I ; Egyptian Life and Culture, pgs. 26-27

Unit 1 Passage 1

A lthough dynasties rose and fell, Nile Valley civilization lasted for many centuries. Ancient Egyptians lived in a stable world based on the dependability of the

annual Nile floods and Egypt's geographic isolation, which protected it from frequent invasions. This stability allowed the Egyptians to create a remarkable culture.

When people today think of Egypt, they often picture the huge stone figure of the Great Sphinx and the pyramids. The Egyptians built the pyramids as tombs for the pharaohs. About 80 pyramids still stand, most of which are clustered in groups along the west bank of the Nile. The best-known pyramids, including the Great Pyramid, tower above the sands at Giza. Built in about 2600 B.c., the Great Pyramid covers about 13 acres at its base. It was originally about 480 feet high and was constructed with more than 2 million blocks of stone, each weighing about 5,000 pounds.

Building the pyramids required great skill. Egyptian architects and engineers ranked among the best in the ancient world. Historians believe the engineers built ramps and levers, which were used by thousands of workers to move the heavy stones.

The Egyptians perfected other art forms as well. Sculptors crafted small, lifelike statues of rulers and animals. Buildings were decorated with paintings of everyday life. The paintings show farmers in their fields, artisans at work, and people at banquets. They provide us with colorful examples of the Egyptian way of life.

Early in their history the Egyptians invented a calendar based on the movements of the moon. Such a calendar does not fdl the entire year. Some time later, the Egyptians realized that a bright star appeared above the horizon right before the Nile floods. The time between one rising of this star and the next is 365 days. The Egyptians based their calendar on this cycle. This calendar had 12 months of 30 days each. The remaining five days were used for holidays and feasting. To keep track of the years, Egyptians counted the years of the pharaohs' reigns. For example, they might refer to the first, second, or tenth years of the reign of a certain pharaoh.

In addition to developing a calendar, the Egyptians used a number system based on ten. This system is similar to the decimal system used today. The Egyptians used fractions and whole numbers. They also used geometry to build pyramids and rebuild fields after floods.

The Beginnings of Civilization Chapter 2 The First Civilizations fc. 6000-587 B.c.)

Section 2

Unit 1 Passage 1 Directions Read the selection. Then, respond to each of the following questions. Note your responses on the answer sheet on page 41.

a Based on the passage, what can you infer about Egyptian paintings of everyday life? '..

A. We know about them only because they were described in Egyptian texts. B. We know about them only because they were described by Greek travelers. C. Only one of these paintings has survived. D. Several of these paintings have survived

Based on the passage, what would have happened if Egypt had not been geographically isolated?

F. Egypt would not have developed suchan advanced culture. G. Egypt would have had a greater impact on the rest of the world. H. Egypt would have taken over the whole hown world. I. The pyramids would have k n destroyed by war.

What is the best definition of the word stnMe in the passage's first paragraph?

A. permanent B. unchanging C. a building for horses D. mentally healthy

What is the main idea of the passage's second paragraph?

E The best-known pyramids are at Giza. G. The Great Pyramid covers about 13 acres. H. For many people, the pyramids spbolize Egypt. I. About 80 pyramids still stand.

Compare and contrast our modemday calendar with the later Egyptian calendar described in the passage.

/ The Beginnings of Civilization

Empires, pgs. 66-67

Unit 1 Passage 2

T he rulers of the Magadha kingdom were the first to try to unify much of India. Their efforts helped protect India from a new round of invasions. The lungdom of

Chapter3 Ancient Indian Civilizations (c. 2500 BE.-A.D. 550)

- -

Magadha was at its most powerful in 540 B.c., under King Bimbisara. Sometime between about 520 B.C. and 510 B.c., the Persian ruler Darius the Great sent an army to invade the Indus River valley. Darius held the area for a time as part of the Persian Empire, but Magadha soon regained control and held the area until its rule ended in about 320 B.C.

As Magadha was declining, a powerful young adventurer named Chandragupta Maurya appeared on the scene. He established the Mauryan Empire. The Mauryans ruled for almost 150 years.

Because a Greek diplomat at the Mauryan court kept a detailed record of his experiences, we know much about Chandragupta Maurya's rule. Chandragupta built a grand palace at Pataliputra on the Ganges River. He raised an army of 600,000 soldiers who were equipped with thousands of chariots and elephants. His army united northern India from the Ganges River to the region west of the Indus. Chandragupta conquered all of northwestern India up to the Hindu Kush.

Chandragupta Maurya was an able ruler who established a rigid bureaucracy to carry out his commands. Under h s rule workers dug mines and built centers for spinning and weaving. Chandragupta standardized weights and measures throughout the empire and established standards for physicians.

