APWHM-Unit 2 Review

During a geography class, Mia learned that the Sahara held rich deposits of which highly valued commodity?

• Salt

• Gold

• Oil

• Nickel

Abigail and Mason were discussing how the trade conducted along the Silk Roads was largely a “relay trade” because

• it linked the entire world into a single trade network.

• it linked the large civilizations on the outer rim of the Eurasian continent but bypassed the pastoral peoples of the interior.

• goods were passed down the line rather than carried by one merchant along the entire route.

• its purpose was to carry goods for the long-distance trade in the Americas.

During a history class, Daniel asked: Which of the following was a consequence of the exchange of diseases along the Silk Roads?

• The Christian church in the Byzantine Empire weakened.

• Europeans developed some degree of immunity to Eurasian diseases.

• Chinese officials sought to suppress long-distance trade.

• The population in the Americas was virtually wiped out.

Emma and Zoe are studying trade routes in their history class. In contrast to the Silk Roads, the Sea Roads of the Indian Ocean

• carried more products for a mass market.

• had much higher transportation costs.

• did not transport any luxury goods.

• were centered on the ports of East Africa.

During a history class, Isla asked which of the following luxury goods came to symbolize the Eurasian exchange system?

• Silk

• Porcelain

• Nutmeg

• Slaves

During a history class, Mason asked how Buddhism changed as it spread along the Silk Roads?

• Buddhist practices increasingly emphasized asceticism and withdrawal from society.

• Buddhist doctrines became more esoteric as attention focused more on the psychological teachings of the original Buddha.

• The Buddha became more human and less divine.

• The gods of many peoples along the Silk Roads were incorporated as bodhisattvas.

Avery and Michael are studying how trade along the Silk Roads was facilitated by

• the collapse of the Indian Ocean trade network, which increased the importance of land routes.

• large and powerful states that provided security for merchants and travelers.

• the emergence of the Swahili civilization, which provided most of the goods in demand.

• the emergence of powerful states in Southeast Asia that controlled the trade.

Arjun is studying the impact of the sudden rise of Islam in the seventh century on Indian Ocean commerce. What did he find?

• Islamic religious leaders decreed that Muslim merchants could have no dealings with non-Muslim traders.

• Early rulers of the Arab Empire sought to promote trade within the empire by prohibiting trade by Muslim merchants beyond its borders.

• Islamic rulers succeeded in suppressing the Silk Roads.

• Muslim merchants and sailors established communities of traders from East Africa to the south China coast.

During a history class, Ava learned that the Silk Roads built upon earlier trading connections between Eurasian civilizations and

• Bantu migrants.

• Indian merchants.

• pastoral peoples.

• gathering and hunting societies.

Ava is studying the impact of the Silk Road trade on local communities. How did it affect peasants in China?

• Peasants focused more on producing luxury goods.

• Peasants abandoned farming to go into commerce.

• Peasants converted to Buddhism in large numbers.

• Peasants only cultivated crops for subsistence.