Cengage Advantage Books: Making America, Volume 1 To 1877: A History Of The United States, 7th Edition Test Bank
Cengage Advantage Books: Making America, Volume 1 To 1877: A History Of The United States, 7th Edition Test Bank helps you familiarize yourself with exam formats and key concepts.
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1. One constraint faced by all European nations in America was
a. the large and powerful presence of Native Americans.
b. the lack of sufficient agricultural land.
c. the harsh and bitter climate of much of North America.
d. political conflict at home.
ANSWER: a
POINTS: 1
REFERENCES: p. 27
2. Who promulgated a decree that gave Spain a monopoly on new lands discovered in the New World?
a. Ferdinand & Isabella
b. the king of Portugal
c. Hernan Cortés.
d. Pope Alexander VI
ANSWER: d
POINTS: 1
REFERENCES: p. 28
3. When Cortés was endeavoring to conquer the Aztec Empire, he received great assistance from:
a. the Aztec women and children
b. A MexicanIndian woman named Doña Marina
c. the former Aztec prisoners
d. the use of numerous horse mounted troops.
ANSWER: b
POINTS: 1
REFERENCES: p. 28
4. England's colonization of Ireland
a. provided a model for colonization of North America.
b. was motivated exclusively by a desire to spread Protestantism.
c. expelled the Spanish from Ireland.
d. helped England attack Iceland.
ANSWER: a
POINTS: 1
REFERENCES: p. 29Page 1Name: Class: Date:
Chapter 02: A Continent on the Move
a. the large and powerful presence of Native Americans.
b. the lack of sufficient agricultural land.
c. the harsh and bitter climate of much of North America.
d. political conflict at home.
ANSWER: a
POINTS: 1
REFERENCES: p. 27
2. Who promulgated a decree that gave Spain a monopoly on new lands discovered in the New World?
a. Ferdinand & Isabella
b. the king of Portugal
c. Hernan Cortés.
d. Pope Alexander VI
ANSWER: d
POINTS: 1
REFERENCES: p. 28
3. When Cortés was endeavoring to conquer the Aztec Empire, he received great assistance from:
a. the Aztec women and children
b. A MexicanIndian woman named Doña Marina
c. the former Aztec prisoners
d. the use of numerous horse mounted troops.
ANSWER: b
POINTS: 1
REFERENCES: p. 28
4. England's colonization of Ireland
a. provided a model for colonization of North America.
b. was motivated exclusively by a desire to spread Protestantism.
c. expelled the Spanish from Ireland.
d. helped England attack Iceland.
ANSWER: a
POINTS: 1
REFERENCES: p. 29Page 1Name: Class: Date:
Chapter 02: A Continent on the Move
1. One constraint faced by all European nations in America was
a. the large and powerful presence of Native Americans.
b. the lack of sufficient agricultural land.
c. the harsh and bitter climate of much of North America.
d. political conflict at home.
ANSWER: a
POINTS: 1
REFERENCES: p. 27
2. Who promulgated a decree that gave Spain a monopoly on new lands discovered in the New World?
a. Ferdinand & Isabella
b. the king of Portugal
c. Hernan Cortés.
d. Pope Alexander VI
ANSWER: d
POINTS: 1
REFERENCES: p. 28
3. When Cortés was endeavoring to conquer the Aztec Empire, he received great assistance from:
a. the Aztec women and children
b. A MexicanIndian woman named Doña Marina
c. the former Aztec prisoners
d. the use of numerous horse mounted troops.
ANSWER: b
POINTS: 1
REFERENCES: p. 28
4. England's colonization of Ireland
a. provided a model for colonization of North America.
b. was motivated exclusively by a desire to spread Protestantism.
c. expelled the Spanish from Ireland.
d. helped England attack Iceland.
ANSWER: a
POINTS: 1
REFERENCES: p. 29Page 1Name: Class: Date:
Chapter 02: A Continent on the Move
a. the large and powerful presence of Native Americans.
b. the lack of sufficient agricultural land.
c. the harsh and bitter climate of much of North America.
d. political conflict at home.
ANSWER: a
POINTS: 1
REFERENCES: p. 27
2. Who promulgated a decree that gave Spain a monopoly on new lands discovered in the New World?
a. Ferdinand & Isabella
b. the king of Portugal
c. Hernan Cortés.
d. Pope Alexander VI
ANSWER: d
POINTS: 1
REFERENCES: p. 28
3. When Cortés was endeavoring to conquer the Aztec Empire, he received great assistance from:
a. the Aztec women and children
b. A MexicanIndian woman named Doña Marina
c. the former Aztec prisoners
d. the use of numerous horse mounted troops.
ANSWER: b
POINTS: 1
REFERENCES: p. 28
4. England's colonization of Ireland
a. provided a model for colonization of North America.
b. was motivated exclusively by a desire to spread Protestantism.
c. expelled the Spanish from Ireland.
d. helped England attack Iceland.
ANSWER: a
POINTS: 1
REFERENCES: p. 29Page 1Name: Class: Date:
Chapter 02: A Continent on the Move
5. What activity in New Spain enabled Spain to become the richest nation in Europe and probably the world?
a. dominating the Canadian fur trade
b. extracting silver from the land using slave labor
c. conquered thousands of Spanish settlements
d. capturing and herding buffalo to send back to Europe
ANSWER: b
POINTS: 1
REFERENCES: p. 29
6. The destruction and failure of the Spanish Armada against England in 1588:
a. did not affect the Spanish Empire overseas.
b. led to anti-Catholic pogroms in England.
c. led to the independence of Holland who challenged Spanish colonization in the New World
d. Established Great Britain as a world power.
ANSWER: c
POINTS: 1
REFERENCES: p. 30
7. Why did Spain try to invade England in 1588?
a. Queen Elizabeth had broken her promise to convert to Catholicism.
b. It was the only way King Philip II could take Spaniards' minds off their poverty.
c. The Spanish needed to demonstrate that they were the dominant power in the Atlantic.
d. Spain was nearly bankrupt and needed to plunder English riches.
ANSWER: c
POINTS: 1
REFERENCES: p. 30
8. After Peter Minuit negotiated the lease of the island of Manhattan in 1626
a. English settlers quickly began to challenge the Dutch claim on the island.
b. Dutch settlers began to arrive in droves.
c. colonists quickly began to lose sight of the beaver trade upstream
d. only the comprehensive business plan of the Dutch West India Company began to bring about agricultural
development on the island and upstream.
ANSWER: d
POINTS: 1
REFERENCES: p. 32-33Page 2Name: Class: Date:
Chapter 02: A Continent on the Move
a. dominating the Canadian fur trade
b. extracting silver from the land using slave labor
c. conquered thousands of Spanish settlements
d. capturing and herding buffalo to send back to Europe
ANSWER: b
POINTS: 1
REFERENCES: p. 29
6. The destruction and failure of the Spanish Armada against England in 1588:
a. did not affect the Spanish Empire overseas.
b. led to anti-Catholic pogroms in England.
c. led to the independence of Holland who challenged Spanish colonization in the New World
d. Established Great Britain as a world power.
ANSWER: c
POINTS: 1
REFERENCES: p. 30
7. Why did Spain try to invade England in 1588?
a. Queen Elizabeth had broken her promise to convert to Catholicism.
b. It was the only way King Philip II could take Spaniards' minds off their poverty.
c. The Spanish needed to demonstrate that they were the dominant power in the Atlantic.
d. Spain was nearly bankrupt and needed to plunder English riches.
ANSWER: c
POINTS: 1
REFERENCES: p. 30
8. After Peter Minuit negotiated the lease of the island of Manhattan in 1626
a. English settlers quickly began to challenge the Dutch claim on the island.
b. Dutch settlers began to arrive in droves.
c. colonists quickly began to lose sight of the beaver trade upstream
d. only the comprehensive business plan of the Dutch West India Company began to bring about agricultural
development on the island and upstream.
ANSWER: d
POINTS: 1
REFERENCES: p. 32-33Page 2Name: Class: Date:
Chapter 02: A Continent on the Move
5. What activity in New Spain enabled Spain to become the richest nation in Europe and probably the world?
a. dominating the Canadian fur trade
b. extracting silver from the land using slave labor
c. conquered thousands of Spanish settlements
d. capturing and herding buffalo to send back to Europe
ANSWER: b
POINTS: 1
REFERENCES: p. 29
6. The destruction and failure of the Spanish Armada against England in 1588:
a. did not affect the Spanish Empire overseas.
b. led to anti-Catholic pogroms in England.
c. led to the independence of Holland who challenged Spanish colonization in the New World
d. Established Great Britain as a world power.
ANSWER: c
POINTS: 1
REFERENCES: p. 30
7. Why did Spain try to invade England in 1588?
a. Queen Elizabeth had broken her promise to convert to Catholicism.
b. It was the only way King Philip II could take Spaniards' minds off their poverty.
c. The Spanish needed to demonstrate that they were the dominant power in the Atlantic.
d. Spain was nearly bankrupt and needed to plunder English riches.
ANSWER: c
POINTS: 1
REFERENCES: p. 30
8. After Peter Minuit negotiated the lease of the island of Manhattan in 1626
a. English settlers quickly began to challenge the Dutch claim on the island.
b. Dutch settlers began to arrive in droves.
c. colonists quickly began to lose sight of the beaver trade upstream
d. only the comprehensive business plan of the Dutch West India Company began to bring about agricultural
development on the island and upstream.
ANSWER: d
POINTS: 1
REFERENCES: p. 32-33Page 2Name: Class: Date:
Chapter 02: A Continent on the Move
a. dominating the Canadian fur trade
b. extracting silver from the land using slave labor
c. conquered thousands of Spanish settlements
d. capturing and herding buffalo to send back to Europe
ANSWER: b
POINTS: 1
REFERENCES: p. 29
6. The destruction and failure of the Spanish Armada against England in 1588:
a. did not affect the Spanish Empire overseas.
b. led to anti-Catholic pogroms in England.
c. led to the independence of Holland who challenged Spanish colonization in the New World
d. Established Great Britain as a world power.
