 250 - 2000 livres per year. In 1788, a harsh winter led to famine and starvation in the countryside. In 1789, real wages fell by 25% and the price of bread increased by 88%. The Livre Rouge (or ‘Red Register’) was Louis XVI’s personal account book. In 1790 the National Assembly ordered that it be examined and published, to inform the public about French royal spending: The total amount entered in the Red Book from Indemnities, advances, loans: 15,254,106 livres May 19th 1774 to August 16th 1789 is 227,983,716 livres, 10 sous and one denier. Acquisitions, exchanges: 20,868,821 livres This sum can be broken down under several Financial transactions: 5,825,000 livres headings: Foreign affairs, postal costs: 135,804,891 livres To the king’s brothers: 28,364,211 livres Various expenses: 1,794,600 livres Gifts, gratuities: 6,174,793 livres Personal expenses of the king and queen: Pensions, salaries: 2,221,541 livres 11,423,750 livres.” Charity: 254,000 livres 30.​ What evidence does this source provide to tell us about the economic causes of the French Revolution? This shows the economic causes of the French Revolution by telling us exactly how much the government was spending and what it was using money for. While many people were making between 200 - 2,000 livres a year, the King and Queen spent 11,423,750 livres on their own personal expenses. This source provides evidence that the people’s frustration at the monarchy for wasting money, was at least in some sense warranted, and therefore gave probable cause for the revolution. Continue on to the next section. Page 8 Document 3: Jean-Baptiste Duvergier, The Law of Suspects, 17 September 1973. Background: The Law of Suspects was a decree passed by the National Convention of France in September 1793 that authorized the arrest and punishment of people suspected of treason against the revolution. The law established revolutionary courts to try those accused, and those found guilty were sentenced to death. The Law of Suspects led to the detention of more than 200,000 citizens in 1793–94. Many were executed without a formal court sentence, and others died at the hands of mobs. The law increased political terror and created a prison system overflow. Immediately after the publication of the present decree, all suspects within the territory of the Republic and still at large, shall be placed in custody. The following are deemed suspects: 1--those who, by their conduct, associations, comments, or writings have shown themselves partisans of tyranny and enemies of liberty; 2--those who are unable to justify their means of existence and the performance of their civic duties; 3--those to whom certificates of patriotism have been refused; 4--civil servants suspended or dismissed from their positions by the National Convention or by its commissioners… 5--those former nobles, together with husbands, wives, fathers, mothers, sons or daughters, brothers or sisters, and agents of the émigrés… 31.​ According to this document, describe 3 ways in which someone might be considered an enemy of liberty? ​ A person who associates or interacts with those the government considers enemies of liberty. ​ If a person cannot justify what they do for work or do not fulfill the duties expected of a French citizen. ​ Someone who does not sign the certificates of patriotism ​ People who have been dismissed by the National Convention. ​ Former nobles and their families, or people who fled the country as emigres. Continue on to the next section. Page 9 Document 4: English translation of The Haitian Declaration of Independence. It is not enough to have forced out of your Country the Barbarians who have ensanguined it for the Space of two Centuries. It is not sufficient to have put an End to factions reviving from_ Phantom of Liberty, which France exposed to our Eyes. It is necessary by the last Act of National Authority, to ensure everlasting Liberty to the Country which gave us Birth. We must convince the inhuman Government which has hitherto kept us in the most humiliating State that all hopes of ever enslaving us are at an End, and we must live Independent or die. 32.​ How does the language and symbolism in the Haitian Declaration reflect the trauma of slavery and colonial rule? Calls France a country of barbarians and an inhuman government, which mirrors the views many of the enslavers had of the Africans they kidnapped and sold into slavery. By using this language it shows the hypocrisy of a country expounding the ideas of freedom, while contrasting with those who are enslaved and “kept in the most humiliating state.” Continue on to the next section. Page 10 Document 5: “Two Treatises of Government,” John Locke, 1689 John Locke (29 August 1632 – 28 October 1704) was an English philosopher and physician, widely regarded as one of the most influential of the Enlightenment thinkers and commonly known as the "father of liberalism". If man in the state of nature is free, if he is absolute lord of his own person and possessions, why will he give up his freedom? Why will he put himself under the control of any person or institution? The obvious answer is that rights in the state of nature are constantly exposed to the attack of others. Since every man is equal and since most men do not concern themselves with equity and justice, the enjoyment of rights in the state of nature is unsafe and insecure. Hence each man joins in society with others to preserve his life, liberty, and property. Men being, as has been said, by nature, all free, equal, and independent, no one can be put out of this estate, and subjected to the political power of another, without his own consent. 