Download 9th grade\Grade 9 Final June 2003

Name _________________________________________ Date ___________________
Teacher _______________________________________
Class Period _____________
CITY SCHOOL DISTRICT
ROCHESTER, NEW YORK
GLOBAL HISTORY AND
GEOGRAPHY I
FINAL EXAMINATION
JUNE 2003
BOOKLET A

This exam contains three parts. Part I is contained in this booklet, Booklet A. Parts II and III
are contained in another booklet, Booklet B.

Be sure you have both booklets, A and B, a machine-scored answer sheet and scrap paper.
Complete the heading on your answer sheet and on Booklet B.

Minimum time for administration – 2 hours.
Maximum time for administration – 3 hours.
DO NOT OPEN THIS EXAMINATION BOOKLET
UNTIL TOLD TO DO SO
I agree that the test mods used for the administration of this test were those listed on the IEP.
__________________________________ (student)
__________________________________ (teacher)
SSE1-12 (06/25/17)
Page 1
Global History and Geography I
Final Examination – June 2003
1.
Which of the following is not a characteristic for civilization?
A.
B.
2
It appeared in paper.
It consists of only dots.
C.
D.
It appeared on clay tablets.
It originated in India.
priests.
craftspeople.
C.
D.
artisans.
farmers.
Early hominids were able to survive in a harsh environment because they
A.
B.
C.
D.
5.
nomadic hunters and gatherers
cities
In early societies, leadership was often provided by
A.
B.
4.
C.
D.
Which is true of cuneiform, the world’s first writing?
A.
B.
3.
writing and record-keeping
specialized workers
traveled individually.
created primitive tools.
stayed mobile, with no base camp.
have highly developed brains
The scientific study of the material remains of past human life is called
A.
B.
chronology.
geology.
C.
D.
6.
Based on the chart, what did a new dynasty have to
do to claim it had the Mandate of Heaven?
A.
B.
C.
D.
SSE1-12 (06/25/17)
archaeology.
geography.
build railroads
tax the gentry
ensure order
enforce Legalist principles
Page 2
Global History and Geography I
Final Examination – June 2003
7.
One similarity between Judaism, Christianity and Islam is that they all share a belief in
A.
B.
8.
led to a decline in the importance of the church in Western Europe.
furthered cultural diffusion throughout Western Europe.
introduced the Industrial Revolution in Western Europe.
ended the western European quest for an overseas empire.
political and economic isolation of the Arab world.
development of the foundation of modern science and mathematics.
adoption of democratic government.
persecution of Jews and Christians.
Which system developed as a result of the Commercial Revolution
A.
B.
12.
the manor system and the importance of land ownership.
absolute monarchies and strong central governments.
decreased emphasis on religion in daily life.
extensive trade with Asia and the Middle East.
A major feature of the Golden Age of Moslem culture was the
A.
B.
C.
D.
11.
democratic ideas.
one God.
One important effect of the Crusades on Western Europe was that they
A.
B.
C.
D.
10.
C.
D.
The Middle Ages in Western Europe was characterized by
A.
B.
C.
D.
9.
reincarnation.
animism.
manorialism
communism
C.
D.
bartering
market economy
A study of Mayan, Aztecs, and Incas would show that these ancient American
civilizations
A.
B.
C.
D.
produce few cultural achievements.
lived at peace with their neighbors.
welcomed the new technology brought by European explorers.
rivaled the accomplishments of early Middle Eastern cultures.
“All things were under its domain. . . its power was such that
no one could hope to escape its scrutiny.”
13.
Which European institution during the Middle Ages is best described by this statement?
A.
B.
the Guild
Knighthood
SSE1-12 (06/25/17)
C.
D.
the Church
the nation-state
Page 3
Global History and Geography I
Final Examination – June 2003
14.
The map illustrates the concept of
A.
B.
15.
C.
D.
socialism.
feudalism.
The Roman Catholic Church during the Middle Ages in Europe can best be described as
a church that
A.
B.
C.
D.
16.
mercantilism.
isolationism.
favored separatism from secular governments.
avoided involvement in social and educational matters.
was a strong force that divided many people.
was a stabilizing influence during a period of weak central governments.
One factor that enabled the Renaissance to flourish in Northern Italy was that the region
had
A.
