Multiple Choice
Identify the choice that best completes the statement or answers the question.
|
| A B C D |
1.
|
What are an archaeologist’s primary resources in learning about prehistoric peoples?
|
a.
|
written records and artwork |
c.
|
beliefs, values, and activities |
|
b.
|
material remains |
d.
|
fossilized remains |
|
| A B C D |
2.
|
Which hominid group do anthropologists think was the first to use fire?
|
a.
|
australopithecines |
c.
|
Homo erectus |
|
b.
|
Homo habilis |
d.
|
Homo sapiens |
|
| A B C D |
3.
|
One difference between early modern humans and Neanderthals is that early modern humans
|
a.
|
walked upright. |
|
b.
|
lived mostly in Europe and western Asia. |
|
c.
|
spread to all parts of the world. |
|
d.
|
were the first to disappear from Earth. |
|
| A B C D |
4.
|
Which one of the following abilities did early humans develop long before the others?
|
a.
|
ability to travel across water |
c.
|
ability to domesticate animals |
|
b.
|
ability to plant crops |
d.
|
ability to build homes out of stone |
|
| A B C D |
5.
|
Some scholars think that Old Stone Age people created cave paintings
|
a.
|
to communicate with one another. |
|
b.
|
as part of religious rituals. |
|
c.
|
to decorate the cave where they lived. |
|
d.
|
as a symbol of wealth. |
|
| A B C D |
6.
|
By the New Stone Age, community decisions were probably being made by
|
a.
|
people with the most skills. |
c.
|
a council of older men. |
|
b.
|
a council of older women. |
d.
|
an elected king. |
|
| A B C D |
7.
|
The populations of early villages were able to grow mostly due to
|
a.
|
large amounts of available land. |
|
b.
|
the availability of jobs other than farming. |
|
c.
|
the rise of civilizations. |
|
d.
|
food surpluses. |
|
| A B C D |
8.
|
The top social class in ancient societies was typically occupied by
|
a.
|
wealthy merchants. |
c.
|
priests and nobles. |
|
b.
|
farmers. |
d.
|
artisans. |
|
| A B C D |
9.
|
A major result of migration, trade, and warfare was
|
a.
|
cultural diffusion. |
|
b.
|
the destruction of civilizations. |
|
c.
|
the rise of cities. |
|
d.
|
a transition from nomadic to settled life. |
|
| A B C D |
10.
|
Unlike the first civilizations in Asia and Africa, the first civilizations in the Americas
|
a.
|
were nomadic. |
c.
|
worshipped a single god. |
|
b.
|
developed away from river valleys. |
d.
|
built temples. |
|
| A B C D |
11.
|
Early modern humans developed spoken language so they could
|
a.
|
cooperate during the hunt. |
|
b.
|
plan for crops to plant in coming seasons. |
|
c.
|
teach farming skills to their children. |
|
d.
|
discuss plans for their villages. |
|
| A B C D |
12.
|
At a dig site, geologists can help archaeologists determine
|
a.
|
the diets of the people. |
c.
|
the way of life of the people. |
|
b.
|
the layout of villages. |
d.
|
the age of the artifacts. |
|
| A B C D |
13.
|
Many nomadic herders tended their animals on the steppes, which were
|
a.
|
fertile river valleys. |
c.
|
sparse, dry grasslands. |
|
b.
|
lush mountain highlands. |
d.
|
swampy lowlands. |
|
| A B C D |
14.
|
What is the main feature that defines civilization?
|
a.
|
governments |
c.
|
religions |
|
b.
|
cities |
d.
|
farming |
|
| A B C D |
15.
|
Scribes were valuable to rulers because of the scribes’ skill in
|
a.
|
metalworking. |
c.
|
architecture. |
|
b.
|
public works. |
d.
|
reading and writing. |
|
| A B C D |
16.
|
Which of the following is an example of an artifact?
|
a.
|
fossils |
c.
|
pottery |
|
b.
|
bones |
d.
|
rock layers |
|
| A B C D |
17.
|
The skeleton that Donald Johanson discovered and named “Lucy” belonged to the earliest hominid group called
|
a.
|
australopithecines. |
c.
|
Homo habilis. |
|
b.
|
Neanderthals. |
d.
|
Homo erectus. |
|
| A B C D |
18.
|
The only hominids still on Earth today are
|
a.
|
Homo erectus. |
c.
|
Neanderthals. |
|
b.
|
australopithecines. |
d.
|
Homo sapiens. |
|
| A B C D |
19.
|
A ruler who conquered many cities and villages created
|
a.
|
a civilization. |
c.
|
an empire. |
|
b.
|
a city-state. |
d.
|
a culture. |
|
| A B C D |
20.
|
Which of the following is one of the basic characteristics of civilization?
|
a.
|
a social ranking according to jobs |
c.
|
a nomadic lifestyle |
|
b.
|
a traditional economy |
d.
|
a culture |
|
| A B C D |
21.
|
The chipped stones that Mary and Louis Leakey found in the Olduvai Gorge revealed that early hominids had learned how to
|
a.
|
hunt. |
c.
|
use technology. |
|
b.
|
cook. |
d.
|
domesticate animals. |
|
| A B C D |
22.
|
The New Stone Age began when early people learned to
|
a.
|
make weapons out of stone. |
c.
|
use tools. |
|
b.
|
use fire for cooking. |
d.
|
farm. |
|
| A B C D |
23.
|
Tools and weapons found in graves of people of the Old Stone Age suggest that the people
|
a.
|
believed in animism. |
c.
|
were nomadic. |
|
b.
|
believed in an afterlife. |
d.
|
were polytheistic. |
|
| A B C D |
24.
|
In early cities, people began to depend on others to fulfill some of their needs because of
|
a.
|
drought and famine. |
c.
|
job specialization. |
|
b.
|
social-class structure. |
d.
|
religious teachings. |
|
| A B C D |
25.
|
What is one way in which nomadic cultures differed from civilizations?
|
a.
|
Nomads had no government. |
c.
|
Nomads did not raise animals. |
|
b.
|
Nomads did not make jewelry. |
d.
|
Nomads did not build cities. |
|
| A B C D |
26.
|
In the Sumerian civilization, the purpose of a ziggurat was to
|
a.
|
hold back floodwaters. |
|
b.
|
keep the gods and goddesses happy. |
|
c.
|
irrigate the fields. |
|
d.
|
protect the people from foreign invaders. |
|
| A B C D |
27.
|
Later civilizations developed basic algebra and geometry by building on the number system first created by the
|
a.
|
Sumerians. |
c.
|
Egyptians. |
|
b.
|
Israelites. |
d.
|
Babylonians. |
|
| A B C D |
28.
|
Hammurabi’s Code was important because it was the first time that a state’s laws
|
a.
|
applied to the royal household. |
c.
|
were set down in writing. |
|
b.
|
provided prisons for punishment. |
d.
|
imposed taxes on citizens. |
|
| A B C D |
29.
|
Iron was important in the ancient world mainly because
|
a.
|
it was a very scarce metal. |
|
b.
|
it was used to make coins. |
|
c.
|
it could be made into harder, sharper weapons. |
|
d.
|
it was less expensive than bronze. |
|
| A B C D |
30.
|
Darius improved economic life in the Persian empire by
|
a.
|
encouraging a barter economy. |
|
b.
