HIS 1301 UNIT 4 SHORT WRITTEN
RESPONSE TEST
Open
Stax Chapter Bullet Point Quotes:
·
Required Bullet Point Sentence Quote/Evidence
One:
·
Required Bullet Point Sentence Quote/Evidence
Two:
·
Required Bullet Point Sentence Quote/Evidence
Three:
·
Required Who Context Detail; list both groups
of people and individuals:
·
Required When Context Detail:
·
Required Where Context Detail; list both
general regional and specific locale information:
·
Required Evidence – What Evidence survives
about the event/development that is the focus of the question; list material
and/or surviving primary source of evidence that help us know about the
event/development:
Open
Stax World History, Volume 1,
to 1500;
“Chapter
10: Empires of Faith” Questions; Select
one Chapter 10 question below to answer on this test. Delete the Questions from the section below that you do not answer.
1. Describe the Crisis of the Third
Century.
2.
Required Bullet Point Sentence Quote/Evidence
One:
3.
Required Bullet Point Sentence Quote/Evidence
Two:
4.
Required Bullet Point Sentence Quote/Evidence
Three:
5.
Required Who Context Detail; list both groups of
people and individuals:
6.
Required When Context Detail:
7.
Required Where Context Detail; list both general
regional and specific locale information:
8.
Required Evidence – What Evidence survives about
the event/development that is the focus of the question; list material and/or
surviving primary source of evidence that help us know about the
event/development:
Original
Abbreviated Answer without Full Contextualization: The
Crisis of the Third Century was a time in which there were many claimants to
the Roman imperial throne, almost constant civil wars on the frontiers, and
economic problems caused by inflation.
Open Stax World History, Volume 1, to 1500; Chapter 11: “The Rise of Islam
and the Caliphates” Questions Select one Chapter 11 question below to answer
on this test. Delete the Questions from the
section below that you do not answer.
9.
Explain the impact of pre-Islamic monotheistic peoples in the Arabian
Peninsula.
10. Required
Bullet Point Sentence Quote/Evidence One:
11. Required
Bullet Point Sentence Quote/Evidence Two:
12. Required
Bullet Point Sentence Quote/Evidence Three:
13. Required
Who Context Detail; list both groups of people and individuals:
14. Required
When Context Detail:
15. Required
Where Context Detail; list both general regional and specific locale
information:
16. Required
Evidence – What Evidence survives about the event/development that is the focus
of the question; list material and/or surviving primary source of evidence that
help us know about the event/development:
Original
Abbreviated Answer without Full Contextualization: While most of the people in the Arabian Peninsula were
polytheistic, Christian monasteries such as St. Catherine’s had been
established. Also, the Himyarites converted to Judaism. They played a stronger
economic and cultural role because they provided agricultural produce and acted
as a center for long-distance trade.
OpenStax World History, Volume 1, to 1500 “Chapter 12: India, the Indian
Ocean Basin, and East Asia” Questions Select one Chapter 12 question below to answer
on this test. Delete the Questions from the
section below that you do not answer.
17.Who was Harsha Vardhana?
18. Required
Bullet Point Sentence Quote/Evidence One:
19. Required
Bullet Point Sentence Quote/Evidence Two:
20. Required
Bullet Point Sentence Quote/Evidence Three:
21. Required
Who Context Detail; list both groups of people and individuals:
22. Required
When Context Detail:
23. Required
Where Context Detail; list both general regional and specific locale
information:
24. Required
Evidence – What Evidence survives about the event/development that is the focus
of the question; list material and/or surviving primary source of evidence that
help us know about the event/development:
Original Abbreviated Answer without Full Contextualization
Sample Answer: Harsha Vardhana was a Buddhist ruler in India whose reign lasted from 606
to 647 CE. There were contemporary accounts of his reign by the Indian poet
Bana and the Chinese Buddhist monk Xuan Zang. According to both, Buddhism had
penetrated the region surrounding Thanesar to a considerable degree, despite
the Guptas’ earlier favoring of Hinduism, though Buddhism declined. Harsha’s
kingdom was described as well run, wealthy, and justly administered. It did not
outlive its king by many years, however. Soon after Harsha’s death, the Arab
advance that began in the early part of his reign had become a wave that, in
the early eighth century, swept across northern India.
Open Stax World History, Volume 1, to 1500; “Chapter 13: The Post-Roman West and the Crusading Movement” Questions Select one Chapter 13
question below to answer on this test. Delete the Questions from the section below that you do not answer.
25.
