FORMAL ASSESSMENT. Part 1: Multiple Choice Choose the best answer for each question from the choices available.

Transcription

1 FORMAL ASSESSMENT UNIT 1 Chapter 1: The Development of Human Societies chapter test A Part 1: Multiple Choice Choose the best answer for each question from the choices available. 1 Which of the following is an artifact? A fossilized skull of a homonin B footprint of a chimpanzee C spear point made of stone D petrified tree branch 2 Which term describes music, language, clothing, and other aspects of human life? A culture B artifacts C technology D government 3 Why did some Paleolithic people in East Africa migrate to other areas between 100,000 and 75,000 years ago? A Farmland became increasingly scarce. B The climate became very unstable. C Rival groups drove them out. D The sea level was rising. 4 Paleolithic people s tools were made of what material? A glass B iron C bronze D stone 5 What is one theory about why megafauna became extinct about 11,000 years ago? A The climate suddenly became colder. B The Ice Age started to end. C Food and water became scarce due to a drought. D Humans stopped hunting these animals. 7 Which of the following is an important way that hunter-gatherers got food? A making flour from wheat B growing vegetables C gathering fruits and nuts D raising animals such as goats 8 Why was the agricultural revolution significant in human history? A People became farmers and no longer had to depend on hunting and gathering. B People learned to work together to kill large animals. C More people began living as nomads and were able to travel to better climates. D People began living in smaller family groups and depending less on others. 9 What is an example of a technology that Paleolithic people developed? A burying their dead with certain rituals B hunting for wild berries and nuts C living in small family groups with many relatives D using fire to cook food 10 Why are primary sources important to understanding human history? A They provide historians interpretations of past events. B They are based on secondary sources. C They give descriptions of events by a person who lived through them. D They are always passed down orally from one generation to the next. 6 What do the rock paintings of Australia s Kakadu National Park show? A how the Aborigines migrated to other lands B grasslands that are now deserts C the importance of government in Aborigines lives D the Aborigines strong connection to the land and nature Chapter 1 CHAPTER TEST A

2 Part 2: Interpret Maps Use the map and your knowledge of early human societies to answer the questions below. Early Human Migration: 100,000 14,000 Years Ago Homo sapiens migration route Extent of last glacier, 18,000 B.C. Extent of land, 18,000 B.C. 11 About how long were early humans in Asia before beginning to migrate to Europe? A 70,000 years B 40,000 years C 30,000 years D 15,000 years 13 What was the last continent to which early humans migrated? A North America B South America C Europe D Australia 12 Migration to which continent required early humans to travel the greatest distance over water? A North America B South America C Europe D Australia Constructed Response 14 Why was Beringia important to early human migration? Chapter 1 CHAPTER TEST A

3 Part 3: Interpret Charts Use this chart and your knowledge of early human societies to answer the questions below. Information about Some Homo sapiens Fossils NAME ESTIMATED AGE OF FOSSIL DISCOVERY Description Cro-Magnon 1 30,000 years old 1868 Found in France Oase 2 41,500-39,500 years old 2003 Found in Romania Omo I 195,000 years old 1967 Found in Ethiopia SkhÛl V 120,000 80,000 years old 1932 Found in Israel One of the first fossils to be recognized as Homo sapiens. It was found in a cave in France with other skeletons. The site also had ornaments made of pieces of shells and animal teeth. Scientists think the fossils had been intentionally buried. The skull has a few traits of earlier homonins, including wide cheekbones. However, the skull also has traits of modern humans, including some unusually modern teeth. One of the oldest known skulls of the Homo sapiens species. Found by Richard Leakey s team near the Omo River in East Africa. It was originally thought to be about 130,000 years old but recently has been dated at 195,000 years old. Found in a cave with nine other human skeletons. It has a high forehead and rounded skull like that of modern humans. Source: 15 How are Cro-Magnon 1 and Oase 2 similar? A Both are less than 50,000 years old. B Both were found in Asia. C Both had wide cheekbones. D Both were found with jewelry. 16 What fossil would you expect to have a skull that was most similar to earlier human-like species? A Cro-Magnon 1 B Oase 2 C Omo I D SkhU l V 17 What modern human trait did Oase 2 demonstrate? A cheekbones B high forehead C rounded skull D teeth Constructed Response 18 Do you think the fossils from Cro-Magnon 1 had developed a culture? Explain your answer. Chapter 1 CHAPTER TEST A

4 Part 4: Document-Based Question Use the documents and your knowledge of early human societies to answer the questions below. Introduction While some of the methods archaeologists and other scientists use to study early humans have remained the same over the years, many are rapidly changing. New technologies are constantly becoming available. Both traditional and newer methods help us understand the lives of early humans. Objective: Explain how new methods and technologies help scientists learn about early humans. DOCUMENT 1 Excerpt from Origins Reconsidered: In Search of What Makes Us Human. Anthropologist Richard Leakey and his team have discovered many human fossils. In this excerpt, he talks about the skills needed to be a good fossil hunter. A fossil hunter needs sharp eyes and a keen search image, a mental template [guide] that subconsciously evaluates everything he sees in his search for telltale clues.... Yet even when one has a good internal radar, the search is incredibly more difficult than it sounds. Not only are fossils often the same color as the rocks among which they are found,... they are also usually broken into odd-shaped fragments.... In our business, we don't expect to find a whole skull lying on the surface staring up at us. The typical find is a small piece of petrified bone. The fossil [hunter must try to match] every conceivable angle of every shape of fragment of every bone on the human body. Source: Origins Reconsidered: In Search of What Makes Us Human, Richard Leakey and Roger Lewin, Anchor Books, 1993 Constructed Response 19 What do you think Richard Leakey means by a keen search image? 20 How do the conditions under which fossil hunters work make it hard to find fossils? Chapter 1 CHAPTER TEST A

5 DOCUMENT 2 Excerpt on DNA studies. DNA carries the information that determines how a person will look and function. This excerpt discusses genetic markers, which are sections of DNA that carry a trait that can be readily recognized. Some pieces of DNA remain virtually unaltered [mostly the same] as they pass from parent to child.... [Other pieces of DNA] are subject to occasional harmless mutations [changes] that become inheritable genetic markers.... When people leave [a particular] region, they carry the marker with them. By studying the genes of many different indigenous [native] populations, scientists can trace when and where a particular marker arose. Each marker contained in a person s DNA represents a location and migration pattern of that person s ancient ancestors. Source: Human Genome Project Information Archive. techresources/human_genome/elsi/humanmigration.shtml Constructed Response 21 What happens when DNA undergoes harmless mutations? 22 How can genetic markers help reveal human migration routes? Chapter 1 CHAPTER TEST A

6 DOCUMENT 3 Excerpt describing the famous fossil nicknamed Lucy. Lucy, discovered in 1974, was an ancient ancestor of modern humans. Researchers at the University of Texas at Austin created CT scans of her skeleton. A CT scan allows scientists to see inside objects, including bones. The following passage explains what the researchers learned about Lucy. By examining the internal architecture [structure] of Lucy s bones, we can study how her skeleton supported her movement and posture, and compare that to modern humans and apes, [anthropology professor John] Kappelman said. Because Lucy is so complete, she is one of the few fossils that permit us to compare how she used her arms versus how she used her legs. These new data will allow us to examine the theory that she climbed about in the trees, as well as walked on two legs when she was on the ground. Source: University of Texas at Austin, Famous Fossil Lucy, Scanned at the University of Texas at Austin, Offers New Insights into Ancient Human Ancestor. edu/news/2009/02/06/lucy_fossil Constructed Response Write the answer to each question in the space provided. 23 How did CT scans help researchers study Lucy s skeleton? 24 Why do you think researchers wanted to find out if Lucy was able to both climb trees and walk on two legs? Extended Response Write a paragraph to answer the following question. Use information from all three documents and your knowledge of early human societies in writing your paragraph. Use the back of this page or a separate piece of paper to write your answer. 25 How did the three skills and technologies discussed in these documents help scientists learn about early humans? Chapter 1 CHAPTER TEST A

7 FORMAL ASSESSMENT UNIT 1 Chapter 1: The Development of Human Societies chapter test B Part 1: Multiple Choice Choose the best answer for each question from the choices available. 1 What is an artifact? A the remains of an animal that lived long ago B a human-made object C a type of agriculture D the remains of a plant from long ago 2 What term is used to identify the way of life of a group that sets it apart from other groups? A primary source B technology C migration D culture 3 Out of what material did Paleolithic people make their tools? A stone B glass C iron D bronze 4 Why did Paleolithic people begin migrating to new areas about 100,000 years ago? A Their land flooded. B An ice age started. C There was a bad drought. D Groups began fighting one another. 5 Which of these are megafauna? A apes such as chimpanzees B woolly mammoth and saber-toothed cats C Homo sapiens D early homonins 7 What do the rock paintings of Tassili-n-Ajjer in North Africa show? A early humans planting crops B images of human hands C grasslands in an area that is now desert D people s religious beliefs 8 What happened during the agricultural revolution? A People learned to work together to kill large animals. B People became farmers. C People learned that hunting and gathering could provide plenty of food. D People began living in smaller family groups. 9 What animals did humans learn to breed for hunting and protection? A goats B cattle C pigs D dogs 10 Why are primary sources important to understanding human history? A They provide historians interpretations of past events. B They are based on secondary sources. C They give descriptions of events by a person who lived through them. D They are always passed orally from one generation to the next. 6 What was a major way that hunter-gatherers obtained food? A killing wild animals B making flour from wheat C growing vegetables D raising animals Chapter 1 CHAPTER TEST B

8 Part 2: Interpret Maps Use the map and your knowledge of early human societies to answer the questions below. Early Human Migration: 100,000 14,000 Years Ago Homo sapiens migration route Extent of last glacier, 18,000 B.C. Extent of land, 18,000 B.C. 11 Where did Homo sapiens first appear? A East Africa B Southeast Asia C Western Europe D North America 12 What did Beringia provide? A a shortcut from Africa to Australia B a water route from Africa to South America C access to the Indian Ocean D a land route to North America 13 According to the map, about when did early humans first arrive in South America? A 100,000 years ago B 70,000 years ago C 40,000 years ago D 14,000 years ago Constructed Response 14 What route did early humans take from East Africa to Australia? Chapter 1 CHAPTER TEST B

9 Part 3: Interpret Charts Use this chart and your knowledge of early human societies to answer the questions below. Information about Some Homo sapiens Fossils NAME ESTIMATED AGE OF FOSSIL DISCOVERY Description Cro-Magnon 1 30,000 years old 1868 Found in France Oase 2 41,500-39,500 years old 2003 Found in Romania Omo I 195,000 years old 1967 Found in Ethiopia Skhu l V 120,000 80,000 years old 1932 Found in Israel One of the first fossils to be recognized as Homo sapiens. It was found in a cave in France with other skeletons. The site also had ornaments made of pieces of shells and animal teeth. Scientists think the fossils had been intentionally buried. The skull has a few traits of earlier homonins, including wide cheekbones. However, the skull also has traits of modern humans, including some unusually modern teeth. One of the oldest known skulls of the Homo sapiens species. Found by Richard Leakey s team near the Omo River in East Africa. It was originally thought to be about 130,000 years old but recently has been dated at 195,000 years old. Found in a cave with nine other human skeletons. It has a high forehead and rounded skull like that of modern humans. Source: 15 Which fossil is the oldest? A Cro-Magnon 1 B Oase 2 C Omo I D Skhu lv 16 What made Cro-Magnon 1 especially interesting? A The fossils were found in the Great Rift Valley. B The fossils had very wide cheekbones. C The fossils were among the first found in Asia. D The fossils appeared to have been intentionally buried. 17 What have scientists learned from Omo I? A Homo sapiens have been in East Africa for about 200,000 years. B Homo sapiens lived at the same time as Cro- Magnons. C Omo I had a highly developed culture. D When Homo sapiens left Africa, they went to the Arabian Peninsula. Constructed Response 18 How do the findings from Cro-Magnon 1 suggest that these early humans had developed a culture? Chapter 1 CHAPTER TEST B

10 Part 4: Document-Based Question Use the documents and your knowledge of early human societies to answer the questions below. Introduction While some of the methods archaeologists and other scientists use to study early humans have remained the same over the years, many are rapidly changing. New technologies are constantly becoming available. Both traditional and newer methods help us understand the lives of early humans. Objective: Explain how new methods and technologies help scientists learn about early humans. DOCUMENT 1 Excerpt from Origins Reconsidered: In Search of What Makes Us Human. Anthropologist Richard Leakey and his team have discovered many human fossils. In this excerpt, he talks about the skills needed to be a good fossil hunter. A fossil hunter needs sharp eyes and a keen search image, a mental template [guide] that subconsciously evaluates everything he sees in his search for telltale clues.... Yet even when one has a good internal radar, the search is incredibly more difficult than it sounds. Not only are fossils often the same color as the rocks among which they are found,... they are also usually broken into odd-shaped fragments.... In our business, we don't expect to find a whole skull lying on the surface staring up at us. The typical find is a small piece of petrified bone. The fossil [hunter must try to match] every conceivable angle of every shape of fragment of every bone on the human body. Source: Origins Reconsidered: In Search of What Makes Us Human, Richard Leakey and Roger Lewin, Anchor Books, 1993 Constructed Response 19 Based on this reading, how would you describe a good fossil hunter? 20 Why can fossils be hard to spot? Chapter 1 CHAPTER TEST B

11 DOCUMENT 2 Excerpt on DNA studies. DNA carries the information that determines how a person will look and function. This excerpt discusses genetic markers, which are sections of DNA that carry a trait that can be readily recognized. Some pieces of DNA remain virtually unaltered [mostly the same] as they pass from parent to child.... [Other pieces of DNA] are subject to occasional harmless mutations [changes] that become inheritable genetic markers.... When people leave [a particular] region, they carry the marker with them. By studying the genes of many different indigenous [native] populations, scientists can trace when and where a particular marker arose. Each marker contained in a person s DNA represents a location and migration pattern of that person s ancient ancestors. Source: Human Genome Information Archive. Human_Genome/elsi/humanmigration.shtml Constructed Response 21 What happens when people with genetic markers leave a particular region? 22 What two things can a genetic marker tell scientists? Chapter 1 CHAPTER TEST B

12 DOCUMENT 3 Excerpt describing the famous fossil nicknamed Lucy. Lucy, discovered in 1974, was an ancient ancestor of modern humans. Researchers at the University of Texas at Austin created CT scans of her skeleton. A CT scan allows scientists to see inside objects, including bones. The following passage explains what the researchers learned about Lucy. By examining the internal architecture [structure] of Lucy s bones, we can study how her skeleton supported her movement and posture, and compare that to modern humans and apes, [anthropology professor John] Kappelman said. Because Lucy is so complete, she is one of the few fossils that permit us to compare how she used her arms versus how she used her legs. These new data will allow us to examine the theory that she climbed about in the trees, as well as walked on two legs when she was on the ground. Source: University of Texas at Austin, Famous Fossil Lucy, Scanned at the University of Texas at Austin, Offers New Insights into Ancient Human Ancestor. edu/news/2009/02/06/lucy_fossil Constructed Response Write the answer to each question in the space provided. 23 What can scientists learn from a CT scan of a bone that they cannot learn by simply looking at the bone? 24 What theory did scientists want to test about Lucy by examining CT scans of her bones? Extended Response Write a paragraph to answer the following question. Use information from all three documents and your knowledge of early human societies in writing your paragraph. Use the back of this page or a separate piece of paper to write your answer. 25 How did the three skills and technologies discussed in these documents help scientists learn about early humans? Chapter 1 CHAPTER TEST B

13 FORMAL ASSESSMENT UNIT 1 Chapter 2: Origins of Civilization chapter test A Part 1: Multiple Choice Choose the best answer for each question from the choices available. 1 How can cultural hearths be described? A They used trade routes to share their goods and ideas with other communities. B They were places where new ideas and practices began to take hold. C They had complex governments and religious practices. D Most of their food came from killing wild animals. 2 What happened soon after settled groups started to thrive? A Governments were organized. B People began taming animals. C People started growing crops. D People began making tools from stone. 3 Which of the following was most important in helping Çatalhöyük increase in size? A access to the ocean B large mud brick homes C stable food supply D complex government 4 What was a sign that the people in Çatalhöyük practiced religion? A bone utensils and tools B buildings made of mud bricks C horned bulls heads mounted on walls D a protective wall around the settlement 5 Why do archaeologists think that most people in Banpo society had the same status? A Everyone was a farmer. B Most graves had similar grave goods. C All the pottery were decorated with geometric artwork. D All the homes were about the same size. 6 What climate change led to the growth of cultural hearths in China s river valleys? A warmer and wetter weather B a slight cooling of temperatures because an ice age was starting C wide swings in the weather with periodic droughts D hot, dry weather 7 How do archaeologists know that people in Faiyum were in touch with other cultures? A The agricultural practices there were not native to the area. B Faiyum s climate did not support enough agriculture. C The building styles of Faiyum closely followed the plans seen in other cultural hearths. D Tools made at Faiyum have been found in many other places. 8 What are two major building blocks of civilization? A domesticating animals and having a matriarchal society B practicing agriculture and having a matriarchal society C domesticating animals and having an organized religion D practicing agriculture and having an organized religion 9 Besides helping people obtain goods from far away, why was trading important? A It led to people making stone, rather than metal, tools. B It forced people to move from the cities to rural areas. C It helped spread ideas across a broad area. D It led to a decrease in population. 10 Which of the traits of a complex civilization led to using metals to make tools? A improved technologies B creation of cities C record keeping D complex institutions Chapter 2 CHAPTER TEST A

14 Part 2: Interpret Maps Use the maps and your knowledge of the origins of civilization to answer the questions below. Four Cultural Hearths 11 Which cultural hearth was closest to North America? A Oaxaca B Banpo C Faiyum D Çatalhöyük 12 What geographical features were mainly responsible for creating the Fertile Crescent? A Nile River and Mediterranean Sea B Wei and Huang He rivers C Tigris and Euphrates rivers D Tehuacán River and Pacific Ocean 13 What cultural hearth was in the Huang He river basin? A Oaxaca B Banpo C Faiyum D Çatalhöyük Constructed Response 14 Do you think these cultural hearths were likely to grow into more advanced civilizations? Explain why or why not. Chapter 2 CHAPTER TEST A

15 Part 3: Interpret time lines Use the time line and your knowledge of the origins of civilization to answer the questions below. c B.C. Göbekli Tepe temple built in the Fertile Crescent c B.C. Beginning of Banpo c B.C. Beginning of Faiyum c B.C. Maize farming widespread in Mesoamerica c B.C. Wheels first used on vehicles B.C c B.C. Ice Age began to come to a close c B.C. Beginning of Çatalhöyük c B.C. Maize domesticated in Oaxaca c B.C. Longshan culture evolved from Yangshao culture 15 About how much time passed between the early settlement of Çatalhöyük and the early development of Faiyum? A about 200 years B about 1,200 years C about 2,200 years D about 2,400 years 16 According to the time line, what happened in Mesoamerica around 4250 b.c.? A Hunter-gatherers were practicing religion. B People were using wheels on their carts. C The Ice Age had ended. D People began growing corn. 17 Which of the following conclusions could be drawn from this time line? A Warmer climates led to the development of cultural hearths. B Faiyum was a larger, more advanced cultural hearth than Banpo. C People started building temples about the time Faiyum began. D The major cultural hearths sprang up within 1,000 years of one another. Constructed Response 18 What can you conclude about the religious practices of the people who built Göbekli Tepe? Chapter 2 CHAPTER TEST A

16 Part 4: Document-Based Question Use the documents and your knowledge of the origins of civilization to answer the questions below. Introduction As civilization began to develop, human society changed in many ways. One way was the increased use of artwork. People created art in huge temples of worship. They also made bowls and pots with complex decorations. They chose to spend some of their time creating these objects rather than working at tasks such as hunting and farming. Objective: Explain the role of art in the lives of humans as they began developing civilizations. DOCUMENT 1 Mural showing a probable volcanic eruption near Çatalhöyük. Many buildings in the village of Çatalhöyük contained murals. Some contained geometric designs. Others contained images of animals and of people hunting. In the following mural, the object in the middle represents an erupting volcano. Scientists think this may be the oldest known mural depicting an actual event. John Warburton Lee / Superstock Constructed Response 19 Why do you think the artist created this mural? 20 What do you think the rectangles in the mural represent? Chapter 2 CHAPTER TEST A

17 DOCUMENT 2 Excerpt from a description of Yangshao (Banpo) pottery The Yangshao archaeological culture is well known for its painted pottery.... Material finds discovered at Yangshao culture sites include a variety of earthenware shards [pieces] and vessels, many of which were decorated with painted designs.... By about 3000 b.c., the painted decoration begin to show undulating [flowing] lines, fluid contours [shapes], and tapered [narrowing] endings, which indicate the use of a flexible brushlike tool. Wide-mouth bowls and basins with flat bottoms were commonly built by stacking coiled strips of rolled clay that were then smoothed before firing.... Such wares were used in daily life and for burial purposes. Source: Princeton University Art Museum, Asian Art Collection, Neolithic Period c c b.c. jsp?ctry=china&pd=neolithic Constructed Response 21 How did the advancement of tools affect how pottery was created? Explain your answer. 22 How might the pots have been used in daily life? Chapter 2 CHAPTER TEST A

18 DOCUMENT 3 Passage from National Geographic, This excerpt examines the meaning of the pillars at Göbekli Tepe. It discusses how archaeologist Klaus Schmidt, who led the excavation of Göbekli Tepe, interprets these structures. The circles [in the temple] follow a common design. All are made from limestone pillars shaped like giant pikes or capital T s.... To Schmidt, the T-shaped pillars are stylized human beings, an idea bolstered [supported] by the carved arms that angle from the shoulders of some pillars, hands reaching toward their loincloth-draped bellies. The stones face the center of the circle as at a meeting or dance, Schmidt says a representation, perhaps, of a religious ritual. Source: Charles C. Mann, The Birth of Religion, National Geographic, June 2011 Constructed Response Write the answer to each question in the space provided. 23 Why does Schmidt think the giant T-shaped pillars represent humans? 24 What does Schmidt think the positioning of some of the stones suggests? Extended Response Write a paragraph to answer the following question. Use information from all three documents and your knowledge of the origins of civilization in writing your paragraph. Use the back of this page or a separate piece of paper to write your answer. 25 What role did art play in people s lives as civilizations developed? Chapter 2 CHAPTER TEST A

