North Carolina Standard Cou

SOCIAL STUDIES : NINTH GRADE WO

NORTH CAROLINA STATE STANDARDS

World History at the ninth grade level is a survey course that gives students
the opportunity to explore recurring themes of human experience common to
civilizations around the globe from ancient to contemporary times. 2 An histori-
cal approach will be at the center of the course. The application of the themes
of geography and an analysis of the cultural traits of civilizations will help
students understand how people shape their world and how their world
shapes them. As students examine the historical roots of significant events,
ideas, movements, and phenomena, they encounter the contributions and
patterns of living in civilizations around the world. Students broaden their
historical per- spectives as they explore ways societies have dealt with
continuity and change, exemplified by issues such as war and peace, internal
stability and strife, and the development of institutions. To become informed
citizens, students require knowledge of the civilizations that have shaped the
development of the United States. World History provides the foundation that
enables students to acquire this knowledge which will be used in the study of
Civics and Economics and United States History.
Strands: Geographic Relationships, Historic Perspectives, Economics and
Development, Government and Active Citizenship, Global Connections, Techno-
logical Influences and Society, Individual Identity and Development, Cultures
and Diversity

NC2 NORTH CAROLINA STATE STANDARDS

COMPETENCY GOAL 1 Historical Tools and 2.4 Examine the importance of India as a
Practices—The learner will identify, evaluate, hub of world trade and as a cultural and
and use the methods and tools valued by histori- religious center during its Golden Age.
ans, compare the views of historians, and trace the
2.5 Assess the distinctive achievements of
themes of history. Chinese and Japanese civilizations.
NG
OBJECTIVES 2.6 Describe the rise and achievements of the STN
1.1 Define history and the concepts of cause and
Byzantine and Islamic civilizations. ATOR
effect, time, continuity, and perspective. 2.7 Describe the rise and achievements of
African civilizations, including but not limited E TH
1.2 Analyze and interpret primary and
secondary sources to compare views,
to Axum, Ghana, Kush, Mali, Nubia, and STCA
Songhai.
trace themes, and detect bias.
2.8 Evaluate the achievements of the
ANRO
1.3 Relate archaeology, geography,
anthropology, political science, sociology, and
major civilizations of the Americas during DALI
economics to the study of history.
the
pre-Columbian epoch including, but not limited RDNA
1.4 Define the themes of society, technology, to, the Aztecs, Incas, and Mayas. S
economics, politics, and culture and relate them
to the study of history. COMPETENCY GOAL 3 Monarchies and
1.5 Trace major themes in the development Empires—The learner will investigate
of the world from its origins to the rise of significant events, people, and conditions in the
early civilizations. growth of monarchical and imperial systems of
1.6 Examine the indicators of civilization, government.
including writing, labor specialization,
OBJECTIVES
NG

cities, technology, trade, and political and

cultural institutions. 3.1 Trace the political and social
development of monarchies and empires
COMPETENCY GOAL 2 Emerging Civiliza- including, but not limited to, the Ming and
tions—The learner will analyze the development Manchu dynasties, the Mongol Empire, the
of early civilizations in Africa, Asia, Europe, Ottoman Empire, the Moghul Empire, and
and the Americas. the British Empire.
3.2 Describe events in Western Europe from
OBJECTIVES
NG
the fall of Rome to the emergence of nation-
states and analyze the impact of these
2.1 Trace the development and assess the
events on economic, political, and social
achievements of early river civilizations,
life in medieval Europe.
including but not limited to those around the
Huang-He, Nile, Indus, and Tigris- 3.3 Trace social, political, economic, and cultural
Euphrates rivers. changes associated with the Renaissance,
Reformation, the rise of nation-states, and
2.2 Identify the roots of Greek civilization and
absolutism.
recognize its achievements from the Minoan era
through the Hellenistic period. 3.4 Examine European exploration and
analyze the forces that caused and allowed the
2.3 Describe the developments and
acquisition of colonial possessions and trading
achievements of Roman civilization and
privileges in Africa, Asia, and the Americas.
analyze the significance of the fall of Rome.
3.5 Cite the effects of European expansion on
Africans, pre-Columbian Americans,
Asians, and Europeans.

NORTH CAROLINA STATE STANDARDS NC3

 3.6 Compare the influence of religion, social 5.3 Analyze the causes and course of World
structure, and colonial export economies on War II and evaluate it as the end of one era
North and South American societies. and the beginning of another.
3.7 Evaluate the effects of colonialism on 5.4 Trace the course of the Cold War and
Africa, the Americas, Asia, and Europe.
assess its impact on the global community
including but not limited to the Korean
COMPETENCY GOAL 4 Revolution and War, the satellite nations of Eastern
Nationalism—The learner will assess the Europe, and the Vietnam War.
NORTH CAROLINA STATE STANDARDS

causes and effects of movements seeking

5.5 Examine governmental policies, such as
change, and will evaluate the sources and
the Kellogg-Briand Pact, which were
consequences of nationalism.
established and the role of organizations
including the League of Nations, and the
OBJECTIVES
NG

