HIST 115 History Questionnaire

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History 115-7103
Spring Semester 2022
Profesor Cañedo
PDF copy of quiz 2
1. The continuity and growth of a more global economic system during the colonial period
was basically supported by two commodities. Which commodities were they?
a.
b.
c.
d.
gold and silver
silver and sugar
gold and sugar
gold and other crops
2. After 300 years of colonization, by the end of the 1800s, and prior to the wars of
independence
a. the caste and slavery systems remained strong.
b. the caste system had disappeared.
c. the caste and slavery systems were almost invisible.
d. slavery was abolished.
3. What was the “royal fifth”?
a. a ceremony to worship the king
b. the name of the royal fleet that crossed the Atlantic
c. a 20% tax on mining, and the prime source of colonial revenue
d. the name of the viceroyalty established in the New World by the Spaniards
4. In spite of their limited armies, Spain and Portugal controlled their colonies for 300 years.
How could they manage to do so?
a. through the use of religious fear
b. through the use of violent force through private armies
c. through the use of a widespread consent by those at the bottom (hegemony)
d. through the use of a strict system of laws and sanctions
5. Sor Juana Inés de la Cruz is a historically significant character because
a. she was a leading reformer of colonial convents and monasteries.
b. she was an exceptional nun that fought in the Spanish army.
c. she founded the first Catholic convent in Spanish America.
d. she was a great poet and intellectual.
6. How did cultural hegemony function?
a. It prevented the creation of new Latin American cultures.
b. It forced people to convert to Catholicism.
c. It stripped the less powerful of all bargaining power.
d. It made dominance seem natural and inevitable.
7. Honor:
a. was a privilege only men could carry.
b. prescribed different social roles for men and women.
c. was, without exception, a privilege only rich men and rich women could carry.
d. was defined by the ideas of men and women living in indigenous communities.
8. What is the term that historians use when referring to the new Latin American cultures
that resulted from the give-and-take of all those living on the same soil?
a. Acculturation
b. Transculturation
c. Mixed-cultures
d. European-like cultures
9. On the frontiers of the Spanish Empire in America, the main instrument(s) of colonization
was
a. the religious missions to indoctrinate and control the natives.
b. the strong military garrisons and fortifications to keep enemies at bay.
c. the sugar plantations to keep those at the bottom busy with work and away from
rebellious ideas.
d. the creation of a community in which all participants had the same rights.
10. The main racial and cultural mechanism used to organize society hierarchically in
colonial Spanish and Portuguese America was
a. the “mestizo system.”
b. the “caste system.”
c. the “mita regime.”
d. the “repartimiento system.”
11. During the colonial period the church was so powerful because it
a. controlled all educational institutions.
a. exercised hegemony among the entire population.
b. was very wealthy.
c. all of the above
12. Which of the following is an example of transculturation?
a. an indigenous person offering sacrifices to his god
b. a Spaniard kneeling in front of a representation of the Virgin of Guadalupe
c. a person of African descent dancing along the rhythms of his/her native land
d. a Spanish woman practicing witchcraft
13. How would you describe the relationship that the people of African descent and the
indigenous people established with the Catholic Church?
a. People of African descent and the indigenous people truly accepted Catholicism.
b. People of African descent and the indigenous people would publically say that they
accepted Catholicism but privately did not.
c. People of African descent and the indigenous people decided, along with the local
priests, where the churches should be built.
d. People of African descent and the indigenous people accepted the Catholic faith as
long as they could continue practicing their own rituals.
14. By the end of the colonial period, the number of mixed people—meaning not white, not
indigenous, and not African, but culturally and racially mixed—had grown. Why did this
happen?
a. It was a product of slavery being abolished in the late 1700s.
b. It was a result of the casta paintings.
c. It was a product of centuries of transculturation.
d. It proved that hegemony, as explained by Chasteen, did not work on the ground.
15. Which of the following best relates to the mining business?
a. It linked the colonies economically with Europe.
b. It created reasonable jobs for the Europeans.
c. It was an excellent source of revenue for the workers.
d. Children were not allowed to work there.
16. Which of the following best defines the caste system?
a. It determined social categories that could not be bought with money.
b. It determined how much tax each member of the colonies needed to pay.
