This document contains a chapter from a textbook on ancient American history. It provides sample answers to 22 multiple choice questions about early human migration to the Americas, the development of ancient American civilizations like the Aztecs and Incas, European exploration and colonization, and the exchange of plants, animals and diseases between the connected worlds. The questions cover topics like the population of North America pre-Columbian, the land bridge that connected Asia and North America, why early North American diets changed, and how transportation systems developed in ancient American societies.
W7L3European Age of ExplorationA World Map from Alberto Cantin.docxmelbruce90096
W7L3
European Age of Exploration
A World Map from Alberto Cantino, 1502
When we last left Europe, the Islamic trading influences had sparked a revolution of ideas in Italy that began to spread across the cultural centers of European kingdoms. The Italian Renaissance slowly spread across Europe, bringing new innovations in technology, art, music, scientific understanding, mathematics, and medicine. In turn these ideas had sparked the Reformation. However, by the sixteenth century, as the Reformation picked up steam and began spreading radical religious ideas throughout Christendom, already some European kingdoms had begun applying Renaissance inventions to new economic opportunities: Exploration.
The presence of patronage throughout royal courts had encouraged a stability of economies. This stability was called mercantilism – the economic doctrine that assumes government control of foreign trade is the most important element of ensuring prosperity for a given state. The idea is that trading partners need each other to prosper, so trading states are less likely to war with each other over minor details, lest that diminishes trade. The downside to mercantilism is that it can foster an atmosphere of such extreme competition between two or more states that other states end up falling prey to that intense rivalry. This is exactly what happened with cultures in Africa, North America, the Caribbean, and Mesoamerica. But the immediacy of stability caused by mercantilism contributed to the standing atmosphere of intellectual curiosity and increasing centralized governments to lead expeditions outside of European domains.
Portugal
The Portuguese had regained control over the Kingdom of Portugal in 1415, when conquering Christian forces had expelled the occupying Moors. Spain still had some years of fighting left to regain control over the remaining Iberian Peninsula, but Portugal began to set its affairs in order and set its sights on increased trade. Playing a key role in this development was Prince Henry the Navigator.
Prince Henry the Navigator extended Portuguese trade ports throughout the coasts of Africa and into India
Prince Henry was very religious and thought that exploring the African coastline might benefit Portugal in economic glory while benefitting African through conversion from mostly Islamic beliefs to Christian ideas. He established a navigation school to increase the knowledge of sailors. New techniques in ship-building allowed for longer journeys with more gods on board. He also spread the idea that courtly chivalrous honor could be achieved through behaviors off the battle-field. In addition to military glory, he thought, knightly behavior could be earned through intellectual exploration, religious piety and missionary work, and the adventure of journeying to places unknown. In the early 1400s, Portuguese sailors began sailing into ports along the African coast. They were there not as conquerors, but as traders.
And so, Portugues.
Chapter 3 Creating New Social Orders Colonial Societies, 15EstelaJeffery653
Chapter 3 | Creating New Social Orders: Colonial Societies, 1500–1700
63
CHAPTER 3
Creating New Social Orders:
Colonial Societies, 1500–1700
Figure 3.1 John Smith’s famous map of Virginia (1622) illustrates many geopolitical
features of early colonization. In
the upper left, Powhatan, who governed a powerful local confederation of Algonquian
communities, sits above other
local chiefs, denoting his authority. Another native figure, Susquehannock, who
appears in the upper right, visually
reinforces the message that the English did not control the land beyond a few
outposts along the Chesapeake.
Chapter Outline
3.1 Spanish Exploration and Colonial Society
3.2 Colonial Rivalries: Dutch and French Colonial Ambitions
3.3 English Settlements in America
3.4 The Impact of Colonization
Introduction
By the mid-seventeenth century, the geopolitical map of North America had become a
patchwork of
imperial designs and ambitions as the Spanish, Dutch, French, and English
reinforced their claims to
parts of the land. Uneasiness, punctuated by violent clashes, prevailed in the
border zones between the
Europeans’ territorial claims. Meanwhile, still-powerful native peoples waged war
to drive the invaders
from the continent. In the Chesapeake Bay and New England colonies, conflicts
erupted as the English
pushed against their native neighbors (Figure 3.1).
The rise of colonial societies in the Americas brought Native Americans, Africans,
and Europeans together
for the first time, highlighting the radical social, cultural, and religious
differences that hampered their
ability to understand each other. European settlement affected every aspect of the
land and its people,
bringing goods, ideas, and diseases that transformed the Americas. Reciprocally,
Native American
practices, such as the use of tobacco, profoundly altered European habits and
tastes.
64
Chapter 3 | Creating New Social Orders: Colonial Societies, 1500–1700
3.1 Spanish Exploration and Colonial Society
By the end of this section, you will be able to:
• Identify the main Spanish American colonial settlements of the 1500s and
1600s
• Discuss economic, political, and demographic similarities and
differences between the
Spanish colonies
During the 1500s, Spain expanded its colonial empire to the Philippines in the Far
East and to areas in
the Americas that later became the United States. The Spanish dreamed of mountains
of gold and silver
and imagined converting thousands of eager Indians to Catholicism. In their vision
of colonial society,
everyone would know his or her place. Patriarchy (the rule of men over family,
society, and government)
shaped t ...
W7L3European Age of ExplorationA World Map from Alberto Cantin.docxmelbruce90096
W7L3
European Age of Exploration
A World Map from Alberto Cantino, 1502
When we last left Europe, the Islamic trading influences had sparked a revolution of ideas in Italy that began to spread across the cultural centers of European kingdoms. The Italian Renaissance slowly spread across Europe, bringing new innovations in technology, art, music, scientific understanding, mathematics, and medicine. In turn these ideas had sparked the Reformation. However, by the sixteenth century, as the Reformation picked up steam and began spreading radical religious ideas throughout Christendom, already some European kingdoms had begun applying Renaissance inventions to new economic opportunities: Exploration.
The presence of patronage throughout royal courts had encouraged a stability of economies. This stability was called mercantilism – the economic doctrine that assumes government control of foreign trade is the most important element of ensuring prosperity for a given state. The idea is that trading partners need each other to prosper, so trading states are less likely to war with each other over minor details, lest that diminishes trade. The downside to mercantilism is that it can foster an atmosphere of such extreme competition between two or more states that other states end up falling prey to that intense rivalry. This is exactly what happened with cultures in Africa, North America, the Caribbean, and Mesoamerica. But the immediacy of stability caused by mercantilism contributed to the standing atmosphere of intellectual curiosity and increasing centralized governments to lead expeditions outside of European domains.
