Test Bank For Art of Being Human, The Humanities as a Technique for Living, 12th Edition by Richard

TEST BANK For Wendy Northup

The Art of Being Human Twelfth Edition

Richard Paul Janaro Thelma C. Altshuler

Chapter 01: The Humanities: A Shining Beacon Multiple Choice Questions 1. Heraclitus demonstrates the artistry of language when, as a way of stating that life constantly changes, says A) B) C) D)

"a man cannot step into the same river twice." "and yet he seemed busier than he was." "there is a crack in everything. That's how the light gets in." "to be or not to be—that is the question."

Difficulty: Medium QuestionID: 01-1-01 Page-Reference: 8 Topic: Gifts of the Humanities Skill: Understand the Concepts Objective: LO 1.2 Summarize the gifts of the humanities.

Answer: A) "a man cannot step into the same river twice."

2. Concerning humanism, Renaissance scholars believed that people could become fully human only if they A) B) C) D)

looked beyond Europe to the works of Asia and Africa. combatted the social injustices of the time. developed skills in critical thinking. studied the best works of classical Greece and Rome.

Difficulty: Easy QuestionID: 01-1-02 Page-Reference: 2 1-2 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

Topic: Being Fully Human Skill: Remember the Facts Objective: LO 1.1 Define "the humanities."

Answer: D) studied the best works of classical Greece and Rome.

3. Redefining the humanities for the wider world means A) B) C) D)

learning about the great works of Greek and Roman culture. maximizing the number of years one can stay alive. being open-minded and receptive to ideas from around the globe. understanding that true beauty lies within us, not outside us.

Difficulty: Easy QuestionID: 01-1-03 Page-Reference: 4 Topic: Being Fully Human Skill: Remember the Facts Objective: LO 1.1 Define "the humanities."

Answer: C) being open-minded and receptive to ideas from around the globe.

4. Studying the humanities—especially poetry and literature—allows us to A) follow the rapid shifts that are part of everyday talk.

B) acquire models for how to say things that prompt others to notice.

C) memorize long passages from the works of great authors such as Shakespeare and Oscar Wilde.

D) use social media and communicate casually.

Difficulty: Easy 1-3 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

QuestionID: 01-1-04 Page-Reference: 8 Topic: Gifts of the Humanities Skill: Remember the Facts Objective: LO 1.2 Summarize the gifts of the humanities.

Answer: B) acquire models for how to say things that prompt others to notice.

5. Using the Socratic method means teaching by A) B) C) D)

asking questions. delivering lectures. reciting witty sayings. studying classical models.

Difficulty: Easy QuestionID: 01-1-05 Page-Reference: 9 Topic: Gifts of the Humanities Skill: Remember the Facts Objective: LO 1.2 Summarize the gifts of the humanities.

Answer: A) asking questions.

6. One of the goals of thinking about the humanities is to become A)

a classicist.

1-4 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

B) C) D)

a leader of a Socrates café. a Renaissance man. a universal person.

Difficulty: Easy QuestionID: 01-1-06 Page-Reference: 12 Topic: Becoming an "Universal" Person Skill: Understand the Concepts Objective: LO 1.3 Explain why Leonardo da Vinci is considered the perfect model of the "universal" person.

Answer: D) a universal person.

7. What thirteenth-century poet influenced the songwriter Leonard Cohen?

A) B) C) D)

Edgar Degas Christopher Phillips Oscar Wilde Rumi

Difficulty: Easy QuestionID: 01-1-07 Page-Reference: 8 Topic: Gifts of the Humanities Skill: Remember the Facts Objective: LO 1.2 Summarize the gifts of the humanities.

1-5 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

Answer: D) Rumi

8. By "beauty," we refer to artworks or other objects that are A) B) C) D)

adorned or decorated lavishly. naturally shining in ways other objects are not. pleasing and right in the arrangements of their parts. surprising, arresting, and bizarre.

Difficulty: Easy QuestionID: 01-1-08 Page-Reference: 5 Topic: Gifts of the Humanities Skill: Remember the Facts Objective: LO 1.2 Summarize the gifts of the humanities.

Answer: C) pleasing and right in the arrangements of their parts.

9. The process by which scholars analyze and interpret the works of others is known as A) B) C) D)

humanism. critical thinking. scholarly discipline. the Socratic method.

Difficulty: easy QuestionID: 01-1-09 Page-Reference: 4 Topic: Being Fully Human 1-6 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

Skill: Understand the Concepts Objective: LO 1.1 Define "the humanities."

Answer: B) critical thinking.

10. Concerning beauty, it may be said that A) a work portraying the grotesque or ugly cannot give pleasure.

B) people might disagree about whether a particular work is beautiful.

C) the arrangement of a work can be seriously flawed yet still be beautiful.

D) the universal popularity of the Mona Lisa proves that culture does not play a role in beauty.

Difficulty: Moderate QuestionID: 01-1-10 Page-Reference: 5 Topic: Gifts of the Humanities Skill: Understand the Concepts Objective: LO 1.3 Summarize the gifts of the humanities.

Answer: B) people might disagree about whether a particular work is beautiful.

11. The pleasure that we have in response to beauty is said to be A) B) C) D)

aesthetic. critical. humanistic. impersonal.

1-7 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

Difficulty: Easy QuestionID: 01-1-11 Page-Reference: 5 Topic: Gifts of the Humanities Skill: Remember the Facts Objective: LO 1.1 Summarize the gifts of the humanities.

Answer: A) aesthetic.

12. The humanities are important in the process of critical thinking because they A) B) C) D)

offer a window into understanding how people thought long ago. show us the few models of excellence that are worthy of study and reflection. allow us to reflect on and consider what we read, see, and hear. show us the right way to think about life and art.

Difficulty: Moderate QuestionID: 01-1-12 Page-Reference: 4 Topic: Being fully human Skill: Understand the Concepts Objective: LO 1.2 What are the humanities?

Answer: C) allow us to reflect on and consider what we read, see, and hear.

13. Leonardo da Vinci is considered a creative genius mainly because he 1-8 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

A) B) C) D)

discovered the circulation of the blood long before William Harvey. excelled in and combined different artistic and scientific disciplines. painted the Mona Lisa, the most famous painting in the world. was the first to draw the human form using realistic proportions.

Difficulty: Moderate QuestionID: 01-1-13 Page-Reference: 12 Topic: Becoming an "Universal" Person Skill: Understand the Concepts Objective: LO 1.3 Explain why Leonardo da Vinci is considered the perfect model of the "universal" person.

Answer: B) excelled in and combined different artistic and scientific disciplines.

14. Understanding the persistence of issues or the change of ideas over time is associated with which gift of the humanities?

A) B) C) D)

beauty a deeper sense of the past ideas language

Difficulty: Moderate QuestionID: 01-1-14 Page-Reference: 10 Topic: Gifts of the Humanities Skill: Understand the Concepts Objective: LO 1.2 Summarize the gifts of the humanities.

1-9 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

Answer: B) a deeper sense of the past

15. The gift of the humanities that can be seen as offering a release from the structured pattern of meeting deadlines is A) B) C) D)

beauty. ideas. beautiful movement. language.

Difficulty: Moderate QuestionID: 01-1-15 Page-Reference: 7 Topic: Gifts of the Humanities Skill: Understand the Concepts Objective: LO 1.2 Summarize the gifts of the humanities.

Answer: C) beautiful movement.

16. Rumi and Oscar Wilde are noteworthy because they contributed to which gift of the humanities?

A) B) C) D)

beautiful movement beauty ideas language

Difficulty: Difficult QuestionID: 01-1-16 1-10 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

Page-Reference: 8 Topic: Gifts of the Humanities Skill: Apply What You Know Objective: LO 1.2 Summarize the gifts of the humanities.

Answer: D) language

17. Studying the arrangement of colors on a canvas or the appeal of a face is a part of which gift of the humanities?

A) B) C) D)

beautiful movement beauty ideas language

Difficulty: Difficult QuestionID: 01-1-17 Page-Reference: 5-6 Topic: Gifts of the Humanities Skill: Apply What You Know Objective: LO 1.2 Summarize the gifts of the humanities.

Answer: B) beauty

18. When people debate puzzling questions such why an object gives pleasure, or what is the nature of justice, which gift of the humanities are they partaking in?

A)

beauty 1-11 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

B) C) D)

a deep sense of the past ideas language

Difficulty: Difficult QuestionID: 01-1-18 Page-Reference: 9 Topic: Gifts of the Humanities Skill: Apply What You Know Objective: LO 1.2 Summarize the gifts of the humanities.

Answer: C) ideas

19. Being a "universal" person can best be described as A) B) C) D)

expanding our knowledge and our capacity for understanding ourselves and others. immersing ourselves in the experiences of those who came before us. increasing our aesthetic pleasure by experiencing many viewpoints of the beautiful. transforming intuitions into exciting ideas to develop our own thinking skills.

Difficulty: Difficult QuestionID: 01-1-19 Page-Reference: 12 Topic: Becoming an "Universal" Person Skill: Apply What You Know Objective: LO 1.3 Explain why Leonardo da Vinci is considered the perfect model of the "universal" person.

1-12 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

Answer: A) expanding our knowledge and our capacity for understanding ourselves and others.

20. Which statement best paraphrases Socrates' definition of justice?

A) B) C) D)

Absolute power corrupts absolutely.

In a just society, justice must be accepted and adhered to by all.

It is the burden of the ruling party to make laws that are in its own best interest.

People can break the law if they feel it isn't a just law.

Difficulty: Difficult QuestionID: 01-1-20 Page-Reference: 10 Topic: Gifts of the Humanities Skill: Apply What You Know Objective: LO 1.2 Summarize the gifts of the humanities.

Answer: B) In a just society, justice must be accepted and adhered to by all.

Short Answer Questions

1. How is dance an expression of "beautiful movement"?

Difficulty: Moderate QuestionID: 01-2-01 Page-Reference: 7 1-13 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

Topic: Gifts of the Humanities Skill: Understand the Concepts Objective: LO 1.2 Summarize the gifts of the humanities.

Answer: Dance gives pleasure or enjoyment because it is movement "done right" or arranged properly.

2. Define the term humanism.

Difficulty: Moderate QuestionID: 01-2-02 Page-Reference: 3 Topic: Being Fully Human Skill: Understand the Concepts Objective: LO 1.1 Define 'the humanities."

Answer: Beginning in the early Renaissance, humanism initially stated that one could become fully human only by studying the achievements of Greek and Roman culture. The meaning of the term has now expanded to include the creative and intellectual contributions of all cultures.

3. Briefly explain why the humanities are unlimited or "infinite."

Difficulty: Moderate QuestionID: 01-2-03 1-14 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

Page-Reference: 12-13 Topic: Becoming an "Universal Person" Skill: Understand the Concepts Objective: LO 1.3 Explain why Leonardo da Vinci is considered the perfect model of the "universal" person.

Answer: The humanities are unlimited because they encompass all the creative and intellectual contributions of all the men and women from all the cultures across the past, present, and future.

4. Why were the humanities disciplines expanded during the Renaissance?

Difficulty: Moderate QuestionID: 01-2-04 Page-Reference: 3 Topic: Being Fully Human Skill: Understand the Concepts Objective: LO 1.1 Define "the humanities."

Answer: The humanities disciplines were expanded because more cultures (for example, those of Italy, France, Spain, and England) were included and more art forms (music, theater, and dance) began to flourish.

5. Explain how the humanities offer us a "deeper sense of the past."

Difficulty: Moderate 1-15 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

QuestionID: 01-2-05 Page-Reference: 11-12 Topic: Gifts of the Humanities Skill: Understand the Concepts Objective: LO 1.2 Summarize the gifts of the humanities.

Answer: Humans are themselves an accumulation of what has gone before; who we are in the present is still informed by the lives and works of people from the past.

Essay Questions

1. Look carefully at Leonardo da Vinci's Mona Lisa (Fig. 1.2). How does such a work evoke the questions or issue of "beauty" as defined in the chapter? In your answer, list three elements of the painting that might engage or repel viewers aesthetically in determining whether it is beautiful or not.

I. Respond to personal preference of beauty.

II. Include the idea that beauty is the result of an arrangement of elements.

III. List at least three of these aesthetic elements: color, texture, medium, movement, representation.

Difficulty: Difficult QuestionID: 01-3-01 Page-Reference: 5-6 Topic: Gifts of the Humanities 1-16 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

Skill: Analyze it Objective: LO 1.2 Summarize the gifts of the humanities.

Answer:

2. Reread the discussion of the Society for Philosophical Inquiry movement's concept of the Socrates café. If you were to attend a Socrates café, what puzzling question of the past or present would you like to hear discussed and why, based on the purpose of this café?

I. Present a question or topic appropriate for a Socrates café.

II. Explain the question or topic.

III. Describe why the topic is puzzling and appropriate.

Difficulty: Difficult QuestionID: 01-3-02 Page-Reference: 9-10 Topic: Gifts of the Humanities Skill: Analyze it Objective: LO 1.2 Summarize the gifts of the humanities.

Answer:

3. The section on a deeper sense of the past suggests that there is a relationship between the works of other ages and those of the present day. The chapter presents a number of 1-17 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

artworks from the past. Choose one and talk about the extent to which the issues or the standards of beauty in the work persist in works of today with which you are familiar.

I. Choose a work.

II. Describe the issues or features of that work.

III. Describe how the same issues or standards are applicable in a modern work.

Difficulty: Difficult QuestionID: 01-3-03 Page-Reference: 10-11 Topic: Gifts of the Humanities Skill: Analyze it Objective: LO 1.2 Summarize the gifts of the humanities.

Answer:

4. Think about the section entitled "Becoming an 'Universal Person.'" Describe in your own words what it means to be a Renaissance person. Based on your knowledge of your culture in the present day, define what disciplines or skills a modern "Renaissance person" might need to master, and explain why you picked those particular disciplines or skills.

I. Describe a Renaissance person. a. diverse range of interests b. broad achievements

1-18 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

II. List the attributes of a modern person that would make them a modern equivalent of a Renaissance person.

III. Explain why these attributes are important features of modern society.

Difficulty: Difficult QuestionID: 01-3-04 Page-Reference: 11-12 Topic: Becoming an "Universal Person" Skill: Analyze it.

Objective: LO 1.3 Explain why Leonardo da Vinci is considered the perfect model of the "universal" person.

Answer:

5. Name a work of the humanities that offers one of the greatest gifts to humanity. Consider the classifications within the section entitled "Gifts of the Humanities" and explain how it offers such a gift.

I. Identify a significant work of art or culture.

II. Choose a classification from the gifts of the humanities.

III. Explain how the work exhibits or embodies that feature.

Difficulty: Difficult QuestionID: 01-3-05 Page-Reference: 5-11 1-19 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

Topic: Gifts of the Humanities Skill: Analyze it Objective: LO 1.2 Summarize the gifts of the humanities.

Answer: Chapter 02: The Humanities and Critical Thinking

Multiple Choice Questions

1. The Wordsworth poem that begins, "The world is too much with us, late and soon/Getting and spending, we lay waste our powers" is a personal, critical response to the idea of A) B) C) D)

art as the illusion that there is no art. jumping to conclusions. living for only financial gain. speculating beyond what we know.

Difficulty: Easy QuestionID: 02-1-01 Page-Reference: 24-25 Topic: A Guide to Critical Viewing, Professional and Personal Skill: Remember the Facts Objective: LO 2.4 Differentiate between the role of a professional critic and that of the individual responding to a creative work.

Answer: C) living for only financial gain.

1-20 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

2. According to the chapter, the first step to solving a problem is determining A) B) C) D)

whether the problem is definable. whether a problem exists. whether the problem has a solution. whose problem it is.

Difficulty: Easy QuestionID: 02-1-02 Page-Reference: 20 Topic: Exercising the Mind Skill: Remember the Facts Objective: LO 2.3 Identify three ways to exercise the mind and become a critical thinker.

Answer: B) whether a problem exists.

3. As an act of critical thinking, rationalizing is a A) B) C) D)

good exercise because it makes painful things more palatable. good exercise because it recognizes the context of all actions. bad exercise because it focuses too much on the context of events. bad exercise because it makes us feel better about uncomfortable events.

Difficulty: Moderate QuestionID: 02-1-03 Page-Reference: 21 Topic: Exercising the Mind Skill: Understand the Concepts 1-21 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

Objective: LO 2.3 Identify three ways to exercise the mind and become a critical thinker.

Answer: D) bad exercise because it makes us feel better about uncomfortable events.

4. When it comes to critical thinking, Apollonian refers to A) B) C) D)

attention to the craft or technique of any endeavor. emotional or intuitive responses to what we see. long-range speculation based on former experience. reasoned, rational, coherent thought about what we see.

Difficulty: Easy QuestionID: 02-1-04 Page-Reference: 15 Topic: Apollonian and Dionysian Responses to the Humanities Skill: Remember the Facts Objective: LO 2.2 Distinguish between Apollonian and Dionysian responses to the humanities.

Answer: D) reasoned, rational, coherent thought about what we see.

5. When it comes to critical thinking, Dionysian refers to A) B) C) D)

attention to the craft or technique of any endeavor. emotional or intuitive responses to what we see. long-range speculation, or "sight," based on former experience. reasoned, rational, coherent thought about what we see.

Difficulty: Easy QuestionID: 02-1-05 1-22 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

Page-Reference: 15 Topic: Apollonian and Dionysian Responses to the Humanities Skill: Remember the Facts Objective: LO 2.2 Distinguish between Apollonian and Dionysian responses to the humanities.

Answer: B) emotional or intuitive responses to what we see.

6. The hypothetical problem of the missing dollar helps us A) B) C) D)

listen for contradictions and inconsistencies. understand the challenges of mathematics. keep an accurate account of our getting and spending. apply Apollonian principles to a situation.

Difficulty: Easy QuestionID: 02-1-06 Page-Reference: 20 Topic: Exercising the Mind Skill: Remember the Facts Objective: LO 2.3 Identify three ways to exercise the mind and become a critical thinker.

Answer: D) apply Apollonian principles to a situation.

7. Which of the following is a major component of exercising one's critical mind?

A) B) C)

challenging assumptions the popcorn syndrome the empathetic response 1-23 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

D)

the alienation effect

Difficulty: Moderate QuestionID: 02-1-07 Page-Reference: 20 Topic: Exercising the Mind Skill: Understand the Concepts Objective: LO 2.3 Identify three ways to exercise the mind and become a critical thinker.

Answer: A) challenging assumptions

8. Critical thinking about adaptions of Miss Saigon, which reimagines Madame Butterfly, might reasonably lead us to understand how A) B) C) D)

human behavior does not change even though society does. originals are almost always better than their spinoffs. originals grow old if not refreshed. the adaptation might fit changing historical contexts and circumstances.

Difficulty: Moderate QuestionID: 02-1-08 Page-Reference: 23 Topic: Exercising the Mind Skill: Understand the Concepts Objective: LO 2.3 Identify three ways to exercise the mind and become a critical thinker.

Answer: D) the adaptation might fit changing historical contexts and circumstances.

1-24 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

9. Amanda Petrusich's review of the rock band Arcade Fire's 2022 album "WE" illustrates what important principle for critics?

A) B) C) D)

"Use specifics about the work being reviewed."

"Audiences are often as good judges as professional critics."

"It is important to know what you're looking at."

"Context is essential."

Difficulty: Moderate QuestionID: 02-1-09 Page-Reference: 24 Topic: A Guide to Critical Viewing, Professional and Personal Skill: Understand the Concepts Objective: LO 2.4 Differentiate between the role of a professional critic and that of the individual responding to a creative work.

Answer: A) "Use specifics about the work being reviewed."

10. Bertold Brecht's alienation effect was designed so that theater audiences could A) avoid being absorbed in the experience and miss the important political point of theater.

B) reject ideas of playwrights that might be bad for their character.

C) reject silly songs and zany behavior so that they can focus on the important work of theater.

D) become absorbed emotionally in the horrors of the play.

Difficulty: Moderate QuestionID: 02-1-10 Page-Reference: 17 1-25 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

Topic: Apollonian and Dionysian Responses to the Humanities Skill: Understand the Concepts Objective: LO 2.2 Distinguish between Apollonian and Dionysian responses to the humanities.

Answer: A) avoid being absorbed in the experience and miss the important political point of theater.

11. Sympathizing with characters and being absorbed in the action are characteristics of A) B) C) D)

alienation.

Apollonian response. critical thinking. empathy.

Difficulty: Moderate QuestionID: 02-1-11 Page-Reference: 17 Topic: Apollonian and Dionysian Responses to the Humanities Skill: Understand the Concepts Objective: LO 2.2 Distinguish between Apollonian and Dionysian responses to the humanities.

Answer: D) empathy.

12. According to Nietzsche, a stage production of the Greek tragedy The Oresteia should A) B) C) D)

absorb viewers emotionally into the horror of the play. cause viewers to reject their own emotional responses. humble viewers before the grandeur of the language. teach viewers about the shortcomings of the characters.

1-26 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

Difficulty: Moderate QuestionID: 02-1-12 Page-Reference: 15 Topic: Apollonian and Dionysian Responses to the Humanities Skill: Understand the Concepts Objective: LO 2.2 Distinguish between Apollonian and Dionysian responses to the humanities.

Answer: A) absorb viewers emotionally into the horror of the play.

13. Critical thinking about "popcorn fun" would lead one to understand that A) B) C) D)

some forms of art are good and some forms are inferior. critical examination does not work on all forms of culture. even trivial materials might pose profound questions or show artistic innovation. not everything we watch or see is a legitimate way to spend time.

Difficulty: Moderate QuestionID: 02-1-13 Page-Reference: 16 Topic: Apollonian and Dionysian Responses to the Humanities Skill: Understand the Concepts Objective: LO 2.2 Distinguish between Apollonian and Dionysian responses to the humanities.

Answer: C) even trivial materials might pose profound questions or show artistic innovation.

1-27 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

14. Injecting slapstick into a serious play or film is designed to ultimately stimulate A) B) C) D)

alienation. empathy. critical thinking. religious revulsion.

Difficulty: Difficult QuestionID: 02-1-14 Page-Reference: 17 Topic: Apollonian and Dionysian Responses to the Humanities Skill: Apply What You Know Objective: LO 2.2 Distinguish between Apollonian and Dionysian responses to the humanities.

Answer: A) alienation.

15. A work that presents a kind character stricken with a disease stimulates A) B) C) D)

alienation. a strong religious reaction. empathy. critical thinking.

Difficulty: Difficult QuestionID: 02-1-15 Page-Reference: 17 Topic: Apollonian and Dionysian Responses to the Humanities Skill: Apply What You Know Objective: LO 2.1 Distinguish between Apollonian and Dionysian responses to the humanities.

1-28 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

Answer: C) empathy.

16. If someone uses features such as rhyme and meter to form an understanding of Wordsworth's "The world is too much with us," that person is exercising which step in the process of forming a personal critical response?

A) B) C) D)

considering craft and technique considering form exploring context not jumping to conclusions

Difficulty: Difficult QuestionID: 02-1-16 Page-Reference: 26 Topic: A Guide to Critical Viewing, Professional and Personal Skill: Apply What You Know Objective: LO 2.4 Identify three ways to exercise the mind and become a critical thinker.

Answer: B) considering form

17. The second personal critical response we should have on seeing an unfamiliar or offputting kind of art should be A) B) C) D)

asking what it is we have seen or heard. not jumping to conclusions. exploring the piece's cultural and artistic history. considering the underlying craft and technique.

Difficulty: Difficult 1-29 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

QuestionID: 02-1-17 Page-Reference: 26 Topic: A Guide to Critical Viewing, Professional and Personal Skill: Apply What You Know Objective: LO 2.4 Differentiate between the role of a professional critic and that of the individual responding to a creative work.

Answer: A) asking what it is we have seen or heard.

18. The role of the professional critic is to A) B) C) D)

explain what is popular. give advice on how we should feel about art. review or evaluate. tell us what to watch or see.

Difficulty: Difficult QuestionID: 02-1-18 Page-Reference: 23 Topic: A Guide to Critical Viewing, Professional and Personal Skill: Apply What You Know Objective: LO 2.4 Differentiate between the role of a professional critic and that of the individual responding to a creative work.

Answer: C) review or evaluate.

1-30 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

19. A person who prefers prepackaged genre films such as romance or horror can be considered a(n) A) B) C) D)

Apollonian.

Dionysian. figuratist. literalist.

Difficulty: Difficult QuestionID: 02-1-19 Page-Reference: 27 Topic: Literalist and Figuratist Skill: Apply What You Know Objective: LO 2.5 Identify the characteristics of "literalist" and "figuratist" critical responses.

Answer: D) literalist.

20. A highly witty play filled with double meanings is meant to appeal to an audience that is A) B) C) D)

Apollonian.

Dionysian. figuratist. literalist.

Difficulty: Difficult QuestionID: 02-1-20 Page-Reference: 28 Topic: Literalist and Figuratist Skill: Apply What You Know 1-31 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

Objective: LO 2.5 Identify the characteristics of "literalist" and "figuratist" critical responses.

Answer: C) figuratist.

Short Answer Questions

1. When it comes to "exercising the mind," what are buried assumptions?

Difficulty: Moderate QuestionID: 02-2-01 Page-Reference: 21 Topic: Exercising the Mind Skill: Understand the Concepts Objective: LO 2.3 Identify three ways to exercise the mind and become a critical thinker.

Answer: Buried assumptions are those that lurk below the surface meanings of what people say, without being acknowledged openly by the speakers.

2. What is a literalist?

Difficulty: Moderate QuestionID: 02-2-02 Page-Reference: 27 1-32 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

Topic: Literalists and Figuratists Skill: Understand the Concepts Objective: LO 2.5 Identify the characteristics of "literalist" and "figuratist" critical responses.

Answer: A literalist is a noncritical person whose language reflects a concern for the immediate moment. Statements such as, "Well, I don't have anything else to do, so I don't mind movies with clichés in the dialogue" quickly identify a person as a literalist.

3. What kinds of activities enhance our ability to think critically?

Difficulty: Moderate QuestionID: 02-2-03 Page-Reference: 20-22 Topic: Exercising the Mind Skill: Understand the Concepts Objective: LO 2.3 Identify three ways to exercise the mind and become a critical thinker.

Answer: Engaging in the activities of solving problems, challenging assumptions, and recognizing contexts will enhance our ability to think critically.

4. There are six steps in forming critical responses. Name three of them.

Difficulty: Moderate QuestionID: 02-2-04 1-33 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

Page-Reference: 19 Topic: Apollonian and Dionysian Responses to the Humanities Skill: Understand the Concepts Objective: LO 2.2 Distinguish between Apollonian and Dionysian responses to the humanities.

Answer: 1. defining what we want to determine 2. acknowledging our emotional response 3. collecting information and considering it 4. evaluating the work or topic within its context 5. accepting those unlike ourselves 6. providing evidence for our opinions

5. Why is historical context important to critical thinking?

Difficulty: Moderate QuestionID: 02-2-05 Page-Reference: 22 Topic: Exercising the Mind Skill: Understand the Concepts Objective: LO 2.3 Identify three ways to exercise the mind and become a critical thinker.

Answer: Historical context makes us less likely to judge art or ideas purely by our own contemporary standards.

1-34 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

Essay Questions

1. Consider a time when you disagreed with what a professional critic or a professor said in a review of a work of art, music, film, or literature—something you liked that the critic did not (or vice versa). Using the steps from the personal critical response, analyze the bases of your disagreement.

I. Choose a work of art.

II. Explain the difference between evaluations.

III. Analyze the difference of opinion using more than one of the steps from the personal critical response.

Difficulty: Difficult QuestionID: 02-3-01 Page-Reference: 23-24 Topic: A Guide to Critical Viewing, Professional and Personal Skill: Apply What You Know Objective: LO 2.4 Differentiate between the role of a professional critic and that of the individual responding to a creative work.

Answer:

2. Citing a specific example, discuss whether our legal system needs to be more Apollonian or more Dionysian.

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I. Cite an example.

II. Define Apollonian or Dionysian.

III. Give reasons for Apollonian/Dionysian assertion.

Difficulty: Difficult QuestionID: 02-3-02 Page-Reference: 14-19 Topic: Apollonian and Dionysian responses to the humanities.

Skill: Apply What You Know Objective: LO 2.2 Distinguish between Apollonian and Dionysian responses to the humanities.

Answer:

3. Name a favorite work of art (painting, film, play, novel, poem, etc.) and explain whether your appreciation is more Apollonian or Dionysian. Analyze how. Also state how taking the other perspective might yield new insights into the work.

