2015 Academic Year Secondary Examination: World History (NTCIR12 QALab-2 task's Sample Questions)
Factoid（事実型）
[2]
Throughout history, humans have had links to various organisms. Above all, they have had deep relationships with domesticated animals, something that has had a major influence not only on their societies and cultures, but sometimes even on their approaches to their nations. Read the following texts A-C, which relate to the relationships between humans and domestic animals, and answer the questions (Questions 1-9) below.
(25 points)
Throughout history, humans have had links to various organisms. Above all, they have had deep relationships with domesticated animals, something that has had a major influence not only on their societies and cultures, but sometimes even on their approaches to their nations. Read the following texts A-C, which relate to the relationships between humans and domestic animals, and answer the questions (Questions 1-9) below.
(25 points)
Ａ
Horses were domesticated around 6,000 years ago, with horses beginning to pull chariots in about 2,000 BCE.When horse riding (see picture below) spread due to improvements in the bits attached to bridles, (1)nomadic tribes on horseback emerged on the Eurasian continent.Their elusive character became a major threat to sedentary agricultural societies, so troops mounted on horseback were organized to counteract them.Rulers who sought good horses also emerged, such as (2)Emperor Wu of Han, who sought Ferghana horses, and horses became an important item in trade between agricultural peoples and nomads.Moreover, the (3)Mongol Empire expanded its territory through its powerful horseback-mounted troops and developed a post horse system, which facilitated the traffic of people and goods across the whole of Eurasia.
Horses were domesticated around 6,000 years ago, with horses beginning to pull chariots in about 2,000 BCE.When horse riding (see picture below) spread due to improvements in the bits attached to bridles, (1)nomadic tribes on horseback emerged on the Eurasian continent.Their elusive character became a major threat to sedentary agricultural societies, so troops mounted on horseback were organized to counteract them.Rulers who sought good horses also emerged, such as (2)Emperor Wu of Han, who sought Ferghana horses, and horses became an important item in trade between agricultural peoples and nomads.Moreover, the (3)Mongol Empire expanded its territory through its powerful horseback-mounted troops and developed a post horse system, which facilitated the traffic of people and goods across the whole of Eurasia.
Question 1
In regard to the underlined portion (1), from 1-4 below, choose the one name that correctly describes the nomadic tribe on horseback that came to prominence in the 6th century and built up a nation.
10
(1) 1 Scythians(2) 2 Göktürks(3) 3 Yuezhi(4) 4 Xiongnu
[その他用語,外部知識]
Slot-Filling（穴埋め）
[1]
The occupations and labor carried out by humanity have changed considerably through their close relationships with economic, social and political movements.Read the following texts A-C, which relate to the history of occupations and labor, and answer the questions (Questions 1-9) below.
(25 points)
The occupations and labor carried out by humanity have changed considerably through their close relationships with economic, social and political movements.Read the following texts A-C, which relate to the history of occupations and labor, and answer the questions (Questions 1-9) below.
(25 points)
A
Writing about trends among highly-educated people during the Ming period, the Qing period scholar Zhào Yì states that from the (1)Tang and Song periods onwards, most of those who excelled in culture and the arts were those who had passed the Imperial examinations, but in the (2)Ming period, there was a shift toward figures outside the bureaucracy.The painter Tang Yin, who lived during the middle part of the Ming period, can truly be described as a key figure from that transitional period. While achieving outstanding marks in the Imperial examinations, he became embroiled in an unfortunate incident; after the path to advancement was barred to him, he made his living from painting in Suzhou, while living a carefree lifestyle.From the middle to the late Ming period, a succession of artists and writers outside the bureaucracy emerged after culture matured in cities, due to (3)the development of commerce and industry, focused mainly on the Jiangnan region, with pictures and publications coming to possess wide-ranging value as products.
Writing about trends among highly-educated people during the Ming period, the Qing period scholar Zhào Yì states that from the (1)Tang and Song periods onwards, most of those who excelled in culture and the arts were those who had passed the Imperial examinations, but in the (2)Ming period, there was a shift toward figures outside the bureaucracy.The painter Tang Yin, who lived during the middle part of the Ming period, can truly be described as a key figure from that transitional period. While achieving outstanding marks in the Imperial examinations, he became embroiled in an unfortunate incident; after the path to advancement was barred to him, he made his living from painting in Suzhou, while living a carefree lifestyle.From the middle to the late Ming period, a succession of artists and writers outside the bureaucracy emerged after culture matured in cities, due to (3)the development of commerce and industry, focused mainly on the Jiangnan region, with pictures and publications coming to possess wide-ranging value as products.
Question 3
From 1-4 below, choose the correct combination of words that fit into the gaps marked (A) and (B) in the sentences below concerning the underlined portion (3).
３
From the middle of the Ming period, while handicraft industries such as silk and cotton textiles developed along the lower reaches of the Yangtze River, grain-producing regions spread along its middle reaches, and the expression "(A) shou, tian xia zu (if (A) ripens, all is well)" emerged.Shanxi merchants and Xin'an merchants flourished, and mutual aid organizations called kongsi (clan halls) and (B) were established in cities in each region.