Chandragupta also made many enemies. The Greek diplomat wrote that the ruler slept in a different room each night for fear of attempts on his life. Because of the dangers of assassination, strong precautions were taken for the ruler's safety. In about 300 B.C. he gave up his throne to his son, BinduSra.

Chandragupta's grandson, Asoka came to power in about 270 B.C. Asoka proved to be an even greater ruler than his grandfather. Early in his rule, Asoka fought bloody wars to increase the size of his kingdom. He enlarged the Mauryan Empire until it included all of India except the southern tip of the subcontinent Thus the Mauryans became the first imperial dynasty to hold nearly all of India.

, Section 4, Ancient Indian Dynasties and

Unit 1 Passage 2 Directions Read the selection. Then, respond to each of'the following questions. Note your responses on the answer sheet on page 43.

Based on the passage, what can you infer about India before the Magadha rulers?

A. It was invaded more than once. B. It had always been able to drive away invaders. C. It had never been invaded. D. It had been a part of the Persian Empire.

According to the passage, what happened before Darius the Great invaded the Indus River valley?

E Chandragupta Maurya established a Pigid bureaucracy. G. King Bimbisara ruled Magadha. H. Asoka enlarged the Maurq'an Empire. I. Chandragupta built a palace at Pakdipug-a.

What is the best summary of the passage's last paragraph?

A. Chandragupta's grandson Asoka was not able to conquer the southern tip of the subcontinent.

B. The Mauryans were the first imperial dynasty to expand their rule over nearly all of India.

u C. Asoka proved himself a greater leader than his grandfather Chandragupta by 2 0)

becoming the first leader to control nearly all of India. L

U)

E D. Asoka proved himself a greater leader than his grandfather Chandragupta by

9 - fighting bloody wars to increase the size of his kingdom. - <

What was the author's main purpose in writing this passage?

F. to inform readers about Chandragupta Maurya's reign G. to praise Asoka H. to express astonishment at the size of Chandragupta's army I. to inform readers about efforts to unite all of India

According to the passage, what does the author believe good, able rulers do? Do you agree with the author's opinion?

1 The Beginnings of Civilization -

Unit 1 1 -

Chapter 4 Ancient Chinese Civilization

Passage 3 s-tim4 Philosophies of Ancient China, pgs. 89-90

P olitical conflict marked the last centuries of the Zhou dynasty. Nevertheless, this A period was one of the most creative in the history of Chinese philosophy. Philosophers looked for ways to restore harmony. At the root of many harmonizing philosophies was an ancient Chinese belief regarding the dualism, or two-sidedness, of nature. This idea states that everything in the world results from a balance between two forces. The force known as yin is female, dark, and passive. The opposite force, yang, is male, bright, and active. Yin and yang are not in conflict with each other. Instead, they depend on each other. Under the best of conditions, they maintain a balance. For example, , day, which is yang, gives way to night, which is yh.

The concepts of yin and yang led to the belief that balance in human affairs is a normal condition. For example, in accordance with this belief extremes such as harsh government or anarchy (no government) should not last long.

Chinese philosophers developed new ideas and theories to explain economic, political, and social change during the Zhou era. A leading philosopher of the period was Confucius. He lived from 55 1 B.C. to 479 B.C. Confucius's followers collected his ideas and teachings in a work called the Analects. In h e , Confucius's teachings became known as Confucianism.

The philosophy of Confucianism had more influence on Chinese life than any other philosophy. Confucius taught about the importance of family, respect for one's elders, and reverence for the past and one's ancestors. These thee concepts form the basis of Confucian philosophy.

Confucius sought to end the political disorder of his time. He was not a religious prophet, and he had little to say about gods or about purely religious ideas. Confucius's teachings were not concerned with the meaning of death, ideas about life after death, or issues of faith. Instead, Confucius was concerned with the causes of political and social unrest and with how moral and ethical leadership could solve these problems.

Unit 1 Passage 3 Directions Read the selection. Then, respond to each of the following questions. Note your responses on the answer sheet on page 45.

What is the main idea of the passage's third paragraph?

A. In time, Confucius's teachings became known as Confucianism. B. Chinese philosophers developed new ideas and theories to explain economic,

political, and social change during the Zhou era. C. Confucius's followers collected his ideas and teachings in a work called the

AmZects. D. A leading philosopher of the period was Confucius.

According to the passage, why did Confucius develop his philosophy?

I?. He wanted to increase the faith of the Chinese people. G . He wanted the Chinese people to turn to new gods. H. He wanted to restore political and sxjai order. 1. He opposed the ideas of yin and yang.

B Accordng to the passage, which of Ule following statements is accurate'?

