Global History & Geography I: Early Societies to c. 1750 — Final exam worked answers
Student exam paperA course-authored written history assessment. Use two 60-minute blocks for the midterm, three for the final, and one for the optional sample. Marking and revision have a separate parent-plan session.
40 questions · 120 points · suggested 180 minutes
Student instructions
- Use supplied evidence and your timeline; notes and a glossary are permitted.
- Give short reasoned answers; distinguish observations from interpretations.
- Keep worked keys closed until after attempting the paper.
- Equivalent supported explanations and accessible response formats are accepted.
Historical inquiry methods
| Task | Method |
|---|---|
| Context | Identify period, place, institutions, and earlier conditions. |
| Source | Identify maker, date, purpose, form, and limits. |
| Causation | Explain a mechanism; chronology alone is not causation. |
| Comparison | Use stated criteria and comparable evidence. |
Coverage and marks
| Chapter | Questions | Points |
|---|---|---|
| Historical Inquiry & Early Societies | 1, 2, 3, 4, 5 | 15 |
| Ancient Cities, States & Citizenship | 6, 7, 8, 9, 10 | 15 |
| Belief Systems, Communities & Imperial Rule | 11, 12, 13, 14, 15 | 15 |
| Medieval Societies Across Regions | 16, 17, 18, 19, 20 | 15 |
| Trade Networks, Empires & Disruption | 21, 22, 23, 24, 25 | 15 |
| Americas, European Reforms & Atlantic Encounters | 26, 27, 28, 29, 30 | 15 |
| Early Modern States & Changing Authority | 31, 32, 33, 34, 35 | 15 |
| Knowledge, Labor & the World Around 1750 | 36, 37, 38, 39, 40 | 15 |
Parent / teacher marking guide
- A person awards each of the three criteria separately.
- Accept different supported interpretations; exact model wording is unnecessary.
- Use feedback and revision to diagnose gaps. A score does not certify homeschool credit.
Question 1 · 3 points
Teaching scenario: a royal inscription celebrates conquest; a modern map shows the empire’s greatest extent. Neither supplies dates for each border or the conquered communities’ experiences. Explain what these sources support and identify two additional records needed to describe change over time.
Worked answer
The inscription supports a claim about royal self-presentation, while the map summarizes a chosen extent. Neither proves continuous control or universal approval. Dated administrative records, local accounts, and successive maps could test those claims.
Identify the relevant context and evidence.
Explain the connection using the supplied information.
Qualify the conclusion with the relevant limitation or distinction.
Marking criteria
- Accurate context or identification.
- Evidence connected to an explained conclusion.
- A correct limitation, distinction, or qualification.
Question 2 · 3 points
Illustrative excavation: Site A has fish bones, hearths, and storage pits in several occupation layers. Site B has a single hearth and portable tools. No written accounts survive. Compare what the remains suggest about residence and explain why they cannot establish every household’s movements.
Worked answer
Site A may indicate repeated or longer residence, while Site B’s limited remains permit several explanations. Preservation and excavation coverage differ. Dating, seasonal animal remains, and further structures would help distinguish repeated visits from continuous residence.
Identify the relevant context and evidence.
Explain the connection using the supplied information.
Qualify the conclusion with the relevant limitation or distinction.
Marking criteria
- Accurate context or identification.
- Evidence connected to an explained conclusion.
- A correct limitation, distinction, or qualification.
Question 3 · 3 points
Illustrative figures: a settlement’s harvest rises from 100 to 140 baskets, but 30 baskets spoil and 20 are reserved for seed. Population also increases. Calculate the amount left after these deductions and explain what additional evidence is needed to assess food security.
Worked answer
The remaining 90 baskets do not establish better food security. The original harvest figure lacks equivalent deductions, basket size is unspecified, and more people may share the food. Storage and distribution matter alongside gross production.
Identify the relevant context and evidence.
Explain the connection using the supplied information.
Qualify the conclusion with the relevant limitation or distinction.
Marking criteria
- Accurate context or identification.
- Evidence connected to an explained conclusion.
- A correct limitation, distinction, or qualification.
Question 4 · 3 points
Teaching case based on the type of record preserved in Mesopotamia, not a translation: a buyer complains about copper quality; no seller’s response or tested metal survives in the supplied packet. Explain what the complaint establishes, what it alleges, and how you would test a claim about the transaction.
