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Multiple Choice QuestionsDirections: Questions will appear in sets of 2–5. For each question, consider the stimulus and your knowledge of world history before selecting the correct answer.

Questions 1–2 refer to the passage below.

Reading the Vedas, making offerings to priests, or sacrifices to the gods, self-mortification by heat or cold, and many such penances performed for the sake of immortality, these do not cleanse the man who is not free from delusions.

Anger, drunkenness, obstinacy, bigotry, deception, envy, self-praise, disparaging others, superciliousness and evil intentions constitute uncleanness; not verily the eating of flesh.

A middle path, O bhikkhus, avoiding the two extremes, has been discovered by the Tathagata—a path which opens the eyes, and bestows understanding, which leads to peace of mind, to the higher wisdom, to full enlightenment, to Nirvana!

Sermon at Benares, c. 500 B.C.E.

(Source)

o 1.

The excerpt implies that Buddhism arose partly as a response to what religion?

(A) Christianity

(B) Vedism

(C) Islam

(D) Daoism Come Back to This

I'm Guessing o 2.

What was the most significant means by which Buddhism was spread in the late third century C.E.?

(A) Merchants using new trade routes

(B) Wealthy missionaries travelling all over the continent

(C) Educational institutions set up to teach Buddhism

(D) The support of the Mauryan emperor, Ashoka Come Back to This

I'm Guessing Questions 3–4 refer to the image below.

Constantine Sees Vision of Cross, Vignali, 17th Century.

(Source)

o 3.

In 313 C.E., after claiming to see a cross in the sky that promised victory, which of the following did Emperor Constantine do?

(A) Make Christianity the official religion of the Roman Empire

(B) Implement aspects of Christianity into the Roman religion

(C) Start burning temples and trying to eradicate the Roman religion

(D) Allow citizens of the Roman Empire to worship whatever religion they chose, including Christianity

Come Back to This I'm Guessing

o 4.

Constantine is also notable for what event that caused a split in the Roman Empire?

(A) Moving the capital of the Roman Empire

(B) Burning down Rome

(C) Losing the Second Punic War to Hannibal

(D) Eliminating the Senate Come Back to This

I'm Guessing Questions 5–6 refer to the map below.

Map of the layout of Teotihuacan. Full image.

(Source)

o 5.

What does the layout of Teotihuacan reveal?

(A) Teotihuacan's citizens' overwhelming need for order

(B) Teotihuacan's uniqueness compared to other contemporaneous cities of the region

(C) How Teotihucan is representative of its citizens' view of the universe

(D) That Teotihuacan was built by slow growth over the centuries Come Back to This

I'm Guessing o 6.

What do archaeologists know about Teotihuacan?

(A) It was named after the serpent god of many Mesoamerican religions.

(B) It was the largest cultural center in the Americas in the first centuries C.E.

(C) It was the capital of the Aztec Empire.

(D) It was a purely religious center that did not involve itself with trade. Come Back to This


Map of the Triangular Trade. Full image.

(Source: Shmoop)

o 7.

What was one major reason for the shipping of slaves from Africa to Spanish colonies in the Americas?

(A) The indigenous tribes were decimated by diseases brought by earlier Europeans.

(B) Due to a long history of European slavery, African slaves were easier to control.

(C) Europeans didn't view the Native Americans as inferior peoples suitable for slavery.

(D) Africa was overpopulated, so Africans volunteered themselves to redistribute the population elsewhere.


o 8.

What was a side effect of the Columbian Exchange?

(A) Native American religions became popular in Europe.

(B) American farming techniques were adopted in Europe.

(C) European and Asian populations grew rapidly due to new crops like the potato.

(D) European populations decreased as diseases brought back from the New World spread across the continent.


o 9.

What was a lasting result of the triangular trade on religion?

(A) A melding of Christianity and native African religions

(B) The eradication of native African religions

(C) The merging of African religions with Native American religions

(D) A decrease in religious belief as people became disillusioned with religion Come Back to This

I'm Guessing o 10.

In addition to the sugar, tobacco, and cotton shown on the map, which of the following was the most significant aspect of global trade that came over from the Americas?

(A) Iron

(B) Gold

(C) Copper

(D) Silver Come Back to This

I'm Guessing o 11.

What is the name of the section of the Triangle Trade in which slaves were shipped from Africa to the United States?

(A) Trail of Tears

(B) Atlantic Passage

(C) Middle Passage

(D) Slave Corridor Come Back to This

I'm Guessing Questions 12–13 refer to the passage below.

Table III: One who has confessed a debt, or against whom judgment has been pronounced, shall have thirty days to pay it in. After that forcible seizure of his person is allowed. The creditor shall bring him before the magistrate. Unless he pays the amount of the judgment or someone in the presence of the magistrate interferes in his behalf as protector the creditor so shall take him home and fasten him in stocks or fetters. He shall fasten him with not less than fifteen pounds of weight or, if he choose, with more. If the prisoner choose, he may furnish his own food. If he does not, the creditor must give him a pound of meal daily; if he choose he may give him more…

Table VII: Let them keep the road in order. If they have not paved it, a man may drive his team where he likes.…Table XI: Marriages should not take place between plebeians and patricians.

The Twelve Tables of Roman Law, 450 B.C.E.

(Source)

o 12.

The Twelve Tables of Roman Law is an example of which of the following?

(A) The egalitarian nature of Roman society

(B) The increasing centralization of the Roman government

(C) The caste system of Roman society

(D) The harsh treatment of the people by the Roman government Come Back to This

I'm Guessing o 13.

The plebeians are most closely analogous to which class of society described in the 19th and 20th centuries?

(A) The peerage

(B) The aristocracy

(C) The proletariat

(D) The bourgeoisie Come Back to This


Map showing the origins of domestication. Full image.

Adapted from (Source)

o 14.

What were the effects of the introduction of agriculture in the places indicated on the map?

(A) A more egalitarian society

(B) Better and more varied diets

(C) A more highly stratified society

(D) More leisure time Come Back to This

I'm Guessing o 15.

Why was the Fertile Crescent one of the first sites of sustained agriculture and permanent villages?

(A) It was situated between the two rivers, which provided an ample source of water and nutrient rich soil.

(B) It was where humanity first evolved, so it became the first site of agriculture.

(C) It was the site of the first nation states, which needed agriculture to sustain them.

(D) It had the temperate weather conditions suitable for farming. Come Back to This

I'm Guessing

o 16.

The areas indicated on the map also witnessed the rise of the first civilizations, which were known for what kind of social and political system?

(A) Meritocracy

(B) Matriarchy

(C) Democracy

(D) Patriarchy Come Back to This


Whatever silver the merchants may carry with them as far as Cathay the lord of Cathay will take from them and put into his treasury. And to merchants who thus bring silver they give that paper money of theirs in exchange. This is of yellow paper, stamped with the seal of the lord aforesaid. And this money is called balishi; and with this money you can readily buy silk and all other merchandise that you have a desire to buy. And all the people of the country are bound to receive it. And yet you shall not pay a higher price for your goods because your money is of paper. And of the said paper money there are three kinds, one being worth more than another, according to the value which has been established for each by that lord.

Francesco Pegolotti, Cathay and the Way Thither, 1340.

(Source)

o 17.

Based on the above excerpt, where is Cathay most likely located?

(A) India

(B) China

(C) Italy

(D) Turkey Come Back to This

I'm Guessing o 18.

Cathay and the Way Thither represents what about Europeans?

(A) Their tendency to assimilate into the culture they are visiting

(B) Their desire for luxury items from the East

(C) Their dislike of traveling to foreign countries

(D) Their efforts at imperialism in the East


o 19.

Thanks to merchants and other travelers like Francesco Pegolotti, what ideas and technologies were spread westward?

(A) The compass, mechanical clock, and paper money

(B) Horsemanship, iron making, and gunpowder

(C) Silk and porcelain making technologies

(D) Paper money, gunpowder, and the printing press Come Back to This

I'm Guessing o 20.

What made travel to foreign lands easier at the time the passage was published?

(A) A relative peace that made travel safe

(B) Advancements in ship design and navigation

(C) New domesticated camel species

(D) The invention of the sextant Come Back to This


Henry by the grace of God, king of England, lord of Ireland, duke of Normandy, Aquitaine, and count of Anjou, to the archbishops, bishops, abbots, priors, earls, barons, sheriffs, stewards, servants and to all his bailiffs and faithful subjects who shall look at the present charter, greeting. Know that we, out of reverence for God and for the salvation of our soul and the souls of our ancestors and successors, for the exaltation of holy church and the reform of our realm, have of our own spontaneous goodwill given and granted to the archbishops, bishops, abbots, priors, earls, barons and all of our realm these liberties written below to be held in our kingdom of England for ever…

Moreover, so long as he has the wardship of the land, the guardian shall keep in repair the houses, parks, preserves, ponds, mills and other things pertaining to the land out of the revenues from it; and he shall restore to the heir when he comes of age his land fully stocked with ploughs and all other things in at least the measure he received. All these things shall be observed in the case of wardships of vacant archbishoprics, bishoprics, abbeys, priories, churches and dignities that pertain to us except that wardships of this kind may not be sold…

No free man shall henceforth give or sell to anyone more of his land than will leave enough for the full service due from the fief to be rendered to the lord of the fief…

No one shall be arrested or imprisoned upon the appeal of a woman for the death of anyone except her husband.

Excerpts from the Magna Carta, 1225 C.E.

(Source)

o 21.

What does this excerpt from the Magna Carta highlight?

(A) The new social structure of England in which everyone was treated equally

(B) The power of Catholic Church in medieval England

(C) The corrupt nature of the English monarchy

(D) The importance of the Church of England Come Back to This

I'm Guessing o 22.

The above excerpts reveal that England had what type of social and economic system in place at this time?

(A) Mercantilism

(B) Capitalism

(C) Socialism

(D) Feudalism Come Back to This

I'm Guessing o 23.

The system in place in medieval Europe was most similar to that of which other area?

(A) Japan

(B) China

(C) North Africa

(D) the Middle East Come Back to This

I'm Guessing o 24.

What does the excerpt reveal about gender relations in England at the time?

(A) Men had complete control over women

(B) Men and women were becoming more equal

(C) Women were expected to stay in the home

(D) Women had fewer rights and lower societal standing than men Come Back to This

I'm Guessing Questions 25–27 refer to the graph below.

Graph showing the World Energy Consumption by exajoules per year. Full image.

(Source: Shmoop)

o 25.

What is the BEST explanation for how the increasing use of energy technologies affected global culture?

(A) More available energy allowed more people to afford to drive cars.

(B) Widely available material goods led to a growing consumer culture.

(C) More factories led to highly specialized occupations and social classes.

(D) Advancements in energy technologies caused countries to completely switch to clean energy. Come Back to This

I'm Guessing o 26.

Which of the following was the largest environmental consequence of the booming fossil fuel industry?

(A) Polluted waterways with chemical run-off

(B) Reforestation as forests grew back because wood was no longer a major fuel source

(C) Global climate change due to pollution

(D) Deforestation as land was cleared for mines Come Back to This

I'm Guessing o 27.

What did increasing awareness of climate change lead to?

(A) Universal acceptance of the idea of climate change

(B) Public debate and protests about the reality of climate change

(C) Universal rejection of the idea of climate change

(D) The creation of the first environmental protection groups Come Back to This


Drawing of a Dutch Fluyt.

(Source)

o 28.

Which of the following is the BEST description of the above ship?

(A) A return to traditional ship building by the Dutch

(B) An example of Dutch innovative ship design

(C) A slave ship used in the Atlantic slave trade

(D) A Dutch warship Come Back to This

I'm Guessing o 29.

The fluyt contributed to the rise of the Dutch maritime empire, which was characterized at this time by which of the following?

(A) Large settler colonies

(B) Trading posts run by chartered companies

(C) Imperialism

(D) The shipping of precious metals Come Back to This


James, by the grace of God [King of England, Scotland, France, and Ireland, Defender of the Faith], etc. Whereas our loving and weldisposed subjects, Sir Thomas Gates and Sir George Somers, Knightes; Richarde Hackluit, Clarke, Prebendarie of Westminster; and Edwarde Maria Winghfeilde, Thomas Hannam and Raleighe Gilberde, Esquiers; William Parker and George Popham, Gentlemen; and divers others of our loving subjects, have been humble sutors unto us that wee woulde vouchsafe unto them our licence to make habitacion, plantacion and to deduce a colonie of sondrie of our people into that parte of America commonly called Virginia, and other parts and territories in America either appartaining unto us or which are not nowe actuallie possessed by anie Christian prince or people, scituate, lying and being all along the sea coastes between fower and thirtie degrees of northerly latitude from the equinoctiall line and five and fortie degrees of the same latitude and in the maine lande betweene the same fower and thirtie and five and fourtie degrees, and the ilandes thereunto adjacente or within one hundred miles of the coaste thereof…

First Charter for the Virginia Company of London, 1606.

(Source)

o 30.

The Virginia Company of London is BEST described as which of the following?

(A) A commercial-stock company

(B) A public joint-stock company

(C) A joint-stock company created by royal charter

(D) A proprietary company Come Back to This

I'm Guessing o 31.

Thanks to taxes sent back to Europe from the Virginia Company and others, what occurred in Europe?

(A) Lower taxes on the poor

(B) New public housing projects

(C) A decrease in social stratification

(D) Increased funding for the arts Come Back to This


After the great war it is difficult to point out a single nation that is happy; but this has come out of the war, that there is not a single nation outside India that is not either free or striving to be free.

It is said that we, too, are on the road to freedom, that it is better to be on the certain though slow course of gradual unfoldment of freedom than to take the troubled and dangerous path of revolution whether peaceful or violent, and that the new Reforms are a half-way house to freedom.

The new constitution granted to India keeps all the military forces, both in the direction and in the financial control, entirely outside the scope of responsibility to the people of India. What does this mean? It means that the revenues of India are spent away on what the nation does not want. But after the mid-Eastern complications and the fresh Asiatic additions to British Imperial spheres of action. This Indian military servitude is a clear danger to national interests.

The new constitution gives no scope for retrenchment and therefore no scope for measures of social reform except by fresh taxation, the heavy burden of which on the poor will outweigh all the advantages of any reforms. It maintains all the existing foreign services, and the cost of the administrative machinery high as it already is, is further increased….

Not only is Despotism intact in the Law, but unparalleled crimes and cruelties against the people have been encouraged and even after boastful admissions and clearest proofs, left unpunished. The spirit of unrepentant cruelty has thus been allowed to permeate the whole administration.

Mohandas Gandhi, Introduction to "Freedom's Battle," 1922.

(Source)

o 32.

The "slow course of gradual unfoldment of freedom" mentioned in the passage refers to which of the following?

(A) Nonviolence and non-cooperation

(B) Guerrilla warfare and sabotage

(C) A centuries-long transfer of power

(D) A bitter civil war Come Back to This

I'm Guessing o 33.

What happened at the same time as Indian independence that was counter to Gandhi's agenda?

(A) The creation of Bengal as an independent state

(B) The creation of Pakistan and Bangladesh as independent states

(C) The creation of Bangladesh as an independent Muslim state

(D) The creation of Pakistan as an independent Muslim state Come Back to This

I'm Guessing o 34.

Given the excerpt and your knowledge of world history, in what way was Gandhi a nationalist?

(A) He believed that India should be united under one religion.

(B) He wanted a unified, independent India.

(C) He supported Communism.

(D) He believed that India was superior to all other nations. Come Back to This

I'm Guessing o 35.

What other 20th-century leaders were inspired by Gandhi's philosophy and work?

(A) Martin Luther King Jr. and Nelson Mandela

(B) Mao Zedong and Nelson Mandela

(C) Malcolm X and Martin Luther King Jr.

(D) Martin Luther King Jr. and Mao Zedong Come Back to This

I'm Guessing Questions 36–37 refer to the following excerpt.

At Buda I made my first acquaintance with the Janissaries; this is the name by which the Turks call the infantry of the royal guard. The Turkish state has 12,000 of these troops when the corps is at its full strength. They are scattered through every part of the empire, either to garrison the forts against the enemy, or to protect the Christians and Jews from the violence of the mob. There is no district with any considerable amount of population, no borough or city, which has not a detachment of Janissaries to protect the Christians, Jews, and other helpless people from outrage and wrong.

A garrison of Janissaries is always stationed in the citadel of Buda. The dress of these men consists of a robe reaching down to the ankles, while, to cover their heads, they employ a cowl which, by their account, was originally a cloak sleeve, part of which contains the head, while the remainder hangs down and flaps against the neck. On their forehead is placed a silver gilt cone of considerable height, studded with stones of no great value.

Ogier Ghiselin de Busbecq, The Turkish Letters, c. 1555–1562.

(Source)

o 36.

The Janissaries can BEST be described as which of the following?

(A) New military elites used by rulers to centralize their power

(B) Independent military forces organized by the state

(C) Tribal forces used to legitimize the ruler's power

(D) Mercenaries hired to protect the city Come Back to This

I'm Guessing o 37.

Taken along with your knowledge of world history, what does this excerpt reveal about the relationship between the central government and religion?

(A) The government favored Christians and Jews.

(B) There was tension between Christians and Muslims.

(C) The Janissaries were inherently religious.

(D) Religious minorities were discriminated against. Come Back to This

I'm Guessing Questions 38–39 refer to the graph below.

World Population 10,000 B.C.E. to Present.

(Source)

o 38.

The sharp spike in the graph is the result of which of the following events?

(A) The Agricultural Revolution

(B) The Industrial Revolution

(C) The Enlightenment

(D) The Second Great Awakening Come Back to This

I'm Guessing o 39.

At the time of the spike in the graph, much of the world's population was also beginning to do which of the following?

(A) Leave the traditional family structure

(B) Concentrate in urban centers

(C) Spread out to rural areas

(D) Have bigger families with more children



Civilization cannot go back; civilization must not stand still. We have undertaken new methods. It is our task to perfect, to improve, to alter when necessary, but in all cases to go forward. To consolidate what we are doing, to make our economic and social structure capable of dealing with modern life is the joint task of the legislative, the judicial, and the executive branches of the national Government.

Without regard to party, the overwhelming majority of our people seek a greater opportunity for humanity to prosper and find happiness. They recognize that human welfare has not increased and does not increase through mere materialism and luxury, but that it does progress through integrity, unselfishness, responsibility and justice.

