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TEST BANK
VISIONS OF AMERICA
A History of the United States
Second Edition
Jennifer D. Keene
Chapman University
Saul Cornell
Fordham University
Edward T. O’Donnell
College of the Holy Cross
VISIONS OF AMERICA
A History of the United States
Second Edition
Jennifer D. Keene
Chapman University
Saul Cornell
Fordham University
Edward T. O’Donnell
College of the Holy Cross
Table of Contents
Chapter 1 People in Motion: The Atlantic World to 1590......................................................................1
Chapter 2 Models of Settlement: English Colonial Societies, 1590–1710 ...........................................38
Chapter 3 Growth, Slavery, and Conflict: Colonial America, 1710–1763 ...........................................79
Chapter 4 Revolutionary America: Change and Transformation, 1764–1783....................................119
Chapter 5 A Virtuous Republic: Creating a Workable Government 1783–1789 ...............................164
Chapter 6 The New Republic: An Age of Political Passion, 1789–1800 ...........................................205
Chapter 7 Jeffersonian America: An Expanding Empire of Liberty, 1800–1824...............................233
Chapter 8 Democrats and Whigs: Democracy and American Culture, 1820–1840............................269
Chapter 9 Workers, Farmers, and Slaves:
The Transformation of the American Economy, 1815–1848.................................................308
Chapter 10 Revivalism, Reform, and Artistic Renaissance, 1820–1850 ............................................345
Chapter 11 “To Overspread the Continent:”
Westward Expansion and Political Conflict, 1840–1848.....................................................387
Chapter 12 Slavery and Sectionalism: The Political Crisis of 1848–1861 .........................................424
Chapter 13 A Nation Torn Apart: The Civil War, 1861–1865 ...........................................................460
Chapter 14 Now That We Are Free: Reconstruction and the New South, 1863–1890.......................492
Chapter 15 Conflict and Conquest: The Transformation of the West, 1860–1900.............................524
Chapter 16 Wonder and Woe: The Rise of Industrial America, 1865–1900 ......................................557
Chapter 17 Becoming a Modern Society: America in the Gilded Age, 1877–1900...........................590
Chapter 18 Creating a Democratic Paradise: The Progressive Era, 1895–1915.................................622
Chapter 19 Imperial America: The United States in the World, 1890–1914......................................659
Chapter 20 The Great War: World War I, 1914–1918........................................................................698
Chapter 21 A Turbulent Decade: The Twenties .................................................................................738
Chapter 22 A New Deal for America: The Great Depression, 1929–1940.........................................776
Chapter 23 World War II: Fighting the Good War, 1939–1945 .........................................................818
Chapter 24 A Divided World: The Early Cold War, 1945–1963 .......................................................857
Chapter 25 In a Land of Plenty: Contentment and Discord, 1945–1960 ............................................892
Chapter 26 A Nation Divided: The Vietnam War, 1945–1975 ..........................................................928
Chapter 27 A Decade of Discord: The Challenge of the Sixties.........................................................965
Chapter 28 Righting a Nation Adrift: America in the 1970s and 1980s ...........................................1000
Chapter 29 Building a New World Order: The United States, 1989–2009.......................................1035
iii
Chapter 1 People in Motion: The Atlantic World to 1590......................................................................1
Chapter 2 Models of Settlement: English Colonial Societies, 1590–1710 ...........................................38
Chapter 3 Growth, Slavery, and Conflict: Colonial America, 1710–1763 ...........................................79
Chapter 4 Revolutionary America: Change and Transformation, 1764–1783....................................119
Chapter 5 A Virtuous Republic: Creating a Workable Government 1783–1789 ...............................164
Chapter 6 The New Republic: An Age of Political Passion, 1789–1800 ...........................................205
Chapter 7 Jeffersonian America: An Expanding Empire of Liberty, 1800–1824...............................233
Chapter 8 Democrats and Whigs: Democracy and American Culture, 1820–1840............................269
Chapter 9 Workers, Farmers, and Slaves:
The Transformation of the American Economy, 1815–1848.................................................308
Chapter 10 Revivalism, Reform, and Artistic Renaissance, 1820–1850 ............................................345
Chapter 11 “To Overspread the Continent:”
Westward Expansion and Political Conflict, 1840–1848.....................................................387
Chapter 12 Slavery and Sectionalism: The Political Crisis of 1848–1861 .........................................424
Chapter 13 A Nation Torn Apart: The Civil War, 1861–1865 ...........................................................460
Chapter 14 Now That We Are Free: Reconstruction and the New South, 1863–1890.......................492
Chapter 15 Conflict and Conquest: The Transformation of the West, 1860–1900.............................524
Chapter 16 Wonder and Woe: The Rise of Industrial America, 1865–1900 ......................................557
Chapter 17 Becoming a Modern Society: America in the Gilded Age, 1877–1900...........................590
Chapter 18 Creating a Democratic Paradise: The Progressive Era, 1895–1915.................................622
Chapter 19 Imperial America: The United States in the World, 1890–1914......................................659
Chapter 20 The Great War: World War I, 1914–1918........................................................................698
Chapter 21 A Turbulent Decade: The Twenties .................................................................................738
Chapter 22 A New Deal for America: The Great Depression, 1929–1940.........................................776
Chapter 23 World War II: Fighting the Good War, 1939–1945 .........................................................818
Chapter 24 A Divided World: The Early Cold War, 1945–1963 .......................................................857
Chapter 25 In a Land of Plenty: Contentment and Discord, 1945–1960 ............................................892
Chapter 26 A Nation Divided: The Vietnam War, 1945–1975 ..........................................................928
Chapter 27 A Decade of Discord: The Challenge of the Sixties.........................................................965
Chapter 28 Righting a Nation Adrift: America in the 1970s and 1980s ...........................................1000
Chapter 29 Building a New World Order: The United States, 1989–2009.......................................1035
iii
Table of Contents
Chapter 1 People in Motion: The Atlantic World to 1590......................................................................1
Chapter 2 Models of Settlement: English Colonial Societies, 1590–1710 ...........................................38
Chapter 3 Growth, Slavery, and Conflict: Colonial America, 1710–1763 ...........................................79
Chapter 4 Revolutionary America: Change and Transformation, 1764–1783....................................119
Chapter 5 A Virtuous Republic: Creating a Workable Government 1783–1789 ...............................164
Chapter 6 The New Republic: An Age of Political Passion, 1789–1800 ...........................................205
Chapter 7 Jeffersonian America: An Expanding Empire of Liberty, 1800–1824...............................233
Chapter 8 Democrats and Whigs: Democracy and American Culture, 1820–1840............................269
Chapter 9 Workers, Farmers, and Slaves:
The Transformation of the American Economy, 1815–1848.................................................308
Chapter 10 Revivalism, Reform, and Artistic Renaissance, 1820–1850 ............................................345
Chapter 11 “To Overspread the Continent:”
Westward Expansion and Political Conflict, 1840–1848.....................................................387
Chapter 12 Slavery and Sectionalism: The Political Crisis of 1848–1861 .........................................424
Chapter 13 A Nation Torn Apart: The Civil War, 1861–1865 ...........................................................460
Chapter 14 Now That We Are Free: Reconstruction and the New South, 1863–1890.......................492
Chapter 15 Conflict and Conquest: The Transformation of the West, 1860–1900.............................524
Chapter 16 Wonder and Woe: The Rise of Industrial America, 1865–1900 ......................................557
Chapter 17 Becoming a Modern Society: America in the Gilded Age, 1877–1900...........................590
Chapter 18 Creating a Democratic Paradise: The Progressive Era, 1895–1915.................................622
Chapter 19 Imperial America: The United States in the World, 1890–1914......................................659
Chapter 20 The Great War: World War I, 1914–1918........................................................................698
Chapter 21 A Turbulent Decade: The Twenties .................................................................................738
Chapter 22 A New Deal for America: The Great Depression, 1929–1940.........................................776
Chapter 23 World War II: Fighting the Good War, 1939–1945 .........................................................818
Chapter 24 A Divided World: The Early Cold War, 1945–1963 .......................................................857
Chapter 25 In a Land of Plenty: Contentment and Discord, 1945–1960 ............................................892
Chapter 26 A Nation Divided: The Vietnam War, 1945–1975 ..........................................................928
Chapter 27 A Decade of Discord: The Challenge of the Sixties.........................................................965
Chapter 28 Righting a Nation Adrift: America in the 1970s and 1980s ...........................................1000
Chapter 29 Building a New World Order: The United States, 1989–2009.......................................1035
iii
Chapter 1 People in Motion: The Atlantic World to 1590......................................................................1
Chapter 2 Models of Settlement: English Colonial Societies, 1590–1710 ...........................................38
Chapter 3 Growth, Slavery, and Conflict: Colonial America, 1710–1763 ...........................................79
Chapter 4 Revolutionary America: Change and Transformation, 1764–1783....................................119
Chapter 5 A Virtuous Republic: Creating a Workable Government 1783–1789 ...............................164
Chapter 6 The New Republic: An Age of Political Passion, 1789–1800 ...........................................205
Chapter 7 Jeffersonian America: An Expanding Empire of Liberty, 1800–1824...............................233
Chapter 8 Democrats and Whigs: Democracy and American Culture, 1820–1840............................269
Chapter 9 Workers, Farmers, and Slaves:
The Transformation of the American Economy, 1815–1848.................................................308
Chapter 10 Revivalism, Reform, and Artistic Renaissance, 1820–1850 ............................................345
Chapter 11 “To Overspread the Continent:”
Westward Expansion and Political Conflict, 1840–1848.....................................................387
Chapter 12 Slavery and Sectionalism: The Political Crisis of 1848–1861 .........................................424
Chapter 13 A Nation Torn Apart: The Civil War, 1861–1865 ...........................................................460
Chapter 14 Now That We Are Free: Reconstruction and the New South, 1863–1890.......................492
Chapter 15 Conflict and Conquest: The Transformation of the West, 1860–1900.............................524
Chapter 16 Wonder and Woe: The Rise of Industrial America, 1865–1900 ......................................557
Chapter 17 Becoming a Modern Society: America in the Gilded Age, 1877–1900...........................590
Chapter 18 Creating a Democratic Paradise: The Progressive Era, 1895–1915.................................622
Chapter 19 Imperial America: The United States in the World, 1890–1914......................................659
Chapter 20 The Great War: World War I, 1914–1918........................................................................698
Chapter 21 A Turbulent Decade: The Twenties .................................................................................738
Chapter 22 A New Deal for America: The Great Depression, 1929–1940.........................................776
Chapter 23 World War II: Fighting the Good War, 1939–1945 .........................................................818
Chapter 24 A Divided World: The Early Cold War, 1945–1963 .......................................................857
Chapter 25 In a Land of Plenty: Contentment and Discord, 1945–1960 ............................................892
Chapter 26 A Nation Divided: The Vietnam War, 1945–1975 ..........................................................928
Chapter 27 A Decade of Discord: The Challenge of the Sixties.........................................................965
Chapter 28 Righting a Nation Adrift: America in the 1970s and 1980s ...........................................1000
Chapter 29 Building a New World Order: The United States, 1989–2009.......................................1035
iii
1
CHAPTER ONE
PEOPLE IN MOTION: THE ATLANTIC WORLD TO 1590
Multiple Choice
1. The Paleo-Indians were
A) rivals of the Archaic Era Indians.
