Deck 1: Three Old Worlds Create a New

Question 1

Instructions:
_∙ Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
Explain the historical significance of each item. Establish the historical context in which the
_∙ item exists. Establish the item as the result of or as the cause of other factors existing in the society under study. Answer this question: What were the political, social, economic,
and/or cultural consequences of this item?
the Mediterranean Atlantic

Answer 1

Answer not provided.

Question 2

Instructions:
_∙ Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
Explain the historical significance of each item. Establish the historical context in which the
_∙ item exists. Establish the item as the result of or as the cause of other factors existing in the society under study. Answer this question: What were the political, social, economic,
and/or cultural consequences of this item?
gender dimensions of labor

Answer 2

Answer not provided.

Question 3

Instructions:
_∙ Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
Explain the historical significance of each item. Establish the historical context in which the
_∙ item exists. Establish the item as the result of or as the cause of other factors existing in the society under study. Answer this question: What were the political, social, economic,
and/or cultural consequences of this item?
Ferdinand of Aragon and Isabella of Castile

Answer 3

Answer not provided.

Question 4

Instructions:
_∙ Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
Explain the historical significance of each item. Establish the historical context in which the
_∙ item exists. Establish the item as the result of or as the cause of other factors existing in the society under study. Answer this question: What were the political, social, economic,
and/or cultural consequences of this item?
Monks Mound

Question 5

Instructions:
_∙ Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
Explain the historical significance of each item. Establish the historical context in which the
_∙ item exists. Establish the item as the result of or as the cause of other factors existing in the society under study. Answer this question: What were the political, social, economic,
and/or cultural consequences of this item?
Paleo-Indians

Question 6

Instructions:
_∙ Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
Explain the historical significance of each item. Establish the historical context in which the
_∙ item exists. Establish the item as the result of or as the cause of other factors existing in the society under study. Answer this question: What were the political, social, economic,
and/or cultural consequences of this item?
movable type and the printing press

Question 7

Instructions:
_∙ Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
Explain the historical significance of each item. Establish the historical context in which the
_∙ item exists. Establish the item as the result of or as the cause of other factors existing in the society under study. Answer this question: What were the political, social, economic,
and/or cultural consequences of this item?
the lateen sail

Question 8

Instructions:
_∙ Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
Explain the historical significance of each item. Establish the historical context in which the
_∙ item exists. Establish the item as the result of or as the cause of other factors existing in the society under study. Answer this question: What were the political, social, economic,
and/or cultural consequences of this item?
Upper Guinea

Question 9

Instructions:
_∙ Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
Explain the historical significance of each item. Establish the historical context in which the
_∙ item exists. Establish the item as the result of or as the cause of other factors existing in the society under study. Answer this question: What were the political, social, economic,
and/or cultural consequences of this item?
Travels by Marco Polo

Question 10

Instructions:
_∙ Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
Explain the historical significance of each item. Establish the historical context in which the
_∙ item exists. Establish the item as the result of or as the cause of other factors existing in the society under study. Answer this question: What were the political, social, economic,
and/or cultural consequences of this item?
the dual-sex principle

Question 11

Instructions:
_∙ Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
Explain the historical significance of each item. Establish the historical context in which the
_∙ item exists. Establish the item as the result of or as the cause of other factors existing in the society under study. Answer this question: What were the political, social, economic,
and/or cultural consequences of this item?
the Sandé and Poro cults

Question 12

Instructions:
_∙ Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
Explain the historical significance of each item. Establish the historical context in which the
_∙ item exists. Establish the item as the result of or as the cause of other factors existing in the society under study. Answer this question: What were the political, social, economic,
and/or cultural consequences of this item?
The City of the Sun Cahokia)

Question 13

Instructions:
_∙ Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
Explain the historical significance of each item. Establish the historical context in which the
_∙ item exists. Establish the item as the result of or as the cause of other factors existing in the society under study. Answer this question: What were the political, social, economic,
and/or cultural consequences of this item?
the Hundred Years' War

Question 14

Instructions:
_∙ Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
Explain the historical significance of each item. Establish the historical context in which the
_∙ item exists. Establish the item as the result of or as the cause of other factors existing in the society under study. Answer this question: What were the political, social, economic,
and/or cultural consequences of this item?
the Black Death

Question 15

Instructions:
_∙ Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
Explain the historical significance of each item. Establish the historical context in which the
_∙ item exists. Establish the item as the result of or as the cause of other factors existing in the society under study. Answer this question: What were the political, social, economic,
and/or cultural consequences of this item?
Huitzilopochtli

