ANSWER KEY

ADVANCED PLACEMENT EDITION

®

WORLD HISTORY:
MODERN [1200–PRESENT]

Advanced Placement® and AP® are trademarks registered and/or

owned by the College Board, which was not involved in the
production of, and does not endorse, this product.
Page intentionally left blank.
 ANSWER KEY

ADVANCED PLACEMENT EDITION

®

WORLD HISTORY:
MODERN [1200–PRESENT]

Advanced Placement® and AP® are trademarks registered and/or

owned by the College Board, which was not involved in the
production of, and does not endorse, this product.
Senior Reviewers
Charles Hart John Maunu
Phil Cox
AP® World History Exam AP® World History Exam
AP ® World History Table Leader
Table Leader Table Leader
Broad Run High School
Westmont High School Cranbrook/Kingswood High School
Ashburn, Virginia
Westmont, Illinois Bloomfield Hills, Michigan
David L. Drzonek
AP® World History Teacher
Carl Sandburg High School
Orland Park, Illinois

Writers and Reviewers

Jody Janis Kevin Lewis Thomas J. Sakole
AP® European History Teacher AP® World History Exam AP® World History Exam Question
J. Frank Dobie High School Table Leader and Exam Leader
Houston, Texas Holy Innocents’ Episcopal School Riverside High School
Atlanta, Georgia Leesburg, Virginia
David Brian Lasher
AP® World History Exam Reader Jamie Oleson Clara Webb
Northwest Pennsylvania AP® World History Teacher AP® European History Exam
Collegiate Academy Rogers High School Table Leader
Erie, Pennsylvania Spokane, Washington Boston Latin School
Boston, Massachusetts
Amie La Porte-Lewis James Sabathne
AP® World History Exam AP® World History Teacher and
Table Leader Former Chair of the AP® U.S.
Holy Innocents’ Episcopal School History Test Development
Atlanta, Georgia Committee
Hononegah Community High School
Rockton, Illinois

Please visit our website at

www.perfectionlearning.com

When ordering this book, please specify:

Softcover: ISBN 978-1-5311-2919-4 or R7425

All rights reserved. No part of this book may be reproduced, stored in a retrieval system,
or transmitted in any form or by any means, electronic, mechanical, photocopying, recording,
or otherwise, without the prior permission of the publisher. For information regarding permissions,
write to: Permissions Department, Perfection Learning, 2680 Berkshire Parkway,
Des Moines, Iowa 50325.

© 2021 Perfection Learning®

5 6 7 8 9 PP 23 22 21

Printed in the United States of America

 CONTENTS

Introduction 1

Prologue  1

Unit 1: The Global Tapestry from c. 1200 to c. 1450

Topic 1.1 Developments in East Asia 2
Topic 1.2 Developments in Dar al-Islam 3
Topic 1.3 Developments in South and Southeast Asia 4
Topic 1.4 Developments in the Americas 5
Topic 1.5 Developments in Africa  6
Topic 1.6 Developments in Europe 7
Topic 1.7 Comparison in the Period from c. 1200 to c. 1450 8
Unit 1 Review 8

Unit 2: Networks of Exchange from c. 1200 to c. 1450

Topic 2.1 The Silk Roads 10
Topic 2.2 The Mongol Empire and the Modern World 11
Topic 2.3 Exchange in the Indian Ocean 12
Topic 2.4 Trans-Saharan Trade Route 13
Topic 2.5 Cultural Consequences of Connectivity 14
Topic 2.6 Environmental Consequences of Connectivity 15
Topic 2.7 Comparison of Economic Exchange 16
Unit 2 Review 17

Unit 3: Land-Based Empires

Topic 3.1 European, East Asian, and Gunpowder Empires Expand 19
Topic 3.2 Empires: Administrations 20
Topic 3.3 Empires: Belief Systems 22

World History: Modern Answer Key iii

 Topic 3.4 Comparison in Land-Based Empires 23
Unit 3 Review 23

Unit 4: Transoceanic Interconnections from c. 1450 to 1750

Topic 4.1 Technological Innovations 25
Topic 4.2 Exploration: Causes and Events 27
Topic 4.3 Columbian Exchange 28
Topic 4.4 Maritime Empires Link Regions 29
Topic 4.5 Maritime Empires Develop 31
Topic 4.6 Internal and External Challenges to State Power 32
Topic 4.7 Changing Social Hierarchies 34
Topic 4.8 Continuity and Change from c. 1450 to c. 1750 35
Unit 4 Review 36

Unit 5: Revolutions from c. 1750 to c. 1900

Topic 5.1 The Enlightenment 38
Topic 5.2 Nationalism and Revolutions 39
Topic 5.3 Industrial Revolution Begins 40
Topic 5.4 Industrialization Spreads 42
Topic 5.5 Technology in the Industrial Age 43
Topic 5.6 Industrialization: Government’s Role 44
Topic 5.7 Economic Developments and Innovations 45
Topic 5.8 Reactions to the Industrial Economy 46
Topic 5.9 Society and the Industrial Age 48
Topic 5.10 Continuity and Change in the Industrial Age 49
Unit 5 Review 50

Unit 6: Consequences of Industrialization from c. 1750 to c. 1900

Topic 6.1 Rationales for Imperialism 51
Topic 6.2 State Expansion 52
Topic 6.3 Indigenous Responses to State Expansion 54

iv World History: Modern Answer Key

Topic 6.4 Global Economic Development 55
Topic 6.5 Economic Imperialism 56
Topic 6.6 Causes of Migration in an Interconnected World 58
Topic 6.7 Effects of Migration 59
Topic 6.8 Causation in the Imperial Age 60
Unit 6 Review 61

Unit 7: Global Conflict After 1900

Topic 7.1 Shifting Power 63
Topic 7.2 Causes of World War I 64
Topic 7.3 Conducting World War I 65
Topic 7.4 Economy in the Interwar Period 66
Topic 7.5 Unresolved Tensions After World War I 67
Topic 7.6 Causes of World War II 69
Topic 7.7 Conducting World War II 70
Topic 7.8 Mass Atrocities 71
Topic 7.9 Causation in Global Conflict 72
Unit 7 Review 73

Unit 8: Cold War and Decolonization

Topic 8.1 Setting the Stage for the Cold War and Decolonization 74
Topic 8.2 The Cold War 75
Topic 8.3 Effects of the Cold War 77
Topic 8.4 Communism and Land Reform 78
Topic 8.5 Decolonization79
Topic 8.6 Newly Independent States 81
Topic 8.7 Resistance to Established Power Structures 82
Topic 8.8 End of the Cold War 83
Topic 8.9 Causation and Comparison during the Cold War and Decolonization 84
Unit 8 Review 85

World History: Modern Answer Key v

Unit 9: Globalization after 1900
Topic 9.1 Advances in Technology and Exchange 87
Topic 9.2 Technology and Disease 88
Topic 9.3 Technology and the Environment 89
Topic 9.4 Economics in the Global Age 90
Topic 9.5 Calls for Reforms and Responses 91
Topic 9.6 Globalized Culture 93
Topic 9.7 Resistance to Globalization 94
Topic 9.8 Institutions Developing in a Globalized World 95
Topic 9.9 Continuity and Change in a Globalized World 97
Unit 9 Review 97

Practice Exam 99

Correlation to the Historical Thinking Skills 104
Correlation to the Reasoning Processes 105
Correlation to the Themes 106
Correlation to the Course Content 107

vi World History: Modern Answer Key

INTRODUCTION
This answer key is a supplement to AMSCO® Advanced Placement® Edition World History: Modern. It identifies
the best choice for each multiple-choice question and describes content that students might include in good
responses to all free-response questions.

Each question is correlated to four elements of the AP® World History: Modern, Course and Exam Description
that went into effect in the fall of 2019:
1. Historical Thinking Skill
2. Reasoning Process
3. Theme
4. Historical Developments

The key also lists the most relevant pages in the student text for supporting the answer.

Following the answers is a correlation of the narrative from the student book to the elements of the Course and
Exam Description.

ANSWERS
Reflect on the Prologue, page lxii
1. All three religions are monotheistic, meaning they all believe in one deity. Also, these religions look back to
Abraham as an early and important figure.
2. A centralized civilization is one where the power is the dominant authority for a state, where a decentralized
civilization disperses decision making throughout its lands. Egypt is an example of a centralized empire and
Greece had decentralized states.
3. Classical empires struggled due to difficulties collecting taxes which resulted in a weak government. Also,
disease reduced populations of cities. Decreasing support for leaders made problems more difficult to deal
with. Increased need for defense and defense spending hurt economies of the empires.
4. The stability of the Abbasid Caliphate promoted the spread of Islam. This growth can be seen with the
re-establishing of the Silk Roads and flourishing of trans-Saharan trade. Buddhism spread also with the Silk
Roads and Indian Ocean area through missionaries and merchants. In addition, Buddhism appealed to lower
classes as it didn’t accept caste systems.
5. South Asia was united under Hinduism after the fall of the Gupta Empire. Also, the caste system kept society
stable amid the political upheaval.
6. The split of Christianity into the Roman Catholic Church and the Orthodox Church. Also, decline of the
Mayan civilization and the growth of the Mississippian civilization in the Americas.

©Perfection Learning ® World History: Modern Answer Key 1

Unit 1: The Global Tapestry from c. 1200 to c. 1450
Topic 1.1 Developments in East Asia
Questions are on pages 12–13.
Item Answer Thinking Skill Reasoning Process Theme Historical Text
Number Developments Pages
Multiple-Choice Questions

1 C Claims Causation ECN KC-3.1.I.D 4, 6

2 A Contextualization Continuity/Change ECN KC-3.1.I.D 5

3 A Developments Continuity/Change ECN KC-3.1.I.D 5

Short-Answer Questions

1A See below. Connections Continuity/Change CDI KC-3.1.III.D.i 7

1B See below. Claims Comparison CDI KC-3.1.III.D.i 7

1C See below. Developments Comparison CDI KC-3.1.III.D.i 9–11

2A See below. Developments Causation CDI KC-3.1.III.D.ii 8

2B See below. Developments Continuity/Change CDI KC-3.1.III.D.ii 9

2C See below. Claims Causation CDI KC-3.1.III.D.ii 9

Short-Answer Question Responses

1A. Xu emphasizes values such as the cultivation of virtue and obedience by women to their husbands.
These are part of the long tradition of Confucianism, which started in China but influenced cultures
throughout East Asia.
1B. Married Vietnamese women had greater independence and women in Japan had some property
rights.
1C. Japan did not follow China’s model for government: Japan was more decentralized politically.
Landed aristocracy were more powerful in Korea thanin China.
2A. Daoist and Confucianist leaders in China closed many monasteries and seized land from Buddhists.
2B. The Song Dynasty continued to emphasize filial piety and hierarchy as ways to help maintain their
rule in China. These were traditional Chinese values that Buddhism did emphasize.
2C. Some of the abstract ideas of Buddhism, as well as of Daoism, combined with the emphasis on
ethics and rational thought of Confucianism. The new synthesis was known as Neo-Confucianism.

Think As a Historian: Contextualize Historical Developments, page 14

The passage provides context by relating Xuanzang’s travels to the Silk Roads, the trade routes over
which not only goods but also ideas were diffused from one culture to another. The fact that he meets
other Buddhists along the way is testament to the diversity of people traveling the Silk Roads. Further,
the passage explains that once back in China, the writings were instrumental in the growth of Buddhist
scholarship, supporting the idea that the diffusion of ideas occurred through written texts and printing.
Printing had only recently been introduced in China through the woodblock technique.

Reflect on the Topic Essential Question, page 14

1. Some topics that students might cover include the continuity of Confucian thought in China, the
innovations brought by Buddhism to China and Japan, and the diversity of beliefs in East Asia.

2 World History: Modern Answer Key ©Perfection Learning ®

 Topic 1.2 Developments in Dar al-Islam
Questions are on pages 20–21.
Item Answer Thinking Skill Reasoning Process Theme Historical Text
Number Developments Pages
Multiple-Choice Questions

1 B Connections Comparison GOV KC-3.2.I 19

2 D Connection Comparison CDI KC-3.1.III.D.iii 19
3 A Contextualization Causation GOV KC-3.2.I 16
Short-Answer Questions

1A See below. Developments Causation CDI KC-3.1.III.D.iii 17

1B See below. Connections Comparison CDI KC-3.1.III.D.iii 19
1C See below. Connections Comparison CDI KC-3.1.III.D.iii 17
2A See below. Claims Comparison CDI KC-3.1.III.D.iii 7, 18
2B See below. Claims Causation GOV KC-3.1.III.A 19
2C See below. Connections Comparison CDI KC-3.1.III.D.iii 19

Short-Answer Question Responses

1A. Sufism helped spread Islam by adapting to local cultures and traditions. It sometimes interweaved
local religious elements into Islam.
1B. The behavior of the Sufis shows the more mystical and spiritual side of Islam compared to the
scholarly and intellectual endeavors of other Muslims.
1C. As the passage demonstrates, diverse people living in close proximity can observe one another’s
religious practices and other cultural patterns and possibly be influenced by them.
2A. In China, the practice of foot binding restricted women’s activities. While Muslim women
often practiced hijab, they could study and read, could own property, and could even own their own
businesses.
2B. They created a climate of toleration in which Muslims, Christians, and Jews coexisted peacefully.
They also promoted trade, allowing goods from China and Southeast Asia to enter Spain and the rest of
Europe.
2C. They shared knowledge—of their own development as well as knowledge transferred from India
and China—which also reached Europeans and influenced European ideas.

Think As a Historian: Identify Historical Concepts, Developments, and Processes, page 22

1. The concept of cause and effect is a way to explain why one is a result of another. The causes and
effects related to the decline of Baghdad are:
a. (cause) The trade routes shifted north of Baghdad
b. (effect and then cause) Baghdad lost wealth and population
c. (effect and then cause) With loss of wealth, Baghdad could not afford to keep up the canals
needed for irrigation
d. (effect) Farmers could not grow enough food so more people left
2. The concept of continuities refers to patterns that remain fairly constant. Muhammad’s advice
resulted in a continuation of an intellectual tradition as well as paper making techniques.

©Perfection Learning ® World History: Modern Answer Key 3

 3. The process of knowledge transfer is one in which one culture passes its knowledge to another. In
this case, the transfer took place with the conduits of the scholars living in al-Andulus. Muslim Ibn
Rushd’s commentaries on Aristotle influenced the Jewish philosopher Maimonides. Maimonides
in turn influenced Christian philosophers, including St. Thomas Aquinas. Islamic scholarship
and scientific innovations, along with the knowledge transferred from India and China, laid the
groundwork for the Renaissance and Scientific Revolution in Europe. Paper making, developed in
China and passed to Europeans by Muslims was essential in spreading ideas in Europe.

Reflect on the Topic Essential Question, page 22

1. Students should mention the rise of the Mamluk Sultanate, the Seljuk Turks, the Abbasids in
Baghdad, and the Umayyads in Spain. They should also mention Sufism and the fact that Muslim
merchants acted as missionaries, carrying their religion into new territories. They should discuss
the fact that “people of the Book” were exempted from slavery, although Christians, Jews, and
Zoroastrians were taxed.

Topic 1.3 Developments in South and Southeast Asia

Questions are on pages 30–31.
Item Answer Thinking Skill Reasoning Process Theme Historical Text
Number Developments Pages
Multiple-Choice Questions

1 B Sources Causation CDI KC-3.1.III.D.iv 26

2 B Developments Continuity/Change CDI KC-3.1.III.D.iv 26

3 D Sourcing Causation CDI KC-3.1.III.D.iv 26

Short-Answer Questions

1A See below. Connections Comparison CDI KC-3.1.III.D.iv 25–26

1B See below. Developments Continuity/Change CDI KC-3.1.III.D.iv 27

1C See below. Developments Causation CDI KC-3.1.III.D.iv 27

2A See below. Connections Comparison GOV KC-3.2.I.B.i 23–24

2B See below. Connections Comparison GOV KC-3.2.I.B.i 28

2C See below. Developments Causation CDI KC-3.2.I.B.i 26–27,

29

Short-Answer Question Responses

1A. The positions of both women and men in South Asia were determined by the caste system.
1B. The Bhakti Movement in the 12th century did not discriminate against women, in contrast to the
limitations imposed on them by traditional Hinduism.
1C. The Bhakti Movement was a Hindu mystical movement that broadened opportunities for women
2A. Both Southern India and Northern India experienced political disunity, although Hinduism provided
some cultural unity.
2B. The Srivijaya Empire was sea-based while the Khmer Empire was land-based. The Srivijaya
Empire was Hindu, while the Majapahit Kingdom was Buddhist.
2C. The city of Delhi in India is filled with examples of Islamic architecture built during the Delhi
Sultanate.

4 World History: Modern Answer Key ©Perfection Learning ®

Think As a Historian: Identify Claims, page 32
The claim is #3, since it is the most general statement. It is based on overgeneralizations and stereotypes
about Hindus, though he does point out that the previous generation of Hindus did not have the faults of
the current generation.

Reflect on the Topic Essential Question, page 32

1. Students might mention the roles of Hinduism and Islam in South Asia and the roles of Hinduism
and Buddhism in Southeast Asia. They might also mention the ways in which Hinduism and Islam
differ and the effects those differences had on the cultures of South Asia, and the influence of
Hinduism, Buddhism, and Islam in Southeast Asia. They also might mention the role merchants
played in society.

Topic 1.4 Developments in the Americas

Questions are on pages 40–41.
Item Answer Thinking Skill Reasoning Process Theme Historical Text
Number Developments Pages
Multiple-Choice Questions

1 A Contextualization Causation GOV KC-3.2.I.D.i 37

2 D Contextualization Causation GOV KC-3.2.I.D.i 38

3 C Claims Causation GOV KC-3.2.I.D.i 37

Short-Answer Questions

1A See below. Claims Causation GOV KC-3.2.I.D.i 35

1B See below. Claims Causation GOV KC-3.2.I.D.i 35

1C See below. Claims Causation GOV KC-3.2.I.D.i 34–35

2A See below. Connections Comparison GOV KC-3.2.I.D.i 34, 36,

38

2B See below. Connections Comparison GOV KC-3.2.I.D.i 37

2C See below. Contextualization Continuity/Change GOV KC-3.2.I.D.i 37

Short-Answer Question Responses

1A. Spence claimed that it was impossible at that time to accurately describe Maya mythology.
1B. Spanish authors had written accounts of Mayan mythology, but they did not agree with
representations of gods in the three codices.
1C. It points out that historians have to try to reconstruct Mayan history based on a variety of primary
sources that often conflict with each other.
2A. Both cultures used human sacrifices. Both cultures organized their empires into provinces.
2B. The Aztecs forced conquered people to pay tribute. Instead of exacting tribute, the Inca used the
mit’a system of mandatory public service.
2C. Conquered people resented the extraction of tribute and sacrifice victims.

©Perfection Learning ® World History: Modern Answer Key 5

Think As a Historian: Identify Evidence, page 42
Answers will vary. Possible answer: Students might use the expressions on the people’s faces and their
general sense of participation to support the argument that far from being horrified by the sacrifice,
Aztecs were used to it and participated willingly.

Reflect on the Topic Essential Question, page 42

1. Students should describe how the following civilizations developed and changed over time:
Mississippian, Chaco, Mesa Verde, Maya, Aztec, Inca.

Topic 1.5 Developments in Africa

Questions are on pages 50–51.
Item Answer Thinking Skill Reasoning Process Theme Historical Text
Number Developments Pages
Multiple-Choice Questions

1 B Developments Causation GOV KC-3.2.I.D.ii 46

2 A Connections Continuity/Change GOV KC-3.2.I.D.ii 46

3 C Connections Comparison GOV KC-3.2.I.D.ii 39, 46

Short-Answer Questions

1A See below. Connections Continuity/Change GOV KC-3.2.I.D.ii 45, 46

1B See below. Connections Comparison GOV KC-3.2.I.D.ii 46

1C See below. Contextualization Causation GOV KC-3.2.I.D.ii 45

2A See below. Connections Comparison GOV KC-3.2.I.D.ii 45-46

2B See below. Connections Comparison GOV KC-3.2.I.D.ii 45-46

2C See below. Argumentation Causation GOV KC-3.2.I.D.ii 48

Short-Answer Question Responses

1A. The painting shows Mansa Musa holding a gold coin and wearing a gold crown. Both Ghana and Mali
used gold as a source of wealth.
1B. It depicts an African ruler but also shows Middle Eastern architecture.
1C. He is wearing a crown, indicating that he is a ruler.
2A. Political structures in inland Africa tended to be noncentralized and dependent on kinship ties, while in
East Africa they were kingdoms, some of them centralized.
2B. They were ruled by kings.
2C. Prisoners of war were often enslaved, which would lead to tensions between African states.

6 World History: Modern Answer Key ©Perfection Learning ®

Think As a Historian: Explain the Historical Concept of Continuity, page 52
Possible answers:
1. The benefits of trans-Saharan trade for Ghana and Mali represent a continuity over 700 years.
2. Mansa Musa’s strengthening ties to Islam had a lasting effect and represent a continuity over 700 years.
3. Continuity of power for Zimbabwe lasted for 300 years before change arrived.
4. Continuity was disrupted in some ways when sub-Saharan societies converted to Islam but did not
adopt all gender norms.
5. Slavery reflected a continuity in African history, beginning before Europeans arrived.

Reflect on the Topic Essential Question, page 52

1. Students should mention that communities originally formed kin-based networks, and that as
populations grew, these developed into larger kingdoms that benefited from trade.

Topic 1.6 Developments in Europe

Questions are on pages 62–63.
Item Answer Thinking Skill Reasoning Process Theme Historical Text
Number Developments Pages
Multiple-Choice Questions

1 B Connections Causation SIO KC-3.3.III.C 59

2 A Developments Causation SIO KC-3.3.III.C 59

3 C Argumentation Causation SIO KC-3.3.III.C 59

Short-Answer Questions

1A See below. Contextualization Causation CDI KC-3.1.III.D.V 58

1B See below. Contextualization Continuity/Change CDI KC-3.1.III.D.V 58

1C See below. Developments Causation CDI KC-3.1.III.D.V 58

2A See below. Developments Causation GOV KC-3.2.I.B.ii 54

2B See below. Developments Causation CDI KC-3.1.III.D.V 58

2C See below. Connections Causation SIO KC-3.3.III.C 61

Short-Answer Question Responses

1A. Curiosity about Asia skyrocketed.
1B. With the Crusades, Europeans had begun to look outward and realize that not all cultures were like theirs.
The Crusades stimulated cultural exchanges between Europe and the Middle East, where people enjoyed a
better standard of living than Europeans did.
1C. He seems to be surprised that the Chinese were so civilized—actually, more civilized than Europeans,
since the Chinese bathed frequently at a time when Europeans rarely bathed. He is also surprised that the
Chinese have paper money, which Europeans didn’t.
2A. The city-state of Kievan Rus linked trade in furs, fish, and grain to connect people in Scandinavia,
Eastern Europe, and the Mediterranean.
2B. The Seljuk Turks began to persecute Christian pilgrims to the Holy Land.
2C. New types of plows allowed farmers to produce more food, which in turn promoted population growth.

©Perfection Learning ® World History: Modern Answer Key 7

Think As a Historian: Identify Historical Developments, page 64
Possible answers:
1. 1. The three-field system rotated crops so that agriculture became more efficient.
2. Advances in agriculture led to population growth, which in turn led to the growth of towns and cities.
3. The Crusades promoted cultural exchange and exposed Europeans to high quality Middle Eastern
goods.
4. A middle class made of shopkeepers, merchants, craftspeople, and small landholders, began to grow
as feudal relationships began to weaken.
5. Monarchies grew more powerful as the power of feudal lords diminished. Monarchs employed their
own bureaucracy and a military.

Reflect on the Topic Essential Question, page 64

1. Students should mention the effects of the Roman Catholic Church, the manorial system, and
feudalism on European society.

Topic 1.7 Comparison in the Period from c. 1200 to c. 1450

Reflect on the Essential Question, page 68
1. The chart should include information on East Asia, Dar al-Islam, South and Asia, the Americas,
Africa, and Europe. For example, cultivation of corn provided continuity between the Maya and
the Aztecs in Mesoamerica. The development of Swahili by combining elements of Bantu and
Arabic was an innovation in language in Southeast Africa. Spain in the Middle Ages included a
diverse mixture of Muslims, Christians, and Jews.
2. Examples might include the importance of Islam in the states that emerged after the decline of the
Abbasids, such as the Mamluks and the Seljuks, and the role of new crops such as the Champa
rice in strengthening the Song Dynasty.

Unit 1 Review
Write As a Historian, page 70
Student responses will vary depending on which prompt they address. However, all responses should
demonstrate an understanding of the steps presented on the page.
Long Essay Question, page 71
Item Answer Thinking Skill Reasoning Process Theme Historical Text
Number Developments Pages
1 See below. Connections Comparison CDI KC-3.1.III.D.iv 17, 27

2 See below. Connections Causation CDI KC-3.1.III.D.i 9–11

3 See below. Developments Continuity/Change GOV KC-3.2.I.D.ii 46–47

4 See below. Developments Continuity/Change GOV KC-3.2.I.D.ii 45–46

8 World History: Modern Answer Key ©Perfection Learning ®

 1. Sufism and the Bhakti Movement were mystical movements that emphasized inner reflection in
order to achieve a direct personal relationship with a deity. Islam focused on intellectual pursuits
such as the study of the Quran. Sufism was a reaction to this, emphasizing introspection to grasp
truths that could not be understood through learning. Similarly, in the 12th century, the Bhakti
Movement in Hinduism drew upon traditional teachings about the importance of emotion in
spiritual life rather than emphasizing the study of texts or performing rituals that were more
common in Hinduism.
2. Because of its size, wealth, and cultural innovations, China significantly influenced its neighbors.
They were able to adopt aspects of China’s political system, religious traditions, intellectual
advances, and technological innovations. Because it was separated from China by a sea, Japan
had more ability to control its interactions with China. In addition to embracing Buddhism and
Confucianism, Japan emulated Chinese traditions in politics, art, and literature. Because of its
tributary relationship with China, Korea emulated many aspects of China’s politics and culture. It
had a centralized government like China’s with civil service exams, and adopted both Confucian
and Buddhist beliefs. Initially, Korea adopted the Chinese writing system, but eventually
developed its own system. Vietnam adapted the Chinese writing and architectural styles and
adopted a merit-based bureaucracy, although it differed from China’s. But Vietnam’s relationship
with China was more adversarial, and Vietnamese rebels were eventually able to push out China’s
occupying army.
3. In East Africa during the 12th century, Zimbabwe emerged as a centralized kingdom. Zimbabwe
built its prosperity on a mixture of agriculture, grazing, and trade with coastal city-states, which
tied it to the Indian Ocean trade. Its importance was reflected in the defensive walls that protected
its cities and in the stone buildings of the Great Zimbabwe, although the city was abandoned by
the end of the 1400s because the environment had been so damaged by overgrazing and the gold
mines became less productive. In West Africa, strong states developed in Ghana and Mali. These
arose based on the Trans-Saharan trade. Mali was particularly known for its exports of gold.
Through it, Islam became widespread in the region. Mali declined as another kingdom in the
region, Songhai, emerged.
4. One example of change in American states was the Incan Empire. Located in the Andes
Mountains, the Incas united smaller states into one larger state. This brought changes throughout
the region, most notably a network of roads and irrigation canals that supported trade and
economic growth. Though people did not have to pay tribute to finance the running of the empire,
they did have to contribute labor to maintain the roads and canals.

Document-Based Question Achievements of Sub-Saharan Africa, page 72

1. The empires of the Sub-Saharan region in the period before contact with the European trade
networks were quite advanced. In the Mali Empire, learning and the sciences were well-supported
and books and manuscripts were valued (Doc. 2). The emperor, Mansa Musa, expanded his
influence through generous gift-giving when he visited other power centers (Doc. 1). Similarly,
the justice system of the Mali Empire was robust and thorough, creating a peaceful and secure
environment (Doc. 3).
The arts were encouraged in the Sub-Saharan region of the period. Intricate lost-wax and bronze
sculpture was practiced by artists in the Benin Empire (Doc. 4). Artisans used the technique to make
large head sculptures and intricate likenesses of animals such as a coiled snake used as a cap for a
staff (Docs. 6, 7).
Islam provided a religious foundation for the empires in the region. In Ghana there were twelve
large mosques and, in Timbuktu, judges and priests were maintained by the king (Docs. 1, 5).

©Perfection Learning ® World History: Modern Answer Key 9

Unit 2 Networks of Exchange from c. 1200 to c. 1450
Topic 2.1 The Silk Roads
Questions are on pages 82–83.
Item Answer Thinking Skill Reasoning Process Theme Historical Text
Number Developments Pages
Multiple-Choice Questions

1 A Claims Causation ECN KC-3.1.I.A.i 78

2 B Developments Causation ECN KC-3.1.I.A.i 78

3 C Contextualization Continuity/Change ECN KC-3.3.I.B 77–78

Short-Answer Questions

1A See below. Sources Causation CDI KC-3.1.I.C.i 82

1B See below. Claims Continuity/Change SIO KC-3.1.I.C.i 82

1C See below. Contextualization Causation ECN KC-3.1.I.C.i 79

2A See below. Development Causation ECN KC-3.1.I.C.i 79–80

2B See below. Development Causation ECN KC-3.1.I.C.i 80

2C See below. Connections Causation ECN KC-3.1.I.C.i 80

Short-Answer Question Responses

1A. Women dress modestly and cover their faces when they go out in public.
1B. He seems to be impressed with the culture, noting the many fine buildings. He also notes the way
women dress when they go out, but it is impossible to determine his attitude toward it from this passage.
1C. According to this account, caravanserais offered more than just a place to rest and sleep on a
journey; they also provided space from which merchants could do business. Apparently they were often
situated within the area of a city where markets offering local wares were located, which would have
made it easier for merchants to acquire goods to transport to other markets.
2A. Locations for exchanging flying cash in China became the model for banking houses established in
European cities in the 1300s.
2B. The development in China of the system of credit known as flying cash provided convenience and
stability.
2C. The development in China of paper money helped to increase trade.

Think As a Historian: Identify and Describe Context, page 84

Possible answers:
1. The growth of exchange networks, particularly the revitalization of the Silk Roads for trade with
merchants from the Abbasid Empire, expanded trading opportunities.
2. he Mongol Empire controlled the trade routes, making them safer for merchants.
3. The Crusades awakened Europeans’ interest in luxury goods from Asia, and Europeans organized
their resources to acquire them by monopolizing trade in timber, grain, leather, and salted fish
which they would exchange with goods from Arab caravans at Mediterranean ports.
4. Cities developed because travelers on the Silk Roads needed oases to gather supplies for the next
leg of the journey, including fresh water.

10 World History: Modern Answer Key ©Perfection Learning ®

 5. By the 8th and 9th centuries, Arab merchants from the Abbasid Empire revived the land route of
the Silk Roads as well as sea routes in the Indian Ocean. Guns and gunpowder from Tang China
spread via the newly revived global trade network.

Reflect on the Topic Essential Question, page 84

1. Students should mention the Silk Road, caravanserai, advances in naval technology, the
development of new financial systems, and the Hanseatic League.

Topic 2.2 The Mongol Empire and the Modern World

Questions are on pages 92–94.
Item Answer Thinking Skill Reasoning Process Theme Historical Text
Number Developments Pages
Multiple-Choice Questions

1 A Sources Causation GOV KC-3.2.I.B.iii 88–89

2 D Argumentation Causation GOV KC-3.2.I.B.iii 91

3 A Connections Causation GOV KC-3.2.I.B.iii NA

Short-Answer Questions

1A See below. Contextualization Causation CDI KC-3.2.II.A.ii 90

1B See below. Developments Continuity/Change GOV KC-3.2.I.B.iii 91

1C See below. Connections Comparison CDI KC-3.2.II.A.ii 18, 90

2A See below. Developments Continuity/Change GOV KC-3.2.I.B.iii 85–89

2B See below. Connections Continuity/Change GOV KC-3.2.I.B.iii 87, 89

2C See below. Connections Comparison GOV KC-3.2.I.B.iii 89

Short-Answer Question Responses

1A. Törengene Khatun did not change any political appointments or structures that were already in
place, but allowed the government to continue to run smoothly until a new Khan was chosen.
1B. Mongol women led more independent lives than women in other societies, such as riding horses as
men did, so Mongols would more readily accept having a woman temporarily in charge.
1C. Women in Islamic society generally observed hijab, whereas Mongol women wore trousers like
men, reflecting their greater freedom. (They were also able to ride horses as well as men.)
2A. The Mongols expanded by attacking and conquering smaller empires, kingdoms, and caliphates
along the Silk Roads.
2B. Both Genghis Khan and Kublai Khan chose not to enforce traditional Mongolian practices of
leadership and control. In establishing his government, Genghis Khan consulted with scholars of
Chinese and Islamic traditions.
2C. Mongol Kublai Khan adhered closely to Chinese traditions in establishing the Yuan Dynasty.

Think As a Historian: Identify Connections Between Historical Developments, page 94

1. With a fierce reputation, the Mongols were able to overtake people without much fight, thereby
expanding their empire, because they had proved they were willing to fight to the end.

©Perfection Learning ® World History: Modern Answer Key 11

 2. By adopting the weapons of the people they conquered, they also had the expertise of the
engineers they captured so they could continually improve their weapons.
3. With religious tolerance, internal conflicts were kept to a minimum and the Mongols could
concentrate on infrastructure improvement and the safety of the Silk Roads.
4. Cultural exchange accompanied the exchange of goods among the different regions of the world,
including Islamic scientific knowledge, Greco-Islamic medical knowledge, the Arabic numbering
system, and paper and other innovations from China.
5. The transmission of the Black Death caused millions of deaths from China through Europe. The
loss of life was a factor in the decline of Mongol power.

Reflect on the Topic Essential Question, page 94

1. Students should mention the development of the four Mongol empires in the 13th century, the Pax
Mongolica, and the resumption of trade on the Silk Roads under Mongol Rule

Topic 2.3 Exchange in the Indian Ocean

Questions are on pages 100–101.
Item Answer Thinking Skill Reasoning Process Theme Historical Text
Number Developments Pages
Multiple-Choice Questions

1 A Developments Causation ENV KC-3.1.II.A.i 96

2 B Contextualization Causation ENV KC-3.1.II.A.i 97

3 D Developments Continuity/Change ECN KC-3.1.I.A.ii 96

Short-Answer Questions

1A See below. Contextualization Causation CDI KC-3.2.II.A.iii 99

1B See below. Contextualization Causation CDI KC-3.2.II.A.iii 99

1C See below. Contextualization Causation CDI KC-3.2.II.A.iii 99

2A See below. Developments Causation ECN KC-3.1.I.C.ii 97

2B See below. Connections Causation CDI KC-3.1.III.B 97

2C See below. Connections Causation ECN KC-3.1.I.A.ii 79

Short-Answer Question Responses

1A. Chang Han expressed the traditional Confucian view that merchants should not have political
power in society. Disregard for merchants was one reason that Zhu Gaozhi decided to end Zheng He’s
voyages.
1B. Chang Han expressed the traditional Confucian view that trade was not important to the economy.
Believing that trade did not make people wealthier was one reason that Zhu Gaozhi decided to end
Zheng He’s voyages.
1C. Chang Han attack on foreigners as recalcitrant and greedy reflects a long-standing belief among
Chinese that their culture was superior to that of other people.
2A. Improved sailing technology such as lateen sails made sea trade easier.
2B. Diasporic communities grew up in port cities as Arab and East African merchants settled in Indian
port cities and Arab and Persian merchants settled in East Africa.

12 World History: Modern Answer Key ©Perfection Learning ®

 2C. Silk Roads linked inland cities with seaports in the Indian Ocean Basin, which would stimulate
trade both on the land routes and the sea routes.

Think As a Historian: Approaches to Making Historical Connections, page 102

Answers will vary. Possible answer:
• Comparison: The expansion of the trade routes is like the introduction of the Internet. Both
put people in distant parts of the world in contact.
• Causation: The Pax Mongolica caused a revitalization of the trade routes because it
allowed for resources to be spent on improving roads and keeping them safe for travelers.
• Continuity and Change: People who were absorbed into the Mongolian Empire were able
to keep their own religions, which represents a continuation. Nautical advancements made
ocean travel more reliable, representing a difference from earlier times.
Reflect on the Topic Essential Question, page 102
1. Students should mention the spread of Islam and increased demand for specialized products,
knowledge of monsoon winds and advances in maritime technology, and the growth of states.
They should also mention that trade expanded as a result of increased demand, and the resulting
cultural transfers.

Topic 2.4 Trans-Saharan Trade Route

Questions are on pages 108–109.
Item Answer Thinking Skill Reasoning Process Theme Historical Text
Number Developments Pages
Multiple-Choice Questions

1 C Developments Causation TEC KC-3.1.I.A.iv 104–

105

2 A Developments Causation TEC KC-3.1.I.A.iv 104

3 D Contextualization Comparison TEC KC-3.1.I.A.iv 104

Short-Answer Questions

1A See below. Connections Causation ECN KC-3.1.I.E.ii 105

1B See below. Developments Causation ECN KC-3.1.I.E.ii 106

1C See below. Developments Causation TEC KC-3.1.I.A.iv 104

2A See below. Argumentation Causation GOV KC-3.1.I.E.ii 105

2B See below. Argumentation Causation CDI KC-3.1.I.E.ii 103

2C See below. Connections Comparison TEC KC-3.1.I.A.iv 79, 103

Short-Answer Question Responses

1A. The Somalis developed saddles that enabled camels to carry loads of up to 600 pounds, which
allowed them to carry goods in caravans across the Sahara.
1B. As Mali grew richer, it continued to expand to take over additional resource-rich areas.
1C. Copper from Mali could be exchanged for gold from Sub-Saharan Africa, which Mali could then
sell to Europe.

©Perfection Learning ® World History: Modern Answer Key 13

 2A. The seven north-south trade routes and two east-west routes put people in Sub-Saharan Africa in
touch with an expanding number of trading partners.
2B. Muslim traders brought Islam along with their goods.
2C. Merchants engaged in Trans-Saharan trade, like those on the Silk Roads, used caravans to transport
their goods.

Think As a Historian: Identify Historical Processes by Asking “How,” page 110

1. This represents the historical process of centralizing a government, so it is a historical process.
2. This represents the historical process of economic trading by delineating the routes the trade
followed.
3. This one does not seem to represent a clear historical process.
4. This represents the historical process of converting a people and cementing a religion in a polity.

Reflect on the Topic Essential Question, page 110

1. Students’ answers should mention the use of camels and the development of saddles that enabled
them to carry heavy loads, how Trans-Saharan trade enriched the kingdoms along its routes, and
how trade helped spread Islam throughout West Africa and Sub-Saharan Africa.

Topic 2.5 Cultural Consequences of Connectivity

Questions are on pages 117–119.
Item Answer Thinking Skill Reasoning Process Theme Historical Text
Number Developments Pages
Multiple-Choice Questions

1 A Developments Causation CDI KC-3.1.III.C 87, 111

2 A Contextualization Comparison CDI KC-3.1.III.C 116

3 C Contextualization Comparison CDI KC-3.1.III.C 116

Short-Answer Questions

1A See below. Sources Causation ECN KC-3.1.III.D 110

1B See below. Claims Causation ECN KC-3.1.III.D 119

1C See below. Connections Causation ECN KC-3.1.III.D 80

2A See below. Connections Causation CDI KC-3.1.III.D 113

2B See below. Connections Causation CDI KC-3.1.III.C 113

2C See below. Sources Causation CDI KC-3.1.III.C 116

Short-Answer Question Responses

1A. The Crusades stimulated the economies of Europe and helped bring about a new social order in
which the bourgeoisie prospered and played a much larger role.
1B. Crusaders needed to raise money to finance the Crusades. They did this by converting gold and
silver altar ornaments into cash or selling land. The bourgeoisie generally benefitted from all of this
economic activity.
1C. The new money economy, with its credit institutions and instruments, helped finance the Crusades.
Without them, the Crusades might not have been possible.

14 World History: Modern Answer Key ©Perfection Learning ®

 2A. Khmer rulers in Southeast Asia added Buddhist sculptures and artwork onto existing buildings.
2B. Timbuktu in West Africa became a center of Islamic learning.
2C. Margery Kempe dictated a book about her travels to Jerusalem, Rome, Germany, and Spain from
the unique point of view of a middle-class medieval woman.

Think As a Historian: Sourcing and Situation in Primary Sources, page 120

Possible answers:
• The primary sources referred to the passage are by Marco Polo and Ibn Battuta.
• Marco Polo’s point of view was that of an outsider and a merchant.
• Ibn Battuta’s point of view was that of an insider and a jurist.
• Marco Polo created his report for the people of Europe who had never seen anything like
what he saw in China.
• Ibn Battuta created his report because the Sultan of Morocco directed him to do so to share
what he learned about Muslims and their accomplishments with other Muslims.
• Some people used Marco Polo’s report as entertainment; others used as the basis of
their own journeys. People used Ibn Battuta’s report to learn more about Islam and its
practitioners.

Reflect on the Topic Essential Question, page 120

1. Students should mention the influence of Buddhism on East Asian culture, Hinduism and
Buddhism on Southeast Asian culture, the spread of Islam, and the spread of science and
technology—as well as the black plague—along trade routes.

Topic 2.6 Environmental Consequences of Connectivity

Questions are on pages 124–125.
Item Answer Thinking Skill Reasoning Process Theme Historical Text
Number Developments Pages
Multiple-Choice Questions

1 B Connections Causation ENV KC-3.1.IV 123

2 B Contextualization Causation ENV KC-3.1.IV 123

3 C Claims Causation ENV KC-3.1.IV 124

Short-Answer Questions

1A See below. Connections Causation ENV KC-3.1.IV 123

1B See below. Developments Causation ENV KC-3.1.IV 123

1C See below. Claims Comparison ENV KC-3.1.IV 125

2A See below. Developments Continuity/Change ENV KC-3.1.IV 121

2B See below. Connections Causation ENV KC-3.1.IV 122

2C See below. Connections Causation ENV KC-3.1.IV 123

©Perfection Learning ® World History: Modern Answer Key 15

Short-Answer Question Responses
1A. The Black Death killed huge numbers of people in a very short time.
1B. Some historians believe that housing people and animals together might have contributed to the
spread of the disease, since animals likely carried infected fleas.
1C. Answers will vary, depending on the outside source chosen. Possible response: According the
Ibn Khaldun, the plague laid waste to cities, buildings, and roads. However, according to a report on
Gizmodo.com, ice core analysis indicates that the years 1349 to 1353 were the only years in the last
2000 years during which there was no lead in the air—presumably because mining ceased during the
height of the plague.
2A. The introduction of Champa rice to China was a major agricultural advancement. It could be grown
in many parts of the country where land had previously been thought unusable for growing rice and not
only helped meet the needs of the growing population but also contributed to population growth.
2B. Markets along the trade routes introduced new fruits and vegetables from Southwest Asia to
Europe.
2C. In Europe, overuse of farm land and deforestation led to soil erosion, which reduced agricultural
production.

Think As a Historian: Making Connections by Analyzing Causation, page 126

Possible answer: Increased demand for goods would lead to more production of goods. To meet
that demand, new technologies might be developed. As new technologies are developed, production
increases even more. At some point, production might exceed demand, and then production would be
cut back.

Reflect on the Topic Essential Question, page 126

1. Students should note the environmental effects of increases in population due to new and better
sources of food and the spread of epidemics along trade routes.

Topic 2.7 Comparison of Economic Exchange

Reflect on the Essential Question, page 133
1. Some examples are provided in the chart below.

1200 1450
Trade was dominated by Muslim traders both on land The Silk Roads were essential to interregional
and on sea. trade.