33.​ According to John Locke, what is the purpose of government? Governments are created to protect the natural rights of man, which are constantly under attack by others, and include life, liberty, and property. 34.​ According to Locke, how does a leader gain and then maintain power? A leader gains power through the consent of the governed, and only maintains said consent and their power, if they continue to preserve the rights of man. 35.​ How does this challenge traditional ideas about government and authority? Prior to Locke’s Treatise, governments were largely led by monarchs who were believed to be chosen to lead by divine right, or the will of God. The consent of the governed was a new idea of the Enlightenment, that put the power to choose a leader in the hands of the people. Locke’s argument also suggests that the authority of the government may be removed by the consent of the people, if they do not continue to protect the people. Continue on to the next section. Page 11 Image A: A stoppage to a stride over the globe Published by Piercy Roberts, 1803 Napoleon bestraddles the globe, seated at the Pole, about half of it being between his legs; countries are marked, but without regard to geography. A little figure looks from behind the globe (right) below the conqueror's left toe; his left hand is placed on 'Old England', and he raises a sabre menacingly. Napoleon, a fine figure, wearing an enormous cocked hat, a sabre in his right hand, looks down at the little man, his left arm extended; he says: "Ah, who is it dares interrupt me in my Progress." The little fellow answers: "Why 'tis I little Johnny Bull Protecting a little spot I clap my hand on, and damn. me if you come any Farther that's all." He is a British citizen with an ill-fitting wig. 1.​ What does this cartoon tell us about why Great Britain is going to war with Napoleon? Use evidence from the image to support your argument. Great Britain is going to war with Napoleon in this cartoon because he is protecting his territory and wishes to halt his progress in taking over all of Europe and possibly the world. Continue on to the next section. Page 12 WRITTEN RESPONSE: Instructions: Respond to the following prompts with a minimum of 1-2 sentences (CP), or 3+ (H). 36.​ How did the invention of the cotton gin affect the slave trade in the United States? Increase the need for more enslaved workers to pick the raw cotton, since the cotton gin allows for the cotton to be processed quicker. Thus plantation owners, looking to make more profit, purchased more enslaved workers to meet the demand for cotton. 37.​ In what ways did enslaved Africans resist their oppression during the Atlantic Slave Trade? ​ Ran away ​ Jumped overboard on ships, often to their death, believing that death was preferable to enslavement. ​ Poisoned “masters” ​ Sabotaged their work by breaking tools or working at a very slow pace. 38.​ How was ethnic nationalism a threat to the Ottoman and Habsburg Empires? Ethnic nationalism is a threat because both of these empires had a very diverse ethnic population, as they oversaw many territories. When people began to view themselves as part of a joint ethnic group that required their own nation, they began to split away from the Ottoman and Habsburg empires, often through violent means. 39.​ How did the technological development of the steam engine contribute to the rise of the Industrial Revolution? The steam engine was initially developed as a way to gain easier access to deeper coal deposits. With the increase in coal, the Industrial Revolution began. The success of the steam engine inspired other inventions that further pushed industrialization and technology forward. 40.​ How did gender roles change during the industrial revolution? What about them stayed the same? Gender roles for lower class women changed with the movement from an agricultural based lifestyle to an industrializing city. Women who used to stay at home or on the farm were now pushed into working in factories in order to help support the family, as one person's wages were not enough to feed a household. Middle class women’s roles did not change much, as their husbands did make enough money and therefore their sphere of influence remained in the home. Continue on to the next section. Page 13