Becoming America Ist Edition By David Henkin -Test Bank

 

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Sample Test

Chapter 03

Slavery and Race, 1660-1750

 

 

Multiple Choice Questions

1.   (p. 59)Slavery on the North American mainland
A. developed slowly.
B. was deeply entrenched before the arrival of the English, Spanish, Dutch, and French.
C. developed quickly after the arrival of the English, Spanish, Dutch, and French.
D. was not legal until the early 1700s.

 

2.   (p. 60)The biggest stimulus for the massive forced migration of Africans across the Atlantic was the
A. need for house servants.
B. failure of the colonies to attract colonists who were willing to work.
C. demand for agricultural labor.
D. prejudice of the colonists.

 

3.   (p. 60)In colonial North America before the 1660s,
A. most who labored were defined as someone else’s personal property.
B. serving a master was not associated with a particular racial or ethnic identity.
C. men, women, and children who tilled the soil did so voluntarily.
D. it was assumed that those who served a master were African Americans.

 

4.   (p. 60)Between 1660 and 1750, American colonists
A. diminished legal distinctions between European and African laborers.
B. increasingly purchased African slaves.
C. continued to rely primarily on European labor.
D. purchased a majority of their slaves from Brazil.

 

 

5.   (p. 61)Before the spread of slavery, labor in the tobacco-growing Chesapeake depended heavily on
A. religious immigrant family units.
B. Indian slaves.
C. involuntary migrants.
D. English farm laborers and landless artisans.

 

6.   (p. 61)Indentured servants typically contracted to work for a period of
A. one to two years.
B. two to four years.
C. five to seven years.
D. seven to ten years.

 

7.   (p. 61)Africans brought to the Chesapeake before the 1660s came as
A. slaves but did not always remain enslaved for their entire lives.
B. slaves, and remained enslaved for their entire lives.
C. indentured servants but did not always remain in servitude for their entire lives.
D. indentured servants and remained so for their entire lives.

 

8.   (p. 61)Most of the first generation of Africans to arrive in the Chesapeake were
A. slaves from other colonies.
B. indentured servants from Europe.
C. slaves from the northern colonies.
D. indentured servants from West Africa.

 

9.   (p. 61)Africans who were free men in the seventeenth century
A. owned land.
B. testified in court.
C. controlled the labor of others.
D. All these answers are correct.

 

 

10.                (p. 61)What is chattel slavery?
A. indentured servitude of white laborers
B. indentured servitude of black laborers
C. a system that treats individuals as property that can be bought or sold
D. a system that treats individuals as property that is held for a lifetime

 

11.                (p. 61)What caused the supply of white indentured servants to be reduced during the 1660s?
A. the rise in employment and wages in England
B. the lure of new colonies, such as North Carolina, South Carolina, and Georgia
C. the slowing growth of the tobacco industry
D. All these answers are correct.

 

12.                (p. 62)The Royal African Company was chartered in 1672 by the Crown of
A. Holland.
B. England.
C. Portugal.
D. Spain.

 

13.                (p. 62)The Royal African Company was chartered to
A. transport indentured servants from England.
B. deliver African slaves exclusively to the American colonies.
C. transport African slaves from trading posts in the Caribbean.
D. run a slave-buying operation in West Africa.

 

14.                (p. 62)In 1662 the Virginia legislature passed a law declaring that slave status was
A. inherited through the mother.
B. inherited through the father.
C. to be permanent for life.
D. to be consistent with English law.

 

 

15.                (p. 63)Colonial laws from the late 1600s revealed the intention of
A. differentiating slaves from servants.
B. regulating relations between Europeans and Africans.
C. protecting slaves as a form of property.
D. All these answers are correct.

 

16.                (p. 63)Which colony was the first to be designed from the outset around slavery?
A. Virginia
B. Florida
C. South Carolina
D. Georgia

 

17.                (p. 63-64)A thriving traffic in human beings from Africa to the Americas
A. only developed once the English colonies accelerated the importation of slaves.
B. already existed before mainland English colonies formed.
C. was fueled by the global demand for cotton.
D. developed in spite of the fact that indigenous slaved were easier to control.

 

18.                (p. 64)Virginia’s 1670 law, which illustrates how religion became an important factor in European thinking about slavery, stipulated that
A. an African slave who converted could remain a slave.
B. perpetual enslavement of an African who had been baptized before entering the colony could be allowed.
C. a slave who converted could earn his or her freedom.
D. a Native American slave who converted could be perpetually enslaved.

