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Unit 1

1.9 Multiple Choice Answers

8 min readnovember 19, 2021


AP World History 🌍

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Multiple Choice Answers for The Global Tapestry

⛔STOP!⛔ Before you look at the answers make sure you gave this practice quiz a try so you can assess your understanding of the concepts covered in unit 1. Click here for the practice questions: AP World History Unit 1 Multiple Choice Questions.
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Facts about the test: The AP World History has 55 multiple choice questions and you will be given 55 minutes to complete the section. That means it should take you around a minute to complete a question.*The following questions were not written by College Board and, although they cover information outlined in the AP World History Course and Exam Description, the formatting on the exam may be different.

1.  The Chinese desire to limit trade with other nations best reflects which of the following cultural beliefs?
A. Ethnocentrism
B. Confucianism
C. Nationalism
D. Selectivism
Explanation: The Chinese belief of their cultural superiority created a feeling that goods from other countries were not needed, nor wanted, by Chinese citizens.
Take a look at our study guide on East Asia during this period here!

2.  All of the following statements regarding China from 1200-1450 are true EXCEPT
A.  The success of the individual was more important than the success of the community
B. Women's standing in society was very low, as demonstrated by footbinding
C. Chinese political systems and cultural beliefs were adopted by other nations in East Asia
D. Trade routes were nearly abandoned as a result of less Chinese focus on trade
Explanation: A is the correct choice because under a Confucian system, the well-being of society was key. Creating an orderly and peaceful society was paramount, and if that meant that individual needs couldn't be met, then that was okay.
Brush up on Post-Classical Asia here!

3.  Pre Islamic Arabian society can BEST be described as
A.  Urban
B. Sedentary
C. Nomadic
D. Cosmopolitan
Explanation: In Pre-Islamic Arabia, various clans would consistently move to find resources needed for survival. Often times they moved to engage in trading along the coastal areas of the peninsula. The geography of the region made it too difficult to be able to settle in one place and start a sedentary lifestyle. Review the Islamic world in this video!

4. All of the following are reasons for Islamic conquering success EXCEPT
A.  Equal treatment of all members of the empire after conquest
B. The desire to convert others to the Islamic faith
C. The weakness of kingdoms near the caliphates made conquering easier
D. Strong organization and strategies of the Islamic armies
Explanation: While it is true that the Abbasid Caliphate did promote more equal treatment among its Christian and Jewish members, these people still were not considered equal with Muslims, as evidenced by the Jizya tax. For the Umayyad Caliphate, they believed that the aristocratic Muslims were far superior to even other Muslims and Arabs, not to mention non-believers.
Take a look at this study guide on the Islamic world during this time!

5. One way that Buddhism differed from Hinduism was
A.  The belief that multiple lifetimes were needed to accomplish its religious goal
B. Buddhism originated in a different region than Hinduism
C. a belief in the equality of all followers
D. material possessions were important in the quest for happiness
Explanation: Buddhism promotes the equality of all believers in finding their way to Nirvana. Hinduism, with the caste system, did not believe in equality, and members of Indian society were divided into different castes, with some groups such as Brahmins, much higher in social standing, than say the Shudras.
Review developments in South and Southeast Asia in this study guide.

6. One similarity between Buddhism and Hinduism was
A. Prayer to multiple deities
B. the belief of reincarnation
C. a social hierarchical system
D. the insistence in religious leaders being female
Explanation: Both Hindus and Buddhists believed that it would take multiple lifetimes to achieve the goal of Brahman (Hinduism) and Buddhism (Nirvana). Thus both religions believed in reincarnation.
Remind yourself about other continuities in South Asia with this video.

7. The Aztec use of Chinampas best demonstrates which of the following AP themes?
A.  Governance
B. Development and interaction of cultures
C. Interactions between humans and the environment
D. development and transformation of social structures
Explanation: Due to the swamp-like conditions, farming was very difficult in Tenochtitlan and so the Aztecs had to figure out how to work around the environmental constraints in order to produce food—this suggests humans altering the environment due to constraint.
Learn about American developments here!

8.  One way the Incans differed from the Aztecs was
A.  the Incans did not believe in sacrifice in any way
B. The Incans promoted monotheism, while the Aztecs promoted polytheism
C. Travel within the Incan empire was much easier than that in the Aztec Empire
D. The Incans used the labor tax to benefit the citizens of the empire, not just the government
Explanation: The mita tax, prompted by the Incans was used to build roads and produce foods that would go to benefit the people of the empire. Aztec taxes tended to go for the benefit of the government/aristocracy, instead of the entire empire.
Learn about more American developments in video form!