I. Name a work of art.

II. Identify your response as Apollonian or Dionysian.

III. Explain what elements in the artwork prompt your response.

IV. Analyze how the perspective you did not choose might add to your enjoyment of the piece.

Difficulty: Difficult 1-36 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

QuestionID: 02-3-03 Page-Reference: 14-15 Topic: Apollonian and Dionysian responses to the humanities.

Skill: Apply What You Know Objective: LO 2.2 Distinguish between Apollonian and Dionysian responses to the humanities.

Answer:

4. As it does in so many works of art, the literal meaning of William Wordsworth's "The world is too much with us" depends on understanding the figurative meaning of lines and perhaps of the poem as a whole. Using the distinction between literal and figurative language, identify lines in the poem where meaning depends on translating from figurative to literal language, and comment on the meaning of the poem as a whole.

I. Offer examples of figurative speech from the poem.

II. Explain the meaning of the figurative speech.

III. Analyze the meaning of the poem as a whole.

IV. Explain how the meaning depends on understanding the figurative language.

Difficulty: Difficult QuestionID: 02-3-04 Page-Reference: 24-26 Topic: Literalist and Figuratist Skill: Apply What You Know Objective: LO 2.5 Identify the characteristics of "literalist" and "figuratist" critical responses.

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Answer:

5. Identify a favorite movie and apply the critical thinking steps to create your own critical response of the movie.

I. Identify critical thinking steps for critical response.

II. Identify the movie.

III. Apply all six steps to the movie.

Difficulty: Difficult QuestionID: 02-3-05 Page-Reference: 19 Topic: Apollonian and Dionysian responses to the humanities.

Skill: Apply What You Know Objective: LO 2.2 Distinguish between Apollonian and Dionysian responses to the humanities.

Answer:

Chapter 03: Myth and the Origin of the Humanities

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Multiple Choice Questions

1. Jung's label for the idea that humans share inborn and instinctual models for understanding human experience is/are A) B) C) D)

archetypes. the collective unconscious. migratory myths. mythological motifs.

Difficulty: Easy QuestionID: 03-1-01 Page-Reference: 32 Topic: Archetypes in Mythology Skill: Remember the Facts Objective: LO 3.2 Recognize and differentiate among various mythological archetypes.

Answer: B) the collective unconscious.

2. A mythical figure known more for virtue and contributions to society than for singular exploits is an example of A) B) C) D)

an anthropomorphic god. an Asian or Middle Eastern hero. a monomyth. the Western hero.

Difficulty: Moderate QuestionID: 03-1-02 Page-Reference: 37 1-39 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

Topic: Archetypes in Mythology Skill: Understand the Concepts Objective: LO 3.2 Recognize and differentiate among various mythological archetypes.

Answer: B) an Asian or Middle Eastern hero.

3. What does Carl Jung call the models that help us understand experiences and deal with the difficult task of being human?

A) B) C) D)

archetypes the collective unconscious heroes myths

Difficulty: Easy QuestionID: 03-1-03 Page-Reference: 32 Topic: Archetypes in Mythology Skill: Remember the Facts Objective: LO 3.2 Recognize and differentiate among various mythological archetypes.

Answer: A) archetypes

4. Creation myths deal with A) B) C) D)

bringing rich harvests to the earth. natural disasters and human suffering. the miraculous change from winter to summer. the unanswered question of the world's origin.

1-40 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

Difficulty: Easy QuestionID: 03-1-04 Page-Reference: 43 Topic: Myth as Explanation Skill: Remember the Facts Objective: LO 3.3 Discuss how myths provide explanations for otherwise unexplainable phenomena.

Answer: D) the unanswered question of the world's origin.

5. If the myth we are studying involves the notion that life is a series of happenings rather than a quest, that myth is an example of A) B) C) D)

the Western idea of life as a journey. a Western hero myth. the non-Western idea of life as a journey. a non-Western hero myth.

Difficulty: Moderate QuestionID: 03-1-05 Page-Reference: 40 Topic: Archetypes in Mythology Skill: Understand the Concepts Objective: LO 3.2 Recognize and differentiate among various mythological archetypes.

Answer: C) the non-Western idea of life as a journey.

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6. The Oedipus and Oresteia plays all concern myths of A) B) C) D)

being cursed by fate. human suffering. curiosity and disobedience. the natural world.

Difficulty: Easy QuestionID: 03-1-06 Page-Reference: 48 Topic: Myth as Explanation Skill: Remember the Facts Objective: LO 3.3 Discuss how myths provide explanations for otherwise unexplainable phenomena.

Answer: A) being cursed by fate.

7. The problem of suffering, woman as transgressor, and curiosity are all part of the A) B) C) D)

Greek myth of Pandora.

Greek myth of Persephone.

Haida creation myth.

Mesopotamian Epic of Gilgamesh.

Difficulty: Moderate QuestionID: 03-1-07 Page-Reference: 46 Topic: Myth as Explanation 1-42 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

Skill: Understand the Concepts Objective: LO 3.3 Discuss how myths provide explanations for otherwise unexplainable phenomena.

Answer: A) Greek myth of Pandora.

8. With respect to childhood myths, Stephen's Sondheim's Into the Woods is meant to A) B) C) D)

provide comfort. shatter comforting illusions. show the rewards of being attractive and rich. show the importance of names.

Difficulty: Moderate QuestionID: 03-1-08 Page-Reference: 51 Topic: Myths of Childhood Skill: Understand the Concepts Objective: LO 3.4 Characterize the myths of childhood.

Answer: B) shatter comforting illusions.

9. Which famous archetype is associated with the Western journey?

A) B) C) D)

the story of Siddhartha the story of Theseus the Holy Grail the myth of Pandora

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Difficulty: Easy QuestionID: 03-1-09 Page-Reference: 40 Topic: Archetypes in Mythology Skill: Remember the Facts Objective: LO 3.2 Recognize and differentiate among various mythological archetypes.

Answer: C) the Holy Grail

10. Early recognition, great deeds, and eventual loss of power are characteristic of A) B) C) D)

the monomyth. non-Western myths. the concept of life as a journey. the hero archetype.

Difficulty: Moderate QuestionID: 03-1-10 Page-Reference: 39-40 Topic: Archetypes in Mythology Skill: Understand the Concepts Objective: LO 3.2 Recognize and differentiate among various mythological archetypes.

Answer: D) the hero archetype.

11. A myth is best understood as a 1-44 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

A) B) C) D)

good way to understand the psychology of individuals. story, perhaps historical, that explains something beyond the natural. persistent erroneous belief. story of a great hero who overcomes adversity.

Difficulty: Easy QuestionID: 03-1-11 Page-Reference: 42 Topic: What is Myth?

Skill: Remember the facts Objective: LO 3.1 Define myth and mythology.

Answer: B) story, perhaps historical, that explains something beyond the natural.

12. Childhood myths A) B) C) D)

are representative of how we absorb values. are meant to teach valuable lessons. always comfort children with happy endings. usually contain a dark side.

Difficulty: Moderate QuestionID: 03-1-12 Page-Reference: 49 Topic: Myths of Childhood Skill: Understand the Concepts Objective: LO 3.4 Characterize the myths of childhood.

1-45 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

Answer: A) are representative of how we absorb values.

13. The 1959 Brazilian film Black Orpheus is an updated version of a myth involving A) B) C) D)

sailors who eat narcotic plants and must be rescued by a hero. a handsome shepherd with whom the moon falls in love. a descent into the underworld. a mythical Titan who stole fire from the gods.

Difficulty: Moderate QuestionID: 03-1-13 Page-Reference: 48 Topic: How Myth Influences the Humanities Skill: Understand the Concepts Objective: LO 3.6 Analyze how myths influence the humanities.

Answer: C) a descent into the underworld.

14. "What goes around comes around"; "Just desserts"; "All you need is love"; are all categories of A) B) C) D)

lessons from Aesop's fables. lessons from fairy tales. concepts heroes show in their deeds. common sayings.

Difficulty: Moderate QuestionID: 03-1-14 Page-Reference: 52 1-46 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

Topic: Popular Mythology Skill: Understand the Concepts Objective: LO 3.5 Understand the role of popular mythology and common sayings.

Answer: D) common sayings.

15. Freudians may interpret the Minotaur myth as A) B) C) D)

a young person's arriving at sexual maturity. the role of the parents in child development. an illustration of how life presents riddles. the unpromising childhood of heroes.

Difficulty: Moderate QuestionID: 03-1-15 Page-Reference: 34 Topic: Archetypes in Mythology Skill: Understand the Concepts Objective: LO 3.2 Recognize and differentiate among various mythological archetypes.

Answer: A) a young person's arriving at sexual maturity.

16. The myth also known as "the problem of evil" concerns A) B) C) D)

being cursed by fate. human suffering. the natural world. gods as human beings.

1-47 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

Difficulty: Moderate QuestionID: 03-1-16 Page-Reference: 46 Topic: Myth as Explanation Skill: Understand the Concepts Objective: LO 3.3 Discuss how myths provide explanations for otherwise unexplainable phenomena.

Answer: B) human suffering.

17. Alfred Lord Tennyson's poem "The Lotos-eaters," based on a section of Homer's The Odyssey, is considered an example of how myth A) B) C) D)

gives glimpses into the afterlife. is updated to provide powerful parables. persists into the twenty-first century. continues to influence the humanities.

Difficulty: Difficult QuestionID: 03-1-17 Page-Reference: 54 Topic: How Myth Influences the Humanities Skill: Apply What You Know Objective: LO 3.6 Analyze how myths influence the humanities.

Answer: D) continues to influence the humanities.

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18. The type of myth most likely to contain fairy tales is A) B) C) D)

hero as world myth. popular mythology. myth of childhood. myth as explanation.

Difficulty: Moderate QuestionID: 03-1-18 Page-Reference: 50 Topic: Myths of Childhood Skill: Understand the Concepts Objective: LO 3.4 Characterize the myths of childhood.

Answer: C) myth of childhood.

19. If we believe that some famous actors (such as Robert Downey Jr.) or wealthy people (such as Bill Gates) might be authorities on things such as politics, we are seeing a modern example of which mythical feature?

A) B) C) D)

the special someone the hero's great deed the hero's loss of power early recognition of the hero

Difficulty: Difficult QuestionID: 03-1-19 Page-Reference: 37 Topic: Archetypes in Mythology Skill: Apply What You Know 1-49 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

Objective: LO 3.2 Recognize and differentiate among various mythological archetypes.

Answer: A) the special someone

20. Recent clichés such as "It is what it is" and "You only live once" might best be thought of as examples of A) B) C) D)

childhood mythology. myths of the afterlife. popular mythology.

Jungian archetypes.

Difficulty: Difficult QuestionID: 03-1-20 Page-Reference: 52 Topic: Popular Mythology Skill: Apply What You Know Objective: LO 3.5 Understand the role of popular mythology and common sayings.

Answer: C) popular mythology.

Short Answer Questions

1. What is a monomyth?

Difficulty: Moderate 1-50 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

QuestionID: 03-2-01 Page-Reference: 35 Topic: Archetypes in Mythology Skill: Understand the Concepts Objective: LO 3.2 Recognize and differentiate among various mythological archetypes.

Answer: A monomyth is the idea put forth by James Joyce and others that the hero myth is universal to all cultures.

2. What is the archetype of The Garden?

Difficulty: Moderate QuestionID: 03-2-02 Page-Reference: 40 Topic: Archetypes in Mythology Skill: Understand the Concepts Objective: LO 3.2 Recognize and differentiate among various mythological archetypes.

Answer: The archetype of The Garden is a specific form of journey myth that includes places such as Eden, Canaan, and the New World that refer back to a golden age or promise a better world located elsewhere.

3. What are four of the seven forms of Myth as Explanation?

1-51 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

Difficulty: Moderate QuestionID: 03-2-03 Page-Reference: 42–47 Topic: Myth as Explanation Skill: Understand the Concepts Objective: LO 3.3 Discuss how myths provide explanations for otherwise unexplainable phenomena.

Answer: Name any four: - Creation - The Natural World - Explaining the Seasons - Renewal and Sacrifice - Cursed by Fate - Woman as Transgressor - Human Suffering

4. What is meant by "anthropomorphism"?

Difficulty: Moderate QuestionID: 03-2-04 Page-Reference: 41 Topic: Archetypes in Mythology 1-52 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

Skill: Understand the Concepts Objective: LO 3.2 Recognize and differentiate among various mythological archetypes.

Answer: Anthropomorphism in Greek mythology is the idea that gods have human features and behaviors.

5. What two things are meant by the term "mythology"?

Difficulty: Moderate QuestionID: 03-2-05 Page-Reference: 31 Topic: What is Myth?

Skill: Understand the Concepts Objective: LO 3.1 Define myth and mythology.

Answer: Mythology refers to the study of myths and to the collections of myths that belong to a specific people or culture.

Essay Questions

1. Write a brief essay describing a common myth from childhood that you now realize shaped some of your expectations of life. Analyze ways that the myth might be disenchanting or useful to children.

I. Describe a myth from childhood.

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II. Detail how the myth shaped expectations.

III. Explain why the myth may be useful or disenchanting.

Difficulty: Difficult QuestionID: 03-3-01 Page-Reference: 49-51 Topic: Myths of Childhood Skill: Apply What You Know Objective: LO 3.4 Characterize the myths of childhood.

Answer:

2. Describe whether the hero myth can help or hinder an adolescent in his or her development.

I. Describe the hero myth.

II. Explain how the myth can help or hinder an adolescent's development.

Difficulty: Difficult QuestionID: 03-3-02 Page-Reference: 49-51 Topic: Myths of Childhood Skill: Apply What You Know 1-54 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

Objective: LO 3.4 Characterize the myths of childhood.

Answer:

3. Common sayings often present unexamined mythic beliefs about the world. Choose a common saying and analyze what the personal or social function of that saying might be. In what ways might this way of looking at the world be limited or narrow?

I. Choose a common saying.

II. Explain what the saying means.

III. Tell how such a myth functions.

IV. Explain how such a myth might have limitations.

Difficulty: Difficult QuestionID: 03-3-03 Page-Reference: 52-53 Topic: Popular Mythology Skill: Apply What You Know Objective: LO 3.5 Understand the role of popular mythology and common sayings.

Answer:

4. Discuss the effects of today's mythic "us versus them" distinction mentioned in the chapter. Make clear in your essay whether you think this popular myth is helpful or harmful to society.

1-55 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

I. Describe the "us versus them" myth.

II. Detail the effects of it on today's society.

III. Explain why you think it is helpful or harmful.

Difficulty: Difficult QuestionID: 03-3-04 Page-Reference: 53 Topic: Popular Mythology Skill: Apply What You Know Objective: LO 3.5 Understand the role of popular mythology and common sayings.

Answer:

5. Choose a film or book version of a popular "superhero" of today, such as James Bond, Iron Man, or the Black Widow (from The Avengers). Write a detailed essay comparing this superhero to one of the heroes of mythology. Using the description of the hero in the chapter, explain how the hero of today relates to the hero of antiquity and what their similarities and differences might suggest about the continuity of values in cultures.

I. Identify and describe a modern superhero.

II. Relate the superhero to a hero from ages past.

III. Explain how the heroes are similar and different.

IV. Describe what these similarities and differences imply about the continuity of values in cultures.

1-56 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

Difficulty: Difficult QuestionID: 03-3-05 Page-Reference: 54-56 Topic: How Myth Influences the Humanities Skill: Apply What You Know Objective: LO 3.6 Analyze how myths influence the humanities.

Answer:

Chapter 04: Literature

Multiple Choice Questions

1. According to many historians, the first prose fiction novel is A) B) C) D)

The Tale of Genji.

The Iliad.

Don Quixote.

Gilgamesh.

Difficulty: Easy QuestionID: 04-1-01 Page-Reference: 76 Topic: The Novel Skill: Remember the Facts 1-57 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

Objective: LO 4.4 Discuss the rise of the novel and the ways in which the form has changed in the past 100 years.

Answer: A) The Tale of Genji.

2. Tales of knights, chivalrous deeds, and fair ladies, such as the stories about King Arthur, are features of a genre called the A) B) C) D)

picaresque. epic. romance. novella.

Difficulty: Easy QuestionID: 04-1-02 Page-Reference: 76 Topic: The Novel Skill: Remember the Facts Objective: LO 4.4 Discuss the rise of the novel and the ways in which the form has changed in the past 100 years.

Answer: C) romance.

3. The first novel of the Western world is entitled A) B) C) D)

Don Quixote.

The Iliad.

Gilgamesh.

The Tale of Genji.

1-58 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

Difficulty: Easy QuestionID: 04-1-03 Page-Reference: 76 Topic: The Novel Skill: Remember the Facts Objective: LO 4.4 Discuss the rise of the novel and the ways in which the form has changed in the past 100 years.

Answer: A) Don Quixote.

4. In John Donne's sonnet "Batter My Heart," the speaker uses a poetic tool called a conceit to A) B) C) D)

relate the beauty of his love, Juliet. bemoan the inevitable loss of childhood. show the consequences of long-standing racial injustice. talk about his struggle to free himself from sin.

Difficulty: Easy QuestionID: 04-1-04 Page-Reference: 69 Topic: Poetry Skill: Remember the Facts Objective: LO 4.3 Differentiate among forms of poetry including lyric poetry, the sonnet, haiku, religious poetry, and modern poetry.

Answer: D) talk about his struggle to free himself from sin.

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5. The genius of Shakespeare's sonnets is that they A) B) C) D)

are the first to add couplets at the end of sonnets. merge complex thoughts with masterful rhyme and meter. provide models of metrical regularity. invent the poetic form known as the sonnet.

Difficulty: Easy QuestionID: 04-1-05 Page-Reference: 68 Topic: Poetry Skill: Remember the Facts Objective: LO 4.3 Differentiate among forms of poetry including lyric poetry, the sonnet, haiku, religious poetry, and modern poetry.

Answer: B) merge complex thoughts with masterful rhyme and meter.

6. An epic is a A) B) C) D)

novel composed of letters. long narrative recounting the actions of a hero. story filled with knights doing chivalrous deeds. tale filled with comical adventures.

Difficulty: Easy QuestionID: 04-1-06 Page-Reference: 75 Topic: Literature as History 1-60 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

Skill: Remember the Facts Objective: LO 4.2 Evaluate the function that written texts can serve in establishing a cultural history.

Answer: B) long narrative recounting the actions of a hero.

7. The work that gives insight into the cultural history of Greece and Troy is A) B) C) D)

The Aeneid.

For Whom the Bell Tolls.

The Iliad.

Gilgamesh.

Difficulty: Easy QuestionID: 04-1-07 Page-Reference: 61 Topic: Literature as History Skill: Remember the Facts Objective: LO 4.2 Evaluate the function that written texts can serve in establishing a cultural history.

Answer: C) The Iliad.

8. A work of literature that has endured over time and continues to be relevant is considered a(n) A) B) C) D)

classic. masterpiece. genre. epic.

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Difficulty: Easy QuestionID: 04-1-08 Page-Reference: 59 Topic: Classics and Masterpieces Skill: Remember the Facts Objective: LO 4.1 Define the terms "classic" and "masterpiece."

Answer: A) classic.

9. The name given for literary types is A) B) C) D)

classic. masterpiece. epic. genre.

Difficulty: Easy QuestionID: 04-1-09 Page-Reference: 59 Topic: Classics and Masterpieces Skill: Remember the Facts Objective: LO 4.1 Define the terms "classic" and "masterpiece."

Answer: D) genre.

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10. As an epic, Homer's The Iliad is essentially a(n) A) B) C) D)

tragic poem about the brutal death of Hector. nationalist poem in the vein of Virgil's Aeneid. clear lesson on the dangers of pride. oral form that offers more variety than today's written texts.

Difficulty: Moderate QuestionID: 04-1-10 Page-Reference: 61-64 Topic: Literature as History Skill: Understand the Concepts Objective: LO 4.2 Evaluate the function that written texts can serve in establishing a cultural history.

Answer: A) tragic poem about the brutal death of Hector.

11. Georgia Douglas Johnson's poem that opens with the lines "Don't knock at my door, little child, / I cannot let you in . . ." describes the speaker's A) B) C) D)

experience of innocence. struggle against sin and evil. feeling at the moment of death. unwillingness to give birth.

Difficulty: Moderate QuestionID: 04-1-11 Page-Reference: 73-74 Topic: Poetry Skill: Understand the Concepts 1-63 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

Objective: LO 4.3 Differentiate among forms of poetry including lyric poetry, the sonnet, haiku, religious poetry, and modern poetry.

Answer: D) unwillingness to give birth.

12. A poetic form featuring fourteen lines and often written in iambic pentameter is A) B) C) D)

lyrical poetry. blank verse. haiku. the sonnet.

Difficulty: Moderate QuestionID: 04-1-12 Page-Reference: 66 Topic: Poetry Skill: Understand the Concepts Objective: LO 4.3 Differentiate among forms of poetry including lyric poetry, the sonnet, haiku, religious poetry, and modern poetry.

Answer: D) the sonnet.

13. Tahar Ben Jelloun's short story "On Fire" shows A) B) C) D)

how themes of religious poetry can be used in prose fiction. how contemporary writers respond to world events. a postmodern backlash against realism. a return to realism as a backlash against the postmodern.

Difficulty: Moderate 1-64 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

QuestionID: 04-1-13 Page-Reference: 82 Topic: The Short Story Skill: Understand the Concepts Objective: LO 4.5 Describe how most contemporary short stories differ from earlier versions of this genre.

Answer: B) how contemporary writers respond to world events.

14. If a short story depicts a strong reaction against fantasy stories, it is likely to be an example of A) B) C) D)

realism. magical realism. modernism. postmodernism.

Difficulty: Difficult QuestionID: 04-1-14 Page-Reference: 82 Topic: The Short Story Skill: Apply What You Know Objective: LO 4.5 Describe how most contemporary short stories differ from earlier versions of this genre.

Answer: A) realism.

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15. The kind of fiction by Gabriel García Márquez in which otherwise true-to-life events take place in a world of supernatural events is called A) B) C) D)

modernism. postmodernism. magical realism. metaphysical conceit.

Difficulty: Moderate QuestionID: 04-1-15 Page-Reference: 80 Topic: The Novel Skill: Understand the Concepts Objective: LO 4.4 Discuss the rise of the novel and the ways in which the form has changed in the past 100 years.

Answer: C) magical realism.

16. Which literary form is considered an American invention?

A) B) C) D)

the novel haiku poetry the short story the sonnet

Difficulty: Moderate QuestionID: 04-1-16 Page-Reference: 81 Topic: The Short Story Skill: Understand the Concepts 1-66 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

Objective: LO 4.5 Describe how most contemporary short stories differ from earlier versions of this genre.

Answer: C) the short story

17. A poet such as Emily Dickinson is considered pre-modernist because A) B) C) D)

only half of the poetry lines rhyme in couplets and there is no consistent pattern. her poems are like song lyrics. her poems are more like Shakespeare's sonnets. her subject matter refers to historical events.

Difficulty: Moderate QuestionID: 04-1-17 Page-Reference: 72 Topic: Poetry Skill: Apply What You Know Objective: LO 4.3 Differentiate among forms of poetry including lyric poetry, the sonnet, haiku, religious poetry, and modern poetry.

Answer: A) only half of the poetry lines rhyme in couplets and there is no consistent pattern.

18. Shirley Jackson's short story "The Lottery" ends with the revelation that the officials have chosen someone to die. It provides an example of A) B) C) D)

symbolism. a couplet. an epiphany. a conceit.

1-67 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

Difficulty: Difficult QuestionID: 04-1-18 Page-Reference: 82 Topic: Poetry Skill: Apply What You Know Objective: LO 4.5 Describe how most contemporary short stories differ from earlier versions of this genre.

Answer: C) an epiphany.

19. Which of the following types of poetry is most likely to be sung or intoned?

A) B) C) D)

narrative poetry. religious poetry. postmodern poetry. sonnets.

Difficulty: Moderate QuestionID: 04-1-19 Page-Reference: 64 Topic: Poetry Skill: Understand the Concepts Objective: LO 4.3 Differentiate among forms of poetry including lyric poetry, the sonnet, haiku, religious poetry, and modern poetry.

Answer: B) religious poetry.

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20. A novel that is experimental, obscure, and fragmented is likely to be a work of A) B) C) D)

magical realism. epiphany. modernist fiction. postmodern fiction.

Difficulty: Difficult QuestionID: 04-1-20 Page-Reference: 79 Topic: The Novel Skill: Apply What You Know Objective: LO 4.4 Discuss the rise of the novel and the ways in which the form has changed in the past 100 years.

Answer: D) postmodern fiction.

Short Answer Questions

1. What is the Jazz Age?

Difficulty: Moderate QuestionID: 04-2-01 Page-Reference: 78 Topic: The Novel Skill: Understand the Concept 1-69 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

Objective: LO 4.4 Discuss the rise of the novel and the ways in which the form has changed in the past 100 years.

Answer: With its flappers, bathtub gin, sleek roadsters, and wild parties, the Jazz Age took place in the 1920s. It is associated with a decadent lifestyle among affluent youth. F. Scott Fitzgerald captured the Jazz Age in his novel The Great Gatsby.

2. What is a masterpiece?

Difficulty: Moderate QuestionID: 04-2-02 Page-Reference: 59 Topic: Classics and Masterpieces.

Skill: Understand the Concepts Objective: LO 4.1 Define the terms "classic" and "masterpiece."

Answer: A masterpiece is a work whose style, execution, and resonance surpass that of other works created during the same time period.

3. What is a conceit?

Difficulty: Moderate QuestionID: 04-2-03 Page-Reference: 69 Topic: Poetry 1-70 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

Skill: Understand the Concepts Objective: LO 4.3 Differentiate among forms of poetry including lyric poetry, the sonnet, haiku, religious poetry, and modern poetry.

Answer: A conceit is a complex association between two things that are not obviously alike.

4. Describe the Harlem Renaissance.

Difficulty: Moderate QuestionID: 04-2-04 Page-Reference: 73 Topic: Poetry Skill: Understand the Concepts Objective: LO 4.3 Differentiate among forms of poetry including lyric poetry, the sonnet, haiku, religious poetry, and modern poetry.

Answer: The Harlem Renaissance was a literary movement that centered on an outpouring of creative work by African Americans from the mid-1920s to mid-1930s.

5. What is a literary epiphany?

Difficulty: Moderate QuestionID: 04-2-05 Page-Reference: 82 1-71 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

Topic: The Short Story Skill: Understand the Concepts Objective: LO 4.5 Describe how most contemporary short stories differ from earlier versions of this genre.

Answer: A literary epiphany is an action or line of dialogue that reveals a sudden insight about life to a character or to the audience. The literary use of the term is attributed to the Irish novelist James Joyce.

Essay Questions

1. Using at least three examples from this chapter, explain how the modern American novel differs in terms of style and focal points from novels written in the nineteenth century.

I. Explain the style and focal points of the modern American novel.

II. Explain the style and focal points of novels from the nineteenth century.

III. Name novels from both periods.

IV. Use examples from these novels to explain the changes that took place in novel form.

Difficulty: Difficult QuestionID: 04-3-01 Page-Reference: 78-79 Topic: The Novel Skill: Analyze It

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Objective: LO 4.4 Discuss the rise of the novel and the ways in which the form has changed in the past 100 years.

Answer:

2. Explain the chapter's definition of masterpiece. Then choose a work of fiction or poetry that exemplifies the spirit of that concept. Identify the features of the work that make it a masterpiece.

I. Explain what is meant by the term "masterpiece."

II. Choose a work of literature.

III. Identify the features of that work that demonstrate it is a masterpiece.

Difficulty: Difficult QuestionID: 04-3-02 Page-Reference: 59 Topic: Classics and Masterpieces Skill: Apply What You Know Objective: LO 4.1 Define "Classic" and "Masterpiece"

Answer:

3. The Jazz Age and the Harlem Renaissance happened at approximately the same time.

Discuss why you think this occurred and what impact both movements still have today.

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I. Mention key aspects of the Jazz Age and the Harlem Renaissance.

II. Discuss important historical events from the time, such as World War I, the turn of a new century, and societal changes for African Americans.

III. Identify the impact on our culture by indicating why these movements were so important that they are still discussed.

Difficulty: Difficult QuestionID: 04-3-03 Page-Reference: 73-74 Topic: Poetry Skill: Analyze It Objective: LO 4.3 Differentiate among forms of poetry including lyric poetry, the sonnet, haiku, religious poetry, and modern poetry.

Answer:

4. Consider the Walt Whitman poem "Come Up from the Fields, Father." Identify and explain parts of the poem where the death of a child affects the parents and provides a contrast with the world of the first part of the poem.