Worked answer
The complaint is evidence of dissatisfaction and a claim about delivery. It does not alone establish the metal’s quality, the agreed terms, or a general pattern of fraud. Corroborating records would help test those conclusions.
Identify the relevant context and evidence.
Explain the connection using the supplied information.
Qualify the conclusion with the relevant limitation or distinction.
Marking criteria
- Accurate context or identification.
- Evidence connected to an explained conclusion.
- A correct limitation, distinction, or qualification.
Question 5 · 3 points
Teaching summaries: a royal inscription praises abundant resources; a local grain account records reduced deliveries in one year. The dates are not yet confirmed. Explain why the records need not contradict and propose a way to test a claim about production.
Worked answer
The inscription may express an ideal or refer to another period; the account concerns a specific delivery, not total national output. Establishing comparable dates and measures is necessary before calling either record false.
Identify the relevant context and evidence.
Explain the connection using the supplied information.
Qualify the conclusion with the relevant limitation or distinction.
Marking criteria
- Accurate context or identification.
- Evidence connected to an explained conclusion.
- A correct limitation, distinction, or qualification.
Question 6 · 3 points
Teaching excavation: two cities share brick proportions and weights. No deciphered rule or named administrative record is supplied. Explain two possible arrangements that could produce the pattern and name evidence that would help distinguish them.
Worked answer
Common standards support coordination or shared practices. They do not alone distinguish one state from interacting communities. Distribution of facilities, production sites, and regional chronology could help test competing explanations.
Identify the relevant context and evidence.
Explain the connection using the supplied information.
Qualify the conclusion with the relevant limitation or distinction.
Marking criteria
- Accurate context or identification.
- Evidence connected to an explained conclusion.
- A correct limitation, distinction, or qualification.
Question 7 · 3 points
Teaching scenario: an official text praises educated service; appointment records in a sample repeatedly name families with wealth. The sample covers one district. Explain why the evidence can support both an official ideal and unequal access without proving that every appointment was corrupt.
Worked answer
The text states a standard, while the sample may reveal unequal opportunities to meet it or patronage. Wealth alone does not establish corruption. Wider appointment and education evidence would test how appointments operated.
Identify the relevant context and evidence.
Explain the connection using the supplied information.
Qualify the conclusion with the relevant limitation or distinction.
Marking criteria
- Accurate context or identification.
- Evidence connected to an explained conclusion.
- A correct limitation, distinction, or qualification.
Question 8 · 3 points
Illustrative town: 1,000 residents include 200 eligible citizens; 120 attend an assembly. These are invented figures, not Athenian statistics. Calculate attendance as a share of eligible citizens and of all residents, then explain the different meanings.
Worked answer
The same meeting has 60 percent attendance among eligible citizens and 12 percent of residents attending. A claim about high participation requires its denominator. Neither figure alone describes the quality of debate or those excluded.
Identify the relevant context and evidence.
Explain the connection using the supplied information.
Qualify the conclusion with the relevant limitation or distinction.
Marking criteria
- Accurate context or identification.
- Evidence connected to an explained conclusion.
- A correct limitation, distinction, or qualification.
Question 9 · 3 points
Teaching summaries: a rule extends citizenship to free inhabitants; another record describes enslaved labor; a woman holds property but not an identical public office. Explain why the records are compatible and identify the dimensions of status they concern.
Worked answer
The records concern different statuses and rights. Extending citizenship to free people does not free enslaved people or make every citizen’s public powers equal. Their compatibility depends on the specific dates and rules, which further records should establish.
Identify the relevant context and evidence.
Explain the connection using the supplied information.
Qualify the conclusion with the relevant limitation or distinction.
Marking criteria
- Accurate context or identification.
- Evidence connected to an explained conclusion.
- A correct limitation, distinction, or qualification.
Question 10 · 3 points
Teaching summaries: an imperial inscription advocates respectful conduct; a local dispute concerns access to resources. The packet does not state the dispute’s outcome. Explain why the imperial ideal and the dispute can coexist and how you would test implementation.