(1) (A)- Huguang(B)- Gongsuo (guild)(2) (A)- Huguang(B)- Zujie (concession)(3) (A)- Suhu (Jiangzhe)(B)- Gongsuo (guild)(4) (A)- Suhu (Jiangzhe)(B)- Zujie (concession)
[(symbol-term_other)*2,外部知識]
True/False（真偽判定）
[1]
The occupations and labor carried out by humanity have changed considerably through their close relationships with economic, social and political movements.Read the following texts A-C, which relate to the history of occupations and labor, and answer the questions (Questions 1-9) below.
(25 points)
The occupations and labor carried out by humanity have changed considerably through their close relationships with economic, social and political movements.Read the following texts A-C, which relate to the history of occupations and labor, and answer the questions (Questions 1-9) below.
(25 points)
A
Writing about trends among highly-educated people during the Ming period, the Qing period scholar Zhào Yì states that from the (1)Tang and Song periods onwards, most of those who excelled in culture and the arts were those who had passed the Imperial examinations, but in the (2)Ming period, there was a shift toward figures outside the bureaucracy.The painter Tang Yin, who lived during the middle part of the Ming period, can truly be described as a key figure from that transitional period. While achieving outstanding marks in the Imperial examinations, he became embroiled in an unfortunate incident; after the path to advancement was barred to him, he made his living from painting in Suzhou, while living a carefree lifestyle.From the middle to the late Ming period, a succession of artists and writers outside the bureaucracy emerged after culture matured in cities, due to (3)the development of commerce and industry, focused mainly on the Jiangnan region, with pictures and publications coming to possess wide-ranging value as products.
Writing about trends among highly-educated people during the Ming period, the Qing period scholar Zhào Yì states that from the (1)Tang and Song periods onwards, most of those who excelled in culture and the arts were those who had passed the Imperial examinations, but in the (2)Ming period, there was a shift toward figures outside the bureaucracy.The painter Tang Yin, who lived during the middle part of the Ming period, can truly be described as a key figure from that transitional period. While achieving outstanding marks in the Imperial examinations, he became embroiled in an unfortunate incident; after the path to advancement was barred to him, he made his living from painting in Suzhou, while living a carefree lifestyle.From the middle to the late Ming period, a succession of artists and writers outside the bureaucracy emerged after culture matured in cities, due to (3)the development of commerce and industry, focused mainly on the Jiangnan region, with pictures and publications coming to possess wide-ranging value as products.
Question 1
In relation to the underlined portion (1), the figures listed below are all people who passed the Imperial examinations in the Tang or Song periods.From1-4 below, choose the one sentence that is correct in regard to the person/people that it describes.
１
(1) Ouyang Xiu and Su Shi are writers representative of the Tang period.(2) Yan Zhenqing is a calligrapher representative of the Song period.(3) Wang Anshi, who lived during the Song period, carried out reforms called the New Policies (xin fa).(4) Qin Hui came into conflict with the party in favor of war, concerning the relationship with the Yuan.
[文,外部知識]
True/False（真偽判定）
[2]
Approaches to schools have varied widely, depending on the era and the region. Read the following texts A-C, which relate to schools and education throughout world history, and answer the questions (Questions 1-9) below.
(25 points)
Approaches to schools have varied widely, depending on the era and the region. Read the following texts A-C, which relate to schools and education throughout world history, and answer the questions (Questions 1-9) below.
(25 points)
B
Chinese schools from the 10th century onwards were mainly aimed at preparing to take the (3)Imperial examinations, and the greatest emphasis in the teaching was placed on Confucianism.In the 16th century, (4)the missionaries of the Society of Jesus conveyed Western learning, but Western learning did not become mainstream or replace Confucianism.Amid the various reforms that took place during the Westernization movement of the 19th century, interest in Western learning, science and technology grew and new types of schools, called xuetang, were established. Moreover, from the 18702, international students began to be dispatched overseas.In 1919, the Chinese Work-Study Movement began, focused on studying while working in France, and subsequently (5)Zhou Enlai, who later became the leader of the Communist Party of China, traveled to France.
Chinese schools from the 10th century onwards were mainly aimed at preparing to take the (3)Imperial examinations, and the greatest emphasis in the teaching was placed on Confucianism.In the 16th century, (4)the missionaries of the Society of Jesus conveyed Western learning, but Western learning did not become mainstream or replace Confucianism.Amid the various reforms that took place during the Westernization movement of the 19th century, interest in Western learning, science and technology grew and new types of schools, called xuetang, were established. Moreover, from the 18702, international students began to be dispatched overseas.In 1919, the Chinese Work-Study Movement began, focused on studying while working in France, and subsequently (5)Zhou Enlai, who later became the leader of the Communist Party of China, traveled to France.
