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Edward R. Murrow High School Global History 3 Allen Barge, Principal Ms. Flanders Unit 2 – EXAM #2Part A: Multiple Choice Questions – [60]Directions (1-15): For each statement or question, record on your separate answer sheet the number of the word or expression that, of those given, best completes the statement or answers the question. 4161988121052Men are born and remain free and equal in rights. Social distinctions may be founded only upon the general good.Any law which violates the inalienable rights of man is essentially unjust and tyrannical; it is not a law at all.00Men are born and remain free and equal in rights. Social distinctions may be founded only upon the general good.Any law which violates the inalienable rights of man is essentially unjust and tyrannical; it is not a law at all.1. Which event was an attempt to implement these ideas? (1) Berlin Conference(3) German Unification (2) Congress of Vienna(4) French Revolution2.These ideas were a response to (1) Increase of absolutism(3) Rise in democratic governments (2) partisanship in congress(4) Forces of nationalism3. Which group’s ideas are best represented by this excerpt?Liberal reformers (3) Christian missionariesEnlightenment philosophes(4) Conservative aristocracy---------------------------------------------------------------------------------------------------------------------------------------------------11874511874500 4. This drawing illustrates conditions that contributed primarily to the beginning of the (1) Protestant Reformation (3) ) Napoleonic Wars (2) French Revolution (4) European Renaissance 5. What the point of view of the author of this drawing?(1) Peasants and professionals in this society were gaining political and economic power.(2) Hard work, prayer, and a good example allowed for a stable government in France. (3) One group paid heavy taxes that supported the other two groups. (4) French society emphasized the importance of natural law and social equality.2545324161959Source: The Way We Saw It: ..., Highsmith, Inc., 1998 from the NYS Global History and Geography Regents Exam, August 200200Source: The Way We Saw It: ..., Highsmith, Inc., 1998 from the NYS Global History and Geography Regents Exam, August 2002---------------------------------------------------------------------------------------------------------------------------------------------------Declaration of the Rights of Man and of the CitizenDeclaration of the Rights of Woman and Female Citizen1. Men are born and remain free and equal in rights. Social distinctions may be founded only upon the general good. 2. The aim of all political association is the preservation of the natural and imprescriptible [inalienable] rights of man. These rights are liberty, property, security, and resistance to oppression.…1. Woman is born free and remains equal to man in rights. Social distinctions can only be founded on common service. 2. The aim of all political associations is to preserve the natural and inalienable rights of Woman and Man: these are the rights to liberty, ownership, safety and, above all, resistance to oppression.…— French National Assembly, 1789- Olympe de Gouges, 17916. Which of the following states the point of view of the authors of the Declaration of the Rights of Man and the Citizen?(1) A government should make laws to protect the natural rights of its citizen. (2) Absolute monarchy is a form of government that guarantees the rights of citizens. (3) Property is a more valuable natural right than security. (4) A government should limit people's freedom to ensure they are safe.7. Based on these excerpts, which action would most likely be supported by Olympe de Gouges? (1) executing the king (3) creating more radical military strategies (2) restricting access to education (4) expanding the definition of equality8. Identify the best use of these documents for a historian.(1) To determine the actions taken by Louis XVI during his rule of France(2) To study how Louis XVI granted natural rights to French citizens(3) To understand the hopes of French revolutionaries for the future of France (4) To evaluate how free and equal the people of France were after the French RevolutionImmediately 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: –those who, by their conduct, associations, comments, or writings have shown themselves partisans [supporters] of tyranny or federalism and enemies of liberty; . . . — Law of Suspects, France, 1793 Anyone who, by speech, writing, or any other act, uses or exploits the wounds of the National Tragedy to harm the institutions of the Democratic and Popular Republic of Algeria, to weaken the state, or to undermine the good reputation of its agents who honorably served it, or to tarnish the image of Algeria internationally, shall be punished by three to five years in prison and a fine of 250,000 to 500,000 dinars. — Decree Implementing the Charter for Peace and National Reconciliation, Algeria, 2006 9. Both of these excerpts reflect an intent to (1) support human rights (3) limit government’s power (2) eliminate dissent (4) expand democracy 10. According to the Algerian Decree, people may be punished for harming or weakening Algeria’s (1) trade (3) media407206310878400 (2)religion (4) government Source: Peiser and Serber, Our World, AMSCO (adapted) from the NYS Global History and Geography Regents Exam, January 2005.11. A historian could best use this map to study (1) The effects of Social Darwinism on Europe(2) The impact of the French Revolution on Europe(3) Napoleon’s influence throughout