Download World History Midterm Review Units One and Two

World History Midterm Review Units One and Two ( Chapters 1-8)
Name: _______________________________________________
Date: __________
Choose the letter of the best answer.
____ 1. A unique aspect of the development of democracy is that it established
A. citizenship rights for a minority of the population.
B. cooperation between religious and state leaders.
C. government by councils, rather than an absolute ruler.
D. power-sharing between the military and the nobility.
____ 2. A republic is a political system in which citizens
A. are governed by a single ruler.
B. govern themselves directly.
C. have authority over the military.
D. rule through representatives.
____ 3. Ancient Greek and Roman philosophers believed that the world was governed by natural laws that
were based on
A. individual liberty.
B. reason.
C. religious faith.
D. tradition.
____ 4. According to Judeo-Christian tradition, helping those in need is the duty of
A. democratic government.
B. every person.
C. political leaders.
D. religious leaders.
____ 5. Greco-Roman and Judeo-Christian traditions both stress a strong belief in
A. individual choice.
B. one God.
C. social progress.
D. the sacredness of all life.
____ 6. The main way that Judeo-Christian beliefs spread in the first centuries A.D. was the
A. building of churches by missionaries.
B. forced conversion of Byzantine rulers.
C. growth of the Roman Empire.
D. migration resulting from the Punic Wars.
____ 7. Which was a key Greco-Roman contribution to Western legal tradition?
A. freedom of speech
B. the Ten Commandments
C. trial by a jury of peers
D. a written legal code
____ 8. In ancient Greece, a tyrant was a leader who
A. expanded military power.
B. enslaved conquered peoples.
C. seized control of the government.
D. limited the rights of citizens.
____ 9. What was the main role of a philosopher in ancient Greece?
A. citizens' advocate
B. social thinker
C. legal reformer
D. government critic
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World History Midterm Review Units One and Two ( Chapters 1-8)
____ 10. Ancient Greek philosophers believed tyranny was a problem because a tyrant shared power with
A. the military.
B. the nobility.
C. the people.
D. no one.
Use the quotation to answer this question.
"The people have always some champion whom they set over them and nurse into greatness. . . . This
and no other is the root from which a tyrant springs; when he first appears he is a protector."
- Plato, The Republic
____ 11. In the quotation from The Republic, Plato suggests that a tyrant
A. competes for power among the people.
B. convinces the people that he will defend them.
C. is not responsible for his own actions.
D. wins and then betrays the people's affection.
Use the map to answer this question.
____ 12. The map shows that, at the time Rome extended citizenship rights to people in Latium, it controlled
territory
A. only in Italy.
B. from Spain to Asia Minor.
C. from Britain to Phoenicia.
D. along the Mediterranean south coast
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World History Midterm Review Units One and Two ( Chapters 1-8)
Choose the letter of the best answer.
____ 13. What contribution of ancient Greek philosophers most aided the development of democracy?
A. criticism of tyranny
B. interest in the afterlife
C. examination of slavery
D. respect for human thought
____ 14. Which ancient Greek philosopher wrote Politics, a book that describes the structure and purpose of
the state?
A. Aristotle
B. Plato
C. Socrates
D. Sophocles
Use the quotation to answer this question.
"We, the Japanese people . . . do proclaim that sovereign power resides with the people and do firmly
establish this Constitution."
- The Constitution of Japan, 1946
____ 15. The quotation from the Japanese constitution expresses the idea of
A. federalism.
B. popular sovereignty.
C. individual rights.
D. separation of powers.
Choose the letter of the best answer.
____ 16. Which might be a characteristic of a new national political system that was founded on the principle
of federalism?
A. Citizens are guaranteed equal protection under the law.
B. The government is divided into three branches.
C. Power is shared between national and regional governments.
D. Voting rights are possessed by all citizens 18 years and older.
____ 17. The U.S. Constitution reflects the principle of popular sovereignty by
A. guaranteeing freedom of speech for all citizens.
B. separating government duties among different branches.
C. sharing power between national and state authorities.
D. stating that its authority comes from the people.
____ 18. The division of South Africa's government into executive, judicial, and legislative branches reflects
the principle of
A. federalism.
B. popular sovereignty.
C. individual rights.
D. separation of powers.
____ 19. Which document ensures freedom of speech for U.S. citizens?
A. the Articles of Confederation
B. Article 1 of the U.S. Constitution
C. the Bill of Rights
D. the Declaration of Independence
____ 20. What aspect of Canada's government expresses the principle of federalism?
A. Citizens are guaranteed the right to life, liberty, and security of the person.
B. Government powers are divided among executive, judicial, and legislative branches.
C. Government powers are shared among the federal and the provincial governments.
D. Members of parliament are elected by the people to serve as their representatives.
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World History Midterm Review Units One and Two ( Chapters 1-8)
Use the chart to answer this question.