ANSWER: c
POINTS: 1
REFERENCES: p. 30
7. Why did Spain try to invade England in 1588?
a. Queen Elizabeth had broken her promise to convert to Catholicism.
b. It was the only way King Philip II could take Spaniards' minds off their poverty.
c. The Spanish needed to demonstrate that they were the dominant power in the Atlantic.
d. Spain was nearly bankrupt and needed to plunder English riches.
ANSWER: c
POINTS: 1
REFERENCES: p. 30
8. After Peter Minuit negotiated the lease of the island of Manhattan in 1626
a. English settlers quickly began to challenge the Dutch claim on the island.
b. Dutch settlers began to arrive in droves.
c. colonists quickly began to lose sight of the beaver trade upstream
d. only the comprehensive business plan of the Dutch West India Company began to bring about agricultural
development on the island and upstream.
ANSWER: d
POINTS: 1
REFERENCES: p. 32-33Page 2Name: Class: Date:
Chapter 02: A Continent on the Move
9. Which layer of the Spanish bureaucracy directed colonial policy?
a. Cabildo seculares
b. The viceroys
c. The Catholic Church
d. Council of the Indies
ANSWER: d
POINTS: 1
REFERENCES: p. 32
10. Corruption remained rampant in the Spanish colonial system because
a. the pope supported the colonial governments.
b. the wealth from the colonies masked problems with inefficient administration.
c. low taxation gave colonists little reason to complain.
d. colonial governors executed those who objected to bureaucratic policies.
ANSWER: b
POINTS: 1
REFERENCES: p. 32
11. The Dutch settlements in the New World
a. ignored farming in favor of raiding English settlements.
b. proved very popular among those seeking to establish small farms.
c. were limited to only Dutch landholders.
d. relied on the fur trade for success.
ANSWER: d
POINTS: 1
REFERENCES: p. 32
12. When Spanish conquistadors contacted new Indian groups they were supposed to notify them of Spanish authority
through a:
a. cabildo secular
b. ecomiendo
c. requerimiento
d. conquistadoro
ANSWER: c
POINTS: 1
REFERENCES: p. 32Page 3Name: Class: Date:
Chapter 02: A Continent on the Move
a. Cabildo seculares
b. The viceroys
c. The Catholic Church
d. Council of the Indies
ANSWER: d
POINTS: 1
REFERENCES: p. 32
10. Corruption remained rampant in the Spanish colonial system because
a. the pope supported the colonial governments.
b. the wealth from the colonies masked problems with inefficient administration.
c. low taxation gave colonists little reason to complain.
d. colonial governors executed those who objected to bureaucratic policies.
ANSWER: b
POINTS: 1
REFERENCES: p. 32
11. The Dutch settlements in the New World
a. ignored farming in favor of raiding English settlements.
b. proved very popular among those seeking to establish small farms.
c. were limited to only Dutch landholders.
d. relied on the fur trade for success.
ANSWER: d
POINTS: 1
REFERENCES: p. 32
12. When Spanish conquistadors contacted new Indian groups they were supposed to notify them of Spanish authority
through a:
a. cabildo secular
b. ecomiendo
c. requerimiento
d. conquistadoro
ANSWER: c
POINTS: 1
REFERENCES: p. 32Page 3Name: Class: Date:
Chapter 02: A Continent on the Move
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13. Henry Hudson was an explorer who was searching for
a. the fabled "seven cities of gold."
b. a place where he could live, free of religious persecution.
c. the North American equivalent to the Aztec Empire.
d. a northwest passage that would connect the Atlantic and Pacific oceans.
ANSWER: d
POINTS: 1
REFERENCES: p. 32
14. Dutch patroons
a. became known as landed entrepreneurs.
b. established New York as "the best poor man's country."
c. suffered serf-like conditions in their tenancies.
d. enjoyed near-feudal powers over their tenants.
ANSWER: d
POINTS: 1
REFERENCES: p. 33
15. Immigrants to Dutch colonies in the New World
a. came to take advantage of the opportunities of the patroon system.
b. were expelled if they did not join the Dutch Reformed Church.
c. came from a variety of religious and ethnic backgrounds.
d. were all equal in governmental affairs.
ANSWER: c
POINTS: 1
REFERENCES: p. 33
16. What European fashion trend was the root cause of conflict between European colonies and their native allies over
the beaver fur trade?
a. leather boots
b. buffalo coats
c. felt hats
d. beaver gloves
ANSWER: c
POINTS: 1
REFERENCES: p. 34Page 4Name: Class: Date:
Chapter 02: A Continent on the Move
a. the fabled "seven cities of gold."
b. a place where he could live, free of religious persecution.
c. the North American equivalent to the Aztec Empire.
d. a northwest passage that would connect the Atlantic and Pacific oceans.
ANSWER: d
POINTS: 1
REFERENCES: p. 32
14. Dutch patroons
a. became known as landed entrepreneurs.
b. established New York as "the best poor man's country."
c. suffered serf-like conditions in their tenancies.
d. enjoyed near-feudal powers over their tenants.
ANSWER: d
POINTS: 1
REFERENCES: p. 33
15. Immigrants to Dutch colonies in the New World
a. came to take advantage of the opportunities of the patroon system.
b. were expelled if they did not join the Dutch Reformed Church.
c. came from a variety of religious and ethnic backgrounds.
d. were all equal in governmental affairs.
ANSWER: c
POINTS: 1
REFERENCES: p. 33
16. What European fashion trend was the root cause of conflict between European colonies and their native allies over
the beaver fur trade?
a. leather boots
b. buffalo coats
c. felt hats
d. beaver gloves
ANSWER: c
POINTS: 1
REFERENCES: p. 34Page 4Name: Class: Date:
Chapter 02: A Continent on the Move
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17. Samuel de Champlain was an effective colonizer who:
a. founded trading posts in Nova Scotia and Quebec and a strong alliance with the Huron Indians.
b. nearly destroyed French power in America.
c. provoked a war with the Huron Indians by refusing to trade with them.
d. was more interested in getting land than in trading.
ANSWER: a
POINTS: 1
REFERENCES: p. 34
18. As a result of expeditions by Louis Joliet, Jacques Marquette, and Robert Cavelier, Sieur de la Salle, France
a. established a series of settlements along the Atlantic coast.
b. established a series of settlements along the Pacific coast.
c. discovered and claimed the Mississippi River Valley and established the Louisiana Territory.
d. defeated the Spanish in Mexico at the battle of Pueblo.
ANSWER: c
POINTS: 1
REFERENCES: p. 35
19. Spanish conquistador Don Juan de Onate
a. was a popular missionary amongst Pueblo Indians.
b. became famous for his enormous gold discoveries in future New Mexico.
c. ordered the execution of eight hundred rebellious Indians and enslaved their surviving families.
d. wrote about the abuse and exploitation of Indian serfs in the Spanish encomienda system.
ANSWER: c
POINTS: 1
REFERENCES: p. 36
20. Indians who allied themselves with the Spanish against the Aztecs
a. won independence.
b. were awarded gold.
c. were awarded land.
d. were forced to pay tribute to the Spanish.
ANSWER: d
POINTS: 1
REFERENCES: p. 36Page 5Name: Class: Date:
Chapter 02: A Continent on the Move
a. founded trading posts in Nova Scotia and Quebec and a strong alliance with the Huron Indians.
b. nearly destroyed French power in America.
c. provoked a war with the Huron Indians by refusing to trade with them.
d. was more interested in getting land than in trading.
ANSWER: a
POINTS: 1
REFERENCES: p. 34
18. As a result of expeditions by Louis Joliet, Jacques Marquette, and Robert Cavelier, Sieur de la Salle, France
a. established a series of settlements along the Atlantic coast.
b. established a series of settlements along the Pacific coast.
c. discovered and claimed the Mississippi River Valley and established the Louisiana Territory.
d. defeated the Spanish in Mexico at the battle of Pueblo.
ANSWER: c
POINTS: 1
REFERENCES: p. 35
19. Spanish conquistador Don Juan de Onate
a. was a popular missionary amongst Pueblo Indians.
b. became famous for his enormous gold discoveries in future New Mexico.
c. ordered the execution of eight hundred rebellious Indians and enslaved their surviving families.
d. wrote about the abuse and exploitation of Indian serfs in the Spanish encomienda system.
ANSWER: c
POINTS: 1
REFERENCES: p. 36
20. Indians who allied themselves with the Spanish against the Aztecs
a. won independence.
b. were awarded gold.
c. were awarded land.
d. were forced to pay tribute to the Spanish.
ANSWER: d
POINTS: 1
REFERENCES: p. 36Page 5Name: Class: Date:
Chapter 02: A Continent on the Move
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21. Which religious order led Church efforts to convert Indians in New Mexico?
a. Dominicans
b. Jesuits
c. Franciscans
d. Marists
ANSWER: c
POINTS: 1
REFERENCES: p. 37
22. The need to protect Spanish ships from interference from other Europeans powers in Florida led to the founding of
this city
a. New York
b. Pueblo
c. New Orleans
d. St. Augustine
ANSWER: d
POINTS: 1
REFERENCES: p. 38
23. Indians in the Southeast responded to their declining numbers due to disease by
a. becoming the clients of the French to increase their population through blended offspring.
b. forming alliances or confederacies among themselves.
c. moving into Spanish cities.
d. converting to European farming methods and staying in one place.
ANSWER: b
POINTS: 1
REFERENCES: p. 38
24. By the time Europeans had begun serious exploration and settlement of the Northeast,
a. native Americans were already fully aware of the dangers Europeans posed to their civilizations.
b. most tribes were already too weakened by disease to offer any resistance.
c. economic and cultural changes among Woodland Indians had produced two opposing tribal alliances.
d. the social and political unity among Woodland Indians had already been broken.
ANSWER: c
POINTS: 1
REFERENCES: p. 39Page 6Name: Class: Date:
Chapter 02: A Continent on the Move
a. Dominicans
b. Jesuits
c. Franciscans
d. Marists
ANSWER: c
POINTS: 1
REFERENCES: p. 37
22. The need to protect Spanish ships from interference from other Europeans powers in Florida led to the founding of
this city
a. New York
b. Pueblo
c. New Orleans
d. St. Augustine
ANSWER: d
POINTS: 1
REFERENCES: p. 38
23. Indians in the Southeast responded to their declining numbers due to disease by
a. becoming the clients of the French to increase their population through blended offspring.
b. forming alliances or confederacies among themselves.
c. moving into Spanish cities.
d. converting to European farming methods and staying in one place.
