Experience History Interpreting America’s Past 9Th Edition By James West Davidson- Test Bank
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Sample Test
Experience History, 9e (Davidson)
Chapter 3 Colonization and Conflict in the South
1600—1750
1) This chapter tells the story of the Powhatan confederacy to
make the point that
1. A)
Indians initially tolerated the first English settlers as allies against rival
tribes, but the cultivation of tobacco led to white land hunger that would
destroy Indian power.
2. B)
the initial English settlements at Virginia survived only because of the
generous assistance provided by local Indian tribes.
3. C)
Powhatan had no strategy to deal with the white “tribes” who invaded his
domain, so he tried in vain to organize an alliance to resist the English.
4. D)
since the English colony was so self-sufficient, they felt no need to cultivate
friendly relations with the few scattered, unorganized tribal bands in the
Chesapeake region.
Answer: A
Topic: English Society on the Chesapeake
Learning Objective: Describe the development of English
society on the Chesapeake Bay.
Bloom’s: Understand
Accessibility: Keyboard Navigation
2) What was the ultimate fate of Juan de Oñate?
1. A) He
led a prosperous, long-lived colony in New Mexico.
2. B)
After failing in New Mexico, he moved to Florida.
3. C) He
was recalled by Spanish authorities and charged with mismanagement.
4. D) He
was one of the few Spanish leaders to live in harmony with the Indians.
Answer: C
Topic: Spain’s North American Colonies
Learning Objective: Explain the development of Spain’s
North American colonies.
Bloom’s: Remember
Accessibility: Keyboard Navigation
3) The principal institution used by the Spanish to incorporate
natives into colonial society was the
1. A)
presidio.
2. B) hacienda.
3. C)
vaquero.
4. D)
mission.
Answer: D
Topic: Spain’s North American Colonies
Learning Objective: Explain the development of Spain’s
North American colonies.
Bloom’s: Understand
Accessibility: Keyboard Navigation
4) For strategic reasons, in what location did the Spaniards
most rely on the Franciscans?
1. A)
Florida
2. B)
New Mexico
3. C)
Arizona
4. D)
Georgia
Answer: A
Topic: Spain’s North American Colonies
Learning Objective: Explain the development of Spain’s
North American colonies.
Bloom’s: Remember
Accessibility: Keyboard Navigation
5) Which of the following was responsible for the drastic
decrease in the Pueblo population between 1620 and 1680?
1. A)
epidemics
2. B)
locust infestations
3. C)
severe drought
4. D)
All of these answers are correct.
Answer: D
Topic: Spain’s North American Colonies
Learning Objective: Explain the development of Spain’s
North American colonies.
Bloom’s: Understand
Accessibility: Keyboard Navigation
6) Who called for the Pueblo Revolt, the most successful
Pan-Indian uprising in North American history?
1. A)
Powhatan
2. B)
Popé
3. C)
Pamunkey
4. D)
Acoma
Answer: B
Topic: Spain’s North American Colonies
Learning Objective: Explain the development of Spain’s
North American colonies.
Bloom’s: Remember
Accessibility: Keyboard Navigation
7) The primary objective of mercantilism was to
1. A)
promote free trade policies.
2. B)
develop industries in the Americas.
3. C)
build national self-sufficiency through a favorable balance of trade.
4. D)
encourage development of a textile industry in Europe.
Answer: C
Topic: English Society on the Chesapeake
Learning Objective: Describe the development of English
society on the Chesapeake Bay.
Bloom’s: Understand
Accessibility: Keyboard Navigation
8) Which of the following largely accounted for the desperate
circumstances early in the Jamestown settlement?
1. A)
failure of the first tobacco crop
2. B)
Jamestown’s lack of fortifications
3. C)
colonists’ willingness to cooperate
4. D)
the poor agrarian skills of the colonists
Answer: D
Topic: English Society on the Chesapeake
Learning Objective: Describe the development of English
society on the Chesapeake Bay.
Bloom’s: Understand
Accessibility: Keyboard Navigation
9) Which of the following best characterizes the Virginia colony
in its first two decades?
1. A)
the profitability of the Virginia Company due to the tobacco boom
2. B)
political stability due to the representative assembly
3. C)
Indian wars
4. D)
immigrant deaths
Answer: D
Topic: English Society on the Chesapeake
Learning Objective: Describe the development of English
society on the Chesapeake Bay.
Bloom’s: Understand
Accessibility: Keyboard Navigation
10) Which of the following best describes a “headright”?
1. A)
the right of a free settler or sponsor of immigrants to receive 50 acres per
person or head
2. B)
the recognized right of the gentry class to rule
3. C)
the right, according to European diplomacy, of the first nation to colonize a
river valley to claim all adjacent lands up to its headwaters
4. D)
the absolute property right, according to English law, of a head of household
over his wife, children, servants, and slaves
Answer: A
Topic: English Society on the Chesapeake
Learning Objective: Describe the development of English
society on the Chesapeake Bay.
Bloom’s: Understand
Accessibility: Keyboard Navigation
11) Which of the following is NOT an accurate description of
immigrants to Virginia during the tobacco boom of the 1620s?
1. A)
They were mostly young, single males.
2. B)
Most came as indentured servants.
3. C)
Nearly all were recruited from peasant villages where they had lived all their
lives.
4. D)
Their life expectancy was very low.
Answer: C
Topic: English Society on the Chesapeake
Learning Objective: Describe the development of English
society on the Chesapeake Bay.
Bloom’s: Understand
Accessibility: Keyboard Navigation
12) The king revoked the company’s charter and made Virginia a
royal colony in 1624 for what reason?
1. A) He
wanted to keep all the colony’s profits for the royal treasury.
2. B)
Indian attacks on the settlers required revenue for security.
