Student ID: 040 - MAKE SURE YOU BUBBLE THE STUDENT ID ON YOUR ANSWER SHEET
Unit 1: Africa and Asia Quiz
Directions: Read each of the following questions. Based on your knowledge, determine which answer choice best
completes the prompt. Bubble the corresponding letter on your answer sheet
Use the following chart to answer questions 1-4.
1. Which was the first society to grow wealthy through
trade?
A. Songhai
B. Mali
C. Kilwa
D. Ghana
2. What was the source of Great Zimbabwe's wealth?
A. conquest
B. cattle
C. slaves
D. trade
3. Which of the following statements would NOT be an
accurate conclusion to draw from this chart?
A. Africa had a variety of peoples and societies before
1500.
B. Africa had many highly developed economies before
1500.
C. Almost all Africans lived in simple farming villages
before 1500.
D. Africans developed several types of political
organizations before 1500.
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4. Which two societies had a similar organization, based on religion?
A. Igbo peoples and Ghana
B. Almoravids and Almohads
C. Songhai and Kilwa
D. Ghana and Mali
5. What is the main belief of followers of animism?
A. There is only one god.
B. Spirits play an important role in regulating daily life.
C. People are organized into family groups and clans.
D. Storytellers are sacred beings who keep history alive.
6. What does it mean if an African society is matrilineal?
A. In a matrilineal society, children trace their ancestors through the mothers.
B. In a matrilineal society, females inherit the wealth of the family.
C. In a matrilineal society, women have all of the authority.
D. In a matrilineal society, women inherit land through their mothers.
7. What did Africans mainly provide in the trade between East Africa and Asia?
A. art works
B. manufactured goods
C. grains and produce
D. raw materials
8. Which of the following was the chief means of social and political organization in African stateless societies?
A. animism
B. Islamic law
C. lineage groups
D. age-set systems
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Use the following chart to answer questions 9-11.
9. Which of the following has caused the dislocation and oppression of people?
A. technological development
B. increasing population
C. political persecution
D. environmental change
10. Which of the following is an effect of an environmental change?
A. a shift in climate
B. a blending of cultures
C. oppression of peoples
D. an increasing population
11. How might environmental change and economic pressure be related?
A. Both may be related to famine.
B. Both may be related to repression.
C. Both may be related to blending of cultures.
D. They are not related to each other.
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Use the following chart to answer questions 12-15.
12. Which of the following is NOT true of both Japanese samurai and European knights?
A. They lived by a code of honor that valued bravery and loyalty.
B. They fought for a lord in exchange for something.
C. They entered battle with protective gear and weapons.
D. They would commit ritual suicide rather than face defeat.
13. Why did Japanese samurai fight for their lord?
A. in exchange for an allowance
B. in exchange for land
C. in exchange for weapons and armor
D. so that their lord would protect their wives
14. What would samurai rather do than face defeat or dishonor?
A. show humility
B. burn their armor
C. commit ritual suicide
D. kill each other
15. What did chivalry require of knights that Bushido did not require of samurai?
A. that they commit suicide rather than face defeat
B. that they show humility
C. that they value bravery and loyalty above all else
D. that they regard women as equals
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16. How did Genghis Khan succeed as a conqueror?
A. through brilliant military strategy and organization
B. through conquering only empires that had become weak
C. through dressing his soldiers as warriors of the opposing country
D. through offering people the Mongol Peace if they surrendered
17. What created an intelligent, capable governing class in China?
A. wise agricultural advisors
B. a highly refined court society that valued art
C. the civil service examination system
D. the inclusion of women in leadership roles
18. A pastoralist makes a living by
A. fighting.
B. growing food.
C. trading goods.
D. herding animals.
19. Immediately following the death of Genghis Khan, the Mongol Empire was
A. weakened by foreign invasions.
B. peacefully divided into four khanates.
C. fragmented by conflict among rival khans.
D. expanded into other areas of Asia by his successors.
20. What did Japanese worshippers combine with Buddhism?
A. The Tale of Genji
B. kamikaze
C. Shinto
D. Amaterasu
21. What happened during the Pax Mongolia?
A. The irrigation systems in the Tigris and Euphrates valleys were rebuilt.
B. A cure for the bubonic plague was developed in China.
C. Ideas and inventions spread with trade between Europe and Asia.
D. Movable type, gunpowder, and the magnetic compass were invented.
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Use the following chart to answer questions 22-28.
22. Which city of the Chagatai Khanate did Marco Polo
visit on his voyage to Beijing?
