World History. Semester 1 Review

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1 FOR STUDENTS: Your teacher can explain language in this guide and remind you of learning activities in class where you learned the particular key ideas throughout Semester 1. Make questions you might expect to see on an exam about the key ideas to help you study and prepare for semester exams. Practice your ability to define key terms and accurately describe the significance of key events, people and ideas. Pay special attention to items that appear in bold print in this document. Remember some information you may have learned through activities in class, not just from your textbook. Items marked in the first column with a represent essential and expected concepts (things you know or learned). Items marked in the first column with an S represent essential and expected skills (things you have learned to do). FOR PARENTS: Before Semester 1 exams, teachers will engage in a number of review activities within the class to help students prepare, but parents can support students at home. As always, make sure your child is well-rested and prepared for an altered exam schedule. There are usually between questions on Middle School Social Studies exams, and the items will require a combination of skills and knowledge of concepts to complete. The oncepts and Skills listed here have been adapted from pertinent state middle school social studies benchmarks into a simplified and focused version to address the needs of the students in our district. You can help your child create study questions in preparation. It is harder for students to write skill questions for themselves, since skills should generally be practiced. The online student subscription to the 6 th grade textbook, TI s History Alive: Ancient World has tools like rack the ode to help students practice skills and review concepts. While the district does not endorse any particular commercial study preparation website or tool, there are a variety of free study-preparation sites and applications available for students to create questions, flashcards, etc., such as: quizlet.com. World History Semester 1 Review FOR TEAHERS: You may , post or print out and give this guide to students and parents. Modification of this guide should be only in format or general guidelines, not substantial content. There are many review activities that you can do with your students within class, including quizbowl -style reviews. You can assign the pertinent rack the ode to students or use other tools through your TI subscription. The review guide is intended for students to help themselves study, not provide a definitive re-teaching of everything you have worked so hard at teaching and your students have worked so hard at learning this semester. Model in the classroom the kind of questions that students can write for themselves, and give support to students to then write their own.

2 S ontent Notes/Make a question Vocabulary/Key Ideas/Related Ideas Which feature would most often be shown on a political map? A. capital cities B. elevation. topography D. type of climate ompass rose, scale, key/legend, symbols, latitude, longitude, coordinates, parallels, meridians, Tropic of ancer, Tropic of apricorn, Equator, Prime Meridian Identify and use basic world map components. Based on this map, on which continent did humans first appear? A. Africa B. Asia. Europe D. North America Which feature would most likely appear on a physical map? A. climatic patterns B. land usage patterns. mountain ranges D. population densities 1

3 Of the seven continents on earth, which two are located entirely within the southern hemisphere? A. Africa and Australia B. Asia and Antarctica. Asia and Australia D. Australia and Antarctica What would most likely be included in a description of an area s physical geography? A. customs and traditions B. distribution of goods and services. landforms of continents and currents of oceans D. systems of government S Interpret maps representing the areas of study in the Ancient World, including Fertile rescent, current Middle East, Egypt and Greece Which type of map would be most helpful in verifying the bullet points above? A. climate B. land use. political D. population density What was one reason for the development of an early civilization in the Tigris-Euphrates river valleys? A. These rivers flowed into the Mediterranean Sea. B. The location protected the people from land invasion.. Periodic flooding left rich soil, which was ideal for farming. D. These rivers provided a direct trade route between Europe and Asia. Importance of location of settlement near rivers for agriculture, coasts for trade, or high ground for protection 2

4 S S S Distinguish between primary and secondary Sources Distinguish between fact and opinion. Use GRAPES acronym as a concept organizer to describe civilizations (GRAPES organizer is appended to this document at the end). What geographic feature had the greatest influence on the development of ancient civilizations? A. dense forests B. mountain passes. river valleys D. smooth coastlines Which document is an example of a primary source? A. a diary of a Holocaust survivor B. an encyclopedia article on Songhai ulture. a novel on the Age of Discovery D. a text on Latin American history Describe man before civilization in a state of nature. What would be the best title for the chart? A. Post-Neolithic Man / Farmers B. Man and Technology / Miners. Post-Neolithic Man / Farmers D. Man in a State of Nature / Hunter-Gatherers haos or small, loosely defined units of people; competition, lack of protection 3

