278 i STEP 5 Build Your Test-Taking Confidence
- D Only about 5 percent of Africans who
crossed the Atlantic were destined for British
North America, and most of them arrived in
the West Indies before being sent to British
North America. Slaves were used extensively on
the sugar plantations of Spanish America (B), the
Caribbean (C), and Brazil, as well as in the mines
of Mexico (A). - B The Spanish had already completed the
reconquest of Christian territories from the
Muslims in 1492. The remaining responses
describe European motives for colonization. - C The panel is from the façade of the Cathe-
dral of Florence and was designed during the
Italian Renaissance. - D During the same time period as the Ital-
ian Renaissance, Mesoamerican societies
constructed massive pyramids and temples in
addition to the Aztec capital of Tenochtitlán
with its system of causeways. European women
experienced a decline in their status during
the same time period (A). European serfs were
beginning to escape to towns and to Eastern
European lands to work for pay (B). Japan was
isolated during its feudal era (C). - D Portuguese and other Europeans simply
magnifi ed African trade routes already in exis-
tence. All parts of Africa were involved (A).
While some African monarchs opposed the
slave trade, many supported it as a source of
wealth and technology (B). Within Africa,
women were more highly valued as domestic
slaves (C). - D Neo-Confucianism’s emphasis on respect
for authority made the Chinese philosophy
popular throughout the Tokugawa Shogunate.
Christians were persecuted (A). The Dutch
gained trading privileges (B). Japan developed
its own art forms, such as Kabuki theater (C). - B The decline of the power of the papacy as a
result of the Protestant Reformation strength-
ened the power of monarchs and nation-states.
The Roman Catholic Church preserved its
traditional teachings (A). Both the new Protes-
tant churches and the Roman Catholic Church
emphasized education as a result of the Ref-
ormation (C). Protestants allowed, and even
encouraged, capitalist ventures (D).
23. D Byzantium was weakened by both the Seljuk
and Ottoman Turks, as well as by states estab-
lished by Germanic invaders of the Western
empire. Byzan tium had adequate military tech-
nology, including “Greek fi re” (A). Byzantium
was losing, not expanding, its territory (B).
Trade routes continued to fl ourish, even after
the fall of Byzantium (C).
24. B “Proletariat” is a term used in The Com-
munist Manifesto to describe the working class.
The other documents listed do not speak of the
“proletariat.”
25. A The proletariat refers to the working class.
26. C African commercial institutions did not
transfer to American culture. Elements of Afri-
can language have infl uenced the Gullah lan-
guage of the southeastern United States as well
as dialects used by some African Americans (A).
Agricultural knowledge of African slaves was
prized, especially on the sugar plantations of
the Caribbean and Brazil, and the rice paddies
of the southern United States (B). African reli-
gious practices often blended with Catholicism,
especiallyin Latin America (D).
27. A Submarine cables, invented in the 1850s,
made possible the transmission of messages
between Europe and Asia in a few hours. There
were no intense rivalries among major Asian
nations until the very end of the nineteenth
century, long after imperialism was well estab-
lished (B). Christianity was unpopular in Asia
in the nineteenth century (C). Asian economies
were prosperous from regional and long-dis-
tance trade (D).
28. C In 1904–1905, Japan engaged in war with
Russia over domination of Korea. Japan forced
Korea to accept an unequal treaty with Japan
(A) and negotiated an unequal treaty between
itself and China (B). Japan restored its tradi-
tional imperial family (D).
29. D The Indian people learned to use the
monsoons to their advantage in trade and
agriculture.India’s religious diversity (Hindu,
Buddhist, Muslim) has prevented social and
political unity (A). Its landscape (mountains,
plateaus, fertile farmlands, and seacoasts) and its
economic variety (farming, fi shing, trading, and
textile manufacturing) created a number of dis-
tinct societies within one sub-continent (B, C).