____ 21. The relationship between Japan's two lawmaking houses and the judiciary is best described as an
example of
A. bicameral legislature.
B. checks and balances.
C. mutual agreement.
D. veto power.
Choose the letter of the best answer.
____ 22. The European philosophical movement that emphasized natural rights and the value of reason was
known as the
A. Enlightenment.
B. Reformation.
C. Renaissance.
D. Scientific Revolution.
____ 23. Which philosopher proposed that the role of government is to ensure the natural rights of the
people?
A. John Locke
B. Charles-Louis Montesquieu
C. Jean Jacques Rousseau
D. Voltaire
____ 24. The Declaration of Independence reflects the idea that a government's authority comes from
A. God.
B. majority rule.
C. the people.
D. the state.
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World History Midterm Review Units One and Two ( Chapters 1-8)
Use the graphs to answer this question.
____ 25. Compared with 1600, the percentage of French men who were literate in 1800 suggests that
A. philosophical ideas had spread to the merchant classes.
B. the standard of living in France had experienced a decline.
C. girls and women had limited educational opportunities.
D. peasants and workers had received some schooling.
Choose the letter of the best answer.
____ 26. The philosophical idea that people are willing to give up some individual freedoms in the interests of
law and order is known as
A. absolutism.
B. natural law.
C. the social contract.
D. voluntary association.
____ 27. As a result of the influence of European philosophers such as Locke and Rousseau, Simón Bolívar
A. established a social contract within Latin America.
B. launched democratic revolutions against Spain.
C. led a revolt that ended slavery in Argentina and Chile.
D. supported the monarchy in an effort to restore order.
____ 28. Which right named in the U.S. Bill of Rights was first affirmed in the Magna Carta?
A. due process of law
B. freedom of assembly
C. freedom of religion
D. right of petition
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World History Midterm Review Units One and Two ( Chapters 1-8)
____ 29. According to the English Bill of Rights, the purpose of representative government is to
A. achieve a balance of power.
B. act for the people in making laws.
C. create a strong central government.
D. protect the rights of individual citizens.
____ 30. Why did English colonists in North America expect to have representative government?
A. Colonists in South America had representative government.
B. England had a long tradition of representative government.
C. The king promised they would have representative government.
D. They left England in order to establish representative government.
____ 31. Article 1 of the French Declaration of the Rights of Man and Citizen states, "Men are born and
remain free and equal in rights." This statement reflects a belief in
A. equality before the law.
B. the general will.
C. natural rights.
D. popular sovereignty.
____ 32. In guaranteeing individual freedoms, the U.S. Bill of Rights sought to protect citizens in the event
that they faced
A. foreign invasion.
B. a too-powerful federal government.
C. unreasonable taxation.
D. weak state or local government.
____ 33. In the American Declaration of Independence, "unalienable rights" refers to rights that
A. the government cannot take away.
B. are granted by the state.
C. are protected by law.
D. foreigners do not possess.
____ 34. The French Revolution was sparked by outrage over the
A. Tennis Court Oath.
B. France's financial problems.
C. state's control of the Catholic Church.
D. war with Austria.
____ 35. Which issue was central to American colonists' decision to declare their independence from
England?
A. economic growth
B. slavery
C. immigration law
D. individual rights
____ 36. The three social classes of pre-Revolutionary France were called
A. émigrés.
B. estates.
C. lycées.
D. plebiscites.
____ 37. Who led the "Reign of Terror" in revolutionary France?
A. the Committee of Public Safety
B. Dr. Joseph Ignace Guillotin
C. the Estates-General
D. Napoleon Bonaparte
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World History Midterm Review Units One and Two ( Chapters 1-8)
____ 38. Which was an achievement of the National Assembly in revolutionary France?
A. elimination of foreign debt
B. an end to food shortages
C. equal rights for men and women
D. establishment of a constitutional monarchy
____ 39. Napoleon Bonaparte took power
A. after ten years of chaos.
B. at the execution of the king.
C. just before the revolution.
D. when stability had been achieved.
Use the map to answer this question.
