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World History and Geography

End of Course Assessment

Student Name: _____________________________________________________ School Name: ______________________________________________________ The possession or use of any communications device is strictly prohibited when taking this examination. If you have or use any communications device, no matter how briefly, your assessment will be invalidated and no score will be calculated for you. Print your name and the name of your school on the lines above. A separate answer sheet sheet for Part I has been provided for you. Follow the instructions from the proctor for completing the student information on your answer sheet. Then fill in the heading of each page of your essay booklet. This assessment has two parts. You are to answer all questions in all parts. Use black or dark blue ink to write your answers to Parts II (A) and (B). Part I contains multiple-choice questions. Record your answers to these questions as directed on the answer sheet. Part II is based on several documents:

Part II (A) contains the documents. When you reach this part of the test, enter your name and the name of your school on the first page of this section. Each document is followed by one or more questions. Write your answer to each question in this examination booklet on the lines that follow that question.

Part II (B) contains one essay question based on the documents. Write your answer to this question in the essay booklet.

When you have completed the examination, you must sign the declaration printed at the end of the answer sheet, indicating that you have neither given nor received assistance in answering any of the assessment. Your answer sheet cannot be accepted if you fail to sign this declaration. DO NOT OPEN THIS ASSESSMENT BOOKLET UNTIL THE SIGNAL IS GIVEN

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Part I Multiple Choice

WHG4.1.2 1. Which region was the birthplace of Confucianism, Buddhism, and Hinduism?

a. Africa b. Asia c. Europe d. South America

WHG4.2.1 2. Dar al-Islam is an Arabic term which means "house or abode of Islam." The term Dar al-Islam is used to describe:

a. the houses in which Muslims lived. b. the government buildings used by Islamic leaders. c. the areas under the control of Islamic law d. the places of worship used by Muslims.

Base your answers for 3-4 on the map below and your knowledge of social studies.

WHG5.3.3 3. Based on this map, in which area did Europeans locate most of their trading bases? a. Banks of the Ganges River b. Banks of the Indus River c. Coast of the Arabian Sea d. Bay of Bengal Region WHG5.3.3 4. Which conclusion about the Indian economy during the Mughal period can best be supported using the information shown on this map? a. Cinnamon and pepper were the major products of Kashmir b. Most textile-related goods were produced north of the Deccan Sultanate c. Diamonds and gold were mined in the Bengal region d. Many tropical products were raised near Delhi

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Map A

Map B

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Base your answers for 5-6 on Map A and Map B (above) and your knowledge of social studies. WHG4.1.3 5. Map A depicts the trade route known as the:

a. The Middle Passage b. The Columbian Exchange c. The Silk Road d. The Trans-Saharan Trade

WHG4.3.1 6. The kingdoms of Ghana and Mali in West Africa interacted with different civilizations in part due to the trade routes in Map A and B. What allowed them to become wealthy?

a. Their participation in the gold and salt trade. b. The military protection provided to them by the Egyptians c. Their dependence on legalism to enforce social control d. The tax revenue they collected from Christian missionaries.

WHG4.3.3 7. Based on the statements above, which generalization about Central Asian nomads can best be supported?

a. They posed few challenges to agricultural societies near them b. They allied with agricultural societies near them to fight a common enemy c. They interacted with agricultural societies near them d. They did not contribute much to the culture of agricultural societies near them

• Some Central Asian nomads made their living by fostering commerce along the trade routes. • Central Asian nomads invaded villages and cities when climate changes affected their food supply. • Some Central Asian nomads adopted Islam and some embraced Islamic cultures.

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Base your answer for question 8 on the map below and your knowledge of social studies.

WHG 4.2.2 8. Based on the map above, which of the following statements is true about the Mongol Empire?

a. The Barbarians of Western Europe prevented the Mongols from expanding further west. b. The Mongols advanced first into China then expanded west towards Europe. c. The Mongols were defeated when they tried to expand into Africa in 1296. d. The Mongol Empire couldn’t expand further because it lacked access to the sea

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Base your answer for question 9 on the map below and your knowledge of social studies.

WHG4.2.3 9. Which of the following is true about the Bubonic Plague or the Black Death?

a. It spread from the Mediterranean to the north of Europe b. It spread quickly across land but could not travel across water c. It spread faster in colder climates than warmer ones d. It spread only to a small area of Europe, sparing most people.