Question 6
From 1-4 below, choose the correct combination of "correct" and "incorrect" in regard to the following sentences a and b concerning the figure referred to in underlined portion (5).
15
aHe was the Chairman of the provisional government of the Chinese Soviet Republic.
bHe was appointed the first Premier of the People's Republic of China.
(1) a- Correctb- Correct(2) a- Correctb- Incorrect(3) a- Incorrectb- Correct(4) a- Incorrectb- Incorrect
[(symbol-TF)*2,外部知識]
Unique（特殊）
[2]
Approaches to schools have varied widely, depending on the era and the region. Read the following texts A-C, which relate to schools and education throughout world history, and answer the questions (Questions 1-9) below.
(25 points)
Approaches to schools have varied widely, depending on the era and the region. Read the following texts A-C, which relate to schools and education throughout world history, and answer the questions (Questions 1-9) below.
(25 points)
C
The history textbooks used in (6)school education have the potential to have a one-sided view of other peoples, depending on their content.With a view to solving this problem, a system in which the historians of neighboring countries examined textbooks before publication was created in the (7)Nordic countries after the First World War.After the Second World War, there was multilateral dialogue concerning history education.One initiative in recent years has involved experts from the Balkan Peninsula and surrounding countries, including those that formerly made up (8)Yugoslavia, who have created common supplementary teaching materials for the subject of history.
The history textbooks used in (6)school education have the potential to have a one-sided view of other peoples, depending on their content.With a view to solving this problem, a system in which the historians of neighboring countries examined textbooks before publication was created in the (7)Nordic countries after the First World War.After the Second World War, there was multilateral dialogue concerning history education.One initiative in recent years has involved experts from the Balkan Peninsula and surrounding countries, including those that formerly made up (8)Yugoslavia, who have created common supplementary teaching materials for the subject of history.
Question 9
From 1-4 below, choose the correct combination of sentence (A) or (B) below, concerning the country referred to in the underlined portion (8), with either a or b in the map below, one of which shows the position of that country before its break-up began in 1991.
18
(A)This country was expelled from Cominform.
(B)The Ceausescu regime was overthrown in this country.
(1) (A)－a(2) (A)－b(3) (B)－a(4) (B)－b
[symbol-symbol,外部知識,地図理解]
Unique（特殊）
[4]
People with shared political and economic objectives or religious beliefs have explored alliances in various forms. Read the following texts A-C, which relate to forms of alliance and organization peculiar to their respective ages and regions, and answer the questions (Questions 1-9) below.
(25 points)
People with shared political and economic objectives or religious beliefs have explored alliances in various forms. Read the following texts A-C, which relate to forms of alliance and organization peculiar to their respective ages and regions, and answer the questions (Questions 1-9) below.
(25 points)
Ａ
In Europe in ancient times, alliances were constructed in order to attack common enemies or as a means of defense.(1)In Ancient Greece, Athens and Sparta each formed alliances with city-states (poleis (plural of polis)), with themselves as the leaders of those alliances.In western Europe, after the collapse of the Western Roman Empire, (2)Francia quickly formed an affiliation with the Church in Rome (see the picture below), as a result of which it was able to secure new authority and capture a power base ahead of the other Germanic kingdoms.It interests coincided with those of the Pope, who required support from a secular power.Moreover, subsequently, various interests mingled in the (3)Holy Roman Empire, and a diverse range of alliances were frequently formed in relation to the policies of the Emperor, as well as in the midst of sectarian conflict.
In Europe in ancient times, alliances were constructed in order to attack common enemies or as a means of defense.(1)In Ancient Greece, Athens and Sparta each formed alliances with city-states (poleis (plural of polis)), with themselves as the leaders of those alliances.In western Europe, after the collapse of the Western Roman Empire, (2)Francia quickly formed an affiliation with the Church in Rome (see the picture below), as a result of which it was able to secure new authority and capture a power base ahead of the other Germanic kingdoms.It interests coincided with those of the Pope, who required support from a secular power.Moreover, subsequently, various interests mingled in the (3)Holy Roman Empire, and a diverse range of alliances were frequently formed in relation to the policies of the Emperor, as well as in the midst of sectarian conflict.
Question 2
From 1-6 below, in regard to the underlined portion (2), choose the option showing the correct sequence of events in sentences a~c below, starting with the oldest first, concerning Francia and the subsequent King of East Francia.
29
aOtto I created the rank of Holy Roman Emperor.
bClovis converted to Athanasianism (Catholicism).
cPepin became king.
(1) a→b→c(2) a→c→b(3) b→a→c(4) b→c→a⑤ c→a→b⑥ c→b→a
[o(symbol-symbol-symbol),外部知識]
| symbol-symbol | 1 |
| 文 | 1 |
| o(symbol-symbol-symbol) | 1 |
| (symbol-term_other)*2 | 1 |
| (symbol-TF)*2 | 1 |
| その他用語 | 1 |
| 外部知識 | 6 |
| 地図理解 | 1 |