Lesson: The Byzantine Empire

Lesson Topic: History of the Byzantine Empire

Question 1:

Look at the map of the Roman Empire when Constantine was emperor. Why do you think
Constantine selected this location to build a new capital for the Roman Empire?

It was connected to both the Mediterranean and Black Seas.

It was centrally located, so he could easily access both the east and the west.

It had been the capital of Rome in ancient times.

It could conveniently station armies that would be used to expand the empire's
territory.

Question 2:

Which accomplishments can be credited to Justinian?

He created a law code.

He ended the silk monopoly.

He built the city's protective walls.

 He founded Constantinople.

He reconquered territory.

He built Hagia Sophia.

Question 3:

How was Theodora unusual among Roman and Byzantine empresses?

She was married to the emperor before his coronation.

She cared about the plight of women in the Byzantine Empire.

She had so much power and influence that she was considered a co-ruler.

She refused to participate in politics.

Question 4:

Plagues can have wide-ranging consequences on a society other than simply the enormous loss
of life. Which of the effects below might be caused by a particularly deadly plague?

Unsuccessful doctors were executed.

The empire collected fewer taxes.

The workers who survived were paid less for their work, causing them to riot.

Crops became more expensive.

Major cities did not have enough food.

The workers who survived demanded higher wages.

The armies became weaker and smaller.

Question 5:

Justinian hoped to return the Byzantine Empire to the same level of glory as the Roman Empire.
To that end, he reconquered many lands that had once been part of the Roman Empire. Explain
how reconquering these lands had a negative impact on the Byzantine Empire.

Question 6:

Use the image below to explain why the geographic location of Constantinople made it difficult
for invaders to conquer the city.
Question 7:

What were the Byzantines?

what historians call the royal family from whom Constantine was descended

what historians call the walls used to defend the city of Constantinople

what historians call the people who defeated Constantinople and renamed it
Istanbul

what historians call the people living in the Eastern Roman Empire after the fall of
the Western Roman Empire

Question 8:

What is a strait?

a land form that forms a natural bridge across a body of water

a long, thin body of water that flows in a single direction

a land mass surrounded on three sides by water

a narrow body of water that cuts through land to connect two larger bodies of
water

Question 9:

What does the term envoy mean?

a ruler who rises to power from slavery or the lower classes

a messenger or representative, usually from one government to another

 a group of soldiers hired to expand a ruler's territory

a spy used to gather information about an enemy government

Question 10:

What is a monopoly?

the practice of a person or group mimicking a competitor's goods or services

a location through which many trade routes run

any attempt to gain wealth or property, especially through trade

the complete control of an industry or product by one person or group

Question 11:

Which of the following is the definition of a moat?

a ship used to bring supplies to a city under attack

a bronze cannon used in warfare

a ditch, which is sometimes filled with water or spikes, that is dug to protect a
building or city

a tall, thick wall surrounding a city to prevent invasion

Question 12:

What is Greek fire?

an explosive used by the Ottomans to demolish the walls around Constantinople

 the tactic of destroying opponent ships by lighting them on fire before a battle

a mixture of chemicals that could burn in water, used by the Byzantines as a

weapon against invaders

a flame-throwing weapon developed by the Crusaders for the siege of

Constantinople

Question 13:

Read the passages below. Select the passage that seems most likely to be
accurate.

Justinian married Theodora, an actress, two years before becoming emperor. Her
low class caused many to consider her an unworthy match for an emperor.
However, because of her intelligence, she became one of his most helpful advisers.
During a terrible riot, Theodora bravely spoke up in a council of men and told
them that she and her husband would not flee in fear. Instead, they stayed and
ended the riot. Theodora ruled as co-regent with her husband, helping him to
make laws, meet with envoys, and appoint government officials.

Justinian married Theodora, an actress, two years before becoming emperor. Her
low class caused many to consider her an unworthy match for an emperor.
However, because of her humble obedience to her husband's commands, she
became one of his most helpful advisers. During a terrible riot, Justinian bravely
spoke up in a council and told them that he and his wife would not flee in fear.
Theodora was afraid, but they stayed and ended the riot. Theodora acted as an
empress as her husband made laws, met with envoys, and appointed government
officials.

Justinian married Theodora, an actress, two years before becoming emperor. Her
high class caused many to consider her an excellent match for the emperor.
Because of her intelligence, she became one of his most helpful advisers. During a
terrible riot, Theodora bravely spoke up in a council of men and told them that she
and her husband would not flee in fear. Instead, they stayed and ended the riot.
Theodora ruled as co-regent with her husband, helping him to make laws, meet
 with envoys, and appoint government officials.

Question 14:

Correct the passage below.

The Byzantines were the successors of the Western Roman Empire. As such, they were a
Christian people who spoke Latin and maintained many Roman laws and customs. The
Byzantine Empire lasted for nearly 1,000 years but finally came to an end when its capital
city, Constantinople, was captured by a European Crusader army.

The Byzantines were the successors of the Eastern Roman Empire. As such, they
were a Christian people who spoke Greek and maintained many Roman laws and
customs. The Byzantine Empire lasted for nearly 1,000 years but finally came to
an end when its capital city, Constantinople, was captured by the Ottoman Empire.

The Byzantines were the successors of the Roman Empire. As such, they were a
Christian people who spoke Byzantine and maintained many Roman laws and
customs. The Byzantine Empire lasted for nearly 1,000 years but finally came to
an end when its capital city, Constantinople, was captured by a European army of
Ottomans.

The passage is correct as it is.

Question 15:

Read the passage below about Justinian and Theodora.

The reign of Justinian and Theodora brought many changes to the Byzantine Empire. Justinian
fought to regain the territory that formerly belonged to the Roman Empire, but he failed to
extend Byzantine borders. Theodora, on the other hand, was very successful in her goal of
extending rights to more women. During their reign, a plague killed many people around
Constantinople, but its gates were shut on the excellent advice of Theodora, preventing
infected individuals from spreading the disease into the city. This action saved Constantinople
from suffering great losses, but Justinian's wars drained Byzantine resources significantly.

Is the passage an accurate source for information about Justinian and Theodora? Why or why
not?

yes, because it accurately describes why Byzantine resources were in short supply
 by the end of their reign

no, because it suggests that Theodora helped Justinian rule his empire

yes, because it describes Justinian's conquests and Theodora's efforts to extend

rights to women

no, because it contains inaccuracies about Justinian's campaigns and plague in

Constantinople

Question 16:

Which statement is NOT true about the Byzantines?

They primarily spoke Latin.

Their capital city was Constantinople.

They maintained many Roman laws and customs.

They were the successors of the Eastern Roman Empire.

They were Christian.

Question 17:

Which of the following factors contributed to the growth of Constantinople?

Check all that are true.

distance from potential enemies

democratic involvement from all citizens

safety provided by location and defenses

trade routes

Question 18:

Which of the following maps correctly shows the Byzantine Empire at its greatest extent?
Question 19:

Some historians claim that Justinian was the best Byzantine emperor. Which statements might
support that claim?

Check all that are true.

 Justinian's law code shaped Byzantine life and future law codes throughout the
world.

Justinian expanded the empire to its greatest size.

Justinian was able to pass a financially stable empire on to his successors.

Justinian successfully defended Constantinople from many invading forces.

Under Justinian's direction, the Hagia Sophia and other important construction
projects were completed.

Question 20:

Identify the ways that Theodora was not a traditional empress.

Check all that are true.

She ruled as a co-regent.

She helped select imperial officials.

She wrote a new code of law.

She wore fashionable clothes.

She was born to a lower class family.

Question 21:

Which factor did NOT contribute to the decline of the Byzantine Empire?

the plague

poor finances

new weapon technology

Greek fire

invasion by Muslim forces

Question 22:

Which group of invaders ultimately conquered Constantinople?

the Crusaders

the Romans

the Ottomans

No outside group conquered Constantinople.

Lesson Topic: The Great Schism
Question 1:

The bishop of Rome used a Latin word for father as his title to show that he considered himself
the leader of the church. What does this imply about society in the Roman and Byzantine
Empires?

The Romans and Byzantines thought that men reached perfection only when they
had children.

The Romans believed that the pope should be able to marry and have children,
but the Byzantines disagreed.

The Romans and Byzantines believed that all Christians were members of one
biological family.

The Romans and Byzantines considered the father to be the sole leader of a
family.

Question 2:

Why were the other four patriarchs unlikely to accept the bishop of Rome’s claim that he was
the father and leader of the Church?

The patriarchs did not believe that the bishop of Rome should have authority to be
a patriarch.

The patriarchs wanted to maintain their own status and position as the leaders of
the Church.

The patriarchs wanted to maintain authority over the people under them.

The patriarchs each thought that they should be the father and leader of the
church.

Previous tradition, including writings from popes, had stated that there was no
patriarch with authority over other patriarchs.

Question 3:

Was the Council of Nicaea successful? Explain your answer.

Question 4:

By 850, the influence of the patriarchs of Alexandria, Jerusalem, and Antioch had declined. The
primary struggle for control of the Church was between the pope in the west and the patriarch
of Constantinople in the east. Use the map below to predict why this might be the case.

Question 5:
 Which passage best summarizes the relationship between the Western Church and the Eastern
Church around the year 1000?

Western Christians believed that the pope was the head of the Church and had
authority over the other patriarchs. However, the Eastern Christians believed that
no patriarch had authority over another. Western Christians came to use a slightly
different wording of the Nicene Creed than Eastern Christians. Western Christians
were also troubled by the iconoclasm in the East.

Western Christians believed that the bishop of Constantinople was the head of the
Church and had authority over other patriarchs. However, Eastern Christians
believed that no patriarchs had authority over one another. Western Christians
came to use a slightly different wording of the Nicene Creed than Eastern
Christians. Eastern Christians were also troubled by the iconoclasm in the West.

Western Christians believed that the bishop of Rome was the head of the Church
and had authority over the other patriarchs. However, Eastern Christians believed
that the patriarch of Constantinople had the highest authority. Western Christians
and Eastern Christians agreed on the wording of the Nicene Creed. Western
Christians were troubled by the use of icons in the East.

Question 6:

Which was a consequence of the Great Schism?

The Church split into the Roman Orthodox Church in the West and the Byzantine
Catholic Church in the East.

The Church split into the Roman Catholic Church in the North and the Eastern
Orthodox Church in the South.

The Church split into the Roman Catholic Church in the West and the Coptic
Orthodox Church in the East.

The Church split into the Roman Catholic Church in the West and the Eastern
Orthodox Church in the East.

Question 7:
 What is a creed?

a difference in belief between religious groups

a statement of ideas or beliefs

a ruler or leader in the Christian church

a council that met to discuss ideas or beliefs

Question 8:

What is an icon?

a person who uses religious images in worship

a holy image of a religious figure from the Christian tradition

a holy image showing any aspect of God's creation

a small image or statue intended to represent a big idea

Question 9:

What is an iconoclast?

a person who opposed icons

a person who was too poor to own icons

a person who used icons to worship

a person who created icons

Question 10:
 What is the definition of pope?

the highest leader in what would eventually emerge as the Eastern Orthodox
Church

the highest leader in what would eventually emerge as the Roman Catholic Church

one of the five patriarchs who eventually took control over the other four leaders

the church leader who was believed to be the reincarnate Jesus

Question 11:

What is the definition of patriarch?

a powerful leader of the early Christian church

a powerful bishop who controlled the Byzantine Empire

a powerful bishop who ruled in Rome

a powerful leader who opposed iconoclasm

Question 12:

What was the Great Schism?

the gradual division between any churches that split from one another

the formal division between each of the five patriarchs, each emerging as separate
churches

the differences in beliefs between the Eastern and Western Churches

the formal division between the Eastern and Western Churches

Question 13:

What is the definition of orthodox?

agreeing with the beliefs of the pope of Rome

being open to interpretation by people with diverse points of view

having an understanding of church history

conforming to religious beliefs or establishments that are officially approved

Question 14:

What is the definition of catholic?

from the Latin word meaning "universal"

from Latin words meaning "true belief"

from the Latin word meaning "father"

from the Latin word meaning "head"

Question 15:

Which of the following were results of the Council of Nicaea?

Constantine was able to promote greater unity in his empire.

A creed was produced that was adopted by later Christian groups.

The divisions between the church leaders were temporarily healed.

The Western and Eastern Christians were able to solve the divisions caused by the
Great Schism.
Question 16:

Which of the following are differences between the pope in Rome and the patriarch in
Constantinople after the Great Schism?

The pope was the highest-ranking church official; the patriarch was the emperor,
making him the highest-ranking political official.

The pope was chosen by other members of the Roman Catholic Church; the
patriarch was appointed by the Byzantine emperor.

The pope was selected by the bishops of Europe; the patriarch was selected by the
patriarchs of Antioch, Jerusalem, and Alexandria.

The pope was both the highest-ranking church official and the leader of the
church; the patriarch was not the leader of the church.

Question 17:

What role did the patriarchs play in the early church?

They had religious authority over the priests and bishops in their region.

They were in authority over one another in a carefully arranged hierarchy.

They appointed political leaders in their regions.

They were the primary political and religious rulers of their regions.

Question 18:

Why did Constantine call the Council of Nicaea in 325?

Check all that are true.

to decide whether or not icons were allowed

to solidify the Church's beliefs about Jesus

to resolve arguments within the Church

to determine whether the pope had authority over other patriarchs

Question 19:

The image above shows a patriarch of Constantinople washing away an image of Jesus. Which
is most likely true about this particular patriarch?

Check all that are true.

He was an iconoclast.

He was an Eastern patriarch.

He was opposed to the worship of Jesus.

He believed Jesus was not truly God.

Question 20:

The following opinions might have been held by Christians in the Byzantine Empire. Which best
represents the ideas of an iconoclast?

God has no opinions about the use of icons in churches.

Using icons in worship is a form of idolatry, which God prohibits in the Bible.

Icons are not beautiful enough to truly honor the God of Christianity.

God blessed the use of physical matter in worship by making Jesus physical.
Question 21:

What was the Great Schism?

a division between the Eastern and Western Churches resulting in changes to

the Nicene Creed

a division between the Eastern and Western Churches resulting in the pope
declaring himself the head of the church

the division between the Eastern and Western Churches resulting in centuries of
warfare between Eastern Europe and Western Europe

the division between Eastern and Western Churches resulting in the Roman
Catholic Church and the Eastern Orthodox Church

Question 22:

This chart, which highlights differences between the Roman Catholic Church and the Eastern
Orthodox Church, contains errors. Select the answer chart that corrects the mistakes.
Lesson Topic: Life in the Byzantine Empire
Question 1:

Why did Justinian want to codify Roman law that had been developed over the preceding 1,000
years?

The current legal system was unorganized and contradictory.

Codifying Roman law would influence future law codes around the world.

Codifying and standardizing the legal system would benefit the empire.

Codifying Roman law would encourage people to obey the law by making it easier
to understand.

Codifying Roman law would reinforce the power of the emperor by ensuring that
pro-imperial laws were favored over laws that limited the emperor.

Question 2:

Some Byzantine emperors, such as Basil II, were famous for being successful generals in their
own right. Other emperors, such as Justinian, relied on loyal generals to achieve their military
goals. What dangers might a Byzantine emperor have faced by relying on generals to lead his
armies?

If the general did not support the emperor, he may not put forth much effort to
win battles.

If the general and emperor were both fathers, there could be rivalry about whose
children would become emperors.

The empire could be usurped by a successful general.

The emperor could die on the battlefield.

Question 3:

In Western Europe, the Church and local governments often competed for power. At various
times during the Middle Ages, popes threatened kings and kings threatened popes. Explain how
the relationship between religion and government was different in the Byzantine Empire.
Question 4:

Why were so many people attracted to Constantinople?

the trade routes

the wealth of the empire

the culture, including libraries

the stable leadership

the religious diversity

Question 5:

During the Byzantine Empire, books were rare and expensive. A physical book had to be copied
by hand in order to pass a copy of it to other people. Why would a city like Constantinople be a
good location for scholars to collect and study many books?

The climate of Constantinople was uniquely suited to preserving manuscripts,

since it was near the sea.

Travel routes exposed Constantinople to manuscripts from all around the world
that could be copied for their libraries.

The wealth of the empire allowed Constantinople to develop technologies for faster
and easier manuscript duplication.
 The religious diversity encouraged by Byzantine laws made scholars with various
beliefs feel safe bringing their works to Constantinople.

Question 6:

What type of events were held in the Hippodrome? Check all that apply.

gladiator fights

horse races

chariot races

wrestling matches

political debates

Question 7:

The map below shows the location of the Hippodrome, the Hagia Sophia, and the Imperial
Palace within Constantinople. What does their close proximity imply?

The Hagia Sophia was constructed after the Hippodrome.

The emperor wanted to be close to both the religious center and the racing center
of the city.

The emperor valued religious practice over the matters of the palace or the
racetrack.
 Politics, religion, and racing were all important in Byzantine life.

Question 8:

Read the passage below.

In 987, Prince Vladimir of the Kievan Rus wanted to convert his people to a new religion. He
sent envoys to many neighboring lands with orders to report what they saw of the civilizations
and religions. The envoys who were sent to Constantinople were overawed by the majesty of
the city and its buildings. Of one building, they reported, “We do not know whether we were
in heaven or upon earth, for there is not upon earth such sight or beauty. … We cannot forget
that beauty, for every man that has partaken of sweetness will not afterwards accept
bitterness, and thus we can no longer remain in our former condition."

Which building(s) were the envoys likely referring to?

the Hagia Sophia

the Hippodrome

the marketplace

the imperial palace

the porticos

the libraries

Question 9:

Which of the following is the correct definition of the Justinian Code?

a small group of laws that influenced modern lawmakers and was taken from the
larger code of Justinian's law

the code of law received by Justinian from his predecessors and published in 529

a bill of rights for the people of Constantinople and the Byzantine Empire

the codification of Roman law overseen by Justinian and published in 529

Question 10:

What is a portico?

an architectural structure consisting of a roof with supporting columns, usually

connected to a larger building

an architectural feature used to support high domes

an architect who designs Byzantine churches

an architectural structure that operates as a small room with only three walls

Question 11:

Which of the following statements most accurately describes the political structure of the
Byzantine Empire?

The emperor was the head of the state and the church.

The emperor was selected by his people to rule.

The emperor chose multiple aids to control his empire and rarely actually ruled.

The emperor was selected by the patriarch of Constantinople.

Question 12:

Which were impacts of the Justinian Code?

Check all that are true.

Theodora was able to rule as co-regent.

Future law codes around the world were developed based on this code.

Byzantine law was simplified and codified.

Non-Christians in the Byzantine Empire were persecuted.

Question 13:

Which passage describes the role that Constantinople played in the Byzantine Empire?

Check all that are true.

Many works of literature were preserved by monks and scholars in

Constantinople.

Constantinople was the Byzantine capital, and the empire was not able to
survive its fall.

Trading routes and powerful defenses made Constantinople the richest city in
the empire.

Constantinople was the spiritual center of the Empire, since the emperor was
the patriarch of the church.

Question 14:

Why was the Hippodrome significant in Byzantine culture?

Check all that are true.

The races had religious significance to Eastern Orthodox Christians.

Fans of the different racing teams wore their teams’ colors in the streets and
supported them during the races.

The races were used to determine which men would serve as the emperor's
generals.

People from across social classes enjoyed watching the chariot races held in the
Hippodrome.

Question 15:

What were the consequences of the revolt against Justinian in 532?

Check all that are true.

Justinian married Theodora to promote peace.

Justinian was able to build the Hagia Sophia.

 The Hippodrome was constructed to pacify the people.

One quarter of the city was burned down.

Tens of thousands of people were killed.

Question 16:

Which image shows the Hagia Sophia?

Lesson Topic: Influence of the Byzantine Empire
Question 1:

Explain the purpose and impact of the Cyrillic alphabet.

Question 2:

Missionaries were sent out in order to convert people to Christianity. However, there were
unintended effects of missionary activity. Which were likely unintended effects of the
missionaries?

Local myths and histories were able to be written down because of the new
alphabet.

Most missionaries converted to Slavic religions.

Slavic culture began to have an influence on Byzantine culture.

Byzantine culture and language spread.

Question 3:

In 988, the Byzantine emperor Basil II formed an elite guard made up of Rus and Viking
warriors. This group, called the Varangian Guard, served the Byzantine emperors until the fall
of Constantinople. Which sentence gives the most likely explanation for how a Byzantine
emperor was able to form a guard of Rus and Viking warriors in 988?

After the Byzantine Empire fell, the Rus considered themselves the defenders of
all Byzantine Christians.
 After the Byzantine Empire conquered Kievan Rus, the Byzantine emperor
demanded some of their men become his soldiers.

After the conversion of Kievan Rus, many soldiers were no longer employable in
the suddenly peaceful Slavic world.

After converting to Eastern Orthodoxy, the leader of the Kievan Rus sent a force to
assist the Byzantine emperor.

Question 4:

What are missionaries?

people with high social rank

people who attack other regions

people who have been ordained as priests or bishops

people who spread knowledge of a religion

Question 5:

What is the Cyrillic alphabet?

an alphabet based on the Greek alphabet, meant to preserve the Slavs' beliefs
and heritage

an alphabet based on the Latin alphabet, meant to teach the Slavs about
Byzantine customs

an alphabet based in part on the Latin alphabet, meant to teach the Slavs about
the Orthodox faith

an alphabet based in part on the Greek alphabet, meant to help the Slavs learn
about Christianity

Question 6:
 Which statement best describes the missionaries Cyril and Methodius and their impact on
Russia?

Cyril and Methodius brought the Slavs under the control of the Byzantine emperor,
preventing them from naming any rulers. The Slavs were the subjects of the
emperor for hundreds of years, preventing their culture from developing unique
literature and art.

Cyril and Methodius developed an alphabet for the Slavs to use however they
pleased. Early Russians continued using this alphabet, and they chose to use it to
express their political views. The political structure of Russia slowly developed
from these writings.

Cyril and Methodius taught the Slavs about Byzantine art and architecture. As
early Russians continued practicing these forms, they naturally adopted the
religion and culture of the Byzantines. Byzantine culture continues to influence
Russia today.

Cyril and Methodius provided Slavs with an alphabet and taught them about
Christianity. The early Russians continued the use of this alphabet, and it remains
the alphabet of Russia today.

Question 7:
 The image above shows a Russian icon created around 1400. Which statement most likely
explains the connection between this Russian icon and the Byzantine Empire?

This Russian icon in the Byzantine style reveals how Russia adopted the religion
and art of the Byzantine Empire.

This icon was likely an exact copy of one created by a Byzantine, a symptom of
the fact that Russia never created original artwork.

This Russian icon depicts Byzantine rulers, indicating the long Byzantine rule over
Russia.

By avoiding Byzantine forms, this Russian icon demonstrates the violent break
between Russian and Byzantine tradition.

Question 8:

The Byzantine Empire ended in 1453 with the fall of Constantinople. However, its influence is
still felt today. Explain how the influence of the Byzantine Empire continues to impact the
modern world.
Question 9:

Which person would be described as a missionary?

Check all that are true.

Simeon has spent the last few years in a foreign land, telling people about his
religion.

George and a group of his fellow monks are going into an unknown region to tell
people about Jesus.

Thiodolf travels to Christian England to raid books and valuable goods from
monasteries.

Zacharias is a devout Christian who travels to sell his products around the
Mediterranean Sea.

Question 10:

Byzantine missionaries left their civilization specifically to spread the Christian faith. However,
they unintentionally spread other things as well. Aside from religion, what did Byzantine
missionaries spread to Eastern Europe?

deadly diseases

Byzantine culture

political unrest

battle tactics

Question 11:
 The missionary brothers Cyril and Methodius developed a unique tool to help them convert
Slavic people to Christianity. What was that tool, and how does it still impact the region today?

They developed a new religion, which became the official religion of Russia.

They developed a new religious service, which eventually replaced the

traditional Byzantine service.

They developed an alphabet, which is still used in most Slavic countries.

They developed an alphabet, which was once used by some Slavic groups.

Question 12:

In which ways did the Byzantine Empire influence the Rus and Slav people?

Check all that are true.

biologically

religiously

environmentally

culturally

Question 13:

The picture above is of the Hagia Sophia in Istanbul. The former church is a masterpiece of
Byzantine architecture and was the inspiration from many other Eastern Orthodox churches.
Which image below is most likely a Russian church?
Lesson Topic: Lesson Vocabulary Review
Question 1:

What were the Byzantines?

what historians call the royal family from whom Constantine was descended

what historians call the walls used to defend the city of Constantinople

what historians call the people who defeated Constantinople and renamed it
Istanbul

what historians call the people living in the Eastern Roman Empire after the fall of
the Western Roman Empire

Question 2:

What is a strait?

a land form that forms a natural bridge across a body of water

a long, thin body of water that flows in a single direction

a land mass surrounded on three sides by water

a narrow body of water that cuts through land to connect two larger bodies of
water

Question 3:

What does the term envoy mean?

a ruler who rises to power from slavery or the lower classes

a messenger or representative, usually from one government to another

 a group of soldiers hired to expand a ruler's territory

a spy used to gather information about an enemy government

Question 4:

What is a monopoly?

the practice of a person or group mimicking a competitor's goods or services

a location through which many trade routes run

any attempt to gain wealth or property, especially through trade

the complete control of an industry or product by one person or group

Question 5:

Which of the following is the definition of a moat?

a ship used to bring supplies to a city under attack

a bronze cannon used in warfare

a ditch, which is sometimes filled with water or spikes, that is dug to protect a
building or city

a tall, thick wall surrounding a city to prevent invasion

Question 6:

What is Greek fire?

an explosive used by the Ottomans to demolish the walls around Constantinople

the tactic of destroying opponent ships by lighting them on fire before a battle
 a mixture of chemicals that could burn in water, used by the Byzantines as a
weapon against invaders

a flame-throwing weapon developed by the Crusaders for the siege of

Constantinople

Question 7:

What is a creed?

a difference in belief between religious groups

a statement of ideas or beliefs

a ruler or leader in the Christian church

a council that met to discuss ideas or beliefs

Question 8:

What is an icon?

a person who uses religious images in worship

a holy image of a religious figure from the Christian tradition

a holy image showing any aspect of God's creation

a small image or statue intended to represent a big idea

Question 9:

What is an iconoclast?

a person who opposed icons

 a person who was too poor to own icons

a person who used icons to worship

a person who created icons

Question 10:

What is the definition of pope?

the highest leader in what would eventually emerge as the Eastern Orthodox
Church

the highest leader in what would eventually emerge as the Roman Catholic Church

one of the five patriarchs who eventually took control over the other four leaders

the church leader who was believed to be the reincarnate Jesus

Question 11:

What is the definition of patriarch?

a powerful leader of the early Christian church

a powerful bishop who controlled the Byzantine Empire

a powerful bishop who ruled in Rome

a powerful leader who opposed iconoclasm

Question 12:

What was the Great Schism?

the gradual division between any churches that split from one another
 the formal division between each of the five patriarchs, each emerging as separate
churches

the differences in beliefs between the Eastern and Western Churches

the formal division between the Eastern and Western Churches

Question 13:

What is the definition of orthodox?

agreeing with the beliefs of the pope of Rome

being open to interpretation by people with diverse points of view

having an understanding of church history

conforming to religious beliefs or establishments that are officially approved

Question 14:

What is the definition of catholic?

from the Latin word meaning "universal"

from Latin words meaning "true belief"

from the Latin word meaning "father"

from the Latin word meaning "head"

Question 15:

Which of the following is the correct definition of the Justinian Code?

 a small group of laws that influenced modern lawmakers and was taken from the
larger code of Justinian's law

the code of law received by Justinian from his predecessors and published in 529

a bill of rights for the people of Constantinople and the Byzantine Empire

the codification of Roman law overseen by Justinian and published in 529

Question 16:

What is a portico?

an architectural structure consisting of a roof with supporting columns, usually

connected to a larger building

an architectural feature used to support high domes

an architect who designs Byzantine churches

an architectural structure that operates as a small room with only three walls

Question 17:

What are missionaries?

people with high social rank

people who attack other regions

people who have been ordained as priests or bishops

people who spread knowledge of a religion

Question 18:

What is the Cyrillic alphabet?

an alphabet based on the Greek alphabet, meant to preserve the Slavs' beliefs
and heritage

an alphabet based on the Latin alphabet, meant to teach the Slavs about
Byzantine customs

an alphabet based in part on the Latin alphabet, meant to teach the Slavs about
the Orthodox faith

an alphabet based in part on the Greek alphabet, meant to help the Slavs learn
about Christianity
Lesson: Lesson Test: The Byzantine Empire
Lesson Topic: History of the Byzantine Empire
Question 1:

How did the location of Constantinople impact the city?

Check all that are true.

The Bosporus Strait prevented merchants from traveling easily to

Constantinople.

Its central location along multiple trade routes brought riches.

Its central location between the Black Sea and the Mediterranean Sea allowed
trade with both the East and the West.

The many land routes to Constantinople allowed easy trade with people in the
West, the North, and the South.

The surrounding seas provided protection from invading armies.

Question 2:

Which of the following was a way the Byzantine Empire differed from the Roman Empire?

The people of the Byzantine Empire called themselves Greeks.

The Byzantine Empire used many laws of their predecessors.

The Byzantine Empire began as a Christian empire, and its people spoke Greek.

The Byzantine Empire practiced many customs from earlier Romans.

Question 3:

Which map accurately shows the Byzantine Empire at its greatest extent?
Question 4:

What role did Theodora play during Justinian’s reign?

Check all that are true.

 Theodora supported laws that led to more rights for Byzantine women.

Theodora helped Justinian rule the empire.

Theodora remained quiet and submissive at most times.

Justinian's marriage to Theodora helped him solidify control of more territory.

Question 5:

Which events led to the weakening of the Byzantine Empire?

Check all that are true.

invasion from rival powers

multiple earthquakes

the destruction of the Hagia Sophia

poor financial decisions by emperors

outbreak of the plague

Question 6:

How was the city of Constantinople protected from invaders?

Check all that are true.

The bodies of water surrounding Constantinople prevented the city from being
surrounded.

Tall, thick walls and moats made it difficult for invading armies to attack the city
by land.

Cannons mounted on top of the city’s walls could bombard enemy armies and
navies.

Greek fire could be used to fight invaders approaching by sea or land.

Question 7:

Which group successfully conquered Constantinople? When did this take place?
the Ottomans; 1453

the Kievan Rus; 988

the Romans; 1054

the Crusaders; 1204

Lesson Topic: The Great Schism
Question 1:

Which of the following shows the hierarchy of the early Christian Church?
Question 2:

Which were goals of the Council of Nicaea?

Check all that are true.

to help unify the Roman Empire

to help unify the Byzantine Empire

to end the iconoclast controversy

to resolve disputes within the Christian church

to standardize church doctrine on the identity of Jesus

Question 3:

Which passage best summarizes the conflict over the use of icons in the 700s?

Early Christians never used religious images in worship, but some eventually
began to use them. Traditional Christians believed this violated the prohibition
against idol worship.

Early Christians worshiped icons because they believed they contained Gods,
but some Christians began destroying the icons to prevent idol worship.

Early Christians used religious images in their services, but some Christians
wondered if this violated the prohibition against idol worship.

Early Christians believed that Jesus was both God and man. Later Christians
began wondering if Jesus was not man at all.

Question 4:

The Great Schism resulted in a split in the Church. Which chart correctly shows the differences
between the two branches of Christianity?
Lesson Topic: Life in the Byzantine Empire
Question 1:

Below is an incorrect chart showing the leadership structure of the Byzantine Empire. What is
wrong with it?

The Emperor had little real political power.

The Emperor was also the head of the Church.

The Emperor was under the authority of a group of leaders in his government.

The Emperor had no control over the military.

Question 2:

Which statements are NOT true about Byzantine social classes?

Check all that are true.

The emperor and court were in the highest social class.

The main factor separating social classes was their religion.

The lowest social class was made up of farmers and poor priests.

One of the deciding factors in a person's class was wealth.

Question 3:

Which passage best describes the design and purpose of the Hagia Sophia?

Check all that are true.

 It was created to display Byzantine architecture.

It was built to become a museum of religion.

It was built for religious services.

It was designed to convert the Kievan Rus to Christianity.

Question 4:

What was the Justinian Code?

a legal code produced under the direction of Justinian that simplified Byzantine
law and made it consistent

a code of law produced under the direction of Justinian that incorporated all of
the laws of his predecessors

a local code of rules that Justinian used to govern Constantinople

a religious code that stated the beliefs of Christians under Justinian

Lesson Topic: Influence of the Byzantine Empire
Question 1:

How did missionaries have an impact on Eastern Europe?

Check all that are true.

Missionaries caused Eastern Europeans to fight wars against one another.

Byzantine culture influenced Eastern European culture.

Byzantine cuisine came to dominate Eastern European diets.

Missionaries spread Eastern Orthodox Christianity throughout Eastern Europe.

Question 2:

Why might the missionaries Cyril and Methodius be especially respected in much of Eastern
Europe?

They were the first Christians to contact eastern Europeans.

They built Byzantine cathedrals throughout Slavic lands.

They were the only missionaries who traveled to Eastern Europe.

They developed the alphabet still used in Eastern Europe.

Question 3:

Who were the Kievan Rus?

A group of Vikings from Scandinavia and Slavs near Kiev who formed an alliance
and became wealthy through trade with the Byzantines.

A group of Vikings from Scandinavia and Slavs near Kiev who lived in
Constantinople and defended the Byzantine emperor.

A group of Vikings that traveled to Slavic lands to destroy the Slavs and found a
new nation.

A group of Slavs near Kiev who fought Vikings that tried to use trade routes in
Slavic territory.
Question 4:

Which passage correctly explains the influence of the Byzantine Empire on Kievan Rus?

The Byzantine Empire influenced the religion of the Kievan Rus by leading them
to Eastern Orthodox Christianity. The Kievan Rus converted around 988. After
their conversion, they adapted Christian practices to suit their own culture,
using traditional Slavic architecture in their churches.

The Byzantine Empire conquered the territory of the Kievan Rus, placing them
under the political authority of the Byzantine emperor. The Emperor allowed
them to keep most of their wealth on the condition that they convert to Eastern
Orthodox Christianity. They agreed and built Byzantine churches in Kiev.

Under the influence of the Byzantines, the Kievan Rus converted to Christianity.
They adopted icons in their worship and prayer, along with other Eastern
Orthodox practices. They built churches based on Byzantine designs.

The Kievan Rus converted to Eastern Orthodox Christianity in 988. After their
conversion, most Kievan Rus moved to Constantinople to participate in
Byzantine worship. The few Kievan Rus that remained in Slavic lands developed
a new branch of Christianity, distinguished from the Eastern Orthodox Church by
its use of icons.
Lesson: Islam and the Islamic Empires
Lesson Topic: Islam
Question 1:

Which of the following descriptions fits the city in which Muhammad was
born?

Most inhabitants were not religious.

The city was an important trading center.

The city was wealthy, although there was inequality.

The city had little contact with outsiders.

Most inhabitants worshiped one God.

The city was poor, although there were a few wealthy politicians.

Most inhabitants worshiped many gods.

Question 2:

Which of the following are aspects of Mecca that Muhammad affected?

religion

location

farming

government

economy

Question 3:
 Which of the following sentences would most likely be a part of the Qur'an?

“He sent down the Law (of Moses) and the Gospel (of Jesus) before this, as a
guide to mankind…”

"Among the many gods, the greatest of all is Allah, before whom do kings and
princes bow down."

"The last breath of a man is his final moment. When the body is perished...the
soul has no being."

"That is Allah, your Lord! There is no god but he, the Creator of all things."

Question 4:

Kazuo asked his devout Muslim friend if she could tell him which translation of the Qur'an is
considered official by Muslims. She told him that there is no official translation. Which of the
following statements best explains why?

Islam teaches that learning Arabic is a spiritual exercise. Since all Muslims practice
this spiritual exercise, there is no need for an official translation.

Islam teaches that Arabic is a uniquely accurate language. Translation into another
language would create inaccuracy.

Nothing in Islam teaches that there cannot be an official translation, but no

translations have been created that are good enough to be made official.

Islam teaches that the Qur'an contains the exact words God delivered to
Muhammad. A translation would no longer literally be the words of God.

Question 5:

Muslims use the Sunnah to interpret passages from the Qur'an. Why might they find this a
helpful practice?

The Sunnah is a commentary Muhammad wrote on the Qur'an, so it explains each

sentence of the revelation.

Examples and comments from God's prophet could help Muslims better
 understand confusing parts of the Qur'an.

Muslims believe that the Qur'an is only part of the word of God, and the Sunnah is
the completion of those words.

Since the Sunnah has greater authority than the Qur'an, it can eliminate difficult
passages that contradict the Sunnah.

Question 6:

What do the Five Pillars of Islam explain?

the things Muslims regard as facts about God

the activities Muslims should do

the people Muslims should interact with

how Muslims should interpret the Qur'an

Question 7:

Marcus is reading about Eid al-Fitr, a Muslim holiday at the end of Ramadan. On Eid al-Fitr,
Muslims meet together and offer prayers to God, then begin a great feast together. He wonders
why Islam teaches Muslims that they should not eat as much during the month of Ramadan
and that they should eat a feast at the end of the month. It seems like a contradiction. Which
of the following best explain the role of both practices in the life of a Muslim?

Fasting helps Muslims refocus on God each year.

Fasting during the day is a practice Muslims are encouraged to participate in every
day.

Fasting helps Muslims remember the poor, and save up some money to give them.

Feasting helps Muslims remember what the poor do not have.

Feasting helps Muslims celebrate what God has given them.

Feasting after a fast helps Muslims remember the award that awaits them in the
 afterlife.

Question 8:

Which gives an example of the origin of Sharia laws?

When Muslims think the Qur'an's directions for behavior become outdated, they
update Sharia Law.

Even though the Qur'an does not discuss family relationships, Sharia creates a
code for parents and children.

Since the Qur'an says that stealing betrays God, Sharia law prohibits theft.

Since the Qur'an does not state what Muslims should believe about democracy,
Sharia forbids it.

Question 9:

Stephen thinks that Sharia laws are very similar to the legal system in America. Which of the
following statements most accurately portrays the differences?

American laws are made by the religious for the non-religious, while Sharia laws
are made by the religious for those of their same religion.

Sharia laws never have binding legal power, whereas people can go to prison or
receive punishments for breaking American laws.

Sharia laws are made to apply to a religiously diverse group, whereas the
American legal system is made to apply to a group of people who have no religion.

American laws are made to apply to a religiously diverse group, whereas Sharia
laws are made based on the values of one religious group.

Question 10:

What is Islam?
 a religion that teaches that there is no god but God and that Muhammad is his
prophet

a person who follows the teaching of Muhammad

a book that tells the religious beliefs of Muslims

a religion that teaches that Muhammad was the first prophet of the one God

Question 11:

What is a Muslim?

a follower of Muhammad's teachings

a follower of the angel Gabriel

any person who prays, fasts, and goes on pilgrimages

any person who believes that there is one God

Question 12:

What was the Hijra?

the journey Muhammad and his followers took from Medina to Mecca in order to
retake the city

the relocation of Muhammad and his followers from Mecca to Medina in 622

the pilgrimage all Muslims are expected to take to Mecca

the book Muslims study and revere as the word of God

Question 13:

What is the Kaaba?

 the code of behavior by which faithful Muslims live

the name of the pagan god that was worshiped in Mecca when Muhammad was
born

the pagan temple in Mecca which Muhammad tore down

the shrine located in Mecca which Muhammad rededicated to God

Question 14:

What is the Qur'an?

the foundational book of Islamic, Christian, and Jewish teaching

the sacred book which Muslims believe Muhammad created based on a life spent
in meditation and careful thought

the sacred book which Muslims believe to be the word of God, spoken to the
prophet Muhammad

the biographic account of the life of Muhammad the prophet

Question 15:

What is the Sunnah?

the most holy book in Islam, which Muslims believe was directly spoken by God

a code of law which guides Muslims in how to make choices in society

the collected descriptions of the life and sayings of Muhammad

a biography of Muhammad that focuses on factual details of his life, such as dates
and locations
Question 16:

What is the hajj?

a fast practiced by Muslims

a pilgrimage to Mecca

a feast celebrated by Muslims

a shrine in Mecca

Question 17:

What is a mosque?

a house of worship for Muslims

a tower from which the call to prayer is sounded

a call reminding Muslims to pray

a place where Muslim monks and nuns live

Question 18:

What is Sharia?

the way to live according to Islamic faith

the name of the pleasant place Muslims will go after death

the statement "There is no god but God, and Muhammad is his prophet."

a code of law which attempts to represent the values of a religiously diverse group
Question 19:

Which of the following statements might a devout Muslim use to describe

Muhammad?

He was a great and holy man.

Nothing set him apart from other prophets of God.

He was the final prophet in a long line of messengers sent by God.

He was God, born bodily as a man.

He received and memorized messages from God.

He was the author of the Qur'an.

Question 20:

Hilary believes that even the most devout Muslim could not write a holy book that Muslims
would consider to be of greater importance than the Qur'an. Explain why this position is true or
false.

Question 21:

Which of the following events does Islam teach happened in the life of Muhammad?

Check all that are true.

 He and his followers destroyed Mecca and rebuilt the city.

He received revelations from the angel Gabriel.

He and his followers were forced out of Mecca and moved to Medina.

He taught the people of Mecca that they should not follow Jesus or Abraham.

He was born to a wealthy family in Mecca.

Question 22:

Which of the following offer guidance for the beliefs or actions of faithful Muslims?

Check all that are true.

Sunnah

Hijra

Kaaba

Qur'an

Question 23:

Is this passage more likely to come from the Qur'an or the Sunnah?

"I heard the prophet Muhammad (may the blessings and peace of Allah be upon him) say:
Your Lord delights at a shepherd who, on the peak of a mountain crag, gives the call to prayer
and prays. Then Allah (glorified and exalted be He) says: Look at this servant of Mine, he
gives the call to prayer and performs the prayers; he is in awe of Me. I have forgiven My
servant [his sins] and have admitted him to Paradise. This story was related by al-Nasa'i with
a good chain of authorities."

The Qur'an, because it comes from a source other than Muhammad.

The Sunnah, because it relates to something Muhammad said.

The Qur'an, because it tells something which Allah said.

The Sunnah, because it tells something which Allah said.

 none of the above

Question 24:

Miranda thinks that the core Islamic beliefs have not changed a great deal since the religion's
founding. Which answer choice offers evidence in support of this view?

Muhammad was the last prophet, so no teachers have been around to change it.

The Qur'an has remained in its present form for centuries.

Various scholars have different interpretations of Sharia.

Since the seventh century, Islam has grown to become the second largest
religion in the world.

Question 25:

Which of the following is not one of the Five Pillars of Islam?

belief

prayer

pilgrimage

memorization

charity

Question 26:

Which statements accurately describe Islamic beliefs?

Check all that are true.

When a devout Muslim dies, he or she receives a soul that will live forever.

Only one God has ever existed, and he created the universe.

The Qur'an is the greatest book created by humans.

Muhammad is worthy of great respect.

 The poor should be taken care of.

Question 27:

Tradition states that Muhammad said, "Whoever believes in God and the Last Day, let him
honor his neighbor; whoever believes in God and the Last Day, let him honor his guest as he is
entitled."
George is a devout Muslim whose mother's family is visiting him. Based on the statement
above, how will he treat them?

He will pay attention to their needs and respect them.

He will be sure that they respect his rights within his own house.

He will put away the things in the house that he does not wish to share.

He will invite his neighbors over to visit, as well.

Question 28:

Which of the following people do Muslims identify as prophets of God?

Check all that are true.

Moses

the Buddha

Jesus

Muhammad

Constantine
Lesson Topic: History of the Arab Muslim Empire
Question 1:

What are some ways that the nomads and sedentary people may have benefited from one
another?

The nomads may have raised animals that the sedentary people ate.

The sedentary people produced the water the nomads needed for their livestock.

The sedentary people may have provided crops which the nomads bought.

The nomads explored and mapped the dunes.

Question 2:

Which of the following are ways that people responded to Muslim rule?

They rebelled against it.

They converted the Muslims to their own local religions.

They welcomed it.

They converted to Islam.

They ignored it.

Question 3:

Which best describes the reason the Muslim army had an advantage over the Persian and
Byzantine empires?

The Persians were an old civilization in decay, and the Byzantines were too new to
defend themselves.

The Persians and Byzantines were not religious.

The Persians and Byzantines were peaceful nations without armies.

 The Persians and Byzantines had been fighting one another.

Question 4:

Some historians believe that Islam helped the Arab Muslim empire to expand as quickly as it
did. Other historians, however, argue that it was really the other way around: that the quick
expansion of the empire caused more people to become Muslims. Explain how the spread of the
Arab Muslim empire spread the religion.

Question 5:

The way that the Arab Muslim culture interacted with conquered cultures was most like a
__________.

blank piece of paper being written on

locked safe

dripping faucet wearing away a rock

tea bag in hot water

Question 6:

What political changes took place during the Abbasid dynasty's rule?

Power began to split into separate centers.

 Arabs began to lose power over the Muslim empire.

The Abbasid dynasty extended power further into Europe and Asia.

Alliances were made with many nearby cultures.

Question 7:

Justin does not understand how the Arab Muslim empire broke apart when they had so many
advantages helping them gain territory and reduce rebellions. Which answer choices explain
what led to the empire's decline during the Abbasid dynasty despite their strong armies and the
infrequency of rebellions?

The empire was never truly under their rule, so their power was easy to break.

They stopped allowing the religious freedom they once had, leading to rebellion.

Their territory expanded so far that it became difficult for them to maintain control
over all of it.

Individual rulers wanted greater power.

Question 8:

Shawna believes that there would have been no division between Sunni and Shi'a Muslims if
Muhammad had told everyone who should be the next caliph. What reasons might she have for
thinking this?

The split occurred because of disagreement about who should lead the Muslim
community.

Sunni and Shi'a Muslims both respect the sayings and teachings of Muhammad.

Sunni Muslims believe that Muhammad did not expect any leader to come after
him.

Shi'a Muslims split from Sunni Muslims over a disagreement about the sayings of
Muhammad.

Question 9:
 What are steppes?

places in the desert where water is available

areas of land that rise by gradual levels

the shelters of nomadic people

flat, dry areas of land

Question 10:

What are oases?

locations that are safe from invaders

cities located in a wilderness

Arabian farmers

places where water can be found in the desert

Question 11:

Bedouins are __________.

non-Muslim people in territories ruled by Muslims

skilled warrior nomads in Arabia

Arabian farmers who lived in oases

rulers who came after Muhammad

Question 12:
 What is a caliph?

a term applied to only the first four men to rule Muslims after Muhammad's death

the Muslim leader who attends to the religious, rather than political or military
aspects, of rule

the founder of an Arab Muslim dynasty

literally a "successor" who led the Muslim community after Muhammad's death

Question 13:

Who is a Shi’i Muslim?

a Muslim who believes that the descendants of 'Ali, Muhammad's son-in-law,

should lead the Muslim community

a Muslim who believes the Qur'an but does not accept the Sunnah

a Muslim who believes that conquering other territories was not acceptable under
Islamic law

a Muslim who believes that Muhammad was not concerned with the leadership
that came after him

Question 14:

Who are Sunni Muslims?

Muslims who believe that the various dynasties who rose to power were right to
rule the Muslim community

Muslims who believe only four of the Five Pillars of Islam

Muslims who believe the Qur'an but do not accept Muhammad as a prophet
 Muslims who believe that Muhammad's son-in-law's descendants should lead the
Islamic people

Question 15:

When the caliphs controlled the Arabian Peninsula, where would they have been most likely to
set up cities and centers of power?

oases

dunes

deserts

steppes

Question 16:

How might the spread of the Arab Muslim empire have been different if it had not treated Jews
and Christians as it did?

Question 17:

How did the inhabitants of the Arabian Peninsula live around the time of Muhammad?

Check all that are true.

Settlers lived in the steppe region, which provided them with farmland and
limited rain.
 Nomads known as Bedouins herded flocks through the desert.

Merchants lived in oases where they knew people would gather for water.

Merchants known as Bedouins traveled to and from the peninsula by sea.

Settlers lived in oases where they could raise crops.

Question 18:

How did the religion of the Arab Muslim empire influence the people it conquered?

Check all that are true.

Islam overcame the pre-Islamic religions in regions it conquered, as all people

converted to Islam.

Many conquered people learned Arabic to read the Qur'an.

Some conquered people converted to Islam.

Muslim rulers persecuted other religions, causing them to die out.

Question 19:

How did people of the Arab Muslim empire interact with people they conquered?

Check all that are true.

They required them to convert to Islam.

Their cultures blended together.

They allowed them to keep their government structures and rulers.

They allowed them to keep their religion.

The conquerors did not interact with any conquered people.

Question 20:

Which ruler or rulers spread the Arab Muslim empire to its greatest size?

the rightly guided caliphs

 Muhammad

Abbasid dynasty

Umayyad dynasty

none of the above

Question 21:

Which of the following were capitals of the Arab Muslim empire?

Check all that are true.

Medina

Jerusalem

Baghdad

Damascus

Cairo

Question 22:

What made the rightly guided caliphs unique among the rulers of the Arab Muslim empire?

Check all that are true.

They passed power down from father to son.

They were tolerant of other religions under their rule.

They were early converts to Islam.

They were chosen specifically by Muhammad to lead the community.

They were chosen by the community.

Question 23:

Which of the following statements describe Sunni Muslims?

Check all that are true.

believe that the descendants of ‘Ali should have ruled the Muslim community

make up the majority of Muslims world-wide

believe that Muhammad selected someone to lead after him

believe the dynasties were rightful rulers of the Muslim community

Lesson Topic: Other Muslim Empires
Question 1:

Which of the following best describes the state of Muslim political power after the collapse of
the Arab Muslim empire?

The Arab Muslim empire was renamed the Ottoman Empire under new leaders.

The descendants of old rulers often warred against one another.

Multiple scattered Muslim states still existed.

The Muslims had no rulers and lived without leadership.

Question 2:

Which of these activities probably earned Süleyman I the nickname, The

Lawgiver?

He reformed the legal code of the Ottomans.

Under him, a golden age of the Ottoman Empire flourished.

The laws he wrote lasted more than 300 years.

He was famous for treating his people with justice.

He took control of Belgrade and parts of Hungary.

Question 3:

Which of the following best describes the power and leadership of the Ottoman Empire in the
centuries after Süleyman I's death?

a hike back down a mountain

a sudden fall from a cliff

a sudden, sharp rise on a hillside

 a gradual rise on an easy path

Question 4:

Some people think that Muslim rulers would have maintained better control of India if they had
done more to destroy the Hindu faith and convert people to Islam. Explain whether the
evidence supports this belief.

Question 5:

How did the Sikh faith begin?

Mughals introduced it as a way of encouraging Hindus to worship one God.

Ranjit Singh founded the Sikh Empire in the northern part of the Indian
subcontinent.

Guru Nanak began teaching Sikh beliefs to others.

Guru Nanak called together ten gurus to begin traveling and teaching.

Question 6:

The timeline below shows the leadership of the Sikh faith in the generations following its
founding. Martin thinks that the Sikh people must have given up on finding spiritual guidance
after the tenth guru. Is he correct?
 yes, because they are no more gurus after the death of the tenth

yes, because they believed that spiritual guidance could only come from the first
ten leaders

no, because they continued to be led by gurus after the death of the tenth

no, because they relied on their holy book to provide spiritual guidance

Question 7:

What is a sultan?

a Muslim Turk
 any person who lives in a sultanate

a teacher of Sikhism

the ruler of a Muslim state

Question 8:

Who were Janissaries?

missionaries that spread the religion of Islam

Christian-born boys taken from their parents to be raised in the Ottoman Empire
as Muslim soldiers

the highest social class of people in the Ottoman Empire

people who were persecuted for their religious beliefs

Question 9:

Krystal is writing a speech on the political influence of religion in India. She is trying to find
specific examples of when religion affected the governance of the Indian people. Which of the
following could she include?

Some Muslim sultans turned Hindu temples into palaces for their use.

Akbar's India flourished when he allowed freedom of religion.

The Muslim rulers of the Delhi Sultanate lost their capital to Mongols.

Some Muslim sultans destroyed Hindu temples.

Sikh rulers established their own kingdom in 1801.

Question 10:

How did the Ottoman Empire and the Mughal Empire handle the religious beliefs of the people
they conquered differently? How did their different policies lead to different levels of success in
 each empire?

Question 11:

Which descriptions fit both the Ottoman and Mughal Empires?

Check all that are true.

were culturally and politically Muslim

aggressive military expansion during their peak

promoted art and culture

were tolerant of other religions

were founded by Arabs

Question 12:

How did Mehmed II affect Eastern Europe?

Check all that are true.

He removed Christianity from his European territories.

He expanded the territory of the Ottoman Empire into southeast Europe.

He promoted learning.

He expanded the Ottoman Empire into Hungary.

 He caused the fall of the Byzantine Empire.

Question 13:

In addition to the nickname of "The Lawgiver," which of these other names would have been
appropriate for Süleyman I?

Check all that are true.

The Healer

The Magnificent

The Cultured

The Conqueror

The Changeable

Question 14:

Which best describe the ethnic group that ruled the Delhi Sultanate?

Check all that are true.

Indians

Turks

Arabs

Hindus

Muslims

Question 15:

Justina thinks that the Delhi Sultanate should have hired Hindus to fight the invading Mongols
because of their knowledge of the Indian terrain. What is the flaw in her strategy?

Check all that are true.

Hindu people were not loyal to the Delhi Sultanate, so they would not have
fought to defend it.
 Hindus were not permitted by their religion to fight, since they believed in
reincarnation.

The Muslim Turks knew the terrain as well as the Hindus, since they had lived
there for centuries.

Hindus would have been badly outnumbered by the Mongol invaders.

The Hindus of northern India did not travel, so they were not aware of the
Indian terrain.

Question 16:

How did the Mughal Empire differ from the Delhi Sultanate?

Check all that are true.

The Mughal Empire controlled nearly all of India.

The Mughal Empire produced great advances in art and culture.

The Mughal Empire expanded into much of China.

The Mughal Empire sometimes allowed religious liberty.

The Mughal Empire was ruled by Muslim Turks.

Question 17:

Maria thinks that Sultan Akbar allowed religious freedom because he was not interested in
religious beliefs. Does the evidence support her belief?

yes, because Akbar expressed no interest in religious beliefs

yes, because Akbar asked religious leaders to come and teach him their beliefs

no, because Akbar sought religious teachers and scholars to learn from

no, because Akbar persecuted those who did not believe in one God

Question 18:

Which of the following sentences best describes the origin of Sikhism?

 The ten gurus gathered to create a religion including parts of Islam and
Hinduism.

Guru Nanak claimed that he received a vision from Muhammad.

The ten gurus founded a kingdom in which they could practice a new religion.

Guru Nanak began teaching that both Hinduism and Islam had truth to them.

Question 19:

Which of the statements best support the assertion that the Ottoman Empire was more
successful than the Mughal Empire?

Check all that are true.

The Ottoman Empire created art and culturally important artifacts.

The Ottoman Empire remains to the present day.

The Ottoman Empire lasted longer than the Mughal Empire.

The Ottoman Empire controlled more lands than the Mughal Empire.
Lesson Topic: Lesson Vocabulary Review
Question 1:

What is Islam?

a religion that teaches that there is no god but God and that Muhammad is his
prophet

a person who follows the teaching of Muhammad

a book that tells the religious beliefs of Muslims

a religion that teaches that Muhammad was the first prophet of the one God

Question 2:

What is a Muslim?

a follower of Muhammad's teachings

a follower of the angel Gabriel

any person who prays, fasts, and goes on pilgrimages

any person who believes that there is one God

Question 3:

What was the Hijra?

the journey Muhammad and his followers took from Medina to Mecca in order to
retake the city

the relocation of Muhammad and his followers from Mecca to Medina in 622

the pilgrimage all Muslims are expected to take to Mecca

 the book Muslims study and revere as the word of God

Question 4:

What is the Kaaba?

the code of behavior by which faithful Muslims live

the name of the pagan god that was worshiped in Mecca when Muhammad was
born

the pagan temple in Mecca which Muhammad tore down

the shrine located in Mecca which Muhammad rededicated to God

Question 5:

What is the Qur'an?

the foundational book of Islamic, Christian, and Jewish teaching

the sacred book which Muslims believe Muhammad created based on a life spent
in meditation and careful thought

the sacred book which Muslims believe to be the word of God, spoken to the
prophet Muhammad

the biographic account of the life of Muhammad the prophet

Question 6:

What is the Sunnah?

the most holy book in Islam, which Muslims believe was directly spoken by God
 a code of law which guides Muslims in how to make choices in society

the collected descriptions of the life and sayings of Muhammad

a biography of Muhammad that focuses on factual details of his life, such as dates
and locations

Question 7:

What is the hajj?

a fast practiced by Muslims

a pilgrimage to Mecca

a feast celebrated by Muslims

a shrine in Mecca

Question 8:

What is a mosque?

a house of worship for Muslims

a tower from which the call to prayer is sounded

a call reminding Muslims to pray

a place where Muslim monks and nuns live

Question 9:

What is Sharia?

the way to live according to Islamic faith

 the name of the pleasant place Muslims will go after death

the statement "There is no god but God, and Muhammad is his prophet."

a code of law which attempts to represent the values of a religiously diverse group

Question 10:

What are steppes?

places in the desert where water is available

areas of land that rise by gradual levels

the shelters of nomadic people

flat, dry areas of land

Question 11:

What are oases?

locations that are safe from invaders

cities located in a wilderness

Arabian farmers

places where water can be found in the desert

Question 12:

Bedouins are __________.

non-Muslim people in territories ruled by Muslims

 skilled warrior nomads in Arabia

Arabian farmers who lived in oases

rulers who came after Muhammad

Question 13:

What is a caliph?

a term applied to only the first four men to rule Muslims after Muhammad's death

the Muslim leader who attends to the religious, rather than political or military
aspects, of rule

the founder of an Arab Muslim dynasty

literally a "successor" who led the Muslim community after Muhammad's death

Question 14:

Who is a Shi’i Muslim?

a Muslim who believes that the descendants of 'Ali, Muhammad's son-in-law,

should lead the Muslim community

a Muslim who believes the Qur'an but does not accept the Sunnah

a Muslim who believes that conquering other territories was not acceptable under
Islamic law

a Muslim who believes that Muhammad was not concerned with the leadership
that came after him
Question 15:

Who are Sunni Muslims?

Muslims who believe that the various dynasties who rose to power were right to
rule the Muslim community

Muslims who believe only four of the Five Pillars of Islam

Muslims who believe the Qur'an but do not accept Muhammad as a prophet

Muslims who believe that Muhammad's son-in-law's descendants should lead the
Islamic people

Question 16:

What is a sultan?

a Muslim Turk

any person who lives in a sultanate

a teacher of Sikhism

the ruler of a Muslim state

Question 17:

Who were Janissaries?

missionaries that spread the religion of Islam

Christian-born boys taken from their parents to be raised in the Ottoman Empire
as Muslim soldiers

the highest social class of people in the Ottoman Empire

people who were persecuted for their religious beliefs
Lesson: Lesson Test: Islam and the Islamic Empires
Lesson Topic: Islam
Question 1:

What did Muhammad report to his family and the people of Mecca?

Check all that are true.

There was only one God.

He was a prophet.

He was receiving the words of God.

All prophets before him were false.

He was the son of God.

Question 2:

What do Muslims believe about God?

Check all that are true.

There is no god but God.

He calls prophets in every generation.

He chose Muhammad to be a prophet.

He will judge all people.

Souls are born again in different bodies after death.

Question 3:

Which of the following correctly lists the Five Pillars of Islam?

Question 4:

Which of the following events did NOT take place in the early history of Islam?

Muhammad crowned his successor as the new caliph.

Muhammad spread Islam to people throughout the Arabian Peninsula.

Muhammad took control of Mecca and rededicated the Kaaba as a shrine to God.

Muhammad led his followers from Mecca to Medina.

Question 5:

Which sentence best explains what makes the Qur'an different from the Sunnah?

Muslims believe that the Qur'an offers them a look at the life of Muhammad.

Muslims believe the Qur'an is useful to those who wish to relate to God.

Muslims believe that the Qur'an is not as holy as the Sunnah.

Muslims believe that the Qur'an, unlike the Sunnah, is the word of God.

Question 6:

On which of the following points would a Muslim agree with either a Jew or a Christian?

Check all that are true.

Muhammad is the prophet of God.

There is one God who created all things.

Abraham was a prophet of God.

Jesus was the Son of God.

Jesus communicated a message from God.
Lesson Topic: History of the Arab Muslim Empire
Question 1:

What aspects of the Arabian Peninsula made it a challenging place to live?

Check all that are true.

oases

lack of rainfall

hot temperatures

few springs

raiding nomads

Question 2:

The rightly guided caliphs were the four caliphs who ruled after Muhammad. Which of the
following sentences offers a reasonable and accurate explanation for the name of this group?

Their willingness to rule together as a group of four was seen as an example of

peace and harmony.

They are said to have received right guidance in the form of visions of
Muhammad after his death.

They are said to have set aside political power for the sake of being religious
guides.

Their early acceptance of Islam and their effort to continue the work of
Muhammad are seen as excellent examples for Muslims.

Question 3:

Which table shows the differences between Sunni and Shi'a Muslims?
Question 4:

Which of the following occurred during the reign of the Umayyad dynasty?

Check all that are true.

Religious tolerance of conquered people came to an end.

The Arab Muslim empire was extended to its greatest size.

 Cultural borrowing occurred between Muslims and the people they conquered.

Arab Muslim leaders were replaced by Muslim Turks.

Question 5:

How did the Abbasid dynasty differ from the Umayyad dynasty?

Check all that are true.

The Abbasid rulers remained ceremonial rulers after their real power was lost.

The Abbasid dynasty's power split between many groups.

The Abbasid rulers eventually lost control of the empire to another group.

The Abbasid dynasty spread Islam among the conquered people.

Question 6:

What effect did the Muslim faith have on the Arab Muslim empire?

Check all that are true.

It gave their warriors a sense of community that helped them work together.

It encouraged conquered people who converted to Islam to better assimilate

into the empire.

It required them to persecute non-Muslims in the territories they conquered.

It prohibited them from using military force against opponents.

Lesson Topic: Other Muslim Empires
Question 1:

Which of the following Muslim realms were controlled by Turkic Muslims?

Check all that are true.

Umayyad dynasty

Abbasid dynasty

Ottoman Empire

Delhi Sultanate

Question 2:

Which effects did Süleyman I have on the Ottoman Empire?

Check all that are true.

He extended its power further into Europe and parts of the Mediterranean.

He captured the Byzantine capital and moved the Ottoman Empire's capital
there.

He established a long-lasting legal code.

He removed the religious duties from the office of sultan.

He helped a golden age of culture to flourish.

Question 3:

Which of the following sentences accurately describe the Ottoman Empire?

Check all that are true.

It was the largest Muslim empire in history.

A golden age of architecture occurred under its rule.

It conquered the Byzantine Empire.

 It remained a power until the 1900s.

Two of its greatest sultans were Mehmed II and Akbar.

Question 4:

Timothy thinks the Mughal Empire was controlled by Hindus who conquered it after being
driven out by persecution. What other event or events are Timothy drawing upon by mistake?

Check all that are true.

He is mistaking the founding of the Sikh kingdom for the founding of the Mughal
Empire.

He is mistaking the events by which Turkic leaders gained power from the
Abbasid Empire for events that occurred in India.

He is combining details from the Delhi Sultanate's persecution of the Hindus and
Muhammad's conquest of Mecca.

He is combining details from the Ottoman Empire's persecution of Hindus and

the founding of the Mughal Empire by the Hindu Babur.

Question 5:

What did the leader of the Mughal Empire's golden age do?

Akbar promoted religious liberty and spread the Mughal Empire southward.

Shah Jahan tore down Hindu temples.

Babur invaded Persia and the Byzantine Empire.

Süleyman I promoted architecture and conquest.

Question 6:

Which of the following describe similarities between the founding of Islam and Sikhism?

Check all that are true.

The groups adopted a holy book.

Leaders believed in reincarnation.

Leaders claimed to have received a message from the angel Gabriel.

Political figures emerged from the religious movement.

Leaders preached about one God to a group that once worshiped many gods.
Lesson: Islamic Innovations and Culture
Lesson Topic: Life in Arab Muslim Empires
Question 1:

Which of the following were main social divisions within Arab Muslim
empires?

Jews and Christians

Christians and Catholics

merchants

Catholics and Buddhists

Arab Muslims

slaves

non-Arab Muslims

scholars

Question 2:

Gabir was an Arab Muslim man who lived in the Arab Muslim empire. He was married to Sahar,
 an Arab Muslim woman. Together, Gabir and Sahar had a young child. Describe how life might
have differed for Gabir and Sahar. Your answer should answer the following questions:
• What familial role or job might he or she have had?
• Did Gabir and Sahar have the same rights?

Question 3:

Which of the following analogies is MOST similar to the Muslim economy between the mid-
seventh and mid-thirteen centuries?

a sailor docking her boat

a student preparing for a difficult test

a strong weightlifter lifting many types of weights

a father cooking a meal for his family

a novice runner attempting to finish a marathon

Question 4:

How did artisans and farmers affect the economy in Islamic civilization?
Question 5:

What are textiles?

types of merchants

types of cloth made by weaving

types of trade routes

types of tiles

Question 6:

Jews and Christians were generally tolerated in Arab Muslim empires, but they were expected
to practice their faith inside of their churches, synagogues, and in private. If Muslims did not
want to see Jews and Christians practicing their own faiths, why were Jews and Christians still
tolerated in society?

The upper classes of society wanted to appear respectful, even though they
typically did not tolerate Christians and Jews.

Muslims respected that Christians and Jews followed religious laws and moral
guidelines.

Christians and Jews read collections of sacred texts or scriptures.

The governments of Arab Muslim empires aimed to merge religions together over
time.
Question 7:

How did Muslim merchants connect different cultures and spread ideas?

Muslim merchants returned home with new knowledge and ideas from other
cultures.

In exchange for their goods, Muslim merchants were able to bring home scholars
from other cultures to educate Muslim citizens.

Merchants brought slaves with them, and the slaves educated others about Islam
and Muslim culture.

Merchants spread Islam and Muslim culture along trade routes.

Question 8:

Minu was born in Persia. Once the land she lived in was taken over by Muslim rule, she changed
her religion. Like others who also converted to this new religion, Minu became a part of the
second-highest ranking group in society. Which social group did Minu belong to?

Christians

Arab Muslims

non-Arab Muslims

slaves

Jews

Question 9:

Kojo is a slave in Baghdad around the year 956. Which of the following are most likely true
about him?

Check all that are true.

He is in a low-ranking group in society, but it is not the lowest-ranking group.

 He has the opportunity to become educated.

If he possesses the right skills, he could hold a position as a government official.

Muslim rulers captured him in war.

He is not viewed as a human being with basic human rights.

Question 10:

Which of the following is NOT true about women in Arab Muslim empires?

Some women could own, sell, and purchase their own property.

Women were seen as inferior to men.

Some women had the right to become educated.

Prior to the introduction of Islam, women had more rights.

Question 11:

Around the year 800, Muslim empires maintained strong economies. Which of the following
directly or indirectly caused these economies to be so strong?

Check all that are true.

Taxes were placed on imported goods.

Muslim merchants traded goods with merchants in distant lands.

Trade was created.

Trade routes were established.

Question 12:
 Merchants traveling to Point __ most likely traveled by dhows and traded in __________.
Merchants heading toward Point __ most likely traveled by __________.

A; coastal port cities; B; camel caravans

A; large trading cities; B; camel caravans

B; coastal port cities; A; cargo ships

B; large trading cities; A; cargo ships

Question 13:

Which of the following is NOT true about merchants?

They spread Islam to other cultures.

They brought back new inventions from other lands.

They traveled for work.

They were not valued in society.

Lesson Topic: Islamic Innovations
Question 1:

Many Muslim scholars studied the works of thinkers from other cultures, including works from
Greece, Persia, and India. Why might Muslim scholars have studied ideas from other cultures?

to learn new information

to build upon their preexisting knowledge

to merge their own thinking with ideas from other cultures

to strategize how to outpace the business models of other cultures

Question 2:

What conclusions can be made about translating original texts into other
languages?

It passes on knowledge to a greater amount of people.

It shows linguistic dominance over other cultures.

It preserves cultural achievements.

It allows scholars from other cultures to study these texts.

Question 3:

The Islamic Golden Age lasted from the mid-eighth century until the thirteenth century. Why
might this time period have been named the Islamic Golden Age?
Question 4:

Which of the following might be found in Ibn Sina’s most famous work?

notes about various planets

a detailed calendar

the names of all known diseases at the time

measurements of the size of the Earth’s axis

the names of all existing treatments at the time

Question 5:

What are Arabic numerals?

the decimals in between zero and ten

the whole numbers ranging from one to ninety-nine

 a mathematical system in which letters represent unknown numbers

the ten whole digits ranging from zero to nine

Question 6:

How were scholarly works from Muslim and non-Muslim scholars utilized in Islamic civilizations?
How did the works produced by Muslim scholars affect other cultures?

Question 7:

Which of the following are true about libraries in Islamic civilization?

Check all that are true.

Libraries contained observatories, which were used to study the positions of

planets and stars.

Muslim, Jewish, and Christian scholars used libraries in Islamic civilizations.

Works from other cultures were translated into Arabic in libraries.

Slaves were educated in Muslim libraries.

Libraries were built to support learning.

Question 8:

Henry, Riley, and Evan are discussing various contributions made during the Islamic Golden
Age. Henry says that contributions from Muslim scholars integrated works from other cultures.
 Riley says that Muslim mathematicians and doctors made original contributions. Evan disagrees
with Riley and says that some Muslim doctors based their work upon Greek medical practices.
Who is correct?

Henry only

Riley only

Evan only

All of the students are correct.

None of the students are correct.

Question 9:

Which of the following are true about Muslim innovations and achievements between the eighth
and thirteenth centuries?

Check all that are true.

Observatories were used as academies for medical students.

Hospitals were built to include pharmacies.

Muslim scholars created the first dictionaries and thesauruses.

Literary works were translated at intellectual centers and libraries.

Question 10:

Which of the following was NOT an achievement within mathematics during the Islamic Golden
Age?

A decimal system developed in India was adopted.

Algebra was developed.

Arabic numerals and the concept of zero were used.

A negative number system developed in Europe was adopted.

Question 11:
 Which of the following does NOT describe Ibn Sina?

He was a physician.

He was a well-known writer.

He wrote an astronomical encyclopedia mapping out stars and planets.

He was also known as Avicenna in Europe.

Question 12:

Which of the following were Muslim hospitals used for?

Check all that are true.

operating on patients

educating medical students

caring for sick people of all religions

caring for Muslim patients only

Lesson Topic: Islamic Culture
Question 1:

Read the following excerpt from a Rumi poem. Then, answer the question below.

You lack a foot to travel?

Then journey into yourself!
And like a mine of rubies
receive the sunbeams? print!
Out of yourself? such a journey
will lead you to your self,
It leads to transformation
of dust into pure gold!

What might Rumi’s intentions have been when he wrote this poem?

to encourage the reader to search for treasures such as rubies

to encourage the reader to give up worldly attachments because what is needed,

he or she already has

to encourage the reader to travel to different places in the world

to encourage the reader to seek the truth within him- or herself

Question 2:

Why might calligraphy have been so popular in Islamic culture?

It could be used as decoration on mosques.

Painting images of humans and animals was not always allowed or encouraged.

It separated art and religion as two distinct entities.

It could beautifully display verses from the Qur'an on various objects.

Question 3:
 What is calligraphy?

decorative paintings of humans or animals

religious writing printed with ink from a printer

religious paintings of gods

decorative, artistic handwriting

Question 4:

A mosque is __________.

a tower with a balcony from which a muezzin calls Muslims to prayer

a semicircular, shallow space in a wall that indicates the direction of Mecca

a Muslim place of worship

a mystical practice and belief system within Islam

Question 5:

A minaret is __________.

a mystical practice and belief system within Islam

a tower with a balcony from which a muezzin calls Muslims to prayer

a semicircular, shallow space in a wall that indicates the direction of Mecca

a geometric pattern displayed as decoration on domes

Question 6:
 What is Sufism?

the ritual prayers that Muslims practice daily

a secular practice that does not include the belief in God

the style of architecture within Islam

a mystical practice and belief system within Islam

Question 7:

Western Muslim lands were once under Roman rule. What effects did this have on Islamic
architecture?

Question 8:

Ibn Rushd was a __________, and Rumi was a __________ who practiced __________.

philosopher; poet; Sufism

poet; philosopher; Islam

poet; philosopher; Sufism

philosopher; poet; astronomy

Question 9:

Which of the following was NOT a subject that Ibn Rushd wrote about?

folktales

astronomy

mathematics

medicine

philosophy

Question 10:

Which of the following is an example of poetry from Islamic civilization?

Question 11:

Which of the following are true about artistic styles used in Islamic civilizations?

Check all that are true.

The arabesque was a pattern that was highly used in mosques.

Calligraphy was used as a decorative way to display Qur'an verses.

Paintings were used to feature representations of God.

Paintings, calligraphy, and the arabesque were all equally important in Islamic
culture.

Mosaic tiles and sculptures were the most important artistic styles.

Question 12:

Which of the following are features commonly found in Islamic architecture?

Check all that are true.

arches

domes

defense towers

mihrabs

minarets
Lesson Topic: Lesson Vocabulary Review
Question 1:

What are textiles?

types of merchants

types of cloth made by weaving

types of trade routes

types of tiles

Question 2:

What are Arabic numerals?

the decimals in between zero and ten

the whole numbers ranging from one to ninety-nine

a mathematical system in which letters represent unknown numbers

the ten whole digits ranging from zero to nine

Question 3:

What is calligraphy?

decorative paintings of humans or animals

religious writing printed with ink from a printer

religious paintings of gods

decorative, artistic handwriting

Question 4:

A mosque is __________.

a tower with a balcony from which a muezzin calls Muslims to prayer

a semicircular, shallow space in a wall that indicates the direction of Mecca

a Muslim place of worship

a mystical practice and belief system within Islam

Question 5:

A minaret is __________.

a mystical practice and belief system within Islam

a tower with a balcony from which a muezzin calls Muslims to prayer

a semicircular, shallow space in a wall that indicates the direction of Mecca

a geometric pattern displayed as decoration on domes

Question 6:

What is Sufism?

the ritual prayers that Muslims practice daily

a secular practice that does not include the belief in God

the style of architecture within Islam

a mystical practice and belief system within Islam

Lesson: Lesson Test: Islamic Innovations and Culture
Lesson Topic: Life in Arab Muslim Empires
Question 1:

Which of the following hierarchies BEST represents the main social divisions in Arab Muslim
empires?
Question 2:

Cynthia is describing how Arab Muslims and non-Arab Muslims treated Jews and Christians in
Arab Muslim empires. Which one of the following words could she have used when describing
the treatment of Jews and Christians?

discriminated

mistreated

tolerated

praised

Question 3:

Which of the following graphic organizers correctly describes men and women in Arab Muslim
empires?
Question 4:

Which of the following is NOT true about merchants in Muslim empires?

Merchants were respected, and they held important roles in society.

Merchants traveled across sea and land trade routes.

Merchants helped connect cultures and ideas.

Muslim merchants traded goods like textiles.

All of the statements are true about merchants in Muslim empires.
Lesson Topic: Islamic Innovations
Question 1:

Scholars in Muslim empires __________.

Check all that are true.

opposed Islamic law

translated texts into Arabic

wrote all Islamic laws

built upon knowledge from other cultures to create original works

held discussions in libraries

Question 2:

How did scholars and libraries from Muslim empires affect other cultures and civilizations?

Check all that are true.

Translations helped preserve the cultures of some ancient civilizations.

Libraries were used primarily to spread Islam.

Muslim scholars wrote about other cultures, which helped spark interest from
distant civilizations.

Occasionally, people who were not Muslim could use some of the Muslim
libraries for learning.

Some Muslim scholars wrote about history and geography, which helped other
cultures better understand the history of the world.

Question 3:

Which of the following was NOT a mathematical or scientific achievement that was made during
the Islamic Golden Age?

Arabic numerals were developed.

 Algebra was created to help mathematicians solve complex problems.

Electricity was invented.

Observatories were built to study planets and stars.

Chemistry and an early version of the scientific method were developed.

Question 4:

How did Ibn Sina’s work affect the practice of medicine in Islamic and European civilizations?

Check all that are true.

Students used his work to prescribe medicine for themselves.

Doctors could use his work as a reference to help strengthen their medical
practice.

His work provided medical knowledge of all known diseases and treatments.

His work provided architects with the knowledge of how to build pharmacies.
Lesson Topic: Islamic Culture
Question 1:

Which of the following cause and effect relationships are true?

Check all that are true.

Question 2:

Nick is new to the practice of Sufism. He wants to learn more about it. Help Nick identify which
statement is NOT true about Sufism.

Sufis seek nearness to God.

Sufism is not related to Islam.

Sufis do their best to rid themselves of worldly possessions.

Sufism prioritizes letting go of individual desires.

Question 3:

Which of the following excerpts from Rumi’s poems highlight Rumi’s dedication to Sufism?

Check all that are true.

Question 4:

Which of the following are decorative arts that were commonly found in Islamic architecture?

Check all that are true.

Question 5:

Terrance is studying Islamic architecture. Which of the following pictures might he have seen on
 the page about mosques?

Check all that are true.

Lesson: The Olmecs, Maya, and Aztecs
Lesson Topic: Mesoamerica's Early Inhabitants
Question 1:

How might the differences in the continents 20,000 years ago have helped people migrate to
the Americas?

Differences in wind patterns made it easier to sail across the Pacific.

Multiple land routes connected all seven continents 20,000 years ago.

Land connected northeastern Asia with northwestern North America.

The smaller oceans allowed easier sailing across shallow water.

Question 2:

Which of the following describe the land the Olmecs cultivated?

abundant rainfall

excessive snowfall

some poor soil

some desert environments

fertile riverbanks

Question 3:
 Many modern scholars believe that the large stone heads represent leaders of the Olmecs.
These stone heads were placed around temples, so they also seem to have had religious
importance. If the theory is correct, what might be true of the leaders whose portraits were
carved?

New leaders may have updated the stone heads to reflect themselves when they
took the throne.

The leaders may have had great accomplishments.

The leaders as well as commoners likely had their portraits carved.

The leaders may have been revered as gods by the Olmec people.

Question 4:

Mesoamerica means __________.

the region spanning from central Mexico through Central America

the region entirely inhabited by the Olmecs

the region spanning from central Mexico through northern South America

the region of modern-day Mexico

Question 5:

What is slash-and-burn?

a farming method in which existing growth is cut down to be used as food

a farming method in which existing growth is cut down and burned to fertilize a
field

a farming method in which erosion and pollution are used to produce crops

a farming method in which crops are harvested using well-controlled fires

Question 6:

Which of the following analogies best demonstrates the relationship between the Olmecs and
nearby cultures?

One object is painted a single color, and then all nearby objects are painted
entirely in the same color.

A drop of paint spreads through a glass of water, becoming almost invisible.

One object is painted a single color, and than all nearby objects are painted a
different color.

A drop of paint splatters, causing many nearby objects to take on some of its
color.

Question 7:

The map below shows the sites of several cultures that developed at the time of the Olmecs.
Which of the following locations hosted cultures that were more likely to be influenced by the
Olmec people?
 Tlapacoya

San Jose Mogote

Tlatilco

Etlatongo

Question 8:

Which map accurately shows the region of Mesoamerica?

Question 9:

How did people most likely make the first migrations to North and South America?

Check all that are true.

They migrated across the Bering Land Bridge on foot.

They used ships to travel along the coast of Asia, the Bering Land Bridge, and
North America.

They used ships to travel from Europe to the eastern American coast.
 They migrated from Europe to the Americas using the Northern Gap Land Bridge
that existed at the time.

Question 10:

Which of the following posters accurately states when the first migrants arrived in the
Americas?
Question 11:

How did the Olmec people seek to improve their agriculture?

Check all that are true.

The Olmecs used slash-and-burn techniques in their farming.

The Olmecs spread their beliefs through cultural diffusion.

The Olmecs created stone carvings of leaders and gods.

The Olmecs developed a calendar based on the seasons.

Question 12:

Which of the following things might a person have seen in an Olmec city?

Check all that are true.

stone temples

clay sculptures

a ballgame

cattle ranches

Question 13:

Which sentences provide evidence that the Olmec civilization was a mother civilization?

Check all that are true.

Some civilizations near the Olmecs began making large carved heads after the
Olmecs did so.

Civilizations in Africa worshiped some gods that were similar to the Olmec gods.

The Maya civilization in Mesoamerica worshiped a jaguar-god like the Olmecs

had.

Several groups that came after the Olmecs also developed calendars.
Lesson Topic: The Maya
Question 1:

What does Maya art reveal about their priorities?

The Maya were very religious people.

The Maya were primarily concerned with agriculture.

The Maya were very focused on the political power of their civilization.

The Maya worshiped everything in nature.

Question 2:

How might the king's role in Maya religion have affected his role in society?

Question 3:

Which of the following ingredient lists would most likely be found in a traditional Maya recipe?

beans, carrots, celery, salt

beans, squash, corn, salt

corn, carrots, wheat, celery

peppers, squash, wheat, carrots

Question 4:

Large pack animals, such as horses and bulls, are not native to the Americas. Yet, Maya traders
transported many goods over terrain that included rivers, mountains, and swamps. Which of
the following forms of transportation might Maya traders have used?

packing items into cases that could be worn by humans

breeding larger animals to act as pack animals

using small boats to transport large loads along rivers

packing items into cases that could be worn on smaller animals such as llamas

Question 5:

How did the Maya dependence on farming relate to the decline of the Maya
civilization?

When the Maya farmers rebelled against the nobles, there was no one left to grow
food, and many starved.

The lack of large animals to plow fields made it impossible for the Maya to farm
the land.

Maya knowledge of cisterns, canals, and slash-and-burn agriculture was lost with
time, making it impossible to grow the necessary crops.

A drought made it impossible for the Maya farmers to produce enough food for the
population.

Question 6:

Which of the following best explains the relationship between Olmec and Maya innovations?

The Maya continued to use the Olmec innovations without altering them.

The Maya rejected the innovations of the Olmecs.

 The Maya built on the innovations of the Olmecs.

The Maya were unaware of the Olmec innovations.

Question 7:

The Maya were an advanced civilization with a system of writing that experts have learned to
interpret. Yet archaeologists know relatively little about them compared to European
civilizations of the same time. Why is it challenging to learn more about the Maya?

Experts disagree about the way to interpret Mayan writing.

The Maya destroyed one another's writings.

The Spanish destroyed many of their writings.

Most of the codices rotted due to the wet environment.

Question 8:

A quetzal is __________.

an important mineral from the Maya highlands

a type of paint used to decorate temples

a Maya temple built atop a pyramid

a brightly colored tropical bird

Question 9:

Drought means __________.

any disaster which ends a civilization

a method of asking the gods for rain

 a prolonged period of decreased rainfall

a system for storing rainwater

Question 10:

Glyphs are __________.

books made by hand

charts of astronomical movements

religious writings by the Maya

symbols associated with sounds and words

Question 11:

A codex is __________.

a hand-lettered book

a mathematical calculation, especially one using a zero

a large stone monument containing writing

a written language

Question 12:

What is an observatory?

a telescope used to study the stars

a calendar based on astronomical observation

 a person who specializes in studying stars and planetary movements

an elevated construction for the study of stars

Question 13:

Which of the following was NOT an event in the history of the Maya?

The Maya studied the stars and made accurate astronomical observations.

The Maya established trading routes between cities with different resources.

The Maya developed a written language and created codices.

The Maya people died out completely.

Question 14:

A history of the Maya shows many different Maya kings ruling in any given year. Why might this
be the case?

The Maya did not have a way to record their history.

Warfare between Maya nobles resulted in frequent changes in leadership.

The different Maya cities each had their own kings.

By tradition, Maya kings only reigned for a single season.

Question 15:

Which of the following ideas and objects were parts of Maya civilization?

canals

observatories
 cisterns

wheeled carts

religious sacrifice

Question 16:

Based on the information given about Maya society and astronomy, which class is most likely to
have included astronomers? Why?

Question 17:

Read the following definition of a civilization.

Civilization: the stage at which a society has adequate technological advancement to cultivate
agriculture and keep written records of its history.

Which of the following sentences accurately support the view that the Maya developed to the
level of a civilization?

The Maya kept written historical records on large stone monuments.

The Maya used canals and terraced fields.

The Maya developed the codex.

The Maya created weapons to overcome their enemies.

Question 18:

Which map accurately shows when and where Maya civilization existed at its height?
Question 19:

Which of the following methods did Maya farmers use to overcome challenges?