5 Describe the beginnings of agriculture and its importance in allowing man to make permanent settlements. Which development MOST enabled early peoples to form permanent settlements? A. advances in agricultural production B. advances in written language. the creation of democratic government D. the spread of monotheism Stable food supply, nomadic, subsistence agriculture, hunter-gatherer, collaboration Identify the different requirements to establish a civilization. Which heading best completes the partial outline above? A. auses for the Neolithic Revolution B. haracteristics of ivilizations. Examples of Early Technology D. Results of ultural Diversity What MUST a society have before they can develop towns and cities? A. an agricultural surplus B. a democratic government. an educational system D. a writing system A civilization is a society with cities, a central government, workers who specialize in certain jobs leading to social classes, that has religion, writing, art and architecture. There is no civilization without agriculture societies need a stable food supply before they can develop. Describe the evolution of society from chaos to common good. How did the ode of Hammurabi contribute to the development of civilization? A. publicly recording laws for all to see B. enforcing a democratic political system. banning all forms of physical punishment D. mandating equal treatment of slaves and citizens haos, ollaboration, onflict, ommand, ommon Good, state of nature, popular sovereignty 4

6 Explain the ideas of the philosopher Hobbes that man gives up some freedoms in exchange for the protection of other freedoms. Social ontract theory Based on your knowledge of social contract theory, what is the man getting in exchange for giving up some of his personal freedom and entering into civil society? A. extension of the state of nature B. responsibility only for his own family. a community existing for mutual protection D. competition with all other members of that society Describe how law developed from a society s attempt to create order to provide protection. What is an additional benefit when entering into civil society? A. freedom of religion B. predetermined fate. rules and order D. social welfare Hammurabi s ode 5

7 Explain how the development of written communication is related to the development of civilizations In what element of civilization are the development of cuneiform and hieroglyphics important accomplishments? A. agricultural production B. religious beliefs. representative government D. written language uneiform, hieroglyphics, scribes, Rosetta Stone Explain the social and power structure of early civilizations. Using what you know about ancient Egyptian social hierarchy, what level on the pyramid would be labeled "Priests and Nobles"? A. A B. B. D. D Hierarchy, social pyramid, ruler, pharaoh For which role in ancient Egyptian civilization did the responsibilities include measuring the rise of the river, forecasting the size of the harvest, and supervising trade? A. judge B. priest. scribe D. slave 6

8 S Use GRAPES to describe Ancient Egyptian civilization. Which was built as a demonstration of the ruler's power as a deity on earth? A. Assyrian king and his lighthouse B. Egyptian pharaoh and his pyramid. Greek tyrant and the Parthenon D. Hebrew king and the Temple See the GRAPES outline at end of guide to help you. Analyze importance of and lasting contributions of Ancient Egyptian civilization and its rulers over time. Some ancient Egyptian statues portray pharaohs as sphinxes, beings with a human head and lion body. What does this fact imply about ancient Egyptian culture? A. Ancient Egyptian sculpting technique required a variety of tools. B. Ancient Egyptians used animal imagery to express traits such as strength.. Art was only used in Ancient Egypt to honor the greatness of pharaohs. D. It was forbidden to show the features of a pharaoh in Ancient Egyptian art. Tut, Hatshepsut, Ramses, theocracy, divine right, pyramids, mythology, writing and record keeping, mummification. S Use GRAPES to describe Ancient Greek civilization. Use GRAPES outline to help you. ity-state, Sparta, Athens, Minoa, Describe how physical geography the development of different city-states. In geographical terms, how can the land of Greece be classified? A. continent B. island. isthmus Terrain, polis, sea, island 7

9 D. peninsula What effect did the geography of ancient Greece have on its early development? A. A lack of natural seaports limited communication. B. An inland location hindered trade and colonization.. Abundant natural resources encouraged selfsufficiency. D. Mountainous terrain led to the creation of independent city-states. ompare and contrast society of Athens vs. Sparta What is the definition of a polis? A. a small city-state B. a period of great achievements. a marketplace where goods were traded D. a high hill on which a fortress was often built What would have been the most serious negative effect in Sparta if its army had become weak? A. Soldiers would leave Sparta to fight elsewhere. B. Slaves could have staged a successful rebellion.. Boys from Sparta would have lost their courage. D. Spartan women would have had to join the army. Athens, Sparta, military vs artistic, authoritative vs. participatory, treatment of women, slaves, children 8

10 Based on the quotation, what does Pericles think is valued in Athenian society? A. civic responsibility B. economic opportunity. military discipline D. religious freedom Read the passage and answer the question below. Spartan women also received physical training. Like the men, they learned how to run, jump, wrestle, and throw javelins. Describe the development of early democracy in Athens. What conclusion can be drawn about Spartan women from this description? A. They disliked sports or exercise. B. They mainly ran their households.. They did not enjoy their daily life. D. They were mostly strong and healthy. What does the term democracy mean? A. rule of the few B. rule of the people. rule of the leaders D. rule of the powerful Direct v. Representative democracy, assembly, agora, duties of citizens 9

