AP WORLD HISTORY FINAL EXAM: Review Packet 70 points In Class Multiple Choice Test 30 points

NAME____________________________________

Vocabulary (20 points): Convert at least 3 of your vocabulary lists into either flashcard or Quizlet’s and study
Flashcard set one:
Attach notecards in plastic bag or give me Quizlet link–you and a friend CANNOT share a Quizlet link

What period did you created them for?

When did you study them?
For how long
What words did you miss:

Flashcard set two:

Attach notecards in plastic bag or give me Quizlet link–you and a friend CANNOT share a Quizlet link

What period did you created them for?

When did you study them?
For how long
What words did you miss:

Flashcard set three:

Attach notecards in plastic bag or give me Quizlet link–you and a friend CANNOT share a Quizlet link

What period did you created them for?

When did you study them?
For how long
What words did you miss:

VIDEOS (10 points) Watch one Crash Course Video from each Historical Era and take notes:
Period 1:
 What video did you watch?___________________________When did you watch it?____________
 Notes:

Period 2:
 What video did you watch?___________________________When did you watch it?____________
 Notes:
Period 3:
 What video did you watch?__________________________When did you watch it?____________
 Notes:

Period 4:
 What video did you watch?__________________________When did you watch it?____________
 Notes:

Period 5:
 What video did you watch?_________________________When did you watch it?____________
 Notes:

Period 6:
 What video did you watch?_______________________When did you watch it?____________
 Notes:

Watch three other review videos from a reliable source, on the topics of your choosing
Extra Video 1:
 What video did you watch?________________________When did you watch it?____________
 Notes:

Extra Video 2:
 What video did you watch?________________________When did you watch it?____________
 Notes:

Extra Video 3:
 What video did you watch?________________________When did you watch it?____________
 Notes:
SAQ (10 points): Pick one of the three topics below and write an SAQ on a separate sheet of paper attached to
the packet

1. Use the passage below to answer all parts of the question that follows. (110)
“Collapse is manifest in such things as:
 a lower degree of stratification and social differentiation
 less economic and occupational specialization, of individuals, groups, and territories.
 less centralized control; that is, less regulation and integration of diverse economic and political groups by elites.
 less behavioral control and regimentation
 less investment in the epiphenomena [product of brain or mental activity] of complexity, those elements that define the
concept of ‘civilization’: monumental architecture, artistic and literary achievements, and the like
 less flow of information between individuals, between political and economic groups, and between a center and its
periphery
 less sharing, trading, and redistribution of resources
 less overall coordination and organization of individuals and groups
 a smaller territory with in a single political unit”
Joseph Tainter, The Collapse of Complex Societies, 1988

A. Explain how ONE piece of evidence from the fall of the Mauryan Empire supports one of Tainter’s reasons for the
collapse of societies.

B. Explain how ONE piece of evidence from the fall of the Gupta Empire supports one of Tainter’s reasons for the collapse
of societies.

C. Identify ONE piece of evidence from the fall of the Han Empire, and explain how it supports one of Tainter’s reasons for
the collapse of societies.

2. Use the passage below to answer all parts of the questions that follows.
“ ‘The political landscape of the Classic Maya resembles many in the Old World-Classical Greece or Renaissance Italy are worthy
comparisons-where a sophisticated and widely shared culture flourished among perpetual division and conflict.’ Martin and Grube wrote in
Chronicles of the Maya KIngs and Queens (2000)... It was a ‘world criss-crossed by numerous patron-client relationships and family ties, in
which major centers vied with one another in emities that could endure for centuries.’...Maya civilization indeed bore striking similarities to
that of ancient Greece. The Greeks were divided into numerous fractious communities, some of which were able to dominate others by threat
of force, unequal alliance, and commerace. And just as the conflicted relationship among Athens and Sparta was leitmotif of Greek life, so
Maya society resounded for centuries with the echoes of the struggle between Mutal and Kaan.”
Charles Mann, 1491: New Revelations of the Americas Before Columbus, 2006

