Question 1

Which of the following is true of Cahokia, also known as the City of the Sun?

Accepted Answer

A)  It was the center of the Aztec world. 
B)  An early form of writing was invented there. 
C)  Its economy was based on culture and trade. 
D)  It was pillaged by Cortez in 1519 CE 
A)  It was the center of the Aztec world. 
B)  An early form of writing was invented there. 
C)  Its economy was based on culture and trade. 
D)  It was pillaged by Cortez in 1519 CE

Question 2

How did prevailing winds help and hinder European trade in the North and South Atlantic? What role did these winds play in the European voyages of exploration and discovery?

Accepted Answer

Prevailing winds played a significant ro

Question 3

Compare the various Indian cultures of North America at the beginning of the sixteenth century. How can the differences between these cultures be explained?

Accepted Answer

At the beginning of the sixteenth centur

Question 4

Women were most likely to hold political positions in

Accepted Answer

A)  hunting tribes. 
B)  tribes that had no sexual division of labor. 
C)  nomadic tribes. 
D)  agricultural tribes. 
A)  hunting tribes. 
B)  tribes that had no sexual division of labor. 
C)  nomadic tribes. 
D)  agricultural tribes.

Question 5

Who first published the idea that Columbus had discovered a new continent?

Accepted Answer

A)  Pedro Alvares Cabral 
B)  John Cabot 
C)  Amerigo Vespucci 
D)  Martin Waldseemüller 
A)  Pedro Alvares Cabral 
B)  John Cabot 
C)  Amerigo Vespucci 
D)  Martin Waldseemüller

Question 6

Fifteenth-century European, African, and Mesoamerican societies differed from most North American Indian societies in that the former were

Accepted Answer

A)  theocratic in nature. 
B)  hierarchical in nature. 
C)  egalitarian in nature. 
D)  patriarchal in nature. 
A)  theocratic in nature. 
B)  hierarchical in nature. 
C)  egalitarian in nature. 
D)  patriarchal in nature.

Question 7

Under the encomienda system,

Accepted Answer

A)  the Catholic Church established schools and hospitals in Indian villages. 
B)  individual conquistadors were granted tributary Indian villages from which they could collect money and goods. 
C)  Spanish Jesuits undertook the task of converting Indians to the Christian faith. 
D)  prisoners from Spain were sent to work in New World silver mines for periods ranging from seven years to life. 
A)  the Catholic Church established schools and hospitals in Indian villages. 
B)  individual conquistadors were granted tributary Indian villages from which they could collect money and goods. 
C)  Spanish Jesuits undertook the task of converting Indians to the Christian faith. 
D)  prisoners from Spain were sent to work in New World silver mines for periods ranging from seven years to life.

Question 8

What type of impact did gender have on the organization of fifteenth-century African society? How was it similar or different to that of North American and Mesoamerican peoples of the same period?

Accepted Answer

In fifteenth-century African society, ge

Question 9

Discuss the model of Spanish colonization of the Americas. Did Spain attain its goals? What impact did Spanish colonization have on Spain itself? What impact did it have on different Indian civilizations?

Accepted Answer

The model of Spanish colonization of the

Question 10

How did Upper Guinea differ from Lower Guinea in the 1400 CE?

Accepted Answer

A)  Lower Guinea was primarily democratic; Upper Guinea had autocratic leadership. 
B)  Women were rice farmers in Lower Guinea; in Upper Guinea they traded. 
C)  While Lower Guinea peoples continued to practice traditional African religions, the influence of the Islamic religion was felt more strongly in Upper Guinea. 
D)  Women were denied political power in Lower Guinea but held powerful political and religious positions in Upper Guinea. 
A)  Lower Guinea was primarily democratic; Upper Guinea had autocratic leadership. 
B)  Women were rice farmers in Lower Guinea; in Upper Guinea they traded. 
C)  While Lower Guinea peoples continued to practice traditional African religions, the influence of the Islamic religion was felt more strongly in Upper Guinea. 
D)  Women were denied political power in Lower Guinea but held powerful political and religious positions in Upper Guinea.

