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Unit 2 Test

Last updated 6 months ago
62 questions
1

This is a ruler with complete authority over the government and lives of the people.

1

Match Each Ruler to their corresponding country

Draggable itemCorresponding Item
King of Spain
King Phillip II
King of France
King Louis XIV
Czar of Russia
Peter the Great
King of England
King Henry VIII
1

Who was the last of Henry VIII's children to rule England?

1

Phillip II of Spain believed it was his duty to defend this branch of Christianity.

1

What were some of Phillip II's accomplishments as king of Spain?

1

Louis XIV built this palace as a symbol of Frances wealth and power.

1

King Louis XIV was also know as what?

1

What is Divine Right?

1

Who modernized Russia bringing better shipbuilding, gov't, manufacturing, city planning, music, and fashion

1

Who was the monarch of England when Phillip II went to war with his Spanish Armada and lost?

1

Peter the Great moved the capital city of Russia from Moscow to St. Petersburg to:

1

Peter the Great implemented this to make Russia stronger

1

This absolute monarch weakened his nobles by forcing them to live with him and occupied them with ridiculous tasks.

1

Who responded to Elizabeth I's support of protestant uprisings (Balance of Power) by sending his armada to invade England?

1

Extreme spending on his estate and wars led to debt for this monarch's country and they lost power in Europe.

1

What did Peter the Great place a tax on after his tour through Europe.

1

Which country provided financial support and recognition for the United States during the American Revolution?

1

What was a major reason for the growing estrangement between the British crown and its North American colonies?

1

What event on December 16, 1773, escalated tensions between American colonies and Britain?

1

Identify the Intolerable Acts under which the colonists were required to house British soldiers.

1

What was the famous phrase to come out of the Battle of Lexington

1

How many British colonies formed the USA?

1

What was the name given to American colonists who supported Great Britain during the American Revolution?

1

According to the Theory of Mercantilism the

1

The American Revolution and French Revolution were similar in that both

1

This philosopher separated the government into three branches of government and argued for separation of powers.

1

Enlightenment thinkers contributed to changes in relationships between citizens and governments through their belief that

1

The Declaration of the Rights of Man and of the Citizen includes several Enlightenment ideas. Which of the following is not one of the Enlightenment ideas incorporated into the document?

1

Who makes up the Third Estate?

1

Why did members of the Third Estate take revolutionary action?

1

John Locke believed that the government had an obligation to the people it governed to protect their natural rights. If the government failed to do this, then the people had the right to

1

Which of the following is not an idea from the Enlightenment?

1

The philosopher who believed that all people are born free and equal, with the rights to life, liberty, and property was

1

This was the period under Maximilian Robespierre when revolutionary courts were set up to prosecute enemies of the French Revolution.

1

Enlightenment philosophes such as John Locke and Jean Jacques Rousseau challenged the idea of the divine right of kings. They wrote about a government’s obligations to uphold people’s rights and how the government should be based on the consent of the governed. These new ideas encouraged people to:

1

Intellectual movement that stressed reason and the power of individuals. It challenged modern forms of government and asked what the ultimate purpose of a government should be.

1

Who made up the Second Estate?

1

What is the significance of the Tennis Court Oath?

1

This man was the leader of The Committee of Public Safety who believed in active citizenship and turning in “enemies of the Revolution.” He led during the infamous Reign of Terror, finally losing his own head to the guillotine.

1

This individual become a national hero for his role in the defeat of Austria. He constructed a coup d ’tat to take over the French government.

1

Who made up the First Estate?

1

This drawing illustrates conditions that contributed primarily to the beginning of the

1

What the point of view of the author of this drawing?

Declaration of the Rights of Man and the Citizen—1789
Approved by the National Assembly of France, August 26, 1789
Articles:
1. 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

Which of the following individuals most strongly influenced the ideas in the excerpt of the Declaration of the Rights of Man and the Citizen above?

1

Which of the following states the point of view of the authors of the Declaration of the Rights of Man and the Citizen?

1

Identify the best use of this document for a historian.

1
Draggable itemCorresponding Item
Mulattos
People born in Spain who could hold the highest offices in the New World.
Mestizos
Spanish people who were born in the New World. Along with the Peninsulares, they controlled most of the wealth.
Creoles
People born of European and Native American Ancestry
Peninsulares
People of African and European ancestry.
Native Americans/Slaves
Most numerous, and contained the least amount of rights.
1

Based on a comparison of these maps of South America, which conclusion is accurate?

1

Which individual is most closely associated with the changes indicated on these maps?