I. Identify places in the poem where the loss of a child affects the parents.

II. Explain those effects.

III. Show the difference between the mood of the first half of the poem and the second.

Difficulty: Difficult 1-74 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

QuestionID: 04-3-04 Page-Reference: 83-86 Topic: A Critical Focus—Exploring the Poetry of Dying Young Skill: Analyze It. Objective: LO 4.3 Differentiate among forms of poetry including lyric poetry, the sonnet, haiku, religious poetry, and modern poetry.

Answer:

5. John Donne's Holy Sonnet 14, "Batter My Heart," contains a number of conceits and metaphors. Identify at least four examples of metaphors and discuss how they might apply to a larger conceit in the poem.

I. Identify and explain four metaphors such as "knock, breathe, shine, mend;" "break, blow, burn;" "reason, your viceroy;" "betroth'd to your enemy;" etc.

II. Explain how these fit into the larger conceit of the speaker's plea that God use greater force to keep him from sinning.

Difficulty: Difficult QuestionID: 04-3-05 Page-Reference: 68-69 Topic: Poetry Skill: Analyze It Objective: LO 4.3 Differentiate among forms of poetry including lyric poetry, the sonnet, haiku, religious poetry, and modern poetry.

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Answer:

Chapter 05: Art

Multiple Choice Questions

1. All visual art is A) B) C) D)

imitation. abstraction. performance. realism.

Difficulty: Easy QuestionID: 05-1-01 Page-Reference: 89 Topic: The Need to Imitate Skill: Remember the Facts Objective: LO 5.1 Explain why all art can be seen as imitation.

Answer: A) imitation.

2. The building that typifies the classical Greek world's concern for mathematics and artistic order is the A) B) C) D)

Golden Section.

Louvre.

Parthenon.

Sistine Chapel.

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Difficulty: Easy QuestionID: 05-1-02 Page-Reference: 94 Topic: Creating Likeness in Different Styles Skill: Remember the Facts Objective: LO 5.2 Identify key characteristics of classical, medieval, and Renaissance art.

Answer: C) Parthenon.

3. The artist whose landscape paintings mix realism with colorful abstractions to create striking vibrancy is A) B) C) D)

Alfred Stieglitz.

Georgia O'Keeffe.

Mary Cassatt.

Pablo Picasso.

Difficulty: Easy QuestionID: 05-1-03 Page-Reference: 117 Topic: Art as Alteration Skill: Remember the Facts Objective: LO 5.4 Analyze why "art as alteration" is an appropriate way to characterize twentieth- and twenty-first century art.

Answer: B) Georgia O'Keeffe.

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4. Artistic movements such as cubism and surrealism, which do not start with the familiar world, are examples of A) B) C) D)

classicism. realism. art as alteration. representative art.

Difficulty: Moderate QuestionID: 05-1-04 Page-Reference: 112 Topic: Art as Alteration Skill: Understand the Concepts Objective: LO 5.4 Analyze why "art as alteration" is an appropriate way to characterize twentieth- and twenty-first century art.

Answer: C) art as alteration.

5. The Renaissance sculpture that looks back to the ideal heroism of classical forms is A) B) C) D)

Michelangelo's David.

Michelangelo's Moses.

The Charioteer.

Donatello's David.

Difficulty: Moderate QuestionID: 05-1-05 Page-Reference: 98 Topic: Creating Likeness in Different Styles 1-78 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

Skill: Understand the Concepts Objective: LO 5.2 Identify key characteristics of classical, medieval, and Renaissance art.

Answer: A) Michelangelo's David.

6. Kandinsky's main innovation is developing art that is A) B) C) D)

symbolic. impressionistic. surrealistic. abstract.

Difficulty: Easy QuestionID: 05-1-06 Page-Reference: 111 Topic: Art as Alteration Skill: Remember the Facts Objective: LO 5.4 Analyze why "art as alteration" is an appropriate way to characterize twentieth- and twenty-first century art.

Answer: D) abstract.

7. Giotto's influential technique of painting background objects smaller so that they appear more distant, thus achieving the illusion of depth, is called A) B) C) D)

buon fresco. perspective. chiaroscuro.

Renaissance.

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Difficulty: Easy QuestionID: 05-1-07 Page-Reference: 96 Topic: Creating Likeness in Different Styles Skill: Remember the Facts Objective: LO 5.2 Identify key characteristics of classical, medieval, and Renaissance art.

Answer: B) perspective.

8. Which of the following had a strong influence on Pablo Picasso's Les Demoiselles d'Avignon?

A) B) C) D)

Asian art African masks his training in traditional realism Duchamp's Nude Descending a Staircase

Difficulty: Easy QuestionID: 05-1-08 Page-Reference: 113 Topic: Art as Alteration Skill: Remember the Facts Objective: LO 5.4 4 Analyze why "art as alteration" is an appropriate way to characterize twentieth- and twenty-first century art.

Answer: B) African masks

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9. The painting technique that is closely associated with the works of Frida Kahlo and Salvador Dalí is called A) B) C) D)

abstraction. cubism. expressionism. surrealism.

Difficulty: Easy QuestionID: 05-1-09 Page-Reference: 115 Topic: Art as Alteration Skill: Remember the Facts Objective: LO 5.4 Analyze why "art as alteration" is an appropriate way to characterize twentieth- and twenty-first-century art.

Answer: D) surrealism.

10. Harmony, order, and balance in a work of art are characteristic of A) B) C) D)

surrealism. cubism. classicism. realism.

Difficulty: Moderate QuestionID: 05-1-10 Page-Reference: 94 Topic: Creating Likeness in Different Styles Skill: Understand the Concepts 1-81 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

Objective: LO 5.2 Identify key characteristics of classical, medieval, and Renaissance art.

Answer: C) classicism.

11. German bombers, cubist elements, and the Paris World's Fair are all associated with A) B) C) D)

Van Gogh's The Starry Night.

Picasso's Guernica.

Goya's The Third of May 1808.

Dali's The Persistence of Memory.

Difficulty: Moderate QuestionID: 05-1-11 Page-Reference: 114 Topic: Rebellion Against Perfect Likeness Skill: Understand the Concepts Objective: LO 5.3 Describe the major art movements of the eighteenth and nineteenth centuries.

Answer: B) Picasso's Guernica.

12. Berthe Morisot was the first woman to gain entry into the closed world of the A) B) C) D)

Renaissance perspectivists.

German expressionists.

French Impressionists.

American Pop artists.

Difficulty: Moderate QuestionID: 05-1-12 1-82 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

Page-Reference: 108 Topic: Rebellion Against Perfect Likeness Skill: Remember the Facts Objective: LO 5.3 Describe the major art movements of the eighteenth and nineteenth centuries.

Answer: C) French Impressionists.

13. Cindy Sherman uses photography to focus attention on A) B) C) D)

the changing landscapes of urban life. the inner person, not just the outer appearance. the superiority of photography to portrait painting. society's expectations for women's appearance and behavior.

Difficulty: Moderate QuestionID: 05-1-13 Page-Reference: 126 Topic: Photography and Visual Art Skill: Understand the Concepts Objective: LO 5.5 Discuss the impact of technology in the creation of photographic and digital art.

Answer: D) society's expectations for women's appearance and behavior.

14. Alfred Stieglitz's photography is important because it A) B)

offered a record of what urban life in America looked and felt like. made Americans face their preoccupation with women's bodies.

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C) D)

used digital technology to build three-dimensional simulations. presented images that were almost as realistic as painting.

Difficulty: Moderate QuestionID: 05-1-14 Page-Reference: 125 Topic: Photography and Visual Art Skill: Understand the Concepts Objective: LO 5.5 Discuss the impact of technology in the creation of photographic and digital art.

Answer: A) offered a record of what urban life in America looked and felt like.

15. Frank Lloyd Wright is known for structures such as Fallingwater that A) B) C) D)

blend into their natural surroundings. create controversial and arresting forms. reflect the structure and chaos of modern life. contain ornate carvings and stained glass.

Difficulty: Moderate QuestionID: 05-1-15 Page-Reference: 130 Topic: Architecture Skill: Understand the Concepts Objective: LO 5.6 Explain why architecture can be considered art.

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Answer: A) blend into their natural surroundings.

16. Which of these buildings is considered secular architecture?

A) B) C) D)

the Parthenon Angkor Wat Blue Mosque Sydney Opera House

Difficulty: Moderate QuestionID: 05-1-16 Page-Reference: 129 Topic: Architecture Skill: Understand the Concepts Objective: LO 5.6 Explain why architecture can be considered art.

Answer: D) Sydney Opera House

17. Which type of art was most influenced by television and billboards?

A) B) C) D)

Pop art performance art surrealism cubism

Difficulty: Moderate QuestionID: 05-1-17 Page-Reference: 120 Topic: Art as Alteration 1-85 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

Skill: Understand the Concepts Objective: LO 5.4 Why is "art as alteration" an appropriate way to characterize twentieth and twenty-first century art?

Answer: A) Pop art

18. Claude Monet and others who viewed painting as an experience of color and light were known as A) B) C) D)

realists.

Impressionists. post-Impressionists. abstract expressionists.

Difficulty: Moderate QuestionID: 05-1-18 Page-Reference: 106 Topic: Rebellion Against Perfect Likeness Skill: Understand the Concepts Objective: LO 5.3 What are the major art movements of the eighteenth and nineteenth centuries?

Answer: B) Impressionists.

19. The Dutch artist Rembrandt was noted for his A) B) C) D)

unsurpassed accuracy in the representations of faces, figures, and landscapes. medieval cathedrals with their soaring towers and stained glass. idealized and heroic sculptures based on classical models. experiments with anatomy and use of commoners to model holy figures.

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Difficulty: Moderate QuestionID: 05-1-19 Page-Reference: 104 Topic: Creating Likeness in Different Styles Skill: Understand the Concepts Objective: LO 5.2. Identify key characteristics of classical, medieval, and Renaissance art.

Answer: A) unsurpassed accuracy in the representations of faces, figures, and landscapes.

20. Which of the following would be considered installation art?

A) B) C) D)

positioning a sculpture at a particular angle in an art gallery creating a drip painting hanging a series of drapes in a park in a specific pattern for a short time standing in the middle of Times Square reading poetry

Difficulty: Difficult QuestionID: 05-1-20 Page-Reference: 123 Topic: Art as Alteration Skill: Apply What You Know Objective: LO 5.4 Analyze why "art as alteration" is an appropriate way to characterize twentieth- and twenty-first-century art.

Answer: C) hanging a series of drapes in a park in a specific pattern for a short time 1-87 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

Short Answer Questions

1. What is Angkor Wat?

Difficulty: Moderate QuestionID: 05-2-01 Page-Reference: 128 Topic: Architecture Skill: Remember the Facts Objective: LO 5.6 Explain why architecture can be considered art.

Answer: Angkor Wat is the largest in a complex of seventy Buddhist temples. Angkor Wat is not only an architectural marvel but also the major tourist attraction in the nation of Cambodia. It is considered sacred architecture.

2. What is surrealism?

Difficulty: Moderate QuestionID: 05-2-02 Page-Reference: 116 Topic: Art as Alteration Skill: Remember the Facts

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Objective: LO 5.4 Analyze why "art as alteration" is an appropriate way to characterize twentieth- and twenty-first century art.

Answer: Surrealism is an art movement in which recognizable objects are put together in bizarre ways, suggesting images in dreams. It is closely associated with Salvador Dali.

3. What is the Bayeux Tapestry?

Difficulty: Moderate QuestionID: 05-2-03 Page-Reference: 95 Topic: Creating Likeness in Different Styles Skill: Remember the Facts Objective: LO 5.2 Identify key characteristics of classical, medieval, and Renaissance art

Answer: The Bayeux Tapestry is a series of linen panels embroidered with colored yarn. It is one of the rare examples of artwork by female artists in the Middle Ages.

4. What features identify painters as members of the Dutch school?

Difficulty: Moderate QuestionID: 05-2-04 Page-Reference: 104 Topic: Creating Likeness in Different Styles 1-89 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

Skill: Understand the Concept Objective: LO 5.2 Identify key characteristics of classical, medieval, and Renaissance art.

Answer: The Dutch school was a group of painters centered in Holland in the seventeenth century. They produced intensely realistic portraits and landscapes. Rembrandt is a key artist of the Dutch school.

5. What is Gothic architecture?

Difficulty: Moderate QuestionID: 05-2-05 Page-Reference: 96 Topic: Creating Likeness in Different Styles Skill: Remember the Facts Objective: LO 5.2 Identify key characteristics of classical, medieval, and Renaissance art.

Answer: The Gothic is an architectural style of the late Middle Ages that features tall, pointed spires and pointed arches. Its name comes from a critic of the style who called it barbaric "like the Goths who destroyed the Roman Empire."

Essay Questions

1. Consider the examples of paintings by women in the chapter: Gentileschi, Morisot, O'Keeffe, and others. Despite their widely different styles and historical contexts, are there any similarities in their work that you can point to that might be described as feminine?

Explain why or why not.

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I. State that Gentileschi's work was considered unfeminine and too aggressive, with many violent themes.

II. Discuss how Morisot blended domestic realism with Impressionist techniques.

III. Explain how O'Keeffe's paintings of flowers can be seen as representing the female form.

Difficulty: Difficult QuestionID: 05-3-01 Page-Reference: 103, 108, 115, 117, 119, 120-123 Topic: Understanding Women Artists Skill: Analyze It Objective: LO 5.2, 5.3, 5.4 Identify key characteristics of classical, medieval, and Renaissance art / Describe the major art movements of the eighteenth and nineteenth centuries / Analyze why "art as alteration" is an appropriate way to characterize twentieth- and twenty-first-century art.

Answer:

2. If you could choose between Frank Lloyd Wright and Frank O. Gehry to design your house, whom would you choose and why? Be specific.

I. Discuss the architectural characteristics of both architects.

II. Explain why you prefer one architect over the other.

Difficulty: Difficult 1-91 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

QuestionID: 05-3-02 Page-Reference: 130-131 Topic: Architecture Skill: Analyze It Objective: LO 5.6 Explain why architecture can be considered art.

Answer:

3. The artists in the Renaissance looked to the works of classical Greece and Rome for inspiration and technique. Consider the works of Michelangelo or Leonardo da Vinci and explain what features Renaissance art borrows from classical art and what features move beyond the classical, justifying the idea of "rebirth."

I. Describe in detail the features of classical art that the Renaissance artists drew upon.

II. Describe in detail the innovations Michelangelo or Leonardo added to sculpture and/or painting.

Difficulty: Difficult QuestionID: 05-3-03 Page-Reference: 99-102 Topic: Creating Likeness in Different Styles Skill: Analyze It Objective: LO 5.2 Identify key characteristics of classical, medieval, and Renaissance art.

Answer: 1-92 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

4. Many of Goya's critics stated that he abandoned the beautiful in his later works. Develop a persuasive argument to defend Goya against this charge.

I. Describe Goya's later artistic style, mentioning his disdain for the lifestyle of the fashionable elite.

II. Discuss Goya's artistic features, such as using painting techniques to depict the emotions associated with his brutal content.

III. Explain why Goya did not abandon beauty.

Difficulty: Difficult QuestionID: 05-3-04 Page-Reference: 105-110 Topic: Rebellion Against Perfect Likeness Skill: Analyze It Objective: LO 5.3 What are the major art movements of the eighteenth and nineteenth centuries?

Answer:

5. Compare Andy Warhol's Pop art to Picasso's Guernica. Assuming that art has a larger social function or message, discuss whether Warhol's work could be considered as meaningful as Picasso's.

I. Describe the features of Guernica and Pop art, especially as each form makes a possible commentary on society.

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II. Analyze whether one form seems more meaningful than the other.

Difficulty: Difficult QuestionID: 05-3-05 Page-Reference: 110-125 Topic: Rebellion Art as Alteration Skill: Analyze It Objective: LO 5.4 Analyze why "art as alteration" is an appropriate way to characterize twentieth- and twenty-first-century art.

Answer:

Chapter 06: Music

Multiple Choice Questions

1. An arrangement or pattern of tones within a musical piece is a A) B) C) D)

melody. scale. rhythm. harmony.

Difficulty: Easy QuestionID: 06-1-01 Page-Reference: 140 1-94 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

Topic: The Basic Elements of Music Skill: Remember the Facts Objective: LO 6.1 Define the basic elements of music.

Answer: A) melody.

2. The ordered progression of tone frequencies from low to high is a A) B) C) D)

melody. scale. harmony. rhythm.

Difficulty: Easy QuestionID: 06-1-02 Page-Reference: 138 Topic: The Basic Elements of Music Skill: Remember the Facts Objective: LO 6.1 Define the basic elements of music.

Answer: B) scale.

3. The organization of sound into patterns of time is A) B) C) D)

scale. harmony. rhythm. melody.

1-95 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

Difficulty: Easy QuestionID: 06-1-03 Page-Reference: 140 Topic: The Basic Elements of Music Skill: Remember the Facts Objective: LO 6.1 Define the basic elements of music.

Answer: C) rhythm.

4. If a musical work uses syncopation as a dominant feature, that work is like to be an example of A) B) C) D)

avant-garde. symphony. blues. ragtime.

Difficulty: Easy QuestionID: 06-1-04 Page-Reference: 156 Topic: Basic Elements of Music Skill: Understand the Concepts Objective: LO 6.1 Define the basic elements of music.

Answer: D) ragtime.

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5. This avant-garde composer's ballet The Rite of Spring provoked a riot.

A) B) C) D)

Igor Stravinsky John Cage Arnold Schoenberg Philip Glass

Difficulty: Easy QuestionID: 06-1-05 Page-Reference: 151 Topic: Varieties of Musical Experience Skill: Remember the Facts Objective: LO 6.2 Differentiate among varieties of musical experience including the fugue, the symphony, and the art song.

Answer: A) Igor Stravinsky

6. If a work features atonality, it is likely to be A) B) C) D)

avant-garde. ragtime. symphony. blues.

Difficulty: Easy QuestionID: 06-1-06 Page-Reference: 151 Topic: Varieties of Musical Experience Skill: Understand the Concepts 1-97 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

Objective: LO 6.2 Differentiate among varieties of musical experience including the fugue, the symphony, and the art song.

Answer: A) avant-garde.

7. Spirituals, jazz, blues, and ragtime all owe their origins to the A) B) C) D)

liberal use of expressively lowered tones. desire to find comfort in the Christian God. difficulties facing African Americans in the nineteenth and twentieth centuries. discovery of syncopation as a dominant force in music.

Difficulty: Difficult QuestionID: 06-1-07 Page-Reference: 156-159 Topic: Music Beyond the Concert Hall Skill: Apply What You Know Objective: LO 6.3 Discuss the emergence and impact of various forms of popular music, including folk, jazz, blues, gospel, rock and roll, and hip-hop.

Answer: C) difficulties facing African Americans in the nineteenth and twentieth centuries.

8. The musical genre that fuses gospel, country/western, rap, and rhythm and blues music is A) B) C) D)

jazz. art song. avant-garde. rock and roll.

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Difficulty: Easy QuestionID: 06-1-08 Page-Reference: 160 Topic: Music Beyond the Concert Hall Skill: Remember the Facts Objective: LO 6.3 Discuss the emergence and impact of various forms of popular music, including folk, jazz, blues, gospel, rock and roll, and hip-hop.

Answer: D) rock and roll.

9. Two melodic lines playing against each other are found in A) B) C) D)

a fugue. a symphony. ragtime. an art song.

Difficulty: Moderate QuestionID: 06-1-09 Page-Reference: 146 Topic: Varieties of Musical Experience Skill: Understand the Concepts Objective: LO 6.2 Differentiate among varieties of musical experience including the fugue, the symphony, and the art song.

Answer: A) a fugue.

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10. In the mid-twentieth century, the music that became associated with political protest and social justice was A) B) C) D)

rock and roll. folk music. jazz. blues.

Difficulty: Moderate QuestionID: 06-1-10 Page-Reference: 153 Topic: Music Beyond the Concert Hall Skill: Understand the Concepts Objective: LO 6.3 Discuss the emergence and impact of various forms of popular music, including folk, jazz, blues, gospel, rock and roll, and hip-hop.

Answer: B) folk music.

11. Which composer was innovative in improvisational bebop but moved on to the more disciplined music of cool jazz?

A) B) C) D)

Miles Davis Duke Ellington George Gershwin Charlie Parker

Difficulty: Easy QuestionID: 06-1-11 Page-Reference: 158 Topic: Music Beyond the Concert Hall 1-100 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

Skill: Remember the Facts Objective: LO 6.3 Discuss the emergence and impact of various forms of popular music, including folk, jazz, blues, gospel, rock and roll, and hip-hop.

Answer: A) Miles Davis

12. Performers singing lines that charmingly confess hidden, irresponsible rogue selves are singing a(n) A) B) C) D)

narrative song. protest song. scoundrel song. accumulation song.

Difficulty: Difficult QuestionID: 06-1-12 Page-Reference: 153 Topic: Music Beyond the Concert Hall Skill: Apply What You Know Objective: LO 6.3 Discuss the emergence and impact of various forms of popular music, including folk, jazz, blues, gospel, rock and roll, and hip-hop.

Answer: C) scoundrel song.

13. The composer who did the most to elevate jazz into a serious art, bridging concert hall and jazz club, was A) B) C)

Miles Davis.

Duke Ellington.

Charlie Parker.

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D)

Louis Armstrong.

Difficulty: Easy QuestionID: 06-1-13 Page-Reference: 157 Topic: Music Beyond the Concert Hall Skill: Remember the Facts Objective: LO 6.3 Discuss the emergence and impact of various forms of popular music, including folk, jazz, blues, gospel, rock and roll, and hip-hop.

Answer: B) Duke Ellington.

14. The musical act that advanced rock and roll by using complex and sophisticated harmonies is known as A) B) C) D)

Bob Dylan. the Beatles.

Chuck Berry.

Elvis Presley.

Difficulty: Easy QuestionID: 06-1-14 Page-Reference: 161 Topic: Music Beyond the Concert Hall Skill: Remember the Facts Objective: LO 6.3 Discuss the emergence and impact of various forms of popular music, including folk, jazz, blues, gospel, rock and roll, and hip-hop.

1-102 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

Answer: B) the Beatles.

15. The figure who is considered the "true father of rock" is A) B) C) D)

Little Richard.

Elvis Presley.

John Lennon.

Mick Jagger.

Difficulty: Easy QuestionID: 06-1-15 Page-Reference: 161 Topic: Music Beyond the Concert Hall Skill: Remember the Facts Objective: LO 6.3 Discuss the emergence and impact of various forms of popular music, including folk, jazz, blues, gospel, rock and roll, and hip-hop.

Answer: A) Little Richard.

16. The composer known for his use of fugues and improvisation is A) B) C) D)

Beethoven.

Mozart.

John Cage.

Bach.

Difficulty: Moderate QuestionID: 06-1-16 Page-Reference: 145-147 1-103 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

Topic: Varieties of Musical Experience Skill: Understand the Concepts Objective: LO 6.2 Differentiate among varieties of musical experience including the fugue, the symphony, and the art song.

Answer: D) Bach.

17. A concert filled with half-sung, half-spoken music that features rapid-fire rhyming is most likely a performance of A) B) C) D)

rap music. blues music. jazz music. avant-garde music.

Difficulty: Difficult QuestionID: 06-1-17 Page-Reference: 163 Topic: Music Beyond the Concert Hall Skill: Apply What You Know Objective: LO 6.3 Discuss the emergence and impact of various forms of popular music, including folk, jazz, blues, gospel, rock and roll, and hip-hop.

Answer: A) rap music.

18. The composer John Cage is known for his innovative use of A) B)

melody. rhythm.

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C) D)

silence. atonality.

Difficulty: Moderate QuestionID: 06-1-18 Page-Reference: 144 Topic: The Basic Elements of Music Skill: Understand the Concepts Objective: LO 6.1 Define the basic elements of music.

Answer: C) silence.

19. A musician rehearsing a piece using a pentatonic scale is probably playing A) B) C) D)

avant-garde music. traditional Asian music. medieval monastic music.

Western symphony orchestra music.

Difficulty: Difficult QuestionID: 06-1-19 Page-Reference: 138 Topic: The Basic Elements of Music Skill: Apply What You Know Objective: LO 6.1 Define the basic elements of music.

Answer: B) traditional Asian music.

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20. The type of music most likely to be played by two violins, one viola, and one cello is A) B) C) D)

chamber music. jazz music. folk music. orchestral music.

Difficulty: Difficult QuestionID: 06-1-20 Page-Reference: 147, 166 Topic: The Basic Elements of Music Skill: Apply What You Know Objective: LO 6.1 Define the basic elements of music.

Answer: A) chamber music.

Short Answer Questions

1. What is ragtime?

Difficulty: Moderate QuestionID: 06-2-01 Page-Reference: 156 Topic: Music Beyond the Concert Hall Skill: Understand the Concepts 1-106 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

Objective: LO 6.3 Discuss the emergence and impact of various forms of popular music, including folk, jazz, blues, gospel, rock and roll, and hip-hop.

Answer: Ragtime is a forerunner of jazz. It was invented in the late 1890s by African American composers, notably Scott Joplin. It uses syncopation and was strongly influenced by slow, stately European dances.

2. Describe syncopation and name two songs that include it.

Difficulty: Moderate QuestionID: 06-2-02 Page-Reference: 156, 166 Topic: Music Beyond the Concert Hall Skill: Understand the Concepts Objective: LO 6.3 Discuss the emergence and impact of various forms of popular music, including folk, jazz, blues, gospel, rock and roll, and hip-hop.

Answer: Syncopation is a rhythmic element in which the melodic line is played against, not with, the accented beats of the rhythmic accompaniment. Examples include Gershwin's "Fascinatin' Rhythm" and the Beatles' "Eleanor Rigby."

3. What is the difference between a chromatic scale and a diatonic scale?

Difficulty: Moderate QuestionID: 06-2-03 Page-Reference: 138-139 1-107 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

Topic: The Basic Elements of Music Skill: Understand the Concepts Objective: LO 6.1 Define the basic elements of music.

Answer: A chromatic scale contains twelve tones played consecutively on a piano using both black and white keys. A diatonic scale contains only seven tones.

4. What is counterpoint?

Difficulty: Moderate QuestionID: 06-2-04 Page-Reference: 146 Topic: Varieties of Musical Experience Skill: Understand the Concepts Objective: LO 6.2 Differentiate among varieties of musical experience including the fugue, the symphony, and the art song.

Answer: Counterpoint is a musical work consisting of two equal melody lines played against each other. Bach used them in his music.

5. Why is Irving Berlin important to music?

Difficulty: Difficult QuestionID: 06-2-05 1-108 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

Page-Reference: 160 Topic: Music Beyond the Concert Hall Skill: Apply What You Know Objective: LO 6.3 Discuss the emergence and impact of various forms of popular music, including folk, jazz, blues, gospel, rock and roll, and hip-hop.

Answer: Berlin is important because he composed many classics such as "White Christmas" and "God Bless America." He helped elevate American popular music.

Essay Questions

1. Using examples from discussion of folk music, describe how folk music may be described as a validation of the experiences of common people. Choose two examples from anonymous folk music or the works of Bob Dylan, Joan Baez, and others. Describe how both examples of folk music validate common experience in terms of musical ability, the tragedy of poverty and hard work, political protest and social justice, and/or other experiences. You may supplement the chapter's discussion with lyrics to these folk songs.

I. Choose two examples from the chapter's discussion of folk music from "We Shall Overcome," "John Henry," "The Lonesome Death of Hattie Carroll," "American Pie," accumulation or narrative songs, spirituals.

II. Explain what particular folk experience each song is validating.

III. Choose details from both songs that support and help explain the folk experience.

Difficulty: Difficult QuestionID: 06-3-01 Page-Reference: 152-155 1-109 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

Topic: Music Beyond the Concert Hall Skill: Analyze It Objective: LO 6.3 Discuss the emergence and impact of various forms of popular music, including folk, jazz, blues, gospel, rock and roll, and hip-hop.

Answer:

2. Choose a song or musical piece you admire and analyze which elements (tone, rhythm, melody, harmony, silence, etc.) of it are most appealing and why.

I. Identify an admired song.

II. Discuss elements of the song that make it strong.

Difficulty: Difficult QuestionID: 06-3-02 Page-Reference: 137-145 Topic: The Basic Elements of Music Skill: Analyze It Objective: LO 6.1 Define the basic elements of music.

Answer:

3. Considering the discussion of musical genres of the spiritual, ragtime, jazz, and the blues, describe how the content of such musical forms relates to the historical circumstances out of which they developed.

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I. Identify and analyze the function these four types of music.

II. Connect the content of the music to their historical circumstances of slavery and oppression of African Americans.

Difficulty: Difficult QuestionID: 06-3-03 Page-Reference: 152-165 Topic: Music Beyond the Concert Hall Skill: Analyze It Objective: LO 6.3 Discuss the emergence and impact of various forms of popular music, including folk, jazz, blues, gospel, rock and roll, and hip-hop.