In the past few months, as a result of our action, we have demanded of many citizens that they surrender certain licenses to do as they please in their business relationships; but we have asked this in exchange for the protection which the State can give against exploitation by their fellow men or by combinations of their fellow men.

Franklin D. Roosevelt's Annual Message to Congress, January 3, 1934.

(Source)

o 40.

Given your knowledge of world history at the time, the passage reveals what change in American and global governance?

(A) Government-regulated business

(B) The establishment of socialist economy

(C) Total government control of business

(D) An increasingly laissez-faire economy Come Back to This

I'm Guessing o 41.

By the end of the 20th century, which of the following would happen to the ideas put forth in Roosevelt's speech?

(A) They would be completely abolished by conservative administrations.

(B) They would be strengthened by policies granting even more government oversight.

(C) They would be challenged and diminished by a return to free-market policies.

(D) They would be modified by new economic philosophies. Come Back to This


Map of the Silk Road, Land and Maritime Routes. Full image.

(Source)

o 42.

In context of the Silk Road shown in the stimuli, what were the caravanserai?

(A) Roadside inns in which travelers and merchants could stop and rest on their journey

(B) Police forces organized by local rulers to protect travelers

(C) Groups of merchants traveling together for protection

(D) Money lenders who facilitated trade by converting currency for merchants Come Back to This

I'm Guessing o 43.

What was one of the most significant effects of diasporic communities of merchants which emerged along trade routes across Asia?

(A) An increasing number of wars between native and foreign populations

(B) The decreasing popularity of sea routes

(C) The spreading of religious and cultural ideas to indigenous populations

(D) The conversion of Europeans to native religions Come Back to This

I'm Guessing o 44.

What was one of the most significant negative consequences of the Silk Road?

(A) The spread of diseases like the Bubonic Plague

(B) An influx of luxury goods which exacerbated the difference between rich and poor

(C) The spread of religious ideas which came into conflict with each other

(D) The spread of technological and cultural ideas Come Back to This


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

Rudyard Kipling, excerpt from "The White Man's Burden," 1899.

(Source)

o 45.

Kipling's poem is intended to do which of the following?

(A) Urge British citizens to move to the outer edges of the Empire

(B) Criticize the imperialist governments of Europe and America

(C) Mock the idea of imperialism

(D) Justify American and European imperialism Come Back to This

I'm Guessing o 46.

What was the root cause of imperialism?

(A) A need for natural resources to fuel the Industrial Revolution

(B) Christian missionaries' desire to spread Christianity across the globe

(C) Overpopulation of European countries that created a need for colonies

(D) The philosophical ideas put forth by Kipling's poem Come Back to This

I'm Guessing o 47.

In "The White Man's Burden," Kipling refers to imperialism in Asia and the Pacific islands. Which of the following describes how imperialism in these areas was changing?

(A) From Spanish and Portuguese dominance to American and British

(B) From American dominance to French and Spanish

(C) From British and American dominance to Spanish and Portuguese

(D) From Dutch and British dominance to American and French Come Back to This

I'm Guessing Questions 48–51 refer to the sources below.

Source 1:

The annual labour of every nation is the fund which originally supplies it with all the necessaries and conveniences of life which it annually consumes, and which consist always either in the immediate produce of that labour, or in what is purchased with that produce from other nations.

According, therefore, as this produce, or what is purchased with it, bears a greater or smaller proportion to the number of those who are to consume it, the nation will be better or worse supplied with all the necessaries and conveniences for which it has occasion.But this proportion must in every nation be regulated by two different circumstances: first, by the skill, dexterity, and judgment with which its labour is generally applied; and, secondly, by the proportion between the number of those who are employed in useful labour, and that of those who are not so employed. Whatever be the soil, climate, or extent of territory of any particular nation, the abundance or scantiness of its annual supply must, in that particular situation, depend upon those two circumstances.

Adam Smith, The Wealth of Nations, 1776.

(Source)

Source 2:

The history of all hitherto existing societies is the history of class struggles. Freeman and slave, patrician and plebeian, lord and serf, guild-master and journeyman, in a word, oppressor and oppressed, stood in constant opposition to one another, carried on an uninterrupted, now hidden, now open fight, a fight that each time ended, either in a revolutionary re-constitution of society at large, or in the common ruin of the contending classes.

In the earlier epochs of history, we find almost everywhere a complicated arrangement of society into various orders, a manifold gradation of social rank. In ancient Rome we have patricians, knights, plebeians, slaves; in the Middle Ages, feudal lords, vassals, guild-masters, journeymen, apprentices, serfs; in almost all of these classes, again, subordinate gradations.

The modern bourgeois society that has sprouted from the ruins of feudal society has not done away with class antagonisms. It has but established new classes, new conditions of oppression, new forms

of struggle in place of the old ones. Our epoch, the epoch of the bourgeoisie, possesses, however, this distinctive feature: it has simplified the class antagonisms. Society as a whole is more and more splitting up into two great hostile camps, into two great classes, directly facing each other: Bourgeoisie and Proletariat.

Karl Marx and Friedrich Engels, The Communist Manifesto, 1848.

(Source)

o 48.

In The Wealth of Nations, Adam Smith develops what economic system?

(A) Mercantilism

(B) Communism

(C) Socialism

(D) Capitalism Come Back to This

I'm Guessing o 49.

Adam Smith was a great proponent of which of the following?

(A) Labor unions

(B) Maintaining traditional means of production

(C) Creating divisions of labor within industry

(D) Workers' rights Come Back to This

I'm Guessing o 50.

The writings of Karl Marx and Friedrich Engels challenged those of Adam Smith in which of the following ways?

(A) Claiming that social class is rooted within the division of labor

(B) Proposing that that the traditional division of labor was best

(C) Proposing a utopian society in which government is abolished

(D) Advocating for more government regulation Come Back to This

I'm Guessing o 51.

As a response to the writings of both Smith and Marx, what was an important labor reform begun in the late 19th century?

(A) Equal pay for women

(B) The right to collective bargaining

(C) Child labor laws

(D) Minimum wage Come Back to This


Political cartoon of the Berlin Conference c. 1885.

(Source)

o 52.

Who do the men at the table represent?

(A) Members of a joint-stock company

(B) Britain's ruling elite

(C) European powers

(D) American government officials Come Back to This

I'm Guessing o 53.

What was one economic reason for the "Scramble for Africa"?

(A) The need for coal

(B) The need for precious materials

(C) The need for slaves

(D) The need for new markets Come Back to This


Whereas recognition of the inherent dignity and of the equal and inalienable rights of all members of the human family is the foundation of freedom, justice and peace in the world…

Whereas the peoples of the United Nations have in the Charter reaffirmed their faith in fundamental human rights, in the dignity and worth of the human person and in the equal rights of men and women and have determined to promote social progress and better standards of life in larger freedom…

Whereas Member States have pledged themselves to achieve, in co-operation with the United Nations, the promotion of universal respect for and observance of human rights and fundamental freedoms…

Now, Therefore THE GENERAL ASSEMBLY proclaims THIS UNIVERSAL DECLARATION OF HUMAN RIGHTS as a common standard of achievement for all peoples and all nations, to the end that every individual and every organ of society, keeping this Declaration constantly in mind, shall strive by teaching and education to promote respect for these rights and freedoms and by progressive measures, national and international, to secure their universal and effective recognition and observance, both among the peoples of Member States themselves and among the peoples of territories under their jurisdiction.

International Religious Freedom Report Appendix A: Universal Declaration of Human Rights, 2008.

(Source)

o 54.

The Universal Declaration of Human Rights came about as a response to which of the following?

(A) World War I

(B) The Vietnam War

(C) World War II

(D) The Cold War Come Back to This

I'm Guessing o 55.

Which of the following was part of the reason the United Nations was formed and the Universal Declaration of Human Rights was written?

(A) To create a governing body that had the power to overrule other countries

(B) To establish a global institution of law and order in the face of increasing globalization

(C) To prevent the crimes against humanities caused by World War I

(D) To reduce increasing Cold War tensions Come Back to This

I'm Guessing

Prompt 1Identify and explain THREE universal characteristics of early civilizations. Include at least ONE specific example for each characteristic.

Prompt 2Answer all parts of the question that follows.

a) Identify and explain TWO benefits of the Green Revolution.

b) Identify and explain ONE negative impact of the Green Revolution.

Prompt 3Use the artwork below and your knowledge of world history to answer all parts of the question that follows.

"We Can Do It!" poster for Westinghouse, closely associated with Rosie the Riveter, although not a depiction of the cultural icon itself, 1942.

(Source)

Compare the sentiment expressed in the poster with attitudes towards women in 1950s America.

Prompt 4Read the excerpt and answer all parts of the following question.

"Man was born free, but everywhere he is in chains. This man believes that he is the master of others, and still he is more of a slave than they are. How did that transformation take

https://en.wikipedia.org/wiki/File:We_Can_Do_It!.jpg

place? I don't know. How may the restraints on man become legitimate? I do believe I can answer that question....

At a point in the state of nature when the obstacles to human preservation have become greater than each individual with his own strength can cope with . . .an adequate combination of forces must be the result of men coming together. Still, each man's power and freedom are his main means of self-preservation. How is he to put them under the control of others without damaging himself . . . ?

This question might be rephrased: 'How is a method of associating to be found which will defend and protect-using the power of all-the person and property of each member and still enable each member of the group to obey only himself and to remain as free as before?' This is the fundamental problem; the social contract offers a solution to it."

Jean Jacques Rousseau, "The Social Contract," 1763

(Adapted from Source)

a) Identify and explain ONE factor that inspired the Enlightenment.

b) Identify and explain TWO effects of the Enlightenment.

Document-Based Question

http://www.gutenberg.org/files/46333/46333-h/46333-h.htm

Directions: Question 1 is based on the documents that follow, which may have been edited for the purpose of this exercise. The question is designed to test your ability to create historical arguments, use relevant evidence, and contextualize and synthesize information. It is recommended that you spend 15 minutes planning your essay and 40 minutes writing your response.

Your response should include the following.

A thesis that directly answers each part of the question

Support or a relevant argument for the thesis from all, or all but one, of the documents provided

Analysis of all, or all but one, of the documents provided, with a focus on at least one of the following: intended audience, purpose, historical context, and/or the author's point of view

Support for your argument from prior knowledge or historical examples outside the documents

Connection between your argument and broader historical phenomena, themes, or events

Synthesis of the elements above into a persuasive essay

Question 1. Explain the development of the caste system through India's ancient texts circa 1000 B.C.E. and its effects on colonial India.

Document 1

Source: Translated by Ralph T.H. Griffith, Rig Veda Book 10, 1896.

A thousand heads hath Puruṣa, a thousand eyes, a thousand feet.On every side pervading earth he fills a space ten fingers wide.

This Puruṣa is all that yet hath been and all that is to be;The Lord of Immortality which waxes greater still by food.

So mighty is his greatness; yea, greater than this is Puruṣa.All creatures are one-fourth of him, three-fourths eternal life in heaven.

With three-fourths Puruṣa went up: one-fourth of him again was here.Thence he strode out to every side over what cats not and what cats.

From him Virāj was born; again Puruṣa from Virāj was born.As soon as he was born he spread eastward and westward o’er the earth.

When Gods prepared the sacrifice with Puruṣa as their offering,Its oil was spring, the holy gift was autumn; summer was the wood.

They balmed as victim on the grass Puruṣa born in earliest time.With him the Deities and all Sādhyas and Ṛṣis sacrificed.

From that great general sacrifice the dripping fat was gathered up.He formed the creatures of-the air, and animals both wild and tame.

From that great general sacrifice Ṛcas and Sāma-hymns were born:Therefrom were spells and charms produced; the Yajus had its birth from it.From it were horses born, from it all cattle with two rows of teeth:From it were generated kine, from it the goats and sheep were born.

When they divided Puruṣa how many portions did they make?What do they call his mouth, his arms? What do they call his thighs and feet?

Forth from his navel came mid-air the sky was fashioned from his headEarth from his feet, and from his car the regions. Thus they formed the worlds.

Seven fencing-sticks had he, thrice seven layers of fuel were prepared,When the Gods, offering sacrifice, bound, as their victim, Puruṣa.

Gods, sacrificing, sacrificed the victim these were the earliest holy ordinances.The Mighty Ones attained the height of heaven, there where the Sādhyas, Gods of old, are dwelling.

Document 2

Source: Written by Anonymous, translated by Sir Edwin Arnold, Bhagavad-Gita.

CHAPTER III 76-81, 101-117Yet I act here! and, if I acted not--Earnest and watchful--those that look to meFor guidance, sinking back to sloth againBecause I slumbered, would decline from good,And I should break earth's order and commitHer offspring unto ruin, Bharata![...]They who shall keepMy ordinance thus, the wise and willing hearts,Have quittance from all issue of their acts;But those who disregard My ordinance,Thinking they know, know nought, and fall to loss,Confused and foolish. 'Sooth, the instructed oneDoth of his kind, following what fits him most:And lower creatures of their kind; in vainContending 'gainst the law. Needs must it beThe objects of the sense will stir the senseTo like and dislike, yet th' enlightened manYields not to these, knowing them enemies.Finally, this is better, that one doHis own task as he may, even though he fail,Than take tasks not his own, though they seem good.To die performing duty is no ill;But who seeks other roads shall wander still.

CHAPTER XVIII, 153-173The work of Brahmans, Kshatriyas, Vaisyas,And Sudras, O thou Slayer of thy Foes!Is fixed by reason of the QualitiesPlanted in each:A Brahman's virtues, Prince!Born of his nature, are serenity,Self-mastery, religion, purity,Patience, uprightness, learning, and to knowThe truth of things which be. A Kshatriya's pride,Born of his nature, lives in valour, fire,Constancy, skillfulness, spirit in fight,And open-handedness and noble mien,As of a lord of men. A Vaisya's task,Born with his nature, is to till the ground,Tend cattle, venture trade. A Sudra's state,Suiting his nature, is to minister.Whoso performeth--diligent, content--The work allotted him, whate'er it be,Lays hold of perfectness! Hear how a man

Findeth perfection, being so content:He findeth it through worship--wrought by work--Of Him that is the Source of all which lives,Of HIM by Whom the universe was stretched.Better thine own work is, though done with fault,Than doing others' work, ev'n excellently.

Document 3

Source: "Basors making baskets of bamboo." from The Tribes and Castes of the Central Provinces of India Volume II Author: R. V. Russell, 1916.

(Source)

Document 4

Source: R.V. Russell, Castes of the Central Provinces of India—Volume I (of IV), 1916.

http://www.gutenberg.org/files/22010/22010-h/22010-h.htm#d0e5961

The caste system has maintained its vigour unimpaired either by the political vicissitudes and foreign invasions of India or by Muhammadan persecution. Except where it has been affected by European education and inventions, Hindu society preserved until recently a remarkably close resemblance to that of ancient Greece and Rome in the classical period. But several signs point to the conclusion that the decay of caste as the governing factor of Indian society is in sight. The freedom in selection of occupation which now obtains appears to strike at the root of the caste system, because the relative social status and gradation of castes is based on their traditional occupations. When in a large number of the principal castes the majority of the members have abandoned their traditional occupation and taken freely to others, the relative status of castes becomes a fiction, which, though it has hitherto subsisted, cannot apparently be indefinitely maintained. The great extension of education undertaken by Government and warmly advocated by the best Indian opinion exercises an analogous influence. Education is free to all, and, similarly, in the careers which it opens to the most successful boys there is no account of caste. Thus members of quite low castes obtain a good social position and, as regards them personally, the prejudices and contempt for their caste necessarily fall into abeyance. The process must, probably, in time extend to general social toleration.

The educated classes are also coming to regard the restrictions on food and drink, and on eating and drinking with others, as an irksome and unnecessary bar to social intercourse, and are gradually abandoning them. This tendency is greatly strengthened by the example and social contact of Europeans.

Finally, the facilities for travelling and the democratic nature of modern travel have a very powerful effect. The great majority of Hindus of all castes are obliged by their comparative poverty to avail themselves of the cheap third-class fares, and have to rub shoulders together in packed railway carriages. Soon they begin to realise that this does them no harm, and get accustomed to it, with the result that the prejudices about bodily contact tend to disappear. The opinion has been given that the decline of social exclusiveness in England was largely due to the introduction of railway travelling. Taking account of all these influences, and assuming their continuance, the inference may safely be drawn that the life of the Indian caste system is limited, though no attempt can be made to estimate the degree of its vitality, nor to predict the form and constitution of the society which will arise on its decay.

(Source)

Document 5

Source: M.K. Ghandi, The Third Class In Indian Railways, 1917.

http://www.gutenberg.org/files/20583/20583-h/20583-h.htm#d0e3267

I have now been in India for over two years and a half after my return from South Africa. Over one quarter of that time I have passed on the Indian trains travelling third class by choice.[...] Having resorted to third class travelling, among other reasons, for the purpose of studying the conditions under which this class of passengers travel, I have naturally made as critical observations as I could. […]

On the way passengers got for tea tannin water with filthy sugar and a whitish looking liquid mis-called milk which gave this water a muddy appearance. I can vouch for the appearance, but I cite the testimony of the passengers as to the taste.

Not during the whole of the journey was the compartment once swept or cleaned. The result was that every time you walked on the floor or rather cut your way through the passengers seated on the floor, you waded through dirt.

The closet was also not cleaned during the journey and there was no water in the water tank.

Refreshments sold to the passengers were dirty-looking, handed by dirtier hands, coming out of filthy receptacles and weighed in equally unattractive scales. These were previously sampled by millions of flies. I asked some of the passengers who went in for these dainties to give their opinion. Many of them used choice expressions as to the quality but were satisfied to state that they were helpless in the matter; they had to take things as they came.

On reaching the station I found that the ghari-wala would not take me unless I paid the fare he wanted. I mildly protested and told him I would pay him the authorised fare. I had to turn passive resister before I could be taken. I simply told him he would have to pull me out of the ghari or call the policeman.

The return journey was performed in no better manner. [...]

Compare the lot of the first class passengers with that of the third class. In the Madras case the first class fare is over five times as much as the third class fare. Does the third class passenger get one-fifth, even one-tenth, of the comforts of his first class fellow? It is but simple justice to claim that some relative proportion be observed between the cost and comfort.

