Updated Multiple Choice Test Questions

Multiple Choice

Identify the choice that best completes the statement or answers the question.

A Hunting Scene (Oz Outback Internet Services, Queensland, Australia)

____ 1. What can historians discern from the painting of the Outback hunters shown above? a. Economic structures in the Outback relied on self-sufficient kinship groups. b. Aboriginal hunters of the Outback developed tools to adapt to the tundra. c. The hunters of the Outback developed spears and spear throwing devices to either replace or supplement the boomerang. d. Hunters are shown during the Dreamtime which represents complex religious beliefs.

____ 2. Referring to the map above, which of the following arguments would Jared Diamond, author of Guns, Germs, and Steel, most likely support a. The development of agriculture was mainly dependent on the availability of food and domesticable animals in the area b. The development of the concept of private property encouraged agriculture and the domestication of animals in an specified geographical area. c. The development of agriculture was mainly dependent of the use of metal tools and women’s experimentation with planting seeds in diverse geographic locations. d. The development of agriculture was an evolutionary adaptation of plants and humans which led to domestication of animals in an area.

CAVE-PAINTING 2ND-1ST MILL.BCE Cattle gathered next to a group of huts represented by white ovals. Behind a line of calves tethered to a rope are a group of women and children working. Fresco from

Tassili N'Ajjer. Henri Lhote Collection Musee de l'Homme, Paris, France

____ 3. What might the above suggest about the division of labor in pastoral nomadic societies in Tassili-n-Ajjer, Africa? a. Men were primarily responsible for herding and caring for cattle in Algeria b. African societies were rigidly stratified socially c. African societies were materiarchal in nature. d. Women and children played a role in herding and caring for cattle in Algeria.

____ 4. The early Aegean cultural hearth differed from earlier hearths in that it a. relied on economic exchanges and wealth b. controlled the trade on the Aegean Sea and did not rely on a river valley location c. was characterized by an early version of cosmoplitianism d. was warlike and aggressive compared to other civilizations

“What is recorded in the Buddhist scriptures is analogous to the teachings contained in the scripture of Laozi [the founder of Daoism] in China, and it is actually believed that Laozi, after having gone to India, instructed the barbarians and became the Buddha.” Yu Huan, Chinese historian,

circa 250 C.E.

____ 5. In the fictionalized account of the origins of Buddhism outlined in the passage above, Yu Huan’s likely purpose was to a. make it easier for his Buddhists readers to convert to Daoism b. hint at the existence o f an alternate set of Buddhist scriptures that were different from the officially accepted ones c. demonstrate the extent of missionary and trade links between China and India. d. assert the superiority of Chinese culture over non-Chinese cultures.

“Americans . . . who live within the Spanish system occupy a position in society as mere consumers. Yet even this status is surrounded with galling restrictions, such as being forbidden to grow European crops, or to store products that are royal monopolies, or to establish factories of a type the Peninsula itself does not possess. To this, add the exclusive trading privileges, even in articles of prime necessity . . . in short, do you wish to know what our future held?—simply the cultivation of the fields of indigo, grain, coffee, sugarcane, cacao, and cotton; cattle raising on the broad plains; hunting wild game in the jungles; digging in the earth to mine its gold.

”Simón Bolívar, “Jamaica Letter,” 1815

____ 6. Which of the following groups was Bolívar most trying to influence with this letter? a. Mulatto shopkeepers b. Plantation slaves c. Amerindian miners d. Creole elites

____ 7. Bolivar was describing the effects of which of the following economic policies? a. Feudalism b. Mercantilism c. Socialism d. Capitalism

The Xiongnu had defeated the king of the Yuezhi people and had made his skull into a drinking vessel. As a result the Yuezhi . . . bore a constant grudge against the Xiongnu, though as yet they had been unable to find anyone to join them in an attack on their enemy. . . . When the emperor [Wudi] heard this, he decided to try to send an envoy to establish relations with the Yuezhi.

SIMA QIAN, Records of the Grand Historian

____ 8. According to historian Sima Qian and what you know about the Han, which of the following was NOT a form of diplomacy employed by the Han toward the Xiongnu? a. paying the Xiongnu tribute b. resettling the Xiongnu border area with Chinese soldiers c. creating alliances with the enemies of the Xiongnu d. creating confederacies and recruiting Xiongnu into the ever expanding bureaucracy

“Refrain from exalting [praising] the worthy, So that the people will not scheme and contend; Refrain from prizing rare possessions, So that the people will not steal; Refrain from displaying objects of desire, So that the people’s hearts will not be disturbed. Therefore a sage [wise one] rules his people thus: He empties their minds, And fills their bellies; He weakens their ambitions, And strengthens their bones. He strives always to keep the people innocent of knowledge and desires, and to keep the knowing ones from meddling.” —From the Dao De Jing

by Lao Zi

____ 9. According to the Dao De Jing, a wise ruler governs well by a. displaying power and wealth. b. promoting education. c. holding up some people as most worthy. d. feeding and supporting the people

“Behave when away from home as though you were in the presence of an important guest. Deal with the common people as though you were officiating [presiding] at an important sacrifice. Do not do to others what you would not want others to do to you, then there will be no dissatisfaction either in the state or at home. . . . Lead the people by laws and regulate them by penalties, and the people will try to keep out of jail, but will have no sense of shame. Lead the people by virtue and restrain them by the rules of decorum [social expectations], and the people will have a sense of shame, and moreover will become good.”

—From the Analects of Confucius

____ 10. How does Confucius say rulers should treat common people? a. with harsh but just punishments and occasional rewards b. with the same respect they would show at an important ceremony c. with the same distrust and fear they feel toward rivals d. with disinterest

“. . . rewards should be rich and certain so that the people will be attracted by them; punishments should be severe and definite so that the people will fear them; and laws should be uniform and steadfast so that the people will be familiar with them. Consequently, the sovereign [ruler] should show no wavering in bestowing reward and grant no pardon in administering punishments, and he should add honor to rewards and disgrace to punishments—when this is done, then both the worthy and the unworthy will want to exert themselves. . .”

—From the writings of Hanfeizi

____ 11. Which words best describe Hanfeizi’s approach to governance? a. kind, compassionate, and fair b. decent, modest, and unassuming c. direct, strict, and unwavering d. sly, methodical, and devious

(British Museum/The Art Archive)

____ 12. In the above painting, Confucius is presenting a baby Buddha to the Daoist teacher Laozi. This is an example of which of the following? a. The spread of Buddhism from China to Japan. b. The coexistences of various belief systems in China. c. The diminished importance of Daoism in China d. The rejection of Buddhism by the Tang emperor

____ 13. The picture above depicts which of the following regarding Shi Huangdi a. Shi Huangdi’s use of force against Legalists in securing his power b. Shi Huangdi’s use of force against Confucians in securing his power c. Shi Huangdi use of force against the foreign influcence of Buddhism d. Shi Huandi’s use of force in his quest to gain immortality.

____ 14. The photograph above of a mosque (first erected in the fourteenth century) in the modern-day West African country of Mali best exemplifies which of the following historical processes? a. Imposition of religion through military conquest b. Spread of religion along trade routes c. Abandonment of indigenous cultural styles in the face of colonization d. Conflict between local and universalizing religions

____ 15. The map above indicates that a. Mali was a major source and hub of the gold trade b. Europeans had begun to make inroads in West Africa c. Mali remained isolated from Europe and the Middle East d. Atlantic ports were crucial for the transportation of salt and gold

____ 16. The map above shows the boundaries of a. Charlemagne’s kingdom b. Il-Khan c. Jagadai d. the Byzantine Empire

“His Majesty’s Government view with favor the establishment in Palestine of a naitonal home for the Jewish people and will use their best endeavors to facilitate the achievement of the object, it being clearly understood that nothing shall be done which may prejudice the civil and religious rights of existing non-Jewish

communities in Palestine”

____ 17. The Balfour Declaration quoted above was a statement that was inspired primarily by Britain’s need to a. contain instability caused by Zionist protests b. win World War I c. combat Arab unrest in the Middle East d. undermine the political influence of Austria-Hungary

____ 18. The photograph above reflects the architectural style preferred in a. the Ottoman Empire b. Orthodox Russia c. The Safavid Empire d. Mughal India

“We’ve heard the elders say, ‘When two men become anda their lives become one. One will never desert the other and will always defend him.’ This is the way we’ll act from now on. We’ll renew our old pledge and love each other forever.”