Answer:

4. Rock and roll is the most pervasive musical phenomenon of our time. Using three examples, describe what you believe accounts for the longevity of rock and roll's appeal.

I. Identify rock and roll's appeal.

II. Introduce three examples from the chapter.

III. Explain the three examples in terms of their long-lasting appeal.

Difficulty: Difficult QuestionID: 06-3-04 1-111 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

Page-Reference: 152-165 Topic: Music Beyond the Concert Hall Skill: Analyze It Objective: LO 6.3 Discuss the emergence and impact of various forms of popular music, including folk, jazz, blues, gospel, rock and roll, and hip-hop.

Answer:

5. Considering the discussion of the avant-garde work of Stravinsky, Cage, and Schoenberg, describe what features of symphony and art songs these artists are responding to when they creatively redesign music.

I. Identify features of avant-garde music for each artist.

II. Analyze how these features differ from symphony.

Difficulty: Difficult QuestionID: 06-3-05 Page-Reference: 160-163 Topic: Varieties of Musical Experience Skill: Analyze it.

Objective: LO 6.2 Differentiate among varieties of musical experience including the fugue, the symphony, and the art song.

Answer:

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Chapter 07: Theatre

Multiple Choice Questions

1. The conditions of theater that an audience accepts as standard or real are known as A) B) C) D)

conventions. naturalism. verisimilitude. well-made plays.

Difficulty: Easy QuestionID: 07-1-01 Page-Reference: 168 Topic: Drama and Tragedy in Theater History Skill: Remember the Facts Objective: LO 7.1 Compare and contrast classical Greek tragedy and Elizabethan tragedy.

Answer: A) conventions.

2. The practice begun in the nineteenth century of making scenery and dialogue look and sound like the real world is called A) B) C) D)

naturalism. the well-made play. theatrical convention. verisimilitude.

1-113 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

Difficulty: Easy QuestionID: 07-1-02 Page-Reference: 186 Topic: The Nineteenth Century—The Roots of Modern Theater Skill: Remember the Facts Objective: LO 7.3 Discuss the key developments in nineteenth-century theater.

Answer: D) verisimilitude.

3. Serious criticism aimed at the betterment of society but accomplished through laughter is called A) B) C) D)

comedy. farce. parody. satire.

Difficulty: Easy QuestionID: 07-1-03 Page-Reference: 182 Topic: Comedy in Theater History Skill: Remember the Facts Objective: LO 7.2 Differentiate among various forms of comedy, including satire, comedy of character, farce, and parody.

Answer: D) satire.

1-114 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

4. The classical idea that plays should present a single plot occurring in a single place within one day is called A) B) C) D)

naturalism. the recognition scene. the unities. the well-made play.

Difficulty: Easy QuestionID: 07-1-04 Page-Reference: 171 Topic: Drama and Tragedy in Theater History Skill: Remember the Facts Objective: LO 7.4 Compare and contrast classical Greek tragedy and Elizabethan tragedy.

Answer: C) the unities.

5. The revelation through dialogue of necessary background information is called A) B) C) D)

exposition. flashback. subtext. the recognition scene.

Difficulty: Easy QuestionID: 07-1-05 Page-Reference: 188 Topic: The Nineteenth Century—The Roots of Modern Theater 1-115 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

Skill: Remember the Facts Objective: LO 7.3 Discuss the key developments in nineteenth-century theater.

Answer: A) exposition.

6. The technique in which past events are enacted rather than just described is called A) B) C) D)

exposition. expressionism. flashback. subtext.

Difficulty: Easy QuestionID: 07-1-06 Page-Reference: 195 Topic: A Century of Dynamic Change Skill: Remember the Facts Objective: LO 7.4 Describe the new theatrical directions and themes that evolved in the twentieth and twenty-first centuries.

Answer: C) flashback.

7. If you are watching a farce in pantomime that relies on stock characters, you are watching a work of A) B) C) D)

commedia dell'arte.

Greek comedy. parody.

Shakespearean comedy.

1-116 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

Difficulty: Difficult QuestionID: 07-1-07 Page-Reference: 185 Topic: Drama and Tragedy in Theater History Skill: Apply Objective: LO 7.1 Compare and contrast classical Greek tragedy and Elizabethan tragedy.

Answer: A) commedia dell'arte.

8. The play A Raisin in the Sun is about A) B) C) D)

disillusionment with American success. gay rights in the 1980s. racial issues in the 1950s. the search for meaning in the modern world.

Difficulty: Moderate QuestionID: 07-1-08 Page-Reference: 198 Topic: A Century of Dynamic Change Skill: Understand the Concepts Objective: LO 7.4 Describe the new theatrical directions and themes that evolved in the twentieth and twenty-first centuries.

Answer: C) racial issues in the 1950s.

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9. If you attend a play that features a Chorus and masked actors and has violence that occurs only offstage, you are probably watching a(n) A) B) C) D)

Elizabethan tragedy.

Greek tragedy. neoclassical tragedy. well-made play.

Difficulty: Difficult QuestionID: 07-1-09 Page-Reference: 170 Topic: Drama and Tragedy in Theater History Skill: Apply What You Know Objective: LO 7.1 Compare and contrast classical Greek tragedy and Elizabethan tragedy.

Answer: B) Greek tragedy.

10. Tom Stoppard's Arcadia, which makes fun of the role of time in human life, is an example of A) B) C) D)

commedia dell'arte. farce. parody. satire.

Difficulty: Moderate QuestionID: 07-1-10 Page-Reference: 198 Topic: Comedy in Theater History Skill: Understand the Concepts 1-118 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

Objective: LO 7.2 Differentiate among various forms of comedy, including satire, comedy of character, farce, and parody.

Answer: C) considered a A) B) C) D)

commentary on the American dream. critique of racial injustice in the 1950s. representation of the lack of meaning in the world. statement on gay rights in the 1980s.

Difficulty: Moderate QuestionID: 07-1-11 Page-Reference: 180 Topic: Major Tragic and Serious Plays in Theater History Skill: Understand the Concepts Objective: LO 7.3 Describe the new theatrical directions and themes that evolved in the twentieth and twenty-first centuries.

Answer: A) commentary on the American dream.

12. If you attend a play in an open-air octagonal structure whose characters speak in verse and stage props are few, you are watching a(n) A) B) C) D)

commedia dell'arte.

Elizabethan drama.

Greek drama. neoclassical drama.

Difficulty: Difficult QuestionID: 07-1-12 1-119 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

Page-Reference: 177-178 Topic: Drama and Tragedy in Theater History Skill: Apply What You Know Objective: LO 7.1 Compare and contrast classical Greek tragedy and Elizabethan tragedy.

Answer: B) Elizabethan drama.

13. Which playwright and theatrical concept attempted to depict life only as it really is lived?

A) B) C) D)

Anton Chekhov's naturalism Aristotle's tragedy Clifford Odets's agit-prop Thornton Wilder's expressionism

Difficulty: Moderate QuestionID: 07-1-13 Page-Reference: 191 Topic: Major The Nineteenth Century—The Roots of Modern Theater Skill: Understand the Concepts Objective: LO 7.3 Discuss the key developments in nineteenth-century theater.

Answer: A) Anton Chekhov's naturalism

14. Shakespeare's most memorable comic character is A) B)

Jack Worthing.

Othello.

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C) D)

Sir John Falstaff.

Tartuffe.

Difficulty: Easy QuestionID: 07-1-14 Page-Reference: 183 Topic: Drama and Tragedy in Theater History Skill: Remember the Facts Objective: LO 7.9 Compare and contrast classical Greek tragedy and Elizabethan tragedy.

Answer: C) Sir John Falstaff.

15. The main character in a tragedy whose fortunes the audience follows is the A) B) C) D)

catharsis. deus ex machina. proscenium. protagonist.

Difficulty: Moderate QuestionID: 07-1-15 Page-Reference: 171 Topic: Drama and Tragedy in Theater History Skill: Understand the Concepts Objective: LO 7.7. Compare and contrast classical Greek tragedy and Elizabethan tragedy.

Answer: D) protagonist.

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16. The proscenium is important mainly because it A) B) C) fault.

D)

allows a character on stage to reveal their inner thoughts to the audience. creates an invisible fourth wall that separates the audience from the actors. identifies the moment when a character recognizes that tragic circumstances are their own provides a handy, if implausible, resolution to a difficult problem in a play.

Difficulty: Moderate QuestionID: 07-1-16 Page-Reference: 187 Topic: The Nineteenth Century—The Roots of Modern Theater Skill: Understand the Concepts Objective: LO 7.3 Discuss the key developments in nineteenth-century theater.

Answer: B) creates an invisible fourth wall that separates the audience from the actors.

17. If you attend a play from the eighteenth century that is performed in an elaborate indoor space, appeals to aristocratic tastes, presents a mythic story, and adheres to the unities, you are probably watching an example of A) B) C) D)

Elizabethan tragedy. naturalism. neoclassicism. satire.

Difficulty: Difficult QuestionID: 07-1-17 Page-Reference: 178 1-122 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

Topic: Drama and Tragedy in Theater History Skill: Apply What You Know Objective: LO 7.1 Compare and contrast classical Greek tragedy and Elizabethan tragedy.

Answer: C) neoclassicism.

18. The soliloquy is important to drama because it A) B) C) D)

allows a character who is alone on stage to speak their thoughts aloud. allows a group of characters to make a commentary on the action. shows that a character recognizes the tragic circumstances are their own fault. provides a handy, if implausible, resolution to a difficult problem in a play.

Difficulty: Moderate QuestionID: 07-1-18 Page-Reference: 175 Topic: Drama and Tragedy in Theater History Skill: Understand the Concepts Objective: LO 7.1 Compare and contrast classical Greek tragedy and Elizabethan tragedy.

Answer: A) allows a character who is alone on stage to speak their thoughts aloud.

19. A kind of play in which every element of language or action advances the plot is a(n) A) B) C) D)

comedy of character. well-made play. agitprop. farce.

1-123 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

Difficulty: Moderate QuestionID: 07-1-19 Page-Reference: 188 Topic: The Nineteenth Century—The Roots of Modern Theater Skill: Understand the Concepts Objective: LO 7.3 Discuss the key developments in nineteenth-century theater.

Answer: B) well-made play.

20. Which kind of drama did Bertolt Brecht develop, based on the belief that theater could bring about social change by presenting negative models?

A) B) C) D)

agitprop theater expressionism naturalism theater of alienation

Difficulty: Moderate QuestionID: 07-1-20 Page-Reference: 196 Topic: A Century of Dynamic Change Skill: Understand the Concepts Objective: LO 7.4 Describe the new theatrical directions and themes that evolved in the twentieth and twenty-first centuries.

Answer: D) theater of alienation

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Short Answer Questions

1. What is a farce?

Difficulty: Moderate QuestionID: 07-2-01 Page-Reference: 185 Topic: Comedy in Theatre History Skill: Understand the Concepts Objective: LO 7.2 Differentiate among various forms of comedy, including satire, comedy of character, farce, and parody.

Answer: A farce is a kind of comedy featuring two-dimensional stereotypes that draws laughter from outrageous physical actions and improbable situations.

2. What is the Chorus?

Difficulty: Moderate QuestionID: 07-2-02 Page-Reference: 170 Topic: Drama and Tragedy in Theater History Skill: Understand the Concepts Objective: LO 7.1 Compare and contrast classical Greek tragedy and Elizabethan tragedy.

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Answer: The Chorus is a standard convention in Greek tragedy where masked characters sing, dance, and make moral commentary on the play.

3. What is a melodrama?

Difficulty: Moderate QuestionID: 07-2-03 Page-Reference: 181 Topic: The Nineteenth Century—The Roots of Modern Theater Skill: Understand the Concepts Objective: LO 7.3 Discuss the key developments in nineteenth-century theater.

Answer: A melodrama is a type of theater originating in the nineteenth century in which innocent and good characters are beset by bad ones.

4. What is expressionism?

Difficulty: Moderate QuestionID: 07-2-04 Page-Reference: 193 Topic: A Century of Dynamic Change Skill: Understand the Concepts Objective: LO 7.4 Describe the new theatrical directions and themes that evolved in the twentieth and twenty-first centuries.

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Answer: Expressionism was introduced in Germany. This form of drama replaced realistic stage designs with symbolic or metaphorical ones.

5. What are groundlings?

Difficulty: Moderate QuestionID: 07-2-05 Page-Reference: 170 Topic: Drama and Tragedy in Theater History Skill: Understand the Concepts Objective: LO 7.1 Compare and contrast classical Greek tragedy and Elizabethan tragedy.

Answer: The groundlings were commoners who paid a penny for admission to the Globe Theater where they stood in the yard, exposed to the elements, in order to watch a play.

Essay Questions

1. Write an essay contrasting three Greek and three Elizabethan theater conventions.

I. Name three of these conventions: chorus, stage conventions, unities, recognition scene, verse.

II. Give examples for each convention.

III. Explain the contrasts between the examples.

1-127 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

Difficulty: Difficult QuestionID: 07-3-01 Page-Reference: 168-172 Topic: Drama and Tragedy in Theater History Skill: Apply What You Know Objective: LO 7.1 Compare and contrast classical Greek tragedy and Elizabethan tragedy.

Answer:

2. Regarding the six elements of tragedy (plot, character, thought, poetry, spectacle, song), Aristotle believed plot was the most important. Using three examples in the chapter from the twentieth century, comment on the extent to which this holds true for tragedies today.

Decide which of the six elements you believe is the most important in tragedy and defend your stance.

I. Choose three examples from twentieth-century tragedies.

II. Identify the most important feature of these dramas (plot or something else).

III. Take a stance as to which element is the most important.

IV. Describe why that element is most important, using evidence from the examples.

Difficulty: Difficult QuestionID: 07-3-02 Page-Reference: 195-196 Topic: A Century of Dynamic Change 1-128 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

Skill: Analyze It Objective: LO 7.4 Describe the new theatrical directions and themes that evolved in the twentieth and twenty-first centuries.

Answer:

3. In the classical era, Aristotle believed plot was the most important of the six elements of tragedy (plot, character, thought, poetry, spectacle, song). Using three examples from the chapter, comment on whether you believe plot or some other element is the most important feature of comedy.

I. Choose three examples of comedy.

II. Identify the most important feature of this drama (plot or something else).

III. Take a stance as to which element is the most important.

IV. Describe why that element is most important, using evidence from the examples.

Difficulty: Difficult QuestionID: 07-3-03 Page-Reference: 182-187 Topic: Comedy in Theater History Skill: Analyze It Objective: LO 7.2 Differentiate among various forms of comedy, including satire, comedy of character, farce, and parody.

Answer: 1-129 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

4. Using three examples from the section on modern drama, explain why Theater of Alienation was an important development in modern theater.

I. Define Theater of Alienation.

II. Name three modern dramas that reflect this development.

III. Describe their impact on theatrical development in Brecht's work and beyond.

Difficulty: Difficult QuestionID: 07-3-04 Page-Reference: 196-197 Topic: A Century of Dynamic Change Skill: Analyze It Objective: LO 7.4 Describe the new theatrical directions and themes that evolved in the twentieth and twenty-first centuries.

Answer:

5. The nineteenth century gave rise to a number of different theatrical developments.

Complete the following sentence and use three examples to defend your answer: "The most important development in theater of the nineteenth century was . . . ."

I. Identify the most important theatrical development of the nineteenth century.

II. Choose three plays that embody this development.

III. Explain the significance of the development using examples from the three plays.

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Difficulty: Difficult QuestionID: 07-3-05 Page-Reference: 187-193 Topic: The Nineteenth Century—The Roots of Modern Theater Skill: Analyze It Objective: LO 7.3 Discuss the key developments in nineteenth-century theater.

Answer:

Chapter 08: The Musical Stage: Opera, Musical Theater, Dance

Multiple Choice Questions

1. The late-Renaissance form of art that combined playwright, composer, chorus, singers, and dancers is A) B) C) D)

musical comedy. musical play. operetta. opera.

Difficulty: Easy QuestionID: 08-1-01 Page-Reference: 205 Topic: Opera 1-131 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

Skill: Remember the Facts Objective: LO 8.1 Trace the origins of opera and explain why the works of Mozart, Verdi, and Wagner are considered to comprise the "golden age" of this musical form.

Answer: D) opera.

2. Which wordsmith and composer of sometimes unsettling pieces was the dominant force in musical theater in the late twentieth century?

A) B) C) D)

Stephen Sondheim Richard Rogers Leonard Bernstein Andrew Lloyd Webber

Difficulty: Easy QuestionID: 08-1-02 Page-Reference: 217 Topic: The Broadway Musical Skill: Remember the Facts Objective: LO 8.3 Discuss the evolution of the Broadway musical from the ―musical comedy‖ to the more common musical spectacular of today.

Answer: A) Stephen Sondheim

3. Which Romantic composer wrote the musical scores for Rigoletto and La Traviata?

A) B) C) D)

Claudio Monteverdi Richard Wagner Giuseppe Verdi Mozart 1-132 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

Difficulty: Easy QuestionID: 08-1-03 Page-Reference: 210 Topic: Opera Skill: Remember the Facts Objective: LO 8.1 Trace the origins of opera and explain why the works of Mozart, Verdi, and Wagner are considered to comprise the "golden age" of this musical form.

Answer: C) Giuseppe Verdi

4. Which Romantic composer produced bold, heroic operas in German that were later used to promote Nazism in Germany?

A) B) C) D)

Johann Strauss Wolfgang Amadeus Mozart Richard Wagner Giuseppe Verdi

Difficulty: Easy QuestionID: 08-1-04 Page-Reference: 212 Topic: Opera Skill: Remember the Facts Objective: LO 8.1 Trace the origins of opera and explain why the works of Mozart, Verdi, and Wagner are considered to comprise the "golden age" of this musical form.

1-133 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

Answer: C) Richard Wagner

5. A dialogue-heavy work that integrates music and story is called a(n) A) B) C) D)

musical comedy. musical play. operetta. opera.

Difficulty: Easy QuestionID: 08-1-05 Page-Reference: 215 Topic: From Opera to the Musical Theater—Operetta and the "Sung-through" Play Skill: Remember the Facts Objective: LO 8.1 Describe the role of operetta and "sung-through" plays in bridging opera and the musical theater.

Answer: B) musical play.

6. The written lyrics of an opera are referred to as a A) B) C) D)

libretto. leit-motif. score. recitative.

Difficulty: Easy QuestionID: 08-1-06 Page-Reference: 208 1-134 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

Topic: Opera Skill: Remember the Facts Objective: LO 8.1 Trace the origins of opera and explain why the works of Mozart, Verdi, and Wagner are considered to comprise the "golden age" of this musical form.

Answer: A) libretto.

7. The form of musical art that uses dialogue mainly to bridge songs and has characters that are often two-dimensional is called A) B) C) D)

musical play. musical comedy. operetta. opera.

Difficulty: Easy QuestionID: 08-1-07 Page-Reference: 213 Topic: From Opera to the Musical Theater—Operetta and the "Sung-through" Play Skill: Remember the Facts Objective: LO 8.2 Describe the role of operetta and "sung-through" plays in bridging opera and the musical theater.

Answer: C) operetta.

8. The choreographer who started a dance company to expand professional opportunities for African American dancers was A)

Alvin Ailey.

1-135 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

B) C) D)

Martha Graham.

Twyla Tharp.

George Balanchine.

Difficulty: Easy QuestionID: 08-1-08 Page-Reference: 224 Topic: Dance Skill: Remember the Facts Objective: LO 8.4 Analyze the differences between ballet and modern dance.

Answer: A) Alvin Ailey.

9. The composer who brought the operetta to prominence is A) B) C) D)

Mozart.

Wagner.

Verdi.

Strauss.

Difficulty: Easy QuestionID: 08-1-09 Page-Reference: 213 Topic: Modern Operetta and Opera Skill: Remember the Facts Objective: LO 8.2 Describe the role of operetta and "sung-through" plays in bridging opera and the musical theater.

1-136 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

Answer: D) Strauss.

10. In ballet, seeing a slow dance duet set to melodious accompaniment means that you are watching a A) B) C) D)

plié. pirouette. jeté. pas de deux.

Difficulty: Difficult QuestionID: 08-1-10 Page-Reference: 222 Topic: Dance Skill: Apply What You Know Objective: LO 8.4 Analyze the differences between ballet and modern dance.

Answer: D) pas de deux.

11. The technique in opera in which the characters sing through lines that would usually be spoken is called A) B) C) D)

aria. recitative. leit-motif. libretto.

Difficulty: Easy QuestionID: 08-1-11 Page-Reference: 206 1-137 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

Topic: Opera Skill: Remember the Facts Objective: LO 8.1 Trace the origins of opera and explain why the works of Mozart, Verdi, and Wagner are considered to comprise the "golden age" of this musical form.

Answer: B) recitative.

12. The modern choreographer of Rites of Spring and Appalachian Spring who broke with traditions of dance (such as the one through eight count) was A) B) C) D)

Martha Graham.

Alvin Ailey.

Twyla Tharp.

George Balanchine.

Difficulty: Easy QuestionID: 08-1-12 Page-Reference: 224 Topic: Dance Skill: Remember the Facts Objective: LO 8.4 Analyze the differences between ballet and modern dance.

Answer: A) Martha Graham.

13. Musical theater productions such as Wicked most likely owe their popularity to A) B) C)

the desire to make musical theater a higher form of art. the reaction against the narrowness of opera. an attempt to write musicals for children.

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D)

the desire to revise childhood stories for a modern world.

Difficulty: Difficult QuestionID: 08-1-13 Page-Reference: 220 Topic: The Broadway Musical Skill: Apply What You Know Objective: LO 8.3 Discuss the evolution of the Broadway musical from the ―musical comedy‖ to the more common musical spectacular of today.

Answer: D) the desire to revise childhood stories for a modern world.

14. The work of Rodgers and Hammerstein is significant because it A) B) C) D)

started the tradition of the musical blockbuster. was the first in a long string of musical comedies. took the musical from a frivolous to a more serious form. was innovative among rock-and-roll musicals.

Difficulty: Moderate QuestionID: 08-1-14 Page-Reference: 216 Topic: The Broadway Musical Skill: Understand the Concepts Objective: LO 8.3 Discuss the evolution of the Broadway musical from the ―musical comedy‖ to the more common musical spectacular of today.

1-139 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

Answer: C) took the musical from a frivolous to a more serious form.

15. Which important musical by Leonard Bernstein and Stephen Sondheim updates Romeo and Juliet to highlight racial tensions in New York City?

A) B) C) D)

West Side Story Oklahoma!

Porgy and Bess Pal Joey

Difficulty: Moderate QuestionID: 08-1-15 Page-Reference: 217 Topic: The Broadway Musical Skill: Understand the Concepts Objective: LO 8.3 Discuss the evolution of the Broadway musical from the ―musical comedy‖ to the more common musical spectacular of today.

Answer: A) West Side Story

16. The opera technique of presenting continuous music and singing punctuated by arias was pioneered in the seventeenth century by A) B) C) D)

Giuseppe Verdi.

Richard Wagner.

Claudio Monteverdi.

Wolfgang Amadeus Mozart.

Difficulty: Moderate QuestionID: 08-1-16 1-140 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

Page-Reference: 206 Topic: Opera Skill: Understand the Concepts Objective: LO 8.1 Trace the origins of opera and explain why the works of Mozart, Verdi, and Wagner are considered to comprise the "golden age" of this musical form.

Answer: C) Claudio Monteverdi.

17. Which form of dance was initially developed by Italian street mimes?

A) B) C) D)

ballet modern dance flamenco kathak

Difficulty: Moderate QuestionID: 08-1-17 Page-Reference: 221 Topic: Dance Skill: Understand the Concepts Objective: LO 8.4 Analyze the differences between ballet and modern dance.

Answer: A) ballet

18. Of the musical Spring Awakening, it might be said that its creators A) B)

originated a comedic story for the first time in musical theater. updated Greek myth for the modern world.

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C) D)

were inspired by music of the late 1880s for the musical score. explored the suppressed emotions and sexual desires of teenagers in 1891.

Difficulty: Difficult QuestionID: 08-1-18 Page-Reference: 218-219 Topic: From Opera to the Musical Theater—Operetta and the "Sung-through" Play Skill: Analyze It Objective: LO 8.2 Describe the role of operetta and "sung-through" plays in bridging opera and the musical theater.

Answer: D) explored the suppressed emotions and sexual desires of teenagers in 1891.

19. When you watch a dance involving guitar, precise clapping, stomping, and singing, you are likely witnessing A) B) C) D)

ballet. flamenco. modern dance.

Asian dance.

Difficulty: Moderate QuestionID: 08-1-19 Page-Reference: 226 Topic: Dance Skill: Understand the Concepts Objective: LO 8.4 Analyze the differences between ballet and modern dance.

1-142 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

Answer: B) flamenco.

20. A dance in which the dancer includes physical contact with the floor using more parts of the body than just the feet, is called A) B) C) D)

flamenco. modern. ballet. folklore dance.

Difficulty: Moderate QuestionID: 08-1-20 Page-Reference: 226 Topic: Dance Skill: Understand the Concepts Objective: LO 8.4 Analyze the differences between ballet and modern dance.

Answer: B) modern.

Short Answer Questions

1. What is a powwow?

Difficulty: Moderate QuestionID: 08-2-01 Page-Reference: 226 1-143 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

Topic: Dance Skill: Understand the Concepts Objective: LO 8.4 Analyze the differences between ballet and modern dance.

Answer: A powwow is a folkloric dance that is a part of a Plains Indian tribal reunion ceremony.

Powwows demonstrate that folkloric dance is an art form.

2. What is a leit-motif?

Difficulty: Moderate QuestionID: 08-2-02 Page-Reference: 206 Topic: Opera Skill: Understand the Concepts Objective: LO 8.1 Trace the origins of opera and explain why the works of Mozart, Verdi, and Wagner are considered to comprise the "golden age" of this musical form.

Answer: Associated with Richard Wagner, leit-motif is a particular character, force, or musical line that is repeated throughout a work.

3. What is singspiel?

Difficulty: Moderate QuestionID: 08-2-03 1-144 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

Page-Reference: 208 Topic: Opera Skill: Understand the Concepts Objective: LO 8.1 Trace the origins of opera and explain why the works of Mozart, Verdi, and Wagner are considered to comprise the "golden age" of this musical form.

Answer: Singspiel is a German term for opera dialogue that is half sung and half spoken.

4. How does a musical comedy different from a musical?

Difficulty: Moderate QuestionID: 08-2-04 Page-Reference: 215 Topic: From Opera to the Musical Theater—Operetta and the "Sung-through" Play Skill: Understand the Concepts Objective: LO 8.2 Describe the role of operetta and "sung-through" plays in bridging opera and the musical theater.

Answer: Musical comedies feature songs that often have little to do with the plot or dialogue whereas musicals present songs that spring from the situations they depict.

5. What is a spectacular?

Difficulty: Moderate 1-145 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

QuestionID: 08-2-05 Page-Reference: 219 Topic: The Broadway Musical Skill: Understand the Concepts Objective: LO 8.3 Discuss the evolution of the Broadway musical from the ―musical comedy‖ to the more common musical spectacular of today.

Answer: A spectacular is a form of Broadway musical (such as Cats) that originated in the 1980s. It employs film-style special effects and huge operatic set pieces.

Essay Questions

1. Briefly describe the development of ballet, including its relationship with opera.

I. Describe the development, starting with Italian street mimes and progressing through court entertainment.

II. Identify the difference between French ballet and Russian ballet.

III. State the mandate by the late seventeenth century that every French opera include a ballet.

Difficulty: Difficult QuestionID: 08-3-01 Page-Reference: 221-223 Topic: Dance Skill: Apply What You Know 1-146 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

Objective: LO 8.4 Analyze the differences between ballet and modern dance.

Answer:

2. Choose four examples: two from early musical theater and two from later. Use the examples to analyze how musical theater in the late twentieth century and beyond compares with musical theater from an earlier time.

I. Choose four examples, two early (such as Pal Joey, Oklahoma!, or Porgy and Bess) and two later (such as Sweeney Todd, Wicked, or West Side Story).

II. Identify the main features of modern musicals and the main features of early musical theater.

III. Compare those features using evidence from the works chosen.

Difficulty: Difficult QuestionID: 08-3-02 Page-Reference: 215-220 Topic: The Broadway Musical Skill: Analyze It. Objective: LO 8.3 Discuss the evolution of the Broadway musical from the ―musical comedy‖ to the more common musical spectacular of today.

Answer:

1-147 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

3. Choose an example of classical opera and an example of late twentieth-century musical theater. Using these examples, discuss three points of comparison. State whether the two genres are more alike or different.

