AP World History Unit 1: 100 Stimulus Based MCQs

AP World History Unit 1: 100 Stimulus Based MCQs

AP World History Unit 1 focuses on key historical themes and events from early civilizations to the rise of empires. This resource includes 100 stimulus-based multiple-choice questions designed to test students' understanding of significant historical developments. Topics covered include trade routes, cultural exchanges, and the impact of major empires. Ideal for students preparing for AP World History exams, this guide enhances knowledge retention and critical thinking skills. Each question is aligned with the AP curriculum, ensuring comprehensive coverage of essential concepts.

Key Points

  • Includes 100 multiple-choice questions covering early civilizations and empires
  • Focuses on trade routes, cultural exchanges, and historical developments
  • Designed for AP World History students preparing for exams
  • Aligns with the AP curriculum to enhance understanding of key concepts
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AP World History Unit 1 – 100 Stimulus Based Multiple
Choice Questions
Questions 1 to 3 refer to the passage below.
“[Hangzhou, China, has] ten principal markets.... [They] are all squares of half a mile to the side,
and along their front passes the main street, which is 40 paces in width, and runs straight from
end to end of the city, crossing many bridges of easy and commodious [convenient]
approach.... So also parallel to this great street, but at the back of the marketplaces, there runs
a very large canal, on the bank of which towards the squares are built great houses of stone, in
which the merchants from India and other foreign parts store their wares, to be handy for the
or 50,000 persons."
Marco Polo, The Travels of Marco Polo, c. 1300
1. Based on the passage, which of the statements concerning the trading city of Hangzhou is
most accurate?
(A) Foreigners were not welcome in Chinese trading cities, because they were
considered barbarians and had nothing of value to trade.
(B) Many of the people coming to trade in cities in China were Europeans traveling along
the Silk Roads.
(C) Hangzhou was a vital trading city because it had foreign merchants and was also
accessible by the Grand Canal for internal trade.
(D) Chinese imperial governments limited the number of markets in Hangzhou to just a
few centrally-located areas of the city.
2. What development, which began before the passage above was written, allowed
Europeans to obtain the products of East Asia?
(A) Chinese dynasties, such as the Tang and the Song, grew stronger, so long-distance
trade could be conducted with less risk.
(B) New maritime technology allowed for ocean-going ships to travel safely between
Europe and Asia, going around southern Africa.
(C) The Tang Dynasty expanded into the Middle East, so the trade routes between
Europe and Africa were under one ruler.
(D) With the defeat of the Islamic caliphates, Europeans were able to establish direct
contact with the Tang and the Song dynasties.
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3. What products would Indians and other non- Chinese merchants be most likely to purchase
in a market such as the one described in the passage?
(A) silk, porcelain, and tea
(B) pepper, nutmeg, and cinnamon
(C) cows, pigs, and oxen
(D) rugs, parchment, and horses
Questions 4 to 6 refer to the passage below.
"In the name of God the Merciful and the Compassionate: This is the safe conduct accorded by
the servant of God Umar, the Commander of the Faithful, to the people of [Jerusalem]. He
accords them safe-conduct for their persons, their property, their churches, their crosses, their
sound and their sick, and the rest of their worship. . . . No constraint shall be exercised against
them in religion nor shall any harm be done to any among them....
The people of [Jerusalem] must pay the jizya [required tax on non-Muslims] in the same way as
the people of other cities. They must expel the Romans [Byzantine soldiers and ofÏcials] and
the brigands from the city. Those who leave shall have safe-conduct for their persons and
property until they reach safety.
Those of the people of [Jerusalem] who wish to remove their persons and effects and depart
with the Romans [Byzantines] and abandon their churches and their crosses shall have safe-
conduct for their persons, their churches, and their crosses, until they reach safety."
Muhammad ibn Jarir al-Tabari, History of the Prophets and Kings,
"Peace Terms with Jerusalem, 636 C.E.," 10th century
4. Which trait of Islamic rule described in this passage was also evident in Islamic rule in al-
Andalus?
(A) The persecution of other religions by Islamic leaders
(B) The toleration of other religions by Muslims in conquered territory
(C) The conflict between Romans and Byzantines over territory
(D) The desire to improve relations with the Romans in Jerusalem
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5. What viewpoint led Umar to this trait of Islamic rule?
(A) He did not actively seek converts to his faith.
(B) He believed Christians and Jews were only a small threat to his faith.
(C) He was more concerned with political than religious issues.
(D) He considered Christians and Jews to be "People of the Book."
6. Which development resulted from a change in Umar's policy toward Jerusalem by the
Seljuks?
(A) The beginning of the Crusades by European Christians
(B) A shift in trade patterns
(C) An increase in the power of the Byzantine Empire
(D) A decrease in taxes paid by Jerusalem residents
Questions 7 to 9 refer to the excerpt below.
"The Hindus believe that there is no country but theirs, no nation like theirs, no kings like theirs,
no religion like theirs, no science like theirs. They are haughty, foolishly vain, self-conceited, and
stolid. They are by nature [reluctant] in communicating that which they know, and they take
the greatest possible care to withhold it from men of another caste among their own people,
still much more, of course, from any foreigner.... Their haughtiness is such that, if you tell them
of any science or scholar in Khorasan [a region in southwest Asia] and Persia, they will think you
to be both an ignoramus and a liar. If they traveled and mixed with other nations, they would
soon change their mind, for their ancestors were not as narrow-minded as the present
generation is."
Ghazni, Al-Beruni, Muslim scholar at the court of Mahmud of early 11th century
7. Which element of Al-Beruni's point of view does he express most clearly in this passage?
(A) He was a monotheist writing about people he considered polytheists.
(B) He was a non-Hindu who was writing about Hindus.
(C) He belonged to a group that had been conquered by the people he was writing
about.
(D) He grew up in a region to the west of the region he was describing.
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FAQs of AP World History Unit 1: 100 Stimulus Based MCQs

What historical themes are covered in AP World History Unit 1?
AP World History Unit 1 covers significant themes such as the development of early civilizations, the rise of empires, and the impact of trade routes on cultural exchanges. It explores how these elements shaped societies and influenced interactions between different cultures. Key events and figures from this period are examined to provide a comprehensive understanding of the historical context.
How are the multiple-choice questions structured in this resource?
The multiple-choice questions in this resource are structured to include stimulus materials such as passages, images, or charts that provide context for each question. This approach encourages critical thinking and analysis, allowing students to engage with the content more deeply. Each question is designed to test knowledge of key concepts and historical events relevant to the AP World History curriculum.
Who is the intended audience for this AP World History resource?
The intended audience for this AP World History resource includes high school students preparing for the AP World History exam. It is also beneficial for educators seeking supplementary materials to enhance classroom instruction. The questions are crafted to align with the AP curriculum, making it a valuable study tool for mastering essential historical concepts.
What types of questions can students expect in this AP World History guide?
Students can expect a variety of question types in this AP World History guide, including factual recall, analysis of primary sources, and interpretation of historical data. The questions are designed to challenge students' understanding of historical themes and encourage them to think critically about the material. This variety helps prepare students for the diverse question formats they will encounter on the AP exam.

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