 

19.                (p. 65)The racial prejudice of ________ and ________ Christians helped justify the African slave trade to the new World.
A. English; Dutch
B. English; Spanish
C. Dutch; Portuguese
D. Spanish; Portuguese

 

 

20.                (p. 64)“The Curse of Ham” from the book of Genesis was interpreted by Muslims, Christians, and Jews entering into the slave trade in a way that
A. linked the character of Ham to the African continent.
B. applied the curse placed by Noah on Ham to slave- and indentured-servant-class individuals.
C. identified the repugnant ethical behavior of Ham with Native Americans.
D. None of these answers is correct.

 

21.                (p. 66)The majority of the Atlantic slave trade occurred in
A. Brazil and the Caribbean.
B. New England.
C. British North America and the United States.
D. the Dutch and French West Indies.

 

22.                (p. 66)What best describes the practice of European slave traders?
A. seizing free people in Africa and shipping them across the Atlantic
B. purchasing human beings who were already enslaved in Africa
C. selling slaves directly to plantation owners in the New World
D. using gold and various national currencies to purchase slaves

 

23.                (p. 68)The “triangular trade” model of transatlantic trade that connected Europe, the American colonies, and West Africa
A. provides a comprehensive explanation of the routes of exchange.
B. illustrates the dependency of West Africa on European goods.
C. is oversimplified and better described as a web of global exchange.
D. ignores complexities such as the role of Muslim trade.

 

24.                (p. 68)The most significant aspect of the cowrie shell during the seventeenth and eighteenth centuries was its use as
A. the leading currency.
B. an early form of packing peanuts to ship delicate merchandise.
C. prestigious decorative ornaments.
D. jewelry.

 

 

25.                (p. 67)Middle Passage refers to the
A. transport of trade goods such as weapons, liquor, and tobacco to West Africa.
B. exchange between African slave merchants and European slave traders.
C. third leg of the triangular trade itinerary.
D. journey that brought slave ships from Africa to the Americas.

 

26.                (p. 68)How much human cargo did the Royal African Company’s ships lose between 1680 and 1688?
A. almost one-quarter
B. almost one-third
C. almost half
D. almost three-quarters

 

27.                (p. 69)Compared to slaves in the West Indies and Brazil, the Africans that were brought to North America
A. suffered lower birth rates, due to poorer nutrition.
B. died off more quickly, due to the debilitating gang labor.
C. lived longer on average.
D. developed an imbalance in the sex ratio among their populations.

 

28.                (p. 69)The term creole, when speaking of the slave population, refers to one who was born in
A. Africa.
B. the colonies.
C. the Middle Passage.
D. the land of one’s native language.

 

29.                (p. 70)The slave trade routinely broke up African families,
A. but once they arrived in the American colonies they were granted legal marriage.
B. and slaveholders consistently discouraged conjugal relations among their slaves.
C. but Africans in America still managed to select partners and form family relationships.
D. and as a result, memories of their African heritage rapidly disappeared.

 

 

30.                (p. 71)Growing slave communities enabled many African-born slaves to preserve their
A. linguistic heritage.
B. African cuisine.
C. funeral rites.
D. All these answers are correct.

 

31.                (p. 71)Gullah was
A. the lower hold aboard a slave ship.
B. a plantation work team.
C. a festival preserved from African tradition.
D. a mixed language that became formalized over time.

 

32.                (p. 71)Before 1750, the religion most Africans brought with them and continued to embrace
A. was Islam.
B. was Christianity.
C. consisted of magic and the conjuring of spirits.
D. consisted of the worship of statues and animals.

 

33.                (p. 72)Spoonbread is an example of
A. the attempts of slaves to recreate a traditional African dish.
B. the departure of slaves from African ways of life.
C. the unhealthy food given to slaves by slave owners.
D. a dish that was imported from England but much loved by slaves.

 

34.                (p. 73)Which of the following is an African instrument that was introduced by American slaves in the South?
A. banjo
B. guitar
C. drum
D. cymbal

 

 

35.                (p. 72)The Muslim slave Diallo
A. was highly literate.
B. successfully escaped from his Maryland slaveholder.
C. sent a letter that eventually reached his home of Senegambia.
D. secured a deal with British traders that ended the purchase of African slaves.

