Global History & Geography II: c. 1750 to the Early 21st Century — Final exam

Parent / teacher answer key

A course-authored written history assessment. Use two 60-minute blocks for the midterm, three for the final, and one for the optional sample. Marking and revision have a separate parent-plan session.

40 questions · 120 points · suggested 180 minutes

Student instructions

Use supplied evidence and your timeline; notes and a glossary are permitted.
Give short reasoned answers; distinguish observations from interpretations.
Keep worked keys closed until after attempting the paper.
Equivalent supported explanations and accessible response formats are accepted.

Historical inquiry methods

Task	Method
Context	Identify period, place, institutions, and earlier conditions.
Source	Identify maker, date, purpose, form, and limits.
Causation	Explain a mechanism; chronology alone is not causation.
Comparison	Use stated criteria and comparable evidence.

Coverage and marks

Chapter	Questions	Points
The World Around 1750 & Atlantic Revolutions	1, 2, 3, 4, 5	15
Nations, Industry & Economic Life	6, 7, 8, 9, 10	15
Reform, Imperialism & Asian Transformations	11, 12, 13, 14, 15	15
World Wars, Revolution & Dictatorship	16, 17, 18, 19, 20	15
Genocide, Postwar Institutions & Cold War	21, 22, 23, 24, 25	15
Independence, Regional Conflicts & Cold War’s End	26, 27, 28, 29, 30	15
Global Networks, Rights & Political Transitions	31, 32, 33, 34, 35	15
Global Challenges & Historical Inquiry	36, 37, 38, 39, 40	15

Name: ____________________ Date: ____________________

Question 1 · 3 points

Illustrative figures: a trading venture receives 100 monetary units; 50 pay transport and materials, 35 go to investors, and 15 pay labor. These are invented values, not historical accounts. Explain what the allocation shows and why it cannot establish workers’ living standards.

Question 2 · 3 points

Teaching summaries: a pamphlet says authority depends on consent; a voting rule limits participation by property and sex. No original pamphlet quotation is supplied. Explain the tension and identify evidence needed to evaluate actual political access.

Question 3 · 3 points

Teaching scenario: a patriot pamphlet asserts liberty; an enslaved person seeks freedom through an opposing army’s offer. The summaries are illustrative, not copied testimonies. Explain why the person’s decision need not reflect indifference to liberty.

Question 4 · 3 points

Teaching summaries: a declaration announces equal rights; a later code strengthens uniform law but gives unequal family authority to men and women. Explain why these changes must be evaluated on more than one criterion.

Question 5 · 3 points

Teaching summary: leaders declare independence after war; a former colonial power later demands payment for recognition. This is a paraphrased sequence, not an exact document quotation. Explain why independence and recognition are distinct and how a payment demand could constrain choices.

Question 6 · 3 points

Teaching comparison: State A becomes a republic after a war; State B separates under a monarchy. Both initially preserve large unequal landholdings. The states are invented, not substitutes for particular countries. Explain what the forms reveal and what they leave unknown about equality.

Question 7 · 3 points

Teaching scenario: a new state proclaims national unity but restricts a minority language in public schooling. No real statute is quoted. Explain a possible tension and name records needed to assess consequences.

Question 8 · 3 points

Illustrative workshop: 10 workers make 100 items in a day; after a machine is introduced, 10 workers make 180 in a day of the same length. These are invented figures. Calculate output per worker and explain what remains unknown about wellbeing.

Question 9 · 3 points

Teaching scenario: a public utility lowers user fees but receives tax support. No actual budget or country is represented. Explain why user price alone cannot establish whether the policy is efficient or fair.

Question 10 · 3 points

Illustrative household: weekly pay rises from 10 to 12 units while a fixed basket of necessities rises from 5 to 7. The quantities and prices are invented. Compare the number of baskets the pay can buy and qualify the conclusion.

Question 11 · 3 points

Teaching scenario: a law limits working hours for covered children; an inspection finds that a workshop outside its stated category uses longer hours. Explain why the finding requires attention to both coverage and enforcement.

Question 12 · 3 points

Teaching scenario: a colonial report praises a railway; a local account describes land seizure and labor demands. Neither provides the full legal or economic record. Explain how the railway could serve trade while imposing unequal costs.

Question 13 · 3 points

Teaching scenario: an official notes local soldiers serving in an imperial army and concludes the population supports colonial rule. Explain the inference’s limits and propose a better inquiry.

Question 14 · 3 points

Teaching scenario: a map marks five ports opened by a treaty but colors the whole country as if annexed. Explain the map’s error and identify the evidence needed to clarify authority.

Question 15 · 3 points

Teaching scenario: a government expands schooling and conscription while retaining a narrow electorate. Explain why institutional participation and political decision making differ.

