Practice Exam 5

    1. SECTION I, PART A

      55 minutes — 55 Questions

    2. Directions: Section I, Part A of this exam contains 55 multiple-choice questions, organized into sets with corresponding historical sources. Each of the questions or incomplete statements is followed by four suggested answers or completions. Using both the provided sources and your own historical knowledge, select the best answer choice. 

      1. Questions 1–3 refer to the following two images.

      2. Two side-by-side triangles, each with a horizontally oriented base. One triangle is labeled "Japanese Feudal System" and contains, in order from the apex to the bottom, the labels "Emperor," "Shogun," "Daimyo," "Samurai," and "Commoners." The other triangle is labeled "European Feudal System" and contains, in order from the apex to the bottom, the labels "King," "Nobles," "Knights," and "Serfs."

      3. The diagrams best support which of the following comparative statements about Japan and Europe in the period 1200–1450?

        1. Elites in Japan were relatively wealthier than elites in Europe.
        2. Warrior classes in both Europe and Japan were subjugated.
        3. European nobles were more influential than Japanese daimyo.
        4. Landowning classes in both Europe and Japan enjoyed a relatively high social status.

      4. Which of the following factors led to the rise of the feudal system in Europe?

        1. The fall of the Roman Empire
        2. The prominence of the Roman Catholic Church
        3. The notion of divine right of kings
        4. The Crusades

      5. Which of the following most directly led to the end of Japan’s feudal system in the nineteenth century?

        1. The arrival of foreigners following the Treaty of Kanagawa
        2. The rise of the Tokugawa shogunate
        3. The restoration of the Meiji emperor
        4. The imperial rule by Western Europeans

      1. Questions 4–6 refer to the image below.

      2. ADMIRAL ZHENG HE STATUE IN THE QUANZHOU MARITIME MUSEUM*

        Photograph of a statue of Admiral Zheng He.
        *Quanzhou Maritime Museum is the only museum in China that specializes in overseas relations.

      3. A historian would most likely use the image as support for which of the following assertions?

        1. Zheng He’s voyage to Malacca furthered trade relations between China and the Malay Peninsula.
        2. The Malaysian government benefited from contact with China via Zheng He’s voyages.
        3. Malaysian artists often incorporated elements of Chinese history into their works.
        4. Zheng He’s voyage was inconsequential in the history of Malacca.

      4. Which of the following was an effect of the event shown in the image?

        1. The spread of Chinese ideas to West Africa
        2. The complete adoption of Chinese traditions by Malaysians
        3. The transfer of Malaysian religious beliefs to China
        4. The diffusion of Chinese knowledge to Southeast Asia

      5. The end of China’s expeditions in the Indian Ocean, as depicted in the image, led to which of the following in the period 1450–1750?

        1. China’s naval expeditions focused on maritime reconnaissance of the Pacific Ocean.
        2. European navies established trading posts in the Indian Ocean basin.
        3. China became completely isolated from Indian Ocean trade.
        4. Europeans adopted Chinese shipbuilding techniques.

      1. Questions 7–9 refer to the passage below.

      2. “There came the death-dealing pestilence [to Florence, Italy] through the operation of the heavenly bodies or of our own sinful dealings, being sent down upon us mortals by God . . . [It] had its origin some years before in the East, whence, after destroying an innumerable multitude of living beings, it had propagated itself without respite from place to place, and so calamitously, had spread into the West. And there against no wisdom or human foresight, nor yet humble supplications made unto God by devout persons . . . could halt its dolorous effects. To the cure of these maladies no physician or virtue of any medicine appeared to avail . . . not only did few recover thereof, but well nigh all died within the third day from the appearance of signs of sickness.”

        Giovanni Boccaccio, Decameron, 1353

      3. The deaths described in the passage were due to which of the following?

        1. New military technologies introduced by merchants
        2. Physicians’ refusal to provide medicine to commoners
        3. The diffusion of epidemic diseases as a result of trade contacts
        4. The unsanitary conditions in urban areas

      4. A historian would most likely use this passage to illustrate which of the following?

        1. Political responses to the spread of pathogens
        2. Burial practices of the early Renaissance era
        3. The link between religious beliefs and epidemics
        4. Italian trade relations with Eastern countries 

      5. Which of the following was a direct effect of the situation described in the passage?

        1. The Catholic Church grew more powerful.
        2. Overseas trade between Europe and Asia was created.
        3. Antibiotics were developed to counter epidemics.
        4. Labor shortages weakened serfdom.

