Name: ______________________________________
Date: _______________________________________
Period: _______________
Bremen School District 228
Social Studies Common Assessment 3
Fall Post-Test CRT Study Guide
0223 World Civilization
The World Civilization Fall CRT Final Exam has 75 total questions.
The first 24 questions are derived from excerpted historical documents along with
charts/graphs that are aligned to the Common Core History/Social Studies Reading
Standards. This material will come from time periods and topics that have been studied
during the 1st Semester. The specific reading skills that will appear on the final are as
follows:
STANDARD 1: Textual Evidence
I can cite specific evidence from documents to support the analysis of primary and secondary
sources, such as, the date and origin of the information.
STANDARD 7:
I can read, understand and integrate quantitative or technical analysis (e.g., charts, research data) with
qualitative analysis in print or digital text.
STANDARD 8: Author’s Argument
I can assess the extent to which the reasoning and evidence in a text support the author’s
claims.
Here are examples (not the actual docs) of the type of historical document excerpts that
will appear on the final. The text boxes are tips to help you understand the documents:
1. Recognize the type of text. Doc A is a primary source. Primary Sources are materials
that have been written or made by people who took part in or witnessed historical events.
Letters, diaries, speeches, newspaper articles, autobiographies, wills, photographs, and
financial records are all examples of primary sources. Doc C is a secondary source.
Secondary sources interpret and analyze primary sources. Doc C is a newspaper article.
2. Look at the source line above the actual document to learn about the document and its
author. Consider the reliability of the author and what qualifies him or her to write about the
events discussed in the passage.
3. Consider the date the doc was written. Does the date make the doc more or less reliable?
Were Slaves used to Build the Great Pyramids?
Document A: Herodotus (Modified)
The following is an excerpt from The Histories written by the Greek historian Herodotus in 440 BCE.
Herodotus spent much of his life traveling to collect information for his book. He based his history
book on the stories that the people in the places he visited reported to him.
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The Egyptians told me that Cheops became king over the Egyptians and brought about every kind of
evil. He closed all the temples and forced all the Egyptians to work for him. Some were forced to
mine stones, and he ordered others to move the stones after they had been carried over the river in
boats. They worked in groups of a hundred thousand men at a time, and each group worked for
three months continually. This was the making of the [Great] pyramid, which itself took twenty years.
4. Note the author's argument or position. In Doc A, Herodotus argues that Slaves were
used to build the pyramids. Sometimes the text will explicitly state the position, other times
the reader will need to draw an inference to figure out the author’s position. e.g. “. . . forced
all Egyptians to work for him.” “This was the making of the [Great] pyramid . . .” Using this
evidence from the text, the reader can infer that Herodotus believed the pyramids were built
by slaves.
Document C: News Article about Zahi Hawass’s Discovery
Dr. Zahi Hawass is an Egyptian archeologist. He has spent decades excavating and analyzing areas
around the pyramids. Below is an excerpt from an article that appeared in many newspapers and
magazines around the world reporting some of Hawass’s recent findings.
Egypt displayed on Monday newly discovered tombs more than 4,000 years old and said they
belonged to people who worked on the Great Pyramids of Giza, putting the discovery forth as more
evidence that slaves did not build the ancient monuments. The series of modest nine-foot-deep
shafts held a dozen skeletons of pyramid builders, perfectly preserved by dry desert sand along
with jars that once contained beer and bread meant for the workers’ afterlife. Egypt’s archaeology
chief Zahi Hawass said that discovery and the latest finds last week show that the workers were
paid laborers, rather than the slaves of popular imagination.
5. Do the two docs/authors corroborate one another? In this example, no. Doc
C/Newspaper states, “Egypt displayed on Monday newly discovered tombs . . . and said they
belonged to people who worked on the Great Pyramids of Giza, putting the discovery forth as
more evidence that slaves did not build the ancient monuments.” This is explicit evidence
from the text stating that slaves did not build the pyramids. Doc A/Herodotus argues that the
pyramids were built by slaves.
6. After identifying the author's argument, consider the credibility of their argument: Doc
C/Newspaper article sites as evidence 1. 4,000 year old tombs were recently discovered 2.
The tombs contained beer and bread meant for the workers’ after life. Inference: Slaves
would not have been buried in tombs with food and drink. 3. This evidence is from Zahi
Hawass, Egypt’s archaeology chief. This evidence is credible. Hawass is an expert, lending
further credibility to his evidence.