Question 16

Instructions:
_∙ Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
Explain the historical significance of each item. Establish the historical context in which the
_∙ item exists. Establish the item as the result of or as the cause of other factors existing in the society under study. Answer this question: What were the political, social, economic,
and/or cultural consequences of this item?
Tenochtitlán

Question 17

Instructions:
_∙ Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
Explain the historical significance of each item. Establish the historical context in which the
_∙ item exists. Establish the item as the result of or as the cause of other factors existing in the society under study. Answer this question: What were the political, social, economic,
and/or cultural consequences of this item?
Lower Guinea

Question 18

Instructions:
_∙ Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
Explain the historical significance of each item. Establish the historical context in which the
_∙ item exists. Establish the item as the result of or as the cause of other factors existing in the society under study. Answer this question: What were the political, social, economic,
and/or cultural consequences of this item?
The Mayas

Question 19

Instructions:
_∙ Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
Explain the historical significance of each item. Establish the historical context in which the
_∙ item exists. Establish the item as the result of or as the cause of other factors existing in the society under study. Answer this question: What were the political, social, economic,
and/or cultural consequences of this item?
the Aztecs

Question 20

Instructions:
_∙ Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
Explain the historical significance of each item. Establish the historical context in which the
_∙ item exists. Establish the item as the result of or as the cause of other factors existing in the society under study. Answer this question: What were the political, social, economic,
and/or cultural consequences of this item?
Teotihuacán

Question 21

Instructions:
_∙ Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
Explain the historical significance of each item. Establish the historical context in which the
_∙ item exists. Establish the item as the result of or as the cause of other factors existing in the society under study. Answer this question: What were the political, social, economic,
and/or cultural consequences of this item?
the encomienda system

Question 22

Instructions:
_∙ Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
Explain the historical significance of each item. Establish the historical context in which the
_∙ item exists. Establish the item as the result of or as the cause of other factors existing in the society under study. Answer this question: What were the political, social, economic,
and/or cultural consequences of this item?
Prince Henry the Navigator

Question 23

Instructions:
_∙ Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
Explain the historical significance of each item. Establish the historical context in which the
_∙ item exists. Establish the item as the result of or as the cause of other factors existing in the society under study. Answer this question: What were the political, social, economic,
and/or cultural consequences of this item?
the Spanish model of colonization

Question 24

Instructions:
_∙ Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
Explain the historical significance of each item. Establish the historical context in which the
_∙ item exists. Establish the item as the result of or as the cause of other factors existing in the society under study. Answer this question: What were the political, social, economic,
and/or cultural consequences of this item?
John Hawkins and Sir Francis Drake

Question 25

Instructions:
_∙ Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
Explain the historical significance of each item. Establish the historical context in which the
_∙ item exists. Establish the item as the result of or as the cause of other factors existing in the society under study. Answer this question: What were the political, social, economic,
and/or cultural consequences of this item?
John Cabot

Question 26

Instructions:
_∙ Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
Explain the historical significance of each item. Establish the historical context in which the
_∙ item exists. Establish the item as the result of or as the cause of other factors existing in the society under study. Answer this question: What were the political, social, economic,
and/or cultural consequences of this item?
Spanish friars

Question 27

Instructions:
_∙ Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
Explain the historical significance of each item. Establish the historical context in which the
_∙ item exists. Establish the item as the result of or as the cause of other factors existing in the society under study. Answer this question: What were the political, social, economic,
and/or cultural consequences of this item?
the Azores, the Madeiras, and the Canaries

Question 28

Instructions:
_∙ Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
Explain the historical significance of each item. Establish the historical context in which the
_∙ item exists. Establish the item as the result of or as the cause of other factors existing in the society under study. Answer this question: What were the political, social, economic,
and/or cultural consequences of this item?
Leif Ericsson

Question 29

Instructions:
_∙ Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
Explain the historical significance of each item. Establish the historical context in which the
_∙ item exists. Establish the item as the result of or as the cause of other factors existing in the society under study. Answer this question: What were the political, social, economic,
and/or cultural consequences of this item?
syphilis

Question 30

Instructions:
_∙ Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
Explain the historical significance of each item. Establish the historical context in which the
_∙ item exists. Establish the item as the result of or as the cause of other factors existing in the society under study. Answer this question: What were the political, social, economic,
and/or cultural consequences of this item?
the Columbian exchange

Question 31

Instructions:
_∙ Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
Explain the historical significance of each item. Establish the historical context in which the
_∙ item exists. Establish the item as the result of or as the cause of other factors existing in the society under study. Answer this question: What were the political, social, economic,
and/or cultural consequences of this item?
sugar, the horse, and tobacco

