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Chapter 06 - The Middle East and North Africa
True / False
1. The North African peoples of Morocco, Algeria, and Tunisia share many traits with people to the east, and therefore,
consider themselves Middle Easterners.
a. True
b. False
ANSWER: False
RATIONALE: The North African peoples of Morocco, Algeria, and Tunisia share many traits with
people to the east, but generally do not consider themselves Middle Easterners.
REFERENCES: 6.1 Area and Population
LEARNING OBJECTIVES: FWRG.HOBB.17.6.1 - Understand and explain the mostly beneficial relationships between
villagers, pastoral nomads, and city dwellers in an environmentally challenging region.
KEYWORDS: Bloom’s: Understand
2. The population in the Middle East and North Africa is concentrated along the Nile, Tigris, and Euphrates River valleys.
a. True
b. False
ANSWER: True
REFERENCES: 6.1 Area and Population
LEARNING OBJECTIVES: FWRG.HOBB.17.6.1 - Understand and explain the mostly beneficial relationships between
villagers, pastoral nomads, and city dwellers in an environmentally challenging region.
KEYWORDS: Bloom’s: Remember
3. Over half a billion people live in the Middle East and North Africa.
a. True
b. False
ANSWER: True
REFERENCES: 6.1 Area and Population
LEARNING OBJECTIVES: FWRG.HOBB.17.6.1 - Understand and explain the mostly beneficial relationships between
villagers, pastoral nomads, and city dwellers in an environmentally challenging region.
KEYWORDS: Bloom’s: Remember
4. Population growth is moderately high in all countries of the Middle East and North Africa.
a. True
b. False
ANSWER: False
RATIONALE: The Middle East and North Africa have a moderately high rate of population growth
compared to other world regions, but there is a considerable range between countries
in these rates.
REFERENCES: 6.1 Area and Population
LEARNING OBJECTIVES: FWRG.HOBB.17.6.1 - Understand and explain the mostly beneficial relationships between
villagers, pastoral nomads, and city dwellers in an environmentally challenging region.
KEYWORDS: Bloom’s: Remember
5. Country folk, who depend on subsistence agriculture, outnumber urbanites in the Middle East and North Africa.
a. True
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Chapter 06 - The Middle East and North Africa
b. False
ANSWER: False
RATIONALE: Perhaps surprisingly, the Middle East and North Africa have more urbanites than
country folk. The average urban population among the 23 countries and territories is
63 percent.
REFERENCES: 6.1 Area and Population
LEARNING OBJECTIVES: FWRG.HOBB.17.6.1 - Understand and explain the mostly beneficial relationships between
villagers, pastoral nomads, and city dwellers in an environmentally challenging region.
KEYWORDS: Bloom’s: Remember
7. Pastoral nomads and many animals migrate to mitigate the effects of drought, a coping adaptation known as drought
avoidance.
a. True
b. False
ANSWER: True
REFERENCES: 6.2 Physical Geography and Human Adaptations
LEARNING OBJECTIVES: FWRG.HOBB.17.6.1 - Understand and explain the mostly beneficial relationships between
villagers, pastoral nomads, and city dwellers in an environmentally challenging region.
KEYWORDS: Bloom’s: Remember
8. As the Middle East and North Africa become more urbanized, the ecological trilogy model is no longer valid.
a. True
b. False
ANSWER: False
RATIONALE: In reality, although the makeup and interactions of its parts have changed, the trilogy
model is still valid and useful as an introduction to the major ways of life in the
Middle East and North Africa. It is especially significant that a given person in the
region strongly identifies as a villager, a pastoral nomad, or an urbanite.
REFERENCES: 6.2 Physical Geography and Human Adaptations
LEARNING OBJECTIVES: FWRG.HOBB.17.6.1 - Understand and explain the mostly beneficial relationships between
villagers, pastoral nomads, and city dwellers in an environmentally challenging region.
KEYWORDS: Bloom’s: Understand
9. Members of a tribe claim common descent from a single male ancestor who lived countless generations ago; their
kinship organization is a patrilineal descent system.
a. True
b. False
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Chapter 06 - The Middle East and North Africa
ANSWER: True
REFERENCES: 6.2 Physical Geography and Human Adaptations
LEARNING OBJECTIVES: FWRG.HOBB.17.6.1 - Understand and explain the mostly beneficial relationships between
villagers, pastoral nomads, and city dwellers in an environmentally challenging region.
KEYWORDS: Bloom’s: Remember
10. Residential areas of medinas were differentiated by income level, so that wealthier residents occupied a different area
than poorer residents.
a. True
b. False
ANSWER: False
RATIONALE: Residential areas were differentiated as quarters, not by income group, but by
ethnicity; the medina of Jerusalem, for example, still has distinct Jewish, Arab,
Armenian, and non-Armenian Christian quarters.
REFERENCES: 6.2 Physical Geography and Human Adaptations
LEARNING OBJECTIVES: FWRG.HOBB.17.6.1 - Understand and explain the mostly beneficial relationships between
villagers, pastoral nomads, and city dwellers in an environmentally challenging region.