B) inhabitants of Mesoamerica.
C) the first human settlers of the Americas.
D) those who began to develop agriculture after the Ice Age passed.
E) those who migrated from Asia by land rather than by sea.
Answer: C
Page Ref: 4
Skill: Factual
Topic: The First Americans
2. The map shows that during the last Ice Age, the land mass of the Americas
A) was greater than it is today.
B) extended toward Europe.
C) was dominated by great lakes in the north.
D) was home to several ancient cities.
E) was reached more easily by sea than by land from Asia.
Answer: A
Page Ref: 4
Skill: Factual
Topic: The First Americans
Text Asset: 1.1 Migration from Asia to America
CHAPTER ONE
PEOPLE IN MOTION: THE ATLANTIC WORLD TO 1590
Multiple Choice
1. The Paleo-Indians were
A) rivals of the Archaic Era Indians.
B) inhabitants of Mesoamerica.
C) the first human settlers of the Americas.
D) those who began to develop agriculture after the Ice Age passed.
E) those who migrated from Asia by land rather than by sea.
Answer: C
Page Ref: 4
Skill: Factual
Topic: The First Americans
2. The map shows that during the last Ice Age, the land mass of the Americas
A) was greater than it is today.
B) extended toward Europe.
C) was dominated by great lakes in the north.
D) was home to several ancient cities.
E) was reached more easily by sea than by land from Asia.
Answer: A
Page Ref: 4
Skill: Factual
Topic: The First Americans
Text Asset: 1.1 Migration from Asia to America
2
3. The most advanced societies of Mesoamerica were characterized by all of the following
EXCEPT
A) the use of irrigation.
B) written languages.
C) egalitarianism.
D) monumental architecture.
E) systems of mathematics.
Answer: C
Page Ref: 5
Skill: Factual
Topic: The First Americans
4. The early civilizations of Mesoamerica developed as a result of advances in
A) trade.
B) hunting.
C) agriculture.
D) religion.
E) the arts.
Answer: C
Page Ref: 5
Skill: Factual
Topic: The First Americans
5. The religion of the Eastern Woodland Indians included animism, which was a belief that
A) one supreme being rules over all.
B) everything in nature possesses a spirit.
C) men and women are essentially equal.
D) humans were entrusted to take care of the natural world.
E) the woods were dwellings of sacred beings.
Answer: B
Page Ref: 8
Skill: Factual
Topic: The First Americans
6. The alpaca and llamas of the Andes Mountains were unusual in the Americas before European
contact because they were
A) hunted not for their meat but for their fur.
B) used as horses.
C) honored as sacred beings.
D) the only large domesticated animals.
E) the only large mammals to survive the Ice Age.
Answer: D
Page Ref: 9
Skill: Factual
Topic: The First Americans
3. The most advanced societies of Mesoamerica were characterized by all of the following
EXCEPT
A) the use of irrigation.
B) written languages.
C) egalitarianism.
D) monumental architecture.
E) systems of mathematics.
Answer: C
Page Ref: 5
Skill: Factual
Topic: The First Americans
4. The early civilizations of Mesoamerica developed as a result of advances in
A) trade.
B) hunting.
C) agriculture.
D) religion.
E) the arts.
Answer: C
Page Ref: 5
Skill: Factual
Topic: The First Americans
5. The religion of the Eastern Woodland Indians included animism, which was a belief that
A) one supreme being rules over all.
B) everything in nature possesses a spirit.
C) men and women are essentially equal.
D) humans were entrusted to take care of the natural world.
E) the woods were dwellings of sacred beings.
Answer: B
Page Ref: 8
Skill: Factual
Topic: The First Americans
6. The alpaca and llamas of the Andes Mountains were unusual in the Americas before European
contact because they were
A) hunted not for their meat but for their fur.
B) used as horses.
C) honored as sacred beings.
D) the only large domesticated animals.
E) the only large mammals to survive the Ice Age.
Answer: D
Page Ref: 9
Skill: Factual
Topic: The First Americans
3
7. How did the recession of the glaciers at the end of the Ice Age affect human migration in
North America?
A) People could leave North America only by sea.
B) People had to settle wherever they found themselves.
C) People were able to migrate northward.
D) People tried to return to Asia.
E) People were able to migrate southward and eastward.
Answer: E
Page Ref: 4
Skill: Conceptual
Topic: The First Americans
8. How did the decline of large game affect the Paleo-Indians?
A) They had to search for new food sources.
B) Many of them starved to death.
C) They became traders instead of hunters.
D) They learned how to herd and raise small animals.
E) They no longer divided labor according to gender.
Answer: A
Page Ref: 5
Skill: Conceptual
Topic: The First Americans
9. Aztec society was different from that of the mound builders and Anasazi in that only the Aztec
A) created urban areas.
B) built remarkable structures.
C) traded with other groups.
D) developed a stratified society.
E) practiced human sacrifice .
Answer: E
Page Ref: 6–7
Skill: Conceptual
Topic: The First Americans
10. How did the Eastern Woodland Indians differ from Mesoamerican Indians?
A) Their social structure was rigidly hierarchical.
B) They did not divide labor according to gender.
C) They never developed agriculture.
D) Their outlook was more communal than individualistic.
E) They did not engage in warfare.
Answer: D
Page Ref: 8–9
Skill: Conceptual
Topic: The First Americans
7. How did the recession of the glaciers at the end of the Ice Age affect human migration in
North America?
A) People could leave North America only by sea.
B) People had to settle wherever they found themselves.
C) People were able to migrate northward.
D) People tried to return to Asia.
E) People were able to migrate southward and eastward.
Answer: E
Page Ref: 4
Skill: Conceptual
Topic: The First Americans
8. How did the decline of large game affect the Paleo-Indians?
A) They had to search for new food sources.
B) Many of them starved to death.
C) They became traders instead of hunters.
D) They learned how to herd and raise small animals.
E) They no longer divided labor according to gender.
Answer: A
Page Ref: 5
Skill: Conceptual
Topic: The First Americans
9. Aztec society was different from that of the mound builders and Anasazi in that only the Aztec
A) created urban areas.
B) built remarkable structures.
C) traded with other groups.
D) developed a stratified society.
E) practiced human sacrifice .
Answer: E
Page Ref: 6–7
Skill: Conceptual
Topic: The First Americans
10. How did the Eastern Woodland Indians differ from Mesoamerican Indians?
A) Their social structure was rigidly hierarchical.
B) They did not divide labor according to gender.
C) They never developed agriculture.
D) Their outlook was more communal than individualistic.
E) They did not engage in warfare.
Answer: D
Page Ref: 8–9
Skill: Conceptual
Topic: The First Americans
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4
11. What left indigenous Americans most vulnerable to Europeans upon first contact?
A) their isolation and lack of exposure to many diseases
B) their belief in magic
C) their lack of such animals as horses and camels
D) their limited scientific knowledge
E) their predominantly hierarchical societies
Answer: A
Page Ref: 9
Skill: Analytical
Topic: The First Americans
12. What defined the nation-states that emerged in Europe by the sixteenth century?
A) expanding borders
B) efficient taxation
C) increased trade
D) authority over religion
E) centralized power
Answer: E
Page Ref: 14
Skill: Conceptual
Topic: European Civilization in Turmoil
13. In capitalism, the prices of goods and services are set by
A) the government.
B) bankers.
C) the market.
D) merchants.
E) landowners.
Answer: C
Page Ref: 11
Skill: Factual
Topic: European Civilization in Turmoil
11. What left indigenous Americans most vulnerable to Europeans upon first contact?
A) their isolation and lack of exposure to many diseases
B) their belief in magic
C) their lack of such animals as horses and camels
D) their limited scientific knowledge
E) their predominantly hierarchical societies
Answer: A
Page Ref: 9
Skill: Analytical
Topic: The First Americans
12. What defined the nation-states that emerged in Europe by the sixteenth century?
A) expanding borders
B) efficient taxation
C) increased trade
D) authority over religion
E) centralized power
Answer: E
Page Ref: 14
Skill: Conceptual
Topic: European Civilization in Turmoil
13. In capitalism, the prices of goods and services are set by
A) the government.