ANSWER: b
POINTS: 1
REFERENCES: p. 38
24. By the time Europeans had begun serious exploration and settlement of the Northeast,
a. native Americans were already fully aware of the dangers Europeans posed to their civilizations.
b. most tribes were already too weakened by disease to offer any resistance.
c. economic and cultural changes among Woodland Indians had produced two opposing tribal alliances.
d. the social and political unity among Woodland Indians had already been broken.
ANSWER: c
POINTS: 1
REFERENCES: p. 39Page 6Name: Class: Date:
Chapter 02: A Continent on the Move
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25. How did the French initially forge alliances with the Huron Indians in the Northeast?
a. The French paid them the customary tribute.
b. The French freed them from servitude to the more powerful Iroquois.
c. The French successfully claimed to be gods because they could predict solar eclipses.
d. The French intermarried with them.
ANSWER: d
POINTS: 1
REFERENCES: p. 39
26. The Iroquois began a series of long term wars against the Hurons, Delaware, and other tribes over the sources of
what ?
a. oil and natural gas
b. fur
c. Coureurs de bois
d. iron arrowheads
ANSWER: b
POINTS: 1
REFERENCES: p. 39
27. The proliferation of bison herds during the climatic changes of the "Little Ice Age" between 1300 and 1800
a. prompted the Plains Indians to abandon agriculture and turn to hunting.
b. supported the European fashion trend of bison coats in the early eighteenth century.
c. led to the overgrazing of the Great Plains.
d. meant that buffalo hunting became a colonial pastime for English settlers.
ANSWER: a
POINTS: 1
REFERENCES: p. 39
28. The buffalo provided all of the following commodities to the plains Indians except for what?
a. food
b. clothing
c. tools
d. transportation
ANSWER: d
POINTS: 1
REFERENCES: p. 40Page 7Name: Class: Date:
Chapter 02: A Continent on the Move
a. The French paid them the customary tribute.
b. The French freed them from servitude to the more powerful Iroquois.
c. The French successfully claimed to be gods because they could predict solar eclipses.
d. The French intermarried with them.
ANSWER: d
POINTS: 1
REFERENCES: p. 39
26. The Iroquois began a series of long term wars against the Hurons, Delaware, and other tribes over the sources of
what ?
a. oil and natural gas
b. fur
c. Coureurs de bois
d. iron arrowheads
ANSWER: b
POINTS: 1
REFERENCES: p. 39
27. The proliferation of bison herds during the climatic changes of the "Little Ice Age" between 1300 and 1800
a. prompted the Plains Indians to abandon agriculture and turn to hunting.
b. supported the European fashion trend of bison coats in the early eighteenth century.
c. led to the overgrazing of the Great Plains.
d. meant that buffalo hunting became a colonial pastime for English settlers.
ANSWER: a
POINTS: 1
REFERENCES: p. 39
28. The buffalo provided all of the following commodities to the plains Indians except for what?
a. food
b. clothing
c. tools
d. transportation
ANSWER: d
POINTS: 1
REFERENCES: p. 40Page 7Name: Class: Date:
Chapter 02: A Continent on the Move
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29. In what way did the Pueblo Revolt in New Mexico transform the lives of Plains Indians?
a. It inspired Plains Indians to revolt against their French rulers.
b. Thousands of refugees from New Mexico poured into the region.
c. The rebels released thousands of Spanish horses, which greatly helped buffalo hunters.
d. It successfully kept the Spanish from moving into the area.
ANSWER: c
POINTS: 1
REFERENCES: p. 41
30. In the years after the Pueblo Revolt in New Mexico
a. sheep ranching became increasingly important.
b. the Spanish largely abandoned the region.
c. a growing number of Spanish women moved into the area.
d. traditional ideals of empire and administration were solidified.
ANSWER: a
POINTS: 1
REFERENCES: p. 42
31. How did the Dutch try to attract settlers to the New Netherland colony?
a. They offered settlers the protection of a feudal lord.
b. They guaranteed that only members of the Dutch Reformed Church would be permitted to settle.
c. They offered a haven for those groups experiencing persecution and discrimination in Europe.
d. The Dutch West Indies Company was powerful enough to guarantee prosperity.
ANSWER: c
POINTS: 1
REFERENCES: p. 43
32. How did Santa Fe differ from other Spanish settlements?
a. Success depended on being able to trade with a range of non-Spaniards.
b. The Catholic Church was virtually absent.
c. A man's status there depended on how much "pure Spanish blood" he had.
d. Indians were virtually absent from the town.
ANSWER: a
POINTS: 1
REFERENCES: p. 43Page 8Name: Class: Date:
Chapter 02: A Continent on the Move
a. It inspired Plains Indians to revolt against their French rulers.
b. Thousands of refugees from New Mexico poured into the region.
c. The rebels released thousands of Spanish horses, which greatly helped buffalo hunters.
d. It successfully kept the Spanish from moving into the area.
ANSWER: c
POINTS: 1
REFERENCES: p. 41
30. In the years after the Pueblo Revolt in New Mexico
a. sheep ranching became increasingly important.
b. the Spanish largely abandoned the region.
c. a growing number of Spanish women moved into the area.
d. traditional ideals of empire and administration were solidified.
ANSWER: a
POINTS: 1
REFERENCES: p. 42
31. How did the Dutch try to attract settlers to the New Netherland colony?
a. They offered settlers the protection of a feudal lord.
b. They guaranteed that only members of the Dutch Reformed Church would be permitted to settle.
c. They offered a haven for those groups experiencing persecution and discrimination in Europe.
d. The Dutch West Indies Company was powerful enough to guarantee prosperity.
ANSWER: c
POINTS: 1
REFERENCES: p. 43
32. How did Santa Fe differ from other Spanish settlements?
a. Success depended on being able to trade with a range of non-Spaniards.
b. The Catholic Church was virtually absent.
c. A man's status there depended on how much "pure Spanish blood" he had.
d. Indians were virtually absent from the town.
ANSWER: a
POINTS: 1
REFERENCES: p. 43Page 8Name: Class: Date:
Chapter 02: A Continent on the Move
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33. The French in Louisiana depended on an alliance with the
a. Natchez tribe.
b. Choctaws.
c. Chicasaws.
d. Creeks.
ANSWER: b
POINTS: 1
REFERENCES: p. 44
34. Which of the following was a unique characteristic of the French colony of Louisiana?
a. Its critical shortage of labor
b. Its initial dependence on Indians.
c. It found itself embroiled in a complicated Native American world.
d. It brought together a diverse lot of former military men, Canadian coureurs de bois, and French craftsmen in
search of economic independence.
ANSWER: d
POINTS: 1
REFERENCES: p. 44
35. The French colony of Louisiana
a. quickly came to depend on a steady stream of French settlers.
b. became home to a homogenous and coherent community of religious refugees from France.
c. became known as America's "breadbasket."
d. attracted few Frenchmen.
ANSWER: d
POINTS: 1
REFERENCES: p. 44
Instructions: Identify the following terms:
36. Bartolomé de las Casas
ANSWER: Answer not provided.
POINTS: 1
REFERENCES: p. 25
37. Hernán Cortés
ANSWER: Answer not provided.
POINTS: 1
REFERENCES: p. 28Page 9Name: Class: Date:
Chapter 02: A Continent on the Move
a. Natchez tribe.
b. Choctaws.
c. Chicasaws.
d. Creeks.
ANSWER: b
POINTS: 1
REFERENCES: p. 44
34. Which of the following was a unique characteristic of the French colony of Louisiana?
a. Its critical shortage of labor
b. Its initial dependence on Indians.
c. It found itself embroiled in a complicated Native American world.
d. It brought together a diverse lot of former military men, Canadian coureurs de bois, and French craftsmen in
search of economic independence.
ANSWER: d
POINTS: 1
REFERENCES: p. 44
35. The French colony of Louisiana
a. quickly came to depend on a steady stream of French settlers.
b. became home to a homogenous and coherent community of religious refugees from France.
c. became known as America's "breadbasket."
d. attracted few Frenchmen.
ANSWER: d
POINTS: 1
REFERENCES: p. 44
Instructions: Identify the following terms:
36. Bartolomé de las Casas
ANSWER: Answer not provided.
POINTS: 1
REFERENCES: p. 25
37. Hernán Cortés
ANSWER: Answer not provided.
POINTS: 1
REFERENCES: p. 28Page 9Name: Class: Date:
Chapter 02: A Continent on the Move
Loading page 10...
38. Francisco Vásquez de Coronado
ANSWER: Answer not provided.
POINTS: 1
REFERENCES: p. 28
39. Francis Drake
ANSWER: Answer not provided.
POINTS: 1
REFERENCES: p. 29
40. Privateer
ANSWER: Answer not provided.
POINTS: 1
REFERENCES: p. 29
41. Sir Walter Raleigh
ANSWER: Answer not provided.
POINTS: 1
REFERENCES: p. 29
42. Spanish Armada
ANSWER: Answer not provided.
POINTS: 1
REFERENCES: p. 30
43. Cabildo secular
ANSWER: Answer not provided.
POINTS: 1
REFERENCES: p. 32
44. Dutch West India Company
ANSWER: Answer not provided.
POINTS: 1
REFERENCES: p. 32
45. Serfs
ANSWER: Answer not provided.
POINTS: 1
REFERENCES: p. 32Page 10Name: Class: Date:
Chapter 02: A Continent on the Move
ANSWER: Answer not provided.
POINTS: 1
REFERENCES: p. 28
39. Francis Drake
ANSWER: Answer not provided.
POINTS: 1
REFERENCES: p. 29
40. Privateer
ANSWER: Answer not provided.
POINTS: 1
REFERENCES: p. 29
41. Sir Walter Raleigh
ANSWER: Answer not provided.
POINTS: 1
REFERENCES: p. 29
42. Spanish Armada
ANSWER: Answer not provided.
POINTS: 1
REFERENCES: p. 30
43. Cabildo secular
ANSWER: Answer not provided.