Worked answer
The ideal sets a public standard, while the dispute identifies a problem within society. Neither proves universal success or failure. Administrative decisions and records of outcomes could show how officials applied the standard.
Identify the relevant context and evidence.
Explain the connection using the supplied information.
Qualify the conclusion with the relevant limitation or distinction.
Marking criteria
- Accurate context or identification.
- Evidence connected to an explained conclusion.
- A correct limitation, distinction, or qualification.
Question 11 · 3 points
Teaching scenario: a royal announcement adopts a tradition; household objects from the following decades suggest varied practices. The objects’ meanings are partly uncertain. Explain how official affiliation and varied local practice can coexist without calling one source false.
Worked answer
A ruler can adopt or patronize a tradition while households retain or combine practices. Objects may reveal practices but cannot always identify a person’s complete beliefs. Further texts, local records, and contextual evidence would test the interpretation.
Identify the relevant context and evidence.
Explain the connection using the supplied information.
Qualify the conclusion with the relevant limitation or distinction.
Marking criteria
- Accurate context or identification.
- Evidence connected to an explained conclusion.
- A correct limitation, distinction, or qualification.
Question 12 · 3 points
Teaching scenario: a donor funds a monastery beside a trade route; merchants visit; nearby households retain varied practices. The packet supplies no population count. Explain a possible route of religious exchange and a limit of the evidence.
Worked answer
The monastery and visiting merchants provide a plausible setting for exchanging teaching and texts. Local practices can remain varied. The evidence supports a mechanism, not the number or motives of converts; dated local records would help test wider effects.
Identify the relevant context and evidence.
Explain the connection using the supplied information.
Qualify the conclusion with the relevant limitation or distinction.
Marking criteria
- Accurate context or identification.
- Evidence connected to an explained conclusion.
- A correct limitation, distinction, or qualification.
Question 13 · 3 points
Teaching scenario: a fifth-century copy preserves a first-century narrative; a fourth-century imperial measure supports a church. No household survey is supplied. Identify three different dates or questions and explain what cannot be inferred about all residents.
Worked answer
The narrative’s subject, manuscript production, and imperial policy concern different events. The policy can document official support but cannot establish universal belief. Manuscript and local evidence would clarify transmission and practice.
Identify the relevant context and evidence.
Explain the connection using the supplied information.
Qualify the conclusion with the relevant limitation or distinction.
Marking criteria
- Accurate context or identification.
- Evidence connected to an explained conclusion.
- A correct limitation, distinction, or qualification.
Question 14 · 3 points
Illustrative region: imperial rule changes in Year 1; records still identify multiple religious communities in Year 80. The years are invented to illustrate timing. Explain why the records are compatible and identify evidence needed to study gradual conversion.
Worked answer
New rule can coexist with religious diversity for generations. Household, institutional, and local records could clarify changes, but conversions may have varied motives. The invented dates illustrate a distinction rather than document a specific historical conversion rate.
Identify the relevant context and evidence.
Explain the connection using the supplied information.
Qualify the conclusion with the relevant limitation or distinction.
Marking criteria
- Accurate context or identification.
- Evidence connected to an explained conclusion.
- A correct limitation, distinction, or qualification.
Question 15 · 3 points
Illustrative states: A taxes ten districts directly; B receives tribute from twenty allied districts with local rulers. District sizes and populations differ. Explain why twenty districts do not establish twice the administrative reach and specify evidence needed for comparison.
Worked answer
The count measures listed districts, not equivalent control or resources. Direct administration and tribute involve different institutions. Population, revenue, collection records, and local decision-making would support a meaningful comparison.
Identify the relevant context and evidence.
Explain the connection using the supplied information.
Qualify the conclusion with the relevant limitation or distinction.
Marking criteria
- Accurate context or identification.
- Evidence connected to an explained conclusion.
- A correct limitation, distinction, or qualification.
Question 16 · 3 points
Teaching scenario: a sixth-century legal compilation is copied and adapted in a later region. A modern label calls the later rule an unchanged Byzantine law. Explain what evidence is needed to test continuity and adaptation.
Worked answer
Transmission can preserve material while changing meaning or application. The dates and texts need comparison; resemblance alone cannot establish unchanged law. Local legal practice helps show how a later institution used the inherited material.
Identify the relevant context and evidence.