19 FORMAL ASSESSMENT UNIT 1 Chapter 2: Origins of Civilization chapter test B Part 1: Multiple Choice Choose the best answer for each question from the choices available. 1 What is a place called where new ideas and practices first began? A nomadic community B civilization C matrilineal clan D cultural hearth 2 How could Çatalhöyük be described? A It was a Paleolithic village. B It is one of the world s oldest known settlements. C It was located in northern Africa. D It was located in present-day Mexico. 3 What happened soon after communities started to thrive? A People began taming animals. B People started growing crops. C Governments were organized. D People began making tools from stone. 4 What climate change led to the growth of cultural hearths in China s river valleys? A warmer and wetter weather B a slight cooling of temperatures because an ice age was starting C wide swings in the weather with periodic droughts D hot, dry weather 5 What important new crop did farmers in Oaxaca grow? A maize B wheat C beans D barley 7 What are two major building blocks of civilization? A practicing agriculture and having an organized religion B domesticating animals and having a matriarchal society C practicing agriculture and having a matriarchal society D domesticating animals and having an organized religion 8 What was an important feature of Göbekli Tepe? A Skulls of ancestors were placed under the temple s floors. B Regular offerings for a good harvest were made to the gods. C The structure was hidden in a dense forest. D Images of ferocious animals were carved into its pillars. 9 What trait of a complex civilization led to using metals to make tools? A creation of cities B record keeping C improved technologies D complex institutions 10 Record keeping was performed by what specialized worker? A merchant B weaver C priest D scribe 6 Where did many of Faiyum s farming practices come from? A northern Europe B southwestern Asia C Mediterranean area D South America Chapter 2 CHAPTER TEST B

20 Part 2: Interpret Maps Use the maps and your knowledge of the origins of civilization to answer the questions below. Four Cultural Hearths, c b.c 11 Where is Oaxaca located? A Tehuacán Valley B Fertile Crescent C Nile River Valley D Wei Huang Valley 12 What cultural hearth was located near the Fertile Crescent? A Oaxaca B Banpo C Faiyum D Çatalhöyük 13 What geographic feature was near Faiyum? A Fertile Crescent B Tigris River C Nile River D Pacific Ocean Constructed Response 14 What encouraged cultural hearths to develop in these four areas? Chapter 2 CHAPTER TEST B

21 Part 3: Interpret Time Lines Use the time line and your knowledge of the origins of civilization to answer the questions below. c B.C. Göbekli Tepe temple built in the Fertile Crescent c B.C. Beginning of Banpo c B.C. Beginning of Faiyum c B.C. Maize farming widespread in Mesoamerica c B.C. Wheels first used on vehicles B.C c B.C. Ice Age began to come to a close c B.C. Beginning of Çatalhöyük c B.C. Maize domesticated in Oaxaca c B.C. Longshan culture evolved from Yangshao culture 15 When was the oldest known place of worship built? A c b.c. B c b.c. C c b.c. D c b.c. 16 When did people in Oaxaca begin practicing agriculture? A c b.c. B c b.c. C c b.c. D c b.c. 17 About how much time passed between the early settlement of Çatalhöyük and the development of Banpo? A about 1,000 years B about 2,400 years C about 4,600 years D about 6,400 years Constructed Response 18 Who built Göbekli Tepe and for what purpose? Chapter 2 CHAPTER TEST B

22 Part 4: Document-Based Question Use the documents and your knowledge of the origins of civilization to answer the questions below. Introduction As civilization began to develop, human society changed in many ways. One way was the increased use of artwork. People created art in huge temples of worship. They also made bowls and pots with complex decorations. They chose to spend some of their time creating these objects rather than working at tasks such as hunting and farming. Objective: Explain the role of art in the lives of humans as they began developing civilizations. DOCUMENT 1 Mural showing a probable volcanic eruption near Çatalhöyük. Many buildings in the village of Çatalhöyük contained murals. Some contained geometric designs. Others contained images of animals and of people hunting. In the following mural, the object in the middle represents an erupting volcano. Scientists think this may be the oldest known mural depicting an actual event. John Warburton Lee / Superstock Constructed Response 19 What does the top of the middle object represent? 20 The rectangles in the foreground represent the buildings of Çatalhöyük. Why do you think the artist drew them so close together? Chapter 2 CHAPTER TEST B

23 DOCUMENT 2 Excerpt from a description of Yangshao (Banpo) pottery The Yangshao archaeological culture is well known for its painted pottery.... Material finds discovered at Yangshao culture sites include a variety of earthenware shards [pieces] and vessels, many of which were decorated with painted designs.... By about 3000 b.c., the painted decoration begin to show undulating [flowing] lines, fluid contours [shapes], and tapered [narrowing] endings, which indicate the use of a flexible brushlike tool. Wide-mouth bowls and basins with flat bottoms were commonly built by stacking coiled strips of rolled clay that were then smoothed before firing.... Such wares were used in daily life and for burial purposes. Source: Princeton University Art Museum, Asian Art Collection, Neolithic Period c c b.c. jsp?ctry=china&pd=neolithic Constructed Response 21 What tool did Banpo artists use to paint complicated decorations on their pottery? 22 What were the wares made by Banpo artists used for? Chapter 2 CHAPTER TEST B

24 DOCUMENT 3 Passage from National Geographic, This excerpt examines the meaning of the pillars at Göbekli Tepe. It discusses how archaeologist Klaus Schmidt, who led the excavation of Göbekli Tepe, interprets these structures. The circles [in the temple] follow a common design. All are made from limestone pillars shaped like giant pikes or capital T s.... To Schmidt, the T-shaped pillars are stylized human beings, an idea bolstered [supported] by the carved arms that angle from the shoulders of some pillars, hands reaching toward their loincloth-draped bellies. The stones face the center of the circle as at a meeting or dance, Schmidt says a representation, perhaps, of a religious ritual. Source: Charles C. Mann, The Birth of Religion, National Geographic, June 2011 Constructed Response Write the answer to each question in the space provided. 23 What does Schmidt think the T-shaped pillars represent? 24 What does Schmidt think the stones facing the center of a circle represent? Extended Response Write a paragraph to answer the following question. Use information from all three documents and your knowledge of the origins of civilization in writing your paragraph. Use the back of this page or a separate piece of paper to write your answer. 25 What role did art play in people s lives as civilizations developed? Chapter 2 CHAPTER TEST B

25 FORMAL ASSESSMENT UNIT 2 Chapter 3: Ancient Mesopotamia chapter test A Part 1: Multiple Choice Choose the best answer for each question from the choices available. 1 Which statement best describes the geographical location of Mesopotamia? A along the Persian Gulf B between the Tigris and Euphrates Rivers C in a valley in Southwest Asia D to the east of the Mediterranean Sea 2 Which factors helped Sumerian agriculture flourish? A fertile soil, irrigation projects, ox-driven plows B high altitude, fresh water supply, bronze tools C regular floodwaters, mild climate, a system of canals D sandy coastal soil, hot climate, iron tools 3 Which Mesopotamian people were known for their seafaring skills and extensive trade? A Assyrians B Babylonians C Chaldeans D Phoenicians 4 What significant contribution did Hammurabi make to Mesopotamian civilization? A the codification of laws B the introduction of cuneiform C the expansion of seafaring trade D the system of satraps 7 Which ruler conquered Sumer to establish the powerful Akkadian Empire? A Cyrus the Great B Darius I C Nebuchadnezzar II D Sargon the Great 8 For what achievement was the New Babylonian Empire known? A a 22-letter alphabet B Hammurabi s Code C the Hanging Gardens D the abacus 9 How did Darius I improve communications in the Persian Empire? A by building a system of roads B by establishing a system of currency C by introducing a number system based on 60 D by teaching the use of cuneiform 10 What did the Assyrians use to conquer Mesopotamia? A a large navy B small armies C bronze weaponry D bows and arrows 5 What result did agricultural surplus have? A decline in wealth B growth in population C equality of social class D reduction in trade 6 What did ancient Sumerians house in ziggurats? A government leaders B trade markets C religious shrines D slaves and servants Chapter 3 CHAPTER TEST A

26 Part 2: Interpret Maps Use the map and your knowledge of ancient Mesopotamia to answer the questions below. Akkadian Empire, b.c. Reign of Sargon ( B.C.) Sargon s Empire Ancient coastline (about 5000 B.C.) 11 What did the city-states of Sumer and Akkad have in common? A They were located north of desert lands. B They enjoyed a Mediterranean climate. C They were built along rivers. D They had more people than neighboring cities. 13 In which directions did the Akkadian Empire largely expand? A north and east B north and west C south and east D south and west 12 What geographic features bordered Sargon s Akkadian Empire? A Mediterranean Sea and Persian Gulf B Taurus Mountains and Zagros Mountains C Tigris and Euphrates Rivers D Syrian Desert and Caspian Sea Constructed Response 14 How did geographic features likely help and hurt the expansion of the Akkadian Empire? Chapter 3 CHAPTER TEST A

27 Part 3: Interpret Time Lines Use the time line and your knowledge of ancient Mesopotamia to answer the questions below. 550 B.C. Cyrus the Great overthrows the Medes and builds the Persian Empire 539 B.C. New Babylonian Empire falls to the Persian Empire c B.C. Farming begins in Fertile Crescent c B.C. Akkadian Empire ends c B.C. Babylonian Empire begins c B.C. Civilization arises around city-states in Sumer c B.C. Babylonian Empire ends B.C B.C. Akkadian Empire begins when Sargon conquers Sumer 650 B.C. Assyrian Empire rules Mesopotamia, Asia Minor, and Egypt 612 B.C. Chaldeans take over Assyrian Empire and form New Babylonian Empire 330 B.C. First Persian Empire ends 15 How long after the beginning of agriculture did city-states begin to form? A about 5,000 years B about 6,300 years C about 7,700 years D about 9,500 years 17 Which empire ruled ancient Mesopotamia the longest? A Akkadian Empire B Assyrian Empire C Babylonian Empire D Persian Empire 16 How many empires ruled the lands of ancient Mesopotamia? A one B three C five D seven Constructed Response 18 What similar challenges did the empires of ancient Mesopotamia face? Chapter 3 CHAPTER TEST A

28 Part 4: Document-Based Question Use the documents and your knowledge of ancient Mesopotamia to answer the questions below. Introduction Religious belief in ancient Mesopotamia emerged as a response to the natural forces that shaped the lives of the people who lived there. Despite the rise and fall of different city-states and empires, the mythology and practice of Mesopotamian beliefs remained largely consistent. They were polytheistic and built great temples as centers of worship. Objective: Explain the role of religion in the daily lives of the ancient Mesopotamians. DOCUMENT 1 Chart of 11 major deities in ancient Mesopotamian mythology Sumerian Name (Akkadian Name) City-State Role An (Anu) Uruk god of sky and heaven; keeper of the calendar and seasons Enki (Ea) Eridu god of water; god of crafts Utu (Shamash) Sippar sun god; judge of the gods Enlil Nippur god of winds and agriculture Ninhursag (Belet-Ili) Adab goddess of birth; goddess of mountains and earth Nanna (Sin) Ur god of the moon Ninurta Girsu god of thunderstorms, floods, and war Ishkur (Adad) Karkar god of rain Innana (Ishtar) Uruk goddess of war and love; the morning and evening star Dumuzi (Tammuz) Bad-tibira god of herding, birth, and spring Ereshkigal Kutha goddess of the underworld; goddess of the dead Marduk (Bel) Babylon god of thunderstorms; later, lord of the gods Constructed Response 19 What did the gods and goddesses of ancient Mesopotamian largely represent? 20 Why did people likely pray or make offerings to deities such as Enki, Enlil, and Ninurta? Chapter 3 CHAPTER TEST A

29 DOCUMENT 2 Excerpt from The Epic of Creation, the Sumerian creation myth, recorded in the Babylonian Empire during the reign of Nebuchadnezzar I (c b.c.) When Marduk heard the word of the gods, His heart prompted him and he devised a cunning [clever] plan. He opened his mouth and unto Ea he spake [spoke] That which he had conceived in his heart he imparted unto him: My blood will I take and bone will I fashion I will make man, that man may I will create man who shall inhabit the earth, That the service of the gods may be established, and that their shrines may be built. Source: Internet Sacred Text Archive, Enuma Elish: The Epic of Creation, Translated by L.W. King. Constructed Response 21 What does Marduk tell Ea that he will do? 22 What purpose does Marduk intend his creation to fulfill? Chapter 3 CHAPTER TEST A

30 DOCUMENT 3 Detail from a Sumerian stele. The stele shows an Ur king making an offering to Nanna, the moon god. Bettmann/Corbis Constructed Response Write the answer to each question in the space provided. 23 How is the god represented in the stele? 24 What details in the stele suggest that the god is more powerful than the king? Extended Response Write a paragraph to answer the following question. Use information from all three documents and your knowledge of ancient Mesopotamia in writing your paragraph. Use the back of this page or a separate piece of paper to write your answer. 25 How did religion shape the lives of ancient Mesopotamians? Chapter 3 CHAPTER TEST A

31 FORMAL ASSESSMENT UNIT 2 Chapter 3: Ancient Mesopotamia chapter test B Part 1: Multiple Choice Choose the best answer for each question from the choices available. 1 Why did Sumerians go to ziggurats? A to buy and sell slaves B to conduct trade C to do government business D to visit religious shrines 2 Which ruler began the Akkadian Empire? A Cyrus the Great B Darius I C Nebuchadnezzar II D Sargon the Great 3 What helped Sumerian agriculture thrive? A fertile soil and irrigation B flooding and bronze tools C mild climate and canals D sandy coastal soil and iron tools 4 What helped the Assyrians build an empire? A bows and arrows B bronze weapons C the Tower of Babel D their own alphabet 5 How did Hammurabi change Mesopotamian society? A He began seafaring trade. B He codified laws. C He introduced cuneiform. D He organized provinces. 7 Why did Nebuchadnezzar II build the Hanging Gardens? A to defend the city walls B to farm more food C to make the city beautiful D to punish prisoners 8 How did Darius I improve life in the Persian Empire? A He built a system of roads. B He introduced a written system of laws. C He used a number system based on 60. D He taught people to write in cuneiform. 9 How did farming affect life in Mesopotamia? A eliminated social classes B focused people on one job C led to population growth D reduced food supply 10 Where is Mesopotamia located? A in Asia Minor B between the Tigris and Euphrates Rivers C north of the Mediterranean Sea D in the Syrian Desert 6 Which Mesopotamian people sailed and traded across the Mediterranean? A Assyrians B Babylonians C Chaldeans D Phoenicians Chapter 3 CHAPTER TEST B

32 Part 2: Interpret Maps Use the map and your knowledge of ancient Mesopotamia to answer the questions below. Akkadian Empire, b.c. Reign of Sargon ( B.C.) Sargon s Empire Ancient coastline (about 5000 B.C.) 11 Where are the city-states of Sumer and Akkad located? A along the Tigris and Euphrates Rivers B in Asia Minor C north of desert lands D on the Mediterranean Sea 13 What geographic feature separates parts of the Akkadian Empire to the south? A Asia Minor B Caspian Sea C Syrian Desert D Zagros Mountains 12 What geographic feature borders the Akkadian Empire to the west? A Mediterranean Sea B Persian Gulf C Taurus Mountains D Zagros Mountains Constructed Response 14 Why were the lands of Sumer and Akkad good places for city-states to develop? Chapter 3 CHAPTER TEST B

33 Part 3: Interpret Time Lines Use the time line and your knowledge of ancient Mesopotamia to answer the questions below. 550 B.C. Cyrus the Great overthrows the Medes and builds the Persian Empire 539 B.C. New Babylonian Empire falls to the Persian Empire c B.C. Farming begins in Fertile Crescent c B.C. Akkadian Empire ends c B.C. Babylonian Empire begins c B.C. Civilization arises around city-states in Sumer c B.C. Babylonian Empire ends B.C B.C. Akkadian Empire begins when Sargon conquers Sumer 650 B.C. Assyrian Empire rules Mesopotamia, Asia Minor, and Egypt 612 B.C. Chaldeans take over Assyrian Empire and form New Babylonian Empire 330 B.C. First Persian Empire ends 15 What happened before city-states formed? A Farming began. B Phoenicians started trading. C The Babyloniam Empire began. D The Persian Empire fell. 16 Which empire ruled ancient Mesopotamia first? A Akkadian B Babylonian C Chaldean D Persian 17 How many years did the longest Mesopotamian empire last? A less than 100 years B about 200 years C about 400 years D more than 1,000 years Constructed Response 18 What brought about the fall of the empires of ancient Mesopotamia? Chapter 3 CHAPTER TEST B

34 Part 4: Document-Based Question Use the documents and your knowledge of ancient Mesopotamia to answer the questions below. Introduction Religious belief in ancient Mesopotamia emerged as a response to the natural forces that shaped the lives of the people who lived there. Despite the rise and fall of different city-states and empires, the mythology and practice of Mesopotamian beliefs remained largely consistent. They were polytheistic and built great temples as centers of worship. Objective: Explain the role of religion in the daily lives of the ancient Mesopotamians. DOCUMENT 1 Chart of 11 major deities in ancient Mesopotamian mythology Sumerian Name (Akkadian Name) City-State Role An (Anu) Uruk god of sky and heaven; keeper of the calendar and seasons Enki (Ea) Eridu god of water; god of crafts Utu (Shamash) Sippar sun god; judge of the gods Enlil Nippur god of winds and agriculture Ninhursag (Belet-Ili) Adab goddess of birth; goddess of mountains and earth Nanna (Sin) Ur god of the moon Ninurta Girsu god of thunderstorms, floods, and war Ishkur (Adad) Karkar god of rain Innana (Ishtar) Uruk goddess of war and love; the morning and evening star Dumuzi (Tammuz) Bad-tibira god of herding, birth, and spring Ereshkigal Kutha goddess of the underworld; goddess of the dead Marduk (Bel) Babylon god of thunderstorms; later, lord of the gods Constructed Response 19 What deities affected farming, herding, and fertility? 20 To what deities would people pray to protect them from flooding and bad weather? Chapter 3 CHAPTER TEST B

35 DOCUMENT 2 Excerpt from The Epic of Creation, the Sumerian creation myth, recorded in the Babylonian Empire during the reign of Nebuchadnezzar I (c b.c.) When Marduk heard the word of the gods, His heart prompted him and he devised a cunning [clever] plan. He opened his mouth and unto Ea he spake [spoke] That which he had conceived in his heart he imparted unto him: My blood will I take and bone will I fashion I will make man, that man may I will create man who shall inhabit the earth, That the service of the gods may be established, and that their shrines may be built. Source: Internet Sacred Text Archive, Enuma Elish: The Epic of Creation, Translated by L.W. King. Constructed Response 21 How does Marduk say that he will create man? 22 Where does Marduk say man will live? Chapter 3 CHAPTER TEST B

36 DOCUMENT 3 Detail from a Sumerian stele. The stele shows an Ur king making an offering to Nanna, the moon god. Bettmann/Corbis Constructed Response Write the answer to each question in the space provided. 23 What offering does the king seem to be making to the god? 24 How does the king s clothing compare with that of the god? Extended Response Write a paragraph to answer the following question. Use information from all three documents and your knowledge of ancient Mesopotamia in writing your paragraph. Use the back of this page or a separate piece of paper to write your answer. 25 How did religion shape the lives of ancient Mesopotamians? Chapter 3 CHAPTER TEST B

37 FORMAL ASSESSMENT UNIT 2 Chapter 4: Ancient Egypt CHAPTER TEST A PART 1: MULTIPLE CHOICE Choose the best answer for each question from the choices available. 1 Which statement best describes the geographical location of ancient Egypt? A in the Nile River Valley B near the Red Sea and the Mediterranean Sea C next to the Sahara D on the coast of North Africa 2 What conditions allowed ancient Egyptian agriculture to thrive? A fresh water marshes and arable highlands B hot climate and reliable rainfall C predictable floodwaters and fertile soil D sandy coastal soil and dry climate 3 Who ruled the Old, Middle, and New Kingdoms? A dynasties of pharaohs B councils of scribes C elected viziers D families of village chiefs 4 Who took the blame in ancient Egypt for flooding, famine, and other disasters? A farmers B invaders C pharaohs D priests 5 What modern technology helps archaeologists locate objects buried underground? A GPS devices B microscopes C satellite cameras D sonar waves 7 What people conquered and ruled Egypt during the Middle Kingdom? A Hittites B Hyksos C Macedonians D Persians 8 What group regularly invaded but did not conquer Egypt during the New Kingdom? A Assyrians B Macedonians C Nubians D Sea Peoples 9 Who was the last pharaoh to rule Egypt before it fell to Roman conquest? A Cleopatra VII B Hatshepsut C Khafu D Thutmose III 10 What skill did mummification help ancient Egyptians develop? A bookkeeping B geometry C medicine D writing 6 During what period of Egyptian history were the Great Pyramids built? A Predynastic Era B Old Kingdom C Middle Kingdom D New Kingdom Chapter 4 CHAPTER TEST A

38 PART 2: INTERPRET MAPS Use the map and your knowledge of ancient Egypt to answer the questions below. 20 N Tropic of Cancer W e s t e r n D e s e r t KINGDOM OF KUSH, c b.c. E G Y P T Abu Simbel Nile River 3rd Cataract Kerma Napata 2nd Cataract K U S H 1st Cataract (N U B I A ) 4th Cataract 5th Cataract E a s t e r n D e s e r t N W E S R e d Se a Meroë 6th Cataract 15 N N u b i a n D e s e r t 11 What geographic features helped protect Kush from invasion? A deserts B mountains C rivers D seas 13 Which Kush city was located closest to the 6th cataract? A Napeta B Karma C Abu Simbel D Meroë 12 Where did Kushites largely build their cities? A along the Nile River B close to Egypt C in the Nubian Desert D near the Red Sea CONSTRUCTED RESPONSE 14 What factors made it possible for Kush to conquer Egypt? Chapter 4 CHAPTER TEST A

39 PART 3: INTERPRET CHARTS Use the chart and your knowledge of ancient Egypt to answer the questions below. Egyptian Society Pharaoh Priests and nobles Officials and scribes Artisans and merchants Farmers Unskilled workers and enslaved people 15 What does this chart show? A ethnic groups B political units C population figures D social classes 16 Which people held the most power after the pharaoh? A artisans, farmers, nobles B farmers, officials, priests C officials, merchants, artisans D priests, nobles, scribes 17 How much power, or status, did the tier with the most people have? A the most power B a great deal of power C some but not much power D the least amount of power CONSTRUCTED RESPONSE 18 What generalization can you make about the people who had the least power? Chapter 4 CHAPTER TEST A

