Summer Packet
Date:
Name:
1.
The Bantu cleared the land, then fertilized it with ashes. When
the land could no longer support their families, the Bantu moved
further south. By 1110 B.C., the Bantu had spread their rich
culture throughout central and southern Africa.
6.
Which heading best completes the partial outline below?
I.
Which agricultural technique is described in this passage?
2.
3.
A.
irrigation
B.
terrace farming
C.
slash-and-burn
D. crop rotation
In which eld of study do people learn about the development
of early human beings?
A.
economics
B.
C.
cartography
D. anthropology
A.
Examples of Early Technology
B.
Results of Cultural Diversity
C.
Characteristics of Civilizations
political science
7.
The Fertile Cresent that lies between the Tigris and Euphrates
Rivers has had a signi cant impact on the Middle East because
this area was the site of the
A.
establishment of the rst global empire
B.
formation of the State of Israel
C.
invasion of Kuwait by Iraq
In western Europe during the early Middle Ages, education
declined as a direct result of the
A.
rediscovery of classical Greek civilization
B.
loss of the power of the Christian Church
C.
fall of the Roman Empire
D. rise of absolute monarchs
8.
Which statement about the Tang dynasty is a fact rather than an
opinion?
A.
Technical advances would have been greater if the Tang
dynasty had lasted longer.
B.
China's best emperors came from the Tang dynasty.
Which ancient civilization established the basis for Western
democracy?
C.
The Tang emperors granted government jobs to scholars
who passed examinations.
A.
Phoenician
B.
C.
Sumerian
D. Greek
D. The culture of the Tang dynasty was superior to that of the
Han dynasty.
Egyptian
9.
5.
Cities
Complex government
Job specialization
Writing system
D. Causes for the Neolithic Revolution
D. development of early centers of civilization
4.
A.
B.
C.
D.
The ancient Romans' most signi cant contribution to Europe has
been in the area of
A.
economics
B.
poetry
C.
drama
D. law
Which achievements are most closely associated with the Tang
and Song dynasties of China?
A.
wheel and stirrup
B.
chinampas and calendar
C.
gunpowder and movable wooden type
D. mosaics and domes
page 1
10.
What was one of the primary reasons for the spread of the
bubonic plague?
A.
increase in trade
B.
colonization of the Americas
C.
development of the manorial system
15.
The idea expressed in this quotation is found in the
D. economic decline
16.
11.
Medieval life in Europe was characterized by
A.
limited social mobility
B.
a strong central government
C.
a thriving system of international trade
A.
Ten Commandments
B.
Twelve Tables
C.
Justinian Code
D. Code of Hammurabi
“. . . Let the king and his ministers labor with a mutual sympathy,
saying, `We have received the decree of Heaven and it shall be
great as the longcontinued years of Hsia; yea, it shall not fail
of the long-continued years of Yin.' I wish the king, through
the attachment of the lower people, to receive the long-abiding
decree of Heaven . . . ”
—Clae Waltham, ed., Shu Ching, Book
of History, Henry Regnery Company
Which concept is being referred to in this passage?
D. rejection of the teachings of the Christian church
12.
“If a son has struck his father, they shall cut o his hand. If a
nobleman has destroyed the eye of a member of the aristocracy,
they shall destroy his eye . . . ”
A.
dynastic cycle
B.
matriarchal society
C.
natural rights
D. monotheism
The primary purpose of the Magna Carta (1215) was to
A.
limit the power of King John
B.
install Oliver Cromwell as dictator
C.
justify the Glorious Revolution
17.
Base your answer(s) to the following question(s) on the
illustration below and on your knowledge of social studies.
D. charter the British East India Company
13.
Which statement best explains the relationship among groups of
people under feudalism?
A.
All classes received equal treatment before the law.
B.
Social classes were determined primarily by educational
achievements.
C.
Obligations among social classes were clearly de ned.
The illustration represents a society based on
D. Strong national governments passed laws to maintain class
structures.
14.
A major goal of the Christian Church during the Crusades
(1096–1291) was to
A.
establish Christianity in western Europe
B.
capture the Holy Land from Islamic rulers
C.
unite warring Arab peoples
18.
