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Name: _________________________ Exploration Test Multiple Choice: Identify the letter of the choice that best completes the statement or answers the question. 2 points each ____ 1.Which of the following best explained why European rulers encouraged ocean exploration? a. They wanted to find new trade routes. b. They wanted to conquer new lands. c. They wanted to spread Islam. d. They wanted to test new navigational tools. ____ 2. Which of the following statements accurately describes trade in Southeast Asia? a. Travel was not influenced by the monsoon winds. b. Women were successful merchants and rulers in some ports. c. Most of the spices traded were destined for markets in Europe. d. Indian traditions did not spread to the region as a result of trade. ____ 6.According to Figure 2-1, what explorer first crossed the Atlantic? a. da Gama b. Columbus c. Cabot d. Cabral ____ 7.Who took over control of the spice trade from the Portuguese? a. the Dutch b. the English c. the Spanish d. the French Figure 2-1 ____ 3.According to Figure 2-1, which European power took the lead in sending out voyages of exploration? Figure 3-1 a. France ____ 8.Which of the following statements is accurate b. Portugal according to Figure 3-1? c. England a. In 1713, English claims included most of North d. the Dutch America. ____ 4.According to Figure 2-1, which of the following b. In 1713, French claims included most of the explorers sailed around Africa to India? major rivers in North America. a. Dias c. In 1713, Spanish claims included northern lands b. da Gama in North America. c. Columbus d. Most lands in North America were unclaimed in d. Cabot 1713. ____ 5.Which of the following generalizations is supported by Figure 2-1? a. The English were the first to reach North America. ____ 9.According to Figure 3-1, the land along the east b. Early explorers were searching for gold and other coast of North America was a. claimed by Spain. treasures in Africa. b. claimed by France. c. The Dutch were the last power to take to the oceans for c. claimed by England. riches. d. unclaimed. d. Portugal and Spain took the lead in sending out voyages of exploration. ____ 10.Which of the following statements is accurate according to Figure 3-1? a. In 1713, England’s claims in North America were separated by those of France. b. In 1713, Spain claimed most of North America’s major rivers. c. In 1713, lands along North America’s eastern coast were unclaimed. d. In 1713, France claimed the lands along the northwest coast of North America. ____ 11.According to Figure 3-1, lands in the central region of North America were a. claimed by England. b. claimed by France. c. claimed by Spain. d. unclaimed. ____ 12.Spanish explorers traveled to the Americas to find a. slave labor. b. gold. c. horses. d. furs. ____ 13.Which of the following places was influenced by Portuguese culture? a. Mexico b. Brazil c. Cuba d. Peru ____ 14.Which of the following represents a Native American influence on European colonists? a. horses b. corn c. Christianity d. disease ____ 15. By the 1500s, the most important element of African trade with Europeans was a. ivory. b. gold. c. hides. d. enslaved Africans. ____ 16.Who began a vast global exchange that included people, plants, technologies, and cultures? a. Samuel de Champlain b. Christopher Columbus c. Bartolomé de las Casas d. Hernan Cortés ____ 17.Which of the following statements accurately describes the economic policy of mercantilism? a. It downplayed the role of government in stimulating economic growth. b. It discouraged the establishment of overseas colonies. c. It encouraged trade by abolishing laws that regulated trade. d. It was based on a belief that a nation’s real wealth was measured in its gold and silver treasure. ____ 18.Which of the following resulted from encounters between the Spanish and Native Americans? a. Spanish treasures flowed into the Americas. b. The Native American population declined. c. Native Americans defeated Spanish conquerors. d. Spanish explorers treated Native Americans with respect. ____ 19. a. b. c. d. The Treaty of Paris of 1763 resulted in French control of eastern North America. Spanish control of Canada. British control of eastern North America. Portuguese control of Peru. ____ 20. Which of the following did Europeans learn from Native Americans? a. Christian traditions b. use of horses c. hunting and trapping of forest animals d. use of metal helmets