World History I Exam Review
Course Introduction
World History I offers a comprehensive overview of the major civilizations, events, and cultural developments that shaped humanity from prehistoric times through the early modern era, typically ending around 1500 CE. The course examines the rise and fall of ancient societies across Africa, Asia, Europe, and the Americas, including discussions on political systems, economic structures, religious traditions, technological advancements, and interactions between different societies. Emphasis is placed on understanding patterns of continuity and change, the interconnectedness of regional histories, and the factors that influenced the development of the worlds most influential civilizations.
Recommended Textbook
The World A History Volume 1 2nd Edition by Felipe Armesto
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15 Chapters
768 Verified Questions
768 Flashcards
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Page 2
Chapter 1: Out of the Ice: Peopling the Earth
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51 Verified Questions
51 Flashcards
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Sample Questions
Q1) Australopithecines were like modern humans in that they
A) buried their dead.
B) made tools.
C) were bipeds.
D) had similar sized brains.
Answer: C
Q2) The diets of Ice Age peoples were
A) poorer than the typical modern diet.
B) more varied than the typical modern diet.
C) better than the typical modern diet but lacking in vitamin C.
D) poorer than the typical diet of later developed societies.
Answer: B
Q3) What did Fernand Braudel mean by the "heavy baggage of culture"?
A) People tend to forget their past.
B) Civilization weighs heavily on a culture.
C) When people arrive in a new place, they want to be rid of the past.
D) When people move, they tend to bring familiar practices with them.
Answer: D
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3
Chapter 2: Out of the Mud: Farming and Herding After the
Ice Age
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Sample Questions
Q1) Domestication of crops and animals
A) had no effect on the evolution of species.
B) caused what might be called an "unnatural selection" that interfered with the evolutionary process.
C) had an effect only on the evolution of animals.
D) had an effect only on the evolution of plants.
Answer: B
Q2) The naturalist David Rindos explained early farming as a
A) conquest by people over the environment.
B) symbiosis, which means that plants and people were mutually dependent on one another.
C) type of behavior explained because of its natural superiority to hunting and gathering.
D) situation in which elites compelled non-elites to grow food.
Answer: B
Q3) What were the relationships between foragers, herders, and farmers, and how did they develop over time?
In Perspective
Answer: not answered
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Chapter 3: The Great River Valleys: Accelerating Change and Developing States
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Sample Questions
Q1) Ancient Mesopotamia was
A) a united kingdom under a single ruler.
B) a collection of city-states.
C) a confederation of states with a single ruler only in times of war.
D) a feudal state.
Answer: B
Q2) What is the connection between the development of writing in the river valley civilizations and our interest in and knowledge of them?
In Perspective
Answer: not answered
Q3) For the ancient Chinese, the term "Heaven" (as in "Mandate of Heaven") is best described as
A) an impersonal deity.
B) a paradise.
C) a place in the clouds.
D) a place in the stars.
Answer: A
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Page 5
Chapter 4: A Succession of Civilizations: Ambition and Instability
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48 Verified Questions
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Sample Questions
Q1) What role did external invasion and attack play in the collapse of civilizations in the Aegean World, Northern Anatolia, and Egypt? Why did Egyptian civilization survive these attacks, while the others were almost entirely wiped out?
Q2) Compare the transformations of Chinese and Egyptian civilizations. What common elements characterize their successful responses to change? In Perspective
Q3) The earliest known ceremonial platform in Central America dates to around A) 1400 B.C.E.
B) 1300 B.C.E.
C) 1200 B.C.E.
D) 1100 B.C.E.
Q4) Olmec civilization in Mesoamerica had declined by A) 1000 B.C.E.
B) 700 B.C.E.
C) 300 B.C.E.
D) 100 B.C.E.
Q5) What role did environment play in the collapse of civilization in Harappa and China? Why was the degree and timing of the collapse of these civilizations so different?
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Chapter 5: Rebuilding the World: Recoveries, New Initiatives, and
Their Limits
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53 Verified Questions
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Q1) Communication between peoples in Africa and the Americas was hindered by A) differences in climatic zones.
B) the failure of people to develop the wheel.
C) the lack of seaborne transport.
D) the lack of written languages.
Q2) How did new civilizations arise in Africa and the Americas from 1000 to 500 B.C.E.? What were their similarities and differences?
Q3) Greece around 600 B.C.E. enjoyed economic success throughout the Mediterranean because:
A) its colonists were mostly outcasts, exiles, and criminals who sought to reproduce Greek culture in their new environments.
B) most Greeks concentrated on farming and local markets in order to get rich.
C) other kingdoms preferred to give up their lands to Greek colonists.
D) Greece sent its most experienced and respected figures to build its commercial colonies.
Q4) Compare the Phoenicians and Greeks with the Assyrians and Babylonians. What did scattered colonizing peoples gain compared to imperial states? What did they give up in exchange?