A. Yin and yang are the opposites whose conflict causes everything in the world. B. Yin is the force that causes trouble in the world. C. Yang is the force that causes trouble in the world. D. Yin and yang are the opposites whose baIance causes everything in the world.

What is the best summary of the passage's thud paragraph?

E The most important of the philosophers who tried to explain the economic, political, and social change of the Zhou era was Confucius, the founder of Confucianism.

G . The most influential philosopher of the Zhou era was Confucius, the founder of Confucianism.

H. Confucius's followers co8lected his teachings in a work called the Arzabcts, which formed the basis of Confucianism.

I. Confucius lived during the Zhou era, a time of economic, political, and social change in China.

In your own words, explain why anarchy should not last long according to the concepts of yin and yang.

Gathering, Analyzing, and Evaluating Information 137

Read the article "Rome-Making of an Empire" before answering Numbers 1 through 8.

M u king of an Empire From National Geographic

H istorians have been didn't have. But the Romans had debating snice ancient their army, and they had this times just how Rome doggedness about them. They

came to ~ l e the Western world. kept fighting these border wars, In the second century B.C. the and they kept winning. And when Greek author Polybius devoted 40 they had conquered the world, volumes to the question and they turned out to be cleverer concluded that Rome was driven than anybody else at organizing by a concept of manifest destiny, a and maintaining an empire." compulsion to dominate. The Driven by political pressure Romans themselves, such as the and economic need-for grain, for statesman-philosopher Cicero, slaves, for metals, for fabric, etc.- generally maintained that theirs Roman expansion shifted into was an accidental empire, high gear after 260 B.C. One by acquired in the process of one the great states of the defending against invaders. Mediterranean fell before the

The Roman Empire began, at steady onslaught of the Roman least, in this haphazard way legions, with their catapults Centuries of skirmishes against and flamethrowers and rival states gradually expanded highly disciplined foot Roman territory, and by the third soldiers marching relentlessly sculpture of ~ugustus (63ec-lano), century B.C. most of Italy was forward in centuries (blocks of first Emperor of R~~~ and under Roman dominion-a shielded men). nephew of Julius Caesar. He development that probably In just 200 years Rome defeated Cleopatra and gained surprised the Romans as much as extended its sway from Syria to control over the empire. the more established city-states of Spain, from southern France to the Mediterranean world. the Sahara. Long before Augustus

"If you're standing in the became the first Roman emperor, supreme Roman talent. Although middle of the fourth century the empire was largely in place. A Romans produced deathless wondering who's going to few provinces would be added poetry and prose, sublime conquer the world, you're later at the margins-Britannia, paintings, and mosaics so perfect definitely not going to bet on Dacia (western Romania), they take your breath away, Rome Rome," Professor Wallace-Hadrill, Armenia. But the real task facing always felt a collective inferiority the British historian, told me. Augustus and his successors was complex toward Greece in the "The great powers were the not gaining the empire but realms of art, literature, and famous city-states-Alexandria, governing it. science. But government-that Athens, Syracuse, Carthage. They And government, as it was different. This was an art had the great navies, which Rome happened, turned out to be the form Romans could master.

138 Mastering FCAT Reading--Social Studies Content

A famous passage from Virgil's Aeneid makes the point:

The Greeks shape bronze statues so real They seem to breathe, And carve cold marble until it almost Comes to life. Th? Grctzks composr great orations, And nrensrrrt. Tht. I I P R D C ~ S so well they can predict The rising of the stars. But you, Romans, remember your Grrnt a r k : To p ~ t ' r n the peoples with authority, 72 tzsti~blish pence under the rule of law, To conqlrrr the mighty, and show them Mercy once they are conquered.

"To establish peace under the rule of law." Virgil could set forth that ideal in a single line of iambic hexameter; to turn it into a practical reality was a more challenging work of art than composing an epic poem. The single code of law was a crucial force in unifying the far-flung Roman world. But it was not a rigid instrument-and this point

was key to the Roman success. Within the broad sweep of uniformity, Roman administration at the local level was flexible, tolerant, and open.

The Romans could be down- right brutal; they would nail you to a cross in the blink of an eye. But they preferred cooperation to crucifixion, because it worked better. When Rome conquered a new province, the defeated general and his army were carted away in chains; almost everyone else came out ahead. The local elite were given positions in the Roman hierarchy. Local businesses gained the benefit of Roman roads, water systems, the laws of commerce, and the courts. Roman soldiers guarded the town against pirates and marauders. And within a fairly short period, many of the provincial residents would be made cives Romani--citizens of Rome--with all commensurate rights and duties.