3. C) An
investigation revealed the horrible death rate for the Spanish.
4. D)
More than 3,000 immigrants had succumbed to the brutal conditions of Chesapeake
life.
Answer: D
Topic: English Society on the Chesapeake
Learning Objective: Describe the development of English
society on the Chesapeake Bay.
Bloom’s: Understand
Accessibility: Keyboard Navigation
13) In the 1630s and 1640s, as the tobacco boom broke, which of
the following situations developed in Virginia?
1. A)
Conditions improved somewhat for less powerful Virginians.
2. B)
Planters raised more corn and cattle.
3. C)
Single women stood a good chance of improving their status through marriage.
4. D)
All of these answers are correct.
Answer: D
Topic: English Society on the Chesapeake
Learning Objective: Describe the development of English
society on the Chesapeake Bay.
Bloom’s: Remember
Accessibility: Keyboard Navigation
14) Of the following, which is the most likely reason that
Maryland granted religious toleration?
1. A)
Its Catholic founders wished to provide a haven for Catholics.
2. B)
Its Puritan founders wished to break the power of the Anglican state church.
3. C)
Its merchant founders needed a gimmick to lure settlers away from Virginia.
4. D)
Its idealistic founders sought a virtuous and egalitarian utopia for the worthy
poor of all faiths.
Answer: A
Topic: English Society on the Chesapeake
Learning Objective: Describe the development of English
society on the Chesapeake Bay.
Bloom’s: Understand
Accessibility: Keyboard Navigation
15) What created the conditions of unrest that led to local
rebellions in the Chesapeake?
1. A)
religious persecution
2. B) a
sharp rise in the death rate
3. C)
political oppression
4. D) diminishing
economic opportunity
Answer: D
Topic: Chesapeake Society in Crisis
Learning Objective: Detail the factors that led to the
crisis within Chesapeake society by the 1660s.
Bloom’s: Remember
Accessibility: Keyboard Navigation
16) In an effort to ensure that his American colonies
contributed to England’s prosperity, King Charles II initiated a series of
regulations known as the
1. A)
mercantile regulations.
2. B)
Navigation Acts.
3. C)
tariff and tax laws.
4. D)
Neutrality Acts.
Answer: B
Topic: English Society on the Chesapeake
Learning Objective: Describe the development of English
society on the Chesapeake Bay.
Bloom’s: Remember
Accessibility: Keyboard Navigation
17) British authorities based their colonial trade policies, as
embodied in the Navigation Acts, on the theory of
1. A)
mercantilism: ensuring self-sufficiency by monopolizing trade.
2. B)
industrialism: promoting English industrial development.
3. C)
imperialism: keeping the American colonies weak and dependent.
4. D)
developmentalism: stimulating colonial economic diversification.
Answer: A
Topic: English Society on the Chesapeake
Learning Objective: Describe the development of English
society on the Chesapeake Bay.
Bloom’s: Remember
Accessibility: Keyboard Navigation
18) Women in the seventeenth-century Chesapeake
1. A)
usually outnumbered men.
2. B)
usually outlived men.
3. C)
had a good chance of improving their status through marriage.
4. D)
had a good chance of ending up as unmarried and landless vagabonds.
Answer: C
Topic: English Society on the Chesapeake
Learning Objective: Describe the development of English
society on the Chesapeake Bay.
Bloom’s: Understand
Accessibility: Keyboard Navigation
19) The Navigation Acts were
1. A)
procedures instituted by the king when he chartered the Virginia Company.
2. B)
reforms prescribed by the Virginia Company to encourage diversification of the
economy.
3. C)
regulations decreed by Massachusetts to regulate shipping safety.
4. D)
laws passed to give English merchants a monopoly on the colonial trade.
Answer: D
Topic: English Society on the Chesapeake
Learning Objective: Describe the development of English
society on the Chesapeake Bay.
Bloom’s: Remember
Accessibility: Keyboard Navigation
20) The English Civil War of the mid-1600s resulted in the
execution of ________ and then the dictatorship of ________.
1. A)
Charles I; Charles II
2. B)
Charles I; Oliver Cromwell
3. C)
Parliament; Oliver Cromwell
4. D)
Parliament; Charles II
Answer: B
Topic: English Society on the Chesapeake
Learning Objective: Describe the development of English
society on the Chesapeake Bay.
Bloom’s: Remember
Accessibility: Keyboard Navigation
21) Which of the following did NOT trigger the revolt led by
Nathaniel Bacon?
1. A)
clashes between Indians and whites
2. B)
diminishing economic opportunities for freed servants and small planters
3. C)
popular opposition to the restoration of the monarchy
4. D) a
contest for power between older and newer elites
Answer: C
Topic: Chesapeake Society in Crisis
Learning Objective: Detail the factors that led to the
crisis within Chesapeake society by the 1660s.
Bloom’s: Understand
Accessibility: Keyboard Navigation
22) While the rising demand for slaves in the Chesapeake played
some role in the growth of the Atlantic slave trade between the mid-1500s and
the late 1800s, it was the spread of plantation economies in other places that
spurred and sustained the traffic in human beings. Which were these other
places?
1. A)
the Caribbean and South America
2. B)
South Africa and India
3. C)
the Middle East and North Africa
4. D)
British North America
Answer: A
Topic: Chesapeake Society in Crisis
Learning Objective: Detail the factors that led to the
crisis within Chesapeake society by the 1660s.
Bloom’s: Remember
Accessibility: Keyboard Navigation
23) The leaders of Chesapeake society by the end of the 1600s
were able to foster greater unity and stability in part because
1. A)
they relied more on serfs than servitude.
2. B)
economic prospects for slaves improved.
3. C)
new land on the frontier became available.