and armor ____ 21.European traders sent Africans to the Americas to a. start new colonies. b. trade with Native Americans. c. spread Islam. d. work as slaves on plantations. ____ 22. Which of the following statements describes Europe’s middle class during the 1500s and 1600s? a. They enjoyed a comfortable life. b. They had to sell off their land. c. They lived in poverty. d. They raised new crops from the Americas. Write-Out Portion: Use complete sentences to answer these questions. Each one counts 5 points each Essay 23. Synthesizing Information: Explain how the phrase “gold, God, and glory” relates to the time of ocean exploration. _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ 24. Recognizing Causes and Effects: What were the results of the first Spanish encounters with Native Americans? _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ 25. Drawing Conclusions: What was the impact of the Atlantic slave trade on Africa? _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ Short Answer Read the following excerpt from a writing by historian Trevor Cairns describing early navigation methods. Then answer the questions that follow. “A piece of wood was thrown from the ship into the sea, with a thin rope attached to it. As the ship sailed on, the wood remained bobbing in the water at about the same place; the rope unwound as the ship sailed by and away from the wood. By leaving the wood, or “log” as English sailors called it, in the water for a minute . . . the seaman would know how far the ship had traveled in that time, and so work out how far it had traveled in an hour. . . . [i]f a knot were tied in the rope every onesixtieth of a mile, all a sailor had to do was to count the knots as he pulled in the rope, and he would know how many miles per hour his ship was traveling.” 26. Based on this excerpt, where did the use of the term knots to measure the speed of a ship originate? _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ 27. How did tying knots in the rope make the job of figuring out how far a ship had traveled easier? _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ 28. What do you think was a drawback to this method of calculating distance? _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ 29. Explain three reasons why the Spanish were able to conquer the Aztec and Incan empires. _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ 30. Explain how the voyages of Columbus led to a global exchange. _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ Read the following excerpt from an account by a British doctor named Falconbridge who traveled on a slave ship across the Atlantic. Then answer the questions that follow. “The men negroes on being brought aboard are immediately fastened two by two by handcuffs on their wrists and by irons on their legs. They are frequently stowed [packed] so close as to admit of no other posture than lying on their sides. . . . Neither will the height between decks . . . permit them . . . an erect posture. . . . The negroes are far more violently affected by seasickness than Europeans. It frequently ends in death, especially among the women. The exclusion [lack] of fresh air is amongst the most unbearable of their sufferings. Many ships have ventilators [openings], but whenever the sea is rough and the rain heavy, it becomes necessary to shut these and every other means by which air is admitted. The fresh air being thus excluded, the negroes’ rooms very soon become unbearably hot. The confined air being breathed repeatedly and the foul smells soon produce sickness and fevers which result in the death of a great number of the slaves. . . . The slaves were so crowded that they had to lie one upon another. This causes such a death rate among them that, without meeting very stormy weather or having a longer voyage than usual, nearly half of them died before the ship arrived at the West Indies.” 