Reading quiz chapter 14

After the shogun lifted the ban on foreign books in his kingdom in 1720, all of the following types of material circulated in Japan except: a. Enlightenment writings. b. medical books. c. geographical texts. d. Japanese-Dutch dictionaries. e. scientific texts.

a

As European colonies in the Americas became more prosperous and settled over the course of the eighteenth century: a. colonists sought to copy European social and material culture as closely as they could. b. colonists became more confident in adopting customs and technology from native peoples. c. colonial elites began to adopt distinctively European identities. d. colonial societies became more egalitarian. e. colonial societies rejected Enlightenment thought.

a

Francis Bacon's method of scientific inquiry asserted that: a. conducting experiments was the only way that humans could begin to understand the workings of nature. b. scientific inquiry should be based on the work of traditional authorities. c. conducting experiments would allow scientists to know how nature worked in Europe, but not elsewhere. d. the best way to learn how the world worked was to inquire into the ways that other cultures did scientific research. e. the best way to learn how the world worked was to understand the folk and Christian traditions of the common people.

a

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 directed to claim Australian territory as a base against the Dutch and French. c. They were instructed to respect the heritage and cultural autonomy of Australia's Aborigines. d. They were organized in a democratic manner. e. They were undertaken over the opposition of the British crown.

a

How did the European missionary presence in the Americas differ from the European missionary presence in East Asia? a. Missionaries to the Americas were backed up by colonial officials and military power. b. Missionaries to the Americas 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 the Americas succeeded in converting the mass of Native Americans and African slaves to Christianity. e. Missionaries to the Americas failed to make any converts to Christianity.

a

How did the development of the Ottoman code of administrative law encourage cultural unity within the empire? a. It provided a comprehensive, well-understood system of law that bridged differences among the many different social, religious, and legal traditions of the people who lived under Ottoman rule. b. It was based solely on Islamic sharia law, encouraging cultural unity by making everyone conform to that system. c. It offered a Bill of Rights that all Ottoman subjects could easily read and understand. d. It blended Islamic law with new ideas borrowed from European Enlightenment philosophy. e. It was a comprehensive system of laws that allowed the emperor and the ulama to regulate the behavior of all Ottoman subjects.

a

In what way did Europe's cultural exchanges with the Americas and the Pacific differ from its exchanges with China and the Islamic world? a. Contact and commerce were accompanied by conquest in the Americas and the Pacific. b. Europeans introduced new military technologies in the Americas and the Pacific. c. Missionaries as well as traders were part of the European presence in the Americas and the Pacific. d. Europeans classified people in the Americas and the Pacific as belonging to different races than themselves. e. Trade was an important element of Europeans' interactions with the Americas and the Pacific.

a

Safavid culture was a mixture of which two elements? a. Shiite Islam and Persian culture b. Sunni Islam and Persian culture c. Sunni Islam and Shiite Islam d. Afghan culture and Sunni Islam e. Afghan culture and Shiite Islam

a

The Ottoman tekkes schools that prepared students to become Sufi masters: a. promoted social and religious solidarity among the Muslim subjects of the empire. b. enforced a code of silence in which the students did not speak for two years. c. called for persecution of religious minorities such as Jews and Christians. d. challenged Ottoman rule as insufficiently guided by religious principles. e. provided an elite corps of martial artists for the Ottoman army

a

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 improve their societies by borrowing from other cultures. e. They wanted to encourage people to become more religious so that they could achieve enlightenment.

a

Where did Enlightenment ideas circulate most broadly? a. commercial centers and port cities b. castles and palaces c. churches and religious schools d. the countryside e. the political capitals of northern Europe

a

Which of the following characteristics was not a common part of Chinese maps during the sixteenth and seventeenth centuries? a. Chinese maps exhibited a high degree of geometric and mathematical precision. b. Chinese maps encompassed elements of art, history, and literature. c. Chinese maps gave China a central position in their depictions of the world. d. Chinese maps reflected limited knowledge of other parts of the world. e. Chinese maps expressed the attitudes and priorities of Chinese elites.

a

How did Chinese and Islamic rulers respond to new ideas introduced by Europeans during the sixteenth, seventeenth, and eighteenth centuries? a. They found new ideas threatening and executed the individuals who brought them. b. They adopted outside knowledge when it suited their purposes, but remained confident in the superiority of their own ways of looking at the world. c. They believed the new knowledge was worthless, and ignored it entirely. d. They recognized its superiority and requested more Europeans to come and teach their people. e. They believed that Europeans' scientific knowledge was superior to their own, but kept their own ideas about religion.

b

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 gave rise to schools for actors, tea masters, flower arrangers, and calligraphers. d. It offered women opportunities for independence and autonomy. e. It argued that people should be able to rise in the social hierarchy through attention to propriety and virtuous behavior.