4. D)
they gave more white males a vote in elections.
Answer: C
Topic: Chesapeake Society in Crisis
Learning Objective: Detail the factors that led to the
crisis within Chesapeake society by the 1660s.
Bloom’s: Understand
Accessibility: Keyboard Navigation
24) The English mainland colonies of North America received most
of their slaves directly from
1. A)
Africa.
2. B)
Brazil.
3. C)
the West Indies.
4. D)
Portugal.
Answer: A
Topic: Chesapeake Society in Crisis
Learning Objective: Detail the factors that led to the
crisis within Chesapeake society by the 1660s.
Bloom’s: Remember
Accessibility: Keyboard Navigation
25) After 1680, Chesapeake planters began to rely more heavily
on black slave labor than on indentured white servants because
1. A)
declining death rates made indentured servants more profitable than slaves.
2. B)
the flow of white servant immigrants was increasing.
3. C)
the pool of available black labor was widening.
4. D)
whites were developing a more egalitarian society.
Answer: C
Topic: Chesapeake Society in Crisis
Learning Objective: Detail the factors that led to the
crisis within Chesapeake society by the 1660s.
Bloom’s: Understand
Accessibility: Keyboard Navigation
26) As with the Chesapeake colonies, so too the Carolinas
followed a process from ________ to ________.
1. A)
violence and high mortality; relative stability
2. B)
diverse economic endeavors; a single-crop economy
3. C)
reliance on African slaves; reliance on indentured servants
4. D)
the West Indies; the mainland
Answer: A
Topic: From the Caribbean to the Carolinas
Learning Objective: Compare the important features of
colonial societies in the Carolinas and Caribbean.
Bloom’s: Remember
Accessibility: Keyboard Navigation
27) English settlements in the West Indies had the greatest
influence upon the development of the mainland colonies of
1. A)
the Chesapeake.
2. B)
the Carolinas.
3. C)
New England.
4. D)
New York and New Jersey.
Answer: B
Topic: From the Caribbean to the Carolinas
Learning Objective: Compare the important features of
colonial societies in the Carolinas and Caribbean.
Bloom’s: Remember
Accessibility: Keyboard Navigation
28) What was the most lucrative New World commodity produced by
the English by the later 1600s?
1. A)
silver
2. B)
sugar
3. C)
tobacco
4. D)
rice
Answer: B
Topic: From the Caribbean to the Carolinas
Learning Objective: Compare the important features of
colonial societies in the Carolinas and Caribbean.
Bloom’s: Remember
Accessibility: Keyboard Navigation
29) One of the differences between South Carolina and the
Chesapeake was that
1. A)
the Chesapeake had a black majority.
2. B)
Virginia and Maryland were Catholic; South Carolina was Protestant.
3. C)
wealthy South Carolina planters grew rice; the Chesapeake gentry primarily
produced tobacco.
4. D)
South Carolinians enjoyed peaceful relations with Indians.
Answer: C
Topic: From the Caribbean to the Carolinas
Learning Objective: Compare the important features of
colonial societies in the Carolinas and Caribbean.
Bloom’s: Understand
Accessibility: Keyboard Navigation
30) The early instability of South Carolina society was due to
1. A)
fighting among white settlers and violent relations with Indians.
2. B)
the trafficking of Indian slaves.
3. C)
the influx of black labor and the resulting disruption of families.
4. D)
the volatile rice boom.
Answer: A
Topic: From the Caribbean to the Carolinas
Learning Objective: Compare the important features of
colonial societies in the Carolinas and Caribbean.
Bloom’s: Understand
Accessibility: Keyboard Navigation
31) ________ was founded both as a military buffer and a
philanthropic enterprise.
1. A)
The colony of Maryland
2. B)
The colony of Georgia
3. C)
The plantation system in Barbados
4. D)
The plantation system in South Carolina
Answer: B
Topic: From the Caribbean to the Carolinas
Learning Objective: Compare the important features of
colonial societies in the Carolinas and Caribbean.
Bloom’s: Remember
Accessibility: Keyboard Navigation
32) Which of the following is NOT an accurate generalization
about the southern English colonies by about 1700?
1. A)
Each had been founded as a private (i.e., proprietary) colony, but each would
eventually become royal.
2. B)
The economy of each was based on slave-grown plantation staple crops.
3. C)
Each had matured into a hierarchical society in which the leading planters
controlled the government.
4. D) To
the south of England’s mainland colonies were mainland colonies of Spain.
Answer: A
Topic: From the Caribbean to the Carolinas
Learning Objective: Compare the important features of
colonial societies in the Carolinas and Caribbean.
Bloom’s: Understand
Accessibility: Keyboard Navigation
33) The medieval religious order that would become key to the
settlement of Spanish North America was the ________.
Answer: Franciscans
Topic: Spain’s North American Colonies
Learning Objective: Explain the development of Spain’s
North American colonies.
Bloom’s: Remember
Accessibility: Keyboard Navigation
34) Juan de Oñate was tapped to establish a colony in ________.
Answer: New Mexico
Topic: Spain’s North American Colonies
Learning Objective: Explain the development of Spain’s
North American colonies.
Bloom’s: Remember
Accessibility: Keyboard Navigation
35) ________ was the king of England who chartered the company
that founded the first permanent English colony in North America.
Answer: James I
Topic: English Society on the Chesapeake
Learning Objective: Describe the development of English
society on the Chesapeake Bay.
Bloom’s: Remember
Accessibility: Keyboard Navigation
36) By 1617 John Rolfe established a pattern for southern
colonies when he introduced the cultivation of ________.
Answer: tobacco
Topic: English Society on the Chesapeake
Learning Objective: Describe the development of English
society on the Chesapeake Bay.
