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The Egyptian American International School Grade 10 History Semester 1 STUDY GUIDE The information in this document will help to prepare you for the exam. Make sure you read the text, review notes, worksheets, homework, and old quizzes and tests. Review the key terms for each section below and answer the questions listed underneath each section. Good Luck The duration of the exam is 2 hours. There will be a bonus on the exam not to exceed 5% and will address higher order thinking. The exam will be divided into the following sections: Part A (40 - 60%): This section will consist of multiple choice and true/false questions. Part B (20-30%): This section will be a combination of short response/short essay questions and map, graph, chart questions. Part C (20-30%): This section will consist of one or two essay questions. Chapter/ Section Chapter 18 Section 1: The Ottomans Build a Vast Empire • • • • The Muslim World Expands Ghazi, Ottoman, Sultan, Timur the Lame, Mehmed II, Suleyman the Lawgiver, Devshirme, Janissary Resources to study from Book/ Section Assessment/ Quiz/ Worksheets Origins of the Ottomans Know the Devshirme system inside and out. Pros and Cons. Know how the empire declined The Golden Age of the Ottomans (the peak under Suleyman’s rule) Section 2: Cultural Blending • • • • • Key Terms / Context Safavid, Isma’il, Shah, Shah Abbas, Esfahan Book/ Section Assessment/ Quiz/ Worksheets The 4 causes of cultural blending Effects of cultural blending How cultural blending can have far reaching effects on regions The rise and fall of the Safavid Empire The Golden Age of the Safavids Section 3: The Mughal, Babur, Akbar, Sikh, Shah Mughal Empire in Jahan, Taj Mahal, Aurangzeb India • The Origins of the Mughal • Akbar and the Golden Age of the Mughal • Long lasting effects of Akbar’s successors • Decline of the Mughal Empire Page 1 of 3 Book/ Section Assessment/ Quiz/ Worksheets The Egyptian American International School Chapter 19 An Age of Explorations and Isolation Section 1: Prince Henry, Bartolomeu Dias, Section Assessment/ Europeans Explore Vasco da Gama, Treaty of Quiz/Class Notes/Slides the East Focus on notes and Tordesillas, Dutch East India Slides Company • Prince Henry’s Goals • Reasons Europeans began to explore • Different explorers and their achievements: Dias, da Gama • Treaty of Tordesillas and why it was important for colonization • Trading Empires in the East: Dutch East India Company, who controlled India Section 2: China Ming Dynasty, Hongwu, Zheng He, Section Assessment/ Limits European Manchus, Qing Dynasty, Kangxi Quiz/Class Notes/Slides Contact Focus on notes and slides • Rise of the Ming Dynasty, who was emperor of this dynasty • China’s Voyages of exploration • China’s Isolation policy • The start of the Qing Dynasty and who it’s ruler was Chapter 23 The French Revolution and Napoleon Section 1: The Old Regime, Estate, Louis XVI, Marie Section Assessment/ French Revolution Antoinette, Estates-General, National Quiz/Class Notes Begins Focus on notes and Assembly, Tennis Court Oath, Great assessments Fear • Structure of the old regime • The 3 estates and who made up each estate • Main MOTIVATION for the revolution • The Monarchy of France – why were they examples of failed leadership • Estates-General: why it was called for, how it’s purpose changed later • Storming of the Bastille due to the Great Fear Section 2: Legislative Assembly, émigré, SansSection Assessment/ Revolution Brings Culotte, Jacobin, Guillotine, Quiz/Class Notes/Slides Reform and Terror Focus on notes, slides Maximilien Robespierre, Reign of and assessments Terror • How the National Assembly reformed France • The Legislative Assembly – what was their purpose • Divided opinions – who wanted to bring the old regime back; who wanted even greater change in France • Jacobins control of France; most prominent Jacobin • Use of the Guillotine and which famous people were victims of this device • The Reign of Terror – who was leading France during this Reign; why was this time period known as the Reign of Terror Section 3: Napoleon Napoleon Boneparte, Coup d’etat, Section Assessment/ Forges and Empire Plebiscite, Lycee, Concordat, Quiz/Class Notes/Slides Focus on notes, slides Napoleonic Code, Battle of Trafalgar and assessments Page 2 of 3 The Egyptian American International School • Why the people loved Napoleon – why was he called the “Hero of the Hour” • Napoleon’s taking of power through a coup • How Napoleon restored order to France • The main ideas of the Napoleonic Code • Napoleon’s Empire – its rise and collapse How to Study for the History Exam: Critical Thinking: Students should be able to answer critical questions by analyzing information they have already studied and establish relations between historical events. Application Skills: Students should be able to answer questions pertaining to major concepts linked to the different selections through multiple choice, short answer and essay questions. Key Terms: Students should be able to: • identify the meaning of the words through context. • Use the words to complete sentences. • Use the words in proper context. Page 3 of 3