Question 16 · 3 points

Teaching scenario: an imperial recruitment poster depicts volunteers, while a labor record lists compulsory service. The records are illustrative summaries. Explain why both can be relevant without proving one universal experience.

Question 17 · 3 points

Teaching scenario: a party promises peace and land; later records show an agreement ending one front of war and continuing conflict inside the country. Explain why the promise and the outcomes require separate scopes.

Question 18 · 3 points

Teaching scenario: a commentator says one 1919 clause inevitably caused a war twenty years later. No actual clause is quoted. Explain what a causal account would need beyond this assertion.

Question 19 · 3 points

Teaching scenario: a state report celebrates higher industrial output while a separate account describes compulsory labor and food shortage. Explain how both records should affect an evaluation.

Question 20 · 3 points

Teaching scenario: a campaign depends on ships built in one region, fuel from another, and troops and labor recruited across an empire. Explain why a national label alone gives an incomplete account of the campaign.

Question 21 · 3 points

Teaching summaries: a transport list documents a deportation; a survivor describes family separation; a site record identifies a killing center. No invented survivor quotation is supplied. Explain how the forms corroborate different parts of an account and what each cannot establish alone.

Question 22 · 3 points

Teaching scenario: a textbook says one August 1945 event alone forced surrender, citing only the sequence of dates. Explain what additional evidence is needed and how to keep civilian consequences distinct from causal debate.

Question 23 · 3 points

Teaching summaries: a government proposes aid to defend freedom; a recipient’s budget records spending on infrastructure. Neither supplies all conditions or political outcomes. Explain what each supports and what remains unknown.

Question 24 · 3 points

Illustrative scenario: local officials report a harvest of 100 units though only 60 exist; a procurement order removes 70 based on the report. No historical quantities are claimed. Explain the mismatch and identify how it could threaten households.

Question 25 · 3 points

Teaching scenario: a territory obtains elected national leadership but continues exporting one commodity through a foreign-owned company. Explain political change and a possible economic continuity without declaring the entire transition meaningless.

Question 26 · 3 points

Illustrative record: 1,000 households are listed as having crossed a border; the record excludes people who stayed or crossed elsewhere. Explain what the figure measures and what it cannot establish about total displacement or motives.

Question 27 · 3 points

Teaching comparison: one territory negotiates a transfer after elections; another experiences a prolonged war under settler rule. Explain why a difference in route does not establish a hierarchy of cultural capacities.

Question 28 · 3 points

Teaching scenario: a 1947 proposal map, a later control map, and a bilateral treaty are displayed together without dates. Explain why the display needs clear labels before supporting a historical claim.

Question 29 · 3 points

Teaching summary: a foreign force withdraws after an agreement, but local armies continue fighting for two years. Explain why describing the first date as the complete end of war is inaccurate.

Question 30 · 3 points

Teaching scenario: a display labels a 1989 image of the Berlin Wall as Soviet dissolution and describes immediate German reunification. Explain the corrections and why the distinctions matter.

Question 31 · 3 points

Illustrative product: sale revenue is 100 units, imported components cost 60, and local wages are 15. Other costs and returns use the remainder. Calculate the remainder after components and explain why it is not all wages or profit.

Question 32 · 3 points

Teaching scenario: a declaration states a right to education, while a district has no school places for a particular community. Explain the gap and identify evidence needed to assess the institutions addressing it.

Question 33 · 3 points

Teaching scenario: a new voting system includes previously excluded adults, but housing access remains uneven across neighborhoods. Explain the institutional gain and the continuing issue without making either erase the other.

Question 34 · 3 points

Teaching scenario: a foreign cable reports a military government’s claim that detainees are dangerous, but gives no individual evidence. Explain the cable’s value and its limits.

Question 35 · 3 points

Illustrative district: a network covers 90 of 100 households, but only 55 can afford service and use the required equipment. Compare coverage and practical participation, then identify missing information.

Question 36 · 3 points

Illustrative record: 100 border crossings include 20 people crossing twice and 60 people crossing once. Calculate distinct people represented and explain one limitation of the record.

Question 37 · 3 points

Teaching scenario: an institution calls a place safe, but its protection force lacks resources and cannot prevent an armed takeover. Explain the distinction and identify evidence needed to evaluate responsibility.

Question 38 · 3 points

Illustrative data: Region A emits 100 units with 10 residents; Region B emits 120 with 30 residents. These are invented emissions and populations. Calculate per-person rates and explain why neither measure alone settles a policy judgment.

Question 39 · 3 points

Illustrative balance sheet: assets are worth 100 units, debt is 90, and equity is 10. Assets fall to 95 while debt remains 90. Calculate the new equity and the percentage loss of equity; identify a limitation.

Question 40 · 3 points

Teaching task: compare the French Revolution, South African transition, and the human-rights unit using only supplied materials. Develop a thesis about the difference between a written principle and practical participation, then identify limits.

Revisit the covered chapters

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