Check all that are true.

terracing hillsides

digging canals

building cisterns

irrigating deserts

Question 20:

How did Maya architecture reflect Maya religious beliefs?

Check all that are true.

Maya temples were made of stone, making them more permanent than some
Maya structures.

Maya temples were built on top of tall pyramids, placing them far above other
structures.

Maya kings lived in Maya temples, showing that the Maya believed their kings
were divine.

Maya temples were built in less prominent locations in cities, demonstrating a

lack of interest in the gods.

Question 21:
 How were Maya religion and government connected?

Check all that are true.

Governmental decisions were based on astronomical observations.

The Maya believed their kings were almost divine.

The most important duty of the king was to teach the commoners about the
gods.

Maya kings often served as priests before being crowned.

Question 22:

Which of the following was NOT an innovation used by the Maya?

wheeled carts

slash-and-burn farming

the long count calendar

mathematical zero

Question 23:

Which of the following statements describe calendars used by the Maya?

Check all that are true.

A 394-year calendar was used to record historical events.

A 365-day calendar based on the solar year was used to predict seasons.

A 394-day calendar was used to date religious rituals.

A 260-day calendar based on the lunar year was used to predict harvest times.

Question 24:

Did the Maya civilization die out due to pollution?

Yes, experts believe a crop shortage caused by pollution destroyed the Maya.

Yes, experts believe the Maya overused slash-and-burn farming, leading to

widespread pollution in their rivers.

No, experts believe the Maya civilization died out due to Spanish colonization.

No, experts believe the Maya civilization declined due to drought or war.
Lesson Topic: The Aztecs
Question 1:

Which map shows the route that was most likely taken by the Mexica?
Question 2:

Which descriptions could most accurately apply to the Valley of Mexico?

temperate climate

harsh winters

plentiful water

good soil

Question 3:

What kind of government did Tenochtitlan have?

constitutional monarchy

empire

democracy

absolute monarchy

Question 4:
 Which of these activities would a commoner in Aztec society have done?

weave fabric from spun cotton

trade goods in a marketplace

advise the king

plant fields of corn

Question 5:

At different times in history, people have enslaved other humans who looked different from
themselves because they did not believe they were truly human. Was this the case with the
Aztecs?

Yes, the people of the Central Mexican Plateau looked down on people who spoke
a different language.

Yes, the rulers of the Triple Alliance all came from the same racial group and
enslaved cities of people who looked different from themselves.

No, the Aztecs believed that slaves should all be used for human sacrifice, so they
needed to be true humans to please the gods.

No, the Aztecs enslaved their own people and sold themselves into slavery.

Question 6:

Like other Mesoamerican cultures, the Aztecs had a calendar system. The Aztecs used a 365-
day calendar based on the solar cycle. Each month of their calendar was twenty days long, and
the year had eighteen months. Which of the following most likely motivated the Aztecs to
develop this calendar?

The Aztecs wanted to maintain an accurate record of their history over a long
period of time.

The Aztecs believed that the gods needed to be nourished every twenty days.

The Aztecs believed that the world would end on a particular day in a specific
 month.

The Aztecs wanted to keep track of the proper times for planting and harvesting
crops.

Question 7:

How might the Aztec preference for oral history have affected modern understanding of Aztec
culture?

Question 8:

A basin is __________.

a large area of low-lying land

a large farmland enriched by volcanic ash

a large area of highland

a large island in a lake

Question 9:

A dike is __________.
 a room in a temple

a means of transportation used in the water

a wall built to control water and flooding

an artificial bridge

Question 10:

An absolute monarchy is __________.

a government in which the people select their ruler

a government in which the people were conquered by their ruler

a government in which the ruler has full power over the subjects

a government ruled by multiple kings

Question 11:

Tribute means __________.

people required to work for a king

sacrifices made to a god

temples made to honor gods

goods demanded by a conqueror

Question 12:

A causeway is __________.
 an artificial island used for farming

a water route with little current

a path raised over wetlands or water

a pillar used to support a large structure

Question 13:

An aqueduct is __________.

a channel that carries water

a type of pottery used to transport water

undrinkable water used for crops

a gift of water offered to the gods

Question 14:

Chinampas are __________.

fields cleared for farming on the banks of a lake

naturally occurring islands in Lake Texcoco

waterways designed to bring water to various parts of a city

artificial islands for farming in the water

Question 15:

Which timeline accurately reflects the history of the Aztecs?

Question 16:

Explain how tribute may have strengthened the Aztec Empire and led to its many
accomplishments.
Question 17:

According to legend, how did the Mexica choose their homeland?

Their leader found a place with abundant land and claimed it for the Mexica.

Their leader saw an eagle perched on a cactus, showing them where to settle.

Their leader saw a snake eating its own tail, a sign the gods had promised.

Their leader formed an alliance with two nearby rulers to conquer a new
homeland.

Question 18:

Which of the following words describe the place where the Mexica settled?

Check all that are true.

isolated

watery

protected

sprawling

Question 19:

How are the Mexica related to the Aztecs?

The Mexica of Tenochtitlan were conquered by two neighboring cities who made
an agreement with Tenochtitlan. The agreement required Tenochtitlan to supply
warriors to the two cities, who created the Aztec Empire.

The Mexica of Tenochtitlan began conquering neighboring cities and demanding

tribute. They single-handedly created the Aztec Empire.
 The Mexica of Tenochtitlan were conquered by the Triple Alliance. However, their
superior fighting skills allowed them to eventually take control from the leaders
of the Triple Alliance and become the rulers of the Aztec Empire.

The Mexica of Tenochtitlan formed an alliance with two nearby cities known as
the Triple Alliance. The Triple Alliance created the Aztec Empire, in which
Tenochtitlan became the most powerful city.

Question 20:

The peoples conquered by the Aztecs often rebelled against the rulers of the Triple Alliance.
Why might the conquered peoples have done this?

Check all that are true.

The conquered peoples did not understand the Triple Alliance's goals.

The conquered peoples objected to having their warriors sacrificed to the gods.

The conquered peoples wanted to keep their old rulers.

The conquered peoples were forced to pay tribute.

Question 21:

Which of the people below could have been members of Aztec society?

Check all that are true.

a commoner who aspires to be a great warrior

a person enslaved because of his different race

a king selected for his position by commoners

a noble who claims to be descended from a king

Question 22:

Pick the diagram that correctly shows the leadership structure of the Triple Alliance.
Question 23:

In which ways did the Aztecs preserve the history of their culture?
 Check all that are true.

The Aztecs wrote countless books about history, religion, and art.

The Aztecs developed a tradition of storytelling and oral history.

The Aztecs did some writing, though it never became highly developed.

The Aztecs emphasized the need to educate their children.

Question 24:

How did specific innovations impact life in the Aztec Empire?

Check all that are true.

Causeways allowed the people of Tenochtitlan more space for farming and
irrigating crops.

Calendars helped the people of the empire track seasons for planting and
harvesting crops.

Popcorn helped people create lightweight bedding and packing material.

Chinampas gave the people of Tenochtitlan a way to increase their usable

farmland.
Lesson Topic: Lesson Vocabulary Review
Question 1:

Mesoamerica means __________.

the region spanning from central Mexico through Central America

the region entirely inhabited by the Olmecs

the region spanning from central Mexico through northern South America

the region of modern-day Mexico

Question 2:

What is slash-and-burn?

a farming method in which existing growth is cut down to be used as food

a farming method in which existing growth is cut down and burned to fertilize a
field

a farming method in which erosion and pollution are used to produce crops

a farming method in which crops are harvested using well-controlled fires

Question 3:

A quetzal is __________.

an important mineral from the Maya highlands

a type of paint used to decorate temples

a Maya temple built atop a pyramid

 a brightly colored tropical bird

Question 4:

Drought means __________.

any disaster which ends a civilization

a method of asking the gods for rain

a prolonged period of decreased rainfall

a system for storing rainwater

Question 5:

Glyphs are __________.

books made by hand

charts of astronomical movements

religious writings by the Maya

symbols associated with sounds and words

Question 6:

A codex is __________.

a hand-lettered book

a mathematical calculation, especially one using a zero

a large stone monument containing writing

 a written language

Question 7:

What is an observatory?

a telescope used to study the stars

a calendar based on astronomical observation

a person who specializes in studying stars and planetary movements

an elevated construction for the study of stars

Question 8:

A basin is __________.

a large area of low-lying land

a large farmland enriched by volcanic ash

a large area of highland

a large island in a lake

Question 9:

A dike is __________.

a room in a temple

a means of transportation used in the water

a wall built to control water and flooding

 an artificial bridge

Question 10:

An absolute monarchy is __________.

a government in which the people select their ruler

a government in which the people were conquered by their ruler

a government in which the ruler has full power over the subjects

a government ruled by multiple kings

Question 11:

Tribute means __________.

people required to work for a king

sacrifices made to a god

temples made to honor gods

goods demanded by a conqueror

Question 12:

A causeway is __________.

an artificial island used for farming

a water route with little current

a path raised over wetlands or water

 a pillar used to support a large structure

Question 13:

An aqueduct is __________.

a channel that carries water

a type of pottery used to transport water

undrinkable water used for crops

a gift of water offered to the gods

Question 14:

Chinampas are __________.

fields cleared for farming on the banks of a lake

naturally occurring islands in Lake Texcoco

waterways designed to bring water to various parts of a city

artificial islands for farming in the water

Lesson: Lesson Test: The Olmecs, Maya, and Aztecs
Lesson Topic: Mesoamerica's Early Inhabitants
Question 1:

How and when did people first migrate to North and South America?

using the Bering Land Bridge; about 25,000 years ago

sailing across the Atlantic Ocean; about 40,000 years ago

sailing through the Bering Strait; about 25,000 years ago

using the Bering Land Bridge; about 40,000 years ago

Question 2:

Which map highlights the area where the first American civilizations developed?
Question 3:

Why was the slash-and-burn method useful for the Olmecs?

Check all that are true.

The Olmec people needed to clear land to build houses in which to live.

The soil where the Olmec people lived was not naturally rich enough to support
crops.

Slash-and-burn farming offered the Olmec people a sustainable farming

method.

Few large fields were available in the Olmec people's rainforest environment.

Question 4:

Because Olmec civilization influenced so many other cultures, they are known as a(n)
 ________.

previous era

origin site

parent culture

mother civilization

Question 5:

Which of the following innovations did the Olmec people develop?

Check all that are true.

a calendar

chinampas

rubber balls

codices
Lesson Topic: The Maya
Question 1:

Which statements correctly describe Maya religion?

Check all that are true.

The Maya believed that their gods needed to be nourished by human blood or
they would starve.

The Maya had a highly developed religious system.

The Maya believed that the gods rarely influenced events in the physical realm.

The Maya believed that the gods wanted humans to take care of their fellow
humans.

Question 2:

Which diagram accurately depicts the class structure of Maya society?

Question 3:

Which of the following sentences accurately describe Maya trade?

Check all that are true.

Highland traders tended crops that grew well at high elevations.

Coastal regions provided the Maya with salt, which was very important for their
way of life.

Coastal cities were the main source of precious stones among the Maya.

The Maya depended on farming villages for corn, beans, and squash.

Question 4:

Which table correctly shows the agricultural methods or innovations of Maya farmers in
different regions?
Question 5:

Which of the following calendar systems was NOT used by the Maya?

a 315-day lunar calendar

a 365-day solar calendar

a 260-day ritual calendar

a 394-year long count calendar

Question 6:

Which of the following statements about Maya society is true?

 Maya civilization was conquered by the Aztecs, leading to the rapid decline of
the Maya.

Maya civilization declined due to drought and attacks, but some Maya remain
today.

Maya civilization was destroyed by Spanish conquistadors, but some Maya

remain today.

Maya civilization was wiped out by pollution in their rivers, possibly due to their
agricultural practices.

Question 7:

What prevented Maya history and culture from being better preserved?

The Maya lacked a fully-developed written language.

The Spanish conquistadors destroyed almost all of the Maya codices.

The Maya depended on oral history for all of their cultural preservation.

The ability to read Mayan was lost with the decline of their civilization and never
recovered.
Lesson Topic: The Aztecs
Question 1:

How did the Mexica reach their new homeland?

They migrated from northern arid regions southward into the Central Mexican
Plateau, finally settling on an island in Lake Texcoco.

They migrated from southern desert regions northward into the Central Mexican
Plateau, finally settling on the banks of Lake Texcoco.

They migrated from southern rainforest terrain northward into the Maya
territory, finally settling on an island in Lake Texcoco.

They migrated from northern tropical regions southward into the Yucatan
Peninsula, finally settling on an island in the Gulf of Mexico.

Question 2:

Which map accurately labels Tenochtitlan and shows the full extent of the Aztec Empire?
Question 3:

Which timeline shows how the Aztecs built their empire?

1345: The Mexica were established.

1428: The Triple Alliance was formed.
1428-1619: The Aztec Empire extended its territory.
1619: The Spanish conquer the Aztec Empire.

1345: The Triple Alliance was formed.

1428: Tenochtitlan was established.
1428-1619: The Aztec Empire extended its territory.
1619: The Spanish conquered the Aztec Empire.

1345: Tenochtitlan was established.

1428: The Aztec Empire was formed.
1428-1519: Tenochtitlan extended its territory.
1519: The Spanish conquer the Aztec Empire.
 1345: Tenochtitlan was established.
1428: The Triple Alliance was formed.
1428-1519: The Aztec Empire extended its territory.
1519: The Spanish conquered the Aztec Empire.

Question 4:

Which of the following people would NOT have been a part of the ruling class in Tenochtitlan?

the most powerful ruler of the Triple Alliance

a member of the council in Tenochtitlan

an artisan who created decorations for the temple

a person who was eligible to become ruler of Tenochtitlan

Question 5:

In which of the following ways could someone enter slavery in Aztec society?

Check all that are true.

speaking a different language than the Aztecs

being captured in war

being convicted of a crime

selling oneself into slavery to pay off debts

Question 6:

Which of the following statements accurately describe Aztec religion?

Check all that are true.

The Aztecs worshiped a single god whom they believed controlled the forces of
nature.

The Aztecs believed their worship helped the physical world continue to
function.
 Aztec religion never called for animal sacrifice.

Aztec religion required brutal and fatal human sacrifices to be made.

Question 7:

Which of the following accurately state aspects of the Aztec attitudes toward life and death?

Check all that are true.

The Aztecs did not regard any life as important or any death as worth
preventing.

The Aztecs worked diligently to produce agricultural methods that would help
sustain life.

The Aztecs believed it was worth sacrificing some human lives to prevent the
death of all humanity.

The Aztecs could be violent people who would kill their enemies in brutal ways.
Lesson: The Inca Empire
Lesson Topic: The Rule of the Inca Empire
Question 1:

Which of the following factors made life in the Andes difficult?

the dense rainforest

the cold climate

the dry desert air

the hot climate

the distance from water

the steep, rocky slopes

the thin, dry mountain air

Question 2:

Although the Spanish had significantly fewer men than the Incas, they were able to defeat
Atahualpa and his army. Which of the following explain why that was the case?

The Spanish used tricks and surprise to defeat the Incas.

Huáscar made an alliance with the Spanish to defeat his brother, Atahualpa.

The Incas had created enemies within their empire by conquering so many
civilizations.

The Incas had a poorly trained army that was afraid to fight the Spanish.

The Spanish had guns, horses, and superior military tactics.

Many Inca soldiers had died of disease or in the civil war.

Question 3:
 Why was the Incan government likely centered in Cuzco?

Cuzco was where the most Incas lived.

Cuzco was the city where the empire originated.

Cuzco had the best farmland.

Cuzco was near a mine.

Cuzco was located at the center of the four provinces.

Question 4:

What are the Andes?

a mountain range that stretches the length of western South America

a mountain range that covers the southern tip of South America

a mountain range that lines the northern coast of South America

a mountain range in South America that runs alongside the Amazon River

Question 5:

A terrace is __________.

a shelter built to give farmers and livestock a place to rest in the middle of the day

a stair-step pattern carved into sloped land in order to create level areas for
farming

a canal dug to provide water to mountainous farmland

a covering used to provide shade and protect crops and animals from the sun
Question 6:

Quinoa is __________.

a variety of potato grown in the Andes

a protein-rich grain native to the Andes

a structure built by the Incas for the Sapa Inca

a type of animal used to carry supplies in the Andes

Question 7:

What is a quipu?

an Incan tablet made of stones and paint used to record information

an Incan chalice that uses jewels of different shapes and colors in order to record
information

an Incan device made of colored threads that are knotted together in order to
record information

an Incan paper made of alpaca hide cut in a certain way to record information

Question 8:

What is Quechua?

the Incan alphabet

the Incan religion

the Incan ruler

 the Incan language

Question 9:

In which ways did the Incan government serve the people throughout the
Inca Empire?

building roads and bridges

keeping records of important data on quipus

digging canals to bring water from the ocean to the farms

having tiers of government officials assigned to set groups of families

teaching people to use quipus

storing food, clothes, and other goods in case of emergency

Question 10:

Quechua is still spoken today in the countries that formed around the Andes. However, there
are still a lot of mysteries surrounding the Inca Empire. Why might that be?
 Quechua was not a written language, so there are no historical records from the
Inca Empire.

The Spanish conquistadors destroyed many Incan artifacts when they conquered
the empire.

There are no remaining quipus to read.

No one knows how to read quipus.

The Incas burned all of their written texts to protect them from the Spanish.

Question 11:

In which ways did early civilizations adapt to life in the Andes?

Check all that are true.

designing plows for rocky terrain

building irrigation systems

planting crops that could survive in the desert

farming on terraces

Question 12:

How did the Incas expand their empire?

Check all that are true.

by kidnapping the princesses of nearby kingdoms

by waiting for nearby kingdoms to die of disease

by offering gifts to the leaders of nearby kingdoms

by attacking nearby kingdoms with the Incan army

Question 13:

What happened to civilizations that unsuccessfully fought against the Incas to keep their
 independence?

Check all that are true.

The civilization was required to speak Quechua.

Their daughters were married to Incan princes.

The people were forced to pay taxes.

Their buildings were burned to the ground.

Their leaders were executed.

Question 14:

Which of the following caused the Inca Empire to fall?

Check all that are true.

unrest among tribes that had been conquered by the Incas

the arrival of the Spanish conquistadors

a civil war between two princes who wanted to become Sapa Inca

the destruction of the irrigation system

the spread of diseases brought by Europeans

Question 15:

Which of the following describe the Sapa Inca?

Check all that are true.

worshipped as a god

head priest of the Inca religion

seen as a descendant of the Sun god

leader of the Inca Empire

elected by the Incan nobility

Question 16:

In which ways did the Incan government serve its people?

Check all that are true.

The government taught everyone to speak Quechua and read quipus.

The government built roads and bridges throughout the empire.

The government kept records of families, services, and taxes.

The Sapa Inca and the four provincial governors were responsible for small
groups of families.

The government provided resources in times of emergency.

Question 17:

Which of the following statements correctly describe quipus?

Check all that are true.

Quipus used beads and jewels to mark information on the thread.

Quipus held data about taxes, the size of the population, and the amount of
food produced.

Quipus recorded information using different colors of thread and types of knots.

Quipus were easy to interpret, and all citizens were trained to read them.
Lesson Topic: Incan Society
Question 1:

Why might the most powerful nobles have been those related to the Sapa
Inca?

The relatives of the Sapa Inca were the most popular with the peasants.

Because the Sapa Inca was the descendant of a god, his relatives were considered
the relatives of a deity.

The Sapa Inca got to appoint people to the highest positions.

The nobility was wholly composed of the Sapa Inca’s siblings.

Question 2:

In which ways did the ayllu system help peasants in the Inca Empire?

Ayllus defended the borders of the Inca Empire.

Ayllus farmed or traded for enough goods to provide for all members.

Ayllus provided education for all children in their group.

Ayllus relocated dangerous groups.

Question 3:

How did the Incans use their study of the movements of the Sun, Moon, and
stars?

to make decisions about crops and harvests

to predict weather patterns

 to construct calendars

to select leaders for the ayllus

to plan festivals

Question 4:

What is a hierarchy?

a system that ranks people by popularity

a system that ranks people by wealth

a system that ranks people by ability

a system that ranks people by status

Question 5:

An ayllu is __________.

a battalion of soldiers in the Inca Empire who served a specific region

a community of families in the Inca Empire who shared common resources

a government official in the Inca Empire who served ten families

a group of workers in the Inca Empire who built the Incan roads

Question 6:

What is mita?

a craft made to honor the Sapa Inca that served as a tax in the Inca Empire
 a form of public service that served as a tax in the Inca Empire

a payment to the government that served as a tax in the Inca Empire

a surrender of land that served as a tax in the Inca Empire

Question 7:

What is mitma?

the demand that conquered peoples learn Quechua, the Incan language

the military tactics used by the Incas to conquer other peoples

the calendar of festivals created by the Incas for conquered peoples

the forced resettlement of people who were conquered by the Incas

Question 8:

Which were common features of Incan crafts?

battle scenes

repeated patterns

animals

geometric shapes

one central image

words and phrases

Question 9:

Consider the many features of Incan society. The Incan government ensured that everyone was
 provided for. However, rulers did this by enforcing the mita and mitma systems. In addition, the
social hierarchy and ayllu system were very confining. In your opinion, was the Incan system of
government fair, or was it too oppressive? Explain your answer.

Question 10:

Which of the following correctly describes the hierarchy in Incan society?

The royals, who were related to the Sapa Inca, had the most power. Peasants
were the next highest rank. At the bottom of the social ranks were nobles.

The peasants, who were related to the Sapa Inca, had the most power. Royals
were the next highest rank. At the bottom of the social ranks were nobles.

The nobles, who were related to the Sapa Inca, had the most power. Royals
were the next highest rank. At the bottom of the social ranks were peasants.

The royals, who were related to the Sapa Inca, had the most power. Nobles
were the next highest rank. At the bottom of the social ranks were peasants.

Question 11:

Which of the following were advantages of ayllu to the people of the Inca Empire?

Check all that are true.

The ayllu asked the government to send workers to fix roads and bridges.

The ayllu determined ways to prevent rebellions within the empire.

 The ayllu created a community that supported each other.

The ayllu provided education for peasant children.

The ayllu ensured fair distribution of resources.

Question 12:

How were mita and mitma different?

Mitma was a tax of land paid to the empire by newly conquered peoples. Mita
was the relocation of ethnic Incas to that new land.

Mita was a tax paid by working for the empire. Mitma was the forced relocation
and assimilation of newly conquered peoples.

Mitma was a tax paid by working for the empire. Mita was the forced relocation
and assimilation of newly conquered peoples.

Mita was a tax of land paid to the empire by newly conquered peoples. Mitma
was the relocation of ethnic Incas to that new land.

Question 13:

Which of the following might a person do to pay their mita tax?

Check all that are true.

build roads

teach

serve in the army

make cloth

farm

Question 14:

Which of the following are features of Incan architecture?

Check all that are true.

 walls made of stones and mortar

walls made of perfectly fitted stones

trapezoidal doors and windows

pointed arch doors and windows

irrigation systems

Question 15:

Which of the following were common features of Incan art?

Check all that are true.

animals

soldiers

one central image

bright colors

repeated geometric patterns

Lesson Topic: Lesson Vocabulary Review
Question 1:

What are the Andes?

a mountain range that stretches the length of western South America

a mountain range that covers the southern tip of South America

a mountain range that lines the northern coast of South America

a mountain range in South America that runs alongside the Amazon River

Question 2:

A terrace is __________.

a shelter built to give farmers and livestock a place to rest in the middle of the day

a stair-step pattern carved into sloped land in order to create level areas for
farming

a canal dug to provide water to mountainous farmland

a covering used to provide shade and protect crops and animals from the sun

Question 3:

Quinoa is __________.

a variety of potato grown in the Andes

a protein-rich grain native to the Andes

a structure built by the Incas for the Sapa Inca

 a type of animal used to carry supplies in the Andes

Question 4:

What is a quipu?

an Incan tablet made of stones and paint used to record information

an Incan chalice that uses jewels of different shapes and colors in order to record
information

an Incan device made of colored threads that are knotted together in order to
record information

an Incan paper made of alpaca hide cut in a certain way to record information

Question 5:

What is Quechua?

the Incan alphabet

the Incan religion

the Incan ruler

the Incan language

Question 6:

What is a hierarchy?

a system that ranks people by popularity

a system that ranks people by wealth

 a system that ranks people by ability

a system that ranks people by status

Question 7:

An ayllu is __________.

a community of families in the Inca Empire who shared common resources

a government official in the Inca Empire who served ten families

a group of workers in the Inca Empire who built the Incan roads

a battalion of soldiers in the Inca Empire who served a specific region

Question 8:

What is mita?

a craft made to honor the Sapa Inca that served as a tax in the Inca Empire

a form of public service that served as a tax in the Inca Empire

a payment to the government that served as a tax in the Inca Empire

a surrender of land that served as a tax in the Inca Empire

Question 9:

What is mitma?

the demand that conquered peoples learn Quechua, the Incan language

the military tactics used by the Incas to conquer other peoples

the calendar of festivals created by the Incas for conquered peoples

the forced resettlement of people who were conquered by the Incas

Lesson: Lesson Test: The Inca Empire
Lesson Topic: Rule of the Inca Empire
Question 1:

Why did the Incas use terrace farming?

to bring water to the farms

to create flat land in the slopes of mountains

to extend the amount of sunlight for crops

to add nutrients to the rocky mountain soil

Question 2:

What was the first strategy the Incas used when trying to conquer a civilization?

burning villages

declaring war

sending in the army

kidnapping rulers

offering gifts

Question 3:

What did the Incas do to make other civilizations loyal to their empire?

Check all that are true.

paid taxes to the leaders of other civilizations

incorporated other civilizations’ religions into the Incan religion

married the sons of other civilizations’ leaders to Incan noblewomen

made other civilizations speak Quechua

educated the sons of other civilizations’ leaders about Incan culture in Cuzco
Question 4:

Which advantages did Spanish conquistadors have over the Inca Empire?

Check all that are true.

larger number of fighters

alliances with conquered tribes

healthier people

knowledge of the area

better weapons and tactics

Question 5:

Which of the following correctly describe government organization in the Inca Empire?

Check all that are true.

The empire was divided into four provinces.

Families were divided into groups of ten to be overseen by government officials.

The Sapa Inca was the leader of the empire and the Chief Priest of the Inca
religion.

The provincial governors were elected by the people.

Question 6:

Which of the following services did the Incan government provide to its people?

Check all that are true.

education in reading quipus

fertilizer to allow for better farming in rocky soil

construction of roads throughout the empire

storage of resources in case of emergencies

Lesson Topic: Incan Society
Question 1:

Which people had the most power in the Incan social hierarchy?

the farmers and miners

the leaders of the ayllus

the peasant soldiers

the noble government officials

the royal relatives of the Sapa Inca

Question 2:

Which were responsibilities of the ayllus?

Check all that are true.

to distribute resources fairly

to teach conquered peoples about Incan culture

to educate peasant children

to collect tax money for the government

to create a community that serves each other

Question 3:

Which of the following were advantages of mita for the Incan government?

Check all that are true.

Mita made it more difficult for conquered peoples to rebel.

Mita allowed the government to have a large army.

Mita provided education for all citizens of the Inca Empire.

Mita kept the roads and bridges in good condition.

 Mita ensured that storehouses were full of emergency resources.

Question 4:

Why did the Incan government practice mitma?

Check all that are true.

to collect mita from more people

to prevent conquered peoples from rebelling

to isolate conquered groups from each other

to create more government positions for the family of the Sapa Inca

Question 5:

Which features of Incan architecture protected buildings from earthquakes?

Check all that are true.

doors and windows that were narrower at the top

walls sealed with mortar made from vicuñas

walls made from stones cut to fit together perfectly, without mortar

doors and windows that were narrower in the middle

Question 6:

Which of the following statements correctly describe Incan innovations?

Check all that are true.

Most of Machu Picchu still stands, despite earthquakes, weather, and time.

Tunics made from alpaca and vicuña wool were cool in the summer and warm in
the winter.

Incan roads spanned much of the empire.

Irrigation systems brought water from the Pacific Ocean to the Andes
Mountains.

The Inca calendar was based on the movement of the Sun, the Moon, and the
stars.
Lesson: North American Indians
Lesson Topic: Early Cultures in North America
Question 1:

An article about American Indians declares, “American Indian groups lived throughout North
America. Despite their various locations, most tribes had similar cultures.” Is this source factual
and reliable?

yes, because American Indians did populate various locations throughout North
America

yes, because the cultures of different American Indian groups did not vary from
tribe to tribe

no, because American Indians only settled along the western coast of North
America

no, because the cultures of different American Indian groups varied greatly
depending on location

Question 2:

Explain how artifacts are important to historians and archaeologists who study American
Indians. Why are these objects necessary for developing an understanding about these
cultures?

Question 3:
 Notice the location of the dwellings as well as the geography in this part of Mesa Verde National
Park. Which of the following can you infer from the photograph?

Building homes and meeting places into the rock beneath the cliffs may have
helped to keep the settlement hidden from potential enemies.

During rainy seasons, the canyon likely filled with water that could have been
collected for agriculture.

The dwellings were likely built beneath cliff overhangs to keep them safe from the
elements.

Rain runoff from the cliffs above the dwellings was likely collected and used to
irrigate crops.

Question 4:

Some groups have referred to the Ancestral Puebloans as the Anasazi. This term comes from
the Navajo, and it means ancestral enemies in the Navajo language. However, Puebloan
descendants do not want this term used to describe their ancestors. Why might this be true?

It was a name their enemy called their group.

It was a name only used by elders.

It was not a name that they called themselves.

It was not in their language.

Question 5:

For reasons that are not fully understood yet, the Mississippians migrated to the Black Warrior
 River Valley. Artifact evidence shows that they brought much of the civilization’s culture with
them. However, there were fewer mounds at these sites, and more walls and other defensive
structures were built. Based on this information, which is likely the reason the Mississippians
migrated away?

They were experiencing severe social and political stress from attacks.

The soil they once grew crops on became infertile.

They abandoned their religious beliefs and moved to develop new spiritual
practices.

They became curious about what land and other resources could be utilized in
different areas.

Question 6:

What is an artifact?

a meaningful object to be made by humans in the future

a resource discovered in nature

a meaningful object made by humans from the past

a resource that is unusable by humans

Question 7:

What is a drought?

a prolonged period of increased rainfall

a short period of increased rainfall

a prolonged period of decreased rainfall

a short period of decreased rainfall

Question 8:

What are palisades?

short ice walls

cedar boats

tall, wooden fences

ceremonial objects

Question 9:

Which statements are true?

Geography and natural resources greatly influenced the early cultures that arose
in North America.

Hunting and gathering replaced farming practices as societies grew and settled
areas.

Most groups of American Indians lived their lives in similar ways, with nearly
identical tools, shelters, clothing, and food sources.

Artifacts are used to study early American Indian cultures because these groups
did not leave any written records.

Question 10:

Which of the following did the Ancestral Puebloans and the Mississippians have in common?

Check all that are true.

They faced dry climates in desert regions.

They relied on farming corn and other crops to sustain a large population.

They built mounds for religious purposes.

 They were some of the oldest civilizations in North America.

Question 11:

Which of the following are likely quotes from archaeologists studying Ancestral Puebloan sites?

Check all that are true.

“They lived in a variety of shelters, including cliff dwellings and adobe houses.”

“The people never called themselves Anasazi, but their Navajo neighbors used
the term as an insult.”

“Droughts frequently plagued the area, but their resourcefulness allowed them
to build systems to irrigate crops.”

“Road systems were used mainly by armies and groups migrating to follow bison
herds.”

Question 12:
 In which places might this photograph have been taken?

Check all that are true.

New Mexico

Georgia

Tennessee

Illinois

Question 13:

Why is it challenging to understand why both the Ancestral Puebloans and the Mississippians
abandoned their great civilizations?

There are no written records explaining why these groups left.

Descendants of these groups are hesitant to share the histories they learned
from their ancestors.

Deciphering records left by these civilizations is too complex.

These groups left behind very little evidence of their existence as they were
forced to relocate.
Lesson Topic: Cultures of the Eastern Woodlands and the Great Plains
Question 1:

Which of the following were likely used in the northeastern region of the
Eastern Woodlands?

wooden bows

animal traps made from sticks

bowls made from bark

canoes carved from tree trunks

Question 2:

Which was the greatest uniting factor of the nations included in the Iroquois
League?

shared languages and cultural characteristics

shared views concerning the American Revolution

shared alliances with French colonists

shared religious beliefs

Question 3:

What is a wigwam?

a large narrow shelter made from small tree trunks

a large domed shelter made from animal bones and furs

 a small narrow shelter made from animal bones and furs

a small domed shelter made from small tree trunks

Question 4:

What is a longhouse?

an underground shelter that housed a small family

a portable shelter that housed a small family

a large domed building that housed extended family

a long narrow building that housed extended family

Question 5:

What is a tepee?

a transportable dome-like shelter covered in mud

a permanent cone-shaped shelter covered in mud

a permanent dome-like shelter made of snow and ice blocks

a transportable cone-shaped shelter covered in bison skin

Question 6:

What is an earth lodge?

a shelter that was built of reeds and animal skin

a shelter that was built into a cliff and strengthened with mud
 a shelter that was built to store extra food supplies

a shelter that was built partially underground and then covered with mud

Question 7:

The United Nations (UN) is an organization that promotes peace and cooperation across the
world. It was created after World War II to help prevent another global conflict. Today, over 190
nations are members of the UN, including those that fought against each other during World
War II. Currently, during periods of conflict, the UN often sends forces from member nations to
threatened countries to help keep peace. The UN also supports developing countries by
providing economic assistance and encouraging human rights. Use this information to explain
two ways in which the UN and the Iroquois League are similar and two ways in which they are
different.

Question 8:

Which map correctly identifies where the Eastern Woodlands and the Great Plains American
Indians settled in North America?
Question 9:

Which sentences correctly provide evidence that American Indian groups adapted to different
climates and environments throughout North America?

Check all that are true.

The Northeast Eastern Woodlands people lived in shelters on stilts, while the
Southeast Eastern Woodlands people lived in wigwams and longhouses.

The Northeast Eastern Woodlands people made tools from wood from trees.

American Indian groups who experienced cold weather often used animal skins
for clothing or on shelters to stay warm.

The Great Plains people hunted bison, while the Eastern Woodlands people
hunted turkeys.

Question 10:
 Which of the following are TRUE about the Eastern Woodlands people?

Most groups were forced to migrate throughout the year in order to find reliable
sources of food and water.

Wigwams and longhouses were designed for people to stay warm during the
colder seasons.

The Southeast peoples experienced more success in farming a variety of crops

because of fertile soil and longer growing seasons than in the Northeast.

Houses in tropical regions were often built without walls.

Question 11:

The Iroquois League __________.

Check all that are true.

promoted peace between member nations

was made up of six nations of Northern Eastern Woodlands people

was rewarded for helping the colonists in the Revolutionary War

united people based on common language and culture

Question 12:

Which of the following sentences are TRUE about the Great Plains peoples?

Tepees were permanent shelters that kept Great Plains peoples cool by allowing
breezes to flow through the structure.

After hunting bison, the Great Plains peoples would use all of the animal’s parts
for things like food, tools, or jewelry.

When bison herds moved on, Great Plains peoples depended on corn crops and
deer for food.

Great Plains peoples lived in earth lodges, which were more permanent
dwellings that were built into the ground and covered with earth.
Question 13:

How did the European introduction of horses change life for the Great Plains American Indians?

It allowed the Great Plains people to have an animal that could carry their
belongings.

It allowed American Indians to travel farther and faster on horseback.

It made the lives of Great Plains people easier.

all of the above

Lesson Topic: Cultures of the West and the North
Question 1:

Based on what is true about American Indians in other regions, predict how climate affected
American Indian cultures in the West and Southwest.

Climate influenced the creation of tools by groups in these regions.

Climate influenced the food sources groups in these regions relied upon.

Climate influenced the types of clothing worn by people in these regions.

Climate influenced the types of homes groups in these regions built.

Question 2:

In addition to totem poles, Northwest Coast groups created many other types of art that had
 little purpose besides displaying beauty and the artist’s skill. Based on this idea as well as the
importance of social status and wealth, what can be inferred about these cultures?

These cultures valued art and wealth more than survival because they did not
attempt to develop advanced forms of agriculture to create food surpluses.

The abundance of food and other resources meant that many members of groups
had spare time to perfect skills like carving and weaving.

Cedar trees became a valuable material for these groups because they were very
scarce and represented the wealth of artists who carved them.

Permanent settlements allowed people to acquire many goods that represented

wealth because they did not have to transport them seasonally.

Question 3:

The map above shows the Arctic and Subarctic regions. Based on the location of these regions,
which is likely true?

American Indians did not inhabit these areas.

American Indians here did not develop complex civilizations.

Life was difficult in this region due to the cold climates.

Food was likely abundant due to the temperature of the oceans.

Question 4:
 The Inuit people are one nation of American Indians who populate the Arctic region. These
people also belong to a group called First Nations people. Why might this be?

They believed they were the first people to inhabit the Earth, and their religion is
based largely on a god who values darkness and ice.

They were the first people on the continent to create an organized structure of
government, which was used as a model for many modern-day governments.

They were the first native people in the Americas to be discovered by European
explorers, who traveled from Europe along the Arctic Sea.

They descended from some of the first people to migrate to the Americas from
Asia, who settled relatively close to where they had migrated from.

Question 5:

What is a mesa?

a single deep lake found in rare places in the American deserts

a group of many small flat-topped landforms

a single rounded landform that is created for irrigation

a single flat-topped landform that rises above the land around it

Question 6:

What is a potlatch?

a mourning feast hosted by high-ranking people where they provided sympathy

and food to the attendees

a celebratory feast hosted by low-ranking people where they were given food and
gifts by the attendees

a ceremonial feast hosted by high-ranking people where they provided food and
 gifts to the attendees

a tragic feast hosted by low-ranking people where they were given money and
assistance by the attendees

Question 7:

What is a totem pole?

a tall pole carved from a cedar tree and decorated with names of the deceased

a tall pole carved from a cedar tree and used to support a building

a tall pole carved from a cedar tree and decorated with images

a tall pole carved from a cedar tree and used as a boat for fishing

Question 8:

What is the tundra?

an environment where a layer of ground is permanently sandy

an environment where a layer of ground is permanently wet

an environment where a layer of ground is permanently dry

an environment where a layer of ground is permanently frozen

Question 9:

What is an igloo?

a rectangular shelter built from branches and mud

a dome-shaped shelter built from blocks of snow

 a dome-shaped shelter built from branches and mud

a rectangular shelter built from blocks of snow

Question 10:

Which of the following best describes the relationship between the availability of resources and
American Indian groups in the West and North?

An abundance of resources made it difficult for American Indian groups to focus

on creating art and other goods.

An abundance of resources allowed American Indian groups to develop complex

societies with many members.

An abundance of resources led most American Indian groups to develop

sophisticated agricultural practices.

An abundance of resources prevented American Indian groups from developing

social classes and advanced societies.

Question 11:

Why was the Northwest able to build a civilization, while people in the Arctic region were not
able to?

People in the Northwest had always valued wealth and social status, so they
built up their civilization before securing resources for survival.

People in the Northwest had plentiful resources with a lot of food sources, which
allowed them to use their time to develop other aspects of culture.

People in the Arctic did not have access to sea animals for food, which made it
extremely difficult to create art and other desirable goods.

People in the Arctic were too closely monitored by European settlers, who often
overused the natural resources the native peoples required to expand their
culture.
Question 12:

Which is likely a sacred site for American Indians in the Southwest Region?

Question 13:

Most groups in the Plateau and Great Basin regions typically lived in ________ homes because
they ________.

permanent; had abundant local food sources

temporary; had to migrate to stay warm

permanent; had developed complex agriculture

temporary; had to migrate to find food

Question 14:

Which is an example of a potlatch?

The leader of a village invites her entire community to celebrate a much-needed

rainstorm. The storm and celebration have happened very suddenly, and the
leader must spend the next few days preparing food.

A low-ranking family invites a few of their close friends to celebrate the summer
solstice. Each family will bring food and drinks, as well as material offerings like
beads and carvings that they will present to their gods.

The leader of a village invites his entire community to celebrate the birth of his
new daughter. He has been planning the celebration for many months, and he
has traded many items to obtain suitable gifts for his guests.

A low-ranking family invites their entire community to celebrate the marriage of

their daughter. They have planned this ceremony for many months, but they
cannot afford to give gifts to all of their guests.

Question 15:

Which were adaptations that people in the Subarctic and Arctic made to live in their regions?

Check all that are true.

Because animals were scarce in the winter, people in these areas spent summer
months hunting and preserving meat and fish.

Because trees could not take root in the far north, people in these areas used
animal bones or snow blocks to build shelters.

Because the growing season was short, people in these areas collected extra
roots, berries, and moss during the warm months to last during the long winter.

Because animals were scarce year-round, people in these areas relied on bark
and moss as a material to create blankets and clothing.
Lesson Topic: Lesson Vocabulary Review
Question 1:

What is an artifact?

a meaningful object to be made by humans in the future

a resource discovered in nature

a meaningful object made by humans from the past

a resource that is unusable by humans

Question 2:

What is a drought?

a prolonged period of increased rainfall

a short period of increased rainfall

a prolonged period of decreased rainfall

a short period of decreased rainfall

Question 3:

What are palisades?

short ice walls

cedar boats

tall, wooden fences

ceremonial objects
Question 4:

What is a wigwam?

a large narrow shelter made from small tree trunks

a large domed shelter made from animal bones and furs

a small narrow shelter made from animal bones and furs

a small domed shelter made from small tree trunks

Question 5:

What is a longhouse?

an underground shelter that housed a small family

a portable shelter that housed a small family

a large domed building that housed extended family

a long narrow building that housed extended family

Question 6:

What is a tepee?

a transportable dome-like shelter covered in mud

a permanent cone-shaped shelter covered in mud

a permanent dome-like shelter made of snow and ice blocks

a transportable cone-shaped shelter covered in bison skin

Question 7:

What is an earth lodge?

a shelter that was built of reeds and animal skin

a shelter that was built into a cliff and strengthened with mud

a shelter that was built to store extra food supplies

a shelter that was built partially underground and then covered with mud

Question 8:

What is a mesa?

a single deep lake found in rare places in the American deserts

a group of many small flat-topped landforms

a single rounded landform that is created for irrigation

a single flat-topped landform that rises above the land around it

Question 9:

What is a potlatch?

a mourning feast hosted by high-ranking people where they provided sympathy

and food to the attendees

a celebratory feast hosted by low-ranking people where they were given food and
gifts by the attendees

a ceremonial feast hosted by high-ranking people where they provided food and
 gifts to the attendees

a tragic feast hosted by low-ranking people where they were given money and
assistance by the attendees

Question 10:

What is a totem pole?

a tall pole carved from a cedar tree and decorated with names of the deceased

a tall pole carved from a cedar tree and used to support a building

a tall pole carved from a cedar tree and decorated with images

a tall pole carved from a cedar tree and used as a boat for fishing

Question 11:

What is the tundra?

an environment where a layer of ground is permanently sandy

an environment where a layer of ground is permanently wet

an environment where a layer of ground is permanently dry

an environment where a layer of ground is permanently frozen

Question 12:

What is an igloo?

a rectangular shelter built from branches and mud

a dome-shaped shelter built from blocks of snow

a dome-shaped shelter built from branches and mud

a rectangular shelter built from blocks of snow

Lesson: Lesson Test: North American Indians
Lesson Topic: Early Cultures in North America
Question 1:

Artifacts are __________.

Check all that are true.

objects created by humans

forms of written records

important sources of cultural information

interesting but not useful remains

Question 2:

Which of the following were aspects of the Ancestral Puebloan culture?

Check all that are true.

housing in cliff overhangs

irrigation systems

bison hunters on horseback

forest gardening

Question 3:

Which of the following describe the Mississippian culture?

Check all that are true.

relied on ocean waters for fish and whales

made, used, and traded the hoe

eventually became sheep herders

built large mounds for religious purposes

Question 4:

What did the Ancestral Puebloan and Mississippian American Indians have in common?

They both had ample access to water and fertile land.

They were both highly civilized groups with large populations.

They both relied on hunting and gathering to obtain most food.

They were both situated in areas where Europeans first settled.

Lesson Topic: Cultures of the Eastern Woodlands and the Great Plains
Question 1:

How did the warmer climate in the southern part of the Eastern Woodlands impact American
Indians in the region?

Check all that are true.

Clothing was more difficult to make because fewer animals occupied the area.

Houses needed thick walls to keep out tropical storms and insects.

Houses were simpler because they did not need to protect inhabitants from
freezing weather.

More crops could be grown where the weather was warmer.

Question 2:

Which were differences between the wigwam and longhouse shelters?

Check all that are true.

the purpose

the size

the shape

the materials

Question 3:

The Great Plains region was covered in _________ that provided food for grazing animals.
Because of these conditions, the American Indians were ________ and built ________ that
could be moved from place to place.

grasses; farmers; earth lodges

trees; nomadic; wigwams

trees; farmers; longhouses

 grasses; nomadic; tepees

Question 4:

Which of the following statements describing the relationship between the Great Plains peoples
and bison are true?

The Great Plains peoples regarded the bison as an important spiritual symbol.

Every part of the bison—from the tongue to the tail—was used as a resource by
Great Plains peoples.

Bison were a crucial resource for Great Plains groups, providing a large amount
of edible meat.

all of the above

Lesson Topic: Cultures of the West and the North
Question 1:

Which of the following are true of Southwestern American Indians?

Some tribes were farmers, while others became sheep herders after Europeans
introduced sheep to the region.

Some tribes hunted and gathered on foot, while others practiced forest
gardening and hunted on horseback.

Mud was an important resource for building homes.

River reeds were an important resource for building homes.

Question 2:

At archaeological sites in a region, evidence of extensive wood crafting was found. In which
region were these archaeological sites most likely located?

the Great Basin region

the Northwest Coast region

the Southwest

none of the above

Question 3:

Why did so few groups in the West and North establish complex agriculture?

Some groups had plentiful and reliable food sources already available in nature.

Some groups lived in areas where there was not enough sunlight or warmth to
support crops.

Some groups did not have access to water that was necessary to maintain
crops.

all of the above

Question 4:
 Which non-native animals changed the lives of Plateau and Great Basin groups?

whales

bison

caribou

horses

Question 5:

In which ways did the Arctic and Subarctic American Indians differ from groups farther south?

Check all that are true.

Arctic and Subarctic groups had to hunt and gather a year’s supply of food
during the summer and preserve it for use during the winter.

Some Arctic groups lived in igloos made of snow bricks.

Some Subarctic people migrated seasonally, living in warmer shelters in the

winter, and moving to less-insulated shelters in the summer.

Arctic and Subarctic people hunted marine animals like whales in wooden
canoes.
Lesson: The Early Middle Ages
Lesson Topic: Europe's Land and the Migration Period
Question 1:

During the late 300s, the Huns were nomadic warriors. They invaded a region, attacked, and
then moved on. This was unlike other conquering empires, which invaded, attacked, and left a
remnant of their people to rule the area so that the land could be added to their territory. Why
would the Huns have focused on attacking rather than ruling a large, centralized empire?

Huns could gain increased wealth by repeatedly asking defeated peoples for
payment.

Hun warriors used their warfare skills as a status symbol, so they needed frequent
battles.

The Huns already had too much land, and they did not want to manage more.

The Huns attacked other regions in order to accumulate wealth.

The warrior mentality did not lend itself to the intelligence needed to manage a
large empire.

Question 2:

Which of the following were factors that brought the Germanic tribes into
Europe?

a chance to rule Rome

attacks by the Huns on the German homelands

a more organized government structure

rich land that was easily conquered

Question 3:

Which of the following contributed to the fall of the Western Roman Empire?

the assassination of the Roman emperor

Germans migrating into the Roman Empire

Romans killed by massive famine

Romans unable to assimilate the German tribes

attacks by Germanic groups

Question 4:

Which statement best characterizes Western Europe between 500 and 800?

The Roman Empire retained primary power while other groups sought secondary
areas to control.

The Franks controlled most of Europe because of the strong leadership of King
Clovis I.

The Lombards held the most power in Europe because of their fierce fighting skills.

Warring tribes, who constantly sought to gain power and disrupt the lives of
average citizens, dominated Europe.

Europe was ruled by a patchwork of Germanic kingdoms, which sometimes fought

against each other to gain power.

Question 5:

Study the following two maps. Then choose the statements that likely explain the changes that
are represented.
 The Roman Empire eventually shifted its power to the European Empire.

The Roman Empire was broken down into smaller ruling countries.

Gaul was renamed France because of the presence of the Franks.

The Franks gave land to Great Britain.

Question 6:

What is topography?

the range of height an area covers, from the highest mountain to the lowest point
at sea level

the mountainous regions of an area

the physical features of an area

the proportion of water areas to land areas

Question 7:

What are the Middle Ages?

 the time period spanning about 1000 to 1500 that was also called the early
medieval period

the time period spanning about 500 to 1000 that was at the beginning of the
medieval period

the time period spanning about 500 to 1500 that was between the fall of the
Roman Empire and the Renaissance period

the time period spanning about 500 to 1500 that was between the fall of the
Roman Empire and the Enlightenment period

Question 8:

What is medieval?

another term used to describe the warriors' tribes that lived during the Middle
Ages

another term used to describe Western European power struggles during the
Middle Ages

another term used to describe the culture during the Middle Ages

another term used to describe the fall of the Roman Empire to the Germanic tribes
just before the Middle Ages

Question 9:

Which of the following correctly describe topographic features of Europe?

Check all that are true.

The Alps, Pyrenees, Ural, and Caucasus Mountains surround the European Plain.

The Alps, Himalayas, Caucasus, and Ural Mountains surround the European
Plain.
 The Rhine and Danube Rivers and the Mediterranean, Bering, and Baltic Seas
offer a connected waterway system for Europe.

The Rhine and Danube Rivers and the Mediterranean, Black, and Baltic Seas
offer a connected waterway system for Europe.

The European peninsula juts off of Eurasia, and Europe also has other
peninsulas, such as the Iberian, Balkan, and Scandinavian peninsulas.

Question 10:

Which of the following maps has the prominent features of Europe’s topography labeled
correctly?
Question 11:

Why did many Germanic tribes move into the Roman Empire during the 300s and 400s?

As the Huns moved west and attacked Germanic tribes, the Germans moved
into the Roman Empire to escape the Huns.

The Germanic tribes wanted to seize the opportunity to rule a weakened Roman
Empire.

The Roman Empire recruited Germans to move to Rome in order to serve in the
Roman army.

Flooding from the North Sea forced Germans to leave their homes, and they
never returned after settling in the Roman Empire.

Question 12:
 Which of the following represented the primary differences between the Germanic peoples and
the Romans?

Check all that are true.

Germans had a more complex society and economy than the Romans.

Germans were mostly herders, while the Roman citizens had more diverse
occupations.

Germans had no strong central leadership, while the Romans had a central
government.

Romans were mostly herders, while the German citizens had more diverse
occupations.

Romans had a more complex society and economy than the Germans.

Question 13:

Which chart shows the regions conquered by the Germanic tribes during the early Middle Ages?
Question 14:

Which of the following paired statements are true?

Check all that are true.

Charles Martel united the Franks under his leadership as king. Clovis I
strengthened the Franks, while also defeating Muslim invaders.

Medieval was another word used to describe the Middle Ages. The early Middle
Ages was the period leading up to the medieval period.

Medieval was another word used to describe the Middle Ages. The early Middle
Ages was the first segment of the medieval period.

Clovis I united the Franks under his leadership as king. Charles Martel
strengthened the Franks, while also defeating Muslim invaders.
Lesson Topic: Charlemagne and the Power of the Church
Question 1:

Study the map below. Based on the shaded region, choose the best title to
represent it.

Kingdom of the Franks in 600

Kingdom of the Pope in 600

Europe in 600

Christendom in 600

Question 2:

At the time, the two major powers that Europeans were in contact with were the Byzantine
Empire and the Arab Muslim Empire. In both of these empires, the political leader was also the
leader of the religion. He could appoint clergy and make religious rulings. How was Western
Europe different?

In Western Europe, kings were the political leaders while the pope was the
 religious leader. This often caused conflict when political and religious goals
clashed.

In Western Europe, kings were the political leaders while the pope was the
religious leader. This more equally divided the power and allowed the government
to run more smoothly.

In Western Europe, the political leader was also the leader of the religion.
However, the pope could overturn some of a king’s decisions, which allowed the
church to have some power in government decisions.

In Western Europe, kings and their elected officials were the political leaders,
which allowed the power to be spread equally. The pope was the religious leader,
and sometimes political and religious goals clashed, which caused conflict.

Question 3:

Why would some people be willing to live the difficult life of a monk or nun?

Monks and nuns were respected within medieval society.

It was required by law for a certain number of people from each community to
serve in the monastic life.

Monastic life involved studying for those people that wished to learn more.

Some people wanted to spend their lives worshipping God, and becoming a monk
or nun allowed them to do that.

Working in a convent gave women an alternative to marriage and motherhood.

Becoming a monk or nun guaranteed that a Christian would get to go to heaven.

The monastic life provided safety and security, including the assured provision of
food.

Question 4:

Many of the kingdoms before Charlemagne’s were made up of primarily one Germanic tribe,
 such as the kingdom of the Franks or the kingdom of the Lombards. How was Charlemagne’s
different?

Charlemagne’s kingdom was made up of different types of people with different

backgrounds and ethnicities.

Charlemagne’s kingdom was more similar to the Byzantine Empire because it was
made up of people that used to be part of the Roman Empire but wanted a fresh
start.

Charlemagne’s kingdom was more similar to the Roman Empire because both
consisted of the many cultures of people that had been conquered and absorbed
into the culture.

Charlemagne’s kingdom had people of other cultural backgrounds in it, with

Germans representing a small minority of the population.

Question 5:

Which are possible reasons that Leo III crowned Charlemagne the Roman
emperor?

Leo III wanted to assert his power in Western Europe.

Leo III hoped to solidify his own position and authority.

Leo III felt gratitude for Charlemagne saving him in Rome.

The Eastern Orthodox Church demanded the coronation.

The Roman Catholic Church demanded the coronation.

Question 6:

Why did Charlemagne believe in education so strongly?

Charlemagne had been highly educated, and he wanted to give others the same
 opportunity.

Charlemagne believed that educated people would improve the quality of life for
his subjects.

Charlemagne believed that education would make Western Europe appear

stronger to other empires.

Education allowed future officials to be knowledgeable and have a greater skill set.

Question 7:

Who are members of the clergy?

people who live in a Christian community together

members of a church that worship together

church leaders who wrote the scriptures

trained and ordained church leaders

Question 8:

What are sacraments?

the holy practices within the church, including prayer and worship

the words spoken by a priest that allow a person to go to heaven

the holy practices within the church, including baptism and communion

the money given by Christians to support the church

Question 9:

What is Christendom?
 the word used to describe the joint rule of the pope and the king

the parts of the world that were ruled by Christian monarchs and composed
mostly of Christian people

the place where Christians hope to go when they die

the regions of Europe that had pledged their allegiance to the pope

Question 10:

What is a monastery?

a community of men called monks who lived together to focus on prayer and
scripture

a special church in Rome that people traveled to once a year for a religious service

the local church in each village that handled birth, marriage, and death certificates

a special school to train men who wanted to become priests

Question 11:

What is a convent?

a special church that people could escape to if they were in trouble

a school for women who were not able to marry by the age of twenty-five

a school used to train nobles under Charlemagne’s rule

a religious community for women called nuns to focus on their faith

Question 12:
 What was a pagan?

a person who was banned from the Catholic Church

a person who traveled to convert others to the Christian faith

a person who lived outside of Western Europe

a person who believed in more than one god

Question 13:

What are missionaries?

people who travel to other countries to teach the French language

people who spread knowledge of a religion

people who live in a religious community in order to focus on prayer

people who serve full-time in the church

Question 14:

What is a saint?

a person who serves as a priest

a person considered to be exceptionally holy

a person who is kind to others

a person who lives his or her life perfectly

Question 15:

Which of the following does this map represent?

The green represents the area of Europe that was considered to be pagan during
the early Middle Ages, and the yellow represents the area that was considered to
be part of Christendom. The white area represents the area in which people were
predominantly Muslim.

The yellow represents Western Europe before Charlemagne, and the green
represents the area that Charlemagne added to the Frankish kingdom during the
early Middle Ages. The white area represents territories that were dependent upon
the Frankish kingdom.

The green represents the Frankish kingdom before Charlemagne, and the yellow
represents the area that Charlemagne added to the Frankish kingdom during the
early Middle Ages. The white area represents territories that were dependent upon
the Frankish kingdom.

The yellow represents the area of Europe that was considered to be part of
Christendom during the early Middle Ages, and the green represents the area that
was considered to be pagan. The white area represents the area in which people
were predominantly Muslim.

Question 16:

Why were leaders of the Byzantine Empire angry that Pope Leo III had crowned Charlemagne
as the Roman emperor?
Question 17:

Which roles did the church play during the early Middle Ages?

Check all that are true.

People during this time were deeply religious, so the local church was very
important to them personally.

Church leaders, including the pope, held a great deal of power in early Middle
Ages society.

Churches kept the public records for events such as births, deaths, and
marriages.

Church leaders chose the consequences for people who had committed crimes.

The church was the central social organization of early Middle Ages society.

Question 18:

Which graphic best represents Pope Gregory I's view of the relationship between Christendom
and Europe as a whole?
Question 19:

What did committing to a monastery or convent mean for a nun or monk’s daily life?

Check all that are true.

giving up personal rights to honor the community as a whole

working to teach or treat sick people from the surrounding communities

keeping long schedules of prayer, study, and worship

traveling to many countries in order to convert pagans to the Christian faith

laboring in gardens, libraries, and other areas within his or her religious
community

Question 20:

Which of the following would most likely NOT be found in the Benedictine Rule?

rules forbidding the ownership of private property, specifying that the monastery
will provide all required items

a regulation for which Psalms are to be sung at each time of prayer and on
specific days
 penalties for monks who are late to prayers or meals or who disobey the head of
the monastery

requirement that the head of the monastery or nunnery offer passes for monks
and nuns to leave every other weekend

Question 21:

What led to so many Europeans converting to Catholicism during the early Middle Ages?

Check all that are true.

Religious and political leaders were often tightly connected, which gave
additional power to the church to spread Catholicism.

Missionaries were sent throughout Europe to convert pagans to Catholicism.

When the church registered people’s births, marriages, and deaths, they
became automatic members of the church.

Kings often accepted Catholic beliefs, so their people chose to accept the same
faith.

Europe had laws that required people who lived there to be members of the
Catholic Church.

Question 22:

Why were most of the European holidays based on religious observances?

Check all that are true.

Scriptures require that governments celebrate specific religious holidays.

Many Europeans converted to Christianity and celebrated the same holidays.

Europeans had not previously celebrated any holidays, and Christian holidays
gave them time off of work to rest and relax.

Because the Catholic Church was the center of European society, Christian
holidays became a natural focus of the early Middle Ages.
Question 23:

In which ways did Charlemagne unite much of Western Europe?

Check all that are true.

Charlemagne defeated an Arab Muslim army at the Battle of Tours, uniting all of
Europe through the victory.

Charlemagne established an effective and uniform government system for his

kingdom.

Pope Leo III crowned Charlemagne the Roman emperor, a title that had not
existed in over 300 years.

Charlemagne captured Pope Leo III and forced him to accept Charlemagne’s
decisions on religious matters.

Charlemagne expanded the Frankish kingdom to include much of Western

Europe, uniting the region under a single ruler.

Question 24:

What happened to the Frankish kingdom after Charlemagne’s death?

Check all that are true.

Charlemagne’s son and then grandson continued his policies as the succeeding
monarchs.

The Frank kingdom was split into three smaller kingdoms by his grandsons.

The Frankish kingdom is now known as modern-day France.

The Frankish kingdom was eventually absorbed by the Byzantine Empire.

Lesson Topic: Viking Invasions and Feudalism
Question 1:

What attracted invaders and raiders to Europe during the early Middle Ages?

Europe’s lack of central government prevented a coordinated response against its

attackers.

Farmland was rich and plentiful in Europe.

Raiders wanted to join the church and the Christian movement in Western Europe.

Europe had wealth and resources that were easy to take.

Europe was a cultural center that made others jealous.

Question 2:

What enabled the Vikings to be so effective?

Longboats were used by the Vikings to travel quickly and invade areas by shallow
inland rivers.

The Viking population had grown so much that there were more Vikings than
Europeans.

The Vikings utilized fierce raiding methods that left Western Europeans terrified.

The Vikings had the patience to sneak slowly into a town, wait a few days, and
only attack when they were sure the townspeople were not watching.

Question 3:

When not raiding local villages, what did the Scandinavians do with their
time?
 The Vikings lived in simple villages and practiced small-scale farming.

Viking explorers spread out and mixed with various people in Europe and even
Canada.

The Vikings rested for a period of time, and then they continued their raids, which
occurred on an even wider scale and were more violent than before.

The Vikings established new trade routes through exploration voyages.

The Vikings traded in order to increase their wealth and material possessions.

Monasteries demanded repayment for the stolen items, and the Vikings worked to
pay off their debts.

Question 4:

Which is the best description of the feudal system?

a loose collection of separate entities, each of which was responsible for its own
protection and survival

an interlocking set of rights and obligations, from the top of society to the bottom

mutually beneficial relationships, where each person in medieval society sacrificed

and benefited equally

a series of informal partnerships, in which groups were formed among a few

members of society to protect one another

Question 5:

Why would peasants have been willing to do all of the hard work on the manor while the
vassals and lords controlled and managed the land?

Peasants had few legal rights without the feudal system.

People were scared of invaders and violence and valued the protection that lords
and kings could offer them.
 Without any other industries or large cities to work in, farming was often the only
option to keep a family alive.

Even though the peasants worked hard, they were well provided for and lived
almost as well as the nobles.

The peasants loved farming and giving their food to the king, and they insisted on
working for the lords.

Question 6:

Why were knights a necessary position in medieval society?

There were not many trained warriors who could defend the land.

Lands, kings, and lords needed protection from invasions and raids.

They not only defended the land, but they also served as the church leader of
each village.

Skilled warriors were needed to fight battles.

Question 7:

Choose the modern-day system that is most similar to life on a manor during the early Middle
Ages.

A family decides to rent some land from the city so that they can start a farm. The
city lets the family use its land, and the family pays the city money each month.
On their farm, the family grows their own food, raises different types of animals,
and makes their own clothes. They never have to leave the farm for needed
supplies.

A company owner allows his workers to compete for the jobs they want within his
company. He pays the workers he finds valuable a lot of money, and other workers
with less experience he pays lower amounts. All the workers have to pay for and
find their own food, housing, and clothing without the owner’s assistance.

The state prison takes its prisoners out each day to work on state lands. The
 prisoners complete tasks such as picking up trash and cleaning public buildings.
The prisoners are fed three meals a day, given supplies for their bedding, and
provided with clothing to wear. Once the prisoner completes his time, he must
leave the prison to find work elsewhere.

A company owner has a group of workers in order to successfully run his business.
He assigns the workers jobs at his company, but he does not give them a
paycheck. Instead, he rents a safe apartment building nearby for his workers to
live in, provides daily meals at work, and offers a yearly clothing supplement.

Question 8:

How was medieval life shaped by the manor system?

Question 9:

What is a longship?

a heavy boat that could withstand a great deal of damage during wars

a Viking ship used during trading trips because of its ability to store large amounts
of goods

a ship used by knights in warfare to sneak up on the opposing side

an efficient Viking ship that could move quickly and travel through shallow water
Question 10:

What is a manor?

a local peasant’s house and land, which was lent to him in exchange for his loyalty
to the lord

a local lord’s house and land, which typically included farmland, rivers, woods,
mills, and a small town

a local lord’s house, which was surrounded by land that was rented out to free
peasants

a local peasant’s house, which was surrounded by the lord’s land and property

Question 11:

What is a fief?

a young boy who has begun his training as a knight

a lord who pledges allegiance to a king

someone who is granted land by a lord or king

land given by a lord to be managed by a vassal

Question 12:

What is a vassal?

a priest who farmed the land in exchange for protection by the church

a local lord’s house, which was surrounded by land, called fiefs, that were rented
out

a king who granted lands to lords in exchange for loyalty and military protection
 a person under a lord who was granted a fief to manage

Question 13:

What is a knight?

an army trained to fight for a king

a lord who trained soldiers to fight and protect the land

an elected official who oversaw the work of the peasants

an armored soldier who often fought on horseback for a lord

Question 14:

What is chivalry?

a code of behavior that monks followed, which required them to serve others and
be humble

a code of behavior that knights followed, which required bravery, loyalty,

generosity, and fairness to all

a code of behavior that lords followed, which required the protection of those
living on their land

a code of behavior that kings followed, which required them to build defenses to
protect the kingdom

Question 15:

What is a serf?

a peasant who could leave the manor if he or she chose to do so

 a peasant who was legally required to live and work on a manor

a peasant who contracted with a lord to gain a work position on a manor

an elected peasant who oversaw the work of the other peasants and reported to
the lord

Question 16:

What does it mean to be self-sufficient?

able to produce everything needed and exist independent of outside help

able to live alone without the desire for social interaction

able to exist independently and also to help others who are not independent

able to produce at least half of what is needed and trade for other needed items

Question 17:

What problems led to the development of the feudal system?

social unrest and instability caused by war and invasion

the need for money in order for kingdoms to expand

a weak central government without a strong military

a lack of leaders willing to manage Europe’s people

threat from invaders

Question 18:

Which knights are NOT acting according to the code of chivalry?

 After a long war, Knight Gerard finally arrives home to his family, but the king calls
for their help again. He immediately rushes out to fight with his fellow knights.

Knight Roland rides into a town and takes the goods the peasants stored for
winter for his own use.

Sir Walter hears people badmouthing his lord, and he tells them to be quiet even
though he agrees with what they said.

Sir Robert sees a peasant woman who is being mistreated, and he defends her
and makes sure she arrives home safely.

Lord Henry calls for the knights to help defend his manor against invaders. Sir
Bertrand is tired of war and decides to stay home instead.

When a woman refuses to marry Sir William, he has her thrown in jail.

Question 19:

Which of the following groups invaded Europe between roughly 800 and 1000?

Check all that are true.

the Huns

the Ostrogoths

the Magyars

the Muslims

the Vikings

Question 20:

How were the Vikings able to raid Europe with such devastating results?

Check all that are true.

Most Europeans at first accepted the Vikings because they were thought to be
friendly people in need of farmland.

The Vikings fought with ferocity and skill.

 Some Europeans were so terrified of the Vikings’ reputation that they often gave
in or hid when they saw the Vikings coming.

Most of Western Europe lacked a strong, centralized military.

Vikings used longboats that allowed them to quickly sail up waterways that had
previously been too shallow to navigate.

Question 21:

Which were reasons that the feudal system developed?

Check all that are true.

The knights became such strong warriors that other men could focus on farming
and other occupations.

There was no strong central government after Charlemagne’s death.

The feudal system offered a method of protection from invaders or raiders.

The king decided to create a new economic system to compete against other
kingdoms.

The king and nobles owned all of the land, and it was nearly impossible for
peasants to survive without help.

Question 22:

Which of the following correctly describe positions within the feudal system?

Check all that are true.

Kings offered protection to the people that lived and worked within their
kingdoms.

Peasants performed manual labor on the manor for the nobles and themselves.

Vassals managed fiefs, land that was granted by the king or other nobles.

Knights were trained from childhood to fight.

 Lords pledged allegiance to the king, in exchange for the gift of peasants to help
them on their farm.

Question 23:

Which of the following correctly describe a lord’s manor?

Check all that are true.

Manors cooperated with one another, with each manor specializing in tasks so
that lords could trade for supplies they needed.

The manor could be sold, and the purchasing party would also acquire any serfs
that lived on the manor.

Manors were nearly self-sufficient because they produced everything that the
nobles and peasants needed.

The manor could be sold, and the purchasing party would also acquire any
peasants that lived on the manor.

Question 24:

Which of the following could be found on most manors?

Check all that are true.

a blacksmith

a church

a mill

trading centers

farms

Question 25:

What role did women play during the early Middle Ages?

Check all that are true.

Ladies of the manor frequently traveled with their husbands and left house
management to the servants.

Peasant women managed their homes and worked in the farming fields
alongside their husbands.

Peasant women took turns teaching school to their children while other women
worked the fields.

Ladies of the manor managed their homes while their husbands, who were
lords, served the king.
Lesson Topic: Lesson Vocabulary Review
Question 1:

What is topography?

the range of height an area covers, from the highest mountain to the lowest point
at sea level

the mountainous regions of an area

the physical features of an area

the proportion of water areas to land areas

Question 2:

What are the Middle Ages?

the time period spanning about 1000 to 1500 that was also called the early
medieval period

the time period spanning about 500 to 1000 that was at the beginning of the
medieval period

the time period spanning about 500 to 1500 that was between the fall of the
Roman Empire and the Renaissance period

the time period spanning about 500 to 1500 that was between the fall of the
Roman Empire and the Enlightenment period

Question 3:

What is medieval?

another term used to describe the warriors' tribes that lived during the Middle
Ages
 another term used to describe Western European power struggles during the
Middle Ages

another term used to describe the culture during the Middle Ages

another term used to describe the fall of the Roman Empire to the Germanic tribes
just before the Middle Ages

Question 4:

Who are members of the clergy?

people who live in a Christian community together

members of a church that worship together

church leaders who wrote the scriptures

trained and ordained church leaders

Question 5:

What are sacraments?

the holy practices within the church, including prayer and worship

the words spoken by a priest that allow a person to go to heaven

the holy practices within the church, including baptism and communion

the money given by Christians to support the church

Question 6:

What is Christendom?
 the word used to describe the joint rule of the pope and the king

the parts of the world that were ruled by Christian monarchs and composed
mostly of Christian people

the place where Christians hope to go when they die

the regions of Europe that had pledged their allegiance to the pope

Question 7:

What is a monastery?

a community of men called monks who lived together to focus on prayer and
scripture

a special church in Rome that people traveled to once a year for a religious service

the local church in each village that handled birth, marriage, and death certificates

a special school to train men who wanted to become priests

Question 8:

What is a convent?

a special church that people could escape to if they were in trouble

a school for women who were not able to marry by the age of twenty-five

a school used to train nobles under Charlemagne’s rule

a religious community for women called nuns to focus on their faith

Question 9:

What was a pagan?

 a person who was banned from the Catholic Church

a person who traveled to convert others to the Christian faith

a person who lived outside of Western Europe

a person who believed in more than one god

Question 10:

What are missionaries?

people who travel to other countries to teach the French language

people who spread knowledge of a religion

people who live in a religious community in order to focus on prayer

people who serve full-time in the church

Question 11:

What is a saint?

a person who serves as a priest

a person considered to be exceptionally holy

a person who is kind to others

a person who lives his or her life perfectly

Question 12:

What is a longship?
 a heavy boat that could withstand a great deal of damage during wars

a Viking ship used during trading trips because of its ability to store large amounts
of goods

a ship used by knights in warfare to sneak up on the opposing side

an efficient Viking ship that could move quickly and travel through shallow water

Question 13:

What is a manor?

a local peasant’s house and land, which was lent to him in exchange for his loyalty
to the lord

a local lord’s house and land, which typically included farmland, rivers, woods,
mills, and a small town

a local lord’s house, which was surrounded by land that was rented out to free
peasants

a local peasant’s house, which was surrounded by the lord’s land and property

Question 14:

What is a fief?

a young boy who has begun his training as a knight

a lord who pledges allegiance to a king

someone who is granted land by a lord or king

land given by a lord to be managed by a vassal

Question 15:

What is a vassal?

a priest who farmed the land in exchange for protection by the church

a local lord’s house, which was surrounded by land, called fiefs, that were rented
out

a king who granted lands to lords in exchange for loyalty and military protection

a person under a lord who was granted a fief to manage

Question 16:

What is a knight?

an army trained to fight for a king

a lord who trained soldiers to fight and protect the land

an elected official who oversaw the work of the peasants

an armored soldier who often fought on horseback for a lord

Question 17:

What is chivalry?

a code of behavior that monks followed, which required them to serve others and
be humble

a code of behavior that knights followed, which required bravery, loyalty,

generosity, and fairness to all

a code of behavior that lords followed, which required the protection of those
living on their land
 a code of behavior that kings followed, which required them to build defenses to
protect the kingdom

Question 18:

What is a serf?

a peasant who could leave the manor if he or she chose to do so

a peasant who was legally required to live and work on a manor

a peasant who contracted with a lord to gain a work position on a manor

an elected peasant who oversaw the work of the other peasants and reported to
the lord

Question 19:

What does it mean to be self-sufficient?

able to produce everything needed and exist independent of outside help

able to live alone without the desire for social interaction

able to exist independently and also to help others who are not independent

able to produce at least half of what is needed and trade for other needed items
Lesson: Lesson Test: The Early Middle Ages
Lesson Topic: Europe's Land and the Migration Period
Question 1:

Which of the following correctly describes the geographic features of Europe?

Eurasia contains two continents, Europe and Asia. Europe is the main continent
with the continent of Asia branching off of it. Several smaller peninsulas branch
off the main body of Europe. Mountains border Europe, and a large, fertile plain
covers much of the south. A few inland rivers and seas are included in Europe’s
topography.

Europe has several smaller peninsulas branch off its main body, and Europe
extends out from the supercontinent Eurasia. Mountains are concentrated in
Europe’s inland area, and a large, fertile plain surrounds much of Europe. Many
inland rivers and seas are included in Europe’s topography.

Europe is a peninsula that branches off the combined landmass called Eurasia.
Several smaller peninsulas branch off the main body of Europe. Mountains
border Europe, and a large, fertile plain covers much of the middle. Many inland
rivers and seas are included in Europe’s topography.

Europe is a peninsula that branches off the combined landmass called Eurasia.
Two smaller peninsulas branch off the main body of Europe. Mountains border
Europe, and a large, fertile plain covers much of southern Europe. A few inland
rivers and seas are included in Europe’s topography.

Question 2:

Which of the following satellite images shows the main peninsulas of Europe labeled correctly?
Question 3:

Which of the following maps shows the correct location of other main topographical features in
Europe?
Question 4:

Which passage best describes the Germanic migration into Western Europe?

The Huns began to slowly move into Western Europe for wealth and land to add
to their territory. As the Huns took over Europe’s lands, the Germanic tribes
followed them, conquering some of the lands for themselves.

The Huns began to slowly move into Western Europe for farmland and jobs in
the military. As the Germanic tribes took over their homelands, large numbers
of Huns began to pour into Europe.

The Germanic tribes began to slowly move into Western Europe for wealth and
land to add to their territory. As the Germanic tribes took over Europe’s lands,
the Huns followed them, conquering some of the lands for themselves.

The Germanic tribes began to slowly move into Western Europe for farmland
and jobs in the military. As the Huns took over their homelands, large numbers
of Germanic people began to pour into Europe.

Question 5:

Which of the following correctly explains the major events that led to the fall of the Western
Roman Empire?

The Germans, led by Odoacer, sacked Rome in 410. The Visigoths attacked
Rome in 455 under their leader, Alaric. Rome was captured a third time in 476
by the first Vandal king of Italy, Genseric.

The Vandals, led by Odoacer, sacked Rome in 410. The Visigoths attacked Rome
in 455 under their leader, Alaric. Rome was captured a third time in 476 by the
first Germanic king of Italy, Genseric.

The Visigoths, led by Alaric, sacked Rome in 410. The Vandals attacked Rome in
455 under their leader, Genseric. Rome was captured a third time in 476 by the
first Germanic king of Italy, Odoacer.

The Visigoths, led by Alaric, sacked Rome in 410. The Visigoths attacked Rome
again in 455 under their leader, Alaric. Rome was captured a third time in 476
by the first Germanic king of Italy, Odoacer.
Question 6:

Which timeline is correct?

Check all that are true.

Question 7:

Which of the following events occurred in Western Europe after the fall of the Western Roman
Empire?

Check all that are true.

Clovis I became the first king who united all of the Franks.

Germanic Lombards established a kingdom in modern-day Austria and northern

Italy.

Anglo-Saxons took over large portions of Britain.

The Byzantine Empire absorbed Western Europe into itself.

Charles Martel defeated Muslim invaders in the Battle of Tours, and his family’s
Frank dynasty was established.
Lesson Topic: Charlemagne and the Power of the Church
Question 1:

Which of the following descriptions correctly explain the relationship between the religious and
political leaders in Western Europe during the early Middle Ages?

Check all that are true.

Religious and political goals were usually the same since the church was such a
central part of European culture.

Religious and political goals often conflicted.

Local kings had authority over both the political and religious decisions, but the
pope often tried to take that authority.

The pope had religious authority, and the king had political authority.

Question 2:

Who began and organized the first European monastic communities?

Saint Patrick

Pope Gregory I

Pope Leo III

Saint Benedict

Question 3:

Which of the following were expected of nuns and monks who followed the Benedictine Rule?

Check all that are true.

offering sacraments to local villages

service to the surrounding community

long daily schedule of prayer, worship, and study

work within the monastic community

 vows to church and community

Question 4:

Which flowchart correctly shows the growth of the church in the early Middle Ages?

Question 5:

Which impacts did Charlemagne have on Western Europe?

Check all that are true.

Charlemagne expanded the Frankish kingdom and united much of Western

Europe.

Charlemagne strengthened the government and military of the area into one
united Frankish kingdom.
 Charlemagne built and promoted education for the nobles serving him in his
court.

The church and Charlemagne worked closely together to convert many Western
Europeans to Catholicism.

Charlemagne’s kingdom was so effective that generations of kings continued his

policies.

Question 6:

What impact did Pope Leo III crowning Charlemagne as the Roman emperor have?

Check all that are true.

The pope assumed the authority to crown emperors.

Charlemagne gained legitimacy as a leader.

Christians in the Byzantine Empire and Western Europe were united because a
Christian emperor was ruling once again.

Western Europe was strengthened with an emperor ruling, and this solidification
lasted for decades.

The Byzantine Empire was angered at Pope Leo III’s assumption of power.

Question 7:

How was Western Europe affected by Charlemagne’s death?

Check all that are true.

Nothing changed politically because his successors continued his policies and
kept the Franks united.

Without a centralized military and government, Western Europe was once again
susceptible to invasions.

Christianity became less emphasized under succeeding rulers who did not make
it a priority.
Over the next few decades, his united empire broke apart into smaller, weaker
kingdoms.
Lesson Topic: Viking Invasions and Feudalism
Question 1:

Which set of reasons best shows why various groups invaded Europe from 800-1000?

good farmland
desire for Christianity
wealth of all citizens

easy to invade
desire for Christianity
good farmland

good farmland
riches were easy to take
wealth of all citizens

easy to invade
good farmland
riches were easy to take

Question 2:

What tactics did the Vikings use that caused so much fear in Europeans?

Check all that are true.

utilized longships to sail far upriver and conduct hit-and-run raids

quietly infiltrated the town as friendly tourists to gain the people’s trust, then
attacked later

targeted rich but poorly defended locations such as monasteries and churches

stole what they wanted and destroyed everything else, decimating local villages

patiently waited for the best time to attack after scoping out the town for
several days

Question 3:

The fearsome Viking raiders were only a small number of people from Scandinavia. When they
 were not going “a-viking,” what were the Scandinavians doing during the time period?

Check all that are true.

Many Vikings became missionaries and priests.

The Vikings built an empire of their own by continuing to conquer villages.

The Vikings set up simple farming villages.

Trading became the primary source of income.

Explorers created new colonies and found new trade routes.

Question 4:

Which factor contributed to the development of the feudal system?

People in Western Europe needed assistance defending against invaders.

The feudal system was created as the beginning stages of democracy.

A Frankish king decided to create a new system that he wanted to try out.

Various people naturally formed partnerships and shared responsibilities equally.

Question 5:

Which of the following diagrams shows the power structure of the feudal system?
Question 6:

Which of the following graphic organizers correctly compares and contrasts serfs and peasants?
Question 7:

Which of the following were included in a knight's responsibilities?

Check all that are true.

defend his kingdom and surrounding kingdoms against attacks by invaders

lead his church when the priest was away

protect the king, lord, and villagers by fighting on horseback

serve as a moral example by following the code of chivalry

 train from an early age to defend his kingdom

Question 8:

Which of the following were other roles within the manor system?

Check all that are true.

Pages helped the reeve with smaller tasks around the manor.

Bailiffs managed the lord’s finances.

Reeves performed manor upkeep and managed peasants.

Squires trained with the bailiff to learn how to manage the manor’s money.

Women typically managed households.

Lesson: Life During the High Middle Ages
Lesson Topic: Farming, Trade, and Towns in the High Middle Ages
Question 1:

Which statement best describes society in Western Europe during the High
Middle Ages?

Most people alternated between being peasants who worked the land and being
feudal lords who protected the peasants. Each year, villages would select who they
wanted to be the lords for the year. Every man was able to vote, but women were
not allowed to vote. Peasants worked on both their own land and the elected lords’
land.

Most people lived as peasants. Peasants worked for feudal lords. These feudal
lords owned the land that the peasants farmed. Lords were expected to protect
peasants and provide justice, while peasants were expected to provide food,
supplies, and labor for their lord.

Most people lived as peasants. Peasants worked for the local king. The king paid
the peasants to farm his land, and also provided the peasants their own land to
farm and live on. Most people lived far away from others and worked on their own
small family plot when they were not working on the king’s land.

Most people were knights. Knights worked for powerful feudal lords, who in turn
worked for kings. Knights spent much of their time raiding enemy cities and
fighting large battles. They fought in exchange for food, shelter, and gold, while
their lords were able to earn honor for winning a war.

Question 2:

Which of the following were advantages of the three-field system over the
two-field system?

Peasants could pay less for each field.

 Peasants could both grow crops and clear woodlands in the same year.

Peasants could grow a greater variety of crops, improving their diets.

Peasants could spend more time farming, so they were less likely to rebel against
their lords.

Peasants could farm the same land for years instead of moving to new fields every
few years.

Peasants could grow more crops each year.

Peasants could farm more land each year.

Question 3:

Which of the following would likely be found at a Cistercian monastery?

monks wearing simple wool clothes

simple cells for the monks to sleep in

a great hall for monks to eat together in

well-used agricultural tools

richly decorated crucifixes

expensive incense to burn at church services

Question 4:

How did the improvements in farming effect the average peasant’s life during the High Middle
Ages?
Question 5:

Which of the following caused the decline of trade prior to the High Middle
Ages?

a lack of roads and trade routes

a decline in demand for luxury goods among the rich

wars between local rulers

raids by Vikings and other groups

the refusal of farmers to plant crops

Question 6:

What effect did farming improvements have upon trade?

Question 7:

Which statement would a merchant in the High Middle Ages most likely agree with?

Banks are unnecessary. They just want to steal my money.

My fellow villagers should stop demanding specialized products. The things we

make in town are just fine.

The establishment of banks means I feel more comfortable going longer distances
to buy and sell luxury products.

It is too expensive for me to keep traveling so far to trade with foreign lands. I am
just not making any money.

Question 8:

Predict which of the following would be a likely outcome after the development of the banking
system.

People would realize how unsafe trading is, and more people would choose to stay
home.

Robbers and bandits would entirely stop attacking merchants because they no
longer carried any gold.

People would be able to take out loans to become merchants, leading to more
trade.

Banks would not make enough money to stay in business.

Banks would open in more towns.

The availability of global products would increase.

Question 9:

Which of the following statements would a peasant likely agree with during the High Middle
Ages?

I hear that the armorsmiths in London need more workers to meet the demand. I
am considering leaving the manor and moving to the city, but I doubt my lord will
 allow me to.

If I save enough money, I can purchase my own manor and become a feudal lord.
I hate being a peasant, so I will be saving all my money to make this dream a
reality.

I am perfectly happy to stay on the manor that I have lived on my entire life. My
lord protects me, and the fields are producing greater and greater yields each
year.

I have had enough with farming. The real action is in the cities. I’ll find a
merchant next market day and see if I can escape to the city with him.

I am worried about the nearby city of York. It was a big city during my father’s
life, but over the years people have been leaving it. Now, I doubt there are more
than five hundred people living there!

Question 10:

Why did craftsmen come together to create and join guilds?

to set taxes for the town

to maintain fair prices for craftsmen

to create new laws for country

to help regulate product quality

to start new churches

to protect their families from financial disaster

none of the above

Question 11:

Which of the following best represents a scenario that would involve a High Middle Ages guild?

A carpenter and a blacksmith set up their shops next door to each other.
 A group of five carpenters accepted membership money from a new carpenter
after he passed his artisan's test.

A cobbler wanted to start a new store and borrowed money from his friend, who is
a blacksmith.

A burgher bought a table from a carpenter, but the burgher complained to the
craftsman because the table has wobbly legs.

