(Test Bank) History Of The Western Civilization/ European History (Chapters 12-29) Over 1000 Mcq

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ALL QUI ZES TEST BANK : History of the Wes tern Civ ilization/ European History (Chapter 12 -29) CHAPTER 12: Innovation and Exploration, 1453 –1533 MULTIPLE CHOICE 1. The invention of the printing press in Europe increased the volume and rapidity of communication, there by: a. increasing the cost of books. b. encouraging greater levels of censorship. c. making it more difficult to censor problematic or dissenting opinions. d. making books even more precious than they had been in the Middle Ages. e. creating the circum stances for the invention of broadsheets in the fifteenth century. ANS: C DIF: Easy REF: page 390 OBJ: 4 TOP: I, A MSC: Remembering 2. The printing press was a tool of European monarchs because: a. it enabled the establishment of printed money. b. it enabled the widespread circulation of propaganda. c. a king‘s license was necessary to own a printing press. d. books were heavily taxed. e. kings were able to choose which books would be printed and which would not. ANS: B DIF: Easy REF: page 390 OBJ: 4 TOP: I, A MSC: Remembering 3. Renaissance Neoplatonists sought to combine classical Platonic thought with: a. vigorous diplomatic training and public service. b. Islamic mysticism, theology, and ritual. c. ancient mysticism and mainstream Chr istianity. d. a rejection of the Jewish Kabbalah. e. the precepts of the Jewish Kabbalah. ANS: C DIF: Difficult REF: page 390 OBJ: 2 TOP: II, A MSC: Applying 4. Marsilio Ficino taught that human beings are capable of attaining their own salvation: a. by understanding the separation of their souls from their bodies. b. through a complete rejection of this world and constant prayer and solitude. c. by engaging fully in ethical civic action. d. through participating in all the sacraments. e. by exer cising their own talents to the fullest degree possible. ANS: A DIF: Moderate REF: page 390 OBJ: 2 TOP: II, A, 1 MSC: Applying 5. Plato‘s works were translated from Greek into Latin by: a. Giovanni Pico della Mirandola. d. Lorenzo Valla. b. Niccolò M achiavelli. e. Marsilio Ficino. c. Petrarch. ANS: E DIF: Easy REF: page 390 OBJ: 2 TOP: II, A, 1 MSC: Remembering 6. Unlike most other Italian intellectuals of his age, Niccolò Machiavelli was: a. a great prose stylist in the vernacular. b. an acc omplished textual scholar. c. a truly original thinker about politics. d. a pagan, not a Christian. e. well acquainted with Arabic literary styles. ANS: C DIF: Difficult REF: page 394 OBJ: 1 TOP: II, B MSC: Applying 7. Machiavelli admired Cesare Bo rgia for his: a. civic -mindedness and sense of duty. b. military achievements and humility. c. Christian morality tempered with a willingness to avenge wrongs. d. levity and immorality. e. ruthlessness and shrewdness. ANS: E DIF: Moderate REF: page 394 OBJ: 1 TOP: II, B MSC: Applying 8. According to Machiavelli, the ideal form of government was a(n): a. republic modeled on the Roman example. b. oligarchy modeled on Venice. c. monarchy modeled on France. d. principality, the model of which he ske tched in The Prince . e. republic modeled on Plato‘s Republic . ANS: A DIF: Moderate REF: page 394 OBJ: 1 TOP: II, B, 1 MSC: Remembering 9. Machiavelli advocated for tyrants like Cesare Borgia to take control of Italy because: a. he believed dictator ships were the only legitimate form of government. b. his patron was such a tyrant. c. he believed most Italian people were too poorly educated to participate in government and so a true republic was impossible. d. he believed that sixteenth -century Ita ly was so chaotic that it needed strong dictators to lead it into a more settled state favorable to self -governance. e. the Roman Republican model that informed his political theory had been ruled by a series of dictators. ANS: D DIF: Moderate REF: page 395 OBJ: 1 TOP: II, B, 2 MSC: Applying 10. The retelling of the Song of Roland in fifteenth -century Italy differed from the original by its: a. setting, which was changed to Italy from Spain. b. lack of any suggestion of heroic idealism. c. language: the original was in vernacular French and the retelling in Latin. d. ending, which had Roland surviving to be rewarded for his heroism by Charlemagne. e. use of irony to stress the heroic idealism of Roland. ANS: B DIF: Moderate REF: page 395 OBJ: 2 TOP: II, C, 1 MSC: Understanding 11. In contrast to the civic humanists, Castiglione‘s Courtier stressed