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HOLT World History Human Legacy North Carolina EOC Test Prep Workbook 001-xii World History FM.indd 1 4/3/07 10:48:41 AM Copyright © by Holt, Rinehart and Winston All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage and retrieval system, without permission in writing from the publisher. Teachers using World History: Human Legacy may photocopy complete pages in sufficient quantities for classroom use only and not for resale. Printed in the United States of America If you have received these materials as examination copies free of charge, Holt, Rinehart and Winston retains title to the materials and they may not be resold. Resale of examination copies is strictly prohibited and is illegal. Possession of this publication in print format does not entitle users to convert this publication, or any portion of it, into electronic format. ISBN 10: 0-03-093865-1 ISBN 13: 978-0-03-093865-8 1 2 3 4 5 6 7 8 9 179 09 08 07 001-xii World History FM.indd Sec1:ii 4/3/07 10:48:42 AM EOC Test Prep Workbook Contents To the Teacher To the Student Ninth Grade World History Standard Course of Study Test-Taking Tips vi ix Pre-Test 2 Competency Goal 4 iv v Objective 4.01 Objective 4.02 Objective 4.03 Objective 4.04 Objective 4.05 Competency Goal 5 Competency Goal 1 Objective 1.01 Objective 1.02 Objective 1.03 Objective 1.04 Objective 1.05 Objective 1.06 Objective 5.01 Objective 5.02 Objective 5.03 Objective 5.04 Objective 5.05 14 16 18 20 22 24 Objective 6.01 Objective 6.02 Objective 6.03 Objective 6.04 Objective 6.05 Objective 6.06 26 28 30 31 34 36 38 40 76 78 80 82 84 86 Competency Goal 7 Objective 7.01 Objective 7.02 Objective 7.03 Objective 7.04 Competency Goal 3 Objective 3.01 Objective 3.02 Objective 3.03 Objective 3.04 Objective 3.05 Objective 3.06 Objective 3.07 66 68 70 72 74 Competency Goal 6 Competency Goal 2 Objective 2.01 Objective 2.02 Objective 2.03 Objective 2.04 Objective 2.05 Objective 2.06 Objective 2.07 Objective 2.08 56 58 60 62 64 42 44 46 48 50 52 54 88 90 92 94 Competency Goal 8 Objective 8.01 Objective 8.02 Objective 8.03 Objective 8.04 Objective 8.05 Objective 8.06 96 98 100 102 104 106 Post-Test 108 Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor. World History 001-xii World History FM.indd Sec1:iii iii EOC Test Prep Workbook 4/3/07 10:48:42 AM To the Teacher Your students will be taking the North Carolina End-of-Course Test for U. S. History during high school. To help you prepare your students for the test, Holt Social Studies has created the World History EOC Test Prep Workbook. Its pages include an instructional section of test-taking tips and practice tests in the format of the EOC U.S. History test. By using this Test Prep Workbook you are helping your students become familiar with the EOC U.S. History Test format. When utilized with Holt World History: Human Legacy, you are providing a source for practice and review of the World History Standard Course of Study Objectives and practice with the test format of the North Carolina End-ofCourse Test for U.S. History. Before assigning any of the practice tests, encourage your students to review the test-taking tips section found at the front of the book. The test-taking tips pages instruct students on how best to approach the types of questions they will encounter on the exam. The instructional material includes practice questions reinforce learning as it occurs. The rest of the workbook consists of practice tests. The pretest will help you assess student knowledge of world history at the beginning of the school year. Following the pretest are 47 practice tests that cover the Competency Goals and Objectives of the Ninth Grade World History Standard Course of Study. Each test contains the Objective being covered on the test, a restatement of the objective in student friendly language, and 10–12 multiple-choice questions. These questions cover what your students have learned in class. A posttest has also been included in the workbook to help you gauge your students’ progress for the school year. By comparing your students’ scores on the pretest to their scores on the posttest, you will be able to identify areas to review for an end of course test. Answers for all questions in this workbook can be found in the separate Holt World History: Human Legacy North Carolina EOC Test Prep Workbook Answer Key. Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor. World History 001-xii World History FM.indd Sec1:iv iv EOC Test Prep Workbook 4/3/07 10:48:42 AM To the Student As a student in North Carolina, you will take the North Carolina End-of-Course Test for U.S. History during high school. To help you get ready for the test, Holt Social Studies has created World History: Human Legacy EOC Test Prep Workbook. Included in this book are test-taking tips and practice tests that are in the same format as the EOC Test for U.S. History. By completing these materials you will become familiar with the format of the EOC test that you will be taking at the end of your U.S. History course. Before doing any of the practice tests, take some time to go over the test-taking tips found at the front of the book. These pages cover the format of the North Carolina End-of-Course Test for U.S. History. They will also teach you how to approach the questions on the test. Completing the practice questions on these pages will help you remember what you learn. The rest of the book contains practice tests. The pretest will assess your knowledge of world history at the beginning of your course studies. Following the pretest are 47 practice tests that cover the Competency Goals and Objectives of the Ninth Grade World History Standard Course of Study. Each test contains the Objective, a restatement of the Objective to help you understand what it means, and 10–12 multiple-choice questions. These questions cover what you have already learned in class and will help you remember information. Following the 47 practice tests is the posttest. By comparing your scores on the two tests, you should get a clear indication of what you have learned throughout the year. Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor. World History 001-xii World History FM.indd Sec1:v v EOC Test Prep Workbook 4/3/07 10:48:42 AM Ninth Grade World History Standard Course of Study Competency Goal 1 Historical Tools and Practices—The learner will identify, evaluate, and use the methods and tools valued by historians, compare the views of historians, and trace the themes of history. 1.01 Define history and the concepts of cause and effect, time, continuity, and perspective. 1.02 Analyze and interpret primary and secondary sources to compare views, trace themes, and detect bias. 1.03 Relate archaeology, geography, anthropology, political science, sociology, and economics to the study of history. 1.04 Define the themes of society, technology, economics, politics, and culture and relate them to the study of history. 1.05 Trace major themes in the development of the world from its origins to the rise of early civilizations. 1.06 Examine the indicators of civilization, including writing, labor specialization, cities, technology, trade, and political and cultural institutions. Competency Goal 2 Emerging Civilizations—The learner will analyze the development of early civilizations in Africa, Asia, Europe, and the Americas. 2.01 Trace the development and assess the achievements of early river civilizations, including but not limited to those around the Huang-He, Nile, Indus, and Tigris-Euphrates rivers. 2.02 Identify the roots of Greek civilization and recognize its achievements from the Minoan era through the Hellenistic period. 2.03 Describe the developments and achievements of Roman civilization and analyze the significance of the fall of Rome. 2.04 Examine the importance of India as a hub of world trade and as a cultural and religious center during its Golden Age. 2.05 Assess the distinctive achievements of Chinese and Japanese civilizations. 2.06 Describe the rise and achievements of the Byzantine and Islamic civilizations. 2.07 Describe the rise and achievements of African civilizations, including but not limited to Axum, Ghana, Kush, Mali, Nubia, and Songhai. 2.08 Evaluate the achievements of the major civilizations of the Americas during the pre-Columbian epoch including, but not limited to, the Aztecs, Incas, and Mayas. Competency Goal 3 Monarchies and Empires—The learner will investigate significant events, people, and conditions in the growth of monarchical and imperial systems of government. 3.01 Trace the political and social development of monarchies and empires, including, but not limited to, the Ming and Manchu dynasties, the Mongol Empire, the Ottoman Empire, and the Moghul Empire. 3.02 Describe events in Western Europe from the fall of Rome to the emergence of nation-states and analyze the impact of these events on economic, political, and social life in medieval Europe. 3.03 Trace social, political, economic, and cultural changes associated with the Renaissance, Reformation, the rise of nation-states, and absolutism. Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor. World History 001-xii World History FM.indd vi vi EOC Test Prep Workbook 4/4/07 1:07:21 PM Ninth Grade World History Standard Course of Study 3.04 Examine European exploration and analyze the forces that caused and allowed the acquisition of colonial possessions and trading privileges in Africa, Asia, and the Americas. 3.05 Cite the effects of European expansion on Africans, pre-Columbian Americans, Asians, and Europeans. 3.06 Compare the influence of religion, social structure, and colonial export economies on North and South American societies. 3.07 Evaluate the effects of colonialism on Africa, the Americas, Asia, and Europe. Competency Goal 4 Revolution and Nationalism—The learner will assess the causes and effects of movements seeking change, and will evaluate the sources and consequences of nationalism. 4.01 Analyze the causes and assess the influence of seventeenth to nineteenth century political revolutions in England, North America, and France on individuals, governing bodies, churchstate relations, and diplomacy. 4.02 Describe the changes in economies and political control in nineteenth century Africa, Asia, Europe, and the Americas. 4.03 Evaluate the growth of nationalism as a contributor to nineteenth century European revolutions in areas such as the Balkans, France, Germany, and Italy. 4.04 Examine the causes and effects of the Russian Revolution and its effects on Russia and the world. 4.05 Evaluate the causes and effectiveness of nineteenth and twentieth century nationalistic movements that challenged European domination in Africa, Asia, and Latin America. Competency Goal 5 Global Wars—The learner will analyze the causes and results of twentieth century conflicts among nations. 5.01 Analyze the causes and course of World War I and assess its consequences. 5.02 Assess the significance of the war experience on global foreign and domestic policies of the 1920s and 1930s. 5.03 Analyze the causes and course of World War II and evaluate it as the end of one era and the beginning of another. 5.04 Trace the course of the Cold War and assess its impact on the global community including but not limited to the Korean War, the satellite nations of Eastern Europe, and the Vietnam War. 5.05 Examine governmental policies, such as the Kellogg-Briand Pact, which were established and the role of organizations including the League of Nations, and the United Nations to mantain peace, and evaluate their continuing effectiveness. Competency Goal 6 Patterns of Social Order—The learner will investigate social and economic organization in various societies throughout time in order to understand the shifts in power and status that have occurred. 6.01 Compare the conditions, racial composition, and status of social classes, castes, and slaves in world societies and analyze changes in those elements. 6.02 Analyze causes and results of ideas regarding superiority and inferiority in society and how those ideas have changed over time. 6.03 Trace the changing definitions of citizenship and the expansion of suffrage. Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor. World History 001-xii World History FM.indd vii vii EOC Test Prep Workbook 4/4/07 11:17:43 AM Ninth Grade World History Standard Course of Study 6.04 Relate the dynamics of state economies to the well being of their members and to changes in the role of government. 6.05 Analyze issues such as ecological/environmental concerns, political instability, and nationalism as challenges to which societies must respond. 6.06 Trace the development of internal conflicts due to differences in religion, race, culture, and group loyalties in various areas of theworld. Competency Goal 7 Technology and Changing Global Connections—The learner will consider the short- and long-term consequences of the development of new technology. 7.01 Assess the degree to which discoveries, innovations, and technologies have accelerated change. 7.02 Examine the causes and effects of scientific revolutions and cite their major costs and benefits. 7.03 Examine the causes and effects of industrialization and cite its major costs and benefits. 7.04 Describe significant characteristics of global connections created by technological change, and assess the degree to which cultures participate in that change Competency Goal 8 Patterns of History—The learner will assess the influence of ideals, values, beliefs, and traditions on current global events and issues. 8.01 Trace developments in literary, artistic, and religious traditions over time as legacies of past societies or as cultural innovations. 8.02 Compare major Eastern and Western beliefs and practices, including but not limited to Buddhism, Christianity, Confucianism, Hinduism, Islam, Judaism, and Shintoism, and locate their regions of predominance. 8.03 Classify within the broad patterns of history those events that may be viewed as turning points. 8.04 Characterize over time and place the interactions of world cultures. 8.05 Analyze how the changing and competing components of cultures have led to current global issues and conflicts, and hypothesize solutions to persistent problems. 8.06 Analyze the meanings of “civilization” in different times and places and demonstrate how such meanings reflect the societies of which they are a part. Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor. World History 001-xii World History FM.indd viii viii EOC Test Prep Workbook 4/4/07 1:07:28 PM Test-Taking Tips Part I: Strategies for Multiple-Choice Questions North Carolina’s End-of-Course Test for U.S. History contains 100 multiple-choice questions. Each multiple-choice question consists of a single stem. The stem asks a question relating to United States history. Four answer options appear below the stem. The answer options will provide possible answers to the question. However, only one option is the correct answer. The other options, called distracters, are incorrect. 1 LEARN 1 Read the directions to understand how to respond to the questions. 2 Read the stem carefully. Determine what the question is asking. 3 Look for key words and facts in the stem. They may help you determine the correct answer. 4 If two answer options disagree with each other, one of them is likely to be the correct answer. 5 Eliminate answer options that you know are incorrect. 6 Watch for words such as all, always, and never. Answer options that include these words usually are incorrect. These words indicate that the correct answer must be an undisputed fact. In social studies, few facts are undisputed. DIRECTIONS Read each question and circle the letter of the best response. 1. What was the main function of the Alien and Sedition Acts? A to protect Native American lands B to enforce debt payment C to take back lands from the French D to protect America from foreign enemies 2. What was Lewis and Clark’s primary mission? A to make treaties with Native Americans in the 3 West B to spy on Spanish settlements C to open up the port of New Orleans D to locate the most direct waterway across the continent 2 3. How did the Emancipation Proclamation affect slaves in Kentucky? A They had to join the Union army. B They remained slaves until the state rejoined the Union. C They remained slaves. 4 D They were freed. 4. Which group of western settlers faced discriminatory laws regarding land ownership? A white settlers 5 B Chinese immigrants C African Americans D Scandinavians 5. Which of the following statements about the National Labor Union is true? A It pushed for an eight-hour workday. B It called for higher wages. 6 C It worked closely with industry leaders. D It achieved all its goals. Practice Answers: 1. C; 2. D; 3. C; 4. A; 5. B; 6. B; 7. A; 8. C; 9. A; 10. A Strategies Answers: 1. D; 2. D; 3. C; 4. B; 5. A Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor. World History 001-xii World History FM.indd Sec1:ix ix EOC Test Prep Workbook 4/3/07 10:48:43 AM Test-Taking Tips Part I: Practice DIRECTIONS Read each question and circle the letter of the best response. 1. What was the purpose of the Virginia and Kentucky Resolutions? A to state that the Supreme Court could nullify federal laws B to affirm the right of the states to lobby the federal government C to serve as a written response to the Alien and Sedition Acts D to urge the states to jointly declare war against Great Britain 6. Napoleon sold the Louisiana Territory to the United States for which of the following reasons? A The soil was poor. B He could not control a North American empire. C France needed the money. D He wanted to focus on governing Haiti. 7. Which of the following was a result of the Embargo Act? A Many American businesses failed. B The southern economy thrived. C Tensions over foreign trade eased. D Trade with Great Britain increased. 2. Which of the following took place for the first time after the election of 1800? A Taxes were raised. B New powers were allotted to the federal government. C Riots broke out. D Power passed peacefully from one political party to the other. 8. Why was control of Louisiana and the city of New Orleans important to the United States? A It was needed to preserve the balance between proslavery states and antislavery states. B More land was needed to appease Native Americans. C Access to the Mississippi River was vital to American commerce. D Access to Louisiana was vital to peace with the British. 3. Which of the following was the Bill of Rights designed to protect? A the judicial branch of government B the executive branch of government C individuals and states D the framers of the Constitution 4. Which statement is true of most Lowell girls? A They worked 12- to 16- hour days. B They were treated more fairly than other factory workers. C They were not paid a wage. D They were not allowed to marry. 9. What did the scarcity of farmland in the East help bring about? A the Indian Removal Act B the Industrial Revolution C urbanization D the American System 5. Which of the Indian nations used force to resist the Indian Removal Act? A the Cherokee B the Seminole C the Chickasaw D the Creek 10. Which of the following was most important to the economy of the North? A urbanization and new technology B traditional craftsmanship C farming D hunting and fishing Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor. World History 001-xii World History FM.indd Sec1:x x EOC Test Prep Workbook 4/3/07 10:48:43 AM Test-Taking Tips Part II: Strategies for Working with Historic Texts and Graphic Organizers Some of the multiple-choice questions on North Carolina’s End-of-Course Test for U.S. History require you to interpret a brief excerpt from a historic text. Other questions on the test require you to work with information in a graphic organizer. Study the information on this page to learn strategies for successfully answering these types of questions. 1 LEARN 1 Read the directions to understand how to respond to the questions. 2 For historic texts, be sure to read the source line first. Knowing the author of the selection will help you to understand what you are reading 3 Then read the entire text selection carefully. Reread the selection if any of it was unclear to you. 4 For graphic organizers, analyze the information being presented by carefully examining all the text and its organization. 5 Then apply the strategies you learned in the previous section for answering multiple-choice questions. Remember to start by reading the stem. DIRECTIONS Read each question and circle the letter of the best response. 3 1. “A man’s house is his castle; and while he is quiet, he is as well guarded as a prince in his castle . . . Officers may enter our houses when they please; we are commanded to permit their entry. Their menial servants may enter—may break locks, bars, everything in their way . . .” —James Otis, speech before Superior Court of 2 Massachusetts, 1761 What legislation was James Otis referring to in his speech? A Quartering Act 5 B Townshed Acts C writs of assisstance D Committees of Correspondence 2. Frustration with the Articles of Confederation grows. Effect: 4 A group of army officers plan to overthrow the government. Which of the following best completes the graphic organizer? A Daniel Shays leads an armed rebellion to close a courthouse. 5 B Congress calls for the Constitutional Convention. C Unrest grows throughout the states. D Congress gives states additional funds to strengthen their state militias. Practice Answers: 1. A; 2. C; 3. B; 4. A Strategies Answers: 1. A; 2. B Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor. World History 001-xii World History FM.indd Sec1:xi xi EOC Test Prep Workbook 4/3/07 10:48:43 AM Test-Taking Tips Part II: Practice DIRECTIONS Read each question and circle the letter of the best response. 1. “With all these blessings, what more is necessary to make us a happy and a prosperous people? Still one thing more, fellow-citizens—a wise and frugal government, which shall restrain men from injuring one another, shall leave them otherwise free to regulate their own pursuits of industry and improvement, and shall not take from the mouth of labor the bread it has earned.” —Thomas Jefferson, Inaugural Address, March 4, 1801 Which of the following beliefs about government is expressed in the quote by Thomas Jefferson? A limited national government B strong federal government C separation of church and state D popular sovereignty 3. Changing Cities Strong steel frames are developed. Safety elevators are invented. Which statement most accurately completes the graphic organizer? A Cities develop mass transportation systems. B Construction of skyscrapers becomes practical. C Construction worker deaths decrease. D Settlement houses are established in many cities. 2. “When my eyes shall be turned to behold for the last time the sun in heaven, may I not see him shining on the broken and dishonored fragments of a once glorious Union; on States dissevered, discordant [in disagreement], belligerent; on a land rent [torn] with civil feuds, or drenched . . . in fraternal blood.” —Daniel Webster, second speech on Foote’s Resolution, 1830 Which of the following positions did Daniel Webster take? A Webster strongly supported the idea of states’ rights. B Webster strongly supported the idea of nullification. C Webster strongly opposed the idea of nullification. D Webster strongly opposed the Missouri Compromise. 4. Federal Regulation Elkins Act Elkins Act Increased regulation of railroads. Which statement most accurately completes the graphic organizer? A the Hepburn Act B the Clayton Antitrust Act C the Newlands Reclamation Act D the Pure Food and Drug Act Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor. World History 001-xii World History FM.indd Sec1:xii xii EOC Test Prep Workbook 4/3/07 10:48:44 AM 001-xii World History FM.indd Sec1:xiii 4/3/07 10:48:44 AM Name ________________________________________Class____________________ Date ___________________ World History Pre-Test 1. An artifact is A B C D 6. Before writing was invented, how was knowledge passed on? a fact about a piece of art. a thing made by humans. a navigational aid. a tasty vegetable. A B C D oral tradition colleges scientific method Internet 2. The earliest peoples on Earth were A B C D 7. Egypt was a stable and longlasting civilization. It surprises us to know that it was governed as a hunter-gatherers. farmers. megaliths. monotheistic. A B C D 3. How was work probably shared in early societies? A B C D People worked when they had to. Women did all the work. Men did all the work. Women and men did an equal share. 8. For which advances in art, writing, and science, is Egypt famous? A B C D 4. Where are the first known civilizations found? A B C D The Middle East Central Africa Central America Europe obelisks, papyrus, mummification hieroglyphics, yoga, gothic arches cuneiform, ziggurat, castles printing press, stained glass, gun powder 9. What is a pharaoh? A B C D 5. Which would be the greatest contributor to Western civilization? A B C D democracy. theocracy. dictatorship. aristocracy. a person one must not touch a king in ancient Egypt an ancient musical instrument a person who runs a drug store 10. Which two religions developed first in India? teachings of natives of North America writings of Benjamin Franklin writings in The Old Testament (Bible) writings in the Koran A B C D Christianity and Confucianism Daoism and Buddhism Buddhism and Hinduism Islam and Christianity Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor. World History 002-13 World History Pre-Test Ver.2.indd 2 2 EOC Test Prep Workbook 4/3/07 10:49:10 AM Name ________________________________________Class____________________ Date ___________________ World History Pre-Test 11. Approximately how much time pass between the Menes unifying Lower Egypt and the rule of Ramses the Great Σää Σää iiÃÊÕvià ÜiÀÊ}Þ«Ì A B C D £Óxä £ää ``iÊ}`Ê« >À> ÃÊ iVÕÀ>}iÊÌÀ>`i ÓÈnä ->µµ>À> «ÞÀ>`ÊLÕÌ A B C D 15. Plato and Socrates are best known as £xää >Ìà i«ÃÕÌÊ VÀi>ÃiÃÊ ÌÀ>`i £Îxä Ì ià ÌÀ`ÕVi` 16. On a timeline, you would find Augustus Caesar close to £Óxä ,>ÃiÃÊÌ i Ài>ÌÊÀÕià A B C D 1430 630 2000 1850 Napoleon. Buddha. Jesus Christ. Henry VIII. 17. Latin was the language of Rome. Why do we still use some Latin phrases? 12. Confucianism is best known in the West A B C D politicians philosophers playwrights lawyers for the wise sayings of Confucius. for Confucius’ engineering principles. for the Daoism practised by Confucius. because Confucius led China well. A Rome ruled over Europe and England for centuries. B Latin has a good way of putting things. C smart people quote Latin. D Romans made it that way. 13. The 14th day of March (3/14) is known as Pi Day. How can this be seen as a celebration of classic Greek times? 18. Why would Romans build similar town centers when they conquered an area? A Greeks were known as great pastry chefs. B Greeks threw a pie in the face as an insult. C Pi was calculated by the Greek mathematician named Archimedes. D Pizza pie is a well known Greek dish. A It would be easier to defend. B A Roman could feel comfortable wherever he traveled. C It saved architect’s fees. D It would make identification much easier for archaeologists in the future. 14. What is a tyranny? 19. What Mayan system do we still use today? A a bully B an oppressive government with absolute power C a type of dinosaur D a person from Tyran A a calendar based on the cycle of religious rituals B a calendar based on the solar year C a clock based on daylight hours D hieroglyphics Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor. World History 002-13 World History Pre-Test Ver.2.indd 3 3 EOC Test Prep Workbook 4/3/07 10:49:12 AM Name ________________________________________Class____________________ Date ___________________ World History Pre-Test 20. When early explorers paddled down the Mississippi they were amazed large, but empty, native towns. Where were the inhabitants? A B C D 24. What ancient Indian idea do we still use today? A B C D They were shy and hid. They had left to hunt buffalo. They were trading further down the river. Smallpox and measles had killed many of them. 25. Genghis Khan was a Mongol leader who A B C D 21. Mayan temples are remarkably similar to other buildings around the world. Some scientists suggest that this is due to A B C D gunpowder Hindu-Arabic numerals the Rosetta Stone Spaghetti contact with Plains Indians. travel to islands in the Pacific. migration from Egypt and North Africa. an accident of two similar art forms. being the youngest son, became a priest. used his fleet horsemen to beat enemies. stayed at home and ruled Mongolia well. conquered much of Asia with warfare and diplomacy. 26. The Koran is A B C D 22. Long before European explorers traveled to and colonized India, A it was unsettled and poor. B it was a country of jungles and isolated tribes. C it was a cultural and religious centre. D it had no industry. a sacred book to Muslims. a long epic poem. a place of prayer in Baghdad. the state bird of Iran. 27. By the Middle Ages, classic Muslim civilization A had never grown much past the Middle East. B stretched from the Middle East to North Africa. C controlled much of Spain, North Africa, Middle East, and parts of Asia. D spread to North and South America. 23. Acupuncture has been practiced in China since hundreds of years BC What is it? A a form of medical treatment B an artistic way of arranging flowers C a way to make animal shapes from folded paper D the art of making fireworks 28. A savanna is A B C D is a kind of bathing. a diet introduced to us from Africa. an Bantu number system. a grassland, like the prairies of the Mid West. Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor. World History 002-13 World History Pre-Test Ver.2.indd 4 4 EOC Test Prep Workbook 4/3/07 10:49:12 AM Name ________________________________________Class____________________ Date ___________________ World History Pre-Test 29. When early European explorers voyaged to East Africa and West Africa they found A B C D 33. The Black Death is best known because it A for the mark it left after smallpox. B for its war arms. C for its participation in the Hundred Years’ War. D as the disease that killed much of the population of Europe. isolated groups of natives. wealthy kingdoms and civilized states. tribal groups with no organization. family groups. 