      1. Questions 10–12 refer to the following two sources.

      2. Source 1

        OTTOMAN EMPIRE AT ITS GREATEST EXTENT IN 1683

        A map depicting the Ottoman empire, which mostly consists of territory surrounding the Mediterranean Sea. It includes Turkey, Greece, much of the Balkans, Egypt and the northern coast of Africa, and parts of the Middle East and the Arabian peninsula.

      3. Source 2

        “No distinction is attached to birth among the Turks; the deference [respect] to be paid to a man is measured by the position he holds in the public service. There is no fighting for precedence; a man’s place is marked out by the duties he discharges. In making his appointments the Sultan pays no regard to any pretensions on the score of wealth or rank, nor does he take into consideration recommendations or popularity; he considers each case on its own merits, and examines carefully into the character, ability, and disposition of the man whose promotion is in question. It is by merit that men rise in the service, a system which ensures that posts should only be assigned to the competent. Each man in Turkey carries in his own hand his ancestry and his position in life, which he may make or mar as he will.”

        Ogier Ghiselin de Busbecq, Austrian diplomat to the Ottoman Empire, letters to a friend, 1555–1562

      4. Which of the following factors most directly contributed to the expansion shown in Source 1?

        1. The power vacuum that resulted from the collapse of the Mongol Empire
        2. The Ottoman Empire’s use of gunpowder technologies and superior naval forces
        3. The alliance between the Ottomans and Russians against Western European powers
        4. The decline of European maritime empires as a result of competition and state rivalries

      5. The system described in Source 2 had which of the following purposes?

        1. To prevent the political influence of individuals who were not related to the sultan
        2. To reinforce the existing social hierarchy to ensure stability
        3. To ensure that landowning elites maintained political influence
        4. To recruit bureaucratic elites in order to maintain centralized control

      6. The political structure described in Source 2 is most similar to which of the following?

        1. The Chinese imperial examination system
        2. The bureaucracy of the Spanish Empire in the Americas
        3. The use of boyars in imperial Russia
        4. The tribute system of the Mongol Empire

      7. Questions 13–16 refer to the passage below.

      8. “Espanola is a wonderful island, with mountains, groves, plains, and the country generally beautiful and rich for planting and sowing, for rearing sheep and cattle of all kinds, and ready for towns and cities. The harbours must be seen to be appreciated; rivers are plentiful and large and of excellent water; the greater part of them contain gold. . . .

        Again, for new silver coin they [the indigenous populations] would give everything they possessed, whether it was worth two or three doubloons or one or two balls of cotton. Even for pieces of broken pipe-tubes they would take them and give anything for them, until, when I thought it wrong, I prevented it. And I made them presents of thousands of things which I had, that I might win their esteem, and also that they might be made good Christians and be disposed to the service of Your Majesties and the whole Spanish nation, and help us to obtain the things which we require and of which there is abundance in their country. They do not carry arms nor know what they are, because I showed them swords and they took them by the edge and ignorantly cut themselves. They have no iron: their spears are sticks without iron, and some of them have a fish’s tooth at the end and others have other things. They are all generally of good height, of pleasing appearance and well built . . . They must be good servants and intelligent, as I see that they very quickly say all that is said to them, and I believe that they would easily become Christians, as it appeared to me that they had no sect. If it please our Lord, at the time of my departure, I will take six of them from here to your Highnesses that they may learn to speak. I saw no beast of any kind except parrots on this island.”

        Christopher Columbus letter to Luis de Santangel, 1493, printed in Columbus and the New World of His Discovery by Filson Young, 1906

      9. The contact described in the passage led most directly to which of the following?

        1. The decline of American Indian populations due to exposure to European diseases
        2. The growth of the African slave trade and the rise of capitalism
        3. The establishment of European trading posts in the Indian Ocean basin
        4. The rise in the global silver trade and the establishment of European maritime empires

      10. The author’s description of the indigenous peoples he encountered most directly reflects the influence of which of the following?