9. All of the following led to feudal government EXCEPT
A.  a lack of trade across western Europe
B. Invasions into western Europe from multiple groups
C. The collapse of a centralized government system
D. Lack of a strong, unified western European army
Explanation: The lack of trade across western Europe was actually an effect of the feudal system, not a cause of it. The decentralized system of feudalism did come about because leaders could not protect against the constant onslaught of invasions after the collapse of the Roman Empire
Review feudalism and more in this study guide.

10. One of the most important roles of Christianity in western Europe was to
A.  Provide education to all classes of people
B. Provide a sense of hope and unity to the people
C. Ensure the success of trade and economic growth in western Europe
D. Promote religious tolerance to reduce attacks into western Europe
Explanation: As the Roman Empire fell, the system that once provided food, infrastructure, health care, etc was gone. Regional kings did not have the power to provide this to the people, so the the people turned to the church for a sense of hope and well-being.
Cover Post-Classical Europe in this study guide.

11. A key similarity between Islamic and Chinese systems of government was
A. Both systems promoted decentralized rule
B. Both systems were based on religious law
C. Both systems used a form of meritocracy to recruit officials
D. Both systems promoted increased rights for women
Explanation: With both the Abbasid and Song Dynasties, government officials had to earn their position in government. For the Song, men had to pass the Civil Service exam, and for the Abbasids, officials were chosen based on their ability, which is why one would find Persian officials in government, because they were more skilled with administration.
Draw more comparisons between world regions here.

12. Sub-Saharan Africa, from 1200-1450, became more active in interregional trade as a result of:
A.  Contact with Islamic missionaries and merchants promoting trade between North and West Africa
B. Increasing strength of European empires who promoted Christianity's growth
C. The efforts of Animistic shamans wanting to spread their religious beliefs
D. Improved navigation technologies that connected North Africa to sub-Saharan Africa
Explanation: As the Umayyad and Abbasid Caliphates continued to conquer more land in North Africa, Islamic merchants and missionaries used the trans-Saharan trade route to promote economic growth and Islamic growth. This led them to come into contact with Ghana and Mali, who then engage in more trade.
Learn more about African developments in this study guide.

13. When Islam was introduced into western Africa, the general response of the African people was to:
A.  Fully adopt all elements of Islam and promote continued Islamic conversions
B. Blend elements of Islam and Animism, creating a new syncretic religion
C. Rejected Islam as they saw it as an affront to their beliefs
D. Chose, instead, to turn towards Christianity as their preferred monotheistic belief
Explanation: As Islam continued to make inroads into sub-Saharan Africa, many Africans chose to blend this new faith with their traditional animistic beliefs, not wanting to abandon their traditions, but also seeing the value of the Islamic faith, such as equality of all believers.
Further explore Africa in this video.

14. One key takeaway from Unit 1, the Global Tapestry is that
A.  There was significant interaction among nations in the eastern hemisphere, leading to cultural diffusion
B. Governments tended to progress to more democratic systems
C. Western European development was outpacing Asian development
D. Religions tended to be static and limited to practice in only their places of origin
Explanation: From 1200-1450, there were numerous interactions between the Middle East, Africa, South Asia, and even East Asia, as these civilizations were either growing thorugh conquest or desirous of more trade. This led to more contact amongst these regions, and in the process, religious and cultural practices were diffused between them all.
Review Unit 1 in general here.

15. A historian studying this time period wanting to evaluate the extent to cross-cultural exchange would find which of the following sources useful?
A. a western European account of Viking and Muslim attacks in Gaul
B. a map showing the trade routes used during this time period
C. an Islamic merchant's records during his trips to various regions in the Indian Ocean
D. a journal from a Chinese scholar explaining the benefits of Confucianism
Explanation: While a map showing trade routes might be helpful, just because trade routes existed doesn't mean that they were heavily used. As well, a map showing Viking and Muslim attacks on medieval Europe only shows a regional account and battles doesn't always been cross cultural exchange. A merchant's records show what products were bought and sold from various regions in the Indian Ocean, showing cultural exchange via the products. Draw more comparisons between world regions here.

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