The Mongol Empire was on the rise, but the Pax The Songhai Kingdom dominated trade in West
Mongolica that helped keep the Silk Roads safe for Africa.
travelers did not begin until around 1250 (although this
date is not currently in the text).

Mali dominated trade in West Africa. The Muslim city-state of Malacca imposed fees
on ships traveling between India and China.

The Hanseatic League was beginning. Pirate activities off the coast of China and
Southeast Asia had resumed after China
discouraged sea voyages.

2. Students’ paragraphs should discuss the resurrection of the Silk Road as a major transportation
route, the cyclical nature of West African trading kingdoms (Ghana gave way to Mali, which in
turn gave way to the Songhay Kingdom), the rise of the Hanseatic League in Europe, and the rise
of Malacca in Southeast Asia.

16 World History: Modern Answer Key ©Perfection Learning ®

 Unit 2 Review
Write As a Historian, page 135
Student presentations should indicate that they will be able to choose from three questions the one they feel
best able to answer. After choosing their question, they will need to develop and support an evidence-based
argument.
Long Essay Question, page 136
Item Answer Thinking Skill Reasoning Process Theme Historical Text
Number Developments Pages
1 See below. Connections Continuity/Change GOV KC-3.1 85–91

2 See below. Connections Comparison ECN KC-3.1 77–118

3 See below. Connections Causation ENV KC-3.1 96–100

121–
123

4 See below. Connections Causation CDI KC-3.1 77–118

1. Students should point out that the Mongol Empire had both positive and negative long-term effects.
The Mongol Empire was the largest continuous land empire in history, which facilitated the cultural,
scientific, and technological exchanges. The Pax Mongolica revitalized interregional trade between
Asia, the Middle East, Africa, and Europe. The Mongols built a system of roads and guarded trade
routes. The Mongols centralized power and came up with a single international law for all their
territories. Even after they declined in power, their process of centralizing power continued in the
states of Eurasia. The Mongols developed new fighting techniques that led to the end of knights in
armor and walled cities in Europe.
2. Students should note that the various land routes—the Silk Roads, Trans-Saharan, and Sub-Saharan—
all used caravans to transport goods, although the goods being carried in each direction would vary.
Sea trade carried goods between ports in China, Southeast Asia, South Asia, Southwest Asia, and East
Africa. Muslim merchants dominated trade, and along with their goods they exported their religion to
the places they visited. They also helped spread technical innovations such as guns, paper, and bills of
exchange.
3. Sea trade relied on favorable winds for travel. Merchants carried new foods from one region to
another, creating new demands. Food crops migrated from one area to another as populations grew,
and in turn helped spur population growth. But networks of exchange also helped to spread diseases
such as bubonic plague, which decimated the populations of Europe and Asia in the mid-14th century.
4. Along with goods, religion was a major cultural export through trading networks. Buddhism spread
from South Asia to East Asia, and Hinduism and later Buddhism spread from South Asia to Southeast
Asia. Hindu and Buddhist architectural and artistic styles accompanied the religions into these new
areas. But Islam spread the most widely, from Southwest Asia to African, South Asia, and Southeast
Asia, carried by Muslim merchants. New languages—Swahili in Africa and Urdu in South Asia—
combined elements of Arabic with native Bantu and Hindi, respectively. Mosques brought traditional
Islamic architecture to West Africa and South Asia. Muslim scholars saved and transmitted Greek
literary classics. They brought back mathematics texts from India and papermaking techniques from
China. Technological innovations also were also dispersed by means of the trading networks.

©Perfection Learning ® World History: Modern Answer Key 17

Document-Based Question, pages 137–140
During the period 1200 to 1450 CE, as the period before this, most societies remained patriarchal.
Women were seen as subordinate to men and had a limited public role. However, within some societies,
such as the Mongols, Japan, and many West African civilizations, women often played very important
roles in politics and economics. While these societies were still largely centered on and dominated by
men, women in these societies, as well as others in Afro-Eurasia, could and did exercise power and
influence.
For example, in some societies in women were capable and respected political leaders. In other
instances, women were effective and feared military leaders who fought alongside and against their
male counterparts. Some women took on important roles in trade and commerce. Yet, despite these
roles, powerful women were still often underestimated or, due to cultural beliefs, remained subordinate
to men.
In the period 1200 to 1450 CE, some women became capable and respected political leaders.
After her husband’s death, Sorgotani Beki, the daughter-in-law of Genghis Khan, was appointed as the
political and military leader of a territory conquered by the Mongols. She was known as a benevolent
ruler who practiced religious toleration towards Muslims even though she herself had converted
to Christianity (Doc. 1). Of course the author of this document might have been so impressed with
Sorgotani Beki because she was tolerant and generous towards Muslims because he himself was a
Muslim. Similarly, Sultan Raziyya bint Iltutmish, the first women to ascend to the throne of the Delhi
Sultanate, was also described as “wise, just, and beneficent” and was described as comparable to men in
her leadership qualities (Doc. 7). Perhaps as the chronicler or biographer of the Sultan, the author would
make this favorable comparison because he has was trying to create a positive legacy of the Sultan.
However, in some cases, even powerful women compared themselves less favorably to men. The Ming
Empress Xu believed that the best role for a woman was to be subordinate to her husband. In fact, she
believes that a powerful woman, such as herself, should remain the weaker half of her marriage to her
husband, for the benefit of the whole nation (Doc. 3). The Empress, of course, would have this view
during a time when the Ming are re-establishing the Confucian values of China after they had defeated
the Mongols of the Yuan Dynasty. During the Yuan, many traditional Chinese values had be ignored or
dismissed. One of these values would be the subordination of the wife to the husband.
In addition, some women became successful and influential military leaders. In Japan, a female
samurai named Tomoe Gozen was known for her bravery and military skills during the Genpei War. She
is recorded in a drawing being on horseback, wearing armor, and carrying a lance or spear (Doc 4). In
Japan during this time period, feudal wars were frequent and men were off fighting on a regular basis.
As a result, women were often trained in the martial arts, including the use of a special sword that was
to be used only by female fighters, in order to protect their household and children if necessary. The
artist of this picture portrayed Tomoe Gozen in this manner because by the 18th century the Tokugawa
Shogunate had largely ended the constant feudal wars in Japan and training women in the martial arts
was not necessary as it had been during Tomoe Gozen’s time. Yet Japan was not the only region in Afro-
Eurasia that had a successful woman warrior. In the Hundred Years’ War between England and France,
Joan of Arc earned a reputation as both a military leader and heroine for her country. She led an army in
battle and she challenged her male enemies to surrender or she would “have them all killed (Doc. 6).”
During this time of near constant warfare, Joan made this threat because it was a very real outcome for
those who fought in this war. Death in combat was common and Joan knew that it was a likely outcome
if her armies fought those of her English enemy.
Lastly, some women, while neither political or military leaders, played other important roles
in their societies. In the West African empire of Mali, women resisted the growing influence of
Islamic travelers to Sub-Sahara Africa from North Africa who believed women should be veiled and
subordinate to men. These women maintained their local customs in regards to gender relations despite
what was often required within many other Islamic societies (Doc. 2). Ibn Battuta, the author of this
document was both an Islamic scholar and world traveler. He was used to seeing women veiled in
other Islamic societies and was influenced by cultural practices in Arabic areas of North Africa and the
Middle East that prohibited women being out in public or traveling without their husbands or a male

18 World History: Modern Answer Key ©Perfection Learning ®

 member of their family. When he sees that Malian women travel exclusively with men who are not their
husbands, he calls their manners “outlandish.” Similarly, women in Cambodia played a different type
of role than those in West Africa. Here they were the traders in their society. They were so important in
this role, Chinese merchants who traveled to Cambodia would marry one of these women to increase
his business (Doc. 5). The author sounds fascinated by this because as a Chinese diplomat, he would not
have seen such an important role for women in China during the Yuan dynasty because the social order
and customs ensured that women did not have such an active commercial role.

Unit 3 Land-Based Empires

Topic 3.1 European, East Asian, and Gunpowder Empires Expand

Questions are on pages 152–153.
Item Answer Thinking Skill Reasoning Process Theme Historical Text
Number Developments Pages
Multiple-Choice Questions

1 A Sources Causation GOV KC-4.3.III.i 148,

150–
151

2 D Connections Continuity/Change GOV KC-4.3.III.i 148,

150–
151

3 A Claims Causation GOV KC-4.3.III.i 148,

150–
151
Short-Answer Questions

1A See below. Claims Causation GOV KC-4.3.II.B 149–

151

1B See below. Connections Comparison GOV KC-4.3.II.B 148

1C See below. Connections Comparison GOV KC-4.3.II.B 149–

151

2A See below. Developments Causation TEC KC-4.3.II 148

2B See below. Connections Comparison GOV KC-4.3.II.B 146

2C See below. Claims Causation TEC KC-4.3.II 145,

148

Short-Answer Question Responses, page 153

1A. Akbar allowed Hindus to build temples, even though he and leaders of the Mughal Empire were
Islamic.
1B. Both Akbar and the Mongols followed a policy of toleration of religious diversity. Neither tried to
impose by force the same beliefs on subjects of their empires.
1C. Akbar tolerated Hindus and other religions. The Savafids enforced adherence to Shi’a Islam.
2A. Weapons that used gunpowder gave land-based emperors an advantage over their less
technologically advanced rivals.
2B. The military strength of the Gunpowder Empires or the weakness and corruption of their opponents
caused their rise.

©Perfection Learning ® World History: Modern Answer Key 19

 2C. Gunpowder Empires differed according to their dominant religion. Russia was led by Christians,
the Safavids were Shi’a Muslims, and the Ottomans and Mughals were Sunni Muslims.

Think As a Historian: Explain the Historical Concept of Empire, page 154

Answers will vary. Possible answer:
Qing Dynasty: did extend its power over areas where they had no previous or legal power; controlled
economic—taxation was at an all-time high—but lost control because of costly fighting; did not appear
to gain land for the sake of extracting value from a region; there were varied ethnic, cultural, and
religious elements under the Qing control

Reflect on the Topic Essential Question, page 154

1. Imperial expansion in Europe and Asia resulted from the increased use of gunpowder, cannons,
and armed trade to establish large empires. Most of the groups that were conquered were weak
or disorganized. These land-based empires included the Manchu in Central and East Asia; the
Mughal in South and Central Asia; the Ottoman in Southern Europe, the Middle East, and North
Africa; and the Safavids in the Middle East. The conquering rulers often centralized power over
politics, religion, and the military. The empires also controlled trade, enriching the rulers, who
created cultural monuments and stronger militaries.

Topic 3.2 Empires: Administrations

Questions are on pages 164–165.
Item Answer Thinking Skill Reasoning Process Theme Historical Text
Number Developments Pages
Multiple-Choice Questions

1 A Connections Comparison GOV KC-4.3. I.C 159,

160

2 B Connections Comparison GOV KC-4.3. I.C 160

3 B Claims Continuity/Change CDI KC-4.3. I.A 160

Short-Answer Questions

1A See below. Claims Continuity/Change TEC KC-4.3. I.C 159

1B See below. Contextualization Comparison GOV KC-4.3. I.C 156,

159

1C See below. Argumentation Causation ECN KC-4.3. I.D 159

2A See below. Connections Comparison GOV KC-4.3. I.C 155–

156,
158

2B See below. Connections Comparison ECN KC-4.3. I.D 163

2C See below. Connections Causation SIO KC-4.3. I.A 161–

162

Short-Answer Question Responses

1A. Gunpowder weapons allowed Hideyoshi and other shoguns to enforce such edicts over farmers.

20 World History: Modern Answer Key ©Perfection Learning ®

 1B. Both Hideyoshi and Louis IV wanted to consolidate power in a national government. To accomplish
this, each leader took steps to weaken the power of nobles.
1C. Hideyoshi believed disarming farmers would both make collecting taxes easier and prevent
rebellions. Farmers sticking to their work would be more productive, thereby helping the Japanese
economy.
2A. European governments, such as England’s, were tending toward more freedom for individuals,
while the Ottoman Empire was based on a system of slavery called devshirme.
2B. Both the Aztec Empire and China ruled other states and collected tributes from them.
2C. During Akbar’s reign, efficient government and a system of fairly administered laws resulted in
a strong central government. Through building monumental architecture such as the Taj Mahal, the
government demonstrated its power.

Think As a Historian: Contextualizing Across Cultures, page 166

Possible answer:

Region/Culture Origins Purposes Outcomes

Ottomans Tribute from conquered people Educated and trained Became influential
for administrative and members of society
military service and and first standing army
paid a salary

Americas Tribute from conquered people; then Some indigenous The population
enslavement of indigenous people groups practices of indigenous
by Spaniards; then Atlantic slave human sacrifice; people plummeted,
trade the Spaniards used Europeans brought in
enslaved people enslaved Africans to
to provide labor provide labor
in mining and
agriculture.

China Were not legally enslaved, though Mainly agrarian labor Song government
some people had to work a often provided medical
landowners farm to pay off debts care for the indigent

Africa Prisoners of war, debtors, and Often worked on Slave trade and
criminals were often enslaved. sugar plantations. slavery abolished
Most men and some women did Enslaved people in in the 1800s after
agricultural work. Most women and the Indian Ocean millions of people had
some men served in households. In trade often became been displaced and
many kin-based societies, people household workers exploited
could not own land privately, but as opposed to those
they could own other people. in the Atlantic slave
Owning a large number of enslaved trade who became
people increased one’s social status. forced workers on
Slavery existed in many forms. plantations.

Possible conclusion:
While the devshirme system included kidnapping children, it at least allowed them to rise in society, unlike slavery
systems in other parts of the world.

©Perfection Learning ® World History: Modern Answer Key 21

Reflect on the Topic Essential Question, page 166
1. Students might discuss how rulers of land-based empires used bureaucratic elites and military
professionals to create centralized control over their populations and resources. Students might also
describe how rulers used religious ideas, art, and architecture to legitimize their rule. They might also
explore the way rulers used tribute collection, tax farming, and new tax-collection systems to generate
revenue, and how the revenue contributed to state power and the expansion of the empire.

Topic 3.3 Empires: Belief Systems

Questions are on pages 174–176.
Item Answer Thinking Skill Reasoning Process Theme Historical Text
Number Developments Pages
Multiple-Choice Questions

1 B Sources Causation CDI KC-4.1.VI.ii 172

2 A Connections Causation CDI KC-4.1.VI.ii 172

3 A Claims Comparison CDI KC-4.1.VI.ii 172

Short-Answer Questions

1A See below. Argumentation Continuity/Change CDI KC-4.1.VI.i 167–

169

1B See below. Contextualization Continuity/Change GOV KC-4.1.VI.i 170

1C See below. Connections Comparison CDI KC-4.1.VI.i 146–

151,
170

2A See below. Developments Comparison CDI KC-4.1.VI.i 167–

169,
173

2B See below. Contextualization Comparison GOV KC-4.1.VI.i 120–

121

2C See below. Developments Causation CDI KC-4.1.VI.i 120–

121,
167–
169

Short-Answer Question Responses

1A. In this passage, the Council seems to be relaxing rules on the use of religious imagery. This may be
in reaction to Protestant ideas about making religion more accessible to the common people.
1B. As governments in Europe centralized and became more powerful, they threatened the dominance
of the Roman Catholic Church. The Council of Trent sought to make reforms that would shore up the
power of the Church.
1C. Similar to the Catholic-Protestant split in Christianity, Islam split between Sunni and Shi’a. This
passage reflects a difference in the comparison because the Roman Catholic Church made changes to
try to maintain its power, while both Sunni rulers and Shi’a rulers enforced their religions strictly and
without accommodations for the other side.
2A. The Reformation and the Scientific Revolution both challenged traditional approaches to
knowledge and practice. Zwingli and Luther wanted to discard customs that were not clearly described
in the Bible, and scientists wanted to replace inherited ideas about the world with ones based on reason
and experimentation.

22 World History: Modern Answer Key ©Perfection Learning ®

 2B. Inspired by the scientific approach, people began to think about governments and society and how
they might best be organized.
2C. The intellectual curiosity and exploration of the Renaissance thinkers influenced the way the
Reformation leaders questioned the religious beliefs of the Roman Catholic Church.

Think As a Historian: Explain Point of View in a Source, page 176

Possible answers:
1. Choice a is the more value-laden. The point of view is that of monarchs who were practical rather
than ideological.
2. Choice b is the more value-laden. Its point of view is critical of religious orthodoxy and the
conflict for which it was responsible.

Reflect on the Topic Essential Question, page 176

1. Students might discuss how the Protestant Reformation broke with existing Christian traditions
and how both the Protestant and Catholic reformations contributed to the growth of Christianity.
They might also explore how the political contest between the Ottoman and Safavid empires
increased the split between Sunni and Shi’a Islamic followers. Students could also explain how
Sikhism developed in South Asia, where both Hinduism and Islam were practiced.

Topic 3.4 Comparison in Land-Based Empires

Reflect on the Topic Essential Question, page 181
1. Student charts should show how transoceanic trade enriched empires in the Eastern hemisphere
and distributed new goods as well as new ideas. Charts might show that, for the period 1450–1750,
empires in the Americas (western hemisphere) did not derive much benefit from transoceanic
trade. Spain (both hemispheres) and Portugal (western hemisphere) conquered empires in the
Americas, as did the French, British, and other European powers (eastern hemisphere). Likewise,
religion from the Eastern hemisphere traveled to the Western hemisphere. Within the Eastern
hemisphere, transoceanic voyages contributed to religious conflicts but also led to the development
of belief systems and practices that blended existing religions.
2. Students should discuss how empires increased their influence around the world, and how
conquests led to changes from incorporating diverse populations. They should describe how
rulers used gunpowder, cannons, and armed trade to establish large empires in both hemispheres.
Students might explore these land empires: the Manchu in Central and East Asia; Mughal in
South and Central Asia; Ottoman in Southern Europe, the Middle East, and North Africa; and the
Safavids in the Middle East.

Unit 3 Review
Write As a Historian, page 183
Key Terms and Framework
Key Terms Develop argument, continuity, change, global trade network

Framework Geographic areas: China, Eastern hemisphere

Time period: 1450–1750

Reasoning Process Continuity and change

©Perfection Learning ® World History: Modern Answer Key 23

 Questions for Deeper Analysis

What was global trade like during 1450–1750?

How did China participate in global trade during 1450–1750?
What was China’s approach to trade like before 1450?
Did China’s approach to global trade change during 1450–1750?
During 1450–1750, did China rely more on overland trade (Silk Road) or maritime trade?
During 1450–1750, what products did China import?
During 1450–1750, what products did China export?
Before 1450, what products did China import and export?

Long Essay Questions, page 184

Item Answer Thinking Skill Reasoning Process Theme Historical Text
Number Developments Pages
1 See below. Argumentation Continuity/Change CDI KC-4.3.I.A 167–
173

2 See below. Argumentation Causation GOV KC-4.3.II.B

3 See below. Argumentation Comparison GOV KC-4.3.I.C 146–

151

4 See below. Argumentation Comparison GOV KC-4.3.II 144–

146,
157–
163

1. Continuity/Change: All of the major belief systems of Africa and Eurasia experienced significant
change from 1450 to 1750. In Europe, the Protestant movement broke away from the Roman
Catholic Church and led to multiple new forms of Christianity. Persecution of different sects was
common, and religious wars broke out between states. Similarly, the two great Muslim empires
were divided by religion: the Ottomans were Sunni, and the Safavids were Shi’a. In the Mughal
Empire tensions did exist between Hindus and Muslims, but Akbar sought to ease those tensions
and to welcome and support any religion. Under his rule, Sikhism became established.
2. Causation: Several the empires of Africa and Eurasia in 1450–1750 consolidated and centralized
power. This consolidation was the result of several different approaches. The Ottoman Empire’s
devshirme system used enslaved Christians to build their military and bureaucratic forces. Russia’s
rulers recruited people who were neither wealthy nor peasants to fill the oprichnina. These
paramilitary troops were loyal to the ruler and protected the ruler from the boyars, or noble class.
Both China in the east and Songhai in Africa collected taxes from the states under their power.
3. Comparison: The empires of Asia in 1450–1750 all relied on gunpowder weaponry to expand their
power. The Ottoman, Safavid, and Mughal empires all succeeded while their military might was
strong and their bureaucracies efficient. In each case, weakening one or the other element led to
their decline. After the Ottoman Empire lost the Battle of Lepanto and the Siege of Vienna, the
balance of power between the Ottomans and Europe shifted in favor of Europe. Likewise, leaders
of the Safavid Dynasty failed to put down a rebellion, which in turn reduced their tax revenues.
As a result, they were unable to defend other parts of their territories against the Ottomans and
Russians. In South Asia, bureaucratic corruption led to declining fortunes. An unwise decision
by Aurangzeb to make Islam the state religion led to many rebellions by followers of minority
religions. Without new military technologies, the Mughal empire was unable to defend itself
against the British and the French.

24 World History: Modern Answer Key ©Perfection Learning ®

 4. Comparison: In China, the Qing dynasty used their superior military to conquer and incorporate
neighboring territories such as Taiwan and Mongolia. Likewise, Russian rulers such as Ivan IV
(Ivan the Terrible) used gunpowder weapons to expand eastward into Siberia and Mongolia.

Document-Based Question, Peter the Great, pages 185–188

On the domestic front, Peter the Great instigated sweeping reforms in education, the economy, and the
church. He decreed that the children of the nobility learn mathematics and geometry or forfeit their
right to marry, and established schools for that purpose (Doc. 2). He also encouraged them to travel to
other countries to learn about and experience other cultures, and invited foreigners to come to Russia to
share their know-how, and he encouraged trade with foreign countries (Docs. 1, 5).
Documents 4, 6, and 7 together show Peter’s efforts to reform fashion. He not only expected the
nobility and government officials to shun Russian dress and don Western clothing styles (Doc. 4), but
he also forbade them from sporting long beards. Those who example in his own fashion by wearing
Western-style clothes and going beardless (Doc. 7).
On the military front, Peter the Great created a strong navy and reorganized the army to in the Guards to
gain military know-how before being promoted to the officer rank. In addition, he advanced those of lowly
origin from lower to higher positions on the basis of merit. By strengthening Russia’s military abilities, he
was able to win several wars, expanding the size of the Russian Empire greatly during his reign.

Unit 4 Transoceanic Interconnections from c. 1450 to 1750

Topic 4.1 Technological Innovations

Questions are on pages 195–197.
Item Answer Thinking Skill Reasoning Process Theme Historical Text
Number Developments Pages
Multiple-Choice Questions

1 D Claims Causation TEC KC-4.1.II.A 193

2 D Claims Causation TEC KC-4.1.II.A 193

3 A Claims Causation TEC KC-4.1.II.A 192

Short-Answer Questions

1A See below. Connections Causation TEC KC-4.3.II 194

1B See below. Connections Causation TEC KC-4.3.II 147,

194

1C See below. Connections Comparison GOV KC-4.3.II.B 192

2A See below. Developments Causation TEC KC-4.3.II 191,

193–
194

2B See below. Developments Comparison ECN KC-4.3.II.B 191,

193

2C See below. Claims Causation CDI KC-4.1.VI 192

©Perfection Learning ® World History: Modern Answer Key 25

Short-Answer Question Responses
1A. Gunpowder weapons allowed rulers to expand their territories by defeating weaker rivals. The
process of creating empires in most cases led to a blending of cultures. However, in some cases, the
defeated were forced to adopt the ways and religion of the conquerors or to move elsewhere to continue
to practice their own religion.
1B. Gunpowder weapons allowed rulers both to expand their territories and to control trade. For
example, when the Ottoman Empire took Constantinople, renaming it Istanbul, they gained control of
the Bosporus Strait.
1C. The Omanis sought to expel Europeans from their lands, interfering with trade between Europe and
Asia. In response to the difficulties, Christopher Columbus set out to find a new route to Asia.
2A. Rulers sought the resources available in new lands. Understanding wind patterns aided their sailors
in this quest.
2B. New navigational technologies allowed ships to sail farther than ever before. Rulers seeking new
lands to conquer could employ the new technologies to their advantage.
2C. Trade routes spread new ideas as well as goods. For example, many trading cities along Africa’s
east coast adopted Islam.

Think As a Historian: Identify and Describe a Historical Context, page 198

Possible answers:
1. The broad context is the era of expansion of maritime trade and empires. Competing states were
looking for advantages in sailing distance and safety. In an era of interconnections, seafaring
technology and other scientific ideas were transmitted from culture to culture. The magnetic
compass was one such advancement, discovered in the 12th century by the Chinese and
Europeans.
2. The broad context is again the era of expansion of maritime trade and empires. As competing
states sought advantages, one tool they used was gunpowder weaponry. Gunpowder, a 10th
century Chinese invention, aided Europeans in their conquests abroad, though pirates also got hold
of it. Gunpowder weapons, combined with improved seagoing ability, helped Europeans reach and
control many parts of the world.
3. The broad context is the waning of the Middle Ages, with its plagues, religious wars, and feudal
system in Europe. New monarchies were attempting to centralize political power as old feudal
loyalties weakened. The Middle Ages had not been known as a time of great literacy, but the
invention of the printing press changed that. Literacy increased, making the spread of Renaissance
and Enlightenment ideas possible. The context most relevant to the invention of the printing press
is ideological and philosophical.
4. The broad context is expanding trade in the Indian Ocean during a time of increasing global
connections. Knowledge of monsoons as well as knowledge of tides and other meteorological
matters was crucial to the timing of voyages. The long time between the shifts in direction of the
winds required that merchants settle in diasporas for the duration, which hastened and solidified
intercultural exchanges.

Reflect on the Topic Essential Question, page 198

1. Students should explain how knowledge, scientific learning, and technology from the Classical,
Islamic, and Asian worlds spread. They should describe how the spread of knowledge facilitated
European technological developments and innovation. Students should also explore developments
such as the production of new tools, innovations in ship designs, and improved understanding
of regional wind and current patterns. They should explain how these developments made
transoceanic travel and trade possible.

26 World History: Modern Answer Key ©Perfection Learning ®

 Topic 4.2 Exploration: Causes and Events
Questions are on pages 206–207.
Item Answer Thinking Skill Reasoning Process Theme Historical Text
Number Developments Pages
Multiple-Choice Questions

1 B Claims Causation ECN KC-4.1.III.A 200–

201

2 C Source Comparison ECN KC-4.1.III.A 200–

201

3 C Contextualization Causation ECN KC-4.1.III.A 201

Short-Answer Questions

1A See below. Developments Continuity/Change TEC KC-4.1.III 199

1B See below. Argumentation Causation GOV KC-4.1.III 199–

201,
203–
204

1C See below. Argumentation Causation CDI KC-4.1.III 199,

202,
203,
205

2A See below. Connections Comparison GOV KC-4.1.III.C 203

2B See below. Connections Comparison ECN KC-4.1.III 201

2C See below. Connections Comparison ECN KC-4.1.III.C 203–

204

Short-Answer Question Responses

1A. Technological improvements include gunpowder, the magnetic compass, or the lateen sail.
1B. Arguments could be made for each explorer. In each case the impact of exploration was to enrich
the empire that sponsored the voyage.
1C. Columbus and the Europeans who followed him (a) brought diseases that decimated native
populations and (b) enslaved indigenous peoples.
2A. Both the Spanish and the French sought to convert indigenous peoples to Christianity.
2B. The English sought to colonize the new territories; the French were more interested in trading with
Native Americans and rarely settled permanently.
2C. The Dutch supplied colonists with manufactured goods from Europe in exchange for furs and
agricultural products; the French traded with Native Americans for furs and other raw materials.

Think As a Historian: Making Connections by Relating Historical Developments, page 208

1. The economic development of mercantilism can be related to the political development of the
strengthening state.
2. Trading post empires can be related to social history in that intermarriage occurred between the
Portuguese at the trading posts and the local women. That helped blend cultures.
3. Increased tax revenues, like mercantilism, can be related to the political development of
centralizing power in states. The increased revenues gave the states more wealth to sponsor
exploration and colonization efforts.

©Perfection Learning ® World History: Modern Answer Key 27

Reflect on the Topic Essential Question, page 208
1. Students should discuss how state-supported transoceanic maritime exploration occurred from 1450
to 1750. They should explain the economic causes and effects of maritime exploration by the various
European states. For example, Portuguese maritime technology and navigational skills led them to
increase trade with Africa and Asia, resulting in the construction of a global trading-post empire. Other
European states pursued similar explorations in search of riches beyond their own borders.

Topic 4.3 Columbian Exchange

Questions are on pages 215–216.
Item Answer Thinking Skill Reasoning Process Theme Historical Text
Number Developments Pages
Multiple-Choice Questions

1 A Sources Comparison ENV KC-4.1.V 211

2 A Connections Comparison ECN KC-4.1.V 211

3 B Connections Causation ECN KC-4.1.V 209

Short-Answer Questions

1A See below. Developments Continuity/Change ENV KC-4.1.V 210–

211,
213–
214

1B See below. Argumentation Causation CDI KC-4.1.V.B 209–

210,
213–
214

1C See below. Claims Causation ENV KC-4.1.III 213

2A See below. Connections Causation SIO KC-4.1.V.A 209–

210

2B See below. Connections Continuity and ECN KC-4.1.V.B 211

Change

2C See below. Connections Continuity and SIO KC-4.1.V 213

Change

Short-Answer Question Responses

1A. Crosby suggests that the Columbian Exchange had a tremendous biological impact on the entire world.
1B. Maize (corn) from the Americas helped the health of the rest of the world, but Europeans brought
diseases that hurt the people of the Americas.
1C. European colonists cut down trees to clear areas for planting crops, and they created large fields
that they cultivated every year. Because of this, deforestation and soil depletion became problems in the
Americas.
2A. Columbus and the Europeans who followed him brought diseases that decimated native populations.
2B. Sugar was in high demand in Europe, and it was grown in Brazil and other parts of the Americas. Since
there were not enough indigenous people to work the fields and meet the demand, the Portuguese and other
Europeans imported enslaved Africans.
2C. Europeans practiced more intensive agriculture than Native Americans did. They cut down trees to
clear land for farming and cultivated the fields year after year. These practices led to deforestation and soil
depletion.

28 World History: Modern Answer Key ©Perfection Learning ®

Think As a Historian: Identify Evidence in an Argument, page 217
1. The claims are that maize was the most important grain of the Americans in 1491 and it is one of
the most important grain sources in the world today.
2. Five pieces of evidence—it is a standard crop (1) throughout the Americas, (2) in southern
Europe, (3) that is a staple in China, (4) that is a staple in Indonesia, (5) in large areas of Africa.
The last two sentences also provide evidence: its loss would be an ecological tragedy and result in
the slaughter of a large portion of the human race.

Reflect on the Topic Essential Question, page 217

1. Students should discuss the Columbian Exchange: how new connections between the Eastern and
Western Hemispheres led to an exchange of plants, animals, and diseases. They should describe
how European colonization of the Americas was not limited to human animals but also included
the transfer of diseases and disease-carrying creatures, such as mosquitoes and rats. Many diseases
from the Eastern Hemisphere, including smallpox, measles, and malaria, substantially reduced the
indigenous populations, because they bore no immunity to the diseases.
Foods from the Americas became staple crops in parts of Europe, Asia, and Africa. Cash crops
such as sugar were grown primarily on plantations with coerced labor and were exported mostly to
Europe and the Middle East. Fruit trees, grains, sugar, and domesticated animals were brought by
Europeans to the Americas, while other foods were brought to the Americas by Africans. The new
food crops helped to feed the people in Eurasia.

Topic 4.4 Maritime Empires Link Regions

Questions are on pages 229–230.
Item Answer Thinking Skill Reasoning Process Theme Historical Text
Number Developments Pages
Multiple-Choice Questions

1 C Contextualization Comparison SIO KC-4.2.II.C 223

2 B Contextualization Comparison SIO KC-4.2.II.C 221,
222
3 D Claims Continuity/Change SIO KC-4.2.II.C 223
Short-Answer Questions

1A See below. Claims Causation ECN KC-4.2.II.D 223–

224
1B See below. Claims Comparison CDI KC-4.2.II.C 219,
222–
224
1C See below. Contextualization Causation CDI KC-4.1.V.A 220
2A See below. Argumentation Causation ECN KC-4.3.II 223–
224
2B See below. Connections Comparison ECN KC-4.3.II.B 219–
220,
223
2C See below. Claims Comparison ECN KC-4.3.II 219–
221

©Perfection Learning ® World History: Modern Answer Key 29

Short-Answer Question Responses
1A. Even though slavery was banned in Mexico, it persisted in parts of Spanish North America. Several
factors contributed to slavery’s continuation, including shortage of labor, the discovery of silver, and bad
relations between the Spanish and the native peoples.
1B. The treatment of enslaved people in Mexico differed from the treatment of enslaved people in the
Indian Ocean trade. Those in the Indian Ocean slave trade seem to have had better employment and more
rights.
1C. European settlers brought diseases, such as smallpox, that killed huge numbers of native peoples.
2A. Spanish colonists took advantage of the mit’a system to force indigenous peoples to do dangerous
work in silver mines. As a result, Spain gained more silver and became a wealthier country.
2B. Both before and after the Portuguese arrived, merchants in the Indian Ocean trade networks paid for
the right to use certain ports or passageways and developed trade links through traditional networks.
2C. In China, the Ming Dynasty tried to limit outside influence on China by restricting trade and
exploration. By contrast, Portugal’s rulers encouraged both trade and exploration.

Think As a Historian: Purpose and Audience in Primary Sources, page 231

1. Las Casas’s audience was Spanish government decision makers who would decide on the future of
indigenous slavery and the encomienda system. That audience suggests Las Casas wanted to paint
the strongest and most persuasive picture to achieve his goals.
2. A competing European power might be writing to an audience of others in the same country to raise
public support for an invasion to rid the area of Spanish control.
3. Identifying purpose and audience in evaluating a historical source is essential in determining possible
bias. For example, Julián Juderiás, while no doubt writing for a scholarly audience, was himself
Spanish and may have had a bias. Protestants in the United States dominated history writing and may
have had a bias against Catholics and therefore accepted the Black Legend.

Reflect on the Topic Essential Question, page 231

1. Students should examine how European states established trading posts in Africa and Asia, which
enriched the rulers and merchants in new global trade networks. Some Asian states enacted
restrictive trade policies to limit the disruptive economic and cultural effects of European-dominated
long-distance trade. European states, including the Portuguese, Spanish, Dutch, French, and British,
established new maritime empires. The expansion of maritime trading networks also helped states in
Africa, including the Asante and the Kingdom of the Kongo, to grow and prosper. The participation
of these African states in trading networks increased their influence.
Students should also note that when Portuguese, Spanish, and Dutch merchants arrived in the Indian
Ocean, some restructuring took place, but existing trade networks continued to flourish. The new
colonies in the Americas largely depended on agriculture. They employed existing labor systems,
such as the Incan mit’a, but also introduced new labor systems, such as chattel slavery, indentured
servitude, and encomienda and hacienda systems.
Students should describe how slavery in Africa continued as it had previously, with many people
exported to the Mediterranean and the Indian Ocean regions. The growth of plantations in the
Americas increased demand for enslaved Africans, leading to significant demographic, social, and
cultural changes.

30 World History: Modern Answer Key ©Perfection Learning ®

Topic 4.5 Maritime Empires Develop
Questions are on pages 239–240.
Item Answer Thinking Skill Reasoning Process Theme Historical Text
Number Developments Pages
Multiple-Choice Questions

1 A Developments Causation ECN KC-4.1.IV.D.i 234

2 D Argumentation Causation CDI KC-4.1.III.C 235–

236

3 A Contextualization Continuity/Change CDI KC-4.1.IV.D.ii 232

Short-Answer Questions

1A See below. Connections Comparison CDI KC-4.1.VI 237

1B See below. Connections Comparison CDI KC-4.1.VI 238

1C See below. Argumentation Causation CDI KC-4.1.VI 238

2A See below. Connections Causation ECN KC-4.1.IV.C 232,

235–
236

2B See below. Connections Causation ECN KC-4.2.II.A 233

2C See below. Connections Causation ECN KC-4.1.IV 233

Short-Answer Question Responses

1A. Vodou incorporated elements from multiple religions. For example, it includes the spirits or gods
from many different African and Indian cultures.
1B. Some Catholic saints’ days coincided with days that honored the gods of indigenous people, and the
indigenous people especially celebrated these days.
1C. In India, Sikhism blended Muslim and Hindu belief systems.
2A. In Asia, improved shipping offered merchants the opportunity to increase their volume of products.
In Africa, mercantilism initially enriched but ultimately weakened slave-raiding African kingdoms.
2B. The global economy resulted in more wealth not only for European rulers and entrepreneurs, but
also for the laborers of Europe who helped to produce manufactured goods. Besides the traditional
classes of the wealthy few and the many peasants, a new “middle” class developed.
2C. The Commercial Revolution resulted in more wealth for many of the countries that participated.
The formation of joint-stock companies increased the amount of money available for new ventures, and
a cycle formed that led to more enterprise and more exploration.

Think As a Historian: Contextualization, page 241

Spaniards treated the indigenous people with cruelty.

©Perfection Learning ® World History: Modern Answer Key 31

Reflect on the Topic Essential Question, page 242
1. Students might discuss how European rulers used mercantilist policies and practices to expand
their economies and claim overseas territories. They might explain how rulers and merchants used
joint-stock companies to finance exploration and to compete against one another in global trade,
and how economic disputes led to conflicts between states.
Students should explain that the Atlantic trading system involved moving goods, wealth, and labor,
including enslaved people, across the Atlantic Ocean. They should explain how chartered European
monopoly companies made the global circulation of goods possible. Silver, especially from Spanish
colonies in the Americas, allowed European traders to purchase Asian goods for the Atlantic
markets while also meeting Chinese demand for silver. Local markets continued throughout Africa
and Eurasia, using both established commercial practices and new shipping services developed by
European merchants. Labor, from both peasants and craftspeople, was in high demand in many
regions, and the demand for food and consumer goods increased.
Students should describe how some gender and family restructuring occurred, including
demographic changes in Africa that resulted from the slave trade. The Atlantic trading system
involved the movement of people—including both free and enslaved people—and the mixing of
African, American, and European cultures and peoples.
Students might also note that the increasing interactions between newly connected hemispheres
expanded the reach and furthered development of existing religions. The new connections also
contributed to religious conflicts as well as to the development of syncretic belief systems and
practices.

Topic 4.6 Internal and External Challenges to State Power

Questions are on pages 248–249.
Item Answer Thinking Skill Reasoning Process Theme Historical Text
Number Developments Pages
Multiple-Choice Questions

1 A Connections Comparison CDI KC-4.3.III.iii 245

2 C Contextualization Causation CDI KC-4.3.III.iii 245

3 D Connections Comparison CDI KC-4.3.III.iii 9–10,

245
Short-Answer Questions

1A See below. Sources Comparison GOV KC-4.3.III.iii 243,

245

1B See below. Contextualization Comparison GOV KC-5.3.III.C 245,

247

1C See below. Connections Comparison GOV KC-4.3.III.iii 244–

245

2A See below. Argumentation Causation SIO KC-4.1.VI.i 245,

247

2B See below. Argumentation Causation ECN KC-4.1.VI.i 244–

245

2C See below. Developments Causation GOV KC-4.1.VI.i 246–

247

32 World History: Modern Answer Key ©Perfection Learning ®

Short-Answer Question Responses
1A. Both involved resistance to adopting the religion of another group.
1B. The Pueblo Revolts were attempts by native peoples to throw off the rule of colonizers from
Spain, while the Cossack Revolts were attempts by warriors, peasants, and serfs to gain territory and
autonomy from Russian rulers.
1C. Torrez describes how Spanish influence continued among the Pueblo people even after the
rebellion. In both the Pueblo Revolt and Metacom’s War, the native peoples had some success, but the
European colonizers eventually regained power.
2A. In New Mexico, many native peoples resented the Christian culture imposed on them by the
Spanish. This, combined with virtual enslavement, led to the Pueblo Revolts and other rebellions.
2B. In Russia, peasants and serfs were tied to the land, and the land was owned by the nobles. The
imbalance between the wealthy few and the impoverished many led to rebellion, which led to even
harsher oppression of the poor.
2C. The Glorious Revolution in England was the result of internal pressures challenging the power of
the Catholic King James representing the state.

Think As a Historian: Situate Historical Events in Context, page 250

Possible answers:
• extending power over spaces with no previous or legal control: Dutch and English unseat
Portugal in South Asia (an external pressure)
• exertion of major control of economic, political, or cultural aspects of subjects: Russia
enforced the system of serfdom as it expanded its holdings
• extraction or accumulation of value as a result of domination: slave raids by the
Portuguese in Africa
• control of diverse ethnic, national, cultural, and religious elements: Muslim Mughal
Empire controlled areas where many Hindus lived; the Spanish and British empires
controlled areas where diverse indigenous people lived

Students’ timelines should include the following rebellions:

• 1663: Gloucester County Rebellion in Virginia (enslaved Africans and white indentured
servants against Britain)
• 1675–1678: Metacom’s War (Native Americans against British colonists)
• 1680: Pueblo Revolt against Spanish in New Mexico
• 1680–1707: Maratha rebellion against Mughals
• 1728–1740 and 1795–1796: Maroon Wars against British (formerly Spanish colonists)
• 1774: Pugachev Rebellion in Russia

Reflect on the Topic Essential Question, page 250

1. Students should discuss how state expansion and centralization led to internal resistance. A
variety of social, political, and economic groups sought to throw off oppression or to gain rights.
In the Caribbean isles and American colonies, enslaved Africans mounted many rebellions.
Yet even when they together with indentured servants outnumbered the free Europeans, these
rebellions usually ended in failure.

©Perfection Learning ® World History: Modern Answer Key 33

Topic 4.7 Changing Social Hierarchies
Questions are on pages 257–258.
Item Answer Thinking Skill Reasoning Process Theme Historical Text
Number Developments Pages
Multiple-Choice Questions

1 C Contextualization Continuity / Change SIO KC-4.3.I.B 252

2 C Sources Continuity / Change SIO KC-4.3.I.B 252

3 C Claims Comparison SIO KC-4.3.I.B 251–

252
Short-Answer Questions

1A See below. Argumentation Continuity/Change SOI KC-4.2.III.A 255–

256

1B See below. Contextualization Continuity/Change SOI KC-4.2.III.A 255–

256

1C See below. Connections Comparison GOV KC-4.2.III.A 251

2A See below. Contextualization Comparison GOV KC-4.2.III.A 253–

256

2B See below. Contextualization Causation GOV KC-4.3.I.B 254

2C See below. Developments Continuity/Change GOV KC-4.2.III.B 255

Short-Answer Question Responses

1A. People of the lowest-ranked group paid the highest taxes and were forced to work for others. E
1B. ven though the racial caste system in Latin America is no longer formally enforced or
acknowledged by officials, it still exists and still affects people.
1C. The French government supported Catholicism and adopted policies that discriminated against
Protestants (the Huguenots).
2A. In France in the mid-1600s, a failed uprising led Louis XIV to consolidate power and to weaken the
common people and the nobility.
2B. In both Latin America and the Qing Dynasty, a minority ethnic group ruled over a majority ethnic
group.
2C. The Boyars of Novgorod opposed the policies of Ivan IV. After Ivan’s forces defeated Novgorod,
Ivan confiscated their lands and forced them and their families to move to Moscow.