A. Baghdad
B. Samarkand
C. Kashgar
D. Hangzhou
23. What body of water did Marco Polo cross twice?
A. Black Sea
B. Mediterranean Sea
C. Arabian Sea
D. South China Sea
24. Why did Marco Polo enter and leave the Mongol
Empire by way of the Ilkhanate?
A. It had more trade routes than the other khanates.
B. He had realized the demand for Persian carpets in
Europe.
C. It was the khanate closest to the Black Sea.
D. It was the khanate closest to the Mediterranean
Sea.
25. Which khanate extended the furthest north?
A. Khanate of the Golden Horde
B. Khanate of the Great Khan
C. Chagatai Khanate
D. Ilkhanate
26. Which of the following cities would have most
depended on the trade between China and the West?
A. Kashgar
B. Beijing
C. Baghdad
D. Kiev
27. What geographic reason might explain why Marco
Polo took a sea route from China to India?
A. He could avoid the Gobi Desert.
B. He could avoid the Steppes.
C. The Himalayas blocked overland travel.
D. The lake near Pagan blocked overland travel.
28. What geographic reason explains why the Mongols
did not conquer India?
A. the rivers in North India
B. the Gobi Desert
C. the Himalayas
D. inland seas
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<b>Answer Sheet</b>
1. C. political persecution
<b>Standards</b>
NCSS IIIg examine, interpret, and analyze physical and cultural patterns and their interactions, such as land use,
settlement patterns, cultural transmission of customs and ideas, and ecosystem changes;
2. B. a blending of cultures
<b>Standards</b>
NCSS IIIc use appropriate resources, data sources, and geographic tools such as aerial photographs, satellite images,
geographic information systems (GIS), map projections, and cartography to generate, manipulate, and interpret
information such as atlases, data bases, grid systems, charts, graphs, and maps;
NCSS IIIe use knowledge of physical system changes such as seasons, climate and weather, and the water cycle to
explain geographic phenomena;
3. A. Both may be related to famine.
<b>Standards</b>
NCSS Ic apply an understanding of culture as an integrated whole that explains the functions and interactions of
language, literature, the arts, traditions, beliefs and values, and behavior patterns
NCSS IIIe use knowledge of physical system changes such as seasons, climate and weather, and the water cycle to
explain geographic phenomena;
NCSS IVe examine the interactions of ethnic, national, or cultural influences in specific situations or events;
NCSS IXa explain how language, art, music, belief systems, and other cultural elements can facilitate global
understanding or cause misunderstanding;
NCSS VIg evaluate the role of technology in communications, transportation, information-processing, weapons
development, or other areas as it contributes to or helps resolve conflicts;
NCSS VIIIa identify and describe both current and historical examples of the interaction and interdependence of
science, technology, and society in a variety of cultural settings;
4. B. Spirits play an important role in regulating daily life.
<b>Standards</b>
NCSS Ia analyze and explain the ways groups, societies, and cultures address human needs and concerns;
NCSS Ic apply an understanding of culture as an integrated whole that explains the functions and interactions of
language, literature, the arts, traditions, beliefs and values, and behavior patterns
NCSS Vc describe the various forms institutions take, and explain how they develop and change over time;
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5. C. Ideas and inventions spread with trade between Europe and Asia.
<b>Standards</b>
NCSS Ia analyze and explain the ways groups, societies, and cultures address human needs and concerns;
NCSS Ic apply an understanding of culture as an integrated whole that explains the functions and interactions of
language, literature, the arts, traditions, beliefs and values, and behavior patterns