The English historian Ronald Syme observed that the British

might have found it easier to keep their empire intact if they had learned to co-opt the locals the way the Romans did. If George LII had followed Roman practice in 1776, Syme suggested, he would have made George Washington a member of the House of Lords, Ben Franklin a fellow of the Royal Academy, and Patrick Henry the colonial governor of Virginia- and perhaps avoided a revolution.

Alexander the Great's empire fell, in part, because he treated his provincial subjects as defeated enemies. The Romans treated their subjects as Roman-not outsiders but contributors. From Britannia, Arabia, Germania, and Aegyptus came authors and lawyers, teachers and physicians, engineers and soldiers to build a better empire. The Roman state was a multicultural melting pot.

The idea is a familiar one to American-and how fitting that we express it in the language of the Romans: E Pluribus U n u m .

Answer Numbers 1 through 8. Base your answers on the article "Rome-Making of an Empire."

How did Rome begin to build its empire?

A. by defending its borders against attackers

B. by attacking other countries without warning

C. by devising a master plan to conquer the world

D. by planning a strategy to dominate its neighbors

Why did Professor Wallace-Hadrill think the famous city-states should have conquered the world instead of Rome?

F. The citystates had massive armies.

G. The citystates had powerful navies.

H. The Roman navy was badly organized.

I. The Roman army was defeated many times.

Gathering. Analyzing, and Evaluating Information

0 What main challenge did Augustus face as Rome's first emperor?

A. expanding the Roman empire

B. governing the Roman empire

C . defending the empire's border

D. converting the empire's enemies

@ Read the sentences below.

But the Romans had their army, and they had this doggedness about them. They kept fighting these border wars, and they kept winning.

What does doggedness mean?

F. faith

G. courage

H. confidence

I. determination

hiism @ How did the Romans treat their conquered enemies? Support your answer with details and information from the article.

0 Why did the author include the passage from Virgil's Aeneid?

A. to support the idea of Greek inferiority in poetry

B. to support the idea of Roman superiority in governing

C. to show that Rome felt inferior to Greece in every way

D. to show that Greece taught Rome how to conquer and rule

140 Mastering FCAT Reading--Social Studies Content

@ Read the sentences below

The Roman state was a n~ulticultural melting pot.The idea is a familiar one to Americans-and how fitting that we express it in the language of the Romans: E Plliribzrs Llnum.

What does E Pll~ribz~s U1zlrrn mean?

F. Always faithful.

G. One out of many

H. Divide and conquer.

I. From nothing, nothing is created

What lesson could George 111 and Alexander the Great have learned from the Romans? Support your answer with details and information from the article.

M any leaders of the Byzantine Empire hoped to revive the glory and the power ,

of the Roman Empire. The emperor Justinian, who ruled from A.D. 527 to A.D.

565, led the Byzantines in this revival. Justinian's accomplishments made this one of the greatest periods in Byzantine history.

One of the Byzantines' greatest contributions to civilization was the presemation of Roman law. In about A.D. 528 Jus t i~an ordered his scholars to collect the laws of the Roman Empire. This collection, known as the Justinian code, was organized into four parts. The first part, the Code, contained useful Roman laws. The second part, the Digest, summarized Roman legal opinions. The Institutes was a guide for law students. The last part was the Novellae, which contained laws passed after A.D. 534.

The Justinian Code formed the basis of Byzantine law. It covered such areas as crime, marriage, property, and slavery. By the A.D. 1100s, the Justinian Code was also being used 1n western Europe. It provided a framework for many European legal systems. The Code preserved the Roman idea that people should be ruled by laws rather than by the whims of leaders. This is the basis of English civil law, one of the major legal systems in the world today.

Justinian chose the people around him wisely. One of his advisors was his wife, Theodora. With Theodora's urging, Justinian changed Byzantine law to affect the status n

E of women. He altered divorce laws to give greater benefit to women. He also allowed P

E Christian women to own property equal to the value of their dowq. A dowry meant the - rn

.c

money or goods a wife brought to a husband at marriage. - - P In A.D. 532 a rebellion called the Nika Revolt threatened to o v e ~ w Justinian. a

6 During the attack Justinian wanted to flee Constantinople. Theodora talked him into - O c,

c staying and fighting. In a fierce battle Justinian's troops defeated the rebels. 5

Justinian wisely made Belisarius (be1.uh.SAR.ee.uh.s) general of the army. An D c m -

experienced commander, Belisarius also led the troops that crushed the Nika Revolt. He c * won former Roman lands back from the Germanic tribes. Thus during Justinian's reign s

C the Byzantine Empire reached its greatest size. - -

0 I

Unit 3 Passage 1

12 Florida World History: Human Journey FCAT Test Preparation Workbook

Unit 3 The World in Transition Chapter 10 The Byzantine Empire and Russia section I The Byzantine Empire, pgs. 222-223

Unit 3 Passage 1 Directions Read the selection. Then, respond to each of the following questions Note your responses on the answer sheet on page 51.

