African Americans A Concise History, Combined Volume, 5E Darlene Clark Hine Test Bank by TBtutors

Type:

Test Bank

Resource:

African Americans A Concise History, Combined Volume

Edition:

5th Edition

Author(s):

Darlene Clark Hine William C. Hine Stanley C. Harrold

Chapter 1: Africa MULTIPLE CHOICE 1) Which desert covers the northern third of the African continent? A) Sonora B) Sahara C) Mojave D) Kalahari Answer: B Learning Objective: LO: 1.1 Page Ref: 2 A-head: A Huge and Diverse Land Skill Level: Remember the Facts 2) The origins of humanity lie in which of the following continents? A) Asia B) North America C) Africa D) Australia Answer: C Learning Objective: LO: 1.2 Page Ref: 2 A-head: The Birthplace of Humanity Skill Level: Remember the Facts 3) The concept or term habilis in anthropology refers to __________. A) wearing a habit B) forming habits C) using tools D) living in a home Answer: C Learning Objective: LO: 1.2 Page Ref: 2 A-head: The Birthplace of Humanity Skill Level: Understand the Concepts 4) A) B) C)

The term homo sapiens refers to __________. modern humans modern chimpanzees modern swine 1 .

D) modern fish Answer: A Learning Objective: LO: 1.2 Page Ref: 2 A-head: The Birthplace of Humanity Skill Level: Understand the Concepts 5)

Based on the image in 1-1, which aspects of the drawing suggest it is a hominid with similarities to modern humans? A) diet and health B) clothing and shoes C) food and housing D) skeletal structures Answer: D Learning Objective: LO: 1.2 Page Ref: 4 A-head: The Birthplace of Humanity Skill Level: Analyze It 6) The kingdom of Kush was driven out of power by the __________. A) Greeks B) French C) Persians D) Assyrians Answer: D Learning Objective: LO: 1.3 Page Ref: 6 A-head: Ancient Civilizations and Old Arguments Skill Level: Remember the Facts 7) Which empire conquered Egypt in 30 BCE? A) Rome B) Great Britain C) Russia D) Ottoman Answer: A Learning Objective: LO: 1.3 Page Ref: 5 A-head: Ancient Civilizations and Old Arguments Skill Level: Remember the Facts

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Which of the following transitions did ancient peoples make that first ushered in “civilization?” A) fishing to hunting B) the destruction of cities C) hunting and gathering to agriculture D) immigration to other countries Answer: C Learning Objective: LO: 1.3 Page Ref: 4 A-head: Ancient Civilizations and Old Arguments Skill Level: Understand the Concepts 9) In which era did Egyptian leaders start using the title pharaoh? A) unification B) cultural decline C) expansion D) origin Answer: C Learning Objective: LO: 1.3 Page Ref: 5 A-head: Ancient Civilizations and Old Arguments Skill Level: Understand the Concepts 10) Egyptian culture was strongly defined by which of the following attributes? A) monotheism B) matriarchy C) patriarchy D) class equality Answer: C Learning Objective: LO: 1.3 Page Ref: 5 A-head: Ancient Civilizations and Old Arguments Skill Level: Understand the Concepts 11)

Which statement best characterizes the power and status of women in ancient Egypt? A) Women served as the rulers of Egypt because it was a matriarchal society. B) Women were treated as property and were allowed no legal rights once married. C) Women held a relatively high status, could own property, and be public officials. D) Women lived in a separate society from men, rarely interacting with Egyptian society. 3 .

Answer: C Learning Objective: LO: 1.3 Page Ref: 5 A-head: Ancient Civilizations and Old Arguments Skill Level: Understand the Concepts 12) Egyptian religion was characterized by __________. A) monotheism B) no connections to the state C) matriarchal priesthood D) elites buried in royal tombs Answer: D Learning Objective: LO: 1.3 Page Ref:5 A-head: Ancient Civilizations and Old Arguments Skill Level: Understand the Concepts 13) Ancient Egypt received which of the following influences from Nubia? A) grain production and the concept of monarchy B) naval warfare and the institution of slavery C) city and town formation and design D) highway and canal construction Answer: A Learning Objective: LO: 1.3 Page Ref: 5 A-head: Ancient Civilizations and Old Arguments Skill Level: Apply What You Know 14) A) B) C)

Ancient Egyptians __________. regarded themselves as "white," but actually exhibited a mixture of racial features influenced the development and culture of Greece and later Western civilizations were dependent on the Amazon for agriculture, transportation and communications D) left very few remains of their civilization in any form Answer: B Learning Objective: LO: 1.3 Page Ref: 4 A-head: Ancient Civilizations and Old Arguments Skill Level: Apply What You Know

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How did Egypt and Nubia interact as civilizations during the second millennium BCE? A) They experienced peaceful coexistence and pacifism. B) Egypt colonized Nubia. C) They were allies in warfare. D) The nations were unknown to each other. Answer: B Learning Objective: LO: 1.3 Page Ref: 5 A-head: Ancient Civilizations and Old Arguments Skill Level: Apply What You Know 16)

In a situation similar to Egypt’s, ancient Mesopotamian civilization arose from which of the following natural forces? A) lightning strikes B) melting of the polar ice cap C) earthquakes D) river valley formation Answer: D Learning Objective: LO: 1.3 Page Ref: 4 A-head: Ancient Civilizations and Old Arguments Skill Level: Apply What You Know 17) The nation of Axum is significant because its people __________. A) overtook the Egyptians while the Great Pyramids were being built B) were Semitic and it became the first Christian state in sub-Saharan Africa C) became extremely wealthy through exploiting nearby iron resources D) enjoyed a success that rested entirely upon trade fell with the decline of Rome Answer: B Learning Objective: LO: 1.3 Page Ref: 6-7 A-head: Ancient Civilizations and Old Arguments Skill Level: Analyze It 18) A) B) C) D)

According to Map 1-2, in what ways did the Egyptians use the Nile River Valley for settlement? They settled along the river and at its mouth. They settled away from the river. They settled at the headwaters of the river. They settled on the river in floating cities. 5 .