Question 11

What are the three key lessons of colonization learned by Europeans from their experiences in the islands of the Mediterranean Atlantic and the African coast? Discuss each.

Accepted Answer

The three key lessons of colonization le

Question 12

Discuss the political, social, and economic characteristics of the Pueblos and Mississippians in the early sixteenth century.

Accepted Answer

The Pueblos and Mississippians in the ea

Question 13

After the Hundred Years' War, the monarchs of England and France worked to consolidate their political power. They were aided in this effort by

Accepted Answer

A)  their acceptance of the concept of constitutional monarchy. 
B)  a new sense of national identity among their subjects. 
C)  a resurgence of regional loyalties among nobles. 
D)  promising their subjects that they would uphold the concept of human rights. 
A)  their acceptance of the concept of constitutional monarchy. 
B)  a new sense of national identity among their subjects. 
C)  a resurgence of regional loyalties among nobles. 
D)  promising their subjects that they would uphold the concept of human rights.

Question 14

The main reason for the dramatic decline of the Indian population of Hispaniola from 1492 to 1542 was the

Accepted Answer

A)  Spanish decision forcibly to move the Indians to South America. 
B)  inhumanity of the Spanish slave system. 
C)  introduction of European diseases onto the island. 
D)  psychological devastation caused by systematic destruction of traditional Indian culture. 
A)  Spanish decision forcibly to move the Indians to South America. 
B)  inhumanity of the Spanish slave system. 
C)  introduction of European diseases onto the island. 
D)  psychological devastation caused by systematic destruction of traditional Indian culture.

Question 15

Members of the Sandé cult

Accepted Answer

A)  frequently engaged in wars with neighboring tribes to obtain prisoners for human sacrifice to the gods. 
B)  established diplomatic relations between Benin and Portugal and acted as middlemen in the trade between the two societies. 
C)  were led by female religious leaders and were not allowed to reveal the secrets of their cult to men. 
D)  were the only known West Africans to have monotheistic religious beliefs. 
A)  frequently engaged in wars with neighboring tribes to obtain prisoners for human sacrifice to the gods. 
B)  established diplomatic relations between Benin and Portugal and acted as middlemen in the trade between the two societies. 
C)  were led by female religious leaders and were not allowed to reveal the secrets of their cult to men. 
D)  were the only known West Africans to have monotheistic religious beliefs.

Question 16

What are the three key lessons of colonization learned by Europeans from their experiences in the islands of the Mediterranean Atlantic and the African coast? Discuss each.

Accepted Answer

The three key lessons of colonization le

Question 17

Which of the following is true of John Cabot?

Accepted Answer

A)  He brought back to Europe the first formal knowledge of North America's northern coastline. 
B)  He is credited with having found an all-water route through North America to Asia. 
C)  As a result of his voyages, Cabot was the first European to realize that Columbus had not reached Asia. 
D)  He established a settlement at Vinland, which was the first European settlement in North America. 
A)  He brought back to Europe the first formal knowledge of North America's northern coastline. 
B)  He is credited with having found an all-water route through North America to Asia. 
C)  As a result of his voyages, Cabot was the first European to realize that Columbus had not reached Asia. 
D)  He established a settlement at Vinland, which was the first European settlement in North America.

Question 18

How were North American Indian agricultural societies similar to each other?

Accepted Answer

A)  Their families were matrilineal. 
B)  The clans were patrilineal. 
C)  Women were exclusively responsible for agricultural work. 
D)  The chiefs in these societies were often women. 
A)  Their families were matrilineal. 
B)  The clans were patrilineal. 
C)  Women were exclusively responsible for agricultural work. 
D)  The chiefs in these societies were often women.