Explain the connection using the supplied information.
Qualify the conclusion with the relevant limitation or distinction.
Marking criteria
- Accurate context or identification.
- Evidence connected to an explained conclusion.
- A correct limitation, distinction, or qualification.
Question 17 · 3 points
Illustrative estate records: Household A owes three labor days weekly; Household B pays rent but no stated labor days. The packet omits crop yields and other duties. Compare the arrangements and identify why the supplied records do not determine which household has greater well-being.
Worked answer
The records show different forms of payment or service. They do not supply equivalent total burdens, incomes, or freedom. Further land, production, and legal evidence would help compare practical conditions.
Identify the relevant context and evidence.
Explain the connection using the supplied information.
Qualify the conclusion with the relevant limitation or distinction.
Marking criteria
- Accurate context or identification.
- Evidence connected to an explained conclusion.
- A correct limitation, distinction, or qualification.
Question 18 · 3 points
Teaching summaries: a foreign account praises a wealthy royal journey; excavated household remains show varied possessions. The packet gives no complete income data. Explain why royal wealth and household variation can coexist and identify a limit of each source.
Worked answer
A ruler can command substantial resources while households have different possessions. The account concerns a visible journey, and the excavation is a limited sample. Neither establishes uniform wealth or poverty across Mali.
Identify the relevant context and evidence.
Explain the connection using the supplied information.
Qualify the conclusion with the relevant limitation or distinction.
Marking criteria
- Accurate context or identification.
- Evidence connected to an explained conclusion.
- A correct limitation, distinction, or qualification.
Question 19 · 3 points
Teaching excavation: locally made walls and settlement layers coexist with imported ceramics. No foreign construction contract is supplied. Explain what the imports can support and why they do not establish foreign construction.
Worked answer
The ceramics support an exchange connection, while authorship of construction requires its own evidence. Local production and trade can coexist. Foreign contact is not evidence that local people lacked the skill or institutions to build.
Identify the relevant context and evidence.
Explain the connection using the supplied information.
Qualify the conclusion with the relevant limitation or distinction.
Marking criteria
- Accurate context or identification.
- Evidence connected to an explained conclusion.
- A correct limitation, distinction, or qualification.
Question 20 · 3 points
Teaching summaries: two states use examinations or scholarly credentials, but their eligibility rules and patronage differ. No complete appointment totals are supplied. Explain what is shared, what differs, and why similar labels do not establish equal access.
Worked answer
Both settings may value learning, while different rules and resources shape who can obtain office. The same institutional label does not establish equivalent practice. Evidence of candidates, appointments, and preparation would strengthen comparison.
Identify the relevant context and evidence.
Explain the connection using the supplied information.
Qualify the conclusion with the relevant limitation or distinction.
Marking criteria
- Accurate context or identification.
- Evidence connected to an explained conclusion.
- A correct limitation, distinction, or qualification.
Question 21 · 3 points
Illustrative network: goods pass from City A to B to C. A’s trader visits only B; C’s buyer acquires them from B’s trader. No direct A–C journey occurs in the case. Explain what the goods’ presence at C establishes and what it does not.
Worked answer
The goods show an A–B–C connection through intermediaries. Their presence at C does not prove that A’s trader reached C. The example also does not establish whether similar historical networks used these exact places or terms.
Identify the relevant context and evidence.
Explain the connection using the supplied information.
Qualify the conclusion with the relevant limitation or distinction.
Marking criteria
- Accurate context or identification.
- Evidence connected to an explained conclusion.
- A correct limitation, distinction, or qualification.
Question 22 · 3 points
Illustrative voyage: a trader waits three months for a favorable seasonal return wind, pays storage costs, and sells part of the cargo locally. Explain how seasonality can shape port residence and relationships as well as travel.
Worked answer
Waiting can create demand for services and sustained local relationships. The winds influence timing, while storage costs and local rules shape choices. This invented case illustrates a mechanism without establishing a universal historical voyage schedule.
Identify the relevant context and evidence.
Explain the connection using the supplied information.
Qualify the conclusion with the relevant limitation or distinction.
Marking criteria
- Accurate context or identification.
- Evidence connected to an explained conclusion.
- A correct limitation, distinction, or qualification.