.....They held a feast on the spot and there was great celebration.

____ 19. The excerpt above from The Secret History of the Mongols illustrates the Mongols’ central value of a. conquest b. loyalty ties c. hierarchical deference d. feasting and celebration

____ 20. The Habsburg land claims represented on the map above reflect Charles V’s ambitions to a. spread Protestantism across Europe. b. consolidate Europe into empire under his control. c. establish constitutional monarchy across Europe. d. prevent the British from taking control of Europe.

____ 21. Which of the following about the spread of agriculture is supported by the map above? a. The global spread of agriculture reduced hunting and gathering peoples to a small minority of humankind. b. Agriculture originated in Africa and slowly spread outward to outlying core areas. c. India received agricultural influences from the Middle East, Africa, and China alike. d. Agriculture only arose where there was a scarcity of wild game.

____ 22. The map above shows which of the following empires at its greatest extent? a. The Toltec Empire b. The Mayan Empire c. The Aztec Empire d. The Incan Empire

We ask and require you that you consider what we have said to you, and that you take the time that shall be necessary to understand and deliberate upon it, and that you acknowledge the Church as the ruler and superior of the whole world,

But if you do not do this, and maliciously make delay in it, I certify to you that, with the help of God, we shall powerfully enter into your country, and shall make war against you in all ways and manners that we can, and shall subject you to the yoke and obedience of the Church and of their highnesses . . . and we protest that the deaths and losses which shall accrue from this are your fault, and not that of their highnesses, or ours, nor of these cavaliers who come with us.”

“El Requerimiento” of Spain in 1513

____ 23. The excerpt above was written in order to: a. Allow Native Americans an opportunity to retain their land b. Reduce the amount of bloodshed in the conquest of the Americas c. Refute the English monarchy’s claim to land in the Americas d. Legally justify the conquest of the Americas

“I know that my race must change. We cannot hold our own with the white men as we are. We only ask an even chance to live as other men live. We ask to be recognized as men. We ask that the same law shall work alike on all men. If an Indian breaks the law, punish him by the law. If a white man breaks the law, punish him also.”

Chief Joseph of the Nez Percé, “Lincoln Hall Speech,” 1879

____ 24. Which of the following groups was Chief Joseph most trying to influence with this statement? a. The Nez Percé b. The United States Government c. Native American Nations d. The United States Army

____ 25. Which of the following best describes the 1854 Japanese watercolor (Black Ship and Crew) depicted above? a. A protest poster against Japanese Imperialism. b. A depiction of the fear and alarm felt by the Japanese at the arrival of Commodore Perry c. A propaganda poster depicting Japanese naval superiority d. A post-WWI depiction of anti-war sentiment.

____ 26. Which of the following best describes the 1920 painting (Prague Street) by the German artist Otto Dix? a. A protest poster against growing anti-Semitism in Europe. b. A propaganda poster depicting post-war prosperity c. A representation of the failures of a Marxist society d. A post-First World War painting expressing antiwar sentiment.

The Seven Voyages of the Chinese Admiral Zhang He, 1405-1433 / © 2008 National Geographic Society. All rights

reserved.

____ 27. How did the voyages of Zhang He affect later European voyages that were looking for a water route to east Asia? a. Zhang He’s voyages proved to the Europeans that there was an established water route to south and east Asia, encouraging them to continue their explorations b. Zhang He’s voyages established that there were other rich trading nations to the east that merited further exploration. c. The people in those ports visited by Zhang He warned the Europeans that his ships were heavily armed with cannons, so the Europeans went heavily armed on their explorations. d. Since they were sixty years earlier Zhang He’s voyages had no effect on the later European explorations.

“When they divided Purusha, in how many different portions did they arrange him? What became of his mouth, what of his two arms? What were his two thighs and his two feet called?

His mouth became Brahman; his two arms were made into the rajanya; his two thighs the vaishyas; from his two feet the shudra were born.”

Selection from the Rig Veda c. 1700-1100 B.C.E

____ 28. The preceding passage explains the origins of what in the Ancient world? a. Ancestor worship in China b. The construction of the Colossus of Rhodes c. The Hindu Caste System d. The responsibilities of satraps in Persia

____ 29. In the above myth of creation, which of the following is supported? a. filial piety b. feudalism c. caste d. dharma

____ 30. Historians believe that statues like this indicate what about early human beings in Western Europe? a. Early humans had distorted physical forms b. Early humans often had more than enough food to eat resulting in obesity c. Early humans were skilled weavers and made very elaborate clothing d. Early humans prized women for their fertility

____ 31. The system shown in the image above came about in medieval Europe for which of the following reasons? a. It provided for a way to organize ecclesiastical operations b. It made defense of kingdoms easy to organize c. It allowed Muslim traders easy access to European markets d. It built upon the model set forth by the Roman Senate

____ 32. As pictured above the Ottoman practice of Devshirme existed primarily for what purpose? a. To train future merchants and sailors to increase profits. b. To capitalize on Balkan craftsmanship in leather production c. To train future Ottoman administrators and soldiers.

d. To create a slave class used to work in gold and silver mining

____ 33. What do the flags in the image of Simon Bolivar represent a. His vision of a united South America, Gran Columbia b. The European countries where he received his education c. His rebellion against the Spanish government’s dominance of South America d. The nations of South America that he led to independence

____ 34. The architecture of Ancient Bactria, shown above, is a demonstration of which of the follow? a. The extent of the conquests of Charlemagne b. The spread of Hellenistic culture around Eurasia c. The Roman use of concrete and domes d. The influence of Han China on Central Asia

____ 35. Which of the following would be the best title for this 1880 Orientalist painting? a. Love’s Labor Lost b. Under the Grand Portico Philae c. The Household Gods d. Cleopatra

____ 36. What type of art would this be classified as? a. Orientalist b. Impressionist c. Gothic d. Renaissance

____ 37. What do the red dots probably mean on this map? a. Trade routes within the Roman Empire b. Trading posts within the Persian Empire c. Early settlements within the Byzantine Empire d. Cities in the Roman Empire

____ 38. The encircled region is known as the ___. a. Java Trench b. Coral Triangle c. Cape of Good Hope d. Philippine Trench

____ 39. What royal place is this a picture of? a. La Alhambra b. Old Stock Exchange of Amsterdam c. Paris d. Versailles

“Take up the White Man's burden-- Send forth the best ye breed-- Go bind your sons to exile To serve your captives' need; To wait in heavy harness, On fluttered folk and wild-- Your new-caught, sullen peoples, Half-devil and half-child.”

____ 40. Using the poem & political cartoon above, which type of motivation is depicted for the idea of imperialism? a. political b. economic c. spiritual d. technological

____ 41. What does this political cartoon depicting? a. Russo-Japanese War b. Chinese Spheres of Influence c. Signing of the Treaty of Waitangi d. Formation of the Triple Alliance

We have long proposed to the capitalist world that we compete not in an arms race but in improving the working people’s lives. We are confident that capitalism cannot stand up under that kind of competition! We are confident that in the end all peoples will make the correct choice, will give their preference to the truly

free world of communism and turn their backs on the so-called “free world” of capitalism.”

