MONTESSORI BRITISH SCHOOL

WORLD HISTORY FINAL EXAM THIRD QUARTER

EIGHTH GRADE

NAME: ___________________________________________________________________
GROUP: _________________________________ DATE:___________________________

VERSION B

ACHIEVEMENT 1.Analyzes and evaluates concepts such as contextualization,

causation, sourcing, and historical comparison to understand the legacy and impact
of the Scientific Revolution and the Enlightenment in present-day debates.

1. Choose one of the following HISTORICAL MILESTONES we have discussed so

far and analyse it using the FRAMEWORKS method by filling the chart below:
(12 points)

HAITIAN REVOLUTION - ATLANTIC SLAVE TRADE - COLONISATION OF THE

AMERICAS -

COMMUNITY

NETWORKS

PRODUCTION AND
DISTRIBUTION

COMMUNITY Answers may vary because of the choice of the

students. However, they must allude to the people
involved in the milestone.

NETWORKS Answers may vary because of the choice of the

students. However, they must allude to the places in
which the milestone developed.

PRODUCTION AND Answers may vary because of the choice of the

DISTRIBUTION students. However, they must allude to the goods
involved in the milestone.
 2. Was the ENLIGHTENMENT a revolution? Explain your answer and provide a
concrete example to support your ideas. (4 POINTS)
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Answers may vary. Students may mention it was a revolution in understanding the
social world, that it promoted revolutions around the world, that because it promoted
humane liberties it was a revolutionary process, among others.

3. Complete the following scheme about the ENLIGHTENMENT. Provide as many

details as possible: (12 points)

WHO? WHY?

WHERE? WHAT?

WHO? WHY?

The Philosophes, political thinkers, The Scientific Revolution created the

revolutionary leaders. need to understand the social world as
well. The influence of the Renaissance
as well as the increasing processes of
unrest across the continent and the
creation of intellectual networks.

WHERE? WHAT?

Europe, with differences in the different An intellectual and cultural movement

countries. Students can mention the role that proposed the use of reasoning and
of the English political philosophers, the logic to understand social reality and
work of the French thinkers, the German challenge questions that had remained
 thinkers and others. unchallenged until then.

4. Read the following text and answer the proposed questions:

The Invention of Science: A New History of the Scientific Revolution by
David Wootton review – a big bang moment

What is modernity and when did it begin? The answer depend lot on the nationality and
specialism of the historian you ask. Italians favour the achievements of Renaissance art and
humanism, as early as the 14th century; northern Europeans opt for the period when cities such
as Amsterdam, Paris and London rose to economic and cultural prominence, from the early 16th
through to the 18th centuries; some historians of Germany would go as late as 1900. Philosophers
are likely to zero in on Descartes in the mid-17th century; economists hold out for the industrial
revolution in the late 18th century; political historians push for the American and French
revolutions. Beyond Europe, many more periods and places jostle for attention. Everyone has a
dog in this fight.

David Wootton’s answer is unequivocal: modernity began with the scientific revolution in
Europe, bookended by the dates 1572 (when the Danish astronomer Tycho Brahe identified a new
star in the heavens) and 1704 (when Isaac Newton published Opticks). This was “the most
important transformation in human history” since the Neolithic era. Later events such as the
industrial revolution were no more than the extended consequences of the biggest revolution of
them all. Wootton is equally clear about whether the scientific revolution was a matter for
celebration (as most Enlightenment thinkers saw it) or regret (as some Romantics felt): it was, in
his view, a very good thing indeed.

Compressed into a few sentences, the major theses of this book sound unsurprising. The
scientific revolution was not just the motor of modern history, it was the model of modernity.
Rational, calculating, advancing at breakneck speed, respecting no authority: science after
Newton seemed to embody the power and ever expanding possibilities of a society fixated on the
future rather than the past. This is the narrative upon which university professorships and whole
departments of the history of science were established after the second world war, and the
narrative that a whole generation of historians of science were weaned on.