B) bankers.
C) the market.
D) merchants.
E) landowners.
Answer: C
Page Ref: 11
Skill: Factual
Topic: European Civilization in Turmoil
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5
14. This illustration shows the workshop of
A) a weaver.
B) an engraver.
C) a metallurgist.
D) a painter.
E) a woodworker.
Answer: B
Page Ref: 11
Skill: Factual
Topic: European Civilization in Turmoil
Text Asset: 1.5 Copper Engraving
15. The Renaissance originated in
A) the Reformation of Martin Luther.
B) a renewed interest in classical learning.
C) the exploration of the New World.
D) the libraries of medieval monasteries.
E) a reworking of the theology of the Roman Catholic Church.
Answer: B
Page Ref: 13
Skill: Factual
Topic: European Civilization in Turmoil
16. The Renaissance scholars known as humanists primarily studied
A) finance and trade.
B) theology.
C) liberal arts.
D) urban life.
E) aesthetics.
Answer: C
Page Ref: 13
Skill: Factual
Topic: European Civilization in Turmoil
14. This illustration shows the workshop of
A) a weaver.
B) an engraver.
C) a metallurgist.
D) a painter.
E) a woodworker.
Answer: B
Page Ref: 11
Skill: Factual
Topic: European Civilization in Turmoil
Text Asset: 1.5 Copper Engraving
15. The Renaissance originated in
A) the Reformation of Martin Luther.
B) a renewed interest in classical learning.
C) the exploration of the New World.
D) the libraries of medieval monasteries.
E) a reworking of the theology of the Roman Catholic Church.
Answer: B
Page Ref: 13
Skill: Factual
Topic: European Civilization in Turmoil
16. The Renaissance scholars known as humanists primarily studied
A) finance and trade.
B) theology.
C) liberal arts.
D) urban life.
E) aesthetics.
Answer: C
Page Ref: 13
Skill: Factual
Topic: European Civilization in Turmoil
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6
17. The theology of John Calvin included all of the following ideas EXCEPT that
A) all images were forms of idolatry.
B) God had destined people for salvation before birth.
C) the true church was embodied by an “elect.”
D) the Bible and true faith were sufficient for worship.
E) the damned could find salvation through good works.
Answer: E
Page Ref: 13
Skill: Factual
Topic: European Civilization in Turmoil
18. What did Europeans most want to obtain from Asia through trade?
A) spices and textiles
B) knowledge of new accounting methods
C) a way to cure the Black Death
D) new styles of fashion
E) an understanding of Islam
Answer: A
Page Ref: 10
Skill: Factual
Topic: European Civilization in Turmoil
19. Martin Luther and John Calvin were similar in that they both
A) sold indulgences to their followers.
B) believed in predestination.
C) allied with the Church of England.
D) broke away from the Catholic Church.
E) smashed stained glass windows and religious carvings.
Answer: D
Page Ref: 13
Skill: Factual
Topic: European Civilization in Turmoil
20. Why did Henry VIII of England break with the Catholic Church?
A) He wanted to levy taxes on Church property, but the Pope refused.
B) He wanted to write his own version of the Bible.
C) He wanted to sell Church lands to raise money for the army.
D) He wanted a divorce, which the Pope would not grant.
E) He wanted to fulfill the wishes of his father, Henry VII.
Answer: D
Page Ref: 14
Skill: Conceptual
Topic: European Civilization in Turmoil
17. The theology of John Calvin included all of the following ideas EXCEPT that
A) all images were forms of idolatry.
B) God had destined people for salvation before birth.
C) the true church was embodied by an “elect.”
D) the Bible and true faith were sufficient for worship.
E) the damned could find salvation through good works.
Answer: E
Page Ref: 13
Skill: Factual
Topic: European Civilization in Turmoil
18. What did Europeans most want to obtain from Asia through trade?
A) spices and textiles
B) knowledge of new accounting methods
C) a way to cure the Black Death
D) new styles of fashion
E) an understanding of Islam
Answer: A
Page Ref: 10
Skill: Factual
Topic: European Civilization in Turmoil
19. Martin Luther and John Calvin were similar in that they both
A) sold indulgences to their followers.
B) believed in predestination.
C) allied with the Church of England.
D) broke away from the Catholic Church.
E) smashed stained glass windows and religious carvings.
Answer: D
Page Ref: 13
Skill: Factual
Topic: European Civilization in Turmoil
20. Why did Henry VIII of England break with the Catholic Church?
A) He wanted to levy taxes on Church property, but the Pope refused.
B) He wanted to write his own version of the Bible.
C) He wanted to sell Church lands to raise money for the army.
D) He wanted a divorce, which the Pope would not grant.
E) He wanted to fulfill the wishes of his father, Henry VII.
Answer: D
Page Ref: 14
Skill: Conceptual
Topic: European Civilization in Turmoil
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7
21. The painting “Henry VIII and Edward VI” shows that
A) the Protestants were more powerful than the king of England.
B) Henry VIII’s legacy would be carried on by his son.
C) the Pope and the king ruled England as equals.
D) the English were plotting to kill the Pope.
E) English monks supported the Catholic Church despite the danger.
Answer: B
Page Ref: 15
Skill: Conceptual
Topic: European Civilization in Turmoil
Text Asset: 1.7 Henry VIII and Edward VI
22. Eastern Woodlands Indians saw nature as sacred, whereas Europeans primarily saw it as
A) a source of artistic inspiration.
B) a resource to conserve.
C) a useless wilderness.
D) something to exploit.
E) a terrifying place to avoid.
Answer: D
Page Ref: 12
Skill: Conceptual
Topic: European Civilization in Turmoil
21. The painting “Henry VIII and Edward VI” shows that
A) the Protestants were more powerful than the king of England.
B) Henry VIII’s legacy would be carried on by his son.
C) the Pope and the king ruled England as equals.
D) the English were plotting to kill the Pope.
E) English monks supported the Catholic Church despite the danger.
Answer: B
Page Ref: 15
Skill: Conceptual
Topic: European Civilization in Turmoil
Text Asset: 1.7 Henry VIII and Edward VI
22. Eastern Woodlands Indians saw nature as sacred, whereas Europeans primarily saw it as
A) a source of artistic inspiration.
B) a resource to conserve.
C) a useless wilderness.
D) something to exploit.
E) a terrifying place to avoid.
Answer: D
Page Ref: 12
Skill: Conceptual
Topic: European Civilization in Turmoil
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8
23. What quality did the Renaissance and Reformation share?
A) an engagement in religious reform
B) a rejection of the Bible
C) a concern with public life
D) a faith in the fundamental goodness of humanity
E) a questioning of the status quo
Answer: E
Page Ref: 13
Skill: Analytical
Topic: European Civilization in Turmoil
24. The drawing “Nova Reperta” celebrates the invention of all of the following technologies
EXCEPT
A) the arquebus.
B) the compass.
C) maps.
D) gunpowder.
E) the printing press.
Answer: A
Page Ref: 18
Skill: Factual
Topic: Columbus and the Columbian Exchange
Text Asset: 1.9 Nova Reperta
23. What quality did the Renaissance and Reformation share?
A) an engagement in religious reform
B) a rejection of the Bible
C) a concern with public life
D) a faith in the fundamental goodness of humanity
E) a questioning of the status quo
Answer: E
Page Ref: 13
Skill: Analytical
Topic: European Civilization in Turmoil
24. The drawing “Nova Reperta” celebrates the invention of all of the following technologies
EXCEPT
A) the arquebus.
B) the compass.
C) maps.
D) gunpowder.
E) the printing press.
Answer: A
Page Ref: 18
Skill: Factual
Topic: Columbus and the Columbian Exchange
Text Asset: 1.9 Nova Reperta
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9
25. Hernán Cortés found allies in his conquest of the Aztec Empire in
A) natives from Hispaniola.
B) slaves looking to win their freedom.
C) the Inca Empire.
D) European settlers.
E) those who had been conquered by the Aztecs.
Answer: E
Page Ref: 18–19
Skill: Factual
Topic: Columbus and the Columbian Exchange
26. The Portuguese and the Spanish were alike in their treatment of the native inhabitants of the
lands they conquered in the Atlantic and Caribbean because both forced the inhabitants to
A) relocate to settlements in North America.
B) provide the labor on their plantations.
C) join their armies and fight with the conquistadores.
D) intermarry with African slaves to provide more workers.
E) share their metallurgical techniques.
Answer: B
Page Ref: 16–19
Skill: Conceptual
Topic: Columbus and the Columbian Exchange
27. The Vikings and Columbus were similar in that they both
A) gained notoriety through widespread accounts of their voyages.
B) established European outposts in America.
C) thought the Native Americans were savages.
D) initiated complex ecological changes in the Americas.
E) made their way to the islands of the Caribbean.
Answer: B
Page Ref: 16
Skill: Factual
Topic: European Civilization in Turmoil
28. What did Europeans obtain from the Islamic world and Asia to assist them with their
explorations of the Atlantic world?
A) naval escorts to protect their ships
B) financial support for their initial voyages
C) slave labor to sail their ships
D) detailed maps of the best trade routes
E) technology to improve their ships
Answer: E
Page Ref: 17
Skill: Factual
Topic: Columbus and the Columbian Exchange
25. Hernán Cortés found allies in his conquest of the Aztec Empire in
A) natives from Hispaniola.