United Nations to maintain peace, and

4.1 Analyze the causes and assess the evaluate their continuing effectiveness.
influence of seventeenth to nineteenth century
political revolutions in England, North
COMPETENCY GOAL 6 Patterns of Social
America, and France on individuals,
Order—The learner will investigate social and
governing bodies,
economic organization in various societies
church-state relations, and diplomacy.
through- out time in order to understand the shifts
4.2 Describe the changes in economies and in power and status that have occurred.
political control in nineteenth century Africa,
OBJECTIVES
NG
Asia, Europe, and the Americas.
4.3 Evaluate the growth of nationalism as 6.1 Compare the conditions, racial
a contributor to nineteenth century composition, and status of social classes,
European revolutions in areas such as the castes, and slaves in world societies and
Balkans, France, Germany, and Italy. analyze changes in those elements.
4.4 Examine the causes and effects of the 6.2 Analyze causes and results of ideas
Russian Revolution and its effect on regarding superiority and inferiority in society
Russia and the world. and how those ideas have changed over time.
4.5 Evaluate the causes and effectiveness of 6.3 Trace the changing definitions of citizenship
nineteenth and twentieth century nationalistic and the expansion of suffrage.
movements that challenged European
6.4 Relate the dynamics of state economies to
domination in Africa, Asia, and Latin
the well being of their members and to changes
America.
in the role of government.
6.5 Analyze issues such as
COMPETENCY GOAL 5 Global Wars—The
ecological/environ- mental concerns, political
learner will analyze the causes and results of
instability, and nationalism as challenges to
twentieth century conflicts among nations.
which societies must respond.
OBJECTIVES
NG
6.6 Trace the development of internal conflicts
due to differences in religion, race, culture, and
5.1 Analyze the causes and course of
group loyalties in various areas of the world.
World War I and assess its consequences.
5.2 Assess the significance of the war experience
on global foreign and domestic policies of the
1920s and 1930s.

NC4 NORTH CAROLINA STATE STANDARDS

COMPETENCY GOAL 7 Technology and 8.4 Characterize over time and place the
Changing Global Connections—The learner interactions of world cultures.
will consider the short- and long-term
8.5 Analyze how the changing and competing
consequences of the development of new
components of cultures have led to current
technology.
global issues and conflicts, and hypothesize
NG
OBJECTIVES
solutions to persistent problems. STN
7.1Assess the degree to which discoveries,
8.6 Analyze the meanings of “civilization” in ATOR
different times and places and demonstrate how
innovations, and technologies have
such meanings reflect the societies of which they E TH
accelerated change.
7.2Examine the causes and effects of scientific
are a part.
STCA
revolutions and cite their major costs and ANRO
benefits.
DALI
7.3Examine the causes and effects of industrial-
ization and cite its major costs and benefits. RDNA
7.4Describe significant characteristics of global S
connections created by technological change,
and assess the degree to which cultures
participate in that change.

COMPETENCY GOAL 8 Patterns of History—

The learner will assess the influence of ideals,
values, beliefs, and traditions on current global
events and issues.

OBJECTIVES
NG

8.1 Trace developments in literary, artistic,

and religious traditions over time as legacies of
past societies or as cultural innovations.
8.2 Compare major Eastern and Western
beliefs and practices, including but not limited
to Buddhism, Christianity, Confucianism,
Hinduism, Islam, Judaism, and Shintoism,
and locate their regions of predominance.
8.3 Classify within the broad patterns of
history those events that may be viewed
as turning points.

NORTH CAROLINA STATE STANDARDS NC5

 NORTH CAROLINA
Countdown to Testing
COUNTDOWN

How does Holt World History: Human Legacy, North Carolina Edition,
TO TESTING

help me practice the state goals and objectives?

Holt World History: Human Legacy, North Carolina Edition, provides complete coverage
of the North Carolina Goals and Objectives for Ninth Grade World History. To help you
use
your textbook to learn and practice the standards, use the at-home practice tests for each week.

How can I use the Countdown to Testing tests?

■ Each week has a practice test. You will see that each week’s test focuses on one or
two of the Competency Goals from the North Carolina Standard Course of Study.
■ As you study the book with your class, ask yourself the questions on the practice
test.
■ There is one question for each day There are 24 weeks of
of the week. Each of these
questions
addresses one of the Objectives WEEK 1 WEEK 2 practice questions. There
under that week’s Competency Goal. 1
NG
Objective 1.06 (Chapter 1.1)
Tools such as spears, nets, and bows and
NG
Objective 6.01 (Chapter 2.1)
is one question for each
arrows were developed
A during the Stone Age.
“If a man put out the eye of another man, his eye
day of the week.
■ If you have trouble answering the
shall be put out . . .
B by industrial civilizations.
C after the Neolithic Revolution. If he put out the eye of a man’s ave, or break the
D by workers in the first civilizations. sl bones of a man’s slave, he ay one-half of its
shall p value.”
TOCO
question, each one refers to the 2
NG
Objective 7.01 (Chapter 1.2)
Which of the following developments helped
—Hammurabi’s Code
TEUN
STITD
section of the chapter where you can lead to the beginnings of agriculture?
A the rapid increase in population
B the invention of advanced tools
1 Why might the punishments in the quote
above be different?
A Crimes involving injury were not tolerated. NGOW
N
read the answer. C the emergence of new plants as the climate B Free people were valued more than slaves.
grew warmer C Slaves were valued more than free people.
D the establishment of permanent settlements D Crimes against slaves were not punished.

NG
NG
Objective 7.01 (Chapter 1.2) Objective 2.01 (Chapter 3.1)

3 The development of farming brought 2 On what was the power of Egypt’s pharaohs
about which of the following based?
changes? A the first chariots A royal control of irrigation
B the construction of permanent settlements B their great wealth
C long-distance migration C the belief that pharaohs were divine
D the ability to control fire D the construction of pyramids

NG
NG
Objective 1.05, 2.01 Objective 2.07 (Chapter 3.3)
(Chapter 1.3) 3 How did Egyptian civilization influence the
4 The earliest civilizations likely emerged Kingdom of Kush?
along river valleys because A Egyptians taught Kushites how to raise cattle.
A powerful rivers provided protection for B Egypt sent Christian missionaries to Kush.
early settlements. C Kushites learned to make iron from Egyptians.
B rivers made the transportation of animals D Kushites modeled their pyramids after those
easier. in Egypt.
C many early religious practices were centered
NG
on the worship of water. Objective 8.02 (Chapter 2.3)
D the fertile soil of river valleys allowed settlers 4 How did Judaism differ from other religions
to grow plentiful crops. in the ancient Near East?
A Jewish leaders served as political and religious
NG
Objective 1.04, 1.06 rulers.
(C apter 1.3) B Judaism forbade the building of elaborate
h temples.
5 The division of society into nts,
C Jewish religious traditions had little influence
mercha
artisans, and priests is an example of
on daily life.
which characteristic of a civilizatio n?
D Judaism developed as a monotheistic religion.
A advanced government
B division of labor
NG
C food surplus Objective 1.06
D large cities (Chapters 2.1, 2.2, 3.2)
5 Sumerian cuneiform, Egyptian hieroglyph-
ics, and the Phoenician alphabet were
important because they

References at the end A allowed people to keep records.