Think As a Historian: Explain the Purposes of Evidence, page 259

Answers may vary. Look for an explanation of the students’ answers.
1. support
2. modify
3. refute

34 World History: Modern Answer Key ©Perfection Learning ®

Reflect on the Topic Essential Question, page 260
1. Students should discuss how some states, such as the Mughal and Ottoman empires, accommodated
the ethnic and religious diversity of their subjects. They could note that these states were able to
harness the economic, political, and military contributions of different ethnic or religious groups.
In other cases, states opposed diversity and limited some groups’ roles in society, politics, or the
economy.
Students should explain how conquests and widening global economic opportunities helped to create
new political and economic elites. Examples include the Qing Dynasty in China and the rise of the casta
system in the Americas.
They should also discuss how the power of existing political and economic elites fluctuated. Elites faced
threats to their influence on increasingly powerful monarchs and leaders.

Topic 4.8 Continuity and Change from c. 1450 to c. 1750

Reflect on the Topic Essential Question, page 264
1. From most continuity to most change
• Transoceanic Trade
• Commercial Revolution
• Colonization of the Americas
• Columbian Exchange

All of these historical developments brought about change, so these are ranked in order from least
degree of change to most. Transoceanic trade could be seen as an expansion of existing trade.
Although goods were traveling farther, the idea behind trading was the same as ever. Likewise, the
Commercial Revolution made many people and states richer than ever before, and it enabled the
exploration and exploitation of the Americas. But it, too, was an extension of existing economic
activity. The colonization of the Americas brought about significant changes, especially for the
native inhabitants of the Americas. And the Columbian Exchange made the largest difference of all,
introducing new foods, animals, and diseases on both sides of the Atlantic Ocean.

2. Students should discuss how linking the Eastern and Western Hemispheres through transoceanic
voyaging transformed trade and had a significant social impact on the world. Most of the world’s
economies continued to be primarily agricultural, but agriculture in most of Europe was very
different from agriculture in Europe’s colonies. The colonies used slave labor, either by enslaved
Africans or by native peoples forced to labor.
Likewise, transoceanic trade affected manufacturing, gender and social structures, and environmental
processes. For example, the “triangular trade” brought manufactured goods from Europe to Africa,
enslaved people from Africa to the Americas, and sugar and other commodities from the Americas to
Europe.
Students should explain how the demand for labor increased to meet the increased global demand
for raw materials and finished products. Traditional peasant agriculture increased. In some places
in Europe, peasants earned more money and their lives improved; but in Russia, peasants and serfs
actually became poorer and more oppressed. Students should describe how plantations in the Americas
and the Atlantic slave trade expanded together.

©Perfection Learning ® World History: Modern Answer Key 35

Unit 4 Review
Write As a Historian: Gather and Organize Evidence, page 266
Continuities Changes
China exported silk, porcelain, spice, and tea and Emperor Kangxi relaxed the limits on foreigners, opening
imported little. Chinese ports to European merchants and missionaries.

Confucian philosophy preferred farmers who produced Confucian philosophers respected the Jesuits.
food over merchants who transferred food from one
person to another.

China regarded its culture as superior to those of other With the Silk Road and Indian Ocean trade networks
countries. pouring gold and silver into China for their goods,
the Chinese felt wealthy and in no need of foreign
commodities.

China’s exploration of the outside world came to an China imported silver for use in coins.
end after Zheng He’s final voyage in the 1430s.

Long Essay Question, page 267

Item Answer Thinking Skill Reasoning Process Theme Historical Text
Number Developments Pages
1 See below. Argumentation Causation TEC KC-4.1.II.A 193,
209–
214

2 See below. Argumentation Continuity/Change ECN KC-4.2.II.D 218–

224

3 See below. Argumentation Continuity/Change SIO KC-4.2.II.B 211–

212,
234

4 See below. Argumentation Comparison CDI KC-4.1.VI 237–

238,
251

1. Causation: European advances in shipbuilding combined with technologies from other parts of
the world to enable longer voyages than ever before. The lateen sail from Arabian sailors, the
astrolabe from Muslim navigators, and the compass from China all contributed to the newfound
ability to cross long distances and discover new lands. These multicultural technological advances
laid the groundwork for discovery, colonization, and the Columbian Exchange. These advances
also contributed to a tremendous growth in trade.
2. Continuity/Change: Transoceanic trade by European states created a global economy. Under the
theory of mercantilism, European states measured their success by the amount of gold and silver
they owned. Besides mining the precious metals, European states sought to increase production
both at home and in their colonies. In the Americas, the Europeans used forced labor for both
mining and agricultural production. But in Europe, as manufacturing increased production,
workers earned more and enjoyed better lives. China was also eager to buy silver, as it needed the
metal to make hard currency. Silver from mines in the Americas made its way across the Pacific to
European traders who offered it to China in exchange for silks, porcelain, and other luxury items.
3. Continuity/Change: The Columbian Exchange led to greater demand for African enslaved
Africans. Initially, European colonizers forced native peoples to labor on their plantations and in
their mines. But many indigenous people succumbed to diseases that also crossed the Atlantic.
Fewer enslaved indigenous people combined with higher demand for sugar and other products led
to an increase in bringing enslaved people from Africa.

36 World History: Modern Answer Key ©Perfection Learning ®

 4. Causation: The increase of connections between hemispheres extended the reach of existing
religions. For example, Catholic missionaries came to the Americas to convert native peoples. In
some places, the new connections led to the development of syncretic belief systems and practices.
Enslaved African, for example, preserved elements of their traditional religious practices when they
adopted Christianity. In some places, religious conflicts led people with minority views to resettle
elsewhere to avoid persecution.

Document-Based Question, page 268

During the period 1450 to 1750, significant political changes were developing. Large land-based empires,
commonly known as “Gunpowder Empires,” were forming. At the same time, European countries
like Spain, Portugal, and England were establishing and expanding maritime empires in an attempt to
dominate the new global trading network. Feudalism, as a political structure, was in its decline as national
monarchies sought to establish control over the feudal aristocracy. However, this process wasn’t without
some significant challenges as monarchs and the states they ruled faced significant challenges to their
power from outside of their empire as well as from within.
In trying to expand their power, states often had to deal with rivals in order to protect or expand their
territorial holdings. Maritime empires were often at odds over control of trade and trade routes. The Spanish
government had to deal with English privateers who attacked their ports and seized their ships. Military
action was usually the solution to dealing with these privateers. Often these military actions resulted in open
conflict between Spanish and English military forces, both naval and on land (Doc. 2). The author of this
document, a Spanish general, was clearly frustrated with the tactics of his enemy and, as such, he would
resort to violence rather than diplomacy to solve the problems created by the privateers. Military action
or the threat of military action also was a tactic used in the relations between Islamic gunpowder empires.
The Ottoman Empire was constantly in conflict with its neighbor, the Safavid Empire. The Ottoman sultans
were Sunni Muslim, while the Safavid shahs practiced Shi’a Islam. Each had a different perspective on the
rightful political leader of the Islamic world, further complicating their already intense rivalry. The Ottoman
sultan looked to reinforce his borders in these times of tension with the Safavids as well as tried to form
alliances with other people who also viewed the Safavids as rivals (Doc. 7). The author of this document, a
Belgian ambassador to the Austrian Empire, is required to report on the tactics and military preparations of
the Ottoman Empire, a powerful neighbor and rival of the Austrian Empire. The purpose of the document
was to provide intelligence on the state of the Ottoman’s conflict with the Safavid Empire to the Austrian
emperor. This religious component to state rivalry is also seen in the fighting of the Thirty Years’ War. The
war was fought along religious lines between Catholic and Protestant states in Central Europe (Doc. 5).
However, this did not stop France, a predominately Catholic country, from joining the fighting on the side
of the Protestant German states because France saw an opportunity to expand its power at the expense of
the predominately Catholic Holy Roman Empire. Of course, maritime empires and land-based empires
were often at odds, and these conflicts prevented the expansion of power by the rulers of these empires. For
instance, the Portuguese and the Ottoman Empire went to war over control of trade in the Indian Ocean.
After a number of naval campaigns, the Portuguese were victorious in defeating the Ottomans in the Gulf of
Oman, thus increasing the power of the Portuguese crown at the expense of the Ottomans (Doc. 4).
However, not all challenges to state power came from external forces. States had to also deal with
challenges that came from internal sources. While threats from the country’s noble class were always
an area of concern among state rulers, the more frequent source of problems was from the peasant
or commoner classes of the country or empire. Peasants often rebelled to achieve a greater voice in
governance or to force changes to the social and political structure. For instance, peasants in the German
Peasants’ War hoped to be freed from serfdom and oppression. They also hoped to achieve changes to the
laws that were not enforced consistently or fairly (Doc. 3). As the authors were Christian religious leaders,
they hoped to have the same political and legal equality that Christianity promised in religion. Unlike the
written petition submitted by the German peasants, Russian peasants and commoners resorted to riots
to try to achieve their goals. The Salt Riots in Moscow were, as the picture depicts, violent and chaotic,
caused by the implementation of a tax on salt (Doc. 6). The artist created this painting in 1938, almost

©Perfection Learning ® World History: Modern Answer Key 37

 300 years after the riot, which would have to indicate a strong connection to the upheaval that socialist
Russia had been experiencing since the Russian Revolution. Perhaps the fear of a military challenge
from the peasant class in Japan led the Tokugawa shogun to call for the collection of any weapons
possessed by farmers to ensure they did not have the means to revolt (Doc. 1). During this time,
Toyotomi Hideyoshi was trying to create a more centralized government in Japan and was actively
trying to eliminate any obstacles to the consolidation of his power. By collecting the weapons of the
farmers, he could ensure they would not be a threat to his power.

Unit 5 Revolutions from c. 1750 to c. 1900

Topic 5.1 The Enlightenment

Questions are on pages 282–283.
Item Answer Thinking Skill Reasoning Theme Historical Text
Number Process Developments Pages
Multiple-Choice Questions
1 B Sources Causation CDI KC-5.3.I.C 279–280

2 A Sources Comparison CDI KC-5.3.I.C 279–280

3 C Contextualization Causation CDI KC-5.3.I.C 275,

279–280
Short-Answer Questions
1A See below. Claims Causation CDI KC-5.3.I.A 275–276

1B See below. Claims Comparison CDI KC-5.3.I.A 276

1C See below. Claims Comparison CDI KC-5.3.I.A 276

2A See below. Connections Continuity/Change SIO KC-5.3.I.C 60–61,

275

2B See below. Connections Comparison SIO KC-5.3.I.C 276–278

2C See below. Connections Comparison SIO KC-5.3.I.C 276–278

Short-Answer Question Responses

1A. Adams’ passage shows the debate of constitutional power of the 18th and 19th centuries. As
colonial America is struggling to establish its independence, she sees how much power to give a
government as an obstacle for the soon-to-be nation.
1B. Adams’ argument rejects the beliefs of Hobbes in the need for a strong central government. She
calls man a “dangerous creature” who will be in pursuit of power in such a system where individuals
are willing to trade power for order.
1C. Adams would support Locke in his assertion that people have natural rights and that a government
has the responsibility to protect those rights. However, she was cautious about whether the newly
forming government in America would be able to reach that ideal.
2A. The Renaissance idea of humanism or focus on the individual influenced the Enlightenment’s
stance on civil liberties. This can be seen in the writings of Voltaire and his belief in religious liberty
and judicial reform.
2B. Baron Montesquieu’s praise of the check on power with Parliament’s role in Britain’s government
influenced America’s enlightened thinkers. The framers of the Constitution would use that structure in
its system checks and balances.

38 World History: Modern Answer Key ©Perfection Learning ®

 2C. The abolition of slavery was an area of disagreement between British and American Enlightenment
thinkers. Slavery had died in in Great Britain considerably earlier, and many leaders in the United
States still owned enslaved people.

Think As a Historian: Describe an Argument, pages 283-284

Talleyrand has the belief that women do not need an education as their role should be more related to
domestic pursuits. He uses inductive reasoning to make his point.
Wollstonecraft uses deductive reasoning to show the importance of education for not only men, but also
for women. Women have as significant a role in promoting the progress of society as men do.

Reflect on the Topic Essential Question, page 284

1. The Enlightenment beliefs in freedom and self-determination can be seen in anticolonial
movements following World War II. Support for this could be in the Royal Indian Navy Revolt or
independence for Ghana in 1957. Another related answer could be nonviolent civil disobedience
by individuals like Gandhi, Martin Luther King Jr., Nelson Mandela, etc.

Topic 5.2 Nationalism and Revolutions

Questions are on pages 294–295.
Item Answer Thinking Skill Reasoning Theme Historical Text
Number Process Developments Pages
Multiple-Choice Questions
1 A Claims Comparison GOV KC-5.3 285–289

2 B Claims Causation GOV KC-5.3 285–289

3 D Claims Comparison GOV KC-5.3 285–289

Short-Answer Questions

1A See below. Sources Causation SIO KC-5.5 288–289

KC-5.3.III.B

1B See below. Claims Comparison SIO KC-5.5 275–277,

288–289
KC-5.3.III.B

1C See below. Connections Continuity/Change SIO KC-5.5 288–289

KC-5.3.III.B

2A See below. Developments Causation GOV KC-5.5 289–290,

292
KC-5.3.III.B

2B See below. Connections Comparison GOV KC-5.5 290–291

KC-5.3.III.B

2C See below. Connections Comparison GOV KC-5.5 285, 287

KC-5.3.III.B

Short-Answer Question Responses

1A. Bolívar’s intended audience are Creoles, people of European ancestry who were born in Latin
America. Bolívar is also a Creole, and he is rallying them to stand up against the peninsulares (born in
Europe) for rights in Latin America.

©Perfection Learning ® World History: Modern Answer Key 39

 1B. Bolívar’s ideas of abolition of slavery and a free market economy support the ideas of the
Enlightenment.
1C. Bolívar’s actions set the stage for a later women’s rights movement in Latin America. Even after
newly independent nations were created, women didn’t get the right to vote and rarely were educated
until the end of the century.
2A. Nationalism thrived in the Philippines as European-educated Filipino youth began to push for more
Enlightened ideals. In the Balkans, nationalism was fanned by exposure to western ideals, leading to
war against Ottoman forces.
2B. In both Italy and Germany, leaders used political manipulation to strengthen their positions. In Italy,
di Cavour pushed France into a war with Austria, which ignited nationalists to join his efforts to unify
Italy. Von Bismarck used war against Denmark and Austria to allow him to create a German Empire.
2C. The American Revolution differed from the Haitian Revolution in both causes and outcomes. The
American Revolution originated in a desire for political representation, and the Haitian Revolution was
to end slavery. The outcome of the American Revolution saw political independence, but little social
change. The Haitian Revolution ended slavery and saw a dramatic redistribution of resources.

Think As a Historian: Compare Arguments, pages 295-296

1. Dickinson’s opinion is that reconciliation is the best option, as the king and Parliament can best
serve the needs of the colonies.
2. He uses inductive reasoning to make his argument, starting with the position that liberty has been
experienced under the English monarchy.
3. The Declaration of Independence states the king has repeatedly offended the colonies.
4. Locke argued that an unjust government should be overthrown. The Declaration clearly points to
the many unjust actions of the king. Rousseau spoke to the idea that government had an obligation
to carry out the “General Will.”
5. The Declaration of Independence passage is deductive reasoning because it starts with the
proposition that the king has “a history of repeated injuries and usurpations,” and it goes on to
define the specific ways that those offenses took shape.

Reflect on the Topic Essential Question, page 296

1. The revolutions are influenced by Enlightenment ideas as each promotes freedom and self-
determination. Some examples could include for a more representative form of government
(American Revolution), for opposition to the uneven distribution of wealth (French Revolution),
or to end slavery (Haitian Revolution). Each had an impact on growing nationalism of the lower
or middle classes of society by uniting them against the oppressive government.

Topic 5.3 Industrial Revolution Begins

Questions are on pages 301–302.
Item Answer Thinking Skill Reasoning Theme Historical Text
Number Process Developments Pages
Multiple-Choice Questions

1 B Developments Causation SIO KC-5.1.I.A 300

2 A Developments Causation ECN KC-5.1.I.A 300

3 C Contextualization Continuity/Change ECN KC-5.1.I.A 297

40 World History: Modern Answer Key ©Perfection Learning ®

 Short-Answer Questions

1A See below. Claims Causation ECN KC-5.1.I.A 192–194,

287–290,
297

1B See below. Claims Causation ECN KC-5.1.I.A, KC- 298–300

5.1.I.B

1C See below. Contextualization Causation ECN KC-5.1.I.A 298–300

2A See below. Contextualization Causation ENV KC-5.1.I.A 299–300

2B See below. Contextualization Causation ECN KC-5.1.I.A , 298

KC-5.1.I.C

2C See below. Contextualization Causation ENV KC-5.1.I.A 300

Short-Answer Question Responses

1A. European exploration relied on technology developed in the Middle East, India, and China, or the
spread of nationalism from Europe to the Americas.
1B. To challenge Clough’s views, answers could include the contributions of British inventors James
Hargreaves (spinning jenny) and Richard Arkwright (water frame), the growth of the coal industry in
Britain, and the fact that the size of the British naval and commercial fleet exceeded any other nation.
1C. Clough was writing in the late 20th century. By that time, industrialization was a global
phenomenon. Countries around the world depended on international trade to obtain raw materials and to
sell products, and technological advances had become common.
2A. Mineral resources, such as coal and iron ore, were very important to industrialization.
2B. As a result of the factory system, work because more specialized for workers, and the division of
labor broke up tasks. This effectively ended the cottage industry system and the putting-out system.
2C. Population growth in urban areas filled the increasing demand for industrial workers in this time.
Technology allowed for greater production, which needed labor at every stage of production.

Think as a Historian: Explain the Process of Industrialization, page 303

(Order of processes may vary)
1. Stability of government: A stable government will foster the rest of the list.
2. Increased agricultural efficiency: Sufficient food supplies are needed for progress.
3. Increased population: With stable food sources, population grows.
4. Consumers: Population increases the number of individuals in need of goods.
5. Technological improvements or breakthroughs: These allow the production of the goods needed
by consumers.
6. Accumulation and investment of capital: With more opportunities available because of increased
production, individuals can acquire and invest capital.
7. Natural resources: These are needed to increase production with new technology.
8. Urbanization: As population grows and technology allows for greater production, employment is
available in factories in growing cities.
9. Transportation: People develop more efficient methods for moving resources and goods.

©Perfection Learning ® World History: Modern Answer Key 41

Reflect on the Topic Essential Question, page 303
1. Answers could include any of the factors from the Think As a Historian question or any specific
examples from the text.

Topic 5.4 Industrialization Spreads

Questions are on pages 307–309.
Item Answer Thinking Skill Reasoning Theme Historical Text
Number Process Developments Pages
Multiple-Choice Questions

1 B Claims Causation ECN KC-5.1.I.D 305

2 A Connections Continuity/Change ECN KC-5.1.I.D 244, 255,

280, 305

3 C Developments Causation ECN KC-5.1.I.D 305

Short-Answer Questions

1A See below. Contextualization Causation ECN KC-5.1.I.D, KC- 305

5.2.II.A

1B See below. Contextualization Continuity /Change SIO KC-5.1.I.D, KC- 219, 305
5.2.II.A

1C See below. Contextualization Causation SIO KC-5.1.I.D, KC- 219, 305

5.2.II.A

2A See below. Developments Causation ECN KC-5.1.I.D 304–305

2B See below. Connections Comparison ECN KC-5.1.I.D 298–300,

305–306

2C See below. Contextualization Causation ECN KC-5.1.II.B 306

Short-Answer Question Responses

1A. The Charter Oath sped up Japan’s industrialization through the study and implementation of
European and Western practices in an effort to protect Japanese identity. Also, it promoted equality and
opportunity to all classes.
1B. With the Meiji Restoration, a political change would include the removal of the Shogun and
restoration of the Emperor’s power. In addition, the “deliberative assemblies” would give Japan a more
representative government. Social change might include the abolition of feudalism, the abolition of
cruel punishments, and the increase in educational opportunities for the lower classes.
1C. The forceful opening of Japan to Western trade could have led to the changes.
2A. The Industrial Revolution increased the need for labor in the United States, which offered
opportunities for immigrants to come to fill those jobs. In France, the Industrial Revolution was slowed
by the French Revolution and the low population in its cities.
2B. Industrialization had more of a positive social influence on Japan. It emerged as a leading world
power. In Britain, the classes became more defined, and opportunities for farming grew more limited
with events like the enclosure movement.
2C. India’s opportunities in mining and textiles were hindered by British tariffs on its colonies and
limited access to mineral resources with the Arms Act of 1878. Egypt’s textile industry was slowed by
European domination in the region.

42 World History: Modern Answer Key ©Perfection Learning ®

Think As a Historian: Connect Imperialism and Industrialization, page 309
Answers could include industrialization can be a precursor to imperialism. The steps in the
industrialization process in Topic 5.3 can be expedited using the resources and markets of colonized
nations. Historically, the industrialized nations become the empire, and the colonies rarely become
industrialized (or they did so at least at a much later time). It can even be argued that the industrialized
nations prevent the industrialization of other nations to be able to exploit them economically.

Reflect on the Topic Essential Question, page 309

1. Answers might include Russian production of coal, iron, and steel because of the nation’s vast land
and abundant resources. In Britain, the textile industry grew because of a natural network of rivers
and a strong commercial fleet to acquire cotton. In America, an ample (and sometimes enslaved)
workforce provided factory work in the North and farm labor for cotton production in the South.

Topic 5.5 Technology in the Industrial Age

Questions are on pages 314–316.
Item Answer Thinking Skill Reasoning Theme Historical Text
Number Process Developments Pages
Multiple-Choice Questions

1 D Contextualization Causation TEC KC-5.1.I.B 298

2 A Contextualization Causation TEC KC-5.1.I.B 310, 312

3 C Connections Continuity/Change TEC KC-5.1.I.B 305

Short-Answer Questions

1A See below. Sources Continuity/Change ECN KC-5.1.I.B, KC- 310

5.1.I.E,

1B See below. Sources Continuity/Change TEC KC-5.1.I.B, KC- 310– 312

5.1.I.E

1C See below. Connections Connections ECN KC-5.1.I.B, KC- 310–312

5.1.I.E

2A See below. Developments Causation TEC KC-5.1.IV 312–313

2B See below. Developments Continuity/Change TEC KC-5.1.IV 312–313

2C See below. Connections Causation TEC KC-5.1.IV 310,

312–313

Short-Answer Question Responses

1A. In addition to Watt’s development of a better steam engine, answers could include how coal made
steamships the choice of water travel, placement of coaling stations in key locations, and improved iron
production capabilities.
1B. The image shows a willingness by employers to hire children–even for dangerous jobs in coal
mines. The improvement on the steam engine by James Watt made coal an even more valuable resource
and the mining of it even more important to industrialization.
1C. The work in industrialized societies was usually repetitive and tedious. More important was it could
be dangerous, and business wasn’t hesitant to use children in those jobs.
2A. Marconi’s developments in radio signals allowed for better communication. Also, Bell’s telephone
invention is an example of communication improvements.

©Perfection Learning ® World History: Modern Answer Key 43

 2B. Technology allowed for better mining practices of iron ore and better production techniques to
make stronger iron products–eventually the Bessemer Process. Oil refinement was improved with
machines and technology that allowed for kerosene and gasoline to be extracted more easily.
2C. Global interactions could include the transportation improvement of the steamship, use of power
sources like coal and oil allowing for more efficient travel, communication improvements of Bell and
Marconi, and construction of railroads.

Think As a Historian: Explain the Effects of the Development of Electricity, page 316
• On creation of new industries: factories would eventually produce goods cheaper and more
easily with electricity.
• On ease of daily life: light was available at any time of day and could be used in
transportation in urban areas.
• On communication: electricity made it possible to transmit sound by electrical means.
• On transportation: electricity eventually led to mass transportation in urban areas.
• On the environment: increased mining and dependency of coal to produce electricity
eventually led to increased pollution.
• On global connections: electricity and its relationship to improved communication
eventually connected distant locations.

Reflect on the Topic Essential Question, page 316

1. The Bessemer Process made steel stronger and allowed it to be used more in other very profitable
industries, such as railroads and construction. Coal and oil improvements were the backbone of
economic production of the Industrial Revolution.

Topic 5.6 Industrialization: Government’s Role

Questions are on pages 322–323.
Item Answer Thinking Skill Reasoning Theme Historical Text
Number Process Developments Pages
Multiple-Choice Questions
1 D Claims Causation GOV KC-5.2.II.A 319–321
2 A Connections Causation GOV KC-5.2.II.A 319–321
3 C Connections Causation GOV KC-5.2.II.A 319–321
Short-Answer Questions
1A See below. Developments Continuity/Change ECN KC-5.1.V.C 318–319
1B See below. Connections Comparison ECN KC-5.1.V.C 318–319
1C See below. Connections Causation ECN KC-5.1.V.C 319–320
2A See below. Argumentation Causation CDI KC-5.1.V.C, 318–320
KC-5.2.II.A
2B See below. Argumentation Causation CDI KC-5.1.V.C, 318–320
KC-5.2.II.A
2C See below. Argumentation Causation CDI KC-5.1.V.C, 318–320
KC-5.2.II.A

44 World History: Modern Answer Key ©Perfection Learning ®

Short-Answer Question Responses
1A. One change is that an “agrarian bourgeoisie” emerged that had limited power, as the real power was
in the hands of foreign investors. Also, the peasants were now taxed at higher rates, and many became
landless, having to give their lands to the government.
1B. Where Muhammad Ali accepted Western influences to the economic benefit of Egypt, many Chinese
leaders were less accepting of Western influence during this time.
1C. Japan had success adopting Western policies during the Meiji Restoration.
2A. Both the Ottoman Empire and Japan modernized their militaries and educational institutions to be
more Western.
2B. Modernization caused societal problems, such as the exploitation of female workers.
2C. The Western reforms that were a part of the Meiji Restoration allowed for more representation and
opportunities for many in Japan.

Think As a Historian: Identify Differing Patterns of Industrialization, page 324

The Ottomans and the Japanese both saw the success of European nations during the Industrial Revolution
and tried to adopt some of their practices. The Ottomans developed a middle class (called “an agrarian
bourgeoisie” by Peter Bent) as seen in some industrialized nations, but this was done at the expense of
the peasants. Under the Meiji Restoration, the Japanese saw some Enlightenment ideals of increasing
opportunities to previously marginalized groups, but not to the extent seen in Europe.

Reflect on the Topic Essential Question, page 324

1. Nations in Asia and Africa attempted to keep up with Western nations in a number of ways. The
Egyptians taxed peasants to support their growing cotton industry, which was dependent on
European buyers. China begrudgingly accepted foreign products into its large markets. Japan resisted
the influx of foreign goods, but eventually it turned to the West for political and economic insight in
its efforts to modernize.

Topic 5.7 Economic Developments and Innovations

Questions are on pages 329–330.
Item Answer Thinking Skill Reasoning Theme Historical Text
Number Process Developments Pages
Multiple-Choice Questions
1 D Sources Comparison ECN KC-5.1.III.A 326
2 D Sources Comparison ECN KC-5.1.III.A 275
3 A Claims Causation ECN KC-5.1.III.A 325–326
Short-Answer Questions
1A See below. Contextualization Causation ECN KC-5.1.III.B 327–328
1B See below. Connections Causation ECN KC-5.1.III.B 327–328
1C See below. Connections Causation ECN KC-5.1.III.B 277,
327–328
2A See below. Developments Continuity/Change ECN KC-5.1.III.A, 224, 263,
KC-5.1.III.B 325–326
2B See below. Connections Continuity/Change ECN KC-5.1.III.A, 325–327
KC-5.1.III.B
2C See below. Connections Causation ECN KC-5.1.III.A, 277, 298,
KC-5.1.III.B 310, 325

©Perfection Learning ® World History: Modern Answer Key 45

Short-Answer Question Responses
1A. Answers could include the growing middle class had more disposable income and more time to
spend on leisure activities. Also, advertising specifically to this class by producers increased.
1B. Industrialization allowed for goods to be made in a more cost-effective and quicker way. Also,
industrialization caused a growth of the middle class, who had the income to spend on nonessential
items.
1C. In a capitalist system, the goods that are in demand are produced. According to the philosophy of
Adam Smith, as the consumer shows a demand, the market should meet it.
2A. Business growth was promoted by the formation of corporations, the creation of monopolies, the
emergence of transnational corporations, the reduction of risk of large companies, and the development
of banking and insurance.
2B. Free-trade policies could allow corporations to grow to the size where they could provide jobs
to a community. These practices could limit competition of smaller business owners. Also, free-trade
policies can produce more goods that consumers want.
2C. Changes could include the shift from mercantilist systems to capitalism. The laissez-faire practices of
capitalism became even more hands-off as corporations, monopolies, and transnational companies grew.

Think As a Historian: Explain Relationships between Developments, page 331

• Similarities could include that they both caused significant cultural and economic changes.
Differences will relate to the Agricultural Revolution not promoting a growing wealth gap
as the Industrial Revolution did.
• They are related because the Agricultural Revolution had to take place first to provide
enough food so that a large workforce could be fed, thus contributing to the Industrial
Revolution.
• The Agricultural Revolution didn’t promote as much change as the Industrial Revolution.
The primary economic activity for most people before and after the Agricultural Revolution
was farming, but after the Agricultural Revolution, they produced crops differently
and more efficiently. The Industrial Revolution led to broader changes, as it had social,
political, and economic effects on almost all people.

Reflect on the Topic Essential Question, page 331

1. Answers could include the laissez-faire, free-market, and capitalist systems. The growth of
corporations, monopolies, and transnational corporations also led to changes. The consumerism of
the era was a cause for change as well.

Topic 5.8 Reactions to the Industrial Economy

Questions are on pages 339–341.
Item Answer Thinking Skill Reasoning Theme Historical Text
Number Process Developments Pages
Multiple-Choice Questions

1 C Sources Causation GOV KC-5.1.V.B, KC- 336–337

5.1.V.D

2 D Claims Causation GOV KC-5.1.V.B, KC- 336–337

5.1.V.D

3 A Contextualization Causation GOV KC-5.1.V.B, KC- 336–337

5.1.V.D

46 World History: Modern Answer Key ©Perfection Learning ®

 Short-Answer Questions

1A See below. Claims Causation SIO KC-5.1.V.A, KC- 332–333

5.1.V.D

1B See below. Contextualization Causation SIO KC-5.1.V.A, KC- 332–333,

5.1.V.D 344–345

1C See below. Connections Causation SIO KC-5.1.V.A, KC- 332–333,

5.1.V.D 334–337

2A See below. Connections Comparison SIO KC-5.1.V.A, KC- 333–334

5.3.IV.A.ii

2B See below. Connections Comparison SIO KC-5.1.V.B, KC- 334–335,

5.1.V.D 337–338

2C See below. Connections Causation SIO KC-5.1.V.B, KC- 336–337

5.1.V.D

Short-Answer Question Responses

1A. The poster reflects the ideas of thinkers like John Stuart Mill. He was a utilitarian who advocated
for labor unions and reforms to help workers, not replace capitalism. Karl Marx wanted to give even
more power to the working classes than those advocated by unions seen in the poster.
1B. Industrial society caused changes that were unsatisfactory for workers, such as long hours, low
wages, and dangerous conditions. Unions were working to change these problems by giving workers a
voice and collective power.
1C. Marx’s beliefs went further in giving power to the proletariat in Russia. In the Ottoman Empire,
Mahmud II (and the period after him) attempted changes in education, penal codes, and religious
toleration to give power to lower classes. In China, the Self-Strengthening Movement and Hundred
Days of Reform promoted changes for all classes.
2A. In China, modernization was seen in the Self-Strengthening Movement, which attempted to
improve government functioning and military preparation patterned after European nations. Also, the
Hundred Days of Reform tried to remove government corruption and use more Western industrial
practices.
2B. The Tanzimat of the Ottoman Empire and the Meiji Restoration of Japan were both responses
to industrialization and foreign influence by modernizing politically and economically. Each saw a
conservative resistance to the changes, especially from those that had held power before the proposed
changes.
2C. Both Marx and Mills proposed changes in capitalist systems that grew out of industrialization.
Mills wanted to reform the system to protect the working class, where Marx wanted an overthrow of the
system to give collective power to the people at the bottom.

Think As a Historian: Explain the Historical Situation of a Source, pages 341–342

1. The self-interest, as seen by Liang, would be the government’s desire to remove (forced
emigration) the unwanted lowest classes that are unproductive to an industrial society.
2. This term would suggest that he thinks greed and disinterest motivate those who would disagree
with him. His plan argues that it would be to the benefit of the mother country (and the colonies)
to benevolently move “paupers” to a place where they could be productive.
3. He argues that the only obstacle to implementing his plans would be laissez-faire (hands-off)
policies that would desire a government to refrain from these state-imposed changes and let the
market create jobs for the lowest classes.
4. Positive change is within the government’s control, but the theories of the “invisible hand” are
unproven to make the necessary changes.

©Perfection Learning ® World History: Modern Answer Key 47

Reflect on the Topic Essential Question, page 342
1. Answers could include dangerous working conditions, long hours, and low pay for most industrial
workers; lack of voice in politics and in organizing workers in unions; and corrupt government
that is unresponsive to the desires of the population. Results are the origins of labor unions. Also,
results are seen in the Communist movement in Russia and in reform movements in the Ottoman
Empire, China, and Japan.

Topic 5.9 Society and the Industrial Age

Questions are on pages 348–349.
Item Answer Thinking Skill Reasoning Theme Historical Text
Number Process Developments Pages
Multiple-Choice Questions

1 D Contextualization Causation GOV KC-5.1.VI.C 344

2 B Sources Causation GOV KC-5.1.VI.C 344, 355

3 A Connections Causation GOV KC-5.1.VI.C 333, 355

Short-Answer Questions

1A See below. Connections Causation ECN KC-5.1.VI.A, 327–328,

KC-5.1.VI.B, 343–344,
KC-5.1.VI.C 346–347

1B See below. Connections Causation ECN KC-5.1.VI.A, 343–347

KC-5.1.VI.B,
KC-5.1.VI.C

1C See below. Connections Causation ECN KC-5.1.VI.A, 343,

KC-5.1.VI.B, 345–346
KC-5.1.VI.C

2A See below. Argumentation Continuity/Change ECN KC-5.1.VI.A 347

2B See below. Argumentation Continuity/Change ECN KC-5.1.VI.A 347

2C See below. Developments Comparison ECN KC-5.1.VI.A 347

Short-Answer Question Responses

1A. The demands of a consumer society needed cheap labor to produce the goods to meet demand.
These immigrants were that labor force in the 19th century, but as they crowded into urban areas to fill
jobs, the problems described by Anbinder emerged.
1B. Natural resources or goods produced from one nation could be in much greater demand in a global
market. This would require a significant increase in labor to meet demand causing urbanization and
overcrowding, which leads to more pollution, crime, etc.
1C. Answers could include the impact of industrialization on the environment, as many more pollutants
were produced and mining resources had effects on nature; the effects on women as they became more
involved in factory work and the impact on women’s rights; and specific effects on children who were
working in dangerous conditions, often rather than being in school.
2A. As consumers, people could purchase a greater variety of goods more cheaply. Goods that used to
be available only to the wealthy or in one region became available to more people in the industrialized
world.

48 World History: Modern Answer Key ©Perfection Learning ®

 2B. As workers, people suffered from the hard working conditions and loss of personal control over
their lives that came with mass production.
2C. Wealthy people had always had access to a wider variety of goods, so they might have noticed the
impact of mass production less than poorer people did. Wealthy people had more opportunities to escape
the environmental problems caused by mass production, so they might have suffered less from it.

Think As a Historian: Situate a Historical Process in Context, page 350

In the era of industrialization, women’s roles shifted depending on factors like marital status, rural or
urban life, and economic class. The “cult of domesticity” measured the value of a woman in her role
in the household. Working, generally in factories, was much more acceptable for unmarried women.
Increasing contributions of women to society also opened up opportunities for women to become more
socially and politically active.

Reflect on the Topic Essential Question, page 350

1. Social hierarchies were made more rigid and pronounced during industrialization. The working
class had even less wealth and political power in the most industrialized nations. Middle classes grew
in most industrialized places with purchasing power. The wealthy found even more distance between
themselves and the lower classes.

Topic 5.10 Continuity and Change in the Industrial Age

Questions are on page 356.
Reflect on the Essential Question
1. East Asia: Japan and China began to accept Western influences to promote industrialization,
but with some conservative resistance. Forced trade relationships in East Asia brought foreign
influence that was rejected by many in China and Japan.
South and Southeast Asia: as a British colony, India’s mining was strictly controlled, and the textile
industry was taxed, which slowed progress. Exploited nations were used for their resources, but
European colonizers allowed few rights to the citizens.
Europe: continued class distinctions persisted in Europe but were defined them even more.
Technological improvements had social impacts on Europeans. A growing consumer society
demanded more goods. Working conditions continued to be difficult for many of the lower classes
in Britain and other industrial nations. Middle classes grew and had a lifestyle considerably better
and more financially stable than the working class. Labor unions started to work for the rights of the
working class. Many women and children joined the work force to meet the growing labor needs.
Americas: followed a similar path during industrialization as Britain.
Africa: mostly colonized African states were slow to develop. Egypt’s cotton industry was
dominated by European powers. Transnational companies operated in Africa, making a few wealthy
at the expense of the lower classes and the environment.
2. The paragraphs should draw upon information provide in the chart created for item 1.

Write As a Historian, pages 358–359

Student responses will vary. Students should address the Application prompt and evaluate the Thesis on
the three listed points.

©Perfection Learning ® World History: Modern Answer Key 49

Unit 5 Review
Long Essay Questions, page 360
Item Answer Thinking Skill Reasoning Theme Historical Text
Number Process Developments Pages
1 See below. Argumentation Comparison ECN KC-5.1.V.C, 318–320
KC-5.2.II.A

2 See below. Argumentation Causation SIO KC-5.3.I.B, KC- 285–290

5.3.III.B

3 See below. Argumentation Causation ENV, KC-5.1.I.A, 299–300,

ECN KC-5.1.I.B, KC- 310–311,
5.1.VI.C 312–313

4 See below. Argumentation Comparison TEC, KC-5.1.I.D, KC- 305, 312–

ECN 5.1.V.B 313, 334,
336–337

1. Even though Egypt was a part of the Ottoman Empire, Ali still operated with much autonomy in
the changes he made. The changes he promoted were modernizing the military to resemble European
nations. He increased taxes on the lowest classes and gained control over most agricultural production
in Egypt. He pushed to modernize textile production in his country.
In Japan, American control of trade was the catalyst for their changes. Meiji leaders also taxed
agriculture to support changes. This was also a time where Japan began a modernization of its military.
Efforts were made to extend rights by the abolition of feudalism and improvements to educational
opportunities. There was backlash from conservatives to the changes of this time.
2. The American Revolution was based on the Enlightenment ideal of representative government.
Nationalism was present, but not as strong in this revolution as many still felt a loyalty to Britain.
The French Revolution was based on peasant opposition to growing wealth inequality. In Haiti, the
revolution was a response to the practice of the enslavement of the population. The Enlightenment
supported the idea of natural rights for all men, much like with the French Revolution. The Creole
Revolutions opposed Spanish control and the unfair hierarchy of classes that developed.
3. Reliance on mineral and other natural resources grew exponentially during the Industrial Revolution.
Students could use iron ore, coal, and oil as examples of resources that began to be depleted during
this time. If imperial nations were not rich in these resources, they found colonies that could provide
them. Also, land is a resource that relates to industrialization. As land became more valuable, ideas like
the enclosure movement gave increasing control of land to the already wealthy. Rivers and navigable
waterways played a role in industrialization of certain countries.
4. The United States had a technological advantage as the most advanced of the three. Inventions from
Bell, Edison, Marconi, Whitney, Morse, and others had an effect on business in America by keeping the
nation on the technological edge. China was behind in technology but made efforts to catch up to the
West with the Self-Strengthening Movement and Hundred Days of Reform. Business organization came
to be structured in a similar manner to the Unites States as China looked to Western models. Russia’s
business focus was on mining its ample resources and expanding its railroads to trade both within the
nation’s boundaries and with the East.

50 World History: Modern Answer Key ©Perfection Learning ®

Document-Based Question, pages 361–364
Women were relegated to subordinate roles in both Argentina and Japan from the 1850s through the
1920s, while both had some degree of respect and value within each.
In each, women were valued less in certain aspects of life. Japanese women were not afforded legal
rights and had little control over their treatment at home (Doc. 1). The treatment of female silk workers
in Japan was an example of the value of unmarried girls (Doc. 4). Pelliza de Sagasta agreed with the
idea that a woman’s role is as champion of the household and that should be fulfilling for a woman
(Doc. 6). Echenique was an advocate for emancipation from the traditional role of women to advance
society and give a woman more opportunity (Doc. 7).
Japanese girls were far less likely to receive an education, and although the overall percentage of girls
in Japanese schools did increase, it was still noticeably less than boys (Doc. 2). Also, the greatest
value of Japanese girls receiving an education was to prepare them for their role as wife and mother,
where they would contribute to Japanese society (Doc. 3). An Argentinian girl had a better chance at
an education compared to that of a Japanese girl. Although fewer girls than boys went to school, the
disparity between genders was less in Argentina (Doc. 5).

Unit 6 Consequences of Industrialization from c. 1750 to c. 1900

Topic 6.1 Rationales for Imperialism

Questions are on pages 372–373.
Item Answer Thinking Skill Reasoning Process Theme Historical Text
Number Developments Pages
Multiple-Choice Questions

1 A Contextualization Causation CDI KC-5.2.III 368–

369

2 A Contextualization Comparison CDI KC-5.2.III 367–

370

3 B Contextualization Causation CDI KC-5.2.III 368–

369
Short-Answer Questions

1A See below. Connections Causation ECN KC-5.2.III 370–

371

1B See below. Connections Comparison CDI KC-5.2.III 367–

370

1C See below. Argumentation Continuity/Change GOV KC-5.2.III 286,

290,
367–
368

2A See below. Developments Causation ECN KC-5.2.III 370–

371

2B See below. Claims Causation ECN KC-5.2.III 223–

224,
387

2C See below. Claims Causation ECN KC-5.2.III 369–

370

©Perfection Learning ® World History: Modern Answer Key 51

Short-Answer Question Responses
1A. He argues for colonizing on the basis of a duty to “inferior races” and also points out the need for
ports to supply the French navy.
1B. Europeans often justified their colonial dominance over native peoples by claiming that Europeans
were superior to the people they conquered.
1C. The French Revolution redistributed power from the monarchy and nobles to the people of France.
The country experienced multiple forms of government, including the restoration of a new kind of
monarch in Napoleon III. The combination of entrepreneurial businesses with the colonial ambitions of
Napoleon III led France to establish colonies across the globe.
2A. European nations sought to grow their economies through colonizing. They created colonies in
Asia, Africa, and the Pacific to expand their markets and provide raw materials for their factories and
food for their growing urban populations.
2B. Missionaries noted that they set up schools that taught secular subjects that would help students
prepare for work as attorneys, teachers, and other professionals. They also provided medical care. Ferry
believes that the Spanish failed their duty when they introduced slavery.
2C. Colonizing countries imposed their culture, such as language, religion, or educational systems, on
colonized people. This often resulted in the changing or eradication of native culture.

Think As a Historian: Explain the Context of the Colonization of Africa, page 374
Possible answers:
Political: European countries will establish peaceful relations with one another as they take over vast
parts of Africa.
Economic: The natural resources, including the rivers, are there for the benefit of Europeans, and they
will share them.
Ideological: Europeans have a duty to further the moral and material well-being of the native
populations.

Reflect on the Topic Essential Question, page 374

1. Students should explain how Europeans used a range of cultural, religious, and racial ideologies
to justify imperialism. These included Social Darwinism, the idea that some societies are superior
to others; nationalist efforts to enrich the homeland; the concept of the civilizing mission, in
which Europeans brought civilization to benighted peoples; and the religious efforts to convert
indigenous populations to Christianity.

