Name _____________________________________________ Class Period _______________

Humanities
Part I: Humanities (25 questions): The following is a list of concepts, works, people, ideas you should
review for the exam. As you study these, consider who or what they are (identification) and why they are
important (significance).

Baroque
1. Baroque: Characteristics of baroque humanities; impact of historical context on the arts;
northern vs. southern baroque characteristics (and why)
2. People to know: Bernini, Caravaggio, El Greco, Hobbes, Locke, Moliere, Velazquez
3. Works to know: The Calling of St. Matthew, Las Meninas, St. Teresa in Ecstasy, Tartuffe
(general plot and purpose), Versailles
4. Ideas: Counter-Reformation; Scientific Revolution; Absolutism

18th Century: Rococo/Neoclassical/Enlightenment

1. Characteristics of neoclassical and rococo arts; impact of historical context; goals and major
ideas of the Enlightenment
2. People to know: David, Diderot, Montesquieu, Rousseau, Adam Smith, Voltaire, Wollstonecraft
3. Works to know: Oath of the Horatii

Romanticism
1. Characteristics of romanticism; impact of historical context
2. People to know: Beethoven, Delacroix, Goya, Turner
3. Works to know: Execution of the Madrilenos (Third of May), Charles IV of Spain and His
Family, Massacre at Chios, The Slave Ship, Napoleon Crossing the Alps
4. Ideas: Romantic music characteristics

Non-Western
1. Ming
2. Mughal
3. Ottoman
4. Safavid
5. Works: Forbidden City, Taj Mahal, Blue Mosque, Fatehpur Sikri

Humanities Habits of Mind: You should be able to answer these kinds of questions about a work:
1. What factors influenced a work of the humanities?
2. How does a work reflect the characteristics of a time period or movement?
3. What was the intent of the artist/composer/author/creator? (Why did the artist do what he or
she did?) What were the characteristics of the art and music for each time period?
4. What artistic/compositional/literary techniques are shown in a work? How do these affect the
viewer/listener/reader/audience?
5. Why was the work created?
6. What is the meaning or message of a work?
7. What is the significance of this work or its creator?
8. How is this work similar to other works?
 Part II: English: (25 questions): The English questions on the exam, rather than testing information about
specific works you’ve studied, require you to use literary analysis skills to answer questions about pieces of writing
from the major time periods from the semester. Practice the type of literary analysis required on the exam by
reading the works on the next few pages and answering the questions provided.
Sonnet 18
by William Shakespeare
Shall I compare thee to a summer's day?
Thou art more lovely and more temperate.
Rough winds do shake the darling buds of May,
And summer's lease hath all too short a date.
Sometime too hot the eye of heaven shines,
And often is his gold complexion dimmed;
And every fair from fair sometime declines,
By chance, or nature's changing course untrimmed.
But thy eternal summer shall not fade
Nor lose possession of that fair thou ow'st;
Nor shall death brag thou wand'rest in his shade,
When in eternal lines to time thou grow'st,
So long as men can breathe or eyes can see,
So long lives this, and this gives life to thee.
8. Explain how this poem reflects the
characteristics of Romanticism.
9. Explain the allusions to Proteus and
Triton in the last two lines.
10. Give at least two examples of the
poet’s use of personification.
11. Why do you think the poet used this
personification?
12. Which philosopher do you think
would most agree with Wordsworth’s
ideas? Why?
13. What message do you think
Wordsworth is trying to give his reader?
14. What is a theme of this poem?
1. What is the speaker’s attitude toward the
person to whom the poem is addressed?
1
2. What is the purpose of the extended
comparison to a summer’s day in lines 1-8?
5
3. What is the meaning of the word “fair” as
it’s used in the poem? Does its meaning
change?
10
4. What figurative language is used in line 11?
5. What is “this” in line 14?
6. Summarize lines 9-14.
7. What is a theme of the poem?
The World is Too Much With Us
by William Wordsworth
The world is too much with us; late and soon, 1
Getting and spending, we lay waste our powers:
Little we see in Nature that is ours;
We have given our hearts away, a sordid boon!
This Sea that bares her bosom to the moon; 5
The winds that will be howling at all hours,
And are up-gathered now like sleeping flowers;
For this, for everything, we are out of tune,
It moves us not.--Great God! I'd rather be
A Pagan suckled in a creed outworn; 10
So might I, standing on this pleasant lea,
Have glimpses that would make me less forlorn;
Have sight of Proteus rising from the sea;
Or hear old Triton blow his wreathed horn.
 The Bait
by John Donne

Come live with me, and be my love, 1 Let others freeze with angling reeds,
And we will some new pleasures prove And cut their legs with shells and weeds,
Of golden sands, and crystal brooks, Or treacherously poor fish beset,
With silken lines, and silver hooks. With strangling snare, or windowy net. 20

There will the river whispering run 5 Let coarse bold hands from slimy nest
Warm'd by thy eyes, more than the sun; The bedded fish in banks out-wrest;
And there the 'enamour'd fish will stay, Or curious traitors, sleeve-silk flies,
Begging themselves they may betray. Bewitch poor fishes' wand'ring eyes.