|
switching from a barter to a traditional economy. |
|
c.
|
switching from a traditional to a barter economy. |
|
d.
|
encouraging the development of a money economy. |
|
| A B C D |
31.
|
A major accomplishment during Egypt’s Old Kingdom was
|
a.
|
the conquest of Syria. |
|
b.
|
the conquest of Nubia. |
|
c.
|
the building of the Great Pyramids. |
|
d.
|
a large drainage project to increase farmable land. |
|
| A B C D |
32.
|
What new war technology did the Hyksos invaders bring to Egypt?
|
a.
|
horse-drawn war chariots |
c.
|
bows and arrows |
|
b.
|
weapons made of bronze |
d.
|
body armor |
|
| A B C D |
33.
|
Why was the god Osiris especially important to the Egyptians?
|
a.
|
He was the sun god of good health. |
|
b.
|
He was the god of the Nile. |
|
c.
|
He taught women how to care for children. |
|
d.
|
He granted the pharaohs the right to rule. |
|
| A B C D |
34.
|
How did the beliefs of the Israelites differ from those of most nearby peoples?
|
a.
|
They believed in an afterlife. |
|
b.
|
They believed in a fearful underworld. |
|
c.
|
They believed divine forces ruled this world. |
|
d.
|
They believed in one all-powerful god. |
|
| A B C D |
35.
|
According to the Torah, who led the Israelites out of bondage in Egypt?
|
a.
|
David |
c.
|
Moses |
|
b.
|
Abraham |
d.
|
Solomon |
|
| A B C D |
36.
|
Which of the following best describes the way in which Sumerians viewed the afterlife?
|
a.
|
a place much like Earth |
c.
|
a grim underworld with no way out |
|
b.
|
a place of perfect happiness |
d.
|
a temporary place of atonement |
|
| A B C D |
37.
|
The world’s first civilization developed between the Tigris and Euphrates Rivers in
|
a.
|
Sargon. |
c.
|
Babylon. |
|
b.
|
Nubia. |
d.
|
Sumer. |
|
| A B C D |
38.
|
Which of the following matters would be covered under the civil law section of Hammurabi’s Code?
|
a.
|
murder |
c.
|
divorce |
|
b.
|
robbery |
d.
|
assault |
|
| A B C D |
39.
|
The skill of ironworking spread across Asia, Africa, and Europe through the migration of ironsmiths from what empire?
|
a.
|
Assyrian |
c.
|
Sumerian |
|
b.
|
Hittite |
d.
|
Babylonian |
|
| A B C D |
40.
|
Persian thinker Zoroaster spread the idea of
|
a.
|
the rule of law. |
c.
|
irrigating crops. |
|
b.
|
heaven, hell, and judgment day. |
d.
|
mummifying the dead. |
|
| A B C D |
41.
|
In the bureaucracy of Egypt’s Old Kingdom, government matters, such as tax collection and the irrigation system, were supervised by the
|
a.
|
vizier. |
c.
|
chief scribe. |
|
b.
|
pharaoh. |
d.
|
satrap. |
|
| A B C D |
42.
|
The oldest-known peace treaty in history was an agreement between Egypt and the
|
a.
|
Hyksos. |
c.
|
Nubians. |
|
b.
|
Assyrians. |
d.
|
Hittites. |
|
| A B C D |
43.
|
According to Egyptian beliefs, the pharaohs received the right to rule from the god
|
a.
|
Osiris. |
c.
|
Amon-Re. |
|
b.
|
Isis. |
d.
|
Aton. |
|
| A B C D |
44.
|
To show the importance of their subject, Egyptian artists typically portrayed pharaohs as
|
a.
|
sky gods. |
c.
|
winged warrior-gods. |
|
b.
|
larger than other human figures. |
d.
|
warriors on horseback. |
|
| A B C D |
45.
|
Who made a covenant with God in which Canaan was promised to the Hebrew people?
|
a.
|
Solomon |
c.
|
David |
|
b.
|
Moses |
d.
|
Abraham |
|
| A B C D |
46.
|
The first five books of the Hebrew Bible are also known as
|
a.
|
the Psalms. |
c.
|
the Torah. |
|
b.
|
the New Testament. |
d.
|
Buddhism. |
|
| A B C D |
47.
|
The Ten Commandments are a set of laws that the Jews believe God gave to them through
|
a.
|
Moses. |
c.
|
Abraham. |
|
b.
|
Isaiah. |
d.
|
David. |
|
| A B C D |
48.
|
Which of the following occurred during Egypt’s Middle Kingdom?
|
a.
|
The Great Pyramids were built at Giza. |
|
b.
|
Hyksos invaders occupied the Nile delta. |
|
c.
|
Thutmose III expanded Egypt’s borders. |
|
d.
|
The Greeks took control of Egypt. |
|
| A B C D |
49.
|
In ancient Egyptian society, most people were
|
a.
|
slaves. |
c.
|
artisans. |
|
b.
|
merchants. |
d.
|
peasant farmers. |
|
| A B C D |
50.
|
Which of the following was a Sumerian innovation that later civilizations built on?
|
a.
|
irrigation system |
c.
|
cuneiform |
|
b.
|
code of law |
d.
|
system of weights and measures |
|
| A B C D |
51.
|
Which region of the Indian subcontinent is generally arid and unproductive for farming?
|
a.
|
the Western Ghats |
c.
|
the Gangetic Plain |
|
b.
|
the Deccan plateau |
d.
|
the Eastern Ghats |
|
| A B C D |
52.
|
What is the central theme of the Mahabharata?
|
a.
|
the destruction and re-creation of the world |
|
b.
|
a battle between feuding royal families |
|
c.
|
the fantastic deeds of the hero Rama |
|
d.
|
the adventures of Sita, an ideal woman |
|
| A B C D |
53.
|
In Hinduism, the religious and moral duties of an individual are referred to as
|
a.
|
karma. |
c.
|
atman. |
|
b.
|
ahimsa. |
d.
|
dharma. |
|
| A B C D |
54.
|
Which of the following is one of Buddhism’s Four Noble Truths?
|
a.
|
All life is full of suffering, pain, and sorrow. |
|
b.
|
Before all, honor your father and your mother. |
|
c.
|
Superior men and women understand righteousness. |
|
d.
|
Nirvana may be reached through harsh self-denial. |
|
| A B C D |
55.
|
One way in which Chandragupta Maurya established order in his empire was to
|
a.
|
set up stone pillars promising just government. |
|
b.
|
create a bureaucracy to accomplish government tasks. |
|
c.
|
rule his empire by moral example, rejecting violence. |
|
d.
|
send missionaries to spread Buddhism across India. |
|
| A B C D |
56.
|
Which of the following happened under the Gupta dynasty?
|
a.
|
Indian artisans printed the first books. |
|
b.
|
Villages and city governments lost their power. |
|
c.
|
Religious warfare destroyed most centers of learning. |
|
d.
|
Mathematicians developed the decimal system. |
|
| A B C D |
57.
|
What physical barrier helped to separate ancient China from Southeast Asia?
|
a.
|
brutal deserts |
c.
|
thick rain forests |
|
b.
|
the Yellow Sea |
d.
|
high mountain ranges |
|
| A B C D |
58.
|
The philosophy of Daoism is concerned with
|
a.
