Deck 7: Cultures of Splendor and Power 1500-1780

Question 1

Questions refer to the image below. The Taj Mahal, a mausoleum built by Shah Jahan for his wife, Mumtaz Mahal, c. 1630.
Designed by a Parsi (Indian of Persian origin) architect.
Which of the following was a major reason that the Mughals created buildings such as the Taj Mahal?

A) Rulers created monumental places of worship to demonstrate that they were pious men.
B) Rulers needed to employ as many craftsmen as possible in order to prevent rebellions.
C) Rulers used architecture to compete with other rulers for the people's reverence.
D) Rulers used art and monumental architecture to legitimize their rule.

Answer 1

Rulers used art and monumental architecture to legitimize their rule.

Question 2

Questions refer to the passages below.
"It is the duty of a girl living in her parents' house to practice filial piety toward her father and mother. But after marriage, her duty is to honor her father-in-law and mother-in-law . . . to love and reverence them with all ardor and to tend them with a practice of filial piety. . . . When a husband issues his instructions, the wife must never disobey them. . . . A woman should look upon her husband as if he were Heaven itself and never weary of thinking how she may yield to him and thus escape celestial castigation."
"The Great Learning for Women," Kaibara Ekken, Japanese philosopher, c. 1729
"I love man as my fellow, but his scepter, real or usurped, extends not to me, unless the reason of an individual demands my homage; and even then, the submission is to reason, and not to man. In fact, the conduct of an accountable being must be regulated by the operations of its own reason; or on what foundation rests the throne of God?"
A Vindication of the Rights of Women, Mary Wollstonecraft, English essayist, 1792
Kaibara's point of view was MOST likely influenced by which of the following?

A) Shinto, an indigenous Japanese religion, placed strong belief in kami or spirits.
B) Christianity brought belief in the power of heaven to Japan in the eighteenth century.
C) Chinese philosophy, including Confucianism, had a great impact on Japanese culture.
D) Buddhism, a philosophy that came to Japan from China, placed great value on loyalty to one's lord.

Answer 2

Chinese philosophy, including Confucianism, had a great impact on Japanese culture.

Question 3

Questions refer to the passages below.
"It is the duty of a girl living in her parents' house to practice filial piety toward her father and mother. But after marriage, her duty is to honor her father-in-law and mother-in-law . . . to love and reverence them with all ardor and to tend them with a practice of filial piety. . . . When a husband issues his instructions, the wife must never disobey them. . . . A woman should look upon her husband as if he were Heaven itself and never weary of thinking how she may yield to him and thus escape celestial castigation."
"The Great Learning for Women," Kaibara Ekken, Japanese philosopher, c. 1729
"I love man as my fellow, but his scepter, real or usurped, extends not to me, unless the reason of an individual demands my homage; and even then, the submission is to reason, and not to man. In fact, the conduct of an accountable being must be regulated by the operations of its own reason; or on what foundation rests the throne of God?"
A Vindication of the Rights of Women, Mary Wollstonecraft, English essayist, 1792
Which of the following is a difference between the second passage and the first passage?

A) Wollstonecraft stated that women should be subject only to reason, while Kaibara stated that women were subject to a male head of household.
B) Kaibara stated that women would be rewarded by heaven if they disobeyed their husbands, but Wollstonecraft stated that the heavenly throne would punish women who challenged male rule.
C) Wollstonecraft supported traditional English values, but Kaibara attempted to bring foreign values into Japanese society.
D) Kaibara created his new ideas about gender roles, but Wollstonecraft borrowed hers from the French.

Answer 3

Wollstonecraft stated that women should be subject only to reason, while Kaibara stated that women were subject to a male head of household.

Question 4

Questions refer to the passages below.
"What is tolerance? It is the natural attribute of humanity. We are all formed of weakness and error: let us pardon reciprocally each other's folly. That is the first law of nature. . . . Look at the Great Turk. He governs Guebres [Zoroastrians], Banians [Hindus], Greek Christians, Nestorians, Romans. The first who tried to stir up tumult would be impaled; and everyone is at peace. Of all the religions, the Christian is without doubt the one which should inspire tolerance most, although up to now the Christians have been the most intolerant of all men."
Voltaire, French philosophe, "What Is Tolerance?" in The Philosophical Dictionary, 1764
"Jews and the various Christian Groups-Greek Orthodox, Jacobites, Uniates, and Copts-formed their own distinct communities, talifa, and regulated them within the umma under the auspices of Ottoman officials. . . . [who] often assessed special ad-hoc taxes, and sometimes even the jizya, collectively on Christian and Jewish communities. . . . Heightened tension between Christians and Muslims emerged during periods when European powers threatened the empire or when the central Turkish government lost its grip over local areas. Whenever talk of crusading or holy war bubbled up and whenever power devolved to local officials, Christians came under closer scrutiny and became targets of vigilante aggression. These incidents, however, were extremely rare; the normal state of relations consisted largely of reciprocity in the market place, interaction in the neighborhood, and cooperation in the Empire."
Charles H. Parker, "Paying for the Privilege: The Management of Public Order and Religious Pluralism in Two Early Modern Societies," in Journal of World History, 2006
Voltaire's statement is best understood in terms of which of the following tenets of the Enlightenment?