It is a known fact that the third class traffic pays for the ever-increasing luxuries of first and second class travelling. Surely a third class passenger is entitled at least to the bare necessities of life.

In neglecting the third class passengers, opportunity of giving a splendid education to millions in orderliness, sanitation, decent composite life and cultivation of simple and clean tastes is being lost. Instead of receiving an object lesson in these matters third class passengers have their sense of decency and cleanliness blunted during their travelling experience.

Document 6

Source: Major-General Sir W.H. Sleeman, K.C.B, Rambles and Recollections of an Indian Official, Chapter 8, 1915.

It is not, perhaps, known to many of my countrymen in India that in every city and town in the country the right of sweeping the houses and streets is one of the most intolerable of monopolies, supported entirely by the pride of caste among the scavengers, who are all of the lowest class. The right of sweeping within a certain range is recognized by the caste to belong to a certain member; and, if any other member presumes to sweep within that range, he is excommunicated—no other member will smoke out of his pipe, or drink out of his jug; and he can get restored to caste only by a feast to the whole body of sweepers. If any housekeeper within a particular circle happens to offend the sweeper of that range, none of his filth will be removed till he pacifies him, because no other sweeper will dare to touch it; and the people of a town are often more tyrannized over by these people than by any other.12

It is worthy of remark that in India the spirit of combination is always in the inverse ratio to the rank of the class; weakest in the highest, and strongest in the lowest class. All infringements upon the rules of the class are punished by fines. Every fine furnishes a feast at which every member sits and enjoys himself. Payment is enforced by excommunication—no one of the caste will eat, drink, or smoke with the convicted till the fine is paid; and, as every one shares in the fine, everyone does his best to enforce payment. The fines are imposed by the elders, who know the circumstances of the culprit, and fix the amount accordingly. Washermen will often at a large station combine to prevent the washermen of one gentleman from washing the clothes of the servants of any other gentleman, or the servants of one gentleman from getting their clothes washed by any other person than their own master's washerman. This enables them sometimes to raise the rate of washing to double the fair or ordinary rate; and at such places the washermen are always drunk with one continued routine of feasts from the fines levied.13 The cost of these fees falls ultimately upon the poor servants or their masters. This combination, however, is not always for bad or selfish purposes. [...] I and all the officers of my regiment were at one time in the habit of making every servant who required punishment or admonition to bring immediately, and give to the first religious mendicant we could pick up, the fine we thought just. All the religionists in the neighbourhood declared that justice had never been so well administered in any other regiment; no servant got any sympathy from them—they were all told that their masters were far too lenient.

Notes

12. In the author's time, when municipal conservancy and sanitation were almost unknown in India, the tyranny of the sweepers' guild was chiefly felt as a private inconvenience. It is now one of the principal of the many difficulties, little understood in Europe, which bar the progress of Indian sanitary reform. The sweepers cannot be readily coerced because no Hindoo or Musalmān would do their work to save his life, nor will he pollute himself even by

beating the refractory scavenger. A strike of sweepers on the occasion of a great fair, or of a cholera epidemic, is a most dangerous calamity. The vested rights described in the text are so fully recognized in practice that they are frequently the subject of sale or mortgage.

13. The low-caste Hindoos are generally fond of drink, when they can get it, but seldom commit crime under its influence.

(Source)

Document 7

Source: The Upanishads, Khândogya Upanishad Part V:10:7, by Max Müller, 1879.

7. 'Those whose conduct has been good, will quickly attain some good birth, the birth of a Brâhmana, or a Kshatriya, or a Vaisya. But those whose conduct has been evil, will quickly attain an evil birth, the birth of a dog, or a hog, or a Kandâla.

Long Essay QuestionDirections: Choose ONE of the two long essay questions to answer in writing.

Students are encouraged to start by creating a relevant thesis. A solid thesis should address all of the elements presented in the question, including the implied Historical Thinking skill.

Throughout the rest of the essay, students should provide evidence that demonstrates sound knowledge of relevant information to the given topic. Students should clearly demonstrate the connection between evidence and claims and extend the argument by connecting it to another time period, theme, or discipline.

Question 1: Describe the influence of Confucianism on gender roles between 600 B.C.E. and 600 C.E. In the development of your argument, consider the explicit and implicit ways that Confucianism influenced gender roles, as well as the short- and long-term effects that Confucianism had on gender roles.

Question 2: Describe the influence of the Enlightenment period upon women's rights and the suffrage movement. In the development of your argument, consider the explicit and implicit ways that the Enlightenment influenced women's rights, as well as the short- and long-term effects that the Enlightenment had on women's rights and the suffrage movement.

http://www.archive.org/stream/ramblesandrecoll15483gut/15483.txt


Reading the Vedas, making offerings to priests, or sacrifices to the gods, self-mortification by heat or cold, and many such penances performed for the sake of immortality, these do not cleanse the man who is not free from delusions.

Anger, drunkenness, obstinacy, bigotry, deception, envy, self-praise, disparaging others, superciliousness and evil intentions constitute uncleanness; not verily the eating of flesh.

A middle path, O bhikkhus, avoiding the two extremes, has been discovered by the Tathagata—a path which opens the eyes, and bestows understanding, which leads to peace of mind, to the higher wisdom, to full enlightenment, to Nirvana!

Sermon at Benares, c. 500 B.C.E.

(Source)

o 1.

The excerpt implies that Buddhism arose partly as a response to what religion?

(A)Christianity (B)Vedism (C)Islam (D)Daoism

Explanation:

The correct answer is (B).

Buddhism popped up in India, home to Vedism, a loose collection of beliefs that were a precursor to Hinduism. These beliefs included the idea that people would reincarnate into a new form after they died, depending on their karma. The Buddha, Siddharta Gautama, was the first to believe that there was something beyond endless reincarnation. He called this state nirvana, or enlightenment. Vedism didn't recognize nirvana, and it was here that Buddhism and Vedism shook hands and agreed to disagree. Buddha also went against many of the rituals of Vedism, as shown in the passage. He didn't think that rituals, sacrifices, or penances that would cleanse someone's karma. Instead, altruism and meditation would clear someone's karma and bring him or her closer to nirvana.

Christianity (A) arose in the Middle East as an offshoot of Judaism. Islam (C) also arose in the Middle East. Daoism (D) arose in China, and while Daoism and Buddhism later influenced each other, Buddhism arose out of a response to Vedism, not Daoism. Each of these super-religions would continue to be a force throughout the centuries.

(CUL-1)

Skills Tested:Period 2: c. 600 B.C.E. to c. 600 C.E.: Development and codification of religious and cultural traditions: Buddhism (2.1.II.A)Thematic Learning Objectives: Development and Interaction of Cultures (CUL)Historical Thinking Skills: Chronological Reasoning: Historical Causation

+1

o 2.

What was the most significant means by which Buddhism was spread in the late third century C.E.?

(A)Merchants using new trade routes (B)Wealthy missionaries travelling all over the continent (C)Educational institutions set up to teach Buddhism (D)The support of the Mauryan emperor, Ashoka

Explanation:

The correct answer is (D).

While all answers are true to some extent, Buddhism got its big break in the third century with the support of the Mauryan emperor Ashoka. Legend has it that he converted around 270 C.E. and immediately set to spreading the belief system throughout his empire, which covered all of India and some of its surroundings. Back then it was a good idea to follow the same religion as your ruler.

After Ashoka's reign, Buddhism would spread to China and the rest of Asia, thanks to missionaries (B), merchants (A), and educational institutions (C). However, Ashoka was the one who did most of the heavy lifting in getting Buddhism to spread across India.

(CUL-2)

Skills Tested:Period 2: c. 600 B.C.E. to c. 600 C.E.: Emergence of interregional networks of communication and exchange: Spread of religious and cultural traditions (2.3.III.C)Thematic Learning Objectives: Development and Interaction of Cultures (CUL)Historical Thinking Skills: Chronological Reasoning: Historical Causation

0

Questions 3–4 refer to the image below.

Constantine Sees Vision of Cross, Vignali, 17th Century.

(Source)

o 3.

In 313 C.E., after claiming to see a cross in the sky that promised victory, which of the following did Emperor Constantine do?

(A)Make Christianity the official religion of the Roman Empire (B)Implement aspects of Christianity into the Roman religion (C)Start burning temples and trying to eradicate the Roman religion (D)Allow citizens of the Roman Empire to worship whatever religion they chose, including

Christianity

Explanation:


According to legend, Constantine saw a cross in the sky during a battle, and it told him he would win. Be it divine intervention or a coincidence, Constantine won the battle. After winning, he issued the Edict of Milan, which granted religious freedom to all citizens of the empire. Prior to the Edict, it had been illegal to practice Christianity.

He wasn't so bold as to make Christianity the official religion of the Roman Empire. Emperor Theodosius would have those honors later in 380 C.E. (A). While Constantine supported Christianity, he did not completely denounce his pagan Roman faith, and he wasn't about to start burning temples or eradicate the Roman religion all together (C). Also, while trying to help Christianity gain acceptance, he implemented aspects of the Roman religion into it, instead of the other way around (B). It's thanks to Constantine that Christian holidays still share many similarities with those of the Roman pagans.

(CUL-4)

Skills Tested:Period 2: c. 600 B.C.E. to c. 600 C.E.: Development and codification of religious and cultural traditions: Christianity (2.1.II.D)Thematic Learning Objectives: Development and Interaction of Cultures (CUL)Historical Thinking Skills: Making Historical Connections: Contextualization

0

o 4.

Constantine is also notable for what event that caused a split in the Roman Empire?

(A)Moving the capital of the Roman Empire (B)Burning down Rome (C)Losing the Second Punic War to Hannibal (D)Eliminating the Senate

Explanation:

The correct answer is (A).

Constantine moved the capital of the Roman Empire from Rome to the city of Byzantium, which he later renamed Constantinople. It's obvious Constantine was a modest guy. After a while, people started calling the city Istanbul, which literally means "the city." The name was officially changed in 1923 when the modern-day country of Turkey was established. If that's too difficult to commit to memory, here's an obnoxious song to burn it into your brain.

Emperor Nero was the one in charge when Rome was destroyed by a large fire in 64 AD (B). Legend has it that he played the fiddle while watching his beloved city disintegrate into flames. There's no hard evidence for this myth, but we can't deny that it's poetic. After a series of defeats and many different battles, Rome actually won the Second Punic War (C). Furthermore, the Senate was not actually eliminated until sometime after Constantine in the 7th century C.E (D). Constantine was responsible for a weakening of its power, however, when he created a second senate in Constantinople.

(SB-10)

Skills Tested:Period 2: c. 600 B.C.E. to c. 600 C.E.: Development of states and empires: Key states and empires (2.2.I)Thematic Learning Objectives: State Building, Expansion, and Conflict (SB)Historical Thinking Skills: Chronological Reasoning: Historical Causation

+1

Questions 5–6 refer to the map below.

Map of the layout of Teotihuacan. Full image.

(Source)

o 5.

What does the layout of Teotihuacan reveal?

(A)Teotihuacan's citizens' overwhelming need for order (B)Teotihuacan's uniqueness compared to other contemporaneous cities of the region (C)How Teotihucan is representative of its citizens' view of the universe (D)That Teotihuacan was built by slow growth over the centuries

Explanation:

The correct answer is (C).

Teotihuacan's layout is a perfect example of the Mesoamerican tradition of planning cities based on their view of the universe. The city is aligned 15.5 degrees east of true north, and archaeologists believe it may have been built on that spot to align with the sun once a year. The Temple of the Sun and the Temple of the Moon are also aligned with astronomical phenomena.

Most other contemporary cities of the region were similarly aligned, so Teotihuacan wasn't original in this sense (B). While the city was organized, it wasn't ordered for order's sake (A). Just as with our

pencil box, there was a deeper, spiritual purpose behind the order. Lastly, the city was planned out and constructed in one fell swoop. A planned city tends to have straight lines and clearly defined areas, while an unplanned city tends to have multiple overlapping street systems and a mishmash of building styles.

(CUL-8)

Skills Tested:Period 2: c. 600 B.C.E. to c. 600 C.E.: Development and codification of religious and cultural traditions: Art and architecture (2.1.II.F)Thematic Learning Objectives: Development and Interaction of Cultures (CUL)Historical Thinking Skills: Analyzing Sources and Evidence: Interpretation

+1

o 6.

What do archaeologists know about Teotihuacan?

(A)It was named after the serpent god of many Mesoamerican religions. (B)It was the largest cultural center in the Americas in the first centuries C.E. (C)It was the capital of the Aztec Empire. (D)It was a purely religious center that did not involve itself with trade.

Explanation:


Teotihuacan was the center of culture in the Americas for many centuries. Think of it as the first-century equivalent to today's New York or London. The city reached its peak in the fourth century C.E. when it had a population as high as 200,000 and controlled the surrounding lands.

No one actually knows the name of the civilization that built Teotihuacan, or even the city's original name. There were Mayans around at the time, but the city belonged to said Nameless Civilization, even if some Mayans lived there. Teotihuacan is the name the Aztecs gave it much later on after it had fallen, so it was not their capital (C). Also, while it had many religious functions, it was not purely a religious center (D).

(SB-5)

Skills Tested:Period 2: c. 600 B.C.E. to c. 600 C.E.: Development of states and empires: Imperial cities (2.2.III.A)Thematic Learning Objectives: State Building, Expansion, and Conflict (SB)Historical Thinking Skills: Making Historical Connections: Contextualization

+1


Map of the Triangular Trade. Full image.

(Source: Shmoop)

o 7.

What was one major reason for the shipping of slaves from Africa to Spanish colonies in the Americas?

(A)The indigenous tribes were decimated by diseases brought by earlier Europeans. (B)Due to a long history of European slavery, African slaves were easier to control. (C)Europeans didn't view the Native Americans as inferior peoples suitable for slavery. (D)Africa was overpopulated, so Africans volunteered themselves to redistribute the population

elsewhere.

Explanation:


African slaves were brought to the Spanish colonies in South and Central America to work the cotton and sugar plantations because there weren't enough indigenous slaves left to do the work. The indigenous populations that had formerly worked the land had been decimated by smallpox and measles, so the Spanish decided to buy tens of thousands of captured African prisoners of war so that

they could continue to have enough manpower to wring the wealth out of their cotton and sugar plantations. It wasn't the prettiest moment in world history.

Before the triangle trade, Europeans didn't have a long history of enslaving Africans (B). It happened occasionally, but there was no broad cultural or economic need for mass enslavement. Africans were usually enslaved by other Africans, but again, not on the same scale as the triangular trade. Europeans would have gladly enslaved Native Americans if they could have (C). They did try occasionally, but without much success because the enslaved Native Americans populations were decimated by disease. Lastly, Africa wasn't overpopulated (D).

(ENV-7)

Skills Tested:Period 4: c. 1450 to c. 1750: Global networks of communication and exchange: Spread of diseases in the Americas (4.1.V.A)Thematic Learning Objectives: Interaction Between Humans and the Environment (ENV)Historical Thinking Skills: Chronological Reasoning: Historical Causation

+1

o 8.

What was a side effect of the Columbian Exchange?

(A)Native American religions became popular in Europe. (B)American farming techniques were adopted in Europe. (C)European and Asian populations grew rapidly due to new crops like the potato. (D)European populations decreased as diseases brought back from the New World spread across the

continent.

Explanation:


One side effect of global exchange was that Europe and Asia suddenly had strange new foods to reckon with on their dinner plates. Many of these foods were easy to grow and became staple crops. The most notable of these was the potato, which nourished the Irish for many years, and later inspired decades of American children as Mr. Potato Head. Other notable crops include tomato and corn. That's right: The Irish didn't have the potato and the Italians didn't make tomato sauce until after 1492. Despite the fact that we think of these vegetables as quintessential Irish and Italian crops, they really weren't.

While some anthropologists and historians took an interest in Native American religions, they didn't become popular across Europe (A). Nor were American ways of farming adopted in Europe (B). In fact, the opposite occurred, and European ways of farming were brought to the New World. Finally, disease was brought to the New World (D), none of note arrived from the New World to the Old World.

(ENV-8)

Skills Tested:Period 4: c. 1450 to c. 1750: Global networks of communication and exchange: American foods and cash crops (4.1.V.B)Thematic Learning Objectives: Interaction Between Humans and the Environment (ENV)Historical Thinking Skills: Chronological Reasoning: Historical Causation

+1

o 9.

What was a lasting result of the triangular trade on religion?

(A)A melding of Christianity and native African religions (B)The eradication of native African religions (C)The merging of African religions with Native American religions (D)A decrease in religious belief as people became disillusioned with religion

Explanation:


As Africans were enslaved and sent to the New World, they continued to practice their own religions. As time passed, a melding of their native religions and the dominant religion of the Americas—Christianity—began to occur. American Vodun is a result of this melding, or syncretism. Vodun was the precursor to Voodoo, which is popular in the Southern United States and the Carribbean. It's known in popular culture today as the religion associated with voodoo dolls and zombies, but there's much more to it.

Native African religions weren't eradicated—that's too strong of a statement (B). Again, many African slaves were still allowed to practice their native religions, and whether or not they were practicing, these religions continued on in Africa. Most Africans did not interact with Native Americans, so a significant merging of their religions did not take place. Finally, religious belief remained strong in this time period; it didn't diminish (D).

(CUL-2)

Skills Tested:Period 4: c. 1450 to c. 1750: Global networks of communication and exchange: Syncretic belief systems and practices (4.1.VI)Thematic Learning Objectives: Development and Interaction of Cultures (CUL)Historical Thinking Skills: Chronological Reasoning: Historical Causation

+1

o 10.

In addition to the sugar, tobacco, and cotton shown on the map, which of the following was the most significant aspect of global trade that came over from the Americas?

(A)Iron (B)Gold (C)Copper (D)Silver

Explanation:


The Spanish would obtain silver from the conquered lands in the Americas and redistribute it throughout Europe and eventually to Asia. China's paper currency was doing poorly at the time, so they went back to a silver-based system. It was silver fever all across the continent.

It may seem counter-intuitive, but silver was actually much more important to the global economy than gold (B). Iron (A) and copper (C) were not significant exports from the New World.

(ECON-12)

Skills Tested:Period 4: c. 1450 to c. 1750: Global networks of communication and exchange: Global economy (4.1.IV.B)Thematic Learning Objectives: Creation, Expansion, and Interaction of Economic Systems (ECON)Historical Thinking Skills: Making Historical Connections: Contextualization

0

o 11.