|
living in harmony with nature. |
|
b.
|
ensuring good government. |
|
c.
|
accepting the Five Basic Duties. |
|
d.
|
achieving nirvana through virtue. |
|
| A B C D |
59.
|
Why did Shi Huangdi order the construction of the Great Wall?
|
a.
|
to discourage invasion from the north |
|
b.
|
to protect his system of feudalism |
|
c.
|
to establish the borders of China |
|
d.
|
to keep peasants from escaping his kingdom |
|
| A B C D |
60.
|
What was a great technological achievement during the Han golden age?
|
a.
|
large-scale irrigation |
c.
|
the first vaccinations |
|
b.
|
iron axes and ox-drawn iron plows |
d.
|
the art of papermaking |
|
| A B C D |
61.
|
Archaeologists believe that the people of the Indus civilization
|
a.
|
were nomadic herders. |
|
b.
|
lived in carefully planned cities. |
|
c.
|
worshipped a single god. |
|
d.
|
did not have their own writing system. |
|
| A B C D |
62.
|
Ancient Aryans measured their wealth in
|
a.
|
gold and silver coins. |
c.
|
cows and bulls. |
|
b.
|
bronze tools. |
d.
|
weapons. |
|
| A B C D |
63.
|
The chief Aryan deity was
|
a.
|
Varuna, the god of creation. |
c.
|
Taurus, the bull god. |
|
b.
|
Agni, the god of fire. |
d.
|
Indra, the god of war. |
|
| A B C D |
64.
|
Hindus believe that the ultimate goal of existence is
|
a.
|
achieving the meditative state of Jainism. |
|
b.
|
achieving moksha, or union with brahman. |
|
c.
|
practicing ahimsa, or nonviolence. |
|
d.
|
following dharma, or life’s duties. |
|
| A B C D |
65.
|
Which of the following statements was true about the caste system in India?
|
a.
|
Marrying outside one’s caste created good karma. |
|
b.
|
Social castes had little to do with Hindu beliefs. |
|
c.
|
Individuals could only be served by those in their own caste. |
|
d.
|
People in the higher castes had the strictest rules. |
|
| A B C D |
66.
|
A key difference between Buddhism and Hinduism is that
|
a.
|
Buddhists focus on enlightenment through meditation. |
|
b.
|
Hindus believe in reincarnation, or a cycle of rebirth. |
|
c.
|
Hindus reject priests, formal rituals, and the caste system. |
|
d.
|
Buddhists believe only the highest caste can reach nirvana. |
|
| A B C D |
67.
|
The Maurya emperor who converted to Buddhism and vowed to rule by moral example was
|
a.
|
Asoka. |
c.
|
Rama. |
|
b.
|
Chandragupta. |
d.
|
Ravana. |
|
| A B C D |
68.
|
The Tamil kingdoms of the Deccan
|
a.
|
persecuted and drove out believers in Buddhism. |
|
b.
|
had a flourishing trade with China and the Roman empire. |
|
c.
|
discouraged the writing of poetry and other literature. |
|
d.
|
consisted mostly of herdsmen and subsistence farmers. |
|
| A B C D |
69.
|
What was true about the ownership of propery in ancient Indian village society?
|
a.
|
It belonged to the entire family. |
|
b.
|
It could not be owned by women. |
|
c.
|
It belonged to the entire village. |
|
d.
|
It belonged to the oldest male of the household. |
|
| A B C D |
70.
|
Migration of people in and out of China was hindered by the
|
a.
|
Ural mountains. |
c.
|
Andes. |
|
b.
|
Atlas mountains. |
d.
|
Himalayas. |
|
| A B C D |
71.
|
According to the Mandate of Heaven developed during the Zhou dynasty,
|
a.
|
a ruler was divine and should never be overthrown. |
|
b.
|
society should not be divided into social classes. |
|
c.
|
the gods would end their support for a weak or corrupt ruler. |
|
d.
|
the system of feudalism was an unfair form of government. |
|
| A B C D |
72.
|
Confucius believed that
|
a.
|
the only equal relationship was husband to wife. |
|
b.
|
younger people should respect their elders. |
|
c.
|
the chief goal in life should be achieving salvation. |
|
d.
|
people should question their place in society. |
|
| A B C D |
73.
|
Some of the oldest examples of Chinese writing were left by Shang priests on
|
a.
|
bronze vessels. |
c.
|
ancient trees. |
|
b.
|
iron tablets. |
d.
|
oracle bones. |
|
| A B C D |
74.
|
The Han emperor Wudi
|
a.
|
reduced China’s overall territory. |
c.
|
broke up government monopolies. |
|
b.
|
eliminated taxes on peasants. |
d.
|
opened the Silk Road to the West. |
|
| A B C D |
75.
|
Mahayana Buddhism appealed to many Chinese because it emphasized
|
a.
|
filial piety. |
c.
|
five key relationships. |
|
b.
|
personal salvation. |
d.
|
harmony with nature. |
|
| A B C D |
76.
|
Which Greek-speaking people dominated the Aegean world from about 1400 B.C. to 1200 B.C., and probably started the Trojan War?
|
a.
|
Minoans |
c.
|
Mycenaeans |
|
b.
|
Dorians |
d.
|
Mediterraneans |
|
| A B C D |
77.
|
What was an early form of government in the Greek city-states in which a hereditary ruler exercised central power?
|
a.
|
monarchy |
c.
|
aristocracy |
|
b.
|
oligarchy |
d.
|
republic |
|
| A B C D |
78.
|
Some Spartan women had the responsibility of running the family’s estate because
|
a.
|
Spartan society was the freest and most democratic in Greece. |
|
b.
|
frequent warfare kept Spartan men away from home. |
|
c.
|
such duties were considered to be beneath the dignity of men. |
|
d.
|
the Spartan aristocracy consisted almost entirely of women. |
|
| A B C D |
79.
|
Merchants and the poor often supported Athenian tyrants because
|
a.
|
they feared imprisonment if they withheld their support. |
|
b.
|
tyrants promised them they could become full citizens. |
|
c.
|
they provided greater educational opportunities. |
|
d.
|
they often imposed reforms to help these groups. |
|
| A B C D |
80.
|
What was an effect of the Greek victory in the Persian Wars?
|
a.
|
Greeks became more convinced of their own uniqueness. |
|
b.
|
Sparta became the most powerful city-state in Greece. |
|
c.
|
Persia never again had the strength to invade Greece. |
|
d.
|
Greek enemies were destroyed, and the Delian League was disbanded. |
|
| A B C D |
81.
|
What Greek philosopher believed good conduct meant pursuing the “golden mean”?
|
a.
|
Socrates |
c.
|
Sophocles |
|
b.
|
Plato |
d.
|
Aristotle |
|
| A B C D |
82.
|
Greeks believed the purpose of tragic plays was to
|
a.
|
sharply criticize society through ridicule. |
|
b.
|
arouse and then relieve the emotions of pity and fear. |
|
c.
|
demonstrate that humans control their own fate. |
|
d.
|
make the audience happy after unfortunate events. |
|
| A B C D |
83.
|
What was a result of the Peloponnesian War?
|
a.
|
It started the golden age of Athens under Pericles. |
|
b.
|
It ended the Athenian domination of the Greek world. |
|
c.
|
It resulted in the destruction of the Peloponnesian League. |
|
d.
