| a. Silver | ||
| b. Gunpowder | ||
| c. Paper | ||
| d. Porcelain |
| a. The Tang Dynasty | ||
| b. The Tokugawa Shogunate | ||
| c. The Qin Dynasty | ||
| d. The Nara Period |
| a. The Japanese converts to Christianity staged a successful revolt that overthrew the Tokugawa Shogunate. | ||
| b. With only a few exceptions, this policy isolated Japan, closed its borders to foreigners, and kept the Japanese people from leaving the islands. | ||
| c. The Ming Dynasty sided with the Christian missionaries and engaged the Shogunate in a war. | ||
| d. The successor of Iemistu, Nobunaga, converted to Christianity and made it the official religion of the Shogunate. |
| a. Paper | ||
| b. Silk | ||
| c. Canvas | ||
| d. Linen |
| a. The Han viewed the Vietnamese as barbarians who needed to be civilized. | ||
| b. The Han learned of the great wealth of the region through the travels of Zhang Qian. | ||
| c. The Au Lac Kingdom failed to negotiate a treaty with the Han and posed a substantial military threat to the southern Han territory. | ||
| d. The Legalist Han Dynasty needed conscript laborers for their massive public works projects. |
| a. Buddhism | ||
| b. Taoism/Daoism | ||
| c. Marxism | ||
| d. Mencianism |
| a. It will ruin his ancestral temple and his life will be miserable. | ||
| b. His officers will no longer listen to him. | ||
| c. Nothing. The young king is instructed to rule harshly to maintain order in society. | ||
| d. The earth will shake and the skies will fall. |
| a. The Zhou court lost much of its military power, and states in the Zhou confederation began to go to war with one another. | ||
| b. The aristocracy took on a smaller role in the government of states. | ||
| c. Tensions arose between the inner court (a ruler's family and servants) and the outer court (the place where the business of the state was conducted). | ||
| d. All of the above. |
| a. Cuneiform tablets | ||
| b. Animal skins | ||
| c. Oracle bones | ||
| d. Porcelain vases |
| a. Weapons | ||
| b. Common tools | ||
| c. Chariots | ||
| d. Ceremonial court records |
| a. The dynasty believed in a monotheistic religion that worshipped the Sun. | ||
| b. The dynasty began with a virtuous and heroic leader and ended with a tyrannical leader being overthrown by the people. | ||
| c. The dynasty witnessed the sharing of power between the Manchus and the Hans. | ||
| d. Mongols invaded the region and set up their own dynasty, subjecting the Chinese to their rule. |
| a. He must maintain the harmony and link in the cosmic order between heaven and the human sphere. | ||
| b. He is a responsible and just ruler. | ||
| c. He looks out for the welfare of the people under his domain. | ||
| d. All of the above. |
| a. A poem of praise for King Wên and an affirmation of the "Mandate of Heaven." | ||
| b. A eulogy for a Shang Dynasty warrior. | ||
| c. A stern warning to future rulers of China. | ||
| d. Both A and C. |
| a. While originally centered in the Yellow River region, these three societies migrated to the coast, where they utilized bronze tools and relied on fishing for sustenance. | ||
| b. Based on the agricultural surplus allowed by the annual floods of the Indus River, these three societies prospered by planting rice and wheat, and through the use of iron tools. | ||
| c. By terracing the mountainous slopes north of the Yellow River, these societies survived by hunting game supplemented with limited cultivation of millet using stone and wooden tools. | ||
| d. These societies developed on the banks of the Yellow River, primarily cultivated millet, utilized stone and bone tools, and created various types of painted and unpainted pottery. |
| a. King Wen | ||
| b. King Wu | ||
| c. Lao-Tzu | ||
| d. Duke of Zhou |
| a. Shang and Zhou | ||
| b. Zhou and Qin | ||
| c. Qin and Han | ||
| d. Longshan and Xia |
| a. He excels in his speech, is modest in his actions, and is often insincere. | ||
| b. He wants to see clearly, hear distinctly, practice righteousness, and be a virtuous man above all else. | ||
| c. He is willing to improperly obtain riches and fulfill desires, and is often struck with fear and anxiety. | ||
| d. All of the above. |
| a. Questioning the authority of your mother-in-law if she tells you to do something that you know to be incorrect. | ||
| b. Constantly cleaning yourself and your clothes to keep from becoming filthy. | ||
| c. Maintaining harmony with your husband by not speaking sharply to him and avoiding licentiousness. | ||
| d. Putting the needs of others first in her life before her own welfare. |
| a. He became a regional governor who eradicated poverty in his realm. | ||
| b. He advised the Duke of Zhou and encouraged him to disband his army and focus on the welfare of his people. | ||
| c. He never attained a political position in his lifetime, but he inspired future dynastic leaders with his political philosophy. | ||
| d. He became a wise judge who ruled by practicing righteousness. |
| a. A young man who carefully maps out his goals and ambitions and establishes a practical plan of achieving them. | ||
| b. A rich man who lives spontaneously, spending large amounts of money on goods and services that make him happy. | ||
