chapter one people in motion: the atlantic world to …€¦ · 20. how did ferdinand and isabella...

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CHAPTER ONE PEOPLE IN MOTION: THE ATLANTIC WORLD TO 1590

Multiple Choice 1. In the engraving Amerigo Vespucci Awakens a Sleeping America, the native inhabitants of this new continent are portrayed as being __________. A) good-natured but primitive B) sexual and savage C) charitable and religious D) well-educated but unsophisticated Answer: B Learning Outcome: Demonstrate knowledge of key events, people, institutions, and chronology in the Atlantic World to 1590 Topic: Introduction Difficulty Level: Moderate Skill Level: Understand the Connections Text Asset: Chapter opening image

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2. The Paleo-Indians were __________. A) farmers with complex systems of trade and agriculture B) residents of permanent settlements C) the first human settlers of the Americas D) those who migrated from Asia by land rather than by sea Answer: C Learning Outcome: Demonstrate knowledge of key events, people, institutions, and chronology in the Atlantic World to 1590 Topic: 1.1 The First Americans Difficulty Level: Easy Skill Level: Remember the Facts

3. Based on this map, scholarly theories reveal that the first inhabitants of the Americas arrived by __________. A) crossing a land bridge from Asia or traveling by boat B) sailing westward from Europe and Africa across the Atlantic Ocean C) migrating north from the southernmost points of South America D) journeying by boat from Greenland to the eastern coast of North America Answer: A Learning Outcome: Demonstrate knowledge of key events, people, institutions, and chronology in the Atlantic World to 1590 Topic: 1.1.1 Migration, Settlement, and the Rise of Agriculture Difficulty Level: Easy Skill Level: Remember the Facts Text Asset: 1.1 Migration from Asia to America





4. How did the Archaic Era Indians differ from the Paleo-Indians? A) Both men and women hunted large mammals together in small bands. B) They developed a written language system. C) They were the first to use the spearheads now known as Clovis points. D) They learned how to collect and plant seeds. Answer: D Learning Outcome: Demonstrate knowledge of key events, people, institutions, and chronology in the Atlantic World to 1590 Topic: 1.1.1 Migration, Settlement, and the Rise of Agriculture Difficulty Level: Difficult Skill Level: Analyze It 5. Olmecs, Maya, Toltecs, and Aztecs were advanced societies in __________. A) the Mississippi Valley B) Mesoamerica C) South America D) the American Southwest Answer: B Learning Outcome: Demonstrate knowledge of key events, people, institutions, and chronology in the Atlantic World to 1590 Topic: 1.1.1 Migration, Settlement, and the Rise of Agriculture Difficulty Level: Easy Skill Level: Remember the Facts 6. How did the Aztecs modify their natural environment to develop a successful civilization centered on an island on Lake Texcoco? A) They implemented a system of slavery based on captured prisoners of war and criminals. B) They created a central plaza with towering pyramids which served as temples. C) They constructed a system of dams and aqueducts to control lake levels and bring in fresh water. D) They built elaborate earthen mounds to bury their dead. Answer: C Learning Outcome: Demonstrate knowledge of key events, people, institutions, and chronology in the Atlantic World to 1590 Topic: 1.1.2 The Aztec Difficulty Level: Difficult Skill Level: Analyze It





7. The system of housing developed by the Anasazi in the American Southwest differed from other housing systems constructed by early complex societies in the Americas because __________. A) they had a sophisticated system of interconnected multi-roomed structures used for both religious ceremonies and housing B) their homes were built on top of large earthen mounds C) their wooden and bark structures could easily be assembled and reassembled as they moved when the seasons of the year changed D) they lived on a series of islands connected by causeways and bridges Answer: A Learning Outcome: Demonstrate knowledge of key events, people, institutions, and chronology in the Atlantic World to 1590 Topic: 1.1.3 Mound Builders and Pueblo Dwellers Difficulty Level: Moderate Skill Level: Understand the Connections 8. 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) practiced human sacrifice Answer: D Learning Outcome: Demonstrate knowledge of key events, people, institutions, and chronology in the Atlantic World to 1590 Topic: 1.1.2 The Aztec Difficulty Level: Moderate Skill Level: Understand the Connections 9. What left indigenous Americans most vulnerable to Europeans upon first contact? A) their isolation and lack of exposure to many diseases B) their conviction in magic and superstition C) their lack of such animals as horses and camels D) their lack of highly developed iron weapons Answer: A Learning Outcome: Demonstrate knowledge of key events, people, institutions, and chronology in the Atlantic World to 1590 Topic: 1.1.5 American Societies on the Eve of European Contact Difficulty Level: Difficult Skill Level: Analyze It