Based on the passage, what can you conclude about the former Roman Empire?

A. It was all included in the Byzantine Empire. B. None of it was included in the Byzantine Empire. C. It was less powerful than the Byzantine Empire. D. Parts of it had been conquered by Germanic tribes.

Which of these statements from the passage contains an OPINION?

F. The last part was the Novellae, which contained laws passed after A.D. 534. G. The Code preserved the Roman idea that people should be ruled by laws

rather than by the whims of leaders. H. Justinian's accomplishments made this one of the greatest periods in

Byzantine history. I. This is the basis of English civil law, one of the major legal systems in the

world today.

Based on the passage, what can you infer about the scholars of Justinian's court?

A. They supported the changes in law. B. They were the most intelligent people in the world at that time.

d C. They could read Latin. ? a D. They were loyal to Theodora. Y - 0, - = * : The word whims in the passage's third paragraph means a c - o, E thoughtless impulses.

g G. obedient followers. n c H. rules. - 2 z I. religious ideas. Q 5 r - - I How is the Roman Code idea that people should be ruled by laws rather A a THINK than by the whims of leaders reflected in the United States today? 0 EXPLAIN

E * A P

0

: Florida World History: Human Journey FCAT Test Preparation Workbook 13

Passage 2 1 ~he i s l amic World (570-1250) Section 3

Unit 3 -

Islamic Civilization, pgs. 248-249

Unit 3 The World in Transition Chapter 1 i

T he Arabs bad been traders for centuries before their empire developed. Muhammad himself had been a trader. It is not surprising, then. that trade was

important to Muslim culture. The empire was at the center of a world trade network that linked Europe, Asia, and Africa. India and China sent goods to ports in Syria and Egypt.

As trade grew, other cultures increasingly demanded the quality goods that Muslims produced, such as textiles manufactured from silk, cotton, and wool, as well as beautiful woven tapestries and carpets. Muslims also made metal products from gold and silver. Steel swords from Damascus and from the Spanish city of Toledo became world famous. Luxuries such as jewelry, perfumes, and spices were in great demand. Muslim artisans produced pottery and glassware. Artisans in North Africa and Spain made fine leather goods. All this trade made the Islamic Empire wealthy.

Muslims exchanged ideas with other cultures as well. Both Cbrdoba and Toledo in Spain were famous centers of learning. Christian and Jewish scholars carried Muslim ideas from Spain into western Europe. Sicily under the Muslims was known for its astronomers and geographers. They, too, influenced Europeans. Many Europeans, in fact, viewed the Muslim world as a source of advanced knowledge in many scientific areas and in banking and commerce.

d Under Arab rule, the Muslim Empire was organized into provinces. At first one caliph

L >

headed the government. Disagreement over succession to the position developed, a w

a, however. In time, these disputes led to the breakup of the empire into three areas, or E .n

caliphates. The caliphates were ruled by caliphs in Baghdad, Cairo, and Cbrdoba. 0 .- - -

Muslims throughout the Islamic Empire lived according to the Qur'an. It guided both Q c

their religious life and their daily life-there was no separation. The Qur'an gave detailed 0 - w

instructions about how society should be organized and how people should live. All c 5 n

Muslims were expected to follow the Islamic laws in public and private life. c - Slavery was common in Arabia. The Qur'an urged Muslims to free their slaves. Those L

a c

who chose to keep slaves were required to treat them humanely. No free Muslim could be m c .- LC

enslaved, and the children of a female slave and her master were free. - - 0 I > D

0 i m .- > a 0 u

14 Florida World History: Human Journey FCAT Test Preparation Workbook

Unit 3 Passage 2 Directions Read the selection. Then, respond to each of the following questions. Note your responses on the answer sheet on page 53.

Based on the passagc, what can you conclude about the Arabs'?

A. They were Muslims. B. They rnade world-famous swords. C. They made fine leather goods. D. Many of them were Jewish.

According to the passage, why did the Islamic Empire break into three parts?

F. because people in some parts of the Islamic Empire supported slavery, while others thought it should be outlawed

G . because different parts of the empire fought over trade routes

H. because people could not agree on who should be the next ruler I. because each part wanted to follow a different religion

Which of these statements from the passage contains an OPINION?

A. Sicily under the Muslims was known for its astronomers and geographers. B. As trade grew, other cultures increasingly demanded the quality goods that

Muslims produced, such as textiles manufactured from silk, cotton, and wool, as well as beautiful woven tapcstries and carpets.