____ 42. Who is most likely to have been quoted saying this in the mid-20th century? a. Benito Mussolini b. Josef Stalin c. John F. Kennedy d. Nikita Khrushchev

____ 43. These ruins discovered at the ancient city of Çatalhüyük in Modern-Day Turkey were significant because they showed which of the following? a. The decline of permanent argicultural societies in light of the emergence of nomadic hunter-gatherer societies b. The emergence of a one-class society of only farmers c. A decrease in trade and communication among ancient cities d. The creation of social stratification as people were able to store their possessions in one place instead of having to carry everything with them.

As( Enkidu lies dying, he tells Gilgamesh of a dream he had about the afterlife.)

“There is the house whose people sit in darkness; dusk is their food and clay their meat. They are clothed like birds with wings for covering, they see no light, they sit in darkness” On the Search for Immortality.”

The Epic of Gilgamesh. ca. 2700 B.C.E. – 2500 B.C.E.

____ 44. Which of the following can be understood from the above text with regards to the religion of Mesopotamia? a. The Mesopotamians did not believe in an afterlife. b. The Mesopotamians expressed their fear of dying in their stories and legends. c. Gilgamesh was the god of the dead in Mesopotamisn religious beliefs d. The priest were one of the most powerful social classes within Mespotamian society

____ 45. How were the falls of the Roman Empire and the Han Chinese Dynasty different? a. The Roman Empire was split into two distinctive regions whereas Han China fell into disunion and civil war. b. The Roman Empire crumbled in part because of the Germanic invasions while Han China held stable borders until their fall. c. Han China struggled to recover from the bubonic plagues; in contrast, the Roman Empire suffered no significant effects of this epidemic. d. Han China suffered from the corruption of the government whereas the Roman Empire did not.

____ 46. Which of the following was NOT an impact of the spread of Islam on Afro-Eurasia? a. Cotton, sugar, and citrus spread b. Religious tolerance decreased in. Al-Andalus with the conquest of the Moors. c. Indian numerals and algebra arrived in Western Europe. d. Pope Urban II called members of the Roman Catholic Church to action, when Muslims moved toward conquering Palestine

Figure 2THE CANE IS PRESSED IN THE VERTICAL ROLLERS POWERED BY A WATER WHEEL. THE CAULDRONS WHICH BOIL DOWN THE JUICE ARE ON THE RIGHT.

BRAZIL 1682

____ 47. The image above of a Brazilian sugar plantation best exemplifies which of the following trends of colonization? a. An ever increasing dependence on forced labor for cash crop production and mining tasks. b. Intensive attempts by Catholic missionaries to convert the indigenous peoples of Latin America. c. The Presence of strong indigenous political leaders working in conjunction with European colonizers. d. A dependence on trans-Atlantic travel to sustain European colonies in the Americas.

____ 48. The political cartoon above best depicts which of the following? a. The colonization of China by Japan. b. The division of China into spheres of influence by Western powers. c. A united attempt by Western powers to end Chinese opium production. d. A rally around the Chinese government in defense of China against British encroachments on Chinese sovereignty.

We are the hollow men We are the stuffed men Leaning together Headpiece filled with straw. Alas! Our dried voices, when We whisper together Are quiet and meaningless As wind in dry grass Or rats’ feet over broken glass In our dry cellar Shape without form, shade without color Paralyzed force, gesture without motion;

Those who have crossed With direct eyes, to death’s other Kingdom Remember us – if at all – not as lost Violent souls, but only As the hollow men The stuffed men.

Excerpt from “The Hollow Men”

T.S. Eliot 1925

____ 49. The poem above best represents which of the following? a. An African nationalist who feels the culture imposed by Europeans has left African devoid of ancient African tradition. b. A Jewish Zionist who feels that the Jewish people are empty and lost without a homeland. c. A member of the “Lost Generation” who begins to question everything they were taught in light of the atrocities of World War I. d. A member of the Chinese Communist Party who felt that they were influenced and controlled far too much by other nations

____ 50. The Neolithic era was influenced directly by a. Pastoralism, which contributed to the movement, interaction, and technological exchange between different groups b. The influence hunting and gathering had on early human interaction c. Humans developed a wider range of tools from the tropics to the tundra, which allowed movement d. Urbanization of once tribal communities

The Question is based on the following passage:

Confucius taught five virtues a gentleman should practice every day to live a healthy, harmonious life. To be able under all circumstances to practice five things constitutes perfect virtue; these five things are gravity,

generosity of soul, sincerity, earnestness and kindness.

____ 51. The passage above is an example of a. an individual’s ability to influence his or her respective society and region b. Chinese religion and its ability to unite people circa 600 C.E. c. the new belief systems and cultural traditions that emerged by 600 C.E. d. cultural exchange as a result of interactions between regions

____ 52. Study the silk trade route networks circa 8th Century A.D.; based on the map, one can conclude that

a. The Chinese dominated the silk trade route b. The silk trade routes were at its height under the T’ang Dynasty c. Land routes were more efficient than sea routes d. Interregional trade in luxury goods increased as a result of transport and commercial innovations

____ 53. The above image depicts Natives in the Americas Circa 1500. A consequence of the Columbian exchange was that a. Biological exchanges had an adverse effect on the indigenous population in the Americas b. Biological exchanges had equal impact in population demographics in the Americas and Europe c. Biological exchanges had an adverse effect on the Global population d. Biological exchange was limited in cultural interaction in early Meso-America

Engraving published in 1805, one year after the end of the Haitian Revolution, entitled “Revenge taken by the Black Army for the Cruelties practiced on them by the French.”

____ 54. The outcome depicted in the image above a. was a consequence of discontent with colonial rule and followed a broader lead of reformist and revolutionary movements. b. was uncommon; Saint Dominique was only influenced by enlightenment ideals. c. was a consequence of Latin American revolutionary influence. d. was a result of the landowners inability to negotiate wages with field laborers.

____ 55. Moufdi Zakaria’s speech is an example of a. The strength Islam had in shaping political agendas b. A sense of commonality, based on language, religion, and social custom or a nationalistic view c. Increasing division about the role European colonial powers should play in politics d. Increasing unity to preserve the Colonial model to develop the political and economic national infrastructure

____ 56. The political cartoon best depicts the relationship of the U.S.S.R and U.S.A. by a. illustrating the purpose and necessity to form the NATO alliance. b. illustrating the strength the United Nations played in preserving global peace. c. illustrating the need for gun boat diplomacy. d. illustrating the political brinksmanship that nearly pushed the two in full scale war/global conflict.

____ 57. The above map could be best used as one piece of evidence in support of a claim that a. African Decolonization was a key provision in the Treaty of Paris at the end of WWII. b. The United States did not participate in the colonization of the African continent. c. The majority of African nations gained independence during the decade of the 1960’s. d. Decolonization occurred peacefully for the majority of African nations.

Wages in Lancashire, England 1830 Age of Worker Male Wages Female Wages under 11 2s 3d. 2s. 4d. 11 - 16 4s. 1d. 4s. 3d. 17 - 21 10s. 2d. 7s. 3d. 22 - 26 17s. 2d. 8s. 5d. 27 - 31 20s. 4d. 8s. 7d. 32 - 36 22s. 8d. 8s. 9d. 37 - 41 21s. 7d. 9s. 8d. 42 - 46 20s. 3d. 9s. 3d. 47 - 51 16s. 7d. 8s. 10d. 52 - 56 16s. 4d. 8s. 4d. 57 - 61 13s. 6d. 6s. 4d.