|
It resulted in an alliance between Athens and Persia. |
|
| A B C D |
84.
|
What helped Alexander the Great to conquer the Persian empire?
|
a.
|
Persia was no longer the great power it once had been. |
|
b.
|
Alexander captured the Persian emperor, Darius III. |
|
c.
|
Alexander allied with Egypt to create a powerful army. |
|
d.
|
Alexander defeated the Persians at Chaeronea. |
|
| A B C D |
85.
|
The Hellenistic scientist Archimedes
|
a.
|
wrote a textbook that became the basis for modern geometry. |
|
b.
|
applied principles of physics to make practical inventions. |
|
c.
|
studied the causes of illness and looked for cures. |
|
d.
|
developed a theory of a sun-centered solar system. |
|
| A B C D |
86.
|
The frescoes at Knossos tell us that
|
a.
|
the Mycenaeans began the Trojan War. |
|
b.
|
the Mycenaeans worshipped the bull as a god. |
|
c.
|
Minoan women had fewer rights than in other cultures. |
|
d.
|
the sea was very important to the Minoan people. |
|
| A B C D |
87.
|
The Mycenaean people were primarily
|
a.
|
sea traders. |
c.
|
artisans. |
|
b.
|
shepherds. |
d.
|
farmers. |
|
| A B C D |
88.
|
What did Cleisthenes do around 507 B.C. that changed the government of Athens?
|
a.
|
He encouraged citizen participation, creating a direct democracy. |
|
b.
|
He established a legislature, creating a limited democracy. |
|
c.
|
He gave nobles’ land to farmers, weakening the aristocracy. |
|
d.
|
He expanded citizenship to include merchants and foreigners. |
|
| A B C D |
89.
|
In a Greek city-state, the acropolis was
|
a.
|
the marketplace where citizens debated issues of the day. |
|
b.
|
the main school where students learned about their government. |
|
c.
|
the location of temples dedicated to different gods and goddesses. |
|
d.
|
the legislative building where citizens voted on laws. |
|
| A B C D |
90.
|
Athens differed from Sparta in that it
|
a.
|
was primarily a military state. |
|
b.
|
had little use for new ideas or the arts. |
|
c.
|
placed emphasis on the individual. |
|
d.
|
forbade citizens to travel and discouraged trade. |
|
| A B C D |
91.
|
The most powerful Greek god was
|
a.
|
Aphrodite. |
c.
|
Dionysus. |
|
b.
|
Zeus. |
d.
|
Achilles. |
|
| A B C D |
92.
|
Which of the following was a result of the Persian Wars?
|
a.
|
The Spartan navy gained control over the trade routes in the Aegean Sea. |
|
b.
|
The Macedonians gained lands that were part of the Persian empire. |
|
c.
|
Sparta attacked Athens to end Athenian domination of Greece. |
|
d.
|
Athens organized other Greek city-states into the Delian League. |
|
| A B C D |
93.
|
Which of the following statements is true about Athens under the rule of Pericles?
|
a.
|
Only landowners were allowed to participate in government. |
|
b.
|
Citizens elected jurors to carry out their wishes in the legislature. |
|
c.
|
Large numbers of citizens had the right to vote directly on laws. |
|
d.
|
The ancient practice of ostracism, or banishment, was forbidden. |
|
| A B C D |
94.
|
In his Republic Plato describes
|
a.
|
his idea of the “golden mean.” |
|
b.
|
his vision of an ideal democracy. |
|
c.
|
the turmoil of the Peloponnesian War. |
|
d.
|
an ideal state ruled by a philosopher-king. |
|
| A B C D |
95.
|
What was a form of government in the Greek city-state where power was in the hands of a small, wealthy elite that came from the middle class?
|
a.
|
aristocracy |
c.
|
republic |
|
b.
|
oligarchy |
d.
|
monarchy |
|
| A B C D |
96.
|
Greek architecture, as shown by the Parthenon, seeks to reflect
|
a.
|
the fearsome and chaotic power of the gods. |
|
b.
|
the creativity and uniqueness of the designer. |
|
c.
|
perfect balance and universal harmony and order. |
|
d.
|
the principles of action, excitement, and motion. |
|
| A B C D |
97.
|
Which theme did Euripides often explore in his plays?
|
a.
|
People, not the gods, are the cause of human misfortune. |
|
b.
|
The greatest achievements of the Greeks are made often through war. |
|
c.
|
The gods are usually the cause of human misfortune. |
|
d.
|
It is a mistake to question traditions and accepted ideas. |
|
| A B C D |
98.
|
Alexander the Great extended his empire as far east as
|
a.
|
China. |
c.
|
Mongolia. |
|
b.
|
Southeast Asia. |
d.
|
India. |
|
| A B C D |
99.
|
What did the philosopher Zeno teach during the Hellenistic age?
|
a.
|
Those who are unequal in society are not morally equal. |
|
b.
|
Avoid disappointments by accepting whatever life brings. |
|
c.
|
It is best to pursue the “golden mean,” or a moderate course in life. |
|
d.
|
The state should regulate every aspect of citizens’ lives. |
|
| A B C D |
100.
|
Which statement summarizes part of the plot of the Illiad?
|
a.
|
A powerful family is torn apart by betrayal, murder, and revenge. |
|
b.
|
Brave warriors under Leonidas battle invading Persians at Thermopylae. |
|
c.
|
Achilles withdraws from battle because he is insulted by his commander. |
|
d.
|
Odysseus begins the long trip home to his wife Penelope. |
|
| A B C D |
101.
|
In the early Roman republic, members of the landholding upper class were called
|
a.
|
tribunes. |
c.
|
consuls. |
|
b.
|
plebeians. |
d.
|
patricians. |
|
| A B C D |
102.
|
One reason why most conquered people remained loyal to Rome was that Rome
|
a.
|
did not require them to pay taxes. |
|
b.
|
allowed some of them to become citizens. |
|
c.
|
allowed their leaders to be senators. |
|
d.
|
threatened them with destruction should they revolt. |
|
| A B C D |
103.
|
In the Punic Wars, Rome gained control of lands around the Mediterranean Sea by defeating
|
a.
|
the Sicilians. |
c.
|
the Persians. |
|
b.
|
the Carthaginians. |
d.
|
the Greeks. |
|
| A B C D |
104.
|
How did the senate change during the Roman empire as compared to the republic?
|
a.
|
It had two assemblies, called centuriate and tribal. |
|
b.
|
It had fewer senators than under the republic. |
|
c.
|
It held much more power than under the republic. |
|
d.
|
It held much less power than under the republic. |
|
| A B C D |
105.
|
What is the basic plot of the Aeneid?
|
a.
|
Roman senators rebel against the loss of liberty under Augustus. |
|
b.
|
Roman women conspire to show men the folly of war. |
|
c.
|
A hero leaves the fighting at Troy to return to his faithful wife. |
|
d.
|
A hero escapes from the city of Troy to found Rome. |
|
| A B C D |
106.
|
Roman architecture emphasized
|
a.
|
simple elegance. |
c.
|
grandeur. |
|
b.
|
religious fervor. |
d.
|
restraint. |
|
| A B C D |
107.
|
Which of the following statements is true about Jesus of Nazareth?
|
a.
|
His teachings were rooted in Jewish tradition. |
|
b.