Question 12:

What is crop rotation?

a process of rotating the farmer who grows crops so other farmers can take a year
off

a process of rotating which crops are sold at the market each year so that each
farmer sells a unique crop

a process of rotating which farmer grows certain crops so all the farmers can
share their food with each other

a process of rotating the crops grown in a particular field each year to keep the
soil healthy

Question 13:

What is fallow land?

land that is unused or uncultivated

land that is planted with one crop

land that has lost all nutrients

land with several different crops

Question 14:
 What is a three-field system?

a crop rotation method in which two-thirds of the land is left fallow and one-third
is farmed

a system of taxation in the Middle Ages where two-thirds of what the peasants
farmed went to their lord.

a crop rotation method in which two-thirds of the land is farmed and one-third of
the land is left fallow

a system of taxation in the Middle Ages where one-third of what the peasants
farmed went to their lord

Question 15:

What is a guild?

a group of workers that regulated changes in farming methods

a group of workers who practiced the same craft and united to ensure their
financial protection

a group of workers that regulated the practices of feudal lords

a group of workers from different crafts that united to ensure their financial
protection

Question 16:

What was a burgher?

a member of the lower class in High Middle Ages society, below the merchants and
rich nobility, consisting of farmers

a member of the upper class in High Middle Ages society, above the poor farmers
 and merchants, consisting of royalty and lords

a member of the religious class consisting of of priests, monks, and nuns

a member of a newly created middle class in High Middle Ages society, between
the rich nobility and poor farmers, consisting of merchants and craftsmen

Question 17:

Which of the following were NOT agricultural developments that led to population growth in the
High Middle Ages?

windmills

the replacement of oxen with horses

horseshoes

the three-field system of crop rotation

the motorized plow

the padded harness

the iron-bladed plow

These were all agricultural developments during the High Middle Ages.

Question 18:

Read the passage below and predict who most likely would have written it.

On this day, the Second Tuesday of June in the Year of Our Lord One Thousand One Hundred
and Twenty-Two
The brotherhood completed draining the swamp near Baron Robert’s manor. Brothers Marcel
and Clarence tended to the vegetable garden and reported that the harvest would be good
this year. Brother Maurice was chastised at the Chapterhouse meeting for being late to
morning prayers. Brother Philip reports that the sheep will be ready for shearing within the
week. We are sharpening the shears now in preparation. On this day the abbot had no
important news or announcements to make. Praise God, that this account may be right and
true and that the works we did on this day were pleasing to the Lord God.
 feudal lord

peasant farmer

guild member

Cistercian monk

merchant

banker

Question 19:

Young Gebhard had been a peasant on his lord's feudal manor. He was skilled at working metals
and had worked for the manor's blacksmith for a year. However, Gebhard wanted more out of
life. He fled his manor for the city in the hopes of becoming a locksmith. Now in a city, he is
learning about guilds, something he had not encountered on the manor. Explain the process of
joining a guild that Gebhard will encounter, and describe the benefits membership will provide
the young locksmith.
Question 20:

Which of the following would be the best example of crop rotation?

Farmers never plant the same crop twice and are always rotating the variety of
vegetables.

Farmers within the village take turns growing particular crops.

Rye is planted in horizontal rows one year, and then it is planted in vertical rows
the following year.

Beans and barley are planted every year in alternating rows to give the soil
variety.

Peas are planted one year, wheat is planted the next year, and then the field is
left fallow, or unused.

Question 21:

Why was the three-field system better than the two-field system?

Check all that are true.

The three-field system produced a surplus of food.

The three-field system allowed two harvests per year.

The three-field system led to a greater variety in diet.

The three-field system supplied extra land for feudal lords.

The three-field system offered more time for farmers to grow crops.

Question 22:

Below is a fictional chronicle from the English city of Dover.

In this year, the city of Dover built beyond its old city walls as more people moved to the city.
In early April, the goldsmiths reported a shortage of gold would cause them to raise their
 prices. At the beginning of September, Dover hosted a great Trade Fair, which brought
merchants from as far as the Levant. The goldsmiths were able to acquire more gold during
the Trade Fair, and they lowered their prices. This was the first fair Dover had hosted in nearly
three years, and there was much celebrating and entertainment. This year died Aetheling the
master carpenter, Alfred the head of the tailors guild, and Harold, son of Eric, who had been
mayor ten years prior.

Which social class is most represented in this chronicle passage?

Cistercian monk

burgher

nobility

peasant

clergy

Question 23:

Why was the development of banks important to merchants who participated in long-distance
trade routes?

Check all that are true.

The banking system ensured the merchants’ money would be safe while
traveling.

Traders were able to deposit money in one city and withdraw money in another
city.

Bankers made money from the merchants’ use of banks.

Thieves did not want to steal from merchants anymore.

Merchants did not have to travel long distances anymore and could trade at
home.

Question 24:

Which statement best describes urban life during the High Middle Ages?
Cities and towns grew quickly during the High Middle Ages. Craftsmen formed
guilds to protect their economic interests, and many of these craftsmen and
merchants became known as burghers. These middle-class people were
prominent in their cities. The cities became increasingly free from feudal control,
and their growth was fueled by peasants leaving feudal manors.

Cities and towns grew during the High Middle Ages. Lords left their feudal
manors to be closer to the new economic developments happening in cities. This
also let them have tighter control over the cities. Burghers, who were middle-
class merchants and craftsmen, formed guilds to fight the power of the lords.
Some cities became free from feudal control, but most remained controlled by
the nobility.

Cities and towns shrank during the High Middle Ages as people left them to
grow rich using the new agricultural techniques. The people who remained in
the cities were known as burghers, and they were a new middle class made up
of craftsmen and merchants. The burghers banded together to form guilds to try
to keep their cities centers of trade and commerce.

Cities and towns remained the same size as they had been during the early
Middle Ages. They became centers of trade and commerce and grew much
richer during the High Middle Ages. Guilds developed to protect the merchants
and bankers who made up the main population of the cities. These men, known
as burghers, created new economic practices.
Lesson Topic: Medieval Culture
Question 1:

Why was the Roman Catholic Church so powerful and influential during Western Europe the
High Middle Ages?

Question 2:

According to the writings of early Christian leaders, Christians should give to others and
consider others more important than themselves. Based on this philosophy, which of the
following behaviors would a mendicant order believe to be heresy?

lying to become more powerful

keeping church money for personal riches instead of using it to help others

giving to others

using donations to build beautiful churches

owning large plots of land to enrich the monastic order

serving people who are needy

Question 3:

Which of the following is the best description of the code of chivalry?

 a set of guidelines, heavily shaped by the church, that regulated the behavior of
the nobility

a set of guidelines, created by the church, that regulated the behavior of church
leaders

a set of guidelines, heavily shaped by the church, that regulated knights’ behavior

a set of guidelines, created by the guilds, that regulated knights’ behavior

Question 4:

Choose the statements that describe Thomas Aquinas.

believed only in reason as a path to knowledge

University of Paris professor

believed reason and faith could both be used to attain knowledge

philosopher and priest

University of Oxford professor

studied Seneca and the Stoics

believed only in faith as a path to knowledge

studied Aristotle and Plato

Question 5:
 The painting to the left shows Thomas Aquinas. Why would the painter have depicted him
holding both a church and a book?

Question 6:

During the High Middle Ages, what were Europeans most confident about?

their ability to farm

the quality of their schools

the feudal structure of their social classes

 their ability to reason

the improvements in their society

Question 7:

Which of the following changed the church’s mind about allowing drama?

monks and priests teaching drama in spite of an official church ruling against it

a law issued by the King of France that forced churches to allow dramas

the rest of society’s use of drama and its popularity

the ability to use drama to teach about the Bible and official church beliefs

Question 8:

What is a mendicant order?

a religious group responsible for creating the code of chivalry for knights to ensure
that knights' behavior was in line with the church’s expectations

a religious group that owned no property and was founded in response to

perceived heresy within the church

a religious group founded to live in monasteries with a renewed focus on living a

life of poverty

a religious group founded from the wealthiest and most powerful churches, who
worked with the king to gain favor for the church

Question 9:

What is a university?
 a school that trains students at the highest level of learning, initially developed
through the churches

a school developed as a way to oppose the influence the church had on society

a school the king created to train students for government positions

a school only for priests wanting to enter the ministry

Question 10:

What is natural law?

a law that required respect for nature, including animals, landscapes, and other
people

a philosophical idea that people should be able to choose their own laws instead of
having them dictated by the church or king

a law that stated Europe’s current laws could not be changed, as they were
dictated by the church

a philosophical idea that certain unchanging moral laws, found naturally within all
people and discovered through reason, hold true across all time periods and
societies

Question 11:

What is a cathedral?

a large Christian university, used only to train priests

a large Christian university, used only for education

a large Christian church, used only for weddings

a large Christian church, built to be the main church of a bishop

Question 12:

During the High Middle Ages, the church influenced social rules, education, architecture, and
the arts such as drama. Choose one of these elements of culture and explain how the church
influenced it.

Question 13:

Why were mendicant orders founded?

Check all that are true.

to help kings reconnect with the church

to rebuild monasteries that were destroyed by heretics

to minister to people beyond monastery walls

to fight what they saw as heresy within the church

Question 14:

Which statement best describes how universities developed?

Large cities such as London and Paris established schools to teach children of
rich nobles. Over time, anyone who wanted to receive a higher education was
permitted to attend the schools, and the schools began teaching more subjects.
 Churches began schools to teach young nobles how to read and write. Over
time, priests and nuns began to attend these schools to receive an education,
and the schools began teaching more subjects.

Local lords began schools to train the priests under their command. Over time,
other people began to attend these schools to receive an education, and the
schools began teaching more subjects.

Large cities such as London and Paris established schools to teach the priests
who lived in the cities how to minister to the growing urban population. Over
time, more people began attending these schools and the schools began
teaching more subjects.

Churches began schools to train new priests. Over time, other people began to
attend these schools to receive an education, and the schools began teaching
more subjects.

Question 15:

Why was the church so powerful in Europe during the High Middle Ages?

Check all that are true.

Most Western Europeans were Roman Catholics and supported the church.

The church influenced many aspects of society, which gave it more power.

Kings commanded that the church should have influence over most major
decisions.

Most Western Europeans were not Roman Catholics, but they supported the
church because it was so wealthy.

The church did not have much influence on European society because people
wanted to follow their own ideas.

Question 16:

Which of the following are characteristics of Gothic architecture?

Check all that are true.

 large, colorful windows

pointed arches

spacious, airy rooms

low, dark rooms

flying buttresses to support the walls

Question 17:

How did churches first make use of dramatic arts?

to help drama spread in non-religious formats

to persuade drama students to join their church

to teach people about biblical stories

to show how horrible society was by acting out the sins of the Europeans
Lesson Topic: Lesson Vocabulary Review
Question 1:

What is crop rotation?

a process of rotating the farmer who grows crops so other farmers can take a year
off

a process of rotating which crops are sold at the market each year so that each
farmer sells a unique crop

a process of rotating which farmer grows certain crops so all the farmers can
share their food with each other

a process of rotating the crops grown in a particular field each year to keep the
soil healthy

Question 2:

What is fallow land?

land that is unused or uncultivated

land that is planted with one crop

land that has lost all nutrients

land with several different crops

Question 3:

What is a three-field system?

a crop rotation method in which two-thirds of the land is left fallow and one-third
is farmed
 a system of taxation in the Middle Ages where two-thirds of what the peasants
farmed went to their lord.

a crop rotation method in which two-thirds of the land is farmed and one-third of
the land is left fallow

a system of taxation in the Middle Ages where one-third of what the peasants
farmed went to their lord

Question 4:

What is a guild?

a group of workers that regulated changes in farming methods

a group of workers who practiced the same craft and united to ensure their
financial protection

a group of workers that regulated the practices of feudal lords

a group of workers from different crafts that united to ensure their financial
protection

Question 5:

What was a burgher?

a member of the lower class in High Middle Ages society, below the merchants and
rich nobility, consisting of farmers

a member of the upper class in High Middle Ages society, above the poor farmers
and merchants, consisting of royalty and lords

a member of the religious class consisting of of priests, monks, and nuns

a member of a newly created middle class in High Middle Ages society, between
the rich nobility and poor farmers, consisting of merchants and craftsmen
Question 6:

What is a mendicant order?

a religious group responsible for creating the code of chivalry for knights to ensure
that knights' behavior was in line with the church’s expectations

a religious group that owned no property and was founded in response to

perceived heresy within the church

a religious group founded to live in monasteries with a renewed focus on living a

life of poverty

a religious group founded from the wealthiest and most powerful churches, who
worked with the king to gain favor for the church

Question 7:

What is a university?

a school that trains students at the highest level of learning, initially developed
through the churches

a school developed as a way to oppose the influence the church had on society

a school the king created to train students for government positions

a school only for priests wanting to enter the ministry

Question 8:

What is natural law?

a law that required respect for nature, including animals, landscapes, and other
people

a philosophical idea that people should be able to choose their own laws instead of
 having them dictated by the church or king

a law that stated Europe’s current laws could not be changed, as they were
dictated by the church

a philosophical idea that certain unchanging moral laws, found naturally within all
people and discovered through reason, hold true across all time periods and
societies

Question 9:

What is a cathedral?

a large Christian university, used only to train priests

a large Christian university, used only for education

a large Christian church, used only for weddings

a large Christian church, built to be the main church of a bishop

Lesson: Lesson Test: Life During the High Middle Ages
Lesson Topic: Farming, Trade, and Towns in the High Middle Ages
Question 1:

Which of the following were significant farming developments during the High Middle Ages?

Check all that are true.

the development of the three-field crop rotation system

better protection for horses with horseshoes and a padded harness

healthier oxen because of excess food

the use of a two-field system instead of a three-field system

Question 2:

Which of the following were key factors contributing to Europe's population nearly doubling?

Check all that are true.

farming improvements

the creation of guilds

surplus food

the collapse of the feudal system

Question 3:

Choose the chain of events that best shows the revival of towns.

trade → banks developed → people moved to town → permanent shops

established in market towns → weekly markets

end of wars → better land → farming developments → surplus crops → trade →

collapse of feudal system

crop failures → permanent shops established in market towns → guilds

developed → banks developed → feudal lords moved to towns
 farming developments → surplus crops → weekly markets → permanent shops
established in market towns → people moved to towns

Question 4:

Which of the following led to an increase in trade?

Check all that are true.

crop specialization

the development of banks

surplus crops

increased demand for specialty items

a warming climate, which opened new trade routes

Question 5:

People who make barrels are known as coopers. Which of the following might the coopers guild
in a city control?

Check all that are true.

training new coopers

electing coopers to government offices

ensuring that barrels are well-made

setting prices for barrels

developing banking systems for coopers

Question 6:

Which groups made up the new burgher class that developed during the High Middle Ages?

Check all that are true.

merchants
craftsmen

Cistercians

peasants

feudal lords
Lesson Topic: Medieval Culture
Question 1:

Why was the church so influential during Europe’s High Middle Ages?

Check all that are true.

The church was the sole ruling authority during the High Middle Ages.

There was no separation of church and state, and kings were heavily influenced
by church leaders.

The church held all the wealth through its ownership of the land and sole right
to collect taxes.

Most Western Europeans were Roman Catholics.

Europeans feared the military might of church leaders.

Question 2:

Which of the following led to the establishment of mendicant orders?

Check all that are true.

the desire to more closely follow the Biblical example of Jesus and his followers

the belief that the church was straying from its mission of helping the poor

attacks by kings against the authority of the church

the lack of available leadership positions with the church

concern over the excess power and wealth of the church

Question 3:

Under the code of chivalry, a knight was expected to be loyal to ________.

Check all that are true.

their neighbors

their lord
 the church

other Western Europeans

Question 4:

Churches first established schools to _________.

train new knights in the ideas of chivalry

improve the quality of public education

train university students

train future priests

Question 5:

Who developed the philosophical idea of natural law?

Socrates

Aristotle

King Edward II

Saint Francis

Thomas Aquinas

Question 6:

Which of the following accurately describes a belief in natural law?

Basic moral principles do not change over time or throughout different societies.
These are instilled within each person and can be discovered through the
church’s direction.

Basic moral principles often change, depending on the time period or society.
These are instilled within each person and can be discovered through the
church’s direction.
 Basic moral principles often change, depending on the time period or society.
These are instilled within each person and can be discovered through reason.

Basic moral principles do not change over time or throughout different societies.
These are instilled within each person and can be discovered through reason.

Question 7:

Which image and description best represents the Gothic style of cathedral that was developed
during the High Middle Ages?
Question 8:

Which of the following best represents how drama evolved during the High Middle Ages?

Drama was first used by churches to tell Bible stories, and it was later accepted
in society as a secular, or non-religious, art form.

Drama was first used by society as a form of entertainment, and it was later
accepted in the church as a way to tell Bible stories.

Drama was first used to teach society about chivalry, and it was later accepted
in the church as a way to tell Bible stories.

Drama was first used by churches as a form of entertainment, and it was later
accepted in society as a way to tell Bible stories.
Lesson: Medieval Holy Wars
Lesson Topic: The Crusades
Question 1:

Which of the following passages would most likely be written by a member of the People's
Army?

Even after I heard that the pope declared a holy war, I never expected to become
a soldier. I figured that was something other men would do. When Peter the
Hermit arrived in my town and told us what he saw on pilgrimage to the Holy
Land, I could not help but join him.

We have rallied around our prince, and we await the pope's orders to advance
toward Constantinople. Although I am but a poor man, I hope to win honor in the
sight of my God and fellow Christians. The pope's call for a holy war stirred my
heart. I hope to make him proud.

I am astounded to think that I, a poor farmer, will fight in the Lord's army. Though
I have never held a sword before, I have no fear; Peter the Hermit has filled all
our hearts with confidence in God's pleasure at our mission.

The soldiers who arrived before us were too hasty. They crossed into Turkish
territory without skilled men or weapons. I am deeply grieved to hear of their
death, though it is unsurprising.

Question 2:

The Crusades occurred over the course of about 200 years. What brought the Crusades to an
end?

A decisive Turkish victory in 1291 caused the advancing Crusaders to surrender

and flee from the Holy Land.

King Richard brought the Crusades to an end by signing a truce with Saladin.

After several small crusades failed to achieve much, the Turks slowly conquered
the Crusader States.

The Children's Crusade, in which many poor people died, drove Europeans to
abandon crusades.
Question 3:

What does the cultural borrowing brought about by the Crusades indicate?

Turkish Muslims had many cultural advances unknown to European Christians.

Cultural borrowing was all the result of Crusaders looting Muslim cities and taking
their goods.

Europeans in Crusader states built libraries and made many scientific discoveries.

Some of the interactions between Crusaders and Muslims were probably

nonviolent.

Question 4:

Eastern Christians differed from Western Christians in a few aspects of church practice. How
might the persecution of heretical Christians in Europe have influenced the outcome of the
Fourth Crusade?

Question 5:

What were the Crusades?

a group of holy wars declared by the pope for the purpose of achieving Christian
 control of Constantinople

a series of attacks by Europeans that the pope and other church authorities tried
to stop

a campaign to destroy all of the Muslims in Europe through use of the Inquisition

a series of holy wars declared by the pope for the purpose of achieving Christian
control in the Holy Land

Question 6:

What is a heresy?

a church official who puts non-Christians on trial

any non-Christian religious belief

a priest or bishop who the church condemns as a sinner

a belief that conflicts with religious principles

Question 7:

Which of the following events had a role in causing the First Crusade?

Check all that are true.

The people of Jerusalem asked the pope to send help.

The Eastern Christian emperor asked the pope for help.

The Crusader state of Edessa was captured by Muslim Turks.

Religious reforms in Europe caused religious enthusiasm.

Question 8:

Which of the following successes did the First Crusade achieve?

Check all that are true.

 captured Jerusalem

retook Antioch

captured Constantinople

founded Edessa

Question 9:

Which chart correctly matches the Second, Third, and Fourth Crusades with their goals and
outcomes?
Question 10:

Which answer choice ranks the Crusades from most effective to least effective in achieving the
pope's goal?

First, Second, Fourth, Third

First, Second, Third, Fourth

First, Third, Fourth, Second

First, Third, Second, Fourth

Question 11:

What positive impacts did the Crusades have on Europe?

Check all that are true.

The Crusades caused European territory to permanently expand.

The Crusades improved the relationship between Eastern and Western

Christians.

The Crusades exposed Europeans to unfamiliar philosophical and scientific ideas.

The Crusades brought goods from Asia, India, and the Middle East into Europe.

Question 12:

How did the Crusades make life more difficult for people in Europe?

Check all that are true.

European Christians lost cities and homes to Muslim rulers.

 Heretics were targeted for persecution by the church.

European Christians lost family members who fought and died in the Crusades.

Jews were targeted for persecution by Crusaders.

Question 13:

Which of the following people was an inquisitor supposed to sentence to death?

a Christian who believed the teachings of the pope

a heretic who admitted to heresy but recanted

a Jew who would not convert to Christianity

a heretic who admitted to heresy but refused to recant

Lesson Topic: Religious Conflict in Spain
Question 1:

How might the advances of Córdoba have contributed to it having the largest population in
Europe?

Educational opportunities may have brought many scholars to live there.

Advances in medicine may have resulted in the population living longer.

It was a desirable place to live because of its religious tolerance.

The lack of warfare on the Iberian Peninsula made it an unusually safe place to
live.

Question 2:

Before Moors moved into the Iberian Peninsula, the Visigoths, the ancestors of the Spanish, had
occupied the territory. The name Reconquista literally means reconquering. What does this title
reveal about the way the Christian Spanish perceived their own efforts?

The Christians felt that their virtue earned them the Muslim lands.

The Christians felt that they were taking Christian lands back from an invading
force.

The Spanish Christians expected God to reconvert the Moors back to Christianity.

The Spanish Christians believed that God had promised them control of all
nations.

Question 3:

When Muslims and Jews were banished from the Iberian Peninsula, how did their options for
new homes differ?
 Muslims had to compete with many other Muslim countries, making it more
difficult for them to relocate than for the Jews.

Muslims and Jews both had the opportunity to move back to lands controlled by
their own people.

Muslims were persecuted in more areas than Jews.

Muslims could move into territories controlled by other Muslims, but Jews could
not move into territories controlled by Jews.

Question 4:

What is the Iberian Peninsula?

the final Muslim kingdom to fall to Christian Spanish conquest

the land where the Moors originally lived

the territory controlled by Muslims from approximately 700 to 1000

the location of modern-day Spain and Portugal in southwestern Europe

Question 5:
 Who were the Moors?

Muslims who lived in the Middle East

Muslims who fled the Crusades

Muslims who had achieved a special level of learning

Muslims who lived on the Iberian Peninsula

Question 6:

What was the Reconquista?

the attempt to remove heretics from the Iberian Peninsula

the effort to retake the Holy Land from Muslim Turks

the attempt to destroy Muslim ports and trading posts

the effort to remove Muslim rule from the Iberian Peninsula

Question 7:

Which of the following statements best describes the relationship between Christian kingdoms
and Muslim rulers from the 700s to the 1000s on the Iberian Peninsula?

The various groups in power were all fighting one another.

The various groups in power all lived in relative peace with one another.

The Muslims were united in attacking the Christian territories.

The Christians were united in attacking the Muslim territories.

Question 8:

Which of the following made Córdoba an advanced city?

 Check all that are true.

libraries

architecture

medicine

military

Question 9:

What was the first important victory of the Reconquista?

founding of Portugal

conquest of Córdoba

conquest of Toledo

victory over Granada

Question 10:

Select the map that accurately portrays the Iberian Peninsula at the end of 1469, the year
Ferdinand and Isabella were married.
Question 11:

How did life in Córdoba in the year 900 differ from life in Córdoba in 1492?

Córdoba's non-religious leaders were replaced by religious leaders.

Córdoba was more religiously tolerant in 900 than in 1492.

Córdoba was less religiously tolerant in 900 than in 1492.

 Córdoba's religious leaders were replaced by non-religious leaders.

Question 12:

Which of the following statements does NOT accurately describe religious persecution in the
Reconquista?

Jews were able to successfully avoid persecution by converting to Christianity.

Heretics could be targeted by the Spanish Inquisition and killed.

Jews and Muslims were forced to leave Spain if they would not convert.

Jews were massacred during the 1300s.

Question 13:

Which of the following statements describe the Spanish Inquisition?

Check all that are true.

It was formed to detect Jews and Muslims who falsely converted.

It was a government institution.

It was under the direct control of the pope.

It contributed to religious persecution in Spain.

Lesson Topic: Lesson Vocabulary Review
Question 1:

What were the Crusades?

a group of holy wars declared by the pope for the purpose of achieving Christian
control of Constantinople

a series of attacks by Europeans that the pope and other church authorities tried
to stop

a campaign to destroy all of the Muslims in Europe through use of the Inquisition

a series of holy wars declared by the pope for the purpose of achieving Christian
control in the Holy Land

Question 2:

What is a heresy?

a church official who puts non-Christians on trial

any non-Christian religious belief

a priest or bishop who the church condemns as a sinner

a belief that conflicts with religious principles

Question 3:

What is the Iberian Peninsula?

the final Muslim kingdom to fall to Christian Spanish conquest

the land where the Moors originally lived

 the territory controlled by Muslims from approximately 700 to 1000

the location of modern-day Spain and Portugal in southwestern Europe

Question 4:

Who were the Moors?

Muslims who lived in the Middle East

Muslims who fled the Crusades

Muslims who had achieved a special level of learning

Muslims who lived on the Iberian Peninsula

Question 5:

What was the Reconquista?

the attempt to remove heretics from the Iberian Peninsula

the effort to retake the Holy Land from Muslim Turks

the attempt to destroy Muslim ports and trading posts

the effort to remove Muslim rule from the Iberian Peninsula

Lesson: Lesson Test: Medieval Holy Wars
Lesson Topic: The Crusades
Question 1:

Which of the following were motivations for Pope Urban II's decision to call for the First
Crusade?

Check all that are true.

European Christians had been battling Muslims over territory for centuries.

The Eastern Christian emperor had asked the pope for help.

Pilgrims were endangered on their journeys to the Holy Land.

Monks had determined to found monasteries in Antioch.

Muslim forces were expanding closer to western Europe.

Question 2:

Which timeline accurately illustrates the major events of the crusades?

Question 3:

What was the greatest success achieved during the Second, Third, and Fourth Crusades?

the conquest of Constantinople

a truce between King Richard and Saladin

the recapture of Edessa

the conquest of Jerusalem

an alliance between the Crusader state rulers and Saladin

Question 4:

How did the Crusades affect trade in Western Europe?

Check all that are true.

More territory in the Middle East was permanently added to Western Europe.
 Trading ports and cities grew around the trade of products that entered Europe
because of the Crusades.

Medical and scientific advances from the East spread into the West.

New goods, like spices and sugar, entered Europe.

Question 5:

During the Crusades, the first universities began developing in Europe. What effects might the
Crusades have had on this development?

Check all that are true.

Universities could teach things about the human body learned from medicine.

Aristotle and other ancient works became available for study.

Muslim professors could be invited to teach in their areas of expertise.

Universities could more accurately teach about stars and planets.

Question 6:

Which of the following statements best describes the persecution of Jews during the Crusades?

Christians began attacking and killing Jews who would not convert to
Christianity.

The Crusaders blamed the Jews for refusing to fight in the Crusades, and they
turned popular opinion against them.

The Inquisition was formed for the purpose of punishing Jews.

Jews became the targets of persecution from church authorities.

Question 7:

Why did the Christian authorities target heretics during the Crusades?

The Catholic Church wanted to frighten more people into joining the Crusades.
 Christians believed that heretics would not aid the Crusaders in their conquest
of the Holy Land.

Some Christians suspected that heretics were the spies of Muslim rulers.

Many Christians believed that faithlessness in Europe caused failure during the
Crusades.

Question 8:

Which of the following actions did inquisitors take?

Check all that are true.

They handed over unrepentant heretics to state authorities to be killed.

They sentenced repentant heretics to some punishments.

They placed church leaders on trial for crimes like theft or murder.

They placed heretics on trial.

Lesson Topic: Religious Conflict in Spain
Question 1:

What role did the Muslim civil war play in the Reconquista?

When the Reconquista began, Muslim states began experiencing civil wars as a
result.

Muslim rule, which had once been completely united, began to separate into
different groups of rulers, weakening it.

The Muslim civil war caused the Muslim states to unite under a new ruler who
began the Reconquista.

The Muslim civil war weakened the Muslim states enough to make them
vulnerable to the Christian kingdoms' attacks.

Question 2:

Which of the following statements accurately describe the Moors between the 700s and the
year 1002?

Check all that are true.

Moors were mostly Christian heretics.

The Moorish territory was relatively united.

The Moorish territory covered the entire Iberian Peninsula.

The Moors were advanced in their medicine, architecture, and education.

Moors were tolerant of other religions.

Question 3:

Which statement most accurately summarizes the events of the Reconquista?

Over several decades, Christian kingdoms tried to take control of Córdoba from
Muslim rulers.
 Over several decades, Christian kingdoms were attacked by conquering Muslims
on the Iberian Peninsula, resulting in the loss of Christian territory.

Over several hundred years, Christian kingdoms sought to convert Muslims

through threats of expulsion and death.

Over several hundred years, Christian kingdoms conquered Muslim territories on

the Iberian Peninsula until none remained.

Question 4:

Since _________________ affected the ability of one group to control the Iberian Peninsula, it
is not surprising that the joining of the largest Christian kingdoms in Spain brought about the
______________________.

religion; Spanish Inquisition

unity; final victory of the Reconquista

diversity; declaration of peace between Christians and Muslims

combat; massacre of remaining Muslims

Question 5:

What is the most likely reason Ferdinand and Isabella decided to attack Granada?

They wanted to eliminate heresy on the peninsula.

Granada was the only part of the peninsula that was not under their rule.

Granada was viewed as a significant military threat to their kingdom.

They wanted to bring all of the peninsula under Christian rule.

Question 6:

How did treatment of minority religions compare under Muslim and Christian rule on the Iberian
Peninsula?

Muslims and Christians both usually practiced religious tolerance.

Muslims persecuted people of other faiths while Christians practiced tolerance.

 Muslims and Christians both practiced major persecution of minority religions.

Muslims practiced tolerance while Christians persecuted people of other faiths.

Question 7:

Is it likely the Spanish Inquisition was created to enforce a Christian moral code on people's
public interactions, while allowing them to live as they wished in private?

yes, because the Spanish Inquisition would not punish people who professed
Christianity

yes, because the Spanish Inquisition only tried people who were converting
others to heresy

no, because the Spanish Inquisition did not address either public interactions or
private lives

no, because the Spanish Inquisition targeted people because of possible private
beliefs
Lesson: Power Struggles in the High Middle Ages
Lesson Topic: The Revival of the Holy Roman Empire and the Rise of European Kings
Question 1:

Prior to Otto I becoming king, descendants of aristocrats ruled the land their family owned.
Otto’s father ruled the German kingdom as a collection of alliances and pacts with dukes. After
becoming king, Otto assigned chosen individuals to reign over each territory. What was the
difference between their ways of ruling?

Otto was more generous in the land he gave to others.

Otto was more diplomatic during his rule.

Otto was dividing up the territory between noble families.

Otto was consolidating power in the monarchy.

Question 2:

Why did the pope and the emperor disagree about who should be allowed to appoint bishops?

Bishops were able to start rebellions against religious and secular leaders in a
kingdom.

Bishops controlled a large amount of wealth and owned land in the kingdom.

Bishops could influence followers to support the ideas of the individual who
appointed them.

Bishops were able to decide who the next emperor and pope should be.

Bishops were always the most respected leader within a town.

Question 3:

Why was it important that emperors were still allowed to give land to bishops after the
Concordat of Worms?

It meant that emperors and popes agreed on the bishops that were appointed.

It meant that emperors still controlled most of the land in the kingdom.
 It meant that emperors could still appoint bishops.

It meant that emperors could still sway bishops to support their ideas.

Question 4:

One of the major causes for the conflict between Archbishop Becket and King Henry II had to
do with the law that required clergy to be tried by religious courts even if they committed a
secular crime. Why might Henry have wanted secular courts to try clergy who committed non-
religious crimes?

because religious courts may have been too overwhelmed to try crimes

because secular courts may be less biased in favor of the accused

because secular courts may have been able to better understand why the crime
was committed

because secular courts may have given harsher punishments for the crimes

because religious courts may have excommunicated too many people

Question 5:

What is the definition of secular?

non-classical

religious

classical

non-religious

Question 6:

Excommunicate means __________.

 to prevent an individual from participating in religious observances

to encourage an individual to support the rights of the king

to prevent an individual from appointing church officials

to encourage an individual to participate in church events

Question 7:

What is a pilgrimage?

a meal to celebrate a religious holiday

a treaty signed by the king and the pope

a book describing saints’ lives

a journey to a religious site

Question 8:

How did the relationships between church and secular leaders affect the High Middle Ages?

Question 9:

Who was crowned Holy Roman Emperor by the pope in 962?

 Charlemagne

Henry IV

Otto I

Henry II

Question 10:

What was the significance of the title Holy Roman Emperor?

It revealed the close relationship between the church and the emperor.

It demonstrated the need for a new electoral process.

It meant the emperor was the most respected of all the Roman emperors.

It showed which kingdom the pope thought was the best.

Question 11:

How did the desire to appoint a bishop affect the relationship between Pope Gregory VII and
Emperor Henry IV?

Check all that are true.

Henry attacked Rome, forcing Gregory to retreat.

After a misunderstanding, four of Henry’s knights murdered Gregory.

Gregory excommunicated and attempted to dethrone Henry.

Henry and Gregory reached an agreement and their relationship improved.

Question 12:

What problem did the Concordat of Worms solve?

disagreements about the rights of the Holy Roman Empire and the Byzantine
Empire

disagreements about the rights of the church and the kings of France
 disagreements about the rights of the Holy Roman Empire and the kings of
England

disagreements about the rights of the church and the Holy Roman Empire

Question 13:

How did political power in Europe change throughout the High Middle Ages?

Check all that are true.

Feudal lords rebelled against kings and took much more political power.

Rulers began to centralize their political power.

Monarchies chose to divide up their kingdoms between noble families.

Kings in France and England gained political power from aristocrats.

Question 14:

How did trade affect the balance of political power during the High Middle Ages?

An increase in trade allowed kings to collect higher taxes, which led to an

increase in their political power.

An increase in trade allowed new ideas to spread, which led to a change to a

democratic government.

An increase in trade allowed aristocrats to collect higher taxes, which led to an

increase in their political power.

An increase in trade allowed more kings to be elected, which led to a new

distribution of power.

Question 15:

Which caused the conflict between Archbishop Becket and King Henry II?

Archbishop Becket excommunicated King Henry.

Archbishop Becket began supporting the church instead of King Henry.

 King Henry believed Archbishop Becket was not completing his religious duties.

King Henry wanted to replace Archbishop Becket with another individual.

Question 16:

How did the conflict end between Becket and Henry?

Archbishop Becket was murdered.

King Henry was crowned Holy Roman Emperor.

The Concordat of Worms was signed.

Archbishop Becket stepped down from his position.

Lesson Topic: The Norman Invasion and the Magna Carta
Question 1:

Who do you believe should have been King Edward’s successor? Explain your answer.

This Medieval illustration shows

King Edward the Confessor
holding his crown.

Question 2:

The Bayeux Tapestry is an embroidered cloth tapestry nearly 70 meters (230 feet) long. It
shows the events of the period from the death of Edward the Confessor to William’s conquest of
England. The origins of the tapestry are disputed, but most scholars think that it was
commissioned by a Norman lord. Some scholars believe the tapestry provides evidence that
Edward chose Harold to inherit the crown. Why might other scholars doubt this evidence?
 because the Normans would not have wanted the tapestry to show Edward
choosing any successor

because the Normans would not have wanted the tapestry to show Harold being
chosen by Edward

because the Normans would have wanted the tapestry to show that Edward chose
William, justifying their invasion

because the Normans would have wanted the tapestry to show that William should
be the Holy Roman Emperor

Question 3:

After the invasion, the Normans destroyed many of the churches in England and rebuilt them in
a different style of architecture. Why might the Normans have done this?

to change the religion in England

to show Norman dominance

to honor God in their own style

to prove Norman architecture was better than English architecture

Question 4:

Predict which of the following statements was most likely true about rulers in the High Middle
Ages.
 Kings were generally above the law, and could not be sued or brought to trial.

Kings often attempted to pit peasants against nobles as a way to prevent nobles
from rising up.

Nobles could express their dissatisfaction with an oppressive king through

rebellion.

Nobles and peasants routinely worked together to make sure that kings responded
to their complaints.

The church was able to make sure that kings followed church laws, but kings
routinely broke secular laws.

Question 5:

In the original Magna Carta, one of the articles outlined what would happen if the king failed to
comply with the document. This article allowed a selected group of nobles to take away the
king’s property until the wrong was made right. What issues would NOT be addressed with this
provision?

What would happen if the king refused to comply with the Magna Carta’s
provision?

Who would determine which nobles were selected to uphold the law?

How was it determined that the wrong was made right?

Why would the nobles want to enforce the law?

Question 6:

How did the life of commoners change after the signing of the Magna Carta?

Commoners' lives first improved, then worsened after the Magna Carta was
signed.

Commoners' lives improved immediately after the Magna Carta was signed.

Commoners' lives worsened immediately after the Magna Carta was signed.
 Commoners' lives did not meaningfully change after the Magna Carta was signed.

Question 7:

What is the Magna Carta?

a treaty that established peace between England and France

a poem about the life of King John

a document that details the rights of English barons

a novel that described the rights of kings and queens

Question 8:

What is the definition of common law?

a legal system based on customs and judge’s rulings instead of only written laws

a legal system based on customs and judge’s rulings instead of the will of the ruler

a legal system based on written laws instead of customs and judge’s rulings

a legal system based on the will of the ruler instead of on customs and judge’s
rulings

Question 9:

What is habeas corpus?

a mandate that states a person who has been arrested cannot talk to anyone until
they see a judge

a mandate that states a person who has been arrested must confess to their
 crimes before trial

a mandate that states a person who has been arrested must be brought in front of
a judge or into court

a mandate that states a person who has been arrested cannot face trial without a
lawyer

Question 10:

A writ is __________.

an order given by a baron

an order given by a court

an order given by a pope

an order given by a king

Question 11:

What is the definition of parliament?

a group of scientists who perform experiments

a group of professors who give lectures

a group of artists who create artwork

a group of officials who create laws

Question 12:

Explain how the Norman's invasion of England has had an impact on America.
Question 13:

Why did individuals compete for the English throne after the death of King Edward in 1066?

King Edward lost all of his territory before his death.

King Edward gained a great deal of land right before he died.

King Edward’s will stated a few different successors.

King Edward left no heirs to claim the throne.

Question 14:

How did William, duke of Normandy, come to be the king of England?

He acquired the support of the other competitors.

He defeated Harold Godwinson in the Battle of Hastings.

Harold Godwinson surrendered the kingdom to him.

The English people elected him king.

Question 15:

Which aspects of English culture were affected by Norman rule?

Check all that are true.

architecture

religion
 government

language

social structure

Question 16:

Why did the Norman nobles build castles in England?

to try to impress other Norman lords

to honor the new Norman king

to help develop larger homes in the area

to protect their lands from English commoners

Question 17:

The Magna Carta was created following a crisis in England. King John’s barons rebelled against
their king following the creation of new taxes and fines. John also began collecting much higher
rates of existing taxes. Which event caused John to begin over-taxing his subjects?

King John defeated the French king and wanted to buy his land.

King John lost most of the land he ruled in France.

King John would not allow the English people to trade with other kingdoms.

King John had a disagreement with the pope.

Question 18:

Which were main ideas addressed in the Magna Carta?

Check all that are true.

trial rights of nobles

taxation rights of nobles

working rights of commoners

 religious rights of commoners

Question 19:

How has the Magna Carta affected the US government?

Check all that are true.

Parliament is part of the US government.

Trial by jury is a right included in the US Constitution.

The United States has three branches of government.

Habeas corpus is a principle preserved in the US Constitution.

Lesson Topic: Lesson Vocabulary Review
Question 1:

What is the definition of secular?

non-classical

religious

classical

non-religious

Question 2:

Excommunicate means __________.

to prevent an individual from participating in religious observances

to encourage an individual to support the rights of the king

to prevent an individual from appointing church officials

to encourage an individual to participate in church events

Question 3:

What is a pilgrimage?

a meal to celebrate a religious holiday

a treaty signed by the king and the pope

a book describing saints’ lives

a journey to a religious site

Question 4:

What is the Magna Carta?

a treaty that established peace between England and France

a poem about the life of King John

a document that details the rights of English barons

a novel that described the rights of kings and queens

Question 5:

What is the definition of common law?

a legal system based on customs and judge’s rulings instead of only written laws

a legal system based on customs and judge’s rulings instead of the will of the ruler

a legal system based on written laws instead of customs and judge’s rulings

a legal system based on the will of the ruler instead of on customs and judge’s
rulings

Question 6:

What is habeas corpus?

a mandate that states a person who has been arrested cannot talk to anyone until
they see a judge

a mandate that states a person who has been arrested must confess to their
crimes before trial
 a mandate that states a person who has been arrested must be brought in front of
a judge or into court

a mandate that states a person who has been arrested cannot face trial without a
lawyer

Question 7:

A writ is __________.

an order given by a baron

an order given by a court

an order given by a pope

an order given by a king

Question 8:

What is the definition of parliament?

a group of scientists who perform experiments

a group of professors who give lectures

a group of artists who create artwork

a group of officials who create laws

Lesson: Lesson Test: Power Struggles in the High Middle Ages
Lesson Topic: The Revival of the Holy Roman Empire and the Rise of European Kings
Question 1:

Which map shows the Holy Roman Empire in 962?

Question 2:

Why was the empire of Otto I known as the Holy Roman Empire instead of the Roman Empire?

because religious leaders became emperors

because of the empire’s close tie to the church

because of the number of churches in the empire

because of the empire’s promotion of religious freedom

Question 3:

Which statements describe reasons for conflict between popes and emperors?

Check all that are true.

Popes and emperors disagreed about the name of the empire.

Popes and emperors disagreed about the rights of the subjects of the empire.

Popes and emperors disagreed about the rights each leader possessed.

Popes and emperors disagreed about who should appoint new bishops.

Question 4:

Which statements are NOT true about the High Middle Ages?

Kings held all political power during the High Middle Ages.
 Trade had no effect on the government during the High Middle Ages.

An increase in trade during the High Middle Ages led to a decrease in taxes.

Kings began to centralize political power during the High Middle Ages.

Question 5:

Which events occurred during the conflict between King Henry II and Archbishop Becket?

Check all that are true.

The Magna Carta was signed by Henry at the request of Becket.

Henry was forced to travel to Canossa to do penance until Becket pardoned him.

Several individuals Henry valued were excommunicated.

Becket fled England.

Question 6:

Which statement is NOT true about the death of Archbishop Thomas Becket?

For centuries, people made pilgrimages to the place where Archbishop Becket
died.

Archbishop Becket died long after his conflict with King Henry ended.

King Henry felt bad after the death of Archbishop Becket and imposed
punishments on himself.

Archbishop Becket was declared a saint after his death.

Lesson Topic: The Norman Invasion and the Magna Carta
Question 1:

Which chart shows the claimants to the English throne after King Edward's death and their
correct descriptions?

Question 2:

Which event did NOT occur after the death of King Edward?
 The Viking army of Harald Hardrada was defeated at the Battle of Stamford
Bridge.

The pope chose Edward’s successor to the English throne.

The English army was defeated at the Battle of Hastings by the Normans.

It was decided that Edgar Aetheling would be the new English king following the
death of Harold Godwinson.

Question 3:

How was the culture of England affected by Norman rule?

Check all that are true.

The English language was changed by the introduction of French words by the
French-speaking Normans.

English social life was upended when the Normans introduced their version of
feudalism to England.

English agriculture was permanently changed by the introduction of wine and

olives by the Normans as cash crops.

The style of English architecture changed with the introduction of Norman

castles, churches, and other buildings.

Question 4:

Why did the feudal lords rebel against King John in 1215?

because they believed he was misusing his power as king

because they wanted to build more castles in England

because they wanted to go to war but the king did not

because they thought commoners deserved more rights

Question 5:

Why was the Magna Carta significant at the time it was signed?
 It ended nearly a century of conflicts between kings and popes.

It allowed kings to form armies without help from feudal lords by directly taxing
the entire English population.

It gave commoners the same rights as nobles for the first time in English
history.

It ensured that the king was subject to laws rather than above them.

Question 6:

Why is the Magna Carta still significant today?

Check all that are true.

It helped influence the governments in Britain and the United States.

It helped influence the religions practiced in Britain and the United States.

It helped influence the legal systems in Britain and the United States.

The Magna Carta is no longer significant today.

Lesson: The Late Middle Ages
Lesson Topic: The Hundred Years' War
Question 1:

Which statement best describes the cause of the Hundred Years' War?

The Great Famine caused fighting over scarce food resources in France and
England.

A succession crisis led to a conflict over inheritance of the French throne.

France attempted to acquire England's territory in Gascony.

The people of Europe rebelled against the Roman Catholic Church.

Question 2:

Before the Hundred Years' War, nationalism was non-existent in Europe. However, as the war
ran its course, a sense of patriotism developed in England and France. This marked the earliest
stages of nationalism in Europe. Which factor contributed to this new national identity in France
and England?

The people shared a common enemy.

People rebelled against their kings.

The Catholic Church imposed strict rules about warfare.

Famine devastated both countries.

Question 3:

Today, Joan of Arc is considered a national hero in France. She is credited with helping create a
sense of French nationalism during the Hundred Years' War. Over the past five hundred years,
she has been depicted in countless works of art and literature. She was the subject of songs
that became a source of inspiration for the French during World War I. In 1920, she was
officially declared a saint of the Roman Catholic Church. There is even a French national holiday
 on the second Sunday in May each year to celebrate her contributions to the country. Why
might Joan of Arc still serve as a relevant source of French patriotism and nationalism today?

Question 4:

The Hundred Years' War was __________.

the war between England and France that lasted from 1337 to 1387

the war between England and Spain that lasted from 1337 to 1453

the war between England and France that lasted from 1337 to 1453

the war between France and Spain that lasted from 1337 to 1387

Question 5:

How might the outcome of the Hundred Years' War have been different without the influence of
Joan of Arc? Provide an explanation to justify your answer.
Question 6:

Which event marked the end of Europe's period of growth and prosperity during the Middle
Ages?

the succession of King Edward III of England

the Hundred Years' War

the execution of Joan of Arc

the Great Famine

Question 7:

The Hundred Years' War began as a dispute over __________.

claim to an English territory in Spain

succession to the French throne

claim to a French territory in England

succession to the English throne

Question 8:

Which is likely the reason that the English armies destroyed the lands and homes of French
peasants during the Hundred Years' War?

By destroying the farms of the peasants, the English armies were able to reduce
France's population and fighting power.

By destroying the farms of the peasants, the English armies were able to ensure
that the peasants would starve to death.

By destroying the farms of the peasants, the English armies were able to
increase their own military strength.
 By destroying the farms of the peasants, the English armies were able to
eliminate sources of food and income for the French military.

Question 9:

Which weapon was most significant for the English during the Hundred Years' War?

the cannon, because it helped the English besiege cities

the sword, because soldiers had centuries of experience fighting with it

the crossbow, because it was easier to use and required less specialized training

the longbow, because it was more accurate and efficient than French weapons

Question 10:

How did Joan of Arc change the course of the Hundred Years' War?

Check all that are true.

She inspired the French army to believe that it was still possible for them to win
the war.

She was burned at the stake in 1431.

She led the French troops to victory in the Battle of Orléans.

She was captured by the English during a battle.

Question 11:

Which passage best summarizes the events of the Hundred Years' War?

The Hundred Years' War was fought between the French and the English as a
series of conflicts lasting over one hundred years. The English had the upper
hand during most of the conflict, partly due to their superior weaponry. They
defeated the French at battles such as Crécy and Agincourt. However, near the
end of the war, a peasant girl named Joan of Arc rallied the French forces.
Although she was captured and executed by the English, the French were
eventually victorious.
 The Hundred Years' War was fought between the English and the Scottish as a
series of conflicts lasting over one hundred years. The English had the upper
hand during most of the conflict, partly due to their superior weaponry. They
defeated the Scottish at battles such as Crécy and Agincourt. Near the end of
the war, a peasant girl named Joan of Arc rallied the Scottish forces. She was
captured and executed by the English, who successfully defeated the Scottish
shortly after her death.

The Hundred Years' War was continuous fighting between the French and the
English that spanned the course of one hundred years. The French had the
upper hand during most of the conflict, partly due to their superior weaponry.
They defeated the English at the battles of Crécy and Agincourt. However, near
the end of the war, a peasant girl named Joan of Arc rallied English forces. She
led the English to victory and became a national hero and an advisor to the
king.

The Hundred Years' War was one hundred years of consistent fighting between
the French and the Spanish. The French gained the upper hand by using
weapons such as the crossbow. They secured many victories over the Spanish
during the first half of the war. However, a peasant girl named Joan of Arc rallied
Spanish forces and led them to victory during the final years of the war.

Question 12:

The Hundred Years' War made a lasting impact in Europe. Which of the following statements
describe effects of the Hundred Years' War?

Check all that are true.

People united in loyalty toward their respective country, which helped develop a
sense of patriotism in England and in France.

Overpopulation was drastically improved by the number of deaths that resulted

from the war.

England lost its territory on the European mainland.

The economy was stimulated by the money that was spent on the wars.
Lesson Topic: The Black Death
Question 1:

Which common symptom of the bubonic plague is most likely responsible for the epidemic in
medieval Europe becoming known as the Black Death?

flu-like symptoms, including high fever

muscle aches

swollen lymph nodes, or buboes

blackened and decaying skin, or necrosis

Question 2:

Some people followed the advice of doctors and fled the towns and cities to escape the plague.
Did this have positive or negative effects on the spread of the epidemic?

positive, because it slowed the spread of the disease within urban centers

positive, because the fresh, clean air in the countryside helped cure people

negative, because the people were more likely to contract the disease in the
countryside

negative, because infected people carried the disease into the countryside and
then into new cities

Question 3:

Which analogy best characterizes European society's view of the Black Death in the wake of its
destruction?

The Black Death is to life as water is to flame.

The Black Death is to life as oxygen is to flame.

The Black Death is to life as oil is to flame.

The Black Death is to life as wood is to flame.

Question 4:

Which major economic and social changes were results of the Black Death?

Feudalism began to decline in Europe.

The quality of life improved for survivors.

The labor force increased.

Peasants gained opportunities to earn wages.

Question 5:

What is the bubonic plague?

a deadly infection that causes flu-like symptoms and the formation of boils all over
the body

a deadly disease that is spread through the air and causes an infection of the
lungs

a deadly disease that is spread by fleas and causes heart failure

a deadly infection of the blood that causes flu-like symptoms

Question 6:

The Black Death was __________.

the common nickname for the Great Famine, which killed millions of Europeans in
the early 1300s

the plague epidemic that killed 30 percent to 60 percent of the European

population in the mid-1300s
 the century of fighting that took place between the mid-1300s and the mid-1400s

the genre of art that emerged as a result of the crisis of the late Middle Ages

Question 7:

What was the Peasants' Revolt?

an uprising during which English peasants revolted against their local lords and
the government

an uprising during which French peasants revolted against the English army in the
Hundred Years' War

an uprising during which English peasants revolted against the French army in the
Hundred Years' War

an uprising during which French peasants revolted against their local lords and the
government

Question 8:

How did the Black Death spread to Europe?

merchant ships traveling from Caffa

Mongol armies invading from Baghdad

pirate ships traveling from Alexandria

overland trade caravans traveling from Constantinople

Question 9:

Which graph most likely represents Europe's population during the late Middle Ages?
Question 10:

Was it a wise choice for people to flee from urban areas and travel to more rural areas to
escape the plague?

Check all that are true.

yes, because they managed to escape the plague

yes, because the spread of the infection slowed in urban areas

no, because it did not actually keep them safe or healthy

no, because they spread the plague to the countryside when they left the cities

Question 11:

Which statements best explain why people sought out scapegoats during the Black Death?

Check all that are true.

They felt it was their responsibility to punish the people who brought the plague
upon Europe.

They were desperate to understand why the plague was happening.

They thought the plague would end if they could find those who were
responsible for it.

They did not want other people to blame them.

Question 12:

Which were the effects of the Black Death on European society in the late Middle Ages?

Check all that are true.

People became kinder, and crime decreased because everyone had more food
and land.

The culture began producing art that showed an obsession with death.

People lost confidence in the church, and its power decreased.

Feudal lords were able to increase their power over the church because there
were fewer people to stop them.

The quality of life improved for peasants, and feudalism began to decline.

Question 13:

The poem below is an example of the Dance of Death theme that became popular in the art and
literature of post-plague Europe.

Emperor, your sword won't help you out

Scepter and crown are worthless here
I've taken you by the hand
For you must come to my dance…
Who was the fool, who the wise man
Who the beggar or the Emperor?
Whether rich or poor, all are equal in death.

Which line of the poem best captures its central message?

Whether rich or poor, all are equal in death.

Emperor, your sword won't help you out

I've taken you by the hand

For you must come to my dance

none of the above

Question 14:

Which was a cause of the church's weakened reputation after the plague?

Check all that are true.

New clergy tended to be less well-educated.

People thought it started the epidemic.

It was unable to stop the epidemic.

Priests were banned from taking care of the sick or administering last rites.
Lesson Topic: Lesson Vocabulary Review
Question 1:

The Hundred Years' War was __________.

the war between England and France that lasted from 1337 to 1387

the war between England and Spain that lasted from 1337 to 1453

the war between England and France that lasted from 1337 to 1453

the war between France and Spain that lasted from 1337 to 1387

Question 2:

What is the bubonic plague?

a deadly infection that causes flu-like symptoms and the formation of boils all over
the body

a deadly disease that is spread through the air and causes an infection of the
lungs

a deadly disease that is spread by fleas and causes heart failure

a deadly infection of the blood that causes flu-like symptoms

Question 3:

The Black Death was __________.

the common nickname for the Great Famine, which killed millions of Europeans in
the early 1300s

the plague epidemic that killed 30 percent to 60 percent of the European

population in the mid-1300s
 the century of fighting that took place between the mid-1300s and the mid-1400s

the genre of art that emerged as a result of the crisis of the late Middle Ages

Question 4:

What was the Peasants' Revolt?

an uprising during which English peasants revolted against their local lords and
the government

an uprising during which French peasants revolted against the English army in the
Hundred Years' War

an uprising during which English peasants revolted against the French army in the
Hundred Years' War

an uprising during which French peasants revolted against their local lords and the
government
Lesson: Lesson Test: The Late Middle Ages
Lesson Topic: The Hundred Years' War
Question 1:

How did the Great Famine impact the population of Europe?

Check all that are true.

It increased the population by 10 percent to 25 percent.

It left the population malnourished and vulnerable to disease.

It left the population dehydrated and without water.

It reduced the population by 10 percent to 25 percent.

Question 2:

Which two countries were the major rivals during the Hundred Years' War?

Check all that are true.

Italy

Spain

France

Germany

England

Question 3:

In the Hundred Years' War, the English laid claim to the French throne, and the French denied
the claim. Which chart best explains the English claim and the French opposition to that claim?
Question 4:

Why did the French king allow Joan of Arc to lead the French army, despite the fact that she
was only a teenage girl?

She was the daughter of the king's chief advisor, whom he wanted to make
happy.

She claimed to have had a miraculous vision from God telling her that the
French would be victorious.

He was expecting the army to fail in battle and planned to blame the loss on
Joan of Arc.

She had a reputation for having strong military skills and the ability to lead an
army to victory.

all of the above

Question 5:

What impact did Joan of Arc have on the outcome of the Hundred Years' War?

Her miraculous visions inspired many people to convert to Catholicism.

She led the English army to victory at the Battle of Orléans.

She became a national hero of France after France won the Hundred Years' War.

She inspired the French army's success at the end of the war and pushed them
to victory.
Question 6:

Which cause and effect charts show how the Hundred Years' War led to an increase in
patriotism?

Check all that are true.

Lesson Topic: The Black Death
Question 1:

Which timeline correctly displays the major events of the late Middle Ages?
Question 2:

Which map shows the spread of the Black Death to Europe?

Question 3:

Which was the primary way that the Black Death spread during the mid-1300s?

fleas carried by rats

worms carried by birds

mosquitoes

person to person via the air

Question 4:

Which flowchart shows how the bubonic plague epidemic was affected by the Great Famine and
the Hundred Years' War?
Question 5:

Which of the following was NOT a reaction that people in medieval Europe had to the plague?
 Some people lost faith in the church.

Some people persecuted the Jews.

Some people blamed the serfs.

Some people abandoned the cities.

Question 6:

Which chart correctly shows the comparison of life before and after the Black Death?
Question 7:

Which of the following was NOT a consequence of the Black Death?

Art and literature embraced darker themes.

The reputation of the church was diminished.

The feudal system came to a sudden end due to the lack of peasants.

Serfs negotiated with manor lords to achieve better conditions.

Lesson: The Renaissance
Lesson Topic: Changing Times in Europe
Question 1:

Which of the following people were considered part of the mercantile class?

clergy who performed religious rites for payment

knights who had returned from the Crusades

peasants who lived and worked on the grounds of feudal manors in exchange for
protection

monks who managed crops and livestock for monasteries

members of the nobility who held their status from birth

traders who bought, sold, and transported goods

Question 2:

Explain how growing cities created an opportunity for both nobles and merchants to improve
their lives.

Question 3:

By the fourteenth century, Italy was a hub of trade between the rest of Europe and North Africa
 and the Middle East. Through their trade with Arab merchants, Italian traders also had access
to goods from as far away as East Asia. What benefits did trade provide Italian city-states
during this time?

It allowed successful merchants to become extremely wealthy.

It improved the economies of port cities by providing jobs for shipbuilders, sailors,
and dockworkers.

It increased merchants' access to rare and expensive goods.

It brought new ideas and beliefs from other cultures.

It allowed people to collect insurance money when ships were lost at sea.

It permitted people, like religious pilgrims, to travel more easily to faraway lands.

Question 4:

As shown in the comparison below, feudalism had a tightly controlled economy and political
structure compared to that of Italian city-states. How did the looser structure of city-states
make them ready for cultural change?
 Peasants who lived on feudal manors were too busy fighting wars.

The independence of city-states made them competitive with each other.

City-states had better access to new ideas.

Feudal lords forbid cultural experiences.

Question 5:

The word Renaissance was coined by historians in the 1800s to describe the period roughly
between 1300 and 1600. It comes from the French word meaning rebirth. In the minds of the
later historians, what was being "reborn" during the Renaissance period?

Question 6:

Why would a wealthy person patronize artists?

The patron could show off his or her status and power.

The patron was required to support artists according to the rules of the nobility.

If the artist could teach the patron to paint, that patron could do self-portraits.

The patron could contribute to the growth of the city and show civic pride.

The patron could demonstrate his or her wealth.

Question 7:

What does mercantile mean?

related to designing buildings based on ancient methods

related to painting portraits of wealthy patrons

related to buying and selling goods and services to make a profit

related to supporting the nobility by performing labor in exchange for a place to

live

Question 8:

What was the Renaissance?

a disease that killed millions of people across Europe in 1390

a powerful and wealthy family that ruled Italy from 1400 to 1700

a great war between France and England that lasted from 1250 to 1550

a time of significant cultural transformation in Europe that spanned from roughly

1300 to 1600

Question 9:

A patron is someone who ______.

supports a person or group by providing money or other resources

employs peasants who live on manors to do farm work in exchange for protecting
those peasants

creates sculptures of famous historical figures

 studies the writings of ancient scholars

Question 10:

The Baxter family has lived and worked as farmers on Tornbull Manor for many generations.
While they have food and shelter, they do not have many opportunities for advancement or to
be anything other than peasant farmers. They would like the opportunity to improve their lives
instead of just living from day to day while someone else grows wealthy off their labor. The
Baxters have heard there are jobs available in a nearby city. Since feudalism is declining, what
are they likely to do?

start a business in their cottage on the manor grounds

stay on the grounds of the manor and work longer hours

move to the nearby city and get jobs that pay wages

ask the lord of the manor for higher wages

Question 11:

Which of the following factors led to the Italian city-states being the centers of the early
Renaissance?

People coming from other countries brought new ideas with them when they came
to Italian city-states.

The Italian city-states were isolated from the rest of Europe.

There were many wealthy merchants in the Italian city-states.

The Italian city-states had small populations.

The Italian city-states were important trading centers.

Question 12:

Which of the following caused cities to begin to grow at a rapid rate in the 1300s?

Check all that are true.

 Manors extended their borders to become attached to nearby cities.

People left manors to work in cities in the hopes of a better life.

Improvements in medicine reduced the infant mortality rate.

Nobles came to the cities to take advantage of opportunities to increase their

wealth.

The merchant class was heavily involved in trade and generated much wealth.

Question 13:

Beginning in the 1300s, the merchant class was __________ and spending their money on
__________.

growing; improving their position in society

growing; establishing military strength for Italy

declining; building factories for spice processing

declining; creating art and music

staying the same; educating their children

Question 14:

Which factors help explain why the Renaissance started in Italy?

Check all that are true.

The rest of Europe rejected new ideas.

Wealthy merchants were not able to spend their money in other countries.

Trade brought ideas and wealth to Italian city-states.

City-states were important locations for trade.

Italian scholars traveled to India and brought new learning back with them.
Question 15:

Why was there renewed interest in secular learning during the Renaissance?

Check all that are true.

Traders brought new ideas from other countries.

European scholars were reintroduced to ancient Greek and Roman writings.

It was forbidden to study religious topics.

Exposure to different cultures made people curious about the world.

Question 16:

Which of the following are accurate descriptions of the Renaissance?

Check all that are true.

a time of artistic development

a time of declining trade

a time of increased learning

a time of Church-controlled culture

Question 17:

Italian cities were important locations for the start of the Renaissance because __________.

Check all that are true.

everyone spoke Italian during the Renaissance

wealthy merchants were eager to improve their position in society

they were full of ideas brought from other countries

merchants preferred the climate of Italy

many citizens were wealthy and powerful

Question 18:
 In which ways were the Medicis examples of influential patrons?

Check all that are true.

They led expeditions to explore foreign lands.

They spoke Greek and Latin.

They encouraged and paid for works of art.

They wanted to create problems for the Catholic Church.

They encouraged and funded learning and scholarship.

Lesson Topic: Renaissance Ideas Spread
Question 1:

Which works would a Renaissance humanist study that would likely not have been studied
during the Middle Ages?

Meditations, a book by the ancient Roman Emperor Marcus Aurelius written about
Stoicism, which was an ancient philosophy

The Reckoning of Time, a book from the Middle Ages about how to calculate the
date of Easter by the English monk Bede

On Agriculture, a collection of advice on the management of crops and livestock

written by the ancient Roman writer Cato the Elder

Emile, or Treatise on Education, a novel about education and the nature of

humans written by Jean-Jacques Rousseau in 1762

The City of God, a book on Christian philosophy by the fifth century author Saint
Augustine of Hippo

Question 2:

How did the decline of feudalism also contribute to the growth of individualism during the
Renaissance?

The peasants who left the manor became members of individual guilds in the
cities.

Since people stopped living in the country, they had more activities to keep them
busy in the cities.

Many peasants combined their resources to buy the manor from the lord and keep
the profits from it as individuals.

People who were not working collectively for the lord of a manor were more free
to pursue their own interests.

Question 3:

Baldassare Castiglione wrote The Courtier during the Renaissance to show how a well-bred man
or woman should behave. Some of the qualities that Castiglione thought a noble should have
 were
• to be familiar with the Greek and Roman writers
• to study history, poetry, philosophy, logic, and science
• to use reason
• to speak Italian, French, and Spanish
• to swim and run well
• to be respectful of the prince or lord
• to hunt and be accomplished at horse riding
What can be inferred from this list about what was important to members of the elite of
Renaissance society?

It was important to care about the welfare of animals.

It was important to understand many different subjects.

It was important to be knowledgeable in the works of Greek and Roman writers.

It was not important to be athletic.

It was important to conduct oneself in a way that improved the culture of society.

Question 4:

How did humanism and secularism lead to the growth of individualism during the Renaissance?

Question 5:

Which three cities shown on the map were most likely to be exposed to Renaissance ideas first?
 Cáceres, Spain, a small city located on the southern plateau of Spain

Hamburg, a city in Germany located near the Baltic and North Seas and situated
on the river Elbe

Troyes, France, a large city built in Roman times that had a strong medieval
economy resulting from trade

London, a large city in England that was connected to trade in Europe by its
location on the river Thames

Kiev, a city in northern Ukraine on the Dnieper River

Rindoon, a village in central Ireland located on a lake which flows into the river
Shannon

Oslo, the capital city of Norway, which is located at the mouth of a fjord

Question 6:

Read the passage below.

Erasmus was a learned Christian, who was well respected in both humanist and religious
circles. He lived during a time when there was much disappointment with the Catholic Church
and numerous calls to reform, or fix, the Church. Erasmus himself joined in with his work In
 Praise of Folly. In this humorous essay, Erasmus employed satire to discuss the practices and
beliefs of the Catholic Church. However, he also showed how these beliefs had been distorted
or abused by corrupt and superstitious church leaders. In true Renaissance fashion, Erasmus
used characters modeled after Greek gods and goddesses to describe the behaviors that he
condemned. His work received wide praise, and even Pope Leo X was said to have enjoyed it.
By the time Erasmus died, In Praise of Folly had been translated into four languages, and
numerous editions have been published. For this work and others, he has been admired as a
notable Christian humanist.

What can you infer about Erasmus from this passage?

Erasmus wrote In Praise of Folly in order to convince people that the Church could
not be fixed and should be abandoned.

Erasmus believed that the Church needed to change and reform, but that it was
fundamentally good.

Erasmus wrote In Praise of Folly in order to identify Church practices that needed
to be changed.

Erasmus believed that the Church and the pope could not be wrong and that it
was folly to oppose the Church.

Erasmus wrote In Praise of Folly simply to entertain people, especially people who
worked for the Church.

Erasmus believed in both the teachings of the Church and the ancient Greek and
Roman gods.

Question 7:

Look at this chart that shows how literacy rates changed after the development of the printing
press around 1440. Which statements correctly describe this change?
 Despite better access to printed material, more than half the population of some
European countries could not read or write 200 years after the printing press was
developed.

France and Great Britain had the highest literacy rates shortly after the printing
press was first introduced by Gutenberg.

Literacy rates did not change much right after the invention of the printing press.

Literacy rates rose and dropped until the 1800s because many countries did not
have printing presses.

Question 8:

François Rabelais used rude humor and comic exaggeration in fantasy worlds that were
populated with characters who criticized education, religion, and politics. Why would humor and
fantasy be effective for criticizing problems in society?

People are more interested in reading stories that contain gossip and lies.

When people see what is happening to a fictional character, they can apply lessons
from that experience to the real world.

Controversial issues can be disguised to reduce the likelihood of negative

 consequences for the author.

Writings that mention specific names and locations are not as easy to understand
for readers unfamiliar with those people and places.

People can think about problems in a more entertaining way.

Question 9:

According to the chart below, the overwhelming majority of printed materials in the 1400s were
in Latin. However, vernacular languages such as German, French, and Italian were becoming
increasingly important, making up nearly a quarter of all published works that century. What
can you deduce about Europe based on the increase in publication of works written in German,
French, and Italian?

There was a limit to how many books could be printed in Latin.

Cities in France, Italy, and Germany were centers of learning and culture.

France, Italy, and Germany had been around since the ancient Roman Empire.

France, Italy, and Germany had strong trading economies.

Question 10:

Read the passage below.

There are about 800,000 words covering approximately 1,200 pages in the Bible. On average,
a person can write about 1,000 words an hour. Even if a scribe worked ten hours a day, it
would take nearly three months to write out one complete copy of the Bible. A handwritten
manuscript was difficult to check for accuracy, and each time a Bible was copied by hand, it
was possible that new errors would be made. Even though it was also a slow process to set up
the letters for a single page on a printing press, once the letters were in place and checked
for accuracy, many copies of that page could be printed quickly without errors. Scholars
estimate that by 1600, it was possible to print 3,600 copies of a page in a single day.

Based on the passage, how did the development of moveable type impact the creation and
distribution of Bibles?

More Bibles were available for people to read and own.

New Bibles had more pages.

The price of Bibles fell as more copies were printed.

New Bibles were not constructed as well as older, hand-written Bibles.

Printed Bibles had fewer typographical errors than those written by hand.

Bibles were now only available by special order.

Question 11:

Working around 1500, the Italian printer Aldus Manutius saw the opportunity to use his access
to the scholars and classical writings available in Venice to produce smaller-sized, relatively
inexpensive copies of Greek and Latin classics. His editions were popular with scholars and
helped make these texts available to many more people. Which of the following are comparable
to the accomplishments of Manutius?

the development of Morse code by Samuel Morse

the theory of relativity formulated by Albert Einstein

 the development of the inexpensive personal computer

the invention of the cotton gin by Eli Whitney

the mass production of the Model T by Henry Ford

Question 12:

How might Church authorities have reacted as people began to read and discuss the Bible on
their own?

Question 13:

What is humanism?

the study of Greek and Roman cultures with the goal of expanding the influence of
the Catholic Church over other religions and beliefs

a detailed way to study the anatomy and physiology of people to help them live
healthier and more productive lives

the idea that humans from certain cultures are superior to others and are better
fit to make improvements to society

the idea that people should study classical Greek and Roman writing and apply
their learning in order to improve society

Question 14:
 What is secularism?

the idea that religion does not need to be the complete focus of human life

the idea that humans should use the beliefs of a single religion to improve society

the idea that a strong emphasis on religion is the best way to structure society

a way to prevent the Church from having any power over individuals

Question 15:

What is individualism?

the idea that the interests of individuals are more important than the interests of
governments or institutions

a way to give individuals power over each other in certain forms of government

the belief that society is better if educated and wealthy individuals are in control of
institutions and governments

the idea that individuals can do anything they want and do not need to follow
society's rules

Question 16:

A utopia is __________.

a place where merchants could purchase perfect goods

a nearly perfect place that only exists in the imagination

a growing Italian city-state that had a nearly perfect society

a real place that is the exact opposite of another real place

Question 17:

Vernacular is __________.

an ancient form of Latin used by educated scholars

the everyday language spoken by a group of people

a new language that was based on Greek and Roman dialects

a common language that was understood by everyone regardless of the country

they were from

Question 18:

What is moveable type?

a printing method that replaced wood carving because of concerns for the
environment

a printing method that uses individual metal letters and numbers to create words
and sentences

a printing press that can be moved easily and allowed printers to travel to small
towns to print books

a printing method that moves the paper more quickly through a press so books
are printed faster

Question 19:

What does it mean to censor something?

to prevent documents from being printed until illustrations can be added

 to only read documents that have been approved for publication by the Church

to stop the publication of Greek and Roman writings until they can be translated
into a vernacular language

to control or stop the publication of information that is considered harmful or

offensive

Question 20:

What is the scientific method?

a process of designing and conducting experiments to investigate and learn about

something

a way to explain scientific concepts to ordinary people using vernacular language

the method used by Gutenberg to develop an improved printing press

a process of studying scientific topics that are forbidden by the Church

Question 21:

How did the ideals of humanism lead to changes in society during the Renaissance?

People worked directly with traders to acquire the goods they needed instead of
buying from merchants.

People felt increased respect for the Catholic Church.

People rewrote governmental policies to eliminate corruption.

People were motivated to look back to classical writings to improve society and
their lives.

Question 22:

What distinguished works written during the Renaissance from works written during the Middle
Ages?
 Check all that are true.

Renaissance works were more likely to argue that humanity had reached the
peak of its progress.

Renaissance works were more likely to use satire to criticize people or

institutions.

Renaissance works were more likely to be written in vernacular language.

Renaissance works were more likely to promote Greek and Roman ideas and
knowledge.

Renaissance works were more likely to encourage people to emphasize religion

in their daily lives.

Question 23:

Sir Thomas More wrote about a utopian society. How was the society that More imagined
different from Renaissance society?

Everyone was equal.

Decisions were based on religious principles.

There was more corruption.

There was no government.

People were never tired.

Question 24:

Which of the following impacts show how the moveable type printing press affected the spread
of knowledge?

Check all that are true.

It made books and pamphlets more affordable.

It created more work for scribes.

It made information more accessible to a greater number of people.

 It reduced the expenses of the Catholic Church.

It made Johannes Gutenberg wealthy.

Question 25:

How did writing in vernacular languages and the moveable type printing press work together to
encourage the spread of new ideas during the Renaissance?

Check all that are true.

Materials printed in vernacular languages were distributed more quickly because

more people could read them.

People could read and understand the Bible even if they did not know Latin.

People who knew many languages were more likely to own a printing press.

More people could afford to publish their works.

Question 26:

Which statements show the correct cause-effect relationships of church censorship during the
Renaissance?

Check all that are true.

Increasing emphasis on secular ideas led to less influence for the Church.

More printing presses made it harder to control offensive publications.

People were afraid to question the Church on some topics, so censorship was
not always necessary.

Because church censors had many responsibilities, they quickly approved most
publications without reading them.
Lesson Topic: Renaissance Culture
Question 1:

Which person might be described as a Renaissance man or woman?

Gemma was the oldest of six children and spent much time listening to her father
talk about politics. Her father also taught her Greek and Latin. She was allowed to
study painting at the home of a family friend and also learned how to work with
clay to create small likenesses of people in her family. She can play two
instruments and sometimes writes short songs to entertain guests.

Cosimo can speak several languages and has studied mathematics at university,
even writing some of his own treatises on geometry. He gathers leaves and insects
when he walks outdoors and faithfully renders them in his journals.

Domenico works under the guidance of a more experienced architect to design

many of the piazzas and churches being built throughout Italy. He sometimes uses
paint to embellish the sketches and visits the library to study the writings of
ancient Greek and Roman architects like Vitruvius.

Nicolo is the manager of a successful bank in Venice where he regularly deals with
merchants who are seeking loans to expand their trading ventures. He knows
Italian and Latin and once traveled to Rome on a religious pilgrimage.

Question 2:

Why do these sketches by Leonardo da Vinci define him as a Renaissance man?

Question 3:

Michelangelo was an Italian sculptor, painter, architect, and poet. What sort of education would
Michelangelo have needed in order to be an expert in all these fields?

He would have needed to know how to read and write.

He would have needed to know about artistic techniques and media.

He would have needed to understand math and engineering.

 He would have needed to know how to give presentations to the public.

Question 4:

Which methods or techniques set Renaissance art apart from earlier

European art?

linear perspective

egg tempura paint

oil paint

proportion

sculpting

Question 5:

Which of the pictures below demonstrate the use of linear perspective to

show depth?

The Marriage of the Virgin

Reconstruction of the Temple of Jerusalem

The Peasant Dance

Portrait of Baldassare Castiglione

Question 6:

This depiction of the prophet Isaiah was painted by Michelangelo on the ceiling of the Sistine
Chapel. How does it represent Renaissance artistic style?

The subject has no shoes to symbolize the poverty of ordinary people in the
Renaissance.

The subject's clothing is inspired by classical Greek and Roman styles.

There are angelic cherubs to represent the strong influence of the Catholic Church.

There is a hint of movement and depth in the painting.

The artist employs a realistic use of color.

Question 7:

Both of the paintings below depict the Last Supper, the final meal that Jesus shared with his
disciples before he was crucified. Painting A was painted by Leonardo da Vinci and is a
masterpiece of Italian Renaissance art. Painting B is an illustration in a medieval book of
prayers. Explain how you can identify that Painting A is from the Renaissance and Painting B is
from the Middle Ages.
Question 8:

How did the rise of individualism impact the perception of artists during the
Renaissance?
 Artists preferred to remain anonymous.

Artists were valued for their unique styles.

Artists were valued for belonging to a group.

Artists often worked together on large projects.

Artists signed and took credit for their works.

Question 9:

What can be inferred about how Renaissance artists reflected the changes
in society?

People in paintings had a realistic and unique physical appearance.

Because cities were bigger, artists were expected to show distance more
accurately.

Artists needed the approval of the Church to create a painting.

Artists depicted their patrons as the religious or classical figures in paintings.

Artists used classical concepts of balance, harmony, and proportion.

Artists mostly used secular or mythological subjects because they sold for a higher
price.

Question 10:

Why might Renaissance architects like Brunelleschi look to the architecture of the ancient
Greeks and Romans as inspiration?
Question 11:

Writing in English, Shakespeare composed many sonnets like the one below. In this sonnet, the
narrator misses someone far away and is unable to sleep.

Weary with toil, I haste me to my bed,

The dear repose for limbs with travel tired;
But then begins a journey in my head
To work my mind, when body's work's expired:
For then my thoughts--from far where I abide--
Intend a zealous pilgrimage to thee,
And keep my drooping eyelids open wide,
Looking on darkness which the blind do see:
Save that my soul's imaginary sight
Presents thy shadow to my sightless view,
Which, like a jewel hung in ghastly night,
Makes black night beauteous, and her old face new.
Lo! thus, by day my limbs, by night my mind,
For thee, and for myself, no quiet find.
-Shakespeare, “Sonnet 27”

How does a sonnet like this represent some of the ideas about literature that were being
developed in the Renaissance?

Renaissance writers were more likely to write in vernacular languages.

Renaissance writers preferred to write about imaginary happenings and people.

Renaissance authors wrote in new ways about familiar topics.

Renaissance authors used sonnets to criticize society.

Question 12:

Use the map to help determine which statements are true about literature during the
Renaissance.

Writings that reflected Renaissance ideas started first in Italy and then spread
north and west.

The writings of earlier writers were more instructive and philosophical.

The writings of later writers expanded on earlier works and made them more
entertaining and complex.

Writings that reflected Renaissance ideas started in England and Spain and then
spread east.

France and Spain were the last countries to be introduced to Renaissance writers.

Question 13:

What is an engraving?
 the bumpy surface on the printed page of a book after it has been hand illustrated

an expensive good that was imported from Africa during the Renaissance

a type of art that uses individual metal letters and numbers to print words and
sentences

a form of art created by etching words or images on metal plates which could then
be covered with ink and pressed onto paper

Question 14:

What is proportion?

a colorful painting style that became popular with artists during the Renaissance

the relationship between the size of individual parts relative to the whole

a mathematical formula used by astronomers to calculate distance

a method used by Gutenberg to determine how many individual pages would be

used in a whole book

Question 15:

What is linear perspective?

a new way to show the natural reflection of light in a painting

a view of a landscape that sees everything as straight lines

the use of geometry to show distance or other three-dimensional concepts on a

flat surface

the use of mathematical formulas to show the correct proportions in a painting

Question 16:
 A sonnet is __________.

a type of poetry that proves the importance of individuals

a long poem that criticizes society and authority

a type of poetry invented by Shakespeare to tell stories in vernacular languages

a poem of fourteen lines with a set rhyming pattern

Question 17:

A picaresque story __________.

includes many illustrations and engravings alongside the text

tells the adventures of a rough individual who uses wit to survive in a corrupt
society

is written in Latin and uses a realistic setting to give examples of how the
government has improved the lives of ordinary people

is written in poetic form and tells how wealthy people became merchants and built
cities

Question 18:

Buildings built during the Renaissance often incorporated which of the

following elements?

materials from the Egyptian pyramids

influences from ancient Greece and Rome

complex shapes
 well-balanced proportions

simple shapes

variable and visually off-balance proportions

Question 19:

Which two geometric shapes were common in Renaissance architectural designs?

trapezoid

pentagon

circle

square

triangle

Question 20:

Why was the development of linear perspective important for Renaissance artists?

Check all that are true.

It allowed them to show depth on a flat surface.

It allowed them to accurately depict real-world objects.

It allowed them to spend less time drawing.

It allowed them to use less paint in their portraits.

It allowed them to paint nonreligious subjects.

Question 21:

Which of the following are Michelangelo still remembered for?

Check all that are true.

the play Romeo and Juliet

 accurate representations of the human figure

paintings in the Sistine Chapel

a translation of the Bible into Italian

the statue of David

Question 22:

Artists of the Renaissance chose painting techniques and subjects that were different from
those of the Middle Ages. Which of the following statements are true about art during the
Renaissance?

Check all that are true.

Artists painted more landscapes and objects from nature than artists in the
Middle Ages did.

Artists used oil paint more often than before.

Artists avoided classical influences in their paintings.

Artists painted more scenes from ordinary life than medieval artists did.

Artists used egg tempura paint, which allowed them to use bold and bright
colors.

Question 23:

Renaissance architects incorporated influences from ancient Greek and Roman buildings. What
principles did architects like Filippo Brunelleschi use in their designs?

Check all that are true.

strength

balance

flexibility

realism

proportion
Question 24:

Even though many writers still wrote poetry, Don Quixote is considered one of the first
European novels because the story was told in prose. In what other ways did Don Quixote
demonstrate Renaissance concepts?

Check all that are true.

It is written in a vernacular language rather than Latin.

The main character wants to make life better.

It was sponsored by the Church.

The main character is a knight.

It is a secular story.

Question 25:

William Shakespeare was an enormously popular English playwright during the end of the
Renaissance. What types of plays did he write?

Check all that are true.

ironies

satires

comedies

tragedies

histories
Lesson Topic: Lesson Vocabulary Review
Question 1:

What does mercantile mean?

related to designing buildings based on ancient methods

related to painting portraits of wealthy patrons

related to buying and selling goods and services to make a profit

related to supporting the nobility by performing labor in exchange for a place to

live

Question 2:

What was the Renaissance?

a disease that killed millions of people across Europe in 1390

a powerful and wealthy family that ruled Italy from 1400 to 1700

a great war between France and England that lasted from 1250 to 1550

a time of significant cultural transformation in Europe that spanned from roughly

1300 to 1600

Question 3:

A patron is someone who ______.

supports a person or group by providing money or other resources

employs peasants who live on manors to do farm work in exchange for protecting
those peasants
 creates sculptures of famous historical figures

studies the writings of ancient scholars

Question 4:

What is humanism?

the study of Greek and Roman cultures with the goal of expanding the influence of
the Catholic Church over other religions and beliefs

a detailed way to study the anatomy and physiology of people to help them live
healthier and more productive lives

the idea that humans from certain cultures are superior to others and are better
fit to make improvements to society

the idea that people should study classical Greek and Roman writing and apply
their learning in order to improve society

Question 5:

What is secularism?

the idea that religion does not need to be the complete focus of human life

the idea that humans should use the beliefs of a single religion to improve society

the idea that a strong emphasis on religion is the best way to structure society

a way to prevent the Church from having any power over individuals

Question 6:

What is individualism?
 the idea that the interests of individuals are more important than the interests of
governments or institutions

a way to give individuals power over each other in certain forms of government

the belief that society is better if educated and wealthy individuals are in control of
institutions and governments

the idea that individuals can do anything they want and do not need to follow
society's rules

Question 7:

A utopia is __________.

a place where merchants could purchase perfect goods

a nearly perfect place that only exists in the imagination

a growing Italian city-state that had a nearly perfect society

a real place that is the exact opposite of another real place

Question 8:

Vernacular is __________.

an ancient form of Latin used by educated scholars

the everyday language spoken by a group of people

a new language that was based on Greek and Roman dialects

a common language that was understood by everyone regardless of the country

they were from

Question 9:
 What is moveable type?

a printing method that replaced wood carving because of concerns for the
environment

a printing method that uses individual metal letters and numbers to create words
and sentences

a printing press that can be moved easily and allowed printers to travel to small
towns to print books

a printing method that moves the paper more quickly through a press so books
are printed faster

Question 10:

What does it mean to censor something?

to prevent documents from being printed until illustrations can be added

to only read documents that have been approved for publication by the Church

to stop the publication of Greek and Roman writings until they can be translated
into a vernacular language

to control or stop the publication of information that is considered harmful or

offensive

Question 11:

What is the scientific method?

a process of designing and conducting experiments to investigate and learn about

something

a way to explain scientific concepts to ordinary people using vernacular language

 the method used by Gutenberg to develop an improved printing press

a process of studying scientific topics that are forbidden by the Church

Question 12:

What is an engraving?

the bumpy surface on the printed page of a book after it has been hand illustrated

an expensive good that was imported from Africa during the Renaissance

a type of art that uses individual metal letters and numbers to print words and
sentences

a form of art created by etching words or images on metal plates which could then
be covered with ink and pressed onto paper

Question 13:

What is proportion?

a colorful painting style that became popular with artists during the Renaissance

the relationship between the size of individual parts relative to the whole

a mathematical formula used by astronomers to calculate distance

a method used by Gutenberg to determine how many individual pages would be

used in a whole book

Question 14:

What is linear perspective?

a new way to show the natural reflection of light in a painting

 a view of a landscape that sees everything as straight lines

the use of geometry to show distance or other three-dimensional concepts on a

flat surface

the use of mathematical formulas to show the correct proportions in a painting

Question 15:

A sonnet is __________.

a type of poetry that proves the importance of individuals

a long poem that criticizes society and authority

a type of poetry invented by Shakespeare to tell stories in vernacular languages

a poem of fourteen lines with a set rhyming pattern

Question 16:

A picaresque story __________.

includes many illustrations and engravings alongside the text

tells the adventures of a rough individual who uses wit to survive in a corrupt
society

is written in Latin and uses a realistic setting to give examples of how the
government has improved the lives of ordinary people

is written in poetic form and tells how wealthy people became merchants and built
cities
Lesson: Lesson Test: The Renaissance
Lesson Topic: Changing Times in Europe
Question 1:

Which of the following causes explain why many people moved to towns and cities during the
Renaissance?