A. Explain ONE similarity in the Mayan civilization and the Greek civilization based on the passage above.

B. Explain ONE similarity in the Mayan civilization and the Greek civilization not identified in the passage above.

C. Explain ONE difference between the Mayan civilization and the Greek civilization not identified in the passage above.

3. Use the passage below to answer all parts of the question that follows.
“ ‘Moreover, you should not say this, since even fools know wives should follow their husbands. For thus it is said:
 Moonlight goes with the moon, the lightning clings to the cloud, and women follow their husbands…
 A woman who follows after her husband shall surely purify three families: her mother’s, her father’s, and that into which she was
given in marriage…
 What profit is there in the life of a wretched women who has lost her husband? Her body is as useless as banyan tree in a
cemetery....’
 Thus speaking she fell at the king’s feet, begging that a fire be provided for her. And when the king heard her words...he caused a
pyre to be erected… and he gave her leave… and in his presence [she] entered the fire together with her husband’s body.”
-Anonymous collection of stories about a semi legendary king in South Asia
named Vikrama, assembled between the eleventh and thirteenth centuries

A. Identify ONE piece of evidence provided in the passage that compares the status of women in the South Asia men in the same region
in the twelfth century.

B. Identify ONE piece of evidence that compares the status of women in South Asia with women in the Southeast Asia between 600 and
1450.

C. Identify ONE piece of evidence that compares the status of women in South Asia with women in the Southwest Asia between 600
and 1450/
LEQ (15 points): Pick one of the four topics below and write an LEQ on a separate sheet of paper attached to
the packet

In your response you should do the following

 Thesis: Present a thesis that makes a historically defensible claim and responds to all parts of the question.
The thesis must consist of one or more sentences located in one place, either in the introduction or the
conclusion.
 Application of Historical Thinking Skills: Develop and support an argument that applies historical thinking
skills as directed by the question.
 Supporting the Argument with Evidence: Utilize specific examples of evidence to fully and effectively
substantiate the stated thesis or a relevant argument.

 Synthesis: Extend the argument by explaining the connections between the argument and one of the
following.
o A development in a different historical period, situation, era, or geographical area.

o A course theme and/or approach to history that is not the focus of the essay (such as political,
economic, social, cultural, or intellectual history).

OPTION 1: Analyze continuities and changes in labor systems in ONE of the following regions within the time
period 1450 to 1900.

Latin America and the Caribbean

OR

North America

OPTION 2: In the period 1950 to 2001, scientific and technological innovations led to advances in communication,
transportation, and industry that transformed the world’s economy.

Develop an argument that evaluates how globalization transformed the world’s economy during this time period.

OPTION 3:

OPTION 4:
DBQ (15points): Pick one of the three topics below and write a DBQ on a separate sheet of paper and attach to
the packet I challenge you to pick one of the harder topics. You can look up extra info, to help deepen your knowledge

Option 1. Using the following documents, analyze the causes and consequences of the Green Revolution in the period
from 1945 to the present.

Document 1

Source: Harry Truman, United States president, inaugural address, Washington, DC, 1949.

More than half the people of the world are living in conditions approaching misery. Their food is inadequate.
They are victims of disease. Their economic life is primitive and stagnant. Their poverty is a handicap and a threat
both to them and to more prosperous areas.
I believe that we should make available to peace-loving peoples the benefits of our store of technical
knowledge in order to help them realize their aspirations for a better life. Our aim should be to help the free peoples of
the world, through their own efforts, to produce more food. The old imperialism—exploitation for foreign profit—has
no place in our plans.

Document 2

Source: Dr. Norman Borlaug, United States agricultural scientist involved in Green Revolution research, Nobel Peace
Prize winner, Nobel Lecture, 1970.

In the developing countries the land is tired, worn out, depleted of plant nutrients, and often eroded; crop yields
have been low, near starvation level, and stagnant for centuries. Hunger prevails, and survival depends largely upon
the annual success or failure of the cereal crops.
For the underprivileged billions in the forgotten world, hunger has been a constant companion, and starvation
has all too often lurked in the nearby shadows. To millions of these unfortunates, who have long lived in despair, the
Green Revolution seems like a miracle that has generated new hope for the future.
The Green Revolution has won a temporary success in man’s war against hunger and deprivation; it has given
man a breathing space. If fully implemented, the revolution can provide sufficient food for sustenance during the next
three decades.
Document 3

Source: Chidambaram Subramaniam, India’s minister for food and agriculture (1964–1967), in his 1970 interview.

Farmers in the Punjab [a state in northwest India] were the pioneers of Green Revolution technology. If not for
them, I am convinced we would not have made a success of it. They had developed into a very hardy lot of
enterprising people. And therefore when this new technology was offered to them, they took to it like fish to water.
Everybody competed with one another to demonstrate that he was best able to utilize the new technology.

Document 4

Source: Focus, FAO newsletter, circa 1987.

