Introduction to World History Solved
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Course Introduction
Introduction to World History offers students a broad overview of the major events, societies, and movements that have shaped human civilization from ancient times to the present day. The course examines key themes such as cultural exchanges, technological advancements, political systems, economic developments, and the impact of religion and philosophy across different regions. Through comparative analysis and critical thinking, students will develop an understanding of historical connections and global patterns, gaining insights into how past events continue to influence contemporary society.
Recommended Textbook
The World A History Volume 1 2nd Edition by Felipe Armesto
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15 Chapters
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Page 2
Chapter 1: Out of the Ice: Peopling the Earth
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Q1) Observations of macaques or "snow monkeys" by Japanese scientists in the 1950s added to evidence that:
A) macaques preferred to eat vegetables that had been mixed with wheat.
B) nonhuman species practice and transmit cultural routines and rites as learned behavior, much as humans do.
C) macaque culture, like that of other monkeys, relies fundamentally on instinct.
D) the cultural behavior of nonhuman species had less in common with humans than had been previously believed.
Answer: B
Q2) The commonly recurring mark that looks like a P is thought to stand for A) a favored animal.
B) a powerful male.
C) a woman.
D) a symbol for a calendar.
Answer: C
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3
Chapter 2: Out of the Mud: Farming and Herding After the
Ice Age
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Q1) Anthropological studies of modern cultures making the transition to agriculture in Botswana and Lesotho support the A) abundance theory of the development of agriculture.
B) religious theory of the development of agriculture.
C) political theory of the development of agriculture.
D) population pressure theory of the development of agriculture.
Answer: D
Q2) In Africa about 4,500 to 5,000 years ago, agriculture spread to the south from A) Egypt.
B) East Africa.
C) West Africa.
D) None of the above. It arose in southern Africa spontaneously.
Answer: C
Q3) From where did the earliest agriculturalists enter Europe?
A) Asia
B) Africa
C) Europe
D) the Americas
Answer: A
Page 4
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Chapter 3: The Great River Valleys: Accelerating Change and Developing States
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Q1) Which of the following are roles that Mesopotamian kings were expected to play?
A) war leaders, religious leaders, and enforcers of public morals
B) interpreters of prophecy, redistributors of food, and irrigation organizers
C) religious leaders, temple builders, and living gods
D) redistributors of food, men destined for eternal life, and mediators with the gods
Answer: B
Q2) Chinese writing is best described by the term
A) cuneiform.
B) hieroglyph.
C) logogram.
D) alphabet.
Answer: C
Q3) In terms of climate and ecology, the Yellow River can be characterized as
A) mild in climate and unpredictable in its flooding.
B) harsh in climate and predictable in its flooding.
C) mild in climate and predictable in its flooding.
D) harsh in climate and unpredictable in its flooding.
Answer: D
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Chapter 4: A Succession of Civilizations: Ambition and Instability
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Q1) For what reasons did Egyptian civilization survive the general collapse of civilizations in the Eastern Mediterranean?
Q2) A key factor in Egypt's decline around 1300 B.C.E. was
A) attacks by the Nubians in the south.
B) failure of the Nile to flood adequately in successive years.
C) invasions by the "Sea Peoples."
D) invasions by the Hyksos.
Q3) Much of the direct, written evidence for the early period of the Zhou dynasty comes from inscriptions on
A) oracle bones.
B) cups.
C) the walls of the kings' palaces.
D) bamboo strips.
Q4) By what means could rulers gain regular revenue from local trade?
A) raiding
B) leaving merchants alone
C) buying goods from them
D) tolls and taxes
Page 6
Q5) For what reasons did civilizations first arise in the Andes and in Central America?
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Chapter 5: Rebuilding the World: Recoveries, New Initiatives, and
Their Limits
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Q1) Political instability between competing states during the period from 1000 to 500 B.C.E. led to
A) a decrease in trade.
B) advances in technology.
C) fewer opportunities for new ideas about society.
D) a decline in new religious practices.
Q2) Much of what we know about early Illyrian and Thracian culture comes from A) archaeology.
B) their own writings.
C) Roman historians.
D) the Phoenicians.
Q3) Most of the history of the Zhou dynasty may be characterized as A) a period filled with war.
B) a period of peaceful expansion.
C) a period without new schools of thought.
D) a period when China developed into a centralized state.
Q4) Compare the resurgence of civilization in the Greek world with the new empires of Assyria and Babylon. What are the most important differences and why?