Check all that are true.

desire for wages

better access to goods and services

more space to raise animals

less dirt and disease

Question 2:

In what ways did members of the mercantile class and the nobility work together to improve
their position in society?

Check all that are true.

Successful merchants married into noble families to improve their position in

society.

Merchants and nobles bought and sold goods from each other to keep money
away from peasants.

Poor nobles married into merchant families to gain wealth.

Merchants and nobles competed with scholars in academic discussions held at

universities.

Merchants paid politicians to create laws that would make them part of the
nobility.

Question 3:

Which statement best describes the influence of the Catholic Church during the Renaissance?
 The Church expanded its influence by sponsoring the building of churches in
America.

The Church became completely powerless as scholars replaced writing in Latin

with writing in vernacular languages.

The Church gained a great deal of power by taking advantage of the printing
press to distribute religious materials to the illiterate.

The Church lost some of its influence as a result of increased interest in classical
learning.

Question 4:

The city-states of Italy had been important trading centers for centuries. How did this fact
contribute to their being a starting point for the Renaissance?

Check all that are true.

There were more educated and literate people in the city-states.

Newly wealthy merchants wanted to improve their status and add beauty to
their cities.

The interactions between merchants of various cultures introduced Italians to

many new ideas.

Landowners in nearby countries wanted to change from an agricultural society

to a mercantile one.

Question 5:

Wealthy merchants and bankers in the Italian city-states were eager to spend their money to
make their lives and cities better. How might wealthy patrons have spent money to improve the
culture of their cities?

Check all that are true.

by purchasing a fleet of trading ships

by designing a housing complex for peasants who had relocated to the city
 by commissioning a painting that shows them taking part in a scene from the
Bible

by building a new church

by sponsoring an Italian translation of the works of the Greek philosopher Plato

Question 6:

During the Renaissance, European scholars became interested in studying the writings of
ancient Greece and Rome. How did the influence of antiquity affect learning in Renaissance
society?

Check all that are true.

Some scholars began to question the teachings of the Church.

Some scholars became less interested in religious topics.

Scholars wanted to build temples to Greek and Roman deities.

Scholars had more interest in the Catholic Church.

Question 7:

How did powerful families like the Medicis improve the city of Florence?

They replaced the existing political structure with one that was focused on
banking.

They used their wealth to sponsor sculptures, paintings, churches, and other
buildings.

They used their wealth to build banks especially for peasants who were used to
living in the country.

They relocated people from the poorer classes to housing outside the borders of
the city.
Lesson Topic: Renaissance Ideas Spread
Question 1:

Which individuals acted in ways that illustrated important concepts from the Renaissance?

Check all that are true.

Gemma Frisius (1508–1555) made important contributions to the fields of

medicine, math, philosophy, mapmaking, and music.

Pope Paul II (1417–1471) was a strict opponent to humanist learning and

imprisoned clergy members who went against Church teachings.

Girolamo Savonarola (1452–1498) was an Italian scholar who wanted to renew

the glory of the Catholic Church and remove all traces of secular art culture.

Paracelsus (1493–1541) was a physician who believed it was more important to

use observation and experience instead of relying on the writings of earlier
physicians.

Question 2:

In which ways did humanism reflect a change in thinking from the Middle Ages?

Check all that are true.

Scholars emphasized the study of religious topics.

There was a greater value placed on individuals.

People wanted society to have a focus that was not exclusively religious.

Religious leaders were willing to give up some of their power in exchange for
more freedom to travel.

Question 3:

Choose the correct statements about writers during the Renaissance.

Check all that are true.

Some writers began to use satire to point out the weaknesses in society through
the use of humorous insults.
 Some writers began to write long, beautiful poems to praise Church leaders and
government officials.

Some writers began to use satire to write about the events that took place in
ancient Greece and Rome.

Some writers began to create poems, plays, and novels in vernacular languages.

Question 4:

Erasmus's essay __________ reflects the Renaissance connection to ancient Greece and Rome
with its use of __________ as characters.

Utopia; gods and goddesses

In Praise of Folly; gods and goddesses

In Praise of Folly; scholars and government officials

Utopia; scholars and government officials

Question 5:

Utopia by Sir Thomas More and Gargantua and Pantagruel by François Rabelais were set in
imaginary locations. Which other aspect of these works was similar?

They both contained many stories from ancient Greece and Rome.

They both told about life in Europe during the Black Death.

They were both written in French.

They both used satire.

Question 6:

Choose the statements that best explain the changes in literacy in Europe during the
Renaissance.

Check all that are true.

 Most people were illiterate during the Middle Ages. Literacy rates slowly rose
during the Renaissance because more writing was available in vernacular
languages.

Most people were literate in their local vernacular during the Middle Ages, but
they learned how to speak foreign languages during the Renaissance because
wealthy merchants could afford tutors.

Most people who were literate during the Middle Ages and Renaissance had
more time to read during the Renaissance due to improvements in technology.

Most people were illiterate during the Middle Ages. Literacy rates slowly rose
during the Renaissance because new technology made written words cheaper
and more accessible.

Most people were illiterate during the Middle Ages. Literacy rates rose rapidly
during the Renaissance so that by 1600 most people could read and write in
their vernacular language.

Question 7:

How did the development of the printing press lead to the gradual increase in literacy rates in
Europe?

Check all that are true.

Books became cheaper, so more people were able to afford them.

More books were available for people to read.

People had to buy their own books for school.

Books were only printed in Latin.

Question 8:

During the Renaissance, the Catholic Church censored many publications that criticized the
Church or contradicted Church teachings. Which Renaissance concepts encouraged people to
form their own opinions about the world instead of relying on Church doctrine?

Check all that are true.

scholasticism

opinionism

mercantilism

secularism

humanism
Lesson Topic: Renaissance Culture
Question 1:

Who is NOT a Renaissance man or woman?

Check all that are true.

Cuthbert is a blacksmith who has two apprentices working for him. His business
is very successful because he is an expert at his trade.

Geoffrey was trained in goldsmithing and painting. In addition, he studies Greek

poetry, medicine, and mathematics at the university and has written several
essays on these subjects.

Agnes was sent to a convent when she was seven years old. She studied Latin,
scripture, and herbal medicine. Now she leads the other nuns in singing during
the services.

Bridget is married to a wool merchant, and she is a valuable helper because she
negotiates with suppliers and customers and manages the books when her
husband is away on business.

Question 2:

How did artists reflect the new ways of thinking that took place during the Renaissance?

Check all that are true.

Artists worked together to create new methods.

Artists portrayed their subjects realistically.

Artists painted their subjects with facial expressions that showed emotion and
unique physical characteristics.

Artists painted scenes from everyday life.

Question 3:

Which of the following is true about oil paint, which was more widely used in art during the
Renaissance?
 It was only available from church suppliers.

It was cheaper due to mass production.

It provided a good way to recycle oil used in cooking.

It reflected light more realistically.

Question 4:

What did the new technique of linear perspective allow Renaissance artists to do?

paint subjects that were mostly religious or historical

complete paintings more quickly because the paint dried faster

keep individual parts of the painting in balance with the whole painting

portray depth more accurately in paintings

Question 5:

Which work of art was most likely created during the Renaissance?
Question 6:

Renaissance architects used principles of __________ and __________ to design buildings that
were functional and beautiful.

domes; columns

proportion; color

harmony; balance

distance; geometry

Question 7:

Petrarch is sometimes called the founder of humanism because he found and published a
previously unknown collection of letters by the Roman statesman and orator Cicero. By reading
these letters and other texts by classical authors, Petrarch came to believe that all people could
improve their minds by studying the moral and practical teachings of classical thinkers. Why did
reading the works of the ancient Greeks and Romans likely lead Petrarch to change his thinking
about society?

Check all that are true.

He was interested in applying the beliefs and knowledge from ancient writers to
his own life.
 He discovered that the Church did not know everything about the world.

He wanted to show that people in the Renaissance were smarter than people in
ancient cultures.

He realized there were other ways to view the world than what he had been
taught.

He predicted he could become wealthy and famous by teaching this concept to

others.

Question 8:

How did writers like Shakespeare, Cervantes, and Dante reflect the changes that were taking
place in society during the Renaissance?

Check all that are true.

By being from places besides Italy, they showed that Renaissance ideas had
spread throughout Europe.

By selling many copies of their books, they demonstrated how popular

Renaissance ideas were.

By introducing new literary forms, they made it more interesting to read stories
that were not about religion.

By writing about ordinary people and the experiences and emotions that are
common to all people, they reinforced Renaissance ideas.
Lesson: The Reformation
Lesson Topic: The Reformation Challenges the Church
Question 1:

Which of the following were ways that the Catholic Church had become corrupt by the early
sixteenth century?

The church generated income from the selling of indulgences.

The church sold Bibles to others for profit.

Wealthy nobles could buy the position of the pope.

Those with enough money could buy church offices.

The church lavishly spent money on new buildings, art, and patronage.

Question 2:

Read the passage below.

Pope Leo X was the leader of the Catholic Church from 1513 to 1521. He often appointed his
relatives to church offices. For example, he appointed his cousin Giulio de' Medici to the
position of archbishop of Florence, giving Giulio the authority to rule over other bishops. Pope
Leo X was also interested in continuing the construction of St. Peter's Basilica, a building that
was largely funded by indulgences paid to the church. Pope Leo X fully approved of using the
revenue from selling indulgences to fund this construction.

Did Pope Leo X contribute to or oppose corruption within the church? Explain your answer.
Question 3:

In the Middle Ages and Early Modern period, it was common for the first-born son of a noble
family to inherit all the wealth, land, and titles, leaving younger sons with nothing. During the
late Middle Ages and the Renaissance, many noble families paid the church to allow their
younger sons to become bishops. This provided them with an income and prestige. Why would
this practice have been unpopular among many people?

Many of these bishops might have been more concerned with wealth and power
rather than religious priorities.

These newly appointed bishops often looked down upon the sale of indulgences.

People felt more comfortable when the youngest sons of noble families did not
work.

Potentially incompetent nobles were appointed as bishops over competent priests.

Question 4:

What was Martin Luther's intent when he posted his Ninety-Five Theses at Wittenberg and sent
a copy to the archbishop of Mainz?

to break with the church

to begin a discussion within the church about selling indulgences

to form a new branch of Christianity

to reform the church

to stop the sale of indulgences

Question 5:

Read the passage below.

Today, Luther's act of nailing his Ninety-Five Theses to the church door is celebrated by some
as a great act of defiance against a corrupt Catholic Church. At the time, it was common
practice for scholars to post their arguments in a public place for others to read and critique—
much like an Internet forum or message board is today.

Based on the passage, do you think that in 1517, Luther would have described his actions as
revolutionary or traditional? Explain why he would have described his actions as such.

Question 6:

Look at the map below. What conclusions can you draw about the Holy Roman Empire following
the Reformation?
 Supporters of Luther's ideas were mostly concentrated in the north.

As Luther's ideas began to spread, the majority of people in the Holy Roman
Empire supported Luther.

The Holy Roman Empire remained entirely Catholic after the Reformation despite a
series of unsuccessful Protestant rebellions.

There was a division between people who supported Luther and those who
opposed Luther.

Question 7:

In his Ninety-Five Theses, Luther presented the idea of sola scriptura, which is the idea that
scripture alone holds truth. This idea conflicted with the teachings of the church. The church
stated that both scripture and church teachings on scripture equally held the truth. How did the
translations of the Bible into other languages in the 1500s make Luther's idea of sola scriptura
more popular?

People were now allowed to read Bible passages as they were read aloud during
 church services, giving them more autonomy with scripture.

People now had greater access to scripture, allowing them to read and interpret it
themselves.

Clergy members now read aloud scripture passages to people so that they could
discover the truth of God.

People now owned their own copies of the Bible, which encouraged them to rebel
against church services.

Question 8:

Which of the following did John Calvin believe?

Church and state should cooperate with one another.

The church should be more authoritative than the state should.

The Bible was the sole source of truth of God.

God had already determined who would be saved from the consequences of their
sins.

Church and state should be separate.

The Bible and church teachings equally provided truth.

Question 9:

What was the Reformation?

a religious organization in northern Germany that wanted to reform the Catholic

Church

a movement in the 1500s in Europe that sought to reform the Protestant

movement and led to the development of the Catholic Church

a religious organization in the Holy Roman Empire that wanted to reform the
 Protestant movement

a movement in the 1500s in Europe that began as an effort to reform the Catholic
Church and led to the development of Protestantism

Question 10:

An indulgence is __________.

one of the seven sacraments performed by the Catholic Church to forgive

someone of his or her sins

a public decree from a political leader pardoning a person for his or her crime

an official document sold by the Catholic Church to reduce the amount of

punishment a person had to endure for his or her sins

a small subset of a larger religious organization

Question 11:

What is the definition of heresy?

a form of government that is ruled by religious authorities

a way of believing that contradicts the doctrines of a religion

the strict hierarchical structure of the Catholic clergy

the belief that God had already determined who would be saved from the
consequences of their sins

Question 12:

To recant means __________.

 to declare something unlawful

to officially withdraw a previous statement

to pardon a person for his or her sins

to be appointed to a church office due to familial relations

Question 13:

A Protestant is __________.

someone who was pardoned for all of his or her sins

someone who protested the teachings and power of the Catholic Church

someone who followed the teachings of the church closely

someone who performed the sacraments for others

Question 14:

What is a sect?

a small subset of a larger religious organization

a high-ranking authority in the Catholic Church

a short section of Catholic scripture

a type of food provided at communion

Question 15:

What is predestination?
 the first section of the Bible, known in Hebrew as the Torah

the belief that the church should hold the power to determine who is admitted into
heaven

the belief that God had already determined who would be saved from the
consequences of their sins

the first ceremony performed in ceremonies by clergy leaders

Question 16:

A theocracy is __________.

a group of people who study religion

a university for people to study religion

a form of government that places God or religious leaders in control

a social class in Europe in the 1500s that was made up of high-ranking clergy
members

Question 17:

Select the flow chart that accurately describes the causal relationship between the selling of
indulgences and Martin Luther's Ninety-Five Theses.
Question 18:
 Why did the Catholic Church disapprove of the distribution of translated
Bibles?

Some translators could alter the meaning of key Bible passages through their
word choices.

People could now read the Bible in their own languages and did not need to rely
on the church to interpret the Bible for them.

Translators became more powerful than clergy members.

The Catholic Church feared a literate population.

Question 19:

Which of the following are examples of church corruption during the Renaissance period?

Check all that are true.

Church offices were sometimes awarded to nobles without proper training or

experience.

Some positions within the church hierarchy could be bought.

Sacraments were performed in churches by priests or bishops.

 Some church leaders sold indulgences to forgive people of their sins.

Question 20:

Which of the following statements about Martin Luther is NOT true?

He believed in predestination, a belief that was the foundation of the Protestant

movement.

He was a German monk who criticized some of the practices of the Catholic
Church.

He believed in religious leaders and experts but opposed the strict hierarchy of
clergy within the Catholic Church.

He publicly posted a list of complaints about the church on the main door of a
church in Wittenberg.

He had many supporters called Protestants, who did not believe in the selling of
indulgences.

Question 21:

Which one of the following correctly completes the flowchart of events shown below?
 Luther is summoned to the Diet of Worms. He refuses to recant the offending
statements made in his writings.

Luther is given the option of becoming an archbishop or recanting his

statements. He chooses neither, reaffirming his beliefs stated in his writings.

Luther meets with the Council of Trent and once again denounces the corruption
of the church.

Luther is called to meet with the pope. Luther travels to the Diet of Rome,
where he is arrested for heresy.

Question 22:

Read the passage below. Determine which of the two sentences is INCORRECT. Then, decide
which statement below would make it correct.

1. After Martin Luther posted his Ninety-Five Theses and refused to recant his statements, he
gained many supporters called Protestants.
2. However, no Protestant sects actually formed until the publication of John Calvin's
Institutes of Christian Religion.

Sentence 1; People who opposed Martin Luther's ideas protested his Ninety-Five
Theses, which is why they were called Protestants.

Sentence 2; As Luther's statements of protest spread, different Protestant sects

began to spring up in Germany.

Sentence 1 and Sentence 2; People who opposed Martin Luther's ideas

protested his Ninety-Five Theses, which is why they were called Protestants. As
Luther's statements of protest spread, different Protestant sects began to spring
up in Germany.

Both sentences are correct.

Question 23:

Why did having many different translations of the Bible cause problems for the Catholic Church?

Check all that are true.

 Those translating the Bible into different languages were able to create their
own interpretations of it.

Common people could now read the Bible on their own rather than relying on
clergy.

Since the church could not control the accuracy of the newly printed Bibles,
people began to lose trust and faith in the church.

The church could not examine all the printed editions of the Bible.

Question 24:

Martin Luther opposed the church's selling of indulgences because he believed that faith in God
alone would determine salvation. Did John Calvin agree or disagree with Martin Luther, and
why?

Calvin agreed because he believed that the selling of indulgences interfered with
the process of granting salvation.

Calvin agreed because he was Luther's patron, meaning he supported Luther

financially.

Calvin disagreed because he believed that God had already determined who
would reach salvation.

Calvin disagreed because he believed in a theocracy, which is a form of

government that is ruled by religious authorities.

Question 25:

Which were major differences between Catholicism and Protestantism?

Check all that are true.

Catholics used the Bible and church teachings to discover the truth of God,
whereas Protestants relied only on the Bible as scripture.

Catholics supported some of the sacraments, while Protestants emphasized the

importance of all seven.
 Both Catholics and Protestants believed in the need for religious leaders and
experts, but Protestants wanted the church to have a stricter hierarchy of
clergy.

Catholics believed that performing good works, having faith in God, and
receiving the sacraments were needed to get into heaven, while Protestants
believed that faith in God alone was all a person needed.

Question 26:

John Calvin was firmly opposed to the power of the pope. However, in some ways he and the
pope were similar. In which ways were the two men similar?

They both held influence over governments that were ruled by religious leaders.

They both desired similar church leadership hierarchies.

They were both important leaders in the Protestant movement.

They both ruled in Geneva.

Lesson Topic: The Counter-Reformation
Question 1:

Which of the following explains the difference between the Reformation and the Counter-
Reformation?

The Reformation was a period during which the Catholic Church was the most
corrupt. The Counter-Reformation was the Protestants' response. The Protestants
sought to reform the church.

The Reformation called for a stricter hierarchy of clergy within the Catholic Church.
The Counter-Reformation was the period during which the church restructured its
leadership.

The Reformation called for greater education by the Jesuits. The Counter-
Reformation was the Protestants' response. The Protestants sought to end the
Society of Jesus.

The Reformation called for a break with the Catholic Church. The Counter-
Reformation was the church's response. It sought to reform and strengthen the
church's teachings and structure.

Question 2:

In what ways did the Jesuits' strict and extensive training for new recruits and priests benefit
the Catholic Church?
Question 3:

The Counter-Reformation saw a large increase in the number of new religious orders that were
founded in a very short period of time. Why might there have been such a large influx of new
religious institutions during the Counter-Reformation?

Question 4:

What was the purpose of the Council of Trent?

to clarify and formalize the church's stance on many issues

to end the Protestant movement

to prove there was no corruption in the Catholic Church

to refute all of Martin Luther's complaints against the church

Question 5:

Which of the following people would have been targeted by the Spanish
Inquisition?

the descendant of a Jew who converted to Catholicism

a Muslim living in southern Spain in 1452

 a Catholic priest teaching that people get to heaven through faith in God alone

a Catholic bishop who emphasizes the importance of respecting all seven

sacraments

a noble accused of aiding Protestants

Question 6:

The Counter-Reformation was __________.

a movement started by the Catholic Church to identify and punish heretics

a movement of individuals and groups who wanted to break from the Catholic
Church

an attempt by various individuals and groups to reform the Catholic Church from
the outside

an attempt by various individuals and groups to reform the Catholic Church from
within

Question 7:

The Jesuits were __________.

an organization that was formed by the spiritual nun Angela Merici to help others
through education and charity

an organization formed by the Catholic Church to identify and punish heretics

an organization that was formed by Matteo da Bascio and that practiced extreme
simplicity and poverty

an organization formed by Ignatius of Loyola to train workers to serve the poor

and sick and help with education and evangelism
Question 8:

What was the Council of Trent?

a Protestant assembly that met between 1532 and 1544 to strategize how to
reform the Catholic Church

a group of priests from the Catholic Church who identified and punished heretics
during the Middle Ages and Reformation

a branch of the government of the Holy Roman Empire that sought to reestablish
Catholicism as Rome's official religion in the sixteenth century

a Catholic Church council held between 1545 and 1563 to formalize and reaffirm
church teachings on many issues

Question 9:

What was the purpose of the Inquisition?

The Catholic Church wanted to identify people guilty of heresy and make sure
people remained Catholic.

Lutherans wanted to rebel against the Council of Trent and create new religious
organizations to create reforms outside of the church.

The Council of Trent wanted to identify acts of corruption within the Catholic
Church.

Protestants wanted to identify people who were purchasing indulgences.

Question 10:

Some Inquisitions used brutal methods to obtain confessions of heresy. Why might the Catholic
Church have gone to such extreme measures to find people guilty of heresy?
Question 11:

The Counter-Reformation was a response to __________. The Counter-Reformation was

__________ attempt to __________.

the Reformation; Spain's; reform the church's problems from within

the Inquisition; Spain's; prevent the further spread of heresy

the Inquisition; the Council of Trent's; prevent the further spread of heresy

the Reformation; the Catholic Church's; reform the church's problems from
within

Question 12:

During the Counter-Reformation, a number of new organizations developed in the Catholic

Church. These organizations focused on a variety of reforms and goals. Select the spiritually-
focused activities that these new organizations participated in.

Check all that are true.

obtaining confessions of heresy

helping the poor

caring for the sick and needy

converting people to Christianity

Question 13:

Which of the following lists correctly describes the Jesuits?

Question 14:

How were the goals of the Inquisition different from those of the Council of Trent?

The Council of Trent sought to convince Martin Luther to recant statements from
his writings, while the Inquisition sought to isolate non-Christians into separate
neighborhoods.

The Council of Trent sought to identify heretics and make sure people remained
Catholic, while the Inquisition sought to reform the church from within.

The Inquisition sought to convince Martin Luther to recant statements from his
writings, while the Council of Trent sought to isolate non-Christians into
separate neighborhoods.
 The Council of Trent sought to reform the church from within, while the
Inquisition sought to identify heretics and ensure people remained Catholic.

Question 15:

Select the people who might have been examined by the Spanish Inquisition.

Check all that are true.

a priest who had been trained by the Society of Jesus

a merchant who owned copies of Luther and Calvin's writings

a minor lord who owned a Bible translated into Spanish

a Jewish cobbler in the 1450s who had never converted to Catholicism

a farmer whose father had converted to Catholicism in the 1450s

Question 16:

Which topics were discussed at the Council of Trent?

Check all that are true.

addressing issues of corruption within the church

which sources were valid for learning the truth about God and religion

what people needed in order to reach salvation

which of the seven sacraments were essential

how to punish condemned heretics

Question 17:

Which of the following was NOT an outcome of the Council of Trent?

The importance of all seven sacraments was emphasized.

The sale of indulgences was banned.

Reforms were made to better educate the clergy.

It was decided that faith in God alone was necessary for entering heaven.

The Bible was declared as the main source of truth about God and religion.
Lesson Topic: Religion Divides Europe
Question 1:

What were some of the reasons Protestants and Catholics attacked each
other?

They held differing religious beliefs about theology and practices.

They were suspicious of each other.

They were unsuccessful at merging into one religion.

Catholics accused Protestants of heresy.

Question 2:

Many of the Jewish ghettos in Europe were surrounded by walls. Why were there walls around
the ghettos?

Question 3:

Read the passage below about the end of the religious strife in the Holy Roman Empire in the
mid-sixteenth century.

In 1555, the various states of the Holy Roman Empire signed the Treaty of Augsburg. This
treaty ended the war between the Catholic states and the Protestant states of the Holy Roman
Empire. The treaty stated that the leaders of each state or free city could determine whether
 their state or city would be Catholic or Lutheran. However, the peace specifically excluded
other sects of Protestantism, such as the Calvinists.

Predict the most likely consequences of the Treaty of Augsburg.

Long-lasting, relative peace was established in the Holy Roman Empire.

Calvinists and other Protestant sects that were excluded from the treaty were not
satisfied.

Religious war was only paused but not completely ended.

Calvinism and other Protestant sects eventually disappeared as Lutheranism

became the main Protestant religion.

Religious tensions simmering under the surface laid the groundwork for a much
bigger war.

Question 4:

Which of the following led to the Thirty Years' War?

The Spanish Armada attacked English naval fleets.

Widespread famine and disease devastated Germany and Italy.

Over eight million people died as a result of violent clashes in central Europe.

Small, local conflicts between Catholics and Protestants turned into much larger
ones.

Huguenots rebelled against French Catholics.

Question 5:

Choose the statements that explain the benefits of educating more people in
a society.
 Educated citizens often contribute more money to the economy.

Education improves a person's abilities to problem solve and foster stronger

relationships with others.

People with a strong education are often at greater risk of committing a crime.

People with a good education tend to have greater skills and knowledge, making
them qualified employees in the workplace.

Question 6:

An historian studying literacy rates makes a prediction that the literacy rates in the Netherlands
and England would have increased at a faster rate than the literacy rates of Spain and Italy
during the sixteenth and seventeenth centuries. Is this a reasonable prediction? Why or why
not?

Question 7:

For hundreds of years, the Catholic Church had been an active patron of art, sculpture, and
music. The rise of Protestantism changed the kinds of art, music, and sculpture that were being
created. Which kinds of changes most likely took place due to the rise of Protestantism?

Musicians were commissioned to create music for use in Protestant worship.

Sculpture was banned from churches and celebrated in the secular world.

More landscapes, portraits, images of daily life, and historical subjects were
featured.
 Only religious figures and leaders were allowed to be featured in art.

Question 8:

During the Reformation, a ghetto was __________.

the area in a city where all Catholics chose to live

the area in a city where all the Protestants were required to live

the area in a city where all government officials held assemblies

the area in a city where all Jews were required to live

Question 9:

The Huguenots were __________.

a group of English naval warships

a group of Spanish naval warships

a group of French Protestants

a group of French Catholics

Question 10:

An edict is __________.

a group of naval warships

a formal statement that cancels a marriage

an official declaration or law made by a ruler

 a form of government that blends national, regional, and local control in a single
system

Question 11:

An armada is __________.

a group of naval warships

a treaty that establishes peace

a form of government that blends national, regional, and local control in a single
system

a formal statement that cancels a marriage

Question 12:

What is an annulment?

a formal statement that declares the official religion of a state

a formal statement that appoints the reigning monarch as the head of church

a formal statement that ends a war

a formal statement that cancels a marriage

Question 13:

What was the Act of Supremacy?

an act of the Catholic Church that declared a new hierarchy of leadership

an act of the Holy Roman Empire that declared that the pope was the most
 powerful ruler in Europe

an act of the Spanish government declaring Catholicism the official religion of

Spain

an act of the English Parliament that declared that the reigning monarch was also
the head of the Church of England

Question 14:

Federalism is __________.

a type of religion that blends ideas and practices from multiple different cultures

a form of government that blends national, regional, and local control in a single
system

a method of trials used to reinforce Catholicism

a style of scripture that blends traditional and modern beliefs

Question 15:

Which of the following groups of people were NOT attacked for their
religious beliefs?

Jews

Catholics

Protestants

Huguenots

none of the above

Question 16:

Which of the following factors helped lead to a system of federalism in the Holy Roman Empire?

Ideas influenced by the teachings of John Calvin spread throughout parts of

Europe.

Local states and free cities gained increasing power and independence.

The pope adopted Protestant ideas put forth by John Calvin and Martin Luther.

Religious conflict and wars caused the empire to fracture.

Question 17:

How did Protestant thinking influence education, the economy, business, and individual wealth
in Europe?

Question 18:

Which of the following happened to non-Christians during the Reformation?

Check all that are true.

increased independence

large population increases

religious persecution
 segregation into ghettos

Question 19:

Which map most accurately shows the distribution of Protestants and Catholics across Europe
during the Reformation?
Question 20:

Spain and France both stayed predominately Catholic during the Reformation. Catholicism
remained the official religion of Spain due in large part to __________. There were rebellions
and wars in France between __________ and Catholics.

the Inquisition; Inquisitors

the Thirty Years' War; the Huguenots

the Inquisition; the Huguenots

the Thirty Years' War; Inquisitors

Question 21:

Which of the following statements is NOT true about the Edict of Nantes?

It put an end to the religious warfare in France.

It declared Catholicism the official religion of France.

Henry IV issued it to create peace in France.

It isolated Huguenots, making it difficult for them to retain power in France.

It granted some protections and rights to Huguenots.

Question 22:

Which of the following are true about the Thirty Years' War?

Check all that are true.

The war ended with an official decree from the pope in the Holy Roman Empire.

Some European countries went bankrupt.

The war resulted from tension between Catholics and Protestants.

Fewer than one million people died in the war.

Death and famines resulted in a massive population decrease.

Question 23:

The Thirty Years' War ended with the signing of the Peace of Westphalia. What was outlined in
this treaty?

Check all that are true.

It gave governments the option to choose Catholicism or a Protestant sect as

their official religions.

It laid out where and how people could worship.

It ended funding for military resources to all countries involved in the war.

It defined political boundaries.

Question 24:

How did the Protestant teachings about religion and salvation positively impact society?

Check all that are true.

The Protestant work ethic influenced many to work hard, and this increased the
number of people working in secular jobs.

Businesses and the economy grew.

People became more tolerant of others' religions.

People gained more individual wealth.

Literacy rates slowly rose across Europe.

Lesson Topic: Lesson Vocabulary Review
Question 1:

What was the Reformation?

a religious organization in northern Germany that wanted to reform the Catholic

Church

a movement in the 1500s in Europe that sought to reform the Protestant

movement and led to the development of the Catholic Church

a religious organization in the Holy Roman Empire that wanted to reform the
Protestant movement

a movement in the 1500s in Europe that began as an effort to reform the Catholic
Church and led to the development of Protestantism

Question 2:

An indulgence is __________.

one of the seven sacraments performed by the Catholic Church to forgive

someone of his or her sins

a public decree from a political leader pardoning a person for his or her crime

an official document sold by the Catholic Church to reduce the amount of

punishment a person had to endure for his or her sins

a small subset of a larger religious organization

Question 3:

What is the definition of heresy?

a form of government that is ruled by religious authorities

 a way of believing that contradicts the doctrines of a religion

the strict hierarchical structure of the Catholic clergy

the belief that God had already determined who would be saved from the
consequences of their sins

Question 4:

To recant means __________.

to declare something unlawful

to officially withdraw a previous statement

to pardon a person for his or her sins

to be appointed to a church office due to familial relations

Question 5:

A Protestant is __________.

someone who was pardoned for all of his or her sins

someone who protested the teachings and power of the Catholic Church

someone who followed the teachings of the church closely

someone who performed the sacraments for others

Question 6:

What is a sect?

a small subset of a larger religious organization

 a high-ranking authority in the Catholic Church

a short section of Catholic scripture

a type of food provided at communion

Question 7:

What is predestination?

the first section of the Bible, known in Hebrew as the Torah

the belief that the church should hold the power to determine who is admitted into
heaven

the belief that God had already determined who would be saved from the
consequences of their sins

the first ceremony performed in ceremonies by clergy leaders

Question 8:

A theocracy is __________.

a group of people who study religion

a university for people to study religion

a form of government that places God or religious leaders in control

a social class in Europe in the 1500s that was made up of high-ranking clergy
members

Question 9:

The Counter-Reformation was __________.

 a movement started by the Catholic Church to identify and punish heretics

a movement of individuals and groups who wanted to break from the Catholic
Church

an attempt by various individuals and groups to reform the Catholic Church from
the outside

an attempt by various individuals and groups to reform the Catholic Church from
within

Question 10:

The Jesuits were __________.

an organization that was formed by the spiritual nun Angela Merici to help others
through education and charity

an organization formed by the Catholic Church to identify and punish heretics

an organization that was formed by Matteo da Bascio and that practiced extreme
simplicity and poverty

an organization formed by Ignatius of Loyola to train workers to serve the poor

and sick and help with education and evangelism

Question 11:

What was the Council of Trent?

a Protestant assembly that met between 1532 and 1544 to strategize how to
reform the Catholic Church

a group of priests from the Catholic Church who identified and punished heretics
during the Middle Ages and Reformation

a branch of the government of the Holy Roman Empire that sought to reestablish
 Catholicism as Rome's official religion in the sixteenth century

a Catholic Church council held between 1545 and 1563 to formalize and reaffirm
church teachings on many issues

Question 12:

During the Reformation, a ghetto was __________.

the area in a city where all Catholics chose to live

the area in a city where all the Protestants were required to live

the area in a city where all government officials held assemblies

the area in a city where all Jews were required to live

Question 13:

The Huguenots were __________.

a group of English naval warships

a group of Spanish naval warships

a group of French Protestants

a group of French Catholics

Question 14:

An edict is __________.

a group of naval warships

a formal statement that cancels a marriage

 an official declaration or law made by a ruler

a form of government that blends national, regional, and local control in a single
system

Question 15:

An armada is __________.

a group of naval warships

a treaty that establishes peace

a form of government that blends national, regional, and local control in a single
system

a formal statement that cancels a marriage

Question 16:

What is an annulment?

a formal statement that declares the official religion of a state

a formal statement that appoints the reigning monarch as the head of church

a formal statement that ends a war

a formal statement that cancels a marriage

Question 17:

What was the Act of Supremacy?

an act of the Catholic Church that declared a new hierarchy of leadership

 an act of the Holy Roman Empire that declared that the pope was the most
powerful ruler in Europe

an act of the Spanish government declaring Catholicism the official religion of

Spain

an act of the English Parliament that declared that the reigning monarch was also
the head of the Church of England

Question 18:

Federalism is __________.

a type of religion that blends ideas and practices from multiple different cultures

a form of government that blends national, regional, and local control in a single
system

a method of trials used to reinforce Catholicism

a style of scripture that blends traditional and modern beliefs

Lesson: Lesson Test: The Reformation
Lesson Topic: The Reformation Challenges the Church
Question 1:

What were some of the problems facing the Catholic Church prior to the Reformation?

Check all that are true.

The church had begun selling indulgences, a practice which many opposed.

Some church leaders began to use their authority for their own personal gain.

The church lacked a leadership structure.

Many clergy members had poor training and literacy skills.

The Bible was not a reliable source of scripture.

Question 2:

Which of the following statements are true about Martin Luther's Ninety-Five Theses?

Check all that are true.

His writing launched the start of the Counter-Reformation.

His writing was condemned by the church but praised by many others.

His theses launched the start of the Reformation.

The ideas in his theses were approved by the Council of Trent.

Question 3:

What was Luther's intent when he wrote the Ninety-Five Theses?

Check all that are true.

to draw attention to and solve problems he saw within the church

to break with the Roman Catholic Church

to start his own church

 to end the selling of indulgences

Question 4:

Which of the following did NOT result from the distribution of vernacular translations of the
Bible?

People were able to read and interpret the meaning of the Bible on their own.

The church immediately began translating and printing its own version of the
Bible to ensure interpretations were in line with church teachings.

The vernacular translations weakened church authority and lessened the need
for clergy members to read the Bible to others.

The church disapproved of the translations because it could not control how the
translations turned out.

Question 5:

Which of the following ideas did John Calvin popularize?

Check all that are true.

The king of England should be the head of the church.

God had already determined who would be saved from the consequences of
their sins.

The selling of indulgences is immoral.

Church and state should be separate but should cooperate with each other.

Question 6:

Which one of the following flowcharts correctly shows the development of Protestantism?
Question 7:

Which of the following was NOT a key difference between Catholicism and Protestantism?

church leadership

church architecture

the sources of scripture and truth

the method to achieve salvation

Lesson Topic: The Counter-Reformation
Question 1:

How did the Catholic Church respond to the Reformation?

Check all that are true.

through the development of many new religious organizations

by forming assemblies to address clergy corruption

by establishing theocracies in various European states

with the Counter-Reformation

Question 2:

Which of the following was an example of how the Jesuits helped make improvements to the
church and spur reform from within?

Check all that are true.

Jesuits helped spread Catholicism to non-Christians, strengthening church

membership.

Jesuits improved education for children who were raised Protestant, converting
some to Catholicism.

Jesuit priests had to complete more extensive training, thus making them better
equipped to handle their responsibilities.

Jesuits created a new hierarchy of leadership, which the Holy Roman Empire
adopted.

Question 3:

Which of the following was NOT a goal of the Council of Trent?

address corruption within the church

focus on the problems raised by Protestantism

give Martin Luther the opportunity to recant his statements

 determine how to reestablish the church's authority over morality

formalize and reaffirm church teachings on many issues

Question 4:

Which one of the following decisions by the Council of Trent would Protestants have supported?

The Council banned the sale of indulgences. It also made sweeping reforms to
the education of the clergy and some of the most abusive practices of bishops.

The Council felt that proper training and scripture were both important ways to
teach religion to the people. It also emphasized the importance of all seven
sacraments.

The Council decreed that the Bible, church teachings, and tradition were
necessary for understanding the truth about God and religion.

The Council of Trent reiterated that good works and receiving the sacraments, in
addition to faith in God, were needed to enter heaven.

Question 5:

How did the Inquisition serve to support the goals of the Counter-Reformation?

The Inquisition forced non-Christians to convert to Christianity.

The Inquisition recommitted people to the Catholic faith.

The Inquisition provided better education for Catholic youth.

The Inquisition trained new recruits to be competent Catholic priests.

Lesson Topic: Religion Divides Europe
Question 1:

Starting shortly before the Reformation, Jews in some European cities began to be viewed with
increasing suspicion. Discrimination against Jews increased during the Reformation. How were
Jews kept separate from Christians during this time?

Check all that are true.

Walls surrounded Jewish neighborhoods.

Jewish neighborhoods were under constant supervision by guards.

Jews were legally confined to living in ghettos.

Laws prevented Jews from interacting with Christians in public.

Jews were often forced to live in city centers.

Question 2:

Select the passage that corrects this description of the state of Europe during the Reformation.

As Protestant ideas spread across Europe, many countries remained Catholic. These countries
supported Protestants and created special communities where they could worship freely.
Protestants were encouraged to convert to Christianity but were also welcome to practice
their faith. This showed how extensively society was interested in many different belief
systems and in respecting the right to freedom of worship.

As Protestant ideas spread across Europe, many countries remained Catholic.

While a few of these countries granted some religious freedoms to Protestants,
there was religious persecution against Protestants in many other regions.
Violent tension between Catholics and Protestants continued to build during the
Reformation.

As Protestant ideas spread across Europe, many countries were given the
autonomy to choose between Catholicism and Protestantism. Most countries
were a mix of both religions, while some decided to remain Catholic or convert
to Protestantism. Some people were not content with their state's decision on its
official religion. Some protests turned violent, and chaos ensued.
 As Protestant ideas spread across Europe, many countries converted to
Protestantism. These countries still granted religious freedoms to Catholics,
allowing them to worship without religious persecution. This transition was
peaceful in some countries but turned violent in many others. Rebellions and
civil wars devastated countries throughout Europe.

The passage is correct as is.

Question 3:

Look at the map below. Which of the following map keys best reflects the distribution of
Protestants and Catholics across Europe in the year 1600?
Question 4:

What did the Edict of Nantes accomplish?

Check all that are true.

It established Protestantism as France's official religion.

It ended the Thirty Years' War in Europe.

It created relative peace following a series of religious civil wars in France.

It granted Huguenots religious rights and some freedoms.

It declared Catholicism France's official religion.

Question 5:

Why did King Henry VIII of England create the Church of England?
 He wanted an autonomous state so he could choose his state's religion.

The pope wanted to remove him for abusing his power as king.

The pope did not allow him to annul his marriage.

all of the above

Question 6:

Which statements are true about the conflict between Protestants and Catholics in the German
states of the Holy Roman Empire?

Check all that are true.

In 1598, a treaty was signed that ended the war between Catholics and
Protestants. Germany became officially Protestant.

The Holy Roman Empire was made up of a mix of Protestant and Catholic states.

The Holy Roman Empire was officially Catholic. Protestants rebelled and fought
for the right to religious liberties, but they were unable to achieve any rights.

Even though many battles were fought between backers of the two religions,
neither side was able to dominate the other.

Question 7:

Which of the following statements is NOT true about the Huguenots?

They were involved in a series of civil wars.

They gained some religious freedoms.

They were Italian Catholics.

Their leader became the king after he converted to a different religion.

Question 8:

Which of the following did NOT happen during the Thirty Years' War?
 Some countries went bankrupt.

Disease and famines contributed to population decrease.

Millions of people died.

Heretics were put on trial and publicly shamed until they converted back to
Catholicism.

All of the events above happened during the Thirty Years' War.

Question 9:

Which were some of the conditions of the Peace of Westphalia?

Check all that are true.

The pope assigned which religion each state would adopt as its own.

The agreement outlined the places and ways in which people could worship.

Governments could choose their official religions.

Countries that wanted to intervene in the domestic disputes of other countries

now had guidelines.

It ended the requirement for states to have political boundaries.

Question 10:

Which of the following describe the Protestant work ethic?

Check all that are true.

led to a decrease in individual wealth

led to stronger economies

benefited the religious work sector but not the secular sector

consisted of hard work and frugality

Question 11:

Federalism, a system that gradually developed in the Holy Roman Empire, eventually became
popularized in other countries such as the United States. Which aspects of federalism might
have been appealing enough to inspire other countries to adopt it?

Federalism granted complete autonomy for cities and states.

Federalism is a system that gives greater authority to citizens than to

government officials.

Federalism drew upon traditional Catholic teachings.

Federalism is a single system that blends national, regional, and local

governmental control.
Lesson: Lesson Test: Exploration, Conquest, and Economic Changes
Lesson Topic: The Age of Exploration
Question 1:

What role did the Ottoman Empire play in the Age of Exploration?

The Ottoman Empire took control of crucial trade routes, causing Europeans to
seek other routes to Asia to bypass the Ottomans.

The Ottoman Empire was rich in rare goods like spices and silk, causing
Europeans to seek trade routes into Ottoman lands.

The Ottoman Empire took control of important European territory, teaching

Europeans of new innovations in exploration.

all of the above

Question 2:

How are the Renaissance and the Age of Exploration related?

The Age of Exploration opened up extensive new trade networks and exposure
to different technologies, leading to the Renaissance.

The Renaissance inspired people across Europe to have renewed faith in

Christian religions and missionary work, leading to the Age of Exploration.

The Renaissance inspired changes in thinking that increased curiosity about the
world and led to the innovation of old technologies, leading to the Age of
Exploration.

The Age of Exploration allowed people to understand that the world was much
larger and more complicated than they thought, leading to the Renaissance.

Question 3:

Which of the following describes the main differences between missionaries and explorers
during the Age of Exploration?

Explorers often treated indigenous people and cultures with disrespect, while
missionaries were always kind and open-minded.
 Explorers benefited from new technologies and innovations, while missionaries
relied on tools and transportation from the Middle Ages.

Explorers traveled far beyond their homes, while missionaries stayed in the
countries where they were born.

Explorers wished to discover new trade routes, while missionaries wished to find
new populations to convert to Christianity.

Question 4:

Crucial innovations during the Age of Exploration mainly assisted ________, and the original
ideas for many of these tools originated in ________.

navigation; ancient times

missionary work; the Age of Exploration

shipbuilding; the Middle Ages

none of the above

Question 5:

Which explorer can be credited with confirming that the continents west of Europe were new to
Europeans?

Columbus

Vespucci

Cartier

Magellan

Question 6:

During the Age of Exploration, an explorer typically claimed land for which country?

the country with the most power at the time

the country he wished to be a citizen of

the country that paid for his exploration

the country in which he was born

Lesson Topic: Spanish Conquests in the New World
Question 1:

Prince Henry the Navigator was directly responsible for which of the following?

initiating Portugal's desire for exploration, conquest, and innovation

discovering that the Atlantic and Indian Oceans are connected

reaching the Pacific Ocean after traveling west through the Atlantic

funding da Gama's trip around Africa to establish trade in India

Question 2:

How were conquistadors important to the king of Spain?

Check all that are true.

They helped increase Spain's wealth.

They helped increase Spain's Catholic population.

They helped increase Spain's acts of goodwill.

They helped increase Spain's territory.

Question 3:

What significance did Hernán Cortés's interpreter, Malinche, play in the Spanish conquest of the
Aztec Empire?

She formed a false alliance with the Aztec, allowing Cortés to easily imprison
their emperor.

She acted as an ambassador between the Spanish and enemies of the Aztec,
allowing Cortés to acquire useful allies.

She shared useful knowledge of Aztec culture with the Spanish, allowing Cortés
and his men to establish successful farming practices.

She taught Cortés the languages of the Aztec and other American Indian
groups, allowing him to successfully communicate without her.
Question 4:

What motivated Francisco Pizarro to continue attempting to make contact with the Inca?

rumors of gold in South America

rumors of alpacas in South America

rumors of valuable dye in Mexico

rumors of silver in Mexico

Question 5:

Which of the following aided Spanish colonization in the Americas?

Check all that are true.

indigenous Americans' lack of immunity to certain diseases

American diseases

Europeans' lack of immunity to certain diseases

European diseases

Question 6:

How did a number of groups come to influence the cultures in Central and South America?

Spanish people brought their laws and language to Central and South America
during colonization.

African ways of life were introduced when the Spanish began to import people to
enslave.

Indigenous Americans influenced Spanish colonies with their agriculture and

other traditions.

all of the above

Lesson Topic: Economies Grow and Change
Question 1:

Which of the following were results of Columbus's journey to the Bahamas?

Check all that are true.

A fast and lucrative trade route to Asia was established.

Great numbers of indigenous people were enslaved or killed.

Plants, animals, ideas, goods, and diseases were exchanged between the
hemispheres.

European countries began to form colonies in the Americas.

Question 2:

Which country is most likely practicing mercantilism?

Country K uses its colonies' resources to create finished goods. It taxes and
sells these goods for high profits to other countries.

Country M exports its colonies' raw materials to other countries. It buys back
the finished goods from these other countries.

Country Q does not have the resources to start a colony. It depends on nearby
countries for its food and raw materials.

Country X imports raw materials from colonies and other countries. Its exports
are sold with low tariffs, based on demand.

Question 3:

In what ways was mercantilism harmful to a great portion of the population of a mercantilist
country?

Check all that are true.

The small number of those in power in colonies, who oversaw the labor required
for a mercantilist country, often disagreed with the politics that governed their
colonies.
 The large number of workers in colonies, who supplied raw materials to
mercantilist countries, were often enslaved or worked for little beyond what was
necessary to survive.

The large working class, which was required in a mercantilist country, was paid
unfair wages and was unable to purchase much beyond basic needs.

The small ruling class, which was typical in a mercantilist country, struggled to
gain enough wealth to pay for goods beyond workers' labor.

Question 4:

Which concepts caused a shift from mercantilism to capitalism?

Check all that are true.

the idea that the world's wealth is not fixed, but two countries can grow their
wealth by helping each other

the idea that the government did not need to impose such heavy restrictions on
business and trade

the idea that if more people earned more money, they would be able to create a
higher demand for products and stimulate the economy

the idea that people with wealth should not spend or invest it but keep it out of
circulation instead

Question 5:

How were the Industrial Revolution and the rise of capitalism related?

Check all that are true.

The increase in factory goods created a supply to meet demands of the new
working class market.

The Industrial Revolution supplied better-paying jobs to many people.

The wealthy decided to take risks and invest their money instead of hoarding it.

The increase in factory jobs led to a decrease in wages for most people.
Question 6:
Why is capital important in a capitalist society?

Initial resources are required in order for every business to compensate its
eventual employees.

Initial resources are required in order for every business to produce its initial
products.

Initial resources are required in order for every business owner to determine his
initial market.

none of the above

Lesson: European Colonies in the Americas
Lesson Topic: Spanish Colonization
Question 1:

Why might the Spanish rulers King Ferdinand II and Queen Isabella have encouraged explorers
to seek gold in the New World?

to improve the lives of American Indians

to bring more wealth into Spain

to increase territories belonging to Spain

to make the conquistadors more powerful

Question 2:

The Spanish rulers faced a number of challenges while establishing colonies in the Americas.
Which of the following best describe those challenges?

the role of the American Indians

lack of control over conquerors

military opposition by other European settlers

lack of control over viceroys

difficulty overseeing settlers

Question 3:

Read the following theory, and determine whether it is accurate and why.

The Spanish rulers sent both conquistadors and Christian missionaries to the Americas to
convince the natives of European beliefs so that they would be more willing to accept Spain's
rule.

Accurate, the conquistadors and missionaries were both part of extending Spain's
rule over the American Indians.
 Accurate, the conquistadors and missionaries both attempted to convert American
Indians to Christianity.

Inaccurate, although the conquistadors did extend Spanish rule over American
Indians, the missionaries played no role in convincing American Indians to accept
European leadership.

Inaccurate, although the missionaries and conquistadors each played a unique role
in bringing natives under European authority, the conquistadors did so by military
conquest rather than conversion.

Question 4:

Which of the following floor plans would BEST fulfill the needs of a mission?
Question 5:

Missions were built in places where the missionaries could not depend on supplies from Spanish
settlers. Why might the missionaries have built missions as they did?

They hoped to discourage Spanish settlers from attending their church services.

They wanted to go to the places where the American Indians already lived, rather
than making the Indians travel far to them.

They believed living farther from the other settlers would give them access to
more land for building their own plantations.

They wanted to introduce Christianity to remote populations of American Indians.

Question 6:

How did Spain's colonies affect Spain?

They added wealth to Spain's economy.

They drained Spain of its resources.

They attracted so many Spanish settlers that Spain was left with a small
population.

They increased Spain's status as a European power.

Question 7:

Sor Juana defended the rights of women to be educated. Which defense of her beliefs about
women's education would have been most likely to convince those around her?

Women have shown themselves to be as intelligent as men in many ways.

It is most fair for women to have rights equal to those of men.

By making women capable of learning from the world around them, God equipped
women to learn.

The Bible states that older women should teach younger women, which means
that women should be educated.

Question 8:

Europeans treated African and American Indian people like slaves and lower class citizens. Yet,
Europeans also married Africans and American Indians. Based on these facts, which sentence
BEST describes the relationship between races in the Spanish colonies?

Europeans believed Africans and American Indians were not entirely human, so
Europeans regarded them with disgust.

Africans were regarded as less-than-human, so the Europeans used them for

labor. Europeans preferred to marry American Indians who were thought to just
 be lower class.

Africans and American Indians were viewed as Europeans' equals, but advanced
weapons allowed Europeans to dominate the other races.

Europeans regarded Africans and American Indians as people who could serve a
variety of functions, including both labor and creating a family.

Question 9:

What is a viceroy?

a representative of the ruler in a territory

a ruler in charge of a plantation or mine

a person sent by Spain to find wealth and conquer territory

a Spanish monarch living abroad

Question 10:

What is encomienda?

a policy that allowed missionaries to force native people to live on missions and
follow European ways of life

a policy that allowed rulers to enslave native people and gave rulers permission to
treat natives however they wished

a policy that allowed viceroys to take over the Spanish territory in place of
conquistadors

a policy that allowed rulers to use native people as workers in exchange for
providing them with protection and education

Question 11:
 What were missions?

places where people were forced to work in slavery to grow crops for export

places where people lived and worked together for the sake of educating the
natives about Christianity

places where people lived and worked together for the sake of educating the
natives about native culture

places where native people could receive effective medical care to treat European
diseases

Question 12:

Who were peninsulares?

people born to parents of diverse races

all people of Spanish ancestry

people born in Spain

people born to at least one Spanish parent

Question 13:

Who were creoles?

people born in Europe

all people with at least one European parent

the children of two peninsulares

people without European parents

Question 14:

Who were mestizos?

the children of American Indians and Africans

the children of American Indians and Europeans

the children of Africans and Europeans

children with any non-European parents

Question 15:

What territory did the Spanish Empire include by the end of the 1500s?

Spain, Portugal, North and South America, and the Philippines

Spain, Central America, parts of North and South America, and the Philippines

Spain, Central America, parts of South America, and the Philippines

Spain, South America, Central America, and the Philippines

Question 16:

Which of the following were directly responsible for governing the Spanish colonies?

Check all that are true.

creoles

kings

viceroys

peninsulares

Question 17:

Which of the following statements provide accurate evidence that missions were built in order
 to increase the power of the Spanish Empire?

The missions required that American Indians submit to European culture.

The missions required their inhabitants to swear an oath of loyalty to the

Spanish monarch.

The missions forced American Indians to labor to increase the wealth of Spain.

The missions encouraged American Indians to read the Bible in their native
language.

Question 18:

What role did disease play in the colonies?

American Indians used disease to fight back against Europeans to combat their
superior weapons.

Europeans and American Indians both suffered devastating losses to one

another's diseases.

European disease wiped out much of the American Indian population.

American Indians were threatened with disease if they refused to comply with
the encomienda system.

Question 19:

Luis has just been granted encomienda, and he intends to start a sugar plantation. Which of the
following actions will he probably carry out?

find skilled workers to employ on his plantation

build a mission near his plantation to house natives

gather natives to work on his plantation

develop a trading network with other Spanish colonies

Question 20:

Which example is most like Spain's relationship with its colonies?

 an older parent who gets rich by demanding his or her adult child's money

a grandparent who makes an effort to educate and provide for his or her
grandchildren

a spouse who spends all of the money the other spouse earns

a sibling who always tries to compete with a more successful brother or sister

Question 21:

Which of the following were natural resources in the Spanish colonies that helped produce
wealth?

Check all that are true.

mountain landscapes

cities of gold

silver and gold deposits

fountain of youth

fertile farmland

Question 22:

Before he began the work for which he became famous, Bartolomé de las Casas used the
encomienda system to provide workers for his plantation. How might his early experiences have
affected his later views?

By interacting with the encomienda system, he learned that American Indians

were not in favor of the system.

He wanted to retain the relative wealth he had received through encomienda, so

he tried to prohibit others from using it.

By using the encomienda system, he learned that it was not an effective way of
obtaining labor.
 By interacting with the encomienda system, he observed firsthand how it
exploited American Indians.

Question 23:

In a Spanish colony, a creole and a mestizo have a baby. Which of the following lists all of the
baby's grandparents?

one European, two Africans, and an American Indian

three Europeans and an American Indian

two Europeans, an African, and an American Indian

three Europeans and an African

Lesson Topic: Portuguese Colonization
Question 1:

How did the information available to the Spanish and Portuguese rulers affect the terms of the
Treaty of Tordesillas?

The Spanish knew much more about the American continents than the Portuguese
did, so they were able to trick the Portuguese into accepting what turned out to be
little territory.

The Europeans knew little about the size or location of the American continents, so
they did not know who was getting the most territory.

The Portuguese knew more about the resources of the Americas than the Spanish
did, so they chose the most profitable territory.

The Europeans believed they were dividing rule of the Asian continent between
Portugal and Spain.

Question 2:

Which of these facts about Brazil would support the theory that Brazilian colonists saw their
colony's ability to create wealth as its most important feature?

It was ruled by a single governor.

Its primary import was African slaves.

Its name came from its first major export.

It was Portugal's largest and most important colony.

Question 3:

If it had been available, which of the following modern inventions would the missionaries have
used on their missions to the greatest benefit?

bombs

airplanes
 vaccination

concrete

Question 4:

Determine whether the statement below is correct or incorrect and why.

The conflict between plantation owners and missionaries would have been solved if the
plantation owners relied exclusively on African slave labor.

Correct, the missionaries opposed the harsh treatment of natives, so their

replacement would solve the problem.

Correct, the Africans were seen as less-than-human, so the Europeans were not
concerned about them.

Incorrect, the missionaries opposed the harsh treatment of African slaves as well.

Incorrect, the missionaries were primarily interested in helping the African

population.

Question 5:

Portugal became rich trading spices with other European powers even though the spice trade
already existed between Middle Eastern Muslims and Europeans. Which of the following
statements offer a reasonable explanation for this phenomenon?

The Portuguese were able to grow their own spices, but the Muslims had to
purchase all of their goods from India.

Christian countries in Europe may have preferred not to trade with Muslim
countries.

The Portuguese were naturally more skilled at refining spices for sale than Muslim
traders were.

Portugal may have had more trading partners in Europe than the Muslim powers
did.
Question 6:

Which of the following facts about the Lisbon earthquake would have had an impact on
Portuguese colonization abroad?

Shock waves were felt throughout Europe as far away as Finland.

It was the first earthquake to be scientifically studied for its effects on a city.

Between 20,000 and 90,000 people died in the earthquake, reducing the
Portuguese population.

About 85 percent of Lisbon’s buildings were destroyed, causing the Portuguese to

devote resources to rebuilding.

Question 7:

What was the Line of Demarcation?

a line dividing the territory of the Pacific Ocean between Spain and Portugal

a line dividing the world between many European countries

a line dividing the American territory, giving South America to the Portuguese and
North America to the Spanish

a line dividing the territory of the Atlantic Ocean between Spain and Portugal

Question 8:

What was the Treaty of Tordesillas?

a treaty that evenly distributed lands around the world to each European nation

a treaty that set new terms for the dividing line in the Americas to include more
European countries

a treaty that agreed to ignore any dividing line between Portuguese and Spanish
 territory in the Americas

a treaty that set new terms for the dividing line between Spanish and Portuguese
territory in the Americas

Question 9:

What was the spice trade?

trade that brought spices from Japan to Europe

trade in spice plants that allowed multiple countries to grow their own spices

trade that allowed exchange between spices grown in the Middle East and Europe

trade that brought spices useful for cooking, preserving, and embalming from
India into Europe

Question 10:

What is the definition of a privateer?

a pirate that acted entirely independent of authority

a ship that was part of a country's official navy

a ship hired to transport goods between colonies and Europe

a pirate who had the support of a government

Question 11:

Portugal gained wealth through trade with Europe in brazilwood dye, sugar, and spices. What
quality unites these products, and what does that quality reveal about Europe in the 1700s?

None of them were desirable to common people, revealing that European

monarchs were controlling trade in their nations.
 All of them were used in cuisine, revealing that Europe was becoming a more
refined culture.

None of them are necessary for life, revealing that Europe was prosperous enough
to seek luxuries.

All of them were symbols of status, revealing the desire each European nation had
to prove themselves better than their rivals.

Question 12:

Which of the following statements about Portuguese missionaries are true?

Missionaries established communities in which native people could live in relative

peace.

Missionaries had the support of the Portuguese king for many years.

Missionaries supported the rights of plantation owners to treat native populations

as they saw fit.

Missionaries tried to convert native populations to Christianity, causing them to

lose their traditional culture.

Question 13:

What helped determine which territories Portugal could colonize?

Check all that are true.

the slave trade

the Treaty of Paris

the Brazilian colony

the Treaty of Tordesillas

the Line of Demarcation

Question 14:

Which products were exported from the Portuguese colony of Brazil?

 Check all that are true.

brazilwood

slaves

spices

sugar

Question 15:

Which were options available to the natives of Brazil under Portuguese rule?

Check all that are true.

They could live on missions and convert to Christianity.

They could continue to live their lives as before.

They could become merchants and trading partners with the Portuguese.

They could live on plantations and work as slaves.

Question 16:

How did the Portuguese missionaries contribute to the use of African slaves in Brazil?

The missionaries encouraged plantation owners to use African slaves on their

plantations instead of Brazilian natives.

The missionaries purchased slaves to work on their missions.

The missionaries encouraged plantation owners to hire natives rather than using
slaves on their plantations.

The missionaries limited the workforce of natives available to plantation owners

by keeping them on missions.

Question 17:

In what ways did the influence of missionaries on the natives differ from that of the plantation
owners?
 Check all that are true.

Missionaries brought devastating diseases to native populations.

Missionaries intended to change the lives of the natives.

Missionaries did not force the natives to do difficult and sometimes fatal labor.

Missionaries sought to perform actions that they believed would benefit the
natives.

Question 18:

Which best describes the relationship between the plantation owners and missionaries?

They disagreed about the role of the natives in society since missionaries hoped
to learn from the native culture, and plantation owners only wanted to use
natives as laborers.

They supported one another because they both believed that the natives were a
threat, and Europeans had a superior culture.

They fought because plantation owners believed missionaries were limiting the
available workers, and missionaries believed plantation owners should not
enslave natives.

They had a symbiotic relationship since missionaries taught natives to submit to

European authority including plantation owners.

Question 19:

Why did the king of Portugal want to establish a trading post in India?

He wanted Portugal to be able to sell spices to the rest of Europe.

He hoped to establish new means of getting slaves for Brazil.

He hoped to convert India to a Catholic nation.

He wanted Portugal to be the first nation to sail from the Atlantic into the Pacific
Ocean.

Question 20:
 What is the flaw in the following theory?

Portugal funded its expedition to India with money earned by selling Brazilian exports.

The expedition to India was self-funded.

Brazil was not founded until after the expedition to India.

Resources from India were used to fund the expedition to Brazil.

Brazil never generated enough money to fund expeditions to India.

Question 21:

Which of the following contributed to the decline of the Portuguese Empire?

Check all that are true.

use of slave labor in Brazil

Lisbon earthquake of 1755

raiding by privateers and pirates

loss of European demand for spices

attacks from other European countries

Question 22:

What made privateers so harmful to Portugal's power?

Portugal did not have a navy to defend itself from nautical attacks.

Privateers attacked Lisbon, causing fires and destruction.

Privateers supplied Portugal's rivals with goods and wealth.

Portugal's economy depended on imports from overseas.

Lesson Topic: Colonization in North America
Question 1:

Compared to other European groups that colonized the Americas, the French had a relatively
healthy relationship with the American Indians. Which of the following facts about French
colonization may have contributed to this relationship?

The French hoped to find a northwest passage to allow them to cut across the
American continent and reach Asia.

Relatively few French people moved to the colonies, so they did not compete with
American Indians for places to live.

The French established a trading partnership with the American Indians, so the
French benefited financially from the American Indians being free.

Much of the French territory was not located in areas as well-suited to farming as
Spanish or Portuguese territories, reducing the need for slave labor.

Question 2:

Which of the following statements gives the MOST LIKELY reason why the Jesuits built
missions among the Iroquois?

The Iroquois were attacking the Jesuit settlements and allies, and the French
hoped to stop the attacks by converting the Iroquois.

The Huron urged the French to help the Iroquois because of their concern for the
Iroquois' spiritual well being.

The Jesuits hoped to trick the Iroquois into trusting them so that the French could
trap and destroy them.

The Iroquois invited the French to convert them because they admired the change
they saw in the Huron people living on the mission.

Question 3:

Which group was responsible for Dutch exploration in the Americas?

 the Jesuits

the government

the Catholic church

private companies

Question 4:

How did interactions with American Indians affect the settlement at Jamestown?

Question 5:

Why might the Pilgrims have chosen the form of governance outlined in the Mayflower
Compact?

They wanted to be self-governing so that they could avoid the kinds of religious
discrimination they had faced in England.

They wanted to remain under the King of England's direct authority because they
believed that he was the head of the church and the rightful ruler of the people.

They wanted to have independent control of their government so that they could
gain the greatest economic benefits from their colonization.

They wanted to establish themselves as the rulers of all future colonists so that
they could impose their religious beliefs on others.

Question 6:
 Which of the following factors contributed to the founding of colonies?

the poverty of English citizens

the desire to become an English citizen

the king's desire for wealth

the desire for religious freedom

Question 7:

A colonist living in a royal colony is interested in changing the laws of his colony to allow free
land to be claimed as the property of those who agree to improve it. Which of the following
people would probably need to be consulted to make his law a reality?

a royal governor

council members

a proprietor

the King of England

Question 8:

Which economic condition would have been MOST LIKELY to result in people becoming
indentured servants?

England's economy was poor, and the colonies' economies were poor.

England's economy was poor, and the colonies' economies were healthy.

England's economy was healthy, and the colonies' economies were poor.

England's economy was healthy, and the colonies' economies were healthy.

Question 9:
 Which events might have caused other European countries to fear England?

the founding of Jamestown

the invasion of New Netherland

Sir Francis Drake's attack on Spain

the beginning of the African slave trade

Question 10:

The first Europeans to explore the Americas were primarily attempting to get beyond it to reach
Asia and India. However, their interest in the Americas eventually shifted so that they fought
wars over control of its lands. What might have contributed to the European countries' change
in attitude toward the Americas?

Question 11:

What is the relationship between the Seven Years' War and the French and
Indian War?

The French and Indian War was the sole cause of the Seven Years' War.

The French and Indian War and the Seven Years' War took place simultaneously,
 but they were unrelated.

The Seven Years' War brought the European powers into conflict, creating the
French and Indian War.

The French and Indian War is the portion of the Seven Years' War that took place
in the Americas.

Question 12:

What was the northwest passage?

an exploration route that would lead to the West Coast of the Americas

a trade route that would cut across America to Asia

a trade route that would grant easy access to American Indian trading partners

a route navigated around the southern border of the North American continent

Question 13:

What are pilgrims?

sailors who specialized in voyages between Europe and the Americas

any people who flee religious persecution

settlers who temporarily sold their labor for passage to America

people who travel for a religious purpose

Question 14:

What are indentured servants?

 people who are in control of proprietary colonies

people who are forced to work for someone else for the course of their lives

people who relocate to escape religious persecution

people who agree to work for a period of time in exchange for economic
opportunities

Question 15:

What was the Treaty of Paris?

the treaty that ended the Seven Years' War and gave France's western American
territory to Spain and its eastern territory to England

the treaty that ended the Seven Years' War and prompted the conflict that would
later be known as the French and Indian War

the treaty that ended the Seven Years' War between Spain and England by
dividing disputed American territory between the two countries

the treaty that ended the Seven Years' War and gave all of France's American
territory to the English

Question 16:

Jacob is a man from the 1600s preparing to write a guidebook for colonists planning to move to
America. He has studied the colonies of Plymouth and Jamestown. Which of the following pieces
of advice should he include?

Beware of privateers.

Be prepared for attacks.

Bring food supplies.

Befriend the natives.

Question 17:
The English colonies Jamestown and Plymouth began the relationship between the American
Indians and the English. After the French and Indian War, the English government gave the
French territory it gained in North America to the American Indian tribes. What actions of the
American Indians throughout England's colonization of the Americas might have prompted the
English to make this gift?

American Indians helped the English fight the French in the French and Indian
War.

American Indians helped the first English settlers survive in their new
environment.

American Indians helped the English fight the Spanish Armada.

American Indians served as slaves on English plantations.

Question 18:

What were the earliest European explorers to North America most interested in finding?

vast lands to colonize

trading partners in the Americas

a new source of sugar

a trade route to Asia

Question 19:

Which of the following were major motivations for the French colonization of the Americas?

Check all that are true.

trading for furs

converting natives

freedom from religious persecution

self-governance
Question 20:

Is the following statement correct?

The Dutch colonization in North America was unique because the Netherlands was the only
country with a settlement that was not founded and ruled by its government.

yes, because New Netherland was founded by the Dutch West India Company

yes, because New Netherland was founded by the Dutch East India Company

no, because New Netherland was founded and controlled by the Dutch
government

no, because various English colonies were ruled by proprietors rather than the
government as well

Question 21:

How could the relationship between the American Indians and the English settlers of Jamestown
and Plymouth best be described?

The English settlers resisted the help of the American Indians, sometimes
violently, because they did not trust them.

Although they began their relationship with conflict, the English settlers came to
rely on the help of the American Indians.

The English settlers immediately sought and received the help of the American
Indians when they arrived in the New World.

The English settlers and the American Indians experienced ongoing conflict that
never truly subsided.

Question 22:

Emma wanted to move to the colonies because she belonged to a religious group that believed
the Church of England needed to be purified. She crossed the Atlantic Ocean on the Mayflower.
What brought Emma to America?

She was a Catholic moving to Maryland.

 She was a Pilgrim seeking wealth.

She was a Pilgrim seeking religious freedom.

She was an explorer seeking religious freedom.

Question 23:

Which of the following statements offer accurate distinctions between slaves and indentured
servants?

Check all that are true.

Indentured servants did not have to work if they did not want to.

Indentured servants chose their new life.

Slaves were not freed after a period of time.

Slaves were required to work to create wealth for another person.

Question 24:

How did English attacks affect other countries' colonies?

Check all that are true.

The French and Indian War took some of the territory from the French for the
English.

English attacks destroyed the Spanish presence in South America.

England took control of the Dutch colony in North America.

England attacked the ships of the Spanish colonies.

Question 25:

Which of the following are effects that the English victory in the French and Indian War had on
the history of North America?

Check all that are true.

It gave the Canadian territory to the English government.

It caused the American Indian people to permanently establish territory for
themselves.

It ended the long-standing traditional alliance between France and England.

It was one factor in prompting the American Revolution.

Lesson Topic: Colonization and Slavery
Question 1:

Which of the following methods might have been a practical alternative to

slave labor?

Plantation owners could have recruited large groups of volunteers to run the
plantation.

Plantation owners could have done all the work of the plantation by themselves.

Plantation owners could have run mines instead of plantations.

Plantation owners could have paid workers and accepted the fact that plantation
owners would not become extremely wealthy.

Question 2:

In which century did the largest number of slaves come to the Americas?

the 1500s

the 1600s

the 1700s

the 1800s

Question 3:

Which of the following were risks along the triangular trade route?

arrest for human trafficking

pirate attack
 bad weather at sea

slave revolt

Question 4:

Which of the following questions were used to determine who would become the master of a
slave?

Which master knew the slave's language?

Which master was willing to pay the most at an auction?

Which master knew the slave's language?

Which master had space for the slave's family?

Question 5:

After a time, conditions on slave ships improved. More ventilation was added so that people
were less likely to become ill and die during transport. However, the conditions of slaves in the
Americas did not improve during this time. Since it was not increased humanity toward the
slaves that caused the improvement in slave ship conditions, what might have prompted the
slave traders to improve their conditions?

Question 6:

Which of the following actions could a slave be punished for?

 A slave does not obey a command.

A slave tries to kill his master.

A slave leads a revolt to overthrow the master.

A slave gives a reply the master thinks is sarcastic.

A slave accidentally burns the dinner she is making.

Question 7:

Kali wants to tell her children the story of Anansi, which she learned as a child in Africa. Anansi
was a clever spider who took the form of a man. Although he was weaker than those around
him, he could use his intelligence and clever words to gain the upper hand. Why might Kali
want to teach her children this story?

Kali might believe that if her children exercise their imaginations, they will become
famous writers.

Kali might want them to learn how to use their intelligence against masters who
are more powerful than them.

Kali might want them to begin assimilating to the new culture on the plantation.

Kali might hope that some of her culture will be preserved.

Question 8:

What was triangular trade?

the voyages used to transport African slaves north across the Mediterranean Sea,
west across the Atlantic Ocean, and east across the Indian Ocean

the voyage used to transport Africans to Europe, European goods to the Americas,
and American goods to trading posts in Africa

the voyages used to transport African slaves throughout the world, including the
 Americas, Europe, and Asia

the voyage used to transport Africans to the Americas, American goods to Europe,
and European goods to trading posts in Africa

Question 9:

What was the Middle Passage?

the journey from Europe to the Americas

the journey from the Americas to Africa

the journey from Africa to Europe

the journey from Africa to the Americas

Question 10:

What is a mutiny?

an organized revolt

a traditional African musical instrument

a slave auction

a kind of slave ship

Question 11:

What is the definition of chattel?

a form of slavery in which slaves are primarily responsible for taking care of cattle

a form of slavery into which a person is placed as a punishment for crime

 a form of slavery in which a person retains a few rights

a form of slavery in which a person is bought and sold like a piece of merchandise

Question 12:

Europeans took Africans to America for the sake of getting work from them. However, Africans
had more to offer than just labor. In what ways were the Americas enriched by Africans, other
than their slave labor?

Question 13:

Which of the following caused the American colonial economies to rely on African slave labor?

Check all that are true.

American colonists would not have been able to produce enough food to live
without slave labor.

Plantations were important to the economies and relied on a large labor force.

American Indians used for labor died off due to illness and overwork.

Some American Indians were protected from plantation work by missionaries.

Question 14:

Which sequence accurately describes the African slave trade?

Question 15:

Which timeline accurately shows how European colonizers of the Americas became involved in
the African slave trade?
Question 16:

Which of the following is incorrect about this map of triangular trade?

 Triangular trade transported American goods to Europe.

Slaves were never used in Europe.

The Middle Passage transported European goods as well as African slaves.

Ships transported a much wider variety of goods on each leg of their journey.

Question 17:

Which of the following people bought or sold large numbers of African slaves?

Check all that are true.

Portuguese

Spanish

Africans

Jesuits

Dutch

Question 18:

Many Africans sold other Africans into slavery. Does this indicate that the African slaves wanted
to be sold into slavery?

Yes, since Africans represent a single culture, their willingness to sell one
another indicates cultural acceptance of the role of slaves.

Yes, Africans sold one another into slavery in the hope that their family
members would have greater opportunities in the Americas.

No, African slaves did not volunteer to go to America, but they were captured by
other African tribes.

No, African kings only sold Europeans slaves because they were forced to do so.

Question 19:

What did a house slave and a plantation slave in the Americas have in common?
 Check all that are true.

They were often trusted by their masters.

They could be punished without just cause.

They were required to do hard physical labor.

They lacked basic human rights.

Question 20:

Which of the following did Africans use to preserve their way of life when they were slaves?

Check all that are true.

traditional folk tales

traditional weaving techniques

drums in religious ceremonies

traditional Christian forms of worship

Lesson Topic: Lesson Vocabulary Review
Question 1:

What is a viceroy?

a representative of the ruler in a territory

a ruler in charge of a plantation or mine

a person sent by Spain to find wealth and conquer territory

a Spanish monarch living abroad

Question 2:

What is encomienda?

a policy that allowed missionaries to force native people to live on missions and
follow European ways of life

a policy that allowed rulers to enslave native people and gave rulers permission to
treat natives however they wished

a policy that allowed viceroys to take over the Spanish territory in place of
conquistadors

a policy that allowed rulers to use native people as workers in exchange for
providing them with protection and education

Question 3:

What were missions?

places where people were forced to work in slavery to grow crops for export

places where people lived and worked together for the sake of educating the
 natives about Christianity

places where people lived and worked together for the sake of educating the
natives about native culture

places where native people could receive effective medical care to treat European
diseases

Question 4:

Who were peninsulares?

people born to parents of diverse races

all people of Spanish ancestry

people born in Spain

people born to at least one Spanish parent

Question 5:

Who were creoles?

people born in Europe

all people with at least one European parent

the children of two peninsulares

people without European parents

Question 6:

Who were mestizos?

 the children of American Indians and Africans

the children of American Indians and Europeans

the children of Africans and Europeans

children with any non-European parents

Question 7:

What was the Line of Demarcation?

a line dividing the territory of the Pacific Ocean between Spain and Portugal

a line dividing the world between many European countries

a line dividing the American territory, giving South America to the Portuguese and
North America to the Spanish

a line dividing the territory of the Atlantic Ocean between Spain and Portugal

Question 8:

What was the Treaty of Tordesillas?

a treaty that evenly distributed lands around the world to each European nation

a treaty that set new terms for the dividing line in the Americas to include more
European countries

a treaty that agreed to ignore any dividing line between Portuguese and Spanish
territory in the Americas

a treaty that set new terms for the dividing line between Spanish and Portuguese
territory in the Americas

Question 9:
 What was the spice trade?

trade that brought spices from Japan to Europe

trade in spice plants that allowed multiple countries to grow their own spices

trade that allowed exchange between spices grown in the Middle East and Europe

trade that brought spices useful for cooking, preserving, and embalming from
India into Europe

Question 10:

What is the definition of a privateer?

a pirate that acted entirely independent of authority

a ship that was part of a country's official navy

a ship hired to transport goods between colonies and Europe

a pirate who had the support of a government

Question 11:

What was the northwest passage?

an exploration route that would lead to the West Coast of the Americas

a trade route that would cut across America to Asia

a trade route that would grant easy access to American Indian trading partners

a route navigated around the southern border of the North American continent

Question 12:
 What are pilgrims?

sailors who specialized in voyages between Europe and the Americas

any people who flee religious persecution

settlers who temporarily sold their labor for passage to America

people who travel for a religious purpose

Question 13:

What are indentured servants?

people who are in control of proprietary colonies

people who are forced to work for someone else for the course of their lives

people who relocate to escape religious persecution

people who agree to work for a period of time in exchange for economic
opportunities

Question 14:

What was the Treaty of Paris?

the treaty that ended the Seven Years' War and gave France's western American
territory to Spain and its eastern territory to England

the treaty that ended the Seven Years' War and prompted the conflict that would
later be known as the French and Indian War

the treaty that ended the Seven Years' War between Spain and England by
dividing disputed American territory between the two countries
 the treaty that ended the Seven Years' War and gave all of France's American
territory to the English

Question 15:

What was triangular trade?

the voyages used to transport African slaves north across the Mediterranean Sea,
west across the Atlantic Ocean, and east across the Indian Ocean

the voyage used to transport Africans to Europe, European goods to the Americas,
and American goods to trading posts in Africa

the voyages used to transport African slaves throughout the world, including the
Americas, Europe, and Asia

the voyage used to transport Africans to the Americas, American goods to Europe,
and European goods to trading posts in Africa

Question 16:

What was the Middle Passage?

the journey from Europe to the Americas

the journey from the Americas to Africa

the journey from Africa to Europe

the journey from Africa to the Americas

Question 17:

What is a mutiny?

an organized revolt
 a traditional African musical instrument

a slave auction

a kind of slave ship

Question 18:

What is the definition of chattel?

a form of slavery in which slaves are primarily responsible for taking care of cattle

a form of slavery into which a person is placed as a punishment for crime

a form of slavery in which a person retains a few rights

a form of slavery in which a person is bought and sold like a piece of merchandise
Lesson: Lesson Test: European Colonies in the Americas
Lesson Topic: Spanish Colonization
Question 1:

Which map shows the territory of the Spanish Empire at the end of the 1500s?
Question 2:

What motivations brought Spanish, Portuguese, and other European settlers to the Americas?

Check all that are true.

studying native culture

seeking gold and silver

converting natives to Christianity

conquering more territory

Question 3:

The Spanish colonists found that they could best enrich themselves if they had a large, unpaid
group of workers. What did they use to meet this need?

Check all that are true.

African slaves

encomienda

missionaries

indentured servants

Question 4:

Juan is a colonist who is disturbed by the encomienda system. He believes the American
Indians should be allowed to study Christianity and learn skills that will be useful to them. He
 wants them to leave their traditional way of life. Juan is most likely _____________.

a Jesuit living on a plantation

a plantation owner living on a mission

a Jesuit living on a mission

a plantation owner living on a plantation

Question 5:

Which of the following were challenges the American Indians faced because of Spanish
colonization?

Check all that are true.

loss of culture

illness

natural disaster

enslavement

Question 6:

Which person would be in the second class of Spanish colonial society, and what job would be
open to him?

the American-born child of two people from Spain; viceroy

the Spanish-born child of two people from Spain; viceroy

the child of a Spaniard and an American Indian; plantation owner

the American-born child of two people from Spain; plantation owner

Lesson Topic: Portuguese Colonization
Question 1:

What did the Line of Demarcation and Treaty of Tordesillas establish?

the African territory controlled by the Portuguese and Spanish

the European territory controlled by the Portuguese and Spanish

the Atlantic territory controlled by the Spanish and Portuguese

the Atlantic territory controlled by many European powers

Question 2:

Which of the following sorts of people colonized Brazil?

Check all that are true.

plantation owners

merchants

pilgrims

missionaries

Question 3:

Which actions did many Portuguese plantation owners perform?

Check all that are true.

purchasing African slaves for plantation work

using American Indians as unpaid laborers

funding and building missions

trading freely with nearby Spanish colonists

Question 4:

What advantages did missionaries from Portugal provide to the American Indians?
 Check all that are true.

defense from exploitation

housing

education

opportunities to live their old way of life

Question 5:

Which map shows the Portuguese Empire in the 1500s?

Question 6:

Which of the following people were responsible for the decline of the Portuguese Empire?

Check all that are true.

African slaves

rival Europeans

privateers

American Indians
Lesson Topic: Colonization in North America
Question 1:

Where were the first French people to explore the American coast hoping to end their voyage?

South America

North America

the Caribbean

Asia

Question 2:

Which of the following were reasons French people came to North America?

Check all that are true.

They sought the northwest passage.

They wanted to convert American Indians.

They wanted to trade for beaver furs.

They wanted to build plantations in the North.

Question 3:

Which map most accurately shows the location of France's North American territory?
Question 4:

Which of the following factors made Jamestown important?

Check all that are true.

It was the first successful British colony in the Americas.

It was England's first attempt to colonize land in the Americas.

 It established relationships between English settlers and American Indians.

It remained the capital of Virginia for almost a century.

Question 5:

What was the primary factor prompting the Puritans to make the journey to the Americas?

religious persecution

exploration

economic opportunities

desire to convert natives

Question 6:

Some English colonies were the property of the English monarch. They were ruled by a royal
governor and a council. What other method of ruling the colonies existed?

Democratic colonies were ruled by the people who lived in them who elected
governors and voted on laws.

Proprietary colonies were owned by private individuals who usually selected

governors to run the colonies.

Plantation colonies were ruled by plantation owners who had the right to govern
the plantation as they saw fit.

Royal colonies were owned by English kings who usually selected governors to
run the colonies.

Question 7:

Alfred is considering becoming an indentured servant in order to make a life for himself in the
New World. What possible benefits might draw him toward this decision?

Check all that are true.

He can leave a poor economy to enter a stronger one.

He does not have to attempt to earn the money for his journey in advance.
He will have the right to work for himself as soon as he reaches the colonies.

He will have food and shelter provided for him in the colonies.
Lesson Topic: Colonization and Slavery
Question 1:

Which European country first began transporting slaves to the Americas?

the Netherlands

England

Portugal

Spain

Question 2:

Abioye has been captured by a group of slave traders in the 1600s. What can he expect in his
future?

Check all that are true.

possible illness

transportation on a crowded ship

unjust punishment

eventual freedom

Question 3:

On which of the legs of the triangular trade route is a ship most likely to carry products grown
by slaves?

the journey from Europe to Africa

the journey from America to Africa

the journey from Africa to America

the journey from America to Europe

Question 4:

What most likely motivated African slave traders to capture people from other tribes to sell as
slaves?

sympathy for Europeans

hope for the other Africans' future

desire for wealth

deception by Europeans

Question 5:

Tabitha's grandmother came from Africa on a slave ship, and she passed several things onto her
granddaughter. Which of the following might Tabitha have received from her grandmother?

Check all that are true.

a handmade drum

lessons in traditional weaving

stories from her homeland

a box of toys from her childhood in Africa

Lesson: Monarchies in Early Modern Europe
Lesson Topic: The Spanish Monarchy
Question 1:

Which statement most likely explains why Charles V split his empire between his son and his
brother at the end of his reign?

The empire had grown too large for one king to successfully rule.

Internal conflict erupted between the family members over who should inherit the
throne.

Charles did not think his son was fit to rule the Habsburg lands.

Charles feared that his brother would try to overthrow his son.

Question 2:

Phillip II's empire became known as "the empire on which the Sun never sets." What conclusion
can be drawn from this description of the Spanish Empire?

Philip controlled the rising and setting of the Sun.

Philip was able to expand the Spanish Empire to continents all over the world.

The future of the Spanish Empire was brightest under Philip's rule.

Philip was able to expand the Spanish Empire to countries across Europe.

Question 3:

Charles V borrowed large sums of money from German and Genoese bankers to pay for his
wars. How did he justify this decision?

He thought that the German and Genoese bankers would not expect to be repaid.

He thought that the gold and silver that had been discovered in America would
repay the loans.

He thought that if Spain could win the wars, the economy would improve enough
to repay the loans.
 He thought that there was no other choice but to borrow the money and that he
would find a way to pay it back later.