Portugal
The Portuguese had regained control over the Kingdom of Portugal in 1415, when conquering Christian forces had expelled the occupying Moors. Spain still had some years of fighting left to regain control over the remaining Iberian Peninsula, but Portugal began to set its affairs in order and set its sights on increased trade. Playing a key role in this development was Prince Henry the Navigator.
Prince Henry the Navigator extended Portuguese trade ports throughout the coasts of Africa and into India
Prince Henry was very religious and thought that exploring the African coastline might benefit Portugal in economic glory while benefitting African through conversion from mostly Islamic beliefs to Christian ideas. He established a navigation school to increase the knowledge of sailors. New techniques in ship-building allowed for longer journeys with more gods on board. He also spread the idea that courtly chivalrous honor could be achieved through behaviors off the battle-field. In addition to military glory, he thought, knightly behavior could be earned through intellectual exploration, religious piety and missionary work, and the adventure of journeying to places unknown. In the early 1400s, Portuguese sailors began sailing into ports along the African coast. They were there not as conquerors, but as traders.
And so, Portugues.
Chapter 3 Creating New Social Orders Colonial Societies, 15EstelaJeffery653
Chapter 3 | Creating New Social Orders: Colonial Societies, 1500–1700
63
CHAPTER 3
Creating New Social Orders:
Colonial Societies, 1500–1700
Figure 3.1 John Smith’s famous map of Virginia (1622) illustrates many geopolitical
features of early colonization. In
the upper left, Powhatan, who governed a powerful local confederation of Algonquian
communities, sits above other
local chiefs, denoting his authority. Another native figure, Susquehannock, who
appears in the upper right, visually
reinforces the message that the English did not control the land beyond a few
outposts along the Chesapeake.
Chapter Outline
3.1 Spanish Exploration and Colonial Society
3.2 Colonial Rivalries: Dutch and French Colonial Ambitions
3.3 English Settlements in America
3.4 The Impact of Colonization
Introduction
By the mid-seventeenth century, the geopolitical map of North America had become a
patchwork of
imperial designs and ambitions as the Spanish, Dutch, French, and English
reinforced their claims to
parts of the land. Uneasiness, punctuated by violent clashes, prevailed in the
border zones between the
Europeans’ territorial claims. Meanwhile, still-powerful native peoples waged war
to drive the invaders
from the continent. In the Chesapeake Bay and New England colonies, conflicts
erupted as the English
pushed against their native neighbors (Figure 3.1).
The rise of colonial societies in the Americas brought Native Americans, Africans,
and Europeans together
for the first time, highlighting the radical social, cultural, and religious
differences that hampered their
ability to understand each other. European settlement affected every aspect of the
land and its people,
bringing goods, ideas, and diseases that transformed the Americas. Reciprocally,
Native American
practices, such as the use of tobacco, profoundly altered European habits and
tastes.
64
Chapter 3 | Creating New Social Orders: Colonial Societies, 1500–1700
3.1 Spanish Exploration and Colonial Society
By the end of this section, you will be able to:
• Identify the main Spanish American colonial settlements of the 1500s and
1600s
• Discuss economic, political, and demographic similarities and
differences between the
Spanish colonies
During the 1500s, Spain expanded its colonial empire to the Philippines in the Far
East and to areas in
the Americas that later became the United States. The Spanish dreamed of mountains
of gold and silver
and imagined converting thousands of eager Indians to Catholicism. In their vision
of colonial society,
everyone would know his or her place. Patriarchy (the rule of men over family,
society, and government)
shaped t ...
THE AMERICAN YAWPMenuSkip to contentHomeAboutBarbara Jordan – On the.docxarnoldmeredith47041
THE AMERICAN YAWPMenuSkip to contentHomeAboutBarbara Jordan – On the Impeachment of Richard Nixon (1974)Brookes printCasta paintingContributorsHow the Other Half Lived: Photographs of Jacob RiisIntroductionNote on Recommended ReadingsPressSample Feedback (@AmericanYawp)Teaching MaterialsUpdates2. Colliding Cultures
Theodor de Bry, “Negotiating Peace With the Indians,” 1634, Virginia Historical Society.
*The American Yawp is an evolving, collaborative text. Please click here to improve this chapter.*I. IntroductionII. Spanish AmericaIII. Spain’s Rivals EmergeIV. English ColonizationV. JamestownVI. New EnglandVII. ConclusionVIII. Primary SourcesIX. Reference MaterialsI. Introduction
The Columbian Exchange transformed both sides of the Atlantic, but with dramatically disparate outcomes. New diseases wiped out entire civilizations in the Americas, while newly imported nutrient-rich foodstuffs enabled a European population boom. Spain benefited most immediately as the wealth of the Aztec and Incan Empires strengthened the Spanish monarchy. Spain used its new riches to gain an advantage over other European nations, but this advantage was soon contested.
Portugal, France, the Netherlands, and England all raced to the New World, eager to match the gains of the Spanish. Native peoples greeted the new visitors with responses ranging from welcoming cooperation to aggressive violence, but the ravages of disease and the possibility of new trading relationships enabled Europeans to create settlements all along the western rim of the Atlantic world. New empires would emerge from these tenuous beginnings, and by the end of the seventeenth century, Spain would lose its privileged position to its rivals. An age of colonization had begun and, with it, a great collision of cultures commenced.II. Spanish America
Spain extended its reach in the Americas after reaping the benefits of its colonies in Mexico, the Caribbean, and South America. Expeditions slowly began combing the continent and bringing Europeans into the modern-day United States in the hopes of establishing religious and economic dominance in a new territory.
Juan Ponce de León arrived in the area named La Florida in 1513. He found between 150,000 and 300,000 Native Americans. But then two and a half centuries of contact with European and African peoples—whether through war, slave raids, or, most dramatically, foreign disease—decimated Florida’s indigenous population. European explorers, meanwhile, had hoped to find great wealth in Florida, but reality never aligned with their imaginations.
1513 Atlantic map from cartographer Martin Waldseemuller. Wikimedia.
In the first half of the sixteenth century, Spanish colonizers fought frequently with Florida’s Native peoples as well as with other Europeans. In the 1560s Spain expelled French Protestants, called Huguenots, from the area near modern-day Jacksonville in northeast Florida. In 1586 English privateer Sir Francis Drake burned the wooden settlement o.