August 29, 1793
Brothers and friends.
I am Toussaint L’Ouverture, my name is perhaps known to you. I have undertaken vengeance. I want Liberty and Equality to reign in San Domingo. I work to bring them into existence. Unite yourselves to us, brothers, and fight with us for the same cause, etc. . . .
1

Which statement describes the author’s purpose for writing this letter?

1

Identify one effect of Toussaint L’Ouverture’s letter.

Use the documents to answer the questions 27-36. Write your response on your answer sheet. (2 points each)


  1. What does "propaganda" mean?
  2. What event is taking place?
  3. Why did the artist misrepresent what happened?
  4. Who is credited with creating this engraving?
  5. What was the American Colonist response to this engraving?
1

What does "propaganda" mean?

1

What event is taking place?

1

Why did the artist misrepresent what happened?

1

Who is credited with creating this engraving?

1

What was the American Colonist response to this engraving?

1

What does each section of the snake represent?

1

What does the caption mean?

1

Who drew this cartoon?

1

Why did the artist draw this cartoon?

1

What is the main idea of this cartoon?

20

Who is responsible for the Boston Massacre? (The Colonist? The British Soldiers? Neither? Both?) Be sure to read over the rubric!

Here are two stories about an event that took place in Boston on March 5, 1770. The British called it a riot, blaming the American colonists. The American colonists called it a massacre, blaming the British soldiers. As you read the two stories, see if you can decide what really happened.
The first view of the Boston incident is from a letter written on April 10, 1770 by General Thomas Gage, the top commander of the British troops in America.
The British troops were immediately attacked. Some of the colonists threw bricks, stones, and pieces of ice and snowballs at them. Other colonists, who were shouting and swearing, came up to the tip of the soldiers’ bayonets and dared them to fire.
The British officer, Captain Preston, who was standing between the mob of colonists and his soldiers, tried to persuade the colonists to go home without a fight. When the colonists asked him if he intended to order his men to fire, he replied. “Certainly not”. The whole time this was going on he stood between his troops and the colonists. No matter what Captain Preston said he could not get the colonists to leave. After a few minutes one of the British soldiers received a violent blow and instantly fired his gun. When Captain Preston turned around to see who had fired, one of the colonists tried to hit Preston on the head, but hit his arm instead. The colonists, who realized no one had been hurt, thought the soldiers had only used blanks to scare them. Thus the colonists grew braver and attacked the soldiers with greater violence. Now the soldiers thought their lives were in danger. They kept hearing fire all around them so three or four of the soldiers fired one after the other and then three more, who were also confused as to what was happening, fired. Four or five colonists were unfortunately killed and more were wounded.
Here is another story of the Boston incident. It was written by a colonist and printed in a Boston newspaper on March 12, 1770.
Thirty or forty persons, mostly young boys, had gathered in King Street. British officer, Captain Preston, and his soldiers came through the crowd to get to the Commissioner's house. As they came through they were using their bayonets and crying, “Make way”. Once they took their place by the Commissioner’s house and the Custom House, they continued to push to drive off the people and even pricked some of the people with their bayonets. After a while the crowd began to throw snowballs at the soldiers. When that happened Captain Preston said, “Fire, and whatever happens, will happen.” One soldier then fired. A townsman hit the soldier’s hand with a stick so he would drop his gun. His same person then rushed forward and tried to hit the Captain in the head. The blow only touched the Captain’s hat and then landed on his arm. Still the soldiers continued to fire until seven or eight or, as some say, eleven guns were fired.
By this fatal firing three men died instantly and two more are now struggling to survive.
Proficient (4-5 points)
  • Thesis statement: Thesis statement is clear, organized, specific, states a position and evokes discussion.
  • Organization: Information is very organized with well-constructed paragraphs. Each paragraph has a topic or focus that relates back to the thesis.
  • Evidence / Details: Thesis is well-supported by textual Evidence/Details All of the evidence and examples are specific and historically relevant
  • Analysis: Evidence and details are thoroughly discussed and explained in order to demonstrate their relationship to the writer's thesis.
Developing (2-3 points)
  • Thesis statement: Thesis statement is not clear, not organized, not specific, and/or does not take a position on the topic.
  • Organization: Information is organized, but some paragraphs are not well-constructed and/or lack a strong connection back to the thesis.
  • Evidence / Details: Thesis is only partially supported by textual evidence. Evidence and examples are given but lack specificity and/or relevance.
  • Analysis: There is some discussion and/or explanation of evidence and details that support the writer's thesis.
Undeveloped (0-1 points)
  • Thesis statement: No evident thesis statement.
  • Organization: The paper is disorganized and/or paragraphs do not have a focus, or relate back to the thesis.
  • Evidence / Details: Evidence and examples are not relevant and/or are not explained. Or, paper lacks evidence and examples.
  • Analysis: Evidence and details are not discussed or explained.