
AP World Unit 2
Authored by Amelia Johnson
History
10th - 11th Grade
Used 785+ times

AI Actions
Add similar questions
Adjust reading levels
Convert to real-world scenario
Translate activity
More...
Content View
Student View
24 questions
Show all answers
1.
MULTIPLE CHOICE QUESTION
1 min • 1 pt
“Throughout its history, Central Asia has provided the ancient civilized empires on its borders with new Shahs, Sultans, or Sons of Heaven. These periodic invasions by the nomads of the steppe, whose khans ascended the thrones of Changan, Luoyang, Kaifeng, or Beijing*, of Isfahan or Tabriz**, Delhi or Constantinople, became one of the geographic laws of history. But there was another, opposing law which brought about the slow absorption of the invaders by the ancient civilized lands. The civilizations of China and Persia, though conquered, would in the long run vanquish their conquerors, intoxicating them with the pleasures of settled life, lulling them to sleep, and assimilating them culturally. Often, only fifty years after a conquest, the culturally Sinicized or Persianized former barbarian would be the first to stand guard over his adopted civilization and protect it against fresh nomadic onslaughts.”
*capital cities of various Chinese dynasties
**capital cities of various Persian dynasties
René Grousset, French historian of Central Asia, The Empire of the Steppes: A History of Central Asia, 1939
Which of the following demonstrates the assimilation of nomadic conquerors into conquered societies during the period circa 1250–1450 ?
The rulers of the Mali Empire converting to Islam through the influence of North African merchants and missionaries
The rulers of the Yuan dynasty adopting Chinese court culture and methods of rule
Trading states in Southeast Asia such as the Khmer and Srivijaya empires adopting syncretic Hindu-Buddhist practices
Chinese, Persian, and Indian artisans expanding their output because of a rising demand for luxury goods in Afro-Eurasia
2.
MULTIPLE CHOICE QUESTION
30 sec • 1 pt
Which of the following developments in the period circa 1250–1450 represents a situation that did not lead to conquerors assimilating into the cultures of the conquered societies?
Invading armies establishing and maintaining a separate community, as illustrated by the European crusader kingdoms in the Middle East
Merchants establishing diasporic communities and introducing their own traditions into the indigenous cultures, as illustrated by South Asian Muslim merchants spreading Islam to the islands of Southeast Asia
Settled societies successfully resisting nomadic encroachments, as illustrated by the Mamluks of Egypt defeating the Mongols or Muscovy expelling the Golden Horde from Russia
Conquering states fragmenting into several units because of political and social friction, as illustrated by the breakup of the Mongol Empire into individual khanates
3.
MULTIPLE CHOICE QUESTION
1 min • 1 pt
“[Between the eleventh and fifteenth centuries] . . . Muslim maritime traders from Egypt sought goods coming from China and Southeast Asia [and] purchased these items on India’s southwestern coast. . . . Sea voyages between Egypt and India were still dangerous and still involved long voyages, as well as long stays in harbors where they waited, sometimes for several months, for the winds to shift direction. . . .
To protect themselves, Muslim merchants organized karim, convoyed merchant fleets. The rulers of Egypt began providing an armed escort for the fleets and succeeded in making the trade between the Red Sea and India a government-protected, regularly accomplished endeavor.
The karim merchants were organized in large family firms with substantial assets and clients in markets all over the trading networks. In the Indian Ocean trade, Muslim traders not only dealt with other Muslims, but also Hindus, Zoroastrians, Christians, and Jews. Traders of various religious backgrounds boarded the same ships or stayed in the same caravanserai. In Egypt, many Jewish traders actually operated their businesses within the framework of Muslim business networks.”
Xinru Liu and Lynda Norene Shaffer, historians, Connections across Eurasia, published in 2007
Based on the pattern of trade described in the third paragraph, the Egyptian karim merchants were most likely directly involved in which of the following broader developments in the Indian Ocean in the period circa 1200–1450 ?
The establishment of diasporic merchant communities
The transfer of European scientific knowledge to South Asia
The creation of new monotheistic religions
The introduction of new financial innovations such as paper money
4.
MULTIPLE CHOICE QUESTION
1 min • 1 pt
“[Between the eleventh and fifteenth centuries] . . . Muslim maritime traders from Egypt sought goods coming from China and Southeast Asia [and] purchased these items on India’s southwestern coast. . . . Sea voyages between Egypt and India were still dangerous and still involved long voyages, as well as long stays in harbors where they waited, sometimes for several months, for the winds to shift direction. . . .
To protect themselves, Muslim merchants organized karim, convoyed merchant fleets. The rulers of Egypt began providing an armed escort for the fleets and succeeded in making the trade between the Red Sea and India a government-protected, regularly accomplished endeavor.
The karim merchants were organized in large family firms with substantial assets and clients in markets all over the trading networks. In the Indian Ocean trade, Muslim traders not only dealt with other Muslims, but also Hindus, Zoroastrians, Christians, and Jews. Traders of various religious backgrounds boarded the same ships or stayed in the same caravanserai. In Egypt, many Jewish traders actually operated their businesses within the framework of Muslim business networks.”
Xinru Liu and Lynda Norene Shaffer, historians, Connections across Eurasia, published in 2007
The pattern of trade described in the passage was most characteristic of which of the following types of goods in the period 1200–1450 ?
Daily food staples such as bread or milk
Bulk commodities such as grain or coal
Luxury goods such as spices or porcelain
Livestock such as pigs or cattle
5.
MULTIPLE CHOICE QUESTION
30 sec • 1 pt
The spread of Islam into sub-Saharan West Africa in the period circa 1200–1450 was mostly a result of the conversion of the rulers of which of the following states?
Mamluk Egypt
The Mongol khanates
The Ming dynasty
The Mali Empire
6.
MULTIPLE CHOICE QUESTION
30 sec • 1 pt
In the period circa 1200–1450, which of the following most directly enabled merchants to bring salt and other bulk products to markets in sub-Saharan Africa?
The diffusion of new maritime technologies such as the lateen sail
The adoption of innovative practices in overland trading, such as the use of camel caravans and saddles
The transfer of East Asian technologies to western Afro-Eurasia during the period of Pax Mongolica
The shared use of the Arabic language and common practice of Islam by both North African and sub-Saharan merchant communities
7.
MULTIPLE CHOICE QUESTION
1 min • 1 pt
“On several occasions, Ghazan Khan* went to the observatory at Maragha** and watched the Muslim, Christian, and Chinese astronomers make their observations. He looked at all the operations and instruments, studied them, and asked about their procedures, which he understood in spite of their difficulty. He also ordered the construction of a dome in order to investigate the Sun’s motion and he spoke out with his astronomers about it. All of them said that although they had never seen such an instrument, it was reasonable and sensible.
He gave orders for the construction of an observatory next to his tomb in Tabriz in Persia. He explained how to construct the observatory with such clarity that local wise men marveled at his intelligence, because such work had not been done in any era. Those wise men said that constructing the observatory would be extremely difficult. He guided them, whereupon they commenced building it and they finished it following his instructions. Those wise men and all the engineers agreed that nobody had done such a thing before nor had imagined doing it.”
*ruler of the Mongol Ilkhanate, whose territories included most of the Muslim Middle East; reigned 1295–1304
**an astronomical observatory in present-day Azerbaijan, established by a grant from the first Ilkhanid ruler in the mid-thirteenth century
Rashid al-Din Hamdani, Persian Muslim historian and government minister in Ghazan Khan’s court, excerpt from a universal history commissioned by Ghazan Khan, completed circa 1316
Which of the following best describes the author’s purpose in the passage?
To provide detailed descriptions of the instruments used at the Maragha and Tabriz observatories
To evaluate the importance of the astronomical discoveries made by Ilkhanid scientists
To portray his patron as a generous supporter of the sciences and a man of unusual intelligence
To criticize Ghazan for his vanity and remind him to focus on religious and spiritual pursuits
Access all questions and much more by creating a free account
Create resources
Host any resource
Get auto-graded reports