When thou wilt swim in that live bath, For thee, thou need'st no such deceit, 25
Each fish, which every channel hath, 10 For thou thyself art thine own bait:
Will amorously to thee swim, That fish, that is not catch'd thereby,
Gladder to catch thee, than thou him. Alas, is wiser far than I.

If thou, to be so seen, be'st loth,

Note: This poem bears striking similarity to a
By sun or moon, thou dark'nest both,
Renaissance poem by Christopher Marlowe
And if myself have leave to see, 15
that begins with the same line. You might find
I need not their light having thee.
a comparison to be interesting.
______________________________________________________________________

15. Write a one-sentence summary of each of the stanzas:

a. Stanza 1:

b. Stanza 2:

c. Stanza 3:

d. Stanza 4:

e. Stanza 5:

f. Stanza 6:

g. Stanza 7:

16. What is the extended metaphor in the poem? Why do you think Donne chose this metaphor?

17. How does Donne feel about being in love?

18. How does the mood of the poem change from the beginning to the end?

19. Donne is classified as a metaphysical poet. How does this poem fit this description?

20. What is a statement of the poem’s theme?

 Literary Terms You Need to Know for the Exam (and just because they’re good to
know so people will like you): Be able to apply these to things you read.
irony: situational, dramatic, verbal
character: protagonist, antagonist, dynamic character, static character, foil
types of speeches in drama: monologue, soliloquy, dialogue, aside
symbolism
foreshadowing
stanza
simile
metaphor
personification
allusion
hyperbole
alliteration
theme
tone
mood
Proofreading and Editing: On the exam, you’ll see some sentences with problems, and your job will be
to find the problem and fix it. Make sure you know the following to help you out:
A. Compound sentences: how to punctuate them when using a coordinating conjunction and when using a
conjunctive adverb
This is an independent clause, and this is also an independent clause.
This is an independent clause; furthermore, this is an independent clause.
This sentence has a compound predicate and so does not need a comma.
B. Complex sentences: punctuating sentences containing adverb clauses
When the adverb clause comes at the beginning, you should follow it with a comma.
You would not want to use a comma if the sentence ends with an adverb clause.
C. Apostrophes to show possession
D. Commonly confused words: its/it’s, their/there/they’re, to/too/two, contractions with “have” (ie. should’ve, should
have—not “should of”)
E. Punctuation of titles
italics (underline if writing by hand): books, movies, plays, operas, albums
quotation marks: short stories, poems, songs
F. Subjective/objective/reflexive pronouns:
My friend and I never get pronouns confused. (I=subject) I, we, he, she = subjective
Please ask my friend or me if you are confused. (me=direct object) me, us, him, her = objective
I poked myself in the face accidentally. (myself=reflexive) myself, himself, herself = reflexive
She and I are awesome at grammar. (she and I= subject)
Go ahead and give the grammar award to her and me. (her and me=objects of preposition)
Don’t try to tell me you are better at grammar than she and I. (tricky elliptical clause; she and I
are subjects of “she and I [are].”)
G. Colons are used to introduce things, but the part of the sentence before the colon must be able to stand alone.
The most important rule of colons is this: make sure that whatever comes before the colon can stand alone.
The most important rule of colons is to make sure that the part before the colon is complete.
Proofreading Practice: Correct any errors you find in the following sentences:
1. My friends and I hope that my teachers essay test over Voltaires Candide is not to

challenging but are studying extra hard just in case.

2. Because my cat and myself both hate cold weather we spent the weekend huddled under the

cover’s together.

3. Although I didnt want to go to my lab partners party with Teresa or her, Lisa made me go

anyway.

4. Paul and Mary should of listened to Fran and myself about the whether and brought

umbrellas with them to see the midnight showing of “Gravity.”

5. I decided to read The Shining, when I learned that Steven King was writing a sequel to the

original novel about that scary kid as an adult.