Bloom’s: Remember
Accessibility: Keyboard Navigation
37) In 1619 the Virginia Colony began the tradition of
self-government in America by authorizing a ________ assembly, or the House of
Burgesses.
Answer: representative
Topic: English Society on the Chesapeake
Learning Objective: Describe the development of English
society on the Chesapeake Bay.
Bloom’s: Remember
Accessibility: Keyboard Navigation
38) The king who was restored to the throne after the English
Civil War was ________.
Answer: Charles II
Topic: English Society on the Chesapeake
Learning Objective: Describe the development of English
society on the Chesapeake Bay.
Bloom’s: Remember
Accessibility: Keyboard Navigation
39) The collective name for parliamentary legislation designed
according to mercantilist theory for the purpose of controlling colonial trade
was the ________ Acts.
Answer: Navigation
Topic: English Society on the Chesapeake
Learning Objective: Describe the development of English
society on the Chesapeake Bay.
Bloom’s: Remember
Accessibility: Keyboard Navigation
40) The long sea voyage across the Atlantic endured by slaves is
known as the ________.
Answer: Middle Passage
Topic: Chesapeake Society in Crisis
Learning Objective: Detail the factors that led to the
crisis within Chesapeake society by the 1660s.
Bloom’s: Remember
Accessibility: Keyboard Navigation
41) The ________—basically the leading plantation owners—were
the political and economic elite of the Chesapeake colonies by the late 1600s.
Answer: gentry
Topic: Chesapeake Society in Crisis
Learning Objective: Detail the factors that led to the
crisis within Chesapeake society by the 1660s.
Bloom’s: Remember
Accessibility: Keyboard Navigation
42) Many of the original settlers of South Carolina came from
the West Indian island of ________.
Answer: Barbados
Topic: From the Caribbean to the Carolinas
Learning Objective: Compare the important features of
colonial societies in the Carolinas and Caribbean.
Bloom’s: Remember
Accessibility: Keyboard Navigation
43) Describe Powhatan’s reactions to the arrival of the English
in the Chesapeake. Why did Powhatan allow the settlement at Jamestown to
survive?
Answer: Answers will vary.
Topic: English Society on the Chesapeake
Learning Objective: Describe the development of English
society on the Chesapeake Bay.
Bloom’s: Understand
Accessibility: Keyboard Navigation
44) What was mercantilism? Why did the logic of mercantilist
ideas encourage King James to grant a charter to the Virginia Company?
Answer: Answers will vary.
Topic: English Society on the Chesapeake
Learning Objective: Describe the development of English
society on the Chesapeake Bay.
Bloom’s: Understand
Accessibility: Keyboard Navigation
45) Discuss the causes of Bacon’s Rebellion in Virginia. Compare
and contrast the causes and character of that rebellion with the causes and
character of Coode’s Rebellion in Maryland.
Answer: Answers will vary.
Topic: Chesapeake Society in Crisis
Learning Objective: Detail the factors that led to the
crisis within Chesapeake society by the 1660s.
Bloom’s: Analyze
Accessibility: Keyboard Navigation
46) Describe how the Virginia colony was transformed from a
colony in which most unfree laborers were white servants to one in which black
slavery was firmly established.
Answer: Answers will vary.
Topic: Chesapeake Society in Crisis
Learning Objective: Detail the factors that led to the
crisis within Chesapeake society by the 1660s.
Bloom’s: Understand
Accessibility: Keyboard Navigation
47) Discuss the ways in which the character and composition of
the black population and the institution of slavery in the Chesapeake changed
between the middle of the seventeenth century and the early decades of the
eighteenth century.
Answer: Answers will vary.
Topic: Chesapeake Society in Crisis
Learning Objective: Detail the factors that led to the
crisis within Chesapeake society by the 1660s.
Bloom’s: Understand
Accessibility: Keyboard Navigation
48) What explains the greater stability of white society in
South Carolina after about 1730?
Answer: Answers will vary.
Topic: From the Caribbean to the Carolinas
Learning Objective: Compare the important features of
colonial societies in the Carolinas and Caribbean.
Bloom’s: Understand
Accessibility: Keyboard Navigation
49) Why did Georgia’s idealistic founders fail in their plan to
create a small farmer’s utopia?
Answer: Answers will vary.
Topic: From the Caribbean to the Carolinas
Learning Objective: Compare the important features of
colonial societies in the Carolinas and Caribbean.
Bloom’s: Understand
Accessibility: Keyboard Navigation
50) Compare and contrast the Spanish treatment of native peoples
in the Southwest with relations between Indians and English settlers in the
colonial American Southeast.
Answer: Answers will vary.
Topic: Spain’s North American Colonies
Learning Objective: Explain the development of Spain’s
North American colonies.
Bloom’s: Analyze
Accessibility: Keyboard Navigation
51) Does the text’s account of Powhatan’s confederacy reinforce
or contradict the notion of the Chesapeake Indians as “noble savages” who lived
a simpler life than did the Europeans who reached their shores? Explain why.
Answer: Answers will vary.
Topic: English Society on the Chesapeake
Learning Objective: Describe the development of English
society on the Chesapeake Bay.
Bloom’s: Understand
Accessibility: Keyboard Navigation
52) Imagine that you were one of the leaders of the English
settlement at Jamestown. What could you have done to lessen the hardships or to
prevent the tragedies that took place during the first 15 years of settlement?
Answer: Answers will vary.
Topic: English Society on the Chesapeake
Learning Objective: Describe the development of English
society on the Chesapeake Bay.
Bloom’s: Understand
Accessibility: Keyboard Navigation
53) Without tobacco, the Virginia Colony would never have
survived. Make a case for that thesis, using what you know of the colony’s
history.