A) The rise of national identity led to hostility between different ethnic groups.
B) Scientific thought led to a rejection of God as the creator of the universe.
C) Social order should be preserved at all costs, even by capital punishment.
D) The role of religion in public life should be subjected to rational analysis.

Question 5

In what way did the Islamic world in the period between 1500 and 1780 change from its earlier pattern of cultural development?

A) The Islamic world reunified under a single political authority, the caliphate.
B) The Islamic world began a program of overseas expansion.
C) The Islamic world lost its ability to make beautiful textiles and other products for trade.
D) The Islamic world developed three distinctive cultural traditions centered on the Mughal, Ottoman, and Safavid empires.

Question 6

Which of the following is a similarity between the ways that the rulers of Muslim and Chinese empires used the new wealth circulating in global trade?

A) Chinese and Muslim rulers financed pure scientific research.
B) Chinese and Muslim rulers glorified their regimes through magnificent architecture and art.
C) Chinese and Muslim rulers lowered taxes on their peasant populations.
D) Chinese and Muslim rulers established new universities to teach western knowledge.

Question 7

How did Europe's cultural exchanges with the Americas and the Pacific compare with its exchanges with China and the Islamic world?

A) Unlike cultures in China and the Islamic world, indigenous cultures in the Americas and the Pacific were undermined by contact with Europeans.
B) Chinese and Islamic rulers, as well as indigenous leaders in the Americas and Pacific, brought artists from all over the world to glorify their regimes.
C) Chinese and Islamic rulers, as well as indigenous leaders in the Americas and Pacific, eagerly supported Christian missionaries.
D) Unlike cultures in China and the Islamic world, indigenous cultures in the Americas and the Pacific were eager for trade contact with Europeans.

Question 8

Questions refer to the passages below.
"What is tolerance? It is the natural attribute of humanity. We are all formed of weakness and error: let us pardon reciprocally each other's folly. That is the first law of nature. . . . Look at the Great Turk. He governs Guebres [Zoroastrians], Banians [Hindus], Greek Christians, Nestorians, Romans. The first who tried to stir up tumult would be impaled; and everyone is at peace. Of all the religions, the Christian is without doubt the one which should inspire tolerance most, although up to now the Christians have been the most intolerant of all men."
Voltaire, French philosophe, "What Is Tolerance?" in The Philosophical Dictionary, 1764
"Jews and the various Christian Groups-Greek Orthodox, Jacobites, Uniates, and Copts-formed their own distinct communities, talifa, and regulated them within the umma under the auspices of Ottoman officials. . . . [who] often assessed special ad-hoc taxes, and sometimes even the jizya, collectively on Christian and Jewish communities. . . . Heightened tension between Christians and Muslims emerged during periods when European powers threatened the empire or when the central Turkish government lost its grip over local areas. Whenever talk of crusading or holy war bubbled up and whenever power devolved to local officials, Christians came under closer scrutiny and became targets of vigilante aggression. These incidents, however, were extremely rare; the normal state of relations consisted largely of reciprocity in the market place, interaction in the neighborhood, and cooperation in the Empire."
Charles H. Parker, "Paying for the Privilege: The Management of Public Order and Religious Pluralism in Two Early Modern Societies," in Journal of World History, 2006
According to Parker, what precipitated the rare cases of persecution of Christians in the Ottoman Empire?

A) Christians were blamed for causing the plague.
B) Christians rebelled against Ottoman rule.
C) Christian states threatened the empire.
D) Christians refused to pay the jizya.

Question 9

Questions refer to the image below. The Taj Mahal, a mausoleum built by Shah Jahan for his wife, Mumtaz Mahal, c. 1630.
Designed by a Parsi (Indian of Persian origin) architect.
Which of the following is an accurate conclusion that can be drawn from the blending of Persian, Indian, and Ottoman artistic and architectural elements in the image above?

A) The Mughals forced the people they had conquered to work on their architectural projects.
B) The Mughals accommodated ethnic and religious diversity instead of suppressing it.
C) Islam dominated the arts and intellectual life in India.
D) Hinduism was a minority religion in the Indian subcontinent.

Question 10

Questions refer to the passages below.
"It is the duty of a girl living in her parents' house to practice filial piety toward her father and mother. But after marriage, her duty is to honor her father-in-law and mother-in-law . . . to love and reverence them with all ardor and to tend them with a practice of filial piety. . . . When a husband issues his instructions, the wife must never disobey them. . . . A woman should look upon her husband as if he were Heaven itself and never weary of thinking how she may yield to him and thus escape celestial castigation."
"The Great Learning for Women," Kaibara Ekken, Japanese philosopher, c. 1729
"I love man as my fellow, but his scepter, real or usurped, extends not to me, unless the reason of an individual demands my homage; and even then, the submission is to reason, and not to man. In fact, the conduct of an accountable being must be regulated by the operations of its own reason; or on what foundation rests the throne of God?"
A Vindication of the Rights of Women, Mary Wollstonecraft, English essayist, 1792
Wollstonecraft's justification for the role of women was closest to the arguments of which of the following movements in the eighteenth century?