11216 Syllabus overviewPrimary vs secondary sources11416.docxhyacinthshackley2629
1/12/16
Syllabus overview
Primary vs secondary sources
1/14/16
Ren. and Recon. In Red White and Black (Johnson 2-2; Brinkley Chapter 1)
Image: romantic view of Columbus setting foot in the new world
I. Intro Big Themes
II. The world ca. 15th century
III. Portuguese Beginnings
IV. Columbus the 1st Conquistador
America Discovery
Norse occupation of upper Canada during the middle ages
Basque fishermen fishing off of the New England and Upper Canada
Population estimates of 15-50 million of Native American descent in 1492
15th century = 1400s
Looking at the world during the 1400s, with broad brushstrokes laying out some of the rpe conditions for conquest in the hew world.
What were the goals and provisions of the Europeans that instigated them breaking from tradition and setting out to discover.
The real pioneers were the Portuguese, outside of brazil they do not have a large presence in the New World
Big Themes:
Conquest changed everything, most momentous single event that historians can think of. It changed the fortunes of the entire globe.
In the 15th century Europe was emerging from the middle ages, sometimes refered to as the dark ages and as prospering especially in maritime states, such as Genoa where Columbus was born. It was however a sideshow of the economic worlds wealth. Much of the worlds trading systems was being traded across land or hugging the coasts between Europe and the far east. Along the silk roads. Europe lay at the very end of these roads.
By being at the end of the roads Europe was on the periphery. This changed with the age of exploration.
Exploration completely changed the map of the world. What Europeans changed despite the map was to create an Atlantic system of trade and commerce, sometimes referred to as the Triangle Trade. Trade between Europe-Africa-New World (N. and S. America and the Caribbean)
The rise of the west was built on this Atlantic system. The fortunes of Europe over the next 500 years will be laid economically, politically, militarily, etc. in the colonial outposts in the New World.
Effects dramatic in other locations as well.
Africa will export slaves to work vast plantations, mining facilities, as well as other things that were done to produce wealth. The fortunes of Africans thus will be dramatically transformed.
No less dramatic to Native Americans 15-50 million indigenous inhabitants of N. and S. America. It has been estimated that a figure as high as 90% died within a century of Columbus’s ‘discovery.’
The first group that Europeans hope to enslave are N. Americans and some die from overwork, and labor.
Most die due to disease-smallpox, etc.
For peoples of Asia and Middle East will see their fortunes change in particular to that of Europe. Prior to the discoveries the east was the center of the knowledge, wealth and power, with the Middle East as Middle men in the trade routes also benefitting.
With the development of the trade routes these centers of power would diminish
Q: did the.
Exchange Program Opportunity for Secondary School Educators (T.docxcravennichole326
Exchange Program Opportunity for Secondary School Educators (Teachers).
The U.S. Embassy is pleased to announce the competition to select highly qualified candidates for summer 2019 Study of the United States Institutes (SUSI) for Secondary School Educators. These institutes are for secondary school teachers. Please note that the Institutes for teachers focus on content and materials about the US rather than teaching methods and pedagogy. Prospective applicants are encouraged to visit the link exchanges.state.gov/susi to obtain general information about the Institutes.
The program is designed to provide foreign secondary educators the opportunity to deepen their understanding of U.S. society, culture, values, and institutions. The ultimate goal of these Institutes is to strengthen curricula and to enhance the quality of teaching about the U.S. in secondary schools and other academic institutions abroad.
Candidates are requested to provide in English a curriculum vitae with contact information as well as a one page (250 words) personal statement describing their interest, what they expect to gain from the program, what qualities they bring to the program, and how they plan to use the knowledge acquired.
Page | 368
10The AmericasEugene Berger
10.1 CHRONOLOGY
18,000 – 15,000 BCE First humans migrate to the Americas
c. 13,000 BCE Big game hunters inhabit the Great Plains
c. 10,000 BCE Mesoamericans begin to cultivate squash
10,000 – 3,500 BCE Paleo-Indian Period
5600 – 3000 BCE Early Plains Archaic Period
2000 BCE – 250 CE Preclassic or Formative period in Mesoamerica
c. 1900 BCE Mesoamericans begin to make pottery
1800 – 800 BCE Late Initial Period in Peru
1500 – 400 BCE Middle Formative Period in Mesoamerica. Peak of Olmec statue carving
c. 1000 BCE Maize becomes widespread in North America
400 BCE – 100 CE Late Formative Period in Mesoamerica
200 BCE The Moche begin their conquest of Peru’s north coast
200 BCE – 400 CE The Hopewell culture flourishes in North America
100 BCE – 600 CE The Nazca culture flourishes in Peru
400s CE Tiwankau founded
550 CE Teotihuacán reaches 125,000 residents
700 CE The Huari Empire reaches its height
700 – 1400 CE Cahokia
750 CE Tikal reaches 80,000 residents
800 CE The Toltec city of Tula reaches a population of 35,000
1000 CE The Chimu establish the capital city of Chan Chan
1050 CE The population of Chaco Canyon’s five great pueblos reaches 5,000
inhabitants
1325 CE Tenochtitlán founded
1471 CE Death of Inca Pachacuti
Page | 369
CHAPTER 10: THE AMERICAS
10.2 INTRODUCTION
This city has many public squares, in which are situated the markets and other places
for buying and selling. There is one square twice as large as that of the city of Salamanca,
surrounded by porticoes, where are daily assembled more than sixty thousand souls,
engaged in buying, and selling; and where are found all kinds of merchandise that the
world affords, embracing the necessaries of life, as for instance ar.
THE AMERICAN YAWPMenuSkip to contentHomeAboutBarbara Jordan – On the.docxarnoldmeredith47041
THE AMERICAN YAWPMenuSkip to contentHomeAboutBarbara Jordan – On the Impeachment of Richard Nixon (1974)Brookes printCasta paintingContributorsHow the Other Half Lived: Photographs of Jacob RiisIntroductionNote on Recommended ReadingsPressSample Feedback (@AmericanYawp)Teaching MaterialsUpdates2. Colliding Cultures
Theodor de Bry, “Negotiating Peace With the Indians,” 1634, Virginia Historical Society.