____ 58. Which of the following would best explain the wage patterns found in 1830 Lancashire, England? a. The persistence of Victorian values b. The outbreak of the Crimean War c. The employment of women in less skilled and/or non-managerial positions d. The growth of the labor movement and formation of unions

Painting titled: The Executions of the Third of May 1808.

Oil on canvas. Painted in 1814 by Francisco Goya

____ 59. The above painting by Spanish Realist painter Francisco Goya depicts what event? a. Napoleon’s 1812 invasion of Russia. b. French revolutionaries executing royalist supporters among the French nobility. c. French troops executing rebels during Napoleonic France’s Peninsular War for control of Spain. d. Spanish conquistadores conquest of the Incas.

“The only part of the conduct of anyone, for which he (mankind) is amenable to society, is that which concerns others. In the part which merely concerns himself, his independence is, of right, absolute. Over himself, over his own body and mind, the individual is sovereign.”

John Stewart Mill 1869

____ 60. The ideas of the stimulus most clearly show the influence of which of the following 19th century political philosophies? a. Nationalism b. Liberalism c. Conservatism d. Feminism

“Those who speak the same language are joined to each other by a multitude of invisible bonds by nature herself, long before any human art begins; they understand each other and have the power of continuing to make themselves understood more and more clearly; they belong together and are by nature one and an inseparable whole.”

Johann Gotlieb Fichte (1808, Addressed to the German Nation)

____ 61. The ideas of the stimulus most clearly show the influence of which of the following 19th century political philosophies? a. Nationalism b. Liberalism c. Conservatism d. Feminism

____ 62. All of the following contributed to European Imperialism EXCEPT a. A Desire to acquire raw materials and resources to fuel continued industrial growth. b. A belief in the philosophy of Social Darwinism c. A belief that colonized lands were uninhabited d. A belief in a duty to spread Christian beliefs to the indigenous people

____ 63. Which of the following was a significant cause of the slower pace of industrialization in Eastern Europe? a. Eastern Europe faced a shortage of available coal, an important fuel source in powering the machinery of 18th and much of 19th century industrialization. b. Eastern European governments were not receptive to western technology. c. Frequent wars had greatly reduced government funds to invest in industrial development and investment. d. Eastern Europe’s labor force was less mobile due to the practice of serfdom and had a resistant landholding class with little incentive to invest in manufacturing.

Venus Figure

____ 64. The Venus figure, such as the one shown above a. proves females discovered agriculture and most societies were matriarchal b. demonstrates that men spent most of their time hunting and gathering while women spent their time making art. c. were often created during times of famine or crisis d. reflects the importance of fertility in early human societies

____ 65. Similar flood myths or stories in Hebrew Scripture and the Epic of Gilgamesh show a. both the Israelites and the Assyrians switched successfully to agriculture b. that cultural diffusion likely occurred between the Hebrews and Mesopotamians c. the Mesopotamians clearly spoke a Semitic language d. neither the Israelites nor the Phoenicians had a unified religion

The Great Wall of China

____ 66. The Great Wall of China exists because a. the Chinese emperors wanted to show the power of the Mandate of Heaven. b. the Chinese needed toll booths to collect taxes from pastoral nomadic merchants. c. the Chinese needed to protect the borders against continuous nomadic raids. d. the period known as the Warring States led to disunity among the warlords.

____ 67. Which of the following is true about both the Roman Empire and the Han Empire? a. Both empires were active in warfare in the Indian Ocean and Mediterranean Ocean. b. Neither empire was undermined by religious ideologies. c. Both empires turned toward isolationism and restricted trade d. Both empires were undermined and weakened by outbreaks of disease.

____ 68. This graph demonstrates a. the movement of population from urban to rural. b. the demographic tranistion. c. statistics for a modern poor African country. d. the development of agriculture.

World War I

____ 69. As a result of World War I, which four empires lost territory? a. Germany, Austria-Hungary, the Ottoman, and Russia. b. Spain, Germany, Austria-Hungary, and Russia. c. Norway, Germany, Austria-Hungary, and the Ottoman. d. Sweden, Germany, Austria-Hungary, and the Ottoman.

____ 70. The imperial power that backed this plan and the creation of Israel was a. the Ottoman Empire b. the Austria-Hungarian Empire c. Great Britain d. the Persian Empire

____ 71. Archeological evidence indicates that during the Paleolithic era, how did humans adapt their technology to new climate regions? a. Hunters migrated from East Africa to Eurasia b. Early Humans were mobile therefore adapting to different geographical settings c. Economic structures focused on small kinship groups d. Humans used fire in new ways: to aid hunting and foraging, to protect against predators

____ 72. The photograph above of a mosque in West Africa best demonstrates which of the following historical processes? a. Spread of the Roman Catholic Church in the Middle ages b. Abandonment of African religions in the face of colonization c. Conflict between local and globalizing religions d. Spread of Islam through trade routes

____ 73. Many world historians would argue that the aquaducts shown in the photograph above exemplify Rome’s attempt to a. Utilize slave labor in their armies b. Develop monumental architecture as a unifying force c. Build massive structures to create religious unity within a multicultural empire d. Connect their world to the Far East and the Han dynasty

____ 74. Which statement is true in regards to the fall of the Roman, Gupta, and Han empires? a. Inability to control religious upheaval and intolerance amongst the populace b. Peasant uprising in the cities c. A long period of drought that destroyed crops d. The inability to control the borders against pastoral nomadic invasions

____ 75. Why was slavery so much more prominent in Greco-Roman civilization than in India or China? a. Slavery became entrenched throughout the Greco-Roman economies. b. Romans regarded slaves as “barbarians”. c. Chinese slavery became a major source of labor for agriculture d. Indian slavery became the sole source of manufacturing

Indian Ocean trading networks, tenth to sixteenth centuries

____ 76. The map above illustrates what significant changes and continuities in Indian Ocean trade between the tenth and sixteenth centuries CE? a. The continuing dominance of trade by Indonesian sailors even after the arrival of the Portuguese. b. The Portuguese gradually replaced Arab, Indian, and Chinese traders. c. Arab, Indian, and Chinese traders continued to have a large share of Indian Ocean trade after the arrival of the Portuguese. d. The Chinese continued to dominate trade in the northern Indian Ocean and the Portuguese dominated trade in the southern Indian Ocean.

Share of World Manufacturing Output

____ 77. Which of the following statements would be a correct interpretation of the information shown in the graph above? a. Western Europe has always been the dominant manufacturing center in the world. b. The decline of China and India relative to western nations occurred fairly quickly after the beginning of the Industrial Revolution. c. India has not been a significant manufacturing region since about the time of the European middle ages. d. The United States has had the largest share of world manufacturing longer than any other nation.

Spread of Iron Working in Africa

____ 78. The map above illustrates which of the following world historical patterns? a. industrialization b. imperialism c. southernization d. cultural diffusion

____ 79. Which of the following would be a correct interpretation of the information shown in the chart above? a. The Industrial Revolution caused a sharp decline in the importance of agriculture. b. By 1860 Iron and other forms of heavy manufacturing had replaced earlier forms of industrial manufacturing. c. Agriculture and earlier forms of mechanized manufacturing continued to play a major role in the economy of the U.K. d. The British economy was not that much more industrialized than it had been in 1780

____ 80. Which of the following best characterizes the 1893 painting (entitled The Cry) by the Norwegian expressionist painter Edvard Munch? a. It represents the decline of European art in the centuries after the Renaissance b. It represents the influence of east Asian painting on late nineteenth century European artists, c. It reflects a concern fort the negative effects of modern technology on society. d. It is a reflection of social isolation and fear that some European artists began to represent in their work in the late nineteenth century.