What is the name of the section of the Triangle Trade in which slaves were shipped from Africa to the United States?

(A)Trail of Tears (B)Atlantic Passage (C)Middle Passage (D)Slave Corridor

Explanation:


The arm of the Triangle Trade that shipped slaves from Africa to the Americas was known as the Middle Passage. It's infamous for the brutal and callous treatment of Africans on the journey.

Hundreds of Africans were crammed together in the holds of the ships with extremely unsanitary conditions and barely any food or water. About 10 to 15 percent of the Africans transported on the ships died. The Middle Passage was too innocent of a name for such a terrible and inhumane voyage.

The Trail of Tears (A) was the name of the journey Native Americans were forced to take when relocated from their homes in the United States. The entire triangular trade took place in the Atlantic, so the Atlantic Passage (B) is not the name of one leg of the journey. The Slave Corridor (D) was also not used as a name.

(ECON-6)

Skills Tested:Period 4: c. 1450 to c. 1750: Global networks of communication and exchange: The Atlantic system (4.1.IV.D)Thematic Learning Objectives: Creation, Expansion, and Interaction of Economic Systems (ECON)Historical Thinking Skills: Analyzing Sources and Evidence: Interpretation

+1


Table III: One who has confessed a debt, or against whom judgment has been pronounced, shall have thirty days to pay it in. After that forcible seizure of his person is allowed. The creditor shall bring him before the magistrate. Unless he pays the amount of the judgment or someone in the presence of the magistrate interferes in his behalf as protector the creditor so shall take him home and fasten him in stocks or fetters. He shall fasten him with not less than fifteen pounds of weight or, if he choose, with more. If the prisoner choose, he may furnish his own food. If he does not, the creditor must give him a pound of meal daily; if he choose he may give him more…

Table VII: Let them keep the road in order. If they have not paved it, a man may drive his team where he likes.…Table XI: Marriages should not take place between plebeians and patricians.

The Twelve Tables of Roman Law, 450 B.C.E.

(Source)

o 12.

The Twelve Tables of Roman Law is an example of which of the following?

(A)The egalitarian nature of Roman society (B)The increasing centralization of the Roman government (C)The caste system of Roman society (D)The harsh treatment of the people by the Roman government

Explanation:


As the Roman Empire grew, it needed a more centralized government to unite the people. The Twelve Tables of Roman Law was the first codification of the laws that extended throughout the empire. Instead of having different laws in different parts of the empire, there was finally one system to rule them all.

It's true that Roman society was fairer than many others of the time, but it was still split into two social classes, the plebeians and patricians, so it wasn't exactly egalitarian (A). A caste system is a much more institutionalized form of social stratification; the split into plebeians and patricians is not enough to call it a caste system (C). No, no one said "split pea soup," Papa Shmoop. That was "split into plebeians."

(SB-1)

Skills Tested:Period 2: c. 600 B.C.E. to c. 600 C.E.: Development of states and empires: Administrative institutions (2.2.II.A)Thematic Learning Objectives: State Building, Expansion, and Conflict (SB)Historical Thinking Skills: Making Historical Connections: Contextualization

+1

o 13.

The plebeians are most closely analogous to which class of society described in the 19th and 20th centuries?

(A)The peerage (B)The aristocracy (C)The proletariat (D)The bourgeoisie

Explanation:


Rome was divided up into the patricians and the plebeians. The patricians were the upper class, and the plebeians were…well, not the upper class. Jo Pleb was an average guy who farmed, fought in wars, and kept society running. In 1848, Karl Marx and Friedrich Engels wrote The Communist Manifesto, which identified two main groups in society, the proletariat and the bourgeoisie. In Marxist terminology, the plebeians could be likened to the proletariat.

The bourgeoisie (D) were the class above the working class. The peerage, derived from 19th-century British nobility (A), and the aristocrat, which describes 18th-century French nobility (B), are more terms for the upper class, which, again, don't apply to the plebeians.

(ECON-3)

Skills Tested:Period 2: c. 600 B.C.E. to c. 600 C.E.: Development of states and empires: Hierarchies of empires (2.2.III.B)Thematic Learning Objectives: Creation, Expansion, and Interaction of Economic Systems (ECON)Historical Thinking Skills: Analyzing Sources and Evidence: Content and Sourcing

+1


Map showing the origins of domestication. Full image.

Adapted from (Source)

o 14.

What were the effects of the introduction of agriculture in the places indicated on the map?

(A)A more egalitarian society (B)Better and more varied diets (C)A more highly stratified society (D)More leisure time

Explanation:


As humanity settled down and shifted from a hunter-gatherer lifestyle to a more sedentary one, society started changing. Growing crops, known as agriculture, and herding animals, known as pastoralism, both created new, specialized jobs. As new jobs were created, new social classes arose. Those whose

jobs required specific skills rose to prominence, like manufacturers, craftsmen, and builders. Farmers sunk to the bottom, a trend which has stayed pretty consistent over the years, until hipsters began appropriating the practice.

A more egalitarian society (A) is a more equal society, which is the opposite of what happened. The introduction of agriculture didn't help improve humanity's diets (B). Instead of having access to many different wild plants and animals, agriculture caused people to rely on just a few varieties of food, which was not as healthy. Furthermore, farmers actually had less leisure time than hunter gatherers (D). Growing crops was much more labor-intensive than hunting and gathering. What was the point, then? Farmers exchanged leisure time for the security that comes from having an assured food source. Also, the human population was growing, and farming could support more people in a smaller space than hunting and gathering.

(SOC-2)

Skills Tested:Period 1: c. to 600 B.C.E.: Neolithic revolution and early agricultural societies: More abundant food supplies (1.2.II.A)Thematic Learning Objectives: Development and Transformation of Social Structures (SOC)Historical Thinking Skills: Chronological Reasoning: Historical Causation

0

o 15.

Why was the Fertile Crescent one of the first sites of sustained agriculture and permanent villages?

(A)It was situated between the two rivers, which provided an ample source of water and nutrient rich soil.

(B)It was where humanity first evolved, so it became the first site of agriculture. (C)It was the site of the first nation states, which needed agriculture to sustain them. (D)It had the temperate weather conditions suitable for farming.

Explanation:


Early agriculture developed in many different places throughout the world, but many areas couldn't sustain farming for long periods of time because they would quickly use up the nutrients in the soil. Once that happened, everyone had to pick up and move. Areas near rivers and lakes were the ideal places for farming because water was readily accessible, and rivers would deposit silt over the fields, replenishing the nutrients. Finally, farmers could stay in one place, and we're sure that was a relief for early teenagers everywhere: No more awkward first days at new high schools wondering whether you should wear the wrap-around skirt or goatskin loincloth.

Humanity evolved from other Homo species in Africa and then spread outward, so the Fertile Crescent was not where humanity first evolved (B). Humans had already evolved into modern Homo sapiens by the time they arrived in the Fertile Crescent; it was civilization that was evolving at this point.

However, this evolution was an effect and not a cause of its ability to sustain agriculture (C). While the Fertile Crescent did have good soil, it is too extreme to say that it was the best (D). Other areas, like Egypt, also had soil on par with the Fertile Crescent.

(ENV-4)

Skills Tested:Period 1: c. to 600 B.C.E.: Neolithic revolution and early agricultural societies: Permanent agricultural villages (1.2.I.A)Thematic Learning Objectives: Interaction Between Humans and the Environment (ENV)Historical Thinking Skills: Chronological Reasoning: Historical Causation

+1

o 16.

The areas indicated on the map also witnessed the rise of the first civilizations, which were known for what kind of social and political system?

(A)Meritocracy (B)Matriarchy (C)Democracy (D)Patriarchy

Explanation:


While power structures varied slightly among different civilizations, the one thing that most early nation-states had in common was a patriarchal socio-political system (D). In a patriarchy, power, land, and wealth are passed on through the male lineage. Women were often married off to create alliances, and in most societies they could not own wealth of their own.

A meritocracy (A) gives positions based solely on ability, and most nation states at the time were too socially stratified to embrace a meritocracy. A matriarchy is a society in which women are in power, and let's just say there weren't any Beyoncés running Neolithic Mesopotamia (B). In fact, only a few societies in all of human history have been matriarchies. Democracy (C) is a system in which the people rule, and it was not widely embraced in this time period. Even the few democracies, like the Greeks, were also patriarchal: Only men were allowed to vote and hold office. Keep in mind that both meritocracy and democracy are more formal governmental systems, while matriarchy and patriarchy are societal structures that influence governmental systems.

(SOC-1)

Skills Tested:Period 1: c. to 600 B.C.E.: Neolithic revolution and early agricultural societies: Patriarchal forms of

social organization (I.2.II.C)Thematic Learning Objectives: Development and Transformation of Social Structures (SOC)Historical Thinking Skills: Chronological Reasoning: Patterns of Continuity and Change over Time

+1


Whatever silver the merchants may carry with them as far as Cathay the lord of Cathay will take from them and put into his treasury. And to merchants who thus bring silver they give that paper money of theirs in exchange. This is of yellow paper, stamped with the seal of the lord aforesaid. And this money is called balishi; and with this money you can readily buy silk and all other merchandise that you have a desire to buy. And all the people of the country are bound to receive it. And yet you shall not pay a higher price for your goods because your money is of paper. And of the said paper money there are three kinds, one being worth more than another, according to the value which has been established for each by that lord.

Francesco Pegolotti, Cathay and the Way Thither, 1340.

(Source)

o 17.

Based on the above excerpt, where is Cathay most likely located?

(A)India (B)China (C)Italy (D)Turkey

Explanation:


The use of paper money originated in China around 800 C.E. In fact, Cathay is actually a medieval name for Northern China. Paper money eventually spread outwards to the Middle East and Europe, but it took a few centuries for Cathay to, ahem, make it rain that far. When the Mongols invaded China in the 13th Century, they continued the use of paper money, and its use spread along with the empire. The first use of paper money in Europe was in 1601 in Sweden.

Both India (A) and Turkey (D) did not start using paper money until the 1800s. Italian states (C) began issuing paper money in the 1700s.

(ECON-12)

Skills Tested:Period 3: c. 600 C.E. to c. 1450: Expansion and intensification of communication and exchange networks: Luxury goods and monetization (3.1.I.C)

Thematic Learning Objectives: Creation, Expansion, and Interaction of Economic Systems (ECON)Historical Thinking Skills: Analyzing Sources and Evidence: Content and Sourcing

0

o 18.

Cathay and the Way Thither represents what about Europeans?

(A)Their tendency to assimilate into the culture they are visiting (B)Their desire for luxury items from the East (C)Their dislike of traveling to foreign countries (D)Their efforts at imperialism in the East

Explanation:


Cathay and the Way Thither was written to advise and encourage more European merchants to travel to the East for luxury items. The author, Pegolotti, was an Italian merchant and penned one of the first travel guides ever. In this excerpt, he wants to emphasize the vast amount of trading opportunities available in the East.

The excerpt doesn't discuss whether Europeans attempted to assimilate into native cultures Eastern cultures (A) or whether they disliked traveling to foreign countries (C). Europeans did practice imperialism in the East, but not until much later. For now, it was good, clean commerce.

(ECON-12)

Skills Tested:Period 3: c. 600 C.E. to c. 1450: Increased economic productive capacity and its consequences: Demand for foreign luxury goods (3.3.I.B)Thematic Learning Objectives: Creation, Expansion, and Interaction of Economic Systems (ECON)Historical Thinking Skills: Making Historical Connections: Contextualization

0

o 19.

Thanks to merchants and other travelers like Francesco Pegolotti, what ideas and technologies were spread westward?

(A)The compass, mechanical clock, and paper money (B)Horsemanship, iron making, and gunpowder (C)Silk and porcelain making technologies (D)Paper money, gunpowder, and the printing press

Explanation:


Many technologies were invented in the East and spread westward through trade. Some of the most significant of those heavy-hitters were paper money, gunpowder, and the printing press. We owe you a thank-you note, East.

While China was known for its silk and porcelain (C), the Chinese kept the process for making it secret from outsiders. Horsemanship and iron making (B) and the mechanical clock (A) were not invented in the East.

(CUL-6)

Skills Tested:Period 3: c. 600 C.E. to c. 1450: Expansion and intensification of communication and exchange networks: Diffusion of culture (3.1.III.D)Thematic Learning Objectives: Development and Interaction of Cultures (CUL)Historical Thinking Skills: Chronological Reasoning: Historical Causation

+1

o 20.

What made travel to foreign lands easier at the time the passage was published?

(A)A relative peace that made travel safe (B)Advancements in ship design and navigation (C)New domesticated camel species (D)The invention of the sextant

Explanation:


The sea route of the Silk Road became easier to travel in this time thanks to advancements in ship design and navigation. Ships were built to be more efficient and safe. They were larger and more stable, which meant they were better able to weather storms, like those common in the Indian Ocean.

There wasn't a relative peace during this time (A): Many areas of the world were in conflict. The camel had been domesticated since 200 B.C.E., and there weren't any new breeds (or winged varieties) to help speed up the trip (C). The sextant (D) wouldn't be invented until the 1700s, although it was critical development in navigation.

(ENV-6)

Skills Tested:Period 3: c. 600 C.E. to c. 1450: Expansion and intensification of communication and exchange

networks: Environmental knowledge and technological adaptations (3.1.II.A)Thematic Learning Objectives: Interaction Between Humans and the Environment (ENV)Historical Thinking Skills: Making Historical Connections: Synthesis

+1


Henry by the grace of God, king of England, lord of Ireland, duke of Normandy, Aquitaine, and count of Anjou, to the archbishops, bishops, abbots, priors, earls, barons, sheriffs, stewards, servants and to all his bailiffs and faithful subjects who shall look at the present charter, greeting. Know that we, out of reverence for God and for the salvation of our soul and the souls of our ancestors and successors, for the exaltation of holy church and the reform of our realm, have of our own spontaneous goodwill given and granted to the archbishops, bishops, abbots, priors, earls, barons and all of our realm these liberties written below to be held in our kingdom of England for ever…

Moreover, so long as he has the wardship of the land, the guardian shall keep in repair the houses, parks, preserves, ponds, mills and other things pertaining to the land out of the revenues from it; and he shall restore to the heir when he comes of age his land fully stocked with ploughs and all other things in at least the measure he received. All these things shall be observed in the case of wardships of vacant archbishoprics, bishoprics, abbeys, priories, churches and dignities that pertain to us except that wardships of this kind may not be sold…

No free man shall henceforth give or sell to anyone more of his land than will leave enough for the full service due from the fief to be rendered to the lord of the fief…

No one shall be arrested or imprisoned upon the appeal of a woman for the death of anyone except her husband.

Excerpts from the Magna Carta, 1225 C.E.

(Source)

o 21.

What does this excerpt from the Magna Carta highlight?

(A)The new social structure of England in which everyone was treated equally (B)The power of Catholic Church in medieval England (C)The corrupt nature of the English monarchy (D)The importance of the Church of England

Explanation:


This excerpt from the Magna Carta lays down the law by establishing that rulers were given their authority directly from God. And back in the day, it was hard to argue with divine power and divine right. Just don't make the mistake of touting your divine superiority today—especially over our lunch, Counsin Shmoop.

The Magna Carta did give people more rights than they previously had, but England was still a far cry from enjoying equality (A). The excerpt doesn't refer to corruption in any way. Because the king had absolute power, he was allowed to set the rules as he saw fit. As long as everyone bought into his divine authority, it was (theoretically) impossible for him to be corrupt (C). While religion and divinity were important, The Church of England didn't exist until 1534 when Henry VIII decided that he needed a divorce—and a church to legitimize it.

(CUL-5)

Skills Tested:Period 3: c. 600 C.E. to c. 1450: Continuity and innovation of state forms : Traditional and innovative sources of power and legitimacy (3.2.I.A)Thematic Learning Objectives: Development and Interaction of Cultures (CUL)Historical Thinking Skills: Analyzing Sources and Evidence: Content and Sourcing

0

o 22.

The above excerpts reveal that England had what type of social and economic system in place at this time?

(A)Mercantilism (B)Capitalism (C)Socialism (D)Feudalism

Explanation:


England, like most of Europe at the time, practiced feudalism. To put it simply, feudalism was a system in which the upper class owned parcels of the king's land, known as fiefs, and the lower class worked the land. It was a mutual agreement because the landowners protected the peasants, and then paid taxes to the king or queen.

Capitalism (B) and Socialism (C) were not formally expressed as economic theories at this time, and they are not the correct terms to define the English system. These ideas wouldn't emerge until the late 1700s. Mercantilism (A) is an economic policy aimed at accumulating revenue by strengthening domestic production and self-sufficiency and limiting foreign imports. It was popular between the 16th and 18th centuries, which is also later than the time period in the Magna Carta.

(ECON-6)

Skills Tested:Period 3: c. 600 C.E. to c. 1450: Increased economic productive capacity and its consequences:

Diversification of labor organization (3.3.III.A)Thematic Learning Objectives: Creation, Expansion, and Interaction of Economic Systems (ECON)Historical Thinking Skills: Analyzing Sources and Evidence: Content and Sourcing

0

o 23.

The system in place in medieval Europe was most similar to that of which other area?

(A)Japan (B)China (C)North Africa (D)the Middle East

Explanation:


Despite being miles apart, Japan and Europe were on the same wavelength. They were both organized around a hereditary social order in which the nobility was on top, followed by the warriors (knights in Europe and samurai in Japan), and finally the serfs or tenant farmers on the bottom. The peasantry worked the fields and in return had a place to live; the lords protected the people and owed allegiance to their ruler; the warrior class followed a strict code of ethics and fought for their lords.

China (B), North Africa (C), and the Middle East (D) were not organized under a feudal system, but they were also generally stratified into social classes. China, under the Song dynasty, was characterized by powerful urban centers led by the shi, the hoity toity Chinese gentry. North Africa, particularly the northwest, was largely united under the Almohads, and the Middle East was feeling the effects of the crusades coupled with the rising Mongol threat.

(ECON-5)

Skills Tested:Period 3: c. 600 C.E. to c. 1450: Increased economic productive capacity and its consequences: Peasant revolts (3.3.III.C)Thematic Learning Objectives: Creation, Expansion, and Interaction of Economic Systems (ECON)Historical Thinking Skills: Making Historical Connections: Comparison

0

o 24.