10. Based on this engraving of the village of Secoton, how did the Eastern Woodland Indians differ from Mesoamerican Indians? A) Their social structure was rigidly hierarchical. B) They constructed large homes of adobe and stone. C) Their food source was limited to hunting large game and gathering wild plants. D) Their outlook was more communal than individualistic. Answer: D Learning Outcome: Demonstrate knowledge of key events, people, institutions, and chronology in the Atlantic World to 1590 Topic: 1.1.4 Eastern Woodlands Indian Societies Difficulty Level: Difficult Skill Level: Analyze It Text Asset: 1.4 Engraving Based on John White’s Painting of Secoton





11. The engraving system that emerged as a result of the invention of the printing press and transformed visual culture __________. A) relied on unskilled laborers B) was a complicated multiple-stepped process C) was a slow activity that led to the production of only one or two images per year D) depended on simple and primitive tools Answer: B Learning Outcome: Demonstrate knowledge of key events, people, institutions, and chronology in the Atlantic World to 1590 Topic: 1.2.2 Trade, Commerce, and Urbanization Difficulty Level: Difficult Skill Level: Analyze It Text Asset: 1.5 Copper Engraving 12. What defined the nation-states that emerged in Europe by the sixteenth century? A) adherence to the Protestant religion B) an unorganized military system C) increased trade D) centralized power Answer: D Learning Outcome: Demonstrate knowledge of key events, people, institutions, and chronology in the Atlantic World to 1590 Topic: 1.2.4 New Monarchs and the Rise of the Nation-State Difficulty Level: Moderate Skill Level: Understand the Connections





13. What trade goods from Asia were most sought after by Europeans? A) new food products like chocolate and tomatoes B) gold and silver C) spices, silk, and cotton D) prized dyes such as indigo and cochineal Answer: C Learning Outcome: Demonstrate knowledge of key events, people, institutions, and chronology in the Atlantic World to 1590 Topic: 1.2.1 The Allure of the East and the Challenge of Islam Difficulty Level: Easy Skill Level: Remember the Facts 14. By 1400, most of the trade and finance in Europe was controlled by __________. A) Venice and other Italian city-states B) the new nation-states of Spain and Portugal C) Muslim merchants in Eastern Europe D) Dutch and Belgian cities like Amsterdam and Antwerp Answer: A Learning Outcome: Demonstrate knowledge of key events, people, institutions, and chronology in the Atlantic World to 1590 Topic: 1.2.1 Trade, Commerce, and Urbanization Difficulty Level: Easy Skill Level: Remember the Facts 15. In capitalism, the prices of goods and services are set by __________. A) the monarchy and the church B) bankers and merchants C) the market D) landowners Answer: C Learning Outcome: Demonstrate knowledge of key events, people, institutions, and chronology in the Atlantic World to 1590 Topic: 1.2.1 Trade, Commerce, and Urbanization Difficulty Level: Easy Skill Level: Remember the Facts 16. Eastern Woodlands Indians viewed nature as sacred, whereas Europeans primarily saw it as __________. A) a source of religious inspiration B) something to control and exploit C) an environment filled with animal spirits D) a resource to conserve