B led to the establishment of towns and cities.
C aided in the development of farming in the

of each question direct Near East.

D led to advanced technologies.

you to relevant COUNTDOWN TO TESTING NC7

material in your
textbook.

NC6
 WEEK 1 WEEK 2
NG
Objective 1.06 (Chapter 1.1) NG
Objective 6.01 (Chapter 2.1)
1 Tools such as spears, nets, and bows
and arrows were developed
A during the Stone Age. “If a man put out the eye of another man, his eye
B by industrial civilizations. shall be put out . . .
C after the Neolithic Revolution. If he put out the eye of a man’s slave, or break the
D by workers in the first civilizations. bones of a man’s slave, he shall pay one-half of

NG
its value.” TOCO
Objective 7.01 (Chapter 1.2)
TEUN
—Hammurabi’s Code
2 Which of the following developments
helped lead to the beginnings of 1 Why might the punishments in the quote STITD
NGO
agriculture? above be different?
A the rapid increase in population A Crimes involving injury were not tolerated.
B the invention of advanced tools
B Free people were valued more than slaves.
W
C the emergence of new plants as the climate
C Slaves were valued more than free people.
grew warmer
D Crimes against slaves were not punished.
D the establishment of permanent settlements
NG
NG
Objective 2.01 (Chapter 3.1)
Objective 7.01 (Chapter 1.2)
3 The development of farming brought
2 On what was the power of Egypt’s
pharaohs based?
about which of the following changes?
A the first chariots A royal control of irrigation
B the construction of permanent settlements B their great wealth
C long-distance migration C the belief that pharaohs were divine
D the ability to control fire D the construction of pyramids

NG
Objective 2.07 (Chapter 3.3)
Objective 1.05, 2.01
NG

(Chapter 1.3) 3 How did Egyptian civilization influence

4 The earliest civilizations likely the Kingdom of Kush?
emerged along river valleys because A Egyptians taught Kushites how to raise cattle.
A powerful rivers provided protection B Egypt sent Christian missionaries to Kush.
for early settlements. C Kushites learned to make iron from Egyptians.
B rivers made the transportation of animals D Kushites modeled their pyramids after those
easier. in Egypt.
C many early religious practices were
centered on the worship of water. NG
Objective 8.02 (Chapter 2.3)
D the fertile soil of river valleys allowed
settlers to grow plentiful crops.
4 How did Judaism differ from other
religions in the ancient Near East?
NG
A Jewish leaders served as political and
Objective 1.04, 1.06 religious rulers.
(Chapter 1.3) B Judaism forbade the building of elaborate
5 The division of society into merchants, temples.
artisans, and priests is an example of C Jewish religious traditions had little
which characteristic of a civilization? influence on daily life.
A advanced government D Judaism developed as a monotheistic religion.
B division of labor
C food surplus
Objective 1.06
NG

D large cities
(Chapters 2.1, 2.2, 3.2)
5 Sumerian cuneiform, Egyptian hieroglyph-
ics, and the Phoenician alphabet were
important because they
A allowed people to keep records.
B led to the establishment of towns and cities.
C aided in the development of farming in the
Near East.
D led to advanced technologies.

COUNTDOWN TO TESTING NC7

 WEEK 3 WEEK 4
NG
Objective 1.03, 2.01 NG
Objective 2.02 (Chapter 5.1)
(Chapter 4.1)
MJOPBO TFUUMFNFOU (D. 2000–1400 B$)
1 Excavations at Mohenjo Daro and
Harappa indicate that early Indian (3&&$& MZDFOBFBO TFUUMFNFOU (D. 1250 B$)
civilizations
A practiced monotheism.
A4*A
B constructed large temple-pyramids. M*/03
COUNTDOWN
TO TESTING

C built large, advanced cities. MZDFOB F

D were destroyed by invaders from Egypt. 1FMPQPOOFTV

T

Objective 1.03 (Chapter 4.1)

NG

2 Why are many details about Indus Society MFEJUFSSBOFBO

still a mystery?
A There is not much archaeological evidence. 4FB KOPTTPT
B They had no writing system. 0 50 100 MJMFT
C They had too many city-states. $SFUF
0 50 100 KJMPNFUFST
D Historians have not been able to read NC8 COUNTDOWN TO TESTING
their writing.

Objective 8.02
NG

(Chapter 4.2, 4.3)

3 One similarity between Hinduism and Bud-
dhism is that they both
A encourage the practice of yoga to aid
in meditation.
B believe in rebirth.
C believe Brahman created and preserves the
world.
D spread throughout Africa.

NG
Objective 2.05 (Chapter 4.4)
4 The Shang made many advances
to civilization, such as
A making paper.
B creating a precise lunar calendar.
C the specialization of labor.
D using an alphabet.

NG
Objective 8.01 (Chapter 4.3)
5 Which of the following correctly
describes the spread of Buddhism?
A Buddhism originated in India but later
spread to Southeast Asia, China, and Japan.
B Japanese missionaries introduced Buddhism to
Southeast Asia.
C Chinese merchants are credited with spreading
Buddhism to India.
D Buddhism originated in China and later
spread to India.
1 Mycenean kings built great monuments to
A raise money.
B appease the gods.
C make people proud of their Greek heritage.
D show off their strength.