A) The free-trade movement
B) The abolition movement
C) The prison reform movement
D) The labor union movement

Question 11

What did the Ottomans see as evidence that the Islamic world had a monopoly on truth, enlightenment, and culture?

A) Europeans had much less wealth than the Ottomans.
B) Nowhere else could the famous tulips of the Tulip Period be grown.
C) Ottoman military successes proved God's favor for their culture.
D) Ottoman science was more advanced than European science.

Question 12

Questions refer to the passages below.
"What is tolerance? It is the natural attribute of humanity. We are all formed of weakness and error: let us pardon reciprocally each other's folly. That is the first law of nature. . . . Look at the Great Turk. He governs Guebres [Zoroastrians], Banians [Hindus], Greek Christians, Nestorians, Romans. The first who tried to stir up tumult would be impaled; and everyone is at peace. Of all the religions, the Christian is without doubt the one which should inspire tolerance most, although up to now the Christians have been the most intolerant of all men."
Voltaire, French philosophe, "What Is Tolerance?" in The Philosophical Dictionary, 1764
"Jews and the various Christian Groups-Greek Orthodox, Jacobites, Uniates, and Copts-formed their own distinct communities, talifa, and regulated them within the umma under the auspices of Ottoman officials. . . . [who] often assessed special ad-hoc taxes, and sometimes even the jizya, collectively on Christian and Jewish communities. . . . Heightened tension between Christians and Muslims emerged during periods when European powers threatened the empire or when the central Turkish government lost its grip over local areas. Whenever talk of crusading or holy war bubbled up and whenever power devolved to local officials, Christians came under closer scrutiny and became targets of vigilante aggression. These incidents, however, were extremely rare; the normal state of relations consisted largely of reciprocity in the market place, interaction in the neighborhood, and cooperation in the Empire."
Charles H. Parker, "Paying for the Privilege: The Management of Public Order and Religious Pluralism in Two Early Modern Societies," in Journal of World History, 2006
Voltaire suggested which of the following as an example of a tolerant society?

A) The Ottomans
B) Greek Christians
C) The Romans
D) Nestorians

Question 13

Questions refer to the image below. The Taj Mahal, a mausoleum built by Shah Jahan for his wife, Mumtaz Mahal, c. 1630.
Designed by a Parsi (Indian of Persian origin) architect.
The minarets (towers) at the four corners of the Taj Mahal reflect which of the following religions, that of the Mughal emperors of India?

A) Islam
B) Zoroastrianism
C) Hinduism
D) Christianity

Question 14

Questions refer to the passages below.
"What is tolerance? It is the natural attribute of humanity. We are all formed of weakness and error: let us pardon reciprocally each other's folly. That is the first law of nature. . . . Look at the Great Turk. He governs Guebres [Zoroastrians], Banians [Hindus], Greek Christians, Nestorians, Romans. The first who tried to stir up tumult would be impaled; and everyone is at peace. Of all the religions, the Christian is without doubt the one which should inspire tolerance most, although up to now the Christians have been the most intolerant of all men."
Voltaire, French philosophe, "What Is Tolerance?" in The Philosophical Dictionary, 1764
"Jews and the various Christian Groups-Greek Orthodox, Jacobites, Uniates, and Copts-formed their own distinct communities, talifa, and regulated them within the umma under the auspices of Ottoman officials. . . . [who] often assessed special ad-hoc taxes, and sometimes even the jizya, collectively on Christian and Jewish communities. . . . Heightened tension between Christians and Muslims emerged during periods when European powers threatened the empire or when the central Turkish government lost its grip over local areas. Whenever talk of crusading or holy war bubbled up and whenever power devolved to local officials, Christians came under closer scrutiny and became targets of vigilante aggression. These incidents, however, were extremely rare; the normal state of relations consisted largely of reciprocity in the market place, interaction in the neighborhood, and cooperation in the Empire."
Charles H. Parker, "Paying for the Privilege: The Management of Public Order and Religious Pluralism in Two Early Modern Societies," in Journal of World History, 2006
In what way does Parker's statement support Voltaire's?

A) Parker noted that Jews were tolerated in the Ottoman Empire.
B) Parker confirmed that Christianity is the least peaceful and tolerant religion.
C) Parker stated that special taxes were used to keep order among non-Muslims in the Ottoman Empire.
D) Parker confirmed that Christians were usually tolerated in the Ottoman Empire.