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Source: David Christian, Maps of Time (2015). Regional Populations (in millions)

1400 CE 1600 CE 1800 CE

China 70 110 330

India 74 145 180

Europe 52 89 146

Sub-Saharan Africa 60 104 82

Latin America 36 10 19

Base your answer for questions 10-13 on the table and graph below and your knowledge of social studies. WHG5.2.1 10. Which historical era is most closely associated with the population changes above?

a. The Medieval Age and Renaissance b. Age of Industrialization c. The Scientific Revolution d. Age of Exploration and Colonialism

WHG5.3.3 11. What historical event between 1400 CE and 1600 CE best explains the change in population in Latin America?

a. Native Americans engaged in warfare with each other and with European armies. b. Millions of people moved to Latin America to live in European colonies. c. Domesticated horses helped Native Americans hunt more easily. d. Diseases, which Native Americans had no immunity to, spread quickly as Europeans colonized Latin

America.

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WHG5.3.2/5.3.3 12. What historical event between 1400 CE and 1600 CE best explains the change in population in China, India, Europe, and Sub-Saharan Africa?

a. Afro-Eurasia gained access to nutritious foods such as corn, potatoes, and tomatoes. b. Civilizations in Afro-Eurasia began to domesticate animals like pigs and horses. c. People from other world regions migrated to Afro-Eurasia. d. Africans, Asians, and Europeans engaged in warfare with each other.

WHG5.2.2 13. What historical event between 1600 CE and 1800 CE best explains the change in population in Sub-Saharan Africa?

a. Africans chose to migrate to other areas such as Asia and Europe in search of better environmental conditions.

b. African empires provided improved security and infrastructure as they conquered different parts of the continent.

c. Afro-Eurasia gained access to nutritious foods such as corn, potatoes, and tomatoes. d. The number of Africans enslaved and sold to the Americas through the Trans-Atlantic Slave Trade

sharply increased after 1600 CE. WHG6.2.1 14. The Haitian Revolution, the Sepoy Rebellion, and independence movements in South America happened in response to:

a. European colonial policies b. Indigenous ethnic rivalries c. Urban development d. Religious divisions

WHG5.3.2 15. Under the Tokugawa shogunate, Japanese society was divided into the four classes. Which of the following statements is true regarding social classes in Japan?

a. People could move to a higher social class if they worked hard. b. People were unable to change their social status. c. The merchant class was the wealthiest and most respected. d. Members of all social classes had the same rights and privileges.

WHG6.3.2 16. All of the events on the list above had the result of….

a. weakening the Chinese Qing government. b. gaining respect for China in the international world. c. giving China access to better technology. d. uniting the Chinese against a common enemy.

• Samurai and Daimyos • Farmers • Artisans • Merchants

• Opium Wars • Taiping Rebellion • Nian Rebellion • Muslim rebellions • Boxer Rebellion • Wars against France and Japan

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Source: Hammond's Atlas of the Modern World (1917).

Base your answer for questions 14-15 on the table and graph below and your knowledge of social studies. WHG6.2.4 17. Which historical era is most closely associated with the map above?

a. The Cold War b. Age of Imperialism c. Age of Exploration and Colonialism d. Enlightenment and the Age of Revolutions

WHG6.1/6.3.3/7.1.2 18. Which of the following was NOT a major reason for European countries to take control over parts of Africa?

a. Advances in technology, including steam ships and machine guns b. National pride and increasing militarism amongst European nations c. Interest in discovering unexplored areas of the world d. Need for raw materials to support industrial economies

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Source: George Basalla, The Evolution of Technology (1988), 79. Capacity of Steam Engines (horsepower)

Year Great Britain All of Europe USA Rest of World 1840 620 860 760 30 1860 2,450 5,540 3,470 90 1880 7,600 22,000 9,110 1,300 1896 13,700 40,300 18,060 7,740

Base your answer for questions 19-20 on the table above and your knowledge of social studies. WHG6.2.3 19. Which historical era is most closely associated with the table above?

a. The Industrial Revolution b. The Medieval Age and Renaissance c. Age of Exploration and Colonialism d. Enlightenment and the Age of Revolutions

WHG6.2.3/6.3.1 20. Which of the following trends in the 1800s is most closely related to the trends illustrated in the table above:

a. Around the world, the population grew at a greater rate than ever before. b. Other nations slowly developed alternative energy sources. c. Communism, an ideology challenging the tenants of capitalism, gained popularity around the world. d. Europe and the United States intensively took other countries around the world in order to gain access

to new resources.

NOTICE! Travelers intending to embark on the Atlantic voyage are reminded that a state of war exists between Germany and her allies and Great Britain and her allies; that the zone of war includes the waters adjacent to the British Isles: that, in accordance with formal notice given by the Imperial German Government vessels flying the flag of Great Britain, or any of her allies, are liable to destruction in those waters and that travelers sailing in the war zone on ships of Great Britain or her allies do so at their own risk.