Answer: Answers will vary.
Topic: English Society on the Chesapeake
Learning Objective: Describe the development of English
society on the Chesapeake Bay.
Bloom’s: Understand
Accessibility: Keyboard Navigation
54) Explain how sugar and tobacco played similar roles in
Virginia and in the Caribbean colonies.
Answer: Answers will vary.
Topic: English Society on the Chesapeake; From the
Caribbean to the Carolinas
Learning Objective: Describe the development of English
society on the Chesapeake Bay.; Compare the important features of colonial
societies in the Carolinas and Caribbean.
Bloom’s: Understand
Accessibility: Keyboard Navigation
55) Discuss and assess the following statement from the
textbook: “All that saved white society in the Chesapeake from renewed crisis
and conflict [after Bacon’s and Coode’s rebellions] was the growth of African
slavery.”
Answer: Answers will vary.
Topic: Chesapeake Society in Crisis
Learning Objective: Detail the factors that led to the
crisis within Chesapeake society by the 1660s.
Bloom’s: Understand
Accessibility: Keyboard Navigation
56) In what ways were the big Virginia planters powerful and
independent? In what ways were they dependent on natural conditions, luck, and
relations with Indians and the British crown?
Answer: Answers will vary.
Topic: English Society on the Chesapeake
Learning Objective: Describe the development of English
society on the Chesapeake Bay.
Bloom’s: Understand
Accessibility: Keyboard Navigation
57) Was it inevitable that black slavery emerged as the dominant
labor system in the Chesapeake? In South Carolina? Could planters in either colony
have adopted alternatives—free white workers? White indentured servants? Indian
slaves or servants?
Answer: Answers will vary.
Topic: Chesapeake Society in Crisis; From the Caribbean to
the Carolinas
Learning Objective: Detail the factors that led to the
crisis within Chesapeake society by the 1660s.; Compare the important features
of colonial societies in the Carolinas and Caribbean.
Bloom’s: Understand
Accessibility: Keyboard Navigation
58) Discuss the relationship that existed between the Spanish in
the Southwest and the Pueblo Indians.
Answer: Answers will vary.
Topic: Spain’s North American Colonies
Learning Objective: Explain the development of Spain’s
North American colonies.
Bloom’s: Understand
Accessibility: Keyboard Navigation
59) Explain how the various groups of Indians in the Northeast
adjusted and adapted to the colonization of Europeans.
Answer: Answers will vary.
Topic: English Society on the Chesapeake
Learning Objective: Describe the development of English
society on the Chesapeake Bay.
Bloom’s: Understand
Accessibility: Keyboard Navigation
Experience History, 9e (Davidson)
Chapter 5 The Mosaic of Eighteenth-Century America
1689—1768
1) ________ was the Spanish Empire’s last major colonial project
in North America.
1. A)
New Mexico
2. B)
California
3. C)
The Texas mission project
4. D)
The Pueblos
Answer: B
Topic: Crisis and Transformation in New Spain
Learning Objective: Explain the causes of crisis and
transformation in northern New Spain in the late seventeenth and early
eighteenth centuries.
Bloom’s: Remember
Accessibility: Keyboard Navigation
2) Which of the following does NOT describe the rights of
married Spanish women?
1. A)
They could buy and sell land and represent themselves in court.
2. B)
They retained control over their own property.
3. C)
They were entitled to at least 25 percent of the marital property upon a
husband’s death.
4. D)
They were entitled to their dowries upon a husband’s death.
Answer: C
Topic: Crisis and Transformation in New Spain
Learning Objective: Explain the causes of crisis and
transformation in northern New Spain in the late seventeenth and early
eighteenth centuries.
Bloom’s: Understand
Accessibility: Keyboard Navigation
3) What challenge did the Spanish face in settling California?
1. A)
the long, dangerous journey there
2. B)
military skirmishes with the Russians over land rights
3. C)
tensions with the French over a joint claim
4. D)
the need to pass through the English colonies to get there
Answer: A
Topic: Crisis and Transformation in New Spain
Learning Objective: Explain the causes of crisis and
transformation in northern New Spain in the late seventeenth and early
eighteenth centuries.
Bloom’s: Understand
Accessibility: Keyboard Navigation
4) Which of the following was a result of Spanish colonization
of California?
1. A)
Native American villages there thrived due to improved nutrition
2. B)
the rapid growth of the Spanish population led to the Native Americans being
pushed off their land
3. C) Native
American land was transformed by overgrazing and invasive plant species
4. D)
Native Americans from the interior moved closer to the missions to gain food
and work
Answer: C
Topic: Crisis and Transformation in New Spain
Learning Objective: Explain the causes of crisis and
transformation in northern New Spain in the late seventeenth and early
eighteenth centuries.
Bloom’s: Understand
Accessibility: Keyboard Navigation
5) Which of the following BEST characterizes the French
relationship with native people in eighteenth-century New France?
1. A)
conflict
2. B)
domination
3. C)
subordination
4. D)
compromise
Answer: D
Topic: Crisis and Transformation in New Spain
Learning Objective: Explain the causes of crisis and
transformation in northern New Spain in the late seventeenth and early
eighteenth centuries.
Bloom’s: Understand
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6) Why were the French less likely than the British to use
military force when dealing with the native people of North America?
1. A)
The French population was relatively low.
2. B)
French soldiers were much less effective fighters than their British
counterparts.
3. C) As
Catholics, they naturally were more benevolent when dealing with the native
people.
4. D)
They had superior diplomatic skills.
Answer: A
Topic: Eighteenth-Century New France
Learning Objective: Identify and discuss the key features
of exploration and colonization in eighteenth-century New France.