Yet Wootton believes that historians of what he calls the “post-Kuhn generation” (after the
American historian Thomas Kuhn’s influential Structure of Scientific Revolutions, which recast
the history of science in the mould of evolution rather than progress) – that is, roughly those who
came of age in the 1980s and 90s – have broken with the faith and denied the scientific
revolution’s significance as “the big bang” moment of modernity, querying each one of those
three words. While they maintain that the understanding of nature was transformed in early
modern Europe, recent research on many fronts – anatomy, astronomy, natural history,
chemistry, mechanics, physics, medicine, civil and military engineering – has cast doubt on
whether these changes constituted a “big bang”.
The great strength of this approach is also its weakness: it is all about texts. If there was one thing
the 17th-century proponents of the new philosophy were adamant about, it was that their ways of
thinking were about things as well as words. Wootton mentions in passing that improvements in,
for example, glass-blowing were a precondition for early experiments on air pressure, and he is
alert to how double-entry bookkeeping may have provided a template for other sorts of
mathematical abstraction. Yet he underplays how practices such as keeping a commonplace book
and achieving high temperatures in a furnace were creatively adapted to new purposes. These
connections provide the strongest evidence both for the continuity of new knowledge with old,
and for its exuberant originality in hybridising scholarly and practical skills.

Anyone who argues for a sharp and momentous historical discontinuity must come up with
causes. Why then? Why there? Wootton’s candidates are plausible enough and chime with older
explanations: the role of the printing press in circulating ideas, discoveries and news more widely
and quickly; the consequent expansion of a community that could criticise, compete and
cooperate in inquiry; the crafting of new methods to probe hidden causes and test hypotheses.
But this can’t be the whole story. The printing press, like the internet, spread at least as much
misinformation as information; medieval scholars constituted a competitive, critical and
cooperative international community; and if, by around 1730, educated Europeans had put aside
their belief in witches, it wasn’t because science had decided the question.

Wootton is committed to making the scientific revolution both discontinuous with all that came
before and continuous with all that followed. This leads him to make some odd claims: for
example, that the empirical inquiries of Aristotle into organic life or the physico-mathematical
achievements of Archimedes were of qualitatively different sort from those of early modern and
modern naturalists, despite the countervailing testimony of the likes of Galileo and Georges
Cuvier, who recognised kindred spirits across the centuries. Still more curious is Wootton’s
insistence that the tracks for modern science were laid down in the 17th century and that it has
simply been chugging along ever since. The extravagant fertility of science suggests otherwise.
Since 1704 it has produced not only new discoveries and theories, but also new ways of knowing.
Today’s computer simulations, for example, are as novel a transformation of scientific experience
as experiments were in the 17th century. Science was not invented once, but over and over again:
the model not only of progress, but work in progress.

Source:

1. According to the text and your own knowledge, provide a definition of

SCIENTIFIC REVOLUTION. (4 points)

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Answers may vary. Students can mention the shift in paradigms the Scientific
Revolution implied, the development of scientific disciplines, the creation of
the scientific method, the rise of a new era of thinking of Europe, among others.

2. What was the role of the works of ARISTOTLE in the development of the
Scientific Revolution? (4 points)

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Answers may vary. Aristotle’s ideas were essential to model the proto-scientific
knowledge in Europe for a long while. Many of the ideas promoted by the
developers of the Scientific Revolution were trying to go against Aristotle.

3. What are the main contributions of the Scientific Revolution thinkers that have shaped
our current world? (4 POINTS)

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Answers may vary. Students can mention elements like technological developments, the use
of the Scientific method applied to different elements, among others.

ACHIEVEMENT 2. Identifies the importance of approaching different perspectives

when talking about revolution, change, and transformation through the study of the
Age of Revolutions and applies that knowledge to reflect in a critical manner on
current social phenomena.

1. What reasons lead to a revolution? (4 points)

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Answers may vary. Students can mention general disagreements, upsetness of
people, economical issues, political contradictions, etc.