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Standard 1 Example Questions:
1. Which document would support the theory that slaves built the Great Pyramids? Which would go
against it?
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2. What evidence leads you to this conclusion? Be specific.
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3. What was the inference made by Zahi Hawass when he found the workers’ tombs?
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4. According to Herodotus, how many men worked on a “team”?
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Standard 8 Example Questions:
5. How did Herodotus (Doc A) gather the information for his argument? In other words, where is
he getting his facts?
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6. How did Zahi Hawass (Doc B) gather the information for his argument?
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7. How does Zahi Hawass argue against the theory of slaves building the Great Pyramids?
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Standard 7 Example Questions:
8. By looking at the citizen assembly (bottom row) would you assume the plebeians were lower
class or higher class? Explain your reasoning.
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9. Based on the chart, would you think Senators or Tribunes had more power?
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How to Read a Map (there will be a map
on the final)
Step 1: Read the title and look at
the map to get a general idea of
what is shows.
Step 2: Study the scale bar, and/or
compass rose to determine context,
i.e., what part of the world the map
shows.
Step 3: Read the key or legend, to
understand how the map uses
symbols, colors, or patterns.
Step 4: Use the key or legend to
interpret the map. Look for places
where the symbols in the key appear
on the map.
Step 5: State your own conclusion
about what the map shows. Read the multiple choice questions and test each annser choice to see
whether it agrees with your conclusion.
10. What time period does this map cover? ____________________
11. What is the major theme communicated by the Europe map?
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12. What piece of information is not contained within the Europe map?
A. The parts of Europe that became Christian
B. How monasteries helped spread Christianity
C. The spread of Islamic mosques through northern Europe
D. The dominant religion in Europe and North Africa
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Unit 1: Pre-History/River Civilizations
13.
Describe the geographic features and location on Mesopotamia.
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14.
List the features/characteristics of a complex civilization.
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Describe Hammurabi’s Code of Laws and explain their application to different social
class standing.
15.
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16.
Be familiar with the religion of the Ancient Egyptians.
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17.
Describe the importance of the Nile River to the Ancient Egyptians and some of its key
features.
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18.
Be familiar with the type of government practiced by the Ancient Egyptians and why.
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Unit 2: Greece
Describe Homer’s contributions to Ancient Greece and be familiar with the war he was
associated with.
19.
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20.
Explain how the Ancient Greeks’ religion functioned.
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21.
Describe Alexander the Great and his major accomplishments.
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22. Explain the time period that occurred after the death of Alexander the Great and how
Alexander the Great influenced this time period.
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23. Describe the geography of Ancient Greece.
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24. Compare and contrast Athenian Democracy to US Democracy.
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25. Describe the Peloponnesian War. Who was involved? Why was there a war? What was the
outcome?
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Unit 3: Rome
26. Describe the geography of Italy.
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27. Describe a famous Carthaginian general and what he is most known for.
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28. Describe the Punic wars.
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29. Be familiar with the social classes of Ancient Rome.
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30. List the positions held by members of the Roman Republic
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31. Describe the Punic Wars.
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32. Explain the “Pax Romana”.
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33. Be familiar with Julius Caesar.
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34. Describe the changes that took place over time within the government of Rome.
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35. Explain what happened to the people of a country conquered by the Ancient Romans.
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36. Be familiar with the 2 separate law systems that developed within Ancient Rome.
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37. Describe the Romans most distinctive contributions.
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38. Describe Rome’s main competition for power and trade in the Ancient World.
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39. List 3 reasons for the fall of the Roman Empire.
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Unit 4: World Religions
40. Describe "5 pillars" and state the religion in which they apply to.
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41. Describe how the Christian religion is divided.
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42. Describe what a monotheistic religion is and state the first religion to follow this belief.
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43. Describe 3 characteristics of Buddhism.
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44. Describe 3 characteristics of Hinduism.
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45. Be familiar with 6 major religions of the world and how they rank in population.
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Unit 5: Rise of Eastern Empires
46. Be familiar with the Byzantine Empire.
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Unit 6: Middle Ages
47. List 3 examples of the Code of Chivalry.
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48. Describe the the Magna Carta.
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49. Describe the Battle of Tours and those involved.
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50. Define feudalism and how social classes were broken down.
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51. Explains why little progress was made in the realm of science in Europe during the Middle
Ages.
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52. Explain why from the perspective of King John was it better to sign the Magna Carta as
opposed to refusing it in England in 1215.
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53. Describe the Battle of Hastings in 1066.
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