Drill 2 · Multiple Choice · Unit 1: The Global Tapestry
AP World History Unit 1 Drill 2 is a Multiple Choice practice drill covering Unit 1: The Global Tapestry. It contains 5 original questions created by Brian Stewart, a Barron's test prep author with over 20 years of tutoring experience.
This drill focuses on developments in Dar al-Islam from c. 1200 to c. 1450, including the spread of Islam, the role of scholars and merchants, and the Swahili Coast trading world. Read the passage carefully, then answer all five questions.
Adapted from the account of a Muslim scholar-traveler journeying through the East African coast, c. 1330 CE.
"I arrived at the town of Kilwa, one of the most beautiful and well-constructed towns in the world. The sultan is a man of great piety who gives generously to scholars and to the poor. His court is attended by learned men who have traveled from as far as Persia and the Hejaz. The people of this coast speak a tongue that borrows much from Arabic, and they wear fine cotton garments imported from India. Though situated far from the heartlands of Islam, they have embraced the faith with great devotion, due in no small part to the merchants who have settled here and the holy men who have come to teach. The markets are remarkable: ivory and gold from the interior are exchanged for cloth and porcelain from across the ocean."
Question 1. Which of the following best describes the main argument implied by this account?
Explanation: B is correct. The traveler explicitly credits "merchants who have settled here and the holy men who have come to teach" as the agents of Islamization, a trade- and scholar-driven process, not a military one. C is tempting because the sultan's piety is prominent in the passage, and elite conversion did play a role historically, but the author attributes devotion to the broader population and specifically names merchants and teachers, not royal imposition, as the mechanism. A is wrong, no military threat is mentioned; the sultan is portrayed as secure. D is historically true in a general sense (Swahili culture is syncretic), but the passage does not argue this; the traveler presents Kilwa's Islam as genuine and orthodox, not as a blend. Students drawn to D are reading beyond what the source claims.
Question 2. A historian using this account should be aware that the author's perspective is most limited by which of the following?
Explanation: B is correct. The traveler is a Muslim scholar who naturally focuses on the sultan's piety, learned courtiers, and markers of Islamic devotion. His account tells us much about elite Muslim culture in Kilwa but little about indigenous African religious practices, enslaved people in the trade networks, or non-Muslim merchants. This limitation is inherent to his social position and identity. D is tempting, traveler-patrons relationships were common and did shape accounts, but nothing in the passage indicates employment by the sultan; he is a passing visitor, not a court chronicler. A is wrong, the passage shows detailed observation, suggesting an extended stay. C is directly contradicted by the final sentence, which describes ivory, gold, cloth, and porcelain trade explicitly.
Question 3. Kilwa's trade in ivory, gold, cloth, and porcelain is best understood in the context of which broader development?
Explanation: B is correct. Kilwa prospered because it sat at the heart of the Indian Ocean trading network. East African gold and ivory moved outward to Arabian, Persian, Indian, and Chinese markets; cloth and porcelain moved inward. Monsoon winds made these annual voyages predictable and reliable. A is wrong, while the Mongols disrupted overland Silk Road routes, Indian Ocean trade actually flourished in this period. C is wrong, the Portuguese arrived after 1498, more than 150 years after this account; this is a chronology trap designed to catch students who know Portuguese involvement in East Africa but misplace its timing. D is wrong, the trans-Saharan trade remained active in this period and served different markets; Kilwa's wealth was Indian Ocean–based.
Question 4. The role of merchants and scholars in spreading Islam to Kilwa, as described in this passage, most closely parallels which of the following?
Explanation: B is correct. Buddhism spread into Southeast Asia through a strikingly similar mechanism: Indian merchants who established communities along maritime trade routes brought Buddhist practices with them, while monks and scholars followed to teach and build institutions. This voluntary, trade-facilitated diffusion mirrors exactly how Islam reached Kilwa. A is tempting because it also involves India and Southeast Asia, the same geographic pairing as B, but the mechanism is entirely different: political imposition and colonial ambition, not voluntary commercial and religious contact. This distractor rewards students who read carefully for mechanism rather than geography. C is wrong, Spanish missionary activity involved coercion backed by military power. D is wrong; Charlemagne's Christianization was explicit military conquest with compelled conversion.
Question 5. Which development after 1450 most directly built upon the networks described in this passage?
Explanation: A is correct. After 1498, the Portuguese arrived on the East African coast and directly disrupted the Indian Ocean network that had made Kilwa prosperous. They established fortified feitorias at Kilwa, Mombasa, and Mozambique, demanded tribute, and redirected trade flows, dismantling the Swahili city-state system that had flourished for centuries. B is wrong, the Ottoman conquest of Constantinople affected European overland trade but had no direct impact on the East African Swahili Coast. C is wrong, the Atlantic slave trade was a new Atlantic network; it did not replace Indian Ocean commerce, which remained significant. D is wrong, the Mongol sack of Baghdad occurred in 1258, before this account was written; furthermore, Islamic intellectual life recovered, as the passage itself demonstrates with scholars attending the Kilwa court.