POINTS: 1
REFERENCES: p. 32
44. Dutch West India Company
ANSWER: Answer not provided.
POINTS: 1
REFERENCES: p. 32
45. Serfs
ANSWER: Answer not provided.
POINTS: 1
REFERENCES: p. 32Page 10Name: Class: Date:
Chapter 02: A Continent on the Move
Loading page 11...
46. Henry Hudson
ANSWER: Answer not provided.
POINTS: 1
REFERENCES: p. 32
47. Fort Orange
ANSWER: Answer not provided.
POINTS: 1
REFERENCES: p. 32
48. Northwest Passage
ANSWER: Answer not provided.
POINTS: 1
REFERENCES: p. 32
49. Encomienda system
ANSWER: Answer not provided.
POINTS: 1
REFERENCES: p. 32
50. Peter Stuyvesant
ANSWER: Answer not provided.
POINTS: 1
REFERENCES: p. 33
51. Samuel de Champlain
ANSWER: Answer not provided.
POINTS: 1
REFERENCES: p. 34
52. New France
ANSWER: Answer not provided.
POINTS: 1
REFERENCES: p. 34
53. Louis Joliet and Jacques Marquette
ANSWER: Answer not provided.
POINTS: 1
REFERENCES: p. 35Page 11Name: Class: Date:
Chapter 02: A Continent on the Move
ANSWER: Answer not provided.
POINTS: 1
REFERENCES: p. 32
47. Fort Orange
ANSWER: Answer not provided.
POINTS: 1
REFERENCES: p. 32
48. Northwest Passage
ANSWER: Answer not provided.
POINTS: 1
REFERENCES: p. 32
49. Encomienda system
ANSWER: Answer not provided.
POINTS: 1
REFERENCES: p. 32
50. Peter Stuyvesant
ANSWER: Answer not provided.
POINTS: 1
REFERENCES: p. 33
51. Samuel de Champlain
ANSWER: Answer not provided.
POINTS: 1
REFERENCES: p. 34
52. New France
ANSWER: Answer not provided.
POINTS: 1
REFERENCES: p. 34
53. Louis Joliet and Jacques Marquette
ANSWER: Answer not provided.
POINTS: 1
REFERENCES: p. 35Page 11Name: Class: Date:
Chapter 02: A Continent on the Move
Loading page 12...
54. Pueblo Revolt
ANSWER: Answer not provided.
POINTS: 1
REFERENCES: p. 38
55. Creek Confederacy
ANSWER: Answer not provided.
POINTS: 1
REFERENCES: p. 38
56. buffalo
ANSWER: Answer not provided.
POINTS: 1
REFERENCES: p. 39
57. Iroquois League
ANSWER: Answer not provided.
POINTS: 1
REFERENCES: p. 39
58. Lakotas
ANSWER: Answer not provided.
POINTS: 1
REFERENCES: p. 40
59. subsistence farming
ANSWER: Answer not provided.
POINTS: 1
REFERENCES: p. 42
60. Choctaw alliance
ANSWER: Answer not provided.
POINTS: 1
REFERENCES: p. 44Page 12Name: Class: Date:
Chapter 02: A Continent on the Move
ANSWER: Answer not provided.
POINTS: 1
REFERENCES: p. 38
55. Creek Confederacy
ANSWER: Answer not provided.
POINTS: 1
REFERENCES: p. 38
56. buffalo
ANSWER: Answer not provided.
POINTS: 1
REFERENCES: p. 39
57. Iroquois League
ANSWER: Answer not provided.
POINTS: 1
REFERENCES: p. 39
58. Lakotas
ANSWER: Answer not provided.
POINTS: 1
REFERENCES: p. 40
59. subsistence farming
ANSWER: Answer not provided.
POINTS: 1
REFERENCES: p. 42
60. Choctaw alliance
ANSWER: Answer not provided.
POINTS: 1
REFERENCES: p. 44Page 12Name: Class: Date:
Chapter 02: A Continent on the Move
Loading page 13...
61. What enabled the Spanish to defeat the Aztecs?
ANSWER: Students should focus on numerous factors. The Aztecs were ill due to a smallpox epidemic.
The Spanish weapons were unfamiliar to the Aztecs, and this gave the Spanish a
psychological advantage. The differing concepts of warfare were demonstrated by Aztec
ritual warfare versus European total war which emphasized annihilation of an enemy. The
Spanish were able to build alliances with local Mexican-Indian tribes who resented the
Aztecs' power and demand for tribute. These Indian tribes provided local knowledge in the
form of geographical and cultural knowledge without which Spanish success would have
been impossible.
POINTS: 1
REFERENCES: p. 27-29
62. How did the arrival of Europeans affect relations among Native Americans in and around the Hudson River Valley?
ANSWER: Students must first describe the tribal alliances that existed in the region, as well as the
reasons why those alliances came into existence. They should follow up by discussing the
importance of the fur trade to both Native Americans and Europeans. Students must also
explain why each Native American group chose to make alliances with the French or Dutch
and what each side stood to gain from the arrangement. Finally, students must explain how
these goals altered the interactions between Native American groups and what the results of
these conflicts were.
POINTS: 1
REFERENCES: p. 32-33
63. What were the major ways that life for Native Americans on the Plains was changing during this period?
ANSWER: Students should start from the impact of the Little Ice Age, which curtailed agricultural
production and increased the size of the buffalo herds. The result was that many Plains
Indians abandoned agricultural villages and became mobile hunters. The buffalo became
the center of Indian life by providing an abundance of food, clothing and tools to support
tribal society. Better students will also note that Indian conflicts in the East were pushing
tribes away from the Iroquois and Huron Indians, causing additional pressure on Plains
Indian tribes over Buffalo hunting grounds. The lives of Plains Indians were dramatically
changed when thousands of horses were released from Spanish New Mexico during the
Pueblo Revolt. The Native Americans adapted to a horse culture, which greatly increased
their ability to hunt and kill enormous quantities of Buffalo. It also led to increased raiding
and trading for horses and horse related technologies, such as saddles, bridles, and ropes
with the Spanish and other Indian tribes.
POINTS: 1
REFERENCES: p. 39-42Page 13Name: Class: Date:
Chapter 02: A Continent on the Move
ANSWER: Students should focus on numerous factors. The Aztecs were ill due to a smallpox epidemic.
The Spanish weapons were unfamiliar to the Aztecs, and this gave the Spanish a
psychological advantage. The differing concepts of warfare were demonstrated by Aztec
ritual warfare versus European total war which emphasized annihilation of an enemy. The
Spanish were able to build alliances with local Mexican-Indian tribes who resented the
Aztecs' power and demand for tribute. These Indian tribes provided local knowledge in the
form of geographical and cultural knowledge without which Spanish success would have
been impossible.
POINTS: 1
REFERENCES: p. 27-29
62. How did the arrival of Europeans affect relations among Native Americans in and around the Hudson River Valley?
ANSWER: Students must first describe the tribal alliances that existed in the region, as well as the
reasons why those alliances came into existence. They should follow up by discussing the
importance of the fur trade to both Native Americans and Europeans. Students must also
explain why each Native American group chose to make alliances with the French or Dutch
and what each side stood to gain from the arrangement. Finally, students must explain how
these goals altered the interactions between Native American groups and what the results of
these conflicts were.
POINTS: 1
REFERENCES: p. 32-33
63. What were the major ways that life for Native Americans on the Plains was changing during this period?
ANSWER: Students should start from the impact of the Little Ice Age, which curtailed agricultural
production and increased the size of the buffalo herds. The result was that many Plains
Indians abandoned agricultural villages and became mobile hunters. The buffalo became
the center of Indian life by providing an abundance of food, clothing and tools to support
tribal society. Better students will also note that Indian conflicts in the East were pushing
tribes away from the Iroquois and Huron Indians, causing additional pressure on Plains
Indian tribes over Buffalo hunting grounds. The lives of Plains Indians were dramatically
changed when thousands of horses were released from Spanish New Mexico during the
Pueblo Revolt. The Native Americans adapted to a horse culture, which greatly increased
their ability to hunt and kill enormous quantities of Buffalo. It also led to increased raiding
and trading for horses and horse related technologies, such as saddles, bridles, and ropes
with the Spanish and other Indian tribes.
POINTS: 1
REFERENCES: p. 39-42Page 13Name: Class: Date:
Chapter 02: A Continent on the Move
Loading page 14...
64. How did life in the Spanish northern frontier develop differently from life in the main part of Mexico?
ANSWER: Students should note the absence of either large agricultural centers or mines. This limited
the ability of following the Spanish pattern of turning authority over to a ruling cabildo.
Students should note the existence of Santa Fe. Stronger students will connect it to the
remaining Spanish institutions: the Church and the bureaucracy. Santa Fe developed a far
more cosmopolitan environment with regular contacts among autonomous Plains Indians
and eventually French and Anglo-American traders.
POINTS: 1
REFERENCES: p. 42-43
65. Students should think about what primarily motivated European expansion to the New World.
ANSWER: Was it principally for economic gain or religious conversion? Students should point out that
both were involved, but better students will argue that the economic motive was perhaps
stronger. With regard to the Spanish, consider the establishment of encomiendas and the
linkage of available labor to extract mineral wealth from areas like Mexico and Peru.
Besides exploiting Indians, African slaves were imported by all the colonial powers to
produce wealth. The English used profit-seeking companies to try to establish colonies,
while the French and Dutch focused on trade with Indians to make profits. When combining
religious and economic motives, better students will relate the story of de las Casas and his
appeal to the Spanish court that was well aware of an Indian demographic collapse and its
connection with the potential to extract mineral wealth from Spanish colonies. The Spanish
success in the New World inter-twined with European power rivalries as other nations
attempted to challenge Spain both in the old and new worlds. England, France, and the
former Spanish colony, the Netherlands, all competed for power through expansion of
colonial empires linked to the mother country in Europe and promoting a trans-Atlantic
rivalry and culture.
POINTS: 1
REFERENCES: p. 27-44Page 14Name: Class: Date:
Chapter 02: A Continent on the Move
ANSWER: Students should note the absence of either large agricultural centers or mines. This limited
the ability of following the Spanish pattern of turning authority over to a ruling cabildo.