        1. His desire to find a direct route to Asia by sailing across the Atlantic
        2. His considerable understanding of the culture of Native Americans
        3. His beliefs, based in Christianity, about the ethics of fair economic policies
        4. His desire to please the monarchs who sponsored his voyages

      11. Which of the following best explains the author’s description of the technology of indigenous peoples?

        1. His desire to study the cultural heritage of the people of the Caribbean
        2. His desire to teach indigenous peoples how to use European-style weapons
        3. His desire to profit from the expedition he led by subjugating the indigenous population
        4. His desire to teach the indigenous population the Spanish language

      12. Which of the following was the most direct effect of the contact described in the passage?

        1. The growth of European cities
        2. The mixing of American and European cultures
        3. The establishment of colonies in Africa
        4. The development of European joint-stock companies

      1. Questions 17–20 refer to the following two passages.

      2. Passage 1

        “Since our accession to the throne all our efforts and intentions have tended to govern this realm in such a way that all of our subjects should, through our care for the general good, become more and more prosperous. For this end we have always tried to maintain internal order, to defend the state against invasion, and in every possible way to improve and to extend trade. With this purpose we have been compelled to make some necessary and salutary changes in the administration, in order that our subjects might more easily gain a knowledge of matters of which they were before ignorant, and become more skillful in their commercial relations. We have therefore given orders, made dispositions, and founded institutions indispensable for increasing our trade with foreigners, and shall do the same in the future. . . .”

        Edict of Emperor Peter I (Peter the Great) of Russia (reigned 1682–1725), Decree on the Invitation of Foreigners, 1702

        Passage 2

        “Since there are many who promote to officer rank their relatives and friends—young men who do not know the fundamentals of soldiering, not having served in the lower ranks—and since even those who serve [in the ranks] do so for a few weeks or months only, as a formality; therefore . . . let a decree be promulgated that henceforth there shall be no promotion [to officer rank] of men of noble extraction or of any others who have not first served as privates in the Guards. This decree does not apply to soldiers of lowly origin who, after long service in the ranks, have received their commissions through honest service or to those who are promoted on the basis of merit, now or in the future. . . .”

        Edict of Emperor Peter I (Peter the Great) of Russia (reigned 1682–1725), Decree on Promotion to Officer’s Rank, 1714

      3. Based on Passage 1, Peter the Great’s policy on trade had which of the following purposes?

        1. To establish trade links after a period of isolation
        2. To encourage exploration to establish a sea route to Asia
        3. To obtain colonies in the Americas for plantation agriculture
        4. To promote trade in order to increase tax revenues

      4. Passage 1 is best understood in the context of which of the following?

        1. The intensification of trade due to the creation of a global economy
        2. The isolation of Russia as a result of continued Mongol control
        3. The competition between Russia and the Ottoman Empire for control of Mediterranean trade
        4. The collapse of the Silk Road network ending overland Eurasian trade

      5. Based on Passage 2, the Russian Empire exhibited which of the following characteristics common to empires in the period 1450–1750?

        1. The supremacy of landholding elites in political and military affairs continued despite the increasing power of hereditary leaders.
        2. The power of existing political elites fluctuated as they confronted challenges to their ability to affect the policies of increasingly powerful monarchs.
        3. The weakening of militaries occurred due to the use of gunpowder weaponry, and a period of relative peace resulted from fewer rivalries.
        4. Practices were adopted to incorporate diverse ethnic and religious groups into the expanding empire.

      7. The economic and military policies described in both passages resulted in which of the following?

        1. Increased influence of the Russian nobility
        2. Less control over trade and a lack of centralized rule
        3. Consolidation of power by Russian rulers
        4. The decline of serfdom and economic liberalization

      1. Questions 21–23 refer to the passage below.

      2. “We have fire-arms, bows and arrows, broad two-edged swords and javelins: we have shields also which cover a man from head to foot. All are taught the use of these weapons; even our women are warriors, and march boldly out to fight along with the men. Our whole district is a kind of militia: on a certain signal given, such as the firing of a gun at night, they all rise in arms and rush upon their enemy. . . . I was once a witness to a battle in our common. We had been all at work in it one day as usual, when our people were suddenly attacked. I climbed a tree at some distance, from which I beheld the fight. There were many women as well as men on both sides; among others my mother was there, and armed with a broad sword. After fighting for a considerable time with great fury, and after many had been killed our people obtained the victory, and took their enemy’s Chief prisoner. He was carried off in great triumph, and, though he offered a large ransom for his life, he was put to death. . . . Those prisoners which were not sold or redeemed we kept as slaves: but how different was their condition from that of the slaves in the West Indies! With us they do no more work than other members of the community, even their masters; their food, clothing and lodging were nearly the same as theirs, (except that they were not permitted to eat with those who were free-born); and there was scarce any other difference between them, than a superior degree of importance which the head of a family possesses in our state, and that authority which, as such, he exercises over every part of his household. Some of these slaves have even slaves under them as their own property, and for their own use.”