30. Porcelain and moveable type were developed first in A B C D 34. Troubadours were Europe. Canada. West Africa. China. A B C D 31. Italy benefited greatly when Marco Polo visited Kublai Khan and brought back ideas from A B C D 35. What happened in Europe after the fall of Rome? A Life went on as before. B The Church took over and governed instead. C New rulers tried to run a new and different government. D There was total chaos. India. South Africa. China. England. 32. Study this flowchart of the English, Spanish, and Scottish royal families to identify which two monarchs were related by both blood and marriage. 36. The Orthodox Church, sometimes called the Greek Orthodox Church, A B C D The English Succession to 1603 TUDORS Ferdinand = Isabella of Aragon of Castile Henry VII = Elizabeth (1485–1509)* of York Emperor Charles V (Holy Roman Empire, King of Spain) Edward VI (1547–1553) Margaret = James IV of Scotland James V Elizabeth I (1558–1603) is a Christian church. offers a new and unique religion. is closer to Islam than Christianity. has most of its membership in France. 37. What is a nation-state? = (2) Lord Darnley Francis II(1) = Mary of France Queen of Scots Philip II = Mary I of Spain (1553–1558) A B C D STUARTS Catherine(1) = Henry VIII = (2) Anne Boleyn of Aragon (1509–1547) = (3) Jane Seymour Joanne itinerant workers. traveling entertainers. mercenaries, or soldiers for hire. farmers. A a guild B an early form of the United States C a city that declares independence from the state D a politically independent country James VI and I (King of Scotland from 1567) (1603–1625) Phillip II and Mary I Francis II and Mary Queen of Scots Elizabeth I and Edward VI Catherine of Aragon and Henry II Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor. World History 002-13 World History Pre-Test Ver.2.indd 5 5 EOC Test Prep Workbook 4/3/07 10:49:12 AM Name ________________________________________Class____________________ Date ___________________ World History Pre-Test 38. The Norman conquest 42. What was one main purpose of Magna Carta? A is about the French invading Ireland. B is the main reason there are so many French words in English. C describes the Norsemen invading Scotland. D is the life story of Norman the Great. A B C D 43. What made books cheaper and faster to make? 39. The Renaissance refers to a re-birth. After the fall of Rome and the Middle Ages, what would need to be re-born? A B C D A the printing press B monks who were allowed to copy at their own speed C the Black Death that decimated the population D photocopiers tourist travel ship building lost knowledge family life 40. Joan of Arc was tried as a witch by the English who then A B C D 44. Leonardo da Vinci is famous for painting A B C D sentenced her to life in prison. pardoned her. drowned her. had her burned at the stake. £{ää A that he wanted permission to divorce his wife. B that he wanted to control monasteries and convents. C about the way the Church in Rome raised money. D that there was too much immigration to his country. £Èää £{Ó ÕLÕÃÊ Ài>V iÃÊÌ iÊ iÀV>à Whistler’s Mother Mona Lisa The Scream Starry Night 45. One of Martin Luther’s main complaints was 43. Examine the timeline below. £{£ *ÀViÊiÀÞ ÃÕ««ÀÌÃÊ *ÀÌÕ}iÃiÊ iÝ«À>Ì to limit growth of cities to put limits on the government to allow for total freedom to allow lawyers to see clients £xÓä >}i>ÊÃ>ÃÊ>ÀÕ`Ê ÃÕÌ iÀÊÌ«ÊvÊ -ÕÌ ÊiÀV> £ÈäÓ ÕÌV ÊV>«Ì>ÃÌÃÊ vÀÊ>ÃÌÊ`>Ê ° Which answer shows events in the right order? A Columbus reaches the Americas; Magellan rounds South America B Constantinople falls; Portuguese exploration; King Charles beheaded C Reformation begins; Portuguese exploration D Magellan rounds South America; Columbus reaches Americas; Dias rounds Africa 46. In the 1500s, exploration was inspired by A B C D religious conquests. greed and curiosity. charity. love for the natives. Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor. World History 002-13 World History Pre-Test Ver.2.indd 6 6 EOC Test Prep Workbook 4/3/07 10:49:12 AM Name ________________________________________Class____________________ Date ___________________ World History Pre-Test 47. What were conquistadors? A B C D 52. In which country did Ming and Qing Dynasties rule? an order of priests Inca warriors knights searching for the grail Spanish soldiers A B C D 48. What effect did of colonies have on European countries? A B C D India China Japan Burma 53. Which best describes Bushido? Old patterns of trade were maintained. No different vegetables were introduced. New economic systems were developed. Capitalism was found to be out of date. A a moral development for Japanese knights B a way families were raised in China C the code of honor for knights of the round table D an Indian code of law 49. In early America, plantations were A B C D 54. What was the Spanish Armada? large farms run by slaves. greenhouses. an exotic species of weed. places to mine silver and gold. A a fleet of war ships that fought England B a plan to transport gold from the new world C a new art school of thought D a conflict between Spain and Portugal 50. Which country abolished slavery in 1807? A B C D France America Germany Britain 55. An absolute monarch would A B C D 51. In which area did the Ottoman Empire govern? A B C D be ruled by a group of lords. have complete control of the country. answer to an electorate. have a parliament to guide him or her. 56. By 1800, England was ruled by Western Europe South America around Turkey North Korea A B C D an absolute monarch. the House of Lords. a constitutional monarchy. the senate. Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor. World History 002-13 World History Pre-Test Ver.2.indd 7 7 EOC Test Prep Workbook 4/3/07 10:49:13 AM Name ________________________________________Class____________________ Date ___________________ World History Pre-Test 57. What is a czar? A B C D 61. Napoleon led France a Japanese ruler an Inca lord an Indian priest a Russian King or Queen A B C D after the king had been executed. before the American Revolution. while Marie-Antoinette was alive. even though the country had been peaceful. 58. Nicolaus Copernicus is best known for A B C D 62. What was a cause of the Russian Revolution? suggesting a Sun-centered solar system. the development of a telescope. seeing the rings on Saturn. estimating the circumference of the Earth. A people rebelled against the czar’s absolute power B people were tired of eating potatoes C Bloody Sunday D soviet posturing 59. The following map shows how the Ottoman Empire was broken apart in the 19th and 20th centuries. (To Austria) SERBIA 1878 ( 83 Odessa (Los 17 t to CRIMEA EA Ru 1783 ssi a) RUSSIA RO 1 1829 Black Sea BULGAR BULGARIA GARIA 1908 sp MONTENEGRO 1878 Constantinople ia Rome n (To France) Med Tripoli anean (To Great Britain) Sea LIBYA 1911 EGYPT 1882 er Sinai Peninsula (To Great Britain) 64. In 1900, the Boxer Rebellion in China tried to r Pe (To Italy) PERSIA s Jerusalem Alexandria Territory lost, 1699–1913 Ottoman Empire in 1913 KURDS Euph Baghdad rat es R iv er CYPRUS 1878 (To Greece) iterr Ri v OCCO RHODES AND DODECANESE IS. 1912 (To Italy) CRETE 1913 si a Gu lf n e Nil National capital 500 Miles 500 Kilometers Sinusoidal Projection W E A B C D a 250 Se 0 ARABIA d 250 0 er Riv Dates on the map indicate independence or acquisition by another country. Re N Other city S Mecca Which country was first to become independent? A B C D Greece Hungary Serbia Romania make all foreigners leave. eliminate foreign influence. convert Christians. all of the above 65. All of these factors led to WWI EXCEPT A B C D 60. The Stamp Act was a chief cause for A B C D work-to-rule burning effigies petitions passive resistance ri (To France) Tunis TUNISIA 1881 Tig ALGERIA 1830 ARMENIA AR Smyrna Athens SICILY Algiers Ankara GREECE GR 1829 ALBANIA 1912/1917 a SARDINIA Se SPAIN R MO A Ca ITALY CORSICA TR BOSNIA BOSN 1878 2 181 Venice 17 92 HUNGARY 1699 (To Austria) FRANCE A B C D er NS Y To 16 9 LVAN IA Au 9 s tri a) R iv AUSTRIA M 87 A N I A 8 e nub Da 63. Which form of protest uses mainly the refusal to cooperate? the U.S. Bill of Rights. the U.S. Constitution. the Boston Tea Party. the Treaty of Paris. militarism. persecution of Jews. alliances between nations. imperialism. Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor. World History 002-13 World History Pre-Test Ver.2.indd 8 8 EOC Test Prep Workbook 4/3/07 10:49:13 AM Name ________________________________________Class____________________ Date ___________________ World History Pre-Test 66. In World War I, which was true of trench warfare? A B C D 70. What is meant by isolationism? A a type of music with a heavy beat B a retreat in the wilderness, isolated from society C avoiding alliances with other countries D cutting off the flow of information Soldiers were comfortable and protected. Trenches were dug during training. Neither side was able to get an advantage. It led to quick changes in power. 67. What worldwide event followed the end of WWI? A B C D 71. Read the quote below and answer the question that follows. glasnost global warming the Great Depression the technological revolution “From Stettin in the Baltic to Trieste in the Adriatic, an iron curtain has descended across the Continent . . . All these famous cities and the populations around them lie in the Soviet sphere and are subject, in one form or another, not only to Soviet influence, but to a very high degree and increasing measure of control from Moscow.” 68. What is a main idea of existentialism? A B C D the future is already decided there is no meaning in the universe God is responsible for everything everything is already known about the universe What term came out of this speech by Winston Churchill? A B C D 69. Which is the correct definition of the Cold War? Soviet sphere measure of control famous cities iron curtain A war in the Arctic B a period of hostility but no violence between nations C war during winter D a dispute between Africa and Egypt Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor. World History 002-13 World History Pre-Test Ver.2.indd 9 9 EOC Test Prep Workbook 4/4/07 10:32:06 AM Name ________________________________________Class____________________ Date ___________________ World History Pre-Test 72. What was the main purpose of NATO? 77. Ethnic cleansing is A to ensure free trade among member nations B to create an iron curtain between communism and democracy C to increase tourism D to create an alliance that deters attack against member nations A B C D 78. Which best defines ethnocentrism? A the belief that all cultures started from the same ethnic roots B the tendency to view other cultures only as compared to ones’ own C openness to different cultures D the belief that everything revolves around one culture 73. Which organization was created to keep the peace after WWI? A B C D a way to achieve bodily health. genocide or forced emigration. a cleansing diet based on ethnic foods. foreign cleaning staff. Unite Nations NATO League of Nations Warsaw Pact 79. What is suffrage? 74. What replaced the League of nations after WWII? A B C D A B C D Warsaw Pact Unite Nations NATO OPEC 80. What was the Dreyfus Affair? A B C D 75. What is the concept of wage slavery? A B C D that one must work to earn a living that wages are close to slavery conditions that slaves should be paid that even those who work are poor adultery with Mr. Dreyfus a meeting of French military a scandal in France none of the above 81. How was the enclosure movement successful? 76. What term describes a system that separates people according to race? A B C D the effort expended to win new rights an all-women dance troupe the right to vote in public elections a type of lettuce A It reduced the number of wars by keeping people inside. B It gave clear boundaries to one’s land. C It improved health by increasing flexibility. D It combined small farms into larger, more productive farms. apartheid prejudice Social Darwinism equality Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor. World History 002-13 World History Pre-Test Ver.2.indd 10 10 EOC Test Prep Workbook 4/3/07 10:49:13 AM Name ________________________________________Class____________________ Date ___________________ World History Pre-Test 82. Use the graph below and your knowledge of history to answer the following question. 85. Which is NOT an example of internal conflict? A B C D 1i«ÞiÌ] £Óq£ÎÎ *iÀViÌÊvÊ7ÀvÀVi Îä Óx iÀ>Þ 1Ìi` }` Óä 86. What causes conflict within a country? A disagreement between different races B organized crime C clashes between followers of different religions D all of the above £x £ä x ä £Ó 1Ìi`Ê-Ì>Ìià £Îä £Î£ £ÎÓ £ÎÎ 87. How did the concept of irrigation affect society? 9i>À What does this graph illustrate? A reduced reliance on rainfall B allowed farms to be farther from a water source C enabled some control over watering D all of the above A more and more people found work after 1929 B rising unemployment until 1932 C growth in trade among countries D all of the above 88. What study was concerned mainly with turning other metals into gold? 83. Which of the following is an environmental concern caused by industrialization? A B C D A B C D acid rain landfills filling up desertification mad cow disease jewelry magic goldsmith alchemy 89. What discovery made genetic engineering possible? 84. Where is the Congo? A B C D Sandinista conflict fight for Quebec independence Bay of Pigs Khmer Rouge A B C D in a dance club Cuba Indian Ocean central Africa astrolabe electron microscope genes and heredity carcinogens Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor. World History 002-13 World History Pre-Test Ver.2.indd 11 11 EOC Test Prep Workbook 4/3/07 10:49:13 AM Name ________________________________________Class____________________ Date ___________________ World History Pre-Test 90. What was a major part of the scientific method? A B C D 94. Use the map below and your knowledge of history to answer the following question. How would this map look if it depicted the transcontinental railroad? documenting the process experimentation searching sacred texts for information animal testing Ý«>ÃÊvÊ,>À>`à 91. How was urbanization a result of the Industrial Revolution? A more housing could be built B people moved to the cities to be closer to factories C new technologies made it desirable to live in urban centers D none of the above ,>À>`ÃÊÊ£nxä 92. What was not a worldwide problem before the Industrial Revolution? A B C D A The map would show only southern United States. B The map would show all of the United States. C The map would show only the city of Chicago. D The map would need to show both the United States and Mexico. pollution isolation information exchange all of the above 93. What are impressionism, realism, and romanticism? A B C D 95. What religion is found mostly in Asia? styles of art philosophies schools that taught painting early forms of expression A B C D Judaism Confucianism Christianity Scientology Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor. World History 002-13 World History Pre-Test Ver.2.indd 12 12 EOC Test Prep Workbook 4/3/07 10:49:14 AM Name ________________________________________Class____________________ Date ___________________ World History Pre-Test 96. The goal of increasing food production was called the 7À`Ê/iÀÀÀÃÊV`iÌà £xqÓääx A B C D setting prices to assure a good economy exchanging people to learn new methods forming alliances to defend each other disaster relief Ã> ``i >ÃÌ 98. Looking over the historic record, what common interaction do we see between countries? vÀV> A it asserted man’s dominance over the natural world B animals had never before been seen as pets C chores could be done by animals D people had some control over food production ÕLiÀÊv V>ÃÕÌià ÕLiÀÊv ÌÌ>Và ÕÀ«i ÕLiÀÊvÊÌÌ>Và 97. Why was the domestication of plants and animals a turning point in history? £ä]äää ]xää ]äää n]xää n]äää Ç]xää Ç]äää È]xää È]äää x]xää x]äää {]xää {]äää Î]xää Î]äää Ó]xää Ó]äää £]xää £]äää xää ä -ÕÌ iÀV> genetic engineering. green revolution. mass production. crop rotation. ÀÌ iÀV> A B C D 99. Study the map below. In the ten years covered by this map, what region experienced the fewest casualties due to terrorism? A B C D South America North America Asia Middle East 100.What overall pattern of settlement do we see throughout history? A B C D movement from rural life to urban centers migration to warmer climates movement away from the equator commuting from cities to the suburbs Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor. World History 002-13 World History Pre-Test Ver.2.indd 13 13 EOC Test Prep Workbook 4/4/07 1:07:13 PM Name ________________________________________Class____________________ Date ___________________ World History Objective 1.01 OBJECTIVES REVIEW Objective 1.01 Define history and the concepts of cause and effect, time, continuity, and perspective. What is the definition of history? What makes something happen? What is the result of change? How are events connected? How are events seen by different people? Does the passage of time change how events are seen? 1. To define history, we must consider A B C D 4. Study the timeline below. gain and loss. cause and effect. summary and conclusion. ebb and flow. Σää Σää iiÃÊÕvià ÜiÀÊ}Þ«Ì £xää >Ìà i«ÃÕÌÊ VÀi>ÃiÃÊ ÌÀ>`i £Îxä Ì ià ÌÀ`ÕVi` £Óxä ,>ÃiÃÊÌ i Ài>ÌÊÀÕià Why is this graphic representation of events useful? great determination. predestination. unfortunate circumstances. many things. A It shows the future. B It helps us see connections between events. C It tells how civilization came to be. D all of the above 3. What does the scientific study of ancient cultures tell us? A B C D £ää ``iÊ}`Ê« >À> ÃÊ iVÕÀ>}iÊÌÀ>`i ÓÈnä ->µµ>À> «ÞÀ>`ÊLÕÌ 2. Because history is complex, events are often the result of A B C D £Óxä 5. Studying documents and epigrams can help us discover the writer’s all knowledge is in ancient writing how people felt when things happened climate change A B C D point of view. ethnic origin. handedness. gender. Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor. World History 014-25 World History 1.01_1.06 Ver.2.indd 14 14 EOC Test Prep Workbook 4/3/07 10:49:30 AM Name ________________________________________Class____________________ Date ___________________ World History Objective 1.01 6. What do we consider in order to understand historical events? A B C D 9. Why is it useful to study the connection between events? period in time documents causes and effects all of the above A to understand what works and what does not B to understand causes and effects C to get a passing grade D to judge the progress of a community 7. We can illustrate time and connections between events in a(n) A B C D 10. What is the definition of historical perspective? epigram. document. timeline. bar graph. A how things look in the distance B an understanding of the relationship between events C the ability to see what others cannot D the reason for prejudice 8. What is the best definition of history? A a record of past events with an analysis of the causes and measure of their importance B the difference between what people report and what actually happened C the shortest distance between two points on a time line D a collection of writings which describe things 11. When studying history, what is the best definition of time? A B C D things that occurred long ago the points at which events begin and end the movement of the Sun across the sky a period during which certain actions or events have taken place Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor. World History 014-25 World History 1.01_1.06 Ver.2.indd 15 15 EOC Test Prep Workbook 4/3/07 10:49:31 AM Name ________________________________________Class____________________ Date ___________________ World History Objective 1.02 OBJECTIVES REVIEW Objective 1.02 Analyze and interpret primary and secondary sources to compare views, trace themes, and detect bias. Explore original documents or events. Analyze documents that tell about events or other documents. Use these to trace themes and compare different points of view. Be able to tell when a resource supports one interpretation over others. 1. A primary source can be 4. What term describes a heroic story from the distant past? A an excellent source of historical information. B a report from an actual witness to an event. C free from understanding of what happened after. D all of the above A psalm B saga C epigram D hormone 5. Originally, sagas were A B C D 2. A secondary source provides historical information which is A B C D unreliable. lacking important details. analyzed or interpreted by someone. should be disregarded as being irrelevant. 6. Later, how were sagas less like primary sources? A B C D 3. What term describes a poetic tale about significant events, told in an exaggerated way? A B C D stories about families. passed on orally. without commentary. all of the above fiction epic docudrama sci-fi They contained fictional events. There was too much detail. A lot of discussion happened about them. They were written in poetry. Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor. World History 014-25 World History 1.01_1.06 Ver.2.indd 16 16 EOC Test Prep Workbook 4/3/07 10:49:31 AM Name ________________________________________Class____________________ Date ___________________ World History Objective 1.02 7. What term describes the presentation of events from a specific point of view? A B C D 10. The historical study of rock paintings and other pictures of past events and activities is called report primary source neutral bias A B C D 8. Because bias exists in historical writing, we should 11. Graphics allow us to learn about cultures that didn’t leave any A be aware of the signs and evaluate its significance. B throw out all historical commentary. C begin history again. D forget about studying history. A B C D 9. What do we call stories passed down through generations from speakers to listeners? A B C D hieroglyphs. pyramids. graphics. translation. trace. written record. building sites. photographs. 12. Read the quote below and answer the question that follows. “Gracious lord and bravest king, savior-guard Of Egypt in the battle, be our ward; Behold we stand alone, in the hostile Hittite ring, Save for us the breath of life, Give deliverance from the strife, Oh! protect us, Ramses Miamun! Oh! save us, mighty King! ” documents oral histories troubadours epistles What term best describes this quote? A B C D epic poem secondary source Kabuki play primary source Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor. World History 014-25 World History 1.01_1.06 Ver.2.indd 17 17 EOC Test Prep Workbook 4/3/07 10:49:31 AM Name ________________________________________Class____________________ Date ___________________ World History Objective 1.03 OBJECTIVES REVIEW Objective 1.03 Relate archaeology, geography, anthropology, political science, sociology, and economics to the study of history. History combines many areas of knowledge to learn about the past. Look for connections between ancient remains, landscape, human cultures, politics, societies, and money matters. 1. Archaeology is 4. Examine the Muslim coin below. A soil science. B the study of rocks and minerals. C the study of ancient times based on physical remains. D the study of old books. 2. What can historians learn by digging up what ancient cultures left behind? A how ancient cultures built B what tools and weapons prehistoric people used C oral history D a and B, but not C How would this ancient Muslim coin be classified? A B C D 3. What archaeological find was very important to historians? A B C D the Great Wall of China the Rosetta Stone the Roman Coliseum Hadrian’s Wall artifact secondary source literature graphic 5. Why is geography important to the study of history? A nearby cultures and peoples share some features B changes in geography can cause events C natural resources can have a big impact on historical actions D all of the above Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor. World History 014-25 World History 1.01_1.06 Ver.2.indd 18 18 EOC Test Prep Workbook 4/3/07 10:49:31 AM Name ________________________________________Class____________________ Date ___________________ World History Objective 1.03 6. How can anthropology be defined? A B C D 10. What can the study of economics tell us about history? the linking of humans to the apes giving animals human needs and motives the digging up of ancient cities the study of social groups and a cultures A how historical events affected money matters B which economic systems work C how to make money D all of the above 7. Roman expansion into Gaul and Britain fits into the historical study of A B C D 11. Geography can be divided into what two main areas? social anthropology. psychology. physical anthropology. scientology. A physical geography and human geography B topography and chronology C cartography and geology D northern and southern hemispheres 8. What do political scientists study? A B C D the reaction times of politicians the voting patterns of scientists systems of government how animals work together to find food 12. Study the map below. ViÌÊiëÌ>> >LÞ 9. Sociology is the study of the A history, structure, and nature of human society. B social behavior of non-human animals. C social influences of religion. D social effects of economics. . 7 ä % 3 ä £xä £xä ÎääÊià ÎääÊiÌiÀà >LiÀÌÊ vÀ>Ê VÊ*ÀiVÌ What other subject would help you understand this historical map? A B C D anthropology geography sociology economics Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor. World History 014-25 World History 1.01_1.06 Ver.2.indd 19 19 EOC Test Prep Workbook 4/3/07 10:49:32 AM Name ________________________________________Class____________________ Date ___________________ World History Objective 1.04 OBJECTIVES REVIEW Objective 1.04 Define the themes of society, technology, economics, politics, and culture and relate them to the study of history. Define the topics of society, technology, money matters, politics, and culture. Understand how these subjects are linked to the study of history. 1. What is the historical aspect of society? 4. Study the map below. A History is about older people. B Society keeps going in spite of historical events. C Society will disappear at the end of history. D Society changes over time as a continuous process. Structure N 14 G ol de E Major road n S Ho rn Key to Historic Places 5 rus 2 1 8 7 9 Bospo Wall of Co ns ta nt Wall of Th eod osi us e in 6 15 11 12 13 3 4 10 SEA OF MARMARA 0 0 2. How is technology significant throughout history? 0.5 0.5 1 Mile Mile 1 Kilometer Kilometer 1 – Acropolis 2 – Church of the Apostles (Holy Apostles) 3 – Church of SS Serglus and Bacchus 4 – Forum of St. John of Studius 5 – Forum of Arcadius 6 – Column of Constantine 7 – Forum of Theodosios 8 – Forum of Bovis 9 – Forum of Constantine 10 – Golden Gate 11 – Hagia Sophia (St. Sophia) 12 – Hippodrome 13 – Imperial Hormisdas Palace 14 – Palace of Blachernae 15 – St. Irene How does this map help make sense of history? A New technologies helped various civilizations grow. B The timing of new technology helps historians date events. C Helped spread ideas. D all of the above 3. What is a part of the cause and effect of events? A B C D Wall W A It uses geography to help make sense of the circumstances. B It shows where artifacts can be found. C It explains how ancient planners built their cities. D It shows the wealthy areas of town. 5. Over time, the development of politics has led to today’s glaciation economics chemical analysis social congress A B C D democracy. failed state. Cold War. counter reformation. Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor. World History 014-25 World History 1.01_1.06 Ver.2.indd 20 20 EOC Test Prep Workbook 4/3/07 10:49:33 AM Name ________________________________________Class____________________ Date ___________________ World History Objective 1.04 6. What helps us understand modern culture? A B C D 9. Studying the past reminds us that politics Egyptian hieroglyphics future possibilities historical roots prime time players A B C D 7. Societies formed, and then continued to change to effect the course of history. should be left to others. control the future. are a lost art. 10. How does history affect art? A Most paintings are old. B Themes change as new ideas and beliefs enter society. C Art students must study history. D Beauty never changes. A fight loneliness. B solve problems individuals could not fix on their own. C lay a foundation for history. D provide leadership possibilities. 11. Economics is the study of how 8. Which of the following helps with both hunting and war? A B C D A B C D tax policy technology art and literature international trade alliances wealth is produced. natural resources produce wealth. wealth is divided among people. all of the above Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor. World History 014-25 World History 1.01_1.06 Ver.2.indd 21 21 EOC Test Prep Workbook 4/4/07 10:33:18 AM Name ________________________________________Class____________________ Date ___________________ World History Objective 1.05 OBJECTIVES REVIEW Objective 1.05 Trace major themes in the development of the world from its origins to the rise of early civilizations. Follow major topics in the development of the world. Start with the beginning of the world and end with the appearance of early societies. 1. What is true about hunting-and-gathering societies? 4. How old is the evidence of Homo Sapiens in Africa? A They lived in small groups, co-operating to survive. B They moved often, following migrating animals. C They had a close connection to the land. D all of the above A B C D about 150,000 years about 200,000 years about 50,000 years exactly 2,000 years 5. Study the map below. ViÌÊiëÌ>> 2. What was the cause of the eventual decline of hunting-and-gathering societies? >LÞ A B C D fire agriculture the bow drill herd migration . 