| c. An old woman who frequently punishes her children because of her belief that humans are all inherently evil. | ||
| d. A woman who strives to live in moderation, without planning or materialistic desires. |
| a. Spices | ||
| b. Cultural and religious traditions | ||
| c. Disease | ||
| d. All of the above |
| a. Both schools laid out a clear and delineated plan for the establishment of a new governing dynasty. | ||
| b. These philosophies gave people different methods by which to contemplate their lives and navigate the universe amidst the chaos of the time period. | ||
| c. Daoism and Confucianism both situated the universe as a duality of good and evil, and encouraged followers to seek one extreme or the other in their actions. | ||
| d. Both philosophies emphasized a deep belief in a benevolent god who could save the Chinese people from the destructive forces of war. |
| a. The Qin standardized coinage, and weights and measures, and divided up their territory into forty-two administrative districts that have remained roughly the same in modern China. | ||
| b. The Qin legal code, which included harsh punishments such as dismemberment for minor offenses, was adopted by the Han and other successive dynasties due to its great popularity with the Chinese people. | ||
| c. The Qin view of history as something that could be harmful and should not be relied upon by present students led the Han and other dynasties to abandon their emphasis on the Zhou Dynasty texts and instead focus students on learning from current events. | ||
| d. All of the above. |
| a. Daoist teachings | ||
| b. Confucian philosophy | ||
| c. Legalist writings | ||
| d. None of these. The Han created a secular education system that reinforced practical knowledge over moral philosophy. |
| a. His economic policies were so successful that his brief dynasty attracted the attention of the Mongols, who invaded the capital and killed Mang, but were eventually driven out by Mang's supporters, who called themselves the Red Eyebrows. | ||
| b. Mang conquered much of the Xiongnu territory and successfully redistributed the captured land to the gentry class, angering the poor. | ||
| c. His failed military campaigns against the Xiongnu and his poorly executed attempts at redistributing land and instituting social welfare programs angered the aristocrats, and later the majority of the population. | ||
| d. He attempted to revert back to the Legalist policies of the Qin and banned all practice of Confucian teachings. |
| a. Society is evenly split between people who are inherently good and evil. The Qin preferred nonaction, rather than punishment or reward, as a means of motivating their subjects. | ||
| b. All people are inherently good and should not be punished in any way, as it will be to the detriment of society. The Qin benevolently treated their subjects. | ||
| c. All people are inherently evil and will only contribute to society as a whole if it means that their own self-interests will be served. The Qin ruthlessly used punishment as a means of correcting the behavior of their people. | ||
| d. The Qin relied on a group of scholar-kings known as the junzi to run the day-to-day bureaucratic affairs of the state. |
| a. Despite its persuasive ideals, Buddhism failed to win over the Tang court. It was not until the Song Dynasty that Buddhism gained in popularity and became the official Chinese religion. | ||
| b. The Tang court forced all Chinese to convert to Buddhism and permanently eradicated Confucian teaching until the rise of the Qing Dynasty. | ||
| c. While the Tang court encouraged the spread of Buddhism, Confucianism experienced a rise in popularity when the Song took power. Although later dynasties relied on Confucian principles, Buddhism did not disappear entirely. | ||
| d. Tang intellectuals synthesized Confucian and Buddhist principles into a new religion known as Legalism, which would go on to dominate Chinese thought for the next millennium. |
| a. Poetry writing, calligraphy, and painting | ||
| b. Economics, politics, and philosophy | ||
| c. Dancing, painting, and weaving | ||
| d. Philosophy, block printing, singing |
| a. The Daodejing and other Daoist texts and lessons offered by Lao-Tzu. | ||
| b. The wisdom offered by classical Chinese texts, most notably the Book of Songs, the Book of Rites, and other Zhou Dynasty texts. | ||
| c. The Legalist philosophies of Han Feizi and his followers. | ||
| d. You would not need to study anything. Song bureaucrats were appointed through family and aristocratic connections, so there was no way to prove your worthiness to the court. |
| a. Dunhuang, Buddhism | ||
| b. Longmen, Shintoism | ||
| c. Chang'an, Daoism | ||
| d. Luoyang, Confucianism |
| a. Advancements in agricultural technologies helped Song farmers to become commercial, rather than self-sufficient, farmers. | ||
| b. A dramatic boost in trade and specialization by urban merchants increased the monetary supply and necessitated the use of paper money during the Song Dynasty. | ||
| c. Used in a myriad of objects from armor, to tools, to statues, iron production grew sixfold during the period, fueling the Song economy in multiple ways. | ||
