Unit 7- Global Conflicts AP World

Unit 7- Global Conflicts AP World

10th - 12th Grade

10 Qs

quiz-placeholder

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Unit 7- Global Conflicts AP World

Unit 7- Global Conflicts AP World

Assessment

Quiz

History

10th - 12th Grade

Practice Problem

Medium

Created by

Michael Koester

Used 5K+ times

FREE Resource

About this resource

Looking at these questions, this quiz covers global conflicts and major political developments from the late 19th century through the mid-20th century, making it appropriate for Advanced Placement World History at the 11th-12th grade level. The content focuses on the decline of traditional empires (Ottoman, Russian, and Qing), the causes and consequences of both World Wars, the rise of totalitarian ideologies, and the emergence of the Cold War. Students need to demonstrate sophisticated analytical skills to compare and contrast complex historical processes, evaluate the impact of technological and ideological changes on warfare and society, and understand how nationalism, economic crisis, and political extremism shaped the modern world. The questions require deep knowledge of specific historical events like the Potsdam Conference, key figures such as Stalin, and the ability to interpret primary sources like the German girl's diary entry to understand how total war affected civilian populations. Created by Michael Koester, a History teacher in the US who teaches grades 10 and 12. This comprehensive assessment serves as an excellent tool for reviewing Unit 7 content before AP World History examinations, helping students synthesize their understanding of global conflicts and their lasting impact on world civilization. The quiz works effectively as a formative assessment to identify areas where students need additional support, or as homework to reinforce classroom discussions about imperialism, nationalism, and the transition from traditional to modern political systems. Teachers can also use individual questions as warm-up activities to begin lessons on specific topics like the causes of World War I or the rise of fascism. The content aligns with AP World History standards focusing on political and social transformations, particularly those addressing how states respond to internal and external pressures, and how ideologies shape political movements and conflicts in the modern era.

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10 questions

Show all answers

1.

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

Which of the following statements is an accurate comparison of the Ottoman, Russian, and Qing Empires in the late nineteenth and early twentieth centuries?

Prior to their collapse, each of the empires attempted a series of Western-style reforms, but the ruling elites eventually failed to support the needed changes.

These land based empires collapsed due to a variety of internal and external factors, including WWI, failure to modernize and revolution

The Ottoman and Russian Empires survived because of the adoption of some Western-style reforms while the Qing failed because it refused to alter centuries of Chinese tradition.

The Ottoman Empire and Qing dynasty both lost territory to aggressive European powers while Russia, acting as an aggressor, expanded its empire during this time.

2.

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

Improved wartime technology during World War I led to

Smaller nations becoming part of larger nations after the war

A smaller number of refugees during the war

Increased casualties in battles fought during the war

A slowdown in transportation improvements after the war

3.

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

“At school the teachers say it is our patriotic duty to stop using foreign words. I didn’t know what they meant by this at first, but now I see it—you must no longer say ‘adieu’ [‘farewell’] because that is French. It is in order to say ‘lebwohl’ [‘farewell’ in German] instead. We also have a little tin box in which we’ll put some small change in every time we slip up and use a foreign word. The contents of this little war savings box will go towards buying knitting wool. We must now knit woollen things for the soldiers.”


Diary of a twelve-year old German girl, August 1914


The passage above best exemplifies which of the following processes shortly after the outbreak of the First World War?

The increasingly authoritarian methods used by European teachers

The strengthening of nationalist sentiment throughout Europe

The emergence of a pan-European antiwar movement

The key role European women played in sustaining the war effort

4.

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

Media Image

1. Which of the following best describes the 1936 lithograph (entitled The Hero) by German artist George Grosz?

A propaganda poster prepared by the Nazi Party

A protest poster against the atrocities of the atomic bomb

A representation of a Holocaust victim

A post-First World War print expressing antiwar sentiment

5.

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

The mobilization of state resources during World War II:

Occurred in fascist, democratic, and totalitarian states

Occurred in only fascist states like Germany and Italy through corporate/labor cooperation

Occurred in only colonies of imperial powers in order to better serve their rulers

Occurred in only countries that were lead by powerful dictators like Stalin, Hitler, and Mussolini

6.

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

Which of the following is NOT one of the extreme beliefs that people turned to during the low period of economic activity?

Totalitarianism

Fascism

Mercantialism

Ultra-nationalism

7.

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

Which of the following is NOT one of the reasons why so many people died during World War II?

Weapons became much more deadly such as tanks, airplanes, and the atomic bomb.

Deadly trench warfare

Total War tactics

The bombing of enemy cities with bombs dropped from airplanes

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