7 3. What made some peoples leave the stone age behind? A B C D ä % 3 ä £xä £xä ÎääÊià ÎääÊiÌiÀà >LiÀÌÊ vÀ>Ê VÊ*ÀiVÌ The dotted line on the map below outlines is the Fertile Crescent. Why was it important to civilization in the area? metal-working skills infectious diseases hunting and gathering skills language A the river prevented migration B it was a border between nations C nearby waterways made it a centre for trade D nearby waterways made the surrounding soil excellent for agriculture 6. When glaciers retreated humans? A B C D became extinc. migrated. concentrated. were eliminated. Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor. World History 014-25 World History 1.01_1.06 Ver.2.indd 22 22 EOC Test Prep Workbook 4/3/07 10:49:33 AM Name ________________________________________Class____________________ Date ___________________ World History Objective 1.05 7. Domestication is 10. Agriculture allowed A the raising of crops for food. B the settling in permanent practice villages. C the taming of animals such as cattle. D the development of stone tools. A the human population to grow slowly for thousands of years. B Neanderthals to survive for another thousand years. C for the development of art and culture. D people to take part in a nomadic lifestyle. 8. Agriculture enabled people to form larger societies due to A B C D 11. What defines the Ice Age? a larger, more dependable food supply. the friendliness of farmers. the defeat of hunters and gatherers. the invention of cattle herding. A animals working together to survive B glaciers covering most of the northern hemisphere C winter seasons lasting more than half the year D everything before global warming 9. It seems strange to us now, but a very early agricultural area was the A B C D 12. Which homonoids appeared at the same time as Homo Sapiens? Rocky Mountain Basin. Antarctic. Kalahari desert. Sahara desert. A B C D Homo Erectus Neanderthals Cro-Magnons Australpithecines Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor. World History 014-25 World History 1.01_1.06 Ver.2.indd 23 23 EOC Test Prep Workbook 4/3/07 10:49:33 AM Name ________________________________________Class____________________ Date ___________________ World History Objective 1.06 OBJECTIVES REVIEW Objective 1.06 Examine the indicators of civilization, including writing, labor specialization, cities, technology, trade, and political and cultural institutions. What signs define civilization? Look at signs including writing, occupations, cities, technology, business, and political and cultural groups. 1. To a historian, what does the development of writing mean? A B C D 4. The development thought, language, culture, and all of other features of civilization was aided by the concentration of people in the ability to trace colonization a useful tool in forensics co-operation among the classes a higher level of civilization A B C D 2. As civilizations progressed through history, another indicator of growth was the development of A B C D 5. What results when groups provide useful services to one another? litigation. literature. lithosphere. ligature. A B C D 3. What helped writing become a very important force in civilization? A B C D camps. cities. agricultural groups. social groups. interdependence independence initiative internationalism 6. What happens when producers compete to sell goods? the printing press the vintner’s press news broadcasts public education A B C D communism a monopoly a market economy Chartism Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor. World History 014-25 World History 1.01_1.06 Ver.2.indd 24 24 EOC Test Prep Workbook 4/3/07 10:49:34 AM Name ________________________________________Class____________________ Date ___________________ World History Objective 1.06 7. What type of economy sees the government control resources and business activity? A B C D 9. It took many centuries to develop democracy as an effective system of command economy capitalism market economy communism A B C D 8. Throughout much of history, most work was produced in the A B C D population control. ethnic diversity. government. taxation. 10. When agricultural societies became efficient producers, they were able to trade their monastery. military. hunting-and-gathering society. family. A B C D supplements. surplus. supplies. self satisfaction. Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor. World History 014-25 World History 1.01_1.06 Ver.2.indd 25 25 EOC Test Prep Workbook 4/3/07 10:49:34 AM Name ________________________________________Class____________________ Date ___________________ World History Objective 2.01 OBJECTIVES REVIEW Objective 2.01 Trace the development and assess the achievements of early river civilizations, including but not limited to those around the Huang-He, Nile, Indus, and Tigris-Euphrates rivers. Trace the development of early river civilizations. What do we know about their abilities, knowledge, and successes? 1. What geographic conditions gave rise to the world’s first civilization? 4. What geographic features provided protection to the early Egyptians? A Its location near a desert provided a steady, mild climate. B The surrounding mountains provided isolation and security. C Its location between the Tigris and Euphrates rivers provided rich soil. D The Persian Gulf provided easy passage to outside resources. A B C D 5. Why did the New Kingdom pharaohs decide to create an empire and a strong military? A to obtain fertile farmlands B to expand their trade routes C to learn new military techniques from other armies D to prevent foreigners from controlling Egypt 2. An early written code of law is known today as A B C D Hammurabi’s Code. t he Epic of Gilgamesh. Babylonian Law. The Sumerian System. 6. Approximately how much time passed between the building of the Saqqara pyramid and the Rule of Ramses the Great? 3. Who developed the first civilization? A B C D the floodwaters and the delta the river silt and the cataracts the Black Land and the delta the Nile River and Sahara Desert Sumerians Akkadians Babylonians Amorites Σää Σää iiÃÊÕvià ÜiÀÊ}Þ«Ì ÓÈnä ->µµ>À> «ÞÀ>`ÊLÕÌ A B C D £Óxä £ää ``iÊ}`Ê« >À> ÃÊ iVÕÀ>}iÊÌÀ>`i £xää >Ìà i«ÃÕÌÊ VÀi>ÃiÃÊ ÌÀ>`i £Îxä Ì ià ÌÀ`ÕVi` £Óxä ,>ÃiÃÊÌ i Ài>ÌÊÀÕià 1430 3930 1430 430 Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor. World History 026-41 World History 2.01_2.08 Ver.2.indd 26 26 EOC Test Prep Workbook 4/3/07 10:49:46 AM Name ________________________________________Class____________________ Date ___________________ World History Objective 2.01 7. One reason India’s first civilization developed in the valley of the Indus River is A B C D 10. China’s first civilizations developed A in the vast desert of the Gobi. B as trading posts. C in the Huang He and Chang Jiang river valleys. D among the foothills of the Himalayas. Aryans settled there. flood deposits made the soil fertile. that it was protected from the monsoons. that it received less rain than other regions. 11. Shang Dynasty achievements include 8. Based on ruins found by archaeologists, Indus settlements A B C D A B C D were well planned and carefully laid out. were poorly planned cities. did not have citadels. were not developed enough to have metalwork, writing, or trade. 12. Which metal became the backbone of the Zhou economy? A B C D 9. The most influential legacy of the Phoenicians was their A B C D paved trade routes. a written code of law. development of a writing system. advanced agricultural technology. glassblowing techniques. trade colonies. alphabet. silverwork. iron bronze silver gold Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor. World History 026-41 World History 2.01_2.08 Ver.2.indd 27 27 EOC Test Prep Workbook 4/3/07 10:49:48 AM Name ________________________________________Class____________________ Date ___________________ World History Objective 2.02 OBJECTIVES REVIEW Objective 2.02 Identify the roots of Greek civilization and recognize its achievements from the Minoan era through the Hellenistic period. Recognize the basis of Greek civilization and be familiar with what it accomplished between 3000 BC and 100 BC. 1. Much of Minoan civilization remains unknown to historians because 4. The Athenian democracy consisted of three main bodies: the assembly, the Council of 500, and A the Minoans left no images or art. B they cannot read Minoan writing. C most Minoan cities were burned and destroyed in war. D the Minoan culture was absorbed by invaders. A B C D 5. By the 800s BC, the basic political unit in Greece was the 2. Mycenaean society was dominated by A B C D A B C D sailing, fishing, and trade. gods, goddesses, and myths. competition, war, and powerful kings. temples, literature, and the marketplace. army. polis. acropolis. archon. 6. Pericles commissioned the building of 3. The world’s first democracy developed in A B C D a tyrant. a general. an alliance of city-states. a complex series of courts. A B C D Athens. Ionia. Persia. Sparta. the Parthenon. Thermopylae. the bridge to Marathon. the Library of Alexandria. Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor. World History 026-41 World History 2.01_2.08 Ver.2.indd 28 28 EOC Test Prep Workbook 4/3/07 10:49:48 AM Name ________________________________________Class____________________ Date ___________________ World History Objective 2.02 7. The Peloponnesian War resulted in A B C D 10. The Socratic method emphasizes the Spartan-Athenian alliance. the loss of the Spartan fleet. a strong and lasting peace. the near destruction of Athens. A B C D 8. The golden age of Greek philosophy was inspired by Socrates, Plato, and A B C D 11. Later Greek writers were inspired by A B C D Xerxes. Pericles. Darius. Aristotle. Argos and Corinth. Sophocles and Prometheus. the Works and the Days. the Iliad and the Odyssey. 12. “Lycurgus [a great Spartan leader] did not permit children to be taught by slaves, but he had them enrolled at the age of seven in companies or classes, where they received uniform discipline and instruction. The major emphasis in their education was on perfect obedience. The old men witnessed the children’s lessons and exercises and drills, and often started quarrels among the students to test which ones would be brave and which ones would be cowards when they later faced real dangers. The young studied only enough reading and writing to be able to perform their civic duties. They were taught mainly to endure pain and to persevere in battle.” 9. The twelve Olympian gods were the A B C D learning through questions. study of the natural world. hubris. philosophers as rulers. only Greek gods. most influential of the Greek gods. first judges of the Olympics. direct descendents of Hercules. This excerpt suggests that the main goal of children’s education in this ancient Greek city-state was to teach A B C D discipline, obedience, and bravery. reading and writing. reasoned thinking. civic responsibility. Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor. World History 026-41 World History 2.01_2.08 Ver.2.indd 29 29 EOC Test Prep Workbook 4/3/07 10:49:48 AM Name ________________________________________Class____________________ Date ___________________ World History Objective 2.03 OBJECTIVES REVIEW Objective 2.03 Describe the developments and achievements of Roman civilization and analyze the significance of the fall of Rome. Describe the growth of Roman civilization. What did it achieve? Explore the fall of Rome. How did this loss of power and influence change the region? How did it affect the future? 1. A key factor in the growth of Rome as a powerful civilization was A B C D 4. Life for both the rich and poor during the Pax Romana included mineral resources. location and physical features. social equality. political alliances. A B C D 2. Etruscan rule in Rome was replaced in 509 BC by a A B C D 5. As a result of the Punic Wars A Rome allied with Greek city-states. B Rome did not build a navy. C Rome became the leading power in the Mediterranean. D Carthage became the leading power in the Mediterranean. republic. democracy. monarchy. military dictatorship. 3. Read the excerpt from the Law of Twelve Tables. Who does the law in Table III protect? 6. The primary reason for political and social revolutions in the mid-100s BC was “From 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 some one 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 pris-oner 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.” A B C D tutors and private schools. country villas. political offices. public entertainment. A pressure from surrounding cities. B famine caused by a long drought. C Roman intolerance of the religions of conquered lands. D growing tension between the social classes. both borrowers and lenders magistrate creditor plebeians Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor. World History 026-41 World History 2.01_2.08 Ver.2.indd 30 30 EOC Test Prep Workbook 4/3/07 10:49:48 AM Name ________________________________________Class____________________ Date ___________________ World History Objective 2.03 7. The Augustan Age in Rome is known for its A B C D 10. In 284, Diocletian attempted to strengthen Rome by creating decades of civil unrest. vast building program. brutal conquests of neighbors. mandatory educational standards. A B C D a tax-free economy. a balanced republic. a Christian society. an absolute monarchy. 8. Which is a characteristic of the Pax Romana? A B C D 11. After the last Good Emperor died, a major problem faced by Rome was law and order stable government widespread trade all of the above A B C D 9. Romans are known for A B C D their philosophical schools. their lack of religious toleration. their practical applications of knowledge. all of the above a prolonged economic crisis. a smaller, weaker military. the drastic loss of fertile land. that the government divided in two. 12. Migrating tribes began attacking the Roman Empire in the 400s because A they feared Rome would attack them. B the Huns drove them off neighboring lands. C the Huns ordered the tribes to attack Rome. D Rome controlled all trade throughout the region. Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor. World History 026-41 World History 2.01_2.08 Ver.2.indd 31 31 EOC Test Prep Workbook 4/3/07 10:49:48 AM Name ________________________________________Class____________________ Date ___________________ World History Objective 2.04 OBJECTIVES REVIEW Objective 2.04 Examine the importance of India as a hub of world trade and as a cultural and religious center during its Golden Age. Look at India between the years 320AD and 550 AD. Consider its role as a gathering place for world trade, and as a cultural and religious center. 1. According to this map, in which direction did Buddhism spread? CASPIAN SEA 4. Which steps did Ashoka take to improve the lives of his people? ASIA ARAL SEA A He founded hospitals. B He Built new roads and wells. C He planted shade trees along the empire’s roads. D all of the above °N 40 The Spread of Buddhism 500s B.C. – A.D. 600s N KOREA W JAPAN AFGHANISTAN TIBET CHINA E N 0° 2 S East China Sea 60°E INDIA Arabian Sea PACIFIC OCEAN BURMA Bay of Bengal South China Sea tor ° r 0 ato Equ CEYLON Equa 0° INDIAN OCEAN 00 00 500 500 500 500 1,000 1,000 Kilometers Kilometers SUMATRA ModifiedConic ConicProjection Projection Modified A B C D 5. How did converting to Buddhism change Ashoka’s rule over the Mauryan Empire? 1,000 1,000 Miles Miles JAVA 100°E 120°E 140°E A He began showing intolerance of other faiths and rewarding the followers of Buddhism. B He abandoned his policy of conquest and worked to improve the lives of the people in his empire. C He aggressively pursued conquering additional kingdoms. D He adopted a policy of nonviolence and abandoned his throne to become a Jainist monk. from India to China from China to India from Tibet to China from Japan to Ceylon 2. The first empire to unite much of India was the A B C D Gupta Empire. Tamil Empire. Pandya Empire. Mauryan Empire. 6. Several Tamil kingdoms in southern India became wealthy by 3. Chandragupta Maurya created an organized bureaucracy A B C D A B C D and a government-controlled economy. including a co-ruler. based on Confucian values. based on Buddhist values. writing poetry. developing sea trade. adopting a single language. conquering North India. Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor. World History 026-41 World History 2.01_2.08 Ver.2.indd 32 32 EOC Test Prep Workbook 4/3/07 10:49:48 AM Name ________________________________________Class____________________ Date ___________________ World History Objective 2.04 7. “The people are numerous and happy; . . . only those who cultivate the royal land have to pay [a portion of] the grain from it. If they want to go, they go; if they want to stay on, they stay . . . Throughout the whole country the people do not kill any living creature, nor drink intoxi-cating liquor, nor eat onions or garlic . . . In buying and selling commodities they use cowries [shells] . . . All who are diseased, go to . . . houses [of medicine], and are pro-vided with every kind of help, and doctors examine their diseases. They get the food and medicines which their cases require, and are made to feel at ease.” 10. Overland trade routes connected India to other markets. Which of the following goods were traded along these routes? —Faxian, A Record of Buddhistic Kingdoms A Shops and markets bustled with activity. B Most people moved to live in the cities. C A new culture developed stressing luxury and pleasure. D A new class of Indian bankers and money lenders emerged. A B C D 11. Trade strengthened the economy and Gupta Empire’s cities became prosperous. Which of the following was NOT a result of this growing prosperity? In this passage, the Chinese Buddhist monk Faxian describes aspects of early 400s life in Gupta. What aspect does he NOT describe? A B C D Chinese silk Roman ceramics Indian ivory all of the above family life lifestyle healthcare taxes and commerce 12. During the Golden Age of the Gupta Empire, stability and prosperity allowed Indian scholars to make advances in which field(s)? 8. During the Gupta period, sea trade increased when sailors A B C D A founded new port towns in southern India. B added rudders to ships. C used monsoons to reach foreign markets. D discovered where pirates hid along trade routes. Astronomy Medicine Metallurgy all of the above 9. Why is the Gupta period known as the golden age of ancient India? A There were many great artistic and scientific achievements. B Art and architecture brought great wealth to the empire. C Gupta rulers gave up conquests in favor of writing poetry and music. D Temples built during that time had great golden domes. Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor. World History 026-41 World History 2.01_2.08 Ver.2.indd 33 33 EOC Test Prep Workbook 4/3/07 10:49:49 AM Name ________________________________________Class____________________ Date ___________________ World History Objective 2.05 OBJECTIVES REVIEW Objective 2.05 Assess the distinctive achievements of Chinese and Japanese civilizations. Evaluate the unique knowledge and accomplishment of civilizations in China and Japan. 4. Family grew in importance in Han society because Confucius taught that 1. Which reform was made under Shi Huangdi’s rule? A B C D A happy families produce hard workers. B leaders rule based on their own family values. C family was central to the state’s well-being. D all members of society belonged to the same family. standardized laws expanded libraries civil service exams trial by peers 2. The Song Dynasty invented A B C D copper coins. credit ledgers. industry loans. paper money. 5. What bold view did Confucian writer Ban Zhao include in Lessons for Women? A B C D 3. According to this timeline of the Quin and Han Dynasties, which happened first: the burning of classic Confucian texts or the development of civil service exams based on Confucian texts? £ääää Ê £{£ 7Õ`ÊLiVià i«iÀÀ ÓÓ£ Õ`}Êv +ÕÊ`Þ>ÃÌÞ A B C D 6. Buddhism was introduced to Japan A B C D Óää ÓÓä 7>}Ê>}Ê ÃiâiÃÊVÌÀ >Ê`Þ>ÃÌÞ v>à Women were men’s equals. Women should be educated. Women were superior to men. Women should be land owners. ÓäÈ ÕÊ>}ÊvÕ`à >Ê`Þ>ÃÌÞ by Murasaki Shikibu. when the Buddha visited. by Anawrahta. by Korean monks. burning of classic Confucian texts exams based on Confucian texts they happened at the same time the civil service required exams Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor. World History 026-41 World History 2.01_2.08 Ver.2.indd 34 34 EOC Test Prep Workbook 4/3/07 10:49:49 AM Name ________________________________________Class____________________ Date ___________________ World History Objective 2.05 7. Which of the following is NOT a characteristic of the Shinto religion? 10. The greatest writer of the Heian period, Murasaki Shikibu, was A Everything in nature has a kami (or nature spirit). B There is no sacred text. C The followers build shrines dedicated to natural objects. D Large steel doors marking the entrance to shrine. A B C D 11. During the Heian period A the emperor had absolute authority. B noblewomen were not permitted to read or write. C there was a breakdown in the class system. D court life was far removed from the lives of Japan’s common people. 8. Japan was greatly influenced by knowledge it gained from which country? A B C D a noblewoman. a warrior prince. a farmer. a merchant’s wife. Egypt India China Greece 12. Early Japanese culture was able to develop in relative isolation because 9. Life in the Heian Period (794–1185) was characterized by A the Japanese distrusted foreigners. B Japan was separated from other countries by at least 100 miles of water. C the Shinto religion did not allow its followers to speak other languages. D none of the above. A periods of intense civil war. B a flowering of Japanese culture at the Heian court. C poverty and famine. D repeated attacks by the Mongol hordes. Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor. World History 026-41 World History 2.01_2.08 Ver.2.indd 35 35 EOC Test Prep Workbook 4/3/07 10:49:49 AM Name ________________________________________Class____________________ Date ___________________ World History Objective 2.06 OBJECTIVES REVIEW Objective 2.06 Describe the rise and achievements of the Byzantine and Islamic civilizations. Describe the growth of the Byzantine and Islamic civilizations. Describe their knowledge and accomplishments. 1. Constantinople’s location made it A B C D 4. After the destruction caused by the Nika Revolt a major agricultural center. an important city for trade. difficult to defend. an isolated society and culture. A Theodora and Justinian fled Constantinople, leaving Belisarius in charge. B Justinian and Theodora rebuilt Constantinople with grand new monuments including the Hagia Sophia. C Belisarius and his troops were slaughtered at the Hippodrome by the Greens and the Blues. D Justinian and Theodora moved the capital to Damascus. 2. The Justinian Code A gave equal citizenship to people of conquered lands. B was the oath of allegiance required of all conquered peoples. C gave Belisarius the right to make independent military decisions in North Africa. D systematically arranged laws and legal opinions into a simple and clear system. 5. The Byzantine Empire and Russia were connected by trade and A B C D 3. Most Byzantine mosaics and paintings were based on A B C D nature scenes. battle scenes. political profiles. religious themes. threats from the Teutonic Knights. Christianity. the Mediterranean Sea. Alexander Nevsky. 6. In the schism of 1054, the eastern and western churches split. While the western churches were still called the Roman Catholic Church, the churches in the east became known as A B C D the Anglican Church. the Byzantine Church. the Orthodox Church. none of the above Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor. World History 026-41 World History 2.01_2.08 Ver.2.indd 36 36 EOC Test Prep Workbook 4/3/07 10:49:49 AM Name ________________________________________Class____________________ Date ___________________ World History Objective 2.06 7. The Sharia is A B C D 10. Which is a common architectural feature of Muslim mosques? a system of measurements used in trade. a legal system. the privileges given to Muslim leaders. the name of Muhammad’s wife. A B C D columns minarets open roofs stained glass 8. The Five Pillars of Islam are A B C D 11. One of the most valuable contributions of Islamic scholars was mosques built in Mecca. idols found in the Kaaba. the first kingdoms of Islam. basic acts of worship. A improving the astrolabe. B establishing a medical school. C translating the work of ancient Greek thinkers into Arabic. D naming stars for the astronomers who discovered them. 9. Which is generally true of Islamic religious art? A B C D It contains the signature of Muhammad. It contains words from the Sharia. It does not contain geometric patterns. It does not contain human or animal figures. 12. What trait does this Muslim coin share with Muslim art? A B C D uses calligraphy instead of pictures avoids pictures of controversial rulers focuses on a round shape reflects a highly literate society Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor. World History 026-41 World History 2.01_2.08 Ver.2.indd 37 37 EOC Test Prep Workbook 4/3/07 10:49:50 AM Name ________________________________________Class____________________ Date ___________________ World History Objective 2.07 OBJECTIVES REVIEW Objective 2.07 Describe the rise and achievements of African civilizations, including but not limited to Axum, Ghana, Kush, Mali, Nubia, and Songhai. Describe the people of early African kingdoms. How did these societies develop? What knowledge did they have? What accomplishments did they make? 1. The foundation of life in early African villages was A B C D 4. The geography of Aksum provided good agricultural conditions and elders and nuclear family units. religious leaders and tribes. work units and women. extended families and age-sets. A B C D 2. West Africans believed in the spirits of their ancestors and practiced A B C D 5. King Ezana made a lasting change in Aksum when he dualism. animism. Hinduism. monotheism. A took power from local rulers. B relocated the kingdom inland. C made Christianity the official religion of the kingdom. D broke political and trade agreements with Kush. 3. What changed the farming practices in West Africa around 500 BC? A B C D protection from invaders. industrial opportunities. ideal trading conditions. isolation from the world. 6. In East Africa, which had the biggest impact on trade? iron technology extended drought massive migration cultural diffusion A B C D language monsoons war calendar Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor. World History 026-41 World History 2.01_2.08 Ver.2.indd 38 38 EOC Test Prep Workbook 4/3/07 10:49:50 AM Name ________________________________________Class____________________ Date ___________________ World History Objective 2.07 7. “The sultan takes his seat on the pempi [ceremonial chair] after the midafternoon prayer. The armor-bearers bring in magnificent arms—quivers of gold and silver, swords ornamented with gold and with golden scabbards, gold and silver lances, and crystal maces . . . The interpreter Dugha comes with his four wives and his slave-girls, who are about a hundred in number. They are wearing beautiful robes, and on their heads they have gold and silver fillets.” 9. Ghana became a trading empire after A B C D a long war with the Almoravids. Europeans visited the kingdom. traders learned to cross the Sahara. salt was discovered in the area. 10. Askia Muhammad showed his commitment to Islam by A making Islam the official religion of the kingdom. B imprisoning Christians and Jews in the kingdom. C building beautiful mosques in the capitol. D making a grand pilgrimage to Mecca. This passage from Ibn Battuta’s account of his travels describes A the ceremonial display of wealth. B interpreters as more wealthy than the sultan. C prayer as an important part of the day. D the metals used to make weapons. 11. The Hausa built their society on A B C D 8. Swahili can be described as a A storyteller who remembers and passes on oral traditions. B language and culture blended from Arab and African elements. C huge stone monument on which records are inscribed. D the first written language of the Aksum kingdom. wealthy kings and queens. independent city-states. strong military groups. elected leaders. 12. Which helped Songhai grow wealthy trading goods? A B C D Niger River taxes on salt European access routes Sahara Desert Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor. World History 026-41 World History 2.01_2.08 Ver.2.indd 39 39 EOC Test Prep Workbook 4/3/07 10:49:50 AM Name ________________________________________Class____________________ Date ___________________ World History Objective 2.08 OBJECTIVES REVIEW Objective 2.08 Evaluate the achievements of the major civilizations of the Americas during the pre-Columbian epoch including, but not limited to, the Aztecs, Incas, and Mayas. Assess the knowledge and accomplishments of the Aztecs, Incas, and Mayas before 1492. 4. Study the map of Olmec Trade Routes. From where did villages along the Pacific Ocean most likely obtain jade? 1. The layout of the Mississippian city of Cahokia and items found in its mounds suggest A B C D the people lacked a water supply. it was a farming community. the city was a warrior community. a complex society with divisions between social classes. . /LMEC4RADE2OUTES WITHPRESENTDAYCOUNTRIESSHOWN 7 % 3 "AYOF#AMPECHE " 3 * " -%8)#/ " - 3 "%,):% - "iVÊÃiÌÌiiÌà 2. What contributions of the Olmec civilization can be seen in many later Mesoamerican civilizations? " -ÕÀViÊvÊL>Ã>Ì * -ÕÀViÊvÊ>`i - -ÕÀViÊvÊ>}iÌÌi 3 -ÕÀViÊvÊÃiÀ«iÌi ' 5!4% - ! , ! (/ . $ 5 2 ! 3 0!# ) & )# ) # / / # %! % !. . %,3!,6!