B.
C.
D.
a wealthy class that invested in the arts.
a socialist form of government.
limited contact with the Byzantine Empire.
a shrinking middle class.
SSE1-12 (06/25/17)
Page 4
Global History and Geography I
Final Examination – June 2003
17.
Which would be a task of an artisan in an early agriculture village?
A.
B.
18.
Literature began to appear in languages other than Latin.
The art of the Northern Renaissance as superior to tat of the Italian Renaissance.
Art reflected the ideas of humanism and individualism.
Art produced during the Renaissance had religious as well as secular themes.
rivalry between the colonial empires.
suppression of internationalism.
decline of the Roman Catholic Church.
collapse of a strong central government.
Which was a result of the Neolithic revolution?
A.
B.
23.
religious revolt against the German princes.
reform within the Roman Catholic Church.
greater papal authority.
crusades to spread Christianity.
The growth of feudalism in Europe during the Middle Ages was primarily caused by the
A.
B.
C.
D.
22.
lower living standards for industrial workers.
decreased economic rivalry between kings.
increased political power for the clergy.
development of towns and cities.
Which statement concerning the Renaissance in Europe is based on opinion rather than
on fact?
A.
B.
C.
D.
21.
gathering seeds
hunting
Martin Luther’s Ninety-Five Theses were a call for
A.
B.
C.
D.
20.
C.
D.
In Europe during the Middle Ages, increases in trade and commerce resulted in
A.
B.
C.
D.
19.
weaving cloth
planting corn
permanent settlements
the rise of artisans
C.
D.
intervillage trade
all of the above
The lowest social class in India was called the
A.
B.
Harappans.
untouchables.
SSE1-12 (06/25/17)
C.
D.
shudras.
dasas.
Page 5
Global History and Geography I
Final Examination – June 2003
“Christians should be taught that he who gives to the poor man or lends
to a needy man does better than if he used the money to buy an indulgence.”
24.
Which major movement in European history started with the idea expressed in this
statement?
A.
B.
25.
exploration and overseas expansion of the colonial empires.
unification of Germany and Italy in the late 1800’s.
growth of industry in Latin America during the late 1900’s.
spread of Islam in the 700’s and 800’s.
birth.
education and training.
C.
D.
individual abilities.
marriage.
A valid statement about early African civilizations such as Mali, Ghana and Songhai is
that they
A.
B.
C.
D.
28.
Renaissance
Protestant Reformation
In European feudal society, an individual’s social status was generally determined by
A.
B.
27.
C.
D.
The printing press, the astrolabe, and the Mercator projection were technological
advances that contributed to the
A.
B.
C.
D.
26.
Commercial Revolution
Industrial Revolution
were constant at war.
did not have organized religious.
had high levels of artistic, economic and political development.
established major colonies in the Western Hemisphere.
The Crusades have been called “history’s most successful failures.” Which statement
best explain this expression?
A.
B.
C.
D.
The Crusades did not achieve their original goals, but they brought about many
desirable changes in Europe.
Although the Crusaders captured the Holy Land, they were unable to bring about
democratic reforms.
The Crusades helped bring about the fall of the Roman Empire.
The Crusaders prevented the Turks from capturing Constantinople for many
centuries.
SSE1-12 (06/25/17)
Page 6
Global History and Geography I
Final Examination – June 2003
29.
The body of water represented by the letter J is the
A.
B.
30.
C.
D.
North Sea.
Atlantic Ocean.
Which two countries are located on Europe’s Westernmost peninsula?
A.
B.
31.
Mediterranean Sea.
Rhine River.
A and D
C and D
C.
D.
B and G
E and F
Which statement best explains the periods of the Gupta Empire of India, the Golden Age
of Greece, and the Renaissance in Italy?
A.
B.
C.
D.
the winning of a war often inspires scientific and artistic achievement
a combination of wealth and a time of relative peace often leads to cultural
achievement
a dictatorship usually encouraged cultural growth and development
periods of censorship are needed for a nation to achieve cultural and scientific
greatness
SSE1-12 (06/25/17)
Page 7
Global History and Geography I
Final Examination – June 2003
“He once sent fifty horsemen with pikes (spears) to destroy an entire province. Not
a single human being survived that massacre, neither women nor children nor aged
infirm. This terrible massacre was punishment for a trifling offense: some Indians
had not responded to a summons promptly enough when the tyrant had
commanded that they bring him a load of maize (corn)..., or else had asked for more
Indians to be assigned to serve him or his comrades. And there was no place where
the Indians could take refuge.”