as the hallmark of true nobility: a. strenuous public service on behalf of the city -state. b. an ideal of effortlessness and elegance at court. c. the necessity for a courtier to be an accomplished scholar. d. being as widely read in the classics as possible. e. the ability to take as lovers as many of the women at court as possible. ANS: B DIF: Easy REF: page 395 OBJ: 2 TOP: II, C, 2 MSC: Understanding 12. Castiglione‘s description of the ―Renaissance man‖ as accomplished, witty, cultured, and stylish was: a. a rejection of the older Renaissance ideal of education in the classics for the purpose of creating virtuous citizens. b. an accept ance of the older Renaissance ideal of education in the classics for the purpose of creating virtuous citizens. c. impossible to achieve. d. believed to apply to all individuals regardless of class. e. made the basis for curriculum reforms in Italian la y schools. ANS: A DIF: Moderate REF: page 395 OBJ: 2 TOP: II, C, 2 MSC: Applying 13. Italian painters of the fifteenth century mastered: a. the use of acrylic paints. b. the art of manuscript illumination. c. pointillism. d. the use of vanishing pe rspective to depict three dimensions. e. the ability to create stained -glass effects using paint on canvas. ANS: D DIF: Moderate REF: page 395 OBJ: 2 TOP: II, D, 1 MSC: Remembering 14. Italian artists of the Renaissance experimented with all of the following techniques EXCEPT: a. vanishing point perspective. d. portraiture b. the effects of light and shade. e. brass rubbing. c. realistic portrayals of the human body. ANS: E DIF: Easy REF: pages 395 –396 OBJ: 2 TOP: II, D, 1 MSC: Applying 15. In the fifteenth century, the majority of the great painters were from: a. Venice. d. Florence. b. Rome. e. Naples. c. Pisa. ANS: D DIF: Easy REF: page 396 OBJ: 2 TOP: II, D, 1 MSC: Remembering 16. The great painters of Florence improved upon tech niques developed by: a. Albrecht Dürer. d. Bernardino Lanino. b. Hans Holbein the Younger. e. Lorenzo Sabatini. c. Masaccio. ANS: C DIF: Easy REF: page 396 OBJ: 2 TOP: II, D, 1 MSC: Remembering 17. Although Leonardo da Vinci was born in Florence, he ended his career in: a. Germany, where the Holy Roman Emperor was his patron. b. Milan, where the Sforza duke was his patron. c. Rome, where the pope was his patron. d. Naples, where the king of Spain was his patron. e. France, under the patronage o f the French king. ANS: E DIF: Easy REF: page 396 OBJ: 2 TOP: II, D, 1, a MSC: Remembering 18. Leonardo da Vinci‘s basic approach to painting was to: a. produce as much saleable artwork as possible for his patrons. b. emphasize the emotional conten t by distorting proportion and scale. c. depict one central mood or emotion in each piece. d. imitate nature as closely as possible. e. relate his impression of his subject rather than simply duplicating it. ANS: D DIF: Easy REF: page 396 OBJ: 2 TOP: II, D, 1, a MSC: Remembering 19. Leonardo da Vinci‘s paintings sometimes display a keen understanding of human psychology by presenting their subjects as: a. always having balanced, controlled emotions. b. experiencing multiple emotions at the same t ime. c. always experiencing only a single emotion. d. emotionless. e. excessively emotional. ANS: B DIF: Easy REF: page 397 OBJ: 2 TOP: II, D, 1, a MSC: Applying 20. Although Venetian artists copied techniques used in Florence, Venetian paintings d iffered from those produced in Florence because they: a. did not generally include philosophical or religious allegories. b. did not use vanishing point perspective. c. included political content in their art. d. were not sponsored by individual patrons . e. were only religious in nature. ANS: A DIF: Easy REF: page 398 OBJ: 2 TOP: II, D, 2 MSC: Applying 21. Raphael‘s School of Athens is of interest in part because: a. many of Raphael‘s contemporaries are used as models for the various philosophers. b. it is the first painting to make use of the newly discovered technique of single -point perspective. c. it was the first painting to be completed in Italy using the new medium of oil. d. it was the last painting of the Italian Renaissance done using t he fresco technique. e. Raphael utilized many of his apprentices to complete the work rather than work on it directly. ANS: A DIF: Easy REF: pages 398 –399 OBJ: 2 TOP: II, D, 2, b MSC: Remembering 22. For Michelangelo, the central feature of Renais sance humanism was: a. classical learning. b. the ethics and virtues taught by Plato. c. the drive to understand the place of a disembodied soul. d. a practical, secular education. e. the drive to understand an embodied, masculine mind. ANS: E DIF: Moderate REF: page 399 OBJ: 2 TOP: II, D, 2, c MSC: Applying 23. Sculpture during the Renaissance broke with the recent past in that statuary: a. would now be created only to use as memorials for those who had died. b. could now be used as a part of tom bs to honor the dead. c. would now be incorporated into the supporting columns of triumphal arches. d. could now be used instead of columns at the front of buildings. e. now became freestanding figures ―in the round.