$/2 /À>`iÊÀÕÌià A pyramids, giant heads, and a social hierarchy B calendars, carvings, and ball games C giant heads, calendars, and ball games D city structure, pyramids, and written language A B C D * Guatemala Mexico El Salvador Honduras 5. Tula art and architecture reflected A B C D 3. The Zapotec A built the first pyramid in Mesoamerica. B established the first true city in Mesoamerica. C conquered the Olmec civilization. D developed trade with the Toltec. the religious beliefs of the Toltec. the cultures surrounding the Toltec. the great wealth of the obsidian mines. the militaristic nature of the Toltec. 6. Maya cities were linked through A B C D trade. agriculture. a central government. the King’s Council. Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor. World History 026-41 World History 2.01_2.08 Ver.2.indd 40 40 EOC Test Prep Workbook 4/3/07 10:49:51 AM Name ________________________________________Class____________________ Date ___________________ World History Objective 2.08 7. Which is a contribution of the Maya culture? A B C D 10. How did the Incas create stability in their expansive empire? the 365-day farming calendar the mathematical concept of zero a complex writing system all of the above A through political alliances B with a system of resettlement C by allowing local leaders to maintain power D by rewarding loyalty with personal freedoms 8. What did the Aztecs gain from the Triple Alliance? A the right to farm on the swampy island of Texcoco B control over a huge region C religious leadership D economic stability 11. According to the timeline below, about how long ago was corn first domesticated? £ä]äää £Ó]äää *>i`>ÃÊ >ÀÀÛiÊÊÌ iÊ iÀV>à 9. The Moche and Nazca peoples adapted to their South American environments by A B C D A B C D building irrigation canals. trading gold for food supplies. farming on lush mountains. adopting slash-and-burn farming. Ê xäää >âiÊvÀÃÌ `iÃÌV>Ìi` £äää ää i} ÌÊvÊ>Þ>à £ää >Ã>âÊ `iÛi«Ê«ÕiLÊ >ÀV ÌiVÌÕÀi £ÎÓx âÌiVÃÊiÃÌ>Là /iV ÌÌ> 7000 5000 3000 1100 12. The Inca’s network of roads A used the first known suspension bridges. B was paved with stone blocks. C was used by trained runners carrying messages. D all of the above Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor. World History 026-41 World History 2.01_2.08 Ver.2.indd 41 41 EOC Test Prep Workbook 4/3/07 10:49:52 AM Name ________________________________________Class____________________ Date ___________________ World History Objective 3.01 OBJECTIVES REVIEW Objective 3.01 Trace the political and social development of monarchies and empires including, but not limited to, the Ming and Manchu dynasties, the Mongol Empire, the Ottoman Empire, the Moghul Empire, and the British Empire. How did monarchies and empires come to be? What political events made them possible? What about society made them possible? 1.Why is Elizabeth I not considered an absolute monarch? 5. Suleyman the Magnificent A improved the court system and legal code. B outlawed all faiths other than Islam. C promoted public education for girls. D funded a medical program. A She permanently dismissed Parliament. B She refused to marry. C Custom dictated that absolute monarchs were men. D In England, Parliament limited her power. 6. Advisors to the sultans in the Ottoman Empire 2. The Restoration describes A B C D beheading Charles I. bringing back the monarchy. the resignation of Oliver Cromwell. bringing back the Long Parliament. A B C D had little status or privilege. served as janissaries. were part of the privileged ruling class. collectively had more power than the sultan himself. 3. Louis VIII and Cardinal Richelieu wanted to A B C D 7. Akbar created and maintained unity among India’s states and regions overthrow Henry IV. convert the Catholics. reduce the power of the Huguenots. expand England’s power in Europe. A by promoting Islam and a strong centralized government. B by discriminating against non-Muslims. C by forbidding all conversations between people of differing faiths. D by promoting tolerance and abolishing taxes for non-Muslims. 4. Louis XIV ruled France A B C D jointly with a council of nobles. as an absolute monarch. jointly with his mother. under clergy guidance. Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor. World History 042-55 World History 3.01_3.07 Ver.2.indd 42 42 EOC Test Prep Workbook 4/3/07 10:50:01 AM Name ________________________________________Class____________________ Date ___________________ World History Objective 3.01 8. What led to the decline of the Mughal Empire? 10. After his death, Genghis Khan’s Mongol empire A Harsh measures and persecutions led to rebellions. B Famine and outside invasions depleted resources. C Widespread disease carried off the royal family and weakened the empire. D The Sikh Rebellion led to the shah’s death. A B C D 11. How did Hongwu change the government of China? A B C D 9. Study this flowchart of the English, Spanish, and Scottish royal families to identify which two monarchs were related by both blood and marriage. TUDORS Joanne Henry VII = Elizabeth (1485–1509)* of York Emperor Charles V (Holy Roman Empire, King of Spain) Edward VI (1547–1553) Margaret = James IV of Scotland James V = (2) Lord Darnley Francis II(1) = Mary of France Queen of Scots Philip II = Mary I of Spain (1553–1558) Elizabeth I (1558–1603) A B C D A He traveled around the world, meeting leaders. B He dismantled the Forbidden City. C He sponsored overseas voyages. D He started an exchange program with other peoples. STUARTS Catherine(1) = Henry VIII = (2) Anne Boleyn of Aragon (1509–1547) = (3) Jane Seymour He allowed all people more input. He increased the emperor’s power. He made two political parties. He added more high-level officers. 12. How did Yonglo extend China’s influence? The English Succession to 1603 Ferdinand = Isabella of Aragon of Castile conquered Japan. was led by his grandson Batu. was divided into four khanates. disappeared. James VI and I (King of Scotland from 1567) (1603–1625) Phillip II and Mary I Francis II and Mary Queen of Scots Elizabeth I and Edward VI Catherine of Aragon and Henry II Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor. World History 042-55 World History 3.01_3.07 Ver.2.indd 43 43 EOC Test Prep Workbook 4/3/07 10:50:03 AM Name ________________________________________Class____________________ Date ___________________ World History Objective 3.02 OBJECTIVES REVIEW Objective 3.02 Describe events in Western Europe from the fall of Rome to the emergence of nation-states and analyze the impact of these events on economic, political, and social life in medieval Europe. What happened in Western Europe between the fall of Rome and ending with the appearance of nation-states? How did these events change the way business was done? How did they affect politics and social life? 1. Charlemagne had schools started and staffed because he wanted A B C D 3. The manorial system refers to the system that governed every leader to be able to read and write. places for priests and monks to study. to be able to read tribal laws. his military capable of secret communications. A B C D medieval law. medieval economics. the Cistercians. vassal disputes. 4. What was the purpose of the Magna Carta? 2. “The baron and all vassels of the king are bound to appear before him when he shall summon them, and to serve him at their own expense for forty days and forty nights, with as many knights as each one owes. … And if the king wishes to keep them more than forty days at their own expense, they are not bound to remain if they do not wish it. And if the king wishes to keep them at his expense for the defence of the realm, they are bound to remain. And of the king wishes to lead them outside of the kingdom, they need not go unless they wish to, for they have already served their forty days and forty nights.’ A B C D 5. In the early 900s, the Holy Roman Empire could best be described as A B C D This excerpt from the legal rules for military service (1270) describes obligations for both the king and his subjects. Under what condition must subjects serve the king for more than 40 days and nights? A B C D to strengthen the king’s power to limit the king’s power to create a tax structure to establish the Parliament a unified kingdom with an elected leader. a unified kingdom ruled by the pope. a group of states with a common leader. individual states ruled by the archbishops. 6. Which is a result of the Crusades? A Christians permanently regained control of the Holy Land. B Monarchies across Europe were weakened. C Trade between Europe and Asia increased. D Relations between Christians, Jews, and Muslims improved. as long as the king pays their expenses if they stay within the kingdom when defending the realm whenever they are summoned Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor. World History 042-55 World History 3.01_3.07 Ver.2.indd 44 44 EOC Test Prep Workbook 4/3/07 10:50:03 AM Name ________________________________________Class____________________ Date ___________________ World History Objective 3.02 7. The Hundred Years’ War between France and England 10. The Inquisition was a traveling court that tried enemies of the church, who were also considered A was a series of short conflicts over nearly 100 years. B started over the execution of Joan of Arc. C was a long conflict between the two parliaments. D was a tiem when France repeatedly invaded England. A feudal lords. B friars who lived and preached in the cities. C enemies of the state. D all of the above 11. The Hanseatic League was a group of northern German cities and towns that worked together to 8. What was the purpose of trade guilds? A to campaign against feudal lords B to represent craftsmen at trade fairs C to set standards and prices for their products D to provide food and shelter to all members A B C D 12. What led to the creation of Europe’s first banks? 9. What benefit did people in Middle Ages cities enjoy? A B C D promote and protect trade. open and run European banks. seize control of Venetian ships. establish a single German currency. A a need for public buildings and roads B the increased use of currency and credit C religious laws banning Christians from loaning money D an increase in violent street crime in the cities public sanitation public entertainment wide open streets clean and safe environment Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor. World History 042-55 World History 3.01_3.07 Ver.2.indd 45 45 EOC Test Prep Workbook 4/3/07 10:50:03 AM Name ________________________________________Class____________________ Date ___________________ World History Objective 3.03 OBJECTIVES REVIEW Objective 3.03 Trace social, political, economic, and cultural changes associated with the Renaissance, Reformation, the rise of nation-states, and absolutism. The Renaissance and Reformation were times of enormous change. Changes also led to the rise of nation-states and absolutism. List the changes. Include who had power, how people related to each other, money matters, and cultural changes. 1. In Italy’s city-states, knowledge of painting, sculpture, and architecture grew because A B C D 4. The ideas of the Italian Renaissance spread north through women gained financial and legal rights. invaders brought new technologies. nobles and merchants supported artists. artists sold their works at affordable prices. A B C D trade. travel. printed material. all of the above 5. In the mid-1400s, Gutenberg made books more accessible by using 2. Humanists believed A B C D A in a classless society. B that monetary value could not be placed on true art. C that the sole purpose of work was to glorify God. D that the potential of the mind was almost limitless. the bookbinder. movable type. the fountain pen. engraving plates. 6. Why did Henry VIII want his first marriage annulled? A He wanted to be able to conquer new lands. B He wanted to set an example for his unhappily married subjects. C He wanted to remarry so his new wife could give him a male heir. D He wanted to be single again. 3. Leonardo da Vinci is famous for A giving nobles new rules for refined behavior. B posting ninety-five theses on a church door. C sculpting the David. D pursuing knowledge and achieving success in many areas. Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor. World History 042-55 World History 3.01_3.07 Ver.2.indd 46 46 EOC Test Prep Workbook 4/3/07 10:50:03 AM Name ________________________________________Class____________________ Date ___________________ World History Objective 3.03 7. The Protestant Reformation grew out of the concern that 10. Peter the Great is remembered as the czar who A the church was losing its power. B society was becoming dangerous. C the church was moving away from its spiritual roots. D monks and friars were being driven from the church. A modernized Russia through westernization. B overthrew Ivan the Terrible. C spread Russian culture to the western world. D pulled Russia up from the Time of Troubles. 8. The Jesuits concentrated on 11. What two families struggled for control of Central Europe? A education as a means of combating the Protestant Reformation. B denying the Catholic belief in the seven sacraments. C choosing delegates for the Council of Trent. D maintaining peace between the Catholic and Protestant churches. A B C D the Romanovs and Tudors the Stuarts and Tudors the boyars and Tatars the Hapsburgs and Hohenzollerns 9. Before Ivan IV, Russia was run by A B C D church officials and boyars. the Romanovs. the streltsy. Peter the Great’s sister. Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor. World History 042-55 World History 3.01_3.07 Ver.2.indd 47 47 EOC Test Prep Workbook 4/3/07 10:50:03 AM Name ________________________________________Class____________________ Date ___________________ World History Objective 3.04 OBJECTIVES REVIEW Objective 3.04 Examine European exploration and analyze the forces that caused and allowed the acquisition of colonial possessions and trading privileges in Africa, Asia, and the Americas. Where did Europeans go as they explored the world? How did they set up trade with the places they found? Why were they able to claim ownership of the land? 1. Which was a motive for exploration? 4. Which of the following was a light, fast sailing ship that aided in the European exploration efforts? A desire for fame and glory B need for historical documents C movement towards cultural diffusion in Europe D need to ease overcrowded conditions in Europe A B C D 2. Using the stars and planets to navigate was made easier by the A B C D 5. Prince Henry the Navigator was a A B C D caravel. astrolabe. rudder. lateen sail. daring sea captain. mapmaker. sponsor of voyages of exploration. conquistador. 6. All of the following explorers were sent exploring by the English EXCEPT 3. Vasco da Gama intended to A B C D Man-of war Galleon Caravel Trireme claim Brazil for Portugal. locate the Spice Islands. reach India by rounding Africa. secure the Cape of Good Hope. A B C D John Cabot. Christopher Columbus. Sir Francis Drake. Henry Hudson. Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor. World History 042-55 World History 3.01_3.07 Ver.2.indd 48 48 EOC Test Prep Workbook 4/3/07 10:50:03 AM Name ________________________________________Class____________________ Date ___________________ World History Objective 3.04 7. The goal of most European exploration in the Americas was to A B C D 10. Mercantilism was based on the idea that a nation’s power was determined by find newer and faster ways to Asia. spread European languages and cultures. find new sources of manufactured goods. capture Native Americans for the slave trade. A B C D 11. The French used the colony of New France to 8. Formed through a group of investors, the British East India Company was the first A B C D its culture. the size of its population. its wealth. its armed forces. A B C D example of capitalism. joint-stock company. company to trade with Native Americans. organization to sponsor a colony in North America. establish large plantations. make slaves of Native Americans. start many new industries. buy furs from local hunters. 12. Examine the timeline below. £{ää 9. Colonization was essential to mercantilism because it provided new markets and A B C D £{£ *ÀViÊiÀÞ ÃÕ««ÀÌÃÊ *ÀÌÕ}iÃiÊ iÝ«À>Ì cheap labor. new factories. military power. raw materials. £Èää £{Ó ÕLÕÃÊ Ài>V iÃÊÌ iÊ iÀV>à £xÓä >}i>ÊÃ>ÃÊ>ÀÕ`Ê ÃÕÌ iÀÊÌ«ÊvÊ -ÕÌ ÊiÀV> £ÈäÓ ÕÌV ÊV>«Ì>ÃÌÃÊ vÀÊ>ÃÌÊ`>Ê ° Which answer shows events in the right order? A Columbus reaches the Americas; Magellan rounds South America B Constantinople falls; Portuguese exploration; King Charles beheaded C Reformation begins; Portuguese exploration D Magellan rounds South America; Columbus reaches Americas; Dias rounds Africa Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor. World History 042-55 World History 3.01_3.07 Ver.2.indd 49 49 EOC Test Prep Workbook 4/3/07 10:50:03 AM Name ________________________________________Class____________________ Date ___________________ World History Objective 3.05 OBJECTIVES REVIEW Objective 3.05 Cite the effects of European expansion on Africans, pre-Columbian Americans, Asians, and Europeans. How did European expansion change the places they found? How did it affect the people who were there before they came? How did it affect people back in Europe? 1. The encomienda system 4. Beginning in the 1500s, the Ming foreign relations policy can best be described as a(n) A ensured fair treatment of Native Americans. B forced Native Americans to work for Spanish colonists. C encouraged middle class Europeans to immigrate to Mexico. D introduced new weapons and animals to Europeans. A B C D 5. In the Americas, friction between English and French colonial efforts led to A a French colony at Jamestown. B French control over most of North America. C the French and Indian War. D French claims on Louisiana. 2. Francisco Pizarro destroyed the Inca army and took over the empire in his search for A B C D coffee beans. slaves. ivory. gold and silver. 6. As one of the few Europeans to gain influence in Ming China, Matteo Ricci 3. The primary reason for the drastic drop in the Native American population was A B C D isolationist policy. expansionist policy. open border policy. permissive policy. A was an Italian Jesuit Priest. B learned the Chinese language and customs to gain entry into the Ming Court. C introduced European learning in mathematics and science. D all of the above the loss of farm lands. migration to Asia. the spread of European weaponry. the introduction of new diseases. Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor. World History 042-55 World History 3.01_3.07 Ver.2.indd 50 50 EOC Test Prep Workbook 4/3/07 10:50:04 AM Name ________________________________________Class____________________ Date ___________________ World History Objective 3.05 7. In addition to new ideas and technologies, the Europeans also introduced Native Americans to previously unknown diseases such as A B C D 10. What type of trade network is shown in this diagram? ÕÀ«i>Ê}`à VÌ ]Ê}Õî measles. tuberculosis. small pox. all of the above iÀV>Ê«À`ÕVÌÃÊ ÃÕ}>À]ÊÀÕ]Ê ÌL>VV]ÊÀVi® 8. As a result of the African Diaspora, A B C D A B C D African music spread to other continents. the slave trade was banned. Triangular Trade Middle Passage Balance of Trade Columbian Exchange Triangular Trade Middle Passage 11. European expansion introduced Europeans to many new foods including 9. Hernán Cortés explored Mexico and A B C D vÀV> Ã>Ûià A B C D conquered the Aztec Empire. became ruler of the Inca Empire. discovered the southern United States. married an Inca princess. chocolate. corn. pineapples. all of the above 12. The Atlantic slave trade resulted in A devastated West African societies. B economic independence for Brazil. C improved conditions on the Middle Passage. D a higher standard of living for slaves. Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor. World History 042-55 World History 3.01_3.07 Ver.2.indd 51 51 EOC Test Prep Workbook 4/3/07 10:50:04 AM Name ________________________________________Class____________________ Date ___________________ World History Objective 3.06 OBJECTIVES REVIEW Objective 3.06 Compare the influence of religion, social structure, and colonial export economies on North and South American societies. There were many influences on society in the Americas: religion, social structure, and export economies. How did each change society? Which made the biggest change? 1. The Plains Indians left their farming settlements 3. In his Brief Account of the Destruction of the Indies, Bartolome de las Casas discusses A after the drought destroyed their crops. B because the groups could not communicate. C after Europeans brought horses to the region. D because Europeans forced them to adopt a nomadic lifestyle. A the mistreatment of Native American workers by Europeans. B the military campaigns against the Aztec and Inca empires. C naval warfare in the Caribbean. D none of the above 4. The Triangular Trade involved 2. Study the chart of slave exports from Africa below. Using your knowledge of history, what do you think contributed to the sharp decline in slave exports after 1800? A European goods. B African slaves. C American products like tobacco and sugar. D all of the above Muslim Population by Country, 2006 Period Volume Percent 1450-1600 367,000 3.1 1601-1700 1,868,000 16 1701-1800 6,133,000 52.4 1801-1900 3,330,000 28.5 TOTAL 11,698,000 100 5. In order to attract settlers, many colonists in the Americas advertised the benefits of living in their colonies by A painting slogans on the sides of sailing ships. B creating posters and pamphlets. C painting large murals of the pleasant scenery. D none of the above A Emancipation acts were implemented in the US. B American revolution became the priority. C Increased descendents of slaves necessitated fewer imports. D Slave imports from other regions increased. Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor. World History 042-55 World History 3.01_3.07 Ver.2.indd 52 52 EOC Test Prep Workbook 4/3/07 10:50:04 AM Name ________________________________________Class____________________ Date ___________________ World History Objective 3.06 6. Interaction between European colonists and Native Americans brought sweeping cultural changes in both societies. Historians call this global transfer of ideas A B C D 10. Mercantilists believed that a nation could maintain a favorable balance of trade by A reducing the amount of goods imported through the use of tariffs. B encouraging the production of exports. C controlling overseas resources. D all of the above the New World order. the Columbian Exchange. the European invasion. none of the above 11. Which country eventually conquered both the Aztec and Inca empires? 7. The first English colony in North America was A B C D A B C D Plymouth. Jamestown. Nova Scotia. Newfoundland. 12. To satisfy their need for large numbers of plantation workers, European planters used 8. In order to achieve a favorable balance of trade, mercantile countries often A B C D Spain England France Portugal A B C D refused to accept payment in gold. limited the export of goods. traded with all European colonies. placed tariffs on imported goods. Native Americans. indentured servants. African slaves. all of the above 9 As part of the encomienda system, the colonist was required to teach native workers about A B C D irrigation. European history. Christianity. none of the above Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor. World History 042-55 World History 3.01_3.07 Ver.2.indd 53 53 EOC Test Prep Workbook 4/3/07 10:50:04 AM Name ________________________________________Class____________________ Date ___________________ World History Objective 3.07 OBJECTIVES REVIEW Objective 3.07 Evaluate the effects of colonialism on Africa, the Americas, Asia, and Europe. How did colonialism change Africa, the Americas, Asia, and Europe? Were these changes good, bad, or neither? 1. What was the Columbian Exchange? 4. Which is NOT a principle of the Mercantile System? A a Columbian organization for trading stocks B the trade between Europe and the Americas C a description of Columbus’ contributions to the New World D the trade of land for exotic European goods A Only a fixed amount of wealth exists in the world. B A country should have its own source for raw materials. C Colonies exist only as a way for the mother country to make profit. D Colonies should trade with many countries. 2. How did Europeans react to new foods brought from the Americas? 5. What improved the health of Europeans, resulting in longer life expectancy? A They did not know what to do with the strange foods. B They sent them to feed the poor. C Specialty foods stores appeared. D They eventually brought them into their eating habits. A B C D 6. What type of economic policy is this principle from? 3. What was part of the Columbian Exchange besides goods? A B C D scientific research into nutrition the invention of anesthetics new nutritious foods from the Americas all of the above Countries should seek to limit imports and maximize exports. A laissez-fair B mercantile C communist D capitalist plants diseases slaves land Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor. World History 042-55 World History 3.01_3.07 Ver.2.indd 54 54 EOC Test Prep Workbook 4/3/07 10:50:04 AM Name ________________________________________Class____________________ Date ___________________ World History Objective 3.07 7. What economic system gained support and eventually replaced the mercantile system? A B C D 9. What result of the Columbian Exchange remains today? laissez-fair socialism communism capitalism A Cattle and coffee farming in the Americas. B Potatoes in the Americas. C Malaria in Africa. D Mice and rats in Europe. 8. Use this table and your knowledge of history to answer the following question. 10. How did colonialism make the mother country stronger? English Joint-Stock Companies (1688) Company Date of Creation Value of Each Share Number of Investors East India 1600 £100 511 Royal African 1672 £100 203 Hudson’s Bay 1670 £100 32 White Paper 1686 £50 unknown Royal Lustring 1688 £25 134 A B C D It claimed more land around the world. It added soldiers to the armies. Colonists paid more taxes. It gave the home country more gold and silver. 11. Why were millions of Africans captured by European colonists? A B C D Why were joint stock companies created? A Overseas business ventures were too expensive for individual investors. B Everyone wanted a chance to get rich. C Large corporations benefited from the money of multiple investors. D They were to raise money for new exploration. to win the war to send as slaves to the Americas to spread new diseases all of the above 12. What does the term “African Diaspora” mean? A dilution of African culture B a grey or pink metal useful for abrasive properties C spread of African culture as slaves were sent around the world D none of the above Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor. World History 042-55 World History 3.01_3.07 Ver.2.indd 55 55 EOC Test Prep Workbook 4/3/07 10:50:04 AM Name ________________________________________Class____________________ Date ___________________ World History Objective 4.01 OBJECTIVES REVIEW Objective 4.01 Analyze the causes and assess the influence of seventeenth to nineteenth century political revolutions in England, North America, and France on individuals, governing bodies, church-state relations, and diplomacy. Consider England, North America, and France from 1600 to 1899; many political revolutions happened in those years. Why did these revolutions happen? How did they change people’s lives? How did they affect the organizations that enforced rules? How did they change the relationship between the church and the government? How were relationships between nations changed? 1. What contributed to France’s economic problems prior to the Revolution? A B C D 4. What was the Continental System? A the replacement of European leaders on the continent B a plan to disrupt trade in Great Britain C a method used to conquer Portugal D restoration of the sugar industry severe weather ruined crops loans to Austria workers refused to pay taxes providing food to the peasants 2. In the 1700s, the French people were angry because 5. The Congress of Vienna A changed many national borders in Europe. B restored monarchies in much of Europe. C restricted the rights of citizens in monarchies. D all of the above A clergy and nobles were gaining power. B families paid high taxes and could not afford food. C minimum wage was too low. D there were not enough potatoes to eat. 3. Who did NOT benefit from the Declaration of Rights of Man and of the Citizen? A B C D 6. The Concordat of 1801 was an agreement Napoleon reached with the Pope to allow artisans peasants women san culottes A B C D religious freedom in France. international air travel. the building of cathedrals. absolution for the Reign of Terror. Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor. World History 056-65 World History 4.01_4.05 Ver.2.indd 56 56 EOC Test Prep Workbook 4/3/07 10:50:14 AM Name ________________________________________Class____________________ Date ___________________ World History Objective 4.01 7. Which is NOT one of the lasting effects of the French Revolution? 10. How did principles of the Enlightenment contribute to revolution? A human rights emerged as a widespread concept B people realized oppressive political systems could be changed C citizens had more freedoms D internal unrest and foreign wars A B C D valued reason over tradition people woke up from dark ages people had lighter workloads weapons became more available 11. Hobbes stated that A people should rule over nobles. B government only has authority because the people allow it. C rulers had to educate the people. D the state must protect life. 12. Lock argued that 8. The 1689 English Bill of Rights included the following principles EXCEPT A judgment by one’s peers B personal liberty C personal property may be taken without due process of law D citizens may not be subjected to unreasonable searches A Hobbes got it all wrong. B people must defend their government. C people could rightfully overthrow a ruler that didn’t protect their rights. D natural rights must be earned. 