Answer: B Learning Outcome: Demonstrate knowledge of key events, people, institutions, and chronology in the Atlantic World to 1590 Topic: 1.2.1 Trade, Commerce, and Urbanization Difficulty Level: Moderate Skill Level: Understand the Connections 17. The British monarch who separated from the Catholic Church to form the Church of England was _________. A) Elizabeth I B) Henry VIII C) Edward VI D) Ferdinand of Aragon Answer: B Learning Outcome: Demonstrate knowledge of key events, people, institutions, and chronology in the Atlantic World to 1590 Topic: 1.2.4 New Monarchs and the Rise of the Nation-State Difficulty Level: Easy Skill Level: Remember the Facts 18. What quality did the Renaissance and Reformation share? A) a desire to maximize profits through capitalism B) a rejection of the Bible C) acceptance of art and sculpture that emphasized the beauty of the human body D) a questioning of the status quo Answer: D Learning Outcome: Demonstrate knowledge of key events, people, institutions, and chronology in the Atlantic World to 1590 Topic: 1.2.3 Renaissance and Reformation Difficulty Level: Difficult Skill Level: Analyze It





19. How does this illustration address one of the essential beliefs of Calvinism? A) All images were forms of idolatry that had to be purged. B) God had destined people for salvation before birth. C) The true church was embodied by an “elect.” D) The damned could find salvation through good works. Answer: A Learning Outcome: Demonstrate knowledge of key events, people, institutions, and chronology in the Atlantic World to 1590 Topic: 1.2.3 Renaissance and Reformation Difficulty Level: Difficult Skill Level: Analyze It Text Asset: 1.6 Protestants Stripping a Church of Images 20. How did Ferdinand and Isabella transform Spain into a world power in the late 1400s? A) They strengthened the power of the Roman Catholic Church. B) They appointed Jews and Muslims to a council of political advisors. C) They increased the power of the nobility. D) They lowered taxes and increased agricultural production. Answer: A Learning Outcome: Demonstrate knowledge of key events, people, institutions, and chronology in the Atlantic World to 1590 Topic: 1.2.4 New Monarchs and the Rise of the Nation-State





Difficulty Level: Moderate Skill Level: Understand the Connections 21. Christopher Columbus planned to find a more direct route to Asia by __________. A) traveling around the southern tip of Africa B) taking an overland trade route across the Middle East C) sailing west across the Atlantic Ocean D) finding a Northwest Passage through the Arctic Ocean Answer: C Learning Outcome: Demonstrate knowledge of key events, people, institutions, and chronology in the Atlantic World to 1590 Topic: 1.3 Columbus and the Columbian Exchange Difficulty Level: Easy Skill Level: Remember the Facts 22. The first Europeans to arrive in North America were the __________. A) Portuguese B) Vikings C) Spanish D) English Answer: B Learning Outcome: Demonstrate knowledge of key events, people, institutions, and chronology in the Atlantic World to 1590 Topic: 1.3.1 Columbus Encounters the “Indians” Difficulty Level: Easy Skill Level: Remember the Facts 23. What was the Columbian Exchange? A) the belief that Europeans should treat Indians as savages who were to be ordered about B) the implementation of new technological skills to explore new lands and water routes C) the biological encounter between the native peoples of the Americas and the first Europeans to cross the Atlantic D) the introduction of Christian beliefs to the native peoples found in the Americas Answer: C Learning Outcome: Demonstrate knowledge of key events, people, institutions, and chronology in the Atlantic World to 1590 Topic: 1.3.1 Columbus Encounters the “Indians” Difficulty Level: Easy Skill Level: Remember the Facts





