Part I
Answer all questions in this part.
Directions (1-25): For each statement or question, record on your separate answer sheet the number of the word
or expression that, of those given, best completes the statement or answers the question.
Base your answers to questions 1 and 2 on the passage below and on your knowledge of social studies.
From Food Gathering To Food Producing
. . . Paleolithic men could not control their food supply. So long as they relied on foraging, hunting, fishing, and
trapping, they were dependent on the natural food supply in a given area to keep from starving. But while Paleolithic
men continued their food-gathering pattern of existence in Europe, Africa, and Australia, groups of people in the Near
East began to cultivate edible plants and to breed animals. Often described as the “first economic revolution” in the
history of man, this momentous change from a food-gathering to a food-producing economy initiated the Neolithic
Age. Paleolithic man was a hunter; Neolithic man became a farmer and herdsman. . . .
Source: T. Walter Wallbank, et al., Civilization: Past and Present, Scott, Foresman and Company from NYS Global History and Geography Regents, January, 2010.
1. Based on the passage above, identify one advantage of living the way “Neolithic man” lived.
(1) More leisure time
(2) More reliable food sources
(3) More travel
(4) Greater knowledge of wild plants
2. Identify one effect of the change discussed in the excerpt above.
(1) Most humans became nomads.
(2) People had more equal rights in their societies.
(3) Life expectancy shortened.
(4) The first civilizations developed.
UNIT 6 | Ottomans and Ming Pre-1600 | End of Unit Assessment
Base your answer to question 3 on the map below and on your knowledge of social studies.
Source: Facts on File, Inc. (adapted) from the NYS Global History and Geography Regents Examination, January 2012.
3. Which concept is most closely associated with this map of Asia?
(1) nonalignment
(2) urbanization
(3) colonization
(4) cultural diffusion
UNIT 6 | Ottomans and Ming Pre-1600 | End of Unit Assessment
Base your answer to questions 4 and 5 on the map below and on your knowledge of social studies.
Eight Circuits of the 13th-Century World System
Source: Janet L. Abu-Lughod, Before European Hegemony: The World System A.D. 1250-1350, Oxford University Press, 1989 (adapted) from the NYS Global History and
Geography Regents Examination, June 2013.
4. Based on this map of 13th-century world systems, which of these circuits was limited to one continent?
(1) I
(2) II
(3) V
(4) VI
5. The information on this map implies that trade made these regions
(1) militaristic
(2) interconnected
(3) isolationist
(4) ethnocentric
UNIT 6 | Ottomans and Ming Pre-1600 | End of Unit Assessment
Base your answer to questions 6 and 7 on the passage below and on your knowledge of social studies.
Li Si was a strong supporter of legalism and served as the Grand Counselor to Emperor Shi Huangdi (259-210 BCE) in
China. In this passage, Li Si is responding to a scholar who has challenged the Emperor’s movement away from traditional
values.
… “I humbly propose that all historical records but those of Chin [Qin] be burned. If anyone who is not a court scholar
dares to keep the ancient songs, historical records or writings of the hundred schools, these should be confiscated and
burned by the provincial governor and army commander. Those who in conversation dare to quote the old songs and
records should be publicly executed; those who use old precedents [examples] to oppose the new order should have
their families wiped out; and officers who know of such cases but fail to report them should be punished in the same
way.
“If thirty days after the issuing of this order the owners of these books have still not had them destroyed, they should
have their faces tattooed and be condemned to hard labour at the Great Wall. The only books which need not be
destroyed are those dealing with medicine, divination and agriculture. Those who want to study the law can learn it
from the officers.” The emperor sanctioned [approved] this proposal.…
Source: Szuma Chien, Records of the Historian, The Commercial Press from the NYS Global History and Geography Regents Exam, June 2012
6. Based on the excerpt above, identify Li Si’s point of view.
(1) Medicine, divination, and agriculture are the most important topics to study.
(2) Building the Great Wall is a reward for studying important topics.
(3) Traditional values are a threat to Shi Huangdi’s power
(4) Shi Huangdi will not bring China prosperity
7. A historian could best use this source to
(1) Find out about Shi Huangdi’s values as a leader
(2) Determine working conditions at the Great Wall
(3) Learn how scholars protested Shi Huangdi’s policies
(4) Explore common tattoos in Classical China
UNIT 6 | Ottomans and Ming Pre-1600 | End of Unit Assessment
Base your answers to questions 8, 9, and 10 on the diagram below and on your knowledge of social studies.