 

36.                (p. 73)The largest slave system by far in colonial North America emerged in
A. Florida.
B. the Chesapeake Bay region.
C. Georgia.
D. South Carolina.

 

37.                (p. 73)Before 1750, the dominant crop in the Chesapeake Bay region was
A. cotton.
B. indigo.
C. rice.
D. tobacco.

 

38.                (p. 73)The gang system
A. reflected the less demanding nature of tobacco fieldwork.
B. included direction by a white foreman.
C. required a high degree of contact between blacks and whites on the plantation.
D. led to frequent successful slave revolts.

 

39.                (p. 74)Slavery in the Lowcountry of South Carolina and Georgia
A. closely resembled that of the Caribbean.
B. mimicked the slave system of the Chesapeake.
C. was characterized by the close, first-hand supervision of the master.
D. was based on cultivation of the tobacco leaf.

 

 

40.                (p. 74)Rice plantations
A. had significant start-up costs.
B. necessitated minimal supervision.
C. encouraged large slaveholding.
D. All these answers are correct.

 

41.                (p. 74)The task system required
A. demanding work and gave slaves less control over their time.
B. demanding work, but gave slaves greater control over their time.
C. less effort, but gave slaves less control over their time.
D. less effort and gave slaves greater control over their time.

 

42.                (p. 75)The Stono Rebellion of 1739 took place in
A. South Carolina.
B. North Carolina.
C. Georgia.
D. Florida.

 

43.                (p. 75)The slaves that rebelled near the Stono River were encouraged to revolt
A. when several of their masters left the region to procure supplies.
B. after news had reached them of a successful rebellion in the neighboring plantation.
C. by reports that war had erupted between Spain and Britain.
D. when disease moved through the white population.

 

44.                (p. 75)Once the Stono Rebellion was suppressed,
A. fears of further rebellion were for the most part put to rest.
B. another similar rebellion broke out fifteen miles away, just outside of Charleston.
C. planters gradually reduced the slave population to minimize the threat of revolt.
D. conspirators were hunted down, and laws were passed to prevent insurrection.

 

 

45.                (p. 76)Forty percent of all Africans brought to North America before 1808 entered via
A. Alexandria.
B. Charleston.
C. New York.
D. Savannah.

 

46.                (p. 76)The northern colony with the largest slave population was
A. Massachusetts.
B. New York.
C. Connecticut.
D. New Hampshire.

 

47.                (p. 76)In the colonial North, slaves worked as which of the following?
A. carpenters
B. blacksmiths
C. butchers
D. All these answers are correct.

 

48.                (p. 77)The 1712 slave revolt in New York involved
A. a building being set afire and the deaths of nine white citizens.
B. a ship being stolen and used in an attempt to sail for the Caribbean.
C. a shootout with armed slaves that resulted in over twenty casualties.
D. the slaughter of the women and children of three households.

 

49.                (p. 77)In 1750, only about ________ Africans were enslaved in Spanish Florida.
A. 50
B. 100
C. 200
D. 300

 

 

50.                (p. 77)The southern city built up in the first half of the eighteenth century by enslaved African artisans was
A. Williamsburg.
B. Charleston.
C. New Orleans.
D. Savannah.

 

 

Essay Questions

51.                Before the 1660s, Africans were brought to the Chesapeake as slaves, but their work and prospects were not that different from those of indentured servants. How and why did Chesapeake landowners shift away from indentured servitude toward race-based chattel slavery?

Answers will vary

 

52.                Beginning in the 1660s, colonial governments enacted new laws in support of slaveholding. Trace the development of major pieces of colonial slave legislation.

Answers will vary

 

53.                Evaluate the major factors that influenced European attitudes on race.

Answers will vary

 

54.                Analyze transatlantic trade in the seventeenth and eighteenth centuries, including the triangle model, the Middle Passage, and the significance of cowrie shells.

Answers will vary

 

 

55.                The African diaspora forced thousands of people to adapt to new surroundings. Evaluate the influence of traditional African culture on the slave communities of North America.

Answers will vary

 

56.                Compare and contrast slavery in the Chesapeake with that of the Lowcountry.

Answers will vary

 

57.                Analyze the distinctiveness of slavery in the North as compared to that of the southern colonies.

Answers will vary

 

Chapter 05

Empires, War, and the Transformation of Indian Country, 1700-1765

 

 

Multiple Choice Questions

1.   (p. 104)During the first half of the eighteenth century the four major powers in North America were the
A. Iroquois, Dutch, Spanish, and British.
B. Iroquois, French, Spanish, and British.
C. Iroquois, French, Dutch, and British.
D. Dutch, French, Spanish, and British.