NG
Objective 2.02 (Chapter 5.1)
2 Loyalty, bravery, and discipline are values
that would have been most highly prized by
citizens of which city-state?
A Athens
B Corinth
C Macedonia
D Sparta

Objective 2.02 (Chapter 5.3)

NG

3 Aristotle is best known for his

A discovery that Earth is round.
B emphasis on thinking for oneself.
C recording of the teachings of Socrates.
D logical study of most fields of science.

Objective 2.03 (Chapter 5.4)

NG

4 Alexander the Great’s empire extended from

A Italy to Persia.
B Asia Minor to the Caspian Sea.
C Greece to the Indus River.
D Egypt to Mesopotamia.

NG
Objective 2.02 (Chapter 5.2)
5 The government of the United States
differs from that of ancient Athens in that
A U.S. citizens elect representatives to vote
for them.
B U.S. leaders can serve as many terms as
they wish.
C U.S. government is made up of only one branch.
D foreigners cannot become citizens of the
United States.
 WEEK 5 WEEK 6
NG
Objective 6.03 (Chapter not as valuable as they previously had been.
6.2) D Diocletian split the empire into two parts.
1 How could people earn citizenship in
Rome’s early years?
A They had to be born as citizens.
B They could perform special services to the
government and might be rewarded with it.
C They had to own enough slaves. TOCO
TEUN
D They had to serve in the government.

STITD
NG
Objective 2.03 (Chapter

NGO
6.2)
2 The shift from republic to empire in Rome
W
is credited to the efforts of
A Augustus.
B Constantine.
C Diocletian.
D Julius Caesar.

Objective 2.03 (Chapter

NG

6.4)
3 Emperor Constantine’s conversion to
Christianity helped
A him win a decisive battle.
B introduce Christianity to non-Jews.
C Christianity spread more rapidly throughout
the empire.
D strengthen the Roman Empire.

NG
Objective 2.03 (Chapter
6.3)

4 The structure in the photo above is

an example of the Romans’ skill in
A military conquest.
B engineering.
C law.
D science.

Objective 2.03, 6.04

NG

(Chapter
6.5)
5 Which of the following was a key cause of
the economic troubles that led to Rome’s
collapse?
A A new capital was constructed at
Constantinople.
B The Visigoths sacked the city of Rome.
C Emperors minted new coins that were
 NC9
NG
Objective 1.03, 2.08
(Chapter 7.2)
1 The discovery of elaborate tombs,
giant stone head monuments, and
pyramids in Olmec settlements most
likely led scholars to believe that
A the Olmec were skilled hunters.
B Olmec society was highly organized.
C the Olmec were polytheistic.
D Olmec towns served as
religious and ceremonial
centers.

NG
Objective 2.08
(Chapter 7.2, 7.3)
2 Which of the following is a
similarity between the Aztec and
Inca civilizations? A Both created
large and powerful empires.
B Trade played an important role
in both civilizations.
C Slaves made up the lowest social
class in both civilizations.
D Both civilizations were located in
what is now Central Mexico.

NG
Objective 2.08 (Chapter 7.2)
3 Which of the following is an
example of Aztec achievements
in astronomy?
A the development of a writing system
B the creation of a 365-day calendar
C the use of chinampas
D the development of the concept of zero

Objective 1.01, 2.08

NG

(Chapter 7.1, 7.2, 7.3)

4 Which of the following identifies
Mesoamer- ican civilizations from
earliest to latest?
A Anasazi, Aztec, Chavín, Inca
B Olmec, Maya, Aztec
C Zapotec, Aztec, Maya, Inca
D Maya, Hopewell, Aztec

Objective 1.01, 2.08

NG

(Chapter 7.3)
5 One way in which the Inca
helped unify their large empire
was to
A build an extensive system of
roads. B demand a labor tax
from all citizens. C develop a
uniform system of writing. D
maintain a powerful military.

COUNTDOWN TO TESTING
 WEEK 7 WEEK 8
NG
Objective 3.01, 8.02 NG
Objective 6.06, 8.05
(Chapter 8.1)
(Chapter 9.2)
1 Under Emperor Wudi, Confucianism became 1 The conflict between Sunni and
the official government philosophy. Why Shia Muslims began
might Confucianism have appealed to Wudi? A when Muhammad died.
A It encouraged the use of strict laws and B before Muhammad was born.
harsh punishments. C with the Abbasid Dynasty.
COUNTDOWN
TO TESTING

B It promoted the unification of the empire. D when Muslims built Mecca.

C It emphasized obedience and loyalty.
D It stressed the importance of trade. NG
Objective 8.02 (Chapter 9.1)
2 Which of the following is a similarity
Objective 3.01 (Chapter 8.2)
NG

between Islam, Judaism, and Christianity?

2 The Silk Roads played an important A Each religion originated in Arabia.
role during the Han dynasty because B Each teaches followers to fast during
they its holy month.
A brought China into a global trade network. C Each is a monotheistic religion.
B helped bring silk production to China. D Each believes that Muhammad is the
C allowed China to export goods and last of God’s prophets.
ideas to Japan.
D helped to protect northern China NG
Objective 2.06 (Chapter 9.2)
from invaders.
3 The Muslim Empire expanded to all of the
NG
following areas except
Objective 2.04 (Chapter 8.3) A Spain
3 During his rule, Ashoka contributed to B Egypt
Indian society through all of the C Persia
following ways except D Russia
A by improving roads and transportation.
B through his policy of taxation. NG
Objective SCG.3.01
C in the construction of stone pillars. (Chapter 9.2)
D in his efforts to spread Buddhism. SUNNI AND SHIA DISTRIBUTION

NG
Objective 2.05
(Chapter 8.1, 8.2, 8.3, 4VOOJ BMBDL 4FB

8.4) 4IJB
563K&:

4 Which of the following correctly identifies B *3A2 *3A/

an empire or dynasty with its achievement?
A Han—created the civil-service system
B Gupta—built the Great Wall &(:15 4A6%*
*/%*A
A3AB*A
C Maurya—invented the wheelbarrow ASBCJBO
4FB
D Qin— invented paper
0 500 1,000 MJMFT

Objective 2.04 (Chapter

NG
0 500 1,000 KJMPNFUFST
MJMMFS QSPjFDUJPO

8.4)
5 During the Gupta period Indian 4 According to the map, the country with the
trade helped link most Shia Muslims is
A the Mediterranean world and China. A Iran.
B rich and poor. B Turkey.
C Hindus and Buddhists. C Saudi Arabia.
D north India and south India. D Iraq.