I. Choose one example of classical opera and one from musical theater.

II. Identify three points on which to compare the two works.

III. Explain the similarity or difference between the two on each point.

IV. State whether the two genres are more alike or different.

Difficulty: Difficult QuestionID: 08-3-03 Page-Reference: 215-220 Topic: The Broadway Musical Skill: Analyze it Objective: LO 8.3 Discuss the evolution of the Broadway musical from the ―musical comedy‖ to the more common musical spectacular of today.

Answer:

4. Discuss how Spring Awakening, Porgy and Bess, and Oklahoma! were important transitional works for Broadway theater.

I. Explain how Spring Awakening is a musical play with themes of sexual repression and desire.

II. Explain how Porgy and Bess uses folk themes in a genuine opera.

1-148 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

III. Explain how Oklahoma! shows that less grand or flashy material can appeal to audiences.

Difficulty: Difficult QuestionID: 08-3-04 Page-Reference: 213-215 Topic: From Opera to the Musical Theater—Operetta and the "Sung-through" Play Skill: Analyze It Objective: LO 8.2 Describe the role of operetta and "sung-through" plays in bridging opera and the musical theater.

Answer:

5. Using examples and discussion from the chapter, explain how modern dance compares with ballet. Discuss whether the two are more similar or different.

I. Identify important characteristics from ballet and modern dance.

II. Explain those features using examples of ballet or modern dance discussed in the chapter.

III. Compare the two forms based on those features.

IV. State whether the two genres are more alike or different.

Difficulty: Difficult QuestionID: 08-3-05 Page-Reference: 220-225 1-149 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

Topic: Dance Skill: Analyze It Objective: LO 8.4 Analyze the differences between ballet and modern dance.

Answer:

Chapter 09: Film, Television, and Digital Arts

Multiple Choice Questions

1. According to many, the work that epitomizes Hollywood musicals is A) B) C) D)

Chicago.

Frozen.

Les Misérables.

Singin' in the Rain.

Difficulty: Easy QuestionID: 09-1-01 Page-Reference: 242 Topic: Major Film Genres Skill: Remember the Facts Objective: LO 9.3 Identify the characteristics of the major genres of film.

Answer: D) Singin' in the Rain.

1-150 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

2. The film genre where both heroes and villains are cynical and disillusioned is A) B) C) D)

documentary. film noir. horror. western.

Difficulty: Easy QuestionID: 09-1-02 Page-Reference: 239 Topic: Major Film Genres Skill: Understand the Concepts.

Objective: LO 9.3 Identify the characteristics of the major genres of film.

Answer: B) film noir.

3. The technique whereby the camera shows the perspective of characters or the audience is A) B) C) D)

documentary. mise en scène. point of view. realism.

Difficulty: Easy QuestionID: 09-1-03 Page-Reference: 239 Topic: Conventions of the Moving Image Skill: Remember the Facts 1-151 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

Objective: LO 9.1 Identify and define key conventions of filmmaking.

Answer: C) point of view.

4. The name for what an audience actually sees on the screen is A) B) C) D)

cinematography. mise en scène. point of view. realism.

Difficulty: Easy QuestionID: 09-1-04 Page-Reference: 232 Topic: Conventions of the Moving Image Skill: Remember the Facts Objective: LO 9.1 Identify and define key conventions of filmmaking.

Answer: B) mise en scène.

5. The filmmaker who developed slapstick is A) B) C) D)

Charlie Chaplin.

D. W. Griffith.

Groucho Marx.

Mack Sennett.

Difficulty: Easy QuestionID: 09-1-05 1-152 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

Page-Reference: 236 Topic: Major Film Genres Skill: Remember the Facts Objective: LO 9.3 Identify the characteristics of the major genres of film.

Answer: D) Mack Sennett.

6. Noises that come from the outside, such as voice-over narration and musical score, are part of A) B) C) D)

diegetic sound. non-diegetic sound. soundtrack. freeze fame.

Difficulty: Easy QuestionID: 09-1-06 Page-Reference: 231 Topic: Two Conventions of the Moving Image Skill: Remember the Facts Objective: LO 9.1 Identify and define key conventions of filmmaking.

Answer: B) non-diegetic sound.

7. Alfred Hitchcock's famous shower scene in Psycho represents his technique of A) B)

endowing everyday events with danger. filming images that make powerful political statements.

1-153 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

C) D)

satirizing hypocrisy. showing a single event from multiple points of view.

Difficulty: Easy QuestionID: 09-1-07 Page-Reference: 255 Topic: The Film Auteur Skill: Remember the Facts Objective: LO 9.5 Define the term auteur as it relates to filmmaking and discuss briefly the careers of several prominent auteurs.

Answer: A) endowing everyday events with danger.

8. The auteur who was innovative in the use of long-shot and intense color effect and whose work directly influenced The Magnificent Seven is A) B) C) D)

Akira Kurosawa.

Alfred Hitchcock.

Stanley Kubrick.

Steven Spielberg.

Difficulty: Easy QuestionID: 09-1-08 Page-Reference: 255 Topic: The Film Auteur Skill: Remember the Facts Objective: LO 9.5 Define the term auteur as it relates to filmmaking and discuss briefly the careers of several prominent auteurs.

1-154 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

Answer: A) Akira Kurosawa.

9. The term for when the camera follows a subject as they move through a landscape is A) B) C) D)

a "dissolve." "panning." "point of view." "tracking shot."

Difficulty: Easy QuestionID: 09-1-09 Page-Reference: 232 Topic: Conventions of the Moving Image Skill: Remember the Facts Objective: LO 9.1 Identify and define key conventions of filmmaking.

Answer: D) "tracking shot."

10. The invention of the motion picture is credited to A) B) C) D)

D. W. Griffith.

Georges Mèliès.

Sergei Eisenstein.

Thomas Edison.

Difficulty: Easy QuestionID: 09-1-10 Page-Reference: 234 1-155 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

Topic: Early Milestones in Film Skill: Remember the Facts Objective: LO 9.2 Discuss the importance of some early milestones of film history.

Answer: D) Thomas Edison.

11. A filmmaker whose innovative camera work played a large part in creating political propaganda is A) B) C) D)

Alfred Hitchcock.

George Mèliès.

Sergei Eisenstein.

Stanley Kubrick.

Difficulty: Easy QuestionID: 09-1-11 Page-Reference: 235-236 Topic: Some Early Milestones Skill: Remember the Facts Objective: LO 9.2 Discuss the importance of some early milestones of film history.

Answer: C) Sergei Eisenstein.

12. Godard and Truffant are both French A) B) C) D)

documentary filmmakers. neo-realists.

New Wave filmmakers. symbolist filmmakers.

1-156 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

Difficulty: Easy QuestionID: 09-1-12 Page-Reference: 253 Topic: The Film Auteur Skill: Remember the Facts Objective: LO 9.5 Define the term auteur as it relates to filmmaking and discuss briefly the careers of several prominent auteurs.

Answer: C) New Wave filmmakers.

13. Breaking Bad, Orange Is the New Black, and Succession are all part of A) B) C) D)

a new golden age of television.

New Wave television. a wave of recent sitcoms. television's renewed interest in documentaries.

Difficulty: Easy QuestionID: 09-1-13 Page-Reference: 258 Topic: The "Small Screen"—Television Skill: Remember the Facts Objective: LO 9.6 Explain why the 2000s are known as the "new golden age" of television.

Answer: A) a new golden age of television.

1-157 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

14. Films that aim at revealing nonfictional truth are A) B) C) D)

documentaries. genres. romantic comedies. westerns.

Difficulty: Moderate QuestionID: 09-1-14 Page-Reference: 246 Topic: Major Film Genres Skill: Understand the Concepts Objective: LO 9.3 Identify the characteristics of the major genres of film.

Answer: A) documentaries.

15. Directors who choose their own projects and write screenplays that reflect their signature styles and their personal philosophies are called A) B) C) D)

cinematographers. auteurs.

New Wave filmmakers. personae.

Difficulty: Moderate QuestionID: 09-1-15 Page-Reference: 252 Topic: The Film Auteur 1-158 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

Skill: Understand the Concepts Objective: LO 9.5 Define the term auteur as it relates to filmmaking and discuss briefly the careers of several prominent auteurs.

Answer: B) auteurs.

16. A character who is identified with a specific actor, often to the point where the actor and the character are perceived as the same person, is called a(n) A) B) C) D)

auteur. symbol. stereotype. persona.

Difficulty: Moderate QuestionID: 09-1-16 Page-Reference: 263 Topic: Major Film Genres Skill: Understand the Concepts Objective: LO 9.3 Identify the characteristics of the major genres of film.

Answer: D) persona.

17. Romantic comedies of the late twentieth century such as Always Be My Maybe, and I Want You Back A) B) C) D)

defy conventions of marriage—but with a price. feature men and women of equal wit and ambition. present women in stereotypical ways. pair slovenly male figures with more mature female characters.

1-159 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

Difficulty: Moderate QuestionID: 09-1-17 Page-Reference: 241 Topic: Major Film Genres Skill: Understand the Concepts Objective: LO 9.3 Identify the characteristics of the major genres of film.

Answer: B) feature men and women of equal wit and ambition.

18. A film known for its editing techniques is A) B) C) D)

A Night at the Opera.

Malcolm X. The Battleship Potemkin.

The Godfather.

Difficulty: Moderate QuestionID: 09-1-18 Page-Reference: 235 Topic: Early Milestones in Film Skill: Understand the Concepts Objective: LO 9.2 Discuss the importance of some early milestones of film history.

Answer: C) The Battleship Potemkin.

1-160 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

19. The criterion for critical viewing that distinguishes the features of film from the features of other fictional genres, such as novels and plays, involves whether the A) B) C) D)

action follows the rules of probability. characters have rich inner lives. film respects the audience's integrity. style used is unique to the art of video.

Difficulty: Difficult QuestionID: 09-1-19 Page-Reference: 260 Topic: A Word on Critical Viewing Skill: Apply What You Know Objective: LO 9.7 Explore the importance of critical thinking in evaluating films and television.

Answer: D) style used is unique to the art of video.

20. Which editing technique involves breaking a short scene into detailed components?

A) B) C) D)

dissolve elongated moment panning tracking

Difficulty: Moderate QuestionID: 09-1-20 Page-Reference: 236 Topic: The Film Auteur Skill: Understand the Concepts 1-161 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

Objective: LO 9.5 Define the term auteur as it relates to filmmaking and discuss briefly the careers of several prominent auteurs.

Answer: B) elongated moment

Short Answer Questions

1. Why is Alfred Hitchcock considered an important auteur?

Difficulty: Moderate QuestionID: 09-2-01 Page-Reference: 254-55 Topic: The Film Auteur Skill: Understand the Concepts Objective: LO 9.5 Define the term auteur as it relates to filmmaking and discuss briefly the careers of several prominent auteurs.

Answer: Alfred Hitchcock is considered an important auteur because he created horror in everyday settings using ordinary people unaware of the danger they were in.

2. Why is Humphrey Bogart considered a prominent early actor?

Difficulty: Moderate 1-162 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

QuestionID: 09-2-02 Page-Reference: 239 Topic: Major Film Genres Skill: Understand the Concepts Objective: LO 9.3 Identify the characteristics of the major genres of film.

Answer: Humphrey Bogart's position as the best-known persona in film noir gave a moral depth to any role he played.

3. How did the term slapstick get is name?

Difficulty: Moderate QuestionID: 09-2-03 Page-Reference: 236 Topic: Major Film Genres Skill: Understand the Concepts Objective: LO 9.3 Identify the characteristics of the major genres of film.

Answer: Slapstick comes from the sound of two sticks being struck together off stage to make a theatrical punch sound more violent.

4. What is a sitcom?

Difficulty: Moderate 1-163 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

QuestionID: 09-2-04 Page-Reference: 258 Topic: The "Small Screen"—Television Skill: Understand the Concepts Objective: LO 9.6 Explain why the 2000s are known as the "new golden age" of television.

Answer: "Sitcom" is an abbreviation for "situation comedy." This genre follows the comic events of a group of friends, family, or coworkers.

5. Why is D. W. Griffith considered a brilliant but controversial film innovator?

Difficulty: Moderate QuestionID: 09-2-05 Page-Reference: 233 Topic: Early Milestones in Film Skill: Understand the Concepts Objective: LO 9.2 Discuss the importance of some early milestones of film history.

Answer: Griffith was innovative in his use of sophisticated cuts, close-ups, lingering takes, and skillful editing. He is controversial because his film Birth of a Nation represents the racist hate group the Ku Klux Klan in a positive light.

Essay Questions 1-164 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

1. Identify and describe the difference between classic and modern romantic comedies.

Using a recent example, analyze what modern romantic comedies show about the nature of love.

I. Describe classic romantic comedy elements: class differences are ignored; characters seem to be a good match; characters and plots provide escape from current reality.

II. Describe modern romantic comedy elements: ill-matched couples; stronger female characters; couples may not wind up together.

III. Name a recent example of a romantic comedy.

IV. Explain what modern romantic comedies show about the nature of love today with reference to the example chosen.

Difficulty: Difficult QuestionID: 09-3-01 Page-Reference: 241-242 Topic: Major Film Genres Skill: Analyze It Objective: LO 9.3 Identify the characteristics of the major genres of film.

Answer:

2. The animated film was once mainly directed at a very young audience. In recent years, however, the genre seems to communicate well to all ages. Using the text's discussion of animated films as your model, discuss which features of two recent animated films appeal to audiences of all ages and explain what you believe to be the purpose of such an appeal.

1-165 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

I. Identify two recent animated films that appeal to multiple age groups.

II. Identify which features in these films communicates well across ages.

III. Describe the purpose of such an appeal.

Difficulty: Difficult QuestionID: 09-3-02 Page-Reference: 245-246 Topic: Major Film Genres Skill: Analyze It Objective: LO 9.3 Identify the characteristics of the major genres of film.

Answer:

3. Charlie Chaplin and Humphrey Bogart achieved great success for their powerful screen personas. Consider contemporary examples of actors who have maintained consistent and recognizable screen personas over a number of roles. Choose two different actors whose careers span many films. Explain what you believe is the purpose of using a familiar persona in a film and what the limits of such a practice might be.

I. Identify at least two contemporary actors who have maintained consistent and recognizable personas.

II. Using these actors' films as examples, explain the advantage of using a persona actor in a film.

III. Explain what might be the limits of using a persona actor in a film.

Difficulty: Difficult 1-166 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

QuestionID: 09-3-03 Page-Reference: 236-239 Topic: Major Film Genres Skill: Analyze It Objective: LO 9.3 Identify the characteristics of the major genres of film.

Answer:

4. The art of being human is as much about an approach to human creativity as it is about the products humans make. The criteria for critical viewing represent one such approach.

Nominate a film not mentioned in this chapter for inclusion as significant and worth viewing. Justify its inclusion using three of the criteria for critical viewing.

I. Nominate a film.

II. Explain why this film was chosen in terms of its significance.

III. Name three criteria and justify the film's choice by explaining how it meets those criteria.

Difficulty: Difficult QuestionID: 09-3-04 Page-Reference: 260-261 Topic: A Word on Critical Viewing Skill: Apply What You Know Objective: LO 9.7 Explore the importance of critical thinking in evaluating films and television.

1-167 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

Answer:

5. Choose three criteria from the section "A Word on Critical Viewing." Select one film for each criterion that was not mentioned in the text. Justify how that film is appropriate for that critical area.

I. Identify three criteria.

II. Select one film for the three chosen criteria.

III. Justify how each film is appropriate for that critical area.

Difficulty: Difficult QuestionID: 09-3-05 Page-Reference: 260-261 Topic: A Word on Critical Viewing Skill: Apply What You Know Objective: LO 9.7 Explore the importance of critical thinking in evaluating films and television.

Answer:

Chapter 10: Religion

Multiple Choice Questions

1. Aristotle's Unmoved Mover is the 1-168 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

A) B) C) D)

cold and lifeless universe. cause of the first effect. ordered universe. first instance of monotheism.

Difficulty: Easy QuestionID: 10-1-01 Page-Reference: 277 Topic: Belief in an Amorphous or Universal Divinity Skill: Remember the Facts Objective: LO 10.3 Identify the major pantheistic religions and describe their key characteristics.

Answer: B) cause of the first effect.

2. The Book of Job in the Hebrew Bible deals with the A) B) C) D)

cumulative moral consequences of our actions. concept of an afterlife. origins of human beings. problem of human suffering.

Difficulty: Moderate QuestionID: 10-1-02 Page-Reference: 279 Topic: The Belief in One God Skill: Understand the Concepts Objective: LO 10.4 Identify the major monotheistic religions and describe their key characteristics.

1-169 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

Answer: D) problem of human suffering.

3. Almost all Native American religions believe A) B) C) D)

in the sacred nature of the earth. in the Great Spirit. that life is suffering. in a universal soul.

Difficulty: Easy QuestionID: 10-1-03 Page-Reference: 270 Topic: The Belief in Many Gods Skill: Remember the Facts Objective: LO 10.2 Identify the major polytheistic religions and describe their key characteristics.

Answer: A) in the sacred nature of the earth.

4. Both Hinduism and Buddhism share the belief that suffering A) B) C) D)

results from the accumulation of misdeeds. can be avoided through right living. is the nature of existence. came into the world due to human sinfulness.

Difficulty: Moderate QuestionID: 10-1-04 1-170 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

Page-Reference: 271 Topic: Believe in an Amorphous or Universal Divinity Skill: Understand the Concepts Objective: LO 10.3 Identify the major pantheistic religions and describe their key characteristics.

Answer: C) is the nature of existence.

5. Although the two religions are similar in important ways, Islam and Christianity differ because A) B) C) D)

Islam has an afterlife, but Christianity does not.

Christianity has a holy book, but Islam does not.

Christianity stresses forgiveness of sin, while Islam stresses moral perfection.

Christianity is monotheistic, but Islam is polytheistic.

Difficulty: Easy QuestionID: 10-1-05 Page-Reference: 286 Topic: The Belief in One God Skill: Remember the Facts Objective: LO 10.4 Identify the major monotheistic religions and describe their key characteristics.

Answer: C) Christianity stresses forgiveness of sin, while Islam stresses moral perfection.

6. The story of Adam and Eve in Genesis is an account of 1-171 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

A) B) C) D)

how the belief in an all-good God creates problems. how evil entered the world. the covenant between God and God's creation. how God provides salvation to humans.

Difficulty: Moderate QuestionID: 10-1-06 Page-Reference: 266 Topic: Understanding Good and Evil—The Problem of Faith Skill: Understands the Concepts Objective: LO 10.5 Explain why the question of good and evil challenges religious thinkers.

Answer: B) how evil entered the world.

7. In Islam, the fasting period that commemorates the communication of the Qur'an to Mohammed is A) B) C) D)

Mecca.

Sufi.

Brahma.

Ramadan.

Difficulty: Easy QuestionID: 10-1-07 Page-Reference: 283 Topic: The Belief in One God Skill: Remember the Facts Objective: LO 10.4 Identify the major monotheistic religions and describe their key characteristics.

1-172 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

Answer: D) Ramadan.

8. Which major philosopher from the Middle Ages blended Aristotle's logic with Christianity?

A) B) C) D)

Socrates Muhammad Augustine Thomas Aquinas

Difficulty: Easy QuestionID: 10-1-08 Page-Reference: 288-289 Topic: Understanding Good and Evil—The Problem of Faith Skill: Remember the Facts Objective: LO 10.5 Explain why the question of good and evil challenges religious thinkers.

Answer: D) Thomas Aquinas

9. The first five books of the Hebrew Bible are called the A) B) C) D)

Torah.

Gospels.

Qur'an.

Talmud.

Difficulty: Easy QuestionID: 10-1-09 1-173 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

Page-Reference: 278 Topic: The Belief in One God Skill: Remember the Facts Objective: LO 10.4 Identify the major monotheistic religions and describe their key characteristics.

Answer: A) Torah.

10. The first philosopher to address questions of Christianity such as ex nihilo, evil, and predestination is A) B) C) D)

Martin Luther.

Carl Sagan.

Augustine.

Thomas Aquinas.

Difficulty: Easy QuestionID: 10-1-10 Page-Reference: 282 Topic: The Belief in One God Skill: Remember the Facts Objective: LO 10.3 Identify the major pantheistic religions and describe their key characteristics.

Answer: C) Augustine.

11. The belief that it is impossible to know whether God exists is called 1-174 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

A) B) C) D)

dharma. agnosticism. enlightenment. atheism.

Difficulty: Easy QuestionID: 10-1-11 Page-Reference: 289 Topic: Doubt Skill: Remember the Facts Objective: LO 10.6 Identify and describe the key characteristics of agnosticism and atheism.

Answer: B) agnosticism.

12. Martin Luther was a major figure in A) B) C) D)

the Protestant Reformation. the inquisition. medieval Christian philosophy. early Christian doctrine.

Difficulty: Easy QuestionID: 10-1-12 Page-Reference: 282 Topic: The Belief in One God Skill: Remember the Facts Objective: LO 10.4 Identify the major monotheistic religions and describe their key characteristics.

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Answer: A) the Protestant Reformation.

13. The Taoist doctrine of wu wei roughly translates as A) B) C) D)

"do without doing." "enlightened one." "from nothing." "unmoved mover."

Difficulty: Easy QuestionID: 10-1-13 Page-Reference: 275 Topic: Belief in an Amorphous or Universal Divinity Skill: Remember the Facts Objective: LO 10.2 Identify the major pantheistic belief systems and describe their key characteristics.

Answer: A) "do without doing."

14. The god Vishnu's role in the pantheon of Hinduism is to A) B) C) D)

maintain all that exists in the visible universe. pass judgment on human sin. influence aspects of nature and human behavior. balance creation and destruction.

Difficulty: Moderate QuestionID: 10-1-14 1-176 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

Page-Reference: 270 Topic: The Belief in Many Gods Skill: Understand the Concepts Objective: LO 10.2 Identify the major polytheistic religions and describe their key characteristics.

Answer: D) balance creation and destruction.

15. Dante's Divine Comedy and Milton's Paradise Lost are two great literary works that A) B) C) D)

suggest frustration with an indifferent God. depict belief in many gods. explore important religious questions. challenge religious orthodoxy.

Difficulty: Moderate QuestionID: 10-1-15 Page-Reference: 292 Topic: The Importance of Religion in the Humanities Skill: Understand the Concepts Objective: LO 10.1 Explain why religion is important to the study of the humanities.

Answer: C) explore important religious questions.

16. Islamic art takes the form of A) B)

calligraphic mosaics and elaborate architecture.

Gothic cathedrals.

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C) D)

sculpted figures from stories in the Qur'an. challenging, unorthodox poems.

Difficulty: Moderate QuestionID: 10-1-16 Page-Reference: 292 Topic: Religion and the Arts Skill: Understand the Concepts Objective: LO 10.7 Discuss some examples of the role religion has played in the humanities.

Answer: A) calligraphic mosaics and elaborate architecture.

17. In Buddhism, the exercise that allows for loss of all consciousness of ego is called A) B) C) D)

nirvana. meditation. enlightenment. moksha.

Difficulty: Moderate QuestionID: 10-1-17 Page-Reference: 273 Topic: Belief in an Amorphous or Universal Divinity Skill: Understand the Concepts Objective: LO 10.6 Identify the major pantheistic belief systems and describe their key characteristics.

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Answer: B) meditation.

18. What is the technique an atheist would be likely to apply the following the statement "There is an afterlife"?

A) B) C) D)

creatio ex nihilo the problem of good and evil reductio ad absurdum pragmatism

Difficulty: Moderate QuestionID: 10-1-18 Page-Reference: 290-291 Topic: Understanding Good and Evil—The Problem of Faith Skill: Understand the Concepts Objective: LO 10.6 Identify and describe the key characteristics of agnosticism and atheism.

Answer: C) reductio ad absurdum

19. Walt Whitman's Leaves of Grass shows the influence of the A) B) C) D)

Christian idea of ex nihilo. pragmatist ideas of Charles Pearce.

Islamic idea of service to Allah.

Indian idea of Brahman.

Difficulty: Moderate QuestionID: 10-1-19 Page-Reference: 292 1-179 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

Topic: Religion and the Arts Skill: Understand the Concepts Objective: LO 10.7 Discuss some examples of the role religion has played in the humanities.

Answer: D) Indian idea of Brahman.

20. The ancient Greeks' gods and goddesses A) B) C) D)

controlled certain aspects of nature and life. were influenced by Egyptian notions of divinity. had total control over the fate of humans. were uninvolved in the affairs of mortals.

Difficulty: Moderate QuestionID: 10-1-20 Page-Reference: 268 Topic: The Belief in Many Gods Skill: Understand the Concepts Objective: LO 10.2 Identify the major polytheistic religions and describe their key characteristics.

Answer: A) controlled certain aspects of nature and life.

Short Answer Questions

1. What is predestination?

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Difficulty: Moderate QuestionID: 10-2-01 Page-Reference: 287 Topic: The Belief in One God Skill: Understanding the Concepts Objective: LO 10.4 Identify the major monotheistic religions and describe their key characteristics.

Answer: Predestination is the idea set out by Augustine that before birth God has already determined the course of each human's life.

2. What is syncretism?

Difficulty: Moderate QuestionID: 10-2-02 Page-Reference: 271 Topic: The Belief in Many Gods Skill: Understand the Concepts Objective: LO 10.2 Identify the major polytheistic religions and describe their key characteristics.

Answer: Syncretism is the blending of traditional religion (such as those of Africa or the New World) with newer ones (such as Christianity or Islam).

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3. How do yin and yang work together in Taoism?

Difficulty: Moderate QuestionID: 10-2-03 Page-Reference: 275 Topic: Belief in an Amorphous or Universal Divinity Skill: Understand the Concepts Objective: LO 10.3 Identify the major pantheistic religions and describe their key characteristics.

Answer: Yin represents the passive force of existence, while yang represents the active force of it. They are often represented respectively as white and black interlocking crescents, each of which contains a small circle of the other.

4. What is pragmatism?

Difficulty: Moderate QuestionID: 10-2-04 Page-Reference: 290 Topic: Doubt Skill: Understand the Concepts Objective: LO 10.6 Identify and describe the key characteristics of agnosticism and atheism.

Answer: Pragmatism is an idea from philosophy that states that questions have value only if they have actual application to life and one's conduct. This concept is important to religious doubt.

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5. What is materialism?

Difficulty: Moderate QuestionID: 10-2-05 Page-Reference: 288 Topic: Understanding Good and Evil—The Problem of Faith Skill: Understand the Concepts Objective: LO 10.5 Explain why the question of good and evil challenges religious thinkers.

Answer: Materialism is the belief that only matter exists and that spiritual experiences are solely in the mind.

Essay Questions

1. Compare how the Book of Job handles the problem of suffering and evil with the way the Christian philosopher Augustine does.

I. Explain Job as experiencing undeserved misfortune at the hands of a mysterious God. II. Explain Augustine's concept of free will and of predestination as ways of understanding the nature of God.

Difficulty: Difficult QuestionID: 10-3-01 Page-Reference: 285-291 Topic: Understanding Good and Evil—The Problem of Faith 1-183 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

Skill: Analyze It Objective: LO 10.5 Explain why the question of good and evil challenges religious thinkers.

Answer:

2. Compare how Buddhism or Hinduism understands human behavior and misbehavior to the way Judaism and Christianity understand them.

I. Explain the Hindu concepts of reincarnation and karma or the Buddhist paths to enlightenment and nirvana.

II. Explain the concepts of punishment in this world and the afterlife in Judaism and Christianity.

Difficulty: Difficult QuestionID: 10-3-02 Page-Reference: 271-277 Topic: Belief in an Amorphous or Universal Divinity Skill: Apply What You Know Objective: LO 10.3 Identify the major pantheistic religions and describe their key characteristics.

Answer:

3. How does Aquinas's argument for the existence of God take up the problem of the unmoved mover introduced by Aristotle?

I. Explain the problem of causation in Aristotle.

II. Describe how Aquinas's five tenets for the existence of God respond to this problem.

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Difficulty: Difficult QuestionID: 10-3-03 Page-Reference: 288-289 Topic: Understanding Good and Evil—The Problem of Faith Skill: Apply What You Know Objective: LO 10.5 Explain why the question of good and evil challenges religious thinkers.

Answer:

4. Describe how agnosticism and atheism challenge the certainty of religion.

I. Describe agnosticism's appeal to the unknowable nature of reality.

II. Describe both informal and formal responses to belief in divinity and the pragmatist response.

Difficulty: Difficult QuestionID: 10-3-04 Page-Reference: 289-291 Topic: Doubt Skill: Apply What You Know Objective: LO 10.6 Identify and describe the key characteristics of agnosticism and atheism.

