Past Paper 24S1AC7SG1-12 PDF

1. How can government’s theme emerge through Japan’s Feudal system? GEO: CUL: ECO: BEL: ST: ANS: Japan's feudal system was a network of relationships. The shoguns (military leaders) and daimyo (wealthy landowners) were the powerful leaders at the top o...

1. How can government’s theme emerge through Japan’s Feudal system? GEO: CUL: ECO: BEL: ST: ANS: Japan's feudal system was a network of relationships. The shoguns (military leaders) and daimyo (wealthy landowners) were the powerful leaders at the top of the system. The shogun and daimyo had samurai warriors who fought for them and kept them in power. In return, the samurai were supported and honored. Below the warrior class were peasants, artisans, and merchants. These people pledged loyalty and worked for the lords. In return, they were protected by their lords and their armies. 2. How is the belief system of Islam simplified? GEO: CUL: ECO: GOV: SCI/TEC: ANS: There is only one God, and Muhammad is his prophet. The Qur'an is the word of God as revealed to Muhammad. Muhammad's words and deeds and recorded in the Sunnah are guides for proper living. Muslims must practice the Five Pillars of Islam, which are prayer, fasting, almsgiving, and a pilgrimage to Mecca. 3. How would a historian use the two themes of geography, human-environment interaction and movement? Give an example for each theme. CUL: ECO: GOV: BEL: SCI/TEC: ANS: Historians would use the theme of human-environment interaction to answer the question: What issues mattered at the time? They would study how humans involved in a particular event were influenced by their location and how that location influenced the choices they made. Student examples could involve an actual historical event or a made-up event, but should demonstrate an understanding of human-environment interaction. Historians would use the theme of movement as they consider how people, places, and ideas have moved from one place to another. This could include large movements, such as trade routes across continents, and small movements, such as the relocation of people from one side of the river to another. Student examples could involve an actual historical event or a made-up event, but should demonstrate an understanding of the theme of movement. 4. Why was Córdoba in a good location to become an important economic center? GEO: CUL: GOV: BEL: ST: ANS: Many Muslim, Christian, and Jewish scholars lived and worked in Córdoba. They translated the works of Muslim scholars and scientists into Latin. This included works in medicine, mathematics, and geography. Much of European medical knowledge came from these translated texts.Scholars also translated into Latin ancient Greek texts that had been translated into Arabic. The texts of these ancient Greeks contained knowledge of science, mathematics, and philosophy that had been lost for centuries. 5. How can you use the theme of culture to describe the dynastic cycle using the example of one Chinese dynasty? GEO: ECO: GOV: BEL: SCI/TEC: ANS: The dynastic cycle had several stages: a new dynasty came into power with a mandate from heaven; the dynasty weakened; disasters and invasions further weakened the dynasty; the dynasty no longer had a mandate; the dynasty was overthrown and a new dynasty took its place. (Students will choose one dynasty described in the text and use it to give specific examples that match each stage in the cycle.) 6. How can the historical theme of science and technology help you select a ruler from Rome from the formation of the republic until the fall of the empire that you think was important. Why was this ruler significant and compare that ruler to two other rulers from the chapter? GEO: CUL: ECO: GOV: BEL: ANS: Student answers will vary. As students discuss their chosen ruler, they should argue both for short-term and long-term consequences of that ruler's actions. For example, students might choose Augustus for his strong leadership and the way he helped the empire grow. They might argue that in the short term his leadership provided stability and peace and that in the long term he influenced the ways in which Roman culture were spread across Europe, North Africa, and the Middle East. Students should then compare their chosen ruler to two other rulers from the chapter. 7. How would the theme of government be used to compare the process of unification in Japan, Korea and Vietnam? GEO: CUL: ECO: BEL: SCI/TEC: ANS: Unification in all three countries relied on military strength. In Japan, different clans and leaders fought amongst themselves, until one leader came to power and unified the country. In Korea, three different kingdoms divided the region. These three fought until one kingdom, the Silla, overpowered the others and unified Korea. In Vietnam, the Chinese conquered the Vietnamese, forcing them to follow Chinese customs and rules. Vietnamese rebellions became successful when the Chinese Tang dynasty weakened. Then the Vietnamese won independence. 8. What belief systems were challenged in the move of the Roman capital to Constantinople? What were some of the consequences? GEO: CUL: ECO: GOV: SCI/TEC: ANS: Students' answers should include some or all of the following consequences: It left a weakened Western Roman Empire. Eventually, this part of the empire became vulnerable to attacks from the north and east. At the same time, the Byzantine Empire continued to grow in power and become independent. It shifted the center of power on the Mediterranean more to the east. Goods and ideas from Middle Eastern and Asian culture now had a greater influence on Western cultures. Distance between the western and eastern branches of the Christian church led to differences in ideas and organization. This finally resulted the schism that divided the church into the Eastern Orthodox Church and western Roman Catholic church. 9. What geographic impact did the Hajj have on unity in the Muslim Empire? CUL: ECO: GOV: BEL: ST: ANS: Because the hajj was required of all good Muslims, people from a wide variety of cultures from all over the empire traveled to Mecca. The people brought knowledge of the Arabs and of other pilgrims from other parts of the empire back to their homeland. This helped to unify the empire. 10. What changes did contact with Arab cultures bring to the economy of the East Africans? GEO: CUL: GOV: BEL: SCI/TEC: ANS: Possible answer: East Africans' contact with Arab traders led to the development of the Swahili language. The contact also introduced Islam to Africa, and many East Africans converted to Islam or combined elements of Islam with their traditional religion. Islamic ideas about government and law came to be used by East African government officials and merchants. The Arabs also introduced a system of writing, and contact between the two groups expanded trade between Africa and Asia. 11. Why do you think the Bantu migrations were some of the most important migrations in history? How did culture factor in? GEO: ECO: GOV: BEL: SCI/TEC: ANS: Answers will vary. Students may suggest that the Bantu migrations led to the development of several great kingdoms, including the Shona Empire, Great Zimbabwe, the Mutapa Empire, and the Kongo kingdom. These kingdoms had important trade and cultural interactions with Asia and Europe that affected the history of both continents and the Americas. 12. Why do you think the Malinke people of West Africa still consider the Mali ruler Sundiata a hero? How did science and technology factor into this question? GEO: CUL: ECO: GOV: BEL: ANS: Answers will vary. Sundiata was the first to establish the empire of Mali by conquering the former Ghana capital and extending the old Ghana empire. Under his rule, Timbuktu became a center of trade. He supported the development of farming, and cotton weaving. He was also very popular with his people at the time.