24. The objects in the drawing “Nova Reperta” represent __________. A) religious artifacts used to convert Indians to Christianity B) new products introduced to Europe from North and South America C) technology borrowed from the Islamic world D) new discoveries that made the exploration and settlement of the “New World” possible Answer: D Learning Outcome: Demonstrate knowledge of key events, people, institutions, and chronology in the Atlantic World to 1590 Topic: 1.3.2 European Technology in the Era of the Columbian Exchange Difficulty Level: Moderate Skill Level: Understand the Connections Text Asset: 1.9 Nova Reperta 25. The Spanish exported which of the following items from the lands they conquered in the Americas? A) horses B) gold and silver C) luxury cloth such as silk D) grains such as wheat and barley Answer: B Learning Outcome: Demonstrate knowledge of key events, people, institutions, and chronology in the Atlantic World to 1590 Topic: 1.3.3 The Conquest of the Aztec and Inca Empires Difficulty Level: Easy Skill Level: Remember the Facts





26. Although Hernán Cortés was greatly outnumbered by the Aztecs, he was able to conquer this powerful empire because of alliances that he made with __________. A) people who had been conquered by the Aztecs B) slaves looking to win their freedom C) the Inca Empire D) other European settlers Answer: A Learning Outcome: Demonstrate knowledge of key events, people, institutions, and chronology in the Atlantic World to 1590 Topic: 1.3.3 The Conquest of the Aztec and Inca Empires Difficulty Level: Easy Skill Level: Remember the Facts 27. Christopher Columbus’s attitude toward the inhabitants of the Indies was primarily one of __________. A) resentment B) reverence C) cooperation D) superiority Answer: D Learning Outcome: Demonstrate knowledge of key events, people, institutions, and chronology in the Atlantic World to 1590 Topic: 1.3.1 Columbus Encounters the “Indians” Difficulty Level: Difficult Skill Level: Analyze It 28. What role did disease play in the Columbian Exchange? A) The negative impact of disease was limited to the Indian population. B) New food products discovered in the Americas infected Europeans with previously unknown diseases. C) “New World” Indians were decimated by smallpox and other diseases brought by Europeans. D) The diseases brought by Europeans to the “New World” wiped out large numbers of native animal populations. Answer: C Learning Outcome: Demonstrate knowledge of key events, people, institutions, and chronology in the Atlantic World to 1590 Topic: 1.3.1 Columbus Encounters the “Indians” Difficulty Level: Moderate Skill Level: Understand the Connections





29. To the Indians of Central and South America, the painting “Heavenly Militia” demonstrates that the god-like power of the conquistadores mainly came from the Spanish practice of __________. A) wearing elaborate clothing B) conducting religious ceremonies C) using military weaponry D) developing skilled horsemen Answer: D Learning Outcome: Demonstrate knowledge of key events, people, institutions, and chronology in the Atlantic World to 1590 Topic: 1.3.3 The Conquest of the Aztec and Inca Empires Difficulty Level: Moderate Skill Level: Understand the Connections Text Asset: 1.10 Heavenly Militia 30. After indigenous workers on the Caribbean islands were nearly wiped out by deadly diseases, the Spanish turned to __________ for a new supply of labor. A) Aztec prisoners of war captured after the conquest of Mexico B) the African slave trade C) Spanish prisoners and debtors D) Jews, Muslims, and others who were expelled from Spain Answer: B Learning Outcome: Demonstrate knowledge of key events, people, institutions, and chronology in the Atlantic World to 1590 Topic: 1.3.3 The Conquest of the Aztec and Inca Empires Difficulty Level: Easy Skill Level: Remember the Facts





31. According to the map, how did Portugal establish more direct trading networks with Asia? A) by sailing around Africa B) through existing Mediterranean sea routes C) along overland routes across the Middle East D) by sailing west across the Atlantic Ocean Answer: A Learning Outcome: Demonstrate knowledge of key events, people, institutions, and chronology in the Atlantic World to 1590 Topic: Topic: 1.4.2 The Portuguese-African Connection Difficulty Level: Easy Skill Level: Remember the Facts Text Asset: 1.11 Internal African Trade Routes and Portuguese Trade with Africa 32. The Igbos of West Africa were similar to the Eastern Woodland Indians of North America in that both societies __________. A) practiced human sacrifice B) were hierarchal in structure and organization C) implemented a system of absolute rule by a monarch D) traced their ancestry through the matrilineal side of their families Answer: D Learning Outcome: Demonstrate knowledge of key events, people, institutions, and chronology in the Atlantic World to 1590 Topic: 1.4.1 West African Societies, Islam, and Trade Difficulty Level: Moderate Skill Level: Understand the Connections