How did
the Germanic peoples and the Roman people blend cultural traditions?
26. Required
Bullet Point Sentence Quote/Evidence One:
27. Required
Bullet Point Sentence Quote/Evidence Two:
28. Required
Bullet Point Sentence Quote/Evidence Three:
29. Required
Who Context Detail; list both groups of people and individuals:
30. Required
When Context Detail:
31. Required
Where Context Detail; list both general regional and specific locale
information:
32. Required
Evidence – What Evidence survives about the event/development that is the focus
of the question; list material and/or surviving primary source of evidence that
help us know about the event/development:
Original Abbreviated Answer without Full Contextualization: The Germanic peoples and
the Roman population they conquered were able to create a new society by
blending cultural traditions—a process called acculturation—in three ways. First, conversion to Christianity helped reduce
differences between the two groups. Second, the Christian Church and the Roman
aristocracy offered a useful example of bureaucratic organization and diplomacy
that the successor kingdoms adopted. Finally, the erosion of Roman society
enabled a new society to emerge in the Middle Ages.
OpenStax World History, Volume 1,
to 1500 “Chapter 14: Pax
Mongolica: The Steppe Empire of the Mongols” Questions; Select one Chapter 14 question below to answer on
this test. Delete the Questions from the
section below that you do not answer.
33. Who were the People of the
Felt Walls?
34. Required
Bullet Point Sentence Quote/Evidence One:
35. Required
Bullet Point Sentence Quote/Evidence Two:
36. Required
Bullet Point Sentence Quote/Evidence Three:
37. Required
Who Context Detail; list both groups of people and individuals:
38. Required
When Context Detail:
39. Required
Where Context Detail; list both general regional and specific locale
information:
40. Required
Evidence – What Evidence survives about the event/development that is the focus
of the question; list material and/or surviving primary source of evidence that
help us know about the event/development:
Original Abbreviated Answer without Full Contextualization: The
People of the Felt Walls were the increasingly ethnically and linguistically
diverse portion of the steppe people. Chinggis Khan called them this name
because they lived in homes with fabric covered walls.
Open Stax World History, Volume 1, to 1500; Chapter 16: “Climate Change and
Plague in the Fourteenth Century” Questions; Select one Chapter 16 question below to answer on
this test. Delete the Questions from the
section below that you do not answer.
41. How did the Mongols
incorporate and refuse to incorporate Chinese culture in their rule?
42. Required
Bullet Point Sentence Quote/Evidence One:
43. Required
Bullet Point Sentence Quote/Evidence Two:
44. Required
Bullet Point Sentence Quote/Evidence Three:
45. Required
Who Context Detail; list both groups of people and individuals:
46. Required
When Context Detail:
47. Required
Where Context Detail; list both general regional and specific locale
information:
48. Required
Evidence – What Evidence survives about the event/development that is the focus
of the question; list material and/or surviving primary source of evidence that
help us know about the event/development:
Original Abbreviated Answer without Full Contextualization: Many
adopted the practice of Buddhism. Although Yuan rulers incorporated some
elements of Chinese political culture into their governmental organization,
such as the Confucian emphasis on filial piety and the veneration of ancestors,
they also sought to maintain cultural distance from their Chinese subjects by
forbidding them to adopt Mongol dress or learn the Mongol language. They
enforced rigid hierarchies based on ethnicity and capitulation to their rule.
Their four-tiered social structure placed Mongols at the top, followed by
non-Mongol foreigners. Their ethnic Chinese subjects were relegated to
the bottom two categories: those who had submitted to Mongol rule earlier, the
Han Chinese in the north, were ranked higher than those in the south, who held
out longer.
DIRECTIONS FOR
THE WEALTH TEXTBOOK QUESTION RESPONSES
Respond to the designated
number of questions from each chapter category below.
Directions for Completing the Wealth, Power &
Inequality in World History Textbook Questions
Use the template
provided below to answer all the Wealth, Power & Inequality in World
History textbook questions below (as for all previous guided reading review
and critical thinking notes assignments); i.e., copy/paste the template under
each question. Use the bullet points and historical context details that you
list to help you write a properly contextualized response to each question.