Question 32

Instructions:
_∙ Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
Explain the historical significance of each item. Establish the historical context in which the
_∙ item exists. Establish the item as the result of or as the cause of other factors existing in the society under study. Answer this question: What were the political, social, economic,
and/or cultural consequences of this item?
the Northeast Trades and the Westerlies

Question 33

Instructions:
_∙ Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
Explain the historical significance of each item. Establish the historical context in which the
_∙ item exists. Establish the item as the result of or as the cause of other factors existing in the society under study. Answer this question: What were the political, social, economic,
and/or cultural consequences of this item?
São Tomé

Question 34

Instructions:
_∙ Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
Explain the historical significance of each item. Establish the historical context in which the
_∙ item exists. Establish the item as the result of or as the cause of other factors existing in the society under study. Answer this question: What were the political, social, economic,
and/or cultural consequences of this item?
Richard Hakluyt

Question 35

Instructions:
_∙ Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
Explain the historical significance of each item. Establish the historical context in which the
_∙ item exists. Establish the item as the result of or as the cause of other factors existing in the society under study. Answer this question: What were the political, social, economic,
and/or cultural consequences of this item?
maize

Question 36

Instructions:
_∙ Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
Explain the historical significance of each item. Establish the historical context in which the
_∙ item exists. Establish the item as the result of or as the cause of other factors existing in the society under study. Answer this question: What were the political, social, economic,
and/or cultural consequences of this item?
Malinche

Question 37

Instructions:
_∙ Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
Explain the historical significance of each item. Establish the historical context in which the
_∙ item exists. Establish the item as the result of or as the cause of other factors existing in the society under study. Answer this question: What were the political, social, economic,
and/or cultural consequences of this item?
smallpox

Question 38

Instructions:
_∙ Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
Explain the historical significance of each item. Establish the historical context in which the
_∙ item exists. Establish the item as the result of or as the cause of other factors existing in the society under study. Answer this question: What were the political, social, economic,
and/or cultural consequences of this item?
Hernán Cortés

Question 39

Instructions:
_∙ Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
Explain the historical significance of each item. Establish the historical context in which the
_∙ item exists. Establish the item as the result of or as the cause of other factors existing in the society under study. Answer this question: What were the political, social, economic,
and/or cultural consequences of this item?
Christopher Columbus

Question 40

Instructions:
_∙ Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
Explain the historical significance of each item. Establish the historical context in which the
_∙ item exists. Establish the item as the result of or as the cause of other factors existing in the society under study. Answer this question: What were the political, social, economic,
and/or cultural consequences of this item?
Amerigo Vespucci

Question 41

At the time of initial contact with the Europeans, Lower Guinea was characterized by

A) powerful and wealthy empires.
B) decentralized political and social authority.
C) religious disagreements between Christian rulers and the Muslim masses.
D) acceptance of and strong devotion to Islam on the part of rulers and people.

Question 42

Members of the Sandé cult

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 governed by female religious leaders.
D) were the only known West Africans to have monotheistic religious beliefs.

Question 43

North American Indian agricultural societies were alike in which of the following respects?

A) They all defined the extended family matrilineally.
B) The clans that made up these societies were defined patrilineally.
C) They all allocated agricultural chores to women.
D) Women were allowed to be chiefs in all these societies.

Question 44

Why did the practice of settled agriculture lead to the emergence of more complex civilizations?

A) People practicing settled agriculture needed a more structured political system.
B) People with a steady supply of food were free to devote their energy to accumulating wealth, producing art, building cities, and creating ceremonies and rituals.
C) An increase in the number of children in such societies gave rise to the educational institutions associated with complex civilizations.
D) Property owners in such societies demanded laws and institutions that protected their property rights.

Question 45

Instructions:
_∙ Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
Explain the historical significance of each item. Establish the historical context in which the
_∙ item exists. Establish the item as the result of or as the cause of other factors existing in the society under study. Answer this question: What were the political, social, economic,
and/or cultural consequences of this item?
A Briefe and True Report of the New Found Land of Virginia

Question 46

The social systems of West Africa were all organized on the basis of the dual-sex principle, which meant that

A) female political and religious leaders governed the women and males ruled the men.
B) men and women were expected to have not only a sexual partner of the opposite sex but one of the same sex as well.
C) every man could have two wives and every woman could have two husbands.
D) all individuals were believed to have both a masculine and a feminine side.

Question 47

In the fifteenth century, Lower Guinea and Upper Guinea differed in which of the following respects?

