Western Civilization I
Spring 2001
Professor Knight

Mid Term Review Sheet.

The exam will cover all the material we have gone over in class to date—i.e., the origins 
of civilization, Mesopotamia, Ancient Egypt, the Hebrews, Ancient Greece and the 
Roman Empire.  The exam will consist of four sections: a chronology (10 points), 
identifications (20 points), short answers (10 points), and a short essay question 
(20 points).  The exam will be graded according to the number of points accumulated out 
of a maximum possible total of 60.          

I would like the exams written in blue examination books, which you can buy at the 
campus book store.  Bring two books to class in case you run out of space.

I.  Chronology:  You will be given a list of 12 events.  Your task is to place the events in 
the proper chronological order by numbering them in the space provided.  For example
	_____ The Battle of Marathon	
	_____ Building of the Great Pyramids	
	_____ The Hebrew “Exodus”
Hints:	
1) As much as possible, I try to choose events that reflect causal relationships: not only 
does one thing happen after another, but that one thing could not have happened without 
the other.  Try to think of possible relationships between the events as you put them in 
order.  
2) The events listed are generally representative of some larger process or phenomenon.  
For example, the Battle of Marathon, listed above, was a pivotal event in the Persian 
Wars which marked the opening of the “golden age” of classical Greece at the beginning 
of the 5th century BC.  If think of events in their broader contexts, it is often much easier 
to place them chronologically.

II.  Identifications:  I will give you a list of approximately eight terms to identify of which 
you will choose four.  All of these terms will be taken from the handouts I have 
distributed. I expect each identification to consist of 3-4 complete sentences addressing 
the basic questions--“who, what, where and when.” In addition, it is very important that 
you also indicate why the item in question is significant.  Some examples of possible 
identifications include:

    Mycenaeans	Cuneiform	“Law of the Twelve Tables”

Hint:  In picking terms for identification, I look for items that reflect important trends or 
turning points.  When reviewing materials, try to keep in mind the larger picture—why an 
event or individual is important, how it fits into broader historical processes.  In so doing, 
you should be drawn toward the items that I am most likely to pick.

III. Short Answers: You will be given a choice of three or four questions of which you will
write on two. The questions will be more factual than interpretive and
will draw on points that have been discussed in detail either in class or in the textbook.
You should be able to provide a fairly thorough answer in two to three sentences.
    
Hint: In general I will tend to chose questions that touch on pivotal moments or
important historical problem. You should try to make these larger connections clear. At
the same time, when you write your answers be sure to include as much specific information
as possible. Vague and abstract answers will get you partial credit at best.

Sample: What happened to the empire of Alexander the Great after his death?

IV.  Essay Question: You will choose one question on which to write out of a list of two 
or three.  You essay should be well written and well-organized.  Take time to jot down 
initial ideas, draw up an outline, and reread the question before you actually begin to 
write.   Begin with a clear statement of the position that you will argue throughout the 
essay.  I expect you to show both factual knowledge and the ability to articulate and 
defend an interpretive position.

Hint:  Almost always the essay questions I write reflect important interpretative points 
that I have brought up in class.  Be sure to read the question carefully before writing.  If 
you can connect the question to issues raised in class you are well on the way toward a 
successful essay.

Sample:  “One of the attributes of civilization is the ability to place oneself in time, to 
view people and events in relation to what has been and will be.  In other words, 
civilizations have a sense of history.  But not all civilizations perceive history in the same 
way.  Compare and contrast ways of perceiving history and the passage of time among 
the Ancient Egyptians, the Hebrews and the Classical Greeks.”