A) Portugal
B) France
C) England
D) Sweden
F) All of the above
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A) Europeans, who were culturally and racially superior, offered guidance to the inferior Africans.
B) Africans were an alien group unlike any other and were out of necessity placed into bondage.
C) Africans were a people biologically distinct from the Europeans, and Africans' physical characteristics produced less intelligent, more primitive people.
D) Enslavement benefited Africans by bringing Christianity to them.
F) A) and B)
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A) Black Africans
B) French refugees
C) English prisoners
D) Portuguese peasants
F) B) and C)
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A) Ptolemy asserted that the world was much smaller than it actually is, indicating that Asia was not far removed from Europe to the west.
B) Ptolemy indicated that Africa had no southern end and could not offer a route to Asia, leading Europeans to explore westward.
C) Ptolemy argued that a northern route through Russia offered an easier path to Asia, leading England to begin a process of exploration.
D) Ptolemy claimed that the world was much larger than it actually is, leading the German and Italian lands to abandon colonizing efforts.
F) A) and B)
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A) They believed that their defeat was the result of sins committed by their people.
B) They did not consider religion to be a very important matter.
C) They were eager to convert to Christianity.
D) They accepted the fact that they had been defeated.
F) B) and C)
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A) Mediterranean Sea
B) Pacific Ocean
C) Atlantic Ocean
D) Indian Ocean
F) A) and C)
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A) A system whereby the Spanish crown granted the conquerors the right to forcibly employ groups of Indians; it was a disguised form of slavery.
B) A second-century work that synthesized the classical knowledge of geography and introduced the concepts of longitude and latitude. Reintroduced to Europeans in 1410 by Arab scholars, its ideas allowed cartographers to create more accurate maps.
C) Also known as the Mexica Empire, a large and complex Native American civilization in modern Mexico and Central America that possessed advanced mathematical, astronomical, and engineering technology.
D) The exchange of animals, plants, and diseases between the Old and New Worlds.
E) The vast and sophisticated Peruvian empire centered at the capital city of Cuzco that was at its peak from 1438 until 1532.
F) Spanish for "conqueror"; Spanish soldier-explorers, such as Hernán Cortés and Francisco Pizarro, who sought to conquer the New World for the Spanish crown.
G) The 1494 agreement giving Spain everything to the west of an imaginary line drawn down the Atlantic and giving Portugal everything to the east.
H) A small, maneuverable, three-mast sailing ship developed by the Portuguese in the fifteenth century that gave the Portuguese a distinct advantage in exploration and trade.
I) The name for the four administrative units of Spanish possessions in the Americas: New Spain, Peru, New Granada, and La Plata.
J) The notion that the Spanish were uniquely brutal and cruel in their conquest and settlement of the Americas.
L) A) and B)
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Answer would ideally include: Students s...View Answer
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Answer would ideally include: Students s...View Answer
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A) set up a system of viceroyalties.
B) abolished slavery in Spanish colonies.
C) called for the conversion of all Native Americans to Catholicism.
D) set limits on the authority of encomienda holders.
F) A) and C)
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A) Africans and Europeans migrated to the Americas in roughly equal numbers.
B) About four times as many Africans migrated to America as did Europeans.
C) About twice as many Europeans migrated to the Americas as did Africans.
D) African and European men migrated to the Americas in about equal numbers, but European women migrated much more frequently than African women.
F) A) and B)
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A) A system whereby the Spanish crown granted the conquerors the right to forcibly employ groups of Indians; it was a disguised form of slavery.
B) A second-century work that synthesized the classical knowledge of geography and introduced the concepts of longitude and latitude. Reintroduced to Europeans in 1410 by Arab scholars, its ideas allowed cartographers to create more accurate maps.
C) Also known as the Mexica Empire, a large and complex Native American civilization in modern Mexico and Central America that possessed advanced mathematical, astronomical, and engineering technology.
D) The exchange of animals, plants, and diseases between the Old and New Worlds.
E) The vast and sophisticated Peruvian empire centered at the capital city of Cuzco that was at its peak from 1438 until 1532.
F) Spanish for "conqueror"; Spanish soldier-explorers, such as Hernán Cortés and Francisco Pizarro, who sought to conquer the New World for the Spanish crown.
G) The 1494 agreement giving Spain everything to the west of an imaginary line drawn down the Atlantic and giving Portugal everything to the east.
H) A small, maneuverable, three-mast sailing ship developed by the Portuguese in the fifteenth century that gave the Portuguese a distinct advantage in exploration and trade.