6. My parent’s told me and my brother not to throw the football in the house, however we did not

listen and broke a lamp.

7. Four things my girlfriend and I love to eat are: seafood enchiladas, pan-fried corn cakes,

movie theater popcorn, and raw yams.

8. Please give the receipt to Lindsey, Connor, or myself because we cannot reimburse you, if

you don’t give us the proper paperwork.

9. Alfonzos aunt ate apples and also audibly announced another annual automobile association

audit.

10. My doctors orders were to avoid chocolate, flour, and eggs; but, I still enjoy eating chocolate

chip cookies by the dozen, and devoured some earlier today.

11. My only friend Fiorello and I tried to find something wonderful to do to celebrate our fifteenth

birthday’s because he and I were so disappointed that we didn’t do anything the last three years

to celebrate.

12. I thought I understood all of these grammar rules; unfortunately I am still puzzled by

commas and some of there uses.

Part III: World History AP (25 questions)
Corresponds with Traditions & Encounters, 5th edition. You should also review your notes and your packet for your
last power CAP(CAP answer will help you with the Modern period of this review) to help you complete this

Early Modern Age

Part 5 – The Origins of Global Interdependence 1500 to 1800
 What major trends developed during this time period?

Chapter 21 – Reaching Out: Expanding Horizons & Chapter 22 – Transoceanic Encounters and Global
Connections
 Who was involved in exploration? Why did they feel the need to explore? What did they need?
Where did they go? How were they able to make these journeys (ex. technological advances)?
 What were the positive and negative effects of the Columbian Exchange?
 What were Ming China’s motives for Zheng He’s expeditions? How did these compare to those of
Europe? What was the impact of the Ming on trade?

Chapter 23 – Transformation of Europe

 What were the basic principles of the Protestant and Catholic Reformations?
 Define absolute monarchy and constitutional monarchy. How do they compare to one another?
 How did monarchs such as Louis XIV, Peter the Great, and Catherine the Great centralize power
in their respective states? What role did mercantilism play in this? Describe the expansion of
Russia.

Chapter 24 – New Worlds: The Americas and Oceania

 How did the Spanish and Portuguese politically and socially administer their new colonies in the
Americas?
 What major industries developed in the Americas as a result of European conquest?
 What were the effects of various forms of coercive labor, such as slavery, in the Americas?
 Describe the social structure of the New World and its impact.

Chapter 25 – Africa and the Atlantic World

 How did various African societies respond to the growing European presence?
 Describe the extent of Africa’s involvement in the slave trade. What effect did this have on
various societies?
 What is the impact of slavery on Africa, Europe, and the New World?
 Why were Europeans in Africa at this time? Where were they?

Chapter 26 – Tradition and Change in East Asia

 How did China recover from years of Mongol rule? How did Chinese emperors centralize power?
 How was China organized socially? What restrictions were placed on women (ex. footbinding)?
 How did the Tokugawa Shogunate in Japan centralize power? What obstacles did they face?

Chapter 27 – The Islamic Empires

 Describe the Islamic Empires. What factors contributed to the rise and decline of the Islamic
empires?
 How did Muslim rulers, such as Süleyman and Akbar, centralize power? What role did religion
play?
  What role did the Ottomans play in global trade?
 What outlets for power were available to women, and what restrictions were placed on them (ex.
sati, harem)?

What was the status of women throughout the Early Modern and Modern period of history? Be able to
give examples for each region.

Modern Age
Part 6 – An Age of Revolution, Industry, and Empire, 1750 - 1914
 What major trends developed during this time period?

Chapter 28 – Revolutions and National States in the Atlantic World

 What were the basic principles of the Enlightenment philosophers? Describe the ideas of
Rousseau, Montesquieu, Voltaire, Adam Smith, Olympe de Gouge, and Karl Marx.
 Describe the impact of leaders such as Napoleon, Bolivar, San Martin, and L’Overture.
 What were the causes and effects of the American, French, and Latin American revolutions? How
did they influence one another?

Chapter 29 – The Making of Industrial Society

 What factors laid the foundation for the Industrial Revolution? Where did it begin? What major
effects did it have on governments and society?

Chapter 30 – The Americas in the Age of Independence

 How does westward expansion impact the United States?
 What does independence look like in Latin America?
 Describe the Mexican Revolution (1910-1920). Who were the key figures and what was their
impact?
Chapter 31 – Societies at Crossroads
 Describe the Ottoman Empire, Russian Empire, Qing China, and Japan in the Modern Period.
 What impact do Western nations have on these regions?