European History to 1600 Review Questions
Course Introduction
This course explores the major political, social, cultural, and economic developments in Europe from antiquity through the early modern period, ending around 1600. Students will examine the legacy of Ancient Greece and Rome, the rise of Christianity, the formation and disintegration of medieval kingdoms, the feudal system, religious movements, the Renaissance, and the changes leading to the modern era. Emphasis is placed on the interactions among different regions and societies, the evolution of institutions, and the enduring impacts of early European history on contemporary civilization.
Recommended Textbook
Western Civilization A Brief History Volume I 11th Edition by Marvin Perry(check images and others
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Chapter 1: The Ancient Near East: the First Civilizations
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Q1) satrap
Answer: A satrap was a provincial governor in the ancient Persian Empire. They were appointed by the king and were responsible for overseeing the administration, taxation, and defense of their respective provinces. The satraps were often members of the royal family or trusted nobles, and they held significant power within their territories. They reported directly to the king and were expected to maintain order and loyalty to the central government. The satrapies were located throughout the empire, and each satrap had a residence and administrative center within their province. The position of satrap was important because it allowed the Persian king to maintain control over a vast and diverse empire, while also providing a system of local governance and administration. The satraps played a crucial role in the stability and functioning of the Persian Empire.
Q2) Sargon the Great may be said to have been
A) one of a kind, a benevolent ruler.
B) aware of the need to centralize authority through appointed officials.
C) reluctant to make demands of contributions from conquered peoples.
D) able to utilize an army drawn together when danger was apparent.
E) a leader of the Sumerians.
Answer: B
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Chapter 2: The Hebrews: a New View of God and the Individual
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Q1) King Cyrus
Answer: King Cyrus was a Persian ruler who reigned from 559-530 BCE. He is known for founding the Achaemenid Empire and is considered one of the most influential and benevolent rulers in ancient history.
Who: King Cyrus was a Persian ruler and founder of the Achaemenid Empire.
What: He is known for his conquests and for establishing one of the largest empires in history.
Where: He ruled over the Persian Empire, which encompassed modern-day Iran and parts of the Middle East and Asia.
When: King Cyrus reigned from 559-530 BCE.
Why Important: King Cyrus is important because of his benevolent and tolerant rule, as well as his role in establishing the Persian Empire and his influence on future rulers and empires. He is also known for his famous Cylinder, which is considered one of the first human rights declarations in history.
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Chapter 3: The Greeks: From Myth to Reason
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Q1) Plato would have argued against which of the following statements?
A) Those who were inclined toward intellectual pursuits should be rulers.
B) The adjective courageous should only be applied to those who were willing to become childbearers.
C) Humans must live an ethical life as citizens of a rational state.
D) In an unjust state, people cannot achieve Socratic wisdom for their souls will mirror the state's wickedness.
E) People will not entrust the care of a sick person to just anyone.
Answer: B
Q2) The Mycenaeans left a legacy for the Greeks except
A) metallurgy
B) pottery forms
C) agriculture
D) democracy
E) Homeric epics
Answer: D
Q3) Aristotle
Answer: Answer not provided.
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Chapter 4: Rome: From City-State to World Empire
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Q1) Ptolemy, the second century A.D. Alexandrian scholar, summarized the Greco-Roman world's knowledge of
A) astronomy.
B) medicine.
C) physics.
D) anthropology.
E) geography.
Q2) The significance of Octavian's willingness to abandon his power in 27 B.C. rests in A) the magnitude of his military failure.
B) his belief that it created legitimacy and removed his reign from the taint of despotism.
C) his hope that the Senate would proclaim him a god.
D) the fact that it never happened; his admirers later created this myth.
E) his belief that the Senate would proclaim him as king.
Q3) Livia
Q4) On the map of Europe, fill in the areas that were considered Roman territories in 140 B.C. and in 44 B.C.
Q5) Carthage
Q6) Ptolemy
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Chapter 5: Early Christianity: a World Religion
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Q1) Which of the following translated the Old and New Testament from Hebrew and Greek into Latin?
A) Jerome
B) Ambrose
C) Augustine
D) Pachomus
E) Patrick
Q2) Paul and the Apostles found receptive listeners from
A) Gentiles and non Palestinian Jews.
B) Mongolian Huns.
C) Germanic tribes in Gaul.
D) Zealots.
E) Jewish leaders
Q3) As a consequence of the Edict of Milan
A) the Romans attacked the Manichaeans.
B) Roman religious conformity was strictly enforced.
C) Romans crushed the Christian religion.
D) Roman officials were ordered to seek out and destroy mystery religions.
E) Christianity was recognized in the Roman Empire.
Q4) On the map of Europe, trace the missionary activities of Paul of Tarsus.