Question 23 · 3 points
Teaching summaries: one route has a protected postal station; another city’s earlier conquest record describes destruction. The records concern different dates. Explain why they can coexist and what a Pax Mongolica claim must specify.
Worked answer
Protected movement on one route does not establish peace everywhere or erase earlier destruction. A bounded claim can describe facilitated travel during a defined period while identifying coercion and unequal effects.
Identify the relevant context and evidence.
Explain the connection using the supplied information.
Qualify the conclusion with the relevant limitation or distinction.
Marking criteria
- Accurate context or identification.
- Evidence connected to an explained conclusion.
- A correct limitation, distinction, or qualification.
Question 24 · 3 points
Illustrative town register: 120 deaths appear among 600 registered residents; 150 additional residents’ records are missing. Migration is not recorded. Calculate the share for the registered sample and explain why it is not a secure whole-town mortality estimate.
Worked answer
The registered sample yields 20 percent, but incomplete coverage and unknown migration prevent a secure whole-town estimate. More burial, household, and population evidence could improve the reconstruction. The invented figures are an exercise, not historical mortality data.
Identify the relevant context and evidence.
Explain the connection using the supplied information.
Qualify the conclusion with the relevant limitation or distinction.
Marking criteria
- Accurate context or identification.
- Evidence connected to an explained conclusion.
- A correct limitation, distinction, or qualification.
Question 25 · 3 points
Teaching scenario: a major reservoir needs repeated repairs; nearby settlement evidence continues after a royal center’s importance declines. The dates are approximate. Explain what can be said about infrastructure and continuity and what requires further evidence.
Worked answer
Maintenance suggests ongoing institutional demands, while continued settlement challenges a claim of total disappearance. Neither establishes the complete cause of political change. More precise dates and evidence of labor, climate, and administration would help.
Identify the relevant context and evidence.
Explain the connection using the supplied information.
Qualify the conclusion with the relevant limitation or distinction.
Marking criteria
- Accurate context or identification.
- Evidence connected to an explained conclusion.
- A correct limitation, distinction, or qualification.
Question 26 · 3 points
Teaching summaries: a Maya inscription commemorates a ruler; an Andean knotted-cord record is associated with stored quantities. No full readings are supplied. Explain how both can support history while answering different questions.
Worked answer
Both are historical evidence, but the inscription’s royal purpose and the cord’s accounting context support different inquiries. Neither provides every resident’s experience. Their usefulness depends on reliable interpretation, provenance, and comparison with other records.
Identify the relevant context and evidence.
Explain the connection using the supplied information.
Qualify the conclusion with the relevant limitation or distinction.
Marking criteria
- Accurate context or identification.
- Evidence connected to an explained conclusion.
- A correct limitation, distinction, or qualification.
Question 27 · 3 points
Teaching scenario: a merchant pays for a religious painting that includes his portrait; its public setting and date are known, but no audience survey survives. Explain two purposes the work might serve and distinguish a supported inference from certainty.
Worked answer
Devotion and public status are plausible purposes supported by subject and donor imagery. They need not be exclusive. A patron’s letter or contract could clarify aims, while the painting alone cannot establish every viewer’s response.
Identify the relevant context and evidence.
Explain the connection using the supplied information.
Qualify the conclusion with the relevant limitation or distinction.
Marking criteria
- Accurate context or identification.
- Evidence connected to an explained conclusion.
- A correct limitation, distinction, or qualification.
Question 28 · 3 points
Teaching summaries: a reformer calls for scriptural authority; a ruler mandates a particular church; a dissenting community faces restrictions. These summaries are not quotations. Explain why reform and coercion can coexist and identify the different institutions in the case.
Worked answer
A challenge to one religious authority can become an official arrangement backed by state power. That can change institutions while limiting dissent. The supplied summaries support the distinction, not every participant’s motive or every locality’s outcome.
Identify the relevant context and evidence.
Explain the connection using the supplied information.
Qualify the conclusion with the relevant limitation or distinction.
Marking criteria
- Accurate context or identification.
- Evidence connected to an explained conclusion.
- A correct limitation, distinction, or qualification.
Question 29 · 3 points
Teaching scenario: an introduced infection arrives as fighting disrupts harvest and authorities demand labor. No precise mortality series is supplied. Explain three interacting mechanisms and what data would be needed to estimate their effects.