Students should note the existence of Santa Fe. Stronger students will connect it to the
remaining Spanish institutions: the Church and the bureaucracy. Santa Fe developed a far
more cosmopolitan environment with regular contacts among autonomous Plains Indians
and eventually French and Anglo-American traders.
POINTS: 1
REFERENCES: p. 42-43
65. Students should think about what primarily motivated European expansion to the New World.
ANSWER: Was it principally for economic gain or religious conversion? Students should point out that
both were involved, but better students will argue that the economic motive was perhaps
stronger. With regard to the Spanish, consider the establishment of encomiendas and the
linkage of available labor to extract mineral wealth from areas like Mexico and Peru.
Besides exploiting Indians, African slaves were imported by all the colonial powers to
produce wealth. The English used profit-seeking companies to try to establish colonies,
while the French and Dutch focused on trade with Indians to make profits. When combining
religious and economic motives, better students will relate the story of de las Casas and his
appeal to the Spanish court that was well aware of an Indian demographic collapse and its
connection with the potential to extract mineral wealth from Spanish colonies. The Spanish
success in the New World inter-twined with European power rivalries as other nations
attempted to challenge Spain both in the old and new worlds. England, France, and the
former Spanish colony, the Netherlands, all competed for power through expansion of
colonial empires linked to the mother country in Europe and promoting a trans-Atlantic
rivalry and culture.
POINTS: 1
REFERENCES: p. 27-44Page 14Name: Class: Date:
Chapter 02: A Continent on the Move
Loading page 15...
Multiple Choice
1. About 600 hundred years ago the Powhatan people increasingly came into conflict with their neighbors because
a. Weather changes reduced corn crops and required more demand for limited wild game and food.
b. Western tribes waged war against them for access to the Atlantic coast.
c. Europeans had begun to take over the Virginia Coast in large numbers.
d. They sought to increase their political influence in the region.
ANSWER: a
POINTS: 1
REFERENCES: p. 1
2. How did the first people come to the Americas?
a. Sailing in large ships
b. Sailing in canoe-like boats
c. By crossing over land from Asia via Beringia
d. By using the South Pacific islands as stepping stones
ANSWER: c
POINTS: 1
REFERENCES: p. 3
3. Recent genetic evidence suggests that there were how many groups of migrations from Asia to the western
continents?
a. just the Paleo-Indian
b. the Paleo-Indian and the Na-Dene
c. Paleo-Indian, Na-Dene, and Eskimo-Aleut
d. Na-Dene, Eskimo-Aleut, and Columbian
ANSWER: c
POINTS: 1
REFERENCES: p. 3-5
4. Some 7,000 years ago, Native American environmental engineering produced the nourishing staple crop called
a. millet.
b. the potato.
c. maize.
d. soybeans.
ANSWER: c
POINTS: 1
REFERENCES: p. 5-6Page 1Name: Class: Date:
Chapter 01: Making a “New” World, to 1588
1. About 600 hundred years ago the Powhatan people increasingly came into conflict with their neighbors because
a. Weather changes reduced corn crops and required more demand for limited wild game and food.
b. Western tribes waged war against them for access to the Atlantic coast.
c. Europeans had begun to take over the Virginia Coast in large numbers.
d. They sought to increase their political influence in the region.
ANSWER: a
POINTS: 1
REFERENCES: p. 1
2. How did the first people come to the Americas?
a. Sailing in large ships
b. Sailing in canoe-like boats
c. By crossing over land from Asia via Beringia
d. By using the South Pacific islands as stepping stones
ANSWER: c
POINTS: 1
REFERENCES: p. 3
3. Recent genetic evidence suggests that there were how many groups of migrations from Asia to the western
continents?
a. just the Paleo-Indian
b. the Paleo-Indian and the Na-Dene
c. Paleo-Indian, Na-Dene, and Eskimo-Aleut
d. Na-Dene, Eskimo-Aleut, and Columbian
ANSWER: c
POINTS: 1
REFERENCES: p. 3-5
4. Some 7,000 years ago, Native American environmental engineering produced the nourishing staple crop called
a. millet.
b. the potato.
c. maize.
d. soybeans.
ANSWER: c
POINTS: 1
REFERENCES: p. 5-6Page 1Name: Class: Date:
Chapter 01: Making a “New” World, to 1588
Loading page 16...
5. Crops that Indian cultures planted together to form the basis for an agricultural revolution were
a. tobacco, maize, wheat, and squash.
b. rice, maize, squash, and chilies.
c. maize, beans, squash, and chilies.
d. wheat, squash, chilies, and beans.
ANSWER: c
POINTS: 1
REFERENCES: p. 6
6. The mound builder societies were characterized by
a. hunting and gathering.
b. power struggles among rival groups.
c. small settlements.
d. large-scale trade and commerce.
ANSWER: d
POINTS: 1
REFERENCES: p. 6
7. What pre-condition had to be accomplished on the Iberian Peninsula before Portugal and Spain could unify internally
as nations?
a. hold elections
b. break Islamic rule
c. discover the Western Hemisphere
d. Ferdinand had to marry Isabella
ANSWER: b
POINTS: 1
REFERENCES: p. 7
8. An important political development in Europe during the 15th-16th centuries that facilitated exploration throughout the
world was?
a. the bubonic plague
b. the use of the horse as a means of power and transportation
c. the Columbian Exchange
d. the development of large, unified nation-states
ANSWER: d
POINTS: 1
REFERENCES: p. 8Page 2Name: Class: Date:
Chapter 01: Making a “New” World, to 1588
a. tobacco, maize, wheat, and squash.
b. rice, maize, squash, and chilies.
c. maize, beans, squash, and chilies.
d. wheat, squash, chilies, and beans.
ANSWER: c
POINTS: 1
REFERENCES: p. 6
6. The mound builder societies were characterized by
a. hunting and gathering.
b. power struggles among rival groups.
c. small settlements.
d. large-scale trade and commerce.
ANSWER: d
POINTS: 1
REFERENCES: p. 6
7. What pre-condition had to be accomplished on the Iberian Peninsula before Portugal and Spain could unify internally
as nations?
a. hold elections
b. break Islamic rule
c. discover the Western Hemisphere
d. Ferdinand had to marry Isabella
ANSWER: b
POINTS: 1
REFERENCES: p. 7
8. An important political development in Europe during the 15th-16th centuries that facilitated exploration throughout the
world was?
a. the bubonic plague
b. the use of the horse as a means of power and transportation
c. the Columbian Exchange
d. the development of large, unified nation-states
ANSWER: d
POINTS: 1
REFERENCES: p. 8Page 2Name: Class: Date:
Chapter 01: Making a “New” World, to 1588
Loading page 17...
9. The Native Americans of the woodlands east of the Mississippi River
a. lived in small, semi-permanent villages.
b. were ruled through coercion.
c. had elaborate irrigation systems.
d. encouraged private land ownership.
ANSWER: a
POINTS: 1
REFERENCES: p. 8
10. One possible reason for the cooling period known as the Little Ice Age may have been due to:
a. a decrease in forestation and increase of oxygen
b. an increase in forestation and decrease of carbon dioxide
c. massive population increases from maize and increase of carbon dioxide
d. an increase of carbon dioxide due to forestation
ANSWER: b
POINTS: 1
REFERENCES: p. 9
11. One feature of Indian culture was the emphasis on tracing family connections and power through
a. patrilineal lines
b. female children
c. first born male children
d. matrilineal lines
ANSWER: d
POINTS: 1
REFERENCES: p. 10
12. What group of southwestern Indians built residential villages along high cliffs?
a. Anasazi
b. Apaches
c. Hopewells
d. Aztecs
ANSWER: a
POINTS: 1
REFERENCES: p. 11Page 3Name: Class: Date:
Chapter 01: Making a “New” World, to 1588
a. lived in small, semi-permanent villages.
b. were ruled through coercion.
c. had elaborate irrigation systems.
d. encouraged private land ownership.
ANSWER: a
POINTS: 1
REFERENCES: p. 8
10. One possible reason for the cooling period known as the Little Ice Age may have been due to:
a. a decrease in forestation and increase of oxygen
b. an increase in forestation and decrease of carbon dioxide
c. massive population increases from maize and increase of carbon dioxide
d. an increase of carbon dioxide due to forestation
ANSWER: b
POINTS: 1
REFERENCES: p. 9
11. One feature of Indian culture was the emphasis on tracing family connections and power through
a. patrilineal lines
b. female children
c. first born male children
d. matrilineal lines
ANSWER: d
POINTS: 1
REFERENCES: p. 10
12. What group of southwestern Indians built residential villages along high cliffs?
a. Anasazi
b. Apaches
c. Hopewells
d. Aztecs
ANSWER: a
POINTS: 1
REFERENCES: p. 11Page 3Name: Class: Date:
Chapter 01: Making a “New” World, to 1588
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13. After arriving in the Valley of Mexico after 1200, which Indian group established a tributary empire?
a. Incas
b. Apaches
c. Mayans
d. Aztecs
ANSWER: d
POINTS: 1
REFERENCES: p. 11
14. What idea was central to the sub-Saharan African social structure?
a. nuclear family
b. fictive ancestor
c. survival of the fittest
d. elected monarch
ANSWER: b
POINTS: 1
REFERENCES: p. 12
15. One important catalyst for expanding sub-Saharan trade was the
a. defeat of Muslim armies.
b. creation of unified states.
c. carving of settlements out of jungles.
d. introduction of the camel as a draft animal.
ANSWER: d
POINTS: 1
REFERENCES: p. 13
16. The sub-Saharan Africans traded with Portugal because
a. Portuguese sailors offered quick and easy access to foreign markets.
b. the Portuguese forced them through military action.
c. the Songhai hated the Spanish.
d. the Portuguese dominated the Saharan trade routes.
ANSWER: a
POINTS: 1
REFERENCES: p. 13Page 4Name: Class: Date:
Chapter 01: Making a “New” World, to 1588
a. Incas
b. Apaches
c. Mayans
d. Aztecs
ANSWER: d
POINTS: 1
REFERENCES: p. 11
14. What idea was central to the sub-Saharan African social structure?
a. nuclear family
b. fictive ancestor
c. survival of the fittest
d. elected monarch
ANSWER: b
POINTS: 1
REFERENCES: p. 12
15. One important catalyst for expanding sub-Saharan trade was the
a. defeat of Muslim armies.
b. creation of unified states.
c. carving of settlements out of jungles.
d. introduction of the camel as a draft animal.