 

2.   (p. 104)Covenant Chain refers to
A. the alliances uniting the various Indian confederations.
B. a defensive alliance consisting of New York, Massachusetts, Connecticut, Rhode Island, and Maryland.
C. a pattern of councils and treaties between New York and the Iroquois League.
D. an imperial cooperative among key European nations.

 

3.   (p. 105)Following the Tuscarora War of 1711-1713, the defeated Indians allied themselves with the
A. Iroquois League.
B. French.
C. English colonists.
D. Yamasee Indians.

 

4.   (p. 105)The Iroquois League
A. proved to be a loyal ally to Britain.
B. generally allied themselves with Britain but also made agreements with the French.
C. generally allied themselves with Britain but also made agreements with the Spanish.
D. proved to be a loyal ally to the French.

 

 

5.   (p. 105)Spain was committed to protecting its North American military bases in
A. Texas.
B. New Mexico.
C. Arizona.
D. Florida.

 

6.   (p. 105)Which of the following is NOT true of the French colonists?
A. They depended on economy based on animal furs and skins.
B. They lived among the Indians.
C. They were less reliant on Indians as trading partners.
D. They intermarried with native women.

 

7.   (p. 107)Colonists and Native Americans were drawn into imperial wars beginning with
A. Queen Anne’s War.
B. King William’s War.
C. King George’s War.
D. the War of Jenkins’s Ear.

 

8.   (p. 107)In Queen Anne’s War, relations between European nations and different Indian groups
A. were not significant for any European power.
B. proved crucial for the French, Spanish, and British.
C. were strategically helpful to the British only.
D. were strategically helpful to the French only.

 

9.   (p. 108)What happened to the balance of power after Queen Anne’s War?
A. It shifted toward the British.
B. It shifted toward the French.
C. It shifted toward the Spanish.
D. It did not decisively shift.

 

 

10.                (p. 108)The War of Jenkins’s Ear pitted the British against the
A. Iroquois.
B. French.
C. Spanish.
D. Dutch.

 

11.                (p. 108)One of the outcomes of King George’s War was that
A. it created tension between the colonists and the royal government.
B. it further cemented bonds between the colonists and Britain’s transatlantic empire.
C. the French fort at Louisbourg in Nova Scotia became a permanent British possession.
D. many New Englanders now felt that Protestantism was under threat.

 

12.                (p. 109)In the eighteenth century, most of the territory that would eventually become the United States was controlled by the
A. British.
B. French.
C. Spanish.
D. Indians.

 

13.                (p. 109)The major Indian ethnic groups of the upper Midwest, such as the Ottawas, Miamis, and Potawatomis were formed by refugees from various
A. Algonquian peoples around Lake Michigan.
B. Algonquian peoples around the upper Ohio River valley.
C. Iroquois peoples around Lake Michigan.
D. Iroquois peoples around the upper Ohio River valley.

 

14.                (p. 109)The Shawnee cultivated ties with the
A. Iroquois.
B. British.
C. French.
D. Creeks.

 

 

15.                (p. 110)The complex diplomatic relationships common among Indians in the eighteenth century were, in part, the result of
A. a more unified front against Europeans.
B. decentralized leadership.
C. how the village had given way to the tribe as the fundamental political unit.
D. a lack of thoughtful strategy.

 

16.                (p. 110)Between the Mississippi River and the Pacific Ocean, Indians did not exploit the rivalries among European powers because
A. both the French presence and the Spanish presence in the West were insignificant.
B. they feared Europeans’ military strength.
C. French and Spanish colonists were unwilling to deal with Indians.
D. in the West they held sway and had no need of such strategies.

 

17.                (p. 110)In the 1700s, relations with the Caddo Indians were
A. competed for by the French and Spanish.
B. nurtured by the French but neglected by the Spanish.
C. nurtured by the Spanish but neglected by the French.
D. neglected by both the French and the Spanish.

 

18.                (p. 110)The French held the advantage with Indians in southeastern Texas because they
A. intermarried with Caddos.
B. carried banners depicting the Virgin Mary.
C. extended their religious faith and its requirements.
D. brought fewer women with them to diplomatic ceremonies.