KEYWORDS: Bloom’s: Remember
11. The high salt content of the Dead Sea makes it remarkably easy for humans to float.
a. True
b. False
ANSWER: True
REFERENCES: 6.2 Physical Geography and Human Adaptations
LEARNING OBJECTIVES: FWRG.HOBB.17.6.1 - Understand and explain the mostly beneficial relationships between
villagers, pastoral nomads, and city dwellers in an environmentally challenging region.
KEYWORDS: Bloom’s: Remember
12. The interaction between people and the wild plants and animals they eventually domesticated took place mainly in the
well-watered Fertile Crescent, a vernacular region referring to an arc of land stretching from Israel to western Iran.
a. True
b. False
ANSWER: True
REFERENCES: 6.3 Cultural and Historical Geographies
LEARNING OBJECTIVES: FWRG.HOBB.17.6.1 - Understand and explain the mostly beneficial relationships between
villagers, pastoral nomads, and city dwellers in an environmentally challenging region.
KEYWORDS: Bloom’s: Understand
13. Palestine, Canaan, and the Promised Land refer to the same geographic area.
a. True
b. False
ANSWER: True
REFERENCES: 6.3 Cultural and Historical Geographies
LEARNING OBJECTIVES: FWRG.HOBB.17.6.2 - Know the basic beliefs and sacred places of Jews, Christians, and
Muslims, and the political orientations of Sunni and Shi’a societies and nations
KEYWORDS: Bloom’s: Understand
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Chapter 06 - The Middle East and North Africa
14. A map of population density for the Middle East is perhaps best understood in comparison to proximity to water, as
settlements have historically developed around access to water in dry environments.
a. True
b. False
ANSWER: True
REFERENCES: 6.3 Cultural and Historical Geographies
LEARNING OBJECTIVES: FWRG.HOBB.17.6.1 - Understand and explain the mostly beneficial relationships between
villagers, pastoral nomads, and city dwellers in an environmentally challenging region.
KEYWORDS: Bloom’s: Understand
15. The Western Wall, also called the Wailing Wall, is the remains of the Second Temple and regarded as the most sacred
Jewish site in the world.
a. True
b. False
ANSWER: True
REFERENCES: 6.3 Cultural and Historical Geographies
LEARNING OBJECTIVES: FWRG.HOBB.17.6.2 - Know the basic beliefs and sacred places of Jews, Christians, and
Muslims, and the political orientations of Sunni and Shi’a societies and nations
KEYWORDS: Bloom’s: Remember
17. The dominant religion in the Middle East and North Africa is Islam.
a. True
b. False
ANSWER: True
REFERENCES: 6.3 Cultural and Historical Geographies
LEARNING OBJECTIVES: FWRG.HOBB.17.6.2 - Know the basic beliefs and sacred places of Jews, Christians, and
Muslims, and the political orientations of Sunni and Shi’a societies and nations
KEYWORDS: Bloom’s: Remember
18. The Dome of the Rock is a Muslim shrine built on the Noble Sanctuary, or as Jewish people recognize it, the Temple
Mount.
a. True
b. False
ANSWER: True
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Chapter 06 - The Middle East and North Africa
19. The Sykes-Picot Agreement distributed land that had belonged to the Ottoman Empire prior to the end of World War
I.
a. True
b. False
ANSWER: True
REFERENCES: 6.6 Regional Issues and Landscapes
LEARNING OBJECTIVES: FWRG.HOBB.17.6.4 - Understand the problematic issues of the Arab-Israeli conflict and the
obstacles to their resolution
KEYWORDS: Bloom’s: Remember
20. The United Nations imposed a two-state solution to the Palestinian problem in 1947 by establishing the Arabic state of
Israel and the Jewish state of Palestine.
a. True
b. False
ANSWER: False
RATIONALE: The United Nations responded in 1947 with the two-state solution to the problem of
Palestine. It established an Arab state (which would have been called Palestine) and a
Jewish state (Israel).
REFERENCES: 6.6 Regional Issues and Landscapes
LEARNING OBJECTIVES: FWRG.HOBB.17.6.4 - Understand the problematic issues of the Arab-Israeli conflict and the
obstacles to their resolution
KEYWORDS: Bloom’s: Remember
21. The Occupied Territories are the Gaza Strip, Sinai Peninsula, and Golan Heights.
a. True
b. False
ANSWER: True
REFERENCES: 6.6 Regional Issues and Landscapes
LEARNING OBJECTIVES: FWRG.HOBB.17.6.4 - Understand the problematic issues of the Arab-Israeli conflict and the
obstacles to their resolution
KEYWORDS: Bloom’s: Remember
22. The tremendous production and sale of oil and petroleum make the Middle East and North Africa overall one of the
wealthiest regions of the world.
a. True
b. False
ANSWER: False
RATIONALE: Overall, the Middle East and North Africa is a poor region; the average per capita
GDP (PPP) for the 23 countries and territories is only U.S. $9,000.
REFERENCES: 6.4 Economic Geography
LEARNING OBJECTIVES: FWRG.HOBB.17.6.3 - Recognize the importance of petroleum and natural gas to this region
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Chapter 06 - The Middle East and North Africa
and the world economy, and the geographic challenges of transporting these fossil fuels.