6. D. They would commit ritual suicide rather than face defeat.
<b>Standards</b>
NCSS Ia analyze and explain the ways groups, societies, and cultures address human needs and concerns;
NCSS Ic apply an understanding of culture as an integrated whole that explains the functions and interactions of
language, literature, the arts, traditions, beliefs and values, and behavior patterns
NCSS IIIc use appropriate resources, data sources, and geographic tools such as aerial photographs, satellite images,
geographic information systems (GIS), map projections, and cartography to generate, manipulate, and interpret
information such as atlases, data bases, grid systems, charts, graphs, and maps;
7. A. in exchange for an allowance
<b>Standards</b>
NCSS Ia analyze and explain the ways groups, societies, and cultures address human needs and concerns;
NCSS Ic apply an understanding of culture as an integrated whole that explains the functions and interactions of
language, literature, the arts, traditions, beliefs and values, and behavior patterns
NCSS IIIc use appropriate resources, data sources, and geographic tools such as aerial photographs, satellite images,
geographic information systems (GIS), map projections, and cartography to generate, manipulate, and interpret
information such as atlases, data bases, grid systems, charts, graphs, and maps;
8. C. commit ritual suicide
<b>Standards</b>
NCSS IIIc use appropriate resources, data sources, and geographic tools such as aerial photographs, satellite images,
geographic information systems (GIS), map projections, and cartography to generate, manipulate, and interpret
information such as atlases, data bases, grid systems, charts, graphs, and maps;
9. B. that they show humility
<b>Standards</b>
NCSS Ia analyze and explain the ways groups, societies, and cultures address human needs and concerns;
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NCSS Ic apply an understanding of culture as an integrated whole that explains the functions and interactions of
language, literature, the arts, traditions, beliefs and values, and behavior patterns
NCSS IIIc use appropriate resources, data sources, and geographic tools such as aerial photographs, satellite images,
geographic information systems (GIS), map projections, and cartography to generate, manipulate, and interpret
information such as atlases, data bases, grid systems, charts, graphs, and maps;
10. C. Kashgar
<b>Standards</b>
NCSS IIId calculate distance, scale, area, and density, and distinguish spatial distribution patterns;
describe, differentiate, and explain the relationships among various regional and global patterns of geographic
phenomena such as landforms, soils, climate, vegetation, natural resources, and population;
NCSS IIIb create, interpret, use, and synthesize information from various representations of the earth, such as maps,
globes, and photographs;
NCSS IIIc use appropriate resources, data sources, and geographic tools such as aerial photographs, satellite images,
geographic information systems (GIS), map projections, and cartography to generate, manipulate, and interpret
information such as atlases, data bases, grid systems, charts, graphs, and maps;
11. B. Mediterranean Sea
<b>Standards</b>
NCSS IIId calculate distance, scale, area, and density, and distinguish spatial distribution patterns;
describe, differentiate, and explain the relationships among various regional and global patterns of geographic
phenomena such as landforms, soils, climate, vegetation, natural resources, and population;
NCSS IIIb create, interpret, use, and synthesize information from various representations of the earth, such as maps,
globes, and photographs;
NCSS IIIc use appropriate resources, data sources, and geographic tools such as aerial photographs, satellite images,
geographic information systems (GIS), map projections, and cartography to generate, manipulate, and interpret
information such as atlases, data bases, grid systems, charts, graphs, and maps;
12. D. It was the khanate closest to the Mediterranean Sea.
<b>Standards</b>
NCSS IIId calculate distance, scale, area, and density, and distinguish spatial distribution patterns;
describe, differentiate, and explain the relationships among various regional and global patterns of geographic
phenomena such as landforms, soils, climate, vegetation, natural resources, and population;
NCSS IIIb create, interpret, use, and synthesize information from various representations of the earth, such as maps,
globes, and photographs;
NCSS IIIc use appropriate resources, data sources, and geographic tools such as aerial photographs, satellite images,
geographic information systems (GIS), map projections, and cartography to generate, manipulate, and interpret
information such as atlases, data bases, grid systems, charts, graphs, and maps;
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13. A. Khanate of the Golden Horde
<b>Standards</b>
NCSS IIId calculate distance, scale, area, and density, and distinguish spatial distribution patterns;
describe, differentiate, and explain the relationships among various regional and global patterns of geographic
phenomena such as landforms, soils, climate, vegetation, natural resources, and population;
NCSS IIIb create, interpret, use, and synthesize information from various representations of the earth, such as maps,
globes, and photographs;
NCSS IIIc use appropriate resources, data sources, and geographic tools such as aerial photographs, satellite images,
geographic information systems (GIS), map projections, and cartography to generate, manipulate, and interpret
information such as atlases, data bases, grid systems, charts, graphs, and maps;
14. A. Kashgar
<b>Standards</b>
NCSS IIId calculate distance, scale, area, and density, and distinguish spatial distribution patterns;
describe, differentiate, and explain the relationships among various regional and global patterns of geographic
phenomena such as landforms, soils, climate, vegetation, natural resources, and population;
NCSS IIIb create, interpret, use, and synthesize information from various representations of the earth, such as maps,
globes, and photographs;
NCSS IIIc use appropriate resources, data sources, and geographic tools such as aerial photographs, satellite images,
geographic information systems (GIS), map projections, and cartography to generate, manipulate, and interpret
information such as atlases, data bases, grid systems, charts, graphs, and maps;