        Olaudah Equiano, describing life in Africa, Interesting Narrative of the Life of Olaudah Equiano, or Gustavus Vassa, 1789

      3. The passage is best used as evidence for which of the following?

        1. Warfare and social stratification on African plantations
        2. Weapons and family relationships in the West Indies
        3. Gender roles among European slaveholders
        4. Military strategies and labor systems of West Africa

      4. The passage best illustrates which of the following continuities in the period 1200–1450?

        1. The use of gunpowder weapons by West African tribes
        2. The exchange of African slaves within sub-Saharan Africa and the Indian Ocean basin
        3. The transatlantic slave trade and commerce with European merchants
        4. The egalitarian nature of sub-Saharan African tribal groups

      5. The passage is best understood in the context of which of the following?

        1. The increased demand for slaves by Europeans, which led to slave raids in West Africa
        2. The initial development of slavery in Africa due to the establishment of European trading posts
        3. The establishment of social stratification in Africa due to the wealth from the slave trade
        4. The increase in slave raids as a result of the spread of European diseases in West Africa

      1. Questions 24–27 refer to the passage below.

      2. “1. Men are born and remain free and equal in rights. Social distinctions may be founded only upon the general good.

        2. The aim of all political association is the preservation of the natural and imprescriptible rights of man. These rights are liberty, property, security, and resistance to oppression.

        3. The principle of all sovereignty resides essentially in the nation. No body nor individual may exercise any authority which does not proceed directly from the nation.

        4. Liberty consists in the freedom to do everything which injures no one else; hence the exercise of the natural rights of each man has no limits except those which assure to the other members of the society the enjoyment of the same rights. These limits can only be determined by law.

        5. Law can only prohibit such actions as are hurtful to society. Nothing may be prevented which is not forbidden by law, and no one may be forced to do anything not provided for by law.”

        Excerpt from the Declaration of the Rights of Man and of the Citizen, approved by the National Assembly of France, August 26, 1789

      3. The declaration is best understood in the context of which of the following?

        1. The conquest of France by neighboring powers
        2. The establishment of slavery and serfdom in France
        3. The spread of anti-colonial movements
        4. The rise and diffusion of Enlightenment ideas

      4. The passage best illustrates which of the following processes occurring in the Atlantic world in the late eighteenth century?

        1. Slave resistance challenged existing authorities.
        2. Subjects challenged centralized imperial governments.
        3. Rebellions were influenced by diverse religious ideas.
        4. Authority of rulers became increasingly centralized.

      5. Ideas expressed in the declaration would have the most significant influence on which of the following?

        1. The development of representative governments
        2. The unification of diverse populations through nationalism
        3. The rise of communist ideologies
        4. The increasing influence of religion on political affairs

      6. Which of the following groups would most likely disagree with the ideas expressed in the excerpt?

        1. French landowning elites
        2. Slaves in French colonies
        3. European monarchs
        4. Peasants and serfs

      1. Questions 28–30 refer to the following image.

      2. “AUTHENTIC AND IMPARTIAL NARRATIVE OF THE TRAGICAL SCENE WHICH WAS WITNESSED IN SOUTHAMPTON COUNTY,” 1831

        Political cartoon depicts slaves attaching white owners and their families in a violent manner.

        This political cartoon was published after Nat Turner’s Rebellion. The caption states, “The Scenes which the above Plate is designed to represent are— Fig. 1. A Mother intreating for the lives of her Children.—2. Mr. Travis, cruelly murdered by his own Slaves.—3. Mr. Barrow, who bravely defended himself until his wife escaped.—4. A comp. of mounted Dragoons in pursuit of the Blacks.” 

      3. The image best reflects which of the following processes in the period 1750–1900?

        1. Plantations were established primarily for the production of cash crops.
        2. A result of Enlightenment ideas was the emancipation of slaves.
        3. Slave rebellions were successful in ending the practice of slavery.
        4. Slave resistance challenged existing authorities in the Americas.