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Chapter 6: The Rise of Europe: Fusion of Classical, Christian, and Germanic Traditions
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Q1) All of the following statements are true of the three-field system except
A) only two-thirds of the land was used in a given year
B) it increased the amount of land farmed
C) diversification of crops added more vegetable protein
D) was mostly used in Southern Europe
E) left one-third of the land fallow each year
Q2) The existence of the serfs was
A) likely to be dismal.
B) based on the need for protection that the lord could provide.
C) marred by the contempt that was felt for them.
D) likely to be too weak to resist the encroachment of local magnates.
E) All of these were true of the serfs' condition.
Q3) Besides just saving examples of Roman and Greek intellectual heritage, Boethius
A) tried to join faith and reason
B) recreated Socrates schools in Athens
C) stopped the spread of Christianity
D) rejected Christendom in favor of Islam
E) led Germanic armies into Greece to restore order
Q4) Vikings
Q5) Gregorian Reform
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Chapter 7: The Flowering and Dissolution of Medieval
Civilization
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Q1) Which uprising in France claimed the lives of 20,000 people?
A) The Peterloo massacre
B) The Waterloo massacre
C) The Jacquerie
D) The wage earners rebellion
E) The Waldensian revolt
Q2) Which statement best describes the accomplishments of medieval thinkers in the area of science
A) set the stage for modern science by inventing analytical geometry and calculus
B) proved that the sun was at the center of the universe
C) created a clear break between theology and natural science
D) set the stage for the emergence of modern science by translating and commenting on ancient texts
E) influenced Arab thinkers by introducing the study of optics to the wider world
Q3) Dante Alighieri
Q4) How did the Hundreds Year War lead to social turmoil in France?
Q5) Discuss the idea of "courtly love" and how this idea transformed the role of knights in medieval society.
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Chapter 8: Transition to the Modern Age: Renaissance and Reformation
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Q1) The Index of Prohibited Books
Q2) Which of the following is considered the greatest playwright the world has ever produced?
A) Machiavelli
B) Sir Thomas More
C) William Shakespeare
D) Rabelais
E) Lorenzo Valla
Q3) The humanist spirit in France is exemplified by
A) Lorenzo Valla.
B) Mario De Como.
C) Francisco Franco.
D) Francois Rabelais.
E) Erasmus.
Q4) How was the Italian city-state of the Late Middle Ages fundamentally different from other European states?
Q5) Machiavelli
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Q6) Did the Reformation begin with Martin Luther? How did writers, thinkers, dissenters, and events prior to 1517 help prepare the way for Luther?
Chapter 9: Political and Economic Transformation: National
States, Overseas Expansion, Commercial Revolution
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Q1) enclosure
Q2) Hernando Cortés
Q3) Which of the following sailed around the Cape of Good Hope and across the Indian Ocean to India?
A) Ferdinand Magellan
B) Vasco da Gama
C) Bartholomeu Dias
D) Christopher Columbus
E) Henry the Navigator
Q4) Ferdinand Magellan
Q5) Expansionist activities of the sixteenth century least involved
A) hopes for the spice trade.
B) the Crusading tradition.
C) the desire to end power of intermediaries in trade.
D) an attempt to escape the Black Death.
E) opportunities for creating empires overseas.
Q6) Describe some ways religious dissension proved to be a most unsettling factor in the development of modern states of the sixteenth and seventeenth centuries.
Q7) Little Spain
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Chapter 10: Intellectual Transformation: the Scientific
Revolution and the Age of Enlightenment
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Q1) enlightened despotism
Q2) Discourse on Method
Q3) The philosophes' concern for liberty did not lead them to embrace democracy with the notable exception of
A) Voltaire.
B) Rousseau.
C) Locke.
D) Paine.
E) Diderot.
Q4) Which of the following systematically observed the planets and stars and recorded their positions with far greater accuracy than had ever been done?
A) Copernicus
B) Kepler
C) Brahe
D) Galileo
E) Descartes
Q5) Compare the ideas of Thomas Hobbes, John Locke, and Jean Jacques Rousseau about the manner in which the state was formed. What was the relationship of the citizen to the state according to each of these men?
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Chapter 11: The Era of the French Revolution: Affirmation of Liberty and Equality
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Q1) How was the French Revolution an outgrowth of the Enlightenment?
Q2) Louis XVIII
Q3) The Thermidoreans rejected the leadership of A) Louis XVI
B) Napoleon
C) Jacobins
D) Directory
E) National Assembly
Q4) the Vendée
Q5) After Napoleon's defeat in the spring of 1814, he was exiled to A) Saint Helena Island.
B) the Island of Elba.
C) the Island of Fernando Po.
D) the Island of Madagascar.
E) Seychelles Island.
Q6) Discuss the circumstances that led to the Fall of Napoleon.