the world(4) The causes of Napoleon’s ambition 12. What later development would change the political situation shown in this map? (1) The Age of Enlightenment (2) Fall of the Roman Empire (3) Congress of Vienna (4) The French Revolutions188187264190013. In the early 1800s, the French government took action in Saint Domingue (Haiti) to (1) protect investments in French colonies in the Americas (2) safeguard King Louis XVI’s government (3) return enslaved blacks to Africa (4) support Toussaint L’Ouverture’s rebellion The events in the suburbs of Moldavanka, Slobodka, and Bugaieoka [Russia] last night were of a most terrible nature. Immense bands of ruffians, accompanied by policemen, invaded all the Jewish houses and mercilessly slaughtered the occupants. . . . — “Barbarous massacre in Odessa,” Guardian, November 1905 14. Anti-Semitic events such as these contributed to which movement?(1) Zionism (2) Solidarity (3) separatism(4) liberation theology ? Bismarck uses “blood and iron” to unify Germany (1864–1870). ? Theodor Herzl organizes Zionist efforts (1897). 15. Which concept is most closely associated with these movements? (1) assimilation (3) conservatism (2) modernization (4) nationalismPART B—SHORT ANSWER QUESTION SETS – [40]Directions: Choose QUESTION SET #1 or QUESTION SET #2; write your choice on your answer sheet. Read the documents below, then use them to answer the accompanying questions. [10]QUESTION SET #1Document 1. . . Powers of the king.—The King, Louis XVI, was absolute. He ruled by the divine right theory which held that he had received his power to govern from God and was therefore responsible to God alone. He appointed all civil officials and military officers. He made and enforced the laws. He could declare war and make peace. He levied taxes and spent the people’s money as he saw fit. He controlled the expression of thought by a strict censorship of speech and press. By means of lettres de cachet (sealed letters which were really blank warrants for arrest) he could arbitrarily imprison anyone without trial for an indefinite period. He lived in his magnificent palace at Versailles, completely oblivious to the rising tide of popular discontent. . . .Source: Friedman & Foner, A Genetic Approach to Modern European History, College Entrance Book Co., 1938 from the NYS Global History and Geography Regents Exam, January 2007Historical Context- refers to the historical circumstances that led to this event/idea/historical development1. Explain the historical circumstances that led to Louis XVI consolidation of power. [10]Document 2The etching below was created soon after the execution of King Louis XVI of France. The text has been translated and enlarged. Source: “Print of Louis XVI’s Guillotined Head” an etching and engraving on paper by unknown artist with text by Maximilien Robespierre, 1793, published by Villeneuve (French, active 1789-1814) . Using document 2, explain the artist and Robespierre’s bias concerning Louis XVI. [5]Reliability- determined based on how useful the information found in a source is for a particular purpose2b. Explain the extent to which “Print of Louis XVI’s Guillotined Head” is a reliable source of evidence for understanding how Louis XVI ruled France. In your response, be sure to include your evaluation of the source’s reliability and your reasoning for that evaluation [5]Document 1. . . Powers of the king.—The King, Louis XVI, was absolute. He ruled by the divine right theory which held that he had received his power to govern from God and was therefore responsible to God alone. He appointed all civil officials and military officers. He made and enforced the laws. He could declare war and make peace. He levied taxes and spent the people’s money as he saw fit. He controlled the expression of thought by a strict censorship of speech and press. By means of lettres de cachet (sealed letters which were really blank warrants for arrest) he could arbitrarily imprison anyone without trial for an indefinite period. He lived in his magnificent palace at Versailles, completely oblivious to the rising tide of popular discontent. . . .Source: Friedman & Foner, A Genetic Approach to Modern European History, College Entrance Book Co., 1938 from the NYS Global History and Geography Regents Exam, January 2007.Document 2The etching below was created soon after the execution of King Louis XVI of France. The text has been translated and enlarged. Source: “Print of Louis XVI’s Guillotined Head” an etching and engraving on paper by unknown artist with text by Maximilien Robespierre, 1793, published by Villeneuve (French, active 1789-1814) refers to something that contributes to the occurrence of an event, the rise of an idea, or the bringing about of a development. Effect- refers to what happens as a consequence (result, impact, outcome) of an event, an idea or a development3. Identify and explain a cause and effect relationship associated with the ideas or events in documents 1 and 2. Be sure to use evidence from both documents 1 and 2 in your response [10]----------------------------------------------------------------------------------------------------------QUESTION SET #2Document 1 The image below is an artist’s interpretation of the effects of nationalism. 