      4. Developments such as the one depicted in the image most directly contributed to which of the following?

        1. Immediate emancipation of slaves throughout the Americas
        2. Reform movements advocating for the abolition of slavery
        3. Continuous slave rebellions throughout the American South
        4. Expansion of suffrage to former slaves

      5. Which of the following was most likely the purpose of the image?

        1. To justify the actions of the rebels
        2. To promote abolitionist movements
        3. To vilify slaves that engaged in rebellions
        4. To support slave resistance movements

      1. Questions 31–34 refer to the passage below.

      2. “You are horrified at our intending to do away with private property. But in your existing society, private property is already done away with for nine-tenths of the population; its existence for the few is solely due to its non-existence in the hands of those nine-tenths. You reproach us, therefore, with intending to do away with a form of property, the necessary condition for whose existence is the non- existence of any property for the immense majority of society.

        In one word, you reproach us with intending to do away with your property. Precisely so; that is just what we intend.

        From the moment when labor can no longer be converted into capital, money, or rent, into a social power capable of being monopolized, i.e., from the moment when individual property can no longer be transformed into bourgeois property, into capital, from that moment, you say individuality vanishes.

        You must, therefore, confess that by ‘individual’ you mean no other person than the bourgeois, than the middle-class owner of property. This person must, indeed, be swept out of the way, and made impossible.

        Communism deprives no man of the power to appropriate the products of society; all that it does is to deprive him of the power to subjugate the labor of others by means of such appropriation.”

        Friedrich Engels & Karl Marx, The Communist Manifesto, 1848

      3. The views expressed in the passage best illustrate which of the following processes?

        1. The development of alternative visions of society in response to the spread of global capitalism
        2. The spread of ideologies similar to those of John Stuart Mill and Adam Smith
        3. The rise of the middle class as a result of the spread of industrial technology
        4. The organization of workers into labor unions to improve working conditions

      4. Which of the following occurred in the late nineteenth and early twentieth centuries in Western Europe that diminished the appeal of ideas such as those expressed in the passage?

        1. Marxist revolutions led to government control of the means of production.
        2. Labor unions and government reforms improved living and working conditions.
        3. Migration to overseas colonies alleviated crowded conditions and created job opportunities.
        4. State-sponsored industrialization improved working conditions in factories and mines.

      5. The authors’ point of view regarding private property was likely influenced by which of the following developments?

        1. The rise of government-owned factories as a result of state-sponsored industrialization
        2. Government reforms to improve living conditions and make elementary education compulsory
        3. The increase in the United States’ share of global manufacturing
        4. The unequal distribution of wealth as a result of laissez-faire capitalism

      6. Ideas similar to those expressed in the passage led to which of the following in the early twentieth century?

        1. The overthrow of the Russian monarchy
        2. The abolition of private property in Germany
        3. World War I beginning in order to combat Marxist ideas
        4. Revolutions led by those prohibited from owning property

      1. Questions 35–37 refer to the graph below.

      2. RELATIVE SHARE OF WORLD MANUFACTURING OUTPUT, 1750–1900

        A line graph showing per capita industrialization as a percentage of the U K industrialization level in 19 hundred. The UK rose slowly from 10% in 17 50 to 18 30, then more rapidy to 100% in 19 hundred. The United States rose slowly from 10% in 17 50 to 22% in 18 60, then more rapidly to 70% in 19 hundred. France increased from 10% in 17 50 to 52% in 19 hundred. The German states rose from 10 % in 17 50 to 52% in 19 hundred. The Habsburg empire rose from 10% in 17 50 to 22% in 19 hundred. Japan and Russia both rose from 10% in 17 50 to approxiately 14% in 19 hundred.

      4. Which of the following explains the change in Europe’s per capita level of industrialization between 1750 and 1900?

        1. The availability in Europe of raw materials such as oil and cotton
        2. The concentration of labor in factories and the fossil fuels revolution
        3. The organization of workers into labor unions and the rise of Marxism
        4. The rise of new social classes and the onset of changing family dynamics

      5. Which of the following was the most immediate effect of the trend shown on the graph?

        1. The proliferation of large-scale transnational businesses
        2. The spread of industrial technology to South and East Asia
        3. The creation of colonies in the Americas and the Caribbean
        4. The contraction of the global economy

      6. How did the expansion of Japanese and Russian manufacturing differ from manufacturing by Western European powers?

        1. Japanese and Russian manufacturing was hindered by strict regulations that discouraged production.
        2. Japanese and Russian manufacturing was focused mainly on the production of food instead of on consumer goods.
        3. Japanese and Russian industrialization was funded by private investors rather than by the state.
        4. Japanese and Russian industrialization was sponsored by the government rather than by private investors.