32.
The purpose of the author was most likely to
A.
B.
C.
D.
33.
The use of money led to all of the following except
A.
B.
C.
D.
34.
the Etruscans
the Romans
C.
D.
the Greeks
the Phoenicians
In Europe, a major characteristic of humanism was a(n)
A.
B.
C.
D.
36.
moneychangers became important.
credit systems were developed.
Greek money was favored over others.
the barter system developed.
By 270 A. C. .which group of people controlled the Italian peninsula?
A.
B.
35.
encourage the colonial government to change its policies toward native peoples.
explain the problems associated with using native laborers.
justify the need for the harsh treatment of the native people.
show support for the governor’s policy toward native peoples.
belief in the supremacy of the state in relation to individual rights.
rejection of ancient civilizations and their cultures.
emphasis on social control and obedience to national rulers.
appreciation for the basic worth of individual achievement.
Spain’s colonial policy of mercantilism affected the development of Latin American
nations by promoting
A.
B.
C.
D.
the production of raw material and cash crops.
free and rapid trade with Asia and Africa.
respect for the rights of indigenous people.
isolationism as a response to international political issues.
SSE1-12 (06/25/17)
Page 8
Global History and Geography I
Final Examination – June 2003
37.
Which is a major belief of Hinduism?
A.
B.
C.
D.
A person’s soul is reborn again and again
Human beings are born evil and most try to be good.
All people should be treated equals.
The main goal in life is to be rich.
“Unless I am convinced by Scripture and plain reason… my conscience is
captive to the Word of God. I cannot and I will not recant anything, for to go
against conscience is neither right nor safe. Here I stand, I cannot do otherwise.”
—Martin Luther, Diet of Worms (1517)
38.
When Martin Luther said “my conscience is captive to the Word of God,” he was
referring to his belief in
A.
B.
C.
D.
39.
The importance of sub-Saharan empires can be attributed to their
A.
B.
C.
D.
40.
possession of huge quantities of gold.
location at trade crossroads.
possession of superior livestock.
supply of slaves.
Middle Passage refers to the
A.
B.
C.
D.
41.
the supremacy of the Bible over Church policies.
imprisoning those who disagreed with Church teachings.
maintaining the unity of the Church.
the need for nepotism.
journey of enslaved persons from Africa to the America.
shipment of gold and silver from the Americas in Spain.
route from Europe to Asia around the tip of South America.
northern from Europe to Asia.
European society during the Renaissance differed from European society during the
Middle Ages in that during the Renaissance
A.
B.
C.
D.
the Church was no longer influential.
the emphasis on individual worth increased.
economic activity declined.
art no longer contained religious themes.
SSE1-12 (06/25/17)
Page 9
Global History and Geography I
Final Examination – June 2003
42.
In the 1600’s, the interest of Europeans in Africa was based mainly on Europe’s need to
A.
B.
C.
D.
43.
Which is a valid conclusion based on this map?
A.
B.
C.
D.
44.
market its surplus agricultural products.
obtain workers for its colonies in the Americas.
establish collective security arrangements.
settle its surplus population on new lands.
The Middle East stands at the crossroads of three continents.
Mountains have protected the peoples of the Middle East from invasion.
The Red Sea carries most of the world’s shipping.
The Nile Valley is more fertile than the Tigris-Euphrates Valley.
“Europe is waking out of a long, deep sleep… time was when learning was only
found in the religious orders… learning has passed to secular princes and peers.”
This quotation best describes the
A.
B.
Renaissance.
decline of the Roman Empire.
SSE1-12 (06/25/17)
C.
D.
Crusades.
rise of Christianity.
Page 10
Global History and Geography I
Final Examination – June 2003
45.
One way in which Medieval European society, Latin American colonial society, and
society in Imperial China were similar is that each
A.
B.
C.
D.
46.
Which of these events during the Age of Exploration was a cause of the other three?
A.
B.
C.
D.
47.