What does the excerpt reveal about gender relations in England at the time?

(A)Men had complete control over women (B)Men and women were becoming more equal (C)Women were expected to stay in the home

(D)Women had fewer rights and lower societal standing than men

Explanation:


Spoiler alert: Throughout most of world history, women have had fewer rights and less societal standing than men. Women were often treated as property and could not own property of their own or work outside the house. The only time a woman's voice mattered was if she had managed to gain a position within the Church, but in all other situations her voice was like the saturated fat count in Nutella—mostly ignored.

While it may be tempting to throw in the claim that men had complete control over women (A) or that women were always expected to remain at home (C), the more overarching idea is that women were not treated as equal to men. There's definitely not evidence that women were becoming more equal to men at this point (B). It would take a couple hundred more years for women's equality to gain traction.

(SOC-1)

Skills Tested:Period 3: c. 600 C.E. to c. 1450: Increased economic productive capacity and its consequences: Gender relations and family structure (3.3.III.D)Thematic Learning Objectives: Development and Transformation of Social Structures (SOC)Historical Thinking Skills: Making Historical Connections: Synthesis

0

Questions 25–27 refer to the graph below.

Graph showing the World Energy Consumption by exajoules per year. Full image.

(Source: Shmoop)

o 25.

What is the BEST explanation for how the increasing use of energy technologies affected global culture?

(A)More available energy allowed more people to afford to drive cars. (B)Widely available material goods led to a growing consumer culture. (C)More factories led to highly specialized occupations and social classes. (D)Advancements in energy technologies caused countries to completely switch to clean energy.

Explanation:


Thanks to advances in energy technology such as the use of petroleum and nuclear energy, businesses were able to produce more goods than ever before. More goods meant more shopping. And more shoes. All the shoes.

While more available energy did make driving more affordable (A), driving wasn't as much of a cultural phenomenon as the burgeoning consumer culture. The creation of new factories didn't create a more diverse global culture (C). Actually, global culture became more uniform as the same products were shipped all over the world. Although countries like Denmark and Iceland plan to switch their energy supply to 100% renewable energy in the future, most countries today still depend on a mix of energy sources (D).

(ECON-12)

Skills Tested:Period 6: c. 1900 to the Present: Science and the environment: Energy technologies (6.1.I.D)Thematic Learning Objectives: Creation, Expansion, and Interaction of Economic Systems (ECON)Historical Thinking Skills: Making Historical Connections: Synthesis

+1

o 26.

Which of the following was the largest environmental consequence of the booming fossil fuel industry?

(A)Polluted waterways with chemical run-off (B)Reforestation as forests grew back because wood was no longer a major fuel source (C)Global climate change due to pollution (D)Deforestation as land was cleared for mines

Explanation:


As technologies to find and use fossil fuels became more efficient, oil, coal, and natural gas use skyrocketed. Burning these fuels releases CO2 and other gases, which then collect in the atmosphere and cause the greenhouse effect, and then the world heats up, and the flowers dry up, and…well, it's a scary situation.

Polluted waterways (A) and deforestation (D) are both consequences of the fossil fuel industry, but they are not as usually considered as major as global climate change (C). Reforestation has occurred in some areas of the planet (B), but not at a rate that offsets the environmental harm done by the burning of fossil fuels.

(ENV-9)

Skills Tested:Period 6: c. 1900 to the Present: Science and the environment: Debates about climate change (6.1.II.B)Thematic Learning Objectives: Interaction Between Humans and the Environment (ENV)Historical Thinking Skills: Chronological Reasoning: Historical Causation

+1

o 27.

What did increasing awareness of climate change lead to?

(A)Universal acceptance of the idea of climate change (B)Public debate and protests about the reality of climate change (C)Universal rejection of the idea of climate change (D)The creation of the first environmental protection groups

Explanation:


Scientists have known about climate change since the late 19th century; however, not everyone agreed that it was actually happening. Thanks primarily to the influence of the fossil fuel industry, many people still question the reality of climate change. It has been a polarizing topic sparking protests from both sides of the debate.

While an overwhelming majority of scientists agree on the reality of climate change (A), it's still not universally accepted. Thankfully it's not universally rejected (C), either. Environmental protection groups existed long before the debate about climate change came into public light (D). For example, the Sierra Club, a prominent American environmental organization, was founded in 1892.

(SB-4)

Skills Tested:Period 6: c. 1900 to the Present: New conceptualizations of global economy, society, and culture: Protest movements (6.3.II.C)Thematic Learning Objectives: State Building, Expansion, and Conflict (SB)Historical Thinking Skills: Chronological Reasoning: Historical Causation

+1


Drawing of a Dutch Fluyt.

(Source)

o 28.

Which of the following is the BEST description of the above ship?

(A)A return to traditional ship building by the Dutch (B)An example of Dutch innovative ship design (C)A slave ship used in the Atlantic slave trade (D)A Dutch warship

Explanation:


Way back in the day, before our Aunt Muriel lauded cargo shorts for their comfort and practicality, cargo space was cool. Most other ships of the time were designed to be converted to warships—and lost valuable cargo space in the process. The fluyt, on the other hand, had double the cargo space of previous ships. It also had a shallow draft that made it easier to enter and exit ports.

Again, the fluyt was a cutting-edge vessel of its day, so it wasn't a return to traditional ship building (A). Fluyts were not primarily slave ships (C), which were known as Guineamen. Finally, the fluyt was the opposite of warship (D), as it had no battle capabilities.

(ECON-12)

Skills Tested:Period 4: c. 1450 to c. 1750: Global networks of communication and exchange: Innovations in ship design (4.1.II)Thematic Learning Objectives: Creation, Expansion, and Interaction of Economic Systems (ECON)Historical Thinking Skills: Making Historical Connections: Contextualization

0

o 29.

The fluyt contributed to the rise of the Dutch maritime empire, which was characterized at this time by which of the following?

(A)Large settler colonies (B)Trading posts run by chartered companies (C)Imperialism (D)The shipping of precious metals

Explanation:


Thanks to the greater shipping capabilities of the fluyt, the Dutch were able to glide its way into control of a lot of maritime trade. Fluyts were also cost-effective because new technologies in building make it easy to construct them efficiently and cheaply. The Dutch empire wasn't an empire in the normal sense of the word because for most of its history, it wasn't run by the Dutch government. Instead, the empire consisted of trading posts stationed across the globe that facilitated trade.

The Dutch empire wasn't characterized by large settler colonies (A). Only small groups of Dutch moved to any one place in their empire. Imperialism (C) is also inaccurate because the areas under Dutch influence weren't completely taken over in most cases. Nor were was the Dutch empire characterized by the shipping of precious metals (D).

(SB-1)

Skills Tested:Period 4: c. 1450 to c. 1750: State consolidation and imperial expansion: New maritime empires (4.3.II.C)Thematic Learning Objectives: State Building, Expansion, and Conflict (SB)Historical Thinking Skills: Making Historical Connections: Comparison

+1


James, by the grace of God [King of England, Scotland, France, and Ireland, Defender of the Faith], etc. Whereas our loving and weldisposed subjects, Sir Thomas Gates and Sir George Somers, Knightes; Richarde Hackluit, Clarke, Prebendarie of Westminster; and Edwarde Maria Winghfeilde, Thomas Hannam and Raleighe Gilberde, Esquiers; William Parker and George Popham, Gentlemen; and divers others of our loving subjects, have been humble sutors unto us that wee woulde vouchsafe unto them our licence to make habitacion, plantacion and to deduce a colonie of sondrie of our people into that parte of America commonly called Virginia, and other parts and territories in America either appartaining unto us or which are not nowe actuallie possessed by anie Christian prince or people, scituate, lying and being all along the sea coastes between fower and thirtie degrees of northerly latitude from the equinoctiall line and five and fortie degrees of the same latitude and in the maine lande betweene the same fower and thirtie and five and fourtie degrees, and the ilandes thereunto adjacente or within one hundred miles of the coaste thereof…

First Charter for the Virginia Company of London, 1606.

(Source)

o 30.

The Virginia Company of London is BEST described as which of the following?

(A)A commercial-stock company (B)A public joint-stock company (C)A joint-stock company created by royal charter (D)A proprietary company

Explanation:


The New World was full of promise and possibility. Entrepreneurs saw that and, like entrepreneurs, decided to capitalize on the seemingly endless opportunities. They petitioned England for a charter that allowed them to own parts of the Atlantic and Canada, and England agreed. All was well for everyone but native residents, as the charters conveniently ignored the fact that people were already living there.

While the Virginia Company of London was joint-stock company made up of members of the public, it wasn't a public joint-stock owned by the public (B). It was still a private company, like how Papa Shmoop's remote is still a private remote. We may have limited access to it, but he can flip to the History Channel at any moment. The Virginia Company wasn't a commercial-stock company (A). At the time, there wasn't a major distinction between commercial and non-commercial (business-to-business) companies.

(SB-3)

Skills Tested:Period 4: c. 1450 to c. 1750: Global networks of communication and exchange: Joint-stock companies (4.1.IV.C)Thematic Learning Objectives: State Building, Expansion, and Conflict (SB)Historical Thinking Skills: Making Historical Connections: Contextualization

0

o 31.

Thanks to taxes sent back to Europe from the Virginia Company and others, what occurred in Europe?

(A)Lower taxes on the poor (B)New public housing projects (C)A decrease in social stratification (D)Increased funding for the arts

Explanation:


European countries got richer as a result of their new colonies in the Americas, which were often formed by joint-stock companies. The taxes and profits sent back to the motherland helped increase funding for the visual and performing arts.

Just because the government was doing well doesn't mean that it was about to decrease taxes on the poor (A). How else would the legend of Robin Hood have arisen? The profits didn't go to funding for public housing projects, either (B). Although the nation as a whole became more prosperous during this time (C), social classes persisted.

(CUL-9)

Skills Tested:Period 4: c. 1450 to c. 1750: Global networks of communication and exchange: Funding for visual and performing arts (4.1.VII)Thematic Learning Objectives: Development and Interaction of Cultures (CUL)Historical Thinking Skills: Making Historical Connections: Synthesis

0


After the great war it is difficult to point out a single nation that is happy; but this has come out of the war, that there is not a single nation outside India that is not either free or striving to be free.

It is said that we, too, are on the road to freedom, that it is better to be on the certain though slow course of gradual unfoldment of freedom than to take the troubled and dangerous path of revolution whether peaceful or violent, and that the new Reforms are a half-way house to freedom.

The new constitution granted to India keeps all the military forces, both in the direction and in the financial control, entirely outside the scope of responsibility to the people of India. What does this mean? It means that the revenues of India are spent away on what the nation does not want. But after the mid-Eastern complications and the fresh Asiatic additions to British Imperial spheres of action. This Indian military servitude is a clear danger to national interests.

The new constitution gives no scope for retrenchment and therefore no scope for measures of social reform except by fresh taxation, the heavy burden of which on the poor will outweigh all the advantages of any reforms. It maintains all the existing foreign services, and the cost of the administrative machinery high as it already is, is further increased….

Not only is Despotism intact in the Law, but unparalleled crimes and cruelties against the people have been encouraged and even after boastful admissions and clearest proofs, left unpunished. The spirit of unrepentant cruelty has thus been allowed to permeate the whole administration.

Mohandas Gandhi, Introduction to "Freedom's Battle," 1922.

(Source)

o 32.

The "slow course of gradual unfoldment of freedom" mentioned in the passage refers to which of the following?

(A)Nonviolence and non-cooperation (B)Guerrilla warfare and sabotage (C)A centuries-long transfer of power (D)A bitter civil war

Explanation:


Although it took a long time, India eventually negotiated its independence from Britain with the Indian Independence Act in 1947. While there had been some violence along the way, the transition was mostly peaceful thanks to Gandhi's emphasis on nonviolence and non-cooperation. He believed that the only way the British had been able to keep control of India was through Indians' compliance and cooperation. If the Indians stopped helping the British, India would be able to gain its independence. He was right.

Despite some violence, it was not guerilla warfare and sabotage that brought about Indian independence (B), but nonviolent protest. It was a slow transfer of power, which Gandhi alludes to in the excerpt, but it didn't go on for most of the 20th century (C). Finally, while the Indian Independence Act did divide India and Pakistan into two separate countries, the division wasn't the result of a bitter civil war (D). There was some tension between the regions, but they weren't in an all-out war.

(SB-2)

Skills Tested:Period 6: c. 1900 to the Present: Global conflicts and their consequences: Negotiated independence (6.2.I.B)Thematic Learning Objectives: State Building, Expansion, and Conflict (SB)Historical Thinking Skills: Analyzing Sources and Evidence: Content and Sourcing

0

o 33.

What happened at the same time as Indian independence that was counter to Gandhi's agenda?

(A)The creation of Bengal as an independent state (B)The creation of Pakistan and Bangladesh as independent states (C)The creation of Bangladesh as an independent Muslim state (D)The creation of Pakistan as an independent Muslim state

Explanation:


Gandhi wanted to a unified India, one where both Hindus and Muslims lived peacefully together. So when India was divided into India and Pakistan, he obviously wasn't happy. Many Indian Muslims resettled to Pakistan upon its creation because they had wanted their own state.

After the partition, Bangladesh was a part of Pakistan known as East Pakistan (B). Bangladesh didn't become independent until 1971, so it wasn't an immediate result of India's independence (C). Finally, Bengal is a region (A), not the name of the country.

(SB-4)

Skills Tested:Period 6: c. 1900 to the Present: Global conflicts and their consequences: Population resettlements and refugee populations (6.2.III.A)Thematic Learning Objectives: State Building, Expansion, and Conflict (SB)Historical Thinking Skills: Making Historical Connections: Contextualization

0

o 34.

Given the excerpt and your knowledge of world history, in what way was Gandhi a nationalist?

(A)He believed that India should be united under one religion. (B)He wanted a unified, independent India. (C)He supported Communism. (D)He believed that India was superior to all other nations.

Explanation:


Gandhi believed in an independent India where all religions coexisted peacefully together. He believed that all religions worshipped the same God, and so there was no reason they couldn't all get along. His first goal was to free India of Britain's influence, but equally important was his desire that Hindus and Muslims get along. It wasn't a popular idea at the time, and the heartbreaking irony is that Gandhi would eventually be assassinated by a Hindu who felt that he had sold out to the Muslims.

Because he welcomed both Hindus and Muslims, Gandhi didn't believe that India should be one people and one religion (A). He also didn't support communism (C). While nationalists sometimes believe that their country is better than other countries, there's no evidence that Gandhi felt that India was superior to all other nations (D).

(SB-7)

Skills Tested:Period 6: c. 1900 to the Present: Global conflicts and their consequences: Nationalist leaders and parties (6.2.II.A)Thematic Learning Objectives: State Building, Expansion, and Conflict (SB)Historical Thinking Skills: Creating and Supporting a Historical Argument: Argumentation

+1

o 35.

What other 20th-century leaders were inspired by Gandhi's philosophy and work?

(A)Martin Luther King Jr. and Nelson Mandela (B)Mao Zedong and Nelson Mandela (C)Malcolm X and Martin Luther King Jr. (D)Martin Luther King Jr. and Mao Zedong

Explanation:


Both Martin Luther King Jr. in America and Nelson Mandela in South Africa were inspired by Gandhi's ideology of nonviolence and non-cooperation. MLK was a strong advocate of non-violence and civil disobedience when he led the Civil Rights Movement in America. Mandela also supported non-violence in his quest to end apartheid in South Africa. Eventually, Mandela would have a change of heart and support violence as the only way to gain equal rights for black South Africans, but at the beginning he was inspired by Gandhi's non-violent ideology.

Mao-Zedong (B), (D) was "Chairman" of China, but he was essentially a dictator who, in very un-Gandhi fashion, was responsible for the deaths of many Chinese citizens who opposed his

government. Malcolm X (C) also departed from Gandhi in that he condoned violence in the fight for African Americans' rights.

(SOC-3)

Skills Tested:Period 6: c. 1900 to the Present: Global conflicts and their consequences: Nonviolence (6.2.V.A)Thematic Learning Objectives: Development and Transformation of Social Structures (SOC)Historical Thinking Skills: Making Historical Connections: Synthesis

+1

Questions 36–37 refer to the following excerpt.

At Buda I made my first acquaintance with the Janissaries; this is the name by which the Turks call the infantry of the royal guard. The Turkish state has 12,000 of these troops when the corps is at its full strength. They are scattered through every part of the empire, either to garrison the forts against the enemy, or to protect the Christians and Jews from the violence of the mob. There is no district with any considerable amount of population, no borough or city, which has not a detachment of Janissaries to protect the Christians, Jews, and other helpless people from outrage and wrong.

A garrison of Janissaries is always stationed in the citadel of Buda. The dress of these men consists of a robe reaching down to the ankles, while, to cover their heads, they employ a cowl which, by their account, was originally a cloak sleeve, part of which contains the head, while the remainder hangs down and flaps against the neck. On their forehead is placed a silver gilt cone of considerable height, studded with stones of no great value.

Ogier Ghiselin de Busbecq, The Turkish Letters, c. 1555–1562.

(Source)

o 36.

The Janissaries can BEST be described as which of the following?

(A)New military elites used by rulers to centralize their power (B)Independent military forces organized by the state (C)Tribal forces used to legitimize the ruler's power (D)Mercenaries hired to protect the city

Explanation:


Before the Janissaries came on the scene, Ottoman rulers were supported by warriors from different tribes united under their regimes. This system was dysfunctional, however, because the tribal armies often fought each other or disagreed with the ruler. The Janissaries were different because they were (forcefully) united in their loyalty to the Ottoman emperor. Many of the members came from

the devshirme system, which was a tax placed on Christian families that required them to send one of their children to the court. And Mama Shmoop complains about high taxes…

The Janissaries weren't multiple independent military forces organized by the state (B); they were part of one, united military force. They also weren't a conglomerate of tribal military forces—that was the old system (C). Nor were they mercenaries; mercenaries are not loyal to any particular state (D).

(SB-1)

Skills Tested:Period 4: c. 1450 to c. 1750: State consolidation and imperial expansion: Bureaucratic elites and military professionals (4.3.I.C)Thematic Learning Objectives: State Building, Expansion, and Conflict (SB)Historical Thinking Skills: Chronological Reasoning: Patterns of Continuity and Change over Time

0

o 37.