      1. Questions 38–41 refer to the following two images.

      2. Image 1

        “VICTORY BONDS WILL HELP STOP THIS. KULTUR VS. HUMANITY,” CANADA, 1918

        Political propaganda poster depicting a Canadian soldier holding a drowned Red Cross worker in front of a sinking ship.

        A Canadian soldier holds a drowned Red Cross worker in front of the sinking Llandovery Castle, a Canadian Red Cross ship attacked by a German submarine.

        Image 2

        “WHEN YOU RIDE ALONE YOU RIDE WITH HITLER! JOIN A CAR-SHARING CLUB TODAY!” UNITED STATES, EARLY 1940s

        The image shows a man driving a car alone. A ghostly figure of Adolf Hitler sits in the passenger seat.

      3. Image 1 best illustrates which of the following?

        1. The importance of naval battles in ending the war
        2. Increased wartime casualties due to the waging of “total war”
        3. The use of fascist ideologies to mobilize resources for war
        4. Diminished importance of military strategies in warfare

      4. The conflict referred to in Image 2 was a result of which of the following developments in the first half of the twentieth century?

        1. The collapse of the land-based Ottoman and Qing empires
        2. The complete dissolution of European transoceanic empires
        3. The global economic crisis caused by the Great Depression
        4. The rise of the United States and the Soviet Union as superpowers

      5. A historian would most likely use these images to study which of the following developments in the 1900s?

        1. The use of propaganda to inspire citizens to support the war 
        2. The factors contributing to the start of global military conflicts
        3. The response of civilians to propaganda campaigns
        4. The impact of industrialization on global military conflicts

      6. Which of the following was created as a direct reaction to the conflicts shown in the images?

        1. Groups that promoted alternatives to the existing order, such as the Non-Aligned Movement
        2. The formation of military alliances, including NATO and the Warsaw Pact
        3. Movements that used violence against civilians to achieve political aims, such as al-Qaeda
        4. International organizations to facilitate international cooperation, such as the United Nations

      1. Questions 42–44 refer to the table below.

      2. POPULATION MOVEMENTS, 1947–1951

        Migrated To
        West Pakistan East Pakistan India Total Out Migration
        Migrated From India 6.5* 0.7* - 7.2
        West Pakistan - - 4.7** 4.7
        East Pakistan - - 2.6** 2.6
        Total In Migration 6.5 0.7 7.3

        *primarily Muslim populations
        **primarily Hindu or Sikh populations

      3. The movement of people depicted in the table most directly emerged from which of the following developments in the early twentieth century?

        1. The end of British policies promoting cooperation between Hindus and Muslims
        2. The desire of nationalist leaders to transform an independent India into a Hindu theocracy
        3. British colonial policies that furthered existing religious tensions in the region
        4. The Hindu majority’s view of many Mughal policies as intolerant

      4. The movements shown in the table reflect which of the following historical processes?

        1. The migration of former colonial subjects to cities in the former colonizing country
        2. The development of ethnic enclaves as migrants moved to seek work opportunities
        3. The migration patterns associated with male seasonal laborers
        4. The population resettlement caused by redrawing former colonial boundaries

      5. The circumstances surrounding migrations shown in the table are most similar to which of the following?

        1. Population displacements following the creation of Israel
        2. Migrations after the collapse of communism in Eastern Europe
        3. Population resettlements after the American Civil War
        4. Migrations following the collapse of the Ottoman Empire

      1. Questions 45–47 refer to the table below.

      2. MEMBER NATIONS OF THE EUROPEAN UNION

        Country Date Joined Country Date Joined
        Austria 1995 Italy 1957
        Belgium 1957 Latvia 2004
        Bulgaria 2007 Lithuania 2004
        Croatia 2013 Luxembourg 1957
        Cyprus 2004 Malta 2004
        Czech Republic 2004 Netherlands 1957
        Denmark 1973 Poland 2004
        Estonia 2004 Portugal 1986
        Finland 1995 Romania 2007
        France 1957 Slovakia 2004
        Germany 1957 Slovenia 2004
        Greece 1981 Spain 1986
        Hungary 2004 Sweden 1995
        Ireland 1973 United Kingdom

        The table shows when each member nation joined the European Union (EU), which was created to reduce trade barriers among member nations. The 1993 Maastricht Treaty founded the EU from its predecessor organization, the European Communities.

