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World History
Human Legacy
North Carolina
EOC Test Prep Workbook
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ISBN 10: 0-03-093865-1
ISBN 13: 978-0-03-093865-8
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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.
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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
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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.
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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.
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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.
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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.
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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.
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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.
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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
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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
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001-xii World History FM.indd Sec1:xiii
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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
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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
i˜iÃÊ՘ˆvˆiÃ
œÜiÀÊ}Þ«Ì
A
B
C
D
£Óxä
£™ää
ˆ``iʈ˜}`œ“Ê«…>À>œ…ÃÊ
i˜VœÕÀ>}iÊÌÀ>`i
ÓÈnä
->µµ>À>
«ÞÀ>“ˆ`ÊLՈÌ
A
B
C
D
15. Plato and Socrates are best known as
£xää
>ÌÅi«ÃÕÌÊ
ˆ˜VÀi>ÃiÃÊ
ÌÀ>`i
£Îxä
œ˜œÌ…iˆÃ“
ˆ˜ÌÀœ`ÕVi`
16. On a timeline, you would find Augustus
Caesar close to
£Óxä
,>“ÃiÃÊ̅i
Ài>ÌÊÀՏiÃ
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
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EOC Test Prep Workbook
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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.
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World History
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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
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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.
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£{™Ó
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Whistler’s Mother
Mona Lisa
The Scream
Starry Night
45. One of Martin Luther’s main complaints was
43. Examine the timeline below.
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to limit growth of cities
to put limits on the government
to allow for total freedom
to allow lawyers to see clients
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ϡ
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.
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World History
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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
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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
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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
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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
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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
1˜i“«œÞ“i˜Ì]
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Îä
Óx
iÀ“>˜Þ
1˜ˆÌi`
ˆ˜}`œ“
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™
1˜ˆÌi`Ê-Ì>ÌiÃ
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£™Î£
£™ÎÓ
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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
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World History
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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«>˜Ãˆœ˜ÊœvÊ,>ˆÀœ>`Ã
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
,>ˆÀœ>`Ãʈ˜Ê£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
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World History
002-13 World History Pre-Test Ver.2.indd 12
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4/3/07 10:49:14 AM
Name ________________________________________Class____________________ Date ___________________
World History
Pre-Test
96. The goal of increasing food production was
called the
7œÀ`Ê/iÀÀœÀˆÃ“ʘVˆ`i˜ÌÃ
£™™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
È>
ˆ``i
>ÃÌ
98. Looking over the historic record, what
common interaction do we see between
countries?
vÀˆV>
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
ՓLiÀʜv
V>ÃՏ̈iÃ
ՓLiÀʜv
ÌÌ>VŽÃ
ÕÀœ«i
ՓLiÀʜvÊÌÌ>VŽÃ
97. Why was the domestication of plants and
animals a turning point in history?
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n]äää
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genetic engineering.
green revolution.
mass production.
crop rotation.
œÀ̅
“iÀˆV>
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
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World History
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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.
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Σää
i˜iÃÊ՘ˆvˆiÃ
œÜiÀÊ}Þ«Ì
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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
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2. Because history is complex, events are often
the result of
A
B
C
D
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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.
˜Vˆi˜ÌÊiÜ«œÌ>“ˆ>
>Lޏœ˜
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
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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.
˜Vˆi˜ÌÊiÜ«œÌ>“ˆ>
2. What was the cause of the eventual decline
of hunting-and-gathering societies?
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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
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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
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A
B
C
D
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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
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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
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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
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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
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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?
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A
B
C
D
6. Buddhism was introduced to Japan
A
B
C
D
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Women were men’s equals.
Women should be educated.
Women were superior to men.
Women should be land owners.
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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
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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
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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
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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
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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.
.
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2. What contributions of the Olmec civilization
can be seen in many later Mesoamerican
civilizations?
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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?
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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.
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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.
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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
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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
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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.
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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
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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
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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
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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
£{£™
*Àˆ˜ViÊi˜ÀÞ
ÃÕ««œÀÌÃÊ
*œÀÌÕ}iÃiÊ
iÝ«œÀ>̈œ˜
cheap labor.
new factories.
military power.
raw materials.
£Èää
£{™Ó
œÕ“LÕÃÊ
Ài>V…iÃÊ̅iÊ
“iÀˆV>Ã
£xÓä
>}i>˜ÊÃ>ˆÃÊ>ÀœÕ˜`Ê
ÜÕ̅iÀ˜Ê̈«ÊœvÊ
-œÕ̅ʓiÀˆV>
£ÈäÓ
ÕÌV…ÊV>«ˆÌ>ˆÃÌÃÊ
vœÀ“Ê>ÃÌʘ`ˆ>Ê
ϡ
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.