Europeans brought food, animals, and ideas from one continent to another.
Europeans diseases had an adverse effect on the native populations of new
territories.
Warfare increased as European nations competed for land and power.
Advances in learning and technology made long ocean voyages possible.
In colonial Latin America, the main purpose of the encomienda system was to
A.
B.
C.
D.
48.
placed great value on public education.
experienced a surplus of skilled labor.
was organized according to a rigid class structure.
de-emphasized the role of religion.
insure that the Indians were humanely treated.
provide a steady labor supply for early colonists.
prevent slavery in Spain’s New World colonies.
build and maintain forts to repel foreign invaders.
Which idea about leadership would Niccolo Machiavelli most likely support?
A.
B.
C.
D.
Leaders should do whatever is necessary to achieve their goals.
Leaders should fight against discrimination and intolerance.
Leaders should listen to the desires of the people.
Elected leaders should be fair and good.
“…The person of the King is sacred, and to attack him in any way is
an attack on religion itself. Kings represent the divine majesty and
have been appointed by Him to carry out His purposes. Serving God
and respecting kings are bound together.”
—Bishop Jacques Bossuet
49.
This statement describes the philosophy that existed during the
A.
B.
Neolithic Revolution.
Age of Absolutism.
SSE1-12 (06/25/17)
C.
D.
Renaissance.
Industrial Revolution.
Page 11
Global History and Geography I
Final Examination – June 2003
50.
Which statement best describe the effects of the works of Nicolaus Copernicus, Galileo
Galilee, Sir Isaac Newton and René Descartes?
A.
B.
C.
D.
51.
Which statement best describes a result of the scarcity of native Indian labor in Latin
America during the colonial period?
A.
B.
C.
D.
52.
C.
D.
way of life.
way of earning a living.
are forced to move by the government.
most move when food sources become inadequate.
move to search for better jobs.
are looking for scarce mineral resources.
One major influence the Renaissance had on the Protestant Reformation was that the
philosophers of the Renaissance
A.
B.
C.
D.
55.
educational system.
form of government.
Nomads do not stay in one place for long periods of time mainly because they
A.
B.
C.
D.
54.
Unskilled laborers were imported from Asia.
Many people from Spain and Portugal immigrated to the region.
Native American Indians from the British colonies went south to work.
Large numbers of African slaves were imported.
The term “culture” is best defined as a people’s
A.
B.
53.
The acceptance of traditional authority was strengthened.
The scientific method was used to solve problems.
Funding to education was increased by the English government.
Interest in Greek and Roman drama was renewed.
supported democratic forms of government.
encouraged a questioning attitude.
stressed the importance of life after death.
denied the existence of God.
A republic is a type of government in which
A.
B.
C.
D.
a king or queen rules.
people elect officials to make laws.
cities are united in a loose union.
one leader has absolute control.
SSE1-12 (06/25/17)
Page 12
ROCHESTER CITY SCHOOL DISTRICT
GLOBAL HISTORY AND
GEOGRAPHY I
PART II and PART III
BOOKLET B
FINAL EXAM
JUNE 2003
Name _________________________________________ Date ___________________
Teacher _______________________________________



Class Period _____________
This booklet contains Parts II and III of the exam.
Complete all parts of this booklet.
Complete the heading at the top of this page.
Maximum Time Allotted: 3 hours
Credits
Earned
Part I
Multiple-Choice
55 points
Part II
Part III
Thematic Essay
Scaffolding
Essay
15 points
10 points
20 points
TOTAL
DO NOT OPEN THIS EXAMINATION BOOKLET UNTIL TOLD TO DO SO
I agree that the test mods used for the administration of this test were those listed on the IEP.
____________________________________________________
(Student)
____________________________________________________
(Teacher)
SSE1-12 (06/25/17)
Page 13
Global History and Geography I
Final Examination – June 2003
Refer to this rubric as you answer the Part II Thematic Essay.











Thematic Essay Rubric
15-13 points
Shows a thorough understanding of the theme.
Addresses all aspects of the task
Shows an ability to analyze, evaluate, compare and contrast issues and events.
Richly supports the theme with relevant facts, examples and details.
Is a well-developed essay, consistently demonstrating a logical and clear plan of organization.
