5 Steps to a 5 AP World History, 2014-2015 Edition

(Marvins-Underground-K-12) #1
Practice Test Two h 301

❯ Answers and Explanations



  1. D—Confucianism and Daoism both arose as a
    reaction to the turmoil in China at the end of
    the Zhou dynasty. Neither recognized a deity,
    and both remained primarily regional belief sys-
    tems of East Asia. Buddhism emerged from the
    questions of Siddhartha Gautama concerning
    the suffering in the world; it spread throughout
    the Eastern world. Hinduism was an outgrowth
    of the Aryan culture (A). Islam (B) worships
    the god Allah, originated in the revelations of
    Muhammad, and spread throughout the world.
    Judaism (C) worships Yahweh and is a revealed
    religion that spread throughout the world via the
    Jewish diaspora.

  2. A—Both Rome and Gupta India were central-
    ized governments, although that of Rome was
    more centrally organized than that of the Gupta.
    Roman trade concentrated more on its connec-
    tions to overland routes, while Gupta Indian
    embraced both overland and, particularly, mari-
    time routes (B). The Gupta Empire relied on the
    caste system, while the Romans relied heavily on
    slave labor (C). The Roman Empire deteriorated
    into local rule after its fall, while the aftermath
    of Gupta rule was the emergence of regional
    kingdoms in India (D).

  3. B—Both the peoples of the Americas and those
    of the river valley civilizations were polytheists.
    Both groups of societies were also patriarchal
    (A). While Sumerians contributed the wheel to
    the societies of the Eastern Hemisphere, early
    American peoples relied on human muscle to
    accomplish their tasks (C). The livelihood of
    only the river valley civilizations of the Eastern
    Hemisphere depended upon the flood patterns
    of rivers (D).

  4. C—Observance of the Five Pillars is key to Islam,
    which is the youngest of the belief systems listed.
    The Four Noble Truths applies to Buddhism
    (A), the covenant relationship to Judaism (B),
    and the forgiveness of sins to Christianity (D).
    The correct sequence is: Judaism, Buddhism,
    Christianity, and Islam.
    5. D—The Vikings settled in northern France,
    while the Arabs settled in Spain. The Vikings
    traded, and sometimes settled, along the rivers
    of Russia, while the Arabs did not (A). The
    Arab advance into northern France was turned
    back at the Battle of Tours in 732; the Vikings
    settled in Normandy in northern France about
    1000 (B). Although the Vikings were not known
    for an interest in spreading learning, the Arabs
    preserved the Greco-Roman culture and con-
    tributed their own intellectual advances as well,
    especially in Spain (C).
    6. B—During this time period, Pacific islanders
    concentrated on regional trade from island to
    island and, therefore, did not include trade with
    China and Japan (C), nor with other parts of
    East Asia (D). The Malay sailors concentrated
    on the Indian Ocean (A).
    7. A—Both Marco Polo and Ibn Battuta traveled
    throughout Southwest Asia, or the Middle East.
    Only Ibn Battuta traveled through North Africa
    (B) and Islamic Europe (D). Only Marco Polo
    visited central Asia (C).
    8. B—The island nation of Japan carried on
    primarily regional trade under the shogunate.
    Russia had traded with the Vikings prior to the
    Mongol period (A), while China and East Africa
    engaged in Indian Ocean trade (C, D).
    9. D—Japanese feudalism ended with the rise of
    the Tokugawa Shogunate and, later, the Meiji
    Restoration; European feudalism ended with the
    rise of regional governments and nation-states.
    Only chivalry was a reciprocal (A) and a contrac-
    tual (C) relationship. Bushido was based on group
    loyalties (B).
    10. A—Both Indian and European women worked
    in producing textiles at home and in agricultural
    roles. In this time period, neither had opportu-
    nities for political activism or public speaking
    (B). European women could be guild members,
    but not guild leaders; Indian women had more
    opportunities in long-distance trade (C). Neither
    had opportunities to serve as scholars or physi-
    cians (D).


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