Modern World History Chapter 18 Test Review: The Scientific, American, and French Revolutions; 18th Century Europe

Test Date:  Thursday, November 20th

Format:

• 15 multiple choice questions, each worth 3 points (45 points)
• Two essay questions (choose ONE), 55 points

 Material you are responsible for:

• The major characteristics and developments of the Scientific Revolution, including:
• Major scientists, their fields of study, and their discoveries/contributions
• Copernicus, Brahe, Kepler, Galileo, Boyle, Vesalius, Des Cartes, Francis Bacon, Sir Isaac Newton

• The major characteristics of the Enlightenment, including
• The connection to the Scientific Revolution
• The individual philosophes and their ideas
• John Locke
• Voltaire
• Rousseau
• Montesquieu
• Adam Smith
• The different forms the Enlightenment took (for example, the Enlightenment in Russia, Austria, and Prussia)

• The causes and consequences of the American Revolution and its relationship to the Enlightenment
• The 7 Years/French and Indian War
• Salutory Neglect
• British taxation policies and colonial response
• The Boston Massacre and Boston Tea Party
• The Battles of Lexington and Concord and the Declaration of Indpendence
• American strategy against the British
• The Constitutional Convention of 1787 and the importance of the new Constitution

• The causes, characteristics, and consequences of the French Revolution and Napoleonic era including
• The influence of the Enlightenment and the Philosophes
• The social dynamics of Paris vs. the countryside of France
• The polices of King Louis XVI and the conflict between the nobility and the monarchy over taxation
• Chronology of events beginning with the calling of the Estates General in May of 1789 through the end of the Directory in 1799
• Reasons for increasing radicalism and changes of government during the French Revolution (including the different forms of government that France went through from the Monarchy to Napoleon)
• The significance of the Jacobins, Robespierre, and the Reign of Terror
• The relationship between Napoleon and the French Revolution
• A comparison of the French Revolution and the American Revolution and an understanding of the “Revolutionary Paradigm” (the pendulum metaphor)

Ancient World History Persia, Greece, and Persian War Test Review

Test Date:  Wednesday, November 19th

Format:

• 15 multiple choice questions, each worth 3 points (45 points total)
• 2 response questions, you choose 1, each worth 55 points

Textbook Material:

Chapters 1 (the section on Persia) and 4 in your textbook.

What do I need to know?

• The major aspects of the Persian Empire
• Geographic features
• Important people
• Cyrus
• Cambyses
• Darius
• Xerxes
• Chronology of the growth of the Persian Empire
• Aspects of Persian government and administration--the satrap system

• The major political, social, and cultural developments in Greece, including
• Geographic features
• The early Greeks (Cycladic, Minoan, and Mycenaean)
• The Dark Age and the significance of The Iliad and The Odyessy
• The development and significance of the polis
• Greek systems of government:  monarchy, oligarchy, tyranny, democracy
• The Assembly and Council of 500
• Sparta
• The Gerousia, Appela, Ephors, Krypteia, Agoge, Helots, and Equals
• Important people
• The Alcmaeonids
• Draco
• Solon
• Pesistratus
• Hippias
• Cleisthenes
• Lycurgus
• Chronology of events

• The Persian War
• Greek and Persian military practices
• The phalanx and hoplite
• The trireme and naval warfare
• Causes of the wars
• Chronology of events
• Major battles and their significance
• Marathon
• Thermopylae
• Salamis
• Plataea
• Important people
• Herodotus
• Miltiades
• Leonidas
• Ephialtes
• Themistocles
• Sicinnus
• Artemesia
• Pausanias 
• Mardonias

Military History Military Revolution-18th Century Warfare

Format:

 15 multiple choice (3 points each), 45 points

1 essay (choice of two questions), 55 point

What you need to know:

16th and 17th Century Warfare:

The Military Revolution Thesis:  the four aspects of the Military Revolution thesis, as put forth by Michael Roberts and Geoffrey Parker, including Parker’s “adjustments” to Roberts’ original thesis:  new technology, larger armies, more complex tactics and strategies, higher cost of war

   The relationship between military developments and other developments of the early modern period (exploration, religion, science, etc.)