Q7) Analyze the slogan "Liberty, Equality, Fraternity." To what extent was the slogan a good indicator of the realities of the French Revolution?
Q8) Frederick William III Page 13
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Chapter 12: The Industrial Revolution: the Transformation of Society
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Q1) The Combination Acts (1799 1800)
Q2) William Siemens
Q3) Which of the following inventions made it more efficient to bring many workers together, rather than sending work out to individuals in their own homes?
A) The cotton gin
B) The flying shuttle
C) The water frame spinning machine
D) The spinning mule
E) The steam engine
Q4) Increasingly, for workers Sunday became associated with
A) every other day because they worked 7 days a week.
B) religious reformers that swarmed into the slums.
C) drinking, games, and gossip.
D) church as it remained a religious day.
E) money because it was payday.
Q5) The Public Health Act (1848)
Q6) urbanization
Q7) The Factory Act (1847)
Q8) James Watt
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Q9) Feargus O'Connor
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Chapter 13: Thought and Culture in the Early Nineteenth Century
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Q1) William Blake
Q2) John Stuart Mill
Q3) The author of Reflections on the Revolution in France was
A) Karl Marx.
B) John Stuart Mill.
C) Edmund Burke.
D) G.W.F. Hegel.
E) Immanuel Kant.
Q4) Which of the following shows the dark side of romanticism?
A) It served as background to the extreme nationalism of the twentieth century.
B) It promoted drama and poetry.
C) It supported the idea that the individual artist should follow his or her imagination.
D) It focused on the creative capacities inherent in human emotions.
E) The Romantics shed light on a side of human nature overlooked by the philosophes.
Q5) Freud
Q6) Victor Hugo
Q7) Horst von Maltitz
Q8) Hume
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Chapter 14: Surge of Liberalism and Nationalism:
Revolution, Counterrevolution, and Unification
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Q1) Giuseppe Mazzini
Q2) In 1858, Cavour signed an agreement with which of the following leaders against Austria?
A) Emmanuel
B) Mazzini
C) Garibaldi
D) Bismarck
E) Napoleon III
Q3) What liberal reforms were instituted during the nineteenth century? Consider how these examples differ in different countries of Europe.
Q4) Junkers
Q5) The first part of Cavour's program for unification of Italy involved
A) formation of secret terrorist bands in all the Italian states.
B) mobilizing peasant support for unification.
C) an invasion of Austria proper.
D) improving Piedmont's image abroad with an economic reform program.
E) favoring Mazzini's goal of a democratic republic.
Q6) Young Italy
Q7) Count Camillo Benso di Cavour
Q8) Giuseppe Garibaldi Page 18
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Chapter 15: Thought and Culture in the Mid-Nineteenth
Century: Realism, Positivism, Darwinism, and Social
Criticism
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Q1) Jeremy Bentham was a/an
A) lawyer.
B) industrialist.
C) political scientist.
D) scientist.
E) social theorist.
Q2) Briefly define realism and naturalism. Referring to specific writers and their works, comment on the nature of the impact of these movements.
Q3) The author of War and Peace is ___________.
A) Honore' de Balzac
B) Ivan Turgenev
C) Leo Tolstoy
D) Charles Dickens
E) Emile Zola
Q4) Henrik Ibsen's Pillars of Society was a critique of
A) the corrupt Lutheran clergy.
B) conventional marriage.
C) peasant revolts.
D) Swedish rule over Norway.
E) hypocritical bourgeois.
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Chapter 16: Europe in the Late Nineteenth Century: Modernization,
Nationalism, Imperialism
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Q1) Open Door Policy
Q2) In describing the impact of industrialization after 1890, which of the following statements is NOT true?
A) The shift from hand to machine production accelerated.
B) The standard of living for most workers actually dropped.
C) Unions were successful as more workers became concentrated in industrial centers.
D) Early laws at urban development and sanitation aimed at improving living conditions.
E) More women were forced out of the factories.
Q3) Adolphe Thiers
Q4) Meiji regime
Q5) On a map of Europe, designate those areas that may be associated with the following: home rule, Communards, Easter Rebellion, the Kulturkampf, and the Irish question.
Q6) Taff Vale decision
Q7) On the map of Africa, designate those areas controlled by Britain, France, Germany, and Italy as well as the African states that were never imperialized by the West.
Q8) Sepoy Mutiny
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Chapter 17: Modern Consciousness: New Views of Nature,
Human Nature, and the Arts
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Q1) Werner Heisenberg
Q2) The Modernist Movement may be said to have
A) rejected classical and realist models.
B) been intent on eighteenth-century artistic rules.
C) stressed the need for rational control of art.
D) been a conformist movement.
E) rejected the romantic movement.
Q3) Social thinkers diagnosed the ills of modernizing societies in various different ways in the late nineteenth and early twentieth centuries. What were the different diagnoses and who was responsible for each one?