c. It sorted people into categories based solely on the amount of property they owned.
d. It sorted people into fixed categories based on multiple characteristics.
17. Through climbing the social ladder, it became possible for people of lower status to do
which of the following?
a. marry partners of lighter skin
b. purchase “whiteness” paying for a special exemption
c. serve in the army and the militia to increase one’s honor
d. all of the above
18. The Bourbon and Pombaline reforms intended to rationalize and modernize the
governance of overseas dominions. When did this happen?
a. as soon as the Europeans arrived in the New World
b. in the late 1700s
c. early in the 1800s
d. in the mid-1800s
19. Which of the following areas was considered a fringe of the Spanish Empire during the
colonization period? (Note that country names did not exist during that time period.)
a. Brazil
b. Paraguay
c. Mexico
d. Peru
20. Which of the following statements best characterizes the colonial period?
a. It was a period of continued and overall stability.
b. It was a chaotic period.
c. It was a period in which everybody prospered.
d. It was a period with no economic distress.
21. Which country did slaves take control of after independence?
a. Mexico
b. Haiti
c. Venezuela
d. Cuba
22. Many indigenous people participated in the wars of independence. With which of the
following factions did they align themselves?
a. mainly with the Spanish
b. mainly with the Creoles
c. Since they did not have much at stake, they decided based on their personal
circumstances.
d. They promoted a truce between the two factions.
23. What was the outcome of Brazil’s fight for independence in 1822?
a. the establishment of the largest republic in Latin America at the time
b. the formation of a constitutional empire
c. the organization of a federal protectorate under the Portuguese
d. the beginning of a long civil war
24. Simón Bolívar fought to liberate several countries in Latin America. Which of the
following countries were liberated by Bolívar?
a. Mexico and Peru
b. Argentina and Paraguay
c. Colombia and Venezuela
d. Argentina and Mexico
25. The movements for independence in Buenos Aires and Caracas were
a. movements started by the common people (“revolutions from below”).
b. movements started by well-educated Creole elites (“revolutions from above”).
c. movements started by the Spanish royal officials themselves.
d. spontaneous movements in which Creoles and the common people participated in
equal proportions.
26. Which of the following statements best describes the main purpose behind the
independence movements in Latin America?
a. The leaders of the independence movements wanted a more egalitarian society where
all, including people of African descent and indigenous people, could rule.
b. The leaders of the independence movements wanted to become independent from
Spain but did not want to change the social hierarchies in place.
c. The leaders of the independence movements searched for a society with a more
respectful monarchy and greater freedom for all.
d. The leaders of the independence movements envisioned a society without a strong
central government.
27. How did things change for Latin American women when independence was achieved?
a.
Women witnessed the continuation of patriarchal control in postcolonial days.
b.
Women achieved greater equality with men.
c.
Women gained immediate access to administrative jobs.
d.
Women were arrested and could not enjoy gender equality.
28. In the context of Latin American independence, what does nativism mean?
a.
a convenient mechanism for indigenous people to join the winning armies
b.
a glorification of indigenous people’s identity
c.
a claim to an American identity
d.
a strategy that united all Spaniards against foreigners
29. What statement best describes what took place in most Latin American nations after
winning independence?
a.
Most Latin American nations changed dramatic
b.
Most Latin American nations remained exactly the same.
c.
Most Latin American nations did not change much but did change in terms of racial
labeling practices.
d.
Most Latin American nations concentrated on transforming their military forces and
not on promoting socio-cultural transformations.
30. What happened to the women that participated in the wars of independence?
a.
They became powerful symbols.
b.
We do not know anything about them.
c.
Most of them died in battle.
d.
People were, and continue to be, indifferent to them.
31. What was the most important ideological banner used by the leaders during the wars
of independence in Latin America?
a.
republican government
b.
capitalism
c.
popular sovereignty
d.
equality against the law
32. What did the leaders of the independence movements do after declaring their countries
independent nations?
a. They quickly changed all colonial laws and promoted a new social organization.
b. They kept all languages and laws of the colonizers.
c. They called for elections.
d. They formed political parties.