Introduces the theme by establishing a framework that is beyond a simple restatement of the Task and
concludes with a summation of the theme.
12-10 points
Shows a good understanding of the theme.
Addresses all aspects of the Task.
Shows an ability to analyze, evaluate, compare and/or contrast issues and events.
Includes relevant facts, examples and details, but may not support all aspects of the theme or problem
evenly.
Introduces the theme by establishing a framework that is beyond a simple restatement of the Task and
concludes with a summation of the theme or problem.






9-7 points
Shows a satisfactory understanding of the theme.
Addresses most aspects of the task or addresses all aspects in a limited way.
Shows an ability to analyze or evaluate issues and events, but not in any depth.
Includes some facts, examples and details.
Is a satisfactorily developed essay, demonstrating a general plan of organization.
Introduces the theme by repeating the Task and concludes by repeating the theme.






6-4 points
Shows limited understanding of the theme.
Attempts to address the Task.
Develops a faulty analysis or evaluation of issues and events.
Includes few facts, examples and details, and may include information that contains inaccuracies.
IS a poorly organized essay, lacking focus.
Fails to introduce or summarize the theme.





3-1 points
Shows very limited understanding of the theme.
Lacks an analysis or evaluation of the issues and events.
Includes little or no accurate or relevant facts, examples or details.
Attempts to complete the Task, but demonstrates a major weakness in organization.
Fails to introduce or summarize the theme.
0
Fails to address the Task, is illegible, or is a blank paper.
SSE1-12 (06/25/17)
Page 14
Global History and Geography I
Final Examination – June 2003
PART II
THEMATIC ESSAY QUESTION [15 points]
Directions: Write a well-organized essay that includes an introduction, several paragraphs
addressing the task below and a conclusion.
Theme: Belief Systems
There are a variety of belief systems practiced throughout the world
today. Many of these beliefs have developed massive followings, and as
a result, have had a considerable amount of influence on culture in the
areas where they are practiced.
Task:
Choose two belief systems from your study of global history, and for
each one:
 Identify the nation or region where it was founded.
 Describe two basic teachings of the belief system.
 Discuss how the belief system has influenced the culture of the
areas in which it is currently practiced.
You may use any example from your study of global history. Do use the United States in
your answer. Some suggestions that you may wish to consider include Judaism,
Christianity, Islam, Buddhism, Shinto, Animism, Confucianism, and Taoism.
SSE1-12 (06/25/17)
Page 15
Global History and Geography I
Final Examination – June 2003
DOCUMENT-BASED ESSAY QUESTION
This task is based on the accompanying documents (1-7). Some of the documents have been
edited for the purposes of this task. The task is designed to test your ability to work with
historical documents. As you analyze the documents, take into account both the source of each
document and the author’s point of view.
Historical Context:
In the mid 1300s, the bubonic plague, or black death, had spread across
Europe. To the Europeans, the end of the world indeed seemed to have
come. Unlike catastrophe that pull communities together, this epidemic
was so terrifying that it tipped apart the very fabric of society.
Task:
Describe the social, economic and political impacts of the plague on Europe.
SSE1-12 (06/25/17)
Page 16
Global History and Geography I
Final Examination – June 2003
DOCUMENT # 1
Name
The Spread of the Black Death
Consequences of the Plague
Spread by contact infected bloodstream, causing internal
bleeding, strange swelling about the size of an egg on the
body.
 Spread by respiratory infection; infected lungs.
 Fever, cough, death within three days or less.
Physical

Social
 Widespread despair and fear
 People died without burial rites or prayers
 Graveyards filled up—Mass burial pits used
 The death of 1/3 to ¾ of the population in any given
town or
manor
 Families abandoned each other
One man shunned another, kinsfolk held aloof brother
forsaken by brother, oftentimes husband by wife …father
and mother were found to abandon their own children.
—Boccaccio
Political/  People left the cities, fled to the country
Economic  Deserted villages, hamlets fell into disrepair
 With a shortage of labor, some workers charged high wages
for their work
 The plague spread west from China and other areas in the
Eastern Hemisphere through eastern Europe to western
Europe and north Africa
 Trade business, agriculture and other daily activities were
crippled by the outbreak
1.