40 PART 4: DOCUMENT-BASED QUESTION Use the documents and your knowledge of ancient Egypt to answer the questions below. INTRODUCTION Like the Mesopotamians, ancient Egyptians were polytheistic, and they grounded their beliefs in the natural events that occurred in their environment. They looked to their gods and goddesses to explain a bountiful harvest, famine, flooding, and even warfare. They also believed in an afterlife. According to ancient Egyptian belief, the human soul was divided into three parts: the ka, the ba, and the akh. After death, people's souls would be judged and, if worthy, granted access to an afterlife among the deities. OBJECTIVE: Explain the role of religion in the daily lives of ancient Egyptians. DOCUMENT 1 Chart of Egyptian Gods RE Sun god THOTH god of wisdom TEFNUT goddess of rain SHU god of air MAAT goddess of order and justice HATHOR mother goddess GEB god of earth NUT sky goddess NEPHTHYS funerary goddess ANUBIS god of the dead OSIRIS god of the underworld HORUS falcon god of kingship ISIS goddess of marriage and health SETH god of storms and chaos CONSTRUCTED RESPONSE 19 What elements of nature did the gods and goddesses represent? 20 Which gods and goddesses would have been involved in human death rituals and the afterlife? Chapter 4 CHAPTER TEST A

41 DOCUMENT 2 Scene from the Book of the Dead. In this illustration, Anubis (in the center) weighs a person s life force, or ka. The creature on the left with a human head and a bird s body is the ba and represents the dead person s personality. If the person is deemed worthy, his or her akh, or immortal spirit, will join the gods and goddesses in the afterlife. The Print Collector/Alamy CONSTRUCTED RESPONSE 21 Study the scale. What conclusion can you draw about the weight of the dead person s ka? 22 Do you think the dead person s akh will join the gods and goddesses in the afterlife? Why or why not? Chapter 4 CHAPTER TEST A

42 DOCUMENT 3 The Tale of Horus and the Pig from The Egyptian Coffin Texts. The Coffin Texts are a collection of speeches and spells that were written on Egyptian coffins to help the dead find their way through the afterlife. One such speech refers to a story in which Seth, the god of storms and chaos, tears out the right eye of Horus, the god of kingship. In this excerpt, Re, the sun god, steps in after the fight. Re said [to Horus]: Pray, look at that injury in your eye, while your hand is a covering over the good eye.... Then Horus looked at that injury. It assumed the form of a black pig. Thereupon Horus shrieked... [and] swallowed his heart before him [fainted]. Then Re said: Put him upon his bed until he has recovered. [The form Horus saw] was Seth he has assumed [the] form [of] a black pig.... Then Re said: The pig is an abomination [horror] to Horus.... That is how the pig became an abomination to the gods, as well as men, for Horus sake. Source: Fordham University, Ancient History Sourcebook: Coffin Text: The Tale of Horus and the Pig, c bce CONSTRUCTED RESPONSE Write the answer to each question in the space provided. 23 Why is it fitting that it was Seth who tore out Horus eye? 24 What does Horus see when he looks at his injured eye? EXTENDED RESPONSE Write a paragraph to answer the following question. Use information from all three documents and your knowledge of ancient Egypt in writing your paragraph. Use the back of this page or a separate piece of paper to write your answer. 25 How did ancient Egyptian religious beliefs affect the daily life of ancient Egyptians? Chapter 4 CHAPTER TEST A

43 FORMAL ASSESSMENT UNIT 2 Chapter 4: Ancient Egypt chapter test B Part 1: Multiple Choice Choose the best answer for each question from the choices available. 1 What technology helps archaeologists find objects underground? A GPS devices B microscopes C satellite cameras D sonar waves 2 Where did ancient Egypt emerge? A in the Nile River Valley B in the Sahara C next to Mesopotamia D on the coast of North Africa 3 What resources allowed ancient Egyptians to farm? A fresh water lakes and rich highlands B hot climate and reliable rainfall C predictable floodwaters and good soil D coastal soil and dry climate 4 What practice did Egyptians learn about through mummification? A bookkeeping B geometry C medicine D writing 7 Whom did ancient Egyptians blame for famine? A farmers B invaders C pharaohs D priests 8 When were the Great Pyramids built? A in the Predynastic Era B during the Old Kingdom C during the Middle Kingdom D during the New Kingdom 9 Which pharaoh was the last to rule Egypt? A Cleopatra VII B Hatshepsut C Khafu D Thutmose III 10 During the New Kingdom, what did the Sea Peoples do? A increased trade with Egypt B made Ramses the Great pharaoh C regularly invaded Egypt D took control of parts of Egypt 5 Who ruled the Old, Middle, and New Kingdoms? A pharaohs B scribes C village chiefs D viziers 6 What people took control of Egypt in the Middle Kingdom? A Hittites B Hyksos C Macedonians D Persians Chapter 4 CHAPTER TEST B

44 Part 2: Interpret Maps Use the map and your knowledge of ancient Egypt to answer the questions below. Kingdom of Kush, c b.c. 11 What land feature was located in the Kingdom of Kush? A Nubian Desert B Western Desert C Red Sea D Egypt 13 Where is Egypt in relation to Kush? A to the north B to the east C to the south D to the west 12 Which best describes the location of Napeta? A along the Nile River B close to Egypt C in the Nubian Desert D near the Red Sea Constructed Response 14 How did geography help Kush conquer Egypt? Chapter 4 CHAPTER TEST B

45 Part 3: Interpret Charts Use the chart and your knowledge of ancient Egypt to answer the questions below. Egyptian Society Pharaoh Priests and nobles Officials and scribes Artisans and merchants Farmers Unskilled workers and enslaved people 15 What shape is used to represent Egyptian society? A rectangle B square C circle D pyramid 16 Who held the most power in ancient Egyptian society? A artisans and merchants B farmer C officials and scribes D pharaoh 17 Who held the least power in ancient Egyptian society? A pharaoh B priests and nobles C artisans and merchants D unskilled workers and enslaved peoples Constructed Response 18 What generalization can you make about the number of unskilled workers and enslaved people in ancient Egyptian society? Chapter 4 CHAPTER TEST B

46 Part 4: Document-Based Question Use the documents and your knowledge of ancient Egypt to answer the questions below. Introduction Like the Mesopotamians, ancient Egyptians were polytheistic, and they grounded their beliefs in the natural events that occurred in their environment. They looked to their gods and goddesses to explain a bountiful harvest, famine, flooding, and even warfare. They also believed in an afterlife. According to ancient Egyptian belief, the human soul was divided into three parts: the ka, the ba, and the akh. After death, their souls would be judged and, if worthy, granted access to an afterlife among the deities. Objective: Explain the role of religion in the daily lives of ancient Egyptians. DOCUMENT 1 Chart of Egyptian Gods RE Sun god THOTH god of wisdom TEFNUT goddess of rain SHU god of air MAAT goddess of order and justice HATHOR mother goddess GEB god of earth NUT sky goddess NEPHTHYS funerary goddess ANUBIS god of the dead OSIRIS god of the underworld HORUS falcon god of kingship ISIS goddess of marriage and health SETH god of storms and chaos Constructed Response 19 According to the chart, who is Re? 20 Which god or goddess was the god of the dead? Chapter 4 CHAPTER TEST B

47 DOCUMENT 2 Scene from the Book of the Dead. In this illustration, Anubis (in the center) weighs a person s life force, or ka. The creature on the left with a human head and a bird s body is the ba and represents the dead person s personality. If the person is deemed worthy, his or her akh, or immortal spirit, will join the gods and goddesses in the afterlife. The Print Collector/Alamy Constructed Response 21 How is Anubis shown? 22 What has Anubis placed in the scales to weigh the dead person s ka? Chapter 4 CHAPTER TEST B

48 DOCUMENT 3 The Tale of Horus and the Pig from The Egyptian Coffin Texts. The Coffin Texts are a collection of speeches and spells that were written on Egyptian coffins to help the dead find their way through the afterlife. One such speech refers to a story in which Seth, the god of storms and chaos, tears out the right eye of Horus, the god of kingship. In this excerpt, Re, the sun god, steps in after the fight. Re said [to Horus]: Pray, look at that injury in your eye, while your hand is a covering over the good eye.... Then Horus looked at that injury. It assumed the form of a black pig. Thereupon Horus shrieked... [and] swallowed his heart before him [fainted]. Then Re said: Put him upon his bed until he has recovered. [The form Horus saw] was Seth he has assumed [the] form [of] a black pig.... Then Re said: The pig is an abomination [horror] to Horus.... That is how the pig became an abomination to the gods, as well as men, for Horus sake. Source: Fordham University, Ancient History Sourcebook: Coffin Text: The Tale of Horus and the Pig, c bce Constructed Response Write the answer to each question in the space provided. 23 What does Re ask Horus to do? 24 How does Horus react when he looks at his injury? Extended Response Write a paragraph to answer the following question. Use information from all three documents and your knowledge of ancient Egypt in writing your paragraph. Use the back of this page or a separate piece of paper to write your answer. 25 How did ancient Egyptian religious beliefs affect the daily life of ancient Egyptians? Chapter 4 CHAPTER TEST B

49 FORMAL ASSESSMENT UNIT 2 Chapter 5: Judaism and the Israelite Kingdoms chapter test A Part 1: Multiple Choice Choose the best answer for each question from the choices available. 1 Which of the following statements is NOT true of Judaism? A Animals for food must be killed humanely. B Judaism promotes social justice, equality, and the holiness of human life. C The Sabbath is a day of work. D Wives are considered to be the heart of the family. 2 Which of the following set the Hebrews apart from other ancient people? A They worshipped a single God. B They settled in Canaan. C They lacked a strong religious faith. D They were shepherds. 3 What statement describes the earliest political organization of Israel after the Hebrews returned to Canaan from Egypt? A Israel was a strong, unified kingdom. B Israel was a loose confederation of tribes governed by judges. C The people sent representatives to a confederation in Jerusalem. D Rabbis organized and governed the tribes. 4 According to the Hebrew Bible, where did Moses receive the Ten Commandments from God? A Mount Sinai B Egypt C Mount Tabor D The Promised Land 5 The twelve tribes of Israel were descended from which man? A Jacob B Moses C Joshua D Judah 6 What emblem became a symbol of Judaism and modern Israel? A menorah B Star of David C David s sling D the Torah 7 Why did the kingdom of Israel split into two kingdoms? A The southern tribes were angry about Saul s building projects. B The southern tribes did not want to share the temple in Jerusalem. C The northern tribes were conquered by Assyria. D The northern tribes resented the taxes from Solomon s building projects. 8 When was the Hebrew Bible finalized? A on the Exodus from Egypt B during exile in Babylon C after the return to Judah from Babylonia D under Roman rule 9 Which action taken by a Seleucid king outraged the Jews? A He destroyed Solomon s temple. B He divided the kingdom of Israel. C He dedicated the Second Temple to Zeus. D He began the Diaspora. 10 Which of the following probably caused the port of Caesarea to be destroyed? A a hurricane B a tsunami C a breakwater collapsed D poor building materials Chapter 5 CHAPTER TEST A

50 Part 2: Interpret Maps Use the map and your knowledge of Judaism and the Israelite kingdoms to answer the questions below. Jewish diaspora, a.d Major Jewish settlements, A.D. 500 Routes of Jewish Diaspora 11 What is today s name for the northernmost Jewish settlement shown on the map? A Cologne B Milan C Rome D Athens 13 The route to which settlement involved both land and sea travel? A Mediolanum B Carthage C Babylon D Cyrene 12 Which settlement was the site of an earlier Jewish exile? A Tarraco B Colonia Agrippina C Oescus D Babylon Constructed Response 14 What generalization can you make about the spread of Jews during the Diaspora? Chapter 5 CHAPTER TEST A

51 Part 3: Interpret Time Lines Use the time line and your knowledge of Judaism and the Israelite kingdoms to answer the questions below. c B.C. Abraham settles in Canaan B.C. Destruction of Solomon s Temple and the Babylonian Exile c B.C. Hebrews move to Egypt c B.C. Israelites return to Canaan 538 B.C. Cyrus the Great allows Jews to return to Judah 1800 B.C A.D. 300 c B.C. Exodus from Egypt 722 B.C. Assyrian Empire conquers Israel A.D. 70 Romans destroy the Second Temple, and Jews migrate to places around the world 15 About how many years passed between the return of the Israelites to Canaan and the Babylonian exile? A about 2,836 years B about 663 years C about 428 years D about 70 years 17 Which exile was the longest? A the time in Egypt B the journey from Egypt to Canaan C the Babylonian Exile D the exile before the rebellion against Rome 16 How many years after the Assyrians conquered Israel was Solomon s Temple destroyed? A 36 years B 100 years C 136 years D 1,308 years Constructed Response 18 What finally forced many Jews to leave their homeland? Chapter 5 CHAPTER TEST A

52 Part 4: Document-Based Question Use the documents and your knowledge of Judaism and the Israelite kingdoms to answer the questions below. Introduction The Hebrews differed from their neighbors in many ways. Most groups in the ancient world were polytheistic, but the Hebrews were not. Their religious beliefs and practices set them apart from the people around them and from the people who conquered them. While many other groups borrowed cultural practices from one another, the Hebrews purposely kept their practices separate and different. Jerusalem was their capital and the temple was the focus of religious life. Objective: Explain why the rulers who conquered the Jews also robbed and destroyed their great temples. DOCUMENT 1 Excerpt from the Hebrew Bible. In 586 b.c., the New Babylonians, or Chaldeans, destroyed Jerusalem, including Solomon s Temple. The First Temple s destruction is described in these lines from Second Kings. The Chaldeans broke up the bronze columns of the House of the Lord... and they carried the bronze to Babylon. They also took all the pails, scrapers, snuffers [instruments used to put out candles], ladles, and all the other bronze vessels used in the service. The chief of the guards took whatever was of gold and whatever was of silver: firepans and sprinkling bowls. Source: The Jewish Study Bible: Second Kings 25: 13-15, Adele Berlin and Marc Zvi Brettler, editors, 1999, Oxford University Press Constructed Response 19 What did the Chaldeans take from Solomon s Temple? 20 What did destroying the temple and taking the items for temple service suggest about the Chaldeans attitude toward Jews and the Jewish God? Chapter 5 CHAPTER TEST A

53 DOCUMENT 2 Excerpt from the First Book of Machabees. In 168 b.c., the Seleucid king, Antiochus, tried to force Jews to stop practicing their religion. The following verses describe what the king took from the Second Temple in Jerusalem. And he [Antiochus] went up to Jerusalem with a great multitude [many people]. And he proudly entered into the sanctuary, and took away the golden altar, and the candlestick of light, and all the vessels thereof,... and the pouring vessels, and the vials, and the little mortars of gold, and the veil, and the crowns, and the golden ornament that was before the temple, and he broke them all into pieces. Source: The Holy Bible: 1 Machabees: 22-23, 1914, New York, P.J. Kennedy & Sons Constructed Response 21 What did Antiochus take from the Second Temple? 22 Why do you think Antiochus entered the sanctuary proudly? Chapter 5 CHAPTER TEST A

54 DOCUMENT 3 Image of bas-relief from the Arch of Titus. The Arch of Titus, located in the Roman Forum, honors the victories of the general who conquered Jerusalem. This part of the arch shows soldiers taking away items from Jerusalem s Second Temple in a.d. 70. Werner Forman/Fine Art/Corbis Constructed Response Write the answer to each question in the space provided. 23 What item, shown in the bas-relief, is a symbol of Judaism? 24 Why do you think this event is celebrated in the Arch of Titus? Extended Response Write a paragraph to answer the following question. Use information from all three documents and your knowledge of Judaism and the Israelite kingdoms in writing your paragraph. Use the back of this page or a separate piece of paper to write your answer. 25 What did the rulers who robbed and destroyed the First and Second temples hope to accomplish? Chapter 5 CHAPTER TEST A

55 FORMAL ASSESSMENT UNIT 2 Chapter 5: Judaism and the Israelite Kingdoms chapter test B Part 1: Multiple Choice Choose the best answer for each question from the choices available. 1 According to the Hebrew Bible, whom did God tell to settle with his family in Canaan? A Moses B Deborah C Joshua D Abraham 2 Which word means that a religion is based on the worship of a single God? A polytheism B Judaism C monotheism D idolatry 3 Which leader brought the Israelites into the Promised Land after the Exodus? A Moses B Deborah C Joshua D Abraham 4 What is a Jewish spiritual leader, or teacher, called? A synagogue B Torah C kosher D rabbi 7 Who was crowned king when Saul died? A Joshua B David C Judah D Solomon 8 Which empire conquered the kingdom of Judah? A Egypt B Assyria C New Babylon D Syria 9 Who built a school to teach Jewish scholars and preserve Jewish traditions? A Joshua B Saul C Yohannan Ben Zakai D the Maccabees 10 Which city was the site of a harbor built by King Herod? A Jerusalem B Damascus C Antioch D Caesarea 5 Who were the powerful leaders who governed Israel before the kings? A confederations B rabbis C tribes D judges 6 Solomon s Temple was built in which city? A Jerusalem B Ur C Damascus D Babylon Chapter 5 CHAPTER TEST B

56 Part 2: Interpret Maps Use the map and your knowledge of Judaism and the Israelite kingdoms to answer the questions below. Jewish diaspora, a.d Major Jewish settlements, A.D. 500 Routes of Jewish Diaspora MAP TIP: Notice that some routes are on water and some are on land. 11 Which Jewish settlement was farthest north? A Tarraco B Colonia Agrippina C Oescus D Babylon 13 How did exiles travel to Genoa? A by road B by horse C by ship D on foot 12 Which settlement was closest to Jerusalem? A Tarraco B Colonia Agrippina C Oescus D Alexandria Constructed Response 14 How would the journey from Jerusalem to Babylon compare with the journey from Jerusalem to Colonia Agrippina? Chapter 5 CHAPTER TEST B

57 Part 3: Interpret Time Lines Use the time line and your knowledge of Judaism and the Israelite kingdoms to answer the questions below. c B.C. Abraham settles in Canaan 586 B.C. Destruction of Solomon s Temple and the Babylonian Exile c B.C. Hebrews move to Egypt c B.C. Israelites return to Canaan 538 B.C. Cyrus the Great allows Jews to return to Judah 1800 B.C A.D. 300 c B.C. Exodus from Egypt 722 B.C. Assyrian Empire conquers Israel A.D. 70 Romans destroy the Second Temple, and Jews migrate to places around the world 15 When did the Assyrian Empire conquer Israel? A c b.c. B 722 b.c. C 586 b.c. D a.d When was the Second Temple destroyed? A 722 b.c. B 586 b.c. C 538 b.c. D a.d When did Jews migrate to places around the world? A a.d. 70 B 538 b.c. C 722 b.c. D 586 b.c. Constructed Response 18 What did conquerors destroy after they had defeated the Jews? Chapter 5 CHAPTER TEST B

58 Part 4: Document-Based Question Use the documents and your knowledge of Judaism and the Israelite kingdoms to answer the questions below. Introduction The Hebrews differed from their neighbors in many ways. Most groups in the ancient world were polytheistic, but the Hebrews were not. Their religious beliefs and practices set them apart from the people around them and from the people who conquered them. While many other groups borrowed cultural practices from one another, the Hebrews purposely kept their practices separate and different. Jerusalem was their capital and the temple was the focus of religious life. Objective: Explain why the rulers who conquered the Jews also robbed and destroyed their great temples. DOCUMENT 1 Excerpt from the Hebrew Bible. In 586 b.c., the New Babylonians, or Chaldeans, destroyed Jerusalem, including Solomon s Temple. The First Temple s destruction is described in these lines from Second Kings. The Chaldeans broke up the bronze columns of the House of the Lord... and they carried the bronze to Babylon. They also took all the pails, scrapers, snuffers [instruments used to put out candles], ladles, and all the other bronze vessels used in the service. The chief of the guards took whatever was of gold and whatever was of silver: firepans and sprinkling bowls. Source: The Jewish Study Bible: Second Kings 25: 13-15, Adele Berlin and Marc Zvi Brettler, editors, 1999, Oxford University Press Constructed Response 19 What did the Chaldeans do with the Temple s bronze columns? 20 What items used in temple service did the Chaldeans take? Chapter 5 CHAPTER TEST B

59 DOCUMENT 2 Excerpt from the First Book of Machabees. In 168 b.c., the Seleucid king, Antiochus, tried to force Jews to stop practicing their religion. The following verses describe what the king took from the Second Temple in Jerusalem. And he [Antiochus] went up to Jerusalem with a great multitude [many people]. And he proudly entered into the sanctuary, and took away the golden altar, and the candlestick of light, and all the vessels thereof,... and the pouring vessels, and the vials, and the little mortars of gold, and the veil, and the crowns, and the golden ornament that was before the temple, and he broke them all into pieces. Source: The Holy Bible: 1 Machabees: 22-23, 1914, New York, P.J. Kennedy & Sons Constructed Response 21 What were the items taken from the Second Temple made of? 22 From what part of the Temple were the items taken? Chapter 5 CHAPTER TEST B

60 DOCUMENT 3 Image of bas-relief from the Arch of Titus. The Arch of Titus, located in the Roman Forum, honors the victories of the general who conquered Jerusalem. This part of the arch shows soldiers taking away items from Jerusalem s Second Temple in a.d. 70. Werner Forman/Fine Art/Corbis Constructed Response Write the answer to each question in the space provided. 23 What kind of items are the Roman soldiers carrying away? 24 What do you think most Romans felt when they saw this bas-relief on the Arch of Titus? Extended Response Write a paragraph to answer the following question. Use information from all three documents and your knowledge of Judaism and the Israelite kingdoms in writing your paragraph. Use the back of this page or a separate piece of paper to write your answer. 25 What did the rulers who robbed and destroyed the First and Second temples hope to accomplish? Chapter 5 CHAPTER TEST B

61 FORMAL ASSESSMENT UNIT 2 Chapter 6: Ancient India chapter test A Part 1: Multiple Choice Choose the best answer for each question from the choices available. 1 What formed as the subcontinent of South Asia collided with Asia? A the Hindu Kush ranges B the Deccan Plateau C the Indus River D the Himalaya 2 Why are monsoons important to the subcontinent s development? A They bring heavy rainfall in the summer, providing water for agriculture. B The dry winds keep the land from being used for agriculture. C They protect the Indus River Valley from the cold of the Himalaya. D The rainfall is light and not reliable for farming. 3 What probably caused the end of the Harappan civilization? A a civil war B an invading army C monsoon winds and rains D earthquakes and lack of rainfall 4 Which religion grew out of the Aryan beliefs and practices? A Vishnu B Hinduism C Sanskrit D Buddhism 5 The teachings of Siddhartha Gautama are found in which of the following? A the Vedas B the Bhagavad Gita C the Four Noble Truths D the Ramayana 7 Which ruler encouraged the spread of Buddhism? A Chandragupta Maurya B Asoka C Chandra Gupta I D Chandra Gupta II 8 Which statement best summarizes the importance of the Gupta Empire? A The Gupta Empire brought 200 years of peace and prosperity to India. B Indian artists made statues of Hindu deities. C Defeated kings gave the Guptas obedience and tribute. D Scribes wrote down spoken stories from the past. 9 Which religion has the most followers in India today? A Buddhism B Hinduism C Christianity D Judaism 10 Which of the following is an achievement of Indian astronomers? A They practiced inoculation. B They developed the number symbols we use today. C They accurately calculated the length of the solar year. D They translated the Ramayana into Sanskrit. 6 Which Indian civilization developed some of the world s first planned cities? A Aryan B Guptan C Harappan D Mauryan Chapter 6 CHAPTER TEST A