NC10 COUNTDOWN TO TESTING

 NG

Object
ive
2.06
(Chapt
er 9.3)
5 What role did Muslims
play in global trade?
A They traded gold to the
rest of the world.
B They
connected
traders in the
East and the
West.
C They did not
participate in global
trade.
D They were the first to
use coins in trade.
 WEEK 9 WEEK 10
NG
Objective 2.07 (Chapter NG
Objective 3.01 (Chapter 11.1)
10.1)
1 The Tang and Sui dynasties strengthened
1 Which of the following played the most
the power of the central government by
important role in early African society?
A outlawing the production of weapons.
A village priests
B banning the export of silk.
B the individual
C reforming the bureaucracy.
C kings and queens
TOCO
D encouraging new farming techniques
D the family
to increase rice production.
NG
Objective SCG.3.01 TEUN
STITD
Objective 2.05 (Chapter 11.1)
NG

(Chapter
2
NGO
10.1) The compass and paper money were Chi-
BANTU MIGRATIONS nese innovations that resulted from
&UIJPQJBO
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A the introduction of advanced warfare. W
(VMG PG (VJOFB
MAA4A*
B contact with Japan and Korea.
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(A/%A
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BA/56
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C the creation of the civil-service system.
$
0$&A/
LBLF
5BOHBOZJLB 48A)*L* D the increased importance of trade.
BA/56
B&MBA LBLF
MBMBXJ
Objective 2.05 (Chapter 11.2)
0 500 1,000 MJMFT (/ZBTB ) NG
07*MB6/%6

3
0 500 1,000 KJMPNFUFST 50/(A
A[JNVUIBM FRVBM-BSFB QSPjFDUJPO Which of the following was an effect of
20¡4 BA/56
KBMBIBSJ 4)0/A Mongol rule in China?
BBOUV IPNFMBOE %FTFSU
BBOUV NJHSBUJPO SPVUFT,
548A/A
;6L6 */%*A/ A an increase in international trade
D. 1000 B$–A% 1100
;6L6 BBOUV-TQFBLJOH QFPQMF
405)0
9)04A
0$&A/ B the spread of Mongol culture and religion
C the invention of gunpowder
D the introduction of horses to China
2 In what general direction did the
Bantu migration routes travel? NG
Objective 2.05, 8.02
A southeast (Chapter 11.3)
B southwest
C northeast 4 The chief religion in early Japan was
D northwest A Buddhism
B Shinto
NG
Objective 1.03, 2.07 C Confucianism
(Chapter 10.2) D Heian
3 What made the East African coast a NG
center of world trade? Objective 8.04 (Chapter 11.3)
A valuable trade items such as silk and glass 5 China influenced the development of
B its location on the Indian Ocean Japan’s
C large cities with walls for protection A military.
D powerful armies in Aksum and Ethiopia B social classes.
C written language.
Objective 2.07 (Chapter 10.3)
NG
D geography.
4 The power of West African kingdoms such
as Ghana and Mali was largely based on
their
A use of camels for transportation.
B conversion to Islam.
C control of the salt and gold trades.
D location along major trade routes.
NG
Objective 2.07 (Chapter 10.3)
5 Mansa Musa’s pilgrimage to Mecca was
significant because it
A brought Mali’s great wealth to the
attention of other kingdoms.
B caused the price of gold to rise.
C brought great riches to the people of Mali.
D introduced camels to Arabia and Europe.
COUNTDOWN TO TESTING
NC11
 WEEK 11 WEEK 12
NG
Objective 2.06 (Chapter 12.1) NG
Objective 1.02, 3.02
1 The Byzantine Empire emerged from (Chapter 13.3)
A the eastern portion of the Roman Empire.
B Rus settlements along the Baltic Sea. “I . . . shall be to you both faithful and true, and
C the union of the Angles and the Saxons. shall owe my Fidelity unto you, for the Land that
D barbarian tribes in Italy. I hold of you, and lawfully shall do such Customs
COUNTDOWN

and Services, as my Duty is to you, at the times

TO TESTING

NG
Objective 2.06 (Chapter 12.1) assigned.”
2 Why was Justinian’s law code significant? —from The Manner of Doing
A It outlawed slavery in the empire. Homage and Fealty
B It gave Justinian the title of emperor.
C It established Christianity as the 1 This quote most likely reflects the attitudes
official religion of the Byzantine of what members of the feudal system?
Empire. A kings
D It collected Roman laws into a simple and B vassals
clear system of law. C peasants
D lords
NG
Objective 2.06 (Chapter 12.1)
Objective 6.01 (Chapter 13.3)
NG

3 Over time, the culture of the

Byzantine Empire was increasingly 2 In the manorial system, serfs
influenced by A China. A had all the same rights as peasants.
B Greece. B could be bought and sold like slaves.
C Russia. C were not full citizens and had few rights.
D Western Europe. D could not have children.

