Review for 9.1-9.4
Quiz by Zachary Utter
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- Q 1/36Score 0These rules are designed to help historians determine the29differences in belief systemslaws of a civilizationreliability of document informationpopularity of a publication
36 questions
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- Q1These rules are designed to help historians determine thedifferences in belief systemslaws of a civilizationreliability of document informationpopularity of a publication30s
- Q2What is the best title for this diagram?Benefits of the Counter ReformationCharacteristics of Classical CivilizationsChanges during the Neolithic RevolutionElements of Belief Systems30s
- Q3Which of the following was an effect of the turning point identified in this diagram?Paleolithic gatherers gained more powerLivestock became wildFood supplies became insecureEstablishment of the first civilizations30s
- Q4Document 1 was most likely produced inIndiaChinaThe Middle EastRome30s
- Q5Document 2 is a text that was important to which society?Ancient EgyptClassical GreeceHan DynastyGupta Empire30s
- Q6Identify a similarity between Documents 1 and 2.Both texts refer to polytheistic religions.Both texts provided guidance for how followers of belief systems should live their lives.Both texts provided Chinese civilizations with structure to their society.Trade spread the beliefs in these texts to Europe and Asia.30s
- Q7Which area was most affected by the spread of both Islam and Buddhism in the period from 200 B.C. to A.D. 1450?coastal ChinaArabian peninsulaIndian subcontinentJapanese islands30s
- Q8Identify the best use of this map for a historian.To identify which goods were traded from China to Europe during the Classical EraTo explore the origins of religious practices in East AfricaTo determine why Canton was a popular trading city in ChinaTo find what paths Islamic traders and military campaigns might have taken to get to India30s
- Q9Which claim is best supported by evidence in the map above?Buddhism was a popular religion in North Africa in 1450 CEIslam and Buddhism originated in IndiaIslam and Buddhism spread through trade routes over land and over seaMany people in Japan were Muslim in 1450 CE30s
- Q10The illustration represents a society based onpolitical abilityeducational achievementaccumulated wealthsocial class30s
- Q11This illustration suggests that the European feudal system wasintended to provide opportunities for social mobilitydesigned to promote political and economic equalitysupported by the labor of the peasantscontrolled by a powerful middle class30s
- Q12What turning point in Global History led to the development of the European Feudal System?Hinduism was adopted by European monarchsinvasion by the Mongolspeasants took control of European kingdomsthe Fall of the Roman Empire30s
- Q13What is the primary theme of this passage?natural rightseconomic interestssocial mobilitycultural values30s
- Q14Which statement about Byzantine society is best supported by this passage?Most women had jobs outside the home.Young unmarried women were encouraged to be independent.Empresses and aristocrats were more important than female saints.All women were expected to adhere to similar standards.30s
- Q15Based on this timeline, which claim can best be supported from the information presented?Isolationism prevented the Chinese from developing new inventions.The Chinese successfully protected their inventions from Western spies.Prior to 1500, Chinese technology surpassed that of the West.By 1500, the Chinese were importing Western technology.30s