____ 40. Based on the map, you could infer that Napoleon conquered areas that
A. included northern kingdoms.
B. offered access to Africa.
C. possessed natural resources.
D. surrounded France.
Choose the letter of the best answer.
____ 41. Which statement best describes the impact of the Revolutions of 1848?
A. Germany and Italy were unified within ten years.
B. Habsburg rule became limited to Austrian lands.
C. The rebellions were put down, but their ideals persisted.
D. They represented the triumph of European nationalism.
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World History Midterm Review Units One and Two ( Chapters 1-8)
Answer Sheet
1. C. government by councils, rather than an absolute ruler.
2. D. rule through representatives.
3. B. reason.
4. B. every person.
5. A. individual choice.
6. C. growth of the Roman Empire.
7. D. a written legal code
8. C. seized control of the government.
9. B. social thinker
10.
D. no one.
11.
B. convinces the people that he will defend them.
12.
A. only in Italy.
13.
D. respect for human thought
14.
A. Aristotle
15.
B. popular sovereignty.
16.
C. Power is shared between national and regional governments.
17.
D. stating that its authority comes from the people.
18.
D. separation of powers.
19.
C. the Bill of Rights
20.
C. Government powers are shared among the federal and the provincial governments.
21.
B. checks and balances.
22.
A. Enlightenment.
23.
A. John Locke
24.
C. the people.
25.
D. peasants and workers had received some schooling.
26.
C. the social contract.
27.
B. launched democratic revolutions against Spain.
28.
A. due process of law
29.
B. act for the people in making laws.
30.
B. England had a long tradition of representative government.
31.
C. natural rights.
32.
B. a too-powerful federal government.
33.
A. the government cannot take away.
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World History Midterm Review Units One and Two ( Chapters 1-8)
34.
B. France's financial problems.
35.
D. individual rights
36.
B. estates.
37.
A. the Committee of Public Safety
38.
D. establishment of a constitutional monarchy
39.
A. after ten years of chaos.
40.
D. surrounded France.
41.
C. The rebellions were put down, but their ideals persisted.
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World History Midterm Review Units One and Two ( Chapters 1-8)
Standards Summary
CA 10.1.1
Analyze the similarities and differences in Judeo-Christian and
Greco-Roman views of law, reason and faith, and duties of the
individual.
CA 10.1.2
Trace the development of the Western political ideas of the rule of law
and illegitimacy of tyranny, using selections from Plato's Republic and
Aristotle's Politics.
CA 10.1.3
Consider the influence of the U.S. Constitution on political systems in
the contemporary world.
CA 10.2.1
Compare the major ideas of philosophers and their effects on the
democratic revolutions in England, the United States, France, and
Latin America (e.g., John Locke, Charles-Louis Montesquieu,
Jean-Jacques Rousseau, Simón Bolívar, Thomas Jefferson, James
Madison).
CA 10.2.2
List the principles of the Magna Carta, the English Bill of Rights
(1689), the American Declaration of Independence (1776), the
French Declaration of the Rights of Man and the Citizen (1789), and
the U.S. Bill of Rights (1791).
CA 10.2.3
Understand the unique character of the American Revolution, its
spread to other parts of the world, and its continuing significance to
other nations.
CA 10.2.4
Explain how the ideology of the French Revolution led France to
develop from constitutional monarchy to democratic despotism to the
Napoleonic empire.
CA 10.2.5
Discuss how nationalism spread across Europe with Napoleon but
was repressed for a generation under the Congress of Vienna and
Concert of Europe until the Revolutions of 1848
CA CST 2
Students construct various time lines of key events, people, and
periods of the historical era they are studying.
CA CST 3
Students use a variety of maps and documents to identify physical
and cultural features of neighborhoods, cities, states, and countries
and to explain the historical migration of people, expansion and
disintegration of empires, and the growth of economic systems.
CA HI 1
Students explain the central issues and problems from the past,
placing people and events in a matrix of time and place.
CA HI 2
Students understand and distinguish cause, effect, sequence, and
correlation in historical events, including the long- and short-term
causal relations.
CA HI 3
Students explain the sources of historical continuity and how the
combination of ideas and events explains the emergence of new
patterns.
CA HI 4
Students recognize the role of chance, oversight, and error in history.
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