9. Study this quote from the Declaration of the Rights of Man and of the Citizen which states principles of the French Revolution. What similar phrase is found in the American Declaration of Independence? The representatives of the French people, ...believing that the ignorance, neglect, or contempt of rights on man are the sole cause of public calamities and of the corruption of governments, have determined to set forth in a solemn declaration the natural, unalienable, and sacred rights of man... A all men are ...endowed by their Creator with certain unalienable Rights B ignorance and neglect cause crime C all men are created equal D Governments ...derive their just powersfrom the consent of the governed Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor. World History 056-65 World History 4.01_4.05 Ver.2.indd 57 57 EOC Test Prep Workbook 4/3/07 10:50:15 AM Name ________________________________________Class____________________ Date ___________________ World History Objective 4.02 OBJECTIVES REVIEW Objective 4.02 Describe the changes in economies and political control in nineteenth century Africa, Asia, Europe, and the Americas. Think about Africa, Asia, Europe, and the Americas in the 1800s. How did political control change? How was the trade of goods and services changed? 1. The defeat of France in the Seven Years’ War led to the rise of the A B C D 4. The theory of laissez-faire economics was thought to be important for Mongol Empire. trade unions. Fifth Estate. British Empire. A B C D 2. The Monroe Doctrine was developed to A B C D better social conditions. rapid economic development. the wealth of nations. passive resistance. 5. What is true about radicalism? assert American power and authority. recognize Mexican independence. promote liberalism. oppose spheres of influence. A It opposed all change. B It is associated with wide political and social change. C It was a new approach to economics. D It is the same as anarchy. 3. Metternick was a proponent of A B C D 6. What political philosophy stresses equal opportunity and gradual reform? socialism. radicalism. communism. conservatism. A B C D conservatism imperialism capitalism liberalism Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor. World History 056-65 World History 4.01_4.05 Ver.2.indd 58 58 EOC Test Prep Workbook 4/3/07 10:50:15 AM Name ________________________________________Class____________________ Date ___________________ World History Objective 4.02 7. Utilitarianism is a doctrine which advances the notion that actions, moral or political, should be for the good of A B C D 9. Which political and economic theory supports the idea of collective ownership? A B C D the state. public order. the majority. all humankind. socialism liberalism conservatism utilitarianism 10. Imperialism became a way for countries to 8. Which political philosophy came out of concern about living conditions of common people in post-revolutionary Europe? A B C D A B C D conservatism capitalism fascism socialism change their borders. develop spheres of influence. establish democracy. encourage freedom of religion. Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor. World History 056-65 World History 4.01_4.05 Ver.2.indd 59 59 EOC Test Prep Workbook 4/3/07 10:50:16 AM Name ________________________________________Class____________________ Date ___________________ World History Objective 4.03 OBJECTIVES REVIEW Objective 4.03 Evaluate the growth of nationalism as a contributor to nineteenth century European revolutions in areas such as the Balkans, France, Germany, and Italy. How did nationalism contribute to European revolutions in the 1800s? Think of areas such as the Balkans, France, Germany, and Italy. 1. One factor that led to the growth of nationalism in Europe was 5. The following map shows how the Ottoman Empire was broken apart in the 19th and 20th centuries. er NS Y To 16 9 LVAN IA Au 9 s tri a) R iv AUSTRIA Venice (To Austria) SERBIA 1878 83 Odessa (Los 17 t to CRIMEA Ru 1783 ssi a) RUSSIA RO 1 1829 Black Sea BULGARIA BULGAR GARIA 1908 1878 Constantinople ia Rome ( sp MONTEN MONTENEGRO n Tripoli RHODES AND DODECANESE IS. 1912 (To Italy) CRETE 1913 iterr anean (To Great Britain) Sea LIBYA 1911 EGYPT 1882 er Sinai Peninsula (To Great Britain) r Pe (To Italy) PERSIA s Jerusalem Alexandria Territory lost, 1699–1913 Ottoman Empire in 1913 KURDS Euph Baghdad rat es R iv er CYPRUS 1878 (To Greece) Ri v (To France) Med ri (To France) CO R OC Tunis TUNISIA 1881 Tig ALGERIA 1830 ARMENIA Smyrna Athens SICILY Algiers Ankara GREECE GR CE 1829 ALBAN ALBANIA 1912/1917 a SARDINIA Se SPAIN MO A Ca CORSICA TR BOSNIA BOSN 1878 ITALY 17 92 HUNGARY 1699 (To Austria) FRANCE M 87 A N I A 8 e nub Da 2 181 A a fear of the Ottoman Empire. B that most people spoke the same language. C that the Congress of Vienna had created political boundaries that ignored national groups. D the need for trade laws. si a Gu lf n e Nil National capital 250 500 Miles 500 Kilometers Sinusoidal Projection W E a 0 Se 250 0 ARABIA d Dates on the map indicate independence or acquisition by another country. er Riv A B C D N Other city Re 2. The movement known as the Il Risorgimento supported Italian unification and S Mecca Which country was first to become independent? freedom from Austrian control. the establishment of a republic. obedience to the Congress of Vienna. a socialist republic. A B C D 3. What contributed to the liberation of northern Italian states? Greece Hungary Serbia Romania 6. The Dual Monarchy did not end unrest because A Cavour cultivated France as an ally in a war against Austria. B Mazzini studied military tactics. C Italy appealed to the Congress of Vienna for help. D Victor Emmanuel led the nationalist troops. A new laws favored the Magyars. B its borders were threatened. C divisions remained among the various nationalities. D the people resented having two monarchs. 4. The Red Shirts were A B C D elite Austrian troops. Cavour’s opponents. the ruling class in southern Italy. the followers of Garibaldi. Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor. World History 056-65 World History 4.01_4.05 Ver.2.indd 60 60 EOC Test Prep Workbook 4/3/07 10:50:16 AM Name ________________________________________Class____________________ Date ___________________ World History Objective 4.03 What aspects does he say unify the German people? 7. Turmoil in Europe and Austria caused Metternich to resign and A B C D A student nationalists to control the Austrian Empire. B the Austrian emperor Ferdinand to abdicate. C the Austrian Empire to become a republic. D the Young Turks to rise to power in Austria. shared culture and history common enemies a constitution isolated status 9. An early step that helped to create a unified Germany was A the election of Bismarck as emperor. B the creation of the Zollverein. C banning publications that supported democracy. D the law requiring German be taught in school. 8. Read the passage below by Wilhelm von Humboldt, a 19th-century German politician and philosopher. “[A nation] must be strong and free to build up self-reliance in the people, to pursue its national development peacefully, and to keep an advantageous position in the midst of the other European nations. 10. Otto von Bismarck believed it was Prussia’s destiny to A B C D The feeling that Germany is a unit does not depend only on the memory of customs, language, and literature. It also depends on the memory of rights and liberties enjoyed — and dangers suffered — in common. It depends on the memory of another age when our ancestors were more unified. If the individual German states continue their self-seeking, isolated status, they will learn it is impossible, or at least very difficult, to remain self-reliant. … overthrow Frederick Wilhelm IV. create a Franco-Prussian Empire. lead the German people to unification. conquer the Russian Empire. 11. Bismarck achieved a unified Germany through A B C D There are only two methods by which a people can be held together: a real constitution or a mere confederation. A constitution is undeniably better than a confederation. It is more impressive, more binding, more lasting.” liberal reforms. propaganda and idealism. idealism and realpolitik. realpolitik and military force. 12. The peace treaty following the FrancoPrussian War declared A B C D the unification of Germany. that Bismarck was now the kaiser. Germany owed reparations to France. that Spain was part of Germany. Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor. World History 056-65 World History 4.01_4.05 Ver.2.indd 61 61 EOC Test Prep Workbook 4/3/07 10:50:16 AM Name ________________________________________Class____________________ Date ___________________ World History Objective 4.04 OBJECTIVES REVIEW Objective 4.04 Examine the causes and effects of the Russian Revolution and its effect on Russia and the world. What caused the Russian Revolution? How did the revolution change Russia? How did it change the rest of the world? 1. The Russian government in the 19th century was A B C D 4. After the death of Czar Alexander I, the Decembrists assembled some 3,000 soldiers near the Winter Palace to a democracy. a bureaucracy. an absolute monarchy. a constitutional republic. A prevent a peasant uprising. B publicly refuse to declare their allegiance to the new czar. C ask for new weapons and uniforms. D none of the above 2. For the first half of the 1800s most of Russia’s population consisted of A B C D 5. Alexander II took the historic step of peasants. nobility. industrial workers. members of the czar’s family. A freeing the Russian serfs. B giving every Russian male the right to vote. C forming a socialist republic. D disbanding the Russian army. 3. Russians wanted more freedoms and more democracy but conservative czars resisted the these ideas. This combination led to A B C D 6. Despite the reforms he promoted, Czar Alexander II was assassinated in 1881 by revolts. unrest. repression. all of the above A B C D his royal advisor. a radical group called the People’s Will. a Turkish merchant. none of the above Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor. World History 056-65 World History 4.01_4.05 Ver.2.indd 62 62 EOC Test Prep Workbook 4/3/07 10:50:16 AM Name ________________________________________Class____________________ Date ___________________ World History Objective 4.04 7. Popular unrest and calls for change increased after the Russian defeat in A B C D 10. How did Bloody Sunday influence events in Russia? the Balkans. the Boxer Rebellion. the Russo-Japanese War. none of the above A It rallied support for Karl Marx. B It convinced the czar to step down. C It inspired more Russians to rise up against the czar. D It caused the Orthodox Church to protest government abuses. 8. The Marxists A were a group calling for change in Russia. B followed the Communist theories of Karl Marx. C wanted a society in which private property did not exist. D all of the above 11. The October Manifesto promised A B C D 12. Czar Nicholas II also promised not to pass any laws without the approval of an elected assembly called the 9. In 1905, Russian troops opened fire on a group of protestors approaching the Winter Palace with A B C D women the right to vote. the dissolution of government. reparations to the Orthodox Church. freedom of speech and assembly. A B C D plans to burn the palace down. an armed group of revolutionaries. a petition. none of the above House of Assembly. the Duma. the Third Estate. the Bundestag. Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor. World History 056-65 World History 4.01_4.05 Ver.2.indd 63 63 EOC Test Prep Workbook 4/3/07 10:50:16 AM Name ________________________________________Class____________________ Date ___________________ World History Objective 4.05 OBJECTIVES REVIEW Objective 4.05 Evaluate the causes and effectiveness of nineteenth and twentieth century nationalistic movements that challenged European domination in Africa, Asia, and Latin America. Europe dominated Africa, Asia, and Latin America between the years 1800 and 1999. Nationalist movements challenged this domination. Why did they happen and how effective were they? 1. What was a main cause of the Indian War of Independence? 4. The Harmonious Fists, or Boxers, was a Chinese nationalist movement that A The British closed Indian textile factories. B British officers spent hundreds of hours in violent training exercises. C Indians wanted freedom from British rule. D British trade benefits were not extended to the sepoys. A hated foreigners. B had martial arts training. C believed that they were invulnerable to Western weapons. D all of the above 5. In the 1911 Revolution, a Chinese radical named Sun Yixian based his ideology on 2. An Indian nationalist movement grew from A nationalism, democracy, and people’s livelihood. B Marxist theories. C the Bushido Code. D none of the above A Indian resentment at having so few opportunities to participate in government. B a growing Indian belief that they deserved the same rights as Europeans. C Ram Mohun Roy’s efforts to spread his nationalist ideas. D all of the above 6. In the mid 1800s, Japanese nationalism grew partly as a result of A Japanese humiliation over a series of treaties, which opened their ports to foreigners. B similar movements beginning in China. C ancient Samurai pride. D none of the above 3. One result of the swadeshi movement was that A the British mandated martial rule. B the British made concessions to the people of India. C India adopted British technology to increase production. D British trade increased the need for Indian textiles. Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor. World History 056-65 World History 4.01_4.05 Ver.2.indd 64 64 EOC Test Prep Workbook 4/3/07 10:50:16 AM Name ________________________________________Class____________________ Date ___________________ World History Objective 4.05 7. The Meiji emperor believed that the best way to preserve and build Japan’s strength was to follow A B C D 10. In 1861, the Emperor of Mexico was A B C D a policy of isolationism. the teachings of Karl Marx. a program of modernization and reform. none of the above 11. From exile in New York City, José Martí urged his fellow countrymen to fight for the independence of 8. African nations which violently opposed European imperialism included A B C D A B C D Zulus under Cetshwayo. Ethiopians under Menelik II. West Africans under Samory Touré. all of the above Cuba. Mexico. Argentina. Panama. 12. In 1823, with the proclamation of the Monroe doctrine, the United States 9. Because of his revolutionary battles, journalists called Francisco “Pancho” Villa A B C D Emiliano Zapata. Pancho Villa. the Austrian archduke Maximillian. none of the above A declared war on Cuba. B declared the Americas off-limits for all new European imperialism. C declared it would no longer meddle in the affairs of Latin American nations. D all of the above “el Conquistador.” a “Mexican Robin Hood.” “the Latin savior.” none of the above Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor. World History 056-65 World History 4.01_4.05 Ver.2.indd 65 65 EOC Test Prep Workbook 4/3/07 10:50:16 AM Name ________________________________________Class____________________ Date ___________________ World History Objective 5.01 OBJECTIVES REVIEW Objective 5.01 Analyze the causes and course of World War I and assess its consequences. What caused World War I? What happened during the war? How were the countries involved changed? How was the rest of the world changed? 1. What four factors led to the outbreak of World War I? 4. What event led Great Britain to declare war on Germany? A militarism, alliances, imperialism, and nationalism B militarism, alliances, imperialism, and colonialism C militarism, alliances, imperialism, and socialism D militarism, alliances, imperialism, and isolationism A B C D Germany invaded France. Germany invaded Belgium. The Germans sank British supply boats. The Germans sank American ships. 5. New weapons were developed during WWI in response to A B C D 2. Tensions rose in the Balkan Peninsula because A Serbia was not independent. B of strong nationalist tendencies, especially in Serbia. C the Triple Entente divided Serbia by ethnic group. D oil had been discovered. an appeal from neutral nations. the dwindling number of troops. the deadlock caused by trench warfare. the increased use of airplanes. 6. Which is a characteristic of total war? A B C D government taking over industries civilians conserving for the troops propaganda posters all of the above 3. Austria-Hungary used Archduke Ferdinand’s assassination as an excuse A B C D to attack Russia. to attack Belgium. to declare war on Serbia. to threaten Germany with war. Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor. World History 066-75 World History 5.01_5.05 Ver.2.indd 66 66 EOC Test Prep Workbook 4/3/07 10:50:26 AM Name ________________________________________Class____________________ Date ___________________ World History Objective 5.01 7. Why was control of the Dardanelles important? 10. The formal peace agreement ending World War I is called the A The Allies shipped supplies to Russia through the passage. B The Central Powers trained there. C The Allies planned to retreat there. D It was the site of iron ore mines. A B C D Fourteen Points. Treaty of Versailles. Ottoman Mandates. Central Armistice. 11. Study the maps below. 8. What contributed to the United States’ entrance into World War I? FINLAND Europe before World War I NORWAY A President Wilson’s Fourteen Point Plan B a weakening United States economy C Germany’s policy of unrestricted submarine warfare D Mexico’s invasion of Texas, Arizona, and New Mexico SWEDEN DENMARK GREAT BRITAIN RUSSIA NETHERLANDS GERMAN EMPIRE BELGIUM LUXEMBOURG ALSACELORRAINE FRANCE AUSTRIA-HUNGARY SWITZERLAND ROMANIA SPAIN PORTUGAL SERBIA ITALY 9. Germany asked for a truce after BULGARIA MONTENEGRO ALBANIA ICELAND A the United States threatened war. B the Ottoman Empire collapsed. C the Central Powers attacked the Western Front. D Allied forces broke through the Hindenburg Line. OTTOMAN EMPIRE GREECE 0 250 0 250 500 Miles N 500 Kilometers N W Azimuthal Equal-Area Projection W E FINLAND Europe after World War I NORWAY SWEDEN ESTONIA IRISH FREE STATE LATVIA DENMARK LITHUANIA GREAT BRITAIN BELGIUM GERMANY Rhineland Saarland CZ LUXEMBOURG AlsaceLorraine FRANCE East Prussia Free City ’ of Gdansk NETHERLANDS UNION OF SOVIET SOCIALIST REPUBLICS POLAND EC H AUSTRIA O SL OVAKI A HUNGARY SWITZERLAND ROMANIA YUGOSLAVIA SPAIN ITALY BULGARIA ALBANIA GREECE 1914 boundaries N TURKEY N 1919 boundaries W E New nations S LATAKIA W SYRIA E IRAQ S LEBANON PALESTINE TRANSJORDAN According to these maps, which nations were created exclusively out of Russian land? LIBYA (Italian) A B C D EGYPT (British) NEJD HEJAZ Finland, Estonia, Latvia, Lithuania Czechoslovakia, Poland, East Prussia Austria, Hungary Estonia, Latvia, Lithuania, Poland Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor. World History 066-75 World History 5.01_5.05 Ver.2.indd 67 67 E S S EOC Test Prep Workbook 4/3/07 10:50:27 AM Name ________________________________________Class____________________ Date ___________________ World History Objective 5.02 OBJECTIVES REVIEW Objective 5.02 Assess the significance of the war experience on global, foreign, and domestic policies of the 1920s and 1930s. The experience of world war changed the way countries related to each other. It also changed what people expected from their leaders. (In the 1920s and 1930s) Which policies showed these changes? 1. Gandhi believed change should come through 4. The New Deal was based on the belief that A government should play a limited role in business. B depressions are a normal part of economic cycles. C government spending could start an economic recovery. D limiting imports will increase the need for American products. A nonviolent action and economic independence. B nonviolent action and civil disobedience. C personal sacrifice and civil disobedience. D personal sacrifice and national protests. 2. Kemal Atatürk worked to make Turkey a modern nation by 5. The Smoot-Hawley Tariff Act resulted in A forming an alliance with Greece. B abandoning the Ottoman Empire. C making the government completely secular. D increasing Muslim influence on the government. A B C D a strong Japanese economy. economic prosperity in Europe. a drastic decrease in world trade. an increase in American exports. 6. The Japanese military promoted aggressive expansion because Japan 3. Which is a consequence of World War I for Africans? A B C D A pride in their role in the Treaty of Versailles B nationalist feelings growth of C economic prosperity D fewer demands for independence lost the support of Germany. feared the spread of communism. was ejected from the League of Nations. needed access to more natural resources. Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor. World History 066-75 World History 5.01_5.05 Ver.2.indd 68 68 EOC Test Prep Workbook 4/4/07 10:33:52 AM Name ________________________________________Class____________________ Date ___________________ World History Objective 5.02 7. Fascism is the belief that 10. One effect of the Great Depression in Germany was A democratic unity leads to national strength. B nationalism is rooted in ethnic superiority. C the good of the nation is more important than individual rights. D a classless society run by workers develops a strong government. A Hitler tried to overthrow the German government in 1923. B Germans were desperate for a strong leader to improve their lives. C Germany became more democratic. D laws were passed to help Jewish businesses. 8. The attempt by a government to control all aspects of life is called A B C D 11. What was the goal of the Nuremberg Laws? A rebuild the German army and empire B remove Jews from mainstream German society C protect Jews and Jewish businesses from attack D officially appoint Hitler as chancellor of Germany capitalism. totalitarianism. oppositional rule. parliamentary rule. 9. The goal of Stalin’s collectivization plan was to A B C D build labor camps. increase farm production. increase land ownership by peasants. remove all opposition to communism. Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor. World History 066-75 World History 5.01_5.05 Ver.2.indd 69 69 EOC Test Prep Workbook 4/4/07 10:33:58 AM Name ________________________________________Class____________________ Date ___________________ World History Objective 5.03 OBJECTIVES REVIEW Objective 5.03 Analyze the causes and course of World War II and evaluate it as the end of one era and the beginning of another. What caused World War II? What events happened during the war? How did the end of the war mark a new phase for the world? 1. Which act(s) of German aggression eventually led to the start of World War II? 5. Why was control of the Atlantic a critical factor in World War II? A the re-militarization of the Rhineland B the annexation of Austria and parts of Czechoslovakia C the invasion of Poland D all of the above A Britain and the Soviet Union depended on supplies by sea. B Germany had an advanced battleship program. C The Allies needed a morale boost. D Japan controlled the Pacific Ocean. 2. Germany, Italy, and Japan formed an alliance called the A B C D 6. The Battle of the Coral Sea was a turning point in the war because Axis Powers. Allies. Nationalist Party. Soviet Resistance. A the British gained control of Port Moresby. B it was the first time a Japanese advance had been stopped. C the Allies suffered no losses. D Japan gained control of several islands. 3. After the blitzkrieg in Poland, France and Britain A advised Poland to respect the Treaty of Versailles. B forced the Germans out of Poland. C declared war on Germany. D joined the Axis Powers. 7. The Final Solution involved which of the following? A the establishment of death camps for Jews B the Allied invasion of Europe C the use of atomic bombs in the Pacific D the Allied plan to evacuate Jews from Europe 4. The United States abandoned isolationism and entered the war when A B C D Germany attacked the Soviets. Britain needed help at Dunkirk. Japan attacked Pearl Harbor. Italy claimed French Indochina. Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor. World History 066-75 World History 5.01_5.05 Ver.2.indd 70 70 EOC Test Prep Workbook 4/3/07 10:50:28 AM Name ________________________________________Class____________________ Date ___________________ World History Objective 5.03 8. This passage is taken from Winston Churchill’s speech to Parliament following Dunkerque. 9. Allied control of the Suez Canal was important because A it linked the Mediterranean with the oil fields in the Middle East. B it would distract Hitler’s attention from Europe. C Britain couldn’t fight in the desert. D Egypt had access to German codes. “I have, myself, full confidence that if all do their duty, if nothing is neglected and if the best arrangements are made, as they are being made, we shall prove ourselves once again able to defend our Island home, to ride out the storm of war, and to outlive the menace of tyranny, if necessary for years, if necessary alone. … That is the will of Parliament and the nation. … Even though large tracts of Europe and many old and famous States have fallen or may fall into the grip of the Gestapo and all the odious apparatus of Nazi rule, we shall not flag or fail. We shall go on to the end, we shall fight in France, we shall fight on the seas and oceans, we shall fight with growing confidence and growing strength in the air, we shall defend our Island, whatever the cost may be, we shall fight on the beaches, we shall fight on the landing grounds, we shall fight in the fields and in the streets, we shall fight in the hills; we shall never surrender, and even if, which I do not for a moment believe, this Island or a large part of it were subjugated and starving, then our Empire beyond the seas, armed and guarded by the British Fleet, would carry on the struggle, until, in God’s good time, the New World, with all its power and might, steps forth to the rescue and the liberation of the old.” 10. What brought an end to the war with Japan? A B C D the Allied victory in Iwo Jima dropping atomic bombs on Japan the death of Hitler the end of the war in Europe 11. The primary purpose of the Yalta Conference was to A divide Europe into communist and democratic nations. B plan the invasion of Berlin. C agree on what to do with postwar Europe. D determine where the war refugees would settle. 12. The Cold War would arise largely from British and American concerns about Stalin’s intentions A B C D What warning is given to the British government and people? A The fight may be lonely, long, and difficult. B Victory is impossible without support from the USA. C War will continue until Nazi rule is defeated. D Victory is inevitable. in Western Europe. in China. in Eastern Europe. for the League of Nations. Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor. World History 066-75 World History 5.01_5.05 Ver.2.indd 71 71 EOC Test Prep Workbook 4/3/07 10:50:28 AM Name ________________________________________Class____________________ Date ___________________ World History Objective 5.04 OBJECTIVES REVIEW Objective 5.04 Trace the course of the Cold War and assess its impact on the global community including but not limited to the Korean War, the satellite nations of Eastern Europe, and the Vietnam War. What happened during the Cold War? How did the Cold War change the way nations interacted? Consider the effect of the Korean War, the satellite nations of Eastern Europe, and the Vietnam War. 1. After 1945, a source of continuing conflict among the World War II Allies was A B C D 4. Study the 1946 quote below from Winston Churchill. “From Stettin in the Baltic to Trieste in the Adriatic, an iron curtain has descended across the Continent . . . All these famous cities and the populations around them lie in the Soviet sphere and are subject, in one form or another, not only to Soviet influence, but to a very high degree and increasing measure of control from Moscow.” Soviet expansion in Eastern Europe. Germany’s reparations to Europe. the relocat of the iron curtain. how to divide Berlin. 2. What was the purpose of the Marshall Plan? A to force the Soviets out of Turkey B to form a united German nation C to build the military power of Western European nations friendly to the United States D to help Western Europe make a rapid recovery and maintain political stability The quote came at the beginning of which conflict? A B C D 5. What was North Korea’s goal in the Korean War? 3. Western leaders responded to the Soviet Union’s blockade of West Berlin by A B C D Cold War World War II Korean War Vietnam War A B C D building the Berlin Wall. organizing the Berlin airlift. sending troops to force out the Soviets. installing missiles in West Berlin. prevent South Korean aggression unite Korea under communism get help from the Soviet Union challenge the United Nations 6. After the French defeat at Dien Bien Phu, the Western powers wanted to keep which of the following from happening? A B C D longterm U.S. aid to Vietnam continued French influence Vietnamese exports to Japan complete Communist control of Vietnam Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor. World History 066-75 World History 5.01_5.05 Ver.2.indd 72 72 EOC Test Prep Workbook 4/3/07 10:50:28 AM Name ________________________________________Class____________________ Date ___________________ World History Objective 5.04 7. Study the quote below. 