A) The governments of Lower Guinea were democratic; those of Upper Guinea were autocratic.
B) Women were responsible for the cultivation of rice in Lower Guinea but were the primary local traders in Upper Guinea.
C) The peoples of Lower Guinea continued to practice traditional African religions; those of Upper Guinea were heavily influenced by the Islamic religion.
D) Women were denied political power in Lower Guinea but held powerful political and religious positions in Upper Guinea.

Question 48

Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
Explain the historical significance of each item. Establish the historical context in which the
_? item exists. Establish the item as the result of or as the cause of other factors existing in the society under study. Answer this question: What were the political, social, economic,
and/or cultural consequences of this item?

Question 49

Which of the following is true of the Algonquians?

A) They followed the example of the Aztecs, practicing settled agriculture and living a sedentary existence.
B) They accepted women as rulers in some villages.
C) They defined the extended family patrilineally.
D) They were unique among the North American tribes in that they had no known religious beliefs.

Question 50

Which of the following was a consequence of the spread of agricultural techniques among Indian groups?

A) Cultural differences among groups of Indians disappeared.
B) Most groups began to live a more sedentary existence.
C) The various groups began to engage in almost constant warfare.
D) Political power within the various groups fell into the hands of a land-owning elite.

Question 51

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

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

Question 52

Which of the following characteristics was shared by European, West African, and Native American civilizations?

A) Political systems based on the concept of village democracy
B) Kinship systems based on matrilineal descent
C) The organization of work assignments on the basis of a sexual division of labor
D) The practice of settled agriculture as the primary mode of subsistence

Question 53

Which of the following were the first to cultivate food crops in the Americas?

A) European colonists in South America
B) Indians along the Atlantic seaboard of North America
C) Jesuit missionaries in southern California
D) Indians living in central Mexico

Question 54

Which of the following best explains the fact that bands of Indian hunters remained small in the area of the Great Basin present-day Nevada and Utah)?

A) The disease environment dramatically lowered the life expectancy of the inhabitants of the Great Basin.
B) The tribes of the Great Basin enacted laws that imposed strict limitations on the size of each band within the tribe.
C) The inadequate supply of large game made it difficult to find food in sufficient quantity to support large groups.
D) The practice of human sacrifice significantly reduced the population of the bands and tribes of the Great Basin.

Question 55

Which of the following best explains the differences in the means of subsistence and lifestyles that emerged among Indian groups in the New World?

A) Disagreements over political beliefs caused groups to separate.
B) The various tribes migrated to the Americas separately and came from widely divergent cultures.
C) Different Indian groups adapted their means of subsistence and lifestyles to the environment in which they settled.
D) Geographic barriers in the New World made interaction between different Indian tribes impossible.

Question 56

The societies of West Africa were like Native American societies in which of the following respects?

A) The social systems of both were organized on the basis of the dual-sex principle.
B) The political systems of both were organized on the basis of autocratic rule.
C) In both, work assignments were organized on the basis of a sexual division of labor.
D) In both, women were allowed to hold formal political power over men.

Question 57

When Europeans began to colonize North America, the Indians on the continent

A) did not see themselves as one people and did not think of uniting against the invaders.
B) realized that unity against the invaders was essential to survival.
C) quickly accepted the religious ideas expressed by European missionaries.
D) recognized the importance of accepting and adopting the major characteristics of European culture.

Question 58

Women were most likely to hold political positions in

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

Question 59

What did the city-states of Mesoamerica and the urban clusters known as the Mississippian culture have in common?

A) Each practiced a form of township democracy.
B) Each was engaged in extensive trade in the Caribbean basin.
C) Each had religious beliefs that were monotheistic.
D) Each collapsed due to problems maintaining food supplies.

Question 60

Which of the following was one of the major means of subsistence of the people living in the northernmost region of Upper Guinea?

A) Farming
B) Animal husbandry
C) Cultivation of rice
D) The gold trade

Question 61

Columbus's log of his first encounter with the New World and its inhabitants reveals which of the following?

A) He wanted to profit from the land he had found by exploiting its natural resources, including its people.
B) He wanted to exterminate all Native Americans and completely destroy the cultures they had built.
C) He insisted that Europeans had come merely to observe, not to change, the cultures of the New World's native inhabitants.
D) He believed that his primary goal should be to Christianize the native inhabitants of the land he had found.

Question 62

Which of the following is true of the lateen sail?

