NCFE Document Review Packet
Directions: Please use the QUEST strategy to evaluate the documents included in this packet. Each document will
have 1 Multiple Choice Question and 1 Constructed Response Short Answer Question. Fill out a QUEST strategy chart
for MULTIPLE CHOICE QUESTIONS ONLY. Then use the information on your QUEST strategy chart to formulate a
quality Constructed Response Short Answer on the back of your QUEST chart page.
Document 1
The following excerpt discusses the methods used by ancient humans to find or cultivate food.
. . . Paleolithic men could not control their food supply. So long as they relied on foraging, hunting, fishing,
and trapping, they were dependent on the natural food supply in a given area to keep from starving. But
while Paleolithic men continued their food - gathering pattern of existence in Europe, Africa, and Australia,
groups of people in the Near East began to cultivate edible plants and to breed animals. Often described as
the “first economic revolution” in the history of man, this momentous change from a food - gathering to a
food - producing economy initiated the Neolithic Age. Paleolithic man was a hunter; Neolithic man became
a farmer and herdsman. . . .
T. Walter Wallbank
Civilization: Past and Present: Prehistory to 1500 (1976)
1. Based on this excerpt, what was one effect of the Neolithic Revolution?
A.
B.
C.
D.
Ancient humans hunted and gathered for food.
Ancient humans developed stone tools.
Ancient humans began to farm and raise animals.
Ancient humans began keeping written records.
2. How did the changes described in the excerpt lead to the creation of the first civilizations?
Document 2
In 1754 B.C., Hammurabi conquered and united all the cities of Mesopotamia under his rule. Although he was a
brutal warrior, his greatest achievement was his code of laws, which he had engraved on a towering stone
monument. Hammurabi’s Code was not the first, but it was the most complete set of laws that has survived. It is
important because it created a set of rules that helped to govern a civilization while trying to protect people
even if they had little political power. It called for different punishments based on the class of the lawbreaker
and the victim of the crime. In the Code, punishments often fit the crime by demanding
and “eye for an eye” or a “tooth for a tooth”. The following are three of the 282 laws in the
Code of Hammurabi.
229.If a builder build a house for some one, and does not construct it properly, and the
house which he built fall in and kill its owner, then that builder shall be put to death.
230.If it kill the son of the owner the son of that builder shall be put to death.
231.If it kill a slave of the owner, then he shall pay slave for slave to the owner of the
house.
3. How were punishments different between people under Hammurabi’s Code?
A.
B.
C.
D.
Punishment was levied according to class of victim and offender.
Punishment was levied according to race
Punishment was levied according to religion
Punishment was levied according to gender
4. What might be the purpose of a code of laws like Hammurabi’s Code?
Document 3
The following is an excerpt about Kautilya from the textbook World History: Patterns of Interaction.
Asoka became king of the Maurya Empire in 269 BC. At first, he followed in Chandragupta’s footsteps,
waging war to expand his empire. During a bloody war against the neighboring state of Kalinga, 100,000
soldiers were slain, and even more civilians perished.
Although victorious, Asoka felt sorrow over slaughter at Kalinga. As a result, he studied Buddhism and
decided to rule by the Buddha’s teaching of “peace to all beings.” Throughout the empire, Asoka erected
huge stone pillars inscribed with his new policies. Some edicts guaranteed that Asoka would treat his
subjects fairly and humanely. Others preached nonviolence. Still others urged religious tolerationacceptance of people who held different religious beliefs.
5. How did Asoka successfully unite the Mauryan Empire of India?
A. He allowed everyone to keep their own religion & cultures.
B. He spread Buddhist ideals through his policies & practices.
C. He focused on educating the population.
D. He emphasized the importance of India art, writing, & culture.
6. Is Asoka’s style of rule more similar to Confucianism or Legalism in China? Why?
Document 4
Ancient Roman Cultural Achievements:




Roman Architectural styles are found throughout the world.
Roman law is the basis for legal practice in Europe, former European Colonies, and Latin America.