33. The most essential item involved in the trade routes between North and West Africa was __________. A) sugar B) salt C) fruits and vegetables D) domesticated animals Answer: B Learning Outcome: Demonstrate knowledge of key events, people, institutions, and chronology in the Atlantic World to 1590 Topic: 1.4.1 West African Societies, Islam, and Trade Difficulty Level: Easy Skill Level: Remember the Facts 34. The African slave trade was initially controlled by __________. A) Spanish conquistadores B) Portuguese merchants C) Muslim traders D) British sailors Answer: C Learning Outcome: Demonstrate knowledge of key events, people, institutions, and chronology in the Atlantic World to 1590 Topic: Topic: 1.4.3 African Slavery Difficulty Level: Easy Skill Level: Remember the Facts 35. What argument was used to justify the enslavement of the Guanche of the Canary Islands by the Portuguese? A) The Pope described them as “infidels and savages.” B) The Guanche were experienced sugar planters. C) The Portuguese found them easy to capture. D) The Guanche were immune to diseases such as smallpox and measles. Answer: A Learning Outcome: Demonstrate knowledge of key events, people, institutions, and chronology in the Atlantic World to 1590 Topic: Topic: 1.4.2 The Portuguese-African Connection Difficulty Level: Easy Skill Level: Remember the Facts





36. The kingdom of Benin in West Africa used bronze obtained from exchanges with __________ to create items such as this panel for its royal palace. A) Muslim caravans B) Portuguese traders C) African kingdoms further to the south D) Spanish conquistadores Answer: B Learning Outcome: Demonstrate knowledge of key events, people, institutions, and chronology in the Atlantic World to 1590 Topic: 1.4.3 African Slavery Difficulty Level: Easy Skill Level: Remember the Facts Text Asset: 1.12 Benin Bronze Panel





37. Though West African societies were as diverse as those in the Americas, they were different in that only West Africans __________. A) had extensive trade networks B) followed polytheistic religious traditions C) practiced Islam D) had both patrilineal and matrilineal societies Answer: C Learning Outcome: Demonstrate knowledge of key events, people, institutions, and chronology in the Atlantic World to 1590 Topic: 1.4.1 West African Societies, Islam, and Trade Difficulty Level: Moderate Skill Level: Understand the Connections 38. How did the European concept of slavery differ from the African concept of slavery? A) Slaves owned by Europeans were treated respectfully because they were valuable property. B) European slavery was permanent and hereditary. C) Africans worked their slaves harder than Europeans. D) Slaves belonging to Europeans could attain positions of privilege. Answer: B Learning Outcome: Demonstrate knowledge of key events, people, institutions, and chronology in the Atlantic World to 1590 Topic: 1.4.3 African Slavery Difficulty Level: Moderate Skill Level: Understand the Connections 39. Unlike other West African kingdoms and nations, Benin’s decision to end its participation in the slave trade allowed it to __________. A) trade exclusively with the Spanish B) address humanitarian concerns for enslaved people C) remain isolated from Europe D) maintain its political autonomy longer than its neighbors did Answer: D Learning Outcome: Demonstrate knowledge of key events, people, institutions, and chronology in the Atlantic World to 1590 Topic: 1.4.3 African Slavery Difficulty Level: Moderate Skill Level: Understand the Connections





40. The demand for African slaves was fueled by the high profits being made from plantations on Portuguese colonies that grew and processed __________. A) sugar B) indigo C) tobacco D) cotton Answer: A Learning Outcome: Demonstrate knowledge of key events, people, institutions, and chronology in the Atlantic World to 1590 Topic: 1.4.2 The Portuguese-African Connection Difficulty Level: Easy Skill Level: Remember the Facts