ANSWER: d
POINTS: 1
REFERENCES: p. 13
16. The sub-Saharan Africans traded with Portugal because
a. Portuguese sailors offered quick and easy access to foreign markets.
b. the Portuguese forced them through military action.
c. the Songhai hated the Spanish.
d. the Portuguese dominated the Saharan trade routes.
ANSWER: a
POINTS: 1
REFERENCES: p. 13Page 4Name: Class: Date:
Chapter 01: Making a “New” World, to 1588
Loading page 19...
17. The Spanish and English were willing to take more risks in exploration because
a. they were fighting each other and needed every advantage.
b. the Portuguese already controlled the trade routes around Africa.
c. their ships were technologically superior to Portuguese ships.
d. they had trouble attracting investors without promising dramatic returns.
ANSWER: b
POINTS: 1
REFERENCES: p. 15
18. Which of the following was NOT one of the technologies that made Atlantic voyages less risky?
a. Magnetic compass
b. Astrolabe
c. Improved steering mechanisms and hull design
d. The use of steel in ship construction
ANSWER: d
POINTS: 1
REFERENCES: p. 15
19. Ferdinand and Isabella were willing to fund the voyage of Christopher Columbus because
a. they were fascinated with the prospects of scientific discovery
b. they sought to expand their dominance in the Atlantic trade along the African Coast.
c. they had received explicit papal authorization to invade the New World
d. they were eager to break into the overseas trading dominated by the Arabs and the Portuguese.
ANSWER: d
POINTS: 1
REFERENCES: p. 15
20. The first Europeans engaging in regular contact with Native Americans were
a. fishermen.
b. merchants.
c. missionaries.
d. soldiers.
ANSWER: a
POINTS: 1
REFERENCES: p. 16Page 5Name: Class: Date:
Chapter 01: Making a “New” World, to 1588
a. they were fighting each other and needed every advantage.
b. the Portuguese already controlled the trade routes around Africa.
c. their ships were technologically superior to Portuguese ships.
d. they had trouble attracting investors without promising dramatic returns.
ANSWER: b
POINTS: 1
REFERENCES: p. 15
18. Which of the following was NOT one of the technologies that made Atlantic voyages less risky?
a. Magnetic compass
b. Astrolabe
c. Improved steering mechanisms and hull design
d. The use of steel in ship construction
ANSWER: d
POINTS: 1
REFERENCES: p. 15
19. Ferdinand and Isabella were willing to fund the voyage of Christopher Columbus because
a. they were fascinated with the prospects of scientific discovery
b. they sought to expand their dominance in the Atlantic trade along the African Coast.
c. they had received explicit papal authorization to invade the New World
d. they were eager to break into the overseas trading dominated by the Arabs and the Portuguese.
ANSWER: d
POINTS: 1
REFERENCES: p. 15
20. The first Europeans engaging in regular contact with Native Americans were
a. fishermen.
b. merchants.
c. missionaries.
d. soldiers.
ANSWER: a
POINTS: 1
REFERENCES: p. 16Page 5Name: Class: Date:
Chapter 01: Making a “New” World, to 1588
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21. Native Americans readily accepted Europeans into trading networks because
a. European goods were clearly superior to those possessed by Native Americans.
b. Europeans threatened military force if they were not included.
c. difficult harvests had dramatically reduced the products available to Native Americans.
d. many introductory gifts offered by Europeans resembled the sacred gifts exchanged by native cultures.
ANSWER: d
POINTS: 1
REFERENCES: p. 17
22. American Indians probably adapted more easily to the encounter with Europeans than vice versa because
a. they had seen new populations migrate into their regions many times before.
b. their religion commanded tolerance and patience with alien cultures.
c. of their belief that their world was animated by a spiritual force that was both universal and intelligent.
d. new European arrivals were generally pleasant and agreeable.
ANSWER: c
POINTS: 1
REFERENCES: p. 17
23. When Europeans offered spiritually significant objects in exchange for land
a. Native Americans saw this as a missionary effort.
b. Indians often sensed deceit.
c. Indians received the offer as an effort to join an already existing relationship.
d. Indians understood the offer as a contract transferring ownership.
ANSWER: c
POINTS: 1
REFERENCES: p. 18
24. The Indians thought land was
a. a living being.
b. the source of wealth.
c. so abundant that there was room for everyone.
d. useful because it could be exchanged.
ANSWER: a
POINTS: 1
REFERENCES: p. 18Page 6Name: Class: Date:
Chapter 01: Making a “New” World, to 1588
a. European goods were clearly superior to those possessed by Native Americans.
b. Europeans threatened military force if they were not included.
c. difficult harvests had dramatically reduced the products available to Native Americans.
d. many introductory gifts offered by Europeans resembled the sacred gifts exchanged by native cultures.
ANSWER: d
POINTS: 1
REFERENCES: p. 17
22. American Indians probably adapted more easily to the encounter with Europeans than vice versa because
a. they had seen new populations migrate into their regions many times before.
b. their religion commanded tolerance and patience with alien cultures.
c. of their belief that their world was animated by a spiritual force that was both universal and intelligent.
d. new European arrivals were generally pleasant and agreeable.
ANSWER: c
POINTS: 1
REFERENCES: p. 17
23. When Europeans offered spiritually significant objects in exchange for land
a. Native Americans saw this as a missionary effort.
b. Indians often sensed deceit.
c. Indians received the offer as an effort to join an already existing relationship.
d. Indians understood the offer as a contract transferring ownership.
ANSWER: c
POINTS: 1
REFERENCES: p. 18
24. The Indians thought land was
a. a living being.
b. the source of wealth.
c. so abundant that there was room for everyone.
d. useful because it could be exchanged.
ANSWER: a
POINTS: 1
REFERENCES: p. 18Page 6Name: Class: Date:
Chapter 01: Making a “New” World, to 1588
Loading page 21...
25. According to most scholars, about how many people lived north of Mexico in 1492?
a. Around 1 million
b. Between 3 and 10 million
c. Between 15 and 20 million
d. Over 25 million
ANSWER: b
POINTS: 1
REFERENCES: p. 18
26. One feature of the Columbian Exchange is that
a. the Native American populations dramatically increased.
b. European crops grew in America, but American crops did not go to Europe.
c. Europeans brought domesticated animals to American to breed and work.
d. in the long run, it had little impact on American ecology.
ANSWER: c
POINTS: 1
REFERENCES: p. 18
27. Europeans suffered less from fatal diseases because
a. they had acquired immunities through the frequent exposure to measles, typhus, and smallpox.
b. they lived more cleanly.
c. they avoided crowded quarters.
d. Indians refused medical aid.
ANSWER: a
POINTS: 1
REFERENCES: p. 18
28. How did Indians respond when their populations began to decline?
a. They blamed it on the white gods and flatly rejected Christians.
b. They abandoned cities and moved to the countryside.
c. They adopted the whites' cultivation techniques and increased food production.
d. They pooled resources and formed intertribal leagues or confederacies.
ANSWER: d
POINTS: 1
REFERENCES: p. 19Page 7Name: Class: Date:
Chapter 01: Making a “New” World, to 1588
a. Around 1 million
b. Between 3 and 10 million
c. Between 15 and 20 million
d. Over 25 million
ANSWER: b
POINTS: 1
REFERENCES: p. 18
26. One feature of the Columbian Exchange is that
a. the Native American populations dramatically increased.
b. European crops grew in America, but American crops did not go to Europe.
c. Europeans brought domesticated animals to American to breed and work.
d. in the long run, it had little impact on American ecology.
ANSWER: c
POINTS: 1
REFERENCES: p. 18
27. Europeans suffered less from fatal diseases because
a. they had acquired immunities through the frequent exposure to measles, typhus, and smallpox.
b. they lived more cleanly.
c. they avoided crowded quarters.
d. Indians refused medical aid.
ANSWER: a
POINTS: 1
REFERENCES: p. 18
28. How did Indians respond when their populations began to decline?
a. They blamed it on the white gods and flatly rejected Christians.
b. They abandoned cities and moved to the countryside.
c. They adopted the whites' cultivation techniques and increased food production.
d. They pooled resources and formed intertribal leagues or confederacies.
ANSWER: d
POINTS: 1
REFERENCES: p. 19Page 7Name: Class: Date:
Chapter 01: Making a “New” World, to 1588
Loading page 22...
29. One disorienting effect of the ruinous European diseases introduced into the Western Hemisphere was the loss of
what for the native Americans?
a. the ability to move about the lands without constraint
b. clean and clear drinking water
c. wild game leading to adoption of vegetarian diets of less protein
d. cultural and historical knowledge of elders and storytellers
ANSWER: d
POINTS: 1
REFERENCES: p. 19
30. What group first turned the African slave trade into a thriving enterprise?
a. Romans
b. Muslims
c. Catholic Spaniards
d. Protestant English
ANSWER: b
POINTS: 1
REFERENCES: p. 19
31. How did Europeans generally obtain slaves from Africa?
a. They tricked Africans into voluntarily submitting to European control.
b. They sent raiding parties into the interior to capture slaves.
c. European warships bombarded the African coastline and refused to stop until the Africans gave them slaves.
d. Europeans supplied weapons to African tribes who raided the interior regions for slaves.
ANSWER: d
POINTS: 1
REFERENCES: p. 19-20
32. How did the increased population in Europe that resulted from the introduction of new crops ultimately affect North
America?
a. The need for slave labor declined.
b. Many European nations outlawed immigration to North America in an attempt to build stronger economies at
home.
c. Higher populations in Europe fostered greater migration to North America for economic opportunity.
d. So many people migrated to North America that economic opportunities soon disappeared.