____ 81. Which of the following is true of both the Ottoman Empire and the Mughal Empire between 1450 and 1750? a. The rulers of both believed in strictly separating secular and religious concerns. b. The top administrators in both empires were chosen by a system of competitive examinations c. Christianity was prohibited in both empires d. Both empires were established by skilled warriors on horseback who came originally from Central Asia.

____ 82. The Meiji reformers actively copied the Western Europeans and Americans because a. They understood the danger of those two groups and wanted to find a way to avoid commercial and/or imperial domination by either one. b. Japan had already been divided up into spheres of influence and they wanted to find a way to push the Europeans and the Americans out. c. Those lands had always treated the Japanese with equality and respect.. d. Of their desire to make Japan a democratic republic.

____ 83. The 20th century movement pictured above was most likely in response to which of the following? a. Formation of regional trade agreements. b. Diffusion of western culture. c. Overbearingness of humanitarian organizations. d. Rise of supranational economic institutions.

____ 84. Which of the following statements does the map above best support? a. The development of the factory system led to an increase in specialized labor. b. Industrialization began in Britain before spreading throughout mainland Europe. c. Rapid urbanization led to overcrowding and unsanitary conditions. d. Connectivity between factories and raw materials resulted in urban growth.

____ 85. Which of the following describes a major effect of Indian Ocean trade from 600-1450 C.E.? a. The emergence of Swahili language. b. Growth in wealth and power of Italian cities c. Spread of Christianity to South Asia. d. An increase in the demand for slaves.

British Museum/The Art Archive

____ 86. In the above painting, Confucius is presenting a baby Buddha to the Daoist teacher Laozi. This is an example of which of the following? a. The spread of Buddhism from China to Japan. b. The coexistence of various belief systems in China c. The diminished importance of Daoism in China. d. The rejection of Buddhism by the Tang emperor,

(Scala/Art Resouce, NY)

____ 87. The above image best illustrates which of the following concepts? a. The emergence of new racial and ethnic classifications in Latin America. b. The dependence of European men on Latin American women for conducting trade. c. The improved social status of native Latin American women. d. The forbiddance of mixed race relationships in Latin American society

____ 88. I am a griot....we are vessels of speech; we are the repositories which harbor secrets many centuries old. Without us the names of kings would vanish into oblivion. We are the memory of mankind; by the spoken word we bring to life the deeds and exploits of kings for younger generations....I teach kings the history of their ancestors so that the lives of the ancients might serve them as an example, for the world is old, but the future springs from the past.

An African griot (storyteller), circa 1950, introducing the oral epic of King Sundiata of Mali, compose circa 1400 C.E.

The introduction by the griot is intended to serve which of the following purposes? a. To establish the griot’s authority by connecting him to the past b. To exalt the Malian kings above previous dynasties c. To highlight the griot’s unique abilities compared with other griots d. To portray Mali as a progressive society that is improving on the past.

____ 89. In recent decades, many world historians have challenged the commonly held view that Europeans controlled the largest share of world trade in the 1600s through the 1700s. Which of the following is evidence from the period that would best support this historical reinterpretation? a. The cargo capacity of European merchant fleets was only a small fraction of the world trade total. b. European trading companies often backed their trading ventures with the threat of military force. c. No Asian trading companies operated ships that made regular trips to Europe. d. Prices for Chinese goods were much higher in Europe than in China.

____ 90. “We consider ourselves...much happier than thou, in this that we are very content with the little that we have...(We) find all our riches and all our convenineces among ourselves, without exposing our lives to the dangers in which you find yourselves constantly through your long voyages.” --- An Anonymous Quebec Indian leader to French settlers

“In respect to us, they are a people poor, and for want of skill and judgement in the knowledge and use of our things, do esteem our trifles before things of great value...[It] may be hoped, if means of good government be used, that they may in short time be brought to civility, and the embracing of true religion.” --- Captain Arthur Barlowe, describing native in Virginia

The second passage does not support the first passage because the second passage

a. advocates encouraging Amerindians to adopt European customs b. expresses hostility toward Amerindians c. claims that European were happier and smarter than Amerindians were d. claims that Europeans took more risks than Americans did

____ 91. Manila galleon route 1500-1800

Which of the following best explains why networks of exchange in Ocieania and Polynesia we not dramactially effected during the 1450-1750s? a. Guam was the only island that offered Spanish mariners anything worth trading; therefore it was not worth stopping anywhere else. b. The trade wide from Acapulco to Manila took mariners south of the Hawaiian island and the return winds (westerlies) took them well north of the all the Pacific islands;. c. The pacific islands were not intergrated in the Pacific network of exchange until much later in the eighteenth century; the principal interest the Spanish was trade and profit. d. The Spainish lacked the naviagtional technology to reach the island in the Pacific and did not invest in reasearching unknown land.

____ 92. The Virgin of Guadeloupe

Which of the following explains the importance of the Virgin of Guadeloupe in spreading Catholicism in Latin America a. The Virgin of Guadeloupe became an important figure in granting indigenous women more legal rights and fostering strong Mexican nationalism b. The Virgin of Guadeloupe ensured that not only would Roman Catholicism dominate Mexican culture but also that the Mexican religious faith would retain strong indigenous influences c. The Virgin of Guadeloupe is symbolic because she ensured the people of Mexico freedom from harsh Spanish rule and offered the indigenous people hope and prosperity through the Catholic faith. d. The Virgin of Guadeloupe gave the Mexicans an alternative to Catholicism and integrated both indigenous believes and cult mysticism to help defeat the Spanish.

World Economy Theory, 1500-1800 The world economic system that developed after 1500 featured unequal relationships between western Europe and dependent economies in other regions. Strong governments and large armies fed Europeans dominance of world trade. Dependent economies used slave or serf labor to produce cheap foods and minerals for Europe, and they imported more expensive European items in turn. Dependent regions had weak governments, which

made European conquest and slave systems possible.

____ 93. Which of the following best supports the contentions of the world economic theory in the passage? a. China was not massively affected by world trade patterns in the period. b. The rise of Protestantism and the Scientific Revolution transformed European cultures. c. Latin America exported sugar and silver and imported manufactured items. d. Britain had a relatively weak central government compared to France.

____ 94. Which of the following statements would challenge the arguments made in the passage? a. Strong governments in the slave exporting regions of West Africa b. The role of Dutch trading companies in Southeast Asia c. The use of slaves and the plantation systems in the Americas d. European imports of sugar and tobacco.

“In the past, at the end of the Han, Tang, Yuan, and Ming dynasties, bands of rebels were innumerable, all because of foolish rulers and misgovernment, so that none of these rebellions could be stamped out. But today (the emperor) is deeply concerned and examines his character in order to reform himself, worships Heaven, and is sympathetic to the people. He has not increased the land tax, nor has he conscripted soldiers from households....It does not require any great wisdom to see that sooner or later the (Taiping) bandits will all be destroyed.” Zeng Guofan, Qing dynasty Chinese official,

proclamation against the Taiping rebels, 1854

____ 95. Zeng Guofan’s analysis of the situation in China in 1854 was likely influenced by which of the following? a. The Daoist notion of being in harmony with nature b. The absolutist notion of the divine right of kings c. The Buddhist notion of avoiding violence against any living thing d. The Confucian notion of the dynastic cycle.

____ 96. In the passage above, Zeng Guofan’s purpose in listing the policies of the current Qing emperor is most likely to a. demonstrate the similarity between the damage done by the Taiping rebellion to the Qing Empire and the damage done by earlier rebellions to other Chinese dynasties b. mobilize popular support by showing that the Taiping rebellion does not represent a legitimate challenge to Qing rule. c. warn that the Qing policies of keeping taxes low and avoiding conscription might come to an end if the Taiping rebellion succeeds d. argue that the emperor’s personal piety and benevolent rule prove that he accepts the validity of the Taiping rebel’s grievances.