Answer:

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5. Compare how the polytheism of the Greeks compares to that of the Egyptians and Hindu religion. Discuss the Greek gods' and goddesses' role in nature and human lives. Discuss similarities to the Egyptian system, including the idea of rulers as gods. Finally, discuss the roles of Diyaus Pita, Privithi, Indra, and Varuna in human lives.

I. For the Greeks, the importance lies in the intervention of deities in the lives of humans and in the gods' limits in doing so. Individual gods were mythically responsible of specific aspects of human lives.

II. For the Egyptians, rulers were intermediaries between gods and humans. Rulers themselves were considered divine. Out of this divinity, whole cultures and civilizations emerged.

III. The divinities of Hinduism are far less involved in the lives of humans. They represent forces of creativity, destruction, and preservation. The continuous balancing of these forces leads to the central idea that life is in constant change or fluctuation.

Difficulty: Difficult QuestionID: 10-3-05 Page-Reference: 267-271 Topic: The Belief in Many Gods Skill: Apply What You Know Objective: LO 10.2 Identify the major polytheistic religions and describe their key characteristics.

Answer:

Chapter 11: Morality

Multiple Choice Questions

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1. The work of sin, punishment, and redemption that maps out the Christian scheme of Hell, Purgatory, and Paradise is described in A) B) C) D)

Swift's "A Modest Proposal."

Rand's "The Virtue of Selfishness."

Dante's Divine Comedy.

Milton's Paradise Lost.

Difficulty: Easy QuestionID: 11-1-01 Page-Reference: 315 Topic: Morality and the Arts Skill: Remember the Facts Objective: LO 11.5 Discuss the impact of the arts on moral beliefs, and the impact of moral beliefs on the arts.

Answer: C) Dante's Divine Comedy.

2. According to Kant's view, the inborn sense of actions and choices as either morally acceptable or unacceptable is A) B) C) D)

the categorical imperative. utilitarianism. altruism. moral relativism.

Difficulty: Easy QuestionID: 11-1-02 Page-Reference: 297 Topic: Moral Alternatives to Self-interest 1-187 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

Skill: Remember the Facts Objective: LO 11.3 Identify and discuss the key arguments of utilitarianism, Kant's categorical imperative, and altruism.

Answer: A) the categorical imperative.

3. In The Prince, Machiavelli believes the best way to rule is to A) B) C) D)

trust the masses to make their own decisions. apply impartial religious principles. determine the greatest good for the greatest number of people. hold the masses in a state of awe.

Difficulty: Easy QuestionID: 11-1-03 Page-Reference: 305 Topic: The Morality of Self-Interest Skill: Remember the Facts Objective: LO 11.2 Discuss the key arguments for accepting the belief that morality is always based on self-interest.

Answer: D) hold the masses in a state of awe.

4. Kant argued that the categorical imperative A) B) C) D)

resulted from keeping subjects in awe. was based solely on reason. provided the greatest good for the greatest number. resulted from following self-interest.

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Difficulty: Easy QuestionID: 11-1-04 Page-Reference: 307 Topic: Moral Alternatives to Self-Interest Skill: Remember the Facts Objective: LO 11.3 Identify and discuss the key arguments of utilitarianism, Kant's categorical imperative, and altruism.

Answer: B) was based solely on reason.

5. Plato believed that ideal rulership would A) B) C) D)

hold subjects in a state of awe. come from a philosopher king who governed by reason. allow subjects to rule themselves. determine the greatest good for the greatest number of people.

Difficulty: Easy QuestionID: 11-1-05 Page-Reference: 301 Topic: The Morality of Self-Interest Skill: Remember the Facts Objective: LO 11.2 Discuss the key arguments for accepting the belief that morality is always based on self-interest.

Answer: B) come from a philosopher king who governed by reason.

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6. The Christian moral instruction to turn the other cheek was foreshadowed in A) B) C) D)

Plato's Republic. the Code of Hammurabi. the Buddhist moral treatise Dhammapada. the Ten Commandments.

Difficulty: Easy QuestionID: 11-1-06 Page-Reference: 314 Topic: Morality and Religion Skill: Remember the Facts Objective: LO 11.4 Explain the relationship between religion and morality.

Answer: C) the Buddhist moral treatise Dhammapada.

7. According to John Stuart Mill, "the sole end for which power can be rightfully exercised over any member of a civilized community against his will" is to A) B) C) D)

prevent harm to others. keep that member's actions in line with a universal rule that binds all. encourage actions based on reason alone. balance the numerical value of pleasure against the numerical value of pain.

Difficulty: Easy QuestionID: 11-1-07 Page-Reference: 309 Topic: Moral Alternatives to Self-Interest Skill: Remember the Facts 1-190 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

Objective: LO 11.3 Identify and discuss the key arguments of utilitarianism, Kant's categorical imperative, and altruism.

Answer: A) prevent harm to others.

8. A network of related values on which choices of what is right are based is called A) B) C) D)

moral relativism. a moral system. morality. a categorical imperative.

Difficulty: Easy QuestionID: 11-1-08 Page-Reference: 308 Topic: Defining Morality Skill: Remember the Facts Objective: LO 11.1 Identify the major queries of moral philosophy.

Answer: B) a moral system.

9. The idea that time, culture, and situation play roles in what is right and wrong is known as A) B) C) D)

moral absolutism. utilitarianism. moral imperativism. moral relativism.

Difficulty: Easy 1-191 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

QuestionID: 11-1-09 Page-Reference: 298 Topic: Moral Relativism Skill: Remember the Facts Objective: LO 11.6 Analyze the arguments supporting moral relativism and the dangers that relativism implies.

Answer: D) moral relativism.

10. Which statement is based on moral relativism?

A) "The rules that apply to women must also apply to men."

B) "Neither men nor women should be able to do as they please."

C) "True justice can be obtained only when we maximize happiness for men and women."

D) "The social conditions experienced by women might lead to a different sense of what is right and wrong."

Difficulty: Easy QuestionID: 11-1-10 Page-Reference: 321 Topic: Moral Relativism Skill: Remember the Facts Objective: LO 11.6 Analyze the arguments supporting moral relativism and the dangers that relativism implies.

Answer: D) "The social conditions experienced by women might lead to a different sense of what is right and wrong."

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11. Thomas Hobbes's view in Leviathan is that A) B) C) D)

left to their own devices, human beings will be naturally good. reason should govern all acts of morality. the corrupt nature of humans requires strong governmental control. a strong ruler must keep people in a state of awe.

Difficulty: Moderate QuestionID: 11-1-11 Page-Reference: 305 Topic: The Morality of Self-Interest Skill: Understand the Concepts Objective: LO 11.2 Discuss the key arguments for accepting the belief that morality is always based on self-interest.

Answer: C) the corrupt nature of humans requires strong governmental control.

12. James Joyce's Ulysses provides a test case for whether A) B) C) D)

literature should serve for the greatest good for the greatest number. moral standards should limit art's role of representing real values. true love should supersede the values of a community. morality is dependent on time, place, and circumstances.

Difficulty: Difficult QuestionID: 11-1-12 Page-Reference: 317 Topic: Morality and the Arts Skill: Apply What You Know 1-193 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

Objective: LO 11.5 Discuss the impact of the arts on moral beliefs, and the impact of moral beliefs on the arts.

Answer: B) moral standards should limit art's role of representing real values.

13. The statement, "Rulers know better what their subjects need than their own subjects do" fits most closely with the philosophy of A) B) C) D)

enlightened self-interest. utilitarianism. idealism. altruism.

Difficulty: Difficult QuestionID: 11-1-13 Page-Reference: 305 Topic: The Morality of Self-Interest Skill: Apply What You Know Objective: LO 11.2 Discuss the key arguments for accepting the belief that morality is always based on self-interest.

Answer: A) enlightened self-interest.

14. Blue laws are a(n) A) B) C) D)

instance of utilitarianism in action. example of censorship. manifestation of Kant's categorical imperative. lingering effect of biblical morality on modern life.

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Difficulty: Moderate QuestionID: 11-1-14 Page-Reference: 313 Topic: Morality and Religion Skill: Understand the Concepts Objective: LO 11.4 Explain the relationship between religion and morality.

Answer: D) lingering effect of biblical morality on modern life.

15. The work in which Satan is represented as an example of moral ambiguity is A) B) C) D)

Dante's Divine Comedy. the Christian Bible.

Machiavelli's The Prince.

Milton's Paradise Lost.

Difficulty: Moderate QuestionID: 11-1-15 Page-Reference: 315 Topic: Morality and the Arts Skill: Understand the Concepts Objective: LO 11.5 Discuss the impact of the arts on moral beliefs, and the impact of moral beliefs on the arts.

Answer: D) Milton's Paradise Lost.

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16. A literary work that bring up questions of moral relativism is A) B) C) D)

Hilary Mantel's Wolf Hall.

Dante's Divine Comedy.

Milton's Paradise Lost.

Jonathan Swift's "A Modest Proposal."

Difficulty: Moderate QuestionID: 11-1-16 Page-Reference: 321 Topic: Morality Relativism Skill: Understand the Concepts Objective: LO 11.6 Analyze the arguments supporting moral relativism and the dangers that relativism implies.

Answer: A) Hilary Mantel's Wolf Hall.

17. If a person gives up her life so that strangers might live, she is demonstrating A) B) C) D)

moral mathematics. altruism. the categorical imperative. enlightened self-interest.

Difficulty: Difficult QuestionID: 11-1-17 Page-Reference: 312 Topic: Moral Alternatives to Self-Interest Skill: Apply What You Know 1-196 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

Objective: LO 11.3 Identify and discuss the key arguments of utilitarianism, Kant's categorical imperative, and altruism.

Answer: b) altruism.

18. The philosopher whose belief that humanity's natural greed would lead to prosperity, which became the basis for capitalism, is A) B) C) D)

Plato.

Jeremy Bentham.

Adam Smith.

Immanuel Kant.

Difficulty: Moderate QuestionID: 11-1-18 Page-Reference: 303 Topic: The Morality of Self-Interest Skill: Understand the Concepts Objective: LO 11.2 Discuss the key arguments for accepting the belief that morality is always based on self-interest.

Answer: C) Adam Smith.

19. The idea that human beings should not be able to do whatever they please is a basic principle of A) B) C) D)

religion-based morality. altruism. utilitarianism. moral relativism.

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Difficulty: Moderate QuestionID: 11-1-19 Page-Reference: 313 Topic: Morality and Religion Skill: Understand the Concepts Objective: LO 11.10 Explain the relationship between religion and morality.

Answer: A) religion-based morality.

20. The philosophy based on projected and measurable positive or negative results is A) B) C) D)

moral absolutism. moral mathematics. moral relativism. altruism.

Difficulty: Moderate QuestionID: 11-1-20 Page-Reference: 307 Topic: Moral Alternatives to Self-Interest Skill: Understand the Concepts Objective: LO 11.3 Identify and discuss the key arguments of utilitarianism, Kant's categorical imperative, and altruism.

Answer: B) moral mathematics.

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Short Answer Questions

1. What was Socrates' response to Glaucon's view that people serve only their own selfinterest in obeying laws?

Difficulty: Moderate QuestionID: 11-2-01 Page-Reference: 310 Topic: The Morality of Self-Interest Skill: Understand the Concepts Objective: LO 11.2 Discuss the key arguments for accepting the belief that morality is always based on self-interest.

Answer: Socrates maintained that reason suggests that people do good for its own sake and that to know good is to do good.

2. What is laissez-faire?

Difficulty: Moderate QuestionID: 11-2-02 Page-Reference: 303 Topic: The Morality of Self-Interest Skill: Understand the Concepts Objective: LO 11.2 Discuss the key arguments for accepting the belief that morality is always based on self-interest.

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Answer: Laissez-faire is the political concept embraced by Adam Smith that if government does not interfere in business dealings, society overall will be happier and more prosperous.

3. What was John Stuart Mill's philosophy on government and morality?

Difficulty: Moderate QuestionID: 11-2-03 Page-Reference: 309 Topic: Moral Alternatives to Self-Interest Skill: Understand the Concepts Objective: LO 11.3 Identify and discuss the key arguments of utilitarianism, Kant's categorical imperative, and altruism.

Answer: John Stuart Mill believed that although people need government to counterbalance the impact of an irresponsible general population, government should not legislate morality.

4. What is morality?

Difficulty: Moderate QuestionID: 11-2-04 Page-Reference: 297-298 Topic: Defining Morality Skill: Understand the Concepts 1-200 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

Objective: LO 11.1 Identify the major queries of moral philosophy.

Answer: Morality is a choice of right or wrong among significant options.

5. What is utilitarianism?

Difficulty: Moderate QuestionID: 11-2-05 Page-Reference: 307 Topic: Moral Alternatives to Self-Interest Skill: Understand the Concepts Objective: LO 11.3 Identify and discuss the key arguments of utilitarianism, Kant's categorical imperative, and altruism.

Answer: Utilitarianism is a philosophy proposed by Jeremy Bentham and revised by John Stuart Mill which states that morality consists of what offers the greatest good for the greatest number of people.

Essay Questions

1. The philosophies of Plato, Machiavelli, and Ayn Rand are all based on the idea of selfinterest as good or moral. Explain what self-interest means to each of these people. Tell how the idea of self-interest as moral applies to each of their views. Of the three, discuss which one you find the most compelling and why.

I. Define and explain self-interest as moral in Plato's Republic.

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II. Define and explain self-interest as moral in Machiavelli's The Prince.

III. Define and explain self-interest as moral in Ayn Rand's essay.

IV. State which philosophy is the most compelling and support the stance with reasons.

Difficulty: Difficult QuestionID: 11-3-01 Page-Reference: 299-306 Topic: The Morality of Self-Interest Skill: Analyze It Objective: LO 11.2 Discuss the key arguments for accepting the belief that morality is always based on self-interest.

Answer:

2. Explain Kant's categorical imperative and discuss an example of your own creation in which Kant's categorical imperative provides a solution that is morally satisfying in a way that utilitarianism is not.

I. Explain Kant's categorical imperative.

II. Describe an example of Kant's categorical imperative.

III. Discuss why Kant's categorical imperative is more satisfying than utilitarianism in the situation of the example.

Difficulty: Difficult QuestionID: 11-3-02 1-202 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

Page-Reference: 309-311 Topic: Moral Alternatives to Self-Interest Skill: Apply What You Know Objective: LO 11.3 Identify and discuss the key arguments of utilitarianism, Kant's categorical imperative, and altruism.

Answer:

3. Explain a moral problem in which moral relativism will provide a more moral, fair, or appropriate solution than Kant's categorical imperative.

I. Describe a situation or problem in which moral relativism seems moral, fair, or appropriate.

II. Explain why moral relativism is more fitting than the categorical imperative at finding a moral solution to the problem.

Difficulty: Difficult QuestionID: 11-3-03 Page-Reference: 318-321 Topic: Moral Relativism Skill: Analyze It Objective: LO 11.6 Analyze the arguments supporting moral relativism and the dangers that relativism implies.

Answer: 1-203 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

4. Choose a film, novel, short story, play, or other written work in which a character confronts a moral choice. Explain how the piece solves the moral dilemma. Analyze the work's outcome according to the classification and/or philosophy that it most closely matches.

I. Describe a moral choice or problem in a work of art.

II. Explain the outcome or solution that the work provides.

III. Analyze the problem in terms of the philosopher or philosophy it most closely matches.

Difficulty: Difficult QuestionID: 11-3-04 Page-Reference: 318-321 Topic: Morality and the Arts Skill: Analyze It Objective: LO 11.4 Discuss the impact of the arts on moral beliefs, and the impact of moral beliefs on the arts.

Answer:

5. Discuss two hypothetical cases of your own choosing to which you will apply utilitarian principles. In the first case, explain how this philosophy would be primarily a good idea for all members of a given society. In the second, explain how the system would create enormous problems for society and discuss another moral way in which you might solve the problem.

I. Describe a social problem for which utilitarianism would provide a satisfying solution.

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II. Describe a social problem for which utilitarianism would provide an unsatisfying solution.

III. Identify a more satisfying moral solution for the second social problem.

Difficulty: Difficult QuestionID: 11-3-05 Page-Reference: 307-312 Topic: Moral Alternatives to Self-interest Skill: Apply What You Know Objective: LO 11.3 Identify and discuss the key arguments of utilitarianism, Kant's categorical imperative, and altruism.

Answer: Chapter 12: Happiness

Multiple Choice Questions

1. Thomas à Becket's martyrdom is an example of A) B) C) D)

hedonism. stoicism. carpe diem. epicureanism.

Difficulty: Easy QuestionID: 12-1-01 Page-Reference: 330 1-205 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

Topic: Stoicism—Happiness Is Survival Skill: Remember the Facts Objective: LO 12.3 Define stoicism and discuss its key assumptions.

Answer: B) stoicism.

2. The philosophy holding the view that pleasure is to be experienced primarily through the senses is A) B) C) D)

hedonism. stoicism. epicureanism.

Buddhism.

Difficulty: Easy QuestionID: 12-1-02 Page-Reference: 324 Topic: Hedonism—Happiness Is Pleasure Skill: Remember the Facts Objective: LO 12.1 Define hedonism and discuss its key assumptions.

Answer: A) hedonism.

3. Viktor Frankl's philosophy can be summarized as A) B) C) D)

the size of human suffering is relative. the truly innocent can always be happy. happiness comes from selfless service to others. happiness comes from refusing to compromise.

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Difficulty: Easy QuestionID: 12-1-03 Page-Reference: 335 Topic: Models of the Happy Life Skill: Understand the Concepts Objective: LO 12.4 Summarize Aristotle's theory of happiness.

Answer: A) the size of human suffering is relative.

4. The idea that happiness is more one's response to circumstances than the circumstances themselves is central to A) B) C) D)

epicureanism.

Aristotelian happiness. stoicism. hedonism.

Difficulty: Easy QuestionID: 12-1-04 Page-Reference: 329 Topic: Stoicism—Happiness Is Survival Skill: Understand the Concepts Objective: LO 12.3 Define stoicism and discuss its key assumptions.

Answer: C) stoicism.

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5. According to Buddhism, the first of the Four Noble Truths is A) B) C) D)

pain ceases when desire is fulfilled. happiness is the avoidance of pain. there is no escape from pain. life is filled with pain.

Difficulty: Easy QuestionID: 12-1-05 Page-Reference: 338 Topic: Buddhist Paths to Happiness Skill: Remember the Facts Objective: LO 12.6 Discuss the Buddhist path to happiness and its implications for contemporary life.

Answer: D) life is filled with pain.

6. Gandhi is considered an example of moksha because he A) B) C) D)

demonstrated stoicism in his death. found happiness despite external suffering. spoke truth to power. devoted his life to nonviolence.

Difficulty: Easy QuestionID: 12-1-06 Page-Reference: 337 Topic: Models of the Happy Life 1-208 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

Skill: Remember the Facts Objective: LO 12.5 Explain why some tragic lives may also be considered happy ones.

Answer: D) devoted his life to nonviolence.

7. The philosophy closely associated with carpe diem is A) B) C) D)

stoicism.

Hinayana. hedonism. epicureanism.

Difficulty: Easy QuestionID: 12-1-07 Page-Reference: 325 Topic: Hedonism—Happiness Is Pleasure Skill: Remember the Facts Objective: LO 12.1 Define hedonism and discuss its key assumptions.

Answer: C) hedonism.

8. In Buddhist philosophy, both Hinayana and Mahayana refer to A) B) C) D)

paths to happiness. ultimate bliss. types of suffering. strategies of meditation.

Difficulty: Easy 1-209 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

QuestionID: 12-1-08 Page-Reference: 338-339 Topic: Buddhist Paths to Happiness Skill: Remember the Facts Objective: LO 12.6 Discuss the Buddhist path to happiness and its implications for contemporary life.

Answer: A) paths to happiness.

9. Martin Luther King Jr.'s speech "I Have a Dream" gave rational reasons for hope, always stressing nonviolence. This is an illustration of which philosophy?

A) B) C) D)

hedonism. stoicism.

Buddhism. epicureanism.

Difficulty: Easy QuestionID: 12-1-09 Page-Reference: 338 Topic: Epicureanism—Happiness Is Living Moderately and Avoiding Pain Skill: Remember the Facts Objective: LO 12.2 Define epicureanism and its key assumptions.

Answer: D) epicureanism.

10. In Buddhism, freedom from pain comes from 1-210 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

A) B) C) D)

changing one's perspective on happiness. following the Eightfold Path. fulfilling one's desires. retreating from pain.

Difficulty: Easy QuestionID: 12-1-10 Page-Reference: 338 Topic: Buddhist Paths to Happiness Skill: Remember the Facts Objective: LO 12.6 Discuss the Buddhist path to happiness and its implications for contemporary life.

Answer: B) following the Eightfold Path.

11. The version of happiness that involves reflection on how life is being lived is A) B) C) D)

Aristotelian.

Buddhist. epicurean. stoic.

Difficulty: Moderate QuestionID: 12-1-11 Page-Reference: 333 Topic: Aristotle on Happiness Skill: Understand the Concepts Objective: LO 12.4 Summarize Aristotle's theory of happiness.

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Answer: A) Aristotelian.

12. For Aristotle, happiness is A) B) C) D)

the result of giving up desires through meditation. relative to one's perspective. not based on experiencing moments, but a way of living life. a response to circumstances rather than the actual circumstances.

Difficulty: Moderate QuestionID: 12-1-12 Page-Reference: 333 Topic: Aristotle on Happiness Skill: Understand the Concepts Objective: LO 12.4 Summarize Aristotle's theory of happiness.

Answer: C) not based on experiencing moments, but a way of living life.

13. In comedies such as Shakespeare's A Midsummer Night's Dream, happiness is presented mainly as A) B) C) D)

a willingness to accept the foibles of human existence. inseparable from financial success. a move from chaos to order. a retreat from the harsh realities of life.

Difficulty: Moderate QuestionID: 12-1-13 1-212 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

Page-Reference: 341 Topic: Epicureanism—Happiness Is Avoiding Pain Skill: Understand the Concepts Objective: LO 12.7 Identify and describe some examples of happiness and unhappiness as portrayed in the arts.

Answer: C) a move from chaos to order.

14. The philosopher most associated with stoicism is A) B) C) D)

Aristotle.

Aristippus.

Viktor Frankl.

Zeno.

Difficulty: Moderate QuestionID: 12-1-14 Page-Reference: 329 Topic: Stoicism—Happiness Is Survival Skill: Understand the Concepts Objective: LO 12.3 Define stoicism and discuss its key assumptions.

Answer: D) Zeno.

15. Epicurean happiness means A) B)

knowing all things good and bad must pass. balancing indulgence with moderation.

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C) D)

pursuing reason and virtue. indulging the senses.

Difficulty: Moderate QuestionID: 12-1-15 Page-Reference: 327 Topic: Epicureanism—Happiness Is Living Moderately Skill: Understand the Concepts Objective: LO 12.2 Define epicureanism and its key assumptions.

Answer: B) balancing indulgence with moderation.

16. Anne Frank's persistently forgiving attitude and reluctance to see anyone as bad mark her as happy according to the standards of A) B) C) D)

Aristotle. epicureanism. hedonism.

Buddhism.

Difficulty: Moderate QuestionID: 12-1-16 Page-Reference: 336 Topic: Models of the Happy Life Skill: Understand the Concepts Objective: LO 12.5 Explain why some tragic lives may also be considered happy ones.

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Answer: A) Aristotle.

17. Cervantes's Don Quixote presents happiness as A) B) C) D)

a willingness to accept the foibles of human existence. a retreat from a harsh life into fantasy. a move from chaos to order. inseparable from financial success.

Difficulty: Moderate QuestionID: 12-1-17 Page-Reference: 341 Topic: Happiness [and Unhappiness] in the Arts Skill: Understand the Concepts Objective: LO 12.7 Identify and describe some examples of happiness and unhappiness as portrayed in the arts.

Answer: A) a willingness to accept the foibles of human existence.

18. If a person partakes in pleasure moderately, that person is exhibiting A) B) C) D)

carpe diem. hedonism. epicureanism. stoicism.

Difficulty: Moderate QuestionID: 12-1-18 Page-Reference: 327 1-215 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

Topic: Epicureanism—Happiness Is Living Moderately and Avoiding Pain Skill: Understand the Concepts Objective: LO 12.2 Define epicureanism and its key assumptions.

Answer: C) epicureanism.

19. An idea central to Aristotle's notion of happiness is that A) B) C) D)

happiness should hinge on gifts we cannot lose. reason allows us to moderate emotional responses to pain. all things, whether good or bad, must pass. reason and virtue are essential for a good life.

Difficulty: Moderate QuestionID: 12-1-19 Page-Reference: 333 Topic: Aristotle on Happiness Skill: Understand the Concepts Objective: LO 12.4 Summarize Aristotle's theory of happiness.

Answer: D) reason and virtue are essential for a good life.

20. "All you can eat" buffets and open bars at weddings are examples of A) B) C) D)

hedonism. epicureanism. stoicism.

Aristotelian happiness.

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Difficulty: Moderate QuestionID: 12-1-20 Page-Reference: 324-325 Topic: Hedonism—Happiness as Pleasure Skill: Understand the Concepts Objective: LO 12.1 Define hedonism and discuss its key assumptions.

Answer: A) hedonism.

Short Answer Questions

1. What is the big earnings theory?

Difficulty: Moderate QuestionID: 12-2-01 Page-Reference: 326 Topic: Hedonism—Happiness Is Pleasure Skill: Understand the Concepts Objective: LO 12.1 Define hedonism and discuss its key assumptions.

Answer: The big earnings theory is the idea related to hedonism that people who work hard deserve great rewards.

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2. Describe rationalizing.

Difficulty: Moderate QuestionID: 12-2-02 Page-Reference: 331 Topic: Stoicism—Happiness Is Survival Skill: Understand the Concepts Objective: LO 12.3 Define stoicism and discuss its key assumptions.

Answer: Rationalizing means finding convenient rather than logical reasons for believing in something. Some claim that stoic comfort is a form of rationalizing.

3. What is schadenfreude?

Difficulty: Moderate QuestionID: 12-2-03 Page-Reference: 331 Topic: Stoicism—Happiness Is Survival Skill: Understand the Concepts Objective: LO 12.3 Define stoicism and discuss its key assumptions.

Answer: Schadenfreude is the German word that describes pleasure derived from the misfortunes of others.

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4. What is The Nicomachean Ethics?

Difficulty: Moderate QuestionID: 12-2-04 Page-Reference: 332 Topic: Aristotle on Happiness Skill: Understand the Concepts Objective: LO 12.4 Summarize Aristotle's theory of happiness.

Answer: The Nicomachean Ethics is Aristotle's work on the conduct of living in which he offers advice on achieving the greatest happiness.

5. What does Aristotle believe to be the role of government?

Difficulty: Moderate QuestionID: 12-2-05 Page-Reference: 333 Topic: Aristotle on Happiness Skill: Understand the Concepts Objective: LO 12.4 Summarize Aristotle's theory of happiness.

Answer: Aristotle believes that the government's responsibility is to see to its citizens' happiness.

1-219 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

Essay Questions

1. Based on your observations, explain which theory of happiness would be most helpful to the world we live in today, using examples of what modern problems that theory would address.

I. Identify and explain which theory of happiness that would be most helpful to the world.

II. Explain how the theory would address modern problems.

Difficulty: Difficult QuestionID: 12-3-01 Page-Reference: 335-338 Topic: Models of the Happy Life Skill: Analyze It Objective: LO 12.5 Explain why some tragic lives may also be considered happy ones.

Answer:

2. Stoicism, Epicureanism, and Buddhism all consider the role of pain in happiness. Discuss each philosophy and explain how each relates pain to happiness.

I. Describe stoicism and explain how it treats pain and happiness.

II. Describe Epicureanism and explain how it treats pain and happiness.

III. Describe Buddhism and explain how it treats pain and happiness.

1-220 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

Difficulty: Difficult QuestionID: 12-3-02 Page-Reference: 335-338 Topic: Models of the Happy Life Skill: Analyze It Objective: LO 12.5 Explain why some tragic lives may also be considered happy ones.

Answer:

3. Based on your observations, what theory of happiness seems to be practiced most often in the world today? Explain the theory and give examples of its practice.

I. Identify and explain which theory of happiness is most often practiced in the world.

II. Provide and explain examples of how this theory is practiced.

Difficulty: Difficult QuestionID: 12-3-03 Page-Reference: 335-338 Topic: Models of the Happy Life Skill: Analyze It Objective: LO 12.5 Explain why some tragic lives may also be considered happy ones.