‖ ANS: E DIF: Easy REF: page 399 OBJ: 2 TOP: II, D, 3 MSC: Remembering 24. Michelangelo‘s painting and sculpture both became_________ as the artist aged. a. more crudely crafted b. more skilled in the use of light and shadow c. less technically well executed d. less idealized e. more perfectly naturalistic ANS: D DIF: Difficult REF: page 399 | page 401 OBJ: 2 TOP: II, D, 3, b MSC: Applying 25. Renaissance architecture emphasized the importance of: a. rotundas. d. large, impressive buildings. b. geometrical proportions. e. buildings with large windows. c. vaulted arches. ANS: B DIF: Easy REF: page 401 OBJ: 2 TOP: II, D, 4 MSC: Remembering 26. All of the following are reasons why the ideals of the Italian Renaissance were slow to impact northern Europe EXCEPT that: a. the curricula of northern universities left little room for study of the classics. b. education in the north was more religiously oriented compared to the more secular education common in the south. c. few people traveled between Italy and northern Europe before the turn of the sixteenth century. d. rulers in the north were less committed to patronizing artists and intellectuals than were the rulers of the Italian city -states. e. most individuals who were influenced by Renaissance thought before the sixte enth century were not public intellectuals or teachers but worked outside the university system under private patronage. ANS: C DIF: Moderate REF: page 402 OBJ: 2 TOP: III MSC: Applying 27. One important difference between the Italian Renaissance and the Northern Renaissance that followed was the northern: a. reluctance to compose classical Latin prose in the style of Cicero. b. appreciation for scholasticism and its central texts. c. rejection of the Church Fathers as religious authorities. d. interest in traditional Christian wisdom over classical virtues. e. rejection of classicism in their approach to art. ANS: D DIF: Moderate REF: page 402 OBJ: 2 TOP: III, A MSC: Applying 28. Erasmus wrote works of all the following types EXCEPT: a. humoro us satires and dialogues. d. treatises of scholastic theology. b. Christian moral treatises. e. a Greek New Testament. c. letters to friends and contemporaries. ANS: D DIF: Moderate REF: pages 403 –404 OBJ: 2 TOP: III, A, 1 MSC: Applying 29. As a te xtual scholar, Erasmus‘s crowning achievement was his: a. edition of the New Testament in Greek and in Latin. b. edition and translation of Plato‘s dialogues. c. Colloquies . d. commentary on the works of Cicero. e. commentary on Utopia . ANS: A DIF: Easy REF: page 404 OBJ: 2 TOP: III, 1, c MSC: Remembering 30. Thomas More‘s Utopia was a(n): a. political treatise about the best form of government. b. etiquette guide for courtiers. c. light-hearted fictional story. d. epic poem modeled on Arthuri an texts. e. devastating critique of contemporary culture. ANS: E DIF: Easy REF: page 404 OBJ: 1 TOP: III, A, 1, d, i MSC: Remembering 31. Albrecht Dürer was the first northern European artist to master: a. Italian Renaissance developments in oil p ainting. b. Italian Renaissance techniques of engraving. c. Italian Renaissance techniques of proportion and perspective. d. the anatomical precision of Italian Renaissance nudes. e. the Italian Renaissance technique of tempura painting. ANS: C DIF: Easy REF: page 405 OBJ: 2 TOP: III, C, 1 MSC: Remembering 32. The ars nova introduced _________ lyrics and music into the liturgy of the Mass during the Renaissance. a. French d. monophonic b. Italian e. homophonic c. polyphonic ANS: C DIF: Moder ate REF: page 405 OBJ: 2 TOP: III, D, 1 MSC: Remembering 33. After the end of the Hundred Years‘ War, the French king Charles VIII attempted to expand his territory even further by invading _________ in 1494. a. the Holy Roman Empire d. the kingdom of Navarre b. northern Italy e. Holland c. the kingdom of Aragon ANS: B DIF: Easy REF: page 406 OBJ: 1 TOP: IV MSC: Remembering 34. Ivan the Great gave further substance