*The American Yawp is an evolving, collaborative text. Please click here to improve this chapter.*I. IntroductionII. Spanish AmericaIII. Spain’s Rivals EmergeIV. English ColonizationV. JamestownVI. New EnglandVII. ConclusionVIII. Primary SourcesIX. Reference MaterialsI. Introduction
The Columbian Exchange transformed both sides of the Atlantic, but with dramatically disparate outcomes. New diseases wiped out entire civilizations in the Americas, while newly imported nutrient-rich foodstuffs enabled a European population boom. Spain benefited most immediately as the wealth of the Aztec and Incan Empires strengthened the Spanish monarchy. Spain used its new riches to gain an advantage over other European nations, but this advantage was soon contested.
Portugal, France, the Netherlands, and England all raced to the New World, eager to match the gains of the Spanish. Native peoples greeted the new visitors with responses ranging from welcoming cooperation to aggressive violence, but the ravages of disease and the possibility of new trading relationships enabled Europeans to create settlements all along the western rim of the Atlantic world. New empires would emerge from these tenuous beginnings, and by the end of the seventeenth century, Spain would lose its privileged position to its rivals. An age of colonization had begun and, with it, a great collision of cultures commenced.II. Spanish America
Spain extended its reach in the Americas after reaping the benefits of its colonies in Mexico, the Caribbean, and South America. Expeditions slowly began combing the continent and bringing Europeans into the modern-day United States in the hopes of establishing religious and economic dominance in a new territory.
Juan Ponce de León arrived in the area named La Florida in 1513. He found between 150,000 and 300,000 Native Americans. But then two and a half centuries of contact with European and African peoples—whether through war, slave raids, or, most dramatically, foreign disease—decimated Florida’s indigenous population. European explorers, meanwhile, had hoped to find great wealth in Florida, but reality never aligned with their imaginations.
1513 Atlantic map from cartographer Martin Waldseemuller. Wikimedia.
In the first half of the sixteenth century, Spanish colonizers fought frequently with Florida’s Native peoples as well as with other Europeans. In the 1560s Spain expelled French Protestants, called Huguenots, from the area near modern-day Jacksonville in northeast Florida. In 1586 English privateer Sir Francis Drake burned the wooden settlement o.
11216 Syllabus overviewPrimary vs secondary sources11416.docxhyacinthshackley2629
1/12/16
Syllabus overview
Primary vs secondary sources
1/14/16
Ren. and Recon. In Red White and Black (Johnson 2-2; Brinkley Chapter 1)
Image: romantic view of Columbus setting foot in the new world
I. Intro Big Themes
II. The world ca. 15th century
III. Portuguese Beginnings
IV. Columbus the 1st Conquistador
America Discovery
Norse occupation of upper Canada during the middle ages
Basque fishermen fishing off of the New England and Upper Canada
Population estimates of 15-50 million of Native American descent in 1492
15th century = 1400s
Looking at the world during the 1400s, with broad brushstrokes laying out some of the rpe conditions for conquest in the hew world.
What were the goals and provisions of the Europeans that instigated them breaking from tradition and setting out to discover.
The real pioneers were the Portuguese, outside of brazil they do not have a large presence in the New World
Big Themes:
Conquest changed everything, most momentous single event that historians can think of. It changed the fortunes of the entire globe.
In the 15th century Europe was emerging from the middle ages, sometimes refered to as the dark ages and as prospering especially in maritime states, such as Genoa where Columbus was born. It was however a sideshow of the economic worlds wealth. Much of the worlds trading systems was being traded across land or hugging the coasts between Europe and the far east. Along the silk roads. Europe lay at the very end of these roads.
By being at the end of the roads Europe was on the periphery. This changed with the age of exploration.
Exploration completely changed the map of the world. What Europeans changed despite the map was to create an Atlantic system of trade and commerce, sometimes referred to as the Triangle Trade. Trade between Europe-Africa-New World (N. and S. America and the Caribbean)
The rise of the west was built on this Atlantic system. The fortunes of Europe over the next 500 years will be laid economically, politically, militarily, etc. in the colonial outposts in the New World.
Effects dramatic in other locations as well.
Africa will export slaves to work vast plantations, mining facilities, as well as other things that were done to produce wealth. The fortunes of Africans thus will be dramatically transformed.
No less dramatic to Native Americans 15-50 million indigenous inhabitants of N. and S. America. It has been estimated that a figure as high as 90% died within a century of Columbus’s ‘discovery.’
The first group that Europeans hope to enslave are N. Americans and some die from overwork, and labor.
Most die due to disease-smallpox, etc.
For peoples of Asia and Middle East will see their fortunes change in particular to that of Europe. Prior to the discoveries the east was the center of the knowledge, wealth and power, with the Middle East as Middle men in the trade routes also benefitting.
With the development of the trade routes these centers of power would diminish
Q: did the.
Exchange Program Opportunity for Secondary School Educators (T.docxcravennichole326
Exchange Program Opportunity for Secondary School Educators (Teachers).
The U.S. Embassy is pleased to announce the competition to select highly qualified candidates for summer 2019 Study of the United States Institutes (SUSI) for Secondary School Educators. These institutes are for secondary school teachers. Please note that the Institutes for teachers focus on content and materials about the US rather than teaching methods and pedagogy. Prospective applicants are encouraged to visit the link exchanges.state.gov/susi to obtain general information about the Institutes.
The program is designed to provide foreign secondary educators the opportunity to deepen their understanding of U.S. society, culture, values, and institutions. The ultimate goal of these Institutes is to strengthen curricula and to enhance the quality of teaching about the U.S. in secondary schools and other academic institutions abroad.
Candidates are requested to provide in English a curriculum vitae with contact information as well as a one page (250 words) personal statement describing their interest, what they expect to gain from the program, what qualities they bring to the program, and how they plan to use the knowledge acquired.