2 C. Muslims throughout the Islamic Empire lived according to the Qur'an. : D D. Both Cdrdoba and Toledo in Spain were famous centers of learning. e * E 01

What is the best definition of the word position in the passage's fourth paragraph'? a i - o, E place c S G. opinion D

rn H. arrangement - L

a c I. job m c .- a = 0 L According to the passage, how did Muslim culture influence the rest of the % EXPLAIN n world?

Florida World History: Human lourney FCAT Test Preparation Workbook 15

I Unit 4

D uring the early period of the Ming dynasty-the late 1300s and early 1400s-the Chinese were probably the most skilled sailors in the world. For example, they

built large, sturdy ships that Europeans called junks. Some junks were more than 400 feet long. The Chinese had been navigating their ships with the compass, which they probably invented, since the early 1100s. In 1405 the Ming emperor financed a fleet that sailed around Southeast Asia to India. Another Chinese fleet sailed across the Indian Ocean. This fleet reached the southern coast of the Arabian Peninsula in 1415.

These and other voyages of trade and discovery took place almost 100 years before Vasco da Gama sailed from Portugal to India by going around the tip of Africa. The Chinese clearly had the ability to become a great seafaring power. However, the naval expeditions of the early Ming period did not continue for very long. Later Ming emperors had llttle interest in sea power or in foreign trade. They stopped financing naval expeditions. For a time they even outlawed overseas trade.

After defeating the Mongols in 1368, the Ming emperors tried to rid China of all Mongol influences. They wanted China to be as great as it had been during the Han, Tang, and Sung dynasties. As part of that effort, the Ming emperors restored Confucianism as the official philosophy of the government. Confucian philosophy divided society into four classes: scholar-gentry, farmers, artisans, and merchants.

The Ming emperors wanted China to be self-sufficient. They refused to rely upon foreign trade as a source of government revenue. In the minds of the emperors, foreign trade did not bring enough benefits to China to make it a worthwhile endeavor. This view differed from that of European monarchs, who were strongly influenced by the ideals of mercantilism.

The Ming emperors also wanted to make sure that no Central Asian people ever conquered China again. They focused their efforts on the long northern land frontier. To protect that frontier, the Ming strengthened the Great Wall of China. They encouraged soldiers to move with their families into the frontier zone by offering them free land. The Ming also encouraged peasants and city dwellers to move there. When the Ming emperors first came to power, Nanjing, in central China, was their capital. In 1421, however, the imperial capital was relocated to Beijing in the north.

Unit 4 Passage 1

16 Florida World Histoly: Human Journey FCAT Test Preparation Workbook

The Age of Exploration and Expansion chap~er 17 Asla In Transition ( 1 368-1 868) siction 1 The Ming and Qing Dynasties, pgs. 41 2-41 3

Unit 4 Passage I Directions Read the selection. Then, respond to each of the following questions. Note your responses on the answer sheet on page 55.

According to the passage, why did the Ming emperors move their capital to Beijing?

A. to get away from Central Asian invaders B. to supervise the cgnshuction of the Great Wall of China

C. to be closer to important trade routes

D. to strengthen China's northern frontier

Which of these statements from the passage contains an OPINION?

F. During the early period of the Ming dynasty-the late 1300s and early 1400s-the Chinese were probably the most skilled sailors in the world.

G. They refused to rely upon foreign trade as a source of government revenue. H. When the Ming emperors first came to power, Nanjing, in central China was

their capital. I. Confucian philosophy divided society into four classes: scholar-gentry,

farmers, artisans, and merchants.

What is the main idea of the passage's fourth paragraph?

A. In the minds of the emperors, foreign trade did not bring enough benefits to n China to make it a worthwhile endeavor. u t B. The view of the Ming emperors differed from that of European monarchs, m m who were strongly influenced by the ideals of mercantilism. m + z m .- C. The Ming emperors wanted China to be self-sufficient. - - a D. The Ming emperors refused to rely upon foreign trade as a source of c - government revenue. c .- 3 n 5 What was the author's main purpose in writing this passage? .. L_ c ? F. to prove that the Chinese were better sailors than the Portuguese - .- LI: - - G. to inform readers about China during the Ming dynasty 0 I - H. to inform readers about early Chinese sea power - n e I. to express disagreement with the Ming emperors' insistence that China be E m .- self-sufficient L U

How might the Great Wall of China be a symbol of China's economic policy under the Ming emperors?

Florida World History: Human Journey FCAT Test Preparation Workbook 17

T he Safavid (sah.FAH.vid) Empire was bounded on the west by the Ottoman Empire and on the east by the Mughal Empire of India. Today, much of what was

the Safavid Empire is the country of Iran. The Safavids were descended from Safi od-Din, head of the family in the 1200s. Like

most Persians, the Safavids were Muslims. They belonged to the Sunni branch of Islam. In about 1399, however, the Safavids shifted from Sunni to the Shi'ah sect. As Shi'ah, they were persecuted by the Sunni.

