History Quiz Chapter 1

Which group of people did Europeans view as fundamental to creating a permanent slave class in America during the sixteenth century? a. European women b. African Women c. African men d. Native women

African Women Explanation: Europeans associated African women with the creation of a permanent slave class, where slavery was inherited. To increase their labor force, Europeans utilized African women's reproductive capacity to produce more slaves.

Which of the following best characterized the work patterns of Africans sent to sugar plantations in the Americas? a. African women were imported in greater numbers than men due to their experiences farming in Africa. b. African women worked alongside African men. c. African women did not perform dangerous tasks like milling. d. African women were solely responsible for agricultural production.

African women worked alongside African men. Explanation: Gendered division of labor was not characteristic of slave labor on sugar plantations. African women were expected to work alongside men raising, cutting, and processing sugar crops.

How did European depictions of African women affect the development of race-based enslavement? a. Europeans recognized diversity among African women, which hindered race-based enslavement. b. Europeans depicted African women as powerful, which helped to prevent race-based enslavement. c. Europeans compared African women to animals to justify race-based enslavement. d. Europeans likened African women to Native Americans to justify race-based enslavement.

Europeans compared African women to animals to justify race-based enslavement. Explanation: Europeans were struck by the nakedness of both African men and women. They tended to focus on women's roles as mothers, comparing African women to animals as a means to dehumanize them. Europeans used these preserved animal qualities as a way to justify making Africans perpetual slaves.

How did European men react to gendered labor practices among Native societies during early European contact? a. Europeans thought that Native women were very industrious. b. Europeans thought that Native men and women were equally idle. c. Europeans thought that Native men were very industrious. d. Europeans thought that Native men and women were equally industrious.

Europeans thought that Native women were very industrious. Explanation: European men were struck by the amount of labor performed by women in Native communities. They believed that Native women did most of the work in Native societies.

In which of the following ways was the fur trade gendered in the sixteenth century? a. European women wore most of the fur imported to Europe. b. Native men hunted and prepared skins to trade, and women engaged in trade. c. Europeans traded different commodities to Native women and men. d. Native husbands gave French wives access to the fur trade.

Europeans traded different commodities to Native women and men. Explanation: European men traded different goods to Native men and women in exchange for furs. Women received beads and metal needles while men received guns and knives.

Refer to the image Figure 1.1 Theodore Galle, America (c. 1580) Which of the following statements about European views of the Americas does this image support? a. Europeans viewed exploring and colonizing the Americas through a gendered lens. b. Europeans viewed Native Americans as their equals and respected their cultures. c. Europeans thought that Native Americans were civilized. d. Europeans thought of the Americas as a barren wasteland compared to Europe.

Europeans viewed exploring and colonizing the Americas through a gendered lens. Explanation: Europeans often depicted the New World as a woman in a sexually suggestive way. Thus, the sexual conquest of a woman alluded to the conquest of the Americas by Europeans.

Why did Spanish women choose to immigrate to the Spanish Americas in the sixteenth century? a. Favorable inheritance laws b. To live a quiet life on the frontier c. Employment opportunities d. To avoid marriage in Spain

Favorable inheritance laws Explanation: Some women moved to the Spanish Americas due to the favorable inheritance laws. Women in the Spanish Americas could inherit more wealth than women in Spain, and recruiters used this to incentivize women's immigration.

In the seventeenth century, which of the following best characterized the health of Africans in the Americas? a. Health was poor, which led to low fertility rates among Africans. b. Africans were immune to diseases, which led to high reproduction rates. c. They experienced moderate health problems but lived into old age. d. African slaves were discouraged from reproducing due to the health risks associated with pregnancy.

Health was poor, which led to low fertility rates among Africans. Explanation: Africans in the Americas generally were in poor health and had low fertility rates. Masters often worked their slaves to death because it was cheaper to replace slaves than keep them healthy.

How did gender affect a Native person's access to land within Pueblo society? a. Pueblos worked the land communally; gender did not limit access. b. Land passed through the male line. c. Land passed through the female line. d. Pueblos did not believe in the inheritance of land.

Land passed through the female line. Explanation: Pueblos were matrilineal, meaning that ancestry and land used here inherited through the female line.

How did England's occupation and subjugation of Ireland affect English colonization in North America? a. It caused the English to explore and colonize North America later than other European countries. b. Experiences in Ireland led the English to believe that they needed to spread Anglicanism elsewhere. c. The occupation of Ireland convinced Englishmen that they needed to integrate Natives into their society. d. It led the English to believe that they should not use military force to colonize North America.

It caused the English to explore and colonize North America later than other European countries. Explanation: The British wanted to focus on subduing and occupying Ireland, delaying exploration of the Americas until the mid-sixteenth century.