ANSWER: c
POINTS: 1
REFERENCES: p. 20Page 8Name: Class: Date:
Chapter 01: Making a “New” World, to 1588
what for the native Americans?
a. the ability to move about the lands without constraint
b. clean and clear drinking water
c. wild game leading to adoption of vegetarian diets of less protein
d. cultural and historical knowledge of elders and storytellers
ANSWER: d
POINTS: 1
REFERENCES: p. 19
30. What group first turned the African slave trade into a thriving enterprise?
a. Romans
b. Muslims
c. Catholic Spaniards
d. Protestant English
ANSWER: b
POINTS: 1
REFERENCES: p. 19
31. How did Europeans generally obtain slaves from Africa?
a. They tricked Africans into voluntarily submitting to European control.
b. They sent raiding parties into the interior to capture slaves.
c. European warships bombarded the African coastline and refused to stop until the Africans gave them slaves.
d. Europeans supplied weapons to African tribes who raided the interior regions for slaves.
ANSWER: d
POINTS: 1
REFERENCES: p. 19-20
32. How did the increased population in Europe that resulted from the introduction of new crops ultimately affect North
America?
a. The need for slave labor declined.
b. Many European nations outlawed immigration to North America in an attempt to build stronger economies at
home.
c. Higher populations in Europe fostered greater migration to North America for economic opportunity.
d. So many people migrated to North America that economic opportunities soon disappeared.
ANSWER: c
POINTS: 1
REFERENCES: p. 20Page 8Name: Class: Date:
Chapter 01: Making a “New” World, to 1588
Loading page 23...
33. The origins of the European theology of Reformation lay in
a. the implausibility of the Catholic doctrine.
b. the corruption and superstition of the medieval Catholic Church.
c. the political ambitions of local princes.
d. peasants' uprisings.
ANSWER: b
POINTS: 1
REFERENCES: p. 21
34. Some political figures embraced Protestantism because
a. it challenged the established power of the Catholic Church and the Holy Roman Emperor.
b. Catholicism limited economic opportunities.
c. Protestant leaders promised to support political leaders in their struggles for greater power.
d. Protestantism emphasized literacy for the masses, which would stimulate democracy.
ANSWER: a
POINTS: 1
REFERENCES: p. 21
35. Following the death of Henry VIII,
a. Catholicism resurged.
b. the Pope annulled his divorce from Catherine of Aragon.
c. England erupted in Civil War
d. Protestantism under his successor Edward VI had virtually free rein.
ANSWER: d
POINTS: 1
REFERENCES: p. 21
36. Elizabeth I's position on religion can be best described as
a. staunchly Protestant.
b. flexible, so long as she maintained political authority over church and state.
c. staunchly Catholic.
d. weak and vacillating, which created serious weaknesses in England's political system.
ANSWER: b
POINTS: 1
REFERENCES: p. 21Page 9Name: Class: Date:
Chapter 01: Making a “New” World, to 1588
a. the implausibility of the Catholic doctrine.
b. the corruption and superstition of the medieval Catholic Church.
c. the political ambitions of local princes.
d. peasants' uprisings.
ANSWER: b
POINTS: 1
REFERENCES: p. 21
34. Some political figures embraced Protestantism because
a. it challenged the established power of the Catholic Church and the Holy Roman Emperor.
b. Catholicism limited economic opportunities.
c. Protestant leaders promised to support political leaders in their struggles for greater power.
d. Protestantism emphasized literacy for the masses, which would stimulate democracy.
ANSWER: a
POINTS: 1
REFERENCES: p. 21
35. Following the death of Henry VIII,
a. Catholicism resurged.
b. the Pope annulled his divorce from Catherine of Aragon.
c. England erupted in Civil War
d. Protestantism under his successor Edward VI had virtually free rein.
ANSWER: d
POINTS: 1
REFERENCES: p. 21
36. Elizabeth I's position on religion can be best described as
a. staunchly Protestant.
b. flexible, so long as she maintained political authority over church and state.
c. staunchly Catholic.
d. weak and vacillating, which created serious weaknesses in England's political system.
ANSWER: b
POINTS: 1
REFERENCES: p. 21Page 9Name: Class: Date:
Chapter 01: Making a “New” World, to 1588
Loading page 24...
37. To restrain the growing absolute power of European monarchs was the promulgation of what legal instrument to
protect rights of citizens?
a. the Reformation
b. an assembly of lesser nobles to redress grievances
c. the dissenters of Protestantism
d. the absolute assembly of kings from all European nations
ANSWER: b
POINTS: 1
REFERENCES: p. 21
Subjective Short Answer
Instructions: Identify the following terms:
38. shamans
ANSWER: Answer not provided
POINTS: 1
REFERENCES: p. 16
39. longhouses
ANSWER: Answer not provided
POINTS: 1
REFERENCES: p. 8
40. Western Hemisphere
ANSWER: Answer not provided.
POINTS: 1
REFERENCES: p. 3
41. Beringia
ANSWER: Answer not provided.
POINTS: 1
REFERENCES: p. 3
42. Muslims
ANSWER: Answer not provided.
POINTS: 1
REFERENCES: p. 3Page 10Name: Class: Date:
Chapter 01: Making a “New” World, to 1588
protect rights of citizens?
a. the Reformation
b. an assembly of lesser nobles to redress grievances
c. the dissenters of Protestantism
d. the absolute assembly of kings from all European nations
ANSWER: b
POINTS: 1
REFERENCES: p. 21
Subjective Short Answer
Instructions: Identify the following terms:
38. shamans
ANSWER: Answer not provided
POINTS: 1
REFERENCES: p. 16
39. longhouses
ANSWER: Answer not provided
POINTS: 1
REFERENCES: p. 8
40. Western Hemisphere
ANSWER: Answer not provided.
POINTS: 1
REFERENCES: p. 3
41. Beringia
ANSWER: Answer not provided.
POINTS: 1
REFERENCES: p. 3
42. Muslims
ANSWER: Answer not provided.
POINTS: 1
REFERENCES: p. 3Page 10Name: Class: Date:
Chapter 01: Making a “New” World, to 1588
Loading page 25...
43. Vikings
ANSWER: Answer not provided.
POINTS: 1
REFERENCES: p. 3
44. maize
ANSWER: Answer not provided.
POINTS: 1
REFERENCES: p. 6
45. Ferdinand and Isabella
ANSWER: Answer not provided.
POINTS: 1
REFERENCES: p. 6
46. Reconquista
ANSWER: Answer not provided.
POINTS: 1
REFERENCES: p. 6
47. Aztecs
ANSWER: Answer not provided.
POINTS: 1
REFERENCES: p. 11
48. reciprocal trade
ANSWER: Answer not provided.
POINTS: 1
REFERENCES: p. 17
49. Columbian Exchange
ANSWER: Answer not provided.
POINTS: 1
REFERENCES: p. 18
50. Slave Coast
ANSWER: Answer not provided.
POINTS: 1
REFERENCES: p. 19Page 11Name: Class: Date:
Chapter 01: Making a “New” World, to 1588
ANSWER: Answer not provided.
POINTS: 1
REFERENCES: p. 3
44. maize
ANSWER: Answer not provided.
POINTS: 1
REFERENCES: p. 6
45. Ferdinand and Isabella
ANSWER: Answer not provided.
POINTS: 1
REFERENCES: p. 6
46. Reconquista
ANSWER: Answer not provided.
POINTS: 1
REFERENCES: p. 6
47. Aztecs
ANSWER: Answer not provided.
POINTS: 1
REFERENCES: p. 11
48. reciprocal trade
ANSWER: Answer not provided.
POINTS: 1
REFERENCES: p. 17
49. Columbian Exchange
ANSWER: Answer not provided.
POINTS: 1
REFERENCES: p. 18
50. Slave Coast
ANSWER: Answer not provided.
POINTS: 1
REFERENCES: p. 19Page 11Name: Class: Date:
Chapter 01: Making a “New” World, to 1588
Loading page 26...
51. Moors
ANSWER: Answer not provided.
POINTS: 1
REFERENCES: p. 6
52. mound builder
ANSWER: Answer not provided.
POINTS: 1
REFERENCES: p. 6
53. Amerigo Vespucci
ANSWER: Answer not provided.
POINTS: 1
REFERENCES: p. 16
54. cash crops
ANSWER: Answer not provided.
POINTS: 1
REFERENCES: p. 18
55. manioc
ANSWER: Answer not provided.
POINTS: 1
REFERENCES: p. 18
56. Elizabeth I
ANSWER: Answer not provided.
POINTS: 1
REFERENCES: p. 21
57. Protestantism
ANSWER: Answer not provided.
POINTS: 1
REFERENCES: p. 21
58. Reformation
ANSWER: Answer not provided.
POINTS: 1
REFERENCES: p. 21Page 12Name: Class: Date:
Chapter 01: Making a “New” World, to 1588
ANSWER: Answer not provided.
POINTS: 1
REFERENCES: p. 6
52. mound builder
ANSWER: Answer not provided.
POINTS: 1
REFERENCES: p. 6
53. Amerigo Vespucci
ANSWER: Answer not provided.
POINTS: 1
REFERENCES: p. 16
54. cash crops
ANSWER: Answer not provided.
POINTS: 1
REFERENCES: p. 18
55. manioc
ANSWER: Answer not provided.
POINTS: 1
REFERENCES: p. 18
56. Elizabeth I
ANSWER: Answer not provided.
POINTS: 1
REFERENCES: p. 21
57. Protestantism
ANSWER: Answer not provided.
POINTS: 1
REFERENCES: p. 21
58. Reformation
ANSWER: Answer not provided.
POINTS: 1
REFERENCES: p. 21Page 12Name: Class: Date:
Chapter 01: Making a “New” World, to 1588
Loading page 27...
59. Henry VIII
ANSWER: Answer not provided.
POINTS: 1
REFERENCES: p. 21
60. Magna Carta
ANSWER: Answer not provided
POINTS: 1
REFERENCES: p. 21
61. acquired immunity
ANSWER: Answer not provided
POINTS: 1
REFERENCES: p. 18
62. absolute monarch
ANSWER: Answer not provided
POINTS: 1
REFERENCES: p. 20
Essay
63. How did the development of agriculture affect life in America?
ANSWER: Students should be able to discuss what life in America was like before the advent of
agriculture. They should be able to discuss hunting and gathering societies of Paleo-Indians
and Archaic cultures. Students should be able to identify connections between natives'
ability to engineer crops such as maize to generate larger quantities of food to enable a
more stable and culturally distinct existence. Stronger students will note the development of
art and craft skills and may recognize that these ancient heritages of America are still
evident in our society today.