Bloom’s: Understand
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7) Why did French authorities stop importing slaves into
Louisiana in the first half of the eighteenth century?
1. A)
because they were profoundly against the institution of slavery
2. B)
because the costly Natchez-slave rebellion had persuaded them to stop importing
slaves
3. C) because
French Louisiana did not produce crops that required slave labor
4. D)
because they switched to using enslaved native people for their labor
Answer: B
Topic: Eighteenth-Century New France
Learning Objective: Identify and discuss the key features of
exploration and colonization in eighteenth-century New France.
Bloom’s: Understand
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8) The three largest groups of non-English immigrants coming to
the American colonies in the 1700s were
1. A)
Africans, Scots-Irish, and Germans.
2. B)
Africans, Germans, and Dutch.
3. C)
Scots-Irish, Dutch, and Africans.
4. D)
Scots-Irish, Germans, and Dutch.
Answer: A
Topic: Forces of Division in British North America
Learning Objective: Analyze the important forces of
division in late eighteenth-century British North America.
Bloom’s: Remember
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9) Which of the following is NOT one of the reasons the American
population grew dramatically in the 1700s?
1. A)
high birth rate
2. B)
importation of slaves
3. C) absorption
of French and Spanish colonials as the British Empire expanded
4. D)
large numbers of non-English immigrants
Answer: C
Topic: Forces of Division in British North America
Learning Objective: Analyze the important forces of
division in late eighteenth-century British North America.
Bloom’s: Understand
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10) By the beginning of the eighteenth century, land scarcity
pushed both native-born and newly arrived families to look westward.
Descendants of old Yankee families established themselves ________, while
European immigrants found more luck ________.
1. A) in
frontier New England; south of New York
2. B) in
the Hudson River valley; along the Great Wagon Road
3. C)
along the Great Wagon Road; south of New York
4. D)
south of New York; in frontier New England
Answer: A
Topic: Forces of Division in British North America
Learning Objective: Analyze the important forces of
division in late eighteenth-century British North America.
Bloom’s: Remember
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11) Where in the South did most black Americans live and work?
1. A)
inland plantations
2. B)
along the seaboard
3. C) in
the backcountry
4. D)
the piedmont
Answer: B
Topic: Slave Societies in the Eighteenth-Century South
Learning Objective: Compare and discuss slave societies
across the eighteenth-century South.
Bloom’s: Remember
Accessibility: Keyboard Navigation
12) In what time frame was the greatest number of African slaves
imported into the Chesapeake and Carolina regions?
1. A)
the first half of the seventeenth century
2. B)
the second half of the seventeenth century
3. C)
the first half of the eighteenth century
4. D)
the second half of the eighteenth century
Answer: C
Topic: Slave Societies in the Eighteenth-Century South
Learning Objective: Compare and discuss slave societies
across the eighteenth-century South.
Bloom’s: Remember
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13) The society of the eighteenth-century backcountry was
characterized by all of the following EXCEPT
1. A)
hard work.
2. B)
self-sufficiency.
3. C)
isolation.
4. D)
class conflict.
Answer: D
Topic: Forces of Division in British North America
Learning Objective: Analyze the important forces of
division in late eighteenth-century British North America.
Bloom’s: Understand
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14) What was the primary reason so many families migrated into
the backcountry?
1. A) to
escape governmental authority
2. B) to
worship in freedom
3. C) to
find a healthier environment
4. D) to
obtain cheap land
Answer: D
Topic: Forces of Division in British North America
Learning Objective: Analyze the important forces of
division in late eighteenth-century British North America.
Bloom’s: Understand
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15) Which group dominated the political and economic life of the
seaport towns?
1. A)
descendants of the original founding families
2. B)
the numerous middle-class artisans
3. C)
merchants
4. D)
aristocratic crown officials
Answer: C
Topic: Forces of Division in British North America
Learning Objective: Analyze the important forces of
division in late eighteenth-century British North America.
Bloom’s: Remember
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16) The colonial seaports were not only the centers for overseas
trade; they were also the places where
1. A)
enterprising merchants worked to organize and control the commerce of the
surrounding region.
2. B)
religious revivals had their greatest effect.
3. C)
British imperial authority remained visible and strong.
4. D)
slavery was first outlawed.
Answer: A
Topic: Forces of Division in British North America
Learning Objective: Analyze the important forces of
division in late eighteenth-century British North America.
Bloom’s: Understand
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17) In the mid-1700s, slaves in the seaport cities
1. A)
often gained their freedom.
2. B)
were practically nonexistent.
3. C)
were likely to be recent arrivals from Africa.
4. D)
frequently fought for their freedom.
Answer: C
Topic: Forces of Division in British North America
Learning Objective: Analyze the important forces of
division in late eighteenth-century British North America.
Bloom’s: Understand
Accessibility: Keyboard Navigation
18) In the mid-1700s, slaves on southern plantations
1. A)
were about as likely to have been born in America as in Africa.
2. B)
found little opportunity to create an African American culture.
3. C)
had mostly all gained their freedom.
4. D)
were more likely to be recent arrivals from Africa.
Answer: A
Topic: Slave Societies in the Eighteenth-Century South
Learning Objective: Compare and discuss slave societies
across the eighteenth-century South.
Bloom’s: Remember
Accessibility: Keyboard Navigation
19) Unlike slaves on Carolina plantations, those in the
Chesapeake
1. A)
had less contact with whites.
2. B)
enjoyed greater autonomy because of the “task system.”
3. C)
lived on smaller plantations with fewer slaves.
4. D)
were mostly African-born.
Answer: C
Topic: Slave Societies in the Eighteenth-Century South
Learning Objective: Compare and discuss slave societies
across the eighteenth-century South.