Answer: A Learning Objective: LO: 1.3 Page Ref: 5 A-head: Ancient Civilizations and Old Arguments Skill Level: Analyze It 19) What aspects of the image in 1-3 suggest Egyptian influence on the city of Meroe? A) reddish sands B) pyramids and hieroglyphics C) hot temperatures and direct sunlight D) the mountains in the background Answer: B Learning Objective: LO: 1.3 Page Ref: 6 A-head: Ancient Civilizations and Old Arguments Skill Level: Analyze It 20)

The nation of Ghana imported a variety of items from North Africa, particularly __________. A) pepper B) gold C) slaves D) salt Answer: D Learning Objective: LO: 1.4 Page Ref: 7 A-head: West Africa Skill Level: Remember the Facts 21)

Who were West Africa's chief trading partners in the trans-Sahara trade before the fifth century CE? A) the Greeks B) the Spanish and the French C) Roman merchants and the Berbers D) the Egyptians Answer: C Learning Objective: LO: 1.4 Page Ref: 8 A-head: West Africa Skill Level: Remember the Facts 6 .

22) Ghana’s capital, Kumbi Saleh, included __________. A) Islamic mosques, stone houses, and 20,000 people B) Jewish temples, straw buildings, and 50,000 people C) Christian churches, wood houses, and 100,000 people D) pagan prayer rooms, iron barracks, and 200,000 people Answer: A Learning Objective: LO: 1.4 Page Ref: 9 A-head: West Africa Skill Level: Remember the Facts 23) Mansa Musa, a ruler of the Mali Empire in the fourteenth century, __________. A) was known for his extreme cruelty to his slaves B) introduced Christianity to the West Sudan region C) was one of the wealthiest rulers the world has known D) was massacred by European armies after trying to stop the slave trade Answer: C Learning Objective: LO: 1.4 Page Ref: 10 A-head: West Africa Skill Level: Remember the Facts 24)

Which Songhai leader spread Islam in Africa and established the Sankore Mosque at Timbuktu? A) Sunni Ali B) Mansa Musa C) Sundiata Mali D) Askia Muhammad Toure Answer: D Learning Objective: LO: 1.4 Page Ref: 11 A-head: West Africa Skill Level: Remember the Facts 25) African Americans come primarily from which region in Africa? A) north B) south C) east D) west Answer: D 7 .

Learning Objective: LO: 1.4 Page Ref: 7 A-head: West Africa Skill Level: Understand the Concepts 26)

The peoples of the forest regions of West Africa are important in the study of African-American history because they __________. A) were the first region to trade with Egypt and other Mediterranean areas B) converted to Christianity in significant numbers C) played an important role in the slave trade as traders and victims D) were the first areas to receive colonists from the United States in the early 1800s Answer: C Learning Objective: LO: 1.4 Page Ref: 12 A-head: West Africa Skill Level: Understand the Concepts 27) What is the connection between camels and African trade in the first century CE? A) Camels had no role in shaping trade relations in the first century CE. B) Camels helped to end trade in the region in the first century CE. C) Camels facilitated long-distance trade in the first century CE. D) Camels died out in the desert in the first century CE. Answer: C Learning Objective: LO: 1.4 Page Ref: 7 A-head: West Africa Skill Level: Apply What You Know 28)

How did extensive trade in West Africa shape political history in the region over time? A) Arab merchants and the religion of Islam entered the region. B) Sudanese empires ignored trade opportunities and embraced European Christianity. C) The growth of cities declined in the region, leading to civilization collapse. D) Trade led to greater isolation of the region. Answer: A Learning Objective: LO: 1.4 Page Ref: 10 A-head: West Africa Skill Level: Apply What You Know

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How did the Oyo people impose political unity over the Yoruba during the seventeenth century? A) through free university education B) through the religion of Christianity C) with a well-trained cavalry D) through immigration bans Answer: C Learning Objective: LO: 1.4 Page Ref: 13 A-head: West Africa Skill Level: Apply What You Know 30) A) B) C) D)

What role did European firearms play in African history? Guns became a trade item that allowed the Akan states to expand. Guns played no role in African politics. Guns were used by Africans to take over the slave trade from Europeans. Guns were used by Africans to sell to Asian civilizations for help against Europeans. Answer: A Learning Objective: LO: 1.4 Page Ref: 13 A-head: West Africa Skill Level: Apply What You Know 31)

Examine the two images in Map 1-3. What major differences existed between the two empires over time? A) Mali expanded to the southern coast of Africa. B) Ghana expanded to the Atlantic Ocean. C) Mali and Ghana remained landlocked. D) Mali expanded more than did Ghana. Answer: D Learning Objective: LO: 1.4 Page Ref: 8 A-head: West Africa Skill Level: Analyze It 32) A) B) C)

Regarding Ghana’s decline, cities in ancient Africa were frequently impacted by __________. floods earthquakes capture and destruction by foreign enemies 9 .

D) Russian invasion Answer: C Learning Objective: LO: 1.4 Page Ref: 8 A-head: West Africa Skill Level: Analyze It 33)

Why were the kings of Ghana known to Europeans as some of the richest of monarchs? A) They had successfully invaded Europe to take Europeans as slaves. B) They controlled a vast trade network that dealt in many commodities. C) They sailed to the Americas and formed colonies. D) They possessed lucrative diamond mines. Answer: B Learning Objective: LO: 1.4 Page Ref: 7 A-head: West Africa Skill Level: Analyze It 34)

Map 1-4 compares Songhai, the Kongo, and the kingdoms of the West African forest region. In comparison to the other two, the Kongo __________. A) lies the farthest south along the Atlantic coast B) lies exclusively in the interior of Africa C) lies in North Africa D) is the largest African empire Answer: A Learning Objective: LO: 1.4 Page Ref: 11 A-head: West Africa Skill Level: Analyze It 35) Which of the following statements best describes the Akan states? A) The rulers gave land to settlers and asked nothing in return. B) The rulers refused to trade with Europeans. C) The rulers used guns to prevent the Akan states from expanding. D) The rulers used gold from mines to purchase slaves. Answer: D Learning Objective: LO: 1.4 Page Ref: 12 A-head: West Africa Skill Level: Analyze It 10 .