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Chapter 6: The Great Schools
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Q1) Early Buddhist texts describe the notion of reincarnation as:
A) based on the ethical behavior during the previous incarnation.
B) automatically recycling the soul to a "higher" state.
C) accessible only to elites in monasteries.
D) more likely to take place for women than for men.
Q2) In addition to professional intellectuals, which of the following were categories of axial age sages?
A) military leaders, prophets, and charismatic leaders
B) political advisors, prophets, and wealthy aristocrats
C) wealthy patrons, prophets, and political leaders
D) political advisors, prophets, and charismatic leaders
Q3) The Greek philosopher Epicurus believed that
A) one should lead a life in pursuit of pleasure.
B) there are moral absolutes.
C) the key to happiness was participation in the life of the community.
D) the gods participate in our lives.
Q4) How did the existence of patronage by rulers affect the development of philosophy in at least two specific cases?
Q5) Why did a variety of philosophies flourish in the Mediterranean world?
Q6) What role did Buddhism gradually play in India and China?
Page 8
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Chapter 7: The Great Empires
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Q1) Which of the following was NOT decreed by the emperor Shi Huangdi?
A) abolition of slavery
B) creation of a uniform writing system
C) making Confucianism the only philosophy
D) standardizing of weights and measures
Q2) The Persians did all of the following for their subjects EXCEPT:
A) rebuild the Egyptian pyramids
B) build a canal linking the Nile and the Red Sea
C) build fortifications in the Caucasus Mountains
D) rebuild the Temple in Jerusalem
Q3) Beyond the great Eurasian empires, other states and societies thrived. Can they justifiably be called "empires"? Why or why not?
Q4) 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.
Q5) How did Rome interact with its neighbors during the last half of the first millennium B.C.E.?
Page 9
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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 decline of Tibet as a powerful kingdom happened A) at the same time as the decline of the Tang dynasty.
B) during the Sui dynasty.
C) after the collapse of the Tang dynasty.
D) before the decline of the Tang dynasty.
Q2) What were the consequences of the rise of Islam as a political and religious movement during the seventh to eighth centuries C.E.?
Q3) What were the political and commercial relationships that Teotihuacán had with its neighbors?
Q4) 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.
Q5) At the time of the arrival of Siyaj K'ak, the Maya world was organized into A) an empire.
B) a kingdom.
C) city-states.
D) a republic.
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Chapter 9: The Rise of World Religions: Christianity, Islam, and Buddhism
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Q1) What role did monasticism play in the spread of Christianity and Buddhism?
Q2) How does monastic practice in Buddhism and Christianity compare? What is similar, and what is different?
Q3) Mahayana Buddhism
A) held very closely to original Buddhist teaching.
B) held that enlightenment could only by achieved in incremental stages over many lifetimes.
C) held that a person could achieve enlightenment in only one lifetime.
D) is sometimes called "lesser vehicle" Buddhism.
Q4) 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.
Q5) By what processes did the world religions spread before 1000 C.E. How did these processes reflect the varying needs of those who converted?
Q6) What doctrinal or practical accommodations did Christianity, Islam, and Buddhism make with the exercise of violent force by its believers?
Page 11
Q7) What role did trade play in spreading Christianity, Islam, and Buddhism?
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Chapter 10: Remaking the World: Innovation and Renewal
on Environmental Frontiers in the Late First Millenium
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Q1) Why are the environmental histories of such varied regions as the Islamic world, China, Japan, and Mesoamerica so important? Are such long-ago transformations relevant or meaningful today?
Q2) What served as a primary model and motivator for Charlemagne in his military expansion of the Frankish kingdom?
A) a desire to spread Christianity
B) the challenge of outdoing his predecessors
C) the memory of Rome
D) the Pope's call to spread his power
Q3) Most of the surviving writing of the Maya falls into the categories of
A) narrative histories and agricultural accounts.
B) astronomical records and genealogies.
C) mythological stories and tax records.
D) religious texts and narrative histories.
Q4) Wilfred the Hairy of Barcelona settled underpopulated areas in his domain by
A) encouraging trade through tax incentives to merchants and businessmen.
B) giving free land and tax breaks to peasants.
C) giving them to the church and to monastics.
D) forcing people to live in militarized colonies in these territories.
Q5) What role did Charlemagne play in the expansion of the Christian world?