Question 4:

What is an absolute monarch?

a ruler who follows guidelines for ruling the government and the people as
determined by a written constitution

a ruler who serves only as a figurehead and allows a council of elected members
to manage the government and the people

a ruler who has complete power over the government and the people with no
limitations by the laws

a ruler who shares power over the government and the people with a council of
representatives that approve or deny his decisions

Question 5:

The Habsburg Empire was ___________.

the group of countries and provinces that were ruled by the Habsburg family

the American lands discovered by the Spanish

an expansive network of European territories ruled by the king of Germany

the empire Charles V inherited from his mother

Question 6:

What is an armada?

a fleet of merchant ships

 a fleet of warships

an army of soldiers on horseback

an army of soldiers

Question 7:

Inflation is __________.

a decrease in the prices of goods and services

an increase in the prices of goods and services

a decrease in a country's wealth

an increase in a country's wealth

Question 8:

Explain how the discovery of American gold and silver simultaneously contributed to both the
rise and the decline of the Spanish empire.

Question 9:

How did Charles V expand Spanish rule?

 Check all that are true.

He made an alliance with France through an arranged marriage.

He sent explorers to conquer lands in the Americas.

He declared war on and conquered England.

He brought the Habsburg lands and the Holy Roman Empire under Spanish rule.

Question 10:

Why did Charles V spend much of his reign fighting the French?

Check all that are true.

He wanted to prevent the French from claiming Burgundy.

He wanted to bring France under Spanish rule.

He wanted to regain control of Milan.

He wanted to prevent the French from taking over Spain.

Question 11:

Charles V and Philip II fought in religious wars to defend __________.

Lutheranism

Protestantism

Catholicism

Judaism

Question 12:

What was the result of Philip II becoming the king of Portugal?

Check all that are true.

He gained more land in Australia.

He gained more land in South America.

 He gained more land in Europe.

He gained more land in North America.

Question 13:

What caused Spain to enter a golden age of the arts?

Spanish artists were inspired by El Greco's work.

American treasure funded the development of painting, music, and literature.

Artists flooded into Spain to pursue their careers in the growing Spanish empire.

Philip II's personal interest in the arts ignited an artistic movement in Spain.

Question 14:

What caused inflation in the Spanish economy?

The gold and silver from America increased in value as more of it became
available in Spain.

The value of gold and silver from America remained the same as more of it
became available in Spain.

The gold and silver discovered in America was never introduced to the Spanish
economy.

The gold and silver from America decreased in value as more of it became
available in Spain.

Question 15:

What was the effect of inflation on the Spanish empire?

The economy flourished, which led to the growth of the empire.

The economy flourished, which led to the decline of the empire.

The economy declined, which led to the growth of the empire.

The economy declined, which led to the decline of the empire.

Lesson Topic: The French Monarchy
Question 1:

If Henry IV had not converted to Catholicism, how might the outcome of the Wars of Religion
have been different? Explain the reasoning behind your prediction.

Question 2:

How was Cardinal Richelieu able to rule France, even though he was not the
king?

Cardinal Richelieu manipulated and blackmailed King Louis XIII to gain power.

Cardinal Richelieu was the chief advisor to the young King Louis XIII.

Cardinal Richelieu made the decisions because King Louis XIII was only a
figurehead.

Cardinal Richelieu ruled the kingdom because King Louis XIII had no desire to
rule.

Question 3:

Louis XIV symbolized himself as the Sun and adopted the nickname the Sun King. Which
analogy best describes the perception of his role as the king of France?

Louis XIV is to France as the Moon is to the Sun.

 Louis XIV is to France as the Earth is to the Sun.

Louis XIV is to France as the Sun is to the solar system.

Louis XIV is to France as the Sun is to the universe.

Question 4:

Predict what might have happened if Louis XIV had not chosen to end the Edict of Nantes.

Question 5:

Without the economic success that had been secured by Colbert, how would the country have
likely been affected by Louis XIV's love of the arts?

France would have most likely become the wealthiest nation in Europe.

France would have most likely paid all debts.

France would have most likely been driven to bankruptcy.

France would have most likely accumulated debt.

Question 6:

An assassin is __________.

the murderer of an important public figure

 the ally of an important public figure

the bodyguard of an important public figure

the enemy of an important public figure

Question 7:

What is divine right?

a clergyman's gift of religious knowledge

a monarch's God-given right to rule

a lord's innate privilege to be wealthy

a peasant's natural obligation to work

Question 8:

The War of Spanish Succession was __________.

the war in which Cardinal Richelieu orchestrated the fall of Habsburg Spain

the war in which Louis XIV won control of Spain for his grandson Philip

the war in which Henry IV fought to bring Protestantism to Spain

the war in which Louis XIII fought to gain the Spanish crown for his son Louis XIV

Question 9:

The palace of Versailles is _________.

the chateau built for the French royal court during the reign of King Louis XIII
 the residence of the French royal family and the French government built by King
Louis XIV

the palace built by King Henry IV during his efforts to beautify the city of Paris

the French castle that was destroyed during the War of Spanish Succession

Question 10:

How did the Protestant Reformation affect France?

The French government persecuted and killed all Huguenots.

France entered a civil war between the Catholics and the Huguenots.

The French government persecuted and killed all Catholics.

France entered a period of peace between the Catholics and the Huguenots.

Question 11:

How did Henry IV end the Wars of Religion when he became King of France?

Check all that are true.

He converted to Protestantism to gain the respect of his Huguenot subjects.

He granted religious tolerance for Protestants in France.

He granted religious tolerance for Catholics in France.

He converted to Catholicism to gain the respect of his Catholic subjects.

Question 12:

How did Henry IV restore peace and stability to France?

Check all that are true.

He undertook public works to improve the quality of life for the people of
France.

He established schools and offered free education.

 He supported religious tolerance and freedom.

He reformed the government and eliminated the national debt.

Question 13:

What were the primary goals of Cardinal Richelieu?

Check all that are true.

to build a larger, stronger military

to increase the absolute power of the monarchy

to reduce the national debt and stabilize the economy

to gain dominance over the Spanish Habsburg empire

Question 14:

Which events led to Louis XIV's absolute rule?

Check all that are true.

His mother considered his birth a miracle and instilled the idea that God granted
him the divine right to rule absolutely.

Cardinal Richelieu paved the way for absolute monarchy in France by increasing
the power of the monarchy.

He was inspired by the absolute rule implemented by his grandfather.

His council of advisors betrayed him in a plan to force him to abdicate the
throne.

Question 15:

How was Louis XIV different from his grandfather, Henry IV?

Check all that are true.

Henry IV beautified cities in France.

Henry IV ruled as an absolute monarch.

 Henry IV reduced the national debt.

Henry IV ended the Edict of Nantes.

Question 16:

Why was the War of Spanish Succession important for France?

Check all that are true.

It allowed France to acquire the Spanish Netherlands.

It placed Louis XIV's grandson on the Spanish throne.

It secured French dominance over Spain.

It made Louis XIV the king of Spain.

Question 17:

Why did the arts flourish in France?

During the War of Spanish Succession, many of France's most famous art pieces
were stolen by the Spanish.

Cardinal Richelieu promoted the advancement of the arts to increase the wealth
of the French monarchy.

Louis XIV spent large sums of money to build stunning architecture and fill his
palace with beautiful works of art.

New painting techniques, which captured the essence of the king's divine right,
increased the popularity of royal portraits.
Lesson Topic: The Russian Monarchy
Question 1:

Evaluate Peter the Great's plan to modernize Russia. Do you agree or disagree with his
strategy? If you agree, support your opinion with an explanation. If you disagree, explain how
you would implement a different strategy to achieve modernization for Russia.

Question 2:

One of Peter the Great's primary goals was to build a strong __________.

army

cavalry

coast guard

navy

artillery corps

Question 3:

Peter the Great strategically chose the location of Saint Petersburg. Which best explains the
primary reasons behind his decision to build his capital city where he did?

The city was built on the Volga River, giving it access to the Russian heartland.
 The city was built close to Finland, signalling that Peter the Great wanted to make
Russia more Finnish.

The city was built near extensive pine forests, giving it access to necessary
lumber.

The city was built on the Baltic Sea, making it a year-round port city with access
to the rest of Europe.

The city was built close to Europe, signalling that Peter the Great wanted to make
Russia more European.

Question 4:

Which of Peter the Great's accomplishments had the largest impact for
Russia?

increasing trade and commerce

building a strong navy

acquiring warm-water ports

founding the city of Saint Petersburg

Question 5:

Read the passage below.

Catherine the Great felt that every person should be equal under the law and sought to
improve the treatment of serfs in Russia. She also advocated free education and equal
educational opportunities for Russian boys and girls of both noble and common blood.
Additionally, she stressed the importance of respecting the native tribes that lived on the
Alaskan land colonized by Russia.

Based on the information provided in the passage, which is most likely the type of ruler that
Catherine the Great aimed to be?

She aimed to be a fair and just ruler.

 She aimed to be an intelligent ruler.

She aimed to be a famous ruler.

She aimed to be a ruthless ruler.

Question 6:

What is a tsar?

an empress of Russia

an emperor of Russia

a duke of Russia

a prince of Russia

Question 7:

What is a serf?

a lord who was required to work his own land as punishment for a crime

a peasant who was bound by law to work the land owned by a lord

a lord who was bound by law to manage the land owned by a king

a peasant who was paid fair wages for working the land of his choice

Question 8:

What is a boyar?

a nobleman who served as a spy for the tsar

 a servant who worked in the palace of the tsar

a soldier who served in the tsar's army

a nobleman who served as advisor to the tsar

Question 9:

In your opinion, did Peter the Great or Catherine the Great have more of an impact on Russia?
Why?

Question 10:

How was Russia different from the rest of Europe before Peter the Great became the tsar?

Check all that are true.

 Russian cities, military, and industry were not as developed as those in Western
Europe.

The Catholic religion was practiced in Russia.

The people of Russia wore long robes, and the men grew long beards.

More than half of the Russian people were serfs.

Question 11:

What is Peter the Great best known for?

ending feudalism in Russia

modernizing Russia

defeating the Ottoman Empire

ruling as an absolute monarch

Question 12:

Why did Peter the Great travel to Europe after he became the tsar?

He wanted to propose a trading contract with England.

He wanted to declare war on Spain to acquire its warm-water ports.

He wanted to negotiate a peace treaty with the king of France.

He wanted to learn the ways of the Western world in order to modernize Russia.

Question 13:

Which of the following were ways in which Peter the Great modernized Russia?

Check all that are true.

He implemented social reforms to westernize Russian culture.

He fought wars to gain warm-water ports and built a strong navy.

 He forced all Russian subjects to convert to Catholicism.

He increased trade and commerce with new industries and built a merchant fleet
to export goods.

Question 14:

How did Catherine the Great positively affect Russia?

Check all that are true.

She increased the military's power.

She expanded Russia's borders.

She implemented successful education reforms.

She introduced Russia to the ideas of the Enlightenment with the Nakaz.

Question 15:

Which map best shows the Russian empire at the height of Catherine the Great's reign?
Question 16:

How did Catherine the Great reform education in Russia?

Check all that are true.

She opened schools for mathematics and engineering.

She promoted equal educational opportunities for both boys and girls.

She allowed the Orthodox Church to control all educational matters.

She offered free education in Russia.

Lesson Topic: The English Monarchy
Question 1:

If Charles I had been reinstated and agreed to rule with restrictions, do you think he would
have been successful? Why or why not?

Question 2:

Based on Parliament's feelings towards the recently restored monarchy and the events that
took place the last time they felt this way, what do you think happened in England after the
Restoration? Select the BEST prediction.

King James II restored Catholicism in England.

The monarchy and the Church of England were abolished.

King James II was forced to abdicate the throne.

Protestants were persecuted and driven out of England.

Question 3:

Read the passage.

Most of England's people embraced the arrival of William and Mary because they practiced the
Protestant religion. Not even James's soldiers remained completely loyal to their Catholic king.
Many abandoned him for the opportunity to serve their new Protestant king and queen.

Based on evidence from the passage, which statements were likely common English opinions of
 James II?

They appreciated him.

They supported him.

They did not respect him.

They feared him.

They loved him.

They disliked him.

Question 4:

The English Civil War was __________.

a war fought between Parliament and the English nobility over the status of the
House of Lords

a war fought between the upper class and the lower class of England over fair
treatment and equal rights

a war fought between England and France over control of Spain

a war fought between the supporters of Parliament and the supporters of King
Charles I over control of the British government

Question 5:

What was a Puritan?

an English Huguenot

an English Catholic

an English Lutheran
 an English Protestant

Question 6:

What is treason?

the act of betraying one's country

the act of stealing

the act of committing heresy

the act of committing murder

Question 7:

What is a republic?

a form of government with an elected leader chosen by the people, rather than a
monarch

a form of government with a leader who rises to power and enforces absolute
authority

a form of government with a leader who is appointed by royal inheritance

a form of government with no leader

Question 8:

The Restoration was __________.

the end of the English monarchy

the transition from absolute monarchy to constitutional monarchy

 the return of the English monarchy

the return of Parliament

Question 9:

The Glorious Revolution was __________.

the violent uprising that led to the end of absolute monarchy in England

the battle that resulted in the Restoration

the civil war between the English monarchy and Parliament

the nonviolent overthrow of King James II by William and Mary

Question 10:

The English Bill of Rights is __________.

the act that ended the English Civil War

the act that defined the rights of Parliament and the monarchy within the British
government

the act that reinstated the monarchy during the Restoration

the act that abolished the monarchy and established the Commonwealth of
England

Question 11:

What is a constitutional monarchy?

a monarchy with no governing power

 a monarchy limited by law

a monarchy with no limitations

a monarchy that acts as a democracy

Question 12:

Why did Parliament place limitations on monarchs in England?

to take over the government

to prevent the abuse of power

to ensure that the best decisions were made

to bring about the end of the monarchy

Question 13:

How did the establishment of Parliament affect the English monarchy?

Parliament gave more power to the monarchy.

Parliament took control and abolished the monarchy.

The establishment of Parliament did not affect the monarchy.

Parliament restricted the absolute power of the monarchy.

Question 14:

Which statement best describes the relationship that the Tudors and the Stuarts each had with
Parliament?

Henry VIII and Elizabeth I did not respect Parliament and developed tension,
while James I and Charles I worked cooperatively with Parliament.
 Henry VIII and Elizabeth I completely relied on Parliament to rule the country,
while James I and Charles I completely disregarded Parliament's authority.

Henry VIII and Elizabeth I worked cooperatively with Parliament, while James I
and Charles I did not respect Parliament and developed tension.

Henry VIII and Elizabeth I completely disregarded Parliament's authority, while

James I and Charles I completely relied on Parliament to rule the country.

Question 15:

The strained and hostile relationship that Charles I developed with Parliament resulted in
___________.

the Glorious Revolution

the Restoration

the English Bill of Rights

the English Civil War

Question 16:

What were the outcomes of the English Civil War?

Check all that are true.

Parliament was purged of all enemies to the king.

The Rump Parliament was formed and charged King Charles I with treason,
sentencing him to death.

The Parliamentarians were victorious over the Royalists.

The monarchy of England was abolished and was replaced with the
Commonwealth of England.

Question 17:

In England, how did many people feel about the leader of the Commonwealth of England, Oliver
Cromwell?
 They disliked him because he ruled as a military dictator.

They were thankful that he abolished the monarchy and established a republic.

They respected his style of leadership.

They were happy that he enforced strict Puritan ways.

Question 18:

What happened as a result of the military dictatorship implemented by the Lord Protector Oliver
Cromwell?

Check all that are true.

The English Civil War was begun.

The English Bill of Rights was written.

King Charles II was crowned.

The monarchy of England was restored.

Question 19:

Which events led to the Glorious Revolution?

Check all that are true.

Charles II and James II were disliked by Parliament because of their support for
Catholicism.

The first constitutional monarchy was established in England.

Parliament persuaded James II's Protestant daughter Mary and her husband
William to invade England and overthrow James II.

William and Mary signed the English Bill of Rights.

Question 20:

What is the significance of the English Bill of Rights?

Check all that are true.

 The English Bill of Rights established constitutional monarchy in England.

The English Bill of Rights ended democracy in England.

The English Bill of Rights ended absolute monarchy in England.

The English Bill of Rights established communism in England.

Question 21:

Which statements best explain the influence of John Locke's ideas?

Check all that are true.

John Locke's ideas inspired the Declaration of Independence and the U.S.
Constitution.

John Locke's ideas led to the Glorious Revolution and the English Bill of Rights.

John Locke's ideas laid the foundation for modern-day democracy.

John Locke's ideas encouraged the re-establishment of a republic in England.

Lesson Topic: Lesson Vocabulary Review
Question 1:

What is an absolute monarch?

a ruler who follows guidelines for ruling the government and the people as
determined by a written constitution

a ruler who serves only as a figurehead and allows a council of elected members
to manage the government and the people

a ruler who has complete power over the government and the people with no
limitations by the laws

a ruler who shares power over the government and the people with a council of
representatives that approve or deny his decisions

Question 2:

The Habsburg Empire was ___________.

the group of countries and provinces that were ruled by the Habsburg family

the American lands discovered by the Spanish

an expansive network of European territories ruled by the king of Germany

the empire Charles V inherited from his mother

Question 3:

What is an armada?

a fleet of merchant ships

a fleet of warships
 an army of soldiers on horseback

an army of soldiers

Question 4:

Inflation is __________.

a decrease in the prices of goods and services

an increase in the prices of goods and services

a decrease in a country's wealth

an increase in a country's wealth

Question 5:

An assassin is __________.

the murderer of an important public figure

the ally of an important public figure

the bodyguard of an important public figure

the enemy of an important public figure

Question 6:

What is divine right?

a clergyman's gift of religious knowledge

a monarch's God-given right to rule

 a lord's innate privilege to be wealthy

a peasant's natural obligation to work

Question 7:

The War of Spanish Succession was __________.

the war in which Cardinal Richelieu orchestrated the fall of Habsburg Spain

the war in which Louis XIV won control of Spain for his grandson Philip

the war in which Henry IV fought to bring Protestantism to Spain

the war in which Louis XIII fought to gain the Spanish crown for his son Louis XIV

Question 8:

The palace of Versailles is _________.

the chateau built for the French royal court during the reign of King Louis XIII

the residence of the French royal family and the French government built by King
Louis XIV

the palace built by King Henry IV during his efforts to beautify the city of Paris

the French castle that was destroyed during the War of Spanish Succession

Question 9:

What is a tsar?

an empress of Russia

an emperor of Russia
 a duke of Russia

a prince of Russia

Question 10:

What is a serf?

a lord who was required to work his own land as punishment for a crime

a peasant who was bound by law to work the land owned by a lord

a lord who was bound by law to manage the land owned by a king

a peasant who was paid fair wages for working the land of his choice

Question 11:

What is a boyar?

a nobleman who served as a spy for the tsar

a servant who worked in the palace of the tsar

a soldier who served in the tsar's army

a nobleman who served as advisor to the tsar

Question 12:

The English Civil War was __________.

a war fought between Parliament and the English nobility over the status of the
House of Lords
 a war fought between the upper class and the lower class of England over fair
treatment and equal rights

a war fought between England and France over control of Spain

a war fought between the supporters of Parliament and the supporters of King
Charles I over control of the British government

Question 13:

What was a Puritan?

an English Huguenot

an English Catholic

an English Lutheran

an English Protestant

Question 14:

What is treason?

the act of betraying one's country

the act of stealing

the act of committing heresy

the act of committing murder

Question 15:

What is a republic?
 a form of government with an elected leader chosen by the people, rather than a
monarch

a form of government with a leader who rises to power and enforces absolute
authority

a form of government with a leader who is appointed by royal inheritance

a form of government with no leader

Question 16:

The Restoration was __________.

the end of the English monarchy

the transition from absolute monarchy to constitutional monarchy

the return of the English monarchy

the return of Parliament

Question 17:

The Glorious Revolution was __________.

the violent uprising that led to the end of absolute monarchy in England

the battle that resulted in the Restoration

the civil war between the English monarchy and Parliament

the nonviolent overthrow of King James II by William and Mary

Question 18:

The English Bill of Rights is __________.

 the act that ended the English Civil War

the act that defined the rights of Parliament and the monarchy within the British
government

the act that reinstated the monarchy during the Restoration

the act that abolished the monarchy and established the Commonwealth of
England

Question 19:

What is a constitutional monarchy?

a monarchy with no governing power

a monarchy limited by law

a monarchy with no limitations

a monarchy that acts as a democracy

Lesson: Lesson Test: Monarchies in Early Modern Europe
Lesson Topic: The Spanish Monarchy
Question 1:

How did Charles V and Philip II maintain and expand Spanish rule?

Check all that are true.

They fought wars with France to maintain control of Spanish territory.

They explored and conquered lands in the Americas.

They fought wars to defend Protestantism in Spain.

They brought the Habsburg lands and the Holy Roman Empire under Spanish
rule.

Question 2:

How did colonization in the Americas lead to the Spanish Golden Age?

Painting became a popular way for the explorers to capture their discoveries in
America.

Spain was able to use treasure found in the Americas to fund the development
of art.

Settlers in the Spanish American colonies began shipping Spanish art to their
new home.

Spanish explorers discovered new art forms in the Americas and brought them
back to Spain.

Question 3:

What caused the beginning of the Spanish Empire's decline?

inflation

war

famine
plague
Lesson Topic: The French Monarchy
Question 1:

What were the outcomes of the Wars of Religion in France?

Check all that are true.

Henry IV converted to Catholicism to appease his Catholic subjects.

Henry IV issued the Edict of Nantes to grant religious tolerance to the

Protestants.

Henry IV made France a Protestant country.

Henry IV agreed to persecute the Huguenots to make peace with the Catholics.

Question 2:

Which of the following was NOT a way in which Henry IV accomplished peace and stability after
the war?

He developed new industries.

He supported religious tolerance and freedom.

He reformed the government and eliminated the national debt.

He strengthened the army.

Question 3:

How did Cardinal Richelieu affect the French empire?

Check all that are true.

He increased the power of the military.

He decreased the power of the Habsburgs.

He decreased the national debt.

He increased the power of the monarchy.

Question 4:
 Why is Louis XIV significant in French history?

He was responsible for the fall of the French empire.

His reign was the most prosperous reign of any French monarch.

He is France's most famous and successful example of absolute monarchy.

He persecuted Catholics and drove them out of France.

Question 5:

How did France change from the beginning of Henry IV's reign to the end of Louis XIV's reign?
Lesson Topic: The Russian Monarchy
Question 1:

Before Peter the Great, Russia was in great need of __________.

socialization

government reform

agricultural growth

modernization

Question 2:

How did Peter the Great learn about the ways of the Western world?

He traveled to Europe undercover at the beginning of his reign.

He sent his boyars to explore and return with their observations.

He heard stories from people who had visited and returned to Russia.

He studied hundreds of books about Western Europe.

Question 3:

Which of the following is not a way that Peter the Great modernized Russia?

He fought wars to gain warm water ports and built a strong navy.

He sent Russian explorers to colonize the Americas.

He introduced a state-run education system that promoted math and science.

He implemented social reforms to westernize the Russian culture.

Question 4:

Catherine the Great expanded Russian rule to __________ and __________.

central Asia and Australia

 southern Europe and Africa

western Europe and Canada

central Europe and Alaska

Question 5:

How did Catherine the Great continue the modernization of Russia after Peter the Great?

Check all that are true.

She implemented military reform.

She implemented educational reform.

She implemented social reform.

She implemented political reform.

Lesson Topic: The English Monarchy
Question 1:

How was the monarchy of Tudor England different from other monarchies in Europe at the
time?

The monarchs of Tudor England ruled as absolute monarchs.

The monarchs of Tudor England did not consult Parliament.

The monarchs of Tudor England believed in the divine right of kings.

The monarchs of Tudor England worked with Parliament to make laws and
decisions.

Question 2:

What was the cause of the English Civil War?

Charles I ruled as an absolute monarch and developed a hostile relationship

with Parliament.

James I preferred to not consult Parliament on matters of finance.

Henry VIII passed laws that allowed England to separate from the Catholic
Church.

Elizabeth I established taxes that would finance her wars.

Question 3:

Which of the following was NOT an effect of the English Civil War?

The Parliamentarians were victorious over the Royalists.

The monarchy of England was abolished and was replaced with the
Commonwealth of England.

The Rump Parliament charged King Charles I with treason and sentenced him to
death.

Parliament was purged of all enemies to the king.

Question 4:

Why did the Commonwealth of England not work as a form of government for England?

Oliver Cromwell ruled as a military dictator.

The Commonwealth of England gave Parliament too much power.

The monarchy planned a counter attack on the Commonwealth and reclaimed

the throne.

The people of England had too much freedom under a republic.

Question 5:

How did Parliament eventually solve the problems created by absolute monarchy?

Check all that are true.

It established a republic in England.

It abolished the monarchy.

It persuaded James II's Protestant daughter Mary and her husband William to
overthrow him in the Glorious Revolution.

It established the English Bill of Rights.

Question 6:

How did the Glorious Revolution affect England?

Check all that are true.

It ended absolute monarchy and established constitutional monarchy in

England.

It started the English Civil War.

It allowed England to become a democracy.

It led to the establishment of the English Bill of Rights.

Lesson: The Scientific Revolution and the Enlightenment
Lesson Topic: The Scientific Revolution
Question 1:

How did the rediscovery of ancient Greek documents by Europeans around the 1200s affect
academics?

The rediscovery of ancient Greek documents influenced academics to develop new

ideas.

The rediscovery of ancient Greek documents influenced academics to travel to new

regions.

The rediscovery of ancient Greek documents influenced academics to use religion

to explain the world around them.

The rediscovery of ancient Greek documents around the 1200s did not affect
academics.

Question 2:

What impact might Galileo’s punishment for heresy have had on other
scientists at the time?

Other scientists may have believed they would not be punished as harshly as
Galileo.

Other scientists may have been afraid to publish their findings and be punished
like Galileo.

Other scientists may have wanted to publish their discoveries even with the risk of
being punished like Galileo.

Other scientists were probably not affected by the punishment of Galileo.

Question 3:

Which events have allowed changes in the theory of the universe to occur?
 willingness to look beyond ancient text

the invention of the telescope

the ancient Greeks' belief that gods controlled all natural events

dedication to long-term experiments

Question 4:

How did the invention of new tools influence the Scientific Revolution?
Question 5:

René Descartes wrote cogito, ergo sum which means “I think, therefore I am.” How does this
statement follow the Cartesian system?

Both statements are logical assumptions.

“I think” is a statement of a truth, and “I am” is a logical statement based on the

truth.

“I am” is a statement of a truth, and “I think” is a logical statement based on the

truth.

Both statements are falsehoods.

Question 6:

What is rationalism?

the idea that any way of acquiring knowledge is good

the idea that religion is the way to acquire knowledge

the idea that there is no good way to acquire knowledge

the idea that reason is the way to acquire knowledge

Question 7:

The heliocentric theory is __________.

the idea that the Earth and the other planets orbit the Moon

the idea that the Sun and planets orbit the Earth

the idea that the Earth and the other planets orbit the Sun

the idea that Jupiter has moons that orbit the planet
Question 8:

What is the definition of heresy?

a recently communicated scientific law

a discovery that disproves a scientific theory

a way of thinking that supports religious ideas

a belief that conflicts with religious principles

Question 9:

Inductive reasoning means __________.

using specific observations or facts to reach a general conclusion

using specific observations or facts to reach a specific conclusion

using general observations or facts to reach a specific conclusion

using general observations or facts to reach a general conclusion

Question 10:

What is the scientific method?

a procedure used to write and publish a science textbook

a procedure used to locate new species of plants and animals

a procedure used to predict the outcome of an event

a procedure used to answer a question and acquire knowledge

Question 11:

How was Thomas Aquinas different from René Descartes?

Aquinas provided evidence to support the heliocentric theory, while Descartes

provided evidence to support the geocentric theory.

Aquinas developed the concept of inductive reasoning, while Descartes believed

ancient Greek scholars had already discovered all scientific truths.

Aquinas believed that new knowledge could only be gained by identifying complete
truths, while Descartes wanted to combine Christian beliefs and rationalism.

Aquinas attempted to combine rationalism and Christian beliefs, while Descartes

believed knowledge could only come from identifying truths.

Question 12:

How did the idea of rationalism influence modern science?

Question 13:

How did rationalism influence the Scientific Revolution?

Using logic and reason to understand the world led to many advancements in
the areas of grammar and civics.
 Using religious beliefs to understand the world led to many advancements in the
areas of science and math.

Using logic and reason to understand the world led to many advancements in
the areas of science and math.

Using religious beliefs to understand the world led to many advancements in the
areas of grammar and civics.

Rationalism did not influence the Scientific Revolution.

Question 14:

How did increasing commerce and contact between Europe and the Middle East impact the
beginning of the Scientific Revolution?

Check all that are true.

Europeans were introduced to Greek rationalism for the first time.

Europeans became reacquainted with Greek rationalism.

Europeans were able to learn about new discoveries Middle Easterners had
made.

Europeans were able to share new discoveries they had made with Middle
Easterners.

Question 15:

Which were major astronomical discoveries made during the Scientific Revolution?

Check all that are true.

Galileo observed that Venus had phases similar to the Moon.

Newton used a telescope he invented to observe the rings of Saturn for the first
time.

Copernicus published the heliocentric theory based on observations he had

made.
 Kepler used mathematics to prove that the planets orbited the Sun along an
elliptical path.

Question 16:

Prior to the heliocentric theory, it was believed that the Sun, planets, and stars orbited
__________.

the Moon

Jupiter

the Earth

the solar system

Question 17:

What can be learned from Galileo’s inventions and discoveries?

Check all that are true.

New technology can help individuals acquire new knowledge.

Personal observations can help individuals acquire new knowledge.

Ancient texts contain all the knowledge an individual can acquire.

Performing experiments can help individuals acquire new knowledge.

Question 18:

How did the ideas of Francis Bacon and René Descartes lead to the creation of the scientific
method?

Check all that are true.

Their reasoning strategies can be used to create a hypothesis.

Their reasoning strategies can be used to plan an experiment.

Their reasoning strategies can be used to draw conclusions.

Their reasoning strategies can be used to communicate results.

Question 19:

Which steps are part of the scientific method?

Check all that are true.

Communicate results.

Plan an experiment.

Draw conclusions.

Decide on a question.

Create and analyze data.

Lesson Topic: The Enlightenment
Question 1:

Why might another name for the Enlightenment be the Age of Reason?

because people were using logic to change society

because people were making excuses to avoid changing society

because people were judging others to avoid changing society

because people were using force to change society

Question 2:

Below is the preamble to the Declaration of Independence, which explained why the American
colonists wanted to separate from Great Britain.

We hold these truths to be self-evident, that all men are created equal, that they are endowed
by their Creator with certain unalienable Rights, that among these are Life, Liberty and the
pursuit of Happiness.--That to secure these rights, Governments are instituted among Men,
deriving their just powers from the consent of the governed, --That whenever any Form of
Government becomes destructive of these ends, it is the Right of the People to alter or to
abolish it, and to institute new Government, laying its foundation on such principles and
organizing its powers in such form, as to them shall seem most likely to effect their Safety
and Happiness.

How did Locke’s theory of natural rights influence the American Founding Fathers' decision to
declare independence?

The Founding Fathers wrote about specific natural rights.

The Founding Fathers wrote about the type of government that Americans must
institute.

The Founding Fathers wrote about overthrowing a government that does not
protect natural rights.
 The Founding Fathers wrote about where the government’s power comes from.

Question 3:

Which problems would separation of powers solve?

military coups

famine

mob-rule

despotic tyrants

Question 4:

Voltaire was an advocate for religious tolerance and published a document on the topic in 1763.
Which statement is likely true about France at the time Voltaire was writing?

Citizens were assigned a religion when they moved to a new area.

Citizens were able to freely choose their religion without consequence.

Citizens often attended different churches.

Citizens were persecuted based on their religion.

Question 5:

What was the Enlightenment?

a movement that began in South America that used religious beliefs to bring about
societal change

a movement that began in Asia that improved technology used to illuminate

streets at night

a movement that began in Europe that used logic and reason to bring about
 societal change

a movement that began in North America that used the popularity of celebrities to
spread new ideas

Question 6:

Natural rights are __________.

rights that all humans are granted when they turn twenty-one

rights that all humans are born with

laws passed to protect the environment

laws passed that deal with the natural world

Question 7:

What does separation of powers mean?

the act of making sure the governments of other countries do not become too
powerful

the act of giving power to different branches of government

the act of making it illegal for different branches of government to interact with
each other

the act of removing a corrupt leader or group of people from power

Question 8:

What is a social contract?

a written agreement between governments that outlines the rights and limitations
 of both parties

an unwritten agreement between community members that outlines the

responsibilities of each individual within the community

a written agreement between individuals and their government that is signed

when the individual turns eighteen

an unwritten agreement between individuals and their government that outlines

rights, duties, and limitations of both parties

Question 9:

Tolerance is __________.

the ability to identify others who are different from oneself

the unfair treatment of others who are different from oneself

the avoidance of others who are different from oneself

the ability to accept others who are different from oneself

Question 10:

What is the definition of feminism?

the thought that women should share the same rights as men

the thought that women should share only a few of the same rights as men

the belief that women are not as intelligent as men

the belief that women should act more feminine and not try to act or dress like
men

Question 11:
 How did the Scientific Revolution influence the Enlightenment?

The new ideas developed during the Scientific Revolution changed laws that
helped Enlightenment scholars.

The punishments used for heresy during the Scientific Revolution were changed
during the Enlightenment.

The same scholars who developed ideas during the Scientific Revolution developed
ideas during the Enlightenment.

The concept of using logic and reason to help explain the natural world could also
be applied to explaining society.

Question 12:

Describe three ideas that were developed during the Enlightenment. How have these ideas
affected modern society?

Question 13:

Which events influenced the Enlightenment?

Check all that are true.

the French Revolution

the Protestant Reformation

 the Renaissance humanism movement

the rediscovery of ancient writings

Question 14:

What affect did the rising literacy rate in Europe have on the Enlightenment?

It helped kings and queens gain support.

It helped more people join the Church.

It helped women gain equal rights immediately.

It helped new ideas spread more quickly.

Question 15:

How was the Enlightenment similar to the Scientific Revolution?

Like the Scientific Revolution, the Enlightenment ended because all questions
about the natural world were answered using logic and reason.

Like the Scientific Revolution, the Enlightenment led more people to join the
Church.

Like the Scientific Revolution, the origin of the Enlightenment can be traced
back to the rediscovery of ancient texts by Europeans in the fourteenth century.

Like the Scientific Revolution, the scholars of the Enlightenment were punished
for heresy.

Question 16:

How are John Locke’s and Jean-Jacques Rousseau’s Enlightenment ideas related?

They both thought that natural rights protect citizens’ rights to participate in a
free market economy.

They both believed that the separation of powers in the government is protected
by citizens in a social contract.
 They both wrote about the social contract and argued that governments are
supposed to protect the natural rights of citizens.

They are not related at all.

Question 17:

The US government is made up of three branches, and each branch has a different
responsibility. Which Enlightenment concept is this form of government based on?

Voltaire’s idea of religious tolerance

Adam Smith’s idea of free trade

John Locke’s idea of natural rights

Baron de Montesquieu’s idea of the separation of powers

Mary Wollstonecraft’s idea of feminism

Question 18:

If a country allows men to vote on political issues but does not allow women to vote, which
Enlightenment idea has not been adopted?

religious tolerance

natural rights

feminism

free market economy

Question 19:

How have Enlightenment ideas affected the world today?

The ideas of the Enlightenment have influenced many political, economic, and
social aspects in the world today.

The ideas of the Enlightenment only influenced political and economic issues in
the world today.
The ideas of the Enlightenment have caused most people to reject the political,
economic, and social ideas from the time.

The ideas of the Enlightenment have influenced people to abandon the use of
logic and reason to answer questions.
Lesson Topic: Lesson Vocabulary Review
Question 1:

What is rationalism?

the idea that any way of acquiring knowledge is good

the idea that religion is the way to acquire knowledge

the idea that there is no good way to acquire knowledge

the idea that reason is the way to acquire knowledge

Question 2:

The heliocentric theory is __________.

the idea that the Earth and the other planets orbit the Moon

the idea that the Sun and planets orbit the Earth

the idea that the Earth and the other planets orbit the Sun

the idea that Jupiter has moons that orbit the planet

Question 3:

What is the definition of heresy?

a recently communicated scientific law

a discovery that disproves a scientific theory

a way of thinking that supports religious ideas

a belief that conflicts with religious principles

Question 4:

Inductive reasoning means __________.

using specific observations or facts to reach a general conclusion

using specific observations or facts to reach a specific conclusion

using general observations or facts to reach a specific conclusion

using general observations or facts to reach a general conclusion

Question 5:

What is the scientific method?

a procedure used to write and publish a science textbook

a procedure used to locate new species of plants and animals

a procedure used to predict the outcome of an event

a procedure used to answer a question and acquire knowledge

Question 6:

What was the Enlightenment?

a movement that began in South America that used religious beliefs to bring about
societal change

a movement that began in Asia that improved technology used to illuminate

streets at night

a movement that began in Europe that used logic and reason to bring about
 societal change

a movement that began in North America that used the popularity of celebrities to
spread new ideas

Question 7:

Natural rights are __________.

rights that all humans are granted when they turn twenty-one

rights that all humans are born with

laws passed to protect the environment

laws passed that deal with the natural world

Question 8:

What does separation of powers mean?

the act of making sure the governments of other countries do not become too
powerful

the act of giving power to different branches of government

the act of making it illegal for different branches of government to interact with
each other

the act of removing a corrupt leader or group of people from power

Question 9:

What is a social contract?

a written agreement between governments that outlines the rights and limitations
 of both parties

an unwritten agreement between community members that outlines the

responsibilities of each individual within the community

a written agreement between individuals and their government that is signed

when the individual turns eighteen

an unwritten agreement between individuals and their government that outlines

rights, duties, and limitations of both parties

Question 10:

Tolerance is __________.

the ability to identify others who are different from oneself

the unfair treatment of others who are different from oneself

the avoidance of others who are different from oneself

the ability to accept others who are different from oneself

Question 11:

What is the definition of feminism?

the thought that women should share the same rights as men

the thought that women should share only a few of the same rights as men

the belief that women are not as intelligent as men

the belief that women should act more feminine and not try to act or dress like
men
Lesson: Lesson Test: The Scientific Revolution and the Enlightenment
Lesson Topic: The Scientific Revolution
Question 1:

Which groups inspired the Scientific Revolution?

Check all that are true.

Jewish academics

Middle Eastern scholars

ancient Greeks

ancient Egyptians

Question 2:

Which statement is NOT true about the history of rationalism?

Muslim and Jewish academics studied the work of the ancient Greeks and
preserved their ideas by translating them.

European scholars were reintroduced to the idea of rationalism during the

thirteenth century CE.

During the sixth century BCE, some ancient Greeks began to use logic and
reason to understand the world.

Prior to the development of rationalism, the ancient Greeks looked to religion to

explain the world around them.

Knowledge of Greek rationalism spread rapidly and was maintained in Europe

for over 2,000 years.

Question 3:

Which evidence was used to support the heliocentric theory?

Check all that are true.

 Isaac Newton was able to provide mathematical evidence for the elliptical orbits
of the planets.

Galileo Galilei observed that there were moons orbiting Jupiter.

Johannes Kepler used chemistry to prove the Moon orbits the Sun along an
elliptical path.

Nicolaus Copernicus observed the movement of the planets and other celestial
bodies.

Question 4:

Why was Galileo Galilei placed under house arrest late in his life?

because he spoke out against the king of Italy

because he did not believe in God

because he provided evidence for the geocentric theory

because he continued to advocate for the heliocentric theory

Question 5:

Isaac Newton developed __________.

Check all that are true.

the law of gravity

laws that describe how objects move

the concept of inductive reasoning

the telescope

Question 6:

How did scientists during the Scientific Revolution influence the development of the scientific
method?

Check all that are true.

Newton’s inventions can be used to help gather and analyze data.

Descartes’s use of the Cartesian system can help when drawing conclusions
from data.

Bacon’s use of inductive reasoning is used to help develop hypotheses.

Galileo’s emphasis on personal observation is utilized when designing

experiments.
Lesson Topic: The Enlightenment
Question 1:

Which statements are NOT true about how changes in the European literacy rate affected the
Enlightenment?

An increase in the literacy rate allowed ideas to spread more quickly.

A decrease in the literacy rate meant ideas were only spread via conversation.

An increase in the literacy rate caused fewer laws to be passed.

A decrease in the literacy rate meant European monarchies lasted longer.

Question 2:

Which statement explains why the following sentence is incorrect?

The Enlightenment and the Scientific Revolution have nothing in common.

The Enlightenment and the Scientific Revolution were both caused by the
Protestant Reformation.

The Enlightenment and the Scientific Revolution both had the same scholars.

The Enlightenment and the Scientific Revolution were both influenced by ancient
Greek ideas.

The Enlightenment and the Scientific Revolution both supported the Church.

The sentence is correct.

Question 3:

Which statements about the Enlightenment are correct?

Check all that are true.

The Protestant Reformation influenced the Enlightenment.

People met to talk about new ideas in coffeehouses and salons.

 The study of humanism, which influenced the Enlightenment, was inspired by
ancient Greek and Roman texts.

Church doctrine greatly influenced the concepts scholars of the Enlightenment

developed.

Question 4:

Which were political and social ideas from the Enlightenment?

Check all that are true.

heliocentric theory

religious tolerance

feminism

checks and balances

Question 5:

Which statements are examples of how Baron de Montesquieu’s Enlightenment idea of

separation of powers is used in the US government?

Check all that are true.

Washington, DC, is the location of many, but not all, federal government
buildings.

The president can veto bills, and Congress can override the veto.

The US Constitution protects the rights of citizens.

There are three branches in the US government.

Question 6:

How do Adam Smith’s economic ideas during the Enlightenment affect the world today?

Check all that are true.

Many economies are based on the principals of free trade.

Many countries have established official government monopolies over specific
industries in order to ensure that prices are regulated.

Many countries allow the formation of many companies that can compete with
each other.

Many economies are based on the principles of mercantilism.

Lesson: The Age of Revolution
Lesson Topic: The American Revolution
Question 1:

Which actions taken by Parliament resulted in the colonists being unhappy

with British rule?

Britain refused to export British goods to the colonies.

Parliament enforced heavy taxes in the colonies.

Parliament passed laws to prevent freedom of religion within the colonies.

Britain did not allow fair representation of the colonies within Parliament.

Question 2:

How might a boycott have encouraged Parliament to change its policies?

A boycott would have decreased Britain's revenue in the American colonies.

A boycott would have increased the demand for tea and other goods in the
colonies.

A boycott would have increased taxes on tea and other goods in the colonies.

A boycott would have decreased the anger that colonists felt toward the British
government.

Question 3:

What might have happened if Paul Revere had not warned the colonial militia of the British
troops?
Question 4:

How was the preamble influenced by the colonists' experiences with the
British?

The British government gave the colonists the right to govern the colonies how
they saw fit.

The British government unfairly restricted the colonists' rights.

The British king considered himself above, rather than equal to, his subjects.

The British soldiers helped the colonists achieve liberty within the colonies.
Question 5:

Why did the Founding Fathers include a preamble to the US Constitution?

to summarize the document's purpose and principles

to note rules for changing the Constitution

to define the basic rights of US citizens

to declare independence from Britain

Question 6:

What is a massacre?

a deliberate killing of a large group of defenseless people

an invasion of an enemy's army

an attack on a government building

the murder of an important public figure

Question 7:

A boycott is __________.

taxing the citizens of a country without allowing them government representation

ending a peace agreement due to the initiation of war

agreeing to buy certain goods or interact with certain groups as an attempt at

peace

refusing to buy certain goods or interact with certain groups as a punishment or

protest
Question 8:

A militia is __________.

an army of citizens

a group of loyalist soldiers

a large navy fleet

an army of trained soldiers

Question 9:

What is an alliance?

a union formed between countries

a declaration of war between countries

a truce established between countries

the end of war between countries

Question 10:

What is a constitution?

a written agreement for peace

an introductory statement

amendments to the way a country is governed

a written account of fundamental principles

Question 11:

A preamble is __________.

the closing section of the Declaration of Independence

the beginning statement in the Bill of Rights

a written account of fundamental principles

an introductory statement

Question 12:

What is a federal republic?

a government system that is run by a single ruling monarch

a government system in which an elected representative holds all of the power

a government system that divides power between the king and the Parliament

a government system that divides power between a strong national government

and smaller local governments

Question 13:

Which of the following correctly explains the concept of taxation without representation?

The government taxes the people without allowing them to have representation
within the government.

The government allows the people to have representation within the

government and does not tax them unfairly.

The government allows the people to have representation within the

government, but continues to tax them unfairly.
 The government does not tax the people or allow them to have representation
within the government.

Question 14:

Why did the American colonists want independence from Britain?

Check all that are true.

The British government took away many of their natural rights and freedoms.

The British government refused to allow them to have representation in

Parliament.

The British government declared war on the American colonies.

The British government forced unfair, heavy taxes on the American colonists.

Question 15:

Each of the following were causes of the American Revolution EXCEPT __________.

the Battles of Lexington and Concord

the Boston Tea Party

the Battle of Saratoga

taxation without representation

Question 16:

Which of the following were effects of Thomas Paine's Common Sense?

Check all that are true.

The colonists refused to support the notion of separation from Britain.

The colonists gained a better understanding of what America was fighting for.

The loyalist following increased, while the patriot following decreased.

The colonists rallied together in support of gaining freedom from the British
government.
Question 17:

Which statements summarize ideas that are presented in the Declaration of Independence?

Check all that are true.

The Declaration of Independence acknowledges that the American colonies must

separate from England and become free states.

The Declaration of Independence states that the American colonies will become
a federal republic with equal branches of government.

The Declaration of Independence lists the ways in which the king of England
violated the American colonists' rights.

The Declaration of Independence states that the people have a right to

revolution when the government violates their natural rights.

Question 18:

How were the American colonies able to defeat the British in the Revolutionary War?

The American soldiers gained access to more powerful weapons.

The American armies far outnumbered the British armies.

The American colonies formed an alliance with the French.

The colonial troops were better trained.

Question 19:

How was government distributed under the Constitution?

The government was divided into two branches, including the king and the
parliament.

The government was divided into two branches, including the Senate and the
House of Representatives.

The government was not divided, but rather all power was given to one elected
official.
 The government was divided into three branches with separation of powers,
including the executive, legislative, and judicial branches.

Question 20:

Which of the following was NOT an effect of the American Revolution?

The Bill of Rights was written, establishing the basic rights of each US citizen.

The US Constitution was written and the American government was born.

Parliament repealed its taxes in all of Britain's colonies.

The American colonies separated from England and became free and
independent states.
Lesson Topic: The French Revolution
Question 1:

Which statements explain the effect that the American Revolution had on the French
Revolution?

The American Revolution motivated the people of France to support their

government.

The American Revolution put the French government deeply in debt.

The American Revolution improved France's economic status.

The American Revolution planted the seeds of democratic thought in the people of
France.

Question 2:

What motivated the formation of the National Assembly?

the First Estate's goal to eliminate representation of the Third Estate in the
government

the Third Estate's discontent with the Estates General's unfair voting methods

the Third Estate's ambition to take over the Estates General

the Second Estate's desire to increase its own wealth and power
Question 3:

After they deposed the king, the leaders of the new National Convention wanted to spread the
revolution across Europe. How did this decision impact France?

Chaos and disorder engulfed France.

France experienced food shortages.

Civil war erupted between supporters of the monarchy and supporters of the
revolution.

France quickly defeated other European countries and gained enormous amounts
of territory.

France united under the National Convention to defeat other European countries.

The French economy improved because of the war.

France went to war with other European countries.

Question 4:

Did the Reign of Terror accomplish the goals of the Committee for Public
Safety?

yes, but at a great cost

yes, but only temporarily

no, but it did control the rebellion

no, but it ended support of the monarchy

Question 5:

Which statement provides the most accurate analysis of Napoleon as a

leader?
 Napoleon was a terrible dictator who destroyed France after the French
Revolution. Under his leadership, the economy declined, feudalism was restored,
and the country was once again governed by the absolute rule of only one leader.

Napoleon was a brilliant leader. He made changes to France's government that

lifted it out of the chaos of the French Revolution and gave it much needed
stability. However, he was also a power-hungry leader who let his greed and
ambition lead him down a path of destruction.

Napoleon was a successful leader who changed the social and political structure of
France. He strengthened the military and expanded France's borders. He put an
end to the war and destruction of the French Revolution and restored peace in
France.

Question 6:

The diagram below shows the size of Napoleon's army during the invasion of Russia. It also
tracks the distance and direction the army traveled. Use the diagram to determine which
statements are true.

Russia's superior military was the reason that Napoleon lost so many soldiers.

Nearly 90,000 soldiers died on the retreat from Moscow.

Napoleon sent most of his army away before he reached Moscow.

Napoleon decided to retreat from Russia after he reached Saint Petersburg.

Napoleon decided to retreat from Russia after he reached Moscow.

 Napoleon entered Russia with 422,000 soldiers but left with only 10,000.

More than half of Napoleon's soldiers died before he reached Moscow.

Question 7:

Predict how the failed Russian invasion might have impacted Napoleon and the French Empire.

The defeat of the French army in Russia led to the beginning of Napoleon's
downfall.

The defeat of the French army in Russia caused Napoleon to change his battle
tactics.

The defeat of the French army in Russia marked the end of Napoleon's military
dominance in Europe.

The defeat of the French army in Russia caused Napoleon to plan a second attack
on Russia.

Question 8:
Compare the map of Europe in 1812 to the map of Europe in 1815. How did the Congress of
Vienna change the map of Europe?

It made the Ottoman Empire part of Europe.

It reversed the territorial gains of France during the French Revolution and the
Napoleonic Wars.

It completely disintegrated France's military and political power.

It created the new nations of Germany and Italy.

It increased the size of the French Empire.

It split Germany and Italy into dozens of small states.

It removed the Ottoman Empire from Europe.

 It restored a balance between the major European powers.

Question 9:

What was an estate in France before the French Revolution?

a meeting of government representatives

the land on which a castle sits

a class level in French society

the title given to a wealthy man

Question 10:

Who were the bourgeoisie?

the upper class of French society

the French king and his court

the lower class of French society

the middle class of French society

Question 11:

A radical is __________.

someone who opposes extreme political ideas

someone who supports extreme political ideas

someone with no political ideas

 someone whose political ideas remain neutral

Question 12:

What is the Napoleonic Code?

the legal code that Napoleon's soldiers were governed by in times of war

the French civil code established under Napoleon

the moral code enforced by Napoleon

the royal dress code established by Napoleon

Question 13:

What does abdicate mean?

to steal the throne from someone

to give up one's throne

to assume the throne

to be stripped of the right to rule

Question 14:

Which was the goal of the National Assembly?

to write the Declaration of the Rights of Man and of the Citizen and make France a
democracy

to write a constitution for France and make France a republic

to write a constitution for France and make France a constitutional monarchy

 to restore Louis XVI to the throne and make France an absolute monarchy

to restore Louis XVI to the throne and make France a constitutional monarchy

Question 15:

Predict which would NOT be a likely outcome of the Congress of Vienna.

Prussia and Russia were both enlarged.

The Papal States were restored to the rule of the pope rather than being under
French rule.

A new German Confederation of thirty-eight states was created out of the

remnants of the Holy Roman Empire.

The French monarchy was restored as Louis XVIII was made the king of France.

Napoleon was allowed to continue ruling France after swearing to abide by the
decisions of the Congress of Vienna.

Ferdinand VI was restored as the king of the Kingdom of the Two Sicilies.

France was reduced to its pre-revolution borders.

Question 16:

Which chart correctly shows the three estates of France before the French Revolution?
Question 17:

Which was the main complaint that the Third Estate had with the structure of the Estates
General?

Voting was traditionally done by estate. This meant that the smaller First and
Second Estates had the same representation as the larger Third Estate.

Voting was traditionally done by representative. However, the large Third Estate
was barred from presiding over the Estates General.

The Third Estate had to sit furthest from the king at the Estates General. This
offended them because they were the largest group and thought that they
should be closest to the king.
 The king was the only person who could call an Estates General. The Third
Estate wanted to abolish the monarchy.

none of the above

Question 18:

Which were accomplishments of the National Assembly?

Check all that are true.

The Declaration of the Rights of Man and of the Citizen was written. This
established the ideals of the new government.

The Constitution of 1791 was written. This created the Legislative Assembly and
turned France into a constitutional monarchy.

Feudal rights and privileges were abolished. This dramatically changed French
society.

The Reign of Terror was established. This put an end to the monarchy and
suppressed the counter-revolutionary uprisings causing chaos in western
France.

Question 19:

How did the abolition of feudalism affect French society?

Check all that are true.

The abolition of feudalism ended the special privileges of the First and Second
Estates.

The abolition of feudalism increased the wealth of each estate.

The abolition of feudalism created legal equality throughout French society.

The abolition of feudalism did away with all distinction between the three
estates.

Question 20:

The Constitution of 1791 established France as a constitutional monarchy. The Legislative

 Assembly had the power to pass laws, raise taxes, and declare wars. The king could veto laws.
What happened to this arrangement?

The people of Paris feared that the king had betrayed them. The king was forced
to abdicate, and he fled to Austria. His son became the new king.

The people of Paris feared that the king had betrayed them. The monarchy was
abolished and France became a republic. The king fled with his family and lived
in exile in Austria.

The people of Paris feared that the king had betrayed them. The king was forced
to abdicate, and he fled to Austria. His brother became the new king.

The people of Paris feared that the king had betrayed them. The monarchy was
abolished and France became a republic. The king was executed a few months
later.

Question 21:

What was the Reign of Terror?

The Reign of Terror was a period of time during which the peasants of the Third
Estate revolted against the monarchy and stormed the Bastille, gaining access
to the weapons stored there and freeing all of the prisoners.

The Reign of Terror was a period of time during which the Jacobins, led by
Maximilien Robespierre, executed thousands of people who opposed their
policies and beliefs.

The Reign of Terror was a period of time during which Napoleon overthrew the
French government in a coup and conquered countries throughout Europe to
expand France's power.

The Reign of Terror was a period of time during which the monarchy, led by King
Louis XVI, executed thousands of people from the Third Estate as punishment
for the Third Estate's separation from the Estates General.

Question 22:

How did Napoleon Bonaparte rise to power?

 He was a successful and popular radical reformer.

He was a successful and popular politician.

He was a successful and popular writer.

He was a successful and popular general.

all of the above

Question 23:

Which of the following was NOT an accomplishment of Napoleon while he ruled France?

He wrote the Napoleonic Code.

He reconciled with the Catholic Church.

He built a powerful French army.

He conquered Russia.

Question 24:

Which diagram best represents the sequence of events that led to the end of Napoleon's reign
as emperor of France?
Question 25:

Which of the following were goals of the Congress of Vienna?

Check all that are true.

to appoint new leadership and establish a new government in France

to create a balance of power between the major European countries

to restore the old order of absolute monarchy to much of Europe

to restore peace and stability to Europe

Lesson Topic: Lesson Vocabulary Review
Question 1:

What is a massacre?

a deliberate killing of a large group of defenseless people

an invasion of an enemy's army

an attack on a government building

the murder of an important public figure

Question 2:

A boycott is __________.

taxing the citizens of a country without allowing them government representation

ending a peace agreement due to the initiation of war

agreeing to buy certain goods or interact with certain groups as an attempt at

peace

refusing to buy certain goods or interact with certain groups as a punishment or

protest

Question 3:

A militia is __________.

an army of citizens

a group of loyalist soldiers

a large navy fleet

 an army of trained soldiers

Question 4:

What is an alliance?

a union formed between countries

a declaration of war between countries

a truce established between countries

the end of war between countries

Question 5:

What is a constitution?

a written agreement for peace

an introductory statement

amendments to the way a country is governed

a written account of fundamental principles

Question 6:

A preamble is __________.

the closing section of the Declaration of Independence

the beginning statement in the Bill of Rights

a written account of fundamental principles

 an introductory statement

Question 7:

What is a federal republic?

a government system that is run by a single ruling monarch

a government system in which an elected representative holds all of the power

a government system that divides power between the king and the Parliament

a government system that divides power between a strong national government

and smaller local governments

Question 8:

What was an estate in France before the French Revolution?

a meeting of government representatives

the land on which a castle sits

a class level in French society

the title given to a wealthy man

Question 9:

Who were the bourgeoisie?

the upper class of French society

the French king and his court

the lower class of French society

 the middle class of French society

Question 10:

A radical is __________.

someone who opposes extreme political ideas

someone who supports extreme political ideas

someone with no political ideas

someone whose political ideas remain neutral

Question 11:

What is the Napoleonic Code?

the legal code that Napoleon's soldiers were governed by in times of war

the French civil code established under Napoleon

the moral code enforced by Napoleon

the royal dress code established by Napoleon

Question 12:

What does abdicate mean?

to steal the throne from someone

to give up one's throne

to assume the throne

to be stripped of the right to rule
Lesson: Lesson Test: The Age of Revolution
Lesson Topic: The American Revolution
Question 1:

Why were the American colonists unhappy with British rule?

Check all that are true.

The British government did not allow the colonists to have freedom of religion.

The British government took away the colonists' natural rights and freedoms.

The British government refused to represent the colonists in Parliament.

The British government taxed the colonists unfairly.

Question 2:

Which statement best explains the significance of the Battles of Lexington and Concord?

The Battles of Lexington and Concord represent the aftermath of the American
Revolution.

The Battles of Lexington and Concord represent the turning point of the
American Revolution.

The Battles of Lexington and Concord represent the beginning of the American
Revolution.

The Battles of Lexington and Concord represent the end of the American
Revolution.

Question 3:

Which statement best explains the purpose of the Declaration of Independence?

The Declaration of Independence declared war on Britain.

The Declaration of Independence explained and justified the separation of the

American colonies from Britain.
 The Declaration of Independence explained the American colonists' boycott on
British goods.

The Declaration of Independence provided a written constitution for the United

States of America.

Question 4:

Why did the American colonies declare independence and go to war with Britain?

The colonists felt that their armies had grown strong enough to defeat the
British armies, and they wanted to place an American on the throne of England.

The king of England refused to remove the British soldiers from the American
colonies, so the colonists took matters into their own hands.

The king of England refused to grant the colonists religious freedom, and they
felt that they had no choice but to separate from Britain in order to remain loyal
to their faith.

The colonists felt that the king of England had violated their natural rights, and
they no longer wanted to be ruled by the oppressive British government.

Question 5:

Why is the Battle of Saratoga considered the turning point of the American Revolution?

Check all that are true.

The American victory at the Battle of Saratoga proved to the French that the
Americans could beat the British.

The American victory at the Battle of Saratoga persuaded the French to form an
alliance with America.

Until the Battle of Saratoga, the American army had been on a losing streak in
the war.

The Battle of Saratoga was the first major victory for the British army.

Question 6:

What did the Articles of Confederation do for the colonies?

 Check all that are true.

The Articles of Confederation provided the colonies with a way to make

amendments to the Constitution.

The Articles of Confederation outlined the way that the colonies should be
governed during the Revolutionary War.

The Articles of Confederation provided the colonies with the first constitution
during the Revolutionary War.

The Articles of Confederation outlined the reasons that the colonies were
declaring independence from Britain.

Question 7:

How did the Constitution change life for Americans?

Check all that are true.

The Constitution changed the American government to a federal republic.

The Constitution ensured that the government would be held accountable for
the decisions it made.

The Constitution changed the way Americans were taxed by the British
government.

The Constitution ensured that the government would be controlled by

representatives of the people rather than a monarch.

Question 8:

How do the three branches of government work together to uphold early American values?

Each branch of government has the power to overrule the other branches and
claim the majority power within the government.

Each branch of government has the ability to check the actions of another
branch to ensure that power remains balanced.
 Each branch of government is responsible for accomplishing specifically assigned
tasks without being held accountable for its actions.

Each branch of government works in alignment with the other branches to

ensure the success of Parliament and the king.

Question 9:

How did the Bill of Rights improve the Constitution?

Check all that are true.

It provided a way to make changes to the Constitution.

It outlined the basic rights held by all Americans.

It created new laws to prevent taxation without representation.

It justified America's separation from Britain.

Lesson Topic: The French Revolution
Question 1:

Select the chart that shows how French society was organized in the eighteenth century.
Question 2:

Which passage best describes the early phase of the French Revolution?

In 1789, France was nearly broke. In order to raise taxes to pay off its debt,
King Louis XVI was forced to call a meeting of the three estates, known as the
Estates General. Disagreements between the three estates caused the Third
Estate to walk out of the Estates General and establish a new body, called the
National Assembly. The First and Second Estates soon joined the National
Assembly, and the body began its task of transforming France from an absolute
monarchy to a constitutional monarchy.

In 1789, France was nearly broke. In order to raise taxes to pay off its debt,
King Louis XVI was forced to call a meeting of the three estates, known as the
Estates General. Disagreements between the three estates caused the First
Estate to walk out of the Estates General and establish a new body, called the
Directory. The Second and Third Estates soon joined the Directory, and the body
began its task of transforming France from an absolute monarchy to a republic
without a king.

In 1789, France was nearly broke. In order to raise taxes to pay off its debt,
King Louis XVI was forced to call a meeting of the three estates, known as the
Estates General. Disagreements between the three estates caused the Second
Estate to walk out of the Estates General and establish a new body, called the
National Assembly. The First and Third Estates remained loyal to the king and
did not join the National Assembly. The chaos that followed eventually caused
King Louis XVI to abdicate in favor of his best general, Napoleon Bonaparte.
 In 1789, France was incredibly wealthy. In order to decide how to spend the
budget surplus, King Louis XVI called a meeting of the three estates, known as
the Estates General. Disagreements between the three estates about how best
to spend the surplus caused the Third Estate to walk out of the Estates General
and establish a new body, called the National Assembly. The First and Second
Estates remained in the Estates General, and the two bodies passed competing
proposals. The chaos eventually caused Louis XVI to abdicate.

Question 3:

Why was the Storming of the Bastille an important event in the French Revolution?

It was the first time Napoleon Bonaparte had an impact on the French
Revolution.

It was the first major victory of the French over the Prussians and Austrians.

It was the first major instance of violence and the power of the mob.

It put a stop to the Reign of Terror.

Question 4:

Which was an outcome of the Reign of Terror?

Check all that are true.

People were forced to support the monarchy.

Supporters of the Jacobins were executed.

Opponents of the Jacobins who did not support the monarchy were executed.

Peace and prosperity were resorted to France.

Supporters of the monarchy were executed.

Question 5:

How did Maximilien Robespierre and the Jacobins rule France?

 They restored the monarchy and crowned Maximilien Robespierre as King
Maximilien I.

They held an election to select the representatives who would serve in the
Directory.

They appointed Napoleon Bonaparte to rule as France's first emperor.

They created a radical policy of terror in order to prevent any suspected

counter-revolution.

Question 6:

Which of the following contributed to Napoleon Bonaparte's rise to power?

Check all that are true.

He organized a coup to overthrow the government.

He was extremely ambitious.

He was a military hero who had never lost a battle.

He planned an invasion of Russia.

He escaped from exile on the island of Elba.

Question 7:

Some historians claim that the Napoleonic Code was Napoleon's greatest accomplishment.
What evidence exists to support this claim?

Check all that are true.

The Napoleonic Code became the basis for many of modern-day Europe's laws
and legal systems.

The success of the Napoleonic Code inspired countries across Europe to abolish
absolute monarchy.

The Napoleonic Code ended the French Revolution.

The Napoleonic Code remained in effect even after Napoleon's reign as emperor.
Question 8:

How did Napoleon's invasion of Russia in 1812 lead to his downfall?

Check all that are true.

Napoleon was captured by the Russian army during the Russian invasion.

The French army defeated the Russian army in Napoleon's invasion of Russia.

Russia, Britain, Austria, and Prussia formed an alliance against France after
Napoleon's defeat in the Russian invasion.

The French army was defeated and nearly destroyed during Napoleon's invasion
of Russia.

Question 9:

How did the Congress of Vienna achieve peace and stability in Europe following Napoleon's
defeat?

Check all that are true.

It redrew the map of Europe to create more stable countries.

It enlarged Russia, Prussia, and Austria to ensure a balance of power.

It placed Napoleon on trial and sentenced him to death.

It appointed a new ruler for France.

Question 10:

Terror and chaos characterized the French Revolution in the popular imagination. The image of
the guillotine and the Reign of Terror are the main things people think about when they think of
the revolution. However, the French Revolution had a number of long-term impacts on Europe.
What other legacies did the revolution leave behind?

Check all that are true.

The French Revolution led to the development of a long-term peace plan among
European nations.
The French Revolution eventually led to the end of absolute monarchy in
Europe.

The French Revolution led directly to the end of feudalism in France and
gradually other countries throughout Europe.

The French Revolution immediately led to the development of democratic

principles in European governments.
Lesson: Nationalism and Imperialism
Lesson Topic: Growing Nationalism
Question 1:

Which of the following are examples of nation-states?

France was a sovereign state that ruled a group of people with a common
language and culture.

The Austrian Empire was an empire of many different nations and ethnicities.

Most people who lived in the Netherlands were Dutch. They had lived there for
centuries and ruled themselves after earning their freedom from Spain.

Saxony was a German state surrounded by many other German states.

Question 2:

During Napoleon's conquest of much of Europe, he ended the old Holy Roman Empire. He
reorganized and combined many of the hundreds of German states. When Napoleon was finally
defeated, the Congress of Vienna had to decide what it would do with the German states that
Napoleon had re-organized. How did the Congress of Vienna deal with Germany?

It created the Prussian Confederation, which was comprised of thirty-nine

separate states.

It created the German Confederation, which was comprised of thirty-nine separate

states.

It revived the old Holy Roman Empire, which was comprised of thirty-nine
separate states.

It allowed the strongest German state, Prussia, to divide Germany.

It allowed a strong European power, Austria, to divide Germany

It kept all the changes that Napoleon made because the German people had
become used to it.
Question 3:

What did Italy and Germany have in common before unification?

Both nations were controlled by Spain before 1848.

Both nations were controlled by Prussia before 1848.

Both nations were divided into confederations by the Congress of Vienna.

Both nations were divided into multiple kingdoms and states.

Question 4:

After Italy became completely unified in 1870, which issues still remained?

Social and cultural divisions remained between Rome and the rest of Italy.

Social and cultural unification caused the economy to collapse.

Political division remained because the Kingdom of Piedmont-Sardinia still

controlled a city in northern Italy.

Political division remained because the pope was still controlling central Italy.

Political divisions remained between northern and southern Italy.

Social and cultural divisions remained between northern and southern Italy.

Social and cultural divisions remained between eastern and western Italy.

Question 5:

Did most Americans approve of the United States' expansion during the nineteenth century?
Why or why not?

Yes, many Americans' desire for personal freedoms led to their belief that they
were meant to claim any lands on the North American continent.
 Yes, many Americans' strong sense of nationalism led to their belief that they
were meant to claim land reaching as far as the Pacific Ocean.

No, many Americans did not approve of expansion because they lacked a sense of
nationalism.

No, many Americans did not approve of expansion because the West was already
occupied by American Indians and claimed by Mexico.

Question 6:

The primary cause of war between the United States and Mexico was the location of the border
between Mexico and Texas. However, other disputes led the two nations to war as well. Which
of the reasons below were likely causes of war?

The United States wanted to provide military support to Mexico during the
Mexican-Indian Wars.

Mexico was offended by a proposal of Polk's to trade Mexican and American

soldiers.

The United States formally annexed the Republic of Texas, causing increased
tensions with Mexico.

Polk sent an army to the contested lands between the Rio Grande and the Nueces
Rivers in order to provoke a war with Mexico.

Mexico rejected a proposal made by Polk to purchase territory in the Southwest.

Question 7:

What is a nation-state?

a sovereign state in which citizens may share the same factors such as culture,
language, or religion

a sovereign state in which citizens have many different cultures, languages, and
religions

a group of people who share the same factors such as culture, language, or
 religion but do not rule themselves

a state ruled by a monarch in which citizens have many different cultures,

languages, and religions

Question 8:

Nationalism is __________.

a feeling of unity, pride, loyalty, or devotion to a nation

an idea that a nation has only one culture, language, and religion

an idea that a nation can have more than one culture, language, and religion

a feeling of gratitude towards leaders of a nation

Question 9:

The Carbonari was __________.

a sovereign state in Italy

the monarchy that ruled in Italy

a secret revolutionary group committed to unifying Italy

the secret police created by Clemens von Metternich to repress revolutionaries

Question 10:

What is a chancellor?

the leader of a secret German society

an emperor of Germany
 the head official of the Italian government including the government of the Italian
empire

the head official of some governments, including the government of the German
empire

Question 11:

A kaiser is __________.

a president of Germany

an emperor of Germany

a head official of German government

a head official of Prussia

Question 12:

Manifest destiny was __________.

the idea that the United States would unify as one nation with one culture and
language

the idea that the United States was destined to claim land as far as the Pacific
Ocean for its western border

a treaty that the United States and Mexico signed to establish the Rio Grande as
the US-Mexico border

a treaty that the United States and Mexico signed after the Mexican-American War

Question 13:

Which of the following did NOT lead to feelings of nationalism in Europe?

 French revolutionaries inspired other people to desire independent sovereignty.

Europeans wanted governments led by true heirs to the throne.

As people formed kingdoms, it was important for Europeans to express pride in

their monarchs.

People began to increasingly identify as part of a nation of culturally similar

people.

Question 14:

Why was it especially difficult for Italy to become unified?

Italy was dominated by foreign powers that did not want it to become unified and
independent.

Italy was ruled by different countries as well as the Catholic Church.

The Ottoman Empire and Russia divided Italy.

Many kingdoms and states divided Italy.

Multiple nationalist groups ruled Italy.

Question 15:

How did the Mexican Cession further the goals of manifest destiny?
Question 16:

Which of the following ideas would likely have been a demand of nationalists in Europe in 1848?

Check all that are true.

westward expansion for our young nation

rule by a monarch with absolute power

all of Europe ruled by Prussia

freedom from the Austrians who are ruling us

all Germany ruled by one government

Question 17:
 How did Otto von Bismarck promote feelings of German nationalism?

He started a secret society to promote civil rights.

He fought in battles against the Prussian monarchy.

He promoted non-violent protests in Germany.

He started wars with other European countries.

Question 18:

How did the Italian secret societies promote Italy's unification?

Check all that are true.

They recruited enough people to advocate for Italian nationalism and liberty.

One society, led by Giuseppe Garibaldi, led a group of one thousand volunteers
to free Sicily, Naples, and most of southern Italy.

They recruited Giuseppe Mazzini, a former monarch, to overthrow the pope.

One society, led by Giuseppe Garibaldi, led a group of one thousand volunteers
to fight the monarch of the Papal States.

Question 19:

How did European and American nationalists differ?

Check all that are true.

American nationalists were not interested in unifying existing territories because

they had already achieved that goal.

European nationalists were primarily interested in expanding their territory.

American nationalists were primarily interested in expanding their territory.

European nationalists were not interested in unifying existing territories because

they had already achieved that goal.

American nationalists wanted to unify their territories under a single nation.

Question 20:

Which of the following statements are NOT true about the Mexican-American War?

The United States stationed soldiers in disputed territory in order to provoke a

war.

The Mexican-American War began in 1821 when Mexico struggled to become

free from Spain.

The United States sent troops to Mexican territory to train Mexico's military.

Americans thought that it was their manifest destiny to control Mexican and
American Indian territory.

The war ended when Mexico and the United States signed a treaty, and Mexico
sold the Southwest to the United States.

Question 21:

Which of the following were terms of the Treaty of Guadalupe Hidalgo, signed after the
Mexican-American War?

Check all that are true.

Mexico agreed to sell California and land north of the Rio Grande River.

Mexico agreed to sell California and land south of the Rio Grande River.

The United States and Mexico agreed to establish the Nueces River as the US-
Mexican border.

The United States and Mexico agreed to establish the Rio Grande River as the
US-Mexican border.
Lesson Topic: The Age of Imperialism
Question 1:

Why did European powers fight for control of territory in Africa and Asia?

European powers wanted to spread their own cultures and religions because they
believed less developed nations were uncivilized.

European powers wanted access to resources, like land and people, in order to
expand their own economies.

European powers wanted to learn more about the culture and customs of less
developed nations to increase their knowledge of the world's people.

European powers wanted to increase the size of their territories to prove that they
were powerful and capable of expanding.

Question 2:

Which of the following statements illustrate why the West needed certain
resources?

"If I expand my shipping business on a global scale, I might triple my wealth. I

will so enjoy controlling one of the largest fortunes in the world."

"I can make thousands of copper teapots a day, but it seems like everyone in
Britain already owns a teapot. I need to find new markets, otherwise I will have to
close my factory."

"I must find new sources of petroleum and rubber to maintain the machinery in
my textile factories in France. I am running out of the necessary parts to maintain
and repair my machinery at a reasonable cost."

"I need to spread my way of life to people who I believe are living incorrectly. My
spiritual beliefs will guide other people and cultures to the true ways of the world."

Question 3:
 Check all of the correct events that occurred at the Berlin Conference.

European powers agreed to take African territory, but they did not permit free
trade along the Niger and Congo rivers.

European powers agreed to establish government offices in the territories they

planned to claim.

Leopold II was authorized to send explorers to travel the Indus River basin.

European leaders met to formally divide African territory.

African leaders at the Berlin Conference were unable to convince European powers
to consider their interests.

European leaders at the Berlin Conference agreed that Leopold II could continue
to colonize the Congo.

African leaders at the Berlin Conference signed a treaty with Leopold II to allow
Belgians to settle in the Congo.

Question 4:

What was the name of the movement against foreigners in China in 1899, and what were their
reasons for initiating a revolt against the imperial powers?

the Boxer Rebellion; the secret society felt that China had been exploited by
privileged foreigners

the Ultimate Betrayal; sepoys believed that China had been colonized too quickly

the Second Opium War; the secret society felt that China should retaliate against
the privileged foreigners

the Great Mutiny; sepoys resented the British and would not accept new rifle
cartridges

Question 5:

Although Emperor Meiji was very young, several daimyo believed that he would be an ideal
 leader for Japan. Predict why Meiji was their choice to rule Japan.

The daimyo believed that they could easily influence the young emperor.

Samurai warriors had executed everyone else following a bloody civil war between
the daimyo and the previous government.

The young emperor was the strongest person in Japan, and the Japanese used
competitions of physical strength to determine their leaders.

The daimyo thought the young emperor would be willing to reform and modernize
the country.

The daimyo did not choose the emperor.

Question 6:

What is imperialism?

a growing nation's economic, political, and cultural competition with Western

nations

a growing nation's economic, political, and cultural control and influence over
foreign territories

a policy of controlling and influencing other people's economies, politics, and

cultures

a powerful nation's economic and political aid to foreign territories

Question 7:

Cash crops are __________.

crops sold for profit in the community where they are grown

crops raised by European farmers and sold for profit in the world market

crops sold for profit instead of for use by the people growing them
 crops raised by African farmers and sold for profit to Europeans

Question 8:

Sepoys were __________.

Hindu soldiers recruited by the British Raj and used to help control India

Indian soldiers recruited by the British East India Company and used to help
control India

British soldiers recruited by the British East India Company and used to help
control India

British soldiers recruited by the British Raj and used to help control India

Question 9:

What was the Raj?

Great Britain's colonial rule of Africa

Indian period rule before the Mughal Empire

Indian period of rule before the British East India Company

Great Britain's colonial rule of India

Question 10:

What is the definition of mutiny?

a surrender to a Western nation

a surrender to authority
 a rebellion against a Western nation

a rebellion against authority

Question 11:

Concessions are __________.

trading privileges taken away from a certain nation by a foreign nation

geographic divisions of imperialized countries by Europe

political divisions of imperialized countries by Europe

trading privileges granted to a nation by a foreign nation

Question 12:

What was the Open Door policy?

the agreement that all countries have equal rights to colonize certain countries

the agreement that all countries have equal rights to industrialize certain countries

the agreement that all European countries have equal rights to trade in certain
territories

a proposal by the United States in 1899 and 1900 promoting equal trading rights
for all countries in China

Question 13:

__________ is gunboat diplomacy.

Western forces' use of advanced weapons to colonize foreign countries

 Western forces' use of advanced weapons to obtain trade concessions from less
technologically advanced countries

Japanese military's use of advanced weapons to colonize foreign countries

Japanese military's use of advanced weapons to obtain trade concessions from

less technologically advanced countries

Question 14:

The Monroe Doctrine is __________.

the US government's policy to join European powers and colonize Southeast Asia

the US government's action plan to free Cuba from Spain

the US government's action plan to acquire Guam, the Philippines, and Puerto Rico

the US government's policy to prevent European powers from intervening in the

nations of North or South America

Question 15:

Perry's opening of Japan had a number of unintended consequences. Which were among the
long-term effects of the Treaty of Kanagawa?

Japan saw rapid industrialization and quickly modernized its military.

Japan fought and lost wars with Russia and China.

Japan experienced a wave of nationalism as it expanded to become an imperial

power.

Japan abolished its monarchy following the overthrow of the emperor.

Japan's government was centralized and modernized.

Japan's emperor was restored to power following the overthrow of the previous
government.
Question 16:

Which of the following was NOT a reason for Western imperialism in the 1800s?

respect for cultural diversity

need for raw materials and natural resources

developing feelings of racism and cultural superiority

desire for new markets for manufactured goods

desire to spread Christianity

Question 17:

Which event might this political cartoon depict?

the Gunboat Diplomacy and the Scramble for Japan

the Great Mutiny and the Scramble for India

the Berlin Conference and the Scramble for Africa

 the Monroe Doctrine and the Scramble for Cuba

the Open Door policy and the Scramble for China

Question 18:

Which of the following were consequences of British involvement in India?

Check all that are true.

Many Indian rulers were stripped of real political power but allowed to keep their
wealth and status.

Britain's East India Company welcomed other European traders into the region
and gave them equal trading rights.

The Mughal Empire began to decline and was eventually totally destroyed.

The East India Company began controlling the economic and political affairs of
much of the region.

Question 19:

How was China different from the other countries that European imperial powers dominated in
the nineteenth century?

China imported manufactured goods and relied on global trade, which made
them excellent trading partners with Europeans.

China willingly invited Europeans to have free access to its numerous port cities.

China was already engaged in global trade but was looking for better trade
agreements, which it thought the Europeans could offer.

China produced its own goods, relied on Chinese resources, and placed very
strict limits on foreign trade.

Question 20:

Which of the following was NOT a reason for the rapid modernization that began in Japan in
1868?
 an increasingly centralized government

the Meiji Restoration

general feelings of nationalism

the Treaty of Nanjing

defense against additional takeovers and an effort to abolish unequal treaties

Question 21:

Why would an Open Door policy with China have been appealing to the United States?

Check all that are true.

The Open Door Policy established an American colony in China.

The United States could charge other imperial powers tariffs for trading under
the Open Door policy.

With an Open Door policy, imperial powers would not have to fight for territory
in China.

The Open Door policy would allow imperial powers an opportunity to gain
economic influence and equal trading rights in China.

Question 22:

Which nation initiated the Monroe Doctrine? Why was this policy so important for that country's
future?

the United States; the Monroe Doctrine protected the Americas from being
further colonized by Europeans

the United States; the Monroe Doctrine was issued by Commodore Perry in an
effort to open Japan for trade

China; the Monroe Doctrine protected American trade in China and paved the
way for an Open Door policy
Britain; the Monroe Doctrine guaranteed that Europeans would have equal
trading rights in the Americas
Lesson Topic: Struggles for Independence
Question 1:

Predict why yellow fever was so deadly to European soldiers.

Mosquitoes thrived in hot and humid swamps where the Europeans tended to
make their base camps.

The disease was introduced to the island by rats that had stowed away in French
ships.

European troops had not been exposed to yellow fever before and did not have
any immunities.

Mosquitoes only bit European troops.

Question 2:

Which of the following Latin American leaders governed like a caudillo?

In order to get his chosen successor elected in 1910, Eloy Alfaro rigged Ecuador's
presidential elections.

Between 1870 and 1888, Venezuela's Antonio Guzman Blanco had numerous
portraits of himself made, and enjoyed being called "The National Regenerator"
and "The Illustrious American."

Salvador Allende was a medical doctor who was democratically elected as

President of Chile in 1970. Allende was a Socialist who advocated for rights for
workers, the poor, and women in Chile.

In the 1960s and 1970s, Anastasio Somoza Debayle would take funds from
Nicaragua's national treasury for his personal use.

During his rule of Guatemala from 1898 to 1920, Manuel Estrada Cabrera agreed
to many concessions with the United Fruit Company, an American corporation that
had a major influence on the Guatemalan government.
Question 3:

Which of the following statements is TRUE about Britain's exit from the Indian subcontinent?

The partition of the region caused a mass migration across the borders of India
and Pakistan.

Britain finally left the Indian subcontinent in 1997.

The partition of the region was largely peaceful, and Britain helped ease the
division of India into two countries.

Britain divided the region into two independent nations, Muslim-dominated India
and Hindu-dominated Pakistan.

Britain divided the region into two independent nations, Hindu-dominated India
and Muslim-dominated Pakistan.

Question 4:

Which nation was first to attain independence from an imperial power?

Colombia

Venezuela

Mexico

India

Haiti

Question 5:

Which statement about the outcome of the Haitian Revolution is NOT true?

After the revolution, Haiti became the second republic in the Western
Hemisphere.

Francois Toussaint L'Ouverture was captured and died in prison in France.

The Haitian Revolution was the first successful slave revolt in the modern era.
 Saint-Domingue became a colony of Spain.

All of the statements about the outcome of the Haitian Revolution are correct.

Question 6:

How did Simon Bolivar earn the nickname "The Liberator"?

He was instrumental in liberating Brazil from Portugal.

He was instrumental in liberating Mexico from Spain.

He was instrumental in liberating India from the British.

He was instrumental in liberating many South American states from Spain.

Bolivar did not earn the nickname The Liberator.

Question 7:

Which issues remained after nations in Latin America became independent?

Check all that are true.

Many Latin American governments were susceptible to outside influence.

Many Latin American countries were ruled by military dictators, known as

caudillos.

Many Latin American countries disagreed over how best to control their colonies.

Many Latin American countries argued over who should rule the kingdom of
Gran Columbia after Bolivar's death.

Question 8:

Which of the following did NOT occur during Indian resistance to the British Raj?

Gandhi encouraged Indians to buy British goods.

The British recruited Indians to become government workers.

Gandhi promoted nonviolent resistance.

 Nationalism in India increased.

Indians from different religions and castes united to fight for independence from
Britain.

Question 9:

Which of the following are true about independence movements in the Americas and India?

Check all that are true.

Most independence movements occurred in the sixteenth century.

Independence movements in the Americas were likely inspired by previous

revolutions, such as the French Revolution and American Revolution.

The independence movements in the Americas and India had different motives,
but they shared the goal of self-rule.

Gandhi inspired independence movements in Haiti, Central America, and South

America.
Lesson Topic: Lesson Vocabulary Review
Question 1:

What is a nation-state?

a sovereign state in which citizens may share the same factors such as culture,
language, or religion

a sovereign state in which citizens have many different cultures, languages, and
religions

a group of people who share the same factors such as culture, language, or
religion but do not rule themselves

a state ruled by a monarch in which citizens have many different cultures,

languages, and religions

Question 2:

Nationalism is __________.

a feeling of unity, pride, loyalty, or devotion to a nation

an idea that a nation has only one culture, language, and religion

an idea that a nation can have more than one culture, language, and religion

a feeling of gratitude towards leaders of a nation

Question 3:

The Carbonari was __________.

a sovereign state in Italy

the monarchy that ruled in Italy

 a secret revolutionary group committed to unifying Italy

the secret police created by Clemens von Metternich to repress revolutionaries

Question 4:

What is a chancellor?

the leader of a secret German society

an emperor of Germany

the head official of the Italian government including the government of the Italian
empire

the head official of some governments, including the government of the German
empire

Question 5:

A kaiser is __________.

a president of Germany

an emperor of Germany

a head official of German government

a head official of Prussia

Question 6:

Manifest destiny was __________.

the idea that the United States would unify as one nation with one culture and
 language

the idea that the United States was destined to claim land as far as the Pacific
Ocean for its western border

a treaty that the United States and Mexico signed to establish the Rio Grande as
the US-Mexico border

a treaty that the United States and Mexico signed after the Mexican-American War

Question 7:

What is imperialism?

a growing nation's economic, political, and cultural competition with Western

nations

a growing nation's economic, political, and cultural control and influence over
foreign territories

a policy of controlling and influencing other people's economies, politics, and

cultures

a powerful nation's economic and political aid to foreign territories

Question 8:

Cash crops are __________.

crops sold for profit in the community where they are grown

crops raised by European farmers and sold for profit in the world market

crops sold for profit instead of for use by the people growing them

crops raised by African farmers and sold for profit to Europeans

Question 9:
 Sepoys were __________.

Hindu soldiers recruited by the British Raj and used to help control India

Indian soldiers recruited by the British East India Company and used to help
control India

British soldiers recruited by the British East India Company and used to help
control India

British soldiers recruited by the British Raj and used to help control India

Question 10:

What was the Raj?