62 Part 2: Interpret Maps Use the map and your knowledge of ancient India to answer the questions below. Aryan Migrations, c b.c. Aryan migration 11 How far south did the Aryans migrate? A to the Hindu Kush B to the Deccan Plateau C to the Bay of Bengal D to Harappa 13 From which direction did the Aryans come? A north B south C east D west 12 Where did most Aryans settle? A in the mountains B near bodies of water C near the Deccan Plateau D in Sri Lanka Constructed Response 14 Based on this map, why did the Aryan culture have a greater impact on Indian society than the Harappan civilization? Chapter 6 CHAPTER TEST A

63 Part 3: Interpret Time Lines Use the time line and your knowledge of ancient India to answer the questions below. c B.C. Harappan civilization arises c B.C. Harappan civilization declines c B.C. Vedic civilization expands c. 325 B.C. Chandragupta Maurya becomes king of Magadha c B.C. Aryans arrive in India c. 269 B.C. Asoka becomes emperor of Maurya Empire 2500 B.C A.D B.C. Siddhartha Gautama (Buddha) is born c. 320 B.C. Maurya Empire begins c. A.D. 320 Gupta Empire begins 15 About how long did the Harappan civilization last? A about 600 years B about 400 years C about 800 years D about 1,000 years 17 Siddhartha Gautama lived during the time of which civilization or empire? A Harappan civilization B Vedic civilization C Maurya Empire D Gupta Empire 16 Asoka was emperor during which period? A Harappan civilization B Vedic civilization C Maurya Empire D Gupta Empire Constructed Response 18 What might have encouraged the development and expansion of the Vedic civilization? Chapter 6 CHAPTER TEST A

64 Part 4: Document-Based Question Use the documents and your knowledge of ancient India to answer the questions below. Introduction Both Hinduism and Buddhism teach that life is a continuous cycle of life, death, and rebirth. Both religions outline different methods for ending this cycle and reaching a state free from suffering. Objective: Compare and contrast the major beliefs and practices of Hinduism and Buddhism. DOCUMENT 1 A chart comparing the basic beliefs of Hinduism and Buddhism Background Basic beliefs Goal Position in life Hinduism Grew out of Aryan beliefs and practices and is based on the Vedas and other sacred texts 1. The soul is eternal and is reborn in different bodies over different life cycles. 2. Living a good and moral life will lead to rebirth into a better life. 3. Living a life filled with misdeeds will lead to rebirth into a life of greater hardship and suffering. The cycle of rebirth can be ended by living selflessly and eliminating material desires. One s present caste and position in life are controlled by karma. Buddhism Based on the teachings of Siddhartha Gautama, the Buddha Four Noble Truths: 1. All life is suffering. 2. The cause of suffering is desire. 3. The end of desire means the end of suffering. 4. Following the Eightfold Path can end suffering. Following the Eightfold Path will lead to nirvana, the end of suffering caused by the cycle of rebirth. A person of any caste can attain nirvana. Constructed Response 19 What beliefs do Hinduism and Buddhism share? 20 In what way do Hindus and Buddhists view the relationship between caste and ending the cycle of rebirth differently? Chapter 6 CHAPTER TEST A

65 DOCUMENT 2 Excerpt from the Upanishads. The Upanishads are texts of ancient Hindu teachings. In this excerpt, two early Hindu philosophers discuss what happens when someone becomes free from desire. When all desires which once entered his heart are undone, then does the mortal become immortal.... And as the slough of a snake [a snake s shed skin] lies on an anthill, dead and cast away, thus lies this body; but that disembodied immortal spirit... is only light. Source: The Library of Original Sources: The Ancient World, translated by F. Max Mueller, 2004, Honolulu, Hawaii, University Press of the Pacific Constructed Response 21 What do people have to do to become immortal? 22 What does the disembodied spirit become? Chapter 6 CHAPTER TEST A

66 DOCUMENT 3 Statue of a reclining Buddha. The statue represents the Buddha as he died and entered nirvana. Stefan Auth/ImageBroker/Canopy/Corbis Constructed Response Write the answer to each question in the space provided. 23 How would you describe the Buddha s expression? 24 What details of the statue help convey the Buddha s state of mind? Extended Response Write a paragraph to answer the following question. Use information from all three documents and your knowledge of ancient India in writing your paragraph. Use the back of this page or a separate piece of paper to write your answer. 25 How are the Hindu and Buddhist views of the cycle of rebirth similar and different? Chapter 6 CHAPTER TEST A

67 FORMAL ASSESSMENT UNIT 2 Chapter 6: Ancient India chapter test B Part 1: Multiple Choice Choose the best answer for each question from the choices available. 1 What is a subcontinent? A a large peninsula B a large landmass C fertile land between two rivers D the populated part of a continent 2 The Harappan civilization emerged in which river valley? A Tigris B Nile C Ganges D Indus 3 What are the Vedas? A a rigid social class system B Aryan priests C four sacred texts D the most important Hindu deities 4 What was the name of the Aryan language? A Vedic B Sanskrit C Nirvana D Dharma 5 Which of the following is one of the three major Hindu male gods? A Shiva B Siddhartha Gautama C Bhagavad Gita D Arjuna 7 Asoka converted to which religion? A Hinduism B Buddhism C Brahmanism D Judaism 8 What did the Gupta Empire bring to India? A a strong central government B the spread of Buddhism C political stability, peace, and prosperity D an empire north of the Hindu Kush 9 Which of the following is a legacy of Indian astronomy? A the philosophy of nonviolence B the architecture of the temple of Angkor Wat in Cambodia C the concept of 0 D the accurate calculation of the length of the solar year 10 What is Ayurveda? A a way of preventing diseases such as smallpox B a form of Indian architecture C an alternative form of healing D the principle of nonviolence toward animals 6 Which ruler built the first great Indian empire? A Chandragupta Maurya B Asoka C Chandra Gupta I D Chandra Gupta II Chapter 6 CHAPTER TEST B

68 Part 2: Interpret Maps Use the map and your knowledge of ancient India to answer the questions below. Aryan Migrations, c b.c. Aryan migration 11 Where did the Aryan migrations begin? A south of the Deccan Plateau B north of the Hindu Kush C east of the Himalaya D west of the Bay of Bengal 13 In which city did the Aryans probably settle? A Sri Lanka B Harappa C Hindu Kush D Himalaya 12 Aryans migrated to what mountain range? A Deccan Plateau B Harappa C Himalaya D Hindu Kush Constructed Response 14 Where did the Aryans migrate in the two waves of migration shown on this map? Chapter 6 CHAPTER TEST B

69 Part 3: Interpret Time Lines Use the time line and your knowledge of ancient India to answer the questions below. c B.C. Harappan civilization arises c B.C. Harappan civilization declines c B.C. Vedic civilization expands c. 325 B.C. Chandragupta Maurya becomes king of Magadha c B.C. Aryans arrive in India c. 269 B.C. Asoka becomes emperor of Maurya Empire 2500 B.C A.D B.C. Siddhartha Gautama (Buddha) is born c. 320 B.C. Maurya Empire begins c. A.D. 320 Gupta Empire begins 15 About how long did the Maurya Empire last? A about 320 years B about 640 years C about 700 years D about 1,000 years 17 In what year was Buddha born? A c b.c. B 563 b.c. C c. 320 b.c. D c. a.d When did Chandragupta Maurya become king of Magadha? A c. 325 b.c. B c. 320 b.c. C c. 269 b.c. D c. a.d. 320 Constructed Response 18 What happened between 325 and 320 b.c.? Chapter 6 CHAPTER TEST B

70 Part 4: Document-Based Question Use the documents and your knowledge of ancient India to answer the questions below. Introduction Both Hinduism and Buddhism teach that life is a continuous cycle of life, death, and rebirth. Both religions outline different methods for ending this cycle and reaching a state free from suffering. Objective: Compare and contrast the major beliefs and practices of Hinduism and Buddhism. DOCUMENT 1 A chart comparing the basic beliefs of Hinduism and Buddhism Background Basic beliefs Goal Position in life Hinduism Grew out of Aryan beliefs and practices and is based on the Vedas and other sacred texts 1. The soul is eternal and is reborn in different bodies over different life cycles. 2. Living a good and moral life will lead to rebirth into a better life. 3. Living a life filled with misdeeds will lead to rebirth into a life of greater hardship and suffering. The cycle of rebirth can be ended by living selflessly and eliminating material desires. One s present caste and position in life are controlled by karma. Buddhism Based on the teachings of Siddhartha Gautama, the Buddha Four Noble Truths: 1. All life is suffering. 2. The cause of suffering is desire. 3. The end of desire means the end of suffering. 4. Following the Eightfold Path can end suffering. Following the Eightfold Path will lead to nirvana, the end of suffering caused by the cycle of rebirth. A person of any caste can attain nirvana. Constructed Response 19 According to the Four Noble Truths, what causes suffering? 20 In what way are Hindu and Buddhist ideas about people s position in life different? Chapter 6 CHAPTER TEST B

71 DOCUMENT 2 Excerpt from the Upanishads. The Upanishads are texts of ancient Hindu teachings. In this excerpt, two early Hindu philosophers discuss what happens when someone becomes free from desire. When all desires which once entered his heart are undone, then does the mortal become immortal.... And as the slough of a snake [a snake s shed skin] lies on an anthill, dead and cast away, thus lies this body; but that disembodied immortal spirit... is only light. Source: The Library of Original Sources: The Ancient World, translated by F. Max Mueller, 2004, Honolulu, Hawaii, University Press of the Pacific Constructed Response 21 To what do the philosophers compare the human body? 22 According to the excerpt, what turns into light when the body is cast away? Chapter 6 CHAPTER TEST B

72 DOCUMENT 3 Statue of a reclining Buddha. The statue represents Buddha as he died and entered nirvana. Stefan Auth/ImageBroker/Canopy/Corbis Constructed Response Write the answer to each question in the space provided. 23 What feelings do the statue s half-closed eyes and smile convey? 24 Why do you think the statue shows Buddha smiling as he dies? Extended Response Write a paragraph to answer the following question. Use information from all three documents and your knowledge of ancient India in writing your paragraph. Use the back of this page or a separate piece of paper to write your answer. 25 How are the Hindu and Buddhist views of the cycle of rebirth similar and different? Chapter 6 CHAPTER TEST B

73 FORMAL ASSESSMENT UNIT 2 Chapter 7: Ancient China CHAPTER TEST A PART 1: MULTIPLE CHOICE Choose the best answer for each question from the choices available. 1 How did natural barriers shape China s civilization? A Deserts prevented the development of agriculture. B The rivers were unreliable and prevented productive farming. C Deserts, mountains, and oceans isolated China somewhat from the rest of the world. D Natural barriers had no impact on China s civilization. 2 Which of the following is NOT true of the Chang Jiang River? A It is the third longest river in the world. B It is also called the Yellow River. C It maintains a relatively predictable course. D It helped unify China through transportation and trade. 3 What concept led to the dynastic cycle? A the Mandate of Heaven B Warring States C filial piety D Daoism 4 Which of the following Chinese philosophies promoted filial piety? A Buddhism B Legalism C Daoism D Confucianism 5 The Han rulers replaced Legalism with which of the following? A Daoism B Buddhism C bureaucracy D Confucianism 6 Which of the following was NOT true of the Han dynasty? A Taxes were lowered and especially harsh laws were ended. B The dynasty was very short-lived because the rulers were not wise. C Appointed officials had to pass an examination on Confucianism. D Peasants were required to work only one month per year on public projects. 7 Which of the following is one of ancient China s most important inventions? A the sextant B paper C an improved plow D terra cotta 8 Which of the following is the best description of the Silk Roads? A The Silk Roads were overland routes connecting China with Europe. B The Silk Roads were land and maritime routes connecting China with Asia, Europe, and Africa. C The Silk Roads ran through Russia to northern Europe. D The Silk Roads were not used after 100 b.c. 9 Which of the following is NOT true about trade on the Silk Roads? A Traders often bartered items for other goods. B Traders used different currencies to pay for items. C Traders used a single currency to pay for items. D Many traders carried no money at all. 10 What religion spread from India to China? A Hinduism B Confucianism C Buddhism D none of these Chapter 7 CHAPTER TEST A

74 PART 2: INTERPRET MAPS Use the map and your knowledge of ancient China to answer the questions below. HAN DYNASTY, 206 b.c. a.d. 220 Han dynasty Qin dynasty Great Wall Important Han city 11 What human-made structure bordered part of the Han dynasty? A the Great Wall B the Taklimakan C the Himalaya D the Pamir 13 The territory of the Han dynasty included which remote area? A the Himalaya B the Tian Shan C the Pamir D the Taklimakan 12 The city of Luoyang is along which river? A Yangtze B Wei He C Chang Jiang D East China CONSTRUCTED RESPONSE 14 Why did the Qin and Han dynasties develop mostly in the east? Chapter 7 CHAPTER TEST A

75 PART 3: INTERPRET CHARTS Use the chart and your knowledge of ancient China to answer the questions below. COMPARISON OF QIN AND HAN DYNASTIES QIN DYNASTY 221 b.c. 206 b.c. HAN DYNASTY 206 b.c. a.d. 220 Important Rulers Shi Huangdi Liu Bang, Empress Lü, Emperor Wudi Style of Government Accomplishments Legacy Legalism: Order comes from a strong government, which controls through the threat of harsh punishment Warring kingdoms unified into an empire Standardized weights and measures Single writing system Single currency Roads built to link the empire Canals and irrigation systems built Work on Great Wall Shi Huangdi s tomb, guarded by about 8,000 life-size terra cotta warriors, with chariots and horses Confucianism: Order comes through observing one s duties in five key relationships Taxes lowered Peasant labor requirements reduced Construction of roads, canals, and irrigation systems continued Establishment of a trained government bureaucracy Empire expanded greatly General prosperity Important inventions, including paper and compass; bureaucracy-run government 15 Which legacy was most important in spreading ideas faster and farther than ever? A paper B compass C bureaucracy-run government D examinations for government officials 17 Which of the following was NOT an accomplishment of the Qin dynasty? A single writing system B unified empire C trained bureaucracy D single currency 16 How did standardized weights and measures improve trade? A Buyers everywhere knew what something cost. B Buyers knew the seller was not cheating on size. C Good roads allowed smooth travel for traders. D They had no impact on trade. CONSTRUCTED RESPONSE 18 How was the Han government run in a way similar to modern governments? Chapter 7 CHAPTER TEST A

76 PART 4: DOCUMENT-BASED QUESTION Use the documents and your knowledge of ancient China to answer the questions below. INTRODUCTION As the Zhou dynasty declined and powerful lords fought one another, Chinese philosophers thought about ways to restore order to their world and founded Confucianism, Daoism, and Legalism. OBJECTIVE: Explain how Chinese philosophies sought to establish order in China. DOCUMENT 1 Time line of events and philosophies in China c. 600s B.C. Zhou dynasty begins to decline 551 B.C. Confucius is born c. 400 B.C. Legalism develops 221 B.C. Qin dynasty begins; Shi Huangdi bases government on Legalist ideas 600 B.C c. 571 B.C. Possible date of Laozi s birth 475 B.C. Warring States period begins 260 B.C. Han Feizi sets down ideas of Legalism CONSTRUCTED RESPONSE 19 During which period were Confucius and Laozi born? 20 During which period did Legalism develop? Chapter 7 CHAPTER TEST A

77 DOCUMENT 2 Excerpt from the Analects. In this excerpt, Confucius ( the Master ) describes the best way to rule a country of middle size. The Master said: To govern a state of middle size, one must dispatch [carry out] business with dignity and good faith; be thrifty and love all men; mobilize [gather together] the people only at the right times. Source: The Analects of Confucius, translated by Simon Leys, Norton, W.W. & Company, Inc., 1997 CONSTRUCTED RESPONSE 21 According to this excerpt, how should a ruler handle business? 22 How does this excerpt illustrate the Confucian idea of a respectful ruler? Chapter 7 CHAPTER TEST A

78 DOCUMENT 3 Jade Daoist plaque. In this plaque created in the 1600s, an ancient Chinese goddess sits in a Daoist paradise. Heritage Images/Fine Art/Corbis CONSTRUCTED RESPONSE Write the answer to each question in the space provided. 23 What aspects of nature can you identify in the plaque? 24 What mood does the plaque convey? EXTENDED RESPONSE Write a paragraph to answer the following question. Use information from all three documents and your knowledge of ancient China in writing your paragraph. Use the back of this page or a separate piece of paper to write your answer. 25 How did Chinese philosophies seek to establish order in society? Chapter 7 CHAPTER TEST A

79 FORMAL ASSESSMENT UNIT 2 Chapter 7: Ancient China CHAPTER TEST B PART 1: MULTIPLE CHOICE Choose the best answer for each question from the choices available. 1 Which of the following is part of China s natural barrier? A the Aral Sea B the Chang Jiang River C the Himalaya D the Great Wall of China 2 China s civilization developed between which two rivers? A Yin and Yang B Chang Jiang and Yangtze C Shang and Zhou D Huang He and Chang Jiang 3 What is the dynastic cycle? A the pattern of the rise and fall of dynasties B a time of constant war C the respect children owe their parents and ancestors D the process of merging with nature 4 Whose teachings were collected in a book called the Analects? A Confucius B Dao de Jing C Han Feizi D Laozi 5 Which of the following was meant to protect Shi Huangdi in death? A the Great Wall of China B Confucian scholars C an army of terra cotta warriors D canals and irrigation systems 6 Which dynasty used the teachings of Confucius as a guide? A Shang B Qin C Han D Zhou 7 What did the Chinese make from tree bark, plant fibers, and old rags? A silk B paper C the first compass D terra cotta 8 The maritime routes of the Silk Roads crossed which of the following? A oceans B deserts C land D the Great Wall of China 9 Which was China s chief trade good? A iron objects B silk C paper D lacquerware 10 What is the process by which ideas spread from one culture to another? A barter B caravans C cultural diffusion D the Silk Roads Chapter 7 CHAPTER TEST B

80 PART 2: INTERPRET MAPS Use the map and your knowledge of ancient China to answer the questions below. HAN DYNASTY, 206 b.c. a.d. 220 Han dynasty Qin dynasty Great Wall Important Han city 11 Which statement most accurately describes the size of the Han dynasty? A The Han dynasty was nearly two times bigger than the Qin dynasty. B The Han dynasty was smaller than the Qin dynasty. C The Han and Qin dynasties were the same size. D The Han dynasty was nearly ten times bigger than the Qin dynasty. 13 The Han and Qin dynasties shared a border along which natural boundary? A the Yellow Sea B the Pamir C the Himalaya D the Pacific Ocean 12 Which physical feature was contained in the Han dynasty but not in the Qin dynasty? A the Chang Jiang B the Taklimakan C the Himalaya D the Huang He CONSTRUCTED RESPONSE 14 What areas were part of the Han dynasty but not of the Qin dynasty? Chapter 7 CHAPTER TEST B

81 PART 3: INTERPRET CHARTS Use the chart and your knowledge of ancient China to answer the questions below. COMPARISON OF QIN AND HAN DYNASTIES QIN DYNASTY 221 b.c. 206 b.c. HAN DYNASTY 206 b.c.. a.d. 220 Important Rulers Shi Huangdi Liu Bang, Empress Lü, Emperor Wudi Style of Government Accomplishments Legacy Legalism: Order comes from a strong government, which controls through the threat of harsh punishment Warring kingdoms unified into an empire Standardized weights and measures Single writing system Single currency Roads built to link the empire Canals and irrigation systems built Work on Great Wall Shi Huangdi s tomb, guarded by about 8,000 life-size terra cotta warriors, with chariots and horses Confucianism: Order comes through observing one s duties in five key relationships Taxes lowered Peasant labor requirements reduced Construction of roads, canals, and irrigation systems continued Establishment of a trained government bureaucracy Empire expanded greatly General prosperity Important inventions, including paper and compass; bureaucracy-run government 15 Which accomplishment made it easier to buy and sell throughout the Qin Empire? A a single currency B a single writing system C work began on the Great Wall D a unified empire 17 Which of the following is NOT a legacy of the Han dynasty? A paper B bureaucracy-run government C terra cotta warriors D compass 16 Which of the following was an accomplishment of the Han dynasty? A single writing system B unified empire C trained bureaucracy D single currency CONSTRUCTED RESPONSE 18 In what way did Han rulers make life better for the peasants? Chapter 7 CHAPTER TEST B

82 PART 4: DOCUMENT-BASED QUESTION Use the documents and your knowledge of ancient China to answer the questions below. INTRODUCTION As the Zhou dynasty declined and powerful lords fought one another, Chinese philosophers thought about ways to restore order to their world and founded Confucianism, Daoism, and Legalism. OBJECTIVE: Explain how Chinese philosophies sought to establish order in China. DOCUMENT 1 Time line of events and philosophies in China c. 600s B.C. Zhou dynasty begins to decline 551 B.C. Confucius is born c. 400 B.C. Legalism develops 221 B.C. Qin dynasty begins; Shi Huangdi bases government on Legalist ideas 600 B.C c. 571 B.C. Possible date of Laozi s birth 475 B.C. Warring States period begins 260 B.C. Han Feizi sets down ideas of Legalism CONSTRUCTED RESPONSE 19 How soon after the Warring States period began did Legalism develop? 20 What two events occurred in the 500s b.c.? Chapter 7 CHAPTER TEST B

83 DOCUMENT 2 Excerpt from the Analects. In this excerpt, Confucius ( the Master ) describes the best way to rule a country of middle size. The Master said: To govern a state of middle size, one must dispatch [carry out] business with dignity and good faith; be thrifty and love all men; mobilize [gather together] the people only at the right times. Source: The Analects of Confucius, translated by Simon Leys, Norton, W.W. & Company, Inc., 1997 CONSTRUCTED RESPONSE 21 According to the excerpt, when should a ruler gather his people together? 22 How should a ruler feel about his people? Chapter 7 CHAPTER TEST B

84 DOCUMENT 3 Jade Daoist plaque. In this plaque created in the 1600s, an ancient Chinese goddess sits in a Daoist paradise. Heritage Images/Fine Art/Corbis CONSTRUCTED RESPONSE Write the answer to each question in the space provided. 23 What is the ancient Chinese goddess sitting under? 24 What details in the plaque suggest a feeling of peace? EXTENDED RESPONSE Write a paragraph to answer the following question. Use information from all three documents and your knowledge of ancient China in writing your paragraph. Use the back of this page or a separate piece of paper to write your answer. 25 How did Chinese philosophies seek to establish order in society? Chapter 7 CHAPTER TEST B