D. strengthen English dominance in the Arab world
A.
social class
B.
educational achievement
C.
accumulated wealth
D. political ability
A direct result of the conquest of Tenochtitlan by Hernan Cortes
in 1521 was the
A.
expulsion of Jews and Muslims from Spain
B.
establishment of Portuguese trade routes around Africa
C.
fall of the Aztec Empire
D. conquest of the Kush Kingdom
page 2
Summer Packet
19.
A major reason for the end of the Aztec Empire was
A.
the refusal of the people to obey their leaders
B.
a con ict with the Inca Empire
C.
the technology of the Spanish conquistadors
23.
Base your answer to the following question on the map below
and on your knowledge of social studies.
D. political corruption and an unstable government
20.
An important long-term result of the Crusades in the Middle
East was the
A.
increased tension between Muslims and Christians
B.
destruction of Muslim military power
C.
creation of a large Christian state on the Red Sea
Which generalization is best supported by the information in this
map?
D. restoration of the Byzantine Empire
A.
The Ottoman Empire controlled the largest amount of
territory by 1453.
B.
The Safavid Empire controlled parts of western Europe
by 1629.
C.
By the 1500s, the Ottoman Empire controlled parts of the
Middle East, North Africa, and eastern Europe.
D. The Mediterranean Sea served as a cultural barrier between
Asia Minor and North Africa.
21.
Job Requirements
24.
Locate places according to latitude and longitude
Interpret life expectancy data or charts
Examine how humans adapt to di erent environments
Investigate ways in which ideas are spread throughout the world
Collect information on how regions form and change
geographer
B.
C.
psychologist
D. political scientist
A.
Land was exchanged for military service and obligations.
B.
Government was provided by a bureaucracy of civil servants.
C.
Power rested in the hands of a strong central government.
D. Uni ed national court systems were developed.
Which occupation is being described in this list of activities?
A.
Which was a characteristic of feudalism?
economist
25.
In which order did the occupations listed below most likely
develop in human history?
(A)
(B)
(C)
(D)
A.
22.
Which social scientist would be primarily interested in the
excavation of the ruins of an ancient village?
A.
a historian
B.
C.
a sociologist
D. an archeologist
26.
an economist
farmers
traders
nomadic herders
hunters and gatherers
A,B,C,D
B.
B,D,A,C
C.
C,A,B,D
D. D,C,A,B
Which was a major characteristic of democracy in ancient
Athens?
A.
All adult male citizens were eligible to vote.
B.
All residents were given voting rights.
C.
Women were allowed to vote in major elections.
D. Slaves were permitted to vote in major elections.
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Summer Packet
27.
A major e ect of the decline of the Roman Empire was that
western Europe
A.
came under the control of the Muslims
B.
was absorbed by the Byzantine Empire
C.
returned to a republican form of government
29.
Base your answer to the following question on the illustration
below and on your knowledge of social studies.
D. entered a period of chaos and disorder
Which leader is most closely associated with the accomplishment
shown by the illustration?
28.
A.
Charlemagne
B.
Mansa Musa
C.
Alexander the Great
D. Suleiman the Magni cent
Why did the ancient city-states of Athens and Sparta develop
di erent political systems?
A.
The Byzantine Empire dictated government policies.
B.
Foreign travelers introduced new philosophies.
C.
The mountainous topography resulted in the isolation of
these city-states.
30.
D. For over three centuries, civil wars raged in these city-states.
Which statement best describes the role of the Roman Catholic
Church in Europe during the Middle Ages?
A.
The Church encouraged individuals to question authority.
B.
Church leaders were involved solely in spiritual activities.
C.
The Church gained in uence as the world became more
secular.
D. The Church provided a sense of stability, unity, and order.
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Summer Packet
31.
Document 1
The rst successful e orts to control the ow of water were made in Mesopotamia and Egypt, where the remains of the prehistoric
irrigation works still exist. In ancient Egypt, the construction of canals was a major endeavor of the pharaohs and their servants,
beginning in Scorpio's time. One of the rst duties of provincial governors was the digging and repair of canals, which were used to
ood large tracts of land while the Nile was owing high. The land was checkerboarded with small basins, de ned by a system of dikes.