KEYWORDS: Bloom’s: Remember
23. Jewish settlements in the West Bank violate Geneva Conventions and have been declared illegal by the Court of
International Justice.
a. True
b. False
ANSWER: True
REFERENCES: 6.6 Regional Issues and Landscapes
LEARNING OBJECTIVES: FWRG.HOBB.17.6.4 - Understand the problematic issues of the Arab-Israeli conflict and the
obstacles to their resolution
KEYWORDS: Bloom’s: Remember
24. The Law of Return prohibits Ashkenazi and Sephardic Jews from living in Israel.
a. True
b. False
ANSWER: False
RATIONALE: In keeping with national legislation known as the Law of Return, the state of Israel
has always granted citizenship to any Jew who wishes to live there. Following the
1948–1949 war, waves of new immigrants from Europe (Ashkenazi Jews) joined the
Middle Eastern Sephardic Jews who had lived in Palestine and other parts of the
Middle East (and until 1492, in Spain) since early times.
REFERENCES: 6.6 Regional Issues and Landscapes
LEARNING OBJECTIVES: FWRG.HOBB.17.6.4 - Understand the problematic issues of the Arab-Israeli conflict and the
obstacles to their resolution
KEYWORDS: Bloom’s: Remember
25. In the early twentieth century, ten countries were compelled to sign the Nile Water Agreement, which guaranteed
Egyptian access to 75% of the river’s water.
a. True
b. False
ANSWER: True
REFERENCES: 6.5 Geopolitical Issues
LEARNING OBJECTIVES: FWRG.HOBB.17.6.6 - Consider the hydropolitical issues of the Nile and Mesopotamian
river basins, and shortages of freshwater in this region’s arid lands.
KEYWORDS: Bloom’s: Remember
Multiple Choice
26. Which three countries have the largest populations in the Middle East?
a. Egypt, Saudi Arabia, and Turkey
b. Iran, Saudi Arabia, and Sudan
c. Iraq, Iran, and Turkey
d. Algeria, Libya, and Egypt
e. Egypt, Iran, and Saudi Arabia
ANSWER: c
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Chapter 06 - The Middle East and North Africa
27. Which member of the ecological trilogy grows staple food crops such as wheat and barley that feed the other groups?
a. villager
b. pastoral nomad
c. urbanite
d. yeoman farmer
e. serf
ANSWER: a
REFERENCES: 6.2 Physical Geography and Human Adaptations
LEARNING OBJECTIVES: FWRG.HOBB.17.6.1 - Understand and explain the mostly beneficial relationships between
villagers, pastoral nomads, and city dwellers in an environmentally challenging region.
KEYWORDS: Bloom’s: Remember
28. Which member of the ecological trilogy are desert dwellers who provide livestock products, including live animals,
meat, milk, cheeses, hides, and wool?
a. villager
b. pastoral nomad
c. urbanite
d. yeoman farmer
e. serf
ANSWER: b
REFERENCES: 6.2 Physical Geography and Human Adaptations
LEARNING OBJECTIVES: FWRG.HOBB.17.6.1 - Understand and explain the mostly beneficial relationships between
villagers, pastoral nomads, and city dwellers in an environmentally challenging region.
KEYWORDS: Bloom’s: Remember
29. Which member of the ecological trilogy provide technological innovation, manufactured goods, and religious and
secular education and training?
a. villager
b. pastoral nomad
c. urbanite
d. yeoman farmer
e. serf
ANSWER: c
REFERENCES: 6.2 Physical Geography and Human Adaptations
LEARNING OBJECTIVES: FWRG.HOBB.17.6.1 - Understand and explain the mostly beneficial relationships between
villagers, pastoral nomads, and city dwellers in an environmentally challenging region.
KEYWORDS: Bloom’s: Remember
30. A person of Semitic Arab ethnicity whose ancestral language is Arabic is known as a(n) ____.
a. Jew
b. Turk
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Chapter 06 - The Middle East and North Africa
c. Persian
d. Arab
e. Kurd
ANSWER: d
REFERENCES: 6.3 Cultural and Historical Geographies
LEARNING OBJECTIVES: FWRG.HOBB.17.6.2 - Know the basic beliefs and sacred places of Jews, Christians, and
Muslims, and the political orientations of Sunni and Shi’a societies and nations
KEYWORDS: Bloom’s: Remember
32. What is the geographic region composed of Israel, the West Bank, and the Gaza Strip called?
a. Palestine
b. Jerusalem
c. Even HaShetiyah
d. Kartvelian
e. Judah
ANSWER: a
REFERENCES: 6.3 Cultural and Historical Geographies
LEARNING OBJECTIVES: FWRG.HOBB.17.6.2 - Know the basic beliefs and sacred places of Jews, Christians, and
Muslims, and the political orientations of Sunni and Shi’a societies and nations
KEYWORDS: Bloom’s: Remember
35. Which entity was formed to ensure higher profits from oil?
a. IAEA
b. OPEC
c. ISIS
d. MENA
e. FOP
ANSWER: b
REFERENCES: 6.4 Economic Geography
LEARNING OBJECTIVES: FWRG.HOBB.17.6.3 - Recognize the importance of petroleum and natural gas to this region
and the world economy, and the geographic challenges of transporting these fossil fuels.