A) It ushered in the age of discovery by allowing sailors to point the bow of the boat in the desired direction.
B) It kept ships from sliding sideways when moving across the wind, thus eliminating the need for oars.
C) It made ships more maneuverable, thus allowing merchants to sail out of the Mediterranean and north around the European coast.
D) It hampered sea trade by making ships much more difficult to maneuver.

Question 63

These winds made it easy for Spanish and Portuguese mariners to sail from the Iberian Peninsula to the Canary Islands.

A) The Northeast Trades
B) The Polar Easterlies
C) The Horse Latitudes
D) The prevailing Westerlies

Question 64

The first economy based primarily on the bondage of black Africans was created in

A) the Azores.
B) the Canaries.
C) the Madeiras.
D) São Tomé.

Question 65

Which of the following is true of John Cabot?

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 66

The first person to publish the idea that Columbus had discovered a new continent was

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

Question 67

Based on their experiences in the islands of the Mediterranean Atlantic, the Europeans learned that they

A) would have to use European laborers if colonies were to be productive and profitable.
B) could successfully transplant their crops and livestock to exotic locations.
C) would never be able to develop a system for supplying workers to distant colonies.
D) could successfully cure the diseases they contracted in distant lands.

Question 68

The Mediterranean Atlantic prepared the way for the European voyages of exploration and discovery because it was there that European mariners

A) first learned the skill of trimming their sails.
B) discovered that the Westerlies would carry them swiftly into the Atlantic and toward the Caribbean.
C) first learned the importance of square sails in making their ships more maneuverable.
D) learned the valuable strategy of sailing around the wind.

Question 69

The primary motive for the fifteenth- and sixteenth-century European voyages of exploration and discovery was the desire to

A) spread Christianity around the world.
B) verify the new scholarly theory that there were undiscovered continents.
C) gain direct access to the goods of Africa and Asia.
D) establish naval control of the seas.

Question 70

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

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.

Question 71

Black slavery was introduced into Europe by the

A) French.
B) Spanish.
C) English.
D) Portuguese.

Question 72

As a result of the Black Death,

A) the people of Europe turned to the Christian religion for the first time.
B) it is estimated that one-third of the people of Europe died in the late fourteenth century.
C) the Angle and Saxon tribes of England were so weakened that they were easily defeated by William of Normandy.
D) European scientists finally accepted the germ theory of disease long advanced by Arab scholars.

Question 73

In contrast to African and Native American societies, women in European societies were

A) not allowed to engage in certain kinds of work.
B) usually denied positions of political and religious authority.
C) primarily responsible for discipline within the family.
D) equal to men in the eyes of the law.

Question 74

By the 1470s the world's first colonial plantation economy was found in the

A) Azores.
B) Canaries.
C) Madeiras.
D) West Indies.

Question 75

Why was it difficult for Spanish and Portuguese mariners to return home from the Canary Islands?

A) They had to sail against the winds.
B) Unusual magnetic fields in that area rendered navigational instruments useless.
C) Berber pirates preyed on ships sailing northward from the Canaries.
D) They had no knowledge of the tacking maneuver.

Question 76

As a result of his visit to the Portuguese colony on the Gold Coast of Africa, Columbus

A) began to understand how important rice cultivation could be in solving food shortages in his native Genoa.
B) recognized the economic potential of the slave trade.
C) acquired a hatred for abusive and exploitive labor systems.
D) learned how important it was to understand and accept the belief systems of non-Europeans.

Question 77

Queen Isabella decided to finance exploratory voyages, in part, because she

A) believed it would divert her subjects' attention away from Spain's domestic problems.
B) hoped profits from such voyages would help finance an expedition to wrest Jerusalem from the Muslims.
C) wanted to prevent England from colonizing Africa.
D) wanted knowledge about other world cultures.

Question 78

After the Hundred Years' War, the monarchs of England, France, and Spain

A) accepted the concept of constitutional monarchy.
B) consolidated their political power within their respective kingdoms.
C) were continually plagued by a resurgence of regional loyalties among nobles.
D) accepted and fostered the concept of human rights.

Question 79

After conquering the last Canary Island in 1496, the Spanish devoted the land to the cultivation of

A) corn.
B) rice.
C) sugar.
D) tobacco.

Question 80

Which of the following correctly characterizes the trade relationship between Portugal and the states of West Africa?

A) The Portuguese merchants grew wealthy; the African chiefdoms gained little.
B) The African chiefdoms gained wealth and power; the Portuguese gained little.
C) The Portuguese merchants controlled the terms and conditions of the trade.
D) The rulers of West Africa controlled the terms and conditions of the trade.