Question 15

Questions refer to the passages below.
"What is tolerance? It is the natural attribute of humanity. We are all formed of weakness and error: let us pardon reciprocally each other's folly. That is the first law of nature. . . . Look at the Great Turk. He governs Guebres [Zoroastrians], Banians [Hindus], Greek Christians, Nestorians, Romans. The first who tried to stir up tumult would be impaled; and everyone is at peace. Of all the religions, the Christian is without doubt the one which should inspire tolerance most, although up to now the Christians have been the most intolerant of all men."
Voltaire, French philosophe, "What Is Tolerance?" in The Philosophical Dictionary, 1764
"Jews and the various Christian Groups-Greek Orthodox, Jacobites, Uniates, and Copts-formed their own distinct communities, talifa, and regulated them within the umma under the auspices of Ottoman officials. . . . [who] often assessed special ad-hoc taxes, and sometimes even the jizya, collectively on Christian and Jewish communities. . . . Heightened tension between Christians and Muslims emerged during periods when European powers threatened the empire or when the central Turkish government lost its grip over local areas. Whenever talk of crusading or holy war bubbled up and whenever power devolved to local officials, Christians came under closer scrutiny and became targets of vigilante aggression. These incidents, however, were extremely rare; the normal state of relations consisted largely of reciprocity in the market place, interaction in the neighborhood, and cooperation in the Empire."
Charles H. Parker, "Paying for the Privilege: The Management of Public Order and Religious Pluralism in Two Early Modern Societies," in Journal of World History, 2006
What evidence does Parker use to show that Christians and Jews were NOT considered as full and equal citizens in the Ottoman Empire?

A) Christians and Jews were refused dhimmi status.
B) Christians and Jews were subjected to special taxes.
C) Christians and Jews were never allowed in the Ottoman military.
D) Christians and Jews were not permitted in the Ottoman bureaucracy.

Question 16

Questions refer to the image below. The Taj Mahal, a mausoleum built by Shah Jahan for his wife, Mumtaz Mahal, c. 1630.
Designed by a Parsi (Indian of Persian origin) architect.
The expansion of the Mughal Empire in South Asia can best be understood in the context of which of the following historical developments in the period from 1450-1750?

A) Sufis and merchants spread Islam to South Asia.
B) The Mughal navy controlled the Indian Ocean trade routes until the arrival of the Portuguese.
C) Land-based empires relied on gunpowder and cannons to expand their territories.
D) Control of the Silk Road provided the Mughals with immense wealth to fund their government.

Question 17

Questions refer to the passages below.
"It is the duty of a girl living in her parents' house to practice filial piety toward her father and mother. But after marriage, her duty is to honor her father-in-law and mother-in-law . . . to love and reverence them with all ardor and to tend them with a practice of filial piety. . . . When a husband issues his instructions, the wife must never disobey them. . . . A woman should look upon her husband as if he were Heaven itself and never weary of thinking how she may yield to him and thus escape celestial castigation."
"The Great Learning for Women," Kaibara Ekken, Japanese philosopher, c. 1729
"I love man as my fellow, but his scepter, real or usurped, extends not to me, unless the reason of an individual demands my homage; and even then, the submission is to reason, and not to man. In fact, the conduct of an accountable being must be regulated by the operations of its own reason; or on what foundation rests the throne of God?"
A Vindication of the Rights of Women, Mary Wollstonecraft, English essayist, 1792
Which of the following movements MOST likely influenced Wollstonecraft's thinking?

A) The Church of England instilled belief that the throne of God was the power behind English rulers.
B) Enlightenment philosophers taught that scientific reasoning should be applied to all aspects of society.
C) The Counter-Reformation led to the creation of new religious orders such as the Jesuits.
D) The Chartists held that all people were created equal, and therefore called for universal suffrage.

Question 18

What was the role of the Ottoman tekkes schools?

A) They taught devotional strategies to prepare students to enter Sufi Orders.
B) They provided an elite corps of martial artists for the Ottoman army.
C) They led persecution of religious minorities such as Jews and Christians.
D) They challenged Ottoman rule as insufficiently guided by religious principles.

Question 19

Questions refer to the passages below.
"It is the duty of a girl living in her parents' house to practice filial piety toward her father and mother. But after marriage, her duty is to honor her father-in-law and mother-in-law . . . to love and reverence them with all ardor and to tend them with a practice of filial piety. . . . When a husband issues his instructions, the wife must never disobey them. . . . A woman should look upon her husband as if he were Heaven itself and never weary of thinking how she may yield to him and thus escape celestial castigation."
"The Great Learning for Women," Kaibara Ekken, Japanese philosopher, c. 1729
"I love man as my fellow, but his scepter, real or usurped, extends not to me, unless the reason of an individual demands my homage; and even then, the submission is to reason, and not to man. In fact, the conduct of an accountable being must be regulated by the operations of its own reason; or on what foundation rests the throne of God?"
A Vindication of the Rights of Women, Mary Wollstonecraft, English essayist, 1792
Which of the following is an accurate comparison of the two statements?

A) Women, giving advice on proper behavior, wrote both sources.
B) Both sources accepted contemporary beliefs about gender roles.
C) Both sources discussed the role of a dutiful daughter.
D) Both sources considered whether women should be subservient to men.

Question 20

Questions refer to the image below. The Taj Mahal, a mausoleum built by Shah Jahan for his wife, Mumtaz Mahal, c. 1630.
Designed by a Parsi (Indian of Persian origin) architect.
Based on your knowledge of world history, which of the following was another Sunni Muslim land-based empire in the period from 1450-1750?

A) Safavid
B) Manchu
C) Russia
D) Ottoman

Question 21

Why did Ming China escape the sectarian warfare that ravaged Europe?