11 In what city-state did democracy start in ancient Greece? A. Athens B. Delphi. Rome D. Troy In which form of government could all citizens participate directly in the government? A. democracy B. monarchy. oligarchy D. tyranny In which form of government is power concentrated in just a few rulers? A. democracy B. monarchy. oligarchy D. tyranny What term would complete the sequence of the development of government in ancient Greece? A. Anarchy B. Regency. Society D. Tyranny 10

12 Analyze importance of and lasting contributions of Ancient Greek civilization and its rulers over time. What is the term for a person who has certain rights and responsibilities in a city-state or nation? A. artisan B. citizen. republican D. slave What can you infer about the ancient Greeks based upon their achievements? A. The ancient Greeks valued philosophy and art. B. The ancient Greeks were most interested in farming.. The ancient Greeks most valued warfare and battle. D. The ancient Greeks felt that literature was pointless. Which statement best describes the importance of early Greek philosophers? A. They helped Greek people make daily household decisions. B. They described why gods and goddesses should be worshipped.. They identified which events were clearly the work of the gods. D. They promoted using the human mind to think and understand. Philosophy, Aristotle, Socrates, Plato, Medicine, Hippocrates, mathematics, Pythagoras, Euclid, democracy Which statement best summarizes the lasting importance of the many achievements of ancient Greece? A. They strongly shaped Western civilization. B. They helped Greece become a military power.. They showed the curiosity of the Greek mind. D. They showed their superiority over the Spartans. 11

13 The Hippocratic Oath involved the concept of "first, do no harm". Hippocrates was most influential in what contribution of the ancient Greeks? A. government B. literature. medicine D. philosophy Along with the Mycenaeans, which civilization helped shape ancient Greek culture? A. Acropolits B. Hellenists. Minoans D. Ottomans Explain examples of cultural diffusion the idea that as civilizations spread or take over through aggression, they may adopt or include elements of other cultures like religion, language, agricultural practices, or artistic influences. Alexander the Great brought Greek customs to new parts of the world, which caused the spread of what culture? A. Hellenistic B. Spartan. Socratic D. Trojan Phillip of Macedonia, Alexander the Great, Peloponnesian War, Persian War, Trojan War What event is described in this table? A. Ionian rusade B. Minoan ampaign. Peloponnesian War D. Trojan War 12

14 This image is of Monticello, Thomas Jefferson's home he built in Virginia. Notice the unique design and columns at the front of the house. Answer the question below. For what claim could this image provide evidence? A. Virginia and ancient Greece have similar landscapes and climate. B. Structures in Greek architecture were designed to withstand disasters.. Architects in colonial America and ancient Greece were paid for designs. D. The leaders of the American Revolution were influenced by Greek civilization. How did the rise to power and reign of Philip of Macedonia and his son, Alexander, MOST affect Greece? A. They strengthened greatly the concept of democratic rule. B. They made Macedonia into the intellectual center of the world.. They established a peaceful relationship with the Persian Empire. D. They established a unified ended the power of the city-states and nation. 13

15 How did Philip of Macedonia easily conquer the Greeks? A. The Spartans joined with Philip. B. The Greeks did not unite to fight Philip.. Athens refused to send its navy to fight. D. The Greeks were at war with other invaders. What evidence supports the claim that Alexander the Great used religion to inspire loyalty in his followers and the people he conquered? A. Alexander gained the trust of Egyptians by visiting oracle sites, making sacrifices, and building temples in their honor. B. Every society that was conquered was given the choice to worship the Greek gods or have its people sentenced to death.. The Greek army carried banners and flags that depicted Alexander as a god, which instilled fear in the people they fought. D. The defeated Persians had to rename all their gods and goddesses after Greek heroes, gods, or members of Alexander's family. 14

16 GRAPES oncept Organizer G--Geography Where is the civilization? What were some of the key geographical features or landforms in this area? How did the location of this place affect its development? How was movement a part of this civilization? What sort of crops can they grow? What natural resources do they have? R--Religion What rules did people have to follow? What factors contributed to the development of this religion or belief system? What do the people believe? How do their rules and beliefs affect their lives? How did religion shape other aspects of this society/civilization? A--Achievements How did achievements contribute to the development of this civilization? What did they contribute to the world? How were these achievements related to the needs of this civilization? What achievements are relevant today? How have they affected order in the world today? What did they invent? P--Politics What was their government like? What was the context that led to the development of these political ideas or practices? Who made the decisions in the society? Who participated in government? Evaluate the benefits and limitations of these political structures and ideas. How are the political structures of today similar or different from those of this civilization? E--Economy How did the society distribute their resources? Did they trade or use money? What did they sell or trade? What did they need to get from outside of their civilization? Who and how was economy controlled? S--Social Structure 15

17 What were their social class systems? Why did these social structures exist? Who benefited and who was harmed by these social structures? Who was considered more important in their society? How did the social structure connect to this civilization s religion, politics, and economics? 16