85 FORMAL ASSESSMENT UNIT 3 Chapter 8: Ancient Greece CHAPTER TEST A PART 1: MULTIPLE CHOICE Choose the best answer for each question from the choices available. 1 What did Minoan and Mycenaean civilizations have in common? A They built great city-states based on agriculture. B They colonized much of the Mediterranean coast. C They declined and disappeared mysteriously. D They left no evidence of a written language. 2 Where did Minoan civilization begin? A Crete B Ionia C Mycenae D Troy 3 Which group conquered the weakened Minoans? A Mycenaeans B Persians C Sea Peoples D Trojans 4 Where did Greek city-states build their acropolis? A at the highest point of the city B in the center of the city C in the marketplace of the city D where the warriors lived in the city 5 What group challenged the aristocratic rule of tyrants in some Greek city-states? A farmers B merchants C priests D warriors 7 How did Solon change Athens? A He allowed an assembly of free citizens to pass laws. B He arranged a military alliance with Sparta. C He instituted a system of non-military education. D He led the city-state to victory against the Persians. 8 Who were Darius I and Xerxes? A Athenian authors B Persian emperors C Spartan kings D Trojan warriors 9 What is the significance of the Iliad and the Odyssey? A They detail the laws and governing structures of ancient Greek city-states. B They explain the formation of the Minoan and the Mycenaean civilizations. C They provide insight into the mythology and history of ancient Greece. D They record the events of the Trojan and the Persian wars. 10 Why did Athens and Sparta form an alliance? A to colonize the Mediterranean coast B to exchange needed raw materials C to share military training programs D to resist conquest by the Persians 6 What geographic features of Greece encouraged the independence of Greek city-states? A high mountains and many islands B limited hill country and arid grasslands C long coastlines and numerous seas D wide valleys and active volcanoes Chapter 8 CHAPTER TEST A

86 PART 2: INTERPRET MAPS Use the map and your knowledge of ancient Greece to answer the questions below. GREEK TRADE, c. 500 b.c. Region of Greek influence Major trade route Greek trade goods found 11 How did the Greeks probably convey most of their trade goods? A by ship along rivers and lakes B by ship along sea coasts C overland along the coast D overland along existing trade routes 13 Where were many Greek trade goods found in Europe? A along rivers B in mountainous regions C near the Black Sea D on the Atlantic coast 12 How far south did Greek trade reach? A Egypt B Italy C Anatolia D Sicily CONSTRUCTED RESPONSE 14 What does the map suggest about where ancient Greek culture was spread? Chapter 8 CHAPTER TEST A

87 PART 3: INTERPRET CHARTS Use the chart and your knowledge of ancient Greece to answer the questions below. CHARACTERISTICS OF SELECTED GREEK CITY-STATES ARGOS ATHENS CORINTH SPARTA Government ruled by an aristocracy, then a king ruled by a king, then an aristocracy, then a democratic assembly ruled by an aristocracy, then a king ruled by two kings, elected officials, and the ruling class Economy depended on trade; poor land for farming depended on trade; poor land for farming depended on trade; poor land for farming depended on farming and conquest; little to no trade Education boys learned arts and civics at school and had some military training; girls learned skills at home boys learned arts, sciences, and civics in school and had two years of military training; girls learned skills at home boys learned arts, sciences, and civics in school and had two years of military training; girls learned skills at home boys began military training at an early age; education for girls focused on athletic skills and self-defense Culture music, poetry, drama, and art, especially sculpture and architecture music, poetry, drama, and art, especially sculpture and architecture music, poetry, drama and art, especially sculpture and architecture little interest in the arts and other activities outside battle training and military strength Religion polytheism polytheism polytheism polytheism Source: Ancient History Encyclopedia; Encyclopaedia Britannica 15 How were people in all four city-states similar? A They believed in many gods B They glorified military power. C They studied arts and sciences. D They worked as farmers and traders. 16 Which city-state s economy differed from the others? A Argos B Athens C Corinth D Sparta 17 Which city-states experimented with forms of government other than aristocracy and monarchy? A Argos and Athens B Argos and Corinth C Athens and Sparta D Corinth and Sparta CONSTRUCTED RESPONSE 18 How did Sparta differ from the other city-states? Chapter 8 CHAPTER TEST A

88 PART 4: DOCUMENT-BASED QUESTION Use the documents and your knowledge of ancient Greece to answer the questions below. INTRODUCTION The ancient Greeks believed in heroes, who came to life in myths, including the myth of the Minotaur, and in Homer s epic poems, the Iliad and the Odyssey. The heroes were usually helped or hindered by gods and goddesses who had their own agendas. Heroes were always brave, but they were complicated figures. They often demonstrated contradictory characteristics that made them seem human. OBJECTIVE: Describe the characteristics of ancient Greek heroes and the role played by gods and goddesses in Greek myths and stories. DOCUMENT 1 Detail of an amphora, or jar, with Theseus killing the Minotaur. According to the ancient Greek myth, the Minotaur lived in a maze beneath the palace of King Minos of Crete. The monster demanded a sacrifice of seven young men and seven young women every nine years. Finally, a hero named Theseus put an end to the sacrifices when, with the help of the king s daughter, he found his way through the maze and stabbed the Minotaur. The Gallery Collection/Fine Art Premium/Corbis CONSTRUCTED RESPONSE 19 How is Theseus portrayed on the amphora? 20 What characteristics does Theseus demonstrate by volunteering to kill the Minotaur? Chapter 8 CHAPTER TEST A

89 DOCUMENT 2 Excerpt from the Iliad. Achilles is the great Greek hero of the Iliad and the Trojan War. In his most famous battle, Achilles kills the Trojan prince and hero, Hector. Before their battle, Hector asks Achilles to agree to a covenant, or promise. Hector asks that the winner of the battle treat the dead body of the loser with respect. In this excerpt, Achilles gives Hector his answer. There can be no covenants between men and lions, wolves and lambs can never be of one mind, but hate each other.... Therefore there can be no understanding between you and me.... Put forth all your strength.... [Y]ou shall now pay me in full for the grief you have caused me on account of my comrades whom you have killed in battle. Source: The Internet Classics Archive: The Iliad by Homer. Homer/Illiad.22.xxii.html CONSTRUCTED RESPONSE 21 What does Achilles mean by the phrase you shall now pay me in full? 22 What characteristics does Achilles demonstrate in his answer to Hector? Chapter 8 CHAPTER TEST A

90 DOCUMENT 3 Excerpt from the Odyssey. The Odyssey tells the story of Greek hero Odysseus as he journeys home from the Trojan War. In this excerpt, which begins the epic poem, Homer asks his muse (a goddess who was believed to inspire writers) to help him tell the tale of his ingenious hero (Odysseus). Homer also describes the role played by the sun god in Odysseus journey. Tell me, O muse, of the ingenious [clever] hero who traveled far and wide after he had sacked the famous town of Troy.... [H]e suffered much by sea while trying to save his own life and bring his men safely home; but do what he might he could not save his men, for they perished [died] through their own sheer folly [foolishness] in eating the cattle of the Sun-god Hyperion; so the god prevented them from ever reaching home. Source: The Internet Classics Archive: The Odyssey by Homer Homer/odyssey.1.i.html CONSTRUCTED RESPONSE Write the answer to each question in the space provided. 23 What did Odysseus men do to displease the sun god? 24 Why couldn t Odysseus save his men? EXTENDED RESPONSE Write a paragraph to answer the following question. Use information from all three documents and your knowledge of ancient Greece in writing your paragraph. Use the back of this page or a separate piece of paper to write your answer. 25 What are the characteristics of ancient Greek heroes and what role did gods and goddesses play in Greek myths and stories? Chapter 8 CHAPTER TEST A

91 FORMAL ASSESSMENT UNIT 3 Chapter 8: Ancient Greece CHAPTER TEST B PART 1: MULTIPLE CHOICE Choose the best answer for each question from the choices available. 1 How are the histories of Minoan and Mycenaean civilizations similar? A They built great city-states. B They declined mysteriously. C They did not develop written language. D They established many colonies. 2 Which civilization began in Crete? A Minoan B Mycenaean C Persian D Trojan 3 Which people took over from the Minoans? A Mycenaeans B Persians C Phoenicians D Trojans 4 What did the ancient Greeks build at the highest point of their cities? A acropolis B agora C barracks D theaters 7 Who introduced democratic government in Athens? A Homer B Leonidas C Solon D Thucydides 8 What enemy of Greece did Darius I and Xerxes lead? A Ionia B Persia C Sea Peoples D Troy 9 What is a trireme? A a Greek warship B an epic poem C a form of government D a Spartan soldier 10 What led Athens and Sparta to fight together? A attacks by the Persians B colonization in the Mediterranean C military training schools D trade with the Phoenicians 5 What type of government did merchants form in some Greek city-states? A aristocracy B democracy C oligarchy D tyranny 6 Which of the following was stressed in Spartan society? A education B democracy C arts D military Chapter 8 CHAPTER TEST B

92 PART 2: INTERPRET MAPS Use the map and your knowledge of ancient Greece to answer the questions below. MAP TIP: The boxes on the map show where items traded by the Greeks have been found by archaeologists and historians. GREEK TRADE, c. 500 b.c. Region of Greek influence Major trade route Greek trade goods found 11 Around what body of water was most of Greek trade carried out? A the Mediterranean Sea B the Black Sea C the Atlantic Ocean D the Aegean Sea 13 What was found along many rivers in Europe? A Greek colonies B Greek outposts C Greek trade goods D Greek triremes 12 Where did Greek influence mostly spread? A in coastal areas B in inland areas C in central Europe D in northern Africa CONSTRUCTED RESPONSE 14 Over which continents was Greek culture spread? Chapter 8 CHAPTER TEST B

93 PART 3: INTERPRET CHARTS Use the chart and your knowledge of ancient Greece to answer the questions below. CHARACTERISTICS OF SELECTED GREEK CITY-STATES ARGOS ATHENS CORINTH SPARTA Government ruled by an aristocracy, then a king ruled by a king, then an aristocracy, then a democratic assembly ruled by an aristocracy, then a king ruled by two kings, elected officials, and the ruling class Economy depended on trade; poor land for farming depended on trade; poor land for farming depended on trade; poor land for farming depended on farming and conquest; little to no trade Education boys learned arts and civics at school and had some military training; girls learned skills at home boys learned arts, sciences, and civics in school and had two years of military training; girls learned skills at home boys learned arts, sciences, and civics in school and had two years of military training; girls learned skills at home boys began military training at an early age; education for girls focused on athletic skills and self-defense Culture music, poetry, drama, and art, especially sculpture and architecture music, poetry, drama, and art, especially sculpture and architecture music, poetry, drama and art, especially sculpture and architecture little interest in the arts and other activities outside battle training and military strength Religion polytheism polytheism polytheism polytheism Source: Ancient History Encyclopedia; Encyclopaedia Britannica 15 The governments of which two city-states were most alike? A Athens and Sparta B Argos and Athens C Argos and Corinth D Corinth and Sparta 17 Which city-state developed a democratic form of government? A Argos B Athens C Corinth D Sparta 16 Which city-state obtained what it needed through conquest? A Argos B Athens C Corinth D Sparta CONSTRUCTED RESPONSE 18 What conclusions can you draw about the religious practices of the four city-states? Chapter 8 CHAPTER TEST B

94 PART 4: DOCUMENT-BASED QUESTION Use the documents and your knowledge of ancient Greece to answer the questions below. INTRODUCTION The ancient Greeks believed in heroes, who came to life in myths, including the myth of the Minotaur, and in Homer s epic poems, the Iliad and the Odyssey. The heroes were usually helped or hindered by gods and goddesses who had their own agendas. Heroes were always brave, but they were complicated figures. They often demonstrated contradictory characteristics that made them seem human. OBJECTIVE: Describe the characteristics of ancient Greek heroes and the role played by gods and goddesses in Greek myths and stories. DOCUMENT 1 Detail of an amphora, or jar, with Theseus killing the Minotaur. According to the ancient Greek myth, the Minotaur lived in a maze beneath the palace of King Minos of Crete. The monster demanded a sacrifice of seven young men and seven young women every nine years. Finally, a hero named Theseus put an end to the sacrifices when, with the help of the king s daughter, he found his way through the maze and stabbed the Minotaur. The Gallery Collection/Fine Art Premium/Corbis CONSTRUCTED RESPONSE 19 Which figure on the amphora represents Theseus? 20 How would you describe the Minotaur? Chapter 8 CHAPTER TEST B

95 DOCUMENT 2 Excerpt from the Iliad. Achilles is the great Greek hero of the Iliad and the Trojan War. In his most famous battle, Achilles kills the Trojan prince and hero, Hector. Before their battle, Hector asks Achilles to agree to a covenant, or promise. Hector asks that the winner of the battle treat the dead body of the loser with respect. In this excerpt, Achilles gives Hector his answer. There can be no covenants between men and lions, wolves and lambs can never be of one mind, but hate each other.... Therefore there can be no understanding between you and me.... Put forth all your strength.... [Y]ou shall now pay me in full for the grief you have caused me on account of my comrades whom you have killed in battle. Source: The Internet Classics Archive: The Iliad by Homer. Homer/Illiad.22.xxii.html CONSTRUCTED RESPONSE 21 Achilles compares himself and Hector to what? 22 What answer does Achilles give to Hector? Chapter 8 CHAPTER TEST B

96 DOCUMENT 3 Excerpt from the Odyssey. The Odyssey tells the story of Greek hero Odysseus as he journeys home from the Trojan War. In this excerpt, which begins the epic poem, Homer asks his muse (a goddess who was believed to inspire writers) to help him tell the tale of his ingenious hero (Odysseus). Homer also describes the role played by the sun god in Odysseus journey. Tell me, O muse, of the ingenious [clever] hero who traveled far and wide after he had sacked the famous town of Troy.... [H]e suffered much by sea while trying to save his own life and bring his men safely home; but do what he might he could not save his men, for they perished [died] through their own sheer folly [foolishness] in eating the cattle of the Sun-god Hyperion; so the god prevented them from ever reaching home. Source: The Internet Classics Archive: The Odyssey by Homer Homer/odyssey.1.i.html CONSTRUCTED RESPONSE Write the answer to each question in the space provided. 23 What did Odysseus try to do while traveling on the sea? 24 Why wasn t Odysseus successful in this goal? EXTENDED RESPONSE Write a paragraph to answer the following question. Use information from all three documents and your knowledge of ancient Greece in writing your paragraph. Use the back of this page or a separate piece of paper to write your answer. 25 What are the characteristics of ancient Greek heroes and what role did gods and goddesses play in Greek myths and stories? Chapter 8 CHAPTER TEST B

97 FORMAL ASSESSMENT UNIT 3 Chapter 9: Classical Greece CHAPTER TEST A PART 1: MULTIPLE CHOICE Choose the best answer for each question from the choices available. 1 Who introduced direct democracy in Athens? A Solon B Cleisthenes C Alexander D Pericles 2 How did Athens benefit from forming the Delian League? A Athens drew military and political leaders from the league. B Athens paid the league to conquer neighboring city-states. C Athens relied on the league to expand its colonies. D Athens used league money to build a powerful navy. 3 Who is the ancient Greek king of the gods? A Apollo B Poseidon C Zeus D Hermes 4 What different plans did Athens and Sparta develop to win the Peloponnesian War? A Athens used more warriors; Sparta used better technology. B Athens had more food; Sparta had more weapons. C Athens relied on siege tactics; Sparta relied on alliances. D Athens used sea power; Sparta used land power. 7 Who accomplished Philip II s military goal? A Alexander B Aristotle C Pericles D Sophocles 8 How far did the Macedonian Empire stretch by 323 b.c.? A from Egypt to Spain B from Greece to India C from Italy to Mesopotamia D from Macedonia to Persia 9 Which Greek historians recorded events in ancient Greece? A Aeschylus, Euripides, and Sophocles B Aristotle, Plato, and Socrates C Herodotus, Thucydides, and Xenophon D Homer, Aesop, and Aristophanes 10 Who left a lasting legacy in philosophical thinking? A Aeschylus, Euripides, and Sophocles B Aristotle, Plato, and Socrates C Herodotus, Thucydides, and Xenophon D Homer, Aesop, and Aristophanes 5 What happened when Athens attacked Syracuse? A Macedonia conquered all Greek city-states. B Persia intervened to end the war. C Sicily became a Greek colony. D Sparta destroyed the Athenian fleet. 6 What did Philip II of Macedonia want to do? A ally with Thebes B colonize Egypt C conquer Persia D destroy Sparta Chapter 9 CHAPTER TEST A

98 PART 2: INTERPRET MAPS Use the map and your knowledge of Classical Greece to answer the questions below. THE HELLENISTIC WORLD, 241 b.c. Egyptian Kingdom Macedonian Kingdom Pergamum Kingdom Seleucid Kingdom 11 These kingdoms were once part of whose empire? A Alexander the Great B Darius I C Philip II D Pericles 13 Alexandria, the center of Hellenistic culture, became part of what kingdom? A Egyptian B Macedonian C Pergamum D Seleucid 12 About how far, from west to east, did the Hellenistic World stretch? A about 400 miles B about 1,200 miles C about 2,000 miles D about 2,800 miles CONSTRUCTED RESPONSE 14 Under whose control did the lands of ancient Greece fall in the Hellenistic world? Chapter 9 CHAPTER TEST A

99 PART 3: INTERPRET CHARTS Use the time line and your knowledge of Classical Greece to answer the questions below. c. 500 B.C. Pericles ushers in golden age in Athens 478 B.C. Delian League forms 430 B.C. Plague wipes out a third of Athens population 404 B.C. Athens surrenders to Sparta, ending the Peloponnesian War 338 B.C. Macedonia conquers and unites Greece 323 B.C. Alexander dies after his empire reaches its height 500 B.C B.C. Peloponnesian War begins between Athens and Sparta 414 B.C. Sparta defeats Athens at Battle of Syracuse 334 B.C. Alexander the Great begins conquest 15 How long did the Peloponnesian War last? A 47 years B 37 years C 27 years D 17 years 17 Greece became part of what empire? A Macedonian B Peloponnesian C Delian D Spartan 16 What two city-states were often in conflict? A Macedonia and Alexander B Delian and Pericles C Athens and Sparta D Peloponnesian and Syracuse CONSTRUCTED RESPONSE 18 What event probably weakened Athens and contributed to its defeat in the Peloponnesian War? Chapter 9 CHAPTER TEST A

100 PART 4: DOCUMENT-BASED QUESTION Use the documents and your knowledge of Classical Greece to answer the questions below. INTRODUCTION The ancient Greeks left a legacy that has influenced Western civilization for centuries. Evidence of this legacy can be seen in many areas, including architecture, government, and sports. OBJECTIVE: Explain how the legacy of ancient Greece influences today s world. DOCUMENT 1 Image of Jefferson Memorial in Washington, D.C. The memorial was built in honor of Thomas Jefferson and was inspired by ancient Greek architecture. Charles Smith/Cardinal/Corbis CONSTRUCTED RESPONSE 19 What element of Greek architecture was used to build the memorial? 20 What ancient Greek structure does the memorial look like? Chapter 9 CHAPTER TEST A

101 DOCUMENT 2 Chart comparing Athenian democracy with U.S. democracy. ATHENIAN DEMOCRACY Direct democracy Citizenship bestowed on males at the age of 18 who were children of parents who were citizens All citizens vote directly on policies Three branches of government lawmaking, executive, and judicial with system of checks and balances in place Trial by jury, with impartial jurors In trials, accuser and accused represent themselves U.S. DEMOCRACY Representative democracy Citizenship bestowed on all born in the United States and to foreign-born individuals who complete the citizenship process Citizens elect representatives to vote on their behalf Three branches of government lawmaking, executive, and judicial with system of checks and balances in place Trial by jury, with impartial jurors In trials, lawyers usually represent accuser and accused CONSTRUCTED RESPONSE 21 Why is the U.S. government considered a representative democracy? 22 What aspects of government did the United States adopt from ancient Greece? Chapter 9 CHAPTER TEST A

102 DOCUMENT 3 Photograph of wrestlers at a modern Olympic event. The Olympic Games began in ancient Greece and were played to honor the gods. Wrestling was one of the sports played at the early Olympic Games in Greece. Wally McNamee/Documentary Value/Corbis CONSTRUCTED RESPONSE Write the answer to each question in the space provided. 23 Based on this photo, what skills do wrestlers probably need to succeed in their sport? 24 Why do you think wrestling was a popular sport in ancient Greece? EXTENDED RESPONSE Write a paragraph to answer the following question. Use information from all three documents and your knowledge of Classical Greece in writing your paragraph. Use the back of this page or a separate piece of paper to write your answer. 25 How have achievements by ancient Greeks in architecture, government, and sports influenced today s world? Chapter 9 CHAPTER TEST A

103 FORMAL ASSESSMENT UNIT 3 Chapter 9: Classical Greece CHAPTER TEST B PART 1: MULTIPLE CHOICE Choose the best answer for each question from the choices available. 1 What kind of government did Pericles introduce? A oligarchy B aristocracy C limited democracy D direct democracy 2 What did Athens use money from the Delian League for? A to build a powerful navy B to conquer other city-states C to expand Mediterranean colonies D to pay military and political leaders 3 Which art form deals largely with ancient Greek gods and goddesses? A fables B histories C myths D philosophies 4 What advantage did Sparta have in the Peloponnesian War? A better ships B fewer people to feed C greater land power D more money 7 What leader greatly expanded the Macedonian Empire? A Alexander the Great B Darius I C Pericles D Philip II 8 What does Hellas mean in Greek? A Macedonia B Greece C Alexander D Philip 9 Who were Herodotus, Thucydides, and Xenophon? A gods B historians C playwrights D sculptors 10 Who were Aristotle, Plato, and Socrates? A philosophers B poets C political leaders D warriors 5 How did Sparta respond to Athens attack on Syracuse? A destroyed most of the Athenian navy B made peace and joined the attack C surrendered and retreated to Sparta D turned its attention to other city-states 6 What land did Philip II of Macedonia most want to conquer? A Anatolia B North Africa C Persia D Spain Chapter 9 CHAPTER TEST B

104 PART 2: INTERPRET MAPS Use the map and your knowledge of Classical Greece to answer the questions below. THE HELLENISTIC WORLD, 241 b.c. Egyptian Kingdom Macedonian Kingdom Pergamum Kingdom Seleucid Kingdom 11 Which kingdom had the most territory? A Egyptian B Macedonian C Pergamum D Seleucid 12 Which empire controlled all of this territory in 323 B.C.? A Egyptian B Macedonian C Pergamum D Seleucid 13 Which kingdom controlled most of the lands that had formed ancient Greece? A Egyptian B Macedonian C Pergamum D Seleucid CONSTRUCTED RESPONSE 14 What happened to Alexander s empire less than 100 years after his death? Chapter 9 CHAPTER TEST B