Taken along with your knowledge of world history, what does this excerpt reveal about the relationship between the central government and religion?

(A)The government favored Christians and Jews. (B)There was tension between Christians and Muslims. (C)The Janissaries were inherently religious. (D)Religious minorities were discriminated against.

Explanation:


The excerpt reveals that part of the Janissaries' job was to protect Christians and Jews from "the mob"—and a mob usually indicates that tensions are high and danger is impending. (That is, unless it's a mob of bunnies. Then you should probably let it run its rampant, cuddly course.) Thanks to decades of Christian and Muslim skirmishes during the Crusades, Christians and Muslims weren't too fond of each other. The Ottomans specifically were often fighting the Christian Byzantine Empire.

While the Turkish government did charge the Janissaries to protect Christians and Jews, that doesn't mean they were given preferential treatment over other religions (A). In reality, they were subject to higher taxes and were treated more harshly than the rest of the public. The excerpt doesn't indicate anything of the religion or religious nature of the Janissaries (C), nor does it show any cruel treatment of minorities (D).

(SB-7)

Skills Tested:Period 4: c. 1450 to c. 1750: State consolidation and imperial expansion: Differential treatment of religious and ethnic groups (4.3.I.B)Thematic Learning Objectives: State Building, Expansion, and Conflict (SB)Historical Thinking Skills: Analyzing Sources and Evidence: Content and Sourcing

0

Questions 38–39 refer to the graph below.

World Population 10,000 B.C.E. to Present.

(Source)

o 38.

The sharp spike in the graph is the result of which of the following events?

(A)The Agricultural Revolution (B)The Industrial Revolution (C)The Enlightenment (D)The Second Great Awakening

Explanation:


The Industrial Revolution kickstarted a self-perpetuating cycle. As technology advanced, more crops were grown more efficiently. As food production increased, population increased. More food essentially equaled more babies, coupled with the promise that these babies would survive to adulthood. Increased efficiency also meant that fewer people needed to work the fields. With fewer farm workers necessary, more people moved into manufacturing, which led to more output and newer and better technology. Better technology meant a higher standard of living, and more food, and...the cycle continues.

The Agricultural Revolution (A) did increase population, but it wasn't the cause of the drastic spike at the end of the graph. It merely paved the way for the Industrial Revolution. The Enlightenment (C) and the Second Great Awakening (D) were philosophical and religious movements, which didn't have a large effect on population growth.

(ECON-4)

Skills Tested:Period 5: c. 1750 to c. 1900: Industrialization and global capitalism: Rise of industrial production (5.1.I.A)Thematic Learning Objectives: Creation, Expansion, and Interaction of Economic Systems (ECON)Historical Thinking Skills: Chronological Reasoning: Historical Causation

0

o 39.

At the time of the spike in the graph, much of the world's population was also beginning to do which of the following?

(A)Leave the traditional family structure (B)Concentrate in urban centers (C)Spread out to rural areas (D)Have bigger families with more children

Explanation:


Industrialization created both food and population surpluses. As the mad dash for industrial jobs continued, people began concentrating in urban areas in order to work in factories.

The traditional family structure weakened slightly during the time because more people worked outside of the home (A), but it wasn't altogether abandoned. Because people were pouring into cities in hopes of snagging a factory job, there were fewer people moving out to rural areas (C). Though the Industrial Revolution can be credited for the initial population boom of the period, it also eventually led to couples having fewer children (D), not more.

(ECON-2)

Skills Tested:Period 5: c. 1750 to c. 1900: Global migration: Population increase in urban and rural areas (5.4.I.A)Thematic Learning Objectives: Creation, Expansion, and Interaction of Economic Systems (ECON)Historical Thinking Skills: Making Historical Connections: Contextualization

+1


Civilization cannot go back; civilization must not stand still. We have undertaken new methods. It is our task to perfect, to improve, to alter when necessary, but in all cases to go forward. To consolidate what we are doing, to make our economic and social structure capable of dealing with modern life is the joint task of the legislative, the judicial, and the executive branches of the national Government.

Without regard to party, the overwhelming majority of our people seek a greater opportunity for humanity to prosper and find happiness. They recognize that human welfare has not increased and does not increase through mere materialism and luxury, but that it does progress through integrity, unselfishness, responsibility and justice.

In the past few months, as a result of our action, we have demanded of many citizens that they surrender certain licenses to do as they please in their business relationships; but we have asked this in exchange for the protection which the State can give against exploitation by their fellow men or by combinations of their fellow men.

Franklin D. Roosevelt's Annual Message to Congress, January 3, 1934.

(Source)

o 40.

Given your knowledge of world history at the time, the passage reveals what change in American and global governance?

(A)Government-regulated business (B)The establishment of socialist economy (C)Total government control of business (D)An increasingly laissez-faire economy

Explanation:


Franky Delano Sphinx Roosevelt's speech was given during the Great Depression, just a few years after the Stock Market Crash of 1929. For years, businesses had been mostly free of regulation, which contributed to the crash. With his New Deal legislation, Roosevelt tried to bring economic chaos under control by imposing regulations.

While FDR did establish some socialist programs, the United States was still a capitalist country, not a socialist one (B). Nor was it a communist or totalitarian country in which the government took total control over business (C). Nonetheless, the New Deal was reacting against a free, unregulated (read: chaotic) laissez-faire economy, which had worked in the late 1800s and early 1900s, but was now hitting the fan (D).

Skills Tested:Period 6: c. 1900 to the Present: New conceptualizations of global economy, society, and culture: Government intervention in the economy (6.3.I.B)Thematic Learning Objectives: Creation, Expansion, and Interaction of Economic Systems (ECON)Historical Thinking Skills: Chronological Reasoning: Patterns of Continuity and Change over Time

+1

o 41.

By the end of the 20th century, which of the following would happen to the ideas put forth in Roosevelt's speech?

(A)They would be completely abolished by conservative administrations. (B)They would be strengthened by policies granting even more government oversight. (C)They would be challenged and diminished by a return to free-market policies. (D)They would be modified by new economic philosophies.

Explanation:


After taking some time to get its act together, the U.S. returned to its estranged ex, laissez-faire, in the 1970s. In fact, most of the world, which had been reeling from depression a few decades before, began to take the U.S.'s lead and embrace a free market economy once again. Ronald Reagan was the U.S. president who put most of these beliefs into action. He lowered taxes on the rich and decreased government regulation of business with a set of policies known as trickle-down economics, or Reaganomics.

Even though Reagan's policies diminished Roosevelt's New Deal legacy, his policies were not abolished completely (A). They certainly weren't strengthened (B), though. It would also be incorrect to say that they were modified by new economic philosophies because government oversight was not a new idea (D).

Skills Tested:Period 6: c. 1900 to the Present: New conceptualizations of global economy, society, and culture: Governments encourage free-market policies (6.3.I.D)Thematic Learning Objectives: Creation, Expansion, and Interaction of Economic Systems (ECON)Historical Thinking Skills: Making Historical Connections: Synthesis

0


Map of the Silk Road, Land and Maritime Routes. Full image.

(Source)

o 42.

In context of the Silk Road shown in the stimuli, what were the caravanserai?

(A)Roadside inns in which travelers and merchants could stop and rest on their journey (B)Police forces organized by local rulers to protect travelers (C)Groups of merchants traveling together for protection (D)Money lenders who facilitated trade by converting currency for merchants

Explanation:


Caravanserai, not to be confused with the Carlos Santana album of the same name, made it more comfortable to travel the long distances along the Silk Road. Instead of having to camp out in the wilderness, merchants could stay in the relative safety and comfort of a roadside inn. We can only imagine the billboards…Caravanserais: We'll leave the tandoor on for you.

From the name and root word "caravan," it's easy to assume the caravanserai were, well, caravans, or groups of merchants traveling together (C). Not quite. Nor were they police forces (B) or money lenders (D).

(ECON-12)

Skills Tested:Period 3: c. 600 C.E. to c. 1450: Expansion and intensification of communication and exchange networks: Existing trade routes flourished (3.1.I.A)Thematic Learning Objectives: Creation, Expansion, and Interaction of Economic Systems (ECON)Historical Thinking Skills: Chronological Reasoning: Historical Causation

0

o 43.

What was one of the most significant effects of diasporic communities of merchants which emerged along trade routes across Asia?

(A)An increasing number of wars between native and foreign populations (B)The decreasing popularity of sea routes (C)The spreading of religious and cultural ideas to indigenous populations (D)The conversion of Europeans to native religions

Explanation:


"Diaspora" refers to the movement of the population from its original homeland. Diasporas can bring new ideas and beliefs to existing populations. As more people came to settle down in new regions along the Silk Road, the religious and cultural ideas of the Europeans spread to and mingled with the ideas of the indigenous populations. For example, Christianity was spread to China to become the Nestorian Church, a unique subsect of Christianity that combined Chinese culture with the Christian religion.

There were some conflicts between the merchants and the indigenous peoples, but the altercations were minor—no harm, no foul, no major wars (A). The sea routes were gaining popularity as ship building technology increased, not decreased, in popularity (B). Furthermore, while a few Europeans did convert to native religions (D), the majority did not. Most of the time, indigenous peoples converted to European religions.

(CUL-4)

Skills Tested:Period 3: c. 600 C.E. to c. 1450: Expansion and intensification of communication and exchange networks: Diasporic communities (3.1.III.B)

Thematic Learning Objectives: Development and Interaction of Cultures (CUL)Historical Thinking Skills: Chronological Reasoning: Historical Causation

0

o 44.

What was one of the most significant negative consequences of the Silk Road?

(A)The spread of diseases like the Bubonic Plague (B)An influx of luxury goods which exacerbated the difference between rich and poor (C)The spread of religious ideas which came into conflict with each other (D)The spread of technological and cultural ideas

Explanation:


The Silk Road wasn't all fun, games, trade, and adventure. While trade routes increased the spread of silk, spices, and cultural and religious ideas, they also unintentionally increased the spread of pathogens. The Bubonic Plague started off in China, then spread through the Silk Road and other trade routes to the Middle East and Europe.

There was already a very strong split between rich and poor at this time, so the increase in the availability of luxury items, only available to the rich, emphasized the status quo (B). As religious ideas spread, they almost always come into conflict with others (C), but this conflict didn't lead to massive numbers of deaths the way the plague did. The spread of technological and cultural ideas allowed society to evolve (D), though some of those technological ideas had negative consequences (ahem: more deaths), like the formula for gunpowder.

(ENV-7)

Skills Tested:Period 3: c. 600 C.E. to c. 1450: Expansion and intensification of communication and exchange networks: Diffusion of crops and pathogens (3.1.IV)Thematic Learning Objectives: Interaction Between Humans and the Environment (ENV)Historical Thinking Skills: Making Historical Connections: Contextualization

0


Take up the White Man's burden--Send forth the best ye breed--Go bind your sons to exileTo serve your captives' need;To wait in heavy harness,On fluttered folk and wild--

Your new-caught, sullen peoples,Half-devil and half-child.

Rudyard Kipling, excerpt from "The White Man's Burden," 1899.

(Source)

o 45.

Kipling's poem is intended to do which of the following?

(A)Urge British citizens to move to the outer edges of the Empire (B)Criticize the imperialist governments of Europe and America (C)Mock the idea of imperialism (D)Justify American and European imperialism

Explanation:


Kipling shows us that poetry can be political. Don't let that neat little rhyme scheme fool you; Kipling's is a powerful message about white man's duty to bring the wonders of civilization to the "uncivilized" peoples of the world. Specifically, the poem was written in response to American imperialism in the Philippines after the Spanish American War. Imperialism consisted of European and American governments going in to areas of South America, Africa, and Asia and claiming territory and exploiting natural resources. Many people weren't fully comfortable with the harsh reality of the situation, so they justified it with the idea that white people were bringing civilization to the natives in exchange for what they were taking away.

Again, in context, we know that Kipling was motivated to write the poem to give citizens a reason to embrace imperialism. He wasn't urging people to blindly move to the outer edges of the empire (A). The poem was also not criticizing the imperialist governments (B) or mocking them (C); it was encouraging them.

(CUL-4)

Skills Tested:Period 5: c. 1750 to c. 1900: Imperialism and nation-state formation: New racial ideologies (5.2.III)Thematic Learning Objectives: Development and Interaction of Cultures (CUL)Historical Thinking Skills: Analyzing Sources and Evidence: Content and Sourcing

+1

o 46.

What was the root cause of imperialism?

(A)A need for natural resources to fuel the Industrial Revolution

(B)Christian missionaries' desire to spread Christianity across the globe (C)Overpopulation of European countries that created a need for colonies (D)The philosophical ideas put forth by Kipling's poem

Explanation:


European and American governments needed natural resources to fuel their burgeoning manufacturing industries. While some were available in their own lands, others were more easily attained elsewhere. Europe had already exhausted many of its natural resources, and it was on the prowl for more.

Christian missionaries (B) were definitely a part of imperialism, but they weren't the base motivation for imperialistic efforts. The overpopulation of Europe (C) was a contributing factor to the need for more resources that prompted imperialism. Finally, "The White Man's Burden" was written to encourage American imperialism in the Philippines, but its ideas were not the cause of imperialism itself (D). If only people cared about poetry that much.

(ENV-9)

Skills Tested:Period 5: c. 1750 to c. 1900: Imperialism and nation-state formation: Economic imperialism (5.2.I.E)Thematic Learning Objectives: Interaction Between Humans and the Environment (ENV)Historical Thinking Skills: Chronological Reasoning: Historical Causation

+1

o 47.

In "The White Man's Burden," Kipling refers to imperialism in Asia and the Pacific islands. Which of the following describes how imperialism in these areas was changing?

(A)From Spanish and Portuguese dominance to American and British (B)From American dominance to French and Spanish (C)From British and American dominance to Spanish and Portuguese (D)From Dutch and British dominance to American and French

Explanation:


It was the end of an era: The Spanish and Portuguese were moving out, and the British were moving in. The Spanish and Portuguese had been dominant imperial forces for centuries because of their exclusive knowledge of trade routes; however, it was during the Spanish–American War in 1898 that America wrested control of the Philippines. America also annexed Hawaii that same year. Britain had been moving in slowly, first gaining more and more control over India, and then spreading eastward to China and the surrounding areas. With both military might and the monopolizing power of the British

East India Company, Britain was able to gain control of these areas, including many Pacific islands, in addition to creating colonies in Australia and New Zealand.

The Spanish and Portuguese were gradually losing control of these regions (B), (C), and the Dutch were not a strong imperialistic force in Asia and the Pacific Islands (D).

(SB-10)

Skills Tested:Period 5: c. 1750 to c. 1900: Imperialism and nation-state formation: European states that established empires (5.2.I.B)Thematic Learning Objectives: State Building, Expansion, and Conflict (SB)Historical Thinking Skills: Chronological Reasoning: Patterns of Continuity and Change over Time

0

Questions 48–51 refer to the sources below.

Source 1:

The annual labour of every nation is the fund which originally supplies it with all the necessaries and conveniences of life which it annually consumes, and which consist always either in the immediate produce of that labour, or in what is purchased with that produce from other nations.

According, therefore, as this produce, or what is purchased with it, bears a greater or smaller proportion to the number of those who are to consume it, the nation will be better or worse supplied with all the necessaries and conveniences for which it has occasion.But this proportion must in every nation be regulated by two different circumstances: first, by the skill, dexterity, and judgment with which its labour is generally applied; and, secondly, by the proportion between the number of those who are employed in useful labour, and that of those who are not so employed. Whatever be the soil, climate, or extent of territory of any particular nation, the abundance or scantiness of its annual supply must, in that particular situation, depend upon those two circumstances.

Adam Smith, The Wealth of Nations, 1776.

(Source)

Source 2:

The history of all hitherto existing societies is the history of class struggles. Freeman and slave, patrician and plebeian, lord and serf, guild-master and journeyman, in a word, oppressor and oppressed, stood in constant opposition to one another, carried on an uninterrupted, now hidden, now open fight, a fight that each time ended, either in a revolutionary re-constitution of society at large, or in the common ruin of the contending classes.

In the earlier epochs of history, we find almost everywhere a complicated arrangement of society into various orders, a manifold gradation of social rank. In ancient Rome we have patricians, knights,

plebeians, slaves; in the Middle Ages, feudal lords, vassals, guild-masters, journeymen, apprentices, serfs; in almost all of these classes, again, subordinate gradations.

The modern bourgeois society that has sprouted from the ruins of feudal society has not done away with class antagonisms. It has but established new classes, new conditions of oppression, new forms of struggle in place of the old ones. Our epoch, the epoch of the bourgeoisie, possesses, however, this distinctive feature: it has simplified the class antagonisms. Society as a whole is more and more splitting up into two great hostile camps, into two great classes, directly facing each other: Bourgeoisie and Proletariat.

Karl Marx and Friedrich Engels, The Communist Manifesto, 1848.

(Source)

o 48.

In The Wealth of Nations, Adam Smith develops what economic system?

(A)Mercantilism (B)Communism (C)Socialism (D)Capitalism

Explanation:


In Wealth of Nations, Smith describes an ideal economy based on limited government intervention and the freedom to engage in trade. In other words, Smith is describing a capitalist system, guided by the "invisible hand" of free individuals and their interdependence on one another.

Capitalism was at odds with mercantilism (A), which was an economic system that warranted protective measures, like large taxes on imported goods. Smith wanted to change all this by showing that countries should not focus on wealth, which they viewed as finite, but on capital, which included means of producing more wealth, and which was always fluctuating. Communism (B) and socialism (C) were similar ideas on the opposite end of the spectrum from capitalism. Karl Marx and Friedrich Engels were two of the first to develop these ideas when they wrote The Communist Manifesto in 1848.

(ECON-3)

Skills Tested:Period 5: c. 1750 to c. 1900: Industrialization and global capitalism: Adam Smith and John Stuart Mill (5.1.III.A)Thematic Learning Objectives: Creation, Expansion, and Interaction of Economic Systems (ECON)Historical Thinking Skills: Analyzing Sources and Evidence: Content and Sourcing

+1

o 49.

Adam Smith was a great proponent of which of the following?

(A)Labor unions (B)Maintaining traditional means of production (C)Creating divisions of labor within industry (D)Workers' rights

Explanation:


Adam Smith was a fan of the factory system. He noticed that production was more efficient when workers did specific jobs instead of when they were involved in the entire production process. Henry Ford would later mechanize this process with his automated assembly line.