Great Britain's colonial rule of Africa

Indian period rule before the Mughal Empire

Indian period of rule before the British East India Company

Great Britain's colonial rule of India

Question 11:

What is the definition of mutiny?

a surrender to a Western nation

a surrender to authority

a rebellion against a Western nation

a rebellion against authority

Question 12:

Concessions are __________.

trading privileges taken away from a certain nation by a foreign nation

geographic divisions of imperialized countries by Europe

political divisions of imperialized countries by Europe

trading privileges granted to a nation by a foreign nation

Question 13:

What was the Open Door policy?

the agreement that all countries have equal rights to colonize certain countries

the agreement that all countries have equal rights to industrialize certain countries

the agreement that all European countries have equal rights to trade in certain
territories

a proposal by the United States in 1899 and 1900 promoting equal trading rights
for all countries in China

Question 14:

__________ is gunboat diplomacy.

Western forces' use of advanced weapons to colonize foreign countries

Western forces' use of advanced weapons to obtain trade concessions from less
technologically advanced countries

Japanese military's use of advanced weapons to colonize foreign countries

 Japanese military's use of advanced weapons to obtain trade concessions from
less technologically advanced countries

Question 15:

The Monroe Doctrine is __________.

the US government's policy to join European powers and colonize Southeast Asia

the US government's action plan to free Cuba from Spain

the US government's action plan to acquire Guam, the Philippines, and Puerto Rico

the US government's policy to prevent European powers from intervening in the

nations of North or South America
Lesson: Lesson Test: Nationalism and Imperialism
Lesson Topic: Growing Nationalism
Question 1:

What drove some people to create nation-states in Europe?

Check all that are true.

People wanted constitutions and representative governments.

Groups of people felt pride and unity regarding their shared cultural traits.

Groups of people felt a shared cultural, religious, or linguistic identity.

People wanted to revolt against nationalism.

Most people supported monarchies and a wanted a return to older values and
political systems.

Question 2:

Which of the following are NOT true about the unification of Germany?

Chancellor Otto von Bismarck created several social welfare programs that
benefited vulnerable Germans.

Chancellor Otto von Bismarck had no interest in considering Germans' desires to

unify Germany.

Germany's states unified at the Berlin Conference in 1884.

The people who worked to create the German Confederation were nationalists.

Question 3:

What role did revolutionary secret societies play in Italy's unification?

Check all that are true.

Young Italy pursued an agenda of Italian independence and social equality.

The Carbonari was committed to unifying Italy's various regions.

 The Red Shirts urged leaders to divide Italy's north and south.

The Mozzafiato worked to defeat the redshirt volunteers.

Question 4:

Which of the following statements are TRUE about nationalism in the United States in the
nineteenth century?

Americans believed they were destined to claim territory as far west as the
Pacific Ocean.

Nationalism drove territorial expansion in the mid-nineteenth century.

Unlike Europe, nationalism in the United States did not lead to uprisings or war.

Americans took pride in belonging to a place where they were free to embrace
their own culture, speak their own language, and practice their own religion.

Question 5:

Which map accurately shows how and when the United States expanded westward?
Lesson Topic: The Age of Imperialism
Question 1:

Which of the following factors did NOT drive Western imperialism in the late nineteenth
century?

a belief that people should live peacefully

feelings of nationalism

a belief in cultural superiority and racism

industrialization and the Industrial Revolution

religion

Question 2:

What were some effects of the colonization of Africa by powerful European nations?

Check all that are true.

destruction of modern infrastructure, such as telegraphs and railroads

soil degradation and starvation of African farmers who were forced to grow cash
crops

increased African economic dependence on a single crop

a loss of African traditions and culture

Question 3:

Which of the following statements is TRUE?

Sepoys rebelled in India due to unfair pay.

Britain did not permit Indians to hold any government offices during the British
Raj.

Technological advancements introduced by Britain during the Raj did not benefit
any Indians.
 Following the Great Mutiny, Britain dissolved the East India Company and
established the British Raj.

Question 4:

Compare and contrast the key events and terms that relate to Western Imperialism in Japan
and China.
Question 5:

Which best summarizes the Monroe Doctrine?

European powers should not intervene in the affairs of independent countries in

the Western Hemisphere.

The United States should not intervene in the affairs of European colonies in
Africa or Asia.

European powers should not intervene in the affairs of China and Japan.

The United States should not intervene in the affairs of China or Japan.

Question 6:

Which factors contributed to the Spanish-American War?

Check all that are true.

the United States' acquisition of Guam, Puerto Rico, and the Philippines

the explosion on the USS Maine

the Cuban rebellion against the Spanish

the construction of the USS Maine

Lesson Topic: Struggles for Independence
Question 1:

What factors likely contributed to independence movements in the Americas and India?

Check all that are true.

a strong demand for monarchies

previous successful revolutions in other nations

allegiance to the imperial powers that ruled the respective colonies

feelings of nationalism

Question 2:

Which of the following statements are NOT true about the Haitian Revolution?

Many French soldiers died after being exposed to an epidemic of yellow fever.

Haiti became the second independent democracy in the Western Hemisphere.

Simon Bolivar led former slaves to fight against French soldiers in the Haitian
Revolution.

Haiti became independent in 1604.

Question 3:

What was Gran Columbia?

Check all that are true.

a territory that is now divided into Colombia, Ecuador, Panama, and Venezuela

Simon Bolivar's vision of a united, independent republic of South American

nations

the kingdom in South America that remained loyal to the Spanish during the
wars of independence

a nation that existed in South America in the early twentieth century

 an association of nations that existed in northern South America

Question 4:

Which of the following statements about India's independence movement are TRUE?

Indians from a diversity of backgrounds united in the fight against Britain for
independence.

Gandhi did not prefer to use violence but accepted that sometimes it was the
best method to achieve his goals.

Britain left the Indian subcontinent in 1947 and divided India into two nations,
India and Afghanistan.

Gandhi's tactics inspired later independence leaders.

Mohandas Gandhi was selected to lead the Indian National Congress in the fight
for independence from Britain.
Lesson: Industrial Revolutions and Economic Changes
Lesson Topic: The Industrial Revolution
Question 1:

Based on the map, what can you infer about the location of industries during the first half of the
Industrial Revolution?

Industries were primarily located in the North.

Industries were primarily located near navigable rivers to transport goods.

Industries were primarily located near sources of power, such as water wheels.

Industries were primarily located along the coasts.

Question 2:

Industrialized nations grew more powerful than non-industrialized nations. Why would
industrialized nations have an advantage over nations that had not yet industrialized?
Question 3:

Which of the following people most likely belonged to the middle class that emerged during the
Industrial Revolution?

a coal hurrier

a grocery store owner

the wife of a banker

an entrepreneur

Question 4:

What was the Industrial Revolution?

a period of rapid urbanization and the growth of cities

a period of the 1700s during which advances in farming techniques led to more
available food

a period of transition marked by a shift from hand production to manufacturing

using energy-powered machinery

a period of marked growth in the population due to longer life expectancies

Question 5:

What is crop rotation?

the practice of growing the most nutritious crops

the practice of planting a series of different crops on the same land

the practice of growing the same crops on different parcels of land

the practice of different farmers growing similar crops throughout the year

Question 6:

What is a textile?

a woven fabric

raw cotton

an invention to spin thread

a place where fabric is produced

Question 7:

What is a patent?

a law passed by the government to reform child labor, including hours worked and
wages

a machine created to quickly pattern and produce leather products, particularly

shoes

a contract entered into by two or more business owners in order to determine the
ownership rights of each
 a government document which gives an inventor the exclusive right to
manufacture and sell new products for a certain number of years

Question 8:

What is an entrepreneur?

a person who helps invent new products

a person who moves from a farm to the city in search of work

a person who takes on the risk of starting and running a business

a person who works in a bank approving loans to business owners

Question 9:

Enclosure is __________.

fencing large amounts of farmland for private use

maintaining a building for working class families to live in

selling new technology to businesses for a profit

buying many similar businesses and running them as one

Question 10:

Changes in agriculture had a profound impact on the Industrial Revolution. Describe one way in
which agriculture changed and how that change affected the Industrial Revolution.
Question 11:

These maps show population density throughout England before and after the Industrial
Revolution. Based on your prior learning and the two maps above, what can you infer about the
Industrial Revolution?

Most of the population growth in England was due to immigration during the
Industrial Revolution.

Many people migrated to countries outside of England during the Industrial

Revolution.

The population of England decreased during the Industrial Revolution.

The population of England grew during the Industrial Revolution.

The number and size of cities in England grew during the Industrial Revolution.
Question 12:

What do the earliest inventions of the Industrial Revolution have in common?

They mostly ran on steam power.

They mostly dealt with agriculture.

They mostly impacted the textile industry.

They mostly had little impact.

Question 13:

How did changes in agriculture lead to the Industrial Revolution?

Check all that are true.

The demand for more food led to a dramatic increase in small farms and
farming machinery.

More efficient farming techniques such as crop rotation led to population

growth.

Decreased crop yields led to the development of manufactured farm equipment.

Enclosure led to less available farmland, which caused many to move to cities to
find work.

Question 14:

Which of the following was NOT a result of the invention of steam engine?

Tractors increased the ability of small farmers to stay in business.

Machines became faster and factories produced more goods.

Locomotives made transporting people and goods faster.

Factories could be located anywhere.

Question 15:

Why did the Industrial Revolution begin in Britain?

 Check all that are true.

Only Britain allowed private ownership of business at the time.

Britain had access to raw materials at home and from its colonies.

Many British innovators received capital from European banks.

A growing population led to increased demand and a larger workforce.

Question 16:

Which was NOT a result of the enclosure system in Britain?

the dominance of wealthy landowners in agriculture

an increase in the number of small farms

the urbanization of Britain

an increase in the number of industrial workers

Question 17:

Which of the following statements accurately reflect employment during the Industrial
Revolution?

Check all that are true.

Children worked alongside adults until laws restricting child labor were passed in
the 1830s.

Workers injured on the job were protected under the law and provided medical
care.

Working conditions were often dangerous and required long hours for little pay.

The middle class grew due to the success of workers such as shopkeepers and
bankers.
Lesson Topic: Changing Economic Ideas
Question 1:

The political cartoon entitled Pyramid of the Capitalist System was published in the United
States in 1911. What is the main idea of the cartoon?

Under capitalism, all classes are equal because they each perform essential jobs.

Capitalism is based on classes of people who work together to create a successful

system.

All other classes rely on the working class and recognize the importance of their
support.

Workers and farmers are essential to capitalism, and the system would fail without
them.
Question 2:
The United States experienced less conflict between social classes than Britain did. What are
the most likely reasons for this?

Americans believed they could become part of the upper class through hard work.

The United States did not have social classes such as in Britain.

The British upper class was only open to the aristocracy.

Britain had large numbers of slaves who could never move to a higher class.

Question 3:

What is an economic system?

how a company organizes its workforce and pays wages

how a bank invests its deposits and makes loans

how a worker uses his or her income to pay bills and make investments

how a government produces and distributes goods and services

Question 4:

What is a traditional economy?

an economic system that relies on tradition and custom and rarely changes

an economic system that prohibits most people from having employment outside
the home

an economic system that requires all members of society to donate their wages

an economic system that is based on the exchange of money for goods and
services
Question 5:

A market economy is __________.

an economic system in which the government determines which goods are sold

an economic system driven by choices made by producers and consumers

an economic system in which all transactions occur in shops

an economic system that relies on bartering

Question 6:

What is the definition of capitalism?

a type of market economy in which the government determines which goods will
be produced, but companies determine prices

a type of market economy in which business owners and companies determine

which goods will be produced, but the government determines prices

a type of market economy in which items are made by hand and acquired through
a barter system

a type of market economy in which production and trade is determined by

business owners and companies, not the government

Question 7:

What is laissez-faire ideology?

the belief that the economy should be allowed to operate with little government
interference

the belief that the government should be in complete control of the economy
 the belief that the government should divide all profits evenly between citizens

the belief that the economy should be controlled by private citizens and the
government together

Question 8:

Free enterprise is __________.

when a business does not need to pay taxes on its income

an economic system in which the government does not control business

interactions

an ability to move between social classes based upon one’s income

the philosophy that the government should provide all citizens with basic
necessities

Question 9:

What is socialism?

a system in which the people vote for government leaders and laws

a system that determines social classes and membership

a system in which the people collectively own and control all land and property

a system in which private businesses determine what to sell and at what price

Question 10:

What is the definition of a strike?

when employers are punished for hiring children

 when a business goes bankrupt

when police arrest protesting workers

when workers refuse to work

Question 11:

A labor union is __________.

a government department that enforces child labor laws

an organization of workers

an agency that helps workers find jobs

a collective of business owners

Question 12:

What is communism?

a system in which the economy is based on supply and demand

a system for sharing farmland and fields for grazing animals

a system in which government has complete control over all property and the
economy

a system that gives all power over the economy to property owners

Question 13:

What were the main differences between the class systems of Britain and the United States?

In the United States, a person could rise from the working class to the upper class
during his or her lifetime.
 In the Southern United States, the lowest class was made up of slaves, while in
Britain, the lowest class was the aristocracy.

People were born into the upper class in Britain, while in the United States it was
open to anyone of great wealth.

In Britain and the United States, the middle class was comprised of professionals
and business owners.

Question 14:

Which of the following does NOT describe Britain’s economy during the Industrial Revolution?

capitalism

free enterprise

market economy

traditional economy

Question 15:

Which of the following are accurate interpretations of laissez-faire?

Check all that are true.

hands off

to leave alone

ignorance

non-intervention

Question 16:

Which of the following are examples of tensions between social classes in Britain during the
Industrial Revolution?

Check all that are true.

 Many in the lowest class could not move up because they were forced to work
without pay as slaves.

Many in the working class blamed the industrialists of the middle class for their
difficult working and living conditions.

Many in the aristocracy looked down on the newly wealthy members of the
middle class.

Many in the middle class believed the aristocracy had not earned their wealth.

Question 17:

Which of the following statements about labor unions is the MOST accurate?

Labor unions were created to help employers find and keep the best workers for
their companies.

Labor unions were created as a means for unemployed workers to find steady
employment.

Labor unions were successful early on, but they eventually began losing
effectiveness as employers fought back.

Labor unions were not successful at first, but they eventually began gaining
rights for workers.

Question 18:

What were the differences between the economies of the Northern and Southern United States
in the 1800s?

Check all that are true.

The North was industrialized, but not as industrialized as the South.

The South had slave labor, while the North did not.

The South was agrarian, while the North was industrialized.

The North relied on large plantations, while the South had smaller farms.
Lesson Topic: The Second Industrial Revolution
Question 1:

What were the benefits of the assembly line?

It increased quality by having workers specialize in one task.

It made production faster.

It made products more affordable to buy.

It created better working conditions.

Question 2:

The Second Industrial Revolution was a time when new inventions dramatically changed
everyday life. The timeline lists a few of these inventions. Choose one invention from the
timeline and explain how it has impacted life today.
Question 3:

This political cartoon was published in Puck magazine in 1904. It shows an octopus in the shape
of a Standard Oil fuel tank with its tentacles around different industries and the United States
Capitol building. Another tentacle is reaching for the White House, and the caption reads,
“Next!”
Which facts listed below support the message of this cartoon?

Early on, Rockefeller found ways to make money off waste products that other
companies disposed of, including gasoline and synthetic beeswax.

In 1911, the United States Supreme Court ruled that the Standard Oil Company
was an illegal trust and ordered it to be broken up into ninety smaller companies.

Rockefeller was the largest shareholder of Standard Oil, but he shared major
decisions concerning the business with his partners.

By 1880, Rockefeller had used trusts, mergers, and other methods to gain control
of ninety to 95 percent of all oil refined in the United States.

Question 4:

Were Rockefeller and Carnegie robber barons or captains of industry? Support your opinion with
at least one fact from the lesson.
Question 5:

During the Second Industrial Revolution, there were several major discoveries about germs and
the prevention of disease, yet disease remained a problem for much of the working class at the
time. What were the most likely reasons the spread of disease was still a problem?

limited access to medical care

unsanitary conditions

limited education

crowded living quarters

Question 6:

Some reformers fought for the right of children to attend school. What are the likely benefits
reformers thought would result from free public school for children?

increased access to better jobs

less child labor

decreased poverty in the future

cheaper labor costs

Question 7:

The Industrial Revolutions led to the development of machines that changed the way people
live, work, travel, and communicate. Today, the world is experiencing a third revolution of sorts,
a revolution based on the use of microelectronics, a sub-field of electronics that focuses on the
use of extremely tiny components. Smartphones, for example, benefit from the use of
microelectronics. Think of one way in which modern life is changing due to technology. Explain
the example you chose, how this technology is changing life, and how you expect this
technology to change in the future.

Question 8:

What is an assembly line?

a cable that was run from the Eastern United States to Europe in order to send
telegraphs quickly

a type of housing in which tenants live in small apartments that line a street and
are several stories tall

a way to gain control of an entire industry by purchasing businesses that control

different aspects of production

a production method in which a product is assembled in parts as it passes from

one worker to another

Question 9:
 Vertical integration is __________.

when a company is able to make a profit and expand its business into different
industries

when a company owns the various levels of its supply chain

when a company buys out its competitors and makes one large company

when a company drops its prices to extremely low levels in order to drive
competitors out of business

Question 10:

What is suffrage?

to stop working in protest

the right to an education

the right to vote

child labor

Question 11:

Some people say that the invention of faster modes of transportation and communication made
the world seem smaller. Explain what this means using one example to support your response.
Question 12:

Which of the following are likely reasons for the high level of immigration in the United States
around 1900?

difficult circumstances pushing people from their country

many Americans living in tenement housing

available opportunities in the United States

government policies in the United States allowing immigrants to move there

Question 13:

Which innovations led to improvements in manufacturing?

Check all that are true.

the radio
 the Bessemer process

the use of anesthesia

the assembly line

Question 14:

Which business would a furniture company most likely acquire if it wanted to practice vertical
integration?

a lumber mill

a refrigerated warehouse

a rubber plant

a supermarket

Question 15:

Which of the following best explains the information on the graph?

Check all that are true.

improved medical care

 higher immigration rates

increased birth rate

more sanitary conditions

Question 16:

Which of the following are examples of push factors?

Check all that are true.

racial discrimination

widespread disease

low unemployment

famine

Question 17:

Which of the following statements is NOT true?

By 1900, many in the American working class were enjoying a higher standard
of living than before.

Although they were not effective at first, by 1900 unions were gaining rights for
workers through strikes.

Women in the United States could vote beginning in 1900.

It was legal to employ children in the United States in 1900.

Lesson Topic: Lesson Vocabulary Review
Question 1:

What was the Industrial Revolution?

a period of rapid urbanization and the growth of cities

a period of the 1700s during which advances in farming techniques led to more
available food

a period of transition marked by a shift from hand production to manufacturing

using energy-powered machinery

a period of marked growth in the population due to longer life expectancies

Question 2:

What is crop rotation?

the practice of growing the most nutritious crops

the practice of planting a series of different crops on the same land

the practice of growing the same crops on different parcels of land

the practice of different farmers growing similar crops throughout the year

Question 3:

What is a textile?

a woven fabric

raw cotton

an invention to spin thread

 a place where fabric is produced

Question 4:

What is a patent?

a law passed by the government to reform child labor, including hours worked and
wages

a machine created to quickly pattern and produce leather products, particularly

shoes

a contract entered into by two or more business owners in order to determine the
ownership rights of each

a government document which gives an inventor the exclusive right to

manufacture and sell new products for a certain number of years

Question 5:

What is an entrepreneur?

a person who helps invent new products

a person who moves from a farm to the city in search of work

a person who takes on the risk of starting and running a business

a person who works in a bank approving loans to business owners

Question 6:

Enclosure is __________.

fencing large amounts of farmland for private use

 maintaining a building for working class families to live in

selling new technology to businesses for a profit

buying many similar businesses and running them as one

Question 7:

What is an economic system?

how a company organizes its workforce and pays wages

how a bank invests its deposits and makes loans

how a worker uses his or her income to pay bills and make investments

how a government produces and distributes goods and services

Question 8:

What is a traditional economy?

an economic system that relies on tradition and custom and rarely changes

an economic system that prohibits most people from having employment outside
the home

an economic system that requires all members of society to donate their wages

an economic system that is based on the exchange of money for goods and
services

Question 9:

A market economy is __________.

 an economic system in which the government determines which goods are sold

an economic system driven by choices made by producers and consumers

an economic system in which all transactions occur in shops

an economic system that relies on bartering

Question 10:

What is the definition of capitalism?

a type of market economy in which the government determines which goods will
be produced, but companies determine prices

a type of market economy in which business owners and companies determine

which goods will be produced, but the government determines prices

a type of market economy in which items are made by hand and acquired through
a barter system

a type of market economy in which production and trade is determined by

business owners and companies, not the government

Question 11:

What is laissez-faire ideology?

the belief that the economy should be allowed to operate with little government
interference

the belief that the government should be in complete control of the economy

the belief that the government should divide all profits evenly between citizens

the belief that the economy should be controlled by private citizens and the
government together
Question 12:

Free enterprise is __________.

when a business does not need to pay taxes on its income

an economic system in which the government does not control business

interactions

an ability to move between social classes based upon one’s income

the philosophy that the government should provide all citizens with basic
necessities

Question 13:

What is socialism?

a system in which the people vote for government leaders and laws

a system that determines social classes and membership

a system in which the people collectively own and control all land and property

a system in which private businesses determine what to sell and at what price

Question 14:

What is the definition of a strike?

when employers are punished for hiring children

when a business goes bankrupt

when police arrest protesting workers

when workers refuse to work

Question 15:

A labor union is __________.

a government department that enforces child labor laws

an organization of workers

an agency that helps workers find jobs

a collective of business owners

Question 16:

What is communism?

a system in which the economy is based on supply and demand

a system for sharing farmland and fields for grazing animals

a system in which government has complete control over all property and the
economy

a system that gives all power over the economy to property owners

Question 17:

What is an assembly line?

a cable that was run from the Eastern United States to Europe in order to send
telegraphs quickly

a type of housing in which tenants live in small apartments that line a street and
are several stories tall
 a way to gain control of an entire industry by purchasing businesses that control
different aspects of production

a production method in which a product is assembled in parts as it passes from

one worker to another

Question 18:

Vertical integration is __________.

when a company is able to make a profit and expand its business into different
industries

when a company owns the various levels of its supply chain

when a company buys out its competitors and makes one large company

when a company drops its prices to extremely low levels in order to drive
competitors out of business

Question 19:

What is suffrage?

to stop working in protest

the right to an education

the right to vote

child labor
Lesson: Lesson Test: Industrial Revolutions and Economic Changes
Lesson Topic: The Industrial Revolution
Question 1:

How did the agricultural revolution impact the Industrial Revolution?

Check all that are true.

People moved to farms looking for work as crop yields increased.

Increasing crop yields led to population growth.

Inventors created machines to meet increasing demand.

Demand for goods increased as the population grew.

Question 2:

Which of the following was NOT an outcome of the development of the steam engine?

Factories could be built anywhere.

Trains made transportation quicker.

Machines became more powerful.

Farmers were able to grow crops faster.

Question 3:

Why did many people begin moving to cities during the Industrial Revolution?

Check all that are true.

Rural areas had more disease.

There were more jobs available in cities.

Demand for food decreased.

Enclosure pushed many farmers off their land.

Question 4:
 Which of the following are positive outcomes of the Industrial Revolution?

Check all that are true.

Many people found work in manufacturing jobs.

Workers lived in crowded tenement housing.

Children were allowed to work in factories and coal mines.

A growing middle class enjoyed a higher standard of living.

Lesson Topic: Changing Economic Ideas
Question 1:

Which of the following does NOT describe the British economy during the Industrial Revolution?

free enterprise

traditional

laissez-faire

capitalist

Question 2:

Which of the following groups made up the middle class in Britain during the Industrial
Revolution?

Check all that are true.

bankers

merchants

doctors

aristocrats

Question 3:

Which of the following quotes BEST reflects the ideas of socialism?

“[The rich] consume vastly more than the poor…”

“The subjects of a select number of states ought to contribute towards the

support of the government…”

“Consumption is the sole end and purpose of all production.”

“The history of all previous societies has been the history of class struggles.”
Question 4:

Which of the following was NOT a characteristic of the economy and society of the Northern
United States during the Industrial Revolution?

Northern industries utilized slave labor.

The economy of the North was largely based on industry.

Wealthy industrialists and landowners made up the upper class in the North.

The lowest class in the North was comprised of workers and poor farmers.
Lesson Topic: The Second Industrial Revolution
Question 1:

Which of the following were introduced during the Second Industrial Revolution?

Check all that are true.

the radio

the steam engine

the telephone

the automobile

Question 2:

What happened as a result of the adoption of the assembly line in manufacturing?

Check all that are true.

Injuries increased.

Prices decreased.

Child labor ceased.

Efficiency increased.

Question 3:

What methods did industrialists use to increase profits?

Check all that are true.

strikes

trusts

assembly lines

vertical integration

Question 4:
 Which of the following is NOT an example of how life improved in cities during the Second
Industrial Revolution?

Electric lights lit city streets after dark.

Freeways made transportation faster and more efficient.

Many in the working class could afford small luxuries.

Sewer systems were built leading to less disease.

Question 5:

Which groups gained increased rights during the Second Industrial Revolution?

Check all that are true.

children

workers

immigrants

women
Lesson: World War I and World War II
Lesson Topic: World War I
Question 1:

Which of the following is an example of an alliance?

The United States invaded the Philippines. After more than a decade of fighting,
the United States completely controlled the islands.

Egypt rebelled against the Ottoman Empire. The Ottoman Empire allowed the
Egyptians to rule themselves essentially independently, but still claimed control
over the region.

Britain, Prussia, and Austria agreed to fight together against France. They
developed a coordinated strategy and shared resources and soldiers.

Russia refused to fight against either France or Britain, fearing that it would be
drawn into a larger war that it did not want to fight.

The Ottoman Empire was attacked by Russia. Russia hoped to gain access to the
Mediterranean Sea so that it could have a more effective navy.

Question 2:

Identify the likely consequences of arms races and militarism.

Countries used negotiation and compromise to avoid additional military spending.

Countries developed new technologies as they tried to outdo each other militarily.

Countries were eager to demonstrate their military power over other countries.

Countries trusted each other more because eventually they all had large militaries.

Countries were confident in the abilities of their militaries to end conflict quickly.

Question 3:
 Why was the assassination of the Archduke a reason for Austria-Hungary to declare war on
Serbia?

Austria-Hungary wanted to avoid an attack from Serbia's allies.

Austria-Hungary wanted to retaliate for the assassination of its archduke.

Austria-Hungary wanted to attack Serbia before it was attacked.

Austria-Hungary wanted to cause Serbia to stop its pursuit of independence.

Question 4:

The alliance system that formed in Europe in the early twentieth century was designed to
prevent war. European powers believed that no country in either alliance would attack a country
of the other alliance because that would draw them into a much larger war. How did the alliance
system fail to achieve this goal in the period leading up to World War I?

The alliance system forced the various nations to pause and consider all their
options before they declared war.

The alliance system forced a much larger war to begin after one nation declared
war on another nation.

The alliance system completely broke down as each nation ignored its allies and
did what was best for its own interests.

The alliance system did not prevent nations from declaring war on each other.

Question 5:

Civilians are people who do not serve in the armed forces. How might civilians have been
impacted by the development and use of poison gas in World War I?

Some civilians were vulnerable because they lacked the gas masks that were
issued to soldiers.

Some civilians were able to predict a gas attack and warn nearby soldiers.

Some civilians were expected to care for soldiers who had been subjected to
poison gas.
 Some civilians were exposed to poison gases that blew into civilian areas.

Question 6:

Study this 1916 photograph of soldiers in a trench. How does this illustrate the difficulty of
trench warfare?

The trenches stretched for miles so soldiers were always close to enemy lines.

Soldiers had little protection from pests such as rats, lice, and fleas.

While soldiers were in the trenches, they had no way to avoid mud and filth.

Soldiers could be hit by artillery fire and had no way to escape or fight back.

Soldiers in the trenches had to always be on the alert for an enemy attack, which
was exhausting.

Soldiers were exposed to the weather.

Question 7:

If the war had already begun, why was propaganda important?

 Soldiers and civilians needed a morale boost as the war dragged on.

Civilians needed encouragement to purchase bonds to help the government.

Soldiers relied on propaganda to know what the enemy was planning.

Governments needed to continue to recruit new soldiers.

Question 8:

How did the war affect women?

Some women learned new skills when they worked in paid or volunteer positions
to support the war effort.

Some women took on leadership positions on the front lines when they proved
their patriotism and determination.

Some women endured dangerous working conditions by taking on jobs in weapons

factories.

Some women made sacrifices in their home activities by having to make do with
rationed food supplies.

Question 9:

When the war broke out in Europe in 1914, the United States did not immediately get involved.
For much of the war, President Woodrow Wilson was committed to a policy of neutrality. This
meant that the United States would not support either side of the conflict. Read the passage
from his statement of neutrality below.

The people of the United States are drawn from many nations, and chiefly from the nations
now at war. It is natural and inevitable that there should be the utmost variety of sympathy
and desire among them with regard to the issues and circumstances of the conflict. Some will
wish one nation, others another, to succeed in the momentous struggle. It will be easy to
excite passion and difficult to allay it.
Such divisions amongst us would be fatal to our peace of mind and might seriously stand in
the way of the proper performance of our duty as the one great nation at peace, the one
 people holding itself ready to play a part of impartial mediation and speak the counsels of
peace and accommodation, not as a partisan, but as a friend.

-Excerpted from President Wilson's Declaration of Neutrality, 1914

Which were reasons that Wilson gave in his speech for keeping America neutral?

The United States had never before been involved in far-off wars, and there was
no reason to begin.

The United States should play the role of an impartial judge trying to make peace.

The United States includes immigrants and descendants from many of the
countries involved in the conflict.

The United States might experience internal strife if it does not remain neutral.

The United States was too busy with its own internal conflicts to be able to focus
on a foreign war.

Question 10:

Historians use a number of sources to determine how public opinion about the war changed
over time. One such source is music that was popular at the time. Below are the covers for
sheet music for two songs popular in America during World War I. What do they show about
how public opinion changed between 1915 and 1917?
Question 11:

People in many nations celebrated when the armistice was signed on November 11, 1918.
However, the men on the front lines did not rejoice. The agreement stated that fighting was to
end at 11:11 AM according to French time, but fighting continued up until that time. Nearly
3,000 men died and an additional 8,000 men were wounded on the very last day of the war.
Why might soldiers have continued to fight right up until the armistice went into effect?

They did not want the war to end.

They did not believe that the other side would follow the terms of the armistice.
 They rejected the terms of the armistice.

They wanted to be in a beneficial position in case the armistice was broken.

They wanted to use the last of their ammunition so that it did not go to waste.

Question 12:

Predict why other Allied leaders might be opposed to the goals for peace that Wilson outlined in
his Fourteen Points.

They would not be compensated for the destruction and death of the war.

They could not benefit from being the victors of the war.

It would create a balanced relationship between the European countries so that no

major power was weaker than the others.

They wanted Germany to be harshly punished for starting the war.

They wanted the United States to stop interfering in European politics.

They wanted Germany to remain strong in order to counter the Russians and
Ottomans.

Question 13:

Compare these maps of Europe from before and after the war and select the correct
statements.

Germany lost territory that it had captured in World War I, but it did not lose any
 previously held territory.

Russia was replaced with the Soviet Union.

Germany's territory was reduced from its pre-war size.

Russia gained substantially more territory after it became the Soviet Union.

Austria-Hungary and the Ottoman Empire broke up and were replaced with
numerous new countries.

Most Allied countries substantially increased their territory by taking territory from
Germany.

Question 14:

What is militarism?

a belief in a government's obligation to use its military to protect its allies

a belief in building up and maintaining a large, strong military

a belief in a country's ability to quickly build military equipment to defend its

national interests

a belief in relying on negotiation to avoid building up a large military force

Question 15:

What is an arms race?

a competition between countries to promote citizens to military leadership

a competition between countries to reduce its military force more quickly than
others

a competition between countries to have more and better weapons than others
 a competition between countries to use its weapons more often than other
countries

Question 16:

What is an alliance?

a mutually binding agreement between warring countries to establish peace

a mutually exclusive relationship between people and governments

a mutually beneficial relationship between people or countries

a mutually protective relationship between organizations and their leaders

Question 17:

What does it mean to assassinate?

to kidnap someone important for political reasons

to arrest someone important for political reasons

to attack someone important for political reasons

to kill someone important for political reasons

Question 18:

What was World War I?

a local military conflict that originated in Europe, which lasted from 1914 to 1918

a global military conflict that originated in Europe, which lasted from 1714 to 1718

a global military conflict that originated in Europe, which lasted from 1914 to 1918
 a local military conflict that originated in Europe, which lasted from 1714 to 1718

Question 19:

Who were the Central powers?

the alliance between Germany, Austria-Hungary, Bulgaria, and the Ottoman

Empire during World War I

the alliance between Britain, France, Russia, and the United States during World
War I

the alliance between Germany, Austria-Hungary, and Italy during World War I

the alliance between Britain, France, and Russia during World War I

Question 20:

What is trench warfare?

a type of warfare in which much of the fighting takes place from trenches that
have been dug and fortified to protect soldiers from the enemy's artillery fire

a type of warfare in which all of the fighting takes place between trenches that go
directly into enemy lines so soldiers can quickly attack and retreat

a type of warfare in which many trenches are dug to confuse the enemy about
troop movements and create places to store large artillery

a type of warfare in which trenches are dug and then flooded with water to create
dangerous conditions for enemy troops who are trying to advance into no man's
land

Question 21:

What is propaganda?
 information or ideas used to inform the government about changes in public
opinion

information or ideas used to strategically confuse the enemy about military plans

information or ideas used to determine the causes of political conflict between

countries

information or ideas used to intentionally help or harm a group, country, or cause

Question 22:

What is an armistice?

a formal agreement to prevent future fighting

a formal agreement to begin fighting

a formal agreement to continue fighting

a formal agreement to stop fighting

Question 23:

What are reparations?

money charged by a country that limited the amount of damage caused by a war

money paid by a country to compensate for damage caused by a war

money lost by a country that experienced much damage in a war

money received by a country in exchange for causing damage in a war

Question 24:

Which of the following factors led to World War I?

Check all that are true.

alliances

imperialism

nationalism

liberalism

militarism

Question 25:

How did nationalism directly contribute to World War I?

Russian nationalists forced their government to declare war on Germany after

Germany captured Russian territory.

A Serbian nationalist, who wanted Serbs to have their own nation, assassinated
the archduke of Austria-Hungary.

German nationalists argued that Britain and Scandinavia should also be part of
the German Empire.

A Polish nationalist, who wanted Poles to have their own nation, assassinated
the archduke of Russia.

Question 26:

How was trench warfare different from conventional warfare?

Soldiers spent most of their time in trenches waiting to attack.

Soldiers used trenches to sneak up on the enemy for a surprise attack.

Soldiers spent most of their time on the battlefield and only slept in trenches.

Soldiers preferred to stay in trenches because they were clean and dry.
Question 27:

Why was World War I more dangerous for civilians than earlier wars?

Check all that are true.

Civilians did not have enough food because everything was used by the military.

Civilians were exposed to new diseases that soldiers brought back from the
frontlines.

More civilians were required to join the military due to conscription laws.

The military targeted civilian areas with destructive weapons.

Question 28:

Select the statements that show how war bonds benefited both governments and individual
citizens.

Citizens earned money from interest. Governments showed their patriotism.

Citizens sold bonds to earn money. Governments did not have to repay the
money.

Citizens showed their patriotism. Governments raised necessary money for the
war.

Citizens could use bonds to buy rationed food. Governments borrowed less from
other countries.

Question 29:

Which scenarios show the intended outcomes of government propaganda?

Check all that are true.

Ruth has a son who wants to join the army. She has read the government news
releases about the atrocities that are being carried out by the Germans. She
begs her son not to enlist because he needs to stay home and take care of her.
 Florence will be done with her medical training in a few weeks. On the way
home, she sees a poster at the bus stop explaining how the Red Cross needs
nurses. She decides to inquire at the local office to find out what is required to
join.

Henry earns extra money by running errands for his neighbors. He has been
saving to buy a set of building blocks, but he saw a movie at the theater about
how the government needs people to buy war bonds. He plans to use his money
to buy a war bond instead.

Joe heard a new song about the sinking of the Lusitania. When his neighbors
came over to visit on Friday, they sang the song a few times and then talked
about how angry they were at the Germans.

Question 30:

How did women support the war effort?

Check all that are true.

They enlisted as nurses, secretaries and operators.

They volunteered for organizations that helped soldiers and their families.

They took over many jobs that had previously been reserved for men.

They conducted protests and rallies to end the war more quickly.

Question 31:

Why did the United States eventually enter the war?

The United States broke its alliance with Germany after the Ottoman Empire
joined the Central powers.

The United States was invited by Britain and France to provide additional troops
and weapons to the Allied forces.

The United States wanted to stop German expansion after learning the contents
of the Zimmerman telegram.
 The United States wanted revenge for the American lives that were lost when
the Germans sank the Lusitania.

Question 32:

How did the Treaty of Versailles change the power structure in Europe following World War I?

It limited Germany's power by taking away its territory, forcing it to disarm, and
pay reparations to the Allies.

It eliminated the Central powers so that all of the most powerful countries in
Europe belonged to the Allied powers.

It created new countries in Europe so there were an equal number of countries

on the side of the Allied and Central powers.

It balanced Germany's power with other European countries by requiring it to

make its military the same as that of other countries.
Lesson Topic: The Interwar Period
Question 1:

How did Russia’s entry into World War I in 1914 lead to the Russian
Revolution in 1917?

People realized the tsar and other leaders were incapable of effectively running
the country during the war and wanted to replace the government.

People were eager to continue fighting even after Russia withdrew from the war
because they had high morale.

People were upset about the widespread food shortages, inflation, and casualties
that resulted from the war.

People in the cities expected to win the war quickly and were disappointed by how
long it was taking the tsar to gain the advantage.

Question 2:

What did Chiang Kai-shek want to achieve as the leader of the Nationalist
Party?

He wanted to bring the Communists back from northern China and punish them
for the support they gave the warlords.

He wanted to defeat warlords and unite China under his party’s government.

He wanted to appoint warlords to lead the Nationalist movement in their

territories.

He wanted to make China into a Communist country under the leadership of the
Nationalist Party.

He wanted to unite the Communists and Nationalists in a new party to defeat the
warlords.

Question 3:
 What was the stated reason the League of Nations created territorial
mandates?

to stop civil wars and revolutions in lawless regions

to allow the Allies to increase the number of colonies they controlled

to give the territories of the Central Powers a way to begin to rule themselves

to reward the Allies and punish the Central powers

Question 4:

Arabs, who had previously been under the rule of the Ottoman Empire, helped the Allies fight
the Ottomans during World War I. In exchange, they expected that Britain would allow them to
be independent states following the end of the war. Predict the reaction of the Arabs after their
land was divided into British and French mandates.

The Arabs felt betrayed after their loyalty to the Allies.

The Arabs declared war on Britain and France.

The Ottoman Empire helped the Arabs gain their independence.

Tension increased between the Arabs and Europeans.

Question 5:

Why did American companies in the mid-1920s continue to produce large quantities of
consumer goods?

Consumers kept buying brand-new goods like refrigerators and washing machines.

The government promised to buy any surplus goods, so companies made more
than they needed.

The government ordered them to continue to produce consumer goods to ensure

that workers had jobs.
 Companies noticed that people were buying fewer goods, but they hoped that
demand would increase again.

Companies did not continue to produce large quantities of consumer goods.

Question 6:

As many people lost their jobs and homes during the Great Depression, small shantytowns
sprung up on the outskirts of many cities. These places were called Hoovervilles because
President Herbert Hoover was blamed for causing the economic problems of the United States.
These makeshift towns had temporary housing and lacked electricity, running water, and
sanitary living conditions. What did the existence of Hoovervilles indicate about the state of
American society during the Great Depression?

Many people were unable to find jobs and were forced to live however they could.

There were many government programs to help people who lost their jobs or
savings.

Many people could not afford to maintain their former standard of living.

There were few government programs to help people who lost their jobs or
savings.

Many people shared their good fortune with others and built shelters for the
homeless.

Many people were able to make a better life for themselves and their families.

Question 7:

The Works Progress Administration (WPA) was a program in the New Deal. It was designed to
relieve unemployment by providing necessary work and paying workers a reasonable wage. It
sponsored the building of many public projects like hospitals, schools, parks, and playgrounds.
It was also responsible for financing infrastructure like bridges, reservoirs, irrigation systems,
and roads. The Lincoln Tunnel and LaGuardia Airport in New York and the Overseas Highway in
Florida were financed and built by the WPA. Besides creating jobs for thousands of workers,
how did these projects likely help citizens?

It improved the infrastructure of many regions of the country.

 It excused some people from doing physical labor.

It boosted morale by providing meaningful work.

It gave workers pride in their communities.

It gave people something to do after their regular jobs.

Question 8:

Another project of the New Deal involved bringing electricity to rural communities. The Rural
Electrification Administration granted loans for organizations to build power systems in small
communities. Bringing electricity to farms and rural homes was an important step forward in
meeting the needs of more people across the United States. Predict some of the other benefits
of bringing electricity to people in rural areas.

People in rural areas had better access to resources that helped their economies.

People in rural areas could hear radio announcements from the government.

People in rural areas were able to use more conveniences of modern life.

People in rural areas could make money by selling electricity to each other.

Question 9:

The graph shows unemployment levels in the United States during the 1930s. President
Roosevelt won the election in November 1932 and began his New Deal policies in 1933. Use the
graph to assess whether the New Deal was effective or not.
Question 10:

The two pictures below show Joseph Stalin and some of his advisors. The top picture is the
original image. The bottom picture was published after the man on the right was purged by
Stalin. Why might Stalin and other totalitarian leaders edit pictures and other records to
remove purged individuals?
Question 11:

What unique challenges did Japan face in the 1920s and 1930s, and how
did it respond?

It lacked a strong military force, so it turned to militarism to prove its strength to

 countries like the Soviet Union and Germany.

It was not allowed to attend the Paris Peace Conference, so it coordinated its own
meeting to form new alliances.

It had limited resources because it was an island, so it invaded China and nearby
islands.

It was seen as inferior to countries and people in the West, so it turned inwards
and emphasized nationalist ideas.

It experienced hyperinflation, so it created an entirely new currency.

It had a rapidly growing population, so it relied on collective farms to make sure

everyone was fed.

Question 12:

Who were the Bolsheviks?

a Communist political party that came to power in Russia in 1917

a Communist political party that was replaced by the tsar in Russia in 1917

a Communist political party that lost power in Russia in 1917

a Communist political party that took power away from Vladimir Lenin in Russia in
1917

Question 13:

What is a collective?

a farm that is owned and operated by the consumers

a farm that is owned and operated by the workers

a farm that is owned and operated by the military

 a farm that is owned and operated by the government

Question 14:

What is inflation?

an increase in the amount of money that is printed in response to changes in the

price of goods and services

a decrease in the prices of goods and services caused by the increasing value of a
currency

a decrease in the amount of money that is printed in response to changes in the

price of goods and services

an increase in the prices of goods and services caused by the declining value of a
currency

Question 15:

What is a warlord?

a strong military leader with complete control over an entire country

a weak military leader with some control over a country

a weak military leader with no control over a country

a strong military leader with control over a small territory

Question 16:

What was the Long March?

a year-long journey that began in 1934 in which members of the Chinese

 Communist Party walked to northwestern China to escape persecution from the
warlords

a year-long journey that began in 1934 in which members of the Chinese

Communist Party walked to northwestern China to escape persecution from the
Chinese Nationalist Party

a year-long journey that began in 1934 in which members of the Chinese

Communist and Nationalist parties walked to northwestern China to escape
persecution from the Japanese

a year-long journey that began in 1934 in which members of the Nationalist Party
walked to northwestern China to escape persecution from the Chinese Communist
Party

Question 17:

What is a mandate?

a territory that received independence from the League of Nations after World War
I as compensation for serving its colonial government

a territory assigned by the League of Nations to be governed by another country

a territory removed from the control of an Allied country and placed under the
government of the League of Nations

a territory assigned by the League of Nations to be governed by an Axis country

until it was able to govern itself

Question 18:

What was the Great Depression?

a severe economic depression in the United States in the 1930s

a severe global economic recession in the 1930s

 a severe economic depression in Europe in the 1930s

a severe global economic depression in the 1930s

Question 19:

What was the New Deal?

a series of programs introduced by President Franklin Roosevelt during the 1930s

to prevent international conflict

a series of programs introduced by President Franklin Roosevelt during the 1930s

to change colonies into mandates

a series of programs introduced by President Franklin Roosevelt during the 1930s

to encourage social and economic improvements

a series of programs introduced by President Franklin Roosevelt during the 1930s

to remove opposition to his control over the government

Question 20:

What is totalitarianism?

the idea that a government should exercise less control over its people

the idea that a government should exercise total control over its people

the idea that a government should exercise no control over its people

the idea that a government should exercise some control over its people

Question 21:

What is fascism?
 a political system that emphasizes nationalism, militarism, and complete
government control over the military and foreign policy

a political system that emphasizes nationalism, militarism, and complete

government control over the economy and the lives of people

a political system that emphasizes nationalism, militarism, and complete

government control over trade and tariffs in a country

a political system that emphasizes nationalism, militarism, and complete

government control over the colonies and mandates of a country

Question 22:

What does it mean to purge?

to imprison or kill anyone who opposes the government

to educate anyone who does not understand the ideas of the new government

to recruit people for membership in a political party

to release anyone who has opposed the government in the past

Question 23:

How did economic problems in other countries create an environment for strong leaders to take
control?

Strong leaders took advantage of an opportunity to steal from the government.

The weak economies allowed the military to easily take over the government.

The previous governments had collapsed and there was no one in charge.

People were receptive to anyone who promised positive changes.

Question 24:

Which timeline shows the events leading up to the Russian Revolution in the correct order?

Question 25:

How did the Chinese respond after Chiang Kai-shek became leader of the Nationalist Party?
 Check all that are true.

Some people supported him while he tried to defeat the warlords.

Some people wanted Japan to defeat Chiang Kai-shek.

Some people were afraid that Chiang Kai-shek would start a fascist government.

Some people left the Nationalist Party to join the Communist Party.

Question 26:

What did the Irish hope to achieve with the Easter Uprising of 1916?

They wanted to be compensated for fighting on the British side during World
War I.

They wanted to be represented in the British parliament.

They wanted to be independent of the British government.

They wanted to show support for the Egyptians who were also under British
rule.

Question 27:

The graph below shows the unemployment rate in the United States between 1910 and 1960.
Why is it reasonable to predict that the shaded region of the graph represents the Great
Depression?
 The Great Depression was a period of very high unemployment. Many
businesses closed, and many people were unable to find jobs.

The Great Depression was a period of low tariffs. Governments removed tariffs
to help local businesses survive the economic depression.

The Great Depression was a period of very low unemployment. The government
put many people to work if they could not find jobs.

The Great Depression was a period of high tariffs. Governments imposed tariffs
to help local businesses survive the economic depression.

It is not reasonable to predict that the shaded region is the Great Depression.

Question 28:

Which statements are true about Germany's economy following the end of World War I?

Check all that are true.

Germany faced an underinflation crisis.

German agriculture suffered from drought and poor farming techniques.

Germany faced a hyperinflation crisis.

Germany was unable to make reparations payments.

German industry was showing enormous growth.

Question 29:

How did President Franklin Roosevelt intend for the New Deal to help the United States
economy?

Check all that are true.

It would protect the country by enforcing high tariffs on imports.

It would prevent similar problems from happening by creating reforms.

It would permit the economy to recover by stimulating growth in industry.

 It would give immediate financial relief to the unemployed and poor.

Question 30:

Which people are most likely living under a totalitarian government?

Check all that are true.

The government ordered everyone in my town to evacuate because of an

approaching hurricane. I wrote an angry letter to my representative about how
the evacuation was handled, but she never responded to me.

I published a newspaper that criticized the way the government handled the
economic crisis. Days later, I was arrested and sent to a work camp.

As soon as I was able to, I joined the military. I am proud to serve my country
and defend it against all enemies, foreign and domestic.

After the government imposed a curfew, I was only able to leave my house at
night if I was going to my job at the power plant. I do not want to work at the
power plant, but the government requires that I do so.

Question 31:

Which changes did Joseph Stalin make when he came to power in the Soviet Union?

Check all that are true.

He used purges to remove any opposition to his plans to improve the Soviet
Union.

He required millions of people to work in factories to modernize Soviet industry.

He implemented democratic reforms to the voting process to ensure that the

people were represented.

He organized collectives to increase agricultural production to necessary levels.

Question 32:

What conditions in Germany helped Adolf Hitler rise to power?

Check all that are true.

Germans were angry and bitter about the terms of the Treaty of Versailles.

Germans were struggling due to the economic conditions in the 1920s.

Germany wanted to create a balanced trade agreement with the United States.

Germans were racist and Hitler wanted to make Germany a country with a
single race.
Lesson Topic: World War II
Question 1:

Why did Hitler and Stalin want to sign a non-aggression pact with each
other?

They wanted to show the other countries in Europe that they were dedicated to
peace.

They did not have alliances with other countries in Europe.

Each was a strong country that could cause problems for the other.

They wanted to protect their borders while they focused on other matters.

Question 2:

The word blitzkrieg literally means lightning war in German. How does its name effectively
describe this style of attack?

The attacks are incredibly bright and powerful.

The attacks are most effective during bad weather.

The attacks are fast, powerful, and unexpected.

The attacks are conducted in a long, straight line.

Question 3:

Why was the attack on Pearl Harbor shocking to Americans?

Pearl Harbor was a well-defended location.

It was an unsuccessful attack.

It was a surprise attack.

 Many Americans knew people at Pearl Harbor.

It was an attack on the American military.

News channels constantly replayed footage of the attack.

It only lasted a few hours.

Question 4:

The map above shows Germany's advance toward Stalingrad during the first six months of the
German invasion of the Soviet Union. Which factors most likely led to Germany's eventual
defeat by the Soviet army?

The Germans had violated the non-aggression pact it had made with the Soviets,
and the Soviets wanted revenge.

Stalingrad was far from the territory that Germany controlled, meaning supplies
needed to move a great distance.

As the Germans advanced east, the amount of territory they needed to capture
increased while their supplies and personnel decreased.
 As the Germans invaded the Soviet Union, they were attacked from behind by the
Allied forces who had landed at the beaches of Normandy on D-Day.

Question 5:

During World War II, the United States government needed to conserve rubber because Japan
had cut off access to rubber plantations in Asia. People were encouraged to drive their cars less
and share rides, walk, or ride bicycles. Voluntary rationing did not help, so gasoline ration cards
were implemented. Gasoline use was determined by how much a person needed to use.
Citizens whose work aided the war effort had the most gallons available to them, while pleasure
drivers were limited to three gallons a week. What did gasoline rationing do?

It motivated people to share rides and combine errands.

It saved resources for the war effort.

It required people to make sacrifices to help the war effort.

It tracked how many miles people drove each week.

Question 6:

In which ways did the mistreatment of Japanese-Americans during World War II violate the
concepts of the US Constitution?

They were denied education and shelter because of their race.

They were forced to renounce their citizenship and leave the country.

They were held against their will without formal charges or a trial.

Their homes and property were unlawfully seized by the government.

Question 7:

Read the passage below.

During the early twentieth century, there were many false ideas connecting the progress of
civilization to certain groups of people. Hitler came to believe that the German people
belonged to a supposedly superior race known as the Aryans. Much of the Nazi propaganda
 played up the idea of the racial superiority of the German “Aryans.” In his speeches, Hitler
stressed the superiority of “true” Germans. He also blamed Jews and others for Germany’s
defeat in World War I and the economic disasters of the 1920s. He used the growing feeling of
anti-Semitism that was starting to gain ground in Europe and America to rally his supporters.

How did Hitler use people’s hopes, fears, and biases to further his own political agenda?

Hitler exploited existing anti-Semitic beliefs to blame a specific group for

Germany’s problems.

Hitler only allowed Germans who were descended from the Aryans to become
members of the Nazi Party.

Hitler argued that removing troublesome or dangerous groups would make

Germany richer and more powerful.

Hitler promoted the idea that Germans were racially and culturally superior to
other people.

Question 8:

Read the passage below.

Ann Frank was a young Jewish girl whose family moved from Germany to the Netherlands in
the 1930s. Her father was a successful business owner, but he lost his businesses when
Germany began confiscating Jewish businesses and property. Ann received a diary for her
twelfth birthday in June 1942. When her family began to fear for their lives, friends helped
them go into hiding. From July 1942 until her capture in early 1944, Ann and her family lived
in a hidden apartment with several other people who also were fleeing Nazi persecution.
During these years, Ann carefully wrote about the details of her daily life. Her diary entries
gave remarkable insight into her experience of Nazi persecution and the many ways people
helped her family.

Which might have been the consequences for people who were hiding or supporting Jews?

They might have been publicly reprimanded for disobeying the law.

They might have been sent to a concentration camp themselves.

 They might have been killed along with the people they were hiding.

They might have been forced to live in a Jewish ghetto.

Question 9:

When the Allies first discovered the Nazi concentration camps in 1944, the soldiers could not
believe the inconceivable cruelties that had been committed there. They could barely describe
the horrific sights, sounds, and smells in the camps. Nazi soldiers often tried to escape when
Allied soldiers entered the camps because they anticipated their punishment if they were
caught. Predict what likely happened as more camps were liberated.

Thousands more prisoners died from illness and starvation even after the camps
were liberated.

There were no prisoners who survived after the camps had all been liberated.

Some Nazi soldiers were killed by the Allies or the prisoners following liberation.

Nazi leaders and officers who organized and carried out the Holocaust were put on
trial after the war ended.

Question 10:

Which passage correctly describes the Allied victory over Germany?

The Allies steadily advanced from the north and west into German territory.
Having already suffered losses in Western Europe, the Allies were joined by Soviet
forces and pushed into German lands from the east and south. The Germans
gained additional territory during the Battle of the Bulge while Soviet and Allied
forces liberated the Nazi concentration camps. They finally forced the Germans to
surrender in May 1945.

The Allies steadily advanced from the east and west into German territory. Having
already suffered losses to the east and south, Germany concentrated its efforts on
holding and extending its western line during the Battle of the Bulge. The Allies
took thousands of Axis prisoners and began liberating the Nazi concentration
 camps. The last of the German forces finally surrendered in May 1945.

The Allies steadily advanced from the west and south into German territory.
Having already suffered losses in the north, the Allies concentrated their efforts on
pushing the Germans back east. During the Battle of the Bulge, the Allies liberated
the Nazi concentration camps and captured thousands of Axis soldiers. The
Germans were unable to hold their line in Western Europe and surrendered to the
Allies in May 1945.

The Allies steadily advanced from the east and west into German territory. Having
already suffered losses to the east, Germany concentrated its efforts on holding
and extending its line to the west and south. During the Battle of the Bulge, the
Allies pushed deep into Axis territory and captured many soldiers. The Germans
abandoned the Nazi concentration camps and surrendered on all fronts in May
1945.

Question 11:

The map below shows the advance of the Germans in Western Europe at the end of 1944. This
last-ditch attempt to stop the Allies was known as the Battle of the Bulge. Explain why the
German offensive was most likely given that name.
Question 12:

Look at the map below. Which of the following are likely reasons that the Allies relied on a
strategy of island hopping rather than directly attacking the main islands of Japan?
 The Allies were able to establish bases of operation closer to Japan.

The Japanese were unsure about where the Allies would attack next.

The Japanese were more concerned about protecting Nagasaki and Hiroshima.

The Allies needed to establish their own supply lines from the United States.

Question 13:

Why did the Allied powers need to replace the League of Nations with the United Nations?

The League of Nations decided to disband after Germany invaded Austria.

The League of Nations was unable to prevent international conflicts.

The League of Nations did not have the United States as a member.

The League of Nations had been taken over by the defeated Axis powers.

Question 14:

Who were the Axis powers?

 Germany, Italy, and Japan, who fought together during World War II

Japan, Germany, and the Ottoman Empire, who fought together during World War
II

Germany, Italy, and the Soviet Union, who fought together during World War II

Italy, Japan, and the Ottoman Empire, who fought together during World War II

Question 15:

What was World War II?

a European conflict that lasted from 1939 to 1945

a global conflict that lasted from 1939 to 1945

a global conflict that lasted from 1941 to 1945

a European conflict that lasted from 1941 to 1945

Question 16:

What is appeasement?

the act of agreeing to political demands to prematurely end an ongoing conflict

the act of agreeing to political demands to shorten conflict

the act of agreeing to political demands to start conflict

the act of agreeing to political demands to prevent conflict

Question 17:

What is a nonaggression pact?

a treaty in which the parties agree to defend each other if they are attacked by
others

a treaty in which the parties agree to not enter into military conflict with each
other

a treaty in which the parties agree to stop the development of new military
technology

a treaty in which the parties agree to draw other countries into a separate conflict

Question 18:

What is a blitzkrieg?

a military tactic of conducting military offensives in a jagged line, resembling a

lightning bolt

a military tactic of conducting multiple, swift, strong attacks over a short period of
time

a military tactic of conducting a prolonged siege to force an opponent to surrender

a military tactic of conducting targeting only military targets to win over hearts
and minds of civilians

Question 19:

Who were the Allied powers?

the United States, Great Britain, France, and the Soviet Union who fought together
during World War II
 the United States, Great Britain, France, and Austria who fought together during
World War II

the United States, Great Britain, France, and Japan who fought together during
World War II

the United States, Great Britain, France, and Germany who fought together during
World War II

Question 20:

What does it mean to liberate?

to detain

to be generous

to take over

to set free

Question 21:

What is genocide?

the intentional destruction of an entire group of people

the rapid spread of a deadly disease across the world

the spread of a political belief using military force and destruction

the occupation of a territory belonging to a specific religious group

Question 22:

What was the Holocaust?

 the systematic murder of six million Jews by the Nazis during World War II

the strategy used by the Germans to relocate Jews into walled ghettos

the intentional persecution of an entire group of people for religious or political

reasons

the capture of political prisoners by Axis and Allied powers during World War II

Question 23:

What is a concentration camp?

a camp where people are held captive under harsh conditions because they are
threats to the general welfare of a country

a camp where people are held captive under harsh conditions because they are
being trained to conduct kamikaze air strikes

a camp where people are held captive under harsh conditions because they are
awaiting trial for war crimes

a camp where people are held captive under harsh conditions because they are
part of a group the government considers undesirable or suspicious

Question 24:

Why did the policy of appeasement fail to prevent Germany from invading its
neighbors?

Germany was not afraid of starting another conflict to accomplish its goals.

Germany was not happy with what Britain and France were offering and rejected
their proposal.

Germany was not aware that Britain and France were using the policy of
appeasement.
 Germany wanted to invade Czechoslovakia and Poland before the Soviet Union
did.

Question 25:

How did the Japanese attack on Pearl Harbor affect American neutrality?

Americans went from wanting to enter the war to wanting to avoid war.

Americans went from wanting to avoid war to fully supporting entering the war.

Americans went from wanting to avoid war to only supporting a war against
Germany.

America remained neutral but began sending supplies to the Allies.

Americans went from wanting to avoid war to only supporting a war against
Japan.

American neutrality did not change after the attack on Pearl Harbor.

Question 26:

Why might the United Nations have decided to focus on human rights and economic
development instead of just preventing military conflict?
Question 27:

Which list shows the major members of the Allies and Axis powers in 1942?

Question 28:

Was appeasement an effective policy?

yes, because it gave a country what it needed to expand its economy

 yes, because it prevented the Germans from occupying Britain

no, because Germany still invaded Czechoslovakia and Poland

no, because it prevented countries from claiming land that belonged to them

Question 29:

How did the Japanese attack on Pearl Harbor change public opinion in the United States about
the war in Europe?

American citizens were now in favor of the war, but they did not send troops to
Europe until they had defeated Japan.

American citizens were united about how to respond to the attack, and the
United States declared war on Japan.

American citizens were still against the war, and agreed to send more aid to the
Chinese in order to stop Japanese aggression.

American citizens were still against the war, but imprisoned Japanese-Americans
instead to remove more threats to security.

Question 30:

Which map shows the path Germany took as it invaded surrounding countries?
Question 31:

How did the invasion of Normandy mark a turning point in World War II?

Check all that are true.

It diverted German attention away from Calais so more troops could invade
there.

The Allies were able to defeat Germany and end the war.

It diverted German attention away from the Eastern front which helped the
Soviets.

It gave the Allies a foothold in Western Europe to launch a final attack on

Germany.

Question 32:

Which passage about internment camps explains why they were created?

The Japanese-American internment camps were built to detain political

prisoners until they could be deported to their homelands.

The Japanese-American internment camps were built to monitor the actions of

known spies born in foreign countries.

The Japanese-American internment camps were built to confine citizens of the

United States because of unfounded fear of Japanese-Americans.

The Japanese-American internment camps were built to enforce the laws

regarding illegal immigrants from islands in the Pacific.

Question 33:

Which passage best describes how Jews were treated under the Nazi regime?

Jews lost their civil rights, homes, and jobs. They were sent to concentration
camps and divided into groups. Those who were physically fit were forced to
work for the German war effort as slave laborers. Those who were not fit for
work were sent to live in crowded ghettos until they died.
 Jews lost their civil rights, homes, and jobs. They were sent to ghettos where
they could rebuild their lives separate from German persecution. Some were
eventually deported so Germany would be a racially pure country.

Jews lost their civil rights, homes, and jobs. They were sent to crowded, dirty
ghettos. Many died from hunger and disease. Other Jews were forced to move
to concentration camps in Germany because camps were not allowed in other
European countries.

Jews lost their civil rights, homes, and jobs. They were forced to relocate to
ghettos to keep them isolated from the rest of the population. They were
eventually transported to concentration camps, where they were starved,
worked to death, or executed.

Question 34:

Which timeline shows the correct order of major events during World War II?
Question 35:

How did World War II change global politics?

Check all that are true.

A continental balance of power was achieved for the nations in Europe.

The United States and the Soviet Union emerged as more powerful than
countries in Europe.

Countries agreed that alliances and appeasement did not prevent conflict.

The United Nations was established to give countries a place to resolve their
disputes.
Lesson Topic: Lesson Vocabulary Review
Question 1:

What is militarism?

a belief in a government's obligation to use its military to protect its allies

a belief in building up and maintaining a large, strong military

a belief in a country's ability to quickly build military equipment to defend its

national interests

a belief in relying on negotiation to avoid building up a large military force

Question 2:

What is an arms race?

a competition between countries to promote citizens to military leadership

a competition between countries to reduce its military force more quickly than
others

a competition between countries to have more and better weapons than others

a competition between countries to use its weapons more often than other
countries

Question 3:

What is an alliance?

a mutually binding agreement between warring countries to establish peace

a mutually exclusive relationship between people and governments

 a mutually beneficial relationship between people or countries

a mutually protective relationship between organizations and their leaders

Question 4:

What does it mean to assassinate?

to kidnap someone important for political reasons

to arrest someone important for political reasons

to attack someone important for political reasons

to kill someone important for political reasons

Question 5:

What was World War I?

a local military conflict that originated in Europe, which lasted from 1914 to 1918

a global military conflict that originated in Europe, which lasted from 1714 to 1718

a global military conflict that originated in Europe, which lasted from 1914 to 1918

a local military conflict that originated in Europe, which lasted from 1714 to 1718

Question 6:

Who were the Central powers?

the alliance between Germany, Austria-Hungary, Bulgaria, and the Ottoman

Empire during World War I

the alliance between Britain, France, Russia, and the United States during World
 War I

the alliance between Germany, Austria-Hungary, and Italy during World War I

the alliance between Britain, France, and Russia during World War I

Question 7:

What is trench warfare?

a type of warfare in which much of the fighting takes place from trenches that
have been dug and fortified to protect soldiers from the enemy's artillery fire

a type of warfare in which all of the fighting takes place between trenches that go
directly into enemy lines so soldiers can quickly attack and retreat

a type of warfare in which many trenches are dug to confuse the enemy about
troop movements and create places to store large artillery

a type of warfare in which trenches are dug and then flooded with water to create
dangerous conditions for enemy troops who are trying to advance into no man's
land

Question 8:

What is propaganda?

information or ideas used to inform the government about changes in public

opinion

information or ideas used to strategically confuse the enemy about military plans

information or ideas used to determine the causes of political conflict between

countries

information or ideas used to intentionally help or harm a group, country, or cause

Question 9:
 What is an armistice?

a formal agreement to prevent future fighting

a formal agreement to begin fighting

a formal agreement to continue fighting

a formal agreement to stop fighting

Question 10:

What are reparations?

money charged by a country that limited the amount of damage caused by a war

money paid by a country to compensate for damage caused by a war

money lost by a country that experienced much damage in a war

money received by a country in exchange for causing damage in a war

Question 11:

Who were the Bolsheviks?

a Communist political party that came to power in Russia in 1917

a Communist political party that was replaced by the tsar in Russia in 1917

a Communist political party that lost power in Russia in 1917

a Communist political party that took power away from Vladimir Lenin in Russia in
1917
Question 12:

What is a collective?

a farm that is owned and operated by the consumers

a farm that is owned and operated by the workers

a farm that is owned and operated by the military

a farm that is owned and operated by the government

Question 13:

What is inflation?

an increase in the amount of money that is printed in response to changes in the

price of goods and services

a decrease in the prices of goods and services caused by the increasing value of a
currency

a decrease in the amount of money that is printed in response to changes in the

price of goods and services

an increase in the prices of goods and services caused by the declining value of a
currency

Question 14:

What is a warlord?

a strong military leader with complete control over an entire country

a weak military leader with some control over a country

a weak military leader with no control over a country

 a strong military leader with control over a small territory

Question 15:

What was the Long March?

a year-long journey that began in 1934 in which members of the Chinese

Communist Party walked to northwestern China to escape persecution from the
warlords

a year-long journey that began in 1934 in which members of the Chinese

Communist Party walked to northwestern China to escape persecution from the
Chinese Nationalist Party

a year-long journey that began in 1934 in which members of the Chinese

Communist and Nationalist parties walked to northwestern China to escape
persecution from the Japanese

a year-long journey that began in 1934 in which members of the Nationalist Party
walked to northwestern China to escape persecution from the Chinese Communist
Party

Question 16:

What is a mandate?

a territory that received independence from the League of Nations after World War
I as compensation for serving its colonial government

a territory assigned by the League of Nations to be governed by another country

a territory removed from the control of an Allied country and placed under the
government of the League of Nations

a territory assigned by the League of Nations to be governed by an Axis country

until it was able to govern itself
Question 17:

What was the Great Depression?

a severe economic depression in the United States in the 1930s

a severe global economic recession in the 1930s

a severe economic depression in Europe in the 1930s

a severe global economic depression in the 1930s

Question 18:

What was the New Deal?

a series of programs introduced by President Franklin Roosevelt during the 1930s

to prevent international conflict

a series of programs introduced by President Franklin Roosevelt during the 1930s

to change colonies into mandates

a series of programs introduced by President Franklin Roosevelt during the 1930s

to encourage social and economic improvements

a series of programs introduced by President Franklin Roosevelt during the 1930s

to remove opposition to his control over the government

Question 19:

What is totalitarianism?

the idea that a government should exercise less control over its people

the idea that a government should exercise total control over its people

the idea that a government should exercise no control over its people
 the idea that a government should exercise some control over its people

Question 20:

What is fascism?

a political system that emphasizes nationalism, militarism, and complete

government control over the military and foreign policy

a political system that emphasizes nationalism, militarism, and complete

government control over the economy and the lives of people

a political system that emphasizes nationalism, militarism, and complete

government control over trade and tariffs in a country

a political system that emphasizes nationalism, militarism, and complete

government control over the colonies and mandates of a country

Question 21:

What does it mean to purge?

to imprison or kill anyone who opposes the government

to educate anyone who does not understand the ideas of the new government

to recruit people for membership in a political party

to release anyone who has opposed the government in the past

Question 22:

Who were the Axis powers?

Germany, Italy, and Japan, who fought together during World War II
 Japan, Germany, and the Ottoman Empire, who fought together during World War
II

Germany, Italy, and the Soviet Union, who fought together during World War II

Italy, Japan, and the Ottoman Empire, who fought together during World War II

Question 23:

What was World War II?

a European conflict that lasted from 1939 to 1945

a global conflict that lasted from 1939 to 1945

a global conflict that lasted from 1941 to 1945

a European conflict that lasted from 1941 to 1945

Question 24:

What is appeasement?

the act of agreeing to political demands to prematurely end an ongoing conflict

the act of agreeing to political demands to shorten conflict

the act of agreeing to political demands to start conflict

the act of agreeing to political demands to prevent conflict

Question 25:

What is a nonaggression pact?

a treaty in which the parties agree to defend each other if they are attacked by
 others

a treaty in which the parties agree to not enter into military conflict with each
other

a treaty in which the parties agree to stop the development of new military
technology

a treaty in which the parties agree to draw other countries into a separate conflict

Question 26:

What is a blitzkrieg?

a military tactic of conducting military offensives in a jagged line, resembling a

lightning bolt

a military tactic of conducting multiple, swift, strong attacks over a short period of
time

a military tactic of conducting a prolonged siege to force an opponent to surrender

a military tactic of conducting targeting only military targets to win over hearts
and minds of civilians

Question 27:

Who were the Allied powers?

the United States, Great Britain, France, and the Soviet Union who fought together
during World War II

the United States, Great Britain, France, and Austria who fought together during
World War II

the United States, Great Britain, France, and Japan who fought together during
World War II

the United States, Great Britain, France, and Germany who fought together during
 World War II

Question 28:

What does it mean to liberate?

to detain

to be generous

to take over

to set free

Question 29:

What is genocide?

the intentional destruction of an entire group of people

the rapid spread of a deadly disease across the world

the spread of a political belief using military force and destruction

the occupation of a territory belonging to a specific religious group

Question 30:

What was the Holocaust?

the systematic murder of six million Jews by the Nazis during World War II

the strategy used by the Germans to relocate Jews into walled ghettos

the intentional persecution of an entire group of people for religious or political

reasons
 the capture of political prisoners by Axis and Allied powers during World War II

Question 31:

What is a concentration camp?

a camp where people are held captive under harsh conditions because they are
threats to the general welfare of a country

a camp where people are held captive under harsh conditions because they are
being trained to conduct kamikaze air strikes

a camp where people are held captive under harsh conditions because they are
awaiting trial for war crimes

a camp where people are held captive under harsh conditions because they are
part of a group the government considers undesirable or suspicious
Lesson: Lesson Test: World War I and World War II
Lesson Topic: World War I
Question 1:

Which statements correctly explain how imperialism contributed to the start of World War I?

Check all that are true.

Imperialism created rivalries between powers for control of additional territories.

Imperialism created the need for an international peacekeeping organization.

Imperialism created governments that were controlled by military leaders.

Imperialism created opportunities for countries to build up their military

strength.

Question 2:

How did trench warfare make World War I different from previous wars?

The use of trenches in World War I made it easy for soldiers to attack and
advance into enemy territory.

The use of trenches in World War I made it difficult for either side to achieve a
clear victory.

The use of trenches in World War I made it faster to capture enemy territory.

The use of trenches in World War I made it harder to pinpoint enemy locations.

Question 3:

Which of the following scenarios correctly describe ways civilians contributed to the war effort?

Check all that are true.

Clara, 27, works on a farm near her home that provides food for the community.

Helen, 19, just finished high school and is training to be a nurse.

Samuel, 13, watches his siblings while his mother works at a factory.
 Albert, 50, is the owner of a grocery store in his town.

Question 4:

Which events prompted the United States to enter World War I?

Check all that are true.

the interception of the Zimmerman telegram

the sinking of the Lusitania

the bombing of Pearl Harbor

the United States' alliance with Britain

Question 5:

Which of the following were outcomes of the Treaty of Versailles?

Check all that are true.

Germany lost a portion of its territory and had to permanently reduce its
military.

Mandate territories were created from lands formerly ruled by the Central
powers.

The United Nations was formed to prevent more conflict.

A lasting peace was forged without any clear winners or losers.

Germany was ordered to make reparation payments to the Allies.

Question 6:

What was the purpose of the League of Nations?

The League of Nations was intended to prevent future economic crises.

The League of Nations was intended to stop existing international conflicts.

The League of Nations was intended to help countries rebuild after the war.
The League of Nations was intended to prevent future international conflicts.
Lesson Topic: The Interwar Period
Question 1:

Why did the Bolshevik party take over the Russian government in November 1917?

Check all that are true.

to prevent the tsar from implementing his own reforms

to form a Communist government in Russia that would help the people

to take control away from the tsarist parliament

to stop the civil war that began after the March Revolution

Question 2:

How did the situation in China change as the Nationalist and Communist parties competed to
unify China?

The Nationalists and the Communists divided the country into equal halves.

Hostility between the two groups led to a civil war across China.

Warlords forced people to go on the Long March to remove them from China.

The Communists joined the warlords to defeat the Nationalists and bring peace.

Question 3:

Why did Germany's economy struggle even more than the economies of other European
countries during the 1920s?

Germany's government could not agree on an economic structure. Some of the

leaders wanted it to be capitalist, and others wanted it to be totalitarian. This
affected its ability to generate revenue and enact tariffs.

German citizens refused to cooperate with the government and often went on
strike. The territory it gained after the war also lacked valuable resources and
affected its ability to generate revenue from trade.
 Germany was not receiving the reparations payments it was awarded after the
war. The territory it lost also affected its ability to generate revenue from trade
with its former territories.

Germany was forced to make reparations payments. The territory it lost also
affected its ability to generate revenue from resources and production.

Germany’s economy did not struggle more than the economies of other
European countries in the 1920s.

Question 4:

GDP is a measure of how wealthy a country is. It stands for Gross Domestic Product, and
represents the total value of all goods and services produced by a country in a given year. The
graph below shows the GDP for the United States across much of the twentieth century. Which
colored band most likely represents the period of the Great Depression?

none of the above

Question 5:

What types of programs did Roosevelt introduce in the New Deal?

Check all that are true.

a new regulation that required banks to have a certain amount of money on

hand to prevent them from closing

a program to ensure that all workers had an income when they retired

a program that put unemployed people to work building infrastructure and

public facilities

a trade deal that removed tariffs between the United States, Mexico, and
Canada to help American industry

a new program that ensured money deposited in banks was insured by the
federal government

Question 6:

Which statement correctly describes the relationship between totalitarianism and fascism?

Totalitarian governments want to exercise total control over their populations.

Fascism is a kind of totalitarianism that relies on Communism and nationalism.

Totalitarian governments want to ensure that their citizens civil rights are
protected. Fascism is a kind of totalitarianism that relies on democracy and
capitalism.

Totalitarian governments want to exercise total control over their populations.

Fascism is a kind of totalitarianism that relies on nationalism and militarism.

Totalitarian governments want to exercise total control over their populations.

Fascism is the opposite of totalitarianism.

Totalitarian governments want to ensure that their citizens civil rights are
protected. Fascism is opposed to totalitarianism because it relies on nationalism
and militarism.
Question 7:

How did the economic problems of some European countries pave the way for totalitarian
leaders to take charge?

People were unable to vote for anyone else because the elections were unfair.

People were willing to believe anyone who promised to improve the country.

People were not interested in politics because they were too concerned about
the economy.

People were opposed to democratic leaders and would not elect them to office.
Lesson Topic: World War II
Question 1:

Which countries were major members of the Allied powers during World War II?

Great Britain, France, Poland, Belgium, Italy, and Japan

Great Britain, France, the United States, and the Soviet Union

Great Britain, France, Poland, Bulgaria, and the Soviet Union

Great Britain, the Soviet Union, France, Poland, the Netherlands, and the
Ottoman Empire

Question 2:

Which list shows the correct order of events after Germany invaded Austria?
Question 3:

Which were problems that Germany faced when it invaded the Soviet Union?

Check all that are true.

They were still recovering from the losses they experienced in the Normandy
landings.

They did not have accurate ways to pinpoint the location of Soviet troops.

They were far from reinforcements of supplies and personnel.

They were unprepared for harsh weather conditions.

Question 4:

Correct the following statement about the Japanese attack on Pearl Harbor.

The Japanese bombed Pearl Harbor for revenge against the United States. The Allies had
attacked Okinawa and captured it for use as a military base in their fight against China.

The Japanese bombed Pearl Harbor in response to the United States. The
Chinese Nationalists worked with the Allies to push Japan out of China. They
also set up a blockade in the Pacific to stop supplies from reaching Japan.
 The Japanese bombed Pearl Harbor in retaliation against the United States. The
United States supported the Chinese Nationalists in their fight against Japan.
The United States would not sell oil or supplies to Japan.

The Japanese bombed Pearl Harbor in defense against the United States. The
United States had captured many Japanese islands in the Pacific. Japan was
nearly out of fuel and supplies and needed to take some from United States
territory.

The Japanese bombed Pearl Harbor in resistance to the United States. The
United States had driven Japan out of China and was now trying to take over
the mainland. Japan wanted to slow down American aggression in the Pacific.

Question 5:

After the bombing of Pearl Harbor, how did the United States government react to the presence
of Japanese and Japanese-Americans living on the West Coast?

Racist feelings grew stronger, and the United States government charged all
Japanese-Americans with treason against the government based only on
reasons of their heritage.

Racist feelings grew stronger, and the United States government took the
property of Japanese-Americans and made them leave the country.

Racist feelings grew stronger, and the United States government interned
Japanese-Americans to protect them from violence and prejudice until after the
war was over.

Racist feelings grew stronger, and the United States government ordered the
internment of Japanese-Americans.

Question 6:

Which passage correctly compares the end of the war in Europe with the end of the war in the
Pacific?
 The war in Europe ended before the war in the Pacific. The Allies steadily
squeezed Germany from all sides in Europe. Germany surrendered in May,
1945. After brutal fighting on islands across the Pacific, the United States
dropped two atomic bombs on Japan. Japan surrendered in August, 1945.

The war in Europe ended before the war in the Pacific. The Allies pushed
Germany out of Europe into North Africa. Germany surrendered in May, 1945.
After brutal fighting on ships across the Pacific, the United States dropped two
atomic bombs on Japanese-occupied China. Japan surrendered in August, 1945.

The war in Europe ended before the war in the Pacific. The Allies dropped an
atomic bomb on Germany in early 1945. Germany agreed to withdraw from
occupied territory and surrendered in May, 1945. The United States then
dropped two atomic bombs on Japan. Japan surrendered in August, 1945.

The war in Europe ended before the war in the Pacific. The Allies defeated
Germany in the Battle of Stalingrad. Germany surrendered in May, 1945. The
United States dropped two atomic bombs on Japanese ships in the Pacific. Japan
surrendered in August, 1945.

Question 7:

Select the passage that best describes the experience of Jews during World War II.

Jews were persecuted during World War II because Hitler did not want any more
Jews in Germany. He forced them to move to special ghettos outside city limits
and did not allow more Jews to enter Germany. Eventually he began sending
Jews to the countries he had invaded. Those governments did not want Jews
either so they sent them to concentration camps where some of them died. This
mass-deportation of Jews and others out of Europe is known as the Holocaust.

Jews were persecuted during World War II because Hitler did not want any Jews
in Germany. Some Jews left the country, and others went into hiding. When the
Nazis invaded a country, they rounded up all the Jews and sent them to
concentration camps. After they had worked for two years in a concentration
camp, they were allowed to move to a ghetto. Many people died in the ghettos
because they were crowded and dirty. The ghettoization of the Jews is known as
the Holocaust.
 Jews were persecuted during World War II because Hitler did not want Jews in
Germany. He blamed them for the country's economic problems and forced
them to work as slave laborers in concentration camps. Some Jews escaped and
hid in ghettos until the war was over. The enslavement of the Jews by the Nazis
is known as the Holocaust.

Jews were persecuted in Nazi Germany because Hitler did not want any Jews in
Germany. As Germany invaded more countries in Europe, more Jews came
under the rule of the Nazis. At first, Jews were forced to move to crowded
ghettos in large cities. Later, most were transported to concentration camps.
Eventually, death camps were built for the specific purpose of killing as many
Jews as possible. The genocide of the Jews and others during World War II is
known as the Holocaust.

Question 8:

Which of the following best describes the state of Europe after the end of World War II?

Western Europe was devastated by the war. Germany and its capital city of
Berlin were divided between the United States, Britain, and the Soviet Union.
The Soviet Union and the United States spent billions of dollars to rebuild
Western Europe. The Soviet Union and the United States struggled to dominate
all of Europe.

Germany was devastated by the war. It was divided among all the Allied victors
and ceased to be a country. The United States controlled Berlin, and provided
billions of dollars to that city to make it the richest city in Europe. The Soviet
Union dominated Eastern Europe.

Most of Europe was devastated by the war. Germany and its capital city of Berlin
were divided between the Allied victors. The United States provided billions of
dollars to Western Europe to rebuild via the Marshall Plan. The Soviet Union
dominated Eastern Europe.

Eastern Europe was devastated by the war. Germany and its capital city of Berlin
were divided between the United States and the Soviet Union. The United States
spent billions of dollars to help Eastern Europe recover from the war, while the
Soviet Union dominated Western Europe.
none of the above
Lesson: The World after World War II
Lesson Topic: The Cold War
Question 1:

Why were the Soviet Union and the United States unable to maintain the partnership that had
been present during World War II?

The two countries' similar political beliefs caused them to compete for military and
economic global power.

The Soviet Union returned to spreading Communist ideals after the war, and the
United States wanted countries to be democratic.

Once Germany was defeated during World War II, the United States and the
Soviet Union did not have a common enemy.

Both countries were trying to recover from the war damage their lands and people
experienced during World War II.

Question 2:

Why were proxy wars significant in the Cold War?

Military and financial support was given to other groups and countries that were
already involved in a conflict, often altering the outcome of the wars.

The United States and the Soviet Union fought for global power without
participating in direct combat.

Nuclear weapons used during the proxy wars destroyed entire countries.

The proxy wars allowed the United States and the Soviet Union to display the
ability of their troops to independently defeat entire countries.

Question 3:

Why was Stalin against Germany being rebuilt, remilitarized, and reunited as
one country?
 Germany was already more financially stable than the Soviet Union.

Stalin did not want Germany to become strong enough to challenge the Soviet
Union.

The Soviet Union was competing against Germany to make the first atomic
weapon.

Stalin knew Germany would be geographically larger than the Soviet Union if
Germany was reunited.

Question 4:

Why did Mao Zedong start the Cultural Revolution?

People were being treated unfairly in China, and Mao wanted to stand up for
people who were being mistreated.

Mao did not like the traditional ideas and people that were blocking the success of
his reforms.

Traditional government leaders criticized Mao's policies during the Great Leap
Forward, which threatened his leadership.

Mao disagreed with the Communist Party that led China because he believed the
party utilized ineffective economic strategies.

Question 5:

What was the name and purpose of the area that is highlighted in orange on the map below?
 The line was known as the 38th parallel, and it divided North and South Korea.

The line was known as the Korean Border, and it separated the Communists from
the non-Communists.

The line was known as the 108th parallel, and it divided North and South Korea.

The line was known as the Korean Divide, and it separated the Communists from
the non-Communists.

Question 6:

What was the significance for Americans when the Sputnik I satellite
launched in 1957?

The Soviets' ability to send a live creature into space during the Sputnik launch
meant that the United States was behind in the Space Race.

Americans did not like to think that they were being watched by the Soviets.

The launch of the first satellite gave the United States global bragging rights about
its advanced science technology.
 The development of space technology meant that the Soviet Union might have the
capability to launch nuclear weapons further distances.

Question 7:

Which of the following would be similar to the policy of glasnost that Gorbachev introduced in
the Soviet Union?

A teacher requests that students submit anonymous questions about class policies
and then disciplines the whole class for disrespectful questions.

A parent allows his or her children to speak freely about rules they disagree with,
without the need to fear punishment.

People are criticized if their religious and political beliefs do not align with the
country leaders' beliefs.

Students elect just a few representatives to speak for them at meetings with the
faculty and principal in order to suggest changes for the school.