105 PART 3: INTERPRET CHARTS Use the time line and your knowledge of Classical Greece to answer the questions below. c. 500 B.C. Pericles ushers in golden age in Athens 430 B.C. Plague wipes out a third of Athens population 338 B.C. Macedonia conquers and unites Greece 478 B.C. Delian League forms 404 B.C. Athens surrenders to Sparta, ending the Peloponnesian War 323 B.C. Alexander dies after his empire reaches its height 500 B.C B.C. Peloponnesian War begins between Athens and Sparta 414 B.C. Sparta defeats Athens at Battle of Syracuse 334 B.C. Alexander the Great begins conquest 15 What began around 500 B.C.? A the Peloponnesian War B the Battle of Syracuse C the plague D a golden age in Athens 16 What event happened before the Peloponnesian War? A The Delian League was formed. B Macedonia conquered and united Greece. C Plague wiped out a third of Athens population. D Sparta defeated Athens at the Battle of Syracuse. 17 How long did it take Alexander the Great to build his empire? A 16 years B 15 years C 11 years D 9 years CONSTRUCTED RESPONSE 18 Why was Macedonia able to conquer Athens and Sparta by 338 b.c.? Chapter 9 CHAPTER TEST B

106 PART 4: DOCUMENT-BASED QUESTION Use the documents and your knowledge of Classical Greece to answer the questions below. INTRODUCTION The ancient Greeks left a legacy that has influenced Western civilization for centuries. Evidence of this legacy can be seen in many areas, including architecture, government, and sports. OBJECTIVE: Explain how the legacy of ancient Greece influences today s world. DOCUMENT 1 Image of Jefferson Memorial in Washington, D.C. The memorial was built in honor of Thomas Jefferson and was inspired by ancient Greek architecture. Charles Smith/Cardinal/Corbis CONSTRUCTED RESPONSE 19 Where are the ancient Greek columns located on the memorial? 20 What words would you use to describe the memorial? Chapter 9 CHAPTER TEST B

107 DOCUMENT 2 Chart comparing Athenian democracy with U.S. democracy. ATHENIAN DEMOCRACY Direct democracy Citizenship bestowed on males at the age of 18 who were children of parents who were citizens All citizens vote directly on policies Three branches of government lawmaking, executive, and judicial with system of checks and balances in place Trial by jury, with impartial jurors In trials, accuser and accused represent themselves U.S. DEMOCRACY Representative democracy Citizenship bestowed on all born in the United States and to foreign-born individuals who complete the citizenship process Citizens elect representatives to vote on their behalf Three branches of government lawmaking, executive, and judicial with system of checks and balances in place Trial by jury, with impartial jurors In trials, lawyers usually represent accuser and accused CONSTRUCTED RESPONSE 21 What form of democracy did Athens have? 22 What branches of government do both democracies have? Chapter 9 CHAPTER TEST B

108 DOCUMENT 3 Photograph of wrestlers at a modern Olympic event. The Olympic Games began in ancient Greece and were played to honor the gods. Wrestling was one of the sports played at the early Olympic Games in Greece. Wally McNamee/Documentary Value/Corbis CONSTRUCTED RESPONSE Write the answer to each question in the space provided. 23 How many people take part in a wrestling match? 24 Why does wrestling require great strength on the part of the athletes? EXTENDED RESPONSE Write a paragraph to answer the following question. Use information from all three documents and your knowledge of Classical Greece in writing your paragraph. Use the back of this page or a separate piece of paper to write your answer. 25 How have achievements by ancient Greeks in architecture, government, and sports influenced today s world? Chapter 9 CHAPTER TEST B

109 FORMAL ASSESSMENT UNIT 4 Chapter 10: The Roman Republic chapter test A Part 1: Multiple Choice Choose the best answer for each question from the choices available. 1 Which statement best describes the geographical location of Rome? A within the mountain range known as the Alps B on the island of Sicily C on seven hills on the west coast of Italy D in a flat region known as Mare Nostrum 2 Which factors helped Rome s agriculture flourish? A fertile soil, a good water supply, and a mild climate B high altitude, fertile soil, and a dry climate C new irrigation techniques, hilly land, and a mild climate D sandy coastal soil, a good water supply, and a dry climate 3 Which of the following did the Etruscans introduce to the Romans? A advances in war strategies and training for soldiers B a new alphabet for writing and epic poetry C advances in agriculture, architecture, and learning D a grid plan for Rome s streets and buildings 4 Which of the following is a characteristic of a republican government? A a single powerful tyrant with complete control B citizens who vote for their leader C the military controlling an entire country or region D the complete removal of formal leadership 5 Which of the following best describes ancient Roman social structure? A Men and the family were the most important. B Gender equality was the most important. C Women and children were the most important. D The bond of marriage was the most important. 7 What gave the plebeians the political equality they had been seeking? A Spartacus led a successful slave rebellion against Roman soldiers. B The Council of Plebs was permitted to make laws for all citizens. C The aristocracy agreed that the patricians had an unfair amount of power. D A dictator granted the plebeians more rights. 8 Which of the following was a religious belief of the Romans? A Living rulers were automatically considered gods. B Gods were to be respected and feared but not celebrated in public. C A group of many gods controlled specific areas of Roman life. D A single god required all of the people s respect and devotion. 9 What group of hired soldiers helped Rome conquer enemies and expand its territory? A Roman legionaries B Roman missionaries C the First Triumvirate D the Carthaginians 10 Which of the following is associated with the Second Punic War? A Rome s defeat by the Carthaginian navy B Hannibal s movement across the Alps to invade Italy C Rome s acquisition of Sicily, Sardinia, and Corsica D the siege and destruction of Carthage 6 How was ancient Roman society organized, from the aristocracy to the bottom of society? A patricians, slaves, plebeians B plebeians, slaves, patricians C slaves, patricians, plebeians D patricians, plebeians, slaves Chapter 10 CHAPTER TEST A

110 Part 2: Interpret Maps Use the map and your knowledge of the Roman Republic to answer the questions below. Roman Expansion, b.c. Controlled by Carthage, 264 B.C. Controlled by Rome, 264 B.C. Added to Rome, 146 B.C. Carthaginian land added to Rome, 146 B.C. 11 What lands were NOT controlled by Carthage in 264 b.c.? A Greece B Corsica C the tip of the Iberian Peninsula D Sardinia 13 Where were most Carthaginian lands located in 264 b.c.? A off the Atlantic Ocean B off the Adriatic Sea C near the coast of Africa D near the coast of Asia 12 Where were most of the lands that Rome acquired in 146 b.c. located? A in northern Africa B in northern Europe C in southern Africa D in southern Europe Constructed Response 14 Why did Rome expand mostly around the Mediterranean Sea? Chapter 10 CHAPTER TEST A

111 Part 3: Interpret Charts Use the time line and your knowledge of the Roman Republic to answer the questions below. 753 B.C. Romulus, legendary founder of Rome, becomes the first king of the city 241 B.C. Carthage is defeated in First Punic War c.458 B.C. Cincinnatus accepts dictatorship of Rome 201 B.C. Carthage is defeated in Second Punic War c.287 B.C. Council of Plebs is formed 149 B.C. Rome destroys Carthage 44 B.C. Julius Caesar is assassinated 81 B.C. Sulla is declared dictator 800 B.C B.C. Rome establishes a republic 264 B.C. First Punic War breaks out 218 B.C. Second Punic War begins 146 B.C. Rome destroys Corinth and conquers Greece 73 B.C. Spartacus leads slave rebellion 48 B.C. Julius Caesar declares himself dictator for life 15 How long did it take for the plebeians to gain representation in the republic? A about 25 years B about 40 years C about 50 years D about 100 years 17 When did the republic control the most amount of land? A in 241 b.c. B In 201 b.c. C in 149 b.c. D in 146 b.c. 16 How long did the Punic Wars last? A 4 years B a little more than 100 years C almost 200 years D a little more than 700 years Constructed Response 18 How did the dictatorship of Cincinnatus differ from that of Julius Caesar? Chapter 10 CHAPTER TEST A

112 Part 4: Document-Based Question Use the documents and your knowledge of the Roman Republic to answer the questions below. Introduction In the time of the Roman Republic, many factors divided people. In government, patricians had more power than plebeians. In society, Roman men had all the power, while women had no control over their futures. Rich and poor were further divided. While the wealthy few lived in luxury, most of the poor lived and worked on small farms. About the only thing that united the Roman people was religion. They worshipped many gods, most of which they adopted from the ancient Greeks. Objective: Explain the role of religion in the daily lives of the ancient Romans. DOCUMENT 1 Chart of the 12 major gods adopted from ancient Greece Roman God Description Symbol Jupiter King of the gods Thunderbolt Juno Goddess of women, marriage, childbirth, and children Wedding ring Neptune God of the sea and earthquakes Trident Ceres Goddess of agriculture Wheat Vesta Goddess of the hearth, home, and family Fireplace Minerva Goddess of wisdom Owl Diana Goddess of the moon and the hunt Moon Apollo God of poetry and music Lyre Venus Goddess of love and beauty Dove Vulcan God of fire Hammer Mars God of war Dog Mercury Messenger of the gods Staff with two entwined snakes Constructed Response 19 Why do you think the Romans needed a god of war? 20 Why is a thunderbolt a fitting symbol for Jupiter? Chapter 10 CHAPTER TEST A

113 DOCUMENT 2 Excerpt from On Agriculture by Cato. Cato was an ancient Roman statesman and historian. His manual, On Agriculture, contains rules on farming. Make an offering in this way for your work oxen to keep them in good health. Make an offering to Mars Silvanus [god of the forest] in the wood in the daytime for each head of work oxen. Three pounds of spelt grits [a grain], four and one half of lard, four and one half of meat, three sextarii [more than two quarts] of wine. Source: Roman Civilization: Selected Readings, Naphtali Lewis and Meyer Reinhold, 1990, Columbia University Press Constructed Response 21 Why was it important to keep the oxen on a farm healthy? 22 What generalization can you make about the items Cato suggests the god should be offered? Chapter 10 CHAPTER TEST A

114 DOCUMENT 3 Image of a lar statuette. Lares were believed to be spirits that watched over each Roman home. These household spirits were represented by figurines and kept in a special cupboard. Roman families made offerings and said prayers to the lares every day. DEA/G.Dagli Orti/De Agostini Picture Library/Getty Images Constructed Response Write the answer to each question in the space provided. 23 In what ways does the lar shown here resemble an ordinary Roman? 24 What might the patriarch of a Roman family have asked when he prayed to a lar? Extended Response Write a paragraph to answer the following question. Use information from all three documents and your knowledge of the Roman Republic in writing your paragraph. Use the back of this page or a separate piece of paper to write your answer. 25 What role did Roman gods play in the daily lives of the ancient Romans? Chapter 10 CHAPTER TEST A

115 FORMAL ASSESSMENT UNIT 4 Chapter 10: The Roman Republic CHAPTER TEST B PART 1: MULTIPLE CHOICE Choose the best answer for each question from the choices available. 1 Where is the city of Rome located? A east of the Apennines on the Italian Peninsula B on the island of Sicily C in the Alps in northern Italy D on the west coast of the Italian Peninsula 2 According to legend, who founded the city of Rome? A Roman gods B Romulus and Remus C Aeneas and the Etruscans D Cicero and Cincinnatus 3 Which of the following did the Greeks introduce to the early Romans? A the long epic poem B the grid system for city streets C stone houses D metalworking 4 Which of the following was NOT a branch of the Roman government? A executive B judicial C patrician D legislative 5 What was one result of the plebeian strike in 494 b.c.? A The plebeians were allowed to elect their own representatives. B The patricians allowed women the right to vote. C Slaves were allowed to own property. D The plebeians took over the Senate. 7 What statement describes the life of the aristocracy? A They lived and worked on small farms. B They owned most of the land and dominated the government. C They worked at manual labor for very low wages. D They were craftspeople, teachers, and doctors. 8 Which human qualities were important to the ancient Romans? A beauty, grace, elegance B curiosity, intelligence, imagination C discipline, strength, loyalty D honesty, humor, helpfulness 9 What was the legion in ancient Rome? A a group of loyal Senators B a group of well-trained professional soldiers C a group of elected plebeians D a group of patriarchs 10 Who defeated the Roman army at Cannae during the Second Punic War? A Scipio B Philip V C Marius D Hannibal 6 Why didn t Roman girls have much control over their future? A Girls had to get married at a young age. B Romans were always fighting with foreigners. C There were no laws to protect children. D Girls had to do what their fathers and brothers told them to do. Chapter 10 CHAPTER TEST B

116 PART 2: INTERPRET MAPS Use the map and your knowledge of the Roman Republic to answer the questions below. ROMAN EXPANSION, b.c. Controlled by Carthage, 264 B.C. Controlled by Rome, 264 B.C. Added to Rome, 146 B.C. Carthaginian land added to Rome, 146 B.C. 11 What territory did Rome control by 264 b.c.? A most of the Iberian Peninsula B most of the Italian Peninsula C Corsica and Sardinia D Greece and Macedonia 12 Which of the following was controlled by Carthage in 264 b.c.? A Greece B Macedonia C Corsica D Rome 13 What Carthaginian territory did NOT come under Rome s control in 146 b.c.? A Carthage B Corsica C Sardinia D part of northern Africa CONSTRUCTED RESPONSE 14 Look at the amount of territory that Carthage and Rome controlled in 264 b.c. How do the different amounts compare? Chapter 10 CHAPTER TEST B

117 PART 3: INTERPRET TIME LINES Use the time line and your knowledge of the Roman Republic to answer the questions below. 753 B.C. Romulus, legendary founder of Rome, becomes the first king of the city 241 B.C. Carthage is defeated in First Punic War c.458 B.C. Cincinnatus accepts dictatorship of Rome 201 B.C. Carthage is defeated in Second Punic War c.287 B.C. Council of Plebs is formed 149 B.C. Rome destroys Carthage 44 B.C. Julius Caesar is assassinated 81 B.C. Sulla is declared dictator 800 B.C B.C. Rome establishes a republic 264 B.C. First Punic War breaks out 218 B.C. Second Punic War begins 146 B.C. Rome destroys Corinth and conquers Greece 73 B.C. Spartacus leads slave rebellion 48 B.C. Julius Caesar declares himself dictator for life 15 Who declared himself dictator for life? A Cincinnatus B Sulla C Spartacus D Julius Caesar 17 When was Carthage destroyed? A in 264 b.c. B in 241 b.c. C in 201 b.c. D in 149 b.c. 16 Who is said to have founded Rome? A Romulus B Cincinnatus C Sulla D Spartacus CONSTRUCTED RESPONSE Use a complete sentence to write the answer in the space provided 18 Based on this time line, what characterized much of the history of the Roman Republic? Chapter 10 CHAPTER TEST B

118 PART 4: DOCUMENT-BASED QUESTION Use the documents and your knowledge of the Roman Republic to answer the questions below. INTRODUCTION In the time of the Roman Republic, many factors divided people. In government, patricians had more power than plebeians. In society, Roman men had all the power, while women had no control over their futures. Rich and poor were further divided. While the wealthy few lived in luxury, most of the poor lived and worked on small farms. About the only thing that united the Roman people was religion. They worshipped many gods, most of which they adopted from the ancient Greeks. OBJECTIVE: Explain the role of religion in the daily lives of the ancient Romans. DOCUMENT 1 Chart of the 12 major gods adopted from ancient Greece ROMAN GOD DESCRIPTION SYMBOL Jupiter King of the gods Thunderbolt Juno Goddess of women, marriage, childbirth, and children Wedding ring Neptune God of the sea and earthquakes Trident Ceres Goddess of agriculture Wheat Vesta God of the hearth, home, and family Fireplace Minerva Goddess of wisdom Owl Diana Goddess of the moon and the hunt Moon Apollo God of poetry and music Lyre Venus Goddess of love and beauty Dove Vulcan God of fire Hammer Mars God of war Dog Mercury Messenger of the gods Staff with two entwined snakes CONSTRUCTED RESPONSE 19 Which god might have been most important to Romans in their daily life? Why? 20 Which god did farmers probably pray to? Why? Chapter 10 CHAPTER TEST B

119 DOCUMENT 2 Excerpt from On Agriculture by Cato. Cato was an ancient Roman statesman and historian. His manual, On Agriculture, contains rules on farming. Make an offering in this way for your work oxen to keep them in good health. Make an offering to Mars Silvanus [god of the forest] in the wood in the daytime for each head of work oxen. Three pounds of spelt grits [a grain], four and one half of lard, four and one half of meat, three sextarii [more than two quarts] of wine. Source: Roman Civilization: Selected Readings, Naphtali Lewis and Meyer Reinhold, 1990, Columbia University Press CONSTRUCTED RESPONSE 21 According to the excerpt, who is Mars Silvanus? 22 What four items does Cato suggest farmers include in the offering? Chapter 10 CHAPTER TEST B

120 DOCUMENT 3 Image of a lar statuette. Lares were believed to be spirits that watched over each Roman home. These household spirits were represented by figurines and kept in a special cupboard. Roman families made offerings and said prayers to the lares every day. DEA/G.Dagli Orti/De Agostini Picture Library/Getty Images CONSTRUCTED RESPONSE Write the answer to each question in the space provided. 23 How would you describe what the lar shown here looks like? 24 Why did Roman families make daily offerings to the lares? EXTENDED RESPONSE Write a paragraph to answer the following question. Use information from all three documents and your knowledge of ancient Rome in writing your paragraph. Use the back of this page or a separate piece of paper to write your answer. 25 What role did Roman gods play in the daily lives of the ancient Romans? Chapter 10 CHAPTER TEST B

121 FORMAL ASSESSMENT UNIT 4 Chapter 11: The Roman Empire and Christianity CHAPTER TEST A PART 1: MULTIPLE CHOICE Choose the best answer for each question from the choices available. 1 What was a benefit of the Pax Romana? A Agriculture was no longer important to Rome. B The army was no longer needed to keep peace. C The economy prospered. D No one in the empire was poor. 2 Which statement best describes the methods of Augustus? A quick, careless, and harsh B slow, careful, and legal C slow, careless, and outside the law D quick, orderly, and peaceful 3 Early Christianity developed in which community? A Jewish B Roman C Greek D Visigoth 4 Why is the resurrection of Jesus important for Christians? A It signals victory over sin and death. B It was in the teachings of Paul. C It is based on the teachings of Jesus. D It is not important for Christians. 5 Who was Paul? A one of the Twelve Apostles chosen by Jesus B the first bishop of Rome C a well-educated Jew and Roman citizen who spread early Christianity D a friend of Jesus from Nazareth 7 What is the correct order in which these emperors ruled? A Augustus, Diocletian, Theodosius, Constantine B Diocletian, Theodosius, Augustus, Constantine C Theodosius, Augustus, Constantine, Diocletian D Augustus, Diocletian, Constantine, Theodosius 8 What were the two parts of the divided Roman Empire called? A the Northern and Southern Roman Empires B the Roman and the Barbarian Empires C the Eastern and the Western Empires D the European and the Eastern Empires 9 Which of the following was NOT established under Roman law? A equality under the law B presumption of guilt C fair judges D presumption of innocence 10 Which of the following is an example of how Rome influenced the structure of the U.S. government? A columns, arches, and domes in architecture B developing a grid pattern for city streets C use of Latin in memorial inscriptions D the system of checks and balances 6 How did endless warfare ruin the Roman economy? A There were too many emperors. B Trade was interrupted and currency lost value. C The Roman Empire stretched too far from Scotland to the Sahara. D Ordinary people grew angry. Chapter 11 CHAPTER TEST A

122 PART 2: INTERPRET MAPS Use the map and your knowledge of the Roman Empire to answer the questions below. ROMAN TRADE, c. a.d. 117 Roman Empire at its height, c. A.D. 117 Trade routes Slave trade Goods traded Gems Grain Marble Metals Olive oil Spices Textiles Timber Wild animals Wine 11 How did most grain travel to Rome? A from Spain to Africa and then to Rome B from China to the Black Sea C from North Africa across the Mediterranean Sea D by land from Gaul 12 What product came from Britain, northern Spain, and northern Gaul? A grain B wild animals C olive oil D metals 13 What one product was imported from outside the Roman Empire? A spices B grain C metals D wild animals CONSTRUCTED RESPONSE 14 Why do you think Roman trade brought great wealth to the Empire? Chapter 11 CHAPTER TEST A

123 PART 3: INTERPRET TIME LINES Use the time line and your knowledge of the Roman Empire to answer the questions below. c. 370 Huns drive other Germanic tribes out of their lands and into the Roman Empire 418 Visigoths push Vandals out of Spain 406 Vandals plunder Gaul 451 Huns attack Gaul; emperor relies on barbarian armies to fight them 453 Attila dies A.D Huns force Visigoths into the Empire 410 Visigoths sack Rome 445 Huns unite under Attila 455 Vandals raid Rome 476 Last Roman emperor leaves the throne 15 How long did the invasions go on before the Western Empire fell? A about 10 years B about 25 years C about 50 years D about 100 years 17 Which two groups invaded Rome? A Visigoths and Vandals B Huns and Vandals C Huns and Visigoths D Rome was only invaded once. 16 Who pushed the Vandals out of Spain? A the Roman emperor B Attila C the Visigoths D the Huns CONSTRUCTED RESPONSE 18 What action began the invasion of the Western Roman Empire? Chapter 11 CHAPTER TEST A

124 PART 4: DOCUMENT-BASED QUESTION Use the documents and your knowledge of the Roman Empire to answer the questions below. INTRODUCTION The Roman Empire extended over three continents. With its trade routes and wide-ranging system of roads, bridges, and tunnels, the Empire s soldiers, officials, goods, and ideas spread throughout much of the ancient world. OBJECTIVE: Explain the impact of the Roman Empire on the ancient world. DOCUMENT 1 Excerpt from the book of Romans in the New Testament. Romans contains Paul s long letter to the Christians in Rome. In this passage, he describes his travels as he spreads Christianity throughout the Empire in the a.d. 50s. So from Jerusalem all the way around to Illyricum [Roman province near the Italian Peninsula], I have fully proclaimed the gospel of Christ.... But now that there is no more place for me to work in these regions, and since I have been longing for many years to visit you, I plan to do so when I go to Spain. I hope to see you while passing through. Source: Bible Gateway, Romans 15: 19, 23-24, New International Version CONSTRUCTED RESPONSE 19 In this passage, where has Paul traveled and where is he planning to go on his mission to spread Christianity? 20 How did the network of Roman roads help Paul spread Christianity? Chapter 11 CHAPTER TEST A

125 DOCUMENT 2 Excerpt from the writings of Tertullian. Tertullian was born in Carthage, converted to Christianity, and eventually became a priest. In this passage, he describes the well-ordered world of the Roman Empire. The world is every day better known, better cultivated [developed], and more civilized than before. Everywhere roads are traced, every district is known, every country opened to commerce [business].... Wherever there is a trace of life, there are houses, human habitations, and well-ordered governments. Source: The Immense Majesty: A History of Rome and the Roman Empire, Thomas W. Africa, 1974, Thomas Y. Crowell Company CONSTRUCTED RESPONSE 21 According to Tertullian, what advantages has the Roman Empire brought to the world? 22 How does Tertullian believe countries have benefited from being part of the Roman Empire? Chapter 11 CHAPTER TEST A