A) All Chinese people shared one religion, so there was nothing to cause conflict.
B) Chinese government was so centralized that regional leaders lacked the ability to fight in defense of their religious beliefs.
C) European visitors told Chinese leaders about religious warfare in their homeland, and the Chinese vowed to avoid making the same mistake.
D) The Chinese believed it was the emperor, rather than any religious group, that held the mandate of heaven, so no sect was favored over the others.

Question 22

Which of the following supported the Mughal nobility's lavish lifestyle?

A) Tribute from the conquered peoples in central Asia provided the funds for extravagant buildings such as the Taj Mahal.
B) Foreign trade brought in silver that advanced the economy, which helped the nobility prosper.
C) Confiscatory taxation on farmers funded the Mughal military-based nobility.
D) Mughal nobles were entitled to collect a tithe from all non-Muslims.

Question 23

For what reason did the Chinese take little interest in the maps brought by Matteo Ricci?

A) Chinese maps exhibited a higher degree of geometric and mathematical precision.
B) The Chinese knew that the Earth was round, and ridiculed the flat Earth shown in Ricci's maps.
C) The Chinese believed that Ricci's maps made China seem an unimportant country on the edge of the world.
D) Chinese maps reflected more knowledge of other parts of the world.

Question 24

Which of the following were the most popular books published in Ming China?

A) Almanacs and books of astronomical observations
B) Medical encyclopedias
C) Travel guides
D) Study guides for civil services examinations

Question 25

How did the Enlightenment and imperialism relate to each other?

A) Enlightened thinkers were strongly opposed to imperialism.
B) Rulers used the methods and principles of the Enlightenment to advance imperialism.
C) Enlightened thought often impeded the state-building necessary for imperialism.
D) Enlightened thinkers were concerned with domestic rather than international affairs.

Question 26

Which of the following reflects a difference between China and the Islamic Empires?

A) China's internal market fueled its growth and culture, instead of the foreign trade that provided wealth to the Islamic Empires.
B) China alone relied on its own traditions for cultural inspiration.
C) China had long been a center of learning, but the Islamic Empires relied on outside sources of learning.
D) China, unlike the Mughals and Ottomans, ruled over a homogeneous population.

Question 27

Why did the Chinese devote a great deal of attention to astronomy and calendrical science?

A) They wanted to decipher the mysteries of the universe and gain greater control over nature.
B) They believed that the stability of the kingdom depended on the emperor's ability to calculate correct dates for festivals, court sessions, mourning periods, and agricultural work.
C) They needed a clear understanding of the constellations and other celestial features in order to navigate the world's oceans.
D) They believed that astronomy was the key to a universal and objective understanding of the natural world.

Question 28

What were some of the broader consequences of the Enlightenment?

A) Increased respect for the wisdom of classical and medieval authorities
B) The expansion of educational opportunities for rural women
C) Increased respect for traditional elites and clerics
D) The expansion of literacy and the spread of critical thinking

Question 29

How did the literary culture of late Ming and early Qing China affect elite women's lives?

A) Elite women's success as writers, readers, and editors encouraged them to assume a wider range of social roles.
B) Elite women read about the lives of poor women and developed a new sense of female solidarity that crossed class boundaries.
C) Elite women were generally able to participate as writers, readers, and editors, despite increasing constraints on their lives.
D) Elite women were not encouraged to participate in literary culture, but the most popular books had strong female characters.

Question 30

Which of the following is often seen as the epitome of the blending of Persian, Islamic, and Indian traditions?

A) The palace at Isfahan
B) The empire's legal system
C) The Taj Mahal
D) The peacock throne

Question 31

In the seventeenth and eighteenth centuries, what led the Japanese to consider how to control and integrate foreign learning (especially from China and Europe)?

A) Foreign powers forced Japan to modernize by adopting "modern" science and culture.
B) Before the seventeenth century, Japan had not come into contact with foreign ideas or culture.
C) Earlier, foreign ideas rarely traveled beyond coastal regions, but by the eighteenth century, expanded networks of exchange facilitated their spread throughout the country.
D) Members of middle class idealized foreign culture, leading the shoguns to fear that learning about Enlightenment ideals might lead the merchants to overthrow the emperor.

Question 32

Which of the following shows the early Mughal Empire's attitude toward the culture of South Asia?

A) Islamic traditions dominated artistic and poetic expression.
B) Hindu traditions in jurisprudence formed the basis of Mughal law.
C) Hindus and Muslims joined to suppress the culture of other ethnic groups in South Asia.
D) Hindus and Muslims shared the flourishing of art, architecture, and music.

Question 33

How was Tokugawa Japan influenced by China?

A) Chinese literature, legal thought, and religion had a significant influence on Tokugawa Japan.
B) Japanese popular theater was based largely on Chinese models.
C) Chinese monks spread Buddhism, which replaced native Japanese religious practice.
D) Chinese became the language of Japanese high culture.

Question 34

How did popular culture in Tokugawa Japan subvert its social order?

A) The most popular plays were those that made fun of the shogun.
B) It idolized groups such as actors, musicians, and courtesans, who were ordinarily at the bottom of the social hierarchy.
C) It argued that people should be able to rise in the social hierarchy through attention to propriety and virtuous behavior.
D) It offered women opportunities for independence and autonomy.