How the Green Revolution affects rural people depends on whether they are wage earners, cultivators or
consumers, whether they come from landed or landless, rich or poor, male-or female-headed households.
Studies on the impact of the Green Revolution have shown that technological change can generate major social
benefits but at the same time generate significant costs for particular categories of rural women that are different in
kind and in intensity from those experienced by men.
It has:
• increased the need for cash incomes in rural households to cover the costs of seeds, fertilizers, and pesticides,
forcing women to work as agricultural laborers;
• increased the need for unpaid female labor for farming tasks thereby augmenting women’s already high labor
burden;
 Document 5

Source: Dr. Vandana Shiva, Indian physicist, from her article in the Ecologist, an environmental affairs magazine,
1991.

The Green Revolution has been a failure. It has led to reduced genetic diversity, increased vulnerability to
pests, soil erosion, water shortages, reduced soil fertility, micronutrient deficiencies, soil contamination, reduced
availability of nutritious food crops for the local population, the displacement of vast numbers of small farmers from
their land, rural impoverishment, and increased tensions and conflicts. The beneficiaries have been the agrochemical
industry, large petrochemical companies, manufacturers of agricultural machinery, dam builders, and large
landowners.
The Punjab is frequently cited as the Green Revolution’s most celebrated success story. Yet, far from bringing
prosperity, two decades of the Green Revolution have left the Punjab riddled with discontent and violence. Instead of
abundance, the Punjab is beset with diseased soils, pest-infested crops, waterlogged deserts, and indebted and
discontented farmers.
Traditionally, irrigation was only used in the Punjab as an insurance against crop failure in times of severe
drought. The new seeds, however, need intensive irrigation as an essential input for crop yields. One result of the
Green Revolution has therefore been to create conflicts over diminishing water resources. Intensive irrigation has led
to the need for large-scale storage systems, centralizing control over water supplies and leading to both local and
interstate water conflicts.

Document 6

Source: Human Development Report, issued by the government of the State of Punjab, India, 2004.

An important social effect of the Green Revolution was the disappearance of caste rigidities and the emergence of the
middle and rich peasants as the dominant peasantry in the state. The Green Revolution also brought changes in
lifestyle. Aspirations increased —there was demand for better education for children, better housing, and better
consumer goods. The traditional “extended family” system was gradually replaced by the “nuclear family.”

Document 7

Source: Guatemalan National Coordinating Committee of Indigenous Peasants, a rural labor organization in Latin
America, official statement, November 2006.

The diversity of native seeds is the heritage of the Maya and indigenous people at the service of all of humanity. The
Maya indigenous peoples have stood firm defending these seeds, which have fed us for more than five thousand years.
It saddens us to remember the loss of respect for our seeds, due to the imposition of the Green Revolution. The
“revolution” actually sterilized and contaminated our seeds, as well as nature and Mother Earth.
OPTION 2: Using the documents, analyze Han and Roman attitudes towards technology. Identify one additional type
of document and explain briefly how it would help your analysis
OPTION 3: Evaluate the extent to which religious responses to wealth accumulation in Eurasia in the period circa
600 B.C.E. to 1500 C.E. differed from state responses to wealth accumulation.

Document 1:
Source: The Chronicle of Zuo, one of the earliest Chinese historical works, composed during the Warring States
period, circa 350 B.C.E.

An ambassador from another [Chinese] state desired a jade ring that belonged to a merchant who resided in the
Chinese state of Lu. So the ambassador begged Zi Chan, a Lu official, to have the ring confiscated from the merchant
and given to him. Zi Chan, however, refused, saying, “One of our ancient rulers made a pact with the merchants in our
state, to last through all generations. The pact said, ‘If you do not revolt against me [the ruler], I will not violently
interfere with your commerce. I will not beg or take anything from you, and you may have your profitable markets,
precious things, and substance, without my taking any knowledge of them.’ Through this attested covenant, our rulers
and the merchants who live in our territory have preserved their mutual relations down to the present day. If you get
the jade and lose a friendly state, wouldn’t that be a mistake?”
The ambassador then changed his mind, saying, “I presumed in my stupidity to ask for the jade, which would have
occasioned such a calamity. Let me now withdraw my request.”

Document 2:
Source: Chanakya, advisor to the first Mauryan emperor, Arthashastra, economic and political treatise, circa 250
B.C.E.