Worked answer
Illness, coercion, and disrupted production can reinforce one another. The case supports a multi-cause explanation, not numerical attribution to each factor. Records of timing, exposure, food, and obligations would help assess relative effects.
Identify the relevant context and evidence.
Explain the connection using the supplied information.
Qualify the conclusion with the relevant limitation or distinction.
Marking criteria
- Accurate context or identification.
- Evidence connected to an explained conclusion.
- A correct limitation, distinction, or qualification.
Question 30 · 3 points
Teaching summaries: an official rule limits labor demands; a community petition alleges that officials exceed those limits. No final judgment is supplied. Explain what each source supports and what further evidence would test enforcement.
Worked answer
A protection can exist while being violated. The petition is evidence of a claim and community action, not proof of the final outcome. Further dated records would test both the allegation and the response.
Identify the relevant context and evidence.
Explain the connection using the supplied information.
Qualify the conclusion with the relevant limitation or distinction.
Marking criteria
- Accurate context or identification.
- Evidence connected to an explained conclusion.
- A correct limitation, distinction, or qualification.
Question 31 · 3 points
Illustrative states: A buys more cannons; B has fewer but better-supplied units. Terrain, training, and opponents differ. Explain why weapon count alone cannot predict outcomes and identify relevant evidence.
Worked answer
Weapon counts describe one resource, not complete capacity. Supply, command, terrain, and opponents shape use. The supplied figures do not establish a winner; a historical explanation would need dated campaign and institutional evidence.
Identify the relevant context and evidence.
Explain the connection using the supplied information.
Qualify the conclusion with the relevant limitation or distinction.
Marking criteria
- Accurate context or identification.
- Evidence connected to an explained conclusion.
- A correct limitation, distinction, or qualification.
Question 32 · 3 points
Catalog-based teaching description: a sixteenth-century Ottoman tughra includes a ruler’s name and elaborate calligraphy. No record of reception by every locality is supplied. Explain what it can show about administration and representation and identify a limit.
Worked answer
The tughra documents a formal representation of authority and a skilled administrative art. It does not show universal compliance, loyalty, or the full legal content of every edict. Those questions require additional records.
Identify the relevant context and evidence.
Explain the connection using the supplied information.
Qualify the conclusion with the relevant limitation or distinction.
Marking criteria
- Accurate context or identification.
- Evidence connected to an explained conclusion.
- A correct limitation, distinction, or qualification.
Question 33 · 3 points
Illustrative districts: both owe 30 percent of an assessed harvest, but one has lower yields and higher transport costs. Assessments may differ from actual production. Explain why equal stated rates may coexist with unequal burdens and what should be checked.
Worked answer
An identical rate does not establish identical practical costs or remaining resources. Assessment methods and local conditions can differ. The invented case supports a distributional question, not a claim about every historical Mughal district.
Identify the relevant context and evidence.
Explain the connection using the supplied information.
Qualify the conclusion with the relevant limitation or distinction.
Marking criteria
- Accurate context or identification.
- Evidence connected to an explained conclusion.
- A correct limitation, distinction, or qualification.
Question 34 · 3 points
Teaching packet: an edict restricts a maritime activity; a later port register records trade; their dates and jurisdictions differ. Explain why the records need not contradict and how to assess the scope of a restriction.
Worked answer
A restriction may concern particular activities or periods while other exchanges continue. The register does not automatically prove the edict false, and the edict does not establish total isolation. Comparison requires equivalent scope and chronology.
Identify the relevant context and evidence.
Explain the connection using the supplied information.
Qualify the conclusion with the relevant limitation or distinction.
Marking criteria
- Accurate context or identification.
- Evidence connected to an explained conclusion.
- A correct limitation, distinction, or qualification.
Question 35 · 3 points
Teaching summaries: a law limits royal taxation without institutional consent, while voting eligibility remains restricted. No complete electorate list is supplied. Explain two different changes or limits that can coexist.
Worked answer
A fiscal limit on a ruler can coexist with a narrow political electorate. The rule changes a relationship among institutions without giving every resident a vote. More records are needed to assess who had practical influence.
Identify the relevant context and evidence.