I) The name for the four administrative units of Spanish possessions in the Americas: New Spain, Peru, New Granada, and La Plata.
J) The notion that the Spanish were uniquely brutal and cruel in their conquest and settlement of the Americas.
L) E) and H)
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A) A system whereby the Spanish crown granted the conquerors the right to forcibly employ groups of Indians; it was a disguised form of slavery.
B) A second-century work that synthesized the classical knowledge of geography and introduced the concepts of longitude and latitude. Reintroduced to Europeans in 1410 by Arab scholars, its ideas allowed cartographers to create more accurate maps.
C) Also known as the Mexica Empire, a large and complex Native American civilization in modern Mexico and Central America that possessed advanced mathematical, astronomical, and engineering technology.
D) The exchange of animals, plants, and diseases between the Old and New Worlds.
E) The vast and sophisticated Peruvian empire centered at the capital city of Cuzco that was at its peak from 1438 until 1532.
F) Spanish for "conqueror"; Spanish soldier-explorers, such as Hernán Cortés and Francisco Pizarro, who sought to conquer the New World for the Spanish crown.
G) The 1494 agreement giving Spain everything to the west of an imaginary line drawn down the Atlantic and giving Portugal everything to the east.
H) A small, maneuverable, three-mast sailing ship developed by the Portuguese in the fifteenth century that gave the Portuguese a distinct advantage in exploration and trade.
I) The name for the four administrative units of Spanish possessions in the Americas: New Spain, Peru, New Granada, and La Plata.
J) The notion that the Spanish were uniquely brutal and cruel in their conquest and settlement of the Americas.
L) H) and J)
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A) Prince Henry.
B) Prince Mark.
C) Prince Juan.
D) Prince Philip.
F) All of the above
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A) Arguments supporting slavery increasingly relied on economic justifications of the superiority of slave labor.
B) Arguments supporting slavery drew increasingly on the need to civilize the savage Africans and less on ideas of race.
C) Arguments supporting slavery began to focus more on science and nature and less on religion.
D) Arguments supporting slavery emphasized the political needs of empires rather than cultural or religious issues.
F) All of the above
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A) A system whereby the Spanish crown granted the conquerors the right to forcibly employ groups of Indians; it was a disguised form of slavery.
B) A second-century work that synthesized the classical knowledge of geography and introduced the concepts of longitude and latitude. Reintroduced to Europeans in 1410 by Arab scholars, its ideas allowed cartographers to create more accurate maps.
C) Also known as the Mexica Empire, a large and complex Native American civilization in modern Mexico and Central America that possessed advanced mathematical, astronomical, and engineering technology.
D) The exchange of animals, plants, and diseases between the Old and New Worlds.
E) The vast and sophisticated Peruvian empire centered at the capital city of Cuzco that was at its peak from 1438 until 1532.
F) Spanish for "conqueror"; Spanish soldier-explorers, such as Hernán Cortés and Francisco Pizarro, who sought to conquer the New World for the Spanish crown.
G) The 1494 agreement giving Spain everything to the west of an imaginary line drawn down the Atlantic and giving Portugal everything to the east.
H) A small, maneuverable, three-mast sailing ship developed by the Portuguese in the fifteenth century that gave the Portuguese a distinct advantage in exploration and trade.
I) The name for the four administrative units of Spanish possessions in the Americas: New Spain, Peru, New Granada, and La Plata.
J) The notion that the Spanish were uniquely brutal and cruel in their conquest and settlement of the Americas.
L) A) and J)
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A) the economic potential of the lands Columbus explored.
B) converting as many people as possible to Catholicism.
C) the military and strategic value of the lands Columbus explored.
D) learning from the experiences and ideas of non-Europeans.
F) B) and D)
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A) Gold and property that were seized from Moors and Jews as they were forced out of Spain
B) The inflow of silver from the Americas
C) State debts defaulted on by the monarchy
D) The inability of Spanish agriculture and manufacturing to meet the growing demand for goods
F) None of the above
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A) The monarchy offered rewards and tax exemptions to settlers who informed on corrupt officials.
B) The monarchy established a type of military rule in which colonists were subject to searches and seizures by the military on accusations of corruption.
C) The monarchy used the Catholic missionaries to provide information to the crown outside of the official administration.
D) The monarchy established intendants with broad administrative and financial authority who were responsible directly to the monarchy.
F) B) and D)
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