While there had always been a division of labor within society, the factory system took it a step further. It departed from the traditional means of production in which workers were involved with the creation of a product from start to finish (B). Adam Smith was a capitalist, and capitalists, unfortunately, don't have a long record of supporting workers' rights (D), including labor unions (A).

(ECON-5)

Skills Tested:Period 5: c. 1750 to c. 1900: Industrialization and global capitalism: Factory system (5.1.I.C)Historical Thinking Skills: Making Historical Connections: ContextualizationThematic Learning Objectives: Creation, Expansion, and Interaction of Economic Systems (ECON)

+1

o 50.

The writings of Karl Marx and Friedrich Engels challenged those of Adam Smith in which of the following ways?

(A)Claiming that social class is rooted within the division of labor (B)Proposing that that the traditional division of labor was best (C)Proposing a utopian society in which government is abolished (D)Advocating for more government regulation

Explanation:


In The Communist Manifesto, Marx and Engels explain that there are two opposing classes in society: the Bourgeoisie and Proletariat. The Bourgeoisie evolved from the higher social classes of the feudal

system, while the Proletariat were the workers that supplied the labor. While Adam Smith simplifies the division of labor into "the skill, dexterity, and judgment with which its labour is generally applied; and, secondly, by the proportion between the number of those who are employed in useful labour, and that of those who are not so employed," Marx and Engels attribute the division of labor to the antagonisms of the two opposing classes.

Communists did not agree with the traditional division of labor (B). They believed that as the workers organized themselves, government would "die out." This is not the same as being abolished (C). In their world, government was not necessary, so they definitely did not advocate for more government regulation (D).

(CUL-3)

Skills Tested:Period 5: c. 1750 to c. 1900: Industrialization and global capitalism: Alternative visions (5.1.V.A)Thematic Learning Objectives: Development and Interaction of Cultures (CUL)Historical Thinking Skills: Making Historical Connections: Comparison

0

o 51.

As a response to the writings of both Smith and Marx, what was an important labor reform begun in the late 19th century?

(A)Equal pay for women (B)The right to collective bargaining (C)Child labor laws (D)Minimum wage

Explanation:


With collective bargaining, communists and capitalists high-fived their "visible hands" and compromised. In the late 19th century, workers realized that they had power, and that if they collectively decided not to work, they could shut down even an entire a factory. While workers realized their power, they weren't seeking to overthrow the bourgeoisie in an all-out revolution; they were still working within the capitalist system.

Equal pay for women (A) would not come until about the 20th century. Child labor laws (C) were begun in the 19th century, but the issue of child labor wasn't directly related to Smith's and Marx's discussions of workers. The minimum wage (D) was not introduced until the 20th century.

Skills Tested:Period 5: c. 1750 to c. 1900: Industrialization and global capitalism: Reforms (5.1.V.D)

Thematic Learning Objectives: Creation, Expansion, and Interaction of Economic Systems (ECON)Historical Thinking Skills: Chronological Reasoning: Historical Causation

+1


Political cartoon of the Berlin Conference c. 1885.

(Source)

o 52.

Who do the men at the table represent?

(A)Members of a joint-stock company (B)Britain's ruling elite (C)European powers (D)American government officials

Explanation:


This cartoon was published after the Berlin Conference, in which the Europeans all got together and decided who was going to get which piece of Africa. Too bad no one invited the Africans to the party. The Berlin Conference was organized by Otto von Bismarck, the hostest-with-the-mostest, er, cutlery.

Rather than depicting members of a joint-stock company (A), this cartoon features leaders from different European nations. Britain is certainly represented at the table, but it is not just Britain's ruling elite who took part in the conference—many of the European powers were there (B). America was not a big player in the "Scramble for Africa" (D).

(SB-10)

Skills Tested:Period 5: c. 1750 to c. 1900: Imperialism and nation-state formation: Empires in Africa (5.2.I.C)Thematic Learning Objectives: State Building, Expansion, and Conflict (SB)Historical Thinking Skills: Analyzing Sources and Evidence: Content and Sourcing

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o 53.

What was one economic reason for the "Scramble for Africa"?

(A)The need for coal (B)The need for precious materials (C)The need for slaves (D)The need for new markets

Explanation:


The need for precious materials such as copper, diamonds, and tin to fuel industrialization gave the Scramble for Africa urgency. Every European power wanted to gain control of the mines and to create new ones.

Europe, especially England, already had decent access to coal (A), so it was not a motivating reason behind imperialism. Slaves were overwhelmingly sent to the Americas, not to European factories (C). Furthermore, new markets were not a sufficient reason for imperialism (D), as they could already trade without having to conquer the area.

(ECON-12)

Skills Tested:Period 5: c. 1750 to c. 1900: Industrialization and global capitalism: Mining centers (5.1.II.D)Thematic Learning Objectives: Creation, Expansion, and Interaction of Economic Systems (ECON)Historical Thinking Skills: Chronological Reasoning: Historical Causation

+1


Whereas recognition of the inherent dignity and of the equal and inalienable rights of all members of the human family is the foundation of freedom, justice and peace in the world…

Whereas the peoples of the United Nations have in the Charter reaffirmed their faith in fundamental human rights, in the dignity and worth of the human person and in the equal rights of men and women and have determined to promote social progress and better standards of life in larger freedom…

Whereas Member States have pledged themselves to achieve, in co-operation with the United Nations, the promotion of universal respect for and observance of human rights and fundamental freedoms…

Now, Therefore THE GENERAL ASSEMBLY proclaims THIS UNIVERSAL DECLARATION OF HUMAN RIGHTS as a common standard of achievement for all peoples and all nations, to the end that every individual and every organ of society, keeping this Declaration constantly in mind, shall strive by teaching and education to promote respect for these rights and freedoms and by progressive measures, national and international, to secure their universal and effective recognition and observance, both among the peoples of Member States themselves and among the peoples of territories under their jurisdiction.

International Religious Freedom Report Appendix A: Universal Declaration of Human Rights, 2008.

(Source)

o 54.

The Universal Declaration of Human Rights came about as a response to which of the following?

(A)World War I (B)The Vietnam War (C)World War II (D)The Cold War

Explanation:


The Universal Declaration of Human Rights was a very direct response to the horrors seen in World War II, most especially those committed by the hands of Nazi Germany. It championed the idea that everyone—regardless of race, religion, or gender—had equal rights. While the idea of equal rights had been around for a long time, it was only ever expressed by individual countries, and rarely amounted to true equality for minorities and women. The Declaration was the first global means of enforcing this equality. It didn't change anything overnight, but it did set a new tone for the global status quo.

Attempts had been made to increase global cooperation and relationships after WWI with the creation of the League of Nations, but the League did not last, partly because of the U.S.'s refusal to join (A). The Vietnam War (B) and the Cold War (D) both occurred after the release of the Declaration, and unfortunately it did not have as great an effect as people would have liked. Many human rights violations continued to occur in the waging of these wars.

Skills Tested:Period 6: c. 1900 to the Present: New conceptualizations of global economy, society, and culture: Challenges to assumptions about race, class, gender, and religion (6.3.III)Thematic Learning Objectives: Development and Interaction of Cultures (CUL)Historical Thinking Skills: Chronological Reasoning: Historical Causation

+1

o 55.

Which of the following was part of the reason the United Nations was formed and the Universal Declaration of Human Rights was written?

(A)To create a governing body that had the power to overrule other countries (B)To establish a global institution of law and order in the face of increasing globalization (C)To prevent the crimes against humanities caused by World War I (D)To reduce increasing Cold War tensions

Explanation:


With two massive world wars that involved, well, most of the world, it became clear that all countries had become part of the global conversation, regardless of distance. The atomic bomb in Hiroshima, for example, proved that when violence occurred in one location, it could now be felt around the world.

The UN wasn't, and isn't, an ultimate governing body with the supreme power to overrule the law already established in sovereign nations (A). It can advise and send in the UN police force, but its power is not supreme. World War II revealed the need for an international organization that could intervene in the face of human rights violations. World War I didn't quite inspire the outrage (C). The UN and the Universal Declaration of Human Rights came about as a direct response to World War II, and only indirectly World War I. The Cold War (1947–1991) occurred after the creation of the UN in 1945 (D).

Skills Tested:Period 6: c. 1900 to the Present: New conceptualizations of global economy, society, and culture: New international organizations maintain world peace (6.3.II.A)Thematic Learning Objectives: State Building, Expansion, and Conflict (SB)Historical Thinking Skills: Making Historical Connections: Contextualization

+1

Short-Answer Question 1 ExplainedIdentify and explain THREE universal characteristics of early civilizations. Include at least ONE specific example for each characteristic.

Sample ResponseEarly civilizations had a few fundamental things in common. First, early civilizations ceased their nomadic lifestyles and began settling down and concentrating in cities. Some of the earliest cities were Ur in Mesopotamia and Mohenjo-daro in the Indus Valley. Secondly, civilizations needed a way to keep track of everything, so they developed systems of writing for record-keeping. Cuneiform, for example, is the earliest known system of writing, developed by the Sumerians. Finally, early civilizations all developed complex belief structures in the form of religions, which were usually polytheistic like the Egyptian or Sumerian religions. Civilizations can be defined because of their increasing complexity in relation to earlier societies.

Why This WorksBingo! Cities, writing systems, and complex belief structures are three major characteristics of ancient civilizations. Mohenjo-daro, cuneiform, and polytheistic Egyptian and Sumerian religions are perfect examples of these three characteristics.

What Good Responses Will IncludeThree of any of the following universal characteristics of ancient civilizations, along with one of the respective supporting examples.

New cities (Mohenjo-daro, Ur, Babylon, Harappa)

Consolidation of power into a central government (Hammurabi's Code, hereditary rulers in Egypt, Shang Dynasty, Sumerians, Babylonians, Assyrians)

Art and architecture (Mesopotamian ziggurats, Egyptian pyramids, temples in India, giant heads of the Olmec)

Writing systems (cuneiform, hieroglyphics, Sanskrit, Olmec language)

Complex belief structures (Egyptian, Sumerian, Chinese, and Vedic religions; Christianity; Judaism; Zoroastrianism)

(CUL-1), (CUL-4), (CUL-8), (SB-1), (SB-2), (SB-3)

Short-Answer Question 2 ExplainedAnswer all parts of the question that follows.

a) Identify and explain TWO benefits of the Green Revolution.

b) Identify and explain ONE negative impact of the Green Revolution.

Sample ResponseThe Green Revolution marked the beginning of intensive farming techniques like pesticides, fertilizers, and new crop varieties, all backed by science and research. A major benefit of the Revolution was that there was more food to feed a growing world population. More efficient land-use also lead to less deforestation. A downside of the Revolution was that many native varieties of plants were no longer grown in favor of the high-yield varieties. While higher crop yields were beneficial in the short-term, lack of species variety put crops at greater risk for disease.

Why This WorksIn clear and precise language, the response identifies two positives of the Green Revolution: more food and less deforestation. The response also mentions one of the negatives of the Green Revolution: a lack of variety of species. Check and check.

What Good Responses Will Includea) Two of the following positive effects of the Green Revolution

Increased ability to feed the world's growing population because of an ability to grow crops on an unprecedented scale

Less clear-cutting due to more efficient land-use

Crops more resistant to pests

b) One of the following negative effects of the Green Revolution

Increased world population due to increased food production

Increased use of pesticides and fertilizers that has introduced dangerous chemicals into our waterways and ecosystems

Monocultures with greater susceptibility to disease

Pests and weeds with increasing resistance to pesticide use

Farm machinery that are dependent on fossil fuels

Displacement of small farmers who can't compete with industrial agriculture

Short-Answer Question 3 ExplainedCompare the sentiment expressed in the poster with attitudes towards women in 1950s America.

Sample ResponseThe poster was an example of American propaganda designed to encourage women to enter the workforce during World War II. It challenged 1940s societal norms by showing that women could work in the factory jobs that had previously been denied to them. However, when the war ended, those jobs also ended, women returned to the home, and the media returned to depicting them as weak and incapable. Furthermore, women were once again subject to their husbands' authority. While many women did accept their return to the home, there were many who continued to work and refused to accept society's role for them. The poster came to symbolize the fight for women's rights, which lasted throughout the 20th century, and was in direct contrast to viewing women as purely homemakers or housewives.

Why This WorksThis response analyzes the poster's message along with the social atmosphere of the 1950s in America. The poster says "We Can Do It" and encourages women to join the workforce during WWII. As soon as the men came back from the war, they wanted their jobs back. After gaining a new independence, women were quietly escorted back into the home. The response gives an example of the social atmosphere by explaining how women were shown in advertisements of the time.

What Good Responses Will IncludeA comparison of any of the following aspects.

1) The poster's message

Women could enter the workforce and be productive members of society

The poster as a symbol for women's rights

2) 1950s society

Women were expected to return to their homes and leave the workforce

Women were depicted as weak and incapable

Sexist advertisements that depicted women as weak homemakers

Even when women had jobs, their roles were subordinate to men's

Wives were subject to husbands' authority

(CUL-4), (CUL-5), (SB-4), (SOC-1)

Short-Answer Question 4 Explaineda) Identify and explain ONE factor that inspired the Enlightenment.

b) Identify and explain TWO effects of the Enlightenment.

Sample Responsea) The Enlightenment was inspired by the Scientific Revolution. As Europe moved out of the Middle Ages, scientific progress slowly began to move forward. Scientific inquiry created small discoveries, which lead to larger discoveries, and established a tradition of empiricism, along with the experimental method. Empirical thinking led to new philosophical ideas.

b) The Enlightenment directly contributed to the American Revolution and the French Revolution. Enlightenment thinkers wrote heavily on the social contract between people and their governments, as well as the freedoms and rights of individuals. These ideas influenced leaders such as Thomas Jefferson in America and Marquis de Lafayette in France.

Why This WorksAll on board the cause-and-effect train. The first response pinpoints a cause of the Enlightenment—the Scientific Revolution—and explains its influence. Scientific thought led to a more comprehensive understanding of the world and opened up new ways of thinking. New Enlightenment ideas centered around liberty, freedom, and the rights of individuals. It's partially thanks to these thinkers and their ideas that America is the country it is today. Both the American Revolution and the French Revolution may not have happened without the inspiration that came from the Enlightenment.

What Good Responses Will Includea) Identify and explain any one of the following factors that inspired the Enlightenment.

The Scientific Revolution

The Thirty Years' War

Harsh treatment of people by hereditary monarchies of Europe

The printing press and its resulting spread of information

b) Identify and explain any two effects of the Enlightenment.

The American Revolution

The French Revolution

The separation of powers; three branches of government

Abolitionist ideas

Expanded suffrage

The end of serfdom

(SB-4), (SB-7), (ECON-7), (SOC-1), (SOC-2), (SOC-3)

DBQ ExplainedQuestion 1. Explain the development of the caste system through India's ancient texts circa 1000 B.C.E. and its effects on colonial India.

Sample ResponseThe Vedic Hymns and the Bhagavad Gita laid the foundation for the caste system, a strict form of social classification in India, which persisted even as British culture influenced India during the colonial period. While the British sometimes intentionally strengthened the caste system, and sometimes upended it, the caste system primarily persisted because it was a powerful tradition in Hinduism that had pervaded many aspects of Indian culture.

The caste system is rooted in ideologies laid out in ancient Hindu scriptures, and these ideologies have persisted through time and colonization. Book Ten of the Rig Veda, one of the most important pieces of literature in Indian culture, depicts the beginnings of the caste system. Line 13 states, "The Brahman was his mouth, of both his arms was the Rājanya made. His thighs became the Vaiśya, from his feet the Śūdra was produced" (Document 1). Document 4 shows that even in the early 20th century, the caste system, while showing some signs of change, had remained vastly similar for hundreds of years. With western influence and education, Indians were exposed to the idea that members of each caste were restricted to a small set of caste-appropriate occupations. Nonetheless, the caste system continued, mostly because the lines from the Bhagavad Gita clearly emphasized that caste members had to carry out their respective duties in order to achieve perfection: "Whoso performeth--diligent, content--/The work allotted him, whate'er it be,/Lays hold of perfectness" (Document 2). When the British began increasing the accessibility and affordability of education—and opportunity by extension—the caste system still persisted as the very lower classes were unwelcome to study alongside the emerging middle classes, made up of the middle castes. We can see, by the looks of the living conditions depicted in Document 3, that the untouchables who practiced basket-making hadn't experienced any changes in wealth or status even with the advent of accessible education and more equal opportunity.

The British brought its class system to colonial India, but these class distinctions were reworked to accommodate the caste distinctions. Document 5 shows that conditions of third-class railway passengers, usually full of members of the lower castes, remained unsanitary, uncomfortable, and nearly inhumane. Not only were conditions pitiful, but Gandhi describes being charged unfairly and threatened if he did not pay the exorbitant price. Document 4 presents the British perspective of third-class travel, minimizing the squalor and inhumanity: "The great majority of Hindus of all castes are obliged by their comparative poverty to avail themselves of the cheap third-class fares, and have to rub shoulders together in packed railway carriages. Soon they begin to realise that this does them no harm, and get accustomed to it, with the result that the prejudices about bodily contact tend to disappear." What's important to note is the individual context of these perspectives: Document 4 is from the perspective of a privileged British official engaged in social administration, while Document 5 is from the perspective of an Indian living in the colonial regime. Clearly, while the colonizers may have overlooked the oppression of the lower castes, those from the lower levels of the caste system continued to struggle in the colonial regime.

The caste system continued because the British failed to recognize its strong tradition in Indian society. One reason for Indians' adherence to the caste system was because the Bhagavad Gita reminded Hindus to "Know them enemies" (Document 2); in other words, the Bhagavad Gita reminded Indians that the enlightened man avoids the lower castes. This behavior is exemplified in Document 5: "All infringements upon the rules of the class are punished by fines. Every fine furnishes a feast at which every member sits and enjoys himself. Payment is enforced by excommunication—no one of the caste will eat, drink, or smoke with the convicted till the fine is paid; and, as everyone shares in the fine, everyone does his best to enforce payment." The colonial regime didn't understand this mindset. The British thought that they would begin to introduce democracy by increasing access to education, but they couldn't recognize the prejudice already deeply embedded in the culture. Document 4 explains: "Education is free to all, and, similarly, in the careers which it opens to the most successful boys there is no account of caste. Thus members of quite low castes obtain a good social position and, as regards them personally, the prejudices and contempt for their caste necessarily fall into abeyance. The process must, probably, in time extend to general social toleration." The British failed to realize that the caste system was different than the class system. Class, defined by politics and money, was not the same as caste, defined by religion and tradition. So when the British imposed social institutions based on class, they were perpetuating the inequalities of the caste system.