      3. The formation of the organization shown in the table best illustrates which of the following processes of the twentieth century?

        1. Regional trade agreements that reflected the spread of free-market principles and practices
        2. Popular movements that promoted regional trade and rejected participation in global trade
        3. Economic nationalism and government intervention in national economies
        4. Military alliances created in response to the rivalries that developed during the Cold War

      4. Which of the following best explains why countries of Eastern Europe were admitted later than other European Union members?

        1. Support of these countries’ agrarian populations for protectionist trade policies
        2. Control of those countries by the Soviet Union until the end of the Cold War
        3. Resistance to the West by fascist governments in those countries
        4. The greater effect on those countries of the Great Depression and world wars

      5. Which of the following most directly contributed to the creation of the European Union?

        1. A desire to strengthen European economic trade relations and balance the influence of the United States
        2. A motivation to accelerate economic progress and promote political stability
        3. A drive to propel Great Britain to become a superpower that could rival the United States
        4. An intention to promote unrestricted global trade as a means to create friendly relations among all countries

      1. Questions 48–52 refer to the following two images.

      2. Image 1

        SOVIET POSTER, 1931

        Political poster depicting a worker in the upper left corner. Below him are two downward-pointing arrows: one is labeled 19 29 to 19 30 and points to a number 2, and the other is labeled 19 31 to 19 32 and points to another number 2. The 2s are added together to equal an incorrect total of 5. The large number five contains an image of a workplace.

        The text reads, “The arithmetic of an industrial-financial counter-plan: 2 + 2 plus the enthusiasm of the workers = 5.”

        Image 2

        A SCENE FROM THE RED DETACHMENT OF WOMEN (BALLET), 1972

        Female performers in military uniforms carrying rifles; behind the women is a flag containing the image of a hammer intersecting with a sickle.

        Scene from a ballet performed at the Great Hall of the People and attended by President and Mrs. Nixon during their trip to Peking, China.

      4. Which of the following directly enabled the establishment of the government that produced Image 1?

        1. The failure of the existing monarchy to abolish serfdom and other forms of coerced labor
        2. Redrawn national boundaries as a result of peace treaties at the end of World War I
        3. Increased rebellion by ethnic minorities due to imperial expansion in the nineteenth century
        4. Discontent with the monarchy and financial pressures of World War I

      5. The ideology reflected in Image 2 is most directly the result of which of the following developments of the nineteenth century?

        1. Growing discontent with the unequal distribution of wealth and lack of women’s suffrage
        2. Enlightenment ideas that challenged monarchies and viewed global capitalism with skepticism
        3. Demands for women’s rights and empowerment of the proletariat
        4. Rebellions throughout China against European and Japanese settler colonies

      6. The images reflect which of the following responses to economic challenges of the twentieth century?

        1. Governments controlled national economies in communist states through repressive policies.
        2. Governments often played a strong role in guiding economic life in newly independent states.
        3. Governments expanded free-market economic policies and promoted economic liberalization.
        4. Governments began to take a more active role in economic life as a result of the Great Depression.

      7. Which of the following best describes the likely purpose of the images?

        1. To build support for anti-imperialist movements in Asia and Africa
        2. To promote support for the prevailing political order and ward off alternatives
        3. To build support for centrally directed economic programs
        4. To promote participation in international organizations and trade agreements

      8. Which of the following differs most strongly from the purpose of the images shown?

        1. To encourage citizens to adopt Western popular culture
        2. To mobilize support for proxy wars during the Cold War
        3. To promote support for alliances, such as the Warsaw Pact
        4. To demonize capitalist countries and economic policies

      1. Questions 53–55 refer to the graph below.

      2. WHEAT YIELDS IN SELECTED COUNTRIES, 1950–2004

        A line graph showing wheat yields in kilograms per hectare. Mexico's yield rose from just under 1000 in 19 50 to approximately 4300 in 2 thousand 5. India's yeild rose from 400 in 19 50 to 25 hundred in 2 thousand 5. Pakistan's yield started at 800 in 19 50 and rose to 2250 in 2 thousand 5.