9. During the Red Scare, Senator Joseph McCarthy wanted to expose Communists in “You have a row of dominoes set up, you knock over the first one, and what will happen to the last one is the certainty that it will go over very quickly. So you could have the beginning of a disintegration that would have the most profound influences . . . Asia, after all, has already lost some 450 millions of her peoples to the Communist dictatorship, and we simply can’t afford greater losses.” A B C D 10. The Bay of Pigs invasion aimed to A B C D —Dwight Eisenhower This 1954 quote from Dwight Eisenhower uses the analogy of a line of dominoes falling over to argue that once a nation falls to communism, A B C D Cuba. the Soviet Union. the U.S. government. the computer industry. end the Cold War. end the Cuban missile crisis. trigger an uprising against Fidel Castro. establish an American airbase on Cuba. 11. The SALT I and II talks led to A B C D neighboring states will also fall. nations at the end of the line will fall. dominoes are a communist tool. other nations can be saved by protecting one nation in the line. increased Cold War tensions. limits on nuclear weapons. détente with Communist China. unlimited development of arms. 12. The Cold War ended when A B C D 8. The Berlin Wall was built to A prevent the spread of communism. B strengthen German nationalism. C block supplies from East to West Germany. D stop the exodus of people from East to West Germany. the Soviet Union collapsed. the Berlin Wall fell. the Soviet republics adopted communism. the superpowers signed a treaty. Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor. World History 066-75 World History 5.01_5.05 Ver.2.indd 73 73 EOC Test Prep Workbook 4/3/07 10:50:28 AM Name ________________________________________Class____________________ Date ___________________ World History Objective 5.05 OBJECTIVES REVIEW Objective 5.05 Examine governmental policies, such as the Kellogg-Briand Pact, which were established to help maintain peace and the role of organizations including the League of Nations and the United Nations in that venture, and evaluate their continuing effectiveness. Think about the Kellogg-Briand Pact. How did government policies like that help keep the peace? How did organizations such as the League of Nations and the United Nations help? How effective are these organizations today? 1. In early 1918, Woodrow Wilson outlined a plan for world peace that he called the Fourteen Points. His plan included 4. In June of 1950, General Dwight Eisenhower led a United Nations force to defend what Asian country? A a reduction of weapons. B the right of all people to choose their own governments. C the formation of an organization of nations to protect one another from aggression. D all of the above A B C D 5. During the Cold War many countries wished to avoid getting caught up in the worldwide superpower rivalry and refused to support either side. These countries were called 2. In 1919, the Treaty of Versailles established an organization of world governments to encourage international cooperation and maintain peace. This group was called A B C D A B C D the Central Powers. the League of Nations. the Allied Powers. for United Nations. Warsaw Pact members. NATO members. Soviet satellites nonaligned nations. 6. The Americans and Soviets made several agreements to try and limit weapons in the world. Which did these include? 3. At the Yalta Conference in early 1945, the Allies proposed a new world organization to promote peace called the A B C D South Korea Vietnam Cambodia China A President Eisenhower’s Open Skies Treaty B Strategic Arms Limitation Talks (SALT) I and II C Intermediate-Range Nuclear Forces (INF) Treaty D all of the above League of Nations. Allied Coalition. United Nations. none of the above Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor. World History 066-75 World History 5.01_5.05 Ver.2.indd 74 74 EOC Test Prep Workbook 4/3/07 10:50:28 AM Name ________________________________________Class____________________ Date ___________________ World History Objective 5.05 7. President Nixon sought to reduce tension between the superpowers and promote peace through what he called détente. the Truman Doctrine. isolationism. glasnost. A B C D 8. The collapse of the Soviet Union brought new threats to peace. Where could ethnic unrest be found? 12. Study the graph below. 7À`Ê/iÀÀÀÃÊV`iÌà £xqÓääx A B C D Kosovo. Somalia. Haiti. all of the above Ã> 10. Since the early 1990s, U.S. forces have participated in peacekeeping missions in ``i >ÃÌ Poland Romania Cmthe former Yugoslav republics none of the above ÕLiÀÊv V>ÃÕÌià ÕLiÀÊv ÌÌ>Và vÀV> A B C D ÕLiÀÊvÊÌÌ>Và 9. In 1995, diplomatic effort finally ended the ethic cleansing in which part of Eastern Europe? £ä]äää ]xää ]äää n]xää n]äää Ç]xää Ç]äää È]xää È]äää x]xää x]äää {]xää {]äää Î]xää Î]äää Ó]xää Ó]äää £]xää £]äää xää ä ÕÀ«i Chechnya Serbia Bosnia and Herzegovina all of the above -ÕÌ iÀV> A B C D Palestine Liberation Organization Al Qaeda The Baader-Meinhof Group none of the Above ÀÌ iÀV> A B C D 11. After the terrorist attacks on September 11, 2001, the Taliban government in Afghanistan supported and protected members of which terrorist organization? In the ten years covered by the graph above, what region experienced the fewest casualties due to terrorism? A B C D South America North America Asia Middle East Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor. World History 066-75 World History 5.01_5.05 Ver.2.indd 75 75 EOC Test Prep Workbook 4/3/07 10:50:28 AM Name ________________________________________Class____________________ Date ___________________ World History Objective 6.01 OBJECTIVES REVIEW Objective 6.01 Compare the conditions, racial composition, and status of social classes, castes, and slaves in world societies and analyze changes in those elements. Think about social classes, castes, and slavery around the world. What status did these groups have in society? What races made up these groups? What conditions did these groups live in? How have these factors changed over time? 1. According to the chart, what is the geographic origin of all races and ethnic groups in the world today? 3. Early in the Industrial Revolution, what was the role of children? A B C D 4HE%THNIC$EVELOPMENTh4REEv !&2)#!.'2/503 OTHER!FRICANS +HOISANS"USHMEN attend school and honor their parents play with each other earn money for the family care for younger siblings %THIOPIANS %UROPEANS7EST!SIANS 4. What caused the change in slave exports from Africa after 1800? "ERBERS !&2)#! )NDIANS ,APPS Slave Exports from Africa: 1450–1900 %AST!SIANS)NUIT !MERINDIANS /54 /& !&2)#! '2/503 A B C D Period Volume Percent 1450–1600 367,000 3.1 .EW'UINEANS 1601–1700 1,868,000 16 !USTRALIANS 1701–1800 6,133,000 52.4 1801–1900 3,330,000 28.5 TOTAL 11,698,000 100 3OUTHEAST!SIANS /CEANIANS Africa Australia Bushmen Europe and West Asia A emancipation acts in the US B American revolution became the priority C increased descendents of slaves necessitated fewer imports D slave imports from other regions increased 2. What did wealthy Italians value during the Renaissance period? A B C D food and entertainment family gatherings the outdoor environment dressing appropriately Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor. World History 076-87 World History 6.01_6.06 Ver.2.indd 76 76 EOC Test Prep Workbook 4/3/07 10:50:40 AM Name ________________________________________Class____________________ Date ___________________ World History Objective 6.01 5. At the time of the French Revolution, what were the Estates? 9. In ancient Egypt, what obligation did peasants have to the government? A large divisions of land, worked by peasants and ruled by a king B the early form of nations C groups of people with very different rights and obligations D a line of inheritance to the throne A to work on government projects one month each year B to supply slaves to build the pyramids C to pay taxes in the form of jewelry for the pharaoh’s tomb D to educate engineers 6. Which of the following was a feature of South Africa’s policy of apartheid? 10. Which phrase best describes ancient Egypt’s social structure? A B C D identity books for blacks a ban on interracial marriage rural “homelands” for blacks all of the above A B C D highly stratified, or layered peasant farmers as the top level no apparent social structure two layers, with scribes, pharaohs, and priests at the top 7. The Indian Removal Act called for the 11. Membership in a caste determined one’s A relocation of five Indian nations. B closing of Indian reservations. C removal of white settlers from Indian lands. D peaceful coexistence of settlers and the Native Americans. A B C D 12. What bold view did Confucian writer Ban Zhao include in Lessons for Women? 8. For the first half of the 1800s most of Russia’s population consisted of A B C D job and marriage partner. name and regional leader. religion. language and writing system. A B C D peasants. nobility. industrial workers. members of the czar’s family. Women were men’s equals. Women should be educated. Women were superior to men. Women should be land owners. Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor. World History 076-87 World History 6.01_6.06 Ver.2.indd 77 77 EOC Test Prep Workbook 4/3/07 10:50:42 AM Name ________________________________________Class____________________ Date ___________________ World History Objective 6.02 OBJECTIVES REVIEW Objective 6.02 Analyze causes and results of ideas regarding superiority and inferiority in society and how those ideas have changed over time. Throughout history there are ideas that one group is more important or worthy than another. What makes someone think this? What happens when people believe this? How have these beliefs changed over time? 1. According to the Qur’an, women are A B C D 4. Which is a “push” factor of migration? equal to men before Allah. the head of the family. required to wear a veil. able to have more than one husband. A B C D 2. The Qur’an required that slaves A B C D 5. What term describes the view expressed in the quote below? should be freed. should be treated fairly. participate in government. could only be owned, bought and sold by non-Muslims. “I contend that we are the finest race in the world and that the more of the world we inhabit the better it is for the human race…What an alteration there would be if they [Africans] were brought under Anglo-Saxon influence.” A B C D 3. The massacre that occurred in Rwanda in 1994, is an example of A B C D education persecution job opportunities advanced healthcare an ethnic conflict. a religious conflict. a nuclear conflict. an economic conflict. swadeshi Iwakura Mission Social Darwinism “people’s livelihood” 6. Which was a privilege of the First Estate in revolutionary France? A B C D held all key positions in government answered only to church courts chose monarchs controlled all laborers in France Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor. World History 076-87 World History 6.01_6.06 Ver.2.indd 78 78 EOC Test Prep Workbook 4/3/07 10:50:42 AM Name ________________________________________Class____________________ Date ___________________ World History Objective 6.02 7. Why did the Egyptian pharaoh enslave the Israelites? 9. The Final Solution involved which of the following? A to show his absolute power over Moses B to gain a military victory over Canaan C out of fear that the Israelites might rise up against the Egyptians D to punish the Isrealites for bringing the plagues to Egypt A the establishment of death camps for Jews B the Allied invasion of Europe C the use of atomic bombs in the Pacific D the Allied plan to evacuate Jews from Europe 8. Pharaohs had absolute power in Egypt because the people believed A B C D 10. What term describes the deliberate destruction of a racial, political, or cultural group? the gods chose the pharaohs. the gods spoke to the pharaohs. the pharaoh was a god in human form. the pharaoh held control over the gods. A B C D propaganda genocide herbicide holocaust Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor. World History 076-87 World History 6.01_6.06 Ver.2.indd 79 79 EOC Test Prep Workbook 4/3/07 10:50:42 AM Name ________________________________________Class____________________ Date ___________________ World History Objective 6.03 OBJECTIVES REVIEW Objective 6.03 Trace the changing definitions of citizenship and the expansion of suffrage. What does it mean to be a citizen? The answer has changed over time. List those changes and link them together. When does the idea of the right to vote show up? Who has the right to vote? When and how did more people get the right to vote? 1. In 1893, New Zealand was the first country to A B C D 4. Women’s war efforts helped women in some countries win legalize unions. abolish slavery. become a dominion. give women the right to vote. A B C D the right to vote. equal pay for equal work. leadership roles in the army. all of the above 2. The goal of Chartism was to obtain A B C D 5. To increase representation, the Reform Act of 1832 child labor laws. freedom for slaves. legalization of unions. voting rights for all men. A B C D 3. African Americans were granted citizenship through A B C D lowered the voting age. gave women the right to vote. included fewer representatives. gave the vote to middle-class men. 6. What was gained from the Tennis Court Oath? the Gettysburg Address. the Civil Rights Act. the Fourteenth Amendment. a series of individual state laws. A Each representative of the Estates General could vote. B The Second Estate did not vote. C The cahiers or grievance notebooks were read. D The king’s power over the government grew stronger. Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor. World History 076-87 World History 6.01_6.06 Ver.2.indd 80 80 EOC Test Prep Workbook 4/3/07 10:50:42 AM Name ________________________________________Class____________________ Date ___________________ World History Objective 6.03 7. The plebeians first won rights in Rome by A B C D 9. Who did not benefit from France’s Declaration of the Rights of Man and Citizen? declaring a civil war. boycotting Roman markets. refusing to fight for Rome. joining the patrician society. A B C D 8. The Congress of Vienna A changed many national borders in Europe. B restored monarchies in much of Europe. C restricted the rights of citizens in monarchies. D all of the above artisans peasants women sans culottes 10. Who had the right to vote according to France’s 1791 constitution? A B C D all citizens the clergy and congregation of the church tax-paying men over the age of 25 educated and employed citizens Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor. World History 076-87 World History 6.01_6.06 Ver.2.indd 81 81 EOC Test Prep Workbook 4/3/07 10:50:42 AM Name ________________________________________Class____________________ Date ___________________ World History Objective 6.04 OBJECTIVES REVIEW Objective 6.04 Relate the dynamics of state economies to the well-being of their members and to changes in the role of government. Think about economics at the national level, they are always changing. How do these changes transform people’s safety, happiness, and health? How do changes reflect what the government wants to accomplish? 1. What event contributed to Irish opposition to British rule? an act of the Irish Parliament Canada gaining home rule the American Revolution British response to the potato famine 1i«ÞiÌ] £Óq£ÎÎ Îä *iÀViÌÊvÊ7ÀvÀVi A B C D 5. Use the graph below and your knowledge of history to answer the following question. 2. What effect did widespread poverty have on a unified Italy? A B C D Martial law was declared. Many Italians emigrated. Fewer goods were available. The power of the Catholic Church weakened. iÀ>Þ 1Ìi` }` Óä £x £ä x ä £Ó 1Ìi`Ê-Ì>Ìià £Îä £Î£ £ÎÓ £ÎÎ 9i>À 3. How did the Incas create stability in their expansive empire? What does this graph illustrate? A through political alliances B with a system of resettlement C by allowing local leaders to maintain power D by rewarding loyalty with personal freedoms A more and more people found work after 1929 B rising unemployment until 1932 C growth in trade among countries D all of the above 6. The New Deal was based on the belief that 4. Which contributed to the stock market crash of 1929? A B C D Óx A government should play a limited role in business. B depressions are a normal part of economic cycles. C government spending could start an economic recovery. D limiting imports will increase the need for American products. increasing reliance on credit drop in Japanese silk prices equal distribution of wealth tight government bank controls Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor. World History 076-87 World History 6.01_6.06 Ver.2.indd 82 82 EOC Test Prep Workbook 4/3/07 10:50:42 AM Name ________________________________________Class____________________ Date ___________________ World History Objective 6.04 7. The Soviet economy faltered in the 1980s because 11. Read this passage from George Marshall’s Senate testimony about the need for his Marshall Plan. What reason does he give for providing US Economic aid to Europe? A it stressed heavy industry at the expense of consumer goods. B planners based manufacturing on supply and demand. C the government shifted from communism to democracy. D the government rejected . “The truth of the matter is that Europe’s requirements for the next three or four years of foreign food and other essential products — principally from America — are so much greater than her present ability to pay that she must have substantial additional help or face economic, social, and political deterioration of a very grave character. … 8. What caused the failure of dictatorships in Latin America in the 1980s and 1990s? It is logical that the United States should do whatever it is able to do to assist in the return of normal economic health in the world, without which there can be no political stability and no assured peace. [The purpose of our policy] should be the revival of a working economy in the world so as to permit the emergence of political and social conditions in which free institutions can exist.” A military invasions from other countries B failure to achieve needed social and economic goals C total withdrawal of international businesses D massive emigration of highly skilled workers A revive the world’s economy and promote democracy B rehabilitate Europe C assure peace D feverish maintenance of the war effort 9. How did the enclosure movement increase food production? A labor was not allowed to leave the farm B replacing many poor farmers with one good farmer C more efficient farming methods D prevented herds from walking away 12. How was the North American Free Trade Agreement (NAFTA) supposed to promote trade between its three member countries? 10. Castro’s goals for Cuba included A B C D A B C D redistributing of wealth. restoring the free press. establishing a Marxist regime. dependence on the Soviet Union. open outsourcing possibilities guarantee foreign markets share a common currency and language eliminate import and export taxes Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor. World History 076-87 World History 6.01_6.06 Ver.2.indd 83 83 EOC Test Prep Workbook 4/3/07 10:50:42 AM Name ________________________________________Class____________________ Date ___________________ World History Objective 6.05 OBJECTIVES REVIEW Objective 6.05 Analyze issues such as ecological/environmental concerns, political instability, and nationalism as challenges to which societies must respond. Societies face many challenges. In what ways is society challenged by environmental concerns? How are political instability, and nationalism a challenge? 1. The Industrial Revolution led to imperialism because 4. In 1989, protesters occupied Tiananmen Square demanding A industrialists wanted to use their wealth to protect African and Asian cultures. B Europeans planned to set up huge manufacturing centers in Asia. C Europeans expected to sell most of their manufactured goods to Africans. D it created a need for natural resources used in manufacturing. A B C D 5. The purpose of the “Quit India” campaign was to A B C D 2. Which is a problem for China today? A B C D peace with Taiwan. an end to economic reforms. greater democracy in China. prosecution of the Red Guards. air and water pollution decreasing population declining standards of living a shrinking economy win support for Gandhi’s rule. drive the British from India. abolish the Indian National Congress. provide a separate place for the Muslim community. 6. Nationalists in Angola and Mozambique fought for years before winning independence from 3. Asian Tiger economies grew in part because they A B C D A had high labor costs. B had access to major water trade routes. C followed the economic policies of Latin American nations. D balanced raw materials exports with manufactured goods imports. Great Britain. Portugal. Belgium. France. Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor. World History 076-87 World History 6.01_6.06 Ver.2.indd 84 84 EOC Test Prep Workbook 4/3/07 10:50:43 AM Name ________________________________________Class____________________ Date ___________________ World History Objective 6.05 7. What contributed to unrest in Iran in the 1970s? 9. In West Africa, desertification is caused by A B C D A the shah’s resistance to modernization B the death of Ayatollah Khomeini C the rapid change from a rural to an industrialized urban society D the shah’s unwillingness to work with Western powers 10. The purpose of the Green Revolution is to A B C D 8. Which is a cause of poverty? A B C D pollution and deforestation. drought and deforestation. drought and industrialization. pollution and industrialization. peace the Helsinki Accords a lack of natural resources slow population growth stop air pollution. control water pollution. increase food production. provide financial assistance to poor farmers. Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor. World History 076-87 World History 6.01_6.06 Ver.2.indd 85 85 EOC Test Prep Workbook 4/3/07 10:50:43 AM Name ________________________________________Class____________________ Date ___________________ World History Objective 6.06 OBJECTIVES REVIEW Objective 6.06 Trace the development of internal conflicts due to differences in religion, race, culture, and group loyalties in various areas of the world. Citizens are loyal to different religions, races, cultures, and other groups. Disagreement between groups can lead to conflicts inside a nation. Outline some of these conflicts around the world. 1. Which was a cause of the Civil War? A B C D 4. The Inquisitions were the Emancipation Proclamation reconstruction shots fired at Gettysburg Lincoln’s election as president A feudal lords who waged war on heresy. B friars who lived and preached in the cities. C trials of people suspected of contradicting religious teachings. D political and religious leaders who determined the fate of the papacy in the early 1300s. 2. One factor that led to the growth in nationalism in Europe was A a fear of the Ottoman Empire. B that most people spoke the same language. C that the Congress of Vienna had created political boundaries that ignored national groups. D the need for trade laws. 5. The Hundred Years’ War and the War of the Roses were both caused by conflict over A B C D 3. What was the main cause of the Sepoy Mutiny? thrones. trade. religion. borders. 6. The purpose of the Long March was to A The British closed Indian textile factories. B British officers forced Sepoys to spend hundreds of hours in violent training exercises. C Indians believed the British were trying to force Indians to abandon their religious beliefs. D British trade benefits were not extended to the Sepoys. A drive out the warlords. B protest outside rule. C spread the Guomindang Party’s power throughout China. D find a safe place for Chinese Communists. Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor. World History 076-87 World History 6.01_6.06 Ver.2.indd 86 86 EOC Test Prep Workbook 4/3/07 10:50:43 AM Name ________________________________________Class____________________ Date ___________________ World History Objective 6.06 7. Mohandas Gandhi believed change should come through 10. The Polish organization Solidarity A B C D A nonviolent action and economic independence. B nonviolent action and civil disobedience. C personal sacrifice and civil disobedience. D personal sacrifice and national protests. was defeated in free elections. was an anti-Communist movement. backed the Polish government. called for the use of martial law to put down unrest. 11. The Khmer Rouge’s goal in Cambodia was to 8. What was the goal of the Nuremberg Laws? A B C D A rebuild the German army and empire B remove Jews from mainstream German society C protect Jews and Jewish businesses from attack D officially appoint Hitler as chancellor of Germany modernize the country. establish a democracy. expand into Vietnam and Laos. create a simple peasant society. 12. In 1940, the Muslim League formally called for A B C D 9. In Canada during the 1960s, growing nationalism among French-speaking residents of Quebec brought calls for partition of India. the right to serve in Congress. home rule. British rule. A a Canadian role in the Vietnam War. B an end to the sheltering of American draft evaders. C the separation of Quebec from Canada. D a law declaring French the sole national language of Canada. Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor. World History 076-87 World History 6.01_6.06 Ver.2.indd 87 87 EOC Test Prep Workbook 4/3/07 10:50:43 AM Name ________________________________________Class____________________ Date ___________________ World History Objective 7.01 OBJECTIVES REVIEW Objective 7.01 Assess the degree to which discoveries, innovations, and technologies have accelerated change. Some things speed up change: new technology, new information, or a new way of doing things. How much has change sped up? 1. The Industrial Revolution began in the A B C D 4. What major change happened when the weaving industry moved into factories? automobile industry. textile industry. energy sector. telecommunications industry. A Space made it possible to use larger machines. B Workers were separated from family life. C People moved to cities to be closer to the factories. D all of the above 2. How did the discovery of monsoon wind patterns speed up trade? A ships stopped crashing in storms B ships didn’t have to sail against the wind C ships used the winds to reach new trading nations D buyers wanted to avoid the rains 5. How did the steam engine change the textile industry? A Factories no longer had to be built near rivers and streams. B A wider variety of fibers could be used in textiles. C It decreased the industry’s need for coal. D It improved life for children working in the mills. 3. What impact has wireless technology had in the developing world? A brought phones without the need for expensive telephone poles B made it possible to communicate with nomadic societies C launched people into the upper classes D opened tourism businesses 6. How did mass production change the nature of products? A Assembly lines produced products with identical parts. B No two products were the same. C Replacement parts had to be specially made for each product. D Customized parts were made by skilled workers. Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor. World History 088-95 World History 7.01_7.04 Ver.2.indd 88 88 EOC Test Prep Workbook 4/3/07 10:50:52 AM Name ________________________________________Class____________________ Date ___________________ World History Objective 7.01 7. How did the telephone and telegraph speed up change? 10. Why were early civilizations able to give up the hunting and gathering lifestyle? A People used them to tell others about new ideas. B People wanted the latest gadgets. C it made instant, long-distance communication possible. D it made letters old-fashioned. A B C D 11. What tool helped sailors direct their ships? A B C D 8. In the late 1800s, medicine and public health was improved by the use of A B C D Tending crops gave them enough food. Animals stopped migrating. They had pyramids to live in. Weaving technology provided jobs. ether. antiseptics. pasteurization. all of the above telescope globe sextant clock 12. Ancient Indian civilization produced all the following scientific and technological advances EXCEPT 9. The printing press made books faster and cheaper than copying by hand. How did this help spread ideas? A B C D A More authors got published. B There were more books and more people could afford them. C People could print their own books at home. D Editing became a profession. inoculation. plastic surgery. mummification. Arabic numerals. Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor. World History 088-95 World History 7.01_7.04 Ver.2.indd 89 89 EOC Test Prep Workbook 4/3/07 10:50:53 AM Name ________________________________________Class____________________ Date ___________________ World History Objective 7.02 OBJECTIVES REVIEW Objective 7.02 Examine the causes and effects of scientific revolutions and cite their major costs and benefits. What makes a scientific revolution possible? How has it changed the world? Not all change is positive. What good and bad results have scientific revolutions made? 1. Which was a hazard of using coal as a power source? A B C D 4. Pasteurization is a process that uses heat to A B C D Mines employed few people. Burning coal created air pollution. Rats and fleas infested mines. River mills needed workers. 5. Before Copernicus published his theory, Europeans’ understanding of the solar system came from 2. What power source drastically changed industry and daily life in the late 1800s? A B C D open new pastures for cows. make materials radioactive. disinfect medical tools. kill harmful bacteria and preserve food. coal water steam electricity A B C D 3. How did the availability of electricity affect industry in the late 1800s? satellite photos and telescopic images. Brahe’s theory. the Church’s teachings. what they saw in the sky. 6. The Scientific Method promoted the idea that A new things could be learned through reasoning and experimentation. B scientists could prove the Church was wrong. C new things could be learned through prayer and reading the Bible. D education should be provided to all citizens. A Factory production increased. B Factories moved closer to rivers. C There were fewer jobs for factory workers. D Products made in factories were more costly. Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor. World History 088-95 World History 7.01_7.04 Ver.2.indd 90 90 EOC Test Prep Workbook 4/3/07 10:50:53 AM Name ________________________________________Class____________________ Date ___________________ World History Objective 7.02 7. What ancient Indian idea makes modern math possible? 