Explain the connection using the supplied information.
Qualify the conclusion with the relevant limitation or distinction.
Marking criteria
- Accurate context or identification.
- Evidence connected to an explained conclusion.
- A correct limitation, distinction, or qualification.
Question 36 · 3 points
Teaching scenario: a telescope report describes four small bodies moving near Jupiter; an accompanying argument questions the claim that every celestial body orbits Earth. Explain what the observation can challenge and what further evidence a complete planetary model needs.
Worked answer
The reported motions challenge the universal claim about Earth-centered orbits if the bodies orbit Jupiter. They do not alone establish every planet’s orbit or a complete theory of motion. Repeated observations and predictive models provide further tests.
Identify the relevant context and evidence.
Explain the connection using the supplied information.
Qualify the conclusion with the relevant limitation or distinction.
Marking criteria
- Accurate context or identification.
- Evidence connected to an explained conclusion.
- A correct limitation, distinction, or qualification.
Question 37 · 3 points
Teaching scenario: a proposal divides government into three institutions but gives voting rights only to a small group. No claim of universal suffrage is stated. Explain what the proposal changes and what it leaves unequal.
Worked answer
The proposal may distribute powers while retaining narrow participation. Institutional checks and inclusive voting are separate dimensions. Assess each through the specified rules rather than assuming one constitutional feature guarantees every kind of equality.
Identify the relevant context and evidence.
Explain the connection using the supplied information.
Qualify the conclusion with the relevant limitation or distinction.
Marking criteria
- Accurate context or identification.
- Evidence connected to an explained conclusion.
- A correct limitation, distinction, or qualification.
Question 38 · 3 points
Illustrative register: 300 people are recorded at departure and 255 at arrival. The packet does not state missing entries or intermediate transfers. These are invented practice figures. Calculate the recorded difference and percentage, then explain why it should not automatically be labeled a complete death count.
Worked answer
The recorded difference is 45 people, or 15 percent of departures. Without categories and complete records, it cannot be assigned wholly to one cause. Quantitative precision must not disguise uncertainty or erase the people behind the figures.
Identify the relevant context and evidence.
Explain the connection using the supplied information.
Qualify the conclusion with the relevant limitation or distinction.
Marking criteria
- Accurate context or identification.
- Evidence connected to an explained conclusion.
- A correct limitation, distinction, or qualification.
Question 39 · 3 points
Illustrative product sells for 100 units: 20 pays production, 30 transport and fees, and 50 remains before other costs. The packet does not give workers’ pay or compulsion. Calculate the listed remainder and explain why it cannot measure workers’ welfare or net profit.
Worked answer
The listed remainder is 50 units before other costs. It does not establish net profit or fair compensation. Labor status, wages, prices, obligations, and missing costs are necessary to assess conditions and distribution.
Identify the relevant context and evidence.
Explain the connection using the supplied information.
Qualify the conclusion with the relevant limitation or distinction.
Marking criteria
- Accurate context or identification.
- Evidence connected to an explained conclusion.
- A correct limitation, distinction, or qualification.
Question 40 · 3 points
Teaching choice: compare citizenship in Athens and Rome, learned officeholding in Han and Song contexts, or religious permission in Ottoman and Mughal settings. Use dated course material and identify one source limitation. Draft a question, provisional claim, three-point timeline, mechanism, and an alternative interpretation.
Worked answer
A citizenship comparison might distinguish broader status from equal public power. An officeholding comparison might distinguish a learned ideal from access to education. Each needs dates, specific institutions, and limits; no ranking of peoples or prescribed political conclusion is required.
Identify the relevant context and evidence.
Explain the connection using the supplied information.
Qualify the conclusion with the relevant limitation or distinction.
Marking criteria
- Accurate context or identification.
- Evidence connected to an explained conclusion.
- A correct limitation, distinction, or qualification.
Revisit the covered chapters
- Historical Inquiry & Early Societies
- Ancient Cities, States & Citizenship
- Belief Systems, Communities & Imperial Rule
- Medieval Societies Across Regions
- Trade Networks, Empires & Disruption
- Americas, European Reforms & Atlantic Encounters
- Early Modern States & Changing Authority
- Knowledge, Labor & the World Around 1750