Toward the end of the 1400s, the Safavids developed a military group to fight for political power. This army was called the kizilbash, meaning "Red Heads," for the red hats they wore. Other Persians killed or imprisoned many Safavids, but one of the youngest, EsmBil (is.mah.EEL), escaped into hiding. In about 1500 Esmkil became head of the kizilbash. In a series of victories, he brought all of modem Iran and part of present- day Iraq under his rule. In 1501 he captured the city of Tabriz and made it the Safavid capital. Esma'il took the ancient Persian title of shah, or "king of lungs," and reigned until 1524.

As soon as Esma'il became shah, he proclaimed that Shi'ah would be the religion of the Safavid Empire. Most Persians were Sunni, but Esma'il forced them to convert. Many people considered Esma'iI a Muslim saint as well as shah, which helped in the process of conversion. Shi'ah gave the Persians an identity distinct from the great number of Sunni-Turks and Arabs-who lived around them. The Persian language and history also contributed to a strong sense of identity, which continues in modem Iran.

Esm%'il's support of Shi'ah threatened Persia's neighbors-the Sunni Ottomans and Uzbek tribes to the northeast. In 15 14 the Ottomans invaded northwestern Persia. They defeated the Safavids at the Battle of Caldiran. The struggle continued through the mid- 1500s. After Esma'il died, his son Tahmasp tried to carry on the fight. However, by the 1570s the Safavids had lost territory to both the Ottomans and the Uzbeks.

Unit 4 Passage 2

18 Florida World History: Human Journey FCAT Test Preparation Workbook

Unit 4 The Age of Exploration and Expansion Chapter 18 Islamic Empires in Asia (1300-1700) section 2 The Safavid Empire, pgs. 436-437

T he Safavid (sah.FAH.vid) Empire was bounded on the west by the Ottoman Empire and on the east by the Mughal Empire of India. Today, much of what was

the Safavid Empire is the country of Iran. The Safavids were descended from Safi od-Din, head of the family in the 1200s. Like

most Persians, the Safavids were Muslims. They belonged to the Sunni branch of Islam. In about 1399, however, the Safavids shifted from Sunni to the Shi'ah sect. As Shi'ah. they were persecuted by the Sunni.

Toward the end of the 1400s, the Safavids developed a military group to fight for political power. This army was called the kizilbash, meaning "Red Heads," for the red hats they wore. Other Persians killed or imprisoned many Safavids, but one of the youngest, Esrns'il (is.mah.EEL), escaped into hiding. In about 1500 Esmg'il became head of the kizilbash. In a series of victories, he brought all of modem Iran and part of present- day Iraq under his rule. In 1501 he captured the city of Tabriz and made it the Safavid capital. Esma'il took the ancient Persian title of shah, or "king of kings," and reigned until 1524.

As soon as Esmdil became shah, he proclaimed that Shi'ah would be the religion of the Safavid Empire. Most Persians were Sunni, but Esma'il forced them to convert. Many people considered Esma'il a Muslim saint as well as shah, which helped in the process of conversion. Shi'ah gave the Persians an identity distinct from the great number of Sunni-Turks and Arabs-who lived around them. The Persian language and history also contributed to a strong sense of identity, which continues in modem Iran.

Esma'il's support of Shi'ah threatened Persia's neighbors-the Sunni Ottomans and Uzbek tribes to the northeast. In 1514 the Ottomans invaded northwestern Persia. They defeated the Safavids at the Battle of Caldiran. The struggle continued through the mid- 1500s. After EsmZil died, his son Tahmasp tried to carry on the fight. However, by the 1570s the Safavids had lost tenitory to both the Ottomans and the Uzbeks.

Unit 4

18 Florida World History: Human Journey FCAT Test Preparation Workbook

Unit 4 The Age of Exploration and Expansion Chapter 18 Islamic Empires in Asia (1300-1700)

Passage 2 ( section z The Safavid Empire, pgs. 436-437

Unit 4 Passage 2 -- Directions Read the selection. Then, respond to each of the folIowing questions.

Note your responses on the answer sheet on page 57.

According to the passage, why did the Ottomans invade ~ & s i a in 1514?

A. because they were fleeing from the Uzbeks B. because Esmg'il had tried to force them to convert C. because they wanted to stop the spread of the Shi'ah sect D. because they needed more land

According to the passage, what happened before the kizilbash was formed?

F. The Ottomans defeated the Safavids. G. The Safavids shifted from S u ~ i to the Shi'ah sect. H. Esma'il escaped into hiding. I. The Ottomans invaded northwestern Persia.