b

Members of the Ottoman intellectual elite were interested in and curious about foreign ideas in which of the following areas? a. religion b. science c. architecture d. literature e. music

b

The Comte de Buffon believed that human groups were more or less admirable according to how closely they resembled the people portrayed in which of the following types of artwork? a. Benin bronzes b. Greek sculptures c. Renaissance frescos d. Chinese porcelain statues e. Russian icons

b

The Mughal emperor Aurangzeb signaled a movement away from the empire's tradition of religious openness by: a. building the Taj Mahal. b. ordering that all recently constructed non-Islamic places of worship be torn down. c. converting to Hinduism, the religion of the majority of his subjects. d. ordering printing presses in his empire destroyed. e. outlawing debates about the utility of science and philosophy for Islam.

b

What did Enlightenment thinkers have in common with authors who wrote about sex and financial fraud? a. They were all looking to make as much money as possible from their writing. b. They were all willing to explore ways of thinking that defied established beliefs and institutions. c. They were all intent on exposing corruption in business. d. They were all opposed to the presence of institutions that would regulate human behavior. e. They were all supporters of traditional religious beliefs and practices.

b

What role did Europeans who adopted Native American cultures play in New World societies? a. a balance for those Indians who chose to adopt European culture b. intermediaries in commerce and diplomatic communication c. inspiration for other Europeans who wanted to learn from American cultures d. a source of important information about mineral deposits in North America e. a threat used by colonial parents to make their children behave themselves

b

When Captain Cook arrived in Australia, it had: a. strong ties to Southeast Asian trade networks. b. harsh natural conditions and a sparse indigenous population. c. many impressive urban areas. d. fauna and flora that were very similar to those of Europe. e. a long history of cooperation with European shipping

b

Why did the Chinese devote a great deal of attention to the science of astronomy? 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 global phenomena. e. They wanted to make it easier for pilgrims to reach important Buddhist sites throughout East Asia.

b

Why did the Enlightenment ideal of gathering knowledge appeal to European absolutist monarchs? a. It gave them more information about their enemies. b. More knowledge about their subjects allowed them to exert greater control. c. More knowledge about trends in fashion and architecture made their courts more impressive. d. It made political satirists less likely to attack them. e. It gave them a chance to copy methods of rule from other kingdoms.

b

Adam Smith claimed that universal "laws" of human behavior justified unregulated markets and a laissez-faire economy because: a. they allowed people to make the most money. b. they allowed people to compete more efficiently than did mercantile systems. c. they allowed human nature to express itself fully. d. they allowed people to rise or fall based on merit. e. they encouraged improvements in industrial production.

c

During the first half of the eighteenth century, the Ottoman empire experienced a period of prosperity and well-being that was known as the _______. a. Blue Period b. Great Awakening c. Tulip Period d. Topkapi Period e. Cosmopolitan Period

c

How did Asante kings publicly display their connection to the gods? a. by spending a lot of time mingling with their subjects b. by leading monthly religious ceremonies c. by carrying golden spears, maces, and other symbols of power d. by encouraging debate among representatives of many religions at court e. by composing epic poems about the divine origins of Asante

c

How were elite women's lives affected by the literary culture of late Ming and early Qing China? a. Elite women were able to participate as writers, readers, and editors, and literary culture in general 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 across class boundaries. c. Elite women were able to participate as writers, readers, and editors, but literary culture in general advocated for more constraints on their lives. d. Elite women were not encouraged to participate in literary culture, but the most popular books had strong female characters. e. Elite women were able to participate in literary culture and made a great deal of money in the publishing industry.

c

Peninsulars were: a. colonists who lived on Mexico's Yucatan Peninsula. b. people of European descent born in Spanish or Portuguese America. c. people born in Spain or Portugal who were living in their American colonies. d. colonists of mixed European and Native American descent. e. colonists of mixed African and European descent

c

West African rulers of the seventeenth and eighteenth centuries were able to support high levels of artistic achievement because of wealth derived from: a. gold mining. b. laissez-faire economics. c. the Atlantic slave trade. d. the trans-Saharan caravan trade. e. taxing European traders

c

What types of characteristics did Carolus Linnaeus use in defining racial categories? a. physical appearance and artistic ability b. form of governance and linguistic sophistication c. physical appearance and form of governance d. physical appearance and size of empire e. linguistic sophistication and religious beliefs

c

When did the term race, used as a means of classifying the world's peoples in terms of their physical appearance, first come into use among European thinkers? a. during the Roman Empire b. in the Middle Ages c. at the end of the seventeenth century d. at the end of the eighteenth century e. 1492

c

Which of the following places is not considered part of Oceania? a. Australia b. New Zealand c. the Philippines d. Hawaii e. Tahiti

c

Which of the following societies was most consistently open to outside cultural influences during the seventeenth and eighteenth centuries? a. the Chinese b. the Ottomans c. the Japanese d. the Safavids e. the Polynesians

c

Which of the following was not a lasting influence on Tokugawa Japan? a. Buddhism b. Neo-Confucianism c. Christianity d. Dutch learning e. Shinto

c

. Which of the following statements best characterizes Native American converts to Christianity during the seventeenth and eighteenth centuries? a. They drew upon Christian beliefs as an inspiration to oppose slavery. b. They became ultra-orthodox, criticizing the behavior of their European missionary teachers. c. They gave up their previous gods and belief systems. d. They used Christianity to supplement their existing beliefs, not replace them. e. Their conversion was a cynical ploy to increase their attractiveness as trade partners.