Bloom’s: Remember
Accessibility: Keyboard Navigation
20) Which of the following statements is true about slave
communities on southern plantations?
1. A)
With few slaves imported directly from Africa, African folkways soon
disappeared.
2. B)
Slave marriages were legally recognized.
3. C)
Resistance to slavery led to a drop in the slave trade.
4. D)
Slaves maintained a family life despite the possibility that a family member
could be sold.
Answer: D
Topic: Slave Societies in the Eighteenth-Century South
Learning Objective: Compare and discuss slave societies
across the eighteenth-century South.
Bloom’s: Understand
Accessibility: Keyboard Navigation
21) Which of the following was most likely true of Americans who
were influenced by the Enlightenment?
1. A)
They had faith that society could be improved through human slavery.
2. B)
They were from the educated upper class.
3. C)
They held to a religion that believed human beings could find salvation in the
Catholic Church.
4. D)
They understood knowledge as valuable for its own sake, independent of any
practical usefulness.
Answer: B
Topic: Enlightenment and Awakening in America
Learning Objective: Explain and compare the impact of the
Enlightenment and the First Great Awakening on colonial American society and
culture.
Bloom’s: Understand
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22) The doctrine known as “rational Christianity” stressed which
of the following beliefs?
1. A)
predestination
2. B)
conversion
3. C)
the benevolence of God
4. D)
the reasons for innate human sinfulness
Answer: C
Topic: Enlightenment and Awakening in America
Learning Objective: Explain and compare the impact of the Enlightenment
and the First Great Awakening on colonial American society and culture.
Bloom’s: Remember
Accessibility: Keyboard Navigation
23) Regarding the effects of the Great Awakening, all of the
following are correctly stated, EXCEPT that
1. A)
Americans became more sharply polarized along religious lines.
2. B)
many westerners embraced evangelical Protestantism and swelled the
denominations of the Baptists and the Presbyterians.
3. C)
many urban easterners embraced evangelical Protestantism and thus swelled such
denominations as Quakers and Anglicans.
4. D) it
caused many northern churches to bicker and splinter.
Answer: C
Topic: Enlightenment and Awakening in America
Learning Objective: Explain and compare the impact of the
Enlightenment and the First Great Awakening on colonial American society and
culture.
Bloom’s: Understand
Accessibility: Keyboard Navigation
24) The Great Awakening can best be described by which of the
following statements?
1. A) It
was a multifaceted, intellectual movement, based primarily on new discoveries
in science.
2. B) It
was a secular, humanitarian movement, which sought to improve the quality of
life for the poor.
3. C) It
was a rationalist religious movement, which had its greatest impact among the
well-educated in eastern seaboard cities.
4. D) It
was an emotional revivalist movement that appealed to a diverse cross-section
of Americans.
Answer: D
Topic: Enlightenment and Awakening in America
Learning Objective: Explain and compare the impact of the
Enlightenment and the First Great Awakening on colonial American society and
culture.
Bloom’s: Understand
Accessibility: Keyboard Navigation
25) One of the important distinctions between eighteenth-century
English and American social structures was that
1. A)
while England had a large lower class, there were no poor people in America.
2. B)
while England had a large lower class, their more industrialized economy
created more opportunities for upward mobility than did agrarian America.
3. C)
while England’s aristocrats claimed titles and legal privileges by hereditary
right, only a few American elites inherited titles and political power.
4. D)
while less than one-third of England’s inhabitants belonged to the “middling
sort,” three-quarters of white Americans could be described as “middle class.”
Answer: D
Topic: Anglo-American Worlds of the Eighteenth Century
Learning Objective: Outline and understand key features of
the Anglo-American worlds of the eighteenth century.
Bloom’s: Understand
Accessibility: Keyboard Navigation
26) The theory of the “balanced constitution” refers to
1. A)
separating government powers into executive, legislative, and judicial
functions.
2. B)
giving every order of society some voice in the workings of government.
3. C)
the use of “influence” or patronage by the executive officials to win support
for its policies among legislators.
4. D)
restricting the franchise to adult males owning a certain amount of property.
Answer: B
Topic: Anglo-American Worlds of the Eighteenth Century
Learning Objective: Outline and understand key features of
the Anglo-American worlds of the eighteenth century.
Bloom’s: Understand
Accessibility: Keyboard Navigation
27) Nowhere did the French seem more menacing than in ________,
one of the most important blank spots on Spanish maps.
Answer: Texas
Topic: Crisis and Transformation in New Spain
Learning Objective: Explain the causes of crisis and
transformation in northern New Spain in the late seventeenth and early
eighteenth centuries.
Bloom’s: Remember
Accessibility: Keyboard Navigation
28) The Native American people that integrated European horses
into their lives and became formidable equestrian warriors were known by their
enemies as the ________.
Answer: Comanche
Topic: Crisis and Transformation in New Spain
Learning Objective: Explain the causes of crisis and
transformation in northern New Spain in the late seventeenth and early
eighteenth centuries.
Bloom’s: Remember
Accessibility: Keyboard Navigation
29) Despite grand colonial claims, most eighteenth-century
French Americans lived along the ________ River.
Answer: St. Lawrence
Topic: Eighteenth-Century New France
Learning Objective: Identify and discuss the key features
of exploration and colonization in eighteenth-century New France.
Bloom’s: Remember
Accessibility: Keyboard Navigation
30) The Great ________ is the term used to describe the period
of intense religious piety among Americans, beginning in the 1730s, that fueled
the expansion of Protestant churches.
Answer: Awakening
Topic: Enlightenment and Awakening in America
Learning Objective: Explain and compare the impact of the
Enlightenment and the First Great Awakening on colonial American society and
culture.
Bloom’s: Remember
Accessibility: Keyboard Navigation
31) The ________ was an intellectual movement in both Europe and
America that celebrated the power of human reason.