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Why did the kingdom of Benin eventually sell its own people into European slavery? A) Its prosperity came to depend on the slave trade. B) It desired access to Christianity. C) Europeans would not buy other African trade goods. D) It lacked access to European guns. Answer: A Learning Objective: LO: 1.4 Page Ref: 13 A-head: West Africa Skill Level: Analyze It 37)

According to Map 1-5, the routes of the trans-Saharan slave trade were characterized by __________. A) extension to southern Africa B) connections to the ocean in North Africa and the West African forest region C) a wide geographical expansion across Saharan and North Africa D) a direct terminus along the Atlantic Ocean along the West African coast Answer: C Learning Objective: LO: 1.4 Page Ref: 14 A-head: West Africa Skill Level: Analyze It 38) What did Kongo and Angola have in common with West Africa? A) They established colonies of people in the Americas. B) They escaped connection to the slave trade. C) Their people divided labor by gender and lived in villages of extended families. D) They were similar in size. Answer: C Learning Objective: LO: 1.5 Page Ref: 14 A-head: Kongo and Angola Skill Level: Analyze It 39) A) B) C) D)

West Africa’s indigenous religions remained strongest in the __________. Saharan desert forest region Nile River valley Kongo 11 .

Answer: B Learning Objective: LO: 1.6 Page Ref: 17 A-head: West African Society and Culture Skill Level: Remember the Facts 40) West African artists excelled in the medium of __________. A) gold B) bronze C) silver D) marble Answer: B Learning Objective: LO: 1.6 Page Ref: 17 A-head: West African Society and Culture Skill Level: Remember the Facts 41) West Africans used “fetishes” or figurines for rituals related to __________. A) political changes in leadership B) trade relationships with African governments C) peace treaties with European governments D) coming-of-age ceremonies Answer: D Learning Objective: LO: 1.6 Page Ref: 17 A-head: West African Society and Culture Skill Level: Remember the Facts 42)

Which musical instrument now commonly used in the U.S. has an African predecessor? A) trumpet B) saxophone C) banjo D) violin Answer: C Learning Objective: LO: 1.6 Page Ref: 18 A-head: West African Society and Culture Skill Level: Remember the Facts 43)

In West African culture, poetry became part of __________. 12 .

A) an oral culture expressed by commoners and elites alike B) the forbidden culture controlled by women C) European additions to African culture D) an exclusively written culture Answer: A Learning Objective: LO: 1.6 Page Ref: 18 A-head: West African Society and Culture Skill Level: Remember the Facts 44) How were West African prose tales significant for African-American history? A) The tales played no role in African-American history. B) The tales helped African Americans resign themselves to slavery. C) The tales became allegories for struggles against slavery. D) The tales helped African Americans become slave masters. Answer: C Learning Objective: LO: 1.6 Page Ref: 18 A-head: West African Society and Culture Skill Level: Remember the Facts 45)

Which of the following statements about the role of technology in West African culture is true? A) It played an insignificant role because West Africa had almost no technology. B) The use of silver to produce agricultural tools was common. C) West Africans used technology to end African culture. D) Iron refining and forging were common in the making of religious objects. Answer: D Learning Objective: LO: 1.6 Page Ref: 18 A-head: West African Society and Culture Skill Level: Remember the Facts 46)

Ancient African architecture received its greatest influence from the religion of __________. A) Islam B) Christianity C) Buddhism D) Judaism Answer: A Learning Objective: LO: 1.6 13 .

Page Ref: 18 A-head: West African Society and Culture Skill Level: Remember the Facts 47) Women in West African society __________. A) had access to formal governmental offices and posts B) were considered to be free and independent individuals C) had more sexual freedom than women in Europe D) were responsible for nothing other than the care of children Answer: C Learning Objective: LO: 1.6 Page Ref: 16 A-head: West African Society and Culture Skill Level: Remember the Facts 48) In the hierarchal society of West Africa, slavery __________. A) had no place and never existed until Europeans introduced it B) was a permanent condition and the children of African slaves were always slaves C) functioned as a means of assimilation into West African societies D) was introduced by the Greeks and Romans Answer: C Learning Objective: LO: 1.6 Page Ref: 17 A-head: West African Society and Culture Skill Level: Understand the Concepts 49) In a matrilineal society, rank and power __________. A) pass through the female line B) are not passed to future generations C) pass through the male line D) are controlled by foreign visitors Answer: A Learning Objective: LO: 1.6 Page Ref: 16 A-head: West African Society and Culture Skill Level: Understand the Concepts 50) A) B) C)

How is power maintained in stateless societies like the Igbo in West Africa? Women maintained absolute power over villages. Foreigners held power over villages. Rulers prevented villagers from leaving. 14 .

D) Families, rather than central authorities, ruled villages. Answer: D Learning Objective: LO: 1.6 Page Ref: 13 A-head: West African Society and Culture Skill Level: Apply What You Know True/False Questions 51) Egyptian women never ruled Egypt as pharaohs. Answer: FALSE Learning Objective: LO: 1.3 Page Ref: 5 A-head: Ancient Civilizations and Old Arguments Skill Level: Understand the Concepts 52) The first known kingdom in western Sudan was Ghana. Answer: TRUE Learning Objective: LO: 1.4 Page Ref: 7 A-head: West Africa Skill Level: Remember the Facts 53)

The people of Senegambia were politically united but did not speak closely related languages. Answer: FALSE Learning Objective: LO: 1.4 Page Ref: 12 A-head: West Africa Skill Level: Remember the Facts 54)

A sizable minority of African Americans can trace their ancestry to Central Africa. Answer: TRUE Learning Objective: LO: 1.6 Page Ref: 14 A-head: West African Society and Culture Skill Level: Remember the Facts 55) Drought was an infrequent occurrence for African farmers on the savanna. Answer: FALSE Learning Objective: LO: 1.6 15 .

Page Ref: 16 A-head: West African Society and Culture Skill Level: Remember the Facts 56)

In patrilineal societies, social rank and property is passed down in the female line from mothers to sons. Answer: FALSE Learning Objective: LO: 1.6 Page Ref: 16 A-head: West African Society and Culture Skill Level: Understand the Concepts 57) A “call-and-response” style of singing played a vital role in West African rituals. Answer: TRUE Learning Objective: LO: 1.6 Page Ref: 18 A-head: West African Society and Culture Skill Level: Understand the Concepts 58) Both court poets and griots were women in West African society. Answer: FALSE Learning Objective: LO: 1.6 Page Ref: 18 A-head: West African Society and Culture Skill Level: Understand the Concepts 59) Africans possessed stringed instruments in the ancient era. Answer: TRUE Learning Objective: LO: 1.6 Page Ref: 18 A-head: West African Society and Culture Skill Level: Apply What You Know Fill-in-the-Blank Questions 60)

A large_________ stretches across Africa spanning Ethiopia to the Atlantic Ocean. Answer: grassland Learning Objective: LO: 1.1 Page Ref: 2 A-head: A Huge and Diverse Land Skill Level: Remember the Facts 16 .