Problems regarding the uncertainty of the ow of the Nile were recognized. During very high ows, the dikes were washed away and
villages ooded, drowning thousands. During low ows, the land did not receive water, and no crops could grow. In many places where
elds were too high to receive water from the canals, water was drawn from the canals or the Nile directly by a swape or a shaduf.
These consisted of a bucket on the end of a cord that hung from the long end of a pivoted boom, counterweighted at the short end. The
building of canals continued in Egypt throughout the centuries. . . .
Source:
Larry W. Mays, “Irrigation Systems, Ancient,” Water Encyclopedia online (adapted)
Based on this document, state two problems ancient Egyptians faced as a result of the uncertain ow of the Nile.
32.
Document 2
This frieze, or architectural adornment, on an ancient temple portrays Egyptians using
shadufs, devices that enabled them to transfer water from the Nile to their elds.
Source:
James Barter, The Nile, Lucent Books
After the death of Alexander the Great, a series of three pharaohs named Ptolemy ruled Egypt. The culture of Egypt during that period
was primarily Greek.
. . . In the Ptolemaic period, Greek temple records presented each region as an economic unit, and referred to the name of the canal which
irrigates the region, the cultivated region which is located on the river's banks and is directly irrigated with its water, and the lands
located on the region's border that could be reclaimed. The beds irrigation system allowed cultivating one winter crop; while in summer,
the only lands that could be cultivated were the high lands away from the ood. Thus, when the Egyptians invented tools to lift water,
such as the shaduf, they were able to cultivate two crops per year, which was considered a great advance in the eld of irrigation. The
shaduf was invented in the Amarna period and is a simple tool which needs two to four men to operate. The shaduf consists of a long,
suspended pole weighted at one end and a bucket tied at the other end. It can lift about 100 cubic meters (100,000 liters) in 12 hours,
which is enough for irrigating a little over a third of an acre. . . .
Source:
Agriculture — Part I, Ancient Egypt History, EgyptHistory.com
Based on these documents, what was one e ect the invention of the shaduf had on the Egyptians?
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Summer Packet
33.
Document 3
. . . The water laws of ancient Egypt were primarily concerned with ensuring that each farmer along the river had fair access to the
waters during the oods and that no farmers were denied their fair share of irrigated water. If a farmer, for example, farmed many miles
from the river, those owning land close to the river had to allow him to have access to a water canal running through their land.
Water laws also prohibited the taking of water from canals by farmers not contributing to the labor of lling the canal with water.
How much water one was entitled to take from a canal depended on how much time one spent lling that canal. If, for example, ten
farmers contributed ten hours of labor lling irrigation canals with water, any one of them who took more than one hour's worth of water
could be put to death. . . .
Source:
James Barter, The Nile, Lucent Books
According to James Barter, in what way did the government ensure that farmers had fair access to water?
34.
Document 4
Aztec Farming Method
Based on the information provided by this diagram, why did the Aztecs build chinampas?
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Summer Packet
35.
Document 5
. . . Chinampas added both living and agricultural space to the island. Houses could be built on chinampas after they were rmly in place,
and the plots were used to grow a great variety of products, from maize and beans to tomatoes and owers. The Mexica [Aztec] built
chinampas all around Tenochtitlan, like their neighbors in the freshwater lakes to the south. They were, however, constantly faced with the
danger of ooding, which brought salty water across the chinampas and ruined the land and crops. Lake Texcoco accumulated minerals
from the river water running into it, which caused the water to be brackish [mix of fresh and salt water]. In the mid-15th century, this
problem was solved; a dike was built, separating the western section of the lake where Tenochtitlan was located and protecting the city
from salty water and some ooding. . . .
Source:
Frances F. Berdan, The Aztecs, Chelsea House Publishers
a) According to Frances F. Berdan, what was one way the chinampas bene ted the Aztecs?
b) According to Frances F. Berdan, what was one problem that farmers on the chinampas faced?
36.
Document 6
. . . The capital city, which may have had a population as high as 200,000 to 300,000 in the early sixteenth century, was a superb example
of planned growth. By building out into the lake, the Aztecs consolidated and enlarged the original two islands which in turn were linked
to the mainland by three large causeways. Fresh water was brought to the city from the mainland by aqueduct. . . .
Source: Jeremy A. Sablo , The Cities of Ancient Mexico: Reconstructing a Lost World, Thames and Hudson
According to Jeremy A. Sablo , what was one way building out into the lake bene ted the Aztec Empire and its capital city of Tenochtitlan?
37.
Document 7
. . . The shortage of wood was very serious. Wood was the main fuel used for cooking. It was essential for ship-building, and
charcoal was needed to smelt [process] iron ore. A new source of energy was urgently required. This was supplied by coal.
Already coal had replaced wood for cooking and heating in any place that could be reached by sea or by navigable river. Iron was
being imported, although there was plenty of iron ore in Britain. Coal was growing harder to mine, as seams near the surface were
exhausted, and deeper seams needed pumps to drain them [water from the mines]. . . .
Source:
Diana Knox, The Industrial Revolution, Greenhaven Press
. . . At rst, coal was dug from open pits, but gradually the mines had to go deeper. Shafts were sunk down, and galleries [underground
rooms] were dug sideways into coal seams. As the shafts went lower, they began to ll with water. Some miners had to work all day
with their legs in water. It was not until steam pumps were introduced in the early 1700s that the water could be drained. . . .
Source:
Andrew Langley, The Industrial Revolution, Viking
a) According to Diana Knox, why was coal needed?
b) According to Andrew Langley, what was one way people modi ed the environment to obtain coal?
38.
Document 8
Prior to the use of coal, water was the primary source of power for factories and machines in Great Britain. Water sources that could fuel
these factories were limited. Therefore industries were not able to grow and factories were often remotely located.
. . . With the shift to coal, the pattern was reversed, re ecting the di erence in the power source. Coal spawned [generated] much larger
and ever more mechanized factories because the power available from underground was so much greater than that supplied by a
waterwheel. And, because its energy had already been handily condensed over millions of years, coal concentrated the factories and
workforces in urban areas instead of dispersing them throughout the countryside. In short, coal allowed the industrialization of Britain to
gain a momentum that was nothing short of revolutionary. . . .
Source:
Barbara Freese, Coal:
A Human History, Perseus Publishing
According to Barbara Freese, what was one e ect the shift from water power to the use of coal as a source of power had on Great Britain?
page 7
Summer Packet
39.
Document 9
A Rainton Mine Disaster in Durham, Great Britain on December 18, 1817
An explosion claimed twenty seven lives, eleven men and sixteen boys. The blast occurred before all the men had descended [into
the mine]. Had it occurred later there would have been 160 men and boys in the pit. Early reports of the total number of lives lost
amounted to twenty six, and those principally boys. The explosion took place at 3 o'clock in the morning, before the hewers [men who
cut coal from the seam] had descended the pit and from this circumstance about 160 lives have been preserved. Every exertion was made
to render assistance to those in the mine and two men fell having been su ocated by the impure state of the air. The viewers and agents
were extremely active and had nearly shared the same fate. The pit in which this accident occurred, was always considered to be quite
free from explosive matter and in consequence of this supposed security the safety lamps had never been introduced into it the miners
continuing to work by the light of candles.
Source:
The Coalmining History Resource Centre online, UK
According to this document, what were two dangers workers faced in the Rainton coal mine?
40.
Write a well-organized essay that includes an introduction, several paragraphs, and a conclusion. Use evidence from at least four documents in
your essay. Support your response with relevant facts, examples, and details. Include additional outside information.
Historical Context:
Throughout history, people have changed their environments to meet their needs. These changes have had both positive and negative e ects
on people, societies, and regions. Examples include the development of irrigation in ancient Egypt, the construction of chinampas by the
Aztecs, and the mining of coal in Great Britain during the Industrial Revolution.
Task:
Using the information from the documents and your knowledge of global history, write an essay in which you
Select two changes people have made to their environment mentioned in the historical context and for each
Explain why this change to their environment was needed
Discuss how this change a ected people, a society, and/or a region
Guidelines:
In your essay, be sure to
Develop all aspects of the task
Incorporate information from at least four documents
Incorporate relevant outside information
Support the theme with relevant facts, examples, and details
Use a logical and clear plan of organization, including an introduction and a conclusion that are beyond a restatement of the theme
page 8
Summer Packet
Problem-Attic format version 4.4.268
c 2011–2016 EducAide Software
_
Licensed for use by Nicholas Lederer
Terms of Use at www.problem-attic.com
Summer Packet
06/08/2016
1.
Answer:
C
21.
Answer:
A
2.
Answer:
D
22.
Answer:
D
3.
Answer:
D
23.
Answer:
C
4.
Answer:
D
24.
Answer:
A
5.
Answer:
D
25.
Answer:
D
6.
Answer:
C
26.
Answer:
A
7.
Answer:
C
27.
Answer:
D
8.
Answer:
C
28.
Answer:
C
9.
Answer:
C
29.
Answer:
C
10.
Answer:
A
30.
Answer:
D
11.
Answer:
A
31.
Answer:
12.
Answer:
A
13.
Answer:
C
14.
Answer:
B
15.
Answer:
D
16.
Answer:
A
17.
Answer:
A
18.
Answer:
C
19.
Answer:
C
20.
Answer:
A
32.
Answer:
Examples: villages ooded; dikes washed
away when there were very high ows;
thousands drowned when villages ooded;
crops could not grow when there was not
enough water/during low ow; no crops
could grow; during low ow some land
did not receive water
Examples: water from the Nile could be
transferred to their elds; they were able
to cultivate two crops per year/they were
able to grow more crops per year; laborers
were needed to make the shaduf work/two
to four men were needed to operate it;
they could lift water to irrigate; they were
able to irrigate a little over a third of an
acre in 12 hours; they could reclaim
border lands; allowed them to grow a
winter crop; dry lands could receive
water; more food could be produced
Teacher's Key
33.
Answer:
34.
Answer:
35.
Answer:
Examples: passed water laws; said that
no farmers could be denied their fair
share of irrigated water; if a farmer
farmed many miles from the river, those
owning land close to the river had to
allow him to have access to a water canal
running through their land; prohibited
taking of water from canals by farmers
not contributing to the labor of lling the
canal; regulated how much water one was
entitled to take from a canal depending
on how much time one spent lling that
canal; any one who took more water than
allowed could be put to death
Examples: to create areas for cultivation
in the shallow parts of the lakes; increase
farm production; create land for farming;
it was their method of farming; to grow
maize and other crops; because they
didn't have enough farm land
(a) Examples: added living/agricultural
space to the island; houses could
be built on chinampas; plots were
used to grow a great variety of
products/maize/beans/tomatoes/ owers
(b) Examples: ooding/danger of
ooding; oods brought salty water
that ruined the land/crops; mineral
accumulation from river water running
into Lake Texcoco led to a build up of
brackish water; brackish water; mineral
accumulation
36.
Answer:
37.
Answer:
Examples: a population as high as
200,000 to 300,000 could be supported/a
large population could be supported;
allowed for planned growth; Aztecs were
able to consolidate/enlarge the original
two islands
(a) Examples: to replace wood for
cooking/heating; there was a serious
shortage of wood; to provide energy; to
allow more iron to be smelted
(b) Examples: coal was dug from
open pits; deep mines were dug; shafts
were sunk down/shafts went lower;
rooms/galleries were built underground;
rooms/galleries were dug sideways into
coal seams; they drained water from the
mines/pits/galleries using steam pumps
38.
Answer:
39.
Answer:
40.
Answer:
Page 2
Examples: factories became larger/more
mechanized; factories/workforces
became concentrated in urban areas;
industrialization of Britain gained
revolutionary momentum/industrialization
expanded/grew; led to factories being
moved from the countryside to urban
areas; growth of urban areas; it changed
where factories were located
Examples: death/injuries/accidents;
explosions/blasts; impure air/su ocation;
working by candlelight could cause an
explosion; unsafe working conditions/poor
lighting; the lack of safety lamps could
cause accidents
[Essay]