1-221 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

Answer:

4. Choose a comedy or a romantic comedy film or play. Explain the version of happiness the work represents.

I. Name a work of comedy or romantic comedy.

II. Identify the work's theory of happiness.

III. Using details from the work, explain how it shows that theory.

Difficulty: Difficult QuestionID: 12-3-04 Page-Reference: 341-342 Topic: Happiness [and Unhappiness] in the Arts Skill: Apply What You Know Objective: LO 12.7 Identify and describe some examples of happiness and unhappiness as portrayed in the arts.

Answer:

5. One of the philosophers in the chapter identifies happiness with virtue and goodness.

Assess the accuracy of such a claim. How might one support such a claim? How might one criticize it? What do you believe about happiness and goodness?

I. Explain why Aristotle's ideas of virtue and happiness could seem accurate.

II. Explain where Aristotle's ideas of virtue and happiness seem to fall short.

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III. Offer an opinion on Aristotle's ideas, using examples to defend the stance.

Difficulty: Difficult QuestionID: 12-3-05 Page-Reference: 332-335 Topic: Aristotle on Happiness Skill: Analyze It Objective: LO 12.4 Summarize Aristotle's theory of happiness.

Answer: Chapter 13: Love

Multiple Choice Questions

1. Dante's inspiration behind and guiding force within the hundred cantos of the Divine Comedy are A) B) C) D)

Beatrice.

Eleanor.

Isolde.

Francesca.

Difficulty: Easy QuestionID: 13-1-01 Page-Reference: 361 Topic: Romantic Love 1-223 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

Skill: Remember the Facts Objective: LO 13.4 Describe the history of romantic love.

Answer: A) Beatrice.

2. A set of aristocratic rules for conducting romance established in the Middle Ages is known as A) B) C) D)

courtly love. double standard. eros. goliard.

Difficulty: Easy QuestionID: 13-1-02 Page-Reference: 360 Topic: Romantic Love Skill: Remember the Facts Objective: LO 13.4 Describe the history of romantic love.

Answer: A) courtly love.

3. For Plato, the highest form of love was A) B) C) D)

between two sexual partners regardless of gender. friendship. intense physical passion. love of the beautiful.

1-224 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

Difficulty: Easy QuestionID: 13-1-03 Page-Reference: 351 Topic: Agape Skill: Remember the Facts Objective: LO 13.2 Discuss the history of agape, and provide examples of its meaning.

Answer: D) love of the beautiful.

4. Which of the following brought the idea of the heroine worshiped for her purity to secular literature?

A) B) C) D)

romance novels Mariolatry courtly love the romance

Difficulty: Easy QuestionID: 13-1-04 Page-Reference: 359 Topic: Romantic Love Skill: Remember the Facts Objective: LO 13.4 Describe the history of romantic love.

Answer: B) Mariolatry

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5. Titania's love for the donkey-headed character Bottom in A Midsummer Night's Dream is an example of A) B) C) D)

platonic love. courtly love. eros. agape.

Difficulty: Moderate QuestionID: 13-1-05 Page-Reference: 347 Topic: Eros Skill: Understand the Concepts Objective: LO 13.1 Discuss the history of eros and provide an example of its meaning.

Answer: C) eros.

6. Nathaniel Hawthorne's story "The Birthmark," in which a husband's attempt to perfect his wife's beauty results in her death, is an example of A) B) C) D)

an argument for agape. a critique of romantic comedy. the limits of platonic love. the wages of lust.

Difficulty: Difficult QuestionID: 13-1-06 Page-Reference: 351 Topic: Agape Skill: Apply What You Know 1-226 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

Objective: LO 13.2 Discuss the history of agape, and provide examples of its meaning.

Answer: C) the limits of platonic love.

7. The goliards were A) B) C) D)

unfaithful husbands from eighteenth-century opera. students preparing for the priesthood who sang songs with erotic content. followers of platonic love. medieval poets from the Middle East.

Difficulty: Easy QuestionID: 13-1-07 Page-Reference: 347 Topic: Eros Skill: Remember the Facts Objective: LO 13.1 Discuss the history of eros and provide an example of its meaning.

Answer: B) students preparing for the priesthood who sang songs with erotic content.

8. The genre of literature in which lovers undertake perilous adventures for the love of a woman is called A) B) C) D)

the romance. the romance novel. romantic comedy. a utopia.

Difficulty: Easy 1-227 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

QuestionID: 13-1-08 Page-Reference: 361 Topic: Romantic Love Skill: Remember the Facts Objective: LO 13.4 Describe the history of romantic love.

Answer: A) the romance.

9. Filial piety is an important feature of A) B) C) D)

romantic comedies. the romance. utopias. the works of Confucius.

Difficulty: Easy QuestionID: 13-1-09 Page-Reference: 356 Topic: Family and Friendship Skill: Remember the Facts Objective: LO 13.4 Analyze what is meant by love in the context of family and friendship.

Answer: D) the works of Confucius.

10. The work that glorifies a serial seducer and adulterer is A)

One Thousand and One Nights.

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B) C) D)

Don Quixote.

The Courtier.

Don Giovanni.

Difficulty: Easy QuestionID: 13-1-10 Page-Reference: 349 Topic: Eros Skill: Remember the Facts Objective: LO 13.1 Discuss the history of eros and provide an example of its meaning.

Answer: D) Don Giovanni.

11. Voltaire's idea that a family is a "group of people who cannot stand the sight of each other" shows A) B) C) D)

the power of blood-ties. the dangers of lust. the power of love that is not physical. an instance of agape.

Difficulty: Moderate QuestionID: 13-1-11 Page-Reference: 352 Topic: Family and Friendship Skill: Understand the Concepts Objective: LO 13.4 Analyze what is meant by love in the context of family and friendship.

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Answer: A) the power of blood-ties.

12. Conspicuous consumption has its origins in A) B) C) D)

Shakespearean romantic comedy.

Victorian ideas of love. eighteenth-century theater. medieval love poetry.

Difficulty: Easy QuestionID: 13-1-12 Page-Reference: 363 Topic: Love and Marriage Skill: Understand the Concepts Objective: LO 13.5 Explain love in the context of marriage throughout history and in today's world.

Answer: B) Victorian ideas of love.

13. The Song of Solomon in the Hebrew Bible celebrates A) B) C) D)

agape. physical ecstasy. chastity. courtly love.

Difficulty: Easy QuestionID: 13-1-13 Page-Reference: 345 1-230 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

Topic: Eros Skill: Remember the Facts Objective: LO 13.1 Discuss the history of eros and provide an example of its meaning.

Answer: B) physical ecstasy.

14. Lorca's Blood Wedding and The House of Bernarda both show the tragic consequences of A) B) C) D)

unbridled lust. marital infidelity. strong family control over marriage. defying the wishes of parents.

Difficulty: Moderate QuestionID: 13-1-14 Page-Reference: 354 Topic: Family and Friendship Skill: Understand the Concepts Objective: LO 13.3 Analyze what is meant by love in the context of family and friendship.

Answer: C) strong family control over marriage.

15. Feminist works of art such as Wasserstein's The Heidi Chronicles change concepts of love by A) B) C)

insisting that love not be the pivotal event in life. calling for the abolition of marriage. raising the demands on what makes an ideal man.

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D)

demanding equality in marriage relationships.

Difficulty: Moderate QuestionID: 13-1-15 Page-Reference: 365 Topic: Variations on a Theme Skill: Understand the Concepts Objective: LO 13.6 Describe the ways in which our notion of love has changed in the twentieth and twenty-first centuries.

Answer: A) insisting that love not be the pivotal event in life.

16. The myth of Venus and Adonis shows A) B) C) D)

the turmoil of presenting women as sexual aggressor in stories. the double standard governing women and men. the longevity of true love. that love between mortals and immortals is impossible.

Difficulty: Moderate QuestionID: 13-1-16 Page-Reference: 346 Topic: Eros Skill: Understand the Concepts Objective: LO 13.1 Discuss the history of eros and provide an example of its meaning.

Answer: D) that love between mortals and immortals is impossible.

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17. The envy of the lovers that the speaker expresses in John Keats's "Ode on a Grecian Urn" is an example of A) B) C) D)

the pursuit of lust. unconditional love. the fleeting nature of mortal love. platonic love of beauty above all else.

Difficulty: Moderate QuestionID: 13-1-17 Page-Reference: 351 Topic: Agape Skill: Understand the Concepts Objective: LO 13.2 Discuss the history of agape, and provide examples of its meaning.

Answer: D) platonic love of beauty above all else.

18. One of the major literary advances in love of the twentieth and twenty-first centuries has been the A) B) C) D)

rejection of romantic love. rejection of marriage. open and sympathetic treatment of same-sex love. renewal of the ideals of platonic love.

Difficulty: Moderate QuestionID: 13-1-18 Page-Reference: 363 Topic: Variations on a Theme 1-233 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

Skill: Understand the Concepts Objective: LO 13.6 Describe the ways in which our notion of love has changed in the twentieth and twenty-first centuries.

Answer: C) open and sympathetic treatment of same-sex love.

19. The Victorian idea that insists on holding women to a different moral code than men is known as A) B) C) D)

the double standard. courtly love. conspicuous consumption. feminism.

Difficulty: Easy QuestionID: 13-1-19 Page-Reference: 363 Topic: Love and Marriage Skill: Remember the Facts Objective: LO 13.5 Explain love in the context of marriage throughout history and in today's world.

Answer: A) the double standard.

20. Saying a person is like Sancho Panza means they are A) B) C) D)

suffering from unrequited love. committed to outdated ideals. recklessly seducing multiple women. deeply loyal and protective of friends.

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Difficulty: Difficult QuestionID: 13-1-20 Page-Reference: 357 Topic: Family and Friendship Skill: Apply What You Know Objective: LO 13.4 Analyze what is meant by love in the context of family and friendship.

Answer: D) deeply loyal and protective of friends.

Short Answer Questions

1. Describe chivalry.

Difficulty: Moderate QuestionID: 13-2-01 Page-Reference: 360 Topic: Romantic Love Skill: Understand the Concepts Objective: LO 13.4 Describe the history of romantic love.

Answer: The French word cheval, meaning horse, led to this English word, referring to a set of actions performed by a knight to honor his lady.

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2. What is platonic love?

Difficulty: Moderate QuestionID: 13-2-02 Page-Reference: 350-351 Topic: Agape Skill: Understand the Concepts Objective: LO 13.2 Discuss the history of agape, and provide examples of its meaning.

Answer: Platonic love is often used to describe close, nonphysical relationships. Platonic love gets its name from the Greek philosopher Plato, and it is the result of advancing from physical love to loving beauty and brilliant minds.

3. What is agape?

Difficulty: Moderate QuestionID: 13-2-03 Page-Reference: 361 Topic: Eros Skill: Understand the Concepts Objective: LO 13.1 Discuss the history of eros and provide examples of its meaning.

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Answer: Agape is the Greek word for a love where the spiritual and intellectual relationship is more important the physical relationship.

4. What does eros mean?

Difficulty: Moderate QuestionID: 13-2-04 Page-Reference: 350 Topic: Eros Skill: Understand the Concepts Objective: LO 13.1 Discuss the history of eros and provide examples of its meaning.

Answer: Named for the Greek god of love, eros refers to love as physical passion.

5. Describe Mariolatry and its function.

Difficulty: Moderate QuestionID: 13-2-05 Page-Reference: 359 Topic: Romantic Love Skill: Understand the Concepts Objective: LO 13.4 Describe the history of romantic love.

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Answer: Mariolatry was a cult that grew up around medieval poets and artists who were devoted to the mother of Jesus. Mariolatry elevated the status of noble women and women in holy orders.

Essay Questions

1. This chapter covers many historical periods in which different kinds of love were practiced and different gender roles observed. Choose a recent representation of modern love from a film, novel, song, or play and discuss how it presents the gender roles in romantic relationships. To what extent does this work show consistency with or deviation from traditional gender roles?

I. Name a work of art that represents a love affair.

II. Analyze the gender roles in the love affair.

III. Discuss these gender roles' relationship to traditional gender roles.

Difficulty: Difficult QuestionID: 13-3-01 Page-Reference: 364-368 Topic: Love and Marriage Skill: Analyze It Objective: LO 13.6 Explain love in the context of marriage throughout history and in today's world.

Answer:

1-238 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

2. Choose a recent representation of modern love from a film, novel, song, or play and discuss what type of love (courtly, eros, agape, platonic) the work of art seems to embody.

According to the work, has loved changed, or do the same concepts apply?

I. Name a work of art that represents a love affair.

II. Identify and explain the type of love depicted in it.

III. Discuss love today based on this model.

Difficulty: Difficult QuestionID: 13-3-02 Page-Reference: 364-368 Topic: Variations on a Theme Skill: Analyze It Objective: LO 13.6 Describe the ways in which our notion of love has changed in the twentieth and twenty-first centuries.

Answer:

3. Discuss the roles that eros and agape play in the modern understanding of marriage and love. Describe the relationship between the two in a marriage.

I. Define the role eros plays in the modern concept of marriage.

II. Discuss the role agape plays in the modern concept of marriage.

III. Define the relationship between the two forms of love within a marriage.

1-239 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

Difficulty: Difficult QuestionID: 13-3-03 Page-Reference: 362-364 Topic: Love and Marriage Skill: Apply What You Know Objective: LO 13.5 Explain love in the context of marriage throughout history and in today's world.

Answer:

4. William Congreve's The Way of the World and courtly love are both based on the "rules of the game." Define the rules of the game and the concept of courtly love in Congreve's work, then lay out the rules of the game for love today. How does love today relate to his play and to courtly love?

I. Describe the rules of courtly love.

II. Describe the rules in Congreve's play.

III. Compile a list of love's rules today.

IV. Discuss how today's rules of love relate to the rules in the play and to courtly love.

Difficulty: Difficult QuestionID: 13-3-04 Page-Reference: 357-362 Topic: Romantic Love Skill: Analyze It 1-240 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

Objective: LO 13.4 Describe the history of romantic love.

Answer:

5. The ancient Hebrews and the Chinese each have distinct models of family. Consider today's families in light of those two traditions. Explain how, in your view, the model of the typical modern family differs from those ancient models.

I. Define ancient Chinese and Hebrew families.

II. Define families today.

III. Discuss how today's families differ from traditional Chinese and Hebrew/Jewish families.

Difficulty: Difficult QuestionID: 13-3-05 Page-Reference: 352-357 Topic: Family and Friendship Skill: Analyze It Objective: LO 13.3 Analyze what is meant by love in the context of family and friendship.

Answer: Chapter 14: Life-Affirmation

Multiple Choice Questions 1-241 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

1. An example of a long symphonic poem that tells a story through sound is A) B) C) D)

Donne's "A Valediction: Forbidding Mourning."

Strauss's Death and Transfiguration.

Milton's Samson Agonistes.

Agee's A Death in the Family.

Difficulty: Easy QuestionID: 14-1-01 Page-Reference: 385 Topic: Life-affirmation in the Humanities Skill: Remember the Facts Objective: LO 14.4 Describe ways in which literature, music, and philosophy help humanity understand death and affirm life.

Answer: B) Strauss's Death and Transfiguration.

2. The British press called pulp fiction involving lurid tales of haunted houses and bodies found in closets A) B) C) D)

disaster stories. penny dreadfuls. zombie literature. vampire tales.

Difficulty: Easy QuestionID: 14-1-02 Page-Reference: 373 Topic: Death in the Popular Arts 1-242 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

Skill: Remember the Facts Objective: LO 14.2 Discuss the ways in which death is portrayed in the popular arts, and explain why these portrayals are often so compelling to audiences.

Answer: B) penny dreadfuls.

3. In Faust, the hero's fate shows the A) B) C) D)

folly of making a pact with Mephistopheles. hope of life after death. need to reconquer freedom and existence daily. danger of wanting to live forever.

Difficulty: Easy QuestionID: 14-1-03 Page-Reference: 388-389 Topic: Models of Life-Affirmation Skill: Understand the Concepts Objective: LO 14.5 Analyze various models of life-affirmation.

Answer: C) need to reconquer freedom and existence daily.

4. Which of the following literary works details the suffering of war?

A) B) C) D)

Henry V Samson Agonistes Faust "Dulce et Decorum Est"

1-243 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

Difficulty: Easy QuestionID: 14-1-04 Page-Reference: 372 Topic: Being Mortal—How We Portray and Celebrate Death Skill: Remember the Facts Objective: LO 14.1 Discuss the ways in which death is imagined and celebrated.

Answer: D) "Dulce et Decorum Est"

5. Moksha is the concept of the afterlife in A) B) C) D)

the Hindu tradition. the Muslim tradition. the Christian tradition. poetry.

Difficulty: Easy QuestionID: 14-1-05 Page-Reference: 377 Topic: Strategies for Dealing with Death Skill: Remember the Facts Objective: LO 14.3 Explain the various strategies people use to affirm life and deal with the fear of death.

Answer: A) the Hindu tradition.

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6. John Donne's "A Valediction: Forbidding Mourning" addresses A) B) C) D)

the speaker's fear of losing his wife. the horrible suffering of war. living in the eternal now. the link between rebirth and spring.

Difficulty: Moderate QuestionID: 14-1-06 Page-Reference: 379 Topic: Strategies for Dealing with Death Skill: Understand the Concepts Objective: LO 14.3 Explain the various strategies people use to affirm life and deal with the fear of death.

Answer: A) the speaker's fear of losing his wife.

7. The celebration in which cakes and candies in the shape of skeletons are eaten at a feast honoring the dead is called A) B) C) D)

All Saints Day. Dulce et Decorum.

St. Crispin's Day. Día de los Muertos.

Difficulty: Easy QuestionID: 14-1-07 Page-Reference: 372 Topic: Being Mortal—How We Portray and Celebrate Death Skill: Remember the Facts 1-245 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

Objective: LO 14.1 Discuss the ways in which death is imagined and celebrated.

Answer: D) Día de los Muertos.

8. New Orleans traditionally commemorates death through A) B) C) D)

Richard Strauss's funeral marches. recitations of speeches from Henry V. jazz funerals. skeleton cakes and candies.

Difficulty: Easy QuestionID: 14-1-08 Page-Reference: 385 Topic: Life-affirmation in the Humanities Skill: Remember the Facts Objective: LO 14.4 Describe ways in which literature, music, and philosophy help humanity understand death and affirm life.

Answer: C) jazz funerals.

9. An ancient figure of life-affirmation is A) B) C) D)

a zombie. the phoenix. the Grim Reaper. a vampire.

Difficulty: Easy 1-246 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

QuestionID: 14-1-09 Page-Reference: 386 Topic: Models of Life-Affirmation Skill: Remember the Facts Objective: LO 14.5 Analyze various models of life-affirmation.

Answer: B) the phoenix.

10. Christopher Hitchens's view is that A) B) C) D)

death holds no lessons. we should defy death by affirming life daily. we should take comfort in an afterlife. disease, not death, is the enemy.

Difficulty: Easy QuestionID: 14-1-10 Page-Reference: 376 Topic: Strategies for Dealing with Death Skill: Remember the Facts Objective: LO 14.3 Explain the various strategies people use to affirm life and deal with the fear of death.

Answer: A) death holds no lessons.

11. A work concerned with the effect of death on children is 1-247 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

A) B) C) D)

the television show House.

Agee's A Death in the Family.

Styron's Sophie's Choice.

Wilde's The Picture of Dorian Gray.

Difficulty: Easy QuestionID: 14-1-11 Page-Reference: 383 Topic: Life-affirmation in the Humanities Skill: Remember the Facts Objective: LO 14.4 Describe ways in which literature, music, and philosophy help humanity understand death and affirm life.

Answer: B) Agee's A Death in the Family.

12. The Picture of Dorian Gray is about A) B) C) D)

reinventing one's life. experiencing survivor's guilt. attempting to stay young forever. finding forgiveness.

Difficulty: Moderate QuestionID: 14-1-12 Page-Reference: 382 Topic: Models of Life-Affirmation Skill: Understand the Concepts Objective: LO 14.5 Analyze various models of life-affirmation 1-248 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

Answer: C) attempting to stay young forever.

13. The novel Sophie's Choice is about A) B) C) D)

finding forgiveness. reinventing one's life. attempting to stay young. experiencing survivor's guilt.

Difficulty: Moderate QuestionID: 14-1-13 Page-Reference: 392 Topic: Models of Life-Affirmation Skill: Understand the Concepts Objective: LO 14.12 Analyze various models of life-affirmation.

Answer: D) experiencing survivor's guilt.

14. A work that links death to the rebirth of life in spring is A) B) C) D)

Rowling's Harry Potter books.

Donne's "A Valediction: Forbidding Mourning."

Milton's Samson Agonistes.

Owen's "Dulce et Decorum Est."

Difficulty: Moderate QuestionID: 14-1-14 Page-Reference: 392 1-249 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

Topic: Strategies for Dealing with Death Skill: Understand the Concepts Objective: LO 14.3 Explain the various strategies people use to affirm life and deal with the fear of death.

Answer: A) Rowling's Harry Potter books.

15. A figure whose death embodies selflessness is A) B) C) D)

Socrates.

Dorian Gray.

Sylvia Plath.

John Donne.

Difficulty: Moderate QuestionID: 14-1-15 Page-Reference: 386 Topic: Models of Life-Affirmation Skill: Understand the Concepts Objective: LO 14.5 Analyze various models of life-affirmation.

Answer: A) Socrates.

16. Greek mythology and Tolkien's Lord of the Rings both A) B) C) D)

medicalize death. beautify death. deny death. address death with humor.

1-250 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

Difficulty: Moderate QuestionID: 14-1-16 Page-Reference: 381 Topic: Strategies for Dealing with Death Skill: Understand the Concepts Objective: LO 14.3 Explain the various strategies people use to affirm life and deal with the fear of death

Answer: B) beautify death.

17. Disaster films are popular because A) B) C) D)

the audience knows the events could not happen. they are based somewhat in reality. they show that death can be overcome. they show that death comes to both good and bad.

Difficulty: Moderate QuestionID: 14-1-17 Page-Reference: 375 Topic: Death in the Popular Arts Skill: Understand the Concepts Objective: LO 14.2 Discuss the ways in which death is portrayed in the popular arts, and explain why these portrayals are often so compelling to audiences.

Answer: C) they show that death can be overcome.

1-251 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

18. A famous work in which a boy must deal with the death of his best friend is A) B) C) D)

Harry Potter and the Chamber of Secrets.

Where the Wild Things Are. Bridge to Terabithia.

The Hunger Games.

Difficulty: Moderate QuestionID: 14-1-18 Page-Reference: 384 Topic: Models of Life-Affirmation Skill: Understand the Concepts Objective: LO 14.4 Describe ways in which literature, music, and philosophy help humanity understand death and affirm life.

Answer: C) Bridge to Terabithia.

19. The idea that the events of life are predetermined is known as A) B) C) D)

life-affirmation. a humorous response to death. an instance of depression. fatalism.

Difficulty: Difficult QuestionID: 14-1-19 Page-Reference: 379 Topic: Strategies for Dealing with Death 1-252 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

Skill: Apply What You Know Objective: LO 14.3 Explain the various strategies people use to affirm life and deal with the fear of death

Answer: D) fatalism.

20. A god who descends into the underworld and then rises again renewed is an example of A) B) C) D)

the phoenix model. the belief that death can be overcome. the glorification of the undead. a human's limited concept of the afterlife.

Difficulty: Difficult QuestionID: 14-1-20 Page-Reference: 387 Topic: Models of Life-Affirmation Skill: Apply What You Know Objective: LO 14.5 Analyze various models of life-affirmation.

Answer: A) the phoenix model.

Short Answer Questions

1. What is life-affirmation?

1-253 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

Difficulty: Moderate QuestionID: 14-2-01 Page-Reference: 386 Topic: Models of Life-Affirmation Skill: Understand the Concepts Objective: LO 14.5 Analyze various models of life-affirmation.

Answer: Life-affirmation is the ability to live freely and without guilt after one has acknowledged that one lives just once.

2. Name three of the six strategies for dealing with death that are discussed in the chapter.

Difficulty: Moderate QuestionID: 14-2-02 Page-Reference: 376-383 Topic: Strategies for Dealing with Death Skill: Understand the Concepts Objective: LO 14.3 Explain the various strategies people use to affirm life and deal with the fear of death.

Answer: The six strategies discussed in the chapter are: - believing in an afterlife - believing in fate - using humor 1-254 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

- avoiding talking about death - attempting to stay young - medicalizing death

3. What is program music, and what is an example of it?

Difficulty: Moderate QuestionID: 14-2-03 Page-Reference: 385 Topic: Life-Affirmation in the Humanities Skill: Understand the Concepts Objective: LO 14.4 Describe ways in which literature, music, and philosophy help humanity understand death and affirm life.

Answer: Program music creates a definite scenario. Strauss's Death and Transfiguration is an example of program music.

4. How do Buddhists view death?

Difficulty: Moderate QuestionID: 14-2-04 Page-Reference: 380 Topic: Strategies for Dealing with Death Skill: Understand the Concepts 1-255 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

Objective: LO 14.3 Explain the various strategies people use to affirm life and deal with the fear of death.

Answer: Buddhists believe that there is no controlling deity or god, and thus death is part of the natural way of the universe and must be accepted without anger.

5. What does "medicalizing death" mean?

Difficulty: Moderate QuestionID: 14-2-05 Page-Reference: 382-383 Topic: Strategies for Dealing with Death Skill: Understand Objective: LO 14.3 Explain the various strategies people use to affirm life and deal with the fear of death.

Answer: Medicalizing death refers to the attitude in the medical community in which saving lives is prioritized above all other considerations and at almost any cost.

Essay Questions

1. Choose the strategy for dealing with death that you find to be most life-affirming and contrast it with the one you think is least life-affirming. Explain why for each.

I. Name the most life-affirming strategy.

1-256 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

II. Name the least life-affirming strategy.

III. Explain each response thoroughly.

Difficulty: Difficult QuestionID: 14-3-01 Page-Reference: 373-376 Topic: Strategies for Dealing with Death Skill: Analyze It Objective: LO 14.3 Explain the various strategies people use to affirm life and deal with the fear of death.

Answer:

2. Choose a work of art (film, play, novel, song, etc.) that you consider life-affirming and, using the definition from the chapter, give examples from the work that support your stance.

I. Identify a work of art that is life-affirming.

II. Defend the stance using the definition from the chapter and details from the chosen piece.

Difficulty: Difficult QuestionID: 14-3-02 Page-Reference: 386-393 Topic: Models of Life-Affirmation 1-257 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

Skill: Apply What You Know Objective: LO 14.5 Analyze various models of life-affirmation.

Answer:

3. Choose a work of art (film, play, novel, song, etc.) that deals directly with death. Explain how death is imagined or celebrated in the work.

I. Identify an artwork dealing with death.

II. Using examples from it, explain how the work imagines or celebrates death.

Difficulty: Difficult QuestionID: 14-3-03 Page-Reference: 371-373 Topic: Being Mortal—How We Portray and Celebrate Death Skill: Apply What You Know Objective: LO 14.1 Discuss the ways in which death is imagined and celebrated.

Answer:

4. Consider William Wordsworth's poem "My Heart Leaps Up." Explain what the ideas of the speaker and the images and details in the poem suggest about the meaning of living and life.

1-258 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

I. Identify what the speaker and poem suggest about living and life.

II. Name specific details, claims, and images from the poem.

III. Explain how they support the poem's meaning.

Difficulty: Difficult QuestionID: 14-3-04 Page-Reference: 388-390 Topic: Models of Life-Affirmation Skill: Analyze It Objective: LO 14.5 Analyze various models of life-affirmation.

Answer:

5. Choose a popular feature of modern life. Explain whether you believe this experience is life-affirming or life-denying.

I. Identify a popular feature of living today.

II. Explain why this feature is life-affirming or life-denying.

Difficulty: Difficult QuestionID: 14-3-05 Page-Reference: 388-390 Topic: Models of Life-Affirmation 1-259 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

Skill: Analyze It Objective: LO 14.5 Analyze various models of life-affirmation.

Answer:

Chapter 15: Nature

Multiple Choice Questions

1. Emerson's work of American transcendentalism is entitled A) B) C) D)

"Nature."

Walden.

"Song of Myself."

Pomp and Circumstance.

Difficulty: Easy QuestionID: 15-1-01 Page-Reference: 399 Topic: Nature and the Romantics Skill: Remember the Facts Objective: LO 15.2 Differentiate among Romantic views of nature defined as the picturesque, the beautiful, and the sublime, providing examples from literature and music.

Answer: A) "Nature."

1-260 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

2. In As You Like It, the Forest of Arden is Shakespeare's version of A) B) C) D)

anti-urbanism. the Garden of Eden. hostile wilderness.

Manifest Destiny.