31. According to this account, why was it necessary for slaves to lie on their sides in the ship? _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ 32. Why did Dr. Falconbridge consider a lack of fresh air among the most unbearable sufferings of the slaves? _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ 33. According to Falconbridge, what was the usual death rate on a slave ship? _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ Exploration Test Answer Section MULTIPLE CHOICE 1. ANS: A DIF: A REF: Global interaction, Quest for trade routes 62 OBJ: C2S1-1 TOP: 2. ANS: B DIF: D REF: Social systems, Women in Southeast Asia 68 OBJ: C2S2-1 TOP: 3. ANS: B DIF: Global interaction, Portugal A REF: 63 OBJ: C2S1-3 TOP: 4. ANS: B Global interaction E REF: 63 OBJ: C2S1-3 TOP: 5. ANS: D DIF: A REF: 63-64 OBJ: Global interaction, Early voyages of exploration C2S1-3 TOP: 6. ANS: B DIF: Global interaction, Columbus C2S1-3 TOP: TOP: 7. ANS: A DIF: A REF: 72 Continuity and change, Dutch in Southeast Asia 8. ANS: B DIF: Geography, New France A TOP: 9. ANS: C DIF: Geography, English colonies E TOP: TOP: DIF: E REF: 63-64 OBJ: OBJ: C2S3-1 REF: 92, 94 OBJ: C3S3-1 REF: 93-94 OBJ: C3S3-2 10. ANS: A DIF: A Geography, British-French rivalries REF: 94 OBJ: C3S3-1 11. ANS: B DIF: Geography, New France REF: 92, 94 OBJ: C3S3-2 TOP: 12. ANS: B DIF: E Global interaction, Spanish explorers REF: 84 OBJ: C3S1-1 TOP: 13. ANS: B DIF: Global interaction, Brazil A REF: 91 OBJ: C3S2-3 TOP: 14. ANS: B DIF: A Diversity, Native American legacy REF: 95 OBJ: C3S3-3 TOP: 15. ANS: D DIF: A Global interaction, African slave trade REF: 96 OBJ: C3S4-1 TOP: 16. ANS: B DIF: A REF: 101-102 Impact of the individual, Christopher Columbus OBJ: TOP: 17. ANS: D DIF: D REF: 1.a, 1.c TOP: Economics, Mercantilism 104 OBJ: C3S5-1 STO: 18. ANS: B DIF: A Global interaction, Native Americans 86 OBJ: C3S1-3 TOP: E REF: C3S5-1 STO: 19. ANS: C DIF: A REF: 94 OBJ: C3S3-3 1.a, 1.c TOP: Continuity and change, Treaty of Paris of 1763 20. ANS: C DIF: A Diversity, Native American legacy REF: 95 OBJ: C3S3-3 TOP: REF: 97 OBJ: C3S4-1 TOP: 21. ANS: D DIF: A Global interaction, African slave trade 22. ANS: A DIF: Social systems, Middle class REF: 104 OBJ: C3S5-1 TOP: D ESSAY 23. ANS: Countries encouraged exploration out of a competitive sense of wanting to be the “first,” because they wanted riches and because they hoped to spread Christianity. DIF: TOP: A REF: 62-63 OBJ: C2S1-1 Global interaction, Motives for overseas exploration 24. ANS: The Spanish seized Native American resources, enslaved the people and forced them to convert to Christianity, and introduced diseases that wiped out Native American populations. DIF: TOP: D REF: 87-88 OBJ: C3S1-3 Global interaction, Spanish and Native Americans 25. ANS: As a result of the slave trade, West Africa lost much of its population. Some African societies and small states disappeared. New states, whose way of life depended upon the slave trade, rose in West Africa during the 1600s and 1700s. DIF: TOP: D REF: 98 OBJ: C3S4-2 STO: Continuity and change, African slave trade 1.a, 1.c SHORT ANSWER 26. ANS: It originated in reference to the knots sailors tied in the rope used to measure the distance a ship traveled. DIF: A REF: 63 OBJ: C2S1-2 TOP: Technology, Navigation methods 27. ANS: A sailor had only to count the knots that had unwound into the water over the course of one minute in order to determine how many miles the ship was traveling in one hour. This was easier than measuring how far the ship had traveled in one minute and then multiplying to determine the number of miles per hour. DIF: A REF: 63 OBJ: C2S1-2 TOP: Technology, Navigation methods 28. ANS: This method of determining the speed of a ship depended on the logs remaining in one place. If there were currents, the logs would move and this would throw the calculations off. DIF: D REF: 63 OBJ: C2S1-2 TOP: Technology, Navigation methods 29. ANS: The Spaniards had horses and superior weapons. They were aided by enemies of the Aztecs and Incas. The Indians were weakened and demoralized by disease. DIF: TOP: A REF: 86 OBJ: C3S1-2 Global interaction, Conquest of the Americas 30. ANS: When Columbus returned to Spain in 1493, he brought plants, animals, and people from the Americas. When he returned to the Americas, he took European settlers, plants, and animals. This exchange led to a global movement of people, ideas, and technologies. DIF: TOP: A REF: 101-102 OBJ: C3S5-1 Global interaction, Columbian Exchange 31. ANS: The slaves were packed close together between decks. There was not enough space for them to sit or stand. DIF: TOP: A REF: 97-98 OBJ: C3S4-1 STO: Social systems, African slave trade 1.a, 3.a, 4.c 32. ANS: Rooms became unbearably hot. Foul air produced sickness and fever, which resulted in the deaths of many slaves. DIF: TOP: A REF: 97-98 OBJ: C3S4-1 STO: Social systems, African slave trade 1.a, 3.a, 4.c 33. ANS: Nearly half of the enslaved people died. DIF: TOP: A REF: 97-98 OBJ: C3S4-1 STO: Social systems, African slave trade 1.a, 3.a, 4.c