Source: Michael B. Petrovich et al., People in Time and Place: World Cultures, Silver, Burdett & Ginn, 1991 from the NYS Global
History and Geography Regents Exam, January 2006.
8. Identify the region associated with the image above.
(1) Middle East
(2) South Asia
(3) China
(4) Western Europe
9. Identify the time period associated with the image above.
(1) Ancient History
(2) Post-Classical Era
(3) Classical Era
(4) Modern Era
10. Most economic activities on this feudal manor were related to
(1) guilds
(2) industry
(3) banking
(4) agriculture
UNIT 6 | Ottomans and Ming Pre-1600 | End of Unit Assessment
Base your answers to questions 11 and 12 on the Base your answers to questions 13 and 14 on the
quotation below and on your knowledge of social passage below and on your knowledge of social studies
studies.
. . . . Muslims, Christians, and Jews lived together in
. . . The circumference of the city of Constantinople is
peace. Because several Christian and Jewish prophets,
eighteen miles; one-half of the city being bounded by
including Adam, Abraham, and Moses, are named in the
the continent, the other by the sea, two arms of which
meet here; the one a branch or outlet of the Russian, Qur’an and because the Jewish Torah and Christian
the other of the Spanish [Mediterranean] sea. Great stir gospels are recognized as revelations from Allah, the
and bustle prevails [dominates] at Constantinople in Muslim rulers called Christians and Jews “people of the
consequence of the conflux [meeting] of many Book” and permitted them much religious and personal
merchants, who resort thither [come there], both by freedom. Jews, especially, enjoyed many liberties, and
land and by sea, from all parts of the world for purposes many Jews distinguished themselves in science, the arts,
of trade, including merchants from Babylon and from and government. Convivencia, a Spanish word meaning
Mesopotamia, from Media and Persia, from Egypt and
“living together,” helped make tenth-century al-Andalus
Palestine, as well as from Russia, Hungary, Patzinakia,
the most civilized country in Europe. . . .
Budia, Lombardy and Spain. In this respect the city is
—Lawrence Houghteling, “Al-Andalus: Islamic Spain,” Calliope, Nov.–Dec.
equalled only by Bagdad, the metropolis of the 1995
Mahometans [Muslims]. . . .
— Rabbi Benjamin of Tudela, Manuel Komroff, ed., Contemporaries of Marco
Polo, Boni & Liveright 13. What is the main idea of this passage?
(1) The Torah and the Bible were rejected in
11. This author would most likely agree with the idea Muslim Spain.
that the (2) Arabs, Jews, and Christians shared houses
(1) size of Constantinople limited trade
and places of worship in Muslim Spain.
(2) cities of western Europe were more impressive
(3) Religious tolerance in Muslim Spain
than Constantinople
(3) location of Constantinople contributed to its encouraged the growth of a rich and diverse
prosperity culture.
(4) government of Constantinople failed to provide (4) Spain was troubled by deep-rooted religious
order conflicts.
12. Identify one effect of the characteristics of 14. Identify one commonality between the belief
Constantinople described in the excerpt above. systems mentioned in the excerpt above.
(1) Rival empires fought for control of
(1) Monotheism
Constantinople
(2) Origins in North Africa
(2) Constantinople was not a part of a large empire
(3) Constantinople was not affected by the diseases (3) The belief in reincarnation
spread through trade like the bubonic plague (4) Their beliefs encourage hatred for other
(4) Scholars left Constantinople for other belief systems
Mediterranean cities
UNIT 6 | Ottomans and Ming Pre-1600 | End of Unit Assessment
Base your answer to question 15 and 16 on the map below and on your knowledge of social studies.
Source: http:[Link]/ (adapted) from the NYS Global History and Geography Regents Examination, January 2010.
15. Which statement about the trip taken by Emperor Mansa Musa is accurate?
(1) The trip extended beyond North African trade routes.
(2) Mansa Musa used the Mediterranean Sea to reach Mecca.
(3) The route primarily followed major rivers.
(4) Mansa Musa traveled to Fez on his way to Mecca.
16. Which conclusion about trade is best supported by the information on this map?
(1) Timbuktu was a center of trade in West Africa.
(2) The Sahara Desert prevented trade.
(3) Cairo and Mecca were trading partners.
(4) West African gold and salt were traded along the Zaire River.