Question 8:

What was the Cold War?

a period of nuclear warfare between the United States and the Soviet Union

a period of peace talks and resolutions between the United States and the Soviet
Union

a period of competition for global authority between the United States and the
Soviet Union

a period of cooperation to create space technology between the United States and
the Soviet Union

Question 9:

What is a superpower?
 a leader of a country that possesses global influence, without regard to the
country's military success, economic power, or political strength

a leader of a military campaign that is fought and won on foreign soil

a country that can influence global affairs because of its military, economic, and
political strength

a country that has won a military or political conflict in spite of global opposition

Question 10:

What is free enterprise?

an economic system based on the government ownership of property, with

decisions made by government leaders

a political system in which leaders are chosen based on the votes of that country's
citizens

a political system in which leaders only make decisions that would economically
benefit their country's citizens

an economic system based on the private ownership of property, with decisions

made by business owners and citizens

Question 11:

What is a command economy?

a political system in which private citizens are able to command the economic and
business climate by voting on laws that are considered beneficial to themselves

an economic system in which the private citizens make decisions about their
businesses, and the ownership of private property is encouraged

a political system in which government leaders are chosen based upon their ability
to prosper the country's economic system
 an economic system in which the government leaders make decisions about the
economy, while the ownership of private property is illegal

Question 12:

What was containment?

a policy to prevent South Korea from expanding its Communist control into North
Korea during the Korean War

a policy to contain democratic power within US borders and prevent the United
States from expanding its control

a policy developed after the Cuban Missile Crisis to prevent further development of
nuclear weapons

a policy to prevent the Soviet Union and China from expanding Communist control
into non-Communist regions

Question 13:

What is détente?

a policy of relaxing tensions and hostility between two opposing countries

a policy of allowing freedom of speech and the press in the Soviet Union

a policy of limiting the production of nuclear weapons following the Cuban Missile
Crisis

a policy of preventing the spread of Communism to other regions outside the

Soviet Union and China

Question 14:

What was glasnost?

 a policy that allowed the Soviet Union and the United States to communicate more
honestly about their missile launches

a policy that relaxed the tension and hostility between two opposing countries

a policy that provided more freedom of speech and freedom of the press in the
Soviet Union

a policy that limited the production of nuclear weapons following the Cuban Missile
Crisis

Question 15:

Which of the following statements correctly describe the situation in Germany after World War
II?

The United States and Britain airlifted supplies to their Berlin zones, even after
access was closed.

Germany and Berlin were divided into zones, each of which was controlled by a
different country.

Stalin was fearful that a reunited Germany would attack the Soviet Union.

The Soviet Union wanted control of all of Germany.

The countries that controlled Germany and Berlin worked together to help
successfully strengthen and reunite the regions.

Question 16:

What did the South Koreans, the South Vietnamese, and the Nationalists in China all have in
common?

These groups of people signed the Warsaw Pact to support other Communist
countries.

These groups of people supported Communist governments and were backed by

the Soviet Union.

These groups of people wanted non-Communist governments and were backed by

the United States.
 These groups of people fought for their independence from Soviet control.

Question 17:

Summarize the major aspects of the Cold War, including the reasons for the Cold War, how it
was fought, and how it came to an end.

Question 18:

Which of the following is a correct description of the United States' and the Soviet Union's
economic systems?

The United States had a command economy, with the right for citizens to own
private property. The Soviet Union had a free enterprise economy, and the
government controlled all property.

The United States had a free enterprise economy, with the right for citizens to
own private property. The Soviet Union had a command economy, and the
government controlled all property.

The United States had democracy, with the right for the government to own
private property. The Soviet Union had Communism, and the government
controlled all property.

The United States had democracy, and the government controlled all property.
The Soviet Union had Communism, with the right for citizens to own private
property.

Question 19:
 Why was the conflict between the United States and the Soviet Union called the Cold War?

Check all that are true.

The United States and the Soviet Union never entered direct combat with each
other but competed through proxy wars.

The competition that the United States and the Soviet Union had was based
primarily around the Space Race. Since space is much colder than earth, the
term Cold War was given.

Instead of fighting directly, the two countries competed to see which country
could develop the most advanced space and weapon technologies.

The proxy wars, in which the two countries supported opposing sides, were
fought primarily in areas with a cold climate.

Question 20:

Which of the following are correct descriptions of Germany after World War II?

Check all that are true.

The Berlin Wall was built to separate Communist East Germany from
independent West Germany.

Combat between the Soviet Union and other Allied forces heightened until Stalin
controlled all of Berlin.

The Soviet Union wanted to control all of Berlin.

Power was divided among four of the Allied countries.

Food and supplies were provided to West Berlin by air when Stalin closed ground
transportation routes into the city.

Question 21:

What was the Soviet Union's response to the formation of NATO?

the Berlin Wall

 the policy of glasnost

the policy of containment

the North Atlantic Treaty Organization

the Warsaw Pact

Question 22:

What was Mao Zedong's goal for the Cultural Revolution?

Check all that are true.

Mao wished for all Communist parties and ideals to be completely eliminated
from Chinese culture.

Mao wanted the Red Guard to publicly ridicule and criticize traditional Chinese
ways and culture.

Mao wanted old ways to be forgotten so that his new ideas, introduced during
the Great Leap Forward, could dominate in China.

Mao desired for the Chinese people to feel united after he and other Communist
leaders took over the government.

Question 23:

Which discovery led to the Cuban Missile Crisis?

Cuba and the Soviet Union were creating new weapon technology together.

Cuba had been attacked by the Soviet Union with nuclear weapons.

The Soviet Union was storing Cuban nuclear weapons on Soviet soil.

The Soviet Union was storing nuclear weapons in Cuba.

Question 24:

Which event started the Space Race?

The Soviet Union sent the first man into space.

 The Soviet Union sent a dog named Laika into space.

Americans sent into space a satellite named Explorer I.

The Soviet Union launched the first satellite, Sputnik, into space.

Question 25:

How was the Space Race important to the political and economic systems of the United States
and the Soviet Union?

Check all that are true.

World leaders were uninterested in the competition between the United States
and the Soviet Union until the Space Race brought the Cold War into a global
focus.

The development of advanced space technologies by the leading countries

helped them to maintain their superpower statuses around the world.

The United States and the Soviet Union wanted to demonstrate the most
advanced technology in order to prove that their economic and political systems
were the strongest.

The spread of Communism and free enterprise had declined, and the Space
Race brought attention back to these systems.

Question 26:

Which events led to the fall of the Soviet Union?

the destruction of the Berlin Wall

citizens given more freedom to speak their opinions

economic troubles

the unsuccessful Afghanistan war

non-Communist leaders elected in Soviet regions

all of the above

Lesson Topic: A Changing World
Question 1:

Why was it ironic that Britain and France were trying to stop some countries from gaining
independence?

The leaders of Britain and France were very outspoken about the importance of
decolonization.

Britain and France were both colonized by larger countries following World War II.

Britain and France did not own any colonies, so they should not have expressed
their opinions regarding colonization.

During World War II, Britain and France were fighting to maintain their
independence and the independence of other European countries, but later they
fought to keep other countries from becoming independent.

Question 2:

Which diagram correctly reflects the relationship between decolonization and nationalism, the
pride in one's country?
Question 3:

According to many religious texts, the twelve tribes of Israel, shown in the map below,
descended from a man named Abraham. Muslims, Christians, and Jews all believe that
Abraham is the father of their religion and a prophet of God. Compare the map of the twelve
tribes of Israel to the map of the 1947 division of Palestine by the United Nations. Then select
the conclusions that can be drawn from this information.

Palestine is considered to be the birthplace of many religions.

The culture of people all over the world is rooted in Palestine.

The division of land with clear borders helped settle the dispute over land in
Palestine.

The 1947 plan divided Palestine by splitting the land into two equal halves.

Question 4:

Gaza Strip is a section of land in Israel that is occupied by Palestinian Arabs. Israel tightly
controls the borders around Gaza Strip. Citing safety concerns in 2007, Israel implemented
policies that tightly restrict movements in and out of Gaza Strip, whether by air, sea, or land.
This creates dangerous living conditions for the Palestinians living in Gaza, who feel the control
is too restrictive. Palestinian citizens often do not have access to water, electricity, or enough
food. A controlling militant group in Gaza has taken advantage of its location to launch attacks
onto Israeli people. As a result, the two sides have been bombing and attacking each other for
 years. Israel wants military forces removed from Gaza, hoping that the bombings will end.
Palestinians want the border restrictions to be removed. While Israel has gradually relaxed
some of the restrictions, the Gaza border is still tightly controlled. One of the most recent
escalations in violence was in 2014, when three Israeli teenagers were murdered. Egypt
stepped in to help mediate between the two sides. Using inferences about conflicts in the area,
why would Egypt be interested in the Gaza Strip conflict?

By refusing to accept the plan of division by the United

Nations, the Arabs now have control of less land than they
would have if they had accepted the original plan. Because of
the terrorist tactics used by Palestinian extremists, many
world leaders support Israel.

Some of Egypt's citizens probably do not agree with the land divisions.

Egypt also controls one of Gaza Strip's borders.

Egyptians have never had a conflict with the Palestinians or the Israelis.

Egyptians are probably affected by the attacks between Palestinians and Israelis.

Question 5:

If the United Nations set forth the Universal Declaration of Human Rights, why are all countries
 not following it?

The Universal Declaration is a legal treaty, but all countries did not choose to sign
it.

The law that declares universal human rights is followed by most countries around
the world.

Most countries do not follow the guidelines in the Universal Declaration of Human
Rights because it was drafted only by a couple of countries.

The Universal Declaration is an agreed-upon standardized set of values for people

throughout the world, but it is not a signed treaty with legal obligations.

Question 6:

Cesar Chavez worked for the rights of farm workers in the United States. He helped to develop
unions that stood up for the basic rights of workers, including the rights to breaks, clean water,
appropriate restrooms, and protections against dangerous chemicals. Which article from the
Universal Declaration of Human Rights do his efforts fall under?

Article 5: Freedom from Torture

Article 10: Right to Fair Public Hearing

Article 17: Right to Own Property

Article 19: Freedom of Opinion and Information

Article 23: Right to Desirable Work

Article 26: Right to Education

Question 7:

What are human rights?

the basic rights that humans are required to give to other people

the basic rights that all humans should demand from their government
 the basic freedoms that all countries are required to give to their citizens

the basic freedoms due to all people, regardless of where they live and who they
are

Question 8:

What is segregation?

the United Nations guidelines for the equal treatment of all races

a nation-wide system of racism against blacks and other races in South Africa

a set of laws that bans blacks and whites from being able to marry

the separation of races in public places including housing, schools, and restaurants

Question 9:

What is apartheid?

a legalized system of racial segregation and oppression of blacks in South Africa

the requirement of South African blacks to live in the middle of town, away from
the white population

the fight against systematized racism that is carried out by citizens who have
experienced discrimination

a set of guidelines that separates races from each other when they are in public
places

Question 10:

What is terrorism?
 a war between two countries with differing political ideals

any threat of violence from one country to another country

a form of violence and threats that are carried out in order to attain religious
freedoms

a form of intimidation that is carried out using violence and threats

Question 11:

Which of the following statements correctly describes the approach of the United Nations
towards human rights?

Countries that wish to implement human rights for their citizens apply for
membership with the United Nations.

The United Nations works with all countries to advocate for human rights.

The United Nations drafted a document called the Universal Declaration of Human
Rights to outline the basic principles of how people should be treated.

Countries that do not follow the Universal Declaration of Human Rights are issued
fines and penalties until the countries show that progress is being made.

Question 12:

Article 1 of the Universal Declaration of Human Rights states, "All human beings are born free
and equal in dignity and rights. They are endowed with reason and conscience and should act
towards one another in a spirit of brotherhood." Why do you think the United Nations chose this
article as the first?
Question 13:

Why did European powers give up control of their foreign territories and allow countries to rule
themselves independently?

Check all that are true.

The United Nations required the ruling countries to grant freedom to the
colonized countries that requested independence.

Colonies were ready to wage war to gain independence, and controlling empires
were tired of war after World Wars I and II.

International leaders, such as US president Harry Truman, spoke out against

colonization.

The Allied forces all signed a treaty after World War II requiring them to give up
ownership of their colonies.

The resources required to maintain the colonies were extensive.

Question 14:

Which of the following statements correctly describes the disputes that surround what was
known as Palestine?

Countries around the world supported an Israeli homeland because of the

persecution Jews faced, especially during World War II.

Both Jews and Arabs felt that they had a right to the land.

The land was split into two fairly equal areas of control between the Israelis and
Palestinians.

Disputes, often involving terrorist acts, still occur today over the land.

The British government had promised it would create a homeland for each group
in the disputed area.

all of the above

Question 15:

Which of the following are NOT true regarding the viewpoints of the Arabs and the Jews
concerning Palestine?

Jewish people are angry because the Arabs were given a much larger portion of
land.

Jewish people occupied most of the land before the Palestine Mandate.

Arabs point to biblical promises as reasons why this land should be claimed as
their own.

Arabs believe the land should be theirs because a large Arab majority has called
the area home for more than a thousand years.

Jews believe the land should be theirs because their ancestors lived there
thousands of years ago, and the Bible promises this land as their homeland.

Question 16:

Which set of statements is true?

Question 17:

What were some of the problems that newly independent countries faced?

Check all that are true.

lack of a unifying culture

borders drawn in a way that led to ethnic conflicts

untrained and uneducated leaders

weak infrastructure

inability to wisely budget the large amount of money the ruling colonies left
them

Question 18:

Which document did the United Nations create to guide the fair treatment of all people, and
what was its purpose?

The Partition Plan for Palestine was created to equally divide the land known as
Palestine between the Arabs and the Jews.

The Universal Declaration of Human Rights was a set of laws for the world's
countries to obey.
 The Partition Plan for Palestine was created to provide the Jews with a homeland
after their persecution during World War II.

The Universal Declaration of Human Rights was created to be a set of standards

for the world's countries to strive towards.

Question 19:

Human rights leaders of the world stood up against unfair practices. What were some of the
beliefs they stood for?

democratic governments

fair labor practices

extra protections for vulnerable children

the equal treatment of people regardless of their age, race, sex, or location

the right to practice religion

all of the above

Question 20:

Which of the following are examples of terrorism?

Check all that are true.

Al-Qaeda extremists attack important American buildings to convince the United

States to grant political power.

Palestinian people launch bombs towards Israeli citizens to persuade them to

leave the land that the Palestinians want.

The citizens in India wage war against the British Empire to fight for their
freedom.

British leaders are willing to use military force to defend their right to have
democratic elections.
Lesson Topic: A Modern Economy
Question 1:

What is free trade?

the exchange of goods and services between private individuals, free of

government interference

the exchange of goods and services, which is done between democratic countries

the exchange of goods and services among nations without taxes, tariffs, or other
restrictions

the exchange of goods and services in which developing countries are given items
free of charge

Question 2:

What are imports?

goods or services sent out from one country into another country

goods or services brought into one country from another country

goods or services that are exchanged without charges or taxes

goods or services that are exchanged between democratic countries

Question 3:

What are exports?

goods or services that are made only by one country

goods or services brought into one country from another country

 goods or services donated to a developing country

goods or services sent out from one country into another country

Question 4:

Study the two maps below. What conclusions could be drawn from the information on these
maps?

Even the least developed countries have a large percentage of citizens with
Internet access.

Owning a computer does not have a strong correlation with whether a country is
developed or not.

Internet access and the possession of a computer or digital device indicates

whether or not a country is developed.
 The more developed a country is, the less likely its citizens are to have Internet
access.

Question 5:

What types of trade occur in a free trade relationship?

Check all that are true.

domestic

exports

taxed

imports

Question 6:

Which of the following are examples of a free trade agreement?

Check all that are true.

The United States allows trade with some countries but has strict rules that the
other countries must follow.

North American countries encourage trading relationships with each other by not
imposing extra taxes that they would charge other countries.

European countries trade with each other freely across their borders without any
regulations.

Most of the European countries use the same form of money, the euro.

A country purchases coffee and charges the other country a 40 percent tax to
sell it for them.

Question 7:

Choose the descriptions that correctly describe developed and developing countries.

Check all that are true.

 A developing country's citizens are highly educated and work in specialized jobs.

Developing countries usually do not have a voice in choosing their government

policies or leaders.

Developing countries sometimes seek assistance in international trade with

larger, more developed countries.

A developed country depends primarily on agriculture for its economy.

A developed country's citizens have frequent, easy access to health and dental
care.

Question 8:

Which of the following are some advantages of globalization?

Check all that are true.

a wider range of products to choose from

lower prices for customers because of more competition

the assurance of more jobs for people internationally

the ability to enforce rules for all countries

Question 9:

Which of the following are organizations that help regulate international trade?

Check all that are true.

the International World Bank, or IWB

the International Monetary Fund, or IMF

the World Bank

the World Trade Organization, or WTO

the World Monetary Association

Lesson Topic: Our Changing Environment
Question 1:

Look at the graph below. From 1979 to 2016, China had policies that limited most families to
having only one child. Why might the Chinese government have implemented this policy?

This chart shows two important time periods of Chinese

history that impacted the size of its population. The Great
Leap Forward is the time during Mao Zedong's reign in which
he introduced his new ideas, which caused starvation and
deaths among the Chinese people. This was followed by the
Cultural Revolution, in which the Red Guards attacked
traditional Chinese ideals. The one-child policy followed the
Cultural Revolution.

The years from 1957 to 1962 made Chinese leaders realize how large their
population was getting.

Chinese government officials were concerned about China's economic and social
problems that would be associated with a much larger population.

The strain on natural resources could be reduced by limiting the number of

children that were born.

Chinese officials only wanted middle and upper class families to have more
children.

China had recently experienced a few years of unusually high numbers of children
being born between 1952 and 1970.
Question 2:

A group of business leaders do not want to change their industry methods to be more
environmentally friendly. They say that their methods have been working just fine for the past
two hundred years, and they will continue to use the same procedures that have always
worked. What information could be used to help change their minds?

Environmental readings of the surrounding area can show the effect of their
company's methods.

City officials should demand that the company comply with the newest guidelines
that have been developed in the last twenty years.

Alternative, cost-effective options should be demonstrated to show how easy some

of the changes could be.

New scientific data has been discovered that was not available two hundred years
ago.

Question 3:

If there are so many alternative fuel sources, why are more of those resources not being used
instead of natural resources?

The use of alternative resources would not make much of an impact on the
environment as a whole.

Many alternative methods of energy are more expensive than the nonrenewable
sources of energy.

The creators of the alternative resources refuse to allow other people to use their
products.

Many people are not aware of the variety of available renewable resources.

Renewable resources are not always available. For example, solar energy is not
available on a cloudy day or at night.

Question 4:

How are governments cooperating to conserve resources?

 Federal agencies have enforced laws that protect the environment.

Government agencies work to clean up current pollution and prevent new

pollution.

International treaties are made to share resources and mutually protect common
areas of interest.

Environmental laws are required to be followed by all countries in order to prevent

the misuse of nonrenewable resources.

Question 5:

What is desertification?

when people move to desert areas for farm land

when the government protects the desert habitat of endangered plants and
animals

when a desert is reduced in size and taken over by urbanization

when a nutrient-rich area with water, plants, and animals becomes a desert area

Question 6:

What is deforestation?

the death of a group of trees due to disease or natural disaster

the planting of smaller trees to create more forest areas

the increase of animals in a forested area

the clearing of a forest or large group of trees

Question 7:

What is global climate change?

a change in the population of a specific portion of the Earth

a change in the Earth's temperature from day to day or week to week

a change in the type of climate people around the world prefer to live in

a change in the Earth's temperature or weather patterns over a long period of

time

Question 8:

Which of the following statements BEST reflects the world's population growth?

The Earth's population has increased steadily since 1800.

The Earth's population decreased steadily until 1800, when the population
sharply increased.

The Earth's population has grown at a significant rate since 1800, with the
population growth gradually slowing down since 1960.

The Earth's population has grown at a significant rate since 1800, doubling
between 1960 and 2000.

Question 9:

Which of the following are NOT considered to be factors in the Earth's recent population
growth?

increased amount of natural resources

birth rate increase around the world

adults and children living longer

better health care

Question 10:

Which of the following images represent problems that are facing the Earth's environment?

Check all that are true.

Question 11:

Which of the following represent examples of conserving nonrenewable resources?

Check all that are true.

A factory burns coal instead of gas to run their generator.

Instead of using natural gas to heat a home, builders utilize the Earth's heat
with the use of special geothermal heating rods in the floor.

A resort utilizes fresh spring water from a nearby well instead of using city
water for drinking.

A company utilizes sunflower seed oil as a source of fuel for their machinery.

Question 12:

Which of the following describe people who are working to protect the Earth's natural
resources?

Check all that are true.

North American countries cooperate to conserve water and reduce pollution.

Ellie's family uses coupons at the grocery store.

Environmental technologists develop uses for leftover crop waste to power

farming equipment.

Everett walks to school instead of having his father drive him.

Jackson's family uses old shirts as cleaning cloths.

Lesson Topic: Lesson Vocabulary Review
Question 1:

What was the Cold War?

a period of nuclear warfare between the United States and the Soviet Union

a period of peace talks and resolutions between the United States and the Soviet
Union

a period of competition for global authority between the United States and the
Soviet Union

a period of cooperation to create space technology between the United States and
the Soviet Union

Question 2:

What is a superpower?

a leader of a country that possesses global influence, without regard to the

country's military success, economic power, or political strength

a leader of a military campaign that is fought and won on foreign soil

a country that can influence global affairs because of its military, economic, and
political strength

a country that has won a military or political conflict in spite of global opposition

Question 3:

What is free enterprise?

an economic system based on the government ownership of property, with

decisions made by government leaders
 a political system in which leaders are chosen based on the votes of that country's
citizens

a political system in which leaders only make decisions that would economically
benefit their country's citizens

an economic system based on the private ownership of property, with decisions

made by business owners and citizens

Question 4:

What is a command economy?

a political system in which private citizens are able to command the economic and
business climate by voting on laws that are considered beneficial to themselves

an economic system in which the private citizens make decisions about their
businesses, and the ownership of private property is encouraged

a political system in which government leaders are chosen based upon their ability
to prosper the country's economic system

an economic system in which the government leaders make decisions about the
economy, while the ownership of private property is illegal

Question 5:

What was containment?

a policy to prevent South Korea from expanding its Communist control into North
Korea during the Korean War

a policy to contain democratic power within US borders and prevent the United
States from expanding its control

a policy developed after the Cuban Missile Crisis to prevent further development of
nuclear weapons
 a policy to prevent the Soviet Union and China from expanding Communist control
into non-Communist regions

Question 6:

What is détente?

a policy of relaxing tensions and hostility between two opposing countries

a policy of allowing freedom of speech and the press in the Soviet Union

a policy of limiting the production of nuclear weapons following the Cuban Missile
Crisis

a policy of preventing the spread of Communism to other regions outside the

Soviet Union and China

Question 7:

What was glasnost?

a policy that allowed the Soviet Union and the United States to communicate more
honestly about their missile launches

a policy that relaxed the tension and hostility between two opposing countries

a policy that provided more freedom of speech and freedom of the press in the
Soviet Union

a policy that limited the production of nuclear weapons following the Cuban Missile
Crisis

Question 8:

What are human rights?

 the basic rights that humans are required to give to other people

the basic rights that all humans should demand from their government

the basic freedoms that all countries are required to give to their citizens

the basic freedoms due to all people, regardless of where they live and who they
are

Question 9:

What is segregation?

the United Nations guidelines for the equal treatment of all races

a nation-wide system of racism against blacks and other races in South Africa

a set of laws that bans blacks and whites from being able to marry

the separation of races in public places including housing, schools, and restaurants

Question 10:

What is apartheid?

a legalized system of racial segregation and oppression of blacks in South Africa

the requirement of South African blacks to live in the middle of town, away from
the white population

the fight against systematized racism that is carried out by citizens who have
experienced discrimination

a set of guidelines that separates races from each other when they are in public
places

Question 11:
 What is terrorism?

a war between two countries with differing political ideals

any threat of violence from one country to another country

a form of violence and threats that are carried out in order to attain religious
freedoms

a form of intimidation that is carried out using violence and threats

Question 12:

What is free trade?

the exchange of goods and services between private individuals, free of

government interference

the exchange of goods and services, which is done between democratic countries

the exchange of goods and services among nations without taxes, tariffs, or other
restrictions

the exchange of goods and services in which developing countries are given items
free of charge

Question 13:

What are imports?

goods or services sent out from one country into another country

goods or services brought into one country from another country

goods or services that are exchanged without charges or taxes

goods or services that are exchanged between democratic countries

Question 14:

What are exports?

goods or services that are made only by one country

goods or services brought into one country from another country

goods or services donated to a developing country

goods or services sent out from one country into another country

Question 15:

What is desertification?

when people move to desert areas for farm land

when the government protects the desert habitat of endangered plants and
animals

when a desert is reduced in size and taken over by urbanization

when a nutrient-rich area with water, plants, and animals becomes a desert area

Question 16:

What is deforestation?

the death of a group of trees due to disease or natural disaster

the planting of smaller trees to create more forest areas

the increase of animals in a forested area

 the clearing of a forest or large group of trees

Question 17:

What is global climate change?

a change in the population of a specific portion of the Earth

a change in the Earth's temperature from day to day or week to week

a change in the type of climate people around the world prefer to live in

a change in the Earth's temperature or weather patterns over a long period of

time
Lesson: Lesson Test: The World after World War II
Lesson Topic: The Cold War
Question 1:

Which of the following tables correctly shows the difference between the Soviet Union and the
United States following World War II?
Question 2:

Which of the following caused the Cold War?

Check all that are true.

Both the United States and the Soviet Union wanted to prove its economic and
political system was the best.

Other countries were deciding what type of government to establish.

Winning the Cold War would give a country the right to own certain territories in
space.

Both the United States and the Soviet Union wanted to be the first to start a
nuclear war.

Question 3:

What were the purposes of the Warsaw Pact and the North Atlantic Treaty Organization, or
NATO?

The Warsaw Pact and NATO alliances each represented a geographical half of the
world.

Countries that signed the treaties agreed to support one another if they were
attacked by another country.

Countries signed the two treaties to represent the two sides they fought on
during World War II.
 Signing countries agreed to have the same political and governmental systems.

Question 4:

What did the funding and support of proxy wars accomplish?

Check all that are true.

Supporting opposite sides in a proxy war allowed the Soviet Union to support
other NATO countries and the United States to support other Warsaw Pact
countries.

Proxy wars gave the Soviet Union and the United States the ability to fight in
direct combat against each other while avoiding nuclear war.

Funding a proxy war allowed the Soviet Union and the United States to display
their military strength.

If the Soviet Union or the United States helped a faction win a civil war, then the
smaller country might adopt its political system.

Question 5:

Why did the Space Race matter?

Check all that are true.

Scientists were frantically trying to develop a way for life to exist in space in
case of a nuclear war.

Advances in the Space Race meant the rest of the world recognized that
country's technological and economic power.

The Space Race was one portion of the Cold War's battle for global influence and
power.

Developing the most advanced satellite technology increased the likelihood of

success in wars because of the ability to fire nuclear weapons by satellite.

Question 6:

What were the results of a lost war in Afghanistan for the Soviet Union?
 Check all that are true.

a stronger government at home

the loss of money during an economic crisis for Soviet citizens

a perception of weakness to the rest of the world

the defeat of the communist dictatorship

a loss of pride for the Soviet Union

Question 7:

What were the effects of the glasnost and détente policies?

Check all that are true.

Soviet citizens spoke out against their government.

Richard Nixon entered peace talks with Soviet leaders to ease tensions between
the two countries.

Soviet citizens felt more confident in their country's leader and were more
unified.

Other Eastern European countries wanted their freedom from Soviet control.

The Soviet Union was dissolved into fifteen different republics.

Lesson Topic: A Changing World
Question 1:

What did the United Nations propose dividing British Palestine into?

Israel and Palestine

Arabia and Palestine

Israel and Arabia

Israel and the Jewish State

Question 2:

Which statements would both Jews and Arabs have agreed with after the suggested partition of
Palestine?

Check all that are true.

We felt like we were promised this land by the British Empire.

The United Nations gave almost equal parts of land to both groups.

The land was divided fairly.

We are entitled to the land because it belonged to our ancestors.

Question 3:

What were some motivating factors that persuaded large empires, such as the British Empire,
to decolonize?

Check all that are true.

Large colonies of land were difficult to maintain.

The ruling countries feared their colonies would attack them with nuclear
weapons.

The US president did not favor colonization and spoke out against it in favor of
democracy.
 Money, soldiers, and the will to fight were depleted following World War I and
World War II.

Question 4:

Why did the leadership of the newly independent colonies struggle?

Check all that are true.

The new country's infrastructure was weak, and it cost a lot of money and
knowledge to rebuild it.

Most people, including potential leaders, were not well-educated.

Too many trained leaders were fighting to rule the newly independent country.

The new government leaders were inexperienced and not trained to run a
country.

Question 5:

What was the effect of the United Nations document called the Universal Declaration of Human
Rights?

Check all that are true.

Countries were now legally required to respect the basic rights of all humans.

Many countries signing the agreement set an example for countries that did not
wish to grant human rights to their citizens.

Guidelines helped countries understand the standard that the United Nations felt
should be attained for human rights issues.

All countries complied with the declaration.

Question 6:

What was the cause of the United States fighting wars in both Afghanistan and Iraq?

Check all that are true.

The Twin Towers and Pentagon were attacked with hijacked airplanes, flown by
members of al-Qaeda.

These were important proxy wars during the Cold War.

US leaders wanted to take a stand against terrorism.

Iraq and Afghanistan had Communist-led governments.

Lesson Topic: A Modern Economy
Question 1:

What type of economy did more countries adopt after World War II?

free business economy

command economy

control economy

free enterprise economy

Question 2:

Which of the following are examples of globalization?

Check all that are true.

Jonathan moved from the United States to France to be closer to his family.

Marilyn purchases woven blankets from Ethiopia and baskets from Haiti to sell in
her American shop.

Juan's business is based in the United States, but he also has branches
operating in Canada and Brazil.

Samuel's business is in Florida, but he ships customized tennis shoes to 482

cities throughout the United States.

Question 3:

How are imports and exports related to free trade?

Check all that are true.

Countries agree to give items to other countries without charging them for the
cost of the item.

Countries agree to accept shipments of imports that are to be purchased

without extra taxes being charged.
 Countries may make an agreement among each other to allow free trade, or no
restrictive fees or rules, on imports and exports.

Items are imported and exported on a ship that is free to sail in another
country's waterways.

Question 4:

How does free trade allow the international economy to thrive?

Check all that are true.

No country has to produce all of its needed or wanted materials.

Every country has the capability to grow and compete in an international

market.

Countries can get the best prices for the products they need.

Trade can occur freely without the hindrance of extra charges and complications.

Free trade allows countries to get goods free of charge.

Question 5:

Why do trade regulation organizations like the International Monetary Fund, the World Bank,
and the World Trade Organization offer special assistance to developing countries?

Check all that are true.

By helping every country succeed in trade, the entire international economy can
be strengthened.

Developing countries do not have items to trade and need assistance developing
business ideas.

The trade regulation organizations can make money from the high fees they
charge developing countries for assistance.

Developing countries do not have as much experience conducting business on a

global scale, and they are assisted by the trade regulation organizations.
Lesson Topic: Our Changing Environment
Question 1:

Which graph shows how the world's population has changed over time?
Question 2:

How has better health care, such as improved medicines to fight disease and increased access
to health professionals, affected the environment?

Check all that are true.

An increased population has caused more pollution of the Earth's air and water.

An increased population means there are more people to care for the Earth and
its environment.

An increased population puts a greater strain on the natural resources needed to

care for more people.
 An increased population has had no effect on the environment.

Question 3:

As nonrenewable resources are depleted, what effects will there be on the world's population?

Check all that are true.

erosion of the land

higher gasoline and fuel prices

less water for people to drink

replenishment of the Earth's resources

Question 4:

Which of the following are common misconceptions about the need for environmental changes?

The Earth is not in any environmental danger.

There are too many complicated steps to take to make my company safe for the
environment.

Making my home or business environmentally friendly is too expensive.

We just have one company. One company will not make a difference in the
environment.

Question 5:

What are some effects of global climate change?

Check all that are true.

melting glaciers

dirty water

increasing global temperatures

fewer natural disasters

 unclean air

Question 6:

What are some ways that our nonrenewable resources can be protected?

Check all that are true.

clean up damage that has already been done to the Earth

utilize more natural resources during daily routines

support environmental scientists that are researching inventions to change the

fuels utilized on Earth

create national and international laws to prevent new damage to the Earth

use renewable resources in creative ways

Lesson: Graph and Chart Skills
Lesson Topic: Read a Pie Chart
Question 1:

Which of the following could a pie chart be used for?

to show what percentage of a group of students went to college after graduating

high school

to show graduation rates in rural areas compared to suburban areas

to show how many students went to a four-year college from 1980 to 2010

to show how much the cost to educate a student changed from 1980 to 2010

Question 2:

Which statements are likely true?

 Children in California are not taught English in school.

Of all the immigrants in California, most of them are Chinese.

California is likely home to a higher percentage of immigrants who are Spanish-

speaking than most other states.

One group does not dominate California like other places in the United States.

Question 3:

What is the definition of a pie chart?

a chart that shows information by dividing a bar into different portions

a chart that shows information by dividing a circle into parts

a chart that shows a change in information over a long period of time

a chart that shows a change in data by dividing a circle into pieces

Question 4:

After comparing the pie charts, which inferences can be drawn?

When women got the right to vote in 1920, they came out in record numbers to
increase voter turnout.

Government leaders may be concerned about the decline in voter turnout.

Voter turnout was high before the Civil War in 1865.

The population of the United States decreased from 1860 to 2016.

Question 5:

Sa’Rayah collects data about her class to find out where her classmates’ ancestors came from.
She finds out that fourteen of her classmates have ancestors from Europe. Which information
does she need to convert her data into a percentage for her pie chart?

She needs to find out which other continents her classmates’ ancestors were from.

She needs to know which part of Europe each ancestor is from.

She needs to find out how many people emigrated from Europe.
 She needs to know the total number of classmates that she collected data from.

Question 6:

Fourteen of her classmates have ancestors from Europe. Sa’Rayah has data about the ancestry
of thirty classmates. Calculate the percentage of this group that has ancestors from Europe.

16 percent

44 percent

2 percent

47 percent

Question 7:

Which information would likely be displayed in a pie chart?

the decrease in supply and demand for home telephones

the steady increase of the world’s average temperature from 1950 to 2000

the percentage of people owning a house versus renting in 1930

all of the above

Question 8:
 Which statements are TRUE?

Learning disabilities are more common in certain regions.

Emotional disturbance is the most difficult learning disability to diagnose.

The least common diagnosed learning disability in the 2014 to 2015 school year
was a speech or language impairment.

Autism, shaded in green, makes up 8.8 percent of the learning disabilities of

students during the 2014 to 2015 school year.

Specific learning disabilities make up the greatest percentage of disabilities.

Question 9:
 Which statements accurately describe the change in Boston from 1980 to 2000?

Check all that are true.

The percentage of the city's white residents went from 68 percent to 50 percent.

The African American population increased the most out of all ethnicities in
Boston.

The city of Boston was more diverse in 2000 than it was in 1980.

The population of Boston decreased from 1980 to 2000.

Question 10:
 Jamal wants to create a pie chart about his classmates’ mothers’ education. After interviewing
each of his classmates, he made the chart above. After converting to percentages, Jamal
learned that __________ percent of the mothers enrolled in college with __________ percent
completing the highest level.

40; 40

84; 4

88; 12

73; 32

Question 11:
Which pie chart accurately portrays Jamal’s data?
Lesson Topic: Read Line Graphs and Bar Graphs
Question 1:

Why might someone choose to display information using a graph instead of

a list?

Graphs allow for lengthy descriptions of data.

Graphs allow for visual comparison of data.

Graphs are the only appropriate way to display data.

Graphs are quicker and easier to create.

Question 2:

Tyrel is researching the global population and found information on a website. What is wrong
with the graph the website shows?

The graph should be a bar graph.

The title is incorrect.

The axes are labeled incorrectly.

 Nothing is wrong with this graph.

Question 3:

Which trends can be seen in this graph?

Population has remained the same in most regions since the 1990s.

Forest loss has increased in most regions since the 1990s.

Forest loss has remained the same in most regions since the 1990s.

Population has increased in all regions since the 1990s.

Question 4:

What is a trend?

the best way to accomplish something over time

the way an individual would like something to change over time

 the best way to cause something to change over time

the general way something changes or develops over time

Question 5:

What trends can you see in the data on the graph? What might this tell you about future years?

Question 6:
 There are several ways carbon dioxide can be released into the atmosphere. Carbon dioxide is
produced when animals exhale. It is also given off when fossil fuels, such as oil and coal, are
burned. After studying the graph above, which conclusions might be drawn to explain the data?

There are fewer cars, which burn oil, being used today than there were in 1900.

There are fewer power plants, which burn coal, today than there were in 1900.

There are fewer humans alive today than there were in 1900.

There are a greater number of humans alive today than there were in 1900.

There are more power plants, which burn coal, today than there were in 1900.

Cars are more responsible than humans and animals for the increase in carbon
dioxide emissions.

There are more cars, which burn oil, being used today than there were in 1900.

Question 7:

Noah would like to graph the price of a gallon of milk over the last twenty years. Which type of
graph would be best to use to display this information?

any type of graph can be used to display any information

a bar graph because he is comparing different groups of information

a line graph because he is graphing the change in the price of milk over time
 no graph could be used to appropriately display this data

Question 8:

What data does this graph display?

the ethnic diversity of New Zealand and Hungary over a ten-year period

the populations of New Zealand and Hungary over a twenty-year period

the populations of New Zealand and Hungary over a ten-year period

the ethnic diversity of New Zealand and Hungary over a twenty-year period

Question 9:
 According to the graph, what was the approximate population of New Zealand in 2011?

10,000,000 people

9,970,000 people

4,590,000 people

4,380,000 people

Question 10:
 Using the graph, which trend can be seen for the population of Hungary?

The population of Hungary has increased over this time period.

The population of Hungary has remained the same over this time period.

The population of Hungary has decreased over this time period.

The population of Hungary first increased then decreased over this time period.

Question 11:
 If the trend on this graph continues, how would the population of the two countries change in
2016?

Check all that are true.

New Zealand’s population will increase.

Hungary’s population will decrease.

Hungary’s population will increase.

New Zealand’s population will decrease.

There is no trend to make a reasonable prediction.

Question 12:
 The graph above shows the change over time of the number of households in the United States
that had a home computer. What conclusions can be drawn from the trend?

Check all that are true.

Computers may have become more affordable over time.

People may have refused to bring new technology into their household.

Only a certain number of people may have been allowed to own a computer.

More people may have needed home computers for school and work.
Lesson: Study Skills
Lesson Topic: Identify Author's Point of View
Question 1:

Which of the following is the BEST definition of point of view?

Point of view is a person’s belief system, such as his or her political and religious
views.

A person’s point of view is the set of beliefs that influences his or her perspective
of the world around him or her.

A person’s point of view is the set of beliefs that are influenced by other people’s
perspectives of the world around them.

Point of view is a person’s belief system, such as his or her race, religion, gender,
and financial status.

Question 2:

Reread the passage above and look at the author description.

Author Description
• older man with some government experience
 • well-educated and respected by his community
• opposed to British Parliament and desired to establish a new government in America

Knowing the author’s point of view, which would be a good way for a historian to use this
document?

evidence of some colonists’ feelings about Britain’s actions

proof that the British treated the Americans fairly

complete data for an American Revolution timeline

proof that the British treated the Americans unjustly

examples of the arguments colonists used to convince their countrymen to rebel

against Britain

evidence of all colonists’ feelings about Britain’s actions

examples of the arguments that colonists used to convince their countrymen to

stay loyal to Britain

Question 3:
Reread the passage above.

How do the underlined words in the passage portray the author’s point of view?

The tone of his words is negative, showing he hated everything about Great
Britain.

The tone of his words is negative, showing he did not care for the leadership of
Parliament.

The tone of his words is positive, showing he wanted to encourage his fellow
countrymen to keep on fighting the war.

The tone of his words is neutral, showing he approved of Great Britain leading the
colonies.

The tone of his words is positive, showing he believed cooperation with Great
Britain was possible.
Question 4:

Reread the passage above.

Which of the opinions below would the author of this passage most likely agree with?

We must stand up for our independent political rights against Great Britain’s
government.

Parliament is just trying to help our country get started since we have recently
journeyed to an unknown land.

We must fight against the king’s interference with us forming our own independent
country.

The king of Great Britain is evil and oppressive, and he must be overthrown.
Question 5:

Read the following passage and analyze the source for point of view.

My Dearest Margaret,
Our meetings concerning our fight for independence are long, tense, and often it seems there
is no resolution in sight. I personally feel that we should remain loyal to the king, but I can
see the points my fellow countrymen make about the advantage of an independent
government. I wish there were a way to remain loyal to His Majesty, and I will strive towards
that end.

I send my love to you and the children.

Can a reader know from this letter what the vote of this particular politician would have been
when deciding whether to fight for independence? Give evidence to support your answer.

Question 6:

Read and analyze the following letter to the editor:

To Whom It May Concern:

College students always skip voting in elections because they figure they are not experienced
enough to know which candidate to vote for. However, remember that lots of past presidents
have won by just a few votes! It is a privilege to vote, and everyone should vote during every
election. If college students would vote during this election, we could make a huge difference.
Get educated about the different candidates, and use your vote to change our country.
-A Concerned Voter
 What is the point of view of this writer? Why would this author’s point of view matter to a
student who might want to use this letter as a source?

Question 7:

Reread the paragraph from the editorial section of the newspaper.

To Whom It May Concern:

College students always skip voting in elections because they figure they are not experienced
enough to know which candidate to vote for. However, remember that lots of past presidents
have won by just a few votes! It is a privilege to vote, and everyone should vote during every
election. If college students would vote during this election, we could make a huge difference.
Get educated about the different candidates, and use your vote to change our country.
-A Concerned Voter

Which of the following statements would the letter writer most likely agree with?

College students are the most important voters in the country.

College students should do some research about various candidates before the
election.

Voting is something that only very smart people should be allowed to do.

Every citizen should vote in order to make changes in our country.

Question 8:
 Jonathan wrote the following definition for point of view. Was he right? If not, what should he
have written?

An author’s point of view is what he or she believes, along with the action the author wants
the audience to take.

An author’s point of view is affected by gender, political status, age, and other
life experiences.

An author’s point of view is the set of beliefs that influence his or her
perspective of the world around him or her.

An author’s point of view is only the action the author wants the audience to
take.

Jonathan’s answer is correct.

Question 9:

Select the factors below that might influence an author’s point of view.

Check all that are true.

age

the politics of an unknown group of people

gender

a stranger’s career

life experiences

Question 10:

Why should readers analyze a source for the author’s point of view?

Check all that are true.

to identify facts and opinions, as well as identify the author’s personal opinions

to determine whether the source is reliable and learn more about the time
period
 to prove historic sources are usually wrong and cannot be trusted

to understand an author’s point of view does not belong in historical sources

Question 11:

Which of the following are questions readers could ask about a source to determine the author’s
point of view?

Check all that are true.

Does the number of words written affect this author’s point of view?

Does the author’s location affect his point of view?

Who is the author? What life experiences affect his writing?

Is the author’s point of view affected by his intended audience?

Question 12:

Read the passage below.

Many children in the Industrial Age were forced to work long, hard hours in a dismal factory
to help their families survive. At about the age of ten or eleven, children would work twelve
hours a day for a meager pay of about fifty cents a day, or three dollars a week. The children
worked at massive machines that towered over their small, frail bodies. Injuries were
common, and the children’s health was often in danger due to unhealthy conditions of mills
and factories.

Which statement BEST represents the author’s point of view?

The author thinks all children should start working at an early age, in order to
develop resilience.

The author feels the working conditions and pay were both unfair and dangerous
for children.

The author knows that a child going to work at an early age was something
necessary to help families.

The author believes the pay for the children working was fair.
 The author believes that if the factories were not so dangerous, they would have
provided good jobs and pay for children.

Question 13:

Read the passage below.

The involvement of the United States in the Vietnam War was heavily debated and resulted in
many protests. American men were unfairly forced to fight in Vietnam because the draft was
instituted. Also, US forces murdered many innocent civilians unnecessarily. Television brought
the war into the living rooms of American families for the first time, forcing citizens to think
about the harsh realities of war and whether the US government was right to interfere in
Vietnam.

Which statement would the author of the passage most likely agree with?

War should always be avoided because people get killed too easily.

All war is wrong, and the United States should leave other countries alone in the
future.

Television should not show the brutalities of war because it is upsetting to

viewers.

People should not be forced to fight in wars with a questionable purpose and
brutal casualties.
Lesson Topic: Summarize
Question 1:

William read the following passage about Bastille Day.

In the 1780s, there was growing resentment among the French people. Many were poor and
hungry, and they blamed King Louis XVI and his ministers for their poverty. Even successful
merchants and powerful nobles were concerned that Louis XVI was ignoring them. In the
minds of the people, a fortress in Paris known as the Bastille became a symbol for the
problems created by the monarchy. The Bastille was used as a prison, and former prisoners
wrote about how horrible the conditions were inside. On July 14, 1789, French protesters
stormed the prison, freed the eight prisoners they found inside, and captured the guns and
ammunition in the fortress. Some historians mark this event as the start of the French
Revolution, which ended the monarchy in France and had consequences that were felt across
Europe. Bastille Day became a national French holiday in 1880, and today, people celebrate
the holiday with festivals and fireworks.

William then wrote the paragraph below to summarize the passage.

Bastille Day is a French holiday celebrated on July 14. This holiday honors the storming of the
Bastille, a French fortress that served as a prison that kept prisoners in terrible conditions.
During the French Revolution, King Louis XVI was the monarch of the country. Today, people
celebrate the holiday with festivals and fireworks.

In which ways can William improve his summary?

Add more important ideas, such as the fact that many historians believe that this
event sparked the French Revolution.

Specify the exact number of prisoners who were rescued from the Bastille.

Explain detailed reasons why French residents were unhappy with the monarchy.

Provide a list of specific items that protestors took from the Bastille.

Take out specific details like dates and names, like the name of the French
monarch.

Question 2:
 Read the following summary. Explain why this paragraph is NOT a good summary of the
Revolutionary War.

On April 19, 1775, war broke out in North America between the colonies and Great Britain
thanks to years of conflict over taxes being imposed on the colonies. France agreed to help
the colonies because they were angry over being defeated by Great Britain in the Seven Years
War. The Revolutionary War was also called the American War of Independence, and battles
lasted a total of eight years.

Question 3:

Which should be done FIRST in order to summarize a text?

Create a topic sentence for the summary.

Write down main points from each section or part of the original text.

Organize the text into chunks, like paragraphs or sections.

Select important details to highlight in the summary.

Question 4:

After dividing a paragraph or text into smaller chunks or sections, which should a reader do
next when developing a summary?

Combine several sections together and write down one detail from the combined
 sections.

Write down the supporting details within each section of the text.

Copy each sentence down for a better understanding.

Write the main idea or topic of each section.

Question 5:

Help Leslie use her main ideas from the passage to create a summary. Remember to also
include a topic sentence.
Question 6:

In which way can summarizing a text be helpful to a reader?

Summarizing can help a reader focus on the most important parts of a text.

Summarizing requires the reading of only small sections of a text.

Summarizing can distract a reader from focusing on specific details of a text.

Summarizing enables a reader to concentrate on small details of a text.

Question 7:

Read the passage below about the attack on Pearl Harbor, and then use the information to write
a summary about this historical event.

Pearl Harbor is a lagoon harbor located on the island of Oahu in Hawaii. On December 7,
1941, the Japanese launched a surprise attack on Pearl Harbor. Franklin Delano Roosevelt was
the US president at the time of the Pearl Harbor attack. The attack came in two waves and
was executed by using planes and submarines. The United States was completely unprepared
for this Sunday morning attack. Lieutenant General Walter Short was in charge of the US
Army defenses in Hawaii. The Japanese had far more ships and planes than the United States.
This event sparked the involvement of the United States in World War II.
Question 8:

Which is a benefit of summarizing a historical text or event?

Summarizing can help a reader remember all of the important dates of a

historical event.

Writing a summary can help a reader focus on a specific detail of a text.

Creating a summary of a historical text will allow a reader to further explain a

specific section of the text.

Summarizing can help a reader better remember important parts of an event in

history or the main ideas of a historical text.

Question 9:

Abby wrote the following summary for a passage she read about the War of 1812.

The War of 1812 was fought between the United States and Great Britain. The conflict
centered around international trade restrictions that Great Britain placed on the United States.
There were riots in Baltimore that began in June of 1812 to protest the war. Battles were
fought at sea and on land. In January of 1813, the Battle of Frenchtown was fought in what is
now Michigan. The three-year war ended with the Treaty of Ghent in 1815.

What could Abby do to improve her summary?

Provide information about how many troops were killed in the Battle of
Frenchtown.

Add information about how the protests began in Baltimore and how long they
lasted.

Add another example of a battle fought during the War of 1812, and provide
information about casualties.

Remove the specific details about battles and protests of the war so that the
summary only includes general information.

Question 10:
 Charles read a chapter about the history of ancient Egyptian rulers and then wrote the following
summary.

Ancient rulers of Egypt were called pharaohs. King Menes was the founder of the Egyptian
capital city of Memphis, which was located near the delta of the Nile River. Pharaohs were
buried in pyramids, which were some of the first known stone buildings. Some Egyptian
pharaohs were women, like Queen Hatshepsut and Cleopatra VII.

Why is Charles's paragraph not a good summary?

It does not provide insight into why pharaohs were buried in pyramids.

It only includes two examples of female Egyptian pharaohs.

It does not explain the significance of the Egyptian capital being located near
the Nile River Delta.

It includes too many specific pieces of information, including the names of

specific pharaohs and an Egyptian king.

Question 11:

William wrote the following summary about the history of Puerto Rico.

Puerto Rico was originally inhabited by aboriginal American Indians. These American Indians
came from the Saladoid and Arawak tribes, although the earliest Puerto Rican aborigines were
the Ortoiroids. Christopher Columbus explored and claimed the area for Spain in the late
1400s. Puerto Rico was a part of the Spanish Empire for several centuries. In 1898, the
United States gained control of Puerto Rico, and today, it is a commonwealth controlled by the
US government.

Which sentence should be deleted from his summary?

Puerto Rico was originally inhabited by aboriginal Indians.

These American Indians came from the Saladoid and Arawak tribes, although
the earliest Puerto Rican aborigines were the Ortoiroids.

Puerto Rico was a part of the Spanish Empire for several centuries.

In 1898, the United States gained control of Puerto Rico, and today it is a
commonwealth controlled by the US government.
Question 12:

Jeremiah wrote down the steps for creating a summary. What is incorrect with his list of steps?

He should have listed step two as the first step.

He forgot to include identifying what type of text has been read.

He mixed up steps two and three.

There is nothing incorrect with his list of steps.

Question 13:

Shown on the left is a passage that Lamarr has read. Shown on the right is what Lamarr did
after reading the passage. Why did he do this?
 Check all that are true.

Lamarr has divided the passage into more manageable sections.

Lamarr has identified the main ideas of the passage.

Lamarr has summarized the passage.

Lamarr knows that he next needs to identify the main point of each section of
the passage.

Question 14:

Read the passage below about World War II.

World War II was the most extensive war in history. The war began in Europe in 1939 and
lasted until 1945. The two forces fighting against one another were the Allied Powers and the
Axis Powers. Different countries joined these two opposing sides. Due to civilian casualties in
the Holocaust and military losses, over fifty million people perished in World War II.
 Which of the following is the main point of this passage?

The Allied Powers were one of the forces fighting in World War II.

There were over fifty million civilian and military casualties in World War II.

World War II began in 1939 and did not end until 1945.

World War II was a significant and deadly war in the mid-1900s.

Question 15:

Read the following four summaries about the Moon landing of Apollo 11. Which summary is
best?

The first humans landed on the Moon in 1969 with the Apollo 11 mission. Two of
the three astronauts spent over two hours outside of the module exploring the
Moon's surface. After leaving artifacts on the Moon and collecting information,
the astronauts returned safely to Earth.

The Apollo 11 mission resulted in the first humans landing on the surface of the
Moon. This fulfilled President John F. Kennedy’s challenge to put a man on the
Moon before 1970. The astronauts took pictures and samples of rocks and dust,
and they left footprints and an American flag.

Buzz Aldrin, Neil Armstrong, and Michael Collins were the three astronauts who
landed on the Moon in the Apollo 11 mission. They used a lunar module called
Eagle to land on the Moon’s surface. They left behind a plaque, an American
flag, and a patch from a uniform belonging to an astronaut killed during the
Apollo 1 mission. Also, Aldrin and Armstrong left their footprints behind on the
Moon’s terrain.

President John F. Kennedy was determined to send a space mission to the Moon
in the 1960s. Apollo 11 succeeded in meeting this challenge. Three astronauts
were launched into space on July 16, 1969, with the intent of landing on the
Moon. Three days later, their lunar module Eagle landed on the Moon’s surface.
They returned days later, landing off the coast of Hawaii.
Lesson Topic: Draw an Inference
Question 1:

Read the passage below.

Harriet Tubman was born around 1820 to Harriet Green and Ben Ross. Her father's master
released Ben from slavery in his will, a document which stated that Ben's wife and children
should have been released, as well. However, Harriet only managed to gain freedom by
running away from her master. She returned to Maryland many times to lead others out of
slavery. During the Civil War, Harriet Tubman served as a spy and even led a raid into
Confederate territory. Her efforts helped countless slaves reach freedom.

Which of the following details are NOT directly stated in the passage?

Harriet Tubman was born in approximately 1820.

Harriet Tubman believed slavery was wrong.

Harriet Tubman was a slave.

Harriet Tubman was a spy in the Civil War.

Question 2:

Read the paragraph.

Harriet Tubman was born around 1820 to Harriet Green and Ben Ross. Her father's master
released Ben from slavery in his will, a document which stated that Ben's wife and children
should have been released, as well. However, Harriet only managed to gain freedom by
running away from her master. She returned to Maryland many times to lead others out of
slavery. During the Civil War, Harriet Tubman served as a spy and even led a raid into
Confederate territory. Her efforts helped countless slaves reach freedom.

Manuel concluded his summary with the following sentence: Without Harriet Tubman's efforts,
slavery would still exist today. Is this a reasonable inference?

Yes, the passage implies that Tubman was vital to helping end slavery.

Yes, the claim states a fact given in the passage.

 No, the passage does not imply that Tubman played a role in ending slavery.

No, the claim is much stronger than anything the passage implies.

Question 3:

Read the passage below.

Between 27 BCE and 180 CE, the Roman Empire ruled much of Europe and the land around
the Mediterranean. Citizens of the empire enjoyed relative peace during this time. This period
also saw a flourishing of Roman culture and wealth. The Romans built roads connecting the
far reaches of the empire, they constructed the Pantheon and the Coliseum, and they
produced some of the greatest literary figures of history.

Based on the passage above, which of the following are accurate?

The Romans built the Pantheon.

The Roman Empire did not have a military.

Life within the Roman Empire was fairly peaceful.

The best Roman literature was written between 27 BCE and 180 CE.

Peaceful conditions can prompt a flourishing of culture.

Question 4:

What is an inference?

an educated guess based on details and background knowledge

a detail given by an author

information given by the author to support claims

a claim stated in a passage

Question 5:
Which is a scenario that does NOT involve a person making an inference?

A baker measures four cups of flour into a bowl as a recipe describes.

A student reads a book and draws a conclusion about a character's past that is not
directly stated.

A person starts comforting a friend because she sees tears in his eyes.

The jury examines the evidence in a court case and determines whether the
defendant is guilty.

Question 6:

Read the passage below.

In the early 1900s, jazz music began to develop from the blues, a musical form that had its
roots in the call and response songs of African slaves. Because of its improvisational
character, jazz differed from classical European music. Improvising meant that jazz musicians
worked together to create a unique musical piece every time they played.

Taeko inferred from the passage above that jazz musicians could not play classical European
music. Is Taeko's inference supported by the text? Explain why or why not.

Question 7:

Why do writers sometimes depend on their readers to make inferences instead of stating
information directly?
 Check all that are true.

Writers want to make all of the facts as clear as possible for their readers.

Writers want to allow readers to draw their own conclusions based on the facts.

Writers want to conceal information from readers who are not skilled at
inference.

Writers want to engage the reader's imagination.

Question 8:

Read the passage below.

After Thomas Jefferson learned that the French were willing to sell the Louisiana Territory to
the US president for a relatively low price, it was not long before the Americans began
building homesteads on the new frontier.

Which of the following statements must be inferred because they are not directly stated in the
passage above?

Check all that are true.

Thomas Jefferson was informed that the French were willing to sell the Louisiana
Territory.

Thomas Jefferson bought the Louisiana Territory from France.

Thomas Jefferson was the president when the Louisiana Territory was
purchased.

Americans built homesteads.

Question 9:

Read the passage below.

After Thomas Jefferson learned that the French were willing to sell the Louisiana Territory to
the US president for a relatively low price, it was not long before the Americans began
building homesteads on the new frontier.
 Which of the following statements could be inferred from the sentence above?

Check all that are true.

Americans moved into the Louisiana Territory.

The French considered the Louisiana Territory too dangerous to settle.

Jefferson believed that Americans were destined to control the North American
continent from the East Coast to the West Coast.

The French owned the Louisiana Territory before the United States purchased it.

Question 10:

Read the passage below.

Grover Cleveland was the first president to have his wedding in the White House.
Immediately, the new Frances Cleveland found herself in the center of media attention. She
chose to use her position to help the poor.

Which of the following statements are inferences based on the text?

Check all that are true.

Frances Cleveland believed it was good to help the poor.

Grover Cleveland's first wife died before he married Frances.

Grover Cleveland's wife was Frances Cleveland.

Grover Cleveland was the first president to marry while in office.

Question 11:

Read the passage below.

Grover Cleveland was the first president to have his wedding in the White House.
Immediately, the new Frances Cleveland found herself in the center of media attention. She
chose to use her position to help the poor.

Which of the following statements could NOT be reasonably inferred based on the text?
 Frances wanted to use her position to accomplish something meaningful.

Frances's media attention was prompted by her marriage to the president.

The media stopped reporting on Frances when she began helping the poor.

Frances served as first lady for a shorter time than some other first ladies.

Question 12:

Read the paragraph.

Queen Elizabeth I of England was the last of the Tudor dynasty. In contrast to England's
preceding monarchs, Elizabeth's reign was lengthy, allowing the nation a period of stability
that mended some of the damage the English had suffered. Her decision not to marry and
produce an heir did not dismay her subjects, but became a matter of legend, celebrated by
poets such as Edmund Spenser. Her reign saw the rise of several great English dramatists,
including Christopher Marlowe and William Shakespeare.

Which of the following are reasonable inferences based on the text?

Check all that are true.

Some of the most famous English literature was written during the reign of
Queen Elizabeth I.

The monarchs who came before Queen Elizabeth I were corrupt.

The time before Queen Elizabeth I's reign was a difficult period in English
history.

Queen Elizabeth I died too young to marry and give birth to an heir.
Lesson Topic: Evaluate Primary and Secondary Sources
Question 1:

Which of the examples below could be primary sources?

a photograph of Civil War re-enactors

a recording of a news broadcast covering the eruption of Mount St Helen's

a textbook about the early settlers to America

a shard of pottery

a journal entry from 1929 about the stock market crash of 1929

Question 2:

Which of the examples below could be secondary sources?

a history book about Theodore Roosevelt

the diary of a nurse from WWII

a documentary film about Yellowstone National Park

an interview with Neil Armstrong about the Moon landing

a magazine article about Columbus and Magellan

Question 3:

Gabby is preparing a report on Charles Lindbergh's solo flight across the Atlantic Ocean. She
found a photo of a page from his flight log in a library book. Is the information on the flight log
a primary or secondary source?

It is a primary source because it is old.

 It is a primary source because it is in a book.

It is a primary source because the flight log was written by Charles Lindbergh
himself.

It is a secondary source because the author of the book is not Charles Lindbergh.

It is a secondary source because it is in a book.

It is a secondary source because it is a written document.

Question 4:

Katie is browsing the film section of her town library to find information for her history project
about the Cold War, a time of military and political tension between the United States and the
Soviet Union that lasted from 1945-1991. To be sure she meets the requirements of the
assignment, Katie needs to choose a primary resource about her topic. Which video should she
choose?

an award-winning documentary about the Cold War filmed in 1998 by college

students

a 1979 film about US General Dwight Eisenhower

a collection of archive footage which shows a speech given by US President John F.

Kennedy in 1961

a Hollywood movie about a Soviet submarine captured by the US Navy

Question 5:

Explain how a book can be either a primary or secondary source.

Question 6:

Dr. Takumi Kato has worked as a marine biologist studying whales for the past thirty-five years.
He currently teaches at Southern State College. Which topics is Dr. Kato likely an expert on?

common sound patterns in whale songs

changing ocean temperatures around the Arctic Circle

Moby-Dick, a famous novel about hunting a whale

whale migration patterns in the Pacific Ocean

Question 7:

Jaden is researching the structure of the American government. She comes across the following
website which was written this year by an unknown author. Why would Jaden not find this a
credible source?

Jaden cannot determine if the author is an expert.

The source has factual errors.

The source includes the author's bias against the United States.
 The source is not recent.

The source is only presenting the author's opinions.

Question 8:

Why is it important to use credible sources?

Question 9:

A primary source is __________.

something said, written, or created by someone who witnessed or was directly

involved in an event

a biography about a well-known historical figure

a document or object about a person, place, or event from a long time ago

a document or object that is old and valuable

Question 10:

A secondary source is __________.

 an interview with someone who was at an event discussing what it was like

an old and valuable object found by an archaeologist

a description or an analysis of an event written by someone who was not at the

event

a book written about an event by the participants

Question 11:

Bias is __________.

a strong preference for or against something

a way to describe an event

the main fact about a topic

a method of conducting research

Question 12:

A source is credible if it __________.

has been written down

takes a long time to read

can be trusted or believed

contains photographs

Question 13:

Anne is doing a report on the suffragist movement in the United States, which was the
organized effort by women to win the legal right to vote. Which of the following would be
 credible sources for her to use?

a photograph of bloomers, a popular style of pants that became a symbol of

women's rights

a letter written by prominent women’s rights leader Susan B. Anthony to Elizabeth

Cady Stanton

the biography of women's rights activist Lucretia Mott

a novel about prominent women’s rights leader Susan B. Anthony

a newspaper article about a demonstration by suffragists in New York

Question 14:

Which of the following are examples of a primary source?

Check all that are true.

a magazine article about the Aztecs

a letter written by a pioneer on the Oregon Trail

a memoir written by a silent film star

birth records from the county courthouse

a video about Greek mythology

Question 15:

Which of the following are examples of a secondary source?

Check all that are true.

a scholarly article about the Fall of the Roman Empire

immigration records from Ellis Island

a biography of Martha Washington

an interview with Ronald Reagan about his film career

 a documentary from 1980 about World War II

Question 16:

Mark found a book in a bookstore about the 1906 San Francisco earthquake. The book was
written by a 50-year-old geologist and is copyrighted 1987. Is this a primary or secondary
source?

This is a primary source because it is old.

This is a primary source because it was written by an expert on earthquakes.

This is a primary source because it was written after the earthquake by

someone who witnessed it firsthand.

This is a secondary source because it was written after the earthquake by

someone who did not witness it firsthand.

This is a secondary source because it was written by an expert in earthquakes.

Question 17:

Which of the following should a researcher consider when evaluating a source?

Check all that are true.

how current the information is

whether it is fact or opinion

if there is bias

how popular the author is

the relevance of the author's credentials

Question 18:

Why is evaluating the credibility of a source important?

Check all that are true.

opinions can show bias

 outdated information can be misleading

readers want to be able to trust what they read

people only read about subjects that interest them

Question 19:

Alex is researching the history of professional football in the United States. Which is a likely
bias related to this topic?

how many professional football teams are currently in the National Football
League

whether football or baseball is considered America's favorite sport

when the first professional football game was played in the United States

the number of injuries suffered by professional athletes

Question 20:

Barbara Norton is a professor at Western University who studies American Indian culture prior
to 1850. Which topic below could she be considered an expert on?

Check all that are true.

how the colonists in early America traded with American Indians

life on modern American Indian reservations

historical religious customs of the Apache people

the nomadic American Indian tribes of the Northwestern United States

Lesson Topic: Differentiate between Fact and Opinion
Question 1:

What is the main difference between fact and opinion?

A fact is a statement that can be proven true, while an opinion is a statement that
cannot be proven true or false.

A fact is a statement that cannot be proven, while opinions are statements that
can be proven true.

A fact is a belief or feeling that cannot be proven true, while an opinion is a belief
or feeling that can only be proven true.

A fact is a belief or feeling that can be proven true, while an opinion is a belief or
feeling that can be proven true or false.

Question 2:

Why is it important to know the difference between fact and opinion?

Readers seeking information can determine whether or not they should trust the
opinion of the author.

Readers seeking information can determine if their own feelings and beliefs are
supported.

Readers seeking information need to know which statements are supported by

evidence.

Readers seeking information need to know which statements are based on beliefs
or feelings.

Question 3:

Mason read the excerpt below about the incidents that led to the Boston Massacre in 1770. Is
this information factual? Why or why not?
 After the Townshend Acts were repealed in 1770, British soldiers remained in colonial towns
to control colonists. This provoked confrontations with the colonists. Angry colonists teased
and made fun of the soldiers, calling them “redcoats” and “lobsters,” because of their bright
red uniforms. In Boston, the anger and tension amongst the colonists and soldiers grew daily,
which led to fights.

Yes, because the author was identified as an expert historian of the time period.

No, because the author uses first-person point of view.

No, because the excerpt also contains statement of opinion language.

Yes, because the information can be confirmed by historical records.

Question 4:

Christina is writing a report about the Australian Aborigines. She is unsure of what language to
use to explain how they finally settled in Australia. Rewrite Christina's statement, shown below,
to reflect only facts.

The Australian Aborigines were nomadic and seemed to move too much, especially more than
other groups in ancient times. They eventually settled in southeastern Australia. Other people
followed in smaller groups, forming tribes. Although they probably needed a chief or king,
tribal elders were actually considered the leaders. More than likely, the elder leaders were the
most respected members of their tribes.
Question 5:

Cameron is working on a group paper about the history of northern South America. She realizes
that her classmate, Jacob, may have included his opinion about the independence movements
that the countries underwent during the early 1800s. Help her determine which statement is
the opinion.

The philosophy of the Enlightment was the best philosophy for South American
independence movements.

Some Enlightment philosophers strived for democracy and freedom.

Philosophers during the Enlightment said that all men are created equal.

Simon Bolivar adopted ideas from the Enlightment to liberate Venezuela from
colonial powers.

Question 6:

Brandon needs an additional fact source for his part of the history of northern South America
project. However, he is unsure what he should use. Which sources should Brandon use?

Check all that are true.

A history magazine that interviews historians about northern South American

history.

A world history book with cartoons depicting different historical events.

A political cartoon that mocks the opposition party of Columbia, a country in

northern South America.

A movie about South American history created and produced by a popular actor.

Question 7:

Which statement in the short passage indicates opinion?

According to 2013 data, Mexico has a population of 133 million people. Ninety-nine percent of
the population speaks Spanish. However, there are sixty-eight indigenous languages spoken,
including Nahuatl and Yucatec Maya. Since Spanish is spoken by the most people, it should be
 the official language.

According to 2013 data, Mexico has a population of 133 million people.

Since Spanish is spoken by the most people, it should be the official language.

Although 99 percent of the population speaks Spanish, there are 68 indigenous

languages.

However, there are sixty-eight indigenous languages spoken.

Question 8:

Classmates Jessica and Madison are sending text messages about a geography homework
assignment on Mexico. Which of the statements in their conversation are facts?

Jessica: Did you know that there are thirty-one self-governing states in Mexico?
Madison: Yes, even the capital, Mexico City, is self-ruling.
Jessica: Government always operates best when it is not centralized.
Madison: I agree. When each state is self-governing, there can be a lot of chaos.

Check all that are true.

There are thirty-one self-governing states in Mexico.

I agree. When each state is self-governing, there can be a lot of chaos.

Government always operates best when it is not centralized.

Mexico City is self-ruling.

Question 9:

Ms. Martin is reviewing Andrew’s final draft for his paper on Mexican history. She finds several
statements that are based on opinion. Andrew tells her that his only reference was an online
article. Which questions should Ms. Martin ask Andrew to help him differentiate between fact
and opinion?

Check all that are true.

What message was the author trying to convey?

Who wrote the article?

What type of language did the author use?

When was the article written or published?

Lesson Topic: Evaluate Evidence
Question 1:

There is an election going on in Paul's hometown to choose a new mayor. The candidates are
Jennifer Locke of the Responsibility political party and Rachel Descartes of the Active Growth
political party. Paul reads an article in the Victory Ville Gazette outlining the ways in which
Jennifer Locke's proposals for the city budget will cause the town a great deal of trouble in the
future. Paul skims through the rest of the paper, shown below.
Which of the following conclusions are most likely true?

The newspaper is biased in favor of the Active Growth Party.

The article that Paul read has no basis in fact.

The article that Paul read was probably biased against Locke.

The newspaper is unlikely to provide a balanced account of the activities of the

two parties.
 The newspaper is secretly being produced by members of the Active Growth Party.

Question 2:

Read the paragraph below.

"The First Writers in the Americas"

By: Ollie Oswald, Dean of Humanities at Tyrre University
The Olmec people, the first civilization to arise on the American continent, were probably the
first Americans to use a written language. It is true that some historians believe that the Maya
developed the first written American language. However, the Olmec Studies department at
Tyrre University has studied the period in much greater detail than these historians. The claim
that the Olmec had the first written language is based primarily on an archaeological
discovery of a single Olmec pot with carved shapes that resemble writing. According to one
anonymous source, thousands of pots with Olmec letters exist, though they have not yet been
released to museums. Additionally, the Maya lived hundreds of years after the Olmec, proving
that the Olmec language was written first.

What conclusion can the reader draw based on this passage's evidence?

The poor evidence of the passage proves that the Olmec did not develop a writing
system of their own.

The evidence suggests that Tyrre University's Olmec Studies department supports
the idea that the Olmec developed the first writing system in America.

The evidence shows that the Maya did not develop a writing system.

The evidence shows that the Olmec people developed the first written language in
the Americas.

Question 3:

Which of the following methods can be used to evaluate evidence that is used to support a
claim?

Check all that are true.

researching the author to determine whether he or she is a kind person

 determining whether the evidence directly supports the claim

researching the information to verify facts

determining whether you personally agree with the argument

asking whether there is enough evidence to fully support the claim

Question 4:

Suppose that evidence in a textbook contradicts a claim made by a well-qualified teacher. How
should a student respond to the situation?

Check all that are true.

The student should explore which source provides relevant evidence.

The student should assume the information he or she heard first is true.

The student should assume the textbook's information is true.

The student should research the accuracy of the evidence in additional

resources.

Question 5:

Which of the following charts correctly defines the ways to evaluate evidence?
Question 6:

An article claims that the Middle Ages were a time of great improvements in European farming.
Which of the following statements do NOT provide relevant evidence for this claim?

Check all that are true.

European farmers began shoeing their horses in the Middle Ages, which helped
with plowing.

Thousands of European farmers were killed by the plague in the Middle Ages.

Throughout the Middle Ages, many European farmers continued using many of
the religious traditions of their ancestors.

Many European farmers began using the moldboard plow during the Middle
Ages.

Question 7:

Read the sentence.

Evidence: An ambassador reported that she saw people bow to greet one another during her
visit to Japan.

For which of the following claims would this sentence provide sufficient evidence?
 Japanese people do not shake hands to greet one another.

The preferred method of greeting in Japan is to bow.

In Japan, it is considered rude to refuse to bow in greeting.

On at least some occasions, Japanese people bow in greeting.

Question 8:

Cecelia read a very convincing book arguing that a set of Greek statues that are on display in
England should be returned to Greece. The book argued that the statues had been in Greece for
hundreds of years, and the English had taken them away unfairly. The author explained that
the English had no reason for taking the statues and no excuse for keeping them. However,
when Cecelia researched other sources, she discovered that the statues had been in England
for many decades for safekeeping. Other statues in Greece had been damaged by acid rain,
while the statues in England had been well preserved indoors.
Which of the following statements describe the book's use of evidence?

Check all that are true.

The evidence was insufficient since it relied on a small number of cases to make
a claim.

The evidence was inaccurate since it did not accurately reflect the history of the
statues.

The evidence was unbalanced since it offered only one side of the argument.

The evidence was irrelevant since it did not relate to the story of the statues.

Question 9:

Stephanie is reading an opinion piece in her local newspaper. The writer argues strongly that
the United States should adopt the metric system. All of the evidence the writer uses is
relevant, sufficient, accurate, and balanced. However, Stephanie thinks that she needs to reject
the opinion piece because the writer took a position, so bias may be a problem. Is Stephanie
correct?

yes, because writers should not take a position when supporting a claim
yes, because the presence of a position weakens other evidence

no, because bias does not affect the strength of an argument

no, because writers can take a position as long as their evidence is relevant,
sufficient, accurate, and balanced
Lesson Topic: Make a Generalization
Question 1:

Read the passage below.

"Abebe the Olympian"

Abebe Bikila was an Olympic athlete born in Ethiopia in 1932. He played some sports as a
child, but he did not begin serious athletic training until joining the military. During training,
Abebe was required to run long distances, a feat he performed with relatively little difficulty. A
trainer noticed his talent for running and began training him for a marathon. Within a short
while, Abebe was scheduled to run in the men's marathon competition in the Olympics in
Rome. When he arrived, he bought new shoes, but he found they did not fit him well. He
decided to run barefoot. He outran all of his competitors and broke the world record. He went
on to run a total of fifteen marathons, winning twelve.

Based on the passage, which of the following questions could help form a generalization about
Abebe?

Who trained Abebe?

Why did Abebe run barefoot?

What did Abebe do?

How long did Abebe train for each marathon?

Question 2:

Read the passage below.

"Abebe the Olympian"

Abebe Bikila was an Olympic athlete born in Ethiopia in 1932. He played some sports as a
child, but he did not begin serious athletic training until joining the military. During training,
Abebe was required to run long distances, a feat he performed with relatively little difficulty. A
trainer noticed his talent for running and began training him for a marathon. Within a short
while, Abebe was scheduled to run in the men's marathon competition in the Olympics in
Rome. When he arrived, he bought new shoes, but he found they did not fit him well. He
decided to run barefoot. He outran all of his competitors and broke the world record. He went
on to run a total of fifteen marathons, winning twelve.
 Read the following generalization about the passage above:

Abebe usually ran barefoot.

Is this generalization valid?

yes, because the passage indicates that Abebe ran barefoot in the Olympics

yes, because the passage strongly hints that Abebe always ran barefoot

no, because the passage relates Abebe's barefooted run in the tone of a myth

no, because the passage only tells us that Abebe ran barefoot on one occasion

Question 3:

What is a generalization?

a specific statement meant to determine members of a group

a statement describing a pattern found in all situations of a certain type

the relationship that exists between members of a group

a broad statement describing many situations based on the observation of some

situations

Question 4:

Read the passages below.

"Tulip Market Crash"

The tulip was brought to mainland Europe from Turkey in 1554. In 1637, it became a status
symbol and an object of deep admiration, especially in the Netherlands. Wealthy Dutch people
paid extremely high prices for tulip bulbs, anticipating that they could sell them for even more
money than they had paid. This purchasing scheme increased the cost of tulip bulbs,
encouraging more people to invest in bulbs they could sell. Unfortunately, in February of
1637, the market for tulip bulbs crashed, and those who had spent considerable money on
the bulbs lost their investment.
 "Losing Money on Alabama Land"
In the 1810s, the lucrative British fabric-making industry depended on cotton grown in
Alabama, among other places. This meant that purchasing land in Alabama used to grow
cotton could eventually give the buyer considerable money. As investors scrambled to buy the
land that would make them rich, the cost of the land shot upward, jumping from about $2 per
acre to between $8 and $80 per acre over the course of a few years. However, when the price
rose too high, no one wanted to buy the land anymore and the price dropped to around 20
cents per acre.

Read the following generalization based on the passage:

Investing in flowers and land does not pay off.

What is wrong with this generalization?

It does not identify a pattern.

It reveals a misunderstanding of the facts.

It is too specific.

It overstates the claim.

Question 5:

A newspaper states that trading cards are rapidly becoming collectors' items that sell for
hundreds of dollars. Some people are using their life savings to purchase cards to resell. How
might forming generalizations about the "Tulip Market Crash" and "Losing Money on Alabama
Land" affect someone's decision to invest in trading cards?
Question 6:

Which of the following charts shows how to make a generalization?

Question 7:

Which statement describes a valid generalization?

A valid generalization refers to a single specific case and uses language that
avoids applying the rule to other cases.

A valid generalization relies on some examples and applies in every situation.

A valid generalization relies on multiple examples and uses careful language to

avoid overgeneralizing.

A valid generalization refers to more than one example and uses the strongest
possible language to convince the audience of the claim.

Question 8:

Read the passage.

"Traditional Japanese Food"

 Japanese culture has been shaped in large part by Buddhism, a religion that discourages
practitioners from eating meat. In traditional Japanese cooking, soybeans are a prominent
ingredient. They are used to create miso soup made from fermented soybeans, tofu, and soy
sauce. Japanese recipes also regularly include short-grain rice, mushrooms, bamboo,
vegetables, and fruits. The potato-like daikon and Japanese sweet potato are prominently
featured in many Japanese dishes. Today, Japanese food has expanded to include many
ingredients excluded from the traditional list, such as beef and chicken.

Which of the following questions is most likely to identify a pattern in the passage above?

When did Buddhism begin to influence Japanese cuisine?

Is the traditional Japanese diet healthier than the modern Japanese diet?

What are the characteristics of traditional Japanese food?

How did the Japanese first learn to make tofu?

Question 9:

Read the passage.

"Traditional Japanese Food"

Japanese culture has been shaped in large part by Buddhism, a religion that discourages
practitioners from eating meat. In traditional Japanese cooking, soybeans are a prominent
ingredient. They are used to create miso soup made from fermented soybeans, tofu, and soy
sauce. Japanese recipes also regularly include short-grain rice, mushrooms, bamboo,
vegetables, and fruits. The potato-like daikon and Japanese sweet potato are prominently
featured in many Japanese dishes. Today, Japanese food has expanded to include many
ingredients excluded from the traditional list, such as beef and chicken.

Which statement offers the best generalization about the information in the passage above?

Traditional Japanese society may have punished people who ate meat.

Most traditional Japanese cuisine lacked room for creativity.

Traditional Japanese food never included animal products.

Much traditional Japanese food does not include meat.

Question 10:
 While learning about dozens of cultures in world history, Monique formed the generalization that
advanced civilizations were usually settled people rather than nomads. Then, she read about
the Mongols, an advanced civilization of nomads. Does this exception mean her generalization
is invalid?

yes, because generalizations are like scientific laws

yes, because a generalization must apply in all cases

no, because generalizations are valid as long as they apply in at least two cases

no, because many valid generalizations have some exceptions

Question 11:

Read the passage.

"The Imbalance of Disease"

When the first Europeans arrived in North America, they unknowingly brought with them the
dangerous diseases of Europe. When Hernando Cortez arrived in modern-day Mexico,
European smallpox was introduced to the Aztec Indians, killing many. However, few of
Cortez's men died from American diseases. When Francisco Pizarro arrived in the Inca Empire,
the Inca were infected with European illnesses, which spread rapidly and killed many. Pizzaro
and his crew's return did not spark an epidemic in Europe. Throughout North and South
America, the introduction of European germs caused countless deaths.

Which of the following statements makes a valid generalization about the passage above?

Explorers always infect the local populations with unfamiliar diseases.

More diseases spread from Europeans to American Indians than spread from
American Indians to Europeans.

Smallpox caused more deaths than most other diseases in history.

Europeans were more violent toward the American Indians than the American
Indians were toward Europeans.
Lesson Topic: Identify Bias
Question 1:

Which of the following can show bias?

newspaper articles

websites

television shows

product advertisements

all of the above

Question 2:

Which of the following statements about bias are true?

Bias can be shown by misrepresenting or omitting details or information.

Bias should be avoided whenever possible.

Bias is negative when opinions are included.

Bias is shaped by one's background.

Bias occurs more often in writing than in speaking.

Question 3:

Which websites are likely to contain bias about the topic of climate change?

a website for a not-for-profit organization that monitors changing temperatures

and water levels at the polar caps
 a corporate website for a company that sells environmentally-friendly products to
consumers

a wiki site that provides data on climate and temperature submitted by

contributors from around the world

a blog written by an environmentalist who accepts sponsorship money from

activist groups

Question 4:

Select the instances where bias might be present in a medical research study about the
effectiveness of a new treatment.

deciding not to publish the results because they are negative

including the results of other studies about the treatment method that support the
findings of this study

selecting participants for the study

publishing the negative results in a journal that has a very low readership

rounding certain numbers but not rounding other numbers

Question 5:

Which of the following terms might be used to unfavorably describe the locations where a
government keeps political prisoners?

detention facility

internment camp

death camp

resettlement camp

concentration camp
Question 6:

A display at the local pharmacy features a new vitamin drink. The brochure and packaging is
mostly photos and personal testimony from healthy-looking people who have tried the drink. A
small disclaimer on the brochure shows the results of a scientific study, which were inconclusive
regarding the benefits of the drink. If scientific information about the product is available, why
is this still an example of bias?

Question 7:

Bias is __________.

a way to compare and contrast the facts about something

a series of wrong answers to a question

a useful way to organize evidence about a topic

a strong preference for or against something

Question 8:

What is the author biased about in this passage?

Schools should not have vending machines that contain soft drinks. Not only are soft drinks
unhealthy, they also taste disgusting. There are better drink choices out there for young
students, such as water or juice. Schools that stock gross soft drinks in their vending
 machines should be fined or punished by the school district. That way, they will be
encouraged to get rid of them, and students will have healthier and more delicious choices.

the flavor and health benefits of water or juice

the access to vending machines by young students

the use of soft drink vending machines in schools

the ways school districts punish students

Question 9:

Based on the titles, which of the following articles found on an internet news site are likely to
contain bias?

Upgrade your cell phone and save money

Why everyone should have a cell phone

Spoiled people use their cell phones too much

Smartphones will make you smarter

The hidden dangers of cell phone apps

Question 10:

Recently released police data identifies the number of arrests during previous years at a music
festival sponsored by one of the newspaper’s major advertisers. The music festival organizers
have also recently announced the dates for this year's concert. How might the newspaper
editor’s handling of these items indicate bias?

print the report about arrests at the back of the newspaper

print the article about the festival and the report about arrests on different days

print the article about the festival but not the report about arrests

print the article about the festival and the report about arrests right next to each
other
Question 11:

Based on what you know about bias, how might a newspaper article be different from a
television talk show in terms of the presence of bias?

A newspaper article is shorter, so it has less opportunity to cover all the issues
surrounding the topic.

A talk show must feature experts from both sides of an issue.

The guests on a talk show can respond to each other's comments and explain
their different positions on an issue.

A newspaper article only presents one side of a topic.

Talk shows are watched by educated people, so they do not contain bias.

Question 12:

Which of the following techniques are used to show bias?

Check all that are true.

strong, emotional language

exaggeration

omitting details

careful use of facts and statistics

vague terms

Question 13:

Which of these sources might include bias?

Check all that are true.

the photos of student organizations in a school yearbook

a presentation by an animal shelter volunteer about adopting unwanted pets

 the packaging for an exclusive brand of hair care products

a government report on election results from the state primary

a flyer about a protest against replacing a local park with a parking lot

Question 14:

Compare the two quotes about the same theft. How is bias shown?

Check all that are true.

The first quote implies that the people who took the food and supplies were
intentionally and carelessly taking advantage of upstanding business people.

The second quote implies that taking food and supplies was a necessary act of
survival for helpless victims of a natural disaster.

The first quote implies that the storeowners were eventually going to be robbed
by being located in a bad neighborhood.

The second quote impllies that if the storeowners cared about their customers,
they would have provided the food and supplies for free anyway.
Question 15:

Which of the following survey questions show bias?

Check all that are true.

Is the food served in the cafeteria the same as what is listed on the menu?

Is the food served in the cafeteria inedible?

How would you describe the cleanliness of the cafeteria?

How often do you eat in the cafeteria?

Do you like the food served in the cafeteria?

Question 16:

Select the article headlines that likely reflect bias regarding animals kept in zoos.

Check all that are true.

Endangered species commonly seen in zoos

Kinds of animals bred in captivity

Healthy living conditions of large cats in zoos

Extreme stress behaviors of animals in captivity

Question 17:

Does this poster printed in 1909 in Britain during the suffragette movement show bias toward
women who wanted the right to vote?
 no, because it reflects stereotypes about women common in Britain one hundred
years ago

no, because it explains that women are being treated unjustly and presents both
sides of the argument

yes, because it implies that suffragettes neglect their home and family

yes, because it discusses a controversial political issue that was historically

significant

Question 18:

Read the following passages about the 1917 Russian Revolutions.