 The characteristics of naval warfare from the battle of Lepanto through the Spanish Armada, including

• Ship design and weaponry
• The use of private vessels vs. state controlled navies
• Details and significance of Lepanto and the Armada Campaign 

•  The causes and major events of the 30 Years War/significance of the 30 Years War
•  The Spanish/continental military system at the start of the 30 Years War
•  The tercio and caracole
•   The military system of Gustavus Adolphus and its application during the 30 Years War
•  Details of the Battle of Breitenfeld
•  Details of the Battle of Lutzen
• The overall significance of the 30 Years War

18th Century Warfare:

• Louis XIV's Ministerial system
• Vauban and the trace itallienne
• The influence of the Enlightenment
• 18^th century linear tactics
• 18^th century military technology:  significance of the fusil/flintlock; artillery

•  The rise of Prussian Power and the 2^nd half of the 18^th century
• The Prussian state
• The Prussian army under Frederick the Great
• Details on the battles of Prague, Rossbach, and Leuthen
• Major events and significance of the 7 Years/French and Indian War

Military History MP 3 Project: Developing Military Technology--Modern War

Project Description:

One of the major themes this marking period (and the class as a whole) is identifying and assessing the impact of new technologies on warfare.  Therefore, your project this marking period is to devise, design, and produce a functional piece of "military technology" that can be incorporated into our Nerf simulations.

This project is a follow-up project from the 2nd marking period.  For this project you are to devise a piece of military technology specifically associated with warfare from 1914-present.

Project Purpose:

The purpose of this project is to:

• make you think about the reasons behind changes to military technology in the modern era (you can base this upon what you've learned from the simulations we've run already and will continue to run).
• figure out how to solve a problem or create a new capability through the use of technology.
• provide the class with new technologies to work with, analyze, and potentially improve upon.

The Project Itself:

• As stated above, your project is to devise, design, and produce a functional piece of technology that we can incorporate into our simulations of modern warfare.  In order to do this effectively you should think about the following:

• What sort of problem to you want to solve or capability do you want to create?
• Will this technology be primarily offensive, defensive, or some combination of the two in nature?
• Will this technology have a very limited/specialized use or will it be applicable to a wide variety of situations?
• How simple/complex will this technology need to be in order to achieve its function?
• How many people will need to be equipped with it?  One "specialist" or the entire group?
• What are possible liabilities for this technology (size, weight, fragility, cost, etc.)?

With respect to designing and producing your piece, you may use certain finished goods (for example, if your design includes a flashlight, you can incorporate a finished flashlight, but if your project is a communication system, you may not just bring in a set of walkie-talkies).  Ultimately this is to be something ORIGINAL and designed and built BY YOU.  That said, you can be guided and inspired by historical technological developments.

In addition to developing your piece of technology, you are to prepare a presentation for the class (using Power Point or a comparable program) about your design process (including materials used and any research you did), the purpose of the technology and the need for it, your vision for it's use, and the finished piece.  This presentation should be approximately 5-7 minutes in length and is due with the finished project.

In addition to presenting the technology, it will also be subjected to use during Nerf scenarios intended to test its design and effectiveness.

Due Date:

• A proposal for your project, including a preliminary description of the technology itself and how you intend to make it, is due on Friday, March 6th
• The final project is due on Monday, March 23rd

Caveats:

• Your project is subject to my approval.
• Your project must be safe and be able to be safely deployed in class.
• Your project may not violate any stated school rules or policies (no open flames, for example)
• If your project is meant for gym use be sure it will not damage the floor.

Rubric:

Proposal complete and turned in on time:  10 points

Final Due Date met:  10 points

Presentation:  20 points

Final Project:  60 points (based on):

• Creativity, ingenuity, and quality of the design:  10 points
• Problem solved/capability enabled/value provided:  20 points (to be determined in part by the class as a whole)
• Functionality (does it work):  30 points (to be determined in part by the class as a whole)

Honors Students:

It is expected that your projects will reflect your status as honor's students.

Extra Credit:

In addition to this project, you may significantly improve your 2nd marking period project for extra credit points.  This must also be completed by March 23rd ad will be worth an additional quiz grade.