to the idea that Muscovy was the heir to Rome after the fall of Constantinople b y: a. making Greek the official language of Muscovy. b. adopting the use of the Roman phalanx in his army. c. encouraging his subjects to adopt Roman Catholicism. d. attacking Constantinople in an attempt to dislodge it from Ottoman control. e. marryin g the niece of the last Byzantine emperor. ANS: E DIF: Moderate REF: page 407 OBJ: 1 TOP: IV, A, 1 MSC: Remembering 35. After the Council of Constance, the papacy entered into a series of agreements with national monarchies called concordats. The re sult of these concordats was: a. a centralization of religious authority in the papacy. b. the increasing wealth of the papacy. c. the monarchs‘ promise not to interfere with the election of bishops. d. the granting of extensive authority to monarchs ov er the churches in their domain. e. the promise that monarchs would have the right to tax church lands. ANS: D DIF: Moderate REF: page 408 OBJ: 1 TOP: IV, B MSC: Remembering 36. The most important factor in the rise of Spain as a major European pow er was the: a. exile of the Jews from Spain. b. end of the Hundred Years‘ War. c. unification of the kingdoms of Aragon and Castile. d. defeat and annexation of Muslim Granada. e. construction of the Great Armada to subjugate the other European powers. ANS: C DIF: Moderate REF: pages 408 –409 OBJ: 3 TOP: IV, C, 1, a MSC: Applying 37. One result of the ―Reconquista‖ was to end the Spanish convivencia, which was the: a. relative harmonious coexistence of different religious and ethnic groups in Spain since 750 C.E. b. homogeneous Christian identity that had existed in Spain since 750 C.E. c. tax regularly paid by residents of Spain to the Ottoman empire. d. Muslim practice of exiling Jews. e. Muslim practice of persecuting Christians. ANS: A DIF: Moderate REF: page 409 OBJ: 3 TOP: IV, C, 1, b MSC: Applying 38. The last Muslim territory to fall in Spain was: a. Toledo in 1085. d. Faro in 1249. b. Murica in 1243. e. Granada in 1492. c. Seville in 1248. ANS: E DIF: Easy REF: page 409 OBJ: 3 TOP: IV, C, 1, b MSC: Remembering 39. Ferdinand and Isabella‘s decision to sponsor Columbus‘s voyage was spurred by: a. Columbus‘s impassioned plea for a patron made to the royal court. b. a desire to counter successful Portuguese exploratory and comm ercial ventures. c. a desire to counter successful English exploratory and commercial ventures. d. a belief that Columbus could prove the world was round. e. a belief that there was unknown territory to be discovered across the Atlantic. ANS: B DIF: Easy REF: page 410 OBJ: 4 TOP: IV, C, 1, c MSC: Remembering 40. In their voyages along the west coast of Africa, the Portuguese were initially in search of: a. slaves. d. gold. b. a sea route to India. e. silver. c. spices. ANS: D DIF: Easy REF: page 410 OBJ: 4 TOP: V, A MSC: Remembering 41. Portugal came to dominate the Far East spice trade by doing all of the following EXCEPT: a. sending trading fleets to India regularly. b. blockading the mouth of the Red Sea. c. blockading the Strait of G ibraltar. d. establishing a series of forts along the west Indian coastline. e. seizing Malacca, a well -known center for the spice trade on the Malay Peninsula. ANS: C DIF: Moderate REF: page 412 OBJ: 4 TOP: V, A, 3 MSC: Applying 42. Beginning in th e 1440s, design changes in Portuguese caravels allowed them to: a. use a larger rudder, allowing for more accurate navigation. b. use square sails, promoting faster travel into the wind. c. employ larger crews on smaller ships. d. utilize oars in additi on to sails. e. sail with two masts and faster, triangular sails. ANS: E DIF: Easy REF: page 412 OBJ: 4 TOP: V, B, 1 MSC: Remembering 43. In the long history of slavery in Western civilization, the basic patterns of slavery were not racialized (in other words, directly related to ethnicity or skin color) until: a. Europeans needed slave labor to develop the Atlantic colonies of Madeira, the Canaries, and the Azores. b. Lisbon became a significant market for enslaved Africans in the middle of the fi fteenth century. c. Columbus returned with indigenous people from the New World in 1492. d. Hernán Cortés conquered the Aztec empire of Mexico between 1519 and 1521. e. Francisco Pizarro conquered the Incan empire of South America in 1533. ANS: B DIF: Moderate REF: page 413 OBJ: 4 TOP: V, D, 1 MSC: Applying 44. Although only 1 out of 5 ships and 18 out of 265 sailors returned from Magellan‘s voyage, it proved that: a. the world was too large