Of the consequences listed, which would most affect trade and commerce? Why? [1]
2.
Why would the Black Death cause families to part and abandoned each other?
SSE1-12 (06/25/17)
Page 17
[1]
Global History and Geography I
Final Examination – June 2003
DOCUMENT # 2
3.
Who is taking the woman away? Why?
[2]
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
SSE1-12 (06/25/17)
Page 18
Global History and Geography I
Final Examination – June 2003
DOCUMENT # 3
—Giovanni Boccaccio, The Decameron
4.
Describe one way the plague affected the lives of Europeans.
5.
What act did the author find to be the cruelest among family members?
SSE1-12 (06/25/17)
[1]
Page 19
[1]
Global History and Geography I
Final Examination – June 2003
DOCUMENT # 4
World History: Connections to Today, Prentice Hall, 1997, page 230
6.
What social class is death visiting in this picture?
SSE1-12 (06/25/17)
[1]
Page 20
Global History and Geography I
Final Examination – June 2003
DOCUMENT 5
World History: Patterns of Interaction, McDougal Littell, 1999, page 359
7.
How did a rise in the death toll affect agricultural production?
SSE1-12 (06/25/17)
[1]
Page 21
Global History and Geography I
Final Examination – June 2003
DOCUMENT # 6
World History: Patterns of Interaction, McDougal Littell, 1999, page 359
8.
As the plague worsened, why did the Church suffer a loss of prestige?
SSE1-12 (06/25/17)
[1]
Page 22
Global History and Geography I
Final Examination – June 2003
DOCUMENT # 7
9.
How does the chart help explain why people in Europe thought the world was
ending?
SSE1-12 (06/25/17)
Page 23
Global History and Geography I
Final Examination – June 2003
FOR TEACHER USE ONLY
Answer Key Multiple-Choice
1.
C
20.
B
39.
A
2.
C
21.
D
40.
A
3.
A
22.
D
41.
B
4.
B
23.
B
42.
B
5.
C
24.
D
43.
A
6.
C
25.
A
44.
A
7.
D
26.
A
45.
C
8.
A
27.
C
46.
D
9.
B
28.
A
47.
B
10.
B
29.
A
48.
A
11.
D
30.
B
49.
B
12.
D
31.
B
50.
B
13.
C
32.
A
51.
D
14.
A
33.
D
52.
C
15.
D
34.
B
53.
B
16.
A
35.
D
54.
B
17.
A
36.
A
55.
B
18.
D
37.
A
19.
B
38.
A
SSE1-12 (06/25/17)
Page 24
Global History and Geography I
Final Examination – June 2003
FOR TEACHER USE ONLY
ANSWER KEY FOR DOCUMENTS # 1-7
1.
Trade business, agriculture crippled
2.
People did not want to die from the disease
3.
Death, she is dying due to the plague
4.
Answers will vary
Citizens avoided each other, families avoid each other
5.
Mothers and fathers abandoned their children and would refuse to visit them
6.
King (a person of nobility)
7.
Farmland was abandoned. Serfs left the manor in search of better opportunities.
8.
The Church loss prestige when their prayers and repentance for sins failed to stop plague.
Also, clergy were changing high fees by perform services.
9.
People in Europe thought the world was ending because of the million of people who
were dying from the plague in Europe and Asia.
SSE1-12 (06/25/17)
Page 25
Global History and Geography I
Final Examination – June 2003
Blueprint for the June 2003 Final Examination
FORMAT
Part I – 55 Multiple-Choice (55 points)
Part II – 1 Thematic Essay (15 points)
Part III – 1 DBQ (10 points scaffolding and 20 points essay)
CONTENT
Key Vocabulary:
Cuneiform, hominids, archeology, monotheism, manor, Ninety-Five Theses,
feudalism, Neolithic Revolution, caste, humanism, Middle Passage, encomienda
system, Niccolo Machiavelli, absolution, culture, republic, Martin Luther,
Commercial Revolution, mercantilism
Key Concepts and Possible Thematic Essay and DBQ Topics:
Belief System
Medieval Period
Protestant Reformation
Monotheism
Renaissance
Bubonic Plague
European Capitalism
Crusades
SSE1-12 (06/25/17)
Page 26