KEYWORDS: Bloom’s: Remember
37. The Sykes-Picot Agreement gave mandates to the ____ over Palestine, Transjordan, Iraq, and Kuwait, and to the ____
over Syria and Lebanon.
a. British; United Nations
b. French; British
c. United Nations; French
d. British; French
e. British; Ottomans
ANSWER: d
REFERENCES: 6.6 Regional Issues and Landscapes
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Chapter 06 - The Middle East and North Africa
LEARNING OBJECTIVES: FWRG.HOBB.17.6.4 - Understand the problematic issues of the Arab-Israeli conflict and the
obstacles to their resolution
KEYWORDS: Bloom’s: Remember
38. Which war was an attempt by Arabs to regain the Occupied Territories?
a. al-Nakba (the Catastrophe)
b. the War of Independence
c. The 1948-49 Arab-Israeli War
d. The Six-Day War
e. The 1973 Arab-Israeli War
ANSWER: e
REFERENCES: 6.6 Regional Issues and Landscapes
LEARNING OBJECTIVES: FWRG.HOBB.17.6.4 - Understand the problematic issues of the Arab-Israeli conflict and the
obstacles to their resolution
KEYWORDS: Bloom’s: Remember
39. When the Romans defeated the Jews and destroyed the Second Temple, Jews fled in an exile called _____.
a. al-Nakba (the Catastrophe)
b. Diaspora
c. Exodus
d. Intifada
e. Remittance
ANSWER: b
REFERENCES: 6.3 Cultural and Historical Geographies
LEARNING OBJECTIVES: FWRG.HOBB.17.6.2 - Know the basic beliefs and sacred places of Jews, Christians, and
Muslims, and the political orientations of Sunni and Shi’a societies and nations
KEYWORDS: Bloom’s: Remember
41. Which Libyan leader was ousted and ultimately executed during the Arab Spring?
a. Muammar Qadafi
b. Bashir al-Assad
c. King Khalifa
d. Hosni Mubarak
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Chapter 06 - The Middle East and North Africa
42. Which Middle Eastern country was known as Persia until 1935?
a. Yemen
b. Syria
c. Turkey
d. Iraq
e. Iran
ANSWER: e
REFERENCES: 6.6 Regional Issues and Landscapes
LEARNING OBJECTIVES: FWRG.HOBB.17.6.5 - Learn about the promises of the Arab Spring, and the
disappointments that followed
KEYWORDS: Bloom’s: Remember
44. In which countries does the terrorist organization ISIS primarily operate?
a. Egypt and Saudi Arabia
b. Syria and Iraq
c. Iran and Iraq
d. Iraq and Israel
e. Israel and Syria
ANSWER: b
REFERENCES: 6.6 Regional Issues and Landscapes
LEARNING OBJECTIVES: FWRG.HOBB.17.6.7 - Know what al-Qa’ida, ISIS, and other Islamist terrorists groups are
and what they want to achieve
KEYWORDS: Bloom’s: Remember
b. Hajj
c. sharia
d. Ramadan
e. prayer
ANSWER: b
REFERENCES: 6.3 Cultural and Historical Geographies
LEARNING OBJECTIVES: FWRG.HOBB.17.6.2 - Know the basic beliefs and sacred places of Jews, Christians, and
Muslims, and the political orientations of Sunni and Shi’a societies and nations
KEYWORDS: Bloom’s: Remember
Completion
46. A(n) _______________ is said to be present in the majority of the Middle East region, as over half the population is
under the age of twenty-five
ANSWER: youth bulge, shabaab
REFERENCES: 6.1 Area and Population
LEARNING OBJECTIVES: FWRG.HOBB.17.6.1 - Understand and explain the mostly beneficial relationships between
villagers, pastoral nomads, and city dwellers in an environmentally challenging region.
KEYWORDS: Bloom’s: Understand
47. Small leaves and deep roots are a drought _______________ adaptation of plants.
ANSWER: endurance, avoidance
REFERENCES: 6.2 Physical Geography and Human Adaptations
LEARNING OBJECTIVES: FWRG.HOBB.17.6.1 - Understand and explain the mostly beneficial relationships between
villagers, pastoral nomads, and city dwellers in an environmentally challenging region.
KEYWORDS: Bloom’s: Understand
48. Populations of people, plants, and animals are all but non-existent in the region’s vast _______________, such as the
Empty Quarter of the Arabian Peninsula.
ANSWER: sand seas
REFERENCES: 6.2 Physical Geography and Human Adaptations
LEARNING OBJECTIVES: FWRG.HOBB.17.6.1 - Understand and explain the mostly beneficial relationships between
villagers, pastoral nomads, and city dwellers in an environmentally challenging region.
KEYWORDS: Bloom’s: Understand
50. Nomads utilize multiple resources so that some will support them if others fail. This strategy is called
_______________.
ANSWER: risk minimization
REFERENCES: 6.2 Physical Geography and Human Adaptations
LEARNING OBJECTIVES: FWRG.HOBB.17.6.1 - Understand and explain the mostly beneficial relationships between
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Chapter 06 - The Middle East and North Africa
51. Members of a clan or tribe typically allow members of another clan or tribe to use the resources within its territory on
the basis of _______________, or non-destructive mutual use.
ANSWER: usufruct
REFERENCES: 6.2 Physical Geography and Human Adaptations
LEARNING OBJECTIVES: FWRG.HOBB.17.6.1 - Understand and explain the mostly beneficial relationships between
villagers, pastoral nomads, and city dwellers in an environmentally challenging region.