Roman roads, called the greatest engineering accomplishment of their time, are still used in some
places today.
Roman art was the inspiration for many works during the Renaissance period.
7. Which statement is consistent with the cultural influence of Ancient Rome on other civilizations?
A. Rome has had a lasting impact on the modern art period.
B. Rome has had an enduring impact on modern civilizations.
C. The Romans greatly influenced early African societies.
D. The Romans greatly influences Greek society.
8. Where can we see Roman influence in today’s society?
Document 5
9. Which of the following best describes life in Sparta?
A.
B.
C.
D.
It focused on art, architecture, & sculpture.
It focused on becoming an active member of government.
Boys were sent off to learn poetry, math, & science.
Girls & boys were to learn how to be athletes & warriors.
10. Compare the Athenian education system and way of life to the Spartan education system and way of life.
Document 6
Feudalism was a political,
economic, and social system
in which nobles were
granted the use of land that
legally belonged to the King.
In return, the nobles agreed
to give their loyalty and
military service to the King.
The peasants, or serfs,
worked the land for knights
and the higher nobles and in
return they received
protection and a portion of
the harvest to feed their
families. The image shows
the structure of a feudal
society.
11. What obligations did the
knights and peasants have to each other?
A. The peasants work the land while the knights fight and offer the peasants protection.
B. The knights give the peasants land & the peasants fight for the knights.
C. The knights owned the land & made the laws. They gave the peasants land to rule over.
D. The peasants fight in wars & offer protection while the knights work the land.
12. What was the purpose of a feudal society during the Middle Ages?
Document 7
13. According to the excerpt, how did Pope Urban II convince Christians to fight in the Crusades?
A.
B.
C.
D.
He explained the ways the Muslim people attacked the Holy Land.
He promised Christians that their sins would be forgiven.
He let them choose between fighting on land or by sea.
He forced them to fight in the Holy wars.
14. Why did several different religions claim the Holy Land in the Crusades?
Document 8
The following is an excerpt from a letter that King Ferdinand wrote to the Taino-Arawak Indians in 1493. The
letter was delivered by Christopher Columbus on his second voyage to Haiti. The King wants the Indians to
accept the Christian religion and God, and to accept the authority of the King of Spain as their ruler.
“Therefore, we request that you understand this text, deliberate on its contents within a reasonable time,
and recognize the Church and its highest priest, the Pope, as rulers of the universe, and in their name the
King and Queen of Spain as rulers of this land, allowing the religious fathers to preach our holy faith to
you.
You own compliance as a duty to the King and we in his name will receive you with love and charity,
respecting your freedom and that your wives and sons and your rights of possession and we shall not
compel you to baptism unless you, informed of the Truth, wish to convert to our holy Catholic faith as
almost all your neighbors have done in other islands, in exchange for which Their Highnesses bestow
many privileges and exemptions upon you.
Should you fail to comply, or delay maliciously in so doing, we assure you that with the help of God we
shall use force against you, declaring war upon you from all sides and with all possible means, and we
shall bind you to the yoke of the Church and their Highnesses; we shall enslave your persons, wives, and
sons, sell you or dispose of you as the King sees fit; we shall seize your possessions and harm you as much
as we can as disobedient and resisting vassals.”
15. Which of the following conclusions can be drawn from this excerpt?
A.
B.
C.
D.
King Ferdinand is giving the Taino-Arawak people a choice.
King Ferdinanad respects the freedoms of the Taino-Arawak.
The Taino-Arawak people actually have no choice in the situation.
The Taino-Arawak people are happy to be able to serve the King.
16. Explain the consequences for not peacefully converting to Christianity, according to King Ferdinand’s letter?
Document 9
The Ninety-Five Theses or Disputations on the Power and Efficacy of Indulgences of 1517 is the most famous
document of Martin Luther’s Reformation. Their importance lies in the fact that they are a small initial step that
stirred up an international controversy and thereby set in motion the dramatic events that followed.