10. The study of genes and heredity has led to A B C D A the ten-fold path B a symbol for zero C standardized weights and measures D glyphs 8. Galileo adapted a sailor’s spyglass to examine the sky. What did he NOT see? A B C D 11. Which of Pasteur’s inventions can be found in ancient times? A pasteurizing milk B vaccination C microbiology D mummification 12. A 20th-century British official required a person’s fingerprint on contracts. What discovery made fingerprints useful in criminal investigations? stars in the Milky Way Sun spots Jupiter’s moons storms on Mars 9. Which product innovation was first used in space exploration? A B C D extensive family trees. forensic investigation. genetic engineering. Darwinism. scratch-resistant coatings for glass hardened steel quartz watch crystals tidal energy turbines A Each individual has a unique fingerprint that does not change. B A collection of fingerprints was built to help find the guilty. C The British official used dusting powder to find the fingerprint on the contract. D Fingerprints can not be faked. Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor. World History 088-95 World History 7.01_7.04 Ver.2.indd 91 91 EOC Test Prep Workbook 4/3/07 10:50:53 AM Name ________________________________________Class____________________ Date ___________________ World History Objective 7.03 OBJECTIVES REVIEW Objective 7.03 Examine the causes and effects of industrialization and cite its major costs and benefits. What made industrialization possible? Name the good and bad results. 1. Which of the following made the biggest change to industry and life in general? A B C D 4. As work left the home and moved into the factory, water wheel electricity working conditions apprenticeship A home offices were turned into guest rooms. B safety improved on the job. C the worlds of work and home began to separate. D children were sent to daycare. 2. Assembly line methods meant that workers only had to do one step in the making of a product. What was one benefit of this method? 5. Mass production increased the ability to make weapons. Some countries used this military strength to A jobs could be learned quickly B workers were not product experts C children’s small hands could reach inside machines D assembly stopped if one worker was away A end slavery. B conquer and control sources of raw materials. C gain independence from colonial rulers. D prevent an attack by enemy nations. 3. What happened as more people found factory jobs? A B C D 6. What is a lasting effect of industrialization? A B C D the barter system disappeared typing became a profession commuters bought more cars cities grew healthcare the split between rich and poor increase in material comfort mass transportation Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor. World History 088-95 World History 7.01_7.04 Ver.2.indd 92 92 EOC Test Prep Workbook 4/3/07 10:50:53 AM Name ________________________________________Class____________________ Date ___________________ World History Objective 7.03 7. Before industrialization, what was missing from people’s lives? A B C D 10. The textile industry was one of the first that moved to factories because jobs the ability to work from home leisure time meal planning A children could reach behind the machines. B the new looms were too big for weavers’ homes. C production could be broken down into steps. D the looms needed electricity. 8. What factor helped the U.S. industrialize quickly? A B C D huge natural resources large immigrant population slave workforce mass transportation 11. How did industry make it possible to go “from rags to riches”? A Workers could get promoted. B Old textiles could be re-woven into valuable cloth. C New clothes were more affordable. D Hard work could earn a lot of money. 9. Business owners gained power as wealthy individuals, a status that used to belong to A B C D doctors and other healers. landowners. elected representatives. skilled trades people. 12. British colonies supplied raw materials and A B C D an inexpensive work force. a market for finished goods. a powerful navy and merchant fleet. new ideas and technologies. Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor. World History 088-95 World History 7.01_7.04 Ver.2.indd 93 93 EOC Test Prep Workbook 4/3/07 10:50:53 AM Name ________________________________________Class____________________ Date ___________________ World History Objective 7.04 OBJECTIVES REVIEW Objective 7.04 Describe significant characteristics of global connections created by technological change, and assess the degree to which cultures partake in that change. Changing technology made it possible to connect around the world. Describe these connections. Are all people around the world taking part in these changes? 1. What did the telegraph make possible? 5. Use the map below and your knowledge of history to answer the following question. How would this map look if it depicted the transcontinental railroad? A long-distance relationships B communication around the world in hours, not days C the railroad D jobs for people with disabilities Ý«>ÃÊvÊ,>À>`à 2. British colonies provided Great Britain with A a much needed workforce. B models of business structures. C industrial researchers and business investors. D raw materials and markets for finished goods. ,>À>`ÃÊÊ£nxä 3. What was the advantage radio held over the telephone and telegraph? A B C D A The map would show only southern United States. B The map would show all of the United States. C The map would show only the city of Chicago. D The map would need to show both the United States and Mexico. It was smaller. It was wireless. It was more reliable. It was less complicated. 4. What enabled European nations to expand their power in Asia and Africa? A The banking industry gave Europe a financial advantage. B New technologies increased the Europeans’ military advantage. C Europeans believed they had much to learn from Africans and Asians. D New methods of packaging were used to ship supplies to colonies. 6. The British sold opium to the Chinese in order to A B C D gain control over the ports. undermine the government. help balance trade. show its political strength. Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor. World History 088-95 World History 7.01_7.04 Ver.2.indd 94 94 EOC Test Prep Workbook 4/3/07 10:50:53 AM Name ________________________________________Class____________________ Date ___________________ World History Objective 7.04 7. The Treaty of Nanjing is an example of an unequal treaty because it 11. Study this chart of world Internet access in the year 2006. A gave more privileges to some European nations than others. B forced the British to be tried in Chinese courts. C benefited China and hurt European nations. D benefited European nations at the expense of China. INTERNET ACCESS North America 331 million 68.6% Oceania 34 million 54.1% Europe 807 million 38.2% 554 million 15.1% Middle East 190 million 10.0% Asia 3.668 million 9.9% Africa 915 million 3.6% Which region has the least access? A B C D Africa Oceania Middle East Asia 12. Many international organizations were formed to make economic alliances. Which organization was formed for another reason? 9. By the 1800s, many Latin American countries A B C D POPULATION South and Central America 8. The Industrial Revolution led to imperialism because A industrialists wanted to use their wealth to protect African and Asian cultures. B Europeans planned to set up huge manufacturing centers in Asia. C Europeans expected to sell most of their manufactured goods to Africans. D it created a need for natural resources used in manufacturing. REGION A B C D were in debt to foreign nations. had achieved democratic governments. were free of foreign influence. had paid off all their foreign debt. World Trade Organization (WTO) Group of Eight (G-8) European Union (EU) North Atlantic Treaty Organization (NATO) 10. The Organization of Petroleum Exporting Countries (OPEC) tries to regulate oil production so that A oil reserves are not exploited. B exports bring in as much money as possible. C workers in developing countries get fair wages. D environmental damage from spills is minimized. Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor. World History 088-95 World History 7.01_7.04 Ver.2.indd 95 95 EOC Test Prep Workbook 4/3/07 10:50:54 AM Name ________________________________________Class____________________ Date ___________________ World History Objective 8.01 OBJECTIVES REVIEW Objective 8.01 Trace developments in literary, art, and religious traditions over time as legacies of past societies or as cultural innovations. Even in today’s world, we benefit from ideas and improvements made a long time ago. Find the starting place of these ideas and innovations. Look for evidence of them in literature, art, and religion throughout history. 1. What characteristics of Kabuki plays made them different from earlier plays in Japan? A B C D 4. Which answer shows the artistic styles in the correct order, beginning with the earliest. women acting in female roles very simple costumes and no makeup more action, plot, and humor actors wearing masks to show expression A romanticism, realism, impressionism, surrealism B romanticism, realism, surrealism, impressionism C impressionism, surrealism, romanticism, realism D realism, surrealism, impressionism, romanticism 2. How were Kabuki plays and Shakespeare’s plays similar? A They were written to please the nobility. B Men played both male and female roles. C Both had elaborate stage and costume design. D none of the above 5. Which type of art tried to show life as it really was? A B C D 3. What do traditional haiku poems have in common with paintings from the romantic period? A B C D impressionism encaustic realism super realism 6. What movement was against the use of images in worship? used simple words and ideas criticized the government showed life was hard nature themes A B C D surrealism moksha reincarnation iconoclasm Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor. World History 096-107 World History 8.01_8.06 Ver.2.indd 96 96 EOC Test Prep Workbook 4/3/07 10:51:04 AM Name ________________________________________Class____________________ Date ___________________ World History Objective 8.01 7. How does Muslim art share the values of iconoclasm? A B C D 9. Most Byzantine art was based on A B C D calligraphy is used instead of pictures scenes are realistic focuses on images of religious icons religious symbols are hidden in the scenes 10. Which modern form of expression shows the values of the realism movement? 8. How were artists affected by new scientific knowledge? A B C D nature scenes. religious themes. political profiles. battle scenes. A B C D started to illustrate inventions showed realistic body including muscles stopped illustrating religious themes drew scenes of the future interpretive dance blogging optical illusions journalism Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor. World History 096-107 World History 8.01_8.06 Ver.2.indd 97 97 EOC Test Prep Workbook 4/3/07 10:51:06 AM Name ________________________________________Class____________________ Date ___________________ World History Objective 8.02 OBJECTIVES REVIEW Objective 8.02 Compare major Eastern and Western beliefs and practices, including but not limited to Buddhism, Christianity, Confucianism, Hinduism, Islam, Judaism, and Shintoism, and locate their regions of predominance. Compare major Eastern and Western beliefs and practices. For each one, where in the world can we find most followers? 3. Hindus believe that everything in the world is 1. Read the passage below and answer the question that follows. A B C D “In the beginning Brahman [Brahma] was all this. He was one and infinite: infinite in the east, infinite in the south, infinite in the west, infinite in the north, above and below and everywhere infinite. East and the other regions do not exist for Him… no beneath, no above. The Supreme Self is not to be fixed. He is unlimited... 4. The Buddha taught that nirvana could be found by following the A B C D [T]he Self of all things, which exists everywhere, being all-pervading. … He, the One and Undifferentiated, who by the… application of His powers produces, in the beginning, different objects for a hidden purpose, and, in the end, withdraws the universe into Himself. …” Eightfold Path. devas. traditional caste system. the monk’s vow of poverty. 5. What form of Buddhism teaches that people can help each other find enlightenment? A B C D This Hindu passage demonstrates the idea of A B C D dependent on nature. subject to judgment. an aspect of Brahman. practical in purpose. monism. pluralism. atheism. Buddhism. Tibetan Zen Theravada Mahayana 2. Hindus believe the ultimate goal of human existence is moksha, or A B C D to honor the gods with temples. to develop a classless society. to support and protect one’s family. to escape from the cycle of rebirth. Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor. World History 096-107 World History 8.01_8.06 Ver.2.indd 98 98 EOC Test Prep Workbook 4/4/07 10:34:27 AM Name ________________________________________Class____________________ Date ___________________ World History Objective 8.02 6. Study the map below. CASPIAN SEA 8. The Five Pillars of Islam are ASIA ARAL SEA 40 The Spread of Buddhism 500s B.C. – A.D. 600s A B C D °N N KOREA W JAPAN AFGHANISTAN TIBET CHINA E 20 S °N East China Sea 60°E 60 INDIA Arabian Sea PACIFIC OCEAN BURMA Bay of Bengal South China Sea tor ° r 0 ato Equ CEYLON Equa 9. Which is generally true of Islamic religious art? 0° INDIAN OCEAN 00 00 500 500 500 500 1,000 1,000 Miles Miles 1,000 1,000 Kilometers Kilometers ModifiedConic ConicProjection Projection Modified SUMATRA 100 100°E JAVA A B C D 120°E 120 140°E Which people had the most direct influence on Buddhism in Japan? A B C D Koreans Chinese Tibetans Burmese It contains the signature of Muhammad. It contains words from the Sharia. It does not contain geometric patterns. It does not contain human or animal figures. 10. Which religion was the focus of commentary by Calvin and Luther? A B C D 7. Muslims believe Allah’s direct revelations can be read in the A B C D mosques built in Mecca. idols found in the Kaaba. the first kingdoms of Islam. basic acts of worship. Qur’an. Rubaiyat. Sunna. Arabian Nights. Christianity Hinduism Judaism Buddhism Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor. World History 096-107 World History 8.01_8.06 Ver.2.indd 99 99 EOC Test Prep Workbook 4/4/07 10:34:32 AM Name ________________________________________Class____________________ Date ___________________ World History Objective 8.03 OBJECTIVES REVIEW Objective 8.03 Classify within the broad patterns of history those events that may be viewed as turning points. The world’s history can be split into big segments, defined by main ideas and events. Between those segments, what events stand out, marking the time when big changes happened? 1. What major change in human history is known as the Neolithic Revolution? A B C D 4. The Congress of Vienna A changed many national borders in Europe. B restored monarchies in much of Europe. C restricted the rights of citizens in monarchies. D all of the above the creation of man-made fire the use of saws and drills the development of agriculture the production of polish stones 2. Which is a result of the Crusades? 5. In the mid-1400s, Gutenberg made books more accessible by using A Christians permanently regained control of the Holy Land. B Monarchies across Europe were weakened. C Trade between Europe and Asia increased. D Relations between Christians, Jews, and Muslims improved. A B C D 6. The Protestant Reformation grew out of the concern that 3. The era when power-driven machinery began to develop is called the A B C D the bookbinder. movable type. the fountain pen. engraving plates. A the church was losing its power. B society was becoming dangerous. C the church was moving away from its spiritual roots. D the monks and friars were being driven from the church. Agricultural Age. Enclosure Movement. Industrial Revolution. Cottage Industry. Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor. World History 096-107 World History 8.01_8.06 Ver.2.indd 100 100 EOC Test Prep Workbook 4/3/07 10:51:07 AM Name ________________________________________Class____________________ Date ___________________ World History Objective 8.03 7. The goal of much of the European exploration in the Americas was to 10. What was one reason scholars in the mid1500s challenged traditional authorities? A find newer and faster passageways to Asia. B spread European languages and cultures. C find new sources of manufactured goods. D capture Native Americans for the slave trade. A They were using new translations. B There weren’t enough universities. C They wanted the government to fund research. D Exploration led to new discoveries that tradition did not deal with. 8. For a time the English Civil War resulted, in 11. One reason Copernicus delayed publishing his theory on the solar system was A B C D a commonwealth. a Protestant monarchy. an absolute monarchy. a division between state and church. A B C D 9. What power source drastically changed industry and daily life in the late 1800s? A B C D he wanted to expand on his theory. it conflicted with Brahe’s theory. it contradicted Church teachings. he wanted to build a model. 12. Which is a lasting benefit of the Industrial Revolution? coal water steam electricity A B C D leisure time for the middle class an increase in overall wealth cheaper, machine-made goods all of the above Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor. World History 096-107 World History 8.01_8.06 Ver.2.indd 101 101 EOC Test Prep Workbook 4/3/07 10:51:07 AM Name ________________________________________Class____________________ Date ___________________ World History Objective 8.04 OBJECTIVES REVIEW Objective 8.04 Characterize over time and place the interactions of world cultures. How have cultures around the world worked with each other? What links cultures around the world? Describe these relationships. 1. What agency was created by the United Nations in order to help developing nations? A B C D 4. How do developed countries try to reduce famine in the developing world? World Trade Organization World Bank Amnesty International Red Cross A by teaching farmers to produce more B by giving or loaning money to fight poverty C by developing simple diet plans D all of the above 2. To help balance trade in the 1800s, what did the British sell to the Chinese? A B C D 5. Why are some people worried about migration? potatoes tea opium cows A The loss of workers will hurt the country they leave. B Running away from problems doesn’t fix them. C Air travel creates a lot of pollution. D They worry it will change the culture in their country. 3. Today the economies of the world depend on each other for A B C D the exchange of goods and raw materials. nodes on the Internet. trading on international stock exchanges. nothing. 6. How do countries work together to try to improve citizens’ lives? A They trade sanctions to limit harmful products. B They engage in moratoriums to preserve species. C They lead by example. D They develop international treaties on human rights. Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor. World History 096-107 World History 8.01_8.06 Ver.2.indd 102 102 EOC Test Prep Workbook 4/3/07 10:51:07 AM Name ________________________________________Class____________________ Date ___________________ World History Objective 8.04 7. How do countries help each other recover from a natural disaster? A B C D 10. What is a growing threat to human survival around the world? by destroying natural threats by sending supplies and helpers by accepting refugees by increasing security A B C D 8. What challenge is found everywhere in the world? A B C D 11. Which is the responsibility of the World Trade Organization (WTO)? refugees disease tsunami waves weapons of mass destruction A to administer and police free trade agreements B to oversee world trade practices C to settle trade disputes D all of the above 9. Which organization works to protect the basic rights of people around the world? A B C D hunger digital divide global cooling pollution 12. Which trade organization includes more than 97% of the world’s trading nations? United Nations Group of Eight European Union World Trade A B C D NAFTA UN CACM WTO Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor. World History 096-107 World History 8.01_8.06 Ver.2.indd 103 103 EOC Test Prep Workbook 4/3/07 10:51:07 AM Name ________________________________________Class____________________ Date ___________________ World History Objective 8.05 OBJECTIVES REVIEW Objective 8.05 Analyze how the changing and competing components of cultures have led to current global issues and conflicts, and hypothesize solutions to persistent problems. There are many pieces that, together, form a culture. These pieces are always changing and competing with each other. Sometimes, this leads to conflict and problems that concern the whole world. How and why does this happen? What problems keep coming up? How might these be solved? 1. Economic interdependence occurs because 3. Opponents of globalization argue that the process A agriculture in developing nations decreases in economic importance. A benefits the environment at the expense of industrialization. B benefits developed nations at the expense of developing nations. C benefits the workers at the expense of multinational companies. D benefits consumers at the expense of international corporations. B nations are increasingly trying to maintain separate cultures. C countries vary greatly in the types of goods and services they can provide, or need. D development of transportation systems has lagged behind the needs of growing populations. 2. Use the chart below and your knowledge of history to answer the following question. Developed Countries • strong economies • economy based on industry and technology 4. What is one consequence of the economic ties created by increasing globalization? A nations share common goals B strong economies support weak ones C events and action affect economies in many nations D stabilized the cost of goods and materials Developing Countries • less productive economies • economy based on agriculture • many educational opportunities • fewer educational opportunities • many healthcare options • poor healthcare options 5. Which organization works to protect the basic rights of all people? A B C D Which phrase best describes life in developing countries? A B C D United Nations Group of Eight European Union World Trade 6. Due to international air travel, some regional diseases have insufficient health care facilities very little poverty widespread industrialization a public university system available to all citizens A B C D fewer symptoms. become epidemics. brought economic development. caused social and political rifts. Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor. World History 096-107 World History 8.01_8.06 Ver.2.indd 104 104 EOC Test Prep Workbook 4/3/07 10:51:08 AM Name ________________________________________Class____________________ Date ___________________ World History Objective 8.05 7. Why were organizations such as the WTO, OPEC, and NAFTA created? 11. Study the map below. 7À`Ê/iÀÀÀÃÊV`iÌà £xqÓääx A B C D Ã> vÀV> ``i >ÃÌ 9. One challenge facing economic development is to not permanently damage resources. What term describes this balance? ÕÀ«i A Nuclear weapons are inexpensive to build. B Nuclear technology is inexpensive to develop. C Many nations use nuclear technology for legitimate purposes. D There are no agreements regulating the use of nuclear power. ÕLiÀÊv V>ÃÕÌià ÕLiÀÊv ÌÌ>Và -ÕÌ iÀV> 8. Why is it difficult to control the development of nuclear weapons? £ä]äää ]xää ]äää n]xää n]äää Ç]xää Ç]äää È]xää È]äää x]xää x]äää {]xää {]äää Î]xää Î]äää Ó]xää Ó]äää £]xää £]äää xää ä ÀÌ iÀV> ÕLiÀÊvÊÌÌ>Và A to manage international trade and the global economy B to eliminate oppression around the world C to raise the standard of living in developing countries D to ensure an affordable supply of labor and materials In the ten years covered by this map, what region experienced the fewest casualties due to terrorism? genetic engineering green revolution sustainable development multinational safeguards A B C D 10. The “digital divide” is a term used to describe the imbalance between South America North America Asia Middle East 12. Global warming is just one example of how A the amount of information divided by the number of users. B information being uploaded and downloaded. C those with regular access and those with limited access to digital technologies. D global access to information and communication technologies. A industrialization benefits the world. B environmental and economic concerns share common solutions. C heating and snow-removal costs can be controlled. D local pollution can have global effects. Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor. World History 096-107 World History 8.01_8.06 Ver.2.indd 105 105 EOC Test Prep Workbook 4/3/07 10:51:08 AM Name ________________________________________Class____________________ Date ___________________ World History Objective 8.06 OBJECTIVES REVIEW Objective 8.06 Analyze the meanings of “civilization” in different times and places and demonstrate how such meanings reflect the societies of which they are a part. The word “civilization” comes from the word civilized, which means having good manners. Is this true of all civilizations throughout history? How has the idea of civilization changed over time? How are these meanings illustrated in the society they were a part of? 1. Social changes as a result of the Neolithic Revolution include development of religion, trade, and A B C D 5. Use the chart below and your knowledge of history to answer the following two questions. a nomadic lifestyle. unchecked population growth. settled communities. complex governments. Mound Builders Hopewell • large burial mounds • mounds held shells from Gulf of Mexico, pottery, and obsidian daggers from the Rocky Mountains 2. What is the basis for all civilizations? Mississippian A consistent weather B shared community needs C farmlands with advanced irrigation systems D cities with social and economic institutions • largest city had more than 100 mounds • ruler had the largest mound in center of city From studying the contents of the Hopewell mounds, scientists learned A the cause of the culture’s decline. B the method of farming used. C the Hopewell people had an extensive trade network. D the Hopewell people held many religious ceremonies. 3. The size and layout of the mounds in the Mississippian city suggest A B C D the people lacked a water supply. it was a farming community. the city was a warrior community. the society had social classes. 6. What contributions of the Olmec civilization can be seen in many later Mesoamerican civilizations? 4. What was one reason the Plains Indians left their farming settlements? A B C D drought destroyed their crops groups could not communicate Europeans brought horses Europeans forced them to adopt a nomadic lifestyle A pyramids, giant heads, and a social hierarchy B calendars, carvings, and ball games C giant heads, calendars, and ball games D city structure, pyramids, and written language Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor. World History 096-107 World History 8.01_8.06 Ver.2.indd 106 106 EOC Test Prep Workbook 4/3/07 10:51:08 AM Name ________________________________________Class____________________ Date ___________________ World History Objective 8.06 7. The Zapotec 10. The foundation of life in early African villages was A built the first pyramid in Mesoamerica. B established the first true city in Mesoamerica. C conquered the Olmec civilization. D developed trade with the Toltec. A B C D 8. Maya cities were linked through A B C D elders and nuclear family units. religious leaders and tribes. work units and women. extended families and age-sets. 11. Which was a benefit of city life in the Middle Ages? trade and warfare. agriculture. a central government. the King’s Council. A B C D 9. Maya civilization declined around AD 900 and public sanitation public entertainment wide open streets clean and safe environment 12. Which statement best describes the Japanese feudal system? A the Maya completely disappeared. B the Maya became the foundation of the Aztec Empire. C all Maya became slaves of the Inca. D eventually the Maya settled in small villages in the region. A In exchange for allegiance and military service, the emperor gave land to each samurai warrior. B In exchange for seppuku, the noble landowner gave the samurai warrior Bushido. C In exchange for armor and weapons, the noble landowner gave horses to the samurai warrior. D In exchange for allegiance and military service, the noble landowner gave property or payment to the samurai warrior. Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor. World History 096-107 World History 8.01_8.06 Ver.2.indd 107 107 EOC Test Prep Workbook 4/3/07 10:51:08 AM Name ________________________________________Class____________________ Date ___________________ World History Post Test 1. What is the best definition of history? 5. A secondary source provides historical information that A a record of past events with an analysis of the causes and a measure of their importance B the difference between what people report and what actually happened C the shortest distance between two points on a time line D a collection of writings that describe things A B C D is unreliable. lacks important details. is analyzed or interpreted by someone. should be regarded as being irrelevant. 