KEYWORDS: Bloom’s: Understand
52. A(n) __________ is the Arabic word for a bazaar or open-air market.
ANSWER: suq
REFERENCES: 6.2 Physical Geography and Human Adaptations
LEARNING OBJECTIVES: FWRG.HOBB.17.6.1 - Understand and explain the mostly beneficial relationships between
villagers, pastoral nomads, and city dwellers in an environmentally challenging region.
KEYWORDS: Bloom’s: Remember
53. The Suez Canal, Bosporus, and Strait of Hormuz are examples of _______________ because they are strategic
passageways that may be closed off by force or threat of force.
ANSWER: chokepoints
REFERENCES: 6.5 Geopolitical Issues
LEARNING OBJECTIVES: FWRG.HOBB.17.6.3 - Recognize the importance of petroleum and natural gas to this region
and the world economy, and the geographic challenges of transporting these fossil fuels.
KEYWORDS: Bloom’s: Remember
54. The 2011 wave of revolutions against autocratic regimes in the region, particularly Tunisia, Egypt, Libya, Syria,
Bahrain, and Yemen, was called the _______________.
ANSWER: Arab Spring
REFERENCES: 6.6 Regional Issues and Landscapes
LEARNING OBJECTIVES: FWRG.HOBB.17.6.5 - Learn about the promises of the Arab Spring, and the
disappointments that followed
KEYWORDS: Bloom’s: Remember
55. The world’s largest ethnic group without a country is the _______________.
ANSWER: Kurds
REFERENCES: 6.6 Regional Issues and Landscapes
LEARNING OBJECTIVES: FWRG.HOBB.17.6.4 - Understand the problematic issues of the Arab-Israeli conflict and the
obstacles to their resolution
KEYWORDS: Bloom’s: Remember
Matching
Consider the Middle Eastern and North African Mountain Chains and match the mountains to their geographic location.
a. Marra Mountains
b. Sarawat Mountains
c. Zagros Mountains
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Chapter 06 - The Middle East and North Africa
d. Atlas Mountains
e. Taurus Mountains
REFERENCES: 6.1 Area and Population
LEARNING OBJECTIVES: FWRG.HOBB.17.6.1 - Understand and explain the mostly beneficial relationships between
villagers, pastoral nomads, and city dwellers in an environmentally challenging region.
KEYWORDS: Bloom’s: Understand
57. Turkey
ANSWER: e
58. Iran
ANSWER: c
60. Sudan
ANSWER: a
Consider the Arab-Israeli Peace Process and match the terms to their definitions.
a. Oslo I Accord
b. Oslo II Accord
c. Sykes-Picot Agreement
d. Camp David Accords
e. United Nations Resolutions 242 and 338
REFERENCES: 6.6 Regional Issues and Landscapes
LEARNING OBJECTIVES: FWRG.HOBB.17.6.4 - Understand the problematic issues of the Arab-Israeli conflict and the
obstacles to their resolution
KEYWORDS: Bloom’s: Remember
62. Also called the Wye Agreement, in which Israel promised to give Palestinians more control over West Bank lands and
Palestine promised to be tougher on terrorism
ANSWER: b
63. Also called the Gaza-Jericho Accord, in which Palestinians were allowed to form the Palestinian Authority and
exercise autonomy in the Gaza Strip and West Bank town of Jericho.
ANSWER: a
64. An agreement by Israel to return the Sinai to Egypt, and recognition by Egypt of Israel as a sovereign state
ANSWER: d
65. Allowed French authorities to establish a government in Syria and Lebanon, and gave British authorities the rights to
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Chapter 06 - The Middle East and North Africa
establish governments in areas of the former Ottoman Empire south of Syria ND Lebanon
ANSWER: c
66. The numerous violent confrontations between Sunni and Shi’ite Muslims result more from politics and historical
legacies rather than differences in religious doctrine. What caused the schism in Islam and what positions in the argument
did Sunnis and Shi’ites take?
ANSWER: The split developed because the Prophet Muhammad named no successor to take his place as
the leader (Caliph) of all Muslims. Some of his followers argued that the person with the
strongest leadership skills and greatest piety was best qualified to assume this role. These
followers became known as Sunni, or orthodox, Muslims. Others argued that only direct
descendants of Muhammad, specifically through descent from his cousin and son-in-law, Ali,
could qualify as successors. They became known as Shia, or Shi’ite, Muslims.
REFERENCES: 6.3 Cultural and Historical Geographies
LEARNING OBJECTIVES: FWRG.HOBB.17.6.2 - Know the basic beliefs and sacred places of Jews, Christians, and
Muslims, and the political orientations of Sunni and Shi’a societies and nations
KEYWORDS: Bloom’s: Analyze
68. The Carter Doctrine was issued following the Soviet Union’s invasion of Afghanistan. Why was the U.S. threatened
by the Soviet invasion of Afghanistan, and what did the Carter Doctrine state?
ANSWER: US military analysts feared that the Soviets might use Afghanistan as a launching pad to
invade oil-rich Iran. The United States deemed this prospect unacceptable, and President
Jimmy Carter issued the foreign policy statement that came to be known as the Carter
Doctrine: “An attempt by any outside force to gain control of the Persian Gulf region will be
regarded as an assault on the vital interests of the United States of America, and such an
assault will be repelled by any means necessary, including military force.” “Vital interests”
meant oil, and defending them with military force meant that the United States was willing to
go to war with the Soviet Union, presumably nuclear war.