17. What was Luther’s primary criticism of the Pope and the Catholic Church?
A.
B.
C.
D.
The Pope doesn’t admit that he is guilty.
Preachers are selling indulgences to free people of sin.
People who buy indulgences are guaranteed to be damned.
Christians are taught that they should give to the poor.
18. What events followed the publication of this document?
Document 10
John Locke’s Two Treatises on Government (1960)
But though men, when they enter into society give up the equality, liberty, and executive power they
had in the state of Nature into the hands of society... the power of the society or legislative constituted by
them can never be supposed to extend farther than the common good... Whoever has the legislature or
supreme power of any commonwealth, is bound to govern by established standing laws, promulgated and
known to the people, and not by extemporary decrees, by... upright judges, who are too decide controversies
by those laws; and to employ the force of the community at home only in the execution of such laws; and to
employ the force of the community at home only in the execution of such laws, or abroad to prevent or
redress foreign injuries and secure the community from inroads and invasion. And all this is to be directed to
no other end but the peace, safety, and public good of the people.
The reason why men enter into society is the preservation of their property; and the end while they
choose and authorize a legislative is that there may be laws made, and rules set, as guards and fences to the
properties of all the society...
Whensoever, therefore, the legislative shall transgress this fundamental rule of society, and either by
ambition, fear, folly, or corruption, endeavor to grasp themselves, or put into the hands of any other, an
absolute power over the lives, liberties, and estates of the people, by this breach of trust they forfeit the
power the people had put into their hands for quite contrary ends, and it devolves to the people; who have a
right to resume their original liberty, and by the establishment of a new legislative (such as they shall think
fit), provide for their own safety and security...
19. According to Locke why do people form governments?
A.
B.
C.
D.
To have good judges that uphold the laws.
To preserve and protect their property.
To overthrow corrupt absolute governments.
To provide for safety & security.
20. In order to have a government, what do citizens of that government have to give up, according to Locke?
Document 11
The following excerpt is from the Edict of Fontainebleau (1685) which was decreed by King Louis XVI of France:
“We forbid our subjects of the R.P.R. (Protestantism) to meet any more for the exercise of the said religion in any
place or private house… We likewise forbid all noblemen… to hold such religious exercises in their houses or fiefs,
under penalty… of imprisonment and confiscation. We enjoin all ministers of the said R.P.R. (Protestantism), who do
not choose to become converts and embrace the Catholic, apostolic, and Roman religion, to leave our kingdom and
the territories…within a fortnight.”
Revocation of the Edict of Nantes by King Louis XVI of France, October 22, 1685
21. What political conditions in France led to the Edict of Fontainebleau?
A.
B.
C.
D.
The parliament’s desire to exclude religious minorities from lawmaking activities.
The King’s absolute authority to make laws and dictate the state religion.
The increase in quarreling among political factions of the landowning aristocracy.
The Catholic Church’s reputation for challenging political power in the Holy Roman Empire.
22. What other ways did King Louis XVI exercise his absolute power?
Document 12
“In January of 1917, British cryptographers deciphered a telegram from German Foreign Minister, Arthur Zimmermann, to
the German Minister to Mexico, Von Eckhardt, offering the US territory to Mexico in return for joining the German cause.
This message helped draw the United States into the war and thus changed the course of history. The telegram had such an
impact on American opinion that according to David Kahn, the author of The Codebreakers, ‘No other single cryptanalysis
has had such an enormous consequences.”
Excerpt from “The Zimmerman Telegram” by Mary Alexander and Marilyn Childress from Social Education, April 1981.
Used by permission of National Council for the Social Studies
23. Based on the excerpt, what was the role of the Zimmerman Telegram in World War I?
A.
B.
C.
D.
It created conflict between Mexico and the US and delayed American production of arms for the Allies.
It angered many European nations who depended on the Mexican production of arms.
It provoked the US, a neutral nation, to become involved in the war.
It embarrassed the British, who secretly conspired with Germany to write it.
24. What caused America’s involvement in World War I?