61) From north to south, Africa is divided into a series of __________ zones. Answer: climatic Learning Objective: LO: 1.1 Page Ref: 2 A-head: A Huge and Diverse Land Skill Level: Understand the Concepts 62)

Scientists who study the evolution and prehistory of humans are known as _________. Answer: paleoanthropologists Learning Objective: LO: 1.2 Page Ref: 2 A-head: The Birthplace of Humanity Skill Level: Remember the Facts 63) Egypt began a long decline as a result of __________’s invasion in 331 BCE. Answer: Alexander the Great Learning Objective: LO: 1.3 Page Ref: 5 A-head: Ancient Civilizations and Old Arguments Skill Level: Remember the Facts 64) The _________, Islamic Berbers from Morocco, captured Ghana in 1076 CE. Answer: Almoravids Learning Objective: LO: 1.3 Page Ref: 8 A-head: Ancient Civilizations and Old Arguments Skill Level: Remember the Facts 65) The Egyptian religion included ________, god of the Nile. Answer: Osiris Learning Objective: LO: 1.3 Page Ref: 5 A-head: Ancient Civilizations and Old Arguments Skill Level: Understand the Concepts 66)

In 1591, the king of Morocco used Spanish ________ to capture Gao, capital of Songhai. Answer: mercenaries Learning Objective: LO: 1.4 Page Ref: 11 17 .

A-head: West Africa Skill Level: Understand the Concepts 67)

The Nok, one of the early peoples of the West African forest region, were known for their _________ technology. Answer: ironworking Learning Objective: LO: 1.4 Page Ref: 7 A-head: West Africa Skill Level: Understand the Concepts 68) Mansa Musa’s connection to Mecca in 1324 entailed making a _________. Answer: pilgrimage Learning Objective: LO: 1.4 Page Ref: 10 A-head: West Africa Skill Level: Apply What You Know 69) The people known as the _________are an example of an Akan state. Answer: Ashantee Learning Objective: LO: 1.4 Page Ref: 13 A-head: West Africa Skill Level: Apply What You Know Short Answer Questions 70)

Examine Map 1-1. What aspects of African geography suggest limitations and possibilities for historical settlement? Learning Objective: LO: 1.1 Page Ref: 3 A-head: A Huge and Diverse Land Skill Level: Analyze It 71)

Discuss the scholarly debate surrounding the race and extent of influence of the ancient Egyptians. Learning Objective: LO: 1.3 Page Ref: 4-7 A-head: Ancient Civilizations and Old Arguments Skill Level: Apply What You Know 72)

Why is the Nile river called a “gift” for ancient Egypt? 18 .

Learning Objective: LO: 1.3 Page Ref: 4-5 A-head: Ancient Civilizations and Old Arguments Skill Level: Analyze It Based on the Voices segment of Al Bakri’s observations of Kumbi Saleh and Ghana’s royal court, explain the connection between physical display and authority within the political system of Ghana. Learning Objective: LO: 1.4 Page Ref: 9 A-head: West Africa Skill Level: Apply What You Know 73)

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Examine the Voices segment of a Dutch visitor to Benin City in 1602. How does the foreign visitor describe conditions in the city, and what cultural biases are evident in his description? Learning Objective: LO: 1.4 Page Ref: 15 A-head: West Africa Skill Level: Analyze it Essay Questions 75)

Why do scholars generate an intense debate surrounding the ancient origin of human beings as explained in the chapter?

Ideal Answer: The ideal answer should: 1. Outline the evolution of early hominids: Ardipithecines, Australopithecus, Homo habilis, and Homo erectus. 2. Outline the migration debate: Multiregional model: Modern humans evolved from regional Homo sapiens and archaic homo erectus populations in Africa, Asia, and Europe 3. Note that the Out of Africa model: Modern humans evolved 200,000 years ago in Africa and left 100,000 years ago, migrating to Asia and Europe and the Americas. 4. Conclude that both theories are consistent with archaeological evidence. Learning Objective: LO: 1.2 Page Ref: 2-3 A-head: The Birthplace of Humanity Skill Level: Analyze It 19 .

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How did class, gender, and religion shape Egyptian life?

Ideal Answer: The ideal answer should: 1) Describe the Afrocentric debate regarding the racial origins and impact of Egyptian culture on Greece and Rome: Egyptians may or may not have been “black” in skin color, however it is clear that the civilization influenced Greece and Rome in profound ways. 2) Discuss the patriarchal nature of ancient Egyptian culture and the role of women as having some control over earnings, family development, and political power. 3) Explain the role of religion within the Egyptian political and social system as having a central role in augmenting the political power of the pharaoh. 4) Conclude that ancient Egypt was a founding civilization of world history and continues to provide new clues to its existence through archaeological discoveries. Learning Objective: LO: 1.3 Page Ref: 4-5 A-head: Ancient Civilizations and Old Arguments Skill Level: Analyze It 77)

What were the most important economic, political, and cultural aspects of West African society? In what ways did geography impact cultural differences among West African civilizations?

Ideal Answer: The ideal answer should: 1) Describe the major West African kingdoms of the Sudan: Ghana, Mali, Songhai. All were politically competitive and involved in long distance trade relations. 2) Describe the major West African kingdoms of the forest region: Senegambia, Akan, Benin, Igboland. These all played major roles in the development of West African society through warfare, religious expansion, and trade. 3) Outline West African technology (iron production), religion (polytheism and Islam), trade systems based on iron, ivory, textiles; rigid class system, and family-based leadership systems. 4) Explain the role of the Sahara desert in creating North Africa and sub-Saharan Africa; the forests of West Africa provided many slaves to European colonies because of their close proximity to the coastline; the savanna or grasslands of central and southern Africa provided the home to large internal kingdoms involved in shaping West African national histories and the slave trade. 20 .