Page | 368
10The AmericasEugene Berger
10.1 CHRONOLOGY
18,000 – 15,000 BCE First humans migrate to the Americas
c. 13,000 BCE Big game hunters inhabit the Great Plains
c. 10,000 BCE Mesoamericans begin to cultivate squash
10,000 – 3,500 BCE Paleo-Indian Period
5600 – 3000 BCE Early Plains Archaic Period
2000 BCE – 250 CE Preclassic or Formative period in Mesoamerica
c. 1900 BCE Mesoamericans begin to make pottery
1800 – 800 BCE Late Initial Period in Peru
1500 – 400 BCE Middle Formative Period in Mesoamerica. Peak of Olmec statue carving
c. 1000 BCE Maize becomes widespread in North America
400 BCE – 100 CE Late Formative Period in Mesoamerica
200 BCE The Moche begin their conquest of Peru’s north coast
200 BCE – 400 CE The Hopewell culture flourishes in North America
100 BCE – 600 CE The Nazca culture flourishes in Peru
400s CE Tiwankau founded
550 CE Teotihuacán reaches 125,000 residents
700 CE The Huari Empire reaches its height
700 – 1400 CE Cahokia
750 CE Tikal reaches 80,000 residents
800 CE The Toltec city of Tula reaches a population of 35,000
1000 CE The Chimu establish the capital city of Chan Chan
1050 CE The population of Chaco Canyon’s five great pueblos reaches 5,000
inhabitants
1325 CE Tenochtitlán founded
1471 CE Death of Inca Pachacuti
Page | 369
CHAPTER 10: THE AMERICAS
10.2 INTRODUCTION
This city has many public squares, in which are situated the markets and other places
for buying and selling. There is one square twice as large as that of the city of Salamanca,
surrounded by porticoes, where are daily assembled more than sixty thousand souls,
engaged in buying, and selling; and where are found all kinds of merchandise that the
world affords, embracing the necessaries of life, as for instance ar.
Similar to test bank Exploring American Histories, (Volume 1 +2), 4e Nancy Hewitt, Steven Lawson test bank.pdf (12)
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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1. Explain why horticulture enabled the foundation of stable settlements and population growth in ancient
America.
ANSWER: Answer would ideally include the following: Stability and Growth: Horticulture is a form of
agriculture in which people work small plots of land with simple tools. Ancient Americans
developed strains of maize with larger kernels and higher yields than those in the wild. They
cultivated beans, squash, tomatoes, and potatoes, all of which provided rich sources of protein. This
combination of foods provided a nutritious diet and maintained the fertility of the soil. In addition,
high crop yields produced surplus food that could be stored or traded to neighboring communities.
2. What kind of technological advances had the Aztecs, Maya, and Incas made by the time the Spanish made
contact in the sixteenth century?
ANSWER: Answer would ideally include the following: Technological Advances: Aztec and Mayan societies
were in the equatorial region while the Incas settled along the Pacific coast in present-day Peru.
Their societies were still technologically advanced, with knowledge of math and astronomy, vast
mineral wealth, complex political systems, large urban centers, and organized religion. Unlike
societies in Europe, Asia, and Africa, they did not have a wheel for transportation, steel tools and
weapons, large boats, or horses. Aztec artisans produced valuable trade goods such as pottery, cloth,
and leather. Mayan learned men developed mathematical calculations, hieroglyphic writing, and a
calendar. Incan civilization was marked by expansive transportation and waterways to support their
successful cultivation of fertile mountain valleys.
3. Identify the factors that contributed to the decline of the Mississippian settlement at Cahokia beginning in the
thirteenth century.
ANSWER: Answer would ideally include the following: As the home to as many as 30,000 people by about
1100 C.E., Cahokia was once the largest Mississippian settlement. By the 1200s, however, a number
of factors, including deforestation, drought, overhunting, and perhaps disease, had begun to take
their toll. As a result, many settlements dispersed. After 1400, political turmoil and increased
warfare among native peoples combined with these environmental changes to ensure the decline of
Mississippian culture.
4. What economic developments enabled the cultural Renaissance in Italy?
ANSWER: Answer would ideally include the following: Economics of the Renaissance: Europe's population
decreased by 50 percent during the latter half of the fourteenth century owing to the Black Death,
which ultimately led to an increased quality of life to those who survived. Rising birthrates and
increased productivity fueled a resurgence in trade within Italian city-states and expansion into
international commerce. Profits from agriculture and commerce allowed the wealthy to invest in the
arts and luxury goods.
5. What kinds of information and innovations allowed Prince Henry of Portugal to explore the African coast and
expand trade?
ANSWER: Answer would ideally include the following: The Impact of Innovation on International Trade: The
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prince brought together the best minds from the Arab world—astronomers, geographers,
mapmakers, and craftsmen—and the most experienced seamen from Portugal to launch a systematic
campaign of exploration, observation, shipbuilding, and long-distance trade that revolutionized
Europe and shaped developments in Africa and the Americas. They devised state-of-the-art charts,
maps, and navigational instruments.
6. How did the experience of enslavement change once Europeans developed a trading relationship with Africa?
ANSWER: Answer would ideally include the following: Evolution of Slavery: Before contact with Europeans,
the African slave system granted enslaved people some legal rights and ensured that their term of
bondage was usually temporary and not an inheritable status. People were enslaved as spoils of war
or sold as payment for deaths or injuries to conquering enemies. European control of the African
slave trade in the New World was much more systematic, permanent, and tied to economic systems
and the expansion of agriculture. Large-scale European participation in the trade transformed life in
Africa and the Americas.
7. Describe the impact of the expansion of European trade with West Africa during the sixteenth and
seventeenth centuries.
ANSWER: Answer would ideally include the following: Impact of European Presence in Africa: West African
communities that lived by hunting and subsistence agriculture were destabilized by the expansion of
the slave trade. Smaller societies were decimated by raids and larger kingdoms damaged. Originally,
such communities were sometimes conquered by expanding African kingdoms that then sold their
members as enslaved people in other parts of the continent. Later, these same communities were
raided by slave traders from Portugal, Spain, and other nations to provide enslaved people for
European markets. Many matrilineal societies were decimated by the raids.
8. What role did Ferdinand Magellan play in sixteenth-century Spanish exploration?
ANSWER: Answer would ideally include the following: Magellan's Significance: Despite many challenges,
Ferdinand Magellan had the support of the king of Spain when he set out to discover a passage
through South America that connected the Atlantic and Pacific oceans, allowing travel to Asia.
Though he died, his crew successfully circumnavigated the globe, returning to Spain in 1522.
Magellan's crew returned to Spain with valuable spices and information that allowed Spain to claim
the Philippine Islands. His journals documented vast information about the world's oceans and
landmasses.
