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The Age of Revolution 7 3 Teaching Thinking for Effective Learning in History Sample Assessment Tasks for the Revised Secondary Two Syllabus Prepared by Personal, Social and Humanities Education Section, Curriculum Development Institute, Education Department, Hong Kong First Print: 2000 © 2000 Copyright belongs to the Education Department, Hong Kong. Except for teaching and other non-profit-making purposes, no part of this book should be duplicated without the written consent of the Education Department. ISBN 962-8103-50-4 Contents PREFACE I. Multiple Choice Questions 1 1. Renaissance 2 2. The Age of Revolution 7 3. Life in the Age of Machines 18 4. East-West Encounters 20 II. True or False 24 1. The Age of Revolution 25 2. Life in the Age of Machines 27 3. East-West Encounters 29 4. Growth and Development of Hong Kong up to the Early Twentieth Century 31 5. Mixed Topics 33 III. Fill in the Blanks 35 1. Renaissance 36 2. Life in the Age of Machines 38 3. East- West Encounters 42 IV. Fact or Opinion 44 1. Renaissance 45 2. The Age of Revolution 46 3. East-West Encounters 47 V. Long Questions 49 1. The Age of Revolution 50 2. Life in the Age of Machines 54 3. East-West Encounters 61 VI. Creative Questions 63 1. The Age of Revolution 64 2. Life in the Age of Machines 66 3. East-West Encounters 68 PREFACE In May 1999, the Humanities Unit of Curriculum Development Institute produced a handbook on "Teaching Thinking for Effective Learning in History - Sample Assessment Tasks for the Revised Secondary One Syllabus" to support the implementation of the revised S1-3 History Syllabus and to change the traditional emphasis on rote learning in assessment. This handbook is the second series of the above work. Similar to the first series, this handbook provides some examples of examination questions (but on the topics of the revised S2 History Syllabus) which are considered more effective in assessing students' thinking skills, historical concepts and basic historical knowledge. It is hoped that the change in the format of assessment will further arouse students' interest in History and enhance their thinking skills and creativity. We would like to express our gratitude to Mr Gary W.Y. LO of Hotung Secondary School for providing us with some materials for this handbook. Teachers are welcome to send their comments on this work to the following address: Principal Curriculum Development Officer, Personal, Social and Humanities Education Section, Curriculum Development Institute, 13/F, Wu Chung House, 213 Queen's Road East, Hong Kong. March 2000 Multiple Choice Questions For the rationale and principle for designing multiple choice questions, please refer to "Multi-purpose multiple choice questions” (p.16-19 of "Sample Assessment Tasks for the Revised Secondary One Syllabus”) Note: Answer for each of the following multiple choice question is A. Teachers who want to adopt these questions are reminded to rearrange the order of the options. I. Multiple Choice Questions 1. Renaissance 1. The Renaissance started in Italy. Why? A. Italy became wealthier as it acted as a centre for European trade with the East. Cause B. The people in Italy were greatly influenced by humanism. and result C. The Renaissance later spread to other European countries such as England, France and Germany. D. Italy had a very long history. 2. The decline of the Church contributed to the development of the Renaissance. Why? A. The development of all new ideas was controlled by the Church in Medieval times. B. The popes employed the best artists to beautify Explanation the city. C. The position of the Pope was very important. Even the emperors respected him. D. The Church taught that people should not care about beautiful things. 3. Feudalism began to break down before the Renaissance. Which option below does not agree with this statement? Logical A. The population declined. The number of farmers decreased. Thinking B. Trade expanded quickly. Agriculture became relatively less important. C. Industries started to develop and many people went to work in the towns. D. Many people became merchants and industrialists. 4. Why were many landlords willing to free their serfs before the Renaissance? A. The landlords could in return receive money from the serfs. Explanation B. Many freed serfs moved to live in towns. C. The serfs became cheap labour force in towns. D. Their serfs were rebellious and difficult to control. - 2 - 5. Many Renaissance scholars were humanists. What evidence can be used to support this statement? A. Most of their works were about people and the world. Evidence B. All of them studied the structure of the human bodies. C. All of them were human beings and studied art and literature. D. Most of their works were about religious belief. 