Question 35

How did Asante kings use the wealth they acquired from trade?

A) They sponsored feasts to allow themselves an opportunity to dine with their subjects.
B) They led religious ceremonies, characterized by lavish displays of ornate religious artifacts.
C) They showed their link to wealth and power by displaying gold-covered spears, maces, and elephant tails.
D) They commissioned the creation of epic poems about the divine origins of the Asantehene.

Question 36

Which approach to religion best characterizes Ming Chinese and Mughal rulers in this period?

A) Both promoted overseas proselytism to spread their respective official faiths.
B) Both rejected the presence of Christian missionaries.
C) Both accepted varieties of religious pluralism in their territories.
D) Both insisted on the practice of one state-sponsored religion.

Question 37

What type of significant artwork was produced by the Oyo Empire and Benin?

A) Detailed paintings of plant life
B) Intricate silver jewelry
C) Sophisticated bronzes
D) Enormous marble palaces and temples

Question 38

Which group closed off the studies into European science, history, and geography begun by Ibrahim Muteferrika?

A) The devshirme
B) The janissaries
C) The Sufis
D) The ulama

Question 39

Which of the following is an important cultural achievement of the Safavids?

A) The art of the period reflected the majesty and aloofness of the Safavid shahs.
B) The Safavids created a blending of Sunni and Shia poetry.
C) The Safavid Empire provided a home for Shiite Islam and blended it with traditional Persian culture.
D) The Safavid capital, Isfahan, was modeled after the Topkapi palace in Istanbul.

Question 40

What was a consequence of the "native learning" movement promoted by some Japanese intellectuals?

A) Buddhism was branded a foreign contaminant of Japanese culture.
B) Shinto beliefs were incorporated into "Dutch learning."
C) Zen monasteries spread across the country.
D) Shamanism was suppressed, especially among women.

Question 41

In what way was the U.S. Declaration of Independence an Enlightenment document?

A) It argued for the rise of a meritocracy based on talent, not rank.
B) It proposed that democracy was the best form of government.
C) It announced that all men were endowed with equal rights.
D) It avowed that only a government based on Christian ideals could provide a just society.

Question 42

Which of the following statements best characterizes the effect of attempts to convert both Amerindians and Africans to Christianity during the seventeenth and eighteenth centuries?

A) Africans and Amerindians cynically used conversion as a ploy to increase their attractiveness as trade partners.
B) Africans and Amerindians became ultra-orthodox, criticizing the behavior of their European missionary teachers.
C) Africans and Amerindians completely gave up their previous gods and belief systems.
D) Africans and Amerindians used Christianity to supplement their existing beliefs, not replace them.

Question 43

Francis Bacon's method of scientific inquiry asserted which of the following?

A) Conducting experiments was the only way that humans could begin to understand the workings of nature.
B) Scientific knowledge should be based on the work of traditional authorities, such as Aristotle.
C) Only members of the clergy could safely conduct scientific experiments without imperiling their souls.
D) The best way to learn was to inquire into the ways that other cultures did scientific research.

Question 44

Which of the following statements is supported by John Locke's notion of the tabula rasa?

A) All people have an inerasable drive to truck, barter, and exchange.
B) There are tables cataloguing innate cultural differences between different ethnic groups.
C) The only way to create moral people is through stern rules and harsh punishments.
D) People should be free to rise in society according to their talents.

Question 45

What can historians use as evidence that the ideals of the Enlightenment were not universally accepted?

A) Many governments employed censors and punished radical thinkers.
B) Riots occurred in university towns against the imposition of secular knowledge in the schools.
C) Artisans guilds passed rules against applying Newtonian physics to their crafts.
D) Women wrote in their journals that they refused to conduct experiments because they feared a loss of femininity.

Question 46

How did Captain Cook's voyages to Australia reflect Enlightenment ideas?

A) They included scientists to describe and classify Australia's fauna, flora, people, and natural features.
B) They were ordered to create a free and open market economy in Australia.
C) They were instructed to respect the heritage and cultural autonomy of Australia's Aborigines.
D) They were organized by a group of intellectual women who wanted to promote scientific knowledge.

Question 47

Which of the following was a way in which the arts were used by artists or their patrons to send a social message between 1500 and 1750?

A) Ottoman and Qing rulers used architecture to communicate their wish for a more open relationship with their subjects.
B) Intellectuals in Benin used poetry to express their longing for a bygone golden age.
C) European women such as Mary Wollstonecraft took up the pen to counter the belief that women could not act as rational beings.
D) Mughal painters used styles imported from Europe to communicate their wish for greater cultural blending.

Question 48

What ideas did European Enlightenment thinkers hold in common?

A) They wanted to improve their societies and search for universal, objective knowledge.
B) They wanted to encourage European monarchs to rule as enlightened despots.
C) They wanted to improve European technical expertise and encourage overseas expansion.
D) They wanted to encourage people to become more religious, so that they could achieve enlightenment.

Question 49

In what way might the transporting of British prisoners to Australia be considered an Enlightenment concept?