9. Why were early Spanish expeditions north from Mexico and the Caribbean thwarted?
ANSWER: Answer would ideally include the following: Challenges to Northern Expeditions: Spanish ventures
into North America failed for a variety of reasons. The 400 soldiers Panfilo de Narvaez led from
Cuba to Tampa Bay battled starvation and disease and were met by hostile Indians. In 1539, ten
years later, a survivor of this trip—a North African named Esteban—led a group of Spaniards from
Mexico north. They ran into Zuni Indians who killed him. Francisco Vasquez de Coronado
terrorized the region, burning towns and stealing food before returning to Mexico. Hernando de Soto
and a company of men searched unsuccessfully for riches in present-day Georgia and the Carolinas.
They also lost a large number of men and horses as well as much of their equipment in brutal
fighting with Native Americans. Native Americans always fought back and made it difficult for
Spanish explorers to lay roots.
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10. What were the results of King Philip of Spain's investment in military campaigns in Europe and in African
and American colonies?
ANSWER: Answer would ideally include the following: Spanish Military Expeditions: The king used American
resources to fund a variety of military campaigns, ensuring an endless demand for soldiers and
sailors. He conquered Italy, Portugal, and Portuguese colonies in Africa and tightened Spain's grip
on the Netherlands. These ventures generated considerable criticism of the king and fierce debate
within the Roman Catholic Church over the purpose of the raids: Was it Christian conversion,
acquisition of material riches, or both? Native Americans did not stand idly by. They fought back,
resulting in an incredible amount of conflict and violence that made conversion nearly impossible.
11. Smaller hunting societies thrived to the north of the grand civilizations such as the Aztecs and Incas in
present-day Mexico. Describe the cultures and survival methods of the Plains people and the Chumash. Why
were these lesser-known civilizations important?
ANSWER: Answer would ideally include the following: Plains People: Plains societies stretched from Colorado
into Canada, hunting herds of bison. They used a weighted spear-throwing device known as an
atlatl, as well as nets, hooks, and snares to catch birds, fish, and small animals. These societies
remained small and widely scattered since they needed a large expanse of territory to ensure their
survival. Chumash Indians: The Chumash Indians lived near present-day Santa Barbara, California,
and harvested resources from the land and the ocean. The abundance of fish, small game, and plant
life along the Pacific coast encouraged the development of more permanent settlements than those
of the more nomadic Plains Indians. Chumash villages were also considerably larger, sometimes
holding as many as a thousand people at once, as they participated in regional exchange networks up
and down the coasts. Women gathered acorns and pine nuts, while men fished and hunted.
Importance: These smaller communities had less elaborate cultures than the Mayan, Aztec, or Incan,
making them less remembered. Still, they were vital because they represented the ability to adapt to
and survive otherwise dangerous conditions. They additionally signal not only the volume but also
the diversity of native communities that lived along the Pacific prior to the arrival of Europeans.
12. How did nascent forms of capitalism begin to develop across Europe in the early sixteenth century, and
what were their key components?
ANSWER: Answer would ideally include the following: Early Capitalism: A form of capitalism based on
market exchange, private ownership, and capital accumulation and reinvestment developed across
much of Europe. This came as a result of expanding populations and greater agricultural
productivity, which enabled European nations to develop more efficient systems of taxation, build
larger militaries, and adapt to new weaponry. The expanded population also provided laborers for
merchant vessels and forts and to protect trade routes. Portuguese Involvement: While Portugal took
the lead, the Portuguese competed with Spain, England, and the Netherlands in acquiring newfound
wealth by developing long-distance markets throughout Asia that brought spices, ivory, silks, cotton
cloth, and other luxury goods to Europe. They secured control of trade with India from Arab vessels
and established lasting trading posts and forts at key locations on the Indian Ocean and the Gold
Coast of Africa. Slavery: Long practiced in Europe and Africa, slavery was transformed by the
advent of large-scale European participation in the slave trade with Africa. Enslaved Africans were
among the most lucrative of goods traded, generating much of the wealth that undergirded the
creation of early capitalism.
13. What role did technological innovations in communication play in European expansion and imperialism?
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ANSWER: Answer would ideally include the following: Printing: Technological advances in printing provided
a crucial role in European territorial expansion. As ships sailed from Europe back and forth across
the Atlantic, cartographers charted each newly discovered island, traced coastlines and bays, and
translated them back onto pre-existing maps. In the 1440s, German craftsmen invented a new form
of movable metal type that allowed printers to create multiple copies of a single manuscript. Such
innovations allowed Portuguese and Spanish explorers to document and disseminate records of their
adventures. Papermaking: Italian craftsmen manufactured paper that was thinner and cheaper than
traditional vellum and parchment, making printed works more affordable. The fact that a German
mapmaker like Martin Waldseemüller could read the journals of an Italian mariner such as Amerigo
Vespucci ensured that shared knowledge of locations inspired explorers to find them. Glyphs:
People of the Americas had their own ways of charting land and communicating with one another.
Mayans created a system of glyphs—images representing prefixes, suffixes, numbers, people, or
words—that scribes carved into large flat stones, providing locals with histories of important events.
The fixed nature of these systems made the development of papermaking, printmaking, and
mapmaking all the more revolutionary.
14. Explain how animals, plants, and germs moved between Africa, Europe, and the Americas, detailing the
roles they played in shaping relationships as these worlds collided.
ANSWER: Answer would ideally include the following: Diseases: The transfer of flora and fauna and the
spread of disease transformed the economies and environments of all four continents. European
diseases ravaged Native American communities, ensuring victory of Spain and other European
powers over the Americas and facilitating their subsequent exploitation of American land, labor, and
resources. Spanish soldiers introduced smallpox among the Aztecs, greatly aiding their conquering
efforts while decimating the local population. Food: African coconuts and bananas were introduced
in Europe while Europeans provided Africans with iron and pigs. Asia introduced Europe and
Africa to sugar, rice, tea, and spices, while also spreading the bubonic plague. Europe and Africa
sent to America rice, wheat, and rye; lemons and oranges; and horses, cattle, pigs, chickens, and
honeybees. Cattle and pigs changed native diets, and horses inspired new methods of farming,
transportation, and warfare throughout the Americas. Luxury Indulgences: America gave Europe
high-yielding nutrient-rich foods such as maize and potatoes and indulgences such as tobacco and
cacao. The lands stolen from Inca and Aztec empires provided gold and silver to Spain. Sugar,
developed in the East Indies, took root in the West Indies and became a source of great profit,
especially when combined with cacao into chocolate.