B) slaves looking to win their freedom.
C) the Inca Empire.
D) European settlers.
E) those who had been conquered by the Aztecs.
Answer: E
Page Ref: 18–19
Skill: Factual
Topic: Columbus and the Columbian Exchange
26. The Portuguese and the Spanish were alike in their treatment of the native inhabitants of the
lands they conquered in the Atlantic and Caribbean because both forced the inhabitants to
A) relocate to settlements in North America.
B) provide the labor on their plantations.
C) join their armies and fight with the conquistadores.
D) intermarry with African slaves to provide more workers.
E) share their metallurgical techniques.
Answer: B
Page Ref: 16–19
Skill: Conceptual
Topic: Columbus and the Columbian Exchange
27. The Vikings and Columbus were similar in that they both
A) gained notoriety through widespread accounts of their voyages.
B) established European outposts in America.
C) thought the Native Americans were savages.
D) initiated complex ecological changes in the Americas.
E) made their way to the islands of the Caribbean.
Answer: B
Page Ref: 16
Skill: Factual
Topic: European Civilization in Turmoil
28. What did Europeans obtain from the Islamic world and Asia to assist them with their
explorations of the Atlantic world?
A) naval escorts to protect their ships
B) financial support for their initial voyages
C) slave labor to sail their ships
D) detailed maps of the best trade routes
E) technology to improve their ships
Answer: E
Page Ref: 17
Skill: Factual
Topic: Columbus and the Columbian Exchange
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29. The South American painting “Heavenly Militia” shows that, to the Indians of Central and
South America, the god-like power of the conquistadores came mostly from their use of
A) elaborate clothing.
B) mystical ceremonies.
C) silver and gold.
D) firearms.
E) nature and wildlife.
Answer: D
Page Ref: 19
Skill: Conceptual
Topic: Columbus and the Columbian Exchange
Text Asset: 1.10 Heavenly Militia
30. Christopher Columbus’s attitude toward the Native Americans was primarily one of
A) resentment.
B) reverence.
C) cooperation.
D) curiosity.
E) superiority.
Answer: E
Page Ref: 16
Skill: Analytical
Topic: Columbus and the Columbian Exchange
29. The South American painting “Heavenly Militia” shows that, to the Indians of Central and
South America, the god-like power of the conquistadores came mostly from their use of
A) elaborate clothing.
B) mystical ceremonies.
C) silver and gold.
D) firearms.
E) nature and wildlife.
Answer: D
Page Ref: 19
Skill: Conceptual
Topic: Columbus and the Columbian Exchange
Text Asset: 1.10 Heavenly Militia
30. Christopher Columbus’s attitude toward the Native Americans was primarily one of
A) resentment.
B) reverence.
C) cooperation.
D) curiosity.
E) superiority.
Answer: E
Page Ref: 16
Skill: Analytical
Topic: Columbus and the Columbian Exchange
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31. Which of the following was most likely NOT a reason that the peoples who had been
conquered by the Aztec were willing to become allies of the conquistadores?
A) They wanted vengeance against the Aztec.
B) They were impressed with the god-like power of the conquistadores.
C) They thought the conquistadores would free them.
D) They hoped to acquire gold and other forms of wealth from the conquistadores.
E) They believed the conquistadores would stop the human sacrifices.
Answer: D
Page Ref: 18–19
Skill: Analytical
Topic: Columbus and the Columbian Exchange
32. The items the Spanish exported from the lands they conquered in the Americas included all
of the following EXCEPT
A) silver and gold.
B) horses.
C) pearls.
D) dyes such as indigo.
E) cacao.
Answer: B
Page Ref: 17
Skill: Factual
Topic: Columbus and the Columbian Exchange
33. The Columbian Exchange refers to transformations in what aspect of the Atlantic world?
A) scientific
B) economic
C) medical
D) cultural
E) biological
Answer: E
Page Ref: 16
Skill: Conceptual
Topic: Columbus and the Columbian Exchange
34. Until the 1600s, the African slave trade was controlled by
A) Europeans.
B) the Spanish.
C) the Songhai Empire.
D) Muslim traders.
E) West African monarchs.
Answer: D
Page Ref: 22
Skill: Factual
Topic: West African Worlds
31. Which of the following was most likely NOT a reason that the peoples who had been
conquered by the Aztec were willing to become allies of the conquistadores?
A) They wanted vengeance against the Aztec.
B) They were impressed with the god-like power of the conquistadores.
C) They thought the conquistadores would free them.
D) They hoped to acquire gold and other forms of wealth from the conquistadores.
E) They believed the conquistadores would stop the human sacrifices.
Answer: D
Page Ref: 18–19
Skill: Analytical
Topic: Columbus and the Columbian Exchange
32. The items the Spanish exported from the lands they conquered in the Americas included all
of the following EXCEPT
A) silver and gold.
B) horses.
C) pearls.
D) dyes such as indigo.
E) cacao.
Answer: B
Page Ref: 17
Skill: Factual
Topic: Columbus and the Columbian Exchange
33. The Columbian Exchange refers to transformations in what aspect of the Atlantic world?
A) scientific
B) economic
C) medical
D) cultural
E) biological
Answer: E
Page Ref: 16
Skill: Conceptual
Topic: Columbus and the Columbian Exchange
34. Until the 1600s, the African slave trade was controlled by
A) Europeans.
B) the Spanish.
C) the Songhai Empire.
D) Muslim traders.
E) West African monarchs.
Answer: D
Page Ref: 22
Skill: Factual
Topic: West African Worlds
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12
35. In the fifteenth century, Portugal took the lead in exploring an Atlantic route to
A) Asia.
B) North America.
C) the Caribbean.
D) South Africa.
E) North Africa.
Answer: A
Page Ref: 20
Skill: Factual
Topic: West African Worlds
36. According to the map, before Portugal established forts along the coast of Africa, trade
between Europe and Africa was most likely conducted
A) indirectly via Asia.
B) along Mediterranean routes.
C) along land routes.
D) only rarely.
E) indirectly via islands in the Atlantic.
Answer: B
Page Ref: 21
Skill: Conceptual
Topic: West African Worlds
Text Asset: 1.11 Internal African Trade Routes and Portuguese Trade with Africa
35. In the fifteenth century, Portugal took the lead in exploring an Atlantic route to
A) Asia.
B) North America.
C) the Caribbean.
D) South Africa.
E) North Africa.
Answer: A
Page Ref: 20
Skill: Factual
Topic: West African Worlds
36. According to the map, before Portugal established forts along the coast of Africa, trade
between Europe and Africa was most likely conducted
A) indirectly via Asia.
B) along Mediterranean routes.
C) along land routes.
D) only rarely.
E) indirectly via islands in the Atlantic.
Answer: B
Page Ref: 21
Skill: Conceptual
Topic: West African Worlds
Text Asset: 1.11 Internal African Trade Routes and Portuguese Trade with Africa
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37. Though West African societies were as diverse as those in the Americas, they were different
in that only West Africans
A) had egalitarian societies based in kinship.
B) followed polytheistic religious traditions.
C) practiced Islam.
D) had both patrilineal and matrilineal societies.
E) built urban centers.
Answer: C
Page Ref: 20
Skill: Conceptual
Topic: West African Worlds
38. Why did both the Spanish and the Portuguese eventually enslave Africans to supply labor for
them in the Americas?
A) Native Americans had successfully resisted attempts to enslave them.
B) They had captured the Africans as prisoners of war.
C) They were inspired by the systems of slavery they learned about in Africa.
D) Disease had nearly wiped out the indigenous peoples of the lands they conquered.
E) They wanted to take advantage of African knowledge about sugar cultivation.
Answer: D
Page Ref: 20–21
Skill: Conceptual
Topic: West African Worlds
37. Though West African societies were as diverse as those in the Americas, they were different
in that only West Africans
A) had egalitarian societies based in kinship.
B) followed polytheistic religious traditions.
C) practiced Islam.
D) had both patrilineal and matrilineal societies.
E) built urban centers.
Answer: C
Page Ref: 20
Skill: Conceptual
Topic: West African Worlds
38. Why did both the Spanish and the Portuguese eventually enslave Africans to supply labor for
them in the Americas?
A) Native Americans had successfully resisted attempts to enslave them.
B) They had captured the Africans as prisoners of war.
C) They were inspired by the systems of slavery they learned about in Africa.
D) Disease had nearly wiped out the indigenous peoples of the lands they conquered.
E) They wanted to take advantage of African knowledge about sugar cultivation.
Answer: D
Page Ref: 20–21
Skill: Conceptual
Topic: West African Worlds
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39. This panel is made of what material that the Benin acquired through trade with Portugal?
A) ivory
B) bronze
C) gold
D) hardwood
E) marble
Answer: B
Page Ref: 22
Skill: Factual
Topic: West African Worlds
Text Asset: 1.12 Benin Bronze Panel
40. Why did Africans begin raiding their neighboring territories after 1600?
A) The Muslims gave them money for converts to Islam.
B) They needed men for armies to ward off European invaders.
C) The value of slaves had increased.
D) They wanted to repopulate after their own people had died of disease.
E) They wanted to acquire bronze crafts to sell to the Europeans.
Answer: C
Page Ref: 22
Skill: Conceptual
Topic: West African Worlds
39. This panel is made of what material that the Benin acquired through trade with Portugal?
A) ivory
B) bronze
C) gold
D) hardwood
E) marble
Answer: B
Page Ref: 22
Skill: Factual
Topic: West African Worlds
Text Asset: 1.12 Benin Bronze Panel
40. Why did Africans begin raiding their neighboring territories after 1600?
A) The Muslims gave them money for converts to Islam.