6. Refer to Source A (Renaissance drawing) and Source B (Medieval drawing) below. What conclusion can you draw on the major difference between the works of the two Comparison periods? Source A Source B Painting showing the Angel Gabriel visiting Mary Painting showing the Angel Gabriel visiting Mary A. The drawings in the Renaissance period are more vivid and there is the use of perspectives. B. The theme of art in the Renaissance period was mainly on human beings while that in the medieval period was mainly on religious matters. C. The works in the medieval period reflected the influence of the church. Those in the Renaissance period did not. D. Self-portraits were popular in the Renaissance period but not in the medieval period. - 3 - 7. The Renaissance art was very different from the medieval art. Which option below agrees with this statement? A. Renaissance art was rich in colour and more vivid. Logical B. "Mona Lisa" painted by a Renaissance artist became a famous thinking painting. C. The Renaissance art was much more religious. D. The subjects in the Renaissance art were mostly animals. 8. Apart from the interest in art, the Renaissance scholars were also interested in science. This is shown by the fact that I. A Renaissance scientist suggested that the earth went round the sun. II. A Renaissance scientist developed the telescope. Evidence III. The Renaissance artists regarded the human bodies as beautiful. IV. The style of the buildings in the Renaissance was not Gothic. A. I and II only B. II and III only C. I and IV only D. I, II and III only 9. Refer to the two sources on the drawing of human figures below. What can we say about science in the period of the Renaissance? Deduction Source B Source A A human body drawn in the Leonardo's drawing of a human figure in the Middle Ages. late 15th century. A. The knowledge concerning human bodies was much more accurate than that in the Middle Ages. B. There was much progress in medicine in the Renaissance period. C. People were more interested in human bodies in the Renaissance period. D. Humanism was very popular in the Renaissance period. - 4 - 10. The religious movement led by Martin Luther had much influence on Europe. Why? A. He and other religious leaders set up Protestant churches in many Explanation countries. B. He told the people not to believe in God anymore and Christianity declined since then. C. He improved the Catholic Church by eliminating all its evils. D. Many non-Christians began to believe in Christianity. 11. The Renaissance scholars questioned the power of the Church. What was the result of this? A. Many scholars began to question the power of the king as well. Cause B. The French Revolution broke out in 1789. and C. The Church ceased to exist as many people found the religion wrong. result D. There was great progress in science. Telephones and televisions were invented then. 12. Which of the following is not the work of the Renaissance period? A. B. - 5 - C. D. - 6 - 2. The Age of Revolution 1. Historians do not regard "a change of rulers of a regime (government)" as a revolution. Why? A. It is not a great change as it does not change the ruling system. B. A change of rulers often brings about a change of dynasties. Explanation C. Revolutions can be classified into political, economic and social revolutions. D. If a change of rulers is a revolution, there would be too many revolutions in history. 2. Industrial Revolution is regarded as an economic revolution because A. it changed the whole system of economic activities. B. it started in an economically powerful country -Britain. Explanation C. many European countries became much stronger and wealthier after it. D. many revolutions led by the poor took place during this period. 3. The power of the monarchs in the Middle Ages was absolute. Which option below provides evidence to support this statement? Evidence A. They could appoint unpopular people as high officials. B. The monarchs were hereditary. They were not elected by the people. C. Nobles had many privileges. They occupied many government posts. D. The monarchs could tax the commoners regularly. 4. The nobles and clergy had many privileges at the expense of the commoners. What can we deduce from this? A. There were many signs of inequality in this society. B. The nobles and clergy were like evils. Deduction C. The nobles and clergy had much more contributions to the country. D. People would demand trade unions. - 7 - 5. The ideas of enlightenment included liberty and equality. The revolutionaries in the 19th century Europe demanded liberty and equality from the ruling class. What can we deduce from this? Deduction A. The ideas of enlightenment had affected many revolutionaries in the 19th century Europe.
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