POINTS: 1
REFERENCES: p. 3-6Page 13Name: Class: Date:
Chapter 01: Making a “New” World, to 1588
ANSWER: Answer not provided.
POINTS: 1
REFERENCES: p. 21
60. Magna Carta
ANSWER: Answer not provided
POINTS: 1
REFERENCES: p. 21
61. acquired immunity
ANSWER: Answer not provided
POINTS: 1
REFERENCES: p. 18
62. absolute monarch
ANSWER: Answer not provided
POINTS: 1
REFERENCES: p. 20
Essay
63. How did the development of agriculture affect life in America?
ANSWER: Students should be able to discuss what life in America was like before the advent of
agriculture. They should be able to discuss hunting and gathering societies of Paleo-Indians
and Archaic cultures. Students should be able to identify connections between natives'
ability to engineer crops such as maize to generate larger quantities of food to enable a
more stable and culturally distinct existence. Stronger students will note the development of
art and craft skills and may recognize that these ancient heritages of America are still
evident in our society today.
POINTS: 1
REFERENCES: p. 3-6Page 13Name: Class: Date:
Chapter 01: Making a “New” World, to 1588
Loading page 28...
64. What are the central features of southwestern and southeastern Native American groups of North America?
ANSWER: Students should emphasize that most Native Americans were organized in self-governing
groups and that environmental factors along with changing and spreading technology
shaped the lives of these respective Indian groups. Accordingly, students should point out
that southwestern Indians built large, multi-room residential structures and that the Anasazi
constructed large agricultural communities and maintained extensive trading networks.
Good students will insert information on changing environmental conditions such as
drought to explain why the Anasazi eventually dispersed to form pueblos. When discussing
dispersal of technology, students need to explain how southeastern Indians benefited from
the spread of agricultural technology to produce agricultural surpluses. Good students will
identify that social and political authority was bestowed upon those with the expertise to
supervise and accomplish the task at hand, to include women as leaders should the situation
call for their knowledge.
POINTS: 1
REFERENCES: p. 8-12
65. How did African societies change as a result of increased contact with European and Muslim societies?
ANSWER: Students should begin by assessing the state of the African societies mentioned in the
chapter prior to contact with Europeans and Muslims. All students should be able to identify
the societies covered in the chapter and provide some insights into how these cultures
ordered themselves and provided for their survival. Additionally, students should be able to
describe how the growing slave market impacted the relationships between European,
Muslim, and African societies. More advanced students will also pick up on other trade
issues that affected these groups. Finally, students should be able to provide an
interpretation of how contact with Europeans, who circumvented Muslim trade monopolies
via the oceans, altered African societies, including the relationships between different
African societies competing for trade privileges.
POINTS: 1
REFERENCES: p. 12-13; 19-20
66. How did the arrival of Europeans affect the environment of North America?
ANSWER: This is a fairly straightforward question that requires students to look closely at one aspect
of the Columbian Exchange. Students should point to the arrival of new crops and the
creation of plantations, which eventually choked out some existing plants. They should note
the emergence of new species of animals that pushed aside some native animals. Students
ought to note the unintended consequences of much of the environmental change. The
importation of dandelions is one example. But the major environmental impact resulted from
the exchange of diseases that killed millions of Indians and lesser numbers of Europeans
and Africans. More advanced students should be able to relate the impact this had on
cultural knowledge and history due to the loss of storytellers and elders. The survivors of
the epidemics then formed new relationships, to include confederacies, from the remnants of
larger tribes.
POINTS: 1
REFERENCES: p. 16-19Page 14Name: Class: Date:
Chapter 01: Making a “New” World, to 1588
ANSWER: Students should emphasize that most Native Americans were organized in self-governing
groups and that environmental factors along with changing and spreading technology
shaped the lives of these respective Indian groups. Accordingly, students should point out
that southwestern Indians built large, multi-room residential structures and that the Anasazi
constructed large agricultural communities and maintained extensive trading networks.
Good students will insert information on changing environmental conditions such as
drought to explain why the Anasazi eventually dispersed to form pueblos. When discussing
dispersal of technology, students need to explain how southeastern Indians benefited from
the spread of agricultural technology to produce agricultural surpluses. Good students will
identify that social and political authority was bestowed upon those with the expertise to
supervise and accomplish the task at hand, to include women as leaders should the situation
call for their knowledge.
POINTS: 1
REFERENCES: p. 8-12
65. How did African societies change as a result of increased contact with European and Muslim societies?
ANSWER: Students should begin by assessing the state of the African societies mentioned in the
chapter prior to contact with Europeans and Muslims. All students should be able to identify
the societies covered in the chapter and provide some insights into how these cultures
ordered themselves and provided for their survival. Additionally, students should be able to
describe how the growing slave market impacted the relationships between European,
Muslim, and African societies. More advanced students will also pick up on other trade
issues that affected these groups. Finally, students should be able to provide an
interpretation of how contact with Europeans, who circumvented Muslim trade monopolies
via the oceans, altered African societies, including the relationships between different
African societies competing for trade privileges.
POINTS: 1
REFERENCES: p. 12-13; 19-20
66. How did the arrival of Europeans affect the environment of North America?
ANSWER: This is a fairly straightforward question that requires students to look closely at one aspect
of the Columbian Exchange. Students should point to the arrival of new crops and the
creation of plantations, which eventually choked out some existing plants. They should note
the emergence of new species of animals that pushed aside some native animals. Students
ought to note the unintended consequences of much of the environmental change. The
importation of dandelions is one example. But the major environmental impact resulted from
the exchange of diseases that killed millions of Indians and lesser numbers of Europeans
and Africans. More advanced students should be able to relate the impact this had on
cultural knowledge and history due to the loss of storytellers and elders. The survivors of
the epidemics then formed new relationships, to include confederacies, from the remnants of
larger tribes.
POINTS: 1
REFERENCES: p. 16-19Page 14Name: Class: Date:
Chapter 01: Making a “New” World, to 1588
Loading page 29...
67. Students should analyze the meaning of the "Columbian Exchange."
ANSWER: Such a discussion or written exercise would begin with the recognition that a great number
of exchanges took place across the Atlantic Ocean. They might look at the exchange of
plants like wheat from Europe and maize (or corn) from America. They might consider the
exchange of diseases like measles and syphilis. But more significantly, students should
describe the extent to which the Exchange was positive or negative. Consideration of the
effects upon European and African societies which experienced population explosions
because of increased nutrition and crop yields of the new plants would rebound to the
Americas where the descendants sought room to grow and a place for themselves in the new
world.
POINTS: 1
REFERENCES: p. 18-21Page 15Name: Class: Date:
Chapter 01: Making a “New” World, to 1588
ANSWER: Such a discussion or written exercise would begin with the recognition that a great number
of exchanges took place across the Atlantic Ocean. They might look at the exchange of
plants like wheat from Europe and maize (or corn) from America. They might consider the
exchange of diseases like measles and syphilis. But more significantly, students should
describe the extent to which the Exchange was positive or negative. Consideration of the
effects upon European and African societies which experienced population explosions
because of increased nutrition and crop yields of the new plants would rebound to the
Americas where the descendants sought room to grow and a place for themselves in the new
world.
POINTS: 1
REFERENCES: p. 18-21Page 15Name: Class: Date:
Chapter 01: Making a “New” World, to 1588
Loading page 30...
1. What issue prompted James Otis Jr. to become an outspoken critic of British colonial policies?
a. the illegal settlement of the backcountry
b. the use of Navigation Acts to regulate trade
c. the quartering of British troops in colonial homes
d. the use of general search warrants by customs officials in search of contraband goods
ANSWER: d
POINTS: 1
REFERENCES: p. 100
2. Victory in the French and Indian War brought Britain all of the following spoils, EXCEPT
a. new farmlands in the Ohio Valley.
b. profitable fishing grounds off the coast of Newfoundland.
c. the mainland of Canada.
d. the French Caribbean sugar islands.
ANSWER: d
POINTS: 1
REFERENCES: p. 102
3. How did Indians respond to the influx of English settlers into their territory after 1763?
a. They formed alliances among themselves and launched a series of attacks.
b. They withdrew further west.
c. They turned to their traditional allies, the French, for help.
d. Most of them reluctantly signed new treaties with the English, ceding more land.
ANSWER: a
POINTS: 1
REFERENCES: p. 102
4. Colonists reacted to the restrictions imposed by the Proclamation Line of 1763 by
a. slaughtering Indians wholesale.
b. bargaining for land in Canada.
c. demanding cheaper land east of the line.
d. moving onto lands west of the line anyway.
ANSWER: d
POINTS: 1
REFERENCES: p. 104Page 1Name: Class: Date:
Chapter 05: Deciding Where Loyalties Lie, 1763–1776
a. the illegal settlement of the backcountry
b. the use of Navigation Acts to regulate trade
c. the quartering of British troops in colonial homes
d. the use of general search warrants by customs officials in search of contraband goods
ANSWER: d
POINTS: 1
REFERENCES: p. 100
2. Victory in the French and Indian War brought Britain all of the following spoils, EXCEPT
a. new farmlands in the Ohio Valley.
b. profitable fishing grounds off the coast of Newfoundland.
c. the mainland of Canada.
d. the French Caribbean sugar islands.
ANSWER: d
POINTS: 1
REFERENCES: p. 102
3. How did Indians respond to the influx of English settlers into their territory after 1763?
a. They formed alliances among themselves and launched a series of attacks.
b. They withdrew further west.
c. They turned to their traditional allies, the French, for help.
d. Most of them reluctantly signed new treaties with the English, ceding more land.
ANSWER: a
POINTS: 1
REFERENCES: p. 102
4. Colonists reacted to the restrictions imposed by the Proclamation Line of 1763 by
a. slaughtering Indians wholesale.
b. bargaining for land in Canada.
c. demanding cheaper land east of the line.
d. moving onto lands west of the line anyway.
ANSWER: d
POINTS: 1
REFERENCES: p. 104Page 1Name: Class: Date:
Chapter 05: Deciding Where Loyalties Lie, 1763–1776
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