1506649847200 Source: Sol Holt and John R. O’Connor, Exploring World History, Global Book Co. (adapted). From the NYS Global Historical Context- refers to the historical circumstances that led to this event/idea/historical developmentExplain the historical circumstances that led to the historical development depicted in the image above. [10]Document 2Giuseppe Mazzini (1805-1872) was an Italian politician, journalist, and activist. He wrote An Essay on the Duties of Man Addressed to Workingmen in 1858. … God … gave you a country...he divided Humanity into distinct groups or nuclei upon the face of the earth, thus creating the germ of nationalities. Evil governments have disfigured the Divine design...They have disfigured it by their conquests, their greed, and their jealousy even of the righteous power of others; disfigured it so far that, if we except England and France, there is not perhaps a single country whose present boundaries correspond to that design. ...The map of Europe will be redrawn….may each one of you, fortified by the power and affection of many millions, all speaking the same language, gifted with the same tendencies, and educated by the same historical tradition, hope even by your own single efforts to be able to benefit all Humanity. O, my brothers, love your Country! Our country is our Home, a house God has given us, placing therein a numerous family that loves us, and whom we love; a family with whom we sympathize more readily and whom we understand more quickly than we do others; and which, from its being centred round a given spot, and from the homogeneous nature of its elements, is adapted to a special branch of activity......be ever ready to combat for the liberty of that people, should it be necessary, but combat in such wise that the blood you shed may reflect glory, not on yourself alone, but on your country. ….Education, labour, and the franchise [right to vote], are the three main pillars of the Nation; rest not until you have built them thoroughly up with your own labour and exertions. Joseph Mazzini, Essay on the Duties of Many Addressed to Workingmen written in 1858, published in English in New York: Funk & Wagnalls, 1898. 2a. Using document 2, identify Giuseppe Mazzini’s purpose for writing to workingmen in 1858. [5]Reliability- determined based on how useful the information found in a source is for a particular purpose2b. Explain the extent to which Giuseppe Mazzini’s An Essay on the Duties of Man Addressed to Workingmen is a reliable source of evidence for understanding why Mazzini supported the idea of nationalism. In your response, be sure to include your evaluation of the source’s reliability and your reasoning for that evaluation [10]Document 1The image below is an artist’s interpretation of the effects of nationalism. Source: Sol Holt and John R. O’Connor, Exploring World History, Global Book Co. (adapted). From the NYS Global History and Geography Regents Exam, August 2003. Document 2Giuseppe Mazzini (1805-1872) was an Italian politician, journalist, and activist. He wrote An Essay on the Duties of Man Addressed to Workingmen in 1858. … God … gave you a country...he divided Humanity into distinct groups or nuclei upon the face of the earth, thus creating the germ of nationalities. Evil governments have disfigured the Divine design...They have disfigured it by their conquests, their greed, and their jealousy even of the righteous power of others; disfigured it so far that, if we except England and France, there is not perhaps a single country whose present boundaries correspond to that design. ...The map of Europe will be redrawn….may each one of you, fortified by the power and affection of many millions, all speaking the same language, gifted with the same tendencies, and educated by the same historical tradition, hope even by your own single efforts to be able to benefit all Humanity. O, my brothers, love your Country! Our country is our Home, a house God has given us, placing therein a numerous family that loves us, and whom we love; a family with whom we sympathize more readily and whom we understand more quickly than we do others; and which, from its being centred round a given spot, and from the homogeneous nature of its elements, is adapted to a special branch of activity......be ever ready to combat for the liberty of that people, should it be necessary, but combat in such wise that the blood you shed may reflect glory, not on yourself alone, but on your country. ….Education, labour, and the franchise [right to vote], are the three main pillars of the Nation; rest not until you have built them thoroughly up with your own labour and exertions. Joseph Mazzini, Essay on the Duties of Many Addressed to Workingmen written in 1858, published in English in New York: Funk & Wagnalls, 1898. Similarity- tells how something is alike or the same as something else.Difference- tells how something is not alike or not the same as something else 3a. Identify a similarity or a difference between the events, ideas, or historical developments presented in documents 1 and 2. [5]3b. Explain a similarity or a difference in the events, ideas, or historical developments presented in these documents. Be sure to use evidence from both documents 1 and 2 in your response. Your response can explain the similarity or difference identified in 3a or your response can explain another similarity or difference. [5]Name: Band: Exam #2 - Unit 2PART A—Multiple Choice x4=/60PART B—SHORT ANSWER QUESTION SETS –/40Directions: Choose QUESTION SET #1 or QUESTION SET #2 /10 Historical Context- refers to the historical circumstances that led to this event/idea/historical development1. /102. Sourcing & Reliability- determined based on how useful the information found in a source is for a particular purposea. /5b. /53. Relationship between Documents – Causation or Comparison [10]/10 ................
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