|
He questioned the teachings of the Jewish prophets. |
|
c.
|
He asked Paul to spread his teachings to gentiles. |
|
d.
|
He encouraged Jews to reject Roman rule. |
|
| A B C D |
108.
|
To join the early Christian community, a person had to
|
a.
|
be prepared to become a martyr. |
|
b.
|
learn to read the Latin Bible. |
|
c.
|
be baptized, or blessed with holy water. |
|
d.
|
accept the teachings of the Roman bishops. |
|
| A B C D |
109.
|
To try to restore order to the empire, Roman emperor Diocletian
|
a.
|
divided the empire into two parts. |
|
b.
|
overhauled the Roman legal system. |
|
c.
|
granted toleration to Christians. |
|
d.
|
encouraged the revival of the republic. |
|
| A B C D |
110.
|
Large numbers of Germanic peoples crossed into the lands of the Roman empire in the late 300s to escape
|
a.
|
religious persecution. |
c.
|
black death. |
|
b.
|
invading Huns. |
d.
|
mass starvation. |
|
| A B C D |
111.
|
During the early republic, why was it important that Roman laws were written on 12 tablets and shown to the public?
|
a.
|
Plebeians could then appeal a judgment made by a patrician judge. |
|
b.
|
Judges could demand that the laws were known so they should be obeyed. |
|
c.
|
Plebeians could then work to veto, or block, the laws. |
|
d.
|
The laws could then apply equally to all Romans. |
|
| A B C D |
112.
|
The ancient Romans developed their religious beliefs from
|
a.
|
Norse mythology. |
c.
|
Asian beliefs. |
|
b.
|
Greek religion. |
d.
|
Egyptian culture. |
|
| A B C D |
113.
|
Which of the following statements about Roman society is true?
|
a.
|
Most Roman women were not allowed to own property. |
|
b.
|
Most Roman women were involved in public life. |
|
c.
|
Only upper-class boys learned to read and write. |
|
d.
|
The father had absolute power in the family. |
|
| A B C D |
114.
|
Who was the great Carthaginian general who nearly defeated the Romans in the Second Punic War?
|
a.
|
Mark Antony |
c.
|
Hannibal |
|
b.
|
Alexander the Great |
d.
|
Pompey |
|
| A B C D |
115.
|
Julius Caesar’s enemies assassinated him because
|
a.
|
they were angry with him for his military failures in Gaul. |
|
b.
|
they feared he planned to make himself king of Rome. |
|
c.
|
they were opposed to his expansion into other lands. |
|
d.
|
they were fearful when he refused to disband his army. |
|
| A B C D |
116.
|
Roman emperor Augustus ordered a census of the Roman empire
|
a.
|
to make it easier to find and punish those who opposed him. |
|
b.
|
so he could count the rebellious Christians in the empire. |
|
c.
|
so there would be records of all who should be taxed. |
|
d.
|
so he could find talented men to serve in government jobs. |
|
| A B C D |
117.
|
What was the popular Roman philosophy that stressed the importance of duty and acceptance of one’s fate?
|
a.
|
Pragmatism |
c.
|
Objectivism |
|
b.
|
Hellenism |
d.
|
Stoicism |
|
| A B C D |
118.
|
The Romans used their engineering skills to build
|
a.
|
the first Gothic cathedrals. |
|
b.
|
printing presses to publish Roman law. |
|
c.
|
aqueducts that carried water into cities. |
|
d.
|
advanced compasses to aid navigation. |
|
| A B C D |
119.
|
A system of law that developed under the Roman republic and applied to citizens was called
|
a.
|
civil law. |
c.
|
common law. |
|
b.
|
constitutional law. |
d.
|
the law of nations. |
|
| A B C D |
120.
|
Romans excused Jews from worshipping Roman gods
|
a.
|
to avoid violating the Jewish belief in one god. |
|
b.
|
to gain the support of Jewish Zealots in Judea. |
|
c.
|
to satisfy Jews within the Roman government. |
|
d.
|
to discourage the spread of Christianity in Judea. |
|
| A B C D |
121.
|
Who made the greatest contribution toward setting Christianity on the road to becoming a world religion?
|
a.
|
Augustine |
c.
|
Peter |
|
b.
|
Clement |
d.
|
Paul |
|
| A B C D |
122.
|
The highest-ranking official in the early Christian Church was the
|
a.
|
deacon. |
c.
|
elder. |
|
b.
|
patriarch. |
d.
|
bishop. |
|
| A B C D |
123.
|
What important change did the Roman emperor Constantine make in A.D. 313?
|
a.
|
He divided the empire into two parts, eastern and western. |
|
b.
|
He brought back the republic to help end political violence. |
|
c.
|
He granted religious toleration to Christians. |
|
d.
|
He moved the capital of the empire to Vienna. |
|
| A B C D |
124.
|
Under pressure from attacks, the first land surrendered by the Roman empire was in
|
a.
|
France. |
c.
|
Spain. |
|
b.
|
Britain. |
d.
|
North Africa. |
|
| A B C D |
125.
|
What contributed to the economic weakening of the late Roman empire?
|
a.
|
A decline in population led to a shortage of soldiers. |
|
b.
|
Nobles would not pay taxes, so Rome could not support its armies. |
|
c.
|
Asian trade routes were blocked by the eastern Roman empire. |
|
d.
|
Heavy taxes helped to push the middle classes into poverty. |
|
| A B C D |
126.
|
Scholars believe the first people who arrived in the Americas came from
|
a.
|
China to Central America. |
|
b.
|
Siberia across a land bridge to Alaska. |
|
c.
|
Europe to the coast of Eastern Canada. |
|
d.
|
Africa across a land bridge to South America. |
|
| A B C D |
127.
|
During the Classic Period of Maya civilization, Maya cities
|
a.
|
formed a wide-ranging empire. |
|
b.
|
developed democratic ideas. |
|
c.
|
were governed by a single ruler. |
|
d.
|
were mostly independent city-states. |
|
| A B C D |
128.
|
Maya cities are especially well known for their
|
a.
|
complex system of aqueducts. |
|
b.
|
huge stone temples and palaces. |
|
c.
|
cliff dwellings with hundreds of rooms. |
|
d.
|
streets paved with gold and silver. |
|
| A B C D |
129.
|
According to Aztec mythology,
|
a.
|
gods in Teotihuacán created the world. |
|
b.
|
Quetzalcoatl carved Aztec laws onto two large stone tablets. |
|
c.
|
the god Huitzilopochtli reigned over earth and water. |
|
d.
|
slaves were descendents of Loki, the god of the underworld. |
|
| A B C D |
130.
|
What were the geoglyphs of the Nazca people?
|
a.
|
desert etchings that probably had spiritual meaning |
|
b.
|
elaborate canals used to irrigate the land |
|
c.
|
a great road network that united their empire |
|
d.
|
step terraces on steep hillsides for agriculture |
|
| A B C D |
131.
|
Which of the following is true about the Inca?
|
a.
|
The government was funded through a tax on property. |
|
b.
|
The government was funded through a tax on trade. |
|
c.
|
The people owned no property, so there was little trade. |
|
d.
|
The emperor gave grants of land to local chieftains. |
|
| A B C D |
132.
|
The Anasazi people protected themselves from raiders by building
|
a.