41. This map shows that in the exploration of the Atlantic world __________. A) European nations each took different routes B) the Caribbean Sea was in the control of the French C) Europeans lost interest in exploration after the beginning of the sixteenth century D) The English and French collaborated in exploring North America Answer: A Learning Outcome: Demonstrate knowledge of key events, people, institutions, and chronology in the Atlantic World to 1590 Topic: 1.5 European Colonization of the Atlantic World Difficulty Level: Easy Skill Level: Remember the Facts Text Asset: 1.13 Major European Explorations of the Atlantic





42. The writings of the Spanish bishop Bartolomé de Las Casas that appear in the English edition known as The Tears of the Indians portray the Spanish conquistadores as __________. A) religious and humane B) savagely brutal C) kind and generous slave owners D) victorious in celebration Answer: B Learning Outcome: Demonstrate knowledge of key events, people, institutions, and chronology in the Atlantic World to 1590 Topic: 1.5.1 The Black Legend and the Creation of New Spain Difficulty Level: Moderate Skill Level: Understand the Connections Text Asset: 1.14 Illustration from Bartolomé de Las Casas, The Tears of the Indians 43. What was the Black Legend? A) Justifications for why Europeans in the Americas resorted to African slavery. B) The tales of fabled cities of riches in the unexplored interior of the African continent. C) The practice of French fur traders intermarrying with Indian women. D) The legacy of the Spanish cruelty toward the native peoples of the Americas. Answer: D Learning Outcome: Demonstrate knowledge of key events, people, institutions, and chronology in the Atlantic World to 1590 Topic: 1.5.1 The Black Legend and the Creation of New Spain Difficulty Level: Easy





Skill Level: Remember the Facts 44. What does the architecture shown in this painting of the central plaza of Mexico City reveal about Spain’s approach to colonization? A) Commerce was banned within the confines of the plaza. B) The design of the plaza demonstrates the lack of urban planning used in Spanish colonial towns and cities. C) The Spanish constructed buildings along the plaza to emphasize the strong power of the church and state. D) Women were forbidden from attending events in public areas like the plaza. Answer: C Learning Outcome: Demonstrate knowledge of key events, people, institutions, and chronology in the Atlantic World to 1590 Topic: 1.5.1 The Black Legend and the Creation of New Spain Difficulty Level: Difficult Skill Level: Analyze It Text Asset: 1.15 Central Square of Mexico City





45. The French sent the Italian mariner Giovanni da Verrazano to North America in 1524 in order to __________. A) establish fur trading stations along the St. Lawrence River B) discover the Northwest Passage leading from the Americas to Asia C) raid Spanish settlements and treasure ships D) start plantations to grow cash crops Answer: B Learning Outcome: Demonstrate knowledge of key events, people, institutions, and chronology in the Atlantic World to 1590 Topic: 1.5.2 Fishing and Furs: France’s North Atlantic Empire Difficulty Level: Easy Skill Level: Remember the Facts 46. The occupants of the first fleets initially sent by France to Newfoundland __________. A) fished for cod B) hunted for furs C) mined gold D) gathered lumber Answer: A Learning Outcome: Demonstrate knowledge of key events, people, institutions, and chronology in the Atlantic World to 1590 Topic: 1.5.2 Fishing and Furs: France’s North Atlantic Empire Difficulty Level: Easy Skill Level: Remember the Facts 47. What experiences learned during the colonization of Ireland were then applied by the English in their colonization of North America? A) the forcible conversions of the Irish from Roman Catholicism to the Church of England under the threat of death B) the lucrative routines learned about the wool trade in Ireland C) the practices of expelling Irish farmers from their lands and establishing English-occupied plantations D) the use of a tribute system where the English made the Irish perform hard labor in exchange for spiritual care Answer: C Learning Outcome: Demonstrate knowledge of key events, people, institutions, and chronology in the Atlantic World to 1590 Topic: 1.5.3 English Expansion: Ireland and Virginia Difficulty Level: Easy Skill Level: Remember the Facts