| d. All of the above. |
| a. Ideas of kindness and good leadership, along with the eventual invasions of the Mongols. | ||
| b. The emergence of Buddhism and the rise of civil service examinations. | ||
| c. The military power of the Song and its repression of the Xiongnu. | ||
| d. Inspiration from nature and contemporary secular views, as opposed to Chinese history and the scholarly pursuits of politicians. |
| a. A Nestorian Christian missionary engaged in discussion with a Buddhist monk outside an elaborate Daoist temple. | ||
| b. Explosives, and cannons and other firearms, used by soldiers for military purposes. | ||
| c. A market in the western part of the city full of Asian fruits and vegetables, as well as Indian spices and traders from abroad. | ||
| d. Parks in full bloom, with artists and poets gathered along the shores of lakes and ponds attempting to become famous in both art and politics. |
| a. The state forces a peasant to leave his fields in order to build the Grand Canal. | ||
| b. A farmer buys land from another farmer and builds a large, economically successful manor. | ||
| c. A peasant dies, his land is put back into the common public pool of land owned by the state, and is then redistributed to other peasants based on a set formula. | ||
| d. A merchant is paid by the state to abandon his trade and work on a farm during times of famine and internal crisis. |
| a. There is not a separate term. Overall, Confucian thought changed and adapted to incorporate an alternate take on the metaphysical teachings of Buddhism. | ||
| b. The term is "Zen Buddhism." This school of thought emphasizes meditation, and intertwines the Confucian virtues of filial piety and benevolence. | ||
| c. The term is "neo-Confucianism," which encouraged a path of self-cultivation that would benefit the individual and make for a harmonious state and society. | ||
| d. The term is "quasi-Confucianism." This form of Confucian thought emphasized the evil nature of human existence and preached that all people must be punished harshly so that order is kept in society. |
| a. The Sui Dynasty established the powerful city of Luoyang and cemented Buddhism as the main religion of China. Its dominance persisted until the Mongol invasions in the twelfth century CE finally ended the Sui reign. | ||
| b. The Sui Dynasty, though it united many smaller kingdoms after years of warfare, tried to do too much in a short period of time and ultimately witnessed the reign of only two emperors. The Sui did lay the groundwork for the success of the following dynasty, the Tang. | ||
| c. During the Sui Dynasty, China established lasting ties to the West through direct contact with Marco Polo and other Venetian traders. The economy grew so much during the Sui Dynasty that China minted paper money to keep up with the rise in business. | ||
| d. Empress Wu, the only female emperor of China, ruled during the Sui Dynasty. Her progressive policies encouraging private land ownership helped to fuel a population boom. |
| a. The canal ensured the flow of goods to the capital in the event that pirates or natural disasters compromised sea routes. | ||
| b. A water route was established between Hangzhou and the capital. | ||
| c. The canal linked the Yellow and Mekong Rivers through a series of interlocking smaller canals that boosted trade from Southeast Asia to the Chinese interior. | ||
| d. A and B |
| a. The goddess Susanoo, who represented a storm/tempest. | ||
| b. The goddess Amaterasu, who represented the sun. | ||
| c. The goddess Izanami, who represented creation and death. | ||
| d. The goddess Tsukuyomi, who represented the moon. |
| a. They were both written originally in Chinese and inspired by similar Chinese histories and stories. | ||
| b. Both incorporated a mix of myth and history. | ||
| c. The two texts describe the creation of Japan and its people, its gods and goddesses, and some of the early monarchs who ruled the islands. | ||
| d. All of the above. |
| a. The shogunate ruled Japan, using the emperor only as a puppet figure who had no real power or authority. | ||
| b. The shogun and the emperor shared power, with Kamakura concentrating on the affairs of the warriors and the legal system, while Kyoto oversaw temples, civilians, and the aristocracy. | ||
| c. The emperor in Kyoto held most of the power and limited the shogun to only overseeing the samurai. | ||
| d. The shogun in Kamakura supervised Buddhist temples, while the emperor in Kyoto dealt mainly with military affairs. |
| a. Most females in the court became courtesans, and there is little written evidence of their correspondence. | ||
| b. Women of the court rarely gained an education and passed their days by painting and sewing. | ||
| c. Female aristocrats wrote poetry, music, and prose, contributing heavily to the major literary works of the period. | ||
| d. The women of the court received an education but were forbidden from writing anything other than poems or personal letters. |
| a. "Shinkokinshū" | ||
| b. "The Tale of the Genji" | ||
| c. "The Tale of the Heike" | ||
| d. The memoir of Lady Nijō |
| a. Toyotomi Hideyoshi | ||
| b. Tokugawa Ieyasu | ||
| c. Oda Nabunaga | ||