Objective 8.01 (Chapter

NG
Objective 3.02 (Chapter 13.5)
NG

12.2)
3 Which of the following explains the great
4 What led to the spread of Orthodox Christi- power of medieval popes?
anity into Eastern Europe and Russia? A Popes controlled the religious lives of
A the Byzantines’ conquest of Kiev almost everyone in Asia.
B Alexander Nevski’s defeat of the B Popes developed the feudal system.
Teutonic Knights C Popes had the power to name kings and
C the development of the Cyrillic alphabet emperors.
D the split between the Catholic Church and D Popes held influence over politics and religion.
the Orthodox Eastern Church
NG
Objective 3.02, 8.03, 8.04
Objective 2.06, 8.04
NG
(Chapter 14.1)
(Chapter
12.2)
4 What effect did the Crusades have on
the economy of Europe?
5 Which of the following is an example of A led to an increase in trade between East
Byzantine influence on Russia? and West
A the founding of Kiev B ended the feudal system in Europe
B the rise of the Golden Horde C led to the decline of towns and cities
C the establishment of the Russian D introduced Islam to Europe
Orthodox Church
D the development of canon law

Objective 3.02, 8.03

NG

(Chapter 13.4)
5 The ideas of the Magna Carta
A widened the king’s power.
B helped form ideas that are part of
modern democracies.
C made nobles more powerful than the king.
D are no longer important.
NC12 COUNTDOWN TO TESTING
 WEEK 13 WEEK 14
NG
Objective 3.03 (Chapter NG
Objective 3.01, 3.02
15.1)
(Chapter 17.1)
1 Renaissance art, literature, and education 1 In the 1300s what Muslim empire
were greatly influenced by expanded into Europe?
A the invention of the compass. A the Ottoman Empire
B ancient Greek and Roman achievements. B the Safavid Empire
C the love of beauty. C the Mughal Empire
D a renewed emphasis on religion. D the Ming Empire TOCO
NG
Objective 3.05 (Chapter TEUN
16.4) STITD
NGO
NG
Objective 3.01, 3.02
(Chapter 17.2)
2 By the 1500s Muslim empires controlled W
all of the following regions except
A the Byzantine Empire.
B India.
C Japan.
D Persia.

NG
2 The voyage of enslaved Africans across the Objective 3.01 (Chapter 17.3)
Atlantic Ocean was known as the 3 Under what dynasty did China expand to
A Middle Passage. its largest size?
B African-American Passage. A Ming
C Long Voyage. B Qing
D Passage of the Enslaved. C Tokugawa
D Yuan
Objective 3.03, 8.03
NG

NG
(Chapter 15.3) Objective 3.01 (Chapter 17.3)
3 Whose actions helped spark the 4 China’s Zheng He is significant because he
Protestant Reformation? A created laws to limit contact with foreigners.
A Michelangelo’s B moved the Chinese capital to Beijing.
B Lorenzo de Medici’s C led the rebellion that overthrew the Yuan
C John Calvin’s dynasty.
D Martin Luther’s D led several voyages of exploration and trade.

NG
NG
Objective 3.04 (Chapter 16.1) Objective 3.01, 6.01
(Chapter 17.4)
4 Which of the following was a reason for
European overseas exploration? 5 Japanese feudalism differed from European
feudalism in that it featured
A the desire to spread Christianity
A no code of ethics for samurai to follow.
B the need for more land for Europe’s
B a shogun as a powerful central authority.
growing population
C a class of strong professional warriors.
C the lack of resources in Europe
D no exchange of land between lords and vassals.
D the drive to compete with Chinese explorers

Objective 3.05 (Chapter 16.3)

NG

5 How did the Columbian Exchange

impact life in the Americas?
A Thousands of farmers in the Americas were left
without lands to farm.
B Population in the Americas boomed as a result
of the introduction of new foods.
C European diseases devastated the
Native American population.
D Native empires were overthrown in the
search for gold.
COUNTDOWN TO TESTING NC13
 WEEK 15 WEEK 16
NG
Objective 3.03, 4.01 NG
Objective 4.01 (Chapter 20.1)
(Chapter
18.3) 1 All of the following were causes of
the French Revolution except
1 The English Bill of Rights is an A economic problems
important document because it B support for Enlightenment ideas
A sparked the English Civil War. C social inequalities
B limited the power of the monarch. D the desire for a strong ruler
C restored the English monarch to power.
D created the Estates General. NG
Objective 4.02
(Chapter 19.3, 20.2)
Objective 3.01 (Chapter
NG
2 One similarity between the French and
18.3) American revolutions was that they both
A led to a period of terror and violence.
2 Why did Henry VIII create the
B resulted in the execution of the monarch.
Protestant Church of England?
C established basic rights and freedoms.
A to destroy Parliament’s power
B as a statement of war against the D led to the establishment of constitutional
Catholic Church monarchies.
C to divorce his first wife
D to show that he had divine rights
NG
Objective SCG.3.01
Objective 7.02 (Chapter 19.1)
NG
(Chapter 20.2)
3 Which of the following is a benefit of
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C The Middle Ages /BOUFT
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D The Inquisition 3,000
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NG
Objective 6.02 (Chapter 19.2) LBNCFSU DPOGPSNBM
DPOJD QSPjFDUJPO