Proletariats “everywhere support every revolutionary movement against the existing social and political order of things. In all these movements, they bring to the front, as the leading question in each, the property question, no matter what its degree of development at the time. Finally, they labor everywhere for the union

and agreement of the democratic parties of all countries.”

____ 97. The movements that the author described were united by the common ideology of a. liberalism b. communism c. utopian socialism d. laissez-faire capitalism

____ 98. A premise of the movement described in the quote is that the root of all inequality is a. religion b. absolute governments c. private property d. biology

“It is the highest impertinence and presumption, therefore, in kings and ministers, to pretend to watch over the economy of private people, and to restrain their expense, either by sumptuary laws, or by prohibiting the importation of foreign luxuries.”

Source: Adam Smith, An Inquiry into the Nature and Causes of the Wealth of Nations, 1775.

____ 99. The author of this quotation would most likely agree with which of the following governmental programs? a. Institution of social welfare systems b. Laissez-faire economic policies c. Minimum wage laws for unionized workers d. Increased tariffs on imported items

____ 100. Historians often consider the 1830s a turning point in the history of the indigenous peoples who inhabited the United States. Which of the following events that occurred during that period best supports that contention? a. Tribes and tribal federations in New England were able to defend their lands and prevent their expulsion to the west. b. Indigenous peoples on the Great Plains were generally able to avoid conflict with white settlers west of the Mississippi River. c. Tribes of indigenous peoples living in the Great Plains region were forced to fight off efforts to expropriate their lands and force them onto reservations. d. Indigenous peoples living east of the Mississippi River were expelled and forced to resettle on lands in the Unorganized Territory west of the Mississippi River.

____ 101. Which of the following was a significant factor in the Qing dynasty agreeing to sign what became known as unequal treatires with western European states, Japan, and the United States in the nineteenth century? a. The desire of the Chinese to open their country to increased imports of opium b. Mass conversion of Chinese people to Christianity, pressuring the Qing to allow more foreign priests and pastors to enter and settle in China c. China's decision to raise tariffs charged on foreign goods to raise funds to pay for increasing opium imports d. Qing military weakness, corruption, and unwillingness to adopt western technology, which limited their state's ability to fend off foreign demands

____ 102. The above map illustrating migration patterns in the nineteenth and early twentieth centuries best exemplify which of the following? a. Influence of imperialism on migration b. Effects of pandemic disease on patterns settlement c. Manipulation of immigration decisions to spread religions of salvation d. Resettlement of peoples as a result of world war

____ 103. Which of the following statements about the information in the above map is accurate? a. United States military aid had little impact on Western European political structures. b. During the Cold War, England played a greater role in African politics than the United States or the Soviet Union. c. The alliance system was able to maintain peace in all of the regions shown except Southeast Asia d. China maintained a military presence in southern African nations during the Cold War.

____ 104. The “mad brute” pictured in the World War I poster above represents a. the United States b. Austria-Hungary c. Germany d. France

____ 105. The Crusader states were able to cling to survival only through frequent delivery of supplies and manpower from Europe. [They] were defended primarily by three semi-monastic military orders: the Templars, the Hospitallers, and the Teutonic Knights. Combining monasticism and militarism, these orders served to protect pilgrims and to wage perpetual war against the Muslims. Palmira Brummett, world historian, 2007 Whenever I visited Jersulam, I always entered the al-Aqsa Mosque, beside which stood a small mosque which the Franks had converted into a church--The Templers--who were my friends, would evacuate the little adjoining mosque so that I could pray in it. Usamah ibn Munqidh, Muslim historian, Jerusalem, circa 1138

The second passage does not support the first passage because the second passage a. shows that an influx of manpower from Europe was not critical for the survival of the Crusader states. b. shows that Muslims vastly outnumbered Europeans in the Crusader states. c. minimizes the importance of Hospitallers and Teutonic Knights in the administration of the Crusader states. d. presents an incident in which a military order supported a Muslim traveler.

____ 106.

The map above shows what significant economic developments? a. Trade connections that linked the Hellenistic and Maurya empires to African cities from 300 through 150 B.C.E. b. Trading networks that promoted the growth of new cities from 600 C.E. through 1450 C.E. c. Chinese dominance of Indian Ocean trading networks because of the voyages of Zheng He in the 1400s C.E. d. Changes in Indian Ocean trading networks that resulted from technological innovations from 1450 C.E. through 1750 C.E.

____ 107.

Wolfgang Kaehler/CORBIS # WK018554

The sixth-century C.E. Buddhist statue complex shown above, found in China, is an example of a. religious conflict b. reverence for ancestors c. the wealth and power of the emperor d. cross-cultural interaction

____ 108. The graph above shows the effect of which of the following? a. The fall of the Roman Empire on population growth b. The Agricultural Revolution on food supplies c. Plague on the populations of Asia and Europe d. The fall of the Byzantine Empire on population growth

____ 109. The map above indicates that a. Mali was a major source and hub of the gold trade b. Europeans had begun to make inroads in West Africa c. Mali remained isolated from Europe and the Middle East d. Atlantic ports were crucial for the transportation of salt and gold

____ 110.

The map above shows which of the following empires at its greatest extent? a. The Mongol Empire b. The Russian Empire c. The Byzantine Empire d. The Ottoman Empire

____ 111. “I am a griot … we are vessels of speech; we are the repositories which harbor secrets many centuries old. Without us the names of kings would vanish into oblivion. We are the memory of mankind; by the spoken word we bring to life the deeds and exploits of kings for younger generations. … I teach kings the history of their ancestors so that the lives of the ancients might serve them as an example, for the world is old, but the future springs from the past.”

An African griot (storyteller), circa 1950, introducing the oral epic of King Sundiata of Mali, composed circa 1400 C.E.

The introduction by the griot is intended to serve which of the following purposes? a. To establish the griot’s authority by connecting him to the past b. To exalt the Malian kings above previous dynasties c. To highlight the griot’s unique abilities as compared to other griots d. To portray Mali as a progressive society that is improving on the past

____ 112. “He visited Constantinople, Mesopotamia, Persia, India, Burma, Sumatra, Spain, Mali, and probably southern China during the 14th century. Most of his stops along his 75,000 mile journey were within the cultural areas of Dar al-Islam, so despite the varied cultures, they were unified by the religion.” The traveler described in the above passage was a. Marco Polo b. Mansa Musa c. Ibn Battuta d. Wu Zhoa Updated Multiple Choice Test Questions

Answer Section

MULTIPLE CHOICE

1. ANS: C Key Concept 1.1 (B) Big Geography and the Peopling of the Earth Course Themes: Theme 1: Interaction Between Humans and the Environment Theme 2: Developement and Interaction of Culture Historical Thinking: Historical Argumentation

Patterns of Continuity and Change Over Time

PTS: 1

2. ANS: A Key Concept 1.2.I (C) Theme 1: Human Interaction With the Environment

Historical Thinking Skills: Historical Argumentation

PTS: 1

3. ANS: D Key Concept: 1.2.II (D) Theme: Development and Transformation of Social Structure

Historical Skills: Historical Interpretation

PTS: 1

4. ANS: B Key Concept 1.3.I Theme: Interaction between humans and the environment

Historical thinking: Making Comparisons and Contextualization

PTS: 1

5. ANS: D Key Concept 2.1 II (A and C) Theme 2: Development and Interaction of Cultures

Thinking Skills: Use of Evidence

PTS: 1

6. ANS: D Key Concept: 5.3.I.D Themes: Theme 3: State-Building, Expansion and Conflict Theme 4: Creation, Expansion, and Interaction of Economic Systems