5) Conclude that geographical characteristics, primarily aridity, continue to shape modern African political and socioeconomic development. Learning Objective: LO: 1.4, 1.6 Page Ref: 7-14, 15-19 A-head: West Africa, West African Society and Culture Skill Level: Understand the Concepts 78)

Explain the role, status, and power of African women in ancient Africa.

Ideal Answer: The ideal answer should: 1) Define “African” women as including North Africa and ancient Egyptian culture as well as West, Central, Southern, and Eastern African women. 2) Point out that women were often seen as the property of men, and men dominated African women to the point of widespread enslavement of women and polygamy. 3) Note that women did in some cultures have the right to own property, inherit property, control the income from property, and serve as government officials. 4) Note the irony that women who served as government officials were often slaves. 5) Provide an example of the power of African women: The Ashantee Queen held her own court to decide women’s affairs. 6) Conclude that women held considerable power over their sexuality; secret societies taught women to be virtuous. Learning Objective: LO: 1.6 Page Ref: 16 A-head: West African Society and Culture Skill Level: Apply What You Know 79)

In what ways did Islam influence ancient African political, economic, and cultural development prior to European arrival? How does that impact manifest itself today?

Ideal Answer: The ideal answer should: 1) Define Muslim countries in ancient sub-Saharan Africa as Ghana, Mali, and Songhai. Islam arrived from North Africa by Arab merchants who also brought Arabic culture. 2) Explain that Arabs replaced Romans as the major foreign traders in Africa by the ninth century, leading to the conversion of African leaders to Islam. 21 .

3) Note that in Ghana, Arab Muslims dominated the monarchy and introduced writing into the culture. 4) Explain that Islam shaped African slavery. In Islamic regions of West Africa, masters had obligations to their slaves similar to those of a guardian for a ward. 5) Point out that Islam in many areas particularly of North and West Africa influenced African religion and African culture, including architecture, family life, and the roles of men and women in society. 6) Conclude that in modern Africa, the historical imprint of Islam remains strong in cultural, political, and religious influences that define modern national development in a time of expanding democracy. Learning Objective: LO: 1.4, 1.6 Page Ref: 7-14, 15-19 A-head: West Africa, West African Society and Culture Skill Level: Understand the Concepts

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Chapter 02: Middle Passage Multiple Choice Questions 1)

Which European country took the lead in the exploration and colonization of Africa, Asia, and the Americas in the early 1400s? A) Portugal B) France C) England D) Switzerland Answer: A Learning Objective: 2.1 Page Ref: 23 A-head: The European Age of Exploration and Colonization Skill Level: Remember the Facts 2)

Which accomplishment did the Portuguese achieve before other European nations? A) rounding the Cape of Good Hope B) sailing around Alaska C) the discovery of the New World D) reaching Antarctica Answer: C Learning Objective: 2.1 Page Ref: 23 A-head: The European Age of Exploration and Colonization Skill Level: Remember the Facts 3) Why did Europeans need labor from Africa for their colonies in the Americas? A) Native Americans quickly began to die in huge numbers from European diseases. B) Native Americans refused to be captured or work as slaves in fields or mines. C) Europeans avoided Native American people and did not seek their labor. D) Native Americans relocated to Europe for survival. Answer: A Learning Objective: 2.1 Page Ref: 23 A-head: The European Age of Exploration and Colonization Skill Level: Understand the Concepts 23 .

Which of the following is an example of the accomplishments of Christopher Columbus in the late 1400s? A) Columbus reached India and Japan. B) Columbus successfully sailed east to reach China. C) Columbus proved that the earth was much smaller than its actual size. D) Columbus made navigation mistakes that led to his accidental landfall in the Americas. Answer: D Learning Objective: 2.1 Page Ref: 23 A-head: The European Age of Exploration and Colonization Skill Level: Apply What You Know 5) Which of the following groups conducted the Islamic slave trade? A) Chinese sailors B) English farmers C) Sudanese horsemen D) Russian soldiers Answer: C Learning Objective: 2.2 Page Ref: 23 A-head: The Slave Trade in Africa Skill Level: Remember the Facts 6)

Which statement about the nature of the Islamic slave trade prior to European entry is true? A) The Islamic slave trade did not exist in Africa prior to European entry. B) The Islamic slave trade was not based primarily on race. C) The Islamic slave trade mainly captured adult males for agricultural labor. D) Slavery and the slave trade under Islamic society were as harsh as the European version in the Americas. Answer: B Learning Objective: 2.2 Page Ref: 23 A-head: The Slave Trade in Africa Skill Level: Understand the Concepts

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Examine the late-sixteenth/early-seventeenth century Benin bronze relief sculpture shown in Chapter 2.2. What aspects of the image indicate that the individuals are European? A) European livestock is shown in the image. B) European cities are shown in the image. C) European clothing styles are depicted in the image. D) European languages are shown in the image. Answer: C Learning Objective: 2.2 Page Ref: 25 A-head: The Slave Trade in Africa Skill Level: Apply What You Know 8)

Examine Figure 2-1 and compare the sixteenth and seventeenth centuries in the number of West African slaves shipped to the Americas. Which of the following statements is true? A) The number of African slave exports declined from the 1500s through the 1700s. B) The peak amount of African slave exports occurred in 1600. C) African slaves from the Western Coast represented the greatest share of exports in 1700. D) Approximately 37,000 African slaves were imported to the Americas in 1700. Answer: D Learning Objective: 2.2 Page Ref: 24 A-head: The Slave Trade in Africa Skill Level: Apply What You Know 9)

Skill Level: Apply What You Know

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Who was the first known Portuguese merchant to begin to formally trade for slaves with the Africans? A) Antam Goncalvez B) Oba Dahomey C) Ruy do Siqueira D) Bartolomeu Dias Answer: C Learning Objective: 2.3 Page Ref: 25 A-head: The Origins of the Atlantic Slave Trade Skill Level: Remember the Facts 11)

After arriving off the Guinea Coast, Portuguese captains traded with African leaders for which of the following items? A) jade B) hemp C) ivory D) salt Answer: C Learning Objective: 2.3 Page Ref: 24 A-head: The Slave Trade in Africa Skill Level: Remember the Facts 12) A) B)

How did the early Europeans usually obtain their supply of African slaves? They raided along the west coast of Africa, forcibly capturing large families. Arabs brought slaves up to the coastal cities in Europe and Europeans bought them. C) Europeans captured large land areas through warfare, and subjugated entire groups of people into slavery. D) They obtained their slaves through trade with native African tribes, primarily in West Africa. Answer: D Learning Objective: 2.3 Page Ref: 25 A-head: The Origins of the Atlantic Slave Trade 26 .