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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
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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?
ÕÀœ«i>˜Ê}œœ`Ã
­VœÌ…]Ê}՘î
measles.
tuberculosis.
small pox.
all of the above
“iÀˆV>˜Ê«Àœ`ÕVÌÃÊ
­ÃÕ}>À]ÊÀՓ]Ê
̜L>VVœ]ÊÀˆVi®
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
vÀˆV>˜
Ï>ÛiÃ
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.
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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
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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
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World History
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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
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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
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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.
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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.
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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
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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
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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
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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
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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
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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
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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.
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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
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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.
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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.
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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
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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
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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
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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
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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
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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
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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.
7œÀ`Ê/iÀÀœÀˆÃ“ʘVˆ`i˜ÌÃ
£™™xqÓääx
A
B
C
D
Kosovo.
Somalia.
Haiti.
all of the above
È>
10. Since the early 1990s, U.S. forces have
participated in peacekeeping missions in
ˆ``i
>ÃÌ
Poland
Romania
Cmthe former Yugoslav republics
none of the above
ՓLiÀʜv
V>ÃՏ̈iÃ
ՓLiÀʜv
ÌÌ>VŽÃ
vÀˆV>
A
B
C
D
ՓLiÀʜvÊÌÌ>VŽÃ
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
ÕÀœ«i
Chechnya
Serbia
Bosnia and Herzegovina
all of the above
-œÕ̅
“iÀˆV>
A
B
C
D
Palestine Liberation Organization
Al Qaeda
The Baader-Meinhof Group
none of the Above
œÀ̅
“iÀˆV>
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
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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
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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
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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
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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
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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
1˜i“«œÞ“i˜Ì]
£™Ó™q£™ÎÎ
Îä
*iÀVi˜ÌʜvÊ7œÀŽvœÀVi
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
1˜ˆÌi`
ˆ˜}`œ“
Óä
£x
£ä
x
ä
£™Ó™
1˜ˆÌi`Ê-Ì>ÌiÃ
£™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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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«>˜Ãˆœ˜ÊœvÊ,>ˆÀœ>`Ã
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.
,>ˆÀœ>`Ãʈ˜Ê£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
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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
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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
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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
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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
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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
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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
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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
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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
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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.
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A
B
C
D
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9. One challenge facing economic development
is to not permanently damage resources.
What term describes this balance?
ÕÀœ«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.
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8. Why is it difficult to control the development
of nuclear weapons?
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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
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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.
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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
.
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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
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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
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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.
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108-120 World History Post Test Ver.2.indd 110
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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
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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.
ÕÀœ«i>˜Ê}œœ`Ã
­VœÌ…]Ê}՘î
“iÀˆV>˜Ê«Àœ`ÕVÌÃÊ
­ÃÕ}>À]ÊÀՓ]Ê
̜L>VVœ]ÊÀˆVi®
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
vÀˆV>˜
Ï>ÛiÃ
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.
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World History
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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.
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World History
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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.
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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
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World History
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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.
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World History
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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
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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.
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World History
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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?
7œÀ`Ê/iÀÀœÀˆÃ“ʘVˆ`i˜ÌÃ
£™™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
È>
94. The goal of much of the European
exploration in the Americas was to
ˆ``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
ՓLiÀʜv
V>ÃՏ̈iÃ
ՓLiÀʜv
ÌÌ>VŽÃ
vÀˆV>
ՓLiÀʜvÊÌÌ>VŽÃ
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
ÕÀœ«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.
-œÕ̅
“iÀˆV>
A
B
C
D
97. Study the map below.
œÀ̅
“iÀˆV>
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
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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.
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North Carolina
Test Prep Workbook
Answer Key
HOLT
World History
Human Legacy
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or by any means, electronic or mechanical, including photocopy, recording, or any information
storage and retrieval system, without permission in writing from the publisher.
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Possession of this publication in print format does not entitle users to convert this publication,
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ISBN 10: 0-03-099088-2
ISBN 13: 978-0-03-099088-5
1 2 3 4 5 6 7 8
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10 09 08 07
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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.
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Answer Key — North Carolina
2
AnswerKey_North Caraolina Ver.2.indd 2
4/4/07 9:52:54 AM
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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
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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
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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
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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
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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
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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
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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
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