Historical Thinking Skill: Use of Evidence

PTS: 1

7. ANS: B Key Concept: 5.3.1. D Themes: Theme 3: State-Building, Expansion, and Conflict Theme 4: Creation, Expanision and Interaction of Economic Systems Historical Thinking: Contextualization

PTS: 1

8. ANS: D Key Concept 2.2.II.B and 2.2.IV B Themes: Theme 3: State-Building, Expansion, and Conflict

Historical Thinking Skill: Historical Evidence

PTS: 1

9. ANS: D Key Concept 2.1.II.C Themes: Theme 2: Developement and Interaction of Cultures Theme 3: State-Building, Expansion, and Conflict

Historical Thinking Skills: Historical Evidence

PTS: 1

10. ANS: B Key Concept 2.1.II.C and 2.2 Themes: Theme 2: Developement and Interaction of Cultures Theme 3: State-Building, Expansion, and Conflict

Historical Thinking Skills: Historical Evidence

PTS: 1

11. ANS: C Key Concept 2.1.II.C and 2.2 Themes: Theme 2: Developement and Interaction of Cultures Theme 3: State-Building, Expansion, and Conflict

Historical Thinking Skills: Historical Evidence

PTS: 1

12. ANS: B Key Concept: 2.3.III.C Theme: Theme 2: Development and Interactions of Cultures

Historical Thinking: Contextualization

PTS: 1

13. ANS: B Key Concept: 2.2.II. A Themes: Theme 3 State-Building, Expansion, and Conflict

Historical Thinking: Evidence and Conceptualization

PTS: 1

14. ANS: B Key Concepts: 3.1.III.D Themes: Theme 2: Development and Interaction of Cultures

Historical Thinking Skills: Contextualization; use of evidence

PTS: 1

15. ANS: A Key Concepts: 3.1.I.A Themes 4: Creation, Expansion, and Interaction of Economic System

Historical Thinking Skills: Contextualization: Use of Evidence

PTS: 1

16. ANS: D Key Concepts: 3.1.I.E, 3.2.I.B Themes: Theme 3: State-Building, Expansion, and Conflict

Hisotorical Thinking Skills: Use of Evidence

PTS: 1

17. ANS: B Key Concept: 6.2.II.A Theme 3: State-Building, Expansion, and Conflict

Historical Thinking Skills: Use of Evidence, Contextualization, Interpretation, Synthesis

PTS: 1

18. ANS: D Key Concept: 4.3.I A Themes: Theme 3 State-Building, Expansion, and Conflict Theme 2: Development and Interaction of Cultures

Historical Thinking Skills: Contextualization and Evidence

PTS: 1

19. ANS: B Key Concept: 3:1 E Themes: Theme 2: Development and Interaction of Cultures Theme 3: State-Building, Expansion, and Conflict

Historical Thinking: Evidence, and Contextualization.

PTS: 1

20. ANS: B Key Concept: 4.3.I A Theme: Theme 3 State-Building, Expansion, and

Thinking Skills: Contextualization and evidence

PTS: 1

21. ANS: C Key Concepts: 1.1.I A and C Themes: Theme 1 Interaction Between Humans and the Environment

Historical Thinking Skills: Evidence. interpretation and Contextualization

PTS: 1

22. ANS: D Key Concepts: 3.2.I B Theme: Theme #3 State-Building, Expansion, and Conflict

Historical Thinking Skill: evidence

PTS: 1

23. ANS: D Key Concept 4.1 I, and 4.1.III C 4.1.VI B Theme: Theme 3 and Theme 2

Historical Thinking skills: Evidence

PTS: 1

24. ANS: B Key Concept 5.3.III D Themes: Theme 3: State-Building, Expansion, and Conflict

Thinking Skills: Evidence, Interpretation, Contextualization

PTS: 1

25. ANS: B Key Concept: 5.2. II ( A) Themes: Theme 2 and Theme 3

Thinking skills: Evidence, interpretation,

PTS: 1

26. ANS: D key 6.2.V (A) Theme 2

Thinking skills: evidence, intepretation

PTS: 1

27. ANS: A Key Concept 3.1.I. E Theme 4: Creation, Expansion and Interaction of Economic Systems.

Thinking skills: Synthesis, Interpretation, and Evidence

PTS: 1

28. ANS: C Key concept: 2.1.I B

Themes: Theme #2

Thinking Skills: evidence and interpretation

PTS: 1

29. ANS: C PTS: 1

30. ANS: D Key Concept 1.2.II (B)

Themes: #2 and #5

Thinking skills: interpretation, evidence

PTS: 1

31. ANS: B Key Concept 3.2.I (A) Themes: #3

Thinking Skills: interpretations and evidence

PTS: 1

32. ANS: C Key Concept 4.3.I.C

Themes: Theme #3

Historical thinking: Evdience and Contextualization.

PTS: 1

33. ANS: D key Concept: 5.3.I.D

Themes: #3

thinking skills: Evidence, interpretation

PTS: 1

34. ANS: B Key Concept: 2.1.V.B

Themes: #2

Thinking skills: interpretation

PTS: 1

35. ANS: C Chronological Period: Key Concept number: 2.2 Roman numeral: III Capital Letter(s): D

Theme(s): Historical Thinking Skill(s):

Source Information: http://www.hethert.org/The_Household_Gods_John_Waterhouse_1880.jpg

PTS: 1

36. ANS: A Chronological Period: Key Concept number: Roman numeral: Capital Letter(s): Theme(s): Historical Thinking Skill(s):

Source Information: http://www.hethert.org/Procession_of_the_Bull_Apis_-_Frederick_Bridgman_med.jpg

PTS: 1

37. ANS: D

Chronological Period: Key Concept number: Roman numeral: Capital Letter(s):

Theme(s): Historical Thinking Skill(s): Source Information: http://www.google.com/imgres?q=Trade+Routes+in+the+Roman+Empire&um=1&hl=en&safe=active &biw=1440&bih=732&tbm=isch&tbnid=M23vomnaJKeQsM:&imgrefurl=http://www.archatlas.org/Trade/Tr ade.php&docid=T1--_e2bsziuAM&imgurl=http://www.archatlas.org/Trade/RomanCities.jpg&w=720&h=508 &ei=Zm7jT76VH4TE2QXOq631AQ&zoom=1&iact=hc&vpx=844&vpy=144&dur=5234&hovh=188&hovw=2 67&tx=154&ty=136&sig=108545303554117394449&page=1&tbnh=111&tbnw=158&start=0&ndsp=28&ved=1

t:429,r:4,s:0,i:84

PTS: 1

38. ANS: B Chronological Period: Key Concept number: Roman numeral: Capital Letter(s):

Theme(s): Historical Thinking Skill(s):

Source Information: http://www.indianoceanhistory.org/files/061509geography.pdf

PTS: 1

39. ANS: D Chronological Period: Key Concept number: Roman numeral: Capital Letter(s):

Theme(s): Historical Thinking Skill(s):

Source Information:(revised from pre-made test)

PTS: 1

40. ANS: A Chronological Period: Key Concept number: Roman numeral: Capital Letter(s):

Theme(s): Historical Thinking Skill(s):

Source Information: (revised from premade test)

PTS: 1

41. ANS: B PTS: 1

42. ANS: D PTS: 1

43. ANS: D Chronological Period: Period 1: Technological and Environmental Transformations, to c. 600 B.C.E. Key Concept number: 1.2 The Neolithic Revolution and Early Agricultural Societies Roman numeral: I & II Capital Letter(s): I - A, B & II – B, C, D

Theme(s): 1: Interaction Between Humans and the Environment, 4: Creation, Expansion, and Interaction of Economic Systems, 5: Development and Transformation of Social Structures Historical Thinking Skill(s): Synthesis Source Information: Link: http://www.turkey-in-photos.com/photo/06-03-31-04-catal-huyuk-nord-area-haus-5-2

Source: Flickr by PROFI-LACK-TISCH

PTS: 1

44. ANS: B Chronological Period: 1: Technological and Environmental Transformations, to c. 600 B.C.E.

Key Concept number: 1.3 The Development and Interactions of Early Agricultural, Pastoral, and Urban Societies

Roman numeral: III: Culture played a significant role in unifying states through laws, language, literature, religion, myths, and monumental art.