Skill Level: Understand the Concepts 13)

In what form did the Portuguese use captured slaves until the early sixteenth century? A) as domestic servants B) as labor in the sugar cane fields of North America C) as soldiers in some of the Europeans' wars of the era D) as teachers of African culture and language for wealthy, young Portuguese children Answer: A Learning Objective: 2.3 Page Ref: 25 A-head: The Origins of the Atlantic Slave Trade Skill Level: Understand the Concepts 14) A)

Why did Africans enslave other Africans and sell them to Europeans? Africans viewed other Africans in terms of racial solidarity and wanted to help them. B) Warfare among African tribes led to selling defeated tribes to make money and to get rid of opponents. C) African leaders were forced by their own people under threat of annihilation to sell other Africans to the Europeans. D) Africans wanted to move to Europe and create colonies. Answer: B Learning Objective: 2.3 Page Ref: 25 A-head: The Origins of the Atlantic Slave Trade Skill Level: Analyze It 15)

Which nation ended Spanish and Portuguese domination of the slave trade in the early-seventeenth century? A) Holland B) England C) France D) Germany Answer: A Learning Objective: 2.4 Page Ref: 27 A-head: Growth of the Atlantic Slave Trade 27 .

Skill Level: Remember the Facts 16) In what century did the Atlantic slave trade reach similar proportions to the Muslim trans-Sahara slave trade? A) 1600s B) 1700s C) 1800s D) 1900s Answer: A Learning Objective: 2.4 Page Ref: 26 A-head: Growth of the Atlantic Slave Trade Skill Level: Understand the Concepts 17)

Which of the following statements best describes the triangular trade system produced by the Atlantic slave trade? A) one part of the system entailed traders carrying African goods to Europe in exchange for slaves, ivory, precious gemstones, and art works B) the middle part of the trade included traders carrying African slaves to the West Indies and exchanging slaves for sugar C) Sugar was exported to Australia on the third leg of the triangle D) White Americans from Britain’s New England colonies were not involved in the trade. Answer: B Learning Objective: 2.4 Page Ref: 27-28 A-head: Growth of the Atlantic Slave Trade Skill Level: Apply What You Know 18)

Why did the British want to take over the slave trade in the late-seventeenth century? A) Their ongoing war with France demanded a supply of soldiers. B) They needed labor for tobacco and sugar cultivation in North America and the Caribbean. C) The availability of Native American labor was dwindling. D) They had begun to establish cotton plantations in Brazil and needed labor. Answer: B Learning Objective: 2.4 Page Ref: 27 28 .

A-head: Growth of the Atlantic Slave Trade Skill Level: Analyze It 19)

Examine the eighteenth-century print of Luanda that appears in Chapter 2. What aspects of the Atlantic slave trade surface in the image? A) The city possesses a harbor. B) African people are shown at work in the image. C) European kings line the streets of the city in royal procession. D) European armies fight in the distance over the slave trade. Answer: D Learning Objective: 2.4 Page Ref: 27 A-head: Growth of the Atlantic Slave Trade Skill Level: Analyze It 20)

What steps did the Europeans take to reduce the risk of rebellion at the slave factories in Africa? A) Slaves were kept drugged. B) Families and ethnic groups were separated. C) Men and women were confined in the same rooms. D) Europeans did not really have to take many steps, as the completely overwhelmed Africans often submitted to the process. Answer: B Learning Objective: 2.5 Page Ref: 30 A-head: The African-American Ordeal from Capture to Destination Skill Level: Remember the Facts 21) A) B)

Which of the following was true of African health care aboard slave ships? Some physicians aboard slave ships were frauds. Generally, ship doctors used a primitive form of inoculation to prevent the worst diseases. C) Slave ships had adequate and highly sanitary ways of disposing of human waste. D) Slavers allowed their captives to avoid eating food. Answer: B Learning Objective: 2.5 Page Ref: 33 A-head: The African-American Ordeal from Capture to Destination Skill Level: Remember the Facts 29 .

22) Which of the following diseases vied with dysentery to kill the most slaves while aboard slave ships? A) typhoid B) measles C) smallpox D) influenza Answer: C Learning Objective: 2.5 Page Ref: 33 A-head: The African-American Ordeal from Capture to Destination Skill Level: Remember the Facts 23)

Which of the following is true about the use of medical remedies by doctors aboard slave ships? A) Many collected African herbs and foods along the Guinea Coast to help treat illnesses at sea. B) Since slavers wanted to keep as many slaves alive as possible, ships' doctors had an unusually sophisticated knowledge of medicine at the time. C) Doctors lacked any medicine to keep slaves alive on the voyage. D) Doctors relied upon Russian cures to keep slaves alive. Answer: A Learning Objective: 2.5 Page Ref: 34 A-head: The African-American Ordeal from Capture to Destination Skill Level: Remember the Facts 24)

Regarding provisions on slave ships, which of the following was eaten by a slave ship’s crew? A) caviar B) yams C) cheese D) rice Answer: C Learning Objective: 2.5 Page Ref: 33 A-head: The African-American Ordeal from Capture to Destination Skill Level: Remember the Facts

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25)

Grog, the favorite drink of European sailors in the Atlantic slave trade, was a mixture of which of the following items? A) wine and beer B) water and rum C) whiskey and milk D) fruit juice and water Answer: B Learning Objective: 2.5 Page Ref: 33 A-head: The African-American Ordeal from Capture to Destination Skill Level: Understand the Concepts 26) A) B)

How would an African most likely become a slave? European armies raided the interior of Africa for people. Thinking they would have a better life in the Americas, many sold themselves voluntarily. C) Their town or village was conquered by another African army. D) They were members of a very poor tribe that frequently sold children to make money. Answer: C Learning Objective: 2.5 Page Ref: 30 A-head: The African-American Ordeal from Capture to Destination Skill Level: Understand the Concepts According to the Voices excerpt titled “The Journal of a Dutch Slaver,” what were the major challenges experienced by the Dutch slaver? A) Native Americans attacked the vessel. B) Too much food was given to the African slaves aboard the ship, leading to illness. C) Pirates raided the West African slaves at the end of the journey D) The ship’s surgeon died of dysentery. Answer: D Learning Objective: 2.5 Page Ref: 35 A-head: The African-American Ordeal from Capture to Destination Skill Level: Understand the Concepts 27)

28)

Which of the following was a common way for slaves to rebel or resist their imprisonment while at sea? 31 .