B) They needed men for armies to ward off European invaders.
C) The value of slaves had increased.
D) They wanted to repopulate after their own people had died of disease.
E) They wanted to acquire bronze crafts to sell to the Europeans.
Answer: C
Page Ref: 22
Skill: Conceptual
Topic: West African Worlds
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41. How did the European concept of slavery differ from the African?
A) Slaves of Europeans could be absorbed into mainstream society.
B) European slavery was permanent but not hereditary.
C) Europeans did not work their slaves as hard as the Africans.
D) Slaves of Europeans could attain positions of privilege.
E) Europeans justified slavery through racist ideology.
Answer: E
Page Ref: 22
Skill: Conceptual
Topic: West African Worlds
42. Benin differed from other West African nations with regard to the slave trade because Benin
A) did not resist supplying Europeans with slaves.
B) discontinued its involvement in the slave trade.
C) traded exclusively with the Spanish.
D) acquired its slaves only from its own population.
E) traded its slaves only for goods, not for money.
Answer: B
Page Ref: 23
Skill: Factual
Topic: West African Worlds
43. According to the text, Benin’s decision with regard to the slave trade
A) motivated the Portuguese to attack Benin to compel the kingdom to give up men and women
as slaves.
B) enabled the kingdom to maintain its political autonomy longer than its neighbors did.
C) inspired neighboring countries to discontinue involvement in the slave trade.
D) stemmed from humanitarian concerns about slavery.
E) effectively cut it off from any trade with Europe.
Answer: B
Page Ref: 23
Skill: Conceptual
Topic: West African Worlds
44. For what purpose did the Spanish bishop Bartolomé de Las Casas write the work known in
English as The Tears of the Indians?
A) to entreat other nations to dismantle the Spanish Empire
B) to lament the lost cultures of the Native Americans
C) to encourage the Spanish to convert the Indians to Christianity
D) to critique such Aztec practices as human sacrifice
E) to indict the conquistadores for their cruelty
Answer: E
Page Ref: 24
Skill: Factual
Topic: European Colonization of the Atlantic World
41. How did the European concept of slavery differ from the African?
A) Slaves of Europeans could be absorbed into mainstream society.
B) European slavery was permanent but not hereditary.
C) Europeans did not work their slaves as hard as the Africans.
D) Slaves of Europeans could attain positions of privilege.
E) Europeans justified slavery through racist ideology.
Answer: E
Page Ref: 22
Skill: Conceptual
Topic: West African Worlds
42. Benin differed from other West African nations with regard to the slave trade because Benin
A) did not resist supplying Europeans with slaves.
B) discontinued its involvement in the slave trade.
C) traded exclusively with the Spanish.
D) acquired its slaves only from its own population.
E) traded its slaves only for goods, not for money.
Answer: B
Page Ref: 23
Skill: Factual
Topic: West African Worlds
43. According to the text, Benin’s decision with regard to the slave trade
A) motivated the Portuguese to attack Benin to compel the kingdom to give up men and women
as slaves.
B) enabled the kingdom to maintain its political autonomy longer than its neighbors did.
C) inspired neighboring countries to discontinue involvement in the slave trade.
D) stemmed from humanitarian concerns about slavery.
E) effectively cut it off from any trade with Europe.
Answer: B
Page Ref: 23
Skill: Conceptual
Topic: West African Worlds
44. For what purpose did the Spanish bishop Bartolomé de Las Casas write the work known in
English as The Tears of the Indians?
A) to entreat other nations to dismantle the Spanish Empire
B) to lament the lost cultures of the Native Americans
C) to encourage the Spanish to convert the Indians to Christianity
D) to critique such Aztec practices as human sacrifice
E) to indict the conquistadores for their cruelty
Answer: E
Page Ref: 24
Skill: Factual
Topic: European Colonization of the Atlantic World
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16
45. These images from Las Casas’s book portray the Spanish as
A) righteous.
B) savagely brutal.
C) terrified.
D) acting in self-defense.
E) celebrating victory.
Answer: B
Page Ref: 25
Skill: Conceptual
Topic: European Colonization of the Atlantic World
Text Asset: 1.14 Title Page from the English Edition of Las Casas
45. These images from Las Casas’s book portray the Spanish as
A) righteous.
B) savagely brutal.
C) terrified.
D) acting in self-defense.
E) celebrating victory.
Answer: B
Page Ref: 25
Skill: Conceptual
Topic: European Colonization of the Atlantic World
Text Asset: 1.14 Title Page from the English Edition of Las Casas
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46. As can be seen on the map, which statement is accurate?
A) The nations that explored the Atlantic each took different routes.
B) The Portuguese had no interest in the Americas.
C) War between the English, French, Portuguese, and Spanish was inevitable.
D) European interest in exploration waned after the sixteenth century.
E) The English and French collaborated in exploring North America.
Answer: A
Page Ref: 24
Skill: Factual
Topic: European Colonization of the Atlantic World
Text Asset: 1.13 Major European Explorations of the Atlantic
47. Why did France initially send fleets to Newfoundland?
A) to fish for cod
B) to hunt for furs
C) to mine gold
D) to gather lumber
E) to trade for beads
Answer: A
Page Ref: 26–27
Skill: Factual
Topic: European Colonization of the Atlantic World
46. As can be seen on the map, which statement is accurate?
A) The nations that explored the Atlantic each took different routes.
B) The Portuguese had no interest in the Americas.
C) War between the English, French, Portuguese, and Spanish was inevitable.
D) European interest in exploration waned after the sixteenth century.
E) The English and French collaborated in exploring North America.
Answer: A
Page Ref: 24
Skill: Factual
Topic: European Colonization of the Atlantic World
Text Asset: 1.13 Major European Explorations of the Atlantic
47. Why did France initially send fleets to Newfoundland?
A) to fish for cod
B) to hunt for furs
C) to mine gold
D) to gather lumber
E) to trade for beads
Answer: A
Page Ref: 26–27
Skill: Factual
Topic: European Colonization of the Atlantic World
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48. The labor system the Spanish used in New Spain differed from the system they had
developed in the Caribbean because the system in New Spain
A) did not come under criticism from religious reformers.
B) obliged the Spanish to provide for the laborers’ spiritual welfare.
C) resulted in fewer deaths of indigenous people from disease.
D) involved the enslavement of Indians rather than Africans.
E) was much less exploitive.
Answer: B
Page Ref: 26
Skill: Conceptual
Topic: European Colonization of the Atlantic World
49. How did the French encounter with the Native Americans differ from that of the Spanish and
Portuguese?
A) The French settlements were much larger than those of Spain and Portugal.
B) The Spanish and Portuguese intermarried with the Native Americans.
C) The French maintained good relations with the Native Americans.
D) The Spanish and Portuguese tried to understand native culture.
E) The French were not interested in religious conversions.
Answer: C
Page Ref: 27
Skill: Conceptual
Topic: European Colonization of the Atlantic World
50. Why did the balance of power in the Atlantic shift near the end of the sixteenth century?
A) The English navy defeated the Spanish Armada.
B) The French began to explore and colonize the Americas.
C) The powerful Spanish navy dominated all others.
D) The English developed a new colonial model in Ireland.
E) The French discovered the Northwest Passage to Asia.
Answer: A
Page Ref: 28
Skill: Conceptual
Topic: European Colonization of the Atlantic World
51. How did the English and Spanish models of colonization differ?
A) The Spanish traded only within their empire whereas the English sought new trade partners.
B) The English permitted religious freedom but the Spanish did not.
C) The Spanish felt greater economic pressure to explore and colonize.
D) The Spanish repopulated the lands they conquered with their own people.
E) The English expelled the native population whereas the Spanish absorbed it.
Answer: E
Page Ref: 28
Skill: Conceptual
Topic: European Colonization of the Atlantic World
48. The labor system the Spanish used in New Spain differed from the system they had
developed in the Caribbean because the system in New Spain
A) did not come under criticism from religious reformers.
B) obliged the Spanish to provide for the laborers’ spiritual welfare.
C) resulted in fewer deaths of indigenous people from disease.
D) involved the enslavement of Indians rather than Africans.
E) was much less exploitive.
Answer: B
Page Ref: 26
Skill: Conceptual
Topic: European Colonization of the Atlantic World
49. How did the French encounter with the Native Americans differ from that of the Spanish and
Portuguese?
A) The French settlements were much larger than those of Spain and Portugal.
B) The Spanish and Portuguese intermarried with the Native Americans.
C) The French maintained good relations with the Native Americans.
D) The Spanish and Portuguese tried to understand native culture.
E) The French were not interested in religious conversions.
Answer: C
Page Ref: 27
Skill: Conceptual
Topic: European Colonization of the Atlantic World
50. Why did the balance of power in the Atlantic shift near the end of the sixteenth century?
A) The English navy defeated the Spanish Armada.
B) The French began to explore and colonize the Americas.
C) The powerful Spanish navy dominated all others.
D) The English developed a new colonial model in Ireland.
E) The French discovered the Northwest Passage to Asia.
Answer: A
Page Ref: 28
Skill: Conceptual
Topic: European Colonization of the Atlantic World
51. How did the English and Spanish models of colonization differ?
A) The Spanish traded only within their empire whereas the English sought new trade partners.
B) The English permitted religious freedom but the Spanish did not.
C) The Spanish felt greater economic pressure to explore and colonize.