| d. Yoritomo Minamoto |
| a. Write a scathing rebuke of society in the literary work entitled "The Pillow Book." | ||
| b. Rise to power as the head of a feudal daimyō. | ||
| c. Become a Buddhist monk and relate his cautionary tale to others by writing the "Hōjōki" ("An Account of My Hut"). | ||
| d. Join the Taira clan and fight in the Genpei War. |
| a. Pure Land Buddhism | ||
| b. Todaiji | ||
| c. Nichiren | ||
| d. Zen Buddhism |
| a. The story follows the rise of Tokugawa Ieyasu and his attempts to consolidate the daimyo in the late Ashikaga period. | ||
| b. It focuses on the personal struggles of the warrior culture during the Genpei War of the twelfth century CE. | ||
| c. A tale of intrigue and treachery, the story recounts the tug-o-war between Emperor GoDaigo and Ashikaga Takauji at the beginning of the Muromachi period. | ||
| d. It is a philosophical essay that explains why the author withdrew from the material world and became a Buddhist monk. |
| a. Provincial warlords | ||
| b. Imperial ministers | ||
| c. Japanese people who lived in the northernmost islands of the chain | ||
| d. Buddhist monks |
| a. A compilation of poems sponsored by the emperor and written entirely in kana, a new phonetic Japanese script, rather than the traditional Chinese language. | ||
| b. The publication of the morality play "The Tale of the Heike," an epic that focused on the Fujiwara family and their political dealings with the Chinese. | ||
| c. The court's adoption of Confucian beliefs, rather than Shinto and Buddhist philosophies. | ||
| d. All of the above. |
| a. Chams | ||
| b. Mongols | ||
| c. Dong Son | ||
| d. Khmers |
| a. Due to its teachings concerning social status, the royal family, along with aristocrats, converted to Buddhism, as did much of the population, helping to unify the state. | ||
| b. Though royals and elites became devout Buddhists, the general population failed to connect with the message of the religion, so it fostered disunity between the peasants and the aristocrats. | ||
| c. Korean monks chose to adapt the religion to their own local customs rather than traveling to China or India to learn Buddhist teachings. Therefore, the Korean people created their own unique brand of Buddhism. | ||
| d. The aristocracy rejected Buddhism in favor of Confucian teachings, but the religion took hold with the lower classes, leading to a diverse religious atmosphere in Korea during this era. |
| a. The Vietnamese have primarily relied on fishing and only planted crops in limited quantities. | ||
| b. The prehistoric Chinese taught the Vietnamese how to grow millet, which became their staple crop. | ||
| c. The Vietnamese cultivated wheat in the open prairies to the east of the Mekong River. | ||
| d. They developed two ways by which to cultivate rice-a dry method that was used in the more mountainous regions, and a wet method that took advantage of irrigation techniques used in conjunction with rivers. |
| a. The Han attempted to stamp out all Vietnamese culture and systematically eradicated entire villages. | ||
| b. The Han granted Chinese soldiers land in Vietnam, and many Chinese scholars and wealthy aristocrats immigrated to the region, displacing local rulers and marrying into the local aristocracy. | ||
| c. The Chinese doled out land allotments to the Vietnamese, but those grew smaller over time, as more land was sold to Chinese immigrants. | ||
| d. The taxes on the Vietnamese peasants steadily increased over time, and a series of natural disasters struck the region, with the Vietnamese villagers suffering catastrophic losses. |
| a. Shilla, Chosun, and Puyo | ||
| b. Puyo, Yemak, and Tangun | ||
| c. Koryo, Shilla, and Choson | ||
| d. Koguryo, Paekche, and Shilla |
| a. Buddhist temples hold the largest collection of Korean ceramics from the period. It is difficult to know if the majority of these objects were made in Korea or imported from China and Japan. | ||
| b. The majority of Korean ceramics from the period come from locations outside of Korea. We know that these were highly valued economic commodities, but it is uncertain what, if any, purpose they had in the lives of everyday Koreans. | ||
| c. Most ceramics come from the homes of Korean peasants, but only a few examples from the royal court have been found. Scholars are not certain how these objects were used in imperial ceremonies. | ||
| d. The majority of the ceramics have been found in tombs, and served ceremonial purposes. Few dwelling places have been excavated that show how ceramics were used in the everyday lives of Koreans during the period. |
| a. The Vietnamese directly influenced the art of the Tang Dynasty, in which "dinh" (community meeting halls) featured traditional Vietnamese motifs of animals and birds. | ||
| b. While the Vietnamese originally built houses similar to the Chinese, they turned to the Champa kingdom, a Hindu culture in Southeast Asia, for their artistic influences. | ||
| c. The Vietnamese found the art and architecture of the Chinese to be fundamentally superior to their own, so they universally adopted it with few modifications. | ||