for a western sea route to Asia to be economically feasibl e. b. a western sea route to Asia was economically feasible. c. ships could easily be dragged across the Isthmus of Panama. d. South America was easy to sail around. e. Magellan, who survived the voyage, was an excellent navigator. ANS: A DIF: Moder ate REF: page 415 OBJ: 4 TOP: VI, A, 2 MSC: Remembering 45. Hernán Cortés was aided in his conquest of the Aztec empire by all of the following EXCEPT: a. people subjugated by the Aztecs who wanted to rebel. b. a consort who was indigenous and spoke t he common language of the empire. c. the European rifles he had brought with him. d. European bacteria. e. the tactical planning of his native allies. ANS: C DIF: Moderate REF: page 417 OBJ: 5 TOP: VI, B, 1 MSC: Applying 46. The Spanish modeled the ir Caribbean sugar plantations worked by enslaved African laborers on: a. Portuguese sugar plantations on the Cape Verde Islands. b. Genoese sugar plantations on the island of Madeira. c. Muslim sugar plantations on the island of Majorca. d. Aztec sugar plantations on Hispaniola. e. their own estates in Europe. ANS: A DIF: Easy REF: page 418 OBJ: 5 TOP: VI, C, 2 MSC: Remembering 47. In economic terms, New World colonization and plunder had the greatest positive effect on the: a. Italian city -states of Venice and Genoa. b. Portuguese. c. Spanish. d. English. e. Dutch. ANS: C DIF: Easy REF: pages 416 –418 OBJ: 5 TOP: VI, C MSC: Applying 48. The most lucrative export of the Spanish colonies in Central and South America was: a. indigenous sla ves. d. silver. b. sugar. e. gold. c. rum. ANS: D DIF: Easy REF: page 418 OBJ: 5 TOP: VI, C MSC: Remembering 49. The massive influx of silver from New World Spanish colonies resulted in: a. greater wealth for almost all Europeans. b. a massive de valuation of gold. c. the production of fine silver jewelry for the aristocratic class. d. the Spanish crown hording silver. e. massive inflation. ANS: E DIF: Easy REF: page 420 OBJ: 4 TOP: VI, C, 3 MSC: Remembering 50. Within a century of the Eu ropeans‘ arrival in Central America, the native population there declined by as much as: a. 20 percent. d. 70 percent. b. 40 percent. e. 90 percent. c. 50 percent. ANS: E DIF: Easy REF: page 421 OBJ: 5 TOP: VI, C, 1 MSC: Remembering TRUE/FALSE 1. The printing press was instrumental in the spread of humanist ideas. ANS: T DIF: Easy REF: page 390 OBJ: 1 TOP: I, A MSC: Applying NOT: When Italian scholars began to regain interest in the classics, the texts were preserved and copied in manuscripts, w hich were extremely expensive. With the advent of the printing press in the mid-fifteenth century, cheap editions of the works of authors like Homer and Plato became widely available. In this way, the impact of humanism was widened beyond a small number of privileged men. 2. Niccolò Machiavelli‘s work suggests that he was more of a political theorist than a political realist. ANS: F DIF: Moderate REF: pages 394 –395 OBJ: 1 TOP: II, B MSC: Applying NOT: Machiavelli's political writings were well grounded in the political situations of Florence and a divided Italy. His writings were aimed toward finding the best possible solution to the current political situation in Italy with a long -term goal of instituting republican self -governance. 3. A ―Renaissance Man‖ as defined in Castiglione‘s book The Courtier was considered to be one who could subordinate his personal morality to political ends. ANS: F DIF: Moderate REF: page 395 OBJ: 2 TOP: II, C, 2 MSC: Remembering NOT: A Renaissance man was effortlessly eloquent, brave, witty, civilized, and learned. 4. Leonardo da Vinci considered artists to be skilled craftsmen. ANS: F DIF: Moderate REF: page 396 OBJ: 2 TOP: II, D, 1, a MSC: Remembering NOT: Leonardo believed that artists were inspired, individua list innovators whose work was creative, rather than technical. 5. Michelangelo‘s David was created to celebrate Florentine civic ideals. ANS: T DIF: Easy REF: page 400 OBJ: 2 TOP: II, D, 3, b MSC: Understanding NOT: David's youth and fortitude rep resented Florence's strength in resisting tyrants and upholding ideals of civic justice. 6. Erasmus believed that the entire society of his day was caught up in despair because of the inflexibility of ecclesiastical reform. ANS: F DIF: Difficult REF: pages 403 –404 OBJ: 2 TOP: III, A, 1 MSC: Applying NOT: Erasmus believed that much of society was corrupt or in chaos because people had lost sight of the simple teachings of the Gospels, the "philosophy of Christ." 