Teachers' Professional License – Subject Test: History: free practice test

Past exam question Unit: Development of History as a Discipline

1. AIbn Khaldun ✓ Correct answer

   In the «Muqaddimah», Ibn Khaldun criticized passing on reports without scrutiny and urged testing them against the nature of society.

2. BIbn Kathir

   Ibn Kathir compiled narrations in «al-Bidaya wa al-Nihaya» and is known more for transmission than for theorizing a historian's method.

3. CAl-Maqrizi

   Al-Maqrizi is known for the history and topography of Egypt and did not write a theoretical introduction on criticizing reports.

4. DIbn al-Athir

   Ibn al-Athir wrote «al-Kamil fi al-Tarikh», an annalistic work, and is not known for criticizing the historians' method.

Reference: ETEC History Teacher Standards (2020), Standard 6.11.1 (the concept, origins, development and sources of history), indicator 5, p. 8

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Past exam question Unit: Prophets' History and Ancient History

1. AMadyan

   Madyan was the land of the people of Shuayb.

2. Bal-Hijr

   Al-Hijr was the land of the people of Salih.

3. CBaalbek ✓ Correct answer

   Works of tafsir place Ilyas in Baalbek in the Levant, and As-Saffat says: do you call upon Baal?

4. DSodom

   Sodom was the land of the people of Lot.

Reference: ETEC History Teacher Standards (2020), Standard 6.11.2 (prophethood, the message and the history of the prophets and messengers), indicator 3, p. 8

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Past exam question Unit: Islamic History

1. AAbu Bakr al-Siddiq

   Abu Bakr gathered the Quran in sheets kept with him and later with Hafsa, and did not distribute it.

2. BUmar ibn al-Khattab

   The sheets were kept with Umar and then passed to Hafsa; he did not distribute copies.

3. CAli ibn Abi Talib

   Ali came after the codices were distributed in Uthman's time.

4. DUthman ibn Affan ✓ Correct answer

   Correct: Uthman had the codex copied and sent copies to the provinces to unify the text.

Reference: ETEC History Teacher Standards (2020), Standard 6.11.4 (the Prophet's biography and the Rightly Guided Caliphs), indicator 9, p. 8

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Past exam question Unit: Islamic History

1. AShajar al-Durr – Qutuz – Baybars – Qalawun ✓ Correct answer

   Shajar al-Durr took power in 648 AH, then Qutuz in 657 AH, Baybars in 658 AH, and Qalawun in 678 AH.

2. BShajar al-Durr – Baybars – Qutuz – Qalawun

   Baybars ruled after Qutuz, not before; Qutuz led at Ayn Jalut, before Baybars' reign.

3. CQutuz – Shajar al-Durr – Baybars – Qalawun

   Shajar al-Durr came at the start of the state in 648 AH, about nine years before Qutuz.

4. DBaybars – Qutuz – Shajar al-Durr – Qalawun

   Baybars comes third in the sequence, after Shajar al-Durr and then Qutuz.

Reference: ETEC History Teacher Standards (2020), Standard 6.11.5 (history and civilisation of the Islamic states from the Umayyads to the Mamluks), indicator 4, p. 9

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Past exam question Unit: Medieval to Modern World History

1. AThe Germanic invasions and their kingdoms ✓ Correct answer

   The Germanic invasions ended Roman authority in the West and Germanic kingdoms arose in its place, a leading feature of the early Middle Ages.

2. BThe rise of the Industrial Revolution and the spread of factories

   The Industrial Revolution began in the eighteenth century, after the Middle Ages had ended.

3. CThe dominance of the modern capitalist system in the economy

   The modern capitalist system took shape in the modern era, while a feudal agrarian economy prevailed in the Middle Ages.

4. DThe spread of Marxist communist thought

   Marxist thought emerged in the nineteenth century and has no connection to the Middle Ages.

Reference: ETEC History Teacher Standards (2020), Standard 6.11.6 (Europe and the New World from the Middle Ages to the contemporary era), indicator 1, p. 9

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Past exam question Unit: Modern Arab History

1. AThe 1920 Revolution

   The 1920 Revolution broke out in Iraq in 1920 against the British occupation.

2. BThe Mahdist Revolt

   The Mahdist Revolt took place in Sudan in the nineteenth century CE.

3. CThe Great Arab Revolt ✓ Correct answer

   This is the name of the revolt that Sharif Hussein bin Ali declared from the Hijaz in 1916.

4. DThe Urabi Revolt

   The Urabi Revolt took place in Egypt in 1882.

Reference: ETEC History Teacher Standards (2020), Standard 6.11.7 (the modern and contemporary Arab world), indicator 2, p. 10

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Past exam question Unit: Saudi History

1. AThe Hijaz ✓ Correct answer

   The Hijaz did not return to the Second State and stayed outside it throughout.

2. BNajd

   Najd was the heart of the Second State, with Riyadh as capital.

3. CAl-Ahsa

   Al-Ahsa came back under the Second State's influence.

4. DQassim

   Qassim came back under the Second State's influence.

Reference: ETEC History Teacher Standards (2020), Standard 6.11.8 (the First and Second Saudi States), indicator 5, p. 10

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Past exam question Unit: Saudi History

1. AAl-Ahsa, Hail, Asir, the Hijaz

   Hail came after Asir, not before it.

2. BAl-Ahsa, Asir, the Hijaz, Hail

   The Hijaz came after Hail, not before it.

3. CAl-Ahsa, the Hijaz, Asir, Hail

   The Hijaz was the last region to join, so it does not precede Asir or Hail.

4. DAl-Ahsa, Asir, Hail, the Hijaz ✓ Correct answer

   Correct: Al-Ahsa (1331 AH), then Asir, then Hail (1340 AH), then the Hijaz (1343-1344 AH).

Reference: ETEC History Teacher Standards (2020), Standard 6.11.9 (the Kingdom of Saudi Arabia), indicator 2, p. 10

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Past exam question Unit: History Skills and Teaching Methods

1. Acut explanation time so that more time is left for assessment

   An advance organizer is not meant to shorten explanation time.

2. Breplace the textbook with outside sources

   It has nothing to do with replacing the textbook.

3. Clink existing knowledge to new information ✓ Correct answer

   Correct. An advance organizer links what the student already knows to what is about to be learned, building a connected knowledge structure.

4. Ddivide students into groups of similar ability

   Forming groups is an organizational step unrelated to what an advance organizer does.

Reference: ETEC History Teacher Standards (2020), Standard 6.11.11 (the value of the history curriculum and students' attitudes), indicator 3, p. 11

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Past exam question Unit: History Skills and Teaching Methods

1. Acriticism

   Criticism requires judging the value of something, and there is no judgment in the explanation.

2. Bcomparison ✓ Correct answer

   Setting the two states' capitals side by side to show similarities and differences trains comparison.

3. Canalysis

   Analysis breaks a phenomenon into its elements and relations, which did not happen here.

4. Dinterpretation

   Interpretation gives reasons, and the teacher gave no reason for the choice of capital.

Reference: ETEC History Teacher Standards (2020), Standard 6.11.10 (critical and historical thinking skills), indicator 7, p. 11

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