| d. The Vietnamese utilized the artistic and architectural designs brought by Chinese occupation forces, but generally adapted them to their own local customs by adding traditional motifs. |
| a. Any tax-paying free citizen, but not aristocrats (they were all appointed positions); Buddhist sutras and teachings, coupled with mathematics and alchemy. | ||
| b. Only the first-born sons of the first three ranking classes (royal caste, yangban, and palace functionaries); Daoist teachings, Confucian classics, law, and astronomy. | ||
| c. Everyone except those of the lowest classes; Confucian classics, along with legal studies, mathematics, and astronomy. | ||
| d. Only members of the royal caste and the yangban; Confucian classics and Buddhist sutras and teachings. |
| a. In 968 CE, they proclaimed themselves queens and founded the 10 Circuit Army, beginning the era of Vietnamese independence. | ||
| b. They organized dozens of Vietnamese clans together and led a successful, though brief, revolt against Chinese occupation forces in 43 CE. | ||
| c. After mythically founding the kingdom of Vietnam, they drowned themselves in a river. | ||
| d. With the help of the Cham people from central Vietnam, they unsuccessfully rebelled against the Chinese in 248 CE, using trained elephants as military weapons. |
| a. Sui Dynasty China | ||
| b. Heian Japan | ||
| c. The Au Lac Kingdom in Vietnam | ||
| d. They developed a unique model of government that featured two kings and a council of senators. |
| a. The Mongols failed to manage flood control on the Yellow River. When floods devastated the region in the 1340s CE, thousands of peasants became homeless, fueling the eventual rebellion that ended the Yuan Dynasty. | ||
| b. The Yuan failed to protect the trade routes, and hordes of roving bandits took a heavy toll on merchant caravans, inciting the merchant and artisan classes to rebel against the Mongols. | ||
| c. The new summer capital of Shangdu utilized large amounts of conscript labor. The peasants of northern China suffered greatly when a drought struck, while most farmers were away working on the new city. | ||
| d. The Yuan failed to maintain the massive walled fortifications protecting the dynasty's borders, allowing the Xiongnu to successfully invade Daidu and unseat the Mongols. |
| a. The Mongols created "ortogh," merchant associations, to coordinate and improve long-distance trade. | ||
| b. In order to make more currency available and increase trade, they minted more paper money and lowered tariffs on merchants. | ||
| c. The Mongols allowed physicians, artisans, and scientists to travel across Mongol territories, facilitating knowledge transfer along the Silk Road and other trade routes. | ||
| d. All of the above. |
| a. The Mongols did not possess any special military advantage, but rather, the Southern Song were militarily weak and were easily conquered. | ||
| b. Possessing powerful infantry and artillery, the Mongol armies moved slowly, but were able to wear down opponents over time. | ||
| c. The Mongols were skilled soldiers who moved swiftly on horseback. They also adapted to different military situations, such as building a navy in order to cross the Yangtze and defeat the Southern Song. | ||
| d. All of the above. |
| a. A Nestorian Christian monk who attempted to convert the mother of Kublai Khan. | ||
| b. A Tibetan Buddhist monk who wished to build a monastery for the primary purpose of translating Buddhist texts. | ||
| c. A Daoist monk who wished to debate the merits of Buddhism with the Mongols. | ||
| d. A Muslim who wished to work for the Yuan Dynasty as a financial administrator. |
| a. While the Mongols dismissed and attempted to erase most Chinese cultural practices, they did utilize the Chinese language over their own native tongue, and decreed that all forms of literature be written in Chinese. | ||
| b. The Mongols forced many Chinese artists to adopt traditional Mongol motifs in their paintings, but encouraged the Mongol shamans to adopt Confucian and Daoist teachings in their religious practices. | ||
| c. The Yuan court built a new theater in Daidu and eventually abandoned the celebration of Mongol practices and traditions. | ||
| d. The Mongols supported Chinese painters and playwrights, but retained much of their own cultural practices and rituals, such as scattering mare's milk and praying for the assistance of the sky god Tenggeri. |
| a. The "equal-field" system | ||
| b. The civil service examination system | ||
| c. The sword hunt | ||
| d. The manufacture of silk |
| a. They formed rural cooperatives, comprised of fifty households led by a village leader, to increase agricultural production and promote land reclamation. | ||
| b. The Mongols set a fixed taxation system for peasants so that it did not fluctuate over time. | ||
| c. The Mongols compensated the peasants who were recruited to build postal stations across the territory and the capital city of Daidu. | ||
| d. Both A and B |
| a. Vietnam | ||
| b. Java | ||
| c. Korea | ||
| d. Japan |
| a. Scholarly gentleman; they based their work on the traditions of the Tang Dynasty. | ||
| b. Females from the court; they painted images of the Mongol culture and disavowed Chinese culture. | ||