Continue with Google

Continue with Email

Continue with Classlink

Continue with Clever
or continue with

Microsoft
%20(1).png)
Apple
Others
Already have an account?
Similar Resources on Wayground
25 questions
Civil War
Quiz
•
3rd Grade - University
20 questions
Treaty of Versailles
Quiz
•
10th Grade
20 questions
11 Time line 1500 - 1700
Quiz
•
11th - 12th Grade
20 questions
PHS USH Unit 1 Foundations Quiz Practice
Quiz
•
10th Grade
20 questions
Name The Disney Animation Films
Quiz
•
KG - University
20 questions
Hinduism/Caste System
Quiz
•
9th - 10th Grade
20 questions
SOSYAL BİLGİLER 7 TÜRK BİLİM İNSANLARI
Quiz
•
7th - 12th Grade
20 questions
Famous Architects and their work
Quiz
•
8th Grade - Professio...
Popular Resources on Wayground
8 questions
Spartan Way - Classroom Responsible
Quiz
•
9th - 12th Grade
15 questions
Fractions on a Number Line
Quiz
•
3rd Grade
14 questions
Boundaries & Healthy Relationships
Lesson
•
6th - 8th Grade
20 questions
Equivalent Fractions
Quiz
•
3rd Grade
3 questions
Integrity and Your Health
Lesson
•
6th - 8th Grade
25 questions
Multiplication Facts
Quiz
•
5th Grade
9 questions
FOREST Perception
Lesson
•
KG
20 questions
Main Idea and Details
Quiz
•
5th Grade
Discover more resources for History
25 questions
Early Cold War Quizziz
Quiz
•
11th Grade
20 questions
Women's History Month
Quiz
•
6th - 12th Grade
15 questions
Unit 9 Quizizz
Quiz
•
10th Grade
10 questions
Exploring Ancient China's Dynasties and Innovations
Interactive video
•
6th - 10th Grade
10 questions
Exploring Ancient China's Four Great Inventions
Interactive video
•
6th - 10th Grade
10 questions
Exploring the Causes and Consequences of the Great Depression
Interactive video
•
6th - 10th Grade
10 questions
Exploring Ancient India
Interactive video
•
6th - 10th Grade
15 questions
Students of Civics Unit 4: Political Parties
Quiz
•
7th - 11th Grade