WHAP Unit 1 Questions

Empires and states in Afro-Eurasia and the Americas demonstrated continuity, innovation, and diversity in the 13th century. This included the Song Dynasty of China, which utilized traditional methods of ​ (a)   philosophy and an imperial ​ (b)   to maintain and justify its rule. You qualified for a government job if you could pass the very difficult​ (c)   . Even those who failed the test were highly sought after for other jobs. This upper class of people who took the test are sometimes known as the ​ (d)   . Though in practice only people from wealthy families could afford the education needed to succeed, in theory this was a ​ (e)   system that was open to anyone from any class.

• Confucian
• bureaucracy
• civil service exam
• scholar-gentry.
• meritocratic
• Taoism
• Buddhism
• Janissaries
• aristocratic

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KC-3.2.I.A

Match the following

• filial piety

• 
• syncretism

• 
• Heian Period Japan

• 
• Neo-Confucianism

• 
• foot binding

• 

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KC-3.1.III.D.i

​ In the 13th century, (a)   and its core beliefs continued to shape societies in Asia and included a variety of branches, schools, and practices. The first branch, ​ (b)   Buddhists strive for spiritual perfection to escape from this world of suffering. On the other hand, ​ (c)   Buddhism emphasizes developing compassion and helping others toward enlightenment. When this version of Buddhism spread northwards from India, it developed into ​ (d)   Buddhism, which has a great emphasis on ritual and institutional leadership like the Dalai Lama. When Buddhism got to China, it blended with Taoism to become ​ (e)   .

• Buddhism
• Theravada
• Mahayana
• Tibetan
• Chan/Zen Buddhism

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KC-3.1.III.D.ii

Before and around 1200, the economy of Song China became increasingly ​ (a)   - people began making things in order to sell rather than just for their families' use. However, it maintained the traditional reliance on the labor of ​ (b)   working farms and ​ (c)   (workers in a skilled trade). These traditional forms of labor were enhanced by newer forms of production, sometimes called ​ (d)   .

• commercialized
• artisans
• peasants
• bureaucratic
• civil servants
• Confucian
• proto-industrialization

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KC-3.3.III.A.i

The economy of Song China flourished as a result of increased productive capacity, expanding trade networks, and innovations in agriculture and manufacturing.

• agricultural development; -> pop boom

• 
• luxury textile only Chinese could make

• 
• spread of knowledge and information

• 
• improved transportation and trade

• 
• luxury good only made by Chinese

• 

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KC-3.1.I.D

As the ​ (a)   fragmented, new Islamic political entities emerged, most of which were dominated by ​ (b)   peoples. These states demonstrated continuity, innovation, and diversity. The Abbasids had used slave soldiers, but by 1200 many such slaves had broken away to form their own states, such as the ​ (c)   in Egypt. The ​ (d)   in India was also originally a mamluk kingdom. In the Middle East, Abbasid power had been diminished by the ​ Muslim (e)   who had gained control of the Holy Land. All of these

• Abbasid Caliphate
• Turkic
• Mamluk Sultanate
• Delhi Sultanate
• Seljuk Turks
• Mongol

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KC-3.2.I

Muslim rule continued to expand to many parts of Afro-Eurasia due to military expansion, and Islam subsequently expanded through the activities of merchants, missionaries, and Sufis.

• Mamluks

• 
• jizya

• 
• Sufis

• 
• proselytizing

• 
• People of the Book

• 

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KC-3.1.III.A

In 1200-1450, Muslim states and empires encouraged significant intellectual innovations and transfers.

• Abbasid intellectual center in Baghdad

• 
• Sufi master and poet

• 
• ancient ideas preserved by Muslims

• 
• Muslim ideas here spread to Christians

• 
• great Muslim scientist & mathematician

• 

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KC-3.2.II.A.i

In 1200-1450, Muslim states and empires encouraged significant intellectual innovations and transfers. Europe received major cultural transfers from the Muslims, largely through the kingdom of ​ (a)   in modern Spain. Ideas about ​ (b)   there impacted the practice of European doctors for centuries to come. The ​ (c)   of scholars such as Nasir al-Din al-Tusi was far beyond what the Europeans had already achieved, and included the number zero (which Muslims had learned from India). And many works of ​ (d)   came back from the Muslims to Europe, which had lost a large number of ancient works in the centuries after the fall of Rome. Advances in ​ agriculture allowed for the diffusion of crops such as ​ (e)   .

• al-Andalus
• Abbasid Caliphate
• medicine
• mathematics
• Greek philosophy
• sugarcane
• corn
• Christianity

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KC-3.2.II.A.i