Observations from the colonizer to the colonized show varying viewpoints of the social systems present in India and what effect British rule had on the caste system. The ideas within the foundational texts of Indian culture, such as the Rig Veda and Bhagavad Gita, run deep, and it took more than "civilized" British administrations and rule to bring about true equality for all members of society.

Rubric

Maximum Possible Points: 7

A. Thesis and Argument Development: 0–2 pointsSkills assessed: Argumentation

1 Point (Thesis): Students earn one point for constructing a thesis that presents a clear, defensible argument. The thesis should provide an answer to the question while signaling to the reader what to expect in the rest of the essay. It can be located in either the introduction or conclusion.

1 Point (Argument): The argument is nuanced and considers the complex nature of history; it compares, contrasts, corroborates, and otherwise clarifies relationships between different historical examples.

B. Analysis of Evidence: 0–2 pointsSkills assessed: Analyzing Evidence, Argumentation

1 Point: The response touches upon most of the evidence provided in the texts.

1 Point: The response considers the historical context and/or the audience of at least four documents.

C. Using Evidence Beyond the Documents: 0–2 pointsSkills assessed: Contextualization and Argumentation

1 Point (Contextualization): The response provides the broader historical context immediately relevant to the question.

1 Point (Evidence Beyond the Documents): The response should reach beyond the passages and provide a specific, relevant example not included in the documents. The example should span multiple sentences.

D. Synthesis: 0–1 pointSkill assessed: Synthesis

1 Point: The response explains the connections between the argument and one of any of the following: 1) another period in history, situation, or region; 2) a different historical approach such as economical, social, or political; 3) a separate domain such as anthropology, government, or art history.

Why This WorksThis essay pulled information from six of the seven documents provided. That's truly impressive, and lends, in part, to why this essay deserves a top score of 7. Let's take some time to break that score down.

As indicated in the rubric, a strong thesis is critical for any essay, and this essay definitely socks it to 'em. The question asks us to cover the development of the caste system throughout India and especially during colonial India. This question requires us not only to trace the foundational texts and ideas of the caste system, but also to show the impacts these foundational texts had upon India while still within the holds of colonization.

While the British sometimes intentionally strengthened the caste system, and sometimes upended it, the caste system primarily persisted because it was a powerful tradition in Hinduism that had pervaded many aspects of Indian culture.The rubric stipulates that to earn a point for the thesis in the Thesis and Argument Development section, the thesis needs to, well, answer the question. To earn that second point, the argument needs to synthesize multiple viewpoints and examples, explaining the connections between each. We'll get to the body paragraphs in a second.

The next section of the rubric asks that we build stellar body paragraphs by using most of the evidence provided and considering it within a broader historical context. We need to use both the evidence and our outside knowledge of history to earn the full two points. Check out how the writer analyzes the content of Document 2 and explains its significance.

Nonetheless, the caste system continued, mostly because the lines from the Bhagavad Gita clearly emphasized that caste members had to carry out their respective duties in order to achieve perfection: "Whoso performeth--diligent, content--/The work allotted him, whate'er it be,/Lays hold of perfectness" (Document 2). When the British began increasing the accessibility and affordability of education—and opportunity by extension—the caste system still persisted as the very lower classes were unwelcome to study alongside the emerging middle classes, made up of the middle castes. We can see, by the looks of the living conditions depicted in Document 3, that the untouchables who practiced basket-making hadn't experienced any changes in wealth or status even with the advent of accessible education and more equal opportunity.Besides working with the sources, this essay needs to have evidence beyond the texts to earn another point. We must, for example, understand that the British Raj misinterpreted the caste system, using it as a system of social classification without fully understanding its traditions and spiritual roots.

Document 4 explains: "Education is free to all, and, similarly, in the careers which it opens to the most successful boys there is no account of caste. Thus members of quite low castes obtain a good social position and, as regards them personally, the prejudices and contempt for their caste necessarily fall into abeyance. The process must, probably, in time extend to general social toleration." The British failed to realize that the caste system was different than the class system. Class, defined by politics and money, was not the same as caste, defined by religion and tradition. So when the British imposed social institutions based on class, they were perpetuating the inequalities of the caste system.Finally, as important as our introduction is, so too is our conclusion. We need to tie this joyful bundle of world history together with a perfect bow. One way to do this is to reword the ideas presented in the introduction. The conclusion in the sample response points again to the ancient Hindu texts that have continued to shape India's culture and its inherent inequality among its citizens. What a nice, conclusive bow (and it's not even Christmas).

Long Essay ExplainedQuestion 1. Describe the influence of Confucianism on gender roles between 600 B.C.E. and 600 C.E. In the development of your argument, consider the explicit and implicit ways

that Confucianism influenced gender roles, as well as the short- and long-term effects that Confucianism had on gender roles.

Sample Response (Question 1)Confucianism, much like other belief systems around the world, had a great influence on the gender roles of its time. Even though Confucianism's primary purpose was to establish a system of social order and respect for the Tao, much of the responsibility of this social order fell upon women and required women to defer to their male superiors. Between the years of 600 B.C.E and 600 C.E., the social practices and institutions that were built upon Confucianism and its fundamental texts oppressed women and confined them to restrictive gender roles. This restriction only intensified in later dynasties.

One of the major concerns of Confucianism was to address a growing chaos in the current feudal system. China needed order and morality, and Confucianism was its answer. Confucianism was based on a set of hierarchical relationships and a respect for authority called filial piety. Those with less power were expected to be respectful; those with more power were expected to take care of their subordinates. One central relationship where filial piety occurred was between husband and wife. It was this relationship that determined gender roles throughout society: Men were the dominant force in the relationship; women were always subordinate.

While the primary purpose of foundational Confucian texts was to explain the Tao and to establish harmony and balance throughout Chinese society, they also inadvertently established a set of far-reaching, sexist gender roles. The Analects, for example, suggested that men in positions of authority must remain aloof to women. The text states that nurturing a woman, or getting too close to her, was dangerous and would weaken a man. Another foundational text, the Three Obediences and Four Virtues, called for a wife to obey her father, husband, and son while maintaining a respectful and moral lifestyle. While women were condemned to suffer from their roles, men were mostly free to jostle their way through the public sphere. These sexist practices were widely prevalent within the Zhou dynasty, and only became more polarized in subsequent dynasties.

During the Zhou dynasty and beyond, Chinese family dynamics were reflections of larger, violent patriarchal ideologies that oppressed women. Domestic violence within the household was not uncommon, and if husbands beat their wives, it was shrugged off as a private matter. With only a "reproductive" role in the family, wives were dependent on their husbands' authority and therefore unable to protest or escape. More violence towards women occurred during the later Song dynasty's practice of foot-binding, in which fathers deliberately malformed their daughters' feet to prevent further growth. Whether it was the role of mother or daughter, women were confined to domestic and subservient roles.

While Confucian tenets didn't directly oppress women, their effect placed women in inferior roles. These ideologies allowed men to oppress women across both the public and private spheres throughout Chinese history. While this social organization may have initially made sense in post-feudalist China, it became increasingly problematic as Chinese society progressed.

Rubric


A. Thesis: 0–1 pointSkills assessed: Argumentation

1 point: It's important that we state our main argument and do so in the introduction. We need to address the question by demonstrating some of Confucianism's short- and long-term influences on gender roles. This statement doesn't need to be hyper-specific, but it should clearly cue the readers into what's coming next in the essay.

B. Argument Development: Targeted Historical Thinking Skill: 0–2 pointSkills assessed: Argumentation, Contextualization

1 point: Simply stating that Confucian thought effected gender roles could earn us a point, but it's going to take a contextualization of historical examples and the ability to connect different historical events to earn the maximum.

1 point: For two points, there needs to be some real meat on the page. What institutions were influenced by Confucian thought? Which major components of Confucian thought had lasting effects on gender roles? How did Confucian thought impact Chinese society in later centuries? All of these answers need a couple concrete examples. Give readers something to chew on. Just be sure to offer some dental floss for afterwards. Common courtesy.

C. Argument Development: Using Evidence: 0–2 pointsSkill assessed: Argumentation

1 point: A few details about the history of Confucianism earns us only one point.

1 point: A full and detailed discussion about the importance of filial piety to Confucianism and how it invariably affected gender roles earns us the full two points.

D. Synthesis: 0–1 pointSkills assessed: Synthesis

1 point: To earn this last point in synthesis, we need to make sure the essay explains the connection between the argument and either 1) a development in a different historical period; 2) a political or economic analysis of history; or 3) a different discipline or field.

Why This WorksIf we haven't made it evident yet, a thesis is crucial to an essay. It needs to be clear and structured, and it should be placed around the end of the introduction. For this long essay question, the thesis also needs to focus on Confucianism's local and broader influences on gender roles.

Between the years of 600 B.C.E and 600 C.E., the social practices and institutions that were built upon Confucianism and its fundamental texts oppressed women and confined them to restrictive gender roles. This restriction only intensified in later dynasties.The reader knows that the essay will not only discuss gender roles, but that it'll also explore the overall argument that Confucianism indirectly subordinated women.

Next, the essay focuses on contextualizing the argument. In the first body paragraph, we learn that social relations within Confucian thought was a response to the chaos of feudalism. After a period of serious disorganization, Chinese culture needed stability and the Confucian practice of filial piety sought to provide this order.

One of the major concerns of Confucianism was to address a growing chaos in the current feudal system. China needed order and morality, and Confucianism was its answer. Confucianism was based upon a set of hierarchical relationships and a respect for authority, called filial piety.While this essay takes significant strides to note that Confucianism did solidify a sense of order in chaotic, post-feudalist China, the power dynamics that came out of its practice were sexist. The reference to the Analects and Three Obediences and Four Virtues provides written evidence of this way of thinking.

The Analects for example, suggested that men in positions of authority must remain aloof to women. Nurturing a woman, or getting too close to her, was dangerous and would weaken a man, the texts said. Another foundational text, the Three Obediences and Four Virtues, called for a wife to obey her father, husband, and son while maintaining a respectful and moral lifestyle.Next, the writer breaks down the concept of filial piety to showcase how it grew more complex as it became a stronger institution, providing historical examples to show how filial piety affected women. This evidence continues to support and strengthen the thesis.

While women were condemned to suffer from their roles, men were mostly free to jostle their way through the public sphere. These sexist practices were widely prevalent within the Zhou dynasty, and only became more polarized in subsequent dynasties.As always, the last point comes from synthesizing the information provided and going beyond to another historical period, field of study, or category for analysis. This essay manages to accomplish this feat as well. After thoroughly discussing the idea of filial piety within the Zhou dynasty, the writer then discusses the practice of foot-binding that started in the Song dynasty. The writer takes care to note that the social norms and family dynamics of the Zhou dynasty is what led to future developments in gender roles during later parts of Chinese history.

More violence towards women occurred during the later Song dynasty's practice of foot binding, in which fathers deliberately malformed their daughters' feet to prevent further growth. Whether it was the role of mother or daughter, women were confined to domestic and subservient roles.This response clearly reaches beyond the limits of Confucianism to synthesize information across historical periods. Another point awarded. Practice your six-point dance, Shmooper.

Long Essay Explained

Question 2. Describe the influence of the Enlightenment period upon women's rights and the suffrage movement. In the development of your argument, consider the explicit and implicit ways that the Enlightenment influenced women's rights, as well as the short- and long-term effects that the Enlightenment had on women's rights and the suffrage movement.

Sample Response (Question 2)The Enlightenment was the first time in which European women were recognized as rational thinkers. During this time period, women began voicing their opinions in public forums and publishing philosophical writings. This engagement with social and political affairs set the stage for the suffrage movement to follow in the late 19th and early 20th centuries across Europe. As Enlightenment women began challenging their traditional roles as homemakers and exercising their voice and agency in the public sphere, the women's suffrage movement slowly gained traction.

The Enlightenment began a period that challenged the supreme authority of the Church and the oppressive gender roles it assigned to women. With Enlightenment thought, rulers were not given their power by God, but rather by the people, and the people had the power to take it away as well. While Church doctrine historically suggested that women couldn't think for themselves, thinkers and philosophers of the Enlightenment disagreed. John Locke argued that everyone had three natural rights: life, liberty, and property. Similarly, Denis Diderot argued that women’s perceived inferiority was a result of their lack of access to education. Given these insights, women began exploring their agency outside of the domestic sphere and publishing their own critiques on the obligations of religion, the role of women, and human rights. Later, this growing self-awareness would manifest in women's fight for suffrage.

During the Enlightenment, intellectuals across Europe began publicly challenging pre-existing gender roles that oppressed women. Mary Wollstonecraft's A Vindication of the Rights of Women in the late 1700s attacked her contemporaries’ thoughts on the role of women in society and the roots of female oppression. While Thomas Paine’s Rights of Man focused on dismantling power structures for the good of men, Paine sympathized with women’s rights and met with Wollstonecraft while she was drafting A Vindication of the Rights of Women. While Wollstonecraft’s publication was not an end to inequality by any means, it spearheaded a feminist movement that gained momentum during the 19th century. More women, including Elizabeth Cady Stanton and Susan B. Anthony of the U.S., followed in Wollstonecraft’s footsteps and encouraged women to educate themselves and mobilize to achieve political agency.

19th and 20th century successes in suffrage depended upon the momentum of Mary Wollstonecraft and her contemporaries. Suffrage movements began to see success around the late 1800s with New Zealand as the first to offer suffrage to women in 1893. In Great Britain, the first suffrage committee was created around 1887, with many of its female members being activists, writers, or social organizers, and succeeded in getting suffrage in 1928. The United States preceded this with the 19th Amendment granted in 1920 thanks to the political and social activity of Susan B. Anthony, Elizabeth Cady Stanton, and others.

Around the world, for decades to come, the battle would wage on to grant equal rights and agency to women. The work started by John Locke, Denis Diderot, and Mary Wollstonecraft ignited the spark for the suffrage movement to succeed and proposed natural rights inherent to all human beings. Thanks to the Enlightenment period in which women were encouraged to use their social agency, the feminist campaign developed their voices and challenged established gender roles so that many women could now enjoy greater freedoms than they did before.

Rubric


A. Thesis: 0–1 pointSkills assessed: Argumentation

1 point: The thesis statement needs to answer the question and address the historical thinking skill, which, in this case is "causation."

B. Argument Development: Targeted Historical Thinking Skill: 0–2 pointsSkills assessed: Argumentation, Causation

1 point: There's a lot of history to cover in regards to the Enlightenment, suffrage, and women's rights. Briefly discussing the relationship between the Enlightenment and its connection to the women's suffrage movement will only earn one point.

1 point: For two points, we've got to go the distance. This means not only providing some context for where the Enlightenment came from, but also exploring the Enlightenment's lasting effects on the suffrage movement.

C. Argument Development: Using Evidence: 0–2 pointsSkill assessed: Argumentation

1 point: We'll need a few solid examples, including specific events, publications, or noteworthy Enlightenment thinkers that influenced gender roles and women's rights.

1 point: To earn the desired two points on this section, the essays should be chock full of specific examples that prove how the Enlightenment influenced suffrage and women's rights.

D. Synthesis: 0–1 pointSkills assessed: Synthesis

1 point: Go beyond the current discussion and take it that extra step. Touch on another time period—a historical theme not yet discussed, or a different discipline, like art history—to really extend the argument.

Why This Works

Essays must include a solid thesis statement that clearly communicates the main argument and centers on the Historical Thinking Skill. In this case, the HTS is causation. The thesis clearly asserts that the Enlightenment influenced new gender roles that paved the way for the women's suffrage movement. It provides a nice, little map of the procession of thought throughout this essay. For this reason, it earns a point.

As Enlightenment women began challenging their traditional roles as homemakers and exercising their voice and agency in the public sphere, the women's suffrage movement slowly gained traction."Causation" means analyzing the relationship between historical causes and effects. In this instance, then, we need examples that show how the Enlightenment directly, or indirectly, influenced gender roles and then the women’s suffrage movement. Here are some examples from the sample response.

While Church doctrine historically suggested that women couldn't think for themselves and should have stayed in the domestic sphere, thinkers and philosophers of the Enlightenment disagreed. John Locke argued that everyone had three natural rights: life, liberty, and property. Similarly, Denis Diderot argued that women’s inferiority in society was due to their legal subordination and lack of access to education. Given these insights, women began exploring their agency outside of the domestic sphere and publishing their own critiques on the obligations of religion, the role of women, and human rights. Later, this growing self-awareness would manifest in women's fight for suffrage.

During the Enlightenment, intellectuals across Europe began publicly challenging pre-existing gender roles that oppressed women. Mary Wollstonecraft's "A Vindication of the Rights of Women" in the late 1700s attacked her contemporaries’ thoughts on the role of women in society and the root of female oppression.Here, we see the inclusion of both some immediate- and broader-context examples of how the Enlightenment transformed gender roles. The writer name drops some examples of philosophers and influential women. This variety in evidence affords the response another two points.

The next stop on the road to a great score is to build support for the argument using evidence. We can earn one point for simply supporting the thesis with important information, or we can go for two points and explain how the chosen evidence connects to the overall argument. Let's see what this looks like.

19th and 20th century successes in suffrage were dependent upon the momentum of Mary Wollstonecraft and her contemporaries. Suffrage movements began to see success around the late 1800s with New Zealand as the first to offer suffrage to women in 1893. In Great Britain, the first suffrage committee was created around 1887, with many of its female members being activists, writers, or social organizers, and succeeded in getting suffrage in 1928. The United States preceded this with the 19th Amendment granted in 1920 thanks to the political and social activity of Susan B. Anthony, Elizabeth Cady Stanton, and others."Synthesis" is last on the list, and but it's definitely not least. Synthesis requires that the response makes a connection to another discipline, time period, or historical context. This response connects the suffrage movements in New Zealand, Great Britain, and the United States.

Full points in each section? Give us a high-six.

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