15. European nations competed for resources in the Americas throughout the sixteenth century. Explain how
England and France competed with Spain for land and resources in the New World.
ANSWER: Answer would ideally include the following: French Exploration: Spain's success inspired England
and France to explore the New World for themselves. The French explored the North American
coast in 1524, landing near Cape Fear in the Carolinas and heading north to New York. The
navigator Giovanni da Verrazano continued north and claimed all coastal lands for France. Another
Frenchman, Jacques Cartier, pushed into Canada, traded furs with Indians, and inspired another
countryman to attempt a permanent settlement at Quebec in 1542—a project thwarted by harsh
weather and disease. English Exploration: English claims to land along the North Atlantic coast
from the 1490s were challenged by the Spanish and French, inspiring England to colonize the
disputed lands. Lacking finances to support a settlement, the crown enlisted funds and assistance
from noblemen. Sir Walter Raleigh claimed all land north of Florida for England and named it
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Virginia—after Elizabeth I, the Virgin Queen. In later years, he sent a group of soldiers to establish
a colony on Roanoke Island, which lasted only one year. Raleigh tried again in 1587, but when
supply ships came to fortify the settlement in 1590, no trace of them remained. Spanish Exploration:
By 1590, only Spain had permanent colonies in the Americas, mostly in the West Indies, Mexico,
and South America. The French and English, despite numerous efforts, had not sustained a single
permanent settlement by the end of the sixteenth century. And yet Spanish efforts to expand north
were met with great trouble and resistance from the natives. While Spain garnered unprecedented
wealth from its early invasions, England would eventually develop more lucrative, long-term
settlements.
16. How many people lived in North America when European explorers landed there in the sixteenth century?
a. Fewer than 6,000
b. About 60,000
c. Over 4 million
d. About 60 million
ANSWER: c
17. Where was Beringia, the land bridge that enabled the settlement of the Americas between 38,000 and
14,000 B.C.E.?
a. Between Siberia and Alaska
b. Between North America and South America
c. Between Canada and Iceland
d. Between Mexico and the Caribbean
ANSWER: a
18. Who first migrated to and populated the Americas over 13,000 years ago?
a. Africans
b. Europeans
c. Australians
d. Asians
ANSWER: d
19. Why did the diet of the first North Americans change about 10,000 years ago?
a. The animals they hunted in Asia did not follow them to North America, so they needed to find new
sources of food.
b. North Americans adopted agricultural systems, allowing them to replace meat with vegetables as the
main foods in their diet.
c. North Americans were unable to migrate far enough inland to find hunting grounds, so they adapted
to the resources available at the coast.
d. Mammoths and other large game disappeared from their habitat, causing North Americans to rely on
smaller game, fish, and plant foods to survive.
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ANSWER: d
20. Why did the first American settlers cross the Bering Strait into the North American continent?
a. They tracked the migratory patterns of birds.
b. They sought a freshwater supply.
c. They were driven from their own land.
d. They were following herds of oxen and rhinoceroses.
ANSWER: d
21. According to this map, approximately 12,000 B.C.E., the majority of North America consisted of which of
the following?
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a. Conifer forests
b. Ice sheets
c. Prairie
d. Desert
ANSWER: b
22. How did the Aztecs', Mayans', and Incas' commercial practices influence the development of their
transportation systems?
a. Because they lacked horses, their trading caravans were drawn by other humans.
b. They did not trade with communities outside of their respective civilizations, which made it
unnecessary to develop small boats for river travel.
c. Because they carried out most of their commerce overland or along rivers and coastlines, they did not
need to build seagoing boats.
d. They did not have settlements outside of their major cities, which made it unnecessary to build
complex roadways.
ANSWER: c
23. What Native American people built the capital Tenochtitlán on the site of present-day Mexico City?
a. Aztecs
b. Incas
c. Mayans
d. Iroquois
ANSWER: a
24. What forces brought about the decline of the Mayan Civilization?
a. Flood
b. Drought
c. War
d. Lack of innovation
ANSWER: b
25. What was the key to Incan survival in the Andes Mountains along the Pacific coast?
a. Advanced fishing techniques
b. Invention of the wheel
c. Cultivation of valleys
d. Diversity of people
ANSWER: c
26. Which of the following were known for their expert pottery skills?
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a. The Mogollon
b. The Hohokam
c. The Pueblo
d. The Mandan
ANSWER: a
27. Which of the following were known for the extensive irrigation systems they developed?
a. The Hohokam
b. The Mogollon
c. The Pueblo
d. The Mandan
ANSWER: a
28. Which device(s) did northern hunting societies employ to capture smaller game?
a. Hooks
b. Atlatl
c. Bow and arrow
d. Nets
ANSWER: b
29. Along the Pacific coast, abundant plant life helped contribute to
a. the development of extensive trade networks.
b. increased competition for resources.
c. widespread deforestation.
d. the emergence of permanent settlements.
ANSWER: d
30. Contact between the Hopewell people and other Native American communities was facilitated by
a. rivers.
b. the Columbian Exchange.
c. an elaborate political structure.
d. encomienda.
ANSWER: a
31. What crop enabled the expansion of the Hopewell people, an advanced Native American culture that
developed around the Mississippi River?
a. Tobacco
b. Corn
c. Rice
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d. Wheat
ANSWER: b
32. Centralized government was a hallmark of which Native American settlement?
a. Cahokia
b. Cuzco
c. Tenochtitlan
d. Mesa Verde
ANSWER: a
33. Beginning in the fifteenth century, Mississippian culture began to decline due to what factors?
a. Lack of food and resources
b. Sickness and disease
c. Political turmoil and increased warfare
d. Expansion and exploration
ANSWER: c
34. According to this map, which Native American culture had access to the largest river network?
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a. Iroquoian
b. Mogollon
c. Anasazi
d. Hopewell
ANSWER: d
35. What region had the most extensive network of slave-trading centers in the medieval period?
a. West Africa
b. Europe
c. Middle East
d. Caribbean
ANSWER: c
36. Between 1346 and 1350 the Black Death ravaged Europe, killing about how many people?
a. 1 million people (1.5 percent of population)
b. 3 million people (4 percent of population)
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c. 18 million people (25 percent of population)
d. 36 million people (50 percent of population)
ANSWER: d
37. What conditions enabled the cultural Renaissance to emerge in the wake of the Black Death?
a. An end to the century-long war between France and England, decreased trade with Asia, and steady
birthrates
b. An improved climate, a higher standard of living for the surviving populations, and rising birthrates
c. A decreased emphasis on agricultural commerce, the consolidation of smaller city-states into larger
territories, and religious toleration
d. A dry climate, the Middle Eastern slave trade, and a decreased reliance on other cultures for
scientific knowledge
ANSWER: b
38. What development marked the expansion of the slave trade from West Africa?
a. The construction of bigger ships with more spacious cargo areas
b. The construction of Elmina Castle
c. The influx of funds from the Dutch
d. The discovery of the Far East
ANSWER: b
39. Who sailed around the Cape of Good Hope, demonstrating the possibility of traveling from the Atlantic to
the Indian Ocean?