Question 19

The Lakota, Comanches, and Crows of the Great Plains were profoundly affected by the

Accepted Answer

A)  introduction of the horse into North America. 
B)  introduction of wheat and rye into North America. 
C)  cultivation of tobacco. 
D)  introduction of settled agriculture into North America. 
A)  introduction of the horse into North America. 
B)  introduction of wheat and rye into North America. 
C)  cultivation of tobacco. 
D)  introduction of settled agriculture into North America.

Question 20

Marco Polo's Travels was important primarily because it convinced many Europeans

Accepted Answer

A)  of the need for a defensive alliance against hostile non-European powers. 
B)  that direct trade by sea with China was possible. 
C)  of the need to Christianize China. 
D)  that Chinese culture was superior to European culture. 
A)  of the need for a defensive alliance against hostile non-European powers. 
B)  that direct trade by sea with China was possible. 
C)  of the need to Christianize China. 
D)  that Chinese culture was superior to European culture.

Exam 1: Three Old Worlds Create a New, 1492-1600

Which of the following is true of Cahokia, also known as the City of the Sun?

How did prevailing winds help and hinder European trade in the North and South Atlantic? What role did these winds play in the European voyages of exploration and discovery?

Compare the various Indian cultures of North America at the beginning of the sixteenth century. How can the differences between these cultures be explained?

Women were most likely to hold political positions in

Who first published the idea that Columbus had discovered a new continent?

Fifteenth-century European, African, and Mesoamerican societies differed from most North American Indian societies in that the former were

Under the encomienda system,

What type of impact did gender have on the organization of fifteenth-century African society? How was it similar or different to that of North American and Mesoamerican peoples of the same period?

Discuss the model of Spanish colonization of the Americas. Did Spain attain its goals? What impact did Spanish colonization have on Spain itself? What impact did it have on different Indian civilizations?

How did Upper Guinea differ from Lower Guinea in the 1400 CE?

What are the three key lessons of colonization learned by Europeans from their experiences in the islands of the Mediterranean Atlantic and the African coast? Discuss each.

Discuss the political, social, and economic characteristics of the Pueblos and Mississippians in the early sixteenth century.

After the Hundred Years' War, the monarchs of England and France worked to consolidate their political power. They were aided in this effort by

The main reason for the dramatic decline of the Indian population of Hispaniola from 1492 to 1542 was the

Members of the Sandé cult

What are the three key lessons of colonization learned by Europeans from their experiences in the islands of the Mediterranean Atlantic and the African coast? Discuss each.

Which of the following is true of John Cabot?

How were North American Indian agricultural societies similar to each other?

The Lakota, Comanches, and Crows of the Great Plains were profoundly affected by the

Marco Polo's Travels was important primarily because it convinced many Europeans

Europeans Colonize North America, 1600-1650

North America in the Atlantic World, 1650-1720

Becoming America, 1720-1760

The Ends of Empire, 1754-1774

American Revolutions, 1775-1783

Forging a Nation, 1783-1800

Defining the Nation, 1801-1823

The Rise of the South, 1815-1860

The Restless North, 1815-1860

The Contested West, 1815-1860

Politics and the Fate of the Union, 1824-1859

Transforming Fire: The Civil War, 1860-1865

Reconstruction: an Unfinished Revolution, 1865-1877

The Ecology of the West and South, 1865-1900

Building Factories, Building Cities, 1877-1900

Gilded Age Politics, 1877-1900

The Progressive ERA, 1895-1920

The Quest for Empire, 1865-1914

Americans in the Great War, 1914-1920

The New ERA, 1920-1929

The Great Depression and the New Deal, 1929-1939

The Second World War at Home and Abroad, 1939-1945

The Cold War and American Globalism, 1945-1961

America at Midcentury, 1945-1960

The Tumultuous Sixties, 1960-1968

A Pivotal ERA, 1969-1980

Conservatism Revived, 1980-1992

Into the Global Millennium: America Since 1992

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