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
Trang 1CHAPTER 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
Trang 22 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
Trang 34 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
Trang 47 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
Trang 510 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
Trang 611 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
Trang 713 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
Trang 8Answer: 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 _
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
Trang 919 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
Trang 10Difficulty 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
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
Trang 1124 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
Trang 1226 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
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
Trang 1329 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