Topic 6.2 State Expansion

Questions are on pages 385–386.
Item Answer Thinking Skill Reasoning Process Theme Historical Text
Number Developments Pages
Multiple-Choice Questions

1 C Claims Continuity/Change GOV KC-5.2.II.B 382–

383

2 B Connections Causation GOV KC-5.2.II.B 382–

383

3 D Contextualization Comparison GOV KC-5.2.II.B 382

52 World History: Modern Answer Key ©Perfection Learning ®

 Short-Answer Questions

1A See below. Sources Continuity/Change GOV KC-5.2.I.B 384

1B See below. Claims Continuity/Change GOV KC-5.2.I.B 379–

381,
383,
384

1C See below. Connections Causation GOV KC-5.2.I.B 379–

380

2A See below. Connections Comparison GOV KC-5.2.I.B, 375–

KC-5.2.I.C 380

2B See below. Connections Comparison GOV KC-5.2.I.B, 375–

KC-5.2.I.C 378,
380–
381

2C See below. Connections Comparison GOV KC-5.2.I.B, 203,

KC-5.2.I.C 238,
375–
378

Short-Answer Question Responses

1A. Imperial powers wanted exclusive trade rights in China and unrestricted access to the country’s
natural resources (spheres of influence).
1B. A group of Chinese people participated in the Boxer Rebellion to attack Chinese Christians and
expel the imperialist countries. The rebellion failed and further weakened Chinese sovereignty.
1C. Reasons include the Taiping Rebellion, reversal of the Huang He River, bubonic plague, Boxer
Rebellion. Each of these weakened the Chinese government and distracted it from fending off
encroachment by foreign powers.
2A. In both Africa and East Asia, European powers sought to exploit foreign territories for their own
profit.
2B. In Africa, European states came into conflict as they sought control over parts of the continent. In
Southeast Asia, European states largely avoided such conflicts.
2C. In both state-run colonies and settler colonies, the culture of the native inhabitants tended to be
diluted or suppressed. For example, missionaries might work to convert native peoples to Christianity.
Also, both types of colonies exploited foreign lands and workers for the benefit of the imperial nation.

Think As a Historian: Situate the Monroe Doctrine in Context, page 387

Possible answer: Since Argentina and Mexico declared their independence, Monroe may have feared
that other powers might see an opportunity to rush in and dominate. The doctrine rules that out.

Reflect on the Topic Essential Question, page 387

1. Students should discuss how European states with existing colonies strengthened their control
over those colonies. They should describe how some European states took control over colonies
previously held by non-state entities. For example, Great Britain took control of India from the
East India Company.
Students should explain that Spanish and Portuguese influence declined throughout Asia and the
Pacific. Other European states, the United States, and Japan began to acquire territories in these
regions.

©Perfection Learning ® World History: Modern Answer Key 53

 In Africa, many European states used both warfare and diplomacy to expand their empires. In Africa
and elsewhere, European states established settler colonies. For example, Great Britain created New
South Wales (now Australia) as a settler colony.
The United States in North America, Russia in Eurasia, and Japan in East Asia expanded their land
holdings by conquering and settling neighboring territories.

Topic 6.3 Indigenous Responses to State Expansion

Questions are on pages 395–396.
Item Answer Thinking Skill Reasoning Process Theme Historical Text
Number Developments Pages
Multiple-Choice Questions

1 C Sources Causation CDI KC-5.3.III.E 389

2 B Contextualization Continuity/Change GOV KC-5.3.III.E 389

3 C Connections Comparison CDI KC-5.3.III.E 389

Short-Answer Questions

1A See below. Contextualization Continuity/Change CDI KC-5.3.III.E 390

1B See below. Connections Causation GOV KC-5.3.III.E 390

1C See below. Connections Causation ECN KC-5.3.III.E 390

2A See below. Connections Causation GOV KC-5.3.III.D 389

2B See below. Connections Comparison GOV KC-5.3.III.D 286,

392–
394

2C See below. Connections Comparison GOV KC-5.3.III.D 389,

391

Short-Answer Question Responses

1A. Firoz Shah makes the proclamation to explain why he wants to liberate the people of Hindustan. He
also asks for the people of India to join him in a rebellion against Britain.
1B. The article voices ideas that led to an uprising known as the Indian Rebellion of 1857 or the Sepoy
Mutiny. The British put down the rebellion and ended the Mughal Empire.
1C. After the Sepoy Mutiny, Britain began direct rule of India through the colonial government known
as the British Raj. Under the Raj, many Indians attended British universities. In 1885, several British-
educated Indians helped establish the Indian National Congress. Though it began as a forum for airing
grievances to the colonial government, the Congress quickly began to call for self-rule.
2A. Some leaders of the Indian revolts had European educations and embraced Enlightenment ideals
such as equality and self-determination.
2B. In France, the French disputed among themselves over the best form of government. In Africa,
nationalist movements sought to throw off colonial rule and replace it with self-government.
2C. In both Southeast Asia and South America, rebellions with charismatic leaders achieved some
initial success but ultimately fell to the colonial powers.

54 World History: Modern Answer Key ©Perfection Learning ®

Think As a Historian: Significance of Point of View in Sources, page 397
The significance of Firoz Shah’s point of view is that it reflected the experience of the people of
northern India, Hindus and Muslims, who regarded the English as treacherous infidels. Also significant
is that he used as proof that Indians would have ultimate victory over the British the “ancient works,”
writings of “miracle-workers,” and calculations of astrologers, pundits, and fortune-tellers, which
suggests a reliance on forces other than reason alone to support a cause. The source provides essential
information about the experience of the oppressed and their fear of pressures to convert to Christianity;
its limitation lies in its singular perspective.
The significance of Lord Canning’s perspective is that it emanates from a voice of authority, since
the British were in control, and it denies the accusations of the Indians that there is any attempt to
“interfere with the religion of its troops.” However, noting that the British will “at all times and in all
cases enforce obedience” conveys a threat. Just as Firoz Shah’s point of view was singular, so is Lord
Canning’s, so this general order as a source is useful for representing the British viewpoint—which
likely represents a viewpoint similar to that of other colonizers—but its limitation is that it did not
admit any wrongdoing or accept as true anything the Indians said about pressures to convert.

Reflect on the Topic Essential Question, page 397

1. Students should discuss how questioning political authority and growing nationalism among
indigenous peoples contributed to anticolonial movements.
They should describe how anti-imperial resistance took various forms. In some cases, colonized
peoples offered direct resistance; in others, new states were created.
Students should explain how increasing discontent with imperial rule led to rebellions. In some
instances, colonizers offended the religious beliefs of the indigenous people, leading to rebellion.

Topic 6.4 Global Economic Development

Questions are on pages 404—405.
Item Answer Thinking Skill Reasoning Process Theme Historical Text
Number Developments Pages
Multiple-Choice Questions

1 A Developments Causation ENV KC-5.1.II.A 399–400,

403

2 D Contextualization Causation ECN KC-5.1.II.A 399–400

3 A Claims Causation ECN KC-5.1.II.A 401

Short-Answer Questions

1A See below. Claims Comparison ECN KC-5.1.II.A 400

1B See below. Developments Continuity/Change GOV KC-5.1.II.A 400–402

1C See below. Connections Causation ECN KC-5.1.II.A 401

2A See below. Connections Causation ECN KC-5.1.II.A 400–401,

403

2B See below. Developments Causation ECN KC-5.1.II.A 399–400,

403

2C See below. Claims Comparison ECN KC-5.1.II.A 401

©Perfection Learning ® World History: Modern Answer Key 55

Short-Answer Question Responses
1A. A major export of both Uruguay and Argentina was beef.
1B. Cattle was raised primarily for beef export, and subsistence farming and farming for domestic
markets were neglected from 1750–1900.
1C. Britain imported most of its cotton from the United States. During the American Civil War,
northern warships blockaded Confederate ports, cutting off the supply of cotton. In response, many
farmers in British territories around the world replaced food production with cotton to make up for the
shortage.
2A. As urban populations grew in European colonial states, they were fed by export-based economies
such as Uruguay’s. Imported food was made possible by new refrigeration technology that helped to
prevent spoilage over long journeys.
2B. The industrialized nations grew wealthier as they transformed raw materials into salable goods.
Their increased wealth resulted in a growing middle class, while most of the countries with export
economies continued to have a stark divide between wealthy owners and impoverished laborers.
2C. Egypt developed a thriving cotton industry when the American Civil War interfered with American
cotton production. Rubber trees in the Amazon supplied a growing demand for rubber, but the Amazon
rubber industry was supplanted by rubber plantations elsewhere in the world.

Think As a Historian: Explain Purpose and Audience of Sources, page 406

Students may note that the excerpt on tea is from a book with a somewhat sensational title and breezy
style and was indeed intended for a popular audience. It contains no scholarly references (as does the
second excerpt). Research would confirm this view: the author is a journalist and best-selling author
who has also participated in a reality TV show. The second excerpt does not have a sensational title
and does include scholarly references. The author is an established expert in economic history, holding
a Ph.D. in economic history, and is a professor of economic history and development at Universidad
de la República, Uruguay, with a number of scholarly and governmental achievements. The style of
writing and scholarly references suggest that his purpose was to inform, and that his audience included
academic or government economists interested in a precise understanding of Uruguay’s economy.

Reflect on the Topic Essential Question, page 406

1. Students should examine how industrialization increased the need for raw materials for
factories. Likewise, growing populations in urban centers increased demand for food supplies.
Students should describe how both developments led to the growth of export economies around
the world—some specializing in extracting natural resources, others in the production of food
and industrial crops. They might point out that in export countries, profits from the sale of raw
materials was often used to purchase finished goods from the industrialized countries.

Topic 6.5 Economic Imperialism

Questions are on pages 414—415.
Item Answer Thinking Skill Reasoning Process Theme Historical Text
Number Developments Pages
Multiple-Choice Questions
1 B Contextualization Causation ECN KC-5.2.I.E 407–
409
2 A Contextualization Causation GOV KC-5.2.I.E 407–
409
3 D Connections Continuity/Change GOV KC-5.2.I.E 407–
409

56 World History: Modern Answer Key ©Perfection Learning ®

 Short-Answer Questions
1A See below. Sources Comparison ECN KC-5.2.I.E 407–
408
1B See below. Connections Causation ECN KC-5.2.I.E 407–
408
1C See below. Argumentation Causation SIO KC-5.2.I.E 407–
408
2A See below. Developments Causation ECN KC-5.2.I.E 407–
409,
412–
413
2B See below. Connections Causation ECN KC-5.1.II.C 413
2C See below. Connections Causation ECN KC-5.2.I.E 407–
408,
411

Short-Answer Question Responses

1A. Although it was small, the East India Company conquered much of India and effectively became its
colonial government.
1B. In the 1600s, the EIC developed trade in cotton and silk textiles from India, and by the 1700s the
EIC dominated the world textile trade. When the Industrial Revolution made Britain the leading textile
producer, the EIC shifted Indian production to raw cotton.
1C. The EIC used non-state-sponsored military conquest and ravaged resources and territories.
2A. Colonized peoples resented the control that foreign corporations exerted on their governments,
peoples, and lands. They opposed being forced to work, sometimes as enslaved people, for the benefit
of the colonizers.
2B. Colonized states were often run for the benefit of the foreign companies, not the indigenous people.
In Hawaii, for example, American businesses and sugar planters overthrew the constitutional monarchy
in 1893, because the native government stood in the way of their total domination of the islands’
agriculture. They saw this as a first step toward U.S. government control of Hawaii. Five years later, in
1898, Hawaii became a territory of the United States.
2C. In both Asia and Latin America, companies from industrialized states gained control of agriculture,
forcing farmers to produce cash crops instead of food.

Think As a Historian: Explain the Context of Economic Imperialism, page 416

Economic imperialism is situated within the broader historical context of political imperialism and
global capitalism. The consequences of economic imperialism include damage to local environments
and economies and immunity of the imperialist companies from regulation.

Reflect on the Topic Essential Question, page 416

1. Students might discuss how industrialized nations (the U.S. and European countries) practiced
economic imperialism. They might describe how businesses from these countries took control of local
economies and governments. For example, they might describe how the Dutch government forced
farmers to choose between growing cash crops for export or working on Dutch plantations without pay.
Students might also explore how the industrialized nations and businesses organized trade in some
commodities to their advantage. For example, they might discuss how in Africa land that had been
used for growing food was converted to cash crop production to provide raw materials for European
industries and goods for European markets. In exchange for these crops, the Africans received cotton
textiles, canned food, and alcoholic beverages. Since fewer African farmers produced food, droughts
and other agricultural interruptions led to food shortages.

©Perfection Learning ® World History: Modern Answer Key 57

Topic 6.6 Causes of Migration in an Interconnected World
Questions are on pages 426–428.
Item Answer Thinking Skill Reasoning Process Theme Historical Text
Number Developments Pages
Multiple-Choice Questions

1 A Claims Continuity/Change CDI KC-5.4.I 419

2 B Developments Causation SIO KC-5.4.I 420

3 A Connections Continuity/Change SIO KC-5.4.I 424

Short-Answer Questions

1A See below. Claims Causation ECN KC-5.4.I 427

1B See below. Sources Continuity/Change ECN KC-5.4.I 427

1C See below. Argumentation Causation ENV KC-5.4.I.B 427

2A See below. Claims Causation ECN KC-5.4.II.A 420–

424

2B See below. Claims Causation GOV KC-5.4.II.B 417–

419,
424

2C See below. Developments Causation ECN KC-5.4.I 417

Short-Answer Question Responses

1A. The Lebanese silk industry was losing ground to silk from Japan and China. People who might
previously have made a good living in the silk trade now needed to find other work, possibly somewhere
other than in Lebanon.
1B. Akram Khater suggests that Lebanese emigration in the late 1880s was driven by economics. The local
silk industry no longer provided good employment, and most people did not have enough land to maintain
their families. As a result, many Lebanese began to consider emigrating to somewhere they could make a
better living.
1C. The passage by Paul Tabar suggests that rural Lebanese were attracted to growing cities such as Aleppo
and Bursa. However, the quotation of Akram Khater indicates that urban areas were not necessarily better
from an economic standpoint.
2A. During the Great Famine, millions of people emigrated out of Ireland. They freely chose to relocate to
places such as Australia or the United States.
2B. From the late 1700s to the mid-1800s, Great Britain shipped convicts to Australia.
2C. In many cases, the global economy made it difficult for people to make a good living in their home
country. At the same time, transportation became easier, making emigration an attractive option. Since most
industry was located in urban areas, these migrants often settled in cities.

Think As a Historian: Contextualization, page 428

Improvements in ships and navigational tools made transportation of free workers from Europe and
enslaved people from Africa to the Americas easier. The shift in how goods were produced increased
the demand for products used in manufacturing, particularly cotton, which stimulated the demand for
agricultural labor. The move from mercantilism to capitalism made international trade easier, which
increased demand for laborers to produce goods in all parts of the world. Imperialism gave Europeans
greater control over people in other regions, which enabled them to control migration patterns. Changes in
land use increased demand for plantation production, which meant more desire for enslaved and coerced
people as workers.
58 World History: Modern Answer Key ©Perfection Learning ®
Reflect on the Topic Essential Question, page 428
1. Students should discuss how changes in demographics influenced migration. They should explain that the
global capitalist system changed patterns of life in both industrialized and traditional societies.
Students should also describe how new forms of transportation enabled migrants to relocate to cities, and
how this contributed to an increase in urbanization during the 19th century. They might also explore how the
new forms of transportation allowed some migrants the option to return to their home societies.
Students should explain that many migrants chose freely to relocate, often in search of work. They should
describe how the new global capitalist economy continued to rely on coerced and semi-coerced labor
migration (including slavery), on Chinese and Indian indentured servitude, and on convict labor.

Topic 6.7 Effects of Migration

Questions are on pages 436–437.
Item Answer Thinking Skill Reasoning Process Theme Historical Text
Number Developments Pages
Multiple-Choice Questions

1 D Contextualization Continuity/Change SIO KC-5.4.III.C 429,

434

2 A Sources Continuity/Change SIO KC-5.4.III.C 429,

434

3 B Contextualization Continuity/Change SIO KC-5.4.III.C 429,

434
Short-Answer Questions

1A See below. Contextualization Causation SOI KC-5.4.III.A 417–

419,
429

1B See below. Connections Causation SOI KC-5.4.III.A 431

1C See below. Connections Continuity/Change SOI KC-5.4.III.A 429–

430

2A See below. Connections Causation SOI KC-5.4.III.A 429–

430

2B See below. Developments Causation SOI KC-5.4.III.B 429

2C See below. Developments Continuity/Change GOV KC-5.4.III.C 434–

435

Short-Answer Question Responses

1A. Students might cite any of these causes: to escape poverty or famine; for better opportunities; a
population explosion in coastal cities.
1B. Sample answer: In Peru, Chinese laborers helped build the Andean railroad and worked in the guano
mines. Some Chinese built settlements in the Peruvian Amazon, where they grew rice, beans, sugar, and
other crops, as well as set up shops and trading posts.
1C. Some Chinese women gained some autonomy and authority as they took on responsibilities once filled
by their husbands. In other cases, husbands waited to emigrate until a male relative was available to live
with and help support their families, so women did not change roles.
2A. Students might describe the change in gender roles (as in 1B). Or they might describe the effects of
remittances sent by migrant laborers, such as better schooling for children.

©Perfection Learning ® World History: Modern Answer Key 59

 2B. Migrants often formed ethnic enclaves and created cultural groups that preserved elements of
their native culture and religion while incorporating influences from their new locations. For example,
Indians in Trinidad and Tobago practiced Hinduism and contributed to Caribbean musical traditions.
2C. Governments responded to resentment of immigrants, including physical attacks on immigrants, by
passing laws restricting immigration. In New South Wales (Australia), for example, multiple attacks on
Chinese workers eventually led the government to limit Chinese immigration.

Think As a Historian: Contextualization, page 438

• Causes of Emigration might include searching for opportunity in the gold rushes in
California, Australia, and Canada, fleeing wars such as the Taiping Rebellion, escaping
famine in Ireland, and escaping poverty in Italy.
• Effects on Home Country might include greater opportunities for women and an inflow of
money from those who found work in other countries.
• Effects on Receiving Country might include creation of ethnic enclaves, conflicts over race
and ethnicity, and increased cultural diversity.
• Effects on Emigrants might include upward social mobility as well as loss of contract with
family members and traditions.

Reflect on the Topic Essential Question, page 438

1. Students should discuss how migrants tended to be male, so that women in the home country
would often take on new roles that had been formerly occupied by men. In some cases, the men
would not emigrate until another male family member could lead the family, so women’s roles did
not change so much.
Students should also describe how migrants often created ethnic enclaves in their new homes. These
concentrated areas of specific cultures helped transplant foreign cultures into new environments.
Students should note that many societies did not welcome immigrants. Native peoples showed
various degrees of ethnic and racial prejudice toward immigrants. States sometimes attempted to
regulate immigration and to control which people were allowed to cross their borders.

Topic 6.8 Causation in the Imperial Age

Reflect on the Essential Question, page 442
1. One of the effects of imperialism was the change from growing food needed by the local populace
to growing cash crops for export. Based on the four criteria, this was a significant change:
• Indigenous people lost the ability to sustain themselves and became dependent on the
colonizer for sustenance.
• This situation affected millions around the world in Africa, Asia, and the Americas.
• In most places around the world where imperial capitalism took over, the indigenous
people never regained control of their lands or the ability to support themselves
independently.
• The loss of community and of self-sufficiency might seem small by historical standards,
but it led to several important developments: migration, urbanization, and, in some cases,
revolution.
2. Students should discuss how the system of industrial capitalism led to increased standards of
living for some. They should mention that continued improvement in manufacturing increased the
availability, affordability, and variety of consumer goods.

60 World History: Modern Answer Key ©Perfection Learning ®

 Students should explain that as European states and the United States industrialized, they expanded their
overseas empires and established new colonies and transoceanic relationships. They should show how
an intense period of revolution and rebellion against existing governments began in the 18th century,
and how that led to the establishment of new nation-states around the world.
Students should describe how migration patterns changed dramatically as a result of the transoceanic
empires and the global capitalist economy. They should also point out that the numbers of migrants
increased significantly during this period.

Unit 6 Review
Write As a Historian, page 444
The author’s argument is that many changes were brought about by the growth of capitalistic practices, but
the most significant were social changes.
The reasoning process is continuity and change over time.
The order will involve the impact of industrialization, changes to migration patterns, changes to social
conditions and effects up to today.
Events leading up to the introduction would be growth of imperialism, which led to the need for the
resources to fuel industrialization. The effects could be seen through to the wealth inequalities that challenge
our world today.

Long Essay Question, page 445

Item Answer Thinking Skill Reasoning Process Theme Historical Text
Number Developments Pages
1 See below. Argumentation Continuity/Change ECN KC-5.2 370–
371,
382–
383,
390

2 See below. Argumentation Causation GOV KC-5.3 388–

393

3 See below. Argumentation Comparison SIO KC-5.3 390,

392

4 See below. Argumentation Continuity/Change CDI KC-5.4 417–

424,
429–
435

1. Continuity/Change: As Spain’s power in the Americas waned, the United States emerged as the
new dominant force in the Western Hemisphere. In Asia, Great Britain came to dominate the Indian
subcontinent, displacing the Mughal Empire.
2. Causation: In response to European imperialism, nationalist movements emerged throughout
South America, Africa, and Asia. The movements’ leaders often had European-style educations
and knowledge of Enlightenment ideals such as natural rights, sovereignty, and nationalism. The
movements saw clearly how colonial powers were taking advantage of native peoples and sought to
right the imbalance. Anti-imperial resistance often created new states. Examples include regions of
the Balkan Peninsula that threw off Ottoman rule; Túpac Amaru II, who led rebellions against Spanish
rule in Peru, Bolivia, and Argentina; the Sepoy Mutiny of 1857; the Liga Filipina led by José Rizal in
the Philippines; Maori Wars in New Zealand; the Sokoto Caliphate and Samory Touré’s war in West
Africa; and numerous Native American wars against settlers and the U.S. government.

©Perfection Learning ® World History: Modern Answer Key 61

 3. Comparison: In both India and Africa, rebellions were motivated in part by religious convictions.
The Sepoy Mutiny started when both Hindus and Muslims were upset with British violations
of their beliefs. The Sokoto Caliphate in Africa sought to purify Islamic practice in the region.
However, the British suppressed the Sepoy Mutiny, whereas the Sokoto Caliphate lasted almost a
century.
4. Continuity/Change: Throughout human history, people have migrated in search of better
opportunities. In the past, the impetus was usually a change in the arability of the land; tribes
would move on to find greener pastures or more animals to hunt. There were three major
differences during the period of 1750 to 1900. (1) Some people were motivated to emigrate by
conditions imposed by imperial capitalism. Either they were forced to migrate (slavery and other
forms of coerced work), or they fled homelands that had been taken over by colonial powers. (2)
The global transportation network allowed people to travel much farther from their homelands. It
also made it easier for some migrants to return to their homelands. (3) Many migrants left rural
areas for urban areas. Many cities in industrialized nations swelled with the ranks of migrants.

Document-Based Question, pages 446–450

European imperialism began with the early voyages of the Portuguese and Spanish into the Atlantic
Ocean. Over the next 300 years, European imperialism would extend to most areas of the world.
Southeast Asia, India, Africa, and even China saw territorial expansion by European empires. European
imperialism declined in the Western Hemisphere as expansion to the Pacific Ocean began in America
and numerous other nations. Eventually non-Western nations such as Russia and Japan began to look to
expand their territorial holdings as well.
African kingdoms, the Qing Dynasty, and the Ottoman Empire all experienced a loss of territory due to
Western imperialism. The British and other European powers were motivated to enlarge their territories
in order to gain access to the wealth and resources of these areas of the world. In the Cape Colony, the
British and their Boer allies infringed upon the territorial rights they had agreed to with the chief of the
Basuto people because they wanted unfettered access to the resources and land over which the king
ruled. Due to the continual threat to his land, the chief, Moshweshewe, sent this letter to Queen Victoria
to convince her that her representatives had not negotiated in good faith and to appeal to her sense of
fairness to reverse the policies implemented by these officials (Doc. 5). The Qing Dynasty was also
subject to loss of territory to both Great Britain and Japan. The loss of this territory was due to a series
of wars that were mostly caused by the desire of Great Britain and Japan to gain access to the resources
and markets of China. The Opium War resulted in Great Britain gaining control over the island of
Hong Kong (Doc. 2), while the Treaty of Shimonoseki allowed Japan to gain the island of Formosa as
well as access to an independent Korea, which it annexed in 1905 (Doc. 7). The fact that Japan took
territory from China is a bit surprising, since Japan itself was also the subject of attempts by others to
take control over it in the 19th century. However, Japan decided to embrace the imperialistic ways of
the West as well as industrialize its economy so that it could remain independent (Doc. 6). The author of
this document is advocating for the adoption of policies of the West. As a member of the samurai class,
he saw that the antiquated methods of military defense would be no match for the industrial might of
the Western nations. Also, the fact that he was from the lower ranks of the samurai class, he saw that
by adopting Westernization, the rigid social class system of Japan could be altered, thus allowing for
some upward social mobility. The loss of territory of the Ottoman Empire was extensive but slow-paced
(Doc. 4). The receding of Ottoman territory was, in part, caused by the imperialistic policies of Western
Europe. The empire’s status as an important trading partner was reduced with Western European
colonization of other regions of the world. The West also began to support the independence movements
of national groups in the Balkans—for example, the Greek war of independence. The loss of Egypt to a
French army under Napoleon demonstrated that the Ottoman Empire was beginning to contract.
In addition, the United States began to expand across the North American continent. Much like the
expansion of the Western European empires, the expansion of the United States came at a great cost to
the indigenous peoples living in those territories. To take control over the lands of the Cherokee nation
and other Native American tribes, the U.S. government, under President Andrew Jackson, decided to

62 World History: Modern Answer Key ©Perfection Learning ®

 forcibly move the people of these tribes from their traditional territory and relocate them to Oklahoma.
The expansion of the United States came at the expense of the contraction the Cherokee Nation (Doc.
1). President Jackson proposed this solution because as a renowned “Indian fighter,” having lived on
the U.S. frontier as a young man, he did not believe that Native Americans were his equal. Since it was
his experience that Native Americans could not successfully fight to hold onto their territory, it was the
logical conclusion that they leave the territory.

Unit 7 Global Conflict After 1900

Topic 7.1 Shifting Power
Questions are on pages 458–459.
Item Answer Thinking Skill Reasoning Process Theme Historical Text
Number Developments Pages
Multiple-Choice Questions
1 D Connection Comparison ECN KC-6.2.I.A 457
2 D Connection Comparison ECN KC-6.2.I.A 353,
454–
456
3 C Argumentation Continuity/Change SIO KC-6.2.I.A xlvii,
454–
456
Short-Answer Questions
1A See below. Sources Comparison GOV KC-6.2.I 367–
371,
456–
457
1B See below. Connections Comparison GOV KC-6.2.II.D 434,
457
1C See below. Sources Comparison GOV KC-6.2.I 277–
279,
326,
333–
334,
2A See below. Developments Continuity/Change GOV KC-6.2.II.D 456–
457
2B See below. Developments Causation GOV KC-6.2.I.A 453–
454
2C See below. Developments Continuity/Change GOV KC-6.2.II.D 456–
457

Short-Answer Question Responses

1A. The passage by Kipling makes it sound as if white people are the ones who suffer by having to
try to tame the resistant natives of colonial lands, while Morel sees the exploitation of natives by their
colonizers as a destructive development no better than slavery.
1B. Emiliano Zapata would probably agree with Morel’s view of capitalism, since he began the process
of redistributing land to impoverished peasants. Porfirio Díaz probably would not have.
1C. John Stuart Mill, Karl Marx, and the utopian socialists probably would have agreed with Morel.
Adam Smith and Cecil Rhodes probably would not have.
2A. Turkey replaced the Ottoman Empire.

©Perfection Learning ® World History: Modern Answer Key 63

 2B. A communist government replaced the former Russian Empire.
2C. The new Republic of Turkey challenged the existing social order by replacing an Islamic nation
with a secular one that established public education for boys and girls, abolished polygyny, and
expanded suffrage to women.

Think As a Historian: Situate the Power Shifts in Context, page 460

1. Francisco Madero ran for president of Mexico against dictator Porfirio Díaz, who jailed him.
2. After he escaped from jail, Madero and his forces succeeded in deposing Díaz in 1911 and
sending him into exile.
3. 3Between 1910 and 1920, Mexico suffered from political instability and devastating violence,
which resulted in around 2 million deaths out of a population of around 15 million people.
4. Mexico adopted a new constitution in 1917, and institutionalized the revolution in 1929 through a
political party that dominated Mexican politics until 2000.

Reflect on the Topic Essential Question, page 460

1. Students should describe internal and external forces behind the Russian Revolution, the
establishment of the Chinese Republic, the replacement of the Ottoman Empire by the Republic of
Turkey, and the Mexican Revolution.

Topic 7.2 Causes of World War I

Questions are on pages 466–467.
Item Answer Thinking Skill Reasoning Process Theme Historical Text
Number Developments Pages
Multiple-Choice Questions
1 C Contextualization Causation GOV KC-6.2.IV.B.i 464
2 A Claims Causation GOV KC-6.2.IV.B.i 463
3 A Developments Comparison GOV KC-6.2.IV.B.i 464
Short-Answer Questions
1A See below. Developments Causation GOV KC-6.2.IV.B.i 462–
463
1B See below. Developments Causation GOV KC-6.2.IV.B.i 413,
440–
441
1C See below. Developments Causation GOV KC-6.2.IV.B.i 462–
463
2A See below. Developments Causation GOV KC-6.2.IV.B.i 461,
463
2B See below. Developments Causation GOV KC-6.2.IV.B.i 463
2C See below. Developments Causation GOV KC-6.2.IV.B.i 463

Short-Answer Question Responses

1A. Colonial societies were destabilized because of economic exploitation.
1B. The German state was extremely militaristic. Not only had Germany spent a great deal of money
building up its army and navy, but it had indoctrinated its military personnel, essentially turning them
into ruthless, self-destructive, killing machines.
1C. Germany spent a great deal of money on building up its army and navy, heavily recruiting young
men to join its armed forces.
64 World History: Modern Answer Key ©Perfection Learning ®
 2A. France was still bitter about its loss of Alsace-Lorraine, a major industrial region with rich deposits
of iron ore, to Germany in the Franco-Prussian War.
2B. Both Britain and France competed with Germany for colonies in Africa.
2C. When one member of an alliance was attacked, the other members were expected to come to that
member’s defense. This explains why Russia and Germany were ready to enter the conflict between
Serbia and Austria-Hungary.

Think As a Historian, page 468

The alliance seems to have the intention of maintaining peace. It does not bind the allies to enter a war
on the behalf of their ally, but instead to remain neutral and not join the ally’s opponent. The allies
pledge to discuss threats before any of them take military action. If they all participate in a war, none of
them will make a separate peace. The alliance appears to be an attempt to avoid war if at all possible,
but in fact it had the opposite effect.

Reflect on the Topic Essential Question, page 468

1. Students should describe how militarism, alliances, imperialism, and nationalism led to war. They
should discuss the war’s consequences, including the downfalls of four empires, the destruction
and loss of life, disruption of European economies that led to the rise of communism and fascism,
and the shift of power from Europe to the United States.

Topic 7.3 Conducting World War I

Questions are on pages 476–477.
Item Answer Thinking Skill Reasoning Process Theme Historical Text
Number Developments Pages
Multiple-Choice Questions
1 C Sources Comparing TEC KC-6.2.IV.A.i 469,
471
KC-6.1.III.C.i
2 A Connections Causation TEC KC-6.1.III.C.i 470
3 B Developments Continuity/Change TEC KC-6.2.IV.A.i 471,
474
KC-6.1.III.C.i
Short-Answer Questions
1A See below. Sources Causation TEC KC-6.1.III.C.i 469
1B See below. Claims Causation TEC KC-6.2.IV.A.i 469–
472
1C See below. Connections Causation TEC KC-6.2.IV.A.i 472–
473,
475
2A See below. Contextualization Causation TEC KC-6.2.IV.A.i 471
2B See below. Developments Causation TEC KC-6.1.III.C.i 469–
471
2C See below. Developments Causation GOV KC-6.2.IV.B.iii 474–
475

Short-Answer Question Responses

1A. Owen believes that those who talk of the glory of heroism in war are ignoring the harsh and ugly
realities of it.

©Perfection Learning ® World History: Modern Answer Key 65

 1B. The British would object to Owen’s point of view because they would consider it unpatriotic and
pacifist, calculated to keep men from enlisting.
1C. People from European colonies in Africa and Asia fought in the hope that their contribution would
be recognized and the colonies would be granted self-rule after the war.
2A. The development of new war technologies, such as trench warfare, machine guns, poison
gas, submarines, airplanes, and tanks, protracted the war and made it much more deadly and more
destructive than any previous war.
2B. Propaganda demonized the enemy and inspired mass hatred. Those attitudes would not die easily
after the war.
2C. The Paris Peace Conference created boundaries for new countries, left Germany with financial
hardship, and created a League of Nations that the United States voted against joining.

Think As a Historian, pages 478–479

1. It was based on 500 depositions, of a total of 1,200 that were reviewed.
2. Students may agree because the report omitted the details of the 700 most violent and lurid
reports. Or they may disagree because the depositions were not given under oath.
3. The final paragraph actually enhances the report’s credibility by suggesting that something should
be done to prevent future atrocities.
4. After the war, the report’s accuracy was challenged. The resulting skepticism about official reports
may have led the international community to underestimate Nazi atrocities during World War II.

Reflect on the Topic Essential Question, page 479

1. Students should describe the development of new technologies, propaganda and total war,
women’s changing roles, and reliance on colonies to help fight the war and fill the labor shortages.

Topic 7.4 Economy in the Interwar Period

Questions are on pages 489–491.
Item Answer Thinking Skill Reasoning Process Theme Historical Text
Number Developments Pages
Multiple-Choice Questions
1 A Claims Causation ECN KC-6.3.I.B 484
2 D Connections Causation ECN KC-6.3.I.B 278,
484
3 B Developments Causation ECN KC-6.3.I.B 482
Short-Answer Questions
1A See below. Developments Causation ECN KC-6.3.I.A.i 483–
484
1B See below. Connections Comparison ECN KC-6.3.I.B 482–
484
KC-6.3.I.A.i
1C See below. Connections Comparison ECN KC-6.3.I.B 483–
486
KC-6.3.I.A.i
2A See below. Connections Comparison ECN KC-6.3.I.B 481,
483
2B See below. Connections Comparison ECN KC-6.3.I.B 277,
482
2C See below. Contextualization Causation ECN KC-6.3.I.B 482–
483

66 World History: Modern Answer Key ©Perfection Learning ®

Short-Answer Question Responses
1A. Joseph Stalin executed his opponents or sentenced them to gulags, where many died.
1B. Under Franklin D. Roosevelt, the United States government took an active role in the economy.
Stalin instituted a series of government Five-Year Plans to transform the Soviet economy.
1C. In Russia, government economic intervention dictated just what would be produced. In fascist Italy,
the sectors of the economy were supposedly free to organize themselves as they wished as long as they
supported the whole, although in reality the state imposed its will on all sectors of society.
2A. The economies of Africa, Asia, and Latin America suffered because they depended on imperial
nations that were experiencing the enormous economic downturn
2B. Adam Smith argued that governments should limit their involvement in economic decisions.
Keynes rejected this idea, concluding that intentional government action could improve the economy.
2C. Japan devalued its currency to make Japanese products less expensive than imports. .

Think As a Historian, pages 491–492

1. Hull believed that a government should only expropriate private property if the government
provides prompt, adequate, and effective payment for it.
2. He is asking the Mexican government to refrain from expropriating private property without
compensation.
3. The United States would not want to see Mexico form an alliance with Nazi Germany, which had
become Mexico’s biggest customer for oil.

Reflect on the Topic Essential Question, page 492

1. Students should discuss the global downturn’s effects on the world, particularly Germany and
the United States, the continuing revolutions in the USSR and Mexico, and the turn to right-wing
governments in Italy, Spain, and Brazil.

Topic 7.5 Unresolved Tensions After World War I

Questions are on pages 500–501.
Item Answer Thinking Skill Reasoning Process Theme Historical Text
Number Developments Pages
Multiple-Choice Questions

1 A Developments Continuity/Change GOV KC-6.2.I.B 480–

483,
493–
494

2 A Claims Continuity/Change GOV KC-6.2.I.B 483–

484,
494–
495,
498

3 D Claims Comparison GOV KC-6.2.I.B 480–

482,
497–
499

©Perfection Learning ® World History: Modern Answer Key 67

 Short-Answer Questions

1A See below. Sources Comparison GOV KC-6.2.I.B 497–

498

1B See below. Developments Causation GOV KC-6.2.I.B 493–

495,
497,
499

1C See below. Developments Causation GOV KC-6.2.I.B 493–

495,
497,
499

2A See below. Developments Continuity/Change GOV KC-6.2.I.B 495–

496,
497

2B See below. Developments Causation GOV KC-6.2.I.B 498–

499

2C See below. Developments Causation GOV KC-6.2.I.B 493–

497

Short-Answer Question Responses

1A. The war inspired colonized states to seek self-determination.
1B. Both passages describe an awakening of nationalism and a desire for independence.
1C. League of Nations mandates merely handed over lands formerly ruled by Germany and the
Ottoman Empire to the victors—Britain, France, and Japan—depriving colonial states of the self-
determination they had hoped for.
2A. By the end of the war, the Indian National Congress was calling for independence.
2B. Japan was an imperial state that gained territory through conquest after World War I. It gained
control of Manchuria through conquest, and set up the puppet state of Manchukuo. It also seized the
Philippines, the Dutch East Indies, British Malaya, Burma, and numerous Pacific islands.
2C. Students may mention either Britain, France, or Japan. All three gained territory as a result of the
Treaty of Versailles.

Think As a Historian: Significance of Purpose and Audience, page 502

Obviously, Ho Chi Minh does not include bureaucrats, shopkeepers, business owners, and other
members of the Indochinese “establishment” in his welcome. This indicates that his account is probably
biased toward the underdogs he was addressing. The potential limitations of this address can be
overcome by comparing it with other contemporary accounts of Indochina after the war and with the
historical record, including statistics, in secondary sources.

Reflect on the Topic Essential Question, page 502

1. Students should describe the mandate system and the effects of the war on colonial lands,
including rising nationalism and anti-colonialism.

68 World History: Modern Answer Key ©Perfection Learning ®

 Topic 7.6 Causes of World War II
Questions are on pages 508–510.
Item Answer Thinking Skill Reasoning Process Theme Historical Text
Number Developments Pages
Multiple-Choice Questions

1 C Sources Causation GOV KC-6.2.IV.A.ii 506

2 B Sources Causation GOV KC-6.2.IV.A.ii 474

3 A Contextualization Causation GOV KC-6.2.IV.A.ii 506

Short-Answer Questions

1A See below. Developments Continuity/Change GOV KC-6.2.IV.B.ii 503–

505

1B See below. Connections Comparison GOV KC-6.2.IV.B.ii 504

1C See below. Contextualization Causation GOV KC-6.2.IV.B.ii 503–

506

2A See below. Developments Causation GOV KC-6.2.IV.B.ii 506

2B See below. Developments Causation GOV KC-6.2.IV.B.ii 503–

506

2C See below. Developments Causation GOV KC-6.2.IV.B.ii 505–

506

Short-Answer Question Responses

1A. Anti-Semitism grew and Germany passed laws to disenfranchise Jews and discriminate against them.
1B. They expressed Hitler’s belief in scientific racism and his belief that Jews were the cause of
Germany’s problems.
1C. Hitler used anti-Semitism and German dissatisfaction with the terms of the Treaty of Versailles to
rise to power, then broke the treaty by creating a German air force and enlarging the German army. He
then sent troops into the Rhineland, again in violation of the Treaty of Versailles, which drew protests
from Britain and France, but nothing more.
2A. Anschluss with Austria or the annexation of the Sudetenland through the Munich Pact.
2B. The policy of appeasement contributed to World War II by delaying any response to Hitler’s
aggression toward other nations.
2C. Hitler sought allies to help him conquer the entire continent and create a new German empire.
After he had already annexed Austria, the Sudetenland, and Czechoslovakia, he invaded Poland, which
caused Britain and France to declare war on Germany.

Think As a Historian, page 510

The underlying assumption is that the German race was superior to other races, and that Jews were
inferior. This point of view led Germans to feel justified in passing laws depriving Jews of their
citizenship and prohibiting marriages between Jews and Germans. While most modern readers will find
those views offensive, some politicians in Europe and the United States have used similar rhetoric to
appeal to the racist attitudes of their supporters.

©Perfection Learning ® World History: Modern Answer Key 69

Reflect on the Topic Essential Question, page 510
1. Students should discuss causes including dissatisfaction with the terms of the Treaty of Versailles
and the desire for empires as major reasons for the rise of the Axis Powers, the failure of
the League of Nations, and the delayed decision by Britain and France to deal with German
aggression. Consequences of the war included the emergence of two superpowers with ideological
differences and the establishment of the United Nations.

Topic 7.7 Conducting World War II

Questions are on pages 517–519.
Item Answer Thinking Skill Reasoning Process Theme Historical Text
Number Developments Pages
Multiple-Choice Questions

1 A Connections Causation GOV KC-6.2.IV.B.ii 514–

515

2 C Developments Causation GOV KC-6.2.IV.B.ii 514–

515

3 D Contextualization Causation GOV KC-6.2.IV.B.ii 514–

515
Short-Answer Questions

1A See below. Claims Causation GOV KC-6.2.IV.A.ii 514

1B See below. Claims Causation GOV KC-6.2.IV.A.ii 514

1C See below. Claims Continuity/Change GOV KC-6.2.IV.A.ii 514

2A See below. Connections Causation GOV KC-6.2.IV.A.ii 503–

504

2B See below. Connections Continuity/Change GOV KC-6.2.IV.A.ii 514

2C See below. Developments Continuity/Change GOV KC-6.1.III.C.ii 470,

511–
513,
515–
516

Short-Answer Question Responses

1A. Service women were essential for the success of the D-Day invasion.
1B. It opened up new opportunities for women in fields that had formerly been viewed as men’s
domains—including, eventually, combat.
1C. The lines between what was considered women’s work and men’s work were at least temporarily
erased as women stepped up to do jobs that had formerly been done by men.
2A. The Treaty of Versailles humiliated Germany and placed an impossible financial burden on a
country that had been devastated by war, creating resentment that ultimately led to another war.
2B. Both were total wars in which many civilians lost their lives.
2C. World War I used airplanes mainly for reconnaissance or aerial combat, but World War II used them
to bomb both military and civilian targets.

70 World History: Modern Answer Key ©Perfection Learning ®

Think As a Historian: Evidence to Support, Modify, or Refute, page 519
1. This excerpt could be seen as either refuting or modifying Compton’s position. By saying that the
Soviet Union’s declaration of war was the main reason for the Japanese surrender, Hasegawa can
be seen as refuting it. But he still acknowledges that the atomic bomb played a secondary role in
Japan’s decision to surrender.
2. This excerpt supports Compton’s position.
3. This excerpt supports Compton’s position, and also attempts to defend Truman against charges
that he was willing to condemn tens of thousands of people, either by prolonging the war or by
using the atomic bombs.

Reflect on the Topic Essential Question, page 520

1. Students should compare German and Japanese aggression, the war in Europe and North Africa
with the war in the Pacific, and home fronts in the United States, Germany, and Japan.

Topic 7.8 Mass Atrocities

Questions are on pages 528–529.
Item Answer Thinking Skill Reasoning Process Theme Historical Text
Number Developments Pages
Multiple-Choice Questions

1 C Contextualization Causation SIO SIO KC-6.2.III.C 505

2 A Connections Comparison SIO SIO KC-6.2.III.C 524–

525

3 C Connections Comparison SIO SIO KC-6.2.III.C 522

Short-Answer Questions

1A See below. Connections Comparison SIO SIO KC-6.2.III.C 523–

524

1B See below. Argumentation Causation SIO SIO KC-6.2.III.C 523–

525

1C See below. Sources Comparison SIO SIO KC-6.2.III.C 524–

525

2A See below. Developments Causation SIO SIO KC-6.2.III.C 503–

504,

2B See below. Contextualization Causation SIO SIO KC-6.2.III.C 525

2C See below. Connections Comparison SIO SIO KC-6.2.III.C 521–

522,
525–
527

Short-Answer Question Responses

1A. The fact that the Japanese had a master-race mentality indicates that they were emulating Adolf
Hitler’s idea that the Germans were a superior race and that inferior humans needed to be exterminated.
1B. The Nazis killed millions of Jewish and other “undesirable” civilians in lands that came under their
control.

©Perfection Learning ® World History: Modern Answer Key 71

 1C. Chang wants to remind people that the Germans weren’t the only ones committing genocide
immediately before and during World War II.
2A. Dissatisfaction with the terms of the Treaty of Versailles helped new leaders come to power in
Germany, Italy, and elsewhere, where they appealed to extreme nationalism, glorified the military, and
blamed problems on ethnic minorities.
2B. In Bosnia, Serb forces committed horrific acts of ethnic cleansing against Bosniak and Kosovar
Muslims in an attempt to dominate Bosnia-Herzegovina and Kosovo. More than 300,000 people in the
region perished as Yugoslavia disintegrated.
2C. Ethnic violence is violence between members of two different ethnic groups. Genocide is an
attempt to kill a group of people based on their race, religion, or ethnicity. It is an extreme form of
ethnic violence.

Think As a Historian: Relate Historical Developments, page 530

Students should make a valid argument and support it with examples. They might point to the genocide
of Native Americans, Aboriginal Australians, and Maori in New Zealand as a result of Europeans’ greed
for land and other natural resources during the height of the capitalistic imperialist period.

Reflect on the Topic Essential Question, page 530

1. Students should discuss the Armenian genocide, the Holocaust, the Rape of Nanking, and
genocide in Bosnia, Rwanda, and Sudan, as well as the fire bombings of Hamburg, Dresden, and
Tokyo and the use of nuclear weapons on Hiroshima and Nagasaki. Causes might include ethnic
rivalry, economic competition, and war. Consequences might include the destruction of a cultural
group within a country and long-lasting resentment.

Topic 7.9 Causation in Global Conflict

Reflect on the Essential Question, page 535
1. Causation Activity: Relative Significance of Causes Students might choose nationalism as a major
cause of both world wars. Both the Austro-Hungarian Empire and the Ottoman Empire were
multinational empires where nationalist movements were underway. Serbian nationalism sparked
World War I. The fascist governments that rose to power in Germany and Italy were extreme
forms of nationalism. World War II erupted as a result of Germany’s desire to conquer all of
Europe, Italy’s quest for colonies, and Japan’s imperial ambitions in Asia.
2. Students should discuss the political and economic causes of the two world wars, including
resentment of the Treaty of Versailles and the severe economic effects of the Great Depression.

Write As a Historian, pages 537–538

Sample LEQ 2. 2018 Free Response Questions from the College Board website.
Essay 2A earned a score of 6 for solid use of evidence as the writer uses specific details that support
the thesis, such as Christianity, Buddhism, Confucianism, Silk Roads, porcelain, and Mauryan Empire.
The writer also clearly uses the reasoning skill of causation relating to trade, missionaries, conquests,
and government as factors that caused the spread of religion. The essay was well-structured with ample
evidence for the spread of three major religions, which added to the complexity.
Essay 2C earned a score of 2 for the way that the evidence was used. There are enough specific pieces
of evidence, but the writer doesn’t establish their connection to the thesis. The writer doesn’t clearly use
reasoning skill in the essay. The essay doesn’t have much complexity as it merely lists related pieces of
evidence, but the writer failed to use them to build an argument.

72 World History: Modern Answer Key ©Perfection Learning ®

 Unit 7 Review
Long Essay Questions, page 538

Item Answer Thinking Skill Reasoning Process Theme Historical Text Pages
Number Developments
1 See below. Argumentation Comparison GOV KC-6.2 531–533

2 See below. Argumentation Causation GOV KC-6.2 474–475,

480–481,
485–486,
497–498,
503,
505–506,
534

3 See below. Argumentation Continuity/Change SIO KC-6.2 251, 281,

503–505,
523–524

4 See below. Argumentation Continuity/Change GOV KC-6.2 464, 475,

494–499,
525,
534–535

1. Students should evaluate the various causes of the two world wars and decide which causes are
more and less significant, backing their argument with evidence from the text.
2. Students should examine the results of the Paris Peace Conference. In what ways was the Paris
Peace Conference a success? In what ways was it a failure? Ultimately, of course, the provisions
of the Treaty of Versailles caused simmering resentment in Germany, Italy, and Japan, and the
League of Nations proved to be ineffective, so the Conference must be considered a failure.
3. Students should chronicle the history of discrimination against Jews in Europe, including their
expulsion from England, France, and Spain, and pogroms.
4. Students should mention the new nation-states that emerged from the former Austro-Hungarian
Empire and Ottoman Empire at the end of World War I and the independence movements in
colonial empires that resulted in new independent nations in Africa and Asia. (They might also
mention the breakup of Yugoslavia and, although it is not covered here, the breakup of the former
Soviet Union.)
Document-Based Question, page 539
It could be argued that the attempts by world leaders to prevent a larger war were only superficial.
Leaders like Tsar Nicholas and Kaiser Wilhelm may have wanted peace, but they followed the advice
o others who wanted them to show strength. As indicated in the family tree, Tsar Nicholas of Russia
and Kaiser Wilhelm of Germany were cousins (Doc. 1), so it appears that they made efforts to prevent
the conflict in Serbia from becoming a world war. In the series of telegrams, Tsar Nicholas and Kaiser
Wilhelm wrote of their desire for a diplomatic solution. However, evidence indicates that they were
preparing for war at the same time. The tensions had been growing in Europe with the forces of
militarism, imperialism, and nationalism on the rise. Adding to the problems were the alliances that had
tied nations together and this is seen in the efforts made by Nicholas and Wilhelm.

©Perfection Learning ® World History: Modern Answer Key 73

 In the first three telegrams, both the Tsar and the Kaiser emphasized that they hoped to reach a
diplomatic solution (Doc. 2, 3, 4). Each man appeals to the other for thoughtful responses to the calls
for mobilization and action. In the July 29 telegram, the Tsar expressed support for the Kaiser’s idea of
consulting the Hague Conference about the Austro-Serbian problem (Doc. 4). The Kaiser didn’t address
this idea in subsequent telegrams, however. The telegrams dated July 30 and July 31 from the Kaiser,
indicated that the Tsar was mobilizing his troops to defend Serbia (Doc. 5). He was being pressured to
show strength to Europe, especially after losses in wars like the Russo-Japanese War. Likewise, the July
31 telegram from the Tsar indicates that the Kaiser was mobilizing Austria’s forces (Doc. 6). Wilhelm
might have had a sincere interest in peace, but his actions show that he was directed by other German
leadership to a more aggressive stance. On August 1, both telegrams show that the leaders appear to
have resigned themselves to the fact that other nations’ actions have forced their mobilization and it
falls to these other nations to avert war.

Unit 8 Cold War and Decolonization

Topic 8.1 Setting the Stage for the Cold War and Decolonization
Questions are on pages 551–552.
Item Answer Thinking Skill Reasoning Process Theme Historical Text
Number Developments Pages
Multiple-Choice Questions

1 C Claims Causation GOV KC-6.2.IV.C.i 549–

550

2 C Claims Causation GOV KC-6.2.IV.C.i 549–

550

3 D Claims Causation GOV KC-6.2.IV.C.i 550

Short-Answer Questions

1A See below. Claims Causation GOV KC-6.2.IV.C.i 549

1B See below. Claims Causation GOV KC-6.2.IV.C.i 549–

550

1C See below. Claims Causation GOV KC-6.2.IV.C.i 549–

550

2A See below. Connections Comparison GOV KC-6.2.II 550

2B See below. Developments Causation GOV KC-6.2.II 550

2C See below. Connections Causation GOV KC-6.2.IV.C.i 548–

549
Short-Answer Question Responses
1A. It temporarily tipped the global balance of power in favor of the United States.
1B. Neither the U.S. nor the Soviet Union could allow the other to take the lead in the development of
atomic weapons.
1C. It increased fear of a thermonuclear war that would wipe out civilization.
2A. Colonial peoples’ hopes for self-government after World War I were disappointed. After World War
II, colonial movements for self-determination grew, and often included both advocates for greater self-
rule and proponents of full independence.

74 World History: Modern Answer Key ©Perfection Learning ®

 2B. World War II so weakened Britain, France, and the other colonial powers that they had fewer
resources to resist independence movements in their colonies.
2C. There was a major shift in the balance of power for economic reasons after World War II because
of the massive physical destruction in Europe, especially Eastern Europe. The war destroyed factories,
roads, bridges, and other structures needed for industrial production. The United States mainland
was untouched and its industrial base and infrastructure had in fact grown stronger as a result of
government-funded military contracts. This tipped the balance of power in favor of the United States.

Think As a Historian: Situate the Cold War in Context, page 553

Areas of Difference United States Soviet Union
Political Ideology Before Democracy Authoritarianism
the War

Economic Ideology Capitalism Communism

Before the War

Foreign Goals After the Free democratic elections in Domination of Eastern Europe to
Eastern Europe serve as a buffer zone
War

Fears After the War The spread of communism U.S. military superiority

Reflect on the Topic Essential Question, page 553

1. Students should discuss the three conferences held by the Big Three during World War II to plan
for the post-war world, the shift in balance of power, and the tensions that led to the start of the
Cold War.

Topic 8.2 The Cold War

Questions are on pages 559–560.
Item Answer Thinking Skill Reasoning Process Theme Historical Text
Number Developments Pages
Multiple-Choice Questions

1 B Contextualization Causation CDI KC-6.2.IV.C.ii 556

2 A Claims Comparison CDI KC-6.2.IV.C.ii 556

3 C Claims Comparison CDI KC-6.2.IV.C.ii 556

Short-Answer Questions

1A See below. Contextualization Causation CDI KC-6.2.V.B 557–

558

1B See below. Contextualization Causation CDI KC-6.2.V.B 554–

558

©Perfection Learning ® World History: Modern Answer Key 75

 1C See below. Developments Comparison CDI KC-6.2.V.B 345,
474,
498,
554,
548,
557–
558

2A See below. Developments Comparison CDI KC-6.2.IV.C.ii 557

2B See below. Developments Causation CDI KC-6.2.IV.C.ii 556

2C See below. Connections Causation CDI KC-6.2.IV.C.ii 556–

557

Short-Answer Question Responses

1A. The passage notes the anti-colonial movement. This was a drive by colonies to win their freedom
from imperial countries and determine their own futures.
1B. The passage noted the Cold War between the superpowers. The entire non-aligned movement took
its name from the desire to avoid being too closely associated with either the United States or the Soviet
Union.
1C. The Non-Aligned Movement was another example of the trend toward multinationalism, along
with organizations such as the League of Nations, the United Nations, and corporations that spanned the
globe.
2A. The Soviet Union developed its own plan, COMECON (Council for Mutual Economic Assistance)
in response to the Marshall Plan. It was primarily limited to trade and credit agreements among the
members.
2B. The U.S. policy of containment was meant to keep communism from spreading.
2C. Both were battlegrounds for the United States and the Soviet Union in the Cold War, and both
relied on advancing technology.

Think As a Historian: Explain the Historical Situation of the “Red Scare,” page 561
Students might mention that many intellectuals flirted with socialism and communism, especially
during the Depression, but most ultimately rejected communism. For example, Albert Einstein, a
socialist, was denounced as a communist spy and watched by the FBI. Probably the most famous case
is that of Alger Hiss, who had accompanied President Roosevelt to the Yalta Conference and served
as a temporary secretary-general of the United Nations. In 1948, a former courier for the communist
underground accused Hiss of having been a member of the same organization. Hiss was tried and
convicted of spying, although he always maintained that he was innocent of the charges. In his speech
and his subsequent “witch hunt,” McCarthy became a zealot, the physical embodiment of the hysteria
that accompanied a “red scare” that gripped the nation and that he helped fuel.

Reflect on the Topic Essential Question, page 561

1. Students should discuss the history of the Soviet goal of world revolution, the policy of
containment (including the Truman Doctrine and the Marshall Plan), the arms race and the space
race, and the non-aligned movement.

Topic 8.3 Effects of the Cold War

Questions are on pages 568–569.

76 World History: Modern Answer Key ©Perfection Learning ®

 Item Answer Thinking Skill Reasoning Process Theme Historical Text
Number Developments Pages
Multiple-Choice Questions

1 B Contextualization Continuity/Change GOV KC-6.2.IV.D 563–

564

2 B Sources Causation GOV KC-6.2.IV.D 563–

564

3 C Connections Comparison GOV KC-6.2.IV.D 557–

558
Short-Answer Questions

1A See below. Developments Causation GOV KC-6.2.IV.D 565

1B See below. Contextualization Causation GOV KC-6.2.IV.D 565–

566

1C See below. Developments Causation GOV KC-6.2.IV.D 565–

566

2A See below. Connections Causation GOV KC-6.2.IV.D 563

2B See below. Connections Comparison GOV KC-6.2.IV.D 555–

556

2C See below. Developments Causation GOV KC-6.2.IV.D 565–

566

Short-Answer Question Responses

1A. The failed invasion cemented Cuba’s alliance with the Soviet Union.
1B. Not only did the invasion fail, but the Soviet Union responded to it by supporting Cuba with arms
and military advisors.
1C. In 1959, Fidel Castro led a revolution that overthrew the Cuban government. He nationalized
many U.S. owned business and aligned with the Soviet Union which strained Cuba’s relationship with
the United States.
2A. Each nation set up alliances. The United States joined Canada and several Western European
nations to create the North Atlantic Treaty Organization (NATO) in 1949, and the Soviet Union
responded in 1955 by creating the Warsaw Pact with its Eastern European satellites.
2B. The official U.S. policy was to champion free elections, self-determination, and free-market
economies, while the Soviet Union wanted to spread world revolution to overthrow capitalism in all
countries and make their governments as much like the Soviet government as possible.
2C. The Cuban Missile Crisis of 1962 brought the U.S. and the Soviet Union to the brink of war. After
the U.S. placed missiles in Turkey, Soviet Premier Khrushchev sent missiles to Cuba. When the U.S.
learned that more missiles were on their way, President Kennedy ordered the U.S. Navy to prevent
them from reaching Cuba. Ultimately, Khrushchev called back the Soviet ships and removed Soviet
missiles from Cuba, and the U.S. removed its missiles from Turkey. In 1963 a Hot Line was installed
to allow U.S. and Soviet leaders to communicate directly to avoid a future crisis of such magnitude.

Think As a Historian: Explain Relationships Through Comparison, page 570

Students’ answers will vary. They should choose two of the following wars: Korean War, Vietnam
War, Angola, or the Contra War. (The Bay of Pigs Invasion and the Cuban Missile Crisis, while listed

©Perfection Learning ® World History: Modern Answer Key 77

 under Proxy Wars, were not actually wars.) Their explanation of the relationships should include a valid
argument supported by the evidence in their charts.

Reflect on the Topic Essential Question, page 570

1. Students should discuss the partition of Germany and Berlin, new alliances as a result of the Cold
War, proxy wars and conflicts, and attempts to slow nuclear proliferation.

Topic 8.4 Communism and Land Reform

Questions are on pages 576–577.
Item Answer Thinking Skill Reasoning Process Theme Historical Text
Number Developments Pages
Multiple-Choice Questions
1 B Claims Continuity/Change ECN KC-6.3.I.A.ii 571–
572
2 B Developments Continuity/Change ECN KC-6.3.I.A.ii 571–
572
3 A Contextualization Causation ECN KC-6.3.I.A.ii 571–
572
Short-Answer Questions
1A See below. Contextualization Causation GOV KC-6.2.I.i 571–
572
1B See below. Claims Causation GOV KC-6.2.I.i 571–
572
1C See below. Developments Causation GOV KC-6.2.I.i 555–
556
2A See below. Connections Comparisons ECN KC-6.3.I.B 483
2B See below. Connections Comparisons ECN KC-6.3.I.A.ii 334,
453–
454,
498,
571–
572
2C See below. Connections Comparisons ECN KC-6.3.I.A.ii 334,
453–
454,
498,
571–
572

Short-Answer Question Responses

1A. The Soviet Union had brought Eastern Europe under its control and was poised for world
revolution.
1B. The Soviet Volunteer Air Force participated in North Korean military operations.
1C. The Soviet-Chinese alliance was a military alliance, and China was relying on the Soviet Union to
provide needed equipment, personnel, and advice to help them help the North Koreans.
2A. Lenin instituted the New Economic Plan, which permitted private trade and allowed farmers to
sell their products on a small scale. Stalin instituted the Five-Year Plan to transform the Soviet Union

78 World History: Modern Answer Key ©Perfection Learning ®

 into an industrial power and to collectivize agriculture, taking farmland away from private owners and
giving it to collectives to manage.
2B. Lenin viewed workers as the proletarian class, which should own the means of production, but Mao
considered the peasants to be China’s proletariat, and redistributed land to them.
2C. Both of them wanted to give the proletariat the means of production—in Lenin’s case, the factories
and heavy industries, and in Mao’s case, the land.

Think As a Historian: Explain the Significance of Purpose in a Source, page 578

First of all, this excerpt is from an opinion piece, and it seems to use the same sort of language that is
familiar from Senator Joseph McCarthy’s anti-communist “witch hunt.” Most of these claims are valid
to a certain extent, although in many cases they seem exaggerated. If the “Reds” hadn’t been afraid of
an atomic war, they would have used it to help them toward their goal of world domination, but the fact
was that they lagged behind the United States in the development and production of nuclear weapons
and knew that they would face annihilation if they tried using the “H-bomb” to expand their territories.
There were examples of claims 2, 3, and 5 in both the USSR and China, but many of these claims could
be made of other revolutionary movements—for example, the French Revolution, with its Reign of
Terror. Claim 4 was not even true then: Yugoslavia had already broken with the USSR, and within a few
years China and Albania would as well.

Reflect on the Topic Essential Question, page 578

1. Students should discuss developments in China (such as the Great Leap Forward and the Cultural
Revolution), Iran, Latin America, South and Southeast Asia, and Africa.

Topic 8.5 Decolonization

Questions are on pages 586–587.
Item Answer Thinking Skill Reasoning Process Theme Historical Text
Number Developments Pages
Multiple-Choice Questions
1 D Claims Causation GOV KC-3.III.D.iii 334
2 A Connections Causation GOV KC-3.III.D.iii 275–
279
3 D Claims Causation GOV KC-3.III.D.iii 583
Short-Answer Questions
1A See below. Developments Causation CDI KC-6.2.I.i 15–17
1B See below. Connections Causation CDI KC-6.2.I.i 29
1C See below. Claims Comparison CDI KC-6.2.I.i lvii, 29,
392
2A See below. Connections Comparison GOV KC-6.2.II.A 583
2B See below. Developments Causation GOV KC-6.2.I.C 582

2C See below. Contextualization Causation GOV KC-6.2.II.B 390,

579–
580

Short-Answer Question Responses

©Perfection Learning ® World History: Modern Answer Key 79

 1A. South Asia, the Middle East, North Africa, and West Africa have large Muslim populations.
1B. Islam spread outward from Arabia to all of these other countries largely through the activities of
merchants and missionaries.
1C. The four nations with the largest number of Muslims are in South or Southeast Asia, and the fifth
nation is Nigeria in Africa. (However, in the Middle Eastern nations listed in this chart, 99 percent of all
people are Muslims, while in India, which has the third-largest Muslim population, they make up only
13 percent of the total population.)
2A. Algeria’s war for independence began in 1954, and war broke out again following independence in
1962.
2B. Most of the African colonies negotiated their independence, but Vietnam had to fight a long war
against France for independence and against the United States for reunification.
2C. In India, the Hindu-dominated Indian National Congress sought independence from Great Britain.
The Muslim League advocated for a separate nation for Indian Muslims. Independence was finally
achieved in 1947, but India was split into two nations, Hindu India and Muslim Pakistan. (India had
been the “jewel in the crown” of the British Empire since 1858, so this marked an enormous change in
the empire’s boundaries.)

Think As a Historian: Make Connections through Comparisons, page 588

Students might compare the process of decolonization in India and Nigeria. India ended up splitting into
two nations, mostly Hindu India and mostly Muslim Pakistan. After Nigeria achieved independence,
the nation was dominated by the Muslim Hausa-Fulani group in the north. The predominantly Christian
Igbos in the southeast attempted to split from Nigeria and form a new nation, Biafra. A war ensued,
and Biafra ceased to exist in 1970, but in an attempt to discourage ethnic and religious strife, the
government established a new federation of 36 states and adopted a new constitution which permitted
states to vote for a dual legal system of secular law and shariah.

Reflect on the Topic Essential Question, page 588

1. The people of India and Pakistan worked for their independence through political awareness and
civil disobedience. The Indian National Congress was formed, with Mohandas Gandhi as its leader, to
organize Indian’s efforts at civil disobedience. Also, the Muslim League was created to advocate for
an independent nation for Indian Muslims. The efforts of both led to Britain granting independence
to India (Hindu) and Pakistan (Muslim) soon after World War II. Two nations were created due to
the longstanding distrust that Muslims and Hindus felt toward each other, resulting in an independent
nation for each.
In Ghana, the United Nations negotiations led to independence in 1957 from Britain and Kwame
Nkrumah was chosen as the nation’s first president. While accused of leading a corrupt regime,
Nkrumah was successful in public works projects and in furthering Pan-Africanism.
Algeria had to fight harder than Ghana to free itself from France’s control. The FLN (National
Liberation Front) led battles resulting in extremely high casualty rates for Algerians. French sympathy
for a free Algeria finally gained enough popular support for French voters to grant independence, but an
unstable Algerian government saw a coup in the 1960s and civil war several decades later.
In French West Africa, the French government had historically allowed considerable autonomy for
local leaders. Under their rule, these nations had built limited infrastructure that allowed for them to
successfully transition to independent nations after they had negotiated their freedom with France.
Vietnam had to fight for their independence twice in the mid-20th century. First, Ho Chi Minh stirred
nationalist feelings to unite a Communist government in an overthrow of French rule. The nation split
after France was defeated, ushering in American intervention on the side of the Democratic south

80 World History: Modern Answer Key ©Perfection Learning ®

 to combat the Communist north. Nearly 20 years and millions of (mostly Vietnamese) deaths later,
Vietnam united under Communist leadership.
Interest in Egypt had long centered around control of the Suez Canal. Britain controlled the canal, while
allowing for Egypt to mostly self-govern. After Egypt’s entry into the Arab League, General Nasser
overthrew the king and created the Republic of Egypt. Strong nationalistic policies united Egyptians,
but he angered Britain and France when he seized and nationalized the Suez Canal. The United Nations
resolved the Suez Crisis, giving Egypt a position of power as a non-aligned nation.

Topic 8.6 Newly Independent States

Questions are on pages 595–596.
Item Answer Thinking Skill Reasoning Process Theme Historical Text
Number Developments Pages
Multiple-Choice Questions

1 B Claims Causation GOV K6.2.III.A.ii 589–

591

2 C Developments Causation GOV K6.2.III.A.ii 590

3 C Developments Causation GOV K6.2.III.A.ii 590

Short-Answer Questions

1A See below. Developments Causation ECN KC-6.2.III.B 594

1B See below. Connections Continuity/Change ECN KC-6.2.III.B 594

1C See below. Connections Continuity/Change ECN KC-6.2.III.B 591–

594

2A See below. Contextualization Causation GOV K6.2.III.A.ii 589–

590

2B See below. Developments Causation GOV K6.2.III.A.ii 590

2C See below. Contextualization Causation GOV K6.2.III.A.ii 592–

593

Short-Answer Question Responses

1A. Europeans still stereotyped all people from different regions, so Antillean and Sub-Saharan
immigrants were only offered menial jobs when many of them had hoped to enter professions.
1B. France created an agency to recruit workers from their colonies and former colonies.
1C. The independence of Cambodia, India, Pakistan, Tanzania, and many other states indicated that
people were challenging the old colonial system.
2A. The deaths of 6 million Jews in the Holocaust brought worldwide sympathy for the survivors and
support for the creation of a Jewish state in what is now Israel.
2B. The Camp David Accords resulted in a peace agreement between Israel and Egypt, one of its major
opponents in several wars.
2C. When India and Pakistan gained independence, a conflict arose about the future of the northern
region of Kashmir. Most of the people of Kashmir were Muslim, but their leader was Hindu, so both
Hindu India and Muslim Pakistan claimed the region. The rivalry has broken out into armed conflict
several times. Eventually, Kashmir was partitioned between India, Pakistan, and China.

Think As a Historian: Use Evidence to Support, Modify, or Refute a Claim, page 597–598
©Perfection Learning ® World History: Modern Answer Key 81
 1. Supports: Gandhi says that Hindus and Muslims should not split since they have a common
culture and because they are ethnically identical.
Refutes: Gandhi says that Indian Muslims and Hindus have a common culture, but a shared set of
beliefs is one of the things that characterizes a culture, and the two religions have very different beliefs.
2. Supports: The partition of India into two nations was the best solution to the problem of conflict
between Hindus and Muslims.
Refutes: After the partition of India into two nations, distrust between mostly Hindu India and
mostly Muslim Pakistan grew.
3. Supports: Jinnah worked to guarantee religious freedom in Pakistan.
Refutes: Jinnah told the Constituent Assembly of Pakistan that citizens could belong to any religion,
caste, or creed.

Reflect on the Topic Essential Question, page 598

1. Israel was created in 1948, from land in Palestine, as a place where Jews could be free from
persecution. The region was quickly engulfed in violence between Israel and Arab nations in attempts
to control the region. Violence has continued to current times, with few peaceful years. Israel’s recent
tightening of its border has hurt the economic activity of neighboring nations, causing tensions to
increase.
Southeast Asia saw a conflict in Cambodia between the nationalists and the Communist Khmer Rouge,
led by Pol Pot. The ruthless and brutal tactics that Pot used to establish his control ultimately led to
intervention by Vietnamese forces. The resulting war led to large numbers of refugees fleeing Southeast
Asia. Vietnam succeeded and eventually free elections were set up in Cambodia.
South Asia’s territorial conflict illustrated the division between the mostly Hindu country of India and
the mostly Muslim country of Pakistan. Both nations were created in 1947 as Britain agreed to freedom,
but the distrust between the religious groups forced two separate nations to be created. There were
millions of people displaced for religious reasons in the following years.

Topic 8.7 Resistance to Established Power Structures

Questions are on pages 605–607.
Item Answer Thinking Skill Reasoning Process Theme Historical Text
Number Developments Pages
Multiple-Choice Questions
1 B Sources Causation CDI KC-6.2.V.D 602
2 C Contextualization Continuity/Change CDI KC-6.2.V.D 602
3 A Developments Continuity/Change CDI KC-6.2.V.D 602
Short-Answer Questions
1A See below. Connections Contextualization CDI KC-6.2.V.C 550,
600
1B See below. Connections Comparison CDI KC-6.2.V.C 600
1C See below. Connections Comparison CDI KC-6.2.V.C 600,
602
2A See below. Contextualization Causation CDI KC-6.2.V 602–
603
2B See below. Developments Causation CDI KC-6.2.V 602
2C See below. Developments Causation CDI KC-6.2.V.C 600

82 World History: Modern Answer Key ©Perfection Learning ®

Short-Answer Question Responses
1A. Around the world, colonies dominated by more powerful countries were demanding independence
or more self-rule.
1B. In both the Hungarian Revolution and Czechoslovakia’s Prague Spring, when their leaders gave in
to demands for reforms, the Soviet Union stepped in to quash the rebellions.
1C. The Hungarian Revolution was a political conflict in which the people of Hungary tried to throw
off control by the Soviet Union. The conflict in Northern Ireland was essentially a religious one. The
Catholic minority wanted Northern Ireland, which was dominated by Protestants and part of the United
Kingdom, to join the Irish Republic.
2A. Abimael Guzmán built a Maoist revolutionary organization called Shining Path to try to overthrow
the existing Peruvian government.
2B. When the Ohio National Guard killed four unarmed students during an antiwar demonstration at Kent
State University in 1970, students and faculties at hundreds of colleges and universities went on strike.
2C. The Brezhnev Doctrine stated that the Soviet Union and its allies would intervene if an action
by one member threatened other socialist countries. This essentially guaranteed that the Warsaw Pact
would crush any reform movements within the Soviet bloc.

Think As a Historian: Point of View and the Limits of Sources, page 607
These excerpts all reflect the point of view of a revolutionary who contended that the end justified the
means—in this case, that government officials needed to be assassinated and replaced by members of
the revolutionary movement. These were the statements of a zealot who sought to replace one ideology
with another. This guerilla officer stated that members of the Shining Path were fighting for the masses,
the same argument that was made by communists in Russia who just replaced one corrupt government
with another that did little to benefit the masses.

Reflect on the Topic Essential Question, page 607

1. Students should mention the successful nonviolent movements, challenges to Soviet power in
Eastern Europe, the revolts of 1968, terrorist movements, and the responses of militarized states.

Topic 8.8 End of the Cold War

Questions are on pages 612–613.
Item Answer Thinking Skill Reasoning Process Theme Historical Text
Number Developments Pages
Multiple-Choice Questions
1 A Sources Causation GOV KC-6.2.IV.E 609
2 A Connections Causation GOV KC-6.2.IV.E 600,
609
3 A Connections Causation GOV KC-6.2.IV.E 611
Short-Answer Questions
1A See below. Argumentation Causation GOV KC-6.2.IV.E 608–
610
1B See below. Connections Causation GOV KC-6.2.IV.E 611
1C See below. Connections Causation GOV KC-6.2.IV.E 611
2A See below. Developments Causation GOV KC-6.2.IV.E 610
2B See below. Developments Causation GOV KC-6.2.IV.E 611
2C See below. Connections Causation GOV KC-6.2.IV.E 611,
612

©Perfection Learning ® World History: Modern Answer Key 83

Short-Answer Question Responses
1A. Reagan is saying that the Berlin Wall, part of the Iron Curtain, does not just divide Berlin, or
Germany, but the world. It symbolizes the division between the East and West, between communism
and capitalism.
1B. Shortly after the Berlin Wall fell, the Soviet Union also collapsed and the Cold War was over.
1C. Political alliances changed. Economic interactions among nations expanded.
2A. Reagan’s announcement of the Strategic Defense Initiative meant that the Soviets would also have
to develop such a system, which would have started an arms race in space that they could ill afford.
2B. By implying that the Soviet Army would no longer go to the rescue of communist regimes in
Eastern Europe, he paved the way for their defection from the Soviet bloc, which in turn inspired the
peoples of the Soviet republics to declare independence, bringing the Soviet Union to an end.
2C. The command economies in those countries could not maintain a high enough standard of living
without heavy borrowing from the West.

Think As a Historian: From Perestroika to Collapse, page 614

After Mikhail Gorbachev’s perestroika began the process of economic, political, and social
restructuring, the Soviet Union retreated from its former role on the international stage—which had
been trying to spread revolution and prop up repressive regimes. Soviet citizens had a chance to enjoy
new freedoms and began to establish a market economy. Boris Yeltsin embarked on even more far-
reaching reforms, which soon led to the breakup of the Soviet Union.

Reflect on the Topic Essential Question, page 614

1. Students should discuss détente, Gorbachev’s policies of perestroika and glasnost, Reagan’s
proposed Strategic Defense Initiative and the Intermediate-Range Nuclear Forces Treaty,
democratic reforms in Eastern Europe, and the breakup of the Soviet Union.

Topic 8.9 Causation and Comparison during the Cold War and Decolonization
Reflect on the Essential Question, page 622
1.
Effects of the Cold War
Western Hemisphere Eastern Hemisphere

Political Effects Free from domination Dominated by Soviet Union

Economic Effects Booming economies Stagnant economies

Social Effects Americans afraid of communist People afraid to express beliefs

infiltration openly

Cultural Effects Cultural rebirth No freedom of expression

2. Students might point out that one of the social effects was that people on both sides were afraid—in
the United States, people were afraid of communist infiltration, while in the Soviet Union, they were
afraid to express their beliefs openly if they disagreed with the government. People on both sides lived
in fear because of the threat of nuclear attack.

84 World History: Modern Answer Key ©Perfection Learning ®

Write As a Historian, page 624
The comments below are on Long Essay Question 2 from the 2018 Free-Response Questions on the
College Board website.
Essay 2A has a well-constructed conclusion. The writer extends their argument with points about
Muhammad and the Abbasid Empire. Additionally, the writer connects the essay to current times with
the use of Israel’s role today.
Essay 2C has a very limited conclusion and it did not state the argument. The writer uses the
categories of economic and political means of spreading religion. Unfortunately, the body of the essay
doesn’t agree as the writer uses only economic support for the spread of religion.

Unit 8 Review
Long Essay Question, page 625
Item Answer Thinking Skill Reasoning Process Theme Historical Text
Number Developments Pages
1 See below. Connections Comparison GOV KC-6.2.IV.C 620–
621

2 See below. Connections Comparison GOV KC-6.2.IV.C 618–

619

3 See below. Connections Causation GOV KC-6.3.I 484–

485,
571–
575

4 See below. Developments Continuity/Change GOV KC-6.3.I 565–

566

1. Students might argue that the effects of the Cold War affected citizens in the Eastern Hemisphere
equally, but in different ways. Western Europeans prospered, but Eastern Europeans suffered. Both
sides lived in fear—in the West, of communist infiltration, and in the East, of being made political
prisoners on account of their beliefs. People everywhere lived under the threat of a nuclear attack.
2. Both the United States and the Soviet Union tried to woo other nations to align with them,
sometimes by offering economic aid and sometimes by backing different sides in armed conflicts.
Both sides developed new weapons and armed their allies.
3. Many countries in Latin America tried land-reform programs. The degree to which land reform
succeeded varied in details from one country to another for a variety of reasons. China, Egypt,
Iran, and India also tried land reforms. China first redistributed land to peasants, then organized
peasant lands into communes, which led to failing harvests and severe food shortages. Some
nations, such as Mexico and Iran, sought to nationalize the oil companies. Mexico succeeded, but
the United States and Great Britain engineered the overthrow of Iran’s democratically elected ruler
and placed the Shah back on his thrown, averting the takeover.
4. In many cases, former colonies maintained ties with the imperial powers that formerly controlled
them, and people from newly independent countries sometimes moved to the former colonial
powers. In those cases, while there was change, there was also continuity. But many nations in
Latin America resented European and U.S. economic imperialism, which led to revolutionary
movements that aimed to overturn the political and social status in those countries. The United
States and the Soviet Union regularly supported opposing sides in these clashes. Cuba is a case
in which a change occurred, when Fidel Castro ousted the corrupt U.S.-supported dictator and
installed a communist government with ties to the Soviet Union.

©Perfection Learning ® World History: Modern Answer Key 85

Document-Based Question, page 626
The devastating impacts of World War II on the colonial powers of Europe sparked a wave of
decolonization movements throughout Africa and Asia. As the former colonial powers struggled internally
to rebuild, these colonies began to demand their independence. After the beginning of the Cold War
in 1947, many former colonies in Asia and Africa spoke out vehemently against colonialism and neo-
colonialism and chose not to align themselves with the growing superpowers of the USSR and the United
States. At the same time, both the United States and the USSR put pressure on these non-aligned nations
to become allies in the competition for global supremacy. From the perspective of these former colonies,
it can be argued that this pressure from the superpowers was not to provide aid to nations in need, but to
further their own cause in their Cold War competition.
Several newly formed nations sought to establish their independence from the former colonial
powers and the emerging superpowers of the United States and the USSR. Leaders of these nations argued
that they were united in a desire to end all forms of colonialism and to establish a more peaceful world.
Sukarno, the President of Indonesia (Doc. 1), argued that some men do not act for the well-being of all
people but instead want to control the world. He states that fear can act to divide people, but that there is
more that unites. Sukarno makes these statements at the opening of a conference of other leaders of non-
aligned nations; therefore, he is arguing points which are likely to inspire and unite his audience. Nehru,
Prime Minister of India (Doc. 2), agrees with Sukarno. He criticizes the “Great Powers” for turning
their focus on military strength and for their attempts to force nations to join those powers and lose their
own identity. He ultimately argues that if the world becomes divided up in this competition between the
United States and USSR, the only possible result is war. Nehru has seen first-hand the devastation that
foreign powers can have when they colonize nations, as happened with the British colonialization of
India, and therefore wants to prevent this from occurring again. The photograph of the Leaders of Five
Key Neutralist (non-aligned) Nations (Doc. 4) shows that many other nations had similar concerns about
the growing competition between the United States and the USSR during the Cold War. This image shows
leaders from Africa, Asia, and the Middle East all coming together as an alliance of nations that refused to
align themselves with either the United States or the USSR. The creation of the Non-Aligned Movement
of primarily developing countries that wanted to challenge the growing power of the Cold War powers led
to a group that makes up the majority of the members of the United Nations.
While non-aligned states sought to maintain their independence, Cold War powers attempted to
influence these new nations to give their support. In the article Decolonization of Asia and Africa, 1945–
1960 by the United States Department of State (Doc. 5) it states that both the United States and the USSR
provided newly independent nations with aid and technical assistance. Sometimes military intervention was
used to influence these new nations to adopt governments aligned with their views. These attempts can be
seen clearly in Eisenhower’s Doctrine on the Middle East (Doc. 3) which makes direct claims that the United
States has encouraged and supported the independence of the Middle East, but that the USSR has desired
only to dominate that region. President Eisenhower makes this statement with the intent of convincing the
new nations of the Middle East to side with the United States and to be wary of the Soviet Union.
The Soviet Union’s argument seen in the 1953 cartoon (Doc. 6) is also strengthened by a
Resolution on Imperialism and Colonialism created by the All-African People’s Conference (Doc.
7). In this resolution, the All-African People’s Conference argues that, despite the independence of
many African nations, European imperialists continue to exploit the African peoples with new military
alliances like NATO and economic groups like the European Common Market. The resolution calls for
power politics by imperialist nations of the West to end. The resolution makes no mention of Soviet
influence or exploitation, thus strengthening the USSR’s claims in the political cartoon (Doc. 6). The
historical background of the All-African People’s Conference’s members may have played a role in their
characterization of the West as imperialist. Beginning in the late 1800s, Western European nations carved
up Africa into colonies and proceeded to strip Africa of many of its valuable resources and to use brutal
tactics in subduing native African peoples. This experience may have left those members of the All-
African People’s Conference with a negatively biased view of all actions taken by the West. Further, the
lack of colonization in Africa by the Soviet Union may have given these members less cause for concern
regarding the USSR’s goals.

86 World History: Modern Answer Key ©Perfection Learning ®

Unit 9 Globalization after 1900

Topic 9.1 Advances in Technology and Exchange

Questions are on pages 637–639.
Item Answer Thinking Skill Reasoning Process Theme Historical Text
Number Developments Pages
Multiple-Choice Questions

1 D Contextualization Causation TEC KC-6.1.I.B 634–

636

2 D Claims Causation TEC KC-6.1.I.B 634

3 B Claims Causation TEC KC-6.1.I.B 634–

635
Short-Answer Questions

1A See below. Claims Causation TEC KC-6.1.III.B 636

1B See below. Claims Causation TEC KC-6.1.III.B 636

1C See below. Connections Continuity/Change TEC KC-6.1.III.B 636

2A See below. Contextualization Continuity/Change TEC KC-6.1.I.A 633

2B See below. Contextualization Continuity/Change TEC KC-6.1.I.D 635

2C See below. Connections Causation TEC KC-6.1.I.C 636–

637

Short-Answer Question Responses

1A. Contraceptive use improves the accessibility of education, employment, and health care for women.
1B. Birth control played a part in reshaping gender roles.
1C. As a result of birth control, fertility rates declined.
2A. Vaccines have greatly reduced the incidence of many deadly diseases. s.
2B. Fossil fuels have contributed to air pollution and the greenhouse gases that have contributed to
climate change.
2C. Telephones, radio, television, cellphones, and the internet provided ways for people to
communicate over long distances and with large numbers of people at once. New technologies could be
used to connect individuals for social reasons as well as to organize political movement

Think As a Historian: Identify and Connect Patterns, page 640

According to the chart, birth rates dropped during the Great Depression and peaked in the mid-
1950s, the height of the post–World War II Baby Boom. The birth rate began to drop again around
the beginning of the 1960s, when the birth control pill came into widespread use, and has remained at
around 2 children per woman since then. In 1917, the average number of children per woman was just
under 3.5, and in 1997 it was approximately 2. Women with fewer children are better able to enter the
workforce.

©Perfection Learning ® World History: Modern Answer Key 87

Reflect on the Topic Essential Question, page 640
1. Communication has seen dramatic changes since 1900 with the inventions of radio, TV,
computers, internet, smart phones and social media. Not only has this connected the world
socially, but in many ways, it has created a global economy.
Agricultural production has made strides to meet the world’s food needs with the Green Revolution.
Stronger varieties of plants and the development of genetically modified foods are at the forefront.
Coal was the dominant energy source for the first part of the 1900s, but developments in the last
few decades have started to supplant coal with other sources. Nuclear power was once thought to
be the solution, but its dangers have slowed development of it by many nations. While the uses of
renewable sources are growing, they still only represent a fraction of worldwide energy needs.
Antibiotics are responsible for countless lives saved since their discovery in 1928. Vaccines have
eradicated numerous diseases and have also prevented countless numbers of deaths worldwide.

Topic 9.2 Technology and Disease

Questions are on pages 646–647.
Item Answer Thinking Skill Reasoning Process Theme Historical Text
Number Developments Pages
Multiple-Choice Questions

1 D Claims Causation ENV KC-6.1.III.A 642

2 B Claims Causation ENV KC-6.1.III.A 635–

636,
642

3 A Contextualization Causation ENV KC-6.1.III.A 645

Short-Answer Questions

1A See below. Claims Causation ENV KC-6.1.III.A 641–

645

1B See below. Contextualization Causation ENV KC-6.1.III.A 644

1C See below. Contextualization Causation ENV KC-6.1.III 641

2A See below. Contextualization Causation ENV KC-6.1.III 643

2B See below. Contextualization Causation ENV KC-6.1.III 643–

644

2C See below. Contextualization Causation ENV KC-6.1.III 641

Short-Answer Question Responses

1A. Many governments impose punitive tariffs or taxes on medicines.
1B. Each week, more than 600 young women between the ages of 15 and 24 become infected with HIV
because they lack access to health care and the medications that could save their lives.
1C. Smallpox devastated the native populations of the Americas and Australia.
2A. The development of vaccines has helped eliminate polio from all but a few countries.
2B. An influenza epidemic in 1918–1919 killed 20 million people worldwide.
2C. The World Health Organization conducted a global vaccination campaign to wipe out smallpox,
and by 1979 the deadly disease was eliminated from the planet except for the culture kept alive at the
Centers for Disease Control in the United States.

88 World History: Modern Answer Key ©Perfection Learning ®

Think As a Historian, page 648
The pathogen may have originated either in an army camp in Europe or in an army training camp in
the United States. It may have originated as an avian flu or swine flu. The pathogen was able to thrive
because of the millions of soldiers from five continents forced to live for long periods in trenches
under filthy and humid conditions, exposed to the elements, and in contact with birds and pigs. It
was probably spread as troops came into contact with other troops, and later as they returned to their
homelands.

Reflect on the Topic Essential Question, page 648

1. Students should discuss the relationship between diseases and poverty, emerging epidemics, and
diseases associated with longevity, as well as the ways in which technology has helped humans
deal with disease.

Topic 9.3 Technology and the Environment

Questions are on pages 654–655.
Item Answer Thinking Skill Reasoning Process Theme Historical Text
Number Developments Pages
Multiple-Choice Questions

1 B Sources Causation ENV KC-6.1.II.B 652–

653

2 B Contextualization Causation ENV KC-6.1.II.B 652–

653

3 D Contextualization Causation ENV KC-6.1.II.B 649–

653
Short-Answer Questions

1A See below. Contextualization Causation ENV KC-6.1.II.B 650,

652–
653

1B See below. Contextualization Causation ENV KC-6.1.II.B 652

1C See below. Contextualization Causation ENV KC-6.1.II.B 653

2A See below. Claims Causation ENV KC-6.1.II.B 652

2B See below. Connections Causation ENV KC-6.1.II.A 650–

651

2C See below. Contextualization Causation ENV KC-6.1.II.A 649,

651–
652

Short-Answer Question Responses

1A. Global warming contributes to more powerful hurricanes, more severe droughts, and rising sea
levels. .
1B. The Paris Agreement was a response to rising temperatures due to the burning of fossil fuels
1C. It marks a concerted effort by virtually all the nations of the world to take action to slow the rate of
global warming.
2A. Climate-change skeptics question whether global warming is happening and whether human
activities have any influence on the climate.

©Perfection Learning ® World History: Modern Answer Key 89

 2B. According to the UN, 31 countries face water scarcity and more than 1 billion people lack clean,
accessible drinking water. As water consumption continues to increase, some corporate interests are
depleting, polluting, and exploiting water sources. By 2025, half of the world’s population will lack
clean and safe drinking water.
2C. The population has grown from 1.6 billion in 1900 to 6.12 billion in 2000. Growing populations led
to a demand for more croplands, which resulted in deforestation and desertification.

Think As a Historian: Environmental Changes in Different Contexts, page 656

Following the Cold War, the former command economies of the Soviet Union and Eastern Europe
became market economies. In addition, industry spread to developing countries, creating new middle
classes that increased the market for products like cars that require metals and other resources that also
contribute to pollution. Cities are growing in number and in size, taking land that could have been used
for agriculture, which causes more land to be cleared of forests for agricultural use. City dwellers also
produce vast amounts of waste, some of which pollutes the water they depend on.

Reflect on the Topic Essential Question, page 656

1. Students should explain the causes of environmental changes, including population growth,
urbanization, globalization and industrialization, and the effects of environmental changes,
including the depletion of resources, changes in the atmosphere, and global warming.

Topic 9.4 Economics in the Global Age

Questions are on pages 664–665.
Item Answer Thinking Skill Reasoning Process Theme Historical Text
Number Developments Pages
Multiple-Choice Questions

1 B Claims Causation ECN KC-6.3.I.E 662

2 A Contextualization Causation ECN KC-6.3.I.E 662–

663

3 C Claims Causation ECN KC-6.3.I.E 662–

663
Short-Answer Questions

1A See below. Connections Causation ECN KC-6.3.I.E 660

1B See below. Contextualization Causation ECN KC-6.3.I.E 657,

659–
662

1C See below. Connections Comparison ECN KC-6.3.I.E 660–

661

2A See below. Contextualization Causation ECN KC-6.3.I.D 657–

658,
660–
661

2B See below. Connections Causation ECN KC-6.3.I.E 659–

660

2C See below. Developments Causation ECN KC-6.3.I.E 661

90 World History: Modern Answer Key ©Perfection Learning ®

Short-Answer Question Responses
1A. Vietnam would use the imported cotton from Texas to manufacture textiles in its mills.
1B. Multinational corporations located their manufacturing facilities in countries where labor was cheap.
1C. Both countries attract manufacturing jobs because of their low wages, lower benefits, and weak
safety standards.
2A. One way governments encouraged economic liberalism was to relax restrictions on trade.
2B. Revolutions in information and communications technology allowed some countries to change
from agrarian or manufacturing economies to knowledge economies, developing software, as in
Finland, or providing banking and financial services like Japan.
2C. Honduras, the second-largest exporter of textiles in the Americas, has sought to upgrade its
manufacturing using principles of sustainability and fair labor practices through business-government
partnerships.

Think As a Historian, page 666

The two statements agree on the main points—that free trade, which is an example of globalization,
means the loss of many U.S. jobs because of foreign competition. Sanders sees nothing good about
free trade, however, whereas Hogan says that many U.S. workers have benefited. Sanders’s negative
statement is aimed to influence voters to vote for him. Hogan’s statement is part of a report on the
knowledge economy, and acknowledges the inevitable loss of jobs but sees opportunities as well in the
wake of globalization. It takes a more positive approach to what seems to be an inevitable trend.

Reflect on the Topic Essential Question, page 666

1. Students should mention the growth of free-market economies and the knowledge economy, the
shift of manufacturing, free-trade organizations, and multinational corporations.

Topic 9.5 Calls for Reforms and Responses

Questions are on pages 676–677.
Item Answer Thinking Skill Reasoning Process Theme Historical Text
Number Developments Pages
Multiple-Choice Questions

1 A Contextualization Continuity/Change SIO KC-6.3.III.ii 670–

672

2 C Contextualization Causation SIO KC-6.3.III.ii 671–

672

3 A Connections Comparison SIO KC-6.3.III.ii 671–

672

©Perfection Learning ® World History: Modern Answer Key 91

 Short-Answer Questions

1A See below. Arguments Continuity/Change SIO KC-6.3.III.i 497–

498,
673

1B See below. Contextualization Continuity/Change SIO KC-6.3.III.i 673

1C See below. Connections Comparison SIO KC-6.3.III.ii 670–

671,
673

2A See below. Developments Continuity/Change SIO KC-6.3.III.i 667

2B See below. Contextualization Causation SIO KC-6.3.III.ii 599–

600,
669

2C See below. Contextualization Causation SIO KC-6.3.III.i 668

Short-Answer Question Responses

1A. Tiananmen Square represented a continuation of the May Fourth Movement 70 years before. Both
movements were led by pro-democracy activists.
1B. The Chinese government did attack the protesters and killed hundreds, if not thousands, of them. It
has tried to erase the Tiananmen Square protest from history so that it won’t inspire future protesters.
Chai was probably correct in believing that he would be killed for his part in the protest.
1C. Black protests in South Africa were crushed violently by the government, just as the Tiananmen
Square protest was crushed by the Chinese government.
2A. In the United States, desegregation of schools helped bring about educational equality for African
Americans. It affected social structures by bringing blacks and whites together in schools rather than
being educated separately. (Along with the Civil Rights Act and other legislation, it also helped improve
opportunities for African Americans.).
2B. People worked to get the United Nations to adopt the Universal Declaration of Human Rights,
which states that everyone is entitled to these rights without distinctions based on race, class, sex,
religion, or other status
2C. The United Nations held the first World Conference on Women in 1975, which brought together
representatives from 133 nations to plan for the advancement of women over the next decade.

Think As a Historian: Human Rights in a Digital Age, page 678

Students’ answers will vary, but they might mention efforts by extremists to promote conspiracy
theories, advocate white supremacy, or deny the Holocaust; attempts by one country to use social media
to sway elections or create social conflict in another country; or uses of technology by companies and
governments to gather information on individuals that would have been private in the past.

Reflect on the Topic Essential Question, page 678

1. Students should discuss the UN’s promotion of human rights through the Universal Declaration,
UNICEF, and the World Court; pro-democracy movements; and movements for gender and racial
equality, environmental repair, and economic fairness.

92 World History: Modern Answer Key ©Perfection Learning ®

 Topic 9.6 Globalized Culture
Questions are on pages 685–687.
Item Answer Thinking Skill Reasoning Process Theme Historical Text
Number Developments Pages
Multiple-Choice Questions
1 A Contextualization Causation CDI KC-6.3.IV.ii 512–
513
2 C Claims Continuity/Change CDI KC-6.3.IV.iii 682
3 A Claims Continuity/Change CDI KC-6.3.IV.ii 679–
683
Short-Answer Questions
1A See below. Connections Continuity/Change CDI KC-6.2.IV.C 633,
679,
682–
683
1B See below. Connections Continuity/Change CDI KC-6.3.IV.ii 682–
683
1C See below. Connections Continuity/Change CDI KC-6.3.IV.iii 681–
683
2A See below. Contextualization Causation CDI KC-6.3.IV.i 680
2B See below. Contextualization Causation CDI KC-6.3.IV.i 680
2C See below. Contextualization Causation CDI KC-6.3.IV.iii 682

Short-Answer Question Responses

1A. Today, social media such as Facebook and Twitter provide a means of communicating
instantaneously, helping to inspire and motivate activists—a fact that has caused some countries, such
as China, to ban social media from outside the country. The Chinese government censors any criticism
of the Communist Party.
1B. Facebook, Twitter, and other forms of social media played a part in the “Arab Spring,” a series
of antigovernmental protests and uprisings that spread from country to country in North Africa and
the Middle East as people shared their protest experiences on social media. Malala Yousafzai has
acknowledged the effectiveness of social media as a tool for good.
1C. Globalization since the Cold War has taken place increasingly on the Internet, which has become
a major source of information. It allows information (and disinformation) to be communicated
instantaneously around the world.
2A. Movies created a culture shared throughout the nation and around the world. Hollywood’s movies
carried American culture and the English language all over the world.
2B. Changes in the arts reflected changes in long-held beliefs, such as Einstein’s ideas about physical
reality, Freud’s examination of the human psyche, and Sartre’s idea that nothing has meaning. Cubist
art challenged perspective, stream-of-consciousness writing rebelled against traditional narrative forms,
and atonal music explored new forms of musical expression outside of familiar tonalities.
2C. Online commerce makes shopping a global affair, with sites like Amazon, eBay, and Alibaba
providing huge selections of products to an international market.

Think As a Historian: Compare Periods of Globalization, page 687

1. During the years 1870–1914, the exchanges were initiated by the imperial powers, which saw
colonies as a source of raw materials for their factories and as a market for manufactured goods.
The colonies did not have much choice in the matter. The globalization that has taken place since

©Perfection Learning ® World History: Modern Answer Key 93

 1960 has been less coercive and more insidious: it has occurred largely as a result of television
and, more recently, the Internet, but also because of global brands such as McDonald’s, Nike,
Apple, and Coke.
2. The British, Dutch, French, and other colonial powers led the way in 1870–1914. The United
States has led the way since 1960.
3. Capitalism—the desire to make profits—has led the way in globalization. In 1870–1914, colonies
provided markets for goods manufactured in Europe. Today, in an effort to remain profitable,
many American and European companies have shifted their manufacturing to Asia and Latin
America, where goods can be produced more cheaply because of lower wages and fewer safety
regulations.
4. Knowledge economies are a recent development. As industrial production and manufacturing have
moved offshore, knowledge economies spurred by developments in communications technology
have largely replaced them in the United States and Europe. They are beginning to do the same in
some other countries, such as Japan and India.

Reflect on the Topic Essential Question, page 687

1. Students should mention the political, social, and artistic changes brought about by the
globalization of ideas; the globalization of popular culture; the global consumer culture; and the
effects of global culture on religions.

Topic 9.7 Resistance to Globalization

Questions are on pages 693–694.
Item Answer Thinking Skill Reasoning Process Theme Historical Text
Number Developments Pages
Multiple-Choice Questions

1 B Claims Causation CDI KC-6.3.IV.iv 688–

692

2 C Contextualization Causation CDI KC-6.3.IV.iv 688,

690–
691

3 A Sources Causation CDI KC-6.3.IV.iv 688,

690–
691
Short-Answer Questions

1A See below. Connections Comparison CDI KC-6.3.IV.iv 277,

333–
334

1B See below. Argumentation Causation CDI KC-6.3.IV.iv 691–

692

1C See below. Argumentation Continuity/Change CDI KC-6.3.IV.iv 688,

692

2A See below. Contextualization Continuity/Change CDI KC-6.3.IV.iv 688

2B See below. Contextualization Causation CDI KC-6.3.IV.iv 691–

692

2C See below. Contextualization Causation CDI KC-6.3.IV.iv 691

94 World History: Modern Answer Key ©Perfection Learning ®

Short-Answer Question Responses
1A. Jean-Jacques Rousseau criticized how society taught people to behave. Karl Marx criticized how
capitalism dehumanized workers. John Stuart Mill questioned whether the modern economic system
made people better off.
1B. Consumers don’t trust transnational companies to behave responsibly.
1C. Countries like Saudi Arabia and China have resisted cultural globalization. They restrict how
people and ideas cross borders, but they want goods and money to flow freely.
2A. North Korea has resisted economic and cultural globalization.
2B. Many people object to the fact that consumers buy products with a few clicks of the mouse without
having any idea of who creates those products and what the short- and long-term costs are, such as poor
working conditions (including child labor).
2C. People have protested the World Bank and the International Monetary Fund because they believe
they favor richer nations over poorer ones.

Think As a Historian: Compare Points of View, page 695

1. The global economy is inevitable, so we should try to make the most of it. His point of view is one
of embracing the inevitable. Companies that were able to adapt to the global economy were able
to thrive, but those that couldn’t often failed.
2. We should resist the global economy in order to protect the American economy and standard of
living. Hoffa’s point of view was that the United States needed to insulate itself from the global
economy. Unions weakened as jobs went overseas, and people who had formerly held union
jobs found their standard of living declining when they had to take lower-paying jobs with fewer
benefits.

Reflect on the Topic Essential Question, page 695

1. Students should discuss the roots of globalization and anti-globalization, the reasons for resistance
to globalization, economic resistance to globalization, and the role of social media in spreading
resistance to globalization.

Topic 9.8 Institutions Developing in a Globalized World

Questions are on pages 703–705.
Item Answer Thinking Skill Reasoning Process Theme Historical Text
Number Developments Pages
Multiple-Choice Questions

1 D Contextualization Causation GOV KC-6.3.II.A 696–

698

2 B Contextualization Causation GOV KC-6.3.II.A 700

3 B Contextualization Causation GOV KC-6.3.II.A 698,

700

©Perfection Learning ® World History: Modern Answer Key 95

 Short-Answer Questions

1A See below. Claims Causation GOV KC-6.3.II.A 696–

698,
700

1B See below. Claims Causation GOV KC-6.3.II.A 700

1C See below. Connections Causation GOV KC-6.3.II.A 667,

679

2A See below. Contextualization Causation GOV KC-6.3.II.A 700

2B See below. Contextualization Causation GOV KC-6.3.II.A 702

2C See below. Contextualization Causation GOV KC-6.3.II.A 701

Short-Answer Question Responses

1A. In spite of its shortcomings, the United Nations has helped develop a global consciousness, giving
all member countries a sense of being part of a worldwide community.
1B. Sometimes the sense of being part of a worldwide community gets stretched to the point of
breaking. The United Kingdom, Singapore, Israel, and the United States left UNESCO in disputes over
politics and priorities. The UK and Singapore rejoined the organization, but the U.S. has not.
1C. The United Nations spearheaded the decolonization process, which resulted in the creation of many
new nations to participate as equals on the world stage.
2A. The UN program Human Rights Watch has monitored human rights abuses in 100 countries.
2B. Established in 1992, the Center for International Humanitarian Cooperation promotes healing and
peace in countries affected by natural disasters, armed conflicts, and ethnic violence.
2C. The International Peace Bureau began working for nuclear disarmament in the 1980s and lobbied
governments to reduce military spending.

Think As a Historian: Compare Two Arguments on the United Nations, pages 705–706
Burke-White argues that the UN offers the best hope for dealing with the challenges and dangers the
global community faces today. Abraham Bell argues that the UN has had little effect in dealing with
those problems and therefore has not had a positive effect. Burke-White mentions a variety of ways
in which the UN can have an effect, including regulating the Internet, responding to global warming,
combating terrorism, and addressing pandemics. Bell mentions the UN’s inability to prevent North
Korea from gaining nuclear weapons as a reason to view the organization as a failure, but he says
nothing about global warming and pandemics, and he actually gives the UN credit for collecting
information about Al Qaeda (although he says the UN has undermined other antiterror efforts, but gives
no examples).

Reflect on the Topic Essential Question, page 706

1. Students should discuss the creation of the United Nations as a successor to the League of
Nations, the UN’s stand on human rights, the UN’s peacekeeping efforts, and other UN priorities
such as protecting refugees and feeding the hungry. They should also mention the role of
international financial NGOs and other NGOs that work for peace and cooperation.

96 World History: Modern Answer Key ©Perfection Learning ®

 Topic 9.9 Continuity and Change in a Globalized World
Reflect on the Essential Question, page 712
1. Students might note that this passage is essentially true today, though it is no longer available
only to inhabitants of London but to people living almost anywhere in the world, and instead of
using a telephone, they would be using a smartphone. And today, the products they ordered would
probably be made in developing countries rather than in one of the old industrial nations, with
overnight shipping available almost anywhere, and same-day shipping in many cities.
There are other changes as well. Women have the right to vote in most countries and barriers based
on sex are being eliminated. Even at that time, cultural exchanges were taking place between
colonies and the lands they governed, but today American popular culture dominates the world,
but with other influences such as reggae, international cuisines, Bollywood, anime, and K-pop.
Streaming video sites such as YouTube help bring new artists a worldwide audience, and the
Internet allows instant communication of news and trends.
2. Students should mention continuity and change in the wake of advances in science and
technology, including medicine, transportation, and communication as well as social, economic,
political, cultural, and environmental changes as a result of globalization.

Write As a Historian, page 714

Students will revise and edit their own LEQ answer.

Unit 9 Review
Long Essay Question, page 715
Item Answer Thinking Skill Reasoning Process Theme Historical Text
Number Developments Pages
1 See below. Contextualization Causation KC-6.1.I.A 633,
709

2 See below. Connections Causation KC-6.1 522,

644

3 See below. Connections Comparison KC-6.2.III.A.ii 574–

575,
589–
591,
592–
593

4 See below. Connections Comparison KC-6.2.IV.C.ii 562–

565

1. Students should note that changes in transportation have made it possible for more people to
migrate more easily from less-developed countries to more-developed ones, creating a “brain
drain” in some countries, and that changes in communication helped bring about the democratic
movements of the “Arab Spring” in North Africa and the Middle East.
2. Students should note that both were worldwide epidemics caused by viruses. However, influenza
spread much more easily and affected a much larger percentage of people in the affected regions.
AIDS could only be spread through bodily fluids, so it was much less contagious and tended to
affect certain more susceptible populations.

©Perfection Learning ® World History: Modern Answer Key 97

 3. Students should mention that both partitions were intended to bring peace by separating people of
different religions—Hindu India and Muslim Pakistan, Jewish Israel and Muslim Palestine—but
that neither brought peace. One difference between the two is that Jews began settling in Palestine
in the late 19th century as a result of the Zionist movement for a Jewish homeland, displacing the
Muslim Arabs who already lived there. However, India’s Muslim minority were not newcomers;
Muslims had been in India since the 7th century.
4. After World War II, the Allies partitioned Germany into four zones. The zones controlled by
Britain, France, and the United States combined to form capitalist West Germany, while the
Soviet-controlled zone became communist East Germany. The Soviet Union occupied North
Korea, which became a communist state, and the United States and its allies occupied the south,
which remains a capitalist nation. North Korea invaded South Korea in an effort to reunite the
country, resulting in the Korean War. Korea is still divided. Neither Germany ever invaded the
other, but in 1990 East and West Germany reunited as one country.

Document-Based Question, page 716

Knowledge concerning diseases, preventative measures, and vaccines have made significant leaps
from the time of the 1600s to present day. This began with medical advancements in understanding the
human body and its functions during the Scientific Revolution, followed by further improvements in
the understanding of the spread of diseases and measures to stop this during the Industrial Revolution.
This progressed to a greater ability of new technologies to aid in determining the complex structures
of many viruses and the ability to create medicines that led to the prevention of illness during the later
20th century. Despite these tremendous gains in medical science, disease is still a problem faced by all
people of the world. People living in developing countries suffer far greater instances of preventable
disease and death. Poverty plays a large role in determining the impact that diseases will have on the
population of a country. However, developed countries also face difficulties in combating diseases
associated with longer life spans.
A United Nations report on HIV/AIDS from 2018 (Doc. 5) clearly shows the large gaps between
developed and developing countries in containing and addressing this epidemic. Nearly 26 million of
the 39 million people in the world in 2016 living with HIV were from Africa. The United Nations map
of the Least Developed Countries (Doc. 6) shows that these countries tend to be heavily clustered in
Africa, with 33 African nations listed, thus showing a connection between these developing countries
and their much higher rates of disease. While HIV/AIDS is not a disease that has a vaccine or is
curable, you still see that countries that are more developed, like Western and Central Europe and North
America, have significantly smaller numbers of infections, with only around 2 million people (Doc. 5).
As an organization designated to seek peace and betterment for the world, the United Nations goal in
publishing this information about the impacts of HIV/AIDS is likely to increase the public’s knowledge
so that more aid and resources can be directed to address the epidemic in these countries. Especially as
the United Nations member states are made up by a majority of developing countries, they would see
the utmost importance in working to address the HIV/AIDS epidemic. An article in The Conversation
reveals other areas where developing countries are suffering higher rates of preventable diseases (Doc.
4). The article highlights that two thirds of the deaths from cholera occur in developing countries. The
article further explains that since cholera is transmitted through contaminated water or food, developing
countries have a much greater difficulty in slowing the spread of this disease because they suffer from
high poverty levels and lack access to clean water, sanitation facilities, and basic infrastructure. Common
civil unrest and refugee problems in developing countries only exacerbate the problem. Yet, if vaccines
were readily available, up to 65% of the population would be protected. A Huffington Post article in
2018 (Doc. 7) corroborates the previous documents’ arguments about cholera (and also HIV/AIDS) but
points out that the issues developing countries face with diseases extend far beyond these more well-
known afflictions. The World Health Organization (WHO) has even designated many of the diseases
impacting the world’s poorest countries as “neglected tropical diseases.” Not only does this lead to many
more deaths from disease, but it further cripples these developing countries’ economies as they spend
significant portions of their limited economies to deal with the impacts of disease. The author of this
article may have wanted to highlight the impact that these unknown diseases have on keeping developing

98 World History: Modern Answer Key ©Perfection Learning ®

 countries locked in a cycle of economic poverty in an attempt to bring light to these diseases so more aid
would be directed to helping less well-known illnesses. These four sources all serve to identify the wide
disparity between the impacts of disease in developing and developed countries.
In contrast, a study conducted by UNICEF in 1996 highlighted the successes being made by
vaccines in eradication of diseases like smallpox (Doc. 1). It explains that while only about 25% of
children in the developing world were receiving vaccines in 1980, that number had grown to over 80%
of infants by 1990. One reason UNICEF may have wanted to focus on this statistic, or even inflate the
numbers, is because they were one of the two groups that called for a commitment to reach the 80%
goal by 1990. This would give them great incentive to ensure either this accurate increase was touted
or could possibly lead to falsification of statistics. The article from The Conversation (Doc. 4) in 2017
serves to counter the hopeful views of UNICEF in 1996 by showing that up to 143,000 people still die
each year from preventable diseases. This article would appear to show that UNICEF and other aid
agencies were not able to continue to improve on advances made between the 1980s and 1990s.
Yet, it is not only developing countries that have been impacted by diseases. Developed countries
also face issues in dealing with diseases and their impacts on the population. Jane Barratt, the Secretary
General of the International Federation on Ageing (Doc. 3) explains that people in high, middle, and
low-income countries are all suffering from the results of longer lives. Despite people in both developed
and developing countries living longer, their lives may be less active and healthy. Many of these people
end up facing chronic diseases like heart disease and diabetes. She specifically points out several highly
developed countries where this is the case – Japan, South Korea, and Germany. Jane Barratt’s purpose
in publishing this article may have been to reveal that living longer lives may not always be positive,
and, in fact, could be causing new diseases associated with less active and healthy lives. Mark Fischetti
in Scientific American (Doc. 2) agrees with Barratt’s concerns. He concurs that in developed nations,
most illness stems from poor lifestyle choices like diet and exercise, but also points out that this is a
growing issue in developing countries. He states that while those countries are finding some success in
ending communicable diseases like malaria, this has the impact of increasing the age of the population.
This puts them at the same risks for those illnesses plaguing developed countries, like heart and lung
disease and back pain. But, he concludes that the developing nature of these countries may allow them
to create health policies that will combat these new threats while eliminating the old.

Practice Exam
The practice exam was revised for the 2020–2021 school year to more closely match the AP® exam. The
following answers are for the practice exam printed in the student book with a copyright of 2021.

Section 1
Questions are on pages 722–744.
Item Answer Thinking Skill Reasoning Process Theme Historical Text Pages
Number Developments
Part A: Multiple-Choice Questions
1 A Sourcing Causation GOV KC-3.1.I.E.ii 46, 106–107
2 D Claims Causation GOV KC-3.1.I.E.ii 46, 106–107

3 B Argumentation Causation ECN KC-3.3.III.A.i, lvi–lvii, 5

KC-3.3.I.B
4 D Developments Causation ENV KC-3.3.III.A.i, vi–lvii, 5
KC-3.3.I.B
5 D Claims Causation CDI KC-3.1.I.E.i 86–91
6 A Developments Continuity/Change GOV KC-3.1.I.E.i 86–91

©Perfection Learning ® World History: Modern Answer Key 99

 Item Answer Thinking Skill Reasoning Process Theme Historical Text Pages
Number Developments
7 A Sourcing Causation CDI KC-4.1.III.B 199–202
8 C Developments Continuity/Change ECN KC-4.1.III.B 199–202, 204
9 A Developments Causation ECN KC-4.1.III.B 199–202, 204
10 B Connections Causation ECN KC-4.3.II.B 95–97,
146–149
11 B Developments Causation TEC KC-4.3.II.B 95–97,
146–149
12 C Contextualization Comparison CDI KC-3.1.I.E.ii 45–46, 49
13 A Claims Continuity/Change SOI KC-3.1.I.E.ii 45–46, 49
14 B Arguments Causation TEC KC-4.3.II, KC- 143, 146–151
4.3.II.B
15 B Connections Continuity/Change CDI KC-4.3.II, KC- 143, 146–151
4.3.II.B
16 D Claims Continuity/Change CDI KC-4.3.I.D, KC- 209–221
4.3.III.iii
17 D Contextualization Causation CDI KC-4.3.I.D 209–221
18 D Connections Continuity/Change ECN KC-5.1.I.A 211–212
19 C Argumentation Continuity/Change ECN KC-4.1.IV.D.i 211–212
20 B Developments Causation ECN KC-4.1.IV.C 211–212, 224,
263
21 A Contextualization Causation ECN KC-5.1.III.A 277, 297, 325
22 D Connections Causation ECN KC-5.1.III.A 277, 325
23 C Developments Comparison ECN KC-5.1.III.A 277, 325
24 B Developments Causation GOV KC-5.2.I.E 408–409
25 B Developments Causation GOV KC-5.2.I.E 408–409
26 B Sourcing Causation ECN KC-5.1.V.A 332–333
27 A Sourcing Comparison ECN KC-5.1.V.A 332–333
28 B Contextualization Continuity/Change ECN KC-5.1.V.A 332–333
29 C Developments Causation ECN KC-5.3.IV.A. 334
30 A Claims Causation ECN KC-5.3.IV.A 334
31 B Connections Comparison ECN KC-5.1.V.A 334
32 A Connections Comparison SIO KC-5.2.II.A 319–320
33 D Sourcing Causation SIO KC-5.2.II.A 319–320
34 C Claims Causation SIO KC-5.2.II.B 454
35 B Contextualization Causation SIO KC-5.2.II.B 319–320, 380
36 A Claims Causation GOV KC-6.2.I.B 494–495
37 A Claims Continuity/Change GOV KC-6.2.I.B 494–495
38 B Sourcing Causation SOI KC-6.2.II.A 392
39 D Developments Causation SOI KC-6.2.II.A 392

100 World History: Modern Answer Key ©Perfection Learning ®

 Item Answer Thinking Skill Reasoning Process Theme Historical Text Pages
Number Developments
40 C Connections Causation ENV KC-6.2.II.A 392
41 D Contextualization Continuity/Change CDI KC-6.2.III.A.ii 579–580
42 C Developments Causation GOV KC-6.2.III.A.ii 579–580
43 A Developments Causation GOV KC-6.2.III.A.ii 579–580
44 C Claims Causation GOV KC-6.2.IV.D 563
45 D Sourcing Continuity/Change GOV KC-6.2.IV.D 563
46 A Sourcing Causation GOV KC-6.2.IV.D 563
47 D Contextualization Causation GOV KC-6.2.II.B, 584–585
KC-6.2.III.A.ii
48 B Contextualization Causation CD1 KC-6.2.II.B, 584–585
KC-6.2.III.A.ii
49 B Connections Comparison GOV KC-6.2.II.B, 584–585
KC-6.2.III.A.ii
50 C Contextualization Continuity/Change ENV KC-6.1.I.B 634–635
51 B Contextualization Continuity/Change SOI KC-6.1.I.B 634–635
52 A Claims Continuity/Change ECN KC-6.1.I.B 634–635
53 D Sourcing Causation CDI KC-6.3.IV 680–683
54 C Claims Causation CDI KC-6.3.IV 680–683
55 A Developments Causation CDI KC-6.3.IV 680–683

Questions are on pages 745–746.

Part B: Short-Answer Questions
1A See below. Connections Comparison SIO KC-4.2.II.B 225
KC-4.2.II.C
1B See below. Connections Comparison SIO KC-4.2.II.B 225–227
KC-4.2.II.C
1C See below. Developments Causation ENV KC-4.1.V.B 211
2A See below. Connections Comparison CDI KC-4.1.VI.i 168
2B See below. Connections Comparison CDI KC-4.1.VI.i 168
2C See below. Contextualization Causation CDI KC-4.1.VI.i 168
3A See below. Contextualization Continuity/Change ECN KC-3.1.I.A.i 77
3B See below. Developments Continuity/Change ECN KC-3.1.I.A.i 78–79
3C See below. Developments Continuity/Change ECN KC-3.1.I.C.i 79–80
4A See below. Connections Continuity/Change GOV KC-6.2.IV.B.i 463,
504, 506
KC-6.2.IV.B.ii
4B See below. Connections Continuity/Change GOV KC-6.2.IV.A.i 474
4C See below. Connections Continuity/Change GOV KC-6.2.I.B 497–499

©Perfection Learning ® World History: Modern Answer Key 101

Short-Answer Question Responses
1A. Both the transatlantic slave trade and slave trade in the other regions targeted Africans.
1B. Most enslaved people in the transatlantic slave trade were from West Africa, whereas most of the
enslaved people in the Indian Ocean slave trade—in Africa, the Middle East, and India—were from
eastern Africa.
1C. The profitability of sugar in European markets dramatically increased the number of Africans
captured and sold through the transatlantic slave trade. Sugar cultivation in Brazil demanded the
constant importation of African labor.
2A. He believed that the selling of indulgences has made people lose respect for the pope.
2B. He says that they are taught that it is more important to buy absolution from punishment for sin
than to give alms to the needy.
2C. Huldrych Zwingli wanted religion to follow the exact teachings of the scriptures and discard
customs.
3A. The Silk Roads were essential to interregional trade between 1200 and 1750.
3B. One change over time was the transfer of a system of credit known as flying cash from China to
Europe, which led to the establishment of banking houses in Europe.
3C. The city of Kashgar was a center of trade where the northern and southern routes of the Silk Roads
crossed. Originally primarily a Buddhist city, it became a center of Islamic scholarship as a result of the
influence of Muslim traders and missionaries traveling on the Silk Roads.
4A. The nations of Europe formed rival alliances for mutual defense that ended up helping to trigger the
two world wars.
4B. The Treaty of Versailles called for the creation of a League of Nations, where all the nations of the
world could convene to discuss conflicts openly and try to avoid future wars.
4C. Japan had already taken control of Korea in 1910, and entered World War I hoping to get German
colonies in Asia and the Pacific at the end of the war. It continued to expand its empire, setting up
the puppet state of Manchukuo in China, then seizing the Philippines, the Dutch East Indies, Malaya,
Burma, and numerous Pacific islands.

Section 2
Part A: Document-Based Question, page 747
1. There are three continuities in the relationship between China and Great Britain between 1792 and
1900: the isolationist attitude of the Chinese, the condescending attitude of the British toward the
Chinese, and the trade in opium.
The letter written by the Chinese emperor and the cartoon showing the reception of Lord Macartney
reveal the isolationist attitude of the Chinese. The cartoon shows the British in a deferential
position, being met with cold indifference from the Chinese court (2). The letter expresses a similar
attitude, indicating in no uncertain terms that there is nothing that the Chinese lack and that the
British (or other Western powers) have nothing the Chinese would be interested in (3).
The attitude of superiority on the part of the British is revealed in Lord Macartney’s description
of his visit to China. He compares the Chinese court to a laughable puppet show he witnessed as a
child (4).
The chart of opium imported into China shows the final continuity. Although amounts varied during
the period, some opium was consistently imported into China (1).

102 World History: Modern Answer Key ©Perfection Learning ®

 There were some changes in relations between the two powers during the period. By the 1830s,
the Chinese were forced to negotiate with Britain regarding opium. The imperial commissioner of
China had to petition and plead with Queen Victoria to have the opium trade stopped (5). On the
British side, Lord Palmerston’s letter and Sir George Staunton’s speech to the House of Commons
reveal some concessions toward the Chinese. Both documents acknowledge the evils of opium
and express an understanding of the Chinese objections to the trade (6, 7). Finally, in the Treaty of
Nanking that ended the Opium War in 1842, the Chinese were forced to cede Hong Kong to the
British in perpetuity.

Part B: Long Essay Question, page 751

Item Answer Thinking Skill Reasoning Process Theme Historical Text Pages
Number Developments
2 See below. Argumentation Continuity/Change CDI KC-3.1.III.D.iv 23–29

3 See below. Argumentation Causation ECN KC-3.1.I.A.ii 27

4 See below. Argumentation Continuity/Change GOV KC-6.2.III.A.ii 390,

496–497,
592

2. Students should note that Hinduism provided some cultural unity throughout South Asia. In
the early 13th century Muslim forces brought Islam to India, and the interaction of Hindus and
Muslims dominated the political history during the Delhi Sultanate, and later during the Mughal
Empire. The Muslims found that they could not force their Hindu and Buddhist subjects to
convert; those who converted to Islam did so voluntarily. With its emphasis on equality of all
believers, Islam appealed to low-caste Hindus. Otherwise, the arrival of Islam did not alter the
caste system in South Asia.
Indian merchants carried their religions to Southeast Asia, where there were Hindu and Buddhist
kingdoms. The Majapahit Kingdom on Java was Buddhist, as were the Sinhala dynasties of Sri
Lanka, which became a center of Buddhist study. The Khmer Empire was originally Hindu, but at
some point the rulers became Buddhist. They added Buddhist sculptures and artwork to temples
without destroying the original Hindu artwork. Islam spread to Sumatra, Java, and the Malay
Peninsula
3. Students should note that trading networks in the Indian Ocean fostered the growth of states. For
example, one Muslim city-state, Malacca, became wealthy by building a navy and imposing fees
on ships that passed through the Strait of Malacca. The Sultan of Malacca became so powerful in
the 1400s that he expanded his state into Sumatra and the southern Malay Peninsula.
4. Students might mention that Britain took control of the entire Indian subcontinent in 1858
following the Sepoy Mutiny. Under the Raj, many Indians attended British universities. In 1885,
several British-educated Indians helped establish the Indian National Congress as a forum to air
grievances to the colonial government. The Congress soon began to call for self-rule.
In the 1920s, Mohandas Gandhi embarked on a campaign of civil disobedience to bring the injustice of
British rule to the world’s attention. Gandhi wore the traditional Hindu dhoti rather than Western-style
clothing as a protest against British fabrics made from Indian cotton and sold to Indians at inflated prices.
He led a march to the Arabian Sea to protest British laws that forbade Indians to produce their own sea salt.
A Muslim leader, Muhammad Ali Jinnah, put forward a two-state approach to Indian independence
as a solution to conflict between Hindus and Muslims. In 1947, Britain divided colonial India into
two separate countries, a mostly Hindu India and a mostly Muslim Pakistan. Violence broke out
immediately as 10 million people moved from one of the new nations to the other. Between 500,000
and one million people died in the political turmoil. Tensions continue to this day, with India and
Pakistan both claiming Kashmir: most of Kashmir’s people were Muslims, but the leader was a Hindu.

©Perfection Learning ® World History: Modern Answer Key 103

 Correlation to the AP® World History: Modern
Course and Exam Description (effective Fall 2019)
Correlation to the Historical Thinking Skills

Historical Thinking Skills Text Pages

1: Developments and Processes—Identify and explain historical developments and processes.

1.A: Identify a historical concept, development, or process. 12, 22, 50, 82, 165, 195, 215, 230, 340, 385,
426, 490, 586, 612, 638, 664

1.B: Explain a historical concept, development, or process. 22, 52, 63, 64, 83, 94, 101, 109, 110, 125, 197,
206, 216, 231, 240, 250, 258, 302, 303, 309,
315, 316, 330, 340, 405, 415, 428, 437, 438,
459, 468, 477, 492, 530, 552, 561, 577, 596,
606, 614, 639, 677

2: Sourcing and Situation—Analyze sourcing and situation of primary and secondary sources.

2.A: Identify a source’s point of view, purpose, historical situation, and/or 30, 83, 92, 119, 174, 206, 239, 257, 295, 302,
audience. 307, 395, 406, 436, 459, 477, 501, 605, 654,
704

2.B: Explain the point of view, purpose, historical situation, and/ or audience 40, 63, 176, 231, 268, 342, 502, 510, 607, 666,
of a source. 687

2.C: Explain the significance of a source’s point of view, purpose, historical 20, 120, 185, 268, 397, 607, 704
situation, and/ or audience, including how these might limit the use(s) of a
source.
3: Claims and Evidence in Sources—Analyze arguments in primary and secondary sources.

3.A: Identify and describe a claim and/or argument in a text-based or non- 32, 41, 217, 230, 241, 258, 315, 342, 373, 386,
text-based source. 427, 436, 613, 686, 693

3.B: Identify the evidence used in a source to support an argument. 134, 152, 206, 217, 322, 479, 560, 576, 647

3.C: Compare the arguments or main ideas of two sources. 134, 284, 296, 500, 577, 695, 705

3.D: Explain how claims or evidence support, modify, or refute a source’s 41, 93, 175, 259, 302, 323, 479, 520, 569, 597
argument.
4: Contextualization—Analyze the context of historical events, developments, or processes.

4.A: Identify and describe a historical context for a specific historical 13, 32, 84, 108, 166, 197, 198, 283, 314, 316,
development or process. 348, 372, 467, 528, 559, 587, 614, 622, 647,
685, 703

4.B: Explain how a specific historical development or process is situated 14, 63, 154, 309, 349, 350, 374, 387, 396, 416,
within a broader historical context. 460, 501, 553, 613, 648, 655, 656, 666, 678,
694

5: Making Connections—Using historical reasoning processes (comparison, causation, continuity and change), analyze
patterns and connections between and among historical developments and processes.

5.A: Identify patterns among or connections between historical 13, 51, 102, 126, 164, 198, 207, 230, 242, 248,
developments and processes. 257, 294, 373, 501, 529, 535, 640, 646, 655

5.B: Explain how a historical development or process relates to another 13, 16, 31, 52, 68, 94, 110, 119, 133, 152, 153,
historical development or process. 175, 207, 208, 216, 217, 241, 249, 283, 295,
296, 308, 322, 324, 331, 341, 356, 386, 405,
428, 442, 490, 510, 518, 529, 561, 568, 569,
570, 577, 578, 587, 588, 606, 622, 640, 655,
665, 677, 687, 705, 715

104 World History: Modern Answer Key ©Perfection Learning ®

 Historical Thinking Skills Text Pages
6: Argumentation—Develop an argument.

6.A: Make a historically defensible claim. 71, 72, 134, 136, 137, 182, 185, 265, 267, 268,
357, 360, 361, 443, 445, 446, 536, 538, 539,
597, 623, 625, 626, 713, 715, 716

6.B: Support an argument using specific and relevant evidence. 42, 71, 72, 136, 137, 183, 184, 185, 267, 268,
• Describe specific examples of historically relevant evidence. 360, 361, 445, 446, 538, 539, 625, 626, 715,
• Explain how specific examples of historically relevant evidence 716
support an argument.

6.C: Use historical reasoning to explain relationships among pieces of 71, 72, 134, 136, 137, 183, 184, 185, 267, 268,
historical evidence. 360, 361, 445, 446, 538, 539, 625, 626, 715,
716

6.D: Corroborate, qualify, or modify an argument using diverse and 71, 72, 136, 137, 183, 184, 185, 267, 268, 360,
alternative evidence in order to develop a complex argument. This 361, 445, 446, 538, 539, 625, 626, 715, 716
argument might:
• Explain nuance of an issue by analyzing multiple variables.
• Explain relevant and insightful connections within and across periods.
• Explain the relative historical significance of a source’s credibility and
limitations.
• Explain how or why a historical claim or argument is or is not effective.

Correlation to the AP® World History: Modern

Course and Exam Description (effective Fall 2019)
Correlation to the Reasoning Processes

Reasoning Processes Text Pages

Reasoning Process 1: Comparison

1.i: Describe similarities and/or differences between different historical developments 68, 133, 136, 361, 622
or processes.

1.ii: Explain relevant similarities and/or differences between specific historical 68, 71, 133, 184, 267, 360, 622, 625,
developments and processes. 715

1.iii: Explain the relative historical significance of similarities and/or differences 69, 360, 445, 715
between different historical developments or processes.
Reasoning Process: Causation

2.i: Describe causes and/or effects of a specific historical development or process. 185, 442, 535

2.ii: Explain the relationship between causes and effects of a specific historical 13, 71, 264, 360, 442, 445, 715
development or process.

2.iii: Explain the difference between primary and secondary causes and between 267, 446, 538, 625
short- and long-term effects.

2.iv: Explain how a relevant context influenced a specific historical development or 181, 625
process.

2.v: Explain the relative historical significance of different causes and/or effects. 136, 268, 535, 626
Reasoning Process: Continuity and Change

3.i: Describe patterns of continuity and/or change over time. 184, 445

3.ii: Explain patterns of continuity and/or change over time. 13, 71, 267, 356, 539

3.iii: Explain the relative historical significance of specific historical developments in 14, 136, 264, 356, 538, 625, 712
relation to a larger pattern of continuity and/or change.

©Perfection Learning ® World History: Modern Answer Key 105

 Correlation to the AP® World History: Modern
Course and Exam Description (effective Fall 2019)
Correlation to the Themes

Themes Text Pages

THEME 1: HUMANS AND THE ENVIRONMENT (ENV)

The environment shapes human societies, and as populations grow and 67-68, 78-79, 96, 121-123, 132, 209-210, 214, 297-
change, these populations in turn shape their environments. 298, 346, 401-402, 634-635, 649-653, 674-675, 712
THEME 2: CULTURAL DEVELOPMENTS AND INTERACTIONS (CDI)

The development of ideas, beliefs, and religions illustrates how groups 8-9, 16-17, 25, 26-27, 56-58, 99-100, 111-113, 167-
in society view themselves, and the interactions of societies and their 173, 236-238, 251-253, 275-281, 333-334, 368-370,
beliefs often have political, social, and cultural implications. 599-600, 669, 679-680, 684

THEME 3: GOVERNANCE (GOV)

A variety of internal and external factors contribute to state formation, 3-4, 9-10, 15-16, 28-29, 34-35, 106-107, 145-151,
expansion, and decline. Governments maintain order through a 157-158, 178-180, 285-290, 316-320, 336-337, 377-
variety of administrative institutions, policies, and procedures, and 384, 453-455, 485-487, 503-506, 521-522, 555-556,
governments obtain, retain, and exercise power in different ways and 571-572, 579-585, 601-602
for different purposes.

THEME 4: ECONOMIC SYSTEMS (ECN)

As societies develop, they affect and are affected by the ways that they 4-6, 15-16, 17, 53-54, 79-81, 96, 162-163, 199-201,
produce, exchange, and consume goods and services. 211, 222-226, 232-234, 261-264, 304-306, 312-313,
325-327, 407-413, 417-419, 480-483, 532-533, 619-
620, 659-661
THEME 5: SOCIAL INTERACTIONS AND ORGANIZATION (SIO)

The process by which societies group their members and the norms 6-7, 18, 23-24, 47-48, 131-132, 327-328, 343-346,
that govern the interactions between these groups and between 354-356, 423-424, 434-435, 618-619, 641-644, 667-
individuals influence political, economic, and cultural institutions and 669, 670-674
organization.
THEME 6: TECHNOLOGY AND INNOVATION (TEC)

Human adaptation and innovation have resulted in increased efficiency, 194, 298-299, 310-311, 398-399, 469-471, 492, 557,
comfort, and security, and technological advances have shaped human 633-634, 635-636, 707-709
development and interactions with both intended and unintended
consequences.

106 World History: Modern Answer Key ©Perfection Learning ®

 Correlation to the AP® World History: Modern
Course and Exam Description (effective Fall 2019)
Correlation to the Course Content

Unit / Period Topic Learning Objective, Key Concepts, and Historical Developments Text Pages
UNIT 1: The Governance [GOV]: A variety of internal and external factors contribute to state formation, expansion,
Global Tapestry and decline. Governments maintain order through a variety of administrative institutions, policies, and
c. 1200 to c. 1450 procedures, and governments obtain, retain, and exercise power in different ways and for different
purposes.
Unit 1: Learning Objective A—Explain the systems of government employed by Chinese dynasties and
how they developed over time.
TOPIC 1.1: HISTORICAL DEVELOPMENTS
Developments in KC-3.2.I.A—Empires and states in Afro-Eurasia and the Americas 3
East Asia from c. demonstrated continuity, innovation, and diversity in the 13th
1200 to c. 1450 century. This included the Song Dynasty of China, which utilized
traditional methods of Confucianism and an imperial bureaucracy
to maintain and justify its rule.
Cultural Developments and Interactions [CDI]: The development of ideas, beliefs, and religions illustrates
how groups in society view themselves, and the interactions of societies and their beliefs often have
political, social, and cultural implications.

Unit 1: Learning Objective B—Explain the effects of Chinese cultural traditions on East Asia over time.

TOPIC 1.1: HISTORICAL DEVELOPMENTS

Developments in KC-3.1.III.D.i—Chinese cultural traditions continued, and they 7
East Asia from c. influenced neighboring regions.
1200 to c. 1450
KC-3.1.III.D.ii—Buddhism and its core beliefs continued to shape 8-9
societies in Asia and included a variety of branches, schools, and
practices.
Economics Systems [ECN]: As societies develop, they affect and are affected by the ways that they
produce, exchange, and consume goods and services.

Unit 1: Learning Objective C—Explain the effects of innovation on the Chinese economy over time.

TOPIC 1.1: HISTORICAL DEVELOPMENTS

Developments in KC-3.3.III.A.i—The economy of Song China became increasingly 4-5
East Asia from c. commercialized while continuing to depend on free peasant and
1200 to c. 1450 artisanal labor.

KC-3.1.I.D—The economy of Song China flourished as a result of 4-5

increased productive capacity, expanding trade networks, and
innovations in agriculture and manufacturing.

©Perfection Learning ® World History: Modern Answer Key 107

 Unit / Period Topic Learning Objective, Key Concepts, and Historical Developments Text Pages
UNIT 1: The Cultural Developments and Interactions [CDI]: The development of ideas, beliefs, and religions illustrates
Global Tapestry how groups in society view themselves, and the interactions of societies and their beliefs often have
c. 1200 to c. 1450 political, social, and cultural implications.

Unit 1: Learning Objective D—Explain how systems of belief and their practices affected society in the
period from c. 1200 to c. 1450.
TOPIC 1.2: HISTORICAL DEVELOPMENTS
Developments in KC-3.1.III.D.iii—Islam, Judaism, Christianity, and the core beliefs 15
Dar al-Islam from c. and practices of these religions continued to shape societies in
1200 to c. 1450 Africa and Asia.

Governance [GOV]: A variety of internal and external factors contribute to state formation, expansion,
and decline. Governments maintain order through a variety of administrative institutions, policies, and
procedures, and governments obtain, retain, and exercise power in different ways and for different
purposes.

Unit 1: Learning Objective E—Explain the causes and effects of the rise of Islamic states over time.

TOPIC 1.2: HISTORICAL DEVELOPMENTS

Developments in KC-3.2.I—As the Abbasid Caliphate fragmented, new Islamic 16
Dar al-Islam from c. political entities emerged, most of which were dominated by
1200 to c. 1450 Turkic peoples. These states demonstrated continuity, innovation,
and diversity.

KC-3.1.III.A—Muslim rule continued to expand to many parts of 15-16

Afro-Eurasia due to military expansion, and Islam subsequently
expanded through the activities of merchants, missionaries, and
Sufis.
Technology and Innovation [TEC]: Human adaptation and innovation have resulted in increased
efficiency, comfort, and security, and technological advances have shaped human development and
interactions with both intended and unintended consequences.

Unit 1: Learning Objective F—Explain the effects of intellectual innovation in Dar al-Islam.

TOPIC 1.2: HISTORICAL DEVELOPMENTS

Developments in KC-3.2.II.A.i—Muslim states and empires encouraged significant 17-18
Dar al-Islam from c. intellectual innovations and transfers.
1200 to c. 1450

UNIT 1: The Cultural Developments and Interactions [CDI]: The development of ideas, beliefs, and religions illustrates
Global Tapestry how groups in society view themselves, and the interactions of societies and their beliefs often have
c. 1200 to c. 1450 political, social, and cultural implications.
Unit 1: Learning Objective G—Explain how the various belief systems and practices of South and
Southeast Asia affected society over time.
TOPIC 1.3: HISTORICAL DEVELOPMENTS
Developments KC-3.1.III.D.iv—Hinduism, Islam, and Buddhism, and their core 24-25
in South and beliefs and practices, continued to shape societies in South and
Southeast Asia from Southeast Asia.
c. 1200 to c. 1450

Governance [GOV]: A variety of internal and external factors contribute to state formation, expansion,
and decline. Governments maintain order through a variety of administrative institutions, policies, and
procedures, and governments obtain, retain, and exercise power in different ways and for different
purposes.
Unit 1: Learning Objective H—Explain how and why various states of South and Southeast Asia
developed and maintained power over time.
TOPIC 1.3: HISTORICAL DEVELOPMENTS
Developments KC-3.2.I.B.i—State formation and development demonstrated 28-29
in South and continuity, innovation, and diversity, including the new Hindu and
Southeast Asia from Buddhist states that emerged in South and Southeast Asia.
c. 1200 to c. 1450

108 World History: Modern Answer Key ©Perfection Learning ®

 Unit / Period Topic Learning Objective, Key Concepts, and Historical Developments Text Pages
UNIT 1: The Governance [GOV]: A variety of internal and external factors contribute to state formation, expansion,
Global Tapestry and decline. Governments maintain order through a variety of administrative institutions, policies, and
c. 1200 to c. 1450 procedures, and governments obtain, retain, and exercise power in different ways and for different
purposes.

Unit 1: Learning Objective I—Explain how and why states in the Americas developed and changed over
time.
TOPIC 1.4: State HISTORICAL DEVELOPMENTS
Building in the
KC-3.2.I.D.i—In the Americas, as in Afro-Eurasia, state systems 33-39
Americas
demonstrated continuity, innovation, and diversity, and expanded
in scope and reach.

UNIT 1: The Governance [GOV]: A variety of internal and external factors contribute to state formation, expansion,
Global Tapestry and decline. Governments maintain order through a variety of administrative institutions, policies, and
c. 1200 to c. 1450 procedures, and governments obtain, retain, and exercise power in different ways and for different
purposes.
Unit 1: Learning Objective J—Explain how and why states in Africa developed and changed over time.

TOPIC 1.5: State HISTORICAL DEVELOPMENTS

Building in Africa KC-3.2.I.D.ii—In Africa, as in Eurasia and the Americas, state 43-49
systems demonstrated continuity, innovation, and diversity and
expanded in scope and reach.

UNIT 1: The Cultural Developments and Interactions [CDI]: The development of ideas, beliefs, and religions illustrates
Global Tapestry how groups in society view themselves, and the interactions of societies and their beliefs often have
c. 1200 to c. 1450 political, social, and cultural implications.
Unit 1: Learning Objective K—Explain how the beliefs and practices of the predominant religions in
Europe affected European society.
TOPIC 1.6: HISTORICAL DEVELOPMENTS
Developments in KC-3.1.III.D.v—Christianity, Judaism, Islam, and the core beliefs and 56-58
Europe from c. 1200 practices of these religions continued to shape societies in Europe.
to c. 1450

Governance [GOV]: A variety of internal and external factors contribute to state formation, expansion,
and decline. Governments maintain order through a variety of administrative institutions, policies, and
procedures, and governments obtain, retain, and exercise power in different ways and for different
purposes.
Unit 1: Learning Objective L—Explain the causes and consequences of political decentralization in Europe
from c. 1200 to c. 1450.
TOPIC 1.6: HISTORICAL DEVELOPMENTS
Developments in KC-3.2.I.B.ii—Europe was politically fragmented and characterized 53-56
Europe from c. 1200 by decentralized monarchies, feudalism, and the manorial system.
to c. 1450

Social Interactions and Organization [SIO]: The process by which societies group their members and the
norms that govern the interactions between these groups and between individuals influence political,
economic, and cultural institutions and organization.

Unit 1: Learning Objective M—Explain the effects of agriculture on social organization in Europe from c.
1200 to c. 1450.
TOPIC 1.6: HISTORICAL DEVELOPMENTS
Developments in KC-3.3.III.C—Europe was largely an agricultural society dependent 54
Europe from c. 1200 on free and coerced labor, including serfdom.
to c. 1450

©Perfection Learning ® World History: Modern Answer Key 109

 Unit / Period Topic Learning Objective, Key Concepts, and Historical Developments Text Pages
UNIT 1: The Unit 1: Learning Objective N—Explain the similarities and differences in the processes of state formation
Global Tapestry from c. 1200 to c. 1450.
c. 1200 to c. 1450 TOPIC 1.7: REVIEW: UNIT 1 KEY CONCEPTS
Comparison in the KC-3.2—State formation and development demonstrated 3
Period from c. 1200 continuity, innovation, and diversity in various regions.
to c. 1450
KC-3.2.I—As the Abbasid Caliphate fragmented, new Islamic 16
political entities emerged, most of which were dominated by
Turkic peoples. These states demonstrated continuity, innovation,
and diversity.

KC-3.2.I.A—Empires and states in Afro-Eurasia and the Americas 3

demonstrated continuity, innovation, and diversity in the 13th
century. This included the Song Dynasty of China, which utilized
traditional methods of Confucianism and an imperial bureaucracy
to maintain and justify its rule.

KC-3.2.I.B.i—State formation and development demonstrated 28-29

continuity, innovation, and diversity, including the new Hindu and
Budd

HIST states that emerged in South and Southeast Asia. 24-25

KC-3.2.I.D.i—In the Americas, as in Afro-Eurasia, state systems 33-39

demonstrated continuity, innovation, and diversity, and expanded
in scope and reach.

KC-3.2.I.D.ii—In Africa, as in Eurasia and the Americas, state 43-49

systems demonstrated continuity, innovation, and diversity, and
expanded in scope and reach.

UNIT 2: Economics Systems [ECN]: As societies develop, they affect and are affected by the ways that they
Networks of produce, exchange, and consume goods and services.
Exchange c. 1200
to c. 1450 Unit 2: Learning Objective A—Explain the causes and effects of growth of networks of exchange after
1200.

TOPIC 2.1: The Silk HISTORICAL DEVELOPMENTS

Roads KC-3.1.I.A.i—Improved commercial practices led to an increased 77-78
volume of trade and expanded the geographical range of existing
trade routes— including the Silk Roads—promoting the growth of
powerful new trading cities.

KC-3.1.I.C.i—The growth of interregional trade in luxury 78-80

goods was encouraged by innovations in previously existing
transportation and commercial technologies, including the
caravanserai, forms of credit, and the development of money
economies.

KC-3.3.I.B—Demand for luxury goods increased in Afro- Eurasia. 81

Chinese, Persian, and Indian artisans and merchants expanded
their production of textiles and porcelains for export; manufacture
of iron and steel expanded in China.

110 World History: Modern Answer Key ©Perfection Learning ®

 Unit / Period Topic Learning Objective, Key Concepts, and Historical Developments Text Pages
UNIT 2: Governance [GOV]: A variety of internal and external factors contribute to state formation, expansion,
Networks of and decline. Governments maintain order through a variety of administrative institutions, policies, and
Exchange c. 1200 procedures, and governments obtain, retain, and exercise power in different ways and for different
to c. 1450 purposes.
Unit 2: Learning Objective B—Explain the process of state building and decline in Eurasia over time.

TOPIC 2.2: The HISTORICAL DEVELOPMENTS

Mongol Empire and KC-3.2.I.B.iii—Empires collapsed in different regions of the world 85-87
the Making of the and in some areas were replaced by new imperial states, including
Modern World the Mongol khanates.

Economics Systems [ECN]: As societies develop, they affect and are affected by the ways that they
produce, exchange, and consume goods and services.

Unit 2: Learning Objective C—Explain how the expansion of empires influenced trade and
communication over time.
TOPIC 2.2: The HISTORICAL DEVELOPMENTS
Mongol Empire and KC-3.1.I.E.i—The expansion of empires—including the Mongols— 87-90
the Making of the facilitated Afro-Eurasian trade and communication as new people
Modern World were drawn into their conquerors’ economies and trade networks.

Cultural Developments and Interactions [CDI]: The development of ideas, beliefs, and religions illustrates
how groups in society view themselves, and the interactions of societies and their beliefs often have
political, social, and cultural implications.

Unit 2: Learning Objective D—Explain the significance of the Mongol Empire in larger patterns of
continuity and change.
TOPIC 2.2: The HISTORICAL DEVELOPMENTS
Mongol Empire and KC-3.2.II.A.ii—Interregional contacts and conflicts between states 90-91
the Making of the and empires, including the Mongols, encouraged significant
Modern World technological and cultural transfers.

©Perfection Learning ® World History: Modern Answer Key 111

 Unit / Period Topic Learning Objective, Key Concepts, and Historical Developments Text Pages
UNIT 2: Economics Systems [ECN]: As societies develop, they affect and are affected by the ways that they
Networks of produce, exchange, and consume goods and services.
Exchange c. 1200
to c. 1450 Unit 2: Learning Objective E—Explain the causes of the growth of networks of exchange after 1200.

TOPIC 2.3: HISTORICAL DEVELOPMENTS

Exchange in the KC-3.1.I.A.ii—Improved transportation technologies and 95-96, 98
Indian Ocean commercial practices led to an increased volume of trade and
expanded the geographical range of existing trade routes,
including the Indian Ocean, promoting the growth of powerful
new trading cities.

KC-3.1.I.C.ii—The growth of interregional trade in luxury goods 97

was encouraged by significant innovations in previously existing
transportation and commercial technologies, including the use of
the compass, the astrolabe, and larger ship designs.

KC-3.1.I.A.iii—The Indian Ocean trading network fostered the 97

growth of states.
Cultural Developments and Interactions [CDI]: The development of ideas, beliefs, and religions illustrates
how groups in society view themselves, and the interactions of societies and their beliefs often have
political, social, and cultural implications.
Unit 2: Learning Objective F—Explain the effects of the growth of networks of exchange after 1200.

TOPIC 2.3: HISTORICAL DEVELOPMENTS

Exchange in the KC-3.1.III.B—In key places along important trade routes, merchants
Indian Ocean set up diasporic comm

Unities where they introduced their own cultural traditions 97-98

into the indigenous cultures and, in turn, indigenous cultures
influenced merchant cultures.

KC-3.2.II.A.iii—Interregional contacts and conflicts between states 99-100

and empires encouraged significant technological and cultural
transfers, including during Chinese maritime activity led by Ming
Admiral Zheng He.
Humans and the Environments [ENV]: The environment shapes human societies, and as populations grow
and change, these populations in turn shape their environments.

Unit 2: Learning Objective G—Explain the role of environmental factors in the development of networks
of exchange in the period from c. 1200 to c. 1450.
TOPIC 2.3: HISTORICAL DEVELOPMENTS
Exchange in the KC-3.1.II.A.i—The expansion and intensification of longdistance 96
Indian Ocean trade routes often depended on environmental knowledge,
including advanced knowledge of the monsoon winds.

112 World History: Modern Answer Key ©Perfection Learning ®

 Unit / Period Topic Learning Objective, Key Concepts, and Historical Developments Text Pages
UNIT 2: Technology and Innovation [TEC]: Human adaptation and innovation have resulted in increased
Networks of efficiency, comfort, and security, and technological advances have shaped human development and
Exchange c. 1200 interactions with both intended and unintended consequences.
to c. 1450 Unit 2: Learning Objective H—Explain the causes and effects of the growth of trans-Saharan trade.

TOPIC 2.4: Trans- HISTORICAL DIFFERENCES

Saharan Trade
KC-3.1.II.A.ii—The growth of interregional trade was encouraged 103-105
Routes
by innovations in existing transportation technologies.

KC-3.1.I.A.iv—Improved transportation technologies and 105

commercial practices led to an increased volume of trade and
expanded the geographical range of existing trade routes,
including the trans-Saharan trade network.
Governance [GOV]: A variety of internal and external factors contribute to state formation, expansion,
and decline. Governments maintain order through a variety of administrative institutions, policies, and
procedures, and governments obtain, retain, and exercise power in different ways and for different
purposes.

Unit 2: Learning Objective I—Explain how the expansion of empires influenced trade and communication
over time.
TOPIC 2.4: Trans- HISTORICAL DEVELOPMENTS
Saharan Trade KC-3.1.I.E.ii—The expansion of empires—including Mali in West 105-107
Routes Africa–facilitated Afro-Eurasian trade and communication as new
people were drawn into the economies and trade networks.

UNIT 2: Cultural Developments and Interactions [CDI]: The development of ideas, beliefs, and religions illustrates
Networks of how groups in society view themselves, and the interactions of societies and their beliefs often have
Exchange c. 1200 political, social, and cultural implications.
to c. 1450
Unit 2: Learning Objective J—Explain the intellectual and cultural effects of the various networks of
exchange in Afro-Eurasia from c. 1200 to c. 1450.

TOPIC 2.5: Cultural HISTORICAL DEVELOPMENTS

Consequences of KC-3.1.III.D—Increased cross-cultural interactions resulted in the 111-114
Connectivity diffusion of literary, artistic, and cultural traditions, as well as
scientific and technological innovations.

KC-3.3.II—The fate of cities varied greatly, with periods of 114-115

significant decline and periods of increased urbanization, buoyed
by rising productivity and expanding trade networks.

KC-3.1.III.C—As exchange networks intensified, an increasing 115-116

number of travelers within Afro- Eurasia wrote about their travels.

UNIT 2: Humans and the Environments [ENV]: The environment shapes human societies, and as populations grow
Networks of and change, these populations in turn shape their environments.
Exchange c. 1200
to c. 1450 Unit 2: Learning Objective K—Explain the environmental effects of the various networks of exchange in
Afro-Eurasia from c. 1200 to c. 1450.
TOPIC 2.6: HISTORICAL DEVELOPMENTS
Environmental KC-3.1.IV—There was continued diffusion of crops and pathogens, 121-123
Consequences of with epidemic diseases, including the bubonic plague, along trade
Connectivity routes.

©Perfection Learning ® World History: Modern Answer Key 113

 Unit / Period Topic Learning Objective, Key Concepts, and Historical Developments Text Pages
UNIT 2: Unit 2: Learning Objective L—Explain the similarities and differences among the various networks of
Networks of exchange in the period from c. 1200 to c. 1450.
Exchange c. 1200 REVIEW: UNIT 2 KEY CONCEPTS
TOPIC 2.7:
to c. 1450 Comparison of KC-3.1—A deepening and widening of networks of human 131-132
Economic Exchange interaction within and across regions contributed to cultural,
technological, and biological diffusion within and between various
societies.

KC-3.1.I.A.i—Improved commercial practices led to an increased 127-128

volume of trade and expanded the geographical range of existing
trade routes—including the Silk Roads—promoting the growth of
powerful new trading cities.

KC-3.1.I.C.i—The growth of interregional trade in luxury 129-131

goods was encouraged by innovations in previously existing
transportation and commercial technologies, including the
caravanserai, forms of credit, and the development of money
economies.

KC-3.3—Changes in trade networks resulted from and stimulated 132

increasing productive capacity, with important implications for
social and gender structures and environmental processes.

KC-3.3.I.B—Demand for luxury goods increased in Afro-Eurasia. 131

Chinese, Persian, and Indian artisans and merchants expanded
their production of textiles and porcelains for export; manufacture
of iron and steel expanded in China.

UNIT 3: Land- Governance [GOV]: A variety of internal and external factors contribute to state formation, expansion,
Based Empires c. and decline. Governments maintain order through a variety of administrative institutions, policies, and
1450 to c. 1750 procedures, and governments obtain, retain, and exercise power in different ways and for different
purposes.
Unit 3: Learning Objective A—Explain how and why various land-based empires developed and
expanded from 1450 to 1750.
TOPIC 3.1: Empires HISTORICAL DEVELOPMENTS
Expand KC-4.3.II—Imperial expansion relied on the increased use of 143
gunpowder, cannons, and armed trade to establish large empires
in both hemispheres.

KC-4.3.II.B—Land empires included the Manchu in Central and 145-149

East Asia; the Mughal in South and Central Asia; the Ottoman
in Southern Europe, the Middle East, and North Africa; and the
Safavids in the Middle East.

KC-4.3.III.i—Political and religious disputes led to rivalries and 146, 149-

conflict between states. 151

UNIT 3: Land- Governance [GOV]: A variety of internal and external factors contribute to state formation, expansion,
Based Empires c. and decline. Governments maintain order through a variety of administrative institutions, policies, and
1450 to c. 1750 procedures, and governments obtain, retain, and exercise power in different ways and for different
purposes.
Unit 3: Learning Objective B—Explain how rulers used a variety of methods to legitimize and consolidate
their power in land-based empires from 1450 to 1750.
TOPIC 3.2: Empires: HISTORICAL DEVELOPMENTS
Administration KC-4.3.I.C—Recruitment and use of bureaucratic elites, as well as 155-160
the development of military professionals, became more common
among rulers who wanted to maintain centralized control over
their populations and resources.

KC-4.3.I.A—Rulers continued to use religious ideas, art, and 160-162

monumental architecture to legitimize their rule.

KC-4.3.I.D—Rulers used tribute collection, tax farming, and 162-163

innovative tax-collection systems to generate revenue in order to
forward state power and expansion.

114 World History: Modern Answer Key ©Perfection Learning ®

 Unit / Period Topic Learning Objective, Key Concepts, and Historical Developments Text Pages
UNIT 3: Land- Cultural Developments and Interactions [CDI]: The development of ideas, beliefs, and religions illustrates
Based Empires c. how groups in society view themselves, and the interactions of societies and their beliefs often have
1450 to c. 1750 political, social, and cultural implications.

Unit 3: Learning Objective C—Explain continuity and change within the various belief systems during the
period from 1450 to 1750.
TOPIC 3.3: Empires: HISTORICAL DEVELOPMENTS
Belief Systems KC-4.1.VI.i—The Protestant Reformation marked a break with 167-170
existing Christian traditions and both the Protestant and Catholic
reformations contributed to the growth of Christianity.

KC-4.1.VI.ii—Political rivalries between the Ottoman and Safavid 172-173

empires intensified the split within Islam between Sunni and Shi’a.

KC-4.1.VI.iii—Sikhism developed in South Asia in a context of 172

interactions between Hinduism and Islam.

UNIT 3: Land- Unit 3: Learning Objective D—Compare the methods by which various empires increased their influence
Based Empires c. from 1450 to 1750.
1450 to c. 1750 TOPIC 3.4: REVIEW: UNIT 3 KEY CONCEPTS
Comparison in KC-4.1—The interconnection of the Eastern and Western 177
Land-Based Empires Hemispheres made possible by transoceanic voyaging, transformed
trade and had a significant social impact on the world.

KC-4.1.VI—In some cases, the increase and intensification of 177-178

interactions between newly connected hemispheres expanded
the reach and furthered development of existing religions, and
contributed to religious conflicts and the development of syncretic
belief systems and practices.

KC-4.3—Empires achieved increased scope and influence around 181

the world, shaping and being shaped by the diverse populations
they incorporated.

KC-4.3.II—Imperial expansion relied on the increased use of 178

gunpowder, cannons, and armed trade to establish large empires
in both hemispheres.

KC-4.3.II.B—Land empires included the Manchu in Central and 178-179

East Asia; Mughal in South and Central Asia; Ottoman in Southern
Europe, the Middle East, and North Africa; and the Safavids in the
Middle East.

KC-4.3.III.i—Political and religious disputes led to rivalries and 178

conflict between states.

UNIT 4: Technology and Innovation [TEC]: Human adaptation and innovation have resulted in increased
Transoceanic efficiency, comfort, and security, and technological advances have shaped human development and
Interconnections interactions with both intended and unintended consequences.
c. 1450 to c. 1750 Unit 4: Learning Objective A—Explain how cross-cultural interactions resulted in the diffusion of
technology and facilitated changes in patterns of trade and travel from 1450 to 1750.

TOPIC 4.1: HISTORICAL DEVELOPMENTS

Technological KC-4.1.II—Knowledge, scientific learning, and technology from the 192-193
Innovations from Classical, Islamic, and Asian worlds spread, facilitating European
1450 to 1750 technological developments and innovation.

KC-4.1.II.A—The developments included the production of new 193-194

tools, innovations in ship designs, and an improved understanding
of regional wind and currents patterns—all of which made
transoceanic travel and trade possible.

©Perfection Learning ® World History: Modern Answer Key 115

 Unit / Period Topic Learning Objective, Key Concepts, and Historical Developments Text Pages
UNIT 4: Governance [GOV]: A variety of internal and external factors contribute to state formation, expansion,
Transoceanic and decline. Governments maintain order through a variety of administrative institutions, policies, and
Interconnections procedures, and governments obtain, retain, and exercise power in different ways and for different
c. 1450 to c. 1750 purposes.

Unit 4: Learning Objective B—Describe the role of states in the expansion of maritime exploration from
1450 to 1750.
TOPIC 4.2: HISTORICAL DEVELOPMENTS
Exploration: Causes KC-4.1.III—New state-supported transoceanic maritime exploration 199-200
and Events from occurred in this period.
1450 to 1750

Economics Systems [ECN]:—As societies develop, they affect and are affected by the ways that they
produce, exchange, and consume goods and services.

Unit 4: Learning Objective C—Explain the economic causes and effects of maritime exploration by the
various European states.

TOPIC 4.2: HISTORICAL DEVELOPMENTS

Exploration: Causes KC-4.1.III.A—Portuguese development of maritime technology and 200-201
and Events from navigational skills led to increased travel to and trade with Africa
1450 to 1750 and Asia and resulted in the construction of a global trading-post
empire.

KC-4.1.III.B—Spanish sponsorship of the voyages of Columbus and 201-203

subsequent voyages across the Atlantic and Pacific dramatically
increased European interest in transoceanic travel and trade.

KC-4.1.III.C—Northern Atlantic crossings were undertaken under 203-205

English, French, and Dutch sponsorship, often with the goal of
finding alternative sailing routes to Asia.

UNIT 4: Humans and the Environments [ENV]: The environment shapes human societies, and as populations grow
Transoceanic and change, these populations in turn shape their environments.
Interconnections
c. 1450 to c. 1750 Unit 4: Learning Objective D—Explain the causes of the Columbian Exchange and its effects on the
Eastern and Western Hemispheres.
TOPIC 4.3: HISTORICAL DEVELOPMENTS
Columbian KC-4.1.V—The new connections between the Eastern and Western 209, 213
Exchange Hemispheres resulted in the exchange of new plants, animals, and
diseases, known as the Columbian Exchange.

KC-4.1.V.A—European colonization of the Americas led to the 209-210

unintentional transfer of disease vectors, including mosquitoes
and rats, and the spread of diseases that were endemic in the
Eastern Hemisphere, including smallpox, measles, and malaria.
Some of these diseases substantially reduced the indigenous
populations, with catastrophic effects in many areas.

KC-4.1.V.B—American foods became staple crops in various parts 210-211

of Europe, Asia, and Africa. Cash crops were grown primarily
on plantations with coerced labor and were exported mostly to
Europe and the Middle East.

KC-4.1.V.C—Afro-Eurasian fruit trees, grains, sugar, and 211

domesticated animals were brought by Europeans to the Americas,
while other foods were brought by African slaves.

KC-4.1.V.D—Populations in Afro-Eurasia benefitted nutritionally 213

from the increased diversity of American food crops.

116 World History: Modern Answer Key ©Perfection Learning ®

 Unit / Period Topic Learning Objective, Key Concepts, and Historical Developments Text Pages
UNIT 4: Governance [GOV]: A variety of internal and external factors contribute to state formation, expansion,
Transoceanic and decline. Governments maintain order through a variety of administrative institutions, policies, and
Interconnections procedures, and governments obtain, retain, and exercise power in different ways and for different
c. 1450 to c. 1750 purposes.
Unit 4: Learning Objective E—Explain the process of state building and expansion among various empires
and states in the period from 1450 to 1750.

TOPIC 4.4: HISTORICAL DEVELOPMENTS

Maritime Empires KC-4.3.II.A.i—Europeans established new trading posts in Africa 218-219,
Established and Asia, which proved profitable for the rulers and merchants 220
involved in new global trade networks. Some Asian states sought
to limit the disruptive economic and cultural effects of European-
dominated long-distance trade by adopting restrictive or
isolationist trade policies.

KC-4.3.II.C—Driven largely by political, religious, and economic 220

rivalries, European states established new maritime empires,
including the Portuguese, Spanish, Dutch, French, and British.

KC-4.3.II.A.ii—The expansion of maritime trading networks 219

fostered the growth of states in Africa, including the Asante
and the Kingdom of the Kongo, whose participation in trading
networks led to an increase in their influence.
Economics Systems [ECN]: As societies develop, they affect and are affected by the ways that they
produce, exchange, and consume goods and services.

Unit 4: Learning Objective F—Explain the continuities and changes in economic systems and labor
systems from 1450 to 1750.

TOPIC 4.4: HISTORICAL DEVELOPMENTS

Maritime Empires KC-4.3.II.A.iii—Despite some disruption and restructuring due to 221-223
Established the arrival of Portuguese, Spanish, and Dutch merchants, existing
trade networks in the Indian Ocean continued to flourish and
included intra-Asian trade and Asian merchants.

KC-4.2.II.D—Newly developed colonial economies in the Americas 223-224

largely depended on agriculture, utilized existing labor systems,
including the Incan mit’a, and introduced new labor systems
including chattel slavery, indentured servitude, and encomienda
and hacienda systems.
Social Interactions and Organization [SIO]: The process by which societies group their members and the
norms that govern the interactions between these groups and between individuals influence political,
economic, and cultural institutions and organization.

Unit 4: Learning Objective G—Explain changes and continuities in systems of slavery in the period from
1450 to 1750.
TOPIC 4.4: HISTORICAL DEVELOPMENTS
Maritime Empires KC-4.2.II.B—Slavery in Africa continued in its traditional forms, 225
Established including incorporation of slaves into households and the export
of slaves to the Mediterranean and the Indian Ocean regions.

KC-4.2.II.C—The growth of the plantation economy increased 225-228

the demand for slaves in the Americas, leading to significant
demographic, social, and cultural changes.

©Perfection Learning ® World History: Modern Answer Key 117

 Unit / Period Topic Learning Objective, Key Concepts, and Historical Developments Text Pages
UNIT 4: Governance [GOV]: A variety of internal and external factors contribute to state formation, expansion,
Transoceanic and decline. Governments maintain order through a variety of administrative institutions, policies, and
Interconnections procedures, and governments obtain, retain, and exercise power in different ways and for different purposes.
c. 1450 to c. 1750
Unit 4: Learning Objective H—Explain how rulers employed economic strategies to consolidate and
maintain power throughout the period from 1450 to 1750.
TOPIC 4.5: HISTORICAL DEVELOPMENTS
Maritime Empires KC-4.1.IV.C —Mercantilist policies and practices were used by 232-234
Maintained and European rulers to expand and control their economies and claim
Developed overseas territories. Joint-stock companies, influenced by these
mercantilist principles, were used by rulers and merchants to
finance exploration and were used by rulers to compete against
one another in global trade.

KC-4.3.III.ii—Economic disputes led to rivalries and conflict 235

between states.
Economics Systems [ECN]: As societies develop, they affect and are affected by the ways that they
produce, exchange, and consume goods and services.

Unit 4: Learning Objective I—Explain the continuities and changes in networks of exchange from 1450 to 1750.

TOPIC 4.5: HISTORICAL DEVELOPMENTS

Maritime Empires KC-4.1.IV.D.i—The Atlantic trading system involved the movement 232
Maintained and of goods, wealth, and labor, including slaves.
Developed
KC-4.1.IV—The new global circulation of goods was facilitated 235
by chartered European monopoly companies and the global flow
of silver, especially from Spanish colonies in the Americas, which
was used to purchase Asian goods for the Atlantic markets and
satisfy Chinese demand for silver. Regional markets continued to
flourish in Afro-Eurasia by using established commercial practices
and new transoceanic and regional shipping services developed by
European merchants.

KC-4.2.II.A—Peasant and artisan labor continued and intensified in 235

many regions as the demand for food and consumer goods increased.
Social Interactions and Organization [SIO]: The process by which societies group their members and the
norms that govern the interactions between these groups and between individuals influence political,
economic, and cultural institutions and organization.

Unit 4: Learning Objective J—Explain how political, economic, and cultural factors affected society from
1450 to 1750.
TOPIC 4.5: HISTORICAL DEVELOPMENTS
Maritime Empires KC-4.2.III.C—Some notable gender and family restructuring 235-236
Maintained and occurred, including demographic changes in Africa that resulted
Developed from the slave trades.

KC-4.1.IV.D.ii—The Atlantic trading system involved the movement 235

of labor—including slaves—and the mixing of African, American,
and European cultures and peoples, with all parties contributing
to this cultural synthesis.
Cultural Developments and Interactions [CDI]: The development of ideas, beliefs, and religions illustrates
how groups in society view themselves, and the interactions of societies and their beliefs often have
political, social, and cultural implications.

Unit 4: Learning Objective K—Explain the similarities and differences in how various belief systems
affected societies from 1450 to 1750.
TOPIC 4.5: HISTORICAL DEVELOPMENTS
Maritime Empires KC-4.1.VI—In some cases, the increase and intensification of 237-238
Maintained and interactions between newly connected hemispheres expanded
Developed the reach and furthered development of existing religions, and
contributed to religious conflicts and the development of syncretic
belief systems and practices.

118 World History: Modern Answer Key ©Perfection Learning ®

 Unit / Period Topic Learning Objective, Key Concepts, and Historical Developments Text Pages
UNIT 4: Governance [GOV]: A variety of internal and external factors contribute to state formation, expansion,
Transoceanic and decline. Governments maintain order through a variety of administrative institutions, policies, and
Interconnections procedures, and governments obtain, retain, and exercise power in different ways and for different
c. 1450 to c. 1750 purposes.
Unit 4: Learning Objective L—Explain the effects of the development of state power from 1450 to 1750.

TOPIC 4.6: Internal HISTORICAL DEVELOPMENTS

and External KC-4.3.III.iii—State expansion and centralization led to resistance 243-245
Challenges to State from an array of social, political, and economic groups on a local
Power from 1450 level.
to 1750
KC-5.3.III.C—Slave resistance challenged existing authorities in the 246
Americas.

UNIT 4: Social Interactions and Organization [SIO]: The process by which societies group their members and the
Transoceanic norms that govern the interactions between these groups and between individuals influence political,
Interconnections economic, and cultural institutions and organization.
c. 1450 to c. 1750 Unit 4: Learning Objective M—Explain how social categories, roles, and practices have been maintained
or have changed over time.
TOPIC 4.7: HISTORICAL DEVELOPMENTS
Changing Social KC-4.3.I.B—Many states, such as the Mughal and Ottoman 251-253
Hierarchies from empires, adopted practices to accommodate the ethnic and
1450 to 1750 religious diversity of their subjects or to utilize the economic,
political, and military contributions of different ethnic or religious
groups. In other cases, states suppressed diversity or limited certain
groups’ roles in society, politics, or the economy.

KC-4.2.III.A—Imperial conquests and widening global economic 253-254,

opportunities contributed to the formation of new political and 255-256
economic elites, including in China with the transition to the Qing
Dynasty and in the Americas with the rise of the Casta system.

KC-4.2.III.B—The power of existing political and economic elites 254-255

fluctuated as the elites confronted new challenges to their ability
to affect the policies of the increasingly powerful monarchs and
leaders.

©Perfection Learning ® World History: Modern Answer Key 119

 Unit / Period Topic Learning Objective, Key Concepts, and Historical Developments Text Pages
UNIT 4: Unit 4: Learning Objective N—Explain how economic developments from 1450 to 1750 affected social
Transoceanic structures over time.
Interconnections TOPIC 4.8: REVIEW: UNIT 4 KEY CONCEPTS
c. 1450 to c. 1750 Continuity and KC-4.1—The interconnection of the Eastern and Western 261-262
Change from 1450 Hemispheres, made possible by transoceanic voyaging,
to 1750 transformed trade and had a significant social impact on the
world.

KC-4.1.II—Knowledge, scientific learning, and technology from the 261

Classical, Islamic, and Asian worlds spread, facilitating European
technological developments and innovation.

KC-4.1.II.A—The developments included the production of new 261

tools, innovations in ship designs, and an improved understanding
of regional wind and currents patterns—all of which made
transoceanic travel and trade possible.

KC-4.2—Although the world’s productive systems continued to 263-264

be heavily centered on agriculture, major changes occurred in
agricultural labor, the systems and locations of manufacturing,
gender and social structures, and environmental processes.

KC-4.2.II—The demand for labor intensified as a result of the 264

growing global demand for raw materials and finished products.
Traditional peasant agriculture increased and changed in nature,
plantations expanded, and the Atlantic slave trade developed and
intensified.

KC-4.3—Empires achieved increased scope and influence around 263-264

the world, shaping and being shaped by the diverse populations
they incorporated.

KC-4.3.III.ii—Economic disputes led to rivalries and conflict 262

between states.

120 World History: Modern Answer Key ©Perfection Learning ®

 Unit / Period Topic Learning Objective, Key Concepts, and Historical Developments Text Pages
UNIT 5: Cultural Developments and Interactions [CDI]: The development of ideas, beliefs, and religions illustrates
Revolutions c. how groups in society view themselves, and the interactions of societies and their beliefs often have
1750 to c. 1900 political, social, and cultural implications.

Unit 5: Learning Objective A—Explain the intellectual and ideological context in which revolutions swept
the Atlantic world from 1750 to 1900.
TOPIC 5.1: The HISTORICAL DEVELOPMENTS
Enlightenment KC-5.3.I.A—Enlightenment philosophies applied new ways of 276-281
understanding and empiricist approaches to both the natural
world and human relationships; they also reexamined the role
that religion played in public life and emphasized the importance
of reason. Philosophers developed new political ideas about the
individual, natural rights, and the social contract.

KC-5.3.I—The rise and diffusion of Enlightenment thought that 275

questioned established traditions in all areas of life often preceded
revolutions and rebellions against existing governments.

KC-5.3.II.i—Nationalism also became a major force shaping the 275

historical development of states and empires.
Social Interactions and Organization [SIO]: The process by which societies group their members and the
norms that govern the interactions between these groups and between individuals influence political,
economic, and cultural institutions and organization.

Unit 5: Learning Objective B—Explain how the Enlightenment affected societies over time.

TOPIC 5.1: The HISTORICAL DEVELOPMENTS

Enlightenment KC-5.3.I.C—Enlightenment ideas and religious ideals influenced 279-280
various reform movements. These reform movements contributed
to the expansion of rights, as seen in expanded suffrage, the
abolition of slavery, and the end of serfdom.

KC-5.3.IV.B—Demands for women’s suffrage and an emergent 279

feminism challenged political and gender hierarchies.

©Perfection Learning ® World History: Modern Answer Key 121

 Unit / Period Topic Learning Objective, Key Concepts, and Historical Developments Text Pages
UNIT 5: Governance [GOV]: A variety of internal and external factors contribute to state formation, expansion,
Revolutions c. and decline. Governments maintain order through a variety of administrative institutions, policies, and
1750 to c. 1900 procedures, and governments obtain, retain, and exercise power in different ways and for different
purposes.

Unit 5: Learning Objective C—Explain causes and effects of the various revolutions in the period from
1750 to 1900.
TOPIC 5.2: HISTORICAL DEVELOPMENTS
Nationalism and KC-5.3.II.ii—People around the world developed a new sense of 285-293
Revolutions in the commonality based on language, religion, social customs, and
Period from 1750 territory. This was sometimes harnessed by governments to foster
to 1900 a sense of unity.

KC-5.3—The 18th century marked the beginning of an intense 285

period of revolution and rebellion against existing governments,
leading to the establishment of new nation-states around the
world.

KC-5.3.IV.A.i—Discontent with monarchist and imperial rule 285

encouraged the development of systems of government and
various ideologies, including democracy and 19th-century
liberalism.

KC-5.3.III.B—Colonial subjects in the Americas led a series of 287-289

rebellions inspired by democratic ideals. The American Revolution,
and its successful establishment of a republic, the United States
of America, was a model and inspiration for a number of the
revolutions that followed. The American Revolution, the Haitian
Revolution, and the Latin American independence movements
facilitated the emergence of independent states in the Americas.

KC-5.3.I.B—The ideas of Enlightenment philosophers, as reflected 285-286,

in revolutionary documents— including the American Declaration 288
of Independence during the American Revolution, the French
“Declaration of the Rights of Man and of the Citizen” during the
French Revolution, and Bolívar’s “Letter from Jamaica” on the
eve of the Latin American revolutions— influenced resistance to
existing political authority, often in pursuit of independence and
democratic ideals.

KC-5.3.II.iii—Newly imagined national communities often linked 290-293

this new national identity with borders of the state, and in some
cases, nationalists challenged boundaries or sought unification of
fragmented regions.

