Ch.14 Cultures Of Splendor And Power + Verified Test Bank

a.

Chinese and Muslim rulers financed pure scientific research.

b.

Chinese and Muslim rulers glorified their regimes through magnificent architecture and art.

c.

Chinese and Muslim rulers lowered taxes on their peasant populations.

d.

Chinese and Muslim rulers established new universities to teach western knowledge.

a.

Unlike cultures in China and the Islamic world, indigenous cultures in the Americas and the Pacific were undermined by contact with Europeans.

b.

Chinese and Islamic rulers, as well as indigenous leaders in the Americas and Pacific, brought artists from all over the world to glorify their regimes.

c.

Chinese and Islamic rulers, as well as indigenous leaders in the Americas and Pacific, eagerly supported Christian missionaries.

d.

Unlike cultures in China and the Islamic world, indigenous cultures in the Americas and the Pacific were eager for trade contact with Europeans.

a.

The Islamic world reunified under a single political authority, the caliphate.

b.

The Islamic world began a program of overseas expansion.

c.

The Islamic world lost its ability to make beautiful textiles and other products for trade.

d.

The Islamic world developed three distinctive cultural traditions centered on the Mughal, Ottoman, and Safavid empires.

a.

They taught devotional strategies to prepare students to enter Sufi Orders.

b.

They provided an elite corps of martial artists for the Ottoman army.

c.

They led persecution of religious minorities such as Jews and Christians.

d.

They challenged Ottoman rule as insufficiently guided by religious principles.

a.

Europeans had much less wealth than the Ottomans.

b.

Nowhere else could the famous tulips of the Tulip Period be grown.

c.

Ottoman military successes proved God’s favor for their culture.

d.

Ottoman science was more advanced than European science.

a.

The devshirme

b.

The janissaries

c.

The Sufis

d.

The ulama

a.

The art of the period reflected the majesty and aloofness of the Safavid shahs.

b.

The Safavids created a blending of Sunni and Shia poetry.

c.

The Safavid Empire provided a home for Shiite Islam and blended it with traditional Persian culture.

d.

The Safavid capital, Isfahan, was modeled after the Topkapi palace in Istanbul.

a.

Islamic traditions dominated artistic and poetic expression.

b.

Hindu traditions in jurisprudence formed the basis of Mughal law.

c.

Hindus and Muslims joined to suppress the culture of other ethnic groups in South Asia.

d.

Hindus and Muslims shared the flourishing of art, architecture, and music.

a.

Both promoted overseas proselytism to spread their respective official faiths.

b.

Both rejected the presence of Christian missionaries.

c.

Both accepted varieties of religious pluralism in their territories.

d.

Both insisted on the practice of one state-sponsored religion.

a.

Tribute from the conquered peoples in central Asia provided the funds for extravagant buildings such as the Taj Mahal.

b.

Foreign trade brought in silver that advanced the economy, which helped the nobility prosper.

c.

Confiscatory taxation on farmers funded the Mughal military-based nobility.

d.

Mughal nobles were entitled to collect a tithe from all non-Muslims.

a.

The palace at Isfahan

b.

The empire’s legal system

c.

The Taj Mahal

d.

The peacock throne

a.

China’s internal market fueled its growth and culture, instead of the foreign trade that provided wealth to the Islamic Empires.

b.

China alone relied on its own traditions for cultural inspiration.

c.

China had long been a center of learning, but the Islamic Empires relied on outside sources of learning.

d.

China, unlike the Mughals and Ottomans, ruled over a homogeneous population.

a.

Almanacs and books of astronomical observations

b.

Medical encyclopedias

c.

Travel guides

d.

Study guides for civil services examinations

a.

Elite women’s success as writers, readers, and editors encouraged them to assume a wider range of social roles.

b.

Elite women read about the lives of poor women and developed a new sense of female solidarity that crossed class boundaries.

c.

Elite women were generally able to participate as writers, readers, and editors, despite increasing constraints on their lives.

d.

Elite women were not encouraged to participate in literary culture, but the most popular books had strong female characters.

a.

All Chinese people shared one religion, so there was nothing to cause conflict.

b.

Chinese government was so centralized that regional leaders lacked the ability to fight in defense of their religious beliefs.

c.

European visitors told Chinese leaders about religious warfare in their homeland, and the Chinese vowed to avoid making the same mistake.

d.

The Chinese believed it was the emperor, rather than any religious group, that held the mandate of heaven, so no sect was favored over the others.

a.