A) B) C) D)

stealing life boats and rowing back to Africa bribing the European crew with money attacking other African slaves refusing to eat

Answer: D Learning Objective: 2.5 Page Ref: 34 A-head: The African-American Ordeal from Capture to Destination Skill Level: Understand the Concepts 29)

The account of Dr. Alexander Falconbridge in the second Voices section of the textbook discusses which of the following diseases as the primary problem for African slaves aboard slave ships? A) sea sickness B) measles C) influenza D) dysentery Answer: D Learning Objective: 2.5 Page Ref: 37 A-head: The African-American Ordeal from Capture to Destination Skill Level: Understand the Concepts 30) Which of the following statements best describes the slave ship Brookes? A) The Brookes was an exceptionally small ship for its time. B) The Brookes sailed from Paris, France, in the late 1700s. C) The Brookes weighed 300 tons. D) The Brookes lacked the capacity to pack slaves tightly together below decks. Answer: C Learning Objective: 2.5 Page Ref: 31 A-head: The African-American Ordeal from Capture to Destination Skill Level: Understand the Concepts 31) A) B) C)

What was a common characteristic of a typical slave ship? Slaves were separated by class position to prevent rebellion. Slave captains packed their ships as tightly as possible to maximize profit. Mortality rates were very low due to the presence of many Africans. 32 .

Slave ships were generally poorly constructed, and were more likely to fall apart at sea. Answer: B Learning Objective: 2.5 Page Ref: 31 A-head: The African-American Ordeal from Capture to Destination Skill Level: Understand the Concepts 32) A) B) C) D)

What is the connection between piracy and the Atlantic slave trade? As the Atlantic slave trade increased, piracy increased in the Caribbean. As the Atlantic slave trade increased, piracy slowed in the Caribbean. As the Atlantic slave trade increased, piracy remained the same in the Caribbean. As the Atlantic slave trade increased, piracy disappeared entirely in the Caribbean. Answer: A Learning Objective: 2.5 Page Ref: 31 A-head: The African-American Ordeal from Capture to Destination Skill Level: Apply What You Know 33) A)

What is the relationship between bathroom facilities and slave ships? Three or four toilet tubs were provided below decks for the slaves to use during the Middle Passage. B) Children had a relatively easy time of using the tubs due to adult assistance. C) Africans who could not physically use the toilet were assisted by the ship’s crew. D) No major diseases surfaced from the bathroom facility arrangement. Answer: A Learning Objective: 2.5 Page Ref: 33 A-head: The African-American Ordeal from Capture to Destination Skill Level: Apply What You Know 34) A) B) C) D)

What does the story of John Newton, a British slave-ship captain, indicate about the Atlantic slave trade? Christians did not participate in the Atlantic slave trade. Christians loved African people. Ships' captains filled their ships with slaves quickly, usually in one stop at an African trading center. Christians could be cruel, harsh slavers. 33 .

Answer: D Learning Objective: 2.5 Page Ref: 33 A-head: The African-American Ordeal from Capture to Destination Skill Level: Apply What You Know 35)

Examine the nineteenth-century engraving on page 33 of the textbook. What clues emerge that reveal the interior stage of the Atlantic slave trade? A) A coastal factory is shown on the ocean horizon. B) Africans are shown chained together marching through grasslands. C) Europeans are shown buying African slaves from other Africans. D) Africans are shown on board a slave ship. Answer: B Learning Objective: 2.5 Page Ref: 30 A-head: The African-American Ordeal from Capture to Destination Skill Level: Analyze It 36) Take a closer look at the plan of the British slave ship Brookes shown in Chapter 2. Which of the following statements best demonstrates the use of control by the ship’s crew as revealed in the image of the Brookes? A) Africans are shown walking about the ship. B) Africans are shown to have ample room in which to situate themselves. C) The slave ship appears tightly packed with Africans. D) Africans are shown negotiating for their own purchase price. Answer: C Learning Objective: 2.5 Page Ref: 32 A-head: The African-American Ordeal from Capture to Destination Skill Level: Analyze It 37)

How did African women's experiences differ from African men's experiences on slave ships? A) Crews isolated African women in separate slave ships. B) African women experienced sexual violence from the crew. C) African women controlled African men during the Middle Passage. D) African women were spared psychological and physical punishment. Answer: B Learning Objective: 2.5 34 .

Page Ref: 36 A-head: The African-American Ordeal from Capture to Destination Skill Level: Analyze It 38)

French slave traders rested their slave passengers on which of the following Caribbean islands? A) Barbados B) Martinique C) Cuba D) Aruba Answer: B Learning Objective: 2.6 Page Ref: 38 A-head: Landing and Sale in the West Indies Skill Level: Remember the Facts 39) A) B)

What was typical of the slave-selling process in the West Indies? Slavers allowed the slaves some time to rest and recuperate before sale. Slavers adhered to a scrupulous code of ethics and refused to sell a sick or injured slave. C) The sale process was very quick once the slaves reached the West Indies. D) New owners were given detailed, written histories of their slaves, including accurate medical information. Answer: A Learning Objective: 2.6 Page Ref: 37-38 A-head: Landing and Sale in the West Indies Skill Level: Remember the Facts How did “the scramble” operate aboard slave ships? The captain allowed the buyer to set the price of a slave. The captain set standard prices and then allowed the buyers to grab their slaves. The captain allowed African slaves to determine their own purchase price and bargain with the potential buyer. D) The captain transferred the slaves to a third-party for official sale. Answer: B Learning Objective: 2.6 Page Ref: 38 A-head: Landing and Sale in the West Indies 40) A) B) C)