The Superintendent of Commerce shall monitor demand and the changing prices of various kinds of merchandise,
both domestically produced and brought from other countries. He shall also determine the time suitable for the
distribution, purchase, and sale of various kinds of merchandise. He shall avoid setting prices that allow for such large
profits for merchants as to harm the people.
All those who sell merchandise shall submit to the Superintendent their sale reports, saying “this much has been sold
and this much remains”; they shall also hand over their weights and measures for inspection.
The Superintendent of Commerce shall fix prices to allow a profit of five percent for local commodities and ten
percent on foreign produce. Merchants who inflate the price even half a penny more than that shall be punished with a
fine.
 Document 3
Source: Marcus Tullius Cicero, Roman statesman and philosopher, An Essay about Duties, circa 50 B.C.E.

We generally accept as true the following statements about trade and occupations, in regard to which are suitable for
gentlemen and which are vulgar. First, those occupations are condemned, which bring upon you peoples’ hatred, such
as tax collecting and moneylending. Also vulgar and unsuitable for gentlemen are the occupations of all hired
workmen whom we pay for their labor, not for their artistic skills. Also to be considered vulgar are retail merchants,
who buy from wholesale merchants and immediately turn around and resell; for they would not make a profit unless
they lied a lot. Of all the occupations from which profit is accrued, none is better than agriculture, none more
profitable, none more delightful, none more suitable to a free man. . . .
When Cato [a Roman statesman well-known for his moral integrity] was asked what was the best form of property
ownership he replied. “Raising livestock with great success.” And after that? “Raising livestock with little success.”
And third? “Raising crops.” And when the person asking the questions said, “What about moneylending?” Cato
replied, “What about murder?”

Document 4:
Source: Gerontius, Christian monk, The Life of Melania the Younger, a saint’s biography composed circa 450 C.E.

The blessed Melania [383–438 C.E.] and her husband Pinian both came from foremost [Roman] families of senatorial
rank. But they resolved to abandon their frivolous and worldly mode of life and experience an angelic, heavenly
purpose. They left the great city of Rome and went to their suburban estate, where they devoted themselves to the
practice of the virtues. They knew that it was impossible for them to offer pure worship to God unless they made
themselves enemies to the confusions of a wealthy life. . . .
[Melania described their estate in the following manner:] “It was an extraordinary piece of property and in it stood a
bath that surpassed any other in worldly splendor. The estate had a total of sixty-two settlements within its borders,
with four hundred slaves. But I knew that it was the Devil who set before me those multicolored marbles, the villa, and
all that inestimable revenue.”
So the blessed ones fearlessly gave away all their possessions, which were enough for the entire world. They
established monasteries of monks and nuns, furnishing each place with a sufficient amount of gold. They presented
their numerous expensive silk clothes at the altars of churches and made many other offerings
to God.

Document 5:
Source: The Qur’an, the holy book of Islam

O you who believe! Spend on others out of the good things you may have acquired, and out of that which God brings
forth for you from the earth; and choose not for your charity things that you yourselves would not want or accept
without averting your eyes in disdain. Satan threatens you with the prospect of poverty and bids you to be stingy, but
God is infinite, all-knowing, granting wisdom unto whom He wills. Whatever you may spend on others, or vow to
spend, God knows it; and those who do wrong by withholding charity shall have no one to comfort them. If you do
deeds of charity openly, it is well, but if you bestow it upon the needy in secret, it will be even better for you, and it
will atone for some of your bad deeds.

Document 6:
Source: Ganapatideva, ruler of the South Indian Kakatiya state, edict, circa 1245 C.E.

By the glorious king Ganapatideva the following edict assuring safety has been granted to sea traders starting for and
arriving from all continents, islands, foreign countries, and cities:
Formerly kings used to take away by force the whole cargo—elephants, horses, gems, etc.—carried by ships and
vessels which, after they had started from one country to another, were attacked by storms and wrecked ashore.
But We, out of mercy, for the sake of glory and merit, hereby pledge to leave everything except the fixed duty to those
who have incurred the great risk of a sea-voyage with the thought that wealth is more valuable than even life.
The rate of this duty is one thirtieth on all exports and imports
 Document 7:
Source: Painting from the Buddhist cave temples at Bezeklik, Central Asia, circa 800 C.E. The painting shows the
Buddha and bodhisattvas* blessing Central Asian traders bearing gifts for the Bezeklik temples.

China: Bezeklik Thousand Buddha Caves, Turfan, Xinjiang: Pranidhi scene / Pictures from History / Bridgeman Images

* Buddhist holy figures