Page 7
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Chapter 6: The Great Schools
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Q1) By the eight or ninth century B.C.E. all of the following generally describe Jewish people and culture EXCEPT:
A) Jews had settled in and around the Jordan valley.
B) Year after year considerable attention was paid to raising and storing grain to prevent famine.
C) Women were valuable contributors to the agricultural economy, but had far fewer rights than Jewish men.
D) Jewish states refused to force war captives or royal subjects to collect and guard food supplies.
Q2) Confucian philosophy emphasized
A) religious morality to guide human behavior, but little interest in science.
B) knowledge through scientific practice, but little interest in religion.
C) knowledge through science, but also focused on religion.
D) interest in human affairs, but little in science or religion.
Q3) A good example of a dualist religion is
A) Christianity.
B) Buddhism.
C) Zoroastrianism.
D) Islam.
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Page 8
Chapter 7: The Great Empires
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Q1) The ancient Celts
A) were considered by the Romans to be an uncivilized people.
B) had a written language, but it was only used for religious purposes.
C) were thought of as cowards and weak by the Romans.
D) became enthusiastic collaborators in the Roman Empire.
Q2) The balance of trade across Eurasia during the axial age was tilted to the advantage of
A) East Asia.
B) Southwest Asia.
C) Europe.
D) Southeast Asia.
Q3) With the growth and development of trade during the last centuries of the first millennium B.C.E.,
A) large states became too cumbersome to keep up with the change.
B) large states developed on a scale previously unknown.
C) large states developed with little connection to or interest in trade.
D) most states were detrimental to the development of trade.
Q4) How did the Persian Empire arise, and how was it governed?
Q5) What were shared characteristics of the early large states of Mesoamerica?
Page 9
Q6) How did Shi Huangdi unite China into an imperial state?
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Chapter 8: Postimperial Worlds: Problems of Empires in
Eurasia and Africa, Ca 200 to 700 Ce
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Q1) The division between Shia and Sunni Muslims originally arose over A) an understanding of the nature of Allah.
B) how one should pray.
C) who should be caliph.
D) how Christians and Jews should be treated.
Q2) Which of the following best characterizes relations between the Eastern Roman (Byzantine) Empire and the Sasanians?
A) generally peaceful trading partners
B) almost continuous and unresolved conflict
C) The Sasanians had nearly beaten the Romans by the time of Islam's rise.
D) The Romans had nearly beaten the Sasanians by the time of Islam's rise.
Q3) Most of the successful threats to the states in China, India, and Europe came from A) the Islamic world.
B) inside the borders of their own empires.
C) natural disasters.
D) peoples from the Eurasian steppe.
Q4) How did the Romans interact with the Germanic peoples?
Q5) How did China interact with Tibet, Japan, and Korea as they developed into states?
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Chapter 9: The Rise of World Religions: Christianity, Islam, and Buddhism
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Q1) By what processes did the world religions spread before 1000 C.E. How did these processes reflect the varying needs of those who converted?
Q2) What role did trade play in spreading Christianity, Islam, and Buddhism?
Q3) How were Nestorian Christians different from Orthodox Christians in the West?
A) They weren't different.
B) They believed that Jesus was only divine and not human at all.
C) They believed that Jesus was both divine and human at the same time.
D) They believed that Jesus was merely human and separate from the divinity.
Q4) Jews and Christians living in the Islamic world
A) faced unceasing pressure to convert to Islam.
B) could continue in their beliefs as long as they paid a tax.
C) were persecuted and often killed unless they converted.
D) had to wear badges denoting their religions and could only live in specified places in the cities.
Q5) What benefits to ruling elites did conversion to one of the world religions offer? What potential costs did conversion demand?
Q6) How do Islam, Buddhism, and Christianity fit the definition of world religions?
Q7) How did military conquest affect the spread of Buddhism and Christianity?
Q8) What role did monasticism play in the spread of Christianity and Buddhism? Page 11
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Chapter 10: Remaking the World: Innovation and Renewal
on Environmental Frontiers in the Late First Millenium
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Sample Questions
Q1) The outriggers used by the ancient Polynesians are best described as
A) large, single-hulled vessels similar to those used by Europeans.
B) only small, single-hulled canoes capable of short-distance voyages.
C) remarkably flexible vessels with heavy masts and rigging for long distance voyages.
D) large, double-hulled canoes capable of carrying 200 people.
Q2) The "takeoff" point for Polynesian colonization began around
A) 400 C.E.
B) 600 C.E.
C) 800 C.E.
D) 1000 C.E.
Q3) Which of the following techniques did NOT lead to increased food production in the Islamic world?
A) new irrigation techniques
B) lower taxes
C) use of fertilizer
D) consolidation of small holdings into larger ones
Q4) What factors limited the ability of governments to affect the economic development of their countries in this period, even in cases where they succeeded in promoting growth?