--IMPERIAL GERMAN EMBASSY, Washington, D.C., April 22, 1915

Base your answer to question 21 on the notice above and your knowledge of social studies. WHG7.2.1 21. Which technological innovation of World War I is most closely associated with this German notice?

a. Tanks b. Airplanes c. Submarines d. Machine guns

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Source: The New York Times, March 8, 1936 (adapted)

Base your answer to question 22-23 on the source above and your knowledge of social studies. WHG7.2.3 22. This article was published during which major war in world history?

a. The French and Indian War b. World War I c. World War II d. The Cold War

WHG7.2.2 23. The article includes references to all of the long-term causes of this major war EXCEPT:

a. militarization b. nationalism c. economic depression d. the political and social impact of prior conflicts

WHG8.1.4 24. Which generalization can best be applied to these situations?

a. Advanced technology ensures victory. b. Religious tensions often promote disagreements. c. Most military confrontations involve biological weapons. d. Geography often has an influence on the course of a conflict.

HITLER SENDS GERMAN TROOPS INTO RHINELAND Berlin, March 7-Germany today cast off the last shackles fastened upon her by the Treaty of Versailles when Adolf Hitler, as commander-in-chief of the German defense forces, sent his new battalions into the Rhineland's demilitarized zone.... "After three years of ceaseless battle," Hitler concluded, "I look upon this day as marking the close of the struggle for German equality status and with that re-won equality the path is now clear for Germany's return to European collective cooperation."

• Vietcong disappeared into jungle cover. • Sandstorms halted helicopter flights in Iraq. • Afghan mountain caves sheltered Osama bin Laden.

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Part II Document-Based Question

This question is based on the accompanying documents. The question is designed to test your ability to work with historical documents. Some of the documents have been edited for the purposes of the question. As you analyze the documents, take into account the source of each document and any point of view that may be presented in the document. Historical Context:

Plague—the term evokes horror in most people and for good reason. Outbreaks of bubonic plague have killed well over 100 million people throughout human history. In the 14th century, the spread of plague killed at least one of every three people in Europe and the Middle East. In the 19th century, it broke out again and killed about 15 million people.

Task: Using the information from the documents and your knowledge of world history, answer the questions that follow each document. Your answers will help you write the Part B essay in which you will be asked to answer the question, “How and why have our reactions and responses to disease changed?” In developing your answers to Part II, be sure to keep these general definitions in mind:

(a) describe means “to illustrate something in words or tell about it” (b) explain means “to make plain or understandable; to give reasons for or causes of; to show the logical development or relationships of” (c) discuss means “to make observations about something using facts, reasoning, and argument; to present in some detail”

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Part A Document-Based Questions

Document 1a A muslim doctor living in Spain, Lisan al-Din Ibn al-Khatib, wrote this explanation of how plague spread between 1349 and 1352. He talks about how he thinks the plague spreads.

Source: Modified from John Aberth, The First Horseman: Disease in Human History (2007) 1) What did this doctor claim was the cause of the plague? What evidence does he provide for his claim? ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ Document 1b The king of France during the 14th century asked the doctors at the Paris medical school to explain what was causing the plague. This is their explanation.

Source: Modified from George Deaux, The Black Death: 1347 (1969).

2) What do these doctors claim was the cause of the plague? What evidence do they provide for their claim? ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________

The plague is contagious: it spreads from person to person. It has been proven by experience, deduction, the senses, and observation, and unanimous reports to cause plague. It is not a secret: those who come in contact with plague patients mostly die, while those who do not come into contact with plague patients survive. Moreoever, disease occurs in a household or neighborhood because of an object that has the plague in it, such as a dress or a fork or spoon. Even a contaminated earring has been known to kill whoever wears it and his whole household. And when it happens in a city, it start in one houesd and then affects the visitors of the house, then the neighbors, the relatives, and other visitors until it spreads throughout the city. Reports were unanimous that isolated places with no roads and places where people do not go have not suffered from the plague.

We, the Members of the College of Physicians of Paris, want to explain what has caused this plague…It is known that in India, the stars have a power over the sea, and cause water on the ocean to evaporate and become vapor. The waters in the ocean were so corrupted that the fish in them died. Therefore, when the water became vapor, it spread through the air in many places on Earth. Everyone should protect herself from the air. Burn wood and spices in the market and houses. Do not use rainwater when cooking. Do not bathe. Do not go outside during the rain.c

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3) Would Lisan al-Din Ibn al-Khatib’s agree with the suggestions that the French doctors for preventing the plague? Why or why not? ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ Document 2 Cities in the 14th century took actions to contain or prevent the plague from spreading. Here are some laws that the city of Pistoia, Italy passed after neighboring cities of Pisa and Lucca them became infected in 1348.