d

Creoles in Spanish and Portuguese colonies were drawn to Enlightenment ideas because: a. they were popular in Portugal and Spain. b. they wanted to imitate their English counterparts in North America. c. they believed in the equality of all humankind. d. Enlightenment ideas helped to justify their dissatisfaction with colonial rule. e. Enlightenment ideas helped them to govern their home colonies more effectively.

d

During the seventeenth and eighteenth centuries, which region of the world was the only one whose thinkers believed their understanding of knowledge was universal and objective? a. Oceania b. South America c. India d. Europe e. Africa

d

Examples of the openness of Mughal culture to foreign influences include all of the following except: a. the hiring of European gunners and engineers to incorporate European military technology into Mughal armies. b. the consumption of goods from Europe and China by the Mughal upper classes. c. the presence of foreign scholars and artists in the Mughal court. d. the acceptance of European ideas about geography into Mughal mapmaking. e. the use of Persian and Ottoman motifs in Mughal architecture.

d

Initially, European colonists were overwhelmingly male in all of the following settlements except: a. French Canada. b. the Spanish Caribbean. c. Mexico. d. British North America. e. Brazil.

d

The U.S. Declaration of Independence is an example of what intellectual tradition? a. Protestantism b. capitalism c. the scientific method d. the Enlightenment e. absolutism

d

What characteristic did Enlightenment thinkers believe should be the basis for a person's social status? a. birth b. good looks c. wealth d. talent e. connections

d

Which group of people was consigned to the bottom of Enlightenment-era racial hierarchies? a. Pacific peoples b. Europeans c. Japanese d. Africans e. Native Americans

d

Which of the following did Captain Cook and Christopher Columbus have in common? a. Both of them sailed for the Spanish Empire. b. Both of them explored the Pacific Ocean. c. Both of them returned home with news of gold that could be exploited. d. Both of them kidnapped native people and took them home to study. e. Both of them were killed by people they met in their travels.

d

Which of the following was not a way in which culture and the arts were used by artists or their patrons to send a social message between 1500 and 1750? a. Safavid shahs used architecture to communicate their wish for an open relationship with their subjects. b. Sculptors in Benin created great bronzes to celebrate the power and spiritual energy of their obas (kings). c. Intellectuals in Japan used poetry to express their longing for a bygone golden age. d. Mughal painters used styles imported from Europe to communicate their wish for greater cultural openness. e. Satirists in France used bawdy literature to offer criticism of their rulers.

d

Why did China escape religious warfare during the Ming and Qing periods? a. All Chinese people shared one religion, so there was nothing to fight about. 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 saw the enforcement of orthodox values and social order as a political issue instead of a religious one. e. Chinese religious beliefs encouraged pacifism, making religious war a sacrilegious activity

d

All of the following factors contributed to the rise of the Enlightenment except: a. increased contact between Europe and other parts of the world. b. broadening of patronage networks that could support advances in the arts and sciences. c. higher rates of literacy in Europe. d. a wish, after the wars of the Reformation and Counter-Reformation, for a world with less religious strife. e. increased respect for the wisdom of classical and medieval authorities.

e

All of the following resulted from efforts to convert African slaves to Christianity except: a. the development of hybrid religions like vodun and santería. b. the blending of Islam and Christianity. c. the sharing of powers between Catholic saints and African deities. d. its use as an inspiration for slaves resisting their enslaved condition. e. the majority of European slave owners becoming convinced that Christianizing their slaves was a good idea.

e

British plans for the colonization of Australia included all of the following except: a. the establishment of a penal colony. b. the exploitation of Australian raw materials. c. the development of a European-style garden in the Pacific. d. the establishment of a strategic base from which to combat Dutch and French expansion. e. the exploitation of the native Aborigines as a labor force.

e

In what way had the Islamic world in the period between 1500 and 1780 changed from its earlier pattern of cultural development? a. The Islamic world had begun to question the truth of Islam and adopt other religions. b. The Islamic world had become much more expansive, beginning a program of overseas conquests. c. The Islamic world had lost its ability to make beautiful textiles and other products for trade. d. The Islamic world had reunified under a single political authority. e. The Islamic world had developed three distinctive cultural traditions centered around the Mughal, Ottoman, and Safavid empires.

e

The most popular books published in seventeenth- and eighteenth-century China were: a. almanacs. b. books of women's poetry. c. Confucian classics. d. erotic tales. e. study guides for civil service examinations

e

Which of the following was not a characteristic of the French Encyclopedia? a. Its goal was to gather all the knowledge scattered over the face of the earth and present it in useful form. b. It comprised more than 2,300 articles in 28 volumes. c. It portrayed non-European religions in a negative light. d. It evaluated the world's regions and cultures according to their adherence to Enlightenment standards of commerce and rationality. e. It singled out some regions, such as China, as examples that Europe should aspire to emulate.

e