D) The Spanish repopulated the lands they conquered with their own people.
E) The English expelled the native population whereas the Spanish absorbed it.
Answer: E
Page Ref: 28
Skill: Conceptual
Topic: European Colonization of the Atlantic World
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19
52. How did England’s model of exploration and colonization differ from that of France and
Spain?
A) The English colonists were not seeking any profit.
B) The English depended on the exploits of privateers.
C) The English monarch granted full financial support.
D) English explorers and colonists relied on private investors.
E) The English did not initially encounter any Indians.
Answer: D
Page Ref: 29
Skill: Conceptual
Topic: European Colonization of the Atlantic World
53. All of the following contributed to the failure of the English settlement at Roanoke EXCEPT
A) conflict with the local Indians.
B) the difficulties of reprovisioning it.
C) the prevalence of Spanish raids.
D) its location near Cape Hatteras.
E) the demands of fighting the Spanish Armada.
Answer: C
Page Ref: 29
Skill: Conceptual
Topic: European Colonization of the Atlantic World
52. How did England’s model of exploration and colonization differ from that of France and
Spain?
A) The English colonists were not seeking any profit.
B) The English depended on the exploits of privateers.
C) The English monarch granted full financial support.
D) English explorers and colonists relied on private investors.
E) The English did not initially encounter any Indians.
Answer: D
Page Ref: 29
Skill: Conceptual
Topic: European Colonization of the Atlantic World
53. All of the following contributed to the failure of the English settlement at Roanoke EXCEPT
A) conflict with the local Indians.
B) the difficulties of reprovisioning it.
C) the prevalence of Spanish raids.
D) its location near Cape Hatteras.
E) the demands of fighting the Spanish Armada.
Answer: C
Page Ref: 29
Skill: Conceptual
Topic: European Colonization of the Atlantic World
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54. Unlike the painting by John White, the image by Flemish engraver Theodore de Bry
A) was primarily aimed at a Calvinist audience.
B) shows an actual Indian religious ritual.
C) exaggerates the “otherness” of the Indians.
D) displays a broad-minded view of different cultural practices.
E) was intended to be used to convert the Indians.
Answer: C
Page Ref: 30–31
Skill: Conceptual
Topic: European Colonization of the Atlantic World
Text Assets: 1.18 John White’s Painting and Theodore de Bry’s engraving on page 31.
55. Why was the French Jesuits’ use of religious images to convert the Indians most likely
effective?
A) The Indians saw the images as threatening and converted in fear.
B) French painting was far superior to Spanish or English painting.
C) The Indians were impressed with European artistry.
D) The images were more appealing than those with which the Indians were familiar.
E) The images could bypass cultural and linguistic behaviors.
Answer: E
Page Ref: 27
Skill: Analytical
Topic: European Colonization of the Atlantic World
54. Unlike the painting by John White, the image by Flemish engraver Theodore de Bry
A) was primarily aimed at a Calvinist audience.
B) shows an actual Indian religious ritual.
C) exaggerates the “otherness” of the Indians.
D) displays a broad-minded view of different cultural practices.
E) was intended to be used to convert the Indians.
Answer: C
Page Ref: 30–31
Skill: Conceptual
Topic: European Colonization of the Atlantic World
Text Assets: 1.18 John White’s Painting and Theodore de Bry’s engraving on page 31.
55. Why was the French Jesuits’ use of religious images to convert the Indians most likely
effective?
A) The Indians saw the images as threatening and converted in fear.
B) French painting was far superior to Spanish or English painting.
C) The Indians were impressed with European artistry.
D) The images were more appealing than those with which the Indians were familiar.
E) The images could bypass cultural and linguistic behaviors.
Answer: E
Page Ref: 27
Skill: Analytical
Topic: European Colonization of the Atlantic World
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21
True/False
56. The Portuguese established forts along the African coasts to facilitate trading opportunities.
A) True
B) False
Answer: A
Page Ref: 21
Topic: West African Worlds
57. Horses, wheat, and smallpox were all transplants from the Old World to the New World.
A) True
B) False
Answer: B
Page Ref: 17
Topic: Columbus and the Columbian Exchange
58. The Black Death killed about half of Europe’s population.
A) True
B) False
Answer: A
Page Ref: 10
Topic: European Civilization in Turmoil
59. Calvinist iconoclasm was so strict that even stained glass windows were removed from
churches.
A) True
B) False
Answer: A
Page Ref: 13
Topic: European Civilization in Turmoil
60. In the Archaic Era, Indians began to explore ways to shape the environment for food
production.
A) True
B) False
Answer: A
Page Ref: 5
Topic: Columbus and the Columbian Exchange
61. Although vastly outnumbered by the Aztecs, Hernán Cortés and his men had military
advantages.
A) True
B) False
Answer: A
Page Ref: 18
Topic: Columbus and the Columbian Exchange
True/False
56. The Portuguese established forts along the African coasts to facilitate trading opportunities.
A) True
B) False
Answer: A
Page Ref: 21
Topic: West African Worlds
57. Horses, wheat, and smallpox were all transplants from the Old World to the New World.
A) True
B) False
Answer: B
Page Ref: 17
Topic: Columbus and the Columbian Exchange
58. The Black Death killed about half of Europe’s population.
A) True
B) False
Answer: A
Page Ref: 10
Topic: European Civilization in Turmoil
59. Calvinist iconoclasm was so strict that even stained glass windows were removed from
churches.
A) True
B) False
Answer: A
Page Ref: 13
Topic: European Civilization in Turmoil
60. In the Archaic Era, Indians began to explore ways to shape the environment for food
production.
A) True
B) False
Answer: A
Page Ref: 5
Topic: Columbus and the Columbian Exchange
61. Although vastly outnumbered by the Aztecs, Hernán Cortés and his men had military
advantages.
A) True
B) False
Answer: A
Page Ref: 18
Topic: Columbus and the Columbian Exchange
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22
62. Benin’s powerful monarch continued to deal with the Portuguese but abolished slavery in his
region.
A) True
B) False
Answer: B
Page Ref: 22
Topic: West African Worlds
63. Ancestor worship played a prominent role in many West African religious traditions.
A) True
B) False
Answer: A
Page Ref: 20
Topic: West African Worlds
64. Giovanni da Verrazano explored North America on behalf of the French.
A) True
B) False
Answer: A
Page Ref: 27
Topic: European Colonization of the Atlantic World
65. England initially sought to colonize Ireland rather than the New World.
A) True
B) False
Answer: A
Page Ref: 28
Topic: European Colonization of the Atlantic World
66. The Huron believed that beavers would evade capture if the bones of slain beavers were not
respected.
A) True
B) False
Answer: A
Page Ref: 12
Topic: European Civilization in Turmoil
67. The Americas were in fact a “New World” in the sense that the first human settlers arrived
only some 40,000 to 14,000 years ago.
A) True
B) False
Answer: A
Page Ref: 2
Topic: Introduction
62. Benin’s powerful monarch continued to deal with the Portuguese but abolished slavery in his
region.
A) True
B) False
Answer: B
Page Ref: 22
Topic: West African Worlds
63. Ancestor worship played a prominent role in many West African religious traditions.
A) True
B) False
Answer: A
Page Ref: 20
Topic: West African Worlds
64. Giovanni da Verrazano explored North America on behalf of the French.
A) True
B) False
Answer: A
Page Ref: 27
Topic: European Colonization of the Atlantic World
65. England initially sought to colonize Ireland rather than the New World.
A) True
B) False
Answer: A
Page Ref: 28
Topic: European Colonization of the Atlantic World
66. The Huron believed that beavers would evade capture if the bones of slain beavers were not
respected.
A) True
B) False
Answer: A
Page Ref: 12
Topic: European Civilization in Turmoil
67. The Americas were in fact a “New World” in the sense that the first human settlers arrived
only some 40,000 to 14,000 years ago.
A) True
B) False
Answer: A
Page Ref: 2
Topic: Introduction
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23
68. In New Spain, the Spanish proclaimed a commitment to converting Indians to Christianity.
A) True
B) False
Answer: A
Page Ref: 26
Topic: European Colonization of the Atlantic World
69. Portuguese traders introduced the concept of slavery to Africa.
A) True
B) False
Answer: B
Page Ref: 21
Topic: West African Worlds
70. The European arrival in the Americas was part of a process of exploration and colonization
pursued primarily by Portugal, Spain, France, and England.
A) True
B) False
Answer: A
Page Ref: 2
Topic: Introduction
Fill-in-the-Blank
71. The colonization of the Americas ultimately involved the exploitation of not only the native
population but also __________.
Answer: enslaved Africans
Page Ref: 2
Topic: Introduction
72. Old World armies had an important advantage over the peoples of America due to the
Europeans’ domesticated ________.
Answer: horses
Page Ref: 17
Topic: Columbus and the Columbian Exchange
73. An intense religious animosity spurred European antagonism toward ________ and inspired
nearly three centuries of holy wars.
Answer: Muslims
Page Ref: 10
Topic: European Civilization in Turmoil
68. In New Spain, the Spanish proclaimed a commitment to converting Indians to Christianity.
A) True
B) False
Answer: A
Page Ref: 26
Topic: European Colonization of the Atlantic World
69. Portuguese traders introduced the concept of slavery to Africa.
A) True
B) False
Answer: B
Page Ref: 21
Topic: West African Worlds
70. The European arrival in the Americas was part of a process of exploration and colonization
pursued primarily by Portugal, Spain, France, and England.
A) True
B) False
Answer: A
Page Ref: 2
Topic: Introduction
Fill-in-the-Blank
71. The colonization of the Americas ultimately involved the exploitation of not only the native
population but also __________.