| c. Artistically trained gentleman who eschewed a traditional education; the Mongol military campaigns provided the inspiration for most of the art of the period. | ||
| d. Both male and female peasant artists; landscapes and natural images provided the backdrop. |
| a. Matteo Ricci, a Christian missionary, whose epistles to his Jesuit brethren inspired an influx of priests and monks to visit the Mongol court. | ||
| b. Marco Polo, a Venetian merchant who may or may not have actually made it to the court of Kublai Khan, and purported to have spent seventeen years with the Mongols before returning to relate his tales of adventure. | ||
| c. Vasco da Gama, a Portuguese explorer who used his naval power to overcome ports along the coast of India, and who eventually subdued the Yuan as well. | ||
| d. St. Francis Xavier, whose missions to convert the Japanese people to Christianity won over the Mongols when he equated the Christian God to the Amida Buddha. |
| a. Though the Grand Khan refused to convert, John baptized thousands of people, built a church, and translated much of the New Testament into the vernacular language. | ||
| b. He failed utterly at his mission, as the Mongols wanted no part of Christianity and instead chose to continue to follow their own shamans. | ||
| c. John was successful at equating the figure of Jesus Christ to the Buddha, and won over part of the population with this syncretism of Buddhist and Christian beliefs. | ||
| d. After initially gaining the approval of the Grand Khan and being allowed to build churches, John was persecuted for preaching against Confucian teachings and was forced to move to India to continue his mission. |
| a. They hoped to minimize the economic power of Spain, the main adversary to all three empires. | ||
| b. The English looked to colonize areas of Asia in order to send the poor, unemployed peasants from Britain and Ireland there with the hopes of giving them a fresh start in a new land. | ||
| c. They wanted to find a way around the middlemen in Italian ports and the Middle East, who inflated the prices of Asian goods and commodities such as silk and spices. | ||
| d. Gold and silver drove the English to Asia, as they were out to stabilize their economy and population in the wake of the Black Death. |
| a. Gunpowder was first described in Europe in 1423 CE in Germany, and may have come via traders in Persia and Egypt. | ||
| b. It came to Europe around 1330 CE, and its arrival may have been made possible by the trade routes established by the Mongols that allowed Europeans to move relatively freely over these networks. | ||
| c. Not successfully reproduced in Europe until the eighteenth century CE, it came to the continent in the fifteenth century CE through an Italian port, and immediately became a highly sought-after commodity. | ||
| d. The first description of gunpowder in Europe comes from a French poem written in 1190 CE, though it was not until the sixteenth century that Portuguese ships gained it from Muslim merchants operating on the east coast of Africa. |
| a. Spices were transported via ships, while goods such as porcelain and silk continued to be sent exclusively by land routes because they were considered delicate cargo. | ||
| b. Caravans along the Silk Road traveled long distances in often-hostile territory, therefore limiting traders to carrying only small quantities of luxury goods. With the advent of sea trading, larger quantities and assortments of goods could be exchanged. | ||
| c. The demand for gunpowder rose immensely, as it could be safely shipped by sea, while the demand for goods such as paper and lacquer dwindled due to their possible spoilage from an ocean voyage. | ||
| d. All of the above. |
| a. In order to overpower the other colonial naval powers, the Portuguese built a fearsome naval armada that outgunned the navies of Spain and England combined. | ||
| b. They established the Estado da India (State of India), an interconnected network of trading posts and fortresses-such as its capital Goa-situated in strategic locations along the Indian Ocean basin. | ||
| c. The Portuguese founded the East India Company in 1600 CE and traded directly with merchants in present-day India and Indonesia. | ||
| d. They negotiated treaties with local kings and chieftains that guaranteed protection from other colonial powers (such as Spain and England) in exchange for exclusive rights to trade spices. |
| a. The city served as an Asian base for Jesuit missionaries where they built St. Paul College around 1572, and later constructed the immense Madre de Deus Church. | ||
| b. It was a trading base for the Portuguese and a critical point in the Estado da India. | ||
| c. The Dutch built Macau on an island off the coast of Nagasaki, Japan, and were the only Europeans allowed to trade with the Japanese from this key port. | ||
| d. Both A and B. |
| a. Cinnamon | ||
| b. Pepper | ||
| c. Sugar | ||
| d. Salt |
| a. Fast-ripening rice from France proved to be a valuable trading commodity with the Chinese, as they could grow it twice as fast as locally developed varieties of rice. | ||
| b. The Chinese desired steel-tipped plows to break the rough terrain of Manchuria and increase its agricultural production in order to feed its rapidly growing population. | ||
