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Praxis Social Studies: World History

Early civilizations, classical societies, trade, revolutions, and global conflict for middle and high school social studies.

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Praxis is a trademark of Educational Testing Service. FreeExam is not affiliated with Educational Testing Service, and these questions are original practice, not an official test.

Practice Notes: River Civilizations

These notes compare four early river societies for a middle school lesson. They are a study guide, not a recovered ancient text. Mesopotamian cities along the Tigris and Euphrates faced floods that were hard to predict. Rulers and temple communities organized canals, and public laws such as Hammurabi's code listed penalties.

Egyptian life followed the Nile. The flood came in a regular season and left silt on the fields. Pharaohs tied their authority to order, and large building projects depended on grain surplus and organized labor.

Indus cities such as Harappa and Mohenjo-daro show planned streets and drains. Their script is still unread, so the form of their government remains uncertain. Along the Yellow River, Shang kings used oracle bones to pose royal questions, and later Zhou rulers explained the Shang defeat through a Mandate of Heaven.

  1. 1.A class is using the river civilizations notes. Why did Mesopotamian communities organize so much canal labor?

  1. 2.Students read a classroom summary of Hammurabi's code, from about 1750 B.C.E. Which conclusion fits that law collection?

Practice Notes: River Civilizations

These notes compare four early river societies for a middle school lesson. They are a study guide, not a recovered ancient text. Mesopotamian cities along the Tigris and Euphrates faced floods that were hard to predict. Rulers and temple communities organized canals, and public laws such as Hammurabi's code listed penalties.

Egyptian life followed the Nile. The flood came in a regular season and left silt on the fields. Pharaohs tied their authority to order, and large building projects depended on grain surplus and organized labor.

Indus cities such as Harappa and Mohenjo-daro show planned streets and drains. Their script is still unread, so the form of their government remains uncertain. Along the Yellow River, Shang kings used oracle bones to pose royal questions, and later Zhou rulers explained the Shang defeat through a Mandate of Heaven.

  1. 3.According to the river notes, what made the Nile especially useful to Egyptian farmers?

  2. 4.The river notes describe Indus cities such as Harappa and Mohenjo-daro. Which conclusion should students draw?

  3. 5.Using the river notes, what were Shang oracle bones for?

  1. 6.A student asks why Zhou texts speak of a Mandate of Heaven. Which reply is accurate?

  2. 7.Students compare a Greek polis with a modern nation-state. Which feature belonged to the polis?

  3. 8.In a lesson on Athenian democracy in the fifth century B.C.E., which limit should the teacher emphasize?

  4. 9.Why could Spartan citizens spend so much of their lives in military training?

  5. 10.After Alexander's conquests in the fourth century B.C.E., what cultural pattern linked Egypt to Central Asia?

  6. 11.Plebeians in the early Roman Republic demanded that the law be written down. What did the Twelve Tables, about 451 B.C.E., give them?

  7. 12.Which combination best explains how Rome governed a Mediterranean empire for centuries?

  8. 13.How did the Han state, from 206 B.C.E. to 220 C.E., recruit many of its officials?

  9. 14.Why did Han military policy matter for overland silk trade?

  10. 15.A math teacher and a history teacher plan a joint lesson on Gupta-period India. Which claim is sound?

  11. 16.What role did Sanskrit literature play at Gupta courts?

  12. 17.How should a world history class describe social rank in Gupta-period India?

  13. 18.Which statement best describes religion and royal support in the Gupta era?

  14. 19.Why does Abbasid Baghdad, founded in the eighth century C.E., matter in a lesson on the early Islamic world?

  15. 20.What developed along the East African coast as Indian Ocean trade expanded after about 1000 C.E.?

Practice Notes: Ocean and Desert Trade

These notes outline exchange before 1500 C.E. for a high school review. They are classroom notes, not a ship's log. Sailors in the Indian Ocean timed voyages to the monsoon, going out on one wind and home on the other. Ports linked East Africa, Arabia, India, and Southeast Asia. No single empire policed the whole ocean. Cotton, porcelain, spices, and gold moved through the network, and Islam spread along many of the same routes through merchants and teachers.

Across the Sahara, camel caravans joined North African markets to savanna kingdoms. Gold moved north and salt moved south. Mali's rulers taxed that trade. Farther south, Great Zimbabwe's stone enclosures and imported ceramics show a local state tied to Indian Ocean trade, not a city built by outsiders.

  1. 21.According to the trade notes, how did monsoon winds shape Indian Ocean travel?

  1. 22.Islam reached many Indian Ocean ports without one conquest of the whole shore. Which process fits that spread?

Practice Notes: Ocean and Desert Trade

These notes outline exchange before 1500 C.E. for a high school review. They are classroom notes, not a ship's log. Sailors in the Indian Ocean timed voyages to the monsoon, going out on one wind and home on the other. Ports linked East Africa, Arabia, India, and Southeast Asia. No single empire policed the whole ocean. Cotton, porcelain, spices, and gold moved through the network, and Islam spread along many of the same routes through merchants and teachers.

Across the Sahara, camel caravans joined North African markets to savanna kingdoms. Gold moved north and salt moved south. Mali's rulers taxed that trade. Farther south, Great Zimbabwe's stone enclosures and imported ceramics show a local state tied to Indian Ocean trade, not a city built by outsiders.

  1. 23.The trade notes describe the Indian Ocean before 1500 C.E. Which political claim do they support?

  1. 24.What helped Muslim merchants deal with partners they might never meet again?

  2. 25.In medieval Europe, what was the heart of the feudal bargain between a lord and a vassal?

  3. 26.How was a medieval serf's position different from that of a free tenant who could move?

  4. 27.What did the Latin Church provide that helped bind medieval Western Europe together?

  5. 28.The Crusades began in 1095 C.E. What economic consequence should students be able to explain?

  6. 29.After the Black Death killed a huge share of Europe's people in the mid-1300s C.E., what happened to many laborers' bargaining power?

  7. 30.A class reads a summary of Magna Carta, accepted in 1215 C.E. Which meaning should the teacher insist on?

  8. 31.Why did Mansa Musa's pilgrimage in 1324 C.E. become a famous episode in world history?

  9. 32.What made Timbuktu important beyond its role as a stop for camel caravans?

Practice Notes: Ocean and Desert Trade

These notes outline exchange before 1500 C.E. for a high school review. They are classroom notes, not a ship's log. Sailors in the Indian Ocean timed voyages to the monsoon, going out on one wind and home on the other. Ports linked East Africa, Arabia, India, and Southeast Asia. No single empire policed the whole ocean. Cotton, porcelain, spices, and gold moved through the network, and Islam spread along many of the same routes through merchants and teachers.

Across the Sahara, camel caravans joined North African markets to savanna kingdoms. Gold moved north and salt moved south. Mali's rulers taxed that trade. Farther south, Great Zimbabwe's stone enclosures and imported ceramics show a local state tied to Indian Ocean trade, not a city built by outsiders.

  1. 33.Using the trade notes, what did Mali's rulers gain from the crossing of the Sahara?

  1. 34.A class has no chronicle written by Sundiata himself. How did Mali preserve a founding story?

  2. 35.Students repeat the old claim that foreigners must have built Great Zimbabwe. Which response is historically sound?

Practice Notes: Ocean and Desert Trade

These notes outline exchange before 1500 C.E. for a high school review. They are classroom notes, not a ship's log. Sailors in the Indian Ocean timed voyages to the monsoon, going out on one wind and home on the other. Ports linked East Africa, Arabia, India, and Southeast Asia. No single empire policed the whole ocean. Cotton, porcelain, spices, and gold moved through the network, and Islam spread along many of the same routes through merchants and teachers.

Across the Sahara, camel caravans joined North African markets to savanna kingdoms. Gold moved north and salt moved south. Mali's rulers taxed that trade. Farther south, Great Zimbabwe's stone enclosures and imported ceramics show a local state tied to Indian Ocean trade, not a city built by outsiders.

  1. 36.Which evidence in the trade notes connects Great Zimbabwe to Indian Ocean commerce?

  1. 37.How did Mexica farmers raise large harvests in the lakes of the Valley of Mexico?

  2. 38.What did subject towns owe the Mexica state, and what backed that demand?

  3. 39.Why did Mexica state ritual include human sacrifice?

  4. 40.The Inca state stretched along the Andes. What system held distant provinces to Cuzco?

  5. 41.Inca administrators did not rely on an alphabetic script. How did they record numbers for labor and goods?

  6. 42.What was the Inca mit'a, and why did the state depend on it?

  7. 43.What were Renaissance humanists in Italian cities trying to do with ancient Greek and Latin works?

  8. 44.Why could Italian city-states support so many artists and scholars around 1500 C.E.?

  9. 45.How did printing with movable type change the early Reformation after the mid-1400s C.E.?

  10. 46.Which teaching put Martin Luther in conflict with church practice in 1517 C.E.?

  11. 47.How did Catholic leaders respond to Protestant reform in the sixteenth century C.E.?

  12. 48.Henry VIII broke with the pope in the 1530s C.E. What changed in England?

  13. 49.What was the Ottoman devshirme?

  14. 50.Why did the Ottoman conquest of Constantinople in 1453 C.E. matter beyond the battle itself?

  15. 51.Suleiman's government in the sixteenth century C.E. is remembered for law as well as conquest. What did kanun do?

  16. 52.Ming fleets led by Zheng He sailed in the early 1400s C.E., then stopped. Which account fits the record?

  17. 53.How did Ming and Qing courts expect many neighboring rulers to approach the emperor?

  18. 54.Which description of the Qing empire in the eighteenth century C.E. is most accurate?

  19. 55.A lesson on the Atlantic slave trade reaches the Middle Passage. What should students understand about that voyage?

  20. 56.Which American product created the heaviest demand for enslaved African labor in the 1600s and 1700s C.E.?

  21. 57.How did Atlantic demand for captives affect politics in parts of West and Central Africa?

  22. 58.Why did many plantation colonies move from European indentured servants toward enslaved Africans?

  23. 59.Enslaved Africans in the Americas brought knowledge with them. Which outcome shows that most clearly?

  24. 60.Students confuse Britain's 1807 slave-trade act with the 1833 emancipation act. What is the accurate distinction?

  25. 61.John Locke wrote that government rests on consent. What conclusion followed for him if a ruler broke that trust?

  26. 62.Why do civics teachers connect Montesquieu with later written constitutions?

  27. 63.Enlightenment arguments did not stay inside a few private studies. What carried them to a wider public in the 1700s C.E.?

  28. 64.Mary Wollstonecraft's 1792 book extended Enlightenment talk of rights in which direction?

  29. 65.Catherine the Great and Frederick II are sometimes called enlightened absolutists. What does that label mark?

  30. 66.In 1789 the Estates-General deadlocked over how to count votes. What did many Third Estate deputies do?

Practice Notes: Revolutions after 1750

These notes compare political breaks after 1750 C.E. They are a review sheet, not a manifesto. French revolutionaries challenged noble privilege in 1789. The revolution then passed through a radical phase of emergency rule and later into military leadership.

In Saint-Domingue, enslaved people overthrew French plantation rule. Haiti's 1804 independence showed that people held as property could defeat imperial armies. Slaveholding powers responded with isolation and, in 1825, a French demand for payment.

In Spanish America, creole leaders often spoke of liberty while keeping landholding and racial rank after Spain's authority collapsed. By the late 1800s, European pressure forced unequal treaties that opened Qing ports. Meiji leaders answered foreign pressure by building a conscript army, railroads, and schools while keeping the emperor at the center of the state.

  1. 67.The revolutions notes say French revolutionaries challenged noble privilege in 1789. Which document matches that step?

  1. 68.The French Revolution moved into the Terror of 1793 and 1794. What pushed that turn?

Practice Notes: Revolutions after 1750

These notes compare political breaks after 1750 C.E. They are a review sheet, not a manifesto. French revolutionaries challenged noble privilege in 1789. The revolution then passed through a radical phase of emergency rule and later into military leadership.

In Saint-Domingue, enslaved people overthrew French plantation rule. Haiti's 1804 independence showed that people held as property could defeat imperial armies. Slaveholding powers responded with isolation and, in 1825, a French demand for payment.

In Spanish America, creole leaders often spoke of liberty while keeping landholding and racial rank after Spain's authority collapsed. By the late 1800s, European pressure forced unequal treaties that opened Qing ports. Meiji leaders answered foreign pressure by building a conscript army, railroads, and schools while keeping the emperor at the center of the state.

  1. 69.According to the revolutions notes, who overthrew French plantation rule in Saint-Domingue?

  1. 70.Haiti became independent in 1804, yet faced a special burden from outside. What was it?

Practice Notes: Revolutions after 1750

These notes compare political breaks after 1750 C.E. They are a review sheet, not a manifesto. French revolutionaries challenged noble privilege in 1789. The revolution then passed through a radical phase of emergency rule and later into military leadership.

In Saint-Domingue, enslaved people overthrew French plantation rule. Haiti's 1804 independence showed that people held as property could defeat imperial armies. Slaveholding powers responded with isolation and, in 1825, a French demand for payment.

In Spanish America, creole leaders often spoke of liberty while keeping landholding and racial rank after Spain's authority collapsed. By the late 1800s, European pressure forced unequal treaties that opened Qing ports. Meiji leaders answered foreign pressure by building a conscript army, railroads, and schools while keeping the emperor at the center of the state.

  1. 71.The revolutions notes describe more than one phase of the French Revolution. Which sequence matches them?

  1. 72.Early mills often used waterwheels. What change let later factories cluster near coal and ports?

  2. 73.Parliamentary enclosure in Britain changed the countryside before and during industrialization. What was one result?

  3. 74.A student says early factories differed from cottage workshops only by being larger. What else should the class add?

  4. 75.Industrial workers organized during the nineteenth century C.E. What demand grew out of that organizing?

  5. 76.Industrial cities grew faster than their water and drains. What public-health pattern followed?

Practice Notes: Revolutions after 1750

These notes compare political breaks after 1750 C.E. They are a review sheet, not a manifesto. French revolutionaries challenged noble privilege in 1789. The revolution then passed through a radical phase of emergency rule and later into military leadership.

In Saint-Domingue, enslaved people overthrew French plantation rule. Haiti's 1804 independence showed that people held as property could defeat imperial armies. Slaveholding powers responded with isolation and, in 1825, a French demand for payment.

In Spanish America, creole leaders often spoke of liberty while keeping landholding and racial rank after Spain's authority collapsed. By the late 1800s, European pressure forced unequal treaties that opened Qing ports. Meiji leaders answered foreign pressure by building a conscript army, railroads, and schools while keeping the emperor at the center of the state.

  1. 77.The revolutions notes describe independence in Spanish America. What do they say creole leaders often did?

  1. 78.What crisis in Spain in 1808 C.E. opened a path toward independence in Spanish America?

  2. 79.Simón Bolívar hoped northern South America might stay one large republic. What happened to that plan?

  3. 80.Father Miguel Hidalgo's 1810 call drew rural and Indigenous people into Mexico's independence fight. Why did many creole landowners pull back?

  4. 81.Brazil's independence in 1822 C.E. differed from most Spanish American cases. How?

  5. 82.European conquest in Africa accelerated in the late nineteenth century C.E. Which advantages help explain the speed?

  6. 83.What did the Berlin Conference of 1884 and 1885 do in the partition of Africa?

  7. 84.After the 1857 uprising in India, how did British rule change?

Practice Notes: Revolutions after 1750

These notes compare political breaks after 1750 C.E. They are a review sheet, not a manifesto. French revolutionaries challenged noble privilege in 1789. The revolution then passed through a radical phase of emergency rule and later into military leadership.

In Saint-Domingue, enslaved people overthrew French plantation rule. Haiti's 1804 independence showed that people held as property could defeat imperial armies. Slaveholding powers responded with isolation and, in 1825, a French demand for payment.

In Spanish America, creole leaders often spoke of liberty while keeping landholding and racial rank after Spain's authority collapsed. By the late 1800s, European pressure forced unequal treaties that opened Qing ports. Meiji leaders answered foreign pressure by building a conscript army, railroads, and schools while keeping the emperor at the center of the state.

  1. 85.The revolutions notes mention unequal treaties that affected Qing ports. What did those treaties do?

  1. 86.Leopold II held the Congo Free State as a personal domain after 1885. What defined that regime?

  2. 87.Italy invaded Ethiopia and lost at Adwa in 1896. Why does that battle belong in a lesson on imperialism?

  3. 88.Early Meiji leaders wanted a state that could resist foreign pressure. Which change fits the 1870s?

Practice Notes: Revolutions after 1750

These notes compare political breaks after 1750 C.E. They are a review sheet, not a manifesto. French revolutionaries challenged noble privilege in 1789. The revolution then passed through a radical phase of emergency rule and later into military leadership.

In Saint-Domingue, enslaved people overthrew French plantation rule. Haiti's 1804 independence showed that people held as property could defeat imperial armies. Slaveholding powers responded with isolation and, in 1825, a French demand for payment.

In Spanish America, creole leaders often spoke of liberty while keeping landholding and racial rank after Spain's authority collapsed. By the late 1800s, European pressure forced unequal treaties that opened Qing ports. Meiji leaders answered foreign pressure by building a conscript army, railroads, and schools while keeping the emperor at the center of the state.

  1. 89.The revolutions notes describe Meiji reform. What remained at the center of the new state?

  1. 90.What was the purpose of the Iwakura embassy of 1871 to 1873?

  2. 91.Japan defeated Qing China in 1895 and Russia in 1905. How did those wars change Japan's position?

  3. 92.The Meiji constitution of 1889 and the new school system shared which purpose?

  4. 93.In summer 1914 an assassination in the Balkans became a European war within weeks. What widened the local crisis?

  5. 94.Why did the Western Front in World War I settle into a long stalemate with enormous casualties?

  6. 95.During World War I, what did the Ottoman government do to its Armenian population?

  7. 96.How should a class define the Holocaust, as distinct from soldiers killed in combat?

  8. 97.Why did extremist parties, including the Nazis, gain a mass following in parts of Europe after World War I?

  9. 98.Japan had been fighting in China since 1937. What immediate blows in August 1945 preceded Japan's surrender?

  10. 99.British India was partitioned in August 1947. What did that decision produce?

  11. 100.Leaders in Indonesia proclaimed independence in 1945 as Japanese occupation ended. When did the Netherlands formally recognize it?

  12. 101.Why do world history courses treat Ghana's independence in 1957 as a landmark for Africa?

  13. 102.Algeria's break with France differed from Ghana's transfer of power. How?

  14. 103.French forces lost at Dien Bien Phu in 1954. What did that defeat change in Vietnam?

  15. 104.NATO was founded in 1949 and the Warsaw Pact in 1955. What did the pair show about the Cold War in Europe?

  16. 105.The Korean War of 1950 to 1953 is often called a Cold War proxy conflict. What does that label explain?

  17. 106.The Communist victory in China in 1949 did not freeze Beijing's tie to Moscow. What should students add?

  18. 107.In October 1962 the United States found Soviet nuclear missiles in Cuba. What was at stake?

  19. 108.What happened to the Soviet Union in December 1991, and what did it mean for the Cold War order?