Refer to the image Figure 1.2 Indians Planting Corn, from Theodor de Bry, Great Voyages (1590) How does this image demonstrate the European perspective of the artist? a. It depicts European-style farming techniques such as the use of straight rows. b. It portrays Native Americans as barbaric and "uncivilized." c. The image depicts agricultural work as a strictly male activity. d. The image portrays Native American men as being lazy and unmotivated.

It depicts European-style farming techniques such as the use of straight rows. Explanation: The fields in the image resembled the straight plowed rows of European farms, rather than traditional methods used by the Timucua. The image also shows Native Americans using European tools, such as hoes to prepare the land for planting.

Refer to the images Figure 1.2 Indians Planting Corn, from Theodore de Bry, Great Voyages (1590) and Figure 1.3 Canadian Iroquois Women Making Maple Sugar, from Joseph-François Lafitau, Moeurs des Sauvages Amériquains (1724) What do these images reveal about women's labor practices in the Americas? a. Native American women were typically responsible for butchering and curing meat. b. They practiced a gendered division labor similar to that used in Europe. c. It was common for Native women to engage in agricultural labor. d. Native women across the Americas used the same farming techniques.

It was common for Native women to engage in agricultural labor. Explanation: The images depict women in two different tribes, the Iroquois ans the Timucua, performing agricultural labor. Therefor, demonstrating that it was common for Native women across the Americas to engage in agricultural labor.

Who created a comprehensive collection of North American illustrations and served as governor of the Roanoke colony in the sixteenth century? a. John Smith b. John White c. Theodor de Bry d. Sir Walter Raleigh

John White Explanation: John White created comprehensive illustrations of North America, including works such as Theire sitting at meate and A Chief Lady of Pomeiooc and Her Daughter.

Refer to the map Map 1.1 Native Americans People, 1492 What statement can be made about Native American societies based on this map? a. Agricultural labor served as the dominant labor practice in northern North America. b. Native Americans supported themselves in various ways, depending on their location. c. The prevalence of hunting reinforced male dominance in Native American societies. d. Hunter-gatherer societies served as the dominant labor practice throughout North America.

Native Americans supported themselves in various ways, depending on their location. Explanation: Native American societies were not homogenous. They formed their own societies and emphasized different labor practices depending on their location.

Which of the following best characterized the difference between Native and European sexuality during early European contact in the Americas? a. Native men strictly controlled women's sexuality, whereas European women had more freedom. b. Europeans viewed Native women as chaste and European women as promiscuous. c. Europeans supported polygyny, unlike most Native American societies. d. Native women had more sexual freedom than European women.

Native women had more sexual freedom than European women. Explanation: Women had more sexual power in Native societies. Many Native communities were matrilineal, giving women more freedom as they could easily divorce their husbands. By contrast, European women tended to stay in unhappy marriages for economic security.

Which African female monarch from Ndongo consolidated power through Catholic conversion? a. Njinga b. Amina c. Malintzin d. Hausa Zazzau

Njinga Explanation: Queen Njinga consolidated her power in a variety of ways, including through religious conversion.

Which of the following characterized Pueblo beliefs of land rights? a. Pueblos acquired land through the father. b. People had to use land to solidify ownership. c. People owned the land regardless of what they did with it. d. They used paper land grants to prove ownership.

People had to use land to solidify ownership. Explanation: Although lineage determined a person's access to land, it did not guarantee unconditional access. People had to actively use the land in order maintain control of it.

How did the land claimed by Sir Walter Raleigh in North America receive the name "Virginia"? a. Explorers named the land after the Virgin Mary. b. Raleigh named the land after Elizabeth I. c. Its classification as virgin soil determined its name. d. Raleigh named it after a settler, Virginia Dare.

Raleigh named the land after Elizabeth I. Explanation: Raleigh named Virginia after the Virgin Queen, Elizabeth I, to honor her.

How did slave systems based on religious difference compare to slave systems based on racial difference? a. The practice of religion-based enslavement, unlike race-based slavery, began in the Americas. b. Religion-based slave systems provided more pathways to freedom. c. Religion-based slavery ended by the time the Atlantic slave trade began. d. Enslavement was harder to escape when it was based on a person's religious affiliation.

Religion-based slave systems provided more pathways to freedom. Explanation: Religion-based enslavement allowed slaves to become free through conversion. In race-based systems, people could not change their race, so it was difficult for slaves to gain freedom.

What caused Queen Isabella to oppose the exploitation of Native Americans? a. She regretted the expulsion of Moors and Jews from Spain. b. She thought that they came from the East Indies. c. Las Casas convinced her to protect Native Americans. d. She wanted to spread Catholicism in the Americas.

She wanted to spread Catholicism in the Americas. Explanation: After the expulsion of Moors and Jews from the Iberian Peninsula, she wanted to expand Catholicism elsewhere. Part of that process required gaining converts and she intended to convert Native Americans to Catholicism.