A) Once their terms of incarceration were completed, all residents in Australia were to have equal rights to life, liberty, and property.
B) The costs of incarceration in Britain would go down according to free market principles.
C) Prisoners were to be removed from an environment that did not suit them and sent to a new one where they could reform.
D) Transportation was a more enlightened form of punishment than hanging.

Question 50

Which of the following is a similarity between indigenous peoples in the Pacific and the Americas?

A) Both groups were forced to work in silver mines for European owners.
B) Both groups had large numbers of people perish from European-introduced disease.
C) Both groups believed that the Europeans were gods.
D) Both groups were taken as slaves and sent to Europe and Asia.

Question 51

What was the political rationale for monarchs such as Louis XIV and Charles II to support scientific academies?

A) The crown hoped to gain the support of the women who hosted the salons.
B) If the crown was seen to support scientific progress, the great minds of the academies would also be seen to support the crown.
C) If the crown supported the academies, the new ideas and technology that were discovered would belong to the crown.
D) The crown hoped to gain votes from the growing middle class, who were fascinated by new scientific discoveries.

Question 52

Which of the following helps explain the degree of intermarriage between European men and native women in the Americas?

A) Amerindians sought to ally themselves with European Christians in order to hasten the conversion process.
B) Amerindian women were attempting to repopulate the Americas after the deaths brought by European disease.
C) Initially, European colonists were overwhelmingly male.
D) European wives died out rapidly in the harsh climates of North America.

Question 53

Which of the following was one of the goals of the authors of the Encyclopédie?

A) They sought to gather all the knowledge scattered over the face of the Earth and to present it in useful form.
B) They sought to create a catalog of all of the works of Western authors.
C) They wanted to portray all other cultures as being inferior to European culture.
D) They wanted to evaluate the world's regions according to their adherence to rational science.

Question 54

Which of the following did Adam Smith see as a valid reason for creating an economy with less government regulation?

A) Free competition encouraged improvements in industrial production.
B) He believed that the laws of God did not permit the guilds' imposition of controls on labor.
C) He believed that free and fair competition provided the best opportunity to produce wealth.
D) Mercantilists advocated rational self-interest, which could not advance the common good.

Question 55

How did Jean-Jacques Rousseau and Adam Smith perceive the influence of commerce on human relations?

A) Both believed that commerce satisfied human needs and prevented conflict.
B) Both believed that commerce alleviated natural inequalities among people.
C) Rousseau believed that commerce made people harmful to each other, whereas Smith believed it fostered cooperation.
D) Rousseau believed that humans had a natural instinct for commerce, whereas Smith believed it must be taught.

Question 56

How did the European missionary presence differ in the Americas from that in East Asia before 1800?

A) Missionaries to the Americas were backed up by colonial officials and military power.
B) Missionaries to East Asia were more willing to accept the blending of multiple religious traditions.
C) Missionaries to the Americas were more successful at impressing their audiences with examples of European cartography.
D) Missionaries to East Asia failed to learn anything about the people they sought to convert.

Question 57

What types of characteristics did Carolus Linnaeus use to define racial categories?

A) Artistic ability and linguistic sophistication
B) Form of governance and linguistic sophistication
C) Physical appearance and form of governance
D) Linguistic sophistication and physical appearance

Question 58

Which of the following is a reason that Creoles in Spanish and Portuguese colonies were drawn to Enlightenment ideas?

A) Enlightenment ideas were popular in Portugal and Spain.
B) Creoles wanted to imitate their English counterparts in North America.
C) Creoles believed in the equality of all humankind.
D) Enlightenment ideas helped to justify their dissatisfaction with colonial rule.

Question 59

Which of the following did Captain Cook and Christopher Columbus have in common?

A) Both of them sailed to obtain scientific knowledge as well as empire.
B) Both of them were killed by people they met in their travels.
C) Both of them returned home with news of gold that could be exploited.
D) Both of them changed local ecologies by introducing European flora and fauna to unfamiliar environments.

Question 60

Which group of people was consigned to the bottom of Linnaeus's classification of people?

A) Pacific peoples
B) Amerindians
C) East Asians
D) Africans

Question 61

Analyze how the Enlightenment was defined both in terms of ideas and in terms of social practices, and explain the context from which those ideas and practices emerged.

Question 62

Answer all parts of the question that follows.
(A) Identify ONE way in which Enlightenment ideas led to new ways of understanding the world.
(B) Describe ONE example of a way that Enlightenment thought changed political ideas.
(C) Explain ONE social reform movement that was influenced by Enlightenment ideas.

Question 63

In what way did Shimai Soshitsu's writing reflect Adam Smith's conception of human nature?

A) Shimai was primarily concerned with the success of his house.
B) Shimai was opposed to any regulation of his commercial activities.
C) Shimai cautioned against any recreational activity.
D) Shimai resisted the influence of foreign culture and religion.

Question 64

Japan, unlike Asian land-based empires, embraced outside influences that could be put to good use.

Question 65

The Ming and early Qing Chinese accepted the mathematical and astronomical insights of Jesuit missionaries, but rejected their religion and theology.