Q4) Cubism was developed by
A) Mondrain and Kandinsky.
B) Picasso and Braque.
C) Klee and Van Gogh.
D) Einstein and Bohr.
E) Planck and Stravinsky.
Q5) theory of relativity
Q6) Sigmund Freud
Q7) Pablo Picasso
Q8) the id
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Chapter 18: World War I: the West in Despair
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Q1) Which of the following would be least associated with Woodrow Wilson?
A) The idea of establishing a League of Nations
B) Crushing the German war machine so it could never rise again
C) Following the principle of self-determination
D) Being undermined at Paris by the results of the congressional elections in 1918
E) The idea of "peace without victory"
Q2) Lebensraum
Q3) Vladimir Ilyich Ulyanov Lenin
Q4) One may best conclude about the Triple Entente that it was A) encouraged by the Germans.
B) offensive in nature.
C) concerned with territorial dispositions.
D) involved in specific military plans, but only against Germany.
E) provoked by Germany's strength.
Q5) Using different colored pencils, fill in on a map of Europe the Triple Entente powers, the Allies of the Triple Entente, and the Central Powers.
Q6) Gavrilo Princip
Q7) Mensheviks
Q8) Tannenberg
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Chapter 19: An Era of Totalitarianism
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Q1) The results of Stalin's collectivization included which of the following?
A) More peasants owned land.
B) Kulaks became important local political leaders in the Ukraine.
C) As patriots, peasants embraced the idea of collectivization.
D) Grain was exported from the Ukraine although it meant it left little food for the starving Ukrainians.
E) The system destroyed all vintages of serfdom.
Q2) "November criminals"
Q3) Who wrote The Waste Land?
A) T. S. Eliot
B) Hanna Arendt
C) Paul Sartre
D) D. H. Lawrence
E) Franz Kafka
Q4) The Fascist regime in Italy did all of the following except
A) attack the Vatican.
B) eliminate non-Fascists from the cabinet.
C) dissolve opposition parties.
D) smash the independent trade unions.
E) suppress opposition newspapers.
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Chapter 20: World War 2: Western Civilization in the Balance
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Q1) The Holocaust killed approximately_______ of the population of European Jews.
A) two-thirds
B) one-half
C) three-fourths
D) one-fourth
E) three-fifths
Q2) The Einsatzgruppen
A) massacred Jewish residents on the Eastern Front.
B) led the Panzer units during the Blitzkrieg.
C) investigated resistance fighters operating within France.
D) defeated the Soviet tank groups outside of Stalingrad.
E) spread propaganda in preparation for the invasion of the Soviet Union.
Q3) The German general in charge of forcing at the Battle of El Alamein was
A) Rudolf Hess
B) Hermann Georing
C) Friedrich Paulus
D) Erwin Rommel
E) Claus von Stauffenberg
Q4) Winston Churchill
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Q5) What were the primary reasons for Hitler's string of successes early in the war?
Chapter 21: Europe After World War 2: Recovery and Realignment, 1945-1989
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Q1) The extensive economic aid the United States provided to Western Europe is generally referred to by what term?
A) The Truman Doctrine
B) The Containment Doctrine
C) The Warsaw Pact
D) The Marshall Plan
E) The London Plan
Q2) The Czechoslovakian leader that attempted to put a human face on socialism in 1968 was__________.
A) Janos Kadar
B) Wojeciech Jaruzelski
C) Lech Walesa
D) Alexander Dubcek
E) Vaclav Havel
Q3) Following World War II, Britain
A) retained its position as one of the superpowers.
B) quickly granted independence to its colonies in Africa.
C) extended government control over the economy.
D) witnessed very conservative parties managing the government.
E) was among the richest nations in the West.
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Chapter 22: The Troubled Present
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Q1) One of the chief problems with admitting countries from Eastern Europe and perhaps Turkey into the European Union is that
A) immigration from poorer EU members may be seen to threaten the national identity of all European nations.
B) a number of these nations still have one-party Communist political systems.
C) only political elites in these countries desire admission.
D) West European corporations need the cheap labor available in these societies.
E) they do not meet the economic and political requirements for becoming members of the European Union.
Q2) According to the textbook, rising anti-Semitism is similar to Nazi anti-Semitism for all of the following except
A) efforts to blame Jews for all the problems in the country or region.
B) media images that portray Jewish people as sinister, devil like creatures.
C) dehumanizing efforts that label them as rats, bacteria, pigs, or apes.
D) accusations of conspiracies blaming them for numerous historical tragedies.
E) propagation of an ideal Aryan race in contrast to the Jews.
Q3) How has Vladimir Putin responded to attempts by efforts to break away from Russia?
Q4) The Dayton Agreement
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