According to the passage, which of these statements is accurate?

A. While there were a great number of Muslims among the Turks and Arabs, most Muslims were Persians.

B. The Persians' Shi'ah faith set them apart from the non-Muslim Turks and Arabs.

C. The Turk's and Arabs' Shi'ah faith set them apart from their Sunni Persian neighbors.

D. The Persians' Shi'ah faith set them apart from their Sunni Turkish and Arab neighbors.

- - - a ; What is the best summary of the passage's third paragraph? - 0 c .- 3 F. As the head of the kizilbash, or Safavid army, EsmB'il took control of all of n c rn

modem Iran and part of present-day Iraq. - - m c

6. Esmg'il took control of all of modern Iran and part of present-day Iraq. 0 .- a

H. EsmTlil established his capital at Tabriz. - - I. The first Safavid to take the ancient Persian title of shah, or "king of kings," 0 I

i? was Esm%'il, who reigned until 1524. 0 -

What three factors contributed to the Persians' strongsense of identity? EXPUlN

- 0

Florida World History: Human Journey FCAT Test Preparation Workbook 19 .

Unit 5 From Absolutism to Revolution

I pgs. 465-466 -

Unit 5 Passage 1

I

T he Austrian Habsburgs lost much territory in Germany during the Thirty Years' War in the early 1600s. Over the next 100 years, however, they acquired new

lands, both from the Turks and as a result of the Treaty of Utrecht. The Habsburg empire now stretched into the Balkans. Hungary, and the Italian Peninsula.

In 1740 the Holy Roman Emperor Charles VI died, leaving only his 23-year-old daughter Maria Theresa to inherit Austria and the other Habsburg lands. In some of these lands the law stated that the inheritance had to go to a male. Therefore, before his death Charles urged other European rulers to accept a statement called the Pragmatic Sanction. This agreement would allow Maria Theresa to inherit all the Habsburg lands. The laws of the Holy Roman Empire also prevented her from being elected empress. She became empress in 1745 when her husband was elected emperor.

Maria Theresa's empire was a patchwork of regions and peoples. It included Belgians, Bohemians, Croatians, Germans, Hungarians, Italians, Poles, Romanians, Serbs, and Slovenes. This variety led to many conflicts of language, religion, and nationality. Several German states became resentful of the Habsburgs' power. For example, Bavaria, which is located in southern Germany, jealously guarded its lands and independence. At times, B a v b a allied with France against the Habsburgs. Austria's chief rival was the small but rising north German state of Brandenburg-Prussia. The character and size of the Habsburg empire, with its geographic, cultural. and historic diversity, made it extremely difficult to rule effectively.

Brandenburg-Prussia, a small north German state ruled by the Hohenzollern family. became Austria's chief rival. The Hohenzollerns were an ambitious family who had onginally ruled a small territory in southern Germany. However, they wanted to increase their power and gain more land. One branch of the family settled in Brandenburg, in northern Germany. The ruler of Brandenburg eventually became an elector of the Holy Roman Empire.

Chapter 19 Monarchs of Europe (1 500-1800) section 3 Central Europe in the Age of Absolutism,

20 Florida World History: Hulrian Journey FCAT Test Preparation Workbook

Unit 5 Passage I Directions Read the selection. Then, respond to each of the following questions. Note your responses on the answer sheet on page 59.

Based on the passage, what conclusion can you draw about Germany at the time of the Habsburgs?

A. It was ruled by the Hohenzollems. B. It did not exist as a single nation. C. It was part of the Holy Roman Empire. D. It was known as Bavaria.

Based on the passage. what probably would have happened if Maria Theresa had a younger brother?

F. Maria Theresa would still have inherited the empire. G. The empire would have been split between Maria Theresa and her brother. H. The younger brother would have inherited the empire after Maria Theresa's

death. I. The younger brother would have inherited the,whole empire.

What is the best summary of the passage's third paragraph?

A. Maria Theresa's empire'was hard to rule because it contained so many different places and peoples and because some German states wanted to challenge her power.

B. Many different places and peoples were united under Maria Theresa's rule C. The small north German state of Brandenburg-Prussia challenged - Maria

Theresa's hold on her patchwork empire. D. Conflicts of language, religion, and nationality were common within the

Habsburg empire.

According to the passage, what happened before the Treaty of Utrecht was signed?

E Maria Theresa became empress. G. Brandenburg-Prussia challenged Austria. H. The Thirty Years War was fought. I. Charles VI died.

The author uses the word patchwork to describe Maria Theresa's empire. In what ways is the empire similar to a patchwork quilt? What other metaphor might appropriately describe the empire?

Florida World History: Human Journey FCAT Test Preparation Workbook 2 1