Which of the following was characteristic of gender roles in West Africa during the mid-sixteenth century? a. Men and women did not have differentiated gender roles. b. Societies divided family and productive roles by gender, but this standard was flexible. c. Only men could serve as political leaders within West African societies. d. Women were barred from economic pursuits such as trading.

Societies divided family and productive roles by gender, but this standard was flexible. Explanation: Typically women in West Africa were responsible for agricultural labor, trade, and family responsibilities, though there was some flexibility in gender roles at this time. Depending on the circumstance, women could perform male roles in society. Some women even bought slaves to take as "wives" to augment family wealth.

How did early English colonization policies differ from early Spanish colonization policies in the Americas? a. Spaniards brought white women to the Americas early on in the colonization process. b. The English brought women and children to the Americas early in the colonization process. c. The English were interested in converting Native peoples to Christianity. d. Spaniards did not encourage liaisons between Native women and European men.

The English brought women and children to the Americas early in the colonization process. Explanation: Compared to the Spanish, the English brought women early on in the colonization process and created settlements as family units. Women were present on one of the first voyages to attempt colonization at Roanoke.

Why did violence erupt between Spaniards and the Zuñis in northern Mexico in the sixteenth century? a. The Zuñis fought to keep the Spaniards from restricting Native labor practices. b. Spaniards fought to force the Zuñis to practice monogamy. c. The Zuñis attacked Spaniards for the abuse of Native women. d. Spaniards fought to force the Zuñis to convert to Christianity.

The Zuñis attacked Spaniards for the abuse of Native women. Explanation: The Zuñis attacked Spanish soldiers taking and abusing Native women. Their attacks successfully forced the Spanish from their lands in 1548, but when violence broke out again in the 1590s the Zuñis were brutally repressed by the Spanish.

What laid the foundation for Europeans to use Africans as slaves in the early transatlantic slave trade? a. The Portuguese demand for African slaves. b. The long-standing African practice of taking war captives. c. The need for African laborers on English plantations in North America. d. The Spanish practice of buying Africans for use as servants.

The long-standing African practice of taking war captives. Explanation: Slavery existed in Africa prior to European contact. Africans took other war captives during traded them with other Africans. Early European slave traders worked with these existing networks to begin transporting slaves across the Atlantic.

What made the transatlantic slave trade different from the intra-African slave trade? a. The intra-African slave trade relied on commercial production. b. The transatlantic slave trade emphasized the use of slaves for domestic service. c. The transatlantic slave trade consisted of mainly male slaves. d. The intra-African slave trade relied on globally oriented forms of production.

The transatlantic slave trade consisted of mainly male slaves. Explanation: The intra-African slave trade consisted of mainly female slaves, to be used in local farming practices and integrated into kinship structures. The transatlantic slave trade consisted of mainly male slaves to be used in grueling planation labor.

What did the Seneca, Cayuga, Onondaga, and Mohawk people have in common with one another? a. They were all Pueblos, descendants of the Anasazi. b. They all lived in the American Southwest. c. They all belonged to the Iroquois Confederacy. d. They were all patrilineal societies.

They all belonged to the Iroquois Confederacy. Explanation: These groups were all members of the Iroquois Confederacy. They were linked together by the Great League of Peace and Power, a confederation that represented an estimated twenty to thirty thousand people at the turn of the seventeenth century.

In which of the following ways did Iroquois women exercise political power in their communities? a. Women served as chiefs b. They elected the man who oversaw their labor c. They participated in battle as warriors d. They chose and deposed of chiefs in the Iroquois Confederacy

They chose and deposed of chiefs in the Iroquois Confederacy Explanation: Although Iroquois women could not become chiefs, they determined who led the community.

In which of the following ways were the Iroquois different from other indigenous tribes? a. They practiced a sexual division of labor b. They formed a confederation with one another c. Women served as chiefs d. The Iroquois were patrilineal

They formed a confederation with one another Explanation: The Iroquois were unique in that they formed a confederacy, the Great League of Peace and Power. Initially consisting of the Seneca, Cayuga, Onondaga, Oneida, and Mohawk people, the confederacy represented an estimated thirty thousand people by the turn of the seventeenth century.

Which of the following powers did Iroquois women have within their societies? a. Women determined which captives to adopt. b. Women chose the man who supervised their labor. c. Women served as warriors to avenge family members. d. They served as chiefs within the Iroquois Confederacy.

Women determined which captives to adopt. Explanation: Iroquois women chose which captives to adopt into a clan in order to minimize population loss.

Iroquois women controlled the food supply, and therefore a. led their community. b. were critical to war planning. c. controlled trade. d. were the primary hunters.

were critical to war planning. Explanation: Women's control the food supply gave them significant power within their communities. They were responsible for maintaining stores of food and provisioned warriors with supplies.