REFERENCES: 6.5 Geopolitical Issues
LEARNING OBJECTIVES: FWRG.HOBB.17.6.3 - Recognize the importance of petroleum and natural gas to this region
and the world economy, and the geographic challenges of transporting these fossil fuels.
KEYWORDS: Bloom’s: Analyze
69. What were the major outcomes of the U.S. led invasion of Iraq in 2003?
ANSWER: The invasion resulted in Saddam Hussein’s downfall and death, the eventual rise of ISIS, and
an uncertain future for the ethnically diverse country engaged in civil war.
REFERENCES: 6.6 Regional Issues and Landscapes
LEARNING OBJECTIVES: FWRG.HOBB.17.6.5 - Learn about the promises of the Arab Spring, and the
disappointments that followed
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Chapter 06 - The Middle East and North Africa
70. What were the flaws in the United Nations two-state solution to the problem of Palestine?
ANSWER: The states’ territories were long, narrow, and fragmented, giving each side a sense of
vulnerability and insecurity. It precipitated war in which Israel acquired more land and
Palestinians were forced to flee
REFERENCES: 6.6 Regional Issues and Landscapes
LEARNING OBJECTIVES: FWRG.HOBB.17.6.4 - Understand the problematic issues of the Arab-Israeli conflict and the
obstacles to their resolution
KEYWORDS: Bloom’s: Analyze
71. What caused the Suez Crisis and the Arab-Israeli War of 1956, and how was it resolved?
ANSWER: Egyptian President Gamal Abdel Nasser’s nationalization of the canal in 1956 led
immediately to a British, French, and Israeli invasion of Egypt and a conflict known as the
Suez Crisis and the Arab-Israeli War of 1956. Egypt effectively won that war when
American President Dwight Eisenhower pressured the invading forces to withdraw, leaving
the canal in Egypt’s hands.
REFERENCES: 6.6 Regional Issues and Landscapes
LEARNING OBJECTIVES: FWRG.HOBB.17.6.4 - Understand the problematic issues of the Arab-Israeli conflict and the
obstacles to their resolution
KEYWORDS: Bloom’s: Analyze
72. Since the mid-18th century, outside influences have increasingly affected the patterns of village life. Discuss three
impacts of western influence on village life.
ANSWER: European colonialism brought significant economic changes, including the introduction of
cash crops and modern facilities to ship them. Improved and expanded irrigation, financed
initially with capital from the West, brought more land under cultivation. Recent agents of
change have been the countries’ own government- supported doctors, teachers, and land
reform officers. Modern technologies such as motor vehicles, gasoline-powered water
pumps, radio, television, and—most recently—the Internet and cell phones have modified old
patterns of living. The educated and ambitious, as well as the unskilled and desperately
poor—motivated, respectively, by pull and push factors—have migrated to urban areas.
Improved roads and communications have in turn carried urban influences to villages,
prompting villagers to become more integrated into the national society.
REFERENCES: 6.2 Physical Geography and Human Adaptations
LEARNING OBJECTIVES: FWRG.HOBB.17.6.1 - Understand and explain the mostly beneficial relationships between
villagers, pastoral nomads, and city dwellers in an environmentally challenging region.
KEYWORDS: Bloom’s: Analyze
73. Sedentarization, the rapid and progressive settling down of nomads, has been witnessed in recent decades. What are
the causes of sedentarization?
ANSWER: In some cases, prolonged drought virtually eliminated the resource base on which the nomads
depended. Traditionally, they were able to migrate far enough to find new pastures, but
modern national boundaries now inhibit such movements. Some have returned with the rains
to their desert homelands, but others have chosen to remain as farmers or wage laborers in
villages and towns. In the Arabian Peninsula, the prosperity and technological changes
prompted by oil revenues made rapid inroads into the material culture—and then the
livelihood preferences—of the desert people; many preferred the comforts of settled life.
Some governments, notably those of Israel and prerevolutionary Iran, were frustrated by their
inability to count, tax, conscript, and control a sizable migrant population, and therefore
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Chapter 06 - The Middle East and North Africa
74. Although the earliest cities resembled villages in many ways, there were differences. List three ways early cities could
be distinguished from villages.
ANSWER: Although they resembled villages in many ways, early cities were distinguished by their
larger populations (more than 5000 people), the use of written languages, and the presence of
monumental temples and other ceremonial centers.
REFERENCES: 6.2 Physical Geography and Human Adaptations
LEARNING OBJECTIVES: FWRG.HOBB.17.6.1 - Understand and explain the mostly beneficial relationships between
villagers, pastoral nomads, and city dwellers in an environmentally challenging region.
KEYWORDS: Bloom’s: Analyze
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Les malles sont faites, demain matin, à sept heures, nous serons
à Buenos-Aires.
La dernière soirée du voyage est insupportable. Le paquebot est
envahi par des parents, des amis des passagers, des courriers
d’hôtels, des agents d’émigration, des policiers… Tous ces gens
crient et se démènent comme si le pont et les corridors leur
appartenaient en propre.