 

19.                (p. 110)Beginning in the 1680s the northern plains of the West were dominated by the
A. Caddo.
B. Comanche.
C. Sioux.
D. Cherokee.

 

 

20.                (p. 110)Spain came to regret its role in the rise of the Comancher’a because
A. the Comanche would ally themselves with the British against Spain.
B. Comanche raids would later wreak havoc on Spanish settlements.
C. the Apaches and Navajos, which formed out of the Comancher’a, would pose a threat to them.
D. it was through the Comancher’a that the Spanish introduced horses to North America.

 

21.                (p. 111)Spain established missions and presidios along the Pacific coast during the
A. first third of the eighteenth century.
B. middle of the eighteenth century.
C. last third of the eighteenth century.
D. early years of the nineteenth century.

 

22.                (p. 111)In the mid-eighteenth century the ties binding British colonists to the empire
A. had grown weaker.
B. remained as they had been the previous century.
C. were all but dissolved.
D. had grown stronger.

 

23.                (p. 112)The British products purchased by Native Americans included
A. kettles, axes, and muskets that were identical to those purchased by the colonists.
B. kettles, axes, and muskets that were different from those purchased by the colonists.
C. cotton cloth made especially for them.
D. the same cotton cloth made for the colonists.

 

24.                (p. 112-113)Which of the following was the most devastating item traded to the Indians?
A. liquor
B. tobacco
C. muskets
D. axes

 

 

25.                (p. 113)Colonial merchants and officials understood that selling rum to Indian villages was
A. crucial to the larger commercial relationship between the Indians and British Empire.
B. a service to their culture, as it was used in their festivals and rituals.
C. a necessary tool to bring about domestic and political instability among Native Americans.
D. the “Design of Providence” to wipe out the indigenous population.

 

26.                (p. 113)The term empire of goods refers to
A. the premise that the colonies were to serve the purpose of making the mother country prosper.
B. a system of commercial exchange that linked a widely dispersed population through the things they purchased.
C. a society in which the purchase of material goods is central.
D. the ability of a nation and its imperial holdings to manufacture enough goods to support a healthy system of trade.

 

27.                (p. 113-114)During the eighteenth century, trade to the American colonies
A. declined.
B. rose gradually.
C. skyrocketed.
D. remained much the same as in the previous century.

 

28.                (p. 114)The period from 1720 to 1770 is often described as a time when colonists
A. developed particularly negative attitudes toward Native Americans.
B. developed a sense of independence from Britain.
C. adopted French ways.
D. adopted English ways.

 

29.                (p. 114)The biggest obstacle to colonial manufacturing was that
A. British economic policies encouraged colonists to focus on exporting more raw commodities.
B. Parliament forbade the manufacture of specific goods, such as hats.
C. most colonists wanted to farm rather than manufacture goods.
D. the skilled labor force necessary for manufacturing was simply lacking in the colonies.

 

 

30.                (p. 114)The first post offices in colonial ports were established by
A. Ben Franklin.
B. Thomas Neale.
C. William Johnson.
D. William Shirley.

 

31.                (p. 114)The Postal Act of 1711 brought together the mail systems of
A. England, Ireland, and Scotland.
B. England, Ireland, Scotland, and North America.
C. England and North America.
D. all the colonial city post offices.

 

32.                (p. 115)The Albany Convention in 1754 endorsed the Plan of Union, which created a single governing authority for
A. defensive purposes.
B. the regulation of commerce.
C. a unified approach to colonial-Indian relations.
D. the implementation of taxation in the colonies.

 

33.                (p. 115)The French and Indian War began as a conflict
A. between French and British ships in the English Channel.
B. over Spain’s ban against British trade in the West Indies.
C. between French and British soldiers in Ohio.
D. over disputed territory between New France and Massachusetts.

 

34.                (p. 115)Who was compelled to surrender Fort Necessity to his enemies in May of 1754?
A. James Wolfe
B. William Pitt
C. Edward Braddock
D. George Washington

 

 

35.                (p. 116)For the first three years of the French and Indian War,
A. the French and their Indian allies racked up a succession of victories.
B. the British won the majority of the battles.
C. victories were evenly divided between the French and British.
D. None of these answers is correct.

 

36.                (p. 116-117)The attack on retreating British soldiers after the fall of Fort William Henry had the effect of
A. galvanizing the Indians to pursue the British along the eastern seaboard.
B. discouraging the French from continuing to fight.
C. bringing distrust between the French their Indian allies.
D. paralyzing the British colonists.