|
great stone fences called kiva. |
|
b.
|
housing complexes on cliffs. |
|
c.
|
a system of ditches and pits. |
|
d.
|
giant shaped earthworks. |
|
| A B C D |
133.
|
We know that the Hopewell people traded over a wide area because their mounds contain
|
a.
|
stone records of their contacts with traders. |
|
b.
|
objects, such as shells, from the Gulf of Mexico. |
|
c.
|
drawings on stone walls, showing scenes of trade. |
|
d.
|
detailed maps, showing distant trade routes. |
|
| A B C D |
134.
|
The “clan mother” in Iroquois culture
|
a.
|
could name or remove members from a governing council. |
|
b.
|
enforced rules for raising all the children in a village. |
|
c.
|
offered prayers and sacrifices to the sun. |
|
d.
|
decided where Iroquois villages would be built. |
|
| A B C D |
135.
|
Even though their culture disappeared, the traditions of the Mississippian people were preserved
|
a.
|
through written records in their burial mounds. |
|
b.
|
through the Natchez people who adopted their religion. |
|
c.
|
through the Anasazi people who intermarried with them. |
|
d.
|
through European missionaries who recorded their customs. |
|
| A B C D |
136.
|
How did early people of Mesoamerica adapt to their environment in a way that allowed their population to expand?
|
a.
|
They hunted and fished with spears. |
|
b.
|
They built large homes for their families. |
|
c.
|
They domesticated plants and animals. |
|
d.
|
They made weapons out of bronze. |
|
| A B C D |
137.
|
Scholars believe that the colossal carved heads of the Olmec culture are portraits of Olmec
|
a.
|
rulers. |
c.
|
warriors. |
|
b.
|
enemies. |
d.
|
gods. |
|
| A B C D |
138.
|
Which of the following is a true statement about Maya culture?
|
a.
|
Slavery was strictly forbidden. |
|
b.
|
Sculptors had low social status. |
|
c.
|
Most people were merchants or traders. |
|
d.
|
Cities were sometimes governed by women. |
|
| A B C D |
139.
|
The nomadic people who migrated into the Valley of Mexico about A.D. 1200 are known as the
|
a.
|
Maya |
c.
|
Olmecs |
|
b.
|
Aztecs |
d.
|
Papago |
|
| A B C D |
140.
|
Despite their low status in Aztec society, slaves could
|
a.
|
cast votes on government issues. |
c.
|
own land and buy their freedom. |
|
b.
|
be elected to the ruling council. |
d.
|
fight in battle and win their freedom. |
|
| A B C D |
141.
|
What early Andean culture constructed the largest adobe structure in the ancient Americas?
|
a.
|
Chavín |
c.
|
Moche |
|
b.
|
Paracas |
d.
|
Chimú |
|
| A B C D |
142.
|
What helped Pachacuti Inca Yupanqui to establish the first dynasty of the Inca?
|
a.
|
He built a system of roads for trade. |
|
b.
|
He shared his property with his warriors. |
|
c.
|
He allowed conquered people to govern themselves. |
|
d.
|
He enlisted conquered people in his armies. |
|
| A B C D |
143.
|
The Inca kept records of economic, religious, and other information with a system of
|
a.
|
colored strings called a quipu. |
c.
|
colored beads called a coya. |
|
b.
|
colored sticks called an urcon. |
d.
|
pine cones called a sapa. |
|
| A B C D |
144.
|
What was the role of the “Chosen Women” in Inca culture?
|
a.
|
They studied religion and served Inti, the sun god. |
|
b.
|
They studied religion and served Tlaloc, the rain god. |
|
c.
|
They arranged marriages in an ayllu. |
|
d.
|
They assigned jobs in an ayllu. |
|
| A B C D |
145.
|
All the roads in the great Inca road network led through the capital
|
a.
|
Cuzco. |
c.
|
Calakmul. |
|
b.
|
Tiahuanaco. |
d.
|
Izapa. |
|
| A B C D |
146.
|
The Anasazi people used their large underground chamber called a kiva
|
a.
|
for religious and political meetings. |
c.
|
to bury their dead. |
|
b.
|
to avoid the heat of the desert. |
d.
|
to catch and hold rain water. |
|
| A B C D |
147.
|
Which of the following statements is true about the Mississippian culture?
|
a.
|
They left extensive written records about their civilization. |
|
b.
|
Most of them lived in small villages of only a few dozen people. |
|
c.
|
Their great center, Cahokia, housed as many as 20,000 people. |
|
d.
|
Their cliff dwellings at Mesa Verde included more than 200 rooms. |
|
| A B C D |
148.
|
The Inuit people were most likely to travel
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a.
|
in wagons pulled by mules. |
c.
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on horseback over the tundra. |
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b.
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on foot along dirt roads. |
d.
|
by kayak in open waters. |
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| A B C D |
149.
|
What were the stelae in Maya culture?
|
a.
|
a list of written laws that governed Maya society |
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b.
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religious ceremonies held before waging war |
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c.
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the highest class of priests within Maya society |
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d.
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tall monuments depicting Maya rulers and gods |
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| A B C D |
150.
|
What is the oldest culture that archaeologists have found in the Andean region?
|
a.
|
the Maya |
c.
|
the Hohokam |
|
b.
|
the Inca |
d.
|
the Chavín |
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Short Answer
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151.
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Analyze Information Briefly summarize what the map shows.
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152.
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Draw Inferences Suppose you are a member of a team of archaeologists on a dig. Your team finds pieces of clay bowls and many rabbit bones in the southwest corner of the site. In the northeast corner you find several stones fashioned into points with stone chips nearby. What might you infer from these discoveries? What information would you record on your map of the site? How would your site map help your team analyze your discoveries?
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153.
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Synthesize Information The earliest civilizations developed near major rivers. Why do you think this was so?
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154.
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Make Comparisons Explain how life during the New Stone Age differed from life in the Old Stone Age. How did developments in the New Stone Age allow for individuals, such as artisans, to have specialized jobs?
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155.
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Summarize Explain why writing developed in New Stone Age societies. How were these writing systems used? Include the role of a scribe in your answer.
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156.
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Recognize Cause and Effect Study the diagram above. What cause-and effect relationship does it show? Provide examples.
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157.
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Recognize Cause and Effect Describe how warfare contributed to cultural diffusion. Were the results of warfare always bad for a conquered people? What benefits could a conqueror obtain from a conquered people, besides the obvious increase in wealth and lands?
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158.
|
Synthesize Information Describe the role of the environment on migration and settlement patterns of ancient peoples.
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159.
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Identify Alternatives Suppose the people of an early civilization used tin to mix with copper to make bronze for tools and weapons. If they used up all the tin in their area, how might they adapt?
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160.
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Analyze Credibility Suppose you are a historian studying the writings of an ancient Greek philosopher. Someone gives you a manuscript that the person says is an important unpublished and newly discovered work by that philosopher. How might you evaluate the reliability of this manuscript?
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161.
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Analyze Information Refer to the map. Describe the main geographic features of Mesopotamia. Use the map to explain why Mesopotamia developed into a crossroads where people and ideas met.
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162.
|
Identify Central Issues Identify and describe the two branches of law codified in Hammurabi’s Code. For each branch of law, give two examples of the kinds of matters that the laws addressed.
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163.