They wanted to decipher the mysteries of the universe and gain greater control over nature.

b.

They believed that the stability of the kingdom depended on the emperor’s ability to calculate correct dates for festivals, court sessions, mourning periods, and agricultural work.

c.

They needed a clear understanding of the constellations and other celestial features in order to navigate the world’s oceans.

d.

They believed that astronomy was the key to a universal and objective understanding of the natural world.

a.

Chinese maps exhibited a higher degree of geometric and mathematical precision.

b.

The Chinese knew that the Earth was round, and ridiculed the flat Earth shown in Ricci’s maps.

c.

The Chinese believed that Ricci’s maps made China seem an unimportant country on the edge of the world.

d.

Chinese maps reflected more knowledge of other parts of the world.

a.

The most popular plays were those that made fun of the shogun.

b.

It idolized groups such as actors, musicians, and courtesans, who were ordinarily at the bottom of the social hierarchy.

c.

It argued that people should be able to rise in the social hierarchy through attention to propriety and virtuous behavior.

d.

It offered women opportunities for independence and autonomy.

a.

Chinese literature, legal thought, and religion had a significant influence on Tokugawa Japan.

b.

Japanese popular theater was based largely on Chinese models.

c.

Chinese monks spread Buddhism, which replaced native Japanese religious practice.

d.

Chinese became the language of Japanese high culture.

a.

Buddhism was branded a foreign contaminant of Japanese culture.

b.

Shinto beliefs were incorporated into “Dutch learning.”

c.

Zen monasteries spread across the country.

d.

Shamanism was suppressed, especially among women.

a.

Foreign powers forced Japan to modernize by adopting “modern” science and culture.

b.

Before the seventeenth century, Japan had not come into contact with foreign ideas or culture.

c.

Earlier, foreign ideas rarely traveled beyond coastal regions, but by the eighteenth century, expanded networks of exchange facilitated their spread throughout the country.

d.

Members of middle class idealized foreign culture, leading the shoguns to fear that learning about Enlightenment ideals might lead the merchants to overthrow the emperor.

a.

They sponsored feasts to allow themselves an opportunity to dine with their subjects.

b.

They led religious ceremonies, characterized by lavish displays of ornate religious artifacts.

c.

They showed their link to wealth and power by displaying gold-covered spears, maces, and elephant tails.

d.

They commissioned the creation of epic poems about the divine origins of the Asantehene.

a.

Detailed paintings of plant life

b.

Intricate silver jewelry

c.

Sophisticated bronzes

d.

Enormous marble palaces and temples

a.

Enlightened thinkers were strongly opposed to imperialism.

b.

Rulers used the methods and principles of the Enlightenment to advance imperialism.

c.

Enlightened thought often impeded the state-building necessary for imperialism.

d.

Enlightened thinkers were concerned with domestic rather than international affairs.

a.

Increased respect for the wisdom of classical and medieval authorities

b.

The expansion of educational opportunities for rural women

c.

Increased respect for traditional elites and clerics

d.

The expansion of literacy and the spread of critical thinking

a.

They wanted to improve their societies and search for universal, objective knowledge.

b.

They wanted to encourage European monarchs to rule as enlightened despots.

c.

They wanted to improve European technical expertise and encourage overseas expansion.

d.

They wanted to encourage people to become more religious, so that they could achieve enlightenment.

a.

The crown hoped to gain the support of the women who hosted the salons.

b.

If the crown was seen to support scientific progress, the great minds of the academies would also be seen to support the crown.

c.

If the crown supported the academies, the new ideas and technology that were discovered would belong to the crown.

d.

The crown hoped to gain votes from the growing middle class, who were fascinated by new scientific discoveries.

a.

Conducting experiments was the only way that humans could begin to understand the workings of nature.

b.

Scientific knowledge should be based on the work of traditional authorities, such as Aristotle.

c.

Only members of the clergy could safely conduct scientific experiments without imperiling their souls.

d.

The best way to learn was to inquire into the ways that other cultures did scientific research.

a.

Many governments employed censors and punished radical thinkers.

b.

Riots occurred in university towns against the imposition of secular knowledge in the schools.

c.

Artisans guilds passed rules against applying Newtonian physics to their crafts.

d.

Women wrote in their journals that they refused to conduct experiments because they feared a loss of femininity.

a.

All people have an inerasable drive to truck, barter, and exchange.

b.

There are tables cataloguing innate cultural differences between different ethnic groups.

c.

The only way to create moral people is through stern rules and harsh punishments.

d.