122 World History: Modern Answer Key ©Perfection Learning ®

 Unit / Period Topic Learning Objective, Key Concepts, and Historical Developments Text Pages
UNIT 5: Humans and the Environments [ENV]: The environment shapes human societies, and as populations grow
Revolutions c. and change, these populations in turn shape their environments.
1750 to c. 1900
Unit 5: Learning Objective D—Explain how environmental factors contributed to industrialization from
1750 to 1900.
TOPIC 5.3: HISTORICAL DEVELOPMENTS
Industrial KC-5.1.I.A A—variety of factors contributed to the growth of 297, 299-
Revolution Begins industrial production and eventually resulted in the Industrial 300
Revolution, including:
• Proximity to waterways; access to rivers and canals
• Geographical distribution of coal, iron, and timber
• Urbanization
• Improved agricultural productivity
• Legal protection of private property § Access to foreign
resources
• Accumulation of capital

KC-5.1.I.C—The development of the factory system concentrated 298

production in a single location and led to an increasing degree of
specialization of labor.

UNIT 5: Technology and Innovation [TEC]: Human adaptation and innovation have resulted in increased
Revolutions c. efficiency, comfort, and security, and technological advances have shaped human development and
1750 to c. 1900 interactions with both intended and unintended consequences.
Unit 5: Learning Objective E—Explain how different modes and locations of production have developed
and changed over time.
TOPIC 5.4: HISTORICAL DEVELOPMENTS
Industrialization KC-5.1.II.B—The rapid development of steam-powered industrial 304-306
Spreads in the production in European countries and the U.S. contributed to
Period from 1750 the increase in these regions’ share of global manufacturing
to 1900 during the first Industrial Revolution. While Middle Eastern and
Asian countries continued to produce manufactured goods, these
regions’ share in global manufacturing declined.

KC-5.1.I.D—As new methods of industrial production became more 304-305

common in parts of northwestern Europe, they spread to other
parts of Europe and the United States, Russia, and Japan.

UNIT 5: Technology and Innovation [TEC]: Human adaptation and innovation have resulted in increased
Revolutions c. efficiency, comfort, and security, and technological advances have shaped human development and
1750 to c. 1900 interactions with both intended and unintended consequences.

Unit 5: Learning Objective F—Explain how technology shaped economic production over time.

TOPIC 5.5: HISTORICAL DEVELOPMENTS

Technology of the KC-5.1.I.B—The development of machines, including steam 310-312
Industrial Age engines and the internal combustion engine, made it possible
to take advantage of both existing and vast newly discovered
resources of energy stored in fossil fuels, specifically coal and oil.
The fossil fuels revolution greatly increased the energy available to
human societies.

KC-5.1.I.E—The “second industrial revolution” led to new methods 312-313

in the production of steel, chemicals, electricity, and precision
machinery during the second half of the 19th century.

KC-5.1.IV—Railroads, steamships, and the telegraph made 313

exploration, development, and communication possible in interior
regions globally, which led to increased trade and migration.

©Perfection Learning ® World History: Modern Answer Key 123

 Unit / Period Topic Learning Objective, Key Concepts, and Historical Developments Text Pages
UNIT 5: Governance [GOV]: A variety of internal and external factors contribute to state formation, expansion,
Revolutions c. and decline. Governments maintain order through a variety of administrative institutions, policies, and
1750 to c. 1900 procedures, and governments obtain, retain, and exercise power in different ways and for different
purposes.
Unit 5: Learning Objective G—Explain the causes and effects of economic strategies of different states
and empires.
TOPIC 5.6: HISTORICAL DEVELOPMENTS
Industrialization: KC-5.1.V.C—As the influence of the Industrial Revolution grew, 317-319
Government’s Role a small number of states and governments promoted their own
from 1750 to 1900 statesponsored visions of industrialization.

KC-5.2.II.A—The expansion of U.S. and European influence in Asia 319-321

led to internal reform in Japan that supported industrialization
and led to the growing regional power of Japan in the Meiji Era.

UNIT 5: Economics Systems [ECN]: As societies develop, they affect and are affected by the ways that they
Revolutions c. produce, exchange, and consume goods and services.
1750 to c. 1900
Unit 5: Learning Objective H—Explain the development of economic systems, ideologies, and institutions
and how they contributed to change in the period from 1750 to 1900.

TOPIC 5.7: HISTORICAL DEVELOPMENTS

Economic KC-5.1.III.A—Western European countries began abandoning 325
Developments and mercantilism and adopting free trade policies, partly in response
Innovations in the to the growing acceptance of Adam Smith’s theories of laissez-
Industrial Age faire capitalism and free markets.

KC-5.1.III.B—The global nature of trade and production 325-327

contributed to the proliferation of large-scale transnational
businesses that relied on new practices in banking and finance.

KC-5.1—The development of industrial capitalism led to increased 327-328

standards of living for some, and to continued improvement
in manufacturing methods that increased the availability,
affordability, and variety of consumer goods.

UNIT 5: Social Interactions and Organization [SIO]: The process by which societies group their members and the
Revolutions c. norms that govern the interactions between these groups and between individuals influence political,
1750 to c. 1900 economic, and cultural institutions and organization.
Unit 5: Learning Objective I—Explain the causes and effects of calls for changes in industrial societies
from 1750 to 1900.
TOPIC 5.8: HISTORICAL DEVELOPMENTS
Reactions to the KC-5.1.V.D—In response to the social and economic changes 332
Industrial Economy brought about by industrial capitalism, some governments,
from 1750 to 1900 organizations, and individuals promoted various types of political,
social, educational, and urban reforms.

KC-5.1.V.A—In industrialized states, many workers organized 332-333

themselves, often in labor unions, to improve working conditions,
limit hours, and gain higher wages. Workers’ movements and
political parties emerged in different areas, promoting alternative
visions of society.

KC-5.3.IV.A.ii—Discontent with established power structures 333-334

encouraged the development of various ideologies, including
those espoused by Karl Marx, and the ideas of socialism and
communism.

KC-5.1.V.B—In response to the expansion of industrializing states, 334-338

some governments in Asia and Africa, including the Ottoman
Empire and Qing China, sought to reform and modernize their
economies and militaries. Reform efforts were often resisted by
some members of government or established elite groups.

124 World History: Modern Answer Key ©Perfection Learning ®

 Unit / Period Topic Learning Objective, Key Concepts, and Historical Developments Text Pages
UNIT 5: Social Interactions and Organization [SIO]: The process by which societies group their members and the
Revolutions c. norms that govern the interactions between these groups and between individuals influence political,
1750 to c. 1900 economic, and cultural institutions and organization.

Unit 5: Learning Objective J—Explain how industrialization caused change in existing social hierarchies
and standards of living.
TOPIC 5.9: Society HISTORICAL DEVELOPMENTS
and the Industrial KC-5.1.VI.A—New social classes, including the middle class and the 343-345
Age industrial working class, developed.

KC-5.1.VI.B—While women and often children in working class 345-346

families typically held wage-earning jobs to supplement their
families’ income, middle-class women who did not have the same
economic demands to satisfy were increasingly limited to roles in
the household or roles focused on child development.

KC-5.1.VI.C—The rapid urbanization that accompanied global 343-344

capitalism at times led to a variety of challenges, including
pollution, poverty, increased crime, public health crises, housing
shortages, and insufficient infrastructure to accommodate urban
growth.

UNIT 5: Unit 5: Learning Objective K—Explain the extent to which industrialization brought change from 1750 to
Revolutions c. 1900.
1750 to c. 1900 TOPIC 5.10: REVIEW: UNIT 5 KEY CONCEPTS
Continuity and KC-5.1—The development of industrial capitalism led to increased 351-354
Change in the standards of living for some, and to continued improvement
Industrial Age in manufacturing methods that increased the availability,
affordability, and variety of consumer goods.

KC-5.1.IV—Railroads, steamships, and the telegraph made 351

exploration, development, and communication possible in interior
regions globally, which led to increased trade and migration.

KC-5.3—The 18th century marked the beginning of an intense 354

period of revolution and rebellion against existing governments,
leading to the establishment of new nation-states around the
world.

KC-5.3.I.A—Enlightenment philosophies applied new ways of 352-353

understanding and empiricist approaches to both the natural
world and human relationships; they also reexamined the role
that religion played in public life and emphasized the importance
of reason. Philosophers developed new political ideas about the
individual, natural rights, and the social contract.

KC-5.3.I—The rise and diffusion of Enlightenment thought that 353-355

questioned established traditions in all areas of life often preceded
revolutions and rebellions against existing governments.

KC-5.3.II.i—Nationalism also became a major force shaping the 354

historical development of states and empires.

UNIT 6: Cultural Developments and Interactions [CDI]: The development of ideas, beliefs, and religions illustrates
Consequences of how groups in society view themselves, and the interactions of societies and their beliefs often have
Industrialization political, social, and cultural implications.
c. 1750 to c. 1900 Unit 6: Learning Objective A—Explain how ideologies contributed to the development of imperialism
from 1750 to 1900.
TOPIC 6.1: HISTORICAL DEVELOPMENTS
Rationales for KC-5.2.III—A range of cultural, religious, and racial ideologies 368-370
Imperialism from were used to justify imperialism, including Social Darwinism,
1750 to 1900 nationalism, the concept of the civilizing mission, and the desire to
religiously convert indigenous populations.

©Perfection Learning ® World History: Modern Answer Key 125

 Unit / Period Topic Learning Objective, Key Concepts, and Historical Developments Text Pages
UNIT 6: Governance [GOV]: A variety of internal and external factors contribute to state formation, expansion,
Consequences of and decline. Governments maintain order through a variety of administrative institutions, policies, and
Industrialization procedures, and governments obtain, retain, and exercise power in different ways and for different
c. 1750 to c. 1900 purposes.

Unit 6: Learning Objective B—Compare processes by which state power shifted in various parts of the
world from 1750 to 1900.
TOPIC 6.2: State HISTORICAL DEVELOPMENTS
Expansion from KC-5.2.I.A—Some states with existing colonies strengthened their 375
1750 to 1900 control over those colonies and in some cases assumed direct
control over colonies previously held by non-state entities.

KC-5.2.I.B—European states as well as the United States and Japan 379-381

acquired territories throughout Asia and the Pacific, while Spanish
and Portuguese influence declined.

KC-5.2.I.C—Many European states used both warfare and 375-379

diplomacy to expand their empires in Africa.

KC-5.2.I.D—Europeans established settler colonies in some parts of 376

their empires.

KC-5.2.II.B—The United States, Russia, and Japan expanded their 382-384

land holdings by conquering and settling neighboring territories.

UNIT 6: Governance [GOV]: A variety of internal and external factors contribute to state formation, expansion,
Consequences of and decline. Governments maintain order through a variety of administrative institutions, policies, and
Industrialization procedures, and governments obtain, retain, and exercise power in different ways and for different
c. 1750 to c. 1900 purposes.

Unit 6: Learning Objective C—Explain how and why internal and external factors have influenced the
process of state building from 1750 to 1900.

TOPIC 6.3: HISTORICAL DEVELOPMENTS

Indigenous
KC-5.3.III.D—Increasing questions about political authority and 388
Responses to State
growing nationalism contributed to anticolonial movements.
Expansion from
1750 to 1900 KC-5.2.II.C—Anti-imperial resistance took various forms, including 389-393
direct resistance within empires and the creation of new states on
the peripheries.

KC-5.3.III.E—Increasing discontent with imperial rule led to 394

rebellions, some of which were influenced by religious ideas.

UNIT 6: Humans and the Environments [ENV]: The environment shapes human societies, and as populations grow
Consequences of and change, these populations in turn shape their environments.
Industrialization
c. 1750 to c. 1900 Unit 6: Learning Objective D—Explain how various environmental factors contributed to the
development of the global economy from 1750 to 1900.

TOPIC 6.4: HISTORICAL DEVELOPMENTS

Global Economic KC-5.1.II.A—The need for raw materials for factories and increased 401-402
Development from food supplies for the growing population in urban centers led to
1750 to 1900 the growth of export economies around the world that specialized
in commercial extraction of natural resources and the production
of food and industrial crops. The profits from these raw materials
were used to purchase finished goods.

126 World History: Modern Answer Key ©Perfection Learning ®

 Unit / Period Topic Learning Objective, Key Concepts, and Historical Developments Text Pages
UNIT 6: Economics Systems [ECN]: As societies develop, they affect and are affected by the ways that they
Consequences of produce, exchange, and consume goods and services.
Industrialization
c. 1750 to c. 1900 Unit 6: Learning Objective E—Explain how various economic factors contributed to the development of
the global economy from 1750 to 1900.
TOPIC 6.5: HISTORICAL DEVELOPMENTS
Economic KC-5.2.I.E—Industrialized states and businesses within those 407-413
Imperialism from states practiced economic imperialism primarily in Asia and Latin
1750 to 1900 America.

KC-5.1.II.C—Trade in some commodities was organized in a way 412-413

that gave merchants and companies based in Europe and the U.S.
a distinct economic advantage.

UNIT 6: Humans and the Environments [ENV]: The environment shapes human societies, and as populations grow
Consequences of and change, these populations in turn shape their environments.
Industrialization
c. 1750 to c. 1900 Unit 6: Learning Objective F—Explain how various environmental factors contributed to the development
of varied patterns of migration from 1750 to 1900.

TOPIC 6.6: Causes HISTORICAL DEVELOPMENTS

of Migration in KC-5.4.I—Migration in many cases was influenced by changes in 417
an Interconnected demographics in both industrialized and unindustrialized societies
World that presented challenges to existing patterns of living.

KC-5.4.I.B—Because of the nature of new modes of transportation, 423-424

both internal and external migrants increasingly relocated to cities.
This pattern contributed to the significant global urbanization of
the 19th century. The new methods of transportation also allowed
for many migrants to return, periodically or permanently, to their
home societies.
Economics Systems [ECN]: As societies develop, they affect and are affected by the ways that they
produce, exchange, and consume goods and services.

Unit 6: Learning Objective G—Explain how various economic factors contributed to the development of
varied patterns of migration from 1750 to 1900.
TOPIC 6.6: Causes HISTORICAL DEVELOPMENTS
of Migration in KC-5.4.II.A—Many individuals chose freely to relocate, often in 420-423
an Interconnected search of work.
World
KC-5.4.II.B—The new global capitalist economy continued to rely 417-419
on coerced and semicoerced labor migration, including slavery,
Chinese and Indian indentured servitude, and convict labor.

UNIT 6: Social Interactions and Organization [SIO]: The process by which societies group their members and the
Consequences of norms that govern the interactions between these groups and between individuals influence political,
Industrialization economic, and cultural institutions and organization.
c. 1750 to c. 1900 Unit 6: Learning Objective H—Explain how and why new patterns of migration affected society from
1750 to 1900.
TOPIC 6.7: Effects HISTORICAL DEVELOPMENTS
of Migration KC-5.4.III.A—Migrants tended to be male, leaving women to take 429-430
on new roles in the home society that had been formerly occupied
by men.

KC-5.4.III.B—Migrants often created ethnic enclaves in different 430-434

parts of the world that helped transplant their culture into new
environments.

KC-5.4.III.C—Receiving societies did not always embrace 434-435

immigrants, as seen in the various degrees of ethnic and racial
prejudice and the ways states attempted to regulate the increased
flow of people across their borders.

©Perfection Learning ® World History: Modern Answer Key 127

 Unit / Period Topic Learning Objective, Key Concepts, and Historical Developments Text Pages
UNIT 6: Unit 6: Learning Objective I—Explain the relative significance of the effects of imperialism from 1750 to
Consequences of 1900.
Industrialization TOPIC 6.8: REVIEW: UNIT 6 KEY CONCEPTS
c. 1750 to c. 1900 Causation in the KC-5.1—The development of industrial capitalism led to increased 439-440
Imperial Age standards of living for some, and to continued improvement
in manufacturing methods that increased the availability,
affordability, and variety of consumer goods.

KC-5.2—As states industrialized, they also expanded existing 440-441

overseas empires and established new colonies and transoceanic
relationships.

KC-5.3—The 18th century marked the beginning of an intense 441

period of revolution and rebellion against existing governments,
leading to the establishment of new nation-states around the
world.

KC-5.4—As a result of the emergence of transoceanic empires 442

and a global capitalist economy, migration patterns changed
dramatically, and the numbers of migrants increased significantly.

UNIT 7: Global Governance [GOV]: A variety of internal and external factors contribute to state formation, expansion,
Conflict c. 1900 and decline. Governments maintain order through a variety of administrative institutions, policies, and
to the present procedures, and governments obtain, retain, and exercise power in different ways and for different
purposes.

Unit 7: LEARNING OBJECTIVE A—Explain how internal and external factors contributed to change in
various states after 1900.
TOPIC 7.1 Shifting HISTORICAL DEVELOPMENTS
Power After 1900 KC-6.2.I—The West dominated the global political order at the 453
beginning of the 20th century, but both land-based and maritime
empires gave way to new states by the century’s end.

KC-6.2.I.A—The older, land-based Ottoman, Russian, and Qing 453-456

empires collapsed due to a combination of internal and external
factors. These changes in Russia eventually led to communist
revolution.

KC-6.2.II.D—States around the world challenged the existing 456-457

political and social order, including the Mexican Revolution that
arose as a result of political crisis.

UNIT 7: Global Governance [GOV]: A variety of internal and external factors contribute to state formation, expansion,
Conflict c. 1900 and decline. Governments maintain order through a variety of administrative institutions, policies, and
to the present procedures, and governments obtain, retain, and exercise power in different ways and for different
purposes.

Unit 7: LEARNING OBJECTIVE B—Explain the causes and consequences of World War I.

TOPIC 7.2 Causes of HISTORICAL DEVELOPMENTS

World War I KC-6.2.IV.B.i—The causes of World War I included imperialist 461-464
expansion and competition for resources. In addition, territorial
and regional conflicts combined with a flawed alliance system and
intense nationalism to escalate the tensions into global conflict.

128 World History: Modern Answer Key ©Perfection Learning ®

 Unit / Period Topic Learning Objective, Key Concepts, and Historical Developments Text Pages
UNIT 7: Global Technology and Innovation [TEC]: Human adaptation and innovation have resulted in increased
Conflict c. 1900 efficiency, comfort, and security, and technological advances have shaped human development and
to the present interactions with both intended and unintended consequences.

Unit 7: LEARNING OBJECTIVE C—Explain how governments used a variety of methods to conduct war.

TOPIC 7.3 HISTORICAL DEVELOPMENTS

Conducting World KC-6.2.IV.A.i—World War I was the first total war. Governments 471
War I used a variety of strategies, including political propaganda,
art, media, and intensified forms of nationalism, to mobilize
populations (both in the home countries and the colonies) for the
purpose of waging war.

KC-6.1.III.C.i—New military technology led to increased levels of 469-471

wartime casualties.

UNIT 7: Global Economics Systems [ECN]: As societies develop, they affect and are affected by the ways that they
Conflict c. 1900 produce, exchange, and consume goods and services.
to the present
Unit 7: LEARNING OBJECTIVE D—Explain how different governments responded to economic crisis after
1900.
TOPIC 7.4 Economy HISTORICAL DEVELOPMENTS
in the Interwar KC-6.3.I.B—Following World War I and the onset of the Great 480-483
Period Depression, governments began to take a more active role in
economic life.

KC-6.3.I.A.i—In the Soviet Union, the government controlled 483-484

the national economy through the Five Year Plans, often
implementing repressive policies, with negative repercussions for
the population.

UNIT 7: Global Governance [GOV]: A variety of internal and external factors contribute to state formation, expansion,
Conflict c. 1900 and decline. Governments maintain order through a variety of administrative institutions, policies, and
to the present procedures, and governments obtain, retain, and exercise power in different ways and for different
purposes.

Unit 7: LEARNING OBJECTIVE E—Explain the continuities and changes in territorial holdings from 1900 to
the present.
TOPIC 7.5 HISTORICAL DEVELOPMENTS
Unresolved KC-6.2.I.B—Between the two world wars, Western and Japanese 493-495,
Tensions After imperial states predominantly maintained control over colonial 497, 498-
World War I holdings; in some cases, they gained additional territories through 499
conquest or treaty settlement and in other cases faced anti-
imperial resistance.

UNIT 7: Global Governance [GOV]: A variety of internal and external factors contribute to state formation, expansion,
Conflict c. 1900 and decline. Governments maintain order through a variety of administrative institutions, policies, and
to the present procedures, and governments obtain, retain, and exercise power in different ways and for different
purposes.

Unit 7: LEARNING OBJECTIVE F—Explain the causes and consequences of World War II.

TOPIC 7.6 Causes of HISTORICAL DEVELOPMENTS

World War II KC-6.2.IV.B.ii—The causes of World War II included the 503-506
unsustainable peace settlement after World War I, the global
economic crisis engendered by the Great Depression, continued
imperialist aspirations, and especially the rise to power of fascist
and totalitarian regimes that resulted in the aggressive militarism
of Nazi Germany under Adolf Hitler.

©Perfection Learning ® World History: Modern Answer Key 129

 Unit / Period Topic Learning Objective, Key Concepts, and Historical Developments Text Pages
UNIT 7: Global Governance [GOV]: A variety of internal and external factors contribute to state formation, expansion,
Conflict c. 1900 and decline. Governments maintain order through a variety of administrative institutions, policies, and
to the present procedures, and governments obtain, retain, and exercise power in different ways and for different
purposes.

Unit 7: LEARNING OBJECTIVE G—Explain similarities and differences in how governments used a variety
of methods to conduct war.
TOPIC 7.7 HISTORICAL DEVELOPMENTS
Conducting World KC-6.2.IV.A.ii—World War II was a total war. Governments used a 511-516
War II variety of strategies, including political propaganda, art, media,
and intensified forms of nationalism, to mobilize populations
(both in the home countries and the colonies or former colonies)
for the purpose of waging war. Governments used ideologies,
including fascism and communism to mobilize all of their state’s
resources for war and, in the case of totalitarian states, to repress
basic freedoms and dominate many aspects of daily life during the
course of the conflicts and beyond.

KC-6.1.III.C.ii—New military technology and new tactics, including 516-517

the atomic bomb, fire-bombing, and the waging of “total war”
led to increased levels of wartime casualties.

UNIT 7: Global Social Interactions and Organization [SIO]: The process by which societies group their members and the
Conflict c. 1900 norms that govern the interactions between these groups and between individuals influence political,
to the present economic, and cultural institutions and organization.

Unit 7: LEARNING OBJECTIVE H—Explain the various causes and consequences of mass atrocities in the
period from 1900 to the present.
TOPIC 7.8 Mass HISTORICAL DEVELOPMENTS
Atrocities After KC-6.2.III.C—The rise of extremist groups in power led to the 522, 523-
1900 attempted destruction of specific populations, notably the Nazi 527
killing of the Jews in the Holocaust during World War II, and to
other atrocities, acts of genocide, or ethnic violence.

UNIT 7: Global Unit 7: LEARNING OBJECTIVE I—Explain the relative significance of the causes of global conflict in the
Conflict c. 1900 period 1900 to the present.
to the present TOPIC 7.9 Causation REVIEW: UNIT 7 KEY CONCEPTS
in Global Conflict KC-6.1—Rapid advances in science and technology altered the 533
understanding of the universe and the natural world and led to
advances in communication, transportation, industry, agriculture,
and medicine.

KC-6.2—Peoples and states around the world challenged the 534-535

existing political and social order in varying ways, leading to
unprecedented worldwide conflicts.

KC-6.2.I—The West dominated the global political order at the 535

beginning of the 20th century, but both land-based and maritime
empires gave way to new states by the century’s end.

KC-6.2.I.A—The older, land-based Ottoman, Russian, and Qing 531

empires collapsed due to a combination of internal and external
factors. These changes in Russia eventually led to communist
revolution.

KC-6.2.II.D—States around the world challenged the existing 534

political and social order, including the Mexican Revolution that
arose as a result of political crisis.

130 World History: Modern Answer Key ©Perfection Learning ®

 Unit / Period Topic Learning Objective, Key Concepts, and Historical Developments Text Pages
Unit 8: Cold Governance [GOV]: A variety of internal and external factors contribute to state formation, expansion,
War and and decline. Governments maintain order through a variety of administrative institutions, policies, and
Decolonization procedures, and governments obtain, retain, and exercise power in different ways and for different
c. 1900 to the purposes.
present
Unit 8: LEARNING OBJECTIVE A—Explain the historical context of the Cold War after 1945.

TOPIC 8.1 Setting HISTORICAL DEVELOPMENTS

the Stage for the KC-6.2.II—Hopes for greater self-government were largely 550
Cold War and unfulfilled following World War I; however, in the years following
Decolonization World War II, increasing anti-imperialist sentiment contributed to
the dissolution of empires and the restructuring of states.

KC-6.2.IV.C.i—Technological and economic gains experienced 548-550

during World War II by the victorious nations shifted the global
balance of power.

Unit 8: Cold Cultural Developments and Interactions [CDI]: The development of ideas, beliefs, and religions illustrates
War and how groups in society view themselves, and the interactions of societies and their beliefs often have
Decolonization political, social, and cultural implications.
c. 1900 to the
Unit 8: LEARNING OBJECTIVE B—Explain the causes and effects of the ideological struggle of the Cold
present
War.
TOPIC 8.2 The Cold HISTORICAL DEVELOPMENTS
War KC-6.2.IV.C.ii—The global balance of economic and political 554-557
power shifted during and after World War II and rapidly evolved
into the Cold War. The democracy of the United States and the
authoritarian communist Soviet Union emerged as superpowers,
which led to ideological conflict and a power struggle between
capitalism and communism across the globe.

KC-6.2.V.B—Groups and individuals, including the Non-Aligned 557-558

Movement, opposed and promoted alternatives to the existing
economic, political, and social orders.

Unit 8: Cold Governance [GOV]: A variety of internal and external factors contribute to state formation, expansion,
War and and decline. Governments maintain order through a variety of administrative institutions, policies, and
Decolonization procedures, and governments obtain, retain, and exercise power in different ways and for different
c. 1900 to the purposes.
present
Unit 8: LEARNING OBJECTIVE C—Compare the ways in which the United States and the Soviet Union
sought to maintain influence over the course of the Cold War.
TOPIC 8.3 Effects of HISTORICAL DEVELOPMENTS
the Cold War KC-6.2.IV.D—The Cold War produced new military alliances, 563-567
including NATO and the Warsaw Pact, and led to nuclear
proliferation and proxy wars between and within postcolonial
states in Latin America, Africa, and Asia.

©Perfection Learning ® World History: Modern Answer Key 131

 Unit / Period Topic Learning Objective, Key Concepts, and Historical Developments Text Pages
Unit 8: Cold Economics Systems [ECN]: As societies develop, they affect and are affected by the ways that they
War and produce, exchange, and consume goods and services.
Decolonization
c. 1900 to the Unit 8: LEARNING OBJECTIVE D—Explain the causes and consequences of China’s adoption of
present communism.
TOPIC 8.4 Spread of HISTORICAL DEVELOPMENTS
Communism After KC-6.2.I.i—As a result of internal tension and Japanese aggression, 571
1900 Chinese communists seized power. These changes in China
eventually led to communist revolution.

KC-6.3.I.A.ii—In communist China, the government controlled 571-572

the national economy through the Great Leap Forward, often
implementing repressive policies, with negative repercussions for
the population.
Social Interactions and Organization [SIO]: The process by which societies group their members and the
norms that govern the interactions between these groups and between individuals influence political,
economic, and cultural institutions and organization.
Unit 8: LEARNING OBJECTIVE E—Explain the causes and effects of movements to redistribute economic
resources.
TOPIC 8.4 Spread of HISTORICAL DEVELOPMENTS
Communism After KC-6.2.II.D.i—Movements to redistribute land and resources 573-575
1900 developed within states in Africa, Asia, and Latin America,
sometimes advocating communism or socialism.

Unit 8: Cold Governance [GOV]: A variety of internal and external factors contribute to state formation, expansion,
War and and decline. Governments maintain order through a variety of administrative institutions, policies, and
Decolonization procedures, and governments obtain, retain, and exercise power in different ways and for different
c. 1900 to the purposes.
present
Unit 8: LEARNING OBJECTIVE F—Compare the processes by which various peoples pursued independence
after 1900.
TOPIC 8.5 HISTORICAL DEVELOPMENTS
Decolonization KC-6.2.II—A Nationalist leaders and parties in Asia and Africa 579-582
After 1900 sought varying degrees of autonomy within or independence from
imperial rule.

KC-6.2.I.C—After the end of World War II, some colonies 579, 582,
negotiated their independence, while others achieved 583-585
independence through armed struggle.

KC-6.2.II.B—Regional, religious, and ethnic movements challenged 584-585

colonial rule and inherited imperial boundaries. Some of these
movements advocated for autonomy.

132 World History: Modern Answer Key ©Perfection Learning ®

 Unit / Period Topic Learning Objective, Key Concepts, and Historical Developments Text Pages
Unit 8: Cold Governance [GOV]: A variety of internal and external factors contribute to state formation, expansion,
War and and decline. Governments maintain order through a variety of administrative institutions, policies, and
Decolonization procedures, and governments obtain, retain, and exercise power in different ways and for different
c. 1900 to the purposes.
present
Unit 8: LEARNING OBJECTIVE G—Explain how political changes in the period from c. 1900 to the present
led to territorial, demographic, and nationalist developments.
TOPIC 8.6 Newly HISTORICAL DEVELOPMENTS
Independent States KC-6.2.III.A.i—The redrawing of political boundaries after the 589
withdrawal of former colonial authorities led to the creation of
new states.

KC-6.2.III.A.ii—The redrawing of political boundaries in some 589-591,

cases led to conflict as well as population displacement and/or 592-593
resettlements, including those related to the Partition of India and
the creation of the state of Israel.
Economics Systems [ECN]: As societies develop, they affect and are affected by the ways that they
produce, exchange, and consume goods and services.

Unit 8: LEARNING OBJECTIVE H—Explain the economic changes and continuities resulting from the
process of decolonization.
TOPIC 8.6 Newly HISTORICAL DEVELOPMENTS
Independent States KC-6.3.I.C—In newly independent states after World War II, 593-594
governments often took on a strong role in guiding economic life
to promote development.

KC-6.2.III.B—The migration of former colonial subjects to imperial 594

metropoles (the former colonizing country), usually in the major
cities, maintained cultural and economic ties between the colony
and the metropole even after the dissolution of empires.

Unit 8: Cold Cultural Developments and Interactions [CDI]: The development of ideas, beliefs, and religions illustrates
War and how groups in society view themselves, and the interactions of societies and their beliefs often have
Decolonization political, social, and cultural implications.
c. 1900 to the
present Unit 8: LEARNING OBJECTIVE I—Explain various reactions to existing power structures in the period after
1900.
TOPIC 8.7 Global HISTORICAL DEVELOPMENTS
Resistance to KC-6.2.V —lthough conflict dominated much of the 20th century, 599
Established Power many individuals and groups— including states—opposed this
Structures After trend. Some individuals and groups, however, intensified the
1900 conflicts.

KC-6.2.V.A—Groups and individuals challenged the many wars 599-600

of the century, and some, such as Mohandas Gandhi, Martin
Luther King Jr., and Nelson Mandela, promoted the practice of
nonviolence as a way to bring about political change.

KC-6.2.V.C —Militaries and militarized states often responded 600-602,

to the proliferation of conflicts in ways that further intensified 603-604
conflict.

KC-6.2.V.D —Some movements used violence against civilians in an 602-603

effort to achieve political aims.

©Perfection Learning ® World History: Modern Answer Key 133

 Unit / Period Topic Learning Objective, Key Concepts, and Historical Developments Text Pages
Unit 8: Cold Governance [GOV]: A variety of internal and external factors contribute to state formation, expansion,
War and and decline. Governments maintain order through a variety of administrative institutions, policies, and
Decolonization procedures, and governments obtain, retain, and exercise power in different ways and for different
c. 1900 to the purposes.
present
Unit 8: LEARNING OBJECTIVE J—Explain the causes of the end of the Cold War.

TOPIC 8.8 End of HISTORICAL DEVELOPMENTS

the Cold War KC-6.2.IV.E —Advances in U.S. military and technological 608-611
development, the Soviet Union’s costly and ultimately failed
invasion of Afghanistan, and public discontent and economic
weakness in communist countries led to the end of the Cold War
and the collapse of the Soviet Union.

Unit 8: Cold Unit 8: LEARNING OBJECTIVE K—Explain the extent to which the effects of the Cold War were similar in
War and the Eastern and Western Hemispheres.
Decolonization TOPIC 8.9 Causation REVIEW: UNIT 8 KEY CONCEPTS
c. 1900 to the in the Age of the
present KC-6.2 —Peoples and states around the world challenged the 615
Cold War and existing political and social order in varying ways, leading to
Decolonization unprecedented worldwide conflicts.

KC-6.2.II —Hopes for greater self-government were largely 617-618

unfulfilled following the World War I; however, in the years
following the World War II, increasing antiimperialist sentiment
contributed to the dissolution of empires and the restructuring of
states.

KC-6.2.IV.C —The Cold War conflict extended beyond its basic 615-617
ideological origins to have profound effects on economic, political,
social, and cultural aspects of global events.

KC-6.3 —The role of the state in the domestic economy varied, and 618-619
new institutions of global association emerged and continued to
develop throughout the century.

KC-6.3.I —States responded in a variety of ways to the economic 620

challenges of the 20th century.

Unit 9: Technology and Innovation [TEC]: Human adaptation and innovation have resulted in increased
Globalization efficiency, comfort, and security, and technological advances have shaped human development and
c. 1900 to the interactions with both intended and unintended consequences.
present
Unit 9: LEARNING OBJECTIVE A—Explain how the development of new technologies changed the world
from 1900 to present.
TOPIC 9.1 Advances HISTORICAL DEVELOPMENTS
in Technology and KC-6.1.I.A —New modes of communication—including radio 633-634
Exchange After communication, cellular communication, and the internet—as well
1900 as transportation, including air travel and shipping containers,
reduced the problem of geographic distance.

KC-6.1.I.D —Energy technologies, including the use of petroleum 635

and nuclear power, raised productivity and increased the
production of material goods.

KC-6.1.III.B —More effective forms of birth control gave women 636

greater control over fertility, transformed reproductive practices,
and contributed to declining rates of fertility in much of the
world.

KC-6.1.I.B —The Green Revolution and commercial agriculture 634-635

increased productivity and sustained the earth’s growing
population as it spread chemically and genetically modified forms
of agriculture.

KC-6.1.I.C —Medical innovations, including vaccines and 635-636

antibiotics, increased the ability of humans to survive and live
longer lives.

134 World History: Modern Answer Key ©Perfection Learning ®

 Unit / Period Topic Learning Objective, Key Concepts, and Historical Developments Text Pages
Unit 9: Humans and the Environments [ENV]: The environment shapes human societies, and as populations grow
Globalization and change, these populations in turn shape their environments.
c. 1900 to the
present Unit 9: LEARNING OBJECTIVE B—Explain how environmental factors affected human populations over
time.
TOPIC 9.2 HISTORICAL DEVELOPMENTS
Technological KC-6.1.III —Diseases, as well as medical and scientific 641
Advances and developments, had significant effects on populations around the
Limitations After world.
1900: Disease
KC-6.1.III.A —Diseases associated with poverty persisted while 641-645
other diseases emerged as new epidemics and threats to human
populations, in some cases leading to social disruption. These
outbreaks spurred technological and medical advances. Some
diseases occurred at higher incidence merely because of increased
longevity.

Unit 9: Humans and the Environments [ENV]: The environment shapes human societies, and as populations grow
Globalization and change, these populations in turn shape their environments.
c. 1900 to the
present Unit 9: LEARNING OBJECTIVE C—Explain the causes and effects of environmental changes in the period
from 1900 to present.
TOPIC 9.3 HISTORICAL DEVELOPMENTS
Technological KC-6.1.II.A —As human activity contributed to deforestation, 649-652
Advances: Debates desertification, a decline in air quality, and increased consumption
About the of the world’s supply of fresh water, humans competed over these
Environment After and other resources more intensely than ever before.
1900
KC-6.1.II.B —The release of greenhouse gases and pollutants into 652-653
the atmosphere contributed to debates about the nature and
causes of climate change.

Unit 9: Economics Systems [ECN]: As societies develop, they affect and are affected by the ways that they
Globalization produce, exchange, and consume goods and services.
c. 1900 to the
present Unit 9: LEARNING OBJECTIVE D—Explain the continuities and changes in the global economy from 1900
to present.
TOPIC 9.4 HISTORICAL DEVELOPMENTS
Economics in the KC-6.3.I.D I—n a trend accelerated by the end of the Cold War, 657-658
Global Age many governments encouraged free-market economic policies and
promoted economic liberalization in the late 20th century.

KC-6.3.I.E —In the late 20th century, revolutions in information 659-661

and communications technology led to the growth of knowledge
economies in some regions, while industrial production and
manufacturing were increasingly situated in Asia and Latin
America.

KC-6.3.II.B —Changing economic institutions, multinational 661-663

corporations, and regional trade agreements reflected the spread
of principles and practices associated with free-market economics
throughout the world.

©Perfection Learning ® World History: Modern Answer Key 135

 Unit / Period Topic Learning Objective, Key Concepts, and Historical Developments Text Pages
Unit 9: Social Interactions and Organization [SIO]: The process by which societies group their members and the
Globalization norms that govern the interactions between these groups and between individuals influence political,
c. 1900 to the economic, and cultural institutions and organization.
present
Unit 9: LEARNING OBJECTIVE E—Explain how social categories, roles, and practices have been maintained
and challenged over time.
TOPIC 9.5 Calls HISTORICAL DEVELOPMENTS
for Reform and KC-6.3.III.i —Rights-based discourses challenged old assumptions 667-669
Responses After about race, class, gender, and religion.
1900
KC-6.3.III.ii —In much of the world, access to education as well as 669-674
participation in new political and professional roles became more
inclusive in terms of race, class, gender, and religion.

KC-6.3.II.C.i —Movements throughout the world protested the 674-675

inequality of the environmental and economic consequences of
global integration.

Unit 9: Cultural Developments and Interactions [CDI]: The development of ideas, beliefs, and religions illustrates
Globalization how groups in society view themselves, and the interactions of societies and their beliefs often have
c. 1900 to the political, social, and cultural implications.
present Unit 9: LEARNING OBJECTIVE F—Explain how and why globalization changed culture over time.

TOPIC 9.6 HISTORICAL DEVELOPMENTS

Globalized Culture KC-6.3.IV.i —Political and social changes of the 20th century led to 679-680
After 1900 changes in the arts and in the second half of the century, popular
and consumer culture became more global.

KC-6.3.IV.ii —Arts, entertainment, and popular culture increasingly 680-684

reflected the influence of a globalized society.

KC-6.3.IV.iii —Consumer culture became globalized and 682

transcended national borders.

Unit 9: Cultural Developments and Interactions [CDI]: The development of ideas, beliefs, and religions illustrates
Globalization how groups in society view themselves, and the interactions of societies and their beliefs often have
c. 1900 to the political, social, and cultural implications.
present Unit 9: LEARNING OBJECTIVE G—Explain the various responses to increasing globalization from 1900 to
present.
TOPIC 9.7 HISTORICAL DEVELOPMENTS
Resistance to KC-6.3.IV.iv —esponses to rising cultural and economic 688-692
Globalization After globalization took a variety of forms.
1900

Unit 9: Governance [GOV]: A variety of internal and external factors contribute to state formation, expansion,
Globalization and decline. Governments maintain order through a variety of administrative institutions, policies, and
c. 1900 to the procedures, and governments obtain, retain, and exercise power in different ways and for different
present purposes.

Unit 9: LEARNING OBJECTIVE H—Explain how and why globalization changed international interactions
among states.
TOPIC 9.8 HISTORICAL DEVELOPMENTS
Institutions KC-6.3.II.A —New international organizations, including the 696-702
Developing in a United Nations, formed with the stated goal of maintaining world
Globalized World peace and facilitating international cooperation.

136 World History: Modern Answer Key ©Perfection Learning ®

 Unit / Period Topic Learning Objective, Key Concepts, and Historical Developments Text Pages
Unit 9: Unit 9: LEARNING OBJECTIVE I—Explain the extent to which science and technology brought change in
Globalization the period from 1900 to the present.
c. 1900 to the TOPIC 9.9 REVIEW: UNIT 9 KEY CONCEPTS
present Continuity and KC-6.1 —Rapid advances in science and technology altered the 707
Change in a understanding of the universe and the natural world and led to
Globalized World advances in communication, transportation, industry, agriculture,
and medicine.

KC-6.1.I.A —New modes of communication— including radio 708-709

communication, cellular communication, and the internet—as well
as transportation, including air travel and shipping containers,
reduced the problem of geographic distance.

KC-6.1.I.D —Energy technologies, including the use of petroleum 708

and nuclear power, raised productivity and increased the
production of material goods.

KC-6.1.III.B —More effective forms of birth control gave women 709

greater control over fertility, transformed reproductive practices,
and contributed to declining rates of fertility in much of the
world.

KC-6.1.I.B —The Green Revolution and commercial agriculture 709, 712

increased productivity and sustained the earth’s growing
population as it spread chemically and genetically modified forms
of agriculture.

KC-6.1.I.C —Medical innovations, including vaccines and 707-708

antibiotics, increased the ability of humans to survive and live
longer lives.

KC-6.3.I —States responded in a variety of ways to the economic 711

challenges of the 20th century.

KC-6.3.III.i —Rights-based discourses challenged old assumptions 711

about race, class, gender, and religion.

KC-6.3.III.ii —In much of the world, access to education as well as 711

participation in new political and professional roles became more
inclusive in terms of race, class, gender, and religion.

KC-6.3.IV.i —Political and social changes of the 20th century led to 711-712
changes in the arts and in the second half of the century, popular
and consumer culture became more global.

KC-6.3.IV.ii —Arts, entertainment, and popular culture increasingly 711-712

reflected the influence of a globalized society.

KC-6.3.IV.iii —Consumer culture became globalized and 712

transcended national borders.

©Perfection Learning ® World History: Modern Answer Key 137

 AMSCO
®

Your Comprehensive Source for

High School Social Studies Resources

ADVANCED PLACEMENT EDITIONS

®

AP® United States History AP® Macroeconomics AP® United States

Government & Politics

AP® Human Geography AP® European History AP® Psychology

For a complete listing, please visit

perfectionlearning.com
(800) 831-4190

Choose from print, eBook, or bundled print/eBook options.

 ANSWER KEY
ADVANCED PLACEMENT EDITION
®

WORLD HISTORY:
MODERN [1200–PRESENT]
A concise and accessible coursebook presenting the essential content
of the AP® World History: Modern course
Units and topics aligned to the AP® Course and Exam Description
Prologue: History before c. 1200
Unit 1: The Global Tapestry c. 1200 to c. 1450
Unit 2: Networks of Exchange c. 1200 to c. 1450
Unit 3: Land-Based Empires c. 1450 to c. 1750
Unit 4: Transoceanic Interconnections c. 1450 to c. 1750
Unit 5: Revolutions c. 1750 to c. 1900
Unit 6: Consequences of Industrialization c. 1750 to c. 1900
Unit 7: Global Conflict c. 1900 to the present
Unit 8: Cold War and Decolonization c. 1900 to the present
Unit 9: Globalization c. 1900 to the present
Periods consist of 2 or 3 units that each include
• A feature describing the context for the unit and identifying learning objectives
• 3 to 9 narrative topics
• A unit summary topic demonstrating an AP® reasoning process
• A Historical Perspectives feature presenting diverse interpretations
• 4 long essay questions
• A Write As a Historian feature providing writing instruction and practice
• 1 document-based question
Each of the 62 narrative topics includes
• Content aligned to the AP® Course Framework
• 1 set of stimulus-based multiple-choice questions
• 2 sets of short-answer questions, 1 based on a stimulus
• A Think As a Historian feature providing skills instruction and practice

The book ends with a practice exam based on the updated AP® question styles.

R7425

www.perfectionlearning.com
800-831-4190

Printed in the United States of America

Advanced Placement® and AP® are trademarks registered and/or

owned by the College Board, which was not involved in the
production of, and does not endorse, this product.