Base your answer to question 17 on the statements below and on your knowledge of social studies.
. . . For many in the contemporary Arab world, the The Medieval Crusades were taken and then turned into
Crusades are viewed as having begun nearly a millennium something that they never really were in the first place.
of conflict with what would become the West. The They were turned into a kind of a proto-imperialism, an
Crusades are seen as representing the constant threat of attempt to bring the fruits of European civilization to the
Western encroachment [trespassing]. But many scholars Middle East, when, in fact, during the Middle Ages the
say that is a more recent and inaccurate view of the great sophisticated and wealthy power was the Muslim
Crusades. . . . world. Europe was the Third World. . . .
— Mike Shuster, reporter, NPR — Thomas Madden, St. Louis University,
Source: History of relations between the West and Middle East, NPR, All Things Considered, August 17, 2004
17. These statements indicate that the history of the Crusades
(1) has been neglected by experts
(2) was of little importance
(3) is the subject of debate and interpretation
(4) illustrates the importance of tolerance and understanding
UNIT 6 | Ottomans and Ming Pre-1600 | End of Unit Assessment
Base your answers to questions 18, 19, and 20 on the map below and on your knowledge of social studies.
Source: Robin W. Winks et al., A History of Civilization: Prehistory to the Present, Prentice Hall, 1992 (adapted) from the NYS Global History and Geography Regents
Exam.
18. Which geographic theme is the focus of this map?
(1) Regions: How They Form and Change
(2) Interconnectedness: Humans Interacting on Earth
(3) Location: Position on the Earth’s Surface
(4) Place: Physical and Human Characteristics
19. The map shows that the Black Death
(1) began in England and Ireland and then spread eastward
(2) spread slowly over several decades
(3) affected most areas of western Europe
(4) was most severe in Italy
20. Identify a cause of the spread of the Black Death.
(1) Contact with Trans-Saharan trade routes
(2) higher elevations in northwestern Europe than in southeastern Europe
(3) Italian isolation
(4) increased trade between Europe and Asia
UNIT 6 | Ottomans and Ming Pre-1600 | End of Unit Assessment
Base your answers to questions 21 and 22 on the map below and on your knowledge of social studies.
Source: Elisabeth Ellis and Anthony Esler, World History: Connections to Today, Prentice Hall (adapted) from the NYS Global History
and Geography Regents Exam, August, 2004.
21. Which generalization is best supported by the information in this map?
(1) The Ottoman Empire controlled the largest amount of
territory by 1453.
(2) The Safavid Empire controlled parts of western Europe
by 1629.
(3) By the 1500s, the Ottoman Empire controlled parts of the Middle East, North Africa, and eastern Europe.
(4) The Mediterranean Sea served as a cultural barrier between Asia Minor and North Africa.
22. Which turning point, reflected in this map, took place in 1453?
(1) An Egyptian became the sultan of the Ottoman Empire
(2) The Ottoman Empire conquered Constantinople
by 1629.
(3) An Islamic Caliphate expanded into North Africa for the first time
(4) The Safavid Empire defeated the Ottomans in 1566
UNIT 6 | Ottomans and Ming Pre-1600 | End of Unit Assessment
Base your answers to questions 23, 24, and 25 on the map below and on your knowledge of social studies.
Source: Elisabeth Ellis and Anthony Esler, World History: Connections to Today, Prentice Hall (adapted) from the NYS Global History
and Geography Regents Exam, June, 2004.
23. The map shows that on his voyages, Zheng He explored
(1) both the Pacific and the Atlantic Oceans
(2) at the same time as the Spanish explorers
(3) lands in the Western Hemisphere
(4) Arabia and the east coast of Africa
24. Which conclusion is best supported by the map?
(1) Eastern Chinese cities had extensive contact with the Persian Empire in 1405.
(2) Rivers and mountains prevented the expansion of
overland Chinese trade.
(3) The Chinese came into contact with peoples of other cultures between 1405 and 1422.
(4) China was isolated from outside contact under the rulers of the Ming Empire.
25. Which conclusion can be made about the Ming dynasty of China as a result of the travels of Zheng He?
(1) China profited more from African trade than from Asian trade.
(2) Islam became the dominant religion of China.
(3) The Ming dynasty established trade routes to Europe.
(4) Advanced navigation technology was available in China.
UNIT 6 | Ottomans and Ming Pre-1600 | End of Unit Assessment