48. The French Jesuits’ use of religious images to convert the Indians was most likely effective because these images __________. A) intimidated the Indians until they converted in fear B) were superior to the religious artwork of the Spanish and English C) reminded the Indians of familiar religious figures in their culture D) bypassed cultural and linguistic differences Answer: D Learning Outcome: Demonstrate knowledge of key events, people, institutions, and chronology in the Atlantic World to 1590 Topic: 1.5.2 Fishing and Furs: France’s North Atlantic Empire Difficulty Level: Difficult Skill Level: Analyze It Text Asset: 1.16 Two Europeans Show a Religious Painting to a Group of Native Americans





49. The portrait of Queen Elizabeth I shows that the balance of power in the Atlantic shifted near the end of the sixteenth century as a result of the English __________. A) discovery of the Northwest Passage to Asia B) establishment of tobacco plantations in Virginia C) defeat of the Spanish Armada in 1588 D) development of a new colonial model in Ireland Answer: C Learning Outcome: Demonstrate knowledge of key events, people, institutions, and chronology in the Atlantic World to 1590 Topic: 1.5.3 English Expansion: Ireland and Virginia Difficulty Level: Moderate Skill Level: Understand the Connections Text Asset: 1.17 Elizabeth’s Armada Portrait





50. How did Theodore de Bry represent the religious beliefs of Native Americans? A) His engravings showed that Indians participated in religious ceremonies similar to those of Catholic and Protestant Europeans. B) He emphasized the “otherness” of the indigenous ceremonies that promoted the people of the New World as being un-Christian savages. C) The European features shown on the Indians’ faces made Europeans sympathize with them and accept their religious practices. D) He showed how Catholic explorers from Europe exploited the indigenous people of the Americas. Answer: C Learning Outcome: Demonstrate knowledge of key events, people, institutions, and chronology in the Atlantic World to 1590 Topic: 1.5.3 English Expansion: Ireland and Virginia Difficulty Level: Difficult Skill Level: Analyze It Text Asset: Theodore de Bry’s America. The religious ceremony of the Indians.





Essay 51. What impact did agriculture have on the transformation of indigenous societies in the Americas? The ideal answer should include:

1. 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. This phenomenon first appeared around 5000 BCE in what is now Mexico.

2. Working with crops required the creation of large permanent settlements that led to urbanization.

3. Increased food surpluses resulted in a shift of resources to a variety of cultural, artistic, and engineering projects.

4. Societies thus became more advanced and complex, with increased social stratification, written languages, mathematical systems, sophisticated irrigation techniques, and impressive architecture.

Learning Outcome: Demonstrate knowledge of key events, people, institutions, and chronology in the Atlantic World to 1590 Topic: 1.1.1 Migration, Settlement, and the Rise of Agriculture Difficulty Level: Moderate Skill Level: Understand the Connections 52. Discuss the transformations of the Renaissance and Reformation. How did these movements change the way Europeans viewed the world? How might they have influenced the drive to explore the Americas? The ideal answer should include:

1. The revival of interest in ancient Greek and Roman cultures that led to the Renaissance changed the way Europeans thought about art, architecture, science, and politics. Humanists placed emphasis on theology, self-improvement, and the beauty of the human body. The spirit of exploration inspired Europeans to discover new lands and trade routes. Civic humanism encouraged people to participate in greater aspects of public life.

2. The study of ancient languages led to a new interest in the early church and resulted in a call for reform in the Roman Catholic Church by religious leaders like Martin Luther and John Calvin. Luther’s attack on the sale of indulgences and other Catholic practices caused him to stress that only faith could lead to salvation. His rejection of monasticism led to Christians playing a greater role in the public world.

3. Calvin’s ideas regarding predestination and power in the “elect” instead of the Roman Catholic Church stressed that Protestants could create a true church wherever they lived including the American wilderness. Having no physical place to worship or formal ministers did not prevent people from meeting their spiritual needs.