“This is a hooligan movement, young people run and shout that there is no bread, simply to
create excitement, along with workers who prevent others from working. If the weather were
very cold they would probably all stay at home. But all this will pass and become calm if only
the Duma will behave itself.”
- Tsarina Alexandra, February 1917

"Although the Russian bourgeois revolution of 1905-07 displayed no such 'brilliant' successes
as at time fell to the Portuguese and Turkish revolutions, it was undoubtedly a 'real people's'
 revolution, since the mass of the people, their majority, the very lowest social groups,
crushed by oppression and exploitation, rose independently and stamped on the entire course
of the revolution the imprint of their own demands, their attempt to build in their own way a
new society in place of the old society that was being destroyed."
- Vladimir Lenin, The State and Revolution

Why are these passages important even though they contain bias?

Check all that are true.

They show what was important to the culture at that time.

They give a first-hand description of an event.

They show that historical documents are unreliable because of their bias.

They tell the opinions of the author.

Question 19:

Which of the following details have been omitted from the chart to show bias in support of the
school's career placement service?

Check all that are true.

if they have used the Career Center to find a job

whether students were employed before they visited the Career Center

whether students are employed full- or part-time

whether students are actively seeking employment

if students are working in their chosen field

Lesson: Citizenship Skills
Lesson Topic: Analyze Media
Question 1:

Why should viewers and consumers carefully analyze the media they
encounter?

to analyze image quality for industry standards

to accurately understand the creator’s message

to compare advertisement effectiveness between companies

to identify the creator’s bias, or preference for one side of an issue

to avoid being misled to believe something that is untrue

Question 2:

Examine the following World War II image for key elements the creator used to communicate a
specific purpose to the audience. List the examples of each element included in this image, and
then explain how those elements portray the creator’s purpose.
Question 3:

Why is it important to analyze media?

Question 4:

Which of the following are elements of media that should be analyzed to determine the
creator’s purpose, and why?

Check all that are true.

the audience, because knowing the group of people the creator is targeting
helps the reader identify his or her purpose

the context, because media presented by someone with a strong bias should be
disregarded by the reader

the context, because identifying the producer of the media and why they might
create the piece can help the reader identify bias in the media

the text, because the words that are written and how they are displayed help a
reader understand what the designer is focusing on in the message

the layout, because the placement of images and texts can help a reader
determine what the focus of the media is

Question 5:
 The campaign supporters for Jenni Jones want to print this ad in a hiking magazine. They
believe their candidate could do more for the environment than the current senator, Ed Edwin.
What advice should they follow in order to improve their ad?

Check all that are true.

Delete the information stating that Jones’s supporters paid for the
advertisement.

Emphasize the text with the information about the pollution by Senator Edward’s
company.

Specify a target audience in the advertisement.

If the emphasis is on Senator Edward’s pollution, make that the primary image
of the layout.

Question 6:
 This political poster was produced during World War II. What aspects of the layout helped to
grab viewers’ attention?

Check all that are true.

The birds flying overhead showed animals that could have been harmed during
the war.

The text was beneath Hitler, which shows that it was less important.

Hitler was larger than the other objects.

Adolf Hitler was shown centrally in the layout.

Question 7:
 Which of the following describe how the text was designed effectively in this poster?

Check all that are true.

The most important text was in large, bold letters.

Hitler was shown looking at the text, which made other people want to read it.

The text was written in more than one font to ensure that more readers saw it.

A bold color was used to grab the viewer’s attention.

Question 8:
 Which of the following audiences did this poster most likely target?

United Kingdom citizens

German citizens

only men

only women

only children

Question 9:
Based on the aspects of this United Kingdom poster, which of the following best describes its
main purpose?

German citizens were encouraged to pay attention to the conversations around

them. This poster let them know that Hitler was watching them, and any anti-
German sentiments would be punished.

Hitler wanted the United Kingdom citizens to know that he could hear their
conversations. This poster served to intimidate the citizens so that they would
support Germany.

This poster warned citizens that the United Kingdom government officials were
monitoring phone conversations. People caught having conversations that
sounded like they might support the enemy would have been prosecuted.
This poster sought to warn United Kingdom citizens that German leaders might
have been able to overhear their telephone conversations. Therefore, people
should be careful to not disclose any information that could endanger their
soldiers or their country.
Lesson Topic: Evaluate Opposing Arguments
Question 1:

Why should sources be carefully evaluated?

to disregard articles that contain an author’s opinion

to evaluate the accuracy of a source

to fully understand all aspects of an issue

to determine the trustworthiness and relevance of information

to identify whether the author wants to sway readers towards a particular opinion

Question 2:

Which of the following questions should be considered when determining whether a source’s
reliability is affected by the viewpoint of the author?

Are facts in the article able to be verified in other sources?

Does the source leave out a large number of facts?

What organization does the author represent?

Does the author quote well-known organizations with good reputations?

Does the author include opinions or personal stories?

Question 3:

Why is it important to carefully evaluate opposing arguments?

Question 4:

Jovanni is writing a paper on youth sports and has written the following as his first paragraph.

Children should not earn trophies for participating in a sport. The website YouthSportsFun
states that if children earn trophies at a younger age just for playing a sport, then they earn
no sense of pride simply in a game well-played. In fact, ILovePlayingHockey states that 57
percent of all children do not even value the trophies they receive.

What advice would you give Jovanni to strengthen his introduction?

Jovanni needs a clear argument to help his readers understand his main idea.

Personal experience would help the readers connect with Jovanni’s argument.

If Jovanni uses these facts, he should ensure that they could be verified with
multiple reputable sources.

Jovanni should choose more reputable sources to quote in his paper.

Question 5:

What are the benefits of evaluating a source's arguments?

Check all that are true.

Readers can eliminate sources that contain opinions and personal experiences.

Students can ensure the sources they use for schoolwork are reliable.

Carefully analyzing sources will prevent a reader from being misled by biased
sources.

Readers can truly understand both sides of an issue and get a clear picture.
Question 6:

Read the source below, and identify the claim.

Drivers who speed through our neighborhood should have harsher consequences. The Police
Department of Safetyopolis reported that last year, 79 percent of speeders were given a
warning, 13 percent were allowed to forgo their fine by taking an online class, and only 8
percent paid any fees at all. Safetyopolis officers did not make any speeding arrests last year.
If we continue this lax treatment of speeding offenders, our minor problems will soon turn
into dangerous injuries.

The Police Department of Safetyopolis reported that last year, 79 percent of

speeders were given a warning, 13 percent were allowed to forgo their fine by
taking an online class, and only 8 percent paid any fees at all.

If we continue this lax treatment of speeding offenders, our minor problems will
soon turn into dangerous injuries.

Drivers who speed through our neighborhoods should have harsher

consequences.

Safetyopolis officers did not make any speeding arrests last year.

Question 7:

Nate chose the following source for his paper on the local community center that is scheduled
to be closed at the end of the year.

Our beloved community center should not be closed but rebuilt! I have been attending this
community center for seventy-three years, and the building holds such lovely memories for
me. Ninety-two percent of my friends rely on the community center for their social interaction
and physical activity. We demand the center stay open for many generations to come. –
Murdice Hancock

What advice would you give Nate about his source?

Check all that are true.

Personally interview Ms. Hancock and her friends to be sure that the information
is correct.
 Look for statistics that are more widespread than an informal poll of one
woman’s friends.

Utilize sources that do not ignore a large set of facts or other groups of people.

Choose a less biased source.

Question 8:

Which of the following pieces of evidence would best support the claim that criminals could be
rehabilitated more effectively in counseling treatment centers instead of jail cells?

Check all that are true.

The American Psychological Association stated in 2003 that up to 20 percent of

all prisoners are mentally ill.

According to a New York Times 2012 article, a counseling program in San

Francisco drastically reduced the number of repeat violent offenders by 83
percent.

Prisoners can spend up to 23 hours a day in solitary confinement for several

years, which leads to extremely high levels of anxiety, according to the
American Psychological Association in a 2003 report.

The Justice Department reported that 92 percent of all seventeen- to twenty-

year-old prisoners say that they feel depressed.

GetParoleQuick states that 96 percent of all criminals should be in counseling

centers instead of jail cells.

Question 9:

Read the sources below.

Source 1
Billboards should be regulated for appropriate messages within city limits. Eighty-two percent
of tourists surveyed by the Travel Bureau of Napville last year stated they were surprised and
offended by some of the inappropriate messages displayed on billboards in our town. I am
grateful for our businesses, but I do not want to be worried about what my children will see
on the way to school. We are proud of the city of Napville, and our billboards should reflect
that.
 Source 2
Napville’s billboards are fine as they are. People in this town get offended too easily. Twelve
billboards represent restaurants, and none of these are offensive. What could be offensive
about food? One advertiser chose to have a picture of a pit bull, and while this can be a
controversial dog breed, our town does not need to be distressed about a picture of a puppy.
Seventy-nine percent of the rest of the billboards have images of sweet children on them.
There are bigger issues in this world that we should direct our time and energy towards.
Source 3
Eighty-three percent of the Montview Neighborhood residents would like stricter standards
applied to the billboards that our town allows. Montview is one of the oldest and most
prestigious neighborhoods in Napville, and it is also the largest. Three of our city council
members live in Montview, along with four of our city’s founders. Every home responded to
the survey, and if 83 percent of our families, singles, and elderly population are concerned
about advertising, then the city council should be as well.
Source 4
The first amendment of our Constitution grants us free speech. Our advertisers who pay good
money to do business in the city of Napville have the right to advertise as they please.
According to our mayor, 92 percent of our city’s new building projects over the last five years
were funded by business taxes. These businesses are paying for the benefits we as citizens
enjoy in Napville. Let advertisers create billboards that reflect who they are as a company
without city regulations.

Which of these sources are most reliable?

Check all that are true.

Source 1

Source 2

Source 3

Source 4
Lesson Topic: Read a Political Cartoon
Question 1:

Modern political cartoons began appearing in the middle of the eighteenth century. Why might
people today still analyze and study cartoons about outdated historical events?

Older political cartoons can tell about the cultural attitudes from a particular time
period.

Older political cartoons can reveal key trends of a specific era.

Older political cartoons can alter the outcomes of specific events.

Older political cartoons provide accurate factual details about past events.

Older political cartoons can be compared to one another to understand both

similar and opposing views about events or people.

Question 2:

Which of the following sentences describe the cartoonist’s point of view?

Women’s right to vote was quickly spreading westward from the East.

States that allowed women to vote were seen as enlightened.

 Women should have the right to vote.

States that did not allow women the right to vote were seen as hesitant or
resistant.

Women’s right to vote was quickly spreading eastward from the West.

Question 3:

Which of the following were most likely true about the political conditions during the time this
editorial cartoon was created?

Some groups strongly opposed women’s right to vote.

Due to the rapid momentum of the movement for women’s right to vote, it was
relatively easy to achieve women’s suffrage in the United States.

Western states had already granted women the right to vote, but it was not yet a
national right.

The movement for women’s voting rights remained on a regional level.

The movement for women’s suffrage was gaining national momentum.

Achieving the right to vote for women in the United States was a difficult struggle.

Question 4:
 Not everybody agreed with this artist’s point of view. In fact, some people even opposed the
artist’s opinion about this issue. What other opinions could people have had about this topic?

Question 5:
 Analyze the following editorial cartoon by selecting the statements that accurately describe the
author’s point of view.

There was minimal corruption amongst members of Tammany Hall, a political

organization in the United States.

Each member of Tammany Hall accepted the blame for stealing the public’s
money.

Members of Tammany Hall refused to take the blame for stealing the public’s
money.

The people of the United States frequently gathered at a meeting hall called
Tammany Hall to determine how to solve political corruption.

The members of Tammany Hall, a public organization, demanded to find the

politicians responsible for stealing the people’s money.

There was corruption amongst members of Tammany Hall, a political organization

in New York City.

Question 6:

What is a political cartoon?

 an illustration that presents a political event without bias

an illustration that presents facts about a political event or issue

an illustration that presents all possible opinions about a political event or issue

an illustration that attempts to present an opinion about a political event or issue

Question 7:

Pretend this political cartoon became wildly popular. A reporter wants to interview you about
your cartoon. How would you answer the reporter’s questions below?
• What events or people inspired you to create this cartoon?
• Why did you choose to include a phoenix?
• Describe the ashes that spell out Great Depression.
• Do you believe President Roosevelt helped end the Great Depression?
Question 8:

What purpose might an author have for creating a political cartoon, also known as an editorial
cartoon?

Check all that are true.

to provide factual evidence about a political issue or current event

to provide insight into the attitudes, perspectives, or key trends of that specific
time

to express an opinion about a political issue or current event

to cause his or her readers to think critically about a topic

Question 9:

Which of the following are examples of symbolism in this political cartoon from 1898?
 Check all that are true.

The five characters closest to the pie represent the countries that are being
taken over by the Chinese government.

The knives and swords represent staking claim in Chinese territory.

The pie represents the country of China.

The pie represents Chinese domination over world powers.

Question 10:

This editorial cartoon is about foreign imperialism in China. Imperialism is the policy of
extending a country’s power and influence either via diplomacy or military force. Each character
in the cartoon stands for a country. Queen Victoria of the United Kingdom is seated on the left,
arguing with Kaiser William II of Germany. Sitting to his right is Tsar Nicholas II of Russia, and
a Japanese samurai is sitting farthest on the right. Standing behind these men is French
Marianne, and in the back is a Qing government official from China. Which of the following is
NOT a theme the cartoonist intended to portray?
 China did not want to be ruled or influenced by foreign countries.

France was the most forceful imperialist power.

Germany was the most forceful imperialist power.

China was weak and did not have much control over foreign imperialism.

Foreign countries ignored China’s wishes.

Question 11:

Based on the artist’s point of view, how might the people of China have felt during this time?

Check all that are true.

The Chinese were frustrated with their government’s powerlessness.

The Chinese were opposed to foreign imperialism.

Political cartoons are not able to convey the general cultural feelings about
events or people.
 The Chinese understood the need for foreign imperialism.

Question 12:

Analyze the two political cartoons shown above. Then, determine which chart correctly
describes each cartoon.
Question 13:

Read the passage below.

In 1670, a territory called Rupert’s Land, part of British North America, was under control of a
company called Hudson’s Bay Company. However, between 1869 and 1870, Hudson’s Bay
Company (HBC) gave up its charter to the British Crown. The British government did not want
HBC to sell the territory to the United States and instead, encouraged HBC to negotiate
control of the land with Canada. In November of 1869, Rupert’s Land was transferred to
Canadian control.

Which of the following political cartoons BEST represents the events from the passage?
Question 14:

Which of the following statements would the artist of this political cartoon agree with?

Check all that are true.

Britain wants to protect Canada from the United States.

Canada wants Britain to remain in control of it and protect it from the United
States.

The United States wants to protect Canada from Britain.

Canada would like to rule as its own autonomous country.

The United States would be ready to seize control of Canada if Canada falls as a
nation.
Correct Answers

Lesson: The Byzantine Empire

Lesson Topic: History of the Byzantine Empire
Question 1:
MC1 | MC2

Question 2:
MC1 | MC2 | MC5 | MC6

Question 3:
MC3

Question 4:
MC2 | MC4 | MC5 | MC6 | MC7

Question 5:
Question 6:
Question 7:
MC4

Question 8:
MC4

Question 9:
MC2

Question 10:
MC4

Question 11:
MC3

Question 12:
MC3

Question 13:
MC1

Question 14:
MC1

Question 15:
MC4

Question 16:
MC1

Question 17:
MC3 | MC4

Question 18:
MC2

Question 19:
MC1 | MC2 | MC5

Question 20:
MC1 | MC2 | MC5

Question 21:
MC4
Question 22:
MC3

Lesson Topic: The Great Schism

Question 1:
MC4

Question 2:
MC2 | MC3 | MC5

Question 3:
Question 4:
Question 5:
MC1

Question 6:
MC4

Question 7:
MC2

Question 8:
MC2

Question 9:
MC1

Question 10:
MC2

Question 11:
MC1

Question 12:
MC4

Question 13:
MC4

Question 14:
MC1

Question 15:
MC1 | MC2 | MC3

Question 16:
MC2 | MC4

Question 17:
MC1

Question 18:
MC2 | MC3

Question 19:
MC1 | MC2

Question 20:
MC2

Question 21:
MC4

Question 22:
MC2
Lesson Topic: Life in the Byzantine Empire
Question 1:
MC1 | MC3 | MC4 | MC5

Question 2:
MC1 | MC3

Question 3:
Question 4:
MC1 | MC2 | MC3

Question 5:
MC2

Question 6:
MC2 | MC3

Question 7:
MC2 | MC4

Question 8:
MC1

Question 9:
MC4

Question 10:
MC1

Question 11:
MC1

Question 12:
MC2 | MC3 | MC4

Question 13:
MC1 | MC2 | MC3

Question 14:
MC2 | MC4

Question 15:
MC2 | MC4 | MC5

Question 16:
MC3

Lesson Topic: Influence of the Byzantine Empire

Question 1:
Question 2:
MC1 | MC3 | MC4

Question 3:
MC4

Question 4:
MC4

Question 5:
MC4

Question 6:
MC4
Question 7:
MC1

Question 8:
Question 9:
MC1 | MC2

Question 10:
MC2

Question 11:
MC3

Question 12:
MC2 | MC4

Question 13:
MC4

Lesson Topic: Lesson Vocabulary Review

Question 1:
MC4

Question 2:
MC4

Question 3:
MC2

Question 4:
MC4

Question 5:
MC3

Question 6:
MC3

Question 7:
MC2

Question 8:
MC2

Question 9:
MC1

Question 10:
MC2

Question 11:
MC1

Question 12:
MC4

Question 13:
MC4

Question 14:
MC1

Question 15:
MC4

Question 16:
MC1

Question 17:
MC4

Question 18:
MC4

Lesson: Lesson Test: The Byzantine Empire

Lesson Topic: History of the Byzantine Empire
Question 1:
MC2 | MC3 | MC5

Question 2:
MC3

Question 3:
MC4

Question 4:
MC1 | MC2

Question 5:
MC1 | MC4 | MC5

Question 6:
MC1 | MC2 | MC4

Question 7:
MC1

Lesson Topic: The Great Schism

Question 1:
MC3

Question 2:
MC1 | MC4 | MC5

Question 3:
MC3

Question 4:
MC1

Lesson Topic: Life in the Byzantine Empire

Question 1:
MC2

Question 2:
MC2 | MC3

Question 3:
MC1 | MC3

Question 4:
MC1

Lesson Topic: Influence of the Byzantine Empire

Question 1:
MC2 | MC4

Question 2:
MC4

Question 3:
MC1

Question 4:
MC3

Lesson: Islam and the Islamic Empires

Lesson Topic: Islam
Question 1:
MC2 | MC3 | MC7

Question 2:
MC1 | MC4 | MC5

Question 3:
MC4

Question 4:
MC4

Question 5:
MC2

Question 6:
MC2

Question 7:
MC1 | MC3 | MC5

Question 8:
MC3

Question 9:
MC4

Question 10:
MC1

Question 11:
MC1

Question 12:
MC2

Question 13:
MC4

Question 14:
MC3

Question 15:
MC3

Question 16:
MC2

Question 17:
MC1

Question 18:
MC1

Question 19:
MC1 | MC3 | MC5
Question 20:
Question 21:
MC2 | MC3 | MC5

Question 22:
MC1 | MC4

Question 23:
MC2

Question 24:
MC2

Question 25:
MC4

Question 26:
MC2 | MC4 | MC5

Question 27:
MC1

Question 28:
MC1 | MC3 | MC4

Lesson Topic: History of the Arab Muslim Empire

Question 1:
MC1 | MC3

Question 2:
MC1 | MC3 | MC4

Question 3:
MC4

Question 4:
Question 5:
MC4

Question 6:
MC1 | MC2

Question 7:
MC3 | MC4

Question 8:
MC1 | MC2

Question 9:
MC4

Question 10:
MC4

Question 11:
MC2

Question 12:
MC4

Question 13:
MC1

Question 14:
MC1
Question 15:
MC1

Question 16:
Question 17:
MC2 | MC3 | MC5

Question 18:
MC2 | MC3

Question 19:
MC2 | MC4

Question 20:
MC4

Question 21:
MC1 | MC3 | MC4

Question 22:
MC3 | MC5

Question 23:
MC2 | MC4

Lesson Topic: Other Muslim Empires

Question 1:
MC3

Question 2:
MC1 | MC3 | MC4

Question 3:
MC1

Question 4:
Question 5:
MC3

Question 6:
MC4

Question 7:
MC4

Question 8:
MC2

Question 9:
MC2 | MC4 | MC5

Question 10:
Question 11:
MC1 | MC2 | MC3

Question 12:
MC2 | MC3 | MC5

Question 13:
MC2 | MC3 | MC4

Question 14:
MC2 | MC5
Question 15:
MC1 | MC3

Question 16:
MC1 | MC2 | MC4

Question 17:
MC3

Question 18:
MC4

Question 19:
MC3 | MC4

Lesson Topic: Lesson Vocabulary Review

Question 1:
MC1

Question 2:
MC1

Question 3:
MC2

Question 4:
MC4

Question 5:
MC3

Question 6:
MC3

Question 7:
MC2

Question 8:
MC1

Question 9:
MC1

Question 10:
MC4

Question 11:
MC4

Question 12:
MC2

Question 13:
MC4

Question 14:
MC1

Question 15:
MC1

Question 16:
MC4

Question 17:
MC2
Lesson: Lesson Test: Islam and the Islamic Empires
Lesson Topic: Islam
Question 1:
MC1 | MC2 | MC3

Question 2:
MC1 | MC3 | MC4

Question 3:
MC2

Question 4:
MC1

Question 5:
MC4

Question 6:
MC2 | MC3 | MC5

Lesson Topic: History of the Arab Muslim Empire

Question 1:
MC2 | MC3 | MC4 | MC5

Question 2:
MC4

Question 3:
MC1

Question 4:
MC2 | MC3

Question 5:
MC1 | MC2

Question 6:
MC1 | MC2

Lesson Topic: Other Muslim Empires

Question 1:
MC3 | MC4

Question 2:
MC1 | MC3 | MC5

Question 3:
MC2 | MC3 | MC4

Question 4:
MC3

Question 5:
MC1

Question 6:
MC1 | MC4 | MC5

Lesson: Islamic Innovations and Culture

Lesson Topic: Life in Arab Muslim Empires
Question 1:
MC1 | MC5 | MC6 | MC7

Question 2:
Question 3:
MC3

Question 4:
Question 5:
MC2

Question 6:
MC2 | MC3

Question 7:
MC1 | MC4

Question 8:
MC3

Question 9:
MC2 | MC3 | MC4

Question 10:
MC4

Question 11:
MC2 | MC4

Question 12:
MC1

Question 13:
MC4

Lesson Topic: Islamic Innovations

Question 1:
MC1 | MC2 | MC3

Question 2:
MC1 | MC3 | MC4

Question 3:
Question 4:
MC3 | MC5

Question 5:
MC4

Question 6:
Question 7:
MC2 | MC3 | MC5

Question 8:
MC4

Question 9:
MC2 | MC4

Question 10:
MC4

Question 11:
MC3
Question 12:
MC1 | MC2 | MC3

Lesson Topic: Islamic Culture

Question 1:
MC2 | MC4

Question 2:
MC1 | MC2 | MC4

Question 3:
MC4

Question 4:
MC3

Question 5:
MC2

Question 6:
MC4

Question 7:
Question 8:
MC1

Question 9:
MC1

Question 10:
MC1

Question 11:
MC1 | MC2

Question 12:
MC1 | MC2 | MC4 | MC5

Lesson Topic: Lesson Vocabulary Review

Question 1:
MC2

Question 2:
MC4

Question 3:
MC4

Question 4:
MC3

Question 5:
MC2

Question 6:
MC4

Lesson: Lesson Test: Islamic Innovations and Culture

Lesson Topic: Life in Arab Muslim Empires
Question 1:
MC2
Question 2:
MC3

Question 3:
MC1

Question 4:
MC5

Lesson Topic: Islamic Innovations

Question 1:
MC2 | MC4 | MC5

Question 2:
MC1 | MC3 | MC4 | MC5

Question 3:
MC3

Question 4:
MC2 | MC3

Lesson Topic: Islamic Culture

Question 1:
MC2 | MC4

Question 2:
MC2

Question 3:
MC1 | MC2 | MC3 | MC4

Question 4:
MC1 | MC3

Question 5:
MC2 | MC3 | MC4 | MC5

Lesson: The Olmecs, Maya, and Aztecs

Lesson Topic: Mesoamerica's Early Inhabitants
Question 1:
MC3

Question 2:
MC1 | MC3 | MC5

Question 3:
MC2 | MC4

Question 4:
MC1

Question 5:
MC2

Question 6:
MC4

Question 7:
MC2 | MC4

Question 8:
MC3
Question 9:
MC1 | MC2

Question 10:
MC1

Question 11:
MC1 | MC4

Question 12:
MC1 | MC2 | MC3

Question 13:
MC1 | MC3

Lesson Topic: The Maya

Question 1:
MC1

Question 2:
Question 3:
MC2

Question 4:
MC1 | MC3 | MC4

Question 5:
MC4

Question 6:
MC3

Question 7:
MC3

Question 8:
MC4

Question 9:
MC3

Question 10:
MC4

Question 11:
MC1

Question 12:
MC4

Question 13:
MC4

Question 14:
MC3

Question 15:
MC1 | MC2 | MC3 | MC5

Question 16:
Question 17:
MC1 | MC2 | MC3

Question 18:
MC1
Question 19:
MC1 | MC2 | MC3

Question 20:
MC1 | MC2

Question 21:
MC2 | MC4

Question 22:
MC1

Question 23:
MC1 | MC2

Question 24:
MC4

Lesson Topic: The Aztecs

Question 1:
MC4

Question 2:
MC1 | MC3 | MC4

Question 3:
MC4

Question 4:
MC1 | MC2 | MC4

Question 5:
MC4

Question 6:
MC4

Question 7:
Question 8:
MC1

Question 9:
MC3

Question 10:
MC3

Question 11:
MC4

Question 12:
MC3

Question 13:
MC1

Question 14:
MC4

Question 15:
MC3

Question 16:
Question 17:
MC2
Question 18:
MC1 | MC2 | MC3

Question 19:
MC4

Question 20:
MC2 | MC4

Question 21:
MC1 | MC4

Question 22:
MC1

Question 23:
MC2 | MC3 | MC4

Question 24:
MC2 | MC4

Lesson Topic: Lesson Vocabulary Review

Question 1:
MC1

Question 2:
MC2

Question 3:
MC4

Question 4:
MC3

Question 5:
MC4

Question 6:
MC1

Question 7:
MC4

Question 8:
MC1

Question 9:
MC3

Question 10:
MC3

Question 11:
MC4

Question 12:
MC3

Question 13:
MC1

Question 14:
MC4

Lesson: Lesson Test: The Olmecs, Maya, and Aztecs

Lesson Topic: Mesoamerica's Early Inhabitants
Question 1:
MC1

Question 2:
MC2

Question 3:
MC2 | MC4

Question 4:
MC4

Question 5:
MC1 | MC3

Lesson Topic: The Maya

Question 1:
MC1 | MC2

Question 2:
MC4

Question 3:
MC2 | MC4

Question 4:
MC1

Question 5:
MC1

Question 6:
MC2

Question 7:
MC2

Lesson Topic: The Aztecs

Question 1:
MC1

Question 2:
MC2

Question 3:
MC4

Question 4:
MC3

Question 5:
MC2 | MC3 | MC4

Question 6:
MC2 | MC4

Question 7:
MC2 | MC3 | MC4

Lesson: The Inca Empire

Lesson Topic: The Rule of the Inca Empire
Question 1:
MC2 | MC5 | MC6 | MC7

Question 2:
MC3 | MC5 | MC6

Question 3:
MC2 | MC5

Question 4:
MC1

Question 5:
MC2

Question 6:
MC2

Question 7:
MC3

Question 8:
MC4

Question 9:
MC1 | MC2 | MC4 | MC6

Question 10:
MC1 | MC2 | MC4

Question 11:
MC2 | MC4

Question 12:
MC3 | MC4

Question 13:
MC1 | MC3 | MC5

Question 14:
MC1 | MC2 | MC3 | MC5

Question 15:
MC1 | MC3 | MC4

Question 16:
MC2 | MC3 | MC5

Question 17:
MC2 | MC3

Lesson Topic: Incan Society

Question 1:
MC2 | MC3

Question 2:
MC2 | MC3

Question 3:
MC1 | MC3 | MC5

Question 4:
MC4

Question 5:
MC2
Question 6:
MC2

Question 7:
MC4

Question 8:
MC2 | MC3 | MC4

Question 9:
Question 10:
MC4

Question 11:
MC3 | MC4 | MC5

Question 12:
MC2

Question 13:
MC1 | MC3 | MC4 | MC5

Question 14:
MC2 | MC3 | MC5

Question 15:
MC1 | MC4 | MC5

Lesson Topic: Lesson Vocabulary Review

Question 1:
MC1

Question 2:
MC2

Question 3:
MC2

Question 4:
MC3

Question 5:
MC4

Question 6:
MC4

Question 7:
MC1

Question 8:
MC2

Question 9:
MC4

Lesson: Lesson Test: The Inca Empire

Lesson Topic: Rule of the Inca Empire
Question 1:
MC2

Question 2:
MC5
Question 3:
MC3 | MC4 | MC5

Question 4:
MC2 | MC3 | MC5

Question 5:
MC1 | MC2

Question 6:
MC3 | MC4

Lesson Topic: Incan Society

Question 1:
MC5

Question 2:
MC1 | MC3 | MC5

Question 3:
MC2 | MC4 | MC5

Question 4:
MC2 | MC3

Question 5:
MC1 | MC3

Question 6:
MC1 | MC3 | MC5

Lesson: North American Indians

Lesson Topic: Early Cultures in North America
Question 1:
MC4

Question 2:
Question 3:
MC1 | MC2 | MC3 | MC4

Question 4:
MC1 | MC3 | MC4

Question 5:
MC1

Question 6:
MC3

Question 7:
MC3

Question 8:
MC3

Question 9:
MC1 | MC4

Question 10:
MC2 | MC4

Question 11:
MC1 | MC2 | MC3
Question 12:
MC2 | MC3 | MC4

Question 13:
MC1

Lesson Topic: Cultures of the Eastern Woodlands and the Great Plains
Question 1:
MC1 | MC2 | MC3 | MC4

Question 2:
MC1

Question 3:
MC4

Question 4:
MC4

Question 5:
MC4

Question 6:
MC4

Question 7:
Question 8:
MC4

Question 9:
MC2 | MC3 | MC4

Question 10:
MC2 | MC3 | MC4

Question 11:
MC1 | MC2 | MC4

Question 12:
MC2 | MC4

Question 13:
MC4

Lesson Topic: Cultures of the West and the North

Question 1:
MC1 | MC2 | MC3 | MC4

Question 2:
MC2 | MC4

Question 3:
MC2 | MC3

Question 4:
MC4

Question 5:
MC4

Question 6:
MC3

Question 7:
MC3
Question 8:
MC4

Question 9:
MC2

Question 10:
MC2

Question 11:
MC2

Question 12:
MC4

Question 13:
MC4

Question 14:
MC3

Question 15:
MC1 | MC2 | MC3

Lesson Topic: Lesson Vocabulary Review

Question 1:
MC3

Question 2:
MC3

Question 3:
MC3

Question 4:
MC4

Question 5:
MC4

Question 6:
MC4

Question 7:
MC4

Question 8:
MC4

Question 9:
MC3

Question 10:
MC3

Question 11:
MC4

Question 12:
MC2

Lesson: Lesson Test: North American Indians

Lesson Topic: Early Cultures in North America
Question 1:
MC1 | MC3

Question 2:
MC1 | MC2

Question 3:
MC2 | MC4

Question 4:
MC2

Lesson Topic: Cultures of the Eastern Woodlands and the Great Plains
Question 1:
MC3 | MC4

Question 2:
MC2 | MC3

Question 3:
MC4

Question 4:
MC4

Lesson Topic: Cultures of the West and the North

Question 1:
MC1 | MC3

Question 2:
MC2

Question 3:
MC4

Question 4:
MC4

Question 5:
MC1 | MC2

Lesson: The Early Middle Ages

Lesson Topic: Europe's Land and the Migration Period
Question 1:
MC1 | MC2 | MC4

Question 2:
MC2 | MC4

Question 3:
MC2 | MC4 | MC5

Question 4:
MC5

Question 5:
MC2 | MC3

Question 6:
MC3

Question 7:
MC3

Question 8:
MC3

Question 9:
MC1 | MC4 | MC5

Question 10:
MC4

Question 11:
MC1

Question 12:
MC2 | MC3 | MC5

Question 13:
MC4

Question 14:
MC3 | MC4

Lesson Topic: Charlemagne and the Power of the Church

Question 1:
MC4

Question 2:
MC1

Question 3:
MC1 | MC3 | MC4 | MC5 | MC7

Question 4:
MC1 | MC3

Question 5:
MC1 | MC2 | MC3

Question 6:
MC2 | MC4

Question 7:
MC4

Question 8:
MC3

Question 9:
MC2

Question 10:
MC1

Question 11:
MC4

Question 12:
MC4

Question 13:
MC2

Question 14:
MC2

Question 15:
MC3

Question 16:
Question 17:
MC1 | MC2 | MC3 | MC5

Question 18:
MC1

Question 19:
MC1 | MC2 | MC3 | MC5

Question 20:
MC4

Question 21:
MC1 | MC2 | MC4

Question 22:
MC2 | MC4

Question 23:
MC2 | MC3 | MC5

Question 24:
MC2 | MC3

Lesson Topic: Viking Invasions and Feudalism

Question 1:
MC1 | MC2 | MC4

Question 2:
MC1 | MC3

Question 3:
MC1 | MC2 | MC4 | MC5

Question 4:
MC2

Question 5:
MC1 | MC2 | MC3

Question 6:
MC1 | MC2 | MC4

Question 7:
MC4

Question 8:
Question 9:
MC4

Question 10:
MC2

Question 11:
MC4

Question 12:
MC4

Question 13:
MC4

Question 14:
MC2

Question 15:
MC2

Question 16:
MC1

Question 17:
MC1 | MC3 | MC5

Question 18:
MC2 | MC5 | MC6

Question 19:
MC3 | MC4 | MC5

Question 20:
MC2 | MC3 | MC4 | MC5

Question 21:
MC2 | MC3 | MC5

Question 22:
MC1 | MC2 | MC3 | MC4

Question 23:
MC2 | MC3

Question 24:
MC1 | MC2 | MC3 | MC5

Question 25:
MC2 | MC4

Lesson Topic: Lesson Vocabulary Review

Question 1:
MC3

Question 2:
MC3

Question 3:
MC3

Question 4:
MC4

Question 5:
MC3

Question 6:
MC2

Question 7:
MC1

Question 8:
MC4

Question 9:
MC4

Question 10:
MC2

Question 11:
MC2

Question 12:
MC4

Question 13:
MC2

Question 14:
MC4

Question 15:
MC4

Question 16:
MC4

Question 17:
MC2

Question 18:
MC2

Question 19:
MC1

Lesson: Lesson Test: The Early Middle Ages

Lesson Topic: Europe's Land and the Migration Period
Question 1:
MC3

Question 2:
MC3

Question 3:
MC1

Question 4:
MC4

Question 5:
MC3

Question 6:
MC1

Question 7:
MC1 | MC2 | MC3 | MC5

Lesson Topic: Charlemagne and the Power of the Church

Question 1:
MC2 | MC4

Question 2:
MC4

Question 3:
MC2 | MC3 | MC4 | MC5

Question 4:
MC4

Question 5:
MC1 | MC2 | MC3 | MC4

Question 6:
MC1 | MC2 | MC5
Question 7:
MC2 | MC4

Lesson Topic: Viking Invasions and Feudalism

Question 1:
MC4

Question 2:
MC1 | MC3 | MC4

Question 3:
MC3 | MC4 | MC5

Question 4:
MC1

Question 5:
MC3

Question 6:
MC3

Question 7:
MC3 | MC4 | MC5

Question 8:
MC2 | MC3 | MC5

Lesson: Life During the High Middle Ages

Lesson Topic: Farming, Trade, and Towns in the High Middle Ages
Question 1:
MC2

Question 2:
MC3 | MC6 | MC7

Question 3:
MC1 | MC2 | MC3 | MC4

Question 4:
Question 5:
MC3 | MC4

Question 6:
Question 7:
MC3

Question 8:
MC3 | MC5 | MC6

Question 9:
MC1 | MC3 | MC4

Question 10:
MC2 | MC4 | MC6

Question 11:
MC2

Question 12:
MC4

Question 13:
MC1

Question 14:
MC3

Question 15:
MC2

Question 16:
MC4

Question 17:
MC1 | MC5

Question 18:
MC4

Question 19:
Question 20:
MC5

Question 21:
MC1 | MC2 | MC3

Question 22:
MC2

Question 23:
MC1 | MC2

Question 24:
MC1

Lesson Topic: Medieval Culture

Question 1:
Question 2:
MC1 | MC2 | MC4 | MC5

Question 3:
MC3

Question 4:
MC2 | MC3 | MC4 | MC8

Question 5:
Question 6:
MC4 | MC5

Question 7:
MC4

Question 8:
MC2

Question 9:
MC1

Question 10:
MC4

Question 11:
MC4

Question 12:
Question 13:
MC3 | MC4

Question 14:
MC5

Question 15:
MC1 | MC2

Question 16:
MC1 | MC2 | MC3 | MC5

Question 17:
MC3

Lesson Topic: Lesson Vocabulary Review

Question 1:
MC4

Question 2:
MC1

Question 3:
MC3

Question 4:
MC2

Question 5:
MC4

Question 6:
MC2

Question 7:
MC1

Question 8:
MC4

Question 9:
MC4

Lesson: Lesson Test: Life During the High Middle Ages

Lesson Topic: Farming, Trade, and Towns in the High Middle Ages
Question 1:
MC1 | MC2

Question 2:
MC1 | MC3

Question 3:
MC4

Question 4:
MC1 | MC2 | MC3 | MC4

Question 5:
MC1 | MC3 | MC4

Question 6:
MC1 | MC2

Lesson Topic: Medieval Culture

Question 1:
MC2 | MC4

Question 2:
MC1 | MC2 | MC5

Question 3:
MC2 | MC3

Question 4:
MC4

Question 5:
MC5

Question 6:
MC4

Question 7:
MC4

Question 8:
MC1

Lesson: Medieval Holy Wars

Lesson Topic: The Crusades
Question 1:
MC1 | MC3

Question 2:
MC3

Question 3:
MC1 | MC4

Question 4:
Question 5:
MC4

Question 6:
MC4

Question 7:
MC2 | MC4

Question 8:
MC1 | MC2 | MC4

Question 9:
MC4

Question 10:
MC4

Question 11:
MC3 | MC4

Question 12:
MC2 | MC3 | MC4

Question 13:
MC4

Lesson Topic: Religious Conflict in Spain

Question 1:
MC1 | MC2 | MC3

Question 2:
MC2

Question 3:
MC4

Question 4:
MC4

Question 5:
MC4

Question 6:
MC4

Question 7:
MC1

Question 8:
MC1 | MC2 | MC3

Question 9:
MC3

Question 10:
MC3

Question 11:
MC2

Question 12:
MC1

Question 13:
MC1 | MC2 | MC4

Lesson Topic: Lesson Vocabulary Review

Question 1:
MC4

Question 2:
MC4

Question 3:
MC4

Question 4:
MC4

Question 5:
MC4

Lesson: Lesson Test: Medieval Holy Wars

Lesson Topic: The Crusades
Question 1:
MC2 | MC3 | MC5

Question 2:
MC4

Question 3:
MC2

Question 4:
MC2 | MC4

Question 5:
MC1 | MC2 | MC4

Question 6:
MC1

Question 7:
MC4

Question 8:
MC1 | MC2 | MC4

Lesson Topic: Religious Conflict in Spain

Question 1:
MC4

Question 2:
MC2 | MC4 | MC5

Question 3:
MC4

Question 4:
MC2

Question 5:
MC4

Question 6:
MC4

Question 7:
MC4

Lesson: Power Struggles in the High Middle Ages

Lesson Topic: The Revival of the Holy Roman Empire and the Rise of European Kings
Question 1:
MC4

Question 2:
MC2 | MC3

Question 3:
MC4

Question 4:
MC2 | MC4

Question 5:
MC4

Question 6:
MC1

Question 7:
MC4

Question 8:
Question 9:
MC3

Question 10:
MC1

Question 11:
MC1 | MC3

Question 12:
MC4

Question 13:
MC2 | MC4

Question 14:
MC1

Question 15:
MC2

Question 16:
MC1

Lesson Topic: The Norman Invasion and the Magna Carta

Question 1:
Question 2:
MC2 | MC3

Question 3:
MC2 | MC3

Question 4:
MC1 | MC3

Question 5:
MC1 | MC2 | MC3

Question 6:
Question 7:
MC3

Question 8:
MC1

Question 9:
MC3

Question 10:
MC2

Question 11:
MC4

Question 12:
Question 13:
MC4

Question 14:
MC2

Question 15:
MC1 | MC3 | MC4 | MC5

Question 16:
MC4

Question 17:
MC2

Question 18:
MC1 | MC2

Question 19:
MC2 | MC4

Lesson Topic: Lesson Vocabulary Review

Question 1:
MC4

Question 2:
MC1

Question 3:
MC4

Question 4:
MC3

Question 5:
MC1

Question 6:
MC3

Question 7:
MC2

Question 8:
MC4

Lesson: Lesson Test: Power Struggles in the High Middle Ages

Lesson Topic: The Revival of the Holy Roman Empire and the Rise of European Kings
Question 1:
MC1

Question 2:
MC2

Question 3:
MC3 | MC4

Question 4:
MC1 | MC2 | MC3

Question 5:
MC3 | MC4

Question 6:
MC2

Lesson Topic: The Norman Invasion and the Magna Carta

Question 1:
MC4

Question 2:
MC2

Question 3:
MC1 | MC2 | MC4

Question 4:
MC1

Question 5:
MC4

Question 6:
MC1 | MC3

Lesson: The Late Middle Ages

Lesson Topic: The Hundred Years' War
Question 1:
MC2

Question 2:
MC1

Question 3:
Question 4:
MC3

Question 5:
Question 6:
MC4

Question 7:
MC2

Question 8:
MC4

Question 9:
MC4

Question 10:
MC1 | MC3

Question 11:
MC1

Question 12:
MC1 | MC3

Lesson Topic: The Black Death

Question 1:
MC4

Question 2:
MC4

Question 3:
MC1

Question 4:
MC1 | MC2 | MC4

Question 5:
MC1

Question 6:
MC2
Question 7:
MC1

Question 8:
MC1

Question 9:
MC1

Question 10:
MC3 | MC4

Question 11:
MC2 | MC3

Question 12:
MC2 | MC3 | MC5

Question 13:
MC1

Question 14:
MC1 | MC3

Lesson Topic: Lesson Vocabulary Review

Question 1:
MC3

Question 2:
MC1

Question 3:
MC2

Question 4:
MC1

Lesson: Lesson Test: The Late Middle Ages

Lesson Topic: The Hundred Years' War
Question 1:
MC2 | MC4

Question 2:
MC3 | MC5

Question 3:
MC3

Question 4:
MC2

Question 5:
MC4

Question 6:
MC1 | MC4

Lesson Topic: The Black Death

Question 1:
MC2

Question 2:
MC3
Question 3:
MC1

Question 4:
MC4

Question 5:
MC3

Question 6:
MC1

Question 7:
MC3

Lesson: The Renaissance

Lesson Topic: Changing Times in Europe
Question 1:
MC6

Question 2:
Question 3:
MC1 | MC2 | MC3 | MC4 | MC6

Question 4:
MC2 | MC3

Question 5:
Question 6:
MC1 | MC4 | MC5

Question 7:
MC3

Question 8:
MC4

Question 9:
MC1

Question 10:
MC3

Question 11:
MC1 | MC3 | MC5

Question 12:
MC2 | MC4 | MC5

Question 13:
MC1

Question 14:
MC3 | MC4

Question 15:
MC1 | MC2 | MC4

Question 16:
MC1 | MC3

Question 17:
MC2 | MC3 | MC5
Question 18:
MC3 | MC5

Lesson Topic: Renaissance Ideas Spread

Question 1:
MC1 | MC3

Question 2:
MC4

Question 3:
MC2 | MC3 | MC5

Question 4:
Question 5:
MC2 | MC3 | MC4

Question 6:
MC2 | MC3

Question 7:
MC1 | MC3

Question 8:
MC2 | MC3 | MC5

Question 9:
MC2 | MC4

Question 10:
MC1 | MC3 | MC5

Question 11:
MC3 | MC5

Question 12:
Question 13:
MC4

Question 14:
MC1

Question 15:
MC1

Question 16:
MC2

Question 17:
MC2

Question 18:
MC2

Question 19:
MC4

Question 20:
MC1

Question 21:
MC4

Question 22:
MC2 | MC3 | MC4
Question 23:
MC1

Question 24:
MC1 | MC3

Question 25:
MC1 | MC2 | MC4

Question 26:
MC1 | MC2

Lesson Topic: Renaissance Culture

Question 1:
MC1 | MC2

Question 2:
Question 3:
MC1 | MC2 | MC3

Question 4:
MC1 | MC3 | MC4

Question 5:
MC1 | MC3

Question 6:
MC2 | MC4 | MC5

Question 7:
Question 8:
MC2 | MC5

Question 9:
MC1 | MC4 | MC5

Question 10:
Question 11:
MC1 | MC3

Question 12:
MC1 | MC2 | MC3

Question 13:
MC4

Question 14:
MC2

Question 15:
MC3

Question 16:
MC4

Question 17:
MC2

Question 18:
MC2 | MC4 | MC5

Question 19:
MC3 | MC4
Question 20:
MC1 | MC2

Question 21:
MC2 | MC3 | MC5

Question 22:
MC1 | MC2 | MC4

Question 23:
MC2 | MC5

Question 24:
MC1 | MC2 | MC5

Question 25:
MC3 | MC4 | MC5

Lesson Topic: Lesson Vocabulary Review

Question 1:
MC3

Question 2:
MC4

Question 3:
MC1

Question 4:
MC4

Question 5:
MC1

Question 6:
MC1

Question 7:
MC2

Question 8:
MC2

Question 9:
MC2

Question 10:
MC4

Question 11:
MC1

Question 12:
MC4

Question 13:
MC2

Question 14:
MC3

Question 15:
MC4

Question 16:
MC2
Lesson: Lesson Test: The Renaissance
Lesson Topic: Changing Times in Europe
Question 1:
MC1 | MC2

Question 2:
MC1 | MC3

Question 3:
MC4

Question 4:
MC1 | MC2 | MC3

Question 5:
MC3 | MC4 | MC5

Question 6:
MC1 | MC2

Question 7:
MC2

Lesson Topic: Renaissance Ideas Spread

Question 1:
MC1 | MC4

Question 2:
MC2 | MC3

Question 3:
MC1 | MC4

Question 4:
MC2

Question 5:
MC4

Question 6:
MC1 | MC4

Question 7:
MC1 | MC2

Question 8:
MC4 | MC5

Lesson Topic: Renaissance Culture

Question 1:
MC1 | MC3 | MC4

Question 2:
MC2 | MC3 | MC4

Question 3:
MC4

Question 4:
MC4

Question 5:
MC2
Question 6:
MC3

Question 7:
MC1 | MC2 | MC4

Question 8:
MC1 | MC4

Lesson: The Reformation

Lesson Topic: The Reformation Challenges the Church
Question 1:
MC1 | MC4 | MC5

Question 2:
Question 3:
MC1 | MC4

Question 4:
MC2 | MC4 | MC5

Question 5:
Question 6:
MC1 | MC4

Question 7:
MC2

Question 8:
MC1 | MC3 | MC4 | MC5

Question 9:
MC4

Question 10:
MC3

Question 11:
MC2

Question 12:
MC2

Question 13:
MC2

Question 14:
MC1

Question 15:
MC3

Question 16:
MC3

Question 17:
MC4

Question 18:
MC1 | MC2

Question 19:
MC1 | MC2 | MC4
Question 20:
MC1

Question 21:
MC1

Question 22:
MC2

Question 23:
MC1 | MC2 | MC4

Question 24:
MC3

Question 25:
MC1 | MC4

Question 26:
MC1

Lesson Topic: The Counter-Reformation

Question 1:
MC4

Question 2:
Question 3:
Question 4:
MC1

Question 5:
MC1 | MC3 | MC5

Question 6:
MC4

Question 7:
MC4

Question 8:
MC4

Question 9:
MC1

Question 10:
Question 11:
MC4

Question 12:
MC2 | MC3 | MC4

Question 13:
MC1

Question 14:
MC4

Question 15:
MC2 | MC3 | MC5

Question 16:
MC1 | MC2 | MC3 | MC4
Question 17:
MC4 | MC5

Lesson Topic: Religion Divides Europe

Question 1:
MC1 | MC2 | MC4

Question 2:
Question 3:
MC2 | MC3 | MC5

Question 4:
MC4

Question 5:
MC1 | MC2 | MC4

Question 6:
Question 7:
MC1 | MC3

Question 8:
MC4

Question 9:
MC3

Question 10:
MC3

Question 11:
MC1

Question 12:
MC4

Question 13:
MC4

Question 14:
MC2

Question 15:
MC5

Question 16:
MC1 | MC2 | MC4

Question 17:
Question 18:
MC3 | MC4

Question 19:
MC3

Question 20:
MC3

Question 21:
MC4

Question 22:
MC2 | MC3 | MC5
Question 23:
MC1 | MC2 | MC4

Question 24:
MC1 | MC2 | MC4 | MC5

Lesson Topic: Lesson Vocabulary Review

Question 1:
MC4

Question 2:
MC3

Question 3:
MC2

Question 4:
MC2

Question 5:
MC2

Question 6:
MC1

Question 7:
MC3

Question 8:
MC3

Question 9:
MC4

Question 10:
MC4

Question 11:
MC4

Question 12:
MC4

Question 13:
MC3

Question 14:
MC3

Question 15:
MC1

Question 16:
MC4

Question 17:
MC4

Question 18:
MC2

Lesson: Lesson Test: The Reformation

Lesson Topic: The Reformation Challenges the Church
Question 1:
MC1 | MC2 | MC4

Question 2:
MC2 | MC3

Question 3:
MC1 | MC4

Question 4:
MC2

Question 5:
MC2 | MC4

Question 6:
MC4

Question 7:
MC2

Lesson Topic: The Counter-Reformation

Question 1:
MC1 | MC2 | MC4

Question 2:
MC1 | MC3

Question 3:
MC3

Question 4:
MC1

Question 5:
MC2

Lesson Topic: Religion Divides Europe

Question 1:
MC1 | MC3

Question 2:
MC1

Question 3:
MC4

Question 4:
MC3 | MC4 | MC5

Question 5:
MC3

Question 6:
MC2 | MC4

Question 7:
MC3

Question 8:
MC4

Question 9:
MC2 | MC3 | MC4

Question 10:
MC2 | MC4
Question 11:
MC4

Lesson: Lesson Test: Exploration, Conquest, and Economic Changes

Lesson Topic: The Age of Exploration
Question 1:
MC1

Question 2:
MC3

Question 3:
MC4

Question 4:
MC1

Question 5:
MC2

Question 6:
MC3

Lesson Topic: Spanish Conquests in the New World

Question 1:
MC1

Question 2:
MC1 | MC4

Question 3:
MC2

Question 4:
MC1

Question 5:
MC1 | MC4

Question 6:
MC4

Lesson Topic: Economies Grow and Change

Question 1:
MC2 | MC3 | MC4

Question 2:
MC1

Question 3:
MC2 | MC3

Question 4:
MC1 | MC2 | MC3

Question 5:
MC1 | MC2 | MC3

Question 6:
MC2

Lesson: European Colonies in the Americas

Lesson Topic: Spanish Colonization
Question 1:
MC2 | MC3

Question 2:
MC1 | MC2 | MC5

Question 3:
MC4

Question 4:
MC4

Question 5:
MC2 | MC4

Question 6:
MC1 | MC4

Question 7:
MC3 | MC4

Question 8:
MC4

Question 9:
MC1

Question 10:
MC4

Question 11:
MC2

Question 12:
MC3

Question 13:
MC3

Question 14:
MC2

Question 15:
MC2

Question 16:
MC3 | MC4

Question 17:
MC1

Question 18:
MC3

Question 19:
MC3

Question 20:
MC1

Question 21:
MC3 | MC5

Question 22:
MC4
Question 23:
MC2

Lesson Topic: Portuguese Colonization

Question 1:
MC2

Question 2:
MC2 | MC3

Question 3:
MC3

Question 4:
MC3

Question 5:
MC2 | MC4

Question 6:
MC3 | MC4

Question 7:
MC4

Question 8:
MC4

Question 9:
MC4

Question 10:
MC4

Question 11:
MC3

Question 12:
MC1 | MC2 | MC4

Question 13:
MC4 | MC5

Question 14:
MC1 | MC4

Question 15:
MC1 | MC4

Question 16:
MC4

Question 17:
MC3 | MC4

Question 18:
MC3

Question 19:
MC1

Question 20:
MC2

Question 21:
MC2 | MC3 | MC5
Question 22:
MC4

Lesson Topic: Colonization in North America

Question 1:
MC2 | MC3 | MC4

Question 2:
MC1

Question 3:
MC4

Question 4:
Question 5:
MC1

Question 6:
MC1 | MC3 | MC4

Question 7:
MC1 | MC2 | MC4

Question 8:
MC2

Question 9:
MC2 | MC3

Question 10:
Question 11:
MC4

Question 12:
MC2

Question 13:
MC4

Question 14:
MC4

Question 15:
MC1

Question 16:
MC2 | MC3 | MC4

Question 17:
MC1 | MC2

Question 18:
MC4

Question 19:
MC1 | MC2

Question 20:
MC4

Question 21:
MC2

Question 22:
MC3
Question 23:
MC2 | MC3

Question 24:
MC1 | MC3 | MC4

Question 25:
MC1 | MC4

Lesson Topic: Colonization and Slavery

Question 1:
MC4

Question 2:
MC3

Question 3:
MC2 | MC3 | MC4

Question 4:
MC2

Question 5:
Question 6:
MC1 | MC2 | MC3 | MC4 | MC5

Question 7:
MC2 | MC4

Question 8:
MC4

Question 9:
MC4

Question 10:
MC1

Question 11:
MC4

Question 12:
Question 13:
MC2 | MC3 | MC4

Question 14:
MC3

Question 15:
MC4

Question 16:
MC1

Question 17:
MC1 | MC2 | MC3 | MC5

Question 18:
MC3

Question 19:
MC2 | MC4

Question 20:
MC1 | MC2 | MC3
Lesson Topic: Lesson Vocabulary Review
Question 1:
MC1

Question 2:
MC4

Question 3:
MC2

Question 4:
MC3

Question 5:
MC3

Question 6:
MC2

Question 7:
MC4

Question 8:
MC4

Question 9:
MC4

Question 10:
MC4

Question 11:
MC2

Question 12:
MC4

Question 13:
MC4

Question 14:
MC1

Question 15:
MC4

Question 16:
MC4

Question 17:
MC1

Question 18:
MC4

Lesson: Lesson Test: European Colonies in the Americas

Lesson Topic: Spanish Colonization
Question 1:
MC2

Question 2:
MC2 | MC3 | MC4

Question 3:
MC1 | MC2

Question 4:
MC3

Question 5:
MC1 | MC2 | MC4

Question 6:
MC4

Lesson Topic: Portuguese Colonization

Question 1:
MC3

Question 2:
MC1 | MC2 | MC4

Question 3:
MC1 | MC2

Question 4:
MC1 | MC2 | MC3

Question 5:
MC3

Question 6:
MC2 | MC3

Lesson Topic: Colonization in North America

Question 1:
MC4

Question 2:
MC1 | MC2 | MC3

Question 3:
MC2

Question 4:
MC1 | MC3 | MC4

Question 5:
MC1

Question 6:
MC2

Question 7:
MC1 | MC2 | MC4

Lesson Topic: Colonization and Slavery

Question 1:
MC3

Question 2:
MC1 | MC2 | MC3

Question 3:
MC4

Question 4:
MC3
Question 5:
MC1 | MC2 | MC3

Lesson: Monarchies in Early Modern Europe

Lesson Topic: The Spanish Monarchy
Question 1:
MC1

Question 2:
MC2

Question 3:
MC2

Question 4:
MC3

Question 5:
MC1

Question 6:
MC2

Question 7:
MC2

Question 8:
Question 9:
MC2 | MC4

Question 10:
MC1 | MC3

Question 11:
MC3

Question 12:
MC2 | MC3

Question 13:
MC2

Question 14:
MC4

Question 15:
MC4

Lesson Topic: The French Monarchy

Question 1:
Question 2:
MC2

Question 3:
MC3

Question 4:
Question 5:
MC3 | MC4

Question 6:
MC1
Question 7:
MC2

Question 8:
MC2

Question 9:
MC2

Question 10:
MC2

Question 11:
MC2 | MC4

Question 12:
MC1 | MC3 | MC4

Question 13:
MC2 | MC4

Question 14:
MC1 | MC2

Question 15:
MC2 | MC4

Question 16:
MC2 | MC3

Question 17:
MC3

Lesson Topic: The Russian Monarchy

Question 1:
Question 2:
MC4

Question 3:
MC4 | MC5

Question 4:
MC3

Question 5:
MC1

Question 6:
MC2

Question 7:
MC2

Question 8:
MC4

Question 9:
Question 10:
MC1 | MC3 | MC4

Question 11:
MC2

Question 12:
MC4

Question 13:
MC1 | MC2 | MC4

Question 14:
MC2 | MC3 | MC4

Question 15:
MC2

Question 16:
MC2 | MC4

Lesson Topic: The English Monarchy

Question 1:
Question 2:
MC3

Question 3:
MC3 | MC4 | MC6

Question 4:
MC4

Question 5:
MC4

Question 6:
MC1

Question 7:
MC1

Question 8:
MC3

Question 9:
MC4

Question 10:
MC2

Question 11:
MC2

Question 12:
MC2 | MC3

Question 13:
MC4

Question 14:
MC3

Question 15:
MC4

Question 16:
MC2 | MC3 | MC4

Question 17:
MC1

Question 18:
MC3 | MC4
Question 19:
MC1 | MC3

Question 20:
MC1 | MC3

Question 21:
MC1 | MC2 | MC3

Lesson Topic: Lesson Vocabulary Review

Question 1:
MC3

Question 2:
MC1

Question 3:
MC2

Question 4:
MC2

Question 5:
MC1

Question 6:
MC2

Question 7:
MC2

Question 8:
MC2

Question 9:
MC2

Question 10:
MC2

Question 11:
MC4

Question 12:
MC4

Question 13:
MC4

Question 14:
MC1

Question 15:
MC1

Question 16:
MC3

Question 17:
MC4

Question 18:
MC2

Question 19:
MC2
Lesson: Lesson Test: Monarchies in Early Modern Europe
Lesson Topic: The Spanish Monarchy
Question 1:
MC1 | MC2 | MC4

Question 2:
MC2

Question 3:
MC1

Lesson Topic: The French Monarchy

Question 1:
MC1 | MC2

Question 2:
MC1

Question 3:
MC2 | MC4

Question 4:
MC3

Question 5:
MC4

Lesson Topic: The Russian Monarchy

Question 1:
MC4

Question 2:
MC1

Question 3:
MC2

Question 4:
MC4

Question 5:
MC2 | MC3 | MC4

Lesson Topic: The English Monarchy

Question 1:
MC4

Question 2:
MC1

Question 3:
MC4

Question 4:
MC1

Question 5:
MC3 | MC4

Question 6:
MC1 | MC4
Lesson: The Scientific Revolution and the Enlightenment
Lesson Topic: The Scientific Revolution
Question 1:
MC1

Question 2:
MC2 | MC3

Question 3:
MC1 | MC2 | MC4

Question 4:
Question 5:
MC2

Question 6:
MC4

Question 7:
MC3

Question 8:
MC4

Question 9:
MC1

Question 10:
MC4

Question 11:
MC4

Question 12:
Question 13:
MC3

Question 14:
MC2 | MC3

Question 15:
MC1 | MC3 | MC4

Question 16:
MC3

Question 17:
MC1 | MC2 | MC4

Question 18:
MC1 | MC3

Question 19:
MC1 | MC2 | MC3 | MC4

Lesson Topic: The Enlightenment

Question 1:
MC1

Question 2:
MC1 | MC3

Question 3:
MC3 | MC4

Question 4:
MC4

Question 5:
MC3

Question 6:
MC2

Question 7:
MC2

Question 8:
MC4

Question 9:
MC4

Question 10:
MC1

Question 11:
MC4

Question 12:
Question 13:
MC2 | MC3 | MC4

Question 14:
MC4

Question 15:
MC3

Question 16:
MC3

Question 17:
MC4

Question 18:
MC3

Question 19:
MC1

Lesson Topic: Lesson Vocabulary Review

Question 1:
MC4

Question 2:
MC3

Question 3:
MC4

Question 4:
MC1

Question 5:
MC4

Question 6:
MC3
Question 7:
MC2

Question 8:
MC2

Question 9:
MC4

Question 10:
MC4

Question 11:
MC1

Lesson: Lesson Test: The Scientific Revolution and the Enlightenment

Lesson Topic: The Scientific Revolution
Question 1:
MC1 | MC2 | MC3

Question 2:
MC5

Question 3:
MC1 | MC2 | MC4

Question 4:
MC4

Question 5:
MC1 | MC2

Question 6:
MC2 | MC3 | MC4

Lesson Topic: The Enlightenment

Question 1:
MC2 | MC3 | MC4

Question 2:
MC3

Question 3:
MC1 | MC2 | MC3

Question 4:
MC2 | MC3 | MC4

Question 5:
MC2 | MC4

Question 6:
MC1 | MC3

Lesson: The Age of Revolution

Lesson Topic: The American Revolution
Question 1:
MC2 | MC4

Question 2:
MC1
Question 3:
Question 4:
MC2 | MC3

Question 5:
MC1

Question 6:
MC1

Question 7:
MC4

Question 8:
MC1

Question 9:
MC1

Question 10:
MC4

Question 11:
MC4

Question 12:
MC4

Question 13:
MC1

Question 14:
MC1 | MC2 | MC4

Question 15:
MC3

Question 16:
MC2 | MC4

Question 17:
MC1 | MC3 | MC4

Question 18:
MC3

Question 19:
MC4

Question 20:
MC3

Lesson Topic: The French Revolution

Question 1:
MC2 | MC4

Question 2:
MC2

Question 3:
MC1 | MC2 | MC3 | MC7

Question 4:
MC1 | MC2

Question 5:
MC2

Question 6:
MC2 | MC5 | MC6 | MC7

Question 7:
MC1 | MC3

Question 8:
MC2 | MC6 | MC8

Question 9:
MC3

Question 10:
MC4

Question 11:
MC2

Question 12:
MC2

Question 13:
MC2

Question 14:
MC3

Question 15:
MC5

Question 16:
MC2

Question 17:
MC1

Question 18:
MC1 | MC2 | MC3

Question 19:
MC1 | MC3 | MC4

Question 20:
MC4

Question 21:
MC2

Question 22:
MC4

Question 23:
MC4

Question 24:
MC4

Question 25:
MC2 | MC3 | MC4

Lesson Topic: Lesson Vocabulary Review

Question 1:
MC1

Question 2:
MC4

Question 3:
MC1

Question 4:
MC1

Question 5:
MC4

Question 6:
MC4

Question 7:
MC4

Question 8:
MC3

Question 9:
MC4

Question 10:
MC2

Question 11:
MC2

Question 12:
MC2

Lesson: Lesson Test: The Age of Revolution

Lesson Topic: The American Revolution
Question 1:
MC2 | MC3 | MC4

Question 2:
MC3

Question 3:
MC2

Question 4:
MC4

Question 5:
MC1 | MC2 | MC3

Question 6:
MC2 | MC3

Question 7:
MC1 | MC2 | MC4

Question 8:
MC2

Question 9:
MC1 | MC2

Lesson Topic: The French Revolution

Question 1:
MC3
Question 2:
MC1

Question 3:
MC3

Question 4:
MC3 | MC5

Question 5:
MC4

Question 6:
MC1 | MC2 | MC3

Question 7:
MC1 | MC4

Question 8:
MC3 | MC4

Question 9:
MC1 | MC2

Question 10:
MC1 | MC2 | MC3

Lesson: Nationalism and Imperialism

Lesson Topic: Growing Nationalism
Question 1:
MC1 | MC3

Question 2:
MC2

Question 3:
MC4

Question 4:
MC6

Question 5:
MC2

Question 6:
MC3 | MC4 | MC5

Question 7:
MC1

Question 8:
MC1

Question 9:
MC3

Question 10:
MC4

Question 11:
MC2

Question 12:
MC2

Question 13:
MC2 | MC3

Question 14:
MC1 | MC2 | MC4

Question 15:
Question 16:
MC4 | MC5

Question 17:
MC4

Question 18:
MC1 | MC2

Question 19:
MC1 | MC3

Question 20:
MC2 | MC3

Question 21:
MC1 | MC4

Lesson Topic: The Age of Imperialism

Question 1:
MC1 | MC2 | MC4

Question 2:
MC1 | MC2 | MC3

Question 3:
MC2 | MC4 | MC6

Question 4:
MC1

Question 5:
MC1 | MC4

Question 6:
MC3

Question 7:
MC3

Question 8:
MC2

Question 9:
MC4

Question 10:
MC4

Question 11:
MC4

Question 12:
MC4

Question 13:
MC2

Question 14:
MC4
Question 15:
MC1 | MC3 | MC5

Question 16:
MC1

Question 17:
MC3

Question 18:
MC1 | MC3 | MC4

Question 19:
MC4

Question 20:
MC4

Question 21:
MC3 | MC4

Question 22:
MC1

Lesson Topic: Struggles for Independence

Question 1:
MC3

Question 2:
MC1 | MC2 | MC4 | MC5

Question 3:
MC5

Question 4:
MC5

Question 5:
MC4

Question 6:
MC4

Question 7:
MC1 | MC2

Question 8:
MC1

Question 9:
MC2 | MC3

Lesson Topic: Lesson Vocabulary Review

Question 1:
MC1

Question 2:
MC1

Question 3:
MC3

Question 4:
MC4

Question 5:
MC2

Question 6:
MC2

Question 7:
MC3

Question 8:
MC3

Question 9:
MC2

Question 10:
MC4

Question 11:
MC4

Question 12:
MC4

Question 13:
MC4

Question 14:
MC2

Question 15:
MC4

Lesson: Lesson Test: Nationalism and Imperialism

Lesson Topic: Growing Nationalism
Question 1:
MC1 | MC2 | MC3

Question 2:
MC2 | MC3

Question 3:
MC1 | MC2

Question 4:
MC1 | MC2 | MC4

Question 5:
MC4

Lesson Topic: The Age of Imperialism

Question 1:
MC1

Question 2:
MC2 | MC3 | MC4

Question 3:
MC4

Question 4:
MC3

Question 5:
MC1
Question 6:
MC2 | MC3

Lesson Topic: Struggles for Independence

Question 1:
MC2 | MC4

Question 2:
MC3 | MC4

Question 3:
MC1 | MC2 | MC5

Question 4:
MC1 | MC4 | MC5

Lesson: Industrial Revolutions and Economic Changes

Lesson Topic: The Industrial Revolution
Question 1:
MC2 | MC3

Question 2:
Question 3:
MC2 | MC3 | MC4

Question 4:
MC3

Question 5:
MC2

Question 6:
MC1

Question 7:
MC4

Question 8:
MC3

Question 9:
MC1

Question 10:
Question 11:
MC4 | MC5

Question 12:
MC3

Question 13:
MC2 | MC4

Question 14:
MC1

Question 15:
MC2 | MC3 | MC4

Question 16:
MC2

Question 17:
MC1 | MC3 | MC4

Lesson Topic: Changing Economic Ideas

Question 1:
MC4

Question 2:
MC1 | MC3

Question 3:
MC4

Question 4:
MC1

Question 5:
MC2

Question 6:
MC4

Question 7:
MC1

Question 8:
MC2

Question 9:
MC3

Question 10:
MC4

Question 11:
MC2

Question 12:
MC3

Question 13:
MC1 | MC3

Question 14:
MC4

Question 15:
MC1 | MC2 | MC4

Question 16:
MC2 | MC3 | MC4

Question 17:
MC4

Question 18:
MC2 | MC3

Lesson Topic: The Second Industrial Revolution

Question 1:
MC1 | MC2 | MC3

Question 2:
Question 3:
MC2 | MC4
Question 4:
Question 5:
MC1 | MC2 | MC4

Question 6:
MC1 | MC2 | MC3

Question 7:
Question 8:
MC4

Question 9:
MC2

Question 10:
MC3

Question 11:
Question 12:
MC1 | MC3 | MC4

Question 13:
MC2 | MC4

Question 14:
MC1

Question 15:
MC1 | MC4

Question 16:
MC1 | MC2 | MC4

Question 17:
MC3

Lesson Topic: Lesson Vocabulary Review

Question 1:
MC3

Question 2:
MC2

Question 3:
MC1

Question 4:
MC4

Question 5:
MC3

Question 6:
MC1

Question 7:
MC4

Question 8:
MC1

Question 9:
MC2
Question 10:
MC4

Question 11:
MC1

Question 12:
MC2

Question 13:
MC3

Question 14:
MC4

Question 15:
MC2

Question 16:
MC3

Question 17:
MC4

Question 18:
MC2

Question 19:
MC3

Lesson: Lesson Test: Industrial Revolutions and Economic Changes

Lesson Topic: The Industrial Revolution
Question 1:
MC2 | MC3 | MC4

Question 2:
MC4

Question 3:
MC2 | MC4

Question 4:
MC1 | MC4

Lesson Topic: Changing Economic Ideas

Question 1:
MC2

Question 2:
MC1 | MC2 | MC3

Question 3:
MC4

Question 4:
MC1

Lesson Topic: The Second Industrial Revolution

Question 1:
MC1 | MC3 | MC4

Question 2:
MC2 | MC4
Question 3:
MC2 | MC3 | MC4

Question 4:
MC2

Question 5:
MC1 | MC2 | MC4

Lesson: World War I and World War II

Lesson Topic: World War I
Question 1:
MC3

Question 2:
MC2 | MC3 | MC5

Question 3:
MC2

Question 4:
MC2 | MC4

Question 5:
MC1 | MC3 | MC4

Question 6:
MC2 | MC3 | MC4 | MC5 | MC6

Question 7:
MC1 | MC2 | MC4

Question 8:
MC1 | MC3 | MC4

Question 9:
MC2 | MC3 | MC4

Question 10:
Question 11:
MC4

Question 12:
MC1 | MC2 | MC3 | MC4

Question 13:
MC2 | MC3 | MC5

Question 14:
MC2

Question 15:
MC3

Question 16:
MC3

Question 17:
MC4

Question 18:
MC3

Question 19:
MC1
Question 20:
MC1

Question 21:
MC4

Question 22:
MC4

Question 23:
MC2

Question 24:
MC1 | MC2 | MC3 | MC5

Question 25:
MC2

Question 26:
MC1

Question 27:
MC3 | MC4

Question 28:
MC3

Question 29:
MC2 | MC3 | MC4

Question 30:
MC1 | MC2 | MC3

Question 31:
MC3

Question 32:
MC1

Lesson Topic: The Interwar Period

Question 1:
MC1 | MC3

Question 2:
MC2

Question 3:
MC3

Question 4:
MC1 | MC4

Question 5:
MC4

Question 6:
MC1 | MC3 | MC4

Question 7:
MC1 | MC3 | MC4

Question 8:
MC1 | MC2 | MC3

Question 9:
Question 10:
Question 11:
MC3 | MC4

Question 12:
MC1

Question 13:
MC4

Question 14:
MC4

Question 15:
MC4

Question 16:
MC2

Question 17:
MC2

Question 18:
MC4

Question 19:
MC3

Question 20:
MC2

Question 21:
MC2

Question 22:
MC1

Question 23:
MC4

Question 24:
MC4

Question 25:
MC1 | MC4

Question 26:
MC3

Question 27:
MC1

Question 28:
MC3 | MC4

Question 29:
MC2 | MC3 | MC4

Question 30:
MC2 | MC4

Question 31:
MC1 | MC2 | MC4

Question 32:
MC1 | MC2
Lesson Topic: World War II
Question 1:
MC3

Question 2:
MC3

Question 3:
MC3 | MC5

Question 4:
MC2 | MC3

Question 5:
MC1 | MC2 | MC3

Question 6:
MC3 | MC4

Question 7:
MC1 | MC3 | MC4

Question 8:
MC1 | MC2 | MC3

Question 9:
MC1 | MC3 | MC4

Question 10:
MC2

Question 11:
Question 12:
MC1 | MC2 | MC4

Question 13:
MC2

Question 14:
MC1

Question 15:
MC2

Question 16:
MC4

Question 17:
MC2

Question 18:
MC2

Question 19:
MC1

Question 20:
MC4

Question 21:
MC1

Question 22:
MC1

Question 23:
MC4

Question 24:
MC1

Question 25:
MC2

Question 26:
Question 27:
MC1

Question 28:
MC4

Question 29:
MC2

Question 30:
MC1

Question 31:
MC3 | MC4

Question 32:
MC3

Question 33:
MC4

Question 34:
MC1

Question 35:
MC2 | MC4

Lesson Topic: Lesson Vocabulary Review

Question 1:
MC2

Question 2:
MC3

Question 3:
MC3

Question 4:
MC4

Question 5:
MC3

Question 6:
MC1

Question 7:
MC1

Question 8:
MC4

Question 9:
MC4

Question 10:
MC2
Question 11:
MC1

Question 12:
MC4

Question 13:
MC4

Question 14:
MC4

Question 15:
MC2

Question 16:
MC2

Question 17:
MC4

Question 18:
MC3

Question 19:
MC2

Question 20:
MC2

Question 21:
MC1

Question 22:
MC1

Question 23:
MC2

Question 24:
MC4

Question 25:
MC2

Question 26:
MC2

Question 27:
MC1

Question 28:
MC4

Question 29:
MC1

Question 30:
MC1

Question 31:
MC4

Lesson: Lesson Test: World War I and World War II

Lesson Topic: World War I
Question 1:
MC1 | MC4

Question 2:
MC2

Question 3:
MC1 | MC2 | MC3

Question 4:
MC1 | MC2

Question 5:
MC1 | MC2 | MC5

Question 6:
MC4

Lesson Topic: The Interwar Period

Question 1:
MC2 | MC3

Question 2:
MC2

Question 3:
MC4

Question 4:
MC2

Question 5:
MC1 | MC2 | MC3 | MC5

Question 6:
MC3

Question 7:
MC2

Lesson Topic: World War II

Question 1:
MC2

Question 2:
MC3

Question 3:
MC3 | MC4

Question 4:
MC2

Question 5:
MC4

Question 6:
MC1

Question 7:
MC4

Question 8:
MC3

Lesson: The World after World War II

Lesson Topic: The Cold War
Question 1:
MC2 | MC3

Question 2:
MC1 | MC2

Question 3:
MC2

Question 4:
MC2 | MC3

Question 5:
MC1

Question 6:
MC2 | MC4

Question 7:
MC2

Question 8:
MC3

Question 9:
MC3

Question 10:
MC4

Question 11:
MC4

Question 12:
MC4

Question 13:
MC1

Question 14:
MC3

Question 15:
MC1 | MC2 | MC3 | MC4

Question 16:
MC3

Question 17:
Question 18:
MC2

Question 19:
MC1 | MC3

Question 20:
MC1 | MC3 | MC4 | MC5

Question 21:
MC5

Question 22:
MC2 | MC3

Question 23:
MC4

Question 24:
MC4

Question 25:
MC2 | MC3

Question 26:
MC6

Lesson Topic: A Changing World

Question 1:
MC4

Question 2:
MC3

Question 3:
MC1 | MC2

Question 4:
MC1 | MC2 | MC4

Question 5:
MC4

Question 6:
MC5

Question 7:
MC4

Question 8:
MC4

Question 9:
MC1

Question 10:
MC4

Question 11:
MC2 | MC3

Question 12:
Question 13:
MC2 | MC3 | MC5

Question 14:
MC6

Question 15:
MC1 | MC2 | MC3

Question 16:
MC1

Question 17:
MC1 | MC2 | MC3 | MC4

Question 18:
MC4

Question 19:
MC6
Question 20:
MC1 | MC2

Lesson Topic: A Modern Economy

Question 1:
MC3

Question 2:
MC2

Question 3:
MC4

Question 4:
MC3

Question 5:
MC2 | MC4

Question 6:
MC2 | MC3

Question 7:
MC2 | MC3 | MC5

Question 8:
MC1 | MC2

Question 9:
MC2 | MC3 | MC4

Lesson Topic: Our Changing Environment

Question 1:
MC2 | MC3 | MC5

Question 2:
MC1 | MC3 | MC4

Question 3:
MC2 | MC4 | MC5

Question 4:
MC1 | MC2 | MC3

Question 5:
MC4

Question 6:
MC4

Question 7:
MC4

Question 8:
MC4

Question 9:
MC1 | MC2

Question 10:
MC1 | MC2 | MC3 | MC5

Question 11:
MC2 | MC4

Question 12:
MC1 | MC3 | MC4 | MC5

Lesson Topic: Lesson Vocabulary Review

Question 1:
MC3

Question 2:
MC3

Question 3:
MC4

Question 4:
MC4

Question 5:
MC4

Question 6:
MC1

Question 7:
MC3

Question 8:
MC4

Question 9:
MC4

Question 10:
MC1

Question 11:
MC4

Question 12:
MC3

Question 13:
MC2

Question 14:
MC4

Question 15:
MC4

Question 16:
MC4

Question 17:
MC4

Lesson: Lesson Test: The World after World War II

Lesson Topic: The Cold War
Question 1:
MC1

Question 2:
MC1 | MC2

Question 3:
MC2
Question 4:
MC3 | MC4

Question 5:
MC2 | MC3 | MC4

Question 6:
MC2 | MC3 | MC5

Question 7:
MC1 | MC2 | MC4 | MC5

Lesson Topic: A Changing World

Question 1:
MC1

Question 2:
MC1 | MC2 | MC4

Question 3:
MC1 | MC3 | MC4

Question 4:
MC1 | MC2 | MC4

Question 5:
MC2 | MC3

Question 6:
MC1 | MC3

Lesson Topic: A Modern Economy

Question 1:
MC4

Question 2:
MC2 | MC3

Question 3:
MC2 | MC3

Question 4:
MC1 | MC2 | MC3 | MC4

Question 5:
MC1 | MC4

Lesson Topic: Our Changing Environment

Question 1:
MC4

Question 2:
MC1 | MC3

Question 3:
MC1 | MC2 | MC3

Question 4:
MC2 | MC3 | MC4

Question 5:
MC1 | MC2 | MC3 | MC5

Question 6:
MC1 | MC3 | MC4 | MC5
Lesson: Graph and Chart Skills
Lesson Topic: Read a Pie Chart
Question 1:
MC1

Question 2:
MC3 | MC4

Question 3:
MC2

Question 4:
MC2 | MC3

Question 5:
MC4

Question 6:
MC4

Question 7:
MC3

Question 8:
MC4 | MC5

Question 9:
MC1 | MC3

Question 10:
MC3

Question 11:
MC3

Lesson Topic: Read Line Graphs and Bar Graphs

Question 1:
MC2

Question 2:
MC3

Question 3:
MC2 | MC4

Question 4:
MC4

Question 5:
Question 6:
MC4 | MC5 | MC7

Question 7:
MC3

Question 8:
MC3

Question 9:
MC4

Question 10:
MC3
Question 11:
MC1 | MC2

Question 12:
MC1 | MC4

Lesson: Study Skills

Lesson Topic: Identify Author's Point of View
Question 1:
MC2

Question 2:
MC1 | MC5

Question 3:
MC2

Question 4:
MC1

Question 5:
Question 6:
Question 7:
MC2 | MC4

Question 8:
MC2

Question 9:
MC1 | MC3 | MC5

Question 10:
MC1 | MC2

Question 11:
MC2 | MC3 | MC4

Question 12:
MC2

Question 13:
MC4

Lesson Topic: Summarize

Question 1:
MC1 | MC5

Question 2:
Question 3:
MC3

Question 4:
MC4

Question 5:
Question 6:
MC1

Question 7:
Question 8:
MC4

Question 9:
MC4

Question 10:
MC4

Question 11:
MC2

Question 12:
MC3

Question 13:
MC1 | MC4

Question 14:
MC4

Question 15:
MC1

Lesson Topic: Draw an Inference

Question 1:
MC2 | MC3

Question 2:
MC4

Question 3:
MC1 | MC3 | MC5

Question 4:
MC1

Question 5:
MC1

Question 6:
Question 7:
MC2 | MC4

Question 8:
MC2 | MC3

Question 9:
MC1 | MC4

Question 10:
MC1 | MC3

Question 11:
MC3

Question 12:
MC1 | MC3

Lesson Topic: Evaluate Primary and Secondary Sources

Question 1:
MC2 | MC4 | MC5

Question 2:
MC1 | MC3 | MC5
Question 3:
MC3

Question 4:
MC3

Question 5:
Question 6:
MC1 | MC4

Question 7:
MC1 | MC2

Question 8:
Question 9:
MC1

Question 10:
MC3

Question 11:
MC1

Question 12:
MC3

Question 13:
MC1 | MC2 | MC3 | MC5

Question 14:
MC2 | MC3 | MC4

Question 15:
MC1 | MC3 | MC5

Question 16:
MC4

Question 17:
MC1 | MC2 | MC3 | MC5

Question 18:
MC1 | MC2 | MC3

Question 19:
MC2

Question 20:
MC1 | MC3 | MC4

Lesson Topic: Differentiate between Fact and Opinion

Question 1:
MC1

Question 2:
MC3 | MC4

Question 3:
MC4

Question 4:
Question 5:
MC1
Question 6:
MC1 | MC2

Question 7:
MC2

Question 8:
MC1 | MC4

Question 9:
MC1 | MC2 | MC3

Lesson Topic: Evaluate Evidence

Question 1:
MC1 | MC3 | MC4

Question 2:
MC2

Question 3:
MC2 | MC3 | MC5

Question 4:
MC1 | MC4

Question 5:
MC4

Question 6:
MC2 | MC3

Question 7:
MC4

Question 8:
MC2 | MC3

Question 9:
MC4

Lesson Topic: Make a Generalization

Question 1:
MC3

Question 2:
MC4

Question 3:
MC4

Question 4:
MC3

Question 5:
Question 6:
MC1

Question 7:
MC3

Question 8:
MC3

Question 9:
MC4
Question 10:
MC4

Question 11:
MC2

Lesson Topic: Identify Bias

Question 1:
MC5

Question 2:
MC1 | MC4

Question 3:
MC1 | MC2 | MC4

Question 4:
MC1 | MC2 | MC3 | MC4 | MC5

Question 5:
MC1 | MC2 | MC3 | MC5

Question 6:
Question 7:
MC4

Question 8:
MC3

Question 9:
MC2 | MC3 | MC4 | MC5

Question 10:
MC1 | MC3

Question 11:
MC1 | MC3

Question 12:
MC1 | MC2 | MC3 | MC5

Question 13:
MC2 | MC3 | MC5

Question 14:
MC1 | MC2

Question 15:
MC2 | MC5

Question 16:
MC3 | MC4

Question 17:
MC3

Question 18:
MC1 | MC2 | MC4

Question 19:
MC1 | MC2 | MC4 | MC5

Lesson: Citizenship Skills

Lesson Topic: Analyze Media
Question 1:
MC2 | MC4 | MC5

Question 2:
Question 3:
Question 4:
MC1 | MC3 | MC4 | MC5

Question 5:
MC2 | MC4

Question 6:
MC3 | MC4

Question 7:
MC1 | MC4

Question 8:
MC1

Question 9:
MC4

Lesson Topic: Evaluate Opposing Arguments

Question 1:
MC2 | MC3 | MC4 | MC5

Question 2:
MC1 | MC2 | MC3 | MC4 | MC5

Question 3:
Question 4:
MC3 | MC4

Question 5:
MC2 | MC3 | MC4

Question 6:
MC3

Question 7:
MC2 | MC3 | MC4

Question 8:
MC2 | MC3

Question 9:
MC1 | MC4

Lesson Topic: Read a Political Cartoon

Question 1:
MC1 | MC2 | MC5

Question 2:
MC2 | MC3 | MC5

Question 3:
MC1 | MC3 | MC5 | MC6

Question 4:
Question 5:
MC3 | MC6
Question 6:
MC4

Question 7:
Question 8:
MC2 | MC3 | MC4

Question 9:
MC2 | MC3

Question 10:
MC2

Question 11:
MC1 | MC2

Question 12:
MC2

Question 13:
MC2

Question 14:
MC1 | MC4 | MC5