Le bruit des bagages qu’on accumule sur le pont, les allées et
venues des domestiques et une musique infatigable m’empêchent
de fermer l’œil jusqu’à deux heures du matin. Carmen m’a présenté
son mari et son fils, et elle avait raison, je me sens leur amie… C’est
une grande douceur pour moi que cette affection inattendue sans
laquelle, peut-être, mon voyage serait presque un exil…
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Les jours ont passé, et enfin, ces nouvelles tant désirées sont
arrivées. Elles sont aussi bonnes que possible, débordantes
d’enthousiasme et Georges y joint tant de tendresses pour sa
femme, qu’elle n’a plus qu’une idée : partir à son tour pour rejoindre
le bien-aimé… Les jours ont fait des semaines, et chacune de nos
journées apporte une satisfaction à notre curiosité, et une distraction
à nos soucis.
Nous avons été prendre le thé chez Madame Ortiz, Delia Marino de
Ortiz, dans sa maison de l’avenue Alvear, une voie nouvelle,
somptueuse et riante, et dès l’entrée le charme de cet intérieur, où
trois générations sont réunies, et où la malice et l’hypocrisie sont
inconnues, nous a conquises. Carmen était déjà arrivée, et les
présentations faites à la famille, Madame Ortiz nous a abandonnées
en s’excusant, pour aller trouver ses artistes qu’elle adore, et le
concert a commencé. Je ne me souviens pas d’avoir vu réunis tant
de noms célèbres sur un programme, ni un auditoire plus sensible et
plus intelligent. Tout est compris aussitôt que dit, et applaudi avec
enthousiasme. Il n’y a presque que des dames aux réunions de ce
genre. Les maris sont à leurs affaires, et quelques-uns, bien peu
nombreux, viennent chercher leur femme à la fin de la journée.
Le corps diplomatique était au complet pourtant ; malgré moi
j’essayais de mettre sur chaque visage de ministre ou de consul le
masque caractéristique de son pays. Je me trompais presque
toujours, tant il est vrai que dans les classes policées et raffinées les
signes de race s’effacent à peu près, et la manière d’être de chacun
devient celle de tous.
Nous retrouvâmes dans les toilettes et l’arrangement des
femmes qui nous entouraient cette élégance qui est leur apanage,
mais elles avaient, sous ce toit hospitalier, une charmante liberté
d’allures, et une grâce aimable que nous ne leur connaissions pas
encore.
Marthe était allée avec Carmen prendre une tasse de thé,
lorsque Madame Ortiz s’approcha de moi :
— Chère madame, me dit-elle, permettez-moi de vous présenter
mon ami Monsieur Pío Valdez qui désire beaucoup vous connaître, il
aime votre Paris où il est allé plusieurs fois, et meurt d’envie d’en
parler un peu avec vous. Elle s’en alla, et M. Valdez s’assit à mes
côtés.
Déjà l’on m’avait avertie qu’il est de mauvais ton à Buenos-Aires
de causer plus de cinq minutes dans un salon avec un « caballero »,
lorsque ce n’est ni un parent ni un fiancé, et je me préparais après
l’échange de quelques phrases, à me lever et à aller rejoindre ma
cousine et mon amie dans la pièce voisine, désireuse de ne choquer
en rien des coutumes qui ne laissaient pas néanmoins de m’étonner.
On eût dit que mon voisin devinait ma pensée, il me dit en souriant :
— Dans la maison de ma vieille amie Délia, madame, un homme
et une femme peuvent causer sans que personne y prenne garde,
ou interprète mal un entretien un peu prolongé. Notre hôtesse a su
faire accepter à son entourage des habitudes européennes qui
contribuent à donner chez elle à notre société l’animation qui lui
manque souvent, et on commence heureusement à l’imiter. Elle a
beaucoup fait pour l’avancement intellectuel et social de notre pays,
et tout ce qui pense et lit et aime les arts à Buenos-Aires lui en est
profondément reconnaissant.
Ces mots me rassurèrent, et je me laissai aller au plaisir de la
causerie ; ma curiosité était insatiable, la complaisance de mon
interlocuteur était sans bornes. Il me parla de la France avec
émotion. Il me décrivit la vie du « campo », sa ferme agrandie et
embellie chaque année, les terres fertiles, les plaines sans fin. Je
connus par lui d’utiles détails sur la société dont il fait partie. Il me fit
remarquer combien les jeunes filles étaient libres et parées dans
cette société rigoriste, et comme je lui demandais pourquoi, à
l’encontre de toutes nos coutumes européennes, le papillon devenait
chrysalide, il me répondit :
— Les femmes, vous l’avez déjà remarqué, Madame, sont, après
leur mariage, absorbées par les soins et les devoirs de la maternité,
c’est donc avant qu’elles prennent leur part de distractions et de
plaisirs mondains. La vie d’une jeune fille ici est heureuse et
insouciante, elle jouit de sa beauté qu’elle pare de tout le luxe
possible, ses parents lui donnent toutes les joies de son âge, sans
compter ; aussi, aucune d’entre elles n’est pressée de se marier.
Elles choisissent à loisir l’homme près duquel elles passeront leur
vie et elles attendent avec patience que leur fiancé ait une situation
qui lui permette de continuer à vivre comme elles le faisaient sous le
toit paternel ; cette attente dure parfois des années, et il n’y a pour
ainsi dire pas d’exemple que des fiançailles aient été rompues…
Pío Valdez lut une question un peu indiscrète dans mes yeux.