7. Thomas More was put to death for n ot allowing Henry VIII to remarry. ANS: F DIF: Easy REF: page 404 OBJ: 4 TOP: III, A, 1, d, i MSC: Remembering NOT: Thomas More was executed for not acknowledging Henry VIII as the head of the new English church that denied the supremacy of the pope. 8. Albrecht Dürer was the first northerner to master the techniques of proportion and perspective and to embrace classical subjects. ANS: F DIF: Moderate REF: page 405 OBJ: 2 TOP: III, C, 1 MSC: Remembering NOT: While Dürer was indeed the first north erner to master proportion and perspective, he drew inspiration for his art from Christian motifs rather than classical themes. 9. In the rule of the Papal States the pope, as a churchman, was unable to lead armies or make alliances with other princes. ANS: F DIF: Moderate REF: page 408 OBJ: 1 TOP: IV, B MSC: Remembering NOT: By the mid -fifteenth century, the papacy had given away many sources of revenue to national monarchies. This reality made the papacy's control over the Papal States vital. To ti ghten their hold on that territory, the popes ruled in the same manner as Italian princes -leading armies, negotiating alliances, even undermining their opponents through murder and assassination. 10. Under Ferdinand and Isabella, the conversos (Jews who had converted to Christianity) had all the same privileges as those who had been born into Christian families. ANS: F DIF: Moderate REF: page 409 OBJ: 3 TOP: IV, C, 1, b MSC: Applying NOT: Conversos in Spain became the target of discriminatory legislatio n, perhaps because Ferdinand and Isabella feared seditious impulses might arise within this newly (often forcibly) Christianized community. 11. The reason galleons and caravels were made so large in this period was to make it possible to arm them more he avily. ANS: T DIF: Easy REF: page 413 OBJ: 4 TOP: V, C, 1 MSC: Remembering NOT: European naval vessels were floating artillery platforms. 12. Relatively few of the slaves who passed through the major Ottoman slave markets were Europeans. Most were Af rican. ANS: F DIF: Moderate REF: page 413 OBJ: 4 TOP: V, D, 1 MSC: Remembering NOT: Most of the slaves sold in the Ottoman empire were Christians from central Europe. 13. Few if any people believed the world was flat when Columbus began his voyage. ANS: T DIF: Easy REF: page 415 OBJ: 4 TOP: VI, A MSC: Remembering NOT: The shape of the world was known to the ancient Hebrews and Greeks and was certainly known in the fifteenth century in Europe. 14. European colonists on Hispaniola turned to cattle raising and sugar production because there was no gold to be found in the mines. ANS: F DIF: Difficult REF: page 418 OBJ: 4 TOP: VI, C MSC: Applying NOT: European colonists on Hispaniola turned to other sources of revenue besides mining because so many indigenous people who had worked in the mines had died from disease, overwork, and brutality. With this dramatic loss in population, the mines could no longer be run profitably. 15. The infusion of silver into the European economy was ultimately disastro us. ANS: T DIF: Moderate REF: page 420 OBJ: 4 TOP: VI, C, 3 MSC: Applying NOT: The influx of silver started an enormous inflationary period in Europe that made life difficult for the average person, and, when the silver influx slowed, that caused the col lapse of the Spanish economy. ESSAY 1. How did the invention of the printing press impact the exchange of knowledge in the early modern world? ANS: The printing press, introduced into Europe by Johannes Gutenberg of Mainz in the 1450s, revolutionized how knowledge was shared. Block printing allowed for multiple copies of any text or image to be made, generally with greater accuracy than could be found in manuscripts, which were copied by hand. Printed on paper, rather than parchment, printed books were also much cheaper than manuscripts. Thus, more people could afford books, written communication became easier, and rates of literacy increased. The ease of communication that came with the printing press allowed the ideas of the Italian Renaissance to be exported to other parts of Europe so that humanism became a Europe -wide phenomenon. It also allowed for the quick and widespread reporting of the success of Columbus‘s first voyage and the subsequent conquest of territory in the Americas. The rapidity of k nowledge sharing also permitted more substantial critiques of society to be made, as censorship of ideas was much more difficult. The printing press was also a useful tool in the consolidation of