Answer: enslaved Africans
Page Ref: 2
Topic: Introduction
72. Old World armies had an important advantage over the peoples of America due to the
Europeans’ domesticated ________.
Answer: horses
Page Ref: 17
Topic: Columbus and the Columbian Exchange
73. An intense religious animosity spurred European antagonism toward ________ and inspired
nearly three centuries of holy wars.
Answer: Muslims
Page Ref: 10
Topic: European Civilization in Turmoil
Loading page 26...
24
74. Protestantism found an especially receptive home in the French-speaking Swiss city of
________.
Answer: Geneva
Page Ref: 13
Topic: European Civilization in Turmoil
75. Columbus’s crew brought back to the Old World an especially virulent variety of _______.
Answer: syphilis
Page Ref: 17
Topic: Columbus and the Columbian Exchange
76. To justify their conquest, the Spanish used images of Aztec _________.
Answer: human sacrifice
Page Ref: 24
Topic: European Colonization of the Atlantic World
77. The demand for slaves was fueled by the high profits being made on Caribbean plantations
that grew and processed ________.
Answer: sugar
Page Ref: 18
Topic: West African Worlds
78. Although slavery existed in Africa, those in captivity could in rare cases attain _______.
Answer: prominent positions
Page Ref: 21
Topic: West African Worlds
79. The purpose of the voyage of Giovanni da Verrazano was to find the so-called ________.
Answer: Northwest Passage
Page Ref: 27
Topic: European Colonization of the Atlantic World
80. In honor of the never-married Queen Elizabeth, England’s first New World colony was
named ________.
Answer: Virginia
Page Ref: 29
Topic: European Colonization of the Atlantic World
81. In the same year Columbus left on his first voyage, the Spanish government ordered the
expulsion of all _______.
Answer: Jews
Page Ref: 15
Topic: European Civilization in Turmoil
74. Protestantism found an especially receptive home in the French-speaking Swiss city of
________.
Answer: Geneva
Page Ref: 13
Topic: European Civilization in Turmoil
75. Columbus’s crew brought back to the Old World an especially virulent variety of _______.
Answer: syphilis
Page Ref: 17
Topic: Columbus and the Columbian Exchange
76. To justify their conquest, the Spanish used images of Aztec _________.
Answer: human sacrifice
Page Ref: 24
Topic: European Colonization of the Atlantic World
77. The demand for slaves was fueled by the high profits being made on Caribbean plantations
that grew and processed ________.
Answer: sugar
Page Ref: 18
Topic: West African Worlds
78. Although slavery existed in Africa, those in captivity could in rare cases attain _______.
Answer: prominent positions
Page Ref: 21
Topic: West African Worlds
79. The purpose of the voyage of Giovanni da Verrazano was to find the so-called ________.
Answer: Northwest Passage
Page Ref: 27
Topic: European Colonization of the Atlantic World
80. In honor of the never-married Queen Elizabeth, England’s first New World colony was
named ________.
Answer: Virginia
Page Ref: 29
Topic: European Colonization of the Atlantic World
81. In the same year Columbus left on his first voyage, the Spanish government ordered the
expulsion of all _______.
Answer: Jews
Page Ref: 15
Topic: European Civilization in Turmoil
Loading page 27...
25
82. The Anasazi peoples lived in pueblos in the ________ region of what is now the United
States.
Answer: southwestern
Page Ref: 7
Topic: The First Americans
83. The mound-building Indians lived in the _________ region of what is now the United States.
Answer: Central
Page Ref: 7
Topic: The First Americans
84. The British monarch who separated from the Catholic Church to form the Church of England
was _________.
Answer: Henry VIII
Page Ref: 14
Topic: European Civilization in Turmoil
85. The Inca Empire was located primarily in _________.
Answer: present-day Ecuador
Page Ref: 19
Topic: Columbus and the Columbian Exchange
Essay
86. Explain the factors that set the stage for the exploration and exploitation of the New World
by Europe. What economic and technological changes contributed to the drive toward
exploration? How did the rise of the nation state contribute?
Page Ref: 10–15
Topic: European Civilization in Turmoil
87. Compare and contrast the Mesoamerican Indians with the Eastern Woodland Indians. What
do their differences reveal about the American Indian societies that Europeans began to
encounter in the fifteenth century?
Page Ref: 4–9
Topic: The First Americans
88. Describe the goals of Christopher Columbus’s initial expedition. Should his expedition be
considered a success or not? Why or why not?
Page Ref: 16–19
Topic: Columbus and the Columbian Exchange
89. Describe the factors that contributed to the defeat of the Aztecs by Hernán Cortés. How was
this conquest similar to or different from other conquests by the Spanish in the New World?
Page Ref: 18–19
Topic: Columbus and the Columbian Exchange
82. The Anasazi peoples lived in pueblos in the ________ region of what is now the United
States.
Answer: southwestern
Page Ref: 7
Topic: The First Americans
83. The mound-building Indians lived in the _________ region of what is now the United States.
Answer: Central
Page Ref: 7
Topic: The First Americans
84. The British monarch who separated from the Catholic Church to form the Church of England
was _________.
Answer: Henry VIII
Page Ref: 14
Topic: European Civilization in Turmoil
85. The Inca Empire was located primarily in _________.
Answer: present-day Ecuador
Page Ref: 19
Topic: Columbus and the Columbian Exchange
Essay
86. Explain the factors that set the stage for the exploration and exploitation of the New World
by Europe. What economic and technological changes contributed to the drive toward
exploration? How did the rise of the nation state contribute?
Page Ref: 10–15
Topic: European Civilization in Turmoil
87. Compare and contrast the Mesoamerican Indians with the Eastern Woodland Indians. What
do their differences reveal about the American Indian societies that Europeans began to
encounter in the fifteenth century?
Page Ref: 4–9
Topic: The First Americans
88. Describe the goals of Christopher Columbus’s initial expedition. Should his expedition be
considered a success or not? Why or why not?
Page Ref: 16–19
Topic: Columbus and the Columbian Exchange
89. Describe the factors that contributed to the defeat of the Aztecs by Hernán Cortés. How was
this conquest similar to or different from other conquests by the Spanish in the New World?
Page Ref: 18–19
Topic: Columbus and the Columbian Exchange
Loading page 28...
26
90. Define the Columbian Exchange and describe its effects on both the Old World and the New.
Page Ref: 16–19
Topic: Columbus and the Columbian Exchange
91. Discuss the transformations of the Renaissance and Reformation. How did these movements
change the outlook of Europeans? How might they have informed the drive to explore the
Americas?
Page Ref: 13–14
Topic: European Civilization in Turmoil
92. Compare and contrast the African and European approaches to slavery. For what reasons
would West African nations have been willing to collaborate with the Atlantic slave trade?
Page Ref: 20–23
Topic: West African Worlds
93. What was the role of religion in the way Europeans interacted with Indians and slaves? How
was religion used to justify the exploitation of other peoples, and how did different European
groups vary in their attitudes and approaches?
Page Ref: 24–26
Topic: European Colonization of the Atlantic World
94. What were the consequences of the route to Asia taken by the Portuguese? What were the
consequences for Europeans? What were the consequences for Africans?
Page Ref: 20–22
Topic: West African Worlds
95. Compare and contrast the Spanish and French approaches to settlement and colonization in
the New World. Explain the goals of each group and how each interacted with indigenous
peoples.
Page Ref: 24–27
Topic: European Colonization of the Atlantic World
Learning Objectives and Answers
After a careful examination of Chapter 1, students should be able to answer the following
questions:
1. Why did Paleo-Indians migrate to the Americas?
Answer: Humans first migrated to North America from Asia across a land bridge (now
the Bering Strait) to hunt big game mammals like the wooly mammoth, which provided
wool for clothing and meat for food. Once the glaciers melted, a migration southward and
eastward occurred into modern-day Canada, the United States, and eventually the tip of
South America. The Paleo-Indians roamed in search of big game across the continent,
where they also fished and gathered nuts and berries.
90. Define the Columbian Exchange and describe its effects on both the Old World and the New.
Page Ref: 16–19
Topic: Columbus and the Columbian Exchange
91. Discuss the transformations of the Renaissance and Reformation. How did these movements
change the outlook of Europeans? How might they have informed the drive to explore the
Americas?
Page Ref: 13–14
Topic: European Civilization in Turmoil
92. Compare and contrast the African and European approaches to slavery. For what reasons
would West African nations have been willing to collaborate with the Atlantic slave trade?
Page Ref: 20–23
Topic: West African Worlds
93. What was the role of religion in the way Europeans interacted with Indians and slaves? How
was religion used to justify the exploitation of other peoples, and how did different European
groups vary in their attitudes and approaches?
Page Ref: 24–26
Topic: European Colonization of the Atlantic World
94. What were the consequences of the route to Asia taken by the Portuguese? What were the
consequences for Europeans? What were the consequences for Africans?
Page Ref: 20–22
Topic: West African Worlds
95. Compare and contrast the Spanish and French approaches to settlement and colonization in
the New World. Explain the goals of each group and how each interacted with indigenous
peoples.
Page Ref: 24–27
Topic: European Colonization of the Atlantic World
Learning Objectives and Answers
After a careful examination of Chapter 1, students should be able to answer the following
questions:
1. Why did Paleo-Indians migrate to the Americas?
Answer: Humans first migrated to North America from Asia across a land bridge (now
the Bering Strait) to hunt big game mammals like the wooly mammoth, which provided
wool for clothing and meat for food. Once the glaciers melted, a migration southward and
eastward occurred into modern-day Canada, the United States, and eventually the tip of
South America. The Paleo-Indians roamed in search of big game across the continent,
where they also fished and gathered nuts and berries.