4. Several European monarchs were attracted to Luther’s calls to reject the Pope’s authority because they saw this as a way to strengthen their power. This was something that could be achieved through the establishment of foreign colonies.

Learning Outcome: Demonstrate knowledge of key events, people, institutions, and chronology





in the Atlantic World to 1590 Topic: 1.2.3 Renaissance and Reformation Difficulty Level: Difficult Skill Level: Analyze It 53. What factors led to the defeat of the Aztecs by Hernán Cortés? How was this conquest similar to and different from other conquests by the Spanish in the New World? The ideal answer should include:

1. Although they were outnumbered by the Aztecs, the Spanish had military advantages that led to a Spanish victory. These included horses, firearms like the arquebus, and steel weapons.

2. The Spanish were allied with people who had been conquered and exploited by the Aztecs. 3. The Spanish carried with them many diseases, including smallpox, that killed large

numbers of Aztecs. 4. The conquest of Mexico was similar to Pizarro’s conquest of the Incas in Peru in that

both empires were subjugated through exposure to disease and military weaponry that led conquered people to see the Spanish as having god-like powers. The conquest of both of these empires resulted in the Spanish acquiring large amounts of wealth through precious minerals, new food, and luxury products.

5. In addition, the Spanish took advantage of existing systems of tribute and taxation within the realm of the Aztec empire to maximize the amount of wealth taken from that region.

Learning Outcome: Demonstrate knowledge of key events, people, institutions, and chronology in the Atlantic World to 1590 Topic: 1.3.3 The Conquest of the Aztec and Inca Empires Difficulty Level: Moderate Skill Level: Understand the Connections 54. How were the civilizations of Africa and the Americas similar to and different from each other? The ideal answer should include:

1. Both Africa and the Americas had societies with a wide range of social stratification and cultural and religious diversity. Africa and the Americas had urban centers, such as Timbuktu in the Songhai Empire of West Africa and the Aztec empire in Mesoamerica.

2. Some of the simpler, more egalitarian societies of West Africa were organized around kinship, like America’s Eastern Woodlands Indians. Many of these were arranged through matrilineal lines.

3. Some groups in both Africa and the Americas practiced animist religions in which aspects of nature were considered to be gods and spirits.

4. There were also vast differences between the civilizations of Africa and the Americas. Islam spread through trade routes in various parts of Africa and became the dominant religion in many of these areas, especially in trade centers.

5. 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.





6. There were large domesticated animals in Africa but not in the Americas prior to the arrival of the Europeans.

7. 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.

Learning Outcome: Demonstrate knowledge of key events, people, institutions, and chronology in the Atlantic World to 1590 Topics: 1.1.1 Migration, Settlement, and the Rise of Agriculture and 1.4.1 West African Societies, Islam, and Trade Difficulty Level: Moderate Skill Level: Understand the Connections 55. Compare and contrast the political, economic, and social factors that Spain, France, and England used in colonizing and settling the Americas. The ideal answer should include:

1. Politically, both the monarchs of Spain and France financially supported voyages of exploration. On the other hand, the English monarchy did not invest financial resources. Instead, English colonial ventures relied on private capital to finance plans for exploration and settlement.

2. The economy of New Spain was based on a highly exploitive system of forced labor 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 English created a slave-based labor system in the Americas in the form of plantations. The indigenous populations were expelled from their lands, which were repopulated with colonists, instead of being incorporated into the English culture.

3. The Spanish wanted to convert the Indians in order to save their souls, but the Spanish used this as a guise to brutally exploit the Indians. 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, but French missionaries lived among Indians and learned their customs instead of imposing Catholicism by force. The first English contact with the indigenous populations of the Americas was marked by violence, with the first colony at Roanoke ending in disaster.

Learning Outcome: Demonstrate knowledge of key events, people, institutions, and chronology in the Atlantic World to 1590 Topics: 1.5 European Colonization of the Atlantic World Difficulty Level: Difficult Skill Level: Analyze It




chapter one people in motion: the atlantic world to …€¦ · 20. how did ferdinand and isabella...

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