Questions 1–3 refer to the following passage.
“Popular usage defines ‘civilization’ along these lines: ‘an advanced state of human society, in which a high level of culture, science, industry and government have been reached.’ This definition is problematic for archeologists, anthropologists, and historians, because it contains an overt value judgment. . . .
Yet we know that some aspects of civilization seem in our judgment quite negative; large-scale warfare, slavery, coerced tribute, epidemic disease, and the subordination of women may come to mind. . . .
Serious students of archaeology, anthropology, and history use a technical definition of civilization that describes without conveying value judgments. Civilizations, in this technical sense, are a specific type of human community: large, complex societies based on domestication of plants, animals, and people, plus other typical characteristics. (Culture is everything about a human community, its knowledge, beliefs, and practices; civilizations are a particular kind of culture.)”
Excerpt from Cynthia Stokes Brown’s “What Is a Civilization, Anyway?”, 2009
Which of the following statements does not describe an important global development during the time period 8000 B.C.E. to 500 C.E.?
Which of these is an example of a civilization that collapsed internally?
Which of the following incorrectly pairs a contribution to modern society with the location credited with its creation?
Questions 4–5 refer to the passage below.
“Chi K'ang asked how to cause the people to reverence their ruler, to be faithful to him, and to go on to nerve themselves to virtue. The Master said, ‘Let him preside over them with gravity; then they will reverence him. Let him be final and kind to all; then they will be faithful to him. Let him advance the good and teach the incompetent; then they will eagerly seek to be virtuous.’”
Excerpt from Confucius The Analects, circa 500 B.C.E.
Under Confucianism, all of the following are considered fundamental relationships except for
The social hierarchies of both Confucianism and Hinduism emphasized the value of
Questions 6–7 refer to the passage below.
“Beloved-of-the-Gods, King Piyadasi, speaks thus: To do good is difficult. One who does good first does something hard to do. I have done many good deeds, and, if my sons, grandsons and their descendants up to the end of the world act in like manner, they too will do much good. But whoever amongst them neglects this, they will do evil. Truly, it is easy to do evil.
In the past there were no Dhamma Mahamatras but such officers were appointed by me thirteen years after my coronation. Now they work among all religions for the establishment of Dhamma, for the promotion of Dhamma, and for the welfare and happiness of all who are devoted to Dhamma. . . . They work here, in outlying towns, in the women's quarters belonging to my brothers and sisters, and among my other relatives. They are occupied everywhere. These Dhamma Mahamatras are occupied in my domain among people devoted to Dhamma to determine who is devoted to Dhamma, who is established in Dhamma, and who is generous.”
Excerpt from Ashoka’s Fourteen Rock Edicts, circa 250 B.C.E.
The Mauryan Emperor Ashoka influenced the spread of
Ashoka helped spread his religious policies in all of the following ways except for
Questions 8–10 refer to the passage below.
“The succession of emperors became a matter of dexterous manipulation designed to preserve the advantages of interested parties. The weakness of the throne can be judged from the fact that, of the 14 emperors of Dong Han, no less than 8 took the throne as boys aged between 100 days and 15 years.”
“China,” section on Han dynasty, Encyclopaedia Britannica
The Western Roman Empire’s collapse had a greater negative effect in Europe than the Han dynasty’s collapse had in China because
Which of the following can be inferred from the information about the ages of many Han emperors?
Which of the following Chinese imperial dynasties was overthrown by the Yellow Turban Rebellion?
This key topics list is the same as the list in the Test What You Already Know section earlier in this chapter. Based on what you have now learned, ask yourself the following questions:
“Check off the key topics if you can answer “yes” to at least three of these questions.”
Part B: Count the number of key topics you checked off.
out of 50 key topics
Next Step: Compare your Test What You Already Know results to these Test What You Learned results to see how exam-ready you are for AP World History Periods 1 and 2: Up to 600 C.E.