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Chapter 11: Contending With Isolation: Ca 1000-1200
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Q1) Compare the development of "canyon cultures" and "Mississippian cultures" in North America during the early thirteenth century. In what ways did isolation facilitate cultural development? What role did trade play in supporting these cultures in a relatively hostile climate?
Q2) The story of Abbot Suger of Saint-Denis monastery illustrates A) how monks were ignorant of the economic realities of the Middle Ages.
B) how monasteries became wealthy from increased trade and commerce.
C) the role of monasteries in the preservation of learning during the Middle Ages.
D) the role of monasteries in the interior expansion of Europe during the Middle Ages.
Q3) Compare the effects of isolation on Europe and Japan. What similarities did their responses show? What differences?
In Perspective
Q4) What connections existed between states in India and Southeast Asia, and how did these connections affect the development of these states?
Q5) Despite its isolation from foreign threats, Japan came to be dominated by a warrior class. What does this tell us about politics in the twelfth-century world?
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Page 13
Chapter 12: The Nomadic Frontiers: the Islamic World, Byzantium,
and China, Ca 1000-1200
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Q1) How were the Central Asian Turks integrated into the Islamic Empire, and what role did they play?
Q2) What factors created the revulsion that many settled peoples had for the lifestyles of the steppelanders?
Q3) The kingdom of Ghana before the invasion of the Almoravids was a region that was A) already largely Muslim.
B) Christian because of its trade connections with Ethiopia in East Africa.
C) largely pagan with some Muslim traders.
D) a mix of Muslim and Christians.
Q4) 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.
Q5) What were the similarities and differences between Byzantine and Islamic relations with steppe nomadic peoples such as the Turks? What were the costs and benefits of each approach? Who threatened their territory?
Page 14
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Chapter 13: The World the Mongols Made
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Q1) Why was the North American prairie an inhibiting geographical influence to communication and trade?
A) because of its size and lack of navigable rivers
B) because it is aligned on a north-south axis across climatic zones
C) because Native Americans never developed effective ways of traveling across it
D) because it is too high in altitude and is impassable for much of the year
Q2) What were two groups of individuals imported into China from Persia that helped advanced learning and knowledge there?
A) military men and printers
B) ceramicists and mathematicians
C) mathematicians and astronomers
D) printers and gunpowder makers
Q3) Explain how Genghis Khan and the Mongols built an empire that spread from Central Asia to China, Russia, and Asia Minor. Discuss the tactics, technologies, and governance practices that enabled such a dramatic and enduring expansion.
Q4) Who was Temujin and how have different peoples (including the Mongols themselves) portrayed him through the ages?
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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) What was the most effective remedy against the plague?
A) Armenian clay
B) abstaining from certain foods
C) quarantine
D) snake venom
Q2) Zen Buddhism became popular in Japan because of the influx of refugee monks and because
A) warriors saw Zen as sharing their values.
B) they often stayed with merchants who financed them.
C) they became dominant in the imperial court.
D) of their association with China, which was also popular.
Q3) How was Japan affected by the plague?
Q4) Discuss how religious and political leaders sought to explain and respond to natural disasters such as the Black Death. Consider and compare social and political effects on Christian Europe, the Islamic world, and China.
Q5) What sorts of evidence tell us about climate change in past times? How does using such evidence complicate the traditional job of the historian as an interpreter of texts?
Page 16
Q6) How were India and Southeast Asia affected by the plague?
Q7) How was West Africa affected by the plague?
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Chapter 15: Expanding Worlds: Recovery in the Late
Fourteenth and Fifteenth Centuries
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Q1) Zheng He's achievements include
A) the discovery of North America.
B) establishment of trade agreements with European explorers.
C) extension of Chinese power in the Indian Ocean.
D) reformation of the Confucian bureaucracy.
Q2) In the late fifteenth century, the world's fastest-growing empire was the A) empire of Mali.
B) Kingdom of Kongo.
C) Aztec empire of Mesoamerica.
D) Inca empire of Peru.
Q3) What is an example of the new economic divisions in the European peasantry that began to appear during the fourteenth century?
A) Peasants living west of the Elbe became freer.
B) Peasants living in the Balkans became freer.
C) Peasants living east of the Elbe became freer.
D) Peasants throughout Europe became poorer.
Q4) How did the rise of nationalism and the state system drive European expansion?
Q5) Why were global maritime trade routes first established by Europeans rather than other powerful groups such as the Chinese?
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