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Skill Level: Understand the Concepts The time period of “seasoning” a slave in the Americas lasted no more than how many years? A) 8 years B) 6 years C) 4 years D) 2 years Answer: D Learning Objective: 2.7 Page Ref: 39 A-head: Seasoning Skill Level: Remember the Facts 41)

42)

How was work divided among slaves during the seasoning process in the West Indies? A) Children worked alongside their parents, sharing work hours and tasks. B) Masters generally divided the slaves into several gangs. C) Creoles never worked in the fields. D) Most of the slaves were chosen for skilled tasks, such as carpentry and bricklaying. Answer: B Learning Objective: 2.7 Page Ref: 39 A-head: Seasoning Skill Level: Understand the Concepts 43) A) B)

How were the lives of Creole slaves different from other slaves? Creoles were generally more familiar with European languages. Creoles never became accustomed to the diseases and new climate of North America. C) Creoles refused to help train new arrivals. D) Creoles were considered less valuable than other Africans. Answer: A Learning Objective: 2.7 Page Ref: 39 A-head: Seasoning Skill Level: Analyze It

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44) How did a planter decide if a slave had been “seasoned”? A) The slave began to long for Africa. B) The slave began to speak Spanish, French or English fluently. C) The slave seemed psychologically stable and not suicidal. D) The slave settled down, married, and produced children. Answer: C Learning Objective: 2.8 Page Ref: 40 A-head: The End of the Journey: Masters and Slaves in the Americas Skill Level: Analyze It 45)

Why did the African kingdoms of Guinea and western Central Africa fight fiercely to continue participation in the slave trade? A) The kingdoms had developed a religious dedication to the slave trade. B) Tribal women wanted the slave trade continued. C) The kingdoms were economically dependent on the slave trade. D) The British government forced Africans to continue the slave trade. Answer: C Learning Objective: 2.9 Page Ref: 41 A-head: The Ending of the Atlantic Slave Trade Skill Level: Apply What You Know 46)

Which of the following was the most important reason that the British abolished the Atlantic slave trade in 1807? A) The British had begun to believe that racism was scientifically incorrect. B) The British had begun to view the slave trade as violating their religious beliefs. C) Many stories had been spread in Europe about the benefits of the slave trade. D) The British economy was less dependent on agriculture by the late 1700s. Answer: D Learning Objective: 2.9 Page Ref: 41 A-head: The Ending of the Atlantic Slave Trade Skill Level: Analyze It True/False Questions 47)

The origins of the Atlantic slave trade stemmed from Western Europe’s expansion during the fifteenth century. 37 .

Answer: TRUE Learning Objective: 2.1 Page Ref: 23 A-head: The European Age of Exploration and Colonization Skill Level: Remember the Facts 48)

Slavery and slave trading have historically existed in all cultures for thousands of years. Answer: TRUE Learning Objective: 2.2 Page Ref: 23 A-head: The Slave Trade in Africa Skill Level: Understand the Concepts 49) Columbus’s voyages had little effect on the slave trade. Answer: FALSE Learning Objective: 2.3 Page Ref: 25 A-head: The Origins of the Atlantic Slave Trade Skill Level: Remember the Facts 50)

Prior to the early-sixteenth century, Portuguese seafarers conducted the Atlantic slave trade on an enormous scale to satisfy a limitless market for domestic servants. Answer: FALSE Learning Objective: 2.3 Page Ref: 25 A-head: The Origins of the Atlantic Slave Trade Skill Level: Understand the Concepts 51)

Around 1710, Spain joined Portugal in the Atlantic slave trade, and a new, harsher form of slavery appeared in the Americas. Answer: FALSE Learning Objective: 2.4 Page Ref: 25 A-head: Growth of the Atlantic Slave Trade Skill Level: Remember the Facts 52)

As early as the 1580s, English pirates attacked Spanish ships to steal their human cargo. 38 .

Answer: TRUE Learning Objective: 2.5 Page Ref: 31 A-head: The African-American Ordeal from Capture to Destination Skill Level: Remember the Facts 53)

Slave ship captains used hot coals or a metal device called a speculum oris to force Africans to open their mouths for feeding. Answer: TRUE Learning Objective: 2.5 Page Ref: 34 A-head: The African-American Ordeal from Capture to Destination Skill Level: Remember the Facts 54)

Mortality rates for Africans on slave ships were high because the crowded, unsanitary conditions encouraged seaboard epidemics. Answer: TRUE Learning Objective: 2.5 Page Ref: 36 A-head: The African-American Ordeal from Capture to Destination Skill Level: Understand the Concepts 55)

African women caught in the Atlantic slave trade were worth twice the price of African men in Caribbean markets; as a result, captains took large numbers of women on board their vessels. Answer: FALSE Learning Objective: 2.5 Page Ref: 36 A-head: The African-American Ordeal from Capture to Destination Skill Level: Apply What You Know 56)

Most African slave rebellions at sea took place while a ship prepared to set sail, the African coast was in sight, and the slaves could still hope to return home. Answer: TRUE Learning Objective: 2.5 Page Ref: 34 A-head: The African-American Ordeal from Capture to Destination Skill Level: Apply What You Know Fill-in-the-Blank Questions 39 .

57) As early as 1502, African slaves lived on the island of ____________ Answer: Hispaniola Learning Objective: 2.3 Page Ref: 25 A-head: The Origins of the Atlantic Slave Trade Skill Level: Remember the Facts 58) The English by 1674 had driven the ____________out of the Atlantic slave trade. Answer: Dutch Learning Objective: 2.4 Page Ref: 27 A-head: Growth of the Atlantic Slave Trade Skill Level: Remember the Facts 59)

The cultivation of rice, __________, and tobacco increased British importation of African slave labor into North America. Answer: indigo Learning Objective: 2.4 Page Ref: 25 A-head: Growth of the Atlantic Slave Trade Skill Level: Understand the Concepts 60)

British slavers after crossing the Atlantic frequently rested their slaves in __________. Answer: Barbados Learning Objective: 2.6 Page Ref: 38 A-head: Landing and Sale in the West Indies Skill Level: Remember the Facts 61)

In preparation for sale, slaves were required to __________ their bodies to conceal blemishes, rashes, and bruises. Answer: oil Learning Objective: 2.6 Page Ref: 38 A-head: Landing and Sale in the West Indies Skill Level: Remember the Facts

40 .