Unit 12- World History Final Exam

The end of the year is approaching and you have realized that this exam may sink your semester grade. Fret not. You can still salvage a decent grade by putting in a bit of hard work and some studying. Download the study guide, pour through that binder, hit up some Quitlet and you will be just fine.  

Studying Tips

Create mental associations with the material: Relate things you learn to what you know. If its not relatable make things up. This is a powerful trick. It is really useful for vocab memorization. For example you learned the English Civil War through a cheeseburger drawing and the 30 Years’ War through the 4 phases “Bad Dogs Sniff Farts”

Reward yourself with a treat: Eat a gummie bear every time you finish a section. (Replace candy with whatever your vice is.)

Use all of your senses while studying: Engage as many sense as you can while studying: touch the paper if you're writing on it, smell peppermint (keeps you alert — but try to smell it right before your exam as well), say your notes out loud, write your notes in different colors — the more senses you can engage, the more likely it will stay with you.

Laugh now so that you don't cry later: Crying when you laugh is due to built up tension and emotion hiding somewhere inside of you. Laughing releases that tension. With so much stress looming over getting a solid grade on your finals, it's important to take a laughing break. Try watching a funny show or YouTube video.

Partner up with someone in your class: Find a classmate to study with and agree to the following policy: when either of you don't understand a part of the notes, ask the other person. This will force you to verbally communicate what you're studying to someone else in a way that they will understand it. Have them repeat their understanding of it after you explain it to them, and talk about it until you both have the idea down solid.

Teach a class of stuffed animals: Get a stuffed animal. Maybe get a few. A dozen or so. Then arrange them into an approximate class on your bed or in a study room (or classroom, if you can) and teach them the subject you're learning ... Teach a few classes to your stuffed animal, and then (and this is the really important part) get some sleep.

Drink water and eat fruit: Instead of energy drinks, drink plenty of water — and the occasional cup of coffee — while studying to help you stay hydrated and maintain a high level of cognitive function and energy. Eat plenty of fruits like blueberries and apples, which reduce the level of toxins in your bloodstream and improve memory function.


Study Guides & More!

SAQ help



“Jacob Burckhardt defined the period [the Renaissance] in terms of two concepts, ‘individualism’ and ‘modernity’. . . . This nineteenth-century myth of the Renaissance is still taken seriously by many people. . . . However, professional historians have become dissatisfied with this version of the Renaissance. . . .  In the first place, there are arguments to the effect that so-called ‘Renaissance men’ were really rather medieval.  They were more traditional in their behaviour, assumptions and ideals than we tend to think—and also more tradition than they saw themselves. . . . In the second place, the medievalists have accumulated arguments to the effect that the Renaissance was not such a singular event as Burckhardt and his contemporaries once thought and that the term should really be used in the plural.  There were various ‘renascences’ in the Middle Ages, notably in the twelfth century and in the age of Charlemagne.  In both cases there was a combination of literary and artistic achievements with a revival of interest in classical learning, and in both cases contemporaries described their age as one of restoration, rebirth or ‘renovation’.


-Peter Burke, “The Myth of Renaissance”

This SAQ will be about understanding what Burke is saying....  

Does he believe the Renaissance was a "rebirth"? 

If it was not a rebirth could you find a specific piece of evidence to support Burke's claim?

Others may contradict Burke and say that the Renaissance was truly a dawn of modern times.  That individualism, secularism and humanism led man out of the middle ages.  If you were going to dispute Burke, what evidence would you use?



“By anchoring France securely to the shores that the Constituent Assembly had been unwilling to leave, Bonaparte accomplished somewhat late in the day that “revolution from above” of which the old monarchy had been incapable. The political trade-off was a certain number of amputations of the immediate Revolutionary inheritance, a few backward movements, and disconcerting borrowings from the Old Regime. In a sense, the dynamism of Bonaparte and his rigorous administration revived the experiment of enlightened despotism, somewhat belatedly, since in the setting of Western Europe it was already a bit out of date…”


-Louis Bergeron, historian, France Under Napoleon, 1981


“Napoleon himself believed that his work was a kind of crowning of the Revolution, and he was remarkably honest about his friendship with Robespierre’s brother… Napoleon would never have imagined that his own career could have flourished as it did without the surgery performed on French society by the Revolution. He was born in Corsica of poor, proud, petty-noble parents, and before the Revolution he could not possibly have risen above the rank of captain in the French army. Also, he had read Rousseau and sympathized with much of the Jacobin philosophy…Napoleon was indeed a military despot, but he did not destroy the work of the Revolution; in a sense, in a wider European context, he rounded off its work.”


-George Rudé, historian, Perspectives on the European Past, 1971

Dualing sources can catch students off guard.  How are these docs linked? Rudé make that Napoleon was a "Preserver of the Revolution"? What does that mean knowing that the French Revolution follows the Enlightenment?

How would Louis Bergeron react to Rudé's interpretation of Napoleon? This SAQ requires evidence that Napoleon was an enlightened monarch, yet you also need evidence to show how he was a despot. Not easy.



Pablo Picasso, mural, Guernica, 1937

This SAQ is more about the impact of the Spanish Civil War. How did this provide the world a chance to preview the horrors of WWII? How did the 2nd Industrial Revolution make the Spanish Civil worse? Can you find evidence to prove that the Spanish Civil War was an example of WWII appeasement? 

Information about Guernica is everywhere.  Here is the 3-D video we watched during the year: