Exam Test Bank

Test Bank For The West in the World 5th Edition by Dennis Sherman

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Test Bank For The West in the World 5th Edition by Dennis Sherman

Chapter 3 The Poleis Become Cosmopolitan

MULTIPLE CHOICE

1. The period of ancient Greek history that began with Alexander’s conquest of Persia is called the

A. Paleolithic period.

B. Hellenistic period.

C. Medieval period.

D. Renaissance.

Answer: B

Difficulty: Easy

Page: 75

2. During the Hellenistic period,

A. ancient Middle Eastern and Greek civilizations joined in a manner that changed them both.

B. the eastern Mediterranean was dominated by Greek language and culture.

C. rather than citizens ruling independent city-states, kings ruled large kingdoms.

D. All these answers are correct.

Answer: D

Difficulty: Medium

Page: 75

3. Evidence suggests that during the Hellenistic period, as compared to the classical, Greek women

A. were freer from family authority and could work and earn money.

B. became dominant over men politically and economically.

C. became even more subject to the will of their husbands and fathers.

D. were admitted to the citizen assemblies, achieving political equality with men.

Answer: A

Difficulty: Hard

Page: 76

4. Macedonia

A. was an Aegean island kingdom.

B. was a Greek-speaking kingdom north of Greece.

C. had a long tradition of democratic rule.

D. was an early Roman outpost.

Answer: B

Difficulty: Medium

Page: 76

5. The southern Greek states, the self-described “civilized” Greeks, regarded the Macedonians as

A. highly developed politically and culturally—a people to be emulated.

B. backward because they did not have the political life of the city-states.

C. so poor and backward they were not worth bothering about.

D. dangerous because they were allied with Persia.

Answer: B

Difficulty: Medium

Page: 76

6. Philip II of Macedon, father of Alexander the Great,

A. participated in several Greek wars during the fourth century B.C.E.

B. reformed the Macedonian army, especially the phalanx, to make it more formidable.

C. hoped to unite the Greek city-states under his leadership.

D. All these answers are correct.

Answer: D

Difficulty: Medium

Page: 76-77

7. Demosthenes opposed the expansion of Macedonia under Philip II because

A. Philip threatened the traditional freedom and self-government of the poleis.

B. Philip was a weak military commander and would not be able to fight the Persians.

C. he wanted Sparta to assume the leadership of Greece.

D. Macedonia was not rich enough to be the leader of the Greeks.

Answer: A

Difficulty: Medium

Page: 77

8. The southern Greek states were defeated by Philip II at the battle of

A. Marathon.

B. Salamis.

C. Chaeronea.

D. Actium.

Answer: C

Difficulty: Medium

Page: 77

9. Philip II dreamed of conquering Persia but did not do so because

A. he was assassinated under circumstances that have never been clearly explained.

B. the coalition of Athens and Thebes crushed his troops at Chaeronea.

C. he died young of a fever.

D. the king of Persia persuaded the Macedonian troops to mutiny.

Answer: A

Difficulty: Medium

Page: 77

10. Alexander’s love of Greek culture and literature seems to have come from his tutor

A. Socrates.

B. Plato.

C. Aristotle.

D. Zeno.

Answer: C

Difficulty: Easy

Page: 78

11. Where did Alexander found and build the city that would later become the premier city of the Hellenistic world?

A. Egypt

B. Persia

C. Phoenicia

D. Macedonia

Answer: A

Difficulty: Easy

Page: 79

12. In Egypt, Alexander

A. was finally defeated.

B. diverted the Nile to the south.

C. organized a democratic government for the people.

D. was declared the incarnation of the god Amon, and was treated as pharaoh.

Answer: D

Difficulty: Medium

Page: 79

13. In order to consolidate his authority in Greece, Alexander

A. returned to Greece after defeating Darius III at Issus.

B. publicly identified himself with the legendary Greek heroes Heracles and Achilles.

C. restored democracy in Athens.

D. openly adopted the Spartan way of life.

Answer: B

Difficulty: Medium

Page: 80

14. Which of the following policies did Alexander NOT follow in his imperial rule?

A. founding many cities to spread Greek urban life throughout the empire

B. supporting intermarriage between Greeks and Asians

C. destroying all conquered cities to obliterate non-Greek culture

D. recruiting Persian soldiers as part of a new combined army

Answer: C

Difficulty: Medium

Page: 81

15. In 323 B.C.E., Alexander died in Babylon 

A. when he was assassinated by one of his officers.

B. by suicide, drowning in the Euphrates.

C. from alcohol abuse and fever.

D. from a battle wound that had become infected.

Answer: C

Difficulty: Hard

Page: 80

Test Bank for The West in the World, 5th Edition by Dennis Sherman

Overview: The Test Bank for The West in the World, 5th Edition by Dennis Sherman, is an essential academic resource designed to evaluate students’ comprehension and analytical skills regarding Western civilization’s historical development. This edition is tailored to accompany the textbook, which provides a narrative of Western history from antiquity to the modern era, highlighting significant events, cultural shifts, political transformations, and social dynamics that shaped the Western world.

Content:

  • Multiple Choice Questions: These questions are designed to test students’ recall and understanding of key facts, dates, figures, and events discussed in the textbook. Topics include ancient civilizations, the Middle Ages, the Renaissance, the Enlightenment, the Industrial Revolution, and the modern age. The multiple-choice format allows for quick assessment of foundational knowledge.
  • True/False Questions: This section assesses students’ ability to identify correct and incorrect statements about Western history. These questions help reinforce essential historical facts and concepts, providing a straightforward method for testing comprehension.
  • Short Answer Questions: These questions require students to provide concise explanations of specific historical terms, concepts, or events. This format is ideal for assessing students’ ability to summarize and articulate their understanding of significant topics covered in the textbook.
  • Essay Questions: The essay section encourages students to delve deeper into historical analysis, asking them to explore themes, compare different periods, or discuss the causes and consequences of major events. These questions are designed to assess critical thinking, the ability to synthesize information, and the application of historical knowledge to broader contexts.
  • Document-Based Questions (DBQs): These questions involve analyzing primary source documents provided in the textbook or as additional materials. Students are asked to interpret the documents, place them in historical context, and discuss their significance. DBQs are an excellent way to test students’ ability to engage with primary sources and develop historical arguments.
  • Map-Based Questions: These questions require students to demonstrate their geographical knowledge of historical events by identifying locations, tracing routes of exploration, or outlining the boundaries of empires. Understanding the geographical context of historical events is crucial for a comprehensive grasp of Western history.

Key Features:

  • Chronological Coverage: The test bank is organized chronologically, allowing instructors to select questions that correspond to specific chapters or time periods. This organization ensures that assessments can be tailored to the content being taught at any given time.
  • Focus on Critical Thinking: Many of the questions, particularly the essay and DBQ sections, are designed to challenge students to think critically about historical events, causes, and consequences. This approach helps students develop analytical skills that are essential for understanding history.
  • Alignment with Textbook Themes: The questions are closely aligned with the major themes and objectives of the textbook, ensuring that assessments are relevant and focused on the most important content areas. This alignment helps instructors measure students’ progress in understanding the core themes of Western history.
  • Diverse Question Formats: The variety of question types in the test bank allows instructors to assess a range of skills, from basic recall of facts to the ability to analyze and interpret historical events. This diversity supports comprehensive evaluation and provides a well-rounded assessment of students’ knowledge.

Conclusion:

The Test Bank for The West in the World, 5th Edition by Dennis Sherman, is a valuable tool for history instructors. It offers a wide range of question formats that cater to different learning and assessment needs, from simple recall to in-depth analysis. By aligning closely with the textbook’s content and themes, this test bank ensures that students are effectively tested on their knowledge of Western history, while also encouraging critical thinking and engagement with the material.

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