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Summarize Describe the steps in the journey of a person’s soul after death according to Egyptian beliefs.
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164.
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Make Generalizations Describe the status of women in ancient Egypt. Give three examples of rights granted to Egyptian women. Give two examples of opportunities denied to them.
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165.
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Make Comparisons How did the way in which the Israelites viewed their leaders differ from the way other ancient societies viewed their leaders? How did the code of ethics taught by Israelite prophets contribute to this view?
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“Egypt is wholly the gift of the Nile.”
—Herodotus
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166.
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Draw Inferences Read the quotation above by the Greek historian Herodotus. What did Herodotus mean by this statement?
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167.
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Make Comparisons How was the Phoenician alphabet different from cuneiform? How did the Phoenician alphabet develop into the alphabet we use today?
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168.
|
Summarize What was the purpose of mummification? What belief led the Egyptians to mummify their dead?
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169.
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Identify Central Issues Why was the Rosetta Stone an important discovery? How was Jean Champollion able to decipher its meaning?
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170.
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Drawing Conclusions How may the history of the Israelites have influenced how Jewish people today feel about Palestine?
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“All men are my children. Just as I seek the welfare and happiness of my own children in this world and the next, I seek the same things for all men.
It is difficult to achieve happiness, either in this world or in the next, except by intense love of Dharma, intense self-examination, intense obedience, intense fear [of sin], and intense enthusiasm. Yet as a result of my instruction, regard for Dharma and love of Dharma have increased day by day and will continue to increase. . . .
The faiths of others all deserve to be honored for one reason or another. By honoring them, one exalts [raises up] one’s own faith and at the same time performs a service to the faith of others. . . .
Whatever good deeds I have done the people have imitated, and they have followed them as a model. In doing so, they have progressed and will progress in obedience to parents and teachers, in respect for elders, in courtesy to priests and ascetics [those who live a life of self-denial], to the poor and distressed, and even to slaves and servants.”
–from the stone pillars of Emperor Asoka Maurya
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171.
|
Determine Relevance Use information from the excerpt to explain the philosophy by which Asoka governed his empire. How did his leadership help unify India?
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172.
|
Summarize Describe the government and social structure of the Aryan civilization.
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173.
|
Draw Conclusions Why do you think Buddhism declined throughout India while Hinduism flourished?
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174.
|
Make Generalizations Describe two ways in which family and village life in the Gupta era influenced Indian society.
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175.
|
Synthesize Information Where did the earliest Chinese cultures develop? Why?
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|
The Master said, "When a prince's personal conduct is correct, his government is effective without the issuing of orders. If his personal conduct is not correct, he may issue orders, but they will not be followed."
The Master said, "To rule a country of a thousand chariots, there must be reverent [serious] attention to business, and sincerity; economy in expenditure, and love for men; and the employment of the people at the proper seasons."
The Master said, "In serving his parents, a son may remonstrate [argue a point] with them, but gently; when he sees that they do not incline to follow his advice, he shows an increased degree of reverence [respect], but does not abandon his purpose; and should they punish him, he does not allow himself to murmur."
—sayings from the Analects of Confucius
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176.
|
Analyze Information Read the excerpt. What is Confucius saying about the way a ruler should govern? What is he saying about family relationships? Explain how these points are connected to his overall philosophy.
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177.
|
Draw Inferences Name two values that the ancient Indian epics reveal about the Aryan people.
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178.
|
Synthesize Information Describe the Chinese civil service system that began during the Han dynasty. How did this system help to establish and preserve Chinese values?
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179.
|
Identify Point of View Explain how those of the lower castes viewed their position in Indian society. Why do you think the Indian caste system did not cause more social unrest among the lower castes?
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180.
|
Compare Points of View What would Confucius have thought of the Legalist policies of Shi Huangdi during the Qin dynasty? Explain your answer.
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Following is a brief excerpt from Pericles’ Funeral Oration, a speech given in honor of those who died in the first year of the Peloponnesian War.
“. . . Our citizens attend both to public and private duties, and do not allow absorption [interest] in their own various affairs to interfere with their knowledge of the city’s. We differ from other states in regarding the man who holds aloof [distant] from public life not as ‘quiet’ but as useless; we decide or debate, carefully and in person, all matters of policy, holding not that words and deeds go ill together but that acts are foredoomed to failure when undertaken undiscussed. For we are noted for being at once adventurous in action and most reflective beforehand. Other men are bold in ignorance, while reflection will stop their onset. But the bravest are surely those who have the clearest vision of what is before them, glory and danger alike, and yet notwithstanding go out and meet it.”
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181.
|
Summarize Summarize what Pericles is discussing in this excerpt.
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182.
|
Recognize Cause and Effect How did the Mycenaeans’ reliance on trade lead to the Trojan War?
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183.
|
Summarize Why did ancient Greece develop into many small, self-governing city-states and why did they colonize surrounding regions?
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184.
|
Identify Point of View Describe the philosophical method of Socrates. Explain the point of view of Athenians who felt threatened by him.
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185.
|
Make Generalizations How did Alexander the Great help to spread Greek culture?
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|
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SPARTA
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ATHENS
|
|
Lives of Men
|
| At age 18-20, tested on fitness, military ability, and leadership skills. Those who passed became citizens and soldiers; those who failed could not become citizens. Even married soldiers spent most of their lives in their barracks. Military service ended at age 60, when soldiers could retire and live with their families. |
Spent much time away from home working at farming or trade. Often involved in political meetings. Enjoyed physical activities such as wrestling, hunting, and riding. Sometimes entertained male friends at drinking parties (where women were not allowed). |
|
Lives of Women
|
| Girls lived in barracks beginning at age 6-7. They were trained in sports to stay fit, which would help them produce strong, healthy babies. Adult women lived at home. They could own property and go where they wanted. |
Had limited personal freedom. Could attend weddings, funerals, and some religious festivals. Main task was to run the house and bear children. |
|
Typical Education
|
| At age 6-7, boys were sent to barracks for military training. Stealing and lying was encouraged but punished severely if discovered. Basic reading and writing was taught but not emphasized. Learning emphasized physical education rather than academics. A basic education was also provided to girls. |
At age 6-7, boys attended school, where they would learn various subjects such as reading, writing, arithmetic, and music. Intellectual achievements were highly prized. At age 18 men attended two years of military school. Women stayed at home and learned household duties. Some women learned to read and write at home. |
|
|
|
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186.
|
Compare Points of View The table compares the city-states of Sparta and Athens. How would a Spartan describe the ideal citizen? How would an Athenian describe the ideal citizen? What differences in the status of women do you observe?
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|
|
About 550 B.C., a Greek slave named Aesop began writing and collecting his now famous fables. People have been entertained by Aesop’s Fables for centuries. Two short fables are presented below.
The Bat and the Weasels
A Bat who fell upon the ground and was caught by a Weasel pleaded to be spared his life. The Weasel refused, saying that he was by nature the enemy of all birds. The Bat assured him that he was not a bird, but a mouse, and thus was set free. Shortly afterwards the Bat again fell to the ground and was caught by another Weasel, whom he likewise entreated [asked] not to eat him. The Weasel said that he had a special hostility to mice. The Bat assured him that he was not a mouse, but a bat, and thus a second time escaped.
MORAL: It is wise to turn circumstances to good account.