Loading page 29...
27
2. How did economic and political changes in Europe facilitate overseas expansion?
Answer: The rise of powerful monarchs across Europe created new nation-states out of
the relatively weak decentralized governments, and so the monarchs of nations like
England, France, and Spain sought money for state-building purposes, which led to the
colonization and exploration of Africa and the Americas.
Once Europe had recovered from the Black Death pandemic, populations experienced
high growth, while city-states, such as Venice, began to dominate trade and finance with
the East. Innovations in financial practices (such as accounting) reduced the risks of
maritime trade. The emergence of deposit banking also helped trade and commerce and
encouraged overseas ventures.
3. What was the Columbian Exchange, and how did it affect societies in the Americas and
Europe?
Answer: This exchange refers to the encounter between the native peoples of the
Americas and the first Europeans to cross the Atlantic, such as Christopher Columbus.
The Old World and New World exchanged their foods, plants, animals, and diseases.
Both sides of the Atlantic were subsequently transformed. For example, European food
acquired characteristics of the native peoples, while the Europeans brought their horses,
sheep, cattle, and pigs to the New World. Unfortunately, both sides also shared their
diseases with each other, in the form of syphilis that European sailors picked up on the
Caribbean islands and smallpox that devastated native peoples in the New World. Some
of these indigenous populations were nearly wiped out as a result of the diseases brought
over by the Spanish.
4. What were the chief similarities and differences between the civilizations of Africa and
the Americas?
Answer: Both Africa and the Americas had a wide range of societies as far as social
stratification and cultural and religious diversity. Africa and the Americas had urban
centers, such as the Aztec empire in Mesoamerica. Some of the simpler, more egalitarian
societies of West Africa were organized around kinship, like America’s Eastern
Woodlands Indians. Also, some groups in both Africa and the Americas practiced animist
religions in which aspects of nature were considered to be gods and spirits.
But there were vast differences between the civilizations of Africa and the Americas. Slavery
was widely practiced on a tribal level in Africa, even before the arrival of the Europeans. On
the other hand, the empires of the Americas such as the Aztecs used systems of tribute and
taxation instead of slavery. Additionally, there were large domesticated animals in Africa but
not in the Americas prior to the arrival of the Europeans.
Trade also played a bigger role in the economic life of Africa than the Americas. The
North African states on the Mediterranean had been trading with Europe since ancient
times.
2. How did economic and political changes in Europe facilitate overseas expansion?
Answer: The rise of powerful monarchs across Europe created new nation-states out of
the relatively weak decentralized governments, and so the monarchs of nations like
England, France, and Spain sought money for state-building purposes, which led to the
colonization and exploration of Africa and the Americas.
Once Europe had recovered from the Black Death pandemic, populations experienced
high growth, while city-states, such as Venice, began to dominate trade and finance with
the East. Innovations in financial practices (such as accounting) reduced the risks of
maritime trade. The emergence of deposit banking also helped trade and commerce and
encouraged overseas ventures.
3. What was the Columbian Exchange, and how did it affect societies in the Americas and
Europe?
Answer: This exchange refers to the encounter between the native peoples of the
Americas and the first Europeans to cross the Atlantic, such as Christopher Columbus.
The Old World and New World exchanged their foods, plants, animals, and diseases.
Both sides of the Atlantic were subsequently transformed. For example, European food
acquired characteristics of the native peoples, while the Europeans brought their horses,
sheep, cattle, and pigs to the New World. Unfortunately, both sides also shared their
diseases with each other, in the form of syphilis that European sailors picked up on the
Caribbean islands and smallpox that devastated native peoples in the New World. Some
of these indigenous populations were nearly wiped out as a result of the diseases brought
over by the Spanish.
4. What were the chief similarities and differences between the civilizations of Africa and
the Americas?
Answer: Both Africa and the Americas had a wide range of societies as far as social
stratification and cultural and religious diversity. Africa and the Americas had urban
centers, such as the Aztec empire in Mesoamerica. Some of the simpler, more egalitarian
societies of West Africa were organized around kinship, like America’s Eastern
Woodlands Indians. Also, some groups in both Africa and the Americas practiced animist
religions in which aspects of nature were considered to be gods and spirits.
But there were vast differences between the civilizations of Africa and the Americas. Slavery
was widely practiced on a tribal level in Africa, even before the arrival of the Europeans. On
the other hand, the empires of the Americas such as the Aztecs used systems of tribute and
taxation instead of slavery. Additionally, there were large domesticated animals in Africa but
not in the Americas prior to the arrival of the Europeans.
Trade also played a bigger role in the economic life of Africa than the Americas. The
North African states on the Mediterranean had been trading with Europe since ancient
times.
Loading page 30...
28
5. How did the different labor systems employed by the Spanish, French, and English affect
the indigenous populations of the Americas?
Answer: The economy of New Spain was based on a highly exploitive system of forced
labor. The Spanish used a system known as the encomienda that was not much different
than slavery. Indians were considered “vassals” who owed their labor to noblemen, who
would save the souls of the Indians by converting them. This system led to a high
mortality rate among the indigenous population, which resulted in the Spanish using
other types of labor, including conscript labor, wage
labor, and slavery.
The French encounter with Native Americans was much different. They sought to
maintain good relations with the local tribes because they depended on them to provide
furs for trade. The French population often intermarried with local Indians (with the
encouragement of the French government) in the hope that this would facilitate a gradual
assimilation of the Indian population into the French culture of New France. The French
were just as eager as the Spanish to convert the Indians, but French missionaries lived
among Indians and learned their customs instead of imposing Catholicism by force.
The English would create a slave-based labor system in the Americas in the form of
plantations. In this system, the indigenous populations would be kicked off of their lands,
which would be repopulated with colonists, instead of incorporated into their culture.
Crawl Questions and Answers
What theories account for the mass extinction of large mammals in the Americas? (p. 4)
Answer: There are three competing scientific theories that might explain the mass extinctions of
large mammals. Overhunting by the Paleo-Indians is one explanation. Other scientists think that
dramatic climate change is responsible for extinctions of large mammals. In this case, the rising
temperatures that marked the end of the Ice Age killed off animals that were unable to adapt. The
final theory is that diseases brought to the New World by humans and their animals (i.e., dogs
and rats) killed off the large game in the Americas.
What impact did agriculture have on the evolution of the societies of the Americas? (pp. 5–6)
Answer: Agriculture changed groups like the Archaic Era Indians, who implemented basic
weeding practices to facilitate the growth of edible plants. They also learned about seeds and
developed basic concepts about irrigation. Such groups increased their food supplies and needed
to hunt less as a result.
By about 5000 BCE, natives in the region of modern-day Mexico could grow crops like maize,
squash, and beans, which led to food surpluses and large population increases. All of this
allowed urbanization and the creation of towns and cities to occur. These ancient peoples could
then focus their attention on things besides growing food, such as cultural, artistic, and
engineering endeavors. Societies thus became more advanced and complex, with increased social
stratification, written languages, mathematical systems, sophisticated irrigation techniques, and
impressive architecture.
5. How did the different labor systems employed by the Spanish, French, and English affect
the indigenous populations of the Americas?
Answer: The economy of New Spain was based on a highly exploitive system of forced
labor. The Spanish used a system known as the encomienda that was not much different
than slavery. Indians were considered “vassals” who owed their labor to noblemen, who
would save the souls of the Indians by converting them. This system led to a high
mortality rate among the indigenous population, which resulted in the Spanish using
other types of labor, including conscript labor, wage
labor, and slavery.
The French encounter with Native Americans was much different. They sought to
maintain good relations with the local tribes because they depended on them to provide
furs for trade. The French population often intermarried with local Indians (with the
encouragement of the French government) in the hope that this would facilitate a gradual
assimilation of the Indian population into the French culture of New France. The French
were just as eager as the Spanish to convert the Indians, but French missionaries lived
among Indians and learned their customs instead of imposing Catholicism by force.
The English would create a slave-based labor system in the Americas in the form of
plantations. In this system, the indigenous populations would be kicked off of their lands,
which would be repopulated with colonists, instead of incorporated into their culture.
Crawl Questions and Answers
What theories account for the mass extinction of large mammals in the Americas? (p. 4)
Answer: There are three competing scientific theories that might explain the mass extinctions of
large mammals. Overhunting by the Paleo-Indians is one explanation. Other scientists think that
dramatic climate change is responsible for extinctions of large mammals. In this case, the rising
temperatures that marked the end of the Ice Age killed off animals that were unable to adapt. The
final theory is that diseases brought to the New World by humans and their animals (i.e., dogs
and rats) killed off the large game in the Americas.
What impact did agriculture have on the evolution of the societies of the Americas? (pp. 5–6)
Answer: Agriculture changed groups like the Archaic Era Indians, who implemented basic
weeding practices to facilitate the growth of edible plants. They also learned about seeds and
developed basic concepts about irrigation. Such groups increased their food supplies and needed
to hunt less as a result.
By about 5000 BCE, natives in the region of modern-day Mexico could grow crops like maize,
squash, and beans, which led to food surpluses and large population increases. All of this
allowed urbanization and the creation of towns and cities to occur. These ancient peoples could
then focus their attention on things besides growing food, such as cultural, artistic, and
engineering endeavors. Societies thus became more advanced and complex, with increased social
stratification, written languages, mathematical systems, sophisticated irrigation techniques, and
impressive architecture.
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Subject
History