HERE IS THE
TEMPLATE TO COPY/PASTE BELOW FOR ALL OF YOUR WEALTH TEXTBOOK QUESTION
RESPONSES
Wealth Textbook Chapter Bullet Point Quotes:
Required Bullet Point Sentence Quote/Evidence One:
Required Bullet Point Sentence Quote/Evidence Two:
Required Bullet Point Sentence Quote/Evidence Three:
Required Who Context Detail; list both groups of people and individuals:
Required When Context Detail:
Required Where Context Detail; list both general regional and specific
locale information:
Required Evidence – What Evidence survives about the event/development
that is the focus of the question; list material and/or surviving primary
source of evidence that help us know about the event/development:
Question Response; 10 or more sentences; write completely in your own
words:
WEALTH, POWER & INEQUALITY
TEXTBOOK; Chapter 11 “The Fragmentation of Europe, ca. 400–ca. 750”
Questions; Answer ONE Chapter 11 Wealth Textbook Question from the Chapter
11 Question List Below; Delete
the Other Chapter 11 Questions from your Test Sheet.
Choose One to Answer on the Test:
1.
What were the results of the
breakdown of imperial Roman governance in the West?
2.
Required Bullet Point Sentence Quote/Evidence
One:
3.
Required Bullet Point Sentence Quote/Evidence
Two:
4.
Required Bullet Point Sentence Quote/Evidence
Three:
5.
Required Who Context Detail; list both groups
of people and individuals:
6.
Required When Context Detail:
7.
Required Where Context Detail; list both
general regional and specific locale information:
8.
Required Evidence – What Evidence survives
about the event/development that is the focus of the question; list material
and/or surviving primary source of evidence that help us know about the
event/development:
WEALTH, POWER & INEQUALITY TEXTBOOK; Chapter 12 “Conversion, Conquest,
and Commerce in the Islamic World, 610–ca. 1000” Questions; Answer ONE Chapter 12
Wealth Textbook Question from the Chapter 12 Question List Below; Delete the Other Chapter 12
Questions from your Test Sheet.
Choose One to
Answer on the Test:
1.
During his lifetime, how did
Muhammad’s teachings change the Arab world?
2.
Required Bullet Point Sentence Quote/Evidence
One:
3.
Required Bullet Point Sentence Quote/Evidence
Two:
4.
Required Bullet Point Sentence Quote/Evidence
Three:
5.
Required Who Context Detail; list both groups
of people and individuals:
6.
Required When Context Detail:
7.
Required Where Context Detail; list both
general regional and specific locale information:
8.
Required Evidence – What Evidence survives
about the event/development that is the focus of the question; list material
and/or surviving primary source of evidence that help us know about the
event/development:
WEALTH,
POWER & INEQUALITY
TEXTBOOK; Chapter
13 – “The Song Dynasty and Conquerors from the North: China from
900–1300” Questions; Answer ONE Chapter 13 Wealth Textbook Question from the Chapter 13
Question List Below; Delete the Other Chapter 13 Questions from your Test Sheet.
Choose One to
Answer on the Test:
4-How was the Mongol Empire established? What role did
China play in it?
Required Bullet Point Sentence Quote/Evidence
One:
Required Bullet Point Sentence Quote/Evidence
Two:
Required Bullet Point Sentence Quote/Evidence
Three:
Required Who Context Detail; list both groups
of people and individuals:
Required When Context Detail:
Required Where Context Detail; list both
general regional and specific locale information:
Required Evidence – What Evidence survives
about the event/development that is the focus of the question; list material
and/or surviving primary source of evidence that help us know about the
event/development:
WEALTH,
POWER & INEQUALITY TEXTBOOK; Chapter 14 “Territorial Expansion
and Economic Growth in Europe, 750–1300” Questions; Answer ONE Chapter 14
Wealth Textbook Question from the Chapter 14 Question List Below; Delete the Other Chapter 14
Questions from your Test Sheet.
Choose One to
Answer on the Test:
4. What were the causes and consequences of European
economic growth from 1000–1300?
Required Bullet Point Sentence Quote/Evidence
One:
Required Bullet Point Sentence Quote/Evidence
Two:
Required Bullet Point Sentence Quote/Evidence
Three:
Required Who Context Detail; list both groups
of people and individuals:
Required When Context Detail:
Required Where Context Detail; list both
general regional and specific locale information:
Required Evidence – What Evidence survives
about the event/development that is the focus of the question; list material
and/or surviving primary source of evidence that help us know about the
event/development:
PART TWO: 5-Point
Questions
Use primary source
evidence from the designated documents the Primary Sources in
World History: Wealth Power and Inequality Sourcebook to
answer each question in this section of the test.
Before responding to the
question, include 3 direct sentence quotes from the primary source
document to show your work.
These bullet points must
be from the ancient primary source document and NOT from the introduction
to the document.