Page 13
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Chapter 11: Contending With Isolation: Ca 1000-1200
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Q1) Which of the following geographical elements did NOT separate Western Europeans from the rest of the world?
A) the Sahara Desert
B) the Ural Mountains
C) the forests and open steppe
D) the Atlantic Ocean
Q2) The city of Angkor was laid out to evoke
A) the greatness of the Khmer regime.
B) the rhythms of the seasons and the natural world.
C) ideas of the divine design of the world.
D) the power of the new Muslim ruler of the Khmer people.
Q3) What three reasons did the Norsemen give for going to Greenland?
A) gain, conquest, and the spread of Christianity
B) conquest, fame, and gain
C) the spread of Christianity, gain, and fame
D) fame, curiosity, and gain
Q4) What was the relationship between religion and trade in the Indian Ocean world in this era? Did religion reinforce trade connections, interfere with them, or have some other effect?
Q5) How did trade in the Indian Ocean connect peoples in Africa with Eurasia?
Page 14
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Chapter 12: The Nomadic Frontiers: the Islamic World, Byzantium,
and China, Ca 1000-1200
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Sample Questions
Q1) Why does the hostility between pastoralists and sedentary peoples have less to do with conflicts of interest than with a clash of cultures?
Q2) When Muslims first called the Turks "the army of God," they meant that A) they believed the Turks were ferocious pagans sent to punish the sins of Muslims. B) they believed the Turks were sent to punish Christian sins.
C) they believed the Turks were holy warriors who fought for the Muslim cause.
D) the Turks believed themselves to be missionaries for Islam.
Q3) The Chinese and Muslim states were often successful in dealing with nomadic peoples by
A) assimilating them.
B) defeating them in battle.
C) fending them off through diplomacy.
D) converting them to Buddhism.
Q4) Compare the Chinese and Islamic relationships with steppelanders. What were the costs and benefits of each policy?
Q5) What were relations like between the Byzantine Empire and its neighbors? How did the Byzantines deal with conflicts that arose between themselves and those on its frontiers?
Page 15
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Chapter 13: The World the Mongols Made
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Q1) The dominant animal in the life of Mongols on the steppe was:
A) the cow.
B) the horse.
C) the goat.
D) the pig.
Q2) One of the benefits that the Mongols brought to Russian lands was
A) lower taxes than had existed earlier.
B) the introduction of paper money.
C) new farming technologies and an end to serfdom.
D) defense against German adventurers.
Q3) In terms of developing a system of law for governing a growing empire, Genghis Khan
A) ignored this completely.
B) gradually developed a code that regulated a variety of social and military aspects.
C) quickly instituted a single, comprehensive code .
D) was concerned with creating a bureaucracy of Muslim ministers based on Sharia.
Q4) What cultural, religious, and scientific changes were happening in Europe during the time of the Mongol Peace?
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Chapter 14: The Revenge of Nature: Plague, Cold, and the
Limits of Disaster in the Fourteenth Century
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Q1) Why did parts of some societies feel the need to "scapegoat" groups such as the Jews in the fourteenth century, while others did not? In what other ways did cultural responses to the plague vary?
Q2) Which of the following key resources for trade came from Southeast Asia?
A) cotton, timber, and mace
B) nutmeg, cloves, and cinnamon
C) cloves, oranges, and pepper
D) cinnamon, potatoes, and timber
Q3) In the Mongol Empire, the plague had the effect of
A) providing the opportunity to expand their lands.
B) slowing the rise of the Ottoman state.
C) having virtually no effect.
D) ending the expansion of the empire.
Q4) What is the most likely identification of the "plague" that devastated Eurasia in the fourteenth century? Explain the nature of the available evidence and how that evidence was used to reach the most convincing conclusion.
Q5) What were the main vectors for the spread of the plague? What do these pathways tell us about the nature of the disease(s) known as the plague?
Page 17
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Chapter 15: Expanding Worlds: Recovery in the Late
Fourteenth and Fifteenth Centuries
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Q1) The first recorded European contact with Mali was made by A) Italian monks sent by the Pope.
B) English traders.
C) Portuguese explorers.
D) French explorers.
Q2) All of the following were consequences of the fall of Constantinople EXCEPT:
A) Mongol influence in Eurasia came to an end.
B) The Byzantine Empire came to an end.
C) Europe was now more vulnerable to Ottoman invasion.
D) The Muscovites now hoped to become a "Third Rome."
Q3) Zheng He was
A) a mercenary.
B) a Buddhist priest.
C) a Muslim leader of naval expeditions.
D) the founder of the Ming dynasty.
Q4) What brought Zheng He's voyages to an end?
Q5) Explain the role of peasants in the establishment of the Ming dynasty.
Q7) How did the rise of nationalism and the state system drive European expansion? Page 18
Q6) Both Incas and Aztecs saw themselves as continuing older traditions. In what ways was this correct, and in what ways did they innovate?
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