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4 Which Enlightenment thinker BPSEFBV 300
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argued that people were born with 300
certain natural rights? MBSTFJMMF
300 5PVMPO
800
A Adam Smith
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B Baron de Montesquieu
C John Locke 3 Which of the following areas did not
D Thomas Hobbes experience counterrevolutionary activity?
A Arras
B Bordeaux
Objective 4.01 (Chapter
NG
C Nantes
19.3)
5 How did the American Revolution express D Paris
the ideals of the Enlightenment?
A American Patriots supported absolute NG
Objective 4.01 (Chapter 20.4)
monarchy.
B Colonists revolted against a government
4 Which event played the greatest role
in Napoleon’s defeat?
that failed to protect their rights.
A the Russian campaign
C The Patriots wanted to establish a free
B the Continental System
market economy.
C the Congress of Vienna
D The new American government granted equal
D the Battle of the Nile
rights to women.
NG
Objective 4.02 (Chapter 20.4)
5 Which of the following was a result of
the Congress of Vienna?
A It established democratic
governments throughout Europe.
B It created a powerful European Army.
C It led to the downfall of Napoleon.
D It restored monarchies to power in Europe.
 NC14 COUNTDOWN TO TESTING
COUNTDOWN
TO TESTING
 WEEK 17 WEEK 18
NG
Objective 4.02, 7.03 NG
Objective 7.03 (Chapter 23.1)
(Chapter 21.1)
1 What factor explains Great Britain’s
1 How did industrialization lead to reform
movements?
industrialization?
A Factory owners called for economic reforms.
A improvements in social equality
B The lack of industrialization in some
B growth of private investment
industries led to a call for change.
C increasing political instability
TOCO
C The increased prosperity of factory workers
D expansion of cottage industries and middle-class citizens led them to demand
NG
Objective 7.03 (Chapter 21.2)
political change.
TEUN
STITD
D Industrialization did not affect the reform
2 Which of the following most likely explains movement.
the rise of labor unions? NGO
W
NG
A Factory owners wanted better-trained Objective 6.06 (Chapter 23.2)
workers.
B Governments began regulating businesses.
“It is a crime to punish the minds of the lowly
C The need for more workers was increasing.
and the humble, to exasperate the passions of
D Workers wanted their interests heard.
reaction and intolerance, while seeking shelter
behind odious [horrible] anti-Semitism, which, if
Objective 1.03 (Chapter 21.3)
NG

not suppressed, will destroy the great liberal

3 Which statement describes a France of the Rights of Man.”
market economy? —Emile Zola, “J’accuse”
A Strict regulations govern businesses.
B Businesses and individuals are free to 2 Emile Zola was inspired to write
compete for trade. “J’accuse” by what event in the late
C The government dictates what factories 1890s?
will produce. A nationalism
D Skilled workers are in high demand. B Zionism
C the Civil War
Objective 1.03 (Chapter 21.3)
NG
D the Dreyfus Affair
4 In contrast to capitalism, socialism
Objective 4.05 (Chapter 23.3)
NG
proposed that
A there should be no industry. 3 Unlike the French revolutions of the
B businesses and individuals should own 1800s, the revolutions in Latin America
and control industry. sought
C society or the government should own A independence.
and control industry. B a return to absolute monarchy.
D the workers should own and control industry. C Communist government.
D improvements in factory conditions.
Objective 7.03 (Chapter 22.3)
NG

Objective 4.03 (Chapter 24.1)

NG
5 Which of the following was a result of the
increase in leisure time? 4 What two European countries experienced
A the demand for entertainment increased unification movements in the mid-1800s?
B the number of factory workers decreased A France and Germany
C mass transportation improved B Portugal and Poland
D suburbs developed C Germany and Italy
D Austria and Spain

Objective 4.04 (Chapter 24.4)

NG

5 Which of the following was a reform of

Czar Alexander II?
A He funded the construction of the Trans-
Siberian railroad.
B He freed the Russian serfs.
C He established a constitutional monarchy.
D He granted women the right to vote.
COUNTDOWN TO TESTING NC15
 WEEK 19 WEEK 20
NG
Objective 3.07 (Chapter 25.1) NG
Objective 5.01 (Chapter 26.1)
1 Why did India stop exporting textiles to Asia
1 What event triggered World War I?
in the 1800s?
A Germany’s invasion of Russia
A Britain closed India’s textile factories.
B the assassination of Austria’s archduke
B Other Asian countries boycotted India.
C the sinking of the Lusitania
C It was better for India to export raw
materials. D the invention of trench warfare
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TO TESTING