Answer: Enlightenment
Topic: Enlightenment and Awakening in America
Learning Objective: Explain and compare the impact of the
Enlightenment and the First Great Awakening on colonial American society and
culture.
Bloom’s: Remember
Accessibility: Keyboard Navigation
32) The “boy preacher” from England who stirred revival fires up
and down the colonial seaboard was George ________.
Answer: Whitefield
Topic: Enlightenment and Awakening in America
Learning Objective: Explain and compare the impact of the
Enlightenment and the First Great Awakening on colonial American society and
culture.
Bloom’s: Remember
Accessibility: Keyboard Navigation
33) The English Parliament’s unofficial policy of benign
________ allowed economic growth and political autonomy in the American
colonies.
Answer: neglect
Topic: Anglo-American Worlds of the Eighteenth Century
Learning Objective: Outline and understand key features of
the Anglo-American worlds of the eighteenth century.
Bloom’s: Remember
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34) What “forces of division” were operating in the British
colonies during the first half of the eighteenth century? Discuss with specific
reference to at least two of the following areas: immigration, the backcountry,
boundary disputes, and seaport towns.
Answer: Answers will vary.
Topic: Forces of Division in British North America
Learning Objective: Analyze the important forces of
division in late eighteenth-century British North America.
Bloom’s: Understand
Accessibility: Keyboard Navigation
35) Compare and contrast the character of backcountry
settlements with that of older rural communities in eighteenth-century America.
Answer: Answers will vary.
Topic: Forces of Division in British North America
Learning Objective: Analyze the important forces of
division in late eighteenth-century British North America.
Bloom’s: Analyze
Accessibility: Keyboard Navigation
36) Compare and contrast the lives of eighteenth-century
American women in established rural communities, on the frontier, and in major
seaports.
Answer: Answers will vary.
Topic: Forces of Division in British North America
Learning Objective: Analyze the important forces of
division in late eighteenth-century British North America.
Bloom’s: Analyze
Accessibility: Keyboard Navigation
37) Discuss male and female black slaves’ experiences in South
Carolina, the Chesapeake, and major seaports.
Answer: Answers will vary.
Topic: Slave Societies in the Eighteenth-Century South
Learning Objective: Compare and discuss slave societies
across the eighteenth-century South.
Bloom’s: Analyze
Accessibility: Keyboard Navigation
38) Compare and contrast the economy, social structure, and
politics of England and America in the eighteenth century.
Answer: Answers will vary.
Topic: Anglo-American Worlds of the Eighteenth Century
Learning Objective: Outline and understand key features of
the Anglo-American worlds of the eighteenth century.
Bloom’s: Analyze
Accessibility: Keyboard Navigation
39) Describe the basic outlook of the intellectual movement
known as the Enlightenment.
Answer: Answers will vary.
Topic: Enlightenment and Awakening in America
Learning Objective: Explain and compare the impact of the
Enlightenment and the First Great Awakening on colonial American society and
culture.
Bloom’s: Understand
Accessibility: Keyboard Navigation
40) Contrast the legal rights and privileges of women living in
New Spain with those living in British North America during the eighteenth
century. Who had it better?
Answer: Answers will vary.
Topic: Anglo-American Worlds of the Eighteenth Century
Learning Objective: Outline and understand key features of
the Anglo-American worlds of the eighteenth century.
Bloom’s: Understand
Accessibility: Keyboard Navigation
41) Comment on the following statement: “That America evolved in
ways distinct from that of England was a direct result of British colonial
policy.”
Answer: Answers will vary.
Topic: Anglo-American Worlds of the Eighteenth Century
Learning Objective: Outline and understand key features of
the Anglo-American worlds of the eighteenth century.
Bloom’s: Understand
Accessibility: Keyboard Navigation
42) In what ways were major American seaports of the eighteenth
century similar to cities today? In what ways were they different? How has
urban life changed in the last 300 years?
Answer: Answers will vary.
Topic: Forces of Division in British North America
Learning Objective: Analyze the important forces of
division in late eighteenth-century British North America.
Bloom’s: Understand
Accessibility: Keyboard Navigation
43) Consider the following: “To any person in bondage, the
condition of slavery must be fundamentally unacceptable, no matter how
benevolent a slave’s master. Yet the realities of power forced enslaved people
every day to confront these inequalities.” Discuss the ways in which enslaved
African Americans dealt with their situation.
Answer: Answers will vary.
Topic: Slave Societies in the Eighteenth-Century South
Learning Objective: Compare and discuss slave societies
across the eighteenth-century South.
Bloom’s: Understand
Accessibility: Keyboard Navigation
44) Why was the Great Awakening disruptive socially as well as
religiously? Explain the causes of disruption in both cases.
Answer: Answers will vary.
Topic: Enlightenment and Awakening in America
Learning Objective: Explain and compare the impact of the
Enlightenment and the First Great Awakening on colonial American society and
culture.
Bloom’s: Understand
Accessibility: Keyboard Navigation
45) What caused the population of North America to increase
dramatically during the eighteenth century?
Answer: Answers will vary.
Topic: Forces of Division in British North America
Learning Objective: Analyze the important forces of
division in late eighteenth-century British North America.
Bloom’s: Understand
Accessibility: Keyboard Navigation
46) Colonial religious practices underwent several changes
during the Great Awakening. Explain how different groups adjusted to these
changes. What was the aftermath of the Great Awakening?
Answer: Answers will vary.
Topic: Enlightenment and Awakening in America
Learning Objective: Explain and compare the impact of the
Enlightenment and the First Great Awakening on colonial American society and
culture.
Bloom’s: Understand
Accessibility: Keyboard Navigation
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