Avaricious and Envious
Two neighbors came before Zeus and prayed him to grant their hearts’ desire. Now the one was full of avarice [greed], and the other eaten up with envy. So to punish them both, Zeus granted that each might have whatever he wished for himself, but only on condition that his neighbor had twice as much. The Avaricious man prayed to have a room full of gold. No sooner said than done; but all his joy was turned to grief when he found that his neighbor had two rooms full of the precious metal. Then came the turn of the Envious man, who could not bear to think that his neighbor had any joy at all. So he prayed that he might have one of his own eyes put out, by which means his companion would become totally blind.
|
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187.
|
Analyze Information Refer to the excerpt. Most of Aesop’s Fables end with a moral, a lesson, or principle taught by the fable. The moral for “The Bat and the Weasels” is given above. Write your own moral for the other fable. What do these fables tell us about the values of ancient Greeks?
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188.
|
Express Problems Clearly How did geography impact the Athenians’ ability to fight effectively in the Peloponnesian War?
|
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189.
|
Make Comparisons During the Hellenistic age, some women began to enjoy a degree of social influence and political power. Based on your reading, what would Aristotle have thought about this? What would Plato have thought? Explain your answer.
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190.
|
Demonstrate Reasoned Judgment Based on your reading, think about what may have driven Alexander the Great to conquer so many foreign lands. Do you think Alexander was trying to unite the human race by his conquests, or was he just trying to gain power, wealth, and fame for himself? Defend one of these positions.
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|
|
Christian Symbols and the Catacombs
Beginning in the A.D. 100s, Christians began burying their dead beneath Rome in a series of tunnels called catacombs. They painted or drew some of the following symbols on the walls of the catacombs and tombs:
h The Good Shepherd carrying his sheep represents Christ and the soul that He has saved.
h The “orante” is a figure praying with open arms. This symbolizes the soul living in divine peace.
h The dove holding an olive branch symbolizes the soul that has attained peace in heaven.
h The Alpha and the Omega are the first and the last letters of the Greek alphabet. They signify that Christ is the beginning and the end of all things.
h The anchor is a symbol of salvation.
|
|
191.
|
Demonstrate Reasoned Judgment Read the passage. Why did Christians draw symbols on the catacombs? What are the main themes expressed in the Christian symbols? What were Christians trying to accomplish by drawing symbols on the catacombs and tombs? How do you think these symbols may have helped to preserve and spread the Christian faith? Explain your answer.
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|
192.
|
Recognize Cause and Effect How did the expansion of the Roman republic affect Roman farmers? What effect did this have on the Roman republic?
|
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193.
|
Make Comparisons How did geography influence the development of Roman civilization compared to Greek civilization?
|
|
194.
|
Draw Inferences What does the Roman system of law tell us about Roman values?
|
|
195.
|
Summarize Describe Roman architecture and explain what made it unique.
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|
|
Romulus and Remus
King Numitor was ousted from his kingdom by his brother Amulius who took his throne. Soon after, King Numitor’s daughter, Rhea Silvia, gave birth to the twins Romulus and Remus. They were the sons of Mars, the god of war. Amulius feared that the boys would one day seek his throne, so he set them adrift on the Tiber River in a reed basket. They floated downstream until the basket was caught in the branches of a fig tree. Here they were found by a she-wolf, who cared for them until a shepherd found them and took them in.
Once grown, the twins learned the story of their family. They killed Amulius and restored their grandfather to the throne. They decided to found a new city close to where they had been washed ashore. Reading omens of the flight of birds, they decided to build their city on Palatine Hill and that Romulus should be king. Remus made fun of his brother’s work on the city, and Romulus lost his temper and killed Remus. Romulus went on to name the city after himself. The traditional date of the founding of Rome is April 21, 753 B.C.
|
|
196.
|
Analyze Information Read the passage. What clues does this story give about the ancient Romans’ sense of their own history and destiny?
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197.
|
Determine Relevance Describe the two systems of law that developed under the Roman republic and how they changed. Why was the rule of law important during the Roman empire?
|
|
198.
|
Demonstrate Reasoned Judgment Some historians think that Paul was as important as Jesus of Nazareth in establishing Christianity. What argument could you make for this idea? Explain.
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199.
|
Synthesize Information What are some of the problems the Christian Church faced during the first three centuries A.D.?
|
|
200.
|
Express Problems Clearly Explain the policy of “bread and circuses” that was adopted by various Roman emperors during the Pax Romana. In what way did this reveal underlying weaknesses in the Roman empire?
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|
|
The three sisters of the Iroquois—Corn, Beans, and Squash—are the three spirits that sustain life. The Corn Spirit was so happy to be one of the sustainers that she asked the Creator for more ways to help her people. So the Creator began forming a doll from her husks. He gave the doll a beautiful face and gave it to the children of the Iroquois. The doll went from village to village playing with the children. But everywhere she went, people told her how beautiful she was. After a while, she became very vain. The Creator spoke to her and asked her to be more humble. If she continued with her vanity, he warned, he would punish her.
The doll agreed, and things went on as before. But one day, walking by a creek, she glanced into the water and stopped to admire the beauty of her reflection. The Creator sent a giant screech owl down from the sky to snatch her reflection from the water. When she looked into the water again, her reflection was gone. She could no longer see her face or glory in her beauty. Ever since, when an Iroquois mother gives a doll to her child, she usually makes a doll with no face and tells the legend of the corn-husk doll.
|
|
201.
|
Draw Inferences Read the story. Describe the positive and negative things in the personality of the Corn Spirit. What does this story demonstrate about Iroquois values?
|
|
202.
|
Test Conclusions Many scholars consider the Olmecs to be the “mother culture” of Mesoamerica. Explain how aspects of Olmec culture are present in the cultures of later Mesoamerican civilizations.
|
|
203.
|
Summarize Explain how the Hohokam were able to create a successful farming culture in the desert of present-day Arizona. What food crops did they grow?
|
|
204.
|
Make Comparisons Explain some of the similarities and differences between the Native American cultures that developed in the Arctic and along the Northwest Coast.
|
|
205.
|
Draw Conclusions How did a system of roads help the Incas to maintain their empire?
|
|
|
In the Maya creation story told in the sacred book Popol Vuh, the creator makes the first humans from corn. Based on this story, the Maya thought a smooth, elongated head with long flowing hair was attractive. To achieve this look, they tied a newborn baby’s head between two boards for a few days. This permanently stretched and lengthened the child’s skull. Scholars believe the Maya did this to make the head look like an ear of corn. In Maya culture, the corn god was often illustrated with this kind of elongated head.
|
|
206.
|
Analyze Information Based on the passage, describe how religion shaped the Maya view of beauty. Why do you think the Maya believed that the creator made humans from corn?
|
|
207.
|
Summarize Describe the area where the Aztecs built their capital city Tenochtitlán. How did the Aztecs adapt to this environment?
|
|
208.
|
Make Comparisons Describe the governing class of Aztec society. How did Aztec government differ from Maya government?
|
|
209.
|
Make Generalizations How did the Iroquois League help keep the peace among Native American groups of the Northeast? What helped to bring these groups together?
|
|
210.
|
Recognize Cause and Effect What are some of the theories that attempt to explain the decline of the Maya civilization? How did their abandonment of their cities help the Maya people to survive in later years?
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