126 DOCUMENT 3 Image of an ancient Roman road in Jordan, in Southwest Asia DEA/C. SAPPA/De Agostini/Getty Images CONSTRUCTED RESPONSE Write the answer to each question in the space provided. 23 How would you describe this road? 24 What conclusions can you draw about the road s construction? EXTENDED RESPONSE Write a paragraph to answer the following question. Use information from all three documents and your knowledge of the Roman Empire in writing your paragraph. Use the back of this page or a separate piece of paper to write your answer. 25 What was the impact of the Roman Empire on the ancient world? Chapter 11 CHAPTER TEST A

127 FORMAL ASSESSMENT UNIT 4 Chapter 11: The Roman Empire and Christianity CHAPTER TEST B PART 1: MULTIPLE CHOICE Choose the best answer for each question from the choices available. 1 What name did the Senate give to Octavian? A Julius B Gaius C Augustus D Pax Romana 2 Who built the Roman roads? A barbarian slaves B Roman soldiers C Titus D Constantine 3 What is the name for the 200 years of peace and prosperity that began under Augustus? A the Appian Way B the rule of Augustus C the Roman Way D the Pax Romana 4 What are epistles? A letters B miracles C parables D catacombs 7 Where did Constantine build his capital? A Byzantium B Spain C Gaul D Rome 8 Which event came last? A The empire was divided into two parts. B Tiberius became emperor. C Constantine moved the capital from Rome. D Rome was sacked by the Visigoths. 9 What was the official language of Rome? A Greek B Hebrew C Latin D Spanish 10 In which of these is Latin most often used today? A popular novels B newspapers C legal documents D magazines 5 Which emperor made the practice of Christianity legal in the Roman Empire? A Augustus B Constantine C Theodosius D Nero 6 Who divided the Roman Empire into two parts? A Diocletian B Maximian C Constantine D Theodosius Chapter 11 CHAPTER TEST B

128 PART 2: INTERPRET MAPS Use the map and your knowledge of the Roman Empire to answer the questions below. ROMAN TRADE, c. a.d. 117 Roman Empire at its height, c. A.D. 117 Trade routes Slave trade Goods traded Gems Grain Marble Metals Olive oil Spices Textiles Timber Wild animals Wine 11 Grain brought to Rome from Egypt crossed which body of water? A Mediterranean Sea B Red Sea C Black Sea D Atlantic Ocean 13 Where did the trade route that crossed the Red Sea lead to? A China B India C Egypt D Spain 12 Which goods were traded from Britain? A wild animals B textiles C olive oil D metals CONSTRUCTED RESPONSE 14 What products did Rome import from Egypt? Chapter 11 CHAPTER TEST B

129 PART 3: INTERPRET TIME LINES Use the time line and your knowledge of the Roman Empire to answer the questions below. c. 370 Huns drive other Germanic tribes out of their lands and into the Roman Empire 418 Visigoths push Vandals out of Spain 406 Vandals plunder Gaul 451 Huns attack Gaul; emperor relies on barbarian armies to fight them 453 Attila dies A.D Huns force Visigoths into the Empire 410 Visigoths sack Rome 445 Huns unite under Attila 455 Vandals raid Rome 476 Last Roman emperor leaves the throne 15 What group pushed the Visigoths into the Roman Empire? A Vandals B Huns C Roman army D Roman emperors 17 How long after Rome was sacked did the last Roman emperor leave the throne? A 6 years B 24 years C 48 years D 66 years 16 When did the Vandals raid Rome? A 406 B 410 C 455 D 476 CONSTRUCTED RESPONSE 18 What three Germanic tribes led the invasion into the Western Roman Empire? Chapter 11 CHAPTER TEST B

130 PART 4: DOCUMENT-BASED QUESTION Use the documents and your knowledge of the Roman Empire to answer the questions below. INTRODUCTION The Roman Empire extended over three continents. With its trade routes and wide-ranging system of roads, bridges, and tunnels, the Empire s soldiers, officials, goods, and ideas spread throughout much of the ancient world. OBJECTIVE: Explain the impact of the Roman Empire on the ancient world. DOCUMENT 1 Excerpt from the book of Romans in the New Testament. Romans contains Paul s long letter to the Christians in Rome. In this passage, he describes his travels as he spreads Christianity throughout the Empire in the a.d. 50s. So from Jerusalem all the way around to Illyricum [Roman province near the Italian Peninsula], I have fully proclaimed the gospel of Christ.... But now that there is no more place for me to work in these regions, and since I have been longing for many years to visit you, I plan to do so when I go to Spain. I hope to see you while passing through. Source: Bible Gateway, Romans 15: 19, 23-24, New International Version CONSTRUCTED RESPONSE 19 Why has Paul decided to go to Spain? 20 Whom does Paul say he will see on his way to Spain? Chapter 11 CHAPTER TEST B

131 DOCUMENT 2 Excerpt from the writings of Tertullian. Tertullian was born in Carthage, converted to Christianity, and eventually became a priest. In this passage, he describes the well-ordered world of the Roman Empire. The world is every day better known, better cultivated [developed], and more civilized than before. Everywhere roads are traced, every district is known, every country opened to commerce [business].... Wherever there is a trace of life, there are houses, human habitations, and well-ordered governments. Source: The Immense Majesty: A History of Rome and the Roman Empire, Thomas W. Africa, Thomas Y. Crowell Company, 1974 CONSTRUCTED RESPONSE 21 According to Tertullian, what has the Roman Empire done for commerce in the countries under its rule? 22 What does Tertullian think of the governments under the Roman Empire s rule? Chapter 11 CHAPTER TEST B

132 DOCUMENT 3 Image of an ancient Roman road in Jordan, in Southwest Asia DEA/C. SAPPA/De Agostini/Getty Images CONSTRUCTED RESPONSE Write the answer to each question in the space provided. 23 What is this road made of? 24 Why do you think the road was built so wide? EXTENDED RESPONSE Write a paragraph to answer the following question. Use information from all three documents and your knowledge of the Roman Empire in writing your paragraph. Use the back of this page or a separate piece of paper to write your answer. 25 What was the impact of the Roman Empire on the ancient world? Chapter 11 CHAPTER TEST B

133 FORMAL ASSESSMENT UNIT 5 Chapter 12: Mesoamerica CHAPTER TEST A PART 1: MULTIPLE CHOICE Choose the best answer for each question from the choices available. 1 How might the highlands be described? A poor soil that cannot be used for farming B rugged and rocky terrain C fairly flat with fertile soil D very hilly with little topsoil 2 Why is the Olmec culture often thought of as the mother civilization of Mesoamerica? A The Olmec taught the Zapotec and Maya people how to farm. B All later cultures used the Olmec s written language. C People from other cultures, such as the Zapotec and Maya, studied in Olmec cities. D Later civilizations were influenced by Olmec art and religious practices. 3 How did the Olmec and Zapotec civilizations end? A They were attacked by rival groups. B Major volcanic eruptions destroyed their villages. C There was a severe drought. D No one knows for sure. 4 How was Monte Albán different from San José Mogote? A Monte Albán was built on a mountaintop. B Monte Albán had temples, but San José Mogote did not. C The two cities were built by different cultures. D San José Mogote was on the Pacific Ocean. 7 What were the Maya able to accomplish using their mathematical skills? A They traded with people in both North and South America. B They traveled across the Atlantic Ocean. C They created a 365-day calendar. D They fought off European explorers. 8 Why were the chinampas vital to the Aztec? A They allowed the Aztecs to travel long distances. B They offered housing and shelter for people such as farmers. C They provided fields for growing food. D The Aztecs believed the gods lived in the chinampas. 9 Why was Teotihuacán important to the Aztec? A It was the largest trading center. B The Aztec believed the gods were born there. C It was the first city that the Spanish conquered. D It was positioned at the center of the Aztec Empire. 10 What happened in 1519? A Moctezuma II became emperor. B Teotihuacán was established. C The conquistadors arrived in the Aztec Empire. D The Aztec Empire reached the Pacific Ocean. 5 Who were above the priests in the Maya class structure? A merchants B king C merchants and king D no one 6 In Maya culture, what was the purpose of stelae? A to honor a king and record his actions B to provide sacrifices to the gods C to assure a good harvest D to record crop surpluses Chapter 12 CHAPTER TEST A

134 PART 2: INTERPRET MAPS Use the map and your knowledge of early Mesoamerican civilizations to answer the questions below. THE AZTEC EMPIRE, Aztec Empire, 1503 Moctezuma II s conquests TEXCOCO Triple Alliance Moctezuma II s offensives Route of Hernán Cortés, Which of the following cities did Moctezuma II conquer? A Ayutla B Tehuantepec C Tototepec D Xocotla 13 In which of the following cities did farmers build chinampas on Lake Texcoco? A Cholula B Tlatelolco C El Tajín D Oxitipán 12 Where did Hernán Cortés first land when he came to Mesoamerica? A Zempoala B Tenochtitlán C Cholula D Veracruz CONSTRUCTED RESPONSE 14 Why do you think the conquistadors took the route shown on this map to Tenochtitlán? Chapter 12 CHAPTER TEST A

135 PART 3: INTERPRET TIME LINES Use the time line and your knowledge of the Maya to answer the questions below. Three Time Periods of the Maya Preclassic (2000 B.C. A.D. 250) The Maya people come to Mesoamerica. The Maya spread across the lowlands. Public centers are built. Classic ( ) Public areas and religious centers grow larger. The Maya civilization reaches its height. The Maya begin to decline. Postclassic ( ) The Maya people no longer continue to thrive. Conflict grows among Maya groups. Dramatic decrease in population and rapid spread of disease occur. 15 Which of the following occurred during the Classic Period? A Public centers were built. B The Maya civilization reached its height. C The Maya no longer thrived. D The Maya spread across the lowlands. 17 What happened in the last part of the Preclassic Period? A Public centers were built. B The Classic Period began to decline. C Disease spread rapidly. D People spread to the lowlands. 16 When did the population of the Maya dramatically decrease? A at the beginning of the Classic Period B at the end of the Classic Period C at the beginning of the Postclassic Period D at the end of the Postclassic Period CONSTRUCTED RESPONSE 18 During which period did the Maya civilization reach its peak? Explain why. Chapter 12 CHAPTER TEST A

136 PART 4: DOCUMENT-BASED QUESTION Use the documents and your knowledge of early Mesoamerican civilizations to answer the questions below. INTRODUCTION Many early Mesoamerican civilizations developed calendars to record time and predict certain events. They were also used in religious rituals. Both the Maya and the Aztec established a two-calendar system. The 365-day calendar followed the solar year and was used to keep track of time and seasons. The 260-day calendar was a ritual calendar used to determine the time of religious festivals. OBJECTIVE: Explain the importance of calendars to all social classes in early Mesoamerican civilizations. DOCUMENT 1 Excerpt from Ancient Mexico and Central America. This excerpt discusses some of the ways in which the Maya used their 365-day calendar. The yearly agrarian [agricultural] cycle of field preparation and planting and harvesting would have been of foremost [main] concern to the common people, who would have looked to their ruler and his trained calendar priests for guidance as to the proper and most auspicious [favorable] timing of these events. But beyond those undertakings lay others of more urgent concern to royals and nobles, matters such as the best time to make war, or offer sacrifices, or erect a building. Source: Ancient Mexico and Central America: Archaeology and Culture History, Susan Toby Evans, 2008, Thames & Hudson CONSTRUCTED RESPONSE 19 Who was mostly concerned with the agricultural cycle of the Maya calendar? 20 What details in this excerpt suggest that the Maya calendar was highly detailed? Chapter 12 CHAPTER TEST A

137 DOCUMENT 2 Image of Aztec Calendar Stone. This calendar stone represents the Aztec 260-day calendar. The Aztec sun god is carved in the center of the stone. Glyphs surrounding the sun god represent animals such as jaguars and events such as hurricanes and fires. Bettmann/Corbis CONSTRUCTED RESPONSE 21 How would you describe the calendar stone? 22 How does the shape of the calendar stone suggest continuous cycles? Chapter 12 CHAPTER TEST A

138 DOCUMENT 3 Excerpt from Life in the Aztec World. In the Aztec 260-day calendar, each day was named using a series of numbers. In this excerpt, the author discusses one of the ways in which these days could be interpreted. If a child was born on an unlucky day, the parents would wait to name him or her until an auspicious [favorable] sign came in the following days, although they could wait no more than four days after the child s birth. The days that contained the numbers 3, 7, 10, 11, 12, and 13 were considered favorable, in general terms, and the numbers 4, 5, 6, 8. And 9 were generally unlucky. The number 13 was very important to the Aztec for it accounted for the 13 major gods and the layers of the world and the sky. Source: Handbook to Life in the Aztec World, Manuel Aguilar-Moreno, 2006, Oxford University Press CONSTRUCTED RESPONSE Write the answer to each question in the space provided. 23 Why might Aztec parents wait a few days to name their newborn child? 24 Why was the number 13 considered lucky? EXTENDED RESPONSE Write a paragraph to answer the following question. Use information from all three documents and your knowledge of early Mesoamerican cultures in writing your paragraph. Use the back of this page or a separate piece of paper to write your answer. 25 Why were calendars important to people of all social classes in early Mesoamerican civilizations? Chapter 12 CHAPTER TEST A

139 FORMAL ASSESSMENT UNIT 5 Chapter 12: Mesoamerica CHAPTER TEST B PART 1: MULTIPLE CHOICE Choose the best answer for each question from the choices available. 1 Where are the highlands? A along the Atlantic Ocean B between the mountains of the Sierra Madre C in the jungles of the Yucatán D south of the Yucatán 2 What was Mesoamerica s first civilization? A Aztec B Maya C Olmec D Zapotec 3 Where did Zapotec society start? A in the Oaxaca Valley B in San José Mogote C along Mexico s Gulf Coast D in the Yucatán 4 Why was Monte Albán built on a mountaintop? A The people wanted to be closer to their gods. B The priests said the mountain was sacred. C There were gold mines in the mountain. D It made the city easier to defend. 5 In Maya society, who determined when crops should be planted? A king B priests C merchants D farmers 7 In the Maya writing system, what were the symbolic pictures called? A glyphs B codices C stelae D scribes 8 Where did the Aztec build Tenochtitlán? A in fertile grasslands B on a mountaintop C in a swamp D along the Pacific coast 9 Why were religious sacrifices important to the Aztec? A They believed they allowed the emperor to live forever. B They believed they protected their ancestors in the afterlife. C They believed they were needed to nourish the sun. D The sacrifices were a way of paying tribute to their emperor. 10 What was important about the city of Teotihuacán? A It was the first city that the Spanish conquered. B The Aztec believed the gods were born there. C It was the largest trading center. D It was positioned at the center of the empire. 6 What did the Maya people believe about their king? A When the crops failed, he should be sacrificed to the gods. B He must obey the instructions of the priests. C He was a great warrior. D He was descended from the gods. Chapter 12 CHAPTER TEST B

140 PART 2: INTERPRET MAPS Use the map and your knowledge of early Mesoamerican civilizations to answer the questions below. THE AZTEC EMPIRE, Aztec Empire, 1503 Moctezuma II s conquests TEXCOCO Triple Alliance Moctezuma II s offensives Route of Hernán Cortés, Which of the following best describes Ayutla? A It was part of the Aztec Empire in B It was conquered by Moctezuma II. C It was along Moctezuma II s offensives. D It was along the route of Hernán Cortés. 12 Which of the following was NOT part of the Aztec Empire in 1503? A Tlacopan B Mixtlán C Mazatlán D Acapulco 13 Which of the following cities was built on Lake Texcoco? A Tlacopan B Tlaxcala C Cholula D Jalapa CONSTRUCTED RESPONSE 14 What happened at Veracruz? Chapter 12 CHAPTER TEST B

141 PART 3: INTERPRET TIME LINES Use the time line and your knowledge of the Maya to answer the questions below. Three Time Periods of the Maya Preclassic (2000 B.C. A.D. 250) The Maya people come to Mesoamerica. The Maya spread across the lowlands. Public centers are built. Classic ( ) Public areas and religious centers grow larger. The Maya civilization reaches its height. The Maya begin to decline. Postclassic ( ) The Maya people no longer continue to thrive. Conflict grows among Maya groups. Dramatic decrease in population and rapid spread of disease occur. 15 When did the Maya first arrive in Mesoamerica? A at the beginning of the Preclassic Period B at the end of the Preclassic Period C at the beginning of the Classic Period D at the end of the Classic Period 17 When did the Maya first begin to decline? A at the end of the Preclassic Period B at the beginning of the Postclassic Period C at the end of the Postclassic Period D at the end of the Classic Period 16 How long did the Classic Period last? A 621 years B 650 years C 2,250 years D 3,521 years CONSTRUCTED RESPONSE 18 What took place during the Maya Classic Period? Chapter 12 CHAPTER TEST B

142 PART 4: DOCUMENT-BASED QUESTION Use the documents and your knowledge of early Mesoamerican civilizations to answer the questions below. INTRODUCTION Many early Mesoamerican civilizations developed calendars to record time and predict certain events. They were also used in religious rituals. Both the Maya and the Aztec established a two-calendar system. The 365-day calendar followed the solar year and was used to keep track of time and seasons. The 260-day calendar was a ritual calendar used to determine the time of religious festivals. OBJECTIVE: Explain the importance of calendars to all social classes in early Mesoamerican civilizations. DOCUMENT 1 Excerpt from Ancient Mexico and Central America. This excerpt discusses some of the ways in which the Maya used their 365-day calendar. The yearly agrarian [agricultural] cycle of field preparation and planting and harvesting would have been of foremost [main] concern to the common people, who would have looked to their ruler and his trained calendar priests for guidance as to the proper and most auspicious [favorable] timing of these events. But beyond those undertakings lay others of more urgent concern to royals and nobles, matters such as the best time to make war, or offer sacrifices, or erect a building. Source: Ancient Mexico and Central America: Archaeology and Culture History, Susan Toby Evans, 2008, Thames & Hudson CONSTRUCTED RESPONSE 19 Who depended on the calendar priests for the proper timing of planting and harvesting? 20 Who depended on the calendar priests to determine the best time for making war? Chapter 12 CHAPTER TEST B

143 DOCUMENT 2 Image of Aztec Calendar Stone. This calendar stone represents the Aztec 260-day calendar. The Aztec sun god is carved in the center of the stone. Glyphs surrounding the sun god represent animals such as jaguars and events such as hurricanes and fires. Bettmann/Corbis CONSTRUCTED RESPONSE 21 Why do you think the sun god is at the center of the stone? 22 Why do you think Aztec artists carved glyphs on the stone that represented hurricanes? Chapter 12 CHAPTER TEST B

144 DOCUMENT 3 Excerpt from Life in the Aztec World. In the Aztec 260-day calendar, each day was named using a series of numbers. In this excerpt, the author discusses one of the ways in which these days could be interpreted. If a child was born on an unlucky day, the parents would wait to name him or her until an auspicious [favorable] sign came in the following days, although they could wait no more than four days after the child s birth. The days that contained the numbers 3, 7, 10, 11, 12, and 13 were considered favorable, in general terms, and the numbers 4, 5, 6, 8. And 9 were generally unlucky. The number 13 was very important to the Aztec for it accounted for the 13 major gods and the layers of the world and the sky. Source: Handbook to Life in the Aztec World, Manuel Aguilar-Moreno, 2006, Oxford University Press CONSTRUCTED RESPONSE Write the answer to each question in the space provided. 23 What did Aztec parents do if their child were born on an unlucky day? 24 What could determine whether a day was lucky or unlucky? EXTENDED RESPONSE Write a paragraph to answer the following question. Use information from all three documents and your knowledge of early Mesoamerican cultures in writing your paragraph. Use the back of this page or a separate piece of paper to write your answer. 25 Why were calendars important to people of all social classes in early Mesoamerican civilizations? Chapter 12 CHAPTER TEST B

145 FORMAL ASSESSMENT UNIT 5 Chapter 13: South and North America CHAPTER TEST A PART 1: MULTIPLE CHOICE Choose the best answer for each question from the choices available. 1 Which pre-inca culture flourished in a desert between the Andes Mountains and the Pacific Ocean? A Moche B Nasca C Wari D Sicán 2 What animals provided the Inca with meat and wool? A sheep and llamas B alpacas and rabbits C rabbits and sheep D llamas and alpacas 3 Where was the home of the Inca in a.d. 1200? A the Pacific Coast of Peru B the Urubamba Valley C the Amazon Basin D Machu Picchu in Peru 4 Which of the following did Pachacuti use to conquer and control an empire? A a powerful military and strong central government B stone aqueducts and wooden bridges C alpacas and llamas for transporting goods and people D the impressive stone city of Cusco 7 Which people gained so much wealth through trade that social classes developed? A Pre-Inca cultures B Great Plains tribes C Northwest Coast tribes D ancient Pueblo 8 What was the purpose of a kiva? A winter storage of the corn, bean, and squash seed B protection from the rain and intense sun C a home for as many as ten families D a place for ceremonies and social gatherings 9 How did Great Plains people use horses? A to follow buffalo migrations B to pull plows so the people could farm C to replace buffalo as food D to extend trade routes 10 Which group was not part of the Iroquois League? A Seneca B Algonquin C Mohawk D Cayuga 5 What military advantage did the Spanish have over the Inca? A horses and metal weapons B a better-trained army C more men D They had no military advantage. 6 Which cultural groups gave away gifts and food at potlatches? A Moche and Nasca B Kwakiutl and Tlingit C ancient Pueblo and Mississippian D Algonquin and Iroquois Chapter 13 CHAPTER TEST A

146 PART 2: INTERPRET MAPS Use the map and your knowledge of the Inca to answer the questions below. THE INCA EMPIRE, What body of water lay in the area where the Inca lived around 1400? A Pacific B Lake Titicaca C Amazon Basin D Andes 12 In which direction did the Inca first expand? A east B west C north D south The empire in 1400 The empire in 1470 The empire in 1500 The empire in 1532 Inca roads Present-day boundaries Present-day capital city Other city 13 When did the Inca expand their empire into present-day Chile? A 1400 B 1470 C 1500 D 1532 CONSTRUCTED RESPONSE 14 How would you describe the geography of the Inca Empire? Chapter 13 CHAPTER TEST A