D India’s cotton crop suffered from a drought. NG

Objective 5.01 (Chapter 26.2)
NG
Objective 3.04 (Chapter 25.1) 2 Tanks and aircrafts were first used during
which war?
2 What allowed European empires to gain a
A French Revolution
foothold in Asia and Africa?
B Russian Revolution
A Asian and African rulers were eager to trade.
C World War I
B European rulers negotiated for trade rights.
C Asian and African leaders began converting D World War II
to Christianity.
Objective 4.04, 5.01
NG
D European leaders took advantage of their
military superiority. (Chapter 26.3)
3 What effect did the Russian Revolution
Objective 3.05 (Chapter 25.2)
NG
have on World War I?
A It forced Russia to withdraw from the war.
3 What effect did the opening of foreign trade
B It left Germany with no more allies.
have on Japan?
C It led to the defeat of Austria-Hungary.
A It encouraged Japan to modernize.
B It led to the establishment of democracy. D It encouraged the United States to enter
C It created tensions between Japan and China. the war.
D It led to war between Japan and Great
Objective 4.04 (Chapter 26.3)
NG
Britain.
4 Why is Vladimir Lenin a significant figure
NG
Objective 1.02, 3.04 in Russian history?
(Chapter 25.3) A He created Russia’s first legislative body.
B He instituted a Communist regime in Russia.
C He curbed the government’s control of
“My desire is to open a path to this
the Russian economy.
district [of Africa], that civilization,
D He was the commander of Russian forces in
commerce, and Christianity might find
World War I.
their way there.”
—David Livingstone’s Cambridge Speech of 1857 NG
Objective 5.01, 5.03
4 What reasons does Livingstone give (Chapter 26.4)
for wanting to colonize Africa?
A trade, religion, and to civilize the Africans 5 What was the main purpose of the Treaty
B gold, land, and slaves of Versailles?
C expansion of the slave trade and control A to ensure that another world war could
of trade routes not take place
B to punish Germany for its role in the war
D formation of alliances and trade
C to punish Russia for withdrawing from
NG
the war
Objective 3.04, 3.06 D to reward the United States for
(Chapter 25.4) entering the war
5 During the age of imperialism, in what part
of the world did the United States most
fre- quently exert its influence?
A Africa
B Latin America
C China
D Russia
NC16 COUNTDOWN TO TESTING
 WEEK 21 WEEK 22
NG
Objective 5.01 (Chapter NG
Objective 5.03 (Chapter 28.1)
27.1)
1 Which of the following is an example of
1 After World War I nationalist movements
German aggression prior to World War
in European colonies increased as a result
II? A Germany remained neutral.
of A the fear that colonists might be pulled
B Germany reclaimed and militarized
into
the Rhineland.
another costly war.
C Germany gave up control of Austria.
B the lack of financial support from Europe.
C the fear that European nations would D Germany signed a treaty with Russia. TOCO
demand more resources to rebuild after the NG
Objective 5.03 (Chapter 28.1)
TEUN
STITD
war.
D the colonists’ belief that they had earned their 2 What event triggered World War II?
freedom by fighting in the war. A Germany invaded Poland. NGO
B Italy attacked North Africa. W
Objective 6.04 (Chapter
NG
C Japan bombed Pearl Harbor.
27.2) D Germany and the Soviet Union signed
2 How did the U.S. government respond to a nonaggression pact.
people’s troubles under President FDR?
A lowered taxes NG
Objective 5.03 (Chapter 28.2)
B did not change in any way
3 Which battle was a turning point in
C helped people emigrate from the country the war in the Pacific?
D created public works programs and A Battle of El Alamein
gave people jobs B Battle of the Bulge
C Battle of Midway
Objective 5.03 (Chapter
NG
D Battle of Stalingrad
27.2)
3 How did the Great Depression in the NG
Objective 5.03, 6.02
United States affect foreign nations? (Chapter 28.3)
A U.S. companies stopped exporting goods
abroad.
B Nations were forced to borrow money &6301&¹4 +&8*4) 1016LA5*0/
from the United States. 10
9.5
C World trade slowed dramatically. 8
D It had little effect on most nations. 6
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4
3.5
Objective 5.02, 5.03
NG
2
(Chapter 27.3, 0
27.4) 1933 AGUFS XBS
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4 In what way were Germany and
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Japan similar during the 1930s?
A Both joined an alliance with the Soviet
Union. 4 What was the likely cause of the population
B Both established colonies in the Pacific. change depicted in the graph above?
C Both built up their military forces. A the dropping of atomic bombs
D Both had Communist governments. B the Nazi’s Final Solution
C the London Blitz
NG
Objective 4.04 (Chapter D the invasion of the Soviet Union
27.4)
NG
5 Which of the following tactics did Joseph Objective 5.03 (Chapter 28.4)
Stalin use to further his plan for economic 5 What two countries emerged from World
modernization? War II as the world’s most powerful
A He worked to improve political rights nations? A the United States and Japan
for women. B Great Britain and the United States
B He instituted a policy of collectivization C the Soviet Union and Germany
of small farms. D the United States and the Soviet Union
C He loosened government control of industry.
D He encouraged capitalist ideas and beliefs.
COUNTDOWN TO TESTING NC17
 WEEK 23 WEEK 24
NG
Objective 5.04 (Chapter NG
Objective 4.05 (Chapter 31.1)
29.1)
1 What impact did World War II have on
1 Which of the following was a cause of inde- pendence movements in Africa and
the Cold War? Asia?
A The Soviet Union set up Communist A African natives gained political strength
govern- ments in Eastern Europe. by ruling the colonies during the war.
B The United States refused to force B The cost of the war made European nations
COUNTDOWN
TO TESTING

Germany to pay reparations. more determined to hang on to their

C Soviet officials were charged with war colonies’ wealth.
crimes during the Nuremberg Trials. C Independence movements emerged as
D The United States refused to loan money to Euro- pean countries lost power after the
the Soviet Union after the war. war.
D The atrocities of the war led many Africans
Objective 5.05 (Chapter
NG
to oppose foreign control.
29.1)
Objective 8.05 (Chapter 31.3)
NG
2 The goal of the Truman Doctrine was to
A permanently divide Europe between East 2 The Zionist movement, immigration
and West. into Palestine, and the Holocaust led to
B rebuild the war-torn nations of Eastern A the creation of a Jewish state in Palestine.
Europe. B the Persian Gulf War.
C remove Stalin from power in the Soviet C the Iranian Revolution.
Union. D the OPEC oil embargo.
D prevent the spread of communism.

NG
Objective 5.04 (Chapter NG
Objective 5.04 (Chapter 32.1)
29.2)
3 During the Cold War, the United States
3 All of the following are results of the became involved in Latin America in
U.S.- Soviet rivalry during the Cold War order to
except A the Cuban missile crisis.
A support the rights of the poor.
B the development of a nuclear arms race.
B gain valuable natural resources.
C the creation of Israel.
C stop the spread of communism.
D the Red Scare.
D end the rule of brutal dictators.
NG
Objective 5.04 (Chapter
Objective 8.04 (Chapter 33.1)
NG

29.3)
4 The process by which countries are linked
4 The fall of the Berlin Wall in 1989 through trade and culture is known as
has become a symbol of
A urbanization.
A the Cold War.
B international cooperation.
B Germany’s economic collapse.
C globalization.
C the collapse of communism.
D free trade.
D ethnic tensions in Eastern Europe.
Objective 3.02 (Chapter 33.2)
NG

Objective 5.05, 8.05

NG

(Chapter 803L% 63BA/*;A5*0/, 1950o2030

29.4) 70
60
5 Since the end of the Cold War, the United
1FSDFOU VSCBO

50
States has been chiefly involved in 40
conflicts in 30

A the Middle East. 20

10
B Southeast Asia. 1950 1960 1970 1980 1990 2000 2010* 2020* 2030*
C Eastern Europe. : *QSPjFDUFE

D Africa. FBS 6OJUFE /BUJPOT 1PQVMBUJPO FVOE

4PVSDF:

NC18 COUNTDOWN TO TESTING

5 According to
predictions,
what
percent of
the world
will be
urbanized
by 2020? A
less than 30
percent
B

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