Source: Modified from Rosemary Horrox, The Black Death (1994). 4) Based on their prevention plan, would these Italians have agreed more with Lisan al-Din Ibn al-Khatib or the French doctors? Why? ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________

1. So that the sickness that now threatens the cities nearby does not affect us, no citizen or resident of Pistoia shall dare go to Pisa or Lucca. No one shall come to Pistoia from those places. And no one from Pistoia shall let people from those places stay in their homes. Guards who keep the city safe will not let anyone from Pisa or Lucca to come into the city.

2. No one, from Pistoia or anywhere else, can bring old linen or woolen clothes into the city.

3. When some dies, their body will stay in the same place until they can be locked in a wooden box with the lid nailed down.

4. No one can bring a corpse from outside the city into the city, even if it’s in a coffin.

5. No butcher or retailer of meat will hang meat or keep and sell meat hung up in their storehoeusd or over the counter.

6. Butchers and retailers of meat cannot keep horses or any mud or poop where they sell meat.

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Document 3 Medicine made a dramatic leap forward in the 19th century when scientists discovered bacteria and discovered that bacteria carried diseases. Therefore, when news spread about the bubonic plague’s outbreak in Hong Kong in 1884, scientists began researching to figure out the cause of the disease, as well as a cure. In 1884, Alexandre Yersin from Switzerland used microscopes to study blood inside of rats that were infected by the plague. He found the bacteria that held the plague.

Source: Modified from Roy Porter, The Greatest Benefit to Mankind: A Medical history of Humanity (1997). 5) What does Yersin claim was the cause of the plague? What evidence does he provide for his claim? ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________

I have placed healthy rate and diseased rat in the same cage. The diseased mice died first but after a few days the healthy ones died as well. The plague therefore can spread. Rats are probably the main carrier of disease.

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Document 4 Yersin was right about the bacteria but he was wrong about the mice. It was 19th-century French physician and biologist Paul-Louis Simond who discovered the link between the flea and plague. He conducted an experiment after he heard about Yersin’s work.

Source: Modified from Marc Simond, Margaret L. Godley, and Pierre D.E. Moriquand, “Paul-Louis Simond and His Discovery of Plague Transmission by Rat Fleas: A centenary,” Journal of the Royal Society of Medicine 91, no. 2 (1998). 6) What does Simond claim was the cause of the plague? What evidence does he provide for his claim? ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________

I prepared a device with a large glass bottle. Then I put in a wire contraption to separate two rats—a healthy rat and a diseased rat. I noticed that in the diseased rat’s fur, there were several fleas running around The two were separated so that they could not come in contact with one another. In other words, the rats could not interact with each other. However, the wires were big enough that fleas could travel from one section to the other section. After a couple days, the diseaed rat died. The healthy rat was alive and still healthy until five days later, when it began to have difficulty moving. On the sixth day, the rat that started healthy was dead. When I inspected the second rat, I found plague bacteria in its blood, and I saw fleas on its body.

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Document 5 The outbreak of the plague in the 19th century in one city made other cities afraid that they would become infected as well. Many cities launched full-scale assaults on rats that lasted for many years. The poster below, from 1915, shows how the city of Philadelphia tried to stay free of the bubonic plague. It encouraged people in Philadelphia to kill rats with traps, bait, and poison. It offered money for people who killed and turned in rats. Philadelphia and other cities around the world also created a special “rat patrol” unit of inspectors who looked for rats coming over on trade ships.

Source: Timothy Horning, “Kill the Rats!” The Philly History Blog, May 23, 2011. http://www.phillyhistory.org/blog/ index.php/2011/05/kill-the-rats/

7) Would the authorities in Philadelphia responsible for these initiatives have agreed more with Yersin or the Simond? Why? ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________

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Part B Essay

Directions: Write a well-organized essay that includes an introduction, several paragraphs,

and a conclusion. Use evidence from at least four documents in the body of the essay. Support your response with relevant facts, examples, and details. Include additional outside information.

Historical Context:

Plague—the term evokes horror in most people and for good reason. Outbreaks of bubonic plague have killed well over 100 million people throughout human history. In the 14th century, the spread of plague killed at least one of every three people in Europe and the Middle East. In the 19th century, it broke out again and killed about 15 million people.

Task: Using the information from the documents and your knowledge of world history, answer the questions that follow each document. Your answers will help you write the Part B essay in which you will be asked to answer the question, “How and why have our reactions and responses to disease changed?” Guidelines: In your essay, be sure to

x Develop all aspects of the task x Incorporate information from at least four documents x Incorporate relevant outside information x Support the theme with relevant facts, examples, and details x Use a logical and clear plan of organization, including an introduction and a conclusion that are beyond

a restatement of the theme