| c. The printing method perfected by Johannes Guttenberg. The Chinese bureaucracy needed the innovation of movable type and printing presses to tackle the volume of administrative documents produced by the state. | ||
| d. The Chinese needed silver, due to their relative lack of precious metals. Though they had experimented with paper money, the Chinese needed silver to coin money for their vibrant economy. |
| a. Caskets made of colored wood inlaid with ivory and mother-of-pearl. | ||
| b. Ivory devotional images | ||
| c. Cinnamon | ||
| d. Gilded wooden oratories |
| a. Cartographers revised texts such as Ptolemy's "Geography" and created new, more detailed maps that aided seafaring expeditions. | ||
| b. The Portuguese sailed on ships called caravels that were more maneuverable than other ships, and could go farther into bays because of their shallow draft. | ||
| c. Triangular, lateen sails enabled the Portuguese ships to steer more closely into the wind and offered more precise navigation. | ||
| d. All of the above. |
| a. Mathematical innovations that corrected errors in the Chinese calendar. | ||
| b. Astronomical innovations that predicted celestial events with improved accuracy. | ||
| c. A classification system of the natural sciences that enabled the Chinese to produce new hybrid crops. | ||
| d. Both A and B |
| a. A young married woman obeys the wishes of her father-in-law despite her own objections to his orders. | ||
| b. A young married woman gives a letter to her brother to deliver to her husband, rather than handing it directly to him. | ||
| c. Due to living in poverty, a young married woman chastises her husband's laziness and urges him to work harder to improve their lives. | ||
| d. A young woman eats in moderation and avoids wearing luxurious clothing. |
| a. Calligraphy | ||
| b. Poetry writing | ||
| c. Philosophy | ||
| d. Sculpture |
| a. They built gardens as a marker of social status, and in order to host social gatherings. | ||
| b. People of the Ming Dynasty painted, played musical instruments, and sang in gardens. | ||
| c. Young men and women often courted in the gardens attached to homes. | ||
| d. All of the above. |
| a. Celebrities such as actors, actresses, and sumo competitors. | ||
| b. Scenes depicting landscapes in the countryside and on the coast. | ||
| c. Erotic or sexualized images. | ||
| d. All of the above. |
| a. The Ming feared the Portuguese imposition of trading centers and Christian missionaries on the Chinese people. They did not recognize Christian priests as members of the junzi, and saw an imbalance of trade in cities such as Macau. | ||
| b. The Chinese viewed all "barbarians" as malevolent people who only sought to undermine the Ming economic system. | ||
| c. The Zhou Dynasty texts, the basis for Confucian teaching, did not deal with foreign visitors, which limited the ability of the Ming to conduct trading and diplomatic missions. | ||
| d. The treasure junks were expensive to maintain, and the Confucian worldview deemed it improper for one to travel to a foreign country while one's parents were still alive, thus bringing an end to diplomatic missions to Africa and beyond. |
| a. The capital moved from Nanjing to the former Mongol capital of Daidu (now Beijing). | ||
| b. The Dynasty set up and sponsored schools to teach scholars about the Confucian classics. | ||
| c. They reoriented the military and government to stamp out all vestiges of the Yuan. | ||
| d. The Ming revived the civil service examination system that had been initially banned by the Yuan. |
| a. He allotted lands in proximity to the capital to the daimyo in proportion to their allegiance to Ieyasu during the late Ashikaga period. | ||
| b. All daimyo were required to visit the capital at least once a year. | ||
| c. Each daimyo sent members of their immediate family to live in the capital as quasi-hostages. | ||
| d. Tokugawa heavily taxed the daimyo to the point that none of them could afford to finance a rebellion. |
| a. Utilizing a grassroots approach, Xavier started with the poorest Japanese people in an attempt to gain the majority of the population before moving up the social ladder. | ||
| b. Xavier worked from the top down by attempting to convert the wealthy daimyo first, before attempting to persuade the peasants. | ||
| c. Thinking that he would be able to find a common dialogue with another religious figure, Xavier began by attempting to convert Buddhist monks to Christianity. | ||
| d. Xavier did not have a coordinated strategy, but rather attempted to convert anyone he could find, regardless of social status. |
| a. Muskets and artillery | ||
| b. Swords | ||
| c. Gunpowder | ||
| d. Shields |
| a. China's economy suffered greatly, as there was no longer a means by which to export goods such as porcelain and silk. | ||
| b. The Chinese coast came under almost constant attack from Japanese pirates, and China lost its place as a naval power. | ||
| c. After a brief hiatus from naval operations, Yongle's successor reversed the decision and built an enormous Chinese fleet that successfully invaded Japan. | ||