147 PART 3: INTERPRET CHARTS Use the chart and your knowledge of South and North American cultures to answer the questions below. Chart of Selected South and North American Cultures FOOD HOMES AND CITIES ARTS/CRAFTS Pre-Inca Farming Stone cities Gold, silver, copper jewelry, ceramic pottery, geoglyphs Inca Grew potatoes, maize, quinoa, raised alpaca and llamas for food and wool, grew cotton Stone cities with aqueducts; Machu Picchu built around 1450 Metal work, weaving of textiles and tapestries Northwest Coast cultures Abundant hunting and gathering of game, fish, shellfish, plants; plentiful forests Permanent homes of wood Canoes, totem poles and other woodcarving; basketry Anasazi (ancient Pueblo) Hunting, dry land farming of corn, beans, squash Stone and adobe homes built on plateaus and in sides of cliffs; Mesa Verde occupied Basketry and pottery, weaving Mississippian Hunting, fishing, farming of corn, beans, squash, sunflowers Wood and thatch homes in permanent villages with mounds, plazas, and stockades; Cahokia flourished Basketry, pottery, work with copper and silver 15 Which group made homes from clay bricks? A Pre-Inca B Northwest Coast cultures C Anasazi D Inca 17 Which group did NOT farm? A Inca B Northwest Coast cultures C Anasazi D Mississippian 16 Which group built the city of Cahokia? A Inca B Northwest Coast cultures C Anasazi D Mississippian CONSTRUCTED RESPONSE 18 Why do you think the people of the Northwest cultures built their homes out of wood and did so much woodcarving? Chapter 13 CHAPTER TEST A

148 PART 4: DOCUMENT-BASED QUESTION Use the documents and your knowledge of pre-inca and Inca cultures to answer the questions below. INTRODUCTION Weaving flourished among pre-inca and Inca cultures. Woven fabrics, or textiles, were used to make clothing and blankets. These included everyday objects as well as items that may have been used for religious purposes. OBJECTIVE: Understand how weaving and textiles were regarded in pre-inca and Inca cultures. DOCUMENT 1 Excerpt from The Incas. In this excerpt, the author discusses the fabric used to make textiles in the Inca Empire. Weaving was perhaps the most valued art in [the Inca Empire]. Cloth was usually made from cotton on the coast and in the eastern lowlands and from wool in the highlands.... Unfortunately, textiles in the Inca style from the heartland are rare because organic materials disintegrate quickly in the highland climate. Most of the preserved Inca textiles come from the coast or from high elevation shrines. The Inca... valued their cloth so highly that they burned it rather than let it fall into Spanish hands. Source: The Incas, Terence N. D Altroy, 2002, Blackwell Publishing CONSTRUCTED RESPONSE 19 Why have most of the preserved Inca textiles come from the coast or from high elevation shrines? 20 Why did the Inca burn some of the cloth they had made? Chapter 13 CHAPTER TEST A

149 DOCUMENT 2 Image of an Inca textile. This textile, which depicts a god, represents the work of late pre-inca weavers from the central coast. Werner Forman/Fine Art Value/Corbis CONSTRUCTED RESPONSE 21 Do you think this textile was made for everyday use? Why or why not? 22 What conclusions can you draw about the weaver of this textile? Chapter 13 CHAPTER TEST A

150 DOCUMENT 3 Excerpt on Inca cloth. In this excerpt, the author discusses how Inca cloth was valued. In the Inca Empire, cloth was valued more highly than gold. The Inca held labor in very high esteem, and cloth took many hours of labor to make. Because it was so highly valued, it was often used as a reward for people's efforts, almost like money. For example, soldiers were given cloth as a reward for their military service, and conquered rulers were given... cloth when they agreed to accept the rule of the Inca Empire. Source: "Inca Religion, Arts, and Sciences," World History in Context CONSTRUCTED RESPONSE Write the answer to each question in the space provided. 23 Why did the Inca value cloth more highly than gold? 24 In what way was Inca cloth often used like money? EXTENDED RESPONSE Write a paragraph to answer the following question. Use information from all three documents and your knowledge of pre- Inca and Inca cultures to write your paragraph. Use the back of this page or a separate piece of paper to write your answer. 25 How were weaving and textiles regarded in pre-inca and Inca cultures? Chapter 13 CHAPTER TEST A

151 FORMAL ASSESSMENT UNIT 5 Chapter 13: South and North America CHAPTER TEST B PART 1: MULTIPLE CHOICE Choose the best answer for each question from the choices available. 1 Which pre-inca culture produced finely pounded gold that was almost as thin as paper? A Moche B Nasca C Wari D Sicán 2 Which crops were grown by Inca farmers? A corn, beans, and squash B squash, potatoes, and quinoa C quinoa, potatoes, and maize D corn, beans, and potatoes 3 What did the Inca build to make up for the lack of flat farmland? A terraces B aqueducts C complex irrigation systems D bridges built of wood, stone, and thick rope 4 The Inca built large cities of stone without the use of what? A engineers B quarries C ropes and stone tools D iron or steel tools 5 Which task was given to administrators in the Inca Empire? A overseeing provincial governors B keeping detailed records C supervising ten families each D farming 7 The ancient Pueblo made their homes from which of these? A split wood B stone and adobe C soil and grasses D poles covered with skins or bark 8 Which animal was most important to the people of the Great Plains? A sheep B alpaca C buffalo D horse 9 Which of the following is a chamber in the ground used for ceremonies and gatherings? A adobe B shaman C wigwam D kiva 10 Which Native American peoples were mound builders? A Hopewell B Algonquin C Cherokee D Creek 6 Why didn t the Northwest Coast tribes farm? A The region provided so much food and other resources that there was no need to farm. B The amount of rainfall in the region made farming impossible. C Thick forests took up all the good farmland. D They never developed the complex irrigation systems that were needed. Chapter 13 CHAPTER TEST B

152 Name Class Date Use the map and your knowledge of the Inca to answer the questions below. PART 2: INTERPRET MAPS 11 W here did the Inca first settle around 1400? THE INCA EMPIRE, VENEZUELA A Cajamarca B the Amazon Basin C Urubamba Valley COLOMBIA D the southern tip of the Andes Equator Quito A ECUADOR A in 1400 M A a Am zon Z O N R. A north B A in 1470 S I N B south N in I n which direction did the Inca Empire expand around 1500? C east Cajamarca D boundaries 0 Equator S Lima Urubamba Valley La Paz n R. D 1532 B A S I N N D 20 S CHILE Tropic of Capricorn Lima S O U T H Urubamba Valley S S B R A Z I L PERU E 10 S Other city A M E R I C A Cusco Ayacucho E PA C I F I C BOLIVIA Lake Maukallacta Titicaca ARGENTINA La Paz D OCEAN 30 S N Sucre N 20 S W Santiago A 500 Miles E S Tropic of Capricorn CHILE S 500 Kilometers CONSTRUCTED RESPONSE PA C I F I C ARGENTINA OCEAN 14 How far did Inca roads extend by 1532? D 250 azo Sucre Cajamarca Present-day capital city 0 N C 1500 Am Present-day boundaries 250 M B A1470 Z O BOLIVIA A Lake The empire in A ECUADOR The empire in 1500 Inca roads A 1400 A M Quito E R I C A Maukallacta Titicaca The empire in W hen did the Inca Empire first contain Lake Titicaca? COLOMBIA Cusco Ayacucho The empire in 1400 D west VENEZUELA S O U T H E 10 S capital city B R A Z I L PERU E in 1532 N N 30 S Santiago Miles 500 Kilometers E S Chapter 13 CHAPTER TEST B A W

153 PART 3: INTERPRET CHARTS Use the chart and your knowledge of South and North American cultures to answer the questions below. Chart of Selected South and North American Cultures FOOD HOMES AND CITIES ARTS/CRAFTS Pre-Inca Farming Stone cities Gold, silver, copper jewelry, ceramic pottery, geoglyphs Inca Grew potatoes, maize, quinoa, raised alpaca and llamas for food and wool, grew cotton Stone cities with aqueducts; Machu Picchu built around 1450 Metal work, weaving of textiles and tapestries Northwest Coast cultures Abundant hunting and gathering of game, fish, shellfish, plants; plentiful forests Permanent homes of wood Canoes, totem poles and other woodcarving; basketry Anasazi (ancient Pueblo) Hunting, dry land farming of corn, beans, squash Stone and adobe homes built on plateaus and in sides of cliffs; Mesa Verde occupied Basketry and pottery, weaving Mississippian Hunting, fishing, farming of corn, beans, squash, sunflowers Wood and thatch homes in permanent villages with mounds, plazas, and stockades; Cahokia flourished Basketry, pottery, work with copper and silver 15 Which group did metal work and wove textiles and tapestries? A Mississippian B Anasazi C Inca D Pre-Inca 17 Which group built cities at Mesa Verde? A Mississippian B Anasazi C Northwest Coast cultures D Pre-Inca 16 Which group grew sunflowers? A Mississippian B Anasazi C Northwest Coast cultures D Pre-Inca CONSTRUCTED RESPONSE 18 In what ways were the Anasazi and Mississippian cultures similar? Chapter 13 CHAPTER TEST B

154 PART 4: DOCUMENT-BASED QUESTION Use the documents and your knowledge of pre-inca and Inca cultures to answer the questions below. INTRODUCTION Weaving flourished among pre-inca and Inca cultures. Woven fabrics, or textiles, were used to make clothing and blankets. These included everyday objects as well as items that may have been used for religious purposes. OBJECTIVE: Understand how weaving and textiles were regarded in pre-inca and Inca cultures. DOCUMENT 1 Excerpt from The Incas. In this excerpt, the author discusses the fabric used to make textiles in the Inca Empire. Weaving was perhaps the most valued art in [the Inca Empire]. Cloth was usually made from cotton on the coast and in the eastern lowlands and from wool in the highlands.... Unfortunately, textiles in the Inca style from the heartland are rare because organic materials disintegrate quickly in the highland climate. Most of the preserved Inca textiles come from the coast or from high elevation shrines. The Inca... valued their cloth so highly that they burned it rather than let it fall into Spanish hands. Source: The Incas, Terence N. D Altroy, 2002, Blackwell Publishing CONSTRUCTED RESPONSE 19 What was probably the most valued art in the Inca Empire? 20 Where do most of the preserved Inca textiles come from? Chapter 13 CHAPTER TEST B

155 DOCUMENT 2 Image of an Inca textile. This textile, which depicts a god, represents the work of late pre-inca weavers from the central coast. Werner Forman/Fine Art Value/Corbis CONSTRUCTED RESPONSE 21 Who or what is shown in the center of the textile? 22 What would you describe the design woven into the textile? Chapter 13 CHAPTER TEST B

156 DOCUMENT 3 Excerpt on Inca cloth. In this excerpt, the author discusses how Inca cloth was valued. In the Inca Empire, cloth was valued more highly than gold. The Inca held labor in very high esteem, and cloth took many hours of labor to make. Because it was so highly valued, it was often used as a reward for people's efforts, almost like money. For example, soldiers were given cloth as a reward for their military service, and conquered rulers were given... cloth when they agreed to accept the rule of the Inca Empire. Source: "Inca Religion, Arts, and Sciences," World History in Context CONSTRUCTED RESPONSE Write the answer to each question in the space provided. 23 What did the Inca hold in high esteem? 24 Who was given cloth as a reward? EXTENDED RESPONSE Write a paragraph to answer the following question. Use information from all three documents and your knowledge of pre- Inca and Inca cultures to write your paragraph. Use the back of this page or a separate piece of paper to write your answer. 25 How were weaving and textiles regarded in pre-inca and Inca cultures? Chapter 13 CHAPTER TEST B

157 FORMAL ASSESSMENT UNIT 5 Chapter 14: Dynasties of China CHAPTER TEST A PART 1: MULTIPLE CHOICE Choose the best answer for each question from the choices available. 1 Which of the following was NOT true of the Grand Canal? A A road ran beside it. B It served as a communication link between northern and southern China. C The Grand Canal helped protect China s vulnerable northern border. D The Grand Canal connected the southern Chang Jiang with the northern Huang He. 2 Which of the following is a belief of Buddhism? A Through good karma, a person can reach a state of nirvana. B Basic principles include respect, responsibility, loyalty, and duty to family. C People have an essential unity with nature. D Obedience to outside authority is more important than inner guidance. 3 Which of the following was true of the Song dynasty? A New granaries were built to protect the supply of tea. B The Grand Canal was completed. C Tea became China s staple crop. D New techniques expanded agriculture. 4 Which dynasty was founded by the Mongols? A Tang B Sui C Song D Yuan 5 What is the meaning of the title Genghis Khan? A impressive leader B universal ruler C emperor of China D slayer of multitudes 7 What happened to many peasant farmers who could not pay their taxes? A They were given loans by the government. B They were paid to work on government building projects. C They sold everything except one knife, which was shared by ten families. D Their land was sold, and many became slaves. 8 China spread its power and influence at sea under which emperor? A Zheng He B Yongle C Hongwu D Yangdi 9 Which of the following can be learned from bioarchaeology? A the dates of Chinese dynasties B reasons for building the Grand Canal C a person s lifestyle, diseases, and clues to ancestral origins D effects of wars 10 What was a direct result of the Opium Wars? A China was strengthened internally but weakened internationally. B The Qing dynasty was overthrown. C China entered a new period of expansion and exploration. D China was weakened internally and internationally. 6 Which of the following was NOT a method used by the Yuan to control the Chinese? A Every ten families had to share a single knife. B Meetings and fairs were banned. C The bureaucracy continued much as before. D The Chinese were not allowed to play sports. Chapter 14 CHAPTER TEST A

158 PART 2: INTERPRET MAPS Use the map and your knowledge of the dynasties of China to answer the questions below. THE YUAN EMPIRE, 1294 Silk Roads Route of Marco Polo Great Wall Border of Mongol Empire 11 The Silk Roads ran from Nanjing and ended in which city? A Antioch B Samarkand C Venice D Alexandria 12 The Russian Principalities were part of which Khanate? A Khanate of the Great Khan B Chagatai Khanate C Kipchak Khanate D Ilkhanate 13 Which of the following best describes the location of the Great Wall of China? A It divided the Chagatai Khanate from the Khanate of the Great Kahn. B It marked the northern border of the Khanate of the Great Kahn. C It ran across the middle of the Khanate of the Great Khan. D It ran from Bukhara to Baghdad. CONSTRUCTED RESPONSE 14 What impact did the Mongols have on the Silk Roads? Chapter 14 CHAPTER TEST A

159 PART 3: INTERPRET CHARTS Use the chart and your knowledge of the dynasties of China to answer the questions below. Important Chinese Innovations DYNASTY Dynasties before 581 Sui Tang Song INNOVATIONS silk, lacquerware, paper, tea, kite porcelain first book printed, mechanical clock gunpowder, magnetic compass, dominoes, playing cards, movable type, government-backed paper money 15 Which innovations were important trade items for China? A silk, paper money, and playing cards B paper money, books, and mechanical clocks C tea, silk, and porcelain D lacquerware, kites, and movable type 17 Which innovation had the greatest impact on warfare? A paper B gunpowder C lacquerware D dominoes 16 Which innovation was important for navigation? A kite B gunpowder C mechanical clock D magnetic compass CONSTRUCTED RESPONSE 18 What impact did the use of government-backed paper money have on trade and China s economy? Chapter 14 CHAPTER TEST A

160 PART 4: DOCUMENT-BASED QUESTION Use the documents and your knowledge of the dynasties of China to answer the questions below. INTRODUCTION Emperor Yangdi began building the Grand Canal during the Sui dynasty, but the canal continued to be expanded during later dynasties. It is the world s longest human-made waterway, joining Hangzhou in the south with Beijing in the north. The Grand Canal has had a great impact on China and the world for centuries. OBJECTIVE: Describe the impact of the Grand Canal on China and the world over the centuries. DOCUMENT 1 Excerpt from Chronicle of the Chinese Emperors. In this excerpt, the author tells how the Grand Canal came to be constructed under Emperor Yangdi. A powerful, unifying factor of inestimable [enormous] military and economic value, its cost was exorbitant [very high]. Every man between 15 and 50 was liable to mobilization [could be forced to work on it] and over five million people, including women and children providing food, were involved. The inevitable popular discontent was fanned by the construction of a personal, luxurious Dragon Fleet in which the emperor sailed with his court on inspection trips. Source: Chronicle of the Chinese Emperors, Ann Paludan, 1998, Thames & Hudson CONSTRUCTED RESPONSE 19 Who was forced to work on the Grand Canal? 20 Why were the Chinese people discontented? Chapter 14 CHAPTER TEST A

161 DOCUMENT 2 Image of the Grand Canal in The image shows a boat sailing through one of the canal s pound locks. The pound lock, invented during the Song dynasty, has watertight gates. The gates can be opened to let water in, allowing boats to easily move from a low water level to a higher one. Modern locks are based on the pound lock. C.D. Jameson/National Geographic Creative CONSTRUCTED RESPONSE 21 What function do the gates probably serve when they are closed? 22 What do you think workers on the canal did once this boat sailed through the pound lock? Chapter 14 CHAPTER TEST A

162 DOCUMENT 3 Excerpt from The Travels of Marco Polo. Marco Polo traveled throughout China during the Yuan dynasty and wrote about what he saw. In this excerpt, Polo describes his impressions of the Grand Canal at its beginnings in Hangzhou. [T]hrough every part of the city it is possible to travel either by land or by these streams. The streets and the watercourses alike are very wide, so that carts and boats can readily pass along them to carry provisions for the inhabitants. There are said to be 12,000 bridges, mostly of stone, though some are of wood. Those over the main channels and the chief thoroughfare are built with such lofty [tall] arches and so well designed that big ships can pass under them.... On [a bank of the canal] are constructed large stone buildings, in which all the merchants who come from India and elsewhere store their wares and merchandise. Source: The Travels of Marco Polo, translated by Ronald Latham, 1958, Penguin Books CONSTRUCTED RESPONSE Write the answer to each question in the space provided. 23 According to Marco Polo, why are the watercourses very wide? 24 What does the author say about the bridges over the canal? EXTENDED RESPONSE Write a paragraph to answer the following question. Use information from all three documents and your knowledge of the dynasties of China in writing your paragraph. Use the back of this page or a separate piece of paper to write your answer. 25 What impact has the Grand Canal had on China and the world over the centuries? Chapter 14 CHAPTER TEST A

163 FORMAL ASSESSMENT UNIT 5 Chapter 14: Dynasties of China CHAPTER TEST B PART 1: MULTIPLE CHOICE Choose the best answer for each question from the choices available. 1 Which of the following was an achievement of Yangdi? A reunifying China B building the Grand Canal C mixing Confucianism with Buddhism D agricultural reform and trade 2 What finally caused the end of the Sui dynasty? A A famine spurred the people to rebel. B The Grand Canal was not completed. C People were tired of forced labor. D The granaries were destroyed by invaders. 3 Which of the following became China s staple crop during the Song dynasty? A rice B sugar cane C tea D hemp 4 Which invention made it easier and cheaper to print books? A block printing B movable type C gunpowder D porcelain 7 How did the Chinese feel about the Yuan dynasty? A They liked living under the Mongols. B They liked the building projects of the Mongols. C They did not care who was in charge. D They hated living under the Mongols. 8 Which was China s last dynasty? A Ming B Qing C Yuan D Song 9 What was the main mission of Zheng He s expeditions? A to open China to the world B to teach Chinese navigational skills to foreigners C to establish new trade routes D to glorify Yongle through Chinese control of trade 10 Who founded the Qing dynasty? A Manchus B Mongols C Koreans D Buddhists 5 Who established the Yuan dynasty? A Genghis Khan B Kipchak Khan C Kublai Khan D Chagatai Khan 6 What are steppes? A vast, grassy plains B regions of Mongol territory C a country s main crops D pots made of a strong and light ceramic Chapter 14 CHAPTER TEST B

164 PART 2: INTERPRET MAPS Use the map and your knowledge of the dynasties of China to answer the questions below. THE YUAN EMPIRE, 1294 Silk Roads Route of Marco Polo Great Wall Border of Mongol Empire 11 Which two cities were in the Kipchak Khanate? A Samarkand and Kashgar B Baghdad and Antioch C Kabul and Bukhara D Moscow and Kiev 12 Which river forms part of the border of the Ilkhanate? A Indus River B Danube River C Volga River D Huang He 13 The Great Wall of China was inside which Khanate? A Kipchak Khanate B Ilkhanate C Khanate of the Great Khan D Chagatai Khanate CONSTRUCTED RESPONSE 14 Which khanate of the Yuan Empire did Marco Polo not visit? Chapter 14 CHAPTER TEST B

165 PART 3: INTERPRET CHARTS Use the chart and your knowledge of the dynasties of China to answer the questions below. Important Chinese Innovations DYNASTY Dynasties before 581 Sui Tang Song INNOVATIONS silk, lacquerware, paper, tea, kite porcelain first book printed, mechanical clock gunpowder, magnetic compass, dominoes, playing cards, movable type, government-backed paper money 15 Which dynasty had the most innovations? A Song dynasty B Tang dynasty C Sui dynasty D dynasties before What games were developed during the Song dynasty? A magnetic compass and porcelain B paper and kites C books and clocks D playing cards and dominoes 17 Which of the following innovations was connected with movable type? A silk B paper C porcelain D kites CONSTRUCTED RESPONSE 18 Which of the innovations listed are still luxury items today? Chapter 14 CHAPTER TEST B

166 PART 4: DOCUMENT-BASED QUESTION Use the documents and your knowledge of the dynasties of China to answer the questions below. INTRODUCTION Emperor Yangdi began building the Grand Canal during the Sui dynasty, but the canal continued to be expanded during later dynasties. It is the world s longest human-made waterway, joining Hangzhou in the south with Beijing in the north. The Grand Canal has had a great impact on China and the world for centuries. OBJECTIVE: Describe the impact of the Grand Canal on China and the world over the centuries. DOCUMENT 1 Excerpt from Chronicle of the Chinese Emperors. In this excerpt, the author tells how the Grand Canal came to be constructed under Emperor Yangdi. A powerful, unifying factor of inestimable [enormous] military and economic value, its cost was exorbitant [very high]. Every man between 15 and 50 was liable to mobilization [could be forced to work on it] and over five million people, including women and children providing food, were involved. The inevitable popular discontent was fanned by the construction of a personal, luxurious Dragon Fleet in which the emperor sailed with his court on inspection trips. Source: Chronicle of the Chinese Emperors, Ann Paludan, 1998, Thames & Hudson CONSTRUCTED RESPONSE 19 According to the author, in what way was the Grand Canal of great value? 20 What role did women and children play in the construction of the canal? Chapter 14 CHAPTER TEST B

167 DOCUMENT 2 Image of the Grand Canal in The image shows a boat sailing through one of the canal s pound locks. The pound lock, invented during the Song dynasty, has watertight gates. The gates can be opened to let water in, allowing boats to easily move from a low water level to a higher one. Modern locks are based on the pound lock. C.D. Jameson/National Geographic Creative CONSTRUCTED RESPONSE 21 What do the gates appear to be made of? 22 What was the water level probably like on the other side of the gates? Chapter 14 CHAPTER TEST B