6. What is the definition of archaeology? A soil science B the study of rocks and minerals C the study of ancient times based on physical remains D the study of old books 2. Why is it useful to study the connection between events? A to understand what works and what does not B to understand causes and effects C to get a passing grade D to judge the progress of a community 7. Study the map below. ViÌÊiëÌ>> >LÞ 3. What is the definition of historical perspective? A how things look in the distance B an understanding of the relationship between events C the ability to see what others cannot D the reason for prejudice . 7 ä % 3 ä £xä £xä ÎääÊià ÎääÊiÌiÀà >LiÀÌÊ vÀ>Ê VÊ*ÀiVÌ What other subject would help you understand this historical map? A B C D 4. A primary source can be A an excellent source of historical information B the report by an actual witness to an event C free from understanding of what happened after D all of the above anthropology geography sociology economics Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor. World History 108-120 World History Post Test Ver.2.indd 108 108 EOC Test Prep Workbook 4/3/07 10:52:28 AM Name ________________________________________Class____________________ Date ___________________ World History Post Test 8. What is the significance of technology throughout history? 12. What results when groups provide useful services to one another? A New technologies helped various civilizations grow. B The timing of new technology helps historians date events. C It helped spread ideas. D all of the above A B C D 13. Throughout much of history, most work was produced in the 9. Over time, the development of politics has led to A B C D A B C D today’s democracy. the failed state. the Cold War. the counter reformation. monastery. military. hunting-and-gathering society. family. 14. Who developed the first civilization? A B C D 10. What is true about hunting-and-gathering societies? A They lived in small groups, co-operating to survive. B They moved often, following migrating animals. C They had a close connection to the land. D all of the above Sumerians Akkadians Babylonians Amorites 15. The development of cuneiform was an achievement that A led to the development of geometry. B was easily mastered by all Sumerians. C allowed Sumerians to obtain resources through trade. D moved humankind from prehistory into the historical age. 11. Agriculture enabled people to form larger societies due to A B C D interdependence independence initiative internationalism a larger, more dependable food supply. the friendliness of farmers. the defeat of hunters and gatherers. the invention of cattle herding. 16. The world’s first democracy developed in A B C D Athens. Ionia. Persia. Sparta. Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor. World History 108-120 World History Post Test Ver.2.indd 109 109 EOC Test Prep Workbook 4/3/07 10:52:30 AM Name ________________________________________Class____________________ Date ___________________ World History Post Test 17. The golden age of Greek philosophy was inspired by Socrates, Plato, and A B C D 21. Use the chart below and your knowledge of history to answer the following question. Xerxes. Pericles. Darius. Aristotle. 18. Etruscan rule in Rome was replaced in 509 BC by a A B C D Mahabharata hymns of praise philosophical reflections epic poems revealed text revealed text written by people sacred text sacred text sacred text A they are sacred texts, and the Mahabharata is not. B they were revealed to people, rather than written by people. C they were written much later. D they are epic poems, and the Mahabharata is not. law and order stable government widespread trade all of the above 22. Shang Dynasty achievements include A B C D 20. The first empire to unite much of India was the A B C D Upanishads The Vedas and Upanishads differ from the Mahabharata because Hindus believe republic. democracy. monarchy. military dictatorship. 19. Which is a characteristic of the Pax Romana? A B C D Vedas Gupta Empire. Tamil Empire. Pandya Empire. Mauryan Empire. paved trade routes. a written code of law. development of a writing system. advanced agricultural technology. 23. Family grew in importance in Han society because Confucius taught A happy families produce hard workers. B leaders rule based on their own family values. C family was central to the state’s wellbeing. D all members of society belonged to the same family. Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor. World History 108-120 World History Post Test Ver.2.indd 110 110 EOC Test Prep Workbook 4/3/07 10:52:30 AM Name ________________________________________Class____________________ Date ___________________ World History Post Test 24. Use the chart below and your knowledge of history to answer the following question. Shia Sunni Qur’an Qur’an Five Pillars Five Pillars Successor should be a relative of Muhammad 27. What led to the decline of the Moghul Empire? A Harsh measures and persecutions led to rebellions. B Famine and outside invasions depleted resources. C Widespread disease carried off the royal family and weakened the empire. D The Sikh Rebellion led to the shah’s death. 28. After his death, Genghis Khan’s Mongol Empire Successor should follow the Sunna A B C D What was the main cause of division between Shia and Sunni Muslims? A B C D basic religious beliefs location of Muslim capital succession of leadership division of land ownership 29. Charlemagne had schools started and staffed because he wanted A B C D 25. West Africans believed in the spirits of their ancestors and practiced A B C D dualism. animism. Hinduism. monotheism. every leader to be able to read and write. places for priests and monks to study. to be able to read tribal laws. his military to be capable of secret communications. 30. The Hundred Years’ War between France and England A was a series of short conflicts over nearly 100 years. B started over the execution of Joan of Arc. C was a long conflict between the two parliaments. D saw France repeatedly invade England. 26. Which is a contribution of the Maya culture? A B C D conquered Japan. was led by his grandson Batu. was divided into four khanates. disappeared. the 365-day farming calendar the mathematical concept of zero a complex writing system all of the above Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor. World History 108-120 World History Post Test Ver.2.indd 111 111 EOC Test Prep Workbook 4/3/07 10:52:30 AM Name ________________________________________Class____________________ Date ___________________ World History Post Test 31. Humanists believed 35. What type of trade network is shown in this diagram? A in a classless society. B that monetary value could not be placed on true art. C that the sole purpose of work was to glorify God. D that the potential of the mind was almost limitless. ÕÀ«i>Ê}`à VÌ ]Ê}Õî iÀV>Ê«À`ÕVÌÃÊ ÃÕ}>À]ÊÀÕ]Ê ÌL>VV]ÊÀVi® 32. The ideas of the Italian Renaissance spread north through A B C D A B C D trade. travel. printed material. all of the above Balance of Trade Columbian Exchange Triangular Trade Middle Passage 36. The Atlantic slave trade resulted in A devastated West African societies. B economic independence for Brazil. C improved conditions on the Middle Passage. D a higher standard of living for slaves. 33. Which was a motive for exploration? A desire for fame and glory B need for historical documents C movement toward cultural diffusion in Europe D need to ease overcrowded conditions in Europe 37. In his Brief Account of the Destruction of the Indies, Bartolome de las Casas discusses A the mistreatment of Native American workers by Europeans. B the military campaigns against the Aztec and Inca Empires. C naval warfare in the Caribbean. D none of the above 34. Colonization was essential to mercantilism because it provided new markets and A B C D vÀV> Ã>Ûià cheap labor. new factories. military power. raw materials. 38. As part of the encomienda system, the colonist was required to teach native workers about A B C D irrigation. European history. Christianity. none of the above. Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor. World History 108-120 World History Post Test Ver.2.indd 112 112 EOC Test Prep Workbook 4/3/07 10:52:30 AM Name ________________________________________Class____________________ Date ___________________ World History Post Test 39. What was the Columbian Exchange? 43. Turmoil in Europe and Austria caused Metternich to resign A Columbian organization for trading stocks B trade between Europe and the Americas C description of Columbus’ contributions to the New World D the trade of land for exotic European goods A while student nationalists controlled the Austrian Empire. B and the Austrian emperor Ferdinand to abdicate. C and the Austrian Empire to become a republic. D and brought the Young Turks to power in Austria. 40. Which is NOT a principle of the Mercantile System? 44. The declaration that the Americas were off limits to European colonization was called A Only a fixed amount of wealth exists in the world. B A country should have its own source for raw materials. C Colonies exist only as a way for the mother country to make profit. D Colonies should trade with many countries. A B C D 45. Bismarck believed it was Prussia’s destiny to A B C D 41. The period when philosophers emphasized reason is called the A B C D Manifest Destiny. the Monroe Doctrine. Mexican Cession. the Peace Treaty of 1812. Enlightenment. Age of Truth. Human Condition. Scientific Revolution. overthrow Frederick Wilhelm IV. create a Franco-Prussian Empire. lead the German people to unification. conquer the Russian Empire. 46. The peace treaty following the FrancoPrussian War declared A B C D 42. Why did the French people allow Napoleon to become a dictator? A admiration of his military record B fear of retaliation C belief he would bring peace and prosperity to France D promise of more individual rights the unification of Germany. that Bismarck was now the kaiser. that Germany owed reparations to France. that Spain was part of Germany. 47. The Crimean War pitted Great Britain, France, and the Ottoman Empire against A B C D Bismarck. Russia. the Balkans. the Catholic Church. Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor. World History 108-120 World History Post Test Ver.2.indd 113 113 EOC Test Prep Workbook 4/3/07 10:52:30 AM Name ________________________________________Class____________________ Date ___________________ World History Post Test 48. The event that led to the Bolshevik takeover of Russia was A B C D 52. A result of Mao Zedong’s Great Leap Forward was the October Revolution. the Marxist Revolt. the formation of the Red Army. the support of the White Army. A B C D 49. Which is an example of government policy under Lenin’s leadership? 53. The formal peace agreement ending World War I is called the A Land was purchased and given to the peasants. B Land was seized and given to the peasants. C The government seized factories and used them for military purposes. D The government closed the factories and gave the property to the peasants. A B C D Fourteen Points. Treaty of Versailles. Ottoman Mandates. Central Armistice. 54. Austria-Hungary used Archduke Ferdinand’s assassination as an excuse A B C D 50. Which is an effect of the Balfour Declaration? A B C D surplus crops. widespread famine. a sharp rise in industrial output. stronger ties with the Soviet Union. anger about broken promises formation of free Arab states decrease in Jewish immigration equal division of land in Palestine to attack Russia. to attack Belgium. to declare war on Serbia. to threaten Germany with war. 55. Fascism is the belief that A democratic unity leads to national strength. B nationalism is rooted in ethnic superiority. C the good of the nation is more important than individual rights. D a classless society run by workers develops a strong government. 51. The goal of the Mau Mau was to A get their land back from white settlers. B overthrow Jomo Kenyatta. C crush the Convention People’s Party. D protect white settlers’ property rights. 56. The goal of Stalin’s collectivization plan was to A build labor camps. B increase farm production. C increase land ownership by peasants. D remove all opposition to communism. Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor. World History 108-120 World History Post Test Ver.2.indd 114 114 EOC Test Prep Workbook 4/3/07 10:52:30 AM Name ________________________________________Class____________________ Date ___________________ World History Post Test 57. One effect of the Great Depression in Germany was 62. The United Nations was formed to A force Japan to surrender. B punish the Nazi Party. C convince Stalin to support the Allies in the Pacific. D encourage international cooperation and promote peace. A Hitler tried to overthrow the German government in 1923. B Germans were desperate for a strong leader to improve their lives. C Germany became more democratic. D laws were passed to help Jewish businesses. 63. Which of the following was a feature of South Africa’s policy of apartheid? 58. The United States abandoned isolationism and entered World War II when A B C D A B C D Germany attacked the Soviets. Britain needed help at Dunkirk. Japan attacked Pearl Harbor. Italy claimed French Indochina. 64. Membership in a caste determined one’s A B C D 59. The Cold War ended when A B C D the Soviet Union collapsed. the Berlin Wall fell. the Soviet republics adopted communism. the superpowers signed a treaty. A the establishment of death camps for Jews B the Allied invasion of Europe C the use of atomic bombs in the Pacific D the Allied plan to evacuate Jews from Europey the formation of NATO the Warsaw Pact the Solidarity movement a shift to a command economy across Europe 66. What term describes the deliberate destruction of a racial, political, or cultural group? 61. The United States based its involvement in Vietnam on A B C D job and marriage partner. name and regional leader. religion. language and writing system. 65. The Final Solution involved which of the following? 60. Which contributed to a decline in longstanding rivalries among the nations of Western Europe? A B C D identity books for blacks a ban on interracial marriage rural “homelands” for blacks all of the above A B C D the domino theory. the “little red book.” the Cultural Revolution. the Tet Offensive. propaganda genocide herbicide holocaust Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor. World History 108-120 World History Post Test Ver.2.indd 115 115 EOC Test Prep Workbook 4/3/07 10:52:30 AM Name ________________________________________Class____________________ Date ___________________ World History Post Test 67. African Americans were granted citizenship through A B C D 72. Juan Perón established himself as a populist in Argentina by supporting the rights of the Gettysburg Address. the Civil Rights Act. the Fourteenth Amendment. a series of individual state laws. A B C D 68. Women’s war efforts helped women in some countries win A B C D 73. Which is an effect the Duvaliers had on Haiti? the right to vote. equal pay for equal work. leadership roles in the army. all of the above A B C D 69. Which contributed to the stock market crash of 1929? A B C D a two-party system a weakened economy increased personal freedoms the end to political oppression 74. The Khmer Rouge’s goal in Cambodia was to increasing reliance on credit a drop in Japanese silk prices equal distribution of wealth tight government bank controls A B C D 70. Castro’s goals for Cuba included A B C D big businesses. the privileged elite. the common people. military leaders. modernize the country. establish a democracy. expand into Vietnam and Laos. create a simple peasant society. 75. In Canada during the 1960s, growing nationalism among French-speaking residents of Quebec brought calls for the redistribution of wealth. restoring the free press. establishing a Marxist regime. dependence on the Soviet Union. A a Canadian role in the Vietnam War. B an end to the sheltering of American draft evaders. C the separation of Quebec from Canada. D a law declaring French the sole national language of Canada. 71. How was the North American Free Trade Agreement (NAFTA) supposed to promote trade between its three member countries? A by opening outsourcing possibilities B by guaranteeing foreign markets C through the sharing of a common currency and language D by eliminating import and export taxes 76. In 1940, the Muslim League formally called for A B C D the partition of India. the right to serve in Congress. home rule. British rule. Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor. World History 108-120 World History Post Test Ver.2.indd 116 116 EOC Test Prep Workbook 4/3/07 10:52:30 AM Name ________________________________________Class____________________ Date ___________________ World History Post Test 77. The Industrial Revolution began in the A B C D 81. What ancient Indian idea makes modern math possible? automobile industry. textile industry. energy sector. telecommunications industry. A B C D 78. The printing press made books faster and cheaper than copying by hand. How did this help spread ideas? 82. Galileo adapted a sailors’ spyglass to examine the sky. What did he NOT see? A More authors got published. B There were more books and more people could afford them. C People could print their own books at home. D Editing became a profession. A B C D stars in the Milky Way Sun spots Jupiter’s moons storms on Mars 83. The study of genes and heredity has led to A B C D 79. Before Copernicus published his theory, Europeans’ understanding of the solar system came from A B C D the ten-fold path a symbol for zero standardized weights and measures glyphs satellite photos and telescopic images. Brahe’s theory. the Church’s teachings. what they saw in the sky. extensive family trees. forensic investigation. genetic engineering. Darwinism. 84. What happened as more people found factory jobs? A B C D 80. The Scientific Method promoted the idea that A new things could be learned through reasoning and experimentation. B scientists could prove the Church was wrong. C new things could be learned through prayer and reading the Bible. D education should be provided to all citizens. The barter system disappeared. Typing became a profession. Commuters bought more cars. Cities grew. 85. What is a lasting effect of industrialization? A B C D healthcare the split between rich and poor increase in material comfort mass transportation Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor. World History 108-120 World History Post Test Ver.2.indd 117 117 EOC Test Prep Workbook 4/3/07 10:52:31 AM Name ________________________________________Class____________________ Date ___________________ World History Post Test 86. The Organization of Petroleum Exporting Countries (OPEC) tries to regulate oil production so that 88. Which list shows the artistic styles in the correct order, beginning with the earliest. A oil reserves are not exploited. B exports bring in as much money as possible. C workers in developing countries get fair wages. D environmental damage from spills is minimized. A romanticism, realism, impressionism, surrealism B romanticism, realism, surrealism, impressionism C impressionism, surrealism, romanticism, realism D realism, surrealism, impressionism, romanticism 87. Study this chart of world Internet access in the year 2006. 89. Which modern form of expression shows the values of the realism movement? Region Population A B C D Internet North America 331 million 68.6% Oceania 34 million 54.1% Europe 807 million 38.2% South and Central America 554 million 15.1% Middle East 190 million 10.0% Asia 3,668 million 9.9% Africa 915 million 3.6% 90. Read the passage below and answer the question that follows. “In the beginning Brahman [Brahma] was all this. He was one and infinite: infinite in the east, infinite in the south, infinite in the west, infinite in the north, above and below and everywhere infinite. East and the other regions do not exist for Him… no beneath, no above. The Supreme Self is not to be fixed. He is unlimited... Which region has the least access? A B C D interpretive dance blogging optical illusions journalism Africa Oceania Middle East Asia [T]he Self of all things, which exists everywhere, being all-pervading. … He, the One and Undifferentiated, who by the… application of His powers produces, in the beginning, different objects for a hidden purpose, and, in the end, withdraws the universe into Himself. …” This Hindu passage demonstrates the idea of A B C D monism. pluralism. atheism. Buddhism. Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor. World History 108-120 World History Post Test Ver.2.indd 118 118 EOC Test Prep Workbook 4/3/07 10:52:31 AM Name ________________________________________Class____________________ Date ___________________ World History Post Test 91. What form of Buddhism teaches that people can help each other find enlightenment? Tibetan Zen Theravada Mahayana A for the exchange of goods and raw materials B for nodes on the Internet C trading on international stock exchanges D they are not 92. Which is generally true of Islamic religious art? 7À`Ê/iÀÀÀÃÊV`iÌà £xqÓääx A find newer and faster passageways to Asia. B spread European languages and cultures. C find new sources of manufactured goods. D capture Native Americans for the slave trade. In the ten years covered by this map, what region experienced the fewest casualties due to terrorism? 95. What agency was created by the United Nations in order to help developing nations? A B C D Ã> 94. The goal of much of the European exploration in the Americas was to ``i >ÃÌ A changed many national borders in Europe. B restored monarchies in much of Europe. C restricted the rights of citizens in monarchies. D all of the above ÕLiÀÊv V>ÃÕÌià ÕLiÀÊv ÌÌ>Và vÀV> ÕLiÀÊvÊÌÌ>Và 93. The Congress of Vienna £ä]äää ]xää ]äää n]xää n]äää Ç]xää Ç]äää È]xää È]äää x]xää x]äää {]xää {]äää Î]xää Î]äää Ó]xää Ó]äää £]xää £]äää xää ä ÕÀ«i It contains the signature of Muhammad. It contains words from the Sharia. It does not contain geometric patterns. It does not contain human or animal figures. -ÕÌ iÀV> A B C D 97. Study the map below. ÀÌ iÀV> A B C D 96. How are the economies of the world dependent on each other today? A B C D World Trade Organization World Bank Amnesty International Red Cross South America North America Asia Middle East Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor. World History 108-120 World History Post Test Ver.2.indd 119 119 EOC Test Prep Workbook 4/3/07 10:52:31 AM Name ________________________________________Class____________________ Date ___________________ World History Post Test 98. Two major factors contributing to current conflicts in the Middle East and North Africa are A trade barriers and continued colonial rule. B rising incomes and the spread of Christianity. C one-party rule and the Camp David Accords. D oil and the growth of Islamism. 99. What is the basis for all civilizations? A consistent weather B shared community needs C farmlands with advanced irrigation systems D cities with social and economic institutions 100.The foundation of life in early African villages was A B C D elders and nuclear family units. religious leaders and tribes. work units and women. extended families and age-sets. Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor. World History 108-120 World History Post Test Ver.2.indd 120 120 EOC Test Prep Workbook 4/3/07 10:52:31 AM North Carolina Test Prep Workbook Answer Key HOLT World History Human Legacy 3834 HSS TestPrep_North Carolina.indd ii 4/4/07 9:43:30 AM Copyright © by Holt, Rinehart and Winston All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage and retrieval system, without permission in writing from the publisher. Teachers using World History: Human Legacy may photocopy complete pages in sufficient quantities for classroom use only and not for resale. HOLT and the “Owl Design” are registered trademarks licensed to Holt, Rinehart and Winston, registered in the United States of America and/or other jurisdictions. Printed in the United States of America If you have received these materials as examination copies free of charge, Holt, Rinehart and Winston retains title to the materials and they may not be resold. Resale of examination copies is strictly prohibited. Possession of this publication in print format does not entitle users to convert this publication, or any portion of it, into electronic format. ISBN 10: 0-03-099088-2 ISBN 13: 978-0-03-099088-5 1 2 3 4 5 6 7 8 3834 HSS TestPrep_North Carolina.indd iii 179 10 09 08 07 4/4/07 9:43:30 AM Copyright © by Holt, Rinehart and Winston. All rights reserved. Holt World History: Human Legacy Test Prep Workbook Answer Key — North Carolina Answer Key — Pre-Test 1 B 2 A 3 D 4 A 5 C 6 A 7 B 8 A 9 B 10 C 11 D 12 A 13 C 14 B 15 B 16 C 17 A 18 B 19 B 20 D 21 C 22 C 23 A 24 B 25 D 26 A 27 C 28 D 29 B 30 D 31 C 32 A 33 D 34 B 35 C 36 A 37 D 38 B 39 C 40 D 41 A 42 B 43 A 44 B 45 C 46 B 47 D 48 C 49 A 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100 D C B A A B C D A A C A A D D B C C A B C D D C B A A B B C C D B A D C D D D C B B A A B B C D C D A 1 AnswerKey_North Caraolina Ver.2.indd 1 4/4/07 9:52:54 AM Answer Key — Goal 1 OBJECTIVE 1.01 1 B 2 D 3 C 4 B 5 A 6 D 7 C 8 A 9 B 10 B 11 D OBJECTIVE 1.02 1 D 2 C 3 B 4 B 5 D 6 A 7 D 8 A 9 B 10 C 11 B 12 D OBJECTIVE 1.03 1 C 2 D 3 B 4 A 5 D 6 D 7 A 8 C 9 A 10 A 11 A 12 B OBJECTIVE 1.04 1 D 2 D 3 B 4 A 5 A 6 C 7 B 8 B 9 A 10 B 11 D OBJECTIVE 1.05 1 D 2 B 3 A 4 B 5 D 6 B 7 C 8 A 9 D 10 C 11 B 12 B OBJECTIVE 1.06 1 D 2 B 3 A 4 B 5 A 6 C 7 A 8 D 9 D 10 B Answer Key — Goal 2 OBJECTIVE 2.01 1 C 2 A 3 A 4 D 5 D 6 A 7 B 8 A 9 C 10 C 11 C 12 A Copyright © by Holt, Rinehart and Winston. All rights reserved. Holt World History: Human Legacy Test Prep Workbook Answer Key — North Carolina 2 AnswerKey_North Caraolina Ver.2.indd 2 4/4/07 9:52:54 AM Copyright © by Holt, Rinehart and Winston. All rights reserved. Holt World History: Human Legacy Test Prep Workbook Answer Key — North Carolina OBJECTIVE 2.02 1 B 2 C 3 A 4 D 5 B 6 A 7 D 8 D 9 B 10 A 11 D 12 A OBJECTIVE 2.03 1 B 2 A 3 A 4 D 5 C 6 D 7 B 8 D 9 C 10 D 11 A 12 B OBJECTIVE 2.04 1 A 2 D 3 A 4 D 5 B 6 B 7 A 8 C 9 A 10 D 11 B 12 D OBJECTIVE 2.05 1 A 2 D 3 A 4 C 5 B 6 D 7 D 8 C 9 B 10 A 11 D 12 B OBJECTIVE 2.06 1 B 2 D 3 D 4 B 5 B 6 C 7 B 8 D 9 D 10 B 11 C 12 A OBJECTIVE 2.07 1 D 2 B 3 A 4 C 5 C 6 B 7 A 8 B 9 C 10 D 11 B 12 A 3 AnswerKey_North Caraolina Ver.2.indd 3 4/4/07 9:52:54 AM OBJECTIVE 2.08 1 D 2 B 3 B 4 A 5 D 6 A 7 D 8 B 9 A 10 B 11 A 12 D Answer Key — Goal 3 OBJECTIVE 3.01 1 D 2 B 3 C 4 B 5 A 6 C 7 D 8 A 9 A 10 C 11 B 12 C OBJECTIVE 3.02 1 A 2 A 3 B 4 B 5 C 6 C 7 A 8 C 9 B 10 C 11 A 12 B OBJECTIVE 3.03 1 C 2 D 3 D 4 D 5 B 6 C 7 C 8 A 9 A 10 A 11 D OBJECTIVE 3.04 1 A 2 B 3 C 4 C 5 C 6 B 7 A 8 C 9 D 10 C 11 D 12 A OBJECTIVE 3.05 1 B 2 D 3 D 4 A 5 C 6 D 7 D 8 A 9 A 10 C 11 D 12 A OBJECTIVE 3.06 1 C 2 A 3 A 4 D 5 B 6 B 7 B 8 D 9 C 10 D 11 A 12 D Copyright © by Holt, Rinehart and Winston. All rights reserved. Holt World History: Human Legacy Test Prep Workbook Answer Key — North Carolina 4 AnswerKey_North Caraolina Ver.2.indd 4 4/4/07 9:52:54 AM Holt World History: Human Legacy Test Prep Workbook Answer Key — North Carolina OBJECTIVE 3.07 1 B 2 D 3 B 4 D 5 C 6 B 7 D 8 A 9 A 10 D 11 B 12 C Copyright © by Holt, Rinehart and Winston. All rights reserved. Answer Key — Goal 4 OBJECTIVE 4.01 1 A 2 B 3 C 4 B 5 D 6 A 7 D 8 C 9 A 10 A 11 B 12 C OBJECTIVE 4.02 1 D 2 A 3 D 4 B 5 B 6 D 7 C 8 D 9 A 10 B OBJECTIVE 4.03 1 C 2 A 3 A 4 D 5 A 6 C 7 B 8 A 9 B 10 C 11 D 12 A OBJECTIVE 4.04 1 C 2 A 3 D 4 B 5 A 6 B 7 C 8 D 9 C 10 C 11 D 12 B OBJECTIVE 4.05 1 C 2 D 3 B 4 D 5 A 6 A 7 C 8 D 9 B 10 C 11 A 12 B Answer Key — Goal 5 OBJECTIVE 5.01 1 A 2 B 3 C 4 B 5 C 6 D 7 A 8 C 9 D 10 B 11 A 5 AnswerKey_North Caraolina Ver.2.indd 5 4/4/07 9:52:55 AM Holt World History: Human Legacy Test Prep Workbook Answer Key — North Carolina 10 11 12 D B A Answer Key — Goal 6 OBJECTIVE 6.01 1 A 2 A 3 C 4 A 5 C 6 D 7 A 8 B 9 A 10 A 11 A 12 B OBJECTIVE 6.02 1 A 2 B 3 A 4 B 5 C 6 B 7 C 8 C 9 A 10 B OBJECTIVE 6.03 1 D 2 D 3 C 4 A 5 D 6 A 7 C 8 D 9 C 10 C Copyright © by Holt, Rinehart and Winston. All rights reserved. OBJECTIVE 5.02 1 B 2 C 3 B 4 C 5 C 6 D 7 C 8 B 9 B 10 B 11 B OBJECTIVE 5.03 1 D 2 A 3 C 4 C 5 A 6 B 7 A 8 A 9 A 10 B 11 C 12 C OBJECTIVE 5.04 1 A 2 D 3 B 4 A 5 B 6 D 7 A 8 D 9 C 10 C 11 A 12 A OBJECTIVE 5.05 1 D 2 B 3 C 4 A 5 D 6 D 7 A 8 D 9 C 6 AnswerKey_North Caraolina Ver.2.indd 6 4/4/07 9:52:55 AM Copyright © by Holt, Rinehart and Winston. All rights reserved. Holt World History: Human Legacy Test Prep Workbook Answer Key — North Carolina OBJECTIVE 6.04 1 D 2 B 3 B 4 A 5 B 6 C 7 A 8 B 9 C 10 A 11 A 12 D OBJECTIVE 6.05 1 D 2 A 3 B 4 C 5 B 6 B 7 C 8 C 9 B 10 C OBJECTIVE 6.06 1 D 2 C 3 C 4 C 5 A 6 D 7 B 8 B 9 C 10 B 11 D 12 A Answer Key — Goal 7 OBJECTIVE 7.01 1 B 2 C 3 A 4 D 5 A 6 A 7 C 8 D 9 B 10 A 11 C 12 C OBJECTIVE 7.02 1 B 2 D 3 A 4 D 5 C 6 A 7 B 8 D 9 A 10 C 11 B 12 A OBJECTIVE 7.03 1 B 2 A 3 D 4 C 5 B 6 C 7 C 8 A 9 B 10 B 11 D 12 B 7 AnswerKey_North Caraolina Ver.2.indd 7 4/4/07 9:52:55 AM OBJECTIVE 7.04 1 B 2 D 3 B 4 B 5 B 6 C 7 D 8 D 9 A 10 B 11 A 12 D Answer Key — Goal 8 OBJECTIVE 8.01 1 C 2 A 3 D 4 B 5 C 6 D 7 A 8 B 9 B 10 D OBJECTIVE 8.02 1 A 2 C 3 B 4 A 5 D 6 A 7 A 8 D 9 D 10 A OBJECTIVE 8.03 1 C 2 C 3 C 4 D 5 B 6 C 7 A 8 A 9 D 10 D 11 C 12 D OBJECTIVE 8.04 1 B 2 C 3 A 4 B 5 D 6 D 7 B 8 B 9 D 10 D 11 A 12 D OBJECTIVE 8.05 1 C 2 A 3 B 4 C 5 A 6 B 7 A 8 C 9 A 10 C 11 D 12 D OBJECTIVE 8.06 1 C 2 D 3 D 4 C 5 C 6 B 7 B 8 A 9 D 10 D 11 B 12 D Copyright © by Holt, Rinehart and Winston. All rights reserved. Holt World History: Human Legacy Test Prep Workbook Answer Key — North Carolina 8 AnswerKey_North Caraolina Ver.2.indd 8 4/4/07 9:52:55 AM Copyright © by Holt, Rinehart and Winston. All rights reserved. Holt World History: Human Legacy Test Prep Workbook Answer Key — North Carolina Answer Key — Post-Test 1 A 2 B 3 B 4 D 5 C 6 C 7 B 8 D 9 A 10 D 11 A 12 A 13 D 14 A 15 D 16 A 17 D 18 A 19 D 20 D 21 B 22 C 23 C 24 C 25 B 26 D 27 A 28 C 29 A 30 A 31 D 32 D 33 A 34 D 35 C 36 A 37 A 38 C 39 B 40 D 41 A 42 C 43 B 44 B 45 C 46 A 47 B 48 A 49 B 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100 A A B B C C B B C A A A D D A A B C A A A D C B D C A B B C A B D C D C B D A D A D D D A B A A D D D 9 AnswerKey_North Caraolina Ver.2.indd 9 4/4/07 9:52:55 AM