| d. The decision benefited the Chinese, as it allowed Yongle to triumph over the conservative Confucian faction in the government. |
| a. You would have been sentenced to death. No Japanese citizen in this era would have been permitted to freely leave the islands. | ||
| b. You would have been forced to stay with your family in Edo under the surveillance of the emperor | ||
| c. Nothing. This was the only permissible contact with a group of Europeans during this period. | ||
| d. You would have been banished from Japan and never allowed to return. |
| a. Confucian teachings advocated that the ethnic origin of the ruler did not matter if the population and the state prospered. Yet to work with the Manchus meant collaborating with an enemy of the Han. | ||
| b. According to Confucian principles, it was unjust to rebel against a ruler, thereby causing many to question their own Confucian beliefs. | ||
| c. The Ming Dynasty had invited the Manchus to help with their problems, and it would have been against Confucian teaching to resist the rule of someone who came to the Chinese in their time of need. | ||
| d. The Manchus were a humane people that resisted violence at all costs. Since they embodied the Confucian principle of "jen/ren," it made it difficult for the Han population to harbor enmity for them. |
| a. You would be fined for your actions and possibly face trial on charges of treason. | ||
| b. Nothing. The Manchus conducted an especially tolerant regime where critical thought was not discouraged. | ||
| c. Your writings would be burned and you would be executed and possibly dismembered post-mortem. | ||
| d. Your writings would be confiscated and you would be sent to a special school where you would be taught to show deference to your benevolent Manchu rulers. |
| a. Starving peasants ate animals such as rats and birds, and even resorted to stripping the bark off of trees for food. | ||
| b. Some dismantled their houses to sell them for scrap, pawned their tools, and sold their land for a fraction of the price it was really worth. | ||
| c. After exhausting all options, some Chinese peasants committed suicide in order to escape the painful hardships of life. | ||
| d. All of the above. |
| a. The Qing required that all people pay at least some of their tax duties in copper or silver coins instead of goods-in-kind. | ||
| b. Beginning in the seventeenth century, the Qing established state banks that offered credit, especially for market communities. | ||
| c. The Qing promoted the use of paper money that featured holes cut out of the middle (often with several bills tied together by a piece of string) to pay for large transactions. | ||
| d. Both A and B |
| a. Denoted by beautiful silk weavings given as gifts, the banner system was a tributary relationship established between the Qing and several foreign groups, including the Mongols. | ||
| b. The Manchu banner system in northern China was an administrative unit comprised of military colonies that gave military service to the dynasty in exchange for land and tax benefits. | ||
| c. An organization of agricultural allotments, the banner system kept the Han minority population in order, so that land was apportioned on an equal basis regardless of social status. | ||
| d. The banner system distributed signs throughout the dynasty instructing all Chinese people to live accordance with the proper Confucian social roles. |
| a. Gold and silk | ||
| b. Silver and opium | ||
| c. Gunpowder and porcelain | ||
| d. Copper and marijuana |
| a. Merchants and artisans | ||
| b. Confucian scholars and lower-level bureaucrats | ||
| c. Military leaders, aristocratic landowners, and secret societies | ||
| d. Foreign traders and missionaries |
| a. He intended for the edicts to be read in villages throughout the realm so that he could instill Confucian values and social roles to the commoners. | ||
| b. The emperor hoped to foster Buddhist thought and teaching and issued the edicts much like the legendary Buddhist Mauryan King Ashoka. | ||
| c. The edicts were issued to all foreigners, especially missionaries, operating within the Qing Dynasty, so that they would abide by a code of conduct. | ||
| d. Targeting the aristocracy, the emperor issued the edicts in order to assert his dominance over the scholarly politicians and lords. |
| a. A person still had to come from a relatively wealthy family in order to gain the education needed to pass the exams. | ||
| b. Commoners were restricted from taking the exams. | ||
| c. The Qing only allowed Manchus to take the exams. | ||
| d. Some parts of the exams included feats of strength that tested the physical fitness of candidates instead of their general knowledge. This excluded a number of intellectually talented, but physically inferior candidates from becoming Qin officials. |
| a. The Manchus were relatives of the Yamato kings and lived on the extreme northern islands of Japan. | ||
| b. The Manchus were an ethnic group from the northeast portion of Chinese territory who were related to the Mongols. | ||
| c. The Manchus controlled a kingdom in what is now North Korea. | ||
| d. The Manchus were an ethnic group from the region of present-day Turkey. |