Final Exam Study Guide
Part I: Identifications
Part II (A): Short Answer Questions—From
the Lectures
Part II (B): Short Answer Questions—From
the Course Readings
Part III: Interpretive Essay
Like the midterm, the final examination will have three parts: Identifications, Short Answers, and an Essay. In each section, you will have a choice of questions to answer. The identifications, listed below, are all taken from the lecture overheads and from the "key terms" at the end of each chapter in the textbook; questions for the short answers are taken from the lectures and from the study questions on the readings; the essay questions are general in nature and call on you to draw together themes, arguments, and evidence we have been addressing in this course so far. In all your answers, the main object should be to display not only your command of the material, but also your appreciation of its historical significance. With the Identifications, for example, it is just as important to know why a particular thing or event is significant as it is to know its exact date.
The short answer segment is divided in two parts. In Part A, the questions ask you to think and write critically about some of the arguments and interpretations you've encountered during the term. Here, it is important that you weigh historical evidence for and against the argument, and come up with what you consider to be a balanced assessment of the argument's merits. The short answer questions in Part B ask you to write down your thoughts on the course readings; here again, as with the Identifications, the more you can relate what you say to the broader themes and arguments we have been discussing this term, the better.
Finally, the essay question. For the final exam, you will be asked to write in response to one of five essay questions, listed below. Again, be as careful and thorough as you can, weigh the evidence for and against your interpretation, and arrive at what you consider to be a balanced assessment.
Part I: Identifications
On the final examination, you will be given twelve items, taken from the following list. You will be asked to identify six (6) of these items.
The Gabelle
Jacob Burckhardt (1818-1897) King Henry VIII of England (r. 1509-1547) King Henri II of France (r. 1547-1559) Massacre at Vassy (1 March 1562) Jean Bodin (1530-1596), author
of Six Books of the Commonwealth (1576) Ulisse Aldrovandi (1522-1605) |
Frederick William I, Elector of Brandenburg-Prussia (1640-1688) Iskandar
Muda, Sultan of Acheh (r.1607-1636) The “Tulip Craze”
(The Dutch Republic, 1620s &1630s) Alexis de Tocqueville (1805-1859) John Locke (1637-1704) Denis Diderot (1713-1784), co-editor
of the Encyclopédie Deism The Encyclopédie (1751-1772) Sapere Aude! (“Dare to Know!”) Anne-Robert Jacques Turgot, Contrôleur
Général of Finance, 1774-1776 Assembly of Notables (1787-1788)
The “Great Fear” of 1789 Tennis Court Oath (20 June 1789)
Civil Constitution of the Clergy
(12 July 1790) Napoleon Bonaparte |
Part II. Short Answers to Big Questions
II (A): Questions
from the Lectures
Three of the following five questions will appear in section II (A) of the
final exam. You will be asked to write a short essay in response to one
(1) of them.
1. In your
view, is it accurate to say that there was a “Media
Revolution” during the fifteenth century? What are the strengths
and weaknesses of this argument (be sure to indicate what you mean by
“revolution”).
2. What evidence is there in support of Alexis de Tocqueville’s explanation of the causes of the French Revolution? Which of this evidence do you consider strongest, and why? 3. What evidence is there in support of the argument that social divisions in Europe became more rigid during the seventeenth century, then more relaxed in the eighteenth? Which of this evidence do you consider strongest? 4. What do historians mean when they argue that there was a “Military Revolution” in early modern Europe? Are you persuaded by this argument? If so, why? If not, why not? 5. During the sixteenth, seventeenth, and eighteenth centuries, many factors influenced the scope and character European expansion into the non-European world. What were they? Which do you think were the most important, and why? |
II (B): Questions from the Course
Readings
Three of the following questions will appear in section II (B) of the final
exam. You will be asked to write a short essay in response to one
(1) of them:
1. Is it accurate to say that Rachel Speght is an advocate of equality between the sexes? Why or why not, in your view? Be sure to give evidence, wherever possible, from her text. Also, be sure to consider Speght's thoughts on what distinguishes female from male. 2. The question of private property and its relationship to political and social rights lay at the very heart of the Putney Debates (1647). What were the various opinions about this relationship? What was the position of the “Grandees”? How did the views of the “Levellers” differ from those of the “Grandees”? 3. In his account of social life at the court of Versailles, Saint-Simon focuses on the constraints ritual imposed on courtiers. Is it accurate or inaccurate to argue, as Saint-Simon did, that Louis' elaborate court ceremonial effectively “enslaved” members of the French nobility who participated in its rituals? 4. What do republicanism and democracy look like in Jean-Jacques Rousseau's The Social Contract? His concept of "the general will" is especially hostile to the idea of factions (or "partial" associations within society). Why is he so hostile to factions? 5. Do you think a republic organized along the lines of Rousseau's The Social Contract might or could have involved women as active participants? Is it fair to say that Rousseau's idea of the republic is inherently masculine? Why or why not, in your view? 6. Jean-Jacques Rousseau, like several royal absolutist philosophers before him, uses a patriarchal family as a model of society. But the model of society that he builds on that foundation in The Social Contract could hardly differ more. How do the conclusions that Rousseau draws from the patriarchal family differ from those of royal absolutists'? |
Part
III: Interpretive Essay
Two of the following essay questions will appear on the final exam. You
will be asked to write an essay in response to one (1)
of them.
1. The relationship between Europe and the wider world underwent profound transformations between 1400 and 1800. How would characterize the nature of these changes and their impact on European society, politics, and culture? Make sure you support your argument with evidence drawn from the course readings. 2. From the late Middle Ages to the end of the eighteenth century, Europeans justified the existence and necessity of power and authority in a great variety of ways. What were some of these justifications and how, in your view, did they change over the centuries between 1400 and 1800? Make sure you support your argument with evidence drawn from the course readings. 3. The role of women in European society changed a great deal from the late Middle Ages down to the end of the eighteenth century. In what ways did ideas about gender change over the centuries between 1400 and 1800, and how would you summarize their significance? Make sure you support your argument with evidence drawn from the course readings. 4. As we saw at the beginning of term, late medieval Europeans thought about power in religious terms, and often described the process of salvation with metaphors drawn from courts of justice. How would you characterize the changing relationship between religion and state over the centuries between 1400 and 1800? Make sure you support your argument with evidence drawn from the course readings. |