a. Bartolomeu Dias
b. Vasco da Gama
c. Prince Henry
d. Erik the Red
ANSWER: a
40. What luxury item from the Far East lured European traders to its shores for centuries?
a. Spices
b. Sugar
c. Tea
d. Coffee
ANSWER: a
41. What region of Africa was deeply influenced by Islam and characterized by significant urbanization and an
extensive network of trading centers?
a. South Africa
b. East Africa
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c. North Africa
d. West Africa
ANSWER: c
42. Starting in the sixteenth century, Europeans formed an image of Africa based on captives from which region
of the continent?
a. West
b. North
c. South
d. Central
ANSWER: a
43. In the sixteenth century, which of the following had societies that were organized along matrilineal lines?
a. Turkish
b. Spanish
c. African
d. Portuguese
ANSWER: c
44. What happened to people in smaller farming and herding societies of western and central Africa when they
were conquered by expanding kingdoms?
a. Members were sold to Spanish enslavers for profit.
b. Members were kept as domestic workers for the warrior king.
c. Members were generally killed so as to preserve the precious food supply.
d. Members were enslaved and sold within Africa for profit.
ANSWER: d
45. The first Europeans to discover lands in the western Atlantic were
a. Spanish.
b. English.
c. Dutch.
d. Norsemen.
ANSWER: d
46. When he set out to sail across the Atlantic on his "Enterprise of the Indies," what was Columbus's chief
occupation?
a. Sea captain
b. Prince
c. Businessman
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d. Navigator
ANSWER: d
47. Why did Christopher Columbus's crew nearly mutiny on his voyage from Spain?
a. They did not see land after more than four weeks at sea.
b. They did not have any water to drink.
c. They did not have a plan for dealing with Indians.
d. There was no citrus left aboard the ship to fight scurvy.
ANSWER: a
48. When Columbus's ship landed on the island he named San Salvador, how did the local "Indians" treat his
crew?
a. They shot at the Spaniards with arrows.
b. They told Columbus to leave immediately.
c. The islanders warmly welcomed the new visitors.
d. They raided the ship for supplies.
ANSWER: c
49. According to this map, which European power was the first to come into contact with the Inca empire?
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a. France
b. Spain
c. England
d. Iceland
ANSWER: b
50. In what part of the Americas did the Arawak and Taino tribes live when the Spanish explorers arrived in the
sixteenth century?
a. Central America
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b. The Caribbean
c. South America
d. North America
ANSWER: b
51. What European power claimed rights to the Philippine Islands?
a. England
b. France
c. Netherlands
d. Spain
ANSWER: d
52. What civilization developed the ability to print with wood blocks, leading to the widespread use of woodcut
pictures throughout Europe in the fifteenth century?
a. Malian
b. Incans
c. Chinese
d. Germans
ANSWER: c
53. What is the name historians have given to the transfer of flora, fauna, and disease from Europe to the
Americas that resulted in the deaths of millions of native people?
a. Curse of Columbus
b. Columbian Exchange
c. Columbian Genocide
d. Plague of Columbus
ANSWER: b
54. According to this map, as part of the Columbian Exchange, the Americas exercised a significant influence
on Europe via which of the following?
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a. Food
b. Animals
c. Disease
d. Labor
ANSWER: a
55. Which of the following assisted Spanish conquistadors in their conquest of South America?
a. Encomienda
b. The Black Death
c. The Enterprise of the Indies
d. Native translators
ANSWER: d
56. Why did the Spanish explorer Hernán Cortés and his Spanish counterparts decide to go to war with the
Aztecs and their leader, Montezuma?
a. The Aztecs had advanced technology that the Spanish wanted.
b. The Aztecs did not have an army to organize a response.
c. The Aztecs had gold and other riches.
d. The Aztecs were not Christian.
ANSWER: c
57. Who authorized Cortés to attack Native Americans and claim their land?
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a. The Spanish crown hoping to expand its reach.
b. A warring Native American tribe put him up to it.
c. He claimed to be divinely inspired.
d. He decided to do it on his own.
ANSWER: d
58. Following their conquest of the Aztec and Inca empires, Spanish explorers headed north in search of what?
a. Trade partners
b. Food
c. Gold
d. Enslaved people
ANSWER: c
59. According to this map, which explorer came closest to the territory occupied by the Mississippian peoples?
a. Juan Rodríguez Cabrillo
b. Alvar Nuñez Cabeza de Vaca
c. Francisco Vázquez de Coronado
d. Hernando de Soto
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ANSWER: d
60. Who financed England's earliest ventures to North America?
a. Banks
b. Military leaders
c. Noblemen
d. The Anglican Church
ANSWER: c
61. Why did the French first abandon the settlement of Quebec?
a. War with Indians
b. War with English
c. Harsh weather
d. Lack of resources
ANSWER: c
62. From what European country did the ill-fated settlers of Roanoke come?
a. England
b. Spain
c. France
d. Portugal
ANSWER: a
63. For whom was the territory of Virginia named?
a. Queen Elizabeth
b. Queen Mary
c. The Virgin Mary
d. Virgil the poet
ANSWER: a
64. What share of their loot did Spanish explorers have to turn over to the crown for taxes?
a. About 5 percent of the take
b. A flat rate based on the size of the ship
c. About 20 percent of the take
d. About 50 percent of the take
ANSWER: c
65. Why were some church officials against the Spanish pillaging and plundering of the Americas?
a. Killing Native Americans was against the First Commandment.
19. Name: Class: Date:
Chapter 1
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b. Stealing from Native Americans was a sin.
c. Native Americans were not converting to Catholicism.
d. Native Americans were holy people with close ties to the spirit world.
ANSWER: c