— Non, me dit-il en souriant, je n’ai jamais été fiancé. Je ne me
sens pas la vocation du mariage, et mes affaires m’occupent assez
pour m’empêcher de me sentir trop seul. Et puis, ici, on se marie
jeune, je suis trop vieux !
Vieux ? Non ; Pío Valdez n’est pas vieux. Il doit avoir trente-cinq
ou trente-six ans ; comme il arrive à presque tous les Argentins, ses
cheveux commencent prématurément à s’argenter ; il a une jolie voix
grave, tendre, des yeux bruns… Je me sentais en sympathie
complète avec lui, et lorsqu’il me dit que, dans peu de jours, il
regagnait ses terres, je sentis un petit regret de ce départ si prompt.
Les moments avaient passé vite, et l’heure de rentrer était
arrivée, nous dîmes au revoir à Délia Ortiz, aux quelques intimes qui
restaient encore à la famille, et je quittai avec regret cette maison où
l’amitié et l’intelligence règnent sans rivalité.
Il me fut impossible, ce soir-là, de communiquer à Marthe mes
impressions ; je la laissai se répandre en éloges et en critiques sans
trouver la force de lui répondre.
— Crois-tu, me disait-elle, Madame Cruz, tu sais, cette jolie
femme, qui avait une toque avec des paradis jaunes, eh ! bien, elle a
tout une « cuadra » à elle, et dans une de ses maisons, elle fait vivre
au moins dix familles pauvres ! c’est bien, ça ! Oh ! et puis, figure-toi,
quand une dame va dîner en ville, sans son mari, sa femme de
chambre vient la chercher, parce que cela paraîtrait choquant si le
maître de la maison ou un ami la reconduisait à sa porte ! Moi, je
trouve que c’est insolent pour elle et pour le maître de la maison, ces
habitudes-là. Et toi, qu’en penses-tu ?
Moi, je n’en pensais rien, je n’écoutais qu’à peine, et je me
reprochais mon mutisme.
— Ma pauvre Marthe, lui dis-je vers la fin du dîner, je suis
désolée de te laisser seule ce soir, mais j’ai une légère migraine, et
je crois plus prudent de me coucher.
— Tu as raison, couche-toi, me répondit ma cousine, j’ai
justement besoin d’écrire à Georges.
La chère enfant a « justement besoin d’écrire à Georges » tous
les jours, mais comme elle sait que cette correspondance
quotidienne fut une de mes chères habitudes, elle trouve tous les
jours une excuse pour envoyer de tendres souvenirs à son mari
aimé, sans trop me rappeler le temps où je disais de loin toutes mes
pensées et toutes mes actions à celui qui en attendait anxieusement
le récit.
Depuis notre arrivée, tant d’êtres nouveaux et de choses
nouvelles ont défilé devant mes yeux que j’ai vécu comme
engourdie, que je n’ai souffert que par instant de mes chagrins
d’autrefois et de mon isolement d’aujourd’hui. Mais pourquoi cette
soirée réveille-t-elle les peines passées avec tant de violence ?
Pourquoi ai-je les yeux pleins de larmes, tandis que je m’accoude
seule à ma fenêtre sous la lune blanche et froide comme un miroir
givré ?… L’activité guérit-elle vraiment de la solitude ?
Pío Valdez le croit, moi, je ne le crois pas !
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Un coup de téléphone ce matin… C’est Carmen qui m’avertit que
nous allons visiter le Jardin Zoologique, elle viendra nous chercher
avec son mari et un parent à elle…
— Qui est ce parent, Carmen ?
— Vous verrez, curieuse ! Un rire clair, et la communication est
coupée.
— Marthe, habille-toi vite, nous allons avec Carmen au Jardin
Zoologique.
— Quelle chance ! s’écrie Marthe, mais j’aurais bien voulu y aller
avec Georges. Il aime tant les animaux !
— Tu iras une autre fois avec Georges, sois tranquille. En
attendant, dépêche-toi.
Pour la première fois depuis quatre ans, je me préoccupe de ma
toilette, est-ce donc l’élégance excessive de mes nouvelles amies
qui provoque ce petit mouvement de coquetterie ?
Nous sommes prêtes, nous déjeunons en hâte, et nous
attendons nos guides.
— M. Navarro vient aussi ? me demande Marthe en cachetant un
petit mot qu’elle vient d’achever rapidement. Elle avait eu
« justement besoin d’écrire à Georges » avant de sortir.
— Oui, et il doit amener un parent de Carmen.
— Qui ? Quel parent ?
— Je ne sais pas.
Si, je sais ; et je cesse de me mentir à moi-même au moment où
je mens à Marthe. C’est Pío Valdez qui doit arriver tout à l’heure.
J’en suis sûre sans pouvoir m’expliquer les raisons de ma certitude.
J’ignorais qu’il fût parent de Carmen, et pourtant, en comparant le
visage clair de l’une au visage brun de l’autre, on peut trouver une
lointaine ressemblance… Les yeux, par exemple, chez tous deux se
relèvent un peu vers les tempes, bridés à peine dans des paupières
délicates…
Comme je deviens observatrice !…