      3. The trend shown on the graph is most directly due to which of the following?

        1. The redistribution of land to create a more equitable social system
        2. The spread of chemically and genetically modified forms of agriculture
        3. The increased use of fossil fuels and nuclear power as energy sources
        4. The control of farm production by the governments of these nations

      4. Which of the following most directly resulted from the trend shown on the graph?

        1. Increased agricultural production led to the eradication of poverty in these nations.
        2. Increased yields in these nations led to economic collapse in other wheat producing nations.
        3. Increased population led to longer life spans and fewer epidemics.
        4. Increased population led to competition for resources more intensely than before.

      5. The trend shown on the graph is most similar to which of the following?

        1. Sub-Saharan Africa in the period 1450–1750
        2. Europe in the period 1200–1450
        3. China in the period 1200–1450
        4. India in the period 1750–1900

      1. SECTION I, PART B

        40 Minutes 3 Questions
      2. Directions: Section I, Part B of this exam consists of short-answer questions. You must respond to Questions 1 and 2. For your final response, you must choose to answer Question 3 or Question 4. In your responses, be sure to address all parts of the questions, using complete sentences. 

      3. Use the passage below to answer all parts of the question that follows.

        “The Green Revolution also contributed to better nutrition by raising incomes and reducing prices, which permitted people to consume more calories and a more diversified diet. Big increases occurred in per capita consumption of vegetable oils, fruits, vegetables, and livestock products in Asia. . . .

        Critics of the Green Revolution argued that owners of large farms were the main adopters of the new technologies because of their better access to irrigation water, fertilizers, seeds, and credit. Small farmers were either unaffected or harmed because the Green Revolution resulted in lower product prices, higher input prices, and efforts by landlords to increase rents or force tenants off the land. Critics also argued that the Green Revolution encouraged unnecessary mechanization, thereby pushing down rural wages and employment. Although a number of village and household studies conducted soon after the release of Green Revolution technologies lent some support to early critics, more recent evidence shows mixed outcomes. Small farmers did lag behind large farmers in adopting Green Revolution technologies, yet many of them eventually did so. Many of these small-farm adopters benefited from increased production, greater employment opportunities, and higher wages in the agricultural and nonfarm sectors. Moreover, most smallholders were able to keep their land and experienced significant increases in total production. In some cases, small farmers and landless laborers actually ended up gaining proportionally more income than larger farmers, resulting in a net improvement in the distribution of village income.”

        International Food Policy Research Institute, “Green Revolution: Blessing or Curse?” 2002

        1. Identify ONE reason why the institute was most likely evaluating the effects of the Green Revolution at the time indicated by the passage.
        2. Identify ONE additional piece of information that would be most directly useful in assessing the author’s conclusions about the effects of the Green Revolution.
        3. Explain ONE specific example from the period 1450–1750 that had results similar to those indicated in the passage.

      4. Use the image below to answer all parts of the question that follows.

        BRITISH IMPERIAL MARITIME LEAGUE POSTER, 1914

        Political poster depicting a woman and two children standing at a window, watching male soldiers march away.

        The poster shows women and a child watching soldiers march away.

        1. Describe ONE way in which the perspective expressed in the image shows a continuity with the nineteenth century in views about the roles of women.
        2. Explain how ONE specific historical development led to change in views about the roles of women in the nineteenth or early twentieth centuries.
        3. Explain ONE way in which images such as this can be considered examples of the political uses of art in the twentieth century.

      5. Choose EITHER Question 3 OR Question 4.

      6. Answer all parts of the question that follows.

        1. Explain ONE cultural change that occurred in African societies as a result of their encounters with Arab travelers in the period 1200–1750.
        2. Explain ONE economic change that occurred in African societies as a result of their encounters with Arab travelers in the period 1200–1750.
        3. Explain ONE area of continuity in African societies as they encountered Arab travelers during the period 1200–1750.

      7. Answer all parts of the question that follows.

        1. Identify ONE economic effect of the spread of industrial technology in Europe in the period 1750–1900.
        2. Explain ONE similarity between the responses of governments and the responses of workers to the development and spread of industrialization in the period 1750–1900.
        3. Explain ONE difference between the responses of governments and the responses of workers to the development and spread of industrialization in the period 1750–1900.