 

37.                (p. 117)When the French and Indian War expanded into Europe, Britain joined the side of
A. Sweden.
B. Russia.
C. Spain.
D. Prussia.

 

38.                (p. 118)The Easton Treaty conference helped to transform the war in Britain’s favor by
A. initiating massive deficit spending to fund war efforts.
B. improving relations with native groups in the Ohio country.
C. striking an agreement to recruit Prussian mercenaries.
D. forging an alliance with Indians who had formerly been allies of the French.

 

39.                (p. 118)The battle on the Plains of Abraham resulted in the fall of
A. Fort William Henry.
B. Fort Duquesne.
C. Québec.
D. Montreal.

 

 

40.                (p. 119)The Treaty of Paris, which altered the geography of European empires, yielded the biggest gains for
A. Spain.
B. France.
C. Britain.
D. Prussia.

 

41.                (p. 119)The Treaty of Paris was unpopular with some observers in Britain because
A. France was allowed to keep its possessions in the Caribbean and Newfoundland.
B. Spain remained strong in North America.
C. Havana and Guadalupe were ceded to Spain.
D. France would maintain its positions along the Mississippi River.

 

42.                (p. 121)The Sugar Act of 1764 was passed to
A. benefit the colonies by reducing the tariff on cane sugar.
B. raise revenue to help pay off Britain’s massive war debt.
C. increase the importation of molasses into the colonies.
D. help British commodities compete with those of the Spanish.

 

43.                (p. 121)After 1763, most of the Indians living in the lands gained by the British
A. were indifferent to the British officials and settlers moving into Québec.
B. migrated south.
C. complied with their new European partners.
D. rejected and resisted the terms of the peace treaty.

 

44.                (p. 121)At the close of the Treaty of Paris, the region that was now Spanish Louisiana
A. still reflected a strong French cultural influence.
B. attracted French colonists from Nova Scotia.
C. excluded the city of New Orleans.
D. was in fact effectively under French control.

 

 

45.                (p. 122)Louisiana’s Cajun culture was formed by
A. French colonists from the Great Lakes region.
B. displaced Iroquois outside of New York.
C. the migration of Acadians.
D. Protestant colonists from New France.

 

46.                (p. 121-122)Following the Treaty of Paris, British colonists migrated
A. north to Canada.
B. south to Florida.
C. west into Indian country.
D. All these answers are correct.

 

47.                (p. 122-123)The ascent of the British and departure of the French meant that the Indians could
A. continue to conduct trade in much the same way as they had in the past.
B. no longer use strategic alliances with European powers to their advantage.
C. expect to be treated as allies rather than merely subjects.
D. rely on British officials to meditate in disputes among tribes.

 

48.                (p. 123)Which of the following was NOT a goal of Pontiac’s Rebellion?
A. to unify Indian peoples across the continent
B. to purge the land of the British
C. to live without any trade or connection with white people
D. to return to their cultural roots

 

49.                (p. 124)The Proclamation of 1763 declared that colonists could not
A. settle or purchase land in designated areas without special royal authorization.
B. establish trade agreements with Indians outside of those made by British authorities.
C. engage Indians in armed conflict.
D. intermarry with Indian women.

 

 

50.                (p. 126)The incident involving the Paxton Boys was a reminder of how
A. bitter and violent the Conestogas were.
B. pervasive Quaker passivism remained in Pennsylvania.
C. speculation would potentially be a critical problem for the British.
D. difficult it would be to control violence between whites and Indians.

 

 

Essay Questions

51.                Analyze the position of the British, French, Spanish, and Iroquois League in North America in 1700.

Answers will vary

 

52.                Conflicts across the Atlantic affected the North American colonies in various ways. Summarize the effects of the imperial wars of 1702-1748 on the colonies.

Answers will vary

 

53.                Examine the formation of new Indian ethnic groups of the East and their complex economic and diplomatic relationships in the early eighteenth century. Compare their strategy to that of the Indians of the West.

Answers will vary

 

54.                Analyze the connections that developed between the colonies and Great Britain during the eighteenth century, including commerce, communication, and military alliances.

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55.                How did the French and Indian War affect relations between Britain and her North American colonists?

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56.                Summarize the effects of the Treaty of Paris on both the French colonists and the Indians.

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57.                Explain how Pontiac’s Rebellion led to the Proclamation of 1763.

Answers will vary