2. Analyse the following image, in the context of the revolutionary processes of

the so-called Age of Revolutions (8 points)
 Source: Artble. 2015. July 28: Liberty Leading the People. [online] Available at:
<http://www.artble.com/artists/eugene_delacroix/paintings/july_28:_liberty_leading_the_people#story_theme>
[Accessed 12 February 2023].

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Answers may vary. Students may allude to the symbolism of this painting in the
context of the European revolutions, the military meaning of uprisings, the desired
changed in social structures, the ideals of freedom and the Enlightenment as
inspiration for revolutionaries, etc.

3. Complete the following Venn diagram comparing the following revolutionary

processes: you must include at least three items in each space.

HAITIAN REVOLUTION - FRENCH REVOLUTION:

Answers may vary. Elements included in the Haitian Revolution include slavery, self-
led Rebellion, influence of the French Revolution, human rights, etc. The Side on the
French Revolution may include elements like hierarchical society, discontent with the
monarchy, despotism, etc. Common elements include uprising, long-term social
changes, development of human rights, etc.

4. Develop a brief essay on the following topic: WOMEN AND THE AGE OF
REVOLUTIONS (8 POINTS)
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Answers may vary. Students must include ideas around the role of spies, soldiers and
writers in the different conflicts studied. They may also make a connection between
the lack of human rights and personal liberties women had to face during the period.
ACHIEVEMENT 3. Global Perspectives - Develops evaluation, analysis, and reflection
skills by addressing the problem of the ‘Digital World’, generating connections, and
understanding of the impact scientific and technological advances have on the
development of global, local and personal issues.

1. Define DIGITAL EFFICACY? (4 points)

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Answers may vary. Digital literacy is understood as the ability to find, analyse and
communicate information through the different digital platforms available, in an
efficient manner.

2. Analyse the following meme. Relate it to concepts we discussed about during this
quarter:

Source: Meme Personalizado - yo naciendo en la era digital - 31966033. (s.f.).

MemeGenerator.es. https://www.memegenerator.es/meme/31966033

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Answers may vary. Students may mention that digital sometimes is similar to fiction,
they may discuss their own experience with technology, the digital gap between
generations, etc.

3.Complete the following chart. You must include at least four items in each category (8
points)

ACCESS TO INTERNET
OPPORTUNITIES DISADVANTAGES
 OPPORTUNITIES DISADVANTAGES

Answers may vary. Communication, Answers may vary. Crime, cyberbullying,

education, connection with people attacks on human rights, social
abroad, new ways to build knowledge, isolation, lazyness, etc.
etc.

4. Create a coded world map using the following information and the template below.
Don’t forget to include a clear map key to understand the given information. Then,
analyse the information given: (10 points)

Title: ____________________________________________________________________

Country Total Smartphone Smartphone

Population Penetration Users

1.
910.14
China 1.43B 63.8%
M

2.
647.5
India 1.42B 45.7%
3M

3.
United 249.2
338.29M 73.7%
States 9M

4.
192.15
Indonesia 275.5M 69.7%
M

138.85
5. Brazil 215.31M 64.5%
M
 6.
105.9
Russia 144.71M 73.2%
M

7.
97.23
Japan 123.95M 78.4%
M

8.
80.63
Mexico 127.5M 63.2%
M

9.
80.45
Nigeria 218.54M 36.8%
M

10.
70.61
Philippines 115.56M 61.1%
M

Source: Source: Top Countries/Markets by Smartphone Penetration & Users | Newzoo. (s.f.). Newzoo.
https://newzoo.com/insights/rankings/top-countries-by-smartphone-penetration-and-users
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Answers may vary. The color map could resemble the following example:

Source: Smartphone Ownership and Internet Usage Continues to Climb in Emerging Economies. (s.f.). Pew Research Center's
Global Attitudes Project. https://www.pewresearch.org/global/2016/02/22/smartphone-ownership-and-internet-usage-
continues-to-climb-in-emerging-economies/

The analysis of the information provided should show that smartphone penetration is
higher in Asian countries, how it has increased through the years, the current
digitization of the world, among other things.