33. During the reign of Philip IV, the Conde-Duque de Olivares launched Spain into a
renewed battle against Protestants in which nation?
a.
France
b.
England
c.
Portugal
d.
the Netherlands
34. Which of the following statements does not apply to the Habsburg monarchs of the
17th century?
a.
They were the immediate successors to Charles V and Philip II
b.
They involved Spain in a series of European imperial wars
c.
They presided over an unprecedented period of economic growth and development
for Spain
d.
They were often considered as weak and incompetent monarchs
35. Who was the minister for Charles III whose foreign policy decisions included trade
agreements with Muslim nations as well as support for the Americans during their
revolution against the British?
a.
Gaspar Melchor de Jovellanos
b.
The Marques of Ensenada
c.
The Conde de Floridablanca
d.
The Conde-Duque de Olivares
36.
a.
b.
c.
d.
Which of the following statements applies to the reign of Charles II?
He oversaw the expulsion of the morisco populations from Spain
He launched Spain into the religious conflict known as the Thirty Years War
He was a mentally and physically weak person who was known as “Charles the
Bewitched”
He faced rebellions from the populations in both Portugal and Catalonia
37. Which of the following was not a result of the War of the Spanish Succession?
a.
Spain was able to keep its Italian possessions such as Naples, Milan and Sardinia
b.
England gained the Gibraltar colony and as well as concessions to slave trading
rights in the West Indies
c.
Philip, the Duke of Anjou, ascended to the Spanish throne
d.
The Spanish empire was severely weakened
38. Who was Felix Calleja?
a.
A mestizo priest who was also a student of Miguel Hidalgo’s.
b.
A rebel leader who led a guerrilla movement against royalist forces following the
death of Jose Maria Morelos.
c.
A royalist officer who retook Guanajuato from rebel forces and also defeated
Hidalgo’s men near Guadalajara.
d.
A royalist officer who switched sides and joined the rebel forces in 1820.
39. Since many areas in Mexico had suffered through harsh drought and famine in the early
19th century, particularly the Bajio in Guanajuato, people would be more inclined to believe
in prophets or “millenarian movements.”
a.
True
b.
False
40. Vicente Guerrero was an upper-class officer in the Spanish Army who fought against
the Independence movement before he switched sides to that cause in 1821.
a.
True
b.
False
41. The objectives of the Plan of Iguala included provisions such as union, independence,
and the preservation of the sanctity of the Catholic Church
a.
True
b.
False
42. Which of the following events is associated with the third stage of the Mexican
Independence movement?
a.
Miguel Hidalgo issues his “Grito de Dolores” and a call against “mal gobierno.”
(“bad government”)
b.
Guerrilla warfare persisted in many areas of Mexico, prompting the upper classes to
question their loyalty to Spain and King Ferdinand VII.
c.
General Agustin de Iturbide secured conservative support for the achievement of
Mexican Independence.
d.
Jose Maria Morelos refined the Independence movement by developing clear
political objectives and assuming strict control over his forces.
43. In his discussion of the pejorative terms “tarugo” and “torpe” while describing King
Charles IV, which cartoon character does Profesor Cañedo display in the module preview
video to illustrate his point?
a.
Donald Duck
b.
Elmer Fudd
c.
Ralph Wiggum
d.
Fred Flintstone
44. According to Profesor Cañedo, the Virgin of Guadalupe is an excellent example of
“religious syncretism” between the idea of the Virgin Mary and the Aztec rain god Tlaloc.
a.
true
b.
false
45. What is meant by the “sertão?”
a.
These were the explorers who ventured into the Amazon basin region and often
engaged in violent confrontations with the native populations.
b.
These were the harsh, semi-arid regions of northeastern Brazil.
c.
This was the Afro-Brazilian dance that evolved into a political movement in the
19th century.
d.
This was a fermented beverage, like beer, that was brewed by the Germans that
settled in the southeastern Rio Grande do Sul region of Brazil.
46. In which region did the Tupac Amaru II revolt take place?
a.
Brazil
b.
Chile
c.
Peru
d.
Mexico
47. The name “Pepe Botellas” was a derogatory term applied to which personality?
a.
Simon Bolivar
b.
King Ferdinand VII
c.
King Charles IV
d.
Joseph Bonaparte
48. The Mel Brooks film that Profesor Cañedo references in his discussion of King Charles
II is “Young Frankenstein.”
a. true
b. false
49. Which social class was Mexican independence leader Jose Maria Morelos a part of?
a.
creole
b.
mestizo
c.
peninsular
d.
mulato
50. In his discussion of the Mexican Independence war, Profesor Cañedo compared the
military stalemate during that era to which United States war?
a.
Korea
b.
Iraq
c.
Vietnam
d.
Afghanistan

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colonization

global economic system

Mexican Independence war

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