AnswersNY-Global History and Geography IUnit Test

Unit Test — Unit test Answers

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Read this excerpt from a book of rules for monks.Idleness is the enemy of the soul. And therefore, at fixed times, the brothers ought to be occupied in manual labour; and again, at fixed times, in sacred reading.

A
being busy in one way or another
B
knowing when to work and when to rest
C
studying hard at all times
D
working together as brothers
2
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How did the feudal system protect a lord as well as his peasants?

A
The manor had everything needed to live, and was surrounded by those sworn to protect it.
B
A manor was surrounded by high walls and was impossible to invade.
C
The lord became so powerful that invaders dared not approach his manor.
D
Invaders wanted to settle unoccupied farmland and had no interest in attacking manors.
3

What is a papacy?

A
the ceremony in which the pope is chosen
B
an empire led by a pope
C
the office of the pope
D
all the people who follow a pope
4

Why did church leaders oppose the practice of simony?

A
They viewed it as a corruption of power.
B
They wanted the income from selling positions.
C
They resented the nobles who bought church positions.
D
They believed too many people lacked religious commitment.
5

A vassal offered a lord loyalty in exchange for

A
military service.
B
royal favors.
C
money.
D
protection.
6

Why was the development of towns economically important?

A
The towns became centers of commerce.
B
The towns created homes for a variety of guilds.
C
The towns were established by charters from the king.
D
The towns helped peasants develop marketable skills.
7

The Canterbury Tales is helpful to historians because the author

A
describes several people on a pilgrimage.
B
explains the characteristics of a noble knight.
C
indicates the strict class structure of the period.
D
details what clothing was made of at the time.
8

When did feudalism begin?

A
before the period of Viking, Magyar, and Muslim invasions
B
during the period of Viking, Magyar, and Muslim invasions
C
shortly after the period of Viking, Magyar, and Muslim invasions
D
long after the period of Viking, Magyar, and Muslim invasions
9

Read this excerpt about an invasion by Vikings in England.After Easter this year the Viking army we spoke of before came to East Anglia. They landed at Ipswich and marched straight to where they had heard [the lord] was with his local forces. . . . And the East Anglians ran off at once. . . . The Danes held the battlefield. Then they got horses and afterwards took control of East Anglia and plundered and burned the countryside for four months—they even went as far as the wild fens and killed men and beasts and set fires throughout the fens, and burned down Cambridge and then turned south to the Thames River. . . .Then they turned back to their ships with their plunder.What does this excerpt reveal about the Vikings?

A
They were raiders and they stole from people.
B
They attacked people only when necessary.
C
Their main goal was to find new places to settle.
D
They were best at fighting at sea, not on land.
10

A noble woman educated her children. Why was a peasant woman less likely to teach her own children?

A
Peasant children had no interest in learning.
B
It was the husband’s job to teach the children.
C
Peasant children attended a school on the manor.
D
A peasant woman had no free time to teach.
11

Read this excerpt from a book that describes clothing in medieval Europe.Nobles, including lords and ladies, often were dressed in rich-colored clothing, sometimes even with golden thread. Dyeing clothes was very expensive at the time; therefore, only the wealthy could afford to have clothing made with vibrant colors. Peasants wore un-dyed clothes in browns and grays mostly for two reasons: they were inexpensive, and because peasants worked the land, dirt was less predominant and the clothes were easier to clean.On the basis of this excerpt, what can a reader conclude about noble women and peasant women?

A
Peasant women had no interest in fine clothing.
B
It was easy to distinguish between noble and peasant women at a glance.
C
Noble women were concerned only with their wealth and status.
D
It was unlikely that a peasant woman could ever become a noble woman.
12

Unlike conflicts in Egypt and Syria, the conflict in the Byzantine territory of Anatolia

A
was quickly settled.
B
involved several nations.
C
went on for centuries.
D
resulted in few deaths.
13

What brought an end to the system of serf labor?

A
Lords found cheaper workers for their lands.
B
Peasants replaced serfs in the fields.
C
Workers were in short supply.
D
Lords decided serf labor was unfair.
14

How did the Justinian Code make the Byzantine Empire more powerful?

A
It reorganized the government.
B
It reorganized the economy.
C
It reorganized the Church.
D
It reorganized the military.
15

Where did the Magyars live in relation to what was then known as Europe?

A
to the east
B
to the north
C
to the south
D
to the west
16

Under the feudal system, what did peasants give up?

A
safety
B
freedom
C
family
D
land
17

Which statement best describes courtly love songs?

A
Courtly love songs were centered on honor and bravery.
B
Courtly love songs were played on a variety of instruments.
C
Courtly love songs were written by ladies to honor knights.
D
Courtly love songs were sung by a small group of musicians.
18

The chart below shows the economic cost of two school lunches.

Question illustration
A
it contains a larger portion than the current lunch.
B
it uses a substitute item that is more expensive.
C
it tastes better than the side dish in the current lunch.
D
it reduces childhood obesity in a more effective way.
19

What was a main advantage of the three-field system?

A
Crops matured at different times.
B
New types of crops could be grown.
C
Extra food reduced the chance of famine.
D
Multiple harvests became commonplace.
20

The Great Schism of 1378 differed from the one in 1054 because

A
it was based on a power struggle.
B
it divided the eastern and western churches.
C
it split the center of the papacy between east and west.
D
it raised questions regarding the authority of monarchs.

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