Write a five or more
sentence paragraph response to the question in your own words.
Integrate direct evidence
from the bullet point primary source quotes into each of your paragraph
responses.
Do not paraphrase or
summarize the introduction to each primary source document in your
response.
Primary Sources in World History: Wealth Power
and Inequality Sourcebook Question Options. Select Five Different
Primary Sources from the List Below.
Answer
ONE Question for FIVE Different Primary Sources Below.
Delete
the Questions you do not Answer from the Test Sheet.
Directions for
Completing the Wealth, Power & Inequality in World History Primary
Sourcebook Questions
Use the template
provided below to answer all the Wealth, Power & Inequality in World
History Primary Sourcebook questions below (as for all previous
guided reading review and critical thinking notes assignments); i.e.,
copy/paste the template under each question.
Use the bullet
point quotes that you list to help you write an evidence-based response to each
question.
HERE IS
THE TEMPLATE TO COPY/PASTE BELOW FOR EACH OF THE WEALTH SOURCEBOOK
QUESTION RESPONSES YOU SELECT; REMEMBER TO SELECT FIVE DIFFERENT PRIMARY SOURCE DOCUMENTS AND ANSWER
ONE QUESTION PER YOUR SELECTED GIVE PRIMARY SOURCE DOCUMENTS:
Wealth Primary Sourcebook Bullet Point Direct Primary Source Document Quotes:
Required Bullet Point Sentence Quote/Evidence One:
Required Bullet Point Sentence Quote/Evidence Two:
Required Bullet Point Sentence Quote/Evidence Three:
QUESTION RESPONSE:
Document 20 – “The
Theodosian Code, 438,” begin reading on page 67
Wealth Primary Sourcebook Bullet Point Direct Primary Source Document Quotes:
Required Bullet Point Sentence Quote/Evidence One:
Required Bullet Point Sentence Quote/Evidence Two:
Required Bullet Point Sentence Quote/Evidence Three:
·
Why did the emperor decree a law concerning the production, marketing, and
use of a dye?
·
·
How did the emperor enforce this legislation?
·
How were violators of this law treated? Why?
Document 21 – “Priscus
Panites, Huns and Romans, c. 450 CE,” begin reading on page 69
Wealth Primary Sourcebook Bullet Point Direct Primary Source Document Quotes:
Required Bullet Point Sentence Quote/Evidence One:
Required Bullet Point Sentence Quote/Evidence Two:
Required Bullet Point Sentence Quote/Evidence Three:
·
How do the experiences of the defector provide insight into Hunnish social
practices and the institution of slavery?
·
·
In what ways do the Huns compare favorably to the Romans?
·
What problems and weaknesses of the late Roman Empire does his critique
reveal?
·
·
How can injustice and misery dominate a state system with fair laws and a
just constitution? How can corruption of a fair system be prevented?
Document 22 – “The Laws
of the Salian Franks, 507–511,” begin reading on page 72
Wealth Primary Sourcebook Bullet Point Direct Primary Source Document Quotes:
Required Bullet Point Sentence Quote/Evidence One:
Required Bullet Point Sentence Quote/Evidence Two:
Required Bullet Point Sentence Quote/Evidence Three:
·
What indicators in these laws suggest the importance of property in
Frankish culture?
·
·
Why do laws protect the treatment of children?
·
·
What gender distinctions do you perceive in the laws? Why are women treated
as they are in these laws?
Document 23 – “The
Institutes of Justinian, 533,” begin reading on page 76
Wealth Primary Sourcebook Bullet Point Direct Primary Source Document Quotes:
Required Bullet Point Sentence Quote/Evidence One:
Required Bullet Point Sentence Quote/Evidence Two:
Required Bullet Point Sentence Quote/Evidence Three:
·
Why does Justinian want to see the laws compiled in a systematic way?
·
·
How does a single, unified code of law benefit the people? How might it
benefit the emperor?
·
·
What is meant by the concept of justice, and how is it expressed in law?
Document 24 – “Corpus Juris Civilis, Justinian on
Slavery, 533,” begin reading on page 79
Wealth Primary Sourcebook Bullet Point Direct Primary Source Document Quotes:
Required Bullet Point Sentence Quote/Evidence One:
Required Bullet Point Sentence Quote/Evidence Two:
Required Bullet Point Sentence Quote/Evidence Three:
· How was slave status acquired or
transmitted?
·
· In what way did slavery seem
“contrary to nature”? What might this reveal about the way that Romans and
Byzantines understood the natural relation-ship between one human and another?