Question 66

How was Captain Cook a symbol of his age? How did the worldview he represented contribute to the impact he, and other explorers, had on the societies they encountered? How did European thinkers use his discoveries to assert European superiority?

Question 67

The appeal of Enlightenment thought in the eighteenth century was confined to Britain and France.

Question 68

Imperial conquests and widening global economic opportunities contributed to changing social roles.
Develop an argument that compares the emergence of two political and/or economic elites in the Americas and East Asia in the sixteenth and seventeenth centuries.
In your response you should do the following:
$\bullet$ Respond to the prompt with a historically defensible thesis or claim that establishes a line of reasoning.
$\bullet$ Describe a broader historical context relevant to the prompt.
$\bullet$ Support an argument in response to the prompt using specific and relevant examples of evidence.
$\bullet$ Use historical reasoning (e.g., comparison, causation, continuity or change) to frame or structure an argument that addresses the prompt.
$\bullet$ Use evidence to corroborate, qualify, or modify an argument that addresses the prompt.

Question 69

The Muslim empires of the Ottomans, Safavids, and Mughals firmly rejected the introduction of European culture and technology during this period.

Question 70

Use the image below to answer all parts of the question that follows.
Portrait of Jesuit Father Matteo Ricci, first European missionary to enter the
Forbidden City, early seventeenth century.
(A) Identify ONE way that the image above shows how Ricci made accommodations for Ming customs.
(B) Identify ONE way that the image above supports Ricci's missionary goals in China.
(C) Identify and explain ONE other example of religious dispersion during the period from 1500 to 1600.

Question 71

Montesquieu believed that commerce improved relations among states, but could degrade human relations within states.

Question 72

Compare the points of view expressed in Chinese, European, and Islamic ideas about cartography between 1500 and 1780. How did they reflect the broader perspectives of their respective societies?

Question 73

In China, the economy's increasing commercialization helped weaken government controls on what could be printed.

Question 74

Maritime empires created in the sixteenth century impacted the development and growth of many other states around the world.
Develop an argument that describes the changes in one state in Africa caused by contact with maritime empires in the sixteenth and seventeen centuries.
In your response you should do the following:
$\bullet$ Respond to the prompt with a historically defensible thesis or claim that establishes a line of reasoning.
$\bullet$ Describe a broader historical context relevant to the prompt.
$\bullet$ Support an argument in response to the prompt using specific and relevant examples of evidence.
$\bullet$ Use historical reasoning (e.g., comparison, causation, continuity or change) to frame or structure an argument that addresses the prompt.
$\bullet$ Use evidence to corroborate, qualify, or modify an argument that addresses the prompt.

Question 75

As Africa became increasingly caught up in global economic exchanges during this period, African culture was heavily influenced by European culture.

Question 76

The Ottoman Empire was more ethnically, religiously, and linguistically diverse than any previous Muslim state.

Question 77

The Enlightenment had profound effects on society and culture, both in Europe and in its overseas empires.
Develop an argument that describes how the Enlightenment contributed to new ways of thinking about human differences and explains how that thinking led to new notions of race and nation.
In your response you should do the following:
$\bullet$ Respond to the prompt with a historically defensible thesis or claim that establishes a line of reasoning.
$\bullet$ Describe a broader historical context relevant to the prompt.
$\bullet$ Support an argument in response to the prompt using specific and relevant examples of evidence.
$\bullet$ Use historical reasoning (e.g., comparison, causation, continuity or change) to frame or structure an argument that addresses the prompt.
$\bullet$ Use evidence to corroborate, qualify, or modify an argument that addresses the prompt.

Question 78

Use the passage below to answer all parts of the question that follows.
"Like the refinement of the arts of navigation, the Scientific Revolution in general required the combination of a political landscape that gave protected space to thinkers and broader circumstances that favored the long-distance flow of ideas and information. The political (and after 1517 increasingly religious) fragmentation of Europe, combined with the peculiar institution of universities, achieved the prerequisite political landscape. The information flow came via the printing press and oceanic voyaging.
"This confluence of circumstances explains why the Scientific Revolution happened in Europe and not elsewhere. . . . Hence Europeans alone developed a culture of scientific inquiry that after 1500 provided immense practical knowledge. Navigation and astronomy came first. Physics and ballistics-useful in artillery-followed, as, more slowly, did systematic sciences of medicine, botany, and chemistry, among others. Slowly, these sciences yielded practical advantages in military affairs, agriculture, mining, metallurgy, and elsewhere. These . . . made even small European states increasingly formidable from the late sixteenth century."
J. R. McNeill and William H. McNeill, in The Human Web: A Bird's-Eye
View of World History, 2003
(A) Identify ONE way that oceanic voyaging increased the flow of information into Europe.
(B) Identify ONE reason that sixteenth-century China failed to provide the circumstances that the McNeills described as leading to the scientific revolution in Europe.
(C) Identify and explain how ONE small European state became more powerful in maritime trade in the sixteenth century because of its practical knowledge.

Question 79

The openness of the Safavid shahs' buildings in Isfahan differed from the fortified dwellings of Mughal and Ottoman rulers.

Question 80

In the sixteenth century, the world's most dynamic cultures were in Europe because of their control of the Atlantic trade.