national monarchies by allowing, for the first time in the h istory of the West, propaganda to be spread quickly and cheaply. The Reconquista in Spain and the extension of Spanish imperialism in the New World were both facilitated by the circulation of printed propaganda. Furthermore, the widening availability of re ading materials helped to standardize national languages because printers tended to print in the most common dialect, while more marginal versions of the language were read (and thus spoken) less and less frequently. The printing press was an important too l for those in power and for those who sought to critique power structures. Indeed, so important was the introduction of the printing press in the West, that it, as much as the experience of the Black Death, can be considered a watershed between the mediev al and the modern worlds. DIF: Moderate REF: pages 389 –390 OBJ: 1 TOP: I, A MSC: Analyzing 2. How is it possible to reconcile the two different political positions presented in Niccolò Machiavelli‘s works, The Discourses on Livy and The Prince ? ANS: Machiavelli is best known today for his short work The Prince, which is, ostensibly, a ―handbook for tyrants‖ who sought power for the sake of having power. But Machiavelli also wrote a text called Discourses on Livy in which he praised the Roman Republic described in Livy‘s History of Rome and held the example of the Roman Republic up as a model for his own contemporaries. Rome‘s Republic was to be praised, according to Machiavelli, for its constitutional government and the equality among its citizens, At first glance, it appears that the positions in these two texts are irreconcilable, but in reality, the two texts need to be read together to understand Machiavelli‘s position on how to improve the political situation in Italy. Machiavelli seems to have bel ieved that tyrants were necessary to lead Italy and its citizens out of the current chaotic situation of competing city -states and regular attempts at occupation by France and Spain. He also believed that such tyrants could unite the people of the Italian peninsula into a single state. Only then, with a citizenry united, could the Italian people revitalize their spirit of independence and become fit for self -governance. By reading the Discourses alongside The Prince, it becomes clear that Machiavelli believ ed despotism to be a necessary step toward a republican government, not a permanently desirable state of affairs. DIF: Moderate REF: pages 394 –395 OBJ: 1 TOP: II, B, 1 –2 MSC: Analyzing 3. What new techniques characterized Renaissance art? ANS: One te chnique of Renaissance artists was the use of linear perspective, which had recently been discovered to give the fullest sense of three dimensions. Experiments with light and shade also helped give dimension to their work. The study of anatomy also made th eir work more lifelike, and the introduction of oil -based paints allowed the artist more time to work on difficult pieces. The patronage of private individuals, rather than the Church and court, enabled the artists to experiment with a variety of nonreligi ous subjects, and Renaissance artists often turned to classical themes, or portraits of their patrons. The move toward painting on canvas or wood also meant that artists did not always have to wait for commissions to paint; instead, they could sell their p aintings after they had been completed. The increasing commercialization of painting thus allowed for greater individuality in artistic production. Sculpture was also a medium in which the Renaissance saw great innovation. For the first time since the clas sical age, figures were sculpted as freestanding figures ―in the round‖ rather than as elements that decorated a building or tomb. Sculptures also became much more lifelike, in particular in how they demonstrated the emotional experiences of men and women. Indeed, Michelangelo argued that the artist who sculpted imitated God by re -creating human forms that were as lifelike as possible. DIF: Moderate REF: pages 395 –396 OBJ: 2 TOP: II, D MSC: Analyzing 4. In what ways did Leonardo da Vinci represent the i deal ―Renaissance man‖? ANS: Leonardo was a painter, an architect, a musician, a mathematician, an engineer, and an inventor and, in this way, fulfilled the requirements of a ―Renaissance man‖ as a man with wit who was accomplished in many pursuits, who was cultured, and who was courteous. Da Vinci symbolized what was expected of a great man in the Renaissance as well as the changes