People should be free to rise in society according to their talents.

a.

Free competition encouraged improvements in industrial production.

b.

He believed that the laws of God did not permit the guilds’ imposition of controls on labor.

c.

He believed that free and fair competition provided the best opportunity to produce wealth.

d.

Mercantilists advocated rational self-interest, which could not advance the common good.

a.

They sought to gather all the knowledge scattered over the face of the Earth and to present it in useful form.

b.

They sought to create a catalog of all of the works of Western authors.

c.

They wanted to portray all other cultures as being inferior to European culture.

d.

They wanted to evaluate the world’s regions according to their adherence to rational science.

a.

Ottoman and Qing rulers used architecture to communicate their wish for a more open relationship with their subjects.

b.

Intellectuals in Benin used poetry to express their longing for a bygone golden age.

c.

European women such as Mary Wollstonecraft took up the pen to counter the belief that women could not act as rational beings.

d.

Mughal painters used styles imported from Europe to communicate their wish for greater cultural blending.

a.

Artistic ability and linguistic sophistication

b.

Form of governance and linguistic sophistication

c.

Physical appearance and form of governance

d.

Linguistic sophistication and physical appearance

a.

Pacific peoples

b.

Amerindians

c.

East Asians

d.

Africans

a.

Missionaries to the Americas were backed up by colonial officials and military power.

b.

Missionaries to East Asia were more willing to accept the blending of multiple religious traditions.

c.

Missionaries to the Americas were more successful at impressing their audiences with examples of European cartography.

d.

Missionaries to East Asia failed to learn anything about the people they sought to convert.

a.

Africans and Amerindians cynically used conversion as a ploy to increase their attractiveness as trade partners.

b.

Africans and Amerindians became ultra-orthodox, criticizing the behavior of their European missionary teachers.

c.

Africans and Amerindians completely gave up their previous gods and belief systems.

d.

Africans and Amerindians used Christianity to supplement their existing beliefs, not replace them.

a.

Amerindians sought to ally themselves with European Christians in order to hasten the conversion process.

b.

Amerindian women were attempting to repopulate the Americas after the deaths brought by European disease.

c.

Initially, European colonists were overwhelmingly male.

d.

European wives died out rapidly in the harsh climates of North America.

a.

It argued for the rise of a meritocracy based on talent, not rank.

b.

It proposed that democracy was the best form of government.

c.

It announced that all men were endowed with equal rights.

d.

It avowed that only a government based on Christian ideals could provide a just society.

a.

Enlightenment ideas were popular in Portugal and Spain.

b.

Creoles wanted to imitate their English counterparts in North America.

c.

Creoles believed in the equality of all humankind.

d.

Enlightenment ideas helped to justify their dissatisfaction with colonial rule.

a.

They included scientists to describe and classify Australia’s fauna, flora, people, and natural features.

b.

They were ordered to create a free and open market economy in Australia.

c.

They were instructed to respect the heritage and cultural autonomy of Australia’s Aborigines.

d.

They were organized by a group of intellectual women who wanted to promote scientific knowledge.

a.

Both of them sailed to obtain scientific knowledge as well as empire.

b.

Both of them were killed by people they met in their travels.

c.

Both of them returned home with news of gold that could be exploited.

d.

Both of them changed local ecologies by introducing European flora and fauna to unfamiliar environments.

a.

Both groups were forced to work in silver mines for European owners.

b.

Both groups had large numbers of people perish from European-introduced disease.

c.

Both groups believed that the Europeans were gods.

d.

Both groups were taken as slaves and sent to Europe and Asia.

a.

Once their terms of incarceration were completed, all residents in Australia were to have equal rights to life, liberty, and property.

b.

The costs of incarceration in Britain would go down according to free market principles.

c.

Prisoners were to be removed from an environment that did not suit them and sent to a new one where they could reform.

d.

Transportation was a more enlightened form of punishment than hanging.

a.

Both believed that commerce satisfied human needs and prevented conflict.

b.

Both believed that commerce alleviated natural inequalities among people.

c.

Rousseau believed that commerce made people harmful to each other, whereas Smith believed it fostered cooperation.

d.

Rousseau believed that humans had a natural instinct for commerce, whereas Smith believed it must be taught.

a.

Shimai was primarily concerned with the success of his house.

b.

Shimai was opposed to any regulation of his commercial activities.

c.

Shimai cautioned against any recreational activity.

d.

Shimai resisted the influence of foreign culture and religion.