Difficulty: Easy QuestionID: 15-1-02 Page-Reference: 397 Topic: Early Views of Nature Skill: Remember the Facts Objective: LO 15.1 Discuss the changing views of nature expressed through the arts from biblical times to the Middle Ages to the age of Shakespeare.

Answer: B) the Garden of Eden.

3. The belief that superior peoples should civilize those they think of as inferior is known as A) B) C) D)

transcendentalism. romanticism.

Manifest Destiny. naturalism.

Difficulty: Easy QuestionID: 15-1-03 Page-Reference: 403 Topic: The Rise of Urbanism Skill: Remember the Facts 1-261 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

Objective: LO 15.4 Discuss the implications for the humanities of the rise of urbanism, particularly in the United States.

Answer: C) Manifest Destiny.

4. One of the most profound indictments of human arrogance in the face of nature is entitled A) B) C) D)

Walden.

"Song of Myself."

As You Like It. Heart of Darkness.

Difficulty: Easy QuestionID: 15-1-04 Page-Reference: 411 Topic: More Than an Inconvenience Skill: Remember the Facts Objective: LO 15.7 Discuss the implications for the future of humanity's disregard for nature over the past 100 years.

Answer: D) Heart of Darkness.

5. The famous work by an American naturalist containing the line, "The mass of men lead lives of quiet desperation," is entitled A) B) C) D)

"Nature."

Heart of Darkness.

On the Nature of Things.

Walden.

1-262 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

Difficulty: Easy QuestionID: 15-1-05 Page-Reference: 400 Topic: Nature and the Romantics Skill: Remember the Facts Objective: LO 15.2 Differentiate among Romantic views of nature defined as the picturesque, the beautiful, and the sublime, providing examples from literature and music.

Answer: D) Walden.

6. The work by the Roman poet Lucretius which states that earth exists as a result of a violent collision of atoms is A) B) C) D)

Heart of Darkness.

Apocalypse Now. Of the Nature of Things.

"Nature."

Difficulty: Easy QuestionID: 15-1-06 Page-Reference: 395 Topic: Early Views of Nature Skill: Remember the Facts Objective: LO 15.1 Discuss the changing views of nature expressed through the arts from biblical times to the Middle Ages to the age of Shakespeare.

Answer: C) Of the Nature of Things.

1-263 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

7. Brahman, the Tao, and the dharma are terms from different Asian-origin religions for A) B) C) D)

the destructive power of nature. nature. human arrogance in the face of nature. human responsibility to the natural world.

Difficulty: Easy QuestionID: 15-1-07 Page-Reference: 395 Topic: Early Views of Nature Skill: Remember the Facts Objective: LO 15.1 Discuss the changing views of nature expressed through the arts from biblical times to the Middle Ages to the age of Shakespeare.

Answer: B) nature.

8. A work of art or sculpture designed to work with its natural surroundings is A) B) C) D)

site-specific art. environmentalism. carbon footprint. transcendental art.

Difficulty: Moderate QuestionID: 15-1-08 Page-Reference: 409 Topic: Leaving an Imprint 1-264 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

Skill: Understand the Concepts Objective: LO 15.6 Compare and contrast the way nature is used in Native-American arts, in site-specific art, and in environmental art.

Answer: A) site-specific art.

9. Local parks rose as a direct result of A) B) C) D)

urbanism.

Manifest Destiny. environmentalism. naturalism.

Difficulty: Easy QuestionID: 15-1-09 Page-Reference: 403 Topic: The Rise of Urbanism Skill: Remember the Facts Objective: LO 15.4 Discuss the implications for the humanities of the rise of urbanism, particularly in the United States.

Answer: A) urbanism.

10. Winslow Homer's The Gulf Stream embodies A) B) C) D)

civilization's triumph over nature. site-specific art. the awesome force of nature. humans in harmony with their natural surroundings.

1-265 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

Difficulty: Moderate QuestionID: 15-1-10 Page-Reference: 406 Topic: The Force of Nature Skill: Understand the Concepts Objective: LO 15.5 Describe what is meant by the force of nature, with particular reference to Melville's Moby-Dick and Mary Shelley's Frankenstein.

Answer: C) the awesome force of nature.

11. An important environmentalist work on climate change and rising sea levels is entitled A) B) C) D)

"Hurricane Season: The Nature of War." The End of Ice. Silent Spring.

The Wolf at Twilight.

Difficulty: Easy QuestionID: 15-1-11 Page-Reference: 412 Topic: More Than an Inconvenience Skill: Remember the Facts Objective: LO 15.7 Discuss the implications for the future of humanity's disregard for nature over the past 100 years.

Answer: B) The End of Ice.

1-266 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

12. A classic work that warns of the power of nature is entitled A) B) C) D)

Walden.

Silent Spring.

"Nature."

Moby Dick.

Difficulty: Easy QuestionID: 15-1-12 Page-Reference: 399 Topic: Nature and Native Americans Skill: Remember the Facts Objective: LO 15.5 Describe what is meant by the force of nature, with particular reference to Melville's Moby-Dick and Mary Shelley's Frankenstein.

Answer: D) Moby Dick.

13. The most important early work of modern environmentalism is A) B) C) D)

"Hurricane Season: The Nature of War." The Wolf at Twilight.

An Inconvenient Truth.

Silent Spring.

Difficulty: Easy QuestionID: 15-1-13 Page-Reference: 412 Topic: More Than an Inconvenience Skill: Remember the Facts 1-267 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

Objective: LO 15.7 Discuss the implications for the future of humanity's disregard for nature over the past 100 years.

Answer: D) Silent Spring.

14. A broad term for ecosystems and the systems of laws governing the universe is A) B) C) D)

nature. naturalism. transcendentalism. environmentalism.

Difficulty: Moderate QuestionID: 15-1-14 Page-Reference: 414 Topic: Early Views of Nature Skill: Understand the Concepts Objective: LO 15.1 Discuss the changing views of nature expressed through the arts from biblical times to the Middle Ages to the age of Shakespeare.

Answer: A) nature.

15. Carl Sandburg's poetry was written in response to A) B) C) D)

transcendentalism. environmentalism. urbanism.

Manifest Destiny.

Difficulty: Moderate 1-268 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

QuestionID: 15-1-15 Page-Reference: 404 Topic: The Rise of Urbanism.

Skill: Understand the Concepts Objective: LO 15.4 Discuss the implications for the humanities of the rise of urbanism, particularly in the United States.

Answer: C) urbanism.

16. The artistic movement that urged awe and fear in response to nature is A) B) C) D)

transcendentalism. romanticism. environmentalism. naturalism.

Difficulty: Moderate QuestionID: 15-1-16 Page-Reference: 398 Topic: Nature and the Romantics Skill: Understand the Concepts Objective: LO 15.2 Differentiate among Romantic views of nature defined as the picturesque, the beautiful, and the sublime, providing examples from literature and music.

Answer: B) romanticism.

17. The tragic attempt to control or manipulate nature is central to the book 1-269 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

A) B) C) D)

Heart of Darkness.

Silent Spring.

Walden.

Frankenstein.

Difficulty: Moderate QuestionID: 15-1-17 Page-Reference: 405 Topic: The Force of Nature Skill: Understand the Concepts Objective: LO 15.3 Describe what is meant by the force of nature, with particular reference to Melville's Moby-Dick and Mary Shelley's Frankenstein.

Answer: D) Frankenstein.

18. A work on Native Americans' relationship with nature is entitled A) B) C) D)

The Wolf at Twilight.

Silent Spring.

An Inconvenient Truth.

Walden.

Difficulty: Moderate QuestionID: 15-1-18 Page-Reference: 408 Topic: Leaving an Imprint Skill: Understand the Concepts Objective: LO 15.4 Compare and contrast the way nature is used in Native-American arts, in site-specific art, and in environmental art.

1-270 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

Answer: A) The Wolf at Twilight.

19. The Romantics' stance of equating nature with freedom is the A) B) C) D)

force behind Manifest Destiny. origin of modern environmentalism. foundation of natural rights. cause of modern degradation of nature.

Difficulty: Moderate QuestionID: 15-1-19 Page-Reference: 398 Topic: Nature and the Romantics Skill: Understand the Concepts Objective: LO 15.2 Differentiate among Romantic views of nature defined as the picturesque, the beautiful, and the sublime, providing examples from literature and music.

Answer: C) foundation of natural rights.

20. Someone living a hermit's life far from society is most likely a(n) A) B) C) D)

transcendentalist. naturalist. environmentalist. urbanist.

Difficulty: Difficult QuestionID: 15-1-20 1-271 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

Page-Reference: 400 Topic: Nature and the Romantics Skill: Apply What You Know Objective: LO 15.2 Differentiate among Romantic views of nature defined as the picturesque, the beautiful, and the sublime, providing examples from literature and music.

Answer: B) naturalist.

Short Answer Questions

1. What is environmental art?

Difficulty: Moderate QuestionID: 15-2-01 Page-Reference: 409 Topic: Leaving an Imprint Skill: Understand the Concepts Objective: LO 15.6 Compare and contrast the way nature is used in Native-American arts, in site-specific art, and in environmental art.

Answer: Environmental art calls attention to the damage humans have done to landscapes over the centuries.

2. What is environmentalism?

1-272 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

Difficulty: Moderate QuestionID: 15-2-02 Page-Reference: 395 Topic: Early Views of Nature Skill: Understand the Concepts Objective: LO 15.1 Discuss the changing views of nature expressed through the arts from biblical times to the Middle Ages to the age of Shakespeare.

Answer: Environmentalism is the modern idea that people do not have the right to trash the environment and instead are responsible for its safekeeping.

3. What are natural rights?

Difficulty: Moderate QuestionID: 15-2-03 Page-Reference: 398 Topic: Nature and the Romantics Skill: Understand the Concepts Objective: LO 15.2 Differentiate among Romantic views of nature defined as the picturesque, the beautiful, and the sublime, providing examples from literature and music.

Answer: This cornerstone of democracy draws from the idea that natural rights and freedom are one and the same.

1-273 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

4. What is a naturalist?

Difficulty: Difficult QuestionID: 15-2-04 Page-Reference: 400 Topic: Nature and the Romantics Skill: Understand the Concepts Objective: LO 15.2 Differentiate among Romantic views of nature defined as the picturesque, the beautiful, and the sublime, providing examples from literature and music.

Answer: A naturalist is someone who desires to live as far away from civilized society (and as close to nature) as possible.

5. How did romantic artists' portrait of nature differ from those of early artists such as Dante and Michelangelo?

Difficulty: Moderate QuestionID: 15-2-05 Page-Reference: 398 Topic: The Force of Nature Skill: Understand the Concepts Objective: LO 15.5 Describe what is meant by the force of nature, with particular reference to Melville's Moby-Dick and Mary Shelley's Frankenstein.

1-274 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

Answer: Romantic artists invested nature with the awesome power that earlier artists had attributed to God.

Essay Questions

1. Detail the environmental practices in the immediate environment (town or university) in which you live. Describe the extent to which your society encourages or discourages environmentally sound practices. Describe the extent to which environmentally sound practices are left up to the individual.

I. Identify the environmentalist features or policy of towns or immediate environment.

II. Evaluate the extent to which policies and practices (or the lack thereof) aid or deter environmentalism in the immediate surroundings.

III. Describe the extent to which environmentally sound practices are left up individuals.

Difficulty: Difficult QuestionID: 15-3-01 Page-Reference: 408-410 Topic: Leaving an Imprint Skill: Apply What You Know Objective: LO 15.6 Compare and contrast the way nature is used in Native-American arts, in site-specific art, and in environmental art.

Answer:

1-275 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

2. Compare the Romantics' attitude toward nature with the practices that developed in the twentieth century. Discuss whether their views on nature have been more harmful or helpful toward environmental causes.

I. Discuss the Romantics' views toward nature.

II. Discuss modern practices regarding nature.

III. Consider the relationship between the two as one where the first is more helpful, neutral, or more harmful to the environment.

Difficulty: Difficult QuestionID: 15-3-02 Page-Reference: 398-402 Topic: Nature and the Romantics Skill: Analyze It Objective: LO 15.2 Differentiate among Romantic views of nature defined as the picturesque, the beautiful, and the sublime, providing examples from literature and music.

Answer:

3. Consider a work of art (film, song, painting, play, novel, nonfiction work) with a nature theme. Analyze the attitude toward nature that the work of art supports. Use many details to support and illustrate your point.

I. Choose an artwork with a nature theme.

II. Identify the attitude toward nature the work supports.

III. Provide details and examples to support the argument.

1-276 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

Difficulty: Difficult QuestionID: 15-3-03 Page-Reference: 405-407 Topic: The Force of Nature Skill: Analyze It Objective: LO 15.5 Describe what is meant by the force of nature, with particular reference to Melville's Moby-Dick and Mary Shelley's Frankenstein.

Answer:

4. If the ideas in "More Than an Inconvenience" are correct, environmental changes may cause people to make sacrifices and work together. In your view, what kinds of "conveniences" would people willingly sacrifice and what kinds would people be likely to give them up only if they are forced to? Explain your stance.

I. Identify conveniences of modern life.

II. Explain which conveniences could be readily sacrificed and why.

III. Explain which conveniences people would sacrifice only with great resistance and why.

Difficulty: Difficult QuestionID: 15-3-04 Page-Reference: 410-413 Topic: More Than an Inconvenience Skill: Analyze It 1-277 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

Objective: LO 15.7 Discuss the implications for the future of humanity's disregard for nature over the past 100 years.

Answer:

5. In his essay discussed in the chapter, Emerson maintains that individuals and nature are parts of the same whole, and to love ourselves is to love the natural world around us. To what extent do modern practices and environmental problems agree with or challenge the ideas of self-love and unity that Emerson presents?

I. Describe some current environmental problems and practices that Emerson might discuss.

II. Explain how Emerson's concept of oneness with nature and how the attack on nature is tantamount to an attack on one's self.

Difficulty: Difficult QuestionID: 15-3-05 Page-Reference: 398-402 Topic: Nature and the Romantics Skill: Apply What You Know Objective: LO 15.2 Differentiate among Romantic views of nature defined as the picturesque, the beautiful, and the sublime, providing examples from literature and music.

Answer:

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Chapter 16: Freedom

Multiple Choice Questions

1. Sociobiologists believe that all decisions A) B) C) D)

are dictated by the environment. are determined by the actor's choices. alter genetics in the future. have a genetic origin.

Difficulty: Easy QuestionID: 16-1-01 Page-Reference: 425 Topic: Determinism Skill: Remember the Facts Objective: LO 16.2 Describe various determinist arguments, including political, institutional, and economic determinism, character as fate, behaviorism, and genetic determinism.

Answer: D) have a genetic origin.

2. Behaviorism is the idea that all actions A) B) C) D)

alter genetics for the future. are conditioned by rewards and punishments. are determined by the actor's choices. have a genetic origin.

Difficulty: Easy 1-279 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

QuestionID: 16-1-02 Page-Reference: 423 Topic: Determinism Skill: Remember the Facts Objective: LO 16.2 Describe various determinist arguments, including political, institutional, and economic determinism, character as fate, behaviorism, and genetic determinism.

Answer: B) are conditioned by rewards and punishments.

3. In the ancient world of the Greeks and Romans, individual freedom was A) B) C) D)

available to many but only because much of the world was barbaric. granted only to the minority, made up of male citizens. open to all men and women in both societies. rejected as dangerous to the state.

Difficulty: Easy QuestionID: 16-1-03 Page-Reference: 416 Topic: Early Views of Freedom Skill: Remember the Facts Objective: LO 16.1 Explain early views of freedom, including the role of religion in discussing freedom.

Answer: B) granted only to the minority, made up of male citizens.

4. Secular existentialism is founded on the idea that 1-280 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

A) B) C) D)

divinity endows humans with free will. divinity has predetermined one's existence before birth. existence comes before our essence. inborn traits determine human actions.

Difficulty: Easy QuestionID: 16-1-04 Page-Reference: 431 Topic: Existentialism Skill: Remember the Facts Objective: LO 16.4 Explain the term existentialism and its relationship to the debate about free will and determinism.

Answer: C) existence comes before our essence.

5. Freud's term for the inner voice and values imposed on us by family, religion, education, and the law is A) B) C) D)

the ego. the id. indeterminism. the superego.

Difficulty: Easy QuestionID: 16-1-05 Page-Reference: 428 Topic: Free Will Skill: Remember the Facts

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Objective: LO 16.3 Describe various arguments supporting the existence of free will, including those based on theories of Schopenhauer, William James, and Freud.

Answer: D) the superego.

6. William James's idea that the world is a collection of chance happenings is called A) B) C) D)

behaviorism. existentialism. indeterminism. the myth of freedom.

Difficulty: Easy QuestionID: 16-1-06 Page-Reference: 426 Topic: Free Will Skill: Remember the Facts Objective: LO 16.3 Describe various arguments supporting the existence of free will, including those based on theories of Schopenhauer, William James, and Freud.

Answer: C) indeterminism.

7. The thinker who believed that the will is actually the opposite of freedom was A) B) C) D)

Arthur Schopenhauer.

B. F. Skinner.

Sigmund Freud.

William James.

Difficulty: Easy 1-282 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

QuestionID: 16-1-07 Page-Reference: 426 Topic: Free Will Skill: Remember the Facts Objective: LO 16.3 Describe various arguments supporting the existence of free will, including those based on theories of Schopenhauer, William James, and Freud.

Answer: A) Arthur Schopenhauer.

8. Which philosopher used the fate of Sisyphus as an analogy for the absurd human condition?

A) B) C) D)

Jean-Paul Sartre Sigmund Freud Simone de Beauvoir Albert Camus

Difficulty: Easy QuestionID: 16-1-08 Page-Reference: 433 Topic: Existentialism Skill: Remember the Facts Objective: LO 16.4 Explain the term existentialism and its relationship to the debate about free will and determinism.

Answer: D) Albert Camus

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9. The belief that the social class into which we are born strongly influences our hopes, our aspirations, and career choices is known as A) B) C) D)

economic determinism. existentialism. indeterminism. socialism.

Difficulty: Easy QuestionID: 16-1-09 Page-Reference: 421 Topic: Determinism Skill: Remember the Facts Objective: LO 16.2 Describe various determinist arguments, including political, institutional, and economic determinism, character as fate, behaviorism, and genetic determinism.

Answer: A) economic determinism.

10. The revolutionary thinker who believed freedom to be a natural right is A) B) C) D)

Adam Smith.

Jean-Jacques Rousseau.

Karl Marx.

Napoleon Bonaparte.

Difficulty: Easy QuestionID: 16-1-10 Page-Reference: 419 Topic: Determinism Skill: Remember the Facts 1-284 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

Objective: LO 16.2 Describe various determinist arguments, including political, institutional, and economic determinism, character as fate, behaviorism, and genetic determinism.

Answer: B) Jean-Jacques Rousseau.

11. The belief that self-interest and greed not only drive behavior but are economically healthy was promoted by A) B) C) D)

Adam Smith.

Albert Camus.

Karl Marx.

Georg Wilhelm Friedrich Hegel.

Difficulty: Easy QuestionID: 16-1-11 Page-Reference: 422 Topic: Determinism Skill: Remember the Facts Objective: LO 16.2 Describe various determinist arguments, including political, institutional, and economic determinism, character as fate, behaviorism, and genetic determinism.

Answer: A) Adam Smith.

12. A Buddhist might observe that the American dream of freedom to acquire unlimited wealth A) B) C) D)

is based on a system of rewards and punishments. creates suffering more than pleasure. denies the reality of human suffering. emerges from deep psychological forces.

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Difficulty: Easy QuestionID: 16-1-12 Page-Reference: 435 Topic: Freedom Within Limitations Skill: Remember the Facts Objective: LO 16.5 Discuss why true freedom needs limits.

Answer: C) denies the reality of human suffering.

13. The idea that we are compelled by forces of which we are unaware is a principle belief of A) B) C) D)

Adam Smith's market theory.

Freudian psychoanalysis.

Marxism's bourgeoisie.

Skinner's behaviorism.

Difficulty: Moderate QuestionID: 16-1-13 Page-Reference: 425 Topic: Free Will Skill: Understand the Concepts Objective: LO 16.3 Describe various arguments supporting the existence of free will, including those based on theories of Schopenhauer, William James, and Freud

Answer: B) Freudian psychoanalysis.

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14. Maya Angelou's poem "Still I Rise" speaks to A) B) C) D)

achieving freedom only when we place limits on ourselves. the need for society to rise up. the power of the human spirit and how we persist against all obstacles and challenges. the rules of the poem form are too restrictive.

Difficulty: Moderate QuestionID: 16-1-14 Page-Reference: 449 Topic: Freedom within Limitations Skill: Understand the Concepts Objective: LO 16.5 Discuss why true freedom needs limits.

Answer: C) the power of the human spirit and how we persist against all obstacles and challenges.

15. Mary Oliver's "The Summer Day" illustrates the A) B) C) D)

idea that reaching beyond ourselves is a natural right. danger of taking hasty risks. futility of freedom without limits. impossibility of true freedom.

Difficulty: Moderate QuestionID: 16-1-15 Page-Reference: 439 Topic: Freedom within Limitations Skill: Understand the Concepts 1-287 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

Objective: LO 16.5 Discuss why true freedom needs limits.

Answer: A) idea that reaching beyond ourselves is a natural right.

16. Simone de Beauvoir believed that A) B) C) D)

the human condition is absurd. the human condition is doomed by freedom. the human will directly opposes freedom. women have been undervalued by the codes written by men.

Difficulty: Moderate QuestionID: 16-1-16 Page-Reference: 432 Topic: Existentialism Skill: Understand the Concepts Objective: LO 16.4 Explain the term existentialism and its relationship to the debate about free will and determinism.

Answer: D) women have been undervalued by the codes written by men.

17. Martin Buber's I/Thou relationship means that God A) B) C) D)

is an authoritative deity who limits human freedom. dwells in every person. is wholly different from humans. must be approached through "fear and trembling."

Difficulty: Moderate 1-288 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

QuestionID: 16-1-17 Page-Reference: 430 Topic: Existentialism Skill: Understand the Concepts Objective: LO 16.4 Explain the term existentialism and its relationship to the debate about free will and determinism.

Answer: B) dwells in every person.

18. The idea that the conscious choice to believe in God is born out of the despair of not knowing is A) B) C) D)

Kierkegaard's leap of faith.

Augustine's free will.

Martin Buber's I/Thou philosophy.

Sartre's secular existentialism.

Difficulty: Moderate QuestionID: 16-1-18 Page-Reference: 429 Topic: Existentialism Skill: Understand the Concepts Objective: LO 16.4 Explain the term existentialism and its relationship to the debate about free will and determinism.

Answer: A) Kierkegaard's leap of faith.

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19. If one feels that strong government control is necessary to protect people from others, that person is advocating A) B) C) D)

communism. institutional determinism. economic determinism. socialism.

Difficulty: Difficult QuestionID: 16-1-19 Page-Reference: 420 Topic: Determinism Skill: Apply What You Know Objective: LO 16.2 Describe various determinist arguments, including political, institutional, and economic determinism, character as fate, behaviorism, and genetic determinism.

Answer: B) institutional determinism.

20. Augustine dealt with the problem of how A) B) C) D)

an all-knowing God can exist and there still be free will. humans can find meaning in the face of an indifferent universe. suffering limits human freedom. uncertainly requires a leap of faith.

Difficulty: Moderate QuestionID: 16-1-20 Page-Reference: 417 Topic: Early Views of Freedom Skill: Understand the Concepts 1-290 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

Objective: LO 16.1 Explain early views of freedom, including the role of religion in discussing freedom.

Answer: A) an all-knowing God can exist and there still be free will.

Short Answer Questions

1. What is genetic investment?

Difficulty: Moderate QuestionID: 16-2-01 Page-Reference: 425 Topic: Determinism Skill: Understand the Concepts Objective: LO 16.2 Describe various determinist arguments, including political, institutional, and economic determinism, character as fate, behaviorism, and genetic determinism.

Answer: Genetic investment is the idea from sociobiology that everything we do is driven by our genetic strain. Love between two people is a matter of genes: The decision to settle down with a partner and procreate is based on the desire to make a genetic investment in continuing our line.

Traditional definitions of love are thus displaced; people who share the same genetic attitudes are likely to attract each other. Even family ties result from sharing a similar gene pool.

2. How does the concept of nature versus nurture relate to freedom?

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Difficulty: Moderate QuestionID: 16-2-02 Page-Reference: 425 Topic: Determinism Skill: Understand the Concepts Objective: LO 16.2 Describe various determinist arguments, including political, institutional, and economic determinism, character as fate, behaviorism, and genetic determinism.

Answer: The nature versus nurture debate revolves around whether genetics and DNA or society and environment determine human behavior.

3. What does B. F. Skinner's Beyond Freedom and Dignity suggest?

Difficulty: Difficult QuestionID: 16-2-03 Page-Reference: 424 Topic: Determinism Skill: Apply What You Know Objective: LO 16.2 Describe various determinist arguments, including political, institutional, and economic determinism, character as fate, behaviorism, and genetic determinism.

Answer: An ideal society can be designed in which people develop their abilities to the maximum—even creative ones—through carefully preplanned reinforcements.

4. What does Rousseau believe about humans in the state of nature?

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Difficulty: Moderate QuestionID: 16-2-04 Page-Reference: 434 Topic: Determinism Skill: Understand the Concepts Objective: LO 16.2 Describe various determinist arguments, including political, institutional, and economic determinism, character as fate, behaviorism, and genetic determinism.

Answer: Humans in nature are kind and tame; they become violent or hostile only when threatened by authority.

5. Explain why Albert Camus says that the only serious philosophical problem is suicide.

Difficulty: Moderate QuestionID: 16-2-05 Page-Reference: 433 Topic: Existentialism Skill: Understand the Concepts Objective: LO 16.4 Explain the term existentialism and its relationship to the debate about free will and determinism.

Answer: Camus suggests that if life really has no meaning, then the question we all must deal with is "Why go on living?" Camus opts for finding the joy in the experience of each moment of existence.

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Essay Questions

1. The end of the chapter suggests that limitations are as important to artistic expression as absolute freedom. Choose a work of art (film, poem, novel, painting, etc.) and discuss features of it that demonstrate how limitations and freedom work together.

I. Choose a work of art.

II. Identify its features that show limitations.

III. Identify its features that show freedom of creative choice.

Difficulty: Difficult QuestionID: 16-3-01 Page-Reference: 434-439 Topic: Freedom within Limitations Skill: Analyze It Objective: LO 16.5 Discuss why true freedom needs limits.

Answer:

2. The chapter presents a number of theories that suggest that human action is determined by forces other than free choice. Choose the one of these that you think is the strongest and explain why it is more compelling than two others.

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I. Choose a theory of determinism (genetic investment, economic determinism, psychoanalysis, behaviorism, political determinism).

II. Explain the strength of the chosen theory.

III. Contrast it with two theories that are not as strong.

IV. Explain why it is more compelling than the others.

Difficulty: Difficult QuestionID: 16-3-02 Page-Reference: 417-425 Topic: Determinism Skill: Analyze It Objective: LO 16.2 Describe various determinist arguments, including political, institutional, and economic determinism, character as fate, behaviorism, and genetic determinism.

Answer:

3. Kierkegaard applies his leap of faith to belief in God. To what extent does this concept apply to non-religious fields such as science, economics, or another aspect of life?

I. Explain Kierkegaard's leap of faith.

II. Choose a non-religious field as a test case.

III. Defend or criticize its applicability outside of religious faith.

Difficulty: Difficult 1-295 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

QuestionID: 16-3-03 Page-Reference: 429-434 Topic: Existentialism Skill: Apply What You Know Objective: LO 16.4 Explain the term existentialism and its relationship to the debate about free will and determinism.

Answer:

4. The chapter presents a number of arguments in favor of free choice over determinism (Simone de Beauvoir, existentialism, William James). Explain which argument for free will is the most persuasive to you.

I. Choose an argument in favor of free will.

II. Explain why it is the most compelling argument.

Difficulty: Difficult QuestionID: 16-3-04 Page-Reference: 425-429 Topic: Free Will Skill: Analyze it Objective: LO 16.3 Describe various arguments supporting the existence of free will, including those based on theories of Schopenhauer, William James, and Freud.

Answer: 1-296 Copyright © 2024, 2017, 2012 Pearson Education, Inc. All rights reserved.

5. Describe a situation in modern society in which you believe humans need more individual freedom. Describe another situation in which you believe people need less freedom. Explain why for both situations.

I. Choose and explain a situation requiring more freedom.

II. Choose and explain a situation requiring less freedom.

Difficulty: Difficult QuestionID: 16-3-05 Page-Reference: 434-439 Topic: Freedom within Limitations Skill: Analyze It Objective: LO 16.5 Discuss why true freedom needs limits.

Answer:

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