taking place in the Renaissance. His ability to succeed in finding patrons in spite of his status as the illegitimate son of a notary reflected the social mobility of the Renaissance and the increasing worth of artistic and intellectual production. Leonardo‘s understanding of his craft as a creator of art, rather than a hired technician, also reflected a new understanding of th e place and purpose of art in the Renaissance. His devotion to nature was also a passion of the Renaissance and enabled him to create pieces that accurately reflected not only the physical world, but also the emotion and psychological reactions of his subj ects. DIF: Moderate REF: pages 395 –397 OBJ: 2 TOP: II, D, 1, a MSC: Analyzing 5. In what ways did Erasmus embody the ideals of the Northern Renaissance? ANS: As the illegitimate son of a priest, Erasmus was placed in a monastery against his will whil e he was still a teenager. While he received little formal schooling in the monastery, he read a great deal, especially classical texts and the works of the Church Fathers. He eventually received permission to take a bachelor‘s degree but found the curricu lum at the University of Paris uninspiring. He learned much more from traveling, reading, and exchanging letters with other humanist colleagues. In this way, Erasmus embodied the ideals of a Renaissance courtier: he was learned, cultured, and as his writin gs clearly demonstrate, quite witty. Erasmus was well known for his deft use of irony, which he used to poke fun at everything, even himself. Erasmus was also a humanist and deeply interested in the new science of textual criticism. His interest in the wor ks of the Church Fathers allowed him to bring out reliable printed editions of the works of Augustine, Jerome, and Ambrose. Moreover, he used his superior knowledge of Latin and Greek to study as many Greek manuscripts of the New Testament as he could find to produce a much more accurate Greek edition of the New Testament. Published with explanatory notes and a new Latin translation, it was then, and remains today, a landmark of humanist scholarship. Yet, Erasmus reflected a distinctly northern humanist per spective, one that was much more grounded in Christianity than in Italian classical humanism. A central theme of almost all of Erasmus‘s writing was the ―philosophy of Christ,‖ which he believed had been lost in his own time as people had lost sight of Chr ist‘s teaching as outlined in the Gospels. DIF: Moderate REF: pages 402 –404 OBJ: 2 TOP: III, A, 1 MSC: Analyzing 6. How does the Reconquista and Spanish conquests in Central and South America reflect the Crusading ethos of the late Middle Ages? ANS: By the thirteenth century, the rhetoric of Crusade was regularly being used to support political wars. Both the papacy and nascent national monarchies used such rhetoric to justify wars of aggression and to forge a more unified Christian national identity among their people. In Spain, this rhetoric of Crusade infused discussions of the conquest of Muslim lands by Christian forces. This process had begun in 1085, just before the First Crusade, but was completed under Ferdinand and Isabella in 1492. This rhet oric fostered the somewhat misleading notion that these wars of aggression were in fact a reconquest of formerly Christian lands from their current Muslim holders. Using this rhetoric, Ferdinand and Isabella sought to strengthen their emerging nation -state by constructing in their subjects an exclusive Christian identity that was also clearly linked with the crown. It is for this reason that Muslims and Jews were forced out of Spain as part of the process of ―reconquest.‖ Once Granada fell in 1492, the lang uage and energies of Crusade in Spain needed a new outlet. It found one in the Spanish Conquest of the New World. Columbus returned from his voyage in 1493, bringing with him a small number of indigenous people. These individuals proved the existence of whole tribes that might be ―saved‖ by conversion to Christianity, even as the lands Columbus had discovered could be conquered to provide homes for Spanish settlers. Shortly after Columbus‘s discovery, many adventurers, colonists, and missionaries began to c ross the Atlantic to settle in the New World. Thus in the New World, as in the Old during the Reconquista, the Crusading ethos of Christian unity and conquering territory was paramount. DIF: Difficult REF: pages 408 –410 | page 415 OBJ: 3 TOP: IV, C, 1 MSC : Analyzing 7. What new technologies made exploration possible?