Capital Letter(s): E

Theme(s): 2: Development and Interaction of Cultures

Historical Thinking Skill(s): Interpretation

Source Information: “On the Search for Immortality.” The Epic of Gilgamesh. p. 117 Strayer, Robert. Ways

of the World: A Global History with Sources. 2011.

PTS: 1

45. ANS: A Chronological Period: 2: Organization and Reorganization of Human Societies, c. 600 B.C.E. to c. 600 C.E.

Key Concept number: 2.2 The Development of States and Empires2.3 Emergence of Transregional Networks of Communication and Exchange Roman numeral: 2.2 – IV(B), 2.3 III (B)

Capital Letter(s): 2.2 – IV(B), 2.3 III (B)

Theme(s): 3: State-Building, Expansion, and Conflict

Historical Thinking Skill(s): Comparison

PTS: 1

46. ANS: B Chronological Period: 3: Regional and Transregional Interactions, c. 600 C.E. to c. 1450 C.E.

Key Concept number: 3.1: Expansion and Intensification of Communication and Exchange Networks

I. – E.; III. – A., D., E.; IV. – A.

Theme(s): Appropriate Use of Relevant Historical Evidence, Historical Causation

Historical Thinking Skill(s): 1: Interaction Between Humans and the Environment, 2: Development and Interaction of Cultures, 3: State-Building, Expansion, and Conflict

Source Information: World History Student Atlas

http://www.wall-maps.com/classroom/atlas/world-history-atlas.asp

PTS: 1

47. ANS: A Chronological Period: 4: Global Interactions, c. 1450 to 1750

Key Concept number: 4.1: Globalizing Networks of Communication and Exchange (V. – B. , VI. – B.)

4.2: New Forms of Social Organization and Modes of Production (I. – C., D., II. – A.)

4.3: State Consolidation and Imperial Expansion (II. – C)

Theme(s): 1: Interaction Between Humans and the Environment, 2: Development and Interaction of Cultures, 4: Creation, Expansion, and Interaction of Economic Systems

Historical Thinking Skill(s): Contextualization

Source Information: Researching Food History - Cooking and Dining

http://researchingfoodhistory.blogspot.com/2011/02/sugar-production-sugar-mills-

PTS: 1

48. ANS: B Chronological Period: 5: Industrialization and Global Integration, c. 1750 to c. 1900

Key Concept number: 5.1: Industrialization and Global Capitalism (II. – C)

5.2: Imperialism and Nation-State Formation (I – E)

Theme(s): 3: State-Building, Expansion, and Conflict

Historical Thinking Skill(s): Contextualization

Source Information: Empire & Emigration Error! Hyperlink reference not valid.

PTS: 1

49. ANS: C Chronological Period: 6: Accelerating Global Change and Realignments, c. 1900 to the Present

Historical Thinking Skill(s): Contextualization Source Information: “The Hollow Men” T.S. Eliot 1925

PTS: 1

50. ANS: C Period 1

Key Concept 1.3

Section II: D

PTS: 1

51. ANS: A

Period 2

Key Concept 2.1

Section II: B

PTS: 1

52. ANS: D Period 3

Key Concept 3.1

Section I: C

PTS: 1

53. ANS: A Period 4

Key Concept 4.1

Section V: A

PTS: 1

54. ANS: A Period 5

Key Concept 5.3

Section III: C

PTS: 1

55. ANS: B Period 5

Key Concept 5.3 Section II

PTS: 1

56. ANS: D Period 5

Key Concept 5.3

Section IV: C

PTS: 1

57. ANS: C Stimulus: Error! Hyperlink reference not valid.

Chronological Period: 6 Key Concept number: 6.2 Roman numeral: II Capital Letter(s): A, B

Theme(s): 3, 4 Historical Thinking Skill(s): 1, 2, 4

PTS: 1

58. ANS: C Stimulus Source: http://www.spartacus.schoolnet.co.uk/IRwages.htm © Spartacus Educational Publishers

Ltd.

PTS: 1

59. ANS: C

PTS: 1

60. ANS: B

Stimulus Source: http://corematerials.homestead.com/39_On_Liberty_John_Stuart_Mill.pdf

PTS: 1

61. ANS: A

Stimulus Source: http://www.indiana.edu/~b356/texts/Fichte.html

PTS: 1

62. ANS: C PTS: 1

63. ANS: D PTS: 1

64. ANS: D PTS: 1

65. ANS: B PTS: 1

66. ANS: C PTS: 1

67. ANS: D PTS: 1

68. ANS: B PTS: 1

69. ANS: A PTS: 1

70. ANS: C PTS: 1

71. ANS: D Chronological Period: 1

Key Concept number: 1.1

Roman numeral: I: D

Theme(s): 1

Historical Thinking Skill(s): Causation

Source Information: NA

PTS: 1

72. ANS: D PTS: 1

73. ANS: B PTS: 1

74. ANS: D PTS: 1

75. ANS: A PTS: 1

76. ANS: C Stimulus: Map Chronological Period: 3 (600 C.E. to 1450 C.E.) Key Concept number: 3.1 Roman numeral: I Capital Letter(s): A Theme(s): 1 and 4 Historical Thinking Skill(s): Chronological Reasoning- Patterns of Change and Continuity Over Time Source Information: Kevin Shillington, History of Africa

http://www.palgrave.com/history/shillington/resources/maps.html

PTS: 1

77. ANS: B PTS: 1

78. ANS: D PTS: 1

79. ANS: D PTS: 1

80. ANS: D PTS: 1

81. ANS: D Stimulus: NA Chronological Period: 4 (1450 C.E. to 1750 C.E.) Key Concept number: 4.3 Roman numeral: I Capital Letter(s): B, D Theme(s): 3 Historical Thinking Skill(s): Comparison and contextualization

Source Information: NA

PTS: 1

82. ANS: A PTS: 1

83. ANS: D Chronological Period: 1900 - Present Key Concept number: 6.3 Roman numeral: II Capital Letter(s): F

Theme(s): 3 and 4 Historical Thinking Skill(s): Contextualization Source Information: Visual Source 24.4 (Michael McGuerty) from Ways of the World by Robert W.

Strayer.

PTS: 1

84. ANS: D PTS: 1

85. ANS: A PTS: 1

86. ANS: B PTS: 1

87. ANS: A PTS: 1

88. ANS: A PTS: 1

89. ANS: A PTS: 1

90. ANS: A PTS: 1

91. ANS: B PTS: 1

92. ANS: B PTS: 1

93. ANS: C PTS: 1

94. ANS: A PTS: 1

95. ANS: D PTS: 1

96. ANS: B PTS: 1

97. ANS: B PTS: 1

98. ANS: C PTS: 1

99. ANS: B PTS: 1

100. ANS: D PTS: 1

101. ANS: D PTS: 1

102. ANS: A PTS: 1

103. ANS: A PTS: 1

104. ANS: C PTS: 1

105. ANS: D PTS: 1

106. ANS: B PTS: 1

107. ANS: D PTS: 1

108. ANS: C PTS: 1

109. ANS: A PTS: 1

110. ANS: A PTS: 1

111. ANS: A PTS: 1

112. ANS: C PTS: 1