15. C. The Himalayas blocked overland travel.
<b>Standards</b>
NCSS IIId calculate distance, scale, area, and density, and distinguish spatial distribution patterns;
describe, differentiate, and explain the relationships among various regional and global patterns of geographic
phenomena such as landforms, soils, climate, vegetation, natural resources, and population;
NCSS IIIb create, interpret, use, and synthesize information from various representations of the earth, such as maps,
globes, and photographs;
NCSS IIIc use appropriate resources, data sources, and geographic tools such as aerial photographs, satellite images,
geographic information systems (GIS), map projections, and cartography to generate, manipulate, and interpret
information such as atlases, data bases, grid systems, charts, graphs, and maps;
16. C. the Himalayas
<b>Standards</b>
NCSS IIId calculate distance, scale, area, and density, and distinguish spatial distribution patterns;
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describe, differentiate, and explain the relationships among various regional and global patterns of geographic
phenomena such as landforms, soils, climate, vegetation, natural resources, and population;
NCSS IIIb create, interpret, use, and synthesize information from various representations of the earth, such as maps,
globes, and photographs;
NCSS IIIc use appropriate resources, data sources, and geographic tools such as aerial photographs, satellite images,
geographic information systems (GIS), map projections, and cartography to generate, manipulate, and interpret
information such as atlases, data bases, grid systems, charts, graphs, and maps;
17. A. through brilliant military strategy and organization
<b>Standards</b>
NCSS Ia analyze and explain the ways groups, societies, and cultures address human needs and concerns;
NCSS Ic apply an understanding of culture as an integrated whole that explains the functions and interactions of
language, literature, the arts, traditions, beliefs and values, and behavior patterns
18. C. the civil service examination system
<b>Standards</b>
No Standards Found
19. D. herding animals.
<b>Standards</b>
NCSS Ia analyze and explain the ways groups, societies, and cultures address human needs and concerns;
NCSS Ic apply an understanding of culture as an integrated whole that explains the functions and interactions of
language, literature, the arts, traditions, beliefs and values, and behavior patterns
20. D. expanded into other areas of Asia by his successors.
<b>Standards</b>
No Standards Found
21. C. Shinto
<b>Standards</b>
No Standards Found
22. D. Ghana
<b>Standards</b>
NCSS IIId calculate distance, scale, area, and density, and distinguish spatial distribution patterns;
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describe, differentiate, and explain the relationships among various regional and global patterns of geographic
phenomena such as landforms, soils, climate, vegetation, natural resources, and population;
23. D. trade
<b>Standards</b>
NCSS IIId calculate distance, scale, area, and density, and distinguish spatial distribution patterns;
describe, differentiate, and explain the relationships among various regional and global patterns of geographic
phenomena such as landforms, soils, climate, vegetation, natural resources, and population;
24. C. Almost all Africans lived in simple farming villages before 1500.
<b>Standards</b>
NCSS IIId calculate distance, scale, area, and density, and distinguish spatial distribution patterns;
describe, differentiate, and explain the relationships among various regional and global patterns of geographic
phenomena such as landforms, soils, climate, vegetation, natural resources, and population;
25. B. Almoravids and Almohads
<b>Standards</b>
NCSS IIId calculate distance, scale, area, and density, and distinguish spatial distribution patterns;
describe, differentiate, and explain the relationships among various regional and global patterns of geographic
phenomena such as landforms, soils, climate, vegetation, natural resources, and population;
26. A. In a matrilineal society, children trace their ancestors through the mothers.
<b>Standards</b>
NCSS Ic apply an understanding of culture as an integrated whole that explains the functions and interactions of
language, literature, the arts, traditions, beliefs and values, and behavior patterns
NCSS IVe examine the interactions of ethnic, national, or cultural influences in specific situations or events;
NCSS IXa explain how language, art, music, belief systems, and other cultural elements can facilitate global
understanding or cause misunderstanding;
27. D. raw materials
<b>Standards</b>
NCSS Ia analyze and explain the ways groups, societies, and cultures address human needs and concerns;
NCSS Ic apply an understanding of culture as an integrated whole that explains the functions and interactions of
language, literature, the arts, traditions, beliefs and values, and behavior patterns
28. C. lineage groups
<b>Standards</b>
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NCSS Ia analyze and explain the ways groups, societies, and cultures address human